CHAPTER I INTRODUCTION
1.1 Backgro Background und of Study
Vocabulary is an important part of language.Vocabulary has a significant role in language. Basically, learning language is a matter of learning vocabulary of that language. Research has shown that vocabulary knowledge plays a critical role in students literacy development (Scott, Jamieson!oel, " #sselin, $%%&'.ilkins ()*+ ()*+$' $' states states that that with withou outt gram gramma marr very very littl littlee can be conv convey eyed ed with withou outt vocabulary nothing can be conveyed. -hus, it can be concluded that learning vocabulary is important as the basic to encounter a new language. Vocabulary is taught in many different ways. ited in /au0an ($%)%' , study conducted by Rosmayanti($%%1', shows that in most 2ndonesian traditional 3nglish language class, most teachers use conventional method in teaching vocabulary in which teach teacher er only only give give the the stud studen ents ts a non nonsto stop p dril drilli ling ng memori memori0at 0atio ion n pract practice ice.. Sometimes this type make the students frustrated to memori0e a list of new words at once. -hose problem happens in)st grade students of S45 2- Raudhatul Jannah. Based on informal interview on $6 September, $%)7, the common problems of learn learnin ing g voca vocabu bular larym ymak akee the the stud student entss bored bored,, less less moti motiva vated ted and and lack lack of vocabularies and fluency. -hen, the students may feel burdened when they cannot remember the words. #ccording to 8ewis " 9ill ()**%' states that students are 1
unlikely to be very successful at learning unless they en:oy the process. -herefore, teacher needs to make strategy to avoid these problems by creating an interesting activity. -here are many ways to solve that problems. ;ne of the activities of teaching and learning vocabulary is through game. 3rso0 ($%%%' holds that games are highly appreciated appreciated thanks to their amusement amusement and interest.-he interest.-here re are so many games that can be applied by teacher to improve the students vocabulary, such as the alphabet game, word search, pu00le and so on. But one of the effective games is crossword pu00le. -eacher can make it by themself. ith this game, students can find their mission by reading the clues and looking at the corresponding slots. -hey already know how many letters the answer has. -o solve any crossword pu00le, person must be able to identify identif y and understand the terms which are a re being used. 5aul ($%%&<**' ($%%&<**' cited in #lifa Binta ($%)%', ($%)%', says that crossword pu00le can be used at any level, and his wonderful way to bring together vocabulary from many different lessons. 2t is more effective than memori0ing the words. Based on the problem above, writer is interested in this article with the title =-he >se of rossword 5u00le in 2mproving Students Vocabulary 4astery of +th ?rade of S45 2- Raudhatul Jannah@.
1.2 Purpose of the study This research research aims for improving improving
the result study of
students in vocabulary learning at Junior High School by using crossword puzzle.
2
1.3
Research Question Based on the purposes above the problems of
the
presented formulated in the following research !uestion are" 1. How is the process of improving students# vocabulary by using cossword puzzle$ 2. How is the result of improving vocabulary in S%& 'T (audhatul Jannah by using crossword puzzle$
)
CHAPTER II THEORETICAL FRAE!OR" #.1 $oca%u&ary #.1.1 D'f(n(t(on of $oca%u&ary
Vocabulary is the words that someone can use in their speech and writing or those they will need to comprehend. 2t means that words have meaning that can be used in a communication. #ccording to Richards ($%%$<$66', vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Vocabulary is one of the language components that can affect macro skills. Some definition of vocabulary is proposed by some eAperts. !unan ()***< )%)' cited in !unik states that vocabulary is a list of target language words./urthermore, Jackson and #mvela ($%%%< ))' cited in !uniksay that the terms vocabulary, leAis, and leAicon are synonymous. 2n addition, Richards and Schmidt ($%%$<61%' state that vocabulary is a set of leAeme, including single words, compound words, and idioms. #ccording to evin ($%%+' cited by Rohimah ($%)%' defined that vocabulary is the central to language and crucial aspect to master. #ccordingly, the role of vocabulary teaching is essential in order to be capable of communicating withother people.-here are many ways to study
*
vocabulary, according to 4r. heung ($%)%' cited in /au0al /ikri ($%)$'
•
there are eleven interesting ways to study vocabulary, they are< ritten Repetition copy the word andCor its definition a number of times
•
on paper. ;ral Repetition Read the word and its definition aloud a number of
• • •
• • • • • •
times. #rt Draw a picture neAt to the word. Visuali0ation 2magine an image with the word or first letter. #ssociation 4ake up a story about the word(s', or associate an idea or apart of the word with its meaning. Dramati0ation #ct out the word physically. ord 5arts >se prefiA and suffiAes to help id the meaning of the word. 4usic rite a rap or song about it. omputers -ype the word and its definition into a computer. rite a story about the words. >sing game Eui0 each other with a partner
#.1.# $oca%u&ary a)t'ry
Vocabulary is one of the language aspects which should be learnt. 2n learning vocabulary automatically they have to know the meaning of words themselves and can use it in sentences. vocabulary mastery can be defined as a number of vocabulary (words' in a language which contains information about its meaning, form, and usage in conteAt of communication. #ccording to 9armer ($%%)< )F' says that there are some aspects that have to be discussed in vocabulary, namely< word meaning (synonym, antonym, connotation, and denotation', eAtending word use such as idioms, word combination or collocation, and the grammar of words which comprises noun, verb, ad:ective, and adverb.
