From the evaluation results and preliminary observations, then the action

specified in the reflection that was used to enhance the students' vocabulary mastery by
using crossword media. With reference to the initial reflection, then this class action
research carried out with the following procedures:
a. Plan
Activities undertaken in the planning stages included:
1. Creating a scenario execution measures
2. Making the observation sheet; to see how the atmosphere of learning in the
classroom when the picture from the magazine used.
3. Designing an evaluation tool to see if the material of vocabulary has been
acquired by the students.
b. Implementation Actions
Implemented measures designed by the writer helped by the English teacher in
MAS YMPI Tanjung Balai. Learning that teachers do by using crossword media in
accordance with the learning scenarios that have been made.
c. Observation
Observations carried out by using the observation sheet that has been created.
The process of observation carried out by the English subject teachers as research
partners to observe the class for implementing actions in the learning process by using
crossword media. Observations are also made to the behavior and activities of students
during the learning process takes place and the impact of teacher attitudes toward
students during the learning process.

d. Reflection
The results obtained by students at the stage of obervation and evaluation are
analyzed. Weaknesses or deficiencies that occur in each cycle will be fixed in the next
cycle. Action research process is a repetitive job or (cycles) in order to obtain learning
can improve the students' vocabulary mastery by using crossword media. In every cycle
there is a plan, action, observation, reflection and evaluation
e. Evaluation
The evaluation was conducted at the end of each cycle of the implementation of
the action. These reviews are intended to determine the presence or absence of an
improve in the students' vocabulary mastery using crossword media. Evaluation tool
used was a structured test learning outcomes writer. If in the classical minimum of 80%
of students did not reach the lowest value of 6.5 then the action is considered to have
successfully implemented.
3.2.

Subject of the Research

The subject of the research is the students of class X-2, there are 42 students. it

is chosen because they have the,, ess score of vocabulary mastery.

3.3.

The Instrument of Collecting Data

The instruments fr collecting data are

a. Observation
The writer looks directly the process of lc'arning at grade tenth ofJy1A8 YMPI
to find out method or strategy of learning are used by the teacher.
b. Interview
The writer will make an interview to the teacher or students about their mastery
of vocabulary and problems in learning vocabulary.
c. Quiz/test
Writer gave test to students which account for 50 questions, to obtain data on the
mastery of vocabulary.
d. Daily Note
Teachers assigned tasks to the students about vocabulary, and students must
memorize. Teachers assigned vocabulary recorded in the diaries of students and
3.4.

teachers diary/daily note.

The Methods in Analyzing the Data
After collecting the data, the writer analyzed compare with some books related

to the problem of the study. The writer analyzed, how much, students can
answer the question correctly and bow much students uncorrected. Based on analyze,
the writer show the explanation about preposition in this proposal. The

writer stated the range of the score are obtained from the answer by using
formula:
Score
x 100

Where:
Score : The score of the students
NI

: Number of item
If the implementation of the first cycle of students do not achieve exhaustiveness

80% of the first cycle failed, and will continue on to the second cycle with the same
material to reach the exhaustiveness of learning by using the same formula.
3.5.

The Criteria of Success

Some of criteria for success in this research are:
1. There is interaction between teachers and writer and students in learning
activities to improve the quality of learning.
2. The students are able to make simple sentence by using their vocabulary
have.
3. By using crossword media hoped the students' vocabulary will increase.

4. Students achieve the lerning exhaustiveness 80%, if the student has not
reached the exhaustiveness, wil be continued in the second cycle to achieve it.
3.6.
Researeh Schedule
This researeh wil be done from july until August can be shown as follows :

CHAPTER IV
RESEARCH RESULTS AND DISCUSSION

4.1. Research Results

4.1.1

Implementation Cycle 1
4.1.1.1 Plan
At this stage the measures used are:

1. Prepare an implementation plan in accordance with the standards of teaching

competence and basic competence in the subject sub English reading and writing
subject (vocabulary).
2. Set students' observation of vocabulary.
3. Setting up tasks appropriate instructional media are used, in this crossword.
4. Set research format.

4.1.1.2 Actions
a. Initial Activities

The teacher greeted the class and started praying beforehand.

Describe the general purpose of learning activities so that students can read and
write the correct vocabulary and interpret it.

b. Core Activities
1. Exploration
o Teachers convey to students about the topic being studied, and students get
information from teachers about the topic discussed is the vocabulary.
o In presenting the vocabulary learning materials, one of the media used by the
teacher is crossword.
o The teacher writes a few vocabularies and read them correctly and then give the
meaning of the vocabulary. Students follow together the pronunciation of the
vocabulary, and then the teacher asked some students to say / mention correctly
the vocabulary, with participation by other friends.
o Then the teacher guides the students create and fill crossword working together,
students are seriously concerned, ask the teacher about how to read the
vocabulary, then the teacher told the students write the meaning of some
vocabulary on the board, if there that has not really write, the teacher explains
the back or having students look at the dictionary, and then the teacher give
homework to students to write a few words and search for meaning, and make
simple sentences from the vocabulary.

