are difficult to specify and even more difficult to score. But as informal techniques to assess learners, they offer a level of authenticity and spontaneity that other
assessment techniques may not provide. Discussions may be especially appropriate
tasks through which to elicit and observe such abilities as
1 Topic nomination, maintenance, and termination;
2 Attention getting, interrupting, floor holding, control;
3 Clarifying, questioning, paraphrasing;
4 Comprehension signals nodding,”uh-huh,”’hmm,”etc.
5 Negotiating meaning;
6 Intonation patterns for pragmatic effect;
7 Kinesics, eye contact, proxemics, body language; and
8 Politeness, formality, and other sociolinguistic factors
Assessing the performance of participants through scores or checklist in which appropriate or inappropriate manifestations of any category are noted should
be carefully designed to suit the objectives of the observed discussions. Of course, discussion is an integrated task, and so it is also advisable to give some cognizance to
comprehension performance in evaluating learners.
3. Games for Language Learning
This sub chapter will discuss further about games for language learning including the nature of the games, benefit of using games EFL context and types of
games.
a. The Nature of Games
The first theory comes from Wright, Batteridge, Buckby 1984:1 states that word “game often challenging, and an activity in which the learners play and usually
interact within others. Paul 2003:30 adds that games are any fun activities which give young learners opportunities to practice the foreign language as relaxed and
enjoyable way.
Freeman 2000:121 also mentions that games are used frequently in CLT. The students find them enjoyable, and if they are properly designed, they give
students valuable communicative practice. In line with Freeman, Hadfield 1990 also proposes that game is activity with rules, a goal and an element of fun. She explains
two ways of classifying language games. First, she divides language games into two types; linguistics games and communicative games. Linguistics games focus on
accuracy, such as supplying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people
identifying two differences between their two pictures which similar to one another but not exactly alike. Avoiding grammar correction will help the learners to speak
naturally achieving communicative purpose.
Another definition comes from Byrne in Daesri 2002:1, he remarks that a game is a form of play governed by rules. It has to be enjoyable and fun. It is not just
a diversion, a break from routine activities but a way of getting the learner to use language in the course of the game. Also, Brewster and Ellis 2002:172 say that
students like playing a game because it encourages them in learning a language. Games can be done as an icebreaking in the class or even as an effort to make
challenging speaking task more enjoyable and look easily for the students.
From the definitions above, it can be seen clearly that language games do not only provide supportive activities and practices that can motivate the students to
interact and communicate, but games can also create opportunities for students to acquire the language in a meaningful way. In short, it can be said that language
games are able to help students use and practice the target language in a relaxed way. b.
The Benefits of Using Games
Language games not only give a sense of enjoyable learning but also sustain learning value from practicing discussion through games among the students in the
class. Kim 1995:35 presents six advantages of using language games in the
classroom, which are:
1 Games are motivating and challenging.
2 Games are as a welcome break from the usual routine of the language class.
3 Games help the students to make and sustain the effort of learning.
4 Games provide language practice in the various and integrated language skill.
5 Games encourage students to interact and communicate to each other.
6 Games create a meaningful context for language that is being learned by the
students.