+
#.1.* "(nd) of $oca%u&ary
#ccording to !ation ($%%)', there are two kinds of vocabulary. -hey are receptive and productive vocabulary. Receptive vocabulary refers to the words that native speakers and foreign learners recogni0e and understand but hardly ever use, it is used passively in either listening or reading. hile 5roductive vocabulary is utili0ed actively either in speaking or writing. -herefore it can be concluded that vocabulary can be presented in four units. -hey are reading vocabulary, listening, and vocabulary, speaking vocabulary, and writing vocabulary. Reading vocabulary consists of the word found by people when they are reading. hile listening vocabulary is the words that people hear and understand when they are talking to others or listening to radio and television. Speaking vocabulary includes the words people used in their daily life and conversation. -he last writing vocabulary that consists of the word people use in writing essays, reports, letter, etc. 2n relation to kinds of vocabulary, !ation ($%%)' states that there are four kinds of vocabulary in the teAt< )' 9igh freGuency words. -hese words are almost 1%H of the running words in the teAt $' #cademic words. -ypically, these words make up about *H of the running words in the teAt
,
&' -echnical words. -hese words make up about 6H of the running words in the teAt 7' 8ow freGuency words. -hese are the words of moderate freGuency that did not manage to get into the high freGuency list. -hey make up over 6H of the words in an academic teAt.
#.1.+
T'ac,(ng $oca%u&ary T,roug, -a') #ccording to ?hada Sari ($%%*' 8earning vocabulary through
games isone effective and interesting way that can be applied in any classroom. 2n this case 2 suggest that games are used not only for mere fun, but more importantly,for the useful presenting, practice and review of vocabulary. #ccording to ?hada Sari
($%%*', games have proven to have
advantages and effectiveness in learningvocabulary in various ways< ). ?ames bring in relaAation and fun for students, thus help them learn andretain new words more easily. $. ?ames usually involve friendly
competition
and
they keep
learnersinterested. &. Vocabulary games bring real world conteAt into the classroom and enhancestudentsI use of 3nglish in a fleAible, communicative way. 7. ?ames are highly motivating and they give students more opportunity toeApress their opinions and feelings. 6. ?ames add diversion to the regular classroom activities, break the ice,but they are also used to introduce new ideas. 9owever in order to achieve the most from vocabulary games, it is important that suitable games are chosen. henever a game is to be
-
conducted, the number of students, proficiency level, cultural conteAt, timing, learning topic, and classroom settings are factors that should be taken into account. Sugg')t'd ga')/ A%(guou) 0(ctur'<
draw a small part of a picture. #sk the students what it isgoing to be. 3ncourage different opinions. Do not confirm or re:ect their ideas.#dd a little more to the drawing and ask the Guestion again. Build your picture inabout four stages. A))oc(at(on/
start by suggesting an evocative word< storm, for eAample. #student says what the word suggests to him or herit might be dark, and so onround the class. Kou might start with any other word or use an item of vocabularythe class has recently learnt.
