PENERAPAN TEKNIK TEKA TEKI SILANG DALAM PEMBELAJARAN KOSAKATA BAHASA INDONESIA BAGI PEMBELAJAR BIPA TINGKAT DASAR (Penelitian Subjek Tunggal Pada Pembelajar BIPA Tingkat Dasar asal Mexico)

Penelitian ini dilatarbelakangi oleh kemampuan kosakata pembelajar BIPA Tingkat dasar yang masih kurang. Pembelajar BIPA mengalami kesulitan dalam mempelajari kosakata dasar. Pembelajar BIPA merasa kesulitan dalam mengingat dan menuliskan kosakata sederhana dalam bahasa Indonesia. Oleh karena itu, agar pembelajar BIPA mampu memperluas kemampuan kosakatanya, diperlukan suatu inovasi pembelajaran yang menyenangkan supaya pembelajar BIPA tertarik. Maka, peneliti akan mengujicobakan penerapan teknik teka teki silang dalam pembelajaran kosakata, sehingga mampu mengatasi permasalahan kemampuan kosakata pembelajar BIPA. Metode yang digunakan dalam penelitian ini adalah metode subjek tunggal dengan desain A-B-A. Rumusan masalah dalam penelitian ini antara lain (1) Bagaimana baseline A1 kemampuan kosakata pembelajar BIPA sebelum diberi teknik teka-teki silang?; (2) Bagaimana baseline A2 kemampuan kosakata pembelajar BIPA sesudah diberi teknik teka-teki silang?; (3) Apakah teknik teka-teki silang efektif untuk pembelajaran kosakata pembelajar BIPA?. Berdasarkan perhitungan hasil penelitian rata-rata kemampuan kosakata meningkat dari baseline (A1) 62,5, intervensi (B) 75,62, dan baseline (A2) 87,5. Berdasarkan perhitungan tersebut, pembelajar BIPA mengalami overlap pada tahap baseline A1 – intervensi sebanyak 0%. Presentasi tersebut menunjukkan bahwa intervensi memengaruhi kemampuan kosakata pembelajar BIPA kea rah lebih baik. Artinya, teknik teka-teki silang efektif dalam pembelajaran kosakata BIPA tingkat dasar.; This research is motivated by the ability of BIPA learner vocabulary Basic level which is not good enough. BIPA learners have difficulty in vocabulary basic learning. BIPA learners find it difficult to remember and write a simple vocabulary in Indonesian language. Therefore, in order for BIPA learners to expand their vocabulary skills, a learning innovation that is fun is needed so that BIPA learners are interested. The researcher will try the application of crossword puzzle technique in vocabulary learning, to be able to solve the problem of learner vocabulary ability of BIPA. The method used in this research is a single subject method with A-B-A design. The formulation of the problem in this study are (1) How is the baseline A1 of BIPA learner vocabulary abilities before being given the technique of crossword puzzle ?; (2) How is the baseline A2 of BIPA learner vocabulary abilities after being given a crossword puzzle technique ?; (3) Is cross crossword technique effective for learning BIPA learner vocabulary ?. Based on the calculation of research results the average vocabulary skills increased from the baseline (A1) 62.5, interventions (B) 75.62, and baseline (A2) 87.5. Based on these calculations, BIPA learner experiences an overlap at the baseline stage A1 - intervention are 0%. The presentation shows that intervention influences the ability of the BIPA learner vocabulary become better. That is, the technique of crossword is an effective in vocabulary basic learning BIPA