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THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY MASTERY (A Classroom Action Research in the First Year Students of MA Al Bidayah Candi Bandungan in the Academic Year 2009/2010) GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In English and Education Department By: ZUNITA WIDYASARI 113 06 106 ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2010

THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

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Page 1: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY MASTERY

(A Classroom Action Research in the First Year Students of MA Al Bidayah Candi Bandungan in the Academic

Year 2009/2010)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment

Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

In English and Education Department

By:

ZUNITA WIDYASARI

113 06 106

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

2010

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DECLARATION

In the name of Allah the most Gracious the most Merciful.

Hereby the writer fully declares that this thesis is made by the writer

herself, and it is not containing materials written or has been published by other

“people” ideas except the information from the reference.

The writer capable account this for thesis if in the future this thesis can be

proved of containing others idea or in fact the writer imitate the other thesis.

This declaration is made by the writer to be understood.

Salatiga, 03 Agustus 2010 Researcher

ZUNITA WIDYASARI NIM: 113 06 106

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721

Website : www.stainsalatiga.ac.id E-mail : [email protected]

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ARI SETIAWAN, S. Pd, MM Salatiga, 03 Agustus 2010 The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga ATTENTIVE COUNSELOR’S NOTE

Case : Zunita Widyasari’s Graduating Paper

Dear

The Head of State Islamic

Studies Institute of Salatiga

Assalamu’alaikum, Wr. Wb.

After reading and correcting Zunita Widyasari’s graduating paper entitled

“ THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

MASTERY ( A Classroom Action Research in the First Year Students of MA

Al Bidayah Candi Bandungan in the Academic Year 2009/2010)”. I have

decided and would like to propose that if it could be accepted by educational

faculty, I hope it would be examined as soon as possible.

Wassalamu’alaikum, Wr. Wb.

Consultant,

Ari Setiawan, S.Pd, MM NIP. 19751004 200312 1 002

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721

Website : www.stainsalatiga.ac.id E-mail : [email protected]

Page 4: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

STATEMENT OF CERTIFICATION

THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY MASTERY

(A Classroom Action Research in the First Year Students of MA Al Bidayah Candi Bandungan in the Academic Year 2009/2010)

ZUNITA WIDYASARI

NIM. 113 06 106 Has been brought to the board of examiners in August, 31st 2010 M /

Ramadan, 21st 1431 H , and hereby considered to completely fullfillment of the requirement for the degree of Sarjana Pendidikan Islam (S. Pd. I)

in The English and Educational Faculty.

August, 31stP 2010 M Salatiga,

Ramadan, 21st 1431 H

Board of examiners Head Secretary

Dr. Imam Sutomo, M.Ag Dr. Rahmad Hariyadi, M.PdNIP. 19580827 198303 1 002 NIP. 19760112 199203 1 005

1st examiner 2nd examiner Hammam, M. Pd Dr. Zakiyudin, M. Ag NIP. 19730610 2000003 1 001 NIP. 19720521 200501 1 003

Consultant

Ari Setiawan, MM NIP. 19751004 200312 1 002

MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721

Website: www.stainsalatiga.ac.id E-mail: [email protected]

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Motto

Trust with our selves

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DEDICATION

This graduating paper is whole heartedly dedicated to:

,My beloved mother, Siti Solekhah and my beloved father, Nahrowi ط

thanks all support, trust, finance, and encouragement.

,My old sisters, Zunatun Huda and my old brother in law M. Nazam ط

thanks for your kindness, togetherness.

My old brother Saiful Hadi and his wife ط

My nephew, Salman and Salsa ط

My special someone, Muhammad Ulin N thanks for your support in ط

finishing this thesis

My best friends, Nadzir, Ila, Dayah, Mimi, Yunita ط

My friends in TBI' 06 especially TBI D’06 ط

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ACKNOWLEDGENMENT

In the name of Allah, the most gracious, the most merciful, the lord of

universe, because of Him, the writer could finish this thesis as one of the

requirement for Sarjana Pendidikan Islam in English Department of Educational

faculty of State Islamic Studies Institute (STAIN) Salatiga in 2010.

Secondly, peace and salutation always be given to our Prophet

Muhammad SAW who has guided us from the darkness to the lightness.

However, this success would not be achieved without those supports,

guidance, advice, help and encouragement from individual and institution, and I

realize that an appropriate moment for me to deepest gratitude for:

1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)

Salatiga.

2. Suwardi, M. Pd as a chief of Education Faculty.

3. Maslihatul Umami, M.A, as a chief of English Department.

4. Ari Setiawan, MM, as a consultant who has educated, supported, directed and

given the writer advice, suggestion, and a recommendation for this thesis from

beginning until the end.

5. Ruwandi, MA, as a academic counselor who has given the writer suggestion

6. All of the lecturers in English department

7. All of the staff who have helped the writer in processing of thesis

administration

8. My beloved father and mother, thanks all support, trust, finance,

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encouragement.

9. All of my friends who have help me to finish this thesis

Finally this thesis is expected to be able to provide useful knowledge and

information to the readers. And the writer is pleased to accept more suggestion

and contribution from the reader for the improvement of the thesis.

Salatiga, 03 Augusts 2010

Writer

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ABSTRACT

Zunita Widyasari (2010). “The Use of Crossword to Improve Vocabulary

Mastery of the First Year Students of MA Al Bidayah Candi Bandungan in the Academic Year of 2009/ 2010

The Aim of this research is to find out whether interactive method by applying crossword puzzle can improve vocabulary mastery of the first year students in MA Al Bidayah Candi Bandungan.

To find out whether interactive method by applying crossword puzzle can improve students’ vocabulary, the writer gives the students pre test before treatment and post test after treatment.

The finding shows that the t-test calculation from the result of pre-test and post-test in cycle I is 5, 97 and in cycle II is 6, 33. Both of them is greater than t-table with n =26 is 2, 06. It means that the use of crossword puzzle can improve the students’ vocabulary mastery.

Keyword: Crossword Puzzle, Vocabulary Mastery

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TABLE OF CONTENT

TITLE ...................................................................................................... i

DECLARATION ...................................................................................... ii

ATTENTIVE CONSELOR NOTES ......................................................... iii

STATEMENT OF CERTIFICATION ...................................................... iv

MOTTO ................................................................................................... v

DEDICATION ......................................................................................... vi

ACKNOWLEDGENMENT...................................................................... vii

ABSTRACT ............................................................................................. ix

TABLE OF CONTENT ............................................................................ x

CHAPTER I INTRODUCTION

1. The Background of the Study .................................. 1

2. Limitation of the Problem........................................ 3

3. The Purpose of the Study......................................... 4

4. The Benefits of the Study ........................................ 4

5. The Definition of Key Term .................................... 5

6. Thesis Outlines ........................................................ 6

CHAPTER II THEORETICAL REVIEW

1. Crossword Puzzle .................................................... 9

2. Vocabulary in Learning English .............................. 12

3. Achievement as a Result of Teaching Learning Process18

4. The Students' Motivation ......................................... 19

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5. The Use of Crossword Puzzle in Learning Vocabulary23

CHAPTER III RESEARCH METHODOLOGY

1) The Setting of Research .......................................... 25

2) The Subject of Study .............................................. 23

3) Research Method .................................................... 28

4) Research Procedure ................................................ 29

5) Model of Research .................................................. 31

6) The Technique of Collecting Data .......................... 32

7) The Technique of Data Analysis ............................. 33

8) Pre Research .......................................................... 34

CHAPTER IV ANALYSIS AND DISSCUSION

a. Cycle I ..................................................................... 36

b. Cycle II ................................................................... 46

c. Analysis Between Cycle I and Cycle II .................... 54

CHAPTER V CLOSURE

d. Conclusion ............................................................. 57

e. Suggestion ............................................................. 58

BIBLIOGRAPHY

APPENDIXES

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CHAPTER I

INTRODUCTION

A. The Background of the Study

English is becoming more and more important in Indonesia as it is use

for different purposes, such as teaching, cultural and among others. In

Indonesia, English is as a one of foreign language which is taught in

elementary school, junior high school, and senior high school. For many years

ago the material of English is emphasized in the structure of language, the

students are hoped be able to recall the pattern of tenses. It is too hard for the

students, it makes the students are lazy to learn English. Beside that the

students are unable to speak English, it is caused the students are less

vocabulary.

Vocabulary is one of aspects in English. It is very important for

studying English. Learner who just learns grammar without vocabulary will be

difficult to convey what he or she wants to say. However, learner who just

learn vocabulary or just read text or open dictionary will be able to say

something (Harmer, 2001; 13). Vocabulary is needed to improve the four

English skills; listening, speaking, reading, and writing. This means that the

vocabulary plays an important role for the study in their field of study. The

students, who are less in vocabulary, will be difficult in understanding the

text, unable to speak English, and difficult to write their own idea. In addition,

students with a small vocabulary also read slowly because they do not

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understand many of words or have to stop and look them up in dictionary

(Edwards, 2006; 177).

In my view, some of students in senior high school still have less

vocabulary. Sometimes they don’t understand what the teacher says.

Moreover, the students are still difficult to communicate using English. It can

make the students lazy to learn English. The students don’t give attention

when the teacher is explaining the material in the class. Furthermore, they just

keep silent if the teacher asked them in English. So, most of students just

acquire a few vocabularies. The researcher needs to implement a method that

can make students interested in learning. Most of this situation is found in MA

Al Bidayah too. Most of students did not understand what the teacher said in

English and they are difficult to remember news vocabularies that they have

learned.

In improving the student’s achievement in teaching learning process,

the teachers have an important role. Teachers are in constant search of

essential activities that allow students to improve their learning abilities of

foreign language. The teachers must know the condition of the students. In the

other hand, method has an important role in teaching learning process. Method

which is used by the teacher can make students enjoy in learning. The teacher

must use the appropriate method in teaching learning process that can make

students is easy to acquire the new vocabulary. Game is one of method that

can make students feel enjoy in learning. The students can do both of learning

new vocabulary and play game. In addition, games are helpful because they

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can make students feel that certain words are important and necessary (Allen;

1983:54). Without those words, the students can not finish the game.

There are many games which can be used in teaching learning process.

