Improving vocabulary in English subject by using scrabble for second grade class of SMP N 3 Patuk Gunungkidul
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IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pravita Pangesti Dewi
Student Number: 081214019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pravita Pangesti Dewi
Student Number: 081214019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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Dedicated to:
My beloved parents
My sisters and brother
My Future
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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.
Yogyakarta, July 16th, 2013
The writer
Pravita Pangesti Dewi
081214019
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Pravita Pangesti Dewi
Nomor Mahasiswa
: 081214019
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas 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 meminta ijin dari
saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 16 Juli 2013
Yang menyatakan
(Pravita Pangesti Dewi)
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ABSTRACT
Dewi, Pravita Pangesti. 2013. Improving Vocabulary in English Subject by
Using Scrabble for Second Grade Class of SMP N 3 Patuk Gunungkidul.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
This study focuses on the use of scrabble to help improve vocabulary in
the class for the second grade students of SMP N 3 Patuk Gunungkidul
Yogyakarta. The minimal achievement of vocabulary test and the use of
ineffective and inefficient method to teach English vocabulary in Junior High
School become the background of this research. The major concern was of the
description of scrabble implementation in the classroom and the extent to which
the use of scrabble could help the students improve their vocabulary in playing
scrabble.
In this study, the writer employed a survey study as a research method.
Later, to select the sample of the research, the writer applied purposive participant
selection method. To answer those two problems, the writer conducted an
observation on the students and the teacher to investigate how scrabble was
implemented in vocabulary lessons as well as to identify whether scrabble was
appropriate for the second grade students of SMP N 3 Patuk Gunungkidul or not.
The writer also distributed questionnaires to provide information, and the result
was analyzed. An interview on the students was also conducted to gain additional
information related to the effect of using scrabble.
Results of the study revealed that scrabble improved students' vocabulary
mastery especially in mastering vocabulary that they learned and also assisted
students in answering the questions given. It also increased their confidence in
pronouncing words spontaneously. However, there were also some students who
liked to apply the vocabulary in writing. This study showed that scrabble was
appropriate in helping to improve vocabulary in the classroom for Junior High
School students.
As a final point, this study is expected to bring contributions as a media in
improving teaching vocabulary in the classroom and increasing students’
confidence. Besides, to develop and improve teacher’s creativity so as to make the
teaching learning process in the classroom more effective and successful.
Keywords: vocabulary, grade 2 junior high school, scrabbles.
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ABSTRAK
Dewi, Pravita Pangesti. 2013. Improving Vocabulary in English Subject by
Using Scrabble for Second Grade Class of SMP N 3 Patuk Gunungkidul.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Skripsi ini fokus dalam penggunaan scrabble untuk membantu
meningkatkan penguasan kosa kata dalam kelas bagi siswa kelas 2 SMP N 3
Patuk Gunungkidul Yogyakarta. Hal yang melatarbelakangi penelitian ini adalah
minimnya penguasaan kota kata yang mereka miliki serta metode yang digunakan
untuk mengajar kosa kata Bahasa Inggris di SMP ini masih belum efektif dan
membuat siswa merasa bosan.
Hal utama yang perlu diperhatikan adalah mengenai gambaran
penerapan scrabble di dalam kelas, serta sejauh mana penggunaan scrabble
dapat membantu siswa meningkatkan kosa kata dengan bermain scrabble dan
penerapan scrabble di dalam kelas dilakukan.
Dalam skripsi ini, peneliti menggunakan penelitian survey sebagai metode
penelitian. Kemudian untuk memilih sample penelitian menggunakan Purposive
Participant Selection Method. Untuk menjawab kedua permasalahan tersebut,
penulis mengadakan observasi pada siswa dan guru untuk mengetahui
bagaimana scrabble di implementasikan di pelajaran vocbulary juga untuk
mengidentifikasi apakah scrabble adalah media yang sesuai untuk mengajar di
palajaran vocabulary untuk siswa kelas 2 SMP N 3 Patuk. Penulis juga
membagikan kuisioner untuk mendapatkan informasi yang kemudian dianalisa.
Wawancara dilakukan untuk mendapatkan informasi tambahan yang
berhubungan untuk mengetahui efek penggunaan scrabble.
Hasil dari penelitian mengungkapkan bahwa scrabble dapat
meningkatkan penguasaan kosa kata siswa khususnya dalam penguasaan kosa
kata yang baru mereka pelajari dan juga membantu siswa dalam menjawab soal
yang diberikan. Selain itu juga dapat meningkatkan kepercayaan diri mereka
dalam melafalkan kosa kata yang ada secara spontan. Tetapi ada juga siswa yang
suka menerapkan kosa kata tersebut secara tulisan. Dalam penelitian ini jelas
terlihat bahwa dalam membantu meningkatkan kosa kata di dalam kelas
penerapan scrabble sangatlah tepat bagi para siswa SMP.
Dengan demikian, studi ini diharapkan memberikan kontribusi sebagai
media lain untuk meningkatkan pengajaran kosa kata dalam kelas serta
meningkatkan percaya diri siswa sekaligus untuk mengembangkan dan
meningkatkan kreatifitas pengajar agar proses belajar mengajar di kelas menjadi
lebih efektif dan berhasil.
Kata kunci:vocabulary, 2 grade junior high school, scrabbles.
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ACKNOWLEDGEMENTS
I have been so impressed, and delighted by the accomplishment of this
thesis. None of this success would have happened without the help of a lot of
great people to whom I would like to express my gratitude.
First of all, I would like to give thanks to the Owner of my life, Allah
SWT for the love, the guidance and wonderful days given to me. I do believe that
this thesis would not have come to its completion without Allah SWT’s
remarkable help.
I also would like to deliver my gratitude to all respondents of my study.
They are the English teacher and the students of SMP N 3 Patuk Gunugkidul. I
really thank them for allowing me to conduct the study in the class and for the
sincere participation.
In this opportunity, I would also like to express my sincere thankfulness to
Drs. Barli Bram, M.Ed., Ph.D. as my major sponsor, for his great advice, as well
as encouragement during the accomplishment of this little piece of hard work. The
gratitude is also expressed to the English Language Education Study Program of
Sanata Dharma University secretariat staff for helping me during this process.
My special thankfulness is addressed to my beloved family, my father
Sunar Wibowo, Bsc. for his support and prayer and my mother, Siti Nuryanti,
S.Pd.,M.Pd for her prayer, support, love, suggestions and patience. My beloved
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sisters and brother Amelia Ratnawati, ST, Nur Widya Eka Agustin, SIP.,
Denny Restu Widyanto for many years of support so I could finish my thesis.
Finally, special thanks are directed to my best friends Ayu, Ambar, Sinta,
Carol, Wanda, Clara, Andang, Yosua, Dimas, Diah and Yuan. I thank them
for all the support so that I could succeed in this study and for always being there
for me. I want to express my gratitude also to Andang as the best supporter
during the accomplishment of my study.
Last but not least, my gratitude also belongs to a group of people whose
names cannot be mentioned individually, but without their support, directly or
indirectly, this thesis would not have been completed.
Pravita Pangesti Dewi
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TABLE OF CONTENTS
TITLE PAGE ……………………………………………….................................
i
APPROVAL PAGES ……………………………………....................................
ii
STATEMENT OF WORK’S ORIGINALITY………………………………....
v
PERNYATAAN PERSETUJUAN PUBLIKASI ………………………………...
vi
ABSTRACT ………………………………………………………………….......
vii
ABSTRAK ………………………………………………………………………...
viii
ACKNOWLEDGEMENTS ……………………………………………………..
ix
TABLE OF CONTENTS ………………………………………………………..
xi
LIST OF FIGURES ……………………………………………………………...
xiv
LIST OF APPENDICES ………………………………………………………...
xv
CHAPTER I. INTRODUCTION
A. Research Background ……………………………………………..
1
B. Research Problems ………………………………………………...
5
C. Problem Limitation ………………………………………………..
5
D. Research Objectives ……………………………………………….
5
E. Research Benefits …………………………………………………
6
F. Definition of Terms ………………………………………………
7
CHAPTER II. A REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………………..
9
1. Vocabulary Teaching .......……………………………………..
9
a. The Meaning of Vocabulary ……………………………....
10
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b. Techniques of Teaching Vocabulary ……………………….
11
c. Background of Vocabulary Teaching ....................................
13
d. Principles of Vocabulary Teaching .......................................
15
2. Roles of The Games in Learning Vocabulary ............................
17
3. Scrabble ......................................................……………………
18
a. Definition of Scrabble ............................................................
