improving students` vocabulary mastery trough crossword puzzle

Transcription

IMPROVING STUDENTS’ VOCABULARY
MASTERY TROUGH CROSSWORD PUZZLE
(A Classroom Action Research of the First Year Students
of MTs NU Salatiga in the Academic Year of 2009/2010)
GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements
for the Degree of Sarjana Educational Islamic Studies (S.Pd.I)
in the English And Educational Department
By :
FELLA NURUS SHOFA
NIM : 113 06 077
ENGLISH AND EDUCATION DEPARTMENT
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2010
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
DECLARATION
In the name of Allah, the Most Gracious the most Merciful.
Hereby the writer fully declares that this thesis is made by the writer
herself, and it is not containing materials written or has been published by other
“people” ideas except the information from the reference.
The writer capable account this for thesis if in the future this thesis can be
proved of containing others idea or in fact the writer imitate the other thesis.
This declaration is made by the writer to be understood.
Salatiga, August 9th, 2010
Researcher
FELLA NURUS SHOFA
NIM 113 06 077
ii
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
Norwanto, M.Hum
The Lecturer of Educational Faculty
State Islamic Studies Institute of Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case
Salatiga, August 9th, 2010
: Fella Nurus Shofa’s Graduating Paper
Dear
The Head of State Islamic
Studies Institute of Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Fella Nurus Shofa’s Graduating Paper entitled
“IMPROVING
STUDENTS’
VOCABULARY
MASTERY
TROUGH
CROSSWORD PUZZLE (Classroom Action Research in the First Grade of MTs
NU Salatiga in the Academic Year of 2009/2010)”. I have decided and would like
to propose that if it could be accepted by educational faculty, I hope it would be
examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Consultant,
Norwanto. M. Hum
NIP. 19751015 200212 1 006
iii
Website : www.stainsalatiga.ac.id E-mail : administrasi@stainsalatiga.ac.id
STATEMENT OF CERTIFICATION
IMPROVING STUDENTS’ VOCABULARY MASTERY
TROUGH CROSSWORD PUZZLE (Classroom Action Research
in the First Grade of MTs NU Salatiga in the Academic Year of
2009/2010)
FELLA NURUS SHOFA
NIM. 113 06 077
Has been brought to the board of examiners in August, 31 th 2010 M / Romadlon,
21 th 1431 H, and hereby considered to completely fullfillment of the requirement
for the degree of Sarjana Pendidikan (S.Pd)
in The English and Educational Faculty.
August, 31th 2010 M
Salatiga,
Romadlon, 21th 1431 H
Board of examiners
Head
Secretary
Dr. Imam Sutomo, M.Ag
NIP. ………………………..
1st examiner
Drs. Rahmad Hariyadi
NIP. ……………………..
2nd examiner
Ari Setiawan, M.Pd
NIP. ………………………..
Dra. Woro Retnaningsih, M.pd
NIP. ……………………..
Consultant
Norwanto, M.Hum
NIP. ……………………..
iv
Motto
Help Your Self, And God Will Help You
Don’t Put Off Tomorrow What You
Can Do Today
No Gain Without Pain
v
DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved father (Imam Muhdi) and my beloved mother (Mutmainnah), you
are my sun in my world, thanks for your support, trust, finance, encouragement
and everlasting prayer.
2. Mr. Zoemri RWS and Mrs. Umi Lathifah, thanks for your knowledge and your
prayer.
3. My beloved old brother Miftahul Huda, you are my motivation and my spirit
and my beloved young sister and brother: Fenni Ariska Nur Azizah and Abdul
Mu’id Ardiansyah , thanks for your kindness, togetherness and your prayer.
4. My friends in TBI 06, especially TBI C.
5. Special thanks to my best friend “Azaq, Zaqie, Ella, Atik and Kaif”. I hope our
friendship is never end together.
6. My friend and partner Kukuh, thanks for your support and cooperation to finish
my thesis.
7. All STAIN Salatiga lecturers especially for those who have taught in my class.
8. The big family of MTs NU Salatiga.
vi
ACKNOWLEDGEMENT
In the name of Allah, the most gracious, the most merciful, the lord of
universe, because of Him, the writer could finish this graduating paper as one of
the requirement for Sarjana Pendidikan in English Department of Educational
faculty of State Islamic Studies Institute (STAIN) Salatiga in 2010.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness to the lightness.
This paper entitled “Improving Students’ Vocabulary Mastery through
Crossword Puzzle (A Classroom Action Research of the First Year Students of
MTs NU Salatiga in the Academic Year of 2009/2010)” is presented as partial
fulfillment for the Sarjana Degree at English Department of the Salatiga State
Islamic Studies Institute (STAIN). In writing this paper, the writer is guidance and
support by several people, so it can be finished, although there are still many
mistakes. Hence, the writer would like to thank to:
1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)
Salatiga.
2. Dr. Sa’adi, M.Ag, as a chief of Education Faculty.
3. Ruwandi, S. Pd. MA, as a previous chief of English Department, and Mrs.
Maslihatul Umami, S. Pd.I. MA, that continues as chief of English Department.
4. Norwanto, M. Hum, as a consultant who has educated, supported, directed and
given the writer advice, suggestion, and recommendation for this graduating
paper from beginning until the end.
5. All of the lecturers in English department.
vii
6. All of the staff who have helped the writer in processing of thesis
administration.
7. My beloved father (Imam Muhdi) and mother (Mutmainnah), thanks all
support, trust, finance, encouragement, and everlasting prayer.
8. Mr. Zoemri RWS and Mrs. Umi Lathifah, thanks for all knowledge and prayer.
9. My beloved brother and sister, thanks all support, care, accompanying, and
praying.
10. The big families of MTs NU Salatiga.
10. All of my friends who have help me to finish this thesis.
Finally, this thesis is expected to be able to provide useful knowledge and
information to the readers, and the writer is pleased to accept more suggestion and
contribution from the reader for the improvement of the thesis.
Salatiga, August 9th , 2010
Writer
viii
ABSTRACT
Fella Nurus Shofa, IMPROVING STUDENTS’ VOCABULARY
MASTERY TROUGH CROSSWORD PUZZLE (Classroom Action Research in
the First Grade of MTs NU Salatiga in the Academic Year of 2009/2010)
This study analyzed the improvement of students’ vocabulary mastery
trough Crossword puzzle. The objectives of the study are to know the influences
of Crossword puzzle to the improvement of students’ vocabulary mastery, to
know the process of teaching vocabulary through crossword puzzle, and to know
the teaching and learning situation when Crossword puzzle is implemented in
vocabulary instruction. The methodology of the study is collaborative classroom
action research; that is the writer as a teacher in the teaching and learning process,
and she has a partner as observer notes all of the process in learning activities. To
find out the improvement of students’ vocabulary mastery she used test, namely
pre test and post test. She used two cycles. Each cycle comprised of two meetings.
Each meeting consists of planning, implementation of the action, observation and
reflection. The result of this research shows that the using of Crossword puzzle
can improve the motivation, interest and especially students’ vocabulary mastery.
It could be alternative game to attract student active learning. It is can be seen at
the result of the score verbal of pre test and post test in each cycle that is the mean
score of pre test in cycle I is 5,5, the mean score of pre test in cycle II is 6,2, the
mean score of post test in cycle I is 6,15 and the mean score of post test in cycle II
is 7,5
Keyword: Crossword Puzzle, Vocabulary, Action Research
ix
TABLE OF CONTENT
TITLE ......................................................................................................
i
DECLARATION......................................................................................
ii
ATTENTIVE CONSELOR NOTES ......................................................... iii
STATEMENT OF CERTIFICATION ...................................................... iv
MOTTO ...................................................................................................
v
DEDICATION ......................................................................................... vi
ACKNOWLEDGENMENT ..................................................................... vii
ABSTRACT ............................................................................................. ix
TABLE OF CONTENT ............................................................................
x
LIST OF TABLE …………………………………………………………. xiii
CHAPTER I
INTRODUCTION
A.. The Background of the Study...................................
1
B. The Statement of the problem ..................................
3
C. The Objective of the Study ......................................
4
D. The Significant of the Study.....................................
4
E. The definition of Term.............................................
6
F. The Review of Related Literature ............................
8
G.. Hypothesis............................................................... 10
H. Methodology ........................................................... 10
I. The System of the Thesis Presentation ................. … 14
CHAPTER II
LITERATURE REVIEW
x
A. The Definition of Vocabulary.................................. 16
B. The Kinds of Vocabulary ........................................ 17
C. Teaching Vocabulary .............................................. 18
D. Testing Vocabulary ................................................ 24
E. The Definition of Crossword Puzzle........................ 25
F. The Definition of Classroom Research .................... 30
G. The Characteristic of Action Research..................... 31
CHAPTER III RESEARCH REPORT
A. The General Description of MTs NU Salatiga
1. The General Situation of MTs NU Salatiga …….. 33
2. The Identity of School ……………………………34
B. The Situation of Educational Facilities and Tools.... 34
C. The Situation of the Teachers and Staffs ................. 35
D. The Situation of the Students................................... 37
E. Organization Structure of MTs NU Salatiga ............ 38
CHAPTER IV THE IMPLEMENTATION OF THE STUDY
A. Field Note
1. Cycle I ............................................................... 39
2. Cycle I ............................................................... 55
B. Score Verbal of Students Achievement
1. Score Verbal of Cycle I …………………….68
2. Score Verbal of Cycle II …………………….71
xi
CHAPTER V
CLOSURE
B. Conclusion............................................................. 76
C. Implication............................................................. 77
D. Suggestion ............................................................. 77
BIBLIOGRAPHY
APPENDIX
xii
LIST OF TABLE
TABLE 3.1
Educational Facilities and Tools in Mts Nu Salatiga in
Academic Year of 2009/2010
TABLE 3.2
The Situation of the Teacher and Staff of Mts Nu Salatiga
in Academic Year of 2009/2010
TABLE 3.3
The Situation of the Students of Mts Nu Salatiga in the
Academic Year of 2009/2010
Figure 4.1
Organization Structure of MTs NU
TABLE 4.4
Score of Pre Test in Cycle I
TABLE 4.5
Score of Post Test in Cycle I
TABLE 4.6
Score of Pre Test in Cycle II
TABLE 4.7
Score Of Post Test in Cycle I
xiii
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is considered as an international language. It is used to
communicate by people in internationals events. Moreover, English is also used
to develop science and technology. Since English becomes the first foreign
language in Indonesia and it is used as a major subject in junior and senior high
school, students are expected to master four English skills such as reading,
writing, speaking and listening. English is also taught in elementary and Pre
School although it is only an introduction for the students.
Generally, to master four English skills, a student has to master the
elements of English language, such as vocabulary, structure, sociolinguistics etc.
In fact, to use the foreign language, firstly students must master vocabulary,
because it is important element to master foreign language.
Vocabulary is central to language and of critical importance to typical
