JURNAL ALFA: Penelitian.
Pendidikan, dan Bahasa
E-ISSN : 3047-1206
https://jurnal.
alfa-pustaka.
id/index.
php | Vol.
3 No.
1 Januari-Juni 2025 Email: alfapustaka23@gmail.
Improving StudentsAo Reading Descriptive Text Through Word Search Puzzle Technique At The Grade Vi SMP N 4 Padangsidimpuan Siti Lengga Sari Harahap Sitilengga.
01psp@gmail.
Universitas Muhammadiyah Tapanuli Selatan Padangsidimpuan Revised: 10 Juni 2025 .
Accepted 28 Juni 2025.
Publish: 30 Juni 2025 Abstrak Tujuan penelitian ini adalah untuk mengetahui: .
Bagaimana peningkatan kemampuan membaca teks deskriptif siswa melalui teknik teka-teki pencarian kata di kelas Vi SMP N 4 Padangsidimpuan.
Apa respon siswa menggunakan teknik word search puzzle terhadap peningkatan kemampuan membaca teks deskriptif pada kelas Vi SMP N 4 Padangsidimpuan.
Penelitian ini menggunakan metode Classroom Action Research (CAR).
Subjek penelitian ini adalah siswa kelas Vi-1 SMP N 4 Padangsidimpuan yang berjumlah 33 siswa, terdiri dari 17 siswa laki-laki dan 16 siswa perempuan.
Teknik pengumpul data ini dengan memberikan Tes.
Angket dan Observasi.
Pada pre-test rata-rata nilai belajar tanpa penerapan teknik word search puzzle adalah 39,09.
Selanjutnya peneliti menghitung persentase skor membaca teks deskriptif siswa untuk mengetahui siswa mana yang akan lulus KKM.
Pada siklus I terlihat persentase yang lulus KKM sebesar 48,48%.
Artinya siswa yang lulus KKM dengan rata-rata .
hanya 16 orang dan siswa yang mendapat nilai di bawah KKM sebanyak 17 Artinya siswa belum berhasil pada siklus I.
Selanjutnya, hasil rata-rata pada siklus II adalah 77,57 dan terlihat bahwa membaca teks deskriptif siswa meningkat sebesar 84,84%.
Kemudian persentase siswa yang tuntas KKM pada siklus II sebesar 84,84%.
Target keberhasilan penelitian tindakan adalah 75% hal ini menunjukkan bahwa dari 28 siswa yang lulus KKM, terdapat 5 siswa yang berada di bawah KKM.
Penelitian ini telah memenuhi kriteria scor penelitian yaitu Sangat Baik.
Berdasarkan penjelasan di atas dapat disimpulkan bahwa persentase siswa yang tuntas KKM mengalami peningkatan dari 48,48% menjadi 84,84% pada siklus II dan respon siswa yang menggunakan teknik puzzle pencarian kata 75% menunjukkan respon AuPositifAy.
Oleh karena itu hasil belajar siswa dan pembelajaran menggunakan teknik word search puzzle berhasil meningkatkan membaca teks deskriptif siswa di kelas Vi SMP N 4 Padangsidimpuan.
Kata Kunci: Teks Deskriptif.
Meningkatkan Membaca.
Teknik Word Search Puzzle Abstract The purpose of the research is to know: .
how was improving studentsAo reading descriptive text through word search puzzle technique at the grade Vi SMP N 4 Padangsidimpuan.
What was the students' response using word search puzzle technique to improving studentsAo reading descriptive text at the grade Vi SMP N 4 Padangsidimpuan.
This research uses the Classroom Action Research (CAR) method.
The subjects of this research were 33 students in class Vi-1 of SMP N 4 Padangsidimpuan, consisting of 17 male students and 16 female students.
Data collection techniques by providing test, questionnaire, and observation.
In the pre-test the average learning score without applying the word search puzzle technique Next, the researcher calculated the percentage of studentsAo reading descriptive text scores to find out which students passed the KKM.
