HE EFFECT OF WORD SEARCH PUZZLE OF STUDENTS' VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE TEXT.
THE EFFECT OF WORD SEARCH PUZZLE
ON STUDENTS’ VOCABULARY ACHIEVEMENT
IN READING DESCRIPTIVE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
forthe Degree of SarjanaPendidikan
By
NURAINI
Registration Number. 2112121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Nuraini. 2112121024. The Effect of Word Search Puzzle of Students'
Vocabulary Achievement in Reading Descriptive Text. A Thesis. English
Department, Faculty of Languages and Arts, State University of Medan.
2016.
This study was aimed to find out the effect of word search puzzle on the students'
vocabulary achievement in reading descriptive text. It was conducted by using
experimental research design. The population of this study was the students of
SMP Muhammadiyah Subulussalam, Academic Year 2015/2016. This study was
conducted with two randomized groups namely experimental group and control
group. The experimental group was taught by using Word Search Puzzle while the
control group was taught by using without Word Search Puzzle. The instrument
for collecting the data was multiple choice test. The data was analyzed by using ttest formula. The analysis showed that the mean scores of the students in the
experimental group was significantly higher than the mean scores of the students
in the control group at the level of significance α= 0.05 with the degree of
freedom (df) 50 with t-observed value 3.13> t-table value 2.009. The findings
indicated that using Word Search Puzzle significantly affected the students’
vocabulary achievement in reading descriptive text.
Key words: Word Search Puzzle, Students’ Vocabulary Achievement
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given
to the writer so that she finally accomplishes her thesis entitled: “The Effect of
Word Search Puzzle on the Students' Vocabulary Achievement in Reading
Descriptive Text.”
In completing this thesis, the writer realizes that she faces many problems
and receives the academic guidance, and moral support from many people.
Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English
Education Program, Faculty of Languages and Arts, State University
of Medan.
Drs. Johan Sinulingga, M.Pd., her Thesis Advisor who has given his
valuable advice, suggestion, guidance and spent his precious time in
theprocess of completing this thesis.
Indra Hartoyo., S.Pd., M.Hum., her Academic Advisor and her
Reviewer who has supported herthroughout the academic years.
Prof. Dr. Berlin Sibarani., M.Pd., Dra. Meisuri, M.A. her
Reviewers and Examiners who have givenhis precious time, guidance,
suggestions, and comments.
All Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuni, M.Pd., and Pantes, the administration staffs of
English Department, for their assistancein completing this thesis.
Amsary,
A.Md
the
Headmaster
of
SMP
Muhammadiyah
Subulussalam, for his permission in allowing the writer to do research
to collect the data.
Armiati, S.Pd., the English Teacher of SMP Muhammadiyah
Subulussalam, for the assistanceand suggestions in the process of
completing this thesis. And all the teachers and students at the school
for the good cooperation.
Her beloved parents Alm. Syahruddin Pinem and Siti Asmah, her
brothers Irwan Syahputra Pinem, Hermanto Syahputra Pinem and
her sister Fitriyani Pinem and all her families for their endless love,
pray, and everything that they have given to the writer during her
whole studies up to finish.
Her beloved friends Dwika Suci Muliana, Erni S.E., Fenny
Wahyuni S.Si., Ika Nurkasih, Mira DwiSamtami, Nina Tiya Hara
S.Pd., Nurlita Devayani S.Pd., Renny Sundari S.Pd., Sakinah
Siregar S.Pd., Sriertina S.Pd., Trihandayani S.Pd., Widya Astuti
S.Pd., and also the Regular B Family 2011 and PPLT SMAN 1
Gebang Family for their endless support, pray and love which they
have given to the writer in everyday’s happiness and motivation in
everyday’s happiness and motivation.
The writer realizes that this thesis still has the paucity, sheconveniently
welcomes any suggestions, comments, and advices that will improve the quality
of this thesis. She hopes that this thesis will be useful for those who read and
interest in the field of this study.
Medan,
April 2016
The writer,
Nuraini
Reg.No. 2112121024
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS ............................................................................
iv
LIST OF TABLES ..................................................................................... vii
LIST OF FIGURES ................................................................................... viii
LIST OF APPENDICES ............................................................................
ix
CHAPTER I. INTRODUCTION ...............................................................