language learner. Without a sufficient vocabulary, one cannot communicate
effectively or express his ideas in both oral in written form. Having a limited
vocabulary is also a barrier that precludes learners from learning a foreign
language (Fauziati, 2002:155).
1
The status of vocabulary within the curriculum has varied considerably
over the years, it suffered significant neglect during the 1950 and 1960s when
Audiolingualims had a dominant influence on methodology, but made something
of a comeback during the1970s under the influence of communicative language
teaching (Nunan, 1991:116).
Usually, the first material to teach to children is vocabulary. As we know
that the beginners in learning English always find difficulties in learning and
mastering the new vocabularies. It can be understood because they have never used
the language before and English language is decided to become the foreign
language and as the second language. Teacher also find the difficulties on the
teaching and learning process in making the students understand the vocabulary
that they learn. Most of the English teachers always use the traditional method in
teaching vocabulary. They usually read the new words or write them on the
blackboard and ask the students to repeat some of word after the teacher. The
teacher expects the student to be able to memorize the words as soon as possible
and as many as possible. The problem that commonly appears is that the students
easily forget the words and will make the students get bored while they are reading
some reading materials.
According to Hadfield (1999:4), remembering new words is hard. Words
are slippery things, before people know it, they have wriggled away and are gone.
Students have to go through three distinct processes. They have to fix the meaning
2
of the word in their minds, they have somehow to make the word their own and
they have to use the word creatively in context from themselves.
Based on the explanation, students need new technique or new method in
their English teaching and learning. One method that can make the students interest
in learning English language is through games. The games provide a variety of
techniques and varieties is important in language teaching. The games will make
students enjoy to following the materials.
Based on the explanation above, the researcher tries to combine the lesson
in the classroom which is boring with the game which interest children. That is the
reason why the researcher has chosen the title of this thesis “IMPROVING
STUDENTS’
VOCABULARY
MASTERY
TROUGH
CROSSWORD
PUZZLE (A Classroom Action Research Of The First Year Students Of MTs
NU Salatiga In The Academic Year Of 2009/2010)”
B. The Statement of the Problem.
Based on the background of the study, many problems arise. Some
problems that can be identified are as follows:
1. Does technique or model with using the crossword puzzle influence the
improvement of students’ vocabulary mastery of the First year students of
MTs NU Salatiga in the academic year of 2009/2010?
2. How is the process of teaching vocabulary using the crossword puzzle of the
First year students of MTs NU Salatiga in the academic year of 2009/2010?
3
3. How is the teaching and learning situation when Crossword puzzle is
implemented in vocabulary instruction?
C. The Objective of the Study.
Related with above assumption, the researcher aims to know:
1. To know some influences of the improvement of students’ vocabulary
mastery of the First year students of MTs NU Salatiga in the academic year of
2009/2010 using the games technique, which is with crossword puzzle.
2. To know the process of teaching vocabulary through crossword puzzle of the
First year students of MTs NU Salatiga in the academic year of 2009/2010.
3.
To know the teaching and learning situation when Crossword puzzle is
implemented in vocabulary instruction.
D. The Significant of the study
The researcher hopes that the result of this research can give information
about the level of the students’ vocabulary mastery. Inferentially, the result of this
research can give information about the intensity of the process of teaching and
learning vocabulary through the crossword puzzle, and the researcher hopes that
the research of the using of crossword puzzle in teaching and learning vocabulary
will be useful for both, for the teachers, the students and the school of MTs NU
Salatiga in academic year of 2009/2010.
4
1. For the Teachers
The positive result of this research can support the English teachers to
apply this technique in teaching vocabulary, and the teacher can change their
traditional methods in teaching English language especially in teaching
vocabulary. They can use the new methods to make the student enjoy and
relax in teaching learning process, and teachers not are confused anymore in
choosing the appropriate technique to the student.
2.
For The Students.
The positive result of this research can support the students to increase
vocabulary mastery. Teaching vocabulary through crossword puzzle can make
the students relax in teaching learning process, because with this game
students can improve their learning vocabulary mastery easily without any
difficulties and they can get the fun.
3. For the School.
The positive result of this research can support the school to develop
the mediums of English teaching and learning such as add the some pictures,
puzzle or the other medium to increase the students’ English skill. School can
give the recommendation to the teachers in order to use the appropriate
methods, and the more effective methods in learning vocabulary, than they
will master the English skill and it can give the great effects to the school.
5
E. Definition of Terms
1. Improving
Improving is the process of becoming or making to the better (Oxford
University press, 2003:216). In other dictionary, we can find the word
improve which means to make better in quality or to make more productive
(Danbury, 2004:487).
Some theories give the definitions about “improves” as the activities to
rise on the productivity or value of land or property
(http://www.thefreedictionary.com, 16 January 10:55).
2. Students
On the teaching and learning process, there are some elements to
support the process of teaching and learning. Some elements of this process
are such as teacher, students, material etc. The once of crucial elements are
students.
Student is a person attending an educational intuition, for example
high school or collage, one studying anything, one devoted to careful and
systematic study (Grolier, 1974:972).
Meanwhile, there are some definitions about the word of students.
Student can give the meaning of one who enrolled or attends classes at a
school, college, or university or a learned person (especially in the
humanities), someone who by long study has gained
mastery in one or
more disciplines (http://www.thefreedictionary.com, 16 January 11:00).
6
3. Vocabulary
Vocabulary is the stock of words used by people, or a particular uses
or person, or a list of collection of the word of a language, book, author, and
branch of science or the like, in alphabetical order and defined (Webster,
1981:2560).
Other definition says that vocabulary is a collection of word
alphabetized a dictionary and the collection of word one knows and uses
(Http: //www.allwords.com, 16 January 11:10).
Grolier also says that vocabulary is a list of words and often phrases,
usually arranged alphabetically and defined or translated a lexicon or glossary.
All the word of language, the sum of word used by, understood by, or at the
command of a particular person, social group, profession, trade or the like
(Grolier, 1981:112).
4. Crossword.
Crossword is one game that can be used in teaching and learning
process, because this game will make brain get the stimuli trough the letters
that becomes the some words.
Crossword is a puzzle in which checkered square with blank spaces
must be filled in with interlocking words (reading horizontally and vertically)
deduced from clues (Danbury, 2004:231).
7
In other words, a crossword is a word puzzle that normally takes the
form of a square or rectangular grid of white and shaded squares (http://en
wikipedia.org/wiki /crossword, 16 January 11:30).
5. Puzzle
Puzzle is to perplex with a question, to discover or resolve by long
cogitation. Puzzle also can give the definition as a toy, problem, or other
contrivance designed to amuse by presenting difficulties to solve by ingenuity
or patient effort (http://dictionary.reference.com, 16 January 11:35).
F. Review of Related Literature.
In this research, the writer takes two previous researches. Susiani is the
first one, when she was made a thesis to finish her study. The purpose of that
research project is to find out students English achievement on reading using
mind-mapping method in the classroom. She chooses classroom action research
in her research. Untitled “The Use of Mind-Mapping to Improve English
Achievement on Reading of the Second Year Students of Mts Al-Ittihad Pabelan
in the Academic Year of 2008/2009 (Classroom Action Research)”. She chooses
collaborative action research, which the role of the teacher is carrying out of
action plan on classroom, and she as observer notes all of the process in learning
activities. She uses qualitative and quantitative approach. She use qualitative
approach to explain and described student interest and student motivation toward
English lesson, and use quantitative approach to find out the student achievement
8
toward English lesson. Therefore, she use Pre test and Post test to knowing the
result of student achievement toward her English lesson. She uses two cycles
with four meetings in the classroom. In each meeting, when the teacher taught the
students, she just as observer and make notes of all the process of teaching and
learning. The result is the majority of students’ achievement in English lesson
especially in reading had improved with the using of mind-mapping method than
before using that method.
The second study had been done by Joko Nugroho Edy Santosa untitled
“Improving Students’ Vocabulary Mastery Trough Ostensive Means”.
The
objectives of his research are to improve the students’ vocabulary mastery and to
find out whether the students are active or not in teaching learning process. His
reason to chosen those title is he looked the students in junior high school that he
done his research also passive in teaching and learning process. He also chosen
collaborative action research, and also used Pre-test and Post-test to find the mind
score of the students. He used three cycles in this research. The result of this
action research is the using of ostensive means can improve the students’
vocabulary mastery and make the students more active then before.
9
G. Hypothesis
The researcher tries to determine the hypothesis of the research. The
hypothesis of this research is “There is an improvement toward the students’
vocabulary mastery using the Crossword puzzle.”
H. Methodology
1. The setting of the Research
The research will be conducted at MTs NU located on Jl. Kartini No 2
Salatiga. The object of this research is the students of first grade in academic
year of 2009/2010. 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.
2. The Methods of Research
The research method used in this study is action research. There are
some definitions of action research. The first definition is given by Kemmis
that action research is from of collective self-reflective inquiry undertaken by
participant in social situation in order to improve the rationally and justice of
their own social or educational practices, as well as understanding of this
practices and the situation in which these practices are carried out (Wibawa,
2003:7).
The second definition of action research is the research which is done
by the teachers on their class through self reflective inquiry with the aim to
10
make the better work to improve the result of students learning (Aqib,
2009:3).
3. The Procedures of Research
This study used classroom action research, so in this case the writer
used some steps as kemmis stated. There are two cycles in this action research
