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language learning can be classified into the five major groups. They are vocabulary games, structure games, writing games, reading games, and games for developing
speaking and listening skills. In this research, the games used are vocabulary games. This type of games serves the purpose of helping the learners work with words.
Related to language learning, Prasad explains that games can be used to ”introduce an element of competition into language-building activities, which
provides valuable stimulus to a purposeful use of language” as cited in Chen, 2005. Games, therefore, allow the use of language in context. Almost similar to Prasad’s
explanation, Lewis and Bedson 1999 explain that games “add variation to a lesson and increase motivation by providing a plausible incentive to use the target language”
p. 5. Based on their opinion, games can be used to avoid monotonous activities in teaching language by encouraging the learners to take part in the games actively.
Furthermore, Bradley as cited in Luu, 2012 elaborates beneficial characteristics of games when used to teach language. The first one is that it allows
all students to be engaged in the learning process. Working with other students in a group requires them to “recognize and appreciate the contributions of others and use
team-building skills” as cited in Luu, 2012. This characteristic leads to the second one which explains that students will work together to reach the common goal, i.e.
winning the game; as they work together, peer tutoring may take place. The last one is that games create fun and enjoyable learning atmosphere, which eventually will
encourage students’ motivation.
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Uberman as cited in Luu, 2012 explains the relationship between students’ motivation in vocabulary learning and the nature of games. He states that games can
be helpful for maintaining students’ motivation because they are “amusing and interesting.” The entertaining and pleasant atmosphere created by employing games
to facilitate vocabulary learning can help students to memorize the words faster and better. Related to how the kinds of games affect students’ motivation, Byrne as cited
in Luu, 2012 underlines that “the more different games are used, the more motivated students become.”
3. Review of Related Studies
A number of studies had been conducted to introduce games as a means of vocabulary learning. One of them is a recent experimental study conducted by Luu
Trong Tuan 2012. His research aimed to examine the effectiveness of using games to reinforce vocabulary recollection of young learners in Way Ahead classes at Ngoi
Nha Thong Thai Elementary School, Vietnam. He selected two random classes and assigned the classes into experimental group and control group. The experimental
group was exposed to games in recollecting vocabulary, while the control group was involved in exercises without using games. Luu used pretest and two posttests to
compare the mean scores of the research participants. The results he obtained indicated that although both groups did not differ significantly in their pretest scores,
the experimental group scored better than the control one in the posttests. This showed that both groups had similar vocabulary knowledge, but after the treatment of
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using games, the experimental group performed better in the posttests. Luu concludes that games can be used once in a while to motivate learners to study English.
Teachers must also choose the games well in order to allow learners to grow their interest in learning vocabulary and increase their participation as they are involved in
the learning process. Almost similar to the study conducted by Luu was the one conducted by Al-
Aliyani n.d.. She conducted her research in four months to investigate the issue regarding the effectiveness of using games in teaching vocabulary. Al-Aliyani
divided the classes she taught into experimental group and control group. The groups consisted of 9 to 10 year-old boys and girls of Third Grade Basic Education classes.
She administered various vocabulary games and four comprehension tests, then compared the results to draw conclusions. The results of her findings showed that the
experimental group exposed to vocabulary games scored better in the tests compared to the control group. She also found that most of the learners were motivated by the
games to work on their vocabulary. One of the most well-known studies was the one conducted by Nguyen and
Khuat in 2003. Games, if the instructions and rules were explained clearly, could encourage students to use the language they learn in a meaningful way Nguyen
Khuat, 2003. Nguyen and Khuat 2003 added that “games contribute to vocabulary learning if they give students a chance to learn, practice and to review the English
language in a pleasant atmosphere.” DeCarrico as cited in Nguyen Khuat, 2003 emphasized that “words should not be learnt separately or by memorization without
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understanding.” In addition, Nation as cited in Nguyen Khuat, 2003 stated that “learning new words is a cumulative process, with words enriched and established as
they are met again.” The statements emphasize the importance of repetition in vocabulary learning.
The research was conducted in Vietnam at the Distance Education Center DEC for a period of two weeks. This research involved 20 students. Nguyen and
Khuat noticed that most Vietnamese students learned vocabulary passively. They were simply asked to take note of some words and their meanings. The words they
learned mostly came from their text book. They stopped when they knew the meanings of the words and were discouraged to learn to use the words in context.
Considering those factors, Nguyen and Khuat wanted to see how the students would react to the use of games in teaching English and if games could help improve their
existing vocabulary. They emphasized the use of as many games as possible to elicit their students’ response and to understand how the students would progress and react,
as well as to see if unanticipated problems would arise from the use of games. They did an oral interview to understand their expectations, problems, and progress in their
process of learning vocabulary and conducted post-class survey by distributing questionnaire to elicit their personal feelings and their own experiences in learning
vocabulary. They also observed the class and reflected the results of their observation on their previous journal to compare the results.
Based on the results, there were several factors which should be taken into account when games were going to be used in a classroom. The factors included
