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THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY MASTERY
(A Classroom Action Research in the First Year Students of MA Al Bidayah Candi Bandungan in the Academic
Year 2009/2010)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment
Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In English and Education Department
By:
ZUNITA WIDYASARI
113 06 106
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2010
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, 03 Agustus 2010 Researcher
ZUNITA WIDYASARI NIM: 113 06 106
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
ARI SETIAWAN, S. Pd, MM Salatiga, 03 Agustus 2010 The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga ATTENTIVE COUNSELOR’S NOTE
Case : Zunita Widyasari’s Graduating Paper
Dear
The Head of State Islamic
Studies Institute of Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Zunita Widyasari’s graduating paper entitled
“ THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY
MASTERY ( A Classroom Action Research in the First Year Students of MA
Al Bidayah Candi Bandungan in the Academic Year 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,
Ari Setiawan, S.Pd, MM NIP. 19751004 200312 1 002
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
STATEMENT OF CERTIFICATION
THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY MASTERY
(A Classroom Action Research in the First Year Students of MA Al Bidayah Candi Bandungan in the Academic Year 2009/2010)
ZUNITA WIDYASARI
NIM. 113 06 106 Has been brought to the board of examiners in August, 31st 2010 M /
Ramadan, 21st 1431 H , and hereby considered to completely fullfillment of the requirement for the degree of Sarjana Pendidikan Islam (S. Pd. I)
in The English and Educational Faculty.
August, 31stP 2010 M Salatiga,
Ramadan, 21st 1431 H
Board of examiners Head Secretary
Dr. Imam Sutomo, M.Ag Dr. Rahmad Hariyadi, M.PdNIP. 19580827 198303 1 002 NIP. 19760112 199203 1 005
1st examiner 2nd examiner Hammam, M. Pd Dr. Zakiyudin, M. Ag NIP. 19730610 2000003 1 001 NIP. 19720521 200501 1 003
Consultant
Ari Setiawan, MM NIP. 19751004 200312 1 002
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
Motto
Trust with our selves
DEDICATION
This graduating paper is whole heartedly dedicated to:
,My beloved mother, Siti Solekhah and my beloved father, Nahrowi ط
thanks all support, trust, finance, and encouragement.
,My old sisters, Zunatun Huda and my old brother in law M. Nazam ط
thanks for your kindness, togetherness.
My old brother Saiful Hadi and his wife ط
My nephew, Salman and Salsa ط
My special someone, Muhammad Ulin N thanks for your support in ط
finishing this thesis
My best friends, Nadzir, Ila, Dayah, Mimi, Yunita ط
My friends in TBI' 06 especially TBI D’06 ط
ACKNOWLEDGENMENT
In the name of Allah, the most gracious, the most merciful, the lord of
universe, because of Him, the writer could finish this thesis as one of the
requirement for Sarjana Pendidikan Islam 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.
However, this success would not be achieved without those supports,
guidance, advice, help and encouragement from individual and institution, and I
realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)
Salatiga.
2. Suwardi, M. Pd as a chief of Education Faculty.
3. Maslihatul Umami, M.A, as a chief of English Department.
4. Ari Setiawan, MM, as a consultant who has educated, supported, directed and
given the writer advice, suggestion, and a recommendation for this thesis from
beginning until the end.
5. Ruwandi, MA, as a academic counselor who has given the writer suggestion
6. All of the lecturers in English department
7. All of the staff who have helped the writer in processing of thesis
administration
8. My beloved father and mother, thanks all support, trust, finance,
encouragement.
9. 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, 03 Augusts 2010
Writer
ABSTRACT
Zunita Widyasari (2010). “The Use of Crossword to Improve Vocabulary
Mastery of the First Year Students of MA Al Bidayah Candi Bandungan in the Academic Year of 2009/ 2010
The Aim of this research is to find out whether interactive method by applying crossword puzzle can improve vocabulary mastery of the first year students in MA Al Bidayah Candi Bandungan.
To find out whether interactive method by applying crossword puzzle can improve students’ vocabulary, the writer gives the students pre test before treatment and post test after treatment.
The finding shows that the t-test calculation from the result of pre-test and post-test in cycle I is 5, 97 and in cycle II is 6, 33. Both of them is greater than t-table with n =26 is 2, 06. It means that the use of crossword puzzle can improve the students’ vocabulary mastery.
Keyword: Crossword Puzzle, Vocabulary Mastery
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
CHAPTER I INTRODUCTION
1. The Background of the Study .................................. 1
2. Limitation of the Problem........................................ 3
3. The Purpose of the Study......................................... 4
4. The Benefits of the Study ........................................ 4
5. The Definition of Key Term .................................... 5
6. Thesis Outlines ........................................................ 6
CHAPTER II THEORETICAL REVIEW
1. Crossword Puzzle .................................................... 9
2. Vocabulary in Learning English .............................. 12
3. Achievement as a Result of Teaching Learning Process18
4. The Students' Motivation ......................................... 19
5. The Use of Crossword Puzzle in Learning Vocabulary23
CHAPTER III RESEARCH METHODOLOGY
1) The Setting of Research .......................................... 25
2) The Subject of Study .............................................. 23
3) Research Method .................................................... 28
4) Research Procedure ................................................ 29
5) Model of Research .................................................. 31
6) The Technique of Collecting Data .......................... 32
7) The Technique of Data Analysis ............................. 33
8) Pre Research .......................................................... 34
CHAPTER IV ANALYSIS AND DISSCUSION
a. Cycle I ..................................................................... 36
b. Cycle II ................................................................... 46
c. Analysis Between Cycle I and Cycle II .................... 54
CHAPTER V CLOSURE
d. Conclusion ............................................................. 57
e. Suggestion ............................................................. 58
BIBLIOGRAPHY
APPENDIXES
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is becoming more and more important in Indonesia as it is use
for different purposes, such as teaching, cultural and among others. In
Indonesia, English is as a one of foreign language which is taught in
elementary school, junior high school, and senior high school. For many years
ago the material of English is emphasized in the structure of language, the
students are hoped be able to recall the pattern of tenses. It is too hard for the
students, it makes the students are lazy to learn English. Beside that the
students are unable to speak English, it is caused the students are less
vocabulary.
Vocabulary is one of aspects in English. It is very important for
studying English. Learner who just learns grammar without vocabulary will be
difficult to convey what he or she wants to say. However, learner who just
learn vocabulary or just read text or open dictionary will be able to say
something (Harmer, 2001; 13). Vocabulary is needed to improve the four
English skills; listening, speaking, reading, and writing. This means that the
vocabulary plays an important role for the study in their field of study. The
students, who are less in vocabulary, will be difficult in understanding the
text, unable to speak English, and difficult to write their own idea. In addition,
students with a small vocabulary also read slowly because they do not
understand many of words or have to stop and look them up in dictionary
(Edwards, 2006; 177).
In my view, some of students in senior high school still have less
vocabulary. Sometimes they don’t understand what the teacher says.
Moreover, the students are still difficult to communicate using English. It can
make the students lazy to learn English. The students don’t give attention
when the teacher is explaining the material in the class. Furthermore, they just
keep silent if the teacher asked them in English. So, most of students just
acquire a few vocabularies. The researcher needs to implement a method that
can make students interested in learning. Most of this situation is found in MA
Al Bidayah too. Most of students did not understand what the teacher said in
English and they are difficult to remember news vocabularies that they have
learned.
In improving the student’s achievement in teaching learning process,
the teachers have an important role. Teachers are in constant search of
essential activities that allow students to improve their learning abilities of
foreign language. The teachers must know the condition of the students. In the
other hand, method has an important role in teaching learning process. Method
which is used by the teacher can make students enjoy in learning. The teacher
must use the appropriate method in teaching learning process that can make
students is easy to acquire the new vocabulary. Game is one of method that
can make students feel enjoy in learning. The students can do both of learning
new vocabulary and play game. In addition, games are helpful because they
can make students feel that certain words are important and necessary (Allen;
1983:54). Without those words, the students can not finish the game.
There are many games which can be used in teaching learning process.
One kind of game is crossword puzzle. By crossword puzzle, the students can
get new vocabularies and improve their vocabulary. According to Edward
(2006; 74), there are some of activities that will help build vocabulary that are
using words in conversation and doing crossword puzzle. Therefore, the
researcher suggests crossword puzzle in teaching vocabulary. Crossword
puzzle can train the student’s brain to recall the new words. Moreover the
students will learn English by sharing with their friends to finish the
crossword puzzle.
All of above explanation create inspiration to the writer to make an
action research, because the writer wants to know how far crossword puzzle
can improve students’ vocabulary mastery and does meet the students in MA
Al Bidayah? So the writer makes an action research with the title The Use of
Crossword Puzzle to Improve Vocabulary Mastery (A classroom Action
Research of The First Year Students in MA Al Bidayah Candi Bandungan in
the Academic Year 2009/2010).
B. Limitation of the Problem
In order to avoid any misinterpretation of the problem, the writer
would like to limit the scope of the study. The writer wants to know whether
crossword puzzle can improve the students’ vocabulary mastery. The material
is limited to that is taught at first grade of senior high school in the second
semester.
C. The Purpose of the Study
The purpose of this research is:
1. To find out whether crossword puzzle can improve the vocabulary mastery
of the first year students in MA Al BIDAYAH in the academic year
2009/2010.
2. To find out whether crossword puzzle does meet with the first year students
in MA Al BIDAYAH in the academic year 2009/2010.
D. The Benefit of the Study
1. Theoretically, the benefit of this research is can be a reference for other
writers in their paper.
2. Methodologically, the benefit of this research can give inspiration to the
teacher in order to can use the method which is appropriate in teaching
learning process.
