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s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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1 0 4 1 2 1 8 0 : r e b m u N t n e d u t
S 9
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
G N I N I A R T S R E H C A E T F O Y T L U C A
F ANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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S 9
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
G N I N I A R T S R E H C A E T F O Y T L U C A
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D Improving Vocabulary in Engilsh Subjec tby l u d i k g n u n u G k u t a P 3 N P M S f o s s a l C e d a r G d n o c e S r o f e l b b a r c S g n i s U . a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r P : a tr a k a y g o Y . a m r a h D s u c o f y d u t s s i h
T e s on t he useo fscrabble t o help i mprove vocabulary i n l u d i k g n u n u G k u t a P 3 N P M S f o s t n e d u t s e d a r g d n o c e s e h t r o f s s a l c e h t e h T . a tr a k a y g o
Y minima l achievemen t o f vocabulary tes t and the use o f i n u J n i y r a l u b a c o v h s il g n E h c a e t o t d o h t e m t n e i c if f e n i d n a e v it c e f f e n
i o rHigh
. h c r a e s e r s i h t f o d n u o r g k c a b e h t e m o c e b l o o h c
S The majo rconcern wa so f the
h c i h w o t t n e t x e e h t d n a m o o r s s a l c e h t n i n o it a t n e m e l p m i e l b b a r c s f o n o it p ir c s e d g n i y a l p n i y r a l u b a c o v r i e h t e v o r p m i s t n e d u t s e h t p l e h d l u o c e l b b a r c s f o e s u e h t e l b b a r c s .
In thi sstudy ,the wrtie remployed a survey study a sa research method . t n a p i c it r a p e v i s o p r u p d e il p p a r e ti r w e h t , h c r a e s e r e h t f o e l p m a s e h t t c e l e s o t ,r e t a L e w s n a o T . d o h t e m n o it c e l e
s r those two problems , the wrtie r conducted an s t n e d u t s e h t n o n o it a v r e s b
o and the teacher to invesitgate how scrabble wa s n o s s e l y r a l u b a c o v n i d e t n e m e l p m
i s a swel la sto identfiy whethe rscrabble wa s . t o n r o l u d i k g n u n u G k u t a P 3 N P M S f o s t n e d u t s e d a r g d n o c e s e h t r o f e t a ir p o r p p a o s l a r e ti r w e h
T distirbuted quesitonnaries to provide informaiton ,and the resul t s t n e d u t s e h t n o w e i v r e t n i n A . d e z y l a n a s a
w sw a also conductedt ogainaddiitona l . e l b b a r c s g n i s u f o t c e f f e e h t o t d e t a l e r n o it a m r o f n i s tl u s e
R fo thestudy revealed tt ha scrabbleimproved student 's vocabulary y r e t s a
m especiall y in masteirng vocabulary tha tthey learned da n a lso assiste d s t n e d u t
s in answeirng the quesiton sgiven .I talso increased thei rcon ifdence ni g n i c n u o n o r
p wordsspontaneously .Howeve,r there w oerea ls somestudents who e
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il d ot apply et h vocabulary in w irit .ng Thi sstudy showed t hat scrabble wa s e t a ir p o r p p
a in helping to improve vocabulary in the classroom rf o Junio rHigh Schools tudents.
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D Improving Vocabulary in Engilsh Subject by l u d i k g n u n u G k u t a P 3 N P M S f o s s a l C e d a r G d n o c e S r o f e l b b a r c S g n i s U . a t a n a S s a ti s r e v i n U , s i r g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r P : a t r a k a y g o Y . a m r a h D s u k o f i n i i s p i r k
S dalam penggunaan scrabble untuk membantu 3 N P M S 2 s a l e k a w s i s i g a b s a l e k m a l a d a t a k a s o k n a s a u g n e p n a k t a k g n i n e m h a l a d a i n i n a it il e n e p i g n a k a l e b r a t a l e m g n a y l a H . a t r a k a y g o Y l u d i k g n u n u G k u t a P n u g i d g n a y e d o t e m a tr e s i k il i m a k e r e m g n a y a t a k a t o k n a a s a u g n e p a y n m i n i
m akan
n a d f it k e f e m u l e b h i s a m i n i P M S i d s i r g g n I a s a h a B a t a k a s o k r a j a g n e m k u t n u . n a s o b a s a r e m a w s is t a u b m e m n a r a b m a g i a n e g n e m h a l a d a n a k it a h r e p i d u l r e p g n a y a m a t u l a H r e n e
p apan scrabble d idalam kelas ,serta sejauh mana penggunaan scrabble u t n a b m e m t a p a
d isswa meningkatkan kosa kata dengan bermain scrabble dan n a p a r e n e
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m g sesua iuntuk mengaja rd i
a g u j s il u n e P . k u t a P 3 N P M S 2 s a l e k a w s i s k u t n u y r a l u b a c o v n a r a j a l a p . a s il a n a i d n a i d u m e k g n a y i s a m r o f n i n a k t a p a d n e m k u t n u r e n o i s i u k n a k i g a b m e m
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b ahu iefekpenggunaans crabble.
t a p a d e l b b a r c s a w h a b n a k p a k g n u g n e m n a it il e n e p i r a d l i s a H a s o k n a a s a u g n e p m a l a d a y n s u s u h k a w s i s a t a k a s o k n a a s a u g n e p n a k t a k g n i n e m i r a j a l e p a k e r e m u r a b g n a y a t a
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d secaras pontan. Tetap iadaj ugas iswayang s a l e j i n i n a it il e n e p m a l a D . n a si l u t a r a c e s t u b e s r e t a t a k a s o k n a k p a r e n e m a k u s u t n a b m e m m a l a d a w h a b t a h il r e
t meningkatkan kosa kata d i dalam kela s . P M S a w s i s a r a p i g a b t a p e t h a lt a g n a s e l b b a r c s n a p a r e n e p i a g a b e s i s u b i r t n o k n a k i r e b m e m n a k p a r a h i d i n i i d u ts , n a i k i m e d n a g n e D a t r e s s a l e k m a l a d a t a k a s o k n a r a j a g n e p n a k t a k g n i n e m k u t n u n i a l a i d e m a w s i s i r i d a y a c r e p n a k t a k g n i n e
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v vi T
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K A R T S B
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B ResearchProblem s………... .
