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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
University Syarif Hidayatullah Jakarta, 2016.
Keywords: vocabulary, crossword puzzle game, effectiveness,
vocabulary mastery.
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
4. Teaching Vocabulary ....................................................... 14
5. Learning vocabulary ......................................................... 16
6. The Problem Face in Teaching-Learning Vocabulary ..... 17
7. Some Techniques in Teaching Learning Vocabulary ...... 18
ix
8. Vocabulary Rubric Assessment ........................................ 20
B. Crossword Puzzle Game ....................................................... 21
1. Games ................................................................................ 21
a. Definition of Games .................................................... 21
b. Types of Games........................................................... 22
c. Principles of Choosing and Using Language Games .. 24
d. Procedure of Playing Games ....................................... 27
e. The Advantages and Disadvantages Using Games ..... 28
2. Crossword Puzzle Game ................................................... 29
a. Definition of Puzzle .................................................... 29
b. Kinds of Puzzle ........................................................... 29
c. History of Crossword Puzzle Game ............................ 31
d. Variation of Using Crossword Puzzle Game in
Teaching Vocabulary .................................................. 34
e. How to Play Crossword Puzzle Game ........................ 35
f. Advantage of Crossword Puzzle Game....................... 37
C. Previous Related Studies ........................................................ 37
D. Thinking Framework .............................................................. 39
E. Hypothesis .............................................................................. 39
CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of the Study ................................................... 40
B. Method and Design of the Study ............................................ 40
1. Method of the Study .......................................................... 40
2. Design of the Study ........................................................... 40
C. Population and Sample ........................................................... 41
D. Technique of Collecting Data ................................................. 42
E. Technique of Data Analysis ................................................... 43
F. Statistical Hypothesis ............................................................. 45
x
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION
A. Research Finding ................................................................... 46
1. Data Description................................................................ 46
2. Data Analysis .................................................................... 50
3. Testing Hypothesis ............................................................ 55
B. Interpretation .......................................................................... 59
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion ............................................................................ 62
B. Suggestions ............................................................................. 62
BIBLIOGRAPHY ............................................................................................... 63
APPENDIXES ..................................................................................................... 66
xi
LIST OF TABLES
Table 3.1 Nonequivalent Comparison Group Design ........................................ 41
Table 4.1 The Test Result of Experimental Class by Using Crossword
Puzzle Game........................................................................................ 46
Table 4.2 Table Frequency Gained Score of Experimental Class ..................... 47
Table 4.3 The Test Result of Control Class without Using Crossword Puzzle
Game ................................................................................................... 48
Table 4.4 Table Frequency Gained Score of Control Class ............................... 49
Table 4.5 Table of Recapitulation ...................................................................... 50
Table 4.6 Calculation of Normality Pre-test in Experimental Class .................. 51
Table 4.7 Calculation of Normality Post-test in Experimental Class ................ 52
Table 4.8 Calculation of Normality Pre-test in Control Class ........................... 53
Table 4.9 Calculation of Normality Post-test in Control Class .......................... 54
Table 4.10 Standard Deviation Table................................................................. 56
1
CHAPTER I
INTRODUCTION
A. Background of Study
In teaching-learning of English language, one of component or sub skill
that must be taught to the learners is vocabulary. Vocabulary is central and
important to language learner. Richard said a core component of language
proficiency and provides much of the basis for how well learners speak, listen,
read and write was vocabulary.1 It means words help us to share our ideas and
they also help us to understand other people’s ideas. We listen, speak, read and
write with words. It can be said that the students will find difficulties in mastering
English skills if they have limited vocabulary. Without a sufficient vocabulary,
someone cannot communicate effectively or express ideas because we think with
word.
Moreover, Rivers said learning a language without vocabulary mastery
was not easy.2 Learning vocabulary is an essential part for mastering a second
language. If students want to master language skills such as listening, speaking,
reading and writing, students need to have a large number of vocabularies. With a
limited vocabulary students will also has a limited understanding in skills of
language. In other word, mastery of a language means the ability to use or even to
understand the words of a language.
At this point, students are considered to master a language, if they can
understand what the others say or write and if they can produce the language in
spoken or written. It means that the purpose of teaching a language is students can
master the four skills such as listening, speaking, reading and writing. To cover
these four language skills, students need to master vocabulary. Schmitt said
reading skill depends on vocabulary mastery. More vocabulary students have,
more proficient they are in applying vocabulary in reading skill. Vocabulary is not
1 Jack C. Richards and Willy A. Reynanda, Methodology in Language Teaching,
(Cambridge: Cambridge University Press, 2002), p. 255. 2 Wilga M. Rivers, Teaching Foreign-Language Skills, (Chicago and London: The
University of Chicago Press, 1986), p. 462.
2
only related to reading skill but also three other languages.3 It means that
vocabulary has strong relationships with the language skills. Vocabulary is needed
for expressing meaning and in using the receptive (listening and reading) and the
productive (speaking and writing) skills. Students need to have lexical knowledge
in that language in order to communicate use that language. Acquiring a large and
varied vocabulary is one the largest challenges in learning a second language. The
more we mastered the vocabularies, the better our performances in all aspect of
English will be.
In addition, Thornbury mentions about a large extent number that students,
as foreign language learners, need in mastering vocabulary as soon as the students
can use the vocabulary in daily conversation. He the students can communicate
with other people using vocabulary if they achieve about 2000 words of
vocabulary mastery targets.4
To achieve that number of vocabulary to be mastered by the students,
Indonesia has established English as one of the subjects that should be taught
from junior high school up to university level. In this study, the writer focused on
secondary or junior high school level. Based on Curriculum KTSP (Kurikulum
Tingkat Satuan Pendidikan), there is standard competence which has to be
reached by students at second grade junior high school in learning English
involved:
Understanding the meaning of functional text and simple short
essay in the form of descriptive and recount text to interact with
people in their nearest environment.5
Above of all, junior high school students need to understand some of text
such as recount, narrative, procedure, descriptive and report. It means that the
3 Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge
University Press, 2000), p. 155. 4 Scott Thornbury, How To Teach Vocabulary, (Edinburgh: Pearson Education,
2002), p. 20. 5Departemen Pendidikan Nasional, Standar Isi untuk Satuan Pendidikan Dasar dan
Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar
Nasional Pendidikan, 2006), p. 124.
3
students need to master a large number of vocabularies to understand some of
those texts.
In contrast, based on the writer’s observation at SMP Puspita Bangsa
Ciputat, especially at the second grade, the problem in teaching-learning English
is vocabulary mastery. The students sometimes did not get the point from a text,
even it was the simple short text from their student’s book. The students often
confused and cannot answered the question from the text because they did not
know the meaning of the vocabulary. It was proved by the result of the students’
English test, the Minimum Mastery Criterion - Kriteria Ketuntasan Minimal
(KKM) was 70.0 while the mean score of the students was under the KKM. It was
also indicated the students’ vocabulary mastery is low and not yet achieve the
vocabulary mastery target as Thornbury said. There are many factors that make
the students’ vocabulary mastery is low. There are coming from the internal and
external factors. The internal factors come from the inside of students themselves
such as motivation, interest, intelligence, etc., and the external is the factors that
come from the outside of students which affect their learning process such as
background, learning materials, and teachers’ performance including their
teaching methods. From the observation, the writer noted the English teacher at
SMP Puspita Bangsa Ciputat only use the easiest and simplest ways in teaching
learning process. If students find new words or difficult words that the students
did not know yet, the teacher just asked the students to check the word up in the
dictionary. This way does not help and solve the students’ problem in learning
English especially in mastering vocabulary. The English teacher has to find the
new method to increase the students’ vocabulary mastery and help the students
understand any text on their student’s book.
The teacher and the students need to have suitable strategy to vocabulary
mastery. Harmer said that teaching vocabulary is an important element of
teacher’s art.6 Hatch and Brown also stated the students’ way to achieve
6 Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (England:
Pearson Education Limited, 2007), p. 229.
4
vocabulary and recognize it works is always exciting for the teachers.7 It means
that mastering vocabulary should be interesting and satisfying for both teacher
and students. The English teacher has to think a suitable way, subject material and
how to apply it in classroom. Teacher must have a fun and creative strategy to
teach vocabulary that can make students have interest and pay attention in
vocabulary mastery.
Considering that situation, the writer gave a solution to increase the
students’ vocabulary mastery for the second grade students of SMP Puspita
Bangsa Ciputat, so later the students will able to mastery English well. The
solution is by using crossword puzzle game. Crossword puzzle game offers a
challenge that will motivate the students to try to fulfill the puzzle. It gives much
opportunity for the students to practice and repeat the sentences pattern and
vocabulary. Certainty, the crossword puzzle game is a kind of game that will
makes the teaching-learning process more attractive than before. The students will
feel fun, relaxed and enjoyable, and they will memorize the vocabulary in
different way, that is by rewriting them.
This study is important to be done because it hopefully can give many
benefits to English teacher, students and the other researcher. The writer expects
this study can solve the teacher’s problem in teaching vocabulary and give the
appropriate strategy in teaching vocabulary. The researcher hopes this study can
help students in vocabulary mastery. To other researcher, the writer hopefully can
give information about vocabulary and crossword puzzle game.
To sum up, the writer wants to propose a technique that hopefully can
improve the students’ vocabulary mastery. The proposed technique is crossword
puzzle game towards students’ vocabulary mastery with the title “THE
EFFECTIVENESS OF CROSSWORD PUZZLE GAME TOWARDS
STUDENTS’ VOCABULARY MASTERY”
7 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 372.
5
B. Identification of the Problem
From the background of the study above, it can be identified some
problems:
1. Students get difficulty in understanding text from their student’s book.
2. Students get difficulty in answering the question based on the text from
their student’s book.
3. Students get low score in English test.
C. Limitation of the Study
In order to avoid misunderstanding and to clarify the study, it is necessary
to make the limitation of the study. The writer limits the study in vocabulary
mastery and it will be taught toward crossword puzzle game at the second grade
students of SMP Puspita Bangsa Ciputat. The vocabulary that the students have to
be mastered is based on theme of the student’s book: It’s Time to Holiday and My
Dear Friend.