3. Practically, the benefits of this research are, firstly the finding of the
research can be used by the teacher in selecting the technique to improve
the student’s vocabulary in teaching learning process. Secondly, the
finding of this research can improve knowledge and to be an experience
for the writer, so the writer will be better in the next teaching. Thirdly,
the finding of this research can help the students to improve the student’s
vocabulary. Moreover, it can be as a reference for the other researcher,
because this result just in MA Al Bidayah in the academic year
2009/2010.
E. Definition of Key Term
The writer wants to clarify and explain the terms of the title to make
understandable meaning, they are following:
1. Crossword Puzzle
Crossword is puzzle in which words have to be written (from
numbered clues) vertically and horizontally (up and down) in scales on a
chequered squared or oblong (Hornby; 1963: 233). Puzzle is problem
design to test a person’s knowledge (Hornby; 1963: 652). Crossword
Puzzle is problem design to test a person’s knowledge in which words
have to be written vertically and horizontally in spaces on a squared.
2. Vocabulary Mastery
Vocabulary is list of words used in a book with definition or
translation (Hornby; 1963: 1120). Mastery is great skill or knowledge
(Handy learner’s dictionary of American English, 2000: 252).Vocabulary
mastery is the knowledge in understanding the words
F. Thesis Outline
This thesis will consist of five chapters. Each chapter will be discussed
as follow:
Chapter I tell about introduction, and the writer will explain the
relationship related to the thesis. It is the background of the study, limitation
of the problem, the purpose of the study, the benefit of the study, definition of
key term, and thesis outline.
Chapter II tells of the theoretical review. In this chapter, the writer will
explain about crossword puzzle, vocabulary in teaching learning process, and
achievement as a result of teaching learning process, students’ motivation, and
crossword puzzle game in teaching vocabulary.
Chapter III explain about research methodology. In this chapter, the
writer would like to explain the setting of research, the subject of study,
research method, research procedure, the model of research, the technique of
collecting data, the technique of data analysis, and pre research.
Chapter IV is talking about teaching implementation and data analysis.
In this chapter, the writer would like to explain about data analysis the result
of research in cycle I and cycle II, then make analysis between cycle I and
cycle II
Chapter V consists of the writer will explain about the conclusion and
suggestion of this research.
Bibliography
Appendixes
CHAPTER II
THEORETICAL REVIEW
A. Crossword Puzzle
In Oxford Learner’s dictionary (2003;103), crossword is puzzle in
which words have to be guessed from clues and written in spaces in a grid. A
crossword is a word puzzle that normally takes the form of a square or
rectangular grid of white and shaded squares (http://www.wikipedia.org).
Puzzle is game that you have to think about carefully in order to answer it or
do it (Oxford Learner dictionary; 2003:349). Puzzle is game or toy to exercise
the mind (Longman Handy Learners’ Dictionary of American English:
2000:336)
From some definitions above, the writer can conclude some definition
of crossword puzzle:
1. Crossword puzzle is a game that you have to think about carefully which
is consist of words that written in space in a grid.
2. Crossword puzzle is a game to exercise the mind which is consist of words
that written in space in a grid.
3. Crossword puzzle is a game that you have think about carefully which is
normally takes the form of a square or rectangular grid of white and shade
square.
4. Crossword puzzle is a game to exercise the mind which is normally takes
form of square or rectangular grid of white and shade square.
In Longman Handy Learners’ Dictionary of American English (2000:
99), crossword puzzle is printed game in which words are fitted into numbered
square. Crossword puzzle is a game which is consists of words in the grid that
has to think carefully to guess from the clue and can be exercise the mind.
1. Crossword Puzzle as a Game
In the definition above shows that crossword puzzle is a game. In
our daily live, It can be an exercise our mind which is done in our free
time as a filler. In teaching learning process, it can be a game which helps
the students in improving vocabulary.
Furthermore, the statement below will show that crossword puzzle
is one kind of games. There is the type of games that usually called fillers.
These are not mainly games, but they are activities, which can be turned
into games by incorporating the competitive element to them
(http://www.wikipedia.org), they consist of:
a. Quizzes are not games as their name indicates; however, games can
become quizzes. One of the purposes of games is for the teacher to
evaluate students' knowledge. They are generally used in an end-of-
lesson activity to check student’s retention.
b. Riddles, whose main goal is to develop students’ listening or reading
comprehension. It can improve students’ vocabulary too (Lee;
1963:124). For Example, the teacher said, “What do we use to cut our
meet? “Write down your answer on your paper”. (the answer is knife)
c. Crossword puzzles, which are mainly focused on vocabulary and
spelling practice. Crossword puzzle can improve the students’
vocabulary by filling the words in the clues and reading the clues of
crossword puzzle. Sometimes, the teacher gives the clues of crossword
puzzle orally, so the students listen and write down the clues. It can
train the students’ spelling and listening.
2. The Kind of Crossword Puzzle
In teaching vocabulary by using crossword puzzle, there is some
kinds of crossword puzzle which can be done the students, they are:
(http://www.crossword.com).
a. Oral crossword.
The oral crossword is the crossword which is the clue is given
orally by the teacher, and the students just get the blank crossword.
Only give the students the puzzle with no clues what so ever. Give the
clues orally. In a foreign language class, this can be an excellent
listening activity. Tell students to fill in what they can and then repeat
the clues once more at the end.
b. Picture crossword
Picture crossword is the crossword which is the clue consist of
picture. Only give the students the puzzle with no clues. For each clue,
hold up a picture. This works especially well with a unit that involves a
lot of new vocabulary.
c. Object crossword
The object crossword is the crossword in which the clue is
written on the object. Only give students the blank puzzle with no
clues. Place the items around the room, each labeled with their clue
number. Have students rotated around the room to different stations;
allow them to pick up the objects as they complete the puzzle. This
tactile version of the puzzle is great for those students who are hands-
on learners. This type of puzzle works well for units with a lot of
vocabulary.
3. The Procedure of Presenting Crossword Puzzle
In presenting crossword puzzle, the teacher can do the various
ways. The procedure of presenting crossword puzzle must make the
students are interested to do the crossword puzzle. The various procedures
are possible (Lee; 1963:135):
a. The teacher gives the same crossword for each student. They solve
individually with the help of written clues.
b. The teacher divides the class into groups. Then the teacher gives a
different crossword for each group. Everyone in the group helps to
solve it. However, if there is a more active member in one group, they
tend to do all the work. In otherwise, if there is a more passive member
in one group, they will difficult to do all the work.
c. Teacher gives crossword puzzle for all of students. They do the
crossword individually. Then the teacher divides the class into groups
and then they work in groups. The students can share their answer to
finish their crossword in their group.
d. The teacher write crossword on the board, but no written clues. The
teacher gives clues orally and solves the crossword step by step with
the class. The class is divided into groups and each group come to the
board and writes the words in one by one.
Furthermore, the teacher can be creative in presenting crossword
puzzle. For example, the teacher divides the class into groups. Then the
teacher gives the same crossword for each group. The group who finished
in the first time and all of the answer is right will be given a point. It can
be more interesting, if there is a prize for the winner.
In addition, crossword puzzle consists of a crossword and clues.
The clues are the guidance for solving crosswords puzzle. There are three
kinds of clue:
a. Picture
The clue is consisting of picture which shows something, so the
learner can guess the word. For example:
What is this animal? (The answer is rabbit)
b. Definition
This clue is by giving the meaning of word in crossword
puzzle. For example: Be no longer valid (The answer is expire)
c. Sentences completion
This clue is consisting of sentence in which the answer is by fill
the missing word. For example: My father’s brother is my …. (The
answer is uncle)
B. Vocabulary in Learning English
In Oxford Learner’s Pocket dictionary, vocabulary is list of words with
their meanings, especially in a book for learning a foreign language.
Vocabulary is a powerful carrier of meaning (Harmer; 2002: 45). Vocabulary
is one of the most obvious components of language and one of first things
applied linguists turned their attention (Harmer; 2001: 4). Vocabulary is
central to language and of critical importance to typical language learner
(Fauziati; 2005: 155).
In the writer’s opinion, vocabulary is one aspect of language in which
is important in learning language because vocabularies carry meaning which is
used in communication. All of the statements about vocabulary show that
vocabulary is important in learning vocabulary.
Moreover, vocabulary has an important role in teaching learning
process. According to Scrivener (1994: 75) in classroom there are five role of
vocabulary, they are:
1. Vocabulary is very important and needs to be dealt with systematically in
its own right.
2. We need to distinguish between vocabulary for productive use and for
receptive recognition.
3. The learner will be difficult to finish the work, if they have first met some
new vocabulary.
4. We need to deal not only with single word lexical items. But also with
longer, multi word items.
5. Training in the use of English-English dictionaries provides learners with a
vital tool for self- study
It shows that how important vocabulary for the students in teaching
learning process. If the students just have a little vocabulary the will be unable
understand the question, the text of English. In addition, if the learners have a
small vocabulary, they cannot have very much information or knowledge.
Moreover, without the words the learner cannot really understand fact or
ideas. With the new ideas that the learners have meet, they will get new
words.
1. The Source of Vocabulary
From the statement above, we know that vocabulary is important in
teaching learning process, therefore we must improve our vocabulary. To
improve vocabulary, we must know, where the source of vocabulary
comes from is. So the students will be easier to learn English. According
to Harmer (2001: 56), there are some source to learn vocabulary in
teaching learning process, they are:
a. Words list
Word list is on economical way of organizing vocabulary for
learning and it doesn’t matter a great deal if they are put together in a
random way. The students can learn vocabulary wherever they are,
because it is easy to bring.
b. Vocabulary book
It is also integrated into skills work, typically in the form of a
pre-task or post-task vocabulary focus. There is many vocabulary and
task in vocabulary book which can be an exercise for the students.
c. The teacher
The teacher is a potential fruitful source of vocabulary input
not only in terms of in accidental learning, but also as a means of
introducing vocabulary thought teacher talk.
d. Learner
Each learner can contribute to the shared class lexicon though
activities as brainstorming. Learner can improve their vocabulary from
other learner by discussion and sharing with their friends.
e. Short text
Short text for vocabulary building purposes whether spoken or
written have enormous advantages over learning words from lists
From the statement above, we know that the teacher and learner
have the great influence in improving the students’ vocabulary. Teacher
must help the students to improve the students’ vocabulary, especially in
teaching learning process. Teacher must make students feel enjoy in
learning vocabulary. So they will be easier in remembering new
vocabulary that they have gotten. With much vocabulary they will easier
in communication with other and understanding what they have read.
