Beruflich Dokumente
Kultur Dokumente
BY :
Ricko Sinatra T
13620082
ENGLISH DEPARTMENT
FACULITY OF LANGUAGE AND SCIENCE
WIJAYA KUSUMA SURABAYA UNIVERSITY
2018
APPROVAL SHEET 1
This is Final Assignment of Ricko Sinatra under the title “Teaching Vocabulary using
Scrabble game for Junior High School” in Academic Year 2018 has been approved by Final
Assignment advisors.
Advisor
under the tittle “Teaching Vocabulary using Scrsbble Game for Junior High School” has
been approved by Final Assignment advisors for further approval by the Examining
Commitee as a practical Sarjana Degree in the Faculty of Language and Science, Wijaya
Acknowledgment by
Dean Language and Science Faculty
Cover
Acknowledgement
Abstract ………………………………………………………………………….. II
1 introduction .............................................................................................. 1
2 Vocabulary
a. Definition ........................................................................................... 2
b. Importance of Vocabulary ................................................................... 2
c. Vocabulary Proces ............................................................................... 4
3 Games ...................................................................................................... 10
4 Types of games ....................................................................................... 12
5 Scrabble game ........................................................................................... 13
6 Advantages of scrabble game ................................................................... 14
7 Teaching vocabulary using scrabble game ............................................... 15
8 Closing …………………………...……................................................... 16
References .......................................................................................................... III
Appendix ............................................................................................................ IV
ACKNOWLEDGEMENT
The main feature, i would like to pray and say thanks to my GOD, ALLAH SWT, for blessing and
give me power to finishing my final assignment.
The second i would also like say special thanks to Dra. Bekti Wirawati, M.Pd as my advisor that
given the guidance and help me to arrange this final assignment, because preparation and consultation
with my advisor is very important for accomplish this final assignment.
The third, I deliver my appreciation and my gratitude for everyone who give me support and
motivation, also thank a lot to all family who help me to support and motivation, also my utterance to
all of my friends who communicate with me, thanks to all of you.
The Writer
Ricko Sinatra T
TEACHING VOCABULARY USING SCRABBLE GAME FOR JUNIOR HIGH
SCHOOL
Abstract :
As one of components in students English vocabulary can be taught integrated with reading,
listening, speaking or writing . Scrabble game is one of the ways to teach vocab to make
students feel fun. By playing this game, the students will be motivating and challenging.
They can practice interacting and communicating with friends. The procedures of implements
this game are setting up the materials, playing the game and finally is scoring.
Key Word : Teaching vocabulary using scrabble game
1. Introduction
needs to know what the words mean to express idea so that the communication
run smoothly.
integrated with (reading, speaking, and writing) skill. To comprehend the text,
student must understand the words in the text. In this activity, students usually
open the dictionary to find the meaning of difficult words. The teacher seldom
explains the meaning of the words due to the time allocation is limited. So, the
student find the meaning of the word from dictionary by them self.
through games. Through games, children experience, discover, and interact with
learners’ attention is focused mainly on words” (2008, p. 37). Games allow the
students to relax and enjoy themselves, which means that they will have better
comprehension and retain more information. Charlotte (2011) states that educators
can make vocabulary more engaging and easier to learn through the use of games.
There are many type of game. One of them scrabble game. Scrabble is a
word game in which two to four players score points by forming (Schmitt 2011)
words from individual themed tiles on a board game. The words are formed across
and down with crossword puzzles and should appear in the standard dictionary.
The first and foremost advantage for Scrabble is spelling. The whole game is
based on spelling. The students are not only asked to spell your own the words,
but they also see words that are also played by other players. It works to improve
there vocabulary and have a better understanding of the spelling of words. Such
scrabble games are great for helping students improve their vocabulary mastery
and in this modern era, students can certainly operate or apply this game easily.
