Using Scrabble Game To Improve The 10 Grade Students' Vocabulary Mastery at Sma N 2 Purworejo
Using Scrabble Game To Improve The 10 Grade Students' Vocabulary Mastery at Sma N 2 Purworejo
Using Scrabble Game To Improve The 10 Grade Students' Vocabulary Mastery at Sma N 2 Purworejo
By
Gilang Panji Sadewo
Student Number: 111214146
By
Gilang Panji Sadewo
Student Number: 111214146
Approved by
Advisor Date
2
Yuseva Ariyani Iswandari, S.Pd., M.Ed. January 18, 2016
By
Gilang Panji Sadewo
Student Number: 111214146
Board of Examiners
3
Rohandi, Ph.D
-John Rambo-
-Hatake Kakashi-
4
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
The Researcher
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LEMBAR PERNYATAAN PERSETUJUAN
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Gilang Panji Sadewo
Nomor Mahasiswa : 111214146
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempublikasikannya di internet atau media lain untuk
kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti
kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Dibuat di Yogyakarta
Pada Tanggal: 17 Februari 2016
Yang menyatakan
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Gilang Panji Sadewo
ABSTRACT
English is one of the important subjects for senior high school students,
especially 10th grade students. It is because 10th grade is a transition to the higher level
from junior high school. Vocabulary is an important aspect in English. English
teachers are required to teach vocabulary using media in order to make the students
learn easily. One of the media which can be used to teach vocabulary is scrabble
game. In this research, scrabble implemented in X-1 class of SMA N 2 Purworejo.
This research aims to find out the students’ perception on the implementation of
scrabble and how the scrabble improves 10 th grade students’ vocabulary mastery at
SMA N 2 Purworejo.
There were two research problems in this research. The first was “How is the
students’ perception on the implementation of scrabble for the 10 th grade students of
SMA N 2 Purworejo?” and the second was “How does the use of scrabble game
improve the 10th grade students’ vocabulary mastery at SMA N 2 Purworejo?” This
research is a descriptive qualitative research. The data were gathered through doing
observation, writing on the field notes, distributing the questionnaires, and
interviewing the students. The data from the observation checklist, questionnaire, and
interview instruments were analyzed to gather the information based on the students’
perception by using triangulation technique.
The result of this study showed that the students have positive perception
towards the implementation of scrabble game. Scrabble gave benefits for the students
in improving their vocabulary skills. Scrabble generated a positive learning
environment and give motivation for the students. As a result, it can maximize the
result of vocabulary learning process. Related to the second research question, using
scrabble helped the students to improve their vocabulary memorizing, pronouncing,
and spelling elements. In conclusion, scrabble helps the students in improving their
vocabulary mastery. Therefore, English teachers can use scrabble as one of media in
vocabulary learning for the students.
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Keywords: Scrabble game, games, teaching media, vocabulary
masteryABSTRAK
Sadewo. G. P (2016). Using Scrabble Game to Improve the 10th Grade Students
Vocabulary Mastery at SMA N 2 Purworejo. Yogyakarta: Sanata Dharma University.
Bahasa Inggris merupakan salah satu mata pelajaran penting bagi siswa
sekolah menengah atas, khususnya bagi siswa kelas X. Hal ini disebabkan karena
siswa kelas X merupakan masa transisi ke level yang lebih tinggi dari sekolah
menengah pertama. Vocabulary merupakan aspek penting dalam pembelajaran
Bahasa Inggris. Guru Bahasa Inggris wajib untuk menggunakan media agar siswa
dapat belajar vocabulary dengan lebih mudah. Salah satu media untuk mengajar
vocabulary adalah dengan menggunakan scrabble. Dalam penelitian ini, scrabble
diimplementasikan di kelas X-1 SMA N 2 Purworejo ketika mereka belajar
vocabulary pada teks naratif. Tujuan dari penelitian ini adalah untuk mengetahui
bagaimana persepsi siswa terhadap implementasi scrabble dalam pembelajarn
vocabulary dan bagaimana penggunaan scrabble dapat meningkatkan kemampuan
vocabulary siswa kelas X SMA N 2 Purworejo.
Penelitian ini berkenaan dengan dua masalah. Yaitu “Bagaimanakah
persepsi siswa terhadap implementasi scrabble untuk siswa kelas X SMA N 2
Purworejo?” Dan “Bagaimana penggunaan scrabble dapat meningkatkan
kemampuan vocabulary siswa kelas X?” Penelitian ini bersifat deskriptif kualitatif.
Pengumpulan data diambil dengan melakukan observasi, menulis di catatan,
menyebarkan kuesioner, dan mewawancarai beberapa siswa. Data yang diperolah
melalui instrumen observasi, kuesioner, dan interview berdasar kepada persepsi
siswa dan diolah menggunakan teknik triangulasi data.
Hasil dari penelitian ini menunjukkan bahwa persepsi siswa positif terhadap
implementasi scrabble. Scrabble dapat memberikan keuntungan bagi siswa dalam
meningkatkan kemampuan vocabulary. Scrabble dapat menciptakan situasi belajar
yang positif dan memberikan motivasi yang lebih kepada siswa sehingga dapat
membuat proses belajar menjadi maksimal. Dalam hubungannya dengan rumusan
permasalahan yang kedua, scrabble dapat membantu meningkatkan kemampuan
mengingat, pronouncing, dan spelling vocabulary siswa. Kesimpulan dari penelitian
ini adalah scrabble dapat membantu siswa meningkatkan kemampuan vocabulary.
Maka dari itu, guru dapat menggunakan scrabble sebagai salah satu media
mengajar vocabulary bagi siswa.
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ACKNOWLEDGEMENTS
In the name of Allah SWT, the Beneficent and the Merciful. All praises be to
Allah SWT lord of the world who has given the mercy and blessing for me in
completing this thesis. Peace and salutation be upon the prophet Muhammad SAW,
S.Pd., M.Ed for her guidance, inspiration, suggestion, patience and valuable time.
Moreover, I would also thank her for being the best single parent of my class C
batch 2011 in ELESP. Next, I would like to thank all of the lecturers of ELESP Sanata
Dharma University for their great teaching and patience in these four years. I am also
thankful to the Secretariat Staff, mbak Danik and mas Yudo, for helping me in
Purwanti for their never ending love, prayers, and support for my study. Without them,
I would not have the opportunity to study. My gratitude is also addressed to my lovely
Purworejo and Dra. Sri Widiyastuti as the English teacher of SMA N 2 Purworejo
who had allowed me to conduct this research on their school and class. I thank the 10 th
10
grade students of SMA N 2 Purworejo for their help and good cooperation during the
research.
Mohammad Eka Amperawan, Adityo Prawinanto, I thank them for always giving
gratitude for being inspiration, motivation, and strength. I would also thank
Muhammad Mufid Al Burhan and Ahmad Ngainur Rofiq, my senior high school
best friends, for always being my lifetime partners for almost eight years.
one by one who has helped, supported, and given his or her time to me, especially in
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TABLE OF CONTENTS
COVER PAGE...............................................................................................................i
APPROVAL PAGE.......................................................................................................ii
DEDICATION PAGE...................................................................................................iv
STATEMENT OF WORK’S ORIGINALITY..............................................................v
LEMBAR PERNYATAAN PERSETUJUAN.............................................................vi
ABSTRACT................................................................................................................vii
ABSTRAK...................................................................................................................viii
ACKNOWLEDGEMENTS.........................................................................................ix
TABLE OF CONTENTS..............................................................................................xi
LIST OF TABLES......................................................................................................xiii
LIST OF APPENDICES.............................................................................................xiv
INTRODUCTION.........................................................................................................1
A. Research Background.....................................................................................1
B. Research Problem...........................................................................................7
C. Problem Limitation.........................................................................................7
D. Research Objectives........................................................................................8
E. Research Benefits...........................................................................................8
F. Definition of Terms.......................................................................................10
REVIEW OF RELATED LITERATURE....................................................................13
A. Theoretical Description................................................................................13
1. Perception......................................................................................13
2. Vocabulary.....................................................................................16
3. The Roles of Games in Learning Vocabulary................................26
4. Scrabble.........................................................................................28
5. Scrabble and Vocabulary Skill.......................................................37
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B. Theoretical Framework.................................................................................39
RESEARCH METHODOLOGY................................................................................41
A. Research Method..........................................................................................41
B. Research Setting...........................................................................................42
C. Research Participants....................................................................................43
D. Research Instruments and Data Gathering Techniques................................43
1. Observation....................................................................................44
2. Questionnaire.................................................................................45
3. Interview........................................................................................48
E. Data Triangulation........................................................................................50
F. Data Analysis Technique...............................................................................50
G. Research Procedures.....................................................................................52
RESEARCH FINDINGS AND DISCUSSION...........................................................54
A. Research Findings.........................................................................................54
1. The Students’ Perception on The Implementation of Scrabble for
the 10th grade students of SMA N 2 Purworejo....................................54
2. How The Use of Scrabble Game Improve the 10th Grade Students’
English Vocabulary Skills?..................................................................60
B. DISCUSSION...............................................................................................65
1. The Students’ Perception on The Implementation of Scrabble
Game for The 10th Grade Students of SMA N 2 Purworejo.................65
2. How The Use of Scrabble Game Improves The 10 th Grade
Students’ Vocabulary Skill at SMA N 2 Purworejo?............................69
CONCLUSIONS AND SUGGESTIONS...................................................................73
A. Conclusion....................................................................................................73
B. Suggestions...................................................................................................74
1. For the teachers..............................................................................74
2. For the 10th grade students.............................................................75
3. For the future researchers..............................................................75
REFERENCES............................................................................................................76
APPENDICES.............................................................................................................79
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LIST OF TABLES
14
LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
In this chapter, the writer presents six sections, namely the research
A. Research Background
Nowadays, English has become one of the important languages which is used
sport events, and world trades. Moreover, people use English as a tool for
because it is used to connect society with other societies. Larsen and Long state that
English as a second language for most of the people in the world has increasingly
make a language meaningful. Webster (1988, p. 110) states that vocabulary is a list of
words usually arranged alphabetically and defined, explained, or translated into the
range of language, the stock of word a person’s command the word used in particular.
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listening, speaking, reading, and writing need a series of words that are called
proficiency and provides much of the basic for how well learners speak, read and
write” (2002, p. 255). Vocabulary is one element of language that should be learned
introducing a language.
