Professional Documents
Culture Documents
A GRADUATING PAPER
By:
By:
NUR AFIFAH
113 08 114
A GRADUATING PAPER
By:
By:
NUR AFIFAH
113 08 114
MOTTO
Indeed, Allah will not change the condition of a people until they
change what is in themselves. (QS. Ar-Radu: 11)
ACKNOWLEDGMENT
In the name of Allah, the most gracious and merciful, the lord of universe.
Because of Him, the writer could finish this graduating paper as one of the
requirement for Sarjana Pendidikan Islam in English Department of Educational
Faculty of State Institute of Islamic Studies (STAIN) Salatiga in 2012.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this success would not be achieved without those supports,
guidance, advice, help, and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Imam Sutomo, M.Ag, the head of State Institute of Islamic Studies
(STAIN) Salatiga.
2. Mr. Suwardi, M.Pd., the Head of Educational Faculty of State Islamic Studies
Institute (STAIN) of Salatiga.
3. Mrs. Maslihatul Umami, M.A., as a head of English Department of
Educational Faculty.
4. Mr. Norwanto, M.Hum as the writers consultant who has educated,
supported, directed and given the writer advice, suggestion, and a
recommendation for this graduating paper from beginning until the end.
5. All of the lecturers in English Department of STAIN Salatiga.
6. All of the staff of STAIN Salatiga who helped the writer in processing of
graduating paper administration.
7. The head master, the English teacher, the first grade students of MTs
Muhammadiyah Tersono, and all of the teachers and staff, for their
cooperation and all kindly given to me in doing this research.
8. My beloved parents who always be patient educate me, for their never ended
prayers, resignation, honest, and love. You are everything for me.
9. All my family thanks for support, motivation, and love.
10. My best friends (Nayla, Inay, Bemby, Gista, Dewi and Debby) who helped
me in finishing this graduating paper. Finally, we can finish this graduating
paper.
11. My friends in boarding house ( Jeni, Maskiyah, Yuni, Arista, Iva, Mb Rina,
Mb Wida And Mb Ina)
12. All of my classmates in TBI-D 08, thanks for togetherness in the class.
13. All of TBI 08
14. Those who cannot be mentioned one by one.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers, and the writer is pleased to accept more
suggestion and contributions from the reader for the improvement of this
graduating paper.
Nur afifah
DEDICATION
ABSTRACT
Nur afifah (2013).IMPROVING VOCABULARY MASTERY BY USING
CROSSWORD PUZZLE (CLASSROOM ACTION RESEARCH FOR THE
FIRST GRADE OF MTs MUHAMMADIYAH TERSONO IN ACADEMIC
YEARS OF 2012/2013).
TABLE OF CONTENTS
TITLE...........................................................................................................
DECLARATION..
ii
iii
CERTIFICATION .......................................................................................
iv
MOTTO .......................................................................................................
DEDICATION .............................................................................................
vi
ACKNOWLEDGEMENT ...........................................................................
vii
ix
ABSTRACT .....
xii
CHAPTER 1
CHAPTER II
INTRODUCTION
A. The Background of the study ......................................
B. Statement of Problem...................................................
THEORITICAL REVIEW
A. Vocabulary ..................................................................
2. Kinds of vocabulary...
10
13
CHAPTER III
CHAPTER IV
14
15
22
24
26
31
33
34
37
METHODOLOGY OF RESEARCH
A. Setting of Research .....................................................
38
38
33
41
43
43
2. Approach ...................................................................
45
45
47
47
49
50
CHAPTER V
1. Cycle I ....................................................................
50
2. Cycle II ...................................................................
59
65
CLOSURE
A. Conclusion ..................................................................
68
B. Suggestion ..................................................................
69
BIBLIOGRAPHY
APPENDIXES
CHAPTER I
INTRODUCTION
Theoretically
a.
b.
2.
Practically
a.
b.
For the teacher, it will give him or her insight that using
crossword puzzle is worth trying in teaching vocabulary.
3.
3. Vocabulary
Based on Webster, vocabulary is the list of words, usually
arranged alphabetically and defined, explained or translated or the
range of language, the stock of word at a persons command or
used in particular work, branch of a subject, language, etc.
(Webster, 1994: 979)
4.
Crossword Puzzle
Crossword is puzzle in which words have to be written
(from numbered clues) vertically and horizontally (up and down) in
scales on a chequered squared or oblong (Hornby, 1963: 233).
Puzzle is problem design to test a persons knowledge (Hornby,
1963: 652). Crossword puzzle is problem design to test a persons
knowledge in which words have to be written vertically and
horizontally in spaces on squared.
CHAPTER II
THEORETICAL REVIEW
A. Vocabulary
1. The Definition of Vocabulary
As explained in the background of the study, vocabulary takes such
a fundamental role in mastering English as foreign language well. There
are some definitions of vocabulary proposed by some experts. Hornby
(1995: 3) states that vocabulary as the total number of words in language
and vocabulary as a list of words with their meanings. Hatch and Brown
(1995:1) argue that the term vocabulary refers to a list or set of words for a
particular language or words that individual speakers of language might
use. Burns and Broman (1975:295) define vocabulary as the stock of
words that used by person, class, or profession. The meaning is clear
enough that in almost cases of human life, they use set of words. The use
of the words itself differentiated according to the field, class, person, or
profession. It means that beggar use set of words to ask for some money to
rich people, a teacher also use set of words to explain material to the
students, a father use set of words to talk to his child, and there are many
other examples that show us in most of humans waking time they use set
of words to do the activity. However, the use of set of words are different
8
between one person and another person, therefore Burns and Broman
emphasized on the three area of using stock words namely person, class,
and profession.
