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Crossword Puzzles as a Learning Tool For Vocabulary Development
Abstract
Introduction. Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method. This study was conducted to examine the effects of crossword puzzles on vocabulary acquisition of first-year students. Sixty-eight students enrolled in a fundamental English course participated in the study. The instruments were pre-and post-vocabulary tests and a questionnaire surveying the students' attitudes toward learning. Results. The findings revealed that the students' overall post-test score was higher than their pre-test score at a significance level of.05. When classifying students into three groups based on their vocabulary proficiency, it was found that students in all groups could improve their vocabulary knowledge at a significance level of.05. The results from Repeated Measures Analysis of Variance test showed that significant differences existed in the scores of the three tests which students gained from the tests and the final exam. The results of the questionnaire also illustrated their very favorable attitudes toward learning vocabulary through crosswords as a whole. Discussion and Conclusion. Crossword puzzles can help students improve vocabulary knowledge, meanwhile incresase their learning motivation.
... Considering the vital role of vocabulary in language learning (Schmitt, 2000;Nation 2001;Maximo, 2000;Read, 2000;Gu, 2003) and the results from studies on the effects of crossword puzzles on vocabulary development (Njoroge, Ndung"u & Gathigia, 2013;Orawiwatnakul, 2013;Widyasari, 2010;Rosnelly, 2010;Sandy, 2011), this study was worth doing for two primary reasons. Firstly, other studies on the effect of crossword puzzles on vocabulary development did not investigate the perceptions of the students toward crossword puzzles in depth such as through interviews and how the game is able to enhance the vocabulary development of students. ...
... Specifically, this game can also empirically improve the mastery of vocabulary amongst students (Njoroge, Ndung"u & Gathigia, 2013;Orawiwatnakul, 2013;Widyasari, 2010;Rosnelly, 2010;Sandy, 2011). Widyasari (2010) used the classroom action research design with crossword puzzles as the "treatment" to improve students" vocabulary. ...
... Her study also indicated that crossword puzzles were able to improve students" vocabulary. Meanwhile Rosnelly (2010), Sandy (2011), Njoroge, Ndung"u and Gathigia, (2013) and Orawiwatnakul (2013) employed the experimental design using crossword puzzles as the treatment for the experimental group. Their post-tests demonstrated that the experimental groups in their studies outperformed the control groups and resulted in statistically significant improvements in the experimental group"s vocabulary results when compared with the results from the control groups. ...
This study investigates the perceptions of students towards Application-Based Crossword Puzzles and how playing this game can affect the development of vocabulary amongst students. Drawing on Vygostky’s Socio-Cultural Theory which states that the human mind is mediated by cultural artifacts, the nature of this game poses challenges and builds curiosity, allowing players to pay more attention to the words to fill in the boxes which subsequently enhances their retention of vocabulary. This game has very good potential to build positive perceptions and to develop cognition in the linguistic domain of players, i.e. the amount of their vocabulary. In this study, the researcher conducted interviews with eligible or selected student players to find out their perceptions toward this game and administered a vocabulary test to find out how this game had added to the retention in memory of new words acquired by the players from the game. The study findings showed that the participants perceive this game positively and it affects the players’ vocabulary retention positively as indicated by their test results. It is recommended that English teachers consider using Application-Based Crossword Puzzles to help students build their vocabularies especially as part of extracurricular activities.
... Additionally, Olivares in Jaramillo et al. (2012) believes that crossword puzzles can help people enhance their professional skills and increase their self-esteem. Franklin in Orawiwatnakul (2013) said that this could enhance students' motivation and excitement for subject. Moore and Dettlaff in Orawiwatnakul (2013) stated that crossword puzzles should be used alongside other methods to make learning enjoyable, rather than being relied on as sole method. ...
... Franklin in Orawiwatnakul (2013) said that this could enhance students' motivation and excitement for subject. Moore and Dettlaff in Orawiwatnakul (2013) stated that crossword puzzles should be used alongside other methods to make learning enjoyable, rather than being relied on as sole method. Based on the given definition, crossword puzzles are brain-training games where words are placed in boxes based on clues. ...
This research explores the impact of utilizing crossword puzzle games as a teaching tool to enhance reading skills, specifically focusing on vocabulary development, among eighth-grade students at SMP Swasta Teladan Pematang Siantar. The study adopts a quasi-experimental quantitative design with a total population of 40 students in the eighth grade. Both the experimental and control groups were subjected to different teaching methods, with the experimental group exposed to crossword puzzle game instruction while the control group received traditional instruction. Vocabulary tests, encompassing synonym and antonym identification through multiple-choice questions, were administered as pre-tests and post-tests for both groups. The findings revealed a substantial increase in the mean score of the experimental group, from 43 in the pre-test to 76.60 in the post-test, compared to the control group's mean score of 42.75 in the pre-test and 67.5 in the post-test. Statistical analysis, employing T-test and t-table values, indicated a significant effect of the crossword puzzle game on reading skills, particularly in vocabulary, among eighth-grade students at SMP Swasta Teladan Pematang Siantar.
... This study had a major influence on the vocabulary skills of pre-and post-training students using crossword puzzles (Silalahi et al., 2019). Subsequent research examined by Orawiwatnakul (2013) states that mastering the crossword puzzle vocabulary for Thai students is a satisfying way to increase their vocabulary. Students learn languages through crossword puzzles very effectively. ...
... The conclusions, jigsaw puzzles are effective in increasing students' vocabulary. Research conducted by Orawiwatnakul (2013) shows that knowing vocabulary through crosswords for ...
Vocabulary mastery plays an important role in learning English. The teacher's role is very important in helping students achieve their goals because acquiring a sufficient number of words is a fundamental requirement for English proficiency. This drives this study to investigate the effectiveness of the usage of crossword puzzles to enhance vocabulary mastery. This study was conducted at SMP Annur Assalafy Pasuruan. This study was conducted in a design of experiments, a semi-empirical study using quantitative techniques. The sample used in this study included students from class 7 of SMP Annur Assalafy Pasuruan, with a total of 36 students in the two classes. Class 7A is the control class and Class 7B is the experimental class. The instrument used in this survey is a multiple-choice question with up to 20 test items. The records series strategies used in this study have been pre-test, treatment, and post-test. The results of this study show that the use of crossword puzzles effectively improves students' vocabulary. According to the SPSS calculation results, the scores obtained in the experimental classes after treatment are higher than those obtained before treatment. Therefore, from the hypothesis test, the value of Sig is 0.00, which is <0.00. 0.05, so H0 is not accepted and Ha is accepted. This means that media crosswords puzzle influence English vocabulary (Y). As a result, crossword puzzle affect the increase in English vocabulary proficiency among 7th-grade students of SMP Annur Assalafy Pasuruan.
... In addition, it is also popular model used by most scholars to find the student's potential. Crossword Puzzle trains intelligence and skills through thinking and analyzing (Mshayisa, 2020;Orawiwatnakul, 2013;Zamani et al., 2021). Given the importance of critical thinking skills and meaningful learning, the authors are interested in conducting a research entitled "Improving Critical Thinking and Meaningful Learning Skills Through Crossword Puzzles (Inquiry Models) in Online Learning During the Covid-19 Pandemic". ...
... Besides that, it is also supported by descriptive data from the post-test results in the form of differences in the mean value in the control class 85.19 and the experimental class 93.28. The results of the independent t test in the post-test control class and experimental class are presented: (Mshayisa, 2020;Orawiwatnakul, 2013;Zamani et al., 2021). Critical thinking and improved knowledge can be created in the tool of learning for student. ...
