Using word games to improve vocabulary mastery of XI Teknik Gambar Bangunan a students in SMKN 2 Depok - USD Repository

USING WORD GAMES TO IMPROVE

  VOCABULARY MASTERY OF XI TEKNIK GAMBAR BANGUNAN A STUDENTS IN SMKN 2 DEPOK A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Made Desya Somasari

  Student Number: 081214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

USING WORD GAMES TO IMPROVE

  VOCABULARY MASTERY OF XI TEKNIK GAMBAR BANGUNAN A STUDENTS IN SMKN 2 DEPOK A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Made Desya Somasari

  Student Number: 081214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

  

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ABSTRACT

  Somasari, Made Desya. (2012). Using Word Games to Improve Vocabulary Mastery

  

of XI Teknik Gambar Bangunan A Students in SMKN 2 Depok. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  In order to function well in the language being learned, it is important to understand the meanings and functions of adequate numbers of words and be able to use them appropriately. However, most of the students of XI Teknik Gambar

  

Bangunan A (TGBA) class in SMKN 2 Depok found it difficult to deal with English

  because of their limited vocabulary. The observation results showed that they did not perform well in their test because they did not know the meanings of some words. They also did not know that similar words could carry different meanings or could be categorized into different parts of speech.

  The research aimed to overcome the problem related to the limited vocabulary of XI TGBA students. Word games were chosen as the solution to the problem since they suited the learners’ characteristics. Word games were intended to help the students to acquire and recognize English words and their meanings as well as to categorize the words into the correct parts of speech. The problem that the researcher tried to answer was how word games helped XI TGBA students of SMKN 2 Depok improve their vocabulary mastery.

  This research used Class Action Research (CAR) method. The research participants were 31 students of XI TGBA class in SMKN 2 Depok, Sleman, Yogyakarta in the 2011/2012 academic year. There were three cycles in this research; each cycle was completed in one meeting. The instruments used to gather data were students’ personal pre-implementation and post-implementation vocabulary list, observation checklist, field notes, questionnaire and interview.

  From the data analysis, it was found that word games motivated the students to participate actively in the learning process and to grow interest in learning English. The number of students writing correct words, meanings, and parts of speech after the implementation of the games increased. The percentage of correct number of words, meanings, and parts of speech written in their vocabulary list also increased. Teachers are encouraged to use word games to add variety to the lesson and adapt the most suitable procedures to be implemented in their classroom. Keywords: class action research, vocabulary, word games

  

ABSTRAK

  Somasari, Made Desya. (2012). Using Word Games to Improve Vocabulary Mastery

  

of XI Teknik Gambar Bangunan A Students in SMKN 2 Depok. Yogyakarta: Program

Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Agar dapat mempergunakan bahasa dengan baik, seseorang harus memiliki penguasaan arti dan jenis kata yang cukup memadai serta mempergunakannya sesuai makna dan fungsinya. Namun sebagian besar siswa XI Teknik Gambar Bangunan A (TGBA) di SMKN 2 Depok menemukan kesulitan dalam mempelajari Bahasa Inggris karena terbatasnya kosakata Bahasa Inggris yang mereka miliki. Hasil pengamatan menunjukkan rendahnya nilai ujian siswa karena mereka kurang memahami makna dan jenis kata. Mereka juga tidak mengetahui bahwa kata yang sama dapat memiliki arti berbeda atau diklasifikasikan ke dalam jenis kata berbeda.

  Penelitian ini bertujuan untuk mengatasi permasalahan terkait keterbatasan kosakata siswa XI TGBA. Permainan kata dipilih sebagai solusi karena sesuai dengan karakteristik siswa. Permainan kata bertujuan untuk membantu siswa mengenal dan menyerap kata-kata Bahasa Inggris beserta artinya dan membantu menggolongkan kata secara tepat. Permasalahan yang ingin dijawab oleh peneliti adalah bagaimana permainan kata dapat membantu siswa XI TGBA di SMKN 2 Depok meningkatkan penguasaan kosakata mereka.