In the writers opinion, vocabulary is one aspect of language which
is important in learning language because vocabularies carry meaning
which is used in communication. All of the statements about vocabulary
show that vocabulary is important in learning English.
Moreover, vocabulary has an important role in teaching learning
process.
According to scrivener (1994:75) in classroom there are five role
of vocabulary, they are:
a. Vocabulary is very important and needs to be dealt with systematically
in its own right.
b. We need to distinguish between vocabulary for productive use and for
receptive recognition.
c. The learner will be difficult to finish the work, if they have first met
some new vocabulary.
d. We need to deal not only with single word lexical items but also with
longer, multi word items.
Productive Vocabulary
Usually productive vocabulary called active vocabulary. It
is the words which are used in speaking and writing skill.
Productive vocabulary is more difficult to be learned than
receptive vocabulary. The learner must be able to choose the
word which is appropriate with the situation. Therefore, the
learner must be an extra effort to learn an active or productive
vocabulary.
b.
Receptive Vocabulary
Sometimes receptive vocabulary called passive vocabulary.
It is the word which is used in reading and writing skill.
Receptive vocabulary is the set of words that we recognize and
understand, but tend not to use ourselves (Scrivener; 1994: 75).
Learners receptive vocabulary is useful in understanding what
the learners have heard and what they have read. If the learner has
10
11
b. Imaging
Best of all were subject who were given the task of
silently visualizing a mental picture to go with a new word.
Other tests have shown that easily visualized words are more
memorable that words that dont immediately evoke a
picture.
c. Motivation
Simply wanting to learn new words is no guarantee that
words will be remembered. The only difference a strong
motivation makes is that the learner is likely to spend more
time on rehearsal and practice, which in the end will pay off
in terms of memory.
d. Attention
Contrary to popular belief, you cant improve your
vocabulary in your sleep, simply by listening to a tape. Some
degree of conscious attention is required. A very high degree
of attention (called arousal) seems to correlate with improved
recall.
In the writers opinion the best ways memories is repeating
gradually, give more attention of new word and practicing in life day
activities. In addition, memory new words can be reinforced if they are
used to express personally relevant meanings
12
14
15
17
b. Grammar
The grammar of new items need to be taught if it is not
covered by general grammatical rules. An item may have an
unpredictable change of form in certain grammatical contexts or
may have some idiosyncratic way of connecting with other words
in sentences; it is important to provide learners with this
information at the same time as we teach the base form. In other
words, when teaching a new verb, we have to teach the past form
too; when teaching a noun, we have to teach the plural form too.
c. Collocation
The collocations typical of particular items are another
factor that makes a particular combination sound right or
wrong in a given context. So this is another pieces of information
about a new item which it may be worth teaching.
Collocations are also often noted in dictionaries, either by
providing the whole collocation under one of the head-words, or by
note in parenthesis.
d. Aspects of Meaning
1) Denotation, Connotation, Appropriatenes
Denotation can define as the meaning of a word,
which primarily refers to the real word. For example: dog
18
19
a) Synonyms
Items that mean the same, or nearly the same;
For example bright, clever, and smart are the
synonyms of intelligence.
b) Antonyms
Items that mean the opposite; Rich is the opposite of
poor.
c) Hyponyms
Items that serve as specific examples of a general
concept; dog, lion, mouse are hyponyms of animal.
d) Co-hyponyms or Co-ordinates
Other items that are the same kind of thing; red,
blue, green, and brown are co-ordinates.
e) Super ordinates
General concepts that cover specific items;
Animal is super ordinate dog, lion, horse.
20
f) Translation
Words or expressions in the learners mother
tongue that is (more or less) equivalent in meaning
to item being taught.
There are also other ways of associating meaning
that are useful in teaching. For instance, we can
relate parts to a whole (relationship between arm
and body); or associate items that are part of the
same real-world context (tractor, farmer, milking,
and irrigate are all associate with agriculture).
g) Word Formation
One word or multi-word, vocabulary item can often
be broken down into small component or bits. It is
very useful information to know how these small
components or bits are put together. If teachers want
to teach the common prefixes and suffixes, if the
learners know the meaning of sub-, un-, and able,
this will help them guess the meanings of words like
substandard, ungrateful, and untranslatabl. The
students have to be warned that in many common
words the affixes no longer has any obvious
connection with their root meaning (for example,
21
hearer
teaching vocabulary. Here are some vocabulary techniques that have been
stated by Harmer (1992: 90-91). They are as follows:
a. Using Realia
The teacher gives the referent of the word being taught in
the class. He or she brings the objects that become the referent of a
word into the class. For example pen, pencil, book, etc.
b. Using Pictures
22
23
g. Translation
There are always some words that the situation needs to be
translated.
From the techniques used for presenting new vocabulary, Hammer
(1990: 90-91) suggests many techniques that will help students learn
vocabulary in easier way. It can be concluded that the better way to teach
vocabulary is by integrating and mixing them into such an attracting
learning. Because there will be a need of a tool or even an assistant to help
the teacher hold the class in order to make the learning process run well.
7. Testing Vocabulary
Test in simple term is a number measuring a persons ability,
knowledge, or performance in a given domain (Brown, 2004:3).
Once of the ways to knowing the students develpment or students
understsnding about the material is through test. In any consideration of
educational testing, a distinction must be drawn between the rather
informal, teacher made test of the classroom and those formal. Classroom
tests are generally prepared, administered, and scored by one teacher
(Harris, 1969:1). Along with Harlod S. Madsen (1983; 12) the purpose of
vocabulary test is measure the comprehension and productive of word
used in speaking and writing. There are four general kinds of vocabulary
test as following:
24
a. Limited Response
Limited response is for beginner. These test items require
either a simple physical action like pointing at something or very
simple verbal answer such as yes or no (Madsen; 1983: 1416).
b. Multiple Choice Completion
Multiple choice completions is a test in which a sentence
with a missing word is presented, students choose one of four
vocabulary items given to complete the sentence (Madsen; 1983:
16-23).
c. Multiple Choice Paraphrase
Multiple choice paraphrases is a test in which a sentence
with one word underlined is given. Students choose which of four
words in the closest in meaning to the underlined items (Madsen;
1983: 24-27).
