THE USE OF CROSSWORD PUZZLE ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY AT SMP NEGERI 8 BANDAR LAMPUNG
ABSTRACT
THE USE OF CROSSWORD PUZZLE GAME ON STUDENTS’
INTERACTION IN LEARNING VOCABULARY AT THE SECOND
GRADE OF SMPN 8 BANDAR LAMPUNG.
By
RESTI FEBTRINA
Interaction cannot be separated from teaching and learning process because when
that process happens in the class it may create some interactions between students
and teacher. In short, when a teacher wants to make a good teaching learning
atmosphere in the class, the teacher should create good interaction first. This
research was intended to find out whether a crossword puzzle game was needed to
affect students’ interaction in learning vocabulary and to investigate the students’
motivation to interact when they are learning vocabulary.
This research used phenomenological qualitative study. The participants of this
research were students in VIII B class at SMPN 8 Bandar Lampung, in academic
year 2013-2014. The researcher used three data collecting techniques:
observation, documentation, and interview. The data were analyzed using
interaction and motivation theory.
The results showed that the total numbers of the whole interactions in the class
were 150 interactions, 133 interactions (89.26 %) were student-student
interactions, and 17 interactions (10.69 %) were students-teacher interactions. The
total number of student-student interaction was higher than students-teacher
interactions. It means that in learning vocabulary crossword puzzle game has
influenced positively the students’ interaction of the second grade students at
SMPN 8 Bandar Lampung.
CURRICULUM VITAE
The writer was born in Bandar Lampung, on February 8th 1992. She is the third
daughter of four children from happy couple Syarif Effendi Yusuf, S.H. and
Yulina Effendi, S.Pdi. She has one brother and two sisters named Rise Lasdasari,
S.Kom, Refri Endinatama, S.T, and Ririn Asnetasia.
She started her education at TK Nurul Islam Liwa, Lampung Barat, and graduated
in 1998. To continue her study, in the same year she entered Elementary school,
SDN 2 Harapan Jaya, Sukarame, Bandar Lampung and graduated in 2004, and
then she continued to MTsN 2 Bandar Lampung and graduated in 2007. She spent
her senior high school at SMAN 5 Bandar Lampung and graduated in 2010.
In August 2010, she was registered as a student of English Education Study
Program, Language and Art Education Department at Faculty of teaching training,
Lampung University. And then at July until September 2013 she accomplished the
Teacher Training Program (PPL) at SMPN 1 Batu Brak, West Lampung.
ACKNOWLEDGEMENT
Alhamdulillahirobil „alamin, my big grateful to the Mightiest god Allah SWT for
every tremendous blessing and the great opportunity that enable me finished my
script entitled “The Use of Crossword Puzzle on Students‟ Interaction in Learning
Vocabulary at Second Grade of SMPN 8 Bandar Lampung”. This script is
submitted as compulsory fulfillment of requirement for S1 degree of English
Department at Teacher Training and Education Faculty, Lampung University.
There were many people who have helped me as the writer, to accomplish this
script. Without the supports, encouragement, prayers, and opportunity by every
outstanding people beside me and also the great intuition from Allah SWT, this
script would never have printed and published as a real script. For all the reasons,
I would like to write my respect and gratitude to:
1. Mr. Ujang Suparman, M., Ph. D. as my first advisor who always be my
first corrector and guide in written this script by giving guidance,
comment, constructive, support and also great knowledge for me. Drs.
Deddy Supriyadi, M. Pd., as my second advisor for every kindness,
suggestion, and big patient for guide me to make this script become better.
Drs. Huzairin, M. Pd. as my awesome examiner for every single
comments, suggestions and corrections in completing this script became
better.
2. All my lectures in English Department program who have given their
guidance and wide knowledge to me in two couple years study in
Lampung University.
3. The headmaster of SMPN 8 Bandar Lampung for giving me permits to
conduct the research. Mainiar, S.Pd the English teacher of SMPN 8
Bandar Lampung who was very kind in helping me conducted my research
and all friendly students in VIII B.
4. My greatest indebtedness and love are dedicated my beloved dad, Syarif
Effendi Yusuf, S.H. and my super mom, Yulina Effendi, S.Pdi for all of
their prayer and patient to make me became who am I now. My greatest
gratitude for their love, care, support and for always encouraging and
motivating me to finish this script. I love you so much PaMa, you are my
everything. My big brother, Refri Endinatama, S.T, my beloved oldest
sister Rise Lasdasari, S.Kom and pretty little sister Ririn Asnetasia who
have colorized my life with their love, care, and support. They are my big
motivation to achieve success in live.
5. My entire friend in ENLISH DEPARTMENT 2010 included B class and
A class. Especially to my besties Adestamia Lambung Negara and Imelda
Ayu Mustika as my partner in spending quality time together, thank you
very much for your support. My partner in script sweet Yulia Agustiara
Putri and Rizky Amelia Ayuningtyas. My warm friends Elsye Yetti Prida,
Nandita Wana Putri, Tanjung Wulandari, Reza, Luki, Dani, Fajar, Ferdy
Cheerybeler (El, Kia, Indah, Logi, Puspa) and Bellabeler groups thanks for
the best friendship and everything we have done for 4 years in English
Department.
6. My childhood friends Wita Aristantia, Amd. Keb and Widya Selvira,
Amd. Kep, thank you very much for all your support and everything that
have we share for almost 14 years being friendship.
7. UKM Fotografi Zoom Unila as my second beloved family, especially to
my LADIES and ANGKER ‟13 (Sueb, Suig, Suang, Mbung, Lian, Rama,
Okto, Ableh, Adi, Bima) thanks a lot for your big supports, for all my
Seniors, and for all my incredible siblings: Dika, Ridwan, Gogon, Rifki,
Ronal, Donal, Tata, Ade, Irna, Elmira, Ica, Bary, Gilas, Adi and Zoomers
„16. “Sedekat sahabat, sehangat keluarga”
8. My great family from fieldwork at Kegeringan, West Lampung: Endang,
Ria, Sopie, Clara, Liza, Mey, Siska, Ranis, Nita, Burhan, Iwa, Asmi,
Kegeringan peratin‟s Family, All of teachers and students of SMPN 1 Batu
Brak.
Bandar Lampung, August 2014
The writer
Resti Febtrina
DEDICATION
This script is proudly dedicated to:
My beloved Parents: Syarif Effendi Yusuf, S.H. and Yulina, S.Pdi
My best brother and sisters: Engah, Abang, Adek
My honorable lectures at English Educational Study Program
All my incredible friends
My warm Almamater: University of Lampung
And everyone who directly or indirectly helps me to arrange this script
LIST OF APPENDICES
Page
Research Schedules …………………………………………….
Lesson Plan 1 …………………………………………………..
Lesson Plan 2 …………………………………………………..
The Transcription Of Conversations In Vocabulary
Class Using Crossword Puzzle Game …………………………..
5. The Analysis Of Interactive Principles In Vocabulary
Class Using Crossword Puzzle Game …………………………..
6. Interview Protocol 1 …………………………………………….
7. Interview Protocol 2 …………………………………………….
8. Result Of Interviews …………………………………………….
9. Observation Sheet ……………………………………………….
10. Crossword Puzzle ………………………………………………..
1.
2.
3.
4.
70
71
78
86
97
101
103
105
106
107
LIST OF FIGURE
Page
1.
2.
3.
4.
5.
The level of motivation ………………………………………… 31
The Total Interactions in Each Pattern Categories ……………
50
The Presentation S- S and T-S Interaction ……………………...
52
The Number and Percentage in Each Category ………………...
54
The Percentage Students’ Interaction Category ………………...
56
LIST OF TABLE
Page
1. The Categories of FIA ………………………………………...
2. Schedule of the research ……………………………………....
3. The Kind of Interaction Patterns ……………………………..
4. Interactive Principle …………………………………………...
5. The Percentage of Students’ Behavior (Pre- Observation) …..
6. The Percentage of Students’ Behavior (Last Observation)…..
7. The Percentage Interaction Pattern Categories ……………….
8. The Percentage of Three Main Categories …………………….
9. The Percentage of Students’ Interaction Category ……………
10. Interactive Principles of Students ……………………………………...
11. Students’ motivation level …………………………………………….
12. The Result of Interview …………………………………………
16
43
45
45
47
49
50
52
54
55
58
59
Motto:
“Verily, with every difficulty there is relief”
(QS: 94-6)
“The secret of getting ahead is getting started”
- Mark Twain-
TABLE OF CONTENTS
Page
ABSTRACT ………………………………………………………….
i
CURRICULUM VITAE ……………………………………………..
ii
MOTTO ………………………………………………………………
iii
DEDICATION………………………………………………………...
iv
ACKNOWLEDGEMENTS …………………………………………...
v
TABLE OF CONTENTS ……………………………………………..
vi
LIST OF TABLE ……………………………………………………...
vii
LIST OF FIGURE …………………………………………………….
viii
LIST OF APPENDICES ………………………………………………
ix
1. INTRODUCTION
1.1.Background of the Problems ………………………………….
1.2.Identification of the Problems ………………………………...
1.3.Limitation of the Problems ……………………………………
1.4.Formulation of the Problems ………………………………….
1.5.Objectives of the Research ……………………………………
1.6.Uses of the Research ………………………………………….
1.7.Definition of Terms ……………………………………………
1
5
5
6
6
6
7
2. FRAME OF THEORIES
1.1.Review of Previous Research …………………………………
1.2.Review of Related Literature ………………………………….
1.2.1. Concept of Crossword Puzzle …………………………
1.2.2. Concept of Interaction …………………………………
1.2.3. Concept of vocabulary …………………………………
1.2.4. Concept of Learning Vocabulary ………………………
1.2.5. Concept of motivation ………………………………….
8
10
10
14
18
29
31
3. RESEARCH METHOD
3.1.Setting …………………………………………………………
33
3.2.Research Design ……………………………………………….
3.3.Research Participants ………………………………………….
3.4.Data Collecting Technique …………………………………….
3.5.Research Instrument ……………………………………………
3.6.Research Procedure ……………………………………………
3.7.Data Analysis …………………………………………………..
