USING WORD SEARCH PUZZLE TO IMPROVE STUDENTS VOCABULARY MASTERY AT FOURTH GRADE OF SD N 1 SUKAMULYA SOUTH LAMPUNG ( A Classroom Action Research)

ii

ABSTRACT
USING WORD SEARCH PUZZLE TO IMPROVE STUDENTS VOCABULARY
MASTERY AT FOURTH GRADE OF SD N 1 SUKAMULYA SOUTH LAMPUNG
( A Classroom Action Research)

By:
ERNA SEPTIANA
The existence of vocabulary is considered important since it should be acquired to express or
share ideas to other people effectively. Word Search Puzzle is regarded as one of the effective
games in learning vocabulary. Nation (1074: 253) states that puzzles are teaching techniques,
which brings the learners’ motivation. It combines teaching students’ definition by giving the
students experience in writing the words they are learning, which is an effective part memorizing
vocabulary.
The researcher experience is English teacher at Fourth Grade at SD N 1 Sukamulya South
Lampung, it was revealed that the students could not do reading exercises well because they had
lack of vocabulary. Most of them got difficulties in understanding the content of the text. They
spent a long time to consult the dictionary to get the meaning of most of the words in the
questions. It also happened that most of the students were reluctant to speak because of their
limited number of vocabulary. They often felt frustrated when they were asked to tell or express

something.
In line with the problems above, the researcher conducted a classroom action research at the
fourth grade of SD N 1 Sukamulya South Lampung. The subject of this research was class IV
which consist of 20 students. The teacher was the researcher. The objectives of this classroom
action research are to find out whether word search puzzle game is able to improve the students’
vocabulary mastery especially in noun, verb and adjective to improve the quality of the teacher’s
teaching performance and to improve the students’ participation during the teaching learning
process while word search Puzzle game is implemented.
This research was conducted in two cycles. Each cycle consisted of planning, action,
observation, and reflection. The researcher used indicators dealing with the learning product

iii

which covered the students’ participation during the teaching learning process and the teacher’s
teaching performance. To collect the data of the learning product, the writer used vocabulary test
as the instrument and to collect the data of the learning process, the write use observation
checklist. The indicators showed that 70% of the students had to gain score 66 or more, the
teacher had to reach score 80 in the teacher’s teaching performance and 80% of the students had
to be actively involved 90% of the teaching learning process.
Student’s vocabulary scores at cycle 1 showed that only 8 students (40%) could get score > 66.

Meanwhile, after cycle 2 had been conducted, there were 12 students (60%) who passed the
KKM (KriteriaKetuntasan Minimal). Meanwhile, for teacher’s performance, the teachers
achieved score 65 at cycle I, and achieved score 81 at cycle 2.
Referring to the result of the research above, it can be concluded that word search puzzle game
was successful in improving the students’ vocabulary mastery, the students’ participation during
the teaching learning, process and teacher’s teaching performance at the fourth grade of SD N1
Sukamulya.

USING WORD SEARCH PUZZLE TO IMPROVE STUDENTS
VOCABULARY MASTERY AT FOURTH GRADE OF SD N 1
SUKAMULYA SOUTH LAMPUNG

By

ERNA SEPTIANA

Classroom Action Research
Submitted in a Partial Fulfillment of The Requirements for
S-1 degree
in

The Language and Arts Department of
Teacher Training an Education Faculty

LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2015

CURRICULUM VITAE

Erna Septiana was born in Palas on September 11th,1991. She is the second of two
children of Parmono (Alm) and Mutmainah. She has one brother, Muhammad
Febrianto.
She had her Elementary school at SD N 1 Sukamulya and graduated in 2004. She
continued her study at SMP PGRI 1 Palas and finished in 2007. In the same year
she continued her study at SMA Negeri 1 Palas and graduated in 2010. After
finishing her school, she decided to continue her study at English Department in
Teaching Training and Education of DCC Bandar Lampung (D3 Program) and
graduated in 2013. After that she continued her study to S1 Degree at English
Education Program Teacher Training at Language and Education Faculty of
University of Lampung and graduated 2015.

She had been teaching at SD NEGERI 1 SUKAMULYA on January 2011 until
now.

