vocabulary is a list of words in a language that is used by the individual speaker to convey the

meaning or to express what the speaker wants to say. Vocabulary is the key to communicate.
Without vocabulary, someone cannot say what he wants to say, cannot write what he wants to
write, or cannot read and understand what he wants to read. Vocabulary is a powerful carrier of
meaning, and it forms the basis of learning a second language. The game in teaching is one of
the many ways to make the learning process more effective and interesting. Games is crucially
important for English language learners and teachers, not only because they provide enjoyment
and relaxation, but also as they encourage students to use their language in a creative and
communicative manner (Yolageldili & Arikan : 2011). Besides, games are attention grabbing
and attention holding. Some teachers think that language games are a waste of time and prefer
not to use them in a classroom since games sometimes have been considered only for its one
element, that is fun (Deesri, 2002). On the other hand, Rizki, et al (2013) suggested that using
picture games in the classroom would make the students fun that they would learn better and
faster. Jaramillo (2012) also states that the crossword puzzle activity may prove to be a
meaningful learning experience for building, understanding, and improving the retention of
terms associated with a particular knowledge area. Productive vocabulary involves words
language learners use to express their thoughts and ideas in speaking and writing. Since both
speaking and writing are productive skills, Nandy (1994:i). Receptive vocabulary concerns
words language learners use in order to understand what they hear in speech, and words used to
understand what they read. It is generally acknowledged that language learners need receptive
vocabulary for their listening and reading.
Word and Vocabulary
A few researchers, such as Jackson and Amvela (2000); Richards et al. (1992); and Hornby et
al. (1984), have viewed word and vocabulary in a comparative way. Word is “an uninterruptible
unit of structure consisting of one or more morphemes and which typically occurs in the
structure of phrases. The morphemes are the ultimate grammatical constituents, the minimal
meaningful units of language”, while vocabulary (which is synonymous with ‘lexis’, or
‘lexicon’) is viewed as “a collection of words” or “a package of sub-sets of words that are used
in particular contexts”. Richards et al. (1992:406) define the term word as “the smallest of the
linguistic units which can occur on its own in speech or writing”, but vocabulary, as “a set of
lexemes which includes single words, compound words and idioms”. Besides, word is defined
as “sound or combination of sounds forming a unit of the grammar or vocabulary of a
language”, whereas vocabulary as “the total number of words which make up a language; and a
range of words known to, or used by a person” (Hornby et al., 1984). In addition, regarding the
definition of word and vocabulary, a word is “a unit formed of sounds or letters that have
ameaning” (Sheeler and Markley 2000:2), while vocabulary is defined as “total number of
words we know and are able to use” (Nandy 1994:1; Sesnan 2001:123). We can see, based on
some scholars’ view points of word and vocabulary, that word is the smallest meaningful unit
of language used for making phrases and sentences that usually represents an object, idea,
action, etc. Vocabulary is seen as “a set of lexemes - the study of vocabulary items – which
includes single words, compound words and idioms”. In other words, a word is a form which
can occur in isolation and have meaning, or a sound or combination of sounds forming a unit of
the grammar or vocabulary of a language, and so act as ‘a part of vocabulary’ in a language.
Therefore, vocabulary consists of more than just single words (Read 2000: 20; Richards
2000:xi), and more than this, vocabulary concerns not only simple words in all their aspects,
but also complex and compound words, as well as the meaningful units of language (Jackson
and Amvela 2000:1-2). Regarding vocabulary learning, there is no question that vocabulary
learning is referred to as learning “a collection or the total stock of words in a language that are
used in particular contexts”. To be precise, vocabulary learning means learning a package of
sub-sets of words as well as learning how to use strategies to cope with unknown or unfamiliar
words. “The more words one is able to use correctly, the better one will be able to express
oneself easily and with self-confidence and
to understand the world one lives in” (Nandy 1994:1). Without grammar, very little can be
conveyed; without vocabulary, nothing can be conveyed” (Wilkins 1972:111).
There is no question that in a good language learning classroom, both vocabulary and grammar
are essential, but when compared vocabulary with grammar, vocabulary is much more
important and should receive more attention than grammar. Allen (1983:5) indicates that in the
best classes, neither grammar nor vocabulary is neglected, but vocabulary is more essential and
should be taught before grammar. Likewise, Flower (2000:5) states, “Words are the most
important things students must learn. Grammar is important, but vocabulary is much more
important”. This is consistent with Lewis (1993:115) who also views the importance of
vocabulary as the centre of language teaching and learning since language consists of
‘grammaticalised lexis, not lexicalised grammar’ and ‘grammar, as structure, is subordinate to
lexis’. That is to say, these scholars see that the words are preceded by the grammar. This
confirms what we know from our own experience that one can understand others even if they
pronounce words badly, and make grammatical mistakes, but without the mediation of words,
any meaningful way of communication is rather impossible. To be precise, vocabulary seems to
be the key to language learning, and thus, is accepted to be more important than grammar.
Richard (2005:5) says that vocabulary is core component of listening, speaking, reading and
writing. Vocabulary is very important to be learnt by the students who want to master a
language.