2. Elaboration
o Before the teachers examine the tasks that students do write some vocabularies,
the teacher asked the students to read back the vocabulary correctly.
o To the students are given the opportunity to ask questions about vocabulary,
writing procedures so that students really understand.
o Teacher tells students of sharing a book, then told they are asked to provide
correction and assessment of student work to write the vocabulary and find
meaning assigned teacher.
o To the students are given the opportunity to file objections to the correction of
errors and his judgment on their work, teachers gather their opinions or
objections.

3. Confirmation
To strengthen students' understanding, the teacher repeats the correct vocabulary,
providing value to the studen1s work which vocabularies of writing a book written by
students in each of the teachers rated the following corrected their each friends.
Teacher gives motivate to the students who still can not write and read
vocabulary correctly order to continue to practice writing at home so skillfully written
vocabulary correvtly

c. Cover Activities

Conduct an evaluation.
The teacher told them about the lessons to come.
End the lesson by saying hello (salam).
4.1.1.3 Observation
At this stage, observe the ongoing activities, including:
1. Observing the interaction of ongoing learning.
2. Assess mastery of the writing vocabulary observation sheet.
4.1.1.4 Reflection
At this stage performed to evaluate all the actions carried out by observation.

Indicators that can be done is to see the results on the observation sheet student mastery
of the vocabulary (if the result has not reached 80% then it will be improvements in the
second cycle with the same material, and if the results are satisfactory then there's the
next ycle after the first cycle is complete the material to be delivered).

4.1.1.5 Reflections on the conduct of the cycle I produced the following

matters:
a. All students are concerned about the teacher's explanations of
vocabulary, writing and pronunciation accuracy, and the tasks

that teachers were told to write down some examples of vocabulary and find meaning
in their books.
b. All students are already working on the task of writing vocabulary, and their meaning
in their books.
c. Was found that students write the vocabulary is not quite right, that is 24%. And
found 76% of students have been able to write to the appropriate vocabulary and
grammar for students who have not been able to write to the appropriate vocabulary
to practice vocabulary in order to continue writing for the better.
d. From the results of observations made, it can be argued that students are already able
to write vocabulary correctly and appropriately numbered 76%, and students who
have not been able to write correctly and appropriately be continued in the second
stage.

4.1.2 The Observation Process

1. Observer observes the learning process.
2. Observer observes and assess the results of the mastery of vocabulary. From the
observations provided to the student vocabulary development
activities, it acquired some of the findings include:
a. English teachers have been presenting the subject matter with a good vocabulary
and explanations.

b. English teacher explains how to write the vocabulary and how to pronounce it.

c. English teacher writes down some examples of the vocabulary on the board and
having students write in their book.
d. Teachers have to motivate students to master the vocabulary and pronounce
properly, and mastery of the vocabulary found that already meet the standards of
accuracy and truth of the pronunciation 76%, of course, teachers will continue at
an upcoming meeting with the assigned tasks to the students write some
examples of vocabulary and find meaning
4.1.2.1 Observations of student activity on the cycle I found the following
things:
a. And orderly classroom atmosphere conducive to learning and activities run
smoothly and well.
b. Students pay attention to the teacher's explanations about the vocabulary
that teachers delivered.
c. Students are asked to do tasks that the teacher writes a few examples of
vocabulary and meaning.
d. Students write vocabulary correctly and appropriately. And found students
who already meet the standards of the vocabulary in the first phase of 76%.

4.1.2.2 From the observation of the activities of students in vocabulary

development activities, obtained the following findings:
a. Studert found to have the ability to write the vocabulary, just need to
increase capacity.
b. 76% of students can write with the right vocabulary and right at the first
stage.
c. Students are told to do the work of teachers, and students write each
vocabulary and search for meaning, orderly classroom and learning
activities run smoothly.
Observation Sheet:
Table 3. Implementation of Cycle I

No
1
2
3
4
5
6
7
8

No
9
10
11
12
13
14
15
16
17

Student's Name
AhmadAkhyar
ArifinSahar
Asra Khairani Nst
Aswat
AriFadli
Dina Syahyuni
EdilrfanSuseno
Erlinda Hasibuan

Student's Name
Firis Adilla Siahaan
Fachrun Rozi Fadilla
HelmaNining
Hazriadi Sinaga
Imam Syah Harahap
Juliza
Khairunnisa Sfrait
KhoirunNiswa
Khoirul husni

Assessment Aspect
Process of
Pronun
Meaning
Writing
ciation
80
60
80
100
80
90
80
70
70
80
80
80
70
80
90
60
60
80
70
80
70
90
90
90

Assessment Aspect
Process of Pronun
Meaning
Writing
ciation
90
70
90
50
50
70
80
80
80
80
80
90
90
70
90
70
70
90
60
60
80
100
80
100
90
80
100

Score
73
90
73
80
80
67
73
90

Score

83
57
80
83
83
77
67
93
90

18
19
20
21
22
23
24
25
26
27
28

No
29
30
31
32
33
34
35
36
37
38
39
40
41
42

Mhd. Kasandra Lubis

Muhammad Salman
Maznil Choiri, Nst
Maysaroh Marpaung
Mayka Ardilla Siagian
Maydayani Sitorus
Mutia Sari Nasution
Nun 'Aini Marpaung
NurBilqis
Nurmaini
Nujannah

