The Effect of Crossword puzzle Game On Students Vocabulary
Mastery At 10 Grade Of SMAN 1 Rengat
A Proposal
By:
Hekmah Istinaropah
166310517
ENGLISH EDUCATION DEPARTMENT
ISLAMIC UNIVERSITY OF RIAU
2019
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TABLE OF CONTENT
I.INTRODUCTION
A. Background of the Research ................................................................... 3
B. Identification of the Problems ................................................................ 4
C. Limitation of the Problems ..................................................................... 6
D. Formulation of the Problems ................................................................. 7
E. Objective of the Study ............................................................................. 7
F. The Significance of the Research ............................................................ 7
G. Definition of the key terms ..................................................................... 8
II. LITERATURE REVIEW
A. Vocabulary
1. Definition of Vocabulary ........................................................................ 9
2. Kinds of Vocabulary ............................................................................. 10
3. Types of Vocabulary ............................................................................. 11
B. Crossword puzzles game
1. Definition of Crossword Puzzles ........................................................... 12
2. Purpose of Crossword Puzzles ............................................................. 13
3. Types of Crossword Puzzles .................................................................. 13
C. Conceptual Frimework ........................................................................ 14
D. Hypothesis ............................................................................................. 14
III. RESEARCH METHOD
A. Research Type ....................................................................................... 16
B. Setting Of the Research ......................................................................... 17
C. Population and sample of the Research .............................................. 17
D. Instrument of the Research ................................................................... 17
E. Technique of Collecting Data .............................................................. 18
F. Data Analysis ......................................................................................... 18
BIBLOGRAHPY ........................................................................................ 20
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BAB 1
INTRODUCTION
A. Background of the Study
English is an important language learned to meet communication needs
today. Indonesia has carried out English lessons to be taught in formal schools as
compulsory subjects. As stated in the competency standard by Permendikbud
2013, teaching foreign languages, especially English, aims to develop students'
ability to communicate with communities throughout the world. English is an
international language where most countries can speak English. Like Indonesia
for example, many people want to learn English because they want to go abroad
for holidays or find work.
According to Richards and Renandya in Yheni Siwi Utami (2014:1),
vocabulary is a core component of language proficiency and provides many bases
about how well students speak, listen, and write. Mastery of vocabulary will affect
a person's ability to use language both in oral and written form. In listening skills,
to be able to understand someone's words, one must know what the words and
sentences mean. Therefore, they know the intent of the utterance and are able to
react either through action or answer using oral sayings, which here, they must
use words to do that. In addition, to be able to understand what people are
reading, they must be able to understand the meaning conveyed through written
words.
Vocabulary is the basis of English, because it's the same as we learn a new
language and must master the vocabulary in the language we will learn. An
important requirement for starting a conversation, if someone can memorize a lot
of vocabularies, they can easily speak in English. With that, they can also know
what the other person is talking to without being confused because they don't
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know one of the words spoken. In English usually someone speaks without
convolution and directly on the meaning of his purpose.
In English, there are around 2000 words that are used most often which will
be very useful to support someone to be able to communicate in everyday life. As
Thornbury in Yheni Siwi Utami (2014) has stated, "In addition, passive
knowledge of the 2000 most used words in English will give the reader a
familiarity with almost nine of every ten words of the most written text." When
someone has gotten 2000 mostly words that they often understand almost 90% of
native speakers.
But in high school there are still many problems they face in vocabulary. If
the teacher wants his students to have a large vocabulary, the teacher must train
them to memorize a lot of vocabulary. Starting from games, memorizing songs, or
being able to train them to speak using English, they cannot use other languages
during English lessons. The teacher familiarizes those things automatically with
students becoming aware of a lot of vocabulary and will be happy if they can
speak in English with their friends. They tend to be proud because they can talk to
other people using new languages.
B. Identification of Problems.
There are several problems that hinder the learning process. The first is the
problem with students, the teaching and learning process, and the facilities of the
school.
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A. Problems with students
Problems with students that are often present in the pronunciation and
writing of vocabularies are usually the most. They often have difficulty in reciting
words in English because they rarely speak English. As well as writing words in
English, students are mostly confused about how to write words in English.
Therefore, the acquisition of words obtained by students is very little and very
low.
B. teaching and learning process
When the learning process is very visible, they do not pay attention when
the teacher explains in front of the class. There are those who pay attention that
the numbers are very minority. when the teacher explains they pretend to pay
attention when the teacher faces the students. Then, when the teacher refocuses on
the material, the student is again busy with the activities that accompany the
study.
After the teacher has finished explaining, the teacher gives the assignments
in the LKS and the students are told to work on their own after giving a little
explanation. Sometimes the teacher leaves the student who is working on the LKS
assignment without watching him or her and is not worried whether the student
has understood or not about the vocabulary. Then, many students answer
carelessly because there are two or three words they don't know but they don't
know who to ask. And as a result they will not find out the difficult vocabulary
and then forget it.
