INTRODUCTION Language Learning Strategies or known as LLS play important role in second language learning.

According to Weinstien and Mayer in 1986, Language Learning (LS) defined as behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process. OMalley and Chamot in 1990a, Oxford 1992/1993 provides specific examples of LLS such as U.S. TV soap operas, guessing the meaning of new expressions and predicting what will come next, and this helpful definition that LLS are specific actions, behaviors, steps, or techniques that students use to improve their progress in developing L2 skills. These strategies can facilitate the internalization, storage, retrieval, or use of the new language. Cohan 1990 states that LLS allow learner to become more self-directed, expand the role of language teachers, LLS are problem oriented, involve many aspects, not just the cognitive, LLS are flexible and influence by a variety of factors. One of the ways of LLS is through games and activities that help and encourage students in learning English. Sirasailam Thiagi Tiagarajan and Glen Parker 2006, defined games and activities are structured process involving participants interacting with one another to share their experiences and insights. All games and activities share two elements: experience and interaction. Participants take an active role in jointly experiencing an event, reflecting on it, and sharing what they learned before it. Games and activities give a lot of advantages and disadvantages in English language learning. Games and activities should be added in learning a language since kindergarten to attract students interest and attention. The students will be improving to this interesting skill since they are young.

Currently, by using games and activities, students pay their attention and focus more during the lesson compare to the lecture by the teacher. Games and activities encourage students to be confident and build leadership skills. Realizing this, we are doing an investigation about the games and activities, to know what types of games and activities that encourage students in learning English, to identify how games and activities affect students in learning English, list down the most effective games and activities in learning English and last but not least, to know whether games and activities help students in learning English. Some of the games and activities help a lot in students learning English but some say that, it will be distraction and not relevant using games and activities in learning English. So that, the aim of this study is to know whether games and activities help and encourage students in learning English.

METHODOLOGY We are making mistakes in about 3 times to choose the topic of the research. Even though that we are already finish the questionnaires, we had to cancel it because of not enough information about the topic. And the lastly, we are success in making choice of the research topic, although we are the last group that started the research because of at the beginning we were making mistakes. It is also taking time to think and find a new topic research. We also need to design new questionnaires about the topic chosen. Design the questionnaires are not easy as thought. We need to think out of the box and we have to face with a lot of problems such as rejection from the questionnaires we made. It was 3 to 5 times our questionnaires that are rejected but we are trying our best to solve the problem. And lastly, we did it and the questionnaires can distribute to the sample chosen. We are doing this research by using questionnaires to determine whether games and activities help and encourage students in learning English. These questionnaires were distributed to the Diploma in Accountancy, Semester 2 that were studying at Universiti Darul Iman Malaysia (UDM) Terengganu. The students are from Fakulti Pengurusan, Pemasaran dan Perakaunan (FPPP). We were selected about 20 respondents that consist of 10 male and 10 female and invited them to participate in this research. We give them the questionnaires and let them answer the question by their own understanding. Then, the questionnaires were given back to us after they finished answer the questions. Their feedbacks are very important to us because we need to analysis the data for our information in this research. All of our respondents are 19 year old.

All the questionnaires that were distributed are about 30 set of copies. We gave 30 set copies of questionnaires to the sample we choose and we get back all the copies. However, not all questionnaires are answer with correctly. Some of the questionnaires are incomplete, wrong instruction and so on. And the total of the questionnaires are 6 copies, the rest copies of questionnaires are fine and can be used to collect the data because we only need about 20 copies of questionnaires to be collected as data. Collected the data are not easy. Before collecting the data, we have to identify the questionnaires, some of the questionnaires can be used but some of that cannot be used as data. It takes time consuming. We have to calculate how many respondents answer the question with their own options and views. At last, all the process is done with successful.