EFFECTIVENESS OF CROSSWORD PUZZLE IN ENHANCING THE ENGLISH

VOCABULARY OF GRADE 11
GAS STUDENTS

In Partial Fulfillment of the Course Requirements in

INQUIRES, INVESTIGATION and IMMERSION

ARCEGA, DANICA
COLANDOG, ANGELICA
COSTIN, MARIE-CHRIS
COTORNO, KENNETH
DELOS SANTOS, JOWARD
FAJARDO, RAY-ANN
PAGULAYAN, HAZEL ANNE
RAMADA, JHON PAUL
SABAO, WILMER
VILLA, BRIX JEROME

Submitted to:
JOHN MARK E. BURGOS .PH, D

MARCH 14, 2019

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 ACKNOWLEDGEMENTS

The researchers would like to express the gratitude to the research adviser John

Mark E. Burgos .Ph, D for his guidance as well as his thoughtful comments, generosity,

and patience to help us finish this work.

The researchers are thankful to one of the teachers of all Gas 11 students in Reading

and Writing for this semester, To Mrs. Maricel Apelo, for helping the researchers for

implementing the post-test and doing the intervention of this study to the Grade 11 Gas

Students.

Mr. Amiel Vijandre and Mrs. Gina Nipas, panel members, for the comments and

encouragement that has become a good impact to this research.

To the Assistant Principal, Mr. Oliver C. Sanchez, who approved our permit to

conduct this study and collect the data to all the Grade 11 Gas Students.

Lastly, to all the teachers who guided the researchers and validated the title of this

study and the students who have accepted to fill the questionnaires for devoting time to

accomplish this work.

EFFECTIVENESS OF CROSSWORD PUZZLE IN ENHANCING THE ENGLISH

VOCABULARY OF GRADE 11

2
 GAS STUDENTS

ABSTRACT

English is one of the international languages being learned worldwide. In the

Philippines, the government has decided to include the English subject into the curriculum

starting kindergarten to enhance students' ability on the use of the language. Vocabulary

has a huge role to communicate ideas. Students who have enough vocabulary will be able

to understand teachers' explanations better and will help them write and speak well. That

is why teachers should be aware of the techniques they use to help the students. The goal

of this research is to test the effectiveness of games in improving vocabulary. In other

words, this study aims to know the effectiveness of crossword puzzle in enhancing the

English Vocabulary of the Gas 11 Students. To achieve the main objective of this research

an experimental study is conducted, it is based on the analysis of data gathered by

implementing the questionnaire designed for the respondents which is the Grade 11 Gas

students. Moreover, the questionnaire explore the student’s vocabulary for the use of

crossword puzzle. In general, this study describes the process of using crossword puzzle in

enhancing the student’s vocabulary. The results showed that there is significant difference

in using crossword puzzle to improve the vocabulary knowledge based on the findings,

there is significant difference between the implementing of pre-test and post-test.

Therefore, the effectiveness of crossword puzzle can help the students to gain new words

by using games. Accordingly, it is recommended that crossword puzzle games should be

used in teaching vocabulary. Also it recommends that teachers should find more ways to

improve the students’ vocabulary through activities during class.

Keyword: vocabulary, crossword puzzle game, effectiveness

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 Table of Contents
Page
Acknowledgement……………………………………………………………….. I
Abstract………………………………………………………………………… II
Table of Contents……………………………………………………………… III
Chapter One: Background of the study
Introduction………………………………………………………………… 7
Statement of the Problem…………………………………………………… 10
Hypothesis………………………………………………………………….... 10
Theoretical Framework………………………………………………………. 10
Paradigm of the Study……………………………………………...……… 11
Significance of the Study…………………………………………...………. 12
Scope and Delimitation……………………………………………………… 13
Definition of terms ………………………………………………...……….. 13
Chapter Two: Review of Related Literature
Foreign……………………………………………………………………. 14
Local………………………………………………………………...…… 19
Chapter Three: Methodology
Research Design………………………………………………………… 22
Respondents……………………………………………………………… 22
Sampling Procedure……………………………………………………… 23
Validation of Instruments…………….………………………………….. 24
Data Gathering Procedure………………………………..………………. 24
Statistical Analysis of Data........................................…... 25
Chapter Four: Presentation, Analysis and Interpretation of Data................. 27
Chapter Five: Summary, Conclusions and Recommendations
Summary of Findings……………………………………………………. 30
Conclusions………………………...…………………………………… 31
Recommendations………………………………………………………. 32
Bibliography……………………………………………………………………… 33

4
Letters……………………………….………………………………………. 36

Appendices...............................................................37

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 Chapter I

BACKGROUND OF THE STUDY

Introduction

Posted along the corridors of one of the colleges in the Philippines are the words

"Speak English and talk to the world." English is one of the international languages being

learned worldwide. In the Philippines, the government has decided to include the English

subject into the curriculum starting kindergarten to enhance students' ability on the use of

the language. Most students nowadays, including Malinta National High School - SHS, use

gadgets such as cellphone, tablet, laptops, etc. for learning. They depend on these devices

as a research tool during projects, group work and for emergency reports.

Even though the students have devices which are truly helpful for their academic’s

activities, they only limit their education and they become weak in learning new words for

the reason they sometimes only read articles according to what information they need. By

scanning online, they gain little and it does not retain on their minds.

Vocabulary is one of the important aspects in learning the English language.

Wilkins (1972) stated that "while without grammar very little can be conveyed, without

vocabulary nothing can be conveyed”. He also emphasized the importance of vocabulary.

