English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
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The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1. SKRIPSI
English Teacher's Perception on the Use of Crossword
Puzzles game in Teaching Vocabulary in Junior High
Schools of Palu"
BY:
Nur Islamiyah
A12117051
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ART EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
PALU
2022
2. Background of the study
One of the games that teachers mostly use is crossword puzzles game,
especially in Palu, central sulawesi. A crossword puzzle game is an arrangement
of numbered squares to be filled with words, where a letter is in each square so
that the letter appearing in the word placed horizontally is usually also part of
the word placed vertically, and is given a numbered synonym and definition as
hints for words. Based on this case, the researcher conducted a study to reveal
the impact and what are teacher’s perception of the implementation crossword
puzzle games in teaching vocabulary.
Vocabulary is one of important learning in English. Moreover. If students want to
master language skills such as listening, speaking, reading and writing, students
need to have a large number of vocabularies. Therefore, teachers need good and
appropriate techniques in teaching vocabulary.
3. Research question
Based on the explanation on the background, the researcher
formulated research question as follow:
a) How is the impact of the implementation of crossword puzzle
game in teaching vocabulary?
b) What is the teacher's perception in implementing of crossword
puzzle in teaching vocabulary?
Objective of the research
This study aims to identify the impact of the implementation of
crossword puzzles in teaching vocabulary and to expose teacher's
perception of the implementing of crossword puzzles game in
teaching vocabulary.
4. Significance Of The Research
For other researchers, who take the same topic to use this research as a reference
for conducting they research.
For students they can play while learning vocabulary by using this game
and become more motivated in English classes.
For English teachers, it can enrich their knowledge about various teaching
techniques and get additional strategies in teaching English, especially
vocabulary.
5. Scope Of The Research
This study is limited on the impact and
the teacher's perception of the
implementation crossword puzzles game
in teaching vocabulary.
6. Previous Study
This research is similar to another research conducted by Rozi on
"Reinforcing Students' Vocabulary Through Crossword Puzzle Game"
which was conducted in 2013. This research was conducted at MTs
Daarul Rahman Jakarta.
Second, the research entitled "Use of Crossword Puzzles to Improve
Vocabulary Mastery (Preliminary Class Action Research) Students of
MA Al Bidayah Candi Bandungan Academic Year 2009/2010" by Zunita
Widyasari (2010).
7. Previous Study
Third, another similar study was conducted by Rahmat Nasrullah, Nur Rizky Alfiany and
Muhammad Ainul Hamdan from English Education at Muhammadiyah University of
Kendari with the title "Mastery of Student Vocabulary Towards Crossword Puzzles".
In this research the researcher in her proposal used teachers in junior high
school as the informant, the type of research in this research used descriptive
qualitative while the three studies above used the quantitative method and data
in this research was collected by using interview while the three studies above
use the classroom action research .The result of the research shows that the
impact and teacher perception of the implementation of crossword puzzle game
in teaching vocabulary. While the similarities between all the studies above are
explaining the impact of implementing crossword puzzles game in teaching
vocabulary.
8. Literature Review
Perception
Perception is the way people notice thing, especially
with the senses. In addition, perception is an idea, a
belief or an image people have as a result of how to see
or understand (Hornby, 2006: 1079). According to
Schmitz (2009), perception is the process of selecting,
organizing, and interpreting information.
The
important of
vocabulary
Richards and Renandya (2002:225) states
vocabulary is a core component of language
proficiency and provides much of the basis of
how well learners speak, listen, and write, it
explains that vocabulary plays a big role in
supporting someone’s ability in different skills
(listening, speaking, reading and writing).
9. LITERATURE REVIEW
Strategy in Teaching Vocabulary
Word Chain
Game
Word Wall
Media
Word
Mapping
Strategy
Using
Animation
Video
Using of
Riddles
Technique
Using
Flashcards
and Word
List
Using
Flyswatter
Game
Spelling
Bee
Game
Using
Scrabble
Game
Crossword
puzzle
game
10. Crossword puzzle game
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.
11. Advantages of Crossword Puzzle Game
Crossword
puzzle
solving
involves
several useful
skills
including
vocabulary,
reasoning,
spelling, and
word attack
skills.
Crossword
puzzle is a
good way to
teach and
enrich
vocabulary
because the
definitions or
synonyms of
the word’s
clues are right
there to
provide
reinforcement.
Crossword
puzzles can
also be used
to encourage
the use of a
dictionary or
thesaurus or
to learn
terminology
used in
particular
subject.
They can be
used as a
quiz.
Crossword
puzzle in
the
classroom
is that they
are
associated
with
recreation,
and can be
less
intimidating
for students
as review
tools.
Puzzle
solving is a
much more
active type of
learning, and
will engage
students with
the material
more than
passive types
of review
techniques
12. Disadvantages of Crossword Puzzle Game
Constructing crossword
puzzle may become, for
students, frustrating and time
consuming because the
students often have trouble
matching up the squares.
