The Effectiveness Of Crossword Puzzle In Learning Vocabulary (A Quasy-experimental Study at the Seventh Grade Students of MTs. Muhammadiyah 1 Ciputat)

“A Skripsi”

Presented to Faculty of Educational Sciences in Partial Fulfilment and Requirements for the Degree of S.Pd. (S-1)

in English Education

Submitted by: EKA FITRIYANI

1111014000005

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

Advisor

I

NW

Siti NurulAzkiyah. _{M. Sc. ph. D}

THE _{ET'F'ECTIVENESS OF CROSSWORD PUZZLE}

IN LEARNtr{G VOCABULARY

(A _{Quasy-experimental study at the seventh Grade students}

of MTs. Muhammadiyah 1 Ciputat)

'oA Skripsi'

Presented to Faculty of Educational sciences in partial f,'ulfillment and

Requirements for the Degree of S.pd (S.1)

in English Education

Submitted by: EKA T'ITRTYANI

111101400000s

Approved by the advisors:

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF IIIDAYATI]LLAH STATE ISLAMIC UNIVERSITY JAKARTA

20t6

ENDORSEMENT SHEET

The Examination Committe of Faculty of Educational Sciences certifies that

the "Skripsi" Scientific Paper entitled

"

The Effectiveness of Crossword Puzzle in Learning Vocabulary (A _{Quasi-Experimental} Study at the Seventh Grade of MTs. Muhammadiyah

I

Ciputat)"

written by

Eka

Fitriyani, students' number:

1111014000005 was examined by the Committe on October 3'd,201.6, and was

declared to have passed to fulfiII one of the requirements for the degree of S.Pd. (S-1)

in English Education.

EXAMINATION COMMITTE

Chairman Dr. Alek. M.Pd.

NrP. 19690912 200901

I

008

Secretary

Examiner I

Examiner II

Zaharil Anasy. M.Hum.

NrP. 19761007 2007t0 1 002

Dr. Atiq Susilo. MA.

NrP. 19491122 197803 t00r

Drs. Sunardi Kartowisastro. Dipl. Ecf

Acknoweledged by

Dean of Facrllgy of Educational Sciences

T]IN JAKARTA TTTI(

Jl. b. H. -W No 95 Cpuu I 51 1 2 ld*^aa

ST]RAT

PER}IYATAAN KARYA SENDIRI

FORM

(rR)

Tgl.

Terbit

:

I Maret 2010

Saya yang bertanda tangan di bawah ini,

Eka Fitriyani

Pe-malang,

.t9

J-ar,ruali. I 992

1111014000005

Pendidikan Bahasa Inggrrs

The Effectiveness of Crossword Puzzle in Leaming

Vocabulary _{(A Quasi}

_-

Experimental Study at the Seventh

Grade Students of MT* Muhammadiyah

I

Ciputa)

Dosen Pembimbing : 1. Dr. Nurul Azkiya, M. Sc. Ph. D.

2. Drs. Bahd Hasibuan, M. Ed.

dengan ini menyatakan bahwa slaipsi yang saya buat benar-benar hasil karya sendiri

dan saya bertanggung jawab se&ua akademis atas apa yang saya fulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.

Nama

TempatlTgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi

Jakarta, 29 Agu-stus 201 6

NIM.] 1 110 a

H & x t;

s

G 5

ET

t

No.

Revisi: :

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Sevent Grade Students of MTs. Muhammadiyah 1 Ciputat). Skripsi, English Education Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.

Advisor I : Siti Nurul Azkiyah, M.Sc.,Ph.D.

Advisor II : Drs. Bahrul Hasibuan, M.Ed.

Keywords: Crossword Puzzle, Vocabulary.

The objective of this research was to get empirical evidence of using Crossword Puzzle in Learning Vocabulary. The sample of this research was seventh grade students of MTs. Muhammadiyah 1 Ciputat. They were VII-1 as the experimental class and VII-2 as the control one. Each class consisted 32 students . For sampling tehcnique, the researcher used purposive sampling. In getting the data, the researcher used test that devided into pre-test and post-test. The instrument of this research was test that in form multiple choices. In analzing the data, the researcher used T-test

formula to analyze students’ achievement by conducting a pre-test and post-test. The result of this study showed that most of students have gained good scores after

treatment. The students’ pre-test mean score in experimental class was 62.75 while the post-test mean score was 83.97. In contrary, the students’ pre-test mean score in controlled class was 61.40 and the post-test mean score was 71.88. The result of statistical hypotheses test found that on significance level 5%, tobservation was 2.13

while ttable with df= 62 was 1.999 or tobservation > ttable.The findings of the study state

that using cross word puzzle in learning vocabulary is an effective way and quite success because it can improve the students’ achievement in learning vocabulary.

Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.

Pembimbing I : Siti Nurul Azkiyah, M.Sc.,Ph.D.

Pembimbing II : Drs. Bahrul Hasibuan, M.Ed.

Kata Kunci: Permainan TTS, Kosa Kata.

Penelitian ini bertujuan untuk mendapatkan bukti empiris penggunaan crossword puzzle. Adapun sample yang digunkakan pada penelitian ini adalah sebanyak 32 siswa kelas tujuh Mts. Muhammadiyah 1 Ciputat. Dalam mendapatkan data, penulis menggunakan metode quasi-experimental. Instrumen dalam penilitian ini adalah pilihan ganda pada pre-test dan post-test. Hasil yang di peroleh yaitu bahwa nilai rata-rata kelas experimental 62.75 sedangkan nilai rata-rata post-test siswa yaitu 83.97. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 61.40 dan nilai rata-rata post-test adalah 71.88. Pengaruh yang signifikan dapat dilihat pada nilai rata-rata siswa post-test pada kelas experimen yang diberlakukan menggunakan teka-teki silang. Nilai rata-rata kelas experimen lebih besar dari pada nilai rata-rata post-test kelas kontrol yang tidak menggunakan teka-teki silang. Hasil yang diperoleh pada penelitian ini menunjukan bahwa penggunaan teka-teki silang pada pembelajaran vocabulary merupakan cara yang efektif dan cukup sukses. Hal ini bisa di lihat dari pencapain siswa dalam belajar vocabulary.

iv

All praise be to Allah the Lord of the worlds for the blessing, the strength and the guidance to the researcher in completing this research. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions and his followers.

It is a precious thing that the researcher finally accomplishes her

„skripsi‟entitled “The Effectiveness of Crossword Puzzle in Learning Vocabulary”(A Quasi-Experimental Study at the Seventh Grade Students of MTs Muhammadiyah 1 Ciputat). It is presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education.

On this occasion, the researcher would like to give the deepest gratitude and the greatest honour to her beloved parents, Mrs. Rikhanah and Mr. Abdul Basyir and her lovely husband, Jaenudin who always give prayer and motivation to finish her study. The researcher would also like to express her gratitude to Siti Nurul Azkiyah, M.Sc., Ph.D. and Drs. Bahrul Hasibuan, M.Ed. as the advisors who have given guidance, advice, motivation, and patience to the researcher in

accomplishing this „skripsi‟.

The researcher‟s gratitude also goes to:

1. All lecturers especially those of Department of English Education for the worthy knowledge, motivation and patience to the researcher during her study at Syarif Hidayatullah State Islamic University. 2. Dr. Alek, M.Pd. as the Head of Department of English Education. 3. Zaharil Anasy, M.Hum. as the Secretary of Department of English

Education.

v

Utul Azkiyah, Nurul Fatmawati, Faras Labieb, Akhmad Fahri and Imam Damarullah who always help, share and support the researcher.

7. For my best friends, Novia Nur Komala Dewi, Misyka Nuri Fatimah,

Aptiyani Nur Janah, Risna Nur Hasanah, Fahmi Saefudin, Nisa, Sulis and Dede who always support the researcher to finish her study as soon as possible.

