TUGAS WRITING 3

“IMPROVING STUDENT’S WRITING SKILL BY USING CROSSWORD

MEDIA”
(THE TENTH GRADE SMK INFORMATIKA PASUNDAN-
PURWAKARTA)

DISUSUN OLEH:
Fachmy Said Abad

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

KUSUMA NEGARA

2019
 ABSTRACT

Improving Students Writing Skill by Using Crossword (Classroom Action

Research at Tenth of SMIK Infornatika Pasundan Purwakarta). A Thesis, English
Department STKIP Kusuma Negara.

The objective of this research is a classroom action research. It means that his
research is going to be conducted to increase the quality of learning teaching using
crossword media at tenth grade in SMK Informatika Pasundan- Purwakarta.
classroom action research at X TKJ 1. It consists of 25 students which done by
reflecting. The collecting data is done by using a writing test, interview and
discussion. The result of collaboration concluded that Crossword Media can be
applied

to improve students' writing skill. The average scores in every cycle are 62.8,
70.2 and 80.6. The result of those three cycles to the pass students are 52%, 72% and
84%. The media gave positive effect to students' writing skill. It was proved with the
increasing score in every cycle.

The writer concluded that by practicing continuously made the students more
familiar to write the English words. So Crossword Media is a proper to use in
teaching language especially in writing. The writer suggested to school and teachers
to adopt this media in teaching language. To the student, she suggested practicing
their English any time.

i
 TABLE OF CONTENT

ABSTRACT..............................................................................................................................i

TABLE OF CONTENT..................................................................................................................ii

CHAPTER I INTRODUCTION.............................................................................................1

A. Background of the Study.................................................................................................1

B. Identification of the Problem...........................................................................................7

C. Limitation of the Problem................................................................................................7

D. Formulation of the Research...........................................................................................8

E. Benefit of the Research....................................................................................................8

CHAPTER II THEORETICAL DESCRIPTION, FRAMEWORK OF THINKING AND

ACTION HYPOTHESIS.......................................................................................................10

A. Theoretical Description.................................................................................................10

1. The Essense of Writing..................................................................................................10

A. Definition of Writing..............................................................................................10

B. The Kinds of Writing..............................................................................................13

C. The Writing process...............................................................................................14

D. The Elements of Language.....................................................................................16

E. Teaching Writing....................................................................................................18

F. Assessment of Writing............................................................................................20

2. The Essense of Crossword Media..................................................................................22

A. Definition of Media................................................................................................22

ii
 B. Definition of Crossword.........................................................................................23

C. The Usage of Crossword........................................................................................24

D. The Learning Strategy of Crossword Media...........................................................24

B. Frame Work of Thinking...............................................................................................26

C. Action Hypothesis.........................................................................................................27

CHAPTER III RESEARCH METHIODOLOGY..................................................................28

A. Objective of Research................................................................................................28

B. Time and Place of Research.......................................................................................28

C. Method of the Research..............................................................................................28

E. Source of The Research..............................................................................................32

F. Technique of Collecting Data.....................................................................................32

G. Technique of Analysis Data........................................................................................34

H. Validity of Data..........................................................................................................35

I. Criteria of the Success Research................................................................................36

iii
 CHAPTER I

INTRODUCTION

A. Background of the Study

English has four skills; they are listening, speaking, rending, and writing. All

of the skills are highly required. From understanding of those four skills in English

the writer had ever got knowledge about the four skills, the four skills can divide two

elements, include receptive and expressive element. Language can be visualized as a

process center from which elements spread out and return for regeneration. The total

process is both receptive and expressive. The receptive elements are listening and

reading, where such elements tend to passive, it means that these elements just have

the characteristic to accept something, where as expressive elements are speaking and

writing tend to active. However, such elements have relationship each other, therefore

we must combine these elements in learning and understanding English.

Writing is an effective way to communicate and express our thoughts,

feelings, and opinions to others. Writing has function to entertaining and making fun.

There are a variety of ways to use writing in our everyday live. For example we can

write about the cake receipt. Writing skill helps the learners gain independent,

comprehensibility, fluency and creativity in writing. If learners have mastered these

skills, they will be able to write so that not only they can read what they have written,

but others speakers of that language can read and understand it.

1
 2

Students as beginners in learning English usually make many mistakes in

sentences. In writing activity the students have many obstacles especially writing in

English. In writing activity to write an essay or a story the students are less

enthusiasm, because they suppose writing activity is a complicated thing in English.

Beside they must be thinking, they also must express what they are thinking in

written language especially English. In writing especially English the students have a

problem with vocabulary. They often confuse to write the new word which they just

have known; in addition the new word has many letters, double letter, single letter,

capital letter, homophone, etc. Sometimes they find difficulties in finding idea.

English grammar itself is different with Indonesian grammar, in English there are

tenses which explain the time, typing of verb regular and irregular verb, stressed and

unstressed, etc.. In this case, the teacher should find out solution by creating efficient

and effective techniques of teaching writing that can make the writing class more

interesting exciting, and enjoyable. It can be done by choosing the material

appropriate with the students and take a techniques in increasing the writing ability if

the students.