In cycle I, the percentage who passed the KKM was This means that only 16 students passed the KKM .
and 17 students scored below the KKM.
This means that students have not succeeded in cycle I.
Furthermore, the average result in cycle II is 57 and it can be seen that studentsAo reading of descriptive texts has increased by 84.
Then the percentage of students who completed the KKM in cycle II was 84.
The target for success in action research is 75%.
This shows that of the 28 students who passed the KKM, there were 5 students who were below the KKM.
Has met the action research criteria namely Very Good.
Based on the explanation above, it can be concluded that the percentage of students who completed the KKM increased from 48% to 84.
84% in cycle II and the response of students who used the word search puzzle technique was 75% showing a AuPositiveAy response.
Therefore, student learning outcomes and learning using the word search puzzle technique succeeded in improving studentsAo reading of descriptive texts in class Vi SMP N 4 Padangsidimpuan.
Keywords: Descriptive Text.
Improving Reading.
Word Search Puzzle Technique INTRODUCTION Reading is one of the most important language skills to teach English students.
CelceMurcia in Zuhra .
stated that Aureading has become one of the main curricular concerned in second and foreign language programsAy.
Reading is become one of the main topics of language programs in most countries in the world including Indonesia because reading is one of the English language skills.
Reading is a way to obtain information from something written to obtain information and to improve knowledge.
By reading, it had been easier for students to interpret language and mades students able to find every text message.
Then Nurhamidah, et al.
, .
Aureading is giving meaning and obtaining meaning from printed or written materialAy.
Reading is not as easy as people think, because reading donees not only require reading a series of sentence, but also to understand the content and purpose of the text.
addition, reading is also very important in the secondary school curriculum.
Meanwhile, according to the Kementrian Pendidikan.
Kebudayaan.
Riset dan Teknologi (KemendikbudRiste.
, this Merdeka Curriculum is paired with literacy to increase students' interest and ability to read.
With these efforts, it is hoped that students' interest in reading in schools will increase over time.
In accordance with BSKAP Decree No.
8 of 2022, in learning outcomes there are four important elements that must be achieved in learning Indonesian, namely reading.
The reading element itself aims for students to understand information in the form of ideas, thoughts, views, directions or messages from descriptive, narrative, poetry, explanatory and expository texts from visual and audiovisual texts to find explicit and implied meanings.
One of the reading texts for junior high school students is descriptive text on the reading aspect.
The aim of the Competency Standards and Basics of Middle School is to be able to understand descriptive text both spoken and written.
Descriptive text is text that provides a detailed description of an object, place, or event.
Descriptive text is also a type of text that describes something in detail.
Descriptive text aims to provide information about people, objects or places.
Researcher only focuses on describing a place.
It informs the specifics so the reader can visualize the place.
So, later when students read descriptive text only places are described so that students focus on reading and understanding the contents of the text.
Based on the research got that pre-test it appears that students were not able to fully achieve the KKM score.
students were not very active in class, meaning they were passive during the teaching and learning process in class, especially in learning to read English descriptive texts.
There were students who don't know how to answer questions, and there were also those who don't care about descriptive text material.
Students did not played an active role in the learning process, even when asked to read students show their own attitude or are embarrassed, there were students who read until the end without knowing the meaning and purpose of the text they were reading.
Based on the problems found by researcher, the reason students got low grades and did not read enough descriptive text was because students could not answer the questions completely, this happens because students have low abilities in understanding reading texts and understanding the questions asked.
Common difficulties in reading include not understanding letters, analyzing data structures, and recognizing words in It can be concluded that most of the problems of class Vi students at SMP N 4 Padangsidimpuan experience difficulty in reading descriptive texts due to limited vocabulary knowledge, difficulty in remembering information after reading, difficulty understanding the content of the text and responding to the text well, as well as a lack of sources or teaching materials that support improvement ability to reading descriptive text.