DEDICATION

With love and appreciation , this script especially dedicated to.
My beloved father, Parmono (Alm) and mother, Mutmainah
My beloved, Sukamdhi, S.Pd who keep on praying for my success and life
My beloved brother
My beloved lecturers
My beloved friends
My beloved almamater

vii

MOTTO

Educated generation is great Generation
(Erna Septiana)

vii

ACKNOWLEDGEMENT
Praise is merely to almighty god for gracious mercy and tremendous blessing that enable the
researcher to accomplish this research project. This paper is presented to fulfill one of the
requirements in accomplishing the S-1 degree at the Department of Language and Arts of
Teacher and Training Education Faculty in the University of Lampung.

The recearcher would like to dedicate her gratitude and respect to Drs. Hery Yufrizal, M.A. Ph.
D. and Budi Kadaryanto, S.Pd., M.A. for being her first and second script advisors. She also
extends her gratitude to Drs. Sudirman, M.Pd as her examiner. Her sincere appreciation is also
due to Jumadi, S.Pd. the headmaster of SD N 1 Sukamulya who gave chance to for the researcher
to conduct the research and managing the time of the research.

The write would like to give her deepest gratitude to her lovely father and mother and for being
her inspiration in stepping her ways in this world, all family for their love, support and
encouragement in finishing her study. She also wishes to thank her beloved friends in English
Departement 2015 : Hayati, Melisa, Septi, Vivi, and all her omrades and her brother who have
given countless beneficial experiences and admirable memories.

Hopefully, this script would give a positive contribution to the educational development or those
who want to carry out further research.
Palas, March 2015
The writer,

Erna Septiana

TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................................
RESEARCH TITLE ............................................................................................................
ADMITED BY ....................................................................................................................
CURRICULUM VITAE .....................................................................................................
ACKNOWLEDGEMENTS ................................................................................................
DEDICATION ....................................................................................................................
MOTTO ...............................................................................................................................
LIST OF APPENDICES .....................................................................................................
LIST OF TABLES ..............................................................................................................
LIST OF APPENDICES .....................................................................................................

ii
iv
v
vi
vii
viii
ix
x
xiii
xiv

TITLE PAGE ......................................................................................................................
CHAPTER I .......................................................................................................................
A. Background of Study ...............................................................................
B. Statement of the Problems .......................................................................
C. Objective of the Research........................................................................
D. Scope of the Research .............................................................................
E. Definition of Key Term ..........................................................................

i

1
1
3
4
4
4

CHAPTER II .......................................................................................................................
2.1.Vocabulary for Elementary School ....................................................................
2.2. The Teaching of Vocabulary .............................................................................
2.2.1. Definition of Vocabulary...............................................................
2.2.2. Types of Vocabulary .....................................................................
2.3. Technique for Teaching Vocabulary .................................................................
2.4. Puzzle for Teaching Vocabulary .......................................................................
2.5.The Advantage and Disadvantage of Using Puzzle for Teaching Vocabulary ..
a. Procedure of Teaching Vocabulary Thought Word Search Puzzle ................

6
6
7

7
8
9
10
11
12

CHAPTER III .....................................................................................................................
Research Method .....................................................................................................
3.1. Setting of the Research .......................................................................................
3.2. Description of the Research ...............................................................................
3.3. Research Procedure ............................................................................................

15
15
15
17
17

1. Planning .........................................................................................................

2. Implementation ..............................................................................................
3. Observation ....................................................................................................
3.4 Indicators of the Research ...................................................................................
1. Learning Process ..........................................................................................
2. Learning Product ..........................................................................................
3.5. Instrument of the Research .................................................................................
3.6. Data Analysis ......................................................................................................

18
18
18
19
19
19
20
24

IV. RESULT AND DISCUSSION OF THE RESEARCH .............................................
4.1 Result of The Research........................................................................................
1. Cycle 1 ...............................................................................................................

a. Planning ..........................................................................................................
b. Action .............................................................................................................
c. Result of Observation And Interpreted ...........................................................
d, Teacher Performance ......................................................................................
e. Reflection ........................................................................................................
f. Recommendation of Revision for Cycle 2 ......................................................
2. Cycle 2 ................................................................................................................
a. Planning ..........................................................................................................
b. Action .............................................................................................................
4.2 Discussion ............................................................................................................
V. CONCLUSIONS AND SUGGESTION .......................................................................
5.1 Conclusion ...........................................................................................................
5.2 Suggestion ...........................................................................................................

25
25
25
25
26
30
36
37
38
39
39
40
45
47
47
48

REFERENCE
APPENDICES

xiii

LIST OF TABLES
Table
1.
2.
3.
4.
5.
6.
7.