In relation with this, vocabulary is an important aspect for school level
especially in senior high school level. However, many 10th grade students complained
that they had a huge amount of vocabulary to learn and it was difficult for them to
deal with. Many senior high school English teachers also have expressed that their
10th grade students feel pressured and frustrated by too many new words to learn.
Many teachers think there is a big gap between junior high and senior high
senior high school students and that a serious gap exists between senior high school
and junior high school English education. Huang (1999) further states that 10th grade
students have to face a huge amount of vocabulary, which is three times more than
the junior high vocabulary amount. It also indicates that many English teachers have
found that there is a vocabulary gap of vocabulary level between junior high
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graduates and 10th grade students. There are some topics in vocabulary learning for
10th grade students such as historical place, legend, science fiction, etc. Those topics
are considered as the higher level vocabulary compare to junior high school level.
Based on those facts, the researcher focused the research at SMA N 2
vocabulary skills for the students since in the 10 th grade. The students have to acquire
English vocabulary mastery since they are in the 10 th grade because it will be easier
for them if vocabulary is taught in the first year. In order to achieve a successful
experience before the implementation of scrabble game in the classroom, the students
SMA N 2 Purworejo, the researcher found that most of the students did not really
understand the materials when the teacher started to speak in English. However, when
the teacher started to speak Indonesian, the students could understand. The students
would keep quiet when the teacher explained the learning materials in English. They
did not give enough responses to answer and less active. The researcher investigated
know all words. Many students did not know the meanings of the English words used
by the teacher. It was likely that this condition was a problem in terms of students’
Learning English vocabulary is not easy for EFL (English for Foreign
Language) students. The students may find some difficulties in memorizing words.
Students may recognize a written or spoken word and think they already know that
word, but they may not be able to use that word properly or pronounce it correctly.
Even, they will not be able to spell particular word correctly. It is because English is
not their mother tongue. It is obvious that the students use their mother tongue which
students interested in learning English. It is expected that a teacher can conduct his or
her teaching and learning process in such a way that makes the students enjoy
learning English. For an example, a teacher may use determiner game to attract
students’ attention. Several experienced textbook and methodology have argued that
games are not just ice breaking activities but have a great educational value.
Through games, children experience, discover, and interact with their
attention is focused mainly on words” (1986, p. 37). Games allow the students to
relax and enjoy themselves, which means that they will have better comprehension
and retain more information. Charlotte (2011) states that educators can make
vocabulary more engaging and easier to learn through the use of games.
From this problem, the teacher has to think the strategy which helps the
students to solve their vocabulary problems in learning English. The use of game as
the learning media is one of the strategies to help the students improve their
vocabulary mastery. In teaching and learning process, the important thing is not only
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how much or how less teaching and learning is done in the classroom, but also how
the students are active and enjoy in their learning process. In learning vocabulary,
there are many kinds of games which can be used, for example scrabble, crossword
puzzle, hangman, flashcards, etc. Those games may help the students to understand
pleasant. Students have to arrange words using the given letter tiles that will fit on the
board game in order to improve vocabulary. They can consult any dictionary for
unique and unusual words though they must be prepared to define the word and prove
the game. Scrabble allows the players to use any words in English language except
for words that are capitalized which need hyphens, abbreviations, prefixes or suffixes.
Using scrabble game in teaching vocabulary will encourage the students to
memorize their vocabulary that they have saved in their memory. Scrabble game in
SMA N 2 Purworejo is really well organized. Students are really enthusiastic with this
game even the school held scrabble game tournament every year for the class meeting
event. Each class should send their own representative to join as the participant in the
tournament. Two students will compete as the representatives of each class, the
winners will get reward and trophy. The tournament followed by 24 classes using
match chart and knockout system. From this fact the writer assume that SMA N 2
Actually, scrabble game is not a new media which is used to learn vocabulary.
Although memory game like scrabble is good for helping the students to enhance
their vocabulary mastery, many teachers would argue that students will not benefit
from playing games, and it is a waste of time. Even, some teachers assumed that
vocabulary. Many teachers assumed that scrabble is used only as an ice breaking
activity. However, scrabble game at SMA N 2 Purworejo is used as the main media
when the teacher focused on vocabulary achievement for the 10th grade students. The
use of scrabble game in SMA N 2 Purworejo is different. The teacher believes that
through scrabble game will help the students learning to be successful. The teacher
uses scrabble as a learning media to help the students improve their vocabulary
mastery. The researcher would like to see how 10th grade students’ perception on the
It is hoped that the research can give information for English teachers that
they can use scrabble game as one of their teaching media in vocabulary learning so
that they can help the students in the teaching and learning process. It is proved that
scrabble which considered as out of date game still give positive impact for the
students’ vocabulary improvement. Besides, it is also expected that this research can
give information for English Language Education Study Program (ELESP) students
that they can also use scrabble game when they do the pre service teacher internship
B. Research Problem
formulated as follows.
1. How is the students’ perception on the implementation of scrabble for the 10 th
C. Problem Limitation
This study will focus on how the 10th grade students’ perception on the
improves 10th grade students’ vocabulary mastery. The participants of this study are
the 10th grade students of SMA N 2 Purworejo. The game as the media is going to
help the teacher in conveying the material easily. It can attract the students’ attention
during the teaching learning activity. Therefore, the students will not get bored and
also to determine the 10th grade students’ perceptions of the game as an effective
vocabulary.
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D. Research Objectives
The objectives of this study are to answer the problems previously stated.
Firstly, this study tries to know how the 10 th grade students’ perception on the
implementation of scrabble game. Secondly, this study aims to know how scrabble
E. Research Benefits
students who are interested in this study. This study is expected to bring a valuable
For the students, using scrabble game to learn English vocabulary can be
interesting. Hopefully, this study gives positive contributions to the 10th grade
students of SMA N 2 Purworejo. This study is expected to help the students to know
that scrabble brings positive effects, so that the students should use it properly.
Therefore, the students can improve their vocabulary mastery through scrabble and
2. The Teachers
For the teachers, using scrabble game is one of the media that can improve the
realized that scrabble which considered as an out of date game still used nicely and
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gave good result for the students’ vocabulary mastery improvement. It can be a
solution and new alternative in improving the students’ vocabulary mastery. Thus, the
English teacher can also use scrabble game as a media to introduce the new
3. ELESP Students
Hopefully this study can give benefit for the other students or researchers who
have the same interest to find the materials or references for their own research and
also generate an understanding of related study. Other researchers can use this study
as journal to develop their own research. Hopefully, this study can stimulate other
researchers to conduct further research related to this topic. Thus, this study can
inspire them to conduct further research related to the use of scrabble in class.
F. Definition of Terms
There are terms mostly used in this research that need to be defined. They are
Vocabulary is the personal collection of words that any given person knows
and uses on a daily basis. According to Steven Stahl (2005), vocabulary is knowledge
of a word which not only implying a definition, but also implies how that word fits
language that can support the learners to learn the skills of the language in terms of
reading, writing, speaking, and listening skills (1958, p. 21). Dedi Suryana, in
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supports the teaching and learning of the four language skills of reading, listening,
a) Vocabulary skill involved deducing meaning from the context, use of dictionary,
vocabulary is one of the important language components which has to reinforce for
10th grade student in order to make them easier in vocabulary mastery. Cameron
(p. 75). It means that vocabulary mastery is how to know words. According to
Nation (2001), acquiring a word means knowing its form (spoken, written, and word
functions, collocations and constraints. The writer focuses on the vocabulary teaching
techniques which use correct media which is scrabble game to deliver the material in
2. Scrabble
The term scrabble is used to describe a board game to help students improve
board game in which players try to make words from letters printed on small plastic
blocks and connect them to words that have been already placed on the board.
In this study, scrabble is a learning media to improve and help students to
master their vocabulary skill. Gagne, as cited in Arief S. Sadiman (1986, p. 6) and
Rasibah (2006, p. 18), states that media is some kinds of components around students
which stimulate them to study. The scrabble game is provided by the teacher and use
it when she wants to teach and explore vocabulary for the students. Hebblethwaite in
the Voinov journal (2009, p. 217) mentions that scrabble can offer its players. These
include intense mental activity that hones cognitive skills, practice in applying
scrabble game is a media that can expand the vocabulary and strengthen the language
ability.
3. SMA N 2 Purworejo
regency, Central Java, Indonesia. This school has a comfortable learning situation
since it is located far from the highway. This school is one of SSN (Sekolah Standar
research towards the implementation of the scrabble game used as a learning media to
improve and help 10th grade students in recalling the newly learnt vocabulary and also
vocabulary mastery.
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CHAPTER II
This part consists of two sections. The first one is the theoretical description.
It is about the direct explanations of some terms that are used in this study. The
second part is the theoretical framework. In the theoretical framework, the researcher
explains more about how the theories can help the researcher in doing the study.
A. Theoretical Description
In this part, the researcher explains the review of related literature used in
conducting the research. The theories are pertinent since they can either help to solve
the research problems or enlarge particular knowledge of the topic. There are five
theories which are discussed in this subchapter. Those are the theories of perception,
the theories of vocabulary, the roles of game in learning vocabulary, the scrabble
1. Perception
Perception becomes the concern of this study. For this reason, the researcher
provides several explanations about perception. This part will explain what
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a) Definition of Perception
Based on Bootzin, Loftus, Zajonc, and Braun (1983), perception means the
interpretation process which comes from some stimuli of their sense organs. For this
reason, perception and sensation cannot be separated in the perceptual process. Basic
sensations are always needed in order to have a meaningful interpretation. The stimuli
which help the perceptual process usually come from the previous experiences.
People will reflect the stimuli which they got from the past and gain some
information about that. They will try to compare the previous and the newest
Further, Rock said that perception is an active process (as cited in Altman,
Valenzi & Hodgetts, 1985, p. 105). The perceptual process needs an active brain to
create the perception. One of the examples is filling some incomplete sensory
information. This action simply called as subjective contours. Subjective contours are
some helping lines or shapes that appear to be a part of a figure but those are actually
not physically present. However, building a perception is not easy as it seems. During
the perceptual process, the brain is expected to organize the stimuli to create a good
meaning.
Along with Bootzin et al., Altman, Valenzi and Hodgetts (1985) also has the
same ground for perception. He states that the stimuli will be selected and grouped to
15
soon as somebody gets stimuli, their selected sense organ will interpret and give
meaning to something.
