THE USE OF CROSSWORD PUZZLE ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY AT SMPN 8 BANDAR LAMPUNG

ABSTRACT

THE USE OF CROSSWORD PUZZLE GAME ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY AT THE SECOND

GRADE OF SMPN 8 BANDAR LAMPUNG. By

RESTI FEBTRINA

Interaction cannot be separated from teaching and learning process because when that process happens in the class it may create some interactions between students and teacher. In short, when a teacher wants to make a good teaching learning atmosphere in the class, the teacher should create good interaction first. This research was intended to find out whether a crossword puzzle game was needed to affect students’ interaction in learning vocabulary and to investigate the students’ motivation to interact when they are learning vocabulary.

This research used phenomenological qualitative study. The participants of this research were students in VIII B class at SMPN 8 Bandar Lampung, in academic year 2013-2014. The researcher used three data collecting techniques: observation, documentation, and interview. The data were analyzed using interaction and motivation theory.

The results showed that the total numbers of the whole interactions in the class were 150 interactions, 133 interactions (89.26 %) were student-student interactions, and 17 interactions (10.69 %) were students-teacher interactions. The total number of student-student interaction was higher than students-teacher interactions. It means that in learning vocabulary crossword puzzle game has influenced positively the students’ interaction of the second grade students at SMPN 8 Bandar Lampung.

THE USE OF CROSSWORD PUZZLE GAME ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY AT THE SECOND

GRADE OF SMPN 8 BANDAR LAMPUNG. (A Script)

Resti Febtrina

ENGLISH EDUCATION STUDY PROGRAM ARTS AND LANGUAGE EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

CURRICULUM VITAE

The writer was born in Bandar Lampung, on February 8th 1992. She is the third daughter of four children from happy couple Syarif Effendi Yusuf, S.H. and Yulina Effendi, S.Pdi. She has one brother and two sisters named Rise Lasdasari, S.Kom, Refri Endinatama, S.T, and Ririn Asnetasia.

She started her education at TK Nurul Islam Liwa, Lampung Barat, and graduated in 1998. To continue her study, in the same year she entered Elementary school, SDN 2 Harapan Jaya, Sukarame, Bandar Lampung and graduated in 2004, and then she continued to MTsN 2 Bandar Lampung and graduated in 2007. She spent her senior high school at SMAN 5 Bandar Lampung and graduated in 2010.

In August 2010, she was registered as a student of English Education Study Program, Language and Art Education Department at Faculty of teaching training, Lampung University. And then at July until September 2013 she accomplished the Teacher Training Program (PPL) at SMPN 1 Batu Brak, West Lampung.

DEDICATION

This script is proudly dedicated to:

My beloved Parents: Syarif Effendi Yusuf, S.H. and Yulina, S.Pdi My best brother and sisters: Engah, Abang, Adek

My honorable lectures at English Educational Study Program All my incredible friends

My warm Almamater: University of Lampung

Motto:

“Verily, with every difficulty there is relief” (QS: 94-6)

“The secret of getting ahead is getting started” - Mark Twain-

ACKNOWLEDGEMENT

Alhamdulillahirobil „alamin, my big grateful to the Mightiest god Allah SWT for every tremendous blessing and the great opportunity that enable me finished my script entitled “The Use of Crossword Puzzle on Students’ Interaction in Learning Vocabulary at Second Grade of SMPN 8 Bandar Lampung”. This script is submitted as compulsory fulfillment of requirement for S1 degree of English Department at Teacher Training and Education Faculty, Lampung University.

There were many people who have helped me as the writer, to accomplish this script. Without the supports, encouragement, prayers, and opportunity by every outstanding people beside me and also the great intuition from Allah SWT, this script would never have printed and published as a real script. For all the reasons, I would like to write my respect and gratitude to:

1. Mr. Ujang Suparman, M., Ph. D. as my first advisor who always be my first corrector and guide in written this script by giving guidance, comment, constructive, support and also great knowledge for me. Drs. Deddy Supriyadi, M. Pd., as my second advisor for every kindness, suggestion, and big patient for guide me to make this script become better. Drs. Huzairin, M. Pd. as my awesome examiner for every single comments, suggestions and corrections in completing this script became better.

2. All my lectures in English Department program who have given their guidance and wide knowledge to me in two couple years study in Lampung University.

3. The headmaster of SMPN 8 Bandar Lampung for giving me permits to conduct the research. Mainiar, S.Pd the English teacher of SMPN 8 Bandar Lampung who was very kind in helping me conducted my research and all friendly students in VIII B.

4. My greatest indebtedness and love are dedicated my beloved dad, Syarif Effendi Yusuf, S.H. and my super mom, Yulina Effendi, S.Pdi for all of their prayer and patient to make me became who am I now. My greatest

gratitude for their love, care, support and for always encouraging and motivating me to finish this script. I love you so much PaMa, you are my everything. My big brother, Refri Endinatama, S.T, my beloved oldest sister Rise Lasdasari, S.Kom and pretty little sister Ririn Asnetasia who have colorized my life with their love, care, and support. They are my big motivation to achieve success in live.

5. My entire friend in ENLISH DEPARTMENT 2010 included B class and A class. Especially to my besties Adestamia Lambung Negara and Imelda Ayu Mustika as my partner in spending quality time together, thank you very much for your support. My partner in script sweet Yulia Agustiara Putri and Rizky Amelia Ayuningtyas. My warm friends Elsye Yetti Prida, Nandita Wana Putri, Tanjung Wulandari, Reza, Luki, Dani, Fajar, Ferdy Cheerybeler (El, Kia, Indah, Logi, Puspa) and Bellabeler groups thanks for the best friendship and everything we have done for 4 years in English Department.

6. My childhood friends Wita Aristantia, Amd. Keb and Widya Selvira, Amd. Kep, thank you very much for all your support and everything that have we share for almost 14 years being friendship.

7. UKM Fotografi Zoom Unila as my second beloved family, especially to my LADIES and ANGKER ’13 (Sueb, Suig, Suang, Mbung, Lian, Rama, Okto, Ableh, Adi, Bima) thanks a lot for your big supports, for all my Seniors, and for all my incredible siblings: Dika, Ridwan, Gogon, Rifki, Ronal, Donal, Tata, Ade, Irna, Elmira, Ica, Bary, Gilas, Adi and Zoomers „16. “Sedekat sahabat, sehangat keluarga”

8. My great family from fieldwork at Kegeringan, West Lampung: Endang, Ria, Sopie, Clara, Liza, Mey, Siska, Ranis, Nita, Burhan, Iwa, Asmi, Kegeringan peratin’s Family, All of teachers and students of SMPN 1 Batu Brak.

