THE EFFECT OF USING SCRABBLES ON STUDENTS` VOCABULARY ACHIEVEMENT IN GRADE VII AT SMP SINAR HARAPAN.

i

ACKNOWLEDGEMENT

Thank you for praise to Almightly Jesus Christ who has blessed and given the ability to the writer to complete this thesis with titled “The Effect of Using Scrabbles on Students’ Vocabulary Achievement in Grade VII at SMP Sinar Harapan Lubuk-Pakam ” as a partial fufillment of the requirement for the degree of Sarjana Pendidikan at the English Department of Faculty of Languages and Arts ( FBS ), State University of Medan ( UNIMED ).

During the process of writing, the writer realizes that he can not accomplish without God blessing and support from many people. The writer would like to express his sincere gratitude to:

1. Prof. Dr. Syawal, M.Pd., Rector of State University of Medan. 2. Dr. Isda Pramuniati, M.Hum, Dean of Languages and Arts

Faculty.

3. Dra. Meisuri, MA, the Secretary of English department.

4. Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, and Nora Ronita Dewi,S.S.,M.Hum, Head of English Education Study Program.

5. Dra. Sriatik., the Headmaster of SMP SINAR HARAPAN Deli-Serdang and Miss P.Malau, S.Pd, the English teacher who had helped the writer during conducting the research in that school and also to all students of class XII.

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6. P.Pasaribu,S.Pd and E.Gultom,S.Pd, his beloved parents, his sister and his brothers, and his big family who always supported the writer to be hard working to finish his study in faculty of Languages and Arts, State University of Medan.

7. His Beloved Girlfriend, Surti Elysabet Sianturi

8. His Beloved Sister Ronauli Fransiska Pasaribu, M.Si, Younger Sister Alm.Theresia Novalina Pasaribu

9. His beloved friends, students of English Department, Boston Erwin Simbolon, Marisa Sitompul, Sufaber Halomoan Marpaung, Iranita, and also the other students in Extension A, B, C for always be there when he needs them, for their love, support, and motivation and his friends in Medan and all people that can not mentioned one by one he say thank you.

May all the assistance , support, and simplicity given by all of the people can be their charity and got merit from Jesus christ, amin

Medan, September 2015 The writer

Ewin Pasaribu 208321022

ABSTRACT

Pasaribu, Ewin. 2015. The Effect of Using Scrabbles on Students’ Vocabulary Achievement in Grade VII at SMP Sinar Harapan. A Thesis. The Faculty of Language and Arts. State University of Medan

The objective of this study was to find out the effect of using Scrabbles on Students’ Vocabulary Achievement. It was conducted by using experimental research design. The population of this study was the Seventh Grade students of SMP Sinar Harapan (72) the class sample (VII2) was taken purposively and divided into two smaller classes. The data collection in this study was done by giving multiple choice tests. The material was texts about mass communication and they were being informed to the students in two ways, by using scrabbles and non-scrabbles. Pre-test and post-test were administered to find out the score of every student. The scores were being calculated into mean classes and analyzed by using t-test formula. The analysis result of this study showed that experimental group (Scrabbles Learning Class) has reached better result which was indicated by the mean 73,125 (mean of Experimental Group) compared to 63, 375 (mean of Control Group). Statistically the result of both groups after being tested by t-test formula shows that tobs 5,065 is higher than ttable 2.088 (tobs 5, 065 > ttable 2.088), this concluded that Ho was Rejected and Ha was Accepted.

