In the English as Second Language classroom, teachers should strive to balance

form, meaning, and use. Students should be able to understand not only the
fundamental mechanics of the language, but they also have to comprehend the
techniques and the usage of particular structure, word, or phrase. In other words, the
teacher must teach the students to be able to apply the context of the grammar in their
daily speech or conversation instead of doing ritual writing and grammar exercises.

Nowadays, when it comes to learning grammar especially in either the primary or

even in certain secondary school, most of the students will feel like it is some sort of a
burden for them to acquire or further furnish their learning in mastering the elements of
the grammar. This situation happens to be crucial to the teacher in order to ensure their
students to be able to understand the component of the grammar. It is important for the
student to have a better understanding of the grammar to avoid errors or mistakes in
complying the English language correctly. Usually when the students in the English as
Second Language classroom are exposed to these grammar components, they learnt it
in a fixed formulated manner similar to the other mathematical subjects.

In other words they learnt most of the grammar component in isolation. Meaning
that the learning takes place as a set of rules to be memorized, or followed. Therefore,
these students even teachers somehow were frustrated and puzzled with the lack of
interesting grammar instruction in the classroom. In order to make the grammar lesson
to be more interesting for the students, there is a new idea among the teacher which
promotes the idea of dealing with grammar descriptively or known as transformational
grammar. This kind of idea is where the instruction should be related to the purpose of
the learner. Thus, this idea would be more open to the students to learn besides they
also can do their own self expression over the fixed grammar rules.

Making meaning of a lesson helps pupils to understand and learn a language.

Thus, it is important for a teacher to contextualize his or her lesson so that pupils
learning is maximized. Moreover, teaching in context make the pupils memorize better
on the lesson. Using the games technique allows the lesson to become an authentic
text for the pupils hence makes the lesson is familiar to them. In addition, games give
opportunity for pupils to determine their own decision. In The Grammar Casino games,
pupils have to determine their answer and place their own bet. Here, they learnt to
make their own decision by reflecting back on their previous knowledge which is useful
in the real life situation. Thus, pupils will be able to practice and apply their knowledge
via this game. In line with this, it increases their interest to the lesson as they can relate
this for experience. Hence, games able to cater the need of teacher to come up with a
contextual learning for his or her pupils.

Setyowati (n.d) stated that teaching grammar is one of the important components
in learning English for pupils at school. The knowledge of grammar is a foundation for a
person to master language. In order to make a grammar lesson effective, beneficial,
and interesting a teacher should use some well-developed and fascinating techniques in
the classroom (Saricoband & Metin, 2000). The games technique is one of the ways
that help teacher to have an effective lesson to teach grammar.