USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE … · Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma. ... khususnya dalam memahami arti

USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE

OF THE ELEVENTH GRADE STUDENTS

OF SENIOR HIGH SCHOOL

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Nage Pajo

Student Number: 101214182

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Nage Pajo

Student Number: 101214182

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this Paper, which I have written, does not contain the work

or parts of the work of other people, except those cited in quotations and the

references, as a scientific paper should.

Yogyakarta, 28 July 2017

The Writer

Maria Nage Pajo

101214182


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Nage Pajo

Nomor Mahasiswa : 101214182

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:




beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 28 Juli 2017

Yang menyatakan

Maria Nage Pajo


vi

DEDICATION PAGE

I’VE MADE IT THIS FAR AND I REFUSED TO GIVE UP

BECAUSE ALL MY LIFE I HAD ALWAYS FINISHED THE RACE

I dedicated this Final Paper, my little piece of hard work as the gift for my

God, my Jesus Christ and these beloved people :

My beloved Father, Kanisius De

My beloved Mother, Ernesta Bola

My beloved Sister, Selviana Co’o

My beloved Brothers (Arminus, Alvianus, Debrinto and Gerarldus )

My best Grandpa, David Dha’e

My wonderful Uncles, Vinsen Mako & Mikael Gade

My dearest Aunt, Aplonia Tegu

My dearest Boyfriend, Dion Nay

My sponsor, Dinas Pendidikan Kutai Barat, Kalimantan Timur

My lovely big family in Flores and Kalimantan Timur

And everyone who has given me many experiences and many things to be

concious and courageous

“ Thanks a bunch for your great love”

However to anyone who does not work but trusts God who

justifies the ungodly, their faith is credited as righteousness.

Romans 4:5

Harapan adalah sebuah bisikan dalam hati yang berkata

MUNGKIN bahkan ketika seluruh dunia berkata TIDAK

-Andree Chris-


vii

ABSTRACT

Pajo, Maria Nage (2017). Using Games to Improve Vocabulary Knowledge of

the Eleventh Grade Students of Senior High School. English Language Education

Study Program Department of Language and Arts Education Faculty of Teachers

Training and EducationYogyakarta: Sanata Dharma University.

English as one of the international languages is spoken by a lot of people from

various countries, with various backgrounds and various cultures. English is often

regarded by some people as a difficult language to learn and to comprehend. For

those who learn English as a subject in senior high schools, English is also often

assumed as a difficult subject to learn. Students find difficulties in learning

English, especially in understanding vocabulary. The problem was they had very

limited vocabulary. So, the writer applied games as the solution to this problem.

The purpose of writing this paper is to improve students‟ understanding of

vocabulary especially among the eleventh grade. The objective of this writing is

to find out is the use of game in class can help the students to knowing new

vocabulary for eleventh grade students. Besides, the teacher should be able to

provide the students with the interesting media in teaching and learning activities.

In order to achieve the objective of the research, the method employed are

library research. George, (2008, p. 6) stated that library study „involves

identifying and locating sources that provide factual information or personal/

expert opinion on research question‟.

Games helped the students in understanding vocabulary fast and easily. Based

on data, it can be concluded that games helped the students in improving their

vocabulary.

It is suggested that teachers use games to improve students‟ vocabulary in

order to achive goals. Students are also suggested to improve their vocabulary by

playing games in the internet, games book such as “Doctor-Doctor, Kim‟s,

scrabble or crosswords” so the students can practice their English while

improving their vocabulary.

Keywords: vocabulary, knowledge, games


viii

ABSTRAK

Pajo, Maria Nage (2017). Using Games to Improve Vocabulary Knowledge of

the Eleventh Grade Students of Senior High School. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan

Ilmu Pendidikan. Universitas Sanata Dharma.

Bahasa Inggris sebagai salah satu bahasa internasional digunakan oleh banyak

orang dari berbagai negara, dengan berbagai latar belakang, dan berbagai budaya.

Bahasa Inggris sering diasumsikan oleh sebagian orang sebagai bahasa yang sulit

untuk dipelajari dan dipahami. Bagi mereka yang belajar bahasa Inggris sebagai

mata pelajaran di sekolah menengah atas, bahasa Inggris juga sering diasumsikan

sebagai pelajaran yang sulit untuk dipelajari. Para siswa mengalami kesulitan

dalam belajar bahasa Inggris, khususnya dalam memahami arti kata. Hal itu

dikarenakan keterbatasan pemahaman kosakata bahasa Inggris yang dimiliki para

siswa. Oleh karena itu penulis memberikan solusi untuk mengatasi masalah

tersebut yaitu dengan permainan.

Tujuan dari penulisan makalah ini adalah untuk membantu memperbaiki

pemahaman kosakata semua siswa sekolah menengah atas khususnya kelas

sebelas. Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan

permainan didalam kelas dapat membantu penambahan kosakata baru untuk siswa

kelas sebelas. Selain itu guru juga harus mampu menyediakan pengajaran yang

menarik bagi siswa dalam kegiatan belajar mengajar.

Untuk mencapai tujuan dari penelitian ini, metode penelitian kepustakaan

dipergunakan. George, (2008, p. 6) menyatakan bahwa studi pustaka 'melibatkan

identifikasi dan penempatan sumber yang memberikan informasi faktual atau

pendapat pribadi / pakar mengenai pertanyaan penelitian'.

Permainan membantu para siswa untuk memahami setiap kosakata bahasa

Inggris dengan cepat dan mudah. Berdasarkan dari data-data yang didapat dapat

disimpulkan bahwa permainan dapat membantu para siswa dalam memperbaiki

pemahaman kosakata.

Permainan disarankan bagi guru untuk memperbaiki pemahaman kosakata

yang dimiliki siswa sehingga tujuan dari penelitian ini dapat tercapai. Siswa juga

disarankan untuk memperbaiki penguasaan kosakata dengan mencari permainan

yang terdapat pada internet, buku permainan seperti “Doctor Doctor, Kim’s,

scrabble game” atau mengisi teka-teki silang sehingga selain dapat melatih belajar

bahasa Inggris juga meningkatkan penguasaan kosakata yang dimiliki.

Kata kunci: vocabulary, knowledge, games


ix

ACKNOWLEDGEMENTS

First and foremost, I would like to bestow my deepest gratitude to my Gracious

God, my Jesus Christ, my Holy Mother for blessing and guidance that has been

given to me, especially in the process of finishing this Final Paper. I thank them

for their wonderful blessing in my hard days.

