THE EFFECTIVENESS OF CROSSWORD PUZZLE GAME TOWARDS STUDENTS’ VOCABULARY MASTERY (A Quasi-Experimental Study at Second Grade of SMP Puspita Bangsa Ciputat) Suci Kurnia Sari NIM. 1110014000069 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2017
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THE EFFECTIVENESS OF CROSSWORD PUZZLE GAME
TOWARDS STUDENTS’ VOCABULARY MASTERY
(A Quasi-Experimental Study at Second Grade of SMP Puspita Bangsa Ciputat)
Suci Kurnia Sari
NIM. 1110014000069
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2017
iv
ABSTRACT
SUCI KURNIA SARI, 2016, The Effectiveness of Crossword Puzzle Game
towards Students’ Vocabulary Mastery (An Experimental Study at the Second Grade of SMP Puspita Bangsa Ciputat).
Skripsi of The Department of English Education, The
Faculty of Tarbiyah and Teachers Training, State Islamic
The aim of this study was to obtain about the empirical evidence from the
effectiveness of crossword puzzle game towards students’ vocabulary mastery. This study was conducted at the second grade of SMP Puspita Bangsa Ciputat.
The method of this study is an experimental by taking the sample 70 students from
99 students of populations which divided into two classes: 35 Students for
experimental class and 35 students for controlled class. Before giving the
treatment, the writer gave pre-test. Then the writer taught in experiment class
with crossword puzzle game, and in controlled class without crossword puzzle
game. After three meetings, the writer gave the post-test to both classes. The
scores of pre-test and post-test were collected from twenty-five multiple-choice
questions, after it was analyzed by using t-test. The finding of this study led into
the conclusion that using crossword puzzle game was effective towards students’ vocabulary mastery at the second grade of SMP Puspita Bangsa Ciputat. This
was based on the T-test result which showed that tcount > ttable (4.11 > 2.38) in the
degree significance 1%. It means that Ha was accepted and Ho was rejected.
Therefore, it can be concluded crossword puzzle game is effective towards
students’ vocabulary mastery.
v
ABSTRAK
SUCI KURNIA SARI, 2016, The Effectiveness of Crossword Puzzle Game
towards Students’ Vocabulary Mastery (An Experimental Study at the Second Grade of SMP Puspita Bangsa Ciputat)
Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Negeri Islam Syarif
Hidayatullah Jakarta, 2016.
Kata Kunci: kosakata, permainan teka-teki silang, pengaruh, penguasaan
kosakata.
Penelitian ini bertujuan mendapatkan bukti empiris mengenai pengaruh
permainan teka-teki silang terhadap penguasaan kosakata siswa. Penelitian ini
dilakukakan pada siswa kelas dua SMP Puspita Bangsa Ciputat. Metode yang
digunakan pada penelitian ini adalah eksperimen semu dari jumlah sampel 70
siswa sebagai sampel dari 99 populasi yang dibagi menjadi 2 kelas: 35 siswa
untuk kelas eksperimen dan 35 siswa untuk kelas kontrol. Sebelum memberikan
perlakuan, peneliti memberikan pra-tes. Kemudian peneliti mengajar di kelas
eksperimen dengan permainan teka-teki silang dan dikelas kontrol tanpa
permainan teka-teki silang. Setelah tiga pertemuan, peneliti memberikan purna-tes
kepada kedua kelas. Pada analisis data penilaian pra-test dan purna-test
menggunakan dua puluh lima pertanyaan pilihan ganda disetiap test, setelah itu di
analisis dengan menggunakan rumus t-test. Hasil penelitian ini menunjukkan
bahwa bahwa permainan teka-teki silang adalah efektif di dalam pembelajaran
kosakata pada siswa kelas dua SMP Puspita Bangsa Ciputat. Hal ini berdasarkan
hasil T-test yang menunjukkan bahwa thitung > ttabel (4,11 > 2,38) pada signifikan
1%. Ini berarti bahwa Ha diterima dan Ho ditolak Oleh karena itu dapat
disimpulkan bahwa permainan teka-teki silang berpengaruh terhadap penguasaan
kosakata siswa.
vi
ACKNOWLEDGEMENT
All praises be to Allah, the Lord of the worlds, who has given the Mercy
and Blessing to us. Peace and Blessing from Allah be upon to Allah’s Messenger,
Prophet Muhammad SAW, his family, his companions and his followers who are
loyal to him.