Therefore the students with poor vocabulary need to build their
vocabulary.
2. Improving Vocabulary
After we have known the source of vocabulary, we must improve
our vocabulary. There is an efficient way to improve vocabulary
(Edwards; 2006: 71), they are:
a. Be aware of words
Many people with poor vocabularies do not pay attention to the
words around them. The first step to better vocabulary is start paying
attention the word.
b. Reading
Reading can help to find new and interesting words. Read new
magazines, books and newspapers. Identify the words that you don’t
know and write them down.
c. Use dictionaries
Use the dictionary dictionaries to look up the meaning of the
words that you find while reading for pleasure and for school. The
dictionary is filled with information about words and the use of words
(Mullen; 1963; 29). It can be a basic reference tool when the learner
using words in doing the task.
d. Use index cards to study
Learner should write the new word on an index card. Then
write the definition and a sentence using the word on the back of the
card. Carry these card wherever the learner go.
e. Review vocabulary words regularly
Keep the index cards, and study them although just a few spare
minutes. The words that have written in index card must be bring in
every where. So the learner can read the words although just a few
minutes.
f. Try vocabulary–building books
Some students have great success with vocabulary-building
books or website. These can be an excellent help if the learner enjoy
doing the exercise
g. Use the words
Two other activities that will help build the learner vocabulary
are using the words in conversation and doing crossword puzzles. The
use of words in daily conversation can help the students in using the
words spontaneously in speaking ability. In addition, the students can
practice their vocabulary by doing crossword puzzle. It can make
students to remember the vocabulary that they have had.
3. The Kind of Vocabulary
The learner’s vocabulary is divided into two main areas, active and
passive (Nasr; 1972: 75). Sometimes they called productive and receptive
vocabulary. An important consideration for teacher planning vocabulary
work is the distinction between productive and receptive vocabulary
(Scrivener; 1994: 74). The clear differences between productive and
receptive vocabulary will be seen the function of the using vocabulary.
The productive vocabulary is used for oral skill, and receptive vocabulary
is used just for comprehending.
In addition, understanding the differences between active and
passive vocabulary is important for the learner, because adding a word to
active vocabulary is ordinarily more difficult than merely learning to
recognize (Mullen; 1963: 4). Learner must choose a word that appropriate
in the situation when they speak in English. Therefore, it is useful to know
the differences between them.
f. Receptive Vocabulary
Receptive vocabulary is the set of words that we recognize and
understand, but tend not to use ourselves (Scrivener; 1994: 75).
Receptive vocabulary sometimes called passive vocabulary, it is a
word that a person understands when he hears or reads them but does
not use in his own speech (Nasr; 1972: 75). In addition receptive
vocabulary is the words those they will need merely to comprehend,
especially in their reading (Harris; 1969: 48). Receptive vocabulary is
the word which is used in reading and writing skill.
Learner’s receptive vocabulary is useful in understanding what
the learner have heard and what they have read. If the learner has much
receptive vocabulary, they understand what the text talking about.
g. Productive Vocabulary
Productive vocabulary is the words that the students should be
in using in their speech and writing (Harris; 1969: 48). Sometimes,
productive vocabulary called active vocabulary (Nasr;1972: 75) Active
vocabulary consist of those words which the learner use frequently and
naturally in learner’s writing and speaking (Mullen; 1963:113).
Productive vocabulary is the words which are used in speaking and
writing skill.
An active vocabulary is more difficult to be learned than a
passive vocabulary. The learner must be able to choose the word which
is appropriate with the situation. Therefore, the learner must be an
extra effort to learn an active or productive vocabulary.
C. Achievement as a Result of Teaching Learning Process
Achievement is the result of reaching something by effort.
Achievement is a concrete result of an action done by an individual
(Handayani; 2005: 11). Achievement is a personal accomplishment,
attainment of goal go by the individual or the society in educational
psychology.
The achievement of every student is different between one and
another. Achievement is the result of teaching learning process. Learner is
said successful in teaching learning process, if he or she gets good
achievement. Achievement of the students in teaching learning process is
influence of some factors. Teaching is consciously effort of teachers to make
students learn and reach the achievement. There are two factors that influence
English Achievement. The factors of achievement according to the theory of
psychology are:
1. The internal factor
The internal factors consist of physical and psychological moods,
physical modes cover, health, fatigue, and sensory factors, and
psychological moods consist of observation, reaction, fantasy, associative
intelligence, emotion, motivation, desire, attention and interests.
2. The External factor
The external factors consist of physical and social factor. Physical
factors cover study space, study tools, lighting, ventilation, weather,
nutrition, desk, chair, noisy, and tranquillest, and social factors consist of
parents sitting, playmates, study mates, teacher, principal and staff.
D. The Students’ Motivation
Motivation is same kind of internal drive which pushes someone to do
things in order to achieve something (Harmer; 1980: 105). Motivation is
probably the most often used catch all item for explaining the success or
failure of virtually any complex task (Brown; 1980: 22). Motivation is
commonly thought of an inner drive, impulse, emotion, or desire that moves
one to a particular action. Motivation is a critical component of learning.
Motivation is important in getting students to engage in academic activities
(http://www.psychologycampus.com/). Motivation is one of internal factor
that can make students to do something seriously in order to they can achieve
what they want.
The students’ achievement in vocabulary is influence by student’s
motivation. Students who complain that they cannot remember what they read
sometimes are not motivated (Edwards; 2007: 92). Therefore they have less
vocabulary and they are lazy to learn English.
Furthermore, the teacher’s motivation has an influence too for the
successful in teaching learning process. The teacher must be motivated in
teaching the students. It is better that teacher can improving the students’
motivation in learning process. The teacher must make the students are
interested in learning process. So the students will feel enjoy in learning
vocabulary.
The teacher and students have an influence in teaching learning
process. If they were highly motivated, so they really wanted to learn and they
had powerful reasons for doing so, the desire to learn can come from many
causes. Perhaps the students love the subject or are simply interested to see
what it is like. On the other hand, they may have a practical reason
for their study.
In second language learning to claim that a learner will be successful
with the proper motivation. Such claims are of course not erroneous, for
counlyless studies and experiments in human learning have shown that
motivation is a key to learning
The motivation that brings students to the task of learning English can
be effected and influenced by the attitude of a number of people. Some
sources of motivation of the students are:
1. The society where the students live in
Outside any classroom there are attitudes to language learning and
the English language in particular.
2. Significant others
Apart from the culture of the world around students, their attitude
to language learning will be greatly affected by the influence of people
who are close to them.
3. The teacher
A major factor in the continuance of as student’s motivation is the
teacher.
4. The method
Method is vital that both in the teacher and students have some
confidence in the way teaching and learning take place.
The students who are motivated will easier to learn than the students
who are not motivated. Therefore learner must improve their motivation to get
the better result in learning. There are ways to enhance intrinsic motivation in
the classroom:
1. Arouse interest
It is important to convince students of the importance and interest
level of the material that is about to be presented, to show that the
knowledge to be gained will be useful.
2. Maintaining curiosity
A skilful teacher will use a variety of means to further arouse or
maintain curiosity in the course of the lesson. The use of demonstrations
helps to make students want to understand.
3. Use a variety of interesting presentation modes
The motivation to learn is enhanced by the use of interesting
materials, as well as by a variety in the way that material is presented. For
example a teacher can use films, guest speakers, demonstrations and so on,
in order to maintain interest in a subject. However, all of these different
materials need to be carefully planned and should all focus on the course
objectives and complement each other.
4. Help students set their own goals
People will work harder for goals that they have set for themselves,
than if they were set by others.
5. Express clear expectations
Students need to know exactly what they are supposed to do, how
they will be evaluated, and what the consequences of success will be.
Failure often stems from confusion about what was asked of them.
6. Provide clear feedback
Feedback can serve as an incentive. It can be an adequate reward in
some cases. Feedback must be clear and specific and given close in time to
the performance. It should be informative and motivational and help by
giving them suggestions for future success.
7. Increase the value and availability of extrinsic motivators
Students must value incentives that are used to motivate them. For
example, some students may not be all that interested in receiving teacher
praise and grades, but might value notes sent home to parents, more recess
time or special privileges.
E. The Use of Crossword Puzzle in Teaching Vocabulary
The crossword puzzle is still the most popular word game. It lies in the
ease with which it can be constructed. The words are run together horizontally
and vertically
Wharton (1995: 48) stated that crossword puzzle for use in the
language classroom is really quite easy to create. First, make a list of words
with which your students should be familiar. Then, search for a letter common
to two words and you are off.
The puzzle forms may be used in several ways:
1. The students find animals, colors, or plants in the puzzle.
2. The students find certain parts of speech: verb, noun, preposition, etc.
3. Other categories may include the names of the days, the week, months,
school subjects
4. The student finds proper nouns: cities, states, countries, famous people,
etc.
5. The student finds certain kinds of activities: trades, professions, sport,
hobbies, etc.
This game can be done in individual, in pair, or in groups. The teacher
gives a copy of the “crossword puzzle” and explains the rules, such as students
have to complete it as quickly as possible. For the individual game, the student
who can complete it first is the winner and gets the good point from the
teacher. In pair work or group, the winner is the pair or group who can
complete it first. All of the winners will have prizes from the teacher. It makes
this game to be more attractive.
The use of crossword puzzle game in teaching vocabulary is one of the
alternative techniques to help the students to construct and improve their
vocabulary mastery.
