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Bismillah Finding Research
Bismillah Finding Research
“Just because your process took longer than others doesn't mean you failed"
- Colonel Sanders-
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ABSTRACT
Nur Islamiyah (A 121 17,075). This thesis is entitled "The Perception of English
Teachers About the Use of Crossword Puzzle Game in Teaching Vocabulary in
Junior High Schools in Palu". English Education Study Program, Department of
Language and Arts Education, Faculty of Teacher Training and Education,
Tadulako University, 2021. (Supervised by Abdul Kamaruddin and Afrilia
Anggreni).
This research is about the perception of English teachers about the use of
crossword puzzle games in teaching vocabulary in junior high schools in Palu.
The purpose of this study was to find out whether students' vocabulary mastery
increased when using crossword puzzle techniques, identify obstacles faced by
teachers during the process of teaching vocabulary using crossword games and
identify the impact felt by teachers after using crossword games in teaching
vocabulary. In this study, the researcher used descriptive qualitative research. The
researcher used purposive sampling technique to determine the sample. The
subjects of this study were English teachers in junior high schools and the number
of samples was 5 teachers. In collecting data, researchers used two kinds of
instruments, namely: interviews, and questionnaires. Researchers used three major
data analysis, namely data reduction, data presentation and drawing conclusions
or verification. From the data analysis, the researcher found that the obstacles
faced by the teacher in teaching vocabulary using crossword puzzles were that the
class was too crowded, the teacher could not handle the class well because some
students were busy with their own business and laughed and joked a lot. Second,
another result that can be concluded is that teachers still need to work hard for the
implementation of crossword puzzles in teaching vocabulary because. Third, there
are several positive impacts of using crossword puzzles in vocabulary learning,
including helping teachers make students focus on the learning process,
encouraging students to stay enthusiastic in learning and developing students.
vocabulary so that the learning process between teachers and students occurs as
expected and the use of crossword puzzles affects students' vocabulary
achievement so that basically students will be more motivated to learn if they use
varied or different learning media. related to the game.
ABSTRAK
Nur Islamiyah (A 121 17.075). Skripsi ini berjudul “Persepsi Guru Bahasa Inggris
Tentang Penggunaan Crossword Puzzle Game Dalam Pengajaran Kosakata Di
Sekolah Menengah Pertama Di Palu”. Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Tadulako, 2021. (Dibimbing oleh Abdul Kamaruddin dan Afrilia
Anggreni).
Kata Kunci: Teka Teki Silang, Metode Penelitian Kualitatif Deskriptif, hambatan,
dampak, Pengajaran Kosakata
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ACKNOWLEDGEMENTS
kindness, mercifulness and much more that the researcher could not replace all
that has benn given to him during preparing proposal, conducting the research,
until completing this skripsi as one of the requirements for degree of Sarjana
shalawat and salam given to the beloved prophet Muhammad shallallahu „alaihi
wasalam, who was led the Moslem from the murky period to the bright area, and
The researcher would like to thank all people who have helped the researcher
in finishing this skripsi. Without them, this skripsi never been there. First, the
researcher would like to convey his special thanks to her beloved parents,
Syamsuddin and Rosdiana who have given love, care, support, help and pray
during her life. The researcher also owes thanks to her brother Zul Kifli. Without
Second, the researcher would like to deliver this thank you to the previous
time,
would like to express her deepest gratitude to his wise supervisor, she presented
her
high appreciation to her co-supervisor Afrillia Anggreni, S.Pd.I, M.Pd. for all the
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this skripsi. Thereafter, the researcher would like to express her gratitude to her
key reviewer Drs. Mochtar Marhum, M.Ed., Ph.D who gave precious comments
Faculty at Tadulako University, the researcher would like to express his gratitude
and appreciation that are delivered to the Rector of Tadulako University, Prof. Dr.
Ir. H. Mahfudz, MP and his staff, the Dean of Teacher Training and Education
Faculty, Dr. Ir. Amiruddin Kade, S.Pd., M.Si. , the Head of the Language and Art
Education Department, Dr. Hj. Sriati Usman, M.Hum, the Coordinator of English
Education Study Program, Dr, Rofiqoh, M.Ed, all lectures in the Tadulako
University, especially the lectures of the English Education Study Program for
experience, suggestion, and motivation to the researcher until he can finished this
skripsi.
