| dc.description.abstract | Based on the preliminary study that was held on 4
xiv
th
October 2010, most of
class VIII students of SMPN 2 Tegalsari, especially class VIII C faced some
difficulties in mastering vocabulary. This was proven by their vocabulary score. It
showed that only 18 students (52.94 %) of 34 students of class VIII C got ≥70 and the
mean score was 66.17. They also had low motivation in learning English and only
few of the students were enthusiastic in the teaching learning process.
The classroom action research with cycle model was applied in this research
because this research was intended to improve class VIII C students’ vocabulary
achievement and improve class VIII C students’ active participation in the teaching
learning of vocabulary. This research was done collaboratively with the English
teacher of class VIII of SMPN 2 Tegalsari. It was conducted in class VIII C of SMPN
2 Tegalsari that consisted of 34 students. The observation and the vocabulary test
were the methods that were used in collecting the data. The data was analyzed
quantitatively.
The action was implemented in two cycles in order to achieve the goal of this
classroom action research. The first cycle was done in three meetings. The results of
the classroom observation showed that 67.64% in meeting I and 70.58% in meeting II
of the students were actively involved in the teaching learning process. It showed that
there was an improvement of the students’ participation from meeting I to meeting II,
but it did not achieve the objective of the research that was 75%. Besides, the result
of the vocabulary test in Cycle 1 also did not achieve the target of the research that
was 75% of the students got 70 or more in the vocabulary test. The percentage of the
students who got score
≥ 70 was only 67.64% of the students.
There were some factors that influenced the results of the observation and the
vocabulary test in Cycle 1. They were: (1) Most of the students did not know how to
complete the crossword puzzles correctly and effectively, (2) The teacher and the
researcher often used English in explaining the materials and giving the instruction to
the students, (3) The students still had difficulties in classifying nouns, verbs,
adjectives and adverbs, (4) There were some students who did not bring the
dictionary, (5) Some students did not pay attention to the lesson because not all
students were appointed to answer the teacher’ oral question.
For those reasons, Cycle 2 was necessary to be conducted to solve the
problems found in Cycle 1 by revising some problems found in Cycle 1. The process
and product evaluation in Cycle 2 showed an improvement. The observation of the
students’ participation revealed that 79.41% in meeting I and 82.35% in meeting II of
the students actively involved in the teaching learning process. So, the results of the
observation both in meeting 1 and meeting 2 had achieved the goal of this research.
In the product evaluation, the percentage of the students who got score
≥ 70 in the
vocabulary test was 82.35% of the students. Based on those results, it could be
concluded that the action in Cycle 2 was success because that results of process and
product evaluation achieved the objective of the research.
Finally, it could be summarized that the use of crossword puzzles could
improve the students’ vocabulary achievement and the students’ active participation
in teaching learning process of vocabulary at SMPN 2 Tegalsari Banyuwangi in the
2010/2011 academic year | en_US |