The teacherAos task was to created and determined techniques that can be used to teach and improve studentsAo ability to read descriptive text.
Therefore, a technique is needed that can improve studentsAo ability to read descriptive text.
One technique that had been used to solve this problem is the word search puzzle technique.
The word search puzzle technique is a technique with instructions where students have to look for certain words in a box of random letters arranged in a two-dimensional arrangement or better knew as a matrix.
The words can be arranged horizontally, vertically or diagonally and can be written upside down or not.
In this technique, researcher will construct word search puzzles that contain words or phrases that are relevant to the research objectives.
Then, students will search for and mark the words in a word search puzzle.
The used of word search puzzle techniques had been carried out in groups so that students work together and the learning processed is more interesting and fun.
In this way, lessons are easier for students to digest and are directly involved in learning activities.
The explanation of this technique used in the research processed to achieve the following indicators of improving reading descriptive texts, .
vocabulary knowledge, .
Identifying general/generic text structures, .
Identifying factual information, .
Identifying references, .
Identifying language features, and .
Identifying social functions (Mardiani & Erni 2.
(Mardiani & Erni as citied in Kuswidyastutik .
said that a personAos understanding can be measured by answered questions related to this matter or not and the difficulty can be seen from the mistakes they made when working on the questions.
It was hoped that the word search puzzle technique could have the potential to improving studentsAo reading of descriptive texts in grade Vi at SMP N 4 Padangsidimpuan.
As well as helped teachers improve studentsAo reading of descriptive texts in English.
Therefore, this technique was also expected to helped students understand the content of reading texts well when taking tests.
Through the word search puzzle technique by applying games students can learn in a fun and interactive way making the learning processed more innovative and Researcher was interested in this title because there were several problems students have when reading descriptive texts.
So, a word search puzzle technique is need which is expect to improving studentsAos reading descriptive texts at the grade Vi SMP N 4 Padangsidimpuan.
By conducting this research, it was hoped that it could contributed to the development of learning techniques and methods that were more interested and enjoyable for teachers and students in obtaining better reading of descriptive texts.
RESEARCH METHODONELOGY
The type of research used in this research is Classroom Action Research (CAR).
The CAR model that used as a reference in this research used Kurt LewinAos in Rezzi .
model which consists of four components, namely: .
Planning, .
Action, .
Observation, .
Reflection.
What teachers need to solve in their own classes was through self-reflection with the aim of improving their performance as teachers, so that student learning outcomes improving students' reading descriptive text at the grade Vi SMP N 4 Padangsidimpuan.
The subjects of this research were 33 students in class Vi-1 of SMP N 4 Padangsidimpuan, consisting of 17 male students and 16 female students.
The object of this research was the used of problem-based learning as an effort to improve students' reading of descriptive texts through the word search puzzle technique.
This research was collaborative and reflective classroom action research which aims to made continuous improvements in learning practices.
This classroom action research was carried out in cycles.
If the success indicators for cycle I have not been achieved then it will continue to the next cycle.
Each cycle consists of four stages, namely planning, action, observation, reflection.
This research design was structured using a cycle like the scheme Reflection Cycle I Observation Identification of Problem Planning I Action Cycle II Result of Reflection Reflection Observatio Planning II Action Result Figure 1.
Scheme of Classroom Action Implementation The research collected the data by using essay test, observation, and questionnaire to find out direct class activities done in the class during the processed of teaching reading descriptive text.
Researcher collected data using essay tests to found out directed class activities that carried out in class during the reading taught processed.
After that, the researcher taught and gets information about what is involved in class activities.
This observation aims to seen how students read as a subject that the researcher taught by implementing a taught and learning cycle based on a genre approach and seeing studentsAo ability to reading descriptive texts.
The analysis used in this research was descriptive data analysis of student learning outcomes carried out from observations.
All data collected is analyzed using statistics.