  Penelitian ini menggunakan metode Penelitian Tindakan Kelas. Responden penelitian ini adalah 31 orang siswa XI TGBA di SMKN 2 Depok, Sleman, Yogyakarta tahun ajaran 2011/2012. Penelitian ini terdiri dari tiga siklus. Tiap siklus diselesaikan dalam satu pertemuan. Instrumen penelitian yang digunakan untuk mengumpulkan data yaitu daftar kosakata pribadi siswa sebelum dan sesudah implementasi, lembar observasi, catatan lapangan, kuesioner dan wawancara.

  Permainan kata membantu memotivasi siswa untuk berpartisipasi aktif dalam proses pembelajaran dan menumbuhkan minat siswa belajar Bahasa Inggris. Jumlah siswa yang menuliskan kata, arti, dan jenis kata setelah permainan dilakukan mengalami peningkatan. Jumlah kata, arti, dan jenis kata yang ditulis dengan benar juga meningkat. Para guru disarankan untuk menggunakan permainan kata guna memberi variasi dalam metode pembelajaran, serta mengadaptasi prosedur yang paling cocok untuk diterapkan di kelas mereka. Kata kunci: penelitian tindakan kelas, kosakata, permainan kata

  

ACKNOWLEDGEMENTS

  First and foremost, I send my deepest gratitude to Ida Sang Hyang Widhi Wasa. I believe that His blessings have guided me to the path where I am now. I am greatly indebted to my parents, I Wayan Kartu Hendradiyasa and Dwi

  

Ratmini, for their love, trust, and endless support. I thank my sister, Ni Wayan

Shanti Devi Mahaswari, S.S., for her advices, and for being there when no one else

  was, and V. Jarot Budi W. for his kindness and support.

  It is an honor for me to thank all PBI lecturers who have shared their knowledge, wisdom, and life stories. I address my deepest gratitude to my advisor,

  

Made Frida Yulia, S.Pd., M.Pd., for her advice, friendship, and patience during the

  completion of this thesis. I also thank my academic counselor, Dr. Retno Muljani, M.Pd., for her time and precious advice.

  I am also indebted to the teachers and staff of SMKN 2 Depok for their hospitality and help when I was doing my research. I personally thank Endang

  

Listyandari, S.Pd. for her patience and encouragement, and Yuliana Sri

Wahyundari, S.Pd., M.Hum. for giving me the chance to conduct the research in

  her class.

  For my dearest friends and loyal supporters—Bella, Clara, Delis, Pita, Rei,

  

Siwi, Okta, Kristin, Sr. Klarina, Ayu, Putri—thank you for the great experiences I

  have had during my college years, and beyond. I also appreciate the support and companionship of all friends, seniors, and juniors in PBI and other study programs.

  I am really grateful for my lovely Thai friends and talented table tennis athletes—Benz, Max, Biew, Palm, Bright, Aam, Mo—for showing me that every drop of sweat is the beginning of a hope. I thank Dr. Tanin Santiwattanatarm and his wife, Maneeratana, for teaching me a lot of things in such a short time. Lastly, I thank everyone whom I cannot mention one by one for their help and support.

  Made Desya Somasari

  

TABLE OF CONTENTS

  Page TITLE PAGE …………………………………………………………………….. i APPROVAL PAGES ……………………………………………………………. ii DEDICATION PAGE …………………………………………………………… iv STATEMENT OF WORK ORIGINALITY ……………………………………. v

  

PERNYATAAN PERSETUJUAN PUBLIKASI …………………………………… vi

  ABSTRACT ……………………………………………………………………… vii

  

ABSTRAK ………………………………………………………………………… viii

  ACKNOWLEDGEMENTS ……………………………………………………… ix TABLE OF CONTENTS ………………………………………………………… x LIST OF TABLES ……………………………………………………………….. xii LIST OF FIGURES ……………………………………………………………… xiii LIST OF APPENDICES …………………………………………………………. xiv

  CHAPTER I. INTRODUCTION A. Research Background ………………………………………….