Alhamdulillah, finally the writer has finished the skripsi entitled The
Effectiveness of Crossword Puzzle Game towards Students’ Vocabulary Mastery.
The primary objective of writing this skripsi is to complete a partial fulfillment for
Degree of Sarjana (S-1) in Faculty of Educational Sciences.
First of all, the writer would express the warm gratitude to the parents, Mr.
Pairan Iwan and Mrs. Supriyatin for supporting the writer as long as the writer’s
studies at Department of English Education. The great gratitude is dedicated to the
writer’s advisors, Ismalianing Eviyuliwati, M.Hum. and Yenny Rahmawati,
M.Ed., who always give their helps and guidance to complete this skripsi. Also
for the examiners, Nida Husna, M.Pd., M.A.TESOL. and Zaharil Anasy, M.
Hum., thanks for the valuable correction and suggestion to make this skripsi
better.
Her gratitude also goes to these following people who have assisted her
very kindly. They are:
1. All lecturers at the Department of English Education for their knowledge,
motivation, and patience during the writer’s study at UIN Syarif Hidayatullah
Jakarta.
2. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences.
3. Dr. Alek, M Pd. as the Head of the Department of English Education.
4. Zaharil Anasy, M.Hum.. as the Secretary of the Department of English
Education.
vii
5. Ashim Baha El Haq, S. HI. as the Headmaster of SMP Puspita Bangsa
Ciputat, and Setiana S.W Sitepu, M.Pd. as the English teacher of second grade
of SMP Puspita Bangsa Ciputat who has given the writer help and permission
to do the research at their school. Also, all the second grade students of SMP
Puspita Bangsa Ciputat for their participation.
6. All of her friends at the Department of English Education Academic Year
2010, especially students at the class B and all the people who contributed in
this study.
The words are not enough to say any appreciation for their help and
contribution in this skripsi. May Allah, the Almighty bless them all. Moreover, the
writer also realized that this skripsi is far from perfect. It is a pleasure for the
writer to get critiques and suggestions to make this skripsi better.
Jakarta, September 6th
, 2016
The writer
viii
TABLE OF CONTENTS
APPROVAL .......................................................................................... i
ENDORSEMENT SHEET ................................................................... ii
CERTIFICATION OF ORIGINALITY ............................................. ii
ABSTRACT .......................................................................................... iv
ABSTRAK .............................................................................................. v
ACKNOWLEDGMENTS ................................................................... vi
TABLE OF CONTENTS ..................................................................... viii
LIST OF TABLE .................................................................................. xi
CHAPTER I: INTRODUCTION
A. Background of the Study ........................................................ 1
B. Identification of the Problem .................................................. 5
C. Limitation of the Study ........................................................... 5
D. Formulation of the Problem ................................................... 5
E. Objective of the Study ............................................................ 5
F. Significances of the Study ...................................................... 5
CHAPTER II: THEORETICAL FRAMEWORK
A. Vocabulary ............................................................................ 7
1. The Definition of Vocabulary .......................................... 8
2. Types of Vocabulary ........................................................ 9
3. How to Remember Vocabulary ........................................ 11
Crossword puzzle game is one kind of language game, the writer would
like to discuss about the game before discuss about the crossword puzzle game.
1. Games
a. Definition of Games
As the writer mentioned in the previous chapter, most of junior high
school students admitted that they are usually bored in vocabulary learning.
They have never changed their learning habits, they just have to find out some
word that they think it is unfamiliar word, asked to the teacher and let the
teacher translated the word. It makes them learn passively because they have
no time to interact with the new word. Additionally, translating is not always
an effective way to introducing the new word to the students. In this study, the
writer tried to use certain game that is crossword puzzle game to increase
students’ motivation in learning vocabulary. Before we talk wholly about the
crossword puzzle game, we have to know what the game is.
