VOCABULARY THROUGH SCRABBLE GAME (A Classroom Action ...
Transcript of VOCABULARY THROUGH SCRABBLE GAME (A Classroom Action ...
ENRICHING THE STUDENTS’ VOCABULARY THROUGH
SCRABBLE GAME
(A Classroom Action Research at the Eighth Grade Students of SMP
Muhammadiyah 1 Makassar)
A THESIS
Submitted as the Fulfillment to Accomplish Sarjana Degree
At Faculty of Teacher Training and Education
Makassar Muhammadiyah University
AKBAR HAKIM 10535 4208 09
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2014
v
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 860 132 Makassar 90221
SURAT PERNYATAAN
Name : AKBAR HAKIM
Reg. Number : 10535 4208 09
Program : ENGLISH DEPARTEMENT
Title : Enriching The Students’ Vocabulary Through Scrabble
Game (A Classroom Action Research at the Eighth grade
students of SMP Muhammadiyah 1 Makassar)
Dengan ini saya menyatakan bahwa:
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya
saya sendiri, bukan hasil jiplakan dan tidak dibuat oleh siapapun.
Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, November 2014
Yang membuat pernyataan
AKBAR HAKIM
vi
ABSTRACT
Akbar Hakim. 2014. Enriching The Students’ Vocabulary Through
Scrabble Game (A Classroom Action Research at the Eighth grade students of
SMP Muhammadiyah 1 Makassar). English Education Department, The Faculty
of Teacher Training and Education. Makassar Muhammadiyah University.
Supervised by Kaimuddin and Nurdevi BTE Abdul.
The objective of this research was intended to know the students’
vocabulary mastery through Scrabble Game at the Eighth grade students of SMP
Muhammadiyah 1 Makassar.
The method of this research was Classroom Action Research consisted of
two cycles. One cycle consisted of four meetings. It means that there were eight
meetings for two cycles. This classroom action research was done at the Eighth
grade students of SMP Muhammadiyah 1 Makassar. As subject in this research
was class VIIIc with students’ number about 24 students. Those consist of 24
girls. The instrument of this research were Scrabble Game and vocabulary test or
evaluation test.
The findings of the research were students score in vocabulary mastery
through Scrabble Game before application the technique was 4.24. In cycle I was
5.6. It was improved become 6.64 in cycle II.
The students’ participation in learning vocabulary through Scrabble Game
in the first meeting of cycle I was 1.34 then it became 2.4 in fourth meeting of
cycle II.
Based on the finding and discussion of the research, the researcher drew a
conclusion that using Scrabble Game Enriching The Students’ Vocabulary at
Class VIIIc of SMP Muhammadiyah 1 Makassar.
vii
ACKNOWLEDGEMENTS
Alhamdullilah wa syukurillah, I express my deepest gratitude to the
almighty ALLAH. Shalawat and salam are addressed to the religious messenger
of Islam, the Prophet Muhammad S.A.W.
During the writing of this thesis, many hands had given their assintances
for the completion of this thesis. Without the assistances of these people, this
thesis would never have existed.
I dedicated this thesis for my beloved Grandmother (Ny.Bacce), parents,
Abd HAKIM and ROHANI for always give their prayers, support, and unfailing
love untill this time. Therefore,
I would like to express my appreciation and sincere thanks, particularly to:
a. DR. H. Irwan Akib, M. Pd, the Rector of Muhammadiyah University of
Makassar for his advices during him study at the University
b. DR. Andi Syukri Syamsuri, M. Hum, the Dean of FKIP UNISMUH
Makassar for all advices and motivation.
c. Erwin Akib, S.Pd., M.Pd, the Head of English Education Department of
FKIP UNISMUH Makassar.
d. My consultants Dr. H. Kaimuddin, Dip. Eng., M. Hum and Nurdevi BTE
Abdul, S. Pd., M.Pd who had given their valuable guidances, suggestions,
and corrections for completing this thesis. My most profound and sincere
appreciation to them.
e. Thanks my lectures to for examiners my thesis and all lectures of Unismuh
Makassar.