1
A. The Background of the Study ...........................................................
1
B. The Problem of the Study .................................................................
5
C. The Objective of the Study ...............................................................
5
D. The Scope of the Study .....................................................................
5
E. The Significance of the Study ...........................................................
6
CHAPTER II. REVIEW OFRELATED LITERATURE .........................
7
A. Theoretical Framework .....................................................................
7
1. Vocabulary ..................................................................................
7
2. Types of Vocabulary ....................................................................
7
3. Teaching Vocabulary in the Curriculum of Grade VII of Junior High
School ..........................................................................................
9
4. Vocabulary in Reading .................................................................
9
a. Genres of Text ........................................................................
9
b. Descriptive Text .....................................................................
10
5. Kinds of Reading Comprehension ................................................
10
6. Vocabulary Achievement ..............................................................
12
7. Strategy ........................................................................................
12
8. Kinds of Strategy .........................................................................
12
9. Vocabulary Teaching Strategies ....................................................
13
a. Concept Word Search Puzzle ..................................................
14
b. The Advantages and Disadvantages of Teaching Vocabulary
Achievement in Reading Descriptive Text through Word Search
Puzzle .....................................................................................
15
c. The Procedure of Teaching and Learning Vocabulary Achievement
in Reading Descriptive Text through Word Search Puzzle .......
16
10. Assessment of Vocabulary .........................................................
20
B. Relevant Studies ...............................................................................
21
C. Conceptual Framework .....................................................................
22
D. Hypothesis ........................................................................................
23
CHAPTER III. RESEARCH METHODOLOGY ....................................
24
A. Research Design ...............................................................................
24
B. Population and Sample .....................................................................
25
1. Population ....................................................................................
25
2. Sample .........................................................................................
25
C. The Instrument of Collecting Data ....................................................
26
D. The Procedure of Research ...............................................................
26
1. Pre-test .......................................................................................
26
2. Treatment ...................................................................................
26
3. Post-test ......................................................................................
32
E. The Scoring System ..........................................................................
32
F. The Validity and the Reliability of the Test .......................................
33
1. The Validity of the Test ..............................................................
33
2. The Reliability of the Test ...........................................................
34
G. The Technique of Analyzing Data ....................................................
35
CHAPTER IV. DATA AND DATA ANALYSIS ......................................
36
A. Data .................................................................................................
36
B. Data Analysis ...................................................................................
37
1. Reliability of the Test .................................................................
38
2. Analyzing the Data Using t-test ..................................................
38
C. Testing Hypothesis ...........................................................................
39
D. Research Findings ............................................................................
40
E. Discussion ........................................................................................
41
CHAPTER V. CONCLUSION AND SUGGESTION ...............................
44
A. Conclusion .......................................................................................
44
B. Suggestion ........................................................................................
44
REFERENCES ..........................................................................................
46
APPENDICES ............................................................................................
49
LIST OF TABLES
Table 1.1
Students’
English
Score
of
Grade
VII
in
SMP
Muhammadiyah Subulussalam ................................................
2
Table 3.1
Experimental Research Design ................................................
24
Table 3.2
The Treatment for Experimental Group ...................................
27
Table 3.3
The Treatment for Control Group .............................................
30
Table 4.1
The Score of Students’ Vocabulary Achievement in
Reading Descriptive Text in Experimental and Control
Table 4.2
Group .......................................................................................
37
The Result of the T-Test Calculation .......................................
40
LIST OF FIGURES
Figure 2.1
Example of Word Search Puzzle ..............................................
15
LIST OF APPENDICES
Appendix A
The Score of Pre-Test and Post- Test by the Students
of Experimental Group ......................................................
Appendix B
49
The Score of Pre-Test and Post- Test by the Students
of Control Group ...............................................................
50
Appendix C
The Reliability of the Test .................................................
51
Appendix D
The Calculation of T- Test ..................................................
54
Appendix E
Percentage Points of the T Distribution ...............................