  1 B. Research Problem .……………………………………..……....

  5 C. Problem Limitation …………………………………………….

  5 D. Research Objective …………………………………………….

  6 E. Research Benefits ………………………………………………

  6 F. Definition of Terms …………………………………………….

  7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………………………………………..

  9 1. Vocabulary Mastery …………………………………............

  9

  a. Definition of Words ………………………………………. 9

  b. Vocabulary Knowledge …………………………………... 10

  3. Review of Related Studies ………...………………………… 14

  B. Theoretical Framework ………………………………………… 17

  CHAPTER III. RESEARCH METHODOLOGY A. Research Method ………………………………………………. 21 B. Research Setting ……………………………………………….. 22 C. Research Participants …………………………………………... 23 D. Instruments and Data Gathering Technique …………………… 23 E. Data Analysis Technique ………………………………………. 28 F. Research Procedure …………………………………………….. 29 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Description of the Implementation of Word Games ……… 31

  1. The Implementation of Word Games in Cycle One ...………. 32

  2. The Implementation of Word Games in Cycle Two ...………. 37

  3. The Implementation of Word Games in Cycle Three .………. 41

  B. Contribution of Word Games to the Improvement of Students’ Vocabulary Mastery .......……………………………………..… 45

  CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ……………………………………………………. 57 B. Recommendations …………………………………………….… 58 REFERENCES …………………………………………………………………… 60 APPENDICES ……………………………………………………………………. 62

  

LIST OF TABLES

  Table Page

Table 4.1 Students’ Scores and Word Frequency in Cycle One

  (Pre-Implementation)………………………………………………..…. 33

Table 4.2 Students’ Scores and Word Frequency in Cycle One

  (Post-Implementation)………………………………………………..… 36

Table 4.3 Students’ Scores in Cycle Two (Pre-Implementation & Post-

  Implementation) ……………………………………………………..… 40

Table 4.4 Students’ Scores in Cycle Three (Pre-Implementation & Post-

  Implementation) ……………………………………………………..… 43

Table 4.5 Results of the Questionnaire …………………………………………... 52

  

LIST OF FIGURES

  Figure Page Figure 2.1 Theoretical Framework ……………………………………………….

  18 Figure 4.1 Number of Students Writing ≥50% of Words, Meanings, and Parts of Speech Correctly in Cycle One …...……………………………….…. 46

Figure 4.2 Number of Students Writing ≥50% of Words, Meanings, and Parts of Speech Correctly in Cycle Two ………………………………….…...

  48 Figure 4.3 Number of Students Writing ≥50% of Words, Meanings, and Parts of Speech Correctly in Cycle Three ………………………………….….

  49 Figure 4.4 The Increase in Students’ Average Scores and Number of Successful Students ………………………………….……………………………

  50

LIST OF APPENDICES

  Appendix 1 Letters of Permission ……………………………………………… 63 Appendix 2 Lesson Plan and Teaching Instruments of Cycle One ……………. 66 Appendix 3 Lesson Plan and Teaching Instruments of Cycle Two ……………. 71 Appendix 4 Lesson Plan and Teaching Instruments of Cycle Three ….………. 76 Appendix 5 Samples of Students’ Worksheets in Cycle One …….………….… 81 Appendix 6 Samples of Students’ Worksheets in Cycle Two ……………….… 88 Appendix 7 Samples of Students’ Worksheets in Cycle Three ……...………… 94 Appendix 8 Samples of Students’ Questionnaire ……………………………… 99 Appendix 9 Questionnaire Raw Data …………………..……………………… 104 Appendix 10 Interview Guide …………………………..………………………. 107 Appendix 11 Interview Transcript ……………….……………………………… 109 Appendix 12 Observation Checklist ……………….…………………………… 113 Appendix 13 Field Notes ……………………………………………………….. 117

CHAPTER I INTRODUCTION In this chapter, the researcher presents the research background, problem

  formulation, problem limitation, the objective and benefits of the research, and the definition of terms.

