The Advantages and Disadvantage of Using Logico

countries worldwide. Logico has been translated into 22 languages and is available in over 30 countries all over the world.

2.9 The Advantages and Disadvantage of Using Logico

The advantages of using LOGICO based on Grolier International Pvt. Ltd in http:www.grolier.co Retrieved in March 16 th, 2011

2.9.1 The Advantages of Using Logico

1. It helps to improve childs IQ by developing their 10 skills of perception, logical sequencing, problem solving, idea association, recognition, comparison, categorization, logical thinking, eye and hand coordination and concentration. 2. It is stalked in considering psychology children development. 3. It tends to be enjoyable as fun game. 4. It grows creativity and imagination. 5. It sharps logical thinking ability which aims to solve the problems. 6. It develops ability in identifying problem through visual. 7. It grows enthusiasm which is not surrender. 8. It offers immediate self-checking, students can check by themselves the answers they choose correct or not, because it provides the answer too. 9. In group work, it develops ability to interact with other students through discussion and fun debt. 10. As media communication practice in group work. 11. It is exciting because colorful pictures, topic chosen and degree various difficulty. 12. It is easy to play.

2.9.2 The Disadvantages of Using Logico

1. Logico is too small when it is used in a big class. In a class which consists of 5 – 10 learners, it needs at least three Logico sheets and frames. 2. The cost of one unit of logico is expensive for some people. 2.10 Procedures of Teaching Vocabulary through Logico 1. Put questions sheet to the board. 2. Make sure all colour pin located underside the board. 3. Pay attention to the colour of pin with colour at the questions picture. Colour of pin at questions picture marked with the same colour circles that located underside the board. 4. Find answer to the each question with available answer choice. 5. Shift colour pin to the correct answer beside. 6. Use that way until all questions answered. 7. To check answer, look at the side of questions sheet that is answer sheet. 8. If all colour pin which have been shifted to right side board equal to answer sheet paper, meaning all questions have been finished rightly. 2.11 Concept of Crossword Puzzle Crossword puzzle is a wonderful means of developing vocabulary, spelling, and language skills from childhood through adulthood Jones : 2007. Crossword puzzle is appropriate for incorporate age for individual, partners or small groups whenever possible. So from the statement before, we can conclude, that crossword puzzle is useful at all levels and for all subjects. Crossword puzzle is great way in improving vocabulary. It is a word puzzle for improving the students’ vocabulary in which words have to be guessed from contextual clues and written in spaces in a grid. This was in line with the objective of this game which is to make as many words as possible, spelling grid from vertically and horizontally. Crossword puzzle trains the learners to solve problems or answer questions then put the answer in the given boxes of the answer sheets. Students have to guess or find suitable words according to the context clues. The clues can be sentences with a word missing, definition, synonym, or antonyms. Therefore, the students should answer the crossword puzzle. Crossword puzzle will give the students pleasure. While they play the crossword puzzle and get some pleasures on it, they also improve their vocabulary. For example: spelling, letter sequences, in words and phrases, etc. From the statement above, we can conclude that the form of the puzzle consists of two parts. The first part consists of some grids with a certain arrangement and the second is clues. The grids are arranged based on the number of the letters of each clue answers both vertically and horizontally. To play this media, the students must fill the grids with letters based on the clues. So, they have to find out the answer of each clue. If they could answer one clue correctly, this would be easier for them to fill other grids and answer the other clues, because some letters in grids were connected each other. So, they learn how to recognize their mistakes and fix it.

2.12 The Advantages and Disadvantages of Using Crossword Puzzle

Dokumen yang terkait

A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY ACHIEVEMENT BETWEEN THE STUDENTS WHO ARE TAUGHT THROUGH LOGICO AND THOSE TAUGHT THROUGH TRANSLATION AT THE THIRD YEAR OF SDN 6 METRO PUSAT KOTA METRO

0 8 37

A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY ACHIEVEMENT BETWEEN THE STUDENTS WHO ARE TAUGHT THROUGH LOGICO AND THOSE TAUGHT THROUGH TRANSLATION AT THE THIRD YEAR OF SD N 6 METRO PUSAT

0 5 8

A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT IN PREPOSITION OF PLACE TAUGHT THROUGH REALIA AND TAUGHT THROUGH PICTURES AT THE SEVENTH GRADE OF SMPN 21 BANDAR LAMPUNG

0 3 27

A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH RECIPROCAL TEACHING TECHNIQUE AND THOSE TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING AT THE SECOND GRADE OF SMP NEGERI 5 METRO

1 7 62

A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH RECIPROCAL TEACHING TECHNIQUE AND THOSE TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING AT THE SECOND GRADE OF SMP NEGERI 5 METRO

0 3 50

A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH ROLE PLAY AND THOSE THROUGH JIGSAW TECHNIQUES

1 13 64

A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY ACHIEVEMENT BETWEEN THE STUDENTS’ WHO ARE TAUGHT THROUGH DIRECT METHOD AND THOSE WHO ARE TAUGHT THROUGH SILENT WAY AT THE FOURTH YEAR OF SDN 1 PISANG PENENGAHAN LAMPUNG SELATAN

4 20 53

COMPARATIVE STUDY OF STUDENTS READING ACHIEVMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING STORY AND THOSE TAUGHT THROUGH TRANSLATING A FAIRY TALE THE FIRST GRADE OF MA MA'ARIF 4 KALIREJO LAMPUNG TENGAH

0 8 46

COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING STORY AND THOSE TAUGHT THROUGH TRANSLATING A FAIRY TALE AT THE FIRST GRADE OF MA MA’ARIF 4 KALIREJO LAMPUNG TENGAH

0 12 46

A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TECHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH

0 10 61