D. Formulation of the Problem
According to the limitation of the problem above, the writer formulates the
research problem “is crossword puzzle game effective in vocabulary mastery at
the second grade of SMP Puspita Bangsa Ciputat?”
E. Objective of the Study
The objective of the study is to find out whether the crossword puzzle game is
effective toward vocabulary mastery at second grade of SMP Puspita Bangsa
Ciputat or not.
F. Significance of the Study
The result of the study is expected to provide useful information about the
effectiveness of crossword puzzle game toward students’ vocabulary mastery at
the second grade students of SMP Puspita Bangsa Ciputat. It is expected that the
findings can contribute to the group of people, they are:
1. For English teacher
It gives the alternative technique in vocabulary mastery, especially
using crossword puzzle game. It is also help the teacher to increase
students’ score in English test.
6
2. For students
This study assists them to solve their problem in vocabulary mastery
and enrich their vocabulary. It is also expected to be a useful input to help
the students’ to improve their score in English test.
3. For further research
For the further research who are interested in doing research about
vocabulary at Junior High School level can get the basic information about
the use of crossword puzzle game. Moreover, they can apply crossword
puzzle game for other English material.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
The first thing that we are hoped in learning a new language is having
vocabulary because it is one element that links the four skills; speaking, listening,
reading and writing altogether. In order to communicate well in a language,
students are hoped acquire a sufficient number of words and need to know how to
use them accurately. Without having enough vocabularies, communication will
end up in unpleasant situation and make the students reluctant to continue their
sentence or idea.
In the other words, vocabulary is a basic of language and it is very
important to be mastered. We cannot speak well and understand written materials
if we do not master it. Everyone cannot master a language if he/she does not learn
vocabulary and expression of word has meaningful way in communication, like
Schmitt stated, one of necessary skill of language is vocabulary. If we do not
understand it, we cannot speak well. By lacking words, the interaction in other
language cannot be done no matter how successfully the sound of the foreign
language is mastered.1
Moreover, Scott Thornburry stated that ability in using the language will
not be improved if the concern of study is only on grammar without practice in
other skill. On the other side, if the concern is more on words and expressions, the
ability in using the language can be improved.2 It means that more vocabulary will
make someone be better in communication.
In conclusion, students cannot practice or build that language if they are
lack of vocabulary because vocabulary is the key to students understanding what
they hear and read i]kn school and to communicate successfully with other people.
For this reason it is very important for the students to quickly build up a large
store of words.
1Norbert Schmitt and Michael Mc Cartney, Vocabulary in Language Teaching,
(Cambridge: Cambridge University Press, 2000), p. 5.
2 Scott Thornbury, How to Teach Vocabulary, (Oxford University Press, 2002), p. 13.
8
1. The Definition of Vocabulary
There are many definitions can be found about vocabulary from some
experts, but the writer only choose several of them which are important to
discuss. According to Laurie Bauer, vocabulary is the words concern of the
original of the words (e.g. cable from Arabic word of habl or cartoon from
Italian word of cartone), the change of the words (e.g. verb + ion becomes
noun: act + ion = action or verb + ive becomes adjective: collect + ive =
collective), the relation of the word (e.g. hyponym: apple-fruit, car-vehicle,
cow-animal) and the application of the word in daily life. All of us have been
using word to know what someone desires and to express our desire to others
since we were about a year old.3 It is explains that vocabulary is truly the main
component of language that will help us to communicate well although in
several situations we will need another component like meaning,
pronunciation and grammar put together in use.
Penny Ur said the words that are taught in foreign language defined as
vocabulary.4 In other words, Ur illustrated if we teach a new words in a
foreign language that is a vocabulary. For example, today SDN 07 Pagi will
learn English about stationeries. Stationeries include paper, pencil, pen, ruler,
eraser, book, table, etc. Those words about stationeries are called vocabulary.
Moreover, Hatch and Brown described vocabulary is a tool that have been
using by someone to communicate with other people.5 In this sense,
vocabulary is an important part for the individual person to share their idea or
their willingness to the others.
From all the definitions given above, we know that some experts have
difference ideas in giving the definition of vocabulary, because every person
has different ways in expressing and showing their ideas. However, it can be
concluded from those definition above that vocabulary is a set of words which
3 Laurie Bauer, Vocabulary, (Routledge: London and New York, 1998), p. VIII.
4 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge:
Cambridge University Press, 1996), p. 60.
5 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic and Language Education,
(Cambridge: Cambridge University Press, 1995), p. 1.
9
used in a language and the user knows it. Thus, vocabulary is one of the
components of a language where there is no language without words. From
these statements, vocabulary mastery and development of the student is
important in language teaching beside grammar and pronunciation to reach the
goal of English learning and teaching itself.
2. Types of Vocabulary
Harmer6 and Jo Ann Aeborsold
7 distinguish two types of vocabulary;
active vocabulary and passive vocabulary.
a. Active vocabulary is the words that have been learned and used by the
students in their daily life to interact with others. The learners can use this
appropriately in speaking or writing and it is also called as productive
vocabulary. To use the productive vocabulary, the students must know
how to pronounce it well, able to use grammar of the target language and
also must be familiar and understanding the meaning of the word. In fact,
the active vocabulary is more difficult to practice. This type is often used
in speaking and writing.
b. Passive vocabulary refers to all words that the students can be recognized
and understood them when they interacted with others. The learners can
use it appropriately in listening or reading and it is also called as receptive
vocabulary. It means that passive vocabulary is all of the words heard or
read by the students. Hearing the vocabulary used prompts the students to
recall its meaning. In other words, you are being made to recall it.
Another opinion came from Nelson Brooks; vocabulary is divided into
three, namely:
a. Little or empty words: Little or empty words belong to grammatical
category and it has only grammatical meaning. Grammatical meaning
cannot stand alone but is always associated with other words or even the
6 Jeremy Harmer, The Practice of English Language Teaching New Edition
(New York: Longman Publishing, 1991), p. 159 7 Jo Ann Aeborsold and Mary Lee Field, From Reader to Reading Teacher,
(New York: Cambridge University Press, 1998), p. 139
10
whole sentences. The example of little or empty words: a, an, these, but,
although and the.
b. Content words: Content words are words that have the content or
meaningful word. It can be expected to find its meaning in the dictionary.
They are also called open-class words. Open classes accept the addition of
new morphemes such as compounding, derivation, and inflection. The
example of content words: nouns (Nicky, class, tree), adjectives (red, old,
small), verbs (look, sit, sing), and adverbs (frequently, very, also).
c. Cluster of words such as verb that convey special concept when used with
given pronoun or preposition.8 The writer called it idiom. Idiom is a short
group of words which are often used together and have particular meaning
or an expression that has a representative, or sometimes exact meaning.
The examples:
- This is a piece of cake! = A task will be easy.
- It takes two to tango = Actions or communications need more than one
person
Based on frequency and range vocabulary often occurs in the language, it
can be divided into four levels as follow9:
a. High frequency words: High frequency words are the 2000-3000 most
frequent word families. The first priority is in vocabulary learning because
these words in account for 80% or more of the running words in any
written or spoken text. We might not exactly remember using high
frequency words because those are appear most commonly in everyday
usage. High frequency words are used so often that our brains even have
their own place for them. The example of high frequency words are I, and,
the, that, not and is.
b. Low frequency words: Low frequency words are all the rest of the word
families which of these words are known or are worth learning depend on
8 Nelson Brooks, Language and Language Learning, (New York: Harcourt, Brace &
World Inc, 1964), p. 182.
9 I. S. P. Nation, Teaching Vocabulary: Strategies and Techniques, (New York: Heinle
and Heinle Publisher, 2008). pp. 7-12.
11
learner’s personal interest, education background or current studies, area
of employment; social, cultural natural environment and so on. The words
just occur rarely and not commonly used. The example of low frequency
words are aptitude (synonym: ability; inherent ability), resurrect
(synonym: revive; become alive again), and burgeon (synonym: grow;
flourish).
c. Academic word: Academic words are the words families occur much more
frequently in academic texts (textbook, lectures, hand-outs, journal article,
reference manual, seminar presentation) than in non-academic usage,
across of different disciplines. The example of academic words are derived
(formed or developed from something else; not original), assessment (the
act of judging a person or situation or event), and formula (a group of
symbols that make a mathematical statement).
d. Technical words: technical words are low frequency word families which
are used in particular discipline, profession, sport, culture or other special
filed. They are normally known only by people with an interest or
expertise in relevant area. The example of technical words are hot spot - In
the world of IT this term refers to places that have wireless Internet
connections), PDFing (an example of a word morphing, this term once
described the process of turning a document), and user (a term that defines
the online audience, it also refers to anyone who "uses" a computer).
Teaching vocabulary is not just presenting the new words to the students,
but the teacher needs to decide which words to teach before the students learn
specific area of lesson. It may help the teacher teach vocabulary that is really
necessary for the students. The teacher must be smart to select appropriate
vocabulary to his/her students.
3. How to Remember Vocabulary
Understanding of vocabulary is a general matter of a number individual
items, it is not same with study of grammar that is fundamentally a rule based
system. Commonly, the rule seems to be a question memory. By the time of
12
the teaching and learning process, the main problem is: how does memory
work? The working memory researcher separated these following systems: 10
a. Short-term store: short-term store is a system in our brain to keep
temporary information and that process of information is only required
when we think. If it compared with computer components, short-term
memory is similar to RAM (Random Access Memory) that is a temporary
storage before being processed in the CPU (Central Processing Unit), data
stored in RAM will be erased or lost re-written with the next data. For
example, when someone mentions random numbers with a certain speed,
and then we are asked to remember and mention of these numbers in order
as it mentioned, it needs short-term store.
b. Working memory: Working memory is a system that supports information
for a while when complex cognitive activities take place, such as: reading
comprehension in English and also in productive activities such as writing.