33
34
34
38
40
43
4. RESULT AND DISCUSSION
4.1.Result of the Research …………………………………………
4.2.Discussion of the Finding ………………………………………
46
60
5. CONCLUSIONS AND SUGGESTIONS
5.1.Conclusions ……………………………………………………
5.2.Suggestions ….…………………………………………………
67
68
REFERENCES …………………………………………………………
APPENDICES ………………………………………………………….
69
70
1. INTRODUCTION
This chapter deals with the background of problems, identification of the
problems, limitation of the problems, formulation of the research questions,
objectives of the research, uses of the research, and definition of term which is
used in this research.
1.1.Background of the Problems
Interaction is one of main components in the class that should make teachinglearning process can be more interesting. Students’ low motivation to learn in the
class may affect them to be passive doing some interactions with other students,
so when they feel uncomfortable in the class it can be decreased their interest to
study and make them feel bored or lazy to learn something in the class. In learning
language the students is forced to be active to communicate and can use language
as a media to make conversation, but when they learn language in the class with
low motivation and low interaction they will have difficulties to master the
language.
To master the language the first step that students should know is vocabulary.
They should understand vocabulary which is a very important component.
Vocabulary is very important to help students learn English language. When
students started to study English in their elementary school; the first kind of
2
material that they learn was vocabulary. Vocabulary is also important to be
understood by students in mastering four skills in English like listening, speaking,
writing, and reading.
Graduates of junior high school are supposed to master vocabulary in order to be
able to communicate whether in spoken or written form. But the fact shows that
there are many students in junior high school who still have difficulties in
understanding and using English vocabulary as media of communication although
they have studied English for long time in their school. Some students claimed
that their primary problem acquiring English is the way of teacher that did not
build up their ability to make good interaction in the class; so the students felt
uninterested in learning process, this is one of students’ problems in learning
English. The quality of interaction in the class may become the main problem for
students to be interesting in learning process.
The main problem in learning process may come from how a teacher creates the
whole interaction with students in the class to make them interested and enjoyed
in learning vocabulary. The interaction can come from teacher and students or
students and students. Interaction in the class may affect learning process. A
Learning process which is followed by a great interaction may create students’
good understanding. So, interaction is one of the important activities to make
learning process more effective. In some research, interaction in the class has its
own part to push or throw out students interesting in learning vocabulary in the
class.
3
From some problems above, maybe there is something wrong in learning process,
or may be problem in the teachers’ own personality in teaching in front of the
class. To overcome this situation, some researchers have investigated many
techniques, and media to help teachers teach vocabulary in the class. There are
many researches that focus on the increasing students’ achievement in learning
vocabulary, but just some researches used technique or media in learning
vocabulary which is focused on the interaction of students, about how the
techniques or media can affect students’ interaction.
For those reasons the researcher tried to observe some kinds of interesting media
to show the interactions of the students when they learn vocabulary in the class.
The researcher has chosen the puzzle game to be a media that used to see the
students’ interaction in learning vocabulary, because puzzle may one of media
which can bring the students’ motivation to study about language. There are many
kinds of puzzle namely jigsaw, picture puzzles, crossword puzzles, Sudoku
puzzles, and logic puzzles. The researcher only chooses one kind of puzzle game
that is crossword puzzle game.
A crossword word puzzle is a puzzle game which normally takes the form of a
square or a rectangular grid of white and black shaded squares. The goal is to fill
the white squares with letters, forming words or phrases, by solving clues which
lead to the answers. In languages that are written left-to-right, the answer words
and phrases are placed in the grid from left to right and from top to bottom. The
shaded squares are used to separate the words or phrases.
4
Crossword puzzle is the words puzzle that can be applied as an interesting media
to improve the students’ vocabulary in which words have to be guessed from the
clues and written in space of the grid. In the English language, there are three
different types of crossword puzzles: freeform or criss-cross crossword puzzles,
standard American-style crossword puzzles, and cryptic crossword puzzles. The
researcher just used the freeform or criss-cross crossword puzzles in this research.
Because the freeform or criss-cross crossword puzzles is the simple and basic one
of crossword puzzle.
The researcher conducted the research in SMPN 8 Bandar Lampung, because
there is no previous research conducted there which focus on the problem that was
researcher observe in this script. The researcher has been done the pre observation
in SMPN 8 Bandar Lampung and put the focus on the second grade students. The
puzzle games used in this study has been matched to the second grade learning
materials. The learning process showed that some of students still passive in the
class and feel shy to speak English because they have lack of vocabulary. This
condition can be affect students’ interaction in the class. They still shy build up
some interactions among other in the class, they just waiting the teacher doing
some interactions with them but they feel uncomfortable to start the interaction by
themselves.
The researcher focused on how is students’ interaction and students’ motivation to
interact when they are learning vocabulary using crossword puzzle. The
researcher assumes that learning vocabulary using puzzle will affect students’
interaction in learning process.
5
1.2. Identification of the Problems
Based on the background discussed above, the researcher would like to identify
the following problems:
1.
Many students still have difficulties in understanding vocabulary in
English
2.
Students feel bored to study English without using media of learning.
3.
The learning process in the class still teacher-centered where the students
are passive to do some interactions in the learning process.
4.
The students still passive to build good interaction in the class when
learning process happens.
5.
The students have low motivation in learning English because of their
limited knowledge of English vocabulary.
6.
The students have low motivation to interact because of their low ability in
using English vocabulary.
1.3. Limitation of the Problems
In line with the identification of the problems, the current research is focused on
the following issues:
1. Students’ have passive interaction in learning vocabulary.
2. Students’ low motivation to interact in learning vocabulary.
6
1.4. Formulation of the Research Question
Referring the limitation of the problems above, the writer formulates the problems
as follow:
1. Can the crossword puzzle game used to influence students’ interaction in
learning vocabulary?
2. How is students’ motivation to interact when they are learning vocabulary
using crossword puzzle game?
1.5. Objectives of the Research
Considering the formulation of the problems, the objectives of this research are:
1. To identify how the use of crossword puzzle game to influence students’
interaction in learning vocabulary.
2. To find out how students’ motivation to interact when they are learning
vocabulary using crossword puzzle.
1.6. Uses of the Research
The uses of the research are:
1. Theoretically, the result of this research can give contribution to the next
researches, it also can be used as a reference for the next researches and the
conclusion of this research may verify the previous theory.
2. Practically, to inform the readers, English teachers, etc, about crossword
puzzle game that can be used as one of alternative media to learn vocabulary.
7
1.7. Definition of Term
Vocabulary is one of basic term to understand every language skills in English. It
is a set of lexeme include a single word, compound word, and idiom that can be
arranged for making up the language.
Crossword puzzle is one of the game that uses some empty blocks to be fill with a
letter which will make a word based on the question of the crossword puzzle, it
will be written into numbered square that go across down.
(Cambridge
dictionary)
Interaction is a reaction of communication that occurs two or more objects have
an effect upon one another.
Student’s interaction is reaction of communication among students’ in learning or
some communication in class and may be outside of the class.
Motivation is defined as the process that initiates, guides, and maintains goaloriented behaviors, or what causes us to do something.
2. FRAME OF THEORY
This chapter concerns with review of previous research and review of related
literature which consists of definition of crossword puzzle, interaction,
vocabulary, learning vocabulary, and motivation.
1.1. Review of Previous Research
Teaching using media was already known as one of way to make learning process
more interesting to students. There are so many media which can be used by
teacher to make students exiting to study in the class. Crossword puzzle is one of
media that can increase student ability in learning especially learning in
vocabulary. That be supported in a research which titled increasing students’
vocabulary achievement through crossword puzzle game in group work at the
seventh grade of SMPN 10 Bandar Lampung by Meutia in 2011, showed that
crossword puzzle can give significant increasing to students’ vocabulary
achievement. In Delia’s research (2011), found that students’ interaction can be
pushed up by using some media of learning in the class. That result showed that
media of learning has positive influence on students’ achievement and interaction
in learning process.
In other research from Tricia M, et al (2009) found that crossword puzzle game
affected the success of students’ learning. When students learn vocabulary in the
9
class using crossword puzzle they showed good interaction with their environment
in the class, it effects positively their achievement in learning vocabulary.
On the other hand, Weisskirch (2006) found that students were more interested in
completing the puzzles and when given the chance to work collaboratively with
others, students found the puzzles to be more useful and enjoyable than when
doing them on their own. In addition to these findings, allowing students to
complete the crosswords in class can provide the opportunity for them to ask
questions or review answers orally with the instructor. In this way, students are
forced to research and understand the material so that they are able to write
meaningful clues for the puzzle. From that kind of activities, students have created
their own interaction in the class.
From some researches above they mostly said that there was a positive effect
using crossword puzzle as a media of learning. With using crossword puzzle
students are more interested to learn English because they learn with playing
games. But the writer wants identify the use of crossword puzzle on students’
interaction in learning vocabulary. The writer will focus on the students’
interaction in the class when they learning using crossword puzzle.
One of the researches about interaction which proves that interaction was one of
important part in second language acquisition. Nina (1997) in her research with
the title from-focused interaction and second language acquisition states that
interaction has relation in learning outcome. So when interaction in the class was
building well, it can push up the achievement of the student in the class.
10
In Kalu’s (1997) research, it has been found that there is a significant positive
relationship between interaction pattern and students’ achievement. The
significant positive relationship between interaction patterns and students’
achievement in low academic tasks implies that, the students tended to perform
well in academic tasks that require only memory and comprehension in
classrooms where the teacher adopts more of indirect teaching.
1.2. Review of Related Literature
In review of related literature the researcher has written the complete explanation
about crossword puzzle, interaction, vocabulary, teaching and learning
vocabulary.
1.2.1. Crossword puzzle
Crossword puzzle is one of the games that uses some empty blocks to be filedl
with a letter which will make a word based on the question of the clues, it will be
written into numbered square that go across and down. From the statement,
crossword puzzle form consists of two parts. The first part consists of some grids
with certain arrangement and the second is clues. The grids are arranged based on
the number of the letter of each clue answers both vertically or horizontally.
