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IMPROVING STUDENTS’ VOCABULARY MASTERY USING
CROSSWORD PUZZLES
(A Classroom Action Research at The Fifth Grade Students of SD
Negeri2Ngerangan in The Academic Year of 2011/2012)
THESIS
MOHAMMAD ISKANDAR DZULKURNAIN
(K2208085)
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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IMPROVING STUDENTS’ VOCABULARY MASTERY USING
CROSSWORD PUZZLES
(A Classroom Action Research at The Fifth Grade Students of SD
Negeri2Ngerangan in The Academic Year of 2011/2012)
MOHAMMAD ISKANDAR DZULKURNAIN
(K2208085)
THESIS
Submitted to Teacher Training and Education Faculty of SebelasMaretUniversity
as Partial Fulfillment of Requirement for the Undergraduate Degreeof Education
in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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2012PRONOUNCEMENT
I would like to certify that the thesis entitled “IMPROVING
STUDENTS’ VOCABULARY MASTERY USING CROSSWORD
PUZZLES(An Action Research at the Fifth Grade Students of SD Negeri 2
Ngerangan in the Academic Year 2011/2012)” is really my own work. It is not
plagiarism or made by others. Everything related to others’ works are written in
quotation, the sources of which are listed on the bibliography.
If then, this pronouncement proves wrong, I am ready to receive any
academic punishment.
Surakarta, July 2012
Mohammad Iskandar Dz
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ABSTRACT
Mohammad Iskandar Dzulkurnain K2208085. IMPROVING STUDENTS’VOCABULARY MASTERY USING CROSSWORD PUZZLES(An ActionResearch at the Fifth Grade Students of SD Negeri 2 Ngerangan in theAcademic Year 2011/2012). A Thesis, Surakarta: Teacher Training andEducation Faculty of Sebelas Maret University, 2012.
This research aims at: (1) identifying whether and towhat extent the useof crossword puzzle improve students’ vocabularymastery, and (2) describing theclassroom situation when Crossword Puzzle is implemented in the English classof the fifth grade of SD Negeri 2 Ngerangan.
The method used in this research is a collaborative action research. Theresearch was conducted in two cycles at the fifth grade of SD Negeri 2 Ngeranganfrom April 2, 2012 to June 5, 2012 The research data were collected by usingtechniques of observation, interview, notes/journals, documents, and tests (pre-testand post-test). The qualitative data were analyzed through assembling the data,coding the data, comparing the data, building interpretations, and reporting theoutcomes. Meanwhile, the quantitative data were analyzed through descriptivestatistic.
The research findings show that the use of Crossword Puzzle couldimprove students’ vocabulary mastery and classroom situation of English class.The improvement of students’ vocabulary mastery includes: (1) students hadfewer mispronunciations; (2) students made fewer mistakes in spelling somevocabularies; (3) students could easily identify the meaning of vocabularies. Theimprovement of classroom situation includes: (1) the students made less noiseduring the lesson; (2) no student asked for permission to go to the bathroom as thereason to get out of the class; (3) students looked enthusiastic during the lesson;(4) most of students were active during the class activities; (5) students could becontrolled during the lesson; (6) students voluntarily took notes of the lesson.Besides the two findings above, there are other findings as follows: (1) studentscould work either in group or individually; (2) students who were usually shybecame more brave and active to express their answers.
Keywords: vocabulary, crossword puzzle
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MOTTO
Practice makes Perfect
(Mohammad Iskandar Dzulkurnain)
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DEDICATION
This thesis is whole-heartedly dedicated
to those who support me to keep on
struggling to get a better future:
My beloved mother and father
My beloved sisters and brother
My lovely nephew and cousin
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Thanks to Allah SWT for showering His
blessing to the writer so that he can finish histhesis as a partial fulfillment of the
requirements for the Undergraduate Degree of Education in English.
Obviously, there are honorable people who deserve his special gratitude
for their help and encouragement to the writer.
1. The Dean of Teacher Training and Education Faculty, for the approval
of this thesis.
2. The Head of English Department of Teacher Training and Education
Faculty, for her advice and approval of this thesis
3. Drs. Martono, M.A,the writer’s first consultant for herencouragement,
criticism, compliment, patience, guidance, and time from the
beginning up to the completion of this thesis.
4. Drs. Muh. Asrori M. Pd, the writer’s second consultant for his
criticism, advice, patience, guidance, and time in accomplishing this
thesis.
5. Suroto, S.Pd.SDthe headmaster of SD Negeri 2 Ngerangan for
facilitating the writer in conducting the research.
6. Handoko, S.Pd.I, the English Teacher of class V for his collaboration
and his helps in doing this research.
7. The students of class V in SD Negeri 2 Ngerangan for their
participation.
8. Ayu Pramoni, Ika, Cycas Lucky, Dinda, Eka, and Naja, Riska for their
advice, companion, and support in accomplishing this thesis.
The writer realizes that this thesis is still far from being perfect. He hopes
and accepts gratefully every comment and suggestion. Hopefully, this thesis will
be useful for the readers.
Surakarta, July 2012
Mohammad Iskandar Dzulkurnain
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TABLE OF CONTENTS
TITLE .............................................................................................................. i
PRONOUNCEMENT...................................................................................... iii
CONSULTANTS APPROVAL ...................................................................... iv
BOARD OF EXAMINERS LEGITIMATION ............................................... v
ABSTRACT..................................................................................................... vi
MOTTO ........................................................................................................... vii
DEDICATION ................................................................................................. viii
ACKNOWLEEDGEMENT............................................................................. ix
TABLE OF CONTENT ................................................................................... x
LIST OF TABLE ............................................................................................. xiii
LIST OF APPENDICES.................................................................................. xiv
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of the Study ..................................................................... 1B. Problem Identification.......................................................................... 7C. Problem Limitation .............................................................................. 8D. Problem Statement .............................................................................. 9E. Objectives of the Study ....................................................................... 9F. Benefits of the Study ........................................................................... 10
CHAPTER II LITERATURE REVIEW .................................................... 11
A. Vocabulary ........................................................................................... 111. Definition of Vocabulary ............................................................... 112. Vocabulary Mastery ....................................................................... 123. The Kind of Vocabulary................................................................. 124. Technique in TeachingVocabulary ................................................ 165. The Importance of Vocabulary Teaching ...................................... 226. Learning and Teaching in Elementary School ............................... 23
B. Young Learner...................................................................................... 24
1. The Nature of Young Learner ........................................................ 242. Principles in Teaching Vocabulary to Young Learners ................. 25
C. Review on Crossword Puzzle............................................................... 27
1. Definition of Crossword Puzzle .................................................... 27
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2. Crossword Puzzle in Teaching-Learning Process......................... 283. The Advantages of Crossword Puzzle in Teaching Vocabulary... 314. The Disadvantages of Crossword Puzzle in Teaching Vocabulary 33
D. Review on Related Research.......................................................... 34
E. Rationale ........................................................................................ 35F. Action Hypothesis ......................................................................... 36
CHAPTER III RESEARCH METHODOLOGY ...................................... 37
A. Context of the Research ...................................................................... 37
B. Method of The Research ...................................................................... 371. Why Action Research .................................................................... 372. Definition of Classroom Action Research ..................................... 373. Model of Action Research ............................................................. 384. Procedures of Action Research ...................................................... 39
C. Method of the Action Research............................................................ 41
1. Technique of Collecting Data ........................................................ 412. Technique of Analyzing Data ........................................................ 42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. 45
A. Research Findings ................................................................................ 45
1. Situation Before the Research ........................................................ 45
2. The Implementation of the Research ............................................ 50
a. Procedure of The Research ...................................................... 50
b. Cycle 1 ..................................................................................... 52
1) Planning the Action............................................................ 532) Implementing the Action.................................................... 53
a) The First Meeting......................................................... 53b) The Second Meeting .................................................... 55c) The Third Meeting ....................................................... 56
3) Observing the Action ......................................................... 57
a) The First Meeting ......................................................... 57b) The Second Meeting ..................................................... 59c) The Third Meeting........................................................ 60
4) Reflecting and Evaluating the result .................................. 605) Revising the Plan ............................................................... 63
c. Cycle 2 ..................................................................................... 65
1) Planning the Action............................................................ 66
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2) Implementingthe Action..................................................... 66
a) The First Meeting......................................................... 66b) The Second Meeting .................................................... 67
3) Observing the Action ......................................................... 69
a) The First Meeting......................................................... 69b) The Second Meeting .................................................... 70
4) Reflecting the Result of Observation ................................. 715) Findings.............................................................................. 74
a) The Improvement of Students’ Vocabulary Mastery... 82b) The Improvement of Classroom Situation ................... 84
c) The improvement of Students’ Behaviour ................... 85
B. Discussion ........................................................................................... 85
1. Crossword Puzzle is Able to Improve Students’ Vocabulary Mastery852. Crossword Puzzle is Able to Improve the English Classroom Situation87
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION .. 89
A. Conclusion .......................................................................................... 89B. Implication .......................................................................................... 90C. Suggestion ........................................................................................... 91
BIBLIOGRAPHY ......................................................................................... 93
APPENDICES ............................................................................................... 96
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LIST OF TABLE
1. Table 3.1The Classroom Procedure of the Research ................................ 39
2. Table 4.1Situation Before the Research.................................................... 45
3. Table 4.2 The Detail of Vocabulary Aspects’ Mean Scores of Pre-
Test............................................................................................................ 46
4. Table 4.3Summaryof the Research Process .............................................. 51
5. Table 4.4Students’ Matery on Vocabulary Aspects Post-test 1................ 61
6. Table 4.5The Improvement of the Class Situation After Cycle 1............. 61
7. Table 4.6The Strenghs and Weaknesses of the Research
Implementation in Cycle 1........................................................................ 62
8. Table 4.7The Summary of Cycle 1 ........................................................... 63
9. Table 4.8The Summary of Cycle 2 ........................................................... 72
10. Table 4.9 Research Findings .................................................................... 75
11. Table 5.0The Improvement of Students’ Vocabulary Aspects ................. 82
12. Table 5.1The Sample of Students’ Achievement...................................... 83
13. Table 5.2The Improvement of Students’ Vocabulary Achievement ........ 85
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LIST OF APPENDICES
1. Appendix 1 Research Timeline ................................................................ 97
2. Appendix 2 Pre-Observation Note............................................................ 98
3. Appendix 3 Lesson Plans“Cycle 1” .......................................................... 103
4. Appendix 4Lesson Plans“Cycle 2” ........................................................... 111
5. Appendix 5 List of Class V Students’ Name ............................................ 118
6. Appendix 6Observation Form................................................................... 119
7. Appendix 7Worksheet of Pre Test ............................................................ 129
8. Appendix8 Worksheet of Cycle 1 Post Test ............................................. 133
9. Appendix9 Worksheet of Cycle 2 Post Test ............................................. 137
10. Appendix 10 Students’ Result of the Test ................................................ 141
11. Appendix 11Transcript of Interview......................................................... 144
12. Appendix 12 Field Note / Journal ............................................................. 150
13. Appendix 13Photograph of the Research ................................................. 164
14. Appendix 14Sample of Students’ Worksheets.......................................... 166
15. Appendix 15Legalization.......................................................................... 189
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language. It plays an important role,
especiallay as a bridge to communicate between people of different nations.
English is also used in almost all aspects of human life for example: economy,
science, education, politic, etc. English is mostly used in the scientific field as
means of expanding science and technology written in English. People cannot
deny that they need English as early as possible. It is clear now that English is
very important for all people in this world.
Due to the importance of English, in Indonesia, English has been taught
and learnt at elementary school since some years ago. Elementary school is the
basic level of educational system in Indonesia. Teaching English in elementary
school is important in order to give student basic knowledge and ability on
English. Moreover, English at elementary school can help student to be more
ready and confident in learning English at the higher level.
In Indonesia, English is introduced in the curriculum to a number of
elementary schools as a local content. It is stated in the curriculum of elementary
school 2004:
“Sebagai upaya peningkatan kualitas pendidikan khususnya pengajaranMuatan Lokal Bahasa Inggris Sekolah Dasar, pada tahun anggaran2005 Dinas Pendidikan dan Kebudayaan Provinsi Jawa Tengah telahmenyusun Kurikulum Muatan Lokal Mata Pelajaran Bahasa InggrisSekolah Dasar untuk kelas I s.d kelas VI”(Kurikulum Tahun 2004 MataPelajaran Bahasa Inggris untuk SD/MI Provinsi Jawa Tengan 2004:iii)
The years at primary school are extremely important in children’s
intellectual, physical, emotional, and social development. One of the elements in
the language that cannot be separated from teaching English at elementary school
is English vocabulary. It is difficult to master foreign language without mastering
or understanding the vocabulary. Zimmerman (1997) states that for young
learners, vocabulary is central to language and words are the critical importance to
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language learning. It cannot be separated from the other language elements in the
teaching and learning process because it influences the students’ ability in
learning English. Thus vocabulary mastery is very important to support other
English language skills.
Wilkins (in Thornbury, 2002: 13) says that without grammar very little can
be conveyed, but without vocabulary, nothing can be conveyed. Dellar and
Hocking (in Thornbury, 2002: 13) add whether most of the time is spent in
studying grammar the English will not improve very much. However the most
improvement will be seen if more words and expressions are learned. One can say
very little with grammar, but they can say almost anything with words.
Likewise, Hatch and Brown (1995: 1) add that vocabulary refers to a list
or set of words that individual speakers of language might use. Since vocabulary
is a list, the only system involved is alphabetical order in dictionaries. The choice
in vocabulary selection and methods used in teaching vocabulary are important. It
means that the choice of words and method of teaching are important factors in
vocabulary learning, especially formally at school. According to Pinter (2006:83),
fluent speakers and writers put together the component parts of the language
system quickly and efficiently. To be able to do this, they need to know a large
pool of vocabulary items and a long list of grammatical structures. From the
explanations above, we can conclude that learning vocabulary is important as the
basic need to encounter a new language.
Teaching vocabulary to children is not easy. There are many problems that
will be faced by the teacher when he or she introduces English to his or her
students. For the students, they will be given something new and different from
their mother tongue. Based on those phenomena, teacher has to help his or her
students so that they can learn vocabulary effectively, and the result is that they
can improve their vocabulary mastery.
Therefore, the sample of the study will be the fifth grade of elementary
students who receive English subject as their foreign language. Based on the age
level of learners which is range from nine to eleven they are called as children. As
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Pinter (2006: 1) states that from five to 14 years of age they are considered as
young learners.
In teaching English including vocabulary, children are treated differently
from adult. Especially elementary students, first, students must be familiar with
English vocabulary. Since vocabulary is suggested to learn from early ages, the
students are expected to master good vocabulary. They can be said as having good
vocabulary mastery when they meet the followings: (1) primarily, the meaning of
a word is what it refers to in the real world or its definition given by dictionary
(denotation). But students need also to know the connotation of some words, that
is whether a word has positive or negative sense, and words’ appropriateness, that
is if the words are suitable to use in certain context or not;(2) students have to
know words’ pronunciation. In teaching, teacher needs to make sure that
pronunciation aspect is presented and learned accurately; (3) students have to
know words’ spelling. Teacher needs to make sure that spelling aspect is
presented and learned accurately; (4) besides words’ meaning, spelling, and
pronunciation, students also need to know how to use words. In this case, they
need to understand grammar and words’ collocation. Grammar is important to
master since words may change in form when used in sentences, for example
when they are connected to tense and singular-plural forms; while by knowing
collocation, students will be able to differentiate what words can be attached
appropriately to another word. For example, throw for a ball and toss for a coin
(Ur, 1991: 60-61).
In the pre-research, the writer encountered several vocabulary learning
problems emerged in the fifth grade class of SD Negeri 2 NgeranganKlaten.
Those language skill problems are: (1) students misspell English words. Students
could not provide the missing letters to construct correctly spelled words. They
also could not arrange jumbled letters into the correct spelling. The writing system
of English words which is different from the pronunciation makes students
confused to memorize the proper spelling system of those words; (2) some
students find it difficult to identify the meaning of words; (3) students
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mispronounce English words. They made many mistakes in pronouncing English
words in the oral pre-test. The interference from mother tongue is the biggest
reason causing mispronunciation. Besides, there are some sounds which do not
exist in mother tongue.
Those are in line withthe aims of English lesson for elementary schools
students stated in curriculum of 2004:
Mata pelajaranmuatanlokalBahasaInggris disekolahdasarinimemilikitujuansebagaiberikut: Siswa mampu memahamiketerampilanmenggunakanunsur-unsur tata
bunyi, makna kata, ejaan kata dalam bahasa inggris
Besides, the problems were also indicated from the class situation. They
are: (1) students were too talkative during the lesson and make the class noisy.
Most of students were busy talking with their friends when the teacher (HD)
explained the material. Therefore, the class became noisy; (2) students felt bored
and sleepy. Several students seemed lazy to follow the lesson. There was a student
yawning during the lesson. He obviously said that English class was too long; (3)
there were only few students who are active during the teaching and learning
process. When the teacher asked questions, there were only few students who
actively answered the questions on the white board, while others were kept silent.
