CHAPTER II REVIEW OF RELATED LITERATURE
B. Some Pertinent Ideas
2. Word Cross Game
a. Definition of Word Cross Game
The word cross game has been suggested as a teaching-learning option. A word cross game, according to Dhand (2014: 55), is a puzzle with sets of squares to be filled in with words or numbers, one letter/number for each square. The numbers in the squares correspond to the synonyms or meanings of the terms. Letters/ words are fitted into a pattern of numbered squares in answer to clues.
According to Moursund (2013: 8), the word cross game is a common puzzle game in which the puzzle-goal solver's is to solve a specific mentally difficult problem or complete a specific mentally difficult mission. In accordance with the preceding claims, the word cross game is a common game in which players fill in grids with words or letters. It has evolved into one of the most popular teaching-learning games, including language learning. This game is rated as a tough game.
b. Types of Word Cross Game
Nation (2014: 45) suggested a communicative word cross game that is appropriate for spoken activity. He gives the students instructions to do as follows, and they function in pairs. Each of them has a word cross game. Although there are no hints in the puzzle, learner A has half of the words written in, while learner B has the other half. They exchange requests for the words that are missing from their
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version. They are not permitted to say the words aloud or to demonstrate their puzzles to one another, but they must have paraphrases of the words. So is A, who inquires, "What is 5 down?" B will have to say something along the lines of, "It's what you use to turn on or off the switch." Its aim is to provide an overview of how communicative word cross games are used in the teaching-learning process.
Sentences may also be used to assist students in determining the interpretation of words. According to Johnson (2013: 43), students locate the missing or unknown word by looking at the meaning of the sentence or paragraph. He also adds cloze sentences, which are contextual sentence forms. It's a sentence that's missing one letter.
Provide a one-letter hint for very low-level readers. “At school, I sit in my _____,” for example.
Finally, there are several types of word cross games that can be developed to improve the English teaching-learning process, especially the teaching-learning of vocabulary, such as word cross games with pictures or cloze sentences, and communicative word cross games.
c. The Benefit of Using Word Cross Game
Dhand (2014: 55) explained how word cross game help the students in learning, as follows:
1) Since the definitions or synonyms of the terms are right there to provide reinforcement, the term cross game strategy is a good way to teach and enrich vocabulary.
2) A word cross game may be used to promote the use of a dictionary or thesaurus, as well as to learn vocabulary unique to a topic. They can be used at the end of a unit, chapter, or lesson as a quiz or examination.
3) The instructor can easily create a word cross game and show it to the students.
d. The Making Process of a Word Cross Game
There are a plethora of online websites that allow you to create crossword puzzles in this day and age. Some websites also offer guidance on how to create a word cross game that meets our requirements.
Vega-Singer (2014) offers the making word cross game as follows:
1) Decide how hard the instructor would like to work to make her or his word cross game. A simple word cross game could have as few as 10 clues and responses that overlap in just one or two letters. A more difficult word cross game would have several "across" and
"down" hints that partially or completely overlap. (How difficult the puzzle is to do has more to do with the clues than with the size of the puzzle.)
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2) In the middle of a piece of graph paper, write the longest theme phrase. Place the remaining theme words vertically and horizontally in the grid, overlapping them where the letters fit. If a teacher places two "across" words next to each other, any place the words come into contact must also produce "down" words. For each expression, number the first box.
3) Check the grid to see if the instructor can make it as compact as possible while still getting the words in. Fill in some of the blank spaces between theme words with a few short words that don't match the theme.
4) Outline your grid and fill in any blank spaces with black. When you've solved the puzzle, this is what it'll look like. Carefully copy the grid to a new sheet of graph paper (including the black spaces and numbers but without the letters).
5) Create the clues. Create two lists of the numbers in the puzzle: one for "across" clues and one for "down" clues. Make sure the hints for the theme words are specific enough for the receiver to understand. (If the answer is "Nirvana," for example, the clue might be "Your favorite band in college.") If necessary, look up dictionary meanings for the filler terms.
6) Before giving the puzzle to the intended recipient, double-check that the clues correspond to the correct numbers and that each
answer has the right number of spaces. Nothing is more aggravating than a puzzle that won't work!
e. Step of Word Cross Game
1) The teacher gives the same crossword for each student. They solve individually with the help of written clues.
2) The teacher divides the class into group and the teacher gives a different crossword for each group.