Perception,
Sensors organization, and Behavioral
Stimuli selection of interpretation of respons
stimuli stimuli
From the figure above, it can be concluded that perception has a role in
building someone’s behavior. Experiences also affect someone in building his or her
perception.
b) Perceptions’ Factors
(1985, p. 86), define several factors which influence perception. They mention four
things. Those are selection of stimuli, organization of stimuli, the situation, and the
self-concept.
The first factor is the selection of stimuli. When we are surrounded by bundle
of stimuli, we can only focus for a small number. This process is called a selection.
Selection is also a reason on why people have their own thoughts and perceive things
differently.
that the information will become meaningful. Having a good order of the sensory data
The last factor influencing someone’s perception is the self-concept. The way
people feel and perceive about ourselves is known as self-concept. Self-concept will
2. Vocabulary
There are four sections discussed in this part. They are the meaning and level
language that can facilitate and support the learner in order to reach the language
skills. This statement is supported by Burton (1982) who says that students should be
supplied with enough vocabulary in order to make them able to learn the four
language skills which are listening, speaking, reading, and writing. Fries (1952, pp.
55-56) divides the meaning of English words into two kinds. The first is lexical
meaning which refers to the words found in the dictionary. The second is structural
17
meaning that can be derived from grammatical relationship within the language or
vocabulary. It is important to introduce some English words first to the senior high
school students as a basic step to learn English vocabulary. Lado (1964) states that
there are three steps in teaching vocabulary. First, the students hear the new word for
several periods of time. It means that the teacher becomes the model of a good
pronunciation. Second, the students should be given the opportunity to pronounce the
new word. This step will help students to remember the word in a longer period of
time. When the students are wrong when pronouncing the words, the teacher should
correct it at the time by pronouncing again. The last step is that students should
an indirect description of the word, the students will be encouraged to remember the
word better. Those three steps are important in learning vocabulary and have to be
vocabularies, the students should experience those three teaching vocabulary steps.
According to Yang (2002) English for Second Language (ESL) junior high
students have to learn 1.000 words, while senior high school students have to learn
2.800 words, almost three times more than words to be learned in junior high school
(as cited in Wang, 2005, p. 4). However, not all words have equal importance in
language instruction. Therefore, teacher have to know which words they need to
teach. A word’s frequency of use, complexity, and meaning determines into which
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level it will fall. Those with mature vocabularies and age-appropriate literacy skills
understand and use words from all levels. First level called Basic Vocabulary
consists of the most basic words. These words rarely require direct instruction and
typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and
early reading words occur at this level. Examples of level one words are: book, girl,
sad, run, dog, and orange. There about 8,000 word families in English included in
level one.
consists of high frequency words that occur across a variety of domains. These words
occur often in mature language situations such as adult conversations and literature,
and therefore strongly influence speaking and reading. Level two words are the most
important words for direct instruction because they are good indicators of a student’s
progress through school. Examples of level two words are: masterpiece, fortunate,
industrious, measure, and benevolent. There are about 7,000 word families in English
etc. Students usually learn these words when a specific need arises, such as learning
amino acid during a chemistry lesson. Examples of level three words are: economics,
isotope, asphalt, Revolutionary War, and, crepe. The remaining 400,000 words in
English fall in this level. It is important to remember that level two and three words.
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There is more than one way to select the words. Word knowledge is subject to
personal experience.
b. Vocabulary Teaching
requires the students’ ability to understand the words and to use the words
appropriately. Teaching vocabulary looks very simple. The teacher only gives the
students some new words and exercises then asks the students to memorize the words
and gives the test. However, Wallace (1982) states that “learning vocabulary is a
complex process which requires the ability to recognize the words, remember them,
and to pronounce, spell and use them correctly” (as cited in Ayuningtyas, 2008, p. 2).
Therefore, it is not only memorizing lists of words and knowing the meaning of each
words.
In the vocabulary learning, the students are expected to understand the
meaning of the words, the uses of the words in sentence, and form the words in oral
and written. Vocabulary is the knowledge of words and word meanings. As Steven
Stahl (2005) puts it, vocabulary is knowledge of a word which not only implies a
definition, but also implies how that word fits into the world". Vocabulary knowledge
is not something that can ever be fully mastered; it is something that expands and
deepens over the course of a lifetime. Instruction in vocabulary involves far more
than looking up words in a dictionary and using the words in a sentence. It means that
the process of vocabulary learning is difficult because it does not only learn an aspect
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of the words. In this research, vocabulary learning is a process where the teacher
teaches the students to recognize English words in order to assist the students to reach
their goal.
In the vocabulary learning, the teachers should make the acceptable process to
the students. Therefore, the teachers should have the suitable strategies in the
suggested not only consist of teaching specific words but also aim at equipping
learners with strategies necessary to expand their vocabulary knowledge” (as cited in
Morin & Gooebel, 2001). Then, the vocabulary learning strategy needs a good
technique to help the student to get meaning and form of the words. As Allen and
Vallete (1972) state, vocabulary learning can be meaningful if the teacher can conduct
the teacher should consider the appropriate strategies and suitable techniques in
should provide practical techniques on teaching vocabulary that the students are
able to develop their learning of new words independently. Hence, Nattinger (1988, p.
63) stated that guessing vocabulary from context is the most frequently way of
discovering the meaning of new word. Similar to this Idea, Oxford and Scarcella
(1994, p. 236) also stated that guessing the meaning word from context is the most
21
useful vocabulary learning technique. Based on those ideas the teacher should ensure
that the students not only understand the meaning of words in context, but also
communicate with others. The students should be provided with some opportunities
to produce the language. In other word, the teacher should be able to lead the students
written form.
vocabulary.
1. Visual Techniques
Concerning with the visual techniques, Gairns and Redman (1980) state that
there are three form visual techniques: realia, pictures, and mime or gestures (as cited
in Marla 1999, p.12). Realia means using a variety of real object brought by the
students in the classroom. It is applied to remember the written material. The students
can act out what they read or associate physical sensation with specific words found
in reading passages. Referring to ideas mentioned above, Klippel (1994, p.115) stated
that mime or gesture is useful if it emphasizes the importance of gestures and facial
expression on communication. At the essence it can not only be used to indicate the
2. Verbal Techniques
22
opposites, scale, definition and categories. Specifically, Maria (1990, p.3) divides
introduce a word in English through the use of other word in the same language.
b. Synonyms and antonyms, which are especially important in building new
vocabulary because learners are able to know vocabulary. Synonyms are words
that have the same meaning as the unknown in a given sentence. There may be
signals that identify the presence of synonym for the students. They could be or,
commas, dashes, and colons. Meanwhile, antonyms are words that have the
identify the presence of the antonyms for readers are instead, although, but, yet,
and however.
c. Scale, which is the presentation of related words in scales that include the
combination of both verbal and visual techniques, for example, in term 32°
Based on the statement above, it can be concluded that the teachers should
know the level of students' competency and the goal of teaching in advance before
applying those techniques. The teacher should be able to lead the students to learn a
new word or some words clearly. In relation to the employment of verbal techniques
the teacher has to regard the length of time and the textbooks used.
23
3. Dictionary Techniques
technique in finding out the meaning of unfamiliar words and expression. In this
respect, the students can make use of variety of dictionaries, such as bilingual,
independence and use them is one the students centered learning activities.
Meanwhile, Gerald & Laura (1989, p.120) states dictionaries are more easily used to
determine word meaning. Moreover, Readence (1995, p.35) adds that the dictionary
definition is shared with a discussion when the words are presented both in isolated
form and in the context. In conclusion, the use of dictionary is an effective way for
the students in finding out the meaning of words. Related to techniques of teaching
vocabulary, the words are given according to the level. It means that the word which
learners to learn other language skills. This is clarified by Burton (1982) who says
that vocabulary really supports learners to learn the language skills of the target
language. That importance makes the students need a serious attention in learning
vocabulary. It becomes a great challenging act for the teacher to teach vocabulary,
what kind of methods they use, what kind of vocabulary they give, or how many
24
vocabularies they should teach. Having a rich vocabulary helps the learners to express
their ideas.
Robert Lado (1955) stated that while dealing with vocabulary one should take
three important aspects of words which are their form, their meaning, and their
distribution. The teacher should consider various kinds of classes of words in the
function of the language. Lado said that the forms, meaning, distribution and
teaching is to highlight some considerations for teachers to set up and plan a regular
vocabulary teaching and learning program with their classes. Most teachers know that
dealing with unknown word is a good and popular way to teach vocabulary. However,
students can also take benefit by doing direct and deep study of new and unknown
vocabulary. There are six considerations teachers should address when they plan a
Teachers should choose words that will be useful for their students to learn.
Useful words are words that learners will meet often, or need to use often in their
language use situations. There are frequency lists available that help identify these
useful words. For instance, The General Service List (West, 1953) is a list of the most
common 2000 words used in everyday English. This would be ideal for thee students
Amongst other lists available is the Academic Word List (Coxhead, 1998) which
25
contains the most frequent academic vocabulary. Teacher can also use their judgment
to decide which word is useful for the students but it is better to have available word
lists to help.
Many teachers do all the work for their learners by providing definitions,
it will be more meaningful for learners to do the work themselves. Let the students
There are much more terms to a word than just its meaning. For example,
among other things, students can learn a word’s stress (accent), its collocations and
word family members, its grammatical patterns and word parts, etc. Students can
enrich their knowledge of a word, and remember it better by learning more of these
different aspects. The students can be encouraged to discover these different aspects
for themselves.
It is not enough to simply tell students the meanings of words. The students
use words in meaningful writing and speaking tasks. Give the students a challenge to
find words in reading or listening passages and use these words in particular writing
and speaking tasks is a simple way to approach this. The provision of these
The students should be tested regularly. Testing can be used to give students
feedback on their success and or failure to learn and use the target words and
motivate them to study vocabulary. Regular testing can provide learners with a
chance to retrieve newly learnt words from their memories and use them in a
Students constantly forget words they have learnt. This is part of the learning
process. However, this can often frustrate teachers. It is important that teachers
remain patient with their learners and allow them a lot of opportunities to see, use and
reduce the anxiety levels in a classroom and this can in turn have a positive effect on
vocabulary learning.
games is a good way to learn vocabulary. The games used in the classroom need to be
planned in order to fulfill a specific objective, they should not be designed randomly
without context. Games will only work in the classroom if they have a specific
purpose, and if the instructions and rules are set clearly to students since the
beginning. According to Brewster (2000), games may be simple and require very
27
little planning or may need quite a bit of preparation and the use of special materials,
such as dice, boards, or picture. Wright, Betteridge, and Buckby (1984) claim that,
with the use of games the teacher can create various contexts in which students have
to use the language to communicate, exchange information and express their own
opinions.
