crossword puzzle

II. REVIEW OF RELATED LITERATURE

            This chapter presents the theories related to the use of crossword puzzle in vocabulary achievement. There are vocabulary achievement, classifications of vocabulary, techniques in teaching vocabulary, games, crossword puzzle, the procedures using crossword puzzle in vocabulary teaching, the strengths and weaknesses of crossword puzzle in vocabulary teaching, the effect of using crossword puzzle on vocabulary achievement, the teaching of vocabulary at SMAN 2 Genteng Banyuwangi, the kinds of text taught in tenth year students of senior high school, and hypothesis of the research

2.1       Vocabulary Achievement

Vocabulary refers to a list or set of words for a particular language or list of words that individual speaker might use (Hatch and Brown, 1995:378). In other words, vocabulary is a set of words that is used as particular language. Achievement test is directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objective (Hughes, 2000:13). In this research vocabulary achievement is a measurement of the students’ vocabulary from the material given by the teacher by using Crossword Puzzle.

Based on the two above definitions, vocabulary achievement can be measured through the students’ score of the vocabulary test after they have learnt vocabulary by using crossword puzzle. In this research, the vocabulary test covers nouns, verbs, adjectives, and adverbs, after the students taught vocabulary by applying crossword puzzle as media of teaching. The test score indicates the students achievement.

2.2 Classifications of Vocabulary

The term to classify words based on their functional categories are called part of speech which include nouns, verbs, adjectives and adverb (Hatch and Brown, 1995:219).

This research focuses on part of speech that covers nouns, verbs, adjectives, and adverbs. The following part will review the indicator of vocabulary used in this research, consisting of nouns, verbs, adjectives, and adverbs.

a.       Nouns

            Noun is a person, place, or thing (Hatch and Brown, 1995:219). Thomson and Martinet (1995: 24) mention four kinds of nouns as the following with the example of each:

1.      Common nouns     : dog, man, table.

2.      Proper nouns         : France, Madrid, Mrs. Smith, Tom.

3.      Abstract nouns      : beauty, charity, courage, fear, joy.

4.      Collective nouns   : crowd, flock, group, swarm, team.

            In this research the nouns that will be used are all of the kinds of noun.

b.      Adjectives

            Adjectives used to highlight qualities or attributes (Hatch and Brown, 1995:228). Thomson and Martinet (1995: 33) mention six kinds of adjectives as the following with the example of each:

1.      Demonstrative adjectives  : this, that, these, those.

2.      Distributive adjectives      : each, every, either, and neither.

3.      Quantitative adjectives     : some, any, no, little, many, much, one, twenty.                                

4.      Interrogative adjectives    : which, what, whose.

5.      Possessive adjectives        : my, your, his, her, its, our, their.

6.      Adjectives of quality        : clever, dry, fat, golden, heavy, square.

                        In this research the adjectives that will be used are all of the kinds of adjective.

c.       Verbs

            Verbs are words that denote action (Hatch and Brown, 1995:222).Thomson and Martinet (1995: 105) mention two kinds of verbs as the following with the example of each:

1.      Auxiliary verbs

            The auxiliary verbs: based on the size of available vocabulary, auxiliary verbs are not the member of large vocabulary. The examples of auxiliary verb are: to be, to do, modals, and used.

2.      Ordinary verbs

There are two kinds of ordinary verb. They are:

a.       Regular verb : in the simple past and the past participle are both by adding –d or –ed to the infinitive, for example:

Infinitive                     Simple Past                 Past Participle

talk                              talked                          talked

close                            closed                          closed

work                            worked                                    worked

b.      Irregular verb: in irregular past tense and past participle are not added by –d or–ed. However, it has no fixed rule, for example:

Present/ infinitive                    past                  past participle

Write                                       wrote               written

Go                                           went                gone

            In this research the verbs that will be used are ordinary verbs and auxiliary verbs.

d.      Adverbs

            Adverbs are similar to adjectives in many ways although they typically assign attributes to verb, to clauses, or to entire sentences rather than to nouns (Hatch and Brown, 1995:222).Thomson and Martinet (1986:47) mention five kinds of adverbs as the following with the example of each

1.      Adverb of manner, for examples              : happily, hard, and slowly.

2.      Adverb of place, for examples                  : down, here, near.

3.      Adverb of time, for examples                   : now, soon, yet, then.

4.      Adverb of frequency, for examples          : always, never, often.

5.      Adverb of degree, for examples               : certainly, luckily, definitely.

In this research the adverbs that will be used are all of the kinds of adverb.

