Tuesday, October 29, 2019
The Future of Muslim Brotherhood Essay Example | Topics and Well Written Essays - 2000 words
The Future of Muslim Brotherhood - Essay Example What influenced the development of Muslim Brotherhood throughout the world is a shared set of religious values in which the basic social sentiment is that Islam should be the guiding force for a society as well as in governing the social lifestyle of people (El-Sherif, 2014). In the Middle East, Islam is the most dominant religion with substantial devotion and following by society members practicing its ideology (Knudsen, 2003). Islamists believe that the Quran’s guiding principles could satisfy the divine, thus serving as the most relevant political model for a society in order to ensure that devoted precepts of the Quran are the fundamental goals of society (El-Sherif, 2014; Knudsen, 2003). To not establish Islamist values in society and politics is considered unfavorable secularism and unfaithfulness to Islam. In fact, their inability to achieve this communion is quite unfavorable for the devoted Islamist. Hence, it adds pressure to establish the Muslim Brotherhood througho ut the world. The development of this ideology is a modern belief or idea that the practice of conservative Islamic values and liberalism can successfully be reconciled in a single political governance system which can be used to guide the society and allow the state to function well in a globalized world (El-Sherif, 2014). In relation to the political and social revolutions in Egypt, this study aims to determine whether or not the Muslim Brotherhood in Egypt could maintain long-term support from the local citizens.
Sunday, October 27, 2019
A Report On The Fiji Water | Environmental Analysis
A Report On The Fiji Water | Environmental Analysis The factors which contributed to the marketing success of Fiji Water were its unique product positioning, innovative packaging, premium-product pricing, effective distribution, and image-creating publicity. Due to its light mineralization, FIJI Water was characterized by a smooth taste and no aftertaste. The light mineralization also gave the water a clean, pure taste. In addition to superb taste, the water had a high level of silica, the ingredient that was believed to promote rejuvenation and anti-aging. Also, the water is very pure as the source of the water was a virgin, unpolluted ecosystem. Another important element was packaging. For many years, all bottles containing natural water were the same round, with paper labels. Natural Waters of Viti Ltd. was the first company in the industry to use a square bottle. Furthermore, since FIJI was the only brand that came from a tropical paradise, the packaging reflected that in an artful and compelling way: consumers could see that immediately when they looked at the unique square bottle bearing bright, three-dimensional graphics. Similarly to packaging, a premium-price policy reinforced the products high-quality image. Another important factor that had contributed to FIJI Waters success was its distribution. Having good distributors was important in that it enabled the brand to be well-placed in and readily available to the market. Building an image of the high quality, uniqueness and class of the product was another aspect of this successful marketing campaign. The brand achieved an explosive growth early on, mostly through word-of-mouth advertising, free product placement and targeted sampling. FIJI Water targeted locations and venues that resonated with the brands premium image. What does it mean for FIJI Water to go carbon negative?How does one measure and report carbon footprints of products?Is the carbon footprint of FIJIWater big compared to other products? Answer: In response to the environmentalists criticism, in 2008 FIJI Water launched a carbon negative PR campaign. As part of its carbon negative campaign, FIJI Water was planning to offset its total carbon footprint by 120 per cent, by removing from the earths atmosphere not only all the emissions its activities produced, but also an additional 20 per cent. In that sense, the companys impact on carbon emissions would be negative. While measuring its carbon footprint, FIJI Water calculated its carbon emissions across every stage in the product lifecycle: starting from producing raw materials for packaging, through transporting raw materials and equipment to the plant, manufacturing and filling bottles, shipping the product from Fiji to markets worldwide, distributing the