Introduction Ten Good Games for Recycling Vocabulary

79 A Critical Review Ten Good Games for Recycling Vocabulary Writer: Mark Koprowski Muhammad Sukrianto

A. Introduction

Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well- chosen games are invaluable as they give students a break and at the same time allow students to practice language skills Ersoz, 1984. Games are highly motivating since they are amusing and at the same time challenging. Uberman 1998 states that games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Furthermore, the games employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. In this article Koprowski proposes ten games that are believed can help students to recycle their vocabularies. His basic idea is that learning is remembering. The new language items like vocabulary, etc will be critical if they stand a chance of becoming readily accessible in long-term memory. The problem is that in fact, students do the majority of their forgetting shortly after the lesson and then the rate of forgetting diminishes. To avoid this lexical vanishing act, one solution offered is to follow the principle of expanding rehearsal. This idea suggests that learners review new words shortly after they are presented, and then at increasingly longer intervals. To stimulate long-term memory then, ideally, words would be reviewed 5-10 minutes after class, 24 hours later, one week later, one month later, and finally six months later. Teachers might even consider doing a quick review of words and phrases which were introduced just a short while ago in the lesson. But unless these new language items are noticed and understood on multiple occasions, they will likely fade from memory and be forgotten. Concerning with this problem, the teacher can help students to solidify new words in their long-term memory by creating regular opportunities in teaching and learning program that encourage students to make form-meaning connections of new vocabulary items. Both repetition and retrieval practice of new items are key. In Koprowski’s experience, the new items of language are best achieved by organizing fun, competitive, and motivating vocabulary games and activities which adhere to the expanding rehearsal.

B. Ten Good Games for Recycling Vocabulary

Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. According to Huyen 2003 there are some advantages of games especially in teaching vocabulary: First, games bring in relaxation and fun for 80 students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students use of English in a flexible, communicative way. The following are the games proposed by Koprowski that is believed can help students to recycle their vocabulary through the expanding rehearsal:

1. Taboo aka Hot Seat