DO UNIVERSITY STUDENTS NEED GAMES?

Games are generally associated with children or teens in language learning. One of the reasons why games are given is because children and teenagers have short concentration span. Therefore, inserting games in the teaching and learning process is a wise way to maintain their interest and to make them focus on the topic learned. Read (2007) argues that games provides stimulation, variety, interest and motivation. Cross (1992) also emphasizes that games reduce tension by adding fun and humor to lessons and they add an element of competitiveness that motivates students to participate. On the other hand, teaching English in university seems far from fun. This may be because students have to deal with loads of grammar-based materials and cope with many different reading topics presented in a less interesting way. Teachers tend to play their role as lectures instead of modifying different kinds of roles as proposed by Harmer (2007). Moreover, students are obliged to achieve certain level of English competence set by the institution as a requirement for study completion. Thus, this paper will discuss 1) to what extent games are applicable in university classes, 2) what kinds of games suitable for them and their steps, 3) students’ responses to games in English teaching and learning. Keywords: games, learning, and response