98 11. gardener
14. tailor 16. painter
18. actor 19. vet
20. teacher
23. farmer 25.
baker
Down
1. cashier 2. businessman
3. magician 4. singer
8. secretary 10. reporter
11. hairdresser 15. dancer
17. doctor
99 20. waiter
24. carpenter
1.
Crossword Puzzles by using clues in the form of phrases or sentences.
1 2
3 4
5 6
7 8
9 10
11
100
Across Down
1. 5.
6. 8.
9. 10.
11. The opposite meaning of quiet
The opposite meaning of run The similar meaning of multicolored
The opposite meaning of cold The opposite meaning of low
The similar meaning of discontinue The similar meaning of huge
2. 3.
4. 7.
8. 9.
The similar meaning of begin The opposite meaning of smooth
The opposite meaning of smile The similar meaning of few
The similar meaning of glad The opposite meaning of soft
101 Answer Key
1
N O
I
2
S Y
T
3
R
4
F
5
W A
L K
6
C O
L O
R F
U
7
L R
U O
I
8
H O
T
9
H I
G H
W T
A A
H N
10
S T
O P
R L
P D
11
L A
R G
E Y
Taken from www.learn-english-today.com
102 In this research, the researcher used the Crossword Puzzles using words or
phrases as the clues because this research covered the large vocabulary nouns, verbs, adjectives and adverbs and it was difficult to construct Crossword Puzzles
providing pictures as the clues especially since the pictures of adjectives and adverbs could be drawn while they were used as the clues for solving the Crossword Puzzles.
Therefore, the researcher used the Crossword Puzzles using words or phrases as the clues.
7.
The Strenghths and the Weaknesses of Using Crossword Puzzles
The use of Crossword Puzzles in teaching vocabulary has several strengths and weaknesses. They are as follows.
1.
The Strenghths of Using Crossword Puzzles
The use of Crossword Puzzles to teach vocabulary has several strenghts. According to Karim and Hasbullah 1986:2.53 the strenghts of Crossword Puzzles were as
follows. a.
Crossword Puzzles can stimulate students’ interest in learning vocabulary.
103 Crossword puzzle is a kind of game that makes the students happy in doing this
activity so that it could bring students’ interest in learning vocabulary. b.
Crossword Puzzles make students relaxed and free from stress in the teaching and learning process.
Crossword Puzzles could make the students enjoyand not easily boredg when the teaching learning process. it could make the students do the vocabulary exercises
enthusiastically. c.
Crossword Puzzles can motivate students in learning vocabulary. Crossword Puzzles would make students active in the teaching learning process
because it will make the situation more interesting. Therefore, it brings students’ motivation in learning vocabularies.
d. Crossword Puzzles can increase the students’ vocabulary.
They would find new vocabularies more by doing Crossword Puzzles so that their vocabulary will be increased.
e. Crossword Puzzles help the students to think and study English words and
memorize the words indirectly and easily. It would easy for the students to remember the new vocabularies while they are
doing Crossword Puzzles.
104 2.
The Weaknesses of Using Crossword Puzzles
Besides the strenghts, the use of Crossword Puzzles also has several weaknesses. According to Gilbert et al 2011:178, the weaknesses of using Crossword Puzzles
are as follows. a.
Crossword Puzzles generally address only the cognitive domain. The English teacher can ask the students to work together in groups. It will be better
than asking the students to do the Exercise individually because it only develops their cognitive domain. By asking the students to do the Exercise of Crossword Puzzles in
groups, the English teacher not only can build up the students’ cognitive domain but also their affective domain since they help each other in doing the Exercise of the
Crossword Puzzles and share their knowledge about the material. b.
Crossword Puzzles require time to develop. The English teacher can download the Crossword Puzzles from the internet or copy
the Crossword Puzzles from a material book as long as they are suitable with the vocabulary teaching material. If the English teacher wants to construct the
Crossword Puzzles by herhimself, the English teacher can shorten the preparation time by first choosing the simple and understandable words based on the material
and continue to construct the Crossword Puzzles by using tables in a computer program Microsoft Office Word.
c. Crossword Puzzles require equipment to reproduce.
The English teacher can type the Crossword Puzzles by using tables in the computer program Microsoft Office Word and save the data in the computer so it will be easy
105 to reproduce the Crossword Puzzles and reuse them anytime in the teaching learning
process of vocabulary. In addition, clear explanation was given thoroughly to the students before
they start doing the Crossword Puzzle exercises. In this case, it can help the students do the Crossword Puzzles more easily. The researcher managed the activity
intensively in order to keep the stud ents’ enthusiasm and well regulated situation in
the classroom.
7.
The Procedures of Using Crossword Puzzles in The Classroom
In order to guide the implementation of the use of Crossword Puzzles in the classroom, Karim and Hasbullah 1986:2.51-2.52 propose the procedures of
applying Crossword Puzzles in the classroom as follows. a.
Prepare the Crossword Puzzles based on the topic that will be discussed. The teachers can take it from the books, internet or other sources or they can
create it by themselves. b.
Explain how the students should fill in or complete the Crossword Puzzles. c.
Check if all words in the clues are understood by the students. d.
Give limited time for students to finish the Crossword Puzzles. e.
Discuss the answer together with the class. Based on the ideas above, the researcher adapted the procedures of
Crossword Puzzles in teaching vocabulary as follows. 1.
Preparing the Crossword Puzzles based on the topic 2.
Giving explanation about nouns, verbs, adjectives, and adverbs
106 3.
Giving explanation about Crossword Puzzles and the example of Crossword Puzzles to the students
4. Distributing a reading text to the students and asking to the students to pay
much attention on the underlined words. 5.
Asking the students to do the Crossword Puzzles. 6.
Discussing with the students about the correct answers of the Crossword Puzzles in the class.
7.
The Students’ Active Participation
Setiadi in Damai, 2011:6 states that participation is making relation with others related to thinking, feeling, and certain activity. In this research, active participation
refers to the students’ action in sharing and in taking a part to make interactions in the classroom activities during the teaching learning process of vocabulary by using
Crossword Puzzles. The indicators of the student s’ active participation to be
observed are as the following.
1. Answering the teacher’s oral questions;
2. Asking question to the teacher;
3. Discussing to understand the clues;
4. Discussing to find the word based on the clues;
5. Doing the vocabulary exercises by using Crossword Puzzles.
7.
The Action Hypothesis
107 Based on the research problems and the review of related literature, the following
action hypoteses were formulated. a.
Teaching vocabulary by using Crossword Puzzles could improve VIII A students’ active participation in vocabulary teaching learning process at
SMPN 5 Lumajang. b.
Teaching vocabulary by using Crossword Puzzles could improve VIII A students’ vocabulary achievement at SMPN 5 Lumajang.
108
CHAPTER 3. RESEARCH METHODS
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