Crosspuzzle learning is necessary for encouraging students more critical and quickly to understand the material. This study aims to analyze the use of crossword puzzles in the inquiry model by determining the difference between the application of critical thinking and meaningful learning in online learning at SMPN 1 Parepare using crossword puzzle. The research approach was carried out with a sequential explanatory design. This research in the first stage uses quantitative methods, followed by qualitative methods in the second stage. The quantitative method used quasi-experimental data analysis techniques with independent sample-t test on 64 respondents in the control and experimental classes, while the qualitative method was used to extract information using an open questionnaire after the post-test results were got. The results showed that there was a significant difference in the ability of critical thinking and meaningful learning to use the inquiry model (crossword puzzle) got from the t-test results which showed the value of sig.2-tailed 0.000.05 and tcount 4.688 ttable 1.999. This difference is also supported by descriptive data as an average post-test score of 93.28 for the experimental class which comprises 93.75% of respondents in the very good category and 6.25% in the good value category, higher than the average score for the control class of 85.19.
... The benefits of crossword puzzles for exercising patience, make it easier for students to understand concepts, solve problems, work together with friends, and develop students' motor and cognitive skills. Besides increasing students' interest in learning, this puzzle can help students to expand their vocabulary knowledge (Orawiwatnakul, 2015). ...
... The results show that the learning media developed 22 in the category are very feasible. Furthermore, Wasgitu and Wayan (2015) and Orawiwatnakul (2015) also concluded that the crossword learning media get very feasible criteria and get a positive response from teachers and students. And research from Febrina. ...
p> Abstract. Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice puzzle learning media by crossword puzzle and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning which makes students bored in learning. The method used in this study is the research and development (R & D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop.
Keywords: Puzzle learning media, crossword puzzles</p
... Some previous studies show that the use of game can enhance students' vocabulary mastery. Orawiwatnakul (2013) reveals that learning vocabulary through crossword is the best way to improve students' vocabulary mastery. Masri and Najar (2014) report that the use of word games for teaching English vocabulary for primary students had a positive effect on students' English achievement. ...
... The result of this present study reveals that hidden word game application is effective in increasing the seventh grade students' vocabulary mastery. This is in line with Orawiwatnakul (2013) who explains that the language game is the best way to increase students' vocabulary mastery. It provides the students a real world context into the classroom as well as a flexible communicative way in learning vocabulary (Derakhsan & Khatir, 2015). ...
Teaching vocabulary to EFL students in this era can be a challenging task regarding their characteristic as the millenial generation. That’s why, the proper choice of media to teach is needed that will enable EFL students to learn vocabulary effectively. This study aims to find out if hidden words game application can increase English vocabulary mastery of the EFL students. The design of the research was quasi experimental using a single group model of pre-test and post-test. The population of the study was the seventh grade students of SMPN 2 Kudus with class D as the sample consisting of 32 students. The instrument of the research was multiple choice test. The research finding revealed that hidden words game application can increase the English vocabulary mastery of seventh graders.
... Njoroge, Ndung'u, and Gathigia (2013) determined the impact of puzzle-based learning on development of students' vocabulary in foreign language classes. Orawiwatnakul (2013) found out the positive effects of puzzles on students' vocabulary and their motivations. Kızıl (2015) aimed at revealing the impact of concept puzzle activities on academic achievement in social studies lesson of 6 th grade students. ...
... Similarly, in this study's result students indicated they were especially aware of the fact that puzzles played an important role in development of their vocabulary knowledge. Similar to this study, Orawiwatnakul (2013) stated that puzzles helped students acquire vocabulary knowledge. As a result of Sholikhah (2011) study, it was revealed that the use of puzzle activities was effective in learning common words. ...
... Crossword puzzles also serve to increase student vocabulary in teaching of English as a second language. 21 If students take an active role in word learning, such as by solving a crossword puzzle, they assume increasing responsibility for their own vocabulary growth; this has been suggested as an important goal of vocabulary instruction. 22 Passive learning strategies, such as memorization, are unlikely to provide this level of learning engagement. ...
... Even though some of the follow-up probes in the focus group discussions were closed questions, which restrict or narrows answers, and even though few students participated in the focus group discussions, resulting in groups smaller than recommended, 17 the survey responses further support the use of crossword puzzles as learning aids and this positive attitude has been consistently reported in previous studies. 1,7,8,10,14,20,21,[24][25][26][27] Attitude is known to influence student learning, 28 and hence crossword puzzles have the potential to benefit terminology learning in different settings. Indeed, previous research has shown that puzzles are effective both as an in-class activity [8][9][10]14,20,24 and as a self-learning tool. ...
Appropriate terminology is essential for successful communication among health professionals. However, students have traditionally been encouraged to learn terminology by rote memorization and recall, strategies that students try to avoid. The use of crossword puzzles as a learning tool has been evaluated in other education disciplines, but not for terminology related to veterinary science. Hence, the objective of this study was to test whether crossword puzzles might be an effective aid to learning veterinary terminology. Forty-two first-year students enrolled in a Bachelor of Veterinary Science program were randomly divided into two groups and their previous knowledge of veterinary terms tested. One group received a list of 30 terms with their definitions. The other group received the same list plus six specially designed puzzles incorporating these 30 terms. After 50 minutes, both groups completed a post-intervention test and the results were compared statistically. The results showed that the students using the crossword puzzles performed better in the post-intervention test, correctly retaining more terms than the students using only rote learning. In addition, qualitative data, gathered through an electronic survey and focus group discussions, revealed a positive attitude among students toward the use of crossword puzzles.
... Дискусія. У науковій літературі кросворд розглядається як гра, що є ефективною при вивченні словника й підвищує мотивацію студентів до навчання (Orawiwatnakul, 2013), як дидактична гра (Стефанович, 2013; Колмакова, 2016 ...
