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
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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.
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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.
letter of the correct response and other components of the puzzle depend on correct response in the coinciding slots.
4. Teaching Vocabulary Using Crossword Puzzle
There are three-step processes to this type of puzzle. First, students have to use the appropriate vocabulary item. For facilitated students, teachers use
symbolic rather than translation such as object noun, activity verb and description adjective. Second, student writes the appropriate lexical item in
underlined space that corresponds to the number of letters in actual word, hence the student selects among synonym for the form in the puzzle. Third
stage requires the student to locate the words in appropiate spaces.
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The various preceduree are possible as Lee define: 1. Teaher gives the same crossword puzzle for each student. They solve
individually with the help of written clues. 2. Teaher devides the class into group. Then the teacher gives a different
crossword for each group. Everyone in the group helps to solve it. however, if there is a more active member in one group, they tend to do
all the work. in otherwise, if there is a more passive member in one group, they will difficult to do all the work.
3. Teachers gives crossword puzzle for all of students. They do the crossword puzzle individually. Then the teacher divides the class into
groups and then they work in group. The students can share their answer to finish their crossword puzzle in their group.
4. The teacher writes crossword puzzle on the board, but no written clues. The teacher gives clues orally and solve the crossword step by stepwith
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Frank Nuessel, Recreational Problem-Solving Activities for Teaching Vocabulary in Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994, American Association
of Teachers of Spanish and Portuguese, p. 2.
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