Makassar, November 2014
Writer,
Akbar Hakim
ix
TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL SHEET ............................................................................................... ii
SURAT PERJANJIAN ............................................................................................ iv
SURAT PERNYATAAN ......................................................................................... v
ABSTRACT...................................................................... ........................................ vi
ACKNOWLEDGEMENT ....................................................................................... vii
TABLE OF CONTENTS........................................................................ ................. ix
LIST OF TABLE………………………………………………………….............. xi
LIST OF GRAPHIC………………………………………………………….... .... xii
LIST OF APPENDIX………………………………………………… .................. xiii
CHAPTER I INTRODUCTION
A. Background .............................................................................................. 1
B. Problem Statement .................................................................................... 4
C. Objective of the Research ......................................................................... 4
D. Significance of the Research .................................................................... 4
E. Scope of the Research ............................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research findings ......................................................... 5
B. Some Pertinent Ideas ................................................................................. 7
C. Conceptual Framework ............................................................................. 23
x
CHAPTER III RESEARCH METHOD
A. Research Type .......................................................................................... 25
B. Research Subject ....................................................................................... 25
C. Research Procedure ................................................................................... 25
D. Research Instrument .................................................................................. 28
E. Procedure of Data Collecting..................................................................... 29
F. Data Analysis ............................................................................................. 29
CHAPTER IV FINDINGS AND DISCUSSION
A.Findings ..................................................................................................... 34
B.Discussion .................................................................................................. 39
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 41
B. Suggestion ................................................................................................. 42
BIBLIOGRAPHY.. .................................................................................................. 43
APPENDIXES.. ........................................................................................................ 44
CURRICULUM VITAE.. ........................................................................................ 92
xi
LIST OF TABLE
Page
1. Table 1: The mean score of the students’ vocabulary........................................34
2. Table 2: The percentage of students’ achievement in vocabulary.....................36
3. Table 3: Students’ progress from D-Test to cycle I and to cycle II……..….....37
4. Table 4: The percentage of students’ participation...........................................38
xii
LIST OF GRAPHIC
Page
Graphic 1: The Enriching of students’ vocabulary through Scrabble Game……..35
Graphic 2: Students’ mean score in d-test, cycle I and cycle II….……..………..37
Graphic 3: Students progress from D-Test to cycle I and to cycle II.....…….......38
Graphic 4. . The percentage of Students’ participation in learning process ..........39
xiii
LIST OF APPENDIXES
Appendix 1 : Lesson Plan (RPP) ............................................................................ 44
Appendix II : Teaching material ............................................................................. 69
Appendix III : Research Instrument D-Test, Cycle I,
Cycle II and Key answer ................................................................. 77
Appendix IV : The Result Of Diagnostic Test (D-Test) ......................................... 81
Appendix V : The Result Of Cycle I (C-I) ............................................................ 83
Appendix VI : The Result Of Cycle II (C-II) ......................................................... 85
Appendix VII : The Result Of The Students’
Activeness In Cycle I and Cycle II ................................................ 87
Appendix VIII: The Classification Of Students’ Vocabulary .................................. 89
Appendix IX : The students’ picture in teaching and learning process ................ 90
CURRICULUM VITAE.. ........................................................................................ 92
CHAPTER I
INTRODUCTION
A. Background
Language is a means of communication among individuals. It is a system
of sounds which is structured and is used to communicate people’s feelings,
intentions, and purpose. It is a special characteristic of human or it can also be
regarded as one of human criteria because only human beings speak a language.
Nevertheless, the ability to speak a language should be developed into a social
group. Brown (2000:5) states that language is a system of arbitrary
conventionalized vocal, written or gestural symbols that enable members of given
community to communicate intelligibly with one another.
After knowing the language in order to be able to communicate, people
should master communicative competence. Johnson & Johnson (1999: 62-68)
states that communicative competence is knowledge which enables someone to
use a language effectively and actually use this knowledge for communication.
The increasing need caused by developing era is demanded in the global
society to enhance their human resources quality in order to compete to the other
countries. In responding this situation, the role of communication will become a
part that could not be separated from this condition. As English will become very
powerful language in the world, it became one of international languages; most
global community used English as a media of communication with another.
Mohammad Reza Talebinezhad & Mohammad Aliakbari (2007) said that English
as an International Language referred to the use of English by people of different
nations in order to communicate with one another.