According to Hornby, the game is an activity that you do to have some
fun.18
Another definition of game is expressed on Oxford Advance Dictionary,
game is an activity or a sport with rules in which people or teams compete
again each other. Since games can present fun and enjoyment in a classroom,
thus it can be a good technique in language learning.
18
Ali Sorayaie Azar, The Effect of Games on EFL Learners’ Vocabulary Learning Strategies, International Journal of Basic and Applied Science, Vol. 01, No. 02, Oct 2012, p. 253.
22
Such a game should be enjoyable, convenient, comfortable, and interesting
usually this situation will invite the students to concentrate on learning
activities. Aydan Ersoz says that games are highly motivating because they are
amusing and interesting.19
From that description, it can be concluded that the
games can be used in every field of life then relating to the English.
Particularly in teaching vocabulary by using the game can encourage the
students to be more active to participate in the classroom during the teaching
learning process.
Moreover, Lee Su Kim said on a statement that the use of games in the
classroom is:
1) Games are helpful to ice-breaking the students’ boredom at the
language class.
2) Games are challenging for the students also for the teachers
3) Games are useful to boost the students’ willingness of learning the
language.
4) Games are motivated the students to apply it in their daily life.
5) Games create a meaningful context for the use of language20
Peter J. Rainbow and Richard B. Baldauf, Jr. in their journal write some
characteristics of games. The game should be fun and entertain, intrinsically,
motivating, and worth playing for the students.21
Furthermore, there are many opinions supporting the idea using games in
teaching vocabulary. Games are helpful because they can make students feel
that certain words are important and necessary. Besides, the use of game can
increase students’ motivation in learning vocabulary.
b. Types of Games
According to Jill Hadfield which was stated in his book that the games
were classifying as:
19
Aydan Ersoz, From Six Games for the EFL/ESL Classroom, The Internet TESL
Journal, Vol. VI, June 2000.
20
Lee Su Kim, Creative Games for Language Class, English Teaching Forum, January,
1995.
21
Peter J. Rainbow and Richard B. Baldauf, Jr., Too Much Work and No Play Make
Chris a Dull Boy, TESL Reported, Vol.26 No.1, 1993, p. 10.
23
1) Information Gap Games: This type of game may be one-sided or
reciprocal, where both players have information which they must pool
to solve a common problem. The games may be played in pairs or
small groups, where all members of the group have some information.
This is an example of information gap game: Student A and B look at a
picture then describe it to the partner. Listen to the partner talking
about the picture. After that the Student A and Student B find five
differences between the pictures.
2) Guessing Games: Guessing games are a familiar variant on this
principle. The players with the information deliberately withhold it,
while others guess what it might be.
3) Search Games: In these games, everyone in this class has one piece of
information. Players must obtain all or large amount of the information
available to fill in a chart or picture or to solve a problem.
4) Matching Games: These involve matching corresponding pairs of
cards or pictures, and may be played as a whole class activity, where
everyone must circulated until they find a partner with corresponding
card or picture, or a pair work or small group activity, played as a card
game on either the ‘snap’ or the ‘pelmanism’ principle.
5) Labelling Games: Labelling games involve matching labels to items in
a picture.
6) Exchanging Games: Players have certain articles, cards or ideas which
they wish to exchange for others. The aim of the game is to make an
exchange which is satisfactory to both sides.
7) Board Games and Card Games: Board Games and Card Games are
familiar game types, where the aim is to be the first round a board, or
to collect the most cards, or to get rid of the cards first, or to build up a
story.
24
8) Role-play Games: Players are given the name and some characteristic
of a fictional character. These are not role-plays in the true sense, as
the role play element is always subordinate to the use of language.22
c. Principle of Choosing and Using Language Games
The teacher needs to prepare and think the games selection carefully ahead
of time before working out the lesson plan to make learning English
vocabulary effectively and successfully, and on the other hand the teacher has
to consider the principle of using games.
According to Wright, there are five essential criteria of language games,
they are:
1) Easy of preparation: the time and energy required to make the game is
realistic
2) Easy of organization: using the game is easy and worth the effort
3) Intrinsic language: language must be used to play the game
successfully and that same language must be useful in other situation
4) Density of language
5) Likelihood of interest for the learner.