The example in the language learning process that involves working
memory is the when the students listen to hear an unknown word in
English and then students are asked to repeat it a few seconds later.
c. Long-term memory: is a system in our brain that has a function to keep the
information permanently, organized the information, and recall
information at a time when the need it at the future. Usually, the
information that has stored in long-term memory will be able to remember
for a lifetime. If it compared with components of computer, long-term
memory is similar to the hard-disk which permanently storage the data.
Just like the brain, any of the data that are inputted into a computer will be
processed in RAM (short-term memory) but not all of the inputs or
processing. For examples, a driver who has decade experiences will be
relaxed and easy to do many things while driving a vehicles, such as turn
on the radio, change the radio channel, conversing with passenger, even
while determining the direction of the vehicle. All information about
10
Scott Thornburry, How to Teach Vocabulary, (Edinburgh: Pearson Educated Limited,
2002), pp. 23-26.
13
driving techniques, directions, and the problems on the road has been
stored in long-term memory and automatically he will be called when
driving. It was not found in someone who is just learning to drive. There
are several principles should be followed if we want to make sure that the
new information move into long-term memory storage:
1) Repetition: Repetition is reinforcing the words, if the learners have
seen the words in intense frequency, the learners have a better chance
to remember it for long time. For example: Salvador is a Mexican and
a student of an aviation school. His school applied English as a prior
language instead his English is not really good, but in his daily life he
often heard and speaks about aircraft and aviation. Even his English is
not really good he knows some word such as air screw, carry-on
luggage, aisle seat, etc. He knows how to write that word and how to
apply it because the frequency of the word is intense.
2) Retrieval: Retrieval is a process of searching for and finding
information stored in the memory to be used again. This is another
type of repetition. Applying new words in written letter, writer essay,
written email, and any kind written tasks will help the learner
remembering those words and applying the word again in the future.
3) Spacing: Spacing means better to divide a new word and try to
remember it in a period time than trying to remember several words in
a single time.
4) Pacing: Pacing means that everyone has different learning style and
speed in acquiring new words. Otherwise, the learners should realise
the suitable learning style for themselves to make their memory works
well.
5) Use: Adding word “use” will make more interesting in acquiring new
word to the long-term memory. This principle also called “use it or
lose it”.
6) Cognitive depth: The word will be better remembered if the learners
feel that word is more cognitively demanding in their needs.
14
7) Personal organizing: The probability of a new word will be increased
based on the learners’ character in communication and personal
activity in their life.
8) Imaging: It is easier to remember a new word with visualization rather
than not display it with any picture. An abstract work also can be
displayed with an image.
9) Mnemonic: Mnemonic might be helpful for storage information in
long-term memory when students lack a relevant knowledge base
about the topic they are studying. Mnemonics may provide visual
imagery or verbal elaborations that serve as cues for recalling
information that is low in imagery or in meaningfulness. Students can
generate their own mnemonic devices or their teachers can provide
them with mnemonic materials.
10) Motivation: The words will not be remembered only by strong
motivation. The unmotivated learners surprisingly can remember the
words if they must be face a task occasionally.
11) Attention: Improving vocabulary without any certain attention is
impossible. The students have to pay attention to the topic that they
have learnt so they can understand and input it to their long-term
memory.
Based on it, we can predict how long vocabulary stays in our brain.
Thornburry divides working of our memory to be three parts. First, short-term
store is brain capacity that vocabulary stays in there just few second. Second,
vocabulary stays in there just for a while is working memory. Last, long-term
store is brain capacity that vocabulary stays in there durable over time by
many activities can do.
4. Teaching Vocabulary
The purpose of teaching vocabulary is to help the students bring the
meaning from word sign, signal and symbol. To achieve the goal of teaching
vocabulary, the students must be taught many things about words and their
15
meaning as well as the words themselves. In teaching vocabulary, there are
several principles for the teachers as consideration. The principles are:
a. Aims: Before the teacher start vocabulary teaching-learning activity, there
are several aims that must be understood, such as the how many
vocabulary that should be reached by the students and what kinds of
vocabulary will be taught. For example: Mr. Andrew is an English teacher
at 8 grades, today he teaches about transportation at his class. He has
prepared about the transportation and listed what the students must be
learnt at class.
b. Quantity: The numbers of vocabulary that will be taught may have to
decide by the teacher and the teacher also has to choose how many words
that the students have learnt. For example: Mrs. Ann will teach English
class at 7 grade students about animal. She determines that the students
must be mastered 30 kinds of animal after the teaching-learning process.
c. Need: The teacher must be concern to the vocabulary words chosen that
will be taught to the students because it must be related to the aims of
teaching.11
The teacher has to carefully choice the words that will be learnt
by the students based on their grade, the words supposed to be not too easy
or too hard to remember by the students.
d. Frequent exposure and repetition: The teacher should have made sure the
students already remember the word that lately taught by repeating the
word before move to the new word. After the teaching-learning process, it
is necessary for the teacher to check the students about the words that they
have learnt, if the students can understand and remember the word, the
teacher can go on to the next material.
e. Meaningful presentation: Meaningful presentation means that the word
will never get ambiguity by the students and the students can understand it
clearly even the word presented in its denotation. Ambiguity is when the
meaning of a word, phrase, or sentence is uncertain. There could be more
than one meaning. One example word of ambiguity is Sarah gave a bath to
11
Ibid., p. 28.
16
her dog wearing a pink t-shirt. Is the dog Sarah who wearing the pink t-
shirt? The teacher should clear those sentences and explain it to the
students.
f. Situation presentation: According to the situation, the students should
learn words in any situation that are appropriate. The words choices can be
presented variously based on formal and informal situation; how close we
know the person and with whom we were speak to.12
For example, let us
pretend you are in a dinner party and you need to leave for an urgent
phone call. If you were eating with your manager, you might say, “Would
you please excuse me for a moment?” or “Excuse me”. However, with
friends, you might say, “One sec” or “I’ll be back.” So, you leave the table
and answer your phone call; if it’s your customer or boss, you could begin
with, “Good Evening, how are you doing tonight?” But if it were your
close friend you might say, “What’s good with you, my brother from
another mother!”
From the principles above in teaching process, the teacher should be able
to identify who the students are, what their needs are, and how the teacher
should teach in a simple and interesting way. Different age of students indicate
that they have different needs and interest. In teaching vocabulary, the teacher
must be able to select the words that will be given to the students, according to
the curriculum and the goal of teaching.
5. Learning Vocabulary
Hatch and Brown describe five essential steps in vocabulary learning
based on research into learners’ strategies:13
a. Having sources for encountering new words: to enrich the new words, the
students can learn it from many resources. Those resources are watching
foreign language movie, listening target language song, talking with native
speakers, textbooks, word lists, dictionaries, etc.
12
Ibid., p. 30.
13
Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education,
(Cambridge University press, 1995), pp. 372-391.
17
b. Getting a clear image: the students can create a picture in their mind when
we learn a new word, it also called mental picture. Mental picture can be
visual, auditory or both of them. We can make this mental picture relate
with a new word with other foreign language or we can using phonetic
script with similar sound.
c. Learning the meaning of words: We also can learn a word by recognize the
meaning of the words and ask it to the native speaker, context guessing, or
creating a mental image of meaning.
d. Making a strong memory connection between the forms and meaning of
the words: Between word form and the meaning we can make a strong
linkage in the memory, we can apply it become memory strategy usage –
as long as it used.
e. Using the words; in example sentences, collocations, various contexts,
conversations, etc.: of course we have to often practice the words to make
a sentences, collocation, text, conversation, etc. if we want the word stay
longer in our brain storage.
Learning of words is a process that continues, but that change in nature as
it continues.14
Looking at the five steps, we can see that each ‘steps’ is in fact
something that needs to happen over and over again, so each time something
new is learnt or remembered.
6. The Problem Face in Teaching Learning Vocabulary
Penny Ur mentioned seven categories about the teaching problem that
perhaps will be faced when we teach vocabulary, there are:15
a. Discipline: There is difficult to control discipline problem in the class. To
solve this problem, the students should has motivation to make themselves
keep their willingness of learning language and the teacher have to force
the students to be discipline.
14
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p. 84.
15
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
Cambridge University Press, 2003), pp. 60-62.
18
b. Correcting written assignment: Some of the students feel over confident
with their language knowledge, when they correct written assignment they
sometimes they correcting the answer that actually right. This activity
sometimes becomes a burden for students.
c. Interest: To keep away the students’ boredom, the teacher has to find
interest topics and activities. For example, today the class will going to
learn about public place, the teacher can make over the classroom become
a market, a museum, a beach or any kind of public place and if it possible
the teacher can bring any kind of property to make it real.
d. Effective learning for all: Not all the students have same knowledge, the
teacher should be aware of this. To make the language learning effective,
the task should be not too easy or not too difficult for them.
e. Material: The teacher should prepare suitable material before the language
learning process to make the aims of the process run well and achieved.
7. Some Techniques in Teaching Vocabulary
Teaching techniques is important in teaching learning process, not only
determined by teachers and students’ competence but also with in appropriate
technique. Teaching techniques are very helpful for teacher. It is teachers’ task
to appropriate technique of vocabulary teaching, it does not mean that if the
teacher uses a certain technique.
There are many explanation can be found about some techniques in
teaching vocabulary from some experts, but the writer only choose several of
them which are important to discuss. Ruth Gairns and Stuart Redman said
there are many techniques of vocabulary teaching, there are:
a. Visual Aids: Visual aids include pictures, photographs, flashcards, and
blackboard, etc. The teacher can apply one of them in the classroom. For
example, the teacher use pictures in language learning process to introduce
a new word to the students. The pictures may come from many sources;
magazine, newspaper or the students’ handmade. Pictures can be used to
explain the meaning of vocabulary items. The purpose of using pictures is
19
to encourage the students’ mind before they are given the English word
because they can understand it from the pictures.
b. Verbal explanation: Based on the students’ level, the aim and the time
allocated, the teacher should select and provide words will be taught. The
teacher has to know the synonym, antonym and definition of the words
and explain it to the students. This process makes the students feel bored
easily but this technique is an efficient way to explain unknown word.
c. Contextual guesswork: The students learn vocabulary from a text in this
technique. The students can understand the meaning of difficult words
from a text through deducing meaning from context, deducing meaning
from form, word association and word formation.
