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. 21. The teacher deliver the explanation related to scrabble game
clearly. 22. I would like to use scrabble to learn English for the future.
The researches made those questions based on some theories. Those questions were classified into three indicators and made in the form of close-ended.
Table 3.2 The Questionnaire Blueprint Question
Indicators Theory
Form
1-8 10
th
Grade Students‟ Difficulties in Learning
Vocabulary Huang
1999 Close-ended
9-12 The
Students‟ Perception on the Implementation of
Scrabble in Learning Vocabulary for 10
th
Grade Students
Baid Lambert 2010
Hebblethwaite in Voinov Journal
2009 Close-ended
13-22 Scrabble Help The 10
th
Grade Students to Improve Their
Vocabulary Mastery Wright, Betteridge,
Buckby 1984
Rixon 1992
Cruickshank Telfer 2001
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 of the scrabble game in teaching learning process which could improve s
tudents‟ vocabulary mastery for the 10
th
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 more deeply with open-form questions to obtain additional information. The
researcher got the complete answers from the interview from the students. The interview aimed
to find out the participants‟ and the teacher‟s opinions and feelings of using scrabble game in vocabulary learning process. According to
Wallace 1998, p. 146-147, interview is divided into three categories structured interview, unstructured interview and semi-structured interview. The interview
functioned to collect further information, clarify the data, and to obtain the additional information. The questions were in Indonesian to make it easier for students to
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.