Key words: Scrabbles Games, vocabulary text

TABLE OF CONTENTS

Pages

Abstract ………... i

Acknowledgement……… ii

Table of Contents………... iv

CHAPTER I INTRODUCTION A. Background of the Study……… 1

B. The Problem of the Study………... 4

C. The Objective of the Study………...……… ……. 4

D. The Scope of the Study……….……….…... 4

E. The Significance of the Study……….……….. …… 4

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework………. 5

B. Teaching English at Junior High School ………. 5

C. Student’s Achievement in Vocabulary………..………….. 5

D. Vocabulary………... 6

1. Kinds of Vocabulary………. 12

a. Receptive Vocabulary………... 14

b. Productive Vocabulary………. 14

E. The Principles of Teaching and Learning Vocabulary……….. 16

1. The Principles of Teaching Vocabulary………... 16

2. The Principle of Learning Vocabulary……….. 19

F. Scrabble………... 21

1. Rules of the Scrabble……….... 23

2. The Advantages of Scrabble……….. 24

3. The Scenario of the Study ………... 25

G. Conceptual Framework……….. 26

CHAPTER III RESEARCH METHODOLOGY

A. Research Design……… 28

B. The Population and Sample……… 29

C. Technique of Collecting Data………. 30

D. The Technique for Analyzing the Data………... 31

E. Teaching Presentation………. 33

F. The Validity and Reliability of the test………... …… 35

CHAPTER IV DATA ANALYSIS AND FINDINGS A. The Data……….. 36

B. Data Analysis ……….. 36

1. Mean……….. 37

2. Testing Hypothesis………. 37

C. Research Findings and Discussion……….. 38

CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusions………. 39

B. Suggestion………... 40

References……… 41

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LIST OF TABLES

Tables Page

1.1 KKM Siswa (KriteriaKetuntasanMaksimal) ... 2

2.1 The Scenario of activities using Scrabbles ... 25

3.1 Table Experimental Design ... 28

3.2Score of Data ... 31

viii

LIST OF APPENDICES

Page APPENDIX A. Lesson Plan ………. 41 APPENDIX B.The Score of Pre Test and Post Test by Students of

Control Group ……… ... 50 APPENDIX C.The Score of Pre Test and Post Test by Students of

Experimental Group ...51 APPENDIX D.The Calculation of T-Test for Experimental Group... 52 APPENDIX E.The Calculation of T-Test for Control Group ... 53

CHAPTER I

INTRODUCTION

A. The Background of the Study

In this globalization era, English as an international language had shown an important role in everyday life, because everyone had a global society in culture, especially in the field of education. To know English very well, people should be learned English, based on the four skills, namely Listening, Speaking, Reading, and Writing.

In order to get those four skills in English, vocabulary has a very important role in learning a language. In the world of education, especially in Indonesia: many students who are not active in using English vocabulary in the school. They find difficulties in understanding texts, writing and speaking. Therefore it caused by teaching vocabulary usually starts with reading text then searching difficult words to memorize. This method is not really effective because students cannot

memorize the meaning of the vocabulary for a long time. That’s why students

found that it was boring to learn. The result was that the students might not be interest anymore in learning vocabulary and even hate it. Therefore in the learning method have strategies for achieving competence of learners such as learning activities with approaches, and technique of learning. The learning method was defined here as a conceptual framework that was used as a guide in learning. In addition to considering the purpose and desired outcomes of learning model has

five basic elements, namely (1) syntax, the operational step of learning, (2) social system, is the atmosphere and the prevailing norm in learning, (3) principles of reaction, illustrates how teachers should perceive, treat, and respond to learners, (4) support system, in any medium, material, equipment, or learning environment support learning, and (5) instructional effects of learning outcomes obtained directly based on learning objectives (instructional effects). (Handayani, 2011).

Many teachers today agree that students should learn to speak English by interacting with others routinely. Students should practice regularly those speaking components, such as pronunciation, grammar, vocabulary and fluency. In brief, English teacher should be more creative in developing their teaching-learning strategy.

Table: 1.1. KKM Siswa

Siswa Nilai KKM

Alex 50 70

Rudy 60 70

Budi 60 70

Santy 50 70

For this reason, English teachers should apply appropriate and interesting ways to teach speaking. It is assumed that students can be more excited when teachers use proper games to deliver the lessons. There are many kinds of vocabulary to teach English. In teaching learning process, language games such as

scrabble, puzzle, word-guessing, etc. can attract students’ attention to study and

be more active in the class.

One of the simplest games is the Scrabbles game. These Scrabbles are used to encourage students to improve their speaking achievement. Scrabbles games are a game where students are given four topics in a scrabbles shape, then discuss it in group. The main good point of the game is that the game is low budget and easily modified. It can be played with colorful flash cards and even played simply using whiteboard and marker. This is the reason why the writer will use this game as a media in teaching. With this game, students do not feel like they are studying, instead they will feel like they are playing. Therefore, it will increase their interest in studying. This is the reason why the writers use this game as a media in teaching. Therefore, in this research, the writer tried to investigate the effectiveness of using Scrabbles to improve students’ vocabulary achievement.