Student's Name
Nurliana
Ramadhan
Rahmad Romadhon
Rismayanti Harahap
Shariza Umamy
Syafriyani Pardede
Sartika Dewi
Syamsul Bahri
Tia Pertiwi
Taufik Hidayat
Umi Kalsum
Wan Mina Alfini Rawa
Zainal Abidin
Zuraida

90
100
90
80
100
90
90
100
80
90
90

80
70
90
90
70
90
90
60
80
80
90

90
100
100
80
100
100
90
100
90
100
100

Assessment Aspect
Process of Pronun
Meaning
Writing
ciation
70
70
90
90
70
90
90
80
90
90
90
100
90
90
90
90
80
90
90
70
90
70
80
70
90
90
100
90
70
90
100
90
90
60
60
70
90
80
90
90
70
90

87
90
93
83
90
93
90
87
83
90
93

Score

77
83
87
93
90
87
83
73
93
83
93
63
87
83

The results of the assessment of mastery of the vocabulary in the first phase of
precisely and correctly, can be seen in the diagram below:

CYCLE I
DIAGRAM 1. VOCABULARY MASTERY

80%
70%
60%
50%
Nilai 80-90
40%

Nilai <80

30%
20%
10%
0%

Diagram description
Value 80 90 = 76% = 32 students
Value < 80

= 24% = 10 students

Table 4. Vocabulary Development Achieving Results for Cycle I

No
1
2
3

Achievement
Lowest Score
Higher Score
Average Score
Percentage of Exhauveness

Cycle I
57
93
83.16
76%

4.1.3 Implementation Cycle II

4.1.3.1 Plan
At this stage the measures used are:
1. Prepare an implementation plan in accordance with the standards of teaching
competence and basic competence in the subject sub-subject English vocabulary.
2. Develop students' mastery of the observation sheet for the mastery of vocabulary
skills.
3. Preparing materials (tasks) as a medium of learning that used the crossword
media.
4. Develop research format

4.1.3.2 Action
a. Initial Activities
Teachers examine the homework that has given by the teacher is writing

vocabulary.
Teachers greet and begin the lesson by reading and praying.
Describe the general purpose learning activities for students to write and
pronounce vocabulary words correctly.

b. Core Activities
1. Exploration
o Teachers convey to students about the topic being studied, as relearning teaching
materials and students on the cycle I get information from teachers about the
topics covered vocabulary.
o In presenting the vocabulary learning materials, one of the medium used by the
teacher crossword.
o The teacher explains and gives examples of the vocabulary, then the teacher to
say vocabulary, the students attend together teachers mentioned the
pronunciation of the vocabulary, and then the teacher asked some students to
say/mention the correct vocabulary and followed by other friends.
o Then the teacher shows crossword have been made by the teacher is available as
a medium of learning, and teachers say the vocabulary that is in the crossword,
the students watched intently, asked the teachers who do not understand, then the
teacher asked some students, especially those who remedial in cycle I, on the
board, if there is not really write,, the teacher tells the true writing, and then the
teacher gives the task to all the students to write the correct vocabulary and find
meaning in their books.

2. Elaboration
Before the teachers examine the tasks that do students write the vocabulary, the
teacher asked the students to read to say the vocabulary words together correctly.

To the students are given the opportunity to correct the initial values obtained in
cycle I, and given the opportunity to ask questions about vocabulary, how to

write and how to read.

Teacher tells students of sharing a book, then told they are asked to provide
correction and assessment of student work to write and look for the meaning of

the vocabulary that the teacher assigned.

To the students are given the opportunity to file objections to the correction of
errors and his judgment on their work, teachers gather their opinions or
objections.

3. Confirmation
To strengthen students' understanding, the teacher repeats the correct
pronunciation of vocabulary words, provide value to the student's work is to write the
vocabulary and the search for meaning in a book written by each students rated by their
teachers after correction each friends.
Teachers to motivate students who are still unable to write and pronounce it correctly in
order to continue to practice writing at home so that students can write and speak
correctly.

c. Cover Activities
Conduct an evaluation.
The teacher told them about the lessons to come. End the lesson by saying
hello (salam)

4.1.3.3 Obsi-itidn
At this stage, observe the ongoing activities, including:
1. Observing the interaction of ongoing learning.
2. Assess mastery of the vocabulary sheet observations.

4.1.3.4 Reflection
At this stage performed to evaluate all the actions carried out by observation.
Indicators that can be done is to see the results on the observation sheet student mastery
of the vocabulary of writing (if the result has not reached 80% then it will be an
improvement on the third cycle with the same material, and if the results are satisfactory
then nothing the next cycle).

4.1.3.5 Reflections on the conduct of the second cycle produced the following
matters:
a.
All students have noticed the teacher's explanations about how the
writing vocabuliry, accuracy and truth of vocabulary, and tasks - tasks
that the teachers were told to write down some examples of vocabulary
in the books of each students.

b.

All students are already working on the task of writing vocabulary and find

c.

meaning in their books.

Was found that students lack the vocabulary to write correctly and
appropriately, and found 88% of students have been able to write the
vocabulary appropriately and correctly, and for students who have not been
able to write to the appropriate vocabulary and correct to continue writing

d.

practice writing the vocabulary with the help of a dictionary to make it better.
From the results of observations made, it can be argued that students are
already able to write with the right vocabulary and right amount to 88%, and
students who have not been able to write it in a correct and proper amount to
12%, and will be continued in the third stage.