18
b. The Scrabble Rules ................................................................
18
4. Effect of Scrabble in Learning Vocabulary ................................
20
B. Theoretical Framework ……………………………………………
21
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ………………………………….…………........
23
B. Research Setting ..............................................................................
24
C. Research Participants ……………………………………………..
25
D. Research Instrument and Data Gathering Technique …………….
25
1. Observation …………………………...……………………….
26
2. Questionnaire …………………………………………….........
27
3. Interview …………………………………………....................
27
E. Data Analysis Technique ………………………………………....
28
F. Research Procedures ……………………………………………...
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Implementation of Scrabble in Teaching Vocabulary for
Second Grade Students in SMP 3 Patuk Gunungkidul ..................
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B. The Effects of Implementing Scrabble towards the Students
Vocabulary Knowledge in English Subject.....................................
34
1. Scrabble Makes Students Happy and Enthusisatic to Learn
English .........................................................................................
36
2. Scrabble Improves Students Vocabulary .....................................
42
3. Scrabble Improves Students English Skill ...................................
45
4. Scrabble Makes the Teaching Lerning Effective .........................
48
5. Students Want to Use Scrabble to Learn English Further ...........
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………..………………...……....
B. Suggestions ……………………………………………………….
1. Suggestion for Teachers ……………………………………….
2. Suggestion for Students ……………………………………......
3. Suggestion for Future Researchers ………………………….....
REFERENCES ………………………………………………………………….
APPENDICES …………………………………………………………………..
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LIST OF FIGURES
Figure
Page
Figure 4.1 Students’ response to “Scrabble makes the students more enthusiastic
to learn English” ……...………………………….….…......................
36
Figure 4.2 Students’ response to “The activity in the class makes students
bored”....................................................................................................
38
Figure 4.3 Students’ response to “Scrabble makes students happy in learning
English” …………………………........................................................
39
Figure 4.4 Students’ response to “Scrabble makes it easier for students to
memorize new vocabulary” ..................................................................
41
Figure 4.5 Students’ response to “Scrabble improve students’ vocabulary” .........
43
Figure 4.6 Students’ response to “Scrabble allows students to do the vocabulary
task” ......................................................................................................
47
Figure 4.7 Students’ response to “Scrabble makes the teaching learning
effective” ..............................................................................................
49
Figure 4.8 Students’ response to “Students want to use scrabble to learn English
further” .................................................................................................
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LIST OF APPENDICES
Appendix A: Letter of Permission ………………………………………………...
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Appendix B: Observation Checklist ………………….…………………………...
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Appendix C: Questionnaire …………………………………………………….....
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Appendix D: The Frequency and Precentage of Students’ Response to Each
Statement of the Questionnaire ........................................................
71
Appendix E: Raw Data of the Questionnaire ……………………...………….......
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Appendix F: The Guiding Questions of Students’ Interview ……………………..
78
Appendix G: The Students’ Interview Transcript ………………………………...
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CHAPTER I
INTRODUCTION
In this chapter, the writer will present six sections, namely the research
background of the study, problem formulation, problem limitation, research
objectives, research benefits and definition of terms.
A. Research Background
Nowadays, English has become one of the important languages which are
used as an international language. It is used in all world activities, such as
conferences, sport events, and world trades. Moreover, people used English as a
tool for communication among them in the world. It is strongly related to societies
live because it is used to connect society with other societies. Larsen and Long
say that English as a second language for most of the people in the world has
increasingly become international language for international relations. (1991, p.
1). It will be hard to master language without mastering on understanding certain
numbers of vocabularies. Vocabulary is central to language and of critical
importance to typical language learner without a sufficient vocabulary; one cannot
communication effectively or express their ideas in both oral and written form.
Related to the English teaching-learning process, language skills such as
listening, speaking, reading, and writing needs a series of words that are called
vocabulary. In other words, vocabulary is an important role in English language
teaching. Richards and Renandya state that “vocabulary is a core of language
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proficiency and provides much of the basic for how well learners speak, read and
write” (2002, p. 255). Therefore, Vocabulary is one of the important factors in
English language. Vocabulary is one of the elements of language that should be
learned and taught. Vocabularies become central to any language acquisition
process especially in introducing language. Based on explanation above,
vocabulary is always related to words. In learning language, vocabulary is one of
the step to knowing the words, understanding the meaning and used them in
sentences.
The students have to acquire English that involve those four language skills.
According to Krashen, Long, and Scarcella (1979) quoted by Larsen and Long
(1991, p. 155), since they are still young, it is easier for them to learn a language.
Vocabulary plays an important role. It means that vocabulary is the basic elements
before they learn to speak, listen, speak and read. Learning vocabulary is very
important especially in English Second Language. 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. It is because English is not their mother
tongue. It is obvious that children use their mother tongue which is not English at
home. According to Richards and Renandya, “without an extensive vocabulary
and strategies for acquiring new vocabulary, learners often achieve less than their
potential and may be discouraged from making use of language learning
opportunities around them” (2002, p. 255).
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In order for students to be easily memorizing words and use the words
properly, the teachers should give the students chances to develop their
vocabulary knowledge. To put it simply, the students ask for an easy and simple
way to retain the vocabulary that they have learnt, and etc. (Khuat, Teaching
journal, 2003). After giving explanation, usually the teacher asks the students to
answer the questions written and oral about the difficult words. Therefore, the
students in teaching-learning process feel bored and fearful with the activity in
class.
Teacher needs to apply techniques which make the students interested in
learning English. It is expected that a teacher can conduct his/her teaching and
learning process in such a way that makes the students enjoy learning English. As
an example a teacher may use game to attract his/her students’ attention. 'Many
experienced textbook and methodology manuals writers have argued that games
are not just time-filling activities but have a great educational value. Games add
variation to a lesson and increase motivation by providing a plausible incentive to
use the target language. For many children between four and twelve years old,
especially the youngest, language learning will not be the key motivational factor.
Games can provide this stimulus (Lewis, 1999). Through games, children
experiment, discover, and interact with their environment (Lewis & Bedson, 2003,
p. 5). Games will provide excellent opportunities in using vocabulary. Lee says
that “a vocabulary game is one in which the learners’ attention is focused mainly
on words” (1986, p. 37). Games allow students to relax and enjoy themselves,
which often means that they will comprehend better and retain more information.
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This statement supports by Charlotte. He states that educators can make
vocabulary more engaging and easier to learn through the use of games (2011).
Learning vocabulary is actually fun, depend on how people think that it is
easy to understand then we can use it in the right context. Sometimes teacher
thinks that the students already understood the material so the teacher ignores to
explain the meaning of the words. Actually the students feel reluctant to ask
question. The teacher only asks the students to find the meaning from the
dictionary or other sources. In this case, a teacher is going to help the students to
enrich their vocabulary knowledge. On the other hand, a teacher asks the students
to list several difficult vocabularies.
From this, the teacher has to think the ways which help the students to
improve their vocabulary in learning English. The use of game is one of the ways
to help them. In learning vocabulary, there are many kinds of game which can be
used, for example scrabble, crossword puzzle, hangman, flash cards, and etc.
Those games may help the students to understand vocabularies easily. In this
study, the writer focuses on the implementation of scrabble. The writer chooses
scrabble because the implementation of scrabble in education is rare. Whereas,
scrabble is one of game which is require the students to develop their vocabulary
knowledge. Students have to arrange words using the given letter tiles that will fit
on the board game in order to improve vocabulary, game players can consult a
dictionary for unique and unusual words, though they must be prepare to define
the word and prove the game. Through scrabble, the students may be able to
easily memorize words and use the words properly.
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B. Research Problems
In this study, the writer formulates the problems as follows:
1. How scrabble is implemented in English subject for the second grade students
of SMP N 3 Patuk Gunungkidul?
2. What are the effects of implementing scrabble in improving the second grade
students of SMP N 3 Patuk Gunungkidul’s vocabulary?
C. Problem Limitation
This study will focus on the effect of implementing scrabble in improving
the second grade students of SMP N 3 Patuk Gunungkidul’s vocabulary. The
participants of this study would be the second grade students of SMP N 3 Patuk
Gunungkidul. The game as the media is going to help the teacher in conveying the
material easily. It is able to attract the students’ attention during teaching learning
activity.
The writer intends to discuss the effects of implementing scrabble by
knowing its influences on the students. It is also to determine the students’
perceptions of the game as a quick and effective way to reinforce essential
concepts and vocabulary.