Table of Specification of Vocabulary Test ........................................................
Student’s Observation Checklist ........................................................................
Observation Sheet For Teacher’s Performance ..................................................
Student’s Vocabulary Score in Cycle 1 ..............................................................
Student’s Observation sheet in Cycle 1 .............................................................
Student’s Observation sheet in Cycle 2 .............................................................
Student’s Vocabulary Score in Cycle 2 .............................................................

Page
20
21
23
31
33
42
44

xiv

LIST OF APPENDICES
Appendices
1. Lesson Plan of Cycle 1 (First Meeting) .............................................................
2. Lesson Plan of Cycle 1 (Second Meeting) .........................................................
3. Lesson Plan of Cycle 2 (First Meeting) .............................................................
4. Lesson Plan of Cycle 2 (Second Meeting) ..........................................................
5. Observations Sheet of Students Activities in Cycle 1 ........................................
6. Observations Sheet of Students Activities in Cycle 2.........................................
7. Students’ Vocabulary Score in Cycle 1 and 2 ....................................................
8. Improvement of students vocabulary score from Cycle 1 to Cycle 2 ................
9. Students' Vocabulary Score ...............................................................................
10. Students vocabulary achievement at Cycle 1 .....................................................
11. Students vocabulary achievement at Cycle 2 .....................................................
12. Students vocabulary achievement at Cycle 1 and Cycle 2 .................................
13. Observation Checklist For Teacher’s Performance ...........................................
14. Vocabulary Test Cycle 1 ....................................................................................
15. Vocabulary Test Cycle 2 ....................................................................................

Page
49
52
55
58
61
62
63
64
65
66
67
68
69
70
74

CHAPTER I

In this chapter, the writer discusses about :Background of The Study, Statement of
the Problems, Objectives of the Research,Scope of the Research, Definition of
Key Terms.

A. Background of the Study
The purpose of teaching English language at school is develop the student’s
language skill. It means that after following a set of English instruction at school,
the students should be able to use English for both spoken and written language
production actively and effectively that is to communicate to each other by giving
or receiving any information from the speaker to the writer to the audience or to
the reader (the Guidelines of English of Specific Program, 1994)

As Wilkins wrote in (1972) states that “without grammar very little can be
conveyed; without vocabulary nothing can be conveyed”. Thus, it can be
concluded that learning vocabulary is important as the basic need to encounter a
new language. Vocabulary is taught in many different ways. This type of learning

2

can sometimes made learners frustrate when they have to remember or to
memorize a list of new words at once. Schmite and Mc. Carthy( 1997 : 6) say that
vocabulary has an important role in language skills. In the first case study in
Indonesia, that type of vocabulary learning made the students bored, less motivate
and cause lack of vocabularies and fluency.

Therefore , English is very important. Especially, in dialogue between foreigners.
Because of that, English became an important thing to be learnt. But to students,
English is difficult to learn. Therefore, the researcher tried to introduce new
technique in order to made student easy to understand about English and it can
made students enjoy when they follow the English subject.

In this research, the researcher chooses vocabulary as the topic of this research
because vocabulary plays an important role in learning English. Especially about
noun and adjective for elementary school. In reference to the local English
curriculum or syllabus of teaching English at elementary school that learning a
language cannot be separated from learning vocabulary because the language
itself consists of many vocabularies which make up language. It is supported by
Hornby (1984:959) who state that vocabulary is the total number of words, with
rules of combining them which makes up language. Knowing a language means
knowing words of the language. It is impossible to learn a language without
learning the vocabulary.

3

Vocabulary plays an important role in learning English. As stated by Wallace
(1988:9), vocabulary is the vital aspect of language. One should master a number
of words to listen, speak, read or write something in English well. A small number
of words can be used effectively to express an enormous number of ideas as in the
case with speaking, it is important to get leaner be able to use a small productive
vocabulary. Therefore, the mastery of adequate vocabulary was needed in using
English written or oral texts.

They should be condition to be interest in English by introducing English when
they are still in elementary school with a teaching technique and material which
are able to arise their interest in learning English. Based on the background state
previously, the researcher focuses her classroom action research on teaching
vocabulary by Word Search Puzzle media in teaching vocabulary. It is hoped that
the teaching learning process through by Word Search Puzzle media technique
can increase student vocabulary achievement and the quality of teacher teaching
performance.