4.1.4. The Observation Process

1. Observer observe the learning process.
2. Observer to observe and assess the results of student mastery of the writing
vocabulary.
From the observations given in writing activities students find meaning and
vocabulary, the obtained results are:
a. English teachers have been presenting the subject matter of vocabulary and an
explanation of the material well.

b. English teacher explains how to write the vocabulary and how to pronounce.
c. English teacher to write down some examples of the vocabulary on the
blackboard and asked students to write in their books.
d. Teachers have to motivate students to write the vocabulary appropriately and
correctly, and found some students who already meet the standards of accuracy
and truth of writing 86%, of course, learning the vocabulary related to the topics
covered will not be continued at an upcoming meeting, but has been entered in
the subsequent discussion. To enhance students' mastery of the vocabulary, the
teacher gives the students a task to write down some examples of vocabulary
words and their meanings as homework (PR) according to teacher written on the
blackboard for students to do at home.

4.1.4.1 Observations of student activity in the second cycle was found following
matters:
a. The class orderly, controlled and conducive learning activities run smoothly and
well.
b. Students pay attention to the teacher's explanations about vocabulary, how the
writing and pronunciation of the vocabulary is presented according to the
teacher.

c. Students are asked to do tasks that the teacher writes a few examples of the
vocabulary.
d. Students write the vocabulary appropriately and correctly. And found students
who already meet the standards of the vocabulary in the second phase of 88%.
4.1.4.2 From the observation of student activity in the activity of writing
vocabulary, obtained the following findings:
a. Student found to have the ability to write good vocabulary, only needs to
increase its capabilities.
b. 88% of students can write vocabulary appropriately and correctly, in the second
stage.
c. Students are told to do the work of teachers, and students write each vocabulary
words and their meanings in the book, orderly classroom and learning activities
run smoothly.

Observation Sheet:
Table 5. Implementation Cycle II Assessment Aspect
Assessment Aspect
Process of Pronun
No
Student's Name
Meaning
Writing
ciation
1 Abmad Akhyar
80
70
90

Secore
80

Arifin Sahar

100

80

90

90

Asra Khairani, Nst

80

70

80

77

No

Student's Name

Assessment Aspect
Process of Pronun
Meaning
Writing
ciation
90
80
90

Secore

Aswat

87

Ari Fadli

80

80

90

83

Dina Syahyuni

80

70

90

80

Edi Han Suseno

70

80

70

73

Erlinda Hasibuan

100

80

100

93

Fins Adilla Siahaan

90

70

90

83

10

Fachrun Rozi Fadilla

70

70

90

77

11

HelmaNining

80

80

90

83

12

Hazriadi Sinaga

90

90

90

90

13

Imam Syah Harahap

90

70

90

83

14

Juliza

80

80

80

80

15

Khairunnisa Sirait

80

70

80

77

16

KhoirunNiswa

90

90

100

93

17

Khoirul Husni

90

80

90

87

18

Mhd. Kasandra Lubis

80

80

100

87

19

Muhammad Salman

90

80

100

90

20

Maznil Choiri. Nst

100

100

100

100

21

Maysaroh Marpaung

80

80

100

87

22

MaykaAndillaSiagian

100

80

100

90

23

Maydayani Sitorus

90

80

90

87

No
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42

Student's Name
Mitia Sari Nasution
Nur Aini Marpaung
Nur Bilqis
Nurmaini
Nujannah
Nurliana
Ramadhan
Rahmad Romadhon
Rismayanti Harahap
Shariza Umamy
Syafriani Pardede
Sartika dewi
Syamsul Bahri
Tia Pertiwi
Taufik Hidayat
Umi kalsum
Wan Mina Alfini Rawa
Zainal Abidin
Zuraida

Assessment Aspect
Process of Pronun
Meaning
Writing
ciation
90
90
100
80
80
100
90
80
100
100
100
100
80
90
90
90
90
100
100
90
90
90
80
100
80
80
100
90
80
100
90
70
90
90
80
90
90
80
100
80
80
80
100
90
90
80
90
90
70
70
90
90
90
100
90
80
100

Score

93
87
90
100
87
93
93
90
87
90
83
87
90
80
93
87
77
93
90

The results of the assessment of mastery vocabulary (weiting pronuncitation and

meaning) in the scond stage and correctly, can be seen in the diagram below :
CYCLE I
DIAGRAM 2. MASTERY OF VOCABULARY

100%
90%
80%
70%
60%

Nilai 80-100

50%

Nilai <80

40%
30%
20%
10%
0%

Diagram description :
Value 80 100

= 88% = 37 students

Value < 80

= 12% = 5 students

From the diagram above can be seen that there is an increase in the results
obtained by students in the mastery of writing vocabulary correctly (accuracy
capitalization) has reached 88%, and only 12% of students who still need intensive
training in order to write the vocabulary correctly and appropriately.

Table 6. Vocabulary Development Achieving Results for Cycle II

No
Achievement
1 Lowest Score
2 Highest Score
3 Average Score
Percentage of Exhauveness

Cycle II
73
100
86,83
88%

4.2 Interview Data

The teacher's respond for the interview is as follow:
No
Question
1 Would you mind telling me please, how is
ability of the students in acquiring
vocabulary?