They also said that games add variation to a lesson and increase the students’
motivation. Moreover, Baid and Lambert (2010) reported that game-based learning
can stimulate students’ cognitive skills as well as boost their motivation. Al Zaabi
(2007) advocated that learning vocabulary through games give students more chances
to learn something from one another. Zaabi also stated that the use of games helps
students to enjoy the class, which is important for success in learning. Nguyen and
Khuat (2003), affirmed that teachers appreciate games as they are enjoyable and
According to Napa (1991), there are several ways that can be used to develop
techniques such as picture, crossword puzzle, song, game, text, and translation.
vocabulary. Through scrabble the students experiment, discover, and interact with
their environment. According to Lewis & Bedson (2003), playing games in the
achieve certain goals. When the students play scrabble they required to arrange the
word per character. This activity can make their spelling ability getting better because
28
they can share their ability with their friends and check the correct spelling in the
dictionary.
Scrabble can break the tension and help the students to avoid boredom in
students’ vocabulary mastery. However, drilling is not the only way to achieve
vocabulary in an enjoyable way. When the students play scrabble, they surely expose
repetition of a word. The students also can enhance their vocabulary mastery when
play scrabble in the classroom. It is because scrabble is one of memory games which
can used in vocabulary leaning. Slattery and Willis (2001, p. 49) states, there are
many types of games, including memory and guessing games which will help
4. Scrabble
discuss how scrabble in learning vocabulary is used as the learning media. This part
discusses about two things which are the use of scrabble as the learning media and the
scrabble rules.
29
In order to make the students achieve their vocabulary skills easily, the teacher
need to use appropriate media to conduct the learning activity. Gagne, as cited in
Sadiman (1986, p. 6) and Rasibah (2006, p. 18), states that media is some kinds of
component in the surrounding around students which stimulate them to study. Briggs,
as cited in Rasibah (2006, p. 18), argues that media are all physical tools which serve
messages and make stimuli towards students to study, like book, film, cassette, etc.
used to obtain information from the sender to the receiver so that it can stimulate
that scrabble can offer its players. These include intense mental activity that hones
since the students faced difficulties such as memorizing, pronouncing, and spelling
the words. Rush (2010) states that vocabulary learning has largely been construed as
vocabulary learners. One of the biggest problems with vocabulary learning is that
what have learned today is often forgotten tomorrow. Shelby (2010), multiple sense
English words and synonyms (words with a similar meaning) present special
difficulty for foreign learners. Shelby states there are differences in English usage in
30
playing board, using letter tiles with various score values. The object of the game is to
get the highest score. Each player competes by using their tiles in combinations and
locations that take best advantage of letter values and premium squares on the board.
The combination of total score for a game may range from about 400 points to 800 or
1) Content
A playing Board, 100 Letter Tiles, 4 Tile Racks, 1 Tile Bag, 100 Letter tiles:
a) There are 98 tiles with letters of the alphabet and two blank tiles.
b) Each of the letter tiles has score values indicated by the number to the bottom
When it is played, the player must state what letter it represents, after which it
who plays first. The player who has the tile nearest the beginning of the alphabet,
31
with the blank preceding ‘A,’ plays first. The exposed tiles are put back into the
One player is selected as scorekeeper. They keep tally of each player’s score after
each turn.
b) Exchanging tiles
Any player may use their turn to replace any or all of the tiles in their rack. They
may discarding them face down, drawing the same number of new tiles, then
mixing the discarded tiles with those remaining in the bag. They then await their
Instead of placing tiles on the board, or exchanging tiles, a player may also decide
to pass, whether or not they are able to make a word (or words). However, when
The first player combines two or more of their tiles to form a word and places
them on the board to read either across or down with one tile on the center square
(ribbon). Diagonal words are not permitted. All tiles played in this and subsequent
e) Permitted words
32
You may play any words listed in a standard English dictionary except those only
spelt with an initial capital letter, abbreviations, prefixes and suffixes and words
dictionary are considered to have been absorbed into the English language and are
allowed. Prior to starting the game, all players must agree on a dictionary to be
used. Once a tile has been placed on the board, it may not be moved unless the
f) Challenging words
Once a word has been played, the word may be challenged before the score is
added up and the next player starts their turn. At this point only, you may consult
the player takes back their tiles and loses their turn.
The playing board consists of 15 x 15 squares in the playing area with grid lines
to separate the squares. There are special premium squares on the board with
A light blue square doubles the score of a letter placed on it. A dark blue square
A light red square doubles the score of the word. A dark red square triples the
score of the word. If a word crosses both premium letter and word squares, all the
33
bonus letter values are added up before the complete word score is double or
tripled. The bonus scores of the premium squares only apply to the turn in which
the tiles are placed on them. When a blank is placed on a Triple or Double Word
square, the sum of the tiles in the word is doubled or tripled even though the
blank itself has no score value. When it is placed on a Triple or Double Letter
A player completes their turn by counting and announcing their score, which is
recorded by the scorekeeper. The score for the turn is calculated by adding up all
the values of the numbers on the tiles, plus any premium values from utilizing the
premium squares.
d) Ending a turn
At the end of every turn, the player draws as many new tiles as they have played,
50 points in addition to their regular score for the turn. The 50 points are added on
The second player and then each player in turn, has the choice of exchanging
tiles, passing or adding one or more tiles to those already played so as to form
All tiles played in any one turn must be placed in one row only across or one
column only down the board. If they touch other tiles in adjacent rows, they must
form complete words crossword fashion, with all such tiles. The player gets full score
for all words formed or modified by their play. Include the bonus scores of any
premium squares on which they have placed the tiles. There are five different ways
1. Adding one or more tiles to the beginning or end of a word already on the board, or
2. Placing a word at right angles to a word already on the board. The new word must
3. Placing a complete word parallel to a word already played so that adjoining tiles
also form complete words. In this example, more than one word is formed in the same
turn and each word is scored. The common letters are counted (with full premium
value, when they are on premium (squares) in the score for each word.
5. The last variation would be to “bridge” two or more letters. (This can only happen
Sometimes a word may cross two premium word squares. The word score is doubled
then re-doubled - 4 times the complete word score; or tripled and then re-tripled - 9
The game ends when: all the tiles have been drawn and one of the players has used all
the tiles in their rack, when all possible plays have been made, and all players have
After all the scores are added up, each player’s score is reduced by the sum of
his un-played tiles, and if one player has used all their tiles, their score is increased by
the sum of the un-played tiles of all the other players. Example, if Player one has an
X and an A left on their rack at the end of the game, their score is reduced by 9 points.
The player who used all their tiles adds 9 points to their score. Remember the game
5) Rules Clarifications
a) If any tile touches another tile in adjacent rows, it must form part of a
STRAINERS.
e) All tiles played in any one turn must be placed in one continuous line only,
horizontally or vertically.
f) Players may not add tiles to various words, or form new words in different
h) When more than one word is formed in a single turn, each word is scored. The
common letters are counted (with full premium value, when they are on premium
re-doubled - 4 times the complete word score; or tripled and re-tripled - 9 times
tiles in the word is doubled or tripled even though the blank itself has no score
value. When it is placed on a Triple or Double Letter square, the value of the
over. In some games, no player succeeds in using all their tiles. In this case the
game continues until all possible moves have been made. If a player is unable to
move, they pass their turn. If all players pass twice, in consecutive turns, the game
ends.
l) A dictionary or word guide may not be used while a game is in progress to
search for words to fit the tiles on your rack. It may only be consulted after a
needs the techniques in making a new word from the tiles given. Besides, making a
new word needs the ability to recognize the letter that will form a word.
37
students, scrabble can make their process of learning vocabulary enjoyable and a lot
of fun. Hebblethwaite in the Voinov Journal (2009, p. 217) states that scrabble can
give mental activity that develops cognitive skills, practices in applying economic
principles, and activates the language learning in classroom. It means that scrabble
game can expand the vocabulary and strengthen the language ability.
spelling elements. There are some experts who support that statement as mentioned
below.
a) Memorizing
memorizing something that happened in a game and may help students remember the
language connected with it (1992, p. 82). Similarly, Wright, Betteridge and Buckby
agree that memory games “challenge the players’ ability to remember” (1984, p. 139).
Those experts state that scrabble as one of memory games can help students to
b) Pronouncing
38
The students also can improve their vocabulary mastery like pronouncing the
words. Scrabble makes the student easier to improve their pronunciation skill because
when the students play scrabble in a group they will share their pronunciation element
from one to another then they check it from the dictionary. According to Rixon,
vocabulary game provides a good chance for students to learn something from one
another (1992, p. 80). Similarly, Al Zaabi (2007) state that learning vocabulary
through games give students more chances to learn something from one another.
c) Spelling
when the student play scrabble they should arrange the word per character. According
to Cruickshank and Telfer, many types of games commonly used in second language
learning include scrabble and puzzles, in which players use principles of a subject or
B. Theoretical Framework
This part is about all major relevant theories that help the researcher in
conducting the research and answering the research questions. In analyzing the data
and answering the research questions, the researcher uses some related theories as the
groundwork. The main theories used in this study are mostly related to the meaning
and level of vocabulary, the scrabble, and the roles of games. However, the researcher
39
aims to investigate two important points of the objectives, they are the students’
perception on the implementation of scrabble for the 10 th grade students and the use
on the implementation of scrabble for 10th grade students at SMA N 2 Purworejo. The
the implementation of scrabble for 10th grade students. Based on Bootzin, Loftus,
Zajonc, and Braun (1983), perception means the interpretation process which comes
The theory of vocabulary and the roles of games in learning vocabulary is used
to help the researcher in understanding the importance of game as the learning media.
The researcher uses Baid and Lambert (2010) theory that reported that game-based
learning can stimulate students’ cognitive skills as well as boost their motivation. The
researcher also use Hebblethwaite theory that states that scrabble can give mental
activity that develops cognitive skills, practices in applying economic principles, and
To answer the second research question the researcher use Rixon theory that
memory games help students revise vocabulary and recalling something that
happened in a game may help a student remember the language connected with it
(1992, p. 82). Similarly, Wright, Betteridge and Buckby agree that memory games
challenge the players’ ability to remember (1984, p. 139). Al Zaabi (2007) advocated
40
that learning vocabulary through games give students more chances to learn
second language learning includes scrabble and puzzles, in which players use
(2001, p. 76). They are used to indicate that the use of scrabble is able to improve the
10th grade students’ vocabulary mastery which include memorizing, pronouncing, and
spelling elements.