58
Appendix F
Lesson Plan.........................................................................
59
Appendix G
Vocabulary Test ..................................................................
97
Appendix H
The Key Answer ................................................................. 102
Appendix I
Answer Sheet ...................................................................... 103
CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English, many students do not have enough courage in
mastering the four skills of language; listening, speaking, reading, writing. That is
the common problem especially in our country, Indonesia, that is faced by the
students from Elementry school until University level. One of the reasons why it
happenes is the lack of vocabularies.
Vocabulary learning plays an important role in English language learners’
succes because it is concern to all four language skills (Jordan, 1997:149).
Language components consist of grammar, vocabulary, pronunciation, and
spelling. Vocabulary is important part in language learning because it is very
useful for communication with other people either in spoken or written form.
Learning vocabulary as foreign language is very important. Without
learning vocabulary of foreign language, no one will succesful in that language. If
students master
vocabulary,
they will practice
it
for
comprehensible
communication. By mastering number of vocabularies they will able to conceive
what they hear and read, and better they will be able to say what they want to
speak or write.
Based on the experience during the teacher training practice at Junior
High School in Subulussalam, the researchs found that most off students got some
problems learning English because of the vocabularies lackness. Teacher fell hard
to teach the students because everytime the students heard the new work they
have to open the dictionary first to understand the meaning of the words. This can
interfere the process of learning in the classroom, because the teacher should wait
for the students until they found the suitable words from their dictionary. From the
observasition that the researcher has also done in grade VII at SMP
Muhammadiyah Subulussalam, the researher found that the students also faced
the same problem where the lakcness of vocabulary is the main problem that
limits them to write, speak, listen, and read. From 30 students in the classroom,
almost all of them failed to achieve the passing grade which is made by their
English teacher, where the score to pass is 75. Here is the data of students who
couldn’t reach the passing grade.
Table 1.1 Students who could not pass the kkm
No.
Number of Students
Score
KKM
1
9 students
10-39
75
2
12 students
40-59
75
3
6 students
60-75
75
4
3 students
75-100
75
Based on the data above, we can see that almost all students couldn’t reach
the KKM. By seeing the problem and the data above, the teachers have to find a
good strategy to improve the students’ vocabulary. Teacher should know how to
manage the class and avoid the noise in the classroom during the learning process.
By using a good and interesting strategy, the teacher can help improve the
students’ vocabulary achievement, especially in reading descriptive text. There are
so many strategies in teaching vocabulary. Some of them are: make a match,
guessing word, gap fill, cross word, multi word gap fill, word map, and so on.
Here, the writer would like to focus in Vocabulary Word Searh Puzzle to increase
the students’ vocabulary achievement in reading descriptive text.
Word serach puzzle helps students to make connections between thir prior
knowledge and the new words. They show conceptual relationships between
words. The word search puzzle is useful for helping students develop a general
concept of definition. It can be use with a large group, small group, or
individually. It focuses on three questions, “what is it?” “what is it like?” and
“what are some examples?,” to make students aware of the types o information
that make up a definition and how that information is organized (Schwart &
Raphael,1985). Vocabulary word search puzzle useful for helping students
develop their understanding of a word. Most word search puzzle organizers
engage students in developing a definition, synonyms, antonyms, and a picture for
a given vocabulary word or concept. Relationships between words can be
illustrated through word search puzzle. Create word search puzzle by reading the
focus word in a central circle and then ask the students to brainstorm related
words. Link these brainstormed words to the focus word as in an elementry mind
puzzle. This is best completed in pairs or small groups to increase the students use
of English. Because o word search puzzle shows the conceptual relationships
between words, the students can modify their existing framework of knowledge
and more effectively construct meaning when they meet the words in text.
One of genres that Junior high school students learn about type of texts
based on the syllabus for grade VII in the first semester is descriptive text.
Descriptive text is a type of text aimed to describe particular person, place, or
thing (Knapp & Watkins, 2005).
A number of studies that the concept word search puzzle in vocabulary has
become efective applied by researchers. Vossoughi (2009) had experimental
concept word search puzzle in descriptive text for senior high school students in
iran. Their study resulted that concept word reseach puzzle has excess to make the
students interest and reach the goal of reading descriptive text.
