REINFORCING VOCABULARY 'fl:-IROUGH
SCRABBLE GAME
(An bxperimental Study at the First Year of SMPN 2 Ciputat)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers Training
in
a partial fulfillment of the requirements
for the degree of S.Pd. (Strata l) in English Language Education
By:
IMAM PRIBADI NIM: 103014026955
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DEPART!VIENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SY ARIF HIDAY ATULLAH STATE ISLAMIC UNIVERSITY
PEPPUSTAJ<MN
SYAHIO ,JAKARTA
REINFORCING VOCABULARY THROUGH
SCRABBLE GAl\IE
1
.
..Jn l:\perimel1lal Swdr ar
rhe
Firs! Year olSAJPN 2 Ciputat)
A. "Skripsi''
l'r.:sented to the Faculty ofTarbiyah and Teachers Training in a partial folfillment of the requirements
for the desree of S.Pd. (Strata l) in English Language Education
DR-'.. FARIDA HA;-.11D ＺＧ＾ｌｊｾｬ＠
i'ill': 150 2-1'1 9\G
DEPARTi\IENTOF ENGLISH EDUCATION
F.-\CULT'r' OF TARBIYAH AND TEACHEHS TRAINING
S\ARlF HIDA \'ATULLAH STATE ISLA!\HC UNIVERSITY
JAKARTA
ENDORSEMENT BY THE EXAlYIINATION COMMITTEE
The "'Skripsi·· (Scientific Paper) entitled ﾷﾷｒ･ｩｮｩＧｐｲ｣ｩｮｾＧ＠ \'oc11bular' thrc1utl1 Scrabble Game··. written lw Imam Pribadi. student's ｲｱｾＱｳｴｲｮｵ｣Ｌｮ＠ number
103014026955 was examined in the examination session of the Facult) of
Tarbiyah and Teachers Training. Syarif Hidayatullah State Islamic UniYersit' Jakarta on 23•h of September. 2008. The '·Skripsi .. has been accepted and declared
to have fulfilled one of the requirements for the degree of S.Pd. (Str1ta I) in English Language E::lucation in the department of English Education.
Jakarta. I O'r of Desembcr. 2008.
Examination Committee:
Head 9f Fnglish Department.
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"
Ors. S\'m ki. \1.Pcl
NIP. 150 ｾｪＮＶＧＲＸＹ＠
Examiner L
Ors. J\.M Zainuri. M.Pd
NIP. 150 188 518
\!embers:
Examiner II.
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Drs. 7.aenal Arilln loY. \1.S<;_
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ACKNOWLEDGMENTS
In the name of Allah, The Most Gracious, The Most Merciful
All praise be to Allah who has eased way of accomplishment this "Skripsi" to the
writer. Peace and blessing be upon to the prophet Muhammad, his family, his companions, and his followers.
The writer would like to express his great gratitude particularly to:
1. Prof. Dr. Dede Rosya.da, MA., the Dean of Faculty of Tarbiyah and Teachers' Training.
2. Drs. Syauki, M.Pd., the head of English Department and all of lecturers of English Education who have given enlightenment and guidance.
3. Dra. Farida Hamid, M.Pd., who has served as an advisor on accomplishing this "Skripsi".
4. Taufik, A.Ma. Pd. and Ningrat, the writer's parents, who have been and still are ever ready to assist and support the writer in various endeavors in his lifetime.
5. Masri! Lailani, the writer's mother 111 law, who has suggested and supported to make best of him.
6. Meiliyana Ratu, Mahdan, Raisya and Tasya (twin daughters), the writer's family, who have made the writer nobody becomes somebody.
7. Yuliana Dewi, his older sister, who has given iiTeplaceable support, encouragement, struggle for accomplishing the study.
8. Ibu Neng, Budiman, Asep , who have made his life possible and useful. 9. Aliulloh, I wan, and all of his friends especially for class A academic year
2003 who have spent their time sharing with him.
10. Ust. Wahiclin Rais, the writer's teacher, who has taught keen perceptions, braveries, and better lives.
May Allah bless all of them
Finally, the writer realizes that this "Skripsi" is not a perfect thing. A constructive criticism and suggestion are needed to make a positive thing and a perfect "Slaipsi" in the future.
Jakarta, 10 December 2008.
TABLE OF
CONTENTS
CHAPTER I: INTRODUCTION
A. Background.of Study ..
B. Research Question and Limitation C. Objective of Studv ...
D. Significance of Study ...
E. Organization of Writing ... .
CHAPTER II: THEORETICAL FRAMEWORK
A. Game
I. Definition of Game .
2. Forms of Language Game ...
3. Roles of Game in Language Teaching.
4. Principles of Game Selection .. B. Scrabble . . . . ... .
1. Definition of Scrabl)le .Game ... 2. Rules of Playing Scrabble Game .. C. Vocabulary ... .
I. Definition of Vocabulary ..
2. Kinds of Vocabulary Items ... . 3. What Do Students Need to Know ... . D. Reinforcement ... .
I. Reinforcers ..
2. Schedule of Reinforcement .
3. Reinforcing Vocabulary through Scrabble Game
CHAPTER III : THE PROFILE OF THE SCHOOL
A. Background of School ... . B. Curriculum .
1
2 2 2
3
4
4 5
5
6
7
7
7 10 10
11
12
18
. . . . . . 18
19 21
D. Facilities ... ..
E. The English Teaching - Learning at SJV[pN 2 Ciputat F. Teacher Qualifications ....
G. Instructional Material Used.
I-!. Method of Teaching ...
... 28
. . . ... .. .. 30
... 30
30
. ... ' .... 31
I Media Used by English Teacher .. .. . .. .. .. .. .. .. . .. . . . .. ... 31
CHAPTER IV: RESEARCH IVIETHODOLOGY AND FlNDINGS
A. Research Methodology... 32
1. Purpose of Study ... .. 2. Place and Time of Study ... .. 3. Population and Sample of Study . 4. Instrument of Study ..
5. Technique of Collecting Data ... 6. Technique of Data Analysis .. 7. Hypothesis ....
B. Research Findings .
l. Description of Data ... .
2. Analysis of Data ... ..
3. Test of Hypothesis ... ..
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusions . B. Suggestions ... .
BIBLIOGRAPHY
APPENDIXES
32 32 32
32
33 33
35
35
35
35
40
4I
CHAPTER I
INTRODUCTION
A. Background of Study
Mastering vocabulary is not easy, yet other aspects of the language should be considered such as sound, and structure. Vocabulary is one of the most important elements in a language. To speak the language well needs to master it. No matter how well you learn grammar, how successfully the sound of a foreign language just cannot happen in any meaningful way. 1
It is important to know about vocabulary because a word has different meanings between British and American. The English which is used in United Stated is somewhat different from the English which is used in Great Britain as Stuart Redman says:
People in Brilai11 and ,,.J111erica u11dersram/ each or her perfectly most qfthe lime. but 1here are differences in grmmnar. i·oat!Ju/ar)', spelling. and pronunciation. With vocabulan'. 1he same word may have u different meaning. e.g. British c/11jJ.1· are American .fi'ench fi'ies. and American chips are British cri.1ps. Sometimes there are difj'erenl 11·ordsfi>r the same thing a lony in British
'
is called a 1rnck in American
English.-Mastering vocabulary can help to get easier to use a language as Norbert Schmitt says "large vocabulary can help to express ideas precisely in communication. Vocabulary knowledge enables language use; language use
enables the increase of it. and knowledge of the world e;iables the increase of it and language use and so on."3
1
Norbert Schn1it and Michael l\1lc. Chartey, I'o<.:abulrny: [lescription, Acquisition and
Pedagogy, (London: Cambridge University Press. 1997). p. 140.
