The Use of Crossword Puzzle as Teaching Strategy 5

Chapter Two 

Review of the Related Literature

Introduction
This chapter is divided into two parts. The first part deals with vocabulary acquisition. It

comprises some definitions of the term, its’ importance and different types. It also identifies

difficulties in learning vocabulary, how to teach it and common strategies that are used. The

second part of this chapter includes the main element of the study which is crossword puzzles.

It provides a brief overview of the history of this game, its’ definition and types.

Furthermore, it deals with how to teach crossword puzzles, the value of using this strategy in

teaching and the role of teachers.

Part One

Vocabulary Acquisition

Definition of Vocabulary

It is taken for granted that vocabulary is one of the basic skills in language learning. The

term vocabulary could be related to various views and defined in several ways. Experts have

proposed some definitions about vocabulary. Websters’ New Encyclopedia Dictionary (1995)

defined vocabulary as: “a list or collection of words or words and phrases usually

alphabetically arranged and explained or defined” (p.1166). Another definition for this term is

provided by Hatch and Brown (1995) as a list or set of words for particular language or set of

words that speakers of a language might use (p.1). Therefore, Alqahtani (2015) referred to

vocabulary as the total number of words that are needed to communicate ideas and express the

speakers’ meaning. That is to say that the author wants to explain that vocabulary is all about

words and expressions that are used for communication.

The Use of Crossword Puzzle as Teaching Strategy 6

Todd (1987) argued that there are four of the most frequently implied meanings of “word”:

the orthographic word, the morphological word, the lexical and the semantic word. The

orthographic word has space on either sides of it. A morphological word considers only form

and not meaning. A lexical word comprehends the various forms of items which are closely

related by meaning. A semantic word considers the distinction between items that may be

morphologically identical but differ in meanings.

Furthermore, Ur (2003, as cited in Akdogan, 2017) gave another definition about

vocabulary as follow:

“Vocabulary can be defined, roughly, as the words we teach in the foreign

language. However, a new item of vocabulary may be more than just a single

word: for example, post office, and mother-in-law, which are made up of two

or three words but express a single idea. A useful convention is to cover all

such cases by talking about vocabulary, items rather than words.”

From the definitions above, we can conclude that vocabulary is the most important and

meaningful part of language. Therefore, words are used to make phrases and sentences which

are used for representing an idea, object, thought, information, action ...etc.

The Importance of Vocabulary

Vocabulary is fundamental aspect of foreign language learning. Any foreign language

learner is always in need to enhance his vocabulary. Alqahtani (2005) emphasized that

vocabulary knowledge is viewed as critical tool for second language learners because a

limited vocabulary obstructs successful communication. Without adequate vocabulary,

students cannot get the others and express their own thoughts.
The Use of Crossword Puzzle as Teaching Strategy 7

Hatch and Brown (1995) went further to argue that: “communication signals form an

important part of the vocabulary of language” (p.346). In language learning and teaching,

vocabulary always plays an important role because learners need amount of words to

communicate.

“Without grammar very little can be conveyed, without vocabulary nothing can be

conveyed”. This is how Wilkins (1972, as cited in Thornbury, 2002, p.13) summed up the

importance of vocabulary learning. That is to say, learner who just learns grammar without

the lexicon of the language will have difficulties to convey what he\she wants to say. Having

a great amount of vocabulary is actually favorable since it assists learners to have a good

influence on other people. The Linguist Wilkins (1972) gave also an advice to students from

a recent course book:

“If you spend most of your time studying grammar, your English will not

improve very much. You will see most improvement if you learn more words

and expressions. You can say very little with grammar, but you can say almost

anything with word.”

(Thornbury, 2002, p.13)

This means that vocabulary has a great role in language learning that enables students

to enhance their language proficiency. However, they should acquire a sufficient words and

expressions to communicate because learners can speak with an inadequate grammar

structure, but they can convey nothing without using words.

