THE EFFECT OF USING CROSSWORD PUZZLE ON VOCABULARY ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SL TPN 6 JEMBER IN THE 2002/2003 ACADEMIC YEAR

THE EFFECT OF USING CROSSWORD PUZZLE ON VOCABULARY
ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SLTPN 6
JEMBER IN THE 2002/2003 ACADEMIC YEAR

'fHESIS

Proposed as One of the Requirements to Obtain S1 Degree at
English Program of the Faculty of Teacher Training and Education
Jember University

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DYAH RAHMAWATI
NIM. 990210401041

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ENGLISH EDUCATION PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION

JEMBER UNIVERSITY
OCTOBER, 2003

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MOTTO

Whatever you ask for in prayer believe that you have received it and it
will be yours.
( Mark 11 :24 )

DEDICATION

I give my honor to Jesus Christ who gives me the strength and ability to
finish my thesis. I can do everythin u through Him who gives me strength.
I dedicate this thesis to :
I. My beloved father, Soedirmar (in Memoriam).
I am sure that you have heard my silent prayer. Hopefully, you can rest in

peace in heaven .
2. My beloved mother, Lismawati.
Thank you for your love and your attention. God bless you.
3. Mbak Ike, Bang Karo, Bang Ismail Saragi, Hadi, and Ribka. Thank you for
supporting me and bringing me in pray. God bless you all.
4. Mbak Lucky, Kak Wance, Chreistin and Kezia. Thank you for your attention
for me. God bless you all.
5. M y best friends, Tutik, Dian - Mansyur, Komsatun, Umi, Hanik, Rully, Brian,
Rcpi, lstiyani .
6. My fnends in 1999 level. It was nice to be with you. Good luck for you.
7. My almamater, FKIP - Jcmber University.

Ill

CONSULTANT APPROVALSHEET

THE EFFECT OF USING CROSS\VORD PUZZLE ON VOCABULARY
ACHIEVEMENT OF TJIE SECOND YEAR STUDENTS OF SLTPN 6
JEMBER IN THE 2002/2003 ACADEMIC YEAR


THESIS

Proposed as One of the Requirements to Obtain S 1 Degree at
English Program of the Faculty of Teacher Training and Education
Jember University

Name

: Dyah Rahmawati

NIM

: 9902 1040 I 04 1

Level

: 1999

Place and Date of Birth


: Jember, 26th June 198 1

Department

: Language and Arts

Program

: EngI ish Education

Approved by :

Consultant I

Consultant II

D . Wiwiek Eko Bindarti , M.Pd_
NIP. 13 1 セ WU@ 844

NIP. 13 1 832 325


IV

APPROVAL OF EXAMINER TEAM

This thesis is accepted and defended in front of the examination committee of the
Faculty of Teacher Training and Education, Jember University.
Day

Saturday

Date

25

Place

Faculty or Teacher Training and Education, Jember

th


October 2003

University

Examiners:
Chairpc_rson

Ora. Wiwiek lstianah, M.Kes .. M.Ed.

NlP. 131 472 785

NLP. 13 1 832 325

Members:

I. Drs. Bambang Suharjito, M.Ed .

Ora. Wiwiek Eko Bindarti, M.Pd .


The Dean

M. Hum.

v

ACKNO\VLEDGEMENT

I express my gratitude to Jesus Christ, because of His great mercy, I am
able to accomplish my thesis.
I would like to appreciate the following people :
I. The Dean of Faculty of Teach .r Training and Education, Jember University ;
2. The I lead of the Language and Arts Department, Faculty of Teacher Training
and Education, Jember univers ity;
3. The Head of the English Department, Faculty of Teacher Tra1ning and
Education, Jember University;
4 . The First and the Second Consu ltants who have sacrificed their time to help
me fini sh thi s thesis;
5. T he Principal of SL TPN 6 Jcrnber;
6. The English Teacher or SLTPN 6 Jember;

7. The Second Year Students of SLTPN 6 Jember in the 2002/2003 academic
year.
The writer hopes that this thesis will provide some advantages to the
readers. Any criticism, suggestions and inputs that contribute to the improvement
ofthis thesis will be hi gh ly apprec1ated.