It means that technique games must easy to be displayed in any level of
students and not to long which make students bored. It can create competition
and attractive the students and also have some component language skill to
obtain.
Peter J. Rainbow and Richard B. Baldauf, Jr. suggest some principles of
games selection in TESOL, as follows23
:
1) Appeal
The game should appeal to most students in the class. There are many
games with a proven track record of popularity which can be
successfully used as vehicles for TESOL instruction if they are
appropriate to the age level and background of the students.
children’s puzzle books and various periodicals. In the United States, the
puzzle developed into a serious adult pastime.
Crossword puzzle was first known published by Liverpool journalist,
Arthur Wynne, he is usually credited as the investor of the popular game. On
December 21st, 1931, crossword puzzle was appeared in Sunday newspaper,
the New York World. Wynne Puzzle (see picture 2.1) different from
nowadays crosswords, in that picture, it has diamond shaped and contained no
internal black squares. During early 1920’s, other newspaper picked up the
newly discovered pastime and within a decade crossword puzzles were
featured in almost all American newspapers. It was in this period crossword
begun to assume their familiar form. Ten years after it rebirth in the States, it
crossed the Atlantic and re-conquered Europe.
According the Guinness Book of Records, the first collection of crossword
puzzles was published in the USA in 1924. Called The Cross Word Puzzle
Book it was the first publication by a new partnership formed by Dick Simon
and Lincoln Schuster. The book, a compilation of crossword puzzles from the
newspaper New York World, was an instant success and helped to establish
publishing giant Simon & Schuster, who continue to produce crossword books
to this day.26
Meanwhile, the first appearance of a crossword in a British publication
was in Pearson’s Magazine in February 1922, and it the first Times crossword
appeared in February 1st, 1930. British puzzles quickly develop their own
style, being considerably more difficult than the American variety. In
particular the cryptic crossword became established and rapidly gained
popularity. The generally considered governing rules for cryptic puzzles were
laid down by A. F. Ritchie and D. S Macnutt. They were gifted with the
ability to see words puzzle together in given geometrical patterns and capable
of twisting and turning words into word plays dancing on the wit of human
minds, have since constructed millions of puzzles by hand and each of these
26
Mary Bellis, The History of Crossword Puzzles, 2010, (http://inventors.about.com)
33
puzzlers has developed personal styles knows and loved by his fans. These
people have set the standard of what to expect from a quality crossword
puzzle.
The world’s first crossword puzzle
Picture 2.1
By Arthur Wynne, December 21, 1913 from The New York World
Here are the clues from the crossword above:
2-3 What bargain hunters enjoy 6-22 What we all should
be
4-5 A written acknowledgement 4-26 A day dream
6-7 Such and nothing more 2-11 A talon
10-11 A bird 19-28 A pigeon
14-15 Opposed to less F-7 Part of your head
18-19 What this puzzle is 23-30 A river on Russia
22-23 An animal of prey 1-32 To govern
26-27 The close of a day 33-34 An aromatic plant
28-29 To elude N-8 A fist
30-31 The plural of is 24-31 To agree with
8-9 To cultivate 3-12 Part of a ship
12-13 A bar of wood or iron 20-29 One
16-17 What artist learn to do 5-27 Exchanging
20-21 Fastened 9-25 To sink in mud
24-25 Found on the seashore 13-21 A boy
10-18 The fibre of the gomuti palm
34
Today, crossword puzzles game can be found in every major alphabet-
based language, all over the world.
d. Variation of Using Crossword Puzzle in Teaching Vocabulary
It is easy to devise crossword to practice vocabulary teaching point
(pronunciation, word formation, spelling, etc.) in fact the enterprising teacher
could create a whole collection of such crossword, each one dealing with a
particular problem area of a language. Crossword puzzle activities could be
used as a follow up exercise to reinforce the learning of particular items and
are suitable both for individual or group work.27
1) Suggestion for Individual Practice
Each crossword puzzle should be drawn neatly on a stiff card with
the solution written on the reverse side. The card is then covered with
transparent clear plastic to give it durability and to make it reusable.
After checking his answer, the pupil can easy erase them with damp
sponge of cloth, and the card is ready for use again.