To write well we must be able to apply the connections of the English

language. This means that the students must have the following skills. First, when the

students write a composition, they must have the ability to follow the rules of correct

capitalization, punctuation, spelling, grammar, usage, and sentence structure. Second,

they must have the ability to write effective sentences and use words and phrases
 3

which develop the reader's understanding. The students are expected to write as

clearly and correctly as possible. The strength of writing connections make the

students will be able to produce an effective composition.

Vocabulary is a silent aspect in writing. Writers have to select appropriate

words in writing text. The key to understanding both spoken and written language is

knowledge of vocabulary. Successful writing text is related to knowledge of word

meanings. Experts pointed out words are the writer's tools of trade. But before the

writer can choose precisely the right word for the appropriate context, the writer

needs to know a little about the kind of words which they will use.

Grammar is a must to earn in a fluency way of talking and describing each

meaning of a sentence. Grammar is also a rule that explains how the word can then be

combined, arranged or changed to show some kind of meaning. As for the other

opinion that grammar is the study of English grammar so that we can make good and

correct sentences, in order to be understood by anyone. Therefore the grammar to be

one important factor for good support and true writing. Preparation of a sentence,

paragraph story gets even more structured sentence patterns and interesting to read if

appropriate grammar.

The mechanics of good writing have gotten a bad name because of certain

misguided notions of their importance. Clear punctuation, correct spelling, concise

sentences, complete documentation all are Importance. They are also primarily
 4

conventions of their cultural environment; and they are subject to change ( and

disagreement among experts, from time to time). Consequently, a person's writing

mechanics may be judged as correct or incorrect, but not as right or wrong in any

moral sense. Spelling error and misplaced commas may hinder communication, but

they do not make a person" bad ". That is the main point about writing mechanics.

Good mechanics help the reader get the intended message, where as poor mechanics

may hinder the communication between writer and reader. It's as simple as that, and

as important.

As for the issue of vocational Pasundan particular class X, among others: the

lack motivation of learners, lack of vocabulary and grammar, which is not conducive

learning atmosphere. To learn the results were far from the minimum completeness

criteria for a period of 3 years and a passing grade in vocational Pasundan

unsatisfactory (standard). The school has tried to overcome this because it not only

subjects the English language only, but occurs in almost every subject. Of the teacher

educators were also less supportive because many teachers who teaches at another

school, so the timing was not optimal, and the frequent lack learners observed.

It is a reality that can not be denied if the parent and community around a bit

more will be affected student learning and intelligence, as there are states that

Schools are a reflection of society and the child is the image of the parents. Therefore

there are several factors that cause learning difficulties related to the attitudes and
 5

circumstances of families and communities around the lack of support the students to

study full-liver.

For example, parents often stated that the language English is the language of

the devil ( as hard ) will be lower for his willingness to learn the language of

international relations. To that end , every teacher should not be declared the

difficulty of a particular subject in front of their students . neighbors said the school is

not important because many unemployed graduate people are always drinking and

against the law , the parents who are always angry, watching TV all the time, do not

open or less loved her son with all her heart can be an example of some social factors

that cause learning difficulties of students . In essence, the environment around the

student should be able to help them to learn as much as possible for them to learn in

school . with this way, the environment and the school will help students, The nation

hopes to expand and grow into more intelligent . Students with enough skills should

be developed become better ability students, which enabled less able developed to be

capable enough . Once again , parents , teachers , and the public , intentionally or

unintentionally, can cause difficulties for students . Therefore, the role of parents and

teachers in fortify the students from the negative influence of the surrounding

community . in addition to its role in motivating the students to keep studying be very

decision

In fact, the students get insufficient score in writing. They are not able to

develop good paragraphs. Although they are able to write paragraphs, they make a lot
 6

of grammatical mistakes. Besides, teachers should be aware of the importance of

interest in facilitating and aware of the use of a variety of methods to induce students'

interest. Teachers should be able to apply methods that can motivate students to learn

English writing and make them actively involved during the instructional activity. In

addition, the methods used are hoped can evolve the students' self-confidence and

behavior that are creative and innovative.

Referring to above condition, the researcher believes that writing is a skill that

needs extra works to be mastered. The purpose of teaching writing is to improve

students' ability to function effectively in such written context. So Writing plays an

important role in which speaking can not to fulfill the communicative needs.

Therefore students need a lot of practices to apply their writing ability.

The researcher have some games for help them in teaching writing. One of

them is by using crossword media. Considering that, the writer wants to give a

solution especially in increasing the student writing skills supported by vocabulary

mastery. The solution is by teaching writing using crossword puzzle, because the

crossword media offers a challenge that will motivate the students to try to fulfill the

crossword. It gives much opportunity for the students to practice and repeat the

sentence pattern and vocabulary. Besides, the crossword is a kind of games that will

makes the teaching-learning process more attractive than before. The students will

feel fun, relaxed and enjoyable. They will memorize the vocabulary in different way

and expressing in the written likes a paragraph or short story.