CHAPTER III
RESEARCH METHODOLOGY
accomplish this study. It is divided into six parts. They are the research method,
A. Research Method
In this study, the researcher answers two problem formulations: (1) how is the
SMA N 2 Purworejo? and (2) how does the use of scrabble game improve the 10 th
research data collection is taken in the form of words or pictures rather than numbers.
The data includes the interview transcripts, the field notes, the photographs, the
videotapes, the personal documents, the memos, and the other official records
(Bogdan & Biklen, 1998). To answer the first research question, the researcher
described how the 10th grade students perceived the implementation of scrabble game
41
42
in SMA N 2 Purworejo related to the data from questionnaire and interview. Then, to
answer the second research question, the researcher identified the questionnaires in
order to gather the information about the 10th grade students’ vocabulary mastery
improvement through scrabble. Then, the researcher also identified the interviews
B. Research Setting
schools in Purworejo. It focused on the use of scrabble in teaching vocabulary for the
10th grade students of SMA N 2 Purworejo. The reason why the writer chose this
school was because this school is located in strategic area and consists of students
from many areas, so it has heterogenic students from many background. The use of
scrabble as the media in teaching vocabulary for senior high school in Purworejo was
rarely found. The researcher did previous project research by asking questions to
students from 12 different senior high schools in Purworejo about the implementation
of scrabble game for vocabulary learning in the classroom. The result was 9 out of 12
schools never used scrabble in vocabulary learning activity. Even, they did not know
about scrabble game before. SMA N 2 Purworejo is one of schools which used
scrabble as the vocabulary learning media and even there is a scrabble competition in
every semester.
43
C. Research Participants
The participants of this study were the students from the 10 th grade of SMA N
2 Purworejo. In conducting the study, the writer observed one group of participants.
There were thirty-three students in the class consisted of twelve male and twenty one
female students. The researcher conducted the observation and distributed the
questionnaire to the 10th grade students. For the interview, there were five students as
representatives and one English teacher. The researcher chose X-1 class to be
researched because the X-1 class is the 3rd champion for the scrabble tournament in
SMA N 2 Purworejo. Therefore, it really helped the researcher to conduct the research
because X-1 students are the real evidence that scrabble influenced the students’
reason. The reason why the researcher chose 10 th grade students was because they
were in a transitional phase. The 10th grade students are in the higher level from
junior high school. By using purposive participants’ selection method, the researcher
was able to observe and identify the participants’ characteristics that become the
typical. For representative, are chosen from the population (Ary, Jacobs, and
In the previously part, the researcher explained the method which was used in
gathering the data. In this case, instruments helped to answer the research problems.
The data gathering techniques that were employed were observation, questionnaire
and interview. In this study, the researcher observed the activities that happened in the
1. Observation
in Anditasari (2012, p. 29) states that observation enables the researcher to gather data
By using observation, the writer was able to gather data in the setting.
Before doing the observation, the writer made an observation checklist. The
observation checklist was used to indicate the kinds of information which were
needed to answer the questions. Moreover, it was also used to observe the students’
behavior during teaching-learning process. The researcher observed the students and
In this study, the researcher observed the students and the teacher. First the
not involve in the teaching learning activities. The researcher only observed the
students’ activities when the teacher applied the scrabble game. The researcher
intended to know the effects using the scrabble game in learning vocabulary for the
students. While doing the observation, the researcher took notes on the observation
sheet from the situation in the classroom. The second to be observed is the teacher.
The teacher was observed based on the ability to teach and handle the activities
The researcher did the observation before and after implementing scrabble.
2. Questionnaire
The other instrument was a questionnaire. Shohamy (1989, p. 172) states that
statements to which the subject of the research was expected to answer. The
researcher made close-ended question which consisted of “Yes” and “No” answer.
The questionnaire was made in close-ended form in order to make the participants
could answer easily. The writer provided 22 close-ended questions. The purpose of
this questionnaire is to find out and to answer the two research questions.
Questionnaire is a quick and simple way to obtain rich information about aspects of
46
the classroom and the teaching method (Hopkins, 2008). Therefore, the researcher
used the questionnaires to collect the information. Table 3.1 presents the
questionnaire that the researcher used and table 3.2 is the questionnaire blueprint.
No Statements
1. I have learned English for more than 5 years.
2. Vocabulary is one of important thing in English.
3. I need to learn vocabulary to achieve my English skill
improvement.
4. I found difficulties in learning vocabulary.
5. Learning vocabulary made me bored easily.
6. I have a difficulty in memorizing words on vocabulary learning
activity.
7. I have a difficulty in pronouncing words on vocabulary learning
activity.
8. I have a difficulty in spelling words on vocabulary learning
activity.
9. I have ever learned vocabulary using games as the media.
10. I am glad to learn English vocabulary using scrabble game.
11. Scrabble game made me motivated to learn vocabulary.
12. I am glad to learn vocabulary using scrabble game in the group.
13. Scrabble game helped me in improving my vocabulary mastery.
14. Scrabble game helped me to learn vocabulary easily.
15. Scrabble game helped me in memorizing and recalling the
words.
16. Scrabble game helped me in improving my pronunciation.
17. Scrabble game helped me in improving my spelling.
18. Through scrabble game I can learn and share vocabulary
mastery by cooperate and ask friends.
19. I could contribute actively in the group when playing scrabble.
20. Playing scrabble wasting my learning time.
47
The researches made those questions based on some theories. Those questions
were classified into three indicators and made in the form of close-ended.
3. Interview
The last instrument used for this study was an interview. This instrument was
one of the ways to get more detail information in the classroom. Interview was an
instrument to answer the two research questions. It was related to the implementation
48
of the scrabble game in teaching learning process which could improve students’
vocabulary mastery for the 10th grade students of SMA N 2 Purworejo. Interview was
the most common data gathering technique. According to Gall, Gall, and Borg
(2007), interview involves asking a series of structured questions and then probing
researcher got the complete answers from the interview from the students.
The interview aimed to find out the participants’ and the teacher’s opinions
functioned to collect further information, clarify the data, and to obtain the additional
answer the questions. This interview was done after implementing the scrabble. The
writer used note taking and tape recording to obtain detailed and further information
from the interviewees. The interview was about the problems that appeared in class
before and after using scrabble. The following table provided questions in the
interview.
Questions
1. Did you feel bored when learning vocabulary without any media? Please describe your
feeling.
49
5. Are you cooperated actively with your partner when compete the scrabble game? Why?
6. Did scrabble influence your vocabulary mastery improvement? How it can improve
your vocabulary mastery?
7. Did scrabble help you in improving your vocabulary memorizing element? How it
can improve your vocabulary memorizing element?
8. Did scrabble help you in improving your pronunciation element? How could it
improve your pronunciation element?
9. Did scrabble help you in improving your spelling element? How it can improve your
spelling element?
10. How is your teacher’s ability in delivering the explanations related to the implementation
of scrabble game?
E. Data Triangulation
In this research, the researcher used more than one data collection. It means
evidence from different individuals (e.g., a principal and a student), types of data
50
(e.g., observational field notes and interviews), or methods of data collection (e.g.,
The triangulation from the instruments and data techniques which are
observation, questionnaire and interview would be analyzed to gain the reliability and
validity of the study. Elliot as cited in Anditasari (2012, p. 33) states that data
contrasted. Moreover, according to Gall, Gall, and Borg (2007), the use of multiple
methods to collect data can enhance the validity of findings through a process called
In this part, the data techniques were expected to be able to gather the
information. The data from the observation checklist, questionnaire, and interview
order to find out the use of scrabble game in improving the 10 th grade students’
The data from the questionnaire and interview were classified into two
grade students of SMA N 2 Purworejo and the use of scrabble game in improving 10th
grade students’ vocabulary mastery. After the questionnaires were distributed, the
51
final data of the questionnaire were presented in a form of percentage. To get the
percentage of each statement, the researcher used the formula as written here:
Besides the questionnaire, the researcher also needed to analyze the data from
the interview. The data were gathered by taking the main idea from each statement
that the participants gave. This was called as a coding system. Coding system is a
system used to facilitate the categorizing and counting of specific behaviors as they
The last analysis is the interview. The goal of this step was to find additional
information to support and strengthen the analysis about the use of scrabble. From the
interview, the writer will know the opinions towards the use of scrabble in learning
vocabulary. The data from interview was analyzed by rewriting the conversation
between the researcher and the respondents. Then the researcher summarized the
data. The researcher provided ten questions and chose five students to be interviewed.
The researcher wrote the transcription of the interviews to present clearer data. After
that, the writer related the results of the interview and the questionnaire to the theories
in Chapter II.
52
G. Research Procedures
This part is aimed to find out how the 10 th grade students’ perception on the
implementation of scrabble game and how scrabble game can improve 10 th grade
students’ vocabulary mastery at SMA N 2 Purworejo. There are some procedures that
2. After the problem had found, the researcher chose the participants as the subject
of the study. The participants were chosen by using the purposive sampling.
3. Then, the researcher prepared the observation, the questionnaire, and the
interview. Before conducting the observation, the questionnaire and the interview,
the researcher asked the permission letter from the secretary of the English
Language Study Program to do the study. After that, the researcher asked the
permission letter from Dekanat of FKIP. Then, the researcher proposed the
gain the participants of the study. After all the permissions were accepted, the
researcher had a meeting with the English teacher of the second grade students to
4. After that, the researcher observed the situation of the class and the participants,
distributed the questionnaire and interviewed the students to obtain the data
53
needed. In this step, the writer might be able to see the phenomena and situation
5. Then, the researcher analyzed the data which were gathered from the observation,
triangulating the data. The observation, the questionnaire, and the interview was
6. In the next step, the researcher interpreted the findings and related to the theory
that was used as the reference of the study. After that, the researcher made a
7. The last step, the researcher reported the result based on the observation, the
This chapter is divided into two parts. The first part is the research findings
and the second part is the discussion. In the first part, the researcher presents the data
questionnaire, and interview. From the data analysis, the researcher presents the
A. Research Findings
There are two sections in this part. The first section is about the
implementation of scrabble in teaching vocabulary for the 10th grade students of SMA
N 2 Purworejo. The second section is the use of scrabble game in improving the 10 th
This section presents the findings which were related to the students’
perception on the implementation of scrabble game. The researcher divides this part
54
55
interview to find out the students’ attitude towards learning. The first question was
about whether the students face difficulties in learning. The result was twenty out of
thirty three (60,6%) students answered “Yes” they faced difficulties in learning
vocabulary. Besides, thirteen out of thirty three (39,4%) students answered “No” they
learning vocabulary about. The result of the second question was twenty two out of
thirty three (66,6%) students answered “Yes”. Besides, eleven out of thirty three
(33,4%) students answered “No” they did not bored when learning vocabulary about.