2
Mastering English language well needs a large number of the words. This belief is not wrong because limited vocabulary is doubtful to use the language precisely and vividly. And sometimes it can cause to get difficulties 111
understanding the meaning of words, in differentiating the word forms, and 111
applying the words in sentences. When a word is found out. it can not be known its form grammatically, such as; noun, verb, adjective, or adverb. When a word is looked up the meaning of words you always find several meanings given.
To know word building can help to understand meaning of a word and increase vocabulary easily as AM. Zainuri says "on the other hand in vocabulary, many English words consist of roots and affixes. They frequently can be found in many contexts of reading texts; and in conversation of speaking and listening. Recognizing roots and affixes can increase vocabulary effectively.''4
One of ways to recognize roots and affixes is playing an enjoyable game. Hansen stated that games are highly motivating and entertaining and they can give shy students more opportunity to express their opinions and feelings. 5.
From the descriptions above, it shows that recognizing roots and affixes can help to master vocabulary. Games can help to recognize roots and affixes. One of games is scrabble game that provides an enjoyable atmosphere, a situation
in which vocabulary is essential and a distraction from the study of language itself and also help to create a word from some letters in which students' attention are
focused on the completion of asking without necessarily being practice. It will help an English teacher to help students arrive at a higher level of language proficiency.
4
AM. Zainuri, Vocabulwy I, (Jakai1a: UIN SyarifHidayatullah, 2003), p. 29
5
B. Limitation and Research Question
The writer limited the research in discussing about countable and uncountable nouns. The subject of this study is students of the first class of SMPN 2 Ciputat
The writer makes a question to do his research, how effective does playing scrabble game reinforce vocabulary building?
C.Objective of Study
The objective of study is to get an easier way to reinforce vocabulary by identifying and analyzing the elements of word forms through enjoyable game.
D. Significance of Study
The writer hopes that his research will give significant advantages in reinforcing vocabulary for someone who reads his research paper. He also hopes that performers will know about getting an easier way to reinforce vocabulary through an enjoyable game.
E. Organization of Writing
In his research paper, the writer divides it into four chapters.
Chapter One is the introduction. It consists of background of the study, research question and limitation, objective of study, significance of study, and organization of writing.
Chapter Two is theoretical framework. It discusses about definition of game, the forms of language game, the role of game in language teaching, the principle of game selection, definition of scrabble game, rules of playing scrabble game, definition of vocabulary, kinds of vocabulary items, reinforcers, schedule ofreinforcement, reinforcing vocabulary through scrabble game.
Chapter Three is purpose of study, place and time of study, population and sample of study, instrument of study, teclmique of collecting data, technique of
data analysis, hypothesis, the description of data, the analysis of data, and the test
CHAPTER II
THEORETICAL
FRAMEWORK
A.Game
1.
Definition of Game
The word "game" has been applied to a wide variety of human behavior to determine exactly what is meant by "game". According to Oxford advance dictionary, game is a form of competitive play or sport with rules. 6 Andrew Wright stated that game is an activity with rules, a goal and an element of fun. 7 And also Rita Susanna Larcabal stated that game pro\'ides an enjoyable atmosphere, a situation in which communication is essential and a distraction from the study of language itself.8 Game helps to create a context in which children's attention is focused on the completion of task without necessarily being practiced. So a result language learning takes place in a context that children can directly relate to.9
T.S Rodgers in Connie L. Shoemaker states that games have five basic characteristics, as follows;
a. Competitive b. Governed by rules
c. Goal-defined, eng1ging in that they challenge the participants
d. They have closer on a predetermined point at which they are finished
6
AS. Hornby, Oxford advanced Leamer 's Dictionary, (Oxford University Press, 1985), p.486
7
Andre\v Wright, op. cit. p. 40
8 Rita Susana Larcabal, The Role of Ganie
in language Acquisi1ion, (Washington D.C:
English Teaching Forum, April 1992), p. 28
9 Maria Toth,
Children's Gcnne, Teacher Resource Book, (Ne\v York: Ivie. Millan
2. Forms of Language Games
There are many fonns of games applied in a wide variety of human life, such as psychoanalytic games and war game, game of chance and game of strategy, game for the young and the old. There are many familiar games in which we are involved either as a spectator or a participant. !n teaching learning
activities, there are many available techniques to transfer the teaching points to students such as demonstration, discussion, games and so on
William Francies Mackey made games divided into;
• Listening game. It consists of perception games that are the grape vine and comprehension game that is find the object.
• Speaking game consists of observation game including ··point and say, Kim's game the here and there game.
• Reading game consists of recognition game such as "matching the card, say the word kind the word and roulette. compare game read and go game.
• Writing game consists of spelling game such as ·'The magician's game, crosswords puzzle, composition game include the label and
d eco mg game. d. JO
3. Roles of Game in Language Teaching
The role of the game in teaching English is to provide a welcome break in the lesson routine. The games provide new and interesting context for practicing language already learned and for acquiring new language in the process. Game as a technique plays its role in language learning to provide very much fun and relaxation within the frame of language learning and may even reinforces that learning.
Using games in language teaching helps students to see learning English as enjoyable moment. Playing games in the classroom develops the student's
!O William Francies Mackey, Language Teaching Analysis, (London: Longman, Green
ability to cooperate with other students in order to win the competition. Adewui Fawui Abala stated "One significant different between language games and other
activity is that they introduce an element of competition into their lesson while we wouldn't wish the students to become excessively competitive.11
4. Principles of Game Selection
In determining the role of games in developing student's vocabulary, the teacher needs to have their purpose clearly in mind if the major purpose is to make learning English vocabulary effectively and successfully. The English teacher
thinks carefully about the game selection a head of time before working out their lesson plan. On the other hand they have considered principles of using games.
According to Emilio G Cortez there are some principles of game selection, as follows: 12
a. The games should reinforce a particular point of language that the student's lack
b. The games should offer practice for items previously taught
c. The games should involve many members of the class and not a just a few d. The contexts should be appropriate to be incorporated in the game
e. The games should contain elements of surprise of competition
f. The games should provide sufficient motion to heighten and to sustain interest
g. The games should conduct in an enough space of the classroom
11
Adewui Fawui Abala, The Role a/Games in the learning Process. (English Teaching Fortnn. April 1987), p. 46
12
E1nilio G. Co11ez, So111e Pointers of Using Garnes, (English Teaching Forum, Vol.