One kind of game is crossword puzzle. By crossword puzzle, the students can

get new vocabularies and improve their vocabulary. According to Edward

(2006; 74), there are some of activities that will help build vocabulary that are

using words in conversation and doing crossword puzzle. Therefore, the

researcher suggests crossword puzzle in teaching vocabulary. Crossword

puzzle can train the student’s brain to recall the new words. Moreover the

students will learn English by sharing with their friends to finish the

crossword puzzle.

All of above explanation create inspiration to the writer to make an

action research, because the writer wants to know how far crossword puzzle

can improve students’ vocabulary mastery and does meet the students in MA

Al Bidayah? So the writer makes an action research with the title The Use of

Crossword Puzzle to Improve Vocabulary Mastery (A classroom Action

Research of The First Year Students in MA Al Bidayah Candi Bandungan in

the Academic Year 2009/2010).

B. Limitation of the Problem

In order to avoid any misinterpretation of the problem, the writer

would like to limit the scope of the study. The writer wants to know whether

crossword puzzle can improve the students’ vocabulary mastery. The material

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is limited to that is taught at first grade of senior high school in the second

semester.

C. The Purpose of the Study

The purpose of this research is:

1. To find out whether crossword puzzle can improve the vocabulary mastery

of the first year students in MA Al BIDAYAH in the academic year

2009/2010.

2. To find out whether crossword puzzle does meet with the first year students

in MA Al BIDAYAH in the academic year 2009/2010.

D. The Benefit of the Study

1. Theoretically, the benefit of this research is can be a reference for other

writers in their paper.

2. Methodologically, the benefit of this research can give inspiration to the

teacher in order to can use the method which is appropriate in teaching

learning process.

3. Practically, the benefits of this research are, firstly the finding of the

research can be used by the teacher in selecting the technique to improve

the student’s vocabulary in teaching learning process. Secondly, the

finding of this research can improve knowledge and to be an experience

for the writer, so the writer will be better in the next teaching. Thirdly,

the finding of this research can help the students to improve the student’s

vocabulary. Moreover, it can be as a reference for the other researcher,

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because this result just in MA Al Bidayah in the academic year

2009/2010.

E. Definition of Key Term

The writer wants to clarify and explain the terms of the title to make

understandable meaning, they are following:

1. Crossword Puzzle

Crossword is puzzle in which words have to be written (from

numbered clues) vertically and horizontally (up and down) in scales on a

chequered squared or oblong (Hornby; 1963: 233). Puzzle is problem

design to test a person’s knowledge (Hornby; 1963: 652). Crossword

Puzzle is problem design to test a person’s knowledge in which words

have to be written vertically and horizontally in spaces on a squared.

2. Vocabulary Mastery

Vocabulary is list of words used in a book with definition or

translation (Hornby; 1963: 1120). Mastery is great skill or knowledge

(Handy learner’s dictionary of American English, 2000: 252).Vocabulary

mastery is the knowledge in understanding the words

F. Thesis Outline

This thesis will consist of five chapters. Each chapter will be discussed

as follow:

Chapter I tell about introduction, and the writer will explain the

relationship related to the thesis. It is the background of the study, limitation

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of the problem, the purpose of the study, the benefit of the study, definition of

key term, and thesis outline.

Chapter II tells of the theoretical review. In this chapter, the writer will

explain about crossword puzzle, vocabulary in teaching learning process, and

achievement as a result of teaching learning process, students’ motivation, and

crossword puzzle game in teaching vocabulary.

Chapter III explain about research methodology. In this chapter, the

writer would like to explain the setting of research, the subject of study,

research method, research procedure, the model of research, the technique of

collecting data, the technique of data analysis, and pre research.

Chapter IV is talking about teaching implementation and data analysis.

In this chapter, the writer would like to explain about data analysis the result

of research in cycle I and cycle II, then make analysis between cycle I and

cycle II

Chapter V consists of the writer will explain about the conclusion and

suggestion of this research.

Bibliography

Appendixes

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CHAPTER II

THEORETICAL REVIEW

A. Crossword Puzzle

In Oxford Learner’s dictionary (2003;103), crossword is puzzle in

which words have to be guessed from clues and written in spaces in a grid. A

crossword is a word puzzle that normally takes the form of a square or

rectangular grid of white and shaded squares (http://www.wikipedia.org).

Puzzle is game that you have to think about carefully in order to answer it or

do it (Oxford Learner dictionary; 2003:349). Puzzle is game or toy to exercise

the mind (Longman Handy Learners’ Dictionary of American English:

2000:336)

From some definitions above, the writer can conclude some definition

of crossword puzzle:

1. Crossword puzzle is a game that you have to think about carefully which

is consist of words that written in space in a grid.

2. Crossword puzzle is a game to exercise the mind which is consist of words

that written in space in a grid.

3. Crossword puzzle is a game that you have think about carefully which is

normally takes the form of a square or rectangular grid of white and shade

square.

4. Crossword puzzle is a game to exercise the mind which is normally takes

form of square or rectangular grid of white and shade square.

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In Longman Handy Learners’ Dictionary of American English (2000:

99), crossword puzzle is printed game in which words are fitted into numbered

square. Crossword puzzle is a game which is consists of words in the grid that

has to think carefully to guess from the clue and can be exercise the mind.

1. Crossword Puzzle as a Game

In the definition above shows that crossword puzzle is a game. In

our daily live, It can be an exercise our mind which is done in our free

time as a filler. In teaching learning process, it can be a game which helps

the students in improving vocabulary.

Furthermore, the statement below will show that crossword puzzle

is one kind of games. There is the type of games that usually called fillers.

These are not mainly games, but they are activities, which can be turned

into games by incorporating the competitive element to them

(http://www.wikipedia.org), they consist of:

a. Quizzes are not games as their name indicates; however, games can

become quizzes. One of the purposes of games is for the teacher to

evaluate students' knowledge. They are generally used in an end-of-

lesson activity to check student’s retention.

b. Riddles, whose main goal is to develop students’ listening or reading

comprehension. It can improve students’ vocabulary too (Lee;

1963:124). For Example, the teacher said, “What do we use to cut our

meet? “Write down your answer on your paper”. (the answer is knife)

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c. Crossword puzzles, which are mainly focused on vocabulary and

spelling practice. Crossword puzzle can improve the students’

vocabulary by filling the words in the clues and reading the clues of

crossword puzzle. Sometimes, the teacher gives the clues of crossword

puzzle orally, so the students listen and write down the clues. It can

train the students’ spelling and listening.

2. The Kind of Crossword Puzzle

In teaching vocabulary by using crossword puzzle, there is some

kinds of crossword puzzle which can be done the students, they are:

(http://www.crossword.com).

a. Oral crossword.

The oral crossword is the crossword which is the clue is given

orally by the teacher, and the students just get the blank crossword.

Only give the students the puzzle with no clues what so ever. Give the

clues orally. In a foreign language class, this can be an excellent

listening activity. Tell students to fill in what they can and then repeat

the clues once more at the end.

b. Picture crossword

Picture crossword is the crossword which is the clue consist of

picture. Only give the students the puzzle with no clues. For each clue,

hold up a picture. This works especially well with a unit that involves a

lot of new vocabulary.

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c. Object crossword

The object crossword is the crossword in which the clue is

written on the object. Only give students the blank puzzle with no

clues. Place the items around the room, each labeled with their clue

number. Have students rotated around the room to different stations;

allow them to pick up the objects as they complete the puzzle. This

tactile version of the puzzle is great for those students who are hands-

on learners. This type of puzzle works well for units with a lot of

vocabulary.

3. The Procedure of Presenting Crossword Puzzle

In presenting crossword puzzle, the teacher can do the various

ways. The procedure of presenting crossword puzzle must make the

students are interested to do the crossword puzzle. The various procedures

are possible (Lee; 1963:135):

a. The teacher gives the same crossword for each student. They solve

individually with the help of written clues.

b. The teacher divides the class into groups. Then the teacher gives a

different crossword for each group. Everyone in the group helps to

solve it. However, if there is a more active member in one group, they

tend to do all the work. In otherwise, if there is a more passive member

in one group, they will difficult to do all the work.

c. Teacher gives crossword puzzle for all of students. They do the

crossword individually. Then the teacher divides the class into groups

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and then they work in groups. The students can share their answer to

finish their crossword in their group.

d. The teacher write crossword on the board, but no written clues. The

teacher gives clues orally and solves the crossword step by step with

the class. The class is divided into groups and each group come to the

board and writes the words in one by one.

Furthermore, the teacher can be creative in presenting crossword

puzzle. For example, the teacher divides the class into groups. Then the

teacher gives the same crossword for each group. The group who finished

in the first time and all of the answer is right will be given a point. It can

be more interesting, if there is a prize for the winner.

In addition, crossword puzzle consists of a crossword and clues.

The clues are the guidance for solving crosswords puzzle. There are three

kinds of clue:

a. Picture

The clue is consisting of picture which shows something, so the

learner can guess the word. For example:

What is this animal? (The answer is rabbit)

b. Definition

This clue is by giving the meaning of word in crossword

puzzle. For example: Be no longer valid (The answer is expire)

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c. Sentences completion

This clue is consisting of sentence in which the answer is by fill

the missing word. For example: My father’s brother is my …. (The

answer is uncle)

B. Vocabulary in Learning English

In Oxford Learner’s Pocket dictionary, vocabulary is list of words with

their meanings, especially in a book for learning a foreign language.

Vocabulary is a powerful carrier of meaning (Harmer; 2002: 45). Vocabulary

is one of the most obvious components of language and one of first things

applied linguists turned their attention (Harmer; 2001: 4). Vocabulary is

central to language and of critical importance to typical language learner

(Fauziati; 2005: 155).

In the writer’s opinion, vocabulary is one aspect of language in which

is important in learning language because vocabularies carry meaning which is

used in communication. All of the statements about vocabulary show that

vocabulary is important in learning vocabulary.

Moreover, vocabulary has an important role in teaching learning

process. According to Scrivener (1994: 75) in classroom there are five role of

vocabulary, they are:

1. Vocabulary is very important and needs to be dealt with systematically in

its own right.

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2. We need to distinguish between vocabulary for productive use and for

receptive recognition.