3) The teacher distributes a crossword puzzle to each pupil. They work on the crossword puzzle separately. The instructor then divides the class into six classes, with each group working on a different task. Students will assist one another and discuss how to complete their crossword puzzle as a group.
4) The instructor creates a crossword puzzle on the board but does not have written clues. The teacher gives oral hints and solves the crossword with the class step by step. The students are divided into classes, and each group goes to the board and writes the words one by one.
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C. Coceptual framework
The conceptual framework underlying this research in the following diagram
The diagram consisted of three main points : 1. Input : vocabulary
2. Process/Treatment : Deals with the use of The Use of Word Cross Game
3. Output : Deals with The improvement of Students Vocabularies a. Noun
b. Adjective c. Verb d. Adverb INPUT Vocabulary
TREATMENT The use of word
cross game
OUTPUT The improvement of students vocabularies
Noun Adjective
Verb Adverb
D. Hypothesis
There are two hypothesis in this research. They are H0 (Null Hypothesis) and H1 (Alternative Hypothesis)
1. H0 (Null Hypothesis) there is no significant the difference improving vocabulary of the students after teaching by using Word Cross Game.
2. H1 (Alternative Hypothesis) there is a significant the difference improving vocabulary of the students after teaching by using Word Cross Game.
20 CHAPTER III RESEARCH METHOD A. Research Design
This research applied Pre-Experimental Research Design. It aimed to find out whether there was an improvement on the students vocabularies after using word cross game.
The design of this research was to used one group pretest-posttest design. The students do the pretest (O1), gave the treatment (X), and do the posttest (O2). The comparison between the pretest and posttest scores determines the success of the treatment.
The design can be described as follows :
Pretest Treatment Posttes
O1 X O2
( Gay, 2006: 252 )
1. Pre-test
The pretest was administered before the treatment given. it aimed to know the students previous vocabularies.
2. Treatment
The sample was treated by using word cross game. The treatments was conducted for four meeting. Each meeting for 2x45 minutes. The topics that was presented different in each meeting.
The procedures of treatment : a. At the first meeting
The researcher asked the students to mention word a theme about noun,verbs, adjective and adverb they have known and before going home, researcher asked the students to memorize some noun, verbs, adjective and adverb they have known.
b. At the second meeting
The researcher asked the students to mention word relationship with noun before entering the class. After that, the researcher give the students more explanation about noun and verb. Then, researcher engage the students to play games through word cross game. Firstly, the reseacher given word clue for the play the games to pair up the students ( player ) and start playing word cross game. There are four group and two session when play games. For the first group, the researcher asked the students to develop the first word by looking at the first letter as the clue of those words. When the first fail, it was replace by the second group and the letter is add. This action continued until the word can be answer. In the second session, the winner of the group try to guess the word. First person and third person describe the
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word in turn and the second person try to guess the word. The last, researcher give homework to find out material about adverb and adjective to next material.
c. At the third Meeting
The researcher was given review about the material about noun and verb. The purpose was to check how many words that they have known. Next, researcher given a new topic about adverb and adjective.
So, reseacher asked the students to mention about adverb and adjective that they have learn. After that, researcher given new words about verb. Next, researcher asked the students to play word cross game with the topic adverb and adjective. The last, researcher was given homework to find out material about adverb and adjective to next material.
d. At the fourth meeting
Researcher was given a present for the winner in this game. The last researcher review the entire topics that have been taught to them. So, the researcher knows their improve vocabulary through word cross game.
3. Post-test
After given the treatment, the researcher administered a pos-test which ran for 90 minutes and the researcher was given a test of vocabulary same as pre-test.
a. Scoring each the students’ answer by using the following formula :
Sudjana in Juniati (2013; 35) B. Population and Sample
1. Population
The population of this research in the Ten Grade Student of SMA Muhammadiyah 4 Makassar. The class consisted of 20 students.
2. Sample
The sample of this research only in the Ten Grade Student of SMA Muhammadiyah 4 Makassar. The researcher used total sampling technique because in the Ten grade only one class and the class consisted of 20 students.
