CHAPTER I

INTRODUCTION
A. The Background of the Study
English is becoming more and more important in Indonesia as it is use for different
purposes, such as teaching, cultural and among others. In Indonesia, English is as a
one of foreign language which is taught in elementary school, junior high school, and
senior high school. For many years ago the material of English is emphasized in the
structure of language, the students are hoped be able to recall the pattern of tenses. It is too
hard for the students, it makes the students are lazy to learn English. Beside that the
students are unable to speak English, it is caused the students are less vocabulary.
Vocabulary is one of aspects in English. It is very important for studying
English. Learner who just learns grammar without vocabulary will be difficult to convey
what he or she wants to say. However, learner who just learn vocabulary or just read
text or open dictionary will be able to say something (Harmer, 2001; 13). Vocabulary
is needed to improve the four English skills; listening, speaking, reading, and writing.
This means that the vocabulary plays an important role for the study in their field of
study. The students, who are less in vocabulary, will be difficult in understanding the
text, unable to speak English, and difficult to write their own idea. In addition, students with
a small vocabulary also read slowly because they do not understand many of words
or have to stop and look them up in dictionary (Edwards, 2006; 177).
In my view, some of students in senior high school still have less vocabulary.
Sometimes they don’t understand what the teacher says. Moreover, the students are still
difficult to communicate using English. It can make the students lazy to learn English.
The students don’t give attention when the teacher is explaining the material in the class.
Furthermore, they just keep silent if the teacher asked them in English. So, most of
students just acquire a few vocabularies. The researcher needs to implement a method that
can make students interested in learning. Most of this situation is found in SMA N 01 too.
Most of students did not understand what the teacher said in English and they are difficult to
remember news vocabularies that they have learned.
In improving the student’s achievement in teaching learning process, the teachers
have an important role. Teachers are in constant search of essential activities that
allow students to improve their learning abilities of foreign language. The teachers must
know the condition of the students. In the other hand, method has an important role in
teaching learning process. Method which is used by the teacher can make students enjoy in
learning. The teacher must use the appropriate method in teaching learning process that can
make students is easy to acquire the new vocabulary. Game is one of method that can
make students feel enjoy in learning. The students can do both of learning new vocabulary
and play game. In addition, games are helpful because they can make students feel that
certain words are important and necessary (Allen; 1983:54). Without those words, the
students can not finish the game.
There are many games which can be used in teaching learning process. One kind of
game is crossword puzzle. By crossword puzzle, the students can get new vocabularies and
improve their vocabulary. According to Edward (2006; 74), there are some of activities
that will help build vocabulary that are using words in conversation and doing crossword
puzzle. Therefore, the researcher suggests crossword puzzle in teaching vocabulary.
Crossword puzzle can train the student’s brain to recall the new words. Moreover the
students will learn English by sharing with their friends to finish the crossword puzzle.
All of above explanation create inspiration to the writer to make an action research,
because the writer wants to know how far crossword puzzle can improve students’
vocabulary mastery and does meet the students in SMAN O1 MORO ? So the writer makes
an action research with the title The Use of Crossword Puzzle to Improve Vocabulary
Mastery (A classroom Action Research of The First Year Students in MA Al Bidayah
Candi Bandungan in the Academic Year 2009/2010).

B. Limitation of the Problem

In order to avoid any misinterpretation of the problem, the writer would like to limit
the scope of the study. The writer wants to know whether crossword puzzle can improve the
students’ vocabulary mastery. The material is limited to that is taught at first grade of
senior high school in the second semester.

C. The Purpose of the Study

The purpose of this research is:
1. To find out whether crossword puzzle can improve the vocabulary mastery of the first
year students in SMAN 01 MORO in the academic year 2009/2010.
2. To find out whether crossword puzzle does meet with the first year students in SMAN 01
MORO in the academic year 2009/2010.
 D. The Benefit of the Study
1. Theoretically, the benefit of this research is can be a reference for other writers in their
paper.
2. Methodologically, the benefit of this research can give inspiration to the teacher in order
to can use the method which is appropriate in teaching learning process.
3. Practically, the benefits of this research are, firstly the finding of the research can
be used by the teacher in selecting the technique to improve the student’s vocabulary in
teaching learning process. Secondly, the finding of this research can improve knowledge
and to be an experience for the writer, so the writer will be better in the next teaching.
Thirdly, the finding of this research can help the students to improve the student’s
vocabulary. Moreover, it can be as a reference for the other researcher, because this result
just in SMAN 01 MORO in the academic year 2009/2010.

