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