2) Suggestion for Group Work
The crossword grid can be displayed to the whole class by drawing
it beforehand on a large chart, on the chalkboard or on the OHP
transparency. The correct answers are recorded on the grid by the
teacher. A competitive element can be added by dividing the class into
two or more group and awarding points for correct answer.
These following samples of crossword which are ready for use:
Vocabulary about tourism place: Everybody loves holiday, there are many
vocabularies about holiday. Can you complete this puzzle below with places
that we usually visit on our holiday?
27
Rosemary Khoo, Variation of Crossword, Guidelines for Language Games. No. 2/8/80,
pp. 96-102.
35
Clues:
Down:
1. a raised part of the earth’s surface, much larger than a hill
2. An area of water for swimming
4. A large are of land with grass and trees surrounded by fences or wall,
which is especially arranged so that people can walk in it for pleasure or
children can play in it
6. a large area of water surrounded by land and not connected to the sea
except by rivers or streams
Across:
1. A building where objects of historical, scientific or artistic interest are
kept
3. A water, especially from a river or stream, dropping from a higher to a
lower point, sometimes from a great height
5. An area in which animals, especially wild animals, are kept so that
people can go and look at them and study them
7. An area of sand or small stones near the sea or another area of water
such as a lake
e. How to Play a Crossword Puzzle?
In teaching vocabulary, by using crossword puzzle, teacher is expected to
use some various procedures of giving it to students. It needs to anticipate
students’ boredom of learning and make the learning process be more
interesting.
In language teaching game and contest (1980), Lee shows some
procedures of playing crosswords that students can use, those are:
36
1) Everybody has the same crossword and solves it individually, with the
help of the clues.
2) Each small group has different crossword, and everyone in the group
helps to solve it.
3) First of all, everybody works at the crossword individually, and then
they work with a group. This makes it more likely that every member
of a group will contribute something.
4) There is a crossword on the board, but no written clues. Give this
orally and solve the crossword step by step in conversation with the
class. Students come to the board and print the words in one by one,
each then using differently coloured chalk. They can be written in on
individual copies too.
5) Crossword relay, there are two crossword frames on the board (more
than two if there are more than two teams) consisting entirely of blank
squares. Somebody says “go” or “begin” and a student from each team
hurries out, prints in one letter on the team crossword, and so on. All
the members of each team do this, and try to build up words. Thus
there must be enough square – at least 16 if each team has 16
members. If there are more squares than members of the team, the first
student to go out continuous writing in letters. Scoring is based on the
number of letters in words which appear. There can also be a limit, to
encourage speed.
It is even better to have one ‘crossword’ for each group. If there are five
students in a group, there can still be, say 25 squares in the ‘crossword’, and
each player will go out and add letter five times.
The advantages of basing the game on group rather than relatively large
teams is that easier for the members of a compact group rather than relatively
large teams is that it is easier for the members of a compact group to consult
one another quickly on what to write in the next.28
28
W.R. Lee, Language Teaching Games and Context: 2nd
Edition, (Oxford University
Press, 1980), pp. 64-65.
37
f. Advantages of Crossword Puzzle Game
In using vocabulary toward crossword puzzle game has some advantages.
These advantages are:
1) Crosswords have been used successfully in many different disciplines
showing their versatility and flexibility.29
2) They are also a useful tool as most people are already familiar with
them, which reduce the need to explain directions, saving class time.
3) These puzzles are often perceived as being a recreational activity,
therefore making them more enjoyable and less threatening than
traditional teaching techniques.
4) Crossword puzzles have been shown to be effective teaching tools of
terminology, definitions, spelling, and pairing key concepts with
related names, resulting in greater retention and memorization of facts.
5) Crossword puzzles are helpful in identifying areas of understanding as
well as lack of comprehension and areas of weakness.
6) These puzzles increase motivation and students’ interest in the topic at
hand.
7) When students identify answers correctly, they may have an increase
in confidence.
8) This can have a positive effect on grades, as self-efficacy has been
shown to be connected to performance, and satisfaction has been
shown to reinforce learning.