One step of concept word search puzzle is giving the key words which can
stimulate the sudents interest in learning and they more understand they keywods,
than the material it itself. Rohani (2013) conducted concept word search puzzle on
reading descriptive text process for senior high school in Golestan their study
showed that concept word search puzzle proved to be effective in increasing
students score on reading skill. It is because the key word wich is given by the
teacher can sharpen the students memory and also help the students to make a
story.
Besides those studies, Njoroge (2013) conducted sentence in reading
descriptive text in poem for tenth grade of SMA Swasta Yaspenda. Based in the
result of study, the students become easy to put their thought and feeling in to a
poem. Becouse of the keywords which have been given by the teacher, the
students more are easy to find to idea and the first word start their reading
descriptive text. As additional, Angelia (2014) explained that the using of concept
word search puzze, the students are not difficult anymore to build a sentence in
past tenses. Becouse in concept word search puzzle they were given a clue card
wich presents a clue for simple past tense. In this case, the students feel easy to
reveal their experience in past time.
Despite the benefits of those relevant studies focuses the use of word
search puzzle in reading descriptive text in several fields because of its
effectiveness to improve students’ vocabulary achievement. In reading the
descriptive text, based on its language features, the vocabularies of adjective
words are very important. By using the word search puzzle, the students are able
to figure out the adjective words so that they can use those words correctly in
reading the descriptive text.
B. The Problem of the Study
“Does there any significant effect of word search puzzle on the students’
vocabulary achievement in reading descriptive text?”
C. The Objective of the Study
The objective of the study to find out the effect of word search puzzle on
the students’ vocabulary achievement in reading descriptive text.
D. The Scope of the Study
The scope of the study was limited on the effect of word search puzzle in
teaching vocabulary in reading descriptive text on the grade vii at junior high
school.
E. The Significance of the Study
The result of this study was expected to contribute either the theories or
practices.
1. For the English teacher, it is suggested to apply Word Search Puzzle in
teaching vocabulary to the students because it can be a variation of
teaching vocabulary strategy that can help them to increase the students’
vocabulary achievement, especially in reading descriptive text, because it
will lead the students to study words critically.
2. For the students, it is suggested to increase vocabulary achievement in
reading descriptive text by using Word Search Puzzle since it can
enhance students’ intensity in learning English vocabulary and enrich their
vocabulary achievement in reading descriptive text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the data anaysis, it can be conducted that teaching vocabary by
using Word search puzzle particuary in reading descriptive text significantly
improved students achievement. The students score in experimental were
significantly higher than those in control group. In experimental the mean score
was 75,38, while in contro group, the mean score was 67.54. This is supported by
the data analysis, in which t-observed value 3.13 was higher than t-table value
2.009 at the level of significance of 0.05, with degree of freedom 50. Its means
that alternative hypotesis (Ha) was accepted.
B. Suggestions
At the end of this chapter, the researcher would like to propose some
suggestions, which hopefully would be useful:
1. For the English teacher, it is suggested to apply Word Search Puzzle in
teaching vocabulary to the students because it can be a variation of
teaching vocabulary strategy that can help them to increase the students’
vocabulary achievement, especially in reading descriptive text, because it
will lead the students to study words critically.
2. For the students, it is suggested to increase vocabulary achievement in
reading descriptive text by using Word Search Puzzle since it can
enhance students’ intensity in learning English vocabulary and enrich their
vocabulary achievement in reading descriptive text.
3. For all the readers, it is suggested to understand on how to increase
students’ vocabulary achievement in reading descriptive text by using
Word Search Puzzle, because this strategy can be modified in various
ways to identify unfamiliar concepts and vocabulary in descriptive text.
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Allen, Janet. 2007. Inside Words: Tools for Teaching Academic Vocabulary
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Brown,H. Douglas.(2007). Principle of Language Learning and Teaching. New
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Evaluate Research. New York: Mc.Graw Hill.
