A Dynamic Approach of Language Games in Reading and Writing Skills for Grade 11 GAS Strand Classes in Alangilan Senior High School; Basis for Lesson Integration

Abstract

INTRODUCTION

Today is a highly competitive time that anybody, who is not well-versed with the necessary language skills particularly that of the English language will definitely be at the rear. They are afraid to talk, to take conversational risks, to read with comprehension and to write paragraphs because of fear, anxiety and apprehension. One way of creating favorable learning environment and enhancing language learning is through the use of a dynamic approach of games. Learning English through games provides a non-threatening atmosphere for students who are usually tense in a formal classroom setting.

METHODS

Pretest / post-test experimental method was used to determine the significant difference between the performance of the control group and the experimental group. The descriptive method was also used to determine the impact of language games in Reading and Writing for Grade 11 GAS students. The control group received the traditional way or the usual way of teaching in the language classroom whereas the experimental group played games in the language classroom as basis of lesson integration. Both groups took the pretest and the posttest to measure their achievement before and after the second quarter. But only the experimental group played the games and answered the questionnaire.

RESULTS

Majority of the students respondents' age was 17 years old which was composed of 25 or 83.33 percent. The performance of the control and experimental groups in the pretest revealed that 13 or 86.67 percent from control group were average students; and 2 or 13.33 percent were below average while in the experimental group 14 or 93.33 percent were average; and 1 or 6.67 percent was below average. The performance of the control and experimental groups in the post-test showed that 10 or 66.67 percent from control group were average, 4 or 26.67 percent were high and 1 or 6.66 percent was very high while in the experimental group 12 or 80 percent were very high and 3 or 20 percent were high. The impact of the dynamic approach of language games in Reading and Writing Skills for Grade 11 GAS students showed that students gained elements of joy and fun when using the game in learning Reading and Writing Skills.

DISCUSSIONS

Based on the results, language games are not only for kids but also for teenagers and for both genders. The student respondents believed that the dynamic approach of language games in Reading and Writing Skills for Grade 11 as basis for lesson integration had a positive impact in uplifting their skills and abilities in learning. English, in gaining the elements of joy and fun in learning the language skills, in integrating them in language lessons and in boosting their interest in English.