C. Previous Related Study
This research has been similar with other research which is conducted by
Rozi with his “Skripsi” entitle “Reinforcing Student’ Vocabulary trhough
Crossword Puzzle Games” which conducted in 2013. His “skripsi” was conducted
at MTs Daarul Rahman Jakarta. This research aimed to find out whether there is
a significant influence in the achievement of the students’ vocabulary taught by
using crossword puzzle game at MTs Daarul Rahman. In his research, he used
29
C. D. Childers, Using Crossword Puzzles as an AID to Studying Sociological
Concepts, Teaching Sociology, Vol. 24 (1), 1996, p. 231.
38
experiment method. The conclusion of his study can be drawn that the use if
crossword puzzle game has higher influence in teaching English vocabulary and it
can be seen from the difference of mean scores of the post-test.30
The second is “Teaching Vocabulary through Contextual Teaching
Learning (An Experimental Study of the First Year at SMA PGRI 56 Ciputat) by
Istikomah. This research was carried out at Senior High School of PGRI 56
Ciputat. There were 30 students in total which were all included in the research
and split up equally at random sampling into the experimental and controlled
group, there are 15 students in each group. The collected data shows that in the
experimental group that being taught by Contextual Learning Method has gained
73 (+73) score in pre-test and post-test and for the controlled group under
Grammar Translation Method has descended 71 (-71) in pre-test and post-test. It
means that there is significant difference between the result of teaching
vocabulary through Contextual Teaching and Learning and the teaching of
vocabulary through Grammar Translation (without Contextual Teaching and
Learning).31
Another similar research was conducted by Mawaddah with the tittle
“Using Games in Teaching Vocabulary” in 2010 at MTs. Darussalam, Ulujami,
Jakarta Selatan. Meanwhile, Mawaddah’s study is purposed to know whether
using games in teaching vocabulary is an effective technique to increase students’
interest in learning English or not at MTs Darussalam, Ulujami, Jakarta Selatan.
In collecting the data, she uses field research and carried out by observation,
teaching practice and interview with the teachers concerned. Her study can be
drawn that the use of games in teaching vocabulary is the effective technique to
increase students’ interest in learning English.32
30
Fahrur Rozi, Reinforcing Students’ Vocabulary through Crossword Puzzle Games, UIN
Syarif Hidayatullah Jakarta, 2013.
31
Istikomah, Teaching Vocabulary through Contextual Teaching and Learning: an
Experimental Study at the First Year at SMA PGRI 56 Ciputat, UIN Syarif Hidayatullah Jakarta,
2012.
32
Yulia Mawaddah, Using Games in Teaching Vocabulary, UIN Syarif Hidayatullah
Jakarta, 2010.
39
From all of the previous study above, the writer will be conducted about
teaching vocabulary like Rozi, Istikomah and Mawaddah did. But for this
research, the writer used different media in collecting and analyzing the data. The
writer used crossword puzzle game in teaching vocabulary for first grade of junior
high school.
D. Thinking Framework
Teaching vocabulary is one of important thing in language learning. The
students need to learn vocabulary to know about the words meaning, the
structures, and the application of the words. Without vocabulary knowledge, they
would not be able to express and write his idea with using grammar and organized
into sentences with meaning.
In teaching vocabulary, teacher should be to teach with appropriate
techniques. Teacher can to create an activity which can be applied in the
classroom. Games can become an alternative way which can help teacher in
teaching vocabulary for children. This will be able to make learning situation
more attractive.
Among the ways to improve students’ vocabulary, the writer chooses
crossword puzzle game to be studied in this research. This is based on the
consideration that the purpose of this strategy is to allow student to do retention
about the new word that they find, so this new word will be stay along in their
mind.
E. Hypothesis
1. H (Null hypothesis) = crossword puzzle game is not effective towards
student’s vocabulary mastery
2. Ha (Alternative hypothesis) = crossword puzzle game is effective towards
student’s vocabulary mastery
40
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of study, method and research design
of the study, population and sample, technique of collecting data, technique of
data analysis and statistical hypothesis.
A. Place and Time of the Study
The writer conducted the study on November-December 2015 and run for
eight meetings, plus giving the pre-test in the beginning of the research,
implementing the technique, and giving the post-test in the end of the meeting.