B. Statement of the Problems

The research is conducted under 3 major questions. They are as follow:
1. Can the use of Word Search Puzzle improve students vocabulary mastery at
Elementary School?
2. How can the use Word Search Puzzle improve students participant in the
vocabulary teaching learning processes ?

4

3. What problem do students find in learning vocabulary through Word Search
Puzzle?

C. Objectives of the Research
Derived directly from the mentioned research questions above, the objectives of
this research are:
1. To find out whether the use of Word Search Puzzle can significantly improve
students vocabulary mastery at Elementary School.
2. To find out the students responses toward the use of Word Search Puzzle in
improving their vocabulary mastery at Elementary School.
3. To find out the students problems in learning vocabulary.

D. Scope of the Research
The research is focuss on the use of Search Word Puzzle in improving students
vocabulary, especially of noun and verb. Because research think this material easy
and many example in we are around. The research is conducted at the Three grade
students of SD Negeri 1 Sukamulya.

E. Definition of Key Terms
To avoid the drawback or misunderstanding of some words in this research, it is
important to give some explanations or definitions as follows:
1. Puzzle is a game, toy, or problem designed to test ingenuity or knowledge.

5

2. Improvement to become better than before ; to make something or somebody
better than before. (Oxford Advanced Learner’s Dictionary)
3. Vocabulary, according to Aeborsold and Field ( 1997 ) classified vocabulary
into active and passive vocabulary.
a. Active vocabulary refers to put items, which the learner can be use
appropriately speaking or writing and it is also called as productive
vocabulary.
b. Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening and also called as receptive
vocabulary.
4. Word Search Puzzles are easy to solve and do was require an extensive
vocabulary. Solving word puzzles such as these is an excellent to help students
recognize words.

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer discusses about :Vocabulary for Elementary School, The
teaching of Vocabulary, The Advantage and Disadvantage of Using Puzzle for
Teaching Vocabulary

2.1 Vocabulary for Elementary School
Since mastering vocabulary is a process, it will be better if the process begins at
the earliest stage that is since elementary school age; Scoot (1991:1-5) states that
5-7 years old area all at level one, the beginner stage. The 8-9 years old may also
be at the beginner stage. Since the students in grade five are about 9-10 years old,
in this case they are called beginner.

In Educational Level Unit of Curriculum (KTSP) English subject has some
function for students ability in learning English, for developed their competency
both in simple communication and written. In other words the students who have
learned English are expected to be able to use English for communication. It is
clear that teaching English is very important in our country, it can be seen in the

7

goal of KTSP. The government hopes that the implementation of English can
increase human resource if the students master English for communication.

Furthermore, Pinnochiro (1974: 234 in Alwasilah (1985) administrates

that

mastery the language skill such as stated above, the language users should practice
and doing as much exercise as possible. Because when the language users are able
to produce the four skills, intelligibility he/she must be better in thinking and
acting. It was clear now how the skills are related to each other, as well as they
cannot be apart from vocabulary.

2.2. The Teaching of Vocabulary
Learning new words is important part of learning a new language. It was
impossible to made sentences when speaking a language without knowing words/
vocabularies. Learning some words and phrases in a new language allows people
to start communicating at once. Knowing vocabulary seems to be the basic things
in learning language, even children learning their native tongue usually learn
isolated words or phrases before piecing them together into more complex
utterance. ”The fact is that while without grammar very little can be conveyed,
without vocabulary nothing can be conveyed” (Wilkins ; 1972: 111).
Students who learn English as foreign language surely will find difficulties in
learning vocabularies without practice. Lots of practice and making the new
words into habit definitely will help students expanding their list of vocabulary.
.

8

2.2.1. Definition of Vocabulary
To understand vocabulary, below are the definitions:
a. Vocabulary is a component of a language that maintains all of information
about meaning and using word in language. HarimurtiKridalaksana (1993:127)
b. Vocabulary is one of important factors in all language teaching, students must
contunually be learning words as they learn structure. (Edward ;1997).

2.2.2.

Types of Vocabulary

According to Nation in Rojali (2005:20) deals with vocabulary items consist of
two types, receive vocabulary and productive vocabulary. Nation defines
receptive vocabulary as word which can be recognized when it is heard (what is
the sound like), when it is seen (what is it look like). In the other word, it knows
all thing of that word. Meanwhile, productive vocabulary is word which is able to
be pronounced, to be written, to be spelled, how to use grammatical pattern.
However and whatever the terms are used by the language experts. It refers to
recognition and production of word when the person does communication to the
other; they usually refer to some meanings.