To play crossword puzzle, the students must fill the grid by the letters based on
the clues. They have to find out the answer of each clue. If they could answer one
clue correctly, this easier for them to fill other grids are connected each other. So,
the students learned how to recognize their mistake and fix it.
11
The researcher chose crossword puzzle in this research because puzzle is one of
interesting media that make students interested in learn English. Franklin et al
(2003) states that crossword puzzles game can significant increase students’
motivation and students’ interest in the topic at hand. The researcher delivered the
crossword puzzle games with group work among the students to build their
interaction. Crossword puzzle game may give students chances to improve their
vocabulary.
1.2.1.1.The types of crossword puzzles
In the English language, there are three different types of crossword puzzles:
freeform or criss-cross crossword puzzles, standard American-style crossword
puzzles and cryptic crossword puzzles.
1. Criss-Cross or Freeform Crosswords
The Criss-Cross or Freeform crossword is the easiest to create and play, and the
best way to learn how to play the word game. In this puzzle, you have connecting
words that go across and down as letters join one word with another. As with all
crossword puzzles clues are given, so that you can try and come up with the right
words to complete the puzzle. Each clue is numbered and that corresponding
number is written in the white boxes of the puzzle, showing where letters go and
what direction a word is being played. You will find such puzzles being used in
classrooms as students learn about different subjects in school, subjects such as
spelling, science and history can be taught using the Criss-Cross or freeform
crossword puzzle because it is so simple.
12
2. Standard American Style Crosswords
The Standard American Crossword is a word puzzle which is a little tougher than
the Criss-cross and it has black and white squares. This puzzle has the same
pattern, no matter how you look at it and words being played have to have at least
three letters. The clues to this puzzle are given as definitions of a particular word
that is to fit inside the puzzle. When playing this puzzle, you can choose between
easy, hard and the mastermind, when you really want a challenge. In the Standard
American Crossword, only 1/6 of the puzzle board is covered in black boxes.
These crossword puzzles range in difficulty from very easy to extra-challenging.
3. Cryptic Crosswords
For the Cryptic Crossword, the puzzle box is structured like a lattice frame, or an
entanglement of black and white boxes. However, do keep in mind that though
there are black and white boxes, only the white boxes are used for lettering.
Cryptic crossword is a puzzle in which each clue is a word puzzle in and of itself. Cryptic
crossword puzzles come in two main types: the basic cryptic in which each clue answer is
entered into the diagram normally, and the advanced or "variety" cryptic, in which some
or all of the answers must be altered before entering, usually in accordance with a hidden
pattern or rule which must be discovered by the solver. In this research the researcher use
the first type of crossword puzzle, the Criss-Cross or Freeform crossword.
Example of crossword puzzle
There are so many kinds of crossword puzzles; here is one of the examples.
13
2
4
6
8
10
12
14
16
18
Across
The___likes to leave a gift under
your pillow when you lose a
tooth.
Dringking milk will make your
teeth___
You chew food woth your___
Dringking___ will give you
strong bones and teeth.
Going to the dentist will make
sure you have healthy teeth and___
Everyone should take good ___
of their teeth.
Crest and colgate are types of
tooth ___
Teeth help you ___ your food
Eating too much ___ is not good
for your teeth.
1
3
5
7
9
11
13
15
17
19
20
Down
When a tooth has decay it is call a___
The dentist is a ___ doctor.
The ___ machine takes picture of your
teeth.
You need to ___your teeth at least twice
each day.
Use___to clean in between your teeth.
You lick an ice cream cone with your___
The doctor who checks your teeth is
called a___
Candy has too much___which is bad for
your teeth.
Taking care of your teeth will give you a
beautiful___
Hids like to__and play outside.
These are the first teeth in your mounth
which are called ___teeth.
WORD BANK
Sugar
Teeth
x-ray
chew
gums
Dentist
Care
Smile
Cavity
tooth fairy
Baby
Paste
Laugh
Brush
strong
Tooth
Candy
Tongue
Milk
Floss
14
There are the advantages and disadvantages of using crossword puzzle game in
learning vocabulary. Here are the advantages and disadvantages of crossword
puzzle. The advantages are Games could make the students more interested in
learning the material, and Teacher didn’t need to explain too many materials to the
students. The disadvantages are by attracting student’s interest to games, all of
them were active and made noisy. So it was difficult for the teacher to control
them. And by doing games the teacher only had a little time to explain the
material and gave some new vocabularies. So there was no longer time for teacher
to explain more and help them to memorize all the new vocabularies.
1.2.2. Interaction
Interaction is a reaction of communication that occurs in two or more objects and
has an effect on each other. A closely related term is interconnectivity, which
deals with the interactions of interactions within system; combinations of many
simple instructions can lead to surprising emergent phenomena. Interaction has
different tailored meaning in various sciences. Changes can also involve
interaction. Interaction was the focus variable of this research because interaction
always appears in every condition there is no even without any interaction.
There are several pattern of classroom interaction according to Edge (2001):
1. T – Ss (teacher - students)
This is the interaction where teacher gives instruction to the whole class.
2. Ss – T (students - teacher)
15
This is the interaction where there is an exchange between the teacher and
the whole class such as question and answer.
3. T – S (teacher – student)
This is the interaction where teacher initiates the interaction with an
individual of student. Teacher asks a student to answer the question,
repetition, confirmation, and so on.
4. S – T (student - teacher)
This is the interaction where the communication with teacher is started by
students. The student initiates himself to question the teacher, gives
opinion, and complains, elicits in form of information and many others.
5. T – S – S (teacher - student – student)
This is the interaction where teacher tells one students to say something to
other.
6. S – S (student – student)
This is the interaction where students communicate directly with each
other.
The researcher observed the students’ interaction because the writer interested in
how students’ interaction in learning vocabulary using some media. From a whole
classroom interaction, the research focused on students’ interaction. Not only the
pattern but also the categories of interaction also used as a basic theory to analysis
the data of this research.
Interaction categories used in this research is Categories of Flanders Interaction
Analyses. Flanders originally devolved a research tool, namely Flanders
16
Interaction Analysis (FIA), which become a widely used coding system to analyze
and improve teaching skill.
Table 2.1. The Categories of Flanders Interaction Analyses.
Indirect Influent
Direct Influent
Students Talk
Categories
1. Accept feeling: accepts and clarifies the feeling tone of
the students in a non-treating manner. Feeling may be
positive or negative. Predicting and recalling feeling are
included.
2. Praises or encourages; praise or encourages students
action or behavior, jokes that release tension, not at the
expense of another individual, nodding head or saying “uh
huh?” or “go on” are included.
3. Accept or uses ideas: clarifying, building, or developing
ideas or suggestions by a student. As teacher brings more
of his own ideas into play, shift to category five.
4. Ask question: asking question about content or
procedures with the intent that a student may answer.
5. Lectures: giving facts or opinions about content of
procedures; expressing his own ideas, asking rhetorical
question.
6. Gives direction: directions, commands, or orders with
which a student is expected to comply.
7. Criticizes or justifies authority: statements, intended to
change students behavior from non-acceptable to
acceptable pattern, bawling someone out, stating why the
teacher is doing what he is doing, extreme self reference
8. Student talk response: talk by students in response to
teacher. Teacher initiates the contact or solicits student
statement.
9. Student talk initiation: talk by students which they
initiate. If “calling on” student is only to indicate who may
talk next, observer must decide whether student wanted to
talk. If he did, use this category.
10. Silence of confusion: short periods of silence and periods
of confusion in which communication cannot be
understood by the observer
Based on both of theory the data of students’ interaction which researcher got
have analyzed, but to make the result more completed to answer research
question, the researcher used one more theory of interaction. The ideal of
interactions in the class, there are some interactive principles proposed by Brown
(2001:56):
17
1. Automaticity
True human interaction is best accomplished when vocal attention is on meanings
and not on grammar and other linguistic forms. Students are thus freed from
keeping language in controlled mode and can more easily proceeds to automatic
modes of processing. For example: the students may ask where to? Instead of
where are you going to? In this case the meaning will be the main attention rather
than the grammatical rules.
2. Intrinsic Motivation
As students are engaged with each other in speech act of fulfillment and selfactualization their deepest drive are satisfied. And as they more fully appreciate of
their own competence to use language, they can develop a system of self-reward
for instance when the students are engaged in free conversation. They are
intrinsically motivated to use their English since they can build their self-reward
as well.
3. Strategic Investment
Interaction require the use of strategic language competence both to make certain
decisions on how to say or write interpret language and to make repairs when
communication path ways ware blocked. The spontaneity of interactive discourse
requires judicious use of humorous strategies for production and comprehension.
4. Risk Taking
Risk taking requires of failing producing intended meaning of being laughed or
rejected. The rewards are great and worth the risk. It may occur when the students
try to say words in English but they have less vocabulary as well as being unable
18
to choose the right diction. For example: when one says, “Don’t story to other!”
he uses the word story instead of tell. What he says may attract others laugh at
him but still it needs to take as risk in producing English.
5. Communicative Competence
All of the elements of communicative competence (grammatical, discourse,
sociolinguistic, pragmatics and strategies) are all involved in human interaction.
All aspects must work together for successful communication. This may occur in
a formal language circumstance where everyone engaged in the circumstances
itself have greater knowledge of English language. they use English as the
communication tolls.
6. Inter Language
The complexity of interaction emails a long developmental process of acquisition.
Numerous errors of production and comprehension will be a part of this
development. I this case errors made by interlocutors are use to produce better
acquisition.
7. The Language Culture Connection
The cultural loading of interactive speech as well as writing requires the
interlocutors be thoroughly versed in the cultural nuances of language.
1.2.3. Concept of Vocabulary
When someone learns about language it is closely related to vocabulary, because
without vocabulary someone can’t build a language. Vocabulary is an important
part in language. Vocabulary is a list of words which is used to build up a
19
language, if the knowledge of vocabulary is miss it can be hard to learn about
language its self. This is supported by Barnhart (2008: 697), who states that
vocabulary is a stock of words used by person, class of people, profession, etc.
which has connected with language function as media of communication.
