THE IMPLEMENTATION OF SCRABBLE BOARD GAME TO TEACH VOCABULARY AT THE ELEVENTH GRADE STUDENTS OF MUHAMMADIYAH SENIOR HIGH SCHOOL 3 BATU

THE IMPLEMENTATION OF SCRABBLE BOARD GAME TO

TEACH VOCABULARY AT THE ELEVENTH GRADE

STUDENTS OF MUHAMMADIYAH SENIOR HIGH SCHOOL 3

BATU

THESIS

Written By: WINDA WIDIAWATI

201110100311284

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

THE IMPLEMENTATION OF SCRABBLE BOARD GAME TO

TEACH VOCABULARY AT THE ELEVENTH GRADE

STUDENTS OF MUHAMMADIYAH SENIOR HIGH SCHOOL 3

BATU

THESIS

Written By: WINDA WIDIAWATI

201110100311284

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

THE IMPLEMENTATION OF SCRABBLE BOARD GAME TO

TEACH VOCABULARY AT THE ELEVENTH GRADE

STUDENTS OF MUHAMMADIYAH SENIOR HIGH SCHOOL 3

BATU

THESIS

This thesis is submitted to fulfill one of the requirements to achieve Bachelor’s Degree in English Education

Written By: WINDA WIDIAWATI

201110100311284

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis was written by Winda Widiawati and was approved on April 28, 2016

By:

Advisor II Advisor I

This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve

Bachelor’s Degree in English Education on April 28, 2016

Approved by:

Faculty of teacher and training and Education

University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes.

Examiners:

1. Dr. Sri Hartiningsih, M.M

2. Agista Nidya Wardani, M.A

3. Rina W. Setyaningrum, S.Pd., M.Ed

4. Erlyna Abidasari, MA., M.Ed

Signatures:

1. ………..

2. ………..

3. ………..

ACKNOWLEDGEMENTS Bismillahirrahmanirrahim

Alhamdulillah, praise be to the almighty Allah Subhanahuwata’ala who has given blessing and mercy to the writer in order to finish this thesis. Shalawat and

salam may be granted to our noble prophet Muhammad Shalallahua’alaihi wassallam and His family, His friends, and His followers who have brought Islam until this

present.

The writer would like to express her deepest gratitude to her thesis advisor,

Mrs Rina W. Setyaningrum, S.Pd., M.Ed and Mrs Erlyna Abidasari, MA., M.Ed who

have been very helpful, kind, and passion in giving advises ideas, and valuable time

during the process of this thesis writing.

Finally, special thanks go to her beloved father, mother, brothers and sister

sisters who always motivate, support, and pray for her to this thesis and thanks for the

loves and attentions. The writer also thanks to her beloved friends Happy Andri

Mardiatmoko and E class family of English Department 2011 who had given loves,

supports, cares, and motivations. The writer hopes that this thesis will be beneficial

for the readers.