25
give some test to students appropriate with their situation and their skill in
order to can get the good result in the learning of English language.
B. Crossword Puzzle
In New Lexicon Websters Dictionary of the english language,
crossword puzzle is a puzzle in which checkered square with blank space
must be filled in with interlocking words (reading horizontally and
vertically) deduced from clues. Crossword is puzzle in which words have
to be guessed from clues and written in spaces in a grid (Oxford Learner
dictionary; 2003:103). A crossword is a word puzzle that normally takes
the form of a square or rectangular grid of white and shaded squares
(http://www.wikipedia.org). Puzzle is game that you have to think about
carefully in order to answer it or do it (Oxford Learner dictionary;
2003:349). Puzzle is game or toy to exercise the mind (Longman Handy
Learners Dictionary of American English: 2000:336).
From some definitions above, the writer can conclude some
definition of crossword puzzle:
1. Crossword puzzle is a game that you have think about carefully which is
checkered square with blank space must be filled in with interlocking
words (reading horizontally and vertically) deduced from clues.
2. Crossword puzzle is a game to exercise the mind which is checkered
square with blank space must be filled in with interlocking words (reading
horizontally and vertically) deduced from clues.
26
3. Crossword puzzle is a game that you have to think about carefully which
is consist of words that written in space in a grid.
4. Crossword puzzle is a game to exercise the mind which is consist of words
that written in space in a grid.
5. Crossword puzzle is a game that you have think about carefully which is
normally takes the form of a square or rectangular grid of white and shade
square.
6. Crossword puzzle is a game to exercise the mind which is normally takes
form of square or rectangular grid of white and shade square.
1963:124). For Example, the teacher said, What do we use to cut our
meet? Write down your answer on your paper. (the answer is knife)
c. Crossword puzzles, which are mainly focused on vocabulary and
spelling practice. Crossword puzzle can improve the students
vocabulary by filling the words in the clues and reading the clues of
crossword puzzle. Sometimes, the teacher gives the clues of crossword
puzzle orally, so the students listen and write down the clues. It can
train the students spelling and listening.
In teaching and learning process, this game can be practiced by ask
the class to look back over words that they have studied in the class two or
three days. This could now continue as a competitive learn game or as a
class effort, trying to make the grid as big as possible. The students could
take over the writing once the rules have been established. It might help to
divide the board up into square beforehand, through the game work well
enough without, so long as the writing in clear (Scivener, 1994:108)
28
listening activity. Tell students to fill in what they can and then repeat
the clues once more at the end.
b. Picture crossword
Picture crossword is the crossword which is the clue consist of
picture. Only give the students the puzzle with no clues. For each clue,
hold up a picture. This works especially well with a unit that involves a
lot of new vocabulary.
c. Object crossword
The object crossword is the crossword in which the clue is
written on the object. Only give students the blank puzzle with no
clues. Place the items around the room, each labeled with their clue
number. Have students rotated around the room to different stations;
allow them to pick up the objects as they complete the puzzle. This
tactile version of the puzzle is great for those students who are handson learners. This type of puzzle works well for units with a lot of
vocabulary.
a. The teacher gives the same crossword for each student. They solve
individually with the help of written clues.
b. The teacher divides the class into groups. 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.
c. Teacher gives crossword puzzle for all of students. They do the
crossword individually. Then the teacher divides the class into groups
and then they work in groups. The students can share their answer to
finish their crossword in their group.
d. The teacher write crossword on the board, but no written clues. The
teacher gives clues orally and solves the crossword step by step with
the class. The class is divided into groups and each group come to the
board and writes the words in one by one.
C. The Use of Crossword Puzzle in Teaching Vocabulary
The crossword puzzle is still the most popular word game. It lies in
the ease with which it can be constructed. The words are run together
horizontally and vertically.
Wharton (1995: 48) stated that crossword puzzle for use in the
language classroom is really quite easy to 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.
31
32
33
1. Research
An activity to observe the object by Use of ways and
methodologies to get the useful data or information to improve the quality
of thing and that is necessary for researcher.
2. Action
A motion of activity which is deliberates to action with certain
purpose in the form of activities are cycle network for the students.
3. Classroom
A group of students, they are gets a lesson from a teacher in the
same time.
She was conclude that classroom action research means monitoring
toward teaching learning process in the form of an action, which is
deliberated on action and occur in the class.
The aim of action research is to feed practical judgment in concrete
situation, and the validity of the theories or hypothesis it is not generate
depends so much on scientific test of truth as an their usefulnes in helping
people to act more intelligently and skillfully. In resent years, action
research has been applied to problem involving curriculum development,
and in service education particularly within the field of self-evaluation
(Arikunto,2006:57).
1. The Activities of Action Research
The description of the activities involved in action research cycle
by Elliot (1991:72) there are as follows:
34
36
37
CHAPTER III
METHODOLOGY OF RESEARCH
A. Setting of Research
1. Setting of Place
This classroom action research was done at MTs Muhammadiyah
Tersono. It is located at Jl. Tersono Timbang Km. 01. Tersono Subdistrict, Batang Regency, 51272, Phone (0285) 4469815. This location
is strategic, because near the main street. MTs Muhammadiyah
Tersono has 4 class groups, of first year. The classroom action
research was done in VII. MTs Muhammadiyah Tersono has a
building for learning process. Moreover the situation of MTs
Muhammadiyah Tersono is follow:
a. Situation of Educational Building
Table 3.1
The building condition of MTs Muhammadiyah Tersono
No
Total
Large
Book
Total
Classroom
228 m2
120
Laboratory
522
a. Biology Lab
b. Physic Lab
c. Computer Lab
d. Language Lab
38
Library
150 m2
4.
