English Language of the twenty first century challenges every teacher how to be effective in the field of language teaching. The demand for the use of English Language is so strong that an extreme review of how teacher teaches English language in the classroom is necessary. In the field of language teaching , games have help a lot to make the task of learning less boring and tedious. Used appropriately , games can stimulate the interest of the learner and helped them acquire and internalize certain language skills. English language games are activities engaged in for amusement that involves contest and rivalry.
These activities which have definite beginning and end , they are governed by rules and students /learners experience communicating English language receptively or productively. This study was designed to determine the effects of using language games on the achievement level of sophomore high school students in English II. Specifically , it sought answer to the following questions: 1.What are the mean grades in English of the students of control and experimental groups ? 2. What are the pre-test and post- test mean scores of the students of control and experimental groups ? 3. Is there a significant difference in the English achievement level of students using the traditional approach and those using of language games ? 4. What are the students’ attitudes towards the acceptability of language games in the teaching of English Language ? Null Hypothesis
There is no significant difference between the pre-test and post-test scores of students in the control group using the traditional approach and the experimental group using the language games. The experimental method of research was used in the study utilizing a teacher made achievement test that served as the pre-test and post-test for the two groups of students , the experimental and control groups , as respondents. For the statistical treatment , frequency distribution was used to determine the achievement level of the students based on the e pre-test and post test results , and the t-test was used to test the hypothesis that there is no significant difference between the gain scores of the control and experimental groups. Based on the problems , the following were the findings ; 1. The mean grades of students in English of the control and experimental groups are , 81.16 and 81.12, respectively. 2. The pre-test of the control and experimental groups are: 28.36 and 30.88 , average while in the post test , the control group is 35.72 still average while the experimental group is 46.26 above average.
3. The computed mean gain scores of the control group is 7.36 and the experimental group is 19.48. Th computed t-value is 8.24 higher than the tabular value ( 2.021 at .05 , 2.704 at .01 ) which revealed that there was significant difference between the traditional approach and the use of language games , so therefore the null hypothesis is rejected. 4. The weighted mean score of students’ attitudes towards language games is 4.63 which means that the students strongly agree on the use of language games in the teaching of English language. Based on the findings , the following were the conclusions: 1.The grades of the students in the control and experimental groups are almost the same. 2. The achievement of the students in the experimental group is higher than the control group based on the post test. 3. The use of language games is better than the traditional approach. 4. Using language games in the classroom develops students’ positive attitudes towards the subject.