У статті приділено увагу використанню комунікативного та когнітивного підходів до викладання іноземної мови професійного спрямування, які реалізуються за допомогою кросворду як різновиду дидактичної гри. Метою статті є обґрунтування доцільності використання комунікативного та когнітивного підходів у викладанні іноземної мови (за професійним спрямуванням) із застосуванням кросворду як різновиду дидактичної гри. Завданнями наукової праці є виявлення аспектів використання цих методологічних підходів для вдосконалення викладання іноземної мови професійного спрямування, обґрунтування педагогічної доцільності використання кросвордів як різновидів дидактичної гри для якісного оволодіння здобувачами вищої освіти термінологічним апаратом майбутньої професії. Результати. Організація навчального процесу на основі комунікативного підходу передбачає спрямованість навчання студента на вироблення в нього граматичних, лексичних, фонетичних і мовленнєвих умінь шляхом виконання вправ, що мають комунікативну спрямованість. Комунікативний підхід сприяє формуванню й розвитку комунікативної компетентності. Уточнено дефініцію поняття «комунікативна компетентність». Значущість когнітивного підходу полягає в організації активного мовлення та мисленнєвої діяльності студентів, якs забезпечуються мовними здібностями як індивідуальними особливостями людини, знаннями мовного та енциклопедичного характеру, вміннями та навичками, необхідною мотивацією, середовищем спілкування. Дискусія. Навчальна дисципліна «Іноземна мова (за професійним спрямуванням)» викладається студентам немовних спеціальностей, концептуально й педагогічно доцільним є її вивчення з використанням комунікативного та когнітивних підходів, які сприяють як інтегруванню змісту лінгвістичного навчального курсу із змістом професійно зорієнтованих дисциплін, так і створюють найбільш сприятливі психолого-педагогічні умови для поглиблення психолінгвістичного аспекту викладання дисципліни. Використання кросвордів на заняттях із зазначеної дисципліни є колективною діяльністю у вигляді дидактичної гри, яка дозволяє її учасникам демонструвати і розвивати навички аудіювання, усного та писемного мовлення, оволодівати елементами евристичного методу; воно відповідає реалізації потреби розвитку критичного й творчого мислення студентів засобами розвитку всіх видів комунікативної діяльності. Методи. Використано теоретичні методи, зокрема загальнонаукові: аналіз, синтез, порівняння, узагальнення, конкретизація, які забезпечили можливість формулювання вихідних положень і виокремлення основних ідей і наукових підходів, що становлять теоретичну основу дослідження проблеми; конкретнонаукові: термінологічний аналіз, що дозволив визначити дефініції ключових понять; причинно-наслідковий аналіз, що сприяв виявленню зумовленості результатів комунікативної діяльності впливом психологічних особливостей учасників різних її видів; структурно-функціональний аналіз, що застосовувався з метою з’ясування психолінгвістичних особливостей процесів підготовки та розгадування кросвордів; емпіричні методи: аналіз змісту робочої навчальної програми з іноземної мови (за професійним спрямуванням), метод таксономії Блума. Висновок. У сучасних умовах викладання іноземної мови має бути зорієнтованим насамперед на пізнання суб’єктами освітнього процесу глибинних механізмів впливу мови на розумовий розвиток фахівця. Концептуально й педагогічно доцільним є її вивчення на основі комунікативного та когнітивного підходів, які сприяють інтегруванню змісту лінгвістичного курсу із змістом професійно зорієнтованих дисциплін. Кросворд як різновид дидактичної гри сприяє формуванню комунікативних умінь студентів, наповненню їхнього загальнонаукового словника лексикою, зорієнтованою на професію.
... Teachers are responsible for implementing crossword-assisted instruction (Orawiwatnakul, 2017). Specifically, teachers must implement an optimal teaching approach to ensure that learners achieve the requisite baseline competence; instruction should not be too challenging and discouraging or too easy and boring, which can hinder learning. ...
Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.
... The author also commented that from an educational point of view, they help to improve vocabulary, spelling and reading skills. Orawiwatnakul (2013) highlighted that crossword puzzle they can be either used for practicing, learning or reviewing terms. According to a study carried out by Tabtimsai (as cited in Orawiwatnakul, 2013: 417) the use of crossword as an after reading activity helped students to enhance and grow their vocabulary knowledge. ...
The purpose of this case study is to describe students’ perceptions of the use of games for learning purposes in the English language classroom at a public Mexican Junior High. The study evaluated the perceptions regarding the use of bingo, wordsearch and crosswords. This cross-sectional study implemented observations, field notes, questionnaires and surveys as data collection methods to provide detailed descriptions of the participants’ feelings.
... These findings are consistent with the results of study done by Saran [1] and Orawiwatnakul. [10] Students also found crossword puzzle to use problem solving approach which involved recall of the subject. Majority of the students agreed crossword puzzle leads to active involvement of all participants in a group. ...
... While traditionally valued for their challenge and entertainment, crossword puzzles are increasingly recognized for their educational benefits. They provide an interactive learning environment that enhances the retention of both technical terms and general language skills, hence facilitating learning across various disciplines, improving language acquisition, and supporting cognitive development, through critical thinking and memory retention [1,2,3,4,5,6,7,3,8,9,2,10,11]. The integration of Natural Language Processing (NLP) and Large Language Models (LLMs) has further enhanced their effectiveness by providing sophisticated, contextually relevant clues for educational crosswords. ...
In this work, we unveil a novel tool for generating Italian crossword puzzles from text, utilizing advanced language models such as GPT-4o, Mistral-7B-Instruct-v0.3, and Llama3-8b-Instruct. Crafted specifically for educational applications, this cutting-edge generator makes use of the comprehensive Italian-Clue-Instruct dataset, which comprises over 30,000 entries including diverse text, solutions, and types of clues. This carefully assembled dataset is designed to facilitate the creation of contextually relevant clues in various styles associated with specific texts and keywords. The study delves into four distinctive styles of crossword clues: those without format constraints, those formed as definite determiner phrases, copular sentences, and bare noun phrases. Each style introduces unique linguistic structures to diversify clue presentation. Given the lack of sophisticated educational tools tailored to the Italian language, this project seeks to enhance learning experiences and cognitive development through an engaging, interactive platform. By meshing state-of-the-art AI with contemporary educational strategies, our tool can dynamically generate crossword puzzles from Italian educational materials, thereby providing an enjoyable and interactive learning environment. This technological advancement not only redefines educational paradigms but also sets a new benchmark for interactive and cognitive language learning solutions.
... In this game, students will improve their brain skills in solving problems by compiling vocabulary (Bella and Rahayu 2023;Silalahi et al. 2019). Solving the puzzle will hone students' cognitive abilities and stimulate their brain to think quickly and flexibly (Orawiwatnakul 2017). According to Silberman (2009), the procedure for using crossword puzzles is as follows: Explaining important terms or names related to the taught subjects is the first step. ...
This study aimed to develop and evaluate Android-based crossword puzzle learning media for modern Indonesian literature using the ProProfs application. The research employed a Research and Development (R&D) methodology, collecting data through questionnaires and tests. Three types of questionnaires were distributed: material expert validation, media expert validation, and user validation. Additionally, user tests were conducted to assess comprehension of the literature content transformed into crossword puzzles. The combined validation results from material experts, media experts, and users yielded an overall average score of 3.77 out of 5, indicating that the developed learning media is appropriate for use in educational settings. This finding aligns with the results of four user trials, which demonstrated an average score of 80.6 out of 100, categorized as 'good' performance. These findings suggest that Android-based crossword puzzles can be an effective tool for engaging students with modern Indonesian literature. Future research could explore the long-term impact of this approach on literature comprehension and retention among various student populations.
... Keshta and Al-Faleet [0] sử dụng câu đố cho 40 học sinh lớp 10 cho nhóm thực nghiệm trong sáu tuần và họ kiến nghị khuyến khích dùng câu đố khi dạy tiếng Anh nhằm giúp học sinh nhớ lâu từ vựng. Tương tự, các nghiên cứu của Erlinda [7], Orawiwatnalcul [8], Profita [9], Puspita and Sabiqoh [10], Widyasari et al. [11] đều có chung một kết luận là việc sử dụng câu đố trong giảng dạy từ vựng đều thúc đẩy động cơ học tập, sinh viên chủ động làm bài và tăng lượng từ vựng cũng như kết quả kiểm tra từ vựng cao hơn trước đó. Ngoài ra, việc giải câu đố cũng giúp học sinh viết đúng chính tả trong nghiên cứu của Amiri and Salehi [0]. ...
