TEACHING VOCABULARY WITH
THE THEME ”FRUITS” TROUGH WORD SEARCH PUZZLE TO THE SEVENTH GRADE STUDENTS OF THE
STATE JUNIOR HIGH SCHOOL 16 OF PALEMBANG
A Research Proposal Design
by:
Name : ADE
IRAWAN
SRN : 2010.111.286
Class : 5.G
Subject : Research On
Language Teaching
Lecturer : Dr. Suhuri, M.Pd
Student Registration
Number 2010 111 299
English Education Study
Program
Language and Arts
Education Department
FACULTY OF TEACHERS
TRAINING AND EDUCATION
UNIVERSITY OF PGRI
PALEMBANG
2012/2013
TEACHING VOCABULARY WITH
THE THEME ”FRUITS” TROUGH WORD SEARCH PUZZLE TO THE SEVENTH GRADE STUDENTS OF THE
STATE JUNIOR HIGH SCHOOL 16 OF PALEMBANG
1. Background
A language is considered to
be a system of communicating with other people using sounds, symbols and words
in expressing a meaning, idea or thought. This language can be used in many
forms, primarily through oral and written communications as well as using
expressions through body language.
Language may refer either to the
specifically human capacity for acquiring and using complex systems of communication,
or to a specific instance of such a system of complex communication.
According to Brown, H.
Douglas (2007:384), language is a systematic means of communicating ideas or
feelings by the use of conventionalized signs, sounds, gestures, or marks
having understood meanings.
Language is a complex,
specialized skill, which develops in the child spontaneously, without conscious
effort or formal instruction, is deployed without awareness of its underlying
logic, is qualitatively the same in every individual, and is distinct from more
general abilities to process information or behave intelligently. (The language
Instinct, 1994:6)
On the other hand,
according to Ron Scollon (2004, p.272), wish to emphasize that, first of all,
language is not something that comes
in “nicely packaged units” and that it certainly is “a multiple, complex, and kaleidoscopic phenomenon.”
Teaching
English to the students can said tricky. Many people argue that describe the subject
matter is very difficult because English is a foreign language inevitably be
carried out under the demands of the curriculum in force in our country.
Many
students feel confused when they want to speak English with smart fast way. But
they were confused where to start. Does first have to master grammar,
conversation, vocabulary, reading or writing?
Vocabulary is one of the
language aspects. The students cannot read, speak, listen, and write without
understanding the meaning of words. But, by teaching vocabulary first, the students easily able to read,
understand and memorize vocabulary more quickly because this is a very
effective way.
In addition, a better way and easier to
teach English, especially vocabulary to students is by using games, such as
word search puzzle game. Because this game could be an alternative or variation
in the methods of English teaching for teachers. With this method, students
will not feel bored in learning English. But they will become critical and
active children in learning English.
Word search puzzle
can be designed for any educational levels, which make them an ideal learning
activity for the students.
Teaching vocabulary
through word search puzzle is not only in written activities and fun so that it
would make the students passive learners but also process of the teaching these
vocabulary at to be applied in active activities in a for of communication the
students will be taught how memorize for a spelling test to do a word search.
Based on the above
statements, the writer takes the title of this study as follow teaching
vocabulary with the theme “fruits” through word search puzzle to the seventh
grade students of the State Junior High School 16 of Palembang.
2. Problem
The problem of this
study is to find out whether the word search puzzle is affective or not for
teaching vocabulary to the seventh grade students of the State Junior High
School 16 of Palembang.
2.1
Limitation of the Problem
This study is
limited towards teaching vocabulary through word search puzzle to the seventh
grade students of the State Junior High School 16 of Palembang. The vocabulary
tough in the theme fruits is listed below:
- Banana 6. Guava 11. Pineapple
- Apple 7. Kiwi 12. Jackfruit
- Orange 8. Melon 13. Mango
- Peach 9. Date 14. Grape
- Cherry 10. Olive 15. Pear
2.2
Formulation of the Problem
The formulation of
the problem in this study is started in the following question, “Is it
effective teaching vocabulary with the theme “fruits” through word search
puzzle to the seventh grade students of the State Junior High School 16 of
Palembang?”