Based on the statement above, the writer thinks it was important to find ways to overcome the problem. One of the ways was by applying a teaching of learning that is suitable, effective, easy, interesting and helpful to the students.

B. The Problem of the Study

With reference to the background, the problem of the study was

formulated as the following, “was students’ vocabulary achievement significantly improved if they are taught by using scrabbles?”

C. The Objective of the Study

In relation to the problem, the objective of the study was to find out the

effect of using scrabbles on the students’ vocabulary achievement.

D. The Scope of the Study

The scope of the study was to apply a teaching media namely Scrabbles on

students’ vocabulary achievement.

E. The Significance of the Study

The finding of this study was expected to be useful for:

1. Teacher, to give a better solution in applying a better way in teaching process especially in teaching vocabulary.

2. The Students, to improve their vocabulary achievement.

3. The Reader’s, can increase their knowledge about using Scrabbles and

39

CHAPTER V

CONCLUSION

A. Conclusions

Based on the research findings, the researcher concludes that the calculation of t-observed (calculated) is higher than t-table; it means that the scrabble is significantly effect of using scrabbles on the students’ vocabulary achievement. In other words, the students who were taught by using scrabbles got higher score than students who were taught without by using scrabbles.

By using scrabbles, the students can learn vocabulary and retain words more easily. In other words, it can help the students to improve their vocabulary. Seeds of the game in the form of a square chip that reads the letters on one side which are set word game played two or four people to accumulate points based on the value of a word. So, this game can be make funny, such as, having patience, playing fair, reasoning and strategy skills, friendships and working together.

B. Suggestions

Based on the conclusion drawn above it was suggested to the following:

1. The English Teachers

a. It was suggested that the teachers should apply scrabbles as a technique in teaching vocabulary because it can motivate students to learn and retain vocabulary in enjoyable situation. So, students can be improve their vocabulary.

40

b. The teachers must be able to create new understanding to the students that learning vocabulary was not difficult but it was fun.

2. The Other Researchers

It was suggested to other researchers to study this research more deeply. The researcher must make improvement in the level of the vocabulary. Vocabulary is one of the language components that are important to be taught. So, by vocabulary achievement the students can improve their in four English skills. It was hoped that the results of this research will be useful as the reference to make a further research. In this study the researcher used chain word game to improve the students’ vocabulary achievement.

41

REFERENCES

Arikunto, Suharsimi. 2002. ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: PT RinekaCipta.

Arikunto, S.2008. PenelitianTindakanKelas. Jakarta: BumiAksara.

Clark, D.M., & Fairburn C.G (1997).Science and Practice of Cognitive Behavior

Therapy.Oxord Oxford University Press.

Ersoz, A. (2000, June). Six games for EFL/ESL classroom. The Internet TESL

Journal, 6(6), from

Gairns, R and Readman S. 1986.Working with Words: A Guide to Teaching and

Learning Vocabulary.Cambridge: Cambridge University Press.

Hornby, A.S. et.al. 2000. The Advances Learner’s Dictionary to Current English. Second Edition. London: Oxford University Press.

Jackson, H. and Amvela, E.2000. Words, Meaning, and Vocabulary: An

Introduction to Modern Lexicology. London: Cassel.

Lado, R.2000. Language Testing.London; Longman. Larcom, D.2004. English is Fun. Jakarta: Kesaint Blanc.

Napa, P.A.1991. Vocabulary Development Skills.Yogyakarta: Kanisius

Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publisher.

Red, J.2000. Assessing Vocabulary. In J. Charles Alderson (Eds.) Cambridge: Cambridge University Press.

Richards, J. 2000. Curriculum Development in Language Teaching.Cambridge University Press.

TitieSurtiah K., et al. 2004. Contextual English. Bandung: Grafindo Media Pratama.

