English as an important foreign language has been using in many parts of human

beings such as technology, trading, international relationship, even education. English has
four major skills: listening, speaking, reading, and writing that the learners or the young
learners have to mastery those skill in order to master English. However, there is another
important skill, namely vocabulary. Vocabulary is the important role in a foreign
language. Allen (1997) stresses that vocabulary is an important aspect of language, she
adds that the young learners should master the vocabulary of that language well.
According to Thrombury (2008) vocabulary is the basic element of language, which plays
an important role in mastering language skills in young learner stages.

On the other hand, the more limited the young learners vocabulary, the less will
be their ability to communicate. Zhihong (2003) highlights that the young learners who
have limited vocabulary, absolutely they will get difficulties to communicate and express
something in English effectively and accurately, and supported by Nunan in Marlina,
(2004) that the young learners who have a lack of vocabulary, it will give the difficulties
in retaining the language. It is impossible for young learners to speak English fluently and
accurately as well as other language skill if the young learners have no enough
vocabulary.

Numbers of issues have appeared of teaching English vocabulary toward the young
learner such as they cannot sit well in the class, nor put their hand and listen to the
teachers explanation. Klein (1993:14) observed that the young learners tend to change
their mood every minute. The way of teaching English vocabulary is having no variation
that makes the students get boring. Mulyadi (www.kompas.com) states that English
makes the young learners boring, it is caused by the method of teaching focusses on
conventional methods only, the teacher just distributes a simple text, writes a list of
difficult words, tells the meaning of each word, and the young learners have to memorize
and finally do some exercises.

According to Rixon in Brumfit (1994: 33) says that in learning the language it better
through play or at least through fun activities. These techniques can be applied in the
classroom, make the classroom lively and it would help the young learners acquiring
English vocabulary. One of the example ways in teaching vocabulary to the young
learners is games. According to Syafei (2016: 83), games are the fun and young learners
enjoy to play them and it is supported by Thornbury (2008:102) that the games are a kind
of fun activity and very effective to treat in the classroom.

Piskozub in Uberman (1994) says that teaching English by using games give many
advantages. First, attracting the young learners attention. Second, improving the young
learners vocabulary. And the last, creating the fun climate. With those advantages, games
become one good technique of teaching English, especially vocabulary, so the young
learners will enjoy and will not realize that they are studying at the time. The game also
makes English lesson interesting. The interesting game for the young learner is a game
consists of the good challenge. Lee (1979) states that games are enjoyable activities that
have important virtues. According to Odell and Head (2003) game provides an enjoyable
way for teaching words and gives the students an opportunity the use of words in
memorable context. Schultz and Fisher (1988) says that games gain a new important in
English teaching world today and create useful contexts and employ meaningful language
because the game can reduce stress as one problem faced by young learners in the past.

Snakes and Ladders game was played between two or more players on a playing board
with numbered grid squares. It was the modification Snakes and Ladders games each of
the numbered grid squares consists of the question that the young learners have to answer
the question before going on to the next squares. This games will be easy for young
learners because they are familiar with this game. In this games, the student will learn in
real-world practicing newly-learned English vocabulary. These games also motivate the
young learners to learn a new language because they are the challenge to answer some
vocabulary item. In addition, the young learners do not realize that they are studying
vocabulary. According to Kusrini (2012) some procedures were used for teaching
vocabulary over the game are the teachers explain and preparing the tools of the game,
and the teacher demonstrating the game with some young learners in the front of the class
and play this game in a group while the teacher ensure that the game running well, give a
correction, and feedback.

II.Review of related literature

A. The Nature of Vocabulary

Vocabulary has a different perception toward the experts. Hornby (1975:65) states that
vocabulary is the total numbers of words which establish a language. In contrary,
Abdullah (1993) states that vocabulary is word or lexicon that has the meaning in context.
In additional, Nuttall in Nurdinalis (2002) says that vocabulary is a lexical item that can
be closely defined as any words or group of words with meaning that need to be learned
as a whole. According to Zimmerman in Yuhelfa (2007: 1) vocabulary is the main point
to language and of critical importance to the typical language learner. Morever, Rutledge
(2007) says that vocabulary is knowledge of word meaning.

1. Kinds of Vocabulary

In terms of the classification of vocabulary, Sen (1993) states that there are two types
of vocabulary, they are active and passive vocabulary. The active vocabulary that usually
appears in speech production refers to the word, which the young learners can understand,
pronounce and use correctly in speaking and writing. The young learners can understand
and pronounce the vocabulary correctly. Active vocabulary should be systematically
presented and practiced. And the Passive vocabulary is vocabulary which is recognized
and understood by the young learners when it is in context, but the young learners can not
produce it correctly. Passive vocabulary isn't used in speaking and writing, but the young
learners can understand when they hear and read the vocabulary and the young learners
can not produce passive vocabulary correctly.
 In the other hand, Robinett in Nurdinalis (2002) says that vocabulary divided into
productive vocabulary and receptive vocabulary. Productive vocabulary is used in
everyday speech and receptive vocabulary involves words that are not essential for
production in speaking and writing. Based on two ideas have the different term in
classifying the vocabulary, but has the same principles. The first type of vocabulary is the
one which is directly involved in the use of one's language in his communication, whether
it is spoken or written. The second type is the one which is indirectly involved in his
communication as mentioned above.

