Review of Related Studies
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Students’ Problems Students’ Characteristics
Limited vocabulary Active, enthusiastic, responsive
Tense classroom situation
Vocabulary Learning
The process of increasing and establishing vocabulary Word knowledge mastered gradually
Avoid excessive learning pressure
Problem Solution
Word Games Implementation of word games focuses on form and meaning aspects of word knowledge
Desired Results
Students participate actively in learning activities Students are motivated to learn vocabulary actively
Students learn vocabulary in a pleasant atmosphere Students’ masteryof word knowledge improves
Figure 2.1 Theoretical Framework
As a means of language learning, games involve language-building activities which can increase learners’ motivation and participation in the process of language
learning. Learning parts of speech with different levels of difficulty might be stressful for students. Games give them a chance to use the language to gain the desired results
as well as to practice and review the language in an enjoyable atmosphere, lessening the burden of learning. This atmosphere will help the learners to internalize a word by
mastering its meaning and its parts of speech progressively, especially because learning new words should not be an instantaneous process done under pressure.
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Based on Lewis Bedson’s explanation 1999, games are expected to encourage students to be involved in a variety of activities. In this research, the
students of XI TGBA class were motivated to participate in the games as a member of a group. Games were chosen to improve vocabulary mastery because, as mentioned
by Nguyen and Khuat 2003, the students were given a chance to learn, practice and review the target language in a pleasant atmosphere. A pleasant atmosphere was
helpful in motivating the students to take part in the games so that they would not feel bored and learn vocabulary actively. Assigning them into groups would require them
to work together to achieve a goal and allow them to learn from and respect each other.
When applying games, the researcher referred to the factors which should be taken into account as proposed by Nguyen and Khuat 2003. The researcher
constructed the instructions and steps by considering the number of students, proficiency level, cultural context, timing, learning topic, and classroom setting in
order to find the most appropriate game for each meeting. The activities were intended to increase and establish vocabulary to support the students’ vocabulary
mastery. They would be exposed to some words they might never have encountered before, and it would signify the start of their learning. However, when they had
already had a clue on the words taught, they might as well develop and expand their vocabulary knowledge. Some aspects of word knowledge as explained by Nation
2000, p. 27 were also taken into consideration. They were explored in the implementation of games, particularly the form and meaning aspects since the
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activities would be focusing more on building the students’ knowledge on word meanings and parts of speech. Nevertheless, word knowledge should not be learned
in a rush. As Schmitt n.d. explains, the overall word knowledge cannot be achieved all at once. They can only be learned one step at a time, allowing learners to expand
their knowledge incrementally. It is also important to consider the advantages of using games to motivate the
students and increase their participation. Although Al-Aliyani n.d. explains that the degree of participation and motivation differs across learners, their reaction and
attitude toward the implementation of games itself are worth observing. If they react positively, it means that games help them encounter the target vocabulary in a
meaningful way. As they learn with high motivation and willingness to participate, it will be easier for them to learn new words, expand their knowledge on words they
have known, store them, and recall them whenever they need to. This will eventually result in the improvement in their vocabulary mastery.
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