VOCABULARY ASSESSMENT Write
definitions
Student is able to write only a few
definitions Student is able to
write some of the definition
Student is able to write most of the
definitions Student is able to
write all of the definitions
Write original
sentences
Students is able to write a
sentence for only a few words
Student is able to write a sentence
for some of the words
Student is able to write a sentence
for most of the words
Student is able to write sentences
for all of the words
Mechanics
Student often misspells, does
not use correct punctuation.
Student sometimes
misspell, does not use correct
punctuation Student seldom
misspell, does not capitalize,
does not use correct
punctuation Student never
misspell, does not capitalize
does not use correct
punctuation
B. Crossword Puzzle Game
Crossword puzzle game is one kind of language game, the writer would like to discuss about the game before discuss about the crossword puzzle game.
1. Games a. Definition of Games
As the writer mentioned in the previous chapter, most of junior high school students admitted that they are usually bored in vocabulary learning.
They have never changed their learning habits, they just have to find out some word that they think it is unfamiliar word, asked to the teacher and let the
teacher translated the word. It makes them learn passively because they have no time to interact with the new word. Additionally, translating is not always
an effective way to introducing the new word to the students. In this study, the writer tried to use certain game that is crossword puzzle game to increase
students’ motivation in learning vocabulary. Before we talk wholly about the crossword puzzle game, we have to know what the game is.
According to Hornby, the game is an activity that you do to have some fun.
18
Another definition of game is expressed on Oxford Advance Dictionary, game is an activity or a sport with rules in which people or teams compete
again each other. Since games can present fun and enjoyment in a classroom, thus it can be a good technique in language learning.
18
Ali Sorayaie Azar, The Effect of Games on EFL Learners’ Vocabulary Learning Strategies, International Journal of Basic and Applied Science, Vol. 01, No. 02, Oct 2012, p. 253.
Such a game should be enjoyable, convenient, comfortable, and interesting usually this situation will invite the students to concentrate on learning
activities. Aydan Ersoz says that games are highly motivating because they are amusing and interesting.
19
From that description, it can be concluded that the games can be used in every field of life then relating to the English.
Particularly in teaching vocabulary by using the game can encourage the students to be more active to participate in the classroom during the teaching
learning process. Moreover, Lee Su Kim said on a statement that the use of games in the
classroom is: 1 Games are helpful to ice-breaking the students’ boredom at the
language class. 2 Games are challenging for the students also for the teachers
3 Games are useful to boost the students’ willingness of learning the language.
4 Games are motivated the students to apply it in their daily life. 5 Games create a meaningful context for the use of language
20
Peter J. Rainbow and Richard B. Baldauf, Jr. in their journal write some characteristics of games. The game should be fun and entertain, intrinsically,
motivating, and worth playing for the students.
21
Furthermore, there are many opinions supporting the idea using games in teaching vocabulary. Games are helpful because they can make students feel
that certain words are important and necessary. Besides, the use of game can increase students’ motivation in learning vocabulary.
b. Types of Games
According to Jill Hadfield which was stated in his book that the games were classifying as:
19
Aydan Ersoz, From Six Games for the EFLESL Classroom, The Internet TESL Journal, Vol. VI, June 2000.
20
Lee Su Kim, Creative Games for Language Class, English Teaching Forum, January, 1995.
21
Peter J. Rainbow and Richard B. Baldauf, Jr., Too Much Work and No Play Make Chris a Dull Boy, TESL Reported, Vol.26 No.1, 1993, p. 10.
1 Information Gap Games: This type of game may be one-sided or reciprocal, where both players have information which they must pool
to solve a common problem. The games may be played in pairs or small groups, where all members of the group have some information.
This is an example of information gap game: Student A and B look at a picture then describe it to the partner. Listen to the partner talking
about the picture. After that the Student A and Student B find five differences between the pictures.
2 Guessing Games: Guessing games are a familiar variant on this principle. The players with the information deliberately withhold it,
while others guess what it might be. 3 Search Games: In these games, everyone in this class has one piece of
information. Players must obtain all or large amount of the information available to fill in a chart or picture or to solve a problem.
4 Matching Games: These involve matching corresponding pairs of cards or pictures, and may be played as a whole class activity, where
everyone must circulated until they find a partner with corresponding card or picture, or a pair work or small group activity, played as a card
game on either the ‘snap’ or the ‘pelmanism’ principle. 5 Labelling Games: Labelling games involve matching labels to items in
a picture. 6 Exchanging Games: Players have certain articles, cards or ideas which
they wish to exchange for others. The aim of the game is to make an exchange which is satisfactory to both sides.
7 Board Games and Card Games: Board Games and Card Games are familiar game types, where the aim is to be the first round a board, or
to collect the most cards, or to get rid of the cards first, or to build up a story.