Jember, October 2003
The Writer

VI

TABLE OF CONTENTS
TITLE ..................... ............................................................. .................... ..... .
MOTTO ····························································· ····· ········································

II

DEDICATION ........................ ........................................................... .... .........

111


CONSULTANT APPROVAL SHEET................ ................................. ..........

1v

APPROVAL OF EXAMINER.......... ...................................... .... ....................

v

ACKNOW LEDGEMENT ······· ··········· ····························································

VI

TABLE OF CONTENTS .......... .

Vll

THE UST OF THE TABLE .... ..... .. ..... .. .... .......... ...... ..... ...............................

x

ABSTRACT ................. ...... ...... . ................ ..... .......... ......................... ...........

XI

I. INTRODUCTlON
I. I Background of the Research ............................................ .... ................. .
1.2 Problem Formulation of the Research .................. .... ...... ...... ........ .. ......
1.3 Operational Definition of the Research
1.3.1 Crossword Puzzle ........................................................................
1.3.2 Vocabulary Achievement ................................................... .........
1.4 Area ofthe Research ...... .. .......................... ...........................................
I .5 Objective of the Research ............... .. ............ ......... .......... ... .......... ........
1.6 Significances of the Research ........................ .. .......... ............ .. .............
II. REVI EW OF RELATED LITERATURE
2. 1 Students' Vocabulary Achievement ........................... ........ .............. ..
2.2 Factors Influe ncing Vocabulary Achievement .....................................
2.3 Technique in Teaching Vocabulary .......... .................... ........................
2A Crossword Puzzle
2.4. 1 T he Definition of C rossword Puzzle ............ ..............................
2.4.2 Kinds of Crosswort: 0 uzzle .... .... .... .................. .. ..... ...................
2.4.3 Probl em-So lving Activity .... ........................ .... .............. .. .. .. .......
2.4.4 C haracteristics of C10ssword Puzzle .. .......................................
2.5 Crossword Puzzle in Voca'lulary Teaching
2.5. 1 C hoosing Vocabul ary .................................................................
2.5.2 C hoosing C rossword Puzzle .............. ............ .. ...........................
2.6 The Advantage of C rossword Puzzle in Vocabulary Teaching ...... .....
2.7 The Effect of Using C rossword Puzzl e ...............................................
on Vocabulary Ach ievement

VI I

3
4
4
4
4
5

6
9
10
II
12
14
14
14
15
15
16

Ill. RESEARCH METHOD
3 1 Research Design .......... .......................................................................
3.2 Research area Detennination Method .................................................
3.3 Respondent Detennination Method ............................................ ........
3.4 Data Collection Method
3.4.1 Test Method.................................................................................
3.4.2 Interview Method........................................................................
3.4.3 Documentation .............. .. ............................. ....... .......................
3.5 Data Analysis Method .... ..... ............................................ ............ ........

IV. RESEARCH RESULTS AND DISCUSSION
4. 1 The Research Result
4.1.1 The Results of Primary Data
4. I . I. I The Result of Post Test .... ......................... ............. .......
4. 1. 1.2 Data Analysis and the Result .............. ...........................
4. 1.2 The Results of Secondary Data
4.1.2.1 The Result of Pre-test ...................................................
4.1.2.2 The Result oflnterview ...............................................
4.1.2.3 The Results of Documentation ....................................
4. 1.2.4 The Research Schedule and activities ....... ..................
4.2 ll ypothesis Verification
4.2. I Major Hypothesis ..... ................................... ..... ..... .. ...... ..............
-l.2.2 Minor Hypothesis ........................................................................
4.3 Discussion ................................................... ..........................................