Moreover, crossword puzzle can be one of activities in practicing
vocabulary which can help the students to be more familiar with the words,
recognize the words, manipulate and remembering the words (Scrivener;
1994: 83).
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting of Research
This classroom action research was done at MA Al Bidayah Candi
Bandungan. It is located at Jl. Hadiningrat No. 03 Candi Village, Bandungan
Subdistrict, Semarang Regency, 50651. This research has been done from
January until February. MA Al Bidayah has a building for learning teaching
process. It is an education center to support the succesfull in teaching learning
process. Moreover the situation of MA Al Bidayah is below:
a. Building
Table 3.1 Building of MA Al Bidayah
No The kind of room Total Large
G. Classroom 6 315 m2
H. Laboratory 1 12 m2
I. Library 1 3 m2
J. Healthy room 1 15 m2
K. Headmaster room 1 15 m2
L. Teacher room 1 120 m2
M. Mosque 1 18 m2
N. Students restroom 5 12 m2
O. Teachers restroom 2 6 m2
P. OSIS room 1 6 m2
Q. Pramuka room 1 12 m2
R. TU room 1 4 m2
S. Cooperation shop 1 12 m2
Source: MA AL Bidayah Candi Bandungan:2010
b. Teacher’s Condition
Teacher is someone who transfer knowledge for the students.
They transfer some materials and skills during the learning teaching
process. They facilitate the students to get their talent. Therefore, the
teacher is important in teaching learning process. The situation of
teacher in MA Al Bidayah as follow:
Table 3.2 Teachers of MA Al Bidayah
No Name of teacher Position Kind of subject 6. Drs. Edi Winarto Headmaster Economy 7. Dra. Retno Sri
Sayekti Vice headmaster of Curriculum
Sociology, Javanese, Faith Character
8. Anshory, S.Pd.I Vice headmaster of Counseling Guidance
Arabic
9. Dra. Siti Maesaroh Teacher Fiqh 10. Mustofa, S.Pd.I Vice Headmaster
of Public Relation Communication, Information and Technology, Health Education
11. Dra. Budi Gendriyani Teacher Civic Education, Culture Art
12. Akhmad Syaefudin, S.Pd.I
Vice Headmaster of Tool and Overhead
Geography, Qur’an Hadis, History of Islamic Culture
13. Muhamad Akhsin, S.Ag
Teacher History, Ke-NU-an
14. Hening Titi Wijaya, S.Pd
Teacher Chemistry, Physic
15. Dra. Eni Nurmala Teacher Biology 16. Pujiati, S.Si Teacher Mathematic 17. Umi Prihwanti, S.Pd Teacher Indonesian
Language 18. Mazulfah, S.Pd.I,
M.Par Vice Headmaster of Students
English
19. Ir. M. Fauzan Teacher Mathematic 20. Afriyah Teacher Skill
Source: MA AL Bidayah Candi Bandungan:2010
c. Student Background
The number of students in MA Al Bidayah is not more than one
hundred and thirty. In class X, XI IPS and XII IPS are dominated by
male students, however the number of students in MA Al Bidayah is
nearly same between female and male students. Furthermore, the
numbers of students in MA Al Bidayah are:
Table 3.3 Students of MA Al Bidayah
No Grade Students Condition Male Female Total
7. X 15 11 26
8. XI IPS
XI IPA
20
8
17
8
37
16
9. XII IPS
XII IPA
14
4
8
18
22
22
Total 61 62 123 Source: MA AL Bidayah Candi Bandungan:2010
B. The Subject of the Study
The subject of the study is the first year students of MA Al Bidayah
Candi Bandungan. It is only one class with the total number of students are 26
(11 female and 15 male). The student’s list details are below:
Table 3.4 The first year Students of MA Al Bidayah
No. Students’ number Name sex
1 1010 Afif Fusoim M
2 1011 Atina Muflichah F
3 1012 Agung Darmawan M
4 1013 Agung setiawan M
5 1014 Agus Arifin M
6 1015 Ahmad Subkhi M
7 1016 Ahmad Roikhan M
8 1017 Asrifah F
9 1018 Asmiyati F
10 1019 Erwin Ihwani M
11 1020 Febriana Arum Dari F
12 1021 Fitria Nur Anisa F
13 1022 Hani’ah Masruroh F
14 1023 Ikang Kholil M
15 1024 Khotimatul Afiyah F
16 1025 Lailatul Maftukhah F
17 1026 Mujayanti F
18 1027 Mujid Al Qorni M
19 1028 Nasyr Nuril Huda M
20 1029 Ngatiman M
21 1030 Nur Alimin M
22 1031 Reza Wahyu Fahlevi M
23 1032 Sa’dun Niam F
24 1033 Tarji’un M
25 1034 Yuni Sulistyo M
26 1035 Sulistya Wati F Source: MA AL Bidayah Candi Bandungan:2010
C. Research Method
In this research, the writer applying classroom action research method.
Classroom action research begins with a question or questions about
classroom experiences, issues, or challenges. It is a reflective process which
helps teachers to explore and examine aspects of teaching and learning and to
take action to change and improve the students’ achievement in teaching
learning process.
Action research is the name given to a series of procedures in which
teachers can engage in either they wish to improve aspects of their teaching or
evaluate the success and appropiacy of certain activities and procedures
(Harmer; 2001:344). The researcher will do the research in teaching learning
process, so the researcher will know the situation in the classroom action
research is small-scare classroom research implemented by teacher and
directed at improving learning outcomes.
According to Ebbut, Action Research is about the systematic study of
attempts to improve educational practical actions and by means of their own
reflection upon the effects of that action (in Hopkin; 1985:45).
From the definition above, the writer conclude that classroom action
research is the research that be done by the in teaching learning process to
know the situation of students when they are ing learning process.
D. Research Procedure
This study applying classroom action research, according to Kemmis (in
Hopkins; 1985) Action Research along with the major steps of planning,
action, observation and reflection before revising the plan, they are:
6. Planning
The researcher needs to prepare instruments which is support in
teaching learning process, they are:
a. Preparing material, making lesson plan, and designing the steps in
doing action.
b. Preparing sheets for classroom observation
c. Preparing pre test and post test items
7. Action
Te researcher will implement the classroom Action Research with
the activities below:
a. giving pre test
b. teaching text (news item text)
c. doing crossword puzzle
d. giving occasion to the students to ask any difficulties in doing
crossword puzzle
e. giving post test
8. Observation
Observation is one of the instruments in collecting data. As a
scientific method, observation can be systematically used to observe and
note the phenomena investigated like the students’ feeling, thinking, and
something they do in teaching learning process. So the researcher will
observe the students by analyzing the result of field note which is made by
the partner of researcher. Moreover the researcher will analyze the result
of pre test and post test to know whether the students’ vocabulary
improves or not.
9. Reflection
After the researcher has accomplished analyzing the observation,
the researcher will plan the next cycle. If the researcher find problems in
the first cycle, she will try to solve the problem in the next cycle.
E. Model Of Research
The model which is used in implementation of this research as below;
Figure 3.1: Action Research Protocol
(Kemmis in Hopkins, 1985)
F. The Technique of Collecting Data
1. Test
To get the data, the writer will precede the test that consist of pre
test and post test. The function of pre test is to know how far the
vocabulary mastery of the students before applying crossword puzzle. And
the function of post test is to know the increasing of vocabulary mastery
after applying crossword puzzle.
2. Documentation
The researcher needs documentation to know about the situation
school students. Documentation includes not only the official
organizational papers, reports, brochures but also the more work-a-day,
work plans, and materials.
3. Observation
Besides doing the test, the researcher will do class observation.
Observation is more than just looking and seeing. The task of observation
is to be able to represent a social scene in a way which is recognizable to
the actors involved, is considered valid and a true representation of their
action.
4. Field note
Field note refer to various note recorded by scientist during or after
their observation of a specific phenomenon they are studying.
G. Technique of Data Analysis
After collecting the data, the next step of study is analyzing the data. There
are two ways to analyze the data, they are:
1. Descriptive technique
A descriptive technique is used to know the students’ behavior during
the teaching learning process. In descriptive technique, the researcher
will analyze the observation sheet which has been made by her partner
2. Statistical technique
A statistical technique is used to know is there any influence to the
student’s vocabulary or no from the result of pre test and post test. This
research is calculated by t-test analysis:
a. SD (Deviation Standard)
The first step, the researcher will calculate SD, the formula is
DSD 22
÷÷
ççè
و-= هه
ND
ND
Where,
DS = Deviation Standard for one sample t-test
D = Difference between pre test and post test
N = Number of observations in sample
b. T-test
After calculate the SD, the researcher will calculate t-test to
know is there any significant differences or no between pre test and
post test
ot ÷
çèو
-
÷
çèو ه
=
1NSDND
D
Where,
ot = T-test for the differences of pre test and post test
DS = Deviation standard for one sample t-test
D = Difference between pre test and post test
N = Number of observations in sample
H. Pre Research
1. Planning
The researcher will do pre research before implement the research. In
pre research, the researcher will observe the situation of the students in
teaching learning process. The researcher will observe how the teacher
organize the clues and the students’ behavior. The researcher provides
sheets for observation.
2. Class Observation
The researcher will observe the teaching learning process and make
field note. The teacher began the lesson with question to the students that
have a relation to the topic. There are a few students who answer the
teacher question, others just keep silent.
Teacher giving example the way to read News items text. And asked
to the students to read the text by heart and doing the question about the
text. Then the teacher asked to the students to identify the generic
structure of news item text in group. Then the teacher asked to the students
to submit the text, and teacher explained the aspect of news items text.
3. Analysis
From the simple illustration above, the researcher know that most of
students just keep silence in the teaching learning process and are not
noisy. However the students look lazy and are not confidence to say
something in class.