The teacher should be
aware that crossword
puzzles do not become
busy work. The teacher
should like the use of all
educational games, have
some purposes in mind,
even if the purpose is fun.
13. The Impact of Crossword Puzzle
Game in Teaching Vocabulary
the teacher should make the classroom more
interesting by using some more attractive techniques
to teach the vocabulary. One of the techniques that
can be used to make the teaching learning process
more interesting is by using Crossword Puzzle. The use
of Crossword Puzzles in teaching vocabulary will make
a better atmosphere in the classroom because it can
bring relaxation and fun for the students so that they
will learn and keep the vocabulary easier.
14. Teaching Vocabulary Through
Crossword Puzzle Game
This game can be done individually, in pair, or in groups. The
teacher gives a copy of the “crossword puzzle” and explains
the rules. Students have to complete it as quickly as possible.
For the individual game, the student who can complete it first
is the winner and gets the good point from the teacher. In
pair work or group, the winner is the pair or group who can
complete it first. All of the winners will have prizes from the
teacher. It makes this game become more attractive.
15. Theoretical framework
Picture 2. 1 Theoretical Framework
TEACHING VOCABULARY USING CROSSWORD PUZZLE GAME
Impact of the implementation of crossword
puzzle game in teaching vocabulary
Teachers perception in
implementing of crossword
puzzle in teaching vocabulary
16. Research design
This research used qualitative descriptive in the
research design because this research needs a long
description. As In conclusion, a qualitative approach is
used to explore the phenomenon to understand practice
and behavior in real social situations for small
individuals.
17. Setting and Time of research
This research conducted in several junior high schools in
Palu City, Central Sulawesi. This research conducted in June
until July 2022.
18. Subject of The Research
The subjects of this research were the English teachers of SMP
Negeri 18 Palu, SMP Negeri 19 Palu, SMP Negeri 12 Palu, SMP
Negeri 9 Palu, and SMP Negeri 20 palu. This research used
purposive sampling and the informants are consist five English
teachers’ who met certain criteria. The criteria used as research
subject are:
a. Have experience about teaching English using crossword puzzle
game
b. Ready to be a research resource.
c. Knowing about English teaching methods.
19. Technique of Collecting Data
In this study the interview procedure is as follows:
The first step is to take care of a research permit on the
administration of the school. Then the principal appoints a teacher
who will be a resource person in the research.
The second is to meet the teacher who will be the resource person
and convey the intent and purpose then present the topic or theme
of the research proposal.
Third, ask questions in a polite and easy-to-understand language.
then record the answers from the informants using a smartphone.
After conducting the research interview, check and re-analyze the
results of the interview and then rewrite it as needed without
changing the content of the interview to see how the data obtained
relates to the research objectives.
interview
20. Technique of Data Analysis
Picture 3. 1Techniques of Data Analysis
Data collection
source:Miles and Huberman(2014)
Data reduction Data display
Conclusion drawing/verification
21. Findings
1. The finding of the impact of the crossword puzzle game in teaching vocabulary
Question 1: What is the impact of the implementing of crossword puzzle game in teaching and
learning vocabulary?
Teacher answer:
TC01: “crossword puzzles make the teaching process more effective because it increases students’
enthusiasm in learning English, especially increasing students' vocabulary"
TC02: "The use of crossword puzzles in learning English will be very effective in developing
students' “.
TC03: “crossword puzzles make the teaching process more effective “
TC04: "Students play more when they use games when teaching in class".
TC05: "Crossword puzzles make the class atmosphere not conducive because it makes the class
noisy and out of control"
22. Findings
Question 2: What is the student’s respond during the learning and teaching process
using crossword puzzles?
Teacher answer:
TC01: "Teaching vocabulary using crossword puzzles received a positive response from students
because it made students more active in class"
TC02: "Teaching using crossword puzzles received a positive response by students because
learning is more interesting and varied”
TC03: “crossword puzzles got a positive response from students because it made students more
active in class and no longer embarrassed to ask questions when confused”.
TC04: “using crossword puzzles got a positive response from students because it made students
more active in class”.
TC05: “students' interest in learning English and also by playing crossword puzzles it can
increase the vocabulary of previous students."
23. Findings
2. The teacher’s perception in implementing of crossword puzzle game in teaching
vocabulary
Question 1: What obstacles and challenges did you find in implementing crossword puzzle game
during teaching vocabulary?
Teacher answer:
TC01: “By using crossword puzzles, the teacher needs extra work to implement it”
TC02: "By using crossword puzzle games, sometimes the class conditions are not controlled, so
teachers need to work hard to implement this game when teaching in class".
TC03: "When using crossword puzzles in my classroom teaching, I need extra work to keep the
class atmosphere conducive"
TC04: “Using crossword puzzles, students become noisy and uncontrolled, so implementing this
game requires extra work”
TC05: “the obstacle is to apply this game the teacher needs extra work”
24. Findings
Question 2: In your opinion, what do you thing about the implementation crossword
puzzle game in teaching vocabulary?