and in each cycle, there are four steps. The procedures are as follows:
a. Planning
The activities the planning is:
1) Preparing materials, making lesson plan, and designing the steps in
doing the action.
2) Preparing list of students’ name and scoring.
3) Preparing teaching aids.
4) Preparing sheets for classroom observation (to know the situation of
teaching learning process when the method or technique or mode is
applied)
5) Preparing a test (to know whether students’ vocabulary improve or
not)
b. Action
1) Giving pre test.
2) Teaching vocabulary using crossword puzzle.
3) Giving occasion to the students to ask any difficulties or problem.
11
4) Asking the students some questions orally and students have to answer
orally in the empty space of crossword puzzle about the theme.
5) Giving post test.
c. Observation
Observation is one of the instruments used in collecting the data
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. The researcher plans this observation fixable
and writes something that happened in the classroom (Sukandarrumidi,
2004:69).
d. Reflection
Reflection seeks to make sense of process, problems and real
issues in strategic action. It took account of the comprehending the issues
and circumstances in which they arose. Reflection has an evaluative
aspect, it asks the writer to weight the experience, to judge whether effects
were desirable, and suggest ways of proceeding. The writer’s reflection is
done by discussing with his collaborator. Then the next cycle can decided
or designed.
4.
Technique of Collecting the Data.
a. Observation
Observation plays a crucial role not only for classroom research,
but also more generally for supporting the professional growth of teachers
12
and in the process of school development. The writer (teacher) and the
observer choose partnership observation or collaborative observation. In
this observation the writer uses one technique, which is using field note.
b. Test
Test in simple term is a number measuring a person’s ability,
knowledge, or performance in a given domain (Brown, 2004:3). The
writer using pre test and post test. Pre test is given to the student before
the teacher use her method in the teaching and learning process, and post
test is given after the students receiving the method from the teacher. Pre
test and Post test used to knowing the differences of the students’ ability
before and after the teacher use her method.
5.
Data Analysis Method
The writer analysis data by using the following techniques:
1. Test
The test is first conducted before getting data, the writer uses pre
and post test. Pre test is used to know the student ability by using the same
test material and same level of difficulty, and post test is given after they
were given different treatment to know the result of the different
treatment.
2. Technique of Data Analysis
To analyze the data of the research, the writer uses Mean formula
13
M =
Σx
Ν
Explanation:
M
= Mean
x
= the sum of students’ value
N
= the number of subject
I. The Outline of the Research
This thesis is divided into five chapters.
Chapter I contains of introduction which covers the background of the
study; the theoretical framework, hypothesis, the methodology of research, the
procedures of research that there are 3 cycles which consist of planning, action,
observation and reflection, than technique of collecting data and technique of data
analysis.
In chapter II, the writer presents the review of related literature of the
study be describing theoretical foundation and research hypothesis, which consist
of the meaning vocabulary, the kinds of vocabulary, how to teaching and testing
vocabulary, the meaning of Crossword puzzle, the using of game or crossword
puzzle in the process of teaching and learning, the strengths and weaknesses of
the using of crossword puzzle, and the definition of classroom action research.
14
In chapter III the writer present about the brief report of research that
consist of general situation of MTs NU Salatiga. The histories of the school,
geographical placed the education condition of teacher and students, the condition
of the medium and the infrastructure.
In chapter IV the writer presents the data analysis of the data
interpretation that discusses the result of the test.
In chapter, V the writer ends the thesis by giving conclusion and
suggestion.
Appendixes
Bibliography
15
CHAPTER II
REVIEW OF RELATED THEORY
A. The Definition of Vocabulary
Vocabulary is a list of words and often phrases, usually arranged
alphabetically and defined or translated a lexicon or glossary. All the words of
language, the sum of words used by, understood by, or the command of a
particular person, social group, profession, trade or the like (Grolier, 1981:112).
Based on Oxford learner’s pocket dictionary (2003:482), vocabulary
is all the words that a person knows or uses, all the words in a language, list of
words with their meanings.
While based on the New Lexicon Webster’s Dictionary of English
language, vocabulary is the stock of word used by a people, or a particular uses
or person, or a list of collection of the word of a language, book, author, and
branch of science, or the like, in alphabetical order and defined (Darnbury,
2004:).
However a new vocabulary item may be more than a single word, for
example: post-office, mother-in-law, etc, which are constructed of more than one
word but expressing one single meaning unit. The beginners often manage to
communicate in English by using the accumulative effect of individual words.
16
A learner, recognizing the communicative power of vocabulary, might
reasonably aim to acquire a working knowledge of large number of words. But
getting to be on familiar terms with vocabulary is quite difficult. In learning
vocabulary, it is important for the students to understand the meaning of the new
language that they are learning and the teacher also need to know whether the
students have understood the new language, so that they can organize their
teaching accordingly.
An important consideration for teachers planning vocabulary work is
the distinction between productive and receptive vocabulary. We all understand
many more words than we actually use in everyday situation. The receptive
vocabulary is the set of words that recognize and understand, but tend not to use
ourselves (Scrivener, 1994:74).
B. The Kinds of Vocabulary
According to Harris (1969:48) teacher usually used active or passive
vocabulary to test the students’, those are the words they should use in their
speech and writing or those they will need merely to comprehend, especially in
their reading.
Scivener (1994:74) divide vocabulary into two kinds, namely
receptive vocabulary and productive vocabulary. Receptive or passive
vocabularies are words that the students recognize and understand when they
occur in a context, but which he can not produce correctly it means in reading or
17
listening. On the other hand, productive or active vocabulary is the set of words
that student recognize and understand, can pronounce correctly and use
constructively in speaking or writing.
The kinds of vocabulary are needed in the advanced level, for
example, written passage such as newspaper, literature, textbook, etc. the readers
of those are asked to get the message of information by understanding but not to
reproduce speech or written such as conclusion.
The teacher can decide which words he should on the basis of how
frequently they are used by the speaker of the language. The words which are
commonly used are the one he should teach first. Like the word “table” which
means a piece of furniture consisting of a flat top supported on one more legs is
more commonly used for the first language learners than the word “table” which
means list of facts or figures systematically arranged, especially in columns.
The decision about what vocabulary to teach and learn will be heavily
influenced by information that people get concerning with it is frequency and use.
But this information will be assessed in light of other consideration such as topic,
function, structure, needs and wants.
C. Teaching Vocabulary
According to Fauziati (2002:155) vocabulary is central to language
and of critical importance to typical language learners. It is important for students
18
to master English Vocabulary because it will support the students’ ability to
master the four language skill that is reading, speaking, writing and listening.
Teaching is a very personal activity, and it is not surprising that
individual teacher being to teaching very different beliefs and assumptions about
what constitutes the effective teaching (Richard, 1994:36).
In the process teaching and learning of second language, especially
English language, usually terms of this language is taught separately. For
example, teachers have the different time to teach vocabulary or to teach the
others basic skills of the target language.
Teaching vocabulary is very important in the studying second
language, because vocabulary is the basic material to master the four language
skills that is speaking, reading, writing and listening. Without understanding the
new words, the students will get the difficulties to studying English language. The
other reason is vocabulary is the central of language and of critical importance to
typical language learner. Without a sufficient vocabulary, some one can not
communicate effectively or express his ideas in both of oral and written form.
Having a limited vocabulary is also a barrier that precludes learners from learning
a foreign language. The status of vocabulary within the curriculum and a attitude
of foreign language teachers toward vocabulary instruction have varied
considerably over the years. Some teachers usually using the Grammar
Translation Method or Direct Method to teaching vocabulary (Fauziati, 2002:157158).
19
In teaching vocabulary, teacher should make the students to always
keep their memorization and ask the students to always replay and practice the
new words, because memory is very important in language learning especially
vocabulary. Memorization and seriousness are the basic element in the teaching
and learning vocabulary.
The teacher can activate these notions, provide the essential
vocabulary for them, and discover gaps in the learner’s knowledge. This is a
typical form of pre-teaching of vocabulary before say, reading a text, or listening
to a tape on a new subject.
The presentation of vocabulary in the classroom is very much from the
teacher’s point of view, but success in the vocabulary lesson crucially depends on
the interaction between teachers and learners and on the work the learners
themselves put in the assimilation and practicing of new words. The process of
teaching and learning vocabulary is consider the mechanism of teacher-learners
interaction in the transmission of new words and new meanings, the strategies
adopted by learners to achieve their goals in vocabulary learning, and the ways in
which they put their limited lexical resources to use (McCharty, 1990:121).
There are some problems in learning foreign language especially English
language. In Indonesia English language used as foreign language, and students
almost never use English language in their activity. This is giving some effects in
the process of teaching and learning English language that is some students feel
difficulties in learning English language.
20
The once problem in teaching vocabulary According to Thornburry
(2002:23) is the students easily forget the new word have just learned, because
English is the foreign language in our country, and learning process, so students
have the some problem to remembering the new words, to achieve the kind of
outcomes described in the but to remember them. In fact, learning is
remembering. Unlike the learning of grammar, which is essentially a rule-based
system, vocabulary knowledge is largely a question of accumulating individual
item.
In the process of teaching and learning vocabulary not only the teacher
that must be active, but also the students must be more active in the teaching and
learning process. According to McCharty (1990:181) active learners seem to
make similar contribution to those of the teachers in classroom interaction, they