2
English covers four skills namely speaking, reading, writing, and listening.
Besides, there are also three parts in language such as vocabulary, grammar and
pronunciation should be learned. Those parts play important role in supporting the
skills of language in use. In Indonesia, English language is very important to learn
in improving knowledge, technology, and culture by using English.
Based on the information from an English teacher of SMP
Muhammadiyah 1 Makassar through observation to the teaching learning process
in the classroom, especially at the eighth grade, the students' achievement in
vocabulary mastery is low. As a value observation in the classroom the students’
score is about 50, in the last semester the students score between 5.0 – 6.5 . This
score is as a category poor. It is because the students cannot use their language in
communication because seldom practice in vocabulary teaching-learning process.
because they considered that English subject is very difficult so the students lack
vocabulary, correct grammatical, correct pronunciation, acceptable interaction,
bored and scare. Therefore, the researcher wants to overcome this problem until
get good score or value, while the standard curriculum is 6.5. The researcher
wants to achieve the score at 7.5 target in learning vocabulary.
According to Allen in Jawariah (2005:03) teaching English vocabulary as
element of language is considered the most important factor in improving mastery
of those skills can be mastered if student are still lacking vocabulary as Khufais in
Firman (2008:1) states that to developing the students’ vocabulary the
teacher must be found out effective way of teaching vocabulary. The teacher
should use a good method and techniques to increase students’ achievement at
specially vocabulary. So that the writer interested in trying one method that could
3
be used by teachers to increase their teaching method (in teaching English
specially) and can help the students to increase their vocabulary, it is Scrabble
game because this method is a good method for teaching English.
Therefore, introducing about the vocabulary is need for the students
especially in junior high school.
While, Aminah in her research found that the low of vocabulary
achievement influenced the students understands in reading comprehension
(Aminah in Nurhudah. 2009). Base on the fact that there are still many students
are have some problems in learning these skill although they have studied it for a
long time.
The problem that faced by the students is lack of vocabulary and its
complexity. This complexity brings the difficulties to the students who try to
master vocabulary.
Therefore, teacher should have a good strategy or method in teaching and
learning process in the classroom. Not only have the teachers who always give the
students the way to do something, but also students has make effort to seek the
best way for themselves. The teachers must creative to improve the students’
vocabulary, the teacher must be creating varieties method in teaching English
special is vocabulary.
Based on statement above, the writer would like to introduce Scrabble
Game method that could be used by teachers to enriching their teaching
vocabulary in teaching English especially and can help the students to have better
understanding in learning English vocabulary. In this method the students learn to
work cooperatively together and learn new vocabulary. Game is one of many
4
teaching strategies can be engaged to foreign language learners, it is believed that
it can give an elements of fun to learners. The game will be circle games, “games
is any games or activities that involve the whole class, sitting in a circle, that the
games recycle vocabulary and involve an element of fun”, Joanna Budden, British
Council, Spain (2006).
B. Problem Statement
Based on the description on the background above, the writer formulates
the problem statement as follow:
“Does Scrabble Game enriching the students’ vocabulary?
C. Objectives of The Study
The objectives of the study are to enriching the students’ vocabulary
achievement through Scrabble Game at the Eighth grade Students of SMP
Muhammadiyah 1 Makassar.
D. Significance of the Study
The result of this research are expected to be an alternative contribution to
enriching vocabulary mastery and helpful information for teachers of English in
teaching English to enriching their quality in teaching English specially the
vocabulary teaching and finally as the intention for memorizing and
understanding word.
E. The Scope of the Study
This research will focus on the using of Scrabble Game in enriching
vocabulary skill of the eighth year Students of SMP Muhammadiyah 1 Makassar.
The scope of this study is restricted to build up the students’ vocabulary of noun,
verb and adjective.