Another type of vocabulary items stated by Gorrel and Laird in Novalia (2007: 8)
as almost everyone has at least four basic of vocabulary items” they are as follow :

a. Speaking vocabulary. Some vocabularies which are spoken as the result of
their listening process but only consist of a view simple word.

9

b. Reading vocabulary. Types of vocabulary which allow to people to know and
to use vocabulary little large speaking vocabulary.
c. Writing vocabulary, which includes the word in speaking vocabulary, pus
other words that can call up. This stage is much larger than speaking and
reading vocabulary.
d. Acquaintance vocabulary, the large vocabulary include speaking vocabulary,
reading vocabulary and writing vocabulary it include also a considerable
number of word which the owner has been seen or heard before but does not
do know about his/her may remember about them so that he can usually guess
heir meaning contextually.

2.3. Technique for Teaching Vocabulary
Harmer (1991: 154) states “one of the problems of vocabulary teaching is how to
select what word to teach”. Furthermore, Harmer (2001: 159) states “some which
the language teacher can use to encourage the students to really learn a word, i.e.
(1) active and passive, (2) interaction which word and (3) discovery techniques”.

a. Active and Passive Vocabulary
A distance frequently made between “active and passive” vocabulary active
vocabulary refers to vocabulary that students have been taught or learn and which
they are expected to be able to use, while passive vocabulary refers to word
which the students will recognize when they meet them but which they will
probably not able to produce. It is certainly a good idea to provide sets of

10

vocabulary, which student can learn most of the early words will be constantly
practiced and so can presumably be considered as active.

b. Interaction with Words

Experiment on vocabulary seems to suggest that students remember bet when they
have actually done something with the words they are learning. However there is
a define advantage in getting students to do more than just repeat them. Task such
as changing them to means theirs opposites, making a noun, an adjective, putting
word together etc. help to fix the word in the learner’s minds. Then it seems that
we should get students to interact with words. We should get them to “adopt”
word that they like and want to use. We should get them to do thing with word so
that they become properly acquainted with them.

c.

Discovery Techniques

Discovery techniques use with vocabulary material allows students to activate
previous knowledge and to share what they know (if they are working others).
They also provoked the kinds of interaction with words which we have said
desirable.
2.4.

Puzzle for Teaching Vocabulary

All items below are categorized by their difficulty level and target audience so
you can pick the perfect level of fun and education. We put them in alphabetical

11

order and show the words hidden in the grid so you can quickly page through the
list and find one that meets your needs. The words can be in several directions or
only forward and down if you need something for the youngsters.

To view or print a History word search puzzle click on its title. Once you've
clicked a title you see a link to separate answer grid page with hints for the
teachers that show where the words start. Our most important instruction is that
we want you to be sure to have fun while we learn. A puzzle consisting of letters
arranged in a grid which contains a number of hidden words written in various
directions.

Word search games, also know as word find games, are popular for helping
students recognize words. In searching for words, the students seem to read and
memorize the words in a way that they enjoy and which helps them learn the
words and their spelling. Word search can be played online or users can create a
printable word search.

2.5. The Advantage and Disadvantage of Using Puzzle for Teaching
Vocabulary
1. Advantages
a.

Students are able to learn how to solve problem in which they are
involved.

b.

Students are satisfied where they find and sense new ideas and concepts
are formulated.

12

c.

Game can created a big interest through realistic participation, because
this game involves the students directly.

2. Disadvantages
a. The are interested in the game, not in the subject matter the game
represent.
b. The game is time consuming.
c. The game requires only a few people to play.

a. Procedure of Teaching Vocabulary Thought Word Search Puzzle

Word search Puzzle it is the game of category word, where the students have to
match pictures and words on the Word Search Puzzle paper. The game begins
when the student match pictures and words on Word Search Puzzle paper . This
game can be used at any level of student. It is based on the teachers material that
will be given. They can exchange their knowledge about vocabulary by change
the pictures. Therefore, it can make students easy to memorize the words and store
longer than study by using student’s worksheets or course books. Puzzle game is a
very basic game which used with some years 2 children as a starter activity .
From statement above, matching game can be applied in teaching vocabulary
especially for the children in elementary school. Procedure of using the matching

13

game by Word Search Puzzle media in teaching vocabulary as the technique of
teaching a game as follows:

a. Pre- activity
1. The teacher greets the students
2. The teacher checks the attendance list.
3. The teacher involves the students in small talk to build up their schemata
about material which is going to be discussed. For example: do you have
pet in your home”? what kind of cat do you have”?

b. While- activity
Explain the rule of game, there are
a. Divide the students into many groups
b. Each group will be given picture and Word Search Puzzle paper in the
correct answer.
c. If they have finished, the teachers will correct the answer students by
change the picture.
d. If they have finished, the teachers will correct the answer students by
change the picture.
e. Ask students to spell the words and know the meaning of other thems
by the teacher’s it self.