B. Scrabble
1.
Definition of Scrabble Game
Scrabble is a game which needs vocabulary to play. They can make a word from 7 letters given to each player to put on an available scrabble board in this game. It can be played by 2 - 4 persons to play the game where one of them must get the highest score to win the game.
2.
Rules of Playing Game
In playing scrabble game, there are many differenc•es in conducting the rules due to different rule, which is made by each country or even region. To play scrabble game needs rules to play and how to play as Merriam Webster from The Official Tournament and Club Word List (OWL) explains the rules of playing scrabble game as follows:13
a. A player can extend a word in two directions tournament simultaneously in one turn, for instance ARJ'vl is on the board, it can be extended to be CHARMED in one turn. It's well within the rules to do so
b. Players have much time to make a play during scrabble game at a club or tournament. There are two commonly accepted methods for controlling the time of a scrabble game. First. a three-minute hourglass may be used to time each play. After 54 minutes the game is over and both players now have one more play before totaling the final score. Second, chess clocks are set up so that each person is given 25 minutes to complete all his or her turns. That way, then a/he is penalized 10 pc. every minute or fraction of a minute used more than the original 25. It's a different mle toward the writer's club, a player has one minute to make a word in one turn for each player.
c. It's acceptable to simply add one or more letters to a word, to either the front or back or to both the front and back.
d. A player can add just an S to a word already on the board. In the writer's club, a player can add S for countable words and verbs but the word S must forn1s a new word.
e. A player may play at right angles to a word
f. A player may play parallel to a word as along as adjacent letters form words horizontally and vertically.
h. The tiles a player plays must be contained in a word or played in a straight line.
1. For playing the blank has special rules. The officials don't allow a
player, later in the game, to change the letter that the blank represent. Like wise, a player may not repeal the blank with the letter it represents and uses the blank in another word. In the writer's club, the blank has all-purpose use in making a new word but it is not accounted to get point.
J. A player may exchange tiles (from one to seven) as along as there are at last seven tiles still in the bag. A player must decide which tiles he wants to exchange first then remove them from your rack and place the facedown on the table. Only then may you draw your new tiles, place them on your rack, and replace the exchanged tiles back in the pool. In writer's club, a player can exchange the tiles if a player has same word in a letter; for example, a player has three of S letters. And also a player can exchange one to seven tiles, in his one turn and s/he won't get his turn to get a point
k. The rules state that a player can challenge until the next turn. The Nation Scrabble Association has developed a more precise definition for when a player may challenge. First, using sand timers or no timers. Once a player has announced his or her score, the opponent may "Hold" or challenge after he has drawn at least one tile from the pool. The opponent may not challenge or hold anymore. Second, using tournament clock. After player has staited his or her opponent's timer, the opponent may "hold" or challenge. At above, once the player has drawn at least one tile from the pool, the opponent may not challenge or hold anymore. Using clock. Once an opponent has called "hold" at the paper time, she/he wants to think insist on drawing tiles after one minute, as long as s/he keeps the replacement tiles separates from the old tiles. This is called the Comtesy Rule if there is a successful challenging, the opponent may see the replacement tiles before, and the player returns them to the poo I.
I. The game is over when a player uses all of his or her tiles and there are no more tiles to draw. That payer then earns the points still remaining in all the other players' racks, while the others subtract from their point total the sum of the points still on the racks. In NSA club a tournament play, they use a slightly different rule. The player who ends the game earns double the sum of the letters on the other player's rack,, and the other player's rack subtract nothing from their total. For example, player #1, with 323 points, ends the game while player #2 with 320, still has EM on his rack. Player #I should receive 2X (I+ 3+ 3+ 3) = 14
points extra. The final total player#!
=
337 and player #2=
320. In the writer's club, the game is over when a player uses all the tiles or if it is not yet out of the tiles, it will stop playing in I hour.already covering a bonus square don't score the bonus points. For example, suppose FAZE is placed with the Z on the Double Word Score square and scores total of 32 pt. If someone later adds an S to from FAZES, the Double Word Score is not counted.
n. Whenever there is a challenge, regardless if how many words are acceptable or not, someone loses exactly one turn. The player must remove all letters from the board play it that turn and scores zero. o. If all the words formed on the play and acceptable. the challenger loses
his or her next turn.
p. If all seven tiles of the player's rack have been used for this play, the add an extra 50 pt.
From the rules of playing scrabble above, it shows:
There are many different rules are conducted by each country or region.
Playing scrabble game needs play techniques in making a new word from the tiles given. Making a new word needs to recognize roots and affixes.
C.
Vocabulary
1. Definition of Vocabulary
There are definitions of vocabulary given by experts. \I ocabulary is the total number of words that (with ruler for combining them) make up a language.14 Harimukti Kridalaksana says "vocabulary is a component of language that maintains all information about meaning and using words in a language)."1
; And in Webster's Dictionary, vocabulary is defined as follows:
p.956
a. <\ list or collection of words and phrases usually alphabetically
arranged and explained or defined.
b. A sum or stock of words employed by a language group individual or work or in relation to a subject scope of language
c. A list of foreign language textbook of the words and phrases taught or used.
14
While Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of words that individual speakers of language might use.16 Yang Zhihong defines vocabulary is the stock of words used in language.17
From the definitions above. the writer can conclude that vocabulary is a list or set of words that maintains all information and make up a language.
2. Kinds of Vocabulary Items
Knowing a word is needed to understand meaning of a sentence. There are two kinds of words: full words and fo1m words that are needed to know because there are some words can be found in a dictionary and also there are some words are grammatical words that can "t be found in a dictionary but they only have grammatical meaning as A.iVl Zainuri says
Full 1rords and form words are ofien kn01r11 as co111ent words and emp!_v words. For instance: The boys will play [!OI{ tomorrow. FJ·om the example. it can c/assif)'.· boys. plav. [!Oi/: and tomorrow. are included in jiill words category or content word1·. meanwhile the. and ll'ill. are included in fhrm irords or empty i1·ord1·. A 1rnrd irhose meaning is expecled to be fimnd in a diclionm:v is a word which is included in fi11/ 1rnrds or con/en/ ll'ords. Form irnrds or emply words are included in grammatical categmy and have grammatical meaning. 18
Furthermore Fries explains vocabulary items have four kinds that are classified into four groups as follows: 1
'>
a) First, there are the "function words'" those words which, although some of them may have also full-word meaning content, primarily or largely operate as means of expressing relations of gr:mmrntical structure. These include so-called auxiliaries: prepositions, conjunctions,
16 Evelyn I-latch and Cherryl Bro\\'11, Voc:abula1:i-'. Sen1antics, and Language education
(Carnbridge: Can1bridge University Press, 1995), p. ! .
i7 'lang Zhihong, ''Learning \Vords'-, English 'Teaching Forun1, vol. 38, No. 3, July, 2000,
p. 18-2 I
18
interrogative particles, and a miscellaneous group consisting of the words
for degree, for generalizing, the article, etc.