CHAPTER II
REVIEW OF RELATED LITERATURE
The research reports the identification of using several techniques to
enriching the students‟ vocabulary. Some research findings are briefly cited as
follows:
A. Previous Related Research Findings
Ahmadi, (2004) Thesis. English vocabulary dialogue could improve the
student’s vocabulary achievement. He found that, there are 4 students (16%) get
good score, 5 students (20%) get fairly good score, 1 student (4%) get fairly score,
11 students (44%) get poor score and 4 students (16%) get very poor score. The
English noun means score in pre-test is (5.2). and for the English verb means
score in pre-test is (4.2) with the classification, 1 student (4%) get fairly good
score, 4 students (16%) get very fairly score, 11 students (44%) get poor score, 9
students (26%) get very poor score. While after the students vocabulary in English
verb is categorized excellent. There is 1 student (4%) get excellent score, 7
students (28%) get good score, 2 students (8%) get fairly good score , 12 students
(48%) get fairly score and 3 students (42%) get poor score. The English verb
means score in post-test is (6%).
Firawati, (2004). Thesis. Teaching vocabulary through pictures. She found
that, the score of noun in pre-test was 4.90 with rate percentage (60.4%) while in
post-test the students score was 7.26 with rate percentage (53.3%). From the result
analysis above, She found that the students get progress (48.2%). The score of
verbs in pre-test was 3.21 with percentage (46.7%). From the result analysis
above, She found that the students get progress (100%) and post-test was 13.61%
6
with rate percentage 100%, while to get (x) was total score divided by two
variable (noun and verb). She found that, in pre-test was 40.55 and post-test was
6.805 with progress (73%).
Justina, (2004). Thesis. The teaching of English vocabulary using funny
story. She found that, the students‟ noun score in pre-test (27.14%) and post-test
(45.43%). Therefore. The students‟ adjective score in pre-test 410 (11.71%) and
post-test of the calculating 455 (13%), and post-test 730 (20.85%). Therefore, it
can be concluded that the students‟ improvement is 305 (8.17%). The students‟
verb score in pre-test 455 (13%) and post-test 730 (20.85%). Therefore, it can be
concluded that the students‟ improvement is 275 (7.86%). The calculating of
students‟ pre-test and post-test as the students‟ vocabulary by using funny story
get enough development, where the students‟ mean score in pre-test is 1825
(52.14%) and than in post-test is 3035 (86.71%). Therefore, it can be concluded
that the students‟ improvement is 1210 (34.57%).
Nurmin Ali, (2002). Thesis. Improving the vocabulary through English
magazines as one of way to learn vocabulary. Says that, there is a significant
between the result of pretest and the post test based on the t-test analysis in which
the value of t-test is greater than the value of t-table (18.235>2.05).
Based on the previous findings above the researcher explains that her
research is different from Nurmin Ali findings. She focused in her writing concern
to enriching the students‟ vocabulary while this research concern to increase the
students‟ vocabulary mastery especially in components of noun, adj and verb. The
other findings, this research is same with Justina and Firawati findings concern
with increasing the students‟ vocabulary component of noun, verb and adjective.
7
B. Some Pertinent Ideas
1. Concept Of The Vocabulary
a. Definition of Vocabulary
Several scholars have given their opinions about what vocabulary is. They are as
follows:
According to Penny, Ur in Jawariah, (2005), vocabulary can be defined
roughly as the word we teach in foreign language. However, a new time of
vocabulary may be more than a single word. Hornby in Indrayani, (2003:21)
asserts that vocabularies are: 1) all the words that a person knows or uses; 2) all
the words in a particularly language; 3) the words that people use when they are
talking; 4) a list of words their meanings, especially in a book for learning a
foreign language.
In addition Carter in Muhbubah, (2005) point out that vocabulary is the
concept and function word of language which are so thoroughly that become a
part of child‟s understanding speaking, reading and writing. Vocabulary is the
word having meaning when heard and seen even though it is not proceed by
individual to communicate with other sometimes all the words recognize and
understood by a particular person, although not necessary used by him.
Similar to the previous definition, Webster in Basri, (2007) stated that
vocabulary are: 1) a list of words and sometimes phrase, it is usually arranges in
alphabetical order and defined in a dictionary, glossary, lexicon; 2) all the words
of language; 3) all the words using by a particular person, class, profession etc.
Ferguson (1985) defines vocabulary as words, language, lexicon, glossary,
dictionary and wordbook.
8
Inayah (2010) states vocabulary is a fundamental requirement that influence
students‟ achievement in studying English. Without vocabulary there is no
communicate, read, and write can be conveyed so that, it is important to know that
the vocabulary.
b. Types of vocabulary
There are many types of vocabulary;
Legget et al (1982:148-149) classified vocabulary into types:
1) Active vocabulary which consists of working words is daily used in
writing and speaking.