4. Reflection
From the simple illustration above, the researcher knows the students
condition in teaching learning process. So she thinks that the students need
a new variation in learning English. Therefore the researcher will solve the
problem by implementing the crossword puzzle in learning vocabulary.
CHAPTER IV
TEACHING IMPLEMENTATION AND
DATA ANALYSIS
In this research, the data consists of pre test, post-test and field note. The
data of pre test and post test will show the improvement of the students’
achievement in vocabulary. How far is the acquiring the vocabulary with
crossword puzzle. Field note will show the students’ behavior in teaching learning
process. How far is their motivation in teaching learning process?
The action of this research consists of cycle I and cycle II. The researcher
has done pre research which has been explained in Chapter III. The purpose of
doing pre research is to know how the method of the teacher looks like in teaching
learning process. So the researcher can plan what are the steps of each cycle in
this classroom action research. Moreover the researcher will show the teaching
implementation which has been done by the researcher.
A. Cycle I
1. Planning
Before conducting the research, the researcher prepare the
instrument of research, they are:
a. Lesson plan
Lesson Plan as a guide for teacher’ activities in class, so
teaching learning process can be controlled
b. Materials (text with the title Air France Tail Section Recovered)
c. Crossword puzzle,
Crossword puzzle is used in teaching vocabulary. It is consist
of clues and a grid squares. The students will fill the words in the grid
square by guessing the clues.
Cross: 3. Ship that can travel under water 4. I …. It difficult to understand him 8. Recently, there is an … that make building collapse and many
people dead. 10. My friend has had an …, he has broken an arm.
12. 27. The people go by ….
13. Burning that producer light and heat
16
17
1
13
9
8
6
10
11
5
4
2
3
23
24
27
12
7
22
25
26
21
28
19
21
18
15
17
14. Look carefully fore somebody or something 16. Person who sees an event takes place and is able to describe it. 19. Great quantity of water 21. Shop living 23. Cause something to collide with something other 25. Find something for the first time 28. Search a place thoroughly Down: 1. Investigation 2. Person who has been attacked injured or killed as the result of
crime, disease, accident, etc. 5. Discover the presence of something 6. What is the … like today?
7. 22.
8. Believe that something will happen 9. Get back something lost 11. Part of something that sticks out at the back 15. Fall down suddenly 17. Hurt, injure 18. They … to campus together. 20. Piece of metal, mood, etc. left after something has been
destroyed 21. Terrible accident 24. … it! You’re hurting me. 26. Happen
d. Sheet for classroom observation
The researcher provides the observation sheet for her partner to
take a note the process of teaching learning process by crossword
puzzle.
e. Test (pre test and post test)
Pre test is the test in which be given to the students before the
teaching learning process by crossword puzzle. Post test is the test in
which be given to the students after teaching learning process by
crossword puzzle.
The researcher will teach the students by using cross word puzzle
and she helped by her partner to observe the teaching learning process.
2. The Implementation of the Action
On Monday, the first of February 2010 the researcher entered her
English class. Then she in introduced the mode of presentation in
studying vocabulary by using crossword puzzle. Before the lesson, she
gave pre test for the class for about 30 minutes. After pretest, she began
to teach.
The teacher told to the student about the topic that day. The topic
is disaster, and then the teacher asked to the students about disaster.
However, most of students just keep silence. Suddenly there is one
student answer that disaster is bencana.
The teacher asked the students to open their book and she asked
the students what kind of that text. Most of students answered that text is
news items. Then, she asked to read and translate the text one by one.
There are no more five students who can understand the text well. Others
are difficult to understand the text. After all off students have read the
text, the teacher read and translates the text. Most of students noted the
difficult word in their book. Moreover, the students are asked to answer
the question that is related with the text.
The next lesson is learning vocabulary by using a simple
crossword puzzle. The teacher asked to the students whether the students
know crosswords puzzle. Then, the teacher explained to the students that
crossword puzzle is TTS (Teka Teki Silang) and how to do that
crosswords puzzle. The situation in class is being conducive while the
teacher distributing a copy of simple crossword puzzles to each of them
and do the crossword on the teacher's guidance.
Because the time is up, the teacher continued the meeting in the
following day, the fourth of February 2010 in which the teaching and
learning process runs as follows:
In the morning, the teacher entered the class. She asked to the
students whether the students still remember how to do crossword puzzle.
Most of students answer the teacher’s question that they are still
remembering. Then the teacher distributes the crossword puzzle to each
student and said to the students to do the crossword for about fifteen
minutes by their friend. They walked around the class. After fifteen
minutes the teacher said that the time is up and she would divide the class
into group. The teacher distributed the same crossword puzzle. She
wanted the students shared their answer of crosswords that they have
done. In order they solve the crossword in the first time and all of he
answer are right, so that group become the winner and they get point. The
teacher gave time to the students for about thirty minutes to finish the
crossword. When they were doing the crossword, they were very noisy
because each student spoke up in their group to finish the crossword in
the first time. However there is two group which is just keep silence and
just two students in that group who try to finish that crossword.
After 30 minutes the teacher asked the students to submit their
crossword puzzle. Then the teacher gave post test to the students. The
post test is done for about 30 minutes. In the end of meeting the teachers
announced the winner of game in that day and ask what the difficulty in
doing crossword puzzle is.
3. Observation
In the first cycle, the researcher obtains the field note from her
partner. By monitoring the student’s activity in this action, the teacher
can see that the students still difficult to translate the text. It shows that
the students have less vocabulary. In addition, to know there is a
significant improvement of vocabulary, the researcher will analyze by
using t-test calculation from the result of pre test and post test. Before
analyzing t-test, the researcher will show the data presentation of pre test
and post test.
Table 4.1. Pre test and Post Test Score
No Score of pre test No Score of post test
1 5,6 1 5,3 2 4 2 7 3 4 3 6 4 3 4 5,6 5 5.6 5 5 6 3.3 6 5,3 7 3 7 5,6 8 3 8 6,6
No Score of pre test No Score of post test
9 4.6 9 7 10 5.6 10 3 11 6.3 11 7,6 12 5.6 12 5 13 3.3 13 6,3 14 3,6 14 7 15 5,6 15 5 16 5,6 16 6,6 17 3,6 17 6,3 18 3,6 18 5,3 19 3,6 19 5,6 20 4 20 7 21 3,3 21 6 22 5 22 5 23 3,3 23 5,6 24 5,6 24 7 25 3,6 25 5,3 26 5,3 26 5
112 155,4 Source: Author Data: 2010
From the data above, the researcher would like to calculate the
student's improvement from the result of pre test and post test. The
calculation is by using t-test, the process as follow:
a. Calculate to value
The steps are:
1) Prepare the table from the result of pre test and post test to get SD
and SD2
Table 4.2. The data for t-test calculating
No Pre Test Post Test Post-Pre (D) D2
1 5,6 5,3 -0,3 0,09 2 4 7 3 9 3 4 6 2 4 4 3 5,6 2,6 6,76
No Pre Test Post Test Post-Pre (D) D2
5 5,6 5 -0,6 0,36 6 3,3 5,3 2 4 7 3 5,6 2,6 6,76 8 3 6,6 3,6 12,96 9 4,6 7 2,4 5,76 10 5,6 5,3 -0,3 0,09 11 6,3 7,6 1,3 1,69 12 5,6 5 -0,6 0,36 13 3,3 6,3 3 9 14 3,6 7 3,4 11,56 15 5,6 5 -0,6 0,36 16 5,6 6,6 1 1 17 3,6 6,3 2,7 7,29 18 3,6 5,3 1,7 2,89 19 3 5,6 2,6 6,76 20 4 7 3 9 21 3,3 6 2,7 7,27 22 5 5 0 0 23 3,6 5,6 2 4 24 5,6 7 1,4 1,96 25 3,6 5,3 1,7 2,89 26 5,3 5 -0,3 0,09
S = 112,3 154,3 42 115,9
2) Calculate standard deviation of difference between pre test and
post test.
DSD 22
÷÷
ççè
و-= هه
ND
ND
2
26,42
269,115
÷
çè=-و
262,146,4 -=
62,246,4 -=
84,1=
356,1=
3) Calculate to
to ÷
çèو
-
÷
çèو ه
=
1NSDND
D
÷÷
ççè
و
÷
çèو
=
25356,12642
5356,162,1
=
2712,062,1
=
97,5=
b. Giving interpretation to
1. Calculate of df
df 1-= n
126 -=
25=
2. Consult with t table value
With df = 25, the value of tt with level of signification 5%
is 2,06.
3. Comparing to with tt
to = 5,97, therefore to is greater than tt with level of
signification 5%
4. Conclusion
If to same or greater than tt, so null hypothesis (Ho) is
rejected. Ho is there is no significance difference between pre test
and post test mean. T-table with n = 25 is 2, 06. The result is 5, 97
> 2, 06, so, t-test calculating is greater than t-table. So, Ho, is
rejected, therefore, there is a significant difference between pre test
and post test mean.
From the illustration above, the researcher can see that the
mean between pre test and post test has a significant difference,
where post test is greater than pre test. It shows that crossword
puzzle give certain influence in improving student’s vocabulary,
because the student’s achievement has been increase after the
students did the crosswords puzzle. It means that crossword puzzle
is appropriate with the situation and condition of students in MA
Al Bidayah in learning vocabulary.