3. The learner will be difficult to finish the work, if they have first met some

new vocabulary.

4. We need to deal not only with single word lexical items. But also with

longer, multi word items.

5. Training in the use of English-English dictionaries provides learners with a

vital tool for self- study

It shows that how important vocabulary for the students in teaching

learning process. If the students just have a little vocabulary the will be unable

understand the question, the text of English. In addition, if the learners have a

small vocabulary, they cannot have very much information or knowledge.

Moreover, without the words the learner cannot really understand fact or

ideas. With the new ideas that the learners have meet, they will get new

words.

1. The Source of Vocabulary

From the statement above, we know that vocabulary is important in

teaching learning process, therefore we must improve our vocabulary. To

improve vocabulary, we must know, where the source of vocabulary

comes from is. So the students will be easier to learn English. According

to Harmer (2001: 56), there are some source to learn vocabulary in

teaching learning process, they are:

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a. Words list

Word list is on economical way of organizing vocabulary for

learning and it doesn’t matter a great deal if they are put together in a

random way. The students can learn vocabulary wherever they are,

because it is easy to bring.

b. Vocabulary book

It is also integrated into skills work, typically in the form of a

pre-task or post-task vocabulary focus. There is many vocabulary and

task in vocabulary book which can be an exercise for the students.

c. The teacher

The teacher is a potential fruitful source of vocabulary input

not only in terms of in accidental learning, but also as a means of

introducing vocabulary thought teacher talk.

d. Learner

Each learner can contribute to the shared class lexicon though

activities as brainstorming. Learner can improve their vocabulary from

other learner by discussion and sharing with their friends.

e. Short text

Short text for vocabulary building purposes whether spoken or

written have enormous advantages over learning words from lists

From the statement above, we know that the teacher and learner

have the great influence in improving the students’ vocabulary. Teacher

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must help the students to improve the students’ vocabulary, especially in

teaching learning process. Teacher must make students feel enjoy in

learning vocabulary. So they will be easier in remembering new

vocabulary that they have gotten. With much vocabulary they will easier

in communication with other and understanding what they have read.

Therefore the students with poor vocabulary need to build their

vocabulary.

2. Improving Vocabulary

After we have known the source of vocabulary, we must improve

our vocabulary. There is an efficient way to improve vocabulary

(Edwards; 2006: 71), they are:

a. Be aware of words

Many people with poor vocabularies do not pay attention to the

words around them. The first step to better vocabulary is start paying

attention the word.

b. Reading

Reading can help to find new and interesting words. Read new

magazines, books and newspapers. Identify the words that you don’t

know and write them down.

c. Use dictionaries

Use the dictionary dictionaries to look up the meaning of the

words that you find while reading for pleasure and for school. The

dictionary is filled with information about words and the use of words

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(Mullen; 1963; 29). It can be a basic reference tool when the learner

using words in doing the task.

d. Use index cards to study

Learner should write the new word on an index card. Then

write the definition and a sentence using the word on the back of the

card. Carry these card wherever the learner go.

e. Review vocabulary words regularly

Keep the index cards, and study them although just a few spare

minutes. The words that have written in index card must be bring in

every where. So the learner can read the words although just a few

minutes.

f. Try vocabulary–building books

Some students have great success with vocabulary-building

books or website. These can be an excellent help if the learner enjoy

doing the exercise

g. Use the words

Two other activities that will help build the learner vocabulary

are using the words in conversation and doing crossword puzzles. The

use of words in daily conversation can help the students in using the

words spontaneously in speaking ability. In addition, the students can

practice their vocabulary by doing crossword puzzle. It can make

students to remember the vocabulary that they have had.

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3. The Kind of Vocabulary

The learner’s vocabulary is divided into two main areas, active and

passive (Nasr; 1972: 75). Sometimes they called productive and receptive

vocabulary. An important consideration for teacher planning vocabulary

work is the distinction between productive and receptive vocabulary

(Scrivener; 1994: 74). The clear differences between productive and

receptive vocabulary will be seen the function of the using vocabulary.

The productive vocabulary is used for oral skill, and receptive vocabulary

is used just for comprehending.

In addition, understanding the differences between active and

passive vocabulary is important for the learner, because adding a word to

active vocabulary is ordinarily more difficult than merely learning to

recognize (Mullen; 1963: 4). Learner must choose a word that appropriate

in the situation when they speak in English. Therefore, it is useful to know

the differences between them.

f. Receptive Vocabulary

Receptive vocabulary is the set of words that we recognize and

understand, but tend not to use ourselves (Scrivener; 1994: 75).

Receptive vocabulary sometimes called passive vocabulary, it is a

word that a person understands when he hears or reads them but does

not use in his own speech (Nasr; 1972: 75). In addition receptive

vocabulary is the words those they will need merely to comprehend,

especially in their reading (Harris; 1969: 48). Receptive vocabulary is

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the word which is used in reading and writing skill.

Learner’s receptive vocabulary is useful in understanding what

the learner have heard and what they have read. If the learner has much

receptive vocabulary, they understand what the text talking about.

g. Productive Vocabulary

Productive vocabulary is the words that the students should be

in using in their speech and writing (Harris; 1969: 48). Sometimes,

productive vocabulary called active vocabulary (Nasr;1972: 75) Active

vocabulary consist of those words which the learner use frequently and

naturally in learner’s writing and speaking (Mullen; 1963:113).

Productive vocabulary is the words which are used in speaking and

writing skill.

An active vocabulary is more difficult to be learned than a

passive vocabulary. The learner must be able to choose the word which

is appropriate with the situation. Therefore, the learner must be an

extra effort to learn an active or productive vocabulary.

C. Achievement as a Result of Teaching Learning Process

Achievement is the result of reaching something by effort.

Achievement is a concrete result of an action done by an individual

(Handayani; 2005: 11). Achievement is a personal accomplishment,

attainment of goal go by the individual or the society in educational

psychology.

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The achievement of every student is different between one and

another. Achievement is the result of teaching learning process. Learner is

said successful in teaching learning process, if he or she gets good

achievement. Achievement of the students in teaching learning process is

influence of some factors. Teaching is consciously effort of teachers to make

students learn and reach the achievement. There are two factors that influence

English Achievement. The factors of achievement according to the theory of

psychology are:

1. The internal factor

The internal factors consist of physical and psychological moods,

physical modes cover, health, fatigue, and sensory factors, and

psychological moods consist of observation, reaction, fantasy, associative

intelligence, emotion, motivation, desire, attention and interests.

2. The External factor

The external factors consist of physical and social factor. Physical

factors cover study space, study tools, lighting, ventilation, weather,

nutrition, desk, chair, noisy, and tranquillest, and social factors consist of

parents sitting, playmates, study mates, teacher, principal and staff.

D. The Students’ Motivation

Motivation is same kind of internal drive which pushes someone to do

things in order to achieve something (Harmer; 1980: 105). Motivation is

probably the most often used catch all item for explaining the success or

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failure of virtually any complex task (Brown; 1980: 22). Motivation is

commonly thought of an inner drive, impulse, emotion, or desire that moves

one to a particular action. Motivation is a critical component of learning.

Motivation is important in getting students to engage in academic activities

(http://www.psychologycampus.com/). Motivation is one of internal factor

that can make students to do something seriously in order to they can achieve

what they want.

The students’ achievement in vocabulary is influence by student’s

motivation. Students who complain that they cannot remember what they read

sometimes are not motivated (Edwards; 2007: 92). Therefore they have less

vocabulary and they are lazy to learn English.

Furthermore, the teacher’s motivation has an influence too for the

successful in teaching learning process. The teacher must be motivated in

teaching the students. It is better that teacher can improving the students’

motivation in learning process. The teacher must make the students are

interested in learning process. So the students will feel enjoy in learning

vocabulary.

The teacher and students have an influence in teaching learning

process. If they were highly motivated, so they really wanted to learn and they

had powerful reasons for doing so, the desire to learn can come from many

causes. Perhaps the students love the subject or are simply interested to see

what it is like. On the other hand, they may have a practical reason

for their study.

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In second language learning to claim that a learner will be successful

with the proper motivation. Such claims are of course not erroneous, for

counlyless studies and experiments in human learning have shown that

motivation is a key to learning

The motivation that brings students to the task of learning English can

be effected and influenced by the attitude of a number of people. Some

sources of motivation of the students are:

1. The society where the students live in

Outside any classroom there are attitudes to language learning and

the English language in particular.

2. Significant others

Apart from the culture of the world around students, their attitude

to language learning will be greatly affected by the influence of people

who are close to them.

3. The teacher

A major factor in the continuance of as student’s motivation is the

teacher.

4. The method

Method is vital that both in the teacher and students have some

confidence in the way teaching and learning take place.

The students who are motivated will easier to learn than the students

who are not motivated. Therefore learner must improve their motivation to get

the better result in learning. There are ways to enhance intrinsic motivation in

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the classroom:

1. Arouse interest

It is important to convince students of the importance and interest

level of the material that is about to be presented, to show that the

knowledge to be gained will be useful.

2. Maintaining curiosity

A skilful teacher will use a variety of means to further arouse or

maintain curiosity in the course of the lesson. The use of demonstrations

helps to make students want to understand.

3. Use a variety of interesting presentation modes

The motivation to learn is enhanced by the use of interesting

materials, as well as by a variety in the way that material is presented. For

example a teacher can use films, guest speakers, demonstrations and so on,

in order to maintain interest in a subject. However, all of these different

materials need to be carefully planned and should all focus on the course

objectives and complement each other.

4. Help students set their own goals

People will work harder for goals that they have set for themselves,

than if they were set by others.

5. Express clear expectations

Students need to know exactly what they are supposed to do, how

they will be evaluated, and what the consequences of success will be.

Failure often stems from confusion about what was asked of them.

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6. Provide clear feedback

Feedback can serve as an incentive. It can be an adequate reward in

some cases. Feedback must be clear and specific and given close in time to

the performance. It should be informative and motivational and help by

giving them suggestions for future success.

7. Increase the value and availability of extrinsic motivators

Students must value incentives that are used to motivate them. For

example, some students may not be all that interested in receiving teacher

praise and grades, but might value notes sent home to parents, more recess

time or special privileges.