V. CONCLUSION AND SUGGESTIONS
5. 1 Conclusion .............................................. .. ...........................................
5.2 Suggestions
5.2.1 The English Teacher..................................................................
5.2.2 The Future Researchers .............................................................
BIBLIOGRAPHY
APPENDICES

VIII

18

19
19
20
21
22
22

24

26
36
37
38
39
40
40
41

43
43
44

APPENDICES
I. Research Matrix
'

Supporting Data Instrument

3. Pre-test
4. The Answer Key of Pre-test
5. The Result of Pre-test
6. The Calculation of Pre--test
7. Lesson Plan I
8. Students' Worksheet I for Experimental Group
9. The Answer Key of Students' Worksheet I for Experimental group
I 0. Students' Worksheet I for Control Group
I I. The Answer Key of Students' Workshet I for Control Group
12. Lesson Plan I I
\3. Students' Worksheet II for Experimental Group
14. The Answer Key of Students' Worksheet II for Experimental group
15 . Students' Worksheet II for Control Group
16. The Answer Key of Students' Worksheet ll for ContTol Group
17. Post-test
18. The Answer key of Post-test
19. t-table
20 F-table
21 . The Names of Respondent
22 . The List of Personnel
23. The School Facilities
24. Surat ljin Penelitian
25 . Surat Keterangan Penelitian
26. Lembar Konsultasi Dosen Pembimbing I
27 . Lembar Konsultasi Dosen Pembimbing II

IX

THE LIST OF TABLE
Table Number

I

Names ofTable

Page

I

The Distribution or the Test Hems

20

')

The Result or the Post-test Scores

24

3

The

Tabulation

of the

Students'

Vocabulary

27

Achievement Scores of the Control Group
4

The

Tabulation

of the

Students'

Vocabulary

29

Achievement Scores of the Experimental Group of
Each Indicator

5

The Result of ANOV A

37

6

The Research Schedule and Activities

39

X

ABSTRACT

Dyah Rahmawati, October 2003 : The Effect of Using Crossword Puzzle on
Vocabulary Achievement of the Second Year Students of SLTPN 6 Jember in
the 2002/2003 Academic Year.
Thesis, English Program, Language and Arts Department, Faculty of Teacher
Training and Education , Jember University.
The Consultants

Key Words

I). Ora. Wiwiek Eko Bindarti, M.Pd.
2). Ora. Made Adi Andayani T., M.Ed.

: Vocabulary Achievement; Crossword Puzzle

The use of media in English teaching learning process especially in
teaching vocabulary is essential to be considered by the English teacher. In this
case, the use of crossword puzzle in teaching vocabulary is very useful to enrich
students' vocabulary, because by using crossword puzzle the students are easy to
memorize vocabulary. The research was intended to know whether or not there
was a significant effect of using crossword puzzle on vocabulary achievement of
the second year students of SLTPN 6 Jember in the 2002/2003 academic year.
Randomized control group only design was used in this research. The research
respondents consisted of 2 classes taken from 5 classes by using cluster random
sampling. Then, they were determined as the experimental group (class 2C) and
the control group (class 28) by lottery. The treatment was given to the
that was teaching vocabulary by using crossword puzzle.
experimental セZLイッオー@
Meanwhile, the control group was taught vocabulary without using crossword
puzzle that was by lecturing method. To achieve the research objective, the
vocabulary achievement test was administered to obtain the primary data. While,
the supporting data were obtained by interview and documentation method. To
analyze the data, t-test fonnula '"as used with the significant level of 5 %. The
result showed that the statistical computation value of the t-test was higher than
that of the t-table ( 2.270 > 1.980 ). Therefore, the Null Hypothesis (Ho) was
rejected, while the Alternative llypothesis (I U was accepted. To sum up, there
was a significant effect of using crossword puzzle on vocabulary achievement of
the second year students of SLTPN 6 Jember in the 2002/2003 academic year.
The 、・セZLイ@
of effectiveness was 6.163 % that was more effective than that of
without using crossword puzzle. Therefore, the English teachers are suggested to
use crossword puzzle as one of the teaching techniques in teaching vocabulary.
XI

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