The subjects of this action research the seventh grade students of SMP N 1 Banjar Baru Tulang Bawang, Lampung of academic years 2017/2018. Based on the minimum criteria in SMP N 1 Banjar Baru were 70, so the researcher did loop 2. From the above analysis it was clear that crossword puzzle can improve students' vocabulary mastery especially in the seventh grade of SMP N 1 Banjar Baru.
PENGGUNAAN TEKNIK CROSSWORD PUZZLE UNTUK MENINGKATKAN VOCABULARY SISWA KELAS VII SMP NEGERI 1 BANJAR BARU TAHUN PELAJARAN Penelitian. Tindakan Kelas) RINGKASAN.
INTRODUCTION
- Problem Identiication
- Problem Limitation
- Problem Formulation
- Objectives of The Study
- Benefit of the Study
Game is one of the techniques that can make the students enjoy learning. Based on the pre-survey result above, the students have difficulties in learning activities, especially in vocabulary mastery. This way did not help and solve the students' problem in learning English, especially in vocabulary mastery.
Based on the problem identification above, the researcher only focuses on the students who still have little vocabulary.
THEORITICAL REVIEW
- Definition of Vocabulary
- Definition of Vocabulary Mastery
- The Importance of Vocabulary Mastery
- The Kinds of Vocabulary
- The problems of Vocabulary Mastery
- Crossword Puzzle Technique
- The Definition of Crossword puzzles Technique
- The Purposes of Crossword Puzzle Technique
- The Principles of Crossword puzzle Technique
- The Benefit of Crosword puzzle Technique
- The Use of Crossword Puzzle Technique to improve the Vocabulary
- The Steps of Crossword Puzzle
- Action Hypothesis
The words are important to classify because the function in the sentence is different. Creator Arthur Wynne, the crossword puzzle has been one of the most popular types of puzzles for children and adults.13 Furthermore, the Crossword Puzzle is a puzzle with groups of squares that must be filled in with words/numbers, a letter/number for each square. , synonyms or definitions of words with numbers corresponding to the numbers in the squares are given. 14. In this study, the game used is crossword puzzle because it is quite popular in Indonesia. Crossword is.
The above definition shows that crossword puzzle is a popular fun game to practice for children and adults, and to strengthen vocabulary which words to write horizontally and vertically according to their clues, so that each word crosses at least one other word with a regular letter, and the clues can be words, pictures, definitions or sentences. In the previous explanation above, the principle of the crossword puzzle this game generates excitement and brings teamwork to an activity often used only in the form of a sitting worksheet. Getting kids to work together and add a friendly competitive dimension to a simple crossword puzzle allows students to think outside the box and feel the excitement of competition.
Further, MC Keachie suggests some advantages of the use of games as solving crosswords, because students play an active role, make decisions, solve problems and react to the results of their own decisions. Crosswords can be used instead of worksheets to review concepts and vocabulary and to get students used to looking up what they don't know. Riddles can be made from the words that have been spoken in class. 23.
Based on the Harry Dhand Book crossword puzzle, it can also be used to encourage the use of a dictionary or thesaurus or to teach terminology used in a particular topic. How to play the crossword puzzle for the students; a) Play crosswords individually or in teams. Besides being a lot of fun, crossword puzzles are an excellent way to build vocabulary, the step of crossword puzzles is.
Based on the framework of theories and assumptions, the writer formulates actionable hypotheses "The use of crossword puzzle technique can improve students' vocabulary mastery and learning activities in seven grades of secondary school 01 Banjar Baru".
RESEARCH METHOD
- Subject of the Research
- Research Procedure
- The Concept of the Car
- Action Plan
- Data Collecting Technique
- Test
- Observation
- Documention
- Data Analysis Method
- The Indicator of Success
The researcher explained the role of the teacher and students. role in teaching crossword learning. Based on the student's pre-test result, only 4 (5%) students passed the minimum standard criteria, which was 70. In the post-test 1, only 12 students scored well, but the students' test result .
Here the researcher was the teacher, and the English teacher was like a collaborative partner who observes the students' activities during the teaching learning process. From the results of the first meeting, it can be seen that most of the students had difficulty learning vocabulary by heart. After that, if they have done it, the teacher and the student discussed together to find out which group scored better. The students looked very enthusiastic.
Here the researcher was as a teacher and the English teacher as a collaborator who observes the students' activities during the teaching learning process. To see students' vocabulary mastery before the treatment was implemented, the researcher administered the pretest. Based on the students' pretest score, only 4 (18%) students passed the minimum standard criteria which was 70.