Moreover, Nation (1994) noted that vocabulary is not an end in itself in which a rich

vocabulary makes the skills of listening, speaking, reading and writing easier to perform”. A

strong vocabulary has a positive influence on students’ capacities to build up their language

proficiency.
The Use of Crossword Puzzle as Teaching Strategy 8

Types of Vocabulary

Most of researchers and scientists agreed to divide vocabulary knowledge within the scope

of its use. Thus, Harmer (2001) has identified vocabulary knowledge into active and passive

vocabulary. Active vocabulary in which students can use words orally; however, passive

words are known by learners through recognition, but they cannot call and produce through

writing. (Harmer, 2001).

Nevertheless, Read (2000) have divided vocabulary knowledge into productive and

receptive vocabulary. Hiebert and kamil (2005) argued that words come into oral and print,

and also receptive and productive. Oral vocabulary is a set of words for which we know the

meaning when we speak or read; while print vocabulary consists of those words

for which the meaning is known when we write or read silently. (Hiebert, kamil, 2005, p.3).

Productive vocabulary is the set of words that an individual can use when writing and

speaking. They are words that are familiar and used frequently (Hiebert, kamil, 2005).

Meanwhile, they refered to receptive or recognition vocabulary as the set of words in which

individuals can assign meaning when listening or reading.

Henriksen (1999) has divided the knowledge of vocabulary into dimensions:

 A: A partial trend towards the right dimensions that reflects the level of

meaning and understanding.

 B: The depth dimension: such as the construction of the system showing the

relationship between words.

 C: Receptive-Productive dimension that shows the learner control and access to

knowledge about the word.

The Use of Crossword Puzzle as Teaching Strategy 9

Difficulties in Learning Vocabulary

Schmitt (2000) confirmed that “when teaching vocabulary, it is quite useful to have some

ideas of what makes words relatively easy or difficult to learn (p.148). According to

Thornbury (2002, p.27), anyone who has learned a second language will know that some

words seem easier to learn than others. He states that there are factors that make words more

difficult than others such as:

Pronunciation

Words that are difficult to pronounce are more difficult to learn. Potentially, words will

typically be those that contain sounds that are unfamiliar to some groups of learners.

Spelling

Sound-spelling mismatches are the cause of errors either of pronunciation or of spelling.

They can contribute to words difficulty, especially words that contain silent letters such as

foreign, listen… etc.

Length and Complexity

Long words tend to be no more difficult to learn than short ones.

Grammar

The grammar associated with the word is also a major problem to foreign language

learners, especially if this differs from that of its L1 equivalent. The grammar of phrasal verbs

is particularly troublesome in which some phrasal verbs are separable like (she looked the

word up), but others are not (she looked after the children).
The Use of Crossword Puzzle as Teaching Strategy 10

Meaning

When two words overlap in meaning, learners are likely to confuse them. Words with

multiple meaning, such since and still, can also be troublesome for learners. Thus, unfamiliar

concepts may make words difficult to learn.

Range

Words that can be used in a wide range of contexts will be perceived as easier than their

synonyms with a narrow range. For example, the word “put” is very wide-ranging verb

compared to impose, place, position…etc.

Connotation

The connotation of some words may cause problems for learners. For example, Propaganda

has negative connotation in English, but its equivalent may simply mean publicity.

Idiomaticity

Words or expressions that are idiomatic will be more difficult than words whose meaning is

transparent.

Teaching Vocabulary

Vocabulary is central to language teaching in which teachers give it a great concern in the

teaching process. Particularly, teaching vocabulary is one of the ways to develop language

competencies of a person who is learning a foreign language since it is considered as key of

learning success. Additionally, it also includes the studying of foreign language because

lexicon is the basic material to master other skills such as: speaking, listening, writing and

reading.
The Use of Crossword Puzzle as Teaching Strategy 11

Teaching vocabulary is a crucial aspect in learning a language since languages are based

on words (Alqahtani, 2005). Therefore, it is considered as the most discussed part of teaching

a foreign language. Either teachers or students agree that the acquisition of vocabulary is

significant factor in teaching language (Walters, 2004). Language teachers should be aware

that teaching vocabulary for foreign language learners is something new and different from

students’ native language. They have to take into account that teaching young learners differs

from teaching adult. Moreover, they should also know individual differences of their students,

for example, visual learners, aural learners, kinesthetic and tactile learners. Teachers then

have to prepare the most appropriate techniques and methods to gain the target of language

teaching.