Furthermore in presenting the meaning of the words to the students, there
are four possible techniques to ease the comprehension of word by the
students. The following are technique in teaching English vocabulary that can
be implemented in class.
a. Demonstration technique: In demonstration technique, the words can be
presented with gesture, picture or physical movement by the teacher. For
example: the teacher said “open the window”, by practicing the teacher
move forward to the window and open it then the teacher asked one
student to demonstrate it again.
b. By using song: Generally, everyone likes a song. Therefore song makes
learning English more interesting. We can introduce new words related to
the song, and from the song, and from the song the teacher also can
teaches pronunciation. Griffee stated songs are provided a meaningful
context for the vocabulary that is why songs are good in introducing
vocabulary.16
From this theory, we know that songs can be used to relax
students and provide enjoyable English class.
c. By using words puppets: Puppet is defined as doll small figure of animal
etc. It is means that puppet is one of teaching aid by using puppet teacher
16
Dale T. Griffee, Songs in Action, (UK: Frentice Hall International Ltd, 1992), p. 5.
20
can get the students attention. And it is simply to make it. The teacher can
use puppet animal when explain the word of animal.
d. Gives the word clue related to the clue: The teach gives clue about
something that related to the material, and the students have to guess it. In
this sense, the teacher gives alternative words as the clue therefore this
strategy is one of the good ways in guessing the unknown words.
There are many different ways of teaching vocabulary. The writer hopes
these technique can use by the teacher in teaching vocabulary success.
Although there are many other factors supporting teaching and learning
process, such as the using appropriate media, learning material which support
teaching learning process, class management, and teacher’s ability and
creativity in developing and managing learning process optimal.
8. Vocabulary Rubric Assessment
A rubric is a coherent set of criteria for students' work that includes
descriptions of levels of performance quality on the criteria. Rubrics are
important because they clarify for students the qualities of their work that they
should. This point is often expressed in terms of students understanding the
learning target and criteria for success. For this reason, rubrics help teachers
teach, they help coordinate instruction and assessment, and they help students
learn. Here is the vocabulary rubric assessment17
:
VOCABULARY ASSESSMENT
Poor
(1 point)
Fair
(2 points)
Good
(3 points)
Excellent
(4 points)
Match
words to
definitions
Student is able to
match only a few
words to their
definitions
Student is able to
match some of
the words to their
definitions
Student is able to
match most of
the words to their
definitions
Student is able to
match all of the
words to their
definitions
Complete
sentence
Student is able to
complete only a
few sentence with
the correct
vocabulary words
Student is able to
complete some of
the sentences
with the
vocabulary
correct words
Student is able to
complete most of
the sentence with
the correct
vocabulary
words
Student is able to
complete all of
the sentence with
the correct
vocabulary
words
17
RCampus, iRubric: Vocabulary Assessment Rubric, 2016, (www.rcampus.com).
21
VOCABULARY ASSESSMENT
Write
definitions
Student is able to
write only a few
definitions
Student is able to
write some of the
definition
Student is able to
write most of the
definitions
Student is able to
write all of the
definitions
Write
original
sentences
Students is able
to write a
sentence for only
a few words
Student is able to
write a sentence
for some of the
words
Student is able to
write a sentence
for most of the
words
Student is able to
write sentences
for all of the
words
Mechanics
Student often
misspells, does
not use correct
punctuation.
Student
sometimes
misspell, does
not use correct
punctuation
Student seldom
misspell, does
not capitalize,
does not use
correct
punctuation
Student never
misspell, does
not capitalize
does not use
correct
punctuation
B. Crossword Puzzle Game
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.
22
Jill Hadfield, Intermediate Vocabulary Games, (Essex: Pearson Education Limited,
1999), p. 5.
23
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, pp. 10-11.
25
2) Target Language Use
The game has to be designed or modified so that students are obliged
to use the target language in order to participate if the game can be
played in the classroom context without recourse to the language being
studied then it has no educational value from an ESL point of view.
3) Simplicity
The game should be simple enough to be understood after a brief
explanation ideally its structure should be based on a game with which
the students are already familiar it should be remembered that the
overriding intention is to inject some fun into the lesson without
compromising educational objectives grappling with vague
instructions can readily defeat the educational objectives of most
games.
4) Monitoring Students’ Use of the Target Language
The teacher must be able to control the correct use of language or
reliably delegate that responsibility the ease with which games can be
monitored linguistically should be a significant factor in the selection
process games like “scrabble” and “boggle” in which students form
words outside meaningful contexts preclude effective monitoring since
the teacher has no way of knowing if students understand the words
they have chosen.
5) Time Effectiveness
The game should be time efficient in terms of the amount of time
devoted to language sue many activities involving cutting pasting and
colouring in are undoubtedly enjoyable but hardly justifiable when one
considers that little or no language is required.
6) Control
The game should be easy to organize and control given the type of
students in the group excessive physical activities are best avoided
with high spirited students who climb the walls at the slightest pretext
by the same token it might be advisable to avoid such games with shy
26
sensitive introverted students who would experience a degree of
embarrassment.
7) Group Participation
It is important that the whole class by engaged as players or spectators
if only two students at a time can play a particular game and the
linguistic or logical motivation for audience interest is low then such a
game would be an unsatisfactory choice to use with a class of thirty
students.
8) Language Level
The language level must be appropriate for the students if the game is
to be a success normally the more advanced the students are the easier
it becomes to select games for them beginners are limited to the basic
vocabulary and structures they have learned and many games like
“twenty questions” would be beyond the linguistic capabilities of
beginners.
9) Materials
Materials can be expensive or difficult to produce financial
considerations might put computer games on the “reconsider only
if…,” list on the other hand if materials can be obtained without
putting too much strain on the teachers time or budget then they should
be considered a worthwhile investment.
10) Versatility
The same game can often be applied to more than one aspect of
language learning and teachers should be aware of this so that a
popular game is exploited to its full potential “nought and crosses”
(“tic-tac-toe”) can be used to practice vocabulary grammar reading and
cultureas well as just numbers.
11) Time
The game should be over before students’ interest flags in fact its best
to always leave your audience wanting more reasonably fast action
should be a feature of team games where players also spend a lot of
27
time as passive spectators thus games such as “chess” and “monopoly”
have very little if any value.
12) Variety
Teachers should have a wide variety of games in their repertoires if the
games are very similar differing only in name and little else the
element of fun can erode rapidly.
From those theories, the writer concludes that principles of choosing and
using games should be easy to prepare and not take too long which can make
students feel bored and tired, and also games should be easy to play and have
some element of language teaching besides entertained to students, also, the
teachers also should look out the principle of selecting games before use it, so
the game can be accepted by all students in the classroom.
d. Procedure for Playing Games
The teacher should have a good plan when he/she use game, such as
choosing the suitable game for their students ability, decides what the players
should do, how which the time allocated, and the teacher should know how
the procedures of game are.
There are many procedures for playing game such as:
1) Choose games on the basis of their suitability in terms of the language
they put into practice and also with regard to the students themselves
(e.g. their age and interest).
2) Prepare the game carefully beforehand; try to predict the language
items that maybe needed.
3) Explain to the students (in the mother tongue if necessary) the purpose
of rules for the games.
4) Involve as many students a possible e.g. by dividing the class into two
teams and also by letting the students take over you if the game
permits.
5) If the games played on team basis, points should be awarded for each
correct answer and the scores are written on the blackboard. Deduction
28
can be made for grammatical errors (e.g. half point) but credits should
be given for creative expression.
e. The Advantages and the Disadvantages of Using Games
There are many advantages of using games in English learning, such as
help the students to reduce students’ boredom and improving students’ interest
in learning new vocabulary, make students feel enjoy and comfortable.
Hence, Andrew Wright stated that the advantages of game are:
1) Games help and encourage many learners to sustain their interest and
work
2) Games also help the teacher to create context in which the language is
useful and meaningful. The learners want to take part and in order to
do so must understand what other saying or have written, and they
must speak or write in order to express their own point of view or give
information.
3) Many games cause as much density of practices as more conventional
drill exercise.
4) Games can be found to give practice in all the skill (reading, writing,
listening, speaking).
5) By making the language convey information and opinion, games
provide the key feature of “drill” with opportunity to sense the
working of language as living communication.24
Based on the statement above it means that the technique of game is
expected to increase students’ attention in learning English. More practice in
all skills language and more attractive for communication activity.
Games as the alternative teaching technique also have the disadvantages or
limitation. The disadvantages of using games are:
1) Generally is if the students number is too much, it will surface to
involve all of the students in that games. A student whom did not
involve will disturb the process.
24
Andrew Wright, David Betterdige and Michael Bucbey, Games for Language
Learning New Edition, (Cambridge University Press, 1984), pp. 1-2.
29
2) Not all materials of study can communicate by games.
3) Games usually make noisy
4) Most teacher use games only for a part time.
The writer assumes that it is difficult to use the games, because in using
games, the children have to know the principle of games and choosing the
suitable of language game. The classes should be planned so there is a
minimum of formal drilling and maximum activities.
2. Crossword Puzzle
a. Definition of Puzzle
Puzzle is defined in the Collins COBUILD New Students’ Dictionary as a
question, game or toy which you have to think about carefully in order to
answer it correctly or put it together properly.
In this study, the writer tries to describe puzzle as one of many language
games used to teach vocabulary at Junior High School.
b. Kinds of Puzzles
There are many kids of puzzle, among other are:
1) Word Search Puzzle
In this game the students will be given a list of encoded letter
which contain hidden names of subject. The students will have to find
those names by circling those words, for example:
Find out three objects that usually we can find it at the classroom on the
boxes, and clues bellow will help you to find out them:
a) It is used for measuring things and for drawing straight line
b) A long thin object used for writing or drawing with ink
c) A small piece of rubber used to remove the marks made by pencil
R A R E R L
U U J R Y U
L L N A P R
E R A S E R
R S A P N Q
30
2) Scramble Letters Puzzle
It is kinds of puzzle where the players have to rearrange the
scramble letters based on the clues. This puzzle is useful primarily for
the recognition of words and their spelling. For example:
By unscrambling the letter you will get the members of your family.
