Julien Arief Wicaksono
• Vocabulary is a bridge to learn other language skills
• The core of a language is its vocabulary (Zimmerman
in Amer, 2002 and Coady & Huckin, 1997:5).
• Vocabulary mastery can affect the mastery of a
language (Tarigan, 1989:2).
• Thus, mastering vocabulary is required to master a
• In order to master a language, students must learn its vocabulary.
• the more vocabulary students know, the better understanding they will
have (Bob, 2010).
• Most common hurdle for students in learning vocabulary is memorizing
the meaning (Batia, 1988:6).
• Hence, students are reluctant to learn new vocabulary.
• This hurdle can lead to restrict students vocabulary mastery.
• As a result, students can only communicate with the target language in
• To puzzle out this, teachers need to find an interesting technique for
• Students need to be motivated to learn vocabulary (Sasson, 2007).
• Using games in classrooms can motivate students to take part in teaching
& learning activities (Sasson, 2007 and Ludwig & Swan, 2007:xi).
• Games can be a medium in using a language (Shemesh and Waller, 2000).
• Various games can be applied in teaching vocabulary, “Bingo” is one of
recommended games (Sasson, 2007).
• Bingo is a good example game to teach vocabulary since a lot of people
know how to play and almost every skill can be put into this game
• Vocabulary is a kind of words that students
must know to comprehend the text (Lehr et al,
• Thus, if they do not have enough vocabulary,
their understanding of the text will not
Adapted from William, C. B., 1970
AMERICAN ENGLISH & BRITISH
• English has many varieties.
• The most common varieties used in Indonesia are American
English (AmE) and British English (BrE).
• There are few differences of grammar and spelling, and rather
more differences of vocabulary and idiom (Swan, 2007:50).
• However, somehow these two varieties sometimes caused
problems to Indonesian students.
• For instance, students usually understand the word “taxi” but
they don’t know the word “cab” and so on.
AMERICAN ENGLISH & BRITISH
• There are many differences in vocabulary between
AmE and BrE.
• Sometimes the same word has different meaning
(AmE mad = ‘angry’; BrE mad = crazy).
• Sometimes different words are used for the same
idea (AmE truck = BrE lorry).
• The following is a few examples of the words in
American English and its equivalents in British English
adopted from Practical English Usage by Michael
For a larger list with more complete
information, see The British/American Dictionary
by Norman Moss, published by Hutchinson.
TECHNIQUES IN TEACHING
• Gairns and Redman (1986: 73-76) suggest three techniques that can be
used in teaching vocabulary:
1. Visual Techniques
b) Mime and Gesture
2. Verbal Techniques
a) Use of illustrative situation (oral or written)
b) Use of synonymy and definition
c) Contrast and Opposites
e) Examples of the type
STAGES IN TEACHING
• Generally there are three stages in teaching
vocabulary (Nation and Newton, in Coady
and Huckin, 1997:240; Gairns and Redman,
and 1998:73; Woodward, 1997:96).
KINDS OF GAME TO TEACH
Koprowski (2006) has suggested that there are ten good
games to teach students vocabulary. They are:
2. Memory Challenge
3. Last One Standing
8. Scrambled Letters
9. Q & A
• Bingo is a variation of an Italian lottery game by the
name of Lo Giuoco Del Lotto d'Italia.
• Bingo can be used as a wonderful game for playing
and teaching (Squidoo, 2010:1).
• Bingo is a good and competitive game that can be
used to concentrate students’ attention
• Moreover, Word Bingo is a fun way to teach spelling
and vocabulary (Smith, 2010:1).
THE PROCEDURE TO PLAY BINGO IN
• This procedure is adapted from Uchida (2003:1), Wright et.al (1996:114),
Amazon (2010:1), and Jones (2001:1). They were formulated as follows:
1. The teacher gives Bingo card to each group. (Uchida)
2. The teacher demonstrates the procedure of playing Bingo Game.
3. The groups have a few minutes to look through and observe the Bingo
4. The groups write the words provided by the teacher on the Bingo card.
5. One group says a word in its bingo loudly and clearly two times. (Uchida)
6. The other group should cross the word was called. (Wright)
7. The group who has crossed five words vertically, horizontally or
diagonally shouted Bingo. (Wright)
8. Then the teacher asked that group to read aloud his/her five words. If his
or her answer is correct, he becomes the winner. (Uchida)
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