Second, special thanks go to my paper advisor, Laurentia Sumarni, S.Pd.,

M.Trans.St. for refining this paper. I really appreciate her valuable time, her

forgiveness, her willingness, her guidance, her suggestion, her motivation during

the process of writing this paper. I also thank Mr. Drs. Barli Bram, M.Ed.,

Ph.D. and Mr. Concilianus Laos Mbato, M.A., Ed.D. who has helped me and

supported me to never give up when I have problems. I don’t know how to thank

them all. May God always bless them.

Third, I would like to thank Mrs. Yohana Veniranda, S.Pd., M.Hum., M.A.,

Ph.D., Mrs. Henny Herawati, S.Pd., M.Hum., Mrs. Christina Lhaksmita

Anandari, S.Pd., Ed.M., Mr. Pius Nurwidasa Prihatin, Ed.D., Mr. Y.B.

Gunawan, M.A., Mrs. Yuseva Ariyani Iswandari, S.Pd., M.Ed. and all

lecturers and staff of Sanata Dharma University, especially in the English

Language Education Study Program for teaching and guiding me to study in

this University for seven years. The knowledge and the experiences that I have got

here were very precious for my life. May God always bless them all.

Fourth, I would like to give my special thanks to my Father, Kanisius De, my

Mother, Ernesta Bola, my Grandfather, David Dhae, my Uncles, Vinsensius Mako

and Mikael Gade also my Aunt Apolonia Tegu who have supported me, so that I


x

can finish this Final Paper. I also thank my sister, Nona Selviana, my brothers (

Rino, Vian, Rinto and Gerarld ) and other family members for their support and

prayers and also for their love, patience, and understanding through the very long

duration of my study. I would not have finished this Final Paper without their

encouragement. I love them so much and I am nothing without their love.

Fifth, I would like to thank my close friends, (Kakak Dion, kakak Jimmy,

Nonik, Ike, Echa, Mice, Rian, Viyata, Alan, Tino, adik Epangk, adik Cila and all

my friends in PBI) for their patience, support, warmth, care, advice, solution, and

nice smiles. They are precious in my life. They open my eyes and make me realize

that I am not alone. They are always there to help and support me.

Last, there are also many people whose names I cannot mention one by one,

but I really thank them for supporting, advising and helping me. May God bless

them all.

Maria Nage Pajo


xi

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGE ................................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY ..................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI......................................... v

DEDICATION PAGE ............................................................................................ vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ........................................................................................................... viii

ACKNOWLEDGEMENTS .................................................................................... x

TABLE OF CONTENTS ....................................................................................... xi

LIST OF TABLES ............................................................................................... xiii

LIST OF APPENDICES………………………………………………………...xiv

CHAPTER I INTRODUCTION

A. Background of the Study .............................................................................. 1

B. Research Question ........................................................................................ 4

C. Methodology ................................................................................................ 4

CHAPTER II DISCUSSION

A. Vocabulary ................................................................................................... 6

1. The definition of vocabulary .................................................................. 6

2. The kinds of vocabulary ......................................................................... 8

3. Teaching vocabulary............................................................................... 8

4. The importance of vocabulary ................................................................ 9

5. The techniques in teaching vocabulary ................................................ 10

B. Games ......................................................................................................... 13

1. The meaning of games .......................................................................... 13

2. Criteria for choosing games .................................................................. 16

3. The advantages of using games ............................................................ 16


xii

4. The example of games .......................................................................... 17

CHAPTER III CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ................................................................................................ 22

B. Recommendations ...................................................................................... 23

REFERENCES ...................................................................................................... 24

APPENDICES ...................................................................................................... 28


xiii

LIST OF TABLES

Table Page

Table 2. 1. The key vocabulary of Doctor doctor game........................................ 28

Table 2. 2. The key vocabulary of Kim’s game .................................................... 34


xiv

LIST OF APPENDICES

Appendix A Page

1. Doctor doctor game ..................................................................... 28

Appendix B

2. Kim’s game .................................................................................. 43


1

CHAPTER I

INTRODUCTION

In this Chapter, the writer presents the introduction. The information is

presented in three different parts. They are background of the study, research

question, and methodology.

A. Background of the study

English is one of the global languages and one of difficult languages to

learning particularly in the beginning but in this era learning English is very

important. English is an important language because when we go abroad or when

we meet some foreign people at least we must use English or be familiar with

some words of English. It is not only as the direct global language also as the

technology language terms of many gadgets or electronics. Almost all the aspects

of life require people to use English or master in English. Education, health,

occupation and communication are some of the examples why people should

master in English. This fact shows us the importance of English.

Here, vocabulary always becomes the first aspect before the other components

of language that support English competencies. Therefore, Napa (1991, p. 472)

observed that learning English vocabulary takes an important position. It means

that when people lack English vocabulary, they could not speak English well,

write a sentence well, comprehend a text well, and absolutely could not

understand about what the other people say.


2

Vocabulary is important for the students of senior high school, in which having

much vocabulary can help students in mastering the four language skills;

listening, speaking, reading and writing skills well. Vocabulary is the main point

to understand ideas and expressions uttered by others.

Based on my experience when I was in the Senior High School and based on

my experience when I was doing my field practice, I found some several core

problems in learning and teaching English, there are:

First, lacking vocabularies make the students feel difficult to learn in English

especially for speaking and writing aspects.

Second, the teachers use monotonous materials to teach. Most of the English

teachers tend to use textbooks, photocopied exercises and workbooks in their

teaching and learning process as the main sources. Students find them boring

materials. As a result, students have low motivation in learning. Games can be

used to avoid monotonous activities in teaching language by encouraging the

learners to take a part in the games activity. Lewis et al. (1999, p. 5 ) explain that

games add variation to a lesson and increase motivation by providing a plausible

incentive to use the target language as cited in Somasari, (2012).

Third, the style of teaching vocabularies for the students is predictable. Most

teachers only ask the students to memorize words they learn. Not all of the

students have the ability to memorize and not all of the students like the activity

of memorizing. The students are usually given a vocabulary list to memorize in

every meeting by teacher. Memorizing technique make students bored and

unenthusiastic to learn the target language.