2.3    Techniques in Teaching Vocabulary

Good learning atmosphere and teaching technique can make the students to learn more effectively and meaningfully. Teaching technique is one factors that affecting the success of the teaching learning process. Therefore, the teacher should choose appropriate teaching technique because it will make the students easy to comprehend the material and enjoy the teaching learning process so that the learning outcome will be obtained optimally.

According to Wilson (2009:1-3) there are ten ways to teach vocabulary; Word Walls, Content Rich Words, Context, Repeated Reading, Word Book/Personal Dictionary, Graphic Organizers, Prediction, Sketching, Compare, and Games.

Based on the above explanation, one of the teaching techniques that will be used in this research is games, in this case is language games.

2.4     Games

     Ersoz (2000:1) states that language learning is a hard task which sometimes can be frustrating. It means that, we as a teacher should use an interesting technique to increase the students’ motivation in language learning especially English and the teacher should be able to determine which technique is suitable for certain situation in order to obtain the objectives.

     According to Hadfield (1998:4) as quoted in Diana (2010:16), a game is an activity with rules, a goal, and element of fun. Harmer (1991:101) as quoted in Diana (2010:16) states that games are a vital part of a teacher’s equipment, not only for language practice they provide, but also for the therapeutic effect they have. Jung (2005:1) states that the aim of all language games is for students to “use the language”.

     Based on the above explanations, game is one of technique that can be used to minimize the language problems.

2.4.1 The Procedures of Teaching Vocabulary Games

In teaching vocabulary by using game, the teacher should use the procedure because it can promote the successful of the teaching learning vocabulary itself. The procedure of using game is as follows:

1.      Choosing the game that will be used in teaching and learning. Tyson (2000) suggests that:

* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game should keep all of the students involved and interested.
* A game should encourage students to focus on the use of language

   rather than on the language itself.
* A game should give students a chance to learn, practice, or review

   specific language material.

2.      Introducing the game to the students

3.      Explaining to the students the rules of the game.

4.      Doing the game in classroom.

2.4.2 The Strengths and Weaknesses of Using Games

a. The Strengths of Using Game

       According to Kim (1995:35) there are many strengths of using games in the    

classroom; such as

1. Games are a welcome break from the usual routine of the language class.

2. Games help students to make and sustain the effort of learning.

3. Games provide language practice in the various skills- listening, speaking, reading, and writing.

4. They encourage students to interact and communicate.

5. They create a meaningful context for language use.

            In addition Jung (2005:2) states that the strengths of using games in language learning can be summed up in nine points.

1.      Games are learner centered.

2.      Games promote communicative competence.

3.      Games create a meaningful context for language use.

4.      Games increase learning motivation.

5.      Games reduce learning anxiety.

6.      Games integrate various linguistic skills.

7.      Games encourage creative and spontaneous use of language.

8.      Games construct a cooperative learning environment.

9.       Games foster participatory attitudes of the students.

            Based on the strength of using game in language learning, a game is appropriate technique to motivate the students in language learning. It also can be used in the various skills namely listening, speaking, reading, writing and the language components. 

b. The Weaknesses of Using Game

Beside the strengths of using games in teaching learning activities, games also have some weaknesses. According to Nga (2003:7) there are some weaknesses of using game in teaching learning activities, such as:

1.      Using games in the classroom sometimes fail due to the lack of cooperation among members of the class.

2.      While playing games, students usually speak in their mother tongue to discuss instead of the language they are learning.