The important auxiliaries are; be, have, do, may, (might), can (could), will (would), shall (should) must, ought to.
The important preposition-adverb (most frequent used): at, by, for, from, to, of, on, and with, behind, in front of, over, under, above, below, beside, between, beyond, around, (place), (direction) th.rough, into, out of, toward, away from, up, down, across (time), before, after, during, since, until (comparison) like, different, as ... as, ... than.
The important conjunction; and, that, which, if, as, but, so. who, when, while, what, where, (most frequently used); (time) after, before, until, (cause) for, because, since (purpose) in order that, so that; (comparison) as ... as ... than: (concession) although, condition unless.
Interrogative particles: who, whose, which, what, when, where, why, how, articles the, a, an, degree words more, most, the generalizing particle ever, and special uses of there, it, and one whether; (conclusion) therefore.
b) The second kind of vocabulary items consists of the "substitute"words:
The personal pronouns: I, me, us, you, he, him, she, her, they, them, our,
your, his, its, their, mine, ours, yours, theirs, the indefinites, any
(one/body/thing/where); and the negative; none,, no body/lhinglwhere;
quantity or number each; both, all, some, any, few, many, several, much,
one, ones, llvo, etc
Other substitutes include; do (yes, I do), lhink, say, !ell, seem, appear, hope, believe, fear, guess. and the word so.
c) The third kind of vocabulary item consist of those that are distributed
in use according to such grammatical matters as the presence or absence of a negative; some (I have some), any (I don't have any), 100, eirher, already, yet,, etc.
d) The fourth group is of '·content" words in English, these content words
fall into three classes; class I, the words for things; such as; hat, stone, water, paper, knife, food, blood, etc.
The fourth group is of content words becomes the larges and the meanings
can be looked up in the dictionary.
3. What Do Students Need to Know?
a: Meaning20
The first thing to realize about vocabulary items ｩｾ［＠ that they frequently have more than one meaning. The word 'book' for example, obviously refers to something you use to read from - (a written work in the form of) a set of printed pages fastened together inside a cover, as a thing to be read, according to one learner's dictionary. But the same dictionary then goes on to list eight more meanings of book as a noun, two meanings of book as a verb and three meanings
where 'book' +preposition makes phrasal verbs. So it can be said that the word 'book' sometimes means the kind of thing you read from, but it can also mean a number of other things.
When a word is come across, then, and tried to decipher its meaning it is needed to look at the context in which it is used. If a woman is in a theatre arguing at the ticket office and saying 'But I booked my tickets three weeks ago· it will obviously understood a meaning of the verb 'book' which is different from a policeman (accompanied by an unhappy-looking man at a police station) saying to his colleague. 'We booked him for speeding.' In other words. it is needed to understand the importance of meaning in context.
There are other facts about meaning too. Sometimes words have meanings in relation to other words. Thus students need to know the meaning of 'vegetable' as a word to describe any one of a number of other things - ｾＮｧＮ＠ carrots, cabbage, potatoes, etc. 'Vegetable' has a general meaning whereas ·carrot' is more specific. The meaning of a word can be understood like 'good' and in the context of a word like 'bad'. Words have opposite (antonyms) and they also have other words with similar meanings (synonyms) - e.g. 'bad' and 'evil'. Even in that example, however, one thing is clear: words seldom have absolute synonyms, although
context may take them synonymous on particular occasions. As far as meaning
20 Jeren1y Harn1er,
goes, then students need to know about meaning in context and they need to know about sense relations.
From the descriptions above, the writer can conclude: - Many English words have more than one meaning
- Sometimes words have meanings in relation to other words (by looking at the context in which it is used) such as antonyms and synonyms, general and specific meaning, etc.
So, to know a meaning needs to know meaning in context and sense relations.
b. Word Use21
What a word means can be changed, stretched or limited by how it is used and this is something students need to know about.
Word meaning is frequently stretched through the use of melaphor and
idiom. It is known that the word 'hiss', for example. describes the noise that
snakes make. But stretching its meaning describes the way people talk to each other ('"Don't move or you're dead," she hissed.') that is metaphorical use. At the same time it can be talked about treacherous people as snakes ('He's a real snake in the grass·). 'Snake in the grass' is a fixed phrase that has become an idiom like countless other phrases such as 'raining cats and dogs', 'putting the cat among the pigeons', 'straight from the horse's mouth', etc.
Word meaning is alco governed by collocation - that is which words go with each other. In order to know how to use the word 'sprained' needs to know that whereas it can be said 'sprained ankle, 'sprained wrist' and cannot be said 'sprained thigh' or sprained rib. It can be said a headache, stomachache or earache, but cannot be said a throatache' or a legache.
Using words are often only in certain social and topical contexts. A saying is governed by the style and register it is in. To tell some one about getting angry is needed to choose carefully between the neutral expression of this fact (I'm angry) and the informal version ('I'm really pissed off). The latter would
21
Jeremy Harmer, The Practice of English Language Teaching new edition, (London:
certainly seem rude to listeners in certain contexts. At a different level can be recognized that two doctors talking about an illness will talk in a different register than one of them who then talks to the patient in question - who has never studied medicine.
From the descriptions above, the writer can conclude:
- Words use frequently are metaphor and idiom from word meaning
- There is a collocation that is which words go with each other in word meaning - There are style and register words such as formal and informal words.
So, it's better for us to recognize metaphorical language use, know how words collocate, and understand stylistic and topical contexts words and expressions.
c. Word Formation22
Words can change their shape and their grammatical value. too. Students need to know facts about word formation and how to twist words to fit different grammatical contexts. Thus the verb 'run' has the participles 'running· and 'run'. The present participle 'running' can be used as an adjective and 'run' can also be a noun. There is a clear relationship between the words ·death". 'dead', 'dying' and' die'.
Students also need to know how suffixes and prefixes work. How lo make the words potent and expensive opposite in meaning? Why it is prefaced one with
im- and the other with in-? There are two kinds of suffixes in English, inflectional and derivational.
The inflectional suffixes are the ones to lean in studying of gamma: the -s or - es ending of the verbs with the subject of the third person singular; the -ing ending on the verb forms; the --ed of the past tense of the verbs; the -s that makes
noun plural, the --er that makes adjective comparative, and so forth. On the other hand, derivational suffixes change the meaning of the base in some important
verbs are followed by a bare infinitive without 'to'. When students don't have this kind of knowledge they come up with erroneous sentence which all teachers instantly recognize, e.g. 'He said me to come;, 'I must to go' etc. It should be 'I must go• without adding 'to' after modal auxiliaries.
There are many other areas of grammatical behavior that students need to
know about: what are phrasal verbs and how do they behave? How are adjectives ordered? What positions can adverbs be used in? Without this knowledge can it really said that students know vocabulary items such as 'look up' (as in a dictionary), 'tired' and 'worn' or 'greedily'?