4
5

Response
Based on my experience, before
they used the crossword media,
the students ability was very low.
But after they used the crossword
media, vocabulary increase
rapidly
Do you usually ask the students to bring
I always ask my students to bring
the dictionary in learning English?
dictionary for learning English
because dictionary is very helpful
for them in applying this media
Are you angry if the students do not
If the students don't bring
bring the dictionary in learning
dictionary, I was angry but kept
English?
giving motivation to bring
dictionary
Do you usually give motivation and advice Yes, I always give motivation to
to the students in learning?
her students
Do the students complain in learning
Sometimes my students
English?
complain but if I give them
motivation, they get alive,
motivated
Do the students have difficulties in learning Yes, some of the students feel
English?
difficult, but dictionary can help
them very much
How is the way to increase the students'
By giving them interesting
vocabulary?
games such as crossword media

No
1 Do you usually give the students some
vocabulary to reminded?
2 Do you always give the students
Assignment/homework vocabulary?
3

Do you check their homework?

How is ability of the students to
vocabularies or the sentences?
Do the students have difficulty to
vocabularies or the sentences?

Response
Yes, I always give them
Yes of course, they will practice
much by doing assignment /
homework about
Yes, I do
At the first they were lack, but
now - spell , they are improved
Some of them. Yes, but mostly
not spell anymore

4.3 Discussion
Result of cycle I:
From the results of observations made in cycle I, the students were given an
explanation about how to write the vocabulary and then given the task of writing some
of the vocabulary words correctly, then the students write down the tasks assigned by
teachers in each book, teachers observed and supervised students' work, evaluated it
(check it out) which is correct and appropriate given the assessment, 76% of students
scored an average of 80-90 (32 students), whereas 10 students (24%) scored below 80.
That means they will get an explanation and re-advanced tasks in the second stage. It
caused the students less in acquiring vocabulary and the students' interest in learning
English is less. So that, teacher uses crossword as media to arouse students' interest in
learning English. By using crossword media, teaching and learning process was fun.

Result of cycle II :
From the results of observations made at the second cycle, the students were
given an explanation about how

writing about the pronunciation and vocabulary and

then given the task of writing and look for the meaning of vocabulary words written on
the blackboard the teacher then the students write down the tasks assigned by teachers
in each book, the teacher observed and supervised students' work, evaluated it (check)
which is correct and appropriate given the value of 88% of students scored average 80100, while 12% scored below 80. That means they will get an explanation and readvanced tasks at a later stage.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion
In accordance with the research finding, some conclusions can be staged as the
following:
1. Based on cycle I, mastery of vocabulary is 76% students are able to improve
their vocabulary. This is proofed by the result of the test, obtained the
highest score is 93, the lowest score is 57, average score is 83.16. The
average 80 - 95 (32 students), whereas <80 (10 students) or 24% of the
students are not able to improve their vocabulary. If there is not
exhaustiveness achievement 80% of the first cycle, it will be continued to
the second cycle.
2. Based on cycle II, mastery of vocabulary is 88% students are able to
improve their vocabulary. This is proofed by the result of the test, obtained
the highest score is 100, the lowest score is 73, average score is 86.83. The
average 80 - 100 (37 students), whereas <80 (5 students) or 12% of the
students are not able to improve their vocabulary.
5.2 Suggestions

Based on the findings, the writer would like to offer some suggestions to be
considered in teaching to improve the students' vocabulary in learning English:

1. To the teacher is expected to improve its ability in teaching and in accordance with the
competence of teachers, and to use variety of methods and media in English
teaching.
2. To the head master is expected to check learning advice of the teacher so that teacher
delivers learning materials in a systematic learning.
3. It is suggested for the teachers Co use crossword media as a choice in teaching English
vocabulary.

REFERENCES
Ely. D. 1980. Teaching and Media. A Systematic Approach. New Jersey: Prentice
Hall Inc.
Hamalik. 0. 1986, Media Pendidikan. Bandunu : Alumni
Lim, A. 2006. Write it Right! English 1119. Malaysia: Pearson Longman
Mulyasa, E. 2009. Praktik Penelitian Tindakan Kelas. Bandung: Re-ma Rosdakarya
Ohoiwutun, P. 1996. Sosiolinguistik; Memahami Bahasa dalam Kontcks Masyarakat
dan Kebudayaan. Jakarta: Visipro
Sanjaya, W. 2008. Strategi Pembelajaran Berorintasi Standar Proses Pendidikan.
Jakarta: Kencaiia Prenada Media Group
Sudirrnan, N, Tabrani Ruslan, Zainal Abidin, Toto Fatoni. 1991. Ilmu .Pendidikan.
Bandung : Renu a Runhk:. a
Sugiharti, P. 2005. Penerapan Teor Multiple Intelegence dalam pembelajaran Fisika.
Jurnal Pendidikan Penabur No. 05
Surakhmad, W. 2000, Pengantar Penenlitian Ilmiah Dasar dan Metode Teknik,
Bandung, Tarsito
Wirasati, A. 2009. Analisa Penerapan Algoritma Backtracking, pada game
"Crossword Puzzle". http:www.yahoo.com, diakses tanggal 4 Januari 2012
http//googleseacrch;vocabulary,October,2011
http://id.wikipedia.org
http: // niahidayati.net /manfaat-teka-teki-silang-sebagai-penambah insight-and hone
kemampuan.htm1