1. How is the preparation of the strategies used by English teacher to teach vocabulary at Genta
English course?
a. Curriculum
b. Syllabus
c. Lesson plan
d. Method
e. Media

2. How is the implementation of the strategies used by English teacher to teach vocabulary at
Genta English course Pare-Kediri in the terms of :
a. Pre- Teaching
b. Whilst Teaching
c. Post- Teaching
3. How is the students’ response after learning vocabulary?
4. How is the evaluation of strategies used by English teacher to teach vocabulary at Genta
English course?
Vocabulary is the foundation of language and plays an important role in all aspects of language
using, including
reading, writing, speaking, and listening. Without a solid vocabulary base, language learners
may have
difficulties in understanding texts, expressing ideas, and communicating with others. Many
scholars have
emphasized the importance of vocabulary. For example, Wilkens (1972) pointed out that
without grammar, very
little can be conveyed; without vocabulary, nothing can be conveyed. McCarthy(1990) also
emphasized the
importance of vocabulary in language and language learning. “If language structures make up
the skeleton of language, then it is vocabulary that provides the vital organs and
the flesh” (Harmer, 1991:153). The linguist David Wilkins (1972:111) stressed the
importance of vocabulary: “Without grammar very little can be conveyed, without vocabulary
nothing can be
conveyed”. Vocabulary is an important and essential element in language learning. Vocabulary
as one of the main components should be taught since the beginning level (young learners)
(Pinter, 2006). Teaching vocabulary to children is different from teaching vocabulary to
teenagers and adults, because different age has different needs, competencies, and cognitive
skill (Harmer, 2001).
Receptive vocabulary
Receptive vocabulary is words items which can only be recognized and comprehended in the
context of reading and listening material but do not use it in speaking and writing.
Productive vocabulary
Productive vocabulary is the words that the learners understand and can pronounce correctly
and use constructively in speaking and writing. Productive vocabulary can be addressed as an
active process. Mnemonics should have two important elements, visual elements and self-
generated. This technique involves devising an image that typically connects the pronunciation
of the second language word with the meaning of a first language word.
Young learners have a short attention to the lesson. Krashen (as cited in Gursoy, 1973) states
that, “lateralization of the brain is complete before puberty, and it is not a barrier to accent-free
second language learning by adults”.
The reason why the teacher used those techniques were: (1) Help the students remember their
vocabulary, (2) Attract the students’ attention to the lesson, (3) The techniques can be used in
any situation.
Vocabulary is one of the essential aspects for successful second language use because, without
an extensive vocabulary, one will not be able to use the structures and functions he or she may
learn for comprehensive communication. . On the other word, vocabulary has an important role
in English language teaching. Haycraft, quoted by Hatch and Brown 1995: 369, divides two
kinds of vocabulary, namely receptive vocabulary and productive vocabulary. a. Receptive
Vocabulary, Receptive vocabulary is words that the learners recognize and understand when
they are used in the context, but which they cannot produce. It is vocabulary that the learners
recognize when they see or meet in reading text but do not use it in speaking and writing. b.
Productive Vocabulary Productive vocabulary is the words that the learners understand, can
pronounce correctly, and use constructively in speaking and writing. It involves what is needed
for receptive vocabulary plus the ability to speak or write at the appropriate time. Therefore,
productive vocabulary can be addressed as an active process, because the learners can produce
the words to express their thoughts to others.
Five Games That Can Be Used in Teaching Vocabulary to Young Learners
Games, as stated before, are interesting methods to teach young learners vocabulary. They help
students in
learning their vocabulary effectively without boredom and they will acquire the lessons easily.
For the reason of
space, the games that will be discussed in this section are Hot Potatoes, Memory Challenge,
Last One Standing,
Pictionary, and Bingo.
The first game is called ‘Hot Potatoes.’ The class is divided into group A and B with both
teams sitting on the
opposite sides of the classrooms. Two chairs will be placed in the middle of the class so that
whoever sits on the
chair will face her/his team and the board must be behind the them. Then, their teacher writes a
word on the
board, but the student on the chair will not see it. Each team will have one minute after
signaling the beginning
of the game. The other students are allowed to use verbs so that their seated teammate can
guess the word written
on the board. They should not say the exact word written on the board.
‘Memory Challenge’ is another game that could be used to teach vocabularies to young
learners. Students have
to sit in pairs or form small groups. Each group is given three minutes to write down as many
words as they can
remember from their previous lesson e.g. animals. The group that recalls most words will win
the game.
The third game is ‘Last One Standing’ where a topic is given to the children e.g. fruit. They
have to stand up in a
circle and the teacher count to three and give out the topic. After that, the first student in the
circle will have to
give a word related to the topic and so on. The students who can not say a new word or repeat
the words of the
last student has to take a seat. The last student standing will be declared the winner.
‘Pictionary’ is the fourth example of games that could be used to teach vocabulary to young
learners. The class
have to be divided into two teams. Each team will sit on the opposite side of the classroom. One
student from
both teams will be asked to come to the board where the teacher will give out a word or phrase
for the student to
be drawn on the board as a clue. The team who can guess the word will get the point.
The last game to be discussed is called ‘Bingo.’ In this game, the teacher writes 10 words on the
board and every
student choose five words and write them down. After that, the teacher selects one word in a
random way
without saying it and give the students its definition or synonym. If a student guessed the right
word, he or she
should shout BINGO! and wins the round. corpus is basically a collection of texts which is
stored in a computer. The
texts can be written or spoken language. Written texts like newspapers and
magazines can be entered into the computer from a scanner, a CD, or the
Internet. Spoken texts, like conversations