Teaching Vocabulary Strategies

Experts, scientists and language teachers tried to understand the role of lexicon in language

learning and communication. Accordingly, the increased attention to vocabulary teaching has

become more significant. Thus, teachers are supposed to apply more strategies to teach

students new words.

Here, there are some of strategies of teaching vocabulary as stated by Thornbury (2002);

Lewis, Hill (1985); and Gairns, Redman (1986).

Using Objects

These include flashcards, wall charts, and regalia. They are used for conveying meaning

and useful for teaching concrete items of vocabulary such as: food. They often lend

themselves easily to practice. Addionally, using objects can help students to member the

words that they have learnt better.

The Use of Crossword Puzzle as Teaching Strategy 12

Drawing or Sketch

Teachers do not need to be artistic to make simple sketches which illustrate meaning.

Objects can be drawn on blackboards. They can help young learners easily to understand and

realize the main points that they have learned in the classroom (Alqahtanii, 2015).

Mime and Gestures

These are often used to supplement other ways of conveying meaning. Teachers might

build a situation when teaching an item such as to “swerve” to illustrate.

The Use of Illustration

It is the most helpful strategy when items become more abstract. To ensure that students

understand, teachers often make use of more than situation or contexts to check that learners

have grasped the meaning. According to Hornby (1974), illustration is often more useful than

definition for giving the meanings of words.

Synonyms

According to Hornby (1974), synonyms are words with the same meaning as another in the

same language but often with different implications and associations. They are helpful

particularly with unimportant words of passive vocabulary. Teachers often use synonyms with

low level students, where they have to compromise and restrict the length and complexity of

their explanations.

Contrasts and Opposites

Autonyms are words that have an opposite meaning of another word. Some words are

easily explained to learners by contrasting it with its’ opposite. For example, the word “sour”

is easily illustrated by contrasting it with the word “sweet” which is familiar to the majority of

students.
The Use of Crossword Puzzle as Teaching Strategy 13

Definitions

Definitions are often inadequate as means of conveying meaning. They are generally

required to clarify the limits of the item.

The Dictionary

Hatch and Brown ( 1995) agreed that dictionaries are sources where new words can be

encountered (p. 376). They seem to be the most appropriate mean for learning vocabulary.

Thus, they also give students the meaning of words of language. Using a dictionary helps

them to build their vocabulary. Therefore, individual student learn things outside the

classroom, if not the teacher then asks them to look about new words in the dictionary. There

are many types of dictionaries which are used to enhance students’ vocabulary. The bilingual

dictionary is used by learners at lower level and it translates a word from the target language

into students’ native language. The second type is the monolingual dictionary that is used at

high level and directed for native language learners.

Drills

A drill is any repetition of a short chunk of language. The teacher who does the repeating,

so as to accustom the learners to the phonological features of the word. For example, the

teacher precede some sort of cue, such as ‘listen’, and repeat it two or three times to draw

learners’ attention. Thornbury (2002) emphasized that drilling should be clear and natural to

make learners more familiar with the word.

Translation

Translation has been the most widely used means of presenting the meaning of a word in

monolingual classes. It has the advantage of being the most direct route to a words’ meaning

assuming that there is close match between the target word and its’ L1 equivalent. In addition,
The Use of Crossword Puzzle as Teaching Strategy 14

it can save valuable time that might otherwise be spent on unsuccessful explanation. For

monolingual groups, it is also a valid strategy to highlight the danger of false cognates. For

example, the French word sensible would be translated as “sensitive” in English, and not

sensible.

Scales

This strategy can be a useful way of revising the new items when students have learnt two

contrasted or related gradable items.(Alqahtani, 2005)

Games

Hadfield (1998, p. 4) says that “a game is an activity with rules, a goal and an element of

fun”. He also stated that games are divided into two main kinds: competitive games in which

players race to be the first to reach the goal, and cooperative games in which teams work

towards a common goal. In addition, many experts of language teaching agreed that games

are a good tool to learn vocabularies that have various advantages on both teachers and

students. Through the use of games, students will break the routine of traditional learning in

which it makes them more motivated in the classroom, it could also facilitate the

communication between students, provides a suitable atmosphere full of joy and

entertainment and enables them to learn new words easily and rapidly. Furthermore, there are

several types of games such as: magic tricks, caring and sharing, story games, picture games

and word games like: crossword puzzles... etc.