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D ResearchObjecitve s………. .
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F Deifniitono fTerm s……… .
I I R E T P A H
C AREVIEWOFRELATEDLITERATURE
.
A Theoreitca lDescirpiton……….. .
1 VocabularyTeaching. ...……….. .
a TheMeaning fo Vocabulary……….. .. ix xi x vi vx
1 5 5 5 6 7
ii x .
b Technique so fTe h ac ingVocabulary………. .
c Backgroundo fVocabularyTeaching ... .
d P irnciple so fVocabularyTeaching ... .
2 Role so fTheGamesi nLearningVocabulary ... 1 1
3 1 51 71 .
3 Scrabble ...……… .
a Deifniitono fScrabble. ... .
b TheScrabbleRule s... .
4 Effec to fScrabblei nLearningVocabulary ...
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B ResearchSetitng ... .
C ResearchParitcipant s……….. .
D ResearchI nsrtumen tandDataGatheirngTechnique………. .
1 Observaiton………...………. .
2 Quesitonnarie………... .
3 Interview………... .
E DataAnalysi sTechnique……….... .
F ResearchProcedure s………... H
C R A E S E R . V I R E T P A H
C FINDINGSANDDISCUSSION
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A TheI mplementaitono fScrabblei nTeachingVocabulary rfo l u d i k g n u n u G k u t a P 3 P M S n i s t n e d u t S e d a r G d n o c e
S ... ....
81 8 1 18 0 2
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c e j b u S h s il g n E n i e g d e l w o n K y r a l u b a c o
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E ...
.
2 ScrabbleI mprove sStudent sVocabulary. ... .
3 ScrabbleI mprove sStudent sEngilshSkill. ... .
4 ScrabbleMakest heTeachingLerningEffecitve. ... .
5 Student sWantt oUseScrabblet oLearnEngilshFu trher. ... .
V R E T P A H
C CONCLUSIONSANDSUGGESTIONS
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A Conclusion s………..………...…….... .
B Suggesiton s………. .
1 Suggesitonf o rTeacher s………. .
2 Suggesitonf o rStudent s……….. .... .
3 Suggesitonf o rFutureResearcher s………. .... S
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A ………..
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F 4 2. Students’responset o“Theacitvtiyi nt heclas smakess tudent s d
e r o
b ”... g n i n r a e l n i y p p a h s t n e d u t s s e k a m e l b b a r c S “ o t e s n o p s e r ’ s t n e d u t S 3 . 4 e r u g i F
” h s il g n
E ………... . .... 4
. 4 e r u g i
F Students’r esponset o“Scrabblemakesi teasierf ors tudentst o
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ” y r a l u b a c o v w e n e z ir o m e m 5 . 4 e r u g i
F Students’r esponset o“Scrabblei mproves tudents ’vocabulary” ... .. 6
. 4 e r u g i
F Students’r esponset o“Scrabbleallowss tudentst odot hevocabulary k
s a
t ” ... ... 7
. 4 e r u g i
F Students’r esponset o“Scrabblemakest het eachinglearning
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ” e v it c e f f e 8 . 4 e r u g i
F Students’r esponset o“Student swantt ouses crabblet ol earnEngilsh ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ” r e h tr u
f ... . 83
93
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17 67 87 18
1 I R E T P A H C
N O I T C U D O R T N I
i h t n
I schapter ,the wrtier wli lpresen tsix secitons ,namely th e research
t f o d n u o r g k c a
b he study , problem formulaiton , problem ilmtiaiton , research
b
o jecitve ,sr esearchbenefti sanddeifniitonoft erm .s
.
A ResearchBackground
w o
N adays ,Engilsh ha sbecomeone fo thei mpo trantl anguages which ea r
s a h c u s , s e it i v it c a d lr o w l l a n i d e s u s i t I . e g a u g n a l l a n o it a n r e t n i n a s a d e s u
s t n e v e t r o p s , s e c n e r e f n o
c , and wo lrd rtades .Moreover ,people used Engilsh a sa
n o it a c i n u m m o c r o f l o o
t among mthe int hewo lrd . tIi ss rtonglyr elatedt osocieites
e v
il because ti i sused t o connec tsociety wtih othe rsocieites .Larsen and Long
y a
s tha tEngilsh as a second language fo rmos to fthe people in the wo lrd ha s
r o f e g a u g n a l l a n o it a n r e t n i e m o c e b y l g n i s a e r c n
i internaitona lrelaiton .s (1991 ,p .
.)