 7

Based on the background above, the writer would conduct a study to improve

the writing skill of students by using crossword media. The writer decides to conduct

a study entitle "IMPROVING STUDENTS' WRITINGI SKILL BY USING

CROSSWORD MEDIA TO THE TENTH GRADE SMK INFORMATIKA

PASUNDAN-PURWAKARTA".

B. Identification of the Problem

Based on the background above, the writer formulated problem statement as follows:

1.How to improve writing when students' motivation is low?

2.What do make the students interested in the subjects of English?

3. What does the best way to make students interested in writing?

4. How to improve writing skills when students are lack of vocabulary?

5.Why does the mastery of grammar influence writing skill?

6.How to improve the students' writing skill through the crossword media?

C. Limitation of the Problem

In conducting this study, the researcher specifies the problem into limited area,

this is to improve students' writing skill by using cross word media. This researcher is

going to do at X grade of SMK Informatika Pasundan Purwakarta

 8

D. Formulation of the Research

Based on limitation of the problem mentioned above, the problem of the

research can be formulated as follows : " How does the researcher improve the

students' writing skill by using crossword media to the tenth grade SMK Informatika

Pasundan— Purwakarta?" Here, the researcher is going to teach and observe in this

class.

E. Benefit of the Research

When the study finishes it is expected to give some contribution for the

following people:

1. For the teacher

The teacher can apply crossword media as alternative in study writing

English. In addition to role play can also apply as equal between other researchers.

What is crossword media can apply better than in study writing English?. Teacher to

use the approach and method properly in teaching writing to their students. It can be

make references for English teacher in studying which pursuant and guide lines of the

better ways to achieve the successful English study.

 9

2. For the students

This research can give the students a motivation which makes the students'

more than active in study writing English. In addition to research can make the

students' confident and happy. because they school used for research by the

researcher.

3. For the SMK Informatika Pasundan

This research can give the confident, happiness and motivation to the school.

So many people to know that their school used as research place by the research.

Many people give best opinion about SMK Informatika Pasundan Purwakarta, but

much plus minus about the research.

4. For the Reader

This research is also hoped give the merit to the readers. It can be substance of

consideration in English writing teaching process. And also the research is mean to be

consideration for improving quality of English learning process generally and writing

skill particularly. In addition the research can be used as a one of the references in

advanced research that related with the learning. Furthermore it can be used as

reference to apply the new technique in learning English especially in improving the

students, the children, and the adults writing skill.

 CHAPTER II

THEORETICAL DESCRIPTION, FRAMEWORK OF THINKING AND

ACTION HYPOTHESIS

A. Theoretical Description

1. The Essense of Writing

A. Definition of Writing
Language is the media that is used by people in communicating with other

pcople language. By having language the people feel, thinking and feeling, are

expressed by language. Thinking, feeling, language belong to human that is different

from the animal. Ariadinata said "The animals expression are controlled by instinct.

Where as the human all of the feeling are controlled by the brain, the human improve

of imagination, and create it to become invention.”1

Language skill is divided into four, they are listening, speaking, reading and

writing. All of those skills have the important and strategic role as the improvement

of science of technology. In every opportunity someone language skill is tested

through four of those skills. Writing is one of the language skill that has big influence

in learning English for student. It can help the student to improve and practice the

language they have been learning. This suitable with statement of Jeremy Harmer. He

1
Joni Ariadinata. Aku Bisa Nulis Cerpen, Bandung :Iema Insane, 2006.p.36.

10
 11

said that "Writing is used as an idea memoire or practice tool to help students practice

and work with language they have been learning.”2

Writing skill is one of the communication it means someone competence to

deliver the message to other people or the writer by using the writing language in

order that the message is expected to be understood by the reader. Heaton said "The

writing a visual ability that important to the individual only when wish to

communicate on paper".3 The principle of writing skill is looking at the relationship

between writing skill by reading skill through the writer and the reader. If the writer

writes something, so other people or the reader will get involve in it.

Writing skill gets the priority. A good writing skill is needed by people. Beside

that, a good writing supports someone career much. A good writing skill is achieved

by practicing, and it takes a long time. Writing is one of activities that must be

experienced by the students in learning process, especially for English. The writing

activity is expected that the students can have good idea that is scientific and

imaginative. The students are expected to get involve in learning about how to write it

well and it uses the right technique so the students have the skill creativity in writing.