accept to organize new words in relation to words already known, they define and
paraphrase words and try using words in example.
Learners adopt a number of strategies for coping with new vocabulary,
but not all learners are equally good at maximizing their strategic resource.
Medani (1998) studied a range of strategies, including what students did to
memorize words, how they used dictionaries, how they used the teacher as
informant, how they practice using new words and how they took notes.
Fauziati said that there are some classroom techniques in teaching and
learning vocabulary depend on the teacher in the using of their method in the
classroom. The some technique that usually used in the classroom is:
21
1. Semantic Network
A semantic network consists of word which share semantic features or
semantic component. The word are introduced within a network in which the
enlargement takes place by means of grids, words from some semantics field are
subjected to a modified componential analysis.
2. Memorization
Language scholars have a long been concerned with the important role
of memory in second language learning. The more often or the more intensively a
memory connection is traced, the stronger the memory association will be and the
more likely it will be recalled. Vocabulary card system and games seems to be the
most effective and practical way of memorization to accomplish new vocabulary.
It is a technique which relies on repetitive rote memorization to combat
forgetting, and recently this technique more practice in the classroom activity in
learning and teaching vocabulary.
3. Context
Developing vocabulary can be managed through inferring word
meaning from context. Since guessing word meaning from its context is quite
possible.
4. Definition Clues
The obvious type of context slue is a direct statement of the meaning
of a new term by an author. Usually this occurs in text book writing when he is
aware that the word is new to the reader and takes time to give an accurate
22
definition of the term. Students should notice the various types of definition clue,
such as sentence using be synonym and etc.
A simple vocabulary lesson at beginner or elementary level might
involve the teacher using techniques such as to introduce the learners to a short
list of new words if the words are related to each other in same way. The teaching
of new vocabulary would probably be followed by a practice activity in which the
learners could find ways to use the words that they had just met or revised
(Scrivener, 1994:80).
According to Scrivener, there are some roles of vocabulary in the
classroom, five initial conclusions:
-
Vocabulary is very important and needs to be dealt with systematically in its
own right; it is not simply and adds on to grammar or skills lessons.
-
Teachers job does not finish as soon as a learner has first met some new
vocabulary, teacher need to help students’ practice, learn, store, recall and use
the items.
-
Training in the use of English-English dictionaries provides learners with a
vital tool for self-study.
-
Teacher need to distinguish between vocabulary for ‘productive’ use and for
‘receptive’ recognition and adapt teacher’s classroom work appropriately.
-
Teacher need to deal not only with single word lexical items, but also with
longer, multi word items.
23
D. Testing Vocabulary
Test in simple term is a number measuring a person’s ability,
knowledge, or performance in a given domain (Brown, 2004:3).
Once of the ways to knowing the students’ development or students’
understanding 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).
There are many published exercise on vocabulary. These include:
-
Matching pictures to words
-
Matching parts of words to other parts
-
Matching words to other words, example: synonym, opposites, sets of related
words, etc.
-
Using prefixes and suffixes to build, new words from given words.
-
Using given words to complete a specific task.
-
Filling in crossword, girds or diagrams.
-
Memory games
Many such tasks seem to be designed for students working on their
own, but can easily be used in class. For the better, teacher should 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.
24
E. The Definition of Crossword Puzzle
According to the New Lexicon Webster’s 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.
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 to or three days.
This could now continue as a competitive team 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 squares
beforehand, through the game work well enough without, so long as the writing is
clear (Scivener, 1994:108).
This game can use in teaching vocabulary, because through crossword
puzzle, the students can think and playing the letters to make some words and to
improve their vocabulary mastery.
Using games is an activity with rules a goal and an element of fun. In
teaching vocabulary, the using of games in the methodology of language teaching
is very important and interesting, this is caused by many teachers still use the
traditional words and expect the students to memorize the words as soon as
possible and as much as possible (Hadfield, 1999:4).
Research on teaching and learning process suggests that the notion of
activity is a central to an understanding of teaching. It influence both how
25
teachers conceptualize teaching as well as the ways they organize their lesson
(Richard and Lockhart, 1994:161).
Besides crossword puzzle, according to Hadfield (1999:5) there are
some kinds of games that can be used in teaching and learning process, some of
them are:
1. Guessing games, the player with the information deliberately withholds it,
while others guess what it might be.
2. Search games are another variant, involving the whole class. In these games
everyone in the class has once piece of information. Players must obtain all or
a large amount of the information available to fill in a chart or picture or to
solve a problem. Each student is thus simultaneously a giver and a collector of
information.
3. Matching games are based on a differ principle, but also involve a transfer of
information. These involve matching corresponding pairs of cards or pictures,
and may be played as a whole class activity, where everyone must circulate
until they find a partner with a corresponding card or picture.
4. Role play games players are given the name and some characteristics of a
fictional character.
5. Labeling games involve matching labels to items in a picture.
Besides those games there are many others games that can be used by
the teacher in their teaching and learning English language.
26
In the other hand, besides the using games as a method, the using of
crossword in teaching and learning medium is give the crucial rules, because it is
as the server of stimuli of information, attitude, and others. Medium is also giving
the role to arrange the steps of development to give the stimulus and response
(Asmawir and Usman, 2002:13).
The using of Crossword puzzle also can make fun learning to the
students. According to Norwanto (2006:36) fun learning can be an alternative
for language teacher to overcome this inconvenient class. It will create natural
like condition in language learning and reduce psychological threat. Even
though fun learning gives great advantages, the teacher have to still work hard
to keep the class runs on the rail. The teachers have to remind the students to
speak on the target language; the students, especially foreign language ones,
use their native language frequently.
There are some ways to run fun learning games. Dobson (1987) gives
some suggestions in order to insure the maximum success with any games
teachers select. They are:
1. Make thorough preparation for the games.
2. Before introducing a game to the class, ask the students if they think hey
would enjoy this kind of activity.
3. Choose a game that allows as many students as possible to participate.
4. Be sure that the game you select is within the range of your student’s ability.
27
5. Give the directions to the game very clearly, making sure that every one
exactly how to play. And the other ways that can be appropriated with the
students and the condition of class.
Crossword puzzle also include in the simulation game. Simulation
game is a situation game either physical and or social that is a smaller scale
form of a large operation or system. Its main purposes are to motivate and
involve students in real life situations (Zenger, 1977:126).
Logically, the teaching of English will not by boring anymore if the
teacher uses the interest mediums in order to student have the more spirit to
following the teaching and learning activities. The using of crossword puzzle is
once of medium and methodology that will make students can playing with the
words.
By using crossword puzzle in teaching vocabulary, the researcher
expects that it will be interesting, so the problem of teaching vocabulary can be
solved.
Designing a review test as a crossword puzzle invites immediate
engagement and participation. A crossword puzzle can be completed individually
or in teams. According to Silberman (1996:162) there are some procedures in the
using of crossword puzzle in teaching and learning process of English language.
The procedures are:
The first step is to brainstorm several key terms or names related to the
course of study you have completed.
28
1. Construct a simple crossword puzzle, including as many of these items as you
can. Darken spaces you do not need. (Note: if it is too difficult to create a
crossword puzzle with these items, include fun items, no related to the class,
as fillers).
2. Create clues for the crossword items. Use any of the following kinds:
- A short definition
- A category in which the items fits
- An example an opposite
3. Distribute the puzzle to students, either individually or in teams.
4. Set a time limit. Award a prize to the individual or team with the most correct
items.
Besides the procedures, there are some variations in the using of
crossword puzzle.
1. Have the entire group work cooperatively to complete the crossword puzzle.
2. Simplify the puzzle by deciding on one word that has been key to the entire
course. Write it in horizontal crossword squares. Use words that summarize
other points in the training session and fit them vertically into the key words.
In fact, some methods or games in the teaching and learning process have
the strength and weaknesses. The advantages of the using of Crossword Puzzle in
the teaching vocabulary are:
1. In teaching vocabulary the using of Crossword puzzle is effective, because
students can feel relax and enjoy in the teaching and learning process.
29
2. Every student can memorize some words quickly in the short time without
feeling borrowed.
3. Requires each student to become actively involved.
4.
Teach to the student to think quickly, active and responsive.
5. Can aid students in learning how to think critically and objectively.
6. Easy to play.
Besides have the more advantages, the using of Crossword puzzle also
have some disadvantages. That is:
1. May be only fun with no planned objectives in mind.
2. Can be difficult to evaluate individuals.
F. The Definition of Classroom Research
More than ten years ago, classroom action research was known and
spoken in educational world. To know the meaning of classroom action research,
according to Arikunto (2008:2-3) there are three words that make those means.
So, there are three definitions that can be explained.
1. Research is an activity to observe the object by using 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 is a movement activity deliberately with a specific purpose.
30
3. Class in this case is not bound by the terms of the classroom, but in a more
specific sense. The means of class in this case is a group of students who are
in the same time; receive the same lesson from the same teacher as well.
According to Aqib (2009:3), classroom action research is the research
which is done by the teachers on their class through self reflective inquiry with
the aim to make the better work to improve the result of students learning.
In the other definition says that action research is a type of applied of