In this section is that knowing a word means far more than just understanding (one of) its meaning(s). Somehow our teaching must help students to understand what this knowledge implies both in general and for certain words in particular. By being aware students will be more receptive to the contextual behaviour of words when they first see them in texts, etc. and they will be better
able to manipulate both the nlmeanings and forms of the word.
It can be summarized "Knowing a word' in the following way:
I
. MEANING.ｉｾ＠
Meaning in context Sense relationsｾｍ･ｴ｡ｰｨｯｲ＠
Ｏ
ｉｗｏｒｄｕｓｅｉｾ＠
CollocationStyle and register
, . - - - j
WORDS Parts of speech
I
WORD FORMATIONｾ＠
Prefixes and suffixes Spelling and pronunciationNouns: countable and uncountable. etc.
WORD GRAMMMAR :---.._Verb complementation phrasal Yerbs, etc.
Adjectives and adverbs Positions. etc.
D.
Reinforcement
1.
Reinforcers
A reinforcer is an event which controls behavior. Consequences or
reinforcers may be positive (things a person will try to get or retain) or negative (things a person will try to avoid or escape). Reinforcers may be used to increase (reinforce) or decrease (punish) a behavior. A reinforcer may be either presented or withdrawn to influence the strength of behavior. Thus, there are four distinct
methods of influencing a behavior by presenting or withdrawing positive or negative reinforcers. The process of reinforcement always results in an increase or strengthening of behavior. Punishment always results in a decrease or weakening
punishment. Negative reinforcement, withdrawing something unpleasant after a behavior, has the effect of increasing or accelerating the behavior it follows. Punishment, withdrawing something pleasant or presenting something unpleasant after a behavior, has the opposite effect of decreasing or decelerating the behavior it follows.26
Positive Reinforcer
(something you will work to get)
Positive Reiriforcement
Effect: Increase or strengthen behavior which produces reinforcer; acceleration of
behavior.
Example
Behavior: Child begins assigned seatwork.
Consequence: Teacher smiles at child and remarks, "Good, I see you've started!"
If the child's initial effort at doing his assigned work is consistently given immediate attention and praise by the teacher, the promptness with which he begins his work will likely increase.
Negative Reinforcer
(something you will work to avoid)
Punishment
Effecl: Decrease or weaken behavior which produces reinforcer: deceleration of
behavior
Examyle
Behavior: Child destroys paper other children.
Consequence: Teacher points at child and shouts "NO!"
If the teacher is generally positive, controlled, and soft-spoken in his interaction with the child, but consistently points at child and shouts "no!" when he begins to destroy another child's paper, child's destruction of papers will likely decrease.
26 Gerald Wallace and Ja1nes M. I<auffinan, Teaching Children lvith Learning Problenzs
2. Schedule of Reinforcement
Effective control of behavior is largely a result of the arrangement of consequences. In any behavior-management situation there are rules, either explicitly stated or implicit in the sequence of events, which determine the arrangement of rewards and punishment. These rules which arrange the relationship between the occurrence of behavior and its consequences are called
contingencies or schedule of reinforcement. A contingency states the conditions
under which reinforcement will occur. For example, the child may be required to do a certain number of specified behaviors to obtain reinforcement, or he may be expected to complete a task during a certain time interval to get a reward n
There are two classes of reinforcement schedule: continuous, in which every response is reinforced, and intermillenl, in which not all of the child's appropriate responses are reinforced.
I. Continuous Reinforcement
Every time the behavior occurs, it is reinforced.
For example, each time the child completes an arithmetic problem correctly he is given a point for his progress chart.
II. Intermittent Reinforcement
A. Ratio Schedules
Reinforcement is given for every n '11 behavior and depends on the number of behaviors the child performs regardless of time.
I. Fixed Ratio
A fixed number of behaviors must occur for each reinforcement.
Example: Every I O'lt sight word read correctly is rewarded with a piece of
candy.
2. Variable Ratio
An average number of behaviors must occur for each reinforcement. The number of behavior required varies around a mean.
27
Gerald Wallace and Jan1es M. J(auffn1an, Teaching Children lvith Learning Problen1s
Example: On the average, every 5th time the child raises his hand he is
called on by the teacher. The actual number of times he raises his hand before being called on varies.
B. Interval Schedules
Reinforcement depends on the passage of time and the occurrence of a behavior.
1. Fixed Interval
A fixed amount of time must pass, after which the next appropriate behavior will be reinforced.
Example: Every 3 minutes during recess the teacher observes the child to see whether or not he is talking to another child. The next time he approaches another child and speaks to him, the teacher pats him on the shoulder and praises him for being friendly.
2. Variable Interval
A variable amount of time must pass, after which the next correct response will result in reinforcement. The amount of time required varies around a mean.
Example: On the average, every 5 minutes the teacher observes whether or not the child is writing another correct answer to the questions covering the geography lesson. When he answers the next question correctly, a smiling face is drawn on his paper. The actual number of minutes which elapse before the teacher checks the child's behavior varies.28
3. Reinforcing Vocabulary through Scrabble Game
Once students have mastered the fundamental grammatical pattern of a
language, his next task is to master its vocabulary or at least that part of its vocabulary that he needs. Nobody ever learns all the words in any language to
learn new words as long as we live.
28
Gerald Wallace and James M. Kauffman, Teaching Children with learning Problems
The way to enlarge one's vocabulary will depend much on individual characteristics and preference. However, several ways have been recommended as follows.
a. Recognizing
the
Roots
At least half of the words in the English language are derived from Greek and Latin roots. Knowing these roots helps us to grasp the meaning of words before we look them up in a dictionary; it also helps us to see how words are often arranged in families with similaT characteristics:29
·-Root (Source) Meaning English Words
Aster, As tr ( G) Star - - i : · o o o m y , """oiogy
Aud (L) To hear dible, auditorium
Bene (L) Good, well Benefit bene,·olent
Bio (G) Life Biology
Dic,dict (L) To speak Dict.ionary
Fer (L) To carry Transfer
Fix (L) To fasten Fix. suffix
Geo (G) Earth Geography
Graph (G) To write Graphic
Jur, just (L) Law Jury, justice
Manu (L) Hand Manual, manuscript
Meter, metr (G) Measure Metric
Path (G) Feeling Sympathy
Ped (G) Child Pedophile
Tele (G) Far off Television
Vac (L) Empty Vacant
Verb (L) Word Verbal
Viel, vis (L) To see Video, vision
I
b. Knowing the Affixes
Affix of affixation is a process of building word by attaching a short form
to the base word, whether at the beginning of the base or at the encl of it. The form at the beginning of the base word is called prefix, and the form at the end of the base is called suffix. "A term refen'ing to prefixes (an addition to a morpheme which precedes the morpheme), suffixes (an addition to a morpheme which follows the morpheme).30
There are many advantages ofrecognizing roots and affixes.'·1
• Identifying word form in grammatical classes such as. verb, noun, verb,
adjective, and adverb by knowing the root word and its common affixes. For example:
Beauty-full is an adjective
Beant-ify is a verb Beautiful-y is an adverb Beautifi.!1-ness is a noun
• Understanding an essential meanmg of new word if they know the meaning of prefix or suffix.