D. Research Objectives
The objectives of this study are to answer the problems previously stated.
Firstly, this study tries to know how the implementation of teaching English using
Scrabble is in improving students’ ability to master vocabulary. Secondly, this
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study aims to know the effects of implementing scrabble in improving students’
vocabulary.
E. Research Benefits
This study would be useful for students in SMP N 3 Patuk Gunungkidul,
teachers in SMP N 3 Patuk Gunungkidul and other resources who are interested in
this study. This study is expected to bring a valuable contribution to the English
Language Teaching (ELT).
1.
The Students
For the students, using scrabble to learn vocabulary can be an interesting
way to learn English. By doing this, the students are expected to be able to learn
English using scrabble. Thus, the students can enjoy being involved in teachinglearning process.
2.
The Teacher
For the teacher, using scrabble is one of media that can improve the
quality of teaching-learning process. Besides, the teacher gets the new alternative
to increase the students’ understanding of given material. If the teacher knows that
scrabble brings positive effects to the students, he will use the scrabble for
teaching vocabulary. On the other hand, if the teacher knows that scrabble brings
a negative effect for the students, he has to find the reason why scrabble has a
negative effect to the students.
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3.
Other Researchers
Hopefully this thesis can give benefit for the other researchers who have
the same interest and generate an understanding of related study. This study can
inspire them to conduct further research related to the use of scrabble in class.
F. Definition of Terms
To clarify the terms used in this thesis, the writer would like to define
them as follows:
1.
Vocabulary
Vocabulary is the personal collection of words that any given person
knows and uses on a daily basis. Vocabulary can always be improved and for
some people is quit extensive (Grace, 2013). Wikipedia defines vocabulary is the
set of words within a language that are familiar to that person. A vocabulary
usually develops with age, and serves as a useful and fundamental tool for
communication and acquiring knowledge. Acquiring an extensive vocabulary is
one of the largest challenges in learning a second language. According to Kreidler
(1958, p. 21) vocabulary is defined as a stock of words in language that can
support the learners to learn the skills of the language.
2.
Scrabble
Scrabble game is a classic crossword pattern game that forces players to
rearrange their chosen letters to find new words that can connect with letters of
already played words. Not only do players have to have an extensive vocabulary
in order to play Scrabble, but they need to be able to create words using the given
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letter tiles that will fit on the game board. In order to build a vocabulary even
further, game players can consult a dictionary for unique and unusual words,
though they must be prepared to define the word and prove the game (Karam,
2006).
3.
Improving
Bussinesdictionary defines improving “as an act of enhancing or making
better in terms of quality, value or usefulness. This can be by making ideas,
objects or processes more desirable by adding or removing components. The term
can be also be applied to people as well, via methods such as performance reviews
which are meant to try and improve an employee in some manner.”
4.
Second Grade Students
In this study, the second grade students are the participants or respondents
of the study. Most of the students on the second grade of Junior High School are
age 14 up to 15 years old. Because students at their level are demanded to develop
their competence in understanding about functional text related to their
environment. They are chosen because they are in the middle position and they
are still on the transition position from child to adult.
5.
SMP 3 Patuk Gunungkidul
SMP 3 Patuk Gunungkidul is located in Putat, Patuk, Gunungkidul. This
school is a place to conduct the study. SMP 3 Patuk is a public school. There are
26 teachers and 9 staffs.
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CHAPTER II
A REVIEW OF RELATED LITERATURE
This chapter presents a review of related literature used in this study. The
first part presents theoretical description which consists of theories to be
explained and described. The second part presents theoretical framework, the
writer relates the theories to the study.
A. Theoritical Description
In this case, the writer 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. Those
theories consist of theories about vocabulary teaching, the roles of the games in
learning vocabulary, scrabble, and the effects of implementing scrabble in
learning vocabulary.
1.
Vocabulary Teaching
Vocabulary is an important part of language learning. Teaching
vocabulary requires the students’ ability to understand the words and to use the
words appropriately. Teaching vocabulary looks very simple. The teacher only
gives them some new words, and exercise, asks the students to memorize the
words, and gives a test. Wallace (1982, p. 144) as cited in Ayuningtyas (2008, p.
2) says that “learning vocabulary is a complex process which requires the ability
to recognize the words, remember them, and to pronounce, spell and use them
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correctly.” Therefore, it is not only memorizing lists of words and knowing them
but also understanding them. According to Dale vocabulary development in
school must be a planned program. A planned vocabulary program provides the
student with a great opportunity to build new concepts upon old ones (para. 5). He
then continous by saying “the development of vocabulary must be seen as a part
of the major communication program of the school. Beginning in the early grades,
the teacher can introduce the student to vocabulary study habits that should
increase transfer potential” (1971, p. 5).
a.
The Meaning of Vocabulary
According to Kreidler (1963, p. 21), vocabulary is a stock of words in a
language that can be facilitating and supporting the learner in order to reach the
language skills. This statement is supported by Burton (1982, p. 99) 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. Fries (1952, pp. 55-56) divides the meaning of English words into two
kinds:
1.
Lexical Meaning
Lexical meaning refers to the words found in the dictionary.
2.
Structural meaning
Structural meaning can be derived from grammatical relationship within
the language or from the word order.
Therefore, learning a language, including English cannot be separated
from its vocabulary. It is important to introduce some English words first to the
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Junior 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 remember
the word in a longer period of time. When the students pronounce words wrongly,
the teacher should correct it by pronouncing it again. The last step is students
should predict the meaning of the unfamiliar word. The teacher may give the
definiton to describe the word indirectly. By using an indirect description of the
word, the students will be encouraged to remember the word better (para. 121).
Those three steps are important in learning vocabulary and have to be
considered in the learning process. In order to be able to master and understand
vocabularies, the students should experience those three teaching vocabulary
steps.
b.
Techniques of Teaching Vocabulary
According to Kurniasih (1993, pp. 19-20), there are some techniques in
teaching vocabulary for the begginer class:
i.
Repetition
The teacher reads or pronounces the words and then the students repeat.
ii. Picture
The teacher brings some pictures of objects with the name of the objects
written down below the picture. When the students seem to understand the given
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material, the teacher will ask them to mention the name of the pictures by
covering the writing.
iii. Realia
It means showing the students real objects, so that the learning is
meaningful. For example the teacher brings some fruits in the basket and shows
each fruit to the students.
iv. Story
It is used in order not to burden the students. The story should be easy to
understand. The story should not be long. The students will be interested if there
are some pictures to describe the story.
v.
Songs
The athmosphere of the class will be full of fun by introducing songs in
class. The songs make the students relaxed and enjoy the learning.
vi. Games
The nature of the young learners are active, vigorous, enthusiastic and full
of energy.
Related to technique of teaching vocabulary, the words are given
according to the level. The words which are selected should be appropriate to the
students’ level. Dale (1971, p. 8) has criteria of the simplest words for the
beginning level. The criteria are: (1) the simple words can be sensed. (2) the
simple words are necessary to speak almost any sentence. (3) the simple words are
in the everyday vocabulary of most people. (4) the simple words are those which
have been experienced and internalized and will never be forgotten.
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Teacher should have the excellent way to make the students interested in
learning English vocabulary then the teaching learning objectives can be carried
out successfully. The atmosphere in the teaching-learning process also influences
young learners in learning language. The comfortable atmosphere motivates
young learners in following teaching-learning process. It is essential to make
learners relax in the teaching-learning process (Cole, 1996).
c.
Background of Vocabulary Teaching
Learning language is not only learning about a language but also learning
about its vocabulary. Vocabulary is one of the important elements which can
support the learners to learn other language skills. This is clarified by Burton
(1982, p. 98) who says that vocabulary really supports learners to learn the
language skills of the target language. Having a reach vocabulary helps the
learners to express their ideas, vividly, and without repeating yourself in
composition. Richards and Renandya states that “vocabulary teaching and
learning were often given little priority in second language program, but recently
there has been a renewed interest in the nature of vocbulary an its role in learning
and teaching” (2002, p. 255).
Based on Nation’s statement (2002, p. 1) there are four backgrounds of
teaching vocabulary. The first is learning from meaning-focused input. It involves
learning from listening and reading. Reading has long been seen as a major source
of vocabulary growth. The second is learning from meaning-focused output. It
involves learning or establishing language items through speaking or writing. The
third is language-focused learning. It involves deliberate learning. This technique
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is learning a language by consciously paying attention to the language features
such as sounds, spelling, vocabulary, grammar or discourse. It also involves study
of language system. The last is fluency development. In this case, the learners
have already learned the word and they know it well. It covers the four skills of
listening, speaking, reading and writing. Wallace describes as cited in Tanjung
(2011, p. 23), there are some points that the teacher should consider when he/she
is teaching vocabulary:
1.