E. Definition of Key Term

The writer wants to clarify and explain the terms of the title to make understandable
meaning, they are following:
1. Crossword Puzzle
Crossword is puzzle in which words have to be written (from numbered clues)
vertically and horizontally (up and down) in scales on a chequered squared or oblong
(Hornby; 1963: 233). Puzzle is problem design to test a person’s knowledge (Hornby;
1963: 652). Crossword Puzzle is problem design to test a person’s knowledge in
which words have to be written vertically and horizontally in spaces on a squared.
2. Vocabulary Mastery
Vocabulary is list of words used in a book with definition or translation
(Hornby; 1963: 1120). Mastery is great skill or knowledge (Handy learner’s dictionary
of American English, 2000: 252).Vocabulary mastery is the knowledge in understanding the
words

F. Thesis Outline
This thesis will consist of five chapters. Each chapter will be discussed as follow:

Chapter I tell about introduction, and the writer will explain the relationship
related to the thesis. It is the background of the study, limitation of the problem, the purpose
of the study, the benefit of the study, definition of key term, and thesis outline.
 Chapter II tells of the theoretical review. In this chapter, the writer will explain about
crossword puzzle, vocabulary in teaching learning process, and achievement as a result of
teaching learning process, students’ motivation, and crossword puzzle game in teaching
vocabulary.

Chapter III explain about research methodology. In this chapter, the writer
would like to explain the setting of research, the subject of study, research method,
research procedure, the model of research, the technique of collecting data, the technique of
data analysis
CHAPTER II
THEORETICAL REVIEW
A. Crossword Puzzle
In Oxford Learner’s dictionary (2003;103), crossword is puzzle in which words
have to be guessed from clues and written in spaces in a grid. A crossword is a word
puzzle that normally takes the form of a square or rectangular grid of white and
shaded squares (http://www.wikipedia.org). Puzzle is game that you have to think about
carefully in order to answer it or do it (Oxford Learner dictionary; 2003:349). Puzzle is game
or toy to exercise the mind (Longman Handy Learners’ Dictionary of American English:
2000:336) From some definitions above, the writer can conclude some definition of
crossword puzzle:
1. Crossword puzzle is a game that you have to think about carefully which is consist of
words that written in space in a grid.
2. Crossword puzzle is a game to exercise the mind which is consist of words that written in
space in a grid.
3. Crossword puzzle is a game that you have think about carefully which is normally takes
the form of a square or rectangular grid of white and shade square.
4. Crossword puzzle is a game to exercise the mind which is normally takes form of square
or rectangular grid of white and shade square. In Longman Handy Learners’ Dictionary of
American English (2000: 99), crossword puzzle is printed game in which words are fitted
into numbered square. Crossword puzzle is a game which is consists of words in the grid that
has to think carefully to guess from the clue and can be exercise the mind.
1. Crossword Puzzle as a Game In the definition above shows that crossword puzzle
is a game. In our daily live, It can be an exercise our mind which is done in our free
time as a filler. In teaching learning process, it can be a game which helps the students in
improving vocabulary. Furthermore, the statement below will show that crossword puzzle is
one kind of games. There is the type of games that usually called fillers. These are not mainly
games, but they are activities, which can be turned into games by incorporating the
competitive element to them (http://www.wikipedia.org), they consist of:
A. Quizzes are not games as their name indicates; however, games canbecome
quizzes. One of the purposes of games is for the teacher to evaluate students'
knowledge. They are generally used in an end-oflesson activity to check student’s
retention.
B. Riddles, whose main goal is to develop students’ listening or reading comprehension.
It can improve students’ vocabulary too (Lee; 1963:124). For Example, the teacher said,
“What do we use to cut our meet? “Write down your answer on your paper”. (the answer is
knife)
C. Crossword puzzles, which are mainly focused on vocabulary andspelling
practice. Crossword puzzle can improve the students’ vocabulary by filling the words in
the clues and reading the clues of crossword puzzle. Sometimes, the teacher gives the clues of
crossword puzzle orally, so the students listen and write down the clues. It can train
the students’ spelling and listening.