SMP Negeri 12 Palu Yusri, S.Pd., M.Pd, Headmaster of SMP Negeri 19 Palu
Ilman Usman, S.Pd., M.Pd, Headmaster of SMP Negeri 9 Palu HILMI, S.Pd.,
Furthermore, the researcher would like to deliver this thank you to Teacher of
SMP Negeri 12 Palu Hj. Hartati, S.Pd, Teacher of SMP Negeri 19 Palu Hj. Gustia
SMP Negeri 18 Palu Yuli Puspitasari, S.Pd, and Teacher of SMP Negeri 20 Palu
Next, the researcher would like to thank to her beloved friends, such as
Fernando Wijaya, S.Pd, Nurul Wahyu Wathoni S. Ak, Lilik Sriani, Ni Komang
Ayu Widari, S.Pd, Mardiana, and Idham Katoba, S.Pd for their help, motivation,
Finally, the researcher would like to thank to her squad friends called nabaya
Febriani and Putri Fatimah Achmad) and classmate B17 English Department
“Br17liant Class”, and to all my tutor friends who has given so much help,
kindness, memories, togetherness, and so much advice for researchers who has
researcher would like to thank every single person who have been involved in the
completion of this thesis and parties who have not mentioned personality. May
Palu, August
2022
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TABLE OF CONTENTS
APPROVAL PAGE...............................................................................................ii
TABLE OF CONTENTS.....................................................................................iii
CHAPTER I........................................................................................................................1
INTRODUCTION..............................................................................................................1
1.1 Background of the Study....................................................................................1
1.2 Problem statement..............................................................................................2
1.3 Objective of the research....................................................................................3
1.4 Significance of the research................................................................................3
1.5 Scope of the research..........................................................................................3
1.6 Operational key terms........................................................................................4
CHAPTER II......................................................................................................................5
PREVIOUS STUDY, LITERATURE REVIEW AND THEORETICAL
FRAMEWORK..................................................................................................................5
2.1 Previous study....................................................................................................5
2.2 Literature review................................................................................................6
2.2.1 Vocabulary.................................................................................................6
2.2.2 Crossword Puzzle Game...........................................................................17
2.3 Theoretical framework.....................................................................................21
CHAPTER III..................................................................................................................23
RESEARCH METHOD..................................................................................................23
3.1 Research Design...............................................................................................23
3.2 Setting and Time of research............................................................................23
3.3 Subject of The Research...................................................................................24
3.4 Technique of Collecting Data...........................................................................24
3.4.1 Research instrument.................................................................................24
3.4.2 Data collecting technique.........................................................................25
3.5 Techniques of Data Analysis..............................................................................27
CHAPTER IV...................................................................................................................31
FINDING AND DISCUSSION.......................................................................................31
4.1 Finding...................................................................................................................31
a. Data Reduction.................................................................................................31
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b. Data display......................................................................................................34
c. Conclusion Drawing/Verification.....................................................................44
4.2 Diccussion........................................................................................................46
CHAPTER V....................................................................................................................48
CONCLUSION AND SUGGESTION...........................................................................48
5.1 Conclusion.............................................................................................................48
5.2 suggestion..............................................................................................................48
REFERENCES.................................................................................................................51
APPENDICES..................................................................................................................55
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TABLE OF PICTURE
Hatch and Brown (1995) consider vocabulary as a group of words that the
learners’ progress. Learning the vocabulary has always been a skill taught and
evaluated in other language skills such as reading, writing, listening, and speaking
(Schmitt, 2000). To achieve and master vocabulary well, Indonesia has designated
English as one of the subjects that should be taught from junior high school up to
university level. In this study, the researcher focuses on secondary or junior high
second grade junior high school in learning English involved: Understanding the
meaning of functional text and simple short essay in the form of descriptive and
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such as recount, narrative, procedure, descriptive and report. This means that
pictures, cards, games, songs, etc. In this study, the researcher choosing a game
motivated to learn vocabulary, because they will learn with games. They can have
In the end, based on this case, the researcher conducts a study to reveal the
Based on the research background, there are two reasons why the
a) What are the obstacles faced by the teacher in the process of teaching
b) What are the impacts of the use crossword puzzles game in teaching
vocabulary?
puzzle techniques, identify the obstacles are faced by the teacher during the
process of teaching vocabulary using crossword puzzle games and identify the
impact felt by the teacher after using crossword puzzles game in teaching
vocabulary.
