The Effects of Using Crossword
Puzzle
on the Students’
Vocabulary Achievement
Yuliantika
English department
State University of Gorontalo
December 2012
The Effects of Using
Crossword Puzzle
on the Students’
Vocabulary Achievement
Background
For the beginners,
learning English is started from learning new English vocabulary. Mastering
English vocabulary is a basic foundation to support the English learners to be
able to master four English skills including speaking, writing, reading, and
listening (Putri, 2010). Therefore, the English learners who have poor
vocabularies will face many problems in whether their oral or written
communication.
Unfortunately, most of
the English learners tend to depend on the dictionary to find out the
translation of words from source language to target language or vice versa.
Whereas, learning vocabulary is not only knowing the words, but also knowing
the meaning of words itself (Diamond & Gutlohn, 2006). Besides, most of the
English learners are too passive in improving their English vocabulary. It may
be caused by the argument that leaning vocabulary is useless because no matter
how many vocabularies that they have memorized, they will forget them soon.
Furthermore, most of
English educators still have poor technique in teaching English vocabulary.
Based on the writer experience, most of them conventionally teach English
vocabulary by writing new English glossaries on the white board and ask their
students to write them down and memorize them. It is certainly effective less
because it can cause boredom for the students, and uncertainly the students
will know the meaning of them.
Based on the issue above,
Seda (2012), in his research, examined about “Using game in improving
vocabulary achievement at the third year students of SD Negeri 04 Baruga”. He
believed that to solve the lack of students’ vocabulary should be taught by
using various techniques in presenting vocabulary. Using game is one of the
techniques in teaching vocabulary he examined. In the case of his study, he
used a few kinds of game such as matching pictures (students match the pictures
based on the name), crossword puzzle (students fill the blank boxes), colour
chain (students sit in line and the leader of the group will whisper the word
to the other) and fast, freaky animals (students draw the picture of animal
then ask the other to guess). From the study, he found that there was a
significant effect of using game in improving vocabulary achievement at the
third year students of SD Negeri 04 Baruga. Besides, he also concluded that game can improve students’ vocabulary achievement.
However, the scope of using game in improving vocabulary achievement that was examined by
Seda (2012) is still extensive. Not all of the students were familiar with all kinds of game, so they could not do the game as well as the others who have understood.
Besides, it will take a long time to examine one by one
of the games because they cannot be applied together in the same time, so the time allotment of the material was inappropriate with the students’
condition. Moreover, it was difficult to control the students of Elementary
School to make sure whether the students played the game in correct manner or
not.
Based on the lack of the
previous study, in this research, the writer will only use the crossword puzzle
as the technique in teaching English vocabulary, and this study will be
different with the previous study because it especially will be conducted to
the students of Senior High School. Applying crossword puzzle in Senior High
School will possibly be easier because they certainly have been familiar with
it, so it will not take a long time to apply it. Moreover, it is expected to
give advantage to motivate the students in order to be active improving their
vocabulary by finding the written clues to solve the puzzle. It also enables
the students develop their hobby in solving crossword puzzle.
The purpose of this
research is generally to find out the significant effect of using crossword
puzzle on the students’ vocabulary achievement in Senior High School. It will
also test about how far the students in Senior High School have knowledge in
mastering English vocabulary. However, it will be found out by the experiment
that will be conducted.
Research question
Based on the background of the study above, the problem of this
study is formulated as follow: “Is there any difference of vocabulary
achievement between the students who use crossword puzzle and the students who
do not use crossword puzzle?”
Hypothesis
Based on the research question above, the hypothesis of this study
is: “There is the difference of vocabulary achievement between the students who
use crossword puzzle and the students who do not use crossword puzzle.”
Research objective
The research objectives of this study are to find out:
1.
The significant effect of using
crossword puzzle on the students’ vocabulary achievement.
2.
The difference between the
students’ vocabulary achievement that use crossword puzzle and the students’
vocabulary achievement that do not use crossword puzzle.
3.
The effectiveness of using
crossword puzzle in teaching vocabulary in all ages.
4.
