Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-29T12:11:03ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2016-01-26T04:25:44Z2016-01-26T04:25:44Zhttp://digilib.unila.ac.id/id/eprint/20256This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/202562016-01-26T04:25:44ZTHE APPLICATION OF PUZZLE TECHNIQUE IN ENGLISH
EDUCATION TO IMPROVE VOCABULARY SKILL OF FIRST
YEAR STUDENTS OF SMAN 5
BANDAR LAMPUNGAbstract
This research aims to to improve vocabulary skill of students of SMAN 5 Bandar
Lampung, to describe some applications of puzzle technique, and to design puzzle
technique in order to improve the method of vocabulary teaching.
The research is a class action research involving 61 students. Data collection is
undertaken using observation and testing method. The research is carried out by using
3 cycles. The first cycle is the application of crossword puzzles in the form of
answering question, completing sentence, and interpreting picture. The second cycle
is the application of hidden word puzzles in the form of answering question,
completing sentence, and interpreting picture. And the third cycle is the application of
word dictionary puzzles in the form of answering question, completing sentence, and
interpreting picture.
The result of this research is found in the vocabulary skill improvement of the
students. In the first, second, and third cycle, the average improvement of vocabulary
skill of students is 6.65; 7.13; and 7.32, respectively. On the other hand, the student
activities increase into 57%; 63%; and 74% in the first, second, and third cycle,
respectively. In the second cycle, it is still found that some students have test mark
less than 6. However, in the third cycle, there is no student has test mark less than 6.
This circumstance indicates that the target of the research has been passedYun Anis NN2016-01-26T04:22:16Z2016-01-26T04:22:16Zhttp://digilib.unila.ac.id/id/eprint/20216This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/202162016-01-26T04:22:16ZPENERAPAN TEKNIK PUZZLE DALAM PEMBELAJARAN
BAHASA INGGRIS UNTUK MENINGKATKAN PENGUASAAN
KOSAKATA PADA SISWA KELAS X SMAN 5
BANDAR LAMPUNGAbstract
Tujuan penelitian ini adalah meningkatkan kosakata siswa melalui teknik puzzles di
SMAN 5 Bandar Lampung, mendeskripsikan penerapan teknik puzzles, serta
merancang teknik puzzle untuk memperbaiki pembelajaran kosakata siswa.
Penelitian menggunakan pendekatan Tindakan Kelas yang melibatkan 61 siswa.
Pengumpulan data dilakukan dengan observasi, dan tes. Penelitian dilakukan dengan
menggunakan 3 siklus. Siklus I penerapan crossword puzzle bentuk soal teka-teki,
melengkapi kalimat rumpang, dan gambar. Siklus II dengan hidden words puzzle
bentuk soal teka-teki, melengkapi kalimat rumpang dan gambar. Sedangkan Siklus III
dengan penerapan word dictionary puzzle bentuk soal teka-teki, melengkapi kalimat
rumpang, dan gambar.
Kesimpulan dari penelitian ini adalah dalam meningkatkan penguasaan kosakata
siswa. Siklus I terjadi peningkatan rata-rata penguasaan kosakata sebesar 6,65 dan
aktivitas siswa sebesar 57%, pada siklus II juga terjadi peningkatan penguasaan
kosakata sebesar 7,13 dan aktivitas siswa sebesar 63% walaupun pada siklus II terjadi
peningkatan namun masih ada siswa yang mendapat nilai <6. Pada siklus III rata-rata
penguasaan kosakata siswa sebesar 7,32 dan rata-rata aktivitas siswa meningkat
sebesar 74% . Peningkatan rata-rata penguasaan kosakata dan rata-rata aktivitas siswa
pada siklus III dapat mencapai indikator keberhasilan dimana target peneliti dapat
tercapai yaitu tidak ada siswa yang mendapat nilai < 6.
Abstract
This research aims to to improve vocabulary skill of students of SMAN 5 Bandar
Lampung, to describe some applications of puzzle technique, and to design puzzle
technique in order to improve the method of vocabulary teaching.