C. Facilities
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The school has provided several needs to support the teaching and learning
process in the school. However, many are still not optimal and are hampered to
use. The infocus provided is not optimal and the images that come out are not
clear and difficult to read. Then there are some general dictionaries that have been
provided by the parties at the school. However, the situation is not feasible or
many have been torn and lost because they have been used for a long time and
some have been lost.
C. limitation of the problem.
Based on existing problems, many problems must be resolved so that the
teaching and learning process becomes effective. However, it is impossible for
researchers to solve problems in the school at once. Therefore, implemented in the
school game crossword crossword puzzles to help improve vocabulary mastery of
students of SMAN 1 Rengat.
Researchers and tutors decided to use crossword crossword games to solve
students' problems in the learning process. There are several problems that
strengthen the reason for the application of this crossword puzzle game, the first,
the teacher who teaches English SMAN 1 Rengat is quite old (50 years), so the
crossword puzzle game can provide a variety of teaching and learning. Secondly,
the crossword puzzle game has been proven to be able to increase students'
vocabulary. The third crosword puzzle game has variations so students are not
bored to learn.
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D. Formulation of the Problems
Referring to the research background, problem identification and problem
limitations, the researchers' problem was formulated as: How can crossword
puzzles be applied to improve vocabulary mastery of class X SMAN 1 Rengat?.
E. Objective of the Study.
Based on the above problem formulation, this study aims to improve
vocabulary mastery of class X B students of SMAN 1 Rengat through the use of
crossword puzzles for the teaching and learning process.
F. Significance of the Study.
The researcher chooses the above strategy with the consideration that it will
provide benefits for some of the relevant research members involved, as described
below.
a. Students
It is expected that students improve their vocabulary mastery through the
use of various techniques. Therefore, when they learn English they will be easier
and become more motivated in English classes.
b. Teacher
It is hoped that the teacher will enrich his knowledge about how to change
and improve his ability to do teaching and learning in the classroom using this
technique. The result is improving the quality of teaching and learning in
facilitating students in learning English.
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G. Definition of the Key Term/Words
1. Crossword Puzzle
A Word Find Puzzle is a word game that is letters of a word in a grid that usually
has a rectangular or square shape. The object of the game is to find and mark all
of the words hidden in the grid.
http://dictionary.sensagent.com/word+search/en-en/
(accessed on 11 January, 2017).
2. Vocabulary
Jeremy Harmer (2007:229) When we introduce new vocabulary, there is
always a chance, of course, that it is not new to some of the students in the class.
When students reach the upper middle level or more, we can believe that some of
them will know a few words that we will ask to focus on them.
3. Mastery
Mastery means great skill or knowledge, complete control, (oxford learner’s
pocket dictionary, 1995:256). In this research, mastery means the students
mastery in their vocabulary.
4. Experimental research
According to Gray in Vivit rahmawati (2017: 55) says that experimental
research is the only research method that can test hypotheses that are really related
to cause and effect relationships.Based on this statement, experimental research is
the only method that can produce maximum results by testing with hypotheses
that are indeed related to the problem.
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CHAPTER II
LITERATURE REVIEW
In this chapter, theoretical reviews from experts are presented to support the
implementation of strategies has that been decided. The literatures are divided into
the theoretical description of vocabulary, theoretical description of crossword
puzzles, review of related study and theoretical description of action research.
A. Vocabulary
1. Definition of Vocabulary
According to Kamil and Hiebert (2005:2) Vocabulary holds a special place
among these components. Vocabulary is not a developmental skill or one that can
ever be seen as fully mastered. Vocabulary elaboration is something that extends
throughout life. The first consideration in describing the construction of
"vocabulary" in research and practice is that one must have various types of
vocabulary that they use with different objectives.
According to Novia and Yuyun (2018:1) Vocabulary is basic part in English
that have to be mastered by English students. With vocabulary students are able to
speak English. In addition vocabulary is also needed by students to improve
English skills; listening, speaking, reading, and writing. Therefore, students who
lack of vocabulary will have difficulty in understanding the text, speaking, and
also writing their ideas.
Jeremy Harmer (2007:229) When we introduce new vocabulary, there is
always a chance, of course, that it is not new to some of the students in the class.
When students reach the upper middle level or more, we can believe that some of
them will know a few words that we will ask to focus on them.
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2. Kinds of Vocabulary
There are different kinds of vocabulary according to different experts‟ point
of views. According to its classes, Morley (2000:3-57) elaborates that words are
traditionally allocated to one of the following classes: noun, pronoun, article,
verb, adjective, adverb, preposition, conjunction and interjection; and genitive
phrase. With respect to the meaning which they convey, nouns denote what we
will call „entities‟. In meaning terms, verbs may be said to express processes
which can be classified in one of three broad ways, they can denote actions,
record events, and refer to states.
