LANGUAGE GAMES AND SONG

Dosen MK: Santri Djahimo,S.Pd.,M.App.Ling.,Ph.D/Selfina Mbadi,S.Pd.,M.Ed

BY

GROUP 2

1. Aneke Latuluma (2001020019)

2. Fadilah W. K. Arum (2001020018)
3. Fitri Ratna Sari (2001020080)
4. Rosa Delima Rosari B. Kotan (2001020016)
5. Yusuf Broery Yanto Beda (2001020229)

CLASS 4B

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES

NUSA CENDANA UNIVERSITY

 2022

REVIEW ARTICLE

A. Article Identity

Article 1:

Title of the article: The Effectiveness of Games on Learning a Foreign Language

Author: Mania Moayad Mubaslat

Publishing Year: 2012

Published By: Amman–Jordan

Number of Article : 14 pages

This Article is about:

“A study on The Effectiveness of Games on Learning a Foreign Language, which was conducted
in public schools in Jordan. This research shows that games are very effective, can create an
interactive environment and games are very helpful for teachers as a procedure for language
acquisition.”

Article 2:

Title of the article: The Importance of Using Games in EFL Classrooms

Authors: Emine Gozcu and Cagda Kivanc Caganaga

Publishing Year: 2016

Published By: Sciencepark Research Organization and Counseling in Cypriot Journal of

Educational Sciences

Number of Article pages: 10 pages

This Article is about:

“A study on The Importance of Using Games in EFL Classrooms, which was conducted on 2
undergraduate students using a game called 'Twister' which is adapted for teaching. This study
uses multi-method triangulation and data collection in this study was carried out in two different
types of qualitative research methods, namely semi-structured interviews and observation. The
results of this study prove that games can provide a good atmosphere for EFL (fun, motivation
and high learning performance).”

B. Similarities and Differences

Similarities
- In both articles the authors made research methodology to approve their hypothesis in
study for writing those articles.
- In general these 2 articles talk about the advantages and effectiveness in using games
as tool to learning foreign language.
- Both articles have aims to inform and prove the public especially teacher about the
positive effect of using games in learning foreign language. Where games has proved
as effective tool in process of second language acquisition.
- The authors specifically list the points that are needed to be considered by teacher in
choose a game for learning second language. Both articles conclude that using games
in class need teacher’s role to convincing what games are suit to the learning,
curriculum, syllabus, time, and technical in class.

Differences

No Point Article 1 Article 2

1. Methodology In Article 1 the author
used an experimental
research which conducted
using three groups out of
six randomly.
2. Authors Article 1 was written by 1
author who is Mania
Moayad Mubaslat
3. Main focus of study In article 1, author most
focus on to know the effect
of using educational games
on learning foreign
language. So the study was
done to approve that using
games compare to
traditional practice is more
effective due to the effect
it gives to students.
4. Content In article 1 the author only
show the advantages and
benefits for students in
learning second foreign
language
In article 2, the authors used 2
different kinds of qualitative
research methods, which are
semi-structured interviews and
observation.
Article 2 was written by 2
authors, who are Emine Gozcu
and Cagda Kivanc Caganaga
In article 2, the authors made the
study to show the importance of
using games as methods in
learning second foreign
language in class. So the authors
collected some data from
interviews and observation to
make evidence that learning
second language through game
is important because of several
reasons.
In article 2, the authors not only
presented all the advantages of
using game as tool in learning
second foreign language, but
they also listed out some
 disadvantages in using games for
second language learning.

C. Strengths and weaknesses of the article

1. The first article didn't contain some information so completely.
It consists of an introduction, aims of the study, the study hypothesis, significance of the
study, the study of the article, and methodology. The author didn't explain more
completely, relate to how this method was doing. Whereas the article two provide fairly
complete information. It starts from introduction, literature review and any other accurate
information related to how this method was doing.
2. The first article use experimental research method and the second article use qualitative
method. These methods both require quite a long research time. In the first article, there
is information that the research was carried out for up to 5 months.
3. The first article was not attached to any institution or recognized institution, while the
second article provide clearly that this research is sheltered by two trusted institution
namely CJES and SPROC. So that the information presented in the second article, can be
believed to be more valid.
4. In the article two, the data was collected by an observation or interview. This type of
research method is effective to obtain and keep the information, because the data is made
directly about specific behavior from and is not based on a person's memory. But there’s
one weakness of this method, specifically there some information that cannot be obtained
because it is private.
5. The first method was done individually, and the second article was done in group.
Research conducted in groups is recognized to be able to obtain effective results and the
process is easier and shorter.
6. These two articles accordingly discuss about games, but the article two discusses game in
general more than the first article which focuses on a specific game.
D. Standing

We agree with both articles, because these articles present the benefits and advantage that
teacher and students can get when learning languages through games in the classroom.
Games can reduce students’ stress and anxiety in class, while playing games students can
increase motivation and encourage them to practice fluency than in ordinary lessons.
Furthermore, through games students also tend to be more active and do not feel bored with
what they are learning.

Usually students have difficulty expressing their understanding in sentences, but by

combining games students become more active in games because games are very motivating
and can also help train children’s various language skills.
From games, we can also be entertained, benefit indirectly. Through a game we can provide
education and confidence to those who need entertainment. Playing games can also hone
brain skills. In the game play, of course it takes strategy and logic to complete each level or
mission that’s when we are faced with challenges and missions that we must complete.

Therefore there are too many benefits from this game; it all depends on each one. We can
play the game any time but surely it all has a limit in playing it as long as we know the time
and can limit ourselves so that we are not too addicted to the game.

E. Conclusion

In conclusion both articles are in the same side which is show the benefits in using game for
language learning in classroom. The two articles are emphasized that games really helpful for
students and teacher in teaching and learning English. Both articles present the study in
different way but still prove that using games is effective. So from these two articles we are
strongly agree with both articles because the articles show and prove games can improve
students’ English skills.

List of references:

Mubaslat, M. M. (2012). The Effect of Using Educational Games on the Students'

Achievement in English Language for the Primary Stage. Online Submission.

Gozcu, Emine & Caganaga, C., K. (2016). The importance of using games in EFL
classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135.