The Use of Crossword Puzzle as Teaching Strategy 15

Part two

Using Crossword Puzzles as Teaching Strategy

Crossword Puzzle

Teaching through games have been widely used in supporting learning in-side and out of

the classroom as Sugar (1998 ) stated “ Today, learners are usually much more active in the

classroom, and what better way to be more active than using new games strategies such

Crossword Puzzle ”. (p.3)

Among many strategies, crossword puzzle game seems to be more attractive than others.

According to the American Heritage Dictionary of the English Language (2009), crossword is

defined as a vocabulary puzzle which contains an arranged number of squares. In order to

complete the crossword puzzle task, the role of student here is to accurately fill in all the

blank squares with letters those form words. Words are based on the clues provided, which

can be: complete sentences, phrases, or words. Childers (1996) considered crossword puzzles

as game, something to be enjoyed rather than slogged through, they tend to be fun and

learner-friendly.

Based on Collins English Dictionary (2003), crossword puzzles are puzzles in which the

solver deduces words that are suggested by numbered clues and writes them

into corresponding boxes in a grid to form a vertical and horizontal pattern. Apart from

encouraging student learning, these puzzles can help students to improve their vocabulary

knowledge. Crosswords are versatile; it can be used to teach terminology, definitions,

spelling, and pairing key concepts. Since students need to spell items correctly to complete

the puzzle, they gain greater retention and memorization of vocabulary. (Moore & Dettlaff,

2005).
The Use of Crossword Puzzle as Teaching Strategy 16

The effectiveness of crossword puzzles has been explored in many studies such as:

Tabtimsai (2003), who has employed crossword puzzles as “after reading” strategy to enhance

students’ vocabulary growth. In another study, it was found that crossword puzzles could

increase motivation and students’ interest in the topic. (Franklin et al., 2003).

According to Augarde (1984 as cited in Mollica, 2008), crossword puzzles:

….Usually consist of chequered diagrams (normally rectangular) in which the

solver has to write words guessed from clues. Words are separated by black

squares or by thick bars between squares [. . .]. Now, crosswords are 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. (p.52)

Augarde described the form of crossword puzzles as a square or a rectangular grid of white-

and black-shaded squares in which the shaded squares are used to separate words.

Researchers defined crossword puzzle as a confused situation which requires a solution.

Moreover, according to Farlex’ (2009) definition, crossword puzzle is something: such as a

game, toy, or problem that requires ingenuity and often persistence in solving or assembling.

Generally, a crossword puzzle is a helpful tool that identifies areas of understanding as well

as lack of comprehension and areas of weakness (Franklin e al., 2003; Childers, 1996). As

Hadfield (1990, quoted in Deesri, 2002) pointed out that crossword puzzles are regarded as

very useful and important strategy to stimulate language acquisition. They are defined as

shape or form of play concerning competition, rules and fun.

The Use of Crossword Puzzle as Teaching Strategy 17

Also, according to Uberman (1998), “games such crossword encourage, entertain, teach, and

promote fluency and communicative skills".

The History of Crossword Puzzles

According to Arrnot (1981 ), the history of crossword puzzles goes back over 100

year when the first crossword puzzle appeared in the Italian magazine 2 Secolo Illustrato

Della Domenicia under the title “Per Passare il Tempo” which means in English “To Pass the

Time”. However, it was originated by Giuseppe Airoldi. Airoldis’ puzzles contain horizontal

and vertical clues but they were four by four grids without shaded square.

Arthur Wynne, who was a journalist from Liverpool, created first crossword puzzle in New

York on December 21, 1913 that was initially called word-cross and was diamond-shaped

(Mollica, 2008). Wynne called the puzzle "word-cross" because he positioned the words in

the form of a cross. The name later switched to cross-word, and then as a result of an

accidental type the hyphen was dropped and the name became “Crossword”. In the 1920,

people started to notice the phenomenon of crosswords. After that crossword puzzles became

a regular characteristic in “Fun” page of newspapers and spread on other newspapers. By the

time, the crossword puzzles arrived in Britain eleven years later in February 1922 in Pearson's

Magazine. While The Guardian claimed it was the Sunday Express in 1925. Beyond the

abstract of crossword puzzle, England developed the Cryptic and Super Cryptic Puzzles.