1 I twli lbehard t omasterl anguagewtihou tmasteirng on understanding cetrain
l a c it ir c f o d n a e g a u g n a l o t l a rt n e c s i y r a l u b a c o V . s e ir a l u b a c o v f o s r e b m u n
c o v t n e i c if f u s a t u o h ti w r e n r a e l e g a u g n a l l a c i p y t o t e c n a tr o p m
i abulary ;onecanno t
. m r o f n e tt ir w d n a l a r o h t o b n i s a e d i ri e h t s s e r p x e r o y l e v it c e f f e n o it a c i n u m m o c
Related t o et h Eng ilsh t eaching-learningproces ,s l anguageskill ssuch a s
e ll a c e r a t a h t s d r o w f o s e ir e s a s d e e n g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s
il d
e g a u g n a l h s il g n E n i e l o r t n a tr o p m i n a s i y r a l u b a c o v , s d r o w r e h t o n I . y r a l u b a c o v
. g n i h c a e
d n a d a e r , k a e p s s r e n r a e l ll e w w o h r o f c i s a b e h t f o h c u m s e d i v o r p d n a y c n e i c if o r p . p , 2 0 0 2 ( ” e ti r
w 255) .Therefore ,Vocabulary i sone o fthe impo tran tfactor sin
e b d l u o h s t a h t e g a u g n a l f o s t n e m e l e e h t f o e n o s i y r a l u b a c o V . e g a u g n a l h s il g n E n o it i s i u q c a e g a u g n a l y n a o t l a rt n e c e m o c e b s e ir a l u b a c o V . t h g u a t d n a d e n r a e l g n i c u d o rt n i n i y ll a i c e p s e s s e c o r
p nla guage . Based on explanaiton above ,
f o e n o s i y r a l u b a c o v , e g a u g n a l g n i n r a e l n I .s d r o w o t d e t a l e r s y a w l a s i y r a l u b a c o v n i m e h t d e s u d n a g n i n a e m e h t g n i d n a t s r e d n u , s d r o w e h t g n i w o n k o t p e t s e h t .s e c n e t n e s s o h t e v l o v n i t a h t h s il g n E e ri u q c a o t e v a h s t n e d u t s e h
T ef ourl anguageskills .
g n o L , n e h s a r K o t g n i d r o c c
A , and Scarcella (1979) quoted by Larsen and Long
e c n i s , ) 5 5 1 . p , 1 9 9 1
( theyarestli lyoung , tii seasierf ort hemt o l earnal anguage.
. e l o r t n a tr o p m i n a s y a l p y r a l u b a c o
V tI meanst ha tvocabularyi st hebasicelement s
n r a e l y e h t e r o f e
b to speak , ilsten ,speak and read. Learning vocabulary i svery
E n i y ll a i c e p s e t n a tr o p m
i ngilsh Second Language . eT h student smay ifnd some
d r o w g n i z ir o m e m n i s e it l u c if fi
d .s Student smay recognize a wirtten o rspoken
t d n a d r o
w hink t hey arleadyknowt ha tword ,butt heymay no tbeablet ouset ha t
y lr e p o r p d r o
w o rpronouncei tcorreclty . tIi sbecauseEngilsh i snott hei rmothe r
t a h s il g n E t o n s i h c i h w e u g n o t r e h t o m r i e h t e s u n e r d li h c t a h t s u o i v b o s i tI . e u g n o t . e m o
h According to Richards and Renandya, “wtihout an extensive vocabulary
r o f s e i g e t a rt s d n
a acquiirngnewvocabulary,l earner so tfen achievel esst han t hei r
e b y a m d n a l a it n e t o
p discouraged from making use o f language learning
m e h t d n u o r a s e it i n u tr o p p
n
I orde rfor student sto be easliy memo irzing word sand use the word s
r i e h t p o l e v e d o t s e c n a h c s t n e d u t s e h t e v i g d l u o h s s r e h c a e t e h t , y lr e p o r p . e g d e l w o n k y r a l u b a c o
v To puti tsimply, t hestudent sask rf o an easy and simple
y a
w to retain the vocabulary tha tt yh e have learnt ,and etc .(Khuat ,Teaching
, l a n r u o
j 2003) .A tfe rgiving explanaiton ,usually t het eache rasks t hestudents t o
s n o it s e u q e h t r e w s n
a w irtten and ora labou tthe dfiifcul twords .Therefore ,the
n i s t n e d u t
s teaching-learning proces sfee lbored and fearful wtih the acitvtiy i n
s s a l c . d e e n r e h c a e
T s to apply technique swhich make t hestudents i nterested i n
. h s il g n E g n i n r a e
l I ti sexpected tha ta teache rcan conduc this/he rteaching and
y o j n e s t n e d u t s e h t s e k a m t a h t y a w a h c u s n i s s e c o r p g n i n r a e
l learningEngilsh. sA
. n o it n e tt a ’ s t n e d u t s r e h / s i h t c a rt t a o t e m a g e s u y a m r e h c a e t a e l p m a x e n
a 'Many
s e m a g t a h t d e u g r a e v a h s r e ti r w s l a u n a m y g o l o d o h t e m d n a k o o b t x e t d e c n e ir e p x e e m it t s u j t o n e r
a -fliilng acitviite sbu thavea grea teducaitona lvalue .Game sadd
o t e v it n e c n i e l b i s u a l p a g n i d i v o r p y b n o it a v it o m e s a e r c n i d n a n o s s e l a o t n o it a ir a v , d l o s r a e y e v l e w t d n a r u o f n e e w t e b n e r d li h c y n a m r o F . e g a u g n a l t e g r a t e h t e s u . r o t c a f l a n o it a v it o m y e k e h t e b t o n l li w g n i n r a e l e g a u g n a l ,t s e g n u o y e h t y ll a i c e p s e a c s e m a
G n provide thi s sitmulu s (Lewis , 1999) . Through games , chlidren
, 3 0 0 2 , n o s d e B & s i w e L ( t n e m n o ri v n e r i e h t h ti w t c a r e t n i d n a , r e v o c s i d , t n e m ir e p x e . ) 5 .