Cro))ord)/
ask a student to write a word of not more than five letters in themiddle of the board, for eAample, melon. -he letters should be written clearlyand separately. !ow think of a word which shares one letter with the word onboard. ?ive students a clue to your word. /or eAample, 2 like reading
them. 2f somebody guesses< books he or she writes the word so it crosses the first wordand shares a letter. -he students now take over.
#.# Cro))ord Pu22&' #.#.1 D'f(n(t(on of Cro))ord Pu22&'
rossword pu00les are the worldIs most popular word game. -he first crosswords appeared in 3ngland during the )*th century. -hey were a far cry from what appears today in >S newspapers, derived from word sGuares, groups of words that can be read across or down. -hese appeared in childrenIs books and various periodicals. 2n the >nited States, however, the pu00le evolved to become a serious adult pastime. During the height of the crossword cra0e in the )*$%s, people lost their :obs and marriages were destroyed due to the addictive nature of these new pu00les. -he /irst known crossword pu00le was created by #rthur ynne for the eightpage comics section of the !ew Kork orld. >sually, the page featured word sGuares, hidden words and connectthedots eAercises. 9owever, ynne anted to try something different. 9e sketched a diamondshaped grid (with black sGuares' and wrote the word fun (the name of the comics section' across the top of the sGuare. #ccording to #ugarde ()**7, p.6*' crossword pu00les is a cheGuered diagram, usually sGuare in which the player has to enter words guessed from numbered clues either =across@ (hori0ontally' or =down@ (vertically'. -he words are separated by black sGuares or by thick bars between
/
sGuares. #ccording to ilickaya ($%%+' crossword pu00les are eAcellent way to review vocabulary, as students will immediately know their answers are incorrect if they do not fit the pu00le. 2n addition, if the students can not figure out the answer, they can simply count the sGuares in the pu00le, find words of eGual length and then try to deduce the correct answer. 5aul ($%%&<**' cited in #lifa Binta ($%)%', says that crossword pu00les can be used at any level it is wonderful way to bring together vocabulary from many different lessons. 5aul adds that the combination of pu00le solving and fun can create a powerful learning tool. #.#.#
Ty0') of Cro))ord Pu22&'
#ccording to pu00les eApert, Dave /isher ($%)7', 2n the 3nglish language, there are three different types of crossword pu00les< freeform or crisscross crossword pu00les, standard, #mericanstyle crossword pu00les and cryptic crossword pu00les.
). /reeform or criiscrossword pu00les -he easiest of all crossword pu00les to create, freeform or crisscross
crosswords
are
word
pu00les
with
loosely
interlocking grids with a set of words going across and another going down, sharing letters where the the two intersect. SGuares in which a word begins have numbers which correspond to a clue made up of words or a picture which must
10
be figured out to deduce the word. /reeform crosswords are asymmetrical and do not adhere to the guidelines set for standard and cryptic crossword pu00les. -hese pu00les are often used in educational settings to build vocabulary or to reinforce concepts taught in class. $. ryptic crossword pu00les rossword grids in Britain and #ustralia generally have a latticelike structure and up to half of the sGuares may be unchecked. -he cryptic clues can be read as a sensible sentence, more or less, but actually consist of two parts. ;ne part gives the definition, as in the standard crossword pu00le, the other uses some form of wordplay that hints at the answer. -his wordplay may come in the form of anagrams, charades, container words, reversals, deletions, double definitions, hidden words or slits.
#.#.*
T'ac,(ng $oca%u&ary t,roug, Cro))ord 0u22&'
#ccording to 9armer ($%%6< $%%', there are some teacher roles in class management. -hey are < =the teacher as controller, the teacher as assessor, the teacher as organi0er, prompter, participant ad resource.@ -eacher as controller means that teacher should be managing what students do, they speak and what language they use. -eacher as assessor means that a ma:or part of a teacherLs :ob is to assess the studentsL work, to see ho well they are performing and how well they performed.