OBSERVATION SHEET
FOR TUE STUDENTS
CYCLE I

PRE

STATEMENT
1.Students' attitudethe class
2.Students' attitude in learning English

LESS

3.Students' interest in learn an F aJiTh

4.Respond of the students to }c tcLIcher

5.Respond of the students in learning English

6.Students' motivation in learning English

7.Students' ability in pronouncing vocabulary

8.Students' ability in vocabulary

9.Students' ability in writing vocabulary

10. Students' interest in doing the assignment

1. Students' attitude in the class

2. Students' attitude in learning English
3. Students' interest in icarung English
4. Respond of the students to the teacher
5. Respond of the students in learning English
WHILST
6, Students' motivation in learning English
7. Students' ability in pronouncing vocabulary
8. Students' ability in vocabulary
9. Students' ability in writing vocabulary
10. Students' interest in doing the assignment

POST

1.
2.
3.
4.
5.
6.
7.
8.

Students' attitude in the class

Students' attitude in learning English
Students' interest in learning English
Respond of the students to the teacher
Respond of the students in learning English
Students' motivation in learning English
Students' ability in pronouncing vocabulary
Students' ability in vocabulary

RATHER

GOOD

9. Students' ability in writing vocabulary

10. Students interest in doing the assigment

OBSERVATION SHEET
FOR TUE STUDENTS
CYCLE I
STATEMENT
1. Teacher's attitude in the class
2. Teacher's attitude to the students
3. Respond of ihe teacher to the sludents
4. Teacher's interest to the students

PRE

5. Teacher's ability in teaching English

6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students

LESS

1. Teacher's attitude in the class

2. Teacher's attitude to the students
3. Respond of ihe teacher to the sludents
4. Teacher's interest to the students
5. Teacher's ability in teaching English
WHILST 6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students
9. Giving the assignment by the teacher
10. Cecking the assignment by the teacher

1. Teacher's attitude in the class

2. Teacher's attitude to the students
3. Respond of ihe teacher to the sludents

4. Teacher's interest to the students

5. Teacher's ability in teaching English

6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students
9. Giving the assignment by the teacher

GOOD

9. Giving the assignment by the teacher

10. Cecking the assignment by the teacher

POST

RATHER

10. Cecking the assignment by the teacher

OBSERVATION SHEET
FOR TUE STUDENTS
CYCLE II

PRE

STATEMENT
1.Students' attitudethe class
2.Students' attitude in learning English
3.Students' interest in learn an F aJiTh
4.Respond of the students to }c tcLIcher
5.Respond of the students in learning English
6.Students' motivation in learning English
7.Students' ability in pronouncing vocabulary
8.Students' ability in vocabulary
9.Students' ability in writing vocabulary
10. Students' interest in doing the assignment

LESS

GOOD

1. Students' attitude in the class

2. Students' attitude in learning English
3. Students' interest in icarung English
4. Respond of the students to the teacher
5. Respond of the students in learning English
WHILST
6, Students' motivation in learning English
7. Students' ability in pronouncing vocabulary
8. Students' ability in vocabulary
9. Students' ability in writing vocabulary
10. Students' interest in doing the assignment

POST

RATHER

1. Students' attitude in the class

2. Students' attitude in learning English
3. Students' interest in learning English
4. Respond of the students to the teacher
5. Respond of the students in learning English
6. Students' motivation in learning English
7. Students' ability in pronouncing vocabulary
8. Students' ability in vocabulary
9. Students' ability in writing vocabulary
10. Students interest in doing the assigment

OBSERVATION SHEET
FOR TUE STUDENTS
CYCLE I

PRE

STATEMENT
1. Teacher's attitude in the class

LESS

RATHER

GOOD

2. Teacher's attitude to the students

3. Respond of ihe teacher to the sludents
4. Teacher's interest to the students
5. Teacher's ability in teaching English
6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students
9. Giving the assignment by the teacher
10. Cecking the assignment by the teacher
1. Teacher's attitude in the class
2. Teacher's attitude to the students
3. Respond of ihe teacher to the sludents
4. Teacher's interest to the students
5. Teacher's ability in teaching English
WHILST 6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students
9. Giving the assignment by the teacher
10. Cecking the assignment by the teacher

POST

1. Teacher's attitude in the class

2. Teacher's attitude to the students
3. Respond of ihe teacher to the sludents
4. Teacher's interest to the students
5. Teacher's ability in teaching English
6. Preparation of the teacher in teaching
(Lesson plan, learningplan,media,etc)
7. Giving motivation to the students
8. Giving advice to the students
9. Giving the assignment by the teacher
10. Cecking the assignment by the teacher

THE PROCEDURE OF CROSSWORD MEDIA IN TEACHING

CYCLE I
Learning Activities and Steps
A. Initial Activities
- Apperception : Written A Few Vocabulary Words (Nouns Or
verbs) are often used in everyday life, was
read and giben the meaning of the
vocabulary

Time
Allocation
3 minutes

Motifation

: How to read a given vocabulary

Appropriately, and write it correctly

- Pre Test
B. Core Acrivities
1. Exploration
2. Elaboration
3. Confirmation
C. Cover Activities
- Review the learning by evaluating a few examples of tasks

2 minutes

that students had done.