Vocabulary work can be directed toward useful words and give learner practice in
useful skills. It is obvious that without mastery vocabulary, someone can difficult
to communication in oral and written ways. In line with previous statement that
the writer assumes that vocabulary is the basic element of language in which it
will make a language meaningful. In any activity of learning language, student are
trying to use the language by using vocabulary into certain sentences in order to
be able to communicate and transferring their ideas. Vocabulary is very
important as basic of communication, if learners do not recognize the meaning of
words they will be unable to participate in conversation. No matter how well the
student learn grammar, no matter how successfully the sound of English are
mastered, without expressing a wide range of meanings using vocabulary
communication cannot be take place in any meaningful way.
2.2.3.1 Kind of vocabulary
Fries (1974: 4) classify vocabulary into some types namely:
1) Content words
a. Noun, name of subject or things.
Noun a word that is the name of something (such as a person, animal, place,
thing, quality, idea, or action) and is typically used in a sentence as subject or
object of a verb or as object of a preposition Nouns have sometimes been
20
defined in terms of the grammatical categories to which they are subject
(classed by gender, inflected for case and number). Such definitions tend to
be language-specific, since nouns do not have the same categories in all
languages. Crystal (1995:206) defines seven parts of speech as follows:
1. Adjectival Noun
Adjectival noun is an adjective that function as a noun. The examples
adjectival noun is highlighted. Example: The poor is asking some food
from the rich.
2. Animate Noun
Animate noun refers to a person, animal, or other creature. This animate
noun sometimes has different noun endings which make the gender clear.
The examples of animate noun are:
1) The a singer is greeting his fans.
2) We meet the teacher in his office.
3. Collective Noun
Collective noun is a word used to define a group of objects, where the
objects can be people, animals, emotions, concept or thing. It is a noun
that refers to things or people as a unit. The examples of collective noun
are:
1) The audiences give their applause to the singer.
2) The jury is collecting the score to decide the winner.
4) Be careful! There's a hive of bees someone near here.
21
4. Concrete Noun
Concrete noun refers to entities which can be observed and measured.
Here are the examples of concrete noun:
1) She holds many books.
2) They drive the motorcycle quickly.
3) There are three oranges on the table.
5. Abstract Noun
Abstract nouns are nouns that refer to concepts, ideas, emotions, etc.
Abstract nouns are nouns that you cannot touch, are not made of
materials, but play an important role in life. Here is a list of some
common abstract nouns: success, depression, love, hate, anger, power,
importance, tolerance, etc. The examples of abstract noun:
1) Tom has had a lot of success this past year.
2) Many people prefer to let love inspire them rather than hate.
6. Countable Noun
Countable noun refers to individual, countable entities, such as books,
houses, flowers, trees etc, for example:
1) There are a few trees in my backyard,
2) She bought three book of English yesterday.
7. Uncountable Noun
Uncountable noun refers to an undifferentiated mass or notion, such as
butter, water, sugar, for example:
1) I add some sugar in my tea.
22
2) We're having lovely weather this week.
3) We need to get some new furniture for our home.
8. Proper Noun
Proper nouns are named of specific people, place, time, occasions,
events, publications, and so on. Proper nouns are not usually used with
the determiners. It is also written with an initial of capital letter. The
examples of proper nouns are:
1) I love Indonesia;
2) My mother will go to Jakarta on Sunday.
3) I'd love to visit Canada next year.
b. Verb, action done by with those things.
Verb is the word which is used to tell about the action or movement of
person, thing and animal. There are several types of verb. Those are:
1. Transitive Verb
Transitive Verb is the verb that needs object and usually followed by
noun. These transitive verbs include arrest, avoid, do, enjoy, find, force,
get, give, grab, hit, like, pull , report, shock, take, tell, touch, want, warn.
Example:
- She takes a book.
2. Intransitive Verb
Intransitive Verb is the verb which does not need object, but it needs
adverbial modifier. These intransitive verbs include appear, come, fall,
go, happen, matter, sleep, swim, wait. Example:
23
- She sings beautifully.
3. Linking Verb
Linking Verb refers to verb that needs subjective complement rather than
object and that subjective complement describes the subject. These
Linking Verbs include: be, smell, feel, taste, prove, look, become,
appear, stay, remain, get, sound, seem, grow, turn, go.
a) Subjective Complement can be “Adjective”. Example:
- Your face grows red.
- Her voice sounds pretty.
b) Subjective Complement can be “Noun or Pronoun”. Example:
- He becomes a district governor.
- The robber is you.
4. Auxiliary Verb
An auxiliary verb (also known as a helping verb) determines the mood or
tense of another verb in a phrase: "It will rain tonight." The primary
auxiliaries are be, have, and do. The modal auxiliaries include can, could,
may, must, should, will, and would.
5. A lexical verb
A lexical verb (also known as a full or main verb) is any verb in English
that isn't an auxiliary verb: it conveys a real meaning and doesn't depend
on another verb: "It rained all night."
24
6. Modals
Modal Verbs are the verbs that are used to talk about ability, permission,
obligation and necessity, obligation and advice, possibility, probability,
request, offer, suggestion, habit and promise. Most Modal Verbs can
form question and negative sentence by themselves. There are many
Modal Verbs as following.
a) Ability. We use “can, could and be able to” to talk about the ability.
Can: is used in the present. E.g. He can play the guitar.
Could: is used in the past. E.g. My sister could speak when she was 15
years old.
Be able to: can be used both in present and past. E.g. Last year I
wasn’t able to speak at all, but now I am able to speak smoothly.
b)Permission. We use “can, could, may and might” to ask to a
permission. Example: Can I use your pen for a moment?
c) Obligation and necessity. We use “must and have to/ have got to” to
express obligation or necessity. Example: I have got a trouble pain in
my back, so I must go to the doctor now.
d) Obligation and Advice. We use “should, ought to, had better, and
shall” to talk about the obligation and advice.
Should and ought to be used talk about the obligation and duty, to ask
for and give advice and in general, to say what is right or good.
Example: You ought to learn to swim.
Shall is used when we want to know someone’s opinion, or when we
want advice or instruction. Example:
25
I have missed my last bus. What shall I do?
e) Possibility. We use “may, might and could” to talk about present or
future possibility. Example: There is someone at the door. It may be
Sara.
f) Probability. We use “should and ought to” to say that something is
probable at the moment of speaking or in the future. Example:
Sally should be at work by now. She’s normally there at this time.
g) Request. We use “can, could, may, will and would” to ask for
something, to ask for permission or to ask someone to do something.
Example: Could I ask you some questions?
h) Offer. We use “will, shall, could and would” when we are willing to
do something for someone. Example: I will lend you some money.
i) Suggestion. We use “shall, can and could” to ask for and make a
suggestion. Example: Shall we stay at home?
k) Promise. We use “will” to express strong intention in promises and
threats. Example: I will be careful with the car, I promise.
7. Phrasal Verb
A phrasal verb is a combination of words (a verb + a preposition or verb
+adverb) that when used together, usually take on a different meaning to
that of the original verb. E.g. break down, check in, and tear up. When
we use phrasal verbs, we use them like normal verbs in a sentence,
regardless if it’s a regular or irregular verb. Example:
-
Ella tore up the letter after she read it.
26
8. Regular and Irregular Verb
A regular verb (also known as a weak verb) forms its past tense and past
participle by adding -d or -ed (or in some cases -t) to the base form: "We
finished the project." (See Forming the Past Tense of Regular Verbs.) An
irregular verb (also known as a strong verb) doesn't form the past tense
by adding -d or -ed: "Gus ate the wrapper on his candy bar."
c. Adjectives, qualities of the things.
Adjective is the word which is used to modify noun or pronoun. These are
several kind of adjective:
1. Possessive adjectives
Possessive Adjective is the adjective which is used to point out the noun
that belongs to someone and there are seven Possessive Adjectives. They
are My, Your, Our, Their, His, Her and Its. Example:
- This is my book.
- Your car is outside.
2. Descriptive Adjective
Descriptive Adjective is the adjective that is used to tell the sorts of noun
or quality. Example:
- He is a tall man.
- They are good students.
27
3. Numeral Adjective
Numeral Adjective is the adjective which is used to show the number of
noun. There are three types of Numeral Adjective as follow. Definite
Numeral Adjective, Indefinite Numeral Adjective, Distributive Numeral
Adjective
a) Definite Numeral Adjective
Definitive Numeral Adjective is the adjective that is used to denote an
exact number of nouns as first, second, third or one, two, three.
Example:
- Ankor temple has got five towers.
b) Indefinite Numeral Adjective
Indefinite Numeral Adjective is the adjective which is used to denote
an inexact number of nouns as some, any, much, many, little, a few.
Example:
- I have some friends here.
c) Distributive Numeral Adjective
Descriptive Adjective is the adjective that is used to cache one noun.
They are every, each, another, other. Example:
- Each student is very friendly.
- They speak to another person.
4. Demonstrative Adjective
Demonstrative Adjective is the adjective which is used to point out the
noun. They are this, these, that, and those. Example:
- That man is very handsome.
28
- These girls are good-looking.
5. Interrogative Adjective
Interrogative Adjective is the adjective that is used to ask the question.
They are where, what, which. Example:
- Which animal do you like?
- Where doctor is he?
d. Adverb, used to modify a verb, adjective, or other adverb.
Adverbs can also modify prepositional phrases, subordinate clauses, and
complete sentences. These are the kinds of adverb:
1. Adverbs of Time
These adverbs answer the question „when’. Examples are: tomorrow, today,
yesterday, now, then, never, soon, already, ago, formerly, lately etc.
2. Adverbs of Place
These adverbs answer the question „where’. Examples are: here, there,
upstairs, downstairs, everywhere, nowhere, in, out, inside, away.
3. Adverbs of Frequency
These adverbs answer the question „how often’. Examples are: again,
frequently, always, seldom, hardly, often, once etc.
4. Adverbs of Number
These adverbs answer the question „in what order’. Examples are: firstly,
secondly, lastly, once, never, twice etc.
29
5. Adverbs of Manner
These adverbs answer the question „in what manner’. Examples are:
slowly, carefully, terribly, seriously, well, pleasantly, really, thus etc.