p Game swli lprovide excellen toppo truniites i n using vocabulary .Lee say s
i e n o s i e m a g y r a l u b a c o v a “ t a h
t n which t hel earners ’atteniton i sf ocused mainly
tr o p p u s t n e m e t a t s s i h
T s by Chalrotte . He state s tha t educators can make
o t r e i s a e d n a g n i g a g n e e r o m y r a l u b a c o
v learnt hrought heuseo fgames(2011) .
a e
L rning vocabularyi sactuallyfun ,depend on how peoplethink t ha t ti si
d n a t s r e d n u o t y s a
e then we can use i tin the righ tcontext .Someitme steacher
t kh s in tha tt hestudent sarleady understood t hemateira lso t he t eacheri gnores to
d r o w e h t f o g n i n a e m e h t n i a l p x
e s .Actually the student sfee lreluctan tto ask
s k s a y l n o r e h c a e t e h T . n o it s e u
q the student s to ifnd the meaning from the
o s r e h t o r o y r a n o it c i
d urce .sI nt hi scase ,a ate c sheri goingt o helpt he ust dent sto
ri e h t h c ir n
e vocabularyknowledge. Ont heothe rhand ,ateache raskst hestudent s
tl u c if fi d l a r e v e s t s il o
t vocabulaires .
e h t , s i h t m o r
F teacher sh a to think the way swhich help the student sto
n i y r a l u b a c o v r i e h t e v o r p m
i learni ngEngilsh .Theuseofgamei soneoft heway s
h c i h w e m a g f o s d n i k y n a m e r a e r e h t , y r a l u b a c o v g n i n r a e l n I . m e h t p l e h o
t can be
f , d e s
u o rexample scrabble, crossword puzzle ,hangman, lfash cards ,and ce .t
e s o h
T games m ay help the students ot understand vocabulaires easliy .In thi s
e l b b a r c s f o n o it a t n e m e l p m i e h t n o s e s u c o f r e ti r w e h t , y d u t
s .The wrtie rchoose s
, s a e r e h W . e r a r s i n o it a c u d e n i e l b b a r c s f o n o it a t n e m e l p m i e h t e s u a c e b e l b b a r c s
h c i h w e m a g f o e n o s i e l b b a r c
s i e sr qu riet hestudentst o developt hei rvocabulary
r e tt e l n e v i g e h t g n i s u s d r o w e g n a r r a o t e v a h s t n e d u t S . e g d e l w o n
k tliest ha twli l if t
a o b e h t n
o r d game i n orde rto improve vocabulary ,game player scan consul ta
u n u d n a e u q i n u r o f y r a n o it c i
d sua lword ,s t hough they must eb prepareto deifne
. e m a g e h t e v o r p d n a d r o w e h
t Through scrabble ,the student smay be able to
.
B ResearchProblems
e h t , y d u t s s i h t n
I wrtierf ormulatest heproblem sa sfollows:
.
1 How scrabblei s mi plemented i n Engilsh subjec tf orthesecondgradestudent s
P M S f
o N 3PatukGunungkidul?
.
2 Wha taretheeffect so fimplemenitng scrabblei n improving thesecond grade
f o s t n e d u t
s SMP N 3PatukGunungkidul’ svocabulary?
.
C ProblemLimtia iton
y d u t s s i h
T willf ocu sontheeffect fo implemenitngscrabbleini mproving
e h
t second grade student so fSMP N 3 Patuk Gunungkidu’ls vocabulary. The
s t n a p i c it r a
p oft hi sstudy would bet he second gradestudent so fSMP N 3 Patuk
l u d i k g n u n u
G . Thegameast hemediai sgoingt ohelpt het eacheri nconveyi ngthe
. y li s a e l a ir e t a
m tIi sablet o atrtactthestudents ’attenitondu irngteachingl earning
y ti v it c
a .
The wrtier intends to discus sthe effects fo implemen itng scrabble by
g n i w o n
k sti in lfuences no the students .I ti salso to determine et h students’
l a it n e s s e e c r o f n i e r o t y a w e v it c e f f e d n a k c i u q a s a e m a g e h t f o s n o it p e c r e p
. y r a l u b a c o v d n a s t p e c n o c
.
D ResearchObjecitves
s i h t f o s e v it c e j b o e h
T studyaret o answert heproblems previously stated .
, y lt s ri
F thi sstudyt irest oknowhowt hei mplementaiton oft eachingEngilshusing
. y r a l u b a c o v r e t s a m o t y ti li b a ’ s t n e d u t s g n i v o r p m i n i s i e l b b a r c
w o n k o t s m i a y d u t
s the effects fo implemenitng scrabblei n i mproving students ’
. y r a l u b a c o v
.
E ResearchBeneftis
y d u t s s i h
T would beusefu lfo rstudentsi n SMP N 3 Patuk Gunungkidul ,
M S n i s r e h c a e
t PN3PatukGunungkidu landotherr esource swhoarei nterestedi n
. y d u t s s i h
t Thi sstudy i sexpected t o b irng avaluablecontirbu iton t o t heEngilsh
.) T L E ( g n i h c a e T e g a u g n a L
.
1 TheStudents
r o
F thestudents ,using scrabbleto l earn vocabulary can be na interesitng
. h s il g n E n r a e l o t y a
w By doingt hi ,s t hestudent sareexpected t o beablet o l earn
g n i s u h s il g n
E scrabble .Thus ,thestudent scan enjoy being involved in t eaching
-a e
l rningprocess.
