Word can change their shape and their grammatical value, too. Students need to know facts about word formation and how to twist words to fit different
grammatical contexts. Thus the verb „run‟ has the participle „running‟ and „run‟ the present participle „running‟ can be used an adjective and „run‟ can also be a noun.
There is a clear relationship between the word „death‟, „dead‟, „dying‟ and „die‟. Students also need to know suffixes and prefix work. Ho to make the word
potent and expensive opposite in meaning? Why it is prefaced one with im- and the other with in-? There are two kinds of suffixes in English, inflectional and
derivational.
Students need to know how words are spelt and how they sound. Indeed the way words are stressed and the way that stress can change when their grammatical
function is different – as with nouns and verbs, for example is vital of students are
able to understand and use words in speech. Part of learning a word is learning its written and spoken form.
From the description above, it shows that words can change their form such as a noun into a verb advice into advise, etc. so, knowing that can be helped by
knowing how words are written and spoken. d. Word Grammar
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Word grammar here started as a model of syntax, whose most distinctive characteristic is its use of dependency grammar, an approach to syntax in which the
sentences structure is almost entirely contained in the information about individual words.
Just as words change according to their grammatical meaning, so the use of certain words can trigger the use of certain grammatical patterns.
To make a distinction between countable and uncountable nouns. The former can be both singular and plural. It can be said „one chair‟ or two
chairs‟. The latter can only be singular, but can not be said „two furniture‟. This difference
, then, has certain grammatical implications. „Chair‟ can collocate with plural verbs provide that it is pluralized whereas „furniture‟
never can unless it is the name of a pop group, for example. There are also nouns that are neither countable uncountable but which have a fixed form and
therefore collocate only with singular or plural verbs, e.g. „people‟, „the news‟, „ mathematics‟, etc.
18
Jeremy Harmer, The Practice of English Language Teaching New Edition, London: Longman,1991, p.157-158
Verbs trigger certain grammar too.‟ Tell‟ is followed by an object + to + infinitive, for example „he told him to wake him up at six‟ and so is „ask‟,
but „say‟ does not work in the same way. The modal auxiliaries in English are; can, could, had better, may, might, must, aught to, shall, should, will,
would.
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Knowing modal verbs like „can‟, „must‟, etc. means also knowing that these verbs are followed by a bare infinitive without „to‟. When students
don‟t have this kind of knowledge they come up with erroneous sentence which all teachers instantly recognize, e.g. „he said me to come, „I must to go‟
etc. It should be „I must go‟ without adding „to‟ after modal auxiliaries.
From the descriptions above, it shows that there are many words are countable and uncountable noun, singular and plural that can change according to their
grammatical patterns.
19
Betty Schrampfer Azar, Understanding and Using English Language Teaching Grammar second Edition, New Jersey: Prentice Hall Regents, 1989, p. 68
It can be summarized “knowing a word” in the following way:
Meaning in context
Sense relations
Metaphor Collocation
Parts of speech Prefixes and suffixes
Spelling and pronunciation
Nouns: countable and uncountable, etc.
Verb complementation phrasal verbs, etc.
Adjectives and adverbs positions, etc.
WORD MEANING
WORD USE
WORD FORMATION
WORD GRAMMAR
B. Game
1. Definition of Game
The word “game” has been applied to a wide variety of human behavior to determine exactly what is meant by “game”. In Oxford Advance Dictionary, game is
an activity or a sport with rules in which people or teams compete against each other.
20
Rita Susana Larcabal stated that games provide an enjoyable atmosphere, a situation in which communication is essential and a distraction from the study of
language itself.
21
Game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool.
22
2. Forms of Language Game
There are many forms of games applied in a wide variety of human life, such as psychoanalytic games and war game, game of chance and game of strategy, game
for the young and for the old. There are many familiar games in which we are involved either as a spectator or a participant. In teaching learning activities, there are
many available techniques to transfer the teaching points to students such as demonstration, discussion, and game and so on.
William Francies Mackey made games divided into;
a. Listening game. It consists of perception games that are the grape vine and
comprehension game that is fine the object. b.
Speaking game consists of observation game including “point and say, Kim‟s game the here and there game.
c.
Reading game consists of recognition game such as “matching the card, say the word kind the word and roulette. Compare game read and go game.
20
A S. Hornby, Oxford Advance Learner’s Dictionary, Oxford University Press, 1985, p.
553
21
Rita Susana Larcabal, the Role of Game in Language Acquisition, Washington D.C: English Teaching Forum, April 1992, p. 28
22
www.lintasberita.comFunHumorDefinition-of-Game
d.
Writing game consists of spelling game such as “the magician‟s game, crossword puzzle, composition game include the label and decoding game.
23
From the forms of language game above, it shows that there are many kinds of games that usually human beings play in their daily life. In language games, there
are four kinds of games: listening, speaking, reading, and writing games.
3. Roles of Games in Language Teaching
Role of game in teaching English is to provide a welcome break in the lesson routine. The games provide new and interesting context for practicing language
already learned and for acquiring new language in the process. Game as a technique plays its role in language learning to provide very much fun and relaxation within the
frame of language learning and reinforce that learning. The role of the games in teaching and learning vocabulary cannot be denied.
However, in order to achieve most of vocabulary games, it is essential that suitable games be chosen. Whenever a game is to be conducted, the number of students,
proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account
Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many
types of communication. 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.
24
23
William Francies Mackey, Language Teaching Analysis, London: Longman, Green and Co. Ltd, 1995, p. 439
24
www.teflgames.com
Using game in language teaching helps students to see learning English as enjoyable moment. Playing games in the classroom develop the student‟s ability to
cooperate with other students in order to win the competition. Adewui Fawui Abala stated “One significant different between language games and other activity is that
they introduce an element of competition into their lesson while we wouldn‟t wish
the students to become excessively competitive.
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4 . Principles of Game Selection
In determining the role of games to develop students‟ vocabulary, the teacher needs to have their clear purpose in mind if the major purpose is to make
learning English vocabulary effectively and successfully. The English teacher thinks carefully about the game selection a head of time before working out their lesson
plan. On the other hand they have considered principles of using games. According to Emilio G Cortez there are some principles of game selection,
as follows:
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a. The games should reinforce a particular point of language that the student‟s lack
b. The games should offer practice for items previously taught c. The games should involve many members of the class and not just a few
d. The context should be appropriate to be incorporated in the game e. The games should contain the elements of surprise of competition
f. The games should provide sufficient motion to heighten and to sustain interest
g. The games should conduct in an enough space of the classroom
Here are also mentioned the principles game selection, as follows:
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a. The games should involve friendly competition
25
Adewui Fawui Abala, the Role of Game in the Learning Process, English Teaching Forum, April 1987, p. 46
26
Emilio G. Cortez, Some Pointers of Using Games, English Teaching Forum, Vol. XIII, 1975, p. 308
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www.teflgames.com
b. The games should keep all of the students involved and interested
c. The games should encourage the students to focus on the use of language
rather than on the language itself d.
The games should give the students a chance to learn, practice, or review specific language material
From the description above, it shows that there are many principles in the game selection, such as; the games should involve many members of the class and the
games should keep all of the students interested.
5. Scrabble Game