Vocabulary has a huge role to communicate ideas. Students who have enough vocabulary

will be able to understand teachers' explanations better and will help them write and speak

well. Without enough understanding of words, students cannot freely understand or express

their own ideas. “To master a language, the learners must learn thousands of words” (Allen,

1983). It means a person should have numerous vocabularies to support their ability to

speak in English language. Some educators and instructors have been dealing with this

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problem by having various methods in teaching vocabulary. In fact, games have a crucial

role in improving the students’ ability to think, speak, and learn. Many studies revealed

that games are beneficial in vocabulary learning since it helps students to enhance their

ability to memorize words and their motivation. It encourages also the interaction between

teacher and classmates and most importantly, it improves their communicative skills (Ali

and Elham 2015). There are various games that can attract students, among those games’

crossword puzzle is seems to be more attractive. Crossword puzzle is a game in which the

students must fill in all the blank square to form a single word, those word are provided by

the given clue in which can complete the sentence (Orawiwatnakul, 2013). Several studies

revealed the Effectiveness of word games. One example of it is the research that was made

by Franklin, et al, (2003). It was found out that crossword puzzle can increase the

motivation of the students

Teachers know that each student has a different characteristic and that they should

choose the best method of teaching to make sure that they support the students' skill in

listening, speaking, reading and writing. Many of the teachers use lecturing as a mode of

instruction to teach vocabulary however the effectiveness has been questioned due to lack

of interaction.

Learning vocabulary should be fun and interesting while making sure that it is

effective. One technique is by using word games. Word games will make students learn

new unfamiliar words and help them to sustain their interest. Crossword puzzle is the main

technique that has been chosen by the researchers. Crossword puzzle can make students be

creative and innovative.

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 To know the effectiveness of this mode, the researchers have invited twenty (20)

students to participate in the study. Participants were randomly selected from different

sections and they were asked various questions regarding the probability of the use of

crossword puzzle and if it has their interest or not. After the brief interviews, the result was

sixteen (16) out of twenty (20) students confirmed that playing crossword puzzle gains

their interest and that they consider it as an effective way to learn new vocabulary and

retain it on their minds.

As mentioned above, due to availability of the gadgets and devices many students

who are not dedicated to acquire new vocabulary will consider crossword puzzle as an old

game and that there is newer word games, they could play

Therefore, the researchers suggest that a game must be included as one of the major

techniques in teaching vocabulary of the English language as the game will motivate the

students to solve it while considering it enjoyable. The purpose of remembering the

vocabulary through filling out the hidden words and rewriting them will be achieved.

Moreover, unlike the lecturing method, the students are involved in the learning process

making it more effective.

Statement of the Problem

The researcher’s aim is todetermine the Effectiveness of Cross Word Puzzle in

enhancing the English vocabulary proficiency of GAS 11 students. It seeks to answer the

following questions (Viray, 2016):

1. What are the scores of the students for the Pre-test?

2. What are the scores of the students for the Post-test?

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 3. Is there any significant difference between the scores in the Pre-test and Post-

test?

Hypothesis

Ho: There is no significant difference between Pre-test and Posttest scores.

Theoretical Framework

Socio Cultural Theory (1962), according to Lev Vygotsky cited that Cognitive

Development posits that information from the external world is transformed and

internalized through language. Vygotsky assumes cognitive development varies across

cultures. Cognitive deals with mechanical aspects of learning vocabulary and are not

related to mental processing (Schmitt, 2000). These strategies include repetition, taking

notes, high lighting new words. Socio-cultural environment plays an important role in how

they develop cognitively. In Vygotsky’s view, the acquisition of language is a crucial part

of cognitive development. In this study, vocabulary learning has a role in communicating

to others using different language. It tries to explain the awareness as the result of

socialization. This means that we talk to our friends, family and we talk to them for the

sake of communication. Vygotsky was particularly interested in the role of language in

cognitive development. That language has an important role on every human and vital in

human interactions. Therefore, in theory of Lev there’s significance in enhancing

vocabulary through socialize and it can be relating in this study the effectiveness of using

word games in enhancing students’ vocabulary.

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 Fig.1 Paradigm of the Study

The researcher’s gathered the score in pre-test and post-test of the students and

identify the difference between the score of pre-test and post-test. So that, the researcher

used pre-test and post-test, questionnaire, statistical analysis and intervention. As a result,

it shows that using games can enhance the ability of students regarding to their vocabulary.

Therefore, the researcher recommends to the teacher’s to use games to create context to

make their student attract more attention to their lesson.

PROCESS OUTPUT
INPUT

-Scores of the students

for the Pre-test Pre-Test Contest
-Scores of the students Intervention Activities
for the Post test
Post Test
-Significant difference
between the scores in Statistical Analysis
the Pre-test and Post test

Significance of the Study

The purpose of this study is to determine the Effectiveness of Crossword Puzzle in

enhancing Students Vocabulary among Grade 11 Gas Students of Malinta National High

School Senior High School.

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 In this research, the following will benefit from this study:

Students. Will benefit from this research by enhancing their ability to speak and improve

their knowledge about their vocabulary using word games (Mubaslat, 2012).

Teachers. Will benefit from this research by teaching English vocabulary using games to

attract their students to the lesson and to create context to make their discussion less boring

and enjoyable. According to a study (Mubaslat, 2012) applying games in the lessons

facilitate the English lessons and achieve all the educational goals.

Gamers. Gamers will benefit from this research by activate parts of the brain that deal with

language and word findings which forces the brain to exercise, work and be active. (Devi,

2012)

Scope and Delimitation

The study focused on the Effectiveness of English vocabulary using word games on

mobile phone. This study involves Gas 11 students of Malinta National High School Senior

High School for the School year 2018- 2019. This study does not include Grade 12 students

and other strands and Schools outside of Malinta National High School-Senior High School

Definition of Terms

The following terms were defined conceptually and operationally.

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Crossword Puzzle- Is a word game in which you must guest the answers and write the

words with the given clues. A puzzle consisting of a grid of squares and blanks into which

words crossing vertically and horizontally (Cambridge dictionary). Also, to fill the white

squares with letters, forming words, by solving clues which lead to the answers

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 CHAPTER II

Review of Related Literature

This chapter contains the Review of Related Literature.