8. To any other persons who give contribution to the researcher and whose name cannot be mentioned one by one.

Finally, the researcher truly realizes that this „skripsi‟ cannot be considered as a perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which hopefully can make it better.

Jakarta, Agustus 2016

ABSTRAK ... iii

ENDORSEMENT SHEET ... iv

ACKNOWLEDGMENT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... vii

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of Problem ... 4

C. Formulation of the Problem... 4

D. Limitation of the Problem ... 4

E. Purpose of the Study ... 4

F. Significance of the Study... 5

CHAPTER II. THEORITICAL FRAMEWORK ... 6

A. Vocabulary ... 6

1. The Understanding of Vocabulary ... 6

2. The Importance of Masterinf Vocabulary for Students .. 7

B. Teaching Vocabulary ... 9

1. What the Students Need to Learn ... 9

2. Media in Teaching Vocabulary ... 10

3. Principles of Teaching Vocabulary ... 12

C. Games ... 13

1. The Purpose of Game ... 13

2. The Advantages of Games ... 14

3. The Understanding of Crossword Puzzle... 15

CHAPTER III. RESEARCH METHODOLOGY ... 20

A. Research Design ... 20

B. The Place and Time of the Research ... 20

C. The Population and Sample ... 21

1. Research Population ... 21

2. Technique Sampling ... 21

D. Instrument of Study ... 21

E. Technique of Collecting Data ... 21

F. Technique of Analyzing Data ... 22

1. Validity ... 22

2. Realibility ... 22

3. Discriminating Power ... 23

4. Item Difficult ... 23

5. Normality Test ... 24

6. Homogeneity Test ... 25

7. T-Test ... 25

G. Statiscal Hypothese ... 27

CHAPER IV. RESEARCH FINDINGS ... 28

A. Data Description ... 28

1. The Data of Experimental Class ... 28

2. The Data of Control Class ... 29

B. Analysis of Data ... 31

1. Validity Test ... 31

2. Realibity Test ... 31

3. Discriminating Power ... 31

4. Item Difficulty... 34

A. Conclusion ... 44

B. Suggestion ... 45

REFERENCES ... 47

Table 4.3 ... 28

Table 4.4 ... 30

Table 4.5 ... 31

Table 4.6 ... 31

Table 4.7 ... 32

Table 4.8 ... 32

Table 4.9 ... 33

Table 4.10 ... 34

1

A.

The Background of the Study

Vocabulary is one of the important language aspects in learning English.Having vocabulary, students are easier to understand teachers‟ explanation and also help them in learning four language skills namely listening, speaking, reading and writing. Wilkins as cited in Scott Thornbury

states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”.1

This indicates that vocabulary has an important role in communicates the ideas. Students who have enough vocabulary are able to write and speak well.

Additionally, students need to learn academic words list in understanding vocabulary. Scott Thornbury states “a recently published academic word list consists of just 570 words families, covering a variety of disciplines – arts, commerce, law and science – also includes such items as

analyse, concept, data and research”.2This is important because those academic words can help students in learning huge number of vocabulary in the class. On the other hand, “most researcher nowdays recommended a basic vocabulary of at least 3.000 word families, while for more specialised needs, a working

vocabulary of over 5,000 word families is probably desirable”.3

Regarding the importance of vocabulary, students need to learn vocabulary because vocabulary is the key to learning language and the most important aspect in using language.Students who have sufficient vocabulary, automatically can speak and build sentences well. According to Jack Richards

and Willy A. Renandya, “vocabulary is a core component of language profiency

1

Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Education, 2002),p. 13 2

Ibid., p. 21. 3

and provides much of the basis how well learners speak, listen, read and write

well”.4

However, in term of teaching English many students are still confused to use vocabulary in their writing. Many students could not choose and use the suitable and correct vocabulary. Students did not understand when teacher used English in the class so they asked the teacher to translate into Indonesia language. Furthermore, teachers are seldom use mediaand teaching by repetition makes the students feel bored. Those information is obtained when the writer did Integrated Teaching Practice Profession-Praktek Profesi Keguruan Terpadu

(PPKT) program as English teacher in MTs. Muhammadiyah 1 Ciputat for four

months. Based on factors above, teachers need to provide students with various techniques to increase students‟ vocabulary.

Dewi Nurhamida (2012) found that many students get the difficulty in remembering new vocabulary and also they are not interested in learning English. Then she used word wall as media in teaching vocabulary to improve

students‟ vocabulary mastery. After she used word wall in teaching vocabulary, students‟ score were higher than before she used media. Additionally, Hari Supriyatna (2014) found that technique in teaching vocabulary is less of variation and tend to be monotonous. Then he used guessing game as media in teaching vocabulary. The result of students‟ score who were taught by using guessing game as media was higher. From some researchs above, it can be suggested that the use of media in teaching vocabulary is effective, it showedthat students‟ score in experimental class that use media is higher than

students‟ score in control class that without media.

Additionally, there are some techniques and media that can build the interest of students in learning vocabulary. One kind of media that the writer wants to apply in teaching vocabulary is crossword puzzle. By applying

4

Jack C. Ricahrds and Willy A. Renandya, Methodology in Language Teaching: An

crossword puzzle the writer hopes that it seems to be effective for students‟ vocabulary learning.5

“The crossword puzzle is a game that makes the teaching-learning process attractive.”6 It means that the crossword puzzle will motivate the students to solve the puzzle by making learning fun and relaxed. In this case students more understandin learning vocabulary because they have to fulfill the hidden words that teacher give by using crossword puzzle and make them remember vocabulary easily in different way, that is rewriting them.The reasons of using this game are because the learners can enjoy in learning of the target language.7 It is because the students are involved in the learning process. Moreover, the crossword puzzle can also help the students to gain their interest in learning vocabulary by practice and repetition the sentence pattern. By this technique, it helpis the students see or think that English is not a difficult subject as they think.

There is one relevant previous research that supported the use of crossword puzzle in vocabulary learning. Wiwat Orawiwatnakul (2013) has done the research and showed the result that students‟ retention in memorizing vocabulary they gained from the activity provided and also their vocabulary improved.

Referring to some problems and advantages of crossword puzzle, the writer would like to investigate whether or not the use of crossword puzzle in teaching vocabulary is really effective.

5

Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, 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),p. 2.

6

Ibid.,p. 2. 7

B.

The Identification of Problem

According to the background of the study above, there are several problems that can be identified in this research:

1. Many students are still confused to use vocabulary in their writing. 2. Many students could not choose and use the suitable and correct

vocabulary.

3. In teaching and learning teachers are seldom use media. 4. Teaching by repetition makes the students feel bored.

C.

The Formulation of Problem

Based on the statement above, the writer formulates the problem of the research as followed: Is using crossword puzzle effective in teaching vocabulary to the 7th grade students of MTs Muhammadiyah 1 Ciputat?

D.

The Limitation of the Problem

This study was conducted at the second semester 2015/2016of academic year at 7th grade students of MTsMuhammadiyah 1 Ciputat. This research did not focus on teaching vocabulary in general but only focuses on teaching vocabulary using crossword puzzle which is specifically taught to 7th grade of junior high school.

E.

The Objective of the Research

The objective of this research is to get empirical evidence of whether or not the using of crossword puzzle in teaching vocabulary to grade VII at MTs

F.

The Significance of the Study

This research is expected to expand the writer‟s insight into crossword puzzle in teaching vocabulary in particular, and the reader‟s, in general.

6

In this chapter, the writer tries to give clear description of literature review. The sub sections are Vocabulary that consists of The Understanding of Vocabulary and The Importance of Mastering Vocabulary for Students. This section will be followed by Teaching Vocabulary which consists of What The Students Need to learn, Media in Teaching Vocabulary,and Principles of Teaching Vocabulary. In the last sub is Game that consists of The Purpose of Game,The Advantages of Game, The Understanding of Crossword Puzzle, Teaching Vocabulary Using Crossword Puzzle and The Advantages of Crossword Puzzle.