Writing skill is interesting activity and it is pleasant. By writing we can

express of thinking and feeling into writing. But, writing activity will be hard if we

are not getting use to and we do not practice it. So that's why, we often get obstacle to
2
Jeremy Harmer. How To Each English.Pearson Education Limited:New Edition.2007.p.112

3
Jhon.B.Heaton. Writing English Language Test.New York: Longman Group.1989.p.221.
 12

do start writing that is caused we do not have the idea for writing. Writing is seldom

to be done. The fact that student's writing skill is still lack of to be felt. "If the

students some writing letters, jotting down jokes and stories, and using writing in

other ways, they will understand that writing skills are important can to motivate and

inspire them, and writing will become regular part of their lives".4

Writing skills are not found in nature, but must go through the process of

learning and practicing. By its nature, writing is also a skill that is productive and

receptive language. In the course of writing, the writer must be skilled utilizing

graphology, vocabulary, sentence structure, paragraph development, language and

logic. There are three components incorporated in the act of writing, namely: (l)

mastery of written language, which will serve as a medium for writing, include:

vocabulary, sentence structure, paragraphs, spelling, pragmatic, and so on, (2) control

of the content of essay according to topic to be written, and (3) mastery of the kinds

of writing, namely how to assemble the contents of the writing by using written

language to form a desired composition, such as essays, articles, short stories, papers,

and so on.

4
http://pmct.org/helpsucceed/writing.html.14 Juni 2013
 13

B. The Kinds of Writing

There must be many kinds of writing. Djuliarso state that," When you wish

the expound on an issue in writing, you can make use of one the four main types of

writing".5 As we've known writing is a way to communicate and share different ideas

and experiences in written, so in English Language especially there are several kinds

of writing which have different purposes, And those points out above:

1. . Descriptive Writing

"Descriptive writing is used to create a vivid picture of an idea, place or

person. It is much like painting with words."6 It focuses on one subject and uses

specific detail to describe that upon which the students are focused. For example, if

the students are asked to write about his favorite ride at an amusement park, his

writing will not only tell the name of the ride and what it looks like, but also describe

the sensation of being on it and what that experience reminds him of.

2. Narrative Writing

Narrative writing is the type of writing that tells a story. Though it'si most

commonly used when the students are asked to write a personal essay (along the lines

of What I Did to Celebrate the Holidays), this type of writing can also be used for

fictional stories, plays or even plot summarizations of a story the students have read

or intend to write. Narrative writing typically uses the first person ("I").
5
Djuliarso,V.LBBPP LIA material team,Advance 4 theworld.:Our Home:, Jakarta:LBB LKIA,2002.p.4

6
http://www.depewschools.,org/MiddleSchool.cfm?subpage=209525.14 Juni 2013
 14

1. Expository Writing

Expository writing is to-the-point and factual. This category of writing

includes definitions, instructions, directions and other basic comparisons and

clarifications. Expository writing is devoid of descriptive detail and opinion.

2. Persuasive Writing

Persuasive writing is a more sophisticated type of writing to which your child

will introduced around fourth grade. It can be thought of as ai debate in writing. The

idea is to express an opinion or to take a stance about something and then to support

that opinion in a way that convinces the reader to see it the same way. " Persuasive

writing is often in essay form, contains an explanation of the other point of view and

uses facts and/or statistics to disprove that view and support your child's opinion".7

C. The Writing process

We may think writing as an enjoyable activity or consider as an irksome

chore. But whatever we do about it, the act of writing is a process When engage with

writing process, we gradually learn what ideas we have about people and things. We

then select ideas we want to express. Finally we put the ideas we choose into words

and communicate them clearly to others. "After we finally get start, we may hit dead

ends, change our direction or tear everything up and begin again, as even experience

writer certainly did. However, as you write, if you keep the three essential steps of the

7
http://allkindsofwriting.blogspot.,com/2006/04/kinds-of-writing.html. 14 June 2013
 15

writing process in mind, you will never get completely lost." 8 The steps of writing

process as follows:

1. Prewriting

In the prewriting step of the writing process, you begin digging for the

basic raw materials you need. You first look into your mind for subject for

writing. Once unearth a promising subject, you gather, explore, and focus your

ideas about it, keeping notes you go long. However, you may also decide on a

more specific purpose: to share an experience, to express a strong feeling, to

make your readers laugh or cry, or to do any of the countless other things

people do when they communicate. Prewriting will enrich your final product

with specific, interesting facts and observations.

2. Writing a First Draft

Preparing a first draft is the second step in the writing process. The draft is

your initial try at communicating in a series of related sentences the topic you

chose in the prewriting step. The name discovery draft is a good one, for in

this draft you begin to discover you ideas.

3. Revising

8
Macmillan. English Thinking and Writing Proess, New York: Macmilan publishers, 1989.p.13
 16

Revising is the third step in the writing process, involve two kinds of editing,

preparing a final copy and proofreading. "In the making your final copy will

include all the changes you made in the two editing stage. Last, you should

proofreading your final copy for any mistake in grammar, usage,

capitalization, punctuation, and spelling."9

D. The Elements of Language

As stated above, to make a good and a proper writing, it should be supported

by some element of language. There are several elements that make writing as good

as possible, such as: vocabulary, grammar, translation and mechanics. Many studies

have shown that good readers and writers have good vocabulary knowledge. Howard

and Etienne state, "Vocabulary is a sum or stock of words employed by a language

(written and spoken), group, individual, or work or in a field of knowledge". 10 In

vocabulary there are several subjects that should be known, such: part of speech,

word function, meaning, synonym, and antonym.