2) Passive or recognition vocabulary that is making up of the words, one
recognizes in the context of reading material but he does not actually use
himself.
Harmer, (1991:159) classifies vocabulary into three types, they are:
1) Active vocabulary, the words are customarily use in speaking.
2) Reserve vocabulary, the word we know but we rarely use and in the
searching for synonyms.
3) Passive vocabulary, the word we recognize rarely, but we are not sure of
the meaning: never use them in either speech or writing. We just know
them because we have seen them before.
Schail, Page and Thanan in Mulbar (2002:55) divided vocabulary into three
types of vocabulary as follows:
1) Oral vocabulary consists of words actively used in speech. They are the
words that come readily to the tongue in conversation. The more often the
person utters a word, the more readily it will come to this tongue;
9
2) Writing vocabulary consists of the words that come readily to one‟s finger
vocabulary;
3) Listening vocabulary is the stock of words to which one respond with
meaning and which are understood in the speaking of others.
Good in Rahmawaty (2000:6) says that active vocabulary is the function
words of a language which are learns, and be able to understand in speaking,
reading and writing. While passive vocabulary refers to words which pupils will
recognize when they meet them in reading and listening, but the will probably not
be able to produce them.
According to Neufelds and Guralnik (1995:1494), mentioned types of
vocabulary, namely active and passive vocabulary. Where, active vocabulary is all
the words recognized and understood by a particular person, although not
necessarily used. While passive vocabulary is an interrelated group of nonverbal
symbols, signs gestures and so on. It is used for communication or expression in a
particular art, skill, etc.
c. Vocabulary development
Harmer in Jawariah, (2005:15) defines that vocabulary development can
be defined as the action or act of building up vocabulary or words that the students
have, or it can also be said that vocabulary development is the element of English
vocabulary that is being developed. Besides that, in teaching vocabulary the
students must have some elements of English vocabulary, such as noun,
conjunction, adverb, adjective, pronoun and interjection. He or she can also
develop the students‟ vocabulary through many ways., so words must have a good
meaning and the form must suitable with formulation well in context.
10
d. Some strategies in learning vocabulary
Many strategies can assist students to develop their vocabulary. Each uses
different strategies in learning new words. Ellis and Sindari in Nurmiaty (2008)
suggest that:
Strategies that can help learners become more conscious of their own learning
strategies and those of other members of the class.
1) Provide the learner with nine words that they unlikely to know already,
give the five minutes to learn these words. Here is a list of words that
has been used with adult learners at intermediate level.
2) After five minutes, distract the learners‟ attention for a short time by
discussing something different in order to disturb their short term
memory. They task your learners to write down as many of words as
they can remember and to consider the strategies they used for learning
them.
3) Find out who has able to remember the most words. As they can
remember and consider the strategies they used for learning them.
4) Find out who has able to remember the most words emphasize to
learners then in this activity that main focus is on their learning
strategies, rather than on the words themselves.
e. The Classification of The Words
Vocabulary to include of three parts, they are:
1) Verb
a. The following definition of verb is deriving from several views.
Collin and Herman (1961:128) explain that a verb is words
11
express action of states of being. Verbs are action word, the more
action can note, the more power full they are.
b. Swan (1995:27) explains that a verb is word which can be used
with subject to form basic of close sentence.
2) Nouns
To determine a noun, first remember the tried and true wisdom
that a noun is a person, place, thing, or idea. Second and perhaps a
little trickery, a noun can be an action, let‟s be clear here: a noun
cannot be an action in the same way a verb.
3) Adjective
Very simply adjectives modify is tall. This means that they may
modify any tall; adjectives are divided into categories as a way of
understanding their purpose.
According to Ba‟dulu, (2008:15) point out that there are two classifications of the
words.
1) Traditional of the words classification
There are eight parts of speech, namely:
a) Noun, A noun is the word or word group that names a person, a
place, an idea or a thing (object, activity, quality, and condition).
b) Pronoun, A pronoun is a word that functions a noun substitute.
c) Verb, A verb is word group that expresses action.
d) Adjective, An adjective is a word group is word that tell a
characteristic or quality of noun or pronoun.