The researcher chooses this research with the consideration that it would
provide advantages and benefits for researcher, students, English teachers and
schools. For researchers, this research can enrich their experience, insight and
for researchers to apply what has been obtained from academic learning and
contribute to solving real problems in the field. In addition, it will also provide
advantages for other researchers who take the same topic to use this research as a
vocabulary mastery through the use of a variety of techniques. So, they learn
English more easily and become more motivated in English class. For English
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teachers can enrich their knowledge about how various teaching techniques and
This study aims to determine the teacher's perception or view of the use of
The researcher presents the definition of some terms in this research in order
to ease the readers. The key terms used in this research are as follows:
environment.
the learners, because the vocabulary has a primary role for all language.
Games” which conducted in 2013. His research was conducted at MTs Daarul
Rahman Jakarta. This research aimed to find out whether there is a significant
experiment method. The conclusion of his study that can be drawn was the use
crossword puzzle game has higher influence in teaching English vocabulary and it
(11306106). This type of research is classroom action research. The results of the
study show that using crossword puzzles can improve students' vocabulary
mastery. Difference between the above research with this research is a method
research. The previous research above uses classroom action research methods
and while the current uses a qualitative research design. Furthermore, the previous
research used students as research subjects of the research while researcher uses
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class. Research design in this research using the Classroom Action Research
(CAR) procedure which was carried out in two cycle or can be called quantitative
The research subjects in this research are seventh grade students of Islamic
Junior High School (SMP) in Kendari. While the researcher in their proposal uses
a junior high school teacher as their research subject, the data in the previous
research is collected by: using observation and vocabulary tests. Collecting data
statistical analysis used the percentage formula while in this research data is
2.2.1 Vocabulary
as languages
are based on words. That’s why, the first thing we look forward to in learning a
the four skills; speak, listen, read and write everything”. To communicate well in
know how to use them accurately. Without having enough word mastery,
master and we can’t speak properly and understand written material if we don’t
master it. Everyone can’t master a language if they don’t learn vocabulary and
argues, one of the language skills needed is vocabulary if we don’t understand it,
we can’t speak properly. With a lack of words, interactions in other language can’t
be carried out no matter how successful the sounds of the foreign language are
mastered.
While Ur (1998) states that” vocabulary can be interpreted roughly, like the
words we write in sign language, however, new vocabulary items may be more
than just single words: for example, the post office, and mother- in- law. Which
Vocabulary can also be used to convey meaning. Kamil and Hiebert (2005)
argue that words represent complex and often multiple meanings. In addition, he
line with Kamil and Hiebert on the use of contextual words, Jackson (2000) states
immediate.
From the definition above, it can be concluded that vocabulary is the total
meaning. Vocabulary is quite clear that almost in the case of human life, they use
1. Grammatical word (function words) are those vocabulary items that belong to
closed word classes (i.e. word classes that do not readily admit new items or
adverbs).
2. Content words are those vocabulary items that belong to open word classes.
a) Words that refer to a person, a place or a thing that we might call them
nouns.
c) Words are used to describe the qualities of a thing or action are called
vocabulary. It is the words which are used in speaking and writing skill
vocabulary.
vocabulary is useful in understanding what the learners have heard and what
Based on the explanation above, the writer concludes that vocabulary has
two kinds. They were grammatical words (function words) and content words
(lexical words). Content words are those that carry high information load such as
nouns, verb, adjective, and adverbs. The membership is undistracted and still
allow for the addition of new members. Meanwhile function words are words that
How well people speak, listen, read, and write depend on the vocabulary
they have. Brown (2001)” states that in fact, survival level communication can
take place quite intelligibly when people simply string words together-without
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applying grammatical rules at all”. The point is that vocabulary is what gives big
influence to the people’s communication. In line with Brown, brown and Spada
(2006) states “that we can communicate by using words that are not placed in the
morphemes, but communication often break down if we do not use the correct
word”.