Headmaster room
81 m2
Teacher room
81 m2
administration room
81 m2
Toilet
56 m2
Mosque
86 m2
School barn
56 m2
Ceremony ground
1.800 m2
10
162 m2
11
Skills space
12
Vacant land
3.250 m2
b. Teachers Condition
Education in general is the combination efforts of several
forces to achieve common goals. One of them is teacher with
formal qualification, moreover, staff/ officer. Both teachers and
staff will make teaching and learning process better. Teacher is
someone who transfer knowledge for the students. They transfer
some materials and skills during the learning teaching process.
They facilitate the students to get their talent. Therefore, the
teacher is important in teaching learning process. The situation of
teacher in MTs Muhammadiyah as follow:
39
Table 3.2
The teachers condition of MTs Muhammadiyah Tersono
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Name of teacher
Ida Farida, S. Pd. I
Zubaidah, S. Pd
Position
Kind of subject
Headmaster
English, Ke-Muh
Vice
Indonesian
headmaster
Language
Nurudin, S. Ag
Vice
Holy Quran, Civic
headmaster of Education, History
Students
of Islamic Culture
Umi Hanik
Teacher
Quran
Hadist,
Arabic
Wakhidah
Teacher
Javanese
Dra. Ernawati
Teacher
Faith
Character,
Fiqh
Siti Zumrotun, S. Pd
Teacher
IPS
Nurulmuna, S. Pd. I
Teacher
Mathematic
Nur Huda, S. Pd
Teacher
English
Agus Supriyono, A. Ma Teacher
Communication,
Information
and
Technology,
Health Education
Ika Wahyu Angraeni, S. Teacher
Sains
Pd
Ahmad Nasiin, S. Pd
Teacher
Social Knowledge,
BK
Zaenal Muttaqin
Head
of Communication,
Administration Information
and
Technology
Catur Yuliani
Vice head of
administration
Afandi
Gardener
c. Student Background
The number of students in MTs Muhammadiyah is not more
than one hundred and twenty and each class are dominated by
female students, however the number of female students more than
40
Grade
VII
VIII A
VIII B
IX
Male
16
9
8
19
Total
52
Students Condition
Female
Total
19
35
12
21
9
17
16
35
56
108
2. Setting of Time
This research was carried out at MTs Muhammadiyah Tersono in
academic year 2012/2013. This research has been done from
December 2012 until Januari 2013. In this research, the writer acted as
the teacher and learning process was observed by her partner, Ai
matul luthfa. The writer arranged two cycles, in each cycles consist of
planning, action, observation and reflection. The classroom action
research was done in VII.
in
academic year 2012/2013. The students are from various areas with
various level economic families. Most of the students have the difficulties
in vocabulary score and they have under average ability. The subject of the
41
Name
Adhia Pramesti Regita
Sex
F
2.
Aji Khoirurrois
3.
Alfani Muzaki
4.
Amarobit Taqwa
5.
6.
Andi Prastiyanto
7.
8.
Ariana Febriani
9.
Burhanudin Aziz
10.
11.
12.
Handoko
13.
Imatul Khasanah
14.
Indra Wijayanto
15.
Khafidhotunnisa
16.
17.
Kristina Mahartanti
18.
Lusi Prastiwi
42
19.
M. Helmi Munir
20.
21.
2.2
Nila Farkhatania
Faiqoh
23.
24.
Nur Fadlilah
25.
26.
27.
Risma Amalia
28.
29.
Rizka Mardiyah
30.
31.
32.
33.
Tri Barokah
34.
Ulinuha Neviyana
35.
Widiyanti
Fikrotun F
C. Methods of Research
1. The Methods of Research
The research method that is used in this study is classroom
action research. Classroom action research begins with a question
about classroom experience, issues and challenging. It is a reflective
43
2. Approach
An approach that will be done by the writer as primary approach
is quantitative approach to calculate score of students. The secondary
approach is descriptive approach. Descriptive is describing how a
technique of learning is applied and how the result can be reached
(Mukhlis; 2000: 57).
3. The Procedure of Research
This study applying classroom action research, according to
Kemmis (in Hopkins: 1985) Action Research along with the major
steps of planning, action, observation and reflection before revising the
plan, they are:
a. Planning
The researcher prepared some instruments which is support
in teaching learning process, they are:
45
b. Action
The
researcher
implemented
the
Classroom Action
c. Observation
Observation is one of the instruments in collecting data. As
a scientific method, observation can be systematically used to
observe and note the phenomena investigated like the students
feeling, thinking, and something they do in teaching learning
process. So the researcher was observe the students by analyzing
the result of field note which is made by the partner of researcher.
Moreover the researcher was analyze the result of pre test and post
test to know whether the students vocabulary improves or not.
46
d. Reflection
Reflecting is an activity in expressing of experience that
have by teacher as the self-evaluation. After the researcher has
accomplished analyzing the observation, the researcher was plan
the next cycle. If the researcher find problems in the first cycle, she
was try to solve the problem in the next cycle.