.
2 T The eacher
g n i s u , r e h c a e t e h t r o
F scrabble i sone o fmedia tha tcan improve the
g n i h c a e t f o y ti l a u
q - rlea ning process .Besides , theteache rgetst henewatlernaitve
e h t e s a e r c n i o
t students ’understandingo fgivenmate iral. t If het eacherknowst hat
e l b b a r c
s b irngs posiitve effects ot the students ,he wli luse the scrabble fo r
y r a l u b a c o v g n i h c a e
t . On theothe rhand ,fit het eacherknows tha tscrabbleb irngs
a negaitve effec tfo rthe students ,he has to ifnd the reason why scrabble ha sa
o t t c e f f e e v it a g e
.
3 Othe rResearchers
y ll u f e p o
H this t hesi scan give beneif tfort heothe rresearcher swho have
d n a t s e r e t n i e m a s e h
t generate an understanding o frelated study .Thi sstudy can
e s u e h t o t d e t a l e r h c r a e s e r r e h tr u f t c u d n o c o t m e h t e ri p s n
i ofs crabble inclass.
.
F De ifniitono fTerms
e h t y fi r a l c o
T term sused in thi sthesi ,s the wrtie rwou ld ilke to deifne
m e h
t a sfollows:
.
1 Vocabulary
n o s r e p n e v i g y n a t a h t s d r o w f o n o it c e ll o c l a n o s r e p e h t s i y r a l u b a c o V
a w l a n a c y r a l u b a c o V . s i s a b y li a d a n o s e s u d n a s w o n
k y sbe improved and fo r
. ) 3 1 0 2 , e c a r G ( e v i s n e t x e t i u q s i e l p o e p e m o
s Wikipedia de ifne svocabularyist he f
o t e
s words wtihin a language tha tare famiila rto tha tperson .A vocabulary
r o f l o o t l a t n e m a d n u f d n a l u f e s u a s a s e v r e s d n a , e g a h ti w s p o l e v e d y ll a u s u
n o it a c i n u m m o
c and acquiirng knowledge .Acquiirng an extensive vocabulary i s
a g n i n r a e l n i s e g n e ll a h c t s e g r a l e h t f o e n
o secondl anguage. Accordingt o Kreidle r
) 1 2 . p , 8 5 9 1
( vocabulary i sde ifned a sa stock o fword sin language tha tcan
. e g a u g n a l e h t f o s ll i k s e h t n r a e l o t s r e n r a e l e h t tr o p p u s
.
2 Scrabble
s i e m a g e l b b a r c
S a classic crossword pattern game t hat force splayers t o
tt e l n e s o h c r i e h t e g n a r r a e
r ers t o ifnd new words t ha tcan connec twtih l etter so f
y r a l u b a c o v e v i s n e t x e n a e v a h o t e v a h s r e y a l p o d y l n o t o N . s d r o w d e y a l p y d a e rl a
y a l p o t r e d r o n
n e v e y r a l u b a c o v a d li u b o t r e d r o n I . d r a o b e m a g e h t n o t if l li w t a h t s e li t r e tt e l
, s d r o w l a u s u n u d n a e u q i n u r o f y r a n o it c i d a t l u s n o c n a c s r e y a l p e m a g , r e h tr u f
a g e h t e v o r p d n a d r o w e h t e n if e d o t d e r a p e r p e b t s u m y e h t h g u o h
t me (Karam ,
6 0 0 2 .)
.
3 Improving
Bussinesdicitonary de ifnes i mproving “a san a tc o fenhancing o rmaking n
i r e tt e
b terms fo qualtiy ,value o rusefulness .Thi scan be by making ideas ,
s t c e j b
o o rprocesse smoredesriablebyaddingorr emovingcomponents .Thet erm
, ll e w s a e l p o e p o t d e il p p a e b o s l a e b n a
c v iamethodssucha sperformancereviews
n a e v o r p m i d n a y rt o t t n a e m e r a h c i h
w employeeins omemanne.r”
.
4 SecondGradeStudents
s t n e d n o p s e r r o s t n a p i c it r a p e h t e r a s t n e d u t s e d a r g d n o c e s e h t , y d u t s s i h t n I
r g d n o c e s e h t n o s t n e d u t s e h t f o t s o M . y d u t s e h t f
o adeo fJunio rHigh Schoo lare
age14upt o15year sold .Becauses tudent satt heril eve laredemandedt odevelop
ri e h
t competence in understanding abou t funcitona l tex t related to thei r
.t n e m n o ri v n
e They are chosen because t hey arei n t he middle posiiton and t hey
i s n a rt e h t n o l li t s e r
a itonposiitonf romchlidt oadul.t
.
5 SMP3PatukGunungkidul
P 3 P M
S atuk Gunungkidul i sl ocated i n Putat ,Patuk ,Gunungkidul .Thi s
s i l o o h c
s aplacetoconductt hestudy.SMP3 Patuki s a pub ilcschool .Thereare
d n a s r e h c a e t 6
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R A
t n e s e r p r e t p a h c s i h
T s a review ofr elated l tieratureusedi n t hi sstudy .The s
t n e s e r p t r a p t s ri
f theoreitca l descirpiton which consist s o f theo ire s to be s
t n e s e r p t r a p d n o c e s e h T . d e b ir c s e d d n a d e n i a l p x
e theoreitca lframework ,the
. y d u t s e h t o t s e ir o e h t e h t s e t a l e r r e ti r w
.