Bandar Lampung, August 2014 The writer

TABLE OF CONTENTS

Page

ABSTRACT ………. i

CURRICULUM VITAE ……….. ii

MOTTO ……… iii

DEDICATION………... iv

ACKNOWLEDGEMENTS ………... v

TABLE OF CONTENTS ……….. vi

LIST OF TABLE ………... vii

LIST OF FIGURE ………. viii

LIST OF APPENDICES ……… ix

1. INTRODUCTION 1.1.Background of the Problems ………. 1

1.2.Identification of the Problems ………... 5

1.3.Limitation of the Problems ……… 5

1.4.Formulation of the Problems ………. 6

1.5.Objectives of the Research ……… 6

1.6.Uses of the Research ………. 6

1.7.Definition of Terms ……… 7

2. FRAME OF THEORIES 1.1.Review of Previous Research ……… 8

1.2.Review of Related Literature ………. 10

1.2.1. Concept of Crossword Puzzle ……… 10

1.2.2. Concept of Interaction ……… 14

1.2.3. Concept of vocabulary ……… 18

1.2.4. Concept of Learning Vocabulary ……… 29

1.2.5. Concept of motivation ………. 31

3. RESEARCH METHOD 3.1.Setting ……… 33

3.2.Research Design ………. 33

3.3.Research Participants ………. 34

3.4.Data Collecting Technique ………. 34

3.5.Research Instrument ……… 38

3.6.Research Procedure ……… 40

3.7.Data Analysis ……….. 43

4. RESULT AND DISCUSSION 4.1.Result of the Research ……… 46

4.2.Discussion of the Finding ……… 60

5. CONCLUSIONS AND SUGGESTIONS 5.1.Conclusions ……… 67

5.2.Suggestions ….……… 68

REFERENCES ……… 69

LIST OF TABLE

Page

1. The Categories of FIA ………... 16

2. Schedule of the research ……….... 43

3. The Kind of Interaction Patterns ……….. 45

4. Interactive Principle ………... 45

5. The Percentage of Students’ Behavior (Pre- Observation) ….. 47

6. The Percentage of Students’ Behavior (Last Observation)….. 49

7. The Percentage Interaction Pattern Categories ………. 50

8. The Percentage of Three Main Categories ………. 52

9. The Percentage of Students’ Interaction Category ……… 54

10.Interactive Principles of Students ………... 55

11.Students’ motivation level ………. 58

LIST OF FIGURE

Page

1. The level of motivation ……… 31

2. The Total Interactions in Each Pattern Categories ……… 50

3. The Presentation S- S and T-S Interaction ………... 52

4. The Number and Percentage in Each Category ………... 54

LIST OF APPENDICES

Page

1. Research Schedules ………. 70

2. Lesson Plan 1 ……….. 71

3. Lesson Plan 2 ……….. 78

4. The Transcription Of Conversations In Vocabulary Class Using Crossword Puzzle Game ……….. 86

5. The Analysis Of Interactive Principles In Vocabulary Class Using Crossword Puzzle Game ……….. 97

6. Interview Protocol 1 ………. 101

7. Interview Protocol 2 ………. 103

8. Result Of Interviews ………. 105

9. Observation Sheet ………. 106

1. INTRODUCTION

This chapter deals with the background of problems, identification of the problems, limitation of the problems, formulation of the research questions, objectives of the research, uses of the research, and definition of term which is used in this research.

1.1.Background of the Problems

Interaction is one of main components in the class that should make teaching-learning process can be more interesting. Students’ low motivation to learn in the class may affect them to be passive doing some interactions with other students, so when they feel uncomfortable in the class it can be decreased their interest to study and make them feel bored or lazy to learn something in the class. In learning language the students is forced to be active to communicate and can use language as a media to make conversation, but when they learn language in the class with low motivation and low interaction they will have difficulties to master the language.

To master the language the first step that students should know is vocabulary. They should understand vocabulary which is a very important component. Vocabulary is very important to help students learn English language. When students started to study English in their elementary school; the first kind of

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material that they learn was vocabulary. Vocabulary is also important to be understood by students in mastering four skills in English like listening, speaking, writing, and reading.

Graduates of junior high school are supposed to master vocabulary in order to be able to communicate whether in spoken or written form. But the fact shows that there are many students in junior high school who still have difficulties in understanding and using English vocabulary as media of communication although they have studied English for long time in their school. Some students claimed that their primary problem acquiring English is the way of teacher that did not build up their ability to make good interaction in the class; so the students felt uninterested in learning process, this is one of students’ problems in learning English. The quality of interaction in the class may become the main problem for students to be interesting in learning process.

The main problem in learning process may come from how a teacher creates the whole interaction with students in the class to make them interested and enjoyed in learning vocabulary. The interaction can come from teacher and students or students and students. Interaction in the class may affect learning process. A Learning process which is followed by a great interaction may create students’ good understanding. So, interaction is one of the important activities to make learning process more effective. In some research, interaction in the class has its own part to push or throw out students interesting in learning vocabulary in the class.

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From some problems above, maybe there is something wrong in learning process, or may be problem in the teachers’ own personality in teaching in front of the class. To overcome this situation, some researchers have investigated many techniques, and media to help teachers teach vocabulary in the class. There are many researches that focus on the increasing students’ achievement in learning vocabulary, but just some researches used technique or media in learning vocabulary which is focused on the interaction of students, about how the techniques or media can affect students’ interaction.

For those reasons the researcher tried to observe some kinds of interesting media to show the interactions of the students when they learn vocabulary in the class. The researcher has chosen the puzzle game to be a media that used to see the students’ interaction in learning vocabulary, because puzzle may one of media which can bring the students’ motivation to study about language. There are many kinds of puzzle namely jigsaw, picture puzzles, crossword puzzles, Sudoku puzzles, and logic puzzles. The researcher only chooses one kind of puzzle game that is crossword puzzle game.

A crossword word puzzle is a puzzle game which normally takes the form of a square or a rectangular grid of white and black shaded squares. The goal is to fill the white squares with letters, forming words or phrases, by solving clues which lead to the answers. In languages that are written left-to-right, the answer words and phrases are placed in the grid from left to right and from top to bottom. The shaded squares are used to separate the words or phrases.

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Crossword puzzle is the words puzzle that can be applied as an interesting media to improve the students’ vocabulary in which words have to be guessed from the clues and written in space of the grid. In the English language, there are three different types of crossword puzzles: freeform or criss-cross crossword puzzles, standard American-style crossword puzzles, and cryptic crossword puzzles. The researcher just used the freeform or criss-cross crossword puzzles in this research. Because the freeform or criss-cross crossword puzzles is the simple and basic one of crossword puzzle.

The researcher conducted the research in SMPN 8 Bandar Lampung, because there is no previous research conducted there which focus on the problem that was researcher observe in this script. The researcher has been done the pre observation in SMPN 8 Bandar Lampung and put the focus on the second grade students. The puzzle games used in this study has been matched to the second grade learning materials. The learning process showed that some of students still passive in the class and feel shy to speak English because they have lack of vocabulary. This condition can be affect students’ interaction in the class. They still shy build up some interactions among other in the class, they just waiting the teacher doing some interactions with them but they feel uncomfortable to start the interaction by themselves.

The researcher focused on how is students’ interaction and students’ motivation to interact when they are learning vocabulary using crossword puzzle. The researcher assumes that learning vocabulary using puzzle will affect students’ interaction in learning process.

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1.2. Identification of the Problems

Based on the background discussed above, the researcher would like to identify the following problems:

1. Many students still have difficulties in understanding vocabulary in English

2. Students feel bored to study English without using media of learning. 3. The learning process in the class still teacher-centered where the students

are passive to do some interactions in the learning process.

4. The students still passive to build good interaction in the class when learning process happens.

5. The students have low motivation in learning English because of their limited knowledge of English vocabulary.

6. The students have low motivation to interact because of their low ability in using English vocabulary.

1.3. Limitation of the Problems

In line with the identification of the problems, the current research is focused on the following issues:

1. Students’ have passive interaction in learning vocabulary. 2. Students’ low motivation to interact in learning vocabulary.