The result of the questionnaire strengthened by the interview. The researcher asked
why learning vocabulary makes the students feel bored. Students 2 and 3 stated as
follows:
S2: It was because the material always related to words. It always made me bored
easily. (Soalnya materinya cuma hubungannya sama kosakata tok mas. Itu
yang bikin aku gampang bosen kalo belajar vocab)
S3: Too many words for me to memorize. It was difficult and always made me
bored easily. (Lha banyak banget kosakata yang kudu diapalin mas. Susah
juga sih, kalo udah gitu terus males)
The data above proved that many students still faced difficulties in learning
vocabulary. Those difficulties made the students experience boredom. This problem
questionnaire to find out what kinds of difficulties that the students faced in learning
vocabulary. The first question was about whether the students found difficulties in
memorizing the words. The result was thirty one out of thirty three (93,9%) students
answered “Yes” they found difficulties in memorizing words. It was because the
students needed a good learning media to help them memorize the words. The second
question was about whether the students were difficult in pronouncing the words. The
result was twenty five out of thirty three (75,7%) answered “Yes” they were difficult
in pronouncing some words. It was difficult for second language learners to speak
with a good pronunciation because they rarely practice their English. The third
question was about whether the students were difficult in spelling the words. The
result was twenty seven out of thirty three (81,8%) students were difficult in spelling
unusual vocabulary which sometimes the found. It was because the students rarely
practiced their spelling except in the classroom. Those problems will affect the
result. The researcher tries to elaborate on the cause of their difficulties in learning
S2: Yes, sometimes those was difficult for me whether memorizing, pronouncing,
or spelling the words in a narrative text. Actually, the difficulties not only in
the narrative text. Generally, vocabulary is difficult. It would be more difficult
when we learn vocabulary in certain topic. (Iya mas, kadang aku susah buat
nginget-inget kosakata sama istilah. Cara ngucap nya juga kadang masih
salah. Sama pas waktu nulis gitu kadang juga salah huruf nya. Emang
57
dasarnya udah susah sih apalagi kalo pas tentang bacaan gitu suka nggak
umum kosakatanya ya tambah susah deh)
S4: Yes, all of them were quite difficult. Whether memorizing, pronouncing, or
spelling. Basically, I did not really like English. Narrative text was so hard for
me because it contained many unusual words. (Iya susah semua mas
pokoknya. Soalnya emang dasarnya aku nggak terlalu suka sama Bahasa
Inggris. Jadinya pas topik nya narrative text tambah susah buat aku soalnya
banyak kosakata yang nggak terlalu umum)
S5: Yes, I have got difficulties on those requirements. In the narrative text I often
found unfamiliar words which hard to memorize, pronounce, or spell, (Iya,
aku kesulitan banget buat mengingat, mengucap, sama mengeja kalo pas
kadang sering nemu kosakata yang nggak familiar di teks naratif)
From the questionnaire and the interview, it can be concluded that some of
students faced difficulties in learning vocabulary. There were three difficulties that
students faced in learning vocabulary. The students faced those kinds of difficulties
such as memorizing, pronouncing, and spelling elements. From the interview result it
can be concluded that 10th grade students got those difficulties because of unfamiliar
Vocabulary Learning
Before using the scrabble in the vocabulary learning, the teacher recalled the
previous topic. After that, the teacher divided thirty three students into eight groups
which contains of 4-5 students. There were eight scrabble boards for eight groups and
thirty three students. In a group which consisted of four people the students work in
pairs. Then, the teacher gave an explanation about rules and requirements which used
58
by the students to play scrabble related to the topic of the lesson. The last, the teacher
asked the students to discuss the meaning of the words and write down every single
word in their own group. The teacher gave the students 30-45 minutes to compete and
From the questionnaire twenty nine out of thirty three (87,8%) students were
never played scrabble game before. Scrabble was used as a game which could trigger
This statement was strengthened by the questionnaire and the interview. Based
on the questionnaire, there were thirty out of thirty three (90,9%) students agreed that
the use of scrabble attracted them. Since scrabble could attract the students, they were
very interested in using it as the media to learn vocabulary. There were twenty seven
out of thirty three (81,8%) students stated that they were enthusiastic to use scrabble.
In the interview, the researcher asked whether scrabble made the students interested.
S5: Yes, I am really interested in using scrabble to learn vocabulary. I have never
used this game before. Scrabble was never taught in my junior high school.
(Iya mas, aku tertarik banget pake scrabble buat belajar. Soalnya aku belum
pernah main game ini, dulu di SMP juga nggak pernah diajarin)
S1: Yes, I interested. Besides, it makes me enjoy the lesson and helps in learning
vocabulary. (Hooh mas, aku tertarik kalo ada game nya. Lagian kan selain
bikin asik pelajaran nya juga bantu buat belajar vocab)
Since the students were impressed and interested to use scrabble as the media
to learn vocabulary, the students’ motivation to learn vocabulary was also increased.
Thirty out of thirty three (90,9%) students answered “Yes” that scrabble made them
59
S1: Yes, it made me excited when scrabble game involved in the lesson. (Iya mas
aku sih jadinya lebih semangat kalo belajar nya pake scrabble)
S5: Excited or not it depends on the condition but overall game usually makes me
excited. (Semangat apa nggak nya tergantung sama kondisinya mas, tapi
biasanya kalo pake game ya jadi semangat)
From the result of the questionnaire and interview above, it showed that the scrabble
was successful to attract the attention and to measure the interest of the students.
The third, forth, and last statement were related to the students’ activeness
when they worked in pairs to compete scrabble in the classroom. The students were
enthusiastic when they competed scrabble among the groups. Then, the students were
cooperated actively among others in their own group. Twenty eight out of thirty three
(87,8%) students answered “Yes” that they could cooperate actively when they
worked in pairs. It can be seen from their interaction among others as well as among
teacher. This statement was strengthened by the interview’s answers from student 3
S3: Yes, we were worked in pairs and cooperated actively. It was because each
pairs wanted to give the best for the competition. (Iya mas, kita kan main nya
berpasangan jadi ya mau gak mau pasti aktif kerjasama. Soalnya tiap
pasangan kan juga mesti mau bersaing)
S4: Yes, both of us were helped each other when. We were wanted to compete
with the others. (Iya kami berdua saling bantu mikir sama nginget-inget aja
kalo pas giliran main. Kalo gak gitu kita gak bisa bersaing sama yang lain)
60
It showed that the scrabble could really make the students follow the learning
activity actively. The small competition which was planned by the teacher using
build a positive learning environment for the students and perceived positively by the
students. It can be seen from the data above that the students assumed the scrabble
game help them to improve their interest and motivation in learning vocabulary. It is
because the scrabble let the students to use their creativity. According to Domke
(1991), students have a chance to use their imagination and creativity during activities
like games in the classroom. When the students were interested in learning the
material, they would give more attention to the lesson given. That condition will give
a good achievement for both the teacher and students. On the occasion the teacher
could deliver the material very well and the students could understand what they had
2. How The Use of Scrabble Game Improve The 10th Grade Students’
In this part, the researcher presents the general statements which are related to
the use of scrabble that can improve the students’ vocabulary mastery in terms of
memorizing, pronouncing, and spelling elements. This part shows how the scrabble
memorizing, pronouncing, and spelling elements. Since the students had positive
61
learning, it showed that the scrabble game could improve the 10th grade students’
vocabulary mastery.
another. When the students played scrabble in a group, they could share their
scrabble could help the students to improve their vocabulary mastery in those three
elements. Twenty six out of thirty three (78,7%) students answered “Yes” that
scrabble made them easier to learn vocabulary. The students assumed that scrabble
made them easier to learn vocabulary because it could help them to memorize,
pronounce, and spell the words correctly. This statement was strengthened by the
S1: Yes, through scrabble game I feel that my vocabulary mastery is improved.
My vocabulary is getting better. I found many new words from the other friends that I
have never heard before. Even, sometimes we debate on a word which unusual for
some of us and find out through dictionary. (Iya mas, pake scrabble ini rasanya
kemampuan vocab saya jadi nambah makin baik lagi. Soalnya pas main scrabble kan
jadi nemu vocab baru. Malahan kadang jadi debat kalo nemu kata yang diragukan
gitu, terus kita nyari tau nya lewat kamu)
improvement. From the interview result the students answered that they can enrich
62
their vocabulary through scrabble. However, the researcher specified what vocabulary
mastery which improved because the use of scrabble. The researcher found that the
a) Memorizing
Twenty five out of thirty three (75,7%) students answered “Yes” that scrabble
memorize difficult words and also enrich their vocabulary mastery. Vocabulary
students cannot develop their vocabulary skills if they are unable to memorize the
words. Drilling the words is not the only way to achieve memorization of vocabulary.
It is lack of fun and interest, which is one of the essential components of learning.
Scrabble was used to help the students in memorizing the words in an interesting way.