3

This boring activity tended to make students noisy and not focused on the learning

process and this activity causes students to have low motivation because there is

no variation in the student‟s learning.

Fourth, lack of media used in learning and teaching. It is closely related to the

second problem above. Therefore, teachers as the facilitators in a teaching and

learning process should be able to create media that will bring out students‟

motivation and interest. Munadi, (2008) states that media for learning and

teaching process can create a helpful learning and teaching process so that the

students can learn effectively and efficiently (p. 7) because that is the biggest

misfortune.

In his research, Salim (2008, p. 125) stated that vocabulary is not an easy item

to be mastered in learning English. To enable students to master vocabulary

easily, some possible ways should be applied and one of them is teaching

vocabulary by using game. Some students in high school tend to learn through

playing because playing can increase their motivation and also make the situation

fun.

Games are chosen by the researcher because games are fun for the students to

learn. By using games, the students can give appropriate and enthusiastic

responses in class. The most important thing are that games improve the student‟s

motivation and by playing games, because with game they want to listen to the

teacher or to their friends. Lee, (1965, p. 1) states that in language learning, fun

and excitement can be profitable in every place.


4

According to Wright et al. (2006, p. 1) game is an activity in which the learners

play and interact with their friends and the teacher. Besides, games add variation

to a lesson, Lewis et al. (p. 1) because games provide good motivation for the

students in language learning.

In conclusion, the writer assumes to use media in the teaching and learning

process. The media is used to English to students of senior high school in terms to

make and build the teaching and learning process to be more interesting. The

teacher can use many media in teaching English but here the writer attempts to

teach them by using games. The benefits of using games in the teaching and

learning process are students will get rid of their boredom from learning through

monotonous textbook and the style of memorizing in teaching vocabularies and

also they can enjoy learning English with the same goal but in a fun way which is

by contributing in such interesting activities set by the teachers. The writer

believed that to solve students‟ lack of vocabularies, they should be taught by

using various techniques of vocabulary learning. The purpose is of course to make

the material more enjoyable, interesting and challenging according Macaro‟s

(2012, p. 1) because challenging positive outcomes same as enjoyable and

interesting.

B. Research Question

The research question is: What games can be used to teach vocabulary to

eleventh grade students?


5

C. Methodology

This paper conducts library study or library research which means that all data

were from library, such as books (the games books), internet, journals and many

others. By George, (2008) stated that library study „involves identifying and

locating sources that provide factual information or personal/ expert opinion on

research question‟ (p. 6). Here are several steps in library study or library research

used in this paper are locating, organizing and collecting information from the

sources. In locating information, a list of keywords about the topic of this paper

has been made easier. Many relevant books and journals had been taken from the

library and websites. The books and journals that have been located were read

before in order to collect the information c to support the arguments in this paper.

Then, the last is organizing information related to the topics.

This study is a qualitative study. There is dominant strategy for data collection

or may be employed in conjunction with participant observation, document

analysis, or other techniques. In contrast, a qualitative researcher holds that

understanding of a phenomenon or situation or event comes from exploring the

totality of the situation (phenomenology, symbolic interactionism), often with

access to large amounts of "hard data". It may begin as a grounded theory

approach with the researcher having no previous understanding of the

phenomenon or the study may commence with propositions and proceed in a

scientific and empirical way throughout the research process, Bogdan et al. (1987,

p. 183).


6

York, (1998) a major focus on qualitative research is on the observation of

similarities and differences in social behaviour across social situation, as cited Da

Costa, (2016, p. 15). This study investigated the use of games to improve

vocabulary knowledge of the eleventh grade of Senior High School students. It

deals with conditions or relationships that existed, opinions that were held,

processes that we are going on, effects that we are evident or trends that are

developing.

To accomplish the objective, the researcher used a qualitative research, namely

library research or the documentary analysis and the result would be elaborated

qualitatively.


7

CHAPTER II

DISCUSSION

This section is literature review which consists of vocabulary and games.

A. Vocabulary

1. The definition of vocabulary

Vocabulary is one of language elements which are important in English.

Vocabulary is the main element for people because it connects to the four skills of

English language especially for the students in the process of learning, mastering

and using language. Vocabulary is a set of words in English that is used to express

our ideas, feeling and information to others. In learning vocabulary, we have to

know the meaning of words itself and can use it in sentences. Vocabulary is one

of the major problems which cannot explained by teaching of English as a foreign

language. Vocabulary is the foundation or basis of a language.

Vocabulary is used in almost all aspects of English (speaking, writing, reading

or listening) because vocabulary is very important in English learning. Taylor,

(1990) stated that vocabulary is as important as a name of person or certain things.

Without name, it is very hard to accept the existence of an object, an event, or a

feeling (p. 1).

Thornbury, (2002, p. 15) said that in the most basic level, students are

considered as already knowing a word when they know its form and its meaning.

However, knowing and understanding vocabulary are not just the matter of

remembering or memorizing the words. The students should be able to understand

the meaning of the words, use the words in context, remember them, pronounce,


8

spell and use them correctly as cited in Kumara, (2010). There are three aspects in

knowing the word, they are knowing its form, knowing its meaning, and knowing

its use. Here, the students have to know the spelling of the word, the meaning of

the word, and the use the word.

Vocabulary knowledge is often viewed as a critical tool for second language

learners because a limited vocabulary in a second language impedes successful

communication, Nunan (2003) as cited in Kumara, (2010, p. 10). Underscoring

the importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical

knowledge is central to communicative competence and to the acquisition of a

second language” (p. 55).

While without grammar very little can be conveyed, without vocabulary

nothing can be conveyed said Wilkins et al. (1984, p. 111). This is how the

linguist, Stahl (1999, p .3) summed up the importance of vocabulary learning, his

view is echoed in this advice to students from a recent course book. If you spend

most of your time studying grammar, your English will not improve very much.

You will see most improvement if you learn more words and expressions. You

can say very little with grammar, but you can say almost anything with words.

Vocabulary can be defined as words we must know to communicate effectively

words in speaking (expressive vocabulary) and words in listening (receptive

vocabulary) said Neumann et al. ( 2009, p. 385).

According to Wallace, (1982, p. 87) vocabulary is divided into two terms, they are

receptive and productive which refer to the using of words themselves. If words

have ability to be recognized in speaking and writing skill, they are called


9

productive vocabulary but if words have ability to be recognized in reading and

listening skill, they are called receptive vocabulary, supported by Lehr et al.