FOREIGN

English language is very important in our life. However, learning English will open

many opportunities because it is used as a universal language. English language is most

common in the world in terms of language and it is essential in education and every field

of work. According to YAHOUI (2012) in his study of “Effectiveness of language games

in improving learner’s vocabulary”. Vocabulary learning is viewed as very important to

language learning and games is one of the strategies in improving English lexicon. His

respondents gathered are the First-year middle school pupils at 'Khoula Bent Azouar' in

Biskra Algeria. Moreover, teachers have many to introduced English lexicon. In Nadia

Yahoui's study, the research tool that Yahoui used is Questionnaire, that gathering data

through asking written question to the teachers to get their opinion if games is really

important in field of education, another tool is interview design for First year middle school

pupils, this time its check if students learned to use games in their class. The study of

YAHOUI is parallel to this study in testing the Effectiveness of Crossword in Vocabulary

of the students. This study can be relating if there is an effectiveness of games in vocabulary

and the research tool that will be used is Questionnaire. In Nadia's study, one hundred

percent (100%) confirm that learners really have difficulties with vocabulary mystery. It

shows that they have difficulties in catching up the words. One of the reasons why students

have difficult in learning is that lack of background or more importance in reading books

13
rather than speaking. In his study sixty- seven percent (67%) that learners are aware of the

importance of vocabulary while thirty- three percent (33%) claims that games are important

and provide good learning skills. Therefore, the results obtained from the study show the

significance and the effectiveness of games. The Results appeared in study of Yahoui that

games are helpful and effective in learning vocabulary

Vocabulary is considered an important element in language learning. It is the most

important and the most difficult skill in any language. Many students nowadays are

suffering or having a difficulty understanding English language. In fact, many students feel

that vocabulary learning is boring since they must memorize unfamiliar words and spelling

without changing their learning habits, such as writing words on paper, learning by heart

or learning passively through the teacher’s explanations. The communicative approach,

then, encourages students to practice the target language using an infinite range of

individual, pair and group work activities. One of these activities is learning through games

since it is claimed that it can help students to learn and practice the vocabulary easily and

effectively in an amusing classroom atmosphere. Crossword puzzle can help the students

to get out on this problem. According to Darfilal (2015) the title of their study is The

Effectiveness of Using Language Games in Teaching Vocabulary the Case of Third Year

Middle School Learners which is undertaken in Maghnia, Wilaya of Tlemcen it deals with

the Third-year learners of El_AidAal- Khalifamiddle School. They took a sample of thirty-

two learners from ninety-four and randomly chosen in one from three classes. The research

tool that will be used in this study are observation and questionnaire. Then, they confirmed

that the language games are having a great effect in the students ‘skills. It improves the

students’ vocabulary and memorization. The study of Darfilal is parallel to this study in

14
that this study deals with crossword puzzle in enhancing students’ vocabulary while

Darfilal’s study is using language games in teaching vocabulary also he uses random

sampling and questionnaire to collect the data that is similar also to this study.

In enhancing the student’s vocabulary many researches were conducted in different

context. A research that was conducted by Ayesha Perveen, Muhammad Asif and Sidra

Mehmood (2016) in virtual University, Lahore, Pakistan with the sample of 150 students

of class 8 from various public sectors Schools of Lahore. Their research entitled was

“Effectiveness of language Games in Second Language Vocabulary Acquisition”.

Enhancing vocabulary is important in learning other languages and helps us learn their

culture. The study of Perveen et. Al. (2016) used the Questionnaire and Evaluation

Checklist. In their research, they used different questionnaires to students’ like circle-

rotation, charades, listing, mini gameshow and sketching. Five English teachers collected

the data. The result of the evaluation was shown in the pie graph. The study of Perveen is

parallel to this study in testing the effectiveness of games in vocabulary and can be relate

using the same tools which is the questionnaire to gather information. As a result of their

research, the researcher concluded that games help students remember words and phrases.

It helps students to remember words better and faster. It can develop the communicative

competence of the students.

English Language plays an important role in our lives. It is a general rule, since it

is a universal language. Learning English is important. According to Ben Sola (2012), there

are different principles for dealing with high and low frequency vocabulary. They can use

it in crossword puzzles. The direct approach of teaching includes word building such as

crossword puzzles activities. Vocabulary learning goes with communicative skills such as

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listening to stories His respondents were 60 students from different faculties who were

studying English for general academic purposes.

However, learning vocabulary through game had attained a lot of attention, the

value of educational games has gain popularity in language education since they help to

make language education entertaining

In Ben Sola's, study the research tool they used is Questionnaire. It is one way of

gathering data by asking structured questions to the teachers asking their opinions if the

game is significant in the field of education another tool is interview designed for the sixty

(60) students.

Speaking of the effects of mobile application in vocabulary teaching, although

technologies has a big impact in changes in teaching (PAVLIK 2015) mobile phone serves

as a tool to every student in their studies. Vocabulary teaching is the heart of improving

proficiency competence in the language. In the past decades, there’s a rapid growth of the

mobile user that has an application of mobile vocabulary. Al Saleem (2014) aimed to

examine the effects in journalizing via WhatsApp and afterwards improved in the students

writing. The number of participants in the study is fifty (50) first year students from an

English language teaching department at a state university in Turkey. The participants were

enrolled in a course called Lexica competence in the Spring Sem of the year 2013 to 2014.

The participants were divided into 2 groups randomly control group (n=25) and

experimental group n=25.Each question correctly answered in the test will be given 1 point

in the test for both pretest and post-test. T-test was used to determine whether the

differences between inter and intra groups. At the start of the study the participants of 2

16
groups were tested on their knowledge of selected fifty (50) idioms. The participants of

experimental group were asked how frequent they used the WhatsApp or other mobile

application. It was frequently used. On the other hand, the control group was given printed

handouts including traditional activities idioms while the experimental group took the

MMS messages in WhatsApp. Results of this study indicate that both the participants in

the control and the experimental groups significantly improved their knowledge in areas of

the target idioms, independent of the activity type used in their respective group. However,

based on the posttest results, participants in the experimental group who learned idioms

using the mobile application achieved significantly better than their counterparts in the

control group with traditional activities, indicating that use of the mobile application was

more effective in teaching idioms than the traditional activities.