35 minutes
-

Post Test

5 minutes

A. Initial Activities
- ApperceptionReminded about the vocabulary that has
ever been given, read and given meaning
and ways of writing correctly.
- Motivation Why is it necessary mastery of vocabulary, as well as how to read and
write must be
correct and appropriate vocabulary.
- Pre Test
2 minutes
C. Cover Activities S
5 minutes - Review the learning by evaluating a few
examples of tasks
that have been done about the students' vocabulary.
- Post Test

Appendix 1
PRE-TEST
(ESSAY)

Name
Class

: _____________________
: _____________________

1. Comnplete this table below with correct meaning :

No
a
b
c
d
e

Vocabularies
Write
Listen
Sweep
Clean
Read

Meaning

2. Comnplete this table below with pronoun:

as Subject
I
Eat
Sing
Play
Drink
Do

PERSONAL PRONOUN
as Possessive Adjective

Meaning

3. Comnplete this table below with pronoun:

V1

V2

V2

V3

Meaning

I
Eat
Sing
Play
Drink
Do

4. Find the synonym of these words below:

a. Popular
b. Look for
c. Look- forward
d. Look after
e. Look at

2. Comnplete this table below with pronoun:

as Subject
I
Eat
Sing
Play
Drink
Do

PERSONAL PRONOUN
as Possessive Adjective

Meaning

3. Comnplete this table below with pronoun:

V1

V2

V2

V3

Meaning

I
Eat
Sing
Play
Drink
Do

4. Find the synonym of these words below:

a. Popular
b. Look for
c. Look- forward
d. Look after
e. Look at
Tanjungbalai,
Know by,
Englis Teacher,

January 2012

Researcher,

ZURIANA ATIKA, S.Pd

KHOBITOH PANJAITAN
NPM. 070520476
The Heat Master of
MAS YMPI Ttanjungbalai

Drs. A M R A N

2. Comnplete this table below with pronoun:

as Subject
I
Eat
Sing
Play
Drink
Do

PERSONAL PRONOUN
as Possessive Adjective

Meaning

3. Comnplete this table below with pronoun:

V1

V2

V2

V3

Meaning

I
Eat
Sing
Play
Drink
Do

4. Find the synonym of these words below:

f. Popular
g. Look for
h. Look- forward
i. Look after
j. Look at
Tanjungbalai,
Know by,
Englis Teacher,

January 2012

Researcher,

ZURIANA ATIKA, S.Pd

KHOBITOH PANJAITAN
NPM. 070520476
The Heat Master of
MAS YMPI Ttanjungbalai

Drs. A M R A N

Facilitate the learning activities of learners.

Elaboration
In elaboration activites, the teacher :
-

Familiarize the students reading and writing vocabulary diligently

Facilitate learners through the provision of tasks, discussions, and others to bring

new ideas both orally and in writing;

Provide an opportunity to think, analyze, solve problems, and act without fear; -

Facilitate learners in cooperative and collaborative learning;

Facilitating students to compete in a healthy way to improve learning

achievement;
Facilitate learner exploration carried a report either verbally or in writing,

individually or in groups;
Facilitate learners to present the results of individual and group work;
Facilitate: learners engage in activities that foster pride and self-confidence of
students with Responsible

Confirmation
In confirmation of activities, the teacher:
-

Provide positive feedback and reinforcement in the form of oral, written,

gesture, or a gift to the success of students,

Confirm the-results of exploration and elaboration of learners through a variety

of sources,
Facilitate learners to reflect on learning experiences to gain that has been done,
Facilitate learners to gain meaningful experience in achieving the basic

competencies:
Serves as a resource and facilitator in answering questions of students who face

difficulty, using a standard language and correct;

Help solve problems;
Provide a reference so that learners can check the results of exploration; Provide information to explore further;

Materials
-

Practice in writing vocabulary

Writing vocabulary and find the meaning in the dictionary - Spelling vocabulary
Grammar Practice
Explanation and exercise

Method
Speaking
Demonstration, and
Recitation

1. Initial Activities
apperception:
-

Frequently asked questions about vocabulary

Frequently asked questions involving the various expressions of greeting

motivation:
Explain the importahce of the material that follows will learned by the student
competency to be dominated
2. Core Activities
Exploration
In exploration activities, the teacher:
-

Involving learners seeking a broader and deeper information about a topic I

theme of the material to be studied;

Using a variety of learning approaches, instructional media, and other learning

resources;
Facilitating interaction among learners and between learners with teachers,

environmental, and other learning resources;

Involve learners actively in each learning activity, and

LESSON PLAN
(RPP)
School

: MAS YMPI Tanjungbalai

Subject,

: English

Class/Semester

: VII (Seventh) /II

Time Allocation

: 2 x 40 minutes

Skill

: Writing

Meeting

: Twice

Standard Competency

: 1. Understanding the meaning of the transactional and

interpersonal conversation is very simple to interact
with the immediate environment

Basic Competency

: 1.1 Respond within the meaning of transactional conversation

(to get things done and interpersonal (social) which uses a
very simple kinds of oral language accurately, fluently, and
thankful to interact with the immediate environment that
involves speech acts: greeting people who have / had known,
introducing self / others, and governing or prohibiting

Kind of Text

: Transactional / Interpersonal

Indicators
Students are able to write vocabulary rightly
- Students are able to complete the cross word about vocabulary - Students are
-

able to memorize the vocabulary

Students are able to make simple sentences base on the vocabulary given

Objectives
-

To write vocabulary rightly

To fill the crossword
To spell and pronounce vocabulary
To memorize the vocabulary

 Provide motivation to students who lack or have not participated actively.