(2011, p. 4). He also adds two types of vocabulary. First, words which students

will need to understand and also used themselves, and we called this active

vocabulary. Second, the words which we want students to understand (when

reading a text), but they will not use themselves, we called this passive

vocabulary.

The kinds of vocabulary:

Similarly, Cameron (2001) states three types of vocabulary, there are :

a. Active vocabulary is the words that are customarily used in speaking.

b. Reverse vocabulary is the words that are known but people rarely use in

ordinary speech, when they have more time to consider or when they are

searching for a synonym.

c. Passive vocabulary is the words that are recognized vague but people are not

sure of the meaning. They never use them either in speech or writing and just

know them because they have ever seen before.

From the definition above, the writer concludes that there are three types of

vocabulary, there are active vocabulary is customarily used in speaking,

reverse vocabulary is use in ordinary speech, searching for a synonym and also

passive vocabulary.

2. Teaching vocabulary

Learning a language, including English cannot be separated from its

vocabulary.


10

It is important to introduce some English words first to the Senior High School

students as a basic step to learn English vocabulary. There are three steps in

teaching vocabulary. First, the students hear the new words for several times.

Here, the teacher plays an important role because he or she becomes the model of

a good pronunciation. Second, the students should be given the opportunity to

pronounce the new words. This second step will help students to remember the

word in a longer period of time. So, when the students pronounced the words

wrongly, the teacher should correct it and in that time the teacher should ask the

students to pronounce the words again. The last step is that students should predict

the meaning of the unfamiliar words. Those three steps are important in learning

vocabulary and have to be considered in the learning process and the students

should experience those three teaching vocabulary steps to understand

vocabularies.

3. The importance of vocabulary

As we know, vocabulary is the foundation or basis of a language. We cannot

improve our English without mastering vocabulary. Word mastery is not only to

support the four skills namely: listening skill, speaking skill, reading skill, and

also writing skill, but also the existence of words mastery is very crucial in

learning English as a foreign language.

Students with poor mastery of vocabulary cannot communicate in the target

language well; consequently they will not be able to infer any ideas transmitted to

them. Similarly, vocabulary is “ central to language and of critical importance to

the typical language learner” as cited in Wardani, (2016, p. 3). In learning English


11

as a foreign language, vocabulary as one of the aspects of foreign language

components is seemed to be the big problem. If the learners‟ vocabularies are

poor, it will be difficult for them to express their ideas, feelings, opinions, and

they will not be able to grasp any expression addressed to them, and also they will

be difficult to comprehend words that heard or content of reading.

In addition, Tarigan (1988) argues that the more people have vocabulary, the

more skillful they will be in using the language. This statement indicates that the

quality of language skills produced by someone depends on the quality and

quantity of vocabulary that he has. Almost all the aspects of life require the people

to master English for examples education, health, occupation and communication

(p. 135).

From the statement above, the writer may conclude that having more

vocabulary can guide people in using skills in language and also can increase the

quality of human life. Based on the fact, it can be concluded that vocabulary is the

most important aspect in studying English. The improvement of the students‟

vocabulary can increase the students‟ life, attitude, development of their concept,

process of thinking and also increase the students‟ knowledge.The techniques in

teaching vocabulary.

Scarcella, (1994, p. 236) stated that guessing the meaning of words from

context is the most useful vocabulary learning technique. The teacher should be

able to lead the students and should ensure the students to communicate with

others. There are several three techniques concerning the teaching of vocabulary.


12

They are:

a. Visual Techniques

Gairns et al. (1980) as cited by Marla, (1999, p. 12) says that "there are threee

visual techniques. It is relia, pictures, and mime or gestures. Relia means using a

variety of real object brought by the students in the classroom. It can be also

applied to remember written material. Students can act out what they read, or

associate physical sensation with specific words found in reading passages.

Referring to ideas mentioned above, Klippel (1994, p. 115) implies that mime or

gesture is useful if it emphasizes the importance of gestures and facial expression

on communication. Essentially, it cannot only be used to indicate the meaning of a

word found in a reading passage, but also in a speaking activity as it stresses

mostly on communication.

b. Verbal Techniques

This technique pertains to the use of illustrative situation, synonyms, opposites,

scale, definition and categories. More specifically, Marla (1990, p. 3) divides

verbal techniques into four parts, namely:

a) Definition and illustration sentences.

This technique the English teachers are expected to introduce a word in

English through the use of other word in the same language.


13

b) Synonyms and antonyms.

Synonyms and antonyms are especially important in building new

vocabulary because learners are able to know vocabulary. Synonyms are

words that have the same meaning as the unknown in a given sentence. There

may be signals that identify the presence of synonym for the students. They

could be or commas, dashes, and colons. Meanwhile, antonyms are words

that have the opposite meaning of the unknown word in a given sentence.

Signals which identify the presence of the antonyms for readers are instead,

although, but, yet, and however.

c) Scale.

This technique is the presentation of related words in scales that include

the combination of both verbal and visual techniques, for example, in term

32° Celsius, the degree sign is the visual.

d) Explanation.

This technique explains the meaning and the use of a foreign word in the

foreign language itself.

Based on the explanation above, it can be concluded that English teachers,

before applying those techniques, should know the level of student‟s competency

and the goal of teaching in advance, particularly on teaching vocabulary.

Also, the teacher should be able to lead the students to learn a new word or some

words clearly. In relation to the employment of verbal techniques, of course,

English teachers have to regard the length of time and the English textbooks used.


14

c. Dictionary Technique

In addition to the previous two techniques, the use of dictionary is a technique

in to find out the meaning of unfamiliar words and expression. In this respect,

students can make use a variety of dictionaries, such as bilingual, monolingual,

pictorial, and thesaurus.

According to Allen (1993, p. 83), using dictionaries is a passport to

independence and using them is one the student-centered learning activities.

Moreover, Gerald et al. (1989, p. 120) state that dictionaries are more easily used

to determine word meanings. Meanwhile, Readence adds that "the dictionary

definition is shared with a discussion when the words are presented both in

isolated form and in the context (1995, p. 35). In conclusion, the use of dictionary

is an effective way for the students in finding out the meaning of words. The

words are given according to the level related to techniques of teaching

vocabulary. It means that the word which is selected should be appropriate to the

student‟s level itself.

