Language Games

ACADEMIC WRITING SKILL FOR ACADEMIC PURPOSE

Literature Review

 Using language games is one of the most effective strategies in enhancing foreign language acquisition. While, introducing foreign language or second language as fun and easy language to learn is very important to motivate the students’ interest and attention. Teachers can introduce second language and grab students’ attention by choosing the appropriate language games to apply in the classroom. Language games can be described as a welcome break that differs from usual, dull language classroom. Schuna (2015) claimed that playing educational games help the students to sharpen their focus, memory and self-esteem. By playing educational language games, students are using more sensory senses in adapting the surrounding information. They will focus and pay their attention in achieving the goal in the games and slowly, their self-esteem will be built because they can participate in classroom learning process actively. Language acquisition will occur when they start to memorize the words or new vocabularies they learn through language games.

Students do not have sufficient vocabulary to do further explanation in expressing their thought. The percentage of redundant words used in their essay show the low proficiency of vocabulary knowledge. Lack of vocabulary and adjective phrases provide difficulties in describing certain situation or expression. Moreover, they show less motivation in learning second language, English. Nguyen and Khuat (2003) define the relationship between the roles of games in language learning by emphasized that the role of games in teaching and learning vocabulary cannot be denied. Language learning can help in adapting new words easier because the fun way to learn language can help the students remember better. For an example, by playing scrabble, students learn to join words and create more words from the existing letter. Students can create the words ‘igloo’ or ‘incredible’ from the phoneme /i/  in mice.

            Genevieve Roth (1998) claims that language games are a medium for second language’s fluency and stay focus in language learning . Since students are more likely to forget what they have learned in class, they can use their language in more spontaneous way by participating in language games. If students enjoy the activities and games carried out in the classroom, they can adapt second language better because they can remember the vocabularies easier as compared to usual dull classroom. Moreover, students will engage themselves actively in the classroom activities if the classroom is using fun and easy learning approach.

            According to Avedon (1971), students tend to spur motivation and participate actively in games and be more competitive in language learning. Games promote an active approach to liven up the atmosphere in the classroom. While creating extrinsic motivation to learn as teachers are dividing the students into groups and they have their classmates as opponent, they will likely to participate in the learning process in order to win. Thus, students’ confidence can be boosted when they practice new skills and try to apply it in the classroom by solving the tasks given. The difference between the dull classroom and active language classroom can be seen either by the performance of the students or the participation of the students during the teaching and learning process.

            Language games show a better learning of second language in the classroom. How language games show the effectiveness in learning vocabularies? According to Adam Simpson (2015), using language games as approaches to enhance language learning abilities have prove the effectiveness in learning vocabulary in many ways. First, language games bring fun and relaxation learning atmosphere for students. This can help them to learn and retain new vocabularies easily. Second, language games grab students’ attention and help them to stay focus as language games in the classroom usually involve friendly competition. These extrinsic motivation encourage the students to participate actively in the learning process. Third, language games enable the students to use English in a communicative way but at the same time. New words can be learned and students can learn to apply them in formal and non-formal context.

REFERENCES

Aydan Ersoz. (2000). The Internet TESL Journal : Six Games for EFL/ ESL Classroom, Vol. VI,

No. 6. Available from  http://iteslj.org/Lessons/Ersoz-Games.html [6 December 2016].

Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga. (2013). Learning Vocabulary Through Games: The Effectiveness of Learning Vocabulary Through Game .'Asian EFL Journal' - December 2003

Adam Simpson (2015). Using Games in the Language Classroom.Smashwords.

Schuna, Carly. (2015). "The Advantages of Learning Games for Kids. Available from : http://www.livestrong.com/article/214084-the-advantages-of-learning-games-for-kids/ [1 December 2016].

Genevieve Roth. (1998). Teaching Very Young Children. Madrid, Spain. Espanol Santillana Universidad de Salamanca.

Avedon, M.E. and B.S.Brian. 1971. Learning through Games. The Study of Games. New York: John Wiley & Sons, Inc: pp 315-321.