Aims
Aims influence the teaching-learning material and the teaching-learning
process. Therefore, the teacher has to understand the aim of teaching vocabulary.
2.
Quantity
The quantity of vocabulary should be suited to the learners’ need.
Therefore, the teacher has to decide the quantity of vocabulary to be learned.
3.
Need
Need is closely related to the motivation. Students should have motivation
of learning so that the goal of teachig-learning process can be achieved.
4.
Frequent exposure and repetition
Repetition should appear frequently since the students are not able to
remember a new foreign word by hearing it once. There has to be a certain
amount of repetition until there is evidence that students have learned the target
word.
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5.
Meaningful Presentation
The students should understand the words they learn. The learner must
have a clear and specific understanding of what it denotes or refers to.
6.
Situation of Presentation
The list of vocabulary should appear in everyday situations so that it is
easier for students to memorize them. The choice of words can be varied
according to the situation (form informal to formal). So that a student will learn to
use the aooropriately words.
d.
Principles of Vocabulary Teaching
From time to time, the students try and practice English to get wider range
of vocabulary. By having a wider range of vocabulary in their mind it can help
them to communicate in English better.
Vocabulary is important in learning English. Because of its importance,
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 vocabularies they should
teach. According to Schmitt there are some key principles in teaching vocabulary
(as cited in Tanjung, 2001, p. 22): (a) building a large sight of vocabulary. (b)
integreating new words with previous words. (c) providing a number of
encounters with a word. (d) promoting deep level of processing. (e) facilitating
imaging. (f) making new word “real” by connecting them to the student’s word in
some way. (g) using variety techniques. (h) encouraging independent learning
strategies.
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According to Nation (2001, pp. 135-141), as cited in Ayuningtyas (2008,
pp. 17-18) there are four principles in learning vocabulary. Namely:
1.
Focus on the most useful vocabulary first
Teaching useful vocabulary will give the learners the best result for their
learning. It is related to vocabulary selection. The teacher needs to rely on the
most useful vocabulary in order to meet the needs of various goals and conditions.
In teaching vocabulary, the vocabulary or the material must be allocated to
appropriate lessons.
2.
Focus on the vocabulary in the most appropriate way
This principle relates to how the words are taught and learned by the
students in an appropriate way. The teacher should be able to see what the most
suitable way is in teaching vocabulary from the high frequency words to the low
frequency words.
3.
Give attention to the high frequency words across the four strands of course
High frequency words should be given fully attention and become priority
to be taught, since they mostly appear in listening, writing, speaking, reading also
they are related to receptive and productive use.
4.
Encourage learners to reflect and take responsibility for learning
Learners should control the learning process. Learners should be able to
take responsibility for their learning. The teacher acts as a facilitator who must
transfer the language skills. In order to take this responsibility, it requires: (1)
knowledge of what to learn and range of learning vocabulary, (2) skill in choosing
the best options, and (3) the ability to monitor and evaluate progress with those
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options. It can be concluded that, the students are the only one who is responsible
to learn and carry on learning in teaching learning process.
2.
The Roles of the Games in Learning Vocabulary
According to Khan in Suyanto (2007, p. 117), games may be simple and
require very little planning or may need quite a bit of preparation and the use of
special materials, such as dice, boards, or picture. He then saying that game is an
activity which is done based on certain rules. Games are fun and young learners
like to play them. Through games young learners experiment, discover, and
interact with their environment (Lewis & Bedson, 2003, p. 5). Games in the
language classroom help young learners to see learning English enjoyable and
rewarding. Playing games in the classroom develops the ability to co-operate,
competitive, and works together to achieve certain goals (Lewis & Bedson, 2003,
p. 6). They also said that games add variation to a lesson and increase the
students’ motivation.
Based on Klauer (1998), there are some characteristics of games:
a. A game is governed by rules. Playing just to pass the time will not have the
same effect. To make a simple activity into a game just give a couple of rules
and that is all.
b. A game has objectives. One of the rules, and probably the main one, is the
achievement of an objective. This objective can be something like making
points for correctness or finishing an activity first.
c. A game is a closed activity. Games must have a beginning and an end. It must
be easy for the players, or the teacher, to know who is about to reach the aim.
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d. A game needs less supervision from the teacher. This must be understood as
linguistic supervision. Sometimes the game is conducted by the teacher who
acts as a judge, a scorer and/or a refree.
3.
Scrabble
This study focuses on learning vocabulary using scrabble. It is necessary to
discuss how scrabble in learning vocabulary is used. This part presents two things:
definition of scrabble and the scrabble rules.
a.
Definition of Scrabble
Based on to allwords.com, scrabble is a board game in which players draw
letter tiles and take turns to make interlocking words like a crossword, scoring
points according to the letters played and their positions on the board. Scrabble is
a game which can help the students in learning vocabulary. Learning vocabulary
is challenging. The students have to know and memorize the word well and
organized. In Oxford Advanced Dictionary (2000), “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.”
b. The Scrabble Rules
Based on scrabble Official Rules, there are special rules to play scrabble.
The instruction of this game is:
Two to four players play in any game of Scrabble. The goal of this game is to
score more points than one’s opponent. A player collects points by placing words
on the game board. Each letter has a different point value, so the strategy is
playing words with high scoring letter combinations.
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Using scrabble game, the students are able to find any words based on the
topic that they learned. For example: on that day the students learn about recount
text so they have to find the form of verb in the past form.
According to Gamehouse.com there are 10 rules for playing scrabble. The
rules for playing the scrabble game can be seen as follows:
a. Determine the discussion subject that will be used in the game.
b. Place every tile, face down and stir it. Then, determine who the first player is.
Every player takes 8 tiles.
c. By using that tile 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 tiles as many as he has already used. So, he
still has 8 tiles in his hand.
e. The player has one minute to create the word.
f. The words can be formed by:
1. Adding one or more of the letters in one word or the letters that have already
been put on the board.
2. Putting the letters closely in a word or letters that have already been put on
the board.
3. Placing a word in an equal line that is already on the board, with the result
of creating a complete word.
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g. The player can use the empty tiles to change the letter that he wants. And he
must say it.
h. All words which exist in the dictionary can be used except special names
starting with capital letters and abbreviations. The player should dictionary
whether it is correct or not.
i. The game goes on until all of the tiles are finished and once the players have
used all their tiles.
j. The scores of each player can be assigned by counting the letters’ score that
has already been on the board.
From the rules of playing scrabble above, it shows that there are many
different rules conducted by each country or region. Playing scrabble game needs
the techniques in making a new word from the tiles given. Making a new word
needs the ability to recognize the letter that will form a word.
4.
Effect of Scrabble in Learning Vocabulary
In a class situation, the way of teaching-learning vocabulary is mostly
monotonous and students will get bored easily. The teacher drills the words to the
students and asks them to do some exercises, i.e. completing sentences using the
suitable word given. Another example is students are asked to match words on
column A with the suitable definition on column B. Those kinds of exercises will
not attract students’ attention. This can have a negative influence on the teachinglearning process in the classroom.
Srabble is one of the word games used to learn vocabulary. Scrabble is a
familiar game but the price of the game is rather expensive. However the game is
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available in softcopy and online. So, they don’t have to spend money buy it.
Actually scrabble is like a crossword puzzle or a word game. The participants
have to arrange the letters so as to make it a word with a meaning. They have to
think about the word before merging those words. In learning vocabulary scrabble
is very useful. By using scrabble, the learners can memorize the words while
playing a game. For Junior High School students, this game can make their
process of learning vocabulary enjoyable and a lot of fun.
B. Theoretical Framework
This study is about improving vocabulary by using scrabble for second
grade class of junior high school. In this case, the writer helps the students in
learning vocabulary in English.
This section involves the summary of the theories that the writer uses. To
conduct the study, the writer uses the principles of teaching vocabulary from
Nation because these principles are helping the teacher to overcome the difficulty
in teaching vocabulary. The teacher should apply the guiding principles in
vocabulary teaching.
Learning techniques are evidently vital for students to acquire a second
language, since they allow learners to have opportunities for language acquisition.
Teaching-learning using games is seen as one of the most supportive technique
that helps the teacher to teach vocabulary. It provides the students with various
vocabulary of second language acquisition and also involves real-world co
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IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pravita Pangesti Dewi
Student Number: 081214019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pravita Pangesti Dewi
Student Number: 081214019
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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Dedicated to:
My beloved parents
My sisters and brother
My Future
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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.