It can be summarized that there are some techniques in teaching of vocabulary.

They are visual techniques, verbal techniques and dictionary technique.

B. Games

1. The meaning of games

Games are fun activities which are usually considered inappropriate in the

lesson which needs serious activities. Therefore, we need to know the definition

of games first so that we do not have miss interpretation of games in education.


15

Here, the writer describes some expert‟s expectation of games.

Game is an activity with rules, a goal and an element of fun. Game is useful to

present vocabulary to students. Teaching vocabulary through game will make the

students be easy to memorize the words that found and also will be fun in

studying. So, Wright et al. (1983, p. 1) suggests that games help and encourage

many learners to sustain their interest and work. Games also help the teacher to

create contexts in which the language is useful and meaningful.

According to Lee, (1965, p. 12), games help to ease the process of teaching

learning activity. It means games bring the teacher and students closer together.

By using games the teachers create contexts becomes useful and meaningful and

games also help the students to express their ability in reading, speaking and also

writing. Wright et al. (2006, p. 1) said that games is an activity in which the

learners play and interact with their friends and the teacher. That is clear that

games facilitate students to play, discover, experiment and interact with their

friends and teacher.

Games help to ease the process of teaching activity said Lee, (1965, p. 12)

because games bring the teacher and the students closer.

By using games, there is a tendency that the students want to take a part in class

activity for example in speaking or writing to express or show their ability. Games

also help teachers to create contexts so that the language becomes useful and

meaningful.


16

Class, individual, pair work and group work are the four classifications of

games are usually used in teaching and learning activity. It means the students

have the optimum opportunity for speaking practice in using the target language.

Here are the definitions of the four classifications of games:

a. Class

Students do the game in class and work the task together. The games need

cooperation from each student. The games can be speaking, listening, writing and

reading games. The games should played by all students in the class.

b. Individual

Individual work in games is usually not really effective. The games given to

the students should be fun so the students can still enjoy the games.

c. Pair work

Pair work is usually better than group work if there are discipline problems.

Pair work is easy and fast to organize and to control by teachers. It provides

opportunities for intensive listening and speaking practice.

d. Group work

Group work is essential. If there is no such challenge, the teacher might choose

groups according to the ability. And if there is a competition between groups, they

should be of mixed ability.

From the explanation above, the writer can conclude that games should be fun

and bring the teacher and the students closer.

Teacher should make classification for that game with made class work,

individual work, pair work and group work to make the teacher easy to control.


17

2. Criteria for choosing games

Cameron (2001) offers the criteria of games. He said that there are many

criteria of game for teaching English to children.

They are as follows:

a) A game must be more than just fun.

b) A game should involve a friendly competition.

c) A game should keep all of the students involved and interested.

d) A game should encourage students to focus to the use of language rather

than on the language itself .

e) A game should give students a chance to learn, practice, or review specific

language material.

f) A game should be familiar by students.

He suggests that there are many kinds of game which can be used in teaching

English. Of course, as a technique, game can be taught through teaching media.

The media can be pictures, flash card, object, puppet, cassette, project and many

other subject surround them. It is better if the games are familiar for the learners

because they can learn in a variety of ways, for example by watching, listening,

imitating, and doing things.

3. The advantages of using games

There are many advantages of using games in language learning. Wright et al.

(2006) say, “games encourage many learners to sustain their interest and work”

(p. 2). Morover, Bell et al. (1985) say that games can increase students‟

motivation in learning.


18

It means that games will make the students active and participate in language

learning. Similarly, Nguyen et al. (2003) add that “ games contribute to

vocabulary learning if they give students a chance to learn, practice and review

the English language in a pleasant atmosphere. “Games are intended to keep the

students relaxed, interest, and active in the same time as cited in Somasari, (2012,

p. 3).

Teachers are expected to be creative to improve students‟ motivation because

students‟ motivation is important in learning activity, as Harmer (2007, p. 98) said

that, “without such motivation we will almost certainly to make the necessary

effort”. The teacher can create fun learning and conducive atmosphere in class to

improve students‟ participation by using games.

Lee, (1965) states that games bring a foreign language to life in the classroom

activity. It is obvious that games really help learners learn target language by

practicing and using the language in a fun way. Therefore, the students‟ skill in

language skills will improve. “Games are not only motivating and fun but also can

provide excellent practice for improving pronounciation, vocabulary, grammar

and the four English skills”, said Brewster et al. (2004, p. 172).

Moreover, Wright et al. (2006) say that games in EFL classes are language games

which help the students experience the language rather than study it.

This to support the Brewster and Ellis‟ opinion, so it is clear that games help the

learners to learn English and improve the learners‟ English skills. Afterwards,

games create more than only fun in language learning.


19

4. The example of games

Here is the criterion to applying the game. Each game would require the

students to take part in playing it. The games used in the meetings were always

varied in order to avoid boredom, according Lewis et al. (1999, p. 5). The

procedure of implementing the games was adjusted to fit the students‟

characteristic and time allocation. The games used in all of the meeting were the

games which were intended to enhance the students‟ participation during the

implementation. The rule of selecting the appropriate game was that the game use

in particular meeting was no supposed to be similar to the one used in the

previous meeting. There were two games used in this paper. The first game,

“Doctor doctor” and the second game is “Kim‟s game”. These games are used by

the writer with consideration that they are group games which were adapted to be

suitable with students‟ needs.

a. Doctor doctor

This Doctor-doctor game taken from “games for vocabulary practice” book.

According, O‟Dell et al. (2003, p. 73) said that “the aim from this game is to

practise vocabulary related to everyday illnesses, their symptoms and treatments”.

In this game there are nine (9) major components. First, the materials consist of

patient card, sticky labels, doctors treatment card, one copy patient instrucions and

one copy doctor instructions. Second, the key vocabulary consist of symptoms and

treatments. Third, for warm up the teacher asked the class to imagine, to

brainstrom and to discuss about the game. Fourth, for the main activity, in this

main activity the teacher explaining about the steps how to playing this game.


20

Fifth, the variation tells another plan and it depends on how many people on

groups. Sixth, for follow up there are six gold or silver stars for each. Seventh for

homework then, patient instructions and doctor instruction.