Arrange these letters into the correct word!
e.g. T-E-R-R-B-O-H = BROTHER
1. M-G-A-R-R-E-N-D-O-H-T = ……………….........
2. L-E-U-N-C = ………………………....
3. T-E-S-R-I-S = ………………………….
4. H-E-T-A-F-R = ………………………….
5. O-T-H-E-R-M = ………………………….
Clues:
1. The mother from your father/mother
2. The brother of someone’s mother/father, or the husband of someone’s aunt
3. A girl/woman who has the same parent with you
4. a female parents
5. a male parent
3) Crossword Puzzles
This game is very familiar to the students for they can find such as
puzzles in their language in this game, the students will have to fill the
boxes letter by letter based on the question.
For example:
Fill the in the boxes with the members of family, here are some clues
Across:
1. A female parents
2. The brother of someone’s mother/father, or the husband of someone’s aunt
3. A girl/woman who has the same parent with you
Down:
1. a male parent
2. The mother from your father/mother
31
c. History of Crossword Puzzle Game
What is crossword puzzle game? In this part, the writer tries to explain
about it entirely. A crossword puzzle is a game of words where the player is
given a hint and the number of letters. The player then fills in a grid of boxes
by finding the right words. Based on Cambridge dictionary, crossword
(puzzle) is a game which you write words which are the answer to questions in
a pattern of black and white squares. From oxforddictionaries.com,
crosswords puzzle is a puzzle consisting of a grid of squares and blanks into
which words crossing vertically and horizontally are written according to
clues. Meanwhile, based on Webster’s dictionary, crossword puzzle is a
puzzle in which words are filled into a pattern of numbered squares in answer
to correspondingly numbered clues and in such a way that the words read
across and down.
As stated by Elliot, crossword puzzle game are said to be the most popular
and widespread word game in the world, yet have a short history. The first
crosswords appeared in England during the 19th
century.25
They were of an
elementary kind, apparently derived from the word square, a group of words
arranged so letters read alike vertically and horizontally, and printed in
25
George Elliot, Brief History of Crossword Puzzle, March 2010
http://www.crosswordtournament.com/more/wynne.html.march.23rd.2010
1.
2.
1.
3.
2.
32
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:
-5,-
5,0,0,5,5,10,10,10,10,10,10,10,10,10,10,10,15,15,15,15,20,20,20,25,25,25,25,
30,30,30,35,35,40,40
1) n= 35
2) Xmin=-5, Xmax=40. Range: 40 – (-10) =45
3) K=1+3.322 logn
K= 1+3.322 logn35 = 6.12 = 6
4) Interval (i) = = = 7.5 = 8
Table 4.2
Table Frequency Gained Score of Experimental Class
Interval Gained Score Frequency Percentage
-5 – 0 4 11%
1 – 6 2 5%
7 – 12 11 31%
13 – 18 4 11%
19 – 24 3 8%
48
Interval Gained Score Frequency Percentage
25 – 30 7 20%
31 – 36 2 5%
37 – 42 2 5%
From the table above, it can be seen that most of students got gained score
in the interval 7 – 12. In the other word there were 31% students who got
gained score between 7 up to 12 point. In the experimental class the higher
gained score was 40 and the lowest was -5.
Table 4.3
The Test Result of Controlled Class
without Using Crossword Puzzle Game
Students Controlled Class
Gained Score Pre Test Post Test
1 65 70 5
2 65 60 -5
3 60 60 0
4 65 55 -5
5 75 80 5
6 40 30 -10
7 30 35 5
8 80 90 10
9 40 50 10
10 80 85 5
11 65 80 15
12 50 50 0
13 50 45 -5
14 65 80 15
15 70 75 5
16 50 65 15
17 55 60 5
18 60 85 25
19 75 70 -5
20 75 90 15
21 65 60 -5
22 65 70 5
23 70 80 10
24 50 60 10
49
Students Controlled Class
Gained Score Pre Test Post Test
25 65 55 -10
26 45 60 15
27 35 35 0
28 65 55 -10
29 60 85 25
30 45 65 20
31 70 65 -5
32 60 80 20
33 65 60 -5
34 75 85 10
35 45 55 10
Σ n = 35 Σ = 2095 Σ =2285 Σ = 190
AVERAGE 59.45 65.29 5.42
MAX 80 85 25
Ratio Scale Calculation of Gained Score Controlled Class:
-10,-10,-10,-5,-5,-5,-5,-5,-5,-
5,0,0,0,5,5,5,5,5,5,5,10,10,10,10,10,10,15,15,15,15,15,20,20,25,25
1) n= 35
2) Xmin=(-10), Xmax=25. Range: 25 – (-10)=35
3) K=1+3.322 logn
K= 1+3.322 logn35 = 6.12 = 6
4) Interval (i) = = = 5.8 = 6
Table 4.4
Table Frequency Gained Score of Controlled Class
Interval Gained
Score Frequency Percentage
(-10) – (-5) 10 28%
-4 – 1 3 8%
2 – 7 7 20%
8 – 13 6 17%
14 – 19 5 14%
20 – 26 4 11%
50
From the table above, it can be seen that most of students got gained score
in the interval (-10) – (-5). In the experimental class the higher gained score
was 25 and the lowest was -10.
Table 4.5
Table of Recapitulation
Experimental Class Controlled Class
Pre-test Post-test Pre-test Post-test
Mean 56.43 72.71 59.85 65.29
Median 55 70 60 60
Modus 55 75a 65 60
Minimum 30 30 30 30
Maximum 75 95 80 90
Sum 1975 2545 2095 2205
The table above showed that students learning outcomes both classes were
increase. But the experimental class is more increase compared than the
controlled class.
2. Data Analysis
a. Normality of the Data
Before analyzing hypothesis, the writer had to analyze the
normality of the data. This analysis was used to see whether the data has
been normally distributed or not. The writer used to Lilyfors formula to
the normality. The maximum dispute (T) got from calculation must be in
absolute value. The result of normality can be seen by comparing the value
of Tmax to Ttable.
Criteria of hypothesis are:
H1 : T > Ttable
H0 : T ≤ Ttable
b. Normality of Experimental Class
1) Normality of Pre-test
Hypothesis:
H0: data is normally distributed
H1: data is not normally distributed
51
Table 4.6
Calculation of Normality Pre-test in Experimental Class
X F X2
fX fX2
p=f/n ∑p Z ᶲ T
30 1 900 30 900 0.02 0.02 -
2.46 0.0069 0.013
35 1 1225 35 1225 0.02 0.04 -
2.00 0.0228 0.017
40 1 1600 40 1600 0.02 0.06 -
1.53 0.0630 0.003
45 4 2025 180 8100 0.11 0.17 -
1.06 0.1446 0.025
50 4 2500 200 10000 0.11 0.28 -
0.60 0.2743 0.005
55 9 3025 495 27225 0.25 0.53 -
0.13 0.4483 0.081
60 4 3600 240 14400 0.25 0.64 0.33 0.6293 0.010
65 5 4225 325 21125 0.11 0.78 0.80 0.7881 0.008
70 4 4900 280 19600 0.14 0.89 1.26 0.8962 0.006
75 2 5625 150 11250 0.11 0.94 1.73 0.9582 0.018
∑ 35 1975 115425 0.05
= ∑∑ =
9 = 56.42
S2 =
∑� -
∑ 2
= – 9 2
S2 = 3297.85 – 3183.21 = 114.64
S = √ 4.64 = 10.70
In the significant degree of 0.05, the value in the table Lillyfors
showed T (0.05x35) = 0.149
H1 = T > 0.149
H0 = T ≤ 0.149
The result showed that Tmax < Ttable (0.081 < 0.149). The conclusion
is H0 accepted, it means that the data is normally distributed.
2) Normality of Post-test
Hypothesis:
H0: data is normally distributed
52
H1: data is not normally distributed
Table 4.7
Calculation of Normality Post-test in Experimental Class
X F X2
fX fX2 p=f/
n ∑p Z ᶲ T
30 1 900 30 900 0.02 0.02 -3.00 0.0013 0.018
50 1 2500 50 2500 0.02 0.04 -1.58 0.0571 0.017
60 6 3600 360 21600 0.17 0.21 -0.88 0.1894 0.020
65 2 4225 130 8450 0.05 0.26 -0.52 0.3015 0.041
70 4 4900 280 19600 0.11 0.37 -0.17 0.4325 0.062
75 7 5625 525 39375 0.20 0.57 0.18 0.5714 0.001
80 7 6400 560 44800 0.20 0.77 0.53 0.7019 0.068
85 5 7225 425 36125 0.14 0.91 0.89 0.8133 0.096
90 1 8100 90 8100 0.02 0.93 1.24 0.8925 0.037
95 1 9025 95 9025 0.02 0.95 1.60 0.9452 0.004
∑ 35 2545 190475
= ∑ ��∑ � =
254535
= 72.41
S2 =
∑� -
∑ �
= 190475
35 -
254535
2
S
2 = 5442.14 – 5243.20 = 198.94
S = √198.94 = 14.10
In the significant degree of 0.05, the value in the table Lillyfors
showed T (0.05x35) = 0.149
H1 = T > 0.149
H0 = T ≤ 0.149
The result showed that Tmax < Ttable (0.096 < 0.149). The conclusion
is H0 accepted, it means that the data is normally distributed.
c. Normality of Controlled Class
1) Normality of Pre-test
Hypothesis:
H0: data is normally distributed
H1: data is not normally distributed
53
Table 4.8
Calculation of Normality Pre-test in Controlled Class
X F X2
fX fX2
p=f/n ∑p Z ᶲ T
30 1 900 30 900 0.02 0.02 -2.33 0.0099 0.010
35 1 1225 35 1225 0.02 0.04 -.1.94 0.0262 0.013
40 2 1600 80 3200 0.05 0.09 -1.55 0.0606 0.029
45 3 2025 135 6075 0.08 0.17 -1.16 0.1230 0.047
50 4 2500 200 10000 0.11 0.28 -0.77 0.2206 0.059
55 1 3025 55 3025 0.02 0.30 -0.38 0.3520 0.052
60 4 3600 240 14400 0.11 0.41 0.01 0.4960 0.086
65 10 4225 650 42250 0.28 0.49 0.40 0.6179 0.127
70 3 4900 210 14700 0.08 0.77 0.79 0.7852 0.015
75 4 5625 300 22500 0.11 0.88 1.18 0.8810 0.001
80 2 6400 160 12800 0.05 0.93 1.57 0.9418 0.011
∑ 35 2095 131075
= ∑ �∑ � =
209535
= 59.85
S2 =
∑� -
∑ � 2
= 131075
35 -
209535
2
S2 = 3745 – 3582.02 = 162.98
S = √162.98 = 12.76
In the significant degree of 0.05, the value in the table Lillyfors
showed T (0.05x35) = 0.149
H1 = T > 0.149
H0 = T ≤ 0.149
The result showed that Tmax < Ttable (0.127 < 0.149). The conclusion
is H0 accepted, it means that the data is normally distributed.