2. The Kind of Crossword Puzzle

In teaching vocabulary by using crossword puzzle, there is some kinds of
crossword puzzle which can be done the students, they are:
(http://www.crossword.com).

A. Oral crossword.
The oral crossword is the crossword which is the clue is given orally by the teacher,
and the students just get the blank crossword. Only give the students the puzzle with no
clues what so ever. Give the clues orally. In a foreign language class, this can be an
excellent listening activity. Tell students to fill in what they can and then repeat the clues
once more at the end.
B. Picture crossword
Picture crossword is the crossword which is the clue consist of picture. Only give the
students the puzzle with no clues. For each clue, hold up a picture. This works especially well
with a unit that involves a lot of new vocabulary.
C. Object crossword
 The object crossword is the crossword in which the clue is written on the object.
Only give students the blank puzzle with no clues. Place the items around the room,
each labeled with their clue number. Have students rotated around the room to different
stations; allow them to pick up the objects as they complete the puzzle. This tactile
version of the puzzle is great for those students who are handson learners. This type of
puzzle works well for units with a lot of vocabulary.

3. The Procedure of Presenting Crossword Puzzle

In presenting crossword puzzle, the teacher can do the various ways. The
procedure of presenting crossword puzzle must make the students are interested to do the
crossword puzzle. The various procedures are possible (Lee; 1963:135):
A. The teacher gives the same crossword for each student. They solve individually
with the help of written clues.
B. The teacher divides the class into groups. Then the teacher gives a different
crossword for each group. Everyone in the group helps to solve it. However, if
there is a more active member in one group, they tend to do all the work. In otherwise,
if there is a more passive member in one group, they will difficult to do all the work.
C. Teacher gives crossword puzzle for all of students. They do the crossword
individually. Then the teacher divides the class into groups and then they work in
groups. The students can share their answer to finish th eir crossword in their group.
D. The teacher write crossword on the board, but no written clues. The teacher
gives clues orally and solves the crossword step by step with the class. The class is
divided into groups and each group come to the board and writes the words in one by
one.Furthermore, the teacher can be creative in presenting crossword puzzle. For
example, the teacher divides the class into groups. Then the teacher gives the
same crossword for each group. The group who finished in the first time and all of
the answer is right will be given a point. It can be more interesting, if there is a prize
for the winner.In addition, crossword puzzle consists of a crossword and clues.
The clues are the guidance for solving crosswords puzzle. There are three kinds of
clue:
a. Picture
The clue is consisting of picture which shows something, so the learner can guess the
word. For example:What is this animal? (The answer is rabbit)
b. Definition
 This clue is by giving the meaning of word in crossword puzzle. For example: Be
no longer valid (The answer is expire)
c. Sentences completion
This clue is consisting of sentence in which the answer is by fill the missing word. For
example: My father’s brother is my …. (The answer is uncle)

B. Vocabulary in Learning English

In Oxford Learner’s Pocket dictionary, vocabulary is list of words with their meanings,
especially in a book for learning a foreign language. Vocabulary is a powerful carrier of
meaning (Harmer; 2002: 45). Vocabulary is one of the most obvious components of
language and one of first things applied linguists turned their attention (Harmer; 2001:

4. Vocabulary is
central to language and of critical importance to typical language learner (Fauziati;
2005: 155). In the writer’s opinion, vocabulary is one aspect of language in which is
important in learning language because vocabularies carry meaning which is used in
communication. All of the statements about vocabulary show that vocabulary is
important in learning vocabulary.Moreover, vocabulary has an important role in teaching
learning process. According to Scrivener (1994: 75) in classroom there are five role of
vocabulary, they are:
1. Vocabulary is very important and needs to be dealt with systematically in its own
right.
2. We need to distinguish between vocabulary for productive use and for receptive
recognition.
3. The learner will be difficult to finish the work, if they have first met some new
vocabulary.
4. We need to deal not only with single word lexical items. But also with longer,
multi word items.
5. Training in the use of English-English dictionaries provides learners with a vital tool
for self- study
It shows that how important vocabulary for the students in teaching learning
process. If the students just have a little vocabulary the will be unable understand the
question, the text of English. In addition, if the learners have a small vocabulary, they
cannot have very much information or knowledge. Moreover, without the words the
learner cannot really understand fact or ideas. With the new ideas that the learners
have meet, they will get new words.
1. The Source of Vocabulary
From the statement above, we know that vocabulary is important in teaching learning
process, therefore we must improve our vocabulary. To improve vocabulary, we must
know, where the source of vocabulary comes from is. So the students will be easier to
learn English. According to Harmer (2001: 56), there are some source to learn
vocabulary in teaching learning process, they are:
a. Words list
Word list is on economical way of organizing vocabulary for learning and it doesn’t
matter a great deal if they are put together in a random way. The students can learn
vocabulary wherever they are, because it is easy to bring.
b. Vocabulary book
It is also integrated into skills work, typically in the form of a pre-task or post-task
vocabulary focus. There is many vocabulary and task in vocabulary book which can be an
exercise for the students.
c. The teacher
The teacher is a potential fruitful source of vocabulary input not only in terms of
in accidental learning, but also as a means of introducing vocabulary thought teacher
talk.
d. Learner
Each learner can contribute to the shared class lexicon though activities as brainstorming.
Learner can improve their vocabulary from other learner by discussion and sharing with their
friends.
e. Short text
Short text for vocabulary building purposes whether spoken or written have enormous
advantages over learning words from lists From the statement above, we know that the
teacher and learner have the great influence in improving the students’ vocabulary.
Teacher must help the students to improve the students’ vocabulary, especially in teaching
learning process. Teacher must make students feel enjoy in learning vocabulary. So
they will be easier in remembering new vocabulary that they have gotten. With much
vocabulary they will easier in communication with other and understanding what they
have read. Therefore the students with poor vocabulary need to build their vocabulary.
 2. Improving Vocabulary
After we have known the source of vocabulary, we must improve our vocabulary. There
is an efficient way to improve vocabulary (Edwards; 2006: 71), they are:
a. Be aware of words
Many people with poor vocabularies do not pay attention to the words around them. The
first step to better vocabulary is start paying attention the word.
b. Reading
Reading can help to find new and interesting words. Read new magazines, books and
newspapers. Identify the words that you don’t know and write them down.
c. Use dictionaries
Use the dictionary dictionaries to look up the meaning of the words that you find
while reading for pleasure and for school. The dictionary is filled with information about
words and the use of words (Mullen; 1963; 29). It can be a basic reference tool when the
learner using words in doing the task.
d. Use index cards to study
Learner should write the new word on an index card. Then write the definition and
a sentence using the word on the back of the card. Carry these card wherever the learner go.
e. Review vocabulary words regularly
Keep the index cards, and study them although just a few spare minutes. The words that
have written in index card must be bring in every where. So the learner can read the
words although just a few minutes.
f. Try vocabulary–building books
Some students have great success with vocabulary -building books or website. These
can be an excellent help if the learner enjoy doing the exercise
g. Use the words
Two other activities that will help build the learner vocabulary are using the words in
conversation and doing crossword pu zzles. The use of words in daily conversation can help
the students in using the words spontaneously in speaking ability. In addition, the students
can practice their vocabulary by doing crossword puzzle. It can make students to
remember the vocabulary that they have had.

3. The Kind of Vocabulary

The learner’s vocabulary is divided into two main areas, active and passive (Nasr; 1972:
75). Sometimes they called productive and receptive vocabulary.An important consideration
for teacher planning vocabulary work is the distinction between productive and
receptive vocabulary (Scrivener; 1994: 74). The clear differences between productive
and receptive vocabulary will be seen the function of the using vocabulary. The
productive vocabulary is used for oral skill, and receptive vocabulary is used just for
comprehending.In addition, understanding the differences between active and passive
vocabulary is important for the learner, because adding a word to active vocabulary is
ordinarily more difficult than merely learning to recognize (Mullen; 1963: 4). Learner
must choose a word that appropriate in the situation when they speak in English. Therefore, it
is useful to know the differences between them.

f. Receptive Vocabulary
Receptive vocabulary is the set of words that we recognize and understand, but tend not
to use ourselves (Scrivener; 1994: 75). Receptive vocabulary sometimes called passive
vocabulary, it is a word that a person understands when he hears or reads them but does not
use in his own speech (Nasr; 1972: 75). In addition receptive vocabulary is the words
those they will need merely to comprehend, especially in their reading (Harris; 1969: 48).
Receptive vocabulary is the word which is used in reading and writing skill.Learner’s
receptive vocabulary is useful in understanding what the learner have heard and what they
have read. If the learner has much receptive vocabulary, they understand what the text talking
about.

