PPT SIDANG MISS ITA (1).pptx

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THE EFFECT OF USING CROSSWORD PUZZLES ON THE
STUDENTS’ VOCABULARY ACHIEVEMENT
Yulita Bombo
190402090055
English Education Department
Faculty of Language and Literature
Universitas PGRI Kanjuruhan Malang
Start Now !
Examiner:
Advisor 1: Dr. Maria Cholifah, S.S., M.Pd.
Advisor 2: Andy, M. App.Ling.

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CHAPTER I - INTRODUCTION Research Scope&
Limitation
Background of Study Research Problem Research Objective
BACKGROUND OF STUDY
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CHAPTER I - INTRODUCTION Research Scope&
Limitation
BACKGROUND OF STUDY
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PREVIO
US
STUDIES
PREVIO
US
STUDIES

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CHAPTER I - INTRODUCTION
RESEARCH PROBLEM
Do the students taught by using
crossword puzzles perform better in
vocabulary achievement than those
taught by using conventional ones
Research Scope&
Limitation

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RESEARCH SCOPE & LIMITATION
Research Scope&
Limitation
Backgrounf of Study Research Problem Research Objective
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This study involves 8th-grade
students of SMP Negeri 19 Malang
for the 2023/2024 academic year.
Two classes are utilized: one for the
experimental group and another for
the control group. Participants learn
vocabulary using crossword puzzles.

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RESEARCH OBJECTIVE
Research Scope&
Limitation
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To determine whether using
crossword puzzles affects the
students’ vocabulary
achievements

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HYPOTESIS
Ha: There is a significant difference in vocabulary
achievement between the students taught by using
crossword puzzles and conventional ones.
Ho: There is no significant difference in vocabulary
achievement between the students taught by using
crossword puzzles and conventional ones.
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CHAPTER II – RESEARCH METHODOLOGY
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1 RESEARCH DESIGN
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Quantitative approach
and the method is an
experimental design,
comparing the
effectiveness of crossword
puzzles and conventional
methods that employs
crossword puzzles to
enhance students’
vocabulary mastery.
Experimental Group
Control Group
O1
O3
X1
X2
O2
O4
POPULATION&SAMPLING
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The study was conducted
at SMP Negeri 19
Malang, East Java.
Selected due to
traditional teaching
methods using books for
vocabulary learning.

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POPULATION
No. Class Number of
Students
1 A 32
2 B 32
3 C 32
4 D 32
5 E 32
6 F 32
7 G 32
8 H 32
9 I 30
10 J 30
Total 316
SAMPLING
The study used Independent Sample T-test to
compare experimental (class C) and control
(class D) groups due to English vocabulary
challenges and students' difficulty in
understanding lessons.

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1 RESEARCH PROCEDURE
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Study Duration
Pre-Test
Different Treatments
Topics
Post-Test
RESEARCH PROCEDURE
3
Study Duration
Pre-Test
Different Treatments
Topics
Post-Test
DATA COLLECTION INSTRUMENTS
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Test
Pre-Test
Post-Test
Documentation

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1 VALIDITY&REALIBITY
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VALIDITY
REALIBITY
Validity ensures accurate
measurement; this study
employed content validity,
validated by English lecturers.
SPSS 22 compared instrument
validity using multiple-choice
tests.
Reliability involves consistent
test scores across multiple
assessments. It emphasizes the
importance of tasks and
questions in measuring test
reliability.
Coefficient Test Quality
If the alpha is 0.09
If alpha 0.70-0.90
If alpha 0.05-0.70
If alpha is 0.50
Perfect Reliability
High Reliability
Moderate Reliability
Poor Reliability
DEGREE OF DIFFICULTY
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Difficulty level (DL) is the proportion of students
answering correctly, ranging from 0% to 100%.
Higher scores indicate easier questions.
Formula: DL = (Ru + R1) / (Nu + N1), where Ru is
upper-group correct answers, Nu is the number
of upper-group students, R1 is lower-group
correct answers, and N1 is the number of
lower-group students.
Coefficient Test Quality
If the alpha is 0.09
If alpha 0.70-0.90
If alpha 0.05-0.70
If alpha is 0.50
Perfect Reliability
High Reliability
Moderate Reliability
Poor Reliability
Reach Degree of difficulty
0.00 – 0.20
0.21 – 0.40
0.41 – 0.60
0.61 – 0.80
0.81 – 1.00
Very difficult
Difficult
Average
Easy
Very easy