component of language proficiency and provides much of the basis of how well
learners speak, listen, and write”, it explains that vocabulary plays a big role in
writing). Nation (2002), states that “in relation to reading skills, vocabulary is not
what makes the text difficult but it is a very important feature that affects the
this strengthens the perception that vocabulary is one of the factors that contribute
structure. To gain the better result on language learning process there will be a
vocabulary techniques that have been stated by Harmer (1992). They are as
follows:
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a) Using Realia, the teacher gives the referent of the word being taught in the
class. He or she brings the objects that become the referent of a word into the
explain the vocabulary clearly because the picture drawn by the teacher is the
explain about the meaning of a word using the previous techniques. If this so,
there will be an action as the techniques to explain the word clearly. Most
with its opposite. Like the word black contrasted with white.
sentence or more.
g) Translation is There are always some words that the situation needs to be
translated. From the techniques used for presenting new vocabulary, Hammer
(1990) suggest many techniques that will help student learn vocabulary in
easier way. It can conclude that the better way to teach vocabulary is by
integrating and mixing them into such an attracting learning. Because there
will be a need of a tool or even an assistant to help the teacher hold the class
in order to make the learning process run well. Apart from the techniques in
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teaching vocabulary above, there are also other techniques, namely with
games.
h) Games is games bring in relaxation and fun for students, thus help them learn
and retain new words more easily. Second, games usually involve friendly
A. Games
again each other. Since games can present fun and enjoyment in a classroom, thus
convenient, comfortable, and interesting usually this situation will invite the
students to concentrate on learning activities. Ersoz (2000) states that games are
highly motivating because they are amusing and interesting. From that
description, it can be concluded that the games can be used in every field of life
then relating to the English. Particularly in teaching vocabulary by using the game
can encourage the students to be more active and participate in the classroom
Moreover, Kim (1995) states that the use of games in the classroom is:
class.
2. Games are challenging for the students also for the teachers
language.
Furthermore, there are many opinions supporting the idea using games in
teaching vocabulary. Games are helpful because they can make students feel that
B. Types of Games
New Edition explains the types of games that can be used to teach vocabulary,
among others:
cards with different topics and they sort the cards based on the topics.
b) Information gap games where one or more people have information and
d) Search games which are the other variant on two-way info gap games,
e) Matching games where the participants need to find a match for a word,
picture, or card.
h) Role-play games that involve students playing roles that they do not play
i) Board games that are mainly involve moving markers along a path.
The teacher needs to prepare and think the games selection carefully ahead
of time before working out the lesson plan to make learning English vocabulary
effectively and successfully, and on the other hand the teacher has to consider the
1. Easy of preparation: the time and energy required to make the game is
realistic
2. Easy of organization: using the game is easy and worth the effort
4. Density of language
students and not to long which make students bored. It can create competition and
attractive the students and also have some component language skill to obtain.
in TESOL, as follows:
• Appeal
• Simplicity
• Time Effectiveness
• Control
• Group Participation
• Language Level
• Materials
• Versatility
• Time
• Variety
From those theories, the writer concludes that principles of choosing and using
games should be easy to prepare and not take too long which can make students
feel bored and tired, and also games should be easy to play and have some
also should look out the principle of selecting games before use it, so the game
help the students to reduce students’ boredom and improving students’ interest in
learning new vocabulary, make students feel enjoy and comfortable. Hence,
Games help and encourage many learners to sustain their interest and
work
Games also help the teacher to create context in which the language is
useful and meaningful. The learners want to take part and in order to
must speak or write in order to express their own point of view or give
information.
drill exercise.
Games can be found to give practice in all the skill (reading, writing,
listening, speaking).
Mostly if the student’s number is too much, it will surface to involve all of
the students in that games. A student whom did not involve will disturb the
process.
The researcher assumes that it is difficult to use the games, because in using
games, the children have to know the principle of games and choosing the suitable
question, game or toy which you have to think about carefully in order to answer
it correctly or put it together properly. In this study, the writer tries to describe
puzzle as one of many language games used to teach vocabulary at Junior High
School.
2,2,2,2Kinds of Puzzle
In this game the students will be given a list of encoded letters which
contain hidden names of subject. The students will have to find those names by
Find out three objects that usually we can find it at the classroom on the boxes,
R A R E R L
U U J R Y U
L L N A P R
E R A S E R
R S A P N Q
letters based on the clues. This puzzle is useful primarily for the recognition of
By unscrambling the letter, you will get the members of your family.