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1.4. Formulation of the Research Question

Referring the limitation of the problems above, the writer formulates the problems as follow:

1. Can the crossword puzzle game used to influence students’ interaction in learning vocabulary?

2. How is students’ motivation to interact when they are learning vocabulary using crossword puzzle game?

1.5. Objectives of the Research

Considering the formulation of the problems, the objectives of this research are: 1. To identify how the use of crossword puzzle game to influence students’

interaction in learning vocabulary.

2. To find out how students’ motivation to interact when they are learning vocabulary using crossword puzzle.

1.6. Uses of the Research The uses of the research are:

1. Theoretically, the result of this research can give contribution to the next researches, it also can be used as a reference for the next researches and the conclusion of this research may verify the previous theory.

2. Practically, to inform the readers, English teachers, etc, about crossword puzzle game that can be used as one of alternative media to learn vocabulary.

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1.7. Definition of Term

Vocabulary is one of basic term to understand every language skills in English. It is a set of lexeme include a single word, compound word, and idiom that can be arranged for making up the language.

Crossword puzzle is one of the game that uses some empty blocks to be fill with a letter which will make a word based on the question of the crossword puzzle, it will be written into numbered square that go across down. (Cambridge dictionary)

Interaction is a reaction of communication that occurs two or more objects have an effect upon one another.

Student’s interactionis reaction of communication among students’ in learning or some communication in class and may be outside of the class.

Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors, or what causes us to do something.

2. FRAME OF THEORY

This chapter concerns with review of previous research and review of related literature which consists of definition of crossword puzzle, interaction, vocabulary, and learning vocabulary.

1.1. Review of Previous Research

Teaching using media was already known as one of way to make learning process more interesting to students. There are so many media which can be used by teacher to make students exiting to study in the class. Crossword puzzle is one of media that can increase student ability in learning in the class especially learning vocabulary. That be supported in a research which titled increasing students’ vocabulary achievement through crossword puzzle game in group work at the seventh grade of SMPN 10 Bandar Lampung by Meutia in 2011, showed that crossword puzzle can give significant increasing to students’ vocabulary achievement. In Delia’s research (2011), found that students’ interaction can be pushed up by using some media of learning in the class. That result showed that media of learning has positive influence on students’ achievement and interaction in learning process.

In other research from Tricia M, et al (2009) found that crossword puzzle game affected the success of student learning. When students learn vocabulary in the

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class using crossword puzzle they show good interaction with their environment in the class, it effects positively their achievement in learning vocabulary.

On the other hand, Weisskirch (2006) found that students were more interested in completing the puzzles when given time to do them in class, and when given the chance to work collaboratively with others, students found the puzzles to be more useful and enjoyable than when doing them on their own. In addition to these findings, allowing students to complete the crosswords in class can provide the opportunity for them to ask questions or review answers orally with the instructor. In this way, students are forced to research and understand the material so that they are able to write meaningful clues for the puzzle. From that kind of activities, students have created their own interaction in the class.

From some researches above they mostly said that there was a positive effect using crossword puzzle as a media of learning. With using crossword puzzle students are more interested to learn English because they learn with playing games. But the writer wants identify the use of crossword puzzle on students’ interaction in learning vocabulary. The writer will focus on the students’ interaction in the class when they learning using crossword puzzle. May be there are some differences interaction which is showed by male and female students.

One of the researches about interaction which proves that interaction was one of important part in second language acquisition. Nina (1997) in her state of the art article with the title from-focused interaction and second language acquisition states that interaction has relation in learning outcome. So when interaction in the class was building well, it can push up the achievement of the student in the class.

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In Kalu’s (1997) research, it has been found that there is a significant positive relationship between interaction pattern and students’ achievement. The significant positive relationship between interaction patterns and students’ achievement in low academic tasks implies that, the students tended to perform well in academic tasks that require only memory and comprehension in classrooms where the teacher adopts more of indirect teaching.

1.2. Review of Related Literature

In review of related literature the researcher writes the complete explanation about crossword puzzle, interaction, vocabulary, teaching and learning vocabulary.

1.2.1. Crossword puzzle

Crossword puzzle is one of the games that uses some empty blocks to be fill with a letter which will make a word based on the question of the clues, it will be written into numbered square that go across and down. From the statement, crossword puzzle form consists of two parts. The first part consists of some grids with certain arrangement and the second is clues. The grids are arranged based on the number of the letter of each clue answers both vertically or horizontally.

To play crossword puzzle, the students must fill the grid by the letters based on the clues. They have to find out the answer of each clue. If they could answer one clue correctly, this easier for them to fill other grids are connected each other. So, the students learned how to recognize their mistake and fix it.

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The researcher chose crossword puzzle in this research because puzzle is one of interesting media that make students interested in learn English. Franklin et al (2003) states that crossword puzzles game can significant increase students’ motivation and students’ interest in the topic at hand. The researcher delivered the crossword puzzle games with group work among the students to build their interaction. Crossword puzzle game may give students chances to improve their vocabulary.

1.2.1.1.The types of crossword puzzles

In the English language, there are three different types of crossword puzzles: freeform or criss-cross crossword puzzles, standard American-style crossword puzzles and cryptic crossword puzzles.

1. Criss-Cross or Freeform Crosswords

The Criss-Cross or Freeform crossword is the easiest to create and play, and the best way to learn how to play the word game. In this puzzle, you have connecting words that go across and down as letters join one word with another. As with all crossword puzzles clues are given, so that you can try and come up with the right words to complete the puzzle. Each clue is numbered and that corresponding number is written in the white boxes of the puzzle, showing where letters go and what direction a word is being played. You will find such puzzles being used in classrooms as students learn about different subjects in school, subjects such as spelling, science and history can be taught using the Criss-Cross or freeform crossword puzzle because it is so simple.

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2. Standard American Style Crosswords

The Standard American Crossword is a word puzzle which is a little tougher than the Criss-cross and it has black and white squares. This puzzle has the same pattern, no matter how you look at it and words being played have to have at least three letters. The clues to this puzzle are given as definitions of a particular word that is to fit inside the puzzle. When playing this puzzle, you can choose between easy, hard and the mastermind, when you really want a challenge. In the Standard American Crossword, only 1/6 of the puzzle board is covered in black boxes. These crossword puzzles range in difficulty from very easy to extra-challenging.

3. Cryptic Crosswords

For the Cryptic Crossword, the puzzle box is structured like a lattice frame, or an entanglement of black and white boxes. However, do keep in mind that though there are black and white boxes, only the white boxes are used for lettering. Cryptic crossword is a puzzle in which each clue is a word puzzle in and of itself. Cryptic crossword puzzles come in two main types: the basic cryptic in which each clue answer is entered into the diagram normally, and the advanced or "variety" cryptic, in which some or all of the answers must be altered before entering, usually in accordance with a hidden pattern or rule which must be discovered by the solver. In this research the researcher use the first type of crossword puzzle, the Criss-Cross or Freeform crossword.

Example of crossword puzzle

13 2 4 6 8 10 12 14 16 18 Across

The___likes to leave a gift under your pillow when you lose a tooth.

Dringking milk will make your teeth___

You chew food woth your___ Dringking___ will give you strong bones and teeth.

Going to the dentist will make sure you have healthy teeth and-___

Everyone should take good ___ of their teeth.

Crest and colgate are types of tooth ___

Teeth help you ___ your food Eating too much ___ is not good for your teeth.