(Bellis, 2020)

Based on the Guinness Book of Records, the first collection of crossword puzzle was

published in USA in 1924 and named The Cross Word Puzzle Book. The first publication

was by a new partnership formed by Dick Simon and Lincoln Schuster. The term crossword

puzzles first appeared in dictionary in 1930 the New York Times. (Bellis, 2020)
The Use of Crossword Puzzle as Teaching Strategy 18

American-Style Grid Puzzle and British-Style Grid Puzzle

A crossword puzzle, normally, takes the form of a square or a rectangular grid of white and

black shaded squares. However, there are two main types of grids: American style and British

style in which both of them have a set of rules that setters have to follow: the grids need to be

symmetrical and one two-letter words’ aren’t allowed. (Sutherland, 2012)

American-Style Grid Puzzle

In North American style, a merely solid white grid with very few black squares is the most

common. In other words, American square grid type is horizontal and vertical word with

unique and list of numbers demonstrating the start of word in which each word has a clue

connected with it that can be another word or an entire phrase. (Griffith, 2012)

American crosswords often have two figures: a theme and a title which tool up a clue to the

theme. Generally, three to five theme entries are longest words in the puzzle and they are

placed symmetrically within the grid. (Sutherland, 2012). As shown on figure 2.1:

Figure 2.1: American-Style Grid Puzzle

The Use of Crossword Puzzle as Teaching Strategy 19

British-Style Grid Puzzle

British style crossword grids are seen worldwide, especially in common wealth countries

such as Australia, Canada, New Zealand, India and South Africa. (Sutherland, 2012)

British-style crossword grids also have a higher rate of black to white squares than

American grids. In this style crossword have about 25 percent black squares, and cryptic have

around 35 percent black squares and they called "keyed" or "checked". Half of the letters in

each word are crossed over with another word. Mainly, based on a short squares board pattern

with symmetrical grids. However, this is known as an alternate-letter grid (Sutherland,

2012).as shown on figure 2.2:

Figure 2.2: British-Style Grid Puzzle

The Major Variations of Crossword Puzzles

According to Babayemi (2018), there are six types of crossword puzzles: Cipher

Crosswords, Fill-in Crosswords, Cross numbers, Acrostic Puzzle, Diagramless Crosswords,

and Arrow-word Puzzle; in which each type is different from a regular shape grid puzzle.

They need different clues and different solving.

The Use of Crossword Puzzle as Teaching Strategy 20

Cipher Crossword

Code breakers and code crackers are other names for a kind of crossword called Cipher.

Cipher Crosswords are very different from cryptic puzzles, a Cipher Crossword replaces the

clues for each entry with clues for each white cell of the grid - an integer from 1 to 26

inclusive is printed in the corner of each. However, the objective, as any other crossword

puzzles, numbers correspond to one letter for each cell. (Babayemi, 2018)

Fill-in Crosswords

This type is also known as Crusadex or Cruzadex. The task consists of finding out the

answers to the clues and at the same time the location where they will place the answers on

the puzzle grid. In fill-in crossword, the clue numbers and black squares are not indicated.

Fitting together several long words is easier than fitting together several short words because

there are fewer possibilities for how the long words intersect together. (Babayemi, 2018)

Cross Numbers

It is known as a Cross-figure and as the name imply, the clues and answers are related to

numerical values in which the solutions to the clues are numbers instead of words. Clues are

usually arithmetical expressions that refer to a year of an event or an important date. There are

also numerical fill-in crosswords. (Babayemi, 2018)

Acrostic Puzzle

It is known as Anacrostics or Crostics. An acrostic is a type of word puzzle that consists

of two parts. The first is a set of lettered clues, each of which has numbered blanks

representing the letters of the answer. The second part is a long series of numbered blanks and

spaces, representing a quotation or other text, into which the answers for the clues fit.