The crossword puzzle affection
to motivate students in improving their vocabulary mastery.
Significance of the study
This study is expected to be able to give an important contribution
especially for the English teachers in order to be more creative to find out
the best technique in teaching vocabulary in the process of teaching English.
Moreover, this study is expected to help students by giving them an ease in learning
English vocabulary. Most importantly, this study is expected to give
information for the next researchers who will do some related researches in
deeper, further and better techniques.
Delimitation
In
order to prevent a complex problem, this research will be focused on the implementation
of crossword puzzle as the teaching technique in the second year students of SMA Negeri 1
Telaga Biru. It is also emphasized on the students’
vocabulary skill in reading and writing. Moreover, the material that will be
given in this research will be delimited only about nouns and adjectives.
Literature review
In this
section will be discussed about learning, teaching and testing vocabulary,
crossword puzzle and the use of it in teaching vocabulary, and the
effectiveness of using crossword puzzle in teaching vocabulary.
Learning and teaching vocabulary
Vocabulary is an important part in language because it can assist
the students in mastering the whole skills in English. That is why it is needed
a serious attention in learning vocabulary from both students and teacher. In
teaching process, teachers are required to discover what kind of methods they
use, what kind of vocabulary they give, and how many vocabulary items they
should teach.
Hatch and Brown, in Azar (2012), mention that there are five
essential steps of learning vocabulary: First, having a source for encountering
new words; second, getting a clear image for the form of new words; third,
learning the meaning of new words; fourth, making a strong memory connection
between the form and the meaning of the words; and finally, using the words.
There are many ways to increase vocabulary mastery. Teachers should
be able to create an excellent technique in teaching vocabulary to make
students remember new words easily. Gairns and Redman, in Uberman (1998),
suggest a few types of vocabulary presentation techniques. Two of them are
explained as follow:
·
Verbal explanation
Explanation is a technique explain the meaning and the use of a
given a foreign word in foreign language itself. This pertains to the use of
definitions and illustrative situations, synonym and antonym. Definition is
expected to introduce a new word in English through the use of other words in
the same language. Synonyms are words that have same meaning as the unknown
word in a given sentences. Meanwhile, antonyms are words that have opposite
meanings of unknown words in a given sentence.
·
The use of dictionary
Dictionary is used to find out the meaning of the words. It is also
used to discover unfamiliar words and expressions. There are two kinds of
dictionary that is often used by the people. They are bilingual and monolingual
dictionary. Bilingual dictionary contains two different language consisted of
source language and target language. It functions to translate the words from
source language to target language or vice versa. Meanwhile, monolingual
dictionary contains the definition of words that functions to describe the word
in the same language.
Testing of vocabulary
Testing vocabulary is an indicator to measure the students’ ability
in mastering vocabulary. In this case, teacher can use some ways that is as
mentioned by Tarigan in Seda (2012) as follow:
·
Identification
Students are able to give response orally or in written form to identify
appropriate words based on the definition.
·
Multiple choice
Students are able to choose the right word of more than two words have
been provided in a test.
·
Matching item
Words are presented in column. The description in the column is to match
vocabulary randomly.
·
Check list
Students check some words that they know; they are fully expected to
write the definition of word.
The four
mentioned ways above are useful methods to be applied in teaching vocabulary.
Therefore, they are some effort to test vocabulary. In addition, Ur in Pavlů
(2009) suggests that there are some techniques to test vocabulary. They are:
·
Matching
Here, the only thing that is being tested is whether
or not the test is aware of the existence of the (combined) words which
probably mean learners also know its meaning but this fact not actually being
tested.
·
Odd one out
In this technique, only meaning is being tested, and
meaning has known way of being sure that all the items are known but this at
least is more interesting to do and usually easy to mark.
·
Dictation
Dictation tests are aural recognition and spelling
only. However, if learners recognize and spell an item correctly, they probably
also know what it means. It is extremely difficult to perceive, let alone spell
word that learners do not know.