Malang, April 28th, 2016

TABLE OF CONTENT

APPROVAL ... ii

LEGALISATION ... iii

ORIGINALITY DECLARATION ... iv

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDGEMENTS ... vii

ABSTRACT ... viii

TABLE OF CONTENTS ... ix

LIST OF PICTURES ... xii

LIST OF TABLE ... xiii

CHAPTER I INTRODUCTION 1.1 Background of Study ... 1

1.2 Statement of Problem ... 4

1.3 Purpose of Study ... 4

1.4 Significance of study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Vocabulary ... 7

2.2 Game ... 8

2.2.1 Function of Game ... 9

2.2.2 Roles of Using Game ... 9

2.2.3 Procedures in Applying Game ... 10

2.3 Scrabble Board Game ... 11

2.3.1 Rules of Playing Scrabble Board Game ... 12

CHAPTER III RESEARCH METHOD 3.1 Research Design ... 13

3.2 Subject of The Study ... 14

3.3 Research Instrument ... 14

3.3.1 Observation ... .14

3.3.2 Interview ... 15

3.4 Data Collection ... 16

3.5 Data Analysis ... 16

CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Findings ... 18

4.1.1 The Way Teacher Implemented Scrabble Board Game in Teaching Vocabulary ... 18

4.1.2 The Teacher’s Reasons in Implementing Scrabble Board Game to Teach Vocabulary ... 23

4.2 Discussion ... 24

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 26

REFERENCES APPENDIXS

LIST OF PICTURES

1.1 _... 3x3 meters square rack of scrabble board game ... 21

1.2 ... Reading the rules of playing scrabble board game ... 21

1.3 _... Taking the letters randomly ... 22

1.4 ... The clue of the word ... 22

1.5 _... Creating the word ... 23

LIST OF TABLE

REFERENCES

Ary, Donald. 2010. Introduction to research in education (eight edition). Belmont: Wadworth

Cahyani, Diah. 2013. The Implementation of Using Scrabble Game in Improving

Students’ Spelling and Pronunciation. Unpublished Thesis. Muhammadiyah University of Purworejo

Castellan, Chaterine M. 2010. Quantitative and Qualitative Research: A Vew for Clarity. International Journal of Education Vol 2. Loyola University Maryland

Cresswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. University of Nebraska-Lincoln. Pearson

Creswell, John W. 2009. “Research Design (third edition).” USA. SAGE Publication, Inc.

Daryanto. 2012. “Media Pembelajaran.”Bandung: PT. Sarana Tutorial Nurani Sejahtera

Fraenkel, Jack R and Norman E Wallen. 2006. How to Design and Evaluate Research in Education (Sixth Edition). Library of Congress Cataloging Harmer, Jeremy. 2007. The Practice of English Language Teaching. Fourth

Edition. Pearson. Longman

Hasbro. 2009. Super Scrabble. China: Winning Moves Game. Helena, Lanisia. 2007. How to Teach Vocabulary Effectively. Praia.

Huyen, Nguyen Thi Thanh and Khuat Thi Thu Nga. 2003. Learning Vocabulary through Games:The effectiveness of Learning Vocabulary through

Games. Asian EFL Journal

Kothari, C.R. 2004. Research Methodology (second revised edition). New Delhi. New

Loannou, sophie and Georgiou. 2010. Teaching English to Very Young Learners: Using Games. Cyprus Pedagogical Institute

Maria, Fulvio Di and Alberto Strade. 2012. An Artificial Intelligence that Plays for Competitive Scrabble. Unpublished thesis. Bologna

Nurjanah. 2015. Improving Students’ Competence of Vocabulary through

Scrabble Game. Unpublished Thesis. Muhammadiyah University of

Purwokerto

Putri, Dilla Siviana Anggi. 2013. The Use of Jigsaw II Technique and Still

Pictures Combination to Improve Students’ Vocabulary Mastery. Journal of English Langiage Teaching. Universitas Negeri Malang

Sanchez et.al. 2007. Interactive Games in the Teaching-Learning Process of a Foreign Language. Universidad de Quintana Roo

Schmitt, Norbert. 2000. Vocabulary in Language Teaching. London. Cambridge University Press.

Setiarini, Nuria. 2015. The Difficulties Found by the Teacher in Preparing

English Lesson Plan at SMP Aisyiyah Muhammadiyah 3 Malang.

Unpublished Thesis. University of Muhammadiyah Malang.

Sheppard, Brian. 2002. World-championship-caliber Scrabble. Journal of Artificial Intelligence, Vol.134. Elsevier Science B.V.

Sheppard, Briand. 2002. Towards Perfect Play of Scrabble. Maastrich. Universitaire Pers

Sigurdardottir, Sigridur Dogg. 2010. The use of Games in the Language Classroom. Haskoli Islands. Menntavisindasvid

Sugiyono. 2014. Metode Penelitian Kuantitaif, Kualitatif, dan R&D. Bandung. ALFABETA.