social research differing from other varieties in the immediacy of the researcher’s
involvement in the action process. Some social scientists have differentiated
action research from the larger field of applied research by the existence of a
client with a problem to be solved (Rudduck and Hopkinds, 1985:56).
G. The Characteristic of Action Research
The fundamental aim of action research is to improve practice rather than
to produce knowledge. The production and utilization of knowledge is
subordinate to, and conditioned by, this fundamental aim. The kinds of join
reflection about the relationship in particular circumstances between processes
and products is a central characteristic of what schon has called reflective practice
and others, including myself, have termed action research (Elliot, 1991:50).
According to Aqib (2009:3) there are some characteristics in the
classroom action research. Some of them are followed as:
1. An inquiry of practice from within
31
2. Self-Reflective inquiry
3. The focus of research is teaching and learning activity
4. The aim of classroom action research is to improve teaching and learning
activity
In the other hand, besides have some characteristic, classroom action
research also have some benefit. It is useful to the teacher, students and school.
The benefit of classroom action research to the teacher is:
-
to help the teacher to improve their teaching and learning process
-
to help the teacher to develop professionally
-
improving teacher’s confidence
-
give the opportunities to the teacher to developing their knowledge and skills
actively
The benefit of classroom action research to the students is to increase
the process of study and give the critical attitude toward the result of their study.
The benefit of classroom action research to school is helping the
school to developing their quality, because there are some improvement on the
teacher and education in the school.
Besides have some advantages, classroom action research also have
disadvantages, that is the validity of data is still give the great questions and
impossible to doing generalization, because the sample is only classroom from the
teacher that become teacher and researcher.
32
CHAPTER III
RESEARCH REPORT
A. The General Description of MTs NU Salatiga
1. The General Situation of MTs NU Salatiga
The name of this school is MTs NU Salatiga that was opened in 1956.
The location is at Jl Kartini No. 02 Salatiga, Sidorejo lor, kecamatan Sidorejo,
Salatiga, Central Java 50174. This location was strategic, because in the middle of
Salatiga town. The wide of this institution location is about ± 4697 m², with the
details of building is 1214 m², yard is 186 m², sport field is 400 m², garden 600
m², and others is 2.297 m².
The limit of the region of MTs NU are north borders on the road Kartini,
east borders on the Maju Jaya iron store and south borders on trench.
When viewed from strategic location, MTs NU have the plenty of
excess. The excess is accessible from all directions. Besides the advantages, of
course, also have a deficiency that is less conducive to teaching and learning
process because it is close to the hustle and noise of the highway.
MTs NU Salatiga is permanently subsidized by the government. The
facilities are text books, teachers and officials. The students of MTs Nu Salatiga
in the academic year of 2009/2010 are 246 pupils. They consist of 82 students of
the first year, 59 students of the second year and 105 students of the third year.
33
MTs Nu has eight classrooms, which cover the first grade has 3 classrooms, 2
classrooms for second grade and three classrooms for third grade.
2. The Identity of School
1. Name
: Madrasah Tsanawiyah Nahdlotul Ulama (MTs
NU) Salatiga
2. Address
: Jl. Kartini No. 02 Salatiga
3. Phone Number
: (0298) 324255
4. School Status
: Private
5. Established
: 1956
6. Head Master
: Drs. Muh Syamsul
B. The Situation of Educational Facilities and Tools
TABLE 3.1
EDUCATIONAL FACILITIES AND TOOLS IN MTs NU SALATIGA IN
ACADEMIC YEAR OF 2009/2010
Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
Facilities
Classroom
Administration room
Head master room
Teacher room
Library
Computer lab
Musholla
Health room
Skills space
Total
8
1
1
1
1
1
1
1
1
34
Condition
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
C. The Situation of The Teacher And Staff
TABLE 3.2
THE SITUATION OF THE TEACHER AND STAFF OF MTs NU SALATIGA IN
Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24
Name
Drs. Muh Syamsul
Nur Majid
Siti Fatimah, S. Pd
Suharman
Busyaeri
Kartini, SS
Iin Indah Kurniawati
Status
Uswatun Hasanah, S.PdI
Arzuqoh, S.Ag
Sri Supadmi, S.Pd
Tulus Mono, S.Pd, M.Si
Su’udi
Mahbub, S.Ag
M. Sidiq AS
Muhtadi, S.Pd
Ali Munabah, S.PdI
Luluk Mudiarti
Zahara Lu’luah, S.Pd
Paini
Tasdikul Choiri, S.Ag
Rio Abinowo
Lamidi
Ngatman
Mugiono
35
Head master
Teacher of Ke-NU-an
Teacher of Physic
Teacher of Arabic language
Teacher of Literacy of Al Qur’an
Teacher of Javanese language
Teacher of Informatics and
Communication Techniques
Teacher of English Language
Teacher of Skill and Civic Society
Teacher of Arts and Culture
Teacher of Mathematics
Teacher f Indonesian Language
Teacher of Morals
Teacher of Sports
Teacher of Biology
Teacher of the History of Islam
Teacher of Self Development
Teacher of Mathematics
Librarian
Teacher of Hadist and Holy Qur’an
Head of Administration
Security
Guard
Gardener
D. The Situation of The Students
TABLE 3.3
THE SITUATION OF THE STUDENTS OF MTs NU SALATIGA IN THE
Number
1.
2.
3.
Class
I
II
III
Total
Total Class
3
2
3
8
Male
39
32
61
115
Female
43
27
44
112
Total
82
59
105
246
E. Organization Structure
Figure 4.1
Organization Structure of MTs NU Salatiga
Religion Department
YAYASAN
Educational Department
Head Master
Commitee
Official Head
Vice Head Master of
Curriculum
Vice Head Master of
Students Affair
Public Relation
Data & ADM
Elder Members of
Students’ Organization
Supervisor
Conseling Coordinator
Library
PMR
Scout
Teacher
STUDENTS
36
CHAPTER IV
THE IMPLEMENTATION OF THE STORY
A. Field Note
In this implementation, we (researcher and observer) has arranged two
cycles. In each cycle, the steps are: planning, acting, observing, and reflecting.
1. Cycle I
a. Meeting I
1) Planning
The first activity in this research is planning. The activities
prepared:
a) Materials, making lesson plan and designing the steps in doing the
action.
b) List of the students’ name
c) Teaching aids (e.g. flash card, picture, real thing, real thing model,
crossword puzzle, etc).
d) Sheet of the classroom observation
e) Test (pre test and post test)
2) The Implementation of the Action
On Monday, 03 May 2010 the teacher (the writer) entered her
English class, and greeted students, introduced her self, gave some
37
information about the activities that would be done and introduced the
mode of presentation in studying vocabulary. The steps were students
as follows filled in the crossword puzzle that was prepared by the
teacher and played game together. Before starting the lesson, the
teacher gave pre test for about 30 minutes. After having pre test, she
began to teach vocabulary. She told the students: “Okay students, you
will study vocabulary with theme kitchen and sub theme kitchen tools
and all of thing in the kitchen. I have some words related to the theme,
and before you mentioned some words we will played with the words.
You must fill in the blank in this crossword puzzle with some letters
according to the clues. Do you understand?” Yes Mom… (Students
answered the teacher’s question together), and then there was a student
who asked to the teacher. “Tapi siapa saja yang bisa mengisi teka teki
silang ini bu? (But, who can fill that crossword puzzle mom?)” and
then teacher said:” To the students that knew the answers, please raise
your hand and then I will choose who will answer, okay… are you
agree?”. “Okay mom…” Students answered together.
All of the students then kept silent, and took a look at the
teacher carefully. Then the teacher (writer) began reading a clue.
Teacher read some clues or questions with English language to add the
students’ vocabulary.
38
Teacher read the first question:” Listen carefully… what the
thing that used to fry?” Then one of the students asked to the teacher
about what the meaning of fry, and teacher explained to all students
that the meaning of “fry” is “menggoreng”. “Come on who can fill the
empty box in the white board please raise your hand, there are nine
letters” teacher said. There was a student who raised his hand and then
teacher asked him to write his answered in the white board. Then
teacher said “Okay… very good, the answer is frying pan.” She asked
to the students to read that word together and the students said “frying
pan” together. Then teacher asked to the students: “what the meaning
of frying pan?” the students answered together:” Wajan atau
penggorengan…” “Very good” teacher said.
The students looked
enthusiasm and enjoyed with this game. Even they were struggled with
their friends to fill the crossword puzzle but the teacher gave
explanation that all of them would get the opportunity to fill the
crossword puzzle.
The teacher then read the second clues;” Okay students…. It is
the second question, what is it? It is used to eat!” Almost all students
raised their hand for filling the crossword puzzle. Then the teacher
pointed one of the students and then he filled the empty box in the
white board and wrote “plate”.” Is this true or false?” Teacher asked to
the students and the students answered “True” together.
39
Almost of the students answered the teacher’s questions, they
were very crowded and active to fill the Crossword puzzle. They were
active to think about the answer of the question and they were also
active to raise their hands in order to get the opportunity to fill that
puzzle. Teacher took a rest for a moment to prepare the next question.
“Cepat dong bu, saya sudah tidak sabar (Quickly please mom… I’m
not patient to play it.)” one of the students said to the teacher. Then the
teacher read the next question.
Teacher
:” Attention please…! It is the next clues. It is the thing
to cut some foods. What it is? Okay please raise your
hand if you can answer this question, there are five
empty boxes in the white board.”
Almost of the students raised their hands, but the teacher chose
one of the students that kept silent. “Okay, can you try to answer this
question?” Teacher asked to that student, and he just said “yes” to the
teacher. Then that student filled the puzzle with “Knife”, and then
teacher asked to all of the students. “Benar atau salah? (Is this true or
false?)”. Then almost all of the students said,” True mom…” Then the
teacher asked to that student to come back to his chair and teacher
continued game. Then students found the word “glass, oven, grater,
sifter, spatula, grill, match”.
40
Teacher
:” Okay students… Time is up. Attention please!
Apakah kalian ingin bermain puzzle seperti ini lagi?
(Do you want to play this game again?)”
Students
:” Bu…Besok main kayak gini lagi ya bu… (Mom…
tomorrow plays this game again… okay mom?)
Teacher
:” Okay… tomorrow we will play this game.”
Teacher encouraged for them to always memorize the words
that were studied, and teacher asked to the students to practice those
words in their daily activities.
Teacher
:” Thank you for your attention, I hope you will be
ready yet more for tomorrow, see you again.”
Students
:” See You!”
3) Observation
In the first meeting writer and observer (collaborator) observed
teaching learning process. By monitoring the students’ activity in this
action we can see that the students were not ready yet when the teacher
(writer) come to class. It can be seen for the students’ attitude that
confused when the teachers (writer) explained about the activity that
would be done. They were not familiar with the new teacher and the
English lesson is after break, so they looked busy and the condition
was noisy.
41
After teacher gave Pre test, students looked enthusiastic.
Students who knew the answer actively filled the crossword puzzle.
The male students were more active than female students, so the male
students answered the questions more. Most of the students did
enthusiastically and they were struggled with their friends to answer
