THE USE OF GAME IN TEACHING ENGLISH

This study investigates the effectiveness of using games in teaching English to enhance student engagement, motivation, and academic performance. Conducted with a sample population of 50 secondary school students and teachers, the research adopts a mixedmethods approach, combining quantitative assessments of language proficiency with qualitative analyses of student attitudes and teacher observations. Participants were divided into two groups. an experimental group that received game-based instruction and a control group that followed traditional teaching methods. The findings reveal that students in the experimental group exhibited significantly higher levels of enthusiasm and participation in English classes. Quantitative data indicate notable improvements in vocabulary acquisition, grammar skills, and overall language proficiency for the experimental group compared to the control group. Qualitative feedback from students and teachers highlights that game-based learning creates a dynamic and interactive classroom environment, fostering collaboration and a positive attitude towards learning English. Teachers reported that incorporating games helped maintain student interest and facilitated better understanding of complex language concepts. The study concludes that game-based learning is an effective strategy for teaching English, leading to enhanced student engagement and improved academic outcomes. Recommendations for educators include integrating games that align with curriculum objectives, ensuring cultural relevance, and using a variety of game formats to target different language skills. Future research should explore the long-term impact of game-based learning on language retention and its effectiveness across diverse educational settings.