Grammar is essential and beneficial for writer. It creates proper opportunities

for those who wish to perfect their written English. Jayanthi states, "grammar is a

formation and classification of words and sentences and their practical significance in

9
Ibid.p.14-18

10
Howard and Etienne. Word, Meaning, and Vocabulary: An Introduction od Modern English
Lexicology, New York: The Cromwell Press, 2003.p.11
daily life".11 So to make a proper formation in written English and easier to be

understood by the readers, we must acknowledge with grammar.

Translation is also an element that supports writing. especially for the

foreigner learners. Nida and Taber state, "Translating consist of reproducing in the

receptor language the closest natural equivalent the source language message, first in

term of meaning and secondly in terms of style.”12 So it can be said that translating

isn't not only transferring one language into another but also transferring a closest

meaning and context. A proper writing should be supported by it, without translation

the writers can not share and express what they really want to correctly. It also will

make the reader confuse and hard to understand what the writers are trying to tell.

The last element is mechanics, "it provides the fundamental framework to make

an accurate sentence as a per language's grammar". 13 The mechanics has three main

subject; punctuation, capitalization, and spelling. Punctuation: is used in long

sentences, discussion, speeches, to separate the words or sentences and such on.

Punctuations examples are: Commas, Semicolons, Colons, Apostrophes, Quotation

Marks, Hyphens and Dashes, Parentheses and Brackets.

Capitalization is "an action that writing a first letter as a upper-case letter"'. 14 It

means to give attention to certain words to distinguish them from the context. So it is

11
Ibid.,p.2
12
Nida. Taber. The Theory and Practice of Translation, Netherland: Leiden,2003.,P.22
13
http://www.referencingguides.homeworkhelpexperts.com/Grammar-Mechanics.html, 18 July 2013
14
http://www.englsihlanguageterminology.org/punctuation/capitalization.html.18 July 2013

17
 18

really important to support a perfect writing, because if we lack of this element our

knowledge about grammar will be questionable. It should be acknowledged because

sometime there are words that have same sound but different written. So the

understanding of mechanics is really important because without it our writing will

turn into dull and meaningless writing, and it's really needed to accomplish a perfect

and advance writing.

E. Teaching Writing
Harmer describe that the reason for "teaching writing to student of English as

a foreign language include reinforcement, language development, learning style and

most important writing as a skill in its own light.”15 They are:

1. Reinforcement

Some student acquire a language in purely oral/aural way, but others benefits

greatly from seeing the language written down. The visual demonstration of language

construction in valuable for both their understanding of how it all fits together and as

an did to commit the new i language shortly after they have studied it. In other words,

writing reinforce the grammatical structures, idioms and vocabulary that student have

learned.

2. Language Development

15
Jeremy harmer, How to Teach English, Essex; Longman Univesity ,1998.p.79
 19

The actual process of writing help students in acquiring a language because

the process demands them to think and choose the sentences as well as words that

they will use to express the ideas. This mental activity that students go through in

order to construct proper written and thinking make writing a valuable part of any

language course.

3. Learning style

Some student are good at picking up of language just by looking and listening.

Others need time to think and to produce a language in shower way to reflect what

they have learn.

4. Writing as a skill

The most important reason for teaching writing is that it is a basic language

skill, just as important as speaking, listening and reading. Student need to know how

to write a letter. How to put written report together, they need to know some of

writing special convention such as punctuation, paragraph construction, etc. Just as it

could be said that writing is an important language skill. It is productive skill that

shows how skillful the students is in writing and discovers the talented student in this

field. In addition, writing is a way that a student can express his ideas or thoughts on

the paper.
 20

F. Assessment of Writing
Louma states, "As with any other area of language assessment, the

fundamental issues to be considered in writing assessment are whether or not is used

as intended and what its consequences maybe.”16 His statement can be explained that

to ensure the uses and consequences of writing test are fair, examinated, since the

definition of writing ability varies with respect to the targeted use and the decisions

made. One way to elicit the construct of writing ability for a certain context is

through a scoring rubric which informs test users what a test aims measures.