They did not finish anything; (4) students did not eager to write the material on
their books. They were immediately copying the material written by the teacher
(HD) on the whiteboard, when (HD) asked them; (5) there was break time that
made English lesson could not totally focus. This made the class did not
conducive.So, the teacher (HD) should made the class conducive again.
From the pre-research, there were several causes of those problems above.
They are: (1) there are few variations of teaching and learning activity to facilitate
students in learning vocabularies. Explanation and doing exercise were the main
activities. The teacher has tried to make students active to answer her questions on
the white board, but the result was not satisfying since there are just few students
answering the questions, while other students were busy doing non-academic
activities. They tended to talk each other out of the lesson’s topic; (2) there are too
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many materials given to students to memorize in one meeting. Those burdened
students in understanding the lesson. Moreover, few variations of class activity
made students less-motivated in English lesson. So, they were helpless in
vocabulary learning; (3) there is limited teaching and learning media to conduct
English lesson; (4) The limited time and equipment. English in elementary school
is taught only 60 minutes everyweek. It makes the teacher difficult to explore the
material. This limited time makes the teacher teach the students too fast to cover
all material in one semester and makes the students get difficulties in grasping the
material perfectly. Beside the limited time, the limited equipment makes the
teacher difficult to develop teaching learning process and makes the teacher
difficult to develop teaching learning process. He taught using white board and
asked students to write the material on their note books. Based on the pre-
observation, this teaching and learning situation made students bored and sleepy.
They did non-academic activities instead of paying attention to the teacher.
Those problems affect students in the process of vocabulary mastery.
Their English score was not satisfying. From the result of pre-test, only few
students pass the minimal standard score (6.0), while others are under minimum.
They are still lack of vocabulary mastery for the elementary level. Because of the
limited vocabularies of surrounding objects, the students find it difficult to
communicate in English, either spokenand written.
Based on the problems and reason above, the writer proposes one of
teaching media as the solution in learning vocabularies. The teaching media,
which is suitable to evercome the problems, is crossword puzzles.As Jones (2007,
posted in Building vocabulary skill) says that crossword puzzles involve several
useful skills including vocabulary, reasoning, spelling, and word attack skills. To
solve any crossword puzzle, a person must be able to identify and understand the
terms which are being used. This often involves acquiring new vocabulary or
terminology. It can also involve making differentiations between similar words or
phrases. Correctly deciphering a crossword also requires exact spelling, which for
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students may mean practicing dictionary skills. Another benefit of using
crossword puzzles in the classroom is that they are related to recreation, and can
be less intimidating for students as a review.
According to Kilickaya (2007) in a journal of Teaching English with
Technology, crossword puzzles are excellent way to review vocabulary, as
students will immediately know their answers are incorrect if they do not fit the
puzzle. In addition, if the students cannot figure out the answer, they can simply
count the squares in the puzzle, find words of equal length and then try to deduce
the correct answer. Paul (2003: 99) says that crossword puzzle can be used at any
level, and is wonderful way to bring together vocabulary from many different
lesson. Paul adds that the combination of puzzle solving and fun can create a
powerful learning tool.
However to some extent, people state that using crossword puzzles can
also create negative view of the students. Many people believe that crossword
puzzles can bring a bad effect on the learning process. They perceive that using
crossword puzzle is just a waste of time, and there is no benefit on it. This is the
reason why the researcher is interested in conducting the study on the use of
crossword puzzle in teaching vocabulary and she wants to see how it affects
students’ vocabulary achievement.
Based on the description above the writer purposes in carrying out a study
on “Improving Students’Vocabulary Mastery Using Crossword Puzzles (A
Classroom Action Research of Fiftth Grade Students of SDN 2 Ngerangan in
Academic Year 2011/2012).
B. Problem Identification
There are the factors that influence the students’ vocabulary mastery. In
identifying that problems, the researcher has interviewed the teacher and the
student. The writer also observed the teaching-learning processes in the
classroom. Based on the pre-observation conducted by the researcher in the
teaching-learning English at the fifth grade class of SD Negeri 2 Ngerangan
Klaten, there were some problems that can be identified as follows.
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The first problem in related to the students. the writer encountered
several vocabulary learning problems emerged in the fifth grade class of SD
Negeri 2 Ngerangan Klaten. Those language skill problems are: (1) students
misspell English words. Students could not provide the missing letters to
construct correctly spelled words. They also could not arrange jumbled letters
into the correct spelling. The writing system of English words which is different
from the pronunciation makes students confused to memorize the proper spelling
system of those words; (2) some students find it difficult to identify the meaning
of words; (3) students mispronounce English words. They made many mistakes
in pronouncing English words in the oral pre-test. The interference from mother
tongue is the biggest reason causing mispronunciation. Besides, there are some
sounds which do not exist in mother tongue.
Besides, the problems were also indicated from the classroom situation.
They are: (1) students are too talkative during the lesson and make the class
noisy. Most of students were busy talking with their friends when the teacher
(HD) explained the material. Therefore, the class became noisy; (2) students feel
bored and sleepy. Several students seemed lazy to follow the lesson. There was a
student yawning during the lesson. He obviously said that English class was too
long; (3) there are only few students who are active during the teaching and
learning process. When the teacher asked questions, there were only few students
who actively answered the questions on the white board, while others were kept
silent. They did not finish anything; (4) students are not eager to write the
material on their books. They were immediately copying the material written by
the teacher (HD) on the whiteboard, when (HD) asked them; (5) there is break
that English lesson could not totally focus. This wasted the lesson time since the
teacher (HD) should make students focus to the lesson again.
The third problem concerned with the facilities. The writer found that the
facilities at SD Negeri 2 Ngerangan Klaten were very limited. Furthermore, the
teacher also rarely used the limited facilities that are available in that school.
Certainly it makes the situation during the teaching learning process worse.
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Whereas, facilitities are needed in the teaching learning process. Aids such as,
charts, diagrams, maps, laboratory tools are very helpful when teachers are
teaching in the classroom. English teaching learning process supported by the
equipment that is available will improve the students’ interest in learning English,
a tape recorder, for instance, can be used to develop basic skills listening.
Besides, it leads sudents’ involvement as the students find the lesson is
interesting.
The fourth problem is related to the media. The teacher only used limited
media to explain the lesson. It is caused by the lack of available school’s
facilities. Besides, the teacher rarely made interesting media in English teaching
learning process bacause she had no time to make it. Whereas, media is one of
the factors that can determine the success of the teaching learning process. It is
because through media, the students’s interest in learning can be increased.
C. Problem Limitation
It is impossible to solve problems related to the factors, so the writer
limits the problems related to use of teaching media, a crossword puzzle, to
improve students’ vocabulary mastery. This limitation is based on the research
that writer done that students still lack of vocabulary mastery for the elementary
level. The vocabulary that used on this research only three aspects that is
pronounction, spelling, meaning. All of them based on the topic that is sugessted
by the teacher and the curriculum of Bahasa Inggris in SD 2 Ngerangan. English
lesson for elementary schools students stated in curriculum of 2004:
Mata pelajaranmuatanlokalBahasaInggris disekolahdasarinimemilikitujuansebagaiberikut: Siswa mampu memahamiketerampilanmenggunakanunsur-unsur
tatabunyi, makna kata, ejaan kata dalam bahasa inggris.
That is why the students of SD Negeri 2 Ngerangan Klaten need media, a
crowssword puzzle, which will improve their vocabulary mastery.
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D. Problem Statement
Related to the study entitled the use of crossword puzzle in teaching
vocabulary, the following statements of the problem are stated as follows:
1. Does and to what extent the use of crossword puzzle improve students’
vocabualry mastery?
2. What is the class situation whencrossword puzzleis implemented in the
English class of the fifth grade of SD Negeri 2 NgeranganKlaten?
3. What are the advantages and disadvantages of using crossword puzzle in
teaching vocabulary?
E. Objective of the Study
Based on the formulation of the problem, the general objective of this
research is to improve students’ vocabulary through crossword puzzle.
Particularly, this research is aimed to find out:
1. To identify whether and to what extent the use of crossword puzzle
improve students’ vocabulary.
2. To describe the class situation when crossword puzzles is implemented in
the English class of the fifth grade of SD Negeri 2 NgeranganKlaten.
3. To discover the advantages and disadvantages of crossword puzzles.
F. Benefits of the Study
It is expected that this study contribute some significant progresses in
teaching vocabulary.
1. For the writer, the study can bring her to a better understanding of
improving students’ vocabulary mastery and give practical contributions to
her on how to improve students’ vocabulary mastery using crossword
puzzle.
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2. For teachers, the study gives input in enriching their teaching aids to be
used in the classroom.
3. For students, the study can improve the students’ motivation and
vocabulary.
4. For other researcher, the research can become a kind of references to
conduct the same type of research.
5. For Teachers Training and Education Faculty, it is expected that the result
of this study can be a medium and provide contribution to explore one of
the language element in teaching English.
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CHAPTER II
REVIEW ON RELATED LITERATURE
A. Vocabulary
1. Definition of Vocabulary
Vocabulary is one of the language system components that is important to
be learnt. It plays an important role in the four language skills. By mastering
vocabulary, students will be able to produce many sentences either in spoken or
written texts.
In general, vocabulary is a word in a language. According to
OxfordAdvanced Learner’s Dictionary, vocabulary is total number of words in a
language. Without knowing vocabulary, students will not be able to speak, write,
read, and also listen comprehensively. Knowing a word is something to do with
recognizing itsmeaning (Cameron, 2001: 75). It means that in learning
vocabulary, students have toknow and understand the meaning; therefore, they
will use it in a meaningful context.
Ur (1998: 60) adds that vocabulary can be defined roughly as the words
the teacher teaches in the foreign language. A new item of vocabulary may be
more than a single word: for example, post office and mother-in-law, which are
made up of two or three words but express a single idea. There are also multi-
words idioms such as call it a day, where the meaning of the phrase cannot be
deduced from an analysis of the component words.
Furthermore, Lehr, Osborn, and Hiebert (2005) also add that knowledge
about wordscomes in two forms namely receptive and productive vocabulary.
Receptivevocabulary includes words that are recognized when we hear or see
them. It is theability to comprehend passive vocabulary which is used in reading
and listeningcontexts. Productive vocabulary includes words that we use when we
speak or write.
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From the previous definition, it can be concluded that vocabulary is a set
ofwords that have meaning and are used in a specific language which is known to
its users.
2. Vocabulary Mastery
The word mastery refers to some definitions. According to Coulson et al.
(1987: 1050), mastery is skill use or knowledge. It means mastery is the ability to
use one’s knowledge. Hornby (1984: 523) adds that mastery is complete control
or knowledge. It means mastery is the whole power or ability to direct
knowledge. Same with that, an article written by Educator’s Visual Mentor, an
on-line educators development site, states that mastery in learning is the ability to
use knowledge (http:/www.Educatorsvirtualmentor.com/conceptGuide.html). In
addition, mastery is defined by Mastery Works, an on-line site about talent,
profesion and carrier development, as the ability to combine skill and knowledge
in one certain area. Julia Swannel (1994: 656) states mastery is comprehensive
knowledge.
From the theories above, it can be concluded that vocabulary mastery is
the ability to use set of words for particular language and comprehensive
knowledge in recognizing words and its meaning.
3. The Kind of Vocabulary
Based on Haycraft (1997: 44), he distinguishes the kinds of vocabulary
into two parts: those are active and passive vocabulary. Active vocabulary is the
words which the students can understand, pronounce correctly and use
constructively in speaking and writing. While passive vocabulary is words which
the students recognize and understand when they occur in context, but which
learner himself can’t produce correctly. Harmer (1991: 159) adds that active
vocabulary refers to vocabulary that students have been taught or learnt and
which they are expected to be able to use. While passive vocabulary refers to
words which the students will recognize when they meet them but which they
will probably not be able to produce. It means that active vocabulary is
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productive learning referring to speaking and writing, while passive vocabulary is
receptive learning referring to reading and listening.
Nation (1990: 5) mentions two kinds of vocabulary learning. They are
receptive learning and productive learning. The explanation is as follow.
a. Receptive Learning
Receptive learning is the ability to recognize a word and recall its meaning
when it is met. Hatch and Brown in Haycraft (1994) also have similar
explanation that receptive vocabulary is words that the learners recognize and
understand when they occur in context, but which they cannot produce correctly.
The words can be found in reading context but they are not used in speaking and
reading.
b. Productive Learning
Productive learning involves what is needed for receptive learning plus the
ability to speak or write at the appropriate time. Hatch and Brown in Haycraft
(1994) explain that productive vocabulary is the words that the learners
understand, can pronounce correctly, and use constructively in speaking and
writing. It involves what is needed for receptive vocabulary supported by the
ability to speak or to write at the appropriate time. Thus, productive vocabulary
can be addressed as an active process, because the learners can produce the words
to express their thought or idea to others.
In other words, receptive learning is the process of learning vocabulary
through listening and reading, while productive learning is the process of
learning vocabulary not only through listening and reading but also through
writing.
Thornbury (2002: 27) declares some factors why learning vocabulary is
rather difficult for second language learners. If those factors are fulfilled,
someone can be said that he or she has achieved the vocabulary mastery.
Thornbury says that the factors come from the word’s aspects such
pronounciation, spelling, length and complexity, grammar, meaning, and range,
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connotation and idiomatic are the indicators in vocabulary mastery. Fromthose
six aspect aspects above,four of them will be defined briefly here.
1) Pronunciation
Research shows that words that are difficult to pronounce are more
difficult to learn. Potentially difficult words will typically be those that
contain sounds that are unfamiliar to some groups of learners such as
regular and lorry for Japanese speakers. Many learners find that words
with cluster of consonant, such as strength or crisp or breakfast, are also
problematic.
2) Spelling
Sound-spelling mismatches are likely to be the cause of errors,
either of pronunciation or of spelling, and can contribute to a word’s
diffulty. While most English spelling is fairly law-abiding, there are also
some glaring irregularities. Words that contain silent letters are
particularly problematic: foreign, listen, headache, climbing, bored, and
honest, cupboard, muscle, etc.
3) Length and complexity
Long words seem to be no more difficult to learnt than short ones.
However, as a rule of thumb, high frequency words tend to be short in
English, and therefore the learner is likely to meet them more often, a
factor favoring their ‘learn ability’. Furthemore, variable stress in
polysyllabic words- such as in word families like necessary, necessity and
necessarily can add to their difficulty.
4) Grammar
It is problematic when grammar associated with the word, especially if
this differs from that of its L1 equivalent. Spanish learners of English, for
example, tend to assume that explain follows the same pattern as both
Spanish explicarand English tell, and say he explained me the
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lesson.Rememmbering whether a verb like enjoy, love, or hope is follow
by an infitive (to swim) or an-ing form (swimming) can add to its
difficulty. The grammar or phrasal verb is particularly troublesome: some
phrasal verb are separable (she looked the word up) but others are not (she
looked after the children).
5) Meaning
When two word overlap in meaning, learners are likely to confuse
them. Make and do are a case in point: you make breakfast and make an
appointment, but you do the housework and do a questionnaire. The
wordare multiple meanings such as since, and still, can also be
troublesome for learners. Having learned one meaning of the word, they
may be reluctant to accept a second, totally different, meaning. Unfamiliar
concepts may make a word difficult to learn. Thus, culture specific items
such as words and expressions associated with game cricket (a sticky,
wicket, a hat trick, and a good innings) will seem fairly opaque to most
learners and are likely to be easily learned.
6) Range, connotation and idiomaticity
Words that can be used in a wide range of context will generally be
perceived as easier than their synonyms with narrower range. Thus put is a
very wide-ranging verb, compare to impose, place, position, etc. Likewise,
thin is a safer bet than skinny, slim, slender. The words have style
constraints, such as very informal words (chuck for thro, swap for
exchange) may cause problems. Uncertainly to connotations of some
words may cause problems too. Thus, propaganda has negative
connotations in English, but its nearest equivalent in other languages may
dean deviant. Finally, words or expression that are idiomatic (like make up
your mind, keep an eye on ...) will generally be more difficult than words
whose meaning is transparent (decide, watch). It is their idiomaticity, as
well as their syntactic complexity that makes phrasal verbs so difficult.
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The researcher concludes that there are two kinds of vocabulary.
They are active vocabulary and passive vocabulary. Active vocabulary is
the word which students can understand, pronounce correctly and uses
constructively in speaking and writing. While passive vocabulary is words
which the students recognize and understand when they occur in context,
but learner himself can not be able to produce correctly.
Based on those ideas, it can be concluded that vocabulary mastery is the
student’s awareness of understanding the words, word meaning, word spelling,
pronunciation, and their rules to communicate.
