Nama : Ramadhan Sultan Syah Putra

Class : 3 TBI A

Mata Kuliah : Academic writing

Title Of Journals : Language Games in Teaching and Learning English

Grammar: A Literature Review

Author : Nur Syafiqah Yaccob, Melor Md Yunus

Place of publishing : University kebangsaan

Malaysia Publisher : Arab World English

Journal publishing : 2019

Page
number
214 Language Games To Motivate Learners
Motivation needs to be instilled for ESL learners to have the drive to learn
the grammar of a second language or a foreign language. Briewin et al.
(2013) claim that some learners “are motivated because they know the
importance of grammar in constructing sentences” (p.252). Therefore,
most of the time, they are aware of the needs to improve their grammar
abilities to be fluent in English, however not necessarily prepared to
directly learn the rules. As teaching and learning strategies are among
factors that influence learners' perseverance to learn grammar, language
games as TBLT will fit in the scenario perfectly. The motivating elements in
language games can be connected with Flow Theory that is a motivational
theory developed by Mihaly Csikszentmihaly in 1975 (Oppland, 2016). It
refers to a mental state experienced when doing challenging activities in a
comfortable zone between boredom and anxiety, as well as find pleasure
while completing the task, ensuring the activity is not too difficult or easy
to avoid frustration and

Language Games To Develop Fluency

15
Developing ESL learners’ fluency in the target language, English is a
highlight to a successful language lesson. Learning grammar provides
learners with proper and deeper understanding of the English language
especially when it is learned unconsciously through practices (Chambers &
Yunus, 2017). Equally, ESL learners must use the language actively through
communication with others in order to progress in a game (Godwin-Jones
2014; Chambers & Yunus, 2017; Adeng & Shah, 2012) providing a room for
improvement in fluency and proficiency. Godwin-Jones (2014) further
explains that “learners are using language in real and meaningful ways to
accomplish a task through games” and it is great that “they are exposed to
cultural and linguistic knowledge that they are unlikely to have encountered
in a textbook or in the classroom” (p.10). A research conducted by Chambers
& Yunus (2017) has found out that Wheel of Grammar (WOG) has helped
Form Five learners from a school in Sarawak to construct simple sentences
and apply correct basic rules of Subject-Verb Agreement (SVA). Equally,
Adeng & Shah (2012) from their research on the use of games in teaching
grammar has resulted in the revelation that “grammar games encourage,
entertain and promote fluency” (p.28). It is opposed to traditional language
learning that stresses grammar drill and limits the overall practice of using
the English language through interaction.
Title of journals : Using Online Games For Teaching English Vocabulary
Author : Wafa Muhanna

Place of publishing : Al Al-Bayt University, Jordan

Publisher : Journal of College Teaching & Learning – Third Quarter 2012

Year of publishing : 2012
Page Major points
number

Using Online Games For Teaching English Vocabulary

The purpose of this study is to investigate the effect of using
online games for teaching English vocabulary for Jordanian
students learning English as a foreign language and whether
235
these selected games could facilitate learners’ English
vocabulary building. To achieve the purpose of the study, a
pre/post-test was constructed to measure students' level in
English vocabulary. The test consisted of twenty items on
English language vocabulary. The sample of the study
comprised of (160) tenth grade students in the second
semester 2010/2011 and was distributed into four sections,
which were selected purposefully two female sections and two
male sections. The findings of the study indicate that there
were statistically significant differences in the post- test
between the control and the experimental groups in favor of
the experimental group, and there was no statistically
significant difference in the students' achievement due to
gender or to the interaction between gender and group.
Title of book : Games for Language Learning

Author : Andrew Wright, David Betteridge, Michael Buckby

Place of publishing : Cambridge University

Publisher : Cambridge University Press

Year of publishing : 2006

Page Major points

number
Why games?
2
Language learning is hard work, Language learning is hard work. One must
make an effort to understand, to repeat accurately, to adapt and to use
newly understood language in conversation and in written composition.
Effort is required at every moment and must be maintained over a long
period of time. Games help and encourage many learners to sustain their
interest and work.
Experiencing Language
Repeated use of language items
Central to learning

6 Learning styles
For some years now the idea that we all have different emphases in the
way we perceive and learn has become part of every teacher’s life. Learning
styles are not considered to be exclusive. For example, the same person
may sometimes want to be analytical and at other times may want to be
creative. However, each person will probably have preferences. In any one
class there can be many different preferences. The teacher is like a
gardener responsible for many different types of plant, some requiring a lot
of sunshine and others shade, some requiring pruning and others to be left
alone. You can treat all your plants in the same way and watch some die
while others flourish, or you can try to offer a range of different approaches
and give succour to each and all of them. We have attempted to help you
 to do this by providing games involving a wide variety of learning styles,
from ‘visual’ to ‘dramatic’.