1 3 5 7 9 11 13 15 17 19 20 Down

When a tooth has decay it is call a___ The dentist is a ___ doctor.

The ___ machine takes picture of your teeth.

You need to ___your teeth at least twice each day.

Use___to clean in between your teeth. You lick an ice cream cone with your___ The doctor who checks your teeth is called a___

Candy has too much___which is bad for your teeth.

Taking care of your teeth will give you a beautiful___

Hids like to__and play outside.

These are the first teeth in your mounth which are called ___teeth.

WORD BANK Sugar Teeth x-ray chew gums Dentist Care Smile Cavity tooth fairy Baby Paste Laugh Brush strong Tooth Candy Tongue Milk Floss

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There are the advantages and disadvantages of using crossword puzzle game in learning vocabulary. Here are the advantages and disadvantages of crossword puzzle. The advantages are Games could make the students more interested in learning the material, and Teacher didn’t need to explain too many materials to the students. The disadvantages are by attracting student’s interest to games, all of them were active and made noisy. So it was difficult for the teacher to control them. And by doing games the teacher only had a little time to explain the material and gave some new vocabularies. So there was no longer time for teacher to explain more and help them to memorize all the new vocabularies.

1.2.2. Interaction

Interaction is a reaction of communication that occurs in two or more objects and has an effect on each other. A closely related term is interconnectivity, which deals with the interactions of interactions within system; combinations of many simple instructions can lead to surprising emergent phenomena. Interaction has different tailored meaning in various sciences. Changes can also involve interaction. Interaction was the focus variable of the research because interaction always appears in every condition there is no even without any interaction.

There are several pattern of classroom interaction according to Edge (2001): 1. T – Ss (teacher - students)

This is the interaction where teacher gives instruction to the whole class. 2. Ss – T (students - teacher)

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This is the interaction where there is an exchange between the teacher and the whole class such as question and answer.

3. T – S (teacher – student)

This is the interaction where teacher initiates the interaction with an individual of student. Teacher asks a student to answer the question, repetition, confirmation, and so on.

4. S – T (student - teacher)

This is the interaction where the communication with teacher is started by students. The student initiates himself to question the teacher, gives opinion, and complains, elicits in form of information and many others. 5. T – S – S (teacher - student – student)

This is the interaction where teacher tells one students to say something to other.

6. S – S (student – student)

This is the interaction where students communicate directly with each other.

The researcher observed the students’ interaction because the writer interested in how students’ interaction that appeared in the process of learning using some media. From a whole classroom interaction, the research focused on students’ interaction. Not only the pattern but also the categories of interaction also used as a basic theory to analysis the data of this research.

Interaction categories used in this research is Categories of Flanders Interaction Analyses. Flanders originally devolved a research tool, namely Flanders

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Interaction Analysis (FIA), which become a widely used coding system to analyze and improve teaching skill.

Table 2.1. The Categories of Flanders Interaction Analyses.

Based on both of theory the data of students’ interaction which researcher got have analyzed, but to make the result more completed to answer research question, the researcher used one more theory of interaction. The ideal of interactions in the class, there are some interactive principles proposed by Brown (2001:56):

Categories

Indirect Influent 1. Accept feeling: accepts and clarifies the feeling tone of the students in a non-treating manner. Feeling may be positive or negative. Predicting and recalling feeling are included.

2. Praises or encourages; praise or encourages students action or behavior, jokes that release tension, not at the expense of another individual, nodding head or saying “uh huh?” or “go on” are included.

3. Accept or uses ideas: clarifying, building, or developing ideas or suggestions by a student. As teacher brings more of his own ideas into play, shift to category five.

4. Ask question: asking question about content or procedures with the intent that a student may answer. Direct Influent 5. Lectures: giving facts or opinions about content of

procedures; expressing his own ideas, asking rhetorical question.

6. Gives direction: directions, commands, or orders with which a student is expected to comply.

7. Criticizes or justifies authority: statements, intended to change students behavior from non-acceptable to acceptable pattern, bawling someone out, stating why the teacher is doing what he is doing, extreme self reference Students Talk 8. Student talk response: talk by students in response to

teacher. Teacher initiates the contact or solicits student statement.

9. Student talk initiation: talk by students which they initiate. If “calling on” student is only to indicate who may talk next, observer must decide whether student wanted to talk. If he did, use this category.

10. Silence of confusion: short periods of silence and periods of confusion in which communication cannot be understood by the observer

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1. Automaticity

True human interaction is best accomplished when vocal attention is on meanings and not on grammar and other linguistic forms. Students are thus freed from keeping language in controlled mode and can more easily proceeds to automatic modes of processing. For example: the students may ask where to? Instead of where are you going to? In this case the meaning will be the main attention rather than the grammatical rules.

2. Intrinsic Motivation

As students are engaged with each other in speech act of fulfillment and self-actualization their deepest drive are satisfied. And as they more fully appreciate of their own competence to use language, they can develop a system of self-reward for instance when the students are engaged in free conversation. They are intrinsically motivated to use their English since they can build their self-reward as well.

3. Strategic Investment

Interaction require the use of strategic language competence both to make certain decisions on how to say or write interpret language and to make repairs when communication path ways ware blocked. The spontaneity of interactive discourse requires judicious use of humorous strategies for production and comprehension.

4. Risk Taking

Risk taking requires of failing producing intended meaning of being laughed or rejected. The rewards are great and worth the risk. It may occur when the students try to say words in English but they have less vocabulary as well as being unable

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to choose the right diction. For example: when one says, “Don’t story to other!” he uses the word story instead of tell. What he says may attract others laugh at him but still it needs to take as risk in producing English.

5. Communicative Competence

All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatics and strategies) are all involved in human interaction. All aspects must work together for successful communication. This may occur in a formal language circumstance where everyone engaged in the circumstances itself have greater knowledge of English language. they use English as the communication tolls.

6. Inter Language

The complexity of interaction emails a long developmental process of acquisition. Numerous errors of production and comprehension will be a part of this development. I this case errors made by interlocutors are use to produce better acquisition.

7. The Language Culture Connection

The cultural loading of interactive speech as well as writing requires the interlocutors be thoroughly versed in the cultural nuances of language.

1.2.3. Concept of Vocabulary

When someone learns about language it is closely related to vocabulary, because without vocabulary someone can’t build a language. Vocabulary is an important part in language. Vocabulary is a list of words which is used to build up a

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language, if the knowledge of vocabulary is miss it can be hard to learn about language its self. This is supported by Barnhart (2008: 697), who states that vocabulary is a stock of words used by person, class of people, profession, etc. which has connected with language function as media of communication.

Vocabulary work can be directed toward useful words and give learner practice in useful skills. It is obvious that without mastery vocabulary, someone can difficult to communication in oral and written ways. In line with previous statement that the writer assumes that vocabulary is the basic element of language in which it will make a language meaningful. In any activity of learning language, student are trying to use the language by using vocabulary into certain sentences in order to be able to communicate and transferring their ideas. Vocabulary is very important as basic of communication, if learners do not recognize the meaning of words they will be unable to participate in conversation. No matter how well the student learn grammar, no matter how successfully the sound of English are mastered, without expressing a wide range of meanings using vocabulary communication cannot be take place in any meaningful way.

2.2.3.1Kind of vocabulary

Fries (1974: 4) classify vocabulary into some types namely: 1. Content words

a. Noun, name of subject or things.