Gay, A.S. 2008. Helping Teachers Connect Vocabulary and Conceptual
Understanding. Retrieved on March 15th, 2015 at 8:54 PM from
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Harmer, Jeremy. 2003. The Practice of English Language Teaching. Cambridge:
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Heaton, J.B. 1975. Writing English Language Test. Essex: Longman.
Hiebert, E.H. and Kamil, M.L. 2005. Teaching and Learning Vocabulary:
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Hornby. 2002. Oxford Learners Dictionary of Current English. London: Oxford
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Muliati, Fitri. 2015. The Effect of Anagram with Flashcards on Students’
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ON STUDENTS’ VOCABULARY ACHIEVEMENT
IN READING DESCRIPTIVE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
forthe Degree of SarjanaPendidikan
By
NURAINI
Registration Number. 2112121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Nuraini. 2112121024. The Effect of Word Search Puzzle of Students'
Vocabulary Achievement in Reading Descriptive Text. A Thesis. English
Department, Faculty of Languages and Arts, State University of Medan.
2016.
This study was aimed to find out the effect of word search puzzle on the students'
vocabulary achievement in reading descriptive text. It was conducted by using
experimental research design. The population of this study was the students of
SMP Muhammadiyah Subulussalam, Academic Year 2015/2016. This study was
conducted with two randomized groups namely experimental group and control
group. The experimental group was taught by using Word Search Puzzle while the
control group was taught by using without Word Search Puzzle. The instrument
for collecting the data was multiple choice test. The data was analyzed by using ttest formula. The analysis showed that the mean scores of the students in the
experimental group was significantly higher than the mean scores of the students
in the control group at the level of significance α= 0.05 with the degree of
freedom (df) 50 with t-observed value 3.13> t-table value 2.009. The findings
indicated that using Word Search Puzzle significantly affected the students’
vocabulary achievement in reading descriptive text.
Key words: Word Search Puzzle, Students’ Vocabulary Achievement
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given
to the writer so that she finally accomplishes her thesis entitled: “The Effect of
Word Search Puzzle on the Students' Vocabulary Achievement in Reading
Descriptive Text.”
In completing this thesis, the writer realizes that she faces many problems
and receives the academic guidance, and moral support from many people.
Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English
Education Program, Faculty of Languages and Arts, State University
of Medan.
Drs. Johan Sinulingga, M.Pd., her Thesis Advisor who has given his
valuable advice, suggestion, guidance and spent his precious time in
theprocess of completing this thesis.
Indra Hartoyo., S.Pd., M.Hum., her Academic Advisor and her
Reviewer who has supported herthroughout the academic years.
Prof. Dr. Berlin Sibarani., M.Pd., Dra. Meisuri, M.A. her
Reviewers and Examiners who have givenhis precious time, guidance,
suggestions, and comments.
All Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuni, M.Pd., and Pantes, the administration staffs of
English Department, for their assistancein completing this thesis.
Amsary,
A.Md
the
Headmaster
of
SMP
Muhammadiyah
Subulussalam, for his permission in allowing the writer to do research
to collect the data.
Armiati, S.Pd., the English Teacher of SMP Muhammadiyah
Subulussalam, for the assistanceand suggestions in the process of
completing this thesis. And all the teachers and students at the school
for the good cooperation.
Her beloved parents Alm. Syahruddin Pinem and Siti Asmah, her
brothers Irwan Syahputra Pinem, Hermanto Syahputra Pinem and
her sister Fitriyani Pinem and all her families for their endless love,
pray, and everything that they have given to the writer during her
whole studies up to finish.
Her beloved friends Dwika Suci Muliana, Erni S.E., Fenny
Wahyuni S.Si., Ika Nurkasih, Mira DwiSamtami, Nina Tiya Hara
S.Pd., Nurlita Devayani S.Pd., Renny Sundari S.Pd., Sakinah
Siregar S.Pd., Sriertina S.Pd., Trihandayani S.Pd., Widya Astuti
S.Pd., and also the Regular B Family 2011 and PPLT SMAN 1
Gebang Family for their endless support, pray and love which they
have given to the writer in everyday’s happiness and motivation in
everyday’s happiness and motivation.