For example:
Un-happy means not happy Re-write means write again Simpl-iry means to make simple Hard-en means to make hard
• Identifying word, whether plural noun, comparative, past form, and the third person of verb by recognizing inflectional ending.
For example:
Book-book-s
30 l.aurie Well1nan, Teacher of English as A second language (Ne\v York: Arco
Soon-soon-s Play-play-s Walk-walk-ed
• Making numerous new words as they want by attaching prefix or suffix in a root word.
For example:
Adaptation
Adaptive Adaptab ii ity
Adaptable
Nonadapter
Unadaptable Preadaptation
Unadaptive
Readaptation
1\1isadaptation Re adaptiveness
Undaptively
So, stems, roots or main parts of a noun or verb from which other words are made by additions known as morphemes (in linguistics) which can occur freely on their own are called 'free' morpheme. Morphemes (or affixes) are divided into two types; those likes 'dis-'and 'un-' which precedes words (thnt is free morphemes) and which are called prefixes and those like '-ly' and '-ness' which follow free morphemes and which are called suffixes.
In the word formation, English language has at least two \mys of forming new words; by attaching a short form called an affix to either the beginning or the end of the word.
Attaching a short form called an affix to either the beginning or the end of a word makes many English words. When this is done, the word. itself is referred to as a stem. The form at the beginning of the stem is called a prefix and the form at the end is called a suffix.
For example:
Stem: happy
Prefix: unhappy
Suffix: happiness
The prefix can change the meaning of the word but not the part of speech.
Happy and unhappy are both adjectives. The suffix, however, changes the part of
Verb-forming suffixes, adjective to verb -en (blacken)
Adjective-forming suffixes, noun to adjective
-al or -ial (agricultural, commercial); -y (bossy); -ary (primary); -ed (forested); -ly
(brotherly); -ar (circular); :ful (careful); -less (endless); -ous (humorous); -ic
(organic); -ish (boyish).
Adjective-forming suffixes, noun to adjective
A.
CHAPTER III
THE PROFILE OF
THE
SCHOOL
Background of School
I. Name of School
2. NSS
3. Status
4. Address
Jalan
Village
District
Regency
Province
Code
Phone I Fax.
5. Area and Building
Wide of Area
Status of Area
Wide of Building
Status of Building
: SMP NE GERI 2 CIPUT AT
: 201280310 02
: State
: Ir. H. Juanda No. 1
: Cempaka Putih
:Ciputat
:Tangerang
:Banten
: 15412
: (021) 740 1312 I (021) 740 1312
: 4.129 1112
: Hibah
: 3.321.5 m2
: Hibah
B. Curriculum
Curriculum Based-Competency (KBK) is used by SMPN 2 Ciputat. In
curriculum development, Curriculum Based-Competency (KBK) is developed to
become Kurikulum Tingkat Satuan Pendidikan (KTSP) that is conducted by
C.
Students and Teachers
Number of Students and Classes
Class Number of Class M F Total
VII Aksel 1 6 18 24
VIII Aksel I 4 10 14
VII 10 199 194 393
VIII 9 158 170 328
IX 9 185 193 378
Total 30 552 585 1.137
Number of Students Based on Student's Religion
Class Number of Students Based on Student's Religion
Moslem Protestant '·Catholic Hindn Buddha Total
VII Aksel 24 -
-
- - 24I
VIII 13 I - - I - 14Aksel 378 8 4 .) '
I
393!
-VII 320 6
-
2L
328 IVIII 362 13
-
3 378I
IX
ＱＮＰＹＷｾ＠
i
I
Total 4 8 I 1.13 7
Students' achievement ofUAN I NEM
. . . .
'
Tahun Mtk B.lnd . IPA IPS I PKn B.lnq Rata-2
2000 / 2001 6,22 6,07 5,83 5,85 -6,51 6,29 6,12
2001 / 2002 5,46 6, 11 5,78 6,04 5,94 6,12 5,91
200212003 5,25 7,34 6,52 6,42 7,27 7,04 6,64
200312004 5,80 6,99 6,28 6,62 7,46 6,01 6,53
200412005 7,02 7,84 4,68 6,08 6,45 7,50 6.60
10
Room of BP I BK1
11 A1iRoom
1
12
Canteen13
Security's Home14
Toilet2
15
Toilet of Teacher, Principal, TU4
16
Scouting Room17
Personnel Eating Room Total- Inventories of School
No Name of Belongings I. Art Tools :
a. Karawitan I Degung b. Angklung
c. Qasidah d. Band e. Marawis
2.
Sporta. Field of Basket Ball b. Field of Volley Ball c. Field of Badminton d. Lempar Lembing
- Books
Class I Textbook .
.
....
·.
· .. ·.·VII
2.062
VIII
1.030
IX
1.000
- Tools Simulation
Kinds of T(lols . I. Kit IPA
2. !PS
1 ｔｶｦｾｮ＠
Total
2
set2
seti
2
setI set
1
setI
I unit I unit
I
1
unitI
1
setSuppprting \ /Book .
18
6
6
. Total 6 set 3 set
35
56
105
42
70
6,5
0 .)48
3.321,5
m-4. Anatomi I set
5. Torso Manusia 3 set
6. Wall map oflndonesia 3 buah
7. Wall map of Province I buah
I
I
8. Wall map of Regency I buah
J
E. The English Teaching- Learning
at
SMPN 2
Ciputat
1) Teaching- Learning process focuses on students as a subject
2) Using media in learning such as tape recorder, whiteboard, etc. 3) Using English on Sky (EoS) as textbook.
4) Developing English skill by discussing, making conversation, etc.
5) Creating comfortable and challenge condition by respecting each other and giving score in each meeting.
6) Contextual learning such as making group of drama 7) Providing best and various experience
8) Learning by doing
F.
Teacher Qualifications
-· - , - - - ·
Name Sex Age Religion -· Degree
Nenden Hazrianthi Female 38 Moslem SI
Endar Suhendar Male 50 Moolem SI
Eni Subekti Female 45 Moslem
--
ｾｾＭ SIL.A Muhainim Male 5..; Moslem D3
9) Instructional Material Used
The English Teaching-Learning process in the classroom at SMPN 2 Ciputat
10) Method of Teaching
English teachers teach students through communicative approach
based on developing Cuniculum Competency-Based (KBK) which is
conducted by English teachers with KTSP (Kurikulum Tingkat Satuan
Pendidikan).
11) Media Used
byEnglish Teacher
Teacher Tape Pictures Reali a Whiteboard CD Player Recorder
Nenden Hazrianthi
" "
"
!"