4. The Model of Research
The model which is used in implementation of this research as
follow:
Figure 3.1: Action Research Protocol
the writer does the test that consists of pre test and post test. The
function of pre test is to know how far the vocabulary mastery of
the students is before they use of crossword puzzle. While, the
function of post test is to know the increasing of vocabulary
mastery after they have use crossword puzzle. Pre and post test are
to knowing the differences of the students ability before and after
the teacher use the method.
b. Documentation
The researcher needs documentation to know about the
situation school students. Documentation includes not only the
official organizational papers, reports, brochures but also the more
work-a-day, work plans, and materials.
c. Observation
Besides doing the test, the researcher will do class
observation. Observation is more than just looking and seeing. The
task of observation is to be able to represent a social scene in a way
which is recognizable to the actors involved, is considered valid
and a true representation of their action. Observation has an
important role not only for classroom research but also more
generally for supporting the professional growth of teachers and in
the process of school development.
48
d. Field Note
Field note refer to various note recorded by scientist during
or after their observation of a specific phenomenon they are
studying.
6. Technique of Data Analysis
After collecting the data, the next step of study is analyzing the
data. There are two ways to analyze the data, they are:
a. Descriptive technique
A descriptive technique is used to know the students behavior
during the teaching learning process. In descriptive technique, the
researcher analyzes the observation sheet which has been made by
her partner.
b. Statistical technique
Statistical technique is used to know is there any
improvement to the students vocabulary or no from the result of
pre-test and post-test. This research is calculated by Deviation
Standard using SPSS 16.00 windows program.
49
CHAPTER IV
IMPLEMENTATION OF THE RESEARCH
In this research, the writer analyzed data collected from thirty five students
of the first grade of MTs Muhammadiyah Tersono in academic year 2012/2013.
The data consists of pre-test, post-test and field note. The data of pre-test and
post-test show the improvement of the students achievement in vocabulary. Field
note show the students behavior in teaching and learning process.
A. Field Note
In this research, the writer acted as the teacher and learning process was
observed by her partner, Ai matul luthfa. At this point, the researcher and her
partner have arranged two cycles. In every cycle, the steps are: planning,
acting, observing and reflecting. The whole steps of this research are explained
in the description bellow:
1. Cycle 1
This cycle consist of two meeting, the first meeting has been down on
Wednesday, 26th 2012 and the second meeting has been down on
Thursday, 27th 2013.
50
1) Planning
Before conducting the research, the writer prepared the instruments
of the research, there are as follows:
a) Lesson plan
Lesson plan as a guide for teachers activities in class, so teaching
and learning process can be controlled.
b) Material
In the first cycle, the writer used topic about the things in the
classroom. She used several books as a resource.
c) Teaching aid (crossword puzzle)
The writer prepared some instrument, such as: worksheet,
board maker and crossword puzzle. Crossword puzzle is used in
teaching vocabulary. This case consists of the vocabulary related to
the material being taught to help students remember new vocabulary
encountered.
d) Sheet for classroom observation.
Sheet for classroom observation was prepared in order to
know the condition of teaching learning process.
51
The teacher told the student about the topic that day. The topic
was the things in the classroom, and then the teacher asked to the
students about the things in the classroom. However, most of students
just keep silence. Suddenly there was one student answered that the
things in the classroom
teacher told the students: Okay students, now we will study about the
things in the classroom. Siapa yang di SD sudah mendapatkan materi
tentang perkenalan sebelumya? (Who have got the material in
elementary school about introduction before?). And there are many
students who have received material before. But, there are 4 to 5
students who had never met with this material. Then the teacher
explained about the material.
The next lesson is learning vocabulary by using a simple
crossword puzzle. The teacher asked to the students whether the students
know crosswords puzzle. Then, the teacher explained to the students that
crossword puzzle is TTS (Teka Teki Silang) and how to do that
crosswords puzzle. The situation in class is being conducive while the
teacher distributing a copy of simple crossword puzzles to each of them
and do the crossword on the teacher's guidance.
Because the time is up, the teacher continued the meeting in the
following day, the twenty seventh of December 2012 in which the
teaching and learning process runs as follows:
53
In the morning, the teacher entered the class. She asked to the
students whether the students still remember how to do crossword puzzle.
Most of students answer the teachers question that they are still
remembering. Then the teacher distributes the crossword puzzle to each
student and said to the students to do the crossword for about fifteen
minutes by their friend. They walked around the class. After fifteen
minutes the teacher said that the time is up and she would divide the class
into group. The teacher distributed the same crossword puzzle. She
wanted the students shared their answer of crosswords that they have
done. In order they solve the crossword in the first time and all of he
answer are right, so that group become the winner and they get point. The
teacher gave time to the students for about thirty minutes to finish the
crossword. When they were doing the crossword, they were very noisy
because each student spoke up in their group to finish the crossword in
the first time. However there is two group which is just keep silence and
just two students in that group who try to finish that crossword.
After 30 minutes the teacher asked the students to submit their
crossword puzzle. Then the teacher gave post test to the students. The
post test is done for about 30 minutes. In the end of meeting the teachers
announced the winner of game in that day and ask what the difficulty in
doing crossword puzzle is.
54
3) Observation
In the first meeting, the researcher and observer (collaborator)
observed teaching learning process by monitoring the students activity
and attention during the action. The writer can see that the students still
difficult to know the meaning of vocabulary. It could be seen for the
students attitudes that were confused when the teacher explained about
material. It showed that the students have less vocabulary. Moreover,
the students were not familiar with the new teacher and the English
lesson. So, they looked busy and the condition was noisy.
Furthermore, to know there is a significant improvement of
vocabulary, the writer analyze by using SPSS 16.00 windows program
from the result of pre-test and post-test. Before analyzing t-test, the
researcher shows the data presentation of pre-test and post-test.
a.
No
Name
1.
2.
Aji Khoirurrois
55
Pre-test I
(X)
6
Post-Test I
(Y)
9
3.
Alfani Muzaki
4.
Amarobit Taqwa
5.
6.
Andi Prastiyanto
7.
8.