6. Adverbs of Degree or Quantity
These adverbs answer the question „how much’ or „in what degree
THE USE OF CROSSWORD PUZZLE GAME ON STUDENTS’
INTERACTION IN LEARNING VOCABULARY AT THE SECOND
GRADE OF SMPN 8 BANDAR LAMPUNG.
By
RESTI FEBTRINA
Interaction cannot be separated from teaching and learning process because when
that process happens in the class it may create some interactions between students
and teacher. In short, when a teacher wants to make a good teaching learning
atmosphere in the class, the teacher should create good interaction first. This
research was intended to find out whether a crossword puzzle game was needed to
affect students’ interaction in learning vocabulary and to investigate the students’
motivation to interact when they are learning vocabulary.
This research used phenomenological qualitative study. The participants of this
research were students in VIII B class at SMPN 8 Bandar Lampung, in academic
year 2013-2014. The researcher used three data collecting techniques:
observation, documentation, and interview. The data were analyzed using
interaction and motivation theory.
The results showed that the total numbers of the whole interactions in the class
were 150 interactions, 133 interactions (89.26 %) were student-student
interactions, and 17 interactions (10.69 %) were students-teacher interactions. The
total number of student-student interaction was higher than students-teacher
interactions. It means that in learning vocabulary crossword puzzle game has
influenced positively the students’ interaction of the second grade students at
SMPN 8 Bandar Lampung.
CURRICULUM VITAE
The writer was born in Bandar Lampung, on February 8th 1992. She is the third
daughter of four children from happy couple Syarif Effendi Yusuf, S.H. and
Yulina Effendi, S.Pdi. She has one brother and two sisters named Rise Lasdasari,
S.Kom, Refri Endinatama, S.T, and Ririn Asnetasia.
She started her education at TK Nurul Islam Liwa, Lampung Barat, and graduated
in 1998. To continue her study, in the same year she entered Elementary school,
SDN 2 Harapan Jaya, Sukarame, Bandar Lampung and graduated in 2004, and
then she continued to MTsN 2 Bandar Lampung and graduated in 2007. She spent
her senior high school at SMAN 5 Bandar Lampung and graduated in 2010.
In August 2010, she was registered as a student of English Education Study
Program, Language and Art Education Department at Faculty of teaching training,
Lampung University. And then at July until September 2013 she accomplished the
Teacher Training Program (PPL) at SMPN 1 Batu Brak, West Lampung.
ACKNOWLEDGEMENT
Alhamdulillahirobil „alamin, my big grateful to the Mightiest god Allah SWT for
every tremendous blessing and the great opportunity that enable me finished my
script entitled “The Use of Crossword Puzzle on Students‟ Interaction in Learning
Vocabulary at Second Grade of SMPN 8 Bandar Lampung”. This script is
submitted as compulsory fulfillment of requirement for S1 degree of English
Department at Teacher Training and Education Faculty, Lampung University.
There were many people who have helped me as the writer, to accomplish this
script. Without the supports, encouragement, prayers, and opportunity by every
outstanding people beside me and also the great intuition from Allah SWT, this
script would never have printed and published as a real script. For all the reasons,
I would like to write my respect and gratitude to:
1. Mr. Ujang Suparman, M., Ph. D. as my first advisor who always be my
first corrector and guide in written this script by giving guidance,
comment, constructive, support and also great knowledge for me. Drs.
Deddy Supriyadi, M. Pd., as my second advisor for every kindness,
suggestion, and big patient for guide me to make this script become better.
Drs. Huzairin, M. Pd. as my awesome examiner for every single
comments, suggestions and corrections in completing this script became
better.
2. All my lectures in English Department program who have given their
guidance and wide knowledge to me in two couple years study in
Lampung University.
3. The headmaster of SMPN 8 Bandar Lampung for giving me permits to
conduct the research. Mainiar, S.Pd the English teacher of SMPN 8
Bandar Lampung who was very kind in helping me conducted my research
and all friendly students in VIII B.
4. My greatest indebtedness and love are dedicated my beloved dad, Syarif
Effendi Yusuf, S.H. and my super mom, Yulina Effendi, S.Pdi for all of
their prayer and patient to make me became who am I now. My greatest
gratitude for their love, care, support and for always encouraging and
motivating me to finish this script. I love you so much PaMa, you are my
everything. My big brother, Refri Endinatama, S.T, my beloved oldest
sister Rise Lasdasari, S.Kom and pretty little sister Ririn Asnetasia who
have colorized my life with their love, care, and support. They are my big
motivation to achieve success in live.
5. My entire friend in ENLISH DEPARTMENT 2010 included B class and
A class. Especially to my besties Adestamia Lambung Negara and Imelda
Ayu Mustika as my partner in spending quality time together, thank you
very much for your support. My partner in script sweet Yulia Agustiara
Putri and Rizky Amelia Ayuningtyas. My warm friends Elsye Yetti Prida,
Nandita Wana Putri, Tanjung Wulandari, Reza, Luki, Dani, Fajar, Ferdy
Cheerybeler (El, Kia, Indah, Logi, Puspa) and Bellabeler groups thanks for
the best friendship and everything we have done for 4 years in English
Department.
6. My childhood friends Wita Aristantia, Amd. Keb and Widya Selvira,
Amd. Kep, thank you very much for all your support and everything that
have we share for almost 14 years being friendship.
7. UKM Fotografi Zoom Unila as my second beloved family, especially to
my LADIES and ANGKER ‟13 (Sueb, Suig, Suang, Mbung, Lian, Rama,
Okto, Ableh, Adi, Bima) thanks a lot for your big supports, for all my
Seniors, and for all my incredible siblings: Dika, Ridwan, Gogon, Rifki,
Ronal, Donal, Tata, Ade, Irna, Elmira, Ica, Bary, Gilas, Adi and Zoomers
„16. “Sedekat sahabat, sehangat keluarga”
8. My great family from fieldwork at Kegeringan, West Lampung: Endang,
Ria, Sopie, Clara, Liza, Mey, Siska, Ranis, Nita, Burhan, Iwa, Asmi,
Kegeringan peratin‟s Family, All of teachers and students of SMPN 1 Batu
Brak.
Bandar Lampung, August 2014
The writer
Resti Febtrina
DEDICATION
This script is proudly dedicated to:
My beloved Parents: Syarif Effendi Yusuf, S.H. and Yulina, S.Pdi
My best brother and sisters: Engah, Abang, Adek
My honorable lectures at English Educational Study Program
All my incredible friends
My warm Almamater: University of Lampung
And everyone who directly or indirectly helps me to arrange this script
LIST OF APPENDICES
Page
Research Schedules …………………………………………….
Lesson Plan 1 …………………………………………………..
Lesson Plan 2 …………………………………………………..
The Transcription Of Conversations In Vocabulary
Class Using Crossword Puzzle Game …………………………..
5. The Analysis Of Interactive Principles In Vocabulary
Class Using Crossword Puzzle Game …………………………..
6. Interview Protocol 1 …………………………………………….
7. Interview Protocol 2 …………………………………………….
8. Result Of Interviews …………………………………………….
9. Observation Sheet ……………………………………………….
10. Crossword Puzzle ………………………………………………..
1.
2.
3.
4.
70
71
78
86
97
101
103
105
106
107
LIST OF FIGURE
Page
1.
2.
3.
4.
5.
The level of motivation ………………………………………… 31
The Total Interactions in Each Pattern Categories ……………
50
The Presentation S- S and T-S Interaction ……………………...
52
The Number and Percentage in Each Category ………………...
54
The Percentage Students’ Interaction Category ………………...
56
LIST OF TABLE
Page
1. The Categories of FIA ………………………………………...
2. Schedule of the research ……………………………………....
3. The Kind of Interaction Patterns ……………………………..
4. Interactive Principle …………………………………………...
5. The Percentage of Students’ Behavior (Pre- Observation) …..
6. The Percentage of Students’ Behavior (Last Observation)…..
7. The Percentage Interaction Pattern Categories ……………….
8. The Percentage of Three Main Categories …………………….
9. The Percentage of Students’ Interaction Category ……………
10. Interactive Principles of Students ……………………………………...
11. Students’ motivation level …………………………………………….
12. The Result of Interview …………………………………………
16
43
45
45
47
49
50
52
54
55
58
59
Motto:
“Verily, with every difficulty there is relief”
(QS: 94-6)
“The secret of getting ahead is getting started”
- Mark Twain-
TABLE OF CONTENTS
Page
ABSTRACT ………………………………………………………….
i
CURRICULUM VITAE ……………………………………………..
ii
MOTTO ………………………………………………………………
iii
DEDICATION………………………………………………………...
iv
ACKNOWLEDGEMENTS …………………………………………...
v
TABLE OF CONTENTS ……………………………………………..
vi
LIST OF TABLE ……………………………………………………...
vii
LIST OF FIGURE …………………………………………………….
viii
LIST OF APPENDICES ………………………………………………
ix
1. INTRODUCTION
1.1.Background of the Problems ………………………………….
1.2.Identification of the Problems ………………………………...
1.3.Limitation of the Problems ……………………………………
1.4.Formulation of the Problems ………………………………….
1.5.Objectives of the Research ……………………………………
1.6.Uses of the Research ………………………………………….
1.7.Definition of Terms ……………………………………………
1
5
5
6
6
6
7
2. FRAME OF THEORIES
1.1.Review of Previous Research …………………………………
1.2.Review of Related Literature ………………………………….
1.2.1. Concept of Crossword Puzzle …………………………
1.2.2. Concept of Interaction …………………………………
1.2.3. Concept of vocabulary …………………………………
1.2.4. Concept of Learning Vocabulary ………………………
1.2.5. Concept of motivation ………………………………….
8
10
10
14
18
29
31
3. RESEARCH METHOD
3.1.Setting …………………………………………………………
33
3.2.Research Design ……………………………………………….
3.3.Research Participants ………………………………………….
3.4.Data Collecting Technique …………………………………….
3.5.Research Instrument ……………………………………………
3.6.Research Procedure ……………………………………………
3.7.Data Analysis …………………………………………………..