Hendar Suhendar
" "
"
"
I'
· -
f---__ _L±
Eni Subekti
" "
"
"
CHAPTER IV
RESEARCH METHODOLOGY
AND FINDINGS
A. Research Methodology
1. Purpose of Study
The purpose of study is to get and know one of ways to reinforce vocabulary through an enjoyable game. It is scrabble game. The reason for this purpose is discussion about building vocabulary that will reinforce vocabulary and
also giving an easy way to reinforce vocabulary through a scrabble game. Thus, the writer hopes this research paper can enhance the writer's knowledge m English and also it can help students or learners arrive at a higher level of language proficiency.
2. Place and Time of Study
The writer conducted the study not only in library research but also in a field research. The field research was held on March up to June. 2007 at first class students of SMPN 2 Ciputat. 32
3. Population and Sample of Study
The population of the research consists of 82 students. They were divided into three classes. In this research, the writer took 24 students randomly as samples to play the game. For a scrabble board consists of 2 players.
4. Instrument of Study
In this research, the writer used 2 scrabble boards that consisted of 2 players for a scrabble board. He used an Oxford Advanced Learner's Dictionary
'
playing the game for each turn. And also a judge in this game was needed to write the words and score the players obtained on list words and scores result. lead and
limit the time for each player.
5.
Technique of Collecting Data
The techniques of collecting data used in this research are: a. Observation
TI1e observation was done by visiting SMPN 2 Ciputat on March to June, 2007 at first class students of SMPN 2 Ciputat to do research about students' developing vocabulary in their lessons through teaching-learning process in the classroom. 33
b. Playing Scrabble Game before Reinforci11g Vocabulary
They played the game by using their English vocabulary theyve obtained to know the students' knowledge about vocabuiary by collecting the words result of playing scrabble game. '"
c. Reinforcing Vocabulary
The students were given an instruction to recognize the roots and know affixes of a word through playing scrabble game techniques by giving affixes and roots materials to students such as an inflectional suffix, derivational suffix, and root and stem and using them in playing scrnbble game to get easier way to play it.35
d. Playing Scrabble Game after Reinforcing Vocabulary
They played the game by using their English vocabulary they've obtained after the writer gave materials toward playing scrabble result words. 36
ｾＳ＠ See appendix 3
34
See appendix 5
6.
Technique of
Data Analysis
Data analysis is the last step in the procedure of this research. In analyzing the data, the writer uses some steps, the' are:37
a. Calculating and tabulating the number of the words from students· words result had been obtained by them and based on the data before and after
. c . b l 38
re1morcmg voca u ary.
b. Finding out the significant of this research to reinforce vocabulary. Here, the writer calculates it by using t-test.
After getting the data either before or after the writer analysis it by using statistic calculation of the t-test formula with the degrees of significance 5% and 1 %. the fonnula is as follows:3"
MD
to =
---SEMO
MD : Mean of Difference is the average score that is gained from the differences score between l variable and ll rnriable. And it uses fomrnla:
ID MD=
N
ID : Total score between I variable (X variable) and II variable (Y variable). And D is gained with che formula: D = X - Y
N : Number of cases
SOD : The standard deviation is gained from the differences between score of X
variable and Y variable. It uses formula:
MD=
N
N
37
Soen1ardi Soerjabrata, Pen1bib1nbing ke Statistik Psikologi d:]n Pendidika.'1,
SEMD The standard error that is gained from mean of differences. It uses formula:
SDo SEMo=
YN-1
df : Degree of freedom with formula: N -- I
7.
Hypothesis
1. The experimental hypothesis (Ha) is : is there a significance differences in
reinforcing vocabulary (recognizing the roots and knowing the affixes) in playing scrabble game for the seventh class of SMPN 2 Ciputat?
2. The Null Hypothesis (Ho) is : playing scrabble game without reinforcing vocabulary (they recognize the roots and know the affixes) has no influence for the seventh class of SMPN 2 Ciputat
B. Research Findings
1.
Description of Data
As described in previous pages, the writer conducced field research by taking students' number of words in playing scrabble game (before and after reinforcing vocabulary).
2.
Analysis of Data
To find out the result of number of words (before and after reinforcing vocabulary) the writer makes the table of students' number of words. The \vriter
TABLE I
The number of words obtained by students of 7111 class of SMPN 2 Ciputat
--- ---
···--···---··-··11
RESULT OF STUDENTS' NUMBEJ l OF WORDS40 II No.
Before Reinforcing Vocabulary
( x)
1.
14
2.
93.
10
4.
13
5.
116.
10
7.
14
8.
11
9. 8
10.
811.
12
12.
7
13.
12
14.
12
. ..15.
816.
12
17. 8
18.
919.
7
20.
11
21.
14
22.
14
23.
11
24.
8N=24
Note.
N : Number of students
X : The result before reinforcing vocabulary Y : The result after reinforcing vocabulary
After Re in
... · - - · . .• forcing Vocabulary ｾｹ＠
J.
11
17
" '
-14
1 1
17
15
10
15
16
19 817
10
15
19
18
-· · - - -ﾷＭＭＭＭＭＭｾｾＭＭﾷＭＭＭＭＭﾷ＠19
17
17
1113
18 18Note.
N : Number of students
X : The result before reinforcing vocabulary Y : The result after reinforcing vocabulary
D : The difference of number of words
The first step, look for the difference number of words between variable X and Y , we can get it by using formula: X- Y = D = -. To take for SDD (Deviation Standard of Difference), seek D2 = ( X- Y) = ... (see them in the table).
After that, seek Standard Deviation of Difference between two variables ( X and Y ) using formula as follows:
l:D
SDo=
N
N
09 -109
24 24
46.20 - (-4.54
)2
- 20.62
25.58
= 5.05
After finding the result of SDD, seek SEMD (Standard Error of the Mean of Difference) using formula:
SDD SEMD=
5.05 =
I
"\} 24 - 1
5.057 =
4.795 = 1.054
After finding the result of SEMO, seek MD (Mean of Difference) using formula:
l:D MD
=
N
-109
MD = -4.541
24
Finaily, seek "to" by using formula:
MD to
=
SEMD
-4.541
to = --- = -4.306 1.504
1) Determining t-table in level significance 5% and 1 % with elf: df = ( N - 1 ) = 24 ·- 1 = 23
with df= 23, it is gained t-table score: In significance level 5% = 2.07 In significance level 1 % = 2.81
3.
Test of Hypothesis
As mentioned in chapter one that this field research was conducted in order to know whether reinforcing vocabulary is more effective than before it in playing scrabble.
To answer those questions above, the writer hypothesized that:
Ha : There is a significant difference of students' number of words they obtained between before and after reinforcing vocabulary in playing scrabble game.
Ho : There is not a significant difference of students· number of words they
obtained between before and after reinforcing vocabulary in playing scrabble game.
So, the writer should prove the hypothesis by using the data of students' number of words, which are calculated by t-test formula, with assumption as follow:
Ifto > tt : there is significant difference and the alternative hypothesis (Ha) is accepted
If to< tt : there is not significant difference and the alternative hypothesis (Ha) is rejected, the null hypothesis is accepted.
