Applying games to improve interaction skills of english majored freshmen in speaking class at tay do university

TAY DO UNIVERSITY
FACULTY OF LINGUISTICS AND LITERATURE

gnudrue p& HQc YAY

APPLYING GAMES TO IMPROVE
INTERACTION SKILLS OF EI\GLISH
MAJORED FRESHMEN IN
SPEAKING CLASS AT TAY DO
UNIVERSITY

Superuisor:
M.A Tat Thien Thu

Studentos name: Nguyen Huynh Diem

Student's code: 1 157010032
Class: Bachelor of English 6

TRUONG DAI HoC

rAy o6

I rHUvrryN
L.003733

M"y,2015

.

My

ABSTRACT
-
it requires student's effort in a long

time.

Therefore, to make students have motivation, the researcher proposed applying games

in teaching English. Games not only make students to be active, but also help them to
improve their interaction skills. To evaluate students' improvement in interaction skills

via games in speaking class, the researcher uses three tools: questionnaire, interview
and classroom observation to get data from a sampling group of 54 English

-

majored

sophomores and 02 teachers of English at Tay Do University. The findings showed

that both the teachers and students consider games are a useful tool to improve
interaction skills between learners-learners and teachers-learners.


COMMENTS
---- --

-

--- ---
I

II

u>u>------------


ACKNOWLEDGEMENTS
-
I

would like first to thank TAY DO TINIVERSITY and FACULTY OF

LITERATURE for giving me favorable environment and conditions to complete this
study.

Next, I would like to express my sincere gratitude and respect to my supervisor
Ms TAT THIEN THU for her unaccountable guidance, support, help and patience.

I would like

also to express my open-hearted gratitude to Ms NGUYEN THI

CAM TAM who permitted me to observe her speaking classes
Once again,

.

I would like to express my wann thanks to Ms NGUYEN THI

CAM TAM, M.A and Ms TAT THIEN THU who accepted to complete my interview.

I

gratefully wish to thank all the first year English-majored students of TAY

DO UNIVERSITY for their help and seriousness in completing the questionnaire.

I would also like to thank all my friends for the nice times that we spent
together helping one other.

Finally,

I sincerely

thank to my family especially my parents who provide me

with advice and financial support. The product of this research would not be possible
without all of them.

m


LIST OF TABLES ...........

..............vII

CHAPTERl:INTRODUCTION........
l.l Rationale
1.2 Organization..........
CHAPTER 2 : LITERATURE REVIEW
2.1 What is interaction skill?
2.2 Roles of speaking class in improving interaction skills
2.3 Common methods teaching in speaking class
2.3.1 Direct Method.....
2.3.2 Audio-Lingual Method.

.......................1
.......2
...................4
...............4
...................4
.................6
........6
.................6

Teaching............
....................6
Role play/simulations
...................6
Why games should be used in language classroom............. .............7
When and how games should be used
............9
Types of language games
............1I

The advantages of using games in classroom............. ....................15
The effects of games on attitude of passive students
....16
The impacts of games on students's interaction skills
...................17

2.3.3
2.3.4

2.4
2.5
2.6
2.7
2.8
2.9

.......1

Communicative Language

CHAPTER 3 : RESEARCH AIM, RESEARCH QUESTIONS AND

HYPOTHESrS.......
3.1
3.2
3.3

......18

Aim.........

Research questions.
Hypothesis ..............
CHAPTER4: METHODOLOGY..........
Research

ry

.....18
.....18
....18
..................19


CHAPTER 5 : RESULTS AND DISCUSSION

5.1

Student's

5.1.1
5.1.2

perception......

Student's preference toward playing

.3

........25

games..........

...................25

Student's perception toward benefits of ploying games to improve interaction

skills in speaking
5.1

25

c1ass..................

................................26

Student's perception toward beneJits of playing games to improve

,,,,,............
5.2 Teacher's perception.......
5.3 Classroom observation
5.3. 1 Classroom Observation 1 ........................
5.3.2 Classroom Observation 2...
5.3.3 Classroom Observation 3...
5.3.4 Classroom Obseryation 4 ........................
5.3.5 Classroom Observation 5 ...
5.4 Discussion......
communication skills in speaking class.