Yogyakarta, July 16th, 2013
The writer
Pravita Pangesti Dewi
081214019
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Pravita Pangesti Dewi
Nomor Mahasiswa
: 081214019
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
IMPROVING VOCABULARY IN ENGLISH SUBJECT
BY USING SCRABBLE FOR SECOND GRADE CLASS
OF SMP N 3 PATUK GUNUNGKIDUL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas 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 meminta ijin dari
saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal 16 Juli 2013
Yang menyatakan
(Pravita Pangesti Dewi)
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ABSTRACT
Dewi, Pravita Pangesti. 2013. Improving Vocabulary in English Subject by
Using Scrabble for Second Grade Class of SMP N 3 Patuk Gunungkidul.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
This study focuses on the use of scrabble to help improve vocabulary in
the class for the second grade students of SMP N 3 Patuk Gunungkidul
Yogyakarta. The minimal achievement of vocabulary test and the use of
ineffective and inefficient method to teach English vocabulary in Junior High
School become the background of this research. The major concern was of the
description of scrabble implementation in the classroom and the extent to which
the use of scrabble could help the students improve their vocabulary in playing
scrabble.
In this study, the writer employed a survey study as a research method.
Later, to select the sample of the research, the writer applied purposive participant
selection method. To answer those two problems, the writer conducted an
observation on the students and the teacher to investigate how scrabble was
implemented in vocabulary lessons as well as to identify whether scrabble was
appropriate for the second grade students of SMP N 3 Patuk Gunungkidul or not.
The writer also distributed questionnaires to provide information, and the result
was analyzed. An interview on the students was also conducted to gain additional
information related to the effect of using scrabble.
Results of the study revealed that scrabble improved students' vocabulary
mastery especially in mastering vocabulary that they learned and also assisted
students in answering the questions given. It also increased their confidence in
pronouncing words spontaneously. However, there were also some students who
liked to apply the vocabulary in writing. This study showed that scrabble was
appropriate in helping to improve vocabulary in the classroom for Junior High
School students.
As a final point, this study is expected to bring contributions as a media in
improving teaching vocabulary in the classroom and increasing students’
confidence. Besides, to develop and improve teacher’s creativity so as to make the
teaching learning process in the classroom more effective and successful.
Keywords: vocabulary, grade 2 junior high school, scrabbles.
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ABSTRAK
Dewi, Pravita Pangesti. 2013. Improving Vocabulary in English Subject by
Using Scrabble for Second Grade Class of SMP N 3 Patuk Gunungkidul.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Skripsi ini fokus dalam penggunaan scrabble untuk membantu
meningkatkan penguasan kosa kata dalam kelas bagi siswa kelas 2 SMP N 3
Patuk Gunungkidul Yogyakarta. Hal yang melatarbelakangi penelitian ini adalah
minimnya penguasaan kota kata yang mereka miliki serta metode yang digunakan
untuk mengajar kosa kata Bahasa Inggris di SMP ini masih belum efektif dan
membuat siswa merasa bosan.
Hal utama yang perlu diperhatikan adalah mengenai gambaran
penerapan scrabble di dalam kelas, serta sejauh mana penggunaan scrabble
dapat membantu siswa meningkatkan kosa kata dengan bermain scrabble dan
penerapan scrabble di dalam kelas dilakukan.
Dalam skripsi ini, peneliti menggunakan penelitian survey sebagai metode
penelitian. Kemudian untuk memilih sample penelitian menggunakan Purposive
Participant Selection Method. Untuk menjawab kedua permasalahan tersebut,
penulis mengadakan observasi pada siswa dan guru untuk mengetahui
bagaimana scrabble di implementasikan di pelajaran vocbulary juga untuk
mengidentifikasi apakah scrabble adalah media yang sesuai untuk mengajar di
palajaran vocabulary untuk siswa kelas 2 SMP N 3 Patuk. Penulis juga
membagikan kuisioner untuk mendapatkan informasi yang kemudian dianalisa.
Wawancara dilakukan untuk mendapatkan informasi tambahan yang
berhubungan untuk mengetahui efek penggunaan scrabble.
Hasil dari penelitian mengungkapkan bahwa scrabble dapat
meningkatkan penguasaan kosa kata siswa khususnya dalam penguasaan kosa
kata yang baru mereka pelajari dan juga membantu siswa dalam menjawab soal
yang diberikan. Selain itu juga dapat meningkatkan kepercayaan diri mereka
dalam melafalkan kosa kata yang ada secara spontan. Tetapi ada juga siswa yang
suka menerapkan kosa kata tersebut secara tulisan. Dalam penelitian ini jelas
terlihat bahwa dalam membantu meningkatkan kosa kata di dalam kelas
penerapan scrabble sangatlah tepat bagi para siswa SMP.
Dengan demikian, studi ini diharapkan memberikan kontribusi sebagai
media lain untuk meningkatkan pengajaran kosa kata dalam kelas serta
meningkatkan percaya diri siswa sekaligus untuk mengembangkan dan
meningkatkan kreatifitas pengajar agar proses belajar mengajar di kelas menjadi
lebih efektif dan berhasil.
Kata kunci:vocabulary, 2 grade junior high school, scrabbles.
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ACKNOWLEDGEMENTS
I have been so impressed, and delighted by the accomplishment of this
thesis. None of this success would have happened without the help of a lot of
great people to whom I would like to express my gratitude.
First of all, I would like to give thanks to the Owner of my life, Allah
SWT for the love, the guidance and wonderful days given to me. I do believe that
this thesis would not have come to its completion without Allah SWT’s
remarkable help.
I also would like to deliver my gratitude to all respondents of my study.
They are the English teacher and the students of SMP N 3 Patuk Gunugkidul. I
really thank them for allowing me to conduct the study in the class and for the
sincere participation.
In this opportunity, I would also like to express my sincere thankfulness to
Drs. Barli Bram, M.Ed., Ph.D. as my major sponsor, for his great advice, as well
as encouragement during the accomplishment of this little piece of hard work. The
gratitude is also expressed to the English Language Education Study Program of
Sanata Dharma University secretariat staff for helping me during this process.
My special thankfulness is addressed to my beloved family, my father
Sunar Wibowo, Bsc. for his support and prayer and my mother, Siti Nuryanti,
S.Pd.,M.Pd for her prayer, support, love, suggestions and patience. My beloved
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sisters and brother Amelia Ratnawati, ST, Nur Widya Eka Agustin, SIP.,
Denny Restu Widyanto for many years of support so I could finish my thesis.
Finally, special thanks are directed to my best friends Ayu, Ambar, Sinta,
Carol, Wanda, Clara, Andang, Yosua, Dimas, Diah and Yuan. I thank them
for all the support so that I could succeed in this study and for always being there
for me. I want to express my gratitude also to Andang as the best supporter
during the accomplishment of my study.
Last but not least, my gratitude also belongs to a group of people whose
names cannot be mentioned individually, but without their support, directly or
indirectly, this thesis would not have been completed.
Pravita Pangesti Dewi
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TABLE OF CONTENTS
TITLE PAGE ……………………………………………….................................
i
APPROVAL PAGES ……………………………………....................................
ii
STATEMENT OF WORK’S ORIGINALITY………………………………....
v
PERNYATAAN PERSETUJUAN PUBLIKASI ………………………………...
vi
ABSTRACT ………………………………………………………………….......
vii
ABSTRAK ………………………………………………………………………...
viii
ACKNOWLEDGEMENTS ……………………………………………………..
ix
TABLE OF CONTENTS ………………………………………………………..
xi
LIST OF FIGURES ……………………………………………………………...
xiv
LIST OF APPENDICES ………………………………………………………...
xv
CHAPTER I. INTRODUCTION
A. Research Background ……………………………………………..
1
B. Research Problems ………………………………………………...
5
C. Problem Limitation ………………………………………………..
5
D. Research Objectives ……………………………………………….
5
E. Research Benefits …………………………………………………
6
F. Definition of Terms ………………………………………………
7
CHAPTER II. A REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………………..
9
1. Vocabulary Teaching .......……………………………………..
9
a. The Meaning of Vocabulary ……………………………....
10
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b. Techniques of Teaching Vocabulary ……………………….
11
c. Background of Vocabulary Teaching ....................................
13
d. Principles of Vocabulary Teaching .......................................