A Theori itca lDescrip iton ,
e s a c s i h t n
I the wrtie rexplain sthe review o frelated ltierature used in o t p l e h r e h ti e n a c y e h t e c n i s t n e n it r e p e r a s e ir o e h t e h T . h c r a e s e r e h t g n it c u d n o c
e s e r e h t e v l o
s arch problem so renlarge paritcula rknowledgeof t het opic .Those v
t u o b a s e ir o e h t f o t s i s n o c s e ir o e h
t ocabulary t eaching, t he role sof t he games i n ,
e l b b a r c s , y r a l u b a c o v g n i n r a e
l and the effects fo implemenitng scrabble in .
y r a l u b a c o v g n i n r a e l
.
1 VocabularyTeaching
g n i h c a e T . g n i n r a e l e g a u g n a l f o t r a p t n a tr o p m i n a s i y r a l u b a c o V
e h t e s u o t d n a s d r o w e h t d n a t s r e d n u o t y ti li b a ’ s t n e d u t s e h t s e ri u q e r y r a l u b a c o v
l e t a ir p o r p p a s d r o
w y .Teaching vocabulary looks very simple .The teache ro nly e
v i
g s them some new word ,s da n exercise ,ask sthe student sto memo irze the s
d r o
w , andgive sat es.t Wallace( 1982 ,p .1 ) 44 a sctied i nAyuningtyas( 2008 ,p . )
2 sayst ha t“learningvocabulary i sacomplexproces swhich r equriest heablitiy t
d n a , m e h t r e b m e m e r , s d r o w e h t e z i n g o c e r o
y lt c e r r o
c .” Therefore, tii sno tonly memo irzing ilst so fword sand knowing t hem o
s l a t u
b understanding them. According to Dale vocabulary development in .
m a r g o r p d e n n a l p a e b t s u m l o o h c
s A planned vocabulary program provides t he s
e n o d l o n o p u s t p e c n o c w e n d li u b o t y ti n u tr o p p o t a e r g a h ti w t n e d u t
s (para .5). He
g n i y a s y b s u o n it n o c n e h
t t“hedevelopmen to fvocabulary mus tbeseen a sa par t .
l o o h c s e h t f o m a r g o r p n o it a c i n u m m o c r o j a m e h t f
o Beginningi nt heealrygrades , a
e t e h
t che rcan inrtoduce the studen tto vocabulary study habti stha tshould l
a it n e t o p r e f s n a rt e s a e r c n
i ”( 1971 ,p .5.) .
a TheMeaningo fVocabulary 3 6 9 1 ( r e l d i e r K o t g n i d r o c c
A , 1p. 2 ) ,vocabulary i sa stock o fwords i n a n
a c t a h t e g a u g n a
l be faclitiaitng and supporitng thel earner i n order t o reach t he 2
8 9 1 ( n o tr u B y b d e tr o p p u s s i t n e m e t a t s s i h T . s ll i k s e g a u g n a
l , 9p.9 )whosayst ha t
m e h t e k a m o t r e d r o n i y r a l u b a c o v h g u o n e h ti w d e il p p u s e b d l u o h s s t n e d u t s e h t
n r a e l o t e l b
a thefour l anguage skill ,s t hey are : ilstening ,speaking ,reading, and .
g n it ir
w F ire s(1952 ,pp. 55 -56 )divides the meaning o fEngilsh words i nto t wo :
s d n i k
.
1 Lexica lMeaning
o t s r e f e r g n i n a e m l a c i x e
L thewordsf oundi nt hedicitonary. .
2 Srtuctura lmeaning
m a r g m o r f d e v ir e d e b n a c g n i n a e m l a r u t c u rt
S maitca lrelaitonship wtihin e
h
t languageorf romt hewordorde.r
d e t a r a p e s e b t o n n a c h s il g n E g n i d u l c n i , e g a u g n a l a g n i n r a e l , e r o f e r e h T
t n i o t t n a tr o p m i s i tI . y r a l u b a c o v s ti m o r
S h g i H r o i n u
J chool students a sa basic step to learn Engilsh vocabulary. Lado s t n e d u t s e h t ,t s ri F . y r a l u b a c o v g n i h c a e t n i s p e t s e e r h t e r a e r e h t t a h t s e t a t s ) 4 6 9 1 ( d r o w w e n e h t r a e
h fo rsevera lpeirod so f itme . tImeans thatt het eache rbecomes e d u t s e h t , d n o c e S . n o it a i c n u n o r p d o o g a f o l e d o m e h
t nt sshould be given the
e n e h t e c n u o n o r p o t y ti n u tr o p p
o w word .Thi sstep wli lhelp student sremembe r . e m it f o d o ir e p r e g n o l a n i d r o w e h
t Whent hestudent spronouncewordswrongly , . n i a g a t i g n i c n u o n o r p y b t i t c e r r o c d l u o h s r e h c a e t e h
t The las tstep i sstudent s
. d r o w r a il i m a f n u e h t f o g n i n a e m e h t t c i d e r p d l u o h
s The teache rmay give the
r c s e d o t n o ti n if e
d ibet he word i ndrieclty .By using an i ndriec tdescirpiton oft he r e tt e b d r o w e h t r e b m e m e r o t d e g a r u o c n e e b l li w s t n e d u t s e h t , d r o
w (para. 121 .)
e e r h t e s o h
T step sare impo tran tin learning vocabulary and have to be d n a t s r e d n u d n a r e t s a m o t e l b a e b o t r e d r o n I . s s e c o r p g n i n r a e l e h t n i d e r e d i s n o c y r a l u b a c o v g n i h c a e t e e r h t e s o h t e c n e ir e p x e d l u o h s s t n e d u t s e h t , s e ir a l u b a c o v .s p e t s .