E. The Use of Crossword Puzzle in Teaching Vocabulary

The crossword puzzle is still the most popular word game. It lies in the

ease with which it can be constructed. The words are run together horizontally

and vertically

Wharton (1995: 48) stated that crossword puzzle for use in the

language classroom is really quite easy to create. First, make a list of words

with which your students should be familiar. Then, search for a letter common

to two words and you are off.

The puzzle forms may be used in several ways:

1. The students find animals, colors, or plants in the puzzle.

2. The students find certain parts of speech: verb, noun, preposition, etc.

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3. Other categories may include the names of the days, the week, months,

school subjects

4. The student finds proper nouns: cities, states, countries, famous people,

etc.

5. The student finds certain kinds of activities: trades, professions, sport,

hobbies, etc.

This game can be done in individual, in pair, or in groups. The teacher

gives a copy of the “crossword puzzle” and explains the rules, such as students

have to complete it as quickly as possible. For the individual game, the student

who can complete it first is the winner and gets the good point from the

teacher. In pair work or group, the winner is the pair or group who can

complete it first. All of the winners will have prizes from the teacher. It makes

this game to be more attractive.

The use of crossword puzzle game in teaching vocabulary is one of the

alternative techniques to help the students to construct and improve their

vocabulary mastery.

Moreover, crossword puzzle can be one of activities in practicing

vocabulary which can help the students to be more familiar with the words,

recognize the words, manipulate and remembering the words (Scrivener;

1994: 83).

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CHAPTER III

RESEARCH METHODOLOGY

A. The Setting of Research

This classroom action research was done at MA Al Bidayah Candi

Bandungan. It is located at Jl. Hadiningrat No. 03 Candi Village, Bandungan

Subdistrict, Semarang Regency, 50651. This research has been done from

January until February. MA Al Bidayah has a building for learning teaching

process. It is an education center to support the succesfull in teaching learning

process. Moreover the situation of MA Al Bidayah is below:

a. Building

Table 3.1 Building of MA Al Bidayah

No The kind of room Total Large

G. Classroom 6 315 m2

H. Laboratory 1 12 m2

I. Library 1 3 m2

J. Healthy room 1 15 m2

K. Headmaster room 1 15 m2

L. Teacher room 1 120 m2

M. Mosque 1 18 m2

N. Students restroom 5 12 m2

O. Teachers restroom 2 6 m2

P. OSIS room 1 6 m2

Q. Pramuka room 1 12 m2

R. TU room 1 4 m2

S. Cooperation shop 1 12 m2

Source: MA AL Bidayah Candi Bandungan:2010

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b. Teacher’s Condition

Teacher is someone who transfer knowledge for the students.

They transfer some materials and skills during the learning teaching

process. They facilitate the students to get their talent. Therefore, the

teacher is important in teaching learning process. The situation of

teacher in MA Al Bidayah as follow:

Table 3.2 Teachers of MA Al Bidayah

No Name of teacher Position Kind of subject 6. Drs. Edi Winarto Headmaster Economy 7. Dra. Retno Sri

Sayekti Vice headmaster of Curriculum

Sociology, Javanese, Faith Character

8. Anshory, S.Pd.I Vice headmaster of Counseling Guidance

Arabic

9. Dra. Siti Maesaroh Teacher Fiqh 10. Mustofa, S.Pd.I Vice Headmaster

of Public Relation Communication, Information and Technology, Health Education

11. Dra. Budi Gendriyani Teacher Civic Education, Culture Art

12. Akhmad Syaefudin, S.Pd.I

Vice Headmaster of Tool and Overhead

Geography, Qur’an Hadis, History of Islamic Culture

13. Muhamad Akhsin, S.Ag

Teacher History, Ke-NU-an

14. Hening Titi Wijaya, S.Pd

Teacher Chemistry, Physic

15. Dra. Eni Nurmala Teacher Biology 16. Pujiati, S.Si Teacher Mathematic 17. Umi Prihwanti, S.Pd Teacher Indonesian

Language 18. Mazulfah, S.Pd.I,

M.Par Vice Headmaster of Students

English

19. Ir. M. Fauzan Teacher Mathematic 20. Afriyah Teacher Skill

Source: MA AL Bidayah Candi Bandungan:2010

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c. Student Background

The number of students in MA Al Bidayah is not more than one

hundred and thirty. In class X, XI IPS and XII IPS are dominated by

male students, however the number of students in MA Al Bidayah is

nearly same between female and male students. Furthermore, the

numbers of students in MA Al Bidayah are:

Table 3.3 Students of MA Al Bidayah

No Grade Students Condition Male Female Total

7. X 15 11 26

8. XI IPS

XI IPA

20

8

17

8

37

16

9. XII IPS

XII IPA

14

4

8

18

22

22

Total 61 62 123 Source: MA AL Bidayah Candi Bandungan:2010

B. The Subject of the Study

The subject of the study is the first year students of MA Al Bidayah

Candi Bandungan. It is only one class with the total number of students are 26

(11 female and 15 male). The student’s list details are below:

Table 3.4 The first year Students of MA Al Bidayah

No. Students’ number Name sex

1 1010 Afif Fusoim M

2 1011 Atina Muflichah F

3 1012 Agung Darmawan M

4 1013 Agung setiawan M

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5 1014 Agus Arifin M

6 1015 Ahmad Subkhi M

7 1016 Ahmad Roikhan M

8 1017 Asrifah F

9 1018 Asmiyati F

10 1019 Erwin Ihwani M

11 1020 Febriana Arum Dari F

12 1021 Fitria Nur Anisa F

13 1022 Hani’ah Masruroh F

14 1023 Ikang Kholil M

15 1024 Khotimatul Afiyah F

16 1025 Lailatul Maftukhah F

17 1026 Mujayanti F

18 1027 Mujid Al Qorni M

19 1028 Nasyr Nuril Huda M

20 1029 Ngatiman M

21 1030 Nur Alimin M

22 1031 Reza Wahyu Fahlevi M

23 1032 Sa’dun Niam F

24 1033 Tarji’un M

25 1034 Yuni Sulistyo M

26 1035 Sulistya Wati F Source: MA AL Bidayah Candi Bandungan:2010

C. Research Method

In this research, the writer applying classroom action research method.

Classroom action research begins with a question or questions about

classroom experiences, issues, or challenges. It is a reflective process which

helps teachers to explore and examine aspects of teaching and learning and to

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take action to change and improve the students’ achievement in teaching

learning process.

Action research is the name given to a series of procedures in which

teachers can engage in either they wish to improve aspects of their teaching or

evaluate the success and appropiacy of certain activities and procedures

(Harmer; 2001:344). The researcher will do the research in teaching learning

process, so the researcher will know the situation in the classroom action

research is small-scare classroom research implemented by teacher and

directed at improving learning outcomes.

According to Ebbut, Action Research is about the systematic study of

attempts to improve educational practical actions and by means of their own

reflection upon the effects of that action (in Hopkin; 1985:45).

From the definition above, the writer conclude that classroom action

research is the research that be done by the in teaching learning process to

know the situation of students when they are ing learning process.

D. Research Procedure

This study applying classroom action research, according to Kemmis (in

Hopkins; 1985) Action Research along with the major steps of planning,

action, observation and reflection before revising the plan, they are:

6. Planning

The researcher needs to prepare instruments which is support in

teaching learning process, they are:

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a. Preparing material, making lesson plan, and designing the steps in

doing action.

b. Preparing sheets for classroom observation

c. Preparing pre test and post test items

7. Action

Te researcher will implement the classroom Action Research with

the activities below:

a. giving pre test

b. teaching text (news item text)

c. doing crossword puzzle

d. giving occasion to the students to ask any difficulties in doing

crossword puzzle

e. giving post test

8. Observation

Observation is one of the instruments in collecting data. As a

scientific method, observation can be systematically used to observe and

note the phenomena investigated like the students’ feeling, thinking, and

something they do in teaching learning process. So the researcher will

observe the students by analyzing the result of field note which is made by

the partner of researcher. Moreover the researcher will analyze the result

of pre test and post test to know whether the students’ vocabulary

improves or not.

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9. Reflection

After the researcher has accomplished analyzing the observation,

the researcher will plan the next cycle. If the researcher find problems in

the first cycle, she will try to solve the problem in the next cycle.

E. Model Of Research

The model which is used in implementation of this research as below;

Figure 3.1: Action Research Protocol

(Kemmis in Hopkins, 1985)

F. The Technique of Collecting Data

1. Test

To get the data, the writer will precede the test that consist of pre

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test and post test. The function of pre test is to know how far the

vocabulary mastery of the students before applying crossword puzzle. And

the function of post test is to know the increasing of vocabulary mastery

after applying crossword puzzle.

2. Documentation

The researcher needs documentation to know about the situation

school students. Documentation includes not only the official

organizational papers, reports, brochures but also the more work-a-day,

work plans, and materials.

3. Observation

Besides doing the test, the researcher will do class observation.

Observation is more than just looking and seeing. The task of observation

is to be able to represent a social scene in a way which is recognizable to

the actors involved, is considered valid and a true representation of their

action.

4. Field note

Field note refer to various note recorded by scientist during or after

their observation of a specific phenomenon they are studying.

G. Technique of Data Analysis

After collecting the data, the next step of study is analyzing the data. There

are two ways to analyze the data, they are:

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1. Descriptive technique

A descriptive technique is used to know the students’ behavior during

the teaching learning process. In descriptive technique, the researcher

will analyze the observation sheet which has been made by her partner

2. Statistical technique

A statistical technique is used to know is there any influence to the

student’s vocabulary or no from the result of pre test and post test. This

research is calculated by t-test analysis:

a. SD (Deviation Standard)

The first step, the researcher will calculate SD, the formula is

DSD 22

÷÷

ççè

و-= هه

ND

ND

Where,

DS = Deviation Standard for one sample t-test

D = Difference between pre test and post test

N = Number of observations in sample

b. T-test

After calculate the SD, the researcher will calculate t-test to

know is there any significant differences or no between pre test and

post test

ot ÷

çèو

-

÷

çèو ه

=

1NSDND

D

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Where,

ot = T-test for the differences of pre test and post test

DS = Deviation standard for one sample t-test

D = Difference between pre test and post test

N = Number of observations in sample

H. Pre Research

1. Planning

The researcher will do pre research before implement the research. In

pre research, the researcher will observe the situation of the students in

teaching learning process. The researcher will observe how the teacher

organize the clues and the students’ behavior. The researcher provides

sheets for observation.

