Presented in Peace Corp Training for teachers in East and West Java 2016, 2017, 2018

1. Improving
Motivation for
Students to
Learn English
through GAMES
Gusti Nur Hafifah
gustihafifah@gmail.com

2. MOTIVATION: reasons of doing things
•Score/reward
•Job requirement
•Role Model
•Parents
•Teacher
extrinsic
•ambition/goals
•Interests/pleasure
•Self fulfillment
•Love for the languageintrinsic

3. What can motivate our students
in learning English?
Motivated Teachers
Motivated Materials
Motivated Method

4. CHARACTERISTIC OF
MOTIVATED TEACHERS
 Enthusiastic
 Supportive
 Available
 Positive
 Creative
 innovative

5. CHARACTERISTIC OF MOTIVATED
TEACHING METHODS AND MATERIALS
 Interesting (High-interest topics)
 Fun/entertaining ways
 Various and authentic materials
 Personalization (students’ personal experiences
are more interesting to discuss than
generalizations)
 Encouraging (Developing Confidence)
 Making progress
 Competitive

6. Students may wish to play games purely for fun.
'Teachers need to consider which games to use,
when to use them, how to link them up with the
syllabus, textbook or program and how, more
specifically, different games will benefit students in
different ways (Khan, J.1996).'
The key to a successful language game is that the
rules are clear, the ultimate goal is well defined
and the game must be fun.
Games

7. Questions to consider in choosing a
GAME
 Which language does the game target?
 Which skills does it practice? The language skill
focus could be any one of the major skills of
listening, speaking, reading or writing.
 What type of game is it?
 What's the purpose for using it?
 Does it fit the students? How could I simplify or
make it more complex if necessary? Many games
require modification in use when the students'
need are taken into consideration.
 How much interaction and participation is there?
Maximum involvement is something we are pursuing.
 Do I like the game myself?

8. Hints and Suggestions
When giving instructions to beginners, a few words in
the mother tongue would be the quickest way to
make everything clear. More English exposure is
needed at a later stage.
Games are best set up by demonstration rather
than by lengthy explanation.
It is very important not to play a game for too long.
Students will begin to lose interest. It is best to stop a
game at its peak.

9. Games Criteria:
 A game must be more than just fun
 A game should involve "friendly" competition.
 A game should keep all of the students involved and
interested
 A game should encourage students to focus on the
use of language rather than on the language itself.
 A game should give students a chance to learn,
practice, or review specific language material.

10. ENGLISH GAMES
1. Bingo
2. Card quest
3. Whispering game
4. Instruction game (touch down)
5. Guessing game
6. Running dictation
7. Twin cards
8. Win, lose or draw
9. Water pistol shooting
10. Wet tissue shooting
11. Head and tail
12. Crosses and Noughts
13. The fish monster
14. Anagram
15. Word tree
16. Stick out
17. Treasure hunt
18. Hands on head
19. Picture knocking
20. Telegraph sentece

11. LET’S PRACTICE
1. Head and tail
2. Crosses and Noughts
3. Anagram
4. Instruction game (touch down)
5. Running dictation
6. Dominoes
7. Word tree (categories)
8. Card quest

12. HEAD N TAIL
1. Book
2. Keep
3. Part
4. Time
5. Eat
6. Tail
7. Lion
8. Nose
9. Egg
10. game

13. Crosses and Noughts
D A S
G B J
E M P
CROSS
NOUGHT

14. ANAGRAM
1. DUREN = UNDER
2. SUPIRCET =
3. REMOTE=
4. CINTAOVA =
5. GERING =
6. CEMARA =
7. LAPOR =
8. OBAT =
9. BROMO =
10. RESPON =
11. PAGER =
12. MORO DINGIN =
13. DUITMAS =
14. DERMASEHAT =

15. INSTRUCTION GAMES
RUNNING DICTATION
GRAMMINOES

16. THANK YOU