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Research Proposal-crossword Puzzle

Research Proposal-crossword Puzzle

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Published by Alifa Binta S

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Categories:Types, Research
Published by: Alifa Binta S on Nov 21, 2010
Copyright:Attribution Non-commercial

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06/22/2013

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THE USE OF CROSSWORD PUZZLE IN IMPROVING STUDENTS¶ VOCABULARYMASTERY(A Classroom Action Research on Second Grade Students in SMP Alfa Centauri Bandung)A Research ProposalAlifa Binta S0606916ENGLISH EDUCATION DEPARTMENTFACULTY OF LANGUAGE AND ART EDUCATIONINDONESIA UNIVERSITY OF EDUCATION2010
 
1.
 
Introduction
Language and human beings can not be separated. Human uses language to survive since it isused to express ideas, to form thoughts and feelings, will and activity. Achieving thecommunicative function, it is needed to have knowledge about language itself. There are manylists of the areas of knowledge which every first language and second learners must acquire. Theknowledge of language for first language is automatically available and is somehow usuallyacquired with no conscious effort. It is comparable for second language, even though much timeand effort on learning, the knowledge is seldom achieved.There is several language components involved in language learning; they are vocabulary,grammar and pronunciation. Keith Folse states in his article,
The Underestimated Importance of Vocabulary in Foreign Language Classroom
many argue that vocabulary is one of the mostimportant-if not
the
most important components in learning a foreign language, and foreignlanguage curricula must reflect this.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 acritical role in students¶ literacy development (Scott, Jamieson-Noel, & Asselin, 2003). Wilkins(1972) states that without grammar very little can be conveyed; without vocabulary nothing can be conveyed. Thus, it can be concluded that learning vocabulary is important as the basic need toencounter a new language.Vocabulary is taught in many different ways. Based on study conducted by Rosmayanti(2008), in most Indonesian traditional English language class, most teachers use conventionalmethod in teaching vocabulary in which teacher only give the students a non-stop drillingmemorization practice. This type of learning can sometimes make learners frustrated when theyhave to remember or to memorize a list of new words at once. Thus, working this way, after ashort period of time, many learners may find out that learning vocabulary in lists does not satisfythemselves, and they think the cause for it is just their bad memorization, Gnoinska (1998:12).Therefore, the ³look and remember´ way of vocabulary learning seems to be not very effectivefor learners of the English language.Cited in Iin Nurhasanah¶s paper (2006), studies conducted by Beck, Mc Keown and Kucan(2002) show that provided dictionary definitions and asked brief questions about the wordsindicated: 63% of students¶ sentences were judged to be ³odd´ (Miller & Gildea, 1985), 60% of 
 
students¶ responses were unacceptable (Mc Keown, 1993), and students frequently interpretedone or two words from s definition as the entire meaning (Scott & Nagy, 1989).In the first case study in Indonesia, that type of vocabulary learning makes the students bored, less motivated and caused lack of vocabularies and fluency. Lewis & Hill (1990) statesthat students are unlikely to be very successful at learning unless they enjoy the process. In thesecond case, memorization may feel burdened when they cannot remember the list of wordsgiven. Therefore, teacher needs strategy to avoid this kind of problem by creating activitieswhich is interesting and worth doing, especially in this case is vocabulary learning lesson toencourage the students. Since, students¶ feeling toward the lesson will influence the learningsuccess outcome.One of the activities of teaching and learning vocabulary which is believed to be the bestway of teaching and learning vocabulary is through game. Ersoz (2000) holds that games arehighly appreciated thanks to their amusement and interest. Nguyen Thi Huyen and Khuat ThiThu Nga (2003) say that:
Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First,games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second,games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students¶ use of English in a flexible, communicativeway.
Games also help the teacher to create contexts in which the language is useful andmeaningful. The students want to take part and in order to do so they must understand what theothers are saying or written, and they must speak or write in order to express their own point of view or give information.Jung (2006) considers that the usage of games can be a powerful language learning tool.There are so many games that can be applied by teacher concerning to how to improve thestudents¶ vocabulary mastery, such as the alphabet game, hangman, word search, puzzle and soon.One of the most famous games in the rest of twentieth century named crossword now has been beneficially used in teaching learning process. Jones (2007 in
 B
uilding Vocabulary Skill 
)cites that crossword solving involves several useful skills including vocabulary, reasoning,spelling and word attack skills. To solve any crossword puzzle, a person must be able to identify

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