3. Objective of the Research
The objective of
this study is to find out whether it is significantly effective teaching
vocabulary with the theme “fruits” through word search puzzle to the seventh
grade students of the State Junior High School 16 of Palembang.
4. Significances of the Research
By using this
study, there are some significance to the students, teachers, other
researchers, and writer herself.
- For students
This study will be
helpful for students in vocabulary and the students apply word search puzzle to
increase their vocabulary skills.
- For teachers of English
After knowing
effectiveness in teaching vocabulary of the word search, the teacher can
implement this method when they teaching vocabulary.
- For other researchers
To be the source of
information for other researchers who are also investigating word search puzzle.
- For the writer herself
The result of this
study can be useful to enlarge her knowledge about teaching vocabulary through
word search puzzle.
5. Hypotheses
The hypothesis is a
tentative answer to
the problem of research, until
proven by the
data collected. (Arikunto, 2006:71)
The hypothesis is a temporary
answer to the problem
of theoretical research that is considered most
likely or highest
level of truth. Technically,
the hypothesis is a statement about the state
of the population to be tested for truth through
data obtained from
the research sample. Statistically, the hypothesis is a declaration of state of the parameters that will
be tested through a statistical sample. (Margono, S,
2009:67).
The hypotheses of
the study are proposed in terms of null hypotheses (Ho) and alternative
hypotheses (Ha). They are follows:
1. (Ho) : It is not
effective in teaching vocabulary with the theme “fruits”
through word search puzzle to the seventh
grade students of the State
Junior High School 16 of Palembang.
2. (Ha) : It is effective in teaching vocabulary with the theme
“fruits” through
word search puzzle to the seventh grade
students of the State Junior
High School 16 of Palembang.
6. The Criteria for Testing the Hypotheses
In this research, the hypotheses
will be tested by the critical value of t-
distribution table for one tailed test. Since the degree of freedom (df) is 39
(40-1=39) with 95% or 0, 05 significance level for one-tailed test, the
criteria value in the t-table is 1.684. If the result of
the matched t-test is the same or less than 1.684, the null hypotheses (Ho) will
be accepted. On the other hand, if the result of matched t-test
is equal to or exceeds 1.684, the alternative hypotheses (Ha) will be accepted
and consequently the null hypotheses (Ho) will be rejected (Hatch and Farhady,
1982:272).
7. Literature Review
In literature review, the
writer discusses:
(1) Concept of teaching
(2) Concept of vocabulary
(3) Concept of word search puzzle
(4) Teaching vocabulary through word search puzzle
(5) Related previous study.
7.1
Concept of Teaching
According to Newton
(1992: ii), teaching is a profession conducted by using a combination of art,
science, and skill. It is an art because it relies on the “teacher’s creative
provision of the best possible learning environment and activities for his/her
students. It is a science since it is a system and ordered set ideas and method
used by the teacher in doing his/her job. Further more teaching is skill for it
demands the ability-attained from relevant theories and that they are able to
gain linguistic and communicative competence in the target language”.
According to Finocchiaro, 1982:5), teaching is trying to keep the
students motivation high by using a variety of short activities-four to six different
activities-within a 45-minute period cantering around the same teaching point,
whether a grammatical feature, a notion, or a function of language, through the
cognitive-code theory, that is, the inductive presentation of a linguistic item
or category, with tasks and activities that will lead to habit formation of
features of pronunciation, morphology, and syntax, which will in turn, lead to
fluency and accuracy by focusing more specifically on social communication as
the major of objective of language teaching.
Teaching is an interactive process between the teacher and students
and among students themselves. The students need to comprehend the new
language, but can best do this when allowed asking about what it is they do not
understand rather than rely on their teacher or textbook to anticipate areas of
comprehension difficulty and simplify a priority (Pica, 1992:4)
Teaching is accompanied by evaluation to know the results of
teaching-learning activities because evaluation is a necessary component of all
activities, especially in TEFL, whose main objective is to monitor, to help,
and to grade the student’s use of the language. (Oller, Jr, 1987: 21)
Teaching is showing
or helping someone to learn, giving instructions; guiding; providing with
knowledge; causing to know or understand. (Brown, H. Douglas, 2007:391)
7.2
Concept of Vocabulary
Vocabulary is a set of LEXEMES, including single words, COMPOUND WORDS and IDIOMS (Richard, Jack: John Platt and Heidi Weber, 1985:307).
