19
d. Mainly writing
The gamesin thissection assume the close relationship between form and
communicative purpose. e.
Mainly reading
Two important skills are concentrated on this game, namely skimming for gist, when the learner find out at speed what content a text contains,
and scanning, when they search a text for some particular item.
f. Mainly vocabulary and spelling
The aim of this section is to help the learner experience the meanings of the words in contexts. Occasionally, it may be necessary to draw
attention to the form of a word as well as its meaning.
g. Mainly grammar
The games in this section focus on particular points of grammar and give the learner the opportunity to experience the language in use in
contexts that are meaningful and enjoyable, and to practice using them over and over again.
h. Solo games
This game is helpful to give the learners an opportunity to experience how to select and apply different types of game to suit their specific
needs.
15
Morever, Andrew Wright has stated in his book there are seven types of game, as follow:
a. Care and share
‗Caring and sharing game include all those games in which the learner feels comfortable while sharing personal information with other learner.
b. Do : Move, mime, draw, obey
The learner is expected to do something non-verbally in response to a read or a heard text.
15
Wright, Games for…, p. 11 - 171
20
c. Identify: Discriminate, guess, speculate
The learner is challenged to identify something which is difficult to identify or to hypothesis about something which is then compared with
the facts.
d. Describe
The learner is challenged to describe something to another learner, by speaking or writing.
e. Connect: Compare, match, group
The learner is challenged to connect, compare match, or group various items of information, perhaps pictures or texts, objectively or
subjectively. He or she uses language to describe or comment on the pairs or groups of information.
f. Order
The learner is challenged to put various bits of information into an order of quality and importance, subjectively or objectively, or to put texts,
pictures, objects, into a development sequence, also subjectively or objectively.
g. Remember
The learner tries to remember something and then communicate what he or she has remembered.
h. Create
The learner is challenged or invited to make a story, write a poem or produce some kind of material using their imagination.
16
In sums up, games are any kind of the interesting activities, sometimes challenging, which have rule
– even the simple one and can be done in the classroom and accommodate the lesson that make pleasant atmosphere that
students enjoy being involved in and motivated.
16
Wright, Games for…, p. 4-5
21
3. The Advantages and Disadvantages of Using Games
a. The Advantages of Using Games
According to Kim, the advantages of using games inthe classroom, such as: 1.
Games are a welcome break from the usual routine of the language class. 2.
They are motivating and challenging. 3.
Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening and reading. 5.
They encourage students to interact and communicate. 6.
They create a meaningful context for language use.
17
On the other hand, Langeling and Malarcher stated that, there are many advantages of using games in the classroom, as follow:
1. Encourage creative and spontaneous use of language.
2. Promotes communicative competence.
3. Motivetes.
4. Fun.
5. Easily adjusted for age, level, and interest.
6. Utilizes all four skills.
18
From the advantages of using games in English language learnig above the writer conclude that the advantages of using games in classroom will help reduce
students‘ boredom in learning language and will improve students‘ interest and motivates in learning English language. The most importantly, game will make
students felling enjoy and comfortable during teaching and learning process.Games also can make the studentscreative and they willspontaneous using
English language.Moreover, games not only used by students in low level, but also
17
Lee Su Kim ,”Creative Games for the Language Class”Forum Vol.33, No.1,January—
March1995,p.35.
18
M. Martha Lengeling and Casey Malarcher ,” From Index Cards: A Natural Resource
for Teachers ”, Forum Vol.35, No.4, October—December 1997,p.42.
Kategori