In this “Doctor doctor” game, first is the teacher divides the students into two

groups which are one group of doctors and one group of patients. Then, the

teacher arranges the class so each doctor has a surgery behind a desk with a chair

in front of it and make one part of the class the waiting room. Next, the teacher

gives a sticky label to the two of groups and ask them to choose a name, write it

on the table and wear it as a badge. Then, the teacher gives each patient one of the

patient cards and the patient instructions and do the same thing for the each

doctor. Afterwards, the teacher goes through the instructions sheet to check the

whole class that they understand the task. The last, the teacher allows the students

to do the role plays and to stop the activity after an appropriate time.

b. Kim’s game

O‟Dell et al. (2003) said that “the aim of this Kim‟s game is to practise

vocabulary of everyday objects and their descriptions” (p. 60). He showed seven

(7) major components on this book. First, the materials consist of the copy sheet

for each students in warm up and main activity components. Second, the variation

teacher should prepared ten objects that approximately correspond on the sheet

and a cloth or coat. Then, for the follow up the teacher should be prepared one

sheet of cards for each students and cut it up.

In the main activity, first the teacher asked the students to look at the sheet

carefully and ask them to remember where the objects are on it and then collect


21

the cards after one minute. Second, the teacher divides the students into pairs then

tell them to divide a blank page into twenty squares, four across and five down,

and to label the columns A, B, C, D and the rows 1, 2, 3, 4, 5. Third, the teachers

asked pairs to note on their grid where each item was by writing down the name

of the object and any descriptive notes about the object, e.g. cracked cup with a

picture of rose on it (written in square 1A of their sheet ). The students should

described the object, instead of drawing it. Fourth, after five minutes the teacher

asked the students to stop and check how many items that they have remembered.

Fifth, the students will be given one point for each item in the correct place, e.g.

one point for cup in the top left-hand corner. And also the teachers give them an

additional point for each detail of description that they wrote, e.g. an extra point

for cracked and another extra point for with a picture of a rose on it. The last is

the teachers will see which pair of students got the best score.


22

CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the writer provides the conclusions and recommendations of

the study.

A. Conclusions

Based on the analysis, several things could be concluded. Games help the

students to participate in the class by speaking in English. Games help the

students to enrich their vocabulary. Games help the students to ease the tension to

speak English. Playing game can increase students motivation. Through games,

students can give appropriate and enthusiastic responses in class. Games are an

activity in which the learners play and interact with their friends and the teacher.

Games help to get rid of students boredom from learning through monotonous

textbook and the style of memorizing.

In solving students‟ problem in learning vocabulary is by using games and

below also some opinion by many of experts. According to Lewis et al. (1995, p.

5) said that students feel more comfortable in their language learning process

since games are fun and young learners like to play them. It means that games

helped students feel comfortable in learning English since the games are fun for

them.


23

B. Recommendations

In this section, the writer recommends some suggestions for English teachers

and also for the future researchers who want to conduct a study on the similar

topic.

The suggestions are presented below:

1. For the English Teachers

It is suggested to the English teachers who want to teach their students about

using games in improving vocabulary. The English teacher should provide the

explanation of the materials before starting the games. It would help the students

to draw meanings from the games instead of only having fun. The teacher should

also give clear instructions so the students could understand what they have to do

because games have various rules which, if not clearly described, might be

confusing. Also, the teachers should be well planned to make management.

2. For Future Researchers

For the future researchers who would like to conduct a study on a the similar

topic may use the data in this study to support their study. It would be better if the

future researchers can modify the games so they can be more interesting


24

REFERENCES

Allen, V.F. (1993). Techniques in teaching vocabulary. New York: Oxford

University Press.

Bell, I.W., & Wieckert, J. E. (1985). Basic media skills through games.

Worthington: Libraries Unlimited, Inc.

Bogdan, R.C. & Biklen, S.K. (1998). Qualitative research in education: An

introduction to theory and methods (3 rd ed). Needham Heights, MA: Allyn

& Bacon.

Cameron, L. (2001). Teaching language to young learners. New York:

Cambridge University Press.

Da Costa, Marlyne Sandie Claudia. (2016). Spoken English materials to improve

young learners’s multiple intelligences. Yogyakarta. Universitas Sanata

Dharma.

Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and

learning vocabulary. USA: Cambridge University Press.

Gerarld, D.G. & Laura, R.R. (1989).Improving classroom reading instruction.

Toronto: Random House.

Harmer, J. (2007). The practice of English language teaching. Harlow:Pearson

Education.

Klippel, F. (1994), Language program evaluation. Cambridge: Cambridge

University Press.

Kumara, Richard Devara Candra. (2016). The use of anagrams to improve the

students vocabulary learning strategy in xi ipa 1 class, SMA Pangudi Luhur

Sedayu. Sanata Dharma University.

Lee, W. R. (1965). Language teaching games and contest. London: Oxford

University Press.

Lehr, F., Lehr, M. A., Osborn, J., Hiebert, E. H. (2011). A focus on vocabulary.

Honolulu, HI : Pacific Resources for Education and Learning.

Lewis, G. & Bedson, G. (1999). Games for children. Oxford: Oxford University

Press.


25

Macaro, E., Handley, Z. & Walter, C. (2012). A systematic review of CALL in

English as a second language: Focus on primary and secondari education.

Language teaching, 45 (1), pp. 1-43.

Munadi, Y. (2008). Media pembelajaran. Jakarta: Gaung Persada Press.

Napa, P.A. (1991). Vocabulary development skills. Yogyakarta: Kanisius

Neuman, S.B., & Dwyer, J. (2009). Missing in action: vocabulary instruction.

The Reading Teacher, 62(5), 384-392.

Nguyen, T. T. H., & Khuat, T. T. N. (2003). The effectiveness of learning

vocabulary through games. Retrieved October 17, 2011, from http

://www.asian-efl-journal.com/dec_03_vn.pdf.

O‟ Dell, F. & Head, K. (2003). Games for vocabulary practice. Interactive

vocabulary activities for all levels. Cambridge: Cambridge University Press.

Pramuditha, G.B. (2010). The use of games to improve young learners’ motivation

in language learning in bumblebee English course Yogyakarta.Sanata

Dharma University.

Purnata, I.K. (2013). Teaching vocabulary by using guessing game to the seventh

grade students of SMPN 4 Pupuan in academic year 2012/2013. Denpasar

University.

Salim, M.A. (2008). Teaching English vocabulary using game. Retrieved on July,

25, 2009 from http://www.scribd.com/doc/9639825/Teaching-English-

Vocabulary-Using-Games.