According to Hornby
(1974:959), vocabulary is a total number of words which (with rules for
combining them) make up the language.
According to
lexical field theory, the vocabulary of a language is essentially a dynamic and
well-integrated system of lexemes structured by relationships of meaning.
(Howard Jackson, 2000: 14)
Websters (1988:110
p.9) states that vocabulary is a list of words, usually arranges alphabetically
and defined, explained, or translated.
In learning
vocabulary, the learners should emphasize on the aspect of words. The success
in learning a foreign language is determined by the size of vocabulary one has
learned.
7.2.1 The Important of
Vocabulary
Vocabulary is very important
in language, a large number of vocabularies are so difficult to learn, and
because of that, the teacher should use good method in teaching vocabulary.
Since the teaching of English in Indonesia is aimed increasing that
teaching vocabulary? The English teacher much takes deep concern of vocabulary
lesson. However, vocabulary teaching has not always been very responsive to
such problems, and the teachers have not fully recognised the tremendous
communicative advantage in developing an extensive vocabulary.
According to
Websters (1988:9), in learning language, someone will learn the words of that
language since we have learned that it is the essential area of language. From
the statements above, we assumed that vocabulary is a very important element of
a language.
Although there are
many techniques of teaching vocabulary. Nation (1974: 10, p.9) says, when we
teach a word we must teach three things: (1) we must teach the shape or the
form of the word, (2) we must teach the meaning of the word, (3) and we must
teach that the form and the meaning of the word together.
7.3
Concept of Word Search Puzzle
According to Hornby (1995:
947), puzzle is a thing that is difficult to understand or answer a mystery or
a question or toy that is designed to test a person’s knowledge, skill,
intelligence, etc.
A word search puzzle is a
word game that is letters of a word in a grid that usually has a rectangular or
square shape. The objective of this puzzle is to find and mark all the words
hidden inside the box. The words may be horizontally, vertically or diagonally.
Often a list of the hidden words is provided, but more challenging puzzles may
let the player figure them out. Many word search games have a theme to which
all the hidden words are related. The puzzle it self kind to play that can be
used to practice certain language features at certain phases in learning
process in order to develop communication skill.
7.4. Teaching
Vocabulary through Word Search Games
To success in teaching vocabulary through word search puzzle, the
teacher should have different technique for different level.
Teaching vocabulary through word search puzzle enables the students
to find out to information or guests the meaning on unfamiliar words. So, the
word search puzzle can help the students. The students may be happy and
interesting in learning and they always try to know the new words from word
search puzzle.
Relating to the importance of teaching
vocabulary through word search puzzle, as far as it is know some students are
always confused with the problem of through puzzle. In this case, there are
many ways to making the students interested in what they are learning the
teacher can create a game, which the student can think about new words that
related with the topic of word search puzzle. Teaching vocabulary by using word
search puzzle make students more relax, enjoyable, happy and the students
understanding the material. And also can improve their achievement.
Children without an
extensive vocabulary have a hard time understanding what they’re reading,
especially as they get older and reading material becomes more difficult. To
complicate matters, most young readers, including different learners, have a
larger spoken vocabulary than a reading vocabulary. (Goodman, Lori. Wordplay,
2003:13)
7.5 Related
Previous Study
In this study there is one related studies,
which is similar to this present study, she is written by Supriyani (2001). The
title of her thesis is: TEACHING ENGLISH VOCABULARY USING PUZZLE TO THE SEVENTH
YEAR STUDENTS’ OF THE STATE JUNIOR HIGH SCHOOL YAYASAN PEMBINA PALEMBANG. The
purposes of her thesis are:
(1) To find out
the whether or not there are differences in vocabulary using puzzle and the
students who are not taught without puzzle.
(2) To know how
the students’ ability in vocabulary mastery after they are taught using puzzle.
From the study above, the writer
compares her research with those of Supriyani. There are similarities and
differences between her and the writer. The similarities between the previous
study and this study: (1) the instrument used by the previous study was the
puzzles, (2) the puzzle was used by the previous study for teaching vocabulary.
This studies the experimental method for teaching vocabulary. And the
differences are the location of the research and the samples of the research.