Ariana Febriani
9.
Burhanudin Aziz
10.
11.
Faisal
Razzak
Nugroho
12.
Handoko
13.
Imatul Khasanah
14.
Indra Wijayanto
15.
Khafidhotunnisa
16.
17.
Lusi Prastiwi
18.
M. Helmi Munir
19.
20.
Muhammad
Kurniawan
Andrie
21.
Nila
Farkhatania
Fikrotun Faiqoh
2.2
23.
Nur Fadlilah
24.
25.
Dian
56
26.
Risma Amalia
27.
28.
Rizka Mardiyah
29.
30.
31.
32.
Tri Barokah
33.
Ulinuha Neviyana
34.
Widiyanti
35.
Yola Afanda
202
253
=
Source: Author Data: 2012
Minimum Maximum
35
35
3
4
7
9
Mean
5.71
7.40
Std. Deviation
1.073
1.519
35
From the table above can be seen that the mean of pre-test and
post-test in cycle I is 5,71 with deviation standard 1,073. Based on the
normal curve the writer concludes that 68% students score are 4 until
57
58
important to continue to the next cycle. The second cycle is carried out
as follow up.
2. Cycle II
Based on the result of cycle I, it necessary for the teacher to
continue the next cycle:
1) Planning
The activities are prepared:
a) Lesson plan as a guide for teacher, activities in the class, so
teaching and learning process can be controlled.
b)
c)
d)
e)
understand the text. Then they are asked to answer the question related
to the text. The teacher continued the meeting in the next meeting on
Thursday, the seventeenth of January 2013 because the time is up. The
situation is following:
In the morning, the teacher entered the class and said that they
will do the crossword again that day. They are divided into group
directly, so they must work together to solve the crossword. In this game,
the teacher and the students do the crossword together. The teacher
distributes a copy to each group. Then, the teacher read the clue and tried
to make students understand the clue. The teacher asked to all of group to
answer the crossword. The groups, who know the answer, raise their hand
and write the answer in the blackboard. The teacher will observe and give
a score to the group. The group that got the greatest score is the winner.
For about thirty minutes the students try to solve the crossword with the
teachers help. There is some group who try to answer the first time. Then
the teacher gives post test to the student for about 45 minutes.
3) Observation
In the second cycle, such as in the first cycle, the researcher get
field note from the partner which has been written above. By
monitoring the students activity in the action, the teacher can see that
the students still difficult to understand the text, it show with some of
students still have difficulty in understanding the meaning of some
words that has been learned. Moreover the researcher will analyze the
61
Name
Pre-test II
(X)
6
Post-test II
(Y)
8
1.
2.
Aji Khoirurrois
3.
Alfani Muzaki
4.
Amarobit Taqwa
5.
6.
Andi Prastiyanto
7.
8.
Ariana Febriani
9.
Burhanudin Aziz
10.
11.
Faisal Razzak
Nugroho
12.
Handoko
10
13.
Imatul Khasanah
14.
Indra Wijayanto
15.
Khafidhotunnisa
Dian
62
16.
17.
Lusi Prastiwi
10
18.
M. Helmi Munir
19.
20.
Muhammad
Kurniawan
Andrie
21.
Nila
Farkhatania
Fikrotun Faiqoh
22.
Ninik
Suryaningsih
10
23.
Nur Fadlilah
24.
10
25.
26.
Risma Amalia
27.
Riyana
Hidaya
28.
Rizka Mardiyah
29.
30.
31.
Sofan
Abror
32.
Tri Barokah
33.
Ulinuha Neviyana
34.
Widiyanti
10
35.
Yola afanda
10
=
Source: Author Data: 2012
223
285
Setya
Maesatul
Khoirul
Lil
63
Descriptive Statistics
N
Pre_test
Post_test
Valid N
(listwise)
35
35
Minimum
Maximu
m
4
7
8
10
Mean
6.54
8.31
Std.
Deviation
1.094
0.993
35
From the table above can be seen that the mean of pre-test in
cycle II is 6,54 with deviation standard 1,094. Based on the normal
curve the writer concludes that 68% students score are 5 until 7. While
mean post-test in cycle II is 8,31 with deviation standard 0,993. So, the
writer concludes 68% students score are 7 until 9. From the illustration
above, the researcher can see that the mean between pre test and post
test has a significant improvement, where post test is greater than pre
test. It shows that crossword puzzle method can improve students
vocabulary, because the students achievement has been increased after
the students use the crossword puzzle method.
64
4) Reflection
After analyzing the result of second cycle, it can be conclude
that the crossword puzzle method can motivate the students to be more
active in learning vocabulary in the class. Crosssword puzzle method
also can improve their vocabulary, since they can answer the question
well in post-test than in pre-test.
In cycle II, the students can improve their vocabulary mastery, it
shows by score of post-test II. The result of test shows that in pre-test
the students who get score 7 or more than 7 only 20 students. But, in
post test II all of students passed the standardized of score minimum.
The teacher decides that it is the last meeting because crossword puzzle
method can improve the students vocabulary.
The mean of pre test in cycle I is 5.71 and increase 17,5 % to be 7,40 in
post test.
The mean of pre test in cycle II is 6,54 and increase 19,3 % to be 8,31 in
post test.
Table 4.3
The Students improvement in cycle I and II
Cycle I
No
Students
Improvement
Total
Students
Cycle II
Total
Students
1.
Increase
31
88%
34
97%
2.
Decrease
9%
0%
3.
No change
3%
3%
From the table, it can be shown that using crossword puzzle method
can improve students vocabulary mastery. Moreover, the result of test in cycle
I and cycle II is increase for each cycle. It is proven by the result of test above.
