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Abstract: The objectives of the research are: (1) to know to what extent of the
students’ vocabulary mastery improvement by using puzzle in the sixth grade
students’ class (2) to identify the class situation when puzzles are implemented in
the sixth grade students’ class of SD Negeri Sidoharjo 2, Sragen of the academic
year 2011/2012. The study is a classroom action research that is carried out in two
cycles from March 9th to March 30rd 2012. The subject of the research is the
students of the sixth grade that consist of 29 students, 18 males and 11 females. The
data were in the form of qualitative and quantitative data. Qualitative data were
collected by interview, questionnaire, students’ diary, and field note, while
quantitative data were collected by test (pre test and posttest). The qualitative data
are analyzed by using Burn method, analyzing action research data consisting of
assembling, coding, comparing, building interpretation, and reporting the outcomes
while quantitative data are analyzed by using descriptive statistic method. The
research finding shows that the use of puzzle improves the students’ vocabulary
mastery in four aspects and English class situation.
learning and it is also basic step to learn (kriteria Ketuntasan Minimal) of passing
English in written form as well as spoken English is 60. The indicators of the students’
form. Vocabulary itself can be defined as a vocabulary mastery problems are (1)
list of words for a particular language or set Students get difficulty in grasping meanings,
of words that individual speaker of language sometimes they forget the meaning of the
might use (Hatch and Brown, 1995:1). word when they asked to mention (2) they
Since vocabulary is important in still get difficulties in using new words, they
language learning, the elementary students cannot implement the words in the right
have to master vocabulary. In fact, contexts (3) they have difficulties in spelling
vocabularies of the students are very low. the word correctly, they write a word as like
The students have not mastered vocabulary its pronunciation (4) and they still get
well. difficulties in pronouncing the words well,
During pre-observation in English they pronounce it same with its writing.
class, the researcher found the problems that Those problems are caused by the
exist. First, it is related to the condition of teacher who used inappropriate technique. In
elementary students who have low teaching English, the teacher only uses LKS
motivation to learn English. When the (Lembar Kerja Siswa), so that they do not pay
teacher explains the material, they are full of attention to the material taught by the teacher
activities with their friends. Sometimes, they because the teacher does not use instruments
draw the pictures in their book or see to support teaching material such as picture
something outside the class. show, game or media. It makes the students
Second, the students are also passive feel bored; they are unmotivated and inactive
during teaching learning process. They rarely in the class so they rarely participate in the
have efforts to participate in teaching class.
learning process like raising their hand when From explanation above, it can be
they want to answer the questions. They just concluded that the students do not master
keep silent without any efforts borrowing the vocabulary well. As the effect, the material
book from another friend and they just sit cannot be received by the students well
down on their seats. because they are unmotivated and inactive in
In addition, they are also shy to teaching learning process so they have low
participate in teaching learning process when vocabulary.
the teacher asks them to answer the question Young children learn language from
on their seat or in front of the class because word to word. Vygotsky in Cameron’s book
they feel worry if they make any mistakes (1999:7) believes that words do have a
and their friends will laugh of them. special significance for children learning a
Besides, it is related to the students’ new language. Often too, we teach children
capability in mastering vocabulary. Many words in the new language by showing them
students do not master vocabulary well. From objects that they can see and touch, and that
the pre-observation and interview done by have single words labels in the first language.
the researcher, the researcher found that the Therefore, the teacher should use an object as
students have low vocabulary mastery. It is a media to teach students in order to attract
proved with the students’ vocabulary pre test, students’ attention so that the students are
they still have low score. Their mean score of able to participate actively in teaching and
vocabulary pre test are 4.34, while KKM learning process
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1. Teachers and principals work best on 3. Observation: observe the effects of the
problems they have identified for critically informed action in the context
themselves; in which it occurs.
2. Teachers and principals become more 4. Reflection: reflect on these effects as the
effective when encouraged to examine basis for further planning, subsequent,
and assess their own work and then critically informed action [etc.] through
consider ways of working differently; succession of stages (Kemmis and
3. Teachers and principals help each other McTaggart, 1988:10).
by working collaboratively; In the research, the techniques used
4. Working with colleagues helps teachers for collecting the data are qualitative and
and principals in their professional quantitative data. Qualitative data were
development (Heidi Watts, 1985:1). collected from observation, interview,
Besides, Burns, cited in Cornwell questionnaire and students’ diary while
action research involves a self– reflective, quantitative data consist of tests.
systematic and critical approach to enquiry After collecting data above, the next
by participants who are at the same time step is analyzing the data that will be
members of the research community. The analyzed by using qualitative and
aim is to identify problematic situations or quantitative ways.
issues considered by participants to be 1. Qualitative data. The researcher uses
worthy of investigation in order to bring qualitative technique suggested by Burns
about critically informed changes in (1999: 156) the process of qualitative
practice. (Burns, 1999: 5). data analysis consists of five stages.