LOCAL

In a research study conducted by Viray (2016), he used the quasi- experimental

design research with the use of experimental group and control group. There are forty- four

(44) in the control group and forty- three (43) in experimental group. Findings reveal that

the pre- test of control group has a mean of 11.93 while the experimental group has a mean

of 12.03. The post-test has a result of 22.13 for the mean of control group, 35.20 for the

mean of experimental group. The result shows that engaging students in board games has

a positive effect on the academic performance of students. The study recommends

engaging students in games as a part of improving their vocabulary. The study of Viray is

parallel to this study in that it is about engaging the students through board games to have

a good impact on their academic performances. He used a quasi- experimental design that

17
is divided to control and experimental group. Also, he uses the pre- test and the post- test

to reveal the result.

According to the result of the research in Education Department Bulacan State

University in San Jose del Monte. In testing the Effectiveness of a game as a reinforcement

activity, a pre- test and post- test experimental design was utilized. According to Gutierrez

(2014), he used the pre- test and post- test to determine that there is a significant increase

in the performance of the students. He used Cronbach's alpha. He used to group the control

group their post- test is 28.45 while their pre- test is 19. 225. In experimental group, the

computed value (13.934) is greater than the critical value (2.021) which means that there

is a significant difference between the pre- test and the post- test. The study of Gutierrez is

parallel to this study because it deals about the Effectiveness of a game to reinforce the

student’s activity while in this study, it uses crossword puzzle to enhance student’s

vocabulary. He also uses the pre- test and the post- test experimental design to find out that

there is a significant difference.

According to Carranza et.al. (2015), Vocabulary learning is a critical to learn a

language. However, test results daily communication and English proficiency exams shows

that the students have difficulty in learning vocabulary. Their descriptive- evaluative study

assessed the vocabulary learning and the strategies used along the context clues, word

analysis and dictionary skills of 100 randomly selected second year education students of

the Sorsogon State College. The study utilized survey- questionnaire, teacher made test

and unstructured interview in gathering data to determine the vocabulary learning strategies

of teacher education students. Teacher made test containing 20 items for context clues, 10

items word analysis and 10 items for dictionary skills was also designing to access the

18
vocabulary performance. It is concluded that the different strategies in learning vocabulary

are most often used by teacher Education students. There is a significant moderate positive

relationship between the student’s frequency use of learning strategies and the vocabulary

performance along context clues and word analysis. The study of Carranza et.al.is parallel

to this study whereas it is about using a different strategy to the students to learn

vocabulary. In their study they proven that there is a significant relationship between the

learning strategies and vocabulary performance of the students.

According to Tizon (2015), everyone increases his or her vocabulary daily. He or

She learns of a new food, reads a new place name in the news, hears about a new disease,

corrects his/her pronunciation of a word or learns to use it more precisely. Indeed, the range

of a person’s vocabulary in the best style index of his/her development. Her aims to

determine the levels of the word vocabulary and contextualized vocabulary ability 71 BSN

students in La Salle University. The study made use of quantitative analysis method. The

respondents of the study were 71 students enrolled in the two blocked sections of English

1. The research instruments used in the study was the adapted and revised mental exercises

on word and contextualized vocabulary of Angkay. The two tests were composed of 50

items. The word vocabulary test has 50 words with 4 choices for each. The contextualized

list is composed of 50 words used in context using sentence with four choices. To conclude

in the group of respondents, the use of words in isolation and that the teaching of

vocabulary can be effectively performed by using words in contexts. The study of Tizon is

parallel to this study in that the point of her study is about vocabulary. Her study use

quantitative analysis method and it is to find out the levels of the word vocabulary and

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contextualized vocabulary ability of the students. While on this study needs to prove that

crossword puzzle can enhance the student’s vocabulary.

According to Cabuyit (2012) to his study (vocabulary and reading comprehension

as a measure of reading skills of Filipino children) the study made use of two sets of

participants that were selected through convenience sampling they are elementary students

grade 3&4 pupils selected public and private school within the metro Manila area a total

of 582 pupils participated in the research, 238 of who were involve in the development of

the preliminary form while the remaining 344 took part in the development of the polished

form. The present study used a quantitative study class-sectional explanatory design.

Across sectional explanatory research would entail the gathering of data from the

respondents during a single point in time with the objective of developing an instrument

that would measure a phenomenon and explaining the nature of the phenomenon.

Moreover, this was also a descriptive normative research as it made use of the constructed

test and determines its usefulness to explain the current condition as regards to the

participants achievement in vocabulary and reading comprehension to gather the needed

data for the completion of the project several instruments were used the researcher after

the consultation with experts develop four different instruments. They are follows:

preliminary and polished form for vocabulary and the preliminary and polished form for

reading comprehension. The polished forms of the instruments were also subjected to

confirmatory factor analysis. It was extensively evaluating the factor structure of the

instruments multiple indices were used the traditional chi-square was evaluated so there is

a significance between the reading comprehension and vocabulary to help one Filipino

child student to success. The study of Cabuyit is parallel to this study in engaging the use

20
of vocabulary in learning process, in his study the vocabulary is used in Reading

comprehension, while in this study the vocabulary is used to test the effectiveness of

Crossword Puzzle in learning of the students. The study of Ryan Francis Cabuyit is parallel

to this study for the reason of they using a pre- test and post-test to collect data and he use

randomization to his respondents, and his respondents are students that live in metro

Manila area this research is very fully developed by the help of his research design, this

study used a quantitative study cross sectional explanatory design. Moreover, this was also

descriptive normative research as it made use of the constructed test and determines its

usefulness to explain the current condition as regards to the participant’s achievement in

vocabulary and reading comprehension.

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 CHAPTER III

In this chapter contains Research design, Respondents, Sampling Procedure, Data

Gathering, Procedure, Validation of Instruments, and Statistical analysis of Data.