Crossword puzzle
There are a few related studies conclude that games are an excellent
way to teach English vocabulary. One of those studies is conducted by Seda
(2010). He showed that using game is one of the techniques in teaching
vocabulary that can solve the lack of students’ vocabulary mastery. One of the
games he used is crossword puzzle. According to Learn English Articles (2010),
crossword puzzle is a grid of black and numbered white squares in which letters
can be written. Included with the grid is a series of hints about a word that
is supposed to fit into the numbered white boxes of the puzzle.
Another study is conducted by Wahyuningsih (2009), and it is stated
that crossword puzzle is puzzle in which words, guessed from their definitions,
and they are fitted into a diagram of white and black squares and the letters
occupying the white squares to form an interlocking horizontal and vertical
pattern. The crossword puzzle has two sets of definition, one for words to be
written horizontally (across clues)
and the other for words to be written vertically (down clues). The pattern of black squares usually serves to
separate each word from adjacent words. In properly constructed crossword, as
many white squares as possible should be part of both an across and a down word. For
this reason, some squares have associated across
and down clues
The use of crossword puzzle
in teaching English vocabulary
According to Learn English Article (2010), there are some tips and
hints in solving crossword puzzle:
·
After learning some topics in a
text, students remind the words that related to the topic.
·
There are some numbered white
boxes of puzzle and also series of hints or clues about a word given.
·
The white boxes are divided
into across and down.
·
Students read the numbered
hints or clues and then guess what word the hint refers to.
·
The challenge is that the word
has to be a certain number of letters.
·
For instance, when the topic is
“describing part of house” let it says the hint in down first is “where you
find the bath”. There are only eight white squares for the word, so the answer
is “bathroom” because it is a part of house and fit in the amount of spaces.
·
The words in crossword puzzle
connect each other such as in a word find. After the students answer some of
the word, then the students will have some letters of other words that already
have been filled into the white boxes.
·
After the students answer all
the hints or clues, the crossword puzzle is complete.
·
Finally, teacher and students
discuss the crossword puzzle.
The effectiveness of using
crossword puzzle in teaching vocabulary
Widyasari (2010) investigated the use of crossword puzzle in
improving students’ vocabulary mastery. Her research was a classroom action
research that was conducted in the First Year Students of MA Al Bidayah Candi
Bandungan in the academic year 2009/2010. From her research, she found that the
use of crossword puzzle can improve the students’ vocabulary mastery based on
the result of the pre-test on post-test from cycle I to cycle II that is
indicated that there is an improvement in the result of research before and
after she gave the treatment.
Another similar study is conducted by Aimbemb (2011) who investigate
about the use crossword puzzle in improving students’ vocabulary at the first
year students of SMP N 4 Mataram. He believed that the use of crossword
puzzle will motivate the students to try to fulfill the puzzle, so it gives
much opportunity for the students to practice and repeat the sentence pattern
and vocabulary. Besides, he also believed that the crossword puzzle is a kind
of games that will makes the teaching-learning process more attractive. The
students will feel fun, relaxed and enjoyable, and they will memorize the
vocabulary in different way, that is by rewriting them. It is as said by Jones
(2007) that one of the benefits of using crossword puzzles in the classroom is
that they are associated with recreation. It automatically can motivate
students in improving their English vocabulary.
Another study examined about the effect of using crossword puzzle on
the students’ vocabulary achievement that was conducted by Solikhatun (2002).
It was an experimental study that was conducted at the students of SLTP
Muhammadiyah 1 Malang. The result shows that there is a significant difference
between the experimental group and control group. Based on her study, she found
that using crossword puzzle can improve the students’ English vocabulary
achievement, and it can be an effective technique in learning and teaching
process.
Based on some studies above, it can be seen that the use of
crossword puzzle is possibly able to be used in the different level of
education. It is as said by Raymonko (2010), “No matter who you are, you can
boost your brain with crossword puzzles. Practically anyone can strengthen their
mind power just by doing crossword puzzles every day.” Besides, Jones (2007)
also states that crossword puzzles have endured as a favorite national pastime
because they are appealing to all ages, they can be completed in a rather brief
period of time, and solving them provides a sense of accomplishment.
