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lexical knowledge comprises various kinds of word knowledge that cannot be mastered all at once. As a consequence, the process of learning a word should be
incremental. Words need to be met, stored, and used for several times to be fully mastered.
Nation 2000, p. 6 also underlines the importance of increasing and establishing vocabulary in teaching vocabulary. If teaching and learning activities are
directed to increase learners’ vocabulary, then they have to be introduced to new words that they have not known before. This process signifies the beginning of their
learning. On the other hand, establishing vocabulary means to encourage their knowledge of particular words. When their vocabulary is established, the knowledge
will develop and expand. Establishing vocabulary also means to build on and strengthen the initial knowledge they have, possibly from the process of increasing
vocabulary.
2. Word Games
Games in general are “activities in which a visible set of rules guides the actions of the participants and an element of strategy is present” Maley, 1999. The
participants are required to obey the rules of the games and avoid violating them in order to be able to play fairly. Strategy is an important part of games since it guides
the process of carrying out the games with the purpose to win. Based on Lee and McCallum’s categorization of games in language teaching
and learning as cited in Luu, 2012, the types of games which can be used in
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language learning can be classified into the five major groups. They are vocabulary games, structure games, writing games, reading games, and games for developing
speaking and listening skills. In this research, the games used are vocabulary games. This type of games serves the purpose of helping the learners work with words.
Related to language learning, Prasad explains that games can be used to ”introduce an element of competition into language-building activities, which
provides valuable stimulus to a purposeful use of language” as cited in Chen, 2005. Games, therefore, allow the use of language in context. Almost similar to Prasad’s
explanation, Lewis and Bedson 1999 explain that games “add variation to a lesson and increase motivation by providing a plausible incentive to use the target language”
p. 5. Based on their opinion, games can be used to avoid monotonous activities in teaching language by encouraging the learners to take part in the games actively.
Furthermore, Bradley as cited in Luu, 2012 elaborates beneficial characteristics of games when used to teach language. The first one is that it allows
all students to be engaged in the learning process. Working with other students in a group requires them to “recognize and appreciate the contributions of others and use
team-building skills” as cited in Luu, 2012. This characteristic leads to the second one which explains that students will work together to reach the common goal, i.e.
winning the game; as they work together, peer tutoring may take place. The last one is that games create fun and enjoyable learning atmosphere, which eventually will
encourage students’ motivation.