However, a scoring rubric can effect the writing assessment, as there maybe

an interaction effect between the rating criteria and examinees performance. Douglas

and Myer state;

"Hypothesize that quantitatively similar scores may not necessarily guarantee

qualitatively similar writing performance. In order to test this hypothesis, the

performance of four test takers in a semi-direct writing was rated for grammar,

vocabulary, dictation, paragraph test development."17

a. Grammar

16
Sari Louma, Assessing Writing, Cambrige: Cambrige University Press,2004,p.56
17
Dan Douglas & Ron Myres, Assesing NNThe Communicative Skills of Veternary Student: Whose
Criterisa, Cambrige:Cambrige University Press,2000,p.81
 21

To define grammar, H. Douglas Brown states, "Grammar is as ai system of

ruler governing conventional arrangement and relationship of words in

sentence."18 In writing practice grammar score is based on how students

arrange their words into sentence, sentences into paragraph, and paragraphs

into passage.

b. Vocabulary

Penny Ur states, "Vocabulary is defined as the words in foreign language

words are perceived as the building block upon which knowledge of second

language can be built."19 A new item of vocabulary maybe more than a single

word. Vocabularies are also multi word idioms such as "call it", when the

meaning and phrase cannot be deducted from analysis of the word competent.

c. Punctuation

Summer states, "Developing a paragraph or some is defined as ability to

understand something by a reasonable comprehension of thei subject or as the

knowledge of what situation is really like."20 In expressing something people

18
H.Douglas Brown , Teaching By Principle: An Interaction Approach to Langguage Pedagogy S.F State
Univesity: Addison Wesley Longman. Inc,2001.p.362

19
Penny Ur, A Course in Language Teaching: Practice and Theory, London: Cambrige Univesity press,
1995.75.
20
Summer Della, et. AL, Longman Dictionary of Contemporary English, England: Person Education
limited, 2001,p.130
 22

should know what they want to say and what i expression which fits the

content of paragraph development.

2. The Essense of Crossword Media

A. Definition of Media
The word comes from the Latin media is medius, which literally means the

middle, intermediate, or introduction. The media is a tool that is used for learning to

the students, which means it can be visual or audio-visual form. The use of media

interest in the learning process can create the atmosphere of monotony and able to

support the learning process to make it more educational and fun. "The media is

anything that can be used to distribute messages and can stimulate the mind, can

arouse passion, concern, and willingness of students so as to encourage the learning

process on students."21 In learning English, media also has important role for

improving the quality of learning. It is done in order to the educators or teachers can

be more effective to teach their student or learners.

B. Definition of Crossword
Crossword is one of media with set of square to be filled in which

words/numbers , one letter/number to each square. Synonym or definition of words

are given with numbers corresponding to numbers in the square. Letters/words are
21
Kosasih. A, Robertus Angkowo. Optimalsasi Media Pembelanjaran Jakarta: PT.Grasindo,2002.p.10
 23

fitted into a pattern of numbered squares in answer to clues. Damayanti states

"Crossword puzzle is a word game which consists of black and white squares and

also arrangement numbered of squares to be filled in with words." 22 So, students need

to think and guess the word based on the clues to fill in. This activity is very

challenging. From the definition stated above, it can conclude that crossword puzzle

is an activity which invite someone to think and try to guess the word based on the

clues given.

The crossword is a media not only fun but also for evaluation, group work,

learning vocabulary, learning centre and extra activities. According to Harry Dhand

"crossword are useful at all levels and for all subject".23

C. The Usage of Crossword

The usage of crossword is fun and motivating. The students memorize the

words gradually and line by line. After that, to make the learning process more

interesting and effective, the sentences is then adapted to the student's interest or

situation, through changing certain key words or phrases. This phase is acted out by

students.

Quieter students get the chance to express themselves in a more forthright

way. The teacher may select certain key structure or sentence use as i the basis for
22
Damayanti, Rema. A Descriptive Study on Student’ Mastery of English Vocabulary Mastery Using
Pictures and Crossword Puzzles. Banjarmasin”: Lambung Mangkurat University,2012.p.10.

23
Harry Dand, Technique of Teaching-LamanIV. New Delhi. S B Nagia,2008.p.55
 24

pattern drills of different kinds. Then , these are practiced in chorus and the

individually. After all this process, the students activity is that the should memorize

certain keyword of sentences or structure from the crossword. Then, the last process

of writing activity is that the teacher asked the student to make sentence from

keyword of crossword media.

D. The Learning Strategy of Crossword Media

The learning strategy of crossword media is used as a means of learning fun,

without losing the essence of the ongoing study. Crossword learning strategies,

involving the active participation of learners from the learning activity begins.

"Crossword is one of the active learning method for students who engage all learners

to think when learning takes place by filling in a crossword so that students become

more enthusiastic in participating in the lesson."24 Leaners are invited to participate in

all of the learning process, not only mentally but also physically involved. With these

learners will feel more pleasant atmosphere so that the learning can be maximized. In

addition, the crossword is a learning tool for reviewing (review) material that has

been delivered. The review useful to facilitate the learners to recall what material has

been delivered. Thus, learners are able to achieve the learning objectives both aspects

of cognitive, affective, psychomotor. "The steps of crossword learning."25 include:

24
Silberman. Active Learning 101 Cara Belajar Siswa Aktif, Bandung : Nusamedia,2006.p.23.
25
http://www.referensimakalah.com/2013/strategi-pembelajaran-crossword-puzzle. Html.27 juni
2013
 25

a. Write down key words, terms or names associated with the material you i

have provided.

b. Make a lattice that can be filled with words that have been (as in crossword

puzzles).

c. Make the questions whose answers are words that have been made or can

also just make statements lead to the words.

d. Share this puzzle to learners, can be individuals or groups.

e. Limit time spell.

f. Giving gifts to groups or individuals who work most quickly and correctly.