RESEARCH DESIGN

The research design that was used in this study is Experimental Design whereas a

blueprint of the procedure that enables the researcher to test hypothesis between

independent and dependent variables. According to Gutierrez (2014), “In testing the

Effectiveness of game as a reinforcement activity. A pre-test and posttest experimental

design will be utilized” in this study to test the effectiveness of crossword puzzle in

student’s vocabulary.

RESPONDENTS

Table 1:

SECTIONS FREQUENCY PERCENT

(GAS)

A 27 20%

B 27 20%

C 27 20%

D 27 20%

E 27 20%

TOTAL 135 100%

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 The Grade 11 Gas students of Malinta National High School- Senior High School shows

the different sections and the total number of the students in each section with their

corresponding percentage.

The table shows the corresponding numbers of the respondents that the researchers will

need. In the first column, the sections are written to identified in which the sections they

belong. The second column indicates the number of totals of frequency each section

starting from A to E. The last columns show us the number of percentages of every room

with the total of 100 %. The formula that the researcher used in getting the respondents in

each section is Slovin’s formula.

SAMPLING PROCEDURE

Instead of using all subject from the entire populations the researcher takes several

steps in gathering data. First, Slovins’s formula will be used to determine the appropriate

sample size that the researcher will need. This formula is used to calculate the sample size

(n) given the population size (N) and a margin of error (e). It is computed as n = N /

(1+Ne2) whereas, n = no. of samples

After applying the Slovins formula, the researcher will proceed to random sampling

in which the researcher will randomly select the respondents. Then, a simple random

sample of clusters is selected from the population. The study of Oriwiwatnakul (2013),

Crossword Puzzle as a learning tool for Vocabulary learning used the cluster sampling to

get the number of her respondents for her research.

23
VALIDATION OF INSTRUMENTS

The instruments that the researcherused are the Pre-test and Post-test,

Crossword Puzzle Exercises. To validate the questionnaire, the researcher will have the

teacher, an authority in this subject, to check the questionnaires. After editing the

questionnaires, the researchers will try the questionnaire, to other students which is not

included in the respondents. After they answer the questionnaire the researchers made some

changes and ask the authority to check for the final revisions.

DATA GATHERING PROCEDURE

The researchers will ask permission to the principal to conduct a study to Gas 11

students of Malinta National High School – SHS. The researchers will use the pre-test to

assess and to determine pre-existing subject knowledge of the students. The researchers

will be the one who will give the questionnaire and exercises to the participant to avoid

any misunderstanding. After the pre-test in all sections are done, researchers will get all

the scores of each section and then the mean to get the variance. While getting the mean

and variance of pre-test the intervention will happen. In intervention we will seek the help

of one of the English teachers that is currently handling GAS 11 students. She will be the

one who teach the vocabulary words that present in this study. The intervention will happen

in exactly two weeks before the teacher starts her main lesson of that day. In two weeks,

there will be two meetings in each section. After two weeks, the posttest will be implied.

The duration of time that the students will answer the questionnaire is 15 minutes. The

teacher is the one who distribute the posttest. The posttest will happen for one week with

the same question. When the posttest in all sections are done, the same procedure that

24
happened in pre-test will implied also in posttest. In which researchers will also get the

scores of each section then the mean, to get the variance. When the mean and variance is

done, the t-test will computed to get if the study have a significance difference. After

getting the result of t-test the computed value will compare to the tabular value.

STATISTICAL ANALYSIS OF DATA

When the data was collected, it will be analyze and tabulated. The following are

statistical tools will be the one that the researcher will use.Frequency distribution is a

representation, either in a graphical or tabular format that displays the number of

observations within a given interval Investopedia (2018). A percentage distribution is a

display of data that specifies the percentage of observations that exist for each data point

or grouping of data points. It is a particularly useful method of expressing the relative

frequency of survey responses and other data. To get the frequency and Percentage the

researcher get the overall total of the GAS 11 students each sections both girls and boys

then the researchers compute by the use of Slovin’s Formula to get the frequency and

percentage.

The mean is the average of the number Techopedia (2018), add up all the numbers,

then divide by how many numbers there are. In other words it is the sum divided by the

count. To calculate the mean, the researcher will use the following formula.

Variance

It is defined as a measurement of the spread between numbers in a data set. It’s the
one who measures how far each number in set is from mean and is calculated by taking the
differences between each number in the set in where σ2 is variance, χ is the value of an

25
individual data point, μ is the mean of data points, N is the total # of data points
(Investopedia.com).

T-test
It is used to compare two different set of values. It’s generally performed on a small
set of data also applied to normal distribution which has a small set of values
(tutorvista.com/t-test formula). T-test is used to identify if there is significant difference
between the scores of the pre-test and post-test. Also to determine the effectiveness of
crossword in vocabulary.

26
 CHAPTER IV

PRESENTATION

ANALYSIS AND INTERPRETATION OF DATA

This chapter represents the investigation of what have been mentioned in the Chapter

III concerning the Data Analysis of the Effectiveness of Crossword Puzzle in Vocabulary

of the Students, it deals with presenting and analyzing the gathered data to come up at the

end with the main findings concluded from the study. It contains the computation of the

pre-test and post-test by computing the mean and the variance, also the T-test and to answer

the following questions obtain by the Statement of the Problem.

1. What are the scores of the students for the Pre-test?

Table 2: Mean Score in Pretest

SECTIONS

(GAS) A B C D E

AVERAGE

SCORES 7.30 0.70 0.30 1.44 1.44

In this table shows the average scores of GAS 11 Students for pre-test. Gas-11 A

got an average scores of 7.30, Gas-11 B 0.70, Gas-C 0.30, Gas-D 1.44 and Gas-E got 1.44

average score.

It shows that the scores for the pre-test of the students has a lowest scores, based

on their average scores.

27
 2. What are the scores of the students for the Post-test?

Table 3: Mean Score of the Students in the Pretest

SECTIONS

(GAS) A B C D E

AVERAGE

SCORES 11.67 13.41 13.19 13.17 12.74

In this table shows the average scores of GAS 11 Students for post-test. Gas 11-A got

an average scores of 11.67, Gas 11-B 13.41, Gas 11-C 13.19, Gas 11-D 13.17 and Gas 11-

E got an average scores of 12.74.