g. Productive Vocabulary
Productive vocabulary is the words that the students should be in using in their speech and
writing (Harris; 1969: 48). Sometimes, productive vocabulary called active vocabulary
(Nasr;1972: 75) Active vocabulary consist of those words which the learner use frequently
and naturally in learner’s writing and speaking (Mullen; 1963:113). Productive
vocabulary is the words which are used in speaking and writing skill.An active
vocabulary is more difficult to be learned than a passive vocabulary. The learner must be
able to choose the word which is appropriate with the situation. Therefore, the learner
must be an extra effort to learn an active or productive vocabulary.

C. Achievement as a Result of Teaching Learning Process

Achievement is the result of reaching something by effort. Achievement is a
concrete result of an action done by an individual (Handayani; 2005: 11).
Achievement is a personal accomplishment, attainment of goal go by the individual or
the society in educational psychology. The achievement of every student is different
between one and another. Achievement is the result of teaching learning process.
Learner is said successful in teaching learning process, if he or she gets good
achievement. Achievement of the students in teaching learning process is influence of
some factors. Teaching is consciously effort of teachers to make students learn and reach the
achievement. There are two factors that influence English Achievement. The factors of
achievement according to the theory of psychology are:
1. The internal factor
The internal factors consist of physical and psychological moods, physical modes
cover, health, fatigue, and sensory factors, and psychological moods consist of
observation, reaction, fantasy, associative intelligence, emotion, motivation, desire, attention
and interests.
2. The External factor
The external factors consist of physical and social factor. Physical factors cover
study space, study tools, lighting, ventilation, weather, nutrition, desk, chair, noisy, and
tranquillest, and social factors consist of parents sitting, playmates, study mates, teacher,
principal and staff.

D. The Students’ Motivation

Motivation is same kind of internal drive which pushes someone to do things in
order to achieve something (Harmer; 1980: 105). Motivation is probably the most
often used catch all item for explaining the success or failure of virtually any
complex task (Brown; 1980: 22). Motivation is commonly thought of an inner drive,
impulse, emotion, or desire that moves one to a particular action. Motivation is a critical
component of learning.Motivation is important in getting students to engage in
academic activities (http://www.psychologycampus.com/). Motivation is one of internal
factor that can make students to do something seriously in order to they can achieve what
they want.The students’ achievement in vocabulary is influence by student’s motivation.
Students who complain that they cannot remember what they read sometimes are not
motivated (Edwards; 2007: 92). Therefore they have less vocabulary and they are lazy to
learn English.Furthermore, the teacher’s motivation has an influence too for the
successful in teaching learning process. The teacher must be motivated in teaching the
students. It is better that teacher can improving the students’ motivation in learning
process. The teacher must make the students are interested in learning process. So the
students will feel enjoy in learning vocabulary.
The teacher and students have an influence in teaching learning process. If they
were highly motivated, so they really wanted to learn and they had powerful reasons for
doing so, the desire to learn can come from many causes. Perhaps the students love the
subject or are simply interested to see what it is like. On the other hand, they may
have a practical reason for their study.
In second language learning to claim that a learner will be successful with the proper
motivation. Such claims are of course not erroneous, for counlyless studies and
experiments in human learning have shown that motivation is a key to learning The
motivation that brings students to the task of learning English can be effected and
influenced by the attitude of a number of people. Some sources of motivation of the
students are:
1. The society where the students live in
Outside any classroom there are attitudes to language learning and the English language in
particular.
2. Significant others
Apart from the culture of the world around students, their attitude to language learning will
be greatly affected by the influence of people who are close to them.
3. The teacher
A major factor in the continuance of as student’s motivation is the teacher.
4. The method
Method is vital that both in the teacher and students have some confidence in the way
teaching and learning take place.The students who are motivated will easier to learn than the
students who are not motivated. Therefore learner must improve their motivation to get the
better result in learning. There are ways to enhance intrinsic motivation in the classroom:
1. Arouse interest
It is important to convince students of the importance and interest level of the material that
is about to be presented, to show that the knowledge to be gained will be useful.
2. Maintaining curiosity
A skilful teacher will use a variety of means to further arouse or maintain curiosity in
the course of the lesson. The use of demonstrations helps to make students want to
understand.
3. Use a variety of interesting presentation modes
The motivation to learn is enhanced by the use of interesting materials, as well as by a
variety in the way that material is presented. For example a teacher can use films, guest
speakers, demonstrations and so on, in order to maintain interest in a subject. However, all
of these different materials need to be carefully planned and should all focus on the course
objectives and complement each other.
4. Help students set their own goals
People will work harder for goals that they have set for themselves, than if they were set by
others.
5. Express clear expectations
Students need to know exactly what they are supposed to do, how they will be evaluated,
and what the consequences of success will be. Failure often stems from confusion about
what was asked of them.
6. Provide clear feedback
Feedback can serve as an incentive. It can be an adequate reward in some cases. Feedback
must be clear and specific and given close in time to the performance. It should be
informative and motivational and help by giving them suggestions for future success.
7. Increase the value and availability of extrinsic motivators
Students must value incentives that are used to motivate them. For example, some students
may not be all that interested in receiving teacher praise and grades, but might value notes
sent home to parents, more recess time or special privileges.