Nghiên cứu được thực hiện bằng một bán thực nghiệm nhỏ trên một nhóm đối tượng hầu hết là giáo viên. Họ sẽ tham gia học thiết kế bảy loại câu đố qua Internet trong buổi học trực tuyến (sử dụng phần mềm Microsoft Teams). Sau hai ngày, người học tự thiết kế các câu đố và đưa ra ý kiến phản hồi của mình thông qua một bảng câu hỏi khảo sát. Kết quả thực nghiệm cho thấy, hầu hết những người tham gia đều phản hồi tích cực với hình thức thiết kế qua mạng Internet này, và họ cho rằng "tìm kiếm từ" và "câu đố kép" là hai loại câu đố dễ và khó thiết kế nhất theo trật tự tương ứng. Họ cũng đồng thuận là cần có hướng dẫn trực tuyến để giúp hình dung cách thiết kế các câu đố vì tài liệu hướng dẫn chỉ mang tính hỗ trợ. Cụ thể, 45,5% số người tham gia khảo sát tin rằng họ có thể thiết kế từ hai đến ba loại câu đố trong vòng ba ngày. Kết quả bán thực nghiệm này đã giúp giáo viên thiết kế câu đố để làm phong phú thêm tài liệu giảng dạy của mình một cách thiết thực. Từ khóa: tài liệu giảng dạy, thiết kế câu đố, thiết kế câu đố qua Internet. ABSTRACT The study was carried out by a small quasi-experiment on a group of mostly teachers, who participated in an online lesson over the internet (using Microsoft Teams software) to learn to design 7 types of puzzles. After 2 days, learners designed them and gave their feedback through a survey questionnaire. The results showed that most of the participants responded positively to this type of online designing, and assumed that "word search" and "double puzzle" were the two types that were the easiest and most difficult for them to design respectively. They also agreed that online instruction was a must to help them visualize how puzzles were designed because the instructional material was supportive only. Specifically, 45.5% of the participants believed that they could design 2 to 3 types of puzzles within 3 days. This quasi-1 Bộ môn Tiếng Anh-Khoa Ngoại ngữ, Trường Đại học Trà Vinh;
... Combining traditional puzzle constructs with educational components, pedagogical crosswords foster interactive learning experiences by integrating vocabulary, history, sciences, and other subjects. Intriguingly, they effectively strengthen students' vocabulary and spelling abilities due to the puzzles' requirement for accurate spelling (Orawiwatnakul, 2013;Dzulfikri, 2016;Bella and Rahayu, 2023). These puzzles are particularly significant for language acquisition and learning specific technical terms (Nickerson, 1977;Sandiuc and Balagiu, 2020;Yuriev et al., 2016). ...
... Students thought that this kind of educational game should be found as a huge collection in the future especially in chemistry education as 72% of the students agreed that doing crossword puzzles made chemistry learning more interesting compared to the traditional approach that only focused on lectures and finishing the syllabus immediately. These findings were also supported by the findings in the previous studies by Orawiwatnakul (2013) who stated that crossword puzzles had great positive impacts on students' overall aspects besides improving their understanding, it also enhanced students' attitudes and motivation since it supported their learning process. ...
In this study, the researcher aimed to identify students’ level of understanding of the Periodic Table of Elements before and after using the crossword puzzles called Chem-PTE crossword puzzles. The quantitative approach was used as the methodology of this research and a pre-experimental base was applied to one group as the research design. 25 students were purposely selected as the respondents. The study started with a pre-test, followed by the implementation of Chem-PTE crossword puzzles for 3 lessons and subsequently ended with a post-test. Then, students’ achievement scores in both, pre-test and post-tests, were analysed with descriptive analysis and paired samples t-test by using SPSS software version 24.0. The analyses were conducted to obtain the mean values for both the pre-test and post-test and next to test whether there was a statistically significant difference before (pre-test) and after (post-test) using the Chem-PTE crossword puzzles. Furthermore, this research also examined students’ perspectives on the effectiveness of Chem-PTE crossword puzzles by using questionnaires. Overall, the findings showed that the use of Chem-PTE crossword puzzles had improved students’ level of understanding as there was an increase in students’ achievement scores in the post-test compared with students’ achievement scores in the pre-test. Subsequently, the paired sample t-test analysis also revealed statistically significant differences before (pre-test) and after (post-test) the use of Chem-PTE crossword puzzles. Lastly, almost all of the students provided positive feedback on the effectiveness of the Chem-PTE crossword puzzles in enhancing students’ understanding of the topic Periodic Table of Elements.
... and development of positive attitude towards learning as puzzle learning makes learning of the concept simple and not complex (Wiwat, 2013). According to Mohammed, Razia, Mohammad, Mohammad, Waqas, Haroon and Sreekanth (2018) crossword puzzle teaching strategy provides a good learning atmosphere in the classroom situation as they are traditionally associated with recreational activity. ...
This study examined the effects of crossword puzzle and flashcards teaching strategies on senior secondary school students' academic performance in chemistry in Mkpat Enin Local Government Area. A quasi-experimental research design was adopted for the study. The population of the study consisted of one thousand seven hundred and forty (1740) Senior Secondary Two (SS2) chemistry students in all the 16 public secondary schools in the study area. A sample size of 104 SS2 chemistry students was used for the study. Simple random sampling technique was used in selecting two coeducational secondary schools and in each of the selected schools, intact class of SS2 chemistry students was used for the study. The instrument used for data collection was Periodic Table Performance Test (PTPT) with reliability coefficient of 0.88 obtained using Kuder-Richardson Formula-20. Data were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance for hypotheses formulated at .05 level of significance. Findings showed that students taught the concept of periodic table using crossword puzzle teaching strategy performed better than those taught using flashcards teaching strategy. Gender was not a significant determinant of students' academic performance. Based on the findings, it is concluded that crosswords puzzle teaching strategy enhances students understanding and consequently higher academic performance on the concept of periodic table in chemistry. It is recommended among others that chemistry teachers should adopt crosswords puzzle teaching strategy in teaching periodic table in chemistry.
... This pedagogical approach has been found to promote improved retention and memory of acquired knowledge. However, the majority of research examining the efficacy of crossword puzzles as an instructional tool has primarily focused on their application in English subjects (Wiwat, 2013;Riyanto, 2017;Imoula, 2018;Omar & Said, 2019;Alda & Wati, 2021;Wijaksono S. & Siddik, 2022) and medical courses (Kolte, Jadhav, Deshmukh & Patil, 2017;Zamani, Biparva Haghighi, & Ravanbakhsh, 2021;Maheshwari, Javia & Sharma, 2021;Bawazeer et al., 2022). In educational practices, the potential of crossword puzzles as a pedagogical instrument to foster active learning within the Social Studies domain remains unexplored. ...
Extensive scholarly investigation in social studies education has led to a significant shift in the prevailing paradigm, moving away from conventional lecture-based teaching methods and towards adopting novel and student-centric instructional approaches. The utilization of crossword puzzles is a straightforward and innovative strategy for integrating active learning in the field of social studies. This subject area is an introduction for students to gain a fundamental comprehension of current circumstances, employing contemporary terminology and concepts that diverge significantly from their preexisting knowledge. This study aimed to evaluate students’ perspectives on crossword puzzles as a viable strategy for reinforcing essential concepts related to contemporary subjects. The study was carried out at Bagong Nayon II National High School. The study population comprised 60 tenth-grade students from the cohort of 2022-2023. After attending instructional lectures on the subject matter, the students were allocated 40 minutes to solve the puzzle using a freely available online puzzle generator. An eight-item survey instrument questionnaire was utilized to examine students’ perceptions of crossword puzzles. Many learners perceived using the crossword puzzles as an innovative pedagogical strategy, as indicated by most of their positive evaluations. Using crossword puzzles as an active learning strategy offers a unique, creative, and straightforward approach to enhance the retrieval and preservation of information. Consequently, the study demonstrated that appropriately using crossword puzzles increased student involvement. This instructional tool can serve as a means of formative evaluation and offers a cost-effective alternative to the constraints of didactic teaching.