14

c. Post- activity
a. Teacher reviews the vocabulary target including the spelling and the
prononciation.
b. Tge teacher asks the students whether they have any difficult the topic.
c. The teacher closes the meeting.

CHAPTER III
RESEARCH METHOD

In this chapter, the writer discusses about : setting of the research, description of
the research, research procedure, indicators of the research, and data analyzed.

3.1 Setting of the Research
In this research, the research was used classroom action research method. This
research was done at the fourth grade of SDN 1 Sukamulya. The subject of this
classroom action research is the students of the fourth grade in second It consist of
planning, acting, observing, and reflecting.

The first step of this action research was planning. In this step, the writer made a
lesson plan about a certain topic, material, media, time, schedule, and instrument
for observation.

The second step was

action. Here, the researcher directly

involved in the research totally, from the beginning until the end of the research.
The third, step was observing. In this step, all of data, which related to the
implementation of action collected in order to be analyzed. The fourth step is
reflecting. Here, the writer tried to reflect the result of the previous study. The
conclusion contain the evaluation prepared the preplanning steps. Those
procedures reflected in the following scheme.

16

Planning

Reflecting

CYRCLE 1

Implementing

Observing

Planning

Reflecting

CYRCLE 11

Implementing

Observing

Figure 1.The cycles of the classroom action research.
Adapted from Kemmis, 1982 : 5

17

3.2 Description of the Research

The researcher identified, she examined the cause of the problem and tried to find
the solution. The solution which was conducted is teaching vocabulary using
Word Search Puzzle games. The researcher made lesson plan and taught student’s
worksheet to the lesson plan. Then, the collaborator observed student’s activities
in teaching and learning process. Furthermore, the researcher and collaborator
analyze and discuss the observation result during teaching and learning process.
This research is conducted by the researcher and the English teacher of the first
grade of Elementary School 1 Sukamulya South Lampung. A collaborator the
researcher as the teacher made the lesson plan, taught the using the technique and
conducted the evaluation. While the other teacher acted as the collaborator who
observed the process of the teaching and learning in the classroom including
student’s activity to be input for better process in further cycle. While the
researcher applies the vocabulary using Word Search Puzzle, the collaborator
observes the students activities. Both of them observed the weaknesses of the first
cycle in order to make improvement on the second cycle.

3.3 Research Procedure
In this classroom action research, there were two cycle depend on the result of
analysis and reflection in the first cycle. The first cycle based on the problem of
the research. Each cycle consist of four stages : (1) Planning, (2) Implementation,
(3) Observation, and (4) Reflecting and analysis (Kemmis,1982:5)

18

1.Planning
Based on the students vocabulary problem in the classroom, the researcher
prepared the lesson plan, selected material from text book that will be relevant to
the curriculum of Elementary School, for teaching learning process. The material
was noun vocabulary in form of a simple question from text book and 2006
English curriculum for SD. The researcher also prepared the observation sheet and
also picture test for the students in the form of picture or search word.

2. Implementation
The researcher implemented the material through word search method by using
word search puzzle in teaching English vocabulary. The teacher taught material
about noun. In teaching, the she taught about profession, fruits, animals and noun
around the classroom. The collaborator observed the situation in the class and
made some necessary notes.

3. Observation
The collaborator observed the activities happen in the classroom in every cycle
and wrote the result of the observation in the sheets. The researcher and
collaborator also interpreted the result of the observation. This step is start when
teaching learning process occurred.

19

3.4. Indicators of the Research

In order to find out whether the use of Word Search Puzzle can increase the
students’ vocabulary mastery or not, the researcher determine the indicator
dealing with the learning process and learning product :

1. Learning Process
The observation of the process of teaching is based on the lesson plan made by
the teacher and the real process in the classroom. It consist of pre-activity,
while-activity and post activity. The target is that 80% of students are active
during teaching and learning process. The students are involved in each
activity and respond to teacher’s instruction appropriately. Students activity is
measured written report of the collaborator in observation sheet. Whereas the
researcher was teaching, the collaborator observed the teaching and learning
process in the classroom and focused on the participation and the involvement
of students in the activity.