According to Variningtyas Sepzyana, crossword that learning strategies have

advantages and disadvantages in teaching and learning. Advantages of this strategy, it

can be used to measure the level of knowledge of learners and involve the

participation of learners directly. The disadvantage, which can cause a bit of trouble

for students who will be less and less ability level will interest and participation in the

subjects. Deficiencies in learning strategy crossword, still can be overcome or

minimized. For students who lack the level of ability, students are required to learn at

home before the learning process. So, before getting a material explanation of the

teacher, the students already have an idea or have mastered the subject matter.
 26

B. Frame Work of Thinking

Crossword media is a media that helps teacher delivers and conducts the

material. Usually learning teaching process in English is very monotonous and less

effective especially in writing skill. It is always concerns and focuses in explaining

and discussion about grammar. Eventually there are other elements that support

writing for example knowing the meaning of the words (vocabulary), understanding

the spelling, how the words become a good paragraph.

Furthermore students feel lazy and confuse because there are many aspects

that they should be learned and mastered. They usually study in conventional way.

So, they sometimes feel bored and it makes teacher difficult to deliver the material

and as the result students' motivation and encouragement are reduce toward learning

teaching process.

In this case, teacher should conduct fun way to do the learning process,

especially in writing. The teachers should use a media to help learning teaching

process. So, the crossword media is one of the media will make the students

unconsciously learned and understand the material, because the learning process is

like playing game and they don't feel bored anymore. Finally, student can achieve

those elements that support writing and they writing skill improve gradually.
 27

C. Action Hypothesis
Based on the theoretical background above the researcher submitted the

hypothesis that there is an improvement in students' writing skill by using crossword

media. Crossword media is a media has an element of game which meant for

education purposes. Where the students fill the crossword, So they will learn the

material unconsciously. They also feel challenging and motivated, so the materials are

well delivered. Furthermore beside fun, it also obtains knowledge and understanding

of material. The result of students' writing skill improved, especially the student in the

tenth grade of SMK Informatika Pasundan Purwakarta.

 CHAPTER III

RESEARCH METHIODOLOGY

A. Objective of Research
This research is a classroom action research. It means that this research is

conducted to increase the quality of learning teaching process. This research basically

conducted to improve student' writing skill by using crossword media at tenth grade

in SMK Informatika Pasundan Purwakarta.

B. Time and Place of Research

The research is going to be conducted at the tenth grade of SMK Informatika

Pasundan. This place is located on JL. R.E. Martadinata No.111 Purwakarta, Nagri

kidul, Purwakarta. It has been built and stood since 2008; its NSS number is:

20208713; the phone and fax number is (0264) 8222177, The school has five rooms;

two rooms for tenth grade, two rooms for eleventh grade, and a room for twelfth

grade. The research is going to be carried out for four months which began on

september-december2018

C. Method of the Research

The research uses Classroom Action Research method that is part of

qualitative paradigm. This research uses three cycles in learning teaching process.

Each cycle consists of four steps. They are planning, acting, observing and reflecting.

28
 29

In this case, to find a clearer picture of the Improving students" writing skill by using

crossword media at the tenth grade in SMK Informatika Pasundan Purwakarta.

This action research is used collaborative action research, which has three

important elements: researcher as a teacher who does the research and fully

responsible with the research, the other teacher as collaboration who is a partner of

researcher (collaborator) who gives input to researcher while doing the research and

the students as subject of the research. This collaborative is hoped, can get an

objective data because seen from three different viewpoints so the proceeding that

teacher do are more meaningful.

Implementation of action is done by spiral shape. It starts from finding

problem, then composing planning, proceeding action, doing observation, making

reflection, doing re-planning, proceeding action and soon. The research is used to find

out an improvement of students' writing skill using a media.

D. Steps of the Research.

The research is conducted in few cycles, and each cycle has the same topic

with little development from previous one. Cycle is repeatedly conducted until the

problem is solved. The components on doing nation research in this paper are the

following:
 30

1. Cycle I with the section plan

2. Cycle II with the action plan I1

3. Cycle III with the action plan Each stage consists of four steps:

a. Planning

b. Acting

C. Observing

D. Reflecting

1. Cycle 1

a. Planning In planning activities, the researcher tries to prepare syllabus,

education calendar, learning schedule, semester program, and lesson plan in the form

of material that will be provided in the classroom, by the first preparing a stationery

material such as books, tools, and media needed and will be used. The studying

programs were consisted of the competence of the material that would be reached

and the material about simple present tense.

a) Acting In the warming up activity

the teacher greets and motivate to the students. In the main activity, the

teacher gave the explain the simple present tense and crossword media with the rules
 31

to do it. And then teacher asked the students to do writing assignment such fill the

crossword sheet and make sentence with the answer of crossword using simple

present tense form. In the closing activity, the teacher asks the students about their

obstacles and difficult that they faced during learning.

b) Observing

In this activity, the researcher makes observing regarding the ability of the

students in learning writing before they have been explained by teacher, and after

doing a writing test. The teacher collaborator observed directly the students' attention

to their leader and the corporation among them in studying together.

c) Reflecting

In this activity, the students can identify the words that suitable with its part of

speech. How far the student can understand correct sentences structure and can write

a good simple sentence. The standard minimum of the study that's student to be

achieved is 65.