A.

Vocabulary

1.

The Understanding of Vocabulary

In learning new language, vocabulary is one of the important language components that language learners need to learn. Language learners need a great range of vocabulary to be able to understand the text written in English, comprehend the message, and speak and write in English.

Several authors have interpreted the meaning of vocabulary in different point of view. Penny Ur defines vocabulary as the words thatteacher teach in foreign language. However, a new vocabulary may be more than one word which is made up from two or three words that conveys a meaning. Besides, there are multi-word idioms where the meaning of phrase cannot be concluded from an analysis of component word.8 Additionally, Richards and Renandya states that vocabulary is one of crucial part in language learning that will

8

Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge University Press, 1991), p. 60.

become a basis of how learners can speak, listen, read and write well.9 Meanwhile, according to Laurie Bauer vocabulary is about words where they derive from, how they change in different categories, how they relate each other and also how we use them to see the world.10 Furthermore, Hatch and Brown that define vocabulary as a set of particular language or a list or set of words that people can use.11

Based on the definition above, the writer can say that vocabulary is a set of word that used to express the ideas and learn new subject.

2.

The Importance of Mastering Vocabulary for Students

Vocabulary is important for student‟s understanding in four language skills. Students who have enough vocabulary will find little difficulties in using the language in written and oral form. The roles of vocabulary above show that vocabulary is important for students because it will help them to understand the task. In addition, there is a relationship between vocabulary and understanding. If students know the meaning of words, the students will be able to comprehend it. Wilkins as cited in Scott Thornbury state “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.12

Additionally, as stated by David and Vallete in their book that vocabulary is important part in all languages teaching, students must learns words as they learn grammar and practice pronounciation.13 Furthermore, McCharty states that vocabulary is the biggest component of any language course. No matter how well students learn grammar and the sounds of language are mastered,

9

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255.

10

Laurie Bauer, Vocabulary, (New York: Routledge, 1998), p. VIII. 11

Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education,

(Cambridge: Cambridge University Press, 1995), p. 1.

12

Scott Thornbury, How to Teach Vocabulary, (Harlow: Pearson Longman, 2002), p. 13. 13

Edward David and Rebecca M, Vallete, Classroom Tehnique Foreign Language and

without words to express a wide range of meanings, communication just cannot happen in any meaningful way.14 It means that understanding a large number of vocabulary will be helpful for language learner better than understanding language structures and sound of language because by learning vocabulary learners will be able to understand the language.

Moreover, as Kreshen points out that a large vocabulary is very crucial for mastering a language.15 It means that vocabulary is the key to students for understanding what they hear and read in the school; and then communicating successfully with other people. As Wilkins emphasizes the importance of vocabulary acquisition in learning language by stating that without grammar students cannot make communication but without vocabulary it is impossible to communicate with other people.16

From the explanation above, it showed that vocabulary is important for the students in teaching learning process. If the students just have a little of vocabulary, they will be unable to understand the question and the text of English. In addition, if the learners have lack of vocabulary, they do not have very much information or knowledge. Otherwise, if the students know and understand vocabulary they will be able to communicate effectively and understand the English text.

14

Michael McCarthy, Vocabulary, (New York: Oxford University Press, 1990), p. 3. 15

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. P. 630

16

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, p. 78.

B.

Teaching Vocabulary

1.

What the Students need to Learn

In learning vocabulary many studentsare confused in using it. Therefore, they can not choose and use the suitablevocabulary, write with wrong spelling and grammar. However, according to Harmer there are four components that students can learn17:

a. Meaning

Student needs to know that vocabulary item may have more than one meaning. Hence, they have to look at the context in which it is used. This is very important in learning vocabulary because the meaning of words commonly have relationship with other words. These relationships make the learner commit some vocabulary and defining the semantic area of word.18

b. Word Use

Students need to know that the use of word can change the meaning based on how it is used. In other words, students also need to know collocation. Collocation consists of pairs or group of word that co-occur with high frequency.

c. Word Formation

Words can change their shape and their grammatical value. Students need to know word formation and how to twist words to fit different grammatical context.

d. Word Grammar

Words change according to their grammatical meaning, so the use of some words can trigger the use of some grammatical pattern. The

17

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:

Longman 1991), p. 156-158

18

Marianne Celce-Murcia. Teaching English as a Second or Foreign Language.Third

grammar need to be taught because an item may have an unpredictable change of form in grammatical context.

2.

Media in Teaching Vocabulary

In the teaching vocabulary students are not only learning those words and memorize them but also understanding the meaning of words. Hence, the use of media is important because students can understand and recall previous materials in the process of acquiring vocabulary.

Teacher can discover some techniques in teaching vocabulary, Pittman as cited in Jack C. Richrads and Tehodore S. Rodgers states there are some ways in demonstrating the meaning of new language such as using picture, realia, action with gesture and also the real object.19These are some activities in learning vocabulary:

a. Realia

Presenting the real thing can be used in learning and teaching in the classroom such as pen, ruler, book, and ball. The teachers hold the things and say it loudly then get students to repeat it.

b. Pictures

Picture can be flashcards, wall pictures, charts, magazine picture and any other non-technical visual. Teacher can use this to explain the meaning of words such teachers draw or bring some pictures then show to the students that students can illustrate the pictures such as hat, house, door, etc.

c. Mime, Action and Gesture

Action will be better to explain by mime. This concept of this action is easily presented such as running, walking, crying, etc.

d. Explanation

19

For the beginner the explanation will be difficult but it will become easy by remembering the fact of these words. For instance, explain the

meaning of „mate‟ teachers have to point out that it is colloquial words that used in informal context.

e. Translation

Translation is the easy way in teaching vocabulary to understand the meaning.20In choosing words for the students, teachers should know some characteristic of words. Beck et al. as cited by Joanne Schudt Caldwell points out three levels of words. The first level is including basic words such as walk, mother and animal. The second level is including high-frequency such as compromise, diligent, and fortunate. And last is including specific content areas such as manometer, organelles and capsid.21

Furthermore, Nagy as cited in Thomas B. Smith identified three elements which are needed to an effective programs in teaching vocabulary: integration, meaningful use and repetition22. Integration means that vocabulary lesson must be an integral, teachers should teach vocabulary and tie into reading and writing lesson. Then, meaningful use means teachers should give opportunities to the students to practice what they have learned in meaningful ways. The statement above is supported by R. Ellis and He as cited in Susan M. Gass and Larry Selinker state that “when learners have opportunity to use new word in a communicative context, those words are retained in short and long term than when they are only input them on their

20

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:

Longman), p. 161. 21

Joanne Schudt Caldwell, Comprehension Assessment, A Classroom Guide, (New York: The Guilford Press.,2008), p. 133-134.

22

Thomas B. Smith, Teaching Vocabulary Expeditiously: Three Key of Improving Vocabulary Instruction, (The English Journal, Volume 97, No 4 March., 2008), p. 21.

mind”.23The last is repetition, it means that teachers have to recall previous vocabulary in every ways in which students always remember the vocabulary that they have learned. According to Brown one important way of aiding memory is by associating what is to be learned.24 This indicates when teachers teach new vocabulary they need to associate vocabulary that they have learned before.

f. Crossword Puzzle

Crossword puzzle can be used in teaching and learning as other media. Teacher may wish to highlight keywords of a short story or teachers may also decide to provide students with key words of a short story in crossword puzzle and students are required to provide the clues.25

3.

Principles of Teaching Vocabulary

a. Concrete word

A general principle in the past has been to teach more concrete words. The things which the words represent are there in front of the students and thus easily explained.

b. Frequency

A general principle of vocabulary selection has been that of frequency. Teachers can decide which words they should teach on the basis of how frequently they are used by speaker of the language. The words which are most commonly used are the ones they should teach first.