Sanusi, E. ( 2009). The techniques of teaching vocabulary. Jurnal kopertis

Wilayah xi Kalimantan, volume 7 No. 11 April 2009.

Scarcella. (1994). Second language vocabulary learning among adults.

London: State of Art in Vocabulary Instruction.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge

University Press.

Schmitt, N., & M. Carthy, M. (eds). (1997). Vocabulary, description, acquisition

and pedagogy: Vocabulary learning strategies. Cambridge: Cambridge.

Somasari, M.D .(2012). Using word game to improve vocabulary mastery of xi

teknik gambar bangunan a students in SMKN 2 Depok. Sanata Dharma

University.


http://www.scribd.com/doc/9639825/Teaching-English-Vocabulary-Using-Games

http://www.scribd.com/doc/9639825/Teaching-English-Vocabulary-Using-Games

26

Stahl, S.A. (1999). Vocabulary development. Cambridge : Brooklin Books. The

cognitive foundations of learning to read:A framework , Southwest

Educational Development Laboratory.

Tarigan, H. G. (1990). Berbicara sebagai suatu keterampilan berbahasa.

Bandung: Angkasa.

Taylor, L. (1990). Teaching and learning vocabulary. Hertfordshire: Prentice Hall

International.

Thornbury, S. (2002). How to teach vocabulary. London: Longman.

Wallace, M. J. (1998). Action research for language teachers. Cambridge:


Wardani, D. A. (2016). Implementing guessing meaning from context procedure

for vocabulary learning to the eighth graders of SMP NEGERI 15

YOGYAKARTA. Yogyakarta : Sanata Dharma University.

Wilkin, D.A. (1974). Linguistic in language teaching, Edward Arnold Ltd,

London.

Wright, A.B, & Bucky, M. (2006). Games for language learning. Cambridge:


York, R.O. (1998). Conducting social work research: An experiental approach.

Boston: Allyn & Bacon.


27

APPENDICES


28

APPENDIX A

DOCTOR DOCTOR GAME

1) Materials

a) Sticky labels for each student

b) One Patient card for each patient

c) One Doctor‟s treatment card for each doctor

d) One copy of Patient instructions for each patient

e) One copy of Doctor istructions for each doctor

f) For Follow-up, six sticky gold or silver stars (or equivalent ) for each patient

2) Key Vocabulary

Table 2. 1. The key vocabulary of Doctor Doctor game

Symptoms Treatments

Be itchy

Catch a cold

Have a cough

Have a headache

Have a high temperature

Have a rash

Have a sore throat

Have backache

Have insomnia

Have stomach ache

Antibiotics

Bandage

Cough mixture

Cream

Diet

Exercise

Go to hospital for some tests

Have an operation

I‟ll give you a prescription for

Injection


29

Lose weight

Put on weight

Rub

Scratch

Sneeze

Sprain

Suffer from stress

Painkillers

Physiotherapy

Stitches

Tablets

Vitamins

X- ray

3) Warm -up

Ask the class to brainstorm reasons why someone might go to see the doctor.

Make list on the board of the problems and symptoms, focusing on the Key

Vocabulary.

Ask students to discuss in pairs ways of treating each of the problems. Then

discuss as a whole class the treatments, eliciting the key vocabulary.

Tell students to imagine that they are at the doctor‟s surgery and try to elicit a

typical dialogue from them. Write up the key phrases on the board, e.g.

Doctor : Good morning. How can I help you?

Patient : I’ve got a rash on my arm.

Doctor : How long have you had it?

Patient : About two days.

Doctor : I’ll give you a prescription for some cream.

Patient : Thank you, Doctor. Good bye.


30

Ask students to practise the dialogue in pairs and subtitute different health

problems and treatments.

4) Main activity

Divide the class into two equal groups; one group of doctors and one group of

patients.

Arrange the classroom so that each doctor has a surgery behind a desk, with a

chair in front of it, and make one part of the classroom the waiting room.

Give a sticky label to each doctor and each patient. Ask them to choose a

name, write it on the label, and wear it as a badge.

Give each patient one of the Patient cards and the Patient instructions, and

give each doctor a Doctor‟s treatment card and the Doctor instructions.

Go through the instructions sheet with the whole class and check that they

understand the task.

Allow students to do the role plays and stop the activity after an appropriate

time.

5) Variation

For small groups, put the Patient cards face down in a pile on the doctor‟s

desk. The patient students pick a card when they visit the doctor. After the doctor

has suggested a treatment, the patient goes to another doctor and picks a new card

from the pile on the doctor‟s table.


31

6) Follow-up

Give each patient six stars to be awarded to the doctors as follows: three stars

for the most helpful doctor, two stars for the second best, one star for the third

best.

Students go and stick the stars on the doctors‟ name badges. If you do not

have star stickers, you can write the doctors‟ names on the board and write up

the number of stars the students award to each doctor. Ask students to explain

to the class why they awarded stars as they did.

Ask the doctors which patients were the easiest and which were the most

difficult to deal with.

7) Homework

Write a list of six common medicall problems and the possible treatments for

them.

Make a list of the things that is useful to have in a first- aid cabinet at home,

explaining why each thing is useful.

8) Patient instructions

You are not feeling well, and you want some medical advice. You have

had bad experiences with doctors in the past, so decide to visit three different

doctors to see who will give you the best treatment for your problem. You should

wait in the waiting room until a doctor is free to see you.

The doctor will ask you :

What your problem is

How long you have had the problem


32

What you think caused it

You should answer the questions with as much detail as possible. After

each visit you should return to the waiting room. When you have seen three

different doctors, you should decide which is the best doctor and why.

9) Doctor instruction

A number of patients are waiting to see you with different problems. They will

ask you to help them.The patients are waiting in the waiting room. When you are

free, you should call a patient into your surgery.

Ask the patient :

What their problem is ( what can I do for you ? What seems to be the problem

?)

How long they have had the problem( How long have you had this trouble/

problem?)

What they think caused it ( What do yo think caused it? )

Listen to their answer and then suggest a treatment that will help them. You

will find out later whether each patient was satisfied with the advise you gave

them.