A. Research Background

  As a means of communication, language provides language learners with various aspects to acquire. By learning English as a second language, many learners in different parts of the world whose mother tongues are not English are expected to be able to use English appropriately for written and oral purposes. In order to have broad knowledge on English, they need to possess the linguistic knowledge of English; among them are lexical, grammar, and discourse knowledge (Grabe and Stoller, 2002, p. 42).

  Lexical knowledge is closely related to vocabulary. Vocabulary is one of the main aspects that learners have to master in order to be able to read, write, speak, and listen well in the language being learned. Mastering the meanings and functions of adequate numbers of words and being able to use them accurately are basically the goals learners have to consider when learning a second language.

  However, most of the learners, in this case the students of XI Teknik Gambar

  

Bangunan A (TGBA) class in SMKN 2 Depok, admitted that they found it difficult to

  deal with English because they had very limited vocabulary. When the researcher asked them the synonym of ‘hunger’, they could not mention any other words to substitute it. It was their first time hearing the words ‘starvation’ and ‘famine.’ They also did not know that the word ‘swallow’ could also function as a verb; they only knew that the word ‘swallow’ was a noun representing the name of a bird.

  The results of their progress test showed that none of them scored above the passing grade, which was 80. When they were discussing the answers with the teacher, it was found that the students had difficulties in describing some words although the words had been discussed in the previous meeting, e.g. the words ‘hardworking’ and ‘reliable.’ They also failed in distinguishing words with similar meanings such as ‘horrible’ and ‘terrible.’ Some of their answers were incorrect because they did not understand the meanings of some words. Even though they were able to use the correct form of conditional sentence, the sentence that they should have related correctly carried illogical sense of meaning because they did not know the meaning of some key words used in the questions.

  This kind of limitation rooting from the lack of vocabulary can be discouraging, which may lead to students’ failure in other areas of English mastery as mentioned above, namely grammar and discourse knowledge. This problem had also been a concern which called for a greater attention that the researcher decided to conduct a class action research. This type of class action research conducted by the researcher was directed to improve XI TGBA students’ vocabulary mastery.

  A number of research had been conducted to introduce games as a means of vocabulary learning. Games, if the instructions and rules are explained clearly, can encourage students to use the language they learn in a meaningful way (Nguyen and Khuat, 2003). Nguyen and Khuat (2003) add 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.” Games are intended to keep the students relaxed, interested, and active at the same time. Some games may also allow the students to experience real-world tasks as they contain activities and language forms often used for communicative purposes. Lewis and Bedson (1999) explain the advantage of using games in the following statement.

  Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. The game context makes the foreign language immediately useful to the children. It brings the language to life (p. 5) The games used in this class action research were word games aiming to encourage students’ participation. The games mainly focused on building and reviewing students’ vocabulary. The students were asked to work in groups when they were doing the games.

  The games were used to introduce new words as well as to review the words they had encountered prior to the implementation of the games. When used to introduce new words, the games aimed to assess the students’ existing knowledge of certain words. Meanwhile, when the words were reviewed, the games aimed to develop the students’ understanding on several words they had learned before and how the words should be categorized into the correct parts of speech.

  This research becomes important due to the fact that most of the XI TGBA students in SMKN 2 Depok are still unaware of the importance of recognizing and categorizing English words into the correct parts of speech. To be able to use the words appropriately, they need to understand that words have their own meanings and functions. It is important for them to understand how a noun, verb, adjective, or adverb can function effectively to deliver a message in the target language. In order to be able to do this, it is important for them to refine their English skills, including their understanding of English vocabulary. It is an essential part which will influence other skills such as reading, writing, listening, and speaking skills.