1. M-G-A-R-R-E-N-D-O-H-T = ……………….........
2. L-E-U-N-C = ………………………....
3. T-E-S-R-I-S = ………………………….
4. H-E-T-A-F-R = ………………………….
5. O-T-H-E-R-M = ………………………….
Clues:
someone’s aunt
d. a female parent
e. a male parent
3. Crossword Puzzles
This game is very familiar to the students for they can find such as
puzzles in their language in this game, the students will have to fill the boxes
For example:
Fill the in the boxes with the members of family, here are some clues
Across:
1. A female parent
someone’s aunt
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Down:
1. a male parent
the definitions or synonyms of the word’s clues are right there to provide
reinforcement.
used as a quiz.
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5. Puzzle solving is a much more active type of learning, and will engage
students with the material more than passive types of review techniques
do.
learning styles.
busy work. The teacher should like the use of all educational
in oral or written form. The limited vocabulary in also an obstacle that involves
student in learning English. When they do not know how to enrich their
process.
just give a text to the students and translate it into Indonesian language. As a
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result, the students have difficulty in memorizing new English words that have
been taught before because that strategy is not interesting and challenging to them.
To solve the problem, English teacher needs to use interesting learning strategy in
improving the students’ vocabulary mastery. O’Malley, J.M. and Chamot, A.U.
(1990) defined that learning strategies are special ways of processing information
study, the writer also used a theory about the use of games as learning strategies in
teaching vocabulary.
According to Wright et al. (1984: 1), games help the teacher to create
contexts in which the language is useful and meaningful. The learners want to
take part and in order to do so must understand what others are saying or have
written, and they must speak or write in order to express their own point of view
or give information. Besides that, the writer also used the theory from Edward
(2006), there are some of activities that will help build vocabulary that are using
game, the students will be able to learn the target language unconsciously and
they learnt some new words without any stress on their feeling.
From the theories above, the researcher assumed that crossword puzzle
QUESTIONARE INTERVIEW
TEACHER PERCEPTION
Creswell (2012) describes qualitative research as: usually used to establish the
importance of the main idea and to explore problems and develop small individual
collect information for analyze the research questions and the researcher uses a
This study aims to get an overview and clearer, more complete, and
Therefore, the researchers set the location research is the place where research
will be conducted. In this case, the research will be conducted in several junior
high schools in Palu City, Central Sulawesi. This research will conduct in June
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The subject of this research is the English teachers at SMP Negeri 18 Palu,
SMP Negeri 19 Palu, SMP Negeri 12 Palu, SMP Negeri 9 Palu, SMP Negeri 20
consideration “. The reason for using purposive sampling is because not all
samples have criteria that match the phenomenon under study. Therefore, the
For this study, the subject is English teachers who met certain criteria. And
In this study, there are one teacher per school who will be the research
sample. So that the sample that will be used from this research is five English
teachers.
The instruments that will be use in this research are interviews using a
interview, focus group interview. In this research, the researcher uses A semi-
In addition, Sugiyono (2006) said that the interview is a face-to face situation
subject. That is, to be real and objective information, every interviewer must be
The important thing if the researcher do the interview, the researcher just
give the relevance question for the interview and there are four tips for good
interviewer such as, the first is clear the topic, the second is give question based
on the research question, the third is the good respondent, the fourth is the good
questions are not set in order or in phrasing. Structured interview which was
supported by using a interview guide the interview guide itself consist of several
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vocabulary.
Asking set questions in a set order allows for easy comparison between
respondents, but it can be limiting. Having less structure can help researcher see
3.4.2.2 Informants
this research, the informant referred to the English teacher in junior high school in
3.4.2.3 questionnaire
ask and answer with respondents. Instrument or tool the data collection is also
written questions that used to obtain information from respondents in the sense of
reports about his personality, or things he knows. The types of questionnaires used
in this study are: closed questionnaire type, where the answers are already
3.4.2.3 documentation
images, for example photos, live images, sketches and others. Document in the
form of works such as works of art, which can be in the form of pictures, statues,
films, etc.