When playing scrabble, the students tried to recall words that were saved on their
memory. Moreover, the students found many new words from playing scrabble with
their friends. This statement was strengthened by the result of interview from student
S5: Yes, it was quite helped me to recall words that I had learned before. I was
automatically memorized words that had saved in my memory. (Iya scrabble
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cukup ngebantu buat nginget vocab yang udah pernah dipelajari dulu. Secara
otomatis pas main scrabble aku kan terus jadi nginget-inget biar nggak
kehabisan kata)
From the interview result above, it is proved that scrabble game could
b) Pronunciation
Thirty out of thirty three students (90,9%) believed that scrabble help them to
correctly when they played scrabble in a group. It was because when the students
played scrabble in a group they will share their pronunciation each other. The
students also confirmed the correct pronunciation by asking the teacher or reading
from the dictionary. This statement was strengthened by the interview result from
S3: Yes, scrabble made my pronunciation was improved. When I played scrabble
it really embarrassing if I cannot pronounce the words correctly. So, if I find a
difficult word I tried to search how to pronounce it correctly by using online
dictionary from my cell phone. (Iya, pas main scrabble kemampuan
pronunciation ku jadi nambah mas, soalnya malu-maluin kalo gak bias
ngucap kata nya. Kalo pas nemu kata yang susah ya tinggal nyari aja gimana
cara ngucap yang bener nya lewat kamus online kan ada tuh)
64
It showed that the students could really enhance their pronunciation element
c) Spelling
Twenty five out of thirty three (75,7%) students answered “Yes” that scrabble
helped them to spell difficult and unusual words correctly. The students not only
required to spell words but they could see words that other players spelled as well.
This thing served to increase their vocabulary and had a better grasp on the spelling
of words. It was because when the students played scrabble they should arrange the
words per character. Therefore, the students’ spelling element would increase through
scrabble. This statements were also supported by the interview that scrabble
improved their vocabulary skill. The interview result from student 1 and 4 presented
as follows:
S1: Yes, that was pretty helped me to spell a word because I have to arranged the
word per character. So, I can spell the word correctly. (Ya itu cukup membantu
sih mas kalo buat aku. Soalnya pas main scrabble kan harus nyusun huruf
nya satu per satu. Jadinya paham dan bisa mengeja vocab nya)
S2: Yes, scrabble helped me to spell a difficult word. Actually, spelling was not
that difficult but sometimes when I find unusual words which usually
consisted in an articlet it would be difficult to spell. Scrabble helped to
enhance spelling element because we have to arranged the word per character.
(Iya kalo menurutku scrabble membantu buat spelling. Sebenernya sih
spelling nggak terlalu susah banget mas, tapi kadang kalo pas ketemu sama
kata yang nggak umum dipake jadi susah. Contohnya di bacaan gitu kan
banyak tuh kata-kata yang nggak umum. Nah, scrabble bisa buat bantu
kemampuan spelling karena selain aku harus nyusun huruf aku juga bisa
ngoreksi punya lawan main nya)
65
The data above proved that scrabble facilitates the students to improve their
Since most of the students agreed that the scrabble game helped the students
spelling element, the researcher concludes that the use of scrabble game in
vocabulary learning could improve the 10th grade students’ vocabulary mastery.
B. DISCUSSION
In this part, the researcher presents the data results which answer the two
scrabble for the 10th grade students of SMA N 2 Purworejo? and 2) how does the use
of scrabble game improve the 10th grade students’ vocabulary mastery at SMA N 2
This section will answer the second research question about how the
researcher took students’ perception to know the students’ responses about the
implementation of scrabble game. The researcher also wanted to know whether the
and spelling elements or not. Perception based on Altman et al. (1985) is the way of
66
someone sees reality. There are four factors which affect perception. Those are
selection of stimuli, organization of stimuli, the situation and the person’s self-
concept (Altman et al., 1985, p. 86). Identifying the students’ perceptions was easier
However, the findings showed that most of the students got positive
two parts in this section. The first part is about the students’ attitude towards
vocabulary learning. The second part is the students’ perception of scrabble game in
vocabulary learning.
scrabble through their interaction during the learning process. The 10th grade students
spelling the words. Rush (2010) states that vocabulary learning has largely been
difficulty for vocabulary learners. One of the biggest problems with vocabulary
(words with a similar meaning) present special difficulty for foreign learners. Shelby
spelling, pronunciation, vocabulary and grammar. Here is one statement about the
S4: Yes, all of them were quite difficult. Whether memorizing, pronouncing, or
spelling. Basically, I did not really like English. (Iya susah semua mas pokoknya.
Soalnya emang dasarnya aku nggak terlalu suka sama Bahasa Inggris.
The result of the findings was twenty out of thirty three (60,6%) students
answered “Yes” they faced difficulties in learning vocabulary. Besides, thirteen out of
thirty three (39,4%) students answered “No” they did not faced any difficulties on
learning vocabulary. Based on the findings, it is showed that the 10 th grade students
the teacher chose to implement scrabble as the learning media. On certain meetings,
the teacher focused the learning activity on the vocabulary achievement using
scrabble. It was conducted to avoid the students to learn passively through the
teacher’s explanation. According to Nguyen & Khuat (2002), students have not
changed their learning habits, such as writing words on paper, trying to learn by heart
or learning passively through the teacher's explanations. Therefore, the teacher tried
to create new learning situation. The use of scrabble successfully made the students’
motivation in learning vocabulary were increased. Here are the statements from the
students:
S1: Yes, I interested. Besides, it makes me enjoy the lesson and helps in learning
vocabulary. (Hooh mas, aku tertarik kalo ada game nya. Lagian kan selain bikin asik
pelajaran nya juga bantu buat belajar vocab)
S3: Yes, it made me excited when scrabble game involved in the lesson. (Iya mas
aku sih jadinya lebih semangat kalo belajar nya pake scrabble)
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As Baid and Lambert (2010) stated that game-based learning can stimulate
scrabble game tournament in every mid semester in the class meeting activity. The
students were really interested when they worked with game as their learning media.
the centre of the experience, empowers and motivates them to assume responsibility
for their own learning and adopts teaching and learning strategies designed to
encourage students to see themselves as active thinkers and problem solvers (2001, p.
183-199). Therefore, the interest of the students in teaching learning process will
determine the achievement of their study. From the statements, the researcher found
out that the 10th grade students give positive perception on the implementation of
scrabble among the groups. Then, the students were cooperated actively among others
in their own group. According to Lewis & Bedson (2003), playing games in the
achieve certain goals. Twenty eight out of thirty three (87,8%) students answered
“Yes” that they could cooperate actively when they worked in pairs. One of the
students gave her perception that the scrabble could make the students cooperate
actively in the group. The statement provided positive response about the
implementation of scrabble through group work. Here is the statement from the
student:
69
S3: Yes, we were worked in pairs and cooperated actively. It was because each
pairs wanted to give the best for the competition. (Iya mas, kita kan main nya
berpasangan jadi ya mau gak mau pasti aktif kerjasama. Soalnya tiap pasangan kan
juga mesti mau bersaing)
From the statements above, it concluded that the 10th grade students gave
When scrabble game was implemented in the class, the students became active and
independent. They shared their vocabulary mastery when they worked in their own
group. The teacher believed this learning activity can improve their vocabulary
mastery.
This part focuses on how scrabble game can improve students’ vocabulary
mastery. According to Phillips, there are many factors that affect learners: the
atmosphere of the classroom, the attitude of the teacher, and the organization of the
lesson all affect children’s learning (1997, p. 141). The students assumed that they
liked the relaxed atmosphere, the competitiveness and the motivation that scrabble
games brought to the classroom. Nguyen & Khuat (2002), states that games bring in
relaxation and fun for students, thus help them learn and retain new words easier. If
the students were having fun learning vocabulary using scrabble in learning
vocabulary, then they would have motivation to develop their vocabulary mastery.
70
The researcher used questionnaire and interview to gathered the data. Based
on the data gathered, most of the students agreed that scrabble game improved their
vocabulary mastery. If the students could improve their vocabulary, they would be
able to learn the four language skills easily. This statement was supported by Burton
(1982) who says that the students should be supplied with enough vocabulary in order
to make them able to learn the four language skills, they are: listening, speaking,
reading, and writing. Since the students had a positive learning environment, the
a) Memorizing
When playing scrabble, the students will concentrate and try to recall words
learnt in order to play the scrabble. If scrabble used in the classrooms, it will help
challenging way. There are many types of games as the vocabulary learning media,
including memory and guessing games. Scrabble game is one of memory games
which used as a vocabulary learning media. According to Rixon, memory games help
students revise vocabulary and recalling something that happened in a game may help
a student remember the language connected with it (1992, p. 82). Similarly, Wright,
71
Betteridge and Buckby agree that memory games challenge the players’ ability to
b) Pronouncing
Indonesian language that words can be read directly as same as the written words.
However, English has different way to pronounce words. Pronunciation will become
challenge for the students because they also have to know how to pronounce words.
Indonesian language. Based on the questionnaire there were thirty out of thirty three
students agreed that scrabble improved their pronunciation element. Based on the
interview, student 2 and 3 assumed that scrabble made the student easier to learn
about pronunciation. It was because when the students played scrabble in a group
they will share their pronunciation element from one to another then they confirmed it
from the dictionary. According to Rixon, vocabulary game provides a good chance
for students to learn something from one another (1992, p. 80). Al Zaabi (2007)
advocated that learning vocabulary through games give students more chances to
c) Spelling
The last and foremost advantage to scrabble is spelling. The entire game is
based around spelling. Not only the students required to spell words by their selves,
but they can see words that other players spell as well. This serves to increase their
72
vocabulary and have a better grasp on the spelling of words. This can be extremely
advantageous for the 10th grade students who are at a stage where their vocabulary is
expanding to the higher level. Student 4 agreed that scrabble helped the student to
spelled a difficult word correctly. It was because when the student played scrabble
they should arrange the word per character. According to Cruickshank and Telfer,
many types of game commonly used in second language learning includes scrabble
and puzzles, in which players use principles of a subject or discipline and solve
This chapter presents the conclusions of this study and the suggestions. In the
first part, it is about the conclusion of how is the students’ perception on the
how the use of scrabble game improves the 10 th grade students’ vocabulary mastery at
SMA N 2 Purworejo. In the second part, it contains the suggestions for teachers,
A. Conclusion
This research aims to find out the students’ perception of the implementation
of scrabble game in SMA N 2 Purworejo and to find out how the use of scrabble game
improves the 10th grade students’ vocabulary mastery at SMA N 2 Purworejo. There
are two research problems. The first is how is the students’ perception on the
implementation of scrabble for the 10th grade students of SMA N 2 Purworejo The
second is how does the use of scrabble game improves the 10th grade students’
Based on the research findings in Chapter IV, how the 10 th grade students’
perception on the implementation of scrabble is, the first, the students perceive the
implementation of scrabble game from two ways. The first way is that the students’
73
74
those three vocabulary elements which are memorizing, pronouncing, and spelling.