..............,...,.,,.,,,,,.,,,29

.........34
............36
................................. 36
............................38
............................3 8
................ ................ 39
............................41

..........................41

CHAPTER 6 : CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS

REFERENCES

APPENDIX

I

APPENDIX2

XI


LIST OF FIRUGES
--------------('t
Figure 1. Students' state toward playing game......
Firuge 2. Student's perception toward benefits of playing games to improve
"t1

interaction ski11s.......................

Figure 3. Students's perception toward benefits of playing games to improve their
communication

ski11s................

VI

............3

1


LIST OF'TABLES
------------(rt(u

I

pur--------------

Table 1. Background information about the samples.................
Table 2. Student's state toward playing 9ames..............
Table 3. Student's perception toward the benefits of playing games to improve
interaction ski11s.........................

...............26

Table 4. Students's perception toward the benefits of playing games to improve their
communication ski1Is................

.......30

Table5.Datacollectedformsurveyquestionnaires.

VII

...........................34


CHAPTER 1 : INTRODUCTION
In this part, the rationale and the organization are presented.

1.1 Rationale
Nowadays, English has an important role in life. It is one of the key means
communication for connecting people throughout the world. In addition,

of

it also has a

critically important in business because most cross-border business communications
are in English. Therefore, understanding and learning English can actually change

ones' life. However, learning English is a hard task for those who lack patience
because

it

requires continuous effort that must be maintained over a long period

of

time. Moreover, the structure of traditional classrooms can be quite boring. Knowledge
is mainly imparted by the teacher. Students usually just listen and write, thus they are

not motivated or given the opportunity to express their ideas. As a result, they become
passive in class. Because of the objective and subjective reasons above, teaching and
learning English in general and teaching and learning speaking-skills in particular does

not always achieve the desired outcome. Although teachers make efforts to provide
students opportunities to develop their communicative skills, knowing how to teach
and learn speaking-skills effectively is still a challenging question to both teachers and
students at many universities in Viet Nam.

At Tay Do University, the situation is similar to that of freshmen Englishmajors who have just graduated from high school. They did not have frequent
opportunities to participate in an English speaking environment before. They have no

time to focus only in English because they have to learn others subjects such

as

Mathematics, Physics, Chemistry, and Biology... or social subjects such as Literature,

History and Geography. Moreover, in one period of English class at high school, 45
minutes is not much time for teachers to teach all four skills, especially speaking skills.

Therefore, when entering university,

for most freshmen English-majors perceive

speaking skills as especially important and yet the most challenging. In particular, for
freshmen English majors at Tay Do University, they encounter some problems when


they are in speaking in class. for example: They aren't brave enough to practice
speaking with their peers or teachers due

to a fear of making mistakes, others are

passive, shy and only give their opinions when they are invited

to

speak. Many

students lack working-group skills such as cooperation, competition, making
conversation or asking for help when they have a problem with a particular task.

Furthermore, because studying English is a long process, students feel bored
and have no motivation. Therefore,

it is necessary to find

a supplementary technique

that can be used in teaching English speaking skills.

In language teaching, games have proved themselves not as merely time filling
activities but as an important catalyst which can generate more opportunities and

interest to motivate students to speak.

All the above-mentioned
research project entitled:

reasons and factors have inspired me

to conduct

a

" Applying gomes to improve the interaction ond speaking

skills class offreshmen English majors at Tay Do UniversiQt ".

1.2 Organization
This research is divided into six main chapters:

Chapter

I is the INIRODUCTION. In this part, the rationale and the

or ganization are pre sented.

Chapter

II

is the LITERATARE REVIEW which includes 9 parts:

Part I deals with theoretical background that is relevant to the purpose of
the study: what are interaction skills?

Part II presents the role of speaking class to improve students's interaction
skills.

Part

III

outlines some common methods of teaching speaking class.

Part IV lists the reasons why we should apply games in speaking class.