            To overcome the weaknesses the researcher as the teacher will give the explanation clearly and briefly, manage the class effectively and ask the students to use English beside the first language.

2.4.3 The Kinds of Vocabulary Games

According to Pettigrew (1995:6) the vocabulary games are divided into five, there are:

a.    Act out/pantomime (charades): the students take a card with instructions for example: walk across the room cautiously. Have them perform the action without speaking. The other students try to guess the word or expression that the student is pantomiming.

b.    Crossword puzzle: The clues can be synonyms, antonyms, complete the sentences. Helps focus on spelling as well as meaning.

c.    Categories game ($ 25,000 Pyramid): class is divided into teams. One person from a team sits in front of the class (hot seat). The rest of the team members are given a card with a category, for example: Thing that are red. The team members take turn giving examples of the categories until the person in “hot seat” guesses it or all the team members have given a clue.

d.   Password: class is divided into two teams. One person from each team sits in a chair in front of the class. Those two people receive a card with a vocabulary word. The first person gives a one-word clue to his/her team. If no one from the team can guess, the second person gives a clue to his/her team. This alternates back and forth until someone from one of the teams guesses the words, or until a specified number of clues have been given.

e.    Drawing pictures (Win, Lose or Draw): will work well if you have an empty classroom nearby. Divide the class into two groups. Give each one a list of vocabulary words (idiomatic expressions also work well for this). The students draw pictures—but no words—on the board so that the students in the other group can guess the words or expressions they’re trying to represent. This is a fun way to review some vocabulary and break up the class routine.

In this research the language game that will be used is crossword puzzle because the researcher wants the students able to write the words correctly and able to know the meaning of the words.

2.5 Crossword Puzzle

2.5.1 The Definition of Crossword Puzzle

            Crossword puzzle is an arrangement of numbered squares to be filled in with words, a letter to each square, so that a letter appearing in a word placed horizontally is usually also part of a word placed vertically: numbered synonyms and definitions are given as clues for the words (Webster, 2004)

2.5.2 The Kinds of Crossword Puzzle

Karim and Hasbullah (1986: 2.37) state that there are two kinds of crossword puzzle

a.       The first crossword puzzle is crossword puzzle using picture as the clues. The place of the clues (picture) around of the crossword puzzle. The example of the crossword puzzle using picture is as follow:

b.      The second crossword puzzle without picture. This crossword puzzle use a phrase or sentences for the clues.

cross 1.      A kind of black rocks that burn and gives heat. 3.      A place that train stop at and start from 4.      A thin piece of bright metal with a hole in one end, which is used for sewing. down 2.      A kind of round fruit with a thick skin, and which is also the name of the color.

In this research the type of Crossword Puzzle that will be used is the second type that is Crossword Puzzle without picture.

2.6    The Procedures Using Crossword Puzzle in Vocabulary Teaching

The teacher can create or use a simple and easy Crossword Puzzle that is suitable with students’ ability and the teacher should select the words that will be used in Crossword Puzzle. It will make the students enjoy in answering Crossword Puzzle clues.

The procedures of using crossword puzzle in vocabulary teaching are as the following:

a.       The English teacher gives the example of crossword puzzle to the students.

b.      The English teacher explains the crossword puzzle to the students.

c.       The English teacher asks the students to fill the crossword puzzle individually with a deadline that will be given before students do the crossword puzzle.

d.      The English teacher asks the students to exchange their work with their friends.

e.       The English teacher discusses with the students about the correct answer of the crossword puzzle.

f.       The English teacher collects the students’ work.

g.      Discussing the correct answer.

2.7    The Strengths and Weaknesses of Crossword Puzzle in Vocabulary Teaching

2.7.1 The Strengths of Using Crossword Puzzle in Vocabulary Teaching

One of the important things in learning English is vocabulary. We cannot understand the meaning of sentences without understanding the meaning of vocabulary itself.