Adjectives are as a describing word. Adverb has been seen as performing a
so-called modifying role in relation to verbs. This role is associated with
circumstantial adverbs, which are single words making the circumstances –how,
why, when, where- of the verbal process. Prepositions have the features of being
accompanied, indeed normally followed, by a completive element in the form of a
(single or multiple word) phrase or a clause. Conjunction must be seen as a
grammatical connection and can be classified into two subtypes: coordination and
subordinate conjunctions.
there are some experts claiming that vocabulary is of two types: active and
passive vocabulary. Harmer in Mofareh Alqatani (2015:25) distinguishes between
these two types of vocabulary. The first type of vocabulary refers to the one that
the students havebeen taught and that they are expected to be able to use.
Meanwhile, second, which refers to words that students can recognize when they
meet other people, but which they might not be able to say. Hatch and Brown in
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Alpino Susanto : a perspective (2017:185), indicate two kinds of vocabulary,
namely receptive vocabulary and productive vocabulary.
a. Receptive Vocabulary
Receptive vocabulary is words that are known and easily understood by
students when they are used in a context. This receptive vocabulary is easily
recognized by students when they see or meet and read texts but do not use them
in speaking and writing.
b. Productive Vocabulary
Productive vocabulary is words that they have understood and learned by
students correctly and are used in speaking and writing. This vocabulary involves
what is needed by receptive vocabulary for the ability to speak or write at the right
time. Therefore, productive vocabulary can be overcome, because students can
produce words to express their thoughts to others.
3. Types Of Vocabulary
Elfrida and Michael (2005: 3) In general, vocabulary is knowledge of a
word meaning. What complicates a definition is the fact that words appear in at
least two forms: oral and printed.
Oral vocabulary is a set of words that we know its meaning and we use to
speak or read verbally. vocabulary consists of words that mean known when we
write or read in the heart. This difference is important because the arrangement of
words for the reader to know the beginning of verbal representation. When they
learn to read. Vocabulary printing is useful for playing an increasingly large role
in letters rather than verbal vocabulary.
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B. Crossword Puzzle Game
1. Definition Of Crossword Puzzles
In referent from the statements above, According to Yeni (2014:29)
crossword puzzle is a popular game that has sets of grids to be filled with words
or letters. It has become one of alternative games in teaching-learning, including
language learning. This game is categorized into challenging game.
According to Novia and Yuyun (2018:72) Crossword puzzle would help the
students to improve their vocabulary. Crossword puzzle can help the students to
have more efforts to guess the answer in order they can finish the game quickly
and correctly so they would be the winner. Therefore, they have to recall the
vocabulary that related to the question and to fill the puzzle. This research aimed
at figuring out the teaching procedures of using crossword puzzle to improve the
students’ vocabulary mastery.
Vivit rahmawati (2017:43) Crossword Puzzle game is a word game that is
letter of a word and the form may be horizontally, vertically or diagonally. Often a
list of the hidden words is provided, but more challenging puzzles may let the
player figure them out. Many Crossword Puzzle games have topics related to all
hidden words. The puzzle itself is good to play that can be used to practice certain
language features at certain phases in the learning process to develop
communication skills.
2. Purpose of game crossword puzzle
According to Eka Fitriyani (2016:14) From the purpose of the game about
crossword puzzle can be applied in physical activity such student can write the
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correct word from the clues in the board. The use of crossword puzzle is to create
the class alive and also teacher can use this media to teach sound system of new
language.
From the explanation above, the purpose of the crossword game is for
students to get new words from what is directed by the teacher and can be applied
in students' physical activities. Crossword games can also make the contents of
the class active and the teacher not only talks but can help students in the game.
3. Types of Crossword Puzzles
Instead of using only one type of crossword puzzle, actually there are
variations of crossword puzzle that can be used and adjusted to the students‟
needs. According to Dhand in Yheni (2014: 29) stated that crossword puzzle is a
good way to teach vocabulary because the definitions of synonyms of the words
are right there to provide reinforcement. Puzzles can be made from the words
described in the class. Using definitions and images, students can guess these
words and place them in the designated box.
The following steps in teaching English vocabulary mastery using
Crossword Puzzle are:
1. The teacher divides the students into seventh groups. One group consists
of two until three students.
2. The teacher divides sheets of Crossword Puzzle to each group.
3. The teacher gives 15 minute for finish their Crossword Puzzle game.
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4. After the students finish the Crossword Puzzle game, the teacher discusses
the students’ answer.
5. The teacher asks the students to pronounce their answer word by word
together.