The writer realizes that this thesis still has the paucity, sheconveniently
welcomes any suggestions, comments, and advices that will improve the quality
of this thesis. She hopes that this thesis will be useful for those who read and
interest in the field of this study.
Medan,
April 2016
The writer,
Nuraini
Reg.No. 2112121024
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS ............................................................................
iv
LIST OF TABLES ..................................................................................... vii
LIST OF FIGURES ................................................................................... viii
LIST OF APPENDICES ............................................................................
ix
CHAPTER I. INTRODUCTION ...............................................................
1
A. The Background of the Study ...........................................................
1
B. The Problem of the Study .................................................................
5
C. The Objective of the Study ...............................................................
5
D. The Scope of the Study .....................................................................
5
E. The Significance of the Study ...........................................................
6
CHAPTER II. REVIEW OFRELATED LITERATURE .........................
7
A. Theoretical Framework .....................................................................
7
1. Vocabulary ..................................................................................
7
2. Types of Vocabulary ....................................................................
7
3. Teaching Vocabulary in the Curriculum of Grade VII of Junior High
School ..........................................................................................
9
4. Vocabulary in Reading .................................................................
9
a. Genres of Text ........................................................................
9
b. Descriptive Text .....................................................................
10
5. Kinds of Reading Comprehension ................................................
10
6. Vocabulary Achievement ..............................................................
12
7. Strategy ........................................................................................
12
8. Kinds of Strategy .........................................................................
12
9. Vocabulary Teaching Strategies ....................................................
13
a. Concept Word Search Puzzle ..................................................
14
b. The Advantages and Disadvantages of Teaching Vocabulary
Achievement in Reading Descriptive Text through Word Search
Puzzle .....................................................................................
15
c. The Procedure of Teaching and Learning Vocabulary Achievement
in Reading Descriptive Text through Word Search Puzzle .......
16
10. Assessment of Vocabulary .........................................................
20
B. Relevant Studies ...............................................................................
21
C. Conceptual Framework .....................................................................
22
D. Hypothesis ........................................................................................
23
CHAPTER III. RESEARCH METHODOLOGY ....................................
24
A. Research Design ...............................................................................
24
B. Population and Sample .....................................................................
25
1. Population ....................................................................................
25
2. Sample .........................................................................................
25
C. The Instrument of Collecting Data ....................................................
26
D. The Procedure of Research ...............................................................
26
1. Pre-test .......................................................................................
26
2. Treatment ...................................................................................
26
3. Post-test ......................................................................................
32
E. The Scoring System ..........................................................................
32
F. The Validity and the Reliability of the Test .......................................
33
1. The Validity of the Test ..............................................................
33
2. The Reliability of the Test ...........................................................
34
G. The Technique of Analyzing Data ....................................................
35
CHAPTER IV. DATA AND DATA ANALYSIS ......................................
36
A. Data .................................................................................................
36
B. Data Analysis ...................................................................................
37
1. Reliability of the Test .................................................................
38
2. Analyzing the Data Using t-test ..................................................
38
C. Testing Hypothesis ...........................................................................
39
D. Research Findings ............................................................................
40
E. Discussion ........................................................................................
41
CHAPTER V. CONCLUSION AND SUGGESTION ...............................
44
A. Conclusion .......................................................................................
44
B. Suggestion ........................................................................................
44
REFERENCES ..........................................................................................
46
APPENDICES ............................................................................................
49
LIST OF TABLES
Table 1.1
Students’
English
Score
of
Grade
VII
in
SMP
Muhammadiyah Subulussalam ................................................
2
Table 3.1
Experimental Research Design ................................................
24
Table 3.2
The Treatment for Experimental Group ...................................
27
Table 3.3
The Treatment for Control Group .............................................
30
Table 4.1
The Score of Students’ Vocabulary Achievement in
Reading Descriptive Text in Experimental and Control
Table 4.2
Group .......................................................................................
37
The Result of the T-Test Calculation .......................................
40
LIST OF FIGURES
Figure 2.1
Example of Word Search Puzzle ..............................................
15
LIST OF APPENDICES
Appendix A
The Score of Pre-Test and Post- Test by the Students
of Experimental Group ......................................................