product, refrigerating the product in stores, restaurants, and other outlets, to disposing/recycling the packaging waste. It estimated that about 75 per cent of its carbon emissions resulted from the operations of supply chain partners. Fiji is using staggering amounts of energy, water, and fossil fuels to take a naturally occurring product, put it in an inherently problematic container and then have that forever-container tossed into landfills or incinerators all over America. A few important figures for environmental impact included: 5,500 miles per trip from Fiji to Los Angeles for transportation 46 million gallons of fossil fuel 1.3 billion gallons of water 216,000,000 pounds of greenhouse gases produced What is greenwashing and how can it be identified?Do you think FIJI Water is engaged in greenwashing?What could the company do to gain environmental credibility? Greenwashing is defined as Disinformation disseminated by an organisation so as to present an environmentally responsible public image. As part of its carbon negative campaign, FIJI Water was planning to offset its total carbon footprint by120 per cent, thereby becoming carbon negative. FIJI Water claimed to have already implemented several measures to reduce its carbon emissions. By optimizing its logistics, the company had reduced trucking miles by 26 per cent on average. FIJI Waters 1.5-litre bottle had been redesigned to reduce the packaging by seven per cent. The company had also managed to reduce motor fuel consumption in Fiji by 50 per cent by using more fuel-efficient trucks in transporting its products from the plant to ports. Conservation groups however, argued that the new website launched by FIJI Water in 2008 (www.fijigreen.com) to sell its carbon negative message failed to provide a detailed description of the actual calculation of its carbon footprint and its reduction by the measures that were promised to be implemented in the future. At the same time, the groups pointed to the basic carbon footprint advantages of consuming local tap water. They argued that the new slogan every drop is green was straightforward greenwashing pushed to its limits. Green researchers found that the manufacture and transport of that one kilogram bottle of Fiji water consumed 26.88 kilograms of water (7.1 gallons), .849 kilograms of fossil fuel (one litre or .26 gallons) and emitted 562 grams of Greenhouse Gases (1.2 pounds). So, we can say that Fiji Water engaged in Greenwashing. In order to gain credibility, it will have to live up to its promise of becoming a carbon negative company. Any attempt to engage in greenwashing will be quickly identified and protested by environmental groups. Keeping true to its slogan every drop is green will require substantial new investment in a renewable energy plant and equipment and in tree-planting offset activities. Designing and implementing a sustainable growth strategy and a socially and environmentally responsible marketing plan will require dealing effectively with the promise to go carbon negative as well as meeting the demanding needs of customers, clients and other stakeholders.
Friday, October 25, 2019
Sears Company Analysis Essay -- essays research papers
                                                  1 I.     Executive Summary Sears began as a small retailer but as the years have gone by, they have become the second largest retailer of the national chains. In the environmental analysis you will discover that Sears’ marketing toward women differentiated them from their competitor’s and increased their sales as well as their market share. They have had many social/cultural problems that they have had to overcome, such as problems with stakeholders. There has also been a change in the company culture that has improved the mood within the company.      In the SWOT analysis, the strengths, weaknesses, opportunities, and threats will be discussed. These would include employees, competition, global marketing, and the repercussions that Sears has had to face when going against the Federal government.      The Strategic Analysis will show some of the steps that have been taken to overcome some of the difficulties that Sears has had. The newest CEO, Arthur C. Martinez, has been a motivating leader for the company. He has implemented many changes that have increased sales and moved Sears back up to the top of the retail chain. These changes would include store remodeling, Internet strategies, differentiation, and human resource management.      