"THE USE OF PUZZLE MEDIA IN IMAGINATIVE STORY MATERIALS TO ENHANCE EIGHTH GRADE JUNIOR HIGH SCHOOL STUDENTS' MASTERY OF ENGLISH VOCABULARY"

Abstrak

The purpose of this study is to ascertain how well eighth-grade junior high school students' English vocabulary may be improved through the use of riddles in imaginative stories. More creative, engaging, and entertaining learning materials are required since pupils' poor vocabulary knowledge is a significant issue in English language instruction. Two cycles of classroom action research (CAR) comprising the phases of preparation, action, observation, and reflection were carried out using the Kemmis and Taggart paradigm. During cycle I, students used puzzle media to identify and comprehend new vocabulary within the framework of creative narratives. The average score increased from 60 on the pre-test to 70 on the post-test in cycle I, according to the results. The average score on the post-test in cycle II rose to 80 after enhancements were made by offering vocabulary aids and word usage examples. Puzzles were able to boost student interest, engagement, and activity in the learning process in addition to raising scores, according to observations. As a result, puzzles have been shown to be useful in fostering a more engaging and cooperative learning environment while also assisting students in understanding terminology more contextually.