11
-he aim of teacher as organi0ed is tell to the students what they are going to learn about, give clear instructions what eAactly their task is, get the activity going, and then organi0ed feedback when it is over. -eacher as prompter and participant is teacher needs to encourage students to participate and teacher is going not afraid to be a participant in learning process. the last is teacher as resource is means that teacher should be always being ready to offer help to students if it is needed. 2n teaching vocabulary through crossword, teachers need a guide for the successful of learning process. according to Blum cited by Renandya ($%%$< )$7', there are twelve characteristics of effective teaching were identified< ). $. &. 7. 6. F. +. 1. *.
instruction is guided by a preplanned curriculum there are high eApectation for students learning students are carefully oriented to lessons instruction is clear and focused learning process is monitored closely when students do not understand, they are retaught class time is used for learning there are some smooth and efficient classroom routines instructional group formed in the classroom fit insttructional
needs )%. standards for classroom behavior are high )). personal interaction between teacher and students are positive )$. incentive and rewards for students are use to promote eAcellence Based on the list above, it can be concluded that clear instruction, learning monitored, and good interaction between teacher and students is suggested in teaching vocabulary through crossword pu00le.
12
?ood teaching and learning process is teacher can be act as the roleof teacher, and then the learner can get what they should be learn. -his situation can get by using media in teaching vocabulary, such as crossword pu00le games. ?ames can help students learn 3nglish interestingly. #ccording to /inocchiaro ()*1*< )6%', games have their own build in motivation. 4otivation is help studets learn interestingly. rossword pu00le game is a media that can be used in teaching vocabulary to decreased students learning difficulties. #ccording to 8earn 3nglish #rticle ($%)%' cited in Kuliantika, there are some tips and hints in solving crossword pu00le<
•
#fter learning some topics in a teAt, students remind the words that relate
•
to the topic. -here are some numbered white boAes of pu00le and also series of hints or
• •
• •
clues about a word given. -he white boAes are divided into across and down. Students read the numbered hints or clues and then guess what word the hint refers to. -he challenge is that the word has to be a certain number of letters. /or instance, when the topic is =describing part of house@ let it says the hint in down first is =where you find the
[email protected] are only eight whitesGuares for the word, so the answer is =bathroom@ because it is a part
•
ofhouse and fit in the amount of spaces. -he words in crossword pu00le connect each other such as in a word find. #fter the students answer some of the word, then the students will have
1)
some letters of other words that already have been filled into the white
•
•
boAes. #fter the students answer all the hints or clues, the crossword pu00le iscomplete. /inally, teacher and students discuss the crossword pu00le.
#.#.+
St'0) of u)(ng Cro))ord 0u22&'
%aluniu Savannah Teresa 201)3 4rossword puzzles are an e5tremely popular pastime. 'n addition they sharpen the brain and increase vocabulary. 6raded from 7easy7 to 7di8cult7 some seem almost impossible to complete. 't is recommended that novices start with the 7easy7 ones and progress up the ladder step by step. 6et a sharpened pencil or two and an eraser but 9rst read on. 1. Solve the 9ll:in:the:blan; clues 9rst as they
ill in the word if it 9ts both directions. Then do the same with the ne5t bo5 until you 9ll in the words you are sure of. 'f unsure write your potential letters very lightly inside the
1*
bo5es. 4ontinue li;e this 9lling in words you are unsure of but 9t into the down and across bo5es. 2. (eturn to the start ma;ing a second pass through the clues. ?ow that you have a few letters pencilled in a correct answer might @ust pop up in your memory. Ansure that the letters 9t into the other numbered bo5es as well. 't is not a correct word remember unless it 9ts perfectly with every bo5 number it touches. ). (epeat these steps until the puzzle is solved or until completely stumped.?ow the fun begins as you start to 9nd the letters for each remaining word. *. Spend a long time thin;ing about the 7theme7 clues. ften this is ;ey to puzzle solving. >or e5ample if the theme clues are based on famous crossword puzzlers and you do not ;now much about it loo; up 7crosswords7 on Ci;ipedia. +. Study the missing letters. There are only @ust so many syllables in the Anglish language and only a few letters will wor; with both of the words that cross. Ta;e guesses and see if they 9t. ,. (eview the puzzle and the clues you missed or clues you derived without any ;nowledge of the sub@ect. &ut these to memory.