2. Cycle 2

In the cycle 2, the researcher looks at the result of cycle 1. How many

percentages are they who are passing and failure?. In expecting i the best result, the

research to be continued in cycle 3.

 32

3. Cycle 3

In the cycle 3, the researcher looks at the result of cycle 1. How many

percentages are they who are passing and failure. It reaches until 84%. It shows that

there is an improvement of percentage of passing grade students from cycle one until

cycle three.

E. Source of The Research

The Source of this research is class X TKJ I of SMK Informatika Pasundan

Purwakarta. It's based on the result of collecting data at the beginning with the lowest

ability and less learning motivation which is compared with two others, number

students in class X TK I is 25 persons. They are main subject of the research activity

to get some data needed from this research. The researcher is going to teach in this

classroom.

F. Technique of Collecting Data

The technique of collecting data in this research are observation interview,

documentation and test. The detail explanation of the techniques is as follow:

 33

1) Observation

Observation is used to observe the student activities during the process of

learning, by observing the improvement of the student activities i especially in the

learning writing by using crossword media.

The observation is conducted by the researcher and a collaborator. It is the

English teacher of the school. The observation used in this research is direct

observation. The researcher and the collaborator involve in the research action,

observe directly, take some note, and record some event the student's behavior in the

process of learning writing by using crossword media.

The Observation is conducted during the process of teaching and learning by

recording everything that the students do, situation and condition based on the

observation sheet when the teaching and learning is in progress. The Instrument of

observation will be effective if the information taken is natural is natural condition

and natural behavior of the respondents. On the contrary, the instrument observation

has limitation is getting information in the form of perception and opinion of the

observed subject.

2) Interview

The interview is treated to the students and the teacher after the class finishes.

The interview is focused on the students and the collaborators opinion problem and
 34

the collaborator impressions to the usage of teaching writing by using crossword

media.

The usage of interview enable the researcher to get deep understanding and the

technique of the interview used in this research is the structured interview and open

interview. A structured interview is an interview in which the writer has prepared the

instrument of the interview. Open interview is an interview that has no preparation

and the question is based on the condition of the interview. It is used to get more

complete information.

3) Test

Test is used to measure students' improvement and advance that have been

achieved after they go through the learning process within a specified period. It also

uses as a measuring instrument for successful of learning program, because through

that test we can get an image how far our learning target achieved.

G. Technique of Analysis Data

In order to analyze the data, the researcher use the technique as follow:

1. Qualitative data are about information which give description's of students

writing skill and comprehension level toward the subject (cognitive), students'

respond toward the teaching technique (affective), and students' activity toward
 35

learning the subject, their attention, their enthusiastic, their response, and their

motivation that can be analyzed qualitatively. The researcher uses descriptive

analysis to analyze this qualitative data, which consists of students' observation sheet,

and teacher's performance during the learning process, and the interview before and

after the research.

2. Quantitative data comprises students' learning outcome. This research can

be considered success if students can reach the criteria of classroom action research

(CAR).

H. Validity of Data
In this study, to avoid invalid data the writer writes and concludes all action

during the CAR. If there might have an inaccuracy in the method of teaching, then the

writer discussion with the collaborator revise the validity is not an absolute feature

from technique evaluator It is a relative feature fora purpose which will be reached by

the test maker. Validity should be determined by the purpose will be reach by using

test. Therefore a criterion of the success research validity refers to extent to which the

results of an evaluation procedure serve the particular uses for which they are

intended.

This research she uses two kinds of validity are outcome and process. The

first, outcome validity request that the action emerging from a particular research

leads to successful resolution of the problem that was being studied, that is your
 36

research can be considered valid of you lean something that can be applied to the

subsequent research cycle. The second, process validity is validity that requires a

research has been conducted in a dependable and competent manner. Therefore in

these validities the research said successful if result of cycle II is better than cycle I.

I. Criteria of the Success Research

CAR can be called fail if it cannot exceed the criteria which have been

determined and successful. If it can exceed the criteria has been determined.

According to the teacher, the research could be called success if the cycle two is

better than cycle one, even doesn't reach the maximum of learning target 100% And

the standard minimum (KKM) that students should be achieved is 65 of writing test

started from pre test up to post test.