Wright, Andrew et al. 1989.Games for Language Learning, Cambridge University Press

Kemmis, S. &Teggart. 1995. Over view of the Methodology Approach of Action research. Accessed on January 29, 2011

REFERENCES

Arikunto, Suharsimi. 2002. ProsedurPenelitianSuatuPendekatanPraktik. Jakarta:

PT RinekaCipta.

Arikunto, S.2008. PenelitianTindakanKelas. Jakarta: BumiAksara.

Clark, D.M., & Fairburn C.G (1997).Science and Practice of Cognitive Behavior

Therapy.Oxord Oxford University Press.

Ersoz, A. (2000, June). Six games for EFL/ESL classroom. The Internet TESL

Journal, 6(6), from

Gairns, R and Readman S. 1986.Working with Words: A Guide to Teaching and

Learning Vocabulary.Cambridge: Cambridge University Press.

Hornby, A.S. et.al. 2000. The Advances Learner’s Dictionary to Current English.

Second Edition. London: Oxford University Press.

Jackson, H. and Amvela, E.2000. Words, Meaning, and Vocabulary: An

Introduction to Modern Lexicology. London: Cassel.

Lado, R.2000. Language Testing.London; Longman.

Larcom, D.2004. English is Fun. Jakarta: Kesaint Blanc.

Napa, P.A.1991. Vocabulary Development Skills.Yogyakarta: Kanisius

Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle and

Heinle Publisher.

Red, J.2000. Assessing Vocabulary. In J. Charles Alderson (Eds.) Cambridge:

Cambridge University Press.

Richards, J. 2000. Curriculum Development in Language Teaching.Cambridge

University Press.

TitieSurtiah K., et al. 2004. Contextual English. Bandung: Grafindo Media

Pratama.

Wright, Andrew et al. 1989.Games for Language Learning, Cambridge University

Press

Kemmis, S. &Teggart. 1995. Over view of the Methodology Approach of Action research. Accessed on January 29, 2011

For this reason, English teachers should apply appropriate and interesting ways to teach speaking. It is assumed that students can be more excited when teachers use proper games to deliver the lessons. There are many kinds of vocabulary to teach English. In teaching learning process, language games such as scrabble, puzzle, word-guessing, etc. can attract students’ attention to study and be more active in the class.

One of the simplest games is the Scrabbles game. These Scrabbles are used to encourage students to improve their speaking achievement. Scrabbles games are a game where students are given four topics in a scrabbles shape, then discuss it in group. The main good point of the game is that the game is low budget and easily modified. It can be played with colorful flash cards and even played simply using whiteboard and marker. This is the reason why the writer will use this game as a media in teaching. With this game, students do not feel like they are studying, instead they will feel like they are playing. Therefore, it will increase their interest in studying. This is the reason why the writers use this game as a media in teaching. Therefore, in this research, the writer tried to investigate the effectiveness of using Scrabbles to improve students’ vocabulary achievement.

Based on the statement above, the writer thinks it was important to find ways to overcome the problem. One of the ways was by applying a teaching of learning that is suitable, effective, easy, interesting and helpful to the students.

formulated as the following, “was students’ vocabulary achievement significantly improved if they are taught by using scrabbles?”

C. The Objective of the Study

In relation to the problem, the objective of the study was to find out the effect of using scrabbles on the students’ vocabulary achievement.

D. The Scope of the Study

The scope of the study was to apply a teaching media namely Scrabbles on students’ vocabulary achievement.

E. The Significance of the Study

The finding of this study was expected to be useful for:

1. Teacher, to give a better solution in applying a better way in teaching process especially in teaching vocabulary.

2. The Students, to improve their vocabulary achievement.

3. The Reader’s, can increase their knowledge about using Scrabbles and vocabulary mastery.

39

CHAPTER V

CONCLUSION

A. Conclusions

Based on the research findings, the researcher concludes that the calculation of t-observed (calculated) is higher than t-table; it means that the scrabble is significantly effect of using scrabbles on the students’ vocabulary achievement. In other words, the students who were taught by using scrabbles got higher score than students who were taught without by using scrabbles.