23

SusanM. Gass &Larry Selinker, Second Language Acquisition, An Introductory Course,

Third Edition, (New York: Routledge, 2008), p. 464.

24

James I Brown,Programmed Vocabulary, (New York: Meredith Publishing Company, 1964), p. 4.

25

Anthony Mollica, Crossword Puzzle and Second Language Teaching, (American

c. Coverage

Another principle that has been used in the selection of vocabulary is that of coverage. A word is more useful if it covers things than if it only has one very specific meaning.

d. Choice

In order to know which are the most frequent words students can read or listen to a lot of English and list the words that are used, showing which ones are used most often and which are used least often.26

C.

Games

1.

The Purpose of Games

Game is an activity which is entertaining and engaging, often challenging and also in which learners play and interact with others.27This activity is a way to help students not only enjoy and entertain with the language they learn but practice it incidentally. Game has some purposes:

a. Physical activity: to release physical and nervous tension and to promote mental alertness by breaking the routine of drills.

b. Enjoyment: to create a climate of fun and interest that will help the students look forward to their English lesson.

c. Cultural content: to use game as a way of repealing general pattern of

culture that should add to the student‟s grasp of the waysof English

speaking people.

d. Laguage learning: to serve as an adjunct to the tehnique of teaching grammar and sound system of the new language.28

26

Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York:

Longman 1991), p. 154. 27

Andrew Wright, et. al, Games for Language Learning, Third Edition, (Cambridge:

Cambridge University Press, 2006), p. 1. 28

David Croocal &Rebecca L. Oxford, Simulation, Gaming and Language Learning, (New

From the purpose of game above crossword puzzle can be applied in physical activity such students can write the correct word from the clues in the board. The use of crossword puzzle is to create the class alive and also teacher can use this media to teach sound system of new language.

2.

The Advantages of Games

Andrew Wright points out some advantages of games in his book. a. Games help and encourage many learners to support their interest and

work.

b. Games also help the teacher create contexts in which the language is useful and meaningful. Students 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.

c. Many games make language items more conventional.

d. By making language convey information and opinion, games working

of language as living communication.

e. Games can provide intense and meaningful practice of language.29 Additionally, according to Lee Su Kim there are many advantages of using games in the classroom.

a. Games are a welcome break from the usual routine of the language class.

b. They are motivating and challenging.

c. Learning a language requires a great deal of effor. Games help students to make and sustain the effort of learning.

d. Games provide language practice in the various skills such as speaking, writing, listening and reading.

29

e. They encourage students to interact and communicate. f. They create a meaningful context for language use.30

3.

The Understanding of Crossword Puzzle

The first puzzle was created by Arthur Wynnefrom Liverpool appeared in the shape of a diamond without any "black" squares and were called "word-cross. Whynne called the cross word puzzle because he had positioned the words in the form of a cross (which also resembles a diamond). It had the

word “fun” written in it because it appeared in the “fun” page. In addition

according to Augarde (1984) in Molica, cross word puzzle

usually consist of chequered diagrams (normally rectangular) in

which the solver has to write words guessed from clues. The words are separated by black squares or by thick bars between squares. [. . .]

Crosswords are now usually designed so that they look the same when

they are turned upside down. But many early crosswords lacked this kind of pattern or were designed symmetrically, so that the left side as the mirror-image of the right side.31

Moreover, Bressan points out that cross word puzzle is a attractive game. Student not only do the crossword puzzle offer challenge to solve the puzzle but also they can practice and repeat the sentences pattern and vocabulary.32 It can be concluded that cross word puzzle is a game that student need to fill the hidden word horizontally (across) and vertically (down). Students have to supply an appropriate accurate answer that single space corresponds to each

30

Lee Su Kim, http://www.teflgames.com/why.html. Creative Games for the Language Class,

„Forum‟ Vol. 33 No. 1, January-March 1995, p. 35.

31

Anthony Mollica, Cross Word Puzzle and Second Language Teaching, (American

Association of Teachers of Italian, 2007), http://www.jstor.org/stable/27669126, p. 60.

32

Martin C. Njoroge, Ruth W. Ndung‟u and Moses Gatambuki Gathigia, 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),p. 3.

letter of the correct response and other components of the puzzle depend on correct response in the coinciding slots.

4.

Teaching Vocabulary Using Crossword Puzzle

There are three-step processes to this type of puzzle. First, students have to use the appropriate vocabulary item. For facilitated students, teachers use symbolic rather than translation such as object (noun), activity (verb) and description (adjective). Second, student writes the appropriate lexical item in underlined space that corresponds to the number of letters in actual word, hence the student selects among synonym for the form in the puzzle. Third stage requires the student to locate the words in appropiate spaces.33

The various preceduree are possible as Lee define:

1. Teaher gives the same crossword puzzle for each student. They solve individually with the help of written clues.

2. Teaher devides the class into group. Then the teacher gives a different crossword for each group. Everyone in the group helps to solve it. however, if there is a more active member in one group, they tend to do all the work. in otherwise, if there is a more passive member in one group, they will difficult to do all the work.

3. Teachers gives crossword puzzle for all of students. They do the crossword puzzle individually. Then the teacher divides the class into groups and then they work in group. The students can share their answer to finish their crossword puzzle in their group.

4. The teacher writes crossword puzzle on the board, but no written clues. The teacher gives clues orally and solve the crossword step by stepwith

33

Frank Nuessel, 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), p. 2.

the class. the class is divided into groups and each group come to the board and writes the words in one by one.34

5.

The Advantages of Cross Word Puzzle

Cross word puzzle is one of many instructional game that comprehend word-level into grid and make the class fun with puzzle clues and the object of cross word puzzle is to find the hidden list word based on clues.35 Teaching vocabulary through cross word puzzle may draw on other problem-solving activities in order to reinforce previous lexical items or it may deal with an entirely new lexical. In learning vocabulary through cross word puzzle is an effective and interesting way that can be applied in EFL classroom. Wahyuningsihin Marin C. Njoroge et.al.mentions some advantages using cross word puzzle as follow:

 Help students to gain interest and reduce boredom

 Cross word puzzle give students opportunity to practice and repeat the sentence pattern and vocabulary

 Students feel relax and enjoy in participating in the learning activity and they memorize the vocabulary in different way

 Cross word puzzle can be given at point of time during the lesson.36 Thomas P. Carter stated that in the learning vocabulary using cross word puzzle students are excited to work on them, cross word can be use as EFL

34

W R Lee, Language Teaching Games and Context, Second Edition, (Oxford University

Press, 1980).p, 64-65.

35

Hossein Vassoughi, Using Word-Search-Puzzle Games for Improving Vocabulary

Knowledge of Iranian EFL Learners, (Journal of Teaching Englis as a Foreign Language and Literature of Islamic Azad University of Iran, 1 (1), 79-85, Winter 2009), p. 2.

36

activity whether the methodology approach is cognitive, behavior and they can be adapted in large or small class.37

6.

Previous Related Study

The researcher has found two relevant studies which related to this

research. First is “The Use of Crossword Puzzle to Improve Vocabulary Mastery (Classroom Action Research on the First Grade Students of SMP N)

” written by Zunita Widyasari. The purpose of this research is to find out whether there is improvement of the students‟ achievement in vocabulary

using crossword puzzle. This is shown by the students‟ enthusism in doing

crossword puzzle and most of students better understand what the teacher

taught in cycle II than in cycle I. Moreover, the students‟ achievement of

vocabulary has improved by using crossword puzzle in their test. Furthermore, the result of t-test calculation cycle I is 5,97 and in cycle II is 6,33.38

Second, the research by the title “The Effectiveness of Word Find Puzzle to Teach Common Noun for Fifth Grade of Elementary School” written by Ainatus Sholikhah. The aim of this research is to find the effectiveness of

word find puzzle between the students‟ who were taught by using word find puzzle and the students‟ who were not taught using word find puzzle on

common noun, especially in SDN 03 Pekalongan. The result of the research shows that the experimental classhas the mean value pretest was 54.60 and post-test was 74.00. while the control class has the mean value pre-test was 52.0and post-test was 59.40.39

37

Thomas P. Carter, 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), p. 4.