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1 INDEX LEVEL DISCRIMINATION
6 DATA ANALYSIS
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Item discrimination measures how an item
differentiates among examinees, ranging
from 0.0 to 1.00. Higher values indicate
greater discrimination.
The researcher utilized SPSS 22
for data analysis, employing the
Kolmogorov-Smirnov normality
test for data distribution.
Homogeneity was assessed using
pre-test scores, with significance
(Sig.) above 0.05 indicating
homogeneous variance.
The Independent Sample T-test
determined significant
differences between groups,
confirming or rejecting the
hypothesis based on population
means.
Reach Oral Description
0.19 – under
0.20 – 0.29
0.30 – 0.39
0.40 – above
Bad things
Fair things
Good stuff
Excellent stuff

CHAPTER III – FINDINGS
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1 EXPLORING THE IMPACT OF CROSSWORD PUZZLE-BASED TEACHING ON VOCABULARY
LEARNING: A QUASI-EXPERIMENTAL STUDY AT SMP NEGERI 19 MALANG
The research was conducted at
SMP Negeri 19 Malang with two
classes (VIIIC and VIIID) totaling 64
students. The quasi-experimental
design involved pre-tests, four
treatment sessions on "greeting
cards," and post-tests, utilizing
crossword puzzles. The data
analysis, performed using SPSS 22,
aimed to assess the impact of the
teaching strategy on vocabulary
learning achievement.
Group Month Day Date Activity
Experimental Group
Control Group
October
October
Monday
Monday
October 9th 2023
October 9th 2023
Pre-test
Pre-test
Experimental Group
Control Group
October
October
October
October
Thursday
Friday
Monday
Monday
October 12th 2023
October 13th 2023
October 16th 2023
October 16th 2023
Treatment 1
Treatment 1
Treatment 2
Treatment 2
Experimental Group
Control Group
October
October
Thursday
Friday
October 19th 2023
October 20th 2023
Post-test
Post-test

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1
Experimental Group
• The experimental group
(32 students) received
crossword-based
vocabulary teaching on
"greeting cards" in four
two-hour sessions,
including pre and post-
tests.
Pre-Test
• The experimental
group's pre-test on
"greeting cards" via
crossword puzzle
resulted in a mean score
of 73.88 (72-76).
Treatment
• Experimental group had
two crossword-based
treatments, covering
"greeting cards" and
"giving instructions,"
with explanations,
puzzles, and questions.
Post-Test
• Experimental group's
post-test on
"greeting cards" via
crossword showed
mean score of 85.62
(80-96) on October
12th, 2023.
Control Group
• Control group (32
students) received
conventional teaching
on "invitation" in four
meetings, including pre
and post-tests.
Pre-Test
• Control group's pre-test
on "invitation" through
crossword had mean
score 73.88 (72-76) on
October 9th, 2023.
Treatment
• Control group had two
treatments with
"invitation" crossword
puzzles on October 25th
and October 13th, 2023.
Post-Test
• Control group's post-
test on "invitation"
via crossword had
mean score 85.62
(80-96) on October
20th, 2023.
EXPLORING THE IMPACT OF CROSSWORD PUZZLE-BASED TEACHING ON VOCABULARY
LEARNING: A QUASI-EXPERIMENTAL STUDY AT SMP NEGERI 19 MALANG
Crossword puzzle-based
teaching proved more
effective in enhancing
vocabulary;
experimental group
outperformed control
group in scores and
enthusiasm.

