f. Advantages of Crossword Puzzle Game
In using vocabulary toward crossword puzzle game has some advantages. These advantages are:
1 Crosswords have been used successfully in many different disciplines showing their versatility and flexibility.
29
2 They are also a useful tool as most people are already familiar with them, which reduce the need to explain directions, saving class time.
3 These puzzles are often perceived as being a recreational activity, therefore making them more enjoyable and less threatening than
traditional teaching techniques. 4 Crossword puzzles have been shown to be effective teaching tools of
terminology, definitions, spelling, and pairing key concepts with related names, resulting in greater retention and memorization of facts.
5 Crossword puzzles are helpful in identifying areas of understanding as well as lack of comprehension and areas of weakness.
6 These puzzles increase motivation and students’ interest in the topic at hand.
7 When students identify answers correctly, they may have an increase in confidence.
8 This can have a positive effect on grades, as self-efficacy has been shown to be connected to performance, and satisfaction has been
shown to reinforce learning.
C. Previous Related Study
This research has been similar with other research which is conducted by
Rozi
with his “Skripsi” entitle “Reinforcing Student’ Vocabulary trhough Crossword Puzzle Games” which conducted in 2013. His “skripsi” was conducted
at MTs Daarul Rahman Jakarta. This research aimed to find out whether there is a significant influence in the achievement of the students’ vocabulary taught by
using crossword puzzle game at MTs Daarul Rahman. In his research, he used
29
C. D. Childers, Using Crossword Puzzles as an AID to Studying Sociological Concepts, Teaching Sociology, Vol. 24 1, 1996, p. 231.
experiment method. The conclusion of his study can be drawn that the use if crossword puzzle game has higher influence in teaching English vocabulary and it
can be seen from the difference of mean scores of the post-test.
30
The second is “Teaching Vocabulary through Contextual Teaching Learning An Experimental Study of the First Year at SMA PGRI 56 Ciputat by
Istikomah . This research was carried out at Senior High School of PGRI 56
Ciputat. There were 30 students in total which were all included in the research and split up equally at random sampling into the experimental and controlled
group, there are 15 students in each group. The collected data shows that in the experimental group that being taught by Contextual Learning Method has gained
73 +73 score in pre-test and post-test and for the controlled group under Grammar Translation Method has descended 71 -71 in pre-test and post-test. It
means that there is significant difference between the result of teaching vocabulary through Contextual Teaching and Learning and the teaching of
vocabulary through Grammar Translation without Contextual Teaching and Learning.
31
Another similar research was conducted by Mawaddah with the tittle
“Using Games in Teaching Vocabulary” in 2010 at MTs. Darussalam, Ulujami, Jakarta Selatan.
Meanwh ile, Mawaddah’s study is purposed to know whether
using games in teaching vocabulary is an effective technique to increase students’ interest in learning English or not at MTs Darussalam, Ulujami, Jakarta Selatan.
In collecting the data, she uses field research and carried out by observation, teaching practice and interview with the teachers concerned. Her study can be
drawn that the use of games in teaching vocabulary is the effective technique to increase students’ interest in learning English.
32
30
Fahrur Rozi, Reinforcing Students’ Vocabulary through Crossword Puzzle Games, UIN
Syarif Hidayatullah Jakarta, 2013.
31
Istikomah, Teaching Vocabulary through Contextual Teaching and Learning: an Experimental Study at the First Year at SMA PGRI 56 Ciputat, UIN Syarif Hidayatullah Jakarta,
2012.
32
Yulia Mawaddah, Using Games in Teaching Vocabulary, UIN Syarif Hidayatullah Jakarta, 2010.
Kategori