... Many games can be used in the teachinglearning process. (Orawiwatnakul, 2013) Said that a way to help students retain new comments is to expose them to those words repeatedly by giving the crossword game as the media in the learning process. By (Anwar & Efransyah, 2018), the implementation of the crossword puzzle game received a positive response from students in the vocabulary learning process. ...
This research attempted to verify improved vocabulary achievement using the Crossword Game for the eleventh-grade students of SMAN 1 Krian. The method used was classroom action research. The reason why this research was done is because of the pre–cycle outcome. Only five students passed the criteria of minimum score (KKM). So, the researcher wanted to give fun vocabulary learning through Crossword Games. This research was done in 3 cycles. And the subject was one class of eleventh-grade students, which was a class that consisted of 28 students. The instruments were observation, tests, and questionnaires. According to the data analysis, the second cycle's scores are higher than the first. From 17% in pre–test to 75% in post–test 1, it meant that there was an improvement about 58%. Post-test 2, the students passed 85%. Observation showed that students became more engaged when crossword games were used, and their activities dominated the learning process. As much as 92% of students gave a positive opinion about crossword games that said crossword was fun, engaging, and easy for students to study vocabulary. Therefore, teaching the English language using crossword puzzle games could improve the students' vocabulary achievement.
... Vocabulary is significant for student academic success, especially for ESL students who have had limited exposure to their target language. The linguistic components must fall into place to make a coherent and grammatically correct phrase, with grammar and vocabulary being the most important (Orawiwatnakul, 2013). L2 learners require at least 95% coverage of the running words in the input (Nation, 2001). ...
The advancements in mobile technologies have changed how teaching and learning processes are conducted in the higher education sector. Mobile-Assisted Vocabulary Learning (MAVL) is a part of Mobile Assisted Language Learning (MALL) which is now a demarcating element in the ESL (English as a Second Language) classroom for the language improvement of the learners. MAVL applications are used widely in international language education, yet in Sri Lanka, language learners are limited to printed materials which are not enough to maximize their updated vocabulary knowledge. MAVL applications are used among Sri Lankan ESL learners hardly less than printed material to learn vocabulary and enhance it, which creates the research gap in this study. The research aims to introduce professional and practical MAVL applications to enhance vocabulary, introduce MAVL applications as a helping tool, and enhance their vocabulary and writing competence. The research has experimented with a mixed-method approach, with a sample of twenty ESL learners and five ESL teachers from the university sector. The questionnaire, interviews, and two tests were conducted for the data collection. The results revealed that students found the MAVL application practical, motivating, and helpful. Further, the participants had the potential to use the applications independently, and it made teachers conduct lessons efficiently in the classrooms. The results illustrated that MAVL applications contained positive attitudes toward making mobile-assisted vocabulary improvements. It can be concluded that using MAVL Applications as a self-learning tool would improve ESL learners' vocabulary and the teaching-learning process.
... A major strength of the current work is its addition to a body of literature objectively assessing knowledge retention resulting from crossword puzzles in a variety of disciplines such as English (Orawiwatnakul, 2013) and health professions (Abdulmajed et al., 2015) including pharmacology (Patrick et al., 2018), nursing (Shawahna & Jaber, 2020), dentistry (Nirmal et al., 2020), and sociology (Davis et al., 2009). To our knowledge, the current project is the first to examine crossword puzzles in graduate education and in a hybrid course. ...
Students perceive crossword puzzles as enjoyable. In addition to students’ perceptions, crossword puzzles actually improve knowledge retention. However, crossword puzzles increased exam scores for some students but not others. Recommendations have been made for students to create puzzles for their classmates to complete with the rationale that students are encouraged to research and understand the material in order to write meaningful clues for the puzzle. While students enjoy creating their own crossword puzzles, the association between students creating crossword puzzles and knowledge retention is unknown. The purpose of this project was to determine if creating crossword puzzles and completing peers’ crossword puzzles were associated with improved knowledge retention indicated by higher scores on quizzes. Students in a research course from two institutions across three semesters had the option each week to upload a blank puzzle they created prior to completing each other’s puzzles and taking a quiz. Quiz scores were compared between those who did versus did not create their own puzzles and complete their peers’ puzzles. Results varied by institution and programs as well as the same program within the same institution but different semesters. Results highlight the importance of moving beyond student perceptions and towards assessing knowledge retention while taking into consideration institution, program, and semester.
... Vocabulary itself has the meaning of a set of words that are owned by a person or other entity or are part of a particular language (Ihmeideh, 2014;O'Toole & Kannass, 2018). Vocabulary can be defined as a set of words that are made into new sentences so that someone understands what is meant by a sentence (Hariyono, 2020;Orawiwatnakul, 2013). In school, every student is taught new vocabulary to get new words in their daily life. ...
Pengembangan bahasa inggris di sekolah maupun di luar sekolah sangat penting untuk anak anak. Kemampuan bahasa inggris anak anak berbeda beda karena yang kita ketahui setiap anak pun memiliki karakter yang berbeda beda. untuk meningkatkan kemampuan bahasa inggris di perlukan dorongan motivasi dan media pembelajaran yang bertujuan untuk meningkatkan skill bahasa inggris anak dengan menarik, aktif, dan mudah memahami. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif untuk mencapai hasil dan kesimpulan yang sesuai dengan yang di teliti. Data yang di peroleh berasal dari jurnal – jurnal yang terkait dari artikel ini atau yang membahas tentang meningkatkan skill bahasa inggris dengan media flash card. Hasil yang di dapat dari penelitian terkait peningkatkan skill bahasa inggris dengan media flash card ialah pembelajaran yang mencapai hasil yang maksimal, memudahkan anak anak memahami kosa kata bahasa inggris dengan menarik karena berupa gambar yang di desain semenarik mungkin. Kesimpulan nya adalah bahwasannya media flash card sangat efektif untuk meningkatkan skill bahasa inggris anak di sekolah maupun di luar sekolah dan peningkatan hasil belajar anak bisa di lihat dari lancarnya pengucapan kosa kata bahasa inggris saat penggunaan media flash card.
... In the media, there is an explanation of the material and is related to the test questions. Students who got the answer wrong were because they did not pay attention or lacked concentration in understanding the teacher's explanation and the educational crossword puzzle multimedia (Orawiwatnakul, 2013;Perkins, 1992;Shirazi, 2017). The learning outcomes showed an increase in Cycle II compared with Cycle I. ...
This study aims to improve the teaching and learning process and outcomes, improve the implementation process of instruction, and improve student learning outcomes by combining cooperative learning models with natural science educational crossword puzzle multimedia on the digestive system instructional material. The form of research used is Lesson study, which is designed in 2 cycles, each cycle having 1 meeting. At each meeting, students learnt in groups using the natural science educational crossword puzzle multimedia. The results showed that the application of educational crossword puzzle multimedia was carried out well in each cycle (100%) with very strong criteria. Study results also described that the average activeness of students was 100% with very strong criteria. Based on the analysis of student achievement in the cycle I with an average score of 80.29, mastery of 82.61%, and in the second Cycle 83.48 with mastery of 91.30%, it can be concluded that thr application of natural science educational crossword puzzle multimedia supports the learning process for the better and improves student learning outcomes, especially in the material of digestive system.