4. Technique in TeachingVocabulary
It is surprising how many ways to put across the meaning of new words to
a class, and the teachers soon realize how often a class will grasp the meaning of
new words they are taught to pronounce them and put them in sentence. Based on
Cross opinion (1995: 5) there are two ways to present vocabulary. First by
showing the meaning and second by using language that the students already
know in order to make clear the meaning of a new lexical item. Cross (1995: 11)
propose four steps in presenting a new vocabulary. Step one is the sound and
meaning; say the new word two or three times, pronouncing it clearly and indicate
the meaning at the same time. Step two is repetition; the students repeat a new
word a few times and the teacher checks the pronunciation carefully. Step three in
written form; the teacher writes the new word on the blackboard and the students
read it aloud without distorting the pronunciation. Step four is illustrative
sentence; the teacher puts a short illustrative sentence on the board so that
meaning will be clear to anyone reading the notes afterwards.
In general, there are four main techniques of teaching vocabulary proposed
by some experts: Cross (1995: 5-13) and Haycraft (1997: 47-50). The techniques
are as follow:
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a. Ostensive means
Ostensive means by showing. It is the way of teaching vocabulary
by holding up the things or pointing to object in the classroom. Beside
Ostensive is not limited to only the things which can be found in the room.
There are also ways to show the meaning of words and concepts from the
world outside the class. The kinds of Ostensive means are as follow;
1) Realia
Realia can be callled the real things. Realiathe way ofpresenting
new vocabulary by bringing the things into the classroom. A piece of
bread, a whistle, a stick, toys, and so on are easily carried out. Realia
creates interest and the students’ imagination. For example: puddles are
found in the street when it rains, but teacher can bring in small bottle of
water and create a puddles by pouring some water onto the floor. The
teacher can take the class out and introduce words for things seen in a
shop window or in the street.
2) Pictures
Objects that are not easily carried out or which are unavailable
can be presented picturially. The teacher can collect useful pictures
from magazines, newspaper, sketches, wall pictures, and flashcards or
draw it on board. For presentation purposes, simple pictures are better
because the focus is clearer and the meaning is less ambiguous. The
teacher can use the blackboard to make rapid sketches of simple things.
Then to draw more complex items, the teacher can make flashcards by
cutting off the pictures pasted onto a piece of cardboard or the cutting
of papers in the form of pictures made by the teacher.
3) Body
Both the teacher’s and student’s body can be used to get
meaning across. The techniques of using body in the teaching
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vocabulary are: (a) facial expression, to show feeling (e.g. happy,
smiling, hot, angry, etc), (b) gesture, using hands and arms to show the
range of meaning (e.g. fast, small, wide, etc), (c) mime and action, to
show many verbs and some adverbs (e.g. to eat, to wake up, slowly,
etc).
b. Verbal Definition
Verbal definition is the way of teaching vocabulary by using language.
Teacher can use the following means to help the students comprehend the
vocabulary.
1) Word Set
Words set are groups of related words. The teacher can use the
words in a set that the students already know in order to introduce new
related words. The presentation of the words must be related from a
general word to specific words. For example: to present the word
canary, the teacher would start from the already known concept of
bird.
2) Synonyms
Synonyms are words that mean more or less the same thing. For
example: the word coach. It is bus, but one that makes long distance
journeys. Synonyms are best shown on the board using mathematical
sign for equals, as in the following examples:
shore = beach fierce = savage
Unhappy = sad residence = home
3) Antonyms
Antonyms are words that have an opposite meaning. For
example: poor is the opposite of rich while dirty is the opposite of
clean. The sign to indicate an opposite meaning is an equal sign
crossed through, in this way:
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Hot >< cold full >< empty
4) Cognates
Cognates are words in the students’ own language that have the
same or very similar form as the English.
5) Hyponyms
Hyponyms are the way of teaching vocabulary by grouping of
similar words. For example: bus, van, and car are hyponym of vehicle.
Mango, banana, jackfruit, orange, grape, watermelon, and strawberry
are the hyponyms of fruit.
6) Collocations
Collocations are the way of teaching vocabulary by combining
one word to some to get across the meaning. For example: headache
but not throatache.
7) Illustrative Sentences
Illustrative Sentences are the way of teaching vocabulary by
contriving a sequence of sentences to create a linguistic context in
which the meaning of the one unknown word is illustratedfor example:
My father hates potatoes, but he loves rice.
Explanation: the meaning of to hate has been cleared in the fist
example by contrasting it with love.
8) scales
The teacher can show meaning of some types of words by
sequencing them along a scale between two anonyms. For example:
between extreme of horrible and wonderful we might have nasty,
unpleasant, pleasant, and nice, in that order. Temperatures of bath
water run along a scale for cold to hot, trough lukewarm, tepid, warm,
and scalding.
9) Translation
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Translation can be used when no easy alternative suggest it self.
It is sometimes better to give the mother tongue enquivalent rather than
spend a great deal of time trying to define or to show the meaning. The
time saved can be used more pre profitably on other teaching points.
10) Definitions
A definition is the way teaching vocabulary by defining or
describing objects. For example:
A cat is animal which has soft fur.
A lawn is an area of grass in the garden.
11) Word games
Word games are the wayof teaching vocabulary by presenting a
game using words. this games focuses on the word rather than the
sentence; spelling (as, for e.g. in dash it and hang it), meanings, words
for sentence-making, word as inferred from context or word as
categorized according to grammatical use. Some kind of word games
such as crossword, puzzle words, jumbled words, etc can be done by
individual, group, or as homework.
c. AudioPresentation
Audio presentation is the way of teaching vocabulary by signaling the
meaning of words. many words are easily presented by a tape recording than
by the ways already described. For example: The noise of an argument, a jet
plane, children splashing in water, and so on, are easily created.
d. RunningContext
Running context is the way of teaching vocabulary by linking all the
new words in some ways. This can be done after the presentation of the
words as separate entities or during the entire presentation. For example:
when presenting flood, thunder, and collapse. The story of the storm with
heavy rain which caused a house in your village to collapse would create
interest as the three new words are introduced. The teacher can use a picture
or bring in a pack of playing cards and build a card house to demonstrate the
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meaning of collapse. The important thing is to assist the process of
demonstration by linking the lesson’s new words in an interesting way if
possible.
Nation in Cameron (2001: 85) lists basic techniques by which teachers
can explain the meanings of new words to young learners in the classroom:
a. By demonstration or pictures
1) Using an object
2) Using a cut-out figure
3) Using gesture
4) Performing an action
5) Photographs
6) Drawings or diagrams on the board
7) Pictures from books
(moving images from TV, video, or computer can be added)
b. By verbal explanation
1) Analytical definition
2) Putting the new word in a defining context (e.g. an ambulancetakes sick
people to hospital)
3) Translating into another language.
From those various techniques, there are several ways in teaching
vocabulary which might suit young learner’s characteristics like objects, pictures,
action and gesture, creating a context, description or definition, and word games.
Those techniques can be developed by Crossword Puzzle, one of technique that can
cover those ways in teaching vocabulary.
5. The Importance of Vocabulary Teaching
Learning vocabulary is very important since vocabulary is a vital and an
important thing in communication. Brown (1994) says:
“... words are basic building blocks of language, in fact, survivallevel ofcommunication can take place during quite intelligiblywhen people simply
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string words together—without anygrammatical rules applying at all. So,if we’re interested in beingcommunicative words are the first order ofbusiness.”From the statement above, it can be concluded that vocabulary is a basic
needin communication(Krashen, 1988:155). Knowing a language may mean
knowing its vocabulary.
In language learning, vocabulary is an essential component because it
links the four skills of speaking, listening, reading, and writing altogether.
Wallace (1982:9) states that learning a foreign language is basically a matter of
learning thevocabulary of that language. However, to say that one speaks English
often refers tohow good he carries on a conversation. To be able to participate in
the conversation one should, at least, understand the key words (vocabularies)
used in it.
Vocabulary leads to a fluent speaking skill. In line with that, Cameron
(2001) adds that the foundation to learn foreign language is by building up a
usefulvocabulary. Therefore, it can be concluded that if someone wants to be able
to speakfluently, s/he needs to be familiar with the word used in a language and
that isconnected to his/her life. In line with this, Cameron (2001) says that
difficulties inlearning vocabulary may result from that vocabulary is not
sufficiently connected tostudents’ real lives. She also adds “vocabulary
development is a continuous process,not just adding new words but also building
up knowledge about words alreadyknown partially.” (Cameron, 2001:74)
Moreover, building vocabulary knowledge can support learners’
languagelearning process as a basic foundation in mastering the four language
skills. Encouraging memorization strategy is important to practice the new
vocabulary(Pinter, 2003). Using memorization technique in the classroom activity
is important,yet conventional memorization technique may usually make the
students bored, that is why teachers need to find the appropriate activity in order
to motivate the students to join but before that s/he may also understand the
principles that lie behind teachingvocabulary, especially for young learners.
6. Learning and Teaching in Elementary School
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As state above, English is one of local contents taught in elementary
school. It is in line with he government’s program of nine-year compulsory study.
Since the students of elementary school learn English for the fist time, the just
learn the simple English pattern including vocabulary, grammar, and so on.
The objectives learning English in elementary school are to develop their
knowledge of science, technology, and culture so that they can grow up with
Indonesian personality and they expected to be able to support the development of
tourism. Moreover, now there is a preference to teach English at Elementary
Schools even in kindergartens. English subject is included into local content in
elementary school. It is stated in the curriculum of elementary school 2004:
“SebagaiupayapeningkatankualitaspendidikankhususnyapengajaranMuatanLokalBahasaInggrisSekolahDasar, padatahunanggaran 2005DinasPendidikandanKebudayaanProvinsiJawa TengahtelahmenyusunKurikulumMuatanLokal MataPelajaranBahasaInggrisSekolahDasaruntukkelas I s.dkelasVI”(KurikulumTahun 2004 Mata PelajaranBahasaInggrisuntuk SD/MIProvinsiJawaTengan 2004:iii)
This is in line with the aims of English lesson for elementary schools
students stated in curriculum of 2004:
Mata pelajaranmuatanlokalBahasaInggris disekolahdasarinimemilikitujuansebagaiberikut:1. Siswa mampu memahamiketerampilanmenggunakanunsur-unsur tata
bunyi, makna kata, ejaan kata dalam bahasa inggris.
As explained above, the students of elementary school just learn the
simple English patterns that is, pronounciation, meaning and spelling. They do not
need to learn linguistic structure and rules. It is better if English lesson is taught
using games, the students can enjoy their lesson and are able to speak. They can
also play and learn. They will not feel that English is difficult to learn. They begin
developing vocabulary of object names around them in English.
Moreover, the important thing is the students have to understand the
meaning of new language they are learning (English). The language they learn is
different from their language. The role of the teacher is to make sure their students
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have understood the new language, so the teacher can organize his or her teaching
accordingly.
That is why in this research, the writer covered only three aspects of
vocabulary. That is, pronounciation, spelling, and meaning. In addition, the writer
only taught two themes to made easier to memorized the material that was taught.
The themes were “fruits” and “animals”.
B. Young Learners
1. The Nature of Young Learners
Philips (1996: 5) and Kasihani (2001) define young learners as children
from the first year of formal schooling (five or six years old) to eleven or twelve
years of age. Scoot and Ytreberg (1998: 1) mention that there are two main
groups of children. They are five to seven years old and the eight to ten years old.
Both of them are assumed as the beginners’ stage. According to Philips (1995: 7),
the young learners respond the language based on what they are going to do or
what they can do with the language itself rather than treating it as an intellectual
game or abstract system. Thus it is important to consider that teaching something
concrete is more useful than teaching the abstract one.
Based on the workshop report in European Centre for Modern Language
(ECML, 2001), there are natures of learning used by young learners, which
appear either implicity or explicity. Implicity, the young learners’ learning occurs
without awareness, automation, making sense of regularities, and it is having
knowledge without being able to talk about. Explicitly, the young learners’
learning is hard to learn but it can be described, it is unique to humans, and it is
encouraged in school.
According to the researcher, Young Learner is children from the first year
of formal schooling which divided into two main groups, 5-7 years old and 8-10
years old. Both of them consider as beginner stage.
2. Principles in Teaching Vocabulary to Young Learners
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Young learners learn differently from adults, especially in
learningvocabulary. Referring to the characteristic of young learners in learning
vocabulary,such as: they respond to meaning even if they do not understand
individual words;they often learn indirectly rather than directly; they learn
everything around themrather than only focusing on the precise topic they are
taught; they have curiosity andenthusiasm about the world around them; their
understanding comes not only fromexplanation but also from what they see, hear,
and interact every day (Brown, 2001),there are some basic principles that teacher
should remember in teaching vocabularyto young learners.
First, teacher should make the students think, pause and wonder
whilelearning vocabulary. Children are curious about learning new words; they
can easilyacquire the new word without knowing the meaning of that word. In
line with this,Pinter (2006) gives a statement on how children enjoy vocabulary
learning. Shementions that children can understand the concept of word well
before the concept ofgrammar. They will finally understand the meaning without
directly being taught.This is particularly important when teachers introduce new
language targets, theteachers should make the students think, pause, and wonder.
At this time, teacher may encourage them to think, because the more deeplythey
think while they are learning, the more they will commit to memory and later
beable to recall what they have learned (Pinter, 2006). So it may not work if
teachersonly ‘spoon feed’ the children by introducing a new word then directly
explain itsmeaning because children will only retain the words in a short term
memory.
Second, teacher may introduce concrete vocabulary. Since young learners
arenot ready to learn abstract words beyond their imagination, it is important for
theteachers to introduce things/vocabularies which are related to their lives
andenvironment. Cameron (2001) says that when teaching vocabulary to
youngerchildren, they need very concrete vocabulary that connects with objects
they can seeand handle. It implicates that children will only retain the words that
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are connected totheir environment. Things that they can see, play, interact with,
and touch.
Third, teacher may be better to introduce the words and then revisit them
inthe following day or week. In order to be able to remember the word, teacher
may bebetter to introduce the words and then revisit them in the following day or
week.Cameron (2001:74) says that learning words is a cyclical process of meeting
wordsand initial learning, followed by meeting those words again and again, each
timeextending knowledge of what the words mean and how they are used in the
foreignlanguage. Since children have limited attention span, teacher should
introduce onlylimited vocabularies in one meeting, then revisit it in the following
day to help themremember the words that have been learnt. Nation (1999, cf.
Cameron, 2001) gives anidea that a new word should be met at least five or six
times in a textbook unit beforeit has any chance of being learnt. So it may be
concluded that recycling in learningvocabulary is important to help children recall
the words that have been learnt.
Four, in teaching vocabulary to young learners, teacher should encourage
thelearners to know not only about its word but also other words related to that
word.Cameron (2001: 78) states that knowing about a word may involve knowing
about itsmeaning, its use, and its form. Knowing about a word may involves
knowing abouthow it sounds, how it is spelt, the grammatical changes that can be
made to it (itsform), its conceptual content and how it relates to other word (its
meaning), itspatterns of occurrence with other word (its use). So it is better for the
teacher tointroduce other words that have any connection with the words being
taught.
Last, one thing that should be remembered, young learners are not ready
toanalyze the component parts of language system, such as vocabulary and
grammar.For the writer, teaching Young Learner need more than ordinary system.
With their imaginative and creative characteristics, taking fun in whatever they
do, easily motivated but having short span of concentration and attention make
process of transferring knowledge from teacher to young learner requires plenty
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objects. Since activities for the Young Learner should include movement and the
senses, all kinds of variation to support the material lesson are needed.
C. Review on Crossword Puzzle
1. Definition of Crossword Puzzle
One type of puzzle games commonly used in the learning process
iscrossword puzzle. Subsequently, a range of crossword puzzle definitions will
bedrawn from several sources.
In general, crossword puzzle is a word game that consists of black and
whitesquares. Webster’s New World College Dictionary defines crossword puzzle
as anarrangement of numbered squares to be filled in with words. A letter
appearing in aword that is placed horizontally is usually a part of word that is
placed vertically.Crossword puzzle has clues which can be given in the form of
numbered ofsynonyms or definitions.
In line with the definition above, Cambridge Dictionary of American-
Englishadds that crossword puzzle is a word game that the answers have to be
guessed basedon the clues and be written into numbered squares that go across
and down. A letterin a word that is placed across is usually a part of word that is
placed down.
Additionally, Homby, (1974: 206) states that crossword puzzle means
puzzle in which word have to be written and stated in spaces on chequered square
or oblong (from numbered clues) vertically (clues down) and horizontally (clues
across). Crossword puzzle challenges people withoutopponents. It has a clearly
defined goal and a variety of obstacles that the player mustovercome to achieve
the goal. In other words, crossword puzzle has variety ofchallenges that people
have to solve to find the answer based on the clues given.
Therefore, it can be concluded that crossword puzzle is a word game
thatconsists of an arrangement of words which has to be filled into numbered
squares thatgo across and down.
2. Crossword Puzzle in Teaching-Learning Process
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Crossword puzzles have been used in education for many years.