33
34
34
38
40
43
4. RESULT AND DISCUSSION
4.1.Result of the Research …………………………………………
4.2.Discussion of the Finding ………………………………………
46
60
5. CONCLUSIONS AND SUGGESTIONS
5.1.Conclusions ……………………………………………………
5.2.Suggestions ….…………………………………………………
67
68
REFERENCES …………………………………………………………
APPENDICES ………………………………………………………….
69
70
1. INTRODUCTION
This chapter deals with the background of problems, identification of the
problems, limitation of the problems, formulation of the research questions,
objectives of the research, uses of the research, and definition of term which is
used in this research.
1.1.Background of the Problems
Interaction is one of main components in the class that should make teachinglearning process can be more interesting. Students’ low motivation to learn in the
class may affect them to be passive doing some interactions with other students,
so when they feel uncomfortable in the class it can be decreased their interest to
study and make them feel bored or lazy to learn something in the class. In learning
language the students is forced to be active to communicate and can use language
as a media to make conversation, but when they learn language in the class with
low motivation and low interaction they will have difficulties to master the
language.
To master the language the first step that students should know is vocabulary.
They should understand vocabulary which is a very important component.
Vocabulary is very important to help students learn English language. When
students started to study English in their elementary school; the first kind of
2
material that they learn was vocabulary. Vocabulary is also important to be
understood by students in mastering four skills in English like listening, speaking,
writing, and reading.
Graduates of junior high school are supposed to master vocabulary in order to be
able to communicate whether in spoken or written form. But the fact shows that
there are many students in junior high school who still have difficulties in
understanding and using English vocabulary as media of communication although
they have studied English for long time in their school. Some students claimed
that their primary problem acquiring English is the way of teacher that did not
build up their ability to make good interaction in the class; so the students felt
uninterested in learning process, this is one of students’ problems in learning
English. The quality of interaction in the class may become the main problem for
students to be interesting in learning process.
The main problem in learning process may come from how a teacher creates the
whole interaction with students in the class to make them interested and enjoyed
in learning vocabulary. The interaction can come from teacher and students or
students and students. Interaction in the class may affect learning process. A
Learning process which is followed by a great interaction may create students’
good understanding. So, interaction is one of the important activities to make
learning process more effective. In some research, interaction in the class has its
own part to push or throw out students interesting in learning vocabulary in the
class.
3
From some problems above, maybe there is something wrong in learning process,
or may be problem in the teachers’ own personality in teaching in front of the
class. To overcome this situation, some researchers have investigated many
techniques, and media to help teachers teach vocabulary in the class. There are
many researches that focus on the increasing students’ achievement in learning
vocabulary, but just some researches used technique or media in learning
vocabulary which is focused on the interaction of students, about how the
techniques or media can affect students’ interaction.
For those reasons the researcher tried to observe some kinds of interesting media
to show the interactions of the students when they learn vocabulary in the class.
The researcher has chosen the puzzle game to be a media that used to see the
students’ interaction in learning vocabulary, because puzzle may one of media
which can bring the students’ motivation to study about language. There are many
kinds of puzzle namely jigsaw, picture puzzles, crossword puzzles, Sudoku
puzzles, and logic puzzles. The researcher only chooses one kind of puzzle game
that is crossword puzzle game.
A crossword word puzzle is a puzzle game which normally takes the form of a
square or a rectangular grid of white and black shaded squares. The goal is to fill
the white squares with letters, forming words or phrases, by solving clues which
lead to the answers. In languages that are written left-to-right, the answer words
and phrases are placed in the grid from left to right and from top to bottom. The
shaded squares are used to separate the words or phrases.
4
Crossword puzzle is the words puzzle that can be applied as an interesting media
to improve the students’ vocabulary in which words have to be guessed from the
clues and written in space of the grid. In the English language, there are three
different types of crossword puzzles: freeform or criss-cross crossword puzzles,
standard American-style crossword puzzles, and cryptic crossword puzzles. The
researcher just used the freeform or criss-cross crossword puzzles in this research.
Because the freeform or criss-cross crossword puzzles is the simple and basic one
of crossword puzzle.
The researcher conducted the research in SMPN 8 Bandar Lampung, because
there is no previous research conducted there which focus on the problem that was
researcher observe in this script. The researcher has been done the pre observation
in SMPN 8 Bandar Lampung and put the focus on the second grade students. The
puzzle games used in this study has been matched to the second grade learning
materials. The learning process showed that some of students still passive in the
class and feel shy to speak English because they have lack of vocabulary. This
condition can be affect students’ interaction in the class. They still shy build up
some interactions among other in the class, they just waiting the teacher doing
some interactions with them but they feel uncomfortable to start the interaction by
themselves.
The researcher focused on how is students’ interaction and students’ motivation to
interact when they are learning vocabulary using crossword puzzle. The
researcher assumes that learning vocabulary using puzzle will affect students’
interaction in learning process.
5
1.2. Identification of the Problems
Based on the background discussed above, the researcher would like to identify
the following problems:
1.
Many students still have difficulties in understanding vocabulary in
English
2.
Students feel bored to study English without using media of learning.
3.
The learning process in the class still teacher-centered where the students
are passive to do some interactions in the learning process.
4.
The students still passive to build good interaction in the class when
learning process happens.
5.
The students have low motivation in learning English because of their
limited knowledge of English vocabulary.
6.
The students have low motivation to interact because of their low ability in
using English vocabulary.
1.3. Limitation of the Problems
In line with the identification of the problems, the current research is focused on
the following issues:
1. Students’ have passive interaction in learning vocabulary.
2. Students’ low motivation to interact in learning vocabulary.
6
1.4. Formulation of the Research Question
Referring the limitation of the problems above, the writer formulates the problems
as follow:
1. Can the crossword puzzle game used to influence students’ interaction in
learning vocabulary?
2. How is students’ motivation to interact when they are learning vocabulary
using crossword puzzle game?
1.5. Objectives of the Research
Considering the formulation of the problems, the objectives of this research are:
1. To identify how the use of crossword puzzle game to influence students’
interaction in learning vocabulary.
2. To find out how students’ motivation to interact when they are learning
vocabulary using crossword puzzle.
1.6. Uses of the Research
The uses of the research are:
1. Theoretically, the result of this research can give contribution to the next
researches, it also can be used as a reference for the next researches and the
conclusion of this research may verify the previous theory.
2. Practically, to inform the readers, English teachers, etc, about crossword
puzzle game that can be used as one of alternative media to learn vocabulary.
7
1.7. Definition of Term
Vocabulary is one of basic term to understand every language skills in English. It
is a set of lexeme include a single word, compound word, and idiom that can be
arranged for making up the language.
Crossword puzzle is one of the game that uses some empty blocks to be fill with a
letter which will make a word based on the question of the crossword puzzle, it
will be written into numbered square that go across down.
(Cambridge
dictionary)
Interaction is a reaction of communication that occurs two or more objects have
an effect upon one another.
Student’s interaction is reaction of communication among students’ in learning or
some communication in class and may be outside of the class.
Motivation is defined as the process that initiates, guides, and maintains goaloriented behaviors, or what causes us to do something.
2. FRAME OF THEORY
This chapter concerns with review of previous research and review of related
literature which consists of definition of crossword puzzle, interaction,
vocabulary, learning vocabulary, and motivation.
1.1. Review of Previous Research
Teaching using media was already known as one of way to make learning process
more interesting to students. There are so many media which can be used by
teacher to make students exiting to study in the class. Crossword puzzle is one of
media that can increase student ability in learning especially learning in
vocabulary. That be supported in a research which titled increasing students’
vocabulary achievement through crossword puzzle game in group work at the
seventh grade of SMPN 10 Bandar Lampung by Meutia in 2011, showed that
crossword puzzle can give significant increasing to students’ vocabulary
achievement. In Delia’s research (2011), found that students’ interaction can be
pushed up by using some media of learning in the class. That result showed that
media of learning has positive influence on students’ achievement and interaction
in learning process.
In other research from Tricia M, et al (2009) found that crossword puzzle game
affected the success of students’ learning. When students learn vocabulary in the
9
class using crossword puzzle they showed good interaction with their environment
in the class, it effects positively their achievement in learning vocabulary.
On the other hand, Weisskirch (2006) found that students were more interested in
completing the puzzles and when given the chance to work collaboratively with
others, students found the puzzles to be more useful and enjoyable than when
doing them on their own. In addition to these findings, allowing students to
complete the crosswords in class can provide the opportunity for them to ask
questions or review answers orally with the instructor. In this way, students are
forced to research and understand the material so that they are able to write
meaningful clues for the puzzle. From that kind of activities, students have created
their own interaction in the class.
From some researches above they mostly said that there was a positive effect
using crossword puzzle as a media of learning. With using crossword puzzle
students are more interested to learn English because they learn with playing
games. But the writer wants identify the use of crossword puzzle on students’
interaction in learning vocabulary. The writer will focus on the students’
interaction in the class when they learning using crossword puzzle.
One of the researches about interaction which proves that interaction was one of
important part in second language acquisition. Nina (1997) in her research with
the title from-focused interaction and second language acquisition states that
interaction has relation in learning outcome. So when interaction in the class was
building well, it can push up the achievement of the student in the class.
10
In Kalu’s (1997) research, it has been found that there is a significant positive
relationship between interaction pattern and students’ achievement. The
significant positive relationship between interaction patterns and students’
achievement in low academic tasks implies that, the students tended to perform
well in academic tasks that require only memory and comprehension in
classrooms where the teacher adopts more of indirect teaching.
1.2. Review of Related Literature
In review of related literature the researcher has written the complete explanation
about crossword puzzle, interaction, vocabulary, teaching and learning
vocabulary.
1.2.1. Crossword puzzle
Crossword puzzle is one of the games that uses some empty blocks to be filedl
with a letter which will make a word based on the question of the clues, it will be
written into numbered square that go across and down. From the statement,
crossword puzzle form consists of two parts. The first part consists of some grids
with certain arrangement and the second is clues. The grids are arranged based on
the number of the letter of each clue answers both vertically or horizontally.