Noun a word that is the name of something (such as a person, animal, place, thing, quality, idea, or action) and is typically used in a sentence as subject or object of a verb or as object of a preposition Nouns have sometimes been

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defined in terms of the grammatical categories to which they are subject (classed by gender, inflected for case and number). Such definitions tend to be language-specific, since nouns do not have the same categories in all languages. Crystal (1995:206) defines seven parts of speech as follows:

1. Adjectival Noun

Adjectival noun is an adjective that function as a noun. The examples adjectival noun is highlighted. Example: The poor is asking some food from the rich.

2. Animate Noun

Animate noun refers to a person, animal, or other creature. This animate noun sometimes has different noun endings which make the gender clear. The examples of animate noun are:

1) The a singer is greeting his fans. 2) We meet the teacher in his office.

3. Collective Noun

Collective noun is a word used to define a group of objects, where the objects can be people, animals, emotions, concept or thing. It is a noun that refers to things or people as a unit. The examples of collective noun are:

1) The audiences give their applause to the singer. 2) The jury is collecting the score to decide the winner. 4) Be careful! There's a hive of bees someone near here.

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4. Concrete Noun

Concrete noun refers to entities which can be observed and measured. Here are the examples of concrete noun:

1) She holds many books.

2) They drive the motorcycle quickly. 3) There are three oranges on the table.

5. Abstract Noun

Abstract nouns are nouns that refer to concepts, ideas, emotions, etc. Abstract nouns are nouns that you cannot touch, are not made of materials, but play an important role in life. Here is a list of some common abstract nouns: success, depression, love, hate, anger, power, importance, tolerance, etc. The examples of abstract noun:

1) Tom has had a lot of success this past year.

2) Many people prefer to let love inspire them rather than hate.

6. Countable Noun

Countable noun refers to individual, countable entities, such as books, houses, flowers, trees etc, for example:

1) There are a few trees in my backyard, 2) She bought three book of English yesterday.

7. Uncountable Noun

Uncountable noun refers to an undifferentiated mass or notion, such as butter, water, sugar, for example:

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2) We're having lovely weather this week.

3) We need to get some new furniture for our home.

8. Proper Noun

Proper nouns are named of specific people, place, time, occasions, events, publications, and so on. Proper nouns are not usually used with the determiners. It is also written with an initial of capital letter. The examples of proper nouns are:

1) I love Indonesia;

2) My mother will go to Jakarta on Sunday. 3) I'd love to visit Canada next year.

b. Verb, action done by with those things.

Verb is the word which is used to tell about the action or movement of person, thing and animal. There are several types of verb. Those are:

1. Transitive Verb

Transitive Verb is the verb that needs object and usually followed by noun. These transitive verbs include arrest, avoid, do, enjoy, find, force, get, give, grab, hit, like, pull , report, shock, take, tell, touch, want, warn. Example:

- She takes a book.

2. Intransitive Verb

Intransitive Verb is the verb which does not need object, but it needs adverbial modifier. These intransitive verbs include appear, come, fall, go, happen, matter, sleep, swim, wait. Example:

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- She sings beautifully.

3. Linking Verb

Linking Verb refers to verb that needs subjective complement rather than object and that subjective complement describes the subject. These Linking Verbs include: be, smell, feel, taste, prove, look, become, appear, stay, remain, get, sound, seem, grow, turn, go.

a) Subjective Complement can be “Adjective”. Example: - Your face grows red.

- Her voice sounds pretty.

b) Subjective Complement can be “Noun or Pronoun”. Example: - He becomes a district governor.

- The robber is you.

4. Auxiliary Verb

An auxiliary verb (also known as a helping verb) determines the mood or tense of another verb in a phrase: "It will rain tonight." The primary auxiliaries are be, have, and do. The modal auxiliaries include can, could, may, must, should, will, and would.

5. A lexical verb

A lexical verb (also known as a full or main verb) is any verb in English that isn't an auxiliary verb: it conveys a real meaning and doesn't depend on another verb: "It rained all night."

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6. Modals

Modal Verbs are the verbs that are used to talk about ability, permission, obligation and necessity, obligation and advice, possibility, probability, request, offer, suggestion, habit and promise. Most Modal Verbs can form question and negative sentence by themselves. There are many Modal Verbs as following.

a) Ability. We use “can, could and be able to” to talk about the ability. Can: is used in the present. E.g. He can play the guitar.

Could: is used in the past. E.g. My sister could speak when she was 15 years old.

Be able to: can be used both in present and past. E.g. Last year I wasn’t able to speak at all, but now I am able to speak smoothly.

b)Permission. We use “can, could, may and might” to ask to a permission. Example: Can I use your pen for a moment?

c) Obligation and necessity. We use “must and have to/ have got to” to express obligation or necessity. Example: I have got a trouble pain in my back, so I must go to the doctor now.

d) Obligation and Advice. We use “should, ought to, had better, and shall” to talk about the obligation and advice.

Should and ought to be used talk about the obligation and duty, to ask for and give advice and in general, to say what is right or good. Example: You ought to learn to swim.

Shall is used when we want to know someone’s opinion, or when we want advice or instruction. Example:

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I have missed my last bus. What shall I do?

e) Possibility. We use “may, might and could” to talk about present or future possibility. Example: There is someone at the door. It may be Sara.

f) Probability. We use “should and ought to” to say that something is probable at the moment of speaking or in the future. Example:

Sally should be at work by now. She’s normally there at this time. g) Request. We use “can, could, may, will and would” to ask for

something, to ask for permission or to ask someone to do something. Example: Could I ask you some questions?

h) Offer. We use “will, shall, could and would” when we are willing to do something for someone. Example: I will lend you some money. i) Suggestion. We use “shall, can and could” to ask for and make a

suggestion. Example: Shall we stay at home?

k) Promise. We use “will” to express strong intention in promises and threats. Example: I will be careful with the car, I promise.

7. Phrasal Verb

A phrasal verb is a combination of words (a verb + a preposition or verb +adverb) that when used together, usually take on a different meaning to that of the original verb. E.g. break down, check in, and tear up. When we use phrasal verbs, we use them like normal verbs in a sentence, regardless if it’s a regular or irregular verb. Example:

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8. Regular and Irregular Verb

A regular verb (also known as a weak verb) forms its past tense and past participle by adding -d or -ed (or in some cases -t) to the base form: "We finished the project." (See Forming the Past Tense of Regular Verbs.) An irregular verb (also known as a strong verb) doesn't form the past tense by adding -d or -ed: "Gus ate the wrapper on his candy bar."

c. Adjectives, qualities of the things.

Adjective is the word which is used to modify noun or pronoun. These are several kind of adjective:

1. Possessive adjectives

Possessive Adjective is the adjective which is used to point out the noun that belongs to someone and there are seven Possessive Adjectives. They are My, Your, Our, Their, His, Her and Its. Example:

- This is my book. - Your car is outside.

2. Descriptive Adjective

Descriptive Adjective is the adjective that is used to tell the sorts of noun or quality. Example:

- He is a tall man.

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3. Numeral Adjective

Numeral Adjective is the adjective which is used to show the number of noun. There are three types of Numeral Adjective as follow. Definite Numeral Adjective, Indefinite Numeral Adjective, Distributive Numeral Adjective

a) Definite Numeral Adjective

Definitive Numeral Adjective is the adjective that is used to denote an exact number of nouns as first, second, third or one, two, three. Example:

- Ankor temple has got five towers. b) Indefinite Numeral Adjective

Indefinite Numeral Adjective is the adjective which is used to denote an inexact number of nouns as some, any, much, many, little, a few. Example:

- I have some friends here. c) Distributive Numeral Adjective

Descriptive Adjective is the adjective that is used to cache one noun. They are every, each, another, other. Example:

- Each student is very friendly. - They speak to another person.