15
2. Roles of The Games in Learning Vocabulary ............................
17
3. Scrabble ......................................................……………………
18
a. Definition of Scrabble ............................................................
18
b. The Scrabble Rules ................................................................
18
4. Effect of Scrabble in Learning Vocabulary ................................
20
B. Theoretical Framework ……………………………………………
21
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ………………………………….…………........
23
B. Research Setting ..............................................................................
24
C. Research Participants ……………………………………………..
25
D. Research Instrument and Data Gathering Technique …………….
25
1. Observation …………………………...……………………….
26
2. Questionnaire …………………………………………….........
27
3. Interview …………………………………………....................
27
E. Data Analysis Technique ………………………………………....
28
F. Research Procedures ……………………………………………...
31
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Implementation of Scrabble in Teaching Vocabulary for
Second Grade Students in SMP 3 Patuk Gunungkidul ..................
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B. The Effects of Implementing Scrabble towards the Students
Vocabulary Knowledge in English Subject.....................................
34
1. Scrabble Makes Students Happy and Enthusisatic to Learn
English .........................................................................................
36
2. Scrabble Improves Students Vocabulary .....................................
42
3. Scrabble Improves Students English Skill ...................................
45
4. Scrabble Makes the Teaching Lerning Effective .........................
48
5. Students Want to Use Scrabble to Learn English Further ...........
50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………..………………...……....
B. Suggestions ……………………………………………………….
1. Suggestion for Teachers ……………………………………….
2. Suggestion for Students ……………………………………......
3. Suggestion for Future Researchers ………………………….....
REFERENCES ………………………………………………………………….
APPENDICES …………………………………………………………………..
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57
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LIST OF FIGURES
Figure
Page
Figure 4.1 Students’ response to “Scrabble makes the students more enthusiastic
to learn English” ……...………………………….….…......................
36
Figure 4.2 Students’ response to “The activity in the class makes students
bored”....................................................................................................
38
Figure 4.3 Students’ response to “Scrabble makes students happy in learning
English” …………………………........................................................
39
Figure 4.4 Students’ response to “Scrabble makes it easier for students to
memorize new vocabulary” ..................................................................
41
Figure 4.5 Students’ response to “Scrabble improve students’ vocabulary” .........
43
Figure 4.6 Students’ response to “Scrabble allows students to do the vocabulary
task” ......................................................................................................
47
Figure 4.7 Students’ response to “Scrabble makes the teaching learning
effective” ..............................................................................................
49
Figure 4.8 Students’ response to “Students want to use scrabble to learn English
further” .................................................................................................
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LIST OF APPENDICES
Appendix A: Letter of Permission ………………………………………………...
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Appendix B: Observation Checklist ………………….…………………………...
64
Appendix C: Questionnaire …………………………………………………….....
68
Appendix D: The Frequency and Precentage of Students’ Response to Each
Statement of the Questionnaire ........................................................
71
Appendix E: Raw Data of the Questionnaire ……………………...………….......
76
Appendix F: The Guiding Questions of Students’ Interview ……………………..
78
Appendix G: The Students’ Interview Transcript ………………………………...
81
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CHAPTER I
INTRODUCTION
In this chapter, the writer will present six sections, namely the research
background of the study, problem formulation, problem limitation, research
objectives, research benefits and definition of terms.
A. Research Background
Nowadays, English has become one of the important languages which are
used as an international language. It is used in all world activities, such as
conferences, sport events, and world trades. Moreover, people used English as a
tool for communication among them in the world. It is strongly related to societies
live because it is used to connect society with other societies. Larsen and Long
say that English as a second language for most of the people in the world has
increasingly become international language for international relations. (1991, p.
1). It will be hard to master language without mastering on understanding certain
numbers of vocabularies. Vocabulary is central to language and of critical
importance to typical language learner without a sufficient vocabulary; one cannot
communication effectively or express their ideas in both oral and written form.
Related to the English teaching-learning process, language skills such as
listening, speaking, reading, and writing needs a series of words that are called
vocabulary. In other words, vocabulary is an important role in English language
teaching. Richards and Renandya state that “vocabulary is a core of language
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proficiency and provides much of the basic for how well learners speak, read and
write” (2002, p. 255). Therefore, Vocabulary is one of the important factors in
English language. Vocabulary is one of the elements of language that should be
learned and taught. Vocabularies become central to any language acquisition
process especially in introducing language. Based on explanation above,
vocabulary is always related to words. In learning language, vocabulary is one of
the step to knowing the words, understanding the meaning and used them in
sentences.
The students have to acquire English that involve those four language skills.
According to Krashen, Long, and Scarcella (1979) quoted by Larsen and Long
(1991, p. 155), since they are still young, it is easier for them to learn a language.
Vocabulary plays an important role. It means that vocabulary is the basic elements
before they learn to speak, listen, speak and read. Learning vocabulary is very
important especially in English Second Language. 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. It is because English is not their mother
tongue. It is obvious that children use their mother tongue which is not English at
home. According to Richards and Renandya, “without an extensive vocabulary
and strategies for acquiring new vocabulary, learners often achieve less than their
potential and may be discouraged from making use of language learning
opportunities around them” (2002, p. 255).
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In order for students to be easily memorizing words and use the words
properly, the teachers should give the students chances to develop their
vocabulary knowledge. To put it simply, the students ask for an easy and simple
way to retain the vocabulary that they have learnt, and etc. (Khuat, Teaching
journal, 2003). After giving explanation, usually the teacher asks the students to
answer the questions written and oral about the difficult words. Therefore, the
students in teaching-learning process feel bored and fearful with the activity in
class.
Teacher needs to apply techniques which make the students interested in
learning English. It is expected that a teacher can conduct his/her teaching and
learning process in such a way that makes the students enjoy learning English. As
an example a teacher may use game to attract his/her students’ attention. 'Many
experienced textbook and methodology manuals writers have argued that games
are not just time-filling activities but have a great educational value. Games add
variation to a lesson and increase motivation by providing a plausible incentive to
use the target language. For many children between four and twelve years old,
especially the youngest, language learning will not be the key motivational factor.
Games can provide this stimulus (Lewis, 1999). Through games, children
experiment, discover, and interact with their environment (Lewis & Bedson, 2003,
p. 5). Games will provide excellent opportunities in using vocabulary. Lee says
that “a vocabulary game is one in which the learners’ attention is focused mainly
on words” (1986, p. 37). Games allow students to relax and enjoy themselves,
which often means that they will comprehend better and retain more information.
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This statement supports by Charlotte. He states that educators can make
vocabulary more engaging and easier to learn through the use of games (2011).
Learning vocabulary is actually fun, depend on how people think that it is
easy to understand then we can use it in the right context. Sometimes teacher
thinks that the students already understood the material so the teacher ignores to
explain the meaning of the words. Actually the students feel reluctant to ask
question. The teacher only asks the students to find the meaning from the
dictionary or other sources. In this case, a teacher is going to help the students to
enrich their vocabulary knowledge. On the other hand, a teacher asks the students
to list several difficult vocabularies.
From this, the teacher has to think the ways which help the students to
improve their vocabulary in learning English. The use of game is one of the ways
to help them. In learning vocabulary, there are many kinds of game which can be
used, for example scrabble, crossword puzzle, hangman, flash cards, and etc.
Those games may help the students to understand vocabularies easily. In this
study, the writer focuses on the implementation of scrabble. The writer chooses
scrabble because the implementation of scrabble in education is rare. Whereas,
scrabble is one of game which is require the students to develop their vocabulary
knowledge. Students have to arrange words using the given letter tiles that will fit
on the board game in order to improve vocabulary, game players can consult a
dictionary for unique and unusual words, though they must be prepare to define
the word and prove the game. Through scrabble, the students may be able to
easily memorize words and use the words properly.
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B. Research Problems
In this study, the writer formulates the problems as follows:
1. How scrabble is implemented in English subject for the second grade students
of SMP N 3 Patuk Gunungkidul?
2. What are the effects of implementing scrabble in improving the second grade
students of SMP N 3 Patuk Gunungkidul’s vocabulary?
C. Problem Limitation
This study will focus on the effect of implementing scrabble in improving
the second grade students of SMP N 3 Patuk Gunungkidul’s vocabulary. The
participants of this study would be the second grade students of SMP N 3 Patuk
Gunungkidul. The game as the media is going to help the teacher in conveying the
material easily. It is able to attract the students’ attention during teaching learning
activity.
The writer intends to discuss the effects of implementing scrabble by
knowing its influences on the students. It is also to determine the students’
perceptions of the game as a quick and effective way to reinforce essential
concepts and vocabulary.