b Technique so fTeachingVocabulary . p p , 3 9 9 1 ( h i s a i n r u K o t g n i d r o c c
A 91 -20) ,there are some technique sin r e n i g g e b e h t r o f y r a l u b a c o v g n i h c a e
t class:
.i Repeititon
o w e h t s e c n u o n o r p r o s d a e r r e h c a e t e h
T rd sandt hent hes tudent srepea.t .i
i Picture
h ti w s t c e j b o f o s e r u t c i p e m o s s g n ir b r e h c a e t e h
T thename oft heobject s
ti r
l a ir e t a
m ,the teache rwli lask them to meniton the name o fthe pictures by g
n it ir w e h t g n ir e v o
c .
.i
ii Reaila
It means showing the student s rea l objects , so tha t the learning i s l
u f g n i n a e
m .Fo rexample t het eache rb irng ssome frutis i n t hebaske tand show s .s
t n e d u t s e h t o t ti u r f h c a e
. v
i S ytor
o t y s a e e b d l u o h s y r o t s e h T . s t n e d u t s e h t n e d r u b o t t o n r e d r o n i d e s u s i tI
. d n a t s r e d n
u Thestory should no tbel ong .Thestudent swli lbei nterested fit here .
y r o t s e h t e b ir c s e d o t s e r u t c i p e m o s e r a
.
v Songs
n u f f o l l u f e b l li w s s a l c e h t f o e r e h p s o m h t a e h
T by i nrtoducing songsi n
.s s a l
c Thes ong smaket hes tudentsr elaxe dandenjoyt hel earning. .i
v Games e r u t a n e h
T oft heyoungl earners ea r acitve ,vigorous ,enthusiasitcandf ul l .
y g r e n e f o
t , y r a l u b a c o v g n i h c a e t f o e u q i n h c e t o t d e t a l e
R he word s are given
o t g n i d r o c c
a thel evel .Theword swhichareselectedshould beapprop iratet ot he .
l e v e l ’ s t n e d u t
s Dale (1971 ,p .8 )ha scrtieira o fthe simplest word sfo rthe :
e r a a ir e ti r c e h T . l e v e l g n i n n i g e
b (1 )the simple word scan be sensed. (2 )the .
e c n e t n e s y n a t s o m l a k a e p s o t y r a s s e c e n e r a s d r o w e l p m i
s (3)t hes impleword sare
. e l p o e p t s o m f o y r a l u b a c o v y a d y r e v e e h t n
i (4)t hesimpleword sarethosewhich .
n i d e t s e r e t n i s t n e d u t s e h t e k a m o t y a w t n e ll e c x e e h t e v a h d l u o h s r e h c a e T d e ir r a c e b n a c s e v it c e j b o g n i n r a e l g n i h c a e t e h t n e h t y r a l u b a c o v h s il g n E g n i n r a e l . y ll u f s s e c c u s t u
o Theatmospherei nt het eaching-learning proces salsoi n lfuence s s r e n r a e l g n u o
y in learning language . The comfo trable atmosphere moitvate s s r e n r a e l g n u o
y in following teaching-learning process .I ti sessenita lto make g n i h c a e t e h t n i x a l e r s r e n r a e
l -learningprocess( Cole ,1996). .
c Backgroundo fVocabularyTeaching e g a u g n a l g n i n r a e
L i sno tonly l earningaboutal anguagebu talso l earni ng f o e n o s i y r a l u b a c o V . y r a l u b a c o v s ti t u o b
a the impo tran telement swhich can s r e n r a e l e h t t r o p p u
s to learn othe rlanguage skills .Thi si sclairifed by Bu tron 2
8 9 1
( ,p .98 )who say stha tvocabulary really suppo tr slearner sto learn the . e g a u g n a l t e g r a t e h t f o s ll i k s e g a u g n a
l Having a reach vocabulary help sthe g n it a e p e r t u o h ti w d n a , y l d i v i v , s a e d i r i e h t s s e r p x e o t s r e n r a e
l yoursefl in
. n o it i s o p m o
c Richard s and Renandya state s tha t “vocabulary teaching and y lt n e c e r t u b , m a r g o r p e g a u g n a l d n o c e s n i y ti r o ir p e lt ti l n e v i g n e tf o e r e w g n i n r a e l g n i n r a e l n i e l o r s ti n a y r a l u b c o v f o e r u t a n e h t n i t s e r e t n i d e w e n e r a n e e b s a h e r e h t
andt eaching” (2002 ,p .255 .) n o it a N n o d e s a
B ’ sstatement (2002 ,p .1 )there are fou rbackground so f g n i n a e m m o r f g n i n r a e l s i t s ri f e h T . y r a l u b a c o v g n i h c a e
t -focusedi nput . tIi nvolve s m o r f g n i n r a e
l ilsteningandr eading.Readinghasl ongbeens eena samajors ource f
o vocabulary growth. The second si learning from meaning-focused outpu.t tI . g n it ir w r o g n i k a e p s h g u o r h t s m e ti e g a u g n a l g n i h s il b a t s e r o g n i n r a e l s e v l o v n
i The
s i d ri h
l a g n i n r a e l s
i anguage by consciously paying atteniton to the language feature s .
e s r u o c s i d r o r a m m a r g , y r a l u b a c o v , g n il l e p s , s d n u o s s a h c u
s I talsoi nvolve sstudy
. m e t s y s e g a u g n a l f
o The las ti s lfuency development .In thi scase ,the learner s e
v a
h arleady l earned t heword and they know i tw el.l I tcoverst hefou rskill so f .
g n it ir w d n a g n i d a e r , g n i k a e p s , g n i n e t s
il Wallace descirbes a sctied in Tanjung t
,) 3 2 . p , 1 1 0 2
( herearesomepointst hatt het eache rshouldconside rwhenhe/she y
r a l u b a c o v g n i h c a e t s
i :
.