1+
#.#.3 Ad4antag') of u)(ng cro))ord 0u22&'
#ccording to Jones ($%%+', teaching vocabulary through crossword pu00le is an intentional way in which the attention of the learners is directly focused on learning new words. 2t can eApand the studentsL vocabulary because sub:ect makes student more active and en:oy learing. Besides, playing with words through crossword pu00le will improve the studentLs memory, reasoning, and spelling as well as increase their problem solving skills.4oreover, crossword pu00les are a good way to review vocabulary concepts in a way that is both thought provoking and en:oyable. #ccording to Jones ($%%+', crossword pu00le also teaches vocabulary, reasoning, spelling, and word attack skill. -his is eAcellent game, which allows teachers to create crossword pu00les using spelling, reading, or vocabulary words. /uthermore, to fulfill the c rossword pu00les, the students must use word clues to determine the correct word to fit into the crossword, either across the pu00le or up and down. -he studet must able to identify and understand the terms being used. -his often involves acGuiring new vocabulary.
1,
CHAPTER III
METHODOLOG O! THE RE"E#R$H 3.1 Research pro%&e' This research has following problemsD they are formed as !uestions below" 1. How is the process of improving students# vocabulary by using cossword puzzle$ 2. How is the result of improving vocabulary in S%& 'T (audhatul Jannah by using crossword puzzle$
3.2 Research (nstru'en This research used some instruments for helping collecting the data. The instruments was test and student#s response. The
1-
test consisted of pre test and post test. &re test was given to the students before the treatment while post test was given to the students after the treatment. So from the both of the test the writer wanted to ;now the result of the treatment. 3.2.1 Test Test was used to measure students# improvement of vocabulary learning. The test that was used in this research is pre:test and post:test. &re:test was given before the treatment. End the post: test was given in the end of treatment. The researcher gave the test in the form of multiple choice and essay.
3.2.2 O%ser)ation bservation was used to gain a description of how well the game wor; in vocabulary learning process and to the students# responses toward the use of crossword puzzle game in improving students# vocabulary mastery. The researcher used observation sheet. 'n this research the observation focused on the condition of the classroom and also teacher and the students# activities.
3.2.3 (nter)ie*
1
'nterview was used to gain students# perception toward the use of crossword puzzle in improving their vocabulary mastery. The reseracher used the recorder.
3.2.+ Questionnaire Fuestionnaire was used as a tool to determine prior ;nowledge of students# vocabulary through crossword puzzle. The reseracher used a !uestionnaire sheet to collect the data.
3.3 Research "ite and Participant This research was involved )+ students of Junior High School as participants. 'n this case the Junior High School was located in Jl. iberko !o.7 litimbang, ibeber M ilegon namely S%& 'T (audhatul Jannah. The participants were in the 9rst level because the writer realized that the students in the 9rst level was more interseted in the crossword puzzle game. 3.+ Data #na&ysis This research focused in descriptive analysis for analyzing the data. The writer showed the table to e5plain the data analysis pay attention on the following table "
, o 1.
Resear ch -uestio n Fuestio
Type of data Student
Ho* to et data
&re test
Ti'e
Before
Ho* to ana&y/e data Special
1/
n1
&ost test
test score
2.
Fuestio n2 Student#s response
Fuestionnai re
'nterview
bservation
treatme nt Efter treatme nt Efter treatme nt Efter treatme nt Guring treatme nt
formula
Gescriptiv e Enalysis
CHAPTER I$ DATA INTERPRETATION
20
-his chapter presented data interpretation of research. 2t covered of studentLs response, Guestionnaire. Related to the first research Guestion, the reasercher took the Guestionnaire to answer the first Guestion about the process of improving vocabulary. +.1 5u')t(onna(r'
Tota& ,o
"tate'ent you
Go
2
vocabulary$ Go you feel interested in
)
to
ans*er es ,o study , *
1
learning
li;e
#ns*er
vocabulary
percentae 0 yes ,o ,0 *0
2
0
20
2
0
20
-
)
-0
)0
2
20
0
by
using crosswordpuzzle$ Goes the crossword puzzle can help you in learning
*
vocabulary$ Goes the crossword puzzle can
+
improve
vocabulary s;ill$ Goes your teacher using
your
apply
crosswordpuzzle
in
teaching vocabulary$
Based on the Guestionnaire above , the writer used it to get the data. -he Guestionnaire were conducted on 4onday, )%th !ovember $%)7 at )% a.m. -he
21
Guestionnaire consists of five Guestions. )' Do you like to study vocabularyN, $' Do you feel interested in learning vocabulary by using crossword pu00leN, &' Go
the crossword puzzle can help you in learning vocabulary$ *3 Go the crossword puzzle can improve your vocabulary s;ill$ and +3 Goes your teachers apply using crosswordpuzzle in teaching vocabulary$. Based on the !uestionnaire for the 9rst !uestion there were , students or ,0 answered yesD on the other hand * or *0 students answered no. Soalmost of them li;ed to study vocabulary. Chereas for the second !uestion there were or 0 students answered yesDon the other hand 2 or 20 students answered no. 't means most of them felt interested in learning vocabulary by using crossword puzzle. %eanwhile for the third !uestion there were or 0 students answered yesD on the other hand 2 or 20 students answered no. 't means that crossword puzzle could help most of them in learning vocabulary. End then for the fourth !uestion - or -0 students answered yesD on the other hand ) or )0 students answered no. 't means that crossword puzzle could improve their vocabulary. >inally for the 9fth !uestion there were 2 or 20 students answered yesD on the other hand or 0 students answered no. Es a result before the researcher apply the methodD their Anglish teacher had not applied the same method with the researcher.
