CHAPTER III RESEARCH METHODRESEARCH METHOD
B. DISCUSSION
The t-test value for vocabulary is 17.16 and the t-table for vocabulary is 2.056; it means that the t-test is greater than the t-table. This shows that mean score difference between pre-test and post-test is statically significant.
These findings are used to determine whether or not the hypothesis stated in this research is statically proved. As being stated in previous chapter that the null hypothesis (H0) is rejected when the value of t-test is greater than the value of t-table and the alternative hypothesis (H1) is accepted. Therefore, based on the above result where the value of t-test is greater than the value of t-table, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected this means that the hypothesis “ There is a significance difference of the students’
vocabulary enhancement before and after teaching through Crossword Puzzle Technique“ is accepted ( p = 0.05; df = 26 ).
From the analysis above, the researcher concluded that there is a significant difference between pre-test and post-test in the use Crossword Puzzle to Enhance Students’ Vocabulary.
2015/2016. The VIII F students became the sample of this study. The students of VIII F were the experimental group class.
Those classes could play cooperatively in the teaching and learning process. In this research, there were three main activities such as pretest, treatment, and posttest. Those activities were done on six meetings. There were 27 students in experimental group who joined in this activity.
The process of collecting data in this research applied into six meetings which consist of one meeting for pretest, one meeting for posttest, and four meetings for treatments. Before doing teaching and learning process, the researcher gave pretest to measure students’ previous knowledge in vocabulary.
The result of the pretest can be seen in table 3got “poor” in their mean score.
The students in the experimental class was enthusiastic, especially in the first meeting, most of them in the experimental class felt more fun and they were not bored in the classroom during the teaching and learning process.
The enhancement of students’ vocabulary in experimental class is caused by the treatment. In the learning process the students enjoyed the treatments very much. This was the first time the students learnt vocabulary using crossword puzzle, where they were asked to do many activities. In the beginning of the lesson, the researcher gave some tasks to the students using the crossword puzzle and other kind of vocabulary tests by using clues. It made the students enjoy the tasks because it was a fun game and they could work in team. The students said that learning English vocabulary using crossword puzzle is interesting, crossword puzzle is easier and more effective than only memorizing the words.
The technique of teaching is one of the factors that influence the result of the study. In the process of teaching, the teachers must choose appropriate technique, so the students will enjoy the lesson. Based on the result of tests, the process of learning English using crossword puzzle as a vocabulary teaching technique in SMP Negeri 20 Makassar could help the students to expend the students’ vocabulary, so they could enhance their vocabulary achievement.
Besides, the students who had been taught using crossword puzzle felt more fun and they were not bored in the classroom during the process of teaching learning.
In the process of learning, the students in the experiment class were enjoyed and fun.
In applying the crossword puzzle, the students spelled the words, pronounced the words repeatedly, looked for answers with clues, and its meaning.
Besides, the difficulty of the question in pre-test and post-test are also interesting to be discussed.
The result of this research showed that the students’ vocabulary of SMP Negeri 20 Makassar enhanced. In the experimental class, based on the research result, the students’ score improved, in the pre-test 7 students got very poor score and 9 students got poor score (table 1) and after the researcher gave the treatment, there was no students got very poor score and poor score (table 1).
This research proved the previous research by Yunita (2013) about crossword puzzle. As she found that the English vocabulary of the students’ could improve using the crossword puzzle. There were good responses from the students. The students were more enthusiastic in studying English. Crossword
puzzles helped the students easy to understand, memorize and helped them to stay focused on the lessons. Crossword puzzles as the media for teaching vocabulary was very effective to make the students receive the material easily. So, both of the technique are very good to be applied to enhance the students’ vocabulary.
The researcher was using demonstrates, repetition, and elaboration in teaching vocabulary in the experimental class. It made the students easier to save the words on their long-term memory. Although there are many factors that might influence the retention of the students, it should be remembered that the aim of this research only to find out whether or not the use of crossword puzzle can enhance the second grade students’ vocabulary of SMPNegeri 20 Makassar.
Before giving treatment, the students’ achievement in vocabulary is categorized poor, which is proven by the percentage of the score of pre-test in students’ vocabulary.
The students’ means score of pre-test is 61.18; while at the post-test is 85.15; It shows that there is a significant improvement in vocabulary after giving treatment with the percentage of it is 39.18%
The students’ achievement in vocabulary for pre-experimental is shown that there were 2 students’ (7.41%) are categorized good, 9 students (33.33%) are categorized fair, 9 students (33.33%) are categorized poor, and 7 students (25.93%) are categorized very poor, out of students 27. So, the students mean score for pre-test is 61.18
After giving treatment for four times to the experiment class, there is an improvement at students’ vocabulary, where it indicates that 6 students (22.23%)
are categorized very good, there were 17 students (62.96%) are categorized good, 4 students (14.81%) are categorized fair.
So, it has an improvement from the mean score between pre-test and post- test namely, 81.15 > 61.18 (the mean score of post-test is greater than pre-test). In order to know the level of significance (p=0.05), degree of freedom (df = N-1) = (df = 27-1) = 26 was 2.056;
After calculating the t-test value for vocabulary is 17.16 and the t-table for vocabulary is 2.056; it means that the t-test is greater than t-table. This shows that mean score difference between pre-test and post-test is statically significant.
These findings determine that there is a significance difference of the students’ vocabulary enhancement before and after teaching through Crossword Puzzle Technique could significantly improve the students’ vocabulary.
Finally, using crossword puzzle is effective to enhance the students’
vocabulary because it makes the students more motivated in learning to grasp the lesson. It is concluded that in this study, the use of the crossword puzzle enhanced the vocabulary of the second grade students of SMP Negeri 20 Makassar in the academic year 2015/2016.
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result of this research and the discussion in the previous chapter, this chapter presents the conclusion and suggestion.