4. Demonstrative Adjective

Demonstrative Adjective is the adjective which is used to point out the noun. They are this, these, that, and those. Example:

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- These girls are good-looking.

5. Interrogative Adjective

Interrogative Adjective is the adjective that is used to ask the question. They are where, what, which. Example:

- Which animal do you like? - Where doctor is he?

2. Function words

Function word are those words, which one is used as a mean of expressing relation of grammar or structure, such as conjunction ( and, however, but), for example:

a. Caty and tommy like fried rice very much but Siska didn’t. (conjunction) b. My mother and I will go to Egypt next month. (conjunction)

3. Substitute words

Substitute words, those which represent the individual things or specific action as substitutes for whole form classes of words (anybody, anyone, somebody, someone, etc),for wxample:

Rina has someone special.

4. Distributed words

Distributed words, those are distributed in use according to grammatical matter as the presence or absence of a negative, such as any, either, neither, etc, for example: You do not allow passing this line and neither do I.

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From all the kind of vocabulary above, the writer used the first type that is content words. The writer was focus on noun, verb, adjective, and adverb which belong to content words. Those three kinds of content words are considered as the most important word in the part of speech. The writer assumed that by using crossword puzzle in learning vocabulary may affect students’ interaction in the class and the student become more active in the class.

1.2.4. Teaching and Learning Vocabulary

Teaching is the process to give some knowledge to the other; this is the most important thing in learning process. Through teaching students were helped by teacher to understand about the lesson. The word “teaching” according to Brown is “showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge causing to know or understand” (Brown, 2001:7).

Learning is a process of change in the human personality and the changes are revealed in the form of increasing the quality and quantity of behavior such as increased skills, knowledge, attitudes, habits, understanding, skills, intellect, and other abilities. Learning is acquisition or getting, learning is retention of information skill, and learning involves some forms of practice, perhaps reinforced practice (Brown, 2000:7).

Considering the importance of vocabulary in language teaching, teaching vocabulary should be taken into account. The teaching process of vocabulary needs a good technique in order to help the student to get meaning and to use the

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word. As states by Allen and Vallete (1972), teaching vocabulary can meaning full if the teacher can conduct the teaching process by combining the available techniques of teaching. Learning vocabulary is a very important part of learning a language. The more words you know, the more you will be able to understand what you hear and read; and the better you will be able to say what you want to when speaking or writing.

Teaching and learning vocabulary of a language is very important, because by mastering a great number of vocabularies, they develop their ability in mastering the language. The students are expected to understand the meaning of the words, the uses of the words in sentence, and also to show some good interaction in the class when they are learning vocabulary. The teacher should consider the appropriate method and suitable techniques to achieve the goal.

The writer was identifying crossword puzzle as a media of learning in learning vocabulary in the second grade of SMPN 8 Bandar Lampung. The writer assumed that crossword puzzle can help students to understand vocabulary and make students more interactive in the class. Crossword puzzle itself consists of two parts, the first part consists of some grids with certain arrangement and the second consists of the clues. These games played in group to make student create more interaction each other in the class, because the main point that want to identify by researcher is the interaction of student in the class when they are learning vocabulary using crossword puzzle.

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1.2.5. Concept of Motivation

Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors, or what causes us to do something. In daily life when we want to do something there are the reasons that make us thought we should do it that is called motivation. Motivation came from our own selves but there are many external factors which can push up or throw down our motivation, for example support from our family it could push up our motivation.

The theory from Abraham Maslow showed that there are five level of human motivation: self-actualization, esteem, social, safety, and physiological. This is the pyramid of motivation level by Abraham Maslow.

Figure 2.1. The Level of Motivation

Physiological level is the base level of motivators of hierarchy of needs within Maslow's theory. This segment covers breathing, food, water, excretion, sex, and sleep. Except the last two, a working environment that assures that these needs are satisfied can positively influence the employees.

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Safety level is the next level of Maslow's hierarchy of needs. This group of need covers personally safety, employment security, health and property. This segment is very important.

Belonging and love is the next level of hierarchy of needs in the Maslow's theory. This group contains the need of belonging to group, family and sexual contact.

Esteem level is the base level of motivators of human’s ego.

Self-actualization is the top level of hierarchy of needs and contains the morale, reactivity, openness and clear mildness.

3. RESEARCH METHOD

This chapter deals with research setting, research design, research participants, data collecting techniques, research instrument, research procedure, and data analysis.

3.1. Setting

This research was administrating at the second grade of SMP Negeri 8 Bandar Lampung. The researcher has done the research in four meeting and was focus on all of students in VIII B class of SMPN 8 Bandar Lampung.

3.2. Research Design

This research is a qualitative study which is focused on one type of qualitative, a Phenomenological. Suparman (2009) states Phenomenological study is a study that represents a psychological approach. In this research a psychological approach helped the researcher observed the phenomenon in the class when student were learning vocabulary. The researcher observed and collected the data from three data collecting techniques: observation, interview, and documentation in order to know the use of crossword puzzle on students’ interaction in learning vocabulary.

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3.3. Research Participants

The participants of this research were the second grade students of SMPN 8 Bandar Lampung. The research focused on all students in one class of SMPN 8 Bandar Lampung. Research participants are 24 students in class VIII B. To make the data more clear the researcher carried out the research in several different meeting in the same group. Two groups consist of male and female students and two other defied as one female group and one male group.

3.4. Data Collecting Techniques

The researcher used three kinds of data collection techniques that are observation, interview, and documentation. The three data collecting tecniques may help researcher to get data more accurately. The data collecting techniques used are:

1. Observation

Observation is the first data collecting technique, where the researchers conducted observation directly to the object of study for a close look at the activities carried out (Riduwan, 2004: 104). Observation helped the researcher answered the first research question. Observation method is often defined as the systematic observation and recording of the symptoms seen in study subjects. Observation techniques should be conducted in two subjects who are actively reacting to the object.

The criteria to be considered by observer among others: 1. Possessing the knowledge of the object to be study

2. Understanding of general purpose and special purpose implementation research.

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3. Determining how and the tools used in the data record.

4. Determination of the income categories of symptoms is observed. 5. Observing and recording should be carried out carefully and critically. 6. Recording each symptom must be carried out separately so not to affect

each other.

7. Ownership of the means of knowledge and skill and how to record the results of observation.

The observation held structurally with using many aspects in the students’ interaction that was appear in second grade class of SMPN 8 Bandar Lampung. The aspects that were observed will arrange structurally with video shooting to record the environment in the class. In this study the researcher put herself as participant observer. Participant observer means that the researcher not only acts as observer but also as one of subject who was directly influence the observation. The researcher chose to be a participant observer because she wanted to teach vocabulary using crossword puzzles with her own way using crossword puzzle game. The research observed the whole interaction of students in the class before and after students studied vocabulary using crossword puzzle. The observation in the class focused on interaction between students-students’ and students’ interaction in facing up the material in the class using media crossword puzzle.