the clues. They looked happy and enjoyed with the teaching and
learning process. Firstly, the class was not conducive; after the teacher
gave Pre-test the class was conducive until the end of the lesson. A
good point is when the teacher was closed the meeting they asked to
the teacher and hoped to use crossword puzzle again for the next
meeting.
4) Reflection
After analyzing the result of meeting I, the teacher (writer), and
observer can conclude that teacher (writer) should give brief
explanation about the game and how to play it, because there are some
students confused and did not understand. Students were motivated.
They were crowded and active to answer some questions and to fill the
crossword puzzle. However, they were less interesting at the early
meeting especially when the teacher gave Pre-test to them. They were
not ready yet when the teacher came and started lesson, and there are
some of the students were noisy but they also could answer and fill the
crossword puzzle.
42
To solve the problem above the teacher should ask the students
to mention some words before starting the lesson. It can be concluded
that meeting I does not give good result. It is important to continue to
the next meeting. The second meeting is carried out as follow up.
b. Meeting II
1) Planning
The activities prepared:
a) Material, and designing the steps in the doing action.
b) List of the students’ name.
c) Teacher aids (ex. Crossword puzzle).
d) Sheet of the classroom observation.
e) Preparing Crossword puzzle
f) Test, Post test.
On Tuesday, 04 of May 2010, the teacher (writer) entered the
English class to continue the previous meeting.
Teacher
:”Good morning students”
Students
:”Good morning mom…”
Teacher
:”How are you today?”
Students
:”’I’m Fine, and you?”
43
Teacher
:”Very well, thank you. Okay students, in this meeting
we continue the lesson or the game that we have studied
yesterday, do you remember?”
Students
:”Yes mom… (Many of students do not answer the
teacher’s question)
Teacher
:”Okay kemarin kita sudah bermain kata-kata dengan
menggunakan teka teki silang. Apakah kalian ingat kata
apa saja yang kita dapatkan kemarin? (Okay, yesterday
we have played some words using Crossword puzzle;
do you remember what words we have got yesterday?)”
Students
:”Tentu bu…, kita masih ingat (Of course mom…, we
still remember it)”
Teacher
:”Okay please mention the words we have got yesterday
one by one!”
Students
:”Frying pan, knife, plate, glass, and oven, grater, sifter,
spatula, grill, and match”. (Almost all of the students
answer the teacher’s question).
On the previous meeting the students got ten words to play
because much of their time was used to do pre test and to explain the
game. “Okay, very good almost of you still remember the words that
we have played yesterday. Now do you ready to play this game
44
again?” Teacher said to the students. “Of course mom… we are ready
now”. Students answered the teacher’s question.
Teacher
:”Okay,
petunjuk
selanjutnya
untuk
melanjutkan
permainan kemarin (Okay, the next clue to continuous
the game yesterday). It is a food that mouse very like it.
What it is?”
Teacher read the next clue and for a moment the students just
kept silent to thought the answer and a moment later, three male
students raised their hands. They were wanted to fill the crossword
puzzle. Then teacher chose one of them to answer the question and he
asked to the teacher. ”Berapa kotak yang kosong bu? (How the many
empty boxes mom?)”. Then teacher said:” Six Empty boxes.” Then
that student comes in front of the class to fill puzzle and then he filled
the empty box with “Cheese”. Then teacher asked to all of the
students. “Is this true or false?” Student said:” True mom…”
Teacher
:” Okay, very good, now please read those word, repeat
after me! Cheese…
Students
:”Cheese (almost of the students follow the teacher).
Teacher
:”Okay, what the mean of Cheese?”
Students
:”Keju bu…”
Teacher
:”Very
good,
sekarang
saya
akan
membacakan
pertanyaan selanjutnya (Now, I will read the next
45
question) Listen carefully! It is the thing to cooking
foods. What is it? Okay please raise your hand!
After teacher reading that question the students just kept silent.
Then one of the male students asked to the teacher. ”Ndak kompor bu
jawabane (Jawa = apakah kompor bu jawabannya?)”. “Ya coba
dihitung dulu ada berapa kotak yang kosong.” Teacher said, and then
students calculate the empty box in the white board. “Five empty
boxes mom.” Almost all of the students answered together.
Teacher
:”That’s right, there are five empty boxes, and what is
the answer?”
One of the students asked to the teacher “Kalau kompor bahasa
Inggrisnya apa bu? (What is the English of kompor mom..?).” Then
teacher ask to all of the students about it, but no students answered.
Then teacher asked to the students to opening their dictionary and look
for the English of kompor.
Teacher
:”Okay, now open your dictionary and please looking
for the English of kompor.”
Students
:”Yes mom...”
All of the students opened their dictionary, they were looking
for that word and a moment later one of the students found the answer.
“Stove mom...” the male student said to the teacher. Then the teacher
46
asked to that student to fill the puzzle and the answer was very good.
Then teacher continued the next question.
Teacher
:”Attention please! This is the next clue. It is the thing
to stir of food and to eat. What is it?”
Students
:”Stir artinya apa bu? (What the meaning of stir mom?)
Teacher
:”Stir is mengaduk. Jadi alat apakah yang digunakan
untuk mengaduk makanan dan juga untuk makan”.
Once of the students automatically come to the teacher and he
took the marker to filled puzzle.
Teacher
:”Kamu mau menjawabnya, apa jawabanmu? (Do you
want to answer, what is your answer?)”
Student
:”Sendok mom...”
Teacher
:”Okay, very good please fill this puzzle.”
After the students answered the puzzle teacher asked to the
students about their feeling to know the students condition.
Teacher
:”Apakah kalian bosan atau capek dengan permainan
ini? (Are you boring or tired with this game?)”
Students
:”Tidak bu… kita senang dan semangat dengan
permainan ini (No mom… we are happy and enjoy with
this game).”
Teacher
:”Okay, if you are enjoy it, I will continue the game, are
you still ready, this is the next clue. It is the thing to
47
drinking tea or coffee. What is it? This word is finished
by letter “P”. There are just three letters.”
Some of the students were thought about the answer and some
of them were opening their dictionary to look for the answer. After
they found the answer many of them raised their hands. Some of them
were struggled with their friends to fill the puzzle and the class was
noisy. Then teacher showed the students that raised his hand which
never getting opportunity to answer the puzzle and that student filled
the puzzle with word “Cup”. “That’s right”, said teacher.
After the students answered that question, then teacher read the
next question without took a rest and the students enjoyed the game.
Almost all of them getting the same opportunity to fill puzzle, and
they also could answer the teacher’s questions. They answered with
the words “Bowl, bread, peeler, rice cooker, fork” and etc.
Teacher
:” Okay, listen carefully! This is the last question, siapa
yang dapat menjawab pertanyaan ini, dia akan
mendapatkan kesempatan terakhir dari game ini (who
can answer this question, they will get the last
opportunity from this game) do you understand?”
Students
:”Okay mom…”
All of them just kept silent and they looked seriously to answer
the teacher’s question.
48
Teacher
:”Okay, this is the last question, and it is the one of
spices. It has red and white color, what is it?”
Students
:”opo yo ( Jawa = apa ya) ( What is it?)
Teacher
:”Come on, almost all of the food uses this spices.”
Then one of the students asked to the teacher.” What the
meaning of spices mom?” Teacher said “spice is bumbu.”
Teacher
:”Okay, who can answer the question, please raises your
hand.”
Students
:”Sulit bu… (It is so difficult mom).”
Teacher
:”Okay, I will give you a clue again, biasanya dalam
cerita yang berwarna merah menjadi orang jahat, dan
yang berwarna putih menjadi orang baik (Usually in the
story the red color is devil, and the white color is kind).”
Students
:”aku ngerti bu… (jawa = Aku tahu bu) (I know mom).”
Teacher
:”Okay, what is it?”
Students
:”Bawang merah, bawang putih.”
Teacher
:”What the English language of bawang.
One of the students raised her hand quickly.
Students
:”Aku bu… aku bisa jawab.”
Teacher
:”Okay, please fill the empty box!”
49
Then that student filled the empty boxes with word “Onion”
and she asked to all of the students. ” Is this true or false?” “True
mom…” (All of the students answered together).
The game was finished, and then teacher gave post test
to the students.
Teacher
:”Okay, we were played crossword puzzle, now I will
give you post test to knowing your ability in the lesson
today.”
Then teacher divided the post test to the students and gave 15
minutes to do the test. After students received post test, all of them did
the test seriously and there were some students who was still noisy
with their friends. Sometimes there were some students asked to the
teacher about the same questions that they did not know the meaning.
After 15 minutes students finished their test and teacher was
took their test. Time was up and at that time English lesson was the
last subject so the students were not patients to go home.
Teacher
:”Okay, time is up, tapi sebelum kita mengakhiri
pelajaran, kita ulangi lagi kata-kata yang kita dapatkan
kemarin dan hari ini, beserta artinya, biar kita dapat
mengingat dan tidak lupa setelah itu kalian bisa pulang
kerumah masing-masing. Kalian setuju? (Okay, before
we finish this lesson, lets repeat the words that we have
50
gotten for two days with the meaning of those words in
order to memorize and did not forget those words, and
then you can go home. Do you agree? )”.
Students
:”Okay mom... cepat bu kita sudah lapar. (Quickly
please mom, we are hungry).”
Teacher
:”Lets we start what words that we have gotten
yesterday?”
Students
:”Frying pan (penggorengan), Plate (piring), Knife
(pisau), Glass (gelas),oven (oven), grater (parutan),
sifter (ayakan), spatula (sutil), grill (panggangan),and
match (korek api)”.
Teacher
:”Very good, and what the words that we have got
today?
Students
:”Cheese (keju), Cup ( cangkir), Bowl ( mangkuk),
bread (roti), peeler (Pemotong), Rice cooker (penanak
nasi), Fork (garpu), and Onion (Bawang). (Not all of the
students answered together, many of them just keep
silent because they may forget those words).
Teacher
:”Okay, you should read again those words and don’t
forget to practice it in your daily pronunciation, and
don’t forget to study in your home. Okay..!
Students
:”Okay mom.”
51
Teacher
:”Okay, time is up. And it is time to go home. Dan saya
masih punya satu tema lagi, jadi kita akan bermain
puzzle lagi minggu depan, setuju? (I still have one topic,
so we will play this game next week. Do you agree?”)
Students
:”What is the topic mom?
Teacher
:”It’s surprised to you okay... See you next week!”
Students
:” See you…”
3) Observation
In the second meeting, observation is also carried out during
the implementation of the action. There were many students who are
enthusiastic to play the game. However, there are also some students
who were less perfect, even there was two students who are passive in
the classroom, and never speak up in the class. They just kept silent
and looked at their friends when played puzzle. We can see that almost
of the students very active and enthusiastic to fill the puzzle and they
always struggled with their friend to answer the questions. It can be
known when teacher asked about their feeling when crossword puzzle
played and they said that they were very happy and enjoyed. It is an
evident that they are motivated and attracted to the lesson.
They were always did not patients to waited the next questions
or the next clues. It can be seen when the students asked to the teacher
to read the next question quickly. It indicates that students have
52
motivation to learn English and interest in it. We can looked at the