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DATA ANALYSIS
1
N Minimum Maximum Mean Std. Deviation
Pre-test
Eksperimen
Pre-test Kontrol
Valid N (listwise)
32
32
32
72
72
76
76
73.88
73.88
2.028
2.028
N Minimum Maximum Mean Std. Deviation
Post-test Eksperimen
Pre-test Kontrol
Valid N (listwise)
32
32
32
80
76
96
96
85.62
83.13
5.167
6.484
Descriptive Statistic Pre-Test
Descriptive Statistic Post-Test
Equal pre-treatment vocabulary scores in experimental and
control groups; post-test, conducted on Oct 19-20, showed no
significant difference.
TExperimental group mean score 85.62, SD 5.167; Control
group mean 83.13, SD 6.484, indicating varied performance.
Realibity of Pre-Test in Experimental Group
Pre-test reliability in experimental group, Cronbach's Alpha
0.308, indicates good agreement between Assessor 1 and
Assessor 2 on vocabulary scores.
Value
Measure of Agreement .308
N of Valid Cases Alpha 32
Value
Value
Realibity of Pre-Test in Control Group
Realibity of Post-Test in Experimental Group
Control group's pre-test reliability, Cronbach's Alpha 0.526,
indicates good agreement between Assessor 1 and Assessor 2
on vocabulary scores.
Experimental group's post-test reliability, Cronbach's Alpha
0.426, indicates good agreement between Assessor 1 and
Assessor 2 on vocabulary scores.

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DATA ANALYSIS
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Normality Pre-Test
Control group's post-test reliability, Cronbach's Alpha 0.263,
indicates good agreement between Assessor 1 and Assessor 2
on vocabulary scores.
Experimental and control groups' normality, Sig. 0.000,
indicates both datasets were in normal distribution.
Post-test data in both experimental and control groups were
normal (Sig. 0.000 and 0.001, respectively).
Realibity of Post-Test in Control Group
Value
Participants Shapiro-Wilk
Statistic Sig.
Experimental Group .637 .000
Control Group .637 .000
Normality Post-Test
Participants Shapiro-Wilk
Statistic Sig.
Experimental Group .846 .000
Control Group .864 .001
Homogeneity Test of Variance
Levene Statistic df1 df2 Sig.
.516 1 62 .066
Pre-test score significance 0.066 (>0.05) suggests homogenous
variance across samples.
Paired Sample Test
Group Pre-Test Post-Test
Eksperimental Class 73.88 83.63
Control Class 73.88 83.13
Pre-treatment mean: Experimental=73.88, Control=73.88.
Post-treatment mean: Experimental=83.63, Control=83.13.
Experimental group outperformed the control group.

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DATA ANALYSIS
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Experimental group outperformed control (mean 73.8750 vs.
65.6250), significant difference (p=0.000).
Independent Sample T-Test
Participant N M SD T Df p (2-tailed) SE
Experimental Group
Control Group
32
32
73.8750
65.6250
2.0803
5. 16658
11.975 62 .000 3.5851
Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. T Df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Equal variances
assumed
47.919 .000
-
11.975
62 .000 -11.75000 .98117 -13.71134 -9.78866
Equal variances
not assumed
-
11.975
40.331 .000 -11.75000 .98117 -13.73252 -9.76748
Significant p-value (0.000) rejects null
hypothesis; crossword puzzle method
enhances vocabulary skills, favoring
experimental group.
SUMMARY
Crossword puzzle treatment significantly improved experimental
group's vocabulary scores (mean 83.63) compared to control group
(mean 83.13), t(11.975), p<0.05. Students taught with crossword
puzzles showed better vocabulary abilities.

CHAPTER IV – DISCUSSION
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1
The study confirms the positive impact of crossword puzzles
on teaching English vocabulary, aligning with Maulidiyah's
(2016) findings. Crosswords enhance study skills, promote
language fluency, and encourage active participation, as
noted in Sari & Nufus' (2016) suggestions. Despite initial
challenges, crossword puzzles prove effective in enhancing
students' vocabulary abilities and critical thinking skills.
Overall, the study supports the use of crossword puzzles as a
valuable tool in language education.

CHAPTER V – CONCLUSION AND SUGGESTION
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THE EFFECT OF USING CROSSWORD
PUZZLES ON THE STUDENTS’
VOCABULARY ACHIEVEMENT
Enhanced
Student
Engagement:
Crossword
puzzle method
increased
student activity
and interest.
Positive
Impact of
Crossword
Puzzles:
Significantly
improved
students'
vocabulary
achievement.
Post-test
Significance
:
Demonstrate
d a
significant
difference in
mean scores,
favoring the
experimental
group.
CONCLUSIONS SUGGESTIONS
The researcher suggests future
studies measure students'
perceptions of using crossword
puzzles in English learning.
Encourage detailed descriptions
of activities and challenges,
especially at different levels,
such as junior high school.

THANK
YOU
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