C. Research Variables and Indicator 1. Variables
There are two variables in this research :
a. Independent variable refers to the implementation game that involves the participants into four group, the presentation of this group is divided into two session. For the first session, teacher asked the students to complete the first word by looking at the first letter as the
Score = 𝑆𝑡𝑢𝑑𝑒𝑛𝑡
′𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑀𝑎𝑥𝑖𝑚𝑢𝑛 𝑠𝑐𝑜𝑟𝑒
𝑋 100
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clue placed above the word. In the second session the winner of the groups tries to guess the word.
b. Dependent variable refers to the improvement of the students vocabularies. The students know about meaning of words ( noun, verb, adjective and adverb )
2. Indicator
There are four the indicator of this research were noun, verb, adjective, and adverb.
D. Research Instrument
The instrument of the research were for collecting the data which pre-test and post-test. Pre-test consist of some task about anouncement and related with kinds of vocabulary (noun,verb, adjective and adverb) using word cross game while in the post-test the researcher was given the different task for students but still use same topic but different content. In the pre-test had 50 items ( noun= 18, verb=13, adjective= 13, adverb=6) and in the post-test had 50 items ( noun=15, verb=14, adjective=14, adverb=7).
E. Procedure of Data Collection
The procedure of data collection used the following steps : 1. Pre-test
Pre-test was used in the first meeting to measure students’ vocabulary before given the treatment. The researcher was given the task for students
about anouncement and related with kinds of vocabulary (noun,verb, adjective and adverb) using word cross game about 90 minutes.
2. Post-test
Post-test was given after treatment to know the improvement of students’ vocabulary. The researcher administered a pos-test which ran for 90 minutes.
F. Technique of Data Analysis
The data analysis in Pre-experimental design from the test analyzed with : 1. To find out the mean score,the researcher use the formula :
𝑥
= ∑ 𝑥𝑁
𝑋̅ = Mean Score
∑ 𝑥 = the sum of all score
N = the total number of sample
( Gay, 2006: 320 ) 2. To find the students’ improvement, the formula as follows :
% =𝑥2−𝑥1
𝑥1 × 100
Notes :
% : the students’ improving X1 : the mean score of the pre-test
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X2 : the mean score of the post-test
3. To classify the students’ score, there are five categories standard of evaluating as follows :
Table 3.1 the classify the students’ score
No. Score Categories
1 90-100 Excellent
2 80-89 Very Good
3 70-79 Good
4 60-69 Fairly Good
5 50-59 Fair
Adapted from Jacobs in Saleha ( 2008: 29 ) 4. Finding out differences between pre-test and pos-test by using the
formula:
t = 𝐷
√∑ 𝐷2−(∑ 𝐷𝑁 )
𝑁 (𝑁−1)
2
Notes :
𝐷 = mean score
∑ 𝐷 = the sum of all the scores N = the total number of students t = test of significance
( Gay,1981: 177 )
27 CHAPTER IV
FINDING AND DISCUSSION A. Findings
Based on the result of the test, the research concludes that there is improvement of using word cross game to improve students’ vocabulary at the first grade of SMA Muhammadiyah 4 Makassar.
1. The Use of Word Cross Game to Improve Students’ Vocabulary in SMA Muhammadiyah 4 Makassar
The result of the improvement of using word cross game to improve students’ vocabulary that covers noun, verb, adjective and adverb of pre-test and post-test showed there was improvement of using word cross game to improve students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar. It can be seen clearly in the following tables and charts.
Table 4.1 The Improvement of the Students’ Vocabulary
No Indicators Pre-test Post-test Improvement (%)
1 Noun 58.88 76.33 29.63
2 Verb 53.84 87.14 61.84
3 Adjective 50.76 80.71 59
4 Adverb 65 92.14 41.75
∑X 228.48 336.32 192.22
𝑋̅ 57.12 84.08 48.05
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Table 4.1 shows that the score of noun had improved (29.63%) from the mean score of pre-test (58.88) to post test (76.33). The score of verb had improved (61.84%) from the mean score of pre-test (53.84) to post-test (87.14). In adjective had improved (59%) from the mean score of pre-test (50.76) to post test (80.71). In adverb had improved (41.75%) from the mean score of pre-test (65) to post-test (92.14). After calculating the score, it is found vocabulary had improved (48.05%) and the mean score of vocabulary in pre-test (57.12) while in the post-test (84.08) , it was more clearly shown in the figure 4.1
Figure 4.1 The Improvemet of the Students’ Vocabulary
Figure 4.1 explains that the improvement of noun was 29.63% , verb was 61.84%, adjective was 59% and adverb was 41.75% , the mean score was (48.05%). It proves that there was improvement in students’
vocabulary at the first grade of SMA Muhammadiyah 4 Makassar.