2. Class Observation

The researcher will observe the teaching learning process and make

field note. The teacher began the lesson with question to the students that

have a relation to the topic. There are a few students who answer the

teacher question, others just keep silent.

Teacher giving example the way to read News items text. And asked

to the students to read the text by heart and doing the question about the

text. Then the teacher asked to the students to identify the generic

structure of news item text in group. Then the teacher asked to the students

to submit the text, and teacher explained the aspect of news items text.

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3. Analysis

From the simple illustration above, the researcher know that most of

students just keep silence in the teaching learning process and are not

noisy. However the students look lazy and are not confidence to say

something in class.

4. Reflection

From the simple illustration above, the researcher knows the students

condition in teaching learning process. So she thinks that the students need

a new variation in learning English. Therefore the researcher will solve the

problem by implementing the crossword puzzle in learning vocabulary.

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CHAPTER IV

TEACHING IMPLEMENTATION AND

DATA ANALYSIS

In this research, the data consists of pre test, post-test and field note. The

data of pre test and post test will show the improvement of the students’

achievement in vocabulary. How far is the acquiring the vocabulary with

crossword puzzle. Field note will show the students’ behavior in teaching learning

process. How far is their motivation in teaching learning process?

The action of this research consists of cycle I and cycle II. The researcher

has done pre research which has been explained in Chapter III. The purpose of

doing pre research is to know how the method of the teacher looks like in teaching

learning process. So the researcher can plan what are the steps of each cycle in

this classroom action research. Moreover the researcher will show the teaching

implementation which has been done by the researcher.

A. Cycle I

1. Planning

Before conducting the research, the researcher prepare the

instrument of research, they are:

a. Lesson plan

Lesson Plan as a guide for teacher’ activities in class, so

teaching learning process can be controlled

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b. Materials (text with the title Air France Tail Section Recovered)

c. Crossword puzzle,

Crossword puzzle is used in teaching vocabulary. It is consist

of clues and a grid squares. The students will fill the words in the grid

square by guessing the clues.

Cross: 3. Ship that can travel under water 4. I …. It difficult to understand him 8. Recently, there is an … that make building collapse and many

people dead. 10. My friend has had an …, he has broken an arm.

12. 27. The people go by ….

13. Burning that producer light and heat

16

17

1

13

9

8

6

10

11

5

4

2

3

23

24

27

12

7

22

25

26

21

28

19

21

18

15

17

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14. Look carefully fore somebody or something 16. Person who sees an event takes place and is able to describe it. 19. Great quantity of water 21. Shop living 23. Cause something to collide with something other 25. Find something for the first time 28. Search a place thoroughly Down: 1. Investigation 2. Person who has been attacked injured or killed as the result of

crime, disease, accident, etc. 5. Discover the presence of something 6. What is the … like today?

7. 22.

8. Believe that something will happen 9. Get back something lost 11. Part of something that sticks out at the back 15. Fall down suddenly 17. Hurt, injure 18. They … to campus together. 20. Piece of metal, mood, etc. left after something has been

destroyed 21. Terrible accident 24. … it! You’re hurting me. 26. Happen

d. Sheet for classroom observation

The researcher provides the observation sheet for her partner to

take a note the process of teaching learning process by crossword

puzzle.

e. Test (pre test and post test)

Pre test is the test in which be given to the students before the

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teaching learning process by crossword puzzle. Post test is the test in

which be given to the students after teaching learning process by

crossword puzzle.

The researcher will teach the students by using cross word puzzle

and she helped by her partner to observe the teaching learning process.

2. The Implementation of the Action

On Monday, the first of February 2010 the researcher entered her

English class. Then she in introduced the mode of presentation in

studying vocabulary by using crossword puzzle. Before the lesson, she

gave pre test for the class for about 30 minutes. After pretest, she began

to teach.

The teacher told to the student about the topic that day. The topic

is disaster, and then the teacher asked to the students about disaster.

However, most of students just keep silence. Suddenly there is one

student answer that disaster is bencana.

The teacher asked the students to open their book and she asked

the students what kind of that text. Most of students answered that text is

news items. Then, she asked to read and translate the text one by one.

There are no more five students who can understand the text well. Others

are difficult to understand the text. After all off students have read the

text, the teacher read and translates the text. Most of students noted the

difficult word in their book. Moreover, the students are asked to answer

the question that is related with the text.

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The next lesson is learning vocabulary by using a simple

crossword puzzle. The teacher asked to the students whether the students

know crosswords puzzle. Then, the teacher explained to the students that

crossword puzzle is TTS (Teka Teki Silang) and how to do that

crosswords puzzle. The situation in class is being conducive while the

teacher distributing a copy of simple crossword puzzles to each of them

and do the crossword on the teacher's guidance.

Because the time is up, the teacher continued the meeting in the

following day, the fourth of February 2010 in which the teaching and

learning process runs as follows:

In the morning, the teacher entered the class. She asked to the

students whether the students still remember how to do crossword puzzle.

Most of students answer the teacher’s question that they are still

remembering. Then the teacher distributes the crossword puzzle to each

student and said to the students to do the crossword for about fifteen

minutes by their friend. They walked around the class. After fifteen

minutes the teacher said that the time is up and she would divide the class

into group. The teacher distributed the same crossword puzzle. She

wanted the students shared their answer of crosswords that they have

done. In order they solve the crossword in the first time and all of he

answer are right, so that group become the winner and they get point. The

teacher gave time to the students for about thirty minutes to finish the

crossword. When they were doing the crossword, they were very noisy

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because each student spoke up in their group to finish the crossword in

the first time. However there is two group which is just keep silence and

just two students in that group who try to finish that crossword.

After 30 minutes the teacher asked the students to submit their

crossword puzzle. Then the teacher gave post test to the students. The

post test is done for about 30 minutes. In the end of meeting the teachers

announced the winner of game in that day and ask what the difficulty in

doing crossword puzzle is.

3. Observation

In the first cycle, the researcher obtains the field note from her

partner. By monitoring the student’s activity in this action, the teacher

can see that the students still difficult to translate the text. It shows that

the students have less vocabulary. In addition, to know there is a

significant improvement of vocabulary, the researcher will analyze by

using t-test calculation from the result of pre test and post test. Before

analyzing t-test, the researcher will show the data presentation of pre test

and post test.

Table 4.1. Pre test and Post Test Score

No Score of pre test No Score of post test

1 5,6 1 5,3 2 4 2 7 3 4 3 6 4 3 4 5,6 5 5.6 5 5 6 3.3 6 5,3 7 3 7 5,6 8 3 8 6,6

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No Score of pre test No Score of post test

9 4.6 9 7 10 5.6 10 3 11 6.3 11 7,6 12 5.6 12 5 13 3.3 13 6,3 14 3,6 14 7 15 5,6 15 5 16 5,6 16 6,6 17 3,6 17 6,3 18 3,6 18 5,3 19 3,6 19 5,6 20 4 20 7 21 3,3 21 6 22 5 22 5 23 3,3 23 5,6 24 5,6 24 7 25 3,6 25 5,3 26 5,3 26 5

112 155,4 Source: Author Data: 2010

From the data above, the researcher would like to calculate the

student's improvement from the result of pre test and post test. The

calculation is by using t-test, the process as follow:

a. Calculate to value

The steps are:

1) Prepare the table from the result of pre test and post test to get SD

and SD2

Table 4.2. The data for t-test calculating

No Pre Test Post Test Post-Pre (D) D2

1 5,6 5,3 -0,3 0,09 2 4 7 3 9 3 4 6 2 4 4 3 5,6 2,6 6,76

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No Pre Test Post Test Post-Pre (D) D2

5 5,6 5 -0,6 0,36 6 3,3 5,3 2 4 7 3 5,6 2,6 6,76 8 3 6,6 3,6 12,96 9 4,6 7 2,4 5,76 10 5,6 5,3 -0,3 0,09 11 6,3 7,6 1,3 1,69 12 5,6 5 -0,6 0,36 13 3,3 6,3 3 9 14 3,6 7 3,4 11,56 15 5,6 5 -0,6 0,36 16 5,6 6,6 1 1 17 3,6 6,3 2,7 7,29 18 3,6 5,3 1,7 2,89 19 3 5,6 2,6 6,76 20 4 7 3 9 21 3,3 6 2,7 7,27 22 5 5 0 0 23 3,6 5,6 2 4 24 5,6 7 1,4 1,96 25 3,6 5,3 1,7 2,89 26 5,3 5 -0,3 0,09

S = 112,3 154,3 42 115,9

2) Calculate standard deviation of difference between pre test and

post test.

DSD 22

÷÷

ççè

و-= هه

ND

ND

2

26,42

269,115

÷

çè=-و

262,146,4 -=

62,246,4 -=

84,1=

356,1=

Page 55: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

3) Calculate to

to ÷

çèو

-

÷

çèو ه

=

1NSDND

D

÷÷

ççè

و

÷

çèو

=

25356,12642

5356,162,1

=

2712,062,1

=

97,5=

b. Giving interpretation to

1. Calculate of df

df 1-= n

126 -=

25=

2. Consult with t table value

With df = 25, the value of tt with level of signification 5%

is 2,06.

3. Comparing to with tt

to = 5,97, therefore to is greater than tt with level of

signification 5%

Page 56: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

4. Conclusion

If to same or greater than tt, so null hypothesis (Ho) is

rejected. Ho is there is no significance difference between pre test

and post test mean. T-table with n = 25 is 2, 06. The result is 5, 97

> 2, 06, so, t-test calculating is greater than t-table. So, Ho, is

rejected, therefore, there is a significant difference between pre test

and post test mean.

From the illustration above, the researcher can see that the

mean between pre test and post test has a significant difference,

where post test is greater than pre test. It shows that crossword

puzzle give certain influence in improving student’s vocabulary,

because the student’s achievement has been increase after the

students did the crosswords puzzle. It means that crossword puzzle

is appropriate with the situation and condition of students in MA

Al Bidayah in learning vocabulary.