12
e) Adverb, An adverb is word or word group the modifies
(characterizes) a verb, an adjective, or another adverb.
f) Preposition, A proposition is a word group that functions to show
meaning relationship between the object (the nominal which
normally follow the preposition) and some other words in the
sentence.
g) Conjunction, A conjunction is a word or word group that connects
two sentence components‟.
h) Interjection, An interjection is a word or word group that „interrupts‟
2) New word classification
Fries in Ba‟dulu, (2008:19) Have classified all English into two divisions:
a) Class words (parts of speech)
The class words consist of four classes; they are (1) class 1 word
(noun), (2) class 2 word (verb), (3) class 3 word (adjective), (4) class 4
on word (adverb).
b) Function words
Based on the parts of speech they occur with, the function words can be
subdivided into the following groups: 1). Determiners, 2). Auxiliaries,
3). Intensifiers, 4). Preposition, 5). Conjunction, and 6). Question
words. The determiners are function words covering the articles,
numerals, demonstratives, and possessive pronouns. These determiners
always occur with nouns to form noun phrases. The auxiliaries are the
function words which always occur with verb to form verbs phrases.
The intensifiers are function words which always occur with adjectives
13
and adverbs to form adjective phrases and adverb phrases. The
prepositions are function word which always precedes nouns or noun
phrases to form the prepositional phrases or the relater-axis. The
conjunctions are function words which always connect words, phrases
or clauses to form coordinate conjunction. The question words are
function words used to form questions, particularly information
questions, namely, question giving further information to listeners.
f. The Role of Vocabulary in Language Skill
1) Role of vocabulary in reading
According to Salam (2008:22) Vocabulary is a very important language
component in reading comprehension. A reader will not be able to decide all the
massages written in the text successfully. By having vocabulary mastery, we can
identify the meaning of certain difficult words of phrases and sentences.
In addition, some words have implicit and explicit meaning depending on
the author‟s perception. We can select a word among others to fit on the context.
The implicit meaning of certain words need a reader‟s creative thinking skill to be
able to gain all of meaning, commonly, a reader who has low vocabulary mastery,
usually o pens dictionary, to look up the meaning of certain difficult words.
However, he/she fails to interpret the text appropriately. Abdul, (2008:22). In
relation to this Nunan (2008:116) noted:
“A word is a single unit that has a meaning and it can come throughout a
sentence or paragraph to support ideas. While student‟s comprehensions
depend on grasping words meaning of grouping meaning word so that the
sentence and paragraph become intelligible”
14
2) Vocabulary writing, speaking and listening
Salam, (2008:24) states to developing writing skill is relevant to
developing vocabulary mastery. The student can write on a given topic depend on
their vocabulary mastery. Besides that, developing speaking and listening skill are
also relevant to the vocabulary mastery. Then a listener can comprehend the
speech well as long as he knows the meaning of words he/she hear.
In English class room, the teachers usually develop the student vocabulary
mastery of speaking skill by trying to speak English. The student this case will be
motivated to imitate their teacher. This also happens in developing writing and
listening skill.
g. What do The Students Need to Know?
Harmer, (1991: 156) elaborates about what the student need to know in
term of vocabulary achievement:
1) Meaning
The first thing to realize about vocabulary is that they often have more than
one meaning. Then we often have to look at the context in which the word is
used. „book‟ for instance, obviously refers to something we used to read.
2) Word use
Word meaning is frequently stretched through the use of metaphor and
idiom. It is also governed by collocation that is which words go with each
other. We also often use words only in certain social and topical context.
3) Word formation
Word can change their save and their grammatical value too. Thus, the „run‟
has participles „running‟ and „ran‟. The participle ‟running‟ is as an adjective
15
and „ran‟ as a noun. Students also need to know how prefixes and suffixes
work. They also need to know how words are spelt and how they sound.
4) Word Grammar
Words change according to their grammatical meaning. So, the use of
certain words can trigger the use of certain grammar. We make distinction
behavior that student need to know. There are many other areas of grammatical
behavior that student need to know. Such as phrasal verb, how adjective
ordered? What is position can adverb be used in?
h. Principle of Teaching and Learning Vocabulary
There are many principles in teaching and learning vocabulary as follows:
aims, need, situation presentation, meaningful presentation, presenting in context,
inference (guessing) procedure in vocabulary learning, technique in teaching and
learning vocabulary.
