THE USE OF CROSSWORD PUZZLES AS A LEARNING METHOD FOR

STUDENT VOCABULARY

A Research Proposal

Submitted As Partial Fulfilment Of The Requirements For The Sarjana

Pendidikan Degree To The Department Of English Education

By:

Vica Hasna Syafiyyah

1910631060202

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SINGAPERBANGSA KARAWANG

 PAGE OF APPROVAL

Vica Hasna Syafiyyah. 1910631060202. The Use Of Crossword Puzzles As A

Learning Method For Student Vocabulary. Department English Education Faculty of
Teacher Training and Education University of Singaperbangsa Karawang.

Approved by:

Academic Supervisor

Dr. H. Maman Suryaman, M.M.Pd

NIDN. 0021046114

Acknowledge by:

Fauzi Miftakh, S.Pd., M.Pd.

NIDN. 0009128902
 CHAPTER I
Introduction
A. Background of Research
In Indonesia, English has become the second language after Indonesian. To
make it better, the use of English should have been implemented early in school. But
currently it is only included in local content lessons. And the purpose of learning
English early is to introduce English to students. Students' difficulties in learning
English, lack of vocabulary skills (Panjaitan & Armaniarsih, 2020). Often students or
even everyone feels forgotten in a vocabulary, especially English. Vocabulary is the
most basic element in learning a language. Vocabulary is a very important aspect in
learning a foreign language. According to (Ur, 1996) Vocabulary can be defined,
roughly, as words that we teach in foreign languages. Freeman (2000:29) in (Anwar
& Efransyah, 2018) said that “vocabulary is emphasized over grammar although work
on all four skills (reading, writing, speaking, and listening) occurs from the start oral
communication is a seen a basic”. In addition, (Meyer & Schmitt, 2002) The
mechanism of vocabulary learning is still a mystery, but one thing we can be sure of
is that words are not obtained instantly, at least not for adult second language learners.

According to Salawazo, et al (2020) In learning English, there are Language

skills components and Language role that have to master, one of them is vocabulary.
Montgomery (2007:2) stated that there is a list of vocabulary types, where each type
of vocabulary has different purpose and vocabulary development in one facilitates
growth in another. (A) Speaking Vocabulary, It is the words that people use in their
speech. (B) Listening Vocabulary, It is the words that people hear and understand. (C)
Writing Vocabulary, It is the words which are people use in written either in formal or
informal forms. (D) Reading Vocabulary, It is the words which are people know and
understand when reading text.

One way to make the learning atmosphere fun is to use games as a learning
method so that students don't feel bored and bored. According to (Babayemi and &
Okin, 2014) There are many games that can increase students' curiosity, especially in
learning English, namely crossword puzzles. (McKeachie, 2002) suggests some
advantages in the use of games like crossword puzzle solving because students play
an active role, make decisions, solve problems, and react to the results of their own
decisions. (Muzdalifah, 2018) argue that the Crossword Puzzle strategy is appropriate
learning strategy without losing the ongoing learning essence. Even this strategy can
involve the active participation of learners during the class. Futhermore, Sabiqoh
(2016) in (Lestari et al., 2018) states that crossword puzzle is effective teaching tool
of terminology, definition, spelling, and pairing key concepts with related names,
resulting in greater retention and memorization of facts. By applying crossword
puzzles as a learning method in the classroom, students can add and remember their
English vocabulary little by little.

There are previous research related to this research as found in several

researchers who will be attached to this study. Wiwat (2013 ; p.414) states, the results
from Repeated Measures Analysis of Variance test showed that significant differences
existed in the scores of the three tests which students gained from the tests and the
final exam. The results of the questionnaire also illustrated their very favorable
attitudes toward leaming vocabulary through crosswords as a whole. But besides that,
Tricia, Brooke & Tara (2009 ; p. 4) revealed that some classes benefited while others
did not. From these two opinions, it can be seen that Wiwat agrees that crossword
puzzles have a very good impact on students as a medium for learning, especially in
vocabulary. while Tricia, Brooke & Tara disagreed on this, they said that the classes
they studied showed some classes benefited while others did not.