To play crossword puzzle, the students must fill the grid by the letters based on
the clues. They have to find out the answer of each clue. If they could answer one
clue correctly, this easier for them to fill other grids are connected each other. So,
the students learned how to recognize their mistake and fix it.
11
The researcher chose crossword puzzle in this research because puzzle is one of
interesting media that make students interested in learn English. Franklin et al
(2003) states that crossword puzzles game can significant increase students’
motivation and students’ interest in the topic at hand. The researcher delivered the
crossword puzzle games with group work among the students to build their
interaction. Crossword puzzle game may give students chances to improve their
vocabulary.
1.2.1.1.The types of crossword puzzles
In the English language, there are three different types of crossword puzzles:
freeform or criss-cross crossword puzzles, standard American-style crossword
puzzles and cryptic crossword puzzles.
1. Criss-Cross or Freeform Crosswords
The Criss-Cross or Freeform crossword is the easiest to create and play, and the
best way to learn how to play the word game. In this puzzle, you have connecting
words that go across and down as letters join one word with another. As with all
crossword puzzles clues are given, so that you can try and come up with the right
words to complete the puzzle. Each clue is numbered and that corresponding
number is written in the white boxes of the puzzle, showing where letters go and
what direction a word is being played. You will find such puzzles being used in
classrooms as students learn about different subjects in school, subjects such as
spelling, science and history can be taught using the Criss-Cross or freeform
crossword puzzle because it is so simple.
12
2. Standard American Style Crosswords
The Standard American Crossword is a word puzzle which is a little tougher than
the Criss-cross and it has black and white squares. This puzzle has the same
pattern, no matter how you look at it and words being played have to have at least
three letters. The clues to this puzzle are given as definitions of a particular word
that is to fit inside the puzzle. When playing this puzzle, you can choose between
easy, hard and the mastermind, when you really want a challenge. In the Standard
American Crossword, only 1/6 of the puzzle board is covered in black boxes.
These crossword puzzles range in difficulty from very easy to extra-challenging.
3. Cryptic Crosswords
For the Cryptic Crossword, the puzzle box is structured like a lattice frame, or an
entanglement of black and white boxes. However, do keep in mind that though
there are black and white boxes, only the white boxes are used for lettering.
Cryptic crossword is a puzzle in which each clue is a word puzzle in and of itself. Cryptic
crossword puzzles come in two main types: the basic cryptic in which each clue answer is
entered into the diagram normally, and the advanced or "variety" cryptic, in which some
or all of the answers must be altered before entering, usually in accordance with a hidden
pattern or rule which must be discovered by the solver. In this research the researcher use
the first type of crossword puzzle, the Criss-Cross or Freeform crossword.
Example of crossword puzzle
There are so many kinds of crossword puzzles; here is one of the examples.
13
2
4
6
8
10
12
14
16
18
Across
The___likes to leave a gift under
your pillow when you lose a
tooth.
Dringking milk will make your
teeth___
You chew food woth your___
Dringking___ will give you
strong bones and teeth.
Going to the dentist will make
sure you have healthy teeth and___
Everyone should take good ___
of their teeth.
Crest and colgate are types of
tooth ___
Teeth help you ___ your food
Eating too much ___ is not good
for your teeth.
1
3
5
7
9
11
13
15
17
19
20
Down
When a tooth has decay it is call a___
The dentist is a ___ doctor.
The ___ machine takes picture of your
teeth.
You need to ___your teeth at least twice
each day.
Use___to clean in between your teeth.
You lick an ice cream cone with your___
The doctor who checks your teeth is
called a___
Candy has too much___which is bad for
your teeth.
Taking care of your teeth will give you a
beautiful___
Hids like to__and play outside.
These are the first teeth in your mounth
which are called ___teeth.
WORD BANK
Sugar
Teeth
x-ray
chew
gums
Dentist
Care
Smile
Cavity
tooth fairy
Baby
Paste
Laugh
Brush
strong
Tooth
Candy
Tongue
Milk
Floss
14
There are the advantages and disadvantages of using crossword puzzle game in
learning vocabulary. Here are the advantages and disadvantages of crossword
puzzle. The advantages are Games could make the students more interested in
learning the material, and Teacher didn’t need to explain too many materials to the
students. The disadvantages are by attracting student’s interest to games, all of
them were active and made noisy. So it was difficult for the teacher to control
them. And by doing games the teacher only had a little time to explain the
material and gave some new vocabularies. So there was no longer time for teacher
to explain more and help them to memorize all the new vocabularies.
1.2.2. Interaction
Interaction is a reaction of communication that occurs in two or more objects and
has an effect on each other. A closely related term is interconnectivity, which
deals with the interactions of interactions within system; combinations of many
simple instructions can lead to surprising emergent phenomena. Interaction has
different tailored meaning in various sciences. Changes can also involve
interaction. Interaction was the focus variable of this research because interaction
always appears in every condition there is no even without any interaction.
There are several pattern of classroom interaction according to Edge (2001):
1. T – Ss (teacher - students)
This is the interaction where teacher gives instruction to the whole class.
2. Ss – T (students - teacher)
15
This is the interaction where there is an exchange between the teacher and
the whole class such as question and answer.
3. T – S (teacher – student)
This is the interaction where teacher initiates the interaction with an
individual of student. Teacher asks a student to answer the question,
repetition, confirmation, and so on.
4. S – T (student - teacher)
This is the interaction where the communication with teacher is started by
students. The student initiates himself to question the teacher, gives
opinion, and complains, elicits in form of information and many others.
5. T – S – S (teacher - student – student)
This is the interaction where teacher tells one students to say something to
other.
6. S – S (student – student)
This is the interaction where students communicate directly with each
other.
The researcher observed the students’ interaction because the writer interested in
how students’ interaction in learning vocabulary using some media. From a whole
classroom interaction, the research focused on students’ interaction. Not only the
pattern but also the categories of interaction also used as a basic theory to analysis
the data of this research.
Interaction categories used in this research is Categories of Flanders Interaction
Analyses. Flanders originally devolved a research tool, namely Flanders
16
Interaction Analysis (FIA), which become a widely used coding system to analyze
and improve teaching skill.
Table 2.1. The Categories of Flanders Interaction Analyses.
Indirect Influent
Direct Influent
Students Talk
Categories
1. Accept feeling: accepts and clarifies the feeling tone of
the students in a non-treating manner. Feeling may be
positive or negative. Predicting and recalling feeling are
included.
2. Praises or encourages; praise or encourages students
action or behavior, jokes that release tension, not at the
expense of another individual, nodding head or saying “uh
huh?” or “go on” are included.
3. Accept or uses ideas: clarifying, building, or developing
ideas or suggestions by a student. As teacher brings more
of his own ideas into play, shift to category five.
4. Ask question: asking question about content or
procedures with the intent that a student may answer.
5. Lectures: giving facts or opinions about content of
procedures; expressing his own ideas, asking rhetorical
question.
6. Gives direction: directions, commands, or orders with
which a student is expected to comply.
7. Criticizes or justifies authority: statements, intended to
change students behavior from non-acceptable to
acceptable pattern, bawling someone out, stating why the
teacher is doing what he is doing, extreme self reference
8. Student talk response: talk by students in response to
teacher. Teacher initiates the contact or solicits student
statement.
9. Student talk initiation: talk by students which they
initiate. If “calling on” student is only to indicate who may
talk next, observer must decide whether student wanted to
talk. If he did, use this category.
10. Silence of confusion: short periods of silence and periods
of confusion in which communication cannot be
understood by the observer
Based on both of theory the data of students’ interaction which researcher got
have analyzed, but to make the result more completed to answer research
question, the researcher used one more theory of interaction. The ideal of
interactions in the class, there are some interactive principles proposed by Brown
(2001:56):
17
1. Automaticity
True human interaction is best accomplished when vocal attention is on meanings
and not on grammar and other linguistic forms. Students are thus freed from
keeping language in controlled mode and can more easily proceeds to automatic
modes of processing. For example: the students may ask where to? Instead of
where are you going to? In this case the meaning will be the main attention rather
than the grammatical rules.
2. Intrinsic Motivation
As students are engaged with each other in speech act of fulfillment and selfactualization their deepest drive are satisfied. And as they more fully appreciate of
their own competence to use language, they can develop a system of self-reward
for instance when the students are engaged in free conversation. They are
intrinsically motivated to use their English since they can build their self-reward
as well.
3. Strategic Investment
Interaction require the use of strategic language competence both to make certain
decisions on how to say or write interpret language and to make repairs when
communication path ways ware blocked. The spontaneity of interactive discourse
requires judicious use of humorous strategies for production and comprehension.
4. Risk Taking
Risk taking requires of failing producing intended meaning of being laughed or
rejected. The rewards are great and worth the risk. It may occur when the students
try to say words in English but they have less vocabulary as well as being unable
18
to choose the right diction. For example: when one says, “Don’t story to other!”
he uses the word story instead of tell. What he says may attract others laugh at
him but still it needs to take as risk in producing English.
5. Communicative Competence
All of the elements of communicative competence (grammatical, discourse,
sociolinguistic, pragmatics and strategies) are all involved in human interaction.
All aspects must work together for successful communication. This may occur in
a formal language circumstance where everyone engaged in the circumstances
itself have greater knowledge of English language. they use English as the
communication tolls.
6. Inter Language
The complexity of interaction emails a long developmental process of acquisition.
Numerous errors of production and comprehension will be a part of this
development. I this case errors made by interlocutors are use to produce better
acquisition.
7. The Language Culture Connection
The cultural loading of interactive speech as well as writing requires the
interlocutors be thoroughly versed in the cultural nuances of language.
1.2.3. Concept of Vocabulary
When someone learns about language it is closely related to vocabulary, because
without vocabulary someone can’t build a language. Vocabulary is an important
part in language. Vocabulary is a list of words which is used to build up a
19
language, if the knowledge of vocabulary is miss it can be hard to learn about
language its self. This is supported by Barnhart (2008: 697), who states that
vocabulary is a stock of words used by person, class of people, profession, etc.
which has connected with language function as media of communication.