  By taking part in this research, the students would also be accustomed to learning new words and establishing the words they had learned in their mind. The use of games in this research was intended to increase their motivation and participation, especially because of the characteristics of games which allow students to be involved directly in the classroom activities as they work with their peers. Games also offer a more pleasant classroom atmosphere which suits the students’ active and responsive characteristics. As a solution to their problem, an action research aiming to improve vocabulary mastery of XI TGBA students in SMKN 2

  B. Research Problem To present the research, the analysis will be based on the following question.

  How do word games help XI Teknik Gambar Bangunan A students in SMKN

  2 Depok to improve their vocabulary mastery?

  C. Problem Limitation

  The research of using word games to improve XI TGBA students’ vocabulary mastery is categorized into class action research. Kemmis and McTaggart (1988) explain that action research conducted to overcome problems appearing in a classroom occurs through a dynamic and complementary process consisting of four essential moments of planning, action, observation, and reflection (p. 32). In this research, all of the aforementioned stages were applied in the setting of XI TGBA classroom.

  The participants of this research were the students of XI TGBA in SMKN 2 Depok, Yogyakarta, 2011/2012 academic year. This research focused on the use of word games to improve XI TGBA students’ vocabulary mastery. Games were chosen in order to create a livelier atmosphere of learning which was expected to increase students’ participation and encourage their understanding of English words. Seeing that the students were active, enthusiastic and responsive, games were considered to suit the students’ characteristics. Therefore, this research was limited to a study of using word games to improve XI TGBA students’ vocabulary mastery.

  D. Research Objective

  The objective of this research is to overcome the problems related to the limited vocabulary of XI TGBA students. By using games, it is expected that the students will be able to easily acquire and recognize English words and their meanings as well as to categorize the words into their correct parts of speech.

  E. Research Benefits

  There are several benefits which can be obtained from this research. The benefits of the research are described as follows.

  1. The Students of XI TGBA in SMKN 2 Depok, Yogyakarta

  By participating in the games conducted by the researcher, students will be able to improve their vocabulary mastery. The games are expected to aid the students in learning new words and their meanings easily by giving them a clearer concept of how the words are supposed to be used for various purposes. The use of word games are aimed to make the learning activities more fun and exciting for the students.

  2. The Teachers in SMKN 2 Depok, Yogyakarta

  The benefit of this research for the teachers is that they will be able to help the students improve their vocabulary mastery by conducting learning activities in a lively atmosphere.

  3. Other Researchers

  Other researchers who are interested in investigating a topic similar to that of research in accordance with the use of games to improve vocabulary mastery of English as a Second Language (ESL) learners.

F. Definition of Terms

  To provide a better understanding of the content of the research, some terms used in the study are defined as follows.

  1. Word Games

  Games in general are activities in which a visible set of rules guides the actions of the participants and an element of strategy is present (Maley, 1999). In this research, word games are used to assist XI TGBA students in SMKN 2 Depok in mastering vocabulary by finding their meanings and identifying their correct parts of speech. Word games require the students to participate in the activities focusing on introducing and establishing words discussed in the meetings conducted by the researcher.

  2. Vocabulary Mastery

  Nguyen and Khuat (2003) explain that “in order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately.” In this research, vocabulary mastery implies a condition in which XI TGBA students in SMKN 2 Depok as language learners are able to know the meaning of a word and categorize them based on their correct parts of speech so that they would be able to use the words appropriately in context.

3. XI TGBA Students of SMKN 2 Depok

  XI TGBA is one of the classes in SMKN 2 Depok. The students in this class usually deal with drawing and architecture. The observation done as a preliminary action in this class revealed that they found difficulties in learning English since they had limited vocabularies. They also found memorizing words and formulas to construct English sentences difficult; therefore, games which would help them to learn English happily and easily were chosen as the solution to their problem.

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents the theoretical description and theoretical framework of the research. A. Theoretical Description There are three main points to be described in this section, i.e. vocabulary

  mastery, word games, and research studies which are relevant to the topic of using word games to improve vocabulary mastery.