4. Reflection

After analyzing the result of action in cycle I ,the teacher can

conclude that the students vocabulary is still poor. It show by most of

students get score not more than 6, further more the students still difficult

in understanding the text. Therefore in the next cycle, the researcher will

more motivate the students in order to get better score in pre test and post

tes

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B. Cycle II

1. Planning.

Such as in the cycle I, the planning of researcher is by preparing :

2. Lesson Plan

Lesson Plan as a guide for teacher’ activities in class, so

teaching learning process can be controlled

3. Material(text with the title PERTAMINA Adds to Kerosene Supply)

4. Crossword Puzzle.

Cross : 1. Become smaller, fewer, weaker 5. Act of using food, resource, amount 6. The antonym of export

1 2

3 4

5 O M S 6

7

8 9 10

11

13

14

15

12

16 17 18

28

22 23

20 21

24

26 27

19

25

Page 58: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

8. Process of getting coal, metal from the earth 9. Thing that is produced 13. Wrong use of something 14. Selling of a company’s product 15. Amount by which something, especially a sum of money is too

small 16. Petrol 22. Process of reducing something 26. Give something officially for a particular purpose 28. The teacher … the answer sheet to the students

Down : 2. Point or line that may not or can not be passed 3. An idea of the cost, size, value, of something without calculating

it exactly 4. Rise in amount 5. Measure a car’s fuel …. 7. Give a subsidy to somebody 10. Lock of something 11. Something that smoebody need 12. Supply of something available for use 16. Group of people who govern a country or state 17. The government asked PT Pertamina to …. 18. The earth’s … resources is coal, oil, etc. 19. Show something 20. My mother has filled up the … to the stove before she cooked 21. The advantage that the seller get from selling things 23. My mother … sugar to the coffee 24. This … will be built a new shop 25. My mother … me money to boy vegetable 27. Do you fry your food in butter or in …?

5. Sheet for classroom observation

The researcher provide the observation sheet for her partner to

take a note the process of teaching learning process by crossword

puzzle.

6. Test (pre test and post test)

Pre test is the test in which be given to the students before the

teaching learning process by crossword puzzle. Post test is the test in

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which be given to the students after teaching learning process by

crossword puzzle.

7. Some difficult word in cycle I.

3. The Implementation of the action.

On Monday, the fifteenth of February 2010, the researcher entered

her English class. She reviewed some difficult words that most of

students didn’t understand the words. The she continued by using pre test

for the student. The teacher given time 45 minutes for the student to

finish the pre test. After the pre test, she began to teach. The situation is

follow:

The teacher distributes a text to the students and asked what kind

of that text. The students answer together that text is news items. Then

the teacher asked the students to read and translate that text. Most of

students are still difficult to understand the text. Most of students read the

text slowly. After all finished reading and translating, the teacher read

and translates the text to help students understand the text. Then they are

asked to answer the question related to the text. The teacher continued the

meeting in the next meeting on Thursday, the eighteenth of February

2010 because the time is up. The situation is following:

In the morning, the teacher entered the class and said that they

will do the crossword again that day. They are divided into group

directly, so they must work together to solve the crossword. In this game,

the teacher and the students do the crossword together. The teacher

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distributes a copy to each group. Then, the teacher read the clue and tried

to make students understand the clue. The teacher asked to all of group to

answer the crossword. The groups, who know the answer, raise their hand

and write the answer in the blackboard. The teacher will observe and give

a score to the group. The group that got the greatest score is the winner.

For about thirty minutes the students try to solve the crossword with the

teachers help. There is some group who try to answer the first time. Then

the teacher gives post test to the student for about 45 minutes.

1. Observation

In the second cycle, such as in the first cycle, the researcher get

field note from the partner which has been written above. By monitoring

the student’s activity in the action, the teacher can see that the students

still difficult to understand the text, it show with some of students still

have difficulty in understanding the meaning of some words that has been

learned. Moreover the researcher will analyze the student’s improvement

of vocabulary from the result of pre test and post test. Before analyzing

the data, the researcher will show the result of pre test and post test.

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Table 4.3 Pre Test and Post Test Score

No Score of pre test No Score of post test 1 4,3 1 6,3 2 6 2 8,3 3 4,6 3 8,6 4 3,6 4 5,3 5 5,6 5 7,3 6 4,6 6 7,6 7 4,6 7 7,6 8 4,3 8 6 9 4,6 9 7 10 4,6 10 5,3 11 7,6 11 9,2 12 6 12 6 13 6,6 13 5,6 14 4 14 6,3 15 7 15 8,6 16 4 16 7,6 17 6,6 17 5,6 18 4,6 18 6,6 19 5,3 19 7,3 20 4,3 20 7,6 21 4,6 21 6 22 5,6 22 7,6 23 4,3 23 4,3 24 4,6 24 6,6 25 3,6 25 6,3 26 6,6 26 6,6 131,1 177,1

Source: Author Data: 2010

Furthermore, he researcher will calculate the result of pre test and

post test above to know the students’ improvement in learning

vocabulary, the calculating is as follow:

10. Calculate to value

The steps are:

9) Prepare the table from the result of pre test and post test to get SD

and SD2

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Table 4.4. The data for t-test calculating

Subject Pre Test Post Test Post-Pre (D) D2

1 4,3 6,3 2 4 2 6 8,3 2,3 5,29 3 4,6 8,6 4 6 4 3,6 5,3 1,7 2,89 5 5,6 7,3 1,7 2,89 6 4,6 7,6 3 9 7 4,6 7,6 3 9 8 4,3 6 1,7 2,89 9 4,6 7 2,4 5,76

10 4,6 5,3 0,7 0,49 11 7,6 9,2 1,6 2,56 12 6 6 0 0 13 6,6 5,6 -1 1 14 4 6,3 2,3 5,29 15 7 8,6 1,6 2,56 16 4 7,6 3,6 12,96 17 6,6 5,6 -1,6 2,56 18 4,6 6,6 2 4 19 5,3 7,3 2 4 20 4,3 7,6 3,3 10,89 21 4,6 6 1,4 1,96 22 5,6 7,6 2 4 23 4,3 4,3 0 0 24 4,6 6,6 2 4 25 3,6 6,3 2,7 7,29 26 6,6 6,3 0 0

S = 132,1 176,8 44,1 121,37

Such as in the cycle I, the researcher will calculate t-test by

using the data above to know whether cross word puzzle still give a

significant difference between pre test and post test. Moreover, the

steps are following.

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10) Calculate standard deviation of difference between pre test

and post test.

SD 22

÷÷

ççè

و-= هه

ND

ND

2

261,44

2637,121

÷

çè=-و

2696,167,4 -= 794,1=

339,1= 11) Calculate to

to ÷

çèو

-

÷

çèو ه

=

1NSDND

D

÷÷

ççè

و-

÷

çèو

=

126339,126

1,44

÷÷

ççè

و=

25339,1696,1

÷

çèو

=

5339,1696,1

2678,0696,1

=

33,6=

11. Giving interpretation to

1) Calculate of df

df 1-= n

126 -= 25=

Page 64: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

2) Consult with t table value

With df = 25, the value of tt with level of signification 5%

is 2,06.

3) Comparing to with tt

to = 6,33 therefore to is greater than tt with level of

signification 5%

4) Conclusion

If to same or greater than tt, so null hypothesis (Ho) is

rejected. Ho is there is no significance difference between pre test

and post test mean. t table with n = 25 is 2,06. The result of to is

6,33 > 2,06. So to is greater than t-table. Therefore, Ho is rejected,

it means that there is a significant difference between pre test and

post test.

From the illustration above, the researcher can see that the

mean between pre test and post test has a significant difference,

where post test is greater than are test. It shows that cross word

puzzle give influence in improving student’s vocabulary, because

the student’s achievement has been increase after the students did

the crosswords puzzle.

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2. Reflection

By analyzing the result of action 2, then teacher conclude that the

students can improve their vocabulary, since they can answer the question

better in post test than in pre test. It indicates that they know the meaning

of words well, although they are still difficult to understand the text.

4. Analysis between cycle I and cycle II

From the result of analyzing in cycle I and cycle II, the researcher will

analyze the student’s improvement from cycle I to cycle II. The

improvements as follow:

a. The mean of pre test in cycle I is 4, 31 and increase 16 % to be 5, 81 in

post test.

b. The mean of pre test in cycle I is 5, 04 and increase 18 % to be 6, 81 in

post test.

c. The students’ improvement from cycle I to cycle II can be seen on table

4.5 and 4.6.

Table 4.5. The Student’s improvement in cycle I

No Student’s improvement Total Students

Percentage

d. Increase 20 77% e. Decrease 5 4% f. No change 1 19%

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Table 4.6. The Student’s improvement in cycle II

No Student’s improvement Total Students

Percentage

T. Increase 21 81% U. Decrease 2 8% V. No change 3 11%

From explanation above shows that by using crossword puzzle

most of students improve their vocabulary. Moreover the result of t-test

in cycle I and cycle II shows that there is a significance influence

between pre test and post test mean. And the result of post test in cycle II

and in Cycle I are greater then pre test. It shows that the student’s

achievement in vocabulary has improved. By mastering the vocabulary,

the students will be easier to communicate with their friend and their

teacher in learning process. Because vocabulary is the source to

understanding what the people said, therefore vocabulary is important in

learning process.

In this case, the student’s improvement is influenced by some

factors. The first is the use if media crossword puzzles that can make

students feel there is a variation in learning process. So, they are not

bored in learning English. The second factor is the method used in

presenting crossword puzzle. This is showed with the method that be

used with the difference method in presenting crossword in cycle I and in

cycle II. The students are easier in solving the crossword in cycle II than

in cycle I. In this research the researcher uses game method in presenting

crossword puzzle. However, she used the different procedure in cycle I

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and cycle II. Therefore, the teacher must be creative in choosing the

method that appropriate with the students. The third factor is the students

themselves. Although the teacher has been creative and applying the

good media in teaching learning process, if the students don’t have a

motivation they will not get a satisfy achievement in their study. It is

showed by some of students who are still passive when they are doing

the crossword puzzle, so they get the achievement are not maximal.

