II.

Literature review

A. Overview of previous studies on the effectiveness of using games in teaching

English

Many studies have been conducted to explore the effectiveness of using games as a

teaching method in EFL classrooms. The majority of these studies support the use of games

as a more engaging and enjoyable way to learn compared to traditional methods. We will

organize these studies in ascending order to observe the evolution of beliefs about the

effectiveness of using games to teach EFL.

Prensky (2001) suggested that games can improve cognitive skills by exposing learners to

challenges and problems in a virtual world. Schuna (2010) found that games' interactive and

captivating nature can capture students' attention and enhance their ability to focus and retain

information. This can be especially beneficial for students who may struggle to focus in

traditional classroom settings. Additionally, games can promote a sense of accomplishment

and build self-esteem by providing positive feedback and recognition for students'

achievements. Kamra (2010) concluded that incorporating games is an effective way to teach

English as it boosts student motivation and fosters positive social attitudes that prepare young

learners for life.

According to Oradee (2012), communicative games such as discussion, problem-solving,

and role-playing can significantly improve students' speaking skills by encouraging

interaction among peers in the classroom, leading to better learning outcomes. León and Cely

(2010) demonstrated that games can effectively encourage learners to improve their speaking

skills by reducing their fear of making mistakes and boosting their confidence. Mahmoud and

Tanni (2014) revealed that using games as energizers and warm-up exercises can maintain

students' motivation to learn English and promote real-life learning.

Jannah, Kuswari, Muna, and Nabilla (2019) conducted a study that showed the effectiveness

of using games in enhancing students' vocabulary mastery. The study revealed that

incorporating games in teaching and learning activities increased student motivation and

engagement in the learning process. Recent studies, including the work of Ho, Thien, An, &

Vy (2020), have suggested that incorporating gaming into language learning can be highly

effective in training students to use the language. This is because games encourage learners to

interact with each other, work collaboratively, and become more creative in expressing their

ideas.

Meiningsih & Madya (2021) demonstrated that students' speaking skills improved after

learning through the use of guessing games, with significant improvements seen in

pronunciation, vocabulary, and fluency. Saha & Singh (2021) revealed that using games in

language learning not only provides a fun and enjoyable experience for students, but also

engages them in the classroom by creating contexts for speaking, which helps them to use the

language in communication.

For further support of the effective use of games, Wang, Shang, and Briody (2011)

investigated the overall effects of using games on the improvement of young children's

English proficiency, specifically in relation to motivation, vocabulary acquisition, and

anxiety due to peer pressure. The study involved 50 EFL students from one elementary

school. The results of the study revealed that the usage of games had a significant positive

impact on students' learning motivation and vocabulary acquisition, and reduced anxiety

levels due to peer pressure. The study also found a significant relationship between the

utilization of games and students' English performance.

Also,
 In brief, games have the potential to make language learning more enjoyable and effective

by engaging students in meaningful practice of all language skills, including listening,

speaking, reading, and writing. They also provide an opportunity for students to work

collaboratively and develop important social skills, such as teamwork and communication.

B. Types of games used in teaching English

Hadfield (1999) proposed two primary categories for language games: linguistic games

and communicative games. Linguistic games prioritize accuracy in language usage, such as

providing the correct antonym. In contrast, communicative games emphasize successful

exchange of information and ideas, such as identifying difference es between similar pictures.

Furthermore, Hadfield suggested that language games can be categorized into several

subtypes, and these categories can sometimes overlap with one another. Some of the subtypes

include:

Search Games: In these games, learners need to find specific information within a given text

or set of materials. For example, a teacher might ask students to find all of the adjectives in a

paragraph or locate a specific date in a history textbook.

Matching Games: These games require learners to match related items or concepts. For

example, a teacher might give students a set of vocabulary words and definitions, and they

would need to match each word to its correct definition.

Labeling Games: In these games, learners need to label parts of a diagram or picture. For

example, a teacher might give students a diagram of a plant cell and ask them to label each

part.

Exchanging Games: These games involve learners exchanging information or items with

each other. For example, students might play a game where they each have a set of

vocabulary cards and need to exchange cards with each other until they have a complete set.

Board Games: These are games that involve a game board and pieces, and often require

learners to follow rules and make strategic decisions. For example, a teacher might use a

board game to teach grammar or vocabulary.

Roleplay Games: In these games, learners take on different roles and engage in conversations

or scenarios that are related to those roles. For example, students might roleplay a job

interview or a customer service interaction in a store.

Lee (2000) identified ten types of language games, including structure games, vocabulary

games, spelling games, pronunciation games, number games, listen-and-do games, games and

writing, miming and role play, and discussion games. McCallum (1980) classified language

games into seven types, including structure games, vocabulary games, number games,

spelling games, conversation games, writing games, and roleplay and dramatics.
 It is crucial for teachers to choose the most suitable game for each lesson to benefit both

learners and teachers.