mind ”.
23
The last is repetition, it means that teachers have to recall previous vocabulary in every ways in which students always remember
the vocabulary that they have learned. According to Brown one important way of aiding memory is by associating what is to be
learned.
24
This indicates when teachers teach new vocabulary they need to associate vocabulary that they have learned before.
f. Crossword Puzzle Crossword puzzle can be used in teaching and learning as other media.
Teacher may wish to highlight keywords of a short story or teachers may also decide to provide students with key words of a short story in
crossword puzzle and students are required to provide the clues.
25
3. Principles of Teaching Vocabulary
a. Concrete word A general principle in the past has been to teach more concrete words.
The things which the words represent are there in front of the students and thus easily explained.
b. Frequency A general principle of vocabulary selection has been that of frequency.
Teachers can decide which words they should teach on the basis of how frequently they are used by speaker of the language. The words
which are most commonly used are the ones they should teach first.
23
SusanM. Gass Larry Selinker, Second Language Acquisition, An Introductory Course, Third Edition, New York: Routledge, 2008, p. 464.
24
James I Brown,Programmed Vocabulary, New York: Meredith Publishing Company, 1964, p. 4.
25
Anthony Mollica, Crossword Puzzle and Second Language Teaching, American Association of Teachers of Italian, 2007, http:www.jstoe.orgstable2766126, p. 73-74
c. Coverage Another principle that has been used in the selection of vocabulary is
that of coverage. A word is more useful if it covers things than if it only has one very specific meaning.
d. Choice In order to know which are the most frequent words students can read
or listen to a lot of English and list the words that are used, showing which ones are used most often and which are used least often.
26
C. Games
1. The Purpose of Games
Game is an activity which is entertaining and engaging, often challenging and also in which learners play and interact with others.
27
This activity is a way to help students not only enjoy and entertain with the language they learn
but practice it incidentally. Game has some purposes: a. Physical activity: to release physical and nervous tension and to
promote mental alertness by breaking the routine of drills. b. Enjoyment: to create a climate of fun and interest that will help the
students look forward to their English lesson. c. Cultural content: to use game as a way of repealing general pattern of
culture that should add to the student‟s grasp of the waysof English speaking people.
d. Laguage learning: to serve as an adjunct to the tehnique of teaching grammar and sound system of the new language.
28
26
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, New York: Longman 1991, p. 154.
27
Andrew Wright, et. al, Games for Language Learning, Third Edition, Cambridge: Cambridge University Press, 2006, p. 1.
28
David Croocal Rebecca L. Oxford, Simulation, Gaming and Language Learning, New York: Newburry House Publisher, 1990, p. 11
