Definition of Vocabulary Vocabulary

3. Adverbs and adjective, these kinds of words are usually used to describe action verbs or things nouns. 15 In daily life, words are used differently depending on the context we see, because based on harmer in his book, he stated that words can change their shape and their value in grammar. In the teaching vocabulary, Harmer suggests that the students need to know some facts about word formation. Those facts are: 1 How to twist words to fit different grammatical contexts As the example of this aspect, the verb „run’ has „running’ and „ran’ as the participles. Run is a verb, but it also can be noun meanwhile running can be used as adjective. 2 Knowing how suffixes and prefixes work For example, students need to know why they preface one with “in-” and the other with “im-” 3 Knowing how words are spelt and how they sound Spoken form is the part of learning “s” word, in speaking aspect learners need to be able to stress words, especially when words’ grammatical function is different. 4 Able to understand and use words in speech. 16 Based on the description above, it can be simply concluded that Word formation means knowing how words are able to change their form and how they are written and spoken. 15 Charles C. Fries, Teaching and Learning English as a Foreign Language USA: The University of Michigan, 1945, p. 47 16 Harmer, op. cit., p. 157 2 Games

a. Definition of Games

Wright defined games as an entertaining and engaging activity, it is often challenging when being played and stimulate learners to interact with others. 17

b. Function of Games in Language Learning

The functions of games commonly depend on what kind of the circumstances occurs during the language learning. Here are several functions of Games made up by Andrew according to the problems encountered in language learning. These functions are appeared by the causes occurred in learning target language, those causes are: 1. Language learning is hard work Games function is to make many learners to be encouraged and to help them to sustain their interest and work. This function exists because language learning is hard work. In understanding target language learners must struggle to make some efforts in repeating accurately, adapting, using newly understood language in conversation and written composition. 2. Experiencing language In learning language, learners need to experience what language is. When the learners want to take part in understanding what others are saying or have written they must participate to speak or write words to express their information. Games provide one way of helping the learners to experience language rather than merely study it. Games also help the teacher to create contexts in which language is useful and meaningful. 17 Andrew Wright, Games for Language Learning, Cambridge University Press, 2006 p. 1