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language learning can increase the motivation of students, help the socialization process of students, clarify confusing concepts, and integrate students of different
ability levels p. xxii. Moreover, Wright, Betteridge, and Buckby 2006 present four reasons why using games in language learning is important and useful. Those
reasons are 1 games help and encourage many learners to carry on their interest and effort in language learning, even though language learning is hard work, 2
games that help the teacher to create contexts in which the language is useful and meaningful provide one way of helping the learners to experience language rather
than study it, 3, games provide the key features of drill plus the opportunity to sense the working of language as living communication by making language
convey information and opinion, 4 games must be regarded as central to a language teacher’s list and not only as a way of passing the time p.2.
c. Advantages of Using Game
Gerlach et al. 1980 describe that the advantages of using games in language learning process p. 382. Those advantages are 1 to assist the students
to solve problems in which they are intimately involved, 2 to give the students satisfaction when they sense a new insight such as new ideas and concepts are
formulated, 3 to place the students in a more realistic environment than in any other form of learning except when the actual experience occurs, 4 to create
realistic simulated environments, and 5 to generate a high degree of interest through realistic participation.
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d. Language Games for English Language Teaching
Wright et al 2006 note that even though games help and encourage many learners to carry on their interest and effort in language teaching p.2, English
teacher needs a suitable game. Language game is the suitable game to help and encourage the process of language teaching and learning. Lewis and Bedson
1999 note that language games as activities have a visible set of rules to guide the children’s actions, and an element of strategy—children must successfully
apply their language and other skills p.5. Lewis and Bedson 1999, p.5 add that language games are also task-based in which English is a tool for the children to
reach a goal that is not directly language related. Lewis and Bedson 2003 state that language games are also healthy challenge to a child’s analytical thought p.
6. Moreover, Lewis and Bedson emphasize that the key to a successful language game is that these rules are clear, and then, the ultimate goal is well defined. p. 6
e. Constructing a Language Game
Bell and Wieckert 1985 conclude that there are eleven 11 steps to construct a game p. xix as follows:
1 Develop the theme
This step is the starting point. It should be where the need is the greatest. The designer should assess the curriculum to determine that need.
2 Determine the purpose
The designer should write some statements that clearly define the purpose and the scope of the game.
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3 Determine the grade level
The designer should modify the game so that the skills and the information to be learned match the range of abilities in the classroom.
4 Determine the number of players
This step is going to affect the format, the type of materials to be used, and the procedure. Therefore, the designer needs to take into consideration how many
students meet at one time.
5 Determine the format
The design of the game will depend on the purposes, the needs, and the abilities of the students. Therefore, there are three formats of games which are
board games, card games, and role-plays.
6 Determine the method of checking
The designer should consider the method of checking to the designed game. A Media specialist can be one of the alternatives.
7 Design and gather the materials
The designer should take into consideration what materials are needed for the actual game construction. The materials should allow a specific relationship to
the established theme andor purpose and should be attractive, functional, and consist of long-lasting materials.
8 Define the players’ role
The designer should describe the players’ roles. The designer also explains the resources available to the players.
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9 Decide upon the procedure and time
The designer should be exact about how the game is to be played. The designer should make the rules clear.
10 Trial run
The designer or the teacher should play the game to see if problems arise. A small group is the best choice for this step.
11 Evaluation
The designer should conduct an evaluation such as a post-game discussion. The designer should begin the discussion with concrete and unthreatening
questions. Language game makes the process of teaching and learning process possible
for the students of TK Kanisius Kotabaru, Yogyakarta to acquire knowledge, ability, and mind-set Gerlach et al, 1980. Gerlach et al 1980 add that language
games as the media are the ways to reach a goal p. 241. Moreover, multiple intelligences generally are the abilities found in children that help them to solve
problems, to find the answers to specific questions, and to learn new material quickly and efficiently Garnder, 1983.
In this research, the relationship between language game and multiple intelligences is that language game help each the students to develop their
intelligences. Then again, the development of their intelligences helps them to learn new material.
In this study, the researcher proposes the over-sized Snake-Ladder game as media for the students of TK Kanisius Kotabaru, Yogyakarta to broaden the
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students’ multiple intelligences. The development of their multiple intelligences helps them to learn names of the fruits. Additionally, the researcher designs the
over-sized Snake-Ladder game, because it is suitable for the students’ characteristics, such as the students were interested in fun things Suyanto, 2007.
f. Snake-Ladder Game