D. Research Objectives
The objectives of this study are to answer the problems previously stated.
Firstly, this study tries to know how the implementation of teaching English using
Scrabble is in improving students’ ability to master vocabulary. Secondly, this
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study aims to know the effects of implementing scrabble in improving students’
vocabulary.
E. Research Benefits
This study would be useful for students in SMP N 3 Patuk Gunungkidul,
teachers in SMP N 3 Patuk Gunungkidul and other resources who are interested in
this study. This study is expected to bring a valuable contribution to the English
Language Teaching (ELT).
1.
The Students
For the students, using scrabble to learn vocabulary can be an interesting
way to learn English. By doing this, the students are expected to be able to learn
English using scrabble. Thus, the students can enjoy being involved in teachinglearning process.
2.
The Teacher
For the teacher, using scrabble is one of media that can improve the
quality of teaching-learning process. Besides, the teacher gets the new alternative
to increase the students’ understanding of given material. If the teacher knows that
scrabble brings positive effects to the students, he will use the scrabble for
teaching vocabulary. On the other hand, if the teacher knows that scrabble brings
a negative effect for the students, he has to find the reason why scrabble has a
negative effect to the students.
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3.
Other Researchers
Hopefully this thesis can give benefit for the other researchers who have
the same interest and generate an understanding of related study. This study can
inspire them to conduct further research related to the use of scrabble in class.
F. Definition of Terms
To clarify the terms used in this thesis, the writer would like to define
them as follows:
1.
Vocabulary
Vocabulary is the personal collection of words that any given person
knows and uses on a daily basis. Vocabulary can always be improved and for
some people is quit extensive (Grace, 2013). Wikipedia defines vocabulary is the
set of words within a language that are familiar to that person. A vocabulary
usually develops with age, and serves as a useful and fundamental tool for
communication and acquiring knowledge. Acquiring an extensive vocabulary is
one of the largest challenges in learning a second language. According to Kreidler
(1958, p. 21) vocabulary is defined as a stock of words in language that can
support the learners to learn the skills of the language.
2.
Scrabble
Scrabble game is a classic crossword pattern game that forces players to
rearrange their chosen letters to find new words that can connect with letters of
already played words. Not only do players have to have an extensive vocabulary
in order to play Scrabble, but they need to be able to create words using the given
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letter tiles that will fit on the game board. In order to build a vocabulary even
further, game players can consult a dictionary for unique and unusual words,
though they must be prepared to define the word and prove the game (Karam,
2006).
3.
Improving
Bussinesdictionary defines improving “as an act of enhancing or making
better in terms of quality, value or usefulness. This can be by making ideas,
objects or processes more desirable by adding or removing components. The term
can be also be applied to people as well, via methods such as performance reviews
which are meant to try and improve an employee in some manner.”
4.
Second Grade Students
In this study, the second grade students are the participants or respondents
of the study. Most of the students on the second grade of Junior High School are
age 14 up to 15 years old. Because students at their level are demanded to develop
their competence in understanding about functional text related to their
environment. They are chosen because they are in the middle position and they
are still on the transition position from child to adult.
5.
SMP 3 Patuk Gunungkidul
SMP 3 Patuk Gunungkidul is located in Putat, Patuk, Gunungkidul. This
school is a place to conduct the study. SMP 3 Patuk is a public school. There are
26 teachers and 9 staffs.
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CHAPTER II
A REVIEW OF RELATED LITERATURE
This chapter presents a review of related literature used in this study. The
first part presents theoretical description which consists of theories to be
explained and described. The second part presents theoretical framework, the
writer relates the theories to the study.
A. Theoritical Description
In this case, the writer 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. Those
theories consist of theories about vocabulary teaching, the roles of the games in
learning vocabulary, scrabble, and the effects of implementing scrabble in
learning vocabulary.
1.
Vocabulary Teaching
Vocabulary is an important part of language learning. Teaching
vocabulary requires the students’ ability to understand the words and to use the
words appropriately. Teaching vocabulary looks very simple. The teacher only
gives them some new words, and exercise, asks the students to memorize the
words, and gives a test. Wallace (1982, p. 144) as cited in Ayuningtyas (2008, p.
2) says that “learning vocabulary is a complex process which requires the ability
to recognize the words, remember them, and to pronounce, spell and use them
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correctly.” Therefore, it is not only memorizing lists of words and knowing them
but also understanding them. According to Dale vocabulary development in
school must be a planned program. A planned vocabulary program provides the
student with a great opportunity to build new concepts upon old ones (para. 5). He
then continous by saying “the development of vocabulary must be seen as a part
of the major communication program of the school. Beginning in the early grades,
the teacher can introduce the student to vocabulary study habits that should
increase transfer potential” (1971, p. 5).
a.
The Meaning of Vocabulary
According to Kreidler (1963, p. 21), vocabulary is a stock of words in a
language that can be facilitating and supporting the learner in order to reach the
language skills. This statement is supported by Burton (1982, p. 99) 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. Fries (1952, pp. 55-56) divides the meaning of English words into two
kinds:
1.
Lexical Meaning
Lexical meaning refers to the words found in the dictionary.
2.
Structural meaning
Structural meaning can be derived from grammatical relationship within
the language or from the word order.
Therefore, learning a language, including English cannot be separated
from its vocabulary. It is important to introduce some English words first to the
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Junior 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 remember
the word in a longer period of time. When the students pronounce words wrongly,
the teacher should correct it by pronouncing it again. The last step is students
should predict the meaning of the unfamiliar word. The teacher may give the
definiton to describe the word indirectly. By using an indirect description of the
word, the students will be encouraged to remember the word better (para. 121).
Those three steps are important in learning vocabulary and have to be
considered in the learning process. In order to be able to master and understand
vocabularies, the students should experience those three teaching vocabulary
steps.
b.
Techniques of Teaching Vocabulary
According to Kurniasih (1993, pp. 19-20), there are some techniques in
teaching vocabulary for the begginer class:
i.
Repetition
The teacher reads or pronounces the words and then the students repeat.
ii. Picture
The teacher brings some pictures of objects with the name of the objects
written down below the picture. When the students seem to understand the given
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material, the teacher will ask them to mention the name of the pictures by
covering the writing.
iii. Realia
It means showing the students real objects, so that the learning is
meaningful. For example the teacher brings some fruits in the basket and shows
each fruit to the students.
iv. Story
It is used in order not to burden the students. The story should be easy to
understand. The story should not be long. The students will be interested if there
are some pictures to describe the story.
v.
Songs
The athmosphere of the class will be full of fun by introducing songs in
class. The songs make the students relaxed and enjoy the learning.
vi. Games
The nature of the young learners are active, vigorous, enthusiastic and full
of energy.
Related to technique of teaching vocabulary, the words are given
according to the level. The words which are selected should be appropriate to the
students’ level. Dale (1971, p. 8) has criteria of the simplest words for the
beginning level. The criteria are: (1) the simple words can be sensed. (2) the
simple words are necessary to speak almost any sentence. (3) the simple words are
in the everyday vocabulary of most people. (4) the simple words are those which
have been experienced and internalized and will never be forgotten.
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Teacher should have the excellent way to make the students interested in
learning English vocabulary then the teaching learning objectives can be carried
out successfully. The atmosphere in the teaching-learning process also influences
young learners in learning language. The comfortable atmosphere motivates
young learners in following teaching-learning process. It is essential to make
learners relax in the teaching-learning process (Cole, 1996).
c.
Background of Vocabulary Teaching
Learning language is not only learning about a language but also learning
about its vocabulary. Vocabulary is one of the important elements which can
support the learners to learn other language skills. This is clarified by Burton
(1982, p. 98) who says that vocabulary really supports learners to learn the
language skills of the target language. Having a reach vocabulary helps the
learners to express their ideas, vividly, and without repeating yourself in
composition. Richards and Renandya states that “vocabulary teaching and
learning were often given little priority in second language program, but recently
there has been a renewed interest in the nature of vocbulary an its role in learning
and teaching” (2002, p. 255).
Based on Nation’s statement (2002, p. 1) there are four backgrounds of
teaching vocabulary. The first is learning from meaning-focused input. It involves
learning from listening and reading. Reading has long been seen as a major source
of vocabulary growth. The second is learning from meaning-focused output. It
involves learning or establishing language items through speaking or writing. The
third is language-focused learning. It involves deliberate learning. This technique
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is learning a language by consciously paying attention to the language features
such as sounds, spelling, vocabulary, grammar or discourse. It also involves study
of language system. The last is fluency development. In this case, the learners
have already learned the word and they know it well. It covers the four skills of
listening, speaking, reading and writing. Wallace describes as cited in Tanjung
(2011, p. 23), there are some points that the teacher should consider when he/she
is teaching vocabulary:
1.