Part V When games are used in class? And how to use them? These
questions are answered in this section.

2


Part VI helps us to understand about two kinds of language games. And
then, giving examples of some typical games which are usually used in speaking class.

Part VII lists some advantages of games for students as well as teachers
when applying them in the classroom.

Part VIII is the effects of games on the attitudes of passive students.
Part IX presents the impacts of games on students's interaction skills.
Chapter

III

this presents research aims, research questions and hypothesis.

Chapter IV is the METHODOLOGY.IT is the proper way to test if students's
interaction skills increase or decrease when playing games in the classroom.

Chapter V is the RESULT AND DISCUSSION.
Chapter VI is C ONCLU TI ONS-LIMI TATI ONS-REC OMMENDATIONS
REFERENCES andAPPENDICES are presented in the last pages of the study.

a
J


CHAPTER 2 : LITERATURE REVIEW
Interaction skill is one of the ways to develop the language skills. In this port

will deal with the concept of interoction
Then,

I

as a strategt that takes place in classrooms.

I will explain the role of speaking class to improve interaction skill.

2.1 What is interaction skill?
The notion of interaction is defined as "reciprocal events that require at least

two objects and two actions. Interaction occurs when these objects and events
naturally influence one another" (Wagner, 1994:8). According to Wagner (1994),
interaction does not occur only from one side, it must be mutual effect through giving
and receiving messages in order to get achievement communications.

In the other hand, "Interaction comes from Latin inter, meaning between, and
ago meaning to do or to

act-any "action between" is considered an interaction, like

the interaction between a teacher and a sfudent, two countries, or even baking soda and

vinegar", or "The activity of being with and talking to other people, and the way that
people react to each other".

In other ways, interaction may also define as "the act of communicating with
somebody, especially while you work, play or spend time with them", or
has an interaction with another, or

if

"if

one thing

there is an interaction between two things, the

two things have an effect on each other" according to oxford learners dictionaries , or
"If you interact with someone-by talking, looking, sharing, or engaging in any kind
of action that involves the two of you-you can be said to have had an interaction with

that person."

2.2 Roles of speaking class in improving interaction skitts
Speaking or oral communication is typified as an activity involving two or more
people in whom the participants are both and speaker having to react to have what they
hear and make theirs contributions at high speed. Each participant has an intentions or
sets

of intentions goal that the wants to achieve in the interactions. M.J. Sudrajat and

Nano Sukandar in a book how to master in English conversation mentioned three tips


to master in English conversation skill. In the last tip, the students have to practice
English conversation. They have to be brave enough to practice

it without afraid of

making mistake. The students can practice English conversation with English teacher
in the class or out of class with friends or with foreigners and can practice with self by
speak loudly (Sudrajat and Iskandar, 1997:

l).

Because

of this reason, the role of

speaking towards enhancing interaction skills is shown through practicing with their
teachers and peers.

For effective communication, especially in speaking class, some of the essential
interaction skills are needed by students that they should be able to direct the dialogue

with one another, comment immediately on what another speaker has just

said,

disagree with or challenge another speaker's statement, should not have to be invited

to speak or speak when there is a short silence indicating the end of someone else's

turn, intemrpt one another to include an opinion or question, and finally

use

appropriate paralinguistic features (Counihan,l998). Lam & Wong (2000:245) contend
that without adequate peer support, learners might lack the confidence and motivation

to use such interaction

strategies effectively. This show that the importance

of

speaking class to encourage students confidence showing their opinions or feedback
the teacher confidently.

In addition, to have a successful conversation in classroom, it requires exchange
between instructors and sfudents:

- Students should feel free to ask questions of the instructor and their peers.
- Students should feel free to answer questions.
- Students should not feel threatened by giving an incorrect response.
Moreover, teaching speaking

is a very important part of

learning. The ability to communicate

in a second

second language

language clearly and efficiently

contributes to the success of the learner in school to develop their interaction skill and
success later in every phase of life. Therefore,

great attention

to

it is essential that language teachers pay

teaching speaking. Rather than leading students

to

pure

memorization, providing a rich environment where meaningful communication takes
place is desired. With this aim, various speaking activities such as those listed above
can contribute a great deal to students in developing basic interactive skills necessary

5


for life. These activities make students more active in the learning process and at the
same time make their leaming more meaningful and fun for them.