... If the answer has not been found, then a feeling of curiosity strikes and one will look for ways to solve it. Usually, people do crossword puzzles in a relaxed state and to fill their spare time (Orawiwatnakul, 2017). Thus, crossword puzzles can be used as a medium in learning Arabic, given this game's characteristics, which are easy and fun and expected to facilitate the learning process. ...
em> This study aims to determine the effectiveness of crossword puzzles media on mufradat or vocabulary material in Arabic subjects at MTS Negeri [state Islamic junior high school] West Sumba in 2019. The research method used in this study was descriptive quantitative. In this study, the population was MTS N West Sumba students in 2019, while the sampling was 30 MTS N West Sumba students, consisting of ten seventh-grade students, ten eighth-grade students, and ten ninth-grade students. The data in this study were collected through observation and questionnaires. The use of crossword puzzles in mufradat learning materials in Arabic subjects at MTS N West Barat in 2019 had been carried out in a very effective category, with a success percentage of 97.24%. </em
... The use of Multimedia Puzzle has been proven to be able to improve student learning outcomes from the first cycle to the second cycle from an average of 39.90 (low category) to 79.70 (good category) [7]. In addition, this media can also increase student learning IOP Publishing doi:10.1088/1757-899X/1098/3/032108 2 motivation [8]. The results showed that the use of this media in the learning process was able to make students feel relaxed and less aggressive [9]. ...
This research aimed at developing Electronic Puzzle media to assist students in understanding an abstract concept of two-dimensional shapes grouping lessons. This research employed a quantitative approach with quasi-experimental method. This research further intended to determine the effect of Electronic Puzzle media on student learning achievement. To determine the sample, it employed random sampling technique. The research data were tested and analysed through SPSS 21.0 for Windows. The results showed that there was an influence of use Electronic Puzzle using application I’m a Puzzle to improve student learning achievement in class II SDN Gadang 01 Malang. There are difference learning achievement between students taught using Electronic Puzzle and not. Through these results it is expected that elementary school teachers can develop themselves in the use and development of electronic-based media and teaching aids in their classroom learning.
... Crossword puzzle dipandang sebagai teknik belajar bermanfaat karena merupakan teknik yang menyenangkan bagi siswa sehingga mereka menjadi lebih menikmati proses pembelajaran (Franklin et al., 2003;Weisskirch, 2006), dan teknik yang dapat meningkatkan motivasi dan ketertarikan siswa terhadap materi ajar (Franklin et al., 2003). Crossword puzzle telah digunakan di berbagai topik pelajaran antara lain farmasi (Shah et al, 2009), terminologi teknologi (Whisenand dan Dunphy, 2010), kosa-kata bahasa Inggris (Orawiwatnakul, 2013). ...
... The relevant study published in international journal was conducted by Wiwat Orawiwatnakul (2013) titled "Crossword Puzzles as a Learning Tool for Vocabulary Development". The study showed that all students' posttest scores were higher than their pretest ones at level of significance 0.05 when dividing the students into three groups. ...
This research is based on Indonesian language learning that has not been effective yet, so the result of learned is not optimal yet, to overcome this problem, the researcher developed crossword puzzle game. This development research aims to produce crossword puzzle products as well as know the feasibility and effectiveness of the product. This research used Research and Developement method developed by Borg and Gall. The subjects of this study are the students of class V which amounted to 34 students. Data analysis techniques used descriptive percentage and n-gain test. The results showed that the media of crossword puzzles is very feasible to use with the percentage of assessment 89.58%, material expert judgments of 88, 63%. The result of N-gain analysis showed that the value obtained is 0.5226 in the medium category and the response is very good. Based on the result of the research, the crossword puzzle game to summarize the developed explanation text is declared eligible and effective in improving the writing skill of the students' explanatory text.
... difference of 16.57 in a 100-mark test) than the control group. Orawiwatnakul [18] also showed, using pre-post testing, that using crosswords enhances students' vocabulary knowledge. ...
The focus of this paper is learning the language of data science and statistics through the use of simple classroom activities. Many terms in statistics are known to be lexically ambiguous, having one meaning in general English conversation and another, more technical, meaning in statistical English. The main aim is to investigate whether the classroom‐ready interventions proposed are perceived by students to be fun and helpful. A secondary aim is to measure students' ability to correctly define lexically ambiguous words at the start and end of the semester, and seek evidence of an association between the interventions and lexical disambiguation. Three types of interventions are studied: crosswords, gap‐fill exercises and a sorting exercise. The results from student evaluations of the activities show that, in general, students found the activities helpful and fun. There was also some moderate evidence of an improvement in disambiguation for statistical terms including significant, control and relationship.
... Any student needs to be improved his/her speaking skills, the crucial element is vocabulary, more having vocabulary becomes student easier in speaking fluently. In line with the initial study, Orawiwatnakul (2013) points out crossword puzzle is a way to learning and increasing students' vocabulary [16]. The study adopted from folklore Raja Ampat, at the beginning of class, the teacher told a story to students orally. ...
Local culture-based learning is potential learning with integrates and emphasizes culture locally in the learning process. Learning through culture could be raised up of students’ appreciation for the local culture. This study potentials to improve students’ interesting, enrich vocabulary, metacognitive, and four basic language skills for younger learners “it is time to speak, it is time read, it is time to read, and the last one, time to listen. The subjects of this study were students’ primary school level, less than ten years consist of 20 boys and 14 girls, totaling is 34 students. This study used descriptive qualitative techniques in describing the improvement experienced by students. And the data used of this research were gathered by 1) observation; 2) interview; 3) documentation. The results of this study showed that 20 students felt interesting in learning English, 10 students showed progress in vocabulary, and the rest did not show any progress, and, this is influenced by the internal factors of the students. It is also recommended that puzzle local culture-based can be used as a media to motivate young learners in learning English. By doing this, the teacher could assess not only their interest to learn English but also their understanding of their local cultures.
... It is also a language game by filling in the boxes with letters to form readable words, both vertically and horizontally. It can provide an understanding of material easily and deeply [5]. Students easily forget when receiving some materials. ...
... Jaramillo et al. [22] in investigating the efficacy of ICT-integrated crossword puzzle found out that crossword puzzle is an effective tool in developing vocabulary for a specific knowledge area. Orawiwatnakul [36] acknowledged that the use of crossword puzzle effectively increases students' ability in vocabulary retention. His findings suggested that participants enjoy learning using puzzle as it offers engaging environment. ...
... Salah satu media yang dipandang dapat meningkatkan keterampilan berbahasa siswa adalah media teka-teki silang. Banyak penelitian yang sudah dilakukan terkait dengan penggunaan media teka teki silang dalam pembelajaran, di antaranya Orawiwatnakul, Wiwat, 2013;Pavlova, Iglika V.;Lewis, Kayla C., 2013;Joag, Sushama D, 2014;Kamboj, Pooja;Singh, Sushil Kumar, 2015;Rantika dan Abdullah, 2015dan Priantini, et all, 2016 ...