(Babayemi, 2018)
The Use of Crossword Puzzle as Teaching Strategy 21

Diagramless Crosswords

Diagramless Crosswords, or Diagramlesses, are blank and square grids that fill in the

intersecting words without giving the usual diagram. A variation is the Blankout puzzle.

Diagramlesses provided by black Square that tell the location where the words should and

shouldn’t go. The clues are not individually numbered, but given in terms of the rows and

columns of the grid, which has rectangular symmetry. (Babayemi, 2018)

Arrow-word

The Arrow-word is the most popular puzzle. This is the only type of a crossword that does

not have as many black squares as a true crossword, but has arrows inside the grid, with clues

preceding the arrows. (Babayemi, 2018)

Crossword Puzzle Teaching in Classroom

Crossword puzzles have been a widely utilized form of study by students and teachers alike,

across all age groups and areas of study. These methods are a desirable learning method, as

they can make studying more enjoyable. (as cited in Davis, et al, 2009).

Crossword puzzle game is a teaching strategy that can be used to enhance several useful

skills including vocabulary. In order to complete the task of crossword puzzle, students must

identify the term being used, and often the result is requiring a new vocabulary or

terminology. Teachers find that solving the puzzle is much less complicated and more like

game to play because solving a puzzle is an active type of learning. It involves students with

more material than just passive types of review method do. (Jones, 2007)

The use of crossword puzzle in classroom is alternative techniques, as Wharton (1995,

p.48) stated that “crossword puzzle for use in the language classroom is really quite easy to
The Use of Crossword Puzzle as Teaching Strategy 22

create First, make a list of words with which your students should be familiar. Then, search

for a letter common to two words and you are off”.

A crossword puzzle creates a discovery learning atmosphere. According to McKeachie

(2002), puzzles are games and simulations that can be used because they require students to

be more active participants in the class, make decisions about what is right and what is wrong

to solve problems and difficulties, and react as a result of their decisions. A specially designed

crossword puzzle is a type of games that also serves as a means for active learning of course

material. (as cited in Weisskirch, 2006)

There are several steps teachers should follow when using crossword puzzle in classroom

(as cited in Puspita,& Sabiqoh, 2017):

Pre-teaching activity:

 1. Teacher greets the students.

 2. The teacher starts calling the students to check the attendance.

 3. After checking students’ attendance, the teacher reminds the students about

what they have tackled in the last meeting.

 4. The teacher introduces the new topic to the students.

While-teaching activities:

 1. The teacher asks students about the crossword puzzle.

 2. The teacher gives an example of the crossword puzzle to the students.

 3. The teacher gives tasks to the students.

The Use of Crossword Puzzle as Teaching Strategy 23

 4. After the teacher checks the answer of students, the teacher discusses with

the students to make a sentence using the appropriate words as the crossword

puzzle answer.

Post-teaching activities:

 The teacher asks the students about the crossword puzzle.

Students’ Motivation

According to Harmer (2001), motivation is simply a kind of internal drive that pushes

person to do things in order to achieve something. In addition, it is one of inner factors that

can make students do something genuinely in arrange to they can achieve what they want.

The crossword puzzle game offers a challenge that will motivate the student to try to fulfill

the puzzle (Widaningsih, 2009). Moreover, Dewi (2010, p.18) also stated that crossword

puzzle can be used in teaching learning process to increase the students’ interest, to motivate

students in learning English, and then the students may feel more relax.

Depending on Weisskirch (2006) research, students enjoy using crossword puzzles as a

way to review the material. He also stated that when students solve the answer of crossword

correctly, they may experience an increase in self-confidence. This action can have a double

effect. One can increase self-motivation in students to learn and study more. Plus, educational

crossword puzzles can ease the anxiety produced by other assessments. Success breeds

success by convincing students of their ability.

The Teachers’ Role in Crossword Puzzle

The value of games in education takes supportive role rather than directive. The direct role

of the teacher appears only before and after the gaming in introducing and assessing the

crossword after it takes place.
The Use of Crossword Puzzle as Teaching Strategy 24

According to Karavas-Dukas (1995), the role of teachers classified into four main types: a

source of role expertise, management role, source of advice and facilitator of learning.