From explanation above shows that by using crossword puzzle
method most of students improve their vocabulary. And the result of post test
in cycle II and in Cycle I are greater than pre test. It shows that the students
achievement in vocabulary has improved. By mastering the vocabulary, the
students are easier to communicate with their friend and their teacher in
learning process. Because vocabulary is the source to understand what the
people said, therefore vocabulary is important in learning process.
In this case, the students improvement is influenced by some factors.
The first is the use if media crossword puzzle that can make students feel there
66
is a variation in learning process. So, they are not bored in learning English.
The second factor is the students themselves. Although the teacher his creative
and applying the good media in teaching learning process, if the students do
not have a motivation they will not get a satisfy achievement in their study. It is
showed by some of students who are still passive when they are doing the
crossword puzzle, so they get the achievement are not maximal.
67
CHAPTER V
CLOSURE
A. Conclusion
Based on the data presentation and data analysis, the writer
explains the conclusion of this research as follows:
1. The process of teaching and learning vocabulary using crossword
puzzle method is going smoothly and most of the students are
enthusiastic to arrange the crossword puzzle. It can be seen on the
result of observation in the class that is most of the students feel
enjoyable and happy in the teaching and learning process. It also
can be proven of the students are active to answer some question.
2. The students mastery on vocabulary after using crossword puzzle
method among first year of MTs Muhammadiyah Tersono in
academic year 2012/2013 can be conclude that there is difference
between non crossword puzzle method and using crossword puzzle
method because mean of pre-test and post test in every cycle was
increased. It indicates that by applying crossword puzzle method,
the students vocabulary has improved. It means that crossword
puzzle method provides significant contribution in improving the
students vocabulary. Finally, from statements above the researcher
concludes that crossword puzzle method is appropriate for the first
year students of MTs Muhammadiyah Tersono to improve
vocabulary mastery.
68
B. Suggestion
At the last, the writer would like to purpose some suggestion that
hopeful would be useful for all institution sides, students, and the next
researcher as follow:
69
71
BIBLIOGRAPHY
Oxford University Press. 2003. Oxford Learners pocket Dictionary. New York:
Oxford University Press.
Richards, Jack. 1994. Reflective Teaching in Second Language Classroom.
America: Crambidge University Press.
Rudduck, Jean. Hopkins, David. 1985. Research as a Basic for Teaching. New
York: Heinemann.
Scrivener, Jim.. 1994. Learning Teaching. New York: Heinemann
Silberman, Mel. 1996. Active learning. America: Temple University.
Thronburry, Scott. 2002. How to Teach Vocabulary. Longman Press.
http://www.crossword.com
Curriculum vitae
Personal data
Name
: Nur Afifah
Students Number
: 113 08 114
Address
Education
Graduated in 1996
Graduated in 2002
Graduated in 2005
Graduated in 2008
Graduated in 2013
Cycle 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / I
Aspek/ Skill
: Mendengarkan
Alokasi Waktu
: 2 x Pertemuan
A. Standar Kompetensi
1. Memahami makna dalam teks tulis fungsional pendek berbentuk
descriptive sangat sederhana yang berkaitan dengan lingkungan
terdekat
B. Kompetensi Dasar
1.1 Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat
C. Indikator
1. Mengidentifikasi Isi teks yang dibaca
2. Mengidentifikasi kata-kata dari teks yang dibaca
3. Mengidentifikasi makna kata dari teks yang dibaca
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat :
1. Mengidentifikasi Isi teks yang dibaca
2. Mengidentifikasi kata-kata dari teks yang dibaca
3. Mengidentifikasi makna kata dari teks yang dibaca
E. Materi Pembelajaran
Text tulis jenis descriptive yang berjudul Things in my bag
F. Metode/Teknik
Game
Tanya jawab
G. Langkah-Langkah Pembelajaran :
1. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Checking for the role
- Pre-test
2. Kegiatan Inti
Eksplorasi:
- Tanya jawab tentang materi
Elaborasi:
- Guru menyuruh siswa untuk membaca text Descriptive
- Siswa mengerjakan soal-soal yang berkaitan dengan text
- Guru menjelaskan tata cara mengerjakan crossword puzzle
- Guru membagikan crossword puzzle kepada semua siswa dan
siswa mengerjakan cossword secara individu
- Guru membimbing siswa untuk mengerjakan crossword puzzle
Konfirmasi:
- Memastikan kembali tingkat pemahaman siswa
3. Kegiatan Akhir
- Menanyakan kesulitan siswa selama KBM berupa kesulitan apa
yang dihadapi dan kesan terhadap pembelajaran
- Post-test
H. Sumber Belajar
LKS
Internet
I. PENILAIAN
a. Tehnik : Test lisan dan test tertulis
b. Bentuk : Respon tindakan
c. Instrumen : Terlampir
d. Pedoman Penilaian
1. Untuk nomor 1-10, tiap jawaban skor 1.
2. Jumlah skor maksimal 10 x 1 = 10
3. Nilai maksimal 10
4. Nilai siswa = jumlah benar x 1
5. Rubrik penilaian:
No
Uraian
Skor
1.
Jawaban benar
2.