By using scrabbles, the students can learn vocabulary and retain words more easily. In other words, it can help the students to improve their vocabulary. Seeds of the game in the form of a square chip that reads the letters on one side which are set word game played two or four people to accumulate points based on the value of a word. So, this game can be make funny, such as, having patience, playing fair, reasoning and strategy skills, friendships and working together.

B. Suggestions

Based on the conclusion drawn above it was suggested to the following:

1. The English Teachers

a. It was suggested that the teachers should apply scrabbles as a technique in teaching vocabulary because it can motivate students to learn and retain vocabulary in enjoyable situation. So, students can be improve their vocabulary.

b. The teachers must be able to create new understanding to the students that learning vocabulary was not difficult but it was fun.

2. The Other Researchers

It was suggested to other researchers to study this research more deeply. The researcher must make improvement in the level of the vocabulary. Vocabulary is one of the language components that are important to be taught. So, by vocabulary achievement the students can improve their in four English skills. It was hoped that the results of this research will be useful as the reference to make a further research. In this study the

researcher used chain word game to improve the students’ vocabulary

41

REFERENCES

Arikunto, Suharsimi. 2002. ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: PT RinekaCipta.

Arikunto, S.2008. PenelitianTindakanKelas. Jakarta: BumiAksara.

Clark, D.M., & Fairburn C.G (1997).Science and Practice of Cognitive Behavior Therapy.Oxord Oxford University Press.

Ersoz, A. (2000, June). Six games for EFL/ESL classroom. The Internet TESL Journal, 6(6), from

Gairns, R and Readman S. 1986.Working with Words: A Guide to Teaching and Learning Vocabulary.Cambridge: Cambridge University Press.

Hornby, A.S. et.al. 2000. The Advances Learner’s Dictionary to Current English. Second Edition. London: Oxford University Press.

Jackson, H. and Amvela, E.2000. Words, Meaning, and Vocabulary: An Introduction to Modern Lexicology. London: Cassel.

Lado, R.2000. Language Testing.London; Longman. Larcom, D.2004. English is Fun. Jakarta: Kesaint Blanc.

Napa, P.A.1991. Vocabulary Development Skills.Yogyakarta: Kanisius

Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publisher.

Red, J.2000. Assessing Vocabulary. In J. Charles Alderson (Eds.) Cambridge: Cambridge University Press.

Richards, J. 2000. Curriculum Development in Language Teaching.Cambridge University Press.

TitieSurtiah K., et al. 2004. Contextual English. Bandung: Grafindo Media Pratama.

Wright, Andrew et al. 1989.Games for Language Learning, Cambridge University Press

Kemmis, S. &Teggart. 1995. Over view of the Methodology Approach of Action research. Accessed on January 29, 2011

Arikunto, S.2008. PenelitianTindakanKelas. Jakarta: BumiAksara.

Clark, D.M., & Fairburn C.G (1997).Science and Practice of Cognitive Behavior

Therapy.Oxord Oxford University Press.

Ersoz, A. (2000, June). Six games for EFL/ESL classroom. The Internet TESL

Journal, 6(6), from

Gairns, R and Readman S. 1986.Working with Words: A Guide to Teaching and

Learning Vocabulary.Cambridge: Cambridge University Press.

Hornby, A.S. et.al. 2000. The Advances Learner’s Dictionary to Current English.

Second Edition. London: Oxford University Press.

Jackson, H. and Amvela, E.2000. Words, Meaning, and Vocabulary: An

Introduction to Modern Lexicology. London: Cassel.

Lado, R.2000. Language Testing.London; Longman.

Larcom, D.2004. English is Fun. Jakarta: Kesaint Blanc.

Napa, P.A.1991. Vocabulary Development Skills.Yogyakarta: Kanisius

Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle and

Heinle Publisher.

Red, J.2000. Assessing Vocabulary. In J. Charles Alderson (Eds.) Cambridge:

Cambridge University Press.

Richards, J. 2000. Curriculum Development in Language Teaching.Cambridge

University Press.

TitieSurtiah K., et al. 2004. Contextual English. Bandung: Grafindo Media

Pratama.

Wright, Andrew et al. 1989.Games for Language Learning, Cambridge University

Press

Kemmis, S. &Teggart. 1995. Over view of the Methodology Approach of Action research. Accessed on January 29, 2011