In section V, I will give my analysis of Sears and some suggestions for things that they can do to change their strategies such as keeping customer’s and employees happy and staying out of trouble with stakeholders.                               2 II. Environmental Analysis      When Richard Sears first began a small retail business selling watches in 1886, he could have dreamed of his store becoming a success but the success it has become, had to be beyond his expectations. Sears has seen many different changes in business and has had to adjust to t... ...p;               10 Sears. If Sears continues to provide employees with all of the perks and benefits that they have been, then they won’t have a large turnover and they will have their loyalty. Sears does have a fairly good reputation despite the bad press that they may have received because of problems they have had with the federal government. If they can keep out of trouble and try to keep their reputation clean, they should be able to leave these problems behind them. People will forget unless they run into similar problems again. Sears has gotten a good start on their Internet venture. They do have a lot of competition in this regard and a â€Å"new†business does take a while to get off the ground. Therefore it’s not surprising that they have had a slow start but they are beginning to pick up with the alliances and partnerships that they have entered into to boost their exposure. Their e-commerce trade could become as big as their chain of retail stores. All-in all, I believe that Sears is on the right road to recovery.     Â
Thursday, October 24, 2019
Commentary on John Keats’s Poems Essay
O golden-tongued Romance with serene lute! Fair plumed Syren! Queen of far away! Leave melodizing on this wintry day, Shut up thine olden pages, and be mute: Adieu! for once again the fierce dispute, Betwixt damnation and impassion’d clay Must I burn through; once more humbly assay The bitter-sweet of this Shakespearian fruit. Chief Poet! and ye clouds of Albion, Begetters of our deep eternal theme, When through the old oak forest I am gone, Let me not wander in a barren dream, But when I am consumed in the fire, Give me new Phoenix wings to fly at my desire. COMMENTARY : The poem under study was written in 1818 after the completion of John Keats’s 4,000-line poem Endymion. We are facing a traditional and fixed form of poem as â€Å"Sitting Down to Read King Lear Once Again†is an Elizabethan sonnet composed of fourteen lines which are divided up into three quatrains, that is four-line stanzas, and a final couplet -or two lines of verse. The rhyming pattern is abba, cddc, efef, gg as, notably â€Å"Lute†(l.1) rhymes with â€Å"mute†(l.4), â€Å"far-away†(l.2) with â€Å"day†(l.3) and â€Å"dispute†(l.5) with â€Å"fruit†(l.8). Moreover, the lines are iambic pentameters since they contain five iambic feet for instance : _ / _ / _ / _ / _ / â€Å"O Gol/den-tongued /Romance, /with se/rene Lute!†Like most of Keats’s poems, this text deals with the speaker’s encounter with something which incites him to meditate and alters significantly his vision of life. It is the perusal of King Lear written by William Shakespeare in 1605 which affects him this time and this is not a first reading judging by the presence of â€Å"Once Again†in the title. Keats was a great admirer of Shakespeare. The theme of death, which is one of Keats’s main concerns, is latent in the poem. This sonnet’s thought can be divided into four parts. Firstly, chivalric romances are praised and put aside. Secondly, the effects they provoke are contrasted with those engendered by the reading of King Lear. Thirdly, the speaker begs Shakespeare and heaven , his sources of inspiration, to help him. Finally, he compares himself to the Phoenix, which has the power to be immortal. To begin with, the first quatrain opens with the interjection â€Å"O†which is by definition used to express strong feelings. Indeed, the poem is charged with lyricism, the two exclamation marks contributing to it among other things. In this way, we are conscious from the beginning that the speaker ‘s rereading of Shakespeare’s tragedy makes him profoundly react. Then, the term â€Å"Romance†refers to medieval romance, a form of narrative which developed in the 12th century and related tales of chivalry and courtly love. Its heroes were idealized and the plot often contained miraculous or supernatural elements such as dragons or monsters fighting for the sake of the heroine. The adjective which qualifies this genre of literature, that