students progress they are better than the day before. However, some
of them looked tired and not patients to go home, because at that time
English was the last subject.
4) Reflection
By analyzing the result of meeting 2, we were found that
almost all of the students were active in the teaching and learning
process. However, we also found two students who did not active and
just kept silent when teacher asked them to fill puzzle in the white
board they just answered “not yet or I can’t do it”. To solve that
problem teacher asked to all of the students to mention some words
that they have got in order to make students more active.
For other activities (playing Crossword puzzle, result of post
test, and etc), it gave enough result.
2. Cycle II
a. Meeting I
1) Planning
The first activities in this research are planning. The activities
prepared:
a) Materials, making lesson plan and designing the steps in doing the
action.
b) List of the students’ name
53
c) Teaching aids (e.g. crossword puzzle).
d) Sheet of the classroom observation
e) Test (pre test)
On Sunday, seventeenth of May of 2010, the teacher (writer)
entered his English class. It was a half past eight a.m. All of the
students are ready to study. The situations as follows:
As usual the teacher gave greeting to the students. Teacher
asked who was absent that day. There was two students absents
because they were sick. After that, the teacher asked to the students.
”Okay, do you ready to play this game again?”
Students
:”Okay mom…”
Teacher
:” Okay class… at this time, we will play some words
again, and the topic for this moment is about school
tools. I believe that all of you were know and nothing
difficulties in this topic, that’s right?”
Students
:”Of course mom…”
Teacher
:”Coba sebutkan alat-alat sekolah ataupun barang yang
berada di dalam kelas (please mention some of the
school tools or the things in the classroom).”
Then almost of the students mentioned the things in the
classroom, “papan tulis, meja, kursi, pulpen, buku, murid, guru, and
54
etc. (They were mention with the Indonesian language).” Then teacher
said:” In English please!” then students replayed their answer with
English language, but they were only can mentioned the words “Pen,
book, teacher, students, and black board”, than they thought for a long
time.
Teacher
:” Baik, seperti kemarin, sebelum pelajaran dimulai saya
akan memberikan Pre test untuk kalian (Okay, such as
yesterday, before I’m starting the lesson, I will give Pre
test to you) now help me to distribute it. Tolong bantuin
mbagi exercise please! Kalian harus mengerjakannya
dengan serius ya!”
After all of the students were accepted pre test, they did test
seriously. Class situation is enough quite. Some times there was a
student who walked around to his friends to asked about the test.
Teacher monitoring students’ activities, students did pre test for about
twenty minutes. After finishing test they were submitting it.
Teacher
:”Gimana…? Gampang atau susah soalnya? (How about
the test, it is easily or difficult?)”
Students
:” Ono sing gampang ono sing angel bu (Jawa=ada yang
gampang dan ada juga yang sulit bu).”
Teacher
:”Never mind, nanti setelah kalian bermain dengan
puzzle ini, nanti kalian akan mudah mengerjakan post
55
tets dan juga mudah untuk mengingat kata-kata tersebut
(After you are play this game, you will feel easy to did
post test and to memorize those words)”.
After teacher put on Crossword puzzle in the white board,
there are ten questions consist of five horizontal words and five
vertical words. Then teacher start game with reading the first question.
Teacher
:”It is the first question, listen carefully! There are ten
empty boxes in the white board. The clue is it is the
thing to write in the front of the class, and it has the
black color. Baik siapa yang bisa angkat tangan (Okay,
who can answer, please raise your hand).”
Almost all of the students raised their hands because they were
known about the answer. There were three female students that not
raised their hands. Even they were struggled with their friends to filled
puzzle in front of the class. Then teacher asked to one of male students
to fill puzzle. He was looked very happy when teacher gave
opportunity to him although his friends were feeling disappointed.
Teacher
:”Okay, never mind, all of you will get the same
opportunity to filling the puzzle, so don’t worry…!”
Then teacher asked to students to came back and sat down to
his place. A moment later teacher read the second question. All of the
56
students feel nervous and enthusiastic to wait the question and to
answer it.
Teacher
:”This is the second question, what it is, it is the thing to
write some notes or lesson, notes is catatan jadi sesuatu
yang digunakan untuk menulis catatan atau pelajaran,
please raise your hand!”
Students
:”Kotak yang kosong berapa bu?”
Teacher
:”There are four empty boxes in the white board and
this word starting with letter “B.”
Almost all of the students raised their hands again and teacher
chose the students who rarely feel the puzzle in order to all of them
getting the same opportunity to fill puzzle. That student answered
with word “Book” and the answer is true and a moment later teacher
read the next question.
Teacher
:”Okay, siap… ini pertanyaan selanjutnya (Okay,
ready… this is the next question). It is the thing to give
some color in the picture. Ini adalah benda untuk
mewarnai gambar, starting with letter “C” and there are
six empty boxes”.
Students kept silent for a moment, and there was a student
said:” Spidol bu… benar tidak (The answer are marker mom… is this
true or false?)” No… not spidol, this is starting by letter “C”. Teacher
57
said to that student. “Oh iya…” that student said. “Ini juga digunakan
sebagai judul film kartun (This is also used as the title of once of the
cartun movie) said teacher to the students. “saya bu…” One of the
students who sat down in the corner of class raised his hand and he
come in front of the class quickly and took a marker from the teacher.
Teacher
:”Wow… you are very enthusiasm, apa jawaban kamu?
(What is your answer?)”
Student
:”Crayon Sinchan (that student answer the teacher’s
question with give a smile).”
Teacher
:”Without Sinchan lho ya…!”
Then that student fills the puzzle with word “Crayon”.
Teacher
:”Okay, the next question, what it is... It used to make a
line in the book. Ayo apa jawabannya, benda ini
digunakan untuk membuat garis.
There was a student filled the puzzle but he made a mistake.
He wrote “Roler” in the white board. Then teacher asked to all of the
students “Is this true or false?” True mom….” (Students said together).
Then teacher said:” That’s right this is true??” Then there was a
female student raised her hand and she said:” Bu… bukan pakai O tapi
pakai U”. “Nah… itu baru benar , coba maju dan betulkan, tulis kata
yang benar “ said teacher to that student.
58
Teacher
:”Okay next... what it is… it is someone who teach a
lesson (hayo apa jawabannya seseorang yang mengajar
pelajaran?)”
One of the students filled the puzzle, but there was a mistake
again. That student wrote “teacer” in the white board. “Salah bu…”
one of the male students said to the teacher. Then teacher said to all of
the students:” Who want to write the right answer?” There was a
student wrote the right answer, he wrote “teacher”.
The game is going smoothly and the class condition is enough
conducive. Almost all of questions were answered although sometimes
there were some mistakes and then teacher continued the game again.
Teacher
:”Okay, next question, ini adalah sejenis pen tapi ini
digunakan untuk menulis .di papan tulis yang berwarna
putih (it is a kinds of pen, but it is used to write in the
white board)”.
Students
:” Spidol bu…”
Teacher
:” That’s right… spidol. What is the English of spidol?”
(All of the students just keep silent, and think the
answer).Okay students, please open your dictionary and
look for the English of spidol.”
Students opened their dictionary and looked for the word spidol.
Teacher
:”Okay… what is the answer?”
59
Students
:”Marker mom…”
Teacher
:”Very good, comes on fill this puzzle.”
Then one of the male students fill the puzzle with the
word “Marker”, and the answer are true. The students play game very
enjoy and enthusiastic. After a moment teacher continued the next
question, and as usual students answered the teacher’s question one by
one. They were mentioned the words “student, table, pencil, and the
last is chair”. Then time was up, teacher said to the students to
continue the game tomorrow.
Teacher
:”Okay class! Time is up, tomorrow we will continuous
this game again, do you agree…?”
Students
:”Yes mom…! (All of the students answer together).
Teacher
:”Okay, don’t forget to study hard and see you!”
Students
:”see you…!”
3) Observation
In the second cycle it’s mean in the third meeting, teacher
(writer) and observer as usual carried out the implementation of the
action. In this cycle teacher has the new topic, almost all of the
students very known about the topic. It can be seen when teacher
asked them to mention some of words about the topic before the game
was played. Almost the entire students can mentioned the some words,
but they mention in Indonesian language.
60
All of the students very enjoy and enthusiasm in this game
with the new topic they can answered the questions one by one.
However, there were some mistakes that students done that are one of
them having the problem in their spelling. Although they have that
problem they still happy and enjoyed with the game and teacher also
gave the same opportunity to them. It can be seen when teacher was
pointed the student who has sat down in the corner of the class and
rarely filled the puzzle. We can looked the students motivation to learn
English are improved and the result of students’ vocabulary are
increased than before, but to get the best result teacher will do the next
meeting.
4) Reflection
After analyzing the result of cycle 2 on the third meeting,
teacher concludes that the students began has the improvement in their
vocabulary. They can answer the questions well although they have
some problem in their spelling. One of them wrote “Roler” and
“Teacer” which the right words are “Ruler” and “Teacher”. It is also
easy for them to answer the questions and to fill the puzzle. They have
the great spirits to play the game. It can be seen when they often
struggle with their friends to fill the puzzle. Besides, by improving
their vocabulary they are able to mentioned and fill the puzzle well,
61
and the result of this meeting is enough good than before. The teacher,
therefore, continued to the next meeting.
b. Meeting II
1) Planning
The activities prepared:
a. Material, and designing the steps in the doing action.
b. List of the students’ name.
c. Teacher aids (ex. Crossword puzzle).
d. Sheet of the classroom observation.
e. Preparing Crossword puzzle
f. Test, Post test.
On Tuesday, the eighteenth of May 2010 the teacher (writer)
entered her English class, and then as usual she gave the greeting to
the students and asked about their condition. A moment later, teacher
told to the students to continue the game the day before. Teacher asked
to the students to repeat what the words that they have got yesterday.
Having finished some words, she continued to play others
words. There are eleven words like yesterday. She continued to other
words like “uniform, table, chair, shoes, and pen”. One by one of
students filled the crossword puzzle, and at this time teacher was
62
pointed to the student one by one according to their sit place, that is
started from front to the back. Sometimes teacher asked about the
meaning of those words, she also asked to them to read those words
together. If there were no problem, teacher continued to the other
words (schedule, try out, examination, bag, school, and class).
However, there was a problem in the word “schedule”. They can not
answer the teacher’s question about that word, because they are not
known that word in English. Then teacher asked to all of the students
to open their dictionary to look for that word.
After students found that word in English, then teacher asked
to them to read all of the words that they have got in the white board