Meanwhile, Anna Uhl Chamot et al a. Assembling the Data
define that action research is classroom – The first step is assembling the data
based research conducted by teachers in have been collected over the period
order to reflect upon and evolve their of the research.
teaching. It is a systematic, documented b. Coding the Data
inquiry into one aspect of teaching and The second step is coding the data.
learning in a specific classroom. The Once there has been some overall
purpose of teacher research is to gain examination of the data, categories
understanding of teaching and learning or codes can be developed to identify
within one’s classroom and to use that patterns more specifically.
knowledge to increase teaching c. Comparing the Data
efficacy/student learning. At this stage, comparison can be
The Model of action research is made to see whether themes or
developed by Kemmis and McTaggart pattern are repeated or developed
consisting four aspects. across different data gathering
1. Planning: develop a plan of critically techniques.
informed action to improve what is d. Building Interpretations
already happening. In this step, the researcher move
2. Action: act to implement the plan. beyond describing, categorizing,
coding and comparing to make sense
of the meaning of the data.
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7.89. They felt happy, enthusiastic and The implementation of jigsaw puzzle
active joining the lesson. However, there in the classroom consisted of four aspects of
were some problems that had not overcome vocabulary; those were spelling, meaning,
during teaching learning process in the first pronunciation and use. The students did the
cycle. Some students were shy participate to jigsaw puzzle individually, in pairs and
the lesson. They got wrong pronunciation small groups. In beginning the lesson, the
and got bored without any activity so they teacher gave the example how to use the
made noisy. puzzle in the classroom and then the students
Gotten from the result of the first did the exercise individually, in pairs and
cycle, there were some problems that had not small groups. They more motivated and
overcome that consist of two scopes, these active in joining the lesson. Most students
were students vocabulary mastery and the cooperated to complete the exercise. They
class situation. In vocabulary mastery, the also shown enthusiast attitude. There were
students pronounced the words as its writing, some students reached their hand before the
while in the class situation some students other pictures completed. In addition, they
were shy and some students made noises were not ashamed participating in teaching
because they were bored. learning process because they like puzzles
The plan of second cycle made based implemented in teaching learning process.
on the reflection gotten from the observation Then, after the students finished in doing the
so it got better result. The revised plan exercise, they were more enthusiastic. They
consisted of two scopes; they were wanted to report in front of the class and
vocabulary mastery and class situation when compete to the others student. However, the
puzzle implemented to the students in the teacher who acted as facilitator to facilitate
classroom. In the second cycle the researcher the students’ exercise, she guided the
made lesson plan consisting of preparing the students in doing the exercise and made the
materials, teaching media, students exercise, reflection of the students’ practice. After
and everything related to the action. The doing the observation, the teacher made
second cycle was conducted in two reflection. Almost all of the students’
meetings, on 22nd March 2012 and 29th practices were better than the day before.
March 2012. The topic for the first meeting They gave better result in the exercise
was “tourism” and for the second meeting including spelling, meaning, pronunciation
was “holiday”. The teaching learning and use.
process started at 07.30 and ended at 09.00 Based on the observation result of
am. In the second cycle, the researcher chose the second cycle, the teaching learning
another puzzle, which was combined with process improved better than the first cycle.
drilling to improve students’ vocabulary The researcher found that the use of jigsaw
mastery and to overcome the students’ puzzle combining drilling in teaching
problem in the classroom. All of activities learning process overcome the students
during the implementation in second cycle problem in two scopes, those were
were observed by using the same technique vocabulary mastery and the class situation.