Wallace in Mulbar (2002:55) indicates six principles of teaching and
learning vocabulary such as follows:
1) Aims
In the teaching vocabulary, we have to be clear about our aims how to
explicitly we must decide the vocabulary that we expect the learner to be
able to do.
2) Need
The vocabulary that tough the students depend on the course book or
syllabus but the teacher should consider the aims of the course and the
individual lesson.
16
3) Situation presentation
The words presented are appropriate to the student‟s situation.
4) Meaningful presentation: The students must have a clear and specific and
understanding of what donates or refers to his required that the presented in
such a way the denotation and references are perfectly clear.
5) Presenting in context
The words very seldom occur in isolation, so the students have to
know the usual context that the word occurs in.
6) Inference (guessing) procedure in vocabulary learning
Inference is also one of strategies in learning in which the learners
are heard on a practice by using a definite knowledge to have clear
understanding the word they learn. The students infer the meaning of
words by listening or reading them using in certain situation.
i. Technique in teaching and learning vocabulary
Similar to Wallace, Allen in Muhbubah, (2005:10) classifies the technique in
teaching vocabulary for beginner classes as follows:
1) Let the students look at several words that are introduced in the first
year test book, word representing noun, verbs, adjective and others
kinds of words. For the young learners are emphasized in simple words
such as the animals, fruits etc in noun. Simple verbs that they are
usually used in everyday, name of colors, characteristic of person in
adjectives and many others that are easy to children comprehending.
17
2) Showing the real object.
3) Showing some pictures, especially the pictures the students draw.
4) Definition in sample English, using vocabulary that the students know
already.
2. History of Scrabble Game
Scrabble's Game its beginning is created on year 1938 by the name of
Criss Crosswords by a architect is Mosher Butts‟s Alfred .This game constitute
completion from playing one that earlier been created it, but completed by game
board and way plays as crossword. Game constanting to utilize like's font piece
Lexiko one that is made bases match 's result frequency distribution purpose
letters various English - speaking writing, including newspaper article. The times
New york. Butts production's Alfred game own this and offers it to a variety toy
firm outgrows but not saleable.
In 1948, Mr. and Mrs. James Brunot, owners of one of the original Criss
Cross Words sets, thought the game should be marketed. Brunot had made one or
two changes to the game, including the rule about starting across the middle
instead of in the top left corner, and, perhaps more inspirationally, changing the
name to Scrabble. one word in meaning english language fight drudges, Brunot is
scanty changes boxs "free" on game board, and simplifies game order. Scrabble's
game apparently saleable being sold. One of buyer it is department store Macy‟s
one that successful lifts Scrabble as toy which wants to be bought by consumer.
On year 1953, Brunot sells game production rights Scrabble to Selchow
and Righter, since production capacity can't again accomplish requisition. As
„Parker Brothers‟ and Milton Bradley, Selchow and Righter` is either one toy
18
factory outgrow that before has once refused to buy Scrabble's Game. At Great
britain and Australia, Scrabble starts to be marketted by J. W. Spear & Sons date
19 januaries 1955 .J.'S Firm W. Spear & Sons now constitute subsidiary company
of Mattel On years 1986, Selchow and Righter sells this game to Coleco are next
sell it again to Hasbro.
a) What is Scrabble?
The name Scrabble is a trademark of Hasbro, Inc. in the United States and
Canada; elsewhere, it is trademarked by Mattel. The game is sold in 121 countries
and there are 29 different language versions. Approximately 150 million sets have
been sold worldwide, and sets are found in roughly one-third of American homes.
Scrabble is a word game in which two to four players score points by forming
words from individual lettered tiles on a gameboard marked with a 15×15 grid.
The words are formed across and down in crossword fashion and must appear in a
standard dictionary. Specified reference works (e.g., the Official Club and
Tournament Word List, the Official Scrabble Players Dictionary) provide a list of
permissible words.