1 Aims
u lf n i s m i
A ence the teaching-learning mateira land the teaching-learning . y r a l u b a c o v g n i h c a e t f o m i a e h t d n a t s r e d n u o t s a h r e h c a e t e h t , e r o f e r e h T . s s e c o r p
.
2 Quanttiy
s y r a l u b a c o v f o y ti t n a u q e h
T hould be sutied to the learners’ need . e
d i c e d o t s a h r e h c a e t e h t , e r o f e r e h
T thequanttiyo fvocabularyt obel earned. .
3 Need
o it a v it o m e h t o t d e t a l e r y l e s o l c s i d e e
N n .Student sshould havemoitvaiton g
i h c a e t f o l a o g e h t t a h t o s g n i n r a e l f
o -learningproces scanbeachieved. .
4 Frequen texposureandr epeititon e
p e
R ititon should appea rfrequenlty since the student sare no table to .
e c n o t i g n ir a e h y b d r o w n g i e r o f w e n a r e b m e m e
r There ha sto be a cetrain
r e h t li t n u n o it it e p e r f o t n u o m
a e i sevidencet ha tstudent shave l earned t het arge t .
.
5 Meaningfu lPresentaiton d l u o h s s t n e d u t s e h
T understand the word sthey learn. The learne rmus t h
w f o g n i d n a t s r e d n u c if i c e p s d n a r a e l c a e v a
h ati tdenote sorr eferst o. .
6 Stiuaitono fPresentaiton
n o it a u ti s y a d y r e v e n i r a e p p a d l u o h s y r a l u b a c o v f o t s il e h
T s so that i ti s
r o f r e i s a
e student s to memo irze eth m . The choice o f word s can be vaired n r a e l ll i w t n e d u t s a t a h t o S . )l a m r o f o t l a m r o f n i m r o f ( n o it a u ti s e h t o t g n i d r o c c
a to
y l e t a ir p o r o o a e h t e s
u words .
.
d Principle so fVocabularyTeaching
, e m it o t e m it m o r
F thestudents rtyandpracitceEngilsh t o ge twiderrange o fvocabulary .By having a wide rrange o fvocabulary i n t hei rmind i tcan help
.r e tt e b h s il g n E n i e t a c i n u m m o c o t m e h
t
. h s il g n E g n i n r a e l n i t n a tr o p m i s i y r a l u b a c o
V Because o f sti impo trance , e
h
t student sneed a seirou satteniton in learning vocabular . y I tbecome sa grea t y e h t s d o h t e m f o d n i k t a h w , y r a l u b a c o v h c a e t o t r e h c a e t e h t r o f t c a g n i g n e ll a h c
d l u o h s y e h t s e ir a l u b a c o v y n a m w o h r o , e v i g y e h t y r a l u b a c o v f o d n i k t a h w , e s u
. h c a e
t Accordingt o Schmitt therearesomekeyp irnciplesi nt eaching vocabula ry ( sa ctied in Tanjung ,2001 ,p .22) :(a )buliding a large sigh to fvocabulary. )(b integreaitng new word s wtih previou s word .s (c ) providing a numbe r o f
. d r o w a h ti w s r e t n u o c n
e (d )promoitng deep leve lo fprocessing. (e )faclitiaitng .
g n i g a m
i (f )makingnewword“real”byconnecitngt hemt ot hestuden’t sword i n .
y a w e m o
s (g )using vairety technique .s (h )encouraging independen tlearning .s
5 3 1 . p p , 1 0 0 2 ( n o it a N o t g n i d r o c c
A -141) ,a sctied i n Ayuningtya s(2008 , 7
1 . p
p - )1 t8 herearef ou rprinciplesi nl earningvocabulary .Namely: .
1 Focu sont hemos tusefu lvocabularyf rist
r i e h t r o f t l u s e r t s e b e h t s r e n r a e l e h t e v i g l li w y r a l u b a c o v l u f e s u g n i h c a e T e h t n o y l e r o t s d e e n r e h c a e t e h T . n o it c e l e s y r a l u b a c o v o t d e t a l e r s i t I . g n i n r a e l r a l u b a c o v l u f e s u t s o
m yi nordert omeett heneed so fvairou sgoal sandcondiitons . o t d e t a c o ll a e b t s u m l a ir e t a m e h t r o y r a l u b a c o v e h t , y r a l u b a c o v g n i h c a e t n I .s n o s s e l e t a ir p o r p p a .
2 Focu sont hevocabularyi nt hemos tapprop irateway
T sh i p irnciple relate sto how the word sare taugh tand learned by the t a h w e e s o t e l b a e b d l u o h s r e h c a e t e h T . y a w e t a ir p o r p p a n a n i s t n e d u t
s t hemos t
w o l e h t o t s d r o w y c n e u q e r f h g i h e h t m o r f y r a l u b a c o v g n i h c a e t n i s i y a w e l b a ti u s .s d r o w y c n e u q e r f .
3 Giveattenitont ot hehighf requencyword sacrosst hefours rtand so fcourse y ti r o ir p e m o c e b d n a n o it n e tt a y ll u f n e v i g e b d l u o h s s d