3. Cover Activities
In the closing activity, the teacher:
together with the students and/ or yourself to make a summary / conclusion
lesson;
assessment and! or reflection of the activities that have been implemented in
inconsistent and programmed;
provide feedback on the process and learning outcomes;
planning a follow-up activities in the form of remedial teaching, enrichment
programs, counseling services and / or assign tasks both individual and group
tasks according to the study of students;
deliver the lesson plan at the next meeting.
Lesson Sources
Dictionary
Crossword media
The relevant image
Copies of the material
Evaluation
Technique : - Students are asked to answer the question (find the meaning of the
vocabulary)
-

Students are asked to do the task (fill the cross word)

Instrument : Essay (Fill in the blank)

1. Complete this table below with correct meaning:
No
a
b
c
d
e

Vocabularies
Write
Listen
Sweep
Clean
Read

Meaning

Facilitate the learning activities of learners.

Elaboration
In elaboration activites, the teacher :
-

Familiarize the students reading and writing vocabulary diligently

Facilitate learners through the provision of tasks, discussions, and others to bring

new ideas both orally and in writing;

Provide an opportunity to think, analyze, solve problems, and act without fear; -

Facilitate learners in cooperative and collaborative learning;

Facilitating students to compete in a healthy way to improve learning

achievement;
Facilitate learner exploration carried a report either verbally or in writing,

individually or in groups;
Facilitate learners to present the results of individual and group work;
Facilitate: learners engage in activities that foster pride and self-confidence of
students with Responsible

Confirmation
In confirmation of activities, the teacher:
-

Provide positive feedback and reinforcement in the form of oral, written,

gesture, or a gift to the success of students,

Confirm the-results of exploration and elaboration of learners through a variety

of sources,
Facilitate learners to reflect on learning experiences to gain that has been done,
Facilitate learners to gain meaningful experience in achieving the basic

competencies:
Serves as a resource and facilitator in answering questions of students who face

difficulty, using a standard language and correct;

Help solve problems;
Provide a reference so that learners can check the results of exploration; Provide information to explore further;

Materials
-

Practice in writing vocabulary

Writing vocabulary and find the meaning in the dictionary - Spelling vocabulary
Grammar Practice
Explanation and exercise

Method
Speaking
Demonstration, and
Recitation

1. Initial Activities
apperception:
-

Frequently asked questions about vocabulary

Frequently asked questions involving the various expressions of greeting

motivation:
Explain the importahce of the material that follows will learned by the student
competency to be dominated
2. Core Activities
Exploration
In exploration activities, the teacher:
-

Involving learners seeking a broader and deeper information about a topic I

theme of the material to be studied;

Using a variety of learning approaches, instructional media, and other learning

resources;
Facilitating interaction among learners and between learners with teachers,

environmental, and other learning resources;

Involve learners actively in each learning activity, and

LESSON PLAN
(RPP)
School

: MAS YMPI Tanjungbalai

Subject,

: English

Class/Semester

: VII (Seventh) /II

Time Allocation

: 2 x 40 minutes

Skill

: Writing

Meeting

: Twice

Standard Competency

: 1. Understanding the meaning of the transactional and

interpersonal conversation is very simple to interact
with the immediate environment

Basic Competency

: 1.1 Respond within the meaning of transactional conversation

(to get things done and interpersonal (social) which uses a
very simple kinds of oral language accurately, fluently, and
thankful to interact with the immediate environment that
involves speech acts: greeting people who have / had known,
introducing self / others, and governing or prohibiting

Kind of Text

: Transactional / Interpersonal

Indicators
Students are able to write vocabulary rightly
- Students are able to complete the cross word about vocabulary - Students are
-

able to memorize the vocabulary

Students are able to make simple sentences base on the vocabulary given

Objectives
-

To write vocabulary rightly

To fill the crossword
To spell and pronounce vocabulary
To memorize the vocabulary

CYCLE I
Learning Activities and Steps
D. Initial Activities
- Apperception : Written A Few Vocabulary Words (Nouns Or

Time
Allocation
3 minutes

verbs) are often used in everyday life, was

read and giben the meaning of the
-

Motifation

vocabulary
: How
to read a given vocabulary

Appropriately, and write it correctly

- Pre Test
E. Core Acrivities
4. Exploration
5. Elaboration
6. Confirmation
F. Cover Activities
- Review the learning by evaluating a few examples of tasks
that students had done.

2 minutes

35 minutes

Post Test

5 minutes