is â€Å"Golden-tongued†, means that it is wonderfully narrated. Besides, it can be paralleled with â€Å"the realms of gold†Keats refers to in the same first line of the sonnet â€Å"Upon First Looking into Chapman’s Homer†, the phrase being there a metaphor for books he highly values. Next, the lute is a stringed instrument, whose music acts as an enchantment on readers and leads them to sweet thoughts. This first line is basically an apostrophe since the speaker directly addresses â€Å"Golden-tongued Romance†thus personifying it. The â€Å"Fair plumed Syren†is praised as well, the poet considering her a royal person -a â€Å"Queen†- who â€Å"melodiz[es]†(l.3). She is also present in the romance in question. A siren, in Greek mythology, is one of the three sea nymphs, usually represented with the head of a woman and the body of a bird. They inhabited an island surrounded by dangerous rocks and sang so enchantingly that all who heard were drawn near or shipwrecked. The tune produced by the lute can be compared to the bewitching one sang by the siren which irresistibly attracts the poet to like this kind of literature. But, the lexical field of pleasure including â€Å"serene Lute†, â€Å"Fair plumed Syren†and â€Å"melodizing†among other things is contrasted with more negative phrases such as â€Å"wintry day†, â€Å"Shut up†and â€Å"mute†. This indicates that the poet is willing to wander from the sweet thoughts these readings generate, the â€Å"Golden-tongued Romance†being a synecdote for chivalric romances in general. Moreover, the personification process is extended on line 4 since â€Å"Golden-tongued Romance†is addressed as though it was endowed with life and speech. Indeed, â€Å"thine (†¦) Pages†are the book’s. Moreover, the siren is used as a metonymy for the narrative insofar as the poet combines the two on line 4, the predicates â€Å"Shut up†and â€Å"be mute†referring to the nymph. Finally, the adjective â€Å"olden†alludes to this literature’s ancient existence. In short, this first quatrain deals with the poet’s liking for medieval romances insisting on their enchanting power. Nevertheless, the latter wishes to dismiss them from his mind. And prosopopeia is aimed at showing that he is deeply affected by his rereading of King Lear. The second stanza is going to contrast images of beauty with what Shakespeare’s tragedy displays. Next, the second quatrain begins with the poet bidding farewell to pleasant meditations. But, we should first and foremost put this sonnet back in its context. We can easily presume that it is autobiographic, thus that Keats reveals us his own worries. In 1818, he is aware that he has short time left to live due to the fatal illness he is suffering from, that is tuberculosis. Moreover, we have already realized that he is scared of death, particularly in his â€Å"When I have fears that I may cease to be†. In the second stanza, the lexical field of hell is present through â€Å"fierce†, â€Å"damnation†and â€Å"burn through†. And the predicate â€Å"burn through†must be taken both literally and figuratively. On the one hand, it hints at Keats’s future death. On the other, it indicates his agitation facing antagonistic directions as he is torn between hellish visions and sweeter meditations, designated by â€Å"damnation†versus â€Å"impassion’d clay†. So, â€Å"damnation†is a metaphor for the thoughts the reading of King Lear provokes while â€Å"impassion’d clay†refers to those generated by chivalric romances. The word â€Å"clay†probably makes reference to the Bible as the sacred book states that God made the human body with this material. So, it symbolizes fecundity and regeneration in other words life. Thus, it is tempting to infer that romances allow the poet to escape from reality whereas King Lear’s tragic fate reminds him of his bad condition. The second part of the quatrain deals with the poet’s will to concentrate on â€Å"Shaksperean fruit†in other words on King Lear itself. While the first stanza introduced his liking for romances, this one gradually leads us to the subject of the poem – i.e. the feelings and thoughts the reading of the tragedy trigger. King Lear is quite a sad story as it deals among other things with consequences of the fatal mistake the eponymous character makes at retirement as he divides his kingdom between two of his daughters Goneril and Regan thinking that the youngest Cordelia is the one who loves him the least. Once he realizes that his trusted girls intend to drive him away, he leaves them. Cordelia, disowned, became Queen of France. She