This article contains a study about the use of crossword media in improving the language skills of elementary school students as an effort to create a fun class. The problem was students’ lack of eagerness to emotionally involve in learning process. This condition caused an impact on students’ unsatisfaying learning outcomes that is 80. To overcome this problem, crossword puzzle media are used in learning by referring to the research models of Kemmis and Taggart. The data were collected by using observation sheets, interview guidelines, questionnaires, tests of student learning outcomes and field observations. At the end of the study, it was found that both the students’ learning outcomes and activities, and the teacher performance in planning and implementing teaching increased from cycle I to cycle II. As the result, the learning exceeded the target of the minimum standard of completeness. Thus, the utilization of crossword puzzles is considered to able to improve students' language skills, as well as create fun classes
... The touch is really helpful in stimulating the brain and producing the hormone needed for development. Orawiwatnakul [4] concluded that game can improve students' knowledge, and their learning motivation. In his research, he used crosswords puzzle and successfully improved the Elementary School students' vocabulary knowledge. ...
... Another study found that crossword puzzles were effective in teaching vocabulary to students of English as a foreign language (EFL) in Kenyan secondary schools (Njoroge, Ndung'u, & Gathigia, 2013). Crossword puzzles have also had success as a motivational tool in the learning of English vocabulary for ELLs (Orawiwatnakul, 2013). ...
In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two environments differ greatly. Consequently, English language learners (ELLs) may struggle to adapt to the challenging grid as well as the U.S. culture–centric focus of a daily crossword. The purpose of this article is thus to consider as a vocabulary learning task a crossword puzzle whose content is designed specifically for ELLs, yet still abides by the grid structure of a daily crossword. Three graduate school–level ELLs worked on such a crossword; their thoughts on doing a crossword were analyzed through a written survey and discussion that was recorded and transcribed. Results reveal that participants were frustrated by the cultural components and context-less nature of the puzzle when working alone, but felt more positive and made substantial progress when working collaboratively.
This study is an experimental study aimed at determining the use of crossword puzzle media in enhancing student learning outcomes in the learning material of the human respiratory system for class XI IPA 3 students at SMA Negeri 4 Kota Gorontalo. This study employed a descriptive statistical quantitative method using a one-group design pre-test and post-test. The population consisted of class XI IPA 3 students at SMA Negeri 4 Kota Gorontalo, totaling 30 students. Data collection techniques included interview and tests. The findings are as follows: based on the data analysis, it is evident thet there is an enhancement in student learning outcomes for class XI IPA 3 students at SMA Negeri 4 Kota Gorontalo. Furtheremore, based on the descriptive study, it indicates that the average student learning outcomes before the use of crossword puzzles media. Moreover, based on statistical analysis of student learning outcomes, it obtains a t-count value of 0,027 with a significant level of 0,05, hence 0,027 > 0,05. This shows that there is a significant difference between student learning aoutcomes before and after the use of crossword puzzle media in class XI IPA 3 at SMA Negeri 4 Kota Gorontalo.
Vocabulary teaching is an essential part of the professionally-oriented foreign language teaching and learning process. The teaching community always strives to enhance the teaching tools and introduce new ones to make the learning process more active and learner-centered. The potential pedagogical value and effectiveness of crossword and wordsearch puzzles were explored in many studies. This work considers crossword and wordsearch puzzles as pedagogically useful resources for teaching vocabulary to students majoring in “General Medicine”. This study was carried out at the Medical Faculty of the al-Farabi Kazakh National University in groups GM 22-05 and GM 22-06. Fifteen international students enrolled in a foreign language course participated in this study. During the whole academic semester, students were given crossword puzzles as an additional teaching tool for learning and testing the knowl-edge of the new vocabulary and wordsearch puzzles for practicing vocabulary as fillers or integrated learning activity. The survey results showed that students had a positive experience and were eager to learn and practice vocabulary via solving crossword and wordsearch puzzles. The findings revealed that crosswords can be beneficial and helpful for (a) teaching and learning new vocabulary; (b) testing students’ knowledge of the studied vocabulary; (c) teaching spelling; (d) enhancing students’ analytical and cognitive skills as well as (e) relieving stress and giving students a feeling of accomplishment. While wordsearch puzzles are useful for teaching and learning new vocabulary, particularly their spelling, in a playful manner. Both tools can be used by English language teachers as a creative learning material for teaching vocabulary in an interesting, engaging and fun way. In the practical part of the research, peda-gogical suggestions for the creation and use of crossword and wordsearch puzzles are provided.
This study, conducted as classroom action research (PTK), aims to assess the effectiveness of using LKPD based on pictorial riddles and crossword puzzles in accommodating diverse learning styles and enhancing students' verbal and visual representation abilities. The research was carried out at SMPN 35 Bandung during the odd semester of 2023/2024, with a focus on students in class VII F, totaling 36 participants. Employing a descriptive qualitative approach, purposive sampling was utilized for subject selection. Findings indicate that crossword puzzle-based LKPD effectively enhances students' verbal-to-verbal representation abilities. Additionally, pictorial riddle-based LKPD proves successful in improving both visual-to-verbal and visual-to-visual representation abilities. This suggests that utilizing LKPD based on pictorial riddles and crossword puzzles can address deficiencies in representation abilities stemming from students' learning style preferences.. Pendahuluan Ilmu Pengetahuan Alam (IPA) merupakan landasan bagi perkembangan Ilmu Pengetahuan dan Teknologi (IPTEK). IPA mempunyai pengaruh penting dalam kehidupan sehari-hari. Perserta didik yang mempelajari Ilmu Pengetahuan Alam dan keterlibatannya dengan fenomena sehari-hari akan memberikan mereka pemahaman yang lebih baik pada tingkat yang lebih tinggi (El Achkar dkk., 2019; Lu dkk., 2020). Oleh karena itu pembelajaran IPA pada tingkat SMP seharusnya dapat mengakomodasi kebutuhan peserta didik akan pemahaman konsep IPA yang berkaitan langsung dengan kehidupan sehari-harinya. Namun menurut Susanti, dkk (2017) penguasaan kompetensi IPA peserta didik dalam kehidupan sehari-hari di sekolah masih rendah. Dalam penelitiannya semua peserta didik menagitkannya di kelasnya belum memiliki kompetensi IPA untuk dapat dengan kehidupan sehari-hari. Padahal menurutnya kompetensi IPA seharusnya tidak hanya mempersiapkan para peserta didik bekerja dalam suatu profesi. Kompetensi IPA dibutuhkan untuk menyelesaikan masalah-masalah yang akan peserta didik hadapi dalam kehidupan sehari-hari. Menurut Trianto (2014) penguasaan kompetensi IPA dalam kehidupan sehari-hari harus dapat membuat peserta didik mengamati dengan indera dan memahami materi yang tidak dapat diamati dengan indera. Peserta didik perlu mengeksplorasi alam secara sistematis. Peserta didik seharusnya tidak hanya memiliki penguasaan terhadap suatu kumpulan pengetahuan yang berupa fakta, konsep atau prinsip saja. Peserta didik perlu memiliki proses penemuan dalam proses mempelajari IPA. Sejalan dengan itu Nurmalasari (2016) mengatakan pendidikan IPA di sekolah sebaiknya menjadi wahana bagi perserta didik untuk memperoleh pemahaman yang lebih mendalam tentang alam sekitar. Masalahnya,
This research is based on Indonesian language learning that has not been effective yet, the result of learned is not optimal yet, to overcome this problem, the researcher developed crossword puzzle game. This development research aims to produce crossword puzzle products as well as know the feasibility and effectiveness of the product. The subjects of this study are the students of class V which amounted to 34 students. Data analysis techniques used to descriptive percentage and n-gain test. The results showed that the media of crossword puzzles is very feasible to use with the percentage of assessment 89.58%, material expert judgments of 88, 63%. The result of N-gain analysis showed that the value obtained is 0.5226 in the medium category and the response is very good. The conclusions of this research is the crossword puzzle game to summarize the developed explanation text is declared eligible and effective in improving the writing skill of the students' explanatory text.