Manyteachers in the world see the educational values of crossword puzzle that
benefitsboth teachers and students. Lewis and Mierzwa (1989; c.f Gupta, 2006)
suggest thatgames such as charades, crossword puzzles, board games, word
searches and bingoare effective teaching aids when used in the right situation.
As it is reported to be effective, crossword puzzle nowadays is used in
manydifferent classroom activities. Crossword puzzle has many advantages: it can
be used to teach vocabulary and writing; it provides students with unique and
funopportunities; it provides immediate engagement and participation; and it
providesthe opportunity to expand active learning strategy and critical thinking.
Firstly, as mentioned before, crossword puzzle can be used to teach
manydifferent subjects including vocabulary and writing. In line with that, Paul
(2003)states that crossword can be used at any level. It is a wonderful way to
bring togethervocabulary from many different lessons. Not only can crossword
puzzle be used toteach vocabulary, but also to teach writing to children because it
has an interestingclue, such as picture, which prompts the students to write words
or sentences.
Secondly, crossword puzzle provides students with a fun and
uniqueopportunity. Bailey, Hsu and Dicarlo (1999) believe that educational
crosswordpuzzle provides students with a unique, innovative, and fun opportunity
to evaluatetheir own level of learning by identifying concepts not yet mastered. It
means thatcrossword puzzle may be used to introduce new concepts or words that
students donot yet know.
Thirdly, not only can crossword puzzle be used to introduce new concept,
butalso can be used to review concepts or words that students have learnt
before.Crossword puzzle is reported to be a good review tool. According to Jones
(2007),crossword puzzles are associated with recreation and can be less
intimidating forstudents as a review tool. Since crossword puzzle belongs to one
type of games,teachers find it less threatening to be used in the review session
than those of theother tests. Jones adds that crossword puzzle is a much more
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active type of learning. It means that crossword puzzle will engage students with
the material more than otherpassive types of review techniques do.
Fourthly, crossword puzzle provides the opportunity to expand active
learningstrategy. A study conducted by Saxena (2009) on the use of crossword
puzzle inundergraduate pathology and medical education shows that crossword
puzzle givesstudents the opportunity to increase active learning strategy and
collaborative orfriendly competitive environment. This finding seems to support
the explanation ofSilberman above that crossword puzzle offers immediate
engagement, in whichparticipation is required in active learning strategy.
Lastly, Jimmy Jamm
(http://EzineArticles.com/?expert=Jimmy_Jamm)another advantage offered by
crossword puzzle in teaching-learningprocess is providing the students with the
opportunity to think critically. Students aretrained to make critical choices and
decision in a short period of time, in whichinstilling the discipline of critical
decision-making is essential to students’ survival. By practicing to decide in a
short period of time, students try to make their owncritical thinking.
Research by Daryanti (2008, Chapter 2) found that there are several
kinds of crossword puzzle that can be learned easily by students. They are:
a. Pictures to words
This game function is to identify pictures into words. The teacher
will write the name of picture of objects in the squares. Each object is
arranged according to the number and the cross-down squares. The
students have to write the name of object in the correct place in the
crossword puzzle (Tim StrukturJateng, 1999:60).
b. Half-crosswords
In this activity, the students work into two groups. Each group
has incomplete crossword puzzle. By asking or giving definitions, they
try to fill in the missing words (Larcom, 2003:6).
c. Translation crossword
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In this activity, the clue is given in the native language and the
answer is in the target language or vice versa. It is possible if the clues are
given both in native and target languages (Larcom, 2003: 4 – 5).
From the explanations above, it can be concluded that crossword puzzles
have important roles in teaching-learning process. Crossword puzzles can be used
as ice breaker, introducing new concept, and be used as a review tool. In this
research, the type of crossword puzzle that was used is picture to the words,
because this type is appropriate to fifth year student skill to improve students’
vocabulary mastery.
3. The Advantages of Crossword Puzzle in Teaching Vocabulary
As explained before, crossword puzzle has important roles in teaching-
learning process, especially in teaching vocabulary. Crossword puzzle
involvesseveral useful skills, including vocabulary. Crossword puzzle also
encouragesmotivation, challenge, attractiveness, and critical thinking.
First, the advantage of crossword puzzle in teaching vocabulary is
clearlystated by Jones, a home educator and writer on educational games. He
states thatcrossword solving involves several useful skills including vocabulary,
reasoning,spelling, and word-attack skill. To solve any crossword puzzle, students
must be ableto identify and understand the terms being used. It involves acquiring
new vocabularyor terminology. Correctly deciphering a crossword also requires
exact spelling, whichfor the students may mean practicing their dictionary skill.
Second, other advantages of crossword puzzle are also stated by
someprevious researchers. Solikhatun (2002) conducted a study on the effect of
usingcrossword puzzle game on vocabulary achievement of the second year
students ofSLTP Muhammadiyah I Malang, the result shows that there is a
significant differencebetween the experimental group and control group
achievement. It can be concludedthat using crossword puzzle game can improve
the students’ English vocabularyachievement. So, crossword puzzle game can be
used as an effective technique inteaching learning vocabulary.
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As it is reported to be effective, crossword puzzle also make the
studentsthink more deeply. The challenge offered by crossword puzzle makes the
studentsthink critically in order to solve the crossword. In line with the principle
ofvocabulary that teachers may encourage the children to think while they
arelearning(Pinter, 2006), children who think more deeply to solve the crossword
will commit tomemory and later be able to recall the words that they have learnt/
found whilesolving the crossword.
Third, due to the characteristic that vocabulary games commonly
have,crossword puzzle is also reported to be able to increase students’ vocabulary
masterybecause it motivates students to participate and engage actively with the
learningmaterial, especially learning vocabulary. In line with this, Widaningsih
(2009)conducted a research study on the use of crossword puzzle technique in
teachingvocabulary. Her participants were the students of inclusion program in
SDN KaloranWonogiri. Her finding showed that crossword puzzle increase
students’ vocabularymastery because it motivates the students to participate
during the lesson, the studentsare challenged to solve the problem encounter in
crossword puzzle. She also adds thatcrossword puzzle make the learning process
more attractive since crossword puzzlebelongs to one type of game. Her students
learn in a fun, relaxed, and enjoyableatmosphere that make them easier to
memorize the words.
In other words, crossword puzzle may encourage the students to engage
morewith the material. It motivates the students to participate in the activity,
thuscrossword puzzle may offer the students with fun, relaxed, and enjoyable
atmospherethat make the students emotionally get involved while they are
learning. And ifchildren can emotionally get involved in the lesson, they will learn
better than onlyphysically present in the classroom activity (Paul, 2003).
Fourth, encouraging memorization strategies is important in
learningvocabulary. Just like in solving the crossword, students need to memorize
the wordsthat they previously learnt then link it to new information (clues) to
finally find thepossible answer for the crossword.
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Fifth, crossword puzzle is also a good tool to review vocabulary.
Reviewing,revising, and recycling vocabulary that have been learnt are important
strategies tohelp students, especially children, remember the words have been
taught. The use ofcrossword puzzle to review vocabulary has been recognized by
previous teachers inmany parts of the worlds. Gerrys vocabulary teacher,
suggestions for teachingvocabulary, says that:
“Crossword puzzles are an excellent way to review vocabulary, asstudentswill immediately know their answers are incorrect if they donot fit thepuzzle. In addition, if the students can't figure out theanswer, they cansimply count the squares in the puzzle, find wordsof equal length and thentry to deduce the correct answer.”Therefore, it can be said that crossword puzzle is best to be used in
reviewingthe vocabulary that have been learnt by the students. Yet, different from
a kind of testthat teacher in a conventional teaching method commonly does,
crossword puzzle isless threatening since it belongs to a kind of game.
It has come into conclusion that crossword puzzle benefits both students
andteachers. Therefore, crossword puzzle may be used as an alternative technique
inteaching learning vocabulary, especially as a review tool.
Moreover, nowadays, the tendency in teaching vocabulary is to
presentvocabulary in texts. For vocabulary building purposes, texts - whether
spoken orwritten - have enormous advantages over learning words from lists
(Thornburry,2002: 53).
4. The Disadvantages of Crossword Puzzle in Teaching Vocabulary
Based on the writer’s experience when he held research in fifth grade
students of SD Negeri 2 Ngerangan, he found disadvantage in using crossword
puzzle. As teaching media, crossword puzzle could not cover pronounciation as
indicator and aspect of vocabulary mastery.Thornbury says that the factors of
vocabulary mastery come from the word’s aspects such pronounciation, spelling,
length and complexity, grammar, meaning, and range, connotation and idiomatic.
In this research in order to solve students’ pronounciation problem, in vocabulary
learning, the teacher should implement another teaching-technicque that is
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drilling.(Richard wollheim;Sigmund Freud, Cambridge University Press).Drilling
Technique is a teaching technique for teachers to drill the students by asking
them to repeat after teachers to make them remember about the lesson, even after
they have already arrived home and have done other activities. Moreover, drilling
on making good sentences and imitating good pronunciation is the maintarget of
fluency.
D. Review on Related Research
Several studies related to the use of crossword puzzle in teaching-learning
process have been conducted by several researchers as follows:
Sanchez conducted a study on the use of crossword puzzle as one of the
interactive games in teaching learning process in 2007. He found that crossword
puzzle is an excellent way to improve vocabulary. Crossword puzzle helps
studentsremember words that they have already learned, and help them learn new
words. Thefinding of this study proves that games such as crossword puzzles are
useful tools for teaching and learning a foreign language.
Another study was conducted by Rajagopal (2009) on the use of
crossword puzzle as innovative teaching practices in management education. He
said thatcrossword puzzle was very beneficial. His finding showed that crossword
puzzle canbe used as an approach to develop learning entertainment of marketing.
Crosswordpuzzle can be used as the supplements of efficacy of new learning
process throughself-learning.
Furthermore, Keong (2009) conducted a study on the use of crossword
puzzle to facilitate active learning in large classes. His finding showed that
crosswordpuzzles were utilized at the end of a series of related topics to help
students reviewthe terminologies used. The result showed that the strategy in
using crossword puzzle was resulted in a significant change in the learning
process as perceived by the students. Crossword puzzle helped students in large
classes to reinforce the concepts being learnt.
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As cited in Widianingsih (2009), Dorothy Swain (1999), a teacher
ofMarshfield High School, Coos Bay, also conducted a study to verify the
effectivenessof acrostic puzzles in the classroom. Her participants were the history
and philosophyscience students. She believed that acrostic puzzles are an effective
vehicle to exposestudents to the history and philosophy science without lecturing.
Students need to useall their knowledge to solve these puzzles, not just what they
have learned in scienceclasses. Students practice word-recall skills, spelling, and
pattern recognition.
E. Rationale
Vocabulary is stock of words for a particular language and used by
students in learning the language. Vocabulary is the very basic knowledge to learn
more about English. It must be mastered in order to learn English succesfully.
Considering the importance of vocabulary as the basic of learning English,
teaching vocabulary cannot be ignored. It is very important for an English teacher
to develop learning and teaching that will help students’ process of learning and
develop theirvocabulary. The development and improvement of vocabulary
learning can be achieved throught practice. In this case, a teacher is demanded to
find appropriate technique which is capable to meet to learners’ need so they can
improve their vocabulary.
Young learner is children from the first year of formal schooling which
divided into 2 main groups, 5-7 years old and 8-10 years old. This beginner stage
is different from adults in learning English. Young learners always take a great
pleasure and fun in what they do and they have greater immidiate need to be
motivated by the teacher or the material in order to learn effectively.
In learning English vocabulary, there are several problems faced by
learners especially young learner. It happens to the fifth grade students of
SDNegeri2Ngerangan Klaten who still lack vocabulary mastery. Some indicators
showing students’ problem are :
1. Some students find it difficult to identify the meaning of words.
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2. Students misspell English words;
3. Students pronounce english words unproperly;
Those problems cause students got marks lower than the passing grade (6.0). Most
of them get low score when they do test. It can be proven from themean of the
score. The mean of the score of the class is less than 6.0
In order to solve students’ problems in vocabulary learning, the teacher
should implement an interesting teaching medium, crossword puzzle. Crossword
Puzzleis the way of teaching vocabulary by presenting a game using words. It is
an enjoyable activity focusing on wordsdone following certain rules to achieve the
goal. A great pleasure and fun in what they do and they have greater immidiate
need to be motivated by the teacher or the material in order to learn effectively.
Some reasons why using crossword puzzles in language learning are
games automatically stimulate student’s interest.A properly introduced crossword
puzzles can be one of the highest motivating techniques and the students, in the
informal atmosphere of game play, are less self-consciuos and therefore apt to
experiment and freely participate in using the foreign language.
By using crossword puzzles as a technique in classroom action research,
the researcher can improve the students’ vocabulary mastery. Crossword puzzles
focusing on words and vocabulary itself is a set of words, therefore when students
more often to play crossword puzzles, more often they learn vocabulary. The
process of learning itself is a requirement for better improvement. Therefore, it
can be said that crossword puzzle can improve student’s vocabulary mastery.
F. Action Hypothesis
Based on the explanation about teaching and learning vocabulary in SD N
2Ngerangan, the writer proposes an action hypothesis; crossword puzzles can
improve students’ vocabulary mastery.
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CHAPTER III
RESEARCH METHODOLOGY
A. Context of the Research
This action research was carried out at SDNegeri2 Ngerangan Klaten. The
class used for this research wasfifth class. The composition of students in this
class is 25 students. The students are friendly that they welcome anyone new
warmly.The research had been done onJune 2012 by exploiting the use of
crossword puzzle in teaching vocabulary at fifth grade of SDNegeri2 Ngerangan
Klaten in academic year of 2011/2012.
B. Method of The Research
1. Why Action Research
The method that was applied in the research is action research. The writer
prefers conducting an action research to any other kinds of research in regard to
the problem found by the teacher of the class. The teacher has found that an
improvement in his students’ vocabulary mastery is needed. Then, what to do is to
find the solution for this. From this problem the researcher made the solution. The
solution was then applied in the teaching learning process, so that the students can
build their English better. Therefore, the type of research that best answers the
question is Action Research.
2. Definitions of Classroom Action Research
Carr and Kemmis in Burn (199: 30) state that action research is simply a
form of self-reflective equiry undertaken by participans in social situation in order
to improve the rationality and justice of their own practices, their understanding of
these practice and theri situation in which the practices are carried out. Action
research is a process in which participants examine their own educational practice
systematically and carefully, using the techniques of research. Wallace (1998: 4)
states it is done by systematically collecting data on your everyday practice and
analyzing it in order to come to some decisions about what your future practice
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should be. To conclude, action research is a research to solve the problem that
he/she finds in his/her classroom to make improvement and done systematically
by collecting data on the researcher practice and analyzing it.
3. Model of Action Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process, which consists of
four essential moments: planning, action, observation, and reflection.
Visually, the steps in action research by Kemmis and McTaggart (Burns:
1999:33) can be illustrated as follows.
Figure 3.1 Steps in Action Research
The classroom procedure of this research was conducted within two cycles as
shown in the following table.
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should be. To conclude, action research is a research to solve the problem that
he/she finds in his/her classroom to make improvement and done systematically
by collecting data on the researcher practice and analyzing it.
3. Model of Action Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process, which consists of
four essential moments: planning, action, observation, and reflection.
Visually, the steps in action research by Kemmis and McTaggart (Burns:
1999:33) can be illustrated as follows.
Figure 3.1 Steps in Action Research
The classroom procedure of this research was conducted within two cycles as
shown in the following table.
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should be. To conclude, action research is a research to solve the problem that
he/she finds in his/her classroom to make improvement and done systematically
by collecting data on the researcher practice and analyzing it.
3. Model of Action Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process, which consists of
four essential moments: planning, action, observation, and reflection.
Visually, the steps in action research by Kemmis and McTaggart (Burns:
1999:33) can be illustrated as follows.
Figure 3.1 Steps in Action Research
The classroom procedure of this research was conducted within two cycles as
shown in the following table.
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Table3.1. The Classroom Procedure of the Research
Cycle Procedures
1
PlanningThe writer prepared everything including lesson plans, instruments, and media
needed in implementing the action
Acting Thewriter implemented teaching and learning activities as she planned.
Observing Together with the collaborator, the writer observed all of the activities
happened in the teaching and learning process and collected necessary data
Reflecting The writer analyzed the teaching and learning process done. Based on the
analysis result, it was decided to continue to the cycle 2 since there were still
problems to solve.
2
Planning The writer made a new lesson plan containing strategies to solve the problems.
Acting The writer implemented teaching and learning activities as he planned
Observing Together with the collaborator, the writer observed all of the activities
happened in the teaching and learning process and collected necessary data.
Reflecting The writer analyzed the teaching and learning process done. Basedon the
analysis result, the problems could be solved and it was considered not to
continue the cycle
4. Procedures of Action Research
There are four steps of each cycle. The first is planning: develop a plan of
critically informed action to improve what is already happening. The second is
action: act to implement the plan. The third is observation: observe the effect of
the critically informed action in the context in which it occurs. The last is
reflection: reflect these effects as the basis for further planning.