2.3 Common methods teaching in speaking class
In teaching speaking, we can use some methods there are:
2.3.1 Direct Method
Teacher does much of the talking, students engage in many controlled speaking
activities centered on specific topics of situations. (Butler,2003: 98).
2.3.2 Audio-Linguol Method
Focus on speech with heavy reliance on repetitions and oral drills (Butler, 2003: 98).

2.3.3 Communicotive Language Teaching
Focus on speech for communication, use

of variety of authentic speaking

activities. (Butler, 2003: 98).
2. 3. 1

Role ploy/simulations

Role-playing/simulation is and extremely valuable method for second language

learning. (Tompkins [at] pgh.nauticom.net).

It

encourages thinking and creativity, lets

students develop and practice new language and behavioral skills in a relatively no

threatening setting, and can create the motivation and involvement necessary for

to occur. This part will examine this technique in detail. Many of the
classrooms speaking activities, which are currently in use, fall at or near the
learning

communicative end of communication continuum. There are:
2.3.1.1 Actingfrom a script
We can ask our students to act out scenes from plays and/or their course books,
sometimes filming the results. Students

will often act out dialogues they have written

themselves. (Harmer, I 984:35 I ).
2.3.4.

2 Communications game

There are many communication games, all of which aim to get students talking
as

quickly and fluently s possible. (Harmer, 1984: 352).

2.3.4.3 Discussion
Discussions range from highly formal, whole group staged events to informal

small group interactions. Student can design questionnaires on only on topic that is
appropriate.


As they do so, they teacher can act as a resource, helping them in the design
process. (Harmer, 1984: 352).

2.3.4.4 Prepared talks
One popular kind of activity is the prepared talk, where a student (or student)
makes a presentation on a topic of their own choice. (Harmer,1984 352).
2.3.4. 5 Questionnaires

Questionnaires are useful because, by being pre-planned, they ensure that both
questioner and respondent have something to say each other. (Harmer, 1984: 353).
2.3.4.6 Simulation and role-play

Many students derive great benefit from simulation and role-play. Simulation
and role-play can be used to encourage general oral fluency or to train students for

specific situations. (Harmer, 1984: 353).
Simulations are very similar to role-plays but what makes simulations different

from role-plays is that they are more elaborate. In simulations, students can bring
items to the class to create a realistic environment. For instance,
as a singer, she brings a microphone
have many advantages

if

a student is acting

to sing and so on. Role-plays and simulations

(A'la, 2010,2010:93). First, since they are entertaining, they

increase the self-confidence of hesitant students, because in role-play and simulation

activities, they

will

have a different role and do not have to speak for themselves,

which means they do not have to take the same responsibility.

2.4 Why games should be used in language classroom.
Games have long been recommended for assisting language learning. Here are
some of the reasons:

1. Games add interest to what students might not find very interesting.
Sustaining interest can mean sustaining effort (Thiagaraj an, 1999; Wright, Betteridge,

& Buckby, 2005). After all, learning a language involves long-term effort.
2. Games provide a context for meaningful communication. Even

if

the game

involves discrete language items, such as a spelling game, meaningful communication

takes place as students seek

to understand how to play the game and as they

communicate about the game: before, during, and after the game (Wright, Betteridge,

& Buckby,2005).

7


3. This meaningful communication provides the basis for comprehensible input
(Krashen, 1985), i.e., what students understand as they listen and read, interaction to
enhance comprehensibility, e.g., asking

for repetition or giving

examples (Long,

1991), and comprehensible output, speaking and writing so that others can understand

(Swain, 1993).
4. The emotions aroused when playing games add variety to the sometimes dry,
serious process of language instruction ((Bransford, Brown,

& Cocking, 2000) Ersoz,

2000; Lee, 1995).