22
$H#PTER $O,$L"(O, .1
$onc&usion
Iocabulary is the words that someone can use in their speech and writing or those they will need to comprehend. 't means that words have meaning that can be used in a communication. 'n teaching vocabulary teacher should use the eective method such as games. This research was focused on crossword puzzle in teaching vocabulary. The researcher too; !uestionnaire as instrument for getting the data. The participant are the students of S%& 'T (audhatul Jannah at 9rst grade. The result of the !uestionnaire showed that the students interested in learning vocabulary by using crossword puzzle. 't can help them in learning vocabulary. >inally the using of crossword puzzle in teaching vocabulary can improve students# vocabulary. 3.# "uestions
-he researcher believe that the use of crossword pu00le in teaching vocabulary is an effective way for the teacher. -he teacher can make it by themselve with add some picture to make the students interest in learning vocabulary. 2t is very simple and enough cheap.
2)
REFERENCES
#ugrade, -ony. )**7. $6% ord ?ames and 9ow to 5lay -hem. !ew Kork< ;Aford >niversity 5ress. Binta, S #lifa. $%)%. Research 5roposal rossword 5u00le. #vailable at< http
/au0al.
$%)$.
#ction
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5roposal
Done.
#available
at<
http
Dave.
$%)7.
rosswor
5u00les#n
2nDepth
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8ook. ())<71'
()$C)$C$%)7' 9armer, J. $%%).-he 5ractice of 3nglish 8anguage -eaching. 8ongman < 3sseA. 9armer, Jeremy.$%%6. -he 5ractice of 3nglish 8anguage -eaching. !ew Kork< 8ongman 2nc.
2*
Jones, erry. $%%+. -eaching with rossword 5u00le (vocabulary games' Retrieved
on
December
&rd
$%)7
at
%*.%%
a.m.
9ttp
%aluniu Savannah Teresa. 201).How to >inish a 4rossword &uzzle. http"KKwww.wi;ihow.comK>inish:a:4rossword:&uzzle. thursday 11 december 201*. 21"*0 !ation, 2. S. 5. ($%%)'. 8earning vocabulary in another language. ambridge, >< ambridge >niversity 5ress. !unik. $%)$.8iterature Review and onceptual. #vailable at< /ramework 9ttpniversity 5ress. Richard. Jack . $%%$. 4ethodology in 8anguage -eaching. ambridge. ambridge >niversity 5ress Richards, J. . and Schmidt, R. $%%$. 8ongman Dictionary of 8anguage -eachingand #pplied 8inguistics< -hird 3dition. 8ondon< 5earson 3ducation8imited. Rohimah.
$%)%.2mproving
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3nglish
vocabulary
through
short
story.D3#8-. Vol. %) !o. %$< 6+ Scott, J., Jamieson!oel, D. " #sselin, 4. ($%%&'. Vocabulary 2nstruction throughout the school day in $& anadian >pper3lementary lassrooms.
2+
-he 3lementary School Journal, )%&(&', $F*$1F.ommercial olour 5ress, 8ondon. ilkins, D. ()*+$'.8inguistics in language teaching. 8ondon< #rnold Kuliantika. $%)$. -he 3ffects of >sing rossword 5u00le. #vailable at< /ramework
httpsing
rossword5u00le. #ccess on December )$, $%)7 at )%.$) a.m
2,