The second way is that the implementation of scrabble in vocabulary learning. The
10th grade students perceive that the implementation of scrabble game in vocabulary
learning could generate their learning motivation. The students could cooperate
actively in their own group when playing scrabble. It brings positive learning
Related to the second research problem, scrabble game improves the 10th
learning. The first one was vocabulary memorizing element, the second one was
vocabulary pronouncing element, and the last was vocabulary spelling element. The
mastery.
B. Suggestions
In this part, the researcher writes suggestions for some parties. There are
suggestions for the teachers, the students, and the future researchers.
75
This research proves that scrabble gives benefits for learning vocabulary. The
researcher suggests that teachers can use word game especially scrabble as one of
their techniques in teaching vocabulary for students. It is not only able to help the
students, but it is interesting for them because it makes the students fun in learning
vocabulary.
In this case, since scrabble was used by the teacher in vocabulary learning, the
researcher suggests that they shall maximize the use of scrabble so that they can
really improve their vocabulary mastery. Besides, the students should pay attention
when the teacher explained the rules of the game. So that the students can really
understand the rules of the scrabble. The researcher suggests that each student should
unclear about it. The researcher also suggests that the students should be contribute
The researcher hopes that this research can inspire other researchers to
conduct further research about the use of scrabble game in vocabulary learning. The
researcher suggests that the future researchers investigate more on the teaching
76
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VOCABULARY
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Napa, P. A. (1991). Vocabulary Development Skill. Yogyakarta: Kanisius.
Nattinger. (1988) Some Current Trends in Teaching Vocabulary. London: Longman.
Nguyen & Khuat. (2012) Learning Vocabulary Through Games. The Effectiveness of
Learning Vocabulary Through Games, 8-9.
Oxford & Scarcella. (1994). Second Language Vocabulary Learning Among Adults.
London: State of Art in Vocabulary Instruction.
Rasibah. (2006). The Efectiveness of using Flashcards in Teaching Simple Past Tense.
Jakarta: FITK UIN.
Readence. (1995). Content: Area Reading, 2nd Edition
Slattery, M. & Willis, J. (2001). English for primary teachers: A handbook of
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Stahl, S.A. 2005. Four problems with teaching word meanings (and what to do to
make vocabulary an integral part of instruction). In E.H. Hiebert and M.L.
Kamil (eds.), Teaching and learning vocabulary: Bringing research to
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Suryaa, D. (1990). Teaching Vocabulary. Bandung: UPI.
Voino, V. (2009). Words should be fun: Scrabble as a tool for language preservation
in Tuvan and other local languages, 4, 213-230.
Wang, K.C. (2005). Vocabulary Learning Difficulties for Senior I Students in Taiwan.
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Wright, A., Betteridge, D. & Buckby, M. (1984). Games for Language Learning.
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APPENDICES
80
APPENDIX 1
Questionnaire Result
81
Questionnaire Result
No Statements Yes No
1. I have learned English for more than 5 years. 32 1
2. Vocabulary is one of important thing in English. 33 0
3. I need to learn vocabulary to achieve my English skill 33 0
improvement.
4. I found difficulties in learning vocabulary. 20 13
5. Learning vocabulary made me bored easily. 22 11
6. I have a difficulty in memorizing words on vocabulary learning 27 6
activity.
7. I have a difficulty in pronouncing words on vocabulary learning 29 4
activity.
8. I have a difficulty in spelling words on vocabulary learning 30 3
activity.
9. I have ever learned vocabulary using games as the media. 28 5
10. I am glad to learn English vocabulary using scrabble game. 30 3
11. Scrabble game made me motivated to learn vocabulary. 30 3
12. I am glad to learn vocabulary using scrabble game in the group. 30 3
13. Scrabble game helped me in improving my vocabulary mastery. 33 0
82
words.
16. Scrabble game helped me in improving my pronunciation 27 6
element.
17. Scrabble game helped me in improving my spelling element. 25 8
18. Through scrabble game I can learn and share vocabulary 30 3
mastery by cooperate and ask friends.
19. I could contribute actively in the group when playing scrabble. 31 2
20. Playing scrabble wasting my learning time. 6 27
21. The teacher deliver the explanation related to scrabble game 29 4
clearly.
22. I would like to use scrabble to learn English for the future. 30 3
83
APPENDIX 2
Questionnaire Percentage
84
Questionnaire Percentage
No Statements Yes No
1. I have learned English for more than 5 years. 96,9% 3,1%
2. Vocabulary is one of important thing in English. 100% 0%
3. I need to learn vocabulary to achieve my English skill 100% 0%
improvement.
4. I found difficulties in learning vocabulary. 60,6% 39,4%
5. Learning vocabulary made me bored easily. 66,6% 33,4%
6. I have a difficulty in memorizing words on vocabulary 81,8% 18,2%
learning activity.
7. I have a difficulty in pronouncing words on vocabulary 87,8% 12,2%
learning activity.
8. I have a difficulty in spelling words on vocabulary learning 90,9% 9,1%
activity.
9. I have ever learned vocabulary using games as the media. 84,8% 15,2%
10. I am glad to learn English vocabulary using scrabble game. 90,9% 9,1%
11. Scrabble game made me motivated to learn vocabulary. 90,9% 9,1%
12. I am glad to learn vocabulary using scrabble game in the 90,9% 9,1%
group.
13. Scrabble game helped me in improving my vocabulary 100% 0%
mastery.
14. Scrabble game helped me to learn vocabulary easily. 90,9% 9,1%
15. Scrabble game helped me in memorizing and recalling the 75,7% 24,3%
words.
16. Scrabble game helped me in improving my pronunciation 81,8% 18,2%
element.
17. Scrabble game helped me in improving my spelling element. 75,7% 24,3%
18. Through scrabble game I can learn and share vocabulary 90,9% 9,1%
mastery by cooperate and ask friends.
19. I could contribute actively in the group when playing scrabble. 93,9% 6,1%
20. Playing scrabble wasting my learning time. 18,2% 81,8%
21. The teacher deliver the explanation related to scrabble game 87,8% 12,2%
85
clearly.
22. I would like to use scrabble to learn English for the future. 90,9% 9,1%
86
APPENDIX 3
Questionnaire Blueprint
APPENDIX 4
Interview Questions
Interview Questions
89
Questions
1. Did you feel bored when learning vocabulary without any media? Please describe your
feeling.
5. Are you cooperated actively with your partner when compete the scrabble game? Why?
7. Did scrabble help you in improving your vocabulary memorizing element? How it
can improve your vocabulary memorizing element?
8. Did scrabble help you in improving your pronunciation element? How it can improve
your pronunciation element?
9. Did scrabble help you in improving your spelling element? How it can improve your
spelling element?
10. How is your teacher’s ability in delivering the explanations related to the implementation
of scrabble game?
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APPENDIX 5
Interview Result
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Interview Result
R: Hae dek, lagi selo kan? Mau nanya nanya dikit boleh ya huehe
R: Gini, kamu kan tadi udah belajar vocab pake scrabble to? Sebelumnya di SMP
pernah main scrabble nggak?
S2: Belum pernah mas baru tadi ini tau ada game gituan.
R: Oke kalo gitu, dulu pas km belum tau ada game scrabble suka bosen gak kalo
belajar vocab? Kalo iya kenapa?
S2: Iya biasanya mboseni mas kalo belajar vocab paling banter ya mbuka nutup
kamus. Soalnya materinya cuma hubungannya sama kosakata tok mas. Itu yang bikin
aku gampang bosen kalo belajar vocab.
R: Oh gitu, kalo diantara suruh nginget kata tertentu, pronunciation, sama mengeja
yang paling susah yang mana?
R: Pronunciation itu pengucapan nya, jadi nek ada kata yang susah misalnya
“architecture” gitu kamu bisa ngucapin nya dengan benar nggak?
S2: Woalaaah, lha itu susah semua e mas hahaha. Iya gitu mas, kadang aku susah buat
nginget-inget kosakata sama istilah. Cara ngucap nya juga kadang masih salah. Sama
pas waktu nulis gitu kadang juga salah huruf nya. Emang dasarnya udah susah sih
apalagi kalo pas tentang bacaan gitu suka nggak umum kosakatanya ya tambah susah
deh.
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R: Hmm oke I see, lha nek ini tadi pake scrabble bikin asik gak? Jadi semangat
belajar nggak?
S2: Ya jadi jauh lebih mendingan sih mas jadi nggak mboseni, sampe pada ubruk
ribut dewe gitu tadi kan saking asik nya haha
R: Iya asal ributnya tetep fokus di scrabble ndakpapa hehe. Lha tadi kamu ikut aktif
kerjasama sama partner kamu nggak hayo?
S2: Ikutan yo mas, tapi tadi rodo waton nggak manut sama aturan main nya yang
penting mbuh piye carane nyusun huruf jadi kata gitu aja hahaha
R: Woh malah waton haha. Hmm tadi kamu kan bilang kalo km susah buat nginget
vocab, pronunciation sama spelling. Nah melalui scrabble ini km merasa kemampuan
kamu di 3 elemen itu jadi makin baik gak?
S2: Lha soalnya kan tadi main nya rame-rame jadi nya bisa kerjasama. Kalo ngga tau
tinggal nanya aja sama pasangan nya kalo gak ya mbuka kamus aja. Kalo belajar
sendiri cepet bosen.
R: Jadi intinya kamu merasa terbantu buat memperkaya vocab kamu ya?
S2: Iya membantu banget mas buat memperkuat kemampuan nginget vocab juga.
Soalnya kan mau nggak mau kita kudu nginget-inget vocab dari apa yang udah kita
pelajarin.
S2: Iya pake scrabble jadi lebih gampang buat belajar ngomongnya mas soalnya bisa
nanya sama temen di kelompok, kalo belum yakin ya kita cek aja di kamus online kan
ada tuh yang ada suaranya.
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S2: Iya kalo menurutku scrabble juga membantu buat spelling. Sebenernya sih
spelling nggak terlalu susah banget mas, tapi kadang kalo pas ketemu sama kata yang
nggak umum dipake jadi susah. Contohnya di bacaan gitu kan banyak tuh kata-kata
yang nggak umum. Nah, scrabble bisa buat bantu kemampuan spelling karena selain
harus nyusun huruf aku juga bisa ngoreksi punya lawan main.
R: Hmm okedeh kalo gitu udah cukup gitu aja. Makasih banget ya dek ya, maap lho
ini jadi ganggu waktu istirahat mu.
APPENDIX 6
Scrabble Board
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Scrabble Board
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