2) Normality of Post-test
Hypothesis:
H0: data is normally distributed
H1: data is not normally distributed
54
Table 4.9
Calculation of Normality Post-test in Controlled Class
X F X2
fX fX2
p=f/n ∑p Z ᶲ T
30 1 900 30 900 0.02 0.02 -2.18 0.0146 0.005
35 2 1225 70 2450 0.05 0.07 -1.85 0.0322 0.037
45 1 2025 45 2025 0.02 0.09 -1.19 0.1170 0.027
50 2 2500 100 5000 0.05 0.14 -0.86 0.1949 0.054
55 4 3025 220 12100 0.11 0.25 -0.53 0.2981 0.048
60 7 3600 420 25200 0.20 0.45 -0.19 0.4247 0.025
65 3 4225 195 12675 0.08 0.53 0.13 0.5517 0.021
70 3 4900 210 14700 0.08 0.61 0.46 0.6722 0.067
75 1 5625 75 5625 0.02 0.63 0.79 0.7518 0.121
80 4 6400 320 25600 0.11 0.74 1.12 0.8686 0.128
85 4 7225 340 28900 0.11 0.85 1.45 0.9265 0.076
90 2 8100 180 16200 0.05 0.90 1.79 0.9633 0.063
∑ 35 2205 146875
= ∑ �∑ � =
220535
= 63
S2 =
∑ �-
∑ � 2
= 146875
35 -
220535
2
S2
= 4196.42 – 3969 = 227.42
S = √227.42 = 15.08
In the significant degree of 0.05, the value in the table Lillyfors
showed T (0.05x35) = 0.149
H1 = T > 0.149
H0 = T ≤ 0.149
The result showed that Tmax < Ttable (0.128 < 0.149). The conclusion
is H0 accepted, it means that the data is normally distributed.
d. Homogeneity
Based on the calculation of normality, the writer got the result that all
data in pre-test and post-test of both experimental class and controlled
class have been distributed normally. The next step calculation was
finding the homogeneity of the data. The purpose of this calculation was to
55
see whether the data/sample in both classes was homogenous or
heterogeneous.
Hypothesis:
H0: the condition of experimental class is not different from controlled
class.
H1: the condition of experimental class is different from controlled
class.
The criteria of the test:
α = 0.05
H0 : � 1−� −1 < F < �12� 1−1 2−1
H1 : F ≥ �12� 1, 2
The formula used to can be seen as follows:
F = ℎ ℎ� ℎ � �� �ℎ � � �� �
Or
F = 12
22
The calculation can be seen as follows:
F = = 198.94114.64 = 1.73
N1-1 = 35-1=34
N2-1 = 35-1=34 �0.05 34,34 = 1.84
It can be seen that F < F1/2 α (n1-1)(n2-1) (1.73 < 1.84). Based on the
criteria, it can be concluded that H0 is accepted and the sample in
experimental class and controlled class were homogenous.
3. Hypothesis Testing
To test the hypothesis whether there is significant different to classes, the
writer calculated the data. The experimental class was X and the controlled
class was Y. The procedures of calculated were as follows:
56
Table 4.10
Standard Deviation Table S
tud
ent Experimental Class (X) Controlled Class (X)
Pre-
Test
Post-
Test
Gained
Score
(X)
X2 Pre-
Test
Post-
Test
Gained
Score
(Y)
Y2
1 50 60 10 100 65 70 5 25
2 70 75 5 25 65 60 -5 25
3 50 75 25 625 60 60 0 0
4 55 85 30 900 65 55 -10 100
5 45 80 35 1225 75 80 5 25
6 45 60 15 225 40 30 -10 100
7 35 30 -5 25 30 35 5 25
8 75 85 10 100 80 90 10 100
9 70 85 15 225 40 50 10 100
10 55 80 25 625 80 85 5 25
11 60 60 0 0 65 80 15 225
12 60 70 10 100 50 50 0 0
13 70 80 10 100 50 45 -5 25
14 55 70 15 225 65 80 15 225
15 65 75 10 100 70 75 5 25
16 40 80 40 1600 50 65 15 225
17 50 60 10 100 55 60 5 25
18 55 85 30 900 60 85 25 625
19 30 60 30 900 75 70 -5 25
20 55 80 25 625 75 90 15 225
21 75 95 20 400 65 60 -5 25
22 55 60 5 25 65 70 5 25
23 50 70 20 400 70 80 10 100
24 55 50 -5 25 50 60 10 100
25 45 85 40 1600 65 55 -10 100
26 65 75 10 100 45 60 15 225
27 60 75 15 225 35 35 0 0
28 65 65 0 0 65 55 -10 100
29 65 75 10 100 60 85 25 625
30 65 75 10 100 45 65 20 400
31 45 80 35 1225 70 65 -5 25
32 55 80 25 625 60 80 20 400
33 70 90 20 400 65 60 -5 25
34 55 65 10 100 75 85 10 100
35 60 70 10 100 45 55 10 100
∑X0
=
1975
∑X1
=
2545
∑X = 570
∑X2 =
14150
∑Y0
=
2095
∑Y1
=
2285
∑Y = 190
∑Y2 =
4500
57
Based on the data on the table 4.10 above, we can apply those data into the
formula of t-test to get ttable value was expressed as follows:
t = �− √��� 2+��� 2
The calculation can be seen as follows:
a. Determining Mean of Variable X with formula:
= ∑ = 570
35 = 16.28
b. Determining Mean of Variable Y with formula:
= ∑ =
19035
= 5.42
c. Determining of Standard Deviation score of Variable X, with formula:
�� = √∑ 2 − ∑ 2− 1
�� = √14150− 570 235
35−1
�� = √14150− 3249003534
�� = √14150−9282.8534
�� = √4867.1534
�� = √143.15 �� = 11.96
d. Determining of Standard Deviation score of Variable Y, with formula:
�� = √∑ 2 − ∑ 2− 1
58
�� = √4500− 190 235
35−1
�� = √4500− 361003534
�� = √4500−1031.4334
�� = √3468.5834
�� = √102.02 �� = 10.1
e. Determining t0, with formula: � = −√ 2 + 2
� = 16.28 − 5.42√11.96235
+ 10.1235
� = 10.86√143.0435
+ 102.0135
� = 10.86√4.08 + 2.91
� = 10.86√6.99
� = 10.862.64 � = 4.11
f. Determining t-table in significant level 5% and 1% with df.
df = (N1+N2) – 2
= (35+35) – 2
59
= 68
Gained T-table = 2.38
The value of ttable is 2.48. From the result of statistical calculation above, it
can be seen that the value of tcount is 4.11 and the degree of freedom (df) was
68. It was proved that tobservation (t0) is higher that ttable (tt).
The statistical hypothesis of this research can be seen as:
a. H0 (Null Hypothesis): Crossword Puzzle Game has no significant
effectiveness in teaching vocabulary.
b. Ha (Alternative Hypothesis): Crossword Puzzle Game has significant
effectiveness in teaching vocabulary.
And then, the criteria used as follows:
a. If t-test (t0) > t-table (tt) in significant degree of 0.01, H0 (null
hypothesis) is rejected.
b. If t-test (t0) < t-table (tt) in significant degree of 0.01, H0 (null
hypothesis) is accepted.
From the result of statistics, the calculation indicates that the value of t count
is 4.11 and the value of the degree of significance is 2.38. It means t count is
bigger than t table. It can be concluded that Ha of the writer’s hypothesis is
accepted. In another words, there is significant different between teaching
vocabulary using crossword puzzle game to the second year students of SMP
Puspita Bangsa Ciputat.
B. Interpretations
Data description on Research Finding shows the result of average pre-test
score and average post-test score of experimental class and control class. The
average pre-test score of control class is 59.45 while the average pre-test score of
experimental class is 56.42. It means the control class got higher score on pre-test
than the experimental class. Besides, the average post-test score of control class is
56.42 while the average post-test score of experimental class is 72.71. It means
the experimental class got higher average score on post-test than the control class.
We can conclude after treated by crossword puzzle game towards their vocabulary
mastery, the students at the experimental class increased their score better than the
60
students at the control class that did not treated by crossword puzzle game
towards their vocabulary mastery.
Afterward, the data analysis shows the normality of pre-test and post-test
of experimental class also the normality of pre-test and post-test of control class.
By comparing the value of Tmax to Ttable we can know the result of normality data.
The result of normality of pre-test at experimental class is Tmax < Ttable (0.0081 <
0.149). The result of normality of post-test at experimental class is Tmax < Ttable
(0.0096 < 0.149). The result of normality of pre-test at control class is Tmax < Ttable
(0.127 < 0.149). The result of normality of post-test at control class is Tmax < Ttable
(0.128 < 0.149). The hypothesis of the normality data is H0 = Tmax ≤ Ttable (data is
normally distributed) meanwhile H1 = Tmax > Ttable (data is not normally
distributed). In the other hands, we can infers that both the pre-test and post-test at
experimental class and control class have normally distributed as shown by the
normality test above.