Tanjung, Andi Saputra. 2011. Reinforcing Students’ vocabulary through

Scrabble Game. Unpublished Theses. Syarif Hidayatullah State Islamic University Jakarta.

Thornbury, Scott. 2002. How to teach vocabulary. Longman.Pearson Education Limited

Warner, Howard and T Pascal Brown. 2005. Students’ Perceptions of Scrabble

as a Classroom A Learning Tool. Prospec Journal Vol. 20. United New Zealand

1 CHAPTER I INTRODUCTION

This chapter presents background of the study, statement of problems,

purpose of study, significance of study, scope and limitation, and definition of key

terms. Each section is presented as follows.

1.1Background of the Study

Vocabulary is one of the most important elements in a language. Thus, to

speak the language well, a person needs to master vocabulary. The students can

improve their vocabulary mastery by reading books, watching movie, or listening

to the music. Wilkins (in Thornbury, 2002:13) states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. So, mastering the vocabulary helps the students in learning English especially in four

English skills.

Helena (2007:12) asserts that there are some importance of vocabulary.

First, “vocabulary knowledge helps students with language comprehension”. It is clear that the comprehension of a language depends on how many words that are

known. Second, “students can understand a writer’s message only if they know the meaning of most of the words used in a text”. It means that without vocabulary knowledge in a text, the students will get misunderstanding. Third,

“vocabulary helps students with language production”. It implies that students can

2

students have to overcome the shortage of vocabulary knowledge in order to

communicate effectively.

Teaching vocabulary is not an easy task for the teachers. The teachers

must be creative to teach vocabulary when they teach their students. To help the

students understand vocabulary easier and help in teaching learning process, the

teacher needs games to be involved in teaching learning process. Learning

vocabulary by games is one of the effective and interesting ways which can be

implemented in any classroom (Huyen & Nga: 2003:14). Games are not only used

as one of educational tools that can help the students but also they are as an

activity that can make the students more fun and enjoy the teaching learning

process. By games, the teacher can deliver the material easier and it will make the

students less bored, they can also easily receive the vocabulary knowledge.

Sanchez et.al (2007:65) mentions that a game can make learners get repeated exposure to an aspect of language without being too boring. It can be concluded

that games helpthe students to learn vocabulary easier.

There is a game to teach vocabulary that can help the students in order to

learn easier, namely scrabble board game. Scrabble board game is a word game

which is played by two to four players. The points will be scored by forming

words from individual lettered tiles on a game board which is marked. The words

are formed across and down and it has to appear in a standard dictionary.

There are some previous researches related to this present research, one of

the researches was conducted by Tanjung (2011). He indicated that scrabble board

game was able to improve students’ interest in learning English at MTs Nurussalam Pondok Pinang. Besides, there was a significant improvement of

3

students’ vocabulary achievement. Cahyani (2013) found that there was the

improvement of students’ spelling and pronunciation at the fourth grade students of SD Negeri Doplang with the title the implementation of using scrabble game in

improving students’ spelling and pronunciation. Nurjanah (2015) showed that

scrabble game was able to improve students’ vocabulary mastery at grade 7A students of MTs Muhammadiyah Purwokerto in academic year 2014/2015.

Based on the description, the writer aims to describe the way scrabble

board game works in classroom activity and find out the teachers’ reasons in applying this game. Based on the writer’s experience when she did the observation at Muhammadiyah Senior High School 3 Batu, the teaching and

learning process in the classroom was still passive. There was a factor that

influence the teaching learning process. The teacher used the comparison between

Indonesian and English language by percentage for about 85%:15% because the

students were accustomed to use their mother tongue in daily life. So, if the

teacher used full English, the students would not understand the message easily.

In this case, the teacher used scrabble board game to increase the students’ ability especially in vocabulary. By playing scrabble board game, the students were

expected to know how to construct English word by using limited letters and

limited column. The achievement of this game were more skillful learners in order

to construct the word and all the vocabularies which had been mastered and

memorized.

