xxiii mor e point s t han ot hers do and t her e is oft en a w inner. It is played in w hole class or
t eams. Com municat ion games focus on accuracy t o t he developm ent of fluency and mor e purposeful ‘com municat ion’ or oft en r ely on informat ion gap. It is oft en played in
pairs or small groups Brew st er and Dennis Girar d, 1992:180-181. According t o Brumfit and Ray Tongue, t here are som e charact erist ics of gam es:
gam es ar e act ivit ies governed by rules, w hich set up clearly defined goals, gam es involve a cont est eit her bet w een players or bet w een t he players and t he goal, and games
should led t o having fun Brumfit and Ray Tongue, 1995:142-143. Game is a fun act ivit y w it h rules w hich can compet e bet w een t he players.
F. The Use of Games in Teaching English
Children love in joining fun act ivit ies. As st at ed by Harmer, “ children need t o be involved in som et hing act i ve t hey w ill usually not sit and list en ” Harmer, 1991:7. It
means t hat children like playing ver y much. Children need fr equent changes of act ivit y. The t eachers should t o be more imaginat ive and creat i ve in creat ing a t eaching m et hod.
Children like playing gam es. Teacher s can use game t hat is provided any com municat ive act ivit y in t eaching English t o t he children. As Roger Gow er, Diane
Phillips and St eve Walt er said, “ M any convent ional games can be adapt ed t o for eign language t eaching, as wit h any communicat ive act ivit y t he ar eas of languages produced
may be pr edict able and t heref ore useful as a guided act ivit y” Roger Gow er, Diane Phillips and St eve Walt er, 1995: 110. It means t hat game can help t he t eacher in
t eaching foreign language t o t he st udent s.
xxiv M eanw hile, John Haycraft says t hat , gam es are an agreeable w ay of get t ing a
class t o use it s init iat ive in English. As t hey ar e gent ly compet it ive, t hey incr ease mot ivat ion John Haycraft , 1997: 94. Besides, gam e is fun act ivit y; game can mot ivat e
st udent s in joining t eaching- learning process. It can at t ract t he st udent s’ at t ent ion. Teaching English using games is a good w ay. As st at ed by Scot t and Yt r eber g,
“ Playing w it h t he language in t his w ay is very comm on in first language developm ent and is a ver y nat ural st age in t he first st ages of foreign language learning t oo” Scot t and
Yt r eber g,1990: 5. Using game in t eaching a language can help t he st udent s in developing t heir language especially in t he first st age. It m eans t hat play is in t he
essent ial nat ure of child. Besides gam e is fun act ivit y, gam e also can help t he children in increasing t heir
language skills. As st at ed by Brumfit and Ray Tongue, “ Children learn t rough playing. In playing t oget her, t hey int eract and in int er act ing t hey develop language skills” , Brumfit
and Ray Tongue, 1995:142.
CHAPTER III DISCUSSION
A. General Description of SD N Mukiran 03