Jawaban salah
Researcher
Nur afifah
Cycle II
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / I
Aspek/ Skill
: Mendengarkan
Alokasi Waktu
: 2 x Pertemuan
J. Standar Kompetensi
2. Memahami makna dalam teks tulis fungsional pendek berbentuk
descriptive sangat sederhana yang berkaitan dengan lingkungan
terdekat
K. Kompetensi Dasar
2.1 Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat
L. Indikator
4. Mengidentifikasi Isi teks yang dibaca
5. Mengidentifikasi kata-kata dari teks yang dibaca
6. Mengidentifikasi makna kata dari teks yang dibaca
M. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat :
4. Mengidentifikasi Isi teks yang dibaca
5. Mengidentifikasi kata-kata dari teks yang dibaca
6. Mengidentifikasi makna kata dari teks yang dibaca
N. Materi Pembelajaran
Text tulis jenis descriptive yang berjudul Our School Library
O. Metode/Teknik
Game
Tanya jawab
P. Langkah-Langkah Pembelajaran :
4. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Checking for the role
- Pre-test
5. Kegiatan Inti
Eksplorasi:
- Tanya jawab tentang materi
Elaborasi:
- Guru menyuruh siswa untuk membaca text Descriptive dan
mengartikannya
- Guru membantu siswa mengartikan text
- Siswa mengerjakan soal-soal yang berkaitan dengan text
- Guru menjelaskan tata cara mengerjakan crossword puzzle
- Guru membagikan crossword puzzle kepada semua siswa dan
siswa mengerjakan cossword secara individu
- Guru membimbing siswa untuk mengerjakan crossword puzzle
Konfirmasi:
- Memastikan kembali tingkat pemahaman siswa
6. Kegiatan Akhir
- Menanyakan kesulitan siswa selama KBM berupa kesulitan apa
yang dihadapi dan kesan terhadap pembelajaran
- Post-test
Q. Sumber Belajar
-
LKS
Internet
R. PENILAIAN
e. Tehnik : Test lisan dan test tertulis
f. Bentuk : Respon tindakan
g. Instrumen : Terlampir
h. Pedoman Penilaian
6. Untuk nomor 1-10, tiap jawaban skor 1.
7. Jumlah skor maksimal 10 x 1 = 10
8. Nilai maksimal 10
9. Nilai siswa = jumlah benar x 1
10. Rubrik penilaian:
No
Uraian
Skor
1.
Jawaban benar
2.
Jawaban salah
Researcher
Nur afifah
Name :
Class/Number :
PRE TEST II
Read the text then answer the question!
Science Laboratory
Science laboratory is a place where the students do experiment chemitry,
biology, and physics lesson.It has important roles for students to study science and
knowledge. In the laboratory, they practice and prove the theories.
The students usually work in groups one group consists of about 6
persons. They distribute the tasks well. The tasks are to clean the table and the
room before and after the experimets, to place well, to make reports of the
experiments, and to present the report.
There are many instruments in the laboratory. They are microscope,
scissors, test tubes, flasks, benches, pipettes, pestles and mortars, magnets, and so
on. A laboran is a person whose responsible for keeping all instruments well.
He/she also gives explanations their functions and how to use the instruments
well.
I. Match the English with the Indonesian word!
1. Laboratory
a. Bangku
2. Experiment
b. Ilmu pengetahuan
3. Science
c. Botol
4. Knowledge
d. Percobaan
5. Report
e. Peralatan
6. Instrument
f. Laboratorium
7. Scissors
g. Alu
8. Flask
h. Pengetahuan
9. Bench
i. Laporan
10. Pestle
j. Gunting
POST-TEST II
Name :
Class/Number :
c. 10 years old
b. 9 years old
d. 11 years old
c. Satisfy
b. Glad
d. Bored
c. Adventure
b. Drama
d. Horor
c. Novels
b. Newspaper
d. Story book
c. Culture
b. Heritage
d. Information
c. His mother
b. Zacky
d. His friend
c. Curly
b. Wavy
d. Strong
c. White
b. Brown
d. Yellow
9. His body is also strong because he always play volley ball in the
afternoon.
The antonym of the underlined word is .
a. Lazy
c. Weak
b. Stupid
d. Poor
c. Handsome
b. Good
d. Kind
Name :
PRE-TEST I
Class/Number :
Things in my bag
My name is Putri. I am a student of Grade VII. I have a new red bag.
Today, I bring some things in it. I bring my purse. It is white purse. There is a
plastic pencil case. It is a pink pencil case. There are also a hat, four note books,
and four text book. I bring my hat because there will be a flag ceremony. Math,
English, Biology, and History are the lessons for today.
I. Give the meaning the words below in Indonesia!
1. Bag
2. Purse
3. Pencil case
4. Hat
5. Note book
6. Text book
7. Flag
8. Ceremony
9. History
10. Lessons
POST-TEST I
Name :
Class/Number :
Column A
ANSWER
Column B
1.
Teacher
2.
Key
3.
Eraser
4.
Classrooms
5.
Pensilcase
6.
Dictionary
7.
Compasses
8.
Bag
9.
Boardmaker
i.
10.
Canteen
j.
Things in my bag
My name is Putri. I am a student of Grade VII. I have a new red bag.
Today, I bring some things in it. I bring my purse. It is white purse. There is a
plastic pencil case. It is a pink pencil case. There are also a hat, four note books,
and four text book. I bring my hat because there will be a flag ceremony. Math,
English, Biology, and History are the lessons for today.
A Crossword Puzzle for the first year students of MTs Muhammadiyah
5
6
9
10
ACROSS:
1. Tuesday is between Monday and..
5. I have two ears but only.nose.
6. The number after 89 is.
8. We hear with each ear, and we see with each
9. This tea ishot to drink.
10. Did she ring that bell? No. He..it.
DOWN:
1.
2.
3.
4.
7.
France is larger..England
Class :
7.
8.
9.
1.
10.
11.
2.
3.
4.
5.
6.
CROSS:
1. A small machine that is used for mathematical calculations
2. We use this tool in painting
Down :
2. We use this tool for writing
3. The antonym of the word stupid
7. We use . . . to sweap the floor
8. We use this tool for drawing lines.
9. We use it for correcting a writing mistake.
10. The thing that is used for put the blackboard.
11. The thing that is used to write on the blackboard
B
R
C
L
W
P
E
N
E
I
S
E
L
L
L
D
E
V