Descriptive analysis is used to describe variables, for example mean, median, mode, and The aim of this descriptive research is to describe descriptively a systematic, factual and accurate picture of the facts, characteristics and relationships between the phenomena being investigated.
The analysis is cyclical.
The results of the analysis in the first cycle were reflected in the reflection of the second cycle which is carried out in accordance with the first It must be analyze with a formula.
In this research the researcher used the Mean Score Formulation.
According Sudijono in Rezzi .
0 : .
as follow:
yoya yo= yas Where:
= Mean of the students score X = The total score = The total number of student After analysis the data the result of collected data, it was neded to classify the criteria of score according to Muhibbin Syah in Rezzi .
0 : 35.
After that, to see the percentage of the students in reading descriptive taxt by considered 6 indicator, the researcher used the formula purpose as follow:
yc yaa = x 100% ycA Where:
= Percentage of their students reading skills in narrative text base on theatring quality = Frequency of the students = Number of the students RESULT OF THE RESEARCH This research was classroom action research (CAR).
This type of research was chosen because it has several features that are easy for learning teachers to carry out, do not interfere with the teacherAos working hours and the on going processed, apart from that, while teaching, research can be carried out at the same time and do not require comparisons.
English lessons taught by Mr.
Zulfahmi.
The researcher was permitted by the principal of SMP N 4 Padangsidimpuan to conduct research on the title being researched.
However, before the researcher entered the class, the researcher had to get permission from the class Then research was carried out on students regarding descriptive text material.
The purpose of pre-observation was to find out how studentsAo activities were during the English learning processed before using the word search puzzle technique.
In this step, researcher and teachers collaborate to hold discussions about everything that is needed in the teaching and learning processed.
When researcher conducted pre-observation students at SMP N 4 Padangsidimpuan this was intended to find out information about behavior, attitudes, performance, activities and even obstacles during the teaching and learning processed in reading descriptive texts.
The situation in class is as follows: they were not very active in class, meaning they were passive during the teaching and learning processed in class, especially in reading English.
Some students did not know how to answered questions, and some donAot care about descriptive text material.
Based on the student problems above, it can be concluded that the researcher wants to improve studentsAo understanding in reading English descriptive texts and made their teaching and learning processed more fun, comfortable, exciting and interesting by using the word search puzzle technique.
Planning was the first step to conducting research.
Researcher who acts as teachers created lesson plans and select materials based on the annual program determined by the English teacher and also based on Competency Standards and Basic Competencies.
Before conducting research, the researcher prepared the following research instruments: .
Lesson Plan created a learning plan and design steps in took action.
To control the teaching and learning processed, the researcher used lesson plans as a guided for classroom research .
Material in the first cycle the researcher used the theme AuTaj MahalAy https://w.
com/culture/Taj/default.
Teaching Aids the researcher prepared some instruments, such as: Test and Instructions Technique Word Search Puzzle.
Observation sheets were prepared to determine the conditions of the learning processed when taking tests using the word search puzzle technique.
Questionnaires gave to students in cycle II after students finished took the test using the word search puzzle technique.
The first research was carried out on Tuesday 14 May 2024.
At the first meeting the researcher opened the lesson by introducing himself and checking the student attendance list.
At the first meeting there were 33 students in the class.
The researcher tells the students about the topic that day, and then the researcher asked the students about the topic.
Some made noise, some tried to answered, but some remained silent.
Then the teacher provides an explanation of descriptive text.
Almost the students looked confused and didnAot understand because it was English and the teacher explained the general structure of the text.
He also explains the tense used in descriptive text.
After giving an explanation, he asked them to jointly identify the general structure of the text, and finally he closed the meeting.
The researcher explained and re-read the descriptive text.
Because the researcher already knew the quality of the students in the pretest, the researcher knew which important things need to be explained further.
Next, the researcher provided instructions using the word search puzzle technique in several groups to made them more active and students better understood the material given.
Researcher divided groups consisting of 4-5 per group.