Furthermore, crossword puzzle is effective to be used in learning and teaching
process because it can motivate the students to be active in improving their
English vocabulary by solving crossword puzzles.
Methodology
In this part, it will
be discussed about this research methodology including the overall research
design, the setting of this research implementation, the population and sample
as the research subject, the instrumentation used to collect data from this
research, the procedure to collect the research data, the analysis of this
research data, and validity and reliability of the research instruments.
Method
This overall research design
will take a quantitative method which uses a formal, objective and systematic
process where data are utilized to test the hypothesis. This research will
investigate the effectiveness of the crossword puzzle implementation in
improving students’ vocabulary achievement in senior high school. Therefore,
this research will be an experiment research as a kind of quantitative method.
Quantitative
Quantitative method is a method
that emphasizes on objective measurements and numerical analysis of data
collection (University of Southern California, 2012). It is as explained by
Noor (2011) that this method is used to test certain theories by examining the
relationship inter-variable that is measured generally by using instrument, so
the numerical data from that measurement can be analyzed based on statistic
procedure. This method is focused on the result without considering the process
of research investigation. Therefore, this research will obtain the definite
result. Furthermore, by using quantitative method, the hypothesis of this
research can be examined based on the result of the statistic data.
Experiment
Experiment is one of
quantitative research design that is a plan for assigning experimental units to
treatment levels and the statistical analysis associated with the plan. Ary et
al. (2010) explain that experiment involves manipulation of one or more
independent variables, controls any other relevant variables, and observes the
effect of the manipulations on the dependent variable(s). One of experiment types that will
be used in this research is true experiment design. True experiment design will involve manipulation of one or more independent variables,
and observing the effect on some outcome or dependent variable. That is why
true experiments are excellent for showing a cause-and-effect relationship from
certain variable. True experiment tries to prove or disprove a
hypothesis mathematically by using statistical analysis. In this true
experiment, it will be two groups consisted of experiment group (a group that
is given a treatment) and control group (a group without treatment) that are
selected randomly. The effect of the treatment that is given to the experiment
group can be discovered because it will be compared with control group that is
not given any treatment. To find out the difference between those two groups,
both of them will be given post-test evaluation. In experiment group, the post-test
is given to the students after the treatment to find out the students’
achievement. In this case, the treatment that will be given in experiment group
is crossword puzzle. Meanwhile,
control group will use conventional learning process where there is no given
treatment. This design is called post-test only control group design. Thus, this design
can be described as follow:
Table 1. Post-test only
control group design
Group
|
Dependent variable
|
Post-test
|
|
(R)
|
Experiment
|
X
|
O1
|
(R)
|
Control
|
-
|
O2
|
Note:
R
= randomly group selection
X
= a group that is given a treatment (experimental group)
-
= a group without treatment (control group)
O1
= post-test observation for experiment group
O2
= post test observation for control group
(Noor,
2011)
Setting
This research will be conducted in SMA Negeri 1 Telaga Biru
that is located in Ulapato village, Gorontalo, and it will be conducted on
January 2013 for approximately a month. SMA Negeri 1 Telaga Biru has a building
for learning and teaching process. It is one of education centers which support
the successful in teaching and learning process. SMA Negeri 1 Telaga Biru has
two English teachers who teach English in fifteen classes that are consisted of
six classes of grade X, two classes of grade XI IPA, three classes of grade XI
IPS, two classes of grade XII IPA, and two classes of grade XII IPS with the
total of the students in each class is approximately 28 students. Therefore,
based on that situation, the researcher believes that this research is
appropriate to be conducted in SMA Negeri 1 Telaga Biru by considering some
reasons. First, SMA Negeri 1 Telaga Biru has less of English teacher. Second, learning
English vocabulary is considered less important. Third, the English teachers in
SMA Negeri 1 Telaga Biru still have poor technique in teaching vocabulary.
Forth, the researcher assumes that the crossword puzzle strategy is never used
to teach English in SMA Negeri 1 Telaga Biru.