by take pictures in the form of photos, and record the results interviews with
informants related to video and audio. Camera useful as a tool for documenting
when interviews, so that the research carried out is true as it is. In collecting data
using a camera can be used if you have obtained permission by the subject to use
description of the result of interviews and documentation studies. Data has been
the order of data, organize in into a pattern, category and basic description”. This
The data analysis technique used in this research is adopted from the
phases of data analysis: data reduction, data display, and conclusion drawing and
verification.
and documentation.
abstraction and transformation of raw data emerged from written notes in the
field. This process continued throughout the research, even before the data is
reduction includes: (1) summarizing the data, (2) coding, (3) tracing themes,
c. Data display, data display or data presentation is the step where data is
form of appropriate interpretations aims to find the meaning of the data that
Data collection
Conclusion
drawing/verification
interview and questionnaire. According to Miles and Huberman there are three
major phrases of data analysis, they are: data reduction, data display, and
a. Data Reduction
written up field notes or transcriptions. In data reduction the mass of data has
researcher selected which data that were used in her research. They were two
became the key instrument in this research, where questionnaire became the
supporting instrument. In this step, the researcher analyzed the data based on
each instrument.
a) Report of Interview
investigate the problem faced by the teacher and during the teaching and
that researcher asked to the teacher (see appendix 1). The first point of
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puzzle could improve the students’ vocabulary mastery that was consisted of
two questions. The third point of interview was to know the teacher’s problems
during the process while applying crossword puzzle in teaching vocabulary that
Based on the interview done by the researcher, the data gathered (see
appendix 4) which were not based on the theory were reduced. The reduced
game?
vocabulary?
6. How is the students’ ability in vocabulary mastery when you have applied
achievement?
8. Does the student’s vocabulary increase more after you use the crossword
b) Report of Questionnaire
The first point was to know the students’ become more active and
crossword puzzle. The third pint was to know the teacher uses additional
books in vocabulary learning using crossword puzzle. The four till the six
point was to know crossword puzzle game is effective and teacher problem in
given to the whole teacher junior high school in Palu, there are two teachers
researcher concluded that the teacher obstacle faced in the process of teaching
game in teaching vocabulary, they were; students become more active and
understand better because they are looking for answer from the crossword
puzzle itself, so that they can remember well the words they get for the
crossword puzzle games, lack of time needed to apply the crossword puzzle.
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result of the questionnaire gathered the data (see appendix 2) which were not
based on the theory were reduced. The reduced data were as follows:
puzzle games
learning in class
puzzles.
b. Data display
diagram, graph, chart, table or matrix that provides a new way of arranging
thinking about the more textually embedded data.73 In this step, the
researcher analyzed the data that have been reduced in data reduction. In this
a) interview
place between the source and the interviewer. The interview consisted of
teachers SMP Negeri 12 Palu, SMP Negeri 19 Palu, SMP Negeri 20 Palu,
SMP Negeri 9 Palu, and SMP Negeri 18 Palu, there were fifteen questions
that the researcher asked to the teacher about the process of teaching
that all teachers in this study acknowledged that the role of words /
words whem they definite English. If they do not know the meaning of
words, they will not able to speak, write, and translate anything English.
use rules such as grammar. The four skills exist because they are
process easier. “
research, the researcher found the results of interviews from five teachers
from different schools that the problem of teacher faced during teaching
they have not heard before, making it difficult for students to listen and
The third research question is about how much time does the teacher
from different schools, the researcher found that the teacher teaches
students who learn English. The mastery of vocabulary can support them
the meaning of words when they definite English. If they do not know the
meaning of words, they will not able to speak, write, and translate
anything English. The students can be said gaining progress in English the
teaching.”
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motivate students and get their attention to the material that the teacher
gives. It also helps the teacher to make the students focus on the learning
process without making them feel bored in learning English. But improve
that is the students were over-crowded and some of the students were not
serious and had a lot of jokes with friends and teachers need hard work for
its implementation
games the teacher is able to motivate students and get their attention to the
material that the teacher gives. It also helps the teacher to make the
students focus on the learning process without making them feel bored in
games, not all teachers apply is smoothly because the level of interest of
learning for each student is different and teachers need hard work for its
implementation”.
vocabulary?