Considering the gap of their average scores. It shows that the scores for the post-test of

the students has a higher scores.

3. Is there any significant difference between the scores in the Pre-test and Post-test?

Table 4: Result of Pretest and Posttest

Pre-test Post-test

Mean 2.16 12.63

Variance 1.65 0.69

Sample 135 135

28
 The table shows the collective mean of Grade 11 Gas Students for the pre-test

including its mean of 2.16 and a variance of 1.65. It also shows the collective mean of the

post-test with the mean of 12.63 and a variance of 0.69. Also, it show the overall population

which is 135.

The Computed Value of 74.79 is greater than Tabular Value of 2.23 at 0.05 level

of significance. The Alternates hypothesis is accepted and the Null hypothesis is rejected.

Therefore, there is significance between Pre-test and Post-test.

The application of crossword puzzle is effective in enhancing the English

Vocabulary of the students. It shows that using crossword puzzle really helpful in

increasing the vocabulary.

29
 CHAPTER V

SUMMARY, RECOMMENDATION AND CONCLUSION

In this chapter enables to answer the statement of the problem, it contains the

researcher’s recommendation based on the result of this study. This part contains the

overall summary, conclusion, and recommendation of the research.

Summary of Findings

1. The average scores of GAS 11 Students for pre-test is for Gas-11 A got an average

scores of 7.30, Gas-11 B 0.70, Gas-C 0.30, Gas-D 1.44 and Gas-E got 1.44 average score.

By using the reliable instrument, the scores of the Grade 11 Gas Students was gathered

by using pre-test. It shows that the scores for the pre-test of the students has a lowest scores,

based on their average scores.

2. The average scores of GAS 11 Students for post-test is for Gas 11-A got an average

scores of 11.67, Gas 11-B 13.41, Gas 11-C 13.19, Gas 11-D 13.17 and Gas 11-E got an

average scores of 12.74.

Using the same instrument in getting the post-test of Grade 11 Gas Students.

Considering the gap of their average scores. It shows that the scores for the post-test of the

students has a higher scores.

3. The computed value of 74.79 is geater than the tabular value of 2.23. Findings reveal

that there is a significant difference between the pre-test and post-test of Grade 11 Gas

Students. The result of t-test according to computed value and tabular value, it shows that

the computed value is greater than the tabular value at 0.05 margin of error.

30
Conclusion

1. The study used experimental design to measure the effectiveness of crossword

puzzle in enhancing the English Vocabulary of the students. The findings of the scores for

the pretest shows that the vocabulary of the students is weak based on the scores given by

the implementation of the questionnaires.

2. While the implementation of the posttest got a higher scores, it shows that after

engaging of the students to an intervention of the crossword games it reveals that games

really helpful in improving the vocabulary of the students.

3. Moreover, using t-test shows that there is significant difference between the

scores in the Pre-test and Post-test. The computed value is greater than the tabular value at

0.05 margin of error. The study reveals that the Crossword Puzzle was effective in

enhancing the English Vocabulary. Therefore, engaging students through crossword puzzle

games has a positive effect in enhancing the English vocabulary of the students. The

application of crossword puzzle is effective in enhancing the English Vocabulary of the

students. It shows that using crossword puzzle really helpful in increasing the vocabulary.

31
Recommendation

Based on the findings, the researchers recommend the following to the teachers.

1. Teachers should conduct a contest that have something to do with crossword puzzle

in enhancing the vocabulary of the students.

2. Teachers should find more ways to improve the students’ vocabulary through

activities during class. The implementation of crossword puzzle games can help the

enhancement of English vocabulary.

32
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Derakhshan A.& Khatir E.D. (2015). The Effectiveness of Using Games on English

Vocabulary Learning:Journal of Applied Linguistics and Language Research:Volume 2,

Issue 3, 2015

Pavlik, J. V. (2015). Fueling a third paradigm of education: The pedagogical implications

of digital, social and mobile media. Contemporary Educational Technology, 6(2), 113-125.

Sola, B. (2012). Examined the effects of crossword puzzle on facilitating student’s

vocabulary learning. p.33.

Internet:

Anonymous. T-test Formula. Retrieved from https://formulas.tutorvista.com/math/t-test-

formula.html.

Asif, M., Mehmood, S., & Perveen, Ayesha. (2016). EFFECTIVENESS OF

LANGUAGE GAMES IN SECOND LANGUAGE VOCABULARY ACQUISITION.

Retrieved from

https://www.researchgate.net/publication/299632007_EFFECTIVENESS_OF_LANGUA

GE_GAMES_IN_SECOND_LANGUAGE_VOCABULARY_ACQUISITION.

Bootsn All Travel Network. (2010). TEFL Word Game, Counrtesy of Hasbro. Retrieved

from http://www.tefllogue.com/in-the-classroom/tefl-word-game-conrtesy-

ofhasbro.htmc.

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Cabuyit, RF. (2012). Vocabulary and Reading Comprehension as a Measure of Reading

Skills of Filipino Children. Retrieved from

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2282646.

Darfilal, I. (2015). The Effectiveness of Using Language Games in Teaching Vocabulary.

Retrieved from http://dspace.univ-tlemcen.dz/bitstream/112/7872/1/darf.pdf

Davis, MT, Shepherd, B., & Zwiefelhofer T. (2009). Reviewing for exams: Do Crossword

Puzzles Help in the Success of Student Learning? The Journal of Effective Teaching.

Retrieved fromhttp://uncw.edu/cte/ET/articles/Vol9_3/ Davis.pdf

Franklin, S., Peat, M., & Lewis, A. (2013). Non-traditional intervention to stimulate

discussion: the use of games and Puzzles. Journal of biological Education.

Retrievedfromhttp://stbweb02.stb.sun.ac.za/sotl/auxin/documents/2012/Franklin_Using%

20games%20and% 20puzzles_2003.