Based on the explanation above, it is significant for the writer to search the

4

scrabble board game used by the teacher in teaching vocabulary and the teacher’s reasons of using this game.

1.2The Statement of the Problem

Based on the proposed background of the study, the writer formulated

some problems of this study:

1. How did the teacher apply scrabble board game to teach vocabulary at the

eleventh grade students of Muhammadiyah Senior High School 3 Batu?

2. What were the teachers’ reasons of using scrabble board game to teach vocabulary at the eleventh grade students of Muhammadiyah Senior High

School 3 Batu?

1.3The Purpose of the Study

The purposes of this study are to answer the research questions; that are:

1. To describe the way teacher implements scrabble board game to teach

vocabulary at the eleventh grade students of Muhammadiyah Senior High

School 3 Batu

2. To examine the teachers’ reasons of using scrabble board game to teach vocabulary at the eleventh grade students of Muhammadiyah Senior High

School 3 Batu

1.4The Significance of the Study

The result of this study is expected to give significant information to the

5

High School 3 Batu, other researchers, and the writer. For English teacher, the

result of this study will give them the information about the way of using scrabble

board game when they deliver the materials especially in teaching vocabulary. For

the students in University of Muhammadiyah Malang, the result of this study will

help them to broaden perspectives on teaching media in order to improve their

creative and innovative teaching in the future. For the students of Senior High

School 3 Batu, the result of this study can make the students learn English easier

and more fun. For the next researchers who are interested in conducting similar

studies, the result of this study can be used as a reference. For the writer, this

research can enrich her knowledge about education research.

1.5Scope and Limitation

The scope of this study focuses on the use of scrabble board game used by

the teacher of Muhammadiyah Senior High School 3 Batu in teaching vocabulary

and what the teacher’s reasons are in using scrabble board game. This study is

limited on the teacher of the eleventh grade students of Muhammadiyah Senior

High School 3 Batu.

1.6Definition of Key Terms

The definition of key terms is to avoid misunderstanding of the concepts

which are used in this study. The terms which need to be defined are as follows:

1. Scrabble board game: game in which players build words with small tiles

6

2. Vocabulary: The words that need to be enriched and established as they

1 CHAPTER I INTRODUCTION

This chapter presents background of the study, statement of problems, purpose of study, significance of study, scope and limitation, and definition of key terms. Each section is presented as follows.

1.1Background of the Study

Vocabulary is one of the most important elements in a language. Thus, to speak the language well, a person needs to master vocabulary. The students can improve their vocabulary mastery by reading books, watching movie, or listening to the music. Wilkins (in Thornbury, 2002:13) states that “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. So, mastering the vocabulary helps the students in learning English especially in four English skills.

Helena (2007:12) asserts that there are some importance of vocabulary. First, “vocabulary knowledge helps students with language comprehension”. It is clear that the comprehension of a language depends on how many words that are known. Second, “students can understand a writer’s message only if they know the meaning of most of the words used in a text”. It means that without vocabulary knowledge in a text, the students will get misunderstanding. Third, “vocabulary helps students with language production”. It implies that students can express the exact meaning precisely if they know many words. Therefore, the

2

students have to overcome the shortage of vocabulary knowledge in order to communicate effectively.

Teaching vocabulary is not an easy task for the teachers. The teachers must be creative to teach vocabulary when they teach their students. To help the students understand vocabulary easier and help in teaching learning process, the teacher needs games to be involved in teaching learning process. Learning vocabulary by games is one of the effective and interesting ways which can be implemented in any classroom (Huyen & Nga: 2003:14). Games are not only used as one of educational tools that can help the students but also they are as an activity that can make the students more fun and enjoy the teaching learning process. By games, the teacher can deliver the material easier and it will make the students less bored, they can also easily receive the vocabulary knowledge. Sanchez et.al (2007:65) mentions that a game can make learners get repeated exposure to an aspect of language without being too boring. It can be concluded that games help the students to learn vocabulary easier.

