b. The Playing of Snakes and Ladders
1. Playing Snakes and Ladders in General
Milton Bradley Chutes and Ladders game board c. 1952 showing
good dead and their rewards and bad dead and their consequences. Each player start with a token in their starting square usually the
“1” grid square in the bottom left corner, or simply, the imaginary space the “1” grid square and takes turns to roll a single die to move the token
by the number of squares indicated by the die roll, following a fixed route marked on the game board which usually follows a boustrophedon ox-
plow track from the bottom to the top of playing area., passing one through every square. If, on completion of this move, they land on the
lower numbered end of the squares with a ladder, they can move their token up to the higher- numbered square. If they land on the higher
numbered square of a pair with a snake or chute, they must move their token down to the lower numbered square. A player, who rolls a 6 with
their die may, after moving, immediately takes another turn; otherwise, the play passes to the next player in turn. If a player rolls three 6s on the
die, they return to the beginning of the game and may not move until the roll another 6. The winner is the player whose taken first reaches the last
square of the track. A variation exists where a player must roll the exact number to
reach the final square hence winning. Depending on the particular variation, if the roll of the die is too large the token remains in place.
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2. Playing Snakes and Ladders in Learning English Grammar
Playing snakes and ladders game in learning English grammar: Divide the class into group of four and give each group a die, a playing
board and the rules. Give each student a different playing piece. If no
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Augustyn, Dictionary... ISBN 0789015048
playing piece are available, student can simply write their initial on small squares of paper or cardboard
Tell the student to read the rules and start playing. Stay attentive but keep in the background. Only intervene when a group cannot decide if a
sentence is correct or when they have made an incorrect decision. Try not to interrupt, but keep on ear open for point you want to work on in later
lessons When the game is over, go through the sentences, or at least ask if there
are any sentence that the student are still questioning. If one group finishes a long time before the others, they may be asked to plan their
own “Snakes and Ladders “ playing board when the others finish.
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c. The Rules of Snakes and Ladders in Learning English Grammar
The rules of snakes and ladders in learning English grammar are: 1. Put your playing pieces on the start square.
2. Decide who is going to begin and in which order you are going to play 3. If you are the first player, roll you die and move forward the number of
square indicated. 4. If you land on a sentences, saw whether it is correct or no. If you think
there is a mistake in the sentence, correct it immediately. 5. Your group must then decide if you are right or not. If your groups
agree with you, move an extra three squares forward. If they disagree move back three square.
6. If you land on the blank square, you simply stay where you are until you next turn. If you land on the square where another person playing
piece is already standing, move forward on square. This rule applies whether you land on a sentence or on the blank square.
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Chris Sion, Recipes for Tired Teacher,
San Francisco
; Alta Book Center Publisher.2004, p. 74
7. At you next turn, move your playing piece the numbers of squares show on the die. For example, if you are on square 16 and a die shows five
dots, move your playing piece to square 21. 8. Each player proceeds the same way, starting always from square 1.
9. To finish you must land directly on the last square for example 100. If you are on square 98 and throw a six, count two forward and four back
to land on square 96 hope you throw four on your next turn.
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d. The Material of Snakes and Ladders
The material is used in snakes and ladders game: • Material
• Playing Board • A die
• Rules • Playing Pieces one for each student
Figure.2.2Snakes and Ladders Boards
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Sion, p. 75
2. GAME a. The Understanding of Game
According to Wright, et.al in her book Game for Language
Learner that “the word game means an activity which is entertaining and engaging, often challenging, and an activity is which the learners play and
usually interact with others.”
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From the statement above that game is the right way for making communication with others. By game, the activity entertains and gives
different sense for several persons. The good interaction often happens in playing the game.
The article of game states that game theory is the study of the ways in which strategic interactions among rational players
produce outcomes with respect to the preferences or utilities of those players, none of which might have been intended by any of
them.
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From the article above that game is the way to make a strategy for interaction among players. The player has to communicate with another
player while playing is in progress. Also, the player has to respect another player for good interaction in game.
In addition, Jeremy Harmer states that “many games from television and radio and game that people play at home in their everyday
lives can be adopted for classroom use.”
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From the statement above, there are so many game resources, the game can be found from the media electro such as TV or radio, and also it can
be found from the book, magazine, newspaper and real life activity. When we were children, there were so many games, and these games can be used in
teaching and learning activities in the classroom.
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Andrew Wright, et.al, Games for Language Learner, Cambridge: Cambridge University Press, 2006, p. 1.
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http:simple.wikipedia.orgwikiGame_theory on Wednesday, 21
st
of April 2010 at 10.18 am
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Jeremy Harmer, The Practice of English Language Teaching, Edinburgh: Longman, 1991, p.223.
The writer may conclude that game is fun activity which is challenging and interesting for learning and making a good strategy in
communicating between players. The games can be found from many resources: TV, Radio, books, magazine, etc.
b. The Reason in Using Game
There are many reasons in using games; 1. Games are fun and children like to play them. Through games children
experiment, discover, and interact with their environment. 2. Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will
not be the key motivational factor, games can provide this stimulus.
3. The game context makes the foreign language immediately useful to the
children. It brings the target language to life.
4. The game makes the reasons for speaking plausible even to reluctant
children.
5. Through playing games, students can learn English the way children learn
their mother tongue without being aware they are studying; thus without stress, they can learn a lot.
6. Even shy students can participate positively.
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