Generally as a beginner, to understand the meaning of a sentence is not easy, especially if he or she has a lack of vocabulary, that is why to know
the vocabulary is strongly important to understand a language, but of course if he or she does not often practice it, automatically it will be reduced or lost.
However, it is crucial to know the technique to present the vocabulary to students.
According to Ruth Gairns and Stuart Redman, there are two techniques in presenting vocabulary, visual technique and verbal technique.
a. Visual technique includes visuals, mime, and gesture, visuals includes flash cards, photograph, blackboard drawing, wall charts.
They are extensively used for teaching concentrate items of vocabulary.
b. Verbal technique includes the use of illustrative situation oral or written, use of synonym and definition, contrasts, and opposites,
scales and example of type.
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B. Games
Puzzle is one of language games; therefore the writer would first discuss the game itself before the puzzle.
1. Definition of Games
It is teacher’s responsibility to seek an interesting way to motivate students in learning, especially in learning vocabulary. It is also stated in the
new curriculum that students should be more active in learning process. Therefore, games can be applied in vocabulary teaching, especially for
students in elementary school and junior high school. Gibbs defined game as “activities carried out by cooperating or
competing, decision makes seeking to achieve, within a set or rules, their
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Ruth Gairns and Stuart Redman, Working With Words, A Guide To Teaching And Learning Vocabulary Cambridge: Cambridge University Press, 1991, p. 73-74
objectives”.
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In the word power dictionary, a game is defined as an activity that is engaged in for amusement, played according to rules.
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From the definition above, it seems that game is an activity to get fun and relaxation, which is carried out by cooperating or competing with a
set of rules. T. S. Rodgers in Connie L. Shoemaker states that games have four
basic characteristics: a. Competitive
b. Governed by rules c. Goal-defined, engaging in that they challenge the participants.
d. They have closure on a predetermined point at which they are
finished.
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Since games are amusing and relaxing, it is expected that games motivate students in learning vocabulary.
2. Use of Games
Games in the school are sometimes viewed as an activity where students can only get fun or amusement without anything they can learn from
it. Nowadays, teacher realize that games can be used as one of the educational aids in teaching learning process of English, especially in teaching
vocabulary, teacher could use games as one of techniques in presenting the lesson in an interesting way. Some experts states that the use of games as
follow: According to Larcabal, games provide a an enjoyable atmosphere,
b a situation in which communication is essential and c a distinction from
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Sandra J. Savignon and Margie S. Berns, Initiatives in Communicative Language
Teaching II, New York: Addison-Wesley Publish Company, 1987, p. 209
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Bill Trumble and Julia Elliott, Word Power Dictionary, London: The Reader’s Digest Association Limited, 2000, p. 1081
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Connie L. Shoemaker, and F. Floyd Shoemaker, Interactive Techniques For The ESL Classroom Boston: Heinie and Heinie Publisher, 1997, p. 73
the study of language itself.
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While Lee Su Kim states the use of games in the classroom is:
a. Games are a welcome break from the usual routine of the language class.
b. They are motivating and challenging. c. Learning in language requires a great deal of effort. Games help the
students to make and sustain the effort of learning. d. Games provide language practice in the various skill-listening,
speaking, reading and writing. e. They encourage students to interact and communicate.
f. They create a meaningful context for language use.
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From the statement above, it shows that the function of game in language teaching is that it:
a. Helps students remember things faster and better under low pressure, game as a way to practice the language.
b. Enables the students to get involved. This situation gives shy students more opportunity to express themselves.
c. Enables the learner to use the language consciously or unconsciously without worrying about the correct from of the
language.
3. Principle of Using Games