E. The Use of Crossword Puzzle in Teaching Vocabulary

The crossword puzzle is still the most popular word game. It lies in the ease with
which it can be constructed. The words are run together horizontally and vertically Wharton
(1995: 48) stated that crossword puzzle for use in the language classroom is really quite
easy to create. First, make a list of words with which your students should be familiar. Then,
search for a letter common to two words and you are off.
The puzzle forms may be used in several ways:
1. The students find animals, colors, or plants in the puzzle.
2. The students find certain parts of speech: verb, noun, preposition, etc.
3. Other categories may include the names of the days, the week, months, school
subjects
4. The student finds proper nouns: cities, states, countries, famous people, etc.
5. The student finds certain kinds of activities: trades, professions, sport, hobbies, etc.
 This game can be done in individual, in pair, or in groups. The teacher gives a copy of
the “crossword puzzle” and explains the rules, such as students have to complete it as quickly
as possible. For the individual game, the student who can complete it first is the winner
and gets the good point from the teacher. In pair work or group, the winner is the
pair or group who can complete it first. All of the winners will have prizes from the
teacher. It makes this game to be more attractive.
The use of crossword puzzle game in teaching vocabulary is one of the alternative
techniques to help the students to construct and improve their vocabulary
mastery.Moreover, crossword puzzle can be one of activities in practicing vocabulary
which can help the students to be more familiar with the words, recognize the words,
manipulate and remembering the words (Scrivener; 1994: 83).