Scrabble game is chosen to teach vocabulary because the students they are
in encourage to inter act and communicate to others friends. They can practice
there language skill. They are also motivate and feel challenging.
Junior high school student need to find ways to learn vocabulary that can
make them feel fun. In this case, the scrabble game is suitable with the need of
junior high school student. From this reason in this paper the writer present how to
teach vocabulary using scrabble game for to Junior high school students.
2. Vocabulary
a. Definition
Vocabulary can be defined as the words of a language, including single
and spoken up. Vocabulary may indeed refer to the collection of words
vocabulary of dance”.
b. Importance of vocabulary
Vocabulary for the learner is very important. The learner must know
what kind of vocabulary in their target language. The basic level that is
The important of the vocabulary starts by the words. This is how the
learner recognize the new language vocabulary. Simple things to do when the
kids learn new language. They will search meaning by dictionary or asking
their reference or native speaker what exactly that meaning is. the structure of
words is the form of the word. Alphabet is a part of component to build words.
By mixing and combining the alphabet the students learn to develop the words
vocabularies.
The other important thing in vocabulary is the meaning of the word.
Words have different meaning if the speaker false to speak. What will happen
when they want say “Sheep” is an animal but they pronounce “ship”. That is
why the students must recognize right meaning with right pronunciation. In
second language as it affords learners access to all forms of oral and written
the more vocabulary students know, the better they are able to comprehend. A
Otherwise, the vocabulary mastery of the children will be limited and the
consequence of it is that they will find difficulties in learning the skills of the
c. Vocabulary process
commonly in an indirect manner through listening and reading, using context clues to
figure out the meaning. For a large majority of learners, the ultimate goal of studying
trained hard, but still have a problem with it. Thornbury (2007) concludes on his book
“How to teach Vocabulary” that the problems are Pronunciation and spelling. It
shows that the words that are difficult to pronounce are more difficult to learn, long
and complex. Long words seem to be no more difficult to learn than short ones. The
difficult that problems are what are differences between necessary, necessity and
differs from their first language. This is the problem when the learner do not
constructing a new vocabulary network that second lexicon. Not always second
First language for he language learner is important. Let it say the student
before learning a new language, she must know well the first language. First language
is their mother tongue. They have conceptual system that these words encode, and the
complex network of associations that link these words one with another (Thornbury
2007:21)
vocabulary is necessary for academic success. Just think about what would happen if
a student didn't know the words that are written on his test. Would he be able to give
the right answers? Probably not, if he doesn't even know what the question is. So, as
the teacher, we have the very important job of teaching him the vocabulary he needs
to succeed both in the classroom and beyond. How can we do this? we need to create
a list of words that are essential for our students to know academically and subject-
wise. Break them down into groups of several words to teach each week. Once our list
is ready, then we ready to move onto the three essential components of vocabulary
acquisition that we must incorporate into our activities. Let's take a look at what they
are and what kinds of activities we can use to teach these components.
majority of terms in science are specific to a particular field or discipline and are not
used in casual conversation. In addition, those terms that are used in everyday
language are often used in ways that are not scientifically correct (Snow, 2008).
Process of memorizing is the big part of language fluency. This term conduct
to how sensitive the students keep learn by memorize the study. The book made by
the following system: It has Short term store, working memory, and long term
memory.
Short terms Store (STS) is the brain capacity to hold a limited number of items
of information foe periods of time to a few seconds. It is kind of memory that repeat a
word that you have just heard the teacher modelling. But successful vocabulary
learning clearly involves more than simply holding words in your mind for a few
seconds.
operation on them. The students easier to understand with the word that they can see
in real world. It means that it can learn as kind of work bench and where information
retrieved.