4. Reflection
After analyzing the result of action in cycle I ,the teacher can
conclude that the students vocabulary is still poor. It show by most of
students get score not more than 6, further more the students still difficult
in understanding the text. Therefore in the next cycle, the researcher will
more motivate the students in order to get better score in pre test and post
tes
B. Cycle II
1. Planning.
Such as in the cycle I, the planning of researcher is by preparing :
2. Lesson Plan
Lesson Plan as a guide for teacher’ activities in class, so
teaching learning process can be controlled
3. Material(text with the title PERTAMINA Adds to Kerosene Supply)
4. Crossword Puzzle.
Cross : 1. Become smaller, fewer, weaker 5. Act of using food, resource, amount 6. The antonym of export
1 2
3 4
5 O M S 6
7
8 9 10
11
13
14
15
12
16 17 18
28
22 23
20 21
24
26 27
19
25
8. Process of getting coal, metal from the earth 9. Thing that is produced 13. Wrong use of something 14. Selling of a company’s product 15. Amount by which something, especially a sum of money is too
small 16. Petrol 22. Process of reducing something 26. Give something officially for a particular purpose 28. The teacher … the answer sheet to the students
Down : 2. Point or line that may not or can not be passed 3. An idea of the cost, size, value, of something without calculating
it exactly 4. Rise in amount 5. Measure a car’s fuel …. 7. Give a subsidy to somebody 10. Lock of something 11. Something that smoebody need 12. Supply of something available for use 16. Group of people who govern a country or state 17. The government asked PT Pertamina to …. 18. The earth’s … resources is coal, oil, etc. 19. Show something 20. My mother has filled up the … to the stove before she cooked 21. The advantage that the seller get from selling things 23. My mother … sugar to the coffee 24. This … will be built a new shop 25. My mother … me money to boy vegetable 27. Do you fry your food in butter or in …?
5. Sheet for classroom observation
The researcher provide the observation sheet for her partner to
take a note the process of teaching learning process by crossword
puzzle.
6. Test (pre test and post test)
Pre test is the test in which be given to the students before the
teaching learning process by crossword puzzle. Post test is the test in
which be given to the students after teaching learning process by
crossword puzzle.
7. Some difficult word in cycle I.
3. The Implementation of the action.
On Monday, the fifteenth of February 2010, the researcher entered
her English class. She reviewed some difficult words that most of
students didn’t understand the words. The she continued by using pre test
for the student. The teacher given time 45 minutes for the student to
finish the pre test. After the pre test, she began to teach. The situation is
follow:
The teacher distributes a text to the students and asked what kind
of that text. The students answer together that text is news items. Then
the teacher asked the students to read and translate that text. Most of
students are still difficult to understand the text. Most of students read the
text slowly. After all finished reading and translating, the teacher read
and translates the text to help students understand the text. Then they are
asked to answer the question related to the text. The teacher continued the
meeting in the next meeting on Thursday, the eighteenth of February
2010 because the time is up. The situation is following:
In the morning, the teacher entered the class and said that they
will do the crossword again that day. They are divided into group
directly, so they must work together to solve the crossword. In this game,
the teacher and the students do the crossword together. The teacher
distributes a copy to each group. Then, the teacher read the clue and tried
to make students understand the clue. The teacher asked to all of group to
answer the crossword. The groups, who know the answer, raise their hand
and write the answer in the blackboard. The teacher will observe and give
a score to the group. The group that got the greatest score is the winner.
For about thirty minutes the students try to solve the crossword with the
teachers help. There is some group who try to answer the first time. Then
the teacher gives post test to the student for about 45 minutes.
1. Observation
In the second cycle, such as in the first cycle, the researcher get
field note from the partner which has been written above. By monitoring
the student’s activity in the action, the teacher can see that the students
still difficult to understand the text, it show with some of students still
have difficulty in understanding the meaning of some words that has been
learned. Moreover the researcher will analyze the student’s improvement
of vocabulary from the result of pre test and post test. Before analyzing
the data, the researcher will show the result of pre test and post test.
Table 4.3 Pre Test and Post Test Score
No Score of pre test No Score of post test 1 4,3 1 6,3 2 6 2 8,3 3 4,6 3 8,6 4 3,6 4 5,3 5 5,6 5 7,3 6 4,6 6 7,6 7 4,6 7 7,6 8 4,3 8 6 9 4,6 9 7 10 4,6 10 5,3 11 7,6 11 9,2 12 6 12 6 13 6,6 13 5,6 14 4 14 6,3 15 7 15 8,6 16 4 16 7,6 17 6,6 17 5,6 18 4,6 18 6,6 19 5,3 19 7,3 20 4,3 20 7,6 21 4,6 21 6 22 5,6 22 7,6 23 4,3 23 4,3 24 4,6 24 6,6 25 3,6 25 6,3 26 6,6 26 6,6 131,1 177,1
Source: Author Data: 2010
Furthermore, he researcher will calculate the result of pre test and
post test above to know the students’ improvement in learning
vocabulary, the calculating is as follow:
10. Calculate to value
The steps are:
9) Prepare the table from the result of pre test and post test to get SD
and SD2
Table 4.4. The data for t-test calculating
Subject Pre Test Post Test Post-Pre (D) D2
1 4,3 6,3 2 4 2 6 8,3 2,3 5,29 3 4,6 8,6 4 6 4 3,6 5,3 1,7 2,89 5 5,6 7,3 1,7 2,89 6 4,6 7,6 3 9 7 4,6 7,6 3 9 8 4,3 6 1,7 2,89 9 4,6 7 2,4 5,76
10 4,6 5,3 0,7 0,49 11 7,6 9,2 1,6 2,56 12 6 6 0 0 13 6,6 5,6 -1 1 14 4 6,3 2,3 5,29 15 7 8,6 1,6 2,56 16 4 7,6 3,6 12,96 17 6,6 5,6 -1,6 2,56 18 4,6 6,6 2 4 19 5,3 7,3 2 4 20 4,3 7,6 3,3 10,89 21 4,6 6 1,4 1,96 22 5,6 7,6 2 4 23 4,3 4,3 0 0 24 4,6 6,6 2 4 25 3,6 6,3 2,7 7,29 26 6,6 6,3 0 0
S = 132,1 176,8 44,1 121,37
Such as in the cycle I, the researcher will calculate t-test by
using the data above to know whether cross word puzzle still give a
significant difference between pre test and post test. Moreover, the
steps are following.
10) Calculate standard deviation of difference between pre test
and post test.
SD 22
÷÷
ççè
و-= هه
ND
ND
2
261,44
2637,121
÷
çè=-و
2696,167,4 -= 794,1=
339,1= 11) Calculate to
to ÷
çèو
-
÷
çèو ه
=
1NSDND
D
÷÷
ççè
و-
÷
çèو
=
126339,126
1,44
÷÷
ççè
و=
25339,1696,1
÷
çèو
=
5339,1696,1
2678,0696,1
=
33,6=
11. Giving interpretation to
1) Calculate of df
df 1-= n
126 -= 25=
2) Consult with t table value
With df = 25, the value of tt with level of signification 5%
is 2,06.
3) Comparing to with tt
to = 6,33 therefore to is greater than tt with level of
signification 5%
4) Conclusion
If to same or greater than tt, so null hypothesis (Ho) is
rejected. Ho is there is no significance difference between pre test
and post test mean. t table with n = 25 is 2,06. The result of to is
6,33 > 2,06. So to is greater than t-table. Therefore, Ho is rejected,
it means that there is a significant difference between pre test and
post test.
From the illustration above, the researcher can see that the
mean between pre test and post test has a significant difference,
where post test is greater than are test. It shows that cross word
puzzle give influence in improving student’s vocabulary, because
the student’s achievement has been increase after the students did
the crosswords puzzle.
2. Reflection
By analyzing the result of action 2, then teacher conclude that the
students can improve their vocabulary, since they can answer the question
better in post test than in pre test. It indicates that they know the meaning
of words well, although they are still difficult to understand the text.
4. Analysis between cycle I and cycle II
From the result of analyzing in cycle I and cycle II, the researcher will
analyze the student’s improvement from cycle I to cycle II. The
improvements as follow:
a. The mean of pre test in cycle I is 4, 31 and increase 16 % to be 5, 81 in
post test.
b. The mean of pre test in cycle I is 5, 04 and increase 18 % to be 6, 81 in
post test.
c. The students’ improvement from cycle I to cycle II can be seen on table
4.5 and 4.6.
Table 4.5. The Student’s improvement in cycle I
No Student’s improvement Total Students
Percentage
d. Increase 20 77% e. Decrease 5 4% f. No change 1 19%
Table 4.6. The Student’s improvement in cycle II
No Student’s improvement Total Students
Percentage
T. Increase 21 81% U. Decrease 2 8% V. No change 3 11%
From explanation above shows that by using crossword puzzle
most of students improve their vocabulary. Moreover the result of t-test
in cycle I and cycle II shows that there is a significance influence
between pre test and post test mean. And the result of post test in cycle II
and in Cycle I are greater then pre test. It shows that the student’s
achievement in vocabulary has improved. By mastering the vocabulary,
the students will be easier to communicate with their friend and their
teacher in learning process. Because vocabulary is the source to
understanding what the people said, therefore vocabulary is important in
learning process.
In this case, the student’s improvement is influenced by some
factors. The first is the use if media crossword puzzles that can make
students feel there is a variation in learning process. So, they are not
bored in learning English. The second factor is the method used in
presenting crossword puzzle. This is showed with the method that be
used with the difference method in presenting crossword in cycle I and in
cycle II. The students are easier in solving the crossword in cycle II than
in cycle I. In this research the researcher uses game method in presenting
crossword puzzle. However, she used the different procedure in cycle I
and cycle II. Therefore, the teacher must be creative in choosing the
method that appropriate with the students. The third factor is the students
themselves. Although the teacher has been creative and applying the
good media in teaching learning process, if the students don’t have a
motivation they will not get a satisfy achievement in their study. It is
showed by some of students who are still passive when they are doing
the crossword puzzle, so they get the achievement are not maximal.
CHAPTER V
CLOSURE
A. Conclusion
The finding of the research on MA Al Bidayah Candi Bandungan
shows that:
The teaching learning process by using crossword puzzle gives the
positive effect in improving the student’s vocabulary and the student’s
motivation in learning vocabulary. This is shown by the students’ enthusiasm
in doing crossword puzzle and most of the students more understand what the
teacher said in cycle II than in cycle I. Moreover, the student’s achievement of
vocabulary has improved by using crossword puzzle in teaching learning
process. When we compare between pre test and post test, we will know that
the students’ score in post test is greater than pre test. Furthermore the result
of t-test calculation in cycle I is 5, 97 and in cycle II is 6, 33. T-table with n =
26 is 2, 06. If t-table is same or greater than t-test calculation, so the null
hypothesis (Ho) is rejected. Ho is rejected, therefore there is significance
difference between pre test and post test mean.
