some of educational games. Besides, the teacher can use some resource books that can help in designing the materials. There are many kinds of games to use; the
common formats are; board games, card games and simulation games Bell, 1985: xx. These are some games modified by the writer that can be used as reading
exercises. The games call for a manifested response, that is to say, a response in which the learners do something to communicate to orders their understanding,
their feeling and their ideas, rather than just a response that is private. Two important skills are concentrated on, namely skimming for gist, when the learners
find out at speed what content a text contains, and scanning, when they search a text for some particular item in it.
The objectives of Games are to help students improving their reading skill, to make the students’ memorization longer, to avoid the students’ boredom when
they learn reading, and to stimulate the students to communicate actively with their peers in the form of game. The ways to improve the reading skills are by
teaching students questioning, clarifying, imagining and analyzing skills.
d. Teaching Reading Using Games
In this study, the writer composes the game for reviewing materials in each unit. As a result, there will be various kinds of Games during the semester. There
are eight units in this study, so there will be eight different Games. The materials of the game are already matched with the materials in each unit, but still on the
same objective to stimulate the students sharing the information they have got to their peers in comprehending the text.
In teaching reading using Games, the teacher puts the students into groups or pairs to play the game. The teacher role is not as the center of the game, but he
or she is the manager or guide the class, the one who manages the class, even though he or she is the one who sets the rules of the games. During the game, the
teacher also becomes the one who is monitoring the students’ activity to avoid the unwanted situation such as too noisy class, annoyance students, and to keep the
activity in its border. In this game, the teacher uses short story, flash cards, dart board and
poems. The students are put in teams and sometimes in pairs to do a series of interesting activities in responding the story orally or in written form and to
master the vocabulary. They are demanded to play competitively and to share their information to their group members. As a result, they can communicate
actively with their peers to compete with other group. This game not only helps the students to remind their understanding and master other comprehension skills
but also stimulates them to share their knowledge to others instead keeps it for them selves.
In this game, the students learn how to cooperate with the teams in order to win the game. It means that this game helps the students not only develop their
cognitive skills but also their psychomotor, affective, and social skills.
B. Theoretical Framework
In this section, the writer discusses her own instructional design model based on the two samples of instructional design models. In this model the writer