5. The variety and intensity that games offer may lower anxiety (RichardAmato, 1988 ) and encourage shyer learners to take part (fberman, 1998), especially
when games are played in small groups.

6. Games can involve all the basic language skills, i.e., listening, speaking,
reading, and writing, and a number of skills are often involved in the same game (Lee,

rees).
7. Games are student-centered in that students are active in playing the games,

and games can often be organized such that students have the leading roles, with
teachers as facilitators.

8. Many games can be played in small groups, thereby providing a venue for
students to develop their skills in working with others, such as the skill of disagreeing

politely and the skill of asking for help (Jacobs & Kline Liu, 1996). Other advantages
of games played in groups include:
a. The team aspect of many games can encourage cooperation and build team

spirit (Ersoz, 2000).

b. Although many games involve competition, this is not necessarily the case
(Orlick, 2006).

c. In most games, everyone has a turn, encouraging everyone to take a turn,
rather than letting others do all the talking and other actions, and discouraging one or

two people from shutting out others.

9. As many games can be played outside of class, they provide a means for
students to use the language outside of class time (Ellis,2005).
10. Games can connect to a variety of intelligences (Gardner, 1999), e.9.,
a. Games played with others involve interpersonal intelligence


b. Games involving drawing connect with visual/spatial intelligence

c. Games often have a hands-on element, such as cards, spinners, or pieces,
which connect with bodilyikinesthetic intelligence.
To achieve the above-mentioned benefits some thought needs to be given to hen
and how to use games. That is the focus of the next section.

2.5 When and how

games should be used

Games can play a range

of roles in the language curriculum. Traditionally,

games have been used in the language class as warrn-ups at the beginning of class,

fill-

ins when there is extra time near the end of class, or as an occasional bit of spice
stirred into the curriculum to add variety.
constitute a more substantial part

of

All

these are fine, but games can also

language courses (Lee, 1979; Rixon, 1981,

Uberman, 1998). In the Presentation-Practice-Production framework (Mauer, 1997),

(in which language items are first presented for students to listen to and/or read, then
practiced in a manner in which the language used is controlled, e.g., students read out

a dialogue from the textbook in which the two characters compare study habits, and
then produced by students in a less controlled manner, e.g., two students discuss their

own study habits), the games can be either for practicing specific language items or
skills or for more communicative language production. Similarly, gilmes can also be
used as away to revise and recycle previously taught language (Uberman, 1998).

On the other hand, there is number of situations, in which using a game or a fun

activity may be of a great help in both developing good conditions for language
acquisition itself, as well as helping to improve or create learning environment and
overall positive atmosphere in the class.
Some of such situations are described hereby.

Vocabulary

- it is usually difficult to learn and live the new words, which the

on-going process of studying process requires. It is then useful to introduce games

as

an opportunity to re-use the desired vocabulary. During a gamq repetition of the target

words can be executed repeatedly. The sfudents get personally involved, therefore, in
addition to avoiding boredom as it often happens when repeating words; it is also more

likely the vocabulary will get internalized.

Lack of interest - this is a common situation in teen-age classes, where the
students are often not motivated enough to take the learning process seriously. In such


cases,

it

can help

to employ

games and fun activities, where they need the target

language in order to succeed. The games can be a springboard for the serious language

work, or vice versa, the language work can become a precondition to a success in the

following game.
Tiredness

- it is a matter of fact that students do not always come into the

language class in their best condition. They may have just had a demanding PE class,
have just written an exhausting exam, have difficulties at home, or

it is simply oone of

the days'. In such cases, it is very difficult for anyone to perform their best, including
language students. The teacher should be aware of that. Games may be used as a tool
to overcome the crisis and yet bring an educational benefit, too.

The students do not co-operate

-

there may be classes where the students are

not very close to each other, do not feel comfortable when asked to co-operate on an
activity. A game has a great potential bringing the students together. The reason is that
such activity is not viewed as extremely serious; the students can relax and find a way

to communicate better. This skill is then also transferred to other activities too, and,
needless

to

s&y, other subjects may also benefit from the newly

communication skill, especially

if

learned

the students are required to work on projects or

otherwise as teams.