The four steps in the model can be expanded into six steps in the
procedure of action research. The procedure is as follows.
a. Identifying the problem
The researcher identifies the problem before planning the action. The
problem refers to the factors making the low of writing skill and the
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passive behavior during the teaching-learning process. The problem is
identified by using four techniques: (1) test: the pre-test is given in order
to know the students’ mastery on vocabulary; (2) interview: the interview
to the teacher is held in order to get information about characteristic of
students and classroom situation during teaching-learning process; (3)
observation: the observation is held in order to know the students’
vocabularymastery and the students’ response during the teaching-learning
process and to know the class management.
b. Planning the action
General plan is made before implementing the action. The
preparation is as follows. (1) preparing materials and sheets for classroom
observation; (2) making lesson plan and designing the steps in doing the
action; (3) preparing teaching aids; and (4) preparing exercise and post-
test.
c. Implementing the action
The plan made is implemented in the teaching learning process.
The activity is to improve students’ vocabulary masteryusing crossword
puzzle.
d. Observing the action
In this case, the English teacher in SD Negeri 2 Ngerangan acts as
the collaborative observer.
The researcher observes all the activities in teaching learning
process with the collaborative observer helps to observe the teaching
learning process conducted in the class. The teacher starts to observe the
teaching learning process and the students’ responses. The researcher
gives a test to know the student’s vocabulary mastery.
e. Reflecting the result of the observation
An evaluation on the observation result is made to find the positive
results and the weaknesses of the action. The weaknesses can be refined in
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the next cycle so that finally the effectiveness of crossword puzzle to
improve the students’ vocabulary mastery can be determined.
f. Revising the Plan
Based on the weakness of the use of crossword puzzle in teaching
vocabulary, the plan is revised for the next cycle. It takes another cycle to
overcome students’ problem in vocabulary mastery.
C. Method of Action Research
1. Technique of Collecting Data
There were two kinds of data: qualitative and quantitative data.
1. Qualitative Data
a. Observation
According to Burns (1999: 80), observation is a mainstay of action
research, which enables the researchers to document and reflect systematically
upon classroom interactions and events, as they actually occur rather than as we
think they occur. The term observation is in the sense of taking regular and
conscious notice of classroom action and occurrences, which are particularly
relevant to the issues or topic being investigated. The researcher conducted
general observation by observing the teaching learning process in Class V to
know the students’ behavior toward English class before, while, and after the
implementing the action. The researcher observed all activities in the classroom
and made the noted based on the teaching learning process. It aimed to collect
data related to the improvement on student’s vocabulary mastery and class
situation.
b. Interview
Burns (1999: 118) says that interviews are popular and widely used
means of collecting qualitative data. In this research, the researcher interviewed
the teacher and students to know the problems in learning vocabulary. The
interview takeafter the pre-observation was conducted. Each student was asked
the same questions.
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2. Quantitative Technique (Test):
Besides the non-test techniques above, researcher also used test
techniques. As stated by Brown (1994: 252), test is a method of measuring
a person’s ability or knowledge in a given area. The test techniques was
conducted by giving pretest before the action begins and posttest in the end of the
action. Its aim is to know whether the students’ vocabulary mastery improves or
not when Crossword Puzzles has been implemented in classroom.The mean of the
pre-test can be calculated with the formulas as follows.
= ∑Where: = means of pre-test scores∑ = summary of pre-test scores
N = the number of sample
2. Technique of Analyzing Data
Burns (1999: 153) data analysis in action research involves moving away
from the ‘action’ components of the cycle, where the main focus is on planning
and acting, to the ‘research’ aspects, where the focus changes to more systematic
observing and reflecting. Data analysis is the point where statements or assertions
about what the research shows are produced.
This research, in qualitative dat, the writer used the method stated by
Burns (1999: 156) to analyzed the data. There are five steps and those steps are
clear and sequential. It begins with assembling the data, coding, comparing, then
building interpretations, and finally reporting the outcomes.
a. Assembling the data
The first step is to assemble the data that the researcher has collected
over the period of the research: field notes, journal entries, and so on.
At this stage, broad pattern begin to show up which can be compared
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and contrasted to see what fits together. By scanning the data in this
way, the researcher begins the process of more detailed analysis by
bringing up possible pattern which the researcher can adapt or add to
as the researcher proceed.
b. Coding the data
Once there has been some overall examination of the data, the
researcher developed categories or codes to identify patterns more
specifically. Coding is a process of attempting to reduce the large
amount of the data that may be collected to more manageable
categories of concept, theme or types.
c. Comparing the data
Once the data have been categorized in some way, the researcehr
made comparison to see whether themes or patterns are repeated or
developed across different data gathering techniques.
d. Building interpretations
This is the point where the researcher moves beyond describing,
categorizing and comparing to make some sense of the meaning of
the data. This stage demands a certain amount of creative thinking as
it is concerned with articulating underlying concept and developing
theories about why particular patterns of behaviors, interactions or
attitudes have emerged.
e. Reporting the outcomes
The final stage involves presenting an account of the research for
others. A major consideration is to ensure that the report sets out the
major processes of the research, and that the findings and outcomes
are well supported with examples from the data.
The quantitative data analysis is used to analyze data from the result of the
test. It is done to compare the students’ vocabulary mastery before and after the
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action or the result of pre-test and post-test. The mean of the pre-test and the post-
test can be calculated with the formulas as follows.
= ∑ = ∑
Where: = means of pre-test scores
= means of post-test scores∑ = summary of pre-test scores∑ = summary of post-test scores
N = the number of sample
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The research is aimed to identify the improvement of students’
vocabulary mastery and to identify the improvement of the classroom situation
when Crossword Puzzle is implemented as a media during the teaching-learning
process. The result of the research is elaborated into two sections: research
findings and discussion.
A. Research Findings
1. Situation before the Research
The research was conducted in Class V of SD Negeri 2 Ngerangan.
Before conducting the research, the writer held pre-observation, pre-interview to
the English teacher, and pre-test to collect the detail data. The situation before
research is summarized in Table 4.1.
Table 4.1. Situation Before the Research
Problem Indicator of Vocabulary Situation Before the Research
a. Students’ Language Skill
1) Students mispronounce English words.
2) Students misspell English words.
3) Some students find it difficult to identify the
meaning of English words.
1) Students made many mistakes in pronouncing English
words.
2) Students could not provide the missing letters to
construct correctly spelled words. They also could not
arrange jumbled letters into the correct spelling.
3) Generally, students could identify the English names
of things at home quite well. But, there were found
some students who could not identify the correct
English names of some words yet.
b. Mean Score of Pre-Test
Students’ mean score in pre-test was 5.16The pre-test mean score was lower than the minimum
standard which was 6.0.
c. Classroom Situation
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1) Students are too talkative during the lesson
and make the class noisy.
2) Students feel bored and sleepy.
3) There are only few students who are active
during the teaching and learning process.
4) Students are not eager to write the material on
their books
5) there is break that English lesson could not
totally focus.
1) Most of students were busy talking with their friends
when the teacher (HD) explained the material.
Therefore, the class became noisy.
2) Several students seemed lazy to follow the lesson.
There was a student yawning during the lesson. She
obviously said that English class was too long.
3) When the teacher asked questions, there were only few
students who actively answered the questions on the
white board, while others were busy talking each other
or doing their own non-academic activities.
4) They were immediately copying the material written
by the teacher (HD) on the whiteboard, when (HD)
asked them
5) This wasted the lesson time since the teacher (HD)
should make students focus to the lesson again.
Additionaly, the detail of students’ mean score of vocabulary aspects ispresented in Table 4.2.
Table 4.2. The Detail of Vocabulary Aspects’ Mean Scores of Pre-TestStudents’ Skill Mean Score
1 Pronounciation 3.62 Spelling 5.923 Meaning 5.96
Standard of Minimum 6.00
Pre-observation was conducted to identify the condition of class V before
implementing the action. It was conducted on March 27, from 10.15 a.muntil
11.45p.m. From pre-observation, it could be concluded that students of class V were
generally hyperactive students. Most of them were talkative. It would be considered
alright if they were talkative outside the class. In addtion, they were also talkative
during the lesson and made noises.
From the very beginning of the lesson, the English teacher (HD) had to
control students to enter the classroom and make the class conducive enough before
starting the lesson. This was quite not easy and took long time. They were children
after all and HD needed extra patience to condition the class and make students
ready to start the lesson.
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Bel berbunyi, pertanda jam ke-4 segera dimulai. Namun, suasana kelas V
masih ramai. Murid-murid susah diatur untuk duduk dan segera memulai pelajaran.
Karena itulah, pelajaran baru bisa dimulai 10.25 (Pre-Observation Note,
27/3/2012).
During the lesson, it was encountered that students did not pay attention to
the teacher’s explanation. Most of them were busy talking with their friends,
especially students sitting in the back side of the class. Actually, there were some
students who tried to pay attention to the teacher’s explanation and take notes. Yet,
since other friends surrounding were noisy, they were affected and could not focus
on the lesson.
Ada beberapa murid yang berusaha mencatat, tapi mereka terganggu
temannya yang ramai, sehingga mereka menjadi tidak fokus (Pre-Observation Note,
27/3/2012).
Furthermore, there were students lazily laying their heads on the desk and
daydreaming. Several students even asked for permission to go outside the class.
They said that they wanted to go to the bathroom, but it was clearly seen that they
just lied to get out of the class. They seemed bored during the lesson. As what
happened to a student (ARP), it seemed that she could not stand of having the
English class. He yawned and asked the teacher to just give homeworks. The writer
even heard him (ARP) said that the English class was too long. He could not be
patient anymore to go outside for the break.
Ketika HD sibuk menulis di white board, seorang siswa (ARP) bertanya
kepada teman di depannya “Bahasa Inggris berapa jam?”, temannya menjawab “2
jam”. SAR berkomentar “Lama banget...Bentar lagi bel istirahat!” (Pre-
Observation Note, 27/3/2012).
Actually, the condition of class V had already been realized by the teacher
(HD). In the pre-interview that was held on March 31, 2012, he said that students of
class V were indeed hyperactive. Actually, they could understand the lesson quite
well, but they were so noisy and difficult to control.
“ada beberapa dari mereka yang ramai. Ada yang nggak nurut, cerita
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sendiri, njahilin temennya, ramai sendirii... Karena itu jadi nggak fokus pada apa
yang diaajarkan dan yang ditanyakan. Sebenarnya muridnya itu bisa, tapi agak
ramai dan kadang kurang termotivasi.” (HD, Pre-Interview, 31/3/2012).
Taken from the pre-observation and pre-interview, the causes of the
problems were emerged not only from students’ hyperactive characteristics that
caused the noise, but also from the way the teacher delivered the material. During
the lesson, it was encountered that the teacher did not make students focus, motivate
and help them to understand the lesson.
In explaining the material, the teacher wrote on the whiteboard and asked
students to copy it on their notebooks. The teacher also explicitly explained English
material only from book. Indeed, this technique did not suit elementary students’
characteristics who love something fun. Therefore, students were not enthusiastic in
the learning process. They easily got bored and could not focus.
“...saya mencatat di papan tulis. Untuk mengulang pelajaran, anak-anak
saya suruh menuliskan bahasa Inggrisnya di papan.” (HD, Pre-Interview,
31/3/2012).
In addition, the teacher had also tried to make students active and involved
by giving exercises written on the whiteboard. He then asked students to fill the
answers on the whiteboard. Unfortunately, this just attracted few students to actively
answer the questions, while other students were still busy talking with friends out of
the lesson topic and unmotivate
Ketika beberapa murid maju mengerjakan di white board, siswa-siswi yang
lain (yang tidak maju) ada yang ramai sendiri dan ada yang bermalas-
malasan(Pre-Observation Note, 27/3/2012).
Besides, the teacher had also tried to use real things like pens and books in
explaining the material. He asked some students what those things were to model
the correct expressions by using those realias. But, some students could not answer
the teachers’ questions.
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The teacher’s instruction to copy the material written on the whiteboard into
students’ notebooks was not effective to handle the class condition and make them
pay attention to the lesson. Instead of taking note, many students were busy talking
with friends and ignored the lesson. When the teacher wanted to erase the
whiteboard and continue to the next material, students prohibited him. They had not
finished copying the material since they were busy doing other non-academic
activities during the lesson. Indeed, this wasted the lesson time because the teacher
had to wait students copying the material before erasing it and continuing to the next
one.
HD hendak menghapus tulisan di white board untuk diisi materi baru, tapi
para siswa berteriak “Jangan!” (Pre-Observation Note, 27/3/2012).
HD bertanya “Sudah selesai?”. Murid menjawab “Belum”. HD berkata
“Daritadi kok nggak nulis-nulis? Kalau nggak nulis berarti sudah jelas kan? Ayo
ditulis!”. Walaupun sudah disuruh untuk mencatat, beberapa murid tetap ramai
sendiri, bahkan ada yang Cuma diam.(Pre-Observation Note, 27/3/2012).
From the pre-observation, it was found that the teacher more focused on
vocabulary and did not give sufficient pronunciation modelling. It was also realized
by the teacher that she still lacked English pronunciation.
“Masalah saya juga kadang ada di pronunciation, saya kadang belum bisa
mencontohkan pronunciation yang benar. Karena background pendidikan saya
bukan bahasa Inggris, tetapi agama islam. Saya Cuma bisa saja dan punya
sertifikat dari lembaga. (HD, Pre-Interview, 27/3/2012).
Furthermore, it was also found that students had difficulties on English
spelling.
“Anak-anak mudah mengingat. Tapi anak-anak masih ada yang salah di
spelling-nya.” (HD, Pre-Interview, 31/3/2012).
The pre-test was held in order to know the detail problems of students’
vocabulary mastery. From the result, it was found that the students’ test result was
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not satisfying. Their pre-test mean score was 5.8 and it was lower than the minimum
standard which was 6.0.
From the pre-test, it was encountered that some students still could not
identify the correct English meaning of fruit and animal. Students also found it
difficult to fill the incomplete words by providing the missing letters. Besides, they
still could not arrange the correct spelling by arranging jumbled letters. In addition,
through the oral test, it was encountered that students still could not pronounce
English words correctly.
Based on the pre-research, it was identified that students’ vocabulary
mastery and the classroom situation should be improved. Therefore, crossword
puzzle was used as the teaching-learning media
2. The Implementation of the Research
a. Procedure of the Research
The research was initialized by observing the teaching-learning situation
in class V before any action was carried out. It was held in order to collect initial
data of the teaching-learning process. Pre-interview and pre-test were also held in
order to get more details of problems. Based on the initial data interpretation,
ateaching plan was developed and implemented. Observation was held during the
implementation process. Eventually, final findings were drawn at the end of the
research to conclude the reflection. The research process is summarized in Table
4.3.
Table 4.3. Summary of the Research ProcessClass Class V of SD Negeri 2 Ngerangan, Bayat, KlatenProblem identified 1) The students’ vocabualry mastery was still low.
2) The classroom situation needed to improveProposed solution Crossword puzzle as teaching-learning mediaImplementation The writer conducted the research collaboratively with HD. HD and the
writer conducted observation during the implementation. There were five
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meetings held within two cycles. Cycle 1 covered three meetings, whilecycle 2 covered two meetings. There was a post test conducted in the endof each cycle.
Pre-research The researcher conducted pre-observation, pre-test, and pre-interview.1. Pre-observation
In order to gain detail data, pre-observation was held on March 27th,2012.
2. Pre-InterviewThe teacher (HD) was interviewed on March 27th, 2012 to collect thebefore-research data from HD’s points of view.
3. Pre-testPre-test was conducted on March 31th , 2012. The material wasconcerned on “Fruit and Animal”.
Cycle 1 planning 3 meetingsThe researcher prepared materials, crossword puzzle, lesson plans,students’ worksheet, students’ diary and post-test.
Action Meeting 1 (April 10th, 2012) teacher showed pictures of fruit. Presenting vocabularies Pronounciation modelling students played crossword puzzle in group teacher gave worksheet, explained how to do it, and gave the example reviewing the material
Meeting 2 (April 17th, 2012) reviewing the previous material (correcting the previous game’s
answer) teacher showed pictures of others fruit Presenting vocabularies Pronounciation modelling students played their own crossword puzzle in group teacher gave worksheet, explained how to do it, and gave the example reviewing the material.
Meeting 3 (April 24th, 2012) reviewing the previous material (correcting the previous game’s
answer) asking and answering (class competition) Presenting vocabularies Pronounciation modelling drilling students played crossword puzzle in individual teacher gave worksheet, explained how to do it, and gave the example reviewing the material
Cycle 2 Planning 2 meetingsThe researcher prepared materials (animal), crossword puzzle, lessonplans, students’ worksheet, students’ diary and post-test.
Actions Meeting 1 (May 8th, 2012) reviewing the previous material taught in cycle 1 (correcting,
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discussion, and pronounciation review) teacher showed pictures of animal students played crossword puzzle in group teacher gave worksheet, explained how to do it, and gave the example reviewing the material.