Long term memory. Is when this capacity the students processed into solid
word. the great challenge for language learners is transform material from quickly
forgotaten to never forgotten. There are factors of process on long term memory.
c. Vocabulary source
1. Word Draft
The teacher of language often ask to highlight and marking the new
vocabulary. What will happen if the students have much more vocabulary ?, the
students will be ruined. Uncategorized, and unlisted. Before the students do that,
highlight and marking. They need a list of vocabulary to start learning. Ideally, much
of that vocabulary should come from encounters in daily life, whether through
the elevator. In reality, you’ll likely need to supplement these with a more abstract
words to target.
language should be learned in a way that allows you to use it at the earlier
personally relevant, and generally engaging with words as blocks you can use to
vocabulary are lists ordered by the frequency at which they are used in day-to-day
language. I’ve rarely seen this approach in classroom setting, but found it extremely
will take less than a month of casual learning. Learning a language is a huge
promise fluency in a matter of months or even weeks, but mastering a core vocabulary
list will make you very comfortable in all day-to-day situations. And from there, it’s
2. Coursebook
vocabularies. Reading anything can build the new vocabularies. There are kind of
reading that can build new vocabularies and memorizing : newspapers, magazines,
newsletters, books, novels, business and industry reports, scientific and technical
papers, literary and scholarly works, and even wall posters, bill boards, bulletin
daily In-Box.
about kind of focus. While reading your daily newspaper, pay particular attention to
three specific areas: the editorials, the economic analyses, and the political
commentaries.
sentences in, and see how they are strung masterfully together to express ideas or
messages eloquently and succinctly across to the reader. While watching movies or
television dramas or talk shows, keep an eye and ear for interesting as well as
is called sentence mining. Whenever you come across a new word, write it down on
one side of an index card, with its dictionary definition, along with characteristics and
words synonyms, opposite words antonyms, word parts, and even examples
and non-examples. On the flip-side, make it own sentence constructions by using the
Naturally, it can also copy the original sentence from which you have found
the new word. Whenever come across the new word in other writings, or in
conversation, or in the news, write the full expression down on to the flip side
This process may seem like a burden, but it's worth your while, as it is
applying the sentence mining and multiplier effect to vocabulary building and
some practice to bear in mind that the success of this initiative is contingent on your
regular use of as much of the stuff you have captured in your everyday life and/or
designed games are invaluable as they give students a break and at the same time
allow learners to practise language skills. The benefits of games range from cognitive
games are highly motivating since they are amusing and at the same time challenging.
Ersoz (2000) states that games can be used to give practice in all language skills and
Games have a great educational value and it can be used in the classroom to
make learners use the language instead of just thinking about learning the correct
spontaneous in using the language in a meaningful way. Learners want to take part in
activities; to play games and are generally quite competitive. In order for them to take
part they must be able to understand and communicate in the target language. Games
also encourage learners to keep interested in the work and a teacher can use them to
the classroom: a) Games add relaxation and fun, so the learners retain words more
motivated. c) Vocabulary games bring real world context to the classroom. Mei
(2000) emphasizes similar points by saying that it encourages active learning, as well
performance and social benefits. According to I-Jung (2005) the benefits of using
creative and spontaneous use of language and foster participatory attitudes of the
learners. They create a meaningful context for language use. The expert of Rinvolucri
state on that book “Grammar Games” that the games which have advantages in
teaching and learning English especially vocabulary and grammar (Rinvolucri, 2007).
There are :
1.The students have to take individual responsibility for what they think the
grammar is about.
2.The teacher is free to find out what the students actually know. Without being
3.Serious work is taking place in the context of the game. The dice-throwing and
arguing lightens and enlivens the classroom atmosphere in a way that most
people do not associate with the grammar part of a course. The ‘game’
with their environment. Students need variation to increase their motivation. By using
games students already have a context in which the use of the target language is
immediately useful. This learning situation is similar to how mother tongue speakers
4. Types of games
According to Gaudart (2009) there are four types of games that can be used
and they are: card games, board games, simulation games, and party-type games.