Time left

- short games or fun activities may serve as time fillers, for instance

at the end of a lesson, when all planned work has been finished. This way the time
remaining is not 'wasted', it is used for the language practice too. Regular use of short
games at the end of lessons also motivates the students to work harder and have their

work finished earlier, in order to save time for an enjoyable activity.
Children often are very enthusiastic about games, but precisely for that reason,
some older students may worry that games are too childish for them. Teachers need to

explain the purpose of the game in order to reassure such students that there is such a
phenomenon as "serious fun." Also, older students can be involved in modiffing and
even creating games. Furthermore, adults have long participated in games on radio and

television, not to mention the fact that popular board games, such as Monopoly, are
played by adults.

As with other learning activities, teachers need to pay careful attention to the
difficulty level of games. Part of the appeal of games lies in the challenge, but if the
10


challenge is too great, some students may become discouraged. The challenge can be

of two kinds: understanding how to play the game and understanding the language
content. Some suggestions for promoting both types are understanding are:
a. Demonstrations of how the game is played. The teacher can demonstrate with
a group

of students or a group can demonstrate for the class.

b. A kind of script of what people said as they played or a list of useful phrases.

Similarly, key vocabulary and concepts may need to be explained.

c. Clear directions. Demonstrations can accompany directions, and directions
can be given when needed, rather than explaining all the steps and rules

in one

go.

Also, some student-initiated modifications can be accepted.
d. Games already known to students.

e. Games used to revise and recycle previously studied content, rather than
involving new content.

f. Groups are heterogeneous in terms of current

language proficiency, so that

the more proficient members can help others.
g. Resources, online or print, such as dictionaries and textbooks.

2.6 Types of language games
It is really difficult to classiff and name all the types of games. Moreover many
games are difficult to label. In the following,

I will introduce some notions of writers

to classiff games.
Gordon Lewis and Giinther Bedson (1999) state that classification of the games
includes:

Movement games: the type of game when learners are physically active (e.g.
Find your partner).

All children

can be involved and the teacher usually just monitors

the game. Movement games have clearly given rules and they can be either
competitive or cooperative; it depends on the concrete game or how the teacher
designs it.

It is the same with the materials, for example you do not need any material

for movement game called "Direction game" (one child tells a blindfold child how to
get to a specific place). Whereas the game "Find your partner" requires prepared cards.

While playing movement games children practise all skills.
Board games: games played on the board in this case (e.g. Hangman). Teacher
needs whatever kind of boards (black, white or interactive board). They can be played

1l


in all types of grouping and teacher needs to prepare some material in most of board
games. Learners can practise

all language skills and they are expected to obey given

rules. This type of the game can be either competitive or cooperative; it deals with the

type of grouping. Teacher can operate as a controller, organizer, participant and
facilitator.
Guessing games: based on the principle when one holds the information and
another tries to guess

it (e.g. Back writing). There exists a wide variety of guessing

games with teacher as a participant or facilitator. Teacher needs to prepare none or

some material and learners practise their speaking and listening skills while
cooperating. Learners follow given instruction and rules which do not have to be strict.

Matching games: games involve matching correct pairs (e.g. Vocabulary
Scramble). They need to have material prepared. Learners cooperate to reach the goal

of the game. The goal of the game and the type of grouping can make the
cooperative (leamer

in pair, learners of one group, whole class) or

game

competitive

(pairlgroup vs. pairlgroup). Reading and speaking games are practiced the most. The
teacher's role is to be a facilitator.

Card games: familiar game with board game. The cards have an important
value in the game (e.g what is that card?) so material is required in this case.

Desk games: these games can be played as an individual work game (e.g.
puzzle) or pair and group game (e.g. scrabble). Desk games need material and they can

work both competitively and cooperatively. For example scrabble or memory game
(pexeso) are competitive games whereas puzzle is cooperative game.

It can be the

competitive game thus (the rule for puzzle as a competitive game is: the winner is who
finishes the puzzle first). Teacher can be a controller and facilitator.