together. After that teacher gave them post test and she gave time to
doing it for about 25 minutes. Having finished post test, students
submitted their post test to the teacher. Because at that time English
lesson is in the last time, before students come back to their home
teacher asked them to mentioned the school tools and the things have
relation with school one by one according to their sit place, until the
time was up.
3) Observation
The teacher (writer) and observer observed in the fourth action
where they were monitoring, teacher some times helped the students
when they got difficulties. Teacher tried to activate the students who
63
were still quite in the game with asked them to read the words together
and to mention the meaning of those words.
The teaching and learning process in the second meeting in the
second cycle was interesting. The students who were quite in action
one, they looked confidence and enjoy to fill the puzzle. In the middle
of game, there were some students who found difficulties. They don’t
know about the English of once word. But this is can handle with the
teacher. She asked to the students to look for that word in their
dictionary.
The teaching and learning process was very active (teacher and
students) and the class condition was not nervous and noisy like the
cycle before.
By observing the teaching and learning process in the meeting
1, 2, 3 and meeting four, teacher concluded that the crossword puzzle
can improve the students’ vocabulary. The improvement can be seen
through the result of activity from cycle 1 and cycle 2.
4) Reflection
After analyzing the result of second meeting in second cycle, it
can be conclude that crossword puzzle can motivate the students to
involve actively in learning vocabulary in the class, although there are
some problems in their spelling or they do not knowing the English of
the words. In this meeting the game is very smoothly, almost all of the
64
students can answered the questions and fill the crossword puzzle.
There are some students have difficulties in the word “schedule”. They
can’t fill the puzzle with English, but finally they can fill the puzzle
after they look for that word in their dictionary.
The result of this meeting is good. It is can be seen when
teacher asked to them to mention of school tools and everything that
have relation with school on the last time. Almost all of them can
mentioned with the English language, and when teacher asked them to
mentioned the words that they have got before, they still remembering
those words in English.
Then teacher decided that it is the last meeting, because
crossword puzzle can improve the students’ vocabulary mastery, and it
can be seen in the score of pre test and post test in each cycle.
B. Score Verbal of Students Achievement
1. Score Verbal of Cycle I
a. The result of Pre Test Cycle
The mean of Pre test
M =
Σx
Ν
65
TABLE 4.5
SCORE OF PRE TEST IN CYCLE I
No
Score
1.
5
2.
5
3.
5
4.
5
5.
6
6.
5
7.
6
8.
6
9.
6
10.
4
11.
7
12.
5
13.
6
14.
6
15.
5
16.
5
17.
6
18.
5
19.
6
20.
6
Total
110
66
M =
Σx
Ν
Explanation:
M
= Mean
x
= the sum of Pre Test
N
Mean =
110
20
= 5, 5
b. The Result of Post Test in Cycle I
The mean of post test
M =
Σx
Ν
TABLE 4.6
SCORE OF POST TEST IN CYCLE I
No
Score
1.
6
2.
6
3.
7
4.
4
5.
7
6.
7
7.
5
8.
6
67
No
M =
Score
9.
6
10.
5
11.
7
12.
6
13.
6
14.
7
15.
6
16.
7
17.
7
18.
6
19.
6
20.
6
Total
123
Σx
Ν
Explanation:
M
= Mean
x
= the sum of post test
N
Mean =
125
20
= 6, 15
68
c. Conclusion of Cycle I
After comparing between the result of pre test and post test, it can
be seen that the score of students is increased. Although on the
observation the students have less motivation and interest in early. But,
after several time they begin to active in the teaching and learning process.
They active to filling crossword puzzle and they asked to the teacher to
play the game again on the next meeting. In the second meeting they look
enthusiastic and enjoy playing the crossword puzzle.
2. Score Verbal of Cycle II
a. The result Of Pre Test Cycle II
The mean of pre test
M =
Σx
Ν
TABLE 4.7
SCORE OF PRE TEST IN CYCLE II
No
Score
1.
5
2.
5
3.
6
4.
5
5.
7
6.
7
7.
7
8.
6
69
No
M =
Score
9.
5
10.
7
11.
6
12.
7
13.
7
14.
7
15.
6
16.
6
17.
6
18.
5
19.
7
20.
7
Total
124
Σx
Ν
Explanation:
M
= Mean
x
= the sum of pre test
N
Mean =
124
20
= 6, 2
70
b. The Result Of Post Test In Cycle II
The mean of post test
M =
Σx
Ν
TABLE 4.8
SCORE OF POST TEST IN CYCLE I
No
Score
1.
7,5
2.
7
3.
8
4.
7,5
5.
8
6.
7
7.
8
8.
7
9.
6
10.
8
11.
8
12.
7,5
13.
8
14.
7
15.
8
16.
8
17.
8
18.
6
19.
7,5
71
M =
No
Score
20.
8
Total
150
Σx
Ν
Explanation:
M
= Mean
x
= the sum of post test
N
Mean =
150
20
= 7, 5
c. Conclusion of Cycle II
Based on analysis on cycle II meeting 1 and meeting 2, the writer
concluded that crossword puzzle can improve the students’ vocabulary. It
can be seen from the verbal score, post test is higher than pre test. It can
be concluded the crossword puzzle can increase the students’ vocabulary
mastery.
72
d. The Students Improvement in Cycle I and Cycle II
TABLE 4.9
The Students Improvement in Cycle I and Cycle II
No
1.
2.
3.
Students Improvement
Increase
Decrease
Constant
Cycle I
60 %
10 %
30 %
Cycle II
70 %
5%
25 %
Based on this analysis the writer concluded that Crossword puzzle
can improve and increase the students’ vocabulary mastery in the first year
students of MTs NU Salatiga in the academic year of 2009/2010. it is can
be seen in the table that students’ vocabulary mastery was increase
between cycle I and Cycle II.
73
CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion
The result of the study shows that crossword puzzle is able to help the
students improve their vocabulary mastery. It can be seen at the conclusion of
this thesis that is:
1. Crossword puzzle can influence the improvement of students’ vocabulary
mastery of the first year students of MTs NU Salatiga in the academic year
of 2009/2010. It is can be seen at the result of the score verbal of pre test
and post test in each cycle. That is the mean score of pre test in cycle I is
5,5, the mean score of pre test in cycle II is 6,2, the mean score of post test
in cycle I is 6,15 and the mean score of post test in cycle II is 7,5.
2. The process of teaching vocabulary using Crossword puzzle is going
smoothly and almost all of the students are enthusiasm to fill the puzzle. It
can be seen at the result of observation in the class that is almost all of the
students fells enjoy and happy in the teaching and learning.
3. The teaching and learning situation when Crossword puzzle is
implemented in vocabulary instruction is, firstly the class situation are
very noisy. It may be caused almost all of students are confuse and not
understand with the game, even they not familiar with the new teacher.
However after the teacher explain about the game and gives instruction
74
how to play it, the students are understood and the class condition is very
conducive.
It is concluded that the mean score of pre test and post test to the next
cycle is increase, so the using of crossword puzzle can improve the students’
vocabulary mastery and the students are involved actively in teaching and
learning process.
B. Implication
The result of the action shows that the using of crossword puzzle can
improve the students’ vocabulary mastery. The implementation of game mode
it’s mean with crossword puzzle presentation is reasonable because it can give
the students a great motivation in learning vocabulary, and in the application
of the teaching vocabulary through crossword puzzle is good in improving
students vocabulary mastery.
C. Suggestion
Based on the result of the study and conclusion, the writer would like
to suggest as follows:
1. To the Teacher
The English teacher should improve their ability in the process of
teaching and learning, and teacher should know toward students’ problem.
So the students will feel happy and they will memorize the some words
easily. The teacher should teach vocabulary effectively, and teacher should
handle the class condition when the students were noisy or speak up by
75
their friends. The role of teacher in the process of teaching and learning
can influence students in improving their skill.
2. To the Students
Students should always be active in the process of teaching and
learning and not afraid or lazy in the English lesson. Students should study
English continually in the classroom and their house.
The students should give the more attention and keep their attitude
when teacher explained the lesson and teach them. Students should more
add their vocabulary by read some book or read the picture dictionary to
improve their vocabulary, and they also should practice the some words
that they have got in their daily conversation in order to they not forget
about those words. However, if the teacher gives some questions, they can
answer the question although there are some mistakes in their spelling.
3. To the Other Researcher
It has been known from the result of the study using crossword
puzzle that it can improve the students’ vocabulary mastery. Hereby, it is
hoped that the result of the study makes the English teacher use an
appropriate teaching mode of presentation on improving students’
vocabulary mastery. Based on that explanation the writer would like to
suggest other researcher, the result of the study can be use as additional
reference for further research with the different sample and occasion.
76
BIBLIOGRAPHY
Aqib,Zainal. 2009. Penelitian Tindakan Kelas. Bandung: Trama Widya.
Arikunto, Suharsimi. 2006. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Asnawir, Usman. 2002. .Media Pembelajaran. Jakarta:PT Itermasa.
Brown, Dougeas. 2004. Language Assessment Principle and Classroom
Practices. United States of America: Longman.
Darnbury. 1994. The New Lexicon Webster’s Dictionary of the English
Language Volume I. America: Lexicon Publications.
Elliot, John. 1991. Action Research for Educational Change. Philadelphia: Open
University Press.
Fauziati, Endang. 2002. Teaching of English as a Foreign Language. Surakarta:
Muhammadiyah Universities Press.
Hadfield, Jill. 1999. Intermediate Vocabulary Games. England: Longman.
Hadi, Sutrisno. 1981. Methodology Research vol 3. Yogyakarta: Yayasan
Penerbitan Fakultas Psikology Universitas Gajah Mada.
Harris, David. 1969. Testing English as a Second Language. America: McGrawHill Book Company.
McCarthy, Michael. 1990. Vocabulary. New York: Oxford University Press.
Merriam. 1981. Webster’s Third New International Dictionary Volume III.
America: Encyclopedia Britannica.
Norwanto. 2006. Fun Learning. Salatiga: STAIN Salatiga Press.
Nunan, David. 1991. Language Teaching Methodology. New York: Prentice
Hall.
Oxford University Press. 2003. Oxford Learner’s pocket Dictionary. New York:
Oxford University Press.
Richards, Jack. 1994. Reflective Teaching in Second Language Classroom.
America: Cambridge University Press.
Rudduck, Jean. Hopkins, David. 1985. Research as a Basis for Teaching. New
York: Heinemann.
Scrivener, Jim. 1994. Learning Teaching. New York: Heinemann
Silberman, Mel. 1996. Active Learning. America: Temple University.
Sukandarrumidi. 2004. Metodologi Penelitian. Yogyakarta: Gadjah Mada
University Pers.
Thornberry, Scott. 2002. How to Teach Vocabulary. England: Longman.
Wibawa,Basuki. 2003. Penelitian Tindakan Kelas. Jakarta: Departemen
Pendidikan Nasional (BA-PGB-04).
Zenger, Sharon. Zenger, Weldon. 1977. 57 Ways to Teach. America: Crescent
Publications.
Http: //www.thefreedictionary.com. January 16 2010.
Http: //www.alwords.com. January 16 2010.
Http: //www.Wikipedia.org /wiki/crossword. January 16 2010.
Http: //www.dictionary.reference.com. January 16 2010.

improving students` vocabulary mastery trough crossword puzzle

Transcription

Similar documents

4-H iThrive Crossword Puzzle C r o s s w o r d P u z z l e K y 65

Teddy Bear - University Games

Gifts That Keep On Giving

Dear Friends of the Ministry, In our spare time, Liz and I enjoy putting

empire state building empire state building

a daily crossword star signs sudoku puzzle daily

Puzzle it out - Anglian Water

a daily crossword star signs sudoku puzzle daily

Twenty under Thirty

here - Running the Gauntlet