When choosing games a teacher does not have to have a multitude of games up
his/her sleeve, but rather creativity at taking existing, familiar or popular games and
games like hangman, Pictionary, charades, Chinese Whisper, Bingo, Snakes and
Ladders, Battleships, Who wants to be a millionaire? etc. can be modified and tailor-
made for your learners and teaching content. Many games require modification in use
when the students' needsare taken into consideration. It is also important to note that a
game doesn’t need to involve a lot of movement or excitement or cheering, but it does
Teachers can use a variety of extra incentives to keep the energy in the
classroom going during games with: group or team competition, using small prizes
depending on age stickers, stamps, reward points, using dice to determine amount of
points or using fake money or playing cards as point system every time a student
answers correctly he/she receives a card or note. Students could be given a sticky ball
to throw at vocabulary words, grammar structures. that are written on the board and
then asked to use them in sentences. Or alternatively they could answer a question and
throw at a target on the board to win points. A paper airplane or bean bag could also
be used in a similar way. Small whiteboards can be used in spelling competitions and
be sent around in the team. Students love to play rock-paper-scissor and it can be
5. Scrabble game
a. Definition
spelling elements. There are some experts who support that statement as mentioned
below.
students, scrabble can make their process of learning vocabulary enjoyable and a lot
of fun. Hebblethwaite in the Voinov Journal (2009, p. 217) states that scrabble can
give mental activity that develops cognitive skills, practices in applying economic
principles, and activates the language learning in classroom. It means that scrabble
game can expand the vocabulary and strengthen the language ability.
forming interlocking words, crossword fashion on the scrabble playing board using
letter tiles with various score values. Scrabble is generally define as a board game in
which players try to make words from letters printed on small plastic blocks and
connect them to words that have been already placed on the board.
scrabble playing board, using letter tiles with various score values. The object of the
game is to get the highest score. Each player competes by using their tiles in
combinations and locations that take best advantage of letter values and premium
squares on the board. To play the game, there should be procedure, as following :
A. Set Up
C. Scoring
3 The teacher give a score based how many words and how long that they
got.
The scrabble game is a family favorite that can be played and enjoyed by
everyone in the family. The player who scores the highest points is the winner of
the game. Morales (2004) state on her articles of CBS News, John Williams,
executive director of the National Scrabble Association says, "The single phrase
that resonates through this whole school Scrabble program is they're learning and
they don't even realize it". Scrabble is quite a simple and an entertaining game
and has various advantages for your kids. Few of them are:
Scrabble learn to use prefixes and suffixes much more easily (and
correctly) than people who don’t play similar word games. Playing
Besides learning how to spell words correctly, people also learn about
the meanings of words and how they are used. Although you are not
also makes it very challenging: some letters are quite rare and they must
either be played quickly or the players risk holding those letters when
the game ends. Because the game ends when no more letters are
available to be drawn and either one player uses all his/her letters or a
full round of play proceeds in which no one can form a word, all
the rare words they use, they can acquire new knowledge in history,
game-play. This is, of course, true of other word games where players
with each other for recreation and enjoyment. A dinner party may shift
into a game party as dining companions break out the board games.
other word games for billions of hours, thus strengthening their social
bonds and skills. Gameplay helps us learn how to adapt to new sets of
ourselves and our abilities we are better able to deal with ordinary
setbacks and make better decisions throughout our lives. Even when
they do not win the game, players derive a strong sense of personal
achievement from playing the game because they must each solve a
Just as there are national competitions for spelling bees and crossword
may become very skilled at this game, mastering strategy and highly
sophisticated vocabularies.
a. Preparation
Teacher prepare the material for scrabble games. For the first time, teacher
prepare teaching material or lesson plan. It makes the material and teach
activity have got big success. Next, teacher prepare material for scrabble
word list. There are include rule of the game, instruction of the game,
As the class begins, the teacher gives a greeting and an idea what
popular n talk about. The teacher gives motivation to the students before the
lesson start is the first step in teaching English. A teacher will give an idea
language. Then the teacher stimulate the students into the topic what they
are talking about. The teacher asks the students to think of instances when
they had seen someone using his/her to solve a problem. Some students are
vocabulary. The teacher gives example by the text. Then the teacher asks
the student to find some unknown words. After that the teacher and the
The teacher gives a picture about topic. When the topic of discussion
about “the things around you”. The teacher gives a picture. The teacher
asking the students to make a story in five minutes. No excuse when the
The important things for the teacher that gives the students a stimulation to
Next, After that the teacher gives instruction to find words in a box.