Therefore, after we calculated the normality pre-test and post-test of
experimental class and control class, the next step calculation was finding the
homogeneity of the data to see whether the data at both classes was homogenous
or heterogeneous. The data were homogenous if Ho: the condition of experimental
class is not different from control class or the data were heterogeneous if H1: the
condition of experimental class is different from control class. Ho= F < F1/2 α (n1-
1)(n2-1) with degree of significance which are 0,05. The calculation shows the result
of F=1.73 smaller than the F0.05=1.84. That calculation can be concluded that H0 is
accepted and the data at experimental class and control class were homogeneous.
Last of all, based on the result of analysis data, the value of t table in the
degree of significance of 1% was 2.38. Then the value of t count was 4.11. It means
that the Null Hypothesis (H0) was rejected and the Alternative Hypothesis (Ha)
was accepted. Therefore, it can be inferred that the effect of crossword puzzle
game is significant on vocabulary mastery compared to without using crossword
puzzle game at the second grade of SMP Puspita Bangsa.
61
This result proved that using crossword puzzle game can give impact
significantly on students’ vocabulary mastery. Crossword puzzle game promotes
easier learning through effective material organization.
This result also correspond the result seen from previous study by Fahrur
Rozi. In his study, Rozi found out that using crossword puzzle game was effective
to reinforce students’ vocabulary. These results have similarity while there is
different factor such level of students. Rozi tested out crossword puzzle game on
first grade students of Madrasah Tsanawiyah Pondok Pesantren Daarul Rahman,
while the writer tested it out on different level—second grade students of SMP
Puspita Bangsa Ciputat.
Based on the findings and the theories above can be drawn a conclusion
that crossword puzzle game can impact significantly in all of students’ level if it is
organized as learning strategy properly and directly.
62
CHAPTER V
CONCLUSION AND SUGGESTIONS
After finishing the whole steps of this study, the writer has drawn a
conclusion considering the result of this research. Furthermore, related to the
conclusion the writer also gives some suggestions.
A. Conclusion
Based on the research findings that elucidated in the previous chapter, it
can be seen that the score of t count is bigger than t table where the value of t count is
4.11 and the value of t table df 68 with ɑ=0.01 is 2.38. It means Ha is accepted, so
crossword puzzle game is effective towards students’ vocabulary mastery at the
second grade of SMP Puspita Bangsa Ciputat. The implementation of crossword
puzzle game showed positive responses in experimental class by the increase of
mean score and total of students who received higher score. The fact showed that
the students who received higher scores after given the treatment were more than
a half of the class.
B. Suggestions
Based on the conclusion above, it can be delivered some suggestions:
1. For English teachers
a. Crossword puzzle game is one of the methods that can be considered
in teaching in order to help the students’ mastering English
vocabulary.
b. English teachers should create crossword puzzle game which enriches
students’ vocabulary in line with the class’ topics.
2. For students
Crossword puzzle game is useful for students to help them memorize new
vocabulary in line with the class topic.
3. For further researcher
Further researcher should do research on the new way of crossword puzzle
game technique in learning other language component, such as grammar,
spelling, pronunciation, etc.
63
BIBLIOGRAPHY
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Brown, James Dean and Rodgers, Theodore S. Doing Second Language Research.
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BSNP). Jakarta: Badan Standar Nasional Pendidikan, 2006.
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Journal. Vol. VI, 2000.
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Hadfield, Jill. Intermediate Vocabulary Games. Essex: Pearson Education
Limited, 1999.
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Harmer, Jeremy. The Practice of English Language Teaching 4rd
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England: Pearson Education Limited, 2007.
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Education. Cambridge: Cambridge University Press, 1995.
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Experimental Study at the First Year at SMA PGRI 56 Ciputat. UIN Syarif
Hidayatullah Jakarta, 2012.
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Learning. Cambridge: Cambridge University Press, 1983.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-CONTROLLED CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : It’s Time to Holiday
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Public Places
(tempat-tempat umum)
b. Siswa mampu menuliskan macam-macam Public Places (tempat-
tempat umum)
c. Siswa mampu melafalkan macam-macam Public Places (tempat-
tempat umum)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Public Places
VI. METODE PEMBELAJARAN/TEKNIK
- GTM
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Public Places
- Guru meminta siswa untuk menyebutkan macam-macam
Public Places yang mereka ketahui
- Guru memberikan stimulus dengan menanyakan beberapa
pertanyaan
- Guru memperkenalkan kepada siswa macam-macam Publik
Places
- Guru meminta siswa untuk membentuk kelompok
- Guru memberikan paper bacaan kepada siswa
- Guru menanyakan kosakata yang sulit dipahami siswa
- Siswa menterjemahkan bacaan yang ada di paper
- Guru menjelaskan tentang isi bacaan dan kosakata yang sulit
dipahami
- Siswa menjawab pertanyaan berdasarkan bacaan yang ada di
paper
- Siswa memahami bacaan teks descriptive
- Guru menjelaskan jenis teks yang sudah dibaca
- Guru menjelaskan langka-langkah retorika teks descriptive
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
RUBRIK PENILAIAN KOSAKATA
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui,
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-CONTROLLED CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : It’s Time to Holiday
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Nationality
(Kebangsaan)
b. Siswa mampu menuliskan macam-macam Nationality
(Kebangsaan)
c. Siswa mampu melafalkan macam-macam Nationality
(Kebangsaan)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan dengan
lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Nationality
VI. METODE PEMBELAJARAN/TEKNIK
- GTM
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Nationality
- Guru memberikan stimulus berupa pertanyaan
- Guru meminta siswa untuk membentuk kelompok
- Guru meminta kelompok siswa untuk menuliskan nama-nama
Negara
- Guru memberikan paper kepada siswa
- Guru menjelaskan tentang kosakata yang sulit dipahami siswa
dari bacaan yang tertera dalam paper
- Guru meminta siswa untuk menjawab soal berdasarkan bacaan
yang telah diberikan
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui,
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-CONTROLLED CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : My Dear Friends
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi anggota-anggota Family (keluarga)
b. Siswa mampu menuliskan anggota-anggota Family (keluarga)
c. Siswa mampu melafalkan anggota-anggota Family (keluarga)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Family
VI. METODE PEMBELAJARAN/TEKNIK
- GTM
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Family
- Guru memberikan stimulus berupa pertanyaan
- Guru meminta siswa untuk membentuk kelompok
- Guru meminta kelompok siswa untuk menuliskan anggota-
anggota keluarga
- Guru memberikan paper kepada siswa
- Guru menjelaskan tentang kosakata yang sulit dipahami
siswa dari bacaan yang tertera dalam paper
- Guru meminta siswa untuk menjawab soal berdasarkan
bacaan yang telah diberikan
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard,
crossword puzzle game
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-CONTROLLED CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : My Dear Friend
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Daily Routines
(rutinitas sehari-hari)
b. Siswa mampu menuliskan macam-macam Daily Routines (rutinitas
sehari-hari)
c. Siswa mampu melafalkan macam-macam Daily Routines (rutinitas
sehari-hari)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Daily Routines
VI. METODE PEMBELAJARAN/TEKNIK
- GTM
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Daily Routines
- Guru meminta siswa untuk menyebutkan macam-macam Daily
Routines yang mereka ketahui
- Guru memberikan stimulus dengan menanyakan beberapa
pertanyaan
- Guru memperkenalkan kepada siswa macam-macam Daily
Routines
- Guru meminta siswa untuk membentuk kelompok
- Guru memberikan paper bacaan kepada siswa
- Guru menanyakan kosakata yang sulit dipahami siswa
- Siswa menterjemahkan bacaan yang ada di paper
- Guru menjelaskan tentang isi bacaan dan kosakata yang sulit
dipahami
- Siswa menjawab pertanyaan berdasarkan bacaan yang ada di
paper
- Siswa memahami bacaan teks descriptive
- Guru menjelaskan jenis teks yang sudah dibaca
- Guru menjelaskan langka-langkah retorika teks descriptive
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui,
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-EXPERIMENTAL CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : It’s Time to Holiday
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Public Places
(tempat-tempat umum)
b. Siswa mampu menuliskan macam-macam Public Places (tempat-
tempat umum)
c. Siswa mampu melafalkan macam-macam Public Places (tempat-
tempat umum)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Public Places
VI. METODE PEMBELAJARAN/TEKNIK
- Crossword Puzzle Game
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Public Places
- Guru meminta siswa untuk menyebutkan macam-macam
Public Places yang mereka ketahui
- Guru memberikan stimulus dengan menanyakan beberapa
pertanyaan
- Guru memperkenalkan kepada siswa macam-macam Publik
Places
- Guru meminta siswa untuk membentuk kelompok
- Guru menjawab soal dalam bentuk crossword puzzle secara
berkelompok
- Guru bersama siswa membahas jawaban dalam bentuk
crossword puzzle
- Siswa memahami bacaan teks descriptive
- Guru menjelaskan langkah-langkah retorika teks descriptive
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard,
crossword puzzle game
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-EXPERIMENTAL CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : It’s Time to Holiday
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Nationality
(Kebangsaan)
b. Siswa mampu menuliskan macam-macam Nationality
(Kebangsaan)
c. Siswa mampu melafalkan macam-macam Nationality
(Kebangsaan)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan dengan
lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Nationality
VI. METODE PEMBELAJARAN/TEKNIK
- Crossword Puzzle Game
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Nationality
- Guru memberikan stimulus berupa pertanyaan
- Guru meminta siswa untuk membentuk kelompok
- Guru meminta siswa untuk menjawab soal crossword puzzle
secara berkelompok
- Guru bersama siswa membahas jawaban crossword puzzle
- Siswa memahami bacaan teks descriptive
- Guru memberikan paper kepada siswa
- Guru menjelaskan tentang jenis teks yang sudah dibaca
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard,
crossword puzzle game
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam
memahami ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam
memahami ejaan.