Teacher answer:
TC01: "applying crossword puzzles in learning English is not difficult because basically
students are already familiar with the game world"
TC02: “teachers are easier to introduce students to the procedures for using crossword
puzzles because most children now spend more time playing games”
TC03: “Students are already familiar with the game world. So, I think the implementation is
quite easy”.
TC04: “implementing crossword puzzles in teaching English is not difficult because basically
students are already familiar with the game.”
TC05: “implementing crossword puzzles in teaching English is not difficult because students
are already familiar with the game world.
25. Findings
Question 3: Is crossword puzzle effective to increase students' vocabulary? and
Why do you think crossword puzzles are effective or ineffective in increasing
students' vocabulary?
Teacher answer:
TC01: “crossword puzzles is very effective in increasing students' vocabulary because completing
sentences in the puzzle boxes makes it easier for students to remember the words used
to fill in the puzzle boxes”.
TC02: “By answering questions to fill in the puzzle boxes, students are easier to remember the
words they find to fill the boxes in the puzzle”.
TC03: “yes, it is very effective because makes it easier for students to remember the words used to
fill in the puzzle box so that it increases students' vocabulary”.
TC04: “completing the sentences in the puzzle box makes it easier for students to remember the
words used to fill in the puzzle box so that it increases students' vocabulary”
TC05: “crossword puzzle game makes it easier for students to remember the words used to fill in
the puzzle box so that it increases students' vocabulary.
26. Discussion
After conducting and finding the result of interview the
impact of implementing crossword puzzles in teaching
vocabulary provide two impact, positive and negative. Positive
impact are follows: first, crossword puzzles not only increase
students' vocabulary but can also make students more
interested in learning English. The second one increases
students' enthusiasm in learning English because students are
more interested in things related to games. Third, crossword
puzzles received a positive response from students because
they made students more active in class.
27. Discussion
The second one the implementation of crossword puzzles also has a negative
impact, namely the application of crossword puzzles makes the class
atmosphere is not conducive and the class becomes noisy and uncontrollable.
The teacher should like the use of all educational games, have some purposes
in mind, even if the purpose is fun. it can be indicated that this crossword
game can be maintained, but the teacher must also find ways to solve the
problem so that the classroom conditions remain conducive, comfortable, not
noisy and controlled.
28. Discussion
Furthermore, there are also some teacher perceptions about the
application of crossword puzzles in teaching vocabulary, those are the use of
crossword puzzles game is very effective in improving students' learning
abilities and enthusiasm for learning English, because basically children are
more interested in things related to the game. Based on the explanation
above, it can be indicated that crossword puzzles are very effective in
increasing students' abilities and enthusiasm in teaching vocabulary.
29. Discussion
The teacher also stated that the use of crossword puzzles in teaching English
was very effective in increasing students' vocabulary, it was also found that
used crossword puzzles in teaching English is not difficult because basically
students are familiar with the world of games, making it easier for teachers to
explain how to use them, but to apply this games the teacher need efforts to
keep the classroom conditions conducive and controlled during teaching.
30. Conclusion
the impact of applying crossword puzzles in teaching vocabulary
has two impacts, positive and negative.
The negative impact the application of crossword puzzles makes
students play more so that the classroom atmosphere is not
conducive, and the class becomes noisy and uncontrollable.
The positive impacts crossword puzzles are, increase students' vocabulary,
make students more interested and increases students' enthusiasm in learning
English, and made students more active in class.
31. Conclusion
However, to implement the teacher's game requires extra energy so that the
classroom conditions remain conducive and under control during teaching.
The positive is that the teacher perceives that the use of crosswords as a teaching
medium is very effective in improving students' learning abilities and enthusiasm in
learning English, making it easier for students to remember words, explaining how to
use crosswords in learning English is not difficult because basically students already
familiar with the world of games.
Teachers' perceptions about the application of crossword puzzles
in teaching vocabulary which have two perceptions, negative and
positive perceptions.
32. SUGGESTION
For Teachers
Through crossword
puzzles as an alternative
technique in the
teaching and learning
process
crossword puzzles is a
good game to be applied
to increase students'
vocabulary
Teachers should
develop more
teaching methods
using games,
33. SUGGESTION
The teacher should set a
balance between the
application of the time
that has been set in the
lesson plan and the
learning method that will
be used so that the
application of the
learning method using
the crossword game can
run effectively.
Teachers must be more
creative in creating a
class atmosphere to be
more orderly when
applying crossword
puzzles in class.
34. SUGGESTION
For Students:
The students should be more creative to look for the way to learn English
easier at school and have a good motivation in learning and try to practice day
by day with friends at school and out of the school.
The students should be more serious and never be afraid to make a mistake in
learning English
The students should learn and keep trying hard in learning.
For New Researcher
The researcher hopes that order researcher will conduct other research about the
effect of using crossword puzzle for increasing student’s vocabulary development,
that can be related to improvement of students’ English skill.