is informed of the situation and lands on her father’s old kingdom with an army to fight the other girls’. The play ends in a disaster since Goneril, ashamed because unmasked by her husband, who had not known how wicked his wife was, suicides herself after having poisoned her sister Regan, out of a spirit of jealousy. And Cordelia, defeated by her sisters, is hung in prison. Lear dies last, his dear daughter in his arms. The adjective â€Å"bitter-sweet†(l.8) hints at both the pleasure the speaker takes rereading the story and aforementioned sad thoughts. The death of the characters actually reminds him he is to die soon. To summarize, literature acts as a catalyst on Keats since it makes him meditate. And between the images of beauty romances trigger and the unhappy thoughts King Lear provokes, he finally chooses to concentrate on Shakespeare. The reasons of this choice are going to be given in the third stanza. The third quatrain begins in the same way as the second, with an exclamation. â€Å"Chief Poet!†is a characteristic attributed to Shakespeare. In fact, the speaker aims at emphasizing his admiration for the playwright. Then, Albion is the name given by elders to Great Britain because of its white cliffs -in Latin albus means white. This is also where King Lear takes place. And a theme, in a work of literature is an idea that the writer develops or repeats. If we take into account this definition, â€Å"Chief Poet! and ye clouds of Albion, Begetters of our deep eternal theme!†may mean that Shakespeare and Great Britain are the poet’s inexhaustible inspiration. Next, the speaker identifies with Lear on line 11. When the latter realizes that what Goneril and Regan really want is to chase him away, he leaves. It is a wild and stormy night and he wanders about the fields half mad with misery. So, lines 11 and 12 allude to that very episode in the tragedy. This is an instance of intertextuality. In addition, we can perceive the presence of heaven in this stanza. First, the phrase â€Å"clouds of Albion†reminds us of that biblical place which is usually imagined as being high up in the sky. And spirits walking on clouds are often pictured. Moreover, the fact that Great Britain is named Albion because of its white cliffs conveys the idea of a bridge between earth and heaven or life and death. Next, the â€Å"old oak forest†is highly symbolical. In many traditions, the oak is a sacred tree which is vested with privileges of heaven’s supreme divinity. It is also considered as an intermediary between earth where it puts its roots and the vault of the sky that it touches with its top. That is probably due to its majestic appearance and because it attracts lightning. So, the â€Å"oak forest†can be regarded as a sacred and secluded place, in other words as a kind of sanctuary in which the poet roams waiting for his impending death. Personification is also used as the subject of the predicate â€Å"Let me not wander in a barren dream†is not only â€Å"Chief Poet†but also â€Å"clouds of Albion†. Keats’s fear to die is perceived in that line and begging the deceased playwright to save him is a way of highlighting his sacredness. Let us remind of Keats’s admiration for Shakespeare. Therefore, the Elizabethan writer and heaven’s importance are dealt with. They are the source of the speaker’s inspiration and his saviour. The final couplet is about the poet’s yearning to be reincarnated. Lastly, the legend of the Phoenix is introduced. In ancient Greek and Egyptian mythology, it is a bird. When it felt its death approaching -every 500 or 1461 years-, it would build a nest of aromatic wood, set it on fire and was consumed by the flames. When it was burned, a new phoenix sprang forth from the pyre. In these two lines, the poet compares himself to the mythical bird endowing himself with the same powers as its own, that is those of resurrection and immortality. Indeed, he is tormented by his impending death and yearns to be immortal, what he achieves in a way since 175 years after his death, he is still much read, valued and studied in universities. To conclude, it is pensive introspection in the form of lyric poetry on a young man’s impending death. We are made aware of Keats’s visionary experience rereading King Lear. His liking for romances is highlighted nevertheless he chooses to concentrate on Shakespeare’s masterpiece as it makes him think about his worries. Indeed, literature acts as a catalyst for meditation. Finally, we focus on the poet’s fear of death and yearning for immortality.