58.88
53.84 50.76
65 76.33
87.14
80.71
92.14
Noun Verb Adjective Adverb
IMPROVEMENT %
Pre-test Post-test
a. Improvement of the Students’ Noun
The researcher concludes that there is improvement of using word cross game to improve students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar, the improvement be able see following table :
Table 4.2 The Improvement of the Students’ Noun
Indicators Pre-test Post-test Improvement (%)
Noun 58.88 76.33 29.63
Table 4.2 shows that the score of noun had improved (29.63%) from the mean score of pre-test (58.88) to post test (76.33). It was more clearly shown in the figure 4.2
Figure 4.2 The Improvemet of the Students’ Noun
Figure 4.2 explains that the improvement of noun was 29.63%.
It proves that there was improvement in students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar.
58.88 76.33
Noun
IMPROVEMENT %
Pre-test Post-test
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b. Improvement of the Students’ Verb
The researcher concludes that there is improvemet of using word cross game to improve students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar, the improvement be able see following table :
Table 4.3 The Improvement of the Students’ Verb
Indicators Pre-test Post-test Improvement (%)
Verb 53.84 87.14 61.84
Table 4.3 shows that the score of verb had improved (61.84%) from the mean score of pre-test (53.84) to post-test (87.14). It was more clearly shown in the figure 4.3
Figure 4.3 The Improvemet of the Students’ Verb
Figure 4.3 explains that the improvement of verb was 61,84%.
It proves that there was improvement in students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar.
53.84
87.14
Verb
IMPROVEMENT %
Pre-test Pos-test
c. Improvement of the Students’ Adjective
The researcher concludes that there is improvemet of using word cross game to improve students’ vocabulary of adjective at the ten grade of SMA Muhammadiyah 4 Makassar, the improvement be able see following table :
Table 4.4 The Improvement of the Students’ Adjective Indicators Pre-test Post-test Improvement (%)
Adjective 50.76 80.71 59
Table 4.4 shows that there is improvement of the students’
vocabulary from pre-test and post-test. In adjective had improved (59%) from the mean score of pre-test (50.76) to post test (80.71). It was more clearly shown in the figure 4.4
Figure 4.4 The Improvemet of the Students’ Adjective
Figure 4.4 explains that the improvement of adjective was 59%. It proves that there was improvement in students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar.
50.76 80.71
Adjective
IMPROVEMENT %
Pre-test Post-test
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d. Improvement of the Students’ Adverb
The researcher concludes that there is improvemet of using word cross game to improve students’ vocabulary of adverb at the ten grade of SMA Muhammadiyah 4 Makassar, the improvement be able see following table :
Table 4.5 The Improvement of the Students’ Adverb Indicators Pre-test Post-test Improvement (%)
Adverb 65 92.14 41.75
Table 4.5 shows that there is improvement of the students’
vocabulary from pre-test and post-test. In adverb had improved (41.75%) from the mean score of pre-test (65) to post-test (92.14). It was more clearly shown in the figure 4.5
Figure 4.5 The Improvemet of the Students’ Adverb
65
92.14
Adverb
IMPROVEMENT %
Pre-test Post-test
Figure 4.5 explains that the improvement of adverb was 41.75%. It proves that there was improvement in students’ vocabulary at the ten grade of SMA Muhammadiyah 4 Makassar.
e. The classify the students’ score of pre-test and post-test with the categories below :
No Categories (Score)
Frequency (Pre-test)
% Frequency (Post-test)
%
1 Excellent (90-100) 0 0 7 35
2 Very Good (80-89) 0 0 7 35
3 Good (70-79) 2 10 2 10
4 Fairly Good (60-69) 2 10 4 20
5 Fair (50-59) 12 60 0 0
Total 16 80 20 100
Table 4.6 The rate percentage of the pre-test and post-test students The table 4.6 explain the students’ vocabulary before and after treatment. The table describe that from 20 students in the pre-test there were 4 students got score 31-50 (poor) and 12 (60%) students got the fair score, 2 (10%) students got the fairly good score, 2 (10%) students got the good score, no student got very good and excellent score. It means that the means score of pre-test showed that students’ vocabulary were fair in the vocabulary (noun, verb, adjective, adverb). Than the post-test, no students got the fair score, 4 (20%) students got the fairly good score, 2 (10%)