C. Conceptual Frimework
Based on the literature review, vocabulary is definitely an element of
language that gives big involvement in some one‟s ability in acquiring a
language. Vocabulary refers to words that basically build a language. However,
vocabulary is not only that, it also words combination/ multiple units, word
families, and core meaning also are counted as vocabulary.
Learning vocabulary is not only remembering words‟ form both spoken and
written. However, students should also be able to use the words in various
contexts. Hence, the vocabulary they learn will be pushed into their long term
memory and they will get used to the words.
Crossword puzzle has been popular games used in teaching-learning
process. Crossword puzzle enabled the students to be more familiar with the
words and memorized the words easily because they played crossword puzzle in
the learning process. Playing crossword puzzle attend the words for several time.
D. HYPOTHESIS
This refers to the basic beliefs of researchers that make it possible to carry
out this research. this is a temporary truth determined by the researcher that must
be tested and proven. In this study, the hypothesis can be stated as follows:
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Ha: The use of Crossword puzzles is more effective in improving students'
vocabulary mastery compared to Word Word Puzzles.
Ho: the use of non Crossword Puzzles is not effective in increasing student
mastery of vocabulary rather than using Crossword Puzzle.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter the researcher describes the research method. It consists of
research design, population, and sample, research variable, research instrument,
validity and reliability testing, data collection method, research procedure and data
analysis.
A. Research Type
The purpose of this study was to obtain clear evidence of whether or not the
use of crossword puzzles in teaching vocabulary to grade X of SMAN 01 Rengat
was effective. This research uses quantitative methods called quantitative methods
because it deals with the calculation and analysis of numerical data. The
researcher used a quasi-experimental research design to identify the effectiveness
of using crosswords as a medium in vocabulary teaching. Here, the researcher
provided pre-test and post-test in two classes, experimental class and control
class. Pre-test was used to get the initial score from the experimental class and
controlled before the treament. Post-test is used to measure scores after treatment.
Then the results are compared after and before the treatment to get the
effectiveness of crossword puzzles as media.
According to Gray in Vivit rahmawati (2017: 55) says that experimental
research is the only research method that can test hypotheses that are really related
to cause and effect relationships.Based on this statement, experimental research is
the only method that can produce maximum results by testing with hypotheses
that are indeed related to the problem.
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B. Setting of the Research
1. Place of research
This research was conducted at SMAN 1 Rengat. This school is located in
downtown Rengat. This school is divided into three classes. They are tenth grade,
eleventh grade, and twelfth grade.
2. Time of research
This research was conducted in the tenth grade of SMAN 1 Rengat in the
2018/2019 academic year. The researcher conducted research in July to August
2018.
C. Population and sample of the Research
1. Population
According to Vivit rahmawati (2017: 58) Population is all the object
elements that researchers want to learn, such as: human, animal, flora, and
attitude. The population in this study, there were two classes of seventh grade
students at SMAN 1 Rengat. There are classes X A and X B consisting of 50
students.
2. Sample
The researcher is conducting an instrument trial in class X B. Class X A
consists of 25 students. They are divided into two groups. One group is the
experimental class and the other is the control class. The group experiment consisted
of 8 students while the control group consisted of 7 students.
D. Instrument of the Research
This instrument consists of 35 multiple choices given for experimental and
controlled classes. Meanwhile, the instrument is based on a syllabus and is taken
from an English textbook.
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E. Technique of Collecting Data
To collect data, researchers used multiple choice as the main instrument.
There are two types of tests, pretest and posttest. Pre-tests are given in the
experimental class and are controlled to cut the student's vocabulary level.
Understand before receiving treatment. the Post-test was given to find out their
vocabulary after treatment. Before the researchers gave a pre-test, researchers
analyzed the instrument to find out whether the instruments used in this study
were valid and reliabsle before being used to collect data.
F. Data Analysis
After the researcher got the data from pretest and post test score, the
researcher analyzed the data. The researcher used a quantitative analysis technique
using statistical method. This technique is used to know the significant different
on the students’ score before and after taught Crossword Puzzle.
1. Data description
The data description is used to analyze the student’s vocabulary score from
post-test. The data description consists of mean, median, mode and standard
deviation of the vocabulary score.
a. Mean
Mean is the average value of data group. It is gained from summing up all
individual data of the group and dividing it by the total of the individuals.
b. Median
Median is the central value of a data group. It is gained by pacing the middle
value of the data ranged from the lowest to the highest or inversely.
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c. Mode
Mode is the most frequent value of a data group. It is gained by counting the
similar data and finding the highest.
d. Range
Range is the gap between the highest and the lowest value in a data group. It is
gained by subtracting the highest value with the lowest value.
e. Standard deviation
Standard deviation is the distance of an individual value from the mean.
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Teaching Vocabulary Mastery.The State Islamic Institute Of Surakarta. Surakarta
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