After finding their group, students put together a word search puzzle based on these clues.
In this processed students exchange ideas, helped each other find answered in the text.
Students read the text, and discuss the text, and then the researcher observes the studentsAo activity with an observation sheet.
After the researcher finished presenting answered and corrected them together.
Finally to end the study the researcher closed the activity by recited hamdallah and said good bye.
In the first cycle, the researcher observed the teaching and learning processed by monitoring studentsAo activities and attention during the action.
Observations were carried out when teaching descriptive text using the word search puzzle technique, observations focused on studentsAo reading descriptive text.
As a result of this action, the researcher saw that students were not ready to study descriptive text.
Almost all students seemed confused when taking the test.
Some of them asked their friends for the answered.
The researcher also observed studentsAo activeness in asking questions, answered questions, and providing feedback.
In this action, some of them just remained silent in the classroom and some students answered questions from the researcher.
In cycle I, the results of the reflection that the researcher found were that students still had commotion in class because there were many students in the group, causing students to be unable to master the material during learning.
Researcher need to change group members from 4-5 people per group in cycle I to 3-4 people per group.
This was because many students were not focused when doing group assignments.
In tests with these questions, there were still many students who are not able to answer as expected.
Then researcher need to reduce the number of paragraphs in descriptive text, this was because students did not understand the meaning and language being tested so students tend to be lazy about reading when solving questions.
Therefore, students must be more active in asking researcher as teachers when they do not understand the lesson.
Based on the description above, the researcher can conclude that after analyzing the results of actions in cycle I, students' reading of descriptive texts was low.
This was shown by the average in cycle I.
The researcher also calculated the minimum standard score (KKM) of From this figure, the number of students who completed was 16 students out of 33 students.
There were 17 students out of 33 students who failed.
In cycle I, students obtained a proficiency level percentage of 48.
At the stage of implementing this action the researcher carried out the learning processed in accordance with the plan that had been prepared at the planning stage of cycle I.
The initial activity as usual for researcher during learning begins with greetings.
The researcher prepared studentsAo psychology to participate in the learning processed by asking about news and checking books and learning resources.
The same as cycle I, only in the next learning test about AuThe National MonumentAy needs to address studentsAo motivation in understanding the The researcher explained the title of the text and re-reads the descriptive text.
Because the researcher already knows the quality of the students in cycle I, the researcher knows what important things need to be explained further.
In cycle I, students felt sick and bored when they saw descriptive text consisting of 4 long paragraphs and sentences and very short student answers on the answer paper as if they were not taking an essay test.
Meanwhile, in cycle II the descriptive text only consisted of 3 paragraphs and short sentences.
Students only need to focus on the instructions given and the word search puzzle technique is only applied to make learning more enjoyable.
Next, in cycle II the researcher divided into groups consisting of 3-4 people per group.
Because in cycle I the students mostly told stories and made a lot of noise.
To reduce noise when doing assignments, researcher reduced the number of students per group so they could focus more on finding answers and not make noise with other friends.
After the researcher assigned new groups, students put together a word search puzzle based on the clues.
The difference is that in this process students exchange ideas and divided their work into groups, helped each other find answers in the text.
There were students who read the text, there were students who read instructions and there were students who look for answers in word search puzzles with the aim of having students work together and discuss the text.
The researcher observed the studentsAo activities using an observation sheet.
At the cycle II meeting on May 15 2024, researcher observed the teaching and learning processed by monitoring studentsAo activities and attention during the action.
In this cycle, researcher also provided a different theme regarding descriptive texts, namely National Monuments.
The test also consists of the same five questions as cycle I.
In observation sheet of studentAos activity cycle 2, it was explained as follows: Students seriously follow the researcherAos instructions for reading activities.
This means that most students seem serious about the tasks gave by the interaction.
This was proof that when researcher asked questions, they can answer question.
most students look more enthusiastic when participating in the learning processed.