The puzzle that the author will use for research is an essay crossword puzzle.
in the crossword puzzle there is an Indonesian clue to fill in the answer to the
crossword box. Based on the background that has been attached, it can be seen that
some people get the benefit from crossword puzzles as a learning method for students,
where students feel happy and have a great curiosity about vocabulary. However,
there are also students who do not feel benefited and even find it difficult to learn
vocabulary through the crossword puzzle. Therefore, there is a need for an in-depth
and detailed study, so that we can find out whether the crossword puzzle can help
students learn, especially in vocabulary or not.
A. Research Question

1. Is it effective in using crossword puzzles to improve students' vocabulary?

2. How to apply crossword puzzles in students' vocabulary learning?

B. Research objective/purpose

1. This study aims to find out how much influence crossword puzzles have on
students' vocabulary skills.

2. It aims to improve students' abilities, especially in vocabulary.

C. Research Significance

1. Theoretically

The theory applied in this study presents a theory based on the context of a crossword
puzzle which aims to help students understand vocabulary.

2. Practically

a. Student : Crossword puzzles can help students to have a wider and more
focused vocabulary understanding. what is certain is that crossword puzzles make
the class atmosphere not boring.

b. Teacher : This crossword puzzle can be an alternative source as a learning

method for teachers when teaching.

c. Other researchers : It is expected that students can understand ways to

expand students' vocabulary understanding.

D. Clarification of key terms

The crossword puzzle game aims to test students' ability to understand

vocabulary so that students must get used to listening, writing and talking about
vocabulary.
 CHAPTER II
LITERATURE REVIEW

A. Crossword puzzles as a learning method for student vocabulary

The use of crossword puzzles in learning media is a very positive thing to do
in children's vocabulary learning. Because crossword puzzles can make students
excited and can create a fun atmosphere. Crossword puzzles are games that make the
learning process in class more interesting and fun. Crossword puzzles encourage
logical thinking, correct spelling, and can motivate students to know factual
information(Raines, 2010). Designing a crossword puzzle can be a challenging
experience because students must develop knowledge of the related vocabulary
accompanied by some capability to combine selected words with other words and
acronyms (Jaramillo, Losada & Fekula 2012).
This crossword game can provide opportunities for students to practice and
repeat vocabulary and compose simple sentence patterns. This method can help
students feel happy with the language and students' language skills will increase
because of their enjoyment in this learning. According to Ambaritji & Atmawidjaja
(2020) Crosswords can train students to remember words and their meanings, because
crosswords are a type of game that is related to the formation and discovery of words.
Crossword puzzles are one method that can be used in learning English specifically in
improving students' vocabulary mastery.
The most common problem is that students have very limited grammatical
difficulties. During the process of working on puzzles, students are involved in
problem solving. Using crossword puzzles will make students feel very happy and
enjoy learning English. This can make students feel compelled to participate in
learning. Some results from research found that students have difficulty in speaking
English because they think that English is surprising. The lack of grammar and
vocabulary skills causes students to have difficulty in the English language. Tricia, et
al (2009) in their research found that crossword puzzle could influence positively in
students’ interaction, it pushes up students’ interesting to be active in learning
process. The main task of developing vocabulary is carried out by the teachers is to
help students to see similarities and differences that they have never seen before. The
development of vocabulary means more than adding new words to the vocabulary of
our experiences. Therefore, researchers use crossword puzzles as a language learning
tool so that difficulties in learning English can be overcome.

B. Vocabulary Characteristics
Vocabulary is the set of words known in one's language.Vocabulary is a key
of English, Someone cannot speak, write, listen and read if she/ he does not have
vocabulary (Andriani & Sriwahyuningsih, 2019). Vocabulary, usually developed with
age, serves as a useful and fundamental tool for communication. Vocabulary is also
called lexicon as one aspect of language that has an important role and must be
mastered by someone in order to express opinions or ideas (Widya Yustitia, 2011).
According to Hermanto (2011: 121) to be able to communicate, of course, the
availability and adequacy of vocabulary is needed. The more vocabulary that is
mastered, the easier it is to communicate. Based on the above opinions, it can be
concluded that vocabulary mastery is a person's ability to master the wealth of words
that a person must have. As one aspect of language, vocabulary is very important for
someone to be able to master it well. Vocabulary mastery is not only in pronunciation,
but must be mastered in the meaning and meaning of the vocabulary.

C. The Correlation Between The Use Of Crossword Puzzles In Students'

Vocabulary Learning
Crossword game is a game that answers a question by filling in the answer to
the question provided in an empty box. Crossword game is one of the language
games. As stated by Hastuti (1979: 14) regarding vocabulary teaching, namely: a)
creating appropriate situations to be able to introduce more and more words b)
practice filling in crossword puzzles c) adding sentences based on the direction of
movement forward or backward d) with the theory of asking using question words e)
with practice composing chaotic sentences so that the sentences become organized
and meaningful, and f) looking for word matches, opposite words, synonyms,
antonyms and acronyms.

