Students’ Perception on Language Games

Cagayan de Oro College – PHINMA

Education Network
as Motivation in Learning Cagayan de Oro College –
College of Education

Konzor Sam Locop, Nelfa Medel, Jessa Mae Pioquinto

THE PROBLEM METHODOLOGY FINDINGS

Specifically, this research study to seek to answer the This research study was descriptive in nature with the Problem 1: Commonly used language games
following questions: content to produce information about Common Language in language learning.
games and students’ perception to its use as a Motivation in • 78.5% Role-playing (dramatization)
1. What are the commonly used language games in Language Learning. • 76.5 % Vocabulary games
language learning? • Target respondents of the study are the third year BEED • 74% Song/poem composition
and BSED students of Phinma- Cagayan De Oro College Problem 2: Perceptions toward language game as a
2. What are the perceptions of the third year education (main campus).
students’ toward language game as a motivation in language motivation in language learning.
• The survey questionnaire was then distributed to 200 third
learning? • 3rd year BEED and BSED students strongly agreed that
year education students identified through pure random
sampling. games motivates them to interact and communicate.
• The students also see that language games are useful tool
Data Analysis in language learning.
• Games are highly motivating and entertaining.
Following the quantitative statistical means, the
SIGNIFICANCE OF THE STUDY researchers calculated the percentage or average of each
option in part 1 that answers the objective 1 of the research CONLUSION
study.
This new curriculum promotes new strategies of teaching Range Description
1.00 - 1.75 Strongly Disagree The researchers concluded that the commonly used
strategies that will encourage, interest and motivate the 1.76 -2.50 Disagree language games in language learning are the role playing
students to learn. 2.51- 3.25 Agree (dramatization), vocabulary games and song/poem
3.26 - 4.00 Strongly Agree composition while the least language game used is problem
solving.
Learners, as primary focus of learning, this study will
benefit the students through giving emphasis in their needs and RESULTS DISCUSSION It could be also concluded that language games is a useful
tool in language learning which is highly motivating and
interest in learning a language, giving them motivation and Percent distribution of the commonly used language entertaining to make the students communicate and interact with
encouragement as well as increase their interest in language games in language learning. each other.
learning.

Teachers, as prime movers of learning process, teachers

benefited this study through designing new ways of teaching RECOMMENDATIONS
strategies that will help them teach the students to learn a
language effectively and meaningfully. Based on the findings and conclusions drawn from the study,
Mean Distribution of the students’ Perception in
the following recommendations are hereby proposed.
Institution as a main ground of learning process could use language learning as a motivation in language
this study to implement an authentic way of language learning. learning.
1. Teachers may use language games as a teaching strategy to
teach students effectively and meaningfully.
And lastly, other researchers as part of the ones who will
benefit this study could use this as a reference and support in 2. The researchers recommend that institution may implement
their research study. sufficient language games in order to encourage and
motivate the students in learning the foreign language.
• Chen, I-J. (2005). Using games to promote communicative skills in language learning. TESL Journal, 2, 125-132.
3. Learners are also encouraged to have a full participation on
• Fowers,.(2000)Do games help students learn vocabulary effectively?. P.8 the activities/language games implemented in the school and
REFERENCES • Gee, JP. (2005). What video games have to teach us about learning and literacy. Palgrave Macmillan, 2, 17-179. the teacher as a teaching strategy.
• Mengü, H.I. 2002. “A Suggested Syllabus for the Drama Teaching Course in ELT Departments” Unpublished M.A
Thesis. Ankara: Hacettepe University.