Meeting 2 (May 15th, 2012) reviewing the previous material (correcting, discussion, and
pronounciation review) teacher showed pictures of animal students played their own crossword puzzle in individual teacher gave worksheet, explained how to do it, and gave the example discussion of today’s material. Presenting vocabulary Pronounciation practice.
Overall Reflection Students’ vocabulary mastery improved and the classroom situationbecame more conducive to study. Crossword puzzle was a helpful mediato make students more focus on the lesson and involve them interestingactivities.
From Table 4.3., it can be seen that there were two cycles conducted in
this research. There were three meetings held within cycle 1. Since it was
considered that students’ vocabulary mastery and classroom situation still needed
to improve, the cycle was continued to the second one. Within cycle 2, there were
two meetings covered.
b. Cycle 1
There were several stages within cycle 1. The first step done before
conducting any action was planning the action. This was done by preparing
lesson plans and materials. Thereafter, all that had been planned was
implemented in the class. During the implementation process, the writer
collaboratively with the English teacher (HD) observed the class situation and
students’ behaviours. From the observation, the writer evaluated and reflected the
action result. By considering the evaluation and reflection, it could be decided
whether the research was continued to cycle 2 or not. .
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1) Planning the action
In this stage, the lesson plan was made for the whole meetings in cycle 1.
There were three meetings planned to be conducted in cycle 1. The writer got
onemeeting for English lesson within a week. The writer collected teaching
materials from various books recommended by the teacher.
The topic of the lesson was all the same during the research, that was
“Fruit and Animal”. The main media used was Crossword Puzzle. In meeting 1,
the lesson was focused on group game. Then, in the second meeting, students
werestill in group game, but they made their own crossword puzzle. Then, swap
it to another group. Meanwhile, in the third meeting, the lesson was focused in
individual work.
2) Implementing the action.
a) The first meeting (April 10th, 2012)
The lesson started at 10.15 a.m. The writer got permission from the
class teacher (TH) to take her time for observation and optimize all
facilities in the class. Therefore, the writer took the crossword puzzle on
the wallto attract students’ attention and prepared all the material that is
needed in the class.
From the pre-observation, the writer had realized that students of
fifth classwere hyperactive and not easy to control.. After greeted students,
the writer introduced himselves.
Thereafter, the writer said that students would learn about fruit.
Before presenting the main material, the writer gained students’
background knowledge about their circumtances related with material. The
writer asked students questions like “do you know about fruit?” What’s
fruit do you know ?” As modelling stagge, the writer also presented some
pictures of fruit that they would learnt to attract students’ focus. They
mentioned all fruit that they know in their circumtances. The writer then
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asked the English names of them (fruits) that they had mentioned. They
tried to answer in English although they made mistakes in pronunciation.
Then, the writer stated that students would learn some of fruit that
they have seen by playing crossword puzzle. Before playing crossword
puzzle, the writer asked students some questions used pictures that would
stated in crossword puzzleto gain their background knowledge like “Apa
bahasa inggrisnya melon?”, “Apa bahasa inggrisnya gambar ini?”. They
enthusiastically answered “Melon” and “Grape”. After gaining students’
background knowledge, the writer told that students would play crossword
puzzle in group. The writer asked to students to make group of five. After
making group, Each group member gave crossword puzzle that was taken
place on the wall. There were five crossword puzzle for five groups.
Student tried to complete their crossword puzzle as soon as possible.
There was the break time in the middle of English class. After
having their break time, students entered the class again and started the
lesson. It indeed needed time to manage students before starting the
lesson. Then, the writer continued playing crossword puzzle with group of
students. This game was focused on aspects of meaning, spelling, and
pronounciation.
After the game session, the writer reviewed the material by
conducting word guessing. The writer asked the students to come infront
of class. There were three students randomly selected to complete
crossword that is stated on the wall.
After all activities were done, the writer thanked students for
paying attention and appreciated their works. Then, the writer closed the
class by saying “Good Afternoon”. Students answered the closing greeting
and left the class.
b) The second meeting (April 17th, 2012)
The class began at 10.15am. Before starting the lesson, the writer
managed the class until they were ready enough to learn.
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Before teaching the main material, the writer announced the winner of
the previous group game conducted in the first meeting. The winner went to
group 5 who has the best score. Each member of group 5 got rewards from the
writer. After announcing the winner, the writer together with students corrected
the previous game’s mistakes. The writer presented correct prounciation of
vocabularies from previous game.Considering that condition, the writer
decided to conduct pronunciation drilling using his own voice in order to make
students more focus.The writer conducted class drilling, group drilling, and
individual drilling.
Saya melanjutkan modelling pronunciation dengan suara saya sendiri
(The Writer’s Journal, 17/4/2012).
After having the correction session, the writer stated that students would
learn fruit still with crossword puzzle by another way in group that has made in
the first meeting. Then, they made crossword puzzle of fruit by themselves to
swap with another group. Thereafter, the writer displayed previous fruit on
crossword puzzle to refresh their mind.
Then, students played the game session. The game was played using
crossword puzzle after swaping their own crossword puzzle to another group.
The game still focused on pronounciation, spelling ,and meaning. Students had
to complete crossword puzzle that they have got.After completing the
crossword puzzle, a students of each group was asked to pronounce fruit they
had answered. The game ran well and group 4 became the winner.
In the end of the meeting, some students required the writer to give
questions to the most silent group before leaving the class. Considering their
good idea, the writer followed what they wanted. The writer gave questions to
the most silent group. Questions were taken from the previous meetings’
materials. This session was focused on meaning and pronunciation. Groups
who could answer the questions could go home.
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When each group left the class, the writer thanked students and
reminded them to study hard. The writer let them leave the class by saying
“Bye bye” and “Be careful”.
c) The third meeting (April24th, 2012)
The class began at 10.15am. As usual, the writer was helped by the
collaborator had to condition students until they were ready enough to start the
lesson. After greeting students, the writer asked their condition and checked
their readiness. Thereafter, the writer stated that students would learn fruits. In
this meetings, students completed crossword puzzle by individual
work.Thereafter, some previous crossword puzzle of fruits were displayed to
help students refresh their mind. While identifying fruit on crossword puzzle,
students were drilled with native pronunciations.
Dalam mencontohkan pronunciation awal-awalnya saya modelling
pronunciation dengan suara saya sendiri. Pada pertemuan ini, saya mencoba
modelling native pronunciation. Saya menggunakan audio system yang saya
pinjam dari ruang kepala sekolah atas persetujuan guru kelas (TH) dan guru-
guru yang lain.(The Writer’s Journal, 24/4/2012).
The pronunciation drilling and practice were done in class of group, and
individual.After presenting all vocabularies about fruits, students wereasked
about general questions like “Buah-buah apa saja yang sudah kalian pelajari?”.
They answered variously in English and Indonesian. After all vocabularies of
fruit were presented, students reviewed those words to strengthen their
memory.
Then, students played the game session. The game was played using
crossword puzzle by indivual work. The writer gave worksheet of crossword
puzzle to each students. The game was still focused on pronounciation, spelling
,and meaning. Students had to individually complete it.The game ran well and
Evi Damayanti got the higher score.
Before ending the lesson, students were required to review all materials
from the very beginning of materials. The writer mentioned the fruits names in
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Indonesian, students then mentioned those fruits names in English. This was
held to check students’ memory and pronunciation. In the end of the class, the
writer thanked students for paying attention, appreciated their works, and took
a leave by greeting them.
3) Observing the action
a) The first meeting
Students of class V were too talkactive. Actually, they were easy to
understand the lesson, but they were difficult to control. It took time to
condition them until they were ready enough to start the lesson. Their
talkactive characteristics gave both positive and negative impacts in the
teaching-learning process. In the positive side, they were active in classroom
activities. On the other hand, they tended to talk with friends and disturbed
other friends. This condition made the class noisy and not conducive to the
teaching-learning process. The warning made by the writer was effective
enough to control them.
Saya menyadari dari pre-research, anak-anak V itu sangat gaduh.
Yang saya tahu, mereka sebenarnya tergolong mudah mengerti, tapi karakter
mereka itu hiperaktif dan tidak bisa diam. Jadi, saya harus bersabar dan tetap
tersenyum (The Writer’s Journal, 10/4/2012).
In the first meeting, it could be seen that students were really interested
in watching pictures. They were children after all, and they love something
colorful. In daily lesson with HD, they seldom an interesting visual aids in
learning vocabularies.
Evi, Fara, dan Musa berkata kalau mereka suka pembelajaran meeting
1 karena ada gambar-gambar yang ditampilkan. Mereka juga suka bermain
game dan bekerja bersama teman dalam grup. Kalau pembelajaran daily
mereka biasa hanya dengan whiteboard dan buku-buku (Informal Interview
Note, 14/4/2012).
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The class situation could not be well controlled yet. There were
students who could not pay attention to the lesson. They were busy doing other
non-academic things. The writer had to walk around the class to control those
noisy students.
Tentu saja tetap ada anak-anak yang susah tenang. Tapi saya segera
berjalan berkeliling kelas agar saya bisa mengontrol mereka dan menegur
mereka yang ramai. (The Writer’s Journal, 10/4/2012).
Students wanted to play games. In the game session, it was found that
students were so eager to play games and work in groups. They were so
competitive and had passion to win over others. Although students were good
enough in memorizing vocabularies, they still lacked correct pronunciation.
b) The second meeting
From the previous game, it was found that students made mistakes in
answering ‘pineapple’, ‘starfruit’, and ‘mango’. This was solved by involving
the winner (group 4) to give the correct answers.
Kesalahan secara umum dari jawaban mereka ada tiga, yakni
‘pineapple’, ‘starfruit’, and ‘mango’. Untuk pembenaran, perwakilan grup 4
maju memberikan pembenarannya beserta pronounciationya. (The Writer’s
Journal, 17/4/2012).
In the pronunciation drilling, the writer also found that students still
made mistakes in pronouncing some words. But, their vocabulary memory was
considered good. By using crossword puzzles, it was easier for them to identify
things in English.
In the game session, students were enthusiastic to play and work with
friends. In game session, students have already known their group. In this
meetings, students still confused how to make their own crossword puzzle.
After explaining how to make their own crossword puzzle, the writer asked
students to finish their work. Through the game session, it was encountered
that students were generally enthusiastic to answer questions. However, there
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were students who were still shy to get the chance to answer questions. The
game ended by getting group 4 as the winner.
Di game ini, banyak siswa yang antusias menyelesaikan tugas mereka.
Bahkan seorang siswa (ZP) yang biasanya diam, dia dengan antusias
menjawab pertanyaan yang dia miliki pada grup. (The Writer’s Journal,
17/4/2012).
In the end of the meeting, students wanted groups to compete in
guessing words as the requirement to leave the class and go home. It showed
that students were eager to do competitive activities. This request was
beneficial as the writer’s strategy to check students’ memory and
pronunciation. Some pronunciation mistakes were still found.
c) The third meeting
As usual, students had to be conditioned until they were ready to start
the lesson. In this meeting, for drilling section, the writer used native audio
record about fruits. It made students understand more in pronounciation.
After having modelling in the pronounciation, students’ understanding
was checked by giving them questions. Through this session, it was
encountered that some students could easily answer the questions.
Nevertheless, they were generally enthusiastic to answer questions, especially a
student (ARP) who was eager to answer several times.
Disinilah anak-anak begitu antusias ingin menjawab pertanyaan,
bahkan ARP menjawab berkali-kali. (The Writer’s Journal, 24/4/2012).
But, there were students who still could not be active and were shy to
express their answers. It was also encountered that students still made several
pronunciation mistakes.
4) Reflecting and evaluating the result
Reflection stage was aimed at examining the final result of the action in
Cycle 1 and to find its strengths and weaknesses. The result of the reflection
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would be used as the basis for arranging the plan for the next cycle. Some results
of the research in Cycle 1 are as follows
a) The Improvement of Students’ Vocabulary Mastery
The researcher could report that there was improvement on
students’ vocabulary mastery based on the post test 1 result. The mean
score between pre test and post test also improved from 5.8 into 6.35. The
student’s mean score can be seen clearly as follows:
Table 4.4 Students’ Mastery on Vocabulary Aspects Based on the Post-test 1Students Vocabulary Aspect Mean Score
Pronunciation 5.56Meaning 6.72Spelling 6.76
Minimum Standard 6.0
Based on the data, the highest score in the post test 1 was 90.63 and the
lowest score was 53.13. Furthermore, the average score was 73.35. Another
important consideration was about students’ scores viewed from their mastery.
The students’ mean score in pronunciation was 75.29. The students’ mean score in
grasping the meaning was 82.35. The students’ mean score in spelling word was
46.76. The students’ mean score using the word related to context was 30.29
b) Change in Class Situation
The implementation of Crossword Puzzles gives effect for the
Class V SD Negeri 2 Ngerangan. It changed the classroom situation in
Class V of SD Negeri 2 Ngerangan. The change of classroom situation is
as follows:
Table 4.5 The Improvement of the Classroom Situation after in Cycle 1Before Action Research After Action Research
a. The class was noisy; many students did
non academic activities.
b. There are only few students who are
active during the teaching and
a. Some students discussed with their group to
identify the vocabulary.Some students also
tended to make noises in the class to the
teaching-learning process especially in
second meeting.b. Some students asked question to their friend
and sometimes to the researcher to share their
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learning process.
c. Students feel bored and sleepy.
d. Students are not eager to write the
material on their books
e. there is break that English lesson
could not totally focus.
difficulties. Some students were more active to
share their discussion result and answered the
quiz
c. Students learning in group, so they more
concerned with their own group.
d. Students are eager to write the material on
their books.
e. Students are focus in teaching-learning
process.
The writer also explains several positive results and some weaknesses in
the first cycle. It can be seen on the vocabulary mastery aspect and class situation.
They are described as follows:
Table 4.6 The Strengths and Weaknesses of the Research Implementation in Cycle
1Strengths Weaknesses
Vocabulary Mastery:(1) Students were able to grasp and
remember the meaning.(2) Students were able to spell English
words.
Vocabulary Mastery:a. Students still had problem in pronouncing
English words.
Class Situation:(1) Some students were concerned with their
own group in discussing activity.(2) Some students were active to answer the
question.(3) Some students were brave to share their
problem to their friend and to theresearcher.
Class Situation:a. Some students disturbed other groups.b. Some group did the task uncooperatively,
only some member did the discussion.c. some students also tended to make noises in
the class especially in second meeting
5) Revising the plan
Considering the reflection in cycle 1, the research was continued to the
second cycle. There were several problems related to students’ vocabulary
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mastery and classroom situation that needed to be solved. Based on the post-test
1 result, some students still had problems especially on pronunciation. In the oral
test, although there were students who had already improved their pronunciation,
many students still could not pronounce some words correctly. Therefore, the
second cycle was more focused on pronunciation, without neglecting other
aspects. The class management should be improved to condition students so that
the class situation would be conducive enough. As done in the first cycle, not all
meetings in the second cycle would be conducted in class. Because the negative
impact of second meeting in first cycle. In second cycle, the writer only
conducted two meetings.
Table 4.7. The Summary of Cycle 1Topic
introduced
Fruit
Cycle 1 planning In Cycle 1, there were three meetings.
Meeting 1: vocabulary about fruits; meeting 2 : vocabularies of others fruit;
meeting 3 : vocabularies all fruit that they have learnt.
Media : Crossword Puzzle
Actions Meeting 1
Theme : vocabulary about fruits.
Activities :
- Taking crossword puzzle on the wall.
- Showing some pictures as modelling stages related with today’s
material
- Asking Ss to guess what fruit is stated in the pictures.
- Group game of crossword puzzle.
- Reviewing materials
Meeting 2
Activities:
- reviewing the previous material (correcting the previous game’s answer)- Presenting vocabularies- Pronounciation modelling- students played their own crossword puzzle in group- teacher gave worksheet, explained how to do it, and gave the example- Pronounciation modelling- reviewing the material.
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Meeting 3
Theme : vocabularies all fruit that they have learnt.
Activities:
- Showing some crossword puzzle of fruit that they have learnt
- Showing the right meaning and spelling.
- Presenting the model of proper pronunciation using audio native speaker
- Individual game of crossword puzzle.
- Asking and Answering
- Reviewing material of crossword puzzle at home
Observation Meeting 1
- The class was so noisy. Some students talked with friends, disturbed
others, and walked around the class.
- Students were really interested watching pictures.
- Students were eager to play game and work in group.
- Students were so competitive.
- Students were quite good at memorizing vocabularies, but they could
not pronounce the words correctly
Meeting 2
- Students were still difficult to condition
- Students made mistakes in spelling words.
- Students still mispronounced some words.
- Students were enthusiatic to play game and work with friends.
- Some students were still shy to answer questions.
- Students still mispronounced some words.
Meeting 3
- Students were still difficult to condition.
- Students were eager to answer the questions.
- Some students still mispronounced some words.