Appendix B
49
The Score of Pre-Test and Post- Test by the Students
of Control Group ...............................................................
50
Appendix C
The Reliability of the Test .................................................
51
Appendix D
The Calculation of T- Test ..................................................
54
Appendix E
Percentage Points of the T Distribution ...............................
58
Appendix F
Lesson Plan.........................................................................
59
Appendix G
Vocabulary Test ..................................................................
97
Appendix H
The Key Answer ................................................................. 102
Appendix I
Answer Sheet ...................................................................... 103
CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English, many students do not have enough courage in
mastering the four skills of language; listening, speaking, reading, writing. That is
the common problem especially in our country, Indonesia, that is faced by the
students from Elementry school until University level. One of the reasons why it
happenes is the lack of vocabularies.
Vocabulary learning plays an important role in English language learners’
succes because it is concern to all four language skills (Jordan, 1997:149).
Language components consist of grammar, vocabulary, pronunciation, and
spelling. Vocabulary is important part in language learning because it is very
useful for communication with other people either in spoken or written form.
Learning vocabulary as foreign language is very important. Without
learning vocabulary of foreign language, no one will succesful in that language. If
students master
vocabulary,
they will practice
it
for
comprehensible
communication. By mastering number of vocabularies they will able to conceive
what they hear and read, and better they will be able to say what they want to
speak or write.
Based on the experience during the teacher training practice at Junior
High School in Subulussalam, the researchs found that most off students got some
problems learning English because of the vocabularies lackness. Teacher fell hard
to teach the students because everytime the students heard the new work they
have to open the dictionary first to understand the meaning of the words. This can
interfere the process of learning in the classroom, because the teacher should wait
for the students until they found the suitable words from their dictionary. From the
observasition that the researcher has also done in grade VII at SMP
Muhammadiyah Subulussalam, the researher found that the students also faced
the same problem where the lakcness of vocabulary is the main problem that
limits them to write, speak, listen, and read. From 30 students in the classroom,
almost all of them failed to achieve the passing grade which is made by their
English teacher, where the score to pass is 75. Here is the data of students who
couldn’t reach the passing grade.
Table 1.1 Students who could not pass the kkm
No.
Number of Students
Score
KKM
1
9 students
10-39
75
2
12 students
40-59
75
3
6 students
60-75
75
4
3 students
75-100
75
Based on the data above, we can see that almost all students couldn’t reach
the KKM. By seeing the problem and the data above, the teachers have to find a
good strategy to improve the students’ vocabulary. Teacher should know how to
manage the class and avoid the noise in the classroom during the learning process.
By using a good and interesting strategy, the teacher can help improve the
students’ vocabulary achievement, especially in reading descriptive text. There are
so many strategies in teaching vocabulary. Some of them are: make a match,
guessing word, gap fill, cross word, multi word gap fill, word map, and so on.
Here, the writer would like to focus in Vocabulary Word Searh Puzzle to increase
the students’ vocabulary achievement in reading descriptive text.
Word serach puzzle helps students to make connections between thir prior
knowledge and the new words. They show conceptual relationships between
words. The word search puzzle is useful for helping students develop a general
concept of definition. It can be use with a large group, small group, or
individually. It focuses on three questions, “what is it?” “what is it like?” and
“what are some examples?,” to make students aware of the types o information
that make up a definition and how that information is organized (Schwart &
Raphael,1985). Vocabulary word search puzzle useful for helping students
develop their understanding of a word. Most word search puzzle organizers
engage students in developing a definition, synonyms, antonyms, and a picture for
a given vocabulary word or concept. Relationships between words can be
illustrated through word search puzzle. Create word search puzzle by reading the
focus word in a central circle and then ask the students to brainstorm related
words. Link these brainstormed words to the focus word as in an elementry mind
puzzle. This is best completed in pairs or small groups to increase the students use
of English. Because o word search puzzle shows the conceptual relationships
between words, the students can modify their existing framework of knowledge
and more effectively construct meaning when they meet the words in text.
One of genres that Junior high school students learn about type of texts
based on the syllabus for grade VII in the first semester is descriptive text.