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now spend more time playing games on smart phone so that most of them
vocabulary mastery when the teacher applied the crossword puzzle game.
that the use of crossword puzzle game in learning English would be very
SMP Negeri 9 Palu), “Students were active enough to follow the learning
when using crossword puzzle, the students turned out to interact and carry
achievement?
The third research question is about does the crossword puzzle game
the researcher found the results of interviews from five teachers from
because crossword puzzle make students have to look for answer from the
contents of the question column so that the words from the answer that
student are looking for to complete the column are stored in students
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era, most student s uses their smartphone to study and play games at the
same time.”
h. Does the student’s vocabulary increase more after you use the
vocabulary increase more after you use the crossword puzzle game and the
reason. Based on the findings obtained by the researcher from the results
English by translating the text given by the teacher so that the students
students' vocabulary, students can remember new words and apply them
inside or outside the classroom. And then, students can find out how to use
Based on the data above it can be concluded that, the teacher’s obstacle
the impact of the use crossword puzzle game in teaching vocabulary are as
follows:
process
of the students were not serious and had a lot of jokes with friends
in teaching vocabulary
b) Questionnaire
Based on the data number 1, 85% of the teacher stated that the
puzzle in learning vocabulary. There were 15% teacher stated that the
were more students (85%) who could improve their vocabulary mastery
From the data number 3, 62% teacher stated that they use
book. There were 37% teacher stated that there was no problem in
to support. It means that more than half of the teacher still need
game.
From the data number 4, 62% teacher stated that the crossword
From the data number 5, 95% guru stated a using crossword puzzle
means that using crossword puzzle in class learning does not need to
use many supporting tools, making it easier for teacher for apply the
From the data number 6, 72% teacher stated that sometime they
were 28% teacher stated that they did not think so. It can be concluded
that most of the teacher not have difficulty in teaching vocabulary using
crossword puzzle.
c. Conclusion Drawing/Verification
Conclusion Drawing/Verification is the third component or level in
part, the data explained in data display were going to be discussed deeply in
order to make a finding of the research. In this part, the discussion and
findings were divided into two parts; the teacher’s obstacle faced during
The teacher could run the entire steps in teaching vocabulary. It means
that the teacher was competent but she still had difficulties in teaching
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six problems that may appear to teacher in teaching vocabulary, they are:
that the problems related to the story that appeared in this case was over-
crowded class. The teacher could not handle the class well because some
students were busy with their own business and had much laugh and
kidding. The researcher also concluded that from the questionnaire activity
there was no problem appeared because the teacher could run all the steps
well. It meant that the teacher was competent enough. The teacher had a
good method in teaching. It could be seen from how the way the teacher
explained the material. It means that the teacher was not apathy to new
that used by the teacher was sub-standard book. It could can be concluded
that the book used by the teacher was good. Another result could be
learning, the teacher must adjust the material to the technique that will be
used.
vocabulary.
46
process between teachers and students occurs as expected and the use of
4.2 Diccussion
that all teachers in this study recognized that the role of words / vocabulary in
learning English was very important. These findings are in line with previous
findings stated by Huyen and Nga in Rouhani and Purgharib (2013). This
who define vocabulary as a language element that links the four language
Rich vocabulary will totally help students mastering English and its four
that the problems related to the story that appeared in this case was over-
47
crowded class. The teacher could not handle the class well because some
students were busy with their own business and had much laugh and kidding.
The researcher also concluded that from the questionnaire activity there
was no problem appeared because the teacher could run all the steps well. It
meant that the teacher was competent enough. The teacher had a good method
in teaching. It could be seen from how the way the teacher explained the
material. It means that the teacher was not apathy to new technique or
procedures and the teacher adequate in teaching. The book that used by the
teacher was sub-standard book. It could can be concluded that the book used
by the teacher was good. Another result could be concluded is teachers still
vocabulary because every time they start learning, the teacher must adjust the
researcher with five teachers from different schools, the researcher found that
develop student vocabulary so that the learning process between teachers and
students occurs as expected and the use of crossword puzzles affects students'
learn if they use varied or different learning media. related to the game.