The study took place at SMP Puspita Bangsa Ciputat which is located at Aria
Putra no.9, Ciputat, Tangerang Selatan-Banten.
B. Method and Design of the Study
1. Method of the Study
This study was conducted using an experimental design, more specifically
quasi experimental design. This research design is mostly used in social
science research. And because this study focused on education field included
in social science research, the writer used quasi experimental design. Quasi
experimental was proposed to examine cause-and-effect relationships between
crossword puzzle game and vocabulary mastery. The writer used two classes
of sample during this study which is included in one of quasi experimental
characteristic as well. The writer selected two of three classes of the same
level through purposive technique sampling, because in quasi experimental
design there is an absence of random randomization.
2. Design of the Study
Quasi experimental design is divided into several designs. In this study,
the writer used non-equivalent comparison group design. By using
nonequivalent comparison group design, the writer did not randomly assign
research units to experimental and controlled class. The writer set one of two
selected classes as experimental class which was used as treatment group and
another as controlled class which was used as comparison group. Pre-test and
41
post-test observations were given to each condition. The determination of class
used as experimental class and controlled class was not randomly selected. It was
based their teacher judgment. Then, the experimental class was treated by using
crossword puzzle game while controlled class was treated without using
crossword puzzle game. Furthermore the post-tests were given. And the results of
pre-test and post-test in both the classes were compared.
Table 3.1
Nonequivalent comparison group design
Where: � : Pretest of both experimental and controlled class. � : Posttest of both experimental and controlled class.
X: Implementation of teaching narrative text using mind mapping
technique.1
C. Population and Sample
1. Population
The population of this study was the second grade students of Puspita
Bangsa Junior High School. It consists of 99 students divided into 3 classes’
class 8.1, class 8.2 and class 8.3.
1Larry B. Christensen, Experimental Methodology—Tenth Edition, (New York: Pearson,
2006), p. 332.
Pre-
response
measure
Treatment
Post-
response
measure
Difference
Experimental
class � X �
� -�
Compare
Controlled
class � � � -�
42
2. Sample
In choosing the sample, the writer used purposive sampling technique. The
purposive sampling technique was determined by certain consideration. This
consideration was based on the teacher’s judgement. The teacher judged that
class 8.1 has the highest score than the other two classes at the same grade
while class 8.2 and class 8.3 have almost same average score, so the writer
selected 70 students of those classes – class 8.2 and class 8.3 as the samples.
After selecting the samples, the writer gave pre-test to class 8.2 and class
8.3. The result of pre-test shows that the students at class 8.3 got higher result
that the students class 8.2. Moreover, the writer decided to treat class 8.2 with
crossword puzzle game and later we called it as experimental class.
Meanwhile, class 8.3 will be treated without crossword puzzle game and later
we called it as controlled class.
D. Technique of Collecting Data
The technique of collecting data was done in order to achieve the goal of
the study. The technique of collecting data was used in this study is filed research;
the writers came directly to the school to conduct the study to obtain accurate
data. The research instrument that was used in this study is test instrument and
non-test instrument.
1. Test Instrument
Test instrument used to measure the result of students’ score in English
subject was objective test with the kind of question is multiple choices that
consists of 25 questions. Each questions has one (1) point for the correct
answer and zero (0) point for the wrong answer. This test conducted in pre-test
and post-test.
The pre-test for the students is carried out to get their score. The students
were given a multiple choice test about vocabulary. This test did to know
students’ ability about vocabulary. The post-test was given in multiple choices
also. This test did to know improving students’ ability in vocabulary after the
writer taught the vocabulary by using crossword puzzle game.
43
2. Non-Test Instrument
The writer observed the school situation, the class condition, and the
English curriculum of the VIII grade students. In this case, the writer acted as
a teacher and an observer who observed the teaching and learning process.
Therefore, this technique can be categorized as participant process.
E. Technique of Data Analysis
For the next step of research is processing the data. The writer used the
comparative technique. The comparative technique is an analysis technique to
evaluated hypothesis concerning to the differences between two variables
examined statistically.
In the comparative technique, the variables are compared to know whether
differences are significant. The writer used t-test to find out the differences score
of students’ achievement in teaching vocabulary by using crossword puzzle game
or without using it which adapted from Anas Sudijono.