Gutierrez, E (2014). CBE Life Sciences Education. Bulacan, Philippines: Bulacan State

University. Retrieved from

https://www.researchgate.net/publication/260486469_Development_and_Effectiveness_o

f_an_Educational_Card_Game_as_Supplementary_Material_in_Understanding_Selected

_Topics_in_Biology.

Hayes, A. (2019). Variance Definition. Retrieved from

https://www.investopedia.com/terms/v/variance.asp.

Orawiwatnakul, W. (2013). Crossword Puzzles as a Learning Tool for Vocabulary

Development. Retrieved from https://www.redalyc.org/html/2931/293128257006/.

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Viray, J. (2016). Engaging Students through Board Games: Measuring Its Effectiveness on

Academic Performance. Retrieved from

https://www.researchgate.net/publication/317032619_Engaging_Students_through_Boar

d_Games_Measuring_Its_Effectiveness_on_Academic_Performance.

Vygotsky, L. (1962). Socio Cultural Theory. Retrieved from

https://www.simplypsychology.org/vygotsky.html.

35
36
Appendices

37
 Appendix A

Pre-test (Mean and Variance) of GAS 11-A

Table 1

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 0 -2.16 4.666
2 0 -2.16 4.666
3 9 6.84 46.786
4 9 6.84 46.786
5 9 6.84 46.786
6 9 6.84 46.786
7 9 6.84 46.786
8 9 6.84 46.786
9 9 6.84 46.786
10 9 6.84 46.786
11 9 6.84 46.786
12 8 5.84 34.106
13 8 5.84 34.106
14 8 5.84 34.106
15 8 5.84 34.106
16 8 5.84 34.106
17 8 5.84 34.106
18 8 5.84 34.106
19 7 4.84 23.426
20 7 4.84 23.426
21 7 4.84 23.426
22 7 4.84 23.426
23 7 4.84 23.426
24 7 4.84 23.426
25 7 4.84 23.426
26 6 3.84 14.746
27 5 2.84 8.066
Total 197 7.30 855.94

38
 Appendix B

Pre-test (Mean and Variance) of GAS 11-B

Table 2

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 0 -2.16 4.666
2 0 -2.16 4.666
3 0 -2.16 4.666
4 0 -2.16 4.666
5 0 -2.16 4.666
6 0 -2.16 4.666
7 0 -2.16 4.666
8 0 -2.16 4.666
9 1 -1.16 1.346
10 1 -1.16 1.346
11 1 -1.16 1.346
12 1 -1.16 1.346
13 1 -1.16 1.346
14 1 -1.16 1.346
15 1 -1.16 1.346
16 1 -1.16 1.346
17 1 -1.16 1.346
18 1 -1.16 1.346
19 1 -1.16 1.346
20 1 -1.16 1.346
21 2 -0.16 0.026
22 2 -0.16 0.026
23 2 -0.16 0.026
24 2 -0.16 0.026
25 2 -0.16 0.026
26 2 -0.16 0.026
27 2 -0.16 0.026
TOTAL 19 0.96 53.66

39
 Appendix C

Pre-test (Mean and Variance) of GAS 11-C

Table 3

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 0 -2.16 4.66
2 0 -2.16 4.66
3 0 -2.16 4.66
4 0 -2.16 4.66
5 0 -2.16 4.66
6 0 -2.16 4.66
7 0 -2.16 4.66
8 0 -2.16 4.66
9 0 -2.16 4.66
10 0 -2.16 4.66
11 0 -2.16 4.66
12 0 -2.16 4.66
13 0 -2.16 4.66
14 0 -2.16 4.66
15 0 -2.16 4.66
16 0 -2.16 4.66
17 0 -2.16 4.66
18 0 -2.16 4.66
19 0 -2.16 4.66
20 1 -1.16 1.346
21 1 -1.16 1.346
22 1 -1.16 1.346
23 1 -1.16 1.346
24 1 -1.16 1.346
25 1 -1.16 1.346
26 1 -1.16 1.346
27 1 -1.16 1.346
Total 8 0.30 99.42

40
 Appendix D

Pre- test (Mean and Variance) of Gas 11- D

Table 4

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 0 -2.16 4.66
2 0 -2.16 4.66
3 0 -2.16 4.66
4 0 -2.16 4.66
5 0 -2.16 4.66
6 0 -2.16 4.66
7 0 -2.16 4.66
8 0 -2.16 4.66
9 1 -1.16 1.346
10 1 -1.16 1.346
11 1 -1.16 1.346
12 1 -1.16 1.346
13 2 -0.16 0.026
14 2 -0.16 0.026
15 2 -0.16 0.026
16 2 -0.16 0.026
17 2 -0.16 0.026
18 2 -0.16 0.026
19 2 -0.16 0.026
20 2 -0.16 0.026
21 2 -0.16 0.026
22 2 -0.16 0.026
23 2 -0.16 0.026
24 2 -0.16 0.026
25 3 0.84 0.706
26 3 0.84 0.706
27 3 0.84 0.706
Total 39 1.37 45.14

41
 Appendix E

Pre-test (Mean and Variance) of GAS 11-E

Table 5

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 0 -2.16 4.666
2 0 -2.16 4.666
3 0 -2.16 4.666
4 0 -2.16 4.666
5 0 -2.16 4.666
6 0 -2.16 4.666
7 1 -1.16 1.346
8 1 -1.16 1.346
9 1 -1.16 1.346
10 1 -1.16 1.346
11 1 -1.16 1.346
12 1 -1.16 1.346
13 1 -1.16 1.346
14 1 -1.16 1.346
15 1 -1.16 1.346
16 1 -1.16 1.346
17 1 -1.16 1.346
18 1 -1.16 1.346
19 1 -1.16 1.346
20 1 -1.16 1.346
21 1 -1.16 1.346
22 1 -1.16 1.346
23 1 -1.16 1.346
24 1 -1.16 1.346
25 2 -0.16 0.26
26 2 -0.16 0.26
27 2 -0.16 0.26
Total 39 0.89 52.30