In United states of America and Canada, Scrabble's name is trademark
from Hasbro, meanwhile at other states, Scrabble's trademark on J. W.Spear and
Sons. Before took over by J. W.Spear on date 1993, Scrabble is trademarked
down Murfett Regency at Australia. This game also recognized as Alfapet,
Funworder, Skip-A-Cross, and Palabras Cruzadas. In Oxford Advance
Dictionary (1985) Scrabble is 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.
19
b) The way in playing Scrabble Game
Scrabble is thought of as a game in which luck plays a significant part in
determining whether you have good or bad letters on your rack. This is truer when
it is a three or four-handed game but the two-player game is quite different. Whilst
there is undoubtedly an element of luck in the two-player game, there is also a
great deal more skill than the casual observer may realise.
Soeparno (1998:60) opine that method Scrabble is one of language game,
on its reality game lingualing to constitute an activity to get particular skill by
cheers up Game seed as form's piece square. one that gets to set down font on
incorrect single-sided. Player takes until as much piece fruit sevens letter from
bag, and tries to arrange ala word levels off or down like crossword. Word that is
made has to constitute permissible word to be played bases dictionary default
corresponds to played language. Player that gathers total supreme point to be
showned as winner. Scrabble is sold at 121 deep states 29 language version at
world. A hundred million set Scrabble's Game solds worldwide, and each three
families at American has one set Scrabble game.
c) Some advantages of playing Scrabble Game in the classroom
1) Advantages of playing Scrabble Game
a) Each group member is in control of all something which be worked
deep its group, each group member shall know that all group member
has a purpose same, each group member shall divide task and same
accountability between membered its group, each group member will
hit evaluation, each group member shares leadership and need skill for
collaborative learning up to its studying process, and each agglomerate
20
member will ask for accountability individual's ala handled material
deep agglomerate `Cooperatif`, so in this tech, each student no that
silent because each individual at agglomerate being given
accountability will its group success.
b) Method this learning will enable student for learned while plays. They that
holiday can at a swoop studying and think, studying something relaxively
and not makes it stress or is pressed.
c) Besides to evoke joy and coaches particular skill, method Scramble can
also manure solidarity taste in agglomerate.
d) Material that giving to pass through one of this game method usually
captivates and hard to be forgotten.
e) Competitive character in methods it gets to push racing student for
forward.
d) How to Play Good Scrabble
Play game 2 until 4 person with chequered game board that consisting of
15 columns and 15 rows. One time arranges to say, each loaded box with one
piece letters. At official club or tournament, contest just played by twosome (or,
sometimes among 2 teams that their its member is cooperative arrange font of
same rack). Each font has to assess particular (among 1 until 10) one that
dependent on emergence frequency letters that on standard writing. On Scrabble's
edition english language, ordinary font emerging deep english language lexicons,
as font "E " or "O " just well worth 1 points. Fonts that rarely emerges, as "Q "
and "Z. " each well worth 10 points. Besides, available two piece gawp (don't
21
writing letter) one that well worth zero point, but can be used to epitomize all
beginning font of "A " until "Z. ".
Game board is marked with boxs "free" one that folding clone totals point. Red
colored box gets to set down" triple word " multiply 3 total point those are gotten
of one word; vermilion color box" double word " multiply 2 total point those are
gotten of one word; dark blue box" triple letter " multiply 3 point letter those are
placed on it, and young blue box" double letter " multiply 2 point letter those are
placed on it. Box at game board middle part (H8) valuably" double word " and is
asterisked or logo.
Other Activities in teaching vocabulary by Using Scrabble Game.
(Primary Education Oasis: 2004:4)
1) Give a clue, and then ask students to find the word to go with your clue.
2) Play word wall bingo (3x3 grid – students write 9 words and teacher calls out
the meanings).
3) Select two words and ask students to justify how they go together.
4) Ask students to sort and label groups of words from the wall. By not giving
them the way to sort them, you are allowing the students to do a blind sort and
create their own meaning.
5) Write poems about word wall words.
6) Say a sentence, but leave out a word from the Word Wall. Students use
context clues to guess the missing word.
7) Scramble the letters in a word. Ask students to unscramble and figure out the
word.
8) Play “Guess the Covered Word” with math vocabulary words.
22
9) Have students define and illustrate a