38

Zunita Widyasari, The Use of Crossword Puzzle to Improve Vocabulary Mastery, Skripsi at English Departement of Education Faculty State Islamic Studies Institute (STAIN) Salatiga.

39

Ainatus Sholikhah, The Effectivness of Word Find Puzzle to Teach Common Noun for Fifth Grade of Elementary School (An Experimental Study to the fifth Grade of SDN Pekalongan in the Academic year 2010/2011). Skripsi at Tarbiyah Faculty Walisongo State Institute for Islamic Studies Semarang.

The study that the present researcher is doing now different from the previous studies above. The method that is used in this study is an experimental study to know whether or not using crossword puzzle is effective while the method that is used in previous study is classroom action research. Besides, this study did not focused on vocabulary mastery in general but rather focuses on vocabulary that researcher taught in first grade of junior high school.

7.

Theoretical Framework

Based on students need in learning vocabulary there are four points such as meaning, word use, word formation and word grammar. The use crossword puzzle is important because crossword puzzle can be applied in word use, meaning, word formation and also word grammar. In the case of meaning, the use of crossword puzzle will ease for students know the meaning of word based on text because when students know the correct word they will automatically know the meaning correctly. Students know how to use a word based on how it is used because when they fulfill the hidden word they read the clues so they know the use of word. In students‟ writing, students will be able to correct sentences because students regularly read the clues and write vocabulary to answer the puzzle so they know how to twist words to fit different grammatical context. Furthermore, students can change word based on grammatical meaning because crossword puzzle as media can help students to learn to know the changing of word on grammatical by read short story as the clues.

20

A.

Research Design

The objective of this research is to get empirical evidence of whether or not the

use of crossword puzzle in teaching vocabulary to grade VII at MTs

Muhammadiyah1Ciputat is effective. This research used quantitative method. It is called quantitative method because it is related to the calculation and analysis of numerical data. The researcher used quasi-experimental research design to identify the effectiveness of using crossword puzzle as media in the teaching vocabulary. Here, the researcher gave pre-test and post-test in two classes; experimental and controlled class. Pre-test was used to get the beginning score from the experimental and controlled class before treatment. Post-test was used to measure the score after treatment. Then the result was compared after and before the treatment to get the effectiveness of crossword puzzle as media.

There was a different treatment between experimental and controlled class. In experimental class, the researcher gave a treatment by using crossword puzzle as media for training students in learning vocabulary, whereas the students in controlled class were taught without using crossword puzzle.

B.

Place and Time of the Research

This study will be held in MTs. Muhammadiyah 1 Ciputat which is located at Jl. Dewi Sartika Gg. Nangka No. 4 Cimanggis, Tangerang Selatan. The writer will begin her research from3 Juneto 18 June 2016 where the writer focused at 1st year of students MTs. Muhammadiyah 1 Ciputat.This research was held in six meetings each class; pre-test, treatment in four times, and post-test.

C.

The Population and Sampling Technique of the Research

1.

Research Population

The population in this research is from all first year of students in MTs.

Muhammadiyah 1 Ciputat, there are three classes: 1, 2, and VII-3. The amount of the students of seventh grade in this school is 96 students.

2.

Sampling Technique

In this study,the researcher usedPurposive Sampling. The researcher took the sample from the judgment that was representative of the population or includes subjects with needed characteristics. In this study, the researcher took the sample by interviewing the English teacher in order to know which classes that have the same ability in English lesson, had same facilities, on the same level and also give the pre-test for all classes to know the class that had same score. Two classes that had choosen become controlled and experimental class. Finally, the samples of this research were; class VII-1 as the experimental class and VII-2 as the controlled class.

D.

Instrument of the Study

The instrument consists of 35 multiple choices given for experimental and controlled class. Meanwhile, the instrument made based on syllabus and took from English text book.

E.

Technique of Collecting Data

To collect the data, the researcher used a multiple choicetest as the primary instrument. There are two types of tests; pretest and posttest. The pre-test was given in experimental and controlled class to know how far the students‟ vocabulary understanding before receiving treatment. The post-test was given to

know their vocabulary understanding after the treatment. Before the researcher given the pre-test, the reseacher analyzed the instrument to know whether the instrument used in this study is valid and reliable before being used to collect data.

F.

Technique of Analyzing Data

1.

Validity

Validity is one of important requirements of evaluation to know whether the test is valid. A test is said to be valid if it measure accurately what it is intended to measure.Before administering the pre-test, the writer will analyzed the validity and reliability of pre-test in order to find out whether the test is valid or good to be used. The writer will use software ANATEST version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono, ST.

The criterion of validity: rxx = 0,91 – 1,00 = very high

rxx = 0,71 – 0,90 = high

rxx = 0,41 – 0,70 = enough

rxx = 0,21 – 0,40 = low

rxx = < 0,21 = very low

2.

Reliability

Realibity is whether an instrument can measure something to be measured constantly. To know the reliability of the instrument used to collect data,

the writer used “ANATEST” software version version 4.0.9 developed by Drs. Karno To, M.Pd. and Yudi Wibisono, ST.

3.

Discriminating Power

The discriminating power of a test item is the ability of test item to discriminate between students with high and low achievement. The formula used to analyze discriminating power:

D =

= P

A

–

P

B

Explanation:

J = The total number of students who take the test JA = The total number of students in the upper group JB = The total number of students in the lower group

BA= The total number of in the upper group who got the item right

BB = The total number of students in the lower group who got the item right PA = The porpotion of students in the upper group who got the item right PB = The porpotion of students in the lower group who got the item right

The clasification of the discriminating power

D : 0.00 – 0.20 :Poor

D : 0.21 – 0.40 :Satisfactory

D : 0.41 – 0.70 :Good

D : 0.71 – 0.100 :Exellent D : negatif :Discarded

4.

Item Difficult

Item diffiuculty is to identify whether a test is categorized into difficult or easy in a test. The formula used to find out the difficulty index as follow:

P =

Explanation:

P: Item Difficulty

B: The number of students who got the item right JS: The total number of students who tried the item

Classification of difficulty index: 0.00 – 0.19 = very difficult

0.20 – 0.39 = difficult

0.40 – 0.59 = moderate

0.60 – 0.79 = easy

0.80 – 1.00 = very easy

In analyzing the data, the researcher usedttest formula through SPSS (Special

Package of the Social Sciences) version 22 software. The t-test is one of a number

of hypothesis tests. Before calculated t-test, the researcher did normality and homogeneity tests first.

5.

Normality Test

Before the researcher calculated the value of t-test, the researcher had to analyze the normality and homogeneity of the data. He examinition of normality was needed to know whether the data has been normally distributed. The researcher used SPSS to tets the normality. In SPSS, there are two kind of normality test:

Kolmogrov Smirnov and Shapiro-Wilk. The criterion of SPSS:

a. If respondents ≥ 50, the normality test uses Kolmograv Smirnov. b. If respondents ≤ 50, the normality uses Shapiro Wilk.

H0 : Significant Score > 0,05

H1 : Significant Score < 0,05

6.

Homogeneity Test

The next step was calculating the homogeneity of data. The purpose of this calculation was to see whether the data / sample in both classes were homogenous or heterogeneous.

