Using Games in Teaching English Vocabulary to the 4

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C. Using Games in Teaching English Vocabulary to the 4

th Grade Students of SD Negeri Gawanan 01 Colomadu In this session, the writer is going to discuss the use of games in teaching English vocabulary to the 4 th grade students of SD N Gawanan I Colomadu. English language in SD N Gawanan I Colomadu was taught from the 1 st grade to the 6 th grade. English language lesson in 4th grade is given once a week on Monday, 70 minutes per meeting. The English class began at 07.25 a.m. until 08.35 a.m.. The use of games in teaching English vocabulary consists of six steps. They are: 1. Greeting Before starting the lesson, usually the writer asked the leader of the class to come forward and lead his friend to pray. After praying, the writer greeted the students. He greeted the students in purpose to make the students ready for the lesson and to make the students get accustomed to use greeting when they meet someone. The greeting which is usually used by the writer are: “Good morning my students”, “How are you today?”. After the greeting, the writer checked the students’ attendance by asking if there are students who absent. 2. Warming up Before starting the lesson, the writer began with discussing homework that he gave to the students for the last meeting. After that, the writer gave the warming up which was suitable with the topic. commit to user Warming up is the first step in teaching process. This step is very important. It can prepare psychological readiness of the students. The warming up began by asking some questions related to the topic, “Do you know Fruits and Vegetables?”, “Do you like Fruits and Vegetables?”, What Fruits and Vegetables do you like?”. The questions could build the knowledge of the field. After doing the warming up, the writer told to the students that they will study about fruits and vegetables. 3. Explanation In the second step, the writer gave the explanation to the students. Explanation has big influence in determining whether the students will successfully acquire the knowledge or not. In this step, the writer began by asking the students to open their course book and pay attention to the topic. After that the teacher pronounces the vocabulary and the students repeat after the teacher. The teacher repeated to pronounce the vocabulary several times. After pronouncing the vocabulary, the teacher showed the meaning of the vocabulary. 4. Production a. Matching games The writer gave the students a piece of paper containing of some pictures and words. The pictures and words were put in two columns. The first column is the pictures of the vocabulary and the commit to user second column is the words of the vocabulary. The students gave the answer by drawing an arrow from the picture to the correct vocabulary. For example: for the topic of fruits and vegetables, the teacher gave matching games with some pictures of fruits and vegetables in the first column and the vocabulary of the fruits and vegetables in the second column. b. Crossword Games The writer gave each student a piece of paper containing of a crossword puzzle. The clues of the crossword puzzle were the pictures of the topic vocabulary with some letters of the vocabulary. For example: for the topic of fruits and vegetables, the writer put some pictures of the fruits and vegetables vocabulary and the consonant letters of the vocabulary. After write the answer on the worksheet, the writer points some students and the students say the answer loudly. c. Word Puzzle In this game, the writer writes many letters on a box. There are some hidden vocabulary on the box. The goal of the game is students can find the hidden vocabulary on the box. There are some pictures of the vocabulary beside the word puzzle. The students circle the vocabulary after they heard a short explanation of the vocabulary. For example: the vocabulary is carrot. The writer will commit to user sa y to the students “Rabbit likes this vegetables; it is good for your eyes. What is it?” This game cans the students’ listening skill. They have to listen to the explanation of the vocabulary to answer the puzzle. They could also train their concentration in listening to the explanation. 5. Assessment In the end of the games, the writer points some students to come forward in front of the class. The writer asks the student about the material which has been given. If the student has some problems when pronouncing some vocabulary, the writer helps the students to pronounce the vocabulary. It is hoped that the students could memorize the material which they have studied. 6. Closing the lesson The last step of teaching is ending the lesson. The writer reviewed the material which has been learned together with the students. The students were very active. They always ask for homework, so that, the writer gave homework to the students. It was purposes to let the students review the material when they were at home. commit to user

D. The Effectiveness of Using Games in Teaching English Vocabulary to