139
Cycle I 77.02
78.37
Cycle 2 79.59
81.08
From the data presented above, it could be seen that the students’ mean score of
vocabulary test improved, from 67.45 in the previous cycle as pre-cycle before the research was conducted to 77.02 in Cycle 1 and to 79.59 in Cycle 2. Although there
was an improve ment of students’ active participation and vocabulary achievement in
Cycle 1, however the action was continued to the second cycle to see the consistency of the success achieved in each Cycle 1. The research results of both cycles had
vocabulary score at least 75 also improved from 55.87 in the cycle to 78.37 in Cycle I and 81.08 in Cycle 2.
4.3 Discussion
Based on the results of classroom observation and the test vocabulary in Cycle 1 and Cycle 2, it can be seen that the students improved their active
participation in the teaching and learning process and in vocabulary achievement after being taught by using Crossword Puzzles. Although the objectives of this
research were reached, the actions were still continued to the second cycle in order to kn
ow the consistency of the result in Cycle 1. The improvement of students’ active participation and their vocabulary achievement in Cycle 1 and Cycle 2 can be seen in
the chart below :
140 The result of vocabulary test in Cycle 1 presented in the diagram 1 showed
that 78.38 of the students reached the target of the research. In other words, the action given to the students in Cycle 1 was successful in which the improvement of
the achievement 78.37. The success criterion of the research was at least 75 of the students reached score 75. Then, Cycle 2 was given to know the consistency of
the result achieved in Cycle 1. The result of vocabulary test in Cycle 2 showed that 81.08 of the students
reached score at least 75. It means that Cycle 2 also improved th e students’
vocabulary achievement compared to the result of Cycle 1. It showed the consistency of the result in both cycles. Also, based on the observation checklist, it could be seen
that the average participation of the students increased from 77. Based on the English teacher of this school, teaching vocabulary by using
Crossword Puzzles is an interesting way to the students. It was proved by the students’ enthusiasm when they learnt vocabulary by using Crossword Puzzles. The
students were also enthusiastics in the vocabulary teaching and learninng process by using Crossword Puzzles. They really enjoyed to use Crossword Puzzles in doing
their vocabulary exercise. In addition, the results of this research are relevant to the previous research
results. For example, the one that was conducted by Ainun 2009 at SMPN 3 Lumajang, revealed that Crossword Puzzles can help students improve their
vocabulary achievement. The result showed that there was a significant effect of using Crossword Puzzles on the eighth g
rade students’ vocabulary achievement in that school. Moreover, the degree of relative effectiveness of using Crossword
Puzzles more effective than teaching vocabulary by using lecturing method and giving vocabulary exercises.
141 Based on the result of vocabulary achievement test and observation during
the teaching learning process in Cycle 2, it was showed that the target of the result was succesfully achieved. It was that the use of Crossword Puzzles could improve
the students’ active participation and their vocabulary achievement during the teaching learning process.
In summary, it could be concluded that the use of Crossword Puzzles in teaching vocabulary was able to help the students to improve their active
participation as well as their vocabulary achievement. In addition, Crossword Puzzles can be used as an alternative technique in teaching vocabulary by the English
teacher, due to the fact that Crossword Puzzles could improve the students’ active participation and their vocabulary achievement.
142
CHAPTER 5. CONCLUSION AND SUGGESTIONS