7. T-Test

After getting the data from pre-test and post-testfrom experimental and controlled class, the researcher needs to find out the differences score using crossword puzzle as media. Here, the two classes are compared to the independent variable, the experimental class is X variable and the controlled class is Y variable. The researcher used statistical calculation of the t-testformula. It is used to know whether sudents improve their score or not.40

The formulas as follows:

Where:

Mx = Mean of experimental group (Variable X)

My = Mean of control group (Variable Y)

SEMx = Standard error of mean Variable X

SEMy = Standard error of mean Variable Y

40

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refrika Aditama,

To get the result, the calculation goes to several processes as follows:

1. Determining Mean of Variable X:

2. Determining Mean of Variable Y:

3. Determining Standard of Deviation Score of Variable X:

√

4. Determining Standard of Deviation Score of Variable Y:

√

5. Determining Standard Error of Mean of Variable X:

√

6. Determining Standard Error of Mean of Variable Y:

√

7. Determining Standard Error of Difference of Mean of Variable X and Y:

√

8. Determining t0

9. The last procedure is determining df(degree of freedom) with formula:

( )

H. Stastistical Hypotheses

The statistical hypothesis of this study can be seen as:

Null Hypothesis (Ho) : There is no significance difference after

crossword puzzle strategy is used on students‟

vocabulary understanding in the 7th grade students of MTs. Muhammadiyah 1 Ciputat.

Alternative Hypothesis(Ha) : There is a significance difference after

crossword puzzle strategy is used on students‟

understanding in the 7th grade of MTs.

Muhammadiyah 1 Ciputat.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is rejected. It means that the ratesof mean score of the experimental group are higher than the controlled group. The using of crossword puzzle is effective

towards students‟ vocabulary understanding.

2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of crossword

28

A.

Data Description

The data were collected from students pre-test and post-test of both classes. The data which were obtained were divided into two tables. The table 4.1 showed

the student‟s score and achievement in experimental class and the table 4.2 showed the student‟s score and achievement in control class. each table has four

columns; the first column showed the number of students, the second and the third column showed pre-test and post-test score, and the last column showed the gained score from pre-tets and post-test.

1.

The Data of Experimental Class

Table 4.1

The Students’ Scores of Experimental Class

(Using Crossword Puzzle)

Students (N)

Nilai Pre-test

Nilai Post-test

Gained Score

1. 66 83 17

2. 68 94 26

3. 50 83 33

4. 70 87 17

5. 71 83 12

6. 70 80 10

7. 60 86 26

8. 50 84 34

9. 66 86 20

10. 60 90 30

11. 66 88 22

12. 50 70 20

13. 76 94 18

14. 63 74 11

15. 66 76 10

16. 60 78 18

18. 53 82 29

19. 60 88 28

20. 66 82 16

21. 57 80 23

22. 66 83 17

23. 51 88 37

24. 54 77 23

25. 66 88 22

26. 68 80 12

27. 74 94 20

28. 57 94 37

29. 70 83 13

30. 68 88 20

31. 63 80 17

32. 60 84 24

Total 2008 2687 679

Average 62.75 83.97 21.22

According to the result of pre-test and post-test from the experimental classs, it shows that the lowest score of pre-test was 50 and the highest score was 76. Besides, the lowest score of post-test was 70 and the highest score was 94. The average of pre-test was 62.75 and post-tets 83.97. After conducting pre-test and post-test, the average of gained score that the teacher got was 21.22. The average of post-test after the students got treatment using crossword puzzle was higher than the average of pre-test before the students got treatment.

2.

The Data of Controlled Class

Table 4.2

The Students’ Score of Controlled Class (Without Crossword Puzzle)

Students (N)

Nilai Pre-test

Nilai Post-test

Gained Score

1. 56 63 7

2. 62 83 29

4. 62 86 24

5. 63 84 29

6. 51 77 26

7. 57 73 3

8. 66 60 6

9. 54 74 9

10. 65 60 6

11. 53 71 20

12. 57 68 14

13. 54 67 17

14. 68 71 9

15. 61 77 6

16. 51 66 8

17. 67 54 13

18. 57 80 12

19. 63 75 14

20. 62 77 18

21. 56 68 22

22. 54 60 7

23. 77 94 17

24. 59 63 20

25. 56 60 4

26. 60 73 13

27. 66 77 19

28. 68 73 13

29. 71 83 12

30. 75 84 14

31. 51 60 0

32. 78 83 5

Total 1965 2300 428

Average 61.40 71.88 13.38

Based on the table 4.2 above, it shows that the lowest score in pre-test was 51 and the highest score was 78 with the average of pre-test score was 61.40. Furthermore, the highest score of post-test was 94 and the lowest score was 54 with the average score was 71.88. After pre-test and post-test, the teacher got the average of the gained score was 13.38. it means the gained score of control class is lower than experimental class.

B.

Analysis of Data

1.

Validity Test

The validity of the test is calculated using “ANATEST” software

version 4.0.9 By using the software, the writer found 36 of 50 items are valid and 14 items are not valid. It can be proved by the significance of each item. Besides, the validity or XY correlation of the instrument used in this study was 0.72. it means the test was valid and categorized into high validity (see appendix).

2.

Reliabity Test

The writer calculated the reliability of the test using ANATEST. The reability score that the writer got is 0.84. it means the test is reliable. Besides, the criterion of the test is categorized into high reliability (see appendix).

3.

Discriminating Power

The writer used ANATEST to analyze the discriminating power of test item used in this study (see appendix). The result of the calculation using ANATEST can be seen as follow:

Table 4.3

The Result of Discriminating Power (A-Multiple-Choice)

Number of items DP index (%) Classification of DP

1. 25.00 Satisfactory

2. 37.50 Satisfactory

4. 0.00 Poor

5. -12.50 Discarded

6. 62.50 Good

7. 12.50 Poor

8. 12.50 Poor

9. 87.50 Exellent

10. 12.50 Poor

11. 12.50 Poor

12. 12.50 Poor

13. 25.00 Satisfactory

14. 25.00 Satisfactory

15 12.50 Poor

16. 37.50 Satisfactory

17. 12.50 Poor

18. 50.00 Good

19. 50.00 Good

20. 37.50 Satisfactory

21. 62.50 Good

22. 0.00 Poor

23. 62.50 Good

24. 75.00 Exellent

25. 37.50 Satisfactory

26. 50.00 Good

27. 62.50 Good

28. 12.50 Poor

29. 75.00 Exellent

30. 75.00 Exellent

32. 12.50 Poor

33. 25.00 Satisfactory

34. 37.50 Satisfactory

35. 50.00 Good

36. 37.50 Satisfactory

37. 12.00 Poor

38. 12.00 Poor

39. 50.00 Good

40. 25.00 Satisfactory

41. 12.50 Poor

42. 25.00 Satisfactory

43. 12.00 Poor

44. 50.00 Good

45. 25.00 Satisfactory

46. 12.50 Poor

47. 50.00 Good

48. 25.00 Satisfactory

49. 0,00 Poor

50. 0.00 Poor

4.

Item Difficulty

From the claculation using ANATEST, the writer categorized the items into five classification index. The writer got 18 items are very easy, 10 items are easy, 19 items are moderate, 3 items are difficult and 1 item is very difficult. The categorization of the items is on the table below:

Table 4.4

The Classification of Difficulty Item

Number of Items Classification of Difficulty

Items 4, 5,7, 10, 11, 12, 15, 16,

17, 20, 21, 37, 43, 44, 45, 46, 49, 50

Very Easy

1, 13, 14, 19, 22,

32, 34, 35, 39 Easy

2, 3, 6, 9, 23, 24, 25, 27, 28, 29, 30, 31, 34, 38,

41, 42, 47, 48

Moderate

8, 18, 40 Difficult

4 Very Difficult

5.