The role of the teacher in the classroom and how to organize the crossword puzzle is very

important. To routinize games in the classrooms, the teacher must be open-minded toward

games, but also must believe in the effectiveness of playful learning. (Schiffler, 1992)

The role of teachers’ listed as following: (Atar, 2018)

As Organizer

The teacher is an organizer and educational manager. Mainly, the teacher organizes the

demand of games, and analyses their cost-benefit-ratio and ensures the game runs properly.

(Atar, 2018)

According to Harmer (2001), organizing learners for making an activity or practice

involves doing a clear introduction, changing the classroom layout to the requirements of

the game.

As Facilitator

The teacher has a role of facilitator of learning in which he/she prepares the appropriate

learning materials and environments. Also, the teacher provides opportunities to students to

enable them to interact with one another and to develop their understanding and language

skills (Atar, 2018). In this regard, Harmer (2001) argued that the teacher can help his/her

learners but with limits and conditions, and his/her responsibility is just supporting them to

work on their own.

The Use of Crossword Puzzle as Teaching Strategy 25

As Enthusiasm Generator

According to Brophy and Good (1994), the teachers’ enthusiasm contains two basic sides

which include a sincere interest in the subject and positive energy.

When teachers plan these qualities, they are likely to inspire and motivate their learners to

learn more. For instance, while solving a crossword puzzle, the teachers’ role would be

encouraging the learners’ curiosity of new knowledge by showing the advantages of the

game.

Learning Styles to Present in Crossword Puzzle

There are a multitude of different learning styles. However, a learning style is a specific

way that the mind receives and processes new information. Therefore, in any one class, we

find different preferences for students. (Shafeai & Nejati, 2009)

Several learning styles can be distinguished in crossword puzzle as Shafeai and Nejati

(2009) confirmed that crossword puzzles have the advantage of appealing to different learning

styles:

The first style is visual learners’ style; they are often having strong puzzle-solving skills

and feel great satisfaction when they complete one. (Shafeai & Nejati, 2009)

The second style is auditory learners’ styles who are that kind of learners that enjoy step-

by-step reasoning, so they benefit from the sequential steps of completing a crossword.

(Shafeai & Nejati, 2009)

The third style is kinesthetic learners’ and they are kind of learners who enjoy the multi-

task strategies required to solve a crossword. (Shafeai & Nejati , 2009 )

The Use of Crossword Puzzle as Teaching Strategy 26

The Importance of Using Crossword Puzzle

Crosswords have been used successfully in many different disciplines (Childers, 1996).

However, this approach engages several useful student skills including vocabulary, reasoning,

and spelling. Further, Olivares et al. (2008) stated that crosswords are appropriate to reinforce

self-esteem, motivation and develop professional skills. Jones (2007) emphasized that

crossword puzzles have a great advantage in teaching EFL classroom.

Crossword puzzle is one of the interesting techniques for teaching vocabulary. Thus,

Orawiwatnakul (2013, p.417) said that: “puzzles can help students to extend their vocabulary

knowledge”. In addition, in the process of students solving puzzles, a learner must have the

ability to identify and to understand the term that has been used. According to Alghani (2017),

when students fill in the crossword puzzle in a group, each student contributes new

vocabulary to each other. It proves that crossword puzzle is a facilitator to improve students’

vocabulary. The more students do exercises of crossword puzzle, the more they can memorize

the vocabulary.

Acquiring new vocabulary by using crossword puzzle can also involve exact spelling which

may mean for students practicing dictionary skills. Certainly, practicing pronunciation and

even word identification. (Shafeai & Nejati, 2009)

Conclusion

To conclude this chapter, we have reviewed the vocabulary acquisition and the use of

crossword puzzles as teaching strategy. Teaching vocabulary becomes such important in the

teaching of English as a foreign language (EFL) because learning a particular language cannot

be achieved without knowing its lexis. Therefore, anyone should master a considerably

sufficient amount of words to be able to communicate by using that particular language.

The Use of Crossword Puzzle as Teaching Strategy 27

Thus, crossword puzzles are considered as a great tool to teach this aspect in which it helps

teachers to maintain students’ interest, motivation and immersion; also to make the learners

involved in challenges and entertainments at the same time. Besides, crossword puzzles are an

effective way to have fun while students build their vocabulary at the same time.