Fro111 the result of statistics calculation, it is required that the value of to is 4.306 and the degree f freedom ( df) is 23 which is obtained from N - I = 24 - I =
23 by using the degree of significance of 5% and I%, it wn be seen in the table of significance that on the df = 23, the value of the degree of significance are 2.07
and 2.81. Bringing into comparison the "to" which each of the degree of significance, the result is 2.07 <4.306> 2.81. Because to score which is obtained from the result calculating is higher than tt score in the table of significance, it means that Ha is accepted and Ho is rejected. In other words, reinforcing
CHAPTERlV
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the data analysis in the previous chapter, the writer can take a conclusion that reinforcing vocabulary through playing scrabble game is more
effective than without reinforcing vocabulary. According to the writer, it could happen because of understanding of recognizing the roots, knowing the affixes. It can be seen from the students' number of words they obtained from reinforcing vocabulary that higher than without reinforcing vocabulary in playing scrabble game.
B.
Suggestions
-Dealing with the conclusion, the writer would like to give some suggestions to improve English proficiency as follows:
It is easy to build students' vocabulary by reinforcing rncabulary
through an enjoyable game.
Using games in language teaching help students to see learning English as enjoyable moment
BIBLIOGRAPHY
Abala, Adewui Fawui. The Role of Games in the Leaminx Process, English Teaching Forum, April 1987.
Arnold, Edward. Applied Linguistic and the Learning and Te,'1ching qf Foreign
Languages, New Castle: Athenaeum ?ress Ltd., 1984.
Button, S. H., and Humphries, J. A Mastering English Lang1mf<e, London: The Macmillan Press, 1992. ,
Cortez, Emilio G. Some Pointers of Using Gan/es, English Teaching Forum, Vol. XIII, 1975
Hansen, The Use of Game, English Teaching Forum, Jan-Mar 1996.
Harmer, Jeremy. The Practice of English Language Teaching new edition, New York: Longman Publishing, 1991.
Hatch, Evelyn and Brown, Cherryl. Vocabu!my, Semantics, and Language education, Cambridge: Cambridge U·1iversity Press, 1995
Hornby AS. Oxford advanced Learner's Dictionary, Oxford University Press, 1985.
Kridalaksana, Harimukti, Kamus Linguistik, 'l'hinl L'ditivn, Jakarta, VJ'. Grarnedia
Pustaka Utama, 1993 '
Larcabal, Rita Susana. The Role of Game in Lm1g11age Acq11i.»ilio11. Washington D.C: English Teaching Forum, April l ll'l2.
Mackey, William Francies. Language Teaching AnaZrsis, Londo'.!. Longmans, Green and Co. Ltd, 1995.
Schmitt, Norbert., and Charley, Michael Mc. Vocalmlwy: Description,
Acquisition and Pedagogy, London: Cambridge University Press, 1997.
Schmitt, Norbert. Vocabulary in Language Teaching, New York: Cambridge University Press, 2000.
Toth, Maria. Children's Game, Teacher Resoun;e Book, New York: Mc. Millan Heinemann, 199 5.
Wallace, Gerald., and Kauffman, James M. Teaching Children 1vith Learning
Problems second edition, New York: Charles Merill Publishing
Company, 1987.
Zainuri, AM, Vocabulary I, Jakarta: UIN SyarifHidayatullah, 2003.
---·-··-·--·-
···----·-·--DEPARTEMEN
ａｇａｾｴＱａ＠UNIVERSITAS ISLAM NEGEUI
SYARIF HIDAYATULlLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN
ｋｅｃｾｕｒｕａｎ＠Trip. :(1S2·21) ?44.1J2», 7'1flJ92$, l'nx, (62·ll J 74431):1 111,·Noinill'U,;'Cffililil 13412, lndon.,ta Rm•ll : ull\lkl®"bt.not.td
ＡＧＡＡＡＡＡＡｾＡＡＡＡＡＡｬＡＡＡＡＡＡＡｬＡＡＡＡｬＡＡＡＮＡｬｩｬｬＧｬＱＡｩＡＡｩＡｬＡｬｬＡＡｾｾｾｾＡＡｩＡＡＡＡＡＡｾｾｾｾｾ＠ ｾｾｾｾｾ＠
Nomur Lump.
Ha I
: ETfl'l,.02.1/ IV /2007
: Ahstraksl/Out/lne
: BIMBINGAN SKHIPSI
Kepada Ylh. ,
Dra. Hj. !'aridoh llamid. M.Pd l'cmbimbing Skripsi
Fakultas II mu Tarbiyah dnn Kcg11run11
UIN 8ynrii'llidny11tullah Jakartn.
Assala111u 'alaik11111 111r. 1vh.
Juknrta, 9 /\pril 2007
Dengnn ini dihnrnpk1111 KcscdinHn Sa11<hm1 111.iuk mcnj:tdi l'c111hiu1hi11g 1/11
(1nateri/tcknis) pL:nulisnn skripsi 11utl1asis1va:
Nanw lnw111
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NIM ＱＱＱＮｬｏｊＮｊｬｬＺＡｍＮｩｾ＠
VIII
•
.illl'llSll/l
Scn1cs1cr
Judul Skripsi Reinforcing Vuc,Jll'llnry 'l'rro11gh Scrabble Cinmc .
.ludul tcrscbut tcluh disctu,iui ｯｬﾷｾｨ＠ Jurusnn yn11g hcrsnnµk11tn11 pndn l:lllggnl ::0 Mnrcl
2007 dcngun 11hstntk/u11tll11c sebng,11i111:11H11crln111pir. Mcsldp11n dc111ikin11 l't:lllhi111lii11g bcrhak untuk mcnguhahjudul tcrscbut bila dipamlang tiJak /kt11·aJ1g scsuni.
1Jimbing1111 skrlpsi ini difi',;rnpkun sclcsni tl11ld1r waklu (i (c;Hlll;·l b11l11n. dnn dn 1ial
diperp1injnng selama 6 bulnn berikutnya lllnpn surnt pcrp1111ja11gn11 .
Atus pcrlwtinn dnn kcrja sanrn Sa11dara. kami ucupkan tcri1111 kasih.
i-Vassa/a11111 'a/aik111n uir, lvh.
Tembusan:
I. Dcknn FITK
Nonwr Lump. 1111 I
'
.,,,..---DEPA.RTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARDIYAH DAN
ｋｅＡｇｕｾｍａｎ＠: ETtrl .. 02.2/ IV/2007
: !ns//'11111en Ilise/
: IUSET/WAWANCAl{A
Kepndn Yth.
t
ｾ＠Kepala .
.)M.P..t:t ...
ｾ＠..
.
Q'pv ...
C! .......Assalamu 'a/aikum \\'/'. wb.
Dcngan hormat kami sampaikan bahwa,
Namn
NIM
l111a111 l'ribn<li
10301,1026955
Tolp. : (62·2 I) 7•14332R, 740192.5, Fnx. ＨｻＱＲｾＲ＠ I) '11MJJ2K
Rm•ll ; ＱＱｬｾｩｫｴ｀ｯｮ｢