The result of Supriyani’s thesis is teaching vocabulary through puzzle was
effective to the seventh year students’ of SMP Yayasan Pembina Palembang.
8. Research Procedure
In method and procedure focuses on the discussion of (1) Research Variables,
(2) Operational Definitions, (3) Method of Research, (4) Population and Sample,
(5) Techniques for collecting the Data, (6) Techniques for Analyzing Data.
8.1 Research
Variables
There are two kinds of research
variables. They are independent variable and dependent variable. Independent
variable is presumed to have an effect on, to influence some how another
variable, while dependent variable is a variable that the independent variable
is presumed to affect (Fraenkel and Wallen, 1990:39)
Variable is any trait that can change values from case to case. Examples
of variables would be gender, age, income, or political party affiliation. In
any specific theory, some variables will be identified as causes and others
will be identified as effects or result. In the language of science, the causes
are called independent variables and
the “effects” or result variables are called dependent variables. (Healey, Joseph F. 1999:3)
In my research variable, the
independent variable on this investigation is the word search puzzle and
dependent variable is teaching vocabulary.
8.2 Operational Definitions
In this part, some important terms must be operationally defined to
avoid misinterpretation and misunderstanding on what this thesis is discussing
about. They are: (1) Teaching, (2) Vocabulary, (3) Word Search Puzzle.
(1) Teaching
Teaching is
activities guiding the students learning activities, arranging, and organizing
environment around. The students can stimulate and develop the students to learn
the turn of the teaching is a prove performed by the teacher to increase students
learning activities.
Teaching is an activity in which
teachers convey knowledge
and experience to their students. The goal
is for the
knowledge presented to students
that can be
understood by learners.
Teaching is an organized activity or
manage the environment as well - good and connects with the
kids, and become involved in the learning process.
(2) Vocabulary
Vocabulary is a total number of
words that make up language and a list or collection of words
arranged in alphabetical order and explained; a dictionary or lexicon, either
of a whole language, a single work or author, a branch of science, or the like;
a word-book.
A vocabulary is defined as all the words known and used by a
particular person. However, the words known and used by a particular person do
not constitute all the words a person is exposed to.
(3) Word Search
Puzzle
Word search puzzles
are a game
in the search for the words, either vertically,
horizontally, and diagonally. This game can
help students increase
their vocabulary and
make them happy
in doing search
puzzle game of words.
8.3 Method of
Research
According to Hornby (1995:780), method is the way of
doing something. In writing this study, the writer will use the experimental
design. Richards, et.al (1985:100) states that an experimental method is an
approach to educational research in which the idea of hypothesis is tested or
verified by setting up situation in which relationship between different subjects
or variables can be determined.
The method used in conducting this research
is experimental method. Dealing the experimental method, Isaac and Michael
(1982:54) states that is it use to approximate the conditions of the true
experiment in a setting, which does not allow the control and/ or manipulation
of all relevant variables. The following are the step taken in doing this
research.
1. Surveying the literature
relating to problem
2. Determining the type of
research to be conducted, and how it will be affect the design of the research
investigation.
3. Establishing clearly the
goals and objectives of the made, and the how these translate into testable
research hypotheses.
4. Identifying the population
from which inferences are made, and the limitations of the sample drawn, for
purposes of the investigation.
8.4 Population and Sample
8.4.1.
Population
Population is all
data that concerns us in a scope and time that we specify.
Thus, population-related data, not human. If
every human being to provide a data,
the number or
size of the population will be equal to the
number of humans. (Margono, S.
2009:118).
Understanding others, mentions
that the whole object
of the study population was composed of humans, objects, animals,
plants, symptoms, test scores, or events
as a source of data
that have certain
characteristics in a study. (Hadari Nawawi,
1983:141)
The population of this research in the seventh grade student of State
Junior High School 16 of Palembang in the academy year at 2009/2010. There were
five classes VII A until VII E consisted of 4 students, so the total of than
was 200 students.
Table seventh grade students at State
Junior High School 16 of Palembang are 200 students as shown in table 1 below:
Table 1
The population of the study
|
No
|
Class
|
Students
|
|
1
|
VII A
|
40
|
|
2
|
VII B
|
40
|
|
3
|
VII C
|
40
|
|
4
|
VII D
|
40
|
|
5
|
VII E
|
40
|
|
|
Total
|
200
|
(Source: State Junior High School 16 of Palembang)
8.4.2.