Most students are active during the teaching and learning processed in class.
This means that student enthusiasm can be seen from the increasing number of student who listen, asked questions, and respond to the explanations gave and then students completed their assignments.
This was proven when researcher give assignments and they completed the This means that most of them understand the question.
And finally, most of one group asked the other group if they encountered any difficulties.
ThatAos proof when they donAot knew and find answered about the text.
They asked researcher and friends.
This means that in cycle II, researcher and students had a good feedback response.
Actually, there was a significant increased in phase II actions from the observations made by researcher.
This means that the performance of researcher in cycle II was better than in cycle I.
Student activity in cycle II increased compared to cycle I.
This showed that the application of student reading descriptive text in descriptive texts using the word search puzzle technique can foster student enthusiasm so that student activity increased and results learning Based on actions and observations in cycle II the advantages of the learning processed are that students are very enthusiastic in reading descriptive texts because in learning activities the researcher is maximal in guided the learning processed.
Seeing the studentsAo ability to read descriptive text and also read instructions from the word search puzzle technique in the learning processed carried out in cycle II, students have experienced the maximum point.
The researcher reflected that the word search puzzle technique really worked well in cycle II.
This can be seen from the tests in cycle II, there were five students who did not get the KKM because 3 of them were not present.
Thus, it can be said that the word search puzzle technique can improve studentsAo reading of descriptive texts in class Vi students at SMP N 4 Padangsidimpuan.
The researcher believes that based on the RPP, studentsAo reading in descriptive text in cycle II is more active in obtaining information or understanding about reading in descriptive It can be concluded that students are increasingly interested in learning because 75% of studentsAo responses using the word search puzzle technique were positive.
Based on the explanation above, finally the researcher and collaborator decided to completed cycle II, because the researcher had succeed in achieving the target in this research.
In other words, researcher have just gained hope in teaching studentsAo reading descriptive text through the word search puzzle technique in class Vi of SMP N 4 Padangsidimpuan.
This means that researcher only included students who received the KKM in general more than 80% of students received the KKM.
Questionnaires were given to students after tests and observation sheets were carried out in cycle II.
The researcher obtained the results of student responses using a word search puzzle technique where there were 19 student responses who chose Yes, 8 student responses who chose sometimes and 3 student responses who chose No.
In using the word search puzzle technique, student responses include.
can understand reading descriptive text, can increase students' interest and motivation in learning, learning becomes more interesting, interaction and collaboration in group assignments, and it is easier to work on the questions given.
Based on the results of the student responses above, the student responses using the word search puzzle technique with the number of students choosing Yes were 19 students, so it is said that 75% of the student responses using the word search puzzle technique were Positive Responses.
Category Pre-Test
Average Percent
KKM
Test Result Cycle KKM Cycle KKM Table 1.
Improving StudentsAo Reading Descriptive Text Through Word Search Puzzle TechniqueAt The Grade Vi SMP N 4 Padangsidimpuan Based on the tabel above, it could be concluded that the researcher could interpreted the result after applicated of classroom action researched from cycle I until cycle II, it could be seen from the posttest I, and posttest II.
Based on the result of the research above, this research investigates improving studentsAo reading descriptive texts through the word search puzzle technique in class Vi of SMP N 4 Padangsidimpuan.
Based on the average value and percentage from the pre-test to the cycle II, it can be seen that before applying the word search puzzle technique the researcher described the result data from the Pre-Test.
In the pre-test, the average learning score without applying the word search puzzle technique was 39.
Next, the researcher calculated the percentage of studentsAo reading scores to find out which students passed the KKM.
In the pre-cycle, it can be seen that the percentage who passed the KKM was 48.
This means that there were only 16 students who passed the KKM .
and there were 17 students who scored below the KKM.
This means that students were not successful in the cycle I.
Furthermore, the average result for cycle II was 77.
57 and it was seen that studentsAo reading had increased by 84.
