4 The students inspired to do his job by himherself to do a good writing vocabulary cards.
5 By visually seeing the students unintentionally getting more vocabulary in continually.
6 By coloring on each functions word Such as noun by black color, blue color by verb, adjective by red color, and adverb by green color
students can remember easily kind of function word. 7 Using a visual vocabulary cards in the materials will automatically make the
materials look more coherent, credible and professional, through the repetitive use of consistent elements.
8 A visual vocabulary will increase the memory ability of your materials as well, since people will have more visual elements to remember the materials.
9 This card is easy to put and bring anywhere. 10 Helping in learning basics and portable, they help in summarizing and
memorizing. 11 The students also can refresh the past vocabulary from these cards.
12 It can be used in other purposes such as math history and etc. 13 If you want to focus on vocabulary exercises, you can write the word on one
side of the card and the definition on the back ”.
e. Teaching and learning vocabulary using cards
Schmitt and McCarthy 1997 stated that deeper processing of words enhances learning and that the more cognitive energy spent on a word, the more
likely it will be recalled and used later.
Inspired by Bell 2006: 100 stated that to variety teaching and learning process the teacher could use this activity through cards.
Food – a card game
Activity: Vocabulary practice, listening and speaking, group game. Aim : To review and practice vocabulary regarding food, to practice the verb
‘to have got’ in questions and short answers, or the phrase ‘can you pass me, please’
Level : Beginners, elementary Aids : A set of cards per group
Before playing the game, the teacher should present or review the key vocabulary with children, especially pronunciation, and perhaps provide them
with the structures they will use in the game. He or she might display these as prompts on the board, together with useful phrases for playing the game,
such as “It’s your turn”, “shuffle the cards” etc. in order for students to be able to use English also as a communication tool outside the game. At this
point the teacher should explain the rules and then distribute the cards among few students and demonstrate how the questions are asked and how the game is
played.
Every group of three to six pupils gets a set of cards. A group of six will play with all cards, whereas a group of three might get only three quartets of the
same-color-cards. The cards are shuffled and distributed equally among all members of the group. The goal of the game is to get all four cards belonging to
the same group of hyponyms, which have the same color e.g. all fruit cards. The first one to manage this wins the game. The first player asks any player in the
group for a card he or she needs. If the asked player has the card, he or she must give it to the first player and gets one card back in exchange. The first player then
asks another player for another card. If the asked player does not have the required
card, there is no exchange and it is the other players’ the asked ones turn to ask somebody else for a card. The game can continue until everybody gets their sets
of cards. When exchanging the cards, students practice questions such as “Have you got carrots, please?” or “Can I have some cheese, please?” or possibly “Can
you pass megive me some tomatoes?”
3. Games
a. The nature of game
Wright, Betteridge and Buckby 1983: 2 stated that young learners and adults are very eager to play game, although some of them may be not. Thus, the
teacher should be able to give reasons for the use of games in language learning. Herrera and Hojel 1998: vii state that games can motivate learners to learn
language by focusing on cooperative learning in group or pairs.
b. Advantage of using game
Wright, et al. 1994: 1 stated 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. The learners want to take part and in order to do so must understand what others are saying or have
written, and they must speak or write in order to express their own point of view or give information.
Moreover Wright et al. stated that many games cause as much density of practice as more conventional drill exercises; some do not. What matters,
however, is the quality of practice. Games can also be found to give practice in all the skills reading, writing, listening and speaking, in all the stages of the
teachinglearning sequence presentation, repetition, recombination and tree use of language and for many types of communication e.g. encouraging, criticizing,
agreeing, explaining. Games are motivating and challenging Kim, 1995: 35. Learning a
language requires a great deal of effort and games help students to make and sustain the effort and learning. They will not feel bored, because games are a
welcome break from the usual routine of the language class. According to Ersoz 2000
“Games are highly motivating because they are amusing and motivating”.