Moreover, according to Lado (1964: 117) the kind of vocabulary consist: Vocabulary
for communication in areas wide currency, Vocabulary to operate the pattern illustrate the
pronunciation of the language esthetic and technical vocabulary. In the first stage, there is
the vocabulary for communication. The young learners acquire the vocabulary items to
converse areas of currency. In the second state, vocabulary is used to operate and
illustrate the pronunciation of the language. The sound of the second language should be
kept as simple as possible in order to allow the teacher to concentrate on the grammatical
pattern and the sound system. And the last is vocabulary that used in the special field such
as in literacy and in the technical field.

2. The methods and the parts of vocabulary

According to McCarthy and ODell (1994: 8) there are nine - part of vocabulary
consists;

a. Noun words

b. Verb words

c. Adjective words

d. Article words

e. Adverb words

f. Preposition words

g. Conjunction words

h. Pronoun words

i. Gerund words.
Saswandra (2000: 9) says that there are three methods of teaching vocabulary:

a. The demonstration, it is done by giving demonstration the meaning of the word that is
going teach in the class.

b. Visual Aid, it is done by giving an explanation the meaning of the word by picture or
some visual aid.

c. The explanation, it is done by saying the opposite of word, synonym, and definition.

B. The Nature Of Snakes and Ladders game

Snake and Ladder Game is one of the examples of board games using dice and
counters. On a certain square on the grid number of the Ladders connecting two together
and a number of Snakes also connecting square together (Federick: 2004). Based on
English Collin dictionary Snakes and Ladders game was a British game played with a
board and dice. In additional, based on Oxford dictionary a childrens game played on a
special board with pictures of snakes and ladders on it. Players move their pieces up the
ladders to go forward and down the snakes to go back. Mohd Hafis Muaddab (2012)
states that Snakes and Ladder game had known as the Paramapada Sopanam, this game
has been developed by the Hindus to teach their children as a lesson of morality, and
became the traditional games in Indonesia. This game facilitates the students to learn
about interaction and socialization. and can be used as a tool to educate, entertain and to
build up interactive communication among the players.

A game board for Snakes and Ladders game is with squares measuring 30 x 30 cm.
Starting with the number 1, which is from the bottom left corner up to number 10 in the
lower right corner, from right to left starting number 11 on the second line until number
20 and so on until the number 100 in the upper left corner. A ladder provides a shortcut to
a square nearer the finish and a snake obliges a player to return to a square nearer the
start. On certain squares on the board are a numbered of ladders connecting two squares
to a square of a high number. It also has Snakes leading from a high numbered square
down to one of a lower number.

III. Discussion

The teacher prepares the equipment of the game. Such as a dice and counters and a
board; and five colors of paper which have written by the questions then teacher explains
the rules of the game. According to Faizal (2010), there are some rules in snake and
ladder game:

Every player must begin the game at the compartment number 1 and end in the
compartment number 100.

There are a certain amount of snakes and ladders located on particular parcels on the
board.
 Each player will be represented by a piece of dice and a few objects.

Snakes and ladders of various sizes are being used whereby the snake will cause the
players to take a few steps of the backward compartment and the advanced players will
make some forward compartment.

Nachiappan et al. 221

Each player must throw the dice in order to determine the highest value during the
first round of the game.

The player gets a turn to throw the dice again when getting number six and move
forward to the appropriate compartments according to the figures shown.

There can be more than one object that represents the players in a parcel.

If the player is in the box with the snake, the player must go down to the box
indicated by the head of the serpent.

If the player is in the box with the ladder, the player must move to the boxes
indicated by the peak of the ladder.

The player who made it to the box of 100 will be the winner of this game.

The teacher demonstrates the game with some students in front of the class; next,
the teacher asks the students to work in groups of 4- 5 students; each student takes the
turn to roll the dice and who gets the lowest numbered goes first. The first player roles the
dice and count. Each of the squares has different colors that which is consisted a number
of question that has to answer by the student. The whole question is about the nouns and
verbs, The yellow square consists of twenty about nouns, which contain the pictures, the
teachers may choose another picture such as fruits, animals, kitchen utensils, and soon
that relates with the student life. if the student stands on it, thy must take the yellow card
to answer the question, if they cant answer the question turn back one block square.

verb the