Descriptive text is a type of text aimed to describe particular person, place, or
thing (Knapp & Watkins, 2005).
A number of studies that the concept word search puzzle in vocabulary has
become efective applied by researchers. Vossoughi (2009) had experimental
concept word search puzzle in descriptive text for senior high school students in
iran. Their study resulted that concept word reseach puzzle has excess to make the
students interest and reach the goal of reading descriptive text.
One step of concept word search puzzle is giving the key words which can
stimulate the sudents interest in learning and they more understand they keywods,
than the material it itself. Rohani (2013) conducted concept word search puzzle on
reading descriptive text process for senior high school in Golestan their study
showed that concept word search puzzle proved to be effective in increasing
students score on reading skill. It is because the key word wich is given by the
teacher can sharpen the students memory and also help the students to make a
story.
Besides those studies, Njoroge (2013) conducted sentence in reading
descriptive text in poem for tenth grade of SMA Swasta Yaspenda. Based in the
result of study, the students become easy to put their thought and feeling in to a
poem. Becouse of the keywords which have been given by the teacher, the
students more are easy to find to idea and the first word start their reading
descriptive text. As additional, Angelia (2014) explained that the using of concept
word search puzze, the students are not difficult anymore to build a sentence in
past tenses. Becouse in concept word search puzzle they were given a clue card
wich presents a clue for simple past tense. In this case, the students feel easy to
reveal their experience in past time.
Despite the benefits of those relevant studies focuses the use of word
search puzzle in reading descriptive text in several fields because of its
effectiveness to improve students’ vocabulary achievement. In reading the
descriptive text, based on its language features, the vocabularies of adjective
words are very important. By using the word search puzzle, the students are able
to figure out the adjective words so that they can use those words correctly in
reading the descriptive text.
B. The Problem of the Study
“Does there any significant effect of word search puzzle on the students’
vocabulary achievement in reading descriptive text?”
C. The Objective of the Study
The objective of the study to find out the effect of word search puzzle on
the students’ vocabulary achievement in reading descriptive text.
D. The Scope of the Study
The scope of the study was limited on the effect of word search puzzle in
teaching vocabulary in reading descriptive text on the grade vii at junior high
school.
E. The Significance of the Study
The result of this study was expected to contribute either the theories or
practices.
1. For the English teacher, it is suggested to apply Word Search Puzzle in
teaching vocabulary to the students because it can be a variation of
teaching vocabulary strategy that can help them to increase the students’
vocabulary achievement, especially in reading descriptive text, because it
will lead the students to study words critically.
2. For the students, it is suggested to increase vocabulary achievement in
reading descriptive text by using Word Search Puzzle since it can
enhance students’ intensity in learning English vocabulary and enrich their
vocabulary achievement in reading descriptive text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the data anaysis, it can be conducted that teaching vocabary by
using Word search puzzle particuary in reading descriptive text significantly
improved students achievement. The students score in experimental were
significantly higher than those in control group. In experimental the mean score
was 75,38, while in contro group, the mean score was 67.54. This is supported by
the data analysis, in which t-observed value 3.13 was higher than t-table value
2.009 at the level of significance of 0.05, with degree of freedom 50. Its means
that alternative hypotesis (Ha) was accepted.
B. Suggestions
At the end of this chapter, the researcher would like to propose some
suggestions, which hopefully would be useful:
1. For the English teacher, it is suggested to apply Word Search Puzzle in
teaching vocabulary to the students because it can be a variation of
teaching vocabulary strategy that can help them to increase the students’
vocabulary achievement, especially in reading descriptive text, because it
will lead the students to study words critically.
2. For the students, it is suggested to increase vocabulary achievement in
reading descriptive text by using Word Search Puzzle since it can
enhance students’ intensity in learning English vocabulary and enrich their
vocabulary achievement in reading descriptive text.
3. For all the readers, it is suggested to understand on how to increase
students’ vocabulary achievement in reading descriptive text by using
Word Search Puzzle, because this strategy can be modified in various
ways to identify unfamiliar concepts and vocabulary in descriptive text.
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