Learning second language is never an easy task especially to bilingual learners like Malaysian students. Primary and secondary school students in our country face a great difficulty in mastering the language because of number of reason. One of the major reasons is lack of interest. To many students English classes are always boring because what they do all the time is writing essay and answering comprehension question. People had fixed their mind that an English class is always about grammar and answering comprehension question.
Learning English can be fun and interesting. Its all depend on educators to make their lesson interesting. Different learners have different needs and they learn in different way. Learners needs and wants differ according to their age and proficiency level. For primary and secondary school students teaching language through games might be one of the best ways to elicit their interest towards learning.
According to Larsen-Freeman,1986, "games are important because they have certain features in common with real communication events- there is a purpose to exchange. Also the speaker receive immediate feedback from the listener on whether or not she successfully communicated". When playing games students have a lot of chances to communicate and interact with each other. This exposes them to the usage of language. Language game that included in appendix 1 is one of the games that can be used in classroom to teach English. Notice that the game require group work which means that there is a collaboration learning. Having students to work in small group actually maximize the amount of communicative practice they receive. Besides students also will be more motivated to study English. This is based on assumption of the communicative approach whereby students will be more motivated to learn foreign language if the feel they are learning to do something useful with the language they study. Motivation is important in learning a language. According to Krashens' affective filter hypothesis "learners with high motivation, self confidence and low anxiety have high filters and so obtain and let in plenty of input" (Ellis,1985).
Besides motivation language game such as included in appendix also students centered. Based on communicative approach, students should be given priority in language classes and lesson should be students centered (Ellis, 1985). The role of educators is just as facilitators. Other than that through games and role-play such as pretending as taxi driver or passengers students can overcome their anxiety. If they manage to overcome their fear, they will relax and enjoy the game. According to suggestopedia approach learners will use their full mental power if they can relax and enjoy the lesson (Larsen -Freeman, 1986).
The game that included in appendix also promotes towards subconscious language acquisition. According to Krashen, language acquisition occur subconsciously as a result of participating in natural communication where the focus is on meaning (Ellis, 1985). Through games learners might learn language form and function consciously but still acquisition take place through subconscious learning.
Language game basically will benefit learners especially beginners to learn English in more interesting and effective way. Teachers can make their lesson more effective if they spend some time to design or even adapt games to be used to teach their students.


























References.


Ellis,R, 1985. Understanding second Language Acquisition. Oxford University Press.

Larsen-Freeman.1986.Techniques and principle in language teaching. Oxford University Press.