Normality Test

a. Pre-test of Experimental Class Hypotheses:

H0 : Data of X normaly distributed

H1: Data of Y is not normally distributed

Table 4.5

Normality of Pre-test of Experimental Class

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig. pretest Experiment ,109 32 ,200* ,962 32 ,311

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Based on the table above, it can be seen that the significant from normality test of Shapiro-Wilk shows 0.311. Therefore, the significant score is higher than 0.05 (0.311 > 0.05). it means that H0is accepted so the

data is normally distributed.

b. Post-test of Experimental Class

Table 4.6

Normality of Post-test of Experimental Class

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. posttest experiment ,125 32 ,200* ,956 32 ,207

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Based on the table above, it can be seen that the significant from normality test of Shapiro-Wilk shows 0.207. therefore, the significant score is higher than 0.05 (0.207 . 0.05). it means that H0is accepted so the data is

normally distributed.

c. Pre-test of Controlled Class

Table 4.7

Normality of Pre-test of Controlled Class

Tests of Normality

kelas

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig. pretest control

,091 32 ,200* ,972 32 ,560 *. This is a lower bound of the true significance.

Based on the table above, it can be seen that the significant from normality test Shapiro-Wilk shows 0.560. Therefore, the significant score is higher than 0.05 (0.560 > 0.05). it means that H0 is accepted so the data

is normally dustributed.

d. Post-test of Controlled Class

Table 4.8

Normality of Post-test Controlled Class

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig. Posttest control

,124 32 ,200* ,964 32 ,356 *. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the table above, it can be seen that the significant from normality test ShapiroWilk shows 0.356. Therefore, the significant score is higher than 0.05 (0.356 > 0.05). it means that H0 is accepted so the data is

normally distributed.

6.

Homogeneity Test

Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and controlled class have been normality distributed. The next step of the claculation was finding the homogeneity of tha data. The purpose of this claculation was to see whether the data / sample in both classes homogenous or heterogeneous.

H0: The condition of experiment class is not different from controlled

class

H1: The sample of experiment class is differentfrom controlled class.

Based on the criteria, it can be concluded that H0is accepted. It means

that the sample in experiment class and controlled clss were homogenous. Moreover, the writer also used SPSS to calculated the homogeneity of the data. The result that the writer got can be seen on the table below:

Table 4.9

Test of Homogeneity of Variance

Test of Homogeneity of Variances

pretest

Levene Statistic df1 df2 Sig.

,130 1 62 ,720

Based on the table above, it can be seen that the result of homogeneity test Lavene Statistic score shows 0.130 with the significant 0.720. Therefore, the significant score is higher than 0.05 (0.720 > 0.05). it means that the sample in experiment class and controlled class were homogenous.

Table 4.10 ANOVA Test

ANOVA

pretest

Sum of Squares df Mean Square F Sig. Between Groups 58,141 1 58,141 ,973 ,328 Within Groups 3704,594 62 59,752

Total 3762,734 63

Based on the table above, F score from the result of calculation is 0.973 with the significant score 0.328. the writer found H0is accepted from

the comparison between Fo (F observation) and Ftablewhich shows Ftable(1.99) is

higher than Fo (0.973). Therefore, the writer concluded that the data is

homogenous.

C.

Test of Hypothesis (T-test)

In this part, the researcher calculated the data to test hypohesis that

whether there is significant different between stuents‟ vocabulary

understanding using crossword puzzle in experiment class and students‟ vocabulary understanding without crossword puzzle in controlled class. the researcher calculated the data using T-test formula. Two classes were compared, the experimental class was X variable and the controlled class was Y variable. The next table is staistical calculation of the gain score both experimental class using crossword puzzle and controlled class without crossword puzzle.

Table 4.11

The Statistical Calculaion of the Gain Score of Both the Controlled and the Experimental Class

Students X Y

X=Mx-X

Y=My-Y

X2 Y2

1 17 7 -3,59 -6,38 289,00 289,00

2 26 29 26,00 29,00 676,00 676,00

3 33 9 11,00 9,00 1089,00 1089,00

4 17 24 17,00 24,00 289,00 289,00

5 12 29 12,00 29,00 144,00 144,00

6 10 26 10,00 26,00 100,00 100,00

7 26 3 26,00 3,00 676,00 676,00

8 34 6 34,00 6,00 1156,00 1156,00

9 9 9 9,00 9,00 81,00 81,00

10 30 6 30,00 6,00 900.00 900,00

11 22 20 22,00 20,00 484,00 484,00

12 20 14 20,00 14,00 400,00 400,00

14 11 9 11,00 9,00 121,00 121,00

15 10 6 8,00 6,00 64,00 64,00

16 18 8 18,00 8,00 324,00 324,00

17 17 13 17,00 13,00 289,00 269,00

18 29 12 29,00 12,00 841,00 144,00

19 28 14 28,00 14,00 784,00 196,00

20 16 18 16,00 1,00 256,00 324,00

21 23 22 23,00 22,00 529,00 484,00

22 17 7 17,00 7,00 289,00 49,00

23 37 17 37,00 17,00 1369,00 289,00

24 23 20 23,00 20,00 529,00 400,00

25 22 4 22,00 4,00 484,00 16,00

26 12 13 12,00 13,00 144,00 169,00

27 20 19 20,00 19,00 400,00 361,00

28 37 13 37,00 13,00 1369,00 169,00

29 13 12 13,00 12,00 169,00 144,00

30 20 17 20,00 17,00 400,00 289,00

31 17 0 17,00 0,00 289,00 0,00

32 24 5 24,00 5,00 576,00 25,00

Total 679 428 657,78 414,63 16189,00 7511,64

The table above described the result calculation of the gained score of the experimental class (X) and the controlled class (Y). Based on the table above, it can be concluded that the total score of the experimantal class (X) is 679 and the controlled class (Y) is 428.

From the table aove, the writer calculated them based on the steps of t-test formula, as follows:

1. Determining Mean of Variable X

Mx = = = 21.21

2. Determining Mean of Variable Y

My= = = 13.38

3. Determining Standar od Deviation Score of Variable X SDx= √ = √ = √ = 22.49

4. Determining Standard of Deviation Score of Variable Y SDy = √ = √ = √ = 15.3

5. Determining Standard Error of Mean of Variable X

SEMx= _√ = _√ = _√ = = 4.04

6. Determining Standard Error of Mean of Variable Y

SEMx=

√ = √ =

√ =

= 2.74

7. SEMx– My = √

= √ = √ = √ = 3.68

Determining t0

t0

=

=

= 2.13

Dtermining ttablein significance level 5% with df (degree of freedom)

Df = (N1+N2) – 2 = (32+32) – 2 = 62

The value of df 62 at the degree of significance 5% or ttableis 1.670. It

means Ha is accepted because T0 (2.13) is higher than ttable(1.999).

8. The Testing of Hypotheses

The statistical hypotheses of this research can be seen as:

Ho : There is no significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle.

Ha : There is significant difference between students‟ vocabulary using crossword puzzle and without crossword puzzle.

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null

hypothesis) is rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null

hypothesis) is accepted.

In addition, the writer found To is 2.13 while t tableis 1.999. After

comparing between To and t tablethe writer found To is higher than t table. Therefore, it can be concluded that Ho is rejected. It means there is

significance score gain between students‟ vocabulary using crossword

puzzle and without crossword puzzle.

D.

Interpretation of the Data and Discussion

In the description of the data which was taken from 32 students of experimental class, the writer could explain briefly about the data got from the students before they were analyzed. The description of the experimental class has the mean of pre-test 58.71 before using crossword puzzle. It means the mean score is bad because it is lower than the standard minimum (KKM). After giving 4 times treatments for experimental class using crossword puzzle, the writer got the mean of post-test 74.56. So, the writer got the mean of the gain score 21.03. It is good because the mean score has reached KKM. The smallest score in the pre-test was 50 and the highest score was 76. The data showed in the post-test that the smallest score was 70 and the highest score was 94. It can be summarized that the lowest and the highest scores in post-test were higher than pre-test.

