The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

 
 
 
 
 
 

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Alfred Boby Tangkonda
Senior English Teacher at SMA Negeri 3 Kupang, Indonesia 
 
Games are important tools in order to achieve good learning outcomes in 
EFL classes 
Learning a second language is not an easy process but rather a challenging journey 
requiring constant effort over a prolonged time. One of the fundamental ways to 
encourage this is by applying communicative and educational games or fun 
activities. In English as a Foreign Language (EFL) classes, games are regarded as 
one the most effective means of teaching the English language and a common 
teaching method in the majority of English classrooms. Researchers have come up 
with different explanations for the nature of games. Wright, Betteridge and 
Buckby (2006) define language games as “an activity which is entertaining and 
engaging, often challenging, and an activity in which the learners play and usually 
interact with others” (p. 1). According to Rixon, Flavell and Vincent (1991) games 
are a way to play under a set of rules. Similarly, Hadfield’s (1990) description of 
games are fun activities with rules. In addition, Haycraft (1978, p. 94) also stated 
that “games are an agreeable way of getting a class to use its initiative in English”.  
Games come in different forms, including movement games, card games, board 
games, guessing games, matching games, desk games, and role-play games. 
Games are not merely icebreaker activities between students or to kill time in 
English language classrooms, but they benefit both teachers and students. The 
advantages of playing games for students are evident in their effectiveness to 
improve their linguistic skills, to stimulate their interests and motivation in 
learning as well as developing their social skills. On the other hand, games 
provide higher pedagogical values as a tool of evaluation and assessment and add 
variation to the teacher’s teaching repertoire. Some studies have pointed out the 
flaws of using games in English classes. However, the teacher’s thorough 
preparation will overcome these problems and add challenges to an otherwise 
boring class. This essay casts some light on why the implementation of these 
playful and fun activities are crucial in achieving good learning outcomes in EFL 
classes. 
Games positively contribute to the practice of language in four collective areas of 
skills (Carrier, 1985). Speaking, writing, listening, and reading are integrated 
through these exciting activities. Similarly, Rodgers (1974) claims that games are 
the best method to apply students’ linguistic comprehension as a whole. Games 
become a good way for language practice, as it is a clear model for what language 
students will use in their real life in the future. Playing the classic ‘Simon says’ or 
‘Teacher says’ are simple examples of activities which focus on listening skills. 
This works interestingly as all students with different levels of proficiency can 
involve themselves in the lesson they are learning or they have taught (Simpson, 
2011). This activity suits different age groups since it adds an aspect of fun and is 
easy to play. Vidiasih (2007) carried out a study regarding the advantages of 
teaching English by using games on seventh grade students at Lumajang, 
Indonesia. The study concluded that students enjoyed the use of games in English 

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classes. Lexical competence is another aspect to master linguistic competence 
(Anyaegbu, Ting & Li, 2012). Similarly, Efendi (2013) emphasizes that games are 
able to connect the four main skills of speaking, listening, reading and writing in 
one activity. Although acquiring an adequate vocabulary is essential in the process 
of communicating a foreign language, many students dread vocabulary learning as 
it is uninteresting and boring. An additional means of reviewing vocabulary is to 
play ‘hangman’. This is an engaging way to recall lexis and terms that have been 
taught in the previous lessons. The inclusion of a game in the vocabulary lesson 
will promote an easy and relaxed atmosphere which often leads to higher levels of