Title of Book : Teaching English to young learners

Author : Dwi warry octaviana

Place of publishing : west java

Publisher : STKIP GARUT

Year of publishing : 2017

Page Major points

number
126 Children’s direct experiences and interactions with the things and people
around them are central to their learning.

Games make learning fun so the class and children are willing participants
128 and not just there because they have to be.

Access a lot of preschool activities and games. There are more one hundred
games which include several hundred ideas to teach English to children in
fun ways

130 Always be pleasantly surprised when students interact with each other in
English.

Title of website : STUDENTS' PERCEPTION OF PERFOMANCE-BASED

ASSESSMENT APPLICATION IN HIGHER EDUCATION

Author : Umam Amalul, Fidini Peparing Mauludi, Muhammad Kiki

Wardana
Place of publishing : Universitas Ibn Khaldun Bogor, Universitas Harapan Medan

Publisher : journal of English language learning

Year of publishing : 2021

Page Major points

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27 It is one kind of assessment in which the students are asked to express
thoughts or the thing
they have mastered by showing them in front of the teachers

Higher Education Curiculum in Indonesia

 This means that PBA is match with the Indonesian government rules
of college students that the learning process including assessment is
to use the form of student centered
 Also in the rules states that students as members of the Academic
Civitas positioned as an adult human who has self awarenes in
developing self-potentialin College to become intellectual,scientists,
practitioners, and/or professionals.
Title of website : Learn English through games
Author : cambridge
Place of publishing : cambridge university

Publisher : cambrigdeoress
Year of publishing : 2022
Page Major points
Number
1. Learn English through games
Games are a fun way to practise English – it can be a really motivating way
to learn a language.

Games are also great for children who are shy or worried about making
mistakes. It can give them an opportunity to communicate in English in a
safe and fun way.

Digital games for learning English

Our free games are designed to help learners improve their English
language in a fun way.
Learning tips for 5–12 year olds
Monkey Puzzles. Visit our Monkey’s favourite places such as the zoo, the
park, a party and a snowball fight! The game is designed for young
learners and is quick and fun to play.
Co-operative games for learning English

Co-operative games encourage teamwork, problem-solving and creativity

– and everyone wins! Children can play together in a fun, supportive way
and improve their English at the same time.

Learning tips
Speaking and listening activity

 Player 1 hides a small object (for example, a pen) and

Player 2 must find the object. Player 1 must tell Player 2 how
close they are to the object. For example: ‘you’re very close’,
‘you’re going the wrong way’, ‘that’s better’.

 You can make the above game harder and practise more
English by playing without moving. Player 2 must say where
they are going and Player 1 must tell them how close they
are
 to the object. For example: ‘I’m going down the stairs’, ‘you’re
getting closer’; ‘I’m opening the living room door’, ‘very close’;
‘I’m looking under the sofa’, ‘that’s the wrong way’.
Reading activity

 A scavenger hunt involves creating a list of things for your

child to find. Ask them to take a photograph of each item. This is a
great game to play when you’re out on a walk. But your child could
also play it on a rainy day with household objects or during a long
car trip. Writing activity

 Put 20 known items on a tray. Let everyone look at the tray

for 30 seconds. Then remove it. Ask everyone to write a list of
everything they saw. How many items did you each remember? Now
combine all your lists. When you put together all your ideas, did you
remember all the items? You might also like to give additional
bonus points for remembering the English word for an item and for
spelling the English word correctly.
Vocabulary and grammar activity

2. Make some cards with different nouns, verbs and

adjectives. For example, ‘my dad’, ‘my brother’, ‘likes
eating’, ‘loves running’, ‘slimy’, ‘hairy’, ‘slugs’, ‘children’. The
players take turns to choose cards to make funny sentences.
For example: ‘my dog | hates licking | smelly | bikes’.