The teacher explains the rules of the activity and gives the material.
The last. Students should collect vocabularies to the board. For example
student mentions 1 word “run” and write on the board. Then the next
c. Evaluation
grammar sentences will certainly get additional score for its individual
class can prove that writing skill is considered a successful technique in its
implementation. The score got from the total words, that can be written in
the text.
The teacher calculates the score and announces the winner which has the
highest points after finishing their scrabble game using their words given.
8. Closing
vocabulary. So what the students are able to find the meaning of the words not just
from dictionary. One of the ways is by using scrabble game. Scrabble is a word
game in which two to four players score points by forming words from individual
themed tiles on a board game. The words are formed across and down with
crossword puzzles and should appear in the standard dictionary. Games have a
great educational value and it can be used in the classroom to make learners use
the language instead of just thinking about learning the correct forms. Games
Alali, F. A., & Schmitt, N. (2012). Teaching formulaic sequences: The same as or different
from teaching single words? TESOL Journal, 3(2), 153–180. http://dx.doi.org/10.1002/tesj.13
Burgess, Sally and Head, Katie (2005) “How to teach for exam” Longman, Harlow, England
Harmer, Jeremy (2001) How to teach English, Longman, Edinburg Gate , England.
Magaretha, and Mc Keown .(2010). Language and literacy development in Bilingual setting. p. 31 -32
Guilford press New York
Moeller, Ketsman, and Masmayelifa (2003) . Reading from the screen in a Second Language, pp.2-9
Grant publisher,
Antwerp, and Apeldoorn.
Nation, I.S.P (2001) Learning vocabulary in other in other language p 9 -21 Cambridge university
press.
Rinvolucri, Maria (2007) “Grammar Games ; Cognitive, affective and drama activities for EFL
students”, Cambridge University Press, New York.
Snow, Webb (2007) The Effects of Repetition Vocabulary Knowledge .Applied Linguistics .28,
(1) p. 46 -65 Oxford University press.
Wilkins ,D.A. and Edward, Arnold (2011) Linguistics in Language Teaching. Australia.A
APPENDIX
LESSON PLAN
Subject : English
Grade : VII
Semester : Second
Skill : writing
Time : 2 x 40 minutes
A. Core Comptencies
the social and natural environment within the reach of interaction and
existence.
3.6 Understand the social function, text structure, and language elements of the
narrative text in the form of folklore, in accordance with the context of its use.
4.12 Capturing the meaning of narrative text, oral and written, in the form of
C. Indikator
Mirror
Alien
Poltergeist
Underworld
Brainded
Carrie
Scream
F. Activity Learning
1. Preparation
2. The teacher gives motivation to the students before the lesson start
2. Main Activity
1. The teacher gives a Scrabble word game.
3. Evaluation activity
2. Assessment will be given to the students by how many number that they found.
Scoring
Amazing :A : up to 15 words
Good :B : 12 to 15 words
Normal :C : 8 to 12 words
Weak :D : 5 to 8 words
Problem :E : less 5
Abstract
As one of components in students English vocabulary can be taught integrated with reading,
listening, speaking or writing . Scrabble game is one of the ways to teach vocab to make
students feel fun. By playing this game, the students will be motivating and challenging.
They can practice interacting and communicating with friends. The procedures of implements
this game are setting up the materials, playing the game and finally is scoring.