In the pre-test, the researcher found the students' problem such as they were still difficult to memorize vocabulary. Based on the data, the researcher concluded that the students' by using crossword technique.
RESULT OF THE RESEARCH AND
Result of The Research
- Brief History of SMP Negeri 1 Banjar Baru
- List of Teacher and staffs in SMP Negeri 1 Banjar Baru
- Total of Students of SMP Negeri 1 Banjar Baru
- Location Sketch of SMP Negeri 1 Banjar Baru
- The School Organization
Description of Result Finding
The result of the students' vocabulary mastery was obtained through the test which consisted of a pre-test and a post-test at the beginning of the research and at the end of each cycle, while the students' activities were obtained from observation during the learning process. In this research before the cycle I process, the research conducted the pretest on Tuesday, November 21, 2017. The researcher conducted a pretest for the students to see how far the students' vocabulary mastery was before the treatment.
In the pre-test, the researcher found the problem of the students, such as they still have a hard time remembering the vocabulary and are confused about the meaning of the words. This is the reason why the researcher uses crossword puzzle technique to improve students' vocabulary mastery at SMP Negeri 1 Banjar Baru.
Description of The Research
- Cycle I
- Cycle II
In addition, the researcher has prepared an observation sheet consisting of a list of the students' names and a list of the activities of the students that will be observed during the teaching-learning process. Then, when they did, the teacher and students discussed together to know which one the group scored better. Looking at the result of the pre-test and post-test showed that the student's score increased from the mean in pre-test before it was 22.28% and the mean score at post-test in Cycle I was 61.81%.
It can be seen from the fact that the students spent 68% paying attention to the learning process, 50% enthused the students, 45% understood the .. material and then 40% answered the question. As for the shortcomings in this first cycle, there are: when explaining the material, the researcher paid less attention to students, which made the students noisy, students are less active in the group, some students failed the test of cycle I. It means that the time was up and that the investigator closed the lesson and reminded the students that they had to study about vocabulary again.
Thereafter, the investigator gave Post-Test Cycle II with the similar task on Post-Test Cycle I before. It can be deduced that the learning process went well and that the students were active in the classroom than cycle I. Based on the result, it can be seen that most of the students have no difficulty in memorizing vocabulary.
In this meeting, the students are serious about doing the exercise, so most of the students got a good score. In the second cycle, the students were also more active in doing the task and the exercise than before.
Discussion
- The Result of Pre Test
- The Result of Post-Test Cycle 1
- The Result of Post-Test Cycle II
- The Comparison of Pre-test, Post-test 1, Post-test 2
It means that classroom learning was an effective method of increasing students' mastery of vocabulary. Based on the result of post-test cycle I, it can be seen that only 12 students passed the post-test. Looking at the result of the pre-test and post-test showed that the student's score increased from the mean in the pre-test before that was 51.36 and the mean score on the post-test in cycle I was 61.81.
The result of post-test cycle II, it showed that the result of post-test cycle II meets the minimum standard criteria in which 19 students scored ≥ 70 and only 3 students still achieved success. This was supported by the results of students' scores at pre-test, post-test 1 and post-test 2.
Interpretation
The average score of the students in the first post-test cycle was 51.36 and the average score in the second post-test cycle was 76.81. Also, referring to the data of the results of student activities in cycle I and cycle II, there was an increase in student activities during the learning process. Therefore, the students' activities also increased because the aim of this research was that 80% of the students got at least 70 points in the vocabulary and 80% of the students became more active in the classroom.
Crossword technique can be used in the classroom to make students more active in the learning process. Crossword technique as an alternative technique can improve students' vocabulary mastery in seventh grade in SMP Negeri 1 Banjar Baru. This can be seen from the results of the pre-test, post-test 1 and post-test 2.
Students need to be more active in the learning process in order to understand the material and increase their score, especially in An English teacher can use the crossword puzzle technique as a method that effectively increases and motivates students in learning vocabulary. The principal should accept the positive side of this method when the technique is used in the classroom, because learning the crossword puzzle can make students more engaging in the classroom.
Andrew Carstairs-McCarthy, An Introduction to English Morphology Words and Their Structure, (Edinburgh: Edinburgh University Press Ltd, 2002). Charles Carpenter Fries, The structure of English, an introduction to the construction of English sentences, (London: Longman, 1952).
CONCLUSION
Conclusion
Suggestion
Jaramillo, Losada, & Fekula, Designing and Solving Crossword Puzzles (Developments in Business Simulation and Experiential Learning) vol.39, 2012. John S Butcher and Maria G.ramirez, Vocabulary Development for English Language Learners, (University of Las Vegas).