CHAPTER III
RESEARCH METHODOLOGY

A. The Setting of Research

This classroom action research was done at MA Al Bidayah Candi Bandungan.
It is located at Jl. Hadiningrat No. 03 Candi Village, Bandungan
Subdistrict, Semarang Regency, 50651. This research has been done from
January until February. MA Al Bidayah has a building for learning teaching
process. It is an education center to support the succesfull in teaching learning
process. Moreover the situation of MA Al Bidayah is below:
a. Building
Table 3.1 Building of MA Al Bidayah
No The kind of room Total Large
G. Classroom 6 315 m
2
H. Laboratory 1 12 m
2
I. Library 1 3 m
2
J. Healthy room 1 15 m
2
K. Headmaster room 1 15 m
2
L. Teacher room 1 120 m
2
M. Mosque 1 18 m
2
N. Students restroom 5 12 m
2
O. Teachers restroom 2 6 m
2
P. OSIS room 1 6 m
2
Q. Pramuka room 1 12 m
2
R. TU room 1 4 m
2
S. Cooperation shop 1 12 m
2
Source: MA AL Bidayah Candi Bandungan:2010
b. Teacher’s Condition
Teacher is someone who transfer knowledge for the students.
They transfer some materials and skills during the learning teaching
process. They facilitate the students to get their talent. Therefore, the
teacher is important in teaching learning process. The situation of
teacher in MA Al Bidayah as follow:
Table 3.2 Teachers of MA Al Bidayah
No Name of teacher Position Kind of subject
6. Drs. Edi Winarto Headmaster Economy
7. Dra. Retno Sri
Sayekti
Vice headmaster of
Curriculum
Sociology,
Javanese, Faith
Character
8. Anshory, S.Pd.I Vice headmaster of
Counseling
Guidance
Arabic
9. Dra. Siti Maesaroh Teacher Fiqh
10. Mustofa, S.Pd.I Vice Headmaster
of Public Relation
Communication,
Information and
Technology,
Health Education
11. Dra. Budi Gendriyani Teacher Civic Education,
Culture Art
12. Akhmad Syaefudin,
S.Pd.I
Vice Headmaster
of Tool and
Overhead
Geography,
Qur’an Hadis,
History of
Islamic Culture
13. Muhamad Akhsin,
S.Ag
Teacher History,
Ke-NU-an
14. Hening Titi Wijaya,
S.Pd
Teacher Chemistry,
Physic
15. Dra. Eni Nurmala Teacher Biology
16. Pujiati, S.Si Teacher Mathematic
17. Umi Prihwanti, S.Pd Teacher Indonesian
Language
18. Mazulfah, S.Pd.I,
M.Par
Vice Headmaster
of Students
English
19. Ir. M. Fauzan Teacher Mathematic
20. Afriyah Teacher Skill
Source: MA AL Bidayah Candi Bandungan:2010
c. Student Background
The number of students in MA Al Bidayah is not more than one
hundred and thirty. In class X, XI IPS and XII IPS are dominated by
male students, however the number of students in MA Al Bidayah is
nearly same between female and male students. Furthermore, the
numbers of students in MA Al Bidayah are:
Table 3.3 Students of MA Al Bidayah
No Grade Students Condition
Male Female Total
7. X 15 11 26
8. XI IPS
XI IPA
20
8
17
8
37
16
9. XII IPS
XII IPA
14
4
8
18
22
22
Total 61 62 123
Source: MA AL Bidayah Candi Bandungan:2010
B. The Subject of the Study
The subject of the study is the first year students of MA Al Bidayah
Candi Bandungan. It is only one class with the total number of students are 26
(11 female and 15 male). The student’s list details are below:
Table 3.4 The first year Students of MA Al Bidayah
No. Students’ number Name sex
1 1010 Afif Fusoim M
2 1011 Atina Muflichah F
3 1012 Agung Darmawan M
4 1013 Agung setiawan M
5 1014 Agus Arifin M
6 1015 Ahmad Subkhi M
7 1016 Ahmad Roikhan M
8 1017 Asrifah F
9 1018 Asmiyati F
10 1019 Erwin Ihwani M
11 1020 Febriana Arum Dari F
12 1021 Fitria Nur Anisa F
13 1022 Hani’ah Masruroh F
14 1023 Ikang Kholil M
15 1024 Khotimatul Afiyah F
16 1025 Lailatul Maftukhah F
17 1026 Mujayanti F
18 1027 Mujid Al Qorni M
19 1028 Nasyr Nuril Huda M
20 1029 Ngatiman M
21 1030 Nur Alimin M
22 1031 Reza Wahyu Fahlevi M
23 1032 Sa’dun Niam F
24 1033 Tarji’un M
25 1034 Yuni Sulistyo M
26 1035 Sulistya Wati F
Source: MA AL Bidayah Candi Bandungan:2010
C. Research Method
In this research, the writer applying classroom action research method.
Classroom action research begins with a question or questions about
classroom experiences, issues, or challenges. It is a reflective process which
helps teachers to explore and examine aspects of teaching and learning and to
take action to change and improve the students’ achievement i n teaching
learning process.
Action research is the name given to a series of procedures in which
teachers can engage in either they wish to improve aspects of their teaching or
evaluate the success and appropiacy of certain activities and procedures
(Harmer; 2001:344). The researcher will do the research in teaching learning
process, so the researcher will know the situation in the classroom action
research is small-scare classroom research implemented by teacher and
directed at improving learning outcomes.
According to Ebbut, Action Research is about the systematic study of
attempts to improve educational practical actions and by means of their own
reflection upon the effects of that action (in Hopkin; 1985:45).
From the definition above, the writer conclude that classroom action
research is the research that be done by the in teaching learning process to
know the situation of students when they are ing learning process.
D. Research Procedure
This study applying classroom action research, according to Kemmis (in
Hopkins; 1985) Action Research along with the major steps of planning,
action, observation and reflection before revising the plan, they are:
6. Planning
The researcher needs to prepare instruments which is support in
teaching learning process, they are:
a. Preparing material, making lesson plan, and designing the steps in
doing action.
b. Preparing sheets for classroom observation
c. Preparing pre test and post test items
7. Action
Te researcher will implement the classroom Action Research with
the activities below:
a. giving pre test
b. teaching text (news item text)
c. doing crossword puzzle
d. giving occasion to the students to ask any difficulties in doing
crossword puzzle
e. giving post test
8. Observation
Observation is one of the instruments in collecting data. As a
scientific method, observation can be systematically used to observe and
note the phenomena investigated like the students’ feeling, thinking, and
something they do in teaching learning process. So the researcher will
observe the students by analyzing the result of field note which is made by
the partner of researcher. Moreover the researcher will analyze the result
of pre test and post test to know whether the students’ vocabulary
improves or not.
9. Reflection
After the researcher has accomplished analyzing the observation,
the researcher will plan the next cycle. If the researcher find problems in
the first cycle, she will try to solve the problem in the next cycle.
E. Model Of Research
The model which is used in implementation of this research as below;
Figure 3.1: Action Research Protocol
(Kemmis in Hopkins, 1985)
F. The Technique of Collecting Data
1. Test
To get the data, the writer will precede the test that consist of pre
test and post test. The function of pre test is to know how far the
vocabulary mastery of the students before applying crossword puzzle. And
the function of post test is to know the increasing of vocabulary mastery
after applying crossword puzzle.
2. Documentation
The researcher needs documentation to know about the situation
school students. Documentation includes not only the official
organizational papers, reports, brochures but also the more work-a-day,
work plans, and materials.
3. Observation
Besides doing the test, the researcher will do class observation.
Observation is more than just looking and seeing. The task of observation
is to be able to represent a social scene in a way which is recognizable to
the actors involved, is considered valid and a true representation of their
action.
4. Field note
Field note refer to various note recorded by scientist during or after
their observation of a specific phenomenon they are studying.
G. Technique of Data Analysis
After collecting the data, the next step of study is analyzing the data. There
are two ways to analyze the data, they are:
1. Descriptive technique
A descriptive technique is used to know the students’ behavior during
the teaching learning process. In descriptive technique, the researcher
will analyze the observation sheet which has been made by her partner
2. Statistical technique
A statistical technique is used to know is there any influence to the
student’s vocabulary or no from the result of pre test and post test. This
research is calculated by t-test analysis:
a. SD (Deviation Standard)
The first step, the researcher will calculate SD, the formula is
D
SD
2
2
÷
ّ
ّ
ç
è
‫و‬
-=
‫هه‬
N
D
N
D
Where,
D
S
= Deviation Standard for one sample t-test
D = Difference between pre test and post test
N = Number of observations in sample
b. T-test
After calculate the SD, the researcher will calculate t-test to
know is there any significant differences or no between pre test and
post test
ot
÷
ّ
ّ
ç
è
‫و‬
-÷
ّ
ّ
ç
è
‫وه‬
=
1N
SD
N
D
D
Where,
ot
= T-test for the differences of pre test and post test
D
S
= Deviation standard for one sample t-test
D = Difference between pre test and post test
N = Number of observations in sample
H. Pre Research
1. Planning
The researcher will do pre research before implement the research. In
pre research, the researcher will observe the situation of the students in
teaching learning process. The researcher will observe how the teacher
organize the clues and the students’ behavior. The researcher provides
sheets for observation.
2. Class Observation
The researcher will observe the teaching learning process and make
field note. The teacher began the lesson with question to the students that
have a relation to the topic. There are a few students who answer the
teacher question, others just keep silent.
Teacher giving example the way to read News items text. And asked
to the students to read the text by heart and doing the question about the
text. Then the teacher asked to the students to identify the generic
structure of news item text in group. Then the teacher asked to the students
to submit the text, and teacher explained the aspect of news items text.
3. Analysis
From the simple illustration above, the researcher know that most of
students just keep silence in the teaching learning process and are not
noisy. However the students look lazy and are not confidence to say
something in class.
4. Reflection
From the simple illustration above, the researcher knows the students
condition in teaching learning process. So she thinks that the students need
a new variation in learning English. Therefore the researcher will solve the
problem by implementing the crossword puzzle in learning vocabulary.