b. Spelling Spelling usually becomes the problem for second or foreign
language learners. In Indonesia, the spelling of English letters definitely opposite with Bahasa, it is also supported when the writer
interviewed the English teacher. Most of students especially in rural area had difficult to spell the letters because of the effect of their
mother tongue. Also sound-spelling mismatches commonly caused of errors, either pronunciation or spelling.
c. Length and Complexity The longer words seem to be more difficult for learners, also
variable of stress, such as in the word families like: present, represent, representative, and representatively, can add their
difficulties. d. Meaning
Some of words in English have multiple meaning so the learners may confuse on how to apply in a certain context or the meaning
itself, the learners actually know the meaning but they did not know another meaning of that word. For example, the words
‘make’ and ‘do’ in some sentences. ‘you make a dinner’ and ‘you make an
appointment ’, but ‘you do the homework’ and ‘do an interview’.
e. Grammar Indonesian speakers know that noun is following adjective, such as
in the phrase ‘mobil baru’ that influences when the speakers are
translating the English phrase, such as ‘blue clothes’ most of them
translate it becomes ‘biru baju’.
Another problem in grammar is the usage of verb + ing, to + infinitive, bare infinitive, or irregular and regular verbs. Then, they
also may confuse to decide which one followed by usage of verb + ing, to + infinitive, bare infinitive, or irregular and regular verbs.
4. Techniques in Presenting Vocabulary
In the classroom, some techniques can be used by teachers to teach vocabulary. There are many ways of teaching vocabulary and
presenting the meaning of the new words such as: a. Concise definition as in dictionary, often superordinate
with some qualifications, for example, a bird is an animal whic
h….. b. Description of appearance, qualities, etc
c. Examples hyponyms d. Illustration picture, object
e. Demonstration acting, mime f. Context story of sentences in which item occurs
g. Synonyms h. Opposites antonyms
i. Translation
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The other expert gave some ways for teacher who has spontaneous reaction in the classroom when some students ask about vocabulary, it
can be called unplanned teaching strategies. According to Seal in Visnja, there are three procedures for teacher or called the three C
’s, those are:
a. Conveys the meaning b. Checks the meaning by asking questions
c. Consolidates the meaning in learner s’ memory by relating it to
context or personal experience.
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10
Penny Ur, A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press, 1996, p. 63.
11
Visnja Pavicic Takac, Vocabulary Learning Strategies and Foreign Language Acquisition, UK: Multilingual Matters Ltd, 2008, p. 19.
B. Game 1. The Nature of Game
Game is an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact
with others.
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Also, game is an activity with rues, a goal and an element of fun.
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In classroom activity, learners have some types of learning such as visual, audiovisual, kinesthetic, and audio. Therefore, in teaching
vocabulary, teachers can use some techniques to facilitate students ’ need
in presenting vocabulary. These techniques are visual technique, verbal techniques, and translation.
a. Visual The technique includes pictures, realia, drawing, mime, gesture,
flash card. In classroom, teachers can use power point in order to make their vocabulary presentation more interesting. This
technique is useful for teaching concrete items of vocabulary such as description, place, actions, etc.
b. Verbal The technique includes the use of illustrative situation of synonym
and definition, contrast and opposite, and scale and example. This technique involves the use of spoken or written language.
c. Translation The technique commonly used by teacher to present a new
vocabulary. Teachers can use the dictionary, and e-translate in the classroom activity.
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d. Kinesthetic The teacher will show a preference for demonstrations and
physical activity involving bodily movement.
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The teacher
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Andrew Wright et al, Games for Language Learning, United Kingdom: Cambridge University Press, 2006, p. 1.
13
Jill Hadfield, Intermediate Grammar Games, Pearson Education, 2003, p. 4.
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Ruth Gairns and Stuart Redman. Work ing with Words. A guide to teaching and learning vocabulary, Cambridge University Press, pp. 73
—75.