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CHAPTER V

CLOSURE

A. Conclusion

The finding of the research on MA Al Bidayah Candi Bandungan

shows that:

The teaching learning process by using crossword puzzle gives the

positive effect in improving the student’s vocabulary and the student’s

motivation in learning vocabulary. This is shown by the students’ enthusiasm

in doing crossword puzzle and most of the students more understand what the

teacher said in cycle II than in cycle I. Moreover, the student’s achievement of

vocabulary has improved by using crossword puzzle in teaching learning

process. When we compare between pre test and post test, we will know that

the students’ score in post test is greater than pre test. Furthermore the result

of t-test calculation in cycle I is 5, 97 and in cycle II is 6, 33. T-table with n =

26 is 2, 06. If t-table is same or greater than t-test calculation, so the null

hypothesis (Ho) is rejected. Ho is rejected, therefore there is significance

difference between pre test and post test mean.

It indicates that by applying crossword puzzle, the students’

vocabulary has improved. It means that Crossword puzzle provide significant

contribution in improving the students’ vocabulary. Finally, from some

statements above the researcher conclude that crossword puzzle is appropriate

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for the first year students of MA Al Bidayah to improve vocabulary mastery

vocabulary.

B. Suggestion

From the result of research in the first year students of MA Al Bidayah

Candi Bandungan, in order to build the English teaching learning process

more effective and more optimal for the students, the researcher would like to

suggest:

1. In applying crossword puzzle, the researcher needs to a better preparation

before. Moreover, the teacher should be able to determine and choose the

topic which can be implemented in crossword puzzle.

2. The researcher should apply the appropriate method in teaching learning

process. The most important in choosing the method is should make

students get new experience, new concept, and better skill. So, they can

solve their problem in teaching learning process.

3. This research need a further research to get a better result and

improvement in implementation to the following research in other school,

due to this research is in the first year students of MA Al Bidayah in

academic year 2009/2010 in the second semester.

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CURRICULUM VITAE

In the morning of Friday, there is a baby was born in the

Purwogondo village, Boja sub district, Kendal regency.

It is in the June 3rd 1988. In that day, I lived in the earth

for the first time. I was born by my beloved mother, Siti

Solekhah which s her husband’s name is Nahrowi.

Zunita Widyasari is a beautiful name that have been given for me. In 1994, I

graduated from the Pertiwi Simbang Kindergarden. It is located near my

grandmother’s home and in 2000, I graduated from Kaligading Elementary

school. It is located near my home. In 2003 I graduated from Limbangan Junior

High School and in 2006, I graduated from Boja Senior High school. Both of

them are so far from my home. I must go to school by rural transportation. It is

about 3 or 4 kilometers from my home. Furthermore, I decided to continue my

study in the State Islamic Studies Institute (STAIN) Salatiga. I choose English

department of education faculty. Since I have studied in STAIN, I followed one of

intra organization. That is university student’s cooperation (KOPMA FATAWA).

I got many experience from there. I have learnt how to be an entrepreneurship.

Moreover, I hope that I will be a better people from many experiences that I have

gotten since am a student in STAIN Salatiga.

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MA Al Bidayah Candi Bandungan Mata Pelajaran : Bahasa Inggris Kelas/ Semester : X/ II Standar Kompetensi :Membaca

Memahami text fungsional pendek dan esei sederhana berbentuk Descriptive, News Item, dalam konteks kehidupan sehari-hari dan untuk mengakses pengetahuan

Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam news item text

Indikator : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca

Jenis Text : News Items Aspek/Skill : Membaca Alokai Waktu : 4 x 45 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca

B. Materi Pembelajaran Text tulis jenis news Item yang berjudul “Air France Tail Recovered”

C. Metode/Teknik : Game dan Tanya jawab D. Langkah-Langkah Pembelajaran :

1. Kegiatan Awal - Greeting/ salam - Mengecek kehadiran - Pre-test

2. Kegiatan Inti - Tanya jawab tentang materi - Guru menyuruh siswa untuk menbaca text News Item dan

mengartikannya - Guru membantu siswa mengartikan text - Siswa mengerjakan soal-soal yang berkaitan dengan text

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- Guru dan siswa mengerjakan simple crossword puzzle bersama-sama

3. Kegiatan Akhir - Guru menjelaskan tata cara mengerjakan crossword puzzle - Guru membagikan crossword puzzle kepada semua siswa dan

siswamengerjakan cossword secara individu - Guru membagi siswa menjadi beberapa kelompok - Guru membagi crossword puzzle yang sama kepada setiap

kelompok - Siswa mengerjakan crossword puzzle bersama-sama dalam

kelompok - Siswa mengerjakan post-test

E. Sumber Belajar: IKAPI, 2010. Kresna Bahasa Inggris. Klaten: Sinar Mandiri

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PRE-TEST AND POST-TEST ITEMS FOR THE FIRST YEAR

STUDENTS’OF MA AL BIDAYAH CANDI BANDUNGAN IN THE ACADEMIC YEAR OF 2009/2010

Name :…………….. No. :…………….. Class :……………..

Match the meaning of words in column A with ones in column B!

No Column A Answer Column B 1 Collapse a. give an account of something heard, seen, done, especially for a

newspaper 2 Recover b. fall down suddenly 3 Debris c. speak or tell something to somebody using words 4 Submarine d. make something greater in amount 5 Damage e. Find something again 6 Occur f. Make something by putting parts together 7 Say g. change position 8 Report h. piece of something from something which has been destroyed 9 Build i. accident involving a vehicle in collision with something 10 Injure j. harm 11 Victim k. flying vehicle with wings and one or more organs 12 Weather l. request for information 13 Search m. give somebody support 14 Stop n. cause something to go 15 Send o. reach a place 16 Inquiry p. condition of sun, wind, temperature, etc at a particular place and

time 17 Crash q. discover the existence 18 Increase r. no longer move 19 Paint s. move towards the speaker 20 Plane t. look for something 21 Disappear u. person who has been attacked the result of crime 22 Work v. a large boat that carries people or goods by sea 23 Box w. ship that can travel under water 24 Detect x. happen 25 Arrive y. hurt one self 26 Move z. injury to the body 27 Ship aa. go out of sight 28 Wound bb. Do something that requires mental or physical effort, especially

as part a job. 29 Come cc. container made of wood, cardboard, etc 30 Encourage dd. colored liquid that is put in a surface

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Air France tail recovered

The Jakarta Post: A Brazilian search team has recovered a large tail

section of the air France jet that crashed a week ago over the Atlantic with 228 people on board.

The Brazilian military released photos of divers securing the tail fin, which was painted with air France colors. Meanwhile the US is sending two sophisticated listening devices to help search for black boxes from the plane.

The Brazilian officials said 24 bodies ha now been recovered, an increase from the previous total of 16. Bodies and debris from the plane have been found some 1,000km (600 miles) north-east of Brazil’s Fernando de Noronha Islands, where the air bus disappeared.

The BBC’s Gary Duffy, in Sao Paulo, says the search team are likely to draw encouragement from the discovery of the plane’s tail. There had been uncertainty last week about weather some of the debris came from the plane, but our correspondent says the latest is likely to help to move the inquiry forward.

Investigators have so far focused on whether the plane’s speed sensors stopped working properly just before it crashed in turbulent weather.

The US listening device are being flown to Brazil and will then be taken to two French tugs that will listen for signals from the plane’s “black box” data recorders, the Pentagon said. They can detect signals from the black boxes up to a depth of 20,000 ft (6.100 m). The boxes are capable of emitting signals for 30 days.

A French submarine is also expected to arrive this week at the crash site to help the search. Teams from the France and Brazil are continuing to scour the site of the crash.

The bodies that have been found will be taken by ship to Fernando to Noronha, before been moved to the Brazilian city of Recife, where a temporary mortuary has been.

Answer the question below based on the text above!

1. What is the title above? 2. When did the crash happen? 3. Who did release of the photo? 4. What did the US do to help search the black box? 5. How many people were on the French air?

Page 76: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

A simple Crossword Puzzle for the first year students of MA Al Bidayah

ACROSS:

1. Tuesday is between Monday and……………………..

6. I have two ears but only…………….nose.

7. The number after 89 is………….

9. We hear with each ear, and we see with each…………

10. This tea is………hot to drink.

11. Did she ring that bell? No. He……………..it.

DOWN: 1. They were very

happy when their team…………the game. 2. What did you eat

for…………….? 3. You don’t like

coffee,……….you? 4. Come back

in…………..,please? 5. To make green, we

mix blue and………….. 8. France is

larger……………..England.

6

1 2 3 4 5

7

10

11

9

8

Page 77: THE USE OF CROSSWORD PUZZLE TO IMPROVE VOCABULARY

Do the crossword puzzle below by the clues in Cross and in Down!

Write your group number and your group members in the box!

Cross : 3. Ship that can travel under water 4. I …. It difficult to understand him 8. Recently, there is an … that make building collapse and many

people dead. 10. My friend has had an …, he has broken an arm.

12. 27. The people go by ….

13. Burning that producer light and heat 14. Look carefully fore somebody or something 16. Person who sees an event takes place and is able to describe it. 19. Great quantity of water 21. Shop living 23. Cause something to collide with something other 25. Find something for the first time 28. Search a place thoroughly

16

17

1

13

9

8

6

10

11

5

4

2

3

23

24

27

12

7

22

25

26

21

28

19

21

18

15

17

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Down : 1. Investigation 2. Person who has been attacked injured or killed as the result of

crime, disease, accident, etc. 5. Discover the presence of something 6. What is the … like today?

7. 22.

8. Believe that something will happen 9. Get back something lost 11. Part of something that sticks out at the back 15. Fall down suddenly 17. Hurt, injure 18. They … to campus together. 20. Piece of metal, mood, etc. left after something has been

destroyed 21. Terrible accident 24. … it! You’re hurting me. 26. Happen

Group : Members : 1. 2. 3. 4. 5. 6. 7.