Meanwhile, from the description of score in controlled class which was the writer got the mean of pre-test 61.40. It means the mean score is bad. In this class, the writer did not use crossword puzzle, but the writer only asked the students to memorize the vocabulary. After giving 4 times treatment without crossword puzzle, the writer got the mean of post-test 71.25. it is bad because the mean score is still lower than KKM. The writer got the mean of

gain score was 15.09. it means that the gain score of experimental class was higher than controlled class. The smallest score in the pre-test was 51 and the highest score was 78. The data showed in post-test that smallest score was 54 and the highest score was 94, it can be summarized that the lowest and the highest were also higher than pre-test.

Before testing the hypothesis, the writer analyzed the normality and homogeneity of the data, the purpose of analyzing the normality was to see whether the data got in the research has been normally distributed or not. The result of normality can be seen by comparing the value of significant score to 0.05. Meanwhile, the purpose of analyzing the homogeneity was to see whether the data / sample in both experimental and controlled class were homogenous or heterogonous.

In analyzing the normality, the result showed that both the data of pre-test and post-pre-test in controlled class were distributed normally. According to criteria of the test, it can be seen in the result that the significant score of pre-test (0.311) and post-pre-test (0.207) of experimental class was higher than 0.05 (0.311 and 0.207 > 0.05). Both the data of pre-test and post-test in experimental class also showed that they were distributed normally. According to criteria of the test, it can be seen in the result that the significant score (pre-test and post-test) > 0.05 (0.560 and 0.356 > 0.05). It means that all the data in both pre-test and post-test of experimental and control class were distributed normally. The next result that the writer got was from the calculation of homogeneity, the result showed that (0.720 > 0.05). Based on the criteria, it can be concluded that H0is accepted. It means that the sample in

experiment class and controlled class were homogenous.

The final calculation was testing the hypothesis. This was the main calculation to answer the problem of this research that whether there is

significant difference between students‟ vocabulary using crossword puzzle

significance degree ( ) 0f 5%. The result showed that t-test (to) > t-table (2.13

> 1.999). It means that t-test was higher than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that

there is significant difference between students‟ vocabulary using crossword

44

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 (t0) > t-table (tt) (2.13 >1.999).

Therefore, the null hypothesis (H0) is rejected and alternative hypothesis (Ha)

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 students‟ 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

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.

POST-TEST Name:

Class:

1. This man works in a hospital. He cures sick people. Who are they? a. Gardener c. Journalist

b. Soldier d. Doctor

2. Rearrange the jumbled words into good and correct sentences! Like – you – juice – some – would – orange – ?

a. Some orange juice would you like? b. Would you like orange juice some? c. Would you like some orange juice? d. Would you some like orange juice?

3. This person is teaching in a school. Who are they?

a. Postman c. Teacher

b. Gardener d. Carpenter

4. This person is skillful at cutting people’s hair. Who are they?

a. Barber c. Driver

b. Secretary d. Postman

5. This woman usually helps the doctors to treat paatients. Who is she? a. Artist c. Bell boy

b. Nurse d. Shop keeper 6. A baker needs an... to bake some breads.

a. Camera c. Oven

b. Computer d. Microphone 7. A doctor needs a ... to examine the patients.

a. Whistle c. Paint

b. Sthetoscope d. Microphone 8. A dressmaker needs a ... to sew dresses.

a. Computer c. Camera b. Sewing machine d. Paint

9. The best letters for the picture beside are ...

A E N

a. G – R – R - E - R c. G – R – M – E – R b. G – R – D – E – R d. G – R – D – R – R 10. My sister puts some books in her …….

a. Wallet c. Cupboard

b. Sock d. Uniform

11. A transportation with three wheels is...

a. Motorcycle c. Car

b. Pedicab d. Bike

12. The best letters for the picture beside are ...

F T

a. E – O c. A – O b. O – U d. O – O 13. What does this picture means?

a. Keep this area noisy c. Keep this area dirty b. Keep this area calm d. Keep this area clean 14. The best letters for the picture beside are ...

S D T

a. T – U – A – N c. T – U – E – N b. T – A – U – N d. T – I – A – N

15. My brother is toothache. Then, he goes to the …… to check up.

a. Dentist c. Doctor

16. Yuddy is a ……… He works in a company.

a. Secretary c. Police

b. Actor d. Nurse

17. My brother sits on the …..

a. Table c. Pillow

b. Book d. Chair

18. The best letters for the picture beside are...

B O S

a. O – K c. K – E b. K – O d. K – A 19. The best letters for the picture beside are...

C P T R

a. M – E – O – A c. O – U – M – E b. A – E – O – M d. O – M – U – E

20. Sinta likes ……. rendang and semur tempe. She always buys meat and tempe every weeks.

a. Eating c. Cooking

b. Reading d. Writing

21. Chacha : What does your father do? Lila : He is doctor.

Chacha : Where does he work? Lila : ...

a. In the field c. In the hospital b. In the school d. In the kitchen

22. A place for reading books is...

a. Class c. House

23. My brother... me some pencils.

a. Borrows c. Buys

b. Takes d. Gives

Questions number 24 to 26 are based on the following text! Announcement

English Conversation Club (ECC) is opening registration for new members. Every Thursday from 16.00 to 17.00 at the school hall. Join us and improve your English! For registration, please contact Wayan (8.1) and Yahya (8.2)

24. When do the members have meeting?

a. In the morning c. On Thursday afternoon b. On Thursday morning d. In the afternoon at three 25. Where do they have the meeting?

a. in the ECC’s meeting room c. At the school hall b. In the 8.2 classroom d. At the cafetaria 26. How long does this the meeting last?

a. One hour c. Two haours

b. One and a half hours d. One and a quarter hours Question numer 27 is based on the following text!

Mr. Smith is a policeman. He wears a black uniform. He rides his bike every day. He starts working at nine o’clock every day in the morning.

27. What is Mr. Smith job?

a. Lecturer c. Swimmer

b. Policeman d. Pilot

28. Rearrange these letters below so that become meaningful word! M – O – O – R – I – I – N – D – N – G

a. Diningroom c. Bedroom b. Bathroom d. Reading room

29. Rearrange these letters below so that become meaningful word! F – E – E – R – R – I – G – R – A – T – O – R

a. Note book c. Diary book

b. Book d. English book

30. Rearrange these letters below so that become meaningful word! E – R – T – A – C – H – E

a. Teach c. Teaching

b. Teachers d. Teacher

31. Rearrange these letters based on picture below so that become meaningful word! a. C – H – I – C – K – E – N

b. C – H – I – T – K – E – N c. C – I – C – T – K – E – N d. C – I – C – H – K – E – N 32. Andi : When you were born?

Budi : I was born on 19 december, 1991, and you? Andi : I was born on 6 january, 1994.

When budi was born?

a. The nineteen of september nineteen ninety-one b. The nineteen of december nineteen ninety-one c. The twenty of december nineteen ninety-one d. The nineteen of september nineteen ninety-one

No. Name Date of Birth

1. Alissya Nur Hayati The first of July nineteen forty-five

2. Ratna Galih The twenty-seventh of October nineteen eighty-nine

3. Ayu Ajeng Sari The sixth of January nineteen ninety-four

33. When Ratna Galih and Dimas Prasetya were born?

a. 20 – 10 – 1989 and 13 – 09 – 1967 c. 13 – 09 – 1967 and 27 – 10 - 1989 b. 27 – 07 – 1945 and 13 – 09 – 1976 d. 27 – 10 – 1989 and 13 – 09 – 1967 34. Please rearrange these words so that became meaningful sentences!

Hobby– is – stickers – to – my – collect a. My hobby is to collect stickers

b. My hobby is collect stickers c. Collect stickers is my hobby d. My hobby to is collect stickers

35. Please rearrange these words so that became meaningful sentences! Book – interesting – really – this – is

a. This is interesting book b. This is really interesting book c. This book is very interesting d. This book is really interesting