This research aims to describe the stages, feasibility, and student responses to game-based pop up book media in thematic learning in elementary schools. This study uses the research and development (R&D) method by Borg and Gall in Sukmadinata (2010: 169-170) which occurs from several stages as follows: (1) Conducting preliminary studies (2) Product planning (3) Product draft development (4 ) Individual trials (5) Revising the results of field trials (6) Limited trials, (7) Improvement of products resulting from limited trials (8) Extensive implementation tests (9) Completion of the final product. Data collection techniques were carried out using interview techniques, questionnaires and documentation. The research was conducted with 4 stages of validation, namely material expert validation, media expert validation, linguistic expert validation and student response questionnaires. The results showed that the validity level of material experts reached a percentage of 88% which was included in the "Very Eligible" category, the media expert's validity level reached a percentage of 90.83% which was included in the "Very Eligible" category, and the validity level of linguists reached a percentage of 87.49% who entered in the "Very Eligible" category, and the student response questionnaire reached a percentage of 97.20% which was included in the "Very Good" category. So it can be concluded that the game-based pop up book media in thematic learning in elementary schools is feasible to be used in thematic learning.Penelitian ini bertujuan untuk mendeskripsikan tahapan, kelayakan, dan respon siswa terhadap media pop up book berbasis permainan pada pembelajaran tematik di Sekolah Dasar. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) oleh Borg dan Gall dalam Sukmadinata (2010: 169-170) yang terjadi dari beberapa tahapan sebagai berikut: (1) Melakukan studi pendahuluan (2) Perencanaan produk (3) Pengembangan draf produk (4) Uji coba perorangan (5) Merevisi hasil uji coba lapangan (6) Uji coba terbatas, (7) Penyempurnaan produk hasil uji coba terbatas (8) Uji pelaksanaan secara luas (9) Penyempurnaan produk akhir. Teknik pengumpulan data dilakukan menggunakan teknik wawancara, angket dan dokumentasi. Penelitian dilakukan dengan 4 tahap Validasi yaitu validasi ahli materi, validasi ahli media, validasi ahli bahasa dan angket respon siswa. Hasil penelitian menunjukan bahwa tingkat validitas ahli materi mencapai presentase 88% yang masuk dalam kategori “Sangat Layak”, tingkat validitas ahli media dari mencapai presentase 90.83% yang masuk dalam kategori “Sangat Layak”, dan tingkat validitas ahli bahasa mencapai presentase 87.49% yang masuk dalam kategori “Sangat Layak”, serta angket respon siswa mencapai presentase 97.20% yang masuk dalam kategori “Sangat Baik”. Sehingga dapat disimpulkan bahwa media pop up book berbasis permainan pada pembelajaran tematik di sekolah dasar layak untuk digunakan dalam pembelajaran tematik.
Tidak boleh diproduksi sebagian atau keseluruhannya dalam bentuk apapapun tanpa izin tertulis dari penulis. Kutipan Pasal 9 Ayat (3) dan Pasal 10 UU No 28 tahun 2014 Tentang Hak Cipta. 1. Pasal 9 Ayat (3) : Setiap orang yang tanpa izin pencipta atau pemegang hak cipta dilarang melakukan penggandaan dan/atau penggunaan secara komersial ciptaan". 2. Pasal 10 : Pengelola tempat perdagangan dilarang membiarkan penjualan dan/atau penggandaan barang basil pelanggaran Hak Cipta dan/atau Hak Terkait di tempat perdagangan yang dikelolannya"
Relationship of cognitivism, constructivism, and connectivism theories with STEM learning and facilitation (T&F) practices among secondary school mathematics teachers
The University of California, San Diego (UCSD) Library's inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remained in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program's initial strategic objectives. This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library's learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life. Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes. Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program's new initiatives.
This quasi experimental study aims to find out the effectiveness of the use of Flashcards collaborated with Numbered Heads Together Technique compared to the use of only Flashcards to improve seventh grade students of SMP Negeri 1 Tulis, Batang vocabulary knowledge. The data was obtained through pre-test and post-test. Conventional change score data analysis showed that the control group achieved better vocabulary knowledge improvement result with 3.42 compare to 2.66 improvement result of experimental group. Likewise, the data analysis using process-oriented change score by Frost (2014) also favour the control group with 22% improvement than the experimental group with 19% improvement. Thus, Flashcards is more effective than Flashcards collaborated with Numbered Heads Together Technique to improve students’ vocabulary knowledge. Keywords: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research
In creating crossword puzzles themselves, students gain an understanding of a concept in order to create the clue for it. The instructor can make this activity either chapter- or domain-specific, for instance, to encourage reading the textbook and researching concepts. In this unique application of the self-generated crossword, students use free internet programs to easily create these puzzles and bring copies of their completed crosswords to class so their peers can solve them. This highly interactive exercise provides a unique opportunity for students to engage with the material and to participate in the classroom.
Crosswords and other word puzzles are commonly enjoyed by a great
majority of people in our daily lives, and they are also used in books and other instructional materials. In language teaching and learning, paper-based and interactive puzzles have been used to add flavour to vocabulary acquisition processes in terms of teaching spelling
rules, internalising lexical meaning, recognising synonyms and word collocations and so on. The introduction of Web 2.0 technologies has added further dimensions to their preparation and use, such as user-friendliness, flexibility and ability to share, making them easier to access for both instructors and teachers. However, some foreign language
teachers may not be familiar with how to prepare interactive puzzles and how to utilize puzzles that are produced using Web 2.0 tools in vocabulary instruction. Therefore, this study aims to give an overview of interactive puzzles generated using Web 2.0 tools and other software and how to utilize them in vocabulary acquisition. To this end, this paper elaborates on the use of puzzles in vocabulary acquisition within the framework of emerging Web 2.0 technologies. The researchers describe simple design procedures involving Web 2.0 tools and other educational software to do away with the misconception that it is the job of an expert to build up interactive puzzles. Moreover, they also make some practical recommendations to materials designers, teachers and learners to help them harness the power of puzzles in vocabulary instruction.
This article evaluates the use of instructorcreated crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword puzzle exercise favorably. They described learning more and finding the exercise more helpful for learning concepts and preparing for the exam when completing the crossword puzzle collaboratively in class rather than individually outside of class. Students also rated the exercise higher as a review technique and as more enjoyable when completed in class.
The purpose of this quasi-experimental study was to compare the effectiveness of reading plus vocabulary-enhancement activities (RV) and narrow reading (NR)— repeated reading thematically related articles—on vocabulary acquisition and retention among English as a foreign language (EFL) secondary school students. Twenty-five third-year male students with intermediate-level English proficiency participated in each instructional treatment 2 hr per week for five weeks. The RV group read selected texts and practiced various vocabulary exercises. The NR group read thematically related supplemental materials besides the selected texts. A Chinese version of the modified Vocabulary Knowledge Scale was employed to assess students' knowledge of 50 vocabulary items. The results show that the RV group demonstrated significantly more knowledge about the target vocabulary than the NR group on the acquisition and retention tests. The researcher concludes that reading plus focused vocabulary exercises are more effective and efficient than the narrow reading approach in enhancing target vocabulary acquisition and retention among EFL secondary students.