There is a game to teach vocabulary that can help the students in order to learn easier, namely scrabble board game. Scrabble board game is a word game which is played by two to four players. The points will be scored by forming words from individual lettered tiles on a game board which is marked. The words are formed across and down and it has to appear in a standard dictionary.

There are some previous researches related to this present research, one of the researches was conducted by Tanjung (2011). He indicated that scrabble board game was able to improve students’ interest in learning English at MTs Nurussalam Pondok Pinang. Besides, there was a significant improvement of

3

students’ vocabulary achievement. Cahyani (2013) found that there was the improvement of students’ spelling and pronunciation at the fourth grade students of SD Negeri Doplang with the title the implementation of using scrabble game in improving students’ spelling and pronunciation. Nurjanah (2015) showed that scrabble game was able to improve students’ vocabulary mastery at grade 7A students of MTs Muhammadiyah Purwokerto in academic year 2014/2015.

Based on the description, the writer aims to describe the way scrabble board game works in classroom activity and find out the teachers’ reasons in applying this game. Based on the writer’s experience when she did the observation at Muhammadiyah Senior High School 3 Batu, the teaching and learning process in the classroom was still passive. There was a factor that influence the teaching learning process. The teacher used the comparison between Indonesian and English language by percentage for about 85%:15% because the students were accustomed to use their mother tongue in daily life. So, if the teacher used full English, the students would not understand the message easily. In this case, the teacher used scrabble board game to increase the students’ ability especially in vocabulary. By playing scrabble board game, the students were expected to know how to construct English word by using limited letters and limited column. The achievement of this game were more skillful learners in order to construct the word and all the vocabularies which had been mastered and memorized.

Based on the explanation above, it is significant for the writer to search the information in this school to know more detail about the implementation of

4

scrabble board game used by the teacher in teaching vocabulary and the teacher’s reasons of using this game.

1.2The Statement of the Problem

Based on the proposed background of the study, the writer formulated some problems of this study:

1. How did the teacher apply scrabble board game to teach vocabulary at the eleventh grade students of Muhammadiyah Senior High School 3 Batu? 2. What were the teachers’ reasons of using scrabble board game to teach

vocabulary at the eleventh grade students of Muhammadiyah Senior High School 3 Batu?

1.3The Purpose of the Study

The purposes of this study are to answer the research questions; that are: 1. To describe the way teacher implements scrabble board game to teach

vocabulary at the eleventh grade students of Muhammadiyah Senior High School 3 Batu

2. To examine the teachers’ reasons of using scrabble board game to teach vocabulary at the eleventh grade students of Muhammadiyah Senior High School 3 Batu

1.4The Significance of the Study

The result of this study is expected to give significant information to the teachers, students of University of Muhammadiyah Malang, students of Senior

5

High School 3 Batu, other researchers, and the writer. For English teacher, the result of this study will give them the information about the way of using scrabble board game when they deliver the materials especially in teaching vocabulary. For the students in University of Muhammadiyah Malang, the result of this study will help them to broaden perspectives on teaching media in order to improve their creative and innovative teaching in the future. For the students of Senior High School 3 Batu, the result of this study can make the students learn English easier and more fun. For the next researchers who are interested in conducting similar studies, the result of this study can be used as a reference. For the writer, this research can enrich her knowledge about education research.

1.5Scope and Limitation

The scope of this study focuses on the use of scrabble board game used by the teacher of Muhammadiyah Senior High School 3 Batu in teaching vocabulary and what the teacher’s reasons are in using scrabble board game. This study is limited on the teacher of the eleventh grade students of Muhammadiyah Senior High School 3 Batu.

1.6Definition of Key Terms

The definition of key terms is to avoid misunderstanding of the concepts which are used in this study. The terms which need to be defined are as follows:

1. Scrabble board game: game in which players build words with small tiles containing letters of varying point values (Sheppard, 2002:241).

6

2. Vocabulary: The words that need to be enriched and established as they are met again because learning it is a cumulative process (Decarrico, 2011)