Aims
Aims influence the teaching-learning material and the teaching-learning
process. Therefore, the teacher has to understand the aim of teaching vocabulary.
2.
Quantity
The quantity of vocabulary should be suited to the learners’ need.
Therefore, the teacher has to decide the quantity of vocabulary to be learned.
3.
Need
Need is closely related to the motivation. Students should have motivation
of learning so that the goal of teachig-learning process can be achieved.
4.
Frequent exposure and repetition
Repetition should appear frequently since the students are not able to
remember a new foreign word by hearing it once. There has to be a certain
amount of repetition until there is evidence that students have learned the target
word.
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5.
Meaningful Presentation
The students should understand the words they learn. The learner must
have a clear and specific understanding of what it denotes or refers to.
6.
Situation of Presentation
The list of vocabulary should appear in everyday situations so that it is
easier for students to memorize them. The choice of words can be varied
according to the situation (form informal to formal). So that a student will learn to
use the aooropriately words.
d.
Principles of Vocabulary Teaching
From time to time, the students try and practice English to get wider range
of vocabulary. By having a wider range of vocabulary in their mind it can help
them to communicate in English better.
Vocabulary is important in learning English. Because of its importance,
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 vocabularies they should
teach. According to Schmitt there are some key principles in teaching vocabulary
(as cited in Tanjung, 2001, p. 22): (a) building a large sight of vocabulary. (b)
integreating new words with previous words. (c) providing a number of
encounters with a word. (d) promoting deep level of processing. (e) facilitating
imaging. (f) making new word “real” by connecting them to the student’s word in
some way. (g) using variety techniques. (h) encouraging independent learning
strategies.
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According to Nation (2001, pp. 135-141), as cited in Ayuningtyas (2008,
pp. 17-18) there are four principles in learning vocabulary. Namely:
1.
Focus on the most useful vocabulary first
Teaching useful vocabulary will give the learners the best result for their
learning. It is related to vocabulary selection. The teacher needs to rely on the
most useful vocabulary in order to meet the needs of various goals and conditions.
In teaching vocabulary, the vocabulary or the material must be allocated to
appropriate lessons.
2.
Focus on the vocabulary in the most appropriate way
This principle relates to how the words are taught and learned by the
students in an appropriate way. The teacher should be able to see what the most
suitable way is in teaching vocabulary from the high frequency words to the low
frequency words.
3.
Give attention to the high frequency words across the four strands of course
High frequency words should be given fully attention and become priority
to be taught, since they mostly appear in listening, writing, speaking, reading also
they are related to receptive and productive use.
4.
Encourage learners to reflect and take responsibility for learning
Learners should control the learning process. Learners should be able to
take responsibility for their learning. The teacher acts as a facilitator who must
transfer the language skills. In order to take this responsibility, it requires: (1)
knowledge of what to learn and range of learning vocabulary, (2) skill in choosing
the best options, and (3) the ability to monitor and evaluate progress with those
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options. It can be concluded that, the students are the only one who is responsible
to learn and carry on learning in teaching learning process.
2.
The Roles of the Games in Learning Vocabulary
According to Khan in Suyanto (2007, p. 117), games may be simple and
require very little planning or may need quite a bit of preparation and the use of
special materials, such as dice, boards, or picture. He then saying that game is an
activity which is done based on certain rules. Games are fun and young learners
like to play them. Through games young learners experiment, discover, and
interact with their environment (Lewis & Bedson, 2003, p. 5). Games in the
language classroom help young learners to see learning English enjoyable and
rewarding. Playing games in the classroom develops the ability to co-operate,
competitive, and works together to achieve certain goals (Lewis & Bedson, 2003,
p. 6). They also said that games add variation to a lesson and increase the
students’ motivation.
Based on Klauer (1998), there are some characteristics of games:
a. A game is governed by rules. Playing just to pass the time will not have the
same effect. To make a simple activity into a game just give a couple of rules
and that is all.
b. A game has objectives. One of the rules, and probably the main one, is the
achievement of an objective. This objective can be something like making
points for correctness or finishing an activity first.
c. A game is a closed activity. Games must have a beginning and an end. It must
be easy for the players, or the teacher, to know who is about to reach the aim.
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d. A game needs less supervision from the teacher. This must be understood as
linguistic supervision. Sometimes the game is conducted by the teacher who
acts as a judge, a scorer and/or a refree.
3.
Scrabble
This study focuses on learning vocabulary using scrabble. It is necessary to
discuss how scrabble in learning vocabulary is used. This part presents two things:
definition of scrabble and the scrabble rules.
a.
Definition of Scrabble
Based on to allwords.com, scrabble is a board game in which players draw
letter tiles and take turns to make interlocking words like a crossword, scoring
points according to the letters played and their positions on the board. Scrabble is
a game which can help the students in learning vocabulary. Learning vocabulary
is challenging. The students have to know and memorize the word well and
organized. In Oxford Advanced Dictionary (2000), “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.”
b. The Scrabble Rules
Based on scrabble Official Rules, there are special rules to play scrabble.
The instruction of this game is:
Two to four players play in any game of Scrabble. The goal of this game is to
score more points than one’s opponent. A player collects points by placing words
on the game board. Each letter has a different point value, so the strategy is
playing words with high scoring letter combinations.
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Using scrabble game, the students are able to find any words based on the
topic that they learned. For example: on that day the students learn about recount
text so they have to find the form of verb in the past form.
According to Gamehouse.com there are 10 rules for playing scrabble. The
rules for playing the scrabble game can be seen as follows:
a. Determine the discussion subject that will be used in the game.
b. Place every tile, face down and stir it. Then, determine who the first player is.
Every player takes 8 tiles.
c. By using that tile 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 tiles as many as he has already used. So, he
still has 8 tiles in his hand.
e. The player has one minute to create the word.
f. The words can be formed by:
1. Adding one or more of the letters in one word or the letters that have already
been put on the board.
2. Putting the letters closely in a word or letters that have already been put on
the board.
3. Placing a word in an equal line that is already on the board, with the result
of creating a complete word.
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g. The player can use the empty tiles to change the letter that he wants. And he
must say it.
h. All words which exist in the dictionary can be used except special names
starting with capital letters and abbreviations. The player should dictionary
whether it is correct or not.
i. The game goes on until all of the tiles are finished and once the players have
used all their tiles.
j. The scores of each player can be assigned by counting the letters’ score that
has already been on the board.
From the rules of playing scrabble above, it shows that there are many
different rules conducted by each country or region. Playing scrabble game needs
the techniques in making a new word from the tiles given. Making a new word
needs the ability to recognize the letter that will form a word.
4.
Effect of Scrabble in Learning Vocabulary
In a class situation, the way of teaching-learning vocabulary is mostly
monotonous and students will get bored easily. The teacher drills the words to the
students and asks them to do some exercises, i.e. completing sentences using the
suitable word given. Another example is students are asked to match words on
column A with the suitable definition on column B. Those kinds of exercises will
not attract students’ attention. This can have a negative influence on the teachinglearning process in the classroom.
Srabble is one of the word games used to learn vocabulary. Scrabble is a
familiar game but the price of the game is rather expensive. However the game is
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available in softcopy and online. So, they don’t have to spend money buy it.
Actually scrabble is like a crossword puzzle or a word game. The participants
have to arrange the letters so as to make it a word with a meaning. They have to
think about the word before merging those words. In learning vocabulary scrabble
is very useful. By using scrabble, the learners can memorize the words while
playing a game. For Junior High School students, this game can make their
process of learning vocabulary enjoyable and a lot of fun.
B. Theoretical Framework
This study is about improving vocabulary by using scrabble for second
grade class of junior high school. In this case, the writer helps the students in
learning vocabulary in English.
This section involves the summary of the theories that the writer uses. To
conduct the study, the writer uses the principles of teaching vocabulary from
Nation because these principles are helping the teacher to overcome the difficulty
in teaching vocabulary. The teacher should apply the guiding principles in
vocabulary teaching.
Learning techniques are evidently vital for students to acquire a second
language, since they allow learners to have opportunities for language acquisition.
Teaching-learning using games is seen as one of the most supportive technique
that helps the teacher to teach vocabulary. It provides the students with various
vocabulary of second language acquisition and also involves real-world co