Publisher

LAKASPIALAKASPIA

Journal Jurnal Ilmiah Guru MadrasahJurnal Ilmiah Guru Madrasah Abstract

This study explores teachers perspectives on the use of physical games in English language teaching within school-based EFL contexts. Employing a descriptive qualitative design, data were collected through semi-structured interviews with eight secondary school English teachers who had experience using physical games in their classrooms. The data were analyzed using thematic analysis to identify recurring patterns in teachers perceptions and experiences. The findings reveal that teachers generally perceive physical games as a beneficial instructional approach, particularly for supporting vocabulary learning, speaking practice, and students motivation and engagement. Teachers reported that physical games encouraged active participation and reduced students anxiety in using English. However, the study also identifies several challenges in implementing physical games, including classroom management difficulties, limited instructional time, large class sizes, and restricted physical space. To address these challenges, teachers employed various adaptive strategies, such as selecting simpler games, establishing clear classroom rules, and modifying activities to fit contextual constraints. The study highlights that teachers perspectives on physical games are both positive and pragmatic. The findings suggest that physical games can be effectively integrated into English language teaching when they are carefully planned, contextually adapted, and aligned with instructional objectives. This study contributes to the understanding of physical games from the perspective of teacher cognition and offers practical insights for sustainable implementation in EFL classrooms.

Conclusion

This study concludes that physical games can function as an effective pedagogical tool in English language teaching when implemented thoughtfully and contextually.The findings imply that teacher training programs and professional development initiatives should focus not only on introducing game-based methods but also on equipping teachers with skills to adapt such activities to diverse classroom realities.Overall, teachers generally hold positive perceptions of physical games, particularly in relation to their potential to enhance students motivation, engagement, and confidence.

Future Research

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan. Pertama, penelitian lebih lanjut dapat dilakukan untuk mengeksplorasi perspektif siswa mengenai penggunaan *physical games* dalam pembelajaran bahasa Inggris, sehingga dapat memberikan pemahaman yang lebih komprehensif tentang efektivitas metode ini dari berbagai sudut pandang. Kedua, studi observasi kelas dapat dilakukan untuk mengamati secara langsung bagaimana guru mengimplementasikan *physical games* dalam praktik pembelajaran sehari-hari, termasuk strategi manajemen kelas yang digunakan dan adaptasi yang dilakukan terhadap kurikulum. Ketiga, penelitian dapat difokuskan pada pengembangan model pelatihan guru yang efektif untuk meningkatkan kompetensi guru dalam merancang dan mengimplementasikan *physical games* yang sesuai dengan konteks pembelajaran yang beragam, termasuk mempertimbangkan faktor-faktor seperti ukuran kelas, ketersediaan ruang, dan tingkat kemampuan siswa. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam meningkatkan kualitas pembelajaran bahasa Inggris di sekolah-sekolah, khususnya melalui pemanfaatan pendekatan pembelajaran yang inovatif dan menyenangkan.

References

1. The importance of using games in EFL classrooms | Cypriot Journal of Educational Sciences. importance... un-pub.eu/ojs/index.php/cjes/article/view/1-3The importance of using games in EFL classrooms Cypriot Journal of Educational Sciences importance un pub eu ojs index php cjes article view 1 3
2. Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities - Copland -... onlinelibrary.wiley.com/doi/10.1002/tesq.148Challenges in Teaching English to Young Learners Global Perspectives and Local Realities Copland onlinelibrary wiley doi 10 1002 tesq 148

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