Based on the above condition, the teacher should create a warm atmosphere in order to make the classroom livelier so that the students will be interested in learning the language.

Karim and Hasbullah (1986:2.34) claim that Crossword Puzzle is one of language teaching media. While, Jones (2007:1) states that there are some advantages of using crossword puzzle in vocabulary teaching:

1.      First of all, crossword solving involves several useful skills including vocabulary, reasoning, spelling, and word attack skills

2.      Another benefit of using crossword puzzles in the classroom is that they are associated with recreation, and can be less intimidating for students as review tools

3.      Crossword puzzle with subject-specific vocabulary can be created with ease and in a short amount of time

4.      Crossword puzzles have endured as a favorite national pastime because they are appealing to all ages, they can be completed in a rather brief period of time, and solving them provides a sense of accomplishment.

2.7.2        The Weaknesses of using Crossword Puzzle in Teaching Vocabulary

Gilbert et al (2011:178) state that the weaknesses of using crossword puzzle are as follows:

1.      Generally address only the cognitive domain.

2.      Require time to develop.

3.      Require equipment to reproduce.

4.      Are sometimes viewed as busy work.

            To overcome the weaknesses above the researcher as the teacher will prepare the material and media (crossword puzzle) well, give explanation clearly, and manage the class effectively.

2.8    The Effect of Using Crossword Puzzle on Vocabulary Achievement

            A good mastery vocabulary helps the learners to express their ideas precisely (Bahri, 2010:4). By having a good mastery of vocabulary the learners will be able to built their language skill. Considering the important role of vocabulary in learning the foreign language, most of the teaching and learning process have purpose to help students to increase and to enlarge their vocabulary. Good learning atmosphere and method can guide the students to learn and to enlarge their vocabulary to achieve the purpose.

In vocabulary teaching, Crossword puzzle is very useful to help the students learn new vocabulary. Crossword puzzle can be used in teaching learning process to increase students’ interest, to motivate students in learning English and then the students may feel more relax (Karim and Hasbullah, 1986:2.34)

2.9 The Teaching of Vocabulary at SMAN 2 Genteng Banyuwangi

English as a compulsory subject that learn by Senior High School students. It is stated in the 2006 English Curriculum that there are four language skills that should be mastered by the students’: listening, speaking, reading, and writing, and the language components: grammar, vocabulary, and pronunciation (BSNP, 2006:2)Vocabulary is one of language components which is taught in Senior High Schools. The mastery of vocabulary will help the students in mastering the language skills namely listening, speaking, reading, and writing. In Senior High School, vocabulary is usually taught integratively with listening, speaking, reading, and writing.

Based on the result of the preliminary study in SMA 2 Genteng on August 23^th, 2010, English lesson for the tenth year students is given twice a week and in every meeting takes 2x45 minutes. All of the materials need the mastery of vocabulary to understand the message and the content. To achieve the objectives of the lesson and to learn all materials, the teachers need an effective technique to teach the students and to help them to understand the material easily. The technique that can be used to overcome the problem is using Crossword Puzzle.

2.10 The Kinds of Text Taught In Tenth Year Students of Senior High School

As stated in the 2006 Institutional Based Curriculum, there are two kinds of texts that are taught for the tenth year students of Senior High School. They are genre of text and functional text.

a.      Genre of text

There are five genre of text that is taught for tenth year students, they are descriptive text, narrative text, recount text, procedure text, procedure texts, and news item text. There are two kinds of genre of text that is going to be used in this research, they are descriptive text and narrative text.

b.      Functional text

Functional text is a text which contains instruction or direction that should be followed. It is usually used in the daily life. Functional text can be in the form of advertisement, announcement, and invitation letters.

            Based on the above explanation, the texts that will be used in this research are the descriptive text and the narrative text

2.11 Hypothesis of the Research

Based on the explanation above, the hypothesis of this research is formulated as follows “there is a significant effect of using crossword puzzle on the tenth year students’ vocabulary achievement at SMAN 2 Genteng”