42
 Appendix F

Posttest (Mean and Variance) of GAS 11-A

Table 6

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 14 1.37 1.877
2 14 1.37 1.877
3 14 1.37 1.877
4 14 1.37 1.877
5 13 0.37 0.137
6 13 0.37 0.137
7 13 0.37 0.137
8 13 0.37 0.137
9 13 0.37 0.137
10 13 0.37 0.137
11 13 0.37 0.137
12 12 -0.63 0.397
13 12 -0.63 0.397
14 12 -0.63 0.397
15 12 -0.63 0.397
16 12 -0.63 0.397
17 11 -1.63 2.657
18 11 -1.63 2.657
19 11 -1.63 2.657
20 11 -1.63 2.657
21 11 -1.63 2.657
22 10 -2.63 6.917
23 9 -3.63 13.177
24 9 -3.63 13.177
25 9 -3.63 13.177
26 8 -4.63 21.437
27 8 -4.63 21.437
Total 315 11.67 113.06

43
 Appendix G

Posttest (Mean and Variance) of GAS 11-B

Table 7

Number of Score Mean Variance (𝜎 2 )

Respondents
1 15 2.37 5.617
2 15 2.37 5.617
3 15 2.37 5.617
4 15 2.37 5.617
5 15 2.37 5.617
6 15 2.37 5.617
7 15 2.37 5.617
8 14 1.37 1.877
9 14 1.37 1.877
10 14 1.37 1.877
11 14 1.37 1.877
12 14 1.37 1.877
13 14 1.37 1.877
14 14 1.37 1.877
15 14 1.37 1.877
16 14 1.37 1.877
17 13 0.37 0.137
18 13 0.37 0.137
19 13 0.37 0.137
20 13 0.37 0.137
21 13 0.37 0.137
22 13 0.37 0.137
23 12 -0.63 0.397
24 11 -1.63 2.657
25 10 -2.63 6.917
26 10 -2.63 6.917
27 10 -2.63 6.917
Total 362 13.41 80.84

44
 Appendix H

Posttest (Mean and Variance) of GAS 11-C

Table 8

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 15 2.37 5.617
2 15 2.37 5.617
3 15 2.37 5.617
4 15 2.37 5.617
5 15 2.37 5.617
6 15 2.37 5.617
7 15 2.37 5.617
8 15 2.37 5.617
9 14 1.37 1.877
10 14 1.37 1.877
11 14 1.37 1.877
12 14 1.37 1.877
13 14 1.37 1.877
14 13 0.37 0.137
15 13 0.37 0.137
16 13 0.37 0.137
17 13 0.37 0.137
18 13 0.37 0.137
19 12 -0.63 0.397
20 12 -0.63 0.397
21 12 -0.63 0.397
22 12 -0.63 0.397
23 12 -0.63 0.397
24 12 -0.63 0.397
25 11 -1.63 2.657
26 10 -2.63 6.917
27 9 -3.63 13.177
Total 356 13.41 82.40

45
 Appendix I

Posttest (Mean and Variance) of GAS 11-D

Table 9

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 15 2.37 5.617
2 15 2.37 5.617
3 15 2.37 5.617
4 15 2.37 5.617
5 15 2.37 5.617
6 15 2.37 5.617
7 15 2.37 5.617
8 15 2.37 5.617
9 14 1.37 1.877
10 14 1.37 1.877
11 14 1.37 1.877
12 14 1.37 1.877
13 14 1.37 1.877
14 14 1.37 1.877
15 14 1.37 1.877
16 14 1.37 1.877
17 14 1.37 1.877
18 13 0.37 0.137
19 13 0.37 0.137
20 13 0.37 0.137
21 13 0.37 0.137
22 12 -0.63 0.397
23 12 -0.63 0.397
24 12 -0.63 0.397
25 12 -0.63 0.397
26 12 -0.63 0.397
27 12 -0.63 0.397
Total 370 13.70 64.76

46
 Appendix J

Posttest (Mean and Variance) of GAS 11-E

Table 10

Number of Score Mean (X) Variance (𝜎 2 )

Respondents
1 12 -0.63 0.397
2 12 -0.63 0.397
3 12 -0.63 0.397
4 12 -0.63 0.397
5 12 -0.63 0.397
6 12 -0.63 0.397
7 12 -0.63 0.397
8 12 -0.63 0.397
9 11 -1.63 2.657
10 11 -1.63 2.657
11 11 -1.63 2.657
12 11 -1.63 2.657
13 11 -1.63 2.657
14 11 -1.63 2.657
15 11 -1.63 2.657
16 10 -2.63 6.197
17 10 -2.63 6.197
18 10 -2.63 6.197
19 10 -2.63 6.197
20 10 -2.63 6.197
21 10 -2.63 6.197
22 10 -2.63 6.197
23 10 -2.63 6.197
24 10 -2.63 6.197
25 10 -2.63 6.197
26 9 -3.63 13.177
27 8 -4.63 21.437
Total 290 10.96 121.99

47
 Appendix K

Figure 1: Slovin’s Formula

Where:

 n = no. of samples
 N = total population
 e = error margin / margin of error

199 199
n=1+(199)(0.05)2 n=1.50 n=26.5 or 27

199
n= 1+(199)(0.0025)2 n= 132.6

199 132.6
n=1+0.50 n= 5

Figure 2: Mean Formula

x̄ = ( Σ xi ) / n

Where:

 x̄ just stands for the “sample mean”

 Σ means “add up”
 xi “all of the x-values”
 n means “the number of items in the sample”

Figure 3: Variance Formula

48
 Figure 4: T-test Formula

2.16−12.63 −10.47
t= 1.65 0.69
t= √0.02
√ +
13.5 13.5

−10.47 −10.47
t= t=
√0.01+0.01 0.14

t= -74.79

DEGREES OF FREEDOM

Degrees of Freedom= 368

Level of Significance= 0.05

49
 Table 5: Significant Difference

Tabular Value 2.23

Computed Value 74.79

50