Then the percentage of students who completed d the KKM in cycle II was 84.
The target for success in action research is 75%.
This showed that of the 28 students who passed the KKM, there were 5 students who were below the KKM.
Meet the criteria for action research namely AuVery GoodAy.
The results of student responses using the word search puzzle technique in the form of a questionnaire were 75% with Positive Responses.
There were 19 student responses who chose Yes, 8 student responses who chose sometimes and 3 student responses who chose No.
Based on the explanations above, it can be concluded that the percentage of students completing the KKM has increased from 48.
48% to 84.
84% in cycle II and the studentsAo responses using the word search puzzle technique 75 % indicated a Positive response.
Therefore, student learning outcomes and learning using the word search puzzle technique succeed in improving studentsAo reading descriptive texts at the grade Vi SMP N 4 Padangsidimpuan.
CONCLUSION AND SUGGESTION
Conclusion The results of the data description showed that the studentsAo reading score without using the word search puzzle technique in class Vi SMP N 4 Padangsidimpuan is 18.
18%, which can be said to be sufficient criteria.
When students donAot use the word search puzzle technique, they did not participated in reading in class, discussing, and also feel bored reading the text.
Next, the researcher calculated the percentage of studentsAo reading scores to find out which students passed the KKM.
In the pre-cycle, it can be seen that the percentage who passed the KKM was 48.
This means that there were only 16 students who passed the KKM .
and there were 17 students who scored below the KKM.
This means that students were not successful in the cycle I.
Furthermore, the average result for cycle II was 77.
57 and it was seen that studentsAo reading descriptive text had increased by 84.
Then the percentage of students who completed d the KKM in cycle II was 84.
The target for success in action research is 75%.
This showed that of the 28 students who passed the KKM, there were 5 students who were below the KKM.
Has met the criteria for action research namely Vey good.
The researcher obtained the results of student responses using a word search puzzle technique where there were 19 student responses who chose Yes, 8 student responses who chose sometimes and 3 student responses who chose No The results of the data description showed that the studentAos score in improving studentsAo reading descriptive text using the word search puzzle technique is 75% which can be said to be a good criterion.
When using the word search puzzle technique, students understand better, were more active and interested in learning to read descriptive text, especially on the topic of a place.
This can be seen from the results of student responses through So that students were enthusiastic in reading descriptive texts in two cycles and student responses during discussions.
The were several advantages and disadvantages in learning this technique, include.
the advantages of teaching this puzzle technique were that it helped in developing word recognition, learning context clues, helped in learning spelling, was fun and made students more proficient in remembering words.
The disadvantages this technique were that a lot of time was wasted in working in it.
Suggestions This research has proven that the word search puzzle technique can improve studentsAo reading of descriptive text in class Vi SMP N 4 Padangsidimpuan, so the following are recommended:
School principals should provide motivation for teachers in both the field of learning and the used of learning media in the classroom so that it supports the teaching processed and enjoyable learning activities in the classroom.
English teachers must teach English, especially in reading descriptive text, using word search puzzle techniques so that students can be active and enjoy reading material based on the context of the reading.
It iwas also hoped that they will master the development of information technology as learning medium as a form of teacher professionalism, so that students can more easily master each material presented.
when students read a text, they donAot feel bored in English class.
Students can improve their achievement in reading descriptive text by using word search puzzle techniques in active English classes and enjoying the teaching and learning processed.
Answered questions well and precisely, donAot be embarrassed to discuss and speak English in front of the class.
The researcher suggests to other researcher that the results of this research can be used as an additional reference for further research.
It can be seen that using the word search puzzle technique can improve studentsAo reading descriptive text and motivate and delight them to learn before they join the class.
The other researcher of UMTS Padangsidimpuan at the English Department could seen this research as an addition or development of other research on reading in descriptive texts.
Finally, the researcher realized that this research still had some weakness and Therefore, the researcher would like to accepted any constructive to made this research better.
REFERENCES