The study that the present researcher is doing now different from the previous studies above. The method that is used in this study is an
experimental study to know whether or not using crossword puzzle is effective while the method that is used in previous study is classroom action
research. Besides, this study did not focused on vocabulary mastery in general but rather focuses on vocabulary that researcher taught in first grade of junior
high school.
7. Theoretical Framework
Based on students need in learning vocabulary there are four points such as meaning, word use, word formation and word grammar. The use crossword
puzzle is important because crossword puzzle can be applied in word use, meaning, word formation and also word grammar. In the case of meaning, the
use of crossword puzzle will ease for students know the meaning of word based on text because when students know the correct word they will
automatically know the meaning correctly. Students know how to use a word based on how it is used because when they fulfill the hidden word they read
the clues so they know the use of word . In students‟ writing, students will be
able to correct sentences because students regularly read the clues and write vocabulary to answer the puzzle so they know how to twist words to fit
different grammatical context. Furthermore, students can change word based on grammatical meaning because crossword puzzle as media can help students
to learn to know the changing of word on grammatical by read short story as the clues.
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CHAPTER III RESEARCH METHODOLOGY
A. Research Design
The objective of this research is to get empirical evidence of whether or not the use of crossword puzzle in teaching vocabulary to grade VII at MTs
Muhammadiyah1Ciputat is effective. This research used quantitative method. It is called quantitative method because it is related to the calculation and analysis of
numerical data. The researcher used quasi-experimental research design to identify the effectiveness of using crossword puzzle as media in the teaching vocabulary.
Here, the researcher gave pre-test and post-test in two classes; experimental and controlled class. Pre-test was used to get the beginning score from the experimental
and controlled class before treatment. Post-test was used to measure the score after treatment. Then the result was compared after and before the treatment to get the
effectiveness of crossword puzzle as media. There was a different treatment between experimental and controlled class. In
experimental class, the researcher gave a treatment by using crossword puzzle as media for training students in learning vocabulary, whereas the students in controlled
class were taught without using crossword puzzle.
B. Place and Time of the Research
This study will be held in MTs. Muhammadiyah 1 Ciputat which is located at Jl. Dewi Sartika Gg. Nangka No. 4 Cimanggis, Tangerang Selatan. The writer will begin
her research from3 Juneto 18 June 2016 where the writer focused at 1
st
year of students MTs. Muhammadiyah 1 Ciputat.This research was held in six meetings each
class; pre-test, treatment in four times, and post-test.