It indicates that by applying crossword puzzle, the students’
vocabulary has improved. It means that Crossword puzzle provide significant
contribution in improving the students’ vocabulary. Finally, from some
statements above the researcher conclude that crossword puzzle is appropriate
for the first year students of MA Al Bidayah to improve vocabulary mastery
vocabulary.
B. Suggestion
From the result of research in the first year students of MA Al Bidayah
Candi Bandungan, in order to build the English teaching learning process
more effective and more optimal for the students, the researcher would like to
suggest:
1. In applying crossword puzzle, the researcher needs to a better preparation
before. Moreover, the teacher should be able to determine and choose the
topic which can be implemented in crossword puzzle.
2. The researcher should apply the appropriate method in teaching learning
process. The most important in choosing the method is should make
students get new experience, new concept, and better skill. So, they can
solve their problem in teaching learning process.
3. This research need a further research to get a better result and
improvement in implementation to the following research in other school,
due to this research is in the first year students of MA Al Bidayah in
academic year 2009/2010 in the second semester.
CURRICULUM VITAE
In the morning of Friday, there is a baby was born in the
Purwogondo village, Boja sub district, Kendal regency.
It is in the June 3rd 1988. In that day, I lived in the earth
for the first time. I was born by my beloved mother, Siti
Solekhah which s her husband’s name is Nahrowi.
Zunita Widyasari is a beautiful name that have been given for me. In 1994, I
graduated from the Pertiwi Simbang Kindergarden. It is located near my
grandmother’s home and in 2000, I graduated from Kaligading Elementary
school. It is located near my home. In 2003 I graduated from Limbangan Junior
High School and in 2006, I graduated from Boja Senior High school. Both of
them are so far from my home. I must go to school by rural transportation. It is
about 3 or 4 kilometers from my home. Furthermore, I decided to continue my
study in the State Islamic Studies Institute (STAIN) Salatiga. I choose English
department of education faculty. Since I have studied in STAIN, I followed one of
intra organization. That is university student’s cooperation (KOPMA FATAWA).
I got many experience from there. I have learnt how to be an entrepreneurship.
Moreover, I hope that I will be a better people from many experiences that I have
gotten since am a student in STAIN Salatiga.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MA Al Bidayah Candi Bandungan Mata Pelajaran : Bahasa Inggris Kelas/ Semester : X/ II Standar Kompetensi :Membaca
Memahami text fungsional pendek dan esei sederhana berbentuk Descriptive, News Item, dalam konteks kehidupan sehari-hari dan untuk mengakses pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam news item text
Indikator : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca
Jenis Text : News Items Aspek/Skill : Membaca Alokai Waktu : 4 x 45 menit
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca
B. Materi Pembelajaran Text tulis jenis news Item yang berjudul “Air France Tail Recovered”
C. Metode/Teknik : Game dan Tanya jawab D. Langkah-Langkah Pembelajaran :
1. Kegiatan Awal - Greeting/ salam - Mengecek kehadiran - Pre-test
2. Kegiatan Inti - Tanya jawab tentang materi - Guru menyuruh siswa untuk menbaca text News Item dan
mengartikannya - Guru membantu siswa mengartikan text - Siswa mengerjakan soal-soal yang berkaitan dengan text
- Guru dan siswa mengerjakan simple crossword puzzle bersama-sama
3. Kegiatan Akhir - Guru menjelaskan tata cara mengerjakan crossword puzzle - Guru membagikan crossword puzzle kepada semua siswa dan
siswamengerjakan cossword secara individu - Guru membagi siswa menjadi beberapa kelompok - Guru membagi crossword puzzle yang sama kepada setiap
kelompok - Siswa mengerjakan crossword puzzle bersama-sama dalam
kelompok - Siswa mengerjakan post-test
E. Sumber Belajar: IKAPI, 2010. Kresna Bahasa Inggris. Klaten: Sinar Mandiri
PRE-TEST AND POST-TEST ITEMS FOR THE FIRST YEAR
STUDENTS’OF MA AL BIDAYAH CANDI BANDUNGAN IN THE ACADEMIC YEAR OF 2009/2010
Name :…………….. No. :…………….. Class :……………..
Match the meaning of words in column A with ones in column B!
No Column A Answer Column B 1 Collapse a. give an account of something heard, seen, done, especially for a
newspaper 2 Recover b. fall down suddenly 3 Debris c. speak or tell something to somebody using words 4 Submarine d. make something greater in amount 5 Damage e. Find something again 6 Occur f. Make something by putting parts together 7 Say g. change position 8 Report h. piece of something from something which has been destroyed 9 Build i. accident involving a vehicle in collision with something 10 Injure j. harm 11 Victim k. flying vehicle with wings and one or more organs 12 Weather l. request for information 13 Search m. give somebody support 14 Stop n. cause something to go 15 Send o. reach a place 16 Inquiry p. condition of sun, wind, temperature, etc at a particular place and
time 17 Crash q. discover the existence 18 Increase r. no longer move 19 Paint s. move towards the speaker 20 Plane t. look for something 21 Disappear u. person who has been attacked the result of crime 22 Work v. a large boat that carries people or goods by sea 23 Box w. ship that can travel under water 24 Detect x. happen 25 Arrive y. hurt one self 26 Move z. injury to the body 27 Ship aa. go out of sight 28 Wound bb. Do something that requires mental or physical effort, especially
as part a job. 29 Come cc. container made of wood, cardboard, etc 30 Encourage dd. colored liquid that is put in a surface
Air France tail recovered
The Jakarta Post: A Brazilian search team has recovered a large tail
section of the air France jet that crashed a week ago over the Atlantic with 228 people on board.
The Brazilian military released photos of divers securing the tail fin, which was painted with air France colors. Meanwhile the US is sending two sophisticated listening devices to help search for black boxes from the plane.
The Brazilian officials said 24 bodies ha now been recovered, an increase from the previous total of 16. Bodies and debris from the plane have been found some 1,000km (600 miles) north-east of Brazil’s Fernando de Noronha Islands, where the air bus disappeared.
The BBC’s Gary Duffy, in Sao Paulo, says the search team are likely to draw encouragement from the discovery of the plane’s tail. There had been uncertainty last week about weather some of the debris came from the plane, but our correspondent says the latest is likely to help to move the inquiry forward.
Investigators have so far focused on whether the plane’s speed sensors stopped working properly just before it crashed in turbulent weather.
The US listening device are being flown to Brazil and will then be taken to two French tugs that will listen for signals from the plane’s “black box” data recorders, the Pentagon said. They can detect signals from the black boxes up to a depth of 20,000 ft (6.100 m). The boxes are capable of emitting signals for 30 days.
A French submarine is also expected to arrive this week at the crash site to help the search. Teams from the France and Brazil are continuing to scour the site of the crash.
The bodies that have been found will be taken by ship to Fernando to Noronha, before been moved to the Brazilian city of Recife, where a temporary mortuary has been.
Answer the question below based on the text above!
1. What is the title above? 2. When did the crash happen? 3. Who did release of the photo? 4. What did the US do to help search the black box? 5. How many people were on the French air?
A simple Crossword Puzzle for the first year students of MA Al Bidayah
ACROSS:
1. Tuesday is between Monday and……………………..
6. I have two ears but only…………….nose.
7. The number after 89 is………….
9. We hear with each ear, and we see with each…………
10. This tea is………hot to drink.
11. Did she ring that bell? No. He……………..it.
DOWN: 1. They were very
happy when their team…………the game. 2. What did you eat
for…………….? 3. You don’t like
coffee,……….you? 4. Come back
in…………..,please? 5. To make green, we
mix blue and………….. 8. France is
larger……………..England.
6
1 2 3 4 5
7
10
11
9
8
Do the crossword puzzle below by the clues in Cross and in Down!
Write your group number and your group members in the box!
Cross : 3. Ship that can travel under water 4. I …. It difficult to understand him 8. Recently, there is an … that make building collapse and many
people dead. 10. My friend has had an …, he has broken an arm.
12. 27. The people go by ….
13. Burning that producer light and heat 14. Look carefully fore somebody or something 16. Person who sees an event takes place and is able to describe it. 19. Great quantity of water 21. Shop living 23. Cause something to collide with something other 25. Find something for the first time 28. Search a place thoroughly
16
17
1
13
9
8
6
10
11
5
4
2
3
23
24
27
12
7
22
25
26
21
28
19
21
18
15
17
Down : 1. Investigation 2. Person who has been attacked injured or killed as the result of
crime, disease, accident, etc. 5. Discover the presence of something 6. What is the … like today?
7. 22.
8. Believe that something will happen 9. Get back something lost 11. Part of something that sticks out at the back 15. Fall down suddenly 17. Hurt, injure 18. They … to campus together. 20. Piece of metal, mood, etc. left after something has been
destroyed 21. Terrible accident 24. … it! You’re hurting me. 26. Happen
Group : Members : 1. 2. 3. 4. 5. 6. 7.
