From the calculation above, it was found that the value of t was 3.582. Then, it was consulted to the t-table of 5 of the significance level and Df=82. The value of
t-table of 5 with Df=81 was 1.989. The value of t-test was higher than the value of t-table 3.582 1.989. It means that there was a significant mean difference between
the experimental group and the control group.
4.6 The Hypothesis Verification
Based on the result of t-test formula of the scores of the vocabulary post test, it was known that the value of t-test was 3.582. Meanwhile, the value of t-test with
the significance level of 5 and the degree of freedom 82 was 1.989. It means that the value of t-computation was higher than the value of t-table 3.5821.989. it
means that the null hypothesis H which says: ”there is no significant effect of
using Crossword Puzzles on the eighth grade students’ vocabulary achievement at MTs Kebunrejo Banyuwangi” was rejected. On the contrary, the alternative
hypothesis H
a
which says: “there is a significant effect of using Crossword Puzzles on the eighth grade students’ vocabulary achievement at MTs Kebunrejo
Banyuwangi” was accepted. From the explanation above, it could be stated that there was a significant effect of using Crossword Puzzles on the eighth grade students’
vocabulary achievement at MTs Kebunrejo Banyuwangi.
4.7 DRE Degree of Relative Effectiveness
DRE was analyzed because the researcher wanted to know how far the effect of using Crossword Puzzles on the eighth grade students’ vocabulary achievement at
MTs Kebunrejo Banyuwangi. The degree of relative effectiveness was obtained from this following formula:
��� = �� − ��
�� × 100
=
87.89−83.09 83.09
� 100
=
4.8 83.09
� 100 = 5.77
notes: DRE
: Degree of Relative Effectiveness Ma
: Mean of the experimental group Mb
: Mean of the control group Masyhud, 2008:61
Based on the calculation above, the result of DRE was 5.77. It means that the degree of relative effectiveness of using Crossword Puzzles in teaching
vocabulary was 5.77 more effective than teaching vocabulary without using Crossword Puzzles.
4.8 Discussion
From the result of this research it was known that Crossword Puzzle is one of the effective ways to teach English vocabulary to the students. The result of this
research showed that the experimental group which was taught by using Crossword Puzzles got better vocabulary scores than the control group which was not taught
vocabulary by using Crossword Puzzles. It could be seen from the mean score of the vocabulary post test which showed that the experimental group got higher mean score
than the control group 87.8983.09. Moreover, the result of the data analysis of the vocabulary post test showed that the value of the t-test was
3.58 and it was higher than 1.98. It means that there was a significant effect of using Crossword Puzzles on
the eighth grade students’ vocabulary achievement at MTs Kebunrejo Banyuwangi. The result of this research was in line with the experts’ opinions. Karim and
Hasbullah 1986:2.34 state that Crossword Puzzles can be used in the vocabulary teaching learning process to make the students more interested and motivated to learn
English and the students may feel more relax in following the lesson. Furthermore, Karim and Hasbullah 1986:2.34 also state that by using Crossword Puzzles the
students are trained to think unconsciously and relate the words with their knowledge to fill in the Crossword Puzzles. Therefore, the students feel more relaxed in
following the teaching learning process. In the other words, it could be said that Crossword Puzzles helped the students easier in learning English because the students
practiced to think and memorize the words indirectly which could make the students get better vocabulary achievement.
In addition, the result of this research was also in line with some previous research results about Crossword Puzzles. A research that was conducted by
Rahmawati 2004 proved that there was a significant effect of using Crossword Puzzless on the tenth year students’ vocabulary achievement at SLTPN 6 Jember with
the degree of relative effectiveness 6.16 . It means that teaching vocabulary by using Crossword Puzzles is more effective than teaching vocabulary without using
the Crossword Puzzles. Another research that was conducted by Mariyati 2001 found that the use of Crossword Puzzles could improve the reading comprehension
achievement of the first year students at SLTP 2 Balung in the 19992000 academic year. It was shown by the increase 4.15 point from the first cycle implementation of
the action the mean score was 65.21 to the second cycle implementation the mean score was 69.39. It means that there was an increase of the point from the first
implementation to the second implementation. It showed that the use of Crossword Puzzles was useful for teaching vocabulary because it increased the students’
vocabulary achievement. The explanations above proved that using Crossword Puzzles were effective
for teaching vocabulary. In other words, although the research about Crossword Puzzles had been done to some different respondents, the results of those researches
were almost similar, that was the Crossword Puzzles were effective to teach vocabulary and could improve the students’ vocabulary achievement. In addition,
although some different research designs that had been applied were different, for
example the experimental research and the classroom action research, the results of those researches were positive.
The treatments of this research were done in two meetings. They were done in two meetings in order to ensure whether there were any effect of using Crossword
Puzzles or not. In the first meeting, the students were taught how to fill in the Crossword Puzzles based on the text given. Then, the students were asked to do the
exercises in the form of Crossword Puzzles. In doing the exercises, the students still had some difficulties in filling the Crossword Puzzles because it was the first time the
Crossword Puzzles applied in the teaching learning process in that school. In the second meeting, the researcher also asked the students to do the exercises like in the
first meeting but different material. In this meeting the students could finish the Crossword Puzzles by themselves and enjoyed in doing the Crossword Puzzles. It
could be concluded that Crossword Puzzles could increase the students’ vocabulary achievement because it was interesting and less intimidating for the students.
From the explanations above, it could be stated that the use of Crossword Puzzles had a significant effect on the students’ vocabulary achievement at MTs
Kebunrejo Banyuwangi.
CHAPTER 5 CONCLUSION AND SUGGESTION