2. Learning Product
The word search puzzle can be said able to improve students vocabulary
mastery if 80% of students can reach the target score, 70. Therefore, it means
that students, at least, should achieve 70% score of the vocabulary test. In
determining the indicator of the success of this classroom action research, the
researcher have the discussion with the collaborator.

20

3.5. Instrument of the Research
In getting the data, the researcher employ two kinds of instruments. The first
instrument is the main source of instrument of information and the second one
support the analysis itself. The instrument use here were (1) vocabulary test
and (2) observation sheet.
1. Vocabulary Test
The first instrument used in getting the data was vocabulary test. Vocabulary
test was chosen as the instrument because it required students to measured
their vocabulary achievement. Vocabulary test can also motivated the students
to improved their English. The researcher using vocabulary test propose by
Heaton (1991). The test assessed the student’s understanding and the students
vocabulary by choosing the correct answer. It was tried out and it was a good
reflection of what had been taught of the knowledge which the teacher wanted
the student to know, the teacher compared it with a table of spesification. If
the table represented the materials that the teacher wanted to test, then it was
considered to be a valid test.
Table 1. Table of Spesification of Vocabulary Test
Word Class
Concrete Noun
Adjective
Total

Cycle 1

Cycle 2

1,3,4,5,6,7,8,9,11,13,16,17,18, 1,3,4,5,6,7,13,14,16,17,18,19
2,10,12,14,15,19,20

2,8,9,10,11,12,15,20

20

20

21

2. Observation Sheet
In this research, observation was conducted during the teaching learning
process. The teacher and the rater observation the process happening in the
classroom. The observation was to found out the students interested to follow
the class, students attention to the teacher explanation, their focuss on
vocabulary achievement and the teachers performance in implementing
teaching vocabulary through Word Search Puzzle game. The observation
sheet used to determine whether or not students were active in the class and
whether or not the next cycle was needed to be done.

Bellow was a table of specification of the observation sheet adapted from
Haggard (1982) and Ruddell, M.R., & Shearer, B.A (2002)
Table 2. Students’ Observation Checklist
Students’ activities

No

Students’ code
a

1

Pre-activity
a. Interested in the opening of the class
b. Respond to the topic enthusiastically

2

While-activity
a. Responding to the lesson explained by the
teacher
b. Answering the teacher’s question
c. Following the teacher’s instruction (discuss the
picture)
d. Practicing writing procedural text based on the
picture sequence

3

Post-activity
a. Able to respond to the teacher’s questions
Percentage of students’ activities (%)

b

c

d

e

Note

22

Table above showed that students did two activities: participating actively in the
opening of the class and responding to the teacher’s questions about the topic
enthusiastically. More over, they also must do several activities during while
activity: Responding to the lesson explained by the teacher, answering the
teacher’s question, following the teacher’s instruction (discuss the picture)
practicing search word based on word search puzzle. Meanwhile, in post activity,
students do a vocabulary test individually.

To know whether the target of the indicator of this classroom action research has
already been achieved or not after implementation of word search puzzle. It
explained and showed the process of the student’s activities during the teaching
learning process on the next chapter.

3. Teacher’s Performance

It was similar to the students activities there was also improvement on the
teacher’s teaching performance in each cycle. If the teacher’s performance in the
first cycle was unsatisfactory, it means there were still some weakness in her
teaching performance which influence the students’ vocabulary mastery and the
student’s activities. However, after implementing the solution to cover the
weakness, not only the teacher’s teaching performance was already improved but
also the student’s vocabulary and the student’s activities.