1. Vocabulary Mastery

  In order to understand the concept of vocabulary mastery, definition of words and vocabulary knowledge are described as follows.

  a. Definition of Words Read describes words as “the basic building block of language, the units of meaning from which larger structure such as sentences, paragraphs and whole texts are formed” (2000, p. 1). In order to avoid confusion, Read also makes a clear distinction between words and lexical phrases. He describes lexical phrases as a unit consisting of groups of words which resemble a grammatical structure but “operate as units with a particular function in spoken or written discourse” (Nattinger and DeCarrico, as cited in Read, 2000, p. 22).

  Words in English can be classified into a number of parts of speech. The number of parts of speech into which words are classified may differ from one another. However, the majority of experts make clear categorization consisting of eight parts of speech, i.e. nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjuctions, and interjections. Knowing which parts of speech a word belongs to may help to understand how the word functions in a sentence. Since some words can be classified into several parts of speech, most of the time it is important to look at how a word functions in a sentence before determining which part of speech it belongs to.

  Related to the level of difficulty of each part of speech, Rodgers (as cited in Read, 2000, p. 40) explains that nouns and adjectives are the easiest ones to learn, while verbs and adverbs are the most difficult ones. His statement is supported by the findings of Ellis and Beaton (as cited in Read, 2000, p. 40) which elaborate the reason why nouns are the easiest one. They explain that it is because most learners are able to quickly form mental images of nouns and relate them to the target words.

  b. Vocabulary Knowledge Nation (2000, p. 31) lists a description of knowing a word into having various receptive and productive knowledge of a word. Receptive knowledge involves the ability of understanding the words through reading or listening activities, while productive knowledge involves the ability of using and spelling the words meaningfully and correctly in writing or speaking activities. The list provided by Nation (2000, p. 27) elaborates how the questions of learners possession of the receptive and productive knowledge on words form, meaning, and use should be addressed.

  Form spoken R What does the word sound like? P How is the word pronounced? written R What does the word look like? P How is the word written and spelled? word parts R What parts are recognizable in this word? P What word parts are needed to express this meaning?

  Meaning form and meaning R What meaning does this word form signal? P What word form can be used to express this meaning? concept and R What is included in the concept? referents P What items can the concept refer to? associations R What other words does this make us think of?

  P What other words could we use instead of this one? Use grammatical R In what patterns does the word occur? functions P In what patterns must we use this word? collocations R What words or types of words occur with this one?

  P What words or types of words must we use with this one? constraints R Where, when, and how often would we expect on use to meet this word?

  (register, P Where, when, and how often can we use frequency…) this word? R = receptive knowledge P = productive knowledge

  Nation (2000, p. 27) In regard to this, Schmitt (n.d.) states that “complete mastery of all of the lexical knowledge comprises various kinds of word knowledge that cannot be mastered all at once. As a consequence, the process of learning a word should be incremental. Words need to be met, stored, and used for several times to be fully mastered.

  Nation (2000, p. 6) also underlines the importance of increasing and establishing vocabulary in teaching vocabulary. If teaching and learning activities are directed to increase learners’ vocabulary, then they have to be introduced to new words that they have not known before. This process signifies the beginning of their learning. On the other hand, establishing vocabulary means to encourage their knowledge of particular words. When their vocabulary is established, the knowledge will develop and expand. Establishing vocabulary also means to build on and strengthen the initial knowledge they have, possibly from the process of increasing vocabulary.

2. Word Games

  Games in general are “activities in which a visible set of rules guides the actions of the participants and an element of strategy is present” (Maley, 1999). The participants are required to obey the rules of the games and avoid violating them in order to be able to play fairly. Strategy is an important part of games since it guides the process of carrying out the games with the purpose to win.

  Based on Lee and McCallum’s categorization of games in language teaching and learning (as cited in Luu, 2012), the types of games which can be used in 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.

  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 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.