15
involve physical activity. The combination of mental and physical activity appears to enhance memory and as long as students are moving their minds are less likely
to switch off.
32
It means that vocabulary is easier to remember if we often use it in our physical activity that is game. Moreover, games can get the students
’ attention rather than the teacher only gives the new vocabulary with oral presentation in the
class. Like Read ’s explanation in his article that only a few words that students get
from the teac hers’ explanation in the class.
From the definition above, therefore the best thing in learning vocabulary is emphasize on meaning and also its purpose was rather than by that word form
itself. It is similar to Sarah Philips, vocabulary is best learned when the meaning of the words is illustrated, for example by a picture, an action, or a real object.
The children should then meet and use the words in relevant contexts, in order to „fix’ them in their minds. This helps establish their relationship to other words, so
that a vocabulary network is built up.
33
G. The Effectiveness of Using Guessing Games in teaching Vocabulary.
Vocabulary is one of important language element, since vocabulary exists even at skill fourth language which is reading, writing, listening, and speaking. It
is being said by Jordan, although vocabulary development, as such, is not a specific study skill, but relates to all language learning, it is given separate
attention here.
34
Moreover, Schmitt said that vocabulary has strong relationship with the language skills.
35
It is also said that words are magical in the way they affect the minds of those who use them.
36
Without accurate and good vocabulary, we cannot express our idea. Because of that, mastering vocabulary of the students
is important.
32
Snow, op. cit., P. 199
33
Sarah Phillips, Young Learners, United Kingdom: Oxford University Press, 1993, p. 68
34
Jordan, op. cit., p. 149
35
Norbert Schmitt, Researching Vocabulary: a Vocabulary Research Manual, London: PALGRAVE MACMILLAN, 2010. P. 4
36
Tom E Kakonis and David Allan Evans, From Language to Idea: an Integrated Rhetoric, New York: Holt, Rinehart and Winston, Inc: 1971. P. 34
16
Schmitt said that in using language to communicate, naturally one most important key is how much vocabulary is necessary to enable this
communication.
37
Instead of the size of vocabulary, the accurate and the level of fluent are important too, in conducting the communication in second language.
We do not need to remember all of the English vocabulary. Schmitt said that second language learners do not need to achieve native-like vocabulary sizes in
order to use English well. A more reasonable vocabulary goal for these learners is the amount of lexis necessary to enable the various forms of communication in
English.
38
McCarthy and O’dell also said that the students just need to learn the words that actually need to use in their daily conversation.
39
According to John Langan, studies have shown that students with a strong vocabulary, and students who work to improve a limited vocabulary, are more
successful in school, and one research study found that a good vocabulary, more than any other factor, was common to people enjoying successful careers.
40
But, mostly student gets their material by memorize each word that they finds. It can
cause student feel bored and impressed that vocabularys learning is not interesting, eventually the ideal learning shall be done with enjoyful way but still
follow the rules and the purpose of the study. Because of that explanation, in this research, to reduce the
students’ difficulties in studying vocabulary, the researcher use one of games which is
guessing game to reduce that problem. The writer explains how to play the game and gives it in the end session of the class before the class finish and then the
writer see whether the guessing game is effective or not in teaching and learning
vocabulary.
37
Schmitt, op. cit., P. 6
38
Ibid., p. 7
39
Michale McCarthy and Felicity O’Dell, English Vocabulary in Use, Cambridge: Cambridge University Press, 1994. P. 2
40
John Langan, English Skills, New York: McGRaw-Hill, 2003, p. 2001
17
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
