b. The games should keep all of the students involved and interested
c. The games should encourage the students to focus on the use of language
rather than on the language itself d.
The games should give the students a chance to learn, practice, or review specific language material
From the description above, it shows that there are many principles in the game selection, such as; the games should involve many members of the class and the
games should keep all of the students interested.
5. Scrabble Game
a. Definition of Scrabble Game
Scrabble is a board game played with two to four players with the players using their vocabulary to create words. They can make a word from 7 letters given to
each player to put on an available scrabble board in the game. One of the players must get the highest score to win the game. In Oxford Advance dictionary, scrabble is
a 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.
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b. Rules of Playing Scrabble Game
In playing scrabble game, there are any differences in conducting the rules due to different rules, which is made by each country or even region. To play scrabble
game needs rules to play it. The rules of playing the scrabble game as follows:
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a. Determine the discussion subject that will be used in the game
b. Place every stones, face to down and stir it. Then, determine who is the first
player, every player takes a stone and who gets the letter A or the nearest of it, so
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A S. Hornby, O xford Advance Learner’s Dictionary, Oxford University Press, 1985, p.
1991
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httpwww.gamehouse.com
he is the first player. And then, return the stone and stir it. Now every player takes 7 stones.
c. By using that stones in the particular time, the first player creates a word on the
board. The word can be placed from left to right or from above downward and the first word must pass the center of the board.
d. The player finishes his return by accounting the number that he achieves in his
return. Then, he can take the new stone as many it has already used. So, he still has 7 stones on his hand.
e. The player uses the time in the game is one minute to create the word.
f. The new words can be formed by:
1. Adding one or more of the letter in one word or the letter has already put
on the board. 2.
Putting the letters crossly in a word or letter that has already on the board. 3.
Placing a word in an equal line that has already on the board, with the result that create a complete word.
g. The player can use the empty stones to change the letter that he wants. And he
must say it. h.
Every player can use his turn to change the stones and take the new stones in an equal number. Then, he waits his turn to play the game.
i. All words which exists in dictionary can be used except the special name which
started by capital letter and abbreviations. Check the word with dictionary whether it corrects or not.
j. The game is going on until all of the stones finished and one of the players has
used all his stones. k.
The scores of each player can be assisted by totaling the letter‟s score that has already been on the board.
From the rules of playing scrabble above, it shows: 1.
There are many different rules conducted by each country or region. 2. Playing scrabble game needs the techniques in making a new word
from the tiles given. Making a new word needs to recognize the letter that will form a word.
C. Reinforcement
Reinforcement here can be defined as an event, a circumstance, or a condition that increases the likelihood that a given response will occur in a situation like that in
which the reinforcing condition originally occurred. In behaviorism, reinforcement refers to the consequences of desired behavior. Reinforcement may be either positive
or negative, depending on its application.
1. Reinforcers A reinforcer
is an event which controls behavior. Consequences or reinforcers may be positive things a person will try to get or retain or negative
things a person will try to avoid or escape. Reinforcers may be used to increase reinforce or decrease punish a behavior. A reinforcer may be either presented or
withdrawn to influence the strength of behavior. Thus, there are four distinct methods of influencing a behavior by presenting or withdrawing positive or negative
reinforcers. The process of reinforcement always results in an increase or strengthening of behavior. Punishment always results in a decrease or weakening of
behavior. Note that negative reinforcement should not be contused with punishment. Negative reinforcement, withdrawing something unpleasant after a behavior, has the
effect of increasing or accelerating the behavior it follows. Punishment, withdrawing something pleasant or presenting something unpleasant after a behavior, has the
opposite effect of decreasing or decelerating the behavior it follows.
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Gerald Wallace and James M. Kauffman, Teaching Children with Learning Problems
second edition, United State: Charles Merill Publishing Company, 1987, p. 29
Positive Reinforcer
Something you will work to get Positive Reinforcement
Effect: increase or strengthen behavior which produces reinforcer; acceleration of behavior.
Example Behavior: child begins assigned seatwork.
Consequence : teacher smiles at child and remarks, “good, I see you‟ve started” if the
child‟s initial effort at doing his assigned work is consistently given immediate attention and praise by the teacher, the promptness with which he begins his work
will likely increase.
Negative Reinforcer
Something you will work to avoid Punishment
Effect: Decrease or weaken behavior which produces reinforcer; deceleration of behavior.
Example Behavior: Child destroys paper other children.
Consequence : Teacher points at child and shouts “NO”
If the teacher is generally positive, controlled, and soft-spoken in his interaction with the child, but consist
ently points child and shout “no” when he begins to destroy another child‟s paper, child‟s destruction of paper will likely decrease.
2. Schedule of Reinforcement Effective control of behavior is largely a result of the arrangement of
consequences. In any behavior- management situations there are rules, either explicitly stated or implicit in the sequence of event, which determine the
arrangement of rewards and punishment. These rules which arrange the relationship
between the occurrence of behavior and its consequences are called contingencies or