The formula as is follows:
1. Determining Mean of variable X, with formula:
= ∑
: The average of gained score (mean of variable X) ∑ : Sum gained score (variable X)
N: number of students
2. Determining Mean of variable Y, with formula:
= ∑
: The average of gained score (mean of variable Y) ∑ : Sum gained score (variable Y)
N: number of students
3. Determining Standard Deviation Score of Variable X, with formula:
� = √∑ � : Standard deviation score of variable X
44
∑ : Sum of squared gained score (variable X)
: Number of the students
4. Determining Standard Deviation Score of Variable Y, with formula: � = √∑ 2 � : Standard deviation score of variable Y ∑ : Sum of squared gained score (variable Y)
: Number of students
5. Determining standard error mean of variable X, with formula: � � = �√ − � � : Standard error mean of variable X � : Standard deviation of variable X
: Number of the students
6. Determining standard error mean of variable Y, with formula: � = �√ − � : Standard error mean of variable Y � : Standard deviation of variable Y
: Number of the students
7. Determining standard error mean of difference mean of variable X and
mean of variable Y, with formula: � �− = √� � + � � �− : Standard error of difference mean of variable X and mean of
variable Y � � : Sum of squared standard error mean of variable X � : Sum of squared standard error mean of variable Y
8. Determining t0 with formula: � = −� � −� � : t observation
45
: Mean of variable X
: Mean of variable Y � − : Standard error mean of difference mean of variable X and
mean of variable Y
9. Determining t-table in significant level 5% and 1% with df.
df = + −
df: degree of freedom
N1: number of students (controlled class)
N2: number of students (experimental class)2
F. Statistical Hypothesis
The Statistical hypotheses of this research can be seen as:
1. � = μ1 = μ2: Crossword puzzle game is not effective on students’
vocabulary mastery for the second grade students of SMP Puspita Bangsa
Ciputat.
2. �� = μ1 ≠ μ2: Crossword puzzle game is not effective on students’
vocabulary mastery for the second grade students of SMP Puspita Bangsa
Ciputat.
And then the criteria used as follows:
1. If –test (t0) > t-table (tt) in significant degree or α (alpha) of 0.01 H0 (null
hypothesis) is rejected. It means that the rates of mean score of the
experimental class are higher than the controlled class. The using of
crossword puzzle game is effective on students’ vocabulary mastery.
2. If –test (t0) < t-table (tt) in significant degree or α (alpha) of 0.01 H0 (null
hypothesis) is accepted. It means that the rates of mean score of the
experimental class are same or lower than the controlled class. The using
of crossword puzzle game is effective on students’ vocabulary mastery.
2 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,
2006), pp. 315-316.
46
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding
1. Data Description
To know the result of the tests (pre-test and post-test), the writer displayed
the table of students score from both classes (the experimental class and the
control class). There were 40 items of question on the test; score for whole
items were 100. The form of the test and the key answer can be seen in
appendix).
Table 4.1
The Test Result of Experimental Class
by using Crossword Puzzle Game
Students Experimental Class
Gained Score Pre Test Post Test
1 50 60 10
2 70 75 5
3 50 75 25
4 55 85 30
5 45 80 35
6 45 60 15
7 35 30 -5
8 75 85 10
9 70 85 15
10 55 80 25
11 60 60 0
12 60 70 10
13 70 80 10
14 55 70 15
15 65 75 10
16 40 80 40
17 50 60 10
18 55 85 30
19 30 60 30
20 55 80 25
21 75 95 20
22 55 60 5
47
Students Experimental Class
Gained Score Pre Test Post Test
23 50 70 20
24 55 50 -5
25 45 85 40
26 65 75 10
27 60 75 15
28 65 65 0
29 65 75 10
30 65 75 10
31 45 80 35
32 55 80 25
33 70 90 20
34 55 65 10
35 60 70 10
Σ n = 35 Σ = 1975 Σ =2545 Σ = 570
AVERAGE 56.42 72.71 1628
MAX 75 95 40
Ratio Scale Calculation of Gained Score Experimental Class: