c. Coverage Another principle that has been used in the selection of vocabulary is
that of coverage. A word is more useful if it covers things than if it only has one very specific meaning.
d. Choice In order to know which are the most frequent words students can read
or listen to a lot of English and list the words that are used, showing which ones are used most often and which are used least often.
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C. Games
1. The Purpose of Games
Game is an activity which is entertaining and engaging, often challenging and also in which learners play and interact with others.
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This activity is a way to help students not only enjoy and entertain with the language they learn
but practice it incidentally. Game has some purposes: a. Physical activity: to release physical and nervous tension and to
promote mental alertness by breaking the routine of drills. b. Enjoyment: to create a climate of fun and interest that will help the
students look forward to their English lesson. c. Cultural content: to use game as a way of repealing general pattern of
culture that should add to the student‟s grasp of the waysof English speaking people.
d. Laguage learning: to serve as an adjunct to the tehnique of teaching grammar and sound system of the new language.
28
26
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, New York: Longman 1991, p. 154.
27
Andrew Wright, et. al, Games for Language Learning, Third Edition, Cambridge: Cambridge University Press, 2006, p. 1.
28
David Croocal Rebecca L. Oxford, Simulation, Gaming and Language Learning, New York: Newburry House Publisher, 1990, p. 11
From the purpose of game above crossword puzzle can be applied in physical activity such students can write the correct word from the clues
in the board. The use of crossword puzzle is to create the class alive and also teacher can use this media to teach sound system of new language.
2. The Advantages of Games
Andrew Wright points out some advantages of games in his book. a. Games help and encourage many learners to support their interest and
work. b. Games also help the teacher create contexts in which the language is
useful and meaningful. Students want to take part, and in order to do so must understand what others are saying or have written, and they
must speak or write in order to express their own point of view or give information.
c. Many games make language items more conventional. d. By making language convey information and opinion, games working
of language as living communication. e. Games can provide intense and meaningful practice of language.
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Additionally, according to Lee Su Kim there are many advantages of using games in the classroom.
a. Games are a welcome break from the usual routine of the language class.
b. They are motivating and challenging. c. Learning a language requires a great deal of effor. Games help students
to make and sustain the effort of learning. d. Games provide language practice in the various skills such as
speaking, writing, listening and reading.
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Op.cit., 2006, p. 2
e. They encourage students to interact and communicate. f. They create a meaningful context for language use.
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3. The Understanding of Crossword Puzzle
The first puzzle was created by Arthur Wynnefrom Liverpool appeared in the shape of a diamond without any black squares and were called word-
cross. Whynne called the cross word puzzle because he had positioned the words in the form of a cross which also resembles a diamond. It had the
word “fun” written in it because it appeared in the “fun” page. In addition according to Augarde 1984 in Molica, cross word puzzle
usually consist of chequered diagrams normally rectangular in which the solver has to write words guessed from clues. The words
are separated by black squares or by thick bars between squares. [. . .] Crosswords are now usually designed so that they look the same when
they are turned upside down. But many early crosswords lacked this kind of pattern or were designed symmetrically, so that the left side as
the mirror-image of the right side.
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Moreover, Bressan points out that cross word puzzle is a attractive game. Student not only do the crossword puzzle offer challenge to solve the puzzle
but also they can practice and repeat the sentences pattern and vocabulary.
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It can be concluded that cross word puzzle is a game that student need to fill the
hidden word horizontally across and vertically down. Students have to supply an appropriate accurate answer that single space corresponds to each
30
Lee Su Kim, http:www.teflgames.comwhy.html
. Creative Games for the Language Class, „Forum‟ Vol. 33 No. 1, January-March 1995, p. 35.
31
Anthony Mollica, Cross Word Puzzle and Second Language Teaching, American Association of Teachers of Italian, 2007,
http:www.jstor.orgstable27669126 , p. 60.
32
Martin C. Njoroge, Ruth W. Ndung ‟u and Moses Gatambuki Gathigia, The Use of Cross
Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February,
2013,p. 3.