23

Table 3. OBSERVATION SHEET FOR TEACHER’S PERFORMANCE
Score
No

1

2

3

Aspects






Pre-activities
Doing an apperception
Informing the competence that will be achieved to the students
Attracting studentds’ enthusiasm about the topic
Giving clear explanation about the material
While-activities
Mastery of Learning Material
 Giving explanation about text analysis and building class
activities.
 Involving the students in using media.
 Building active participation of the students in group
discussion.
 Giving positive responds to the students’ questions.
 Building active participation of the students in text analysis
activity.
 Facilitating interaction between teacher and students in the
text analysis activities.
 Showing conducive interpersonal relationship.
 Showing conductive classroom management.
Post-activities
 Doing a reflection/making summary of the lesson by
involving the students’ participation.
 Doing evaluation relevant to the competence
Total score
Average Score

(Source: Dep. PendidikanNasional 2006)

Description of Scores:
1.40-59
: Poor
2.60-69
: Enough
3.70-79
: Good
4.80-100
: Very Good

24

3.6. Data Analysis
According to Setiyadi (2006:254), data analysis is process of organizing the data
in order to gain regularity of the pattern from the research. In this research, the
teacher validated the data by using vocabulary test and observation. After getting
the data from the test and observation, the teacher analyzed the data based on the
limitation of the problems and objectives of the research.
The data relevant to the research question are selected. All of the collected data
classified into two categories, data from observation (learning process) and those
from the test (learning product). The data was interpreted and drawn into
conclusion. Based on the analysis and reflection, the weakness and strenght can be
identified from the first cycle, and improvement can determined for the next
cycle.
To see the percentage of student who gets >65 the formula is:
Number of students who get >65 X 100%
Total in number of students

The data analyses were analyzed after they had been collected from every cycle.
After getting the data the observer together with the teacher analyzed the data and
did reflection based on them. From the analysis and reflection, the reseacher knew
what should be improving on the next cycle.

CHAPTER V
CONCLUSIONS AND SUGGESTION

Based on the data that researcher got from her research from cycle 1 to cycle 2,
the researcher provides some conclusions and suggestion :
5.1. Conclusion
Based on the writer action research to teaching vocabulary using word search
puzzle at the first of SD N 1 Sukamulya, the researcher draws the following
conclusion :

1. Word search puzzle is very helpful for improve the students vocabulary
mastery at the fourth grade of SD N 1 Sukamulya. Thus, through word
search puzzle the teaching of vocabulary became more effective. In the first
cycle test, the highest score is 85, the lowest is 55. While in the second
cycle test the highest score is 95, the lowest is 65. The increase score of the
students shows that by using word search puzzle the students have better
memorization of the words.

48

2. In cycle 2 the students participation improved into 84%, whereas in cycle,
the average score of students participation is 56.63%. it means students
participation improves by 27.37%.
3. Word search puzzle can also improve the teachers performance. The total
score of teacher performance in cycle 1 is 1043 and the average is 74.5
(good). In cycle 2 the teachers performance is 1129 or 80,64. It means that
she could teach the students better after implementation word search puzzle
game.

5.2. Suggestion
Based on the conclusion above, some suggestion are recommend as follow :
1. The teacher is recommend to implement word search puzzle game in
improving the students vocabulary through word search puzzle game, the
students are given a word search puzzle game that will attract them
learning new vocabularies. Students high interest will motivate them join
every activity instructed by teacher so that they can improve their English
and also improve their activities in the classroom.
2. Based on the research, there are 2 students who get score below the KKM.
Their vocabulary achievement was poor since they made a lot of mistakes
in doing the test. So that the teacher gave the students attention more to the
students who was not able to follow the teaching and learning process
well, and gave special treatment to them such as repeating the question to
them and giving indirect correction.

REFERENCE

Aeborsold, Jo Ann.and Field, Mary Lee. From Reader to Reading Teacher.
NewYork : Cambrige University Press
Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan: Jakarta.
Harmer, Jeremy. 2001. How to teach English. England : Person Education
Limited Edition.
Hornby, A. 1986. Oxford Advances Learnes Dictionary of Current English. New
York : Oxford University Press.
Kemmis, S. and McTaggert, R. 1982. The Action Research Planner.
Kridalaksana, Harimurti. 1993. Kamus Linguistik. Jakarta : Gramedia Pustaka
Utama.
Nation, I, S. P. 1990.Teaching and Learning Vocabulary. Boston: Heinle
Heinle Publishers.
Schmit, N.1997.Vocabulary in Language Teaching. USA : Canbrige University
Press.
Scoot, Wedy A. And Yetreberg, Lisbeth.1993. Teaching English to Children
Longman Keya to Language Teaching. New York : Longman Publishing
Group.
Setiadi.Ag. Bambang, 2003. Teaching English As a Foreign Language. Bandar
Lampung : Unila Press.
Wilkins, P.A. 1983. Second Language and Language Teaching. London : Edward
Arnold Ltd.