The Use of Crossword Puzzles to Enhance Student’s Vocabulary Learning in the Vocational High School

Abstract

This classroom action research aimed to improve vocabulary mastery among 12th-grade vocational high school students in Yogyakarta through the use of crossword puzzles. The study involved 32 students and was conducted in two cycles, each comprising problem identification, action planning, implementation, observation, reflection, and revision. Data were collected through vocabulary tests, observations, and interviews. Validity was ensured using democratic, outcome, process, catalytic, and dialogic validity, with triangulation applied through time, investigator, and theory perspectives. Both qualitative and quantitative data were analyzed. Descriptive statistics and paired sample t-tests were used for quantitative analysis, while qualitative data were analyzed thematically. Results showed increased student engagement and improved vocabulary mastery. Engagement improvements were reflected in enthusiasm, focus, group participation, and responsibility. Vocabulary enhancement was evidenced by a rise in test scores from a mean of 42.5 (very poor) in the pre-test to 76.7 (good) in the post-test. These findings indicate that crossword puzzles effectively support vocabulary learning and student participation.