Vocabulary work can be directed toward useful words and give learner practice in
useful skills. It is obvious that without mastery vocabulary, someone can difficult
to communication in oral and written ways. In line with previous statement that
the writer assumes that vocabulary is the basic element of language in which it
will make a language meaningful. In any activity of learning language, student are
trying to use the language by using vocabulary into certain sentences in order to
be able to communicate and transferring their ideas. Vocabulary is very
important as basic of communication, if learners do not recognize the meaning of
words they will be unable to participate in conversation. No matter how well the
student learn grammar, no matter how successfully the sound of English are
mastered, without expressing a wide range of meanings using vocabulary
communication cannot be take place in any meaningful way.
2.2.3.1 Kind of vocabulary
Fries (1974: 4) classify vocabulary into some types namely:
1) Content words
a. Noun, name of subject or things.
Noun a word that is the name of something (such as a person, animal, place,
thing, quality, idea, or action) and is typically used in a sentence as subject or
object of a verb or as object of a preposition Nouns have sometimes been
20
defined in terms of the grammatical categories to which they are subject
(classed by gender, inflected for case and number). Such definitions tend to
be language-specific, since nouns do not have the same categories in all
languages. Crystal (1995:206) defines seven parts of speech as follows:
1. Adjectival Noun
Adjectival noun is an adjective that function as a noun. The examples
adjectival noun is highlighted. Example: The poor is asking some food
from the rich.
2. Animate Noun
Animate noun refers to a person, animal, or other creature. This animate
noun sometimes has different noun endings which make the gender clear.
The examples of animate noun are:
1) The a singer is greeting his fans.
2) We meet the teacher in his office.
3. Collective Noun
Collective noun is a word used to define a group of objects, where the
objects can be people, animals, emotions, concept or thing. It is a noun
that refers to things or people as a unit. The examples of collective noun
are:
1) The audiences give their applause to the singer.
2) The jury is collecting the score to decide the winner.
4) Be careful! There's a hive of bees someone near here.
21
4. Concrete Noun
Concrete noun refers to entities which can be observed and measured.
Here are the examples of concrete noun:
1) She holds many books.
2) They drive the motorcycle quickly.
3) There are three oranges on the table.
5. Abstract Noun
Abstract nouns are nouns that refer to concepts, ideas, emotions, etc.
Abstract nouns are nouns that you cannot touch, are not made of
materials, but play an important role in life. Here is a list of some
common abstract nouns: success, depression, love, hate, anger, power,
importance, tolerance, etc. The examples of abstract noun:
1) Tom has had a lot of success this past year.
2) Many people prefer to let love inspire them rather than hate.
6. Countable Noun
Countable noun refers to individual, countable entities, such as books,
houses, flowers, trees etc, for example:
1) There are a few trees in my backyard,
2) She bought three book of English yesterday.
7. Uncountable Noun
Uncountable noun refers to an undifferentiated mass or notion, such as
butter, water, sugar, for example:
1) I add some sugar in my tea.
22
2) We're having lovely weather this week.
3) We need to get some new furniture for our home.
8. Proper Noun
Proper nouns are named of specific people, place, time, occasions,
events, publications, and so on. Proper nouns are not usually used with
the determiners. It is also written with an initial of capital letter. The
examples of proper nouns are:
1) I love Indonesia;
2) My mother will go to Jakarta on Sunday.
3) I'd love to visit Canada next year.
b. Verb, action done by with those things.
Verb is the word which is used to tell about the action or movement of
person, thing and animal. There are several types of verb. Those are:
1. Transitive Verb
Transitive Verb is the verb that needs object and usually followed by
noun. These transitive verbs include arrest, avoid, do, enjoy, find, force,
get, give, grab, hit, like, pull , report, shock, take, tell, touch, want, warn.
Example:
- She takes a book.
2. Intransitive Verb
Intransitive Verb is the verb which does not need object, but it needs
adverbial modifier. These intransitive verbs include appear, come, fall,
go, happen, matter, sleep, swim, wait. Example:
23
- She sings beautifully.
3. Linking Verb
Linking Verb refers to verb that needs subjective complement rather than
object and that subjective complement describes the subject. These
Linking Verbs include: be, smell, feel, taste, prove, look, become,
appear, stay, remain, get, sound, seem, grow, turn, go.
a) Subjective Complement can be “Adjective”. Example:
- Your face grows red.
- Her voice sounds pretty.
b) Subjective Complement can be “Noun or Pronoun”. Example:
- He becomes a district governor.
- The robber is you.
4. Auxiliary Verb
An auxiliary verb (also known as a helping verb) determines the mood or
tense of another verb in a phrase: "It will rain tonight." The primary
auxiliaries are be, have, and do. The modal auxiliaries include can, could,
may, must, should, will, and would.
5. A lexical verb
A lexical verb (also known as a full or main verb) is any verb in English
that isn't an auxiliary verb: it conveys a real meaning and doesn't depend
on another verb: "It rained all night."
24
6. Modals
Modal Verbs are the verbs that are used to talk about ability, permission,
obligation and necessity, obligation and advice, possibility, probability,
request, offer, suggestion, habit and promise. Most Modal Verbs can
form question and negative sentence by themselves. There are many
Modal Verbs as following.
a) Ability. We use “can, could and be able to” to talk about the ability.
Can: is used in the present. E.g. He can play the guitar.
Could: is used in the past. E.g. My sister could speak when she was 15
years old.
Be able to: can be used both in present and past. E.g. Last year I
wasn’t able to speak at all, but now I am able to speak smoothly.
b)Permission. We use “can, could, may and might” to ask to a
permission. Example: Can I use your pen for a moment?
c) Obligation and necessity. We use “must and have to/ have got to” to
express obligation or necessity. Example: I have got a trouble pain in
my back, so I must go to the doctor now.
d) Obligation and Advice. We use “should, ought to, had better, and
shall” to talk about the obligation and advice.
Should and ought to be used talk about the obligation and duty, to ask
for and give advice and in general, to say what is right or good.
Example: You ought to learn to swim.
Shall is used when we want to know someone’s opinion, or when we
want advice or instruction. Example:
25
I have missed my last bus. What shall I do?
e) Possibility. We use “may, might and could” to talk about present or
future possibility. Example: There is someone at the door. It may be
Sara.
f) Probability. We use “should and ought to” to say that something is
probable at the moment of speaking or in the future. Example:
Sally should be at work by now. She’s normally there at this time.
g) Request. We use “can, could, may, will and would” to ask for
something, to ask for permission or to ask someone to do something.
Example: Could I ask you some questions?
h) Offer. We use “will, shall, could and would” when we are willing to
do something for someone. Example: I will lend you some money.
i) Suggestion. We use “shall, can and could” to ask for and make a
suggestion. Example: Shall we stay at home?
k) Promise. We use “will” to express strong intention in promises and
threats. Example: I will be careful with the car, I promise.
7. Phrasal Verb
A phrasal verb is a combination of words (a verb + a preposition or verb
+adverb) that when used together, usually take on a different meaning to
that of the original verb. E.g. break down, check in, and tear up. When
we use phrasal verbs, we use them like normal verbs in a sentence,
regardless if it’s a regular or irregular verb. Example:
-
Ella tore up the letter after she read it.
26
8. Regular and Irregular Verb
A regular verb (also known as a weak verb) forms its past tense and past
participle by adding -d or -ed (or in some cases -t) to the base form: "We
finished the project." (See Forming the Past Tense of Regular Verbs.) An
irregular verb (also known as a strong verb) doesn't form the past tense
by adding -d or -ed: "Gus ate the wrapper on his candy bar."
c. Adjectives, qualities of the things.
Adjective is the word which is used to modify noun or pronoun. These are
several kind of adjective:
1. Possessive adjectives
Possessive Adjective is the adjective which is used to point out the noun
that belongs to someone and there are seven Possessive Adjectives. They
are My, Your, Our, Their, His, Her and Its. Example:
- This is my book.
- Your car is outside.
2. Descriptive Adjective
Descriptive Adjective is the adjective that is used to tell the sorts of noun
or quality. Example:
- He is a tall man.
- They are good students.
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3. Numeral Adjective
Numeral Adjective is the adjective which is used to show the number of
noun. There are three types of Numeral Adjective as follow. Definite
Numeral Adjective, Indefinite Numeral Adjective, Distributive Numeral
Adjective
a) Definite Numeral Adjective
Definitive Numeral Adjective is the adjective that is used to denote an
exact number of nouns as first, second, third or one, two, three.
Example:
- Ankor temple has got five towers.
b) Indefinite Numeral Adjective
Indefinite Numeral Adjective is the adjective which is used to denote
an inexact number of nouns as some, any, much, many, little, a few.
Example:
- I have some friends here.
c) Distributive Numeral Adjective
Descriptive Adjective is the adjective that is used to cache one noun.
They are every, each, another, other. Example:
- Each student is very friendly.
- They speak to another person.
4. Demonstrative Adjective
Demonstrative Adjective is the adjective which is used to point out the
noun. They are this, these, that, and those. Example:
- That man is very handsome.
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- These girls are good-looking.
5. Interrogative Adjective
Interrogative Adjective is the adjective that is used to ask the question.
They are where, what, which. Example:
- Which animal do you like?
- Where doctor is he?
d. Adverb, used to modify a verb, adjective, or other adverb.
Adverbs can also modify prepositional phrases, subordinate clauses, and
complete sentences. These are the kinds of adverb:
1. Adverbs of Time
These adverbs answer the question „when’. Examples are: tomorrow, today,
yesterday, now, then, never, soon, already, ago, formerly, lately etc.
2. Adverbs of Place
These adverbs answer the question „where’. Examples are: here, there,
upstairs, downstairs, everywhere, nowhere, in, out, inside, away.
3. Adverbs of Frequency
These adverbs answer the question „how often’. Examples are: again,
frequently, always, seldom, hardly, often, once etc.
4. Adverbs of Number
These adverbs answer the question „in what order’. Examples are: firstly,
secondly, lastly, once, never, twice etc.
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5. Adverbs of Manner
These adverbs answer the question „in what manner’. Examples are:
slowly, carefully, terribly, seriously, well, pleasantly, really, thus etc.
6. Adverbs of Degree or Quantity
These adverbs answer the question „how much’ or „in what degree