Kurang Kurang memahami kosakata; kurang dalam
memahami arti kosakata. kurang dalam memahami
(69-60) ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang
dalam memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-EXPERIMENTAL CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : My Dear Friends
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi anggota-anggota Family (keluarga)
b. Siswa mampu menuliskan anggota-anggota Family (keluarga)
c. Siswa mampu melafalkan anggota-anggota Family (keluarga)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Family
VI. METODE PEMBELAJARAN/TEKNIK
- Crossword Puzzle Game
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Family
- Guru meminta siswa untuk menyebutkan macam-macam
Family yang mereka ketahui
- Guru memberikan stimulus dengan menanyakan beberapa
pertanyaan
- Guru memperkenalkan kepada siswa macam-macam Family
- Guru meminta siswa untuk membentuk kelompok
- Guru menjawab soal dalam bentuk crossword puzzle secara
berkelompok
- Guru bersama siswa membahas jawaban dalam bentuk
crossword puzzle
- Siswa memahami bacaan teks descriptive
- Guru menjelaskan langkah-langkah retorika teks descriptive
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard,
crossword puzzle game
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam
memahami ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam
memahami ejaan.
RUBRIK PENILAIAN KOSAKATA
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam
memahami arti kosakata. kurang dalam memahami
ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang
dalam memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP-EXPERIMENTAL CLASS)
Nama Sekolah : SMP Puspita Bangsa Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Tema : My Dear Friends
Aspek Skill : Vocabulary
Alokasi Waktu : 2x40 menit
Tahun Pelajaran : 2015/2016
I. STANDAR KOMPETENSI
Memahami makna teks tulis fungsional dan esai pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar
II. KOMPETENSI DASAR
Merespon makna dan langkah retorika dalam esai pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. INDIKATOR
a. Siswa dapat mengidentifikasi macam-macam Daily Routines
(rutinitas sehari-hari)
b. Siswa mampu menuliskan macam-macam Daily Routines (rutinitas
sehari-hari)
c. Siswa mampu melafalkan macam-macam Daily Routines (rutinitas
sehari-hari)
d. Siswa antusias dalam belajar Bahasa Inggris
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu
Memahami makna teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan recount yang berkaitan
dengan lingkungan terdekat
V. MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa:
Daily Routines (Rutinitas sehari-hari)
VI. METODE PEMBELAJARAN/TEKNIK
- Crossword Puzzle Game
- Team Work
VII. LANGKAH-LANGKAH KEGIATAN
A. Kegiatan Pendahuluan (10 Menit)
- Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa
- Mengecek daftar hadir siswa
B. Kegiatan Inti (60 Menit)
- Guru meminta siswa untuk membaca basmalah sebelum
memulai pelajaran
- Guru menginformasikan kepada siswa bahwa topik hari ini
adalah tentang Daily Routines
- Guru meminta siswa untuk menyebutkan macam-macam Daily
Routines yang mereka ketahui
- Guru memberikan stimulus dengan menanyakan beberapa
pertanyaan
- Guru memperkenalkan kepada siswa macam-macam Daily
Routines
- Guru meminta siswa untuk membentuk kelompok
- Guru menjawab soal dalam bentuk crossword puzzle secara
berkelompok
- Guru bersama siswa membahas jawaban dalam bentuk
crossword puzzle
- Siswa memahami bacaan teks descriptive
- Guru menjelaskan langkah-langkah retorika teks descriptive
C. Kegiatan Penutup (10 Menit)
- Menyimpulkan materi pembelajaran
- Guru dan siswa mengkaji kembali kosakata yang sudah
dipelajari
- Guru menanyakan kesulitan siswa selama KBM
- Guru member tugas rumah yang berkaitan dengan materi
VIII. SUMBER BELAJAR
- Buku teks: Buku Bahasa Inggris “The Bridge English
Competence 2” for Junior High School Grade VIII, Yudhistira,
2012, Surabaya
- Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs
Kelas VIII Semester 1, Penta Makmur Sejati
- Kurikulum Bahasa Inggris (KTSP Grade VIII)
- Alat pembelajaran: handout, slide show, whiteboard,
crossword puzzle game
IX. ASPEK PENILAIAN
Indikator
Pencapaian
Kompetensi
Penilaian
Teknik
Penilaian
Bentuk
Instrumen
Instrumen
Soal
Merespon
makna dan
langkah retorika
dalam esai
pendek
sederhana
secara akurat,
lancar dan
berterima yang
berkaitan
dengan
lingkungan
sekitar
Tes Tulis Pilihan Ganda Read the text
carefully and
then answer
the questions!
X. RUBRIK PENILAIAN
RUBRIK PENILAIAN KOSAKATA
Amat
Baik
(100-90)
Amat baik memahami kosakata; Amat baik dalam
memahami arti kosakata. Amat baik dalam memahami
ejaan.
Baik
(89-90)
Baik memahami kosakata; Baik dalam memahami arti
kosakata. Baik dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA
Cukup
(79-70)
Cukup memahami kosakata; Cukup baik dalam
memahami arti kosakata. Cukup baik dalam memahami
ejaan.
Kurang
(69-60)
Kurang memahami kosakata; kurang dalam memahami
arti kosakata. kurang dalam memahami ejaan.
Amat
kurang
(dibawah
59)
Amat kurang memahami kosakata; Amat kurang dalam
memahami arti kosakata. Amat kurang dalam
memahami ejaan.
Ciputat, 2 November 2015
Mengetahui
Kepala SMP Puspita Bangsa Peneliti
Ashim Baha El Haq, S. HI. Suci Kurnia Sari
Pre-Test and Post-Test
Read the text carefully and then
answer the questions!
1. Rina really love… Every holiday, she always goes there with her
family.
a. beach c. zoo
b. mall d. park
Text for number 2-6
GRAND OMEGA
“Hospitality is Our Trademark”
There is a new hotel in my
city. It is four stars hotel. It is
located downtown. The hotel is not
very big but the architecture is very
beautiful. The hotel is different from
other hotel because it looks like a
classic castle in Europe. It has 100
rooms, a fancy restaurant, complete
sports facilities including a
swimming pool, tennis court, gym
and sauna, there are also a coffee
shop and karaoke room.
The rooms look very
comfortable. It they contain a big
spring bed with big pillows, a nice
sofa, a wardrobe and a television
system with programmers from all
over the world. The bathroom is
very beautiful although it is not very
big. It has a bath-tub with hot and
cold water, so guest can bath in it
comfortably.
The staffs of that hotel, from
the receptionist, housekeepers, and
bellboys are trained to be polite and
to help guests in any way they can.
2. What is Grand Omega?
a. Restaurant
b. Favorite place
c. Hotel
d. Sauna
3. Where is it located?
a. Downtown
b. City center
c. Suburbia
d. Uptown
4. What makes the hotel
different from other hotel?
a. It has 100 rooms
b. It has swimming pool
c. It has tennis court
d. It looks like a classic
castle
5. There are some facilities that
you can find in that hotel,
EXCEPT?
a. Sauna
b. Swimming pool
c. Gym
d. Clinic
6. What is the motto of that
hotel?
a. Hospitality is Our
Trademark
b. Feels Like Your Home
c. The Truly Heaven
d. Partner Your Holiday
7. Andien : “excuse me, Ms. Aida, can you tell me
where I can borrow English
dictionary?”
Ms. Aida : “you can go to the …”
a. Toilet
b. Laboratory
c. Toilet
d. Library
8. We usually but medicine in
the …
a. Market
b. Library
c. Department store
d. Drug store
9. Tutur :“where does Rudi work?”
Prima : “he goes to ... He
works in a ship”
a. Airport
b. Seaport
c. Bus station
d. Train station
10. Ira designs building and
supervises the construction.
She is an …
a. Dancer
b. Architect
c. Cashier
d. Sailor
11. A person who flies a plane
is…
a. Police officer
b. Steward
c. Pilot
d. Carpenter
12. My father cures someone’s teeth, he is …
a. Dentist
b. Farmer
c. Vendors
d. Librarian
13. A farmer works in …
a. School
b. Field
c. TV station
d. Bus station
14. A chef … everyday
a. delivers letters
b. cooks food
c. keeps garden
d. catches chief
15.
a. She is a secretary
b. She is a policewoman
c. She is a nurse
d. She is a teacher
Text for Number 16-18
This is Nani. I am here with
her parents. That is her father. His
name is Mr. Tono. That is is her
mother. Her name is Mrs. Tini. And
that is her brother, his name is Danu.
Nani loves her family.
16. Danu is Nani’s …
a. Father
b. Brother
c. Mother
d. Sister
17. Mrs. Tini is Danu’s …
a. Father
b. Brother
c. Mother
d. Sister
18. Nani is Mr. Tono’s …
a. Daughter
b. Son
c. Mother
d. Sister
Chart for Number 20-22
19. Kiki’s grandfather is…
a. Mr. Adi
b. Mr. Arif
c. Mr. Teguh
d. Mrs. Tia
20. Tiara is Mrs. Ita’s …
a. Daughter
b. Son
c. Nephew
d. Grandchild
21. Diana’s cousin are …
a. Mr. Arif and Mrs. Uli
b. Mr. Adi and Mrs. Tia
c. Mr. Teguh and Mrs. Ita
d. Kiki and Tiara
22. Mayumi Yamaha comes from
… so she is Japanese. a. Indonesia
b. Italia
c. Jamaica
d. Japan
23. Britney Simpson lives in
USA, so she is …
a. American
b. Jamaican
c. Japanese
d. Australian
24. Ali Shahab is Arab, he stays
in …
a. Saudi Arabia
b. France
c. USA
d. India
25. Mr. Kartono is an Indonesian.
He comes from …
a. Malaysia
b. Singapore
c. Indonesia
d. Brunei Darussalam
Answer Key of Pre-Test
1. A
2. C
3. A
4. D
5. D
6. A
7. D
8. D
9. B
10. B
11. C
12. A
13. B
14. B
15. A
16. B
17. C
18. A
19. B
20. C
21. D
22. D
23. A
24. A
25. C
Mr. Arif Mrs. Uli
Mr. Adi Mrs. Tia Mrs. Ita Mrs. Teguh
Kiki Tiara Diana