Population
Ary et al. (2010) define
population as all members of any well-defined class of people, events, or
objects. It is the larger group about
which the generalization is made. Therefore, the population of this research
will be the students of grade XI IPS in SMA Negeri 1 Telaga Biru that are
registered in the academic year 2012/2013. It is consisted of three classes
with the total of students in all classes are 84 students. The distribution of
the students in each class can be described as follow:
Table 2. The total of
students in grade XI IPS of SMA Negeri 1 Telaga Biru in academic year 2012/2013
No.
|
Class
|
Male
|
Female
|
Total
|
1
|
XI IPS 1
|
15
|
13
|
28
|
2
|
XI IPS 2
|
14
|
15
|
29
|
3
|
XI IPS 3
|
12
|
15
|
27
|
Total
|
41
|
43
|
84
|
Source: The profile of
SMA Negeri 1 Telaga Biru
Sample
Sample is the small group that
is observed, and it is a portion of a population (Ary et al., 2010). By
considering to the design of this research, the sample will be chosen randomly.
Specifically, the sample for this research is chosen by using cluster random
sampling technique. In this technique, the students will not be disordered, but
it will disorder the classes that are available in all population. Thus, the
sample of this research will be two odd classes consisted of XI IPS 1 as the
experiment class that is given the treatment (crossword puzzle) and XI IPS 3 as
the control class that is not given the treatment. Those two classes are
homogeneous because they have similarity in the teacher, curriculum, and
material. Moreover, the students’ ability in all population is considered
homogenous because there is no superior class and inferior class. Further,
those two selected classes are considered able to represent the whole
population.
Instrumentation
This research will use two
instruments consisted of test and observation. Those two instruments aim to
help the researcher obtain data as the evaluation regarding the conducted
research.
Test
Test is a method of measuring
students’ ability, knowledge, or performance in a given domain (Brown, 2004). The
data of this research will be collected through a test. The test will be in
form of written test, they are objective and essay test.
Based on the design of this research, the test that will be given to this
research is post-test. This test will be employed in the last program of this
study, and it will be given to both experiment class and control class. The
post-test aims to measure students’ vocabulary achievement in both classes.
Observation
Observation is a systematic data collection approach. In this research, the
observation firstly will be conducted before the process of learning and
teaching. It aims to observe the students’ situation, so it will make the
researcher easy to determine the sample and compose the appropriate material
based on the curriculum and textbook. After the process of learning and
teaching, observation will be used to analyze the result of the given post-test
in both experiment class and control class. By using observation, both of
classes will be compared each other to answer the research question and measure
the certain aspects related to this research.
Data collection
procedure
In
conducting this research, there are some procedures that will be done. In the
first step, the researcher will conducted the observation to get necessary
information in SMA Negeri 1 Telaga Biru related to the research will be
conducted. It aims to make easy the researcher to do the deprivation of sample and
make a plan to the next step.
In
the second step, the research will compose the material that is appropriate
with the curriculum and textbook in grade XI IPS of SMA Negeri 1 Telaga Biru.
Then, the researcher will make a lesson plan that will be applied in the
process of learning and teaching in both experiment class and control class.
The researcher will also prepare the post test items that will be given to both
of classes in the last step of this experiment.
In
the third step, the researcher will give the same material for both experiment
class and control class. After that, the students in experiment class will be
asked to do some crossword puzzles while the students in control class will be
conducted the process of learning and teaching as common. This technique will
be done approximately three times in three meeting.
In
the last step, the researcher will give the post test for both experiment class
and control class. In this case, the researcher has to make sure that the
students do their test by themselves. That is why it is important to monitor
their activity in doing test. After that, the result of the post-test will be
collected and analyzed to be measured based on the score that is obtained from
both classes. From the conducted measurement, the researcher will be able to
compare the result to make a conclusion.
Analysis data
All of the data of this research
will be analyzed by using the program of SPSS (Statistical Package for the
Social Science). According to Boston
College (2012), SPSS is an integrated collection of quantitative analysis
software that is particularly popular with social science researchers. It can
be used to perform many data management and statistical analysis tasks. In this
research, the using of SPSS program aims to analyze the data professionally. In
this case, the numerical data statistic obtained from this research will be
interpreted by using SPSS to show the significances about the cause and effect
between the research variable. Moreover, it will also show the degree of the
difference score significance between experiment group and control group.