2. Interview

Interview is a conversation in which one person (the interviewer) elicits information from other person (the subject of interview). Interview is a specialized

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pattern of verbal interaction initiated for a particular purpose, and focused on a number of specific content areas. There are seven kinds of interview;

1. Man in the street interviews. It is conducted when the journalists were covering an event directly in the field and ask the audience response to the incident.

2. Casual interview. The interview was conducted because of the sudden there is urgent need.

3. Personality interview. Interviews and hold one person or character profiles.

4. New interview. An interview often conducted by journalism to gather facts for broadcast.

5. Telephone interview. Interviews were conducted via telephone used at live events on television.

6. Prepared question interview. The interview used more preparation in time, question, and also in choosing the subject of interview. This aim to get clear response to the things that are quite complicated as the data or scientific concerns.

7. Group interview. Interview from is usually done together (group) to obtain information from a group of speakers or so-called symposium.

From many kinds of interview above, the researcher used just one kind of interview. The kind of interview which is used by researcher is the sixth kind of interview, prepared interview because the researcher has good preparation in doing interview, the researcher prepared the question that was asked to the subject

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of interview, and prepared to choose some subjects of interview who was represent the whole students in the class.

The researcher used interview because it can help the writer answered the second research question. The researcher was interviewing some of students to know their response after they have studied vocabulary in the class using crossword puzzle. The samples have chosen randomly. The questions that were asked consists of some points relating to students’ interaction in learning vocabulary using crossword puzzle.

The researcher was interview both of two gender of students, 5 males and 5 females, about how they feel in the class, is the condition of learning process make them interested to study vocabulary and how their interpreted about their interaction in learning vocabulary using crossword puzzle game. The researcher was asking several questions about that kind of problems than write down the answer and the conclusion from their answer systematically.

3. Documentation

The last data collecting tools is using record of video situation in the class while the students learning vocabulary using crossword puzzle to answer the second research question. The video record is one of the kinds of multimedia documentation. Documentation is a set of documents provided on paper, or online, or on digital or analog media, such as audio tape or CDs. Documentation has many meanings, from the broad--anything written in any medium--to the

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narrow--policies and procedures manuals or perhaps records." (Adrienne Escoe, 2001).

The researcher made documentation of the learning process in the class because it can record the whole students’ interaction when they are study in the class using crossword puzzle. The documentation was video record, to make the documentation more clear with audio-visual form. The video have catched every interactions of the students in the class when they were lerning vocabulary using crossword puzzle, from that video the researcher could see different interaction between male and female students. It also recorded interaction between students and students or students and teacher.

3.5.Research Instrument

The research instrument was vocabulary game in which in this research the researcher used crossword puzzle game. The crossword puzzles that was used are the simple crossword puzzle with consists of some grids (empty space on chequered square) with certain arrangement and the clues. There were three crossword puzzle sheets that the writer made. First, crossword puzzles about guessing simple vocabulary from Indonesia translate to English. Second, crossword puzzle game with complex sentence clues. And the last is the complete crossword puzzle game to test the understanding of students.

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3.5.2.1. Validity and Reliability 1. Validity

Validity is the extent to which a concept, conclusion or measurement is well-founded and corresponds accurately to the real world.

1. _{Content validity}

Validity is the extent to which a concept, conclusion or measurement is well-founded and corresponds accurately to the real world. Content validity is related with the test item in the measurement. It means that the test should focus of the course and represent the subject matter content. In this researcher the test have change with the result of interview and video of the interaction student in the class while they study vocabulary using crossword puzzle.

2. _{Construct validity}

Construct Validity is used to ensure that the measure is actually measure what it is intended to measure (i.e. the construct), and not other variables. Using a panel of “experts” familiar with the construct is a way in which this type of validity can be assessed. The experts can examine the items and decide what that specific item is intended to measure. Students can be involved in this process to obtain their feedback. Construct validity plays an important role to measure what should be measure.

3. Concurrent validity

Concurrent validity is a type of evidence that can be gathered to defend the use of a test for predicting other outcomes. It is a parameter used in

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sociology, psychology, and other psychometric or behavioral sciences. Concurrent validity is demonstrated when a test correlates well with a measure that has previously been validated. The two measures may be for the same construct, but more often used for different, but presumably related, constructs.

From those three kinds of validity the researcher used content and construct validity. Content validity will based on the clues which are used in crossword puzzle game and the construct validity based on the curriculum which is used by teacher in SMPN 8 Bandar Lampung. To make the data more valid the researcher measured it with using triangulation way of three data collecting techniques. Three of them have connection each other the first data collecting techniques was support the second data, the second data was support the third data and so on.

2. Reliability

The researcher uses reliability between groups. Reliability is an index that indicates the extent to which a measure is reliable or unreliable. When a measuring instrument used to measure two times the same symptoms and the results of measurements obtained are relatively consistent, the measuring instrument is reliable. Or in other words, reliability indicates the consistency of a measuring instrument for measuring the same phenomenon.

3.6. Research Procedures

As the researcher, the writer came to the class as non-participant observer first. After observing how the condition of the students in learning vocabulary in common way, the second day researcher came as participant observer to conduct

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the class learn vocabulary using media crossword puzzle, after that, every single condition in the class should be recorded as video form to help researcher see how the students’ interaction in the class in learning vocabulary using crossword puzzle. After being that way, researcher chose ten students consist of five males and five females randomly to doing some interview with researcher, in this step the students number can be change may be more than ten depending on the level of compliance data that researchers want to get.

These are the complete explanation about the research procedure; 1. Determining the research problems

The problems of the research was intended to identify the effect of crossword puzzle and to investigate the whole process in learning vocabulary by using crossword puzzle in a group work of the students to see the students’ interaction in the class.

2. Finding the subjects of the research

The subjects of this research were all the students in second grade of SMPN 8 Bandar Lampung in first semester of academic year 2014/2015. The writer chose the class randomly.

3. Determining the research design

The research design used qualitative design to identify the whole interaction of students in the class when they are learning vocabulary using crossword puzzle.

4. Doing first observation

The researcher did first observation before teacher gives a treatment to students in learning vocabulary in the class. The researcher made

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observation sheet about the interaction and students’ motivation in the class before they learn vocabulary using crossword puzzle.

5. Conducting the treatment

The students have been given a treatment. They learned vocabulary using crossword puzzle games.

6. Doing interview to some of students

After being taught using crossword puzzle, the researcher chose some of students include male and female students to be subjects of interview. This interview focused on how the feeling, motivation and opinion of students about learning vocabulary with crossword puzzle.

7. Analyzing the data

After the procedures of the research done, the researcher focused in analyzing the data which has been obtained.

8. Concluding the result

After analyzing the data, the researcher found the result. From the result the researcher analyzed it and made the conclusion about the result of the research.

9. Reporting the result

The result of this research reported in the script including the suggestion from the writer.

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3.6.1. Schedule of the research

No. Meeting Activities

1. First meeting Observed the first condition in the class, how the students’ interactions in learning process using a common media of learning. (made observation sheet)

2. Second meeting The researcher was identifying students’ interaction in learning vocabulary by using crossword puzzle.

3. Third meeting The researcher was identifying students’ interaction in learning vocabulary by using crossword puzzle, more specific to focus on the students’ different motivation to interact in the class.

4. Last meeting did interview with some students (5 males and 5 females) 5. In every meeting Record every situation in class with video shooting.

3.7. Data Analysis

Having finished the field research by monitoring the students’ interaction in the class, the researcher analyzed the result of the research by these following procedures:

A. Observation

Data from observation was analyzed by researcher systematically. The researcher saw the students’ expression, behavior, activities, problems and interaction in the class when they study vocabulary before using cross word puzzle. The data was written down in observation sheet.

B. Interview

The researcher arranged the data with making two classification data results between male and female students; this aim to help the researcher got the data clearer. From that data it can be seen the different kind of perception and motivation to interact between males and females when they study vocabulary using crossword puzzle.

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C. Documentation

This data from documentation is a secondary data that are focused on making data observation and interview complete. The Data from documentation showed students’ expression, behavior, activities, motivation and interaction in the class when they study vocabulary with crossword puzzle. From the data after and before students study with crossword puzzle game the researcher found the students’ motivation to interact in the classroom.

3.7.1 Interaction Analysis Interaction categories

The data from recording and observation will also be analyzed using technique propose by Flanders. Flanders originally devolved a research tool, namely Flanders Interaction Analysis (FIA), which become a widely used coding system to analyze and improve teaching skill. Categories of Flanders Interaction Analyses used in this research are described in the following table:

Table 3.1. Categories of Flanders Interaction Analyses

Categories

Indirect Influent 1. Accept feeling

2. Praises or encourages 3. Accept or uses ideas 4. Ask question

Direct Influent 5. Lectures

6. Gives direction

7. Criticizes or justifies authority

Students Talk 8. Student talk response

9. Student talk initiation 10. Silence of confusion

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Interaction patterns

Interaction patterns are important to be analyzed in this research. There are six patterns of interaction, they are: Table 3.2. The kind of interaction patterns.

No Pattern No Pattern

1 teacher – students [T-Ss] 4 teacher – student [S-T]

2 students –teacher [Ss-T] 5 teacher - student – student [T-S-S] 3 teacher – student [T-S] 6 student – student [S-S]

The researcher analyzed which kind of pattern that will be appeared.

Interactive Principles

Table 3.3. The kind of Interactive Principles Interactive Principles

1. Automaticity

True human interaction is best accomplished when vocal attention is on meanings and not on grammar and other linguistic forms

2. Intrinsic Motivation

As students are engaged with each other in speech act of fulfillment and self-actualization their deepest drive are satisfied.

3. Strategic Investment

Interaction require the use of strategic language competence both to make certain decisions on how to say or write interpret language and to make repairs when communication path ways ware blocked.

4. Risk Taking

Risk taking requires of failing producing intended meaning of being laughed or rejected.

5. Communicative Competence

All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatics and strategies) are all involved in human interaction.

6. Inter Language

The complexity of interaction emails a long developmental process of acquisition.

7. The Language Culture Connection

The cultural loading of interactive speech as well as writing requires the interlocutors be thoroughly versed in the cultural nuances of language.

5. CONCLUSIONS AND SUGGESTIONS

This chapter deals with conclusions of the results of the data analysis and suggestions.

5.1. Conclusions

Based on the results of the data analysis and the discussion, the writer draws the following conclusions:

1. The crossword puzzle game can influence the students’ interaction in learning process and make students are active to speak up in the class. It can be showed on the total number of interaction that the students show in the class when they are learning vocabulary using crossword puzzle is about 133 interactions (89.26 %) out of the total number of interactions, it was higher than the total teacher-students interaction. So the center of the class is the students, the teacher just as a facilitator.

2. The students’ motivations to interact in learning vocabulary using crossword puzzle game have reached the highest level of motivation, that is “self -actualization” it means students have a good morale in class, students were more opened to speak up with their friend. The Students’ interaction in the class dominated the whole interaction, so learning process can be students-centered learning where the teacher becomes a facilitator and corrector when students do some mistakes.

C. Documentation

This data from documentation is a secondary data that are focused on making data observation and interview complete. The Data from documentation showed students’ expression, behavior, activities, motivation and interaction in the class when they study vocabulary with crossword puzzle. From the data after and before students study with crossword puzzle game the researcher found the students’ motivation to interact in the classroom.

3.7.1 Interaction Analysis Interaction categories

The data from recording and observation will also be analyzed using technique propose by Flanders. Flanders originally devolved a research tool, namely Flanders Interaction Analysis (FIA), which become a widely used coding system to analyze and improve teaching skill. Categories of Flanders Interaction Analyses used in this research are described in the following table:

Table 3.1. Categories of Flanders Interaction Analyses

Categories Indirect Influent 1. Accept feeling

2. Praises or encourages 3. Accept or uses ideas 4. Ask question Direct Influent 5. Lectures

6. Gives direction

7. Criticizes or justifies authority Students Talk 8. Student talk response

9. Student talk initiation 10. Silence of confusion

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Interaction patterns

Interaction patterns are important to be analyzed in this research. There are six patterns of interaction, they are: Table 3.2. The kind of interaction patterns.

No Pattern No Pattern

1 teacher – students [T-Ss] 4 teacher – student [S-T]

2 students –teacher [Ss-T] 5 teacher - student – student [T-S-S] 3 teacher – student [T-S] 6 student – student [S-S]

The researcher analyzed which kind of pattern that will be appeared.

Interactive Principles

Table 3.3. The kind of Interactive Principles Interactive Principles

1. Automaticity

True human interaction is best accomplished when vocal attention is on meanings and not on grammar and other linguistic forms

2. Intrinsic Motivation

As students are engaged with each other in speech act of fulfillment and self-actualization their deepest drive are satisfied.

3. Strategic Investment

Interaction require the use of strategic language competence both to make certain decisions on how to say or write interpret language and to make repairs when communication path ways ware blocked.

4. Risk Taking

Risk taking requires of failing producing intended meaning of being laughed or rejected.

5. Communicative Competence

All of the elements of communicative competence (grammatical, discourse, sociolinguistic, pragmatics and strategies) are all involved in human interaction.

6. Inter Language

The complexity of interaction emails a long developmental process of acquisition.

7. The Language Culture Connection

The cultural loading of interactive speech as well as writing requires the interlocutors be thoroughly versed in the cultural nuances of language.

5. CONCLUSIONS AND SUGGESTIONS

This chapter deals with conclusions of the results of the data analysis and suggestions.

5.1. Conclusions

Based on the results of the data analysis and the discussion, the writer draws the following conclusions:

1. The crossword puzzle game can influence the students’ interaction in learning process and make students are active to speak up in the class. It can be showed on the total number of interaction that the students show in the class when they are learning vocabulary using crossword puzzle is about 133 interactions (89.26 %) out of the total number of interactions, it was higher than the total teacher-students interaction. So the center of the class is the students, the teacher just as a facilitator.

2. The students’ motivations to interact in learning vocabulary using crossword puzzle game have reached the highest level of motivation, that is “self -actualization” it means students have a good morale in class, students were more opened to speak up with their friend. The Students’ interaction in the class dominated the whole interaction, so learning process can be students-centered learning where the teacher becomes a facilitator and corrector when students do some mistakes.

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5.2. Suggestions

Considering the conclusions of the research above, the writer would like to propose some suggestions as follow:

1. The writer suggests the English teacher should apply crossword puzzle game in teaching learning vocabulary at the second grade of students in order to avoid students’ boredom and makes different atmosphere. Meanwhile, the students are motivated and feel relaxed in learning process.

2. In applying the game the teachers act as monitors and facilitators to make students centered-learning in building good interactions in the class, so students will enjoy and be active in learning process. The students can also increase their abilities to communicate and interact with their friends in getting the right answer of the game in group work.

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