Reflection a) Teaching and learning process
- Crossword Puzzle was used as teaching media.
- Students were actively involved in class activities.
- Students were involved in fun games and group works.
- There were students who were still shy and not confident to express
their answers.
- Students did not fully respect the importance of the lesson including
the test yet.
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b) Vocabulary Mastery
Students still had problems on spelling and pronounciation.
Problems to solve:
a) Classroom management to condition students. Students had to be well
controlled.
b) There were some students who were shy and not confident in expressing
their answers.
c) Students still had problems in vocabulary mastery especially aspects of
spelling and pronounciation.
d) Students’ motivation and respect towards the lesson still needed to
incresase
Revision Considering the reflection of cycle 1, the research was continued to cycle 2.
Students’ vocabualry mastery and classroom situation stiil needed to be
improved.
c. Cycle 2
After considering the reflection and evaluation result, the writer found
there were still problems needed to solve. Some vocabulary aspects and
classroom situation still needed to be improved. Therefore, the research was
continued to cycle 2. The same stages were done within the second cycle. It
began by planning what and how the action would be conducted. This was done
by making lesson plans. Thereafter, the planned actions were implemented.
During the implementation, the writer collaboratively with the English teacher
(HD) observed the classroom situation and students’ behaviours. From the
observation and post-test result, the writer could reflect and evaluate whether the
research should be continued to the next cycle or not. In this cycle, the writer
only implemented two meetings. He remove activity in second meeting of cycle
1.
1) Planning the action
Cycle 2 was planned to be conducted after students had their mid-
semester test.There were two meetings conducted in cycle 2. The second cycle
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was more focused on reteaching pronunciation, without neglecting other
aspects.Main focuses in meeting 1 were group gamesand pronunciation.
Meanwhile, the lesson in meeting 2 was more focused onpronunciation,
individual works andvocabulary review. In cycle 2, the class management had to
be improved so that students could have the listening session and practiced the
pronunciation.
2) Implementing the action
a) The first meeting (May 8th, 2012)
The first meeting was conducted after the mid semester test ended.
The main focuses of the first meeting were group games and pronunciation.
The lesson began at 10.15am. As usual, students were firstly conditioned until
they were ready to start the lesson. There were three students who were
absent that day. To open the meeting, the writer greeted students and checked
their attendance. Thereafter, the writer asked students about their mid-test
result and mid semester holiday. Then, the writer announced who got the best
score in the previous post-test 1.
Before doing main activities, students were asked whether they still
remembered fruits that they hadlearnt. The writer stated that students would
learn animal with crossword puzzle by group works.
Thereafter, as modelling stage the writer displayed pictures of
animals before playing the crossword puzzle game. In the end of this session,
they could leave the class to have their break time.After having the break
time, students came back to class. When they had been ready to continue the
lesson, they were instructed that their answers of the previous session would
be corrected by other group.
After game session the writer decided to conduct pronunciation
drilling using his own voice in order to make students more focus. The writer
conducted class drilling, group drilling, and individual drilling.After all
questions were answered, students were asked to pronounce those answer to
review their pronunciation.
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Setelah semua objek terjawab, saya mengajakanak-anak melafalkan
jawaban mereka yang ada dalam crossword puzzle untuk mereview
pronunciation mereka secara kelas dan grup (The Writer’s Journal,
8/5/2012).In the end of the meeting, the writer thanked students, appreciated
their works, and took a leave
b) The second meeting (May 15th, 2012)
The lesson began at 10.15am. The main focuses in the second
meeting were individual works, pronunciation and meaning. The writer
opened the meeting by greeting students and checked their readiness to have
the lesson. Then, the writer stated that students would play a crossword
puzzle game. Students played individual work game that was focused on
pronunciation.
Then, students played the game session. The game was crossword
puzzle by indivual work. The writer gave worksheet of crossword puzzle to
each students. Students had to individually complete it.The game ran well and
Fara Dianita got the higher score.
There wereasking and answering questions about today’s material
with crossword puzzle. Each students involved to give opinions whether the
answers were correct or not. Besides, the other students also permitted to
correct the wrong answers, especially mispronunciation.
Sambil tiap siswa menjawab, siswa lain dimintai pendapat dan
dilibatkan apakah jawaban temanya ya benar atau salah. Terutama koreksi
mereka tentang pronunciation (The Writer’s Journal, 15/5/2012).
Thereafter, students had a vocabulary review session. All crossword
puzzles which have been learnt in previous meetings were displayed again.
This session was focused on pronunciation and vocabulary memory. In the
end of this session, the audio files of native pronunciation were played.
Students were conditioned to be quiet enough to listen to the native
pronunciation. It indeed took times to condition and manage the class to
become conducive enough for the listening session. By conditioning the class
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and explaining the importance of pronunciation, the class could be quite
wellmanaged. Students could cooperate to keep noises during the listening
session. Due to the conducive situation, the audio files were played through
small speakers that could be heard clearly enough. So, students could listen to
the native pronunciation modelling and follow how to pronounce correctly.
...saat sesi listening, kelas terkondisikan dengan baik. Mereka mau
diam untuk mendengarkan suara native (maklum speakernya kecil jadi
mereka harus diam agar kedengaran). Alhamdulillah mereka mau
bekerjasama untuk diam sejenak dan mendengarkan native speaker,
kemudian menirukan suaranya (The Writer’s Journal, 15/5/2012).
Due to the limited time, not all audio files of native pronunciation
were played. The class ended after the listening session finished. To close the
meeting, the writer thanked students for paying attention, appreciated their
works, and said goodbye.
3) Observing the action
a) The first meeting
The first meeting was focused on reteaching pronunciation, but other
aspects were not neglected. Students of class V really like competitive
activities. Through this session, students’ vocabulary memory, spelling, and
pronunciation could be checked.
The game session ran well. Students were so enthusiastic in this
session. Students’ works were continued after the break time.After completed
the Crossword Puzzle, they swapt their work to the other. When a group came
in front of the class and finished crossword puzzle, other groups were
involved to give their opinions whether the answers were correct or not,
especially the pronunciation aspect. Students were enthusiastic to give
comments and correct their friends’ mistakes.
Sambil tiap grup maju menjawab, grup lain dimintai pendapat dan
dilibatkan apakah jawaban grup yang maju benar atau salah. Terutama
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koreksi mereka tentang pronunciation. Alhamdulillah, siswa-siswa sangat
aktif terlibat dalam mengoreksi grup yang maju (The Writer’s Journal,
15/5/2012).
Through this group game of crossword puzzle, students’ vocabulary
memory andpronunciation could be checked and the errors especially
mispronunciation could be corrected.Those who were aware of their errors
immediately corrected their answers. But, those who did not realize their
mistakes let other friends who knew the correct answers come forward and
help them to provide the correct answers.
Saat mengisi jawaban di Crossword Puzzle, masih ada beberapa
siswa yang salah, tapi mereka (yang tahu letak kesalahannya) segera
membetulkan, sedangkan mereka yang tidak tahu letak kesalahannya, teman
lain (dalam satu grup) yang tahu maju membetulkan (The Writer’s Journal,
15/5/2012).
Through this session, the class was actively involved in relearning
the spelling aspect. They helped each other by correcting errors and mistakes.
They also appreciated their friends who successfully provided the correct
answers. After correcting their works, students had pronunciation practice of
all answer in the game session. The pronunciation practice ran well. Through
this session, students’ pronunciation errors could be corrected.
b) The second meeting
In the second meeting, students played individual game. Their
hyperactive characteristics gave positive impacts towards the game activity.
The game was especially focused on relearning meaning and pronunciation.
There were students who could easily guess the crossword puzzle
answer. Students who could easily guess said “Yeeeee! Tauuuuuu!” and
“Alah gampang!”(Critical Incident, 15/5/2012). Nevertheless, there were also
some students who still needed longer time to recall their memory and guess
the answer correctly.
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Mereka antusias sekali mengikuti sesi ini. Ada yang cepat sekali
menjawabnya, sampai-sampai meminta crossword puzzle lainya. Tapi ada
juga anak yang berteriak belum selesai (The Writer’s Journal, 15/5/2012).
After finishing their works, the writer asked students to swapt their
work to the other one. They were enthusiasm in answering the questions.
Students competed to get the chance to answer the crossword puzzle question.
This clearly showed the competitive characteristic of V students.
There was a student who honestly said that she forgot some
vocabularies, so she provided wrong answers. A student said “Aku lali,
pak...” (Critical Incident, 15/5/2012).
To check and strengthen students’ vocabulary memory and
pronunciation, the review session was held. Overall, their vocabulary memory
was good although there were some vocabularies they forgot like giraffe and
peacock. In the pronunciation review, students listened to the native
pronunciation voice. It was great that students could be conditioned quite
well. They could cooperate not to make any noise for a while so that the
native voice, which was played through small speakers, could be heard
clearly. Students were enthusiastic listening to the native voice. Right after
they listened to the native pronunciation, they followed how to say the words
correctly.
Mereka antusias ingin mendengarkan suara native. ... Dan
alhamdulillah, saat sesi listening, kelas terkondisikan dengan baik. Mereka
mau diam untuk mendengarkan suara native (maklum speakernya kecil jadi
mereka harus diam agar kedengaran). Alhamdulillah mereka mau
bekerjasama untuk diam sejenak dan mendengarkan native speaker,
kemudian menirukan suaranya (The Writer’s Journal, 15/5/2012).
4) Reflecting and evaluating the result
In the second cycle, students were more active during the teaching-
learning process. They were so enthusiastic and competitive. Although there were
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students who forgot some vocabularies, most students generally could guess and
spell the animals’ names correctly. Students also actively participated in checking
and correcting their friends’ errors and mistakes.Students who knew the answer
helped to correct the mistakes so that all students could know the correct one.
Besides, students who were usually shy to express their answers, became
more confident time to time. For example, a student named PRS was so shy and
not confident to answer questions though she knew the answers. During the
second cycle, she became more brave to answer questions. Even, she was
confident came in front of the class to answer the game’s questions.
Furthermore, it was easier for the students to condition. It gave good
impacts in building a conducive teaching-learning situation. Even, in the second
meeting, students could cooperate to keep any noise during the listening session.
They more respected the importance of the lesson. Since students could be
conditioned, the listening session could run well. The class situation was quiet
and conducive enough, so the sound of native pronunciation played through small
speakers could be clearly heard. Therefore, students could listen to the correct
native pronunciation modelling.
In addition, there was an improvement on students’ vocabulary mastery.
The mean score of post-test 2 proved it. It was 7.35, higher than the mean score
of post-test 1 which was 6.35. Students’ higher motivation and
seriousnesstowards the importance of the lesson also played roles in the mean
score improvement. During the post-test 2, many students said that they could
successfully do the test. Some of them said “Gampang, miss...” (Critical
Incident, 22/5/2012).
Table 4.8. The Summary of Cycle 2Topic
introduced
Animal
Cycle 2 planning In Cycle 2, there were two meetings. The second cycle was more focused on
reteaching pronounciation, without neglecting other aspects. There was
listening section that listened audio native record.
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Main focus in Meeting 1: group work;
Main focus in meeting 2 : individual work.
Media : Crossword Puzzle
Actions Meeting 1.
Activities :
- As modelling stage, teacher some pictures related with today’s material
- Asking Ss to guess what animal is stated in the pictures.
- Group game of crossword puzzle
- Pronounciation modelling, drilling and practice.
- Reviewing materials
Meeting 2.
Activities:
- Reviewing previous material
- Showing the right meaning and spelling.
- Individual game of crossword puzzle.
- Presenting the model of proper pronunciation. (listening to native
pronounciation)
- Asking and Answering
- Reviewing material of crossword puzzle at home
Observation Meeting 1
- Students were really enthusiatic playing the game.
- There were some students who forgot some vocabularies.
- Students were eager to play game and work in group.
- By correcting works together, students helped each other in the learning
process.
- Students were enthusiastic to give comments and correct their friends’
mistakes.
- Students were so competitive.
- They were still found some mispronunciations.
Meeting 2
- Students were enthusiastic to give comments and correct their friends’
mistakes.
- Students were active and enthusiastic to answer questions including
students who were usually shy in previous meetings.
- Students ccoperatively followed the writer pronounciation.
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Reflection a) Teaching and learning process
- Crossword Puzzle was used as teaching media.
- Students were actively involved in class activities especially in
checking and correcting other friends’ errors and mistakes..
- Students were involved in more fun and competitive and group
works.
- Native pronunciations could be presented as the modelling and
drilling practice.
- Students who were usually shy became more confident to express
their answer in front of the class.
- Students more respected the lesson and were more serious doing the
test.
Finding as the
Whole
a) Teaching and learning process.
- Students were interested in learning vocabularies through colorful
pictures presented in Crossword puzzle.
- Students were eager to play fun and competitive games both group
and individual works.
- Students respected the lesson more.
- Students became easier to be conditioned to create a conducive
situation.
b) Vocabulary mastery.
- Most of students could pronounce vocabularies correctly. There were
only few students who still made minor errors in pronouncing words.
- Most of students could correctly spell vocabularies. Errors and
mistakes could be reduced through students’ experiences.
- Students have good vocabulary memory.
3. Findings
By analyzing various data sources, research findings were gathered
including the use of Crossword Puzzle to improve students’ vocabulary mastery
and the classroom situation during the teaching-learning process. The research
findings are summarized in Table 4.6.
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Table 4.9. Research Findings
Indicators
before
research
Criteria Situation prior to
the research
Cycle 1 Cycle 2
Instruments of collecting data: student’s documents,
observation, interview, pre-test, post-test 1
Instruments of collecting data: observation,
interview, post-test 1, post-test 2
Meeting 1 Meeting 2 Meeting 3 Meeting 1 Meeting 2
Student’s
language
Skill
1) Studens
mispronou
nce
English
words.
2) Students
misspell
English
words.
1) Students made
many mistakes
in pronouncing
English words.
2) Students could
not provide the
missing letters
to construct
correctly spelled
words. They
also could not
1) Students
made many
mistakes in
pronouncing
fruits.
2) Students
made
mistakes in
spelling.
From the
game result,
they
1) Students
made
mistakes in
pronouncing
some words.
2) There were
found some
misspellings.
But, students
who knew the
right spelling
helped other
1) Students still
made several
pronunciat on
mistakes.
2) There were
some
misspellings
found.
1) There were still
found some
mispronunciat
ions.
2) There were found
some
misspellings
during the class
discussion.
Students helped
each other to
1) There were
minor
pronunciati on
mistakes
found. Students
could identify
their friends’
pronunciati on
mistakes.
2) Students had
fewer
difficulties in
spelling words.
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3) Some
students
find it
difficult to
identify
the
meaning
of English
words.
arrange jumbled
letters into the
correct spelling.
3) Generally,
students could
identify the
English names
of fruits quite
well. But, there
were found
some students
who could not
identify the
correct English
names of some
words well yet.
generally
misspelled
the words:
mango,
pineapple
and grape.
3) Students
were good
enough in
memorizing
words of
fruits. But,
some
students still
had problem
in
memorizing
names of
fruit.It was
found during
the game
session.
students in
providing the
correct
answers.
3) Students were
good in
memorizing
names of
fruits.
3) Students were
good in
memorizing
names of
fruits. There
were some
words that
they forgot.
provide the
correct spelling.
3) Overall, students
could identify the
animals’ names.
Some students
forgot some
words.
3) Overall,
students were
good in
memorizing
animals’ names
although there
were some
vocabularies
they forgot like
rabbit and
giraffe.
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Result of test The mean score of pre-test was 5.16
which was under the passing grade
(6.0).
The mean score of post-test 1 was 6.35. It passed the passing
grade.
The mean score of post-test 2 was 7.37 which
had passed the passing grade (6.0).
Classroom
Situation
1) Students are
too talkative
during the
lesson and
make the
class noisy.
2) Students
often ask
for the
teacher’s
permission
to take a
pee during
1) Most of
students were
busy talking
with their
friends when
the teacher
(HD)
explained the
material.
Therefore, the
class became
noisy.
2) They said that
they wanted to
take a pee, but
they seemed
just want to get
out of the
class.
1) Students were
noisy and
difficult to
control. There
were students
who could not
pay attention
to the lesson.
2) There were
two students
asking for
permission to
take a pee.
But, it was
doubted if
1) Students were
noisy and
difficult to
control.
2) There was no
student asking
for permission
in the middle
of the lesson to
take a pee.
1) Some
students were
still noisy and
difficult to
control.
2) There was no
student
asking for
permission in
the middle of
the lesson to
take a pee.
1) Students wereeasier to control.
2) There was no
student asking
for permission in
the middle of the
lesson to take a
pee.
1) Students were
easier to control.
Even, they could
keep any noise
during the
listening session.
2) There was no
student asking
for permission in
the middle of the
lesson to take a
pee.
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the lesson.
3) Students
feel bored
and sleepy.
4) There are
only few
students
who are
3) Several
students
seemed lazy to
follow the
lesson. There
was a student
yawning
during the
lesson.