The conclusion based on the above opinion is that the crossword game is one
of the language games that can be used to improve and practice students' vocabulary
skills. This is because crossword puzzles can practice students' memory of known
vocabulary and can add new vocabulary that they know. In this research, the
vocabulary in question is limited to vocabulary related to daily life in the
environment.

D. Previous Research
Many studies say that the use of crossword puzzles as a medium of learning is
very effective for student learning in the classroom. Febtriana, Suparman, Supriadi
(2013) said that crossword puzzle game has influenced positively the students’
interaction and motivated the students to interact actively in learning process. Then
according to Fachrozi, Rahmawati, Andini, Tampubolon, Tarigan (2021) This
technique add insight to the student’s mastery of the English vocabulary and also it
will not make the classes to be boring but also fun. Melasari, Ismawati, Nanda (2019)
found using crossword puzzle as a technique was effective to improve students’
vocabulary. Therefore, it was suggested the use of crossword puzzle as a technique in
teaching English generally and teaching Vocabulary specifically. Research result from
Orawiwatnakul (2013) found The results of the questionnaire also illustrated their
very favorable attitudes toward leaming vocabulary through crosswords as a whole.
 However, there are researchers who still doubt the effectiveness of crossword
puzzles in their use in this study. research conducted by Davis, Shepherd,
Zwiefelhofer (2009) revealed that The results revealed that some classes benefited
while others did not. In Davis' research, it was revealed that his research in the
classroom resulted that crossword puzzles could not be said to be effective for
students in learning because the survey results they got were that some classes
benefited but some classes felt that they were not benefited from using the
crosswords.
E. Theoritical Framework

Planning Implementation

1.Determining the 1.Conducting 2 tests,

participants who will take implementation test 1 and
the test final test

2. Discussing the crossword 2.Conduct activities in

puzzle that will be used with accordance with the plan
the supervisor such as making crosswords,
explaining the rules of the
3.Planning data collection game and running the test.
instruments with test guides
and observation guides
4.Making a research permit
letter

Reflection
Observation
1.Make observations and analyze
the data that has been obtained 1.Observing behavior related
from the test to students' vocabulary skills

2.Evaluating the action of the two 2.Observing the learning

tests, and evaluating whether or process
not there was an improvement
after the test was carried out
3.Comparing the results of the
implementation test 1 and the
final test
4.Analyze students' vocabulary
comprehension ability after the
implementation
 CHAPTER III
METHODOLOGY

A. Research Design
The research design is a research implementation design carried out with
several cycles. Based on the Kemmis and Mc Taggart Model, there are four stages in
the implementation of classroom action research, namely: Planning, Implementation,
Observation and Reflection. So that the author chooses quantitative research methods.

B. Research Site and Participants

Participants in this study were children aged 12-17 years. researchers observe
and collect data from three data collection techniques such as observations,
interviews, and documentation to find out the usefulness of crossword puzzles on
student interaction in learning vocabulary.

C. Technique of Data Collection & Instrument

 Data collection technique
This study uses 3 data collection techniques, namely observation, interviews
and documentation to determine students' abilities.

 Instrument
In the research, the researcher will ask students to play crossword puzzles
while conducting light interviews with students while playing the crossword puzzle.
After playing the researcher will do the documentation when the learning takes place.
Then the researcher will see the results of this study whether crossword puzzles are
effective as a medium of learning in students' vocabulary.

D. Research Procedure
The research procedure to be carried out is to prepare a crossword puzzle that
will be given in class. Then determine the participants who will take the test. There
will be 2 tests, namely the implementation test 1 and the final test. students or
participants will be given 20-30 minutes to fill in the crossword. After completion, the
answer sheet will be analyzed and compared the results of the first test and the final
test. After all is done we will know the results whether the crossword game can help
students' vocabulary learning or not.

E. Data Analysis
The researcher's analysis was guided by the Kemmis and Mc Taggart Model,
there are four stages in the implementation of classroom action research, namely:
Planning, Implementation, Observation and Reflection. In the observation stage, the
researcher analyzed the usefulness of crossword puzzles in learning English
vocabulary. After that, the researcher wanted to understand the statements given by
the students regarding the crossword game they did. In addition, the highlights of the
researcher's field notes were viewed, reviewed, categorized, and analyzed to help
better understand the participants, instruments, objectives, perceptions, and behaviors.
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