The research is a class action research involving 61 students. Data collection is
undertaken using observation and testing method. The research is carried out by using
3 cycles. The first cycle is the application of crossword puzzles in the form of
answering question, completing sentence, and interpreting picture. The second cycle
is the application of hidden word puzzles in the form of answering question,
completing sentence, and interpreting picture. And the third cycle is the application of
word dictionary puzzles in the form of answering question, completing sentence, and
interpreting picture.
The result of this research is found in the vocabulary skill improvement of the
students. In the first, second, and third cycle, the average improvement of vocabulary
skill of students is 6.65; 7.13; and 7.32, respectively. On the other hand, the student
activities increase into 57%; 63%; and 74% in the first, second, and third cycle,
respectively. In the second cycle, it is still found that some students have test mark
less than 6. However, in the third cycle, there is no student has test mark less than 6.
This circumstance indicates that the target of the research has been passedYun Anis NN2016-01-24T06:44:56Z2016-01-24T06:44:56Zhttp://digilib.unila.ac.id/id/eprint/19263This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/192632016-01-24T06:44:56ZPENERAPAN TEKNIK PUZZLE DALAM PEMBELAJARAN
BAHASA INGGRIS UNTUK MENINGKATKAN PENGUASAAN
KOSAKATA PADA SISWA KELAS X SMAN 5
BANDAR LAMPUNGAbstract
Tujuan penelitian ini adalah meningkatkan kosakata siswa melalui teknik puzzles di
SMAN 5 Bandar Lampung, mendeskripsikan penerapan teknik puzzles, serta
merancang teknik puzzle untuk memperbaiki pembelajaran kosakata siswa.
Penelitian menggunakan pendekatan Tindakan Kelas yang melibatkan 61 siswa.
Pengumpulan data dilakukan dengan observasi, dan tes. Penelitian dilakukan dengan
menggunakan 3 siklus. Siklus I penerapan crossword puzzle bentuk soal teka-teki,
melengkapi kalimat rumpang, dan gambar. Siklus II dengan hidden words puzzle
bentuk soal teka-teki, melengkapi kalimat rumpang dan gambar. Sedangkan Siklus III
dengan penerapan word dictionary puzzle bentuk soal teka-teki, melengkapi kalimat
rumpang, dan gambar.
Kesimpulan dari penelitian ini adalah dalam meningkatkan penguasaan kosakata
siswa. Siklus I terjadi peningkatan rata-rata penguasaan kosakata sebesar 6,65 dan
aktivitas siswa sebesar 57%, pada siklus II juga terjadi peningkatan penguasaan
kosakata sebesar 7,13 dan aktivitas siswa sebesar 63% walaupun pada siklus II terjadi
peningkatan namun masih ada siswa yang mendapat nilai <6. Pada siklus III rata-rata
penguasaan kosakata siswa sebesar 7,32 dan rata-rata aktivitas siswa meningkat
sebesar 74% . Peningkatan rata-rata penguasaan kosakata dan rata-rata aktivitas siswa
pada siklus III dapat mencapai indikator keberhasilan dimana target peneliti dapat
tercapai yaitu tidak ada siswa yang mendapat nilai < 6.
Abstract
This research aims to to improve vocabulary skill of students of SMAN 5 Bandar
Lampung, to describe some applications of puzzle technique, and to design puzzle
technique in order to improve the method of vocabulary teaching.
The research is a class action research involving 61 students. Data collection is
undertaken using observation and testing method. The research is carried out by using
3 cycles. The first cycle is the application of crossword puzzles in the form of
answering question, completing sentence, and interpreting picture. The second cycle
is the application of hidden word puzzles in the form of answering question,
completing sentence, and interpreting picture. And the third cycle is the application of
word dictionary puzzles in the form of answering question, completing sentence, and
interpreting picture.
The result of this research is found in the vocabulary skill improvement of the
students. In the first, second, and third cycle, the average improvement of vocabulary
skill of students is 6.65; 7.13; and 7.32, respectively. On the other hand, the student
activities increase into 57%; 63%; and 74% in the first, second, and third cycle,
respectively. In the second cycle, it is still found that some students have test mark
less than 6. However, in the third cycle, there is no student has test mark less than 6.
This circumstance indicates that the target of the research has been passedYun Anis NN