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The key of Crossword puzzle I

W 16 I 17 T N

R

S S

N E

I 1

Q

U

I

R

Y

F 13 I E

R 9 Q A H T E 8 A K E

W 6

T

A 10 D I E C C N T 11

A

I

L

D 5

E

T

T

C

F 4 N I

T

v 2

C

M

E

T

O

V

E

S 3 U B M A R I

E

N

J

U

R C 23 A H S 24

P 27

T

O

Y

P

E

E

S 12 H I

B 7

U

L N E A

T 22

R

A

I D 25 I C O 26 S E R

R

V

C

C

U

D 21

I

S

A

R

T

E

S 28 C U O

I E

F 19 L O O D 21

I

E

B

R

S

G 18

S

L

A

P

O

C 15 H S 17 E A R

H

R

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MA Al Bidayah Candi Bandungan Mata Pelajaran : Bahasa Inggris Kelas/ Semester : X/ II Standar Kompetensi : Membaca

Memahami text fungsional pendek dan esei sederhana berbentuk Descriptive, News Item, dalam konteks kehidupan sehari-hari dan untuk mengakses pengetahuan

Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam news item text

Indikator : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca

Jenis Text : News Items Aspek/Skill : Membaca Alokai Waktu : 4 x 45 menit

F. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat : 1. Mengidentifikasi Isi teks yang dibaca 2. Mengidentifikasi kata-kata dari teks yang dibaca 3. Mengidentifikasi makna kata dari teks yang dibaca

G. Materi Pembelajaran Text tulis jenis news Item yang berjudul “ Pertamina Adds to Kerosene

Supply”

H. Metode/Teknik : Game dan Tanya jawab I. Langkah-Langkah Pembelajaran :

1. Kegiatan Awal - Greeting/ salam - Mengecek kehadiran - Pre-test

2. Kegiatan Inti - Review materi pada pertemuan sebelumnya - Tanya jawab tentang materi - Guru menyuruh siswa untuk menbaca text News Item dan mengartikannya - Guru membantu siswa mengartikan text

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- Siswa mengerjakan soal-soal yang berkaitan dengan text 3. Kegiatan Akhir

- Guru membagi siswa menjadi beberapa kelompok - Guru menjelaskan tata cara mengerjakan crossword puzzle - Guru membimbing siswa untuk mengerjakan crossword puzzle - Siswa mengerjakan post-test

J. Sumber Belajar :

IKAPI, 2010. Kresna Bahasa Inggris. Klaten: Sinar Mandiri

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Give the meaning the words below in Indonesia!

1. Collapse :

2. Debris :

3. Victim :

4. Inquiry :

5. Wound :

6. Encourage :

7. Victim :

8. Submarine :

Don’t open the dictionary!!

Don’t cheat!

You will be better if you do it by yourself!!

God bless you………………………..

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PERTAMINA Adds to Kerosene Supply Tempo Interactive, Jakarta: the Government asked PT. PERTAMINA to

add the kerosene supply in several areas in Indonesia, the additional kerosene supply is being carried out starting today until the end of year.

PERTAMINA’s director of marketing and commerce, Ahmad Faisal said Vice President Jusuf Kalla ordered that the kerosene supply is being added in order to meet the people’s need, the extra kerosene is around 100000 kiloliter up the end of year, he said after the coordination meeting on the kerosene shortage in the Vice President’s palace yesterday.

Additional supply, said Faisal will be done throughout the nation except in Balik Papan and Sulawesi, because in those areas there is no kerosene shortage, he said. According to him, the extra supply is only for subsidizes and household kerosene.

Faisal said the additional kerosene will normalize distribution in two or three days. This will give kerosene subsidized by between Rp. 300 billion to Rp. 250 billion based on the assumption that the subsidy is between Rp. 3000 and Rp. 5000 per liter kerosene extra supply, he said has not been discussed with the house. The important thing is meet the people’s demand he said.

According to him, the kerosene shortage occurred due to the decrease of the quota allocation in the stage budget from 10 million kiloliter to 9, 9 million kiloliter. At first, PERTAMINA estimate a declining trend of kerosene consumption. However, after the fasting month, there was a kerosene demand hike. The worst shortages are in Medan and Jakarta, especially Cempaka Putih and Tomang.

Faisal argued that it is said the kerosene shortage s because PERTAMINA is in stock deficit the kerosene stock is still enough for 29 days. What we do is only to limit sales volume, he said. To prevent abuse, PERTAMINA cooperates with the agency for oil and natural gas police.

Answer the question below based on the text above!

1. What is the title of the text? 2. Who asked PT. PERTAMINA to add the kerosene? 3. Who is PERTAMINA’s director of marketing and commerce? 4. Where is the worst kerosene shortage? 5. What is the Faisal’s argument?

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Do the crossword puzzle below by the clues in Cross and in Down!

Write your group number and your group members in the box!

Cross : 1. Become smaller, fewer, weaker 5. Act of using food, resource, and amount 6. The antonym of export 8. Process of getting coal, metal from the earth 9. Thing that is produced 13. Wrong use of something 14. Selling of a company’s product 15. Amount by which something, especially a sum of money is too

small 16. Petrol 22. Process of reducing something 26. Give something officially for a particular purpose 28. The teacher … the answer sheet to the students

1

2

3 4

5 O M S 6

7

8 9 10

11

13

14

15

12

16 17 18

28

22 23

20 21

24

26 27

19

25

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Down : 2. Point or line that may not or can not be passed 3. An idea of the cost, size, value, of something without calculating

it exactly 4. Rise in amount 5. Measure a car’s fuel …. 7. Give a subsidy to somebody 10. Lock of something 11. Something that somebody need 12. Supply of something available for use 16. Group of people who govern a country or state 17. The government asked PT PERTAMINA to …. 18. The earth’s … resources is coal, oil, etc. 19. Show something 20. My mother has filled up the … to the stove before she cooked 21. The advantage that the seller get from selling things 23. My mother … sugar to the coffee 24. This … will be built a new shop 25. My mother … me money to boy vegetable 27. Do you fry your food in butter or in …?

Group : Members : 1. 2. 3. 4. 5. 6. 7.

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The Key of Crossword puzzle II

D 1 E L 2

E 3 I 4

C 5 O M S U M T I O N I 6

O T E S 7

M 8 I N I N G P 9 R O D U C S 10

D 11 M M E B

E E A A 13 B U S E

M 14 A R K E T I N G S I

A C E E

N E I

Z

C I N E

I

M

I

T

P O R T

H

O

R

T

A

G

E

D 15 E F I C I

S 12

T

O

K

E G 16 A S 17 O L I N 18

O

V

E

R

N

M

E

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U D 28 I S T R I B T

D 22 E C R E A 23 S

R

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N

K 20 P 21

O

F

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D

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A 24

R

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E A 26 L L 1 O 27 C A T

I

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I 19

N

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G 25

I

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Do exercise below by crossing a, b, or c which has the same meaning with the question!

1. Provide something or somebody with something that the need:

a. Shot b. supply c. subsidize 2. Give a subsidize to somebody:

a. subsidize b. add c. prevent 3. Chance to do something:

a. profit b. opportunity c. thing

4. Estimate that is based on know fact: a. estimate b. stock c. projection

5. Believe that something: a. argue b. indicate c. expect

6. Situation in which something is happening: a. activity b. thing c. expire

7. Show something: a. indicate b. practice c. figure

8. Stop something from happening: a. prevent b. abuse c. stop

9. Liquid obtained from petroleum, used as fuel in car engines: a. gas b. oil c. petrol

10. Any of several think slippery liquids that burn easily: a. oil b. petrol c. gas

11. Let somebody have something as a present. a. supply b. give c. provide

12. Money that you make in business: a. profit b. cost c. value

13. In front of person to show the way? a. go b. forward c. lead

14. Business organization: a. company b. production c. director

15. Way in which people or thing is arranged in relation to one another. a. order b. put c. occur

16. Situation when something is necessary. a. shortage b. need c. demand

17. Having a great effect or or value. a. important b. increase c. demand

18. Be no longer valid. a. valid b. unimportant c. expire

19. group of people who govern a country or state. a. government b. president c. minister

20. wrong us of something. a. bad b. abuse c. quarrel

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T- TEST TABLE

SIGNIFICANCE LEVEL FOR ONE-DIRECTION TEST df .10 .05 .025 .01 .005 .000 1 3.078 6.314 12.706 31.821 63.657 636.619 2 1.886 2.920 4.303 6.965 9.925 31.598 3 1.638 2.353 3.182 4.541 5.841 12.941 4 1.533 2.132 2.776 3.747 4.604 8.610 5 1.476 2.015 2.571 3.365 4.032 6.859 6 1.440 1.943 2.447 3.143 3.707 5.959 7 1.415 1.895 2.365 2.998 3.499 5.405 8 1.397 1.860 2.306 2.896 3.355 5.041 9 1.383 1.833 2.262 2.821 3.250 4.781

10 1.372 1.812 2.228 2.764 3.169 4.587 11 1.363 1.796 2.201 2.718 3.106 4.437 12 1.356 1.782 2.179 2.681 3.055 4.318 13 1.350 1.771 2.160 2.650 3.012 4.221 14 1.345 1.761 2.145 2.624 2.977 4.140 15 1.341 1.753 2.131 2.602 2.947 4.073 16 1.337 1.746 2.120 2.583 2.921 4.015 17 1.333 1.740 2.110 2.567 2.898 3.965 18 1.330 1.734 2.101 2.552 2.878 3.922 19 1.328 1.729 2.093 2.539 2.861 3.883 20 1.325 1.725 2.086 2.528 2.845 3.850 21 1.323 1.721 2.080 2.518 2.831 3.819 22 1.321 1.717 2.074 2.508 2.819 3.792 23 1.319 1.714 2.069 2.500 2.807 3.767 24 1.318 1.711 2.064 2.492 2.797 3.745 25 1.316 1.708 2.060 2.485 2.787 3.725 26 1.315 1.706 2.056 2.479 2.779 3.707 27 1.314 1.703 2.052 2.473 2.771 3.690 28 1.313 1.701 2.048 2.467 2.763 3.674 29 1.311 1.699 2.045 2.462 2.756 3.659 30 1.310 1.697 2.042 2.457 2.750 3.646 40 1.303 1.684 2.021 2.423 2.704 3.551 60 1.296 1.671 2.000 2.390 2.660 3.460

120 1.289 1.658 1.980 2.358 2.617 3.373 X 1.282 1.645 1.960 2.326 2.576 3.291