Wednesday, October 23, 2019
Games for Young Learners
CHAPTER I INTRODUCTION Many researches stated that learning a language is better started from early age because in this stage the children will be easier to acquire the language, sooner they start learning, more proficient they will be in using the language. Therefore, presently, English is introduced starting from kindergarten and becomes one lesson subject that must be taken in elementary school based on government’s rule in Indonesia. In this level, the children are usually called by young learners. Young learners are those who just start the formal school until they are in eleven or twelve years old.Teaching English for young learner is not easy task as it is seen because children are interested in fun activity rather than listening to the teacher who talk in front of the class explaining something that they do not understand. What usually happened in the classroom is that teacher gives so much speech in front of the class and explains many theories and concepts of the lan guage that the children do not understand about. Because of this reason, the children will start to get bored and play with their friends and make chaos.Then, the teacher will surrender of facing chaos in the classroom and get angry until then scold to the children that will make them feel afraid to study. It is not purely children mistake, but it is happened because teacher does not know how to manage the class and keep the children’s attention. The teacher should remember that young learners are different from an adult. They are not interested in studying since they do not have motivation from learning yet. They are interested in game, story, tale, song, and other fun activities.In this case, the teacher should be able to manage the class as fun as possible and find an enjoyable ways to teaching the language naturally. It can be done by designing an activity that takes their attention. Playing such kind of games could be a best way to get the children’s attention. Ga mes are closed to children world and through these children can learn the language naturally since these activities will make them involve into the learning process. It means that they learn directly through listening, watching making interaction, and also moving around. Children learn from an authentic material.This paper will show how games can be an effective tool for learning activity. Through this paper, the writer expects that teacher can understand how game can bring many benefits if it is implemented in language learning classroom. CHAPTER II CONTENT 1. Games for Teaching Young Learners Children like playing games since it allow them to have fun and move around the class. They could involve in the games naturally since it is their world. Children could learn through playing and in playing they could interact and develop the language skills through communication.Games also make a wonderful atmosphere in the classroom. Some researchers said that games could improve childrenâ⠂¬â„¢s learning and can be an effective tool for teaching the language. Besides that, games could be highly motivating since games give competition and also challenge for them. Further, in playing the games they could use the language in real context that would make them have strong memory since games make children use the language instead of thinking about the forms and concepts of the language.Wells (1981) stated that â€Å"in working on first language acquisition, found clear evidence that a child who has a lot of opportunities for negotiating meaning – for making sure that he/she has properly understood what is being said develops language skills more rapidly than a child who does not. Games can create these opportunities in the foreign language classroom by setting out situations where children urgently need and want to communicate in order to have a turn at playing, to point out the rules, to challenge another player and so on†. Games could cover many language skills.Through games, children can use the language directly, they also listen to the other in other to finish the games. Besides that, language aspects, such as grammar, vocabulary and etc, could be involved in the games. It is based on the teacher’s imagination, creativity, and sensitivity to make the games become useful tool for learning. 2. The Advantages of Games for Teaching Young Learners There are some advantages of using games as classroom activity, they are: a. Games could decrease anxiety of learning a new language and it will make the language transfer going smoothly.The children would not feel that they are under pressure. They learn the language in a good and relax atmosphere. In a good, relaxed atmosphere which is created, children would remember things faster, easier and better. b. Games are highly motivating and entertaining. In order words, games bring more fun into the classroom and could give motivation to students since games contain a challenge. c . Games give them new experience of using foreign language that would not available during regular language learning classroom. . Games involve all learners to participate. It means that silent students are also invited to participate and give their contribution in playing the game sp all students have the same opportunity to practice and use the language. e. Furthermore, games give different atmosphere to the classroom activities, break the ice and also can be used to introduce new ideas. According to (Vernon, www. teachingenglishgames. com), there are some reasons of using games for language learning, they are: The first reason why games are so useful is that games make learning fun, children have willingness to participate and are not just present in class because they have to be. Students pay more attention because when they enjoy themselves, they do better, feel better about themselves, and do even better – it is a learning cycle working in their favor. (Vernon, www. tea chingenglishgames. com) †¢ Next reason is playing a game has