Interpretation of the Data and Discussion

44 CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion and the suggestion. In this chapter, the researcher would like to give some conclusions that may relate to the subject.

A. Conclusion

Many games and media that become tool for teaching and learning activity effective such as cards, word wall, etc. One of games is crossword puzzle that the writer expected effective for teaching and learning activity. So, the writer did the research using crossword puzzle in teaching vocabulary in MTs. Muhammadiyah 1 Ciputat. Based on the anylisis result of this research, showed that the result of T-test formula to test the hypothesis of this research in the significance degree of 5 is t-test t t-table t t 2.13 1.999. Therefore, the null hypothesis H is rejected and alternative hypothesis H a is accepted. Besides, it can be seen from the comparison between the gained score average of experimental class and the gained score average of controlled class on the table of the students‟ gained score, the gained score average in experimental class 21.22 is higher than the gained score average in control class 13.38. it means that crossword puzzle is effective in improving studen ts‟ vocabulary. Therefore, it can be concluded that the answer of research question was proven that there is effectiveness of crosswrod puzzle on students‟ vocabulary at first of Islamic Junior High School Muhammadiyah Ciputat in academic year 20152016.

B. Suggestion

After the writer carried out the research, she woudl like to offer some suggesttion that may relate to the research findings and discussion. The result of this research showed that crossword puzzle is effective to be applied in vocabulary teaching and learning. There are some points that the writer might suggest: a. For English Teacher English teacher shosuld be creative in developing the teaching learning activities and strategies in classroom to make the class alive and the students do not ge bored. Besides, English teachers should encourage the studen ts to be active to participate in class learning activities si that the students will get more efective vocabulary learning and easier to undersatnd the new vocabulary taught. English teachers also should motivate the students that learning English especially vocabulary is such an easy and interesting to learn. The use of instructional media should be encouraged. b. For Students Students should always be active in the process of teaching and learning and not afraid or lazy in the English lesson, so the students should develop their motivation. Esides, the students should give more attention and keep their atitude when the teacher explained he lesson and teach them. The students also should study hard to reduce their difficulties in learning English. c. For the Next Researcher Researcher should develop the study using the media or strategies in vocabulary understanding to make the students interested and understand the material easily. For example: using card, song, picture and crossword puzzle. REFERENCES Bauer, Laurie Vocabulary, New York: Routledge, 1998 Brown, James I Programmed Vocabulary, New York: Meredith Publishing Company, 1964 Caldwell, Joanne Schudt Comprehension Assessment, A Classroom Guide New York: The Guilford Press, 2008 Carter, Thomas P Cross Word Puzzle in the Foreign Language Classroom, The Modern Language Journal, Volume 58, No 3 March.,1974, Wiley National Federation of Modern Language Teachers Association Celce-Murcia, Marianne Teaching English as a Second or Foreign Language.Third Edition.Boston: Heinle and Heinle Publisher Croocal, David Rebecca, L Oxford Simulation, Gaming and Language Learning, New York: Newburry House Publisher, 1990 David, Edward and Vallete, Rebecca M Classroom Tehnique Foreign Language and English as a Second Language, New York: Harcout Brave Javanovich, 1997 Gass, Susan M. Selinker, Larry Second Language Acquisition, An Introductory Course, Third Edition, New York: Routledge, 2008 Harmer, Jeremy The Practice of English Language Teaching, Third Edition, New York: Longman 1991 Hatch, Evelyn and Brown, Cherryl, Vocabulary, Semantic, and Language Education, Cambridge: Cambridge University Press, 1995 Kim, Lee Su http:www.teflgames.comwhy.html. Creative Games fo the Language Class , ‘Forum’ Vol.33 No.1, January-March 1995. Krashen, S.D 1989 We Acquire Vocabulary and Spelling by Reading:Additional Evidence for the Input Hypothesis. The modern Language Journal, 73 440- 463 in Thuy. N.N., The Effects of Semantic Mapping on Vocabulary Memorizing. Lee W R, Language Teaching Games and Context, Second Edition, Oxford Universit Press, 1980 McCarthy, Michael Vocabulary, New York: Oxford University Press, 1990 Mollica, Anthony Cross Word Puzzle and Second Language Teaching, American Association of Teachers of Italian, 2007, http:www.jstor.orgstable27669126 Njoroge, Ruth W. Ndung’uMartin C. and GatambukiGathigia Moses The Use of Cross Word puzzle as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary School, International Journal of Current Research, Vol 5, Issue 02, pp.313-321, February, 2013 Nuessel, Frank Recreational Problem-Solving Activities for Teaching Vocabulary in Elementary and Intermediate Spanish, Hispania, Vol. 77 No. 1 March., 1994, American Association of Teachers of Spanish and Portuguese Richards, Jack C. And Renandya, Willy A Methodology in Language Teaching:An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002 Smith, Thomas B Teaching Vocabulary Expeditiously:Three Key of Improving Vocabulary Instruction, The English Journal, Volume 97, No 4 March, 2008 Susetyo, Budi Statistika Untuk Analisis Data, Bandung:Refrika Aditama, Bandung, 2010 Thornbury, Scott How to Teach Vocabulary Harlow: Pearson Education, 2002 Ur, Penny A Course in Language Teaching: Practice and Theory, Cambridge:Cambridge University Press,1991 Wilkins, D. A, 1972. Linguistics in Language Teaching.Edward Arnold, London ,p. 111 in Unaldi. I., Bardakci. M., Akpinar. K. D., and Dolas. F. A comparison of contextualized, decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study. 2013. Journal of Language and Literature Education, 8. Vassoughu, Hossein Using Word-Search-Puzzle Games for Improving Vocabulary Knowledge of Iranian EFL Learners, Journal of Teaching English as a Foreign Language and Literature of Islamic Azad University of Iran, 1 1, 79-85, Winter 2009

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