33


34

Glossary of the Doctor Doctor game

1. Symptoms

1.1.The Indonesian meaning of symptoms

No Symptoms The Indonesian meaning

1. Be itchy Menjadi gatal

2. Catch a cold Masuk angin

3. Have a cough Batuk

4. Have a headache Mengalami sakit kepala

5. Have a high temperature Demam

6. Have a rash Memiliki ruam

7. Have a sore throat Sakit tenggorokan

8. Have backache Sakit punggung

9. Have insomnia Susah tidur

10. Have stomachache Sakit perut

11. Lose weight Penurunan berat badan

12. Put on weight Menambah berat badan

13. Rub Menggosok

14. Scratch Menggaruk

15. Sneeze Bersin

16. Sprain Keseleo

17. Suffer from stress Menderita stress


35

2. Treatments

2.1. The Indonesian meaning of threatments

No Treatments The Indonesian meaning

1. Antibiotics Antibiotik

2. Bandage Perban

3. Cough mixture Obat batuk

4. Cream Krim

5. Diet Diet

6. Exercise Olahraga

7. Go to hospital for some test Pergi ke rumah sakit untuk tes

laboratorium

8. Have an operation Mengoperasi pasien

9. I‟ll give you a prescription for Saya akan memberikan kamu

resep

10. Injection Penyuntikan

11. Painkillers Penawar rasa sakit

12. Physiotheraphy Fisioterapi

13. Stitches Jahitan

14. Tablets Obat tablet

15. Vitamins Vitamin

16. X - ray Sinar X


36

APPENDIX B

KIM’S GAME

1) Materials

For warm-up and Main activity, one copy of the sheet for each student.

For variation (optional), objects that approximately correspond to about ten of

the objects on the sheet, and a cloth or coat.

For follow-up, one set of cards, cut up, for each students.

2) Key Vocabulary

Table 2. 2. The key vocabulary of Kim’s game

Baseball cap, blade, blunt, broken, buckle, buttons, chewed, chipped, circular,

corkscrew, cover, cracked cup, diamond ring, dog-eared, dolphin, frame, half-

empty, half-full, high heeled, laces, logo, missing, oval, padlock and chain,

pencil case, penknife, plain, rectangular, rose, rubber, sandal, shabby, spots,

stamped addressed, stem, stone, strap, stripes, torn, transparent, zip.

3) Warm –up

Give a copy of the sheet to each student.

Elicit a description of each object from the students. Try to elicit the words

from the Key vocabulary section, although your students may come up with

additional points of detail. Write any new vocabulary on the board.


37

4) Main activity

Ask students to look at the sheet carefully for one minute and try to remember

where the objects are on it. After one minute students collect the sheets.

Divide students into pairs. Tell them to divide a blank page into twenty

squares, four across and five down, and to label the columns A, B, C, D and

the rows 1, 2, 3, 4, 5.

Ask pairs to note on their grid where each item was by writing down the name

of the object and any descriptive notes about the object, e.g. cracked cup with

a picture of rose on it (written in square 1A of their sheet ). They should

describe, not draw the objects.

Stop the students after five minutes and check how many items they have

remembered.

Give students one point for each item in the correct place, e.g. one point for

cup in the top left-hand corner. Give them an additional point for each detail

of description that they wrote, e.g. an extra point for cracked and another extra

point for with a picture of a rose on it.

Pairs total their scores to see which pair got the best score.

5) Variation

Bring in as many objects that correspond to the pictures on the sheets as

possible. It is not necessary to find all the ten objects would be enough. It is also

not necessary to have identical objects you cracked cup might have a different

picture on it, for example.


38

After doing the warm- up activity, show your students your objects and elicit how

they differ. Then place your objects in a specific order on a table or tray that all

the students can see. Ask them to memorise the order. Then cover the objects with

a blanket or coat and ask the students in pairs, or individually as preferred, to

write down where and what the objects were. Stop after five minutes and give

points as in the main activity above.

6) Follow –up

Give each students a set of cards.

Divide students into pairs and ask them to sit back to back with a table or flat

surface in front of them so that they cannot see each other‟s cards.

Tell student A to arrange their cards in five rows in any order they like.

Student B may then look at the cards for ten seconds. After this student B

must turn around and try to arrange their cards in exactly the same order. They

may ask their patner questions to help them with the ones they cannot

remember, e.g. Where’s the chipped mug? When student B has found the

correct order, it is their turn to arrange their cards for student A.

7) Homework

Write descriptions of the objects on the sheet but this time change one aspect

of the description e.g. a cracked cup with a picture of a bird on it. In the next

lesson show your description to a patner who has to identify what the

differences are between your descriptions and the original pictures.

Cut out ten pictures of objects from a magazine and stick them in rows on a

sheet of paper to make a new Kim‟s game for your class to play. On a separate


39

sheet, write a brief description of each object in the same place as on the sheet

you have made. Use your sheet of pictures in another lesson to play Kim‟s

game again with a group of students. Go through the vocabulary for

describing your objects before you play the game.


40


41

Glossary of the Kim’s game

1. The Indonesian meaning of Kim‟s game vocabulary

No Kim’s vocabulary The Indonesian meaning of Kim’s

game

1. Baseball cap Topi bisbol

2. Blade Bilah

3. Blunt Tumpul

4. Broken Pecah

5. Buckle Gesper

6. Buttons Tombol

7. Chewed Dikunyah

8. Chipped Cuil

9. Circular Bundar

10. Corkscrew Obeng

11. Cover Penutup

12. Cracked cup Cangkir retak

13. Diamond ring Cincin berlian

14. Dog eared Anjing bertelinga

15. Dolphin Lumba – lumba


42

16. Frame Bingkai

17. Half empty Setengah kosong

18. Half full Setengah penuh

19. High heeled Bertumit tinggi

20. Laces Tali

21. Logo Logo

22. Missing Menghilangkan

23. Oval Lonjong

24. Padlock and chain Gembok dan rantai

25. Pencil case Kotak pensil

26. Penknife Pisau lipat

27. Plain Polos

28. Rectangular Persegi panjang

29. Rose Mawar

30. Rubber Karet

31. Sandal Sandal

32. Shabby Lusuh

33. Spots Bintik

34. Stamped addressed Alamat tertera

35. Stem Batang


43

36. Stone Batu

37. Strap Tali pengikat

38. Stripes Garis – garis

39. Torn Robek

40. Transparent Transparan

41. Zip Risleting


Documents

USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE … · Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma. ... khususnya dalam memahami arti