CHAPTER V
5.1 Conclusion
teach vocabulary and the impacts of the strategies used by the teacher in
the following two conclusions. First, some of the obstacle that the teacher
puzzle game were overcrowded. It is caused some of the students were not
serious and having noisy and to apply crossword puzzle in learning vocabulary
the teacher requires more time. Second, the impact of the use crossword puzzle
vocabulary so that the learning process between teachers and students occurs as
expected. Moreover, using crossword puzzles can make the techniques used by
5.2 suggestion
Based on the result of the research, the researcher makes some suggestions
to be addressed here:
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49
vocabulary
b. The teacher should prepare the material well before teaching by using
c. The teacher should manage the class and the time well in order that the
a. The students should be more creative to look for the way to learn English
practice day by day with friends at school and out of the school.
a. The school provide much more English book to be read by the students
vocabulary.
The researcher hopes that order researcher will conduct other research
English skill.
51
REFERENCES
Internet sources :
Tino. Crossword Puzzle. Available on: http://ozi379.blogspot.com/2011/04/
crossword-puzzle.html.
Davis1a, Tricia M., Brooke Shepherd, Tara Zwiefelhofer. The Journal of
Effective
Teaching 2009, Vol. 9, No. 3, 2009, 4-10. Available on :
http://www.uncw.edu/jet/articles/vol9_3/davis.pdf
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op=view&path%5B%5D=2334
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S
55
APPENDICES
6. How is the students’ ability in vocabulary mastery when you have applied the
achievement?
8. Does the student’s vocabulary increase more after you use the crossword
Interview guide 1
Name : HT
Age : 56
Gender : Female
Teacher response: Vocabulary is very important for the students who learn
certain language should know the words. The mastery of vocabulary can
support them in speaking when they are communicating to people can write
and translate the meaning of words when they definite English. If they do not
know the meaning of words, they will not be able to speak, write and translate
anything English. The students can be said gaining progress in English, the
mastery of vocabulary.
Teacher response: The lack of student interest in learning Engllish The lack
vocabulary, the lack of vocabulary they have makes them have to think about
what words will be used to answer questions until they are embarrassed to
game?
vocabulary?
6. How is the students’ ability in vocabulary mastery when you have applied
achievement?
students begin to dare to express their opinions in class and with the increase
in their vocabulary it also affects other skills such as writing and speaking
8. Does the student’s vocabulary increase more after you use the crossword
Interview Guide 2
Name : HG
Age : 45
Gender : Female
students who learn English. The mastery of vocabulary can support them
translate the meaning of words when they definite English. If they do not
know the meaning of words, they will not able to speak, write, and
language teaching.
students play more than listen to the material explained by the teacher.
game?
and pay more attention to the rules that are being explained by the teacher
vocabulary?
students are easier to remember new vocabulary that they find themselves
puzzle.
before because when I first applied the crossword puzzle they were more
achievement?
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front of the class and are more enthusiastic in improving their vocabulary.
8. Does the student’s vocabulary increase more after you use the
front of the class because with the crossword puzzle game they find new
vocabulary
Interview Guide 3
Name : MI
Age : 41
Gender : Female
must be provided so that students are able to digest what is taught by the
game?
implementation
vocabulary?
6. How is the students’ ability in vocabulary mastery when you have applied
being taught.
achievement?
8. Does the student’s vocabulary increase more after you use the crossword
Interview Guide 4
Name : YP
Age : 35
Gender : Female
Teacher response: the role of vocabulary is very large in the learning process and
Teacher response: lack of media to get vocabulary due to the lack of students'
game?
Teacher response: For students who are basically curious, it will be easy to
understand vocabulary with crossword puzzles, but for students who lack
vocabulary?
Teacher response: quite interesting, because it can increase new vocabulary and
easily remember the vocabulary they find until they can apply it in conversation
6. How is the students’ ability in vocabulary mastery when you have applied
achievement?
puzzle using the word they are looking for, it makes it easier for students to
8. Does the student’s vocabulary increase more after you use the crossword
Teacher response: Yes it increases because they are looking for the answer
Interview Guide 5
Name : NWT
Age : 37
Gender : Female
and does not use rules such as grammar. The four skills exist because they
process easier.
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memorize and lack of vocabulary makes them less understand the text
game?
vocabulary?
vocabulary
stronger because they themselves find the words for the answers.
achievement?
8. Does the student’s vocabulary increase more after you use the
made because it is in the form of a game so students try to find their own
crossword puzzles