Sample
Sample is any group of individual, which selected to present a
population. (Richards,et al,1992:321)
Arikunto (1993:104)
states that the sample is any number of things, people or events which are less
than the total population. In this research, the sample of the study is dawn
from the population by using cluster random and sampling.
According
to Fraenkel and Wallen (1990),
sample is a group in a research study on which information is obtained. It is
selected in such a way that it represents, the larger group (population) from
which it is obtained. In choosing the sample for the study, the writer will use
cluster random sampling method. Fraenkel and Wallen state that cluster random
sampling is the selection of individuals rather that single individual. All
individuals in a cluster are included in the sample.
8.5 Techniques for Collecting the Data
In collecting the data for this study, the written test will be
used. A test is any procedure for measuring ability, knowledge, or performance
(Richards, et,al 1985:291). Test is given to help the students assess the
effect of experimentation and to know so far the students can understand what
they have learned. They will be to kinds of the best that will use by the
writer. The first will be pre-test which will by given before the treatment and
the second one will by post-test which will by given after the treatment. The
test both pre-test and post-test for the experimental group has the same
procedure. The writer will be ask the student 20 item in the multiple choices.
The student to till to blanks the boxes in the puzzle from left to right or
from top to down using key words provide in the theme fruits.
8.5.1
Validity of the Test
Validity (in testing) is the degree to which a test measures what it
supposed to measure, or can be used successfully for the purposes for which it
is intended. A number of different statistical procedures generally seek to
determine what the test measure, and how well it does so. (Richard, Jack: John
Platt and Heidi Weber, 1985:304)
The validity of a test is the degree to which it measure what it
claims to measure. A test is valid to the extent that inferences made from it
are appropriate, meaningful, and useful. (Robert J. Gregory, 2004:116)
TABLE
2
TEST
OF SPECIFICATION
|
Objectives
|
Indicator
|
No
of Items
|
Type
of the Test
|
|
The
student comprehend the words related fruits
|
The
students are able to fill the blanks boxes with the words related to the
fruits
|
1-
20
|
Fill
the blanks with the choose a, b, c, and d (multiple choices) to complete the
sentences
|
8.5.2
Reliability of the Test
According to Fraenkel and Wallen (1990), reliability refers to the
consistency of the scores obtained show consistent they are for each individual
from one administration of an instrument to another and from one set of items
to another.
Realibility (in testing) is measure of the
degree to which a test gives consistent results. A test is said to be reliable
if it gives the same results when it is given on different occasions or when it
is used by different people. (Richard, et, al. 1985:243). In this study, the
internal consistency of reliability of estimated through Kuder-Richardson
Reliability Coefficient. Dealing with it, Fraenkel and Wallen (1993:149) write
that, for research purpose, a useful rule is that reliability should be at lest
0,70an preferably higher. A reliability of 0.70 indicates 70% consistency in
the scores and are produced by the instrument. In other words, a minimum a
reliability of required of should be higher. The following the Kuder-Richardson
formula: 21 (KR 21) formulas. (Fraenkel and Wallen (1993:149)
KR 21 = 
Where
KR 21 = Kuder-Richardson
Reliability Coefficient
K = Number
of items in the test
M = Mean
of the set of test scores
SD = Standard
Deviation of the set of test scores.
To find the SD the following the formula is used:
= 
Where
X = Number of Correct
Answer
X = Student’s Mean
Score
n = Number of
Students
8.6 Technique for Analyzing
the Data
In analysing the data collected from the test, the writer will
analyze them by using matched t-test. It will be used to know
significance difference between the student’s achievement in the pre-test and
that in the post-test. The formula in the matched t-test will
be as follow:
t
= 
where:
t : The value by which statistical
significance of the mean difference are judged
X1 : Means of the students’ scores in the post-test
X2 : Means of the students’ scores in the
pre-test
SD : The Standard Errors of Differences
between Two Means
(Source: Hatch and Farhady; 1982:116)
The formula of
SD is:
=
Where:
SD : Standard Deviation of the differences
n : Number of Pairs
Where the
formula of SD is:
= 
Where:
SD : Standard Deviation of the differences
n : Number of pairs
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