2.10 Theoretical Assumption
The researcher assumed that the two vocabulary teaching techniques were supportive for learners in learning English as foreign language, especially for
vocabulary retention, because the success of learning a foreign language might depend on what and how teaching techniques were applied by teachers. A number
of studies had been conducted in the past to investigate the usage of vocabulary teaching techniques Arbainaya, 2012; Davis, et al, 2009; Franklin, et al, 2003;
Hapsari, 2013; Putra, 2012;; Tumanggor, 2013; Utami, 2014. Davis, et al 2009:8 showed
that crossword puzzle game affected the success of students’ learning. The results of this study varied in how the use of crossword puzzles,
when used as an exam review, affected the success of student learning. The students in one class showed improvement in their exam scores when given
crossword puzzles to use for review, but only one exam pair out of two was shown to have significant difference. As Franklin, et al 2003:79 also stated that
crossword puzzle game could significantly increase students’ motivation and students’ interest in the topic at hand. The results indicated that there was a
positive response to the use of crossword puzzle, which may reflect the voluntary nature of the activity and that they may appeal to the more motivated students.
Consequently, they considered that crossword puzzles were useful aids to their learning.
On the other side, Putra’s finding 2012 additionally proved that teaching
vocabulary through crossword puzzle game was very effective, which game as one considered being able to give students great motivation. This is the same as
Utami’s finding 2014 at junior high school in Yogyakarta, which concluded that there were improvements of student
s’ vocabulary mastery. It could be seen from the result of the classroom observation that elicited the students’ better
performance of using vocabulary during the teaching and learning process.
On the other hand, Arbainaya 2012 found in her research, t hat the students’
vocabulary achievement taught through clustering technique was significantly different from students who were taught through translation technique. As a result,
the students could increase their vocabulary achievement to understand vocabulary through clustering technique. It is in line with Hapsari
’s finding 2013, which claimed that clustering technique was appropriate to increase
students’ vocabulary achievement. As the findings concluded that there was a significant increase on student
s’ vocabulary achievement of real object, sport, and occupation after being taught through clustering technique. It was evidence that
there was an improvement from the students’ average score in pre-test to the post- test. Moreover, this technique was able
to trigger students’ background knowledge to help them memorize, recall, and use new vocabulary based on the situation they
face. In Tumanggor’s finding 2013, which the research was conducted for junior high school students, his research demonstrated that clustering technique could
also improve students’ vocabulary achievement and make them feel more enjoyable in learning vocabulary.
From the previous studies above, it could be concluded that the two techniques could
increase the students’ vocabulary achievement. As was clearly
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