4) When the
teacher asked
questions,
there were only
they really
wanted to go
to the toilet.
3) Students were
involved in
fun activities.
They got busy
competing to
answer
questions, so
they were kept
active during
the lesson.
However,
some students
still did other
non-academic
activities.
4) Generally,
students were
active during
the class
3) Students were
involved in fun
activities. They
got busy
competing to
answer
questions, so
they were kept
active during
the lesson.
However, some
students still
did other non-
academic
activities.
4) Generally,
students were
active during
the class
3) Students were
involved in
fun activities.
They got busy
competing to
answer
questions, so
they were
kept active
during the
lesson.
4) Generally,
students were
active during
the class
3) Students were
involved in fun
activities. They
got busy
participating in
the class
discussion.
4) Almost all
students were
active during the
lesson.
3) Students were
involved in fun
activities.They
got busy playing
the game and
participating in
the class
discussion.
4) Almost all
students were
active during the
lesson. The shy
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active
during the
teaching
and learning
process.
5) Students
bother their
friends
during the
lesson.
few students
who actively
answered the
questions on
the white
board, while
others were
busy talking
each other or
doing their
own non-
academic
activities.
5) There were
some students
who tried to
pay attention to
the teacher’s
explanation
and take notes.
Yet, since
other friends
activities.
They were
eager to play
games and
work in group.
Nevertheless,
there were
students who
were not
confident to be
active in
answering
questions.
5) Some students
bothered their
friends during
the lesson.
activities. They
were eager to
play games and
work in group.
Nevertheles,
there were
students who
were not
confident to be
active in
answering
questions.
5) Some students
bothered their
friends during
the lesson.
activities.
Nevertheless,
there were
students who
were shy to
express their
answers.
5) Some
students
bothered their
friends during
the lesson.
5) Some students
still bothered
their friends
during the
lesson. But, they
could be
controlled to pay
attention to the
students became
more confident.
5) Some students
still bothered
their friends
during the
lesson. But, they
could be
controlled to pay
attention to the
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6) Students are
not eager to
write the
material on
their books.
surrounding
were noisy and
bothered them,
they were
affected and
could not focus
on the lesson.
6) Instead of
immediately
copying the
material
written by the
teacher (HD)
on the
whiteboard,stu
dents busily
talked with
their friends.
This wasted
the lesson time
since the
teacher (HD)
6) Instead of
being forced
to write the
material,
students felt
more
interested to
do fun
activities
related to the
material.
6) Instead of
being forced to
write the
material,
students felt
more interested
to do fun
activities
related to the
material.
6) Instead of
being forced
to write the
material,
students felt
more
interested to
do fun
activities
related to the
material.
lesson again.
6) Instead of Being
forced to write
the material,
students felt
more interested
to do fun
activities related
to the material.
lesson again.
6) Instead of being
forced to write
the material,
students felt
more interested
to do fun
activities related
to the material.
took note
without any
command.
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should wait
them until they
permitted HD
to erase the
whiteboard and
continued to
the next
material.
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a. The Improvement of Students’ Vocabulary Mastery
The use of Crossword puzzle as the teaching media had helped
students’learning process, so their vocabulary mastery could improve. It is
proved by the increase of mean score through pre-test and post-tests. The positive
change of students’ attitudes shown day by day also played role in the increase of
test score. Furthermore, the number of students who passed the test also increased
through tests. The improvement of students’ achievement is presented in the
following figures and table.
Figure 4.1. The Improvement of Students’ Mean Scores
Table 5.0. The Improvement of Students’ Vocabulary Aspects
Aspects P S M MeanPre Test 3.6 5.92 5.96 5.16Post Test 1 5.56 6.76 6.72 6.35Post Test 2 6.64 7.60 7.88 7.37
P: Pronounciation; S: Spelling; M: Meaning
There were three students having different intelligence level who got
more attention in this research. The improvement of their achievement is
summarized below.
Table 5.1. The Sample of Students’ Achievement
012345678
Pre-test Post-test 1 Post-test 2
Students' mean score
Students' mean score5.16 7.376.35
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Students’ initial name FD MME ARP
Pre-test 7.33 5.33 3.0
Post-test 1 8.33 7.0 5.0
Post-test 2 9.0 7.33 6.67
Student A is indeed known as a clever student. In the class, she always
paid attention to the lesson. She always passed the passing grade in pre-test and
posttests. she could understand the lesson quickly. Furthermore, she made a little
mistakes in pronunciation. Basically, she did not need a special treatment during
the research.
Student B is considered in the average level. Actually, he had a good
motivation. Nevertheless, he was a shy student. Although he knew the answers of
given questions and wanted to answer, he was not confident to speak up in
English. Furthermore, he easily got bored and tended to make noises in the class.
During the research, Crossword puzzle with various pictures helped him to focus
on the lesson. He was more interested to pay attention and active in the class
activities. Through the meetings, he was more confident than before.
Student C is included in the lower level. Actually, he is a special student.
He had lower intelligence level than other students. He could not quickly
understand and memorize the materials like other friends. Nevertheless, he liked
playing fun games and doing group works. Due to his weaknesses, he needed to
be specially motivated and treated so that it would be easier for him to understand
the lesson.
In conclusion, the sample students had improved their
vocabularymastery. It is shown in their improvement of test scores and attitudes.
b. The Improvement of the Classroom Situation
Comparing to the condition before the research was conducted, there
were some positive progresses in the classroom situation. Before the research,
almost all students were busy doing non-academic activities. The conventional
teaching process without an interesting media made students easily got bored and
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tended to make noises during the teaching-learning process. Students were not
easy to control. Therefore, the class became not conducive.
But, the condition changed positively with the help of Crossword
Puzzleas the teaching media. Various colorful pictures presented in the game
could attract students’ attention. They became more focused on the lesson and
were helped to understand the materials.
It was said by one of students (ED) that learning English with various
pictures inside the crossword puzzle was interesting.... dia suka karena ada
gambarnya . Kalau daily learning bersama HD biasanya dari buku, papan,
latihan soal, dan mencatat (ED, Informal Interview Note, 15/5/2012).
Besides, there were challenging games and group works that facilitate
students of Class V who were competitive. They enthusiastically played the
games of crossword puzzle. They could be actively involved in class activities
and explore their skills more.
Moreover, students were more easily to control and condition. Even, they
could cooperate to keep any noise during the listening session in the second
meeting of cycle 2.The native pronunciation could be heard clearly enough, so
students could get the pronunciation modelling.
c. The Improvement of Students’ Behaviour
Students’ behaviour in the class also changed during the research. In the
earlier meetings, they were not that respectful to the writer. But, they became
more friendly and cheerful through days. They always happily greeted the writer
and called the writer’s name whenever they saw him passed the class. Besides,
girl students were not shy to joke the writer and wanted the writer to teach them
longer.
Furthermore, there were some positive progresses shown by some
students who were usually shy in the class. They were not confident to speak up
although they knew the answers. But, through the meetings, those shy students
became more confident answering questions. They more actively participated in
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the games and bravely raised their hands competing with other friends to answer
questions.
B. Discussion
1. Crossword Puzzle is Able to Improve Students’ VocabularyMastery
The implementation of crossword puzzle as the teaching-learning media
had improved students’ vocabulary mastery. Three aspects in vocabulary
concerned in this research could be improved. Those are pronunciation, spelling,
meaning. The final result of test, showed students’ higher achievement.
Table 5.2. The Improvement of Students’ Vocabulary Achivement
Aspects P S M MeanScore
Pre Test 3.6 5.92 5.96 5.16Post Test 1 5.56 6.76 6.72 6.35Post Test 2 6.64 7.60 7.88 7.37
P: Pronounciation; S: Spelling; M: Meaning
In the learning process, crossword puzzle had aided students
tounderstand the materials better. Due to the characteristic that vocabulary games
commonly have, crossword puzzle is also reported to be able to increase students’
vocabulary mastery because it motivates students to participate and engage
actively with the learning material, especially learning vocabulary. In line with
this, Widaningsih (2009) conducted a research study on the use of crossword
puzzle technique in teaching vocabulary. Her participants were the students of
inclusion program in SDN Kaloran Wonogiri. Her finding showed that crossword
puzzle increase students’ vocabulary mastery because it motivates the students to
participate during the lesson, the students are challenged to solve the problem
encounter in crossword puzzle.
Gerrys, vocabulary teacher, suggestions for teaching vocabulary, says that:
“Crossword puzzles are an excellent way to review vocabulary, as studentswill immediately know their answers are incorrect if they do not fit thepuzzle. In addition, if the students can't figure out the answer, they cansimply count the squares in the puzzle, find words of equal length and thentry to deduce the correct answer.”
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As it is reported to be effective, crossword puzzle also makes the students
think more deeply. The challenge offered by crossword puzzle makes the students
think critically in order to solve the crossword. In line with the principle of
vocabulary that teachers may encourage the children to think while they are
learning (Pinter, 2006), children who think more deeply to solve the crossword
will commit to memory and later be able to recall the words that they have learnt /
found while solving the crossword.
The use of crossword puzzle as teaching media, not only gave benefit but
also gave difficulty to the teacher. Especially, to cover students’ pronounciation.
From those reasons the writer used another technique to support crossword puzzle
as teaching media teaching vocabulary.
In order to solve students’ problems, pronounciation, in vocabulary
learning, the teacher should implement another teaching-technicque that is
drilling.Drilling Technique is a teaching technique for teachers to drill the
students by asking them to repeat after teachers to make them remember about the
lesson, even after they have already arrived home and have done other activities.
Moreover, drilling on making good sentences and imitating good pronunciation is
the main target of fluency.
2. Crossword Puzzle is Able to Improve the English Classroom Situation
Crossword Puzzle helps teachers to manage the class. It can attract
students’ attention and make them focus on the lesson.
During the research implementation, students were more motivated to
follow the lesson. They did not seem sleepy or bored. By the support of crossword
puzzle, teachers can create interesting material and fun games or group works to
keep students alive in the class. For example, they can be involved to share their
answers by completing the crossword puzzle. Other students are then invited to
comment the answers and give correction if they find mistakes.
Crossword puzzle may encourage the students to engage more with thematerial. It motivates the students to participate in the activity, thus crosswordpuzzle may offer the students with fun, relaxed, and enjoyable atmosphere thatmake the students emotionally get involved while they are learning. And if
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children can emotionally get involved in the lesson, they will learn better thanonly physically present in the classroom activity (Paul, 2003).
Daryanti (2008) conducted a research study on Teaching Vocabulary
Using English Crossword Puzzle As An Alternative Medium To Improve
Vocabulary Mastery: An Action Research At Sdn 1 Badakarya Banjarnegara. Her
finding showed that crossword puzzle increase students’ vocabulary mastery
because it motivates the students to participate during the lesson, the students are
challenged to solve the problem encountered in crossword puzzle. She also adds
that crossword puzzle makes the learning process more attractive since crossword
puzzle belongs to one type of game. Moreover , the crossword puzzle with picures
made her students learn in a fun, relaxed, and enjoyable atmosphere that makes
them easier to memorize the words.
Crossword puzzle provides the opportunity to expand active learning
strategy. A study conducted by Saxena (2009) on the use of crossword puzzle in
undergraduate pathology and medical education shows that crossword puzzle
gives students the opportunity to increase active learning strategy and
collaborative or friendly competitive environment.
Those finding supportthe research findings of the writer. the research
findings show that the students became motivated to learn English. Students enjoy
their learning so much that they might not realize they are doing so. After the
crossword puzzle were used in the class, the students did not think that English
was boring anymore. They enjoyed the teaching and learning process in English
class.
By building such conducive atmosphere, it increases students’enthusiasm
to be active in the class and help them explore their skills.Additionally, students
more focus on the lesson, so their non-academic activitiescan be reduced.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
There are several findings resulted from the research. It had been
identified thatthe fifth grade students of SDNegeri2Ngerangan Klaten are still lack
of vocabulary mastery. Some indicators showing students’ problem are :
4. Some students find it difficult to identify the meaning of words.
5. Students misspell English words;
6. Student’s pronounce english words unproprely;
It could be seen from the observation result during pre-research and the
mean score of pre-test that is less than 6.0.
Besides, the problems were also indicated from the classroom situation.
They are: (1) students are too talkative during the lesson and make the class noisy.
Most of students were busy talking with their friends when the teacher (HD)
explained the material. Therefore, the class became noisy; (2) students feel bored
and sleepy. Several students seemed lazy to follow the lesson. There was a student
yawning during the lesson; (3) there are only few students who are active during
the teaching and learning process; (4) students are not eager to write the material
on their books. They were immediately copying the material written by the
teacher (HD) on the whiteboard, when (HD) asked them; (5) there is break that
English lesson could not totally focus. This wasted the lesson time since the
teacher (HD) should make students focus to the lesson again.
After the writer did the action research by Improving Students’
Vocabulary Mastery Using Crossword Puzzles in SD Negeri 2 Ngerangan, it can
be concluded as follows:
1. The use of Crossword Puzzle improves students’ vocabulary mastery.The
improvement of students’ vocabulary mastery is shown by the increase of
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students’ mean scores through pre-test and post-tests. Compared to the
mean score of pre-test which is 5.16, the mean score of post-test 1
increased up to 6.35. Then, the mean score of post-test 2 increased up to
7.37. The improvement of students’ behaviors during the teaching-learning
process also gives positive contribution in the increase of the mean score.
This could happen due to the helpful crossword puzzle that was packaged
in such ways to gain students’ attention towards and involve them in the
lesson.
2. Crossword Puzzle in the English class gives positive improvements to the
classroom situation. Attractive Crossword Puzzle with colorful pictures
attract students’ attention to focus on the lesson. It can stimulate and
motivate students of Class V who are so competitive to be fully active in
the class. By more involving students in interesting class activities, it can
decrease students’ boredom in the learning process.
3. All of them are the advantages ofCrossword Puzzle. Meanwhile, in this
research, the writer found that crossword puzzle also has disadvantages.
Crossword puzzle can not cover students pronounciaton which is one of
vocabulary aspect. So, the writer solved the problem by using drilling in
his research
Based on the discussion in the previous chapter and the research findings
presented above, the writer concludes thatthe use of Crossword Puzzle to teach
English can improve students’ vocabulary mastery.
B. Implication
In teaching vocabulary to young learners, teachers should use an
appropriate teaching medium that is helpful in the teaching-learning process. The
appropriate teaching media can motivate students in language learning.
Absolutely, teachers also need to develop the teaching media to create interesting
teaching activities that stimulate students to learn. The creativity in developing the
use of teaching media will be helpful to achieve the teaching-learning goals.
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Considering the characteristic of today’s students who are more
techsavvy, teachers should not be left behind. They should not just
useconventional teaching media like whiteboard, but they should use various
teaching media that matches nowadays such as games. Unfortunately, there are
many teachers who are still afraid to use various teaching media in the class. They
assume that using games as teaching media is difficult and takes long time.
By using the Crossword Puzzle, teachers can optimize its use not only to
present materials in general, but also to create interactive and interesting games
that stimulate students to learn. Students can also be involved in the
implementation of crossword puzzle. This is considered a simple thing, but it can
encourage students to be active in the class. In the higher level students, they can
even be involved to creatively design their own Crossword Puzzle.
The use of Crossword Puzzle could notachieve all aspects of vocabulary
mastery especially on pronounciation.For covering pronounciation aspects, the
writer used another teaching teachnique that is drilling. In addition on his
research, the writer presentspronunciation by attaching audio files and by his own
voice. Furthermore, it can also be developed to conduct class discussion which
facilitated students to present their answers and invite others’ feedbacks.
In conclusion, Crossword Puzzle facilitates teachers to present materials
in an attractive and interactive way. This is a helpful teaching media alternative.
C. Suggestion
Based on the experiences of the writer during the action research, the
writer proposes some suggestions for the betterment of students’ vocabulary
mastery as follows:
1. For the teacher
The English class, once, was uninteresting and the students mostly
unmotivated. As the result the teacher found many obstacles during
teaching learning process.The teacher should know how to enhance
students’ ability in teaching and to develop a good classroom situation, so
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that the students learn easily and comfortably in their class.Crossword
Puzzle is one of teaching media alternatives. It is simple but complete.
With somecreativities in designing Crossword Puzzle, teachers can make
an attractive material. Absolutely, teachers need to develop the appropriate
teaching media to create interesting class activities that suit students’
characteristics so that students can be motivated to learn.The pictures can
be used during modeling stage. Authentic materialdelivered by pictures
will attract students to have further discussion.
2. For the students
a. Students who are taught by using Crossword Puzzle should be active
and creative in teaching learning process.
3. For the institution of Education
An institution of education should be provided with facilities
which support the teacher to improve their quality of teaching. It can be
done by providing some teaching media and language laboratory or other
teaching media that can enhance teaching.
4. For the other researcher
a. The other researchers can get a valuable experience which can be used
for doing a better action research in the future.
b. The other researchers can use this research as additional resources to
conduct research about teaching reading.
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