which was used in the first cycle but in When doing jigsaw puzzle combined with
different topic and puzzle. drilling, the students more enthusiastic and
their pronunciation improved gradually and
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they were not shy because the researcher score of the second cycle was more
gave them more drills combined with improved than the mean score of pre-test. In
activities in jigsaw puzzle to be done the pre test, the students mean score was 4.34
individually and in a group than the day while in the post test of first cycle the
before, so they were not bored and felt students’ mean score was 7.89 and in the
confident. As a result, they focused on post test of second cycle the students’ mean
drilling combined with jigsaw puzzle and score was 8.99. The improvement of
spent less time to be noisy. students’ vocabulary mastery can be seen
After analyzing the result of the from the improvement of students’ mean
research, there was improvement of score that can be shown on the graphic
vocabulary. The result of vocabulary mean below:
column 1
9
8
7
6
5 column 1
4
pre test post test post test
1 2
Besides, there was improvement of process without being pointed the teacher.
classroom atmosphere. The students were The students were more confident
more motivated in teaching learning process. participating in teaching learning process
Before research, the students had low because puzzles attracted their attention so
motivation; they did not pay attention in they spent less time to be noisy.
teaching learning process. However, when In addition, in the second cycle the
the use of puzzles implemented in different researcher implemented different puzzle
creation, the students felt enthusiast. They combined with drilling, so it obtained the
more paid attention and students’ amazing of puzzle that designed in different
concentration focused on the lesson so they color and shape. Thus, the data above shown
spent less time to be noisy. They felt enjoy that the students interested and motivated in
doing exercise in the puzzle. They could play teaching learning process. They actively
and learn to have fun using puzzle without participate in teaching learning process. It
any worries and they focused on the indicated that the students more comfortable
language. joining to the lesson using puzzle. By having
Moreover, the students were more the students’ comfortable joining the
active participate to the lesson. The students teaching learning process, the class situation
felt happy and interested to the lesson was more alive. As a result, the students’
because puzzle attracted their attention. vocabulary mastery was improved.
They often participate in teaching learning Therefore, it could be said that teaching
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English by using puzzles in the classroom vocabulary test before and after the action.
was effective proved by the improvement of The mean score of pre -test before the
students’ vocabulary mastery and students’ research is 4.34 while the mean score of final
problem could be solved. post-test after the research improve to 8.99.
Besides, teaching vocabulary by
CONCLUSION AND SUGGESTION using puzzles also improved the classroom
Based on the result of the research situation. It was proved by: a.) the students
which aims to increase the students’ more motivated in teaching learning process.
vocabulary mastery by using puzzle to the They were more enthusiasts involved to the
sixth grade students of SD Negeri Sidoharjo lesson b.) the students were more active in
2, Sragen, the researcher finds that the use of teaching learning process. They actively
puzzle effectively improves the students’ answered the crossword and jigsaw puzzle
vocabulary mastery and class atmosphere in individually or in a group. There was
teaching learning process. The research improvement of students’ attitude. They
finding can be concluded that teaching helped the teacher without asking for help to
vocabulary by using puzzles improve the them and they were more confidence
students’ vocabulary mastery in four participating in teaching learning process.
aspects, these are: a.) the students’ They frequently practiced English in front of
memorization improved in grasping the the class, individually or in a group.
meaning. They were easier grasped the Finally, puzzle as a media can be
meaning of vocabulary by using puzzle used to facilitate teaching learning process.
implemented in teaching learning process. Most of them give advantages in learning
Thus, by using puzzle in teaching learning language. Puzzle gives better result to the
process the students made fewer mistakes in student, which is puzzles have improved the
identifying meaning of the words. b.) the students’ vocabulary mastery and the
students easily used the words in the context classroom atmosphere in the sixth grade
by using puzzle in the classroom. They made students of SD Negeri Sidoharjo 2, Sragen.
fewer mistakes implementing the words in Based on the result of the research
the right contexts. c.) the students made above, the researcher proposes some
fewer mistakes in spelling the words. Most suggestions. The research hopefully can be
of them answered in correct spelling. Thus, useful for the English teacher, the students,
most of them wrote the words were not like the others researcher and the institution
its pronunciation but most of them wrote the which can increase the students’ vocabulary
words in correct spelling so they made fewer mastery.
mistakes in spelling the words. d.) the For the teacher, it is expected that the
students’ pronunciation improved gradually. result of this research can give the
They pronounced the word better than the contribution in teaching and learning process
day before. and the teacher can use the result of the study
From explanations above, it can be effectively. It is better to use various puzzles
also proved by the score of students’ as one of English teaching technique.
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