Role-play games: it can be either the game itself or an element of other games.

It needs active performing of the learner (e.g. at the shop) cooperating in pairs or
smaller groups. Material is not necessary but can be useful. The teacher is a controller
and facilitator, he gives the instruction but strict rules are not necessary. They practise
speaking writing and listening skills.
Task-based games: belongs to popular games nowadays, especially because

of

its connection with cooperative schooling. Usually pairs or groups work on meaningful

task in the way they enjoy. Learners obey clear rules and they have got a chance to
t2


practise

all

is an organizer and facilitator. Teacher pre-

language skills. Teacher

prepares material for the game or learners prepare it themselves later.

Computer games are a very popular type of the games nowadays. It can be
played either at school or at home.

It

requires individual or pair work and learners

practise their reading and writing skills. The teacher can be tutor or play none role.
There are usually given clear rules and the computer is necessary here.

Different writers have different classification of games. Lee (2000, p. 65)
classifies games into ten kinds: structure games, vocabulary games, spelling games,
pronunciation games, number games, listen-and-do games, read-and-do games, games
and writing, miming and role-play, and discussion game.

However, McCallum (1980) categorizes games

for

language learning into

seven kinds: vocabulary games, number games, structure games, spelling games,
conversation games, writing games, and role-play and dramatics.

The last one, According to Hadfield (1999) she divides language games into

two types: linguistic games and communicative games. Linguistic 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

identifting the differences between their two pictures which are similar to one another

but not exactly alike. Through the interaction skills is indicated obviously by the

situation between two persons.It shows that the importance of communicative games
towards people who are passive in speaking English.

The second classification that Hadfield uses to classiff language games has
many more categories such as

1. Sorting, ordering, or alranging games. For example, students have a set of
cards with different products on them, and they sort the cards into products found at a

grocery store and products found at a department store.
2. Information gap games. In such games, one or more people have information

that other people need to complete a task. For instance, one person might have

a

drawing and their partner needs to create a similar drawing by listening to the
information given by the person with the drawing. Information gap games can involve
a one-way information gap, such as the drawing game just described, or a two-way
information gap, in which each person has unique information, such as in a Spot-the-

13


Difference task, where each person has a slightly different picture, and the task is to

identifr the differences.
3. Search games. These games are yet another variant on two-way information
gap games, with everyone giving and seeking information. Find Someone Who is a

well known example. Students are given a grid. The task is to fill in all the cells in the
grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian.
Students circulate, asking and answering questions to complete their own grid and help
classmates complete theirs.

4. Guessing games. These are avariation on information gap games. One of the
best known examples of a guessing game is 20 Questions, in which one person thinks

of a famous person, place; or thing. The other participants can ask 20 YesA.{o
questions to find clues in order to guess who or what the person is thinking of.
5. Matching games. As the name implies, participants need to find a match for a

word, picture, or card. For example, students place 30 word cards, composed

of

15

pairs, face down in random order. Each person furns over two cards at a time, with the
goal of turning over a matching pair, by using their memory. This is also known as the
Pelmanism principle, after Christopher Louis Pelman, a British psychologist

of

the

first half of the 20th century.

6. Labeling games. These are a form of matching, in that participants match
labels and pictures.

7. Exchanging games. In these games, students barter cards, other objects, or
ideas. Similar are exchanging and collecting games. Many card games

fall into this

category, such as the children's card game Go Fish
(http ://www.pagat. com/quartet/gofi sh.html)

8. Board

games. Scrabble

is one of the most popular board games that

specifi cally highlights language.

9. Role play games. The terms role play, drama, and simulation are sometimes
used interchangeably but can be differentiated (Kodotchigova, 2002). Role play can

involve students playing roles that they do not play in real life, such as dentist, while
simulations can involve students performing roles that they already play in real life or

might be likely to play, such as customer at a restaurant. Dramas are normally scripted

14


perfonnances, whereas in role plays and simulations, students come up with their own
words, although preparation is often useful.