The key of Crossword puzzle I
W 16 I 17 T N
R
S S
N E
I 1
Q
U
I
R
Y
F 13 I E
R 9 Q A H T E 8 A K E
W 6
T
A 10 D I E C C N T 11
A
I
L
D 5
E
T
T
C
F 4 N I
T
v 2
C
M
E
T
O
V
E
S 3 U B M A R I
E
N
J
U
R C 23 A H S 24
P 27
T
O
Y
P
E
E
S 12 H I
B 7
U
L N E A
T 22
R
A
I D 25 I C O 26 S E R
R
V
C
C
U
D 21
I
S
A
R
T
E
S 28 C U O
I E
F 19 L O O D 21
I
E
B
R
S
G 18
S
L
A
P
O
C 15 H S 17 E A R
H
R
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MA Al Bidayah Candi Bandungan Mata Pelajaran : Bahasa Inggris Kelas/ Semester : X/ II Standar Kompetensi : Membaca
Memahami text fungsional pendek dan esei sederhana berbentuk Descriptive, News Item, dalam konteks kehidupan sehari-hari dan untuk mengakses pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam news item text
Indikator : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca
Jenis Text : News Items Aspek/Skill : Membaca Alokai Waktu : 4 x 45 menit
F. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca
G. Materi Pembelajaran Text tulis jenis news Item yang berjudul “ Pertamina Adds to Kerosene
Supply”
H. Metode/Teknik : Game dan Tanya jawab I. Langkah-Langkah Pembelajaran :
1. Kegiatan Awal - Greeting/ salam - Mengecek kehadiran - Pre-test
2. Kegiatan Inti - Review materi pada pertemuan sebelumnya - Tanya jawab tentang materi - Guru menyuruh siswa untuk menbaca text News Item dan mengartikannya - Guru membantu siswa mengartikan text
- Siswa mengerjakan soal-soal yang berkaitan dengan text 3. Kegiatan Akhir
- Guru membagi siswa menjadi beberapa kelompok - Guru menjelaskan tata cara mengerjakan crossword puzzle - Guru membimbing siswa untuk mengerjakan crossword puzzle - Siswa mengerjakan post-test
J. Sumber Belajar :
IKAPI, 2010. Kresna Bahasa Inggris. Klaten: Sinar Mandiri
Give the meaning the words below in Indonesia!
1. Collapse :
2. Debris :
3. Victim :
4. Inquiry :
5. Wound :
6. Encourage :
7. Victim :
8. Submarine :
Don’t open the dictionary!!
Don’t cheat!
You will be better if you do it by yourself!!
God bless you………………………..
PERTAMINA Adds to Kerosene Supply Tempo Interactive, Jakarta: the Government asked PT. PERTAMINA to
add the kerosene supply in several areas in Indonesia, the additional kerosene supply is being carried out starting today until the end of year.
PERTAMINA’s director of marketing and commerce, Ahmad Faisal said Vice President Jusuf Kalla ordered that the kerosene supply is being added in order to meet the people’s need, the extra kerosene is around 100000 kiloliter up the end of year, he said after the coordination meeting on the kerosene shortage in the Vice President’s palace yesterday.
Additional supply, said Faisal will be done throughout the nation except in Balik Papan and Sulawesi, because in those areas there is no kerosene shortage, he said. According to him, the extra supply is only for subsidizes and household kerosene.
Faisal said the additional kerosene will normalize distribution in two or three days. This will give kerosene subsidized by between Rp. 300 billion to Rp. 250 billion based on the assumption that the subsidy is between Rp. 3000 and Rp. 5000 per liter kerosene extra supply, he said has not been discussed with the house. The important thing is meet the people’s demand he said.
According to him, the kerosene shortage occurred due to the decrease of the quota allocation in the stage budget from 10 million kiloliter to 9, 9 million kiloliter. At first, PERTAMINA estimate a declining trend of kerosene consumption. However, after the fasting month, there was a kerosene demand hike. The worst shortages are in Medan and Jakarta, especially Cempaka Putih and Tomang.
Faisal argued that it is said the kerosene shortage s because PERTAMINA is in stock deficit the kerosene stock is still enough for 29 days. What we do is only to limit sales volume, he said. To prevent abuse, PERTAMINA cooperates with the agency for oil and natural gas police.
Answer the question below based on the text above!
1. What is the title of the text? 2. Who asked PT. PERTAMINA to add the kerosene? 3. Who is PERTAMINA’s director of marketing and commerce? 4. Where is the worst kerosene shortage? 5. What is the Faisal’s argument?
Do the crossword puzzle below by the clues in Cross and in Down!
Write your group number and your group members in the box!
Cross : 1. Become smaller, fewer, weaker 5. Act of using food, resource, and amount 6. The antonym of export 8. Process of getting coal, metal from the earth 9. Thing that is produced 13. Wrong use of something 14. Selling of a company’s product 15. Amount by which something, especially a sum of money is too
small 16. Petrol 22. Process of reducing something 26. Give something officially for a particular purpose 28. The teacher … the answer sheet to the students
1
2
3 4
5 O M S 6
7
8 9 10
11
13
14
15
12
16 17 18
28
22 23
20 21
24
26 27
19
25
Down : 2. Point or line that may not or can not be passed 3. An idea of the cost, size, value, of something without calculating
it exactly 4. Rise in amount 5. Measure a car’s fuel …. 7. Give a subsidy to somebody 10. Lock of something 11. Something that somebody need 12. Supply of something available for use 16. Group of people who govern a country or state 17. The government asked PT PERTAMINA to …. 18. The earth’s … resources is coal, oil, etc. 19. Show something 20. My mother has filled up the … to the stove before she cooked 21. The advantage that the seller get from selling things 23. My mother … sugar to the coffee 24. This … will be built a new shop 25. My mother … me money to boy vegetable 27. Do you fry your food in butter or in …?
Group : Members : 1. 2. 3. 4. 5. 6. 7.
The Key of Crossword puzzle II
D 1 E L 2
E 3 I 4
C 5 O M S U M T I O N I 6
O T E S 7
M 8 I N I N G P 9 R O D U C S 10
D 11 M M E B
E E A A 13 B U S E
M 14 A R K E T I N G S I
A C E E
N E I
Z
C I N E
I
M
I
T
P O R T
H
O
R
T
A
G
E
D 15 E F I C I
S 12
T
O
K
E G 16 A S 17 O L I N 18
O
V
E
R
N
M
E
N
U D 28 I S T R I B T
D 22 E C R E A 23 S
R
O
S
E
N
K 20 P 21
O
F
I
T
D
D
U
P
P
L
Y
A
T
U
R
A
E
A 24
R
E
E A 26 L L 1 O 27 C A T
I
L
I 19
N
D
I
C
T
E
G 25
I
V
D
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Do exercise below by crossing a, b, or c which has the same meaning with the question!
1. Provide something or somebody with something that the need:
a. Shot b. supply c. subsidize 2. Give a subsidize to somebody:
a. subsidize b. add c. prevent 3. Chance to do something:
a. profit b. opportunity c. thing
4. Estimate that is based on know fact: a. estimate b. stock c. projection
5. Believe that something: a. argue b. indicate c. expect
6. Situation in which something is happening: a. activity b. thing c. expire
7. Show something: a. indicate b. practice c. figure
8. Stop something from happening: a. prevent b. abuse c. stop
9. Liquid obtained from petroleum, used as fuel in car engines: a. gas b. oil c. petrol
10. Any of several think slippery liquids that burn easily: a. oil b. petrol c. gas
11. Let somebody have something as a present. a. supply b. give c. provide
12. Money that you make in business: a. profit b. cost c. value
13. In front of person to show the way? a. go b. forward c. lead
14. Business organization: a. company b. production c. director
15. Way in which people or thing is arranged in relation to one another. a. order b. put c. occur
16. Situation when something is necessary. a. shortage b. need c. demand
17. Having a great effect or or value. a. important b. increase c. demand
18. Be no longer valid. a. valid b. unimportant c. expire
19. group of people who govern a country or state. a. government b. president c. minister
20. wrong us of something. a. bad b. abuse c. quarrel
T- TEST TABLE
SIGNIFICANCE LEVEL FOR ONE-DIRECTION TEST df .10 .05 .025 .01 .005 .000 1 3.078 6.314 12.706 31.821 63.657 636.619 2 1.886 2.920 4.303 6.965 9.925 31.598 3 1.638 2.353 3.182 4.541 5.841 12.941 4 1.533 2.132 2.776 3.747 4.604 8.610 5 1.476 2.015 2.571 3.365 4.032 6.859 6 1.440 1.943 2.447 3.143 3.707 5.959 7 1.415 1.895 2.365 2.998 3.499 5.405 8 1.397 1.860 2.306 2.896 3.355 5.041 9 1.383 1.833 2.262 2.821 3.250 4.781
10 1.372 1.812 2.228 2.764 3.169 4.587 11 1.363 1.796 2.201 2.718 3.106 4.437 12 1.356 1.782 2.179 2.681 3.055 4.318 13 1.350 1.771 2.160 2.650 3.012 4.221 14 1.345 1.761 2.145 2.624 2.977 4.140 15 1.341 1.753 2.131 2.602 2.947 4.073 16 1.337 1.746 2.120 2.583 2.921 4.015 17 1.333 1.740 2.110 2.567 2.898 3.965 18 1.330 1.734 2.101 2.552 2.878 3.922 19 1.328 1.729 2.093 2.539 2.861 3.883 20 1.325 1.725 2.086 2.528 2.845 3.850 21 1.323 1.721 2.080 2.518 2.831 3.819 22 1.321 1.717 2.074 2.508 2.819 3.792 23 1.319 1.714 2.069 2.500 2.807 3.767 24 1.318 1.711 2.064 2.492 2.797 3.745 25 1.316 1.708 2.060 2.485 2.787 3.725 26 1.315 1.706 2.056 2.479 2.779 3.707 27 1.314 1.703 2.052 2.473 2.771 3.690 28 1.313 1.701 2.048 2.467 2.763 3.674 29 1.311 1.699 2.045 2.462 2.756 3.659 30 1.310 1.697 2.042 2.457 2.750 3.646 40 1.303 1.684 2.021 2.423 2.704 3.551 60 1.296 1.671 2.000 2.390 2.660 3.460
120 1.289 1.658 1.980 2.358 2.617 3.373 X 1.282 1.645 1.960 2.326 2.576 3.291
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