Furthermore, the analysis data
of this research will use paired-samples t test. It will be used to test the
difference of the paired sample, and it is often used in experiment research
(Wijaya, 2012). Thus, in this research, paired-samples t test will be used to
show the difference of students’ post-test result between the experiment class
and control class. Thus, by using SPSS, the data analysis of paired-samples t
test will be processed as the following steps.
·
Fill the data about the students’ post-test result and save
it as “Post-Test”.
·
Click “Analyze”, and then select “Compare Mean” à “Paired-Samples T Test”.
·
Block the post-test result of control class and the
post-test result of experimental class that inform the post-test result after
the given treatment. After that, enter both of them in the dialog box of Paired
Variables.
·
Click “Option…”, type the interval in 95%, then click
“Continue”, and “OK”.
Furthermore, the result of paired-samples t test will obtain
three outputs. The first output will show the mean score of post-test from both
experiment class and control class, the second output will show the correlation
result between experiment class and control class, and the third output will
show the analysis of hypothesis.
A.
Validity
Ary et al. (2010) defined
validity as the extent to which an instrument measured what it claimed to
measure. The focus of recent views of validity is not on the instrument itself
but on the interpretation and meaning of the scores derived from the
instrument. Validity is used to determine whether research measures what it
intended to measure and to approximate the truthfulness of the results (Tariq,
2009). Thus, the instrument will be valid if it is able
to measure what is coveted and disclose the data of researched variable exactly
(Arikunto, 2010).
Moreover, this validity
measurement will be conducted in class XI IPS 2 with the total of students are
29 people. Thus, to measure the validity of the instrument, it will use
correlation formula that is brought up by Pearson. It is known as Product Moment correlation that can be
formulated as follow:
Note:
:
the correlation coefficient of item
X :
the subjects’ obtained score from all items
Y :
the score total obtained from all items
: the total of score in distribution X
: the total of score in distribution Y
: the square total of in distribution score
X
: the square total score in
distribution score Y
N : the total of respondent
(Noor,
2011)
Moreover, the result of will be correlated with r value of product moment by considering the total of respondent is
29 and the significant standard is 5%. In this case, the r value of product moment for validity is 0,367, so the instrument of the
test will be valid if 
0,367 and it will not be valid if 
0,367.
will be correlated with r value of product moment by considering the total of respondent is
29 and the significant standard is 5%. In this case, the r value of product moment for validity is 0,367, so the instrument of the
test will be valid if 0,367 and it will not be valid if 0,367.
B.
Reliability
Miller (n. d.) defines
reliability as the extent to which an instrument questionnaire, test,
observation or any measurement procedure produces the same results on repeated
trials. The reliability of a measuring instrument is the degree of consistency
with which it measures whatever it is measuring (Ary et al., 2010). Therefore,
the result of the measured instrument given to the identical subject has to be
relatively similar even it is done by different people, time, and place. It
will not be influenced by doer, condition and situation. Thus, the estimate of
the reliability of the test as the instrument of this research will be measured
by using Alpha Cronbach formula. It
is used to measure the instrument reliability which the scoring is not 1 and 0
(Arikunto, 2010). Thus, Alpha Cronbach
can be formulated as follow.
where:
Note:
: instrument reliability
k : the total item of test
: the variants total of test items
: the total of variants
(Noor, 2011)
Moreover, the result of will be correlated with r value of product moment by considering the total of respondent is
29 and the significant standard is 1%. In this case, the r value of product moment for reliability is 0,470, so the instrument of the
test will be reliable if 
0,470 and it will not be reliable if 
0,470.
will be correlated with r value of product moment by considering the total of respondent is
29 and the significant standard is 1%. In this case, the r value of product moment for reliability is 0,470, so the instrument of the
test will be reliable if 0,470 and it will not be reliable if 0,470.
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