process of the playing. However, it needs to provide feedback both for the learners and the teacher. To create successful learning, the age and language
levels of the learners should be considered as well in order to choose an appropriate game that is equal for both slow and fast learners.
As cited in Rainders 2009:2, Prensky 2001 argues that games share some characteristics. They are actually the representation of a story which
contains rules, goals and objectives to achieve by interaction. Games also offer learners with conflicts, competitions, challenges, and oppositions. Those problems
in games can be either solved or left abandoned. No matter what the result is, games should give outcome and feedback to learners to improve their playing
better. Based on the characteristics mentioned above, in this study, an
educational game not only provides fun and easiness to play, but also should consider the psychological and social development of the learners. Therefore, the
tasks and goals set by the rules need to accommodate the process of development considering the age and language levels of the learners. It means during the
playing the learners will face problems and an educational game should give the learners a chance to solve them. This situation teaches the learners to be able to
overcome problems coming to them in life.
2.1.2.3 Advantages of Using Educational Games
Games used in education are considered beneficial for the teaching learning process. If prepared and conducted properly, games can give more
advantages in educating learners. Moursund 2007:30 analyzes games from three points of views, namely cooperation, independence, and competition leading to
the determination of winners and losers. It means that games should offer cooperation between learners. They need to learn to work together for achieving
the goal. Games should also be competitive, leading learners to win or lose. By playing the games, learners are taught to know the risks when they win or lose.
Finally, games should make learners become independent. Learners dare to do everything themselves, without others’ help.
Playing educational games, according to Keesee 2011 also help learners with focus, self esteem, and memory. Learners learn to be patient when
waiting to achieve the next level. Once learners can get to the next level, they are encouraged to do better. Here is the part where learners’ self esteem start to
improve. Along with the playing, learners actually recall their memory. So, games can be used to sharpen the learners’ memory.
Conscious learning can lead learners to boredom. Therefore, creating a meaningful context for language use is another advantage games present Cross,
2002:15. Through games, learners can focus to their own learning. It helps teachers to create unconscious learning contexts during their teaching activity
since learners’ attention is not on the language, but on the games and messages contained in the games. It means games might lead to a successful learning
process when learners enjoy the process. It is supported by Nemerow 1996:25 who mentions that games is a different way that makes learning easier, more
relaxed, fun, and encouraging.
In conclusion, educational games can encourage both English language teachers and learners during teaching learning process to achieve the intended
goals. Teachers are encouraged to create meaningful contexts which are relaxed, fun, and enjoyable to teach learners. Moreover, the games are expected to lead
learners to learn independently and confidently. Meanwhile, educational games help learners enjoy the process and unconsciously accept the knowledge delivered
through the games.
2.1.2.4 Which Educational Game to Use
There are many games able to be used in educating learners. However, not all games are applicable for educational purposes. Teachers should be careful
in choosing games if they want to make them beneficial. Firstly, teachers should consider the goals wanting to be achieved in
teaching learning process. Then, they decide on the purposes of using a game, whether it is suitable with the learning goals. It needs to be concerned that a game
might be appropriate and useful. However, as Gulin, et al 2011:221 say when its value is considered from the view point of foreign language teaching and then
compared to the purposes of the learning, it may have little or no purpose. It means teachers should see if the game will support the goals of learning.
Furthermore, as cited in Shagga 2012:18, Nedomova 2007 explains that teachers also need to consider whether the games are only an effort to avoid
boredom for the learners or really used to assist the learners to revise and practice particular parts of grammar and vocabulary. This means that games should really
