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Alfred Boby Tangkonda
Senior English Teacher at SMA Negeri 3 Kupang, Indonesia
Games are important tools in order to achieve good learning outcomes in
EFL classes
Learning a second language is not an easy process but rather a challenging journey
requiring constant effort over a prolonged time. One of the
fundamental ways to
encourage this is by applying communicative and educational games or fun
activities. In English as a Foreign Language (EFL) classes, games are regarded as
one the most effective means of teaching the English language and a common
teaching method in the majority of English classrooms. Researchers have come up
with different explanations for the nature of games. Wright, Betteridge and
Buckby (2006) define language games as “an activity
which is entertaining and
engaging, often challenging, and an activity in which the learners play and usually
interact with others” (p. 1). According to Rixon, Flavell and Vincent (1991) games
are a way to play under a set of rules. Similarly, Hadfield’s (1990) description of
games are fun activities with rules. In addition, Haycraft (1978, p. 94) also stated
that “games are an agreeable way of getting a class to use its initiative in English”.
Games come in different forms, including movement games,
card games, board
games, guessing games, matching games,
desk games, and role-play games.
Games are not merely icebreaker activities between students or to kill time in
English language classrooms, but they benefit both teachers and students. The
advantages of playing games for students are evident in their effectiveness to
improve
their linguistic skills, to stimulate their interests and motivation in
learning as well as developing their social skills. On the other hand, games
provide higher pedagogical values as a tool of evaluation and assessment and add
variation to the teacher’s teaching repertoire. Some studies
have pointed out the
flaws of using games in English classes. However, the teacher’s thorough
preparation will overcome these problems and add challenges to an otherwise
boring class. This essay casts some light on why the implementation of these
playful and fun activities are crucial in achieving good learning outcomes in EFL
classes.
Games positively contribute to the practice of language in four collective areas of
skills (Carrier, 1985).
Speaking, writing, listening, and reading are integrated
through these exciting activities. Similarly, Rodgers (1974) claims that games are
the best method to apply students’ linguistic comprehension as a whole. Games
become a good way for language practice, as it is a clear model for what language
students will use in their real life in the future. Playing the classic
‘Simon says’ or
‘
Teacher says’ are simple examples of activities which focus on listening skills.
This works interestingly as all students with different
levels of proficiency can
involve themselves in the lesson they are learning or they have taught (Simpson,
2011). This activity suits different age groups since it adds an aspect of fun and is
easy to play. Vidiasih (2007) carried out a study regarding the advantages of
teaching English by using games on seventh grade students at Lumajang,
Indonesia. The study concluded that students enjoyed the use of games in English
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classes. Lexical competence is another aspect to master linguistic competence
(Anyaegbu, Ting & Li, 2012). Similarly, Efendi (2013) emphasizes that games are
able to connect the
four main skills of speaking, listening, reading and writing in
one activity. Although acquiring an adequate vocabulary is essential in the process
of communicating a foreign language, many students dread vocabulary learning as
it is uninteresting and boring. An additional means of reviewing vocabulary is to
play ‘
hangman’. This is an engaging way to recall lexis and terms that have been
taught in the previous lessons. The inclusion of a game in the vocabulary lesson
will promote an easy and relaxed atmosphere which often leads to higher levels of
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