It

has many ways to classiff games, but

I think the first concept of Hadfield is

easy to understand and close with us than other notions. Thus, in the next pafi,

represent some games which are used

in speaking class belong to

I will

communicative

games.

2.7 The advantages of using games in classroom
There are many advantages of using games in the classroom:
Games are used as methods or techniques to involve students in learning. Well-

chosen and designed games are invaluable as they give students a break and at the
same time allow learners to practise language skills. The benefits of games range from

cognitive aspect of language leaming to more co-operative group dynamics and as a

result games are highly motivating since they are amusing and at the same time
challenging. Ersoz (2000) states that games can be used to give practice in all language

skills and they can be used to practice many types of communication.
Huyen (2003) identifies the advantages of using games to learn vocabulary in
the classroom:

a) Games add relaxation and fun,

b)

so the learners retain words more easily.

Games involve friendly competition, so

it

keeps learners interested and

motivated.
c) Vocabulary games bring real world context to the classroom.

Mei (2000) emphasizes similar points by saying that

it

encourages active

learning, as well as collaboration and interactivity. Interactive learning techniques also

hold memory, performance and social benefits. According to I-Jung (2005) the
benef,rts

of using games in language-learning include that games are learner centered,

encourages creative and spontaneous use of language and foster participatory attitudes

of the learners.

Kim (1995) states more general advantages of using games in the classroom
and they include:
1. Games are a welcome break from the usual routine of the language class.

2. They are motivating and challenging.

t5


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. Students learn through
experimenting, discovering and interacting with their environment. Students need
variation to increase their motivation. By using games students already have a context
in which the use of the target language is immediately useful. This learning situation is

similar to how mother tongue speakers would leam without being aware they are

' f
\t1,rr

studying.

;1
'!

w&! isjlelgd by usi@".i
r '-i {' '
6 Jr\q /'t
remember things faster and better (Wierus and Wierus 1994:2lS). S. M
In addition, relaxed atmosphere

Zdybiewska believes games to be a good way of practising language, kor they

provide a model of what learners

will

use the language for in real

life in the future

Q99a:Q.

2.8 The effects of games on attitude of passive students

a. Games add interest to what

students might

not find very interesting.

Language learning is hard work...Effort is required at every moment and must be
maintained over a long period of time. Games help and encourage many students to
sustain their interest and work. Sustaining interest can mean sustaining effort. After

all, learning language involves long tem effort.

b. The variety and intensity that games offer may lower anxiety and encourage
shyer students to take part in speaking classes positively, especially when games are
played in small groups.

c. Games also help the teachers to create contexts in which the language

is

meaningful and useful. The students want to take part and in order to do so they must
understand what others are saying and they must speak in order to express their own

point of view or give information.

d. Games are student-centered in that students are active in playing the games
and games can often be organized such that students have the leading roles, with
teachers as facilitators.

t6

'

2.9 The impacts of games on students's interaction skills
Gee (2005) mentions many impacts of games, such as students have to follow

a

set of rules, analyze their options, make decisions, perform tasks, and evaluate the
results on whether their decision produced the desired outcome or not. Games also
encourage pattem identification, exploration approach to learning; taking what they

know and have leamed and connecting this with new information being introduced.
Though that, gradually students become more confident and active to react to friends
and teachers. In addition, games are also considered as one of the soft skills building in

peer-to-peer and peer-to-teacher communication, collaboration and cooperation.
Beside that, games also have many effects which are presented as follow:

r

The students want to take part in games and in order to do understand what
others axe saying, so they must speaking in order to express their own point

of view or give information

o

Games can be used in the classroom to make learners use the language instead

ofjust thinking about leaming the correct forms.

.

Games encourage learners to interact, cooperate, to be creative and spontaneous

in using the language in

o

a

meaningful way.

To play games students must be active and are generally quite competitive.
Especially they must be able to understand and communicate

in the

target

language.

o

Playing games give students a chance to leam, practice, or review with their
peers specific language material and the theory which teacher lectures.

TBUdNG DAI HOC TAY DO

THU \,.]iEN

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