a purpose and an outcome. In order to play, students have to say things. Therefore, they have a reason to communicate and this makes them want to know and learn more.In addition to this, games stimulate and motivate children to a new level. They know that if they do not pay attention, they will not be able to play the game well and they will let their team down so they make more effort to join in and learn as much as possible. (Vernon, www. teachingenglishgames. com) †¢ The proverb ‘repetition is the mother of skill’ becomes very meaningful during the games in children’s language class as students get to use the language all the time with a lot of repetition. Although repetition is boring in some cases, during games it is fun for children.Also because of the fun involved in the game a massive amount of vocabulary and grammar can be revised in a short time because it is very difficult for learn ers to remember vocabulary if they never use it. Furthermore, the physical movement involved in some of the games also helps keep children stimulated and alert. Children naturally have a lot of energy and are not good at attending formal lessons for long periods, and so if they participate in a game involving physical movements from time to time, they will never get impatient and bored.Most importantly, the philosophy of encouragement incorporated into these games increases confidence in all students. Usually this does not just mean they get better at only English, but in all subjects in school. This in turn makes the teachers more motivated and optimistic, and they can really make a difference in their lessons. (Vernon, www. teachingenglishgames. com) †¢ Apart from all this, language games like any other games involve learners in a healthy competition that can help them learn more. â€Å"As long as no one is forced to participate, competition can be positive and encourage pla yer discovery, examination and learning. (Vernon, www. teachingenglishgames. com) †¢ Thus, creating the right type of language games can foster this healthy, beneficial competition in the classroom. Finally language games create a bond between the teacher and their students, which is fulfilling for the teacher and students alike. In short, if used properly by the teacher, games are excellent ways whereby children have fun and at the same time acquire a language. (Vernon, www. teachingenglishgames. com) 3. How to Use Games for Teaching In using games for language learning, there are something that should be considered by the teacher they are: . Make sure that the games that are going to be used have educational purpose. There is no point in playing a game just for the sake of playing a game. Teacher needs to ensure that all games have some sort of teaching element to it and already modify based on the syllabus’ purpose. For example, the popular game, Ã¢â‚¬Ë œSimon Says’ can help listening skills, the students need to listen for the word ‘Simon’ and the action of the word. Word bingo games also can help the students recognize any new words. b. Considering the level of the students.Teacher needs to use games that are not only good for learning English but also games that challenging the students in some way. A game that is too easy for the students will have little educational value and the students will become very bored. c. Choosing games based on the age of students. Chose a game that is appropriate for the age of the students when teaching. Games that adults find fun will not usually be fun for children and vice versa. d. Don’t let the children choose the game! If you ask the students to play a game that they know. Children tend choose a game with no educational value.You can always add educational value to your games by insisting the loser answers a question, spells a word, etc. Ensure that your game is teaching at the same time as having fun e. Teacher should have an effort to vary the games. Students of all ages and ability will get bored if you keep doing the same thing over and over again, this also applies when playing games for teaching English to young learners. Many games can be downloaded free from many sources in the internet. In implementing games in the classroom, teacher should be able to give the children clear instruction about how to play the games.It is better to give them direct example rather than give long explanation that might make them feel confused. And also, although games are fun, using games for long period also can make the children feel bored since they repeat the same activity for long period. The teacher should be creative in managing the class so everything could go smoothly. CHAPTER III CLOSURE After all, we can conclude that games as a teaching activity is not just a warm up and icebreaker activity but it can be the main activity in the learning process.Besides that, using games in the classroom activity can make an affective learning atmosphere because it gives many advantages for the language learning, such as: creating a good atmosphere, learning process will be fun and cheerful because the class will be live up, etc. Games also will decrease the chaos that may be faced by the teacher. Besides that, Games create contextual learning for the students. Games that are made for learning activity is not simple as it seem since it need some consideration for making it appropriates to be used as the main activity in the classroom.REFERENCES Ara, Shaheen. (2009). Use of Songs, Rhymes and Games in Teaching English to Young Learners in Bangladesh. Journal of Linguistics 2,3: 161-172 How to teach English using games. (n. d. ). Retrived December 11, 2011, from  http://factoidz. com/how-to-teach-english-using-games/ Yolageldili, Gulin & Arikan, Arda. (2011). Effectiveness of Using Games in Teachin g Grammar to Young Learners. Elementary Education Online 10,1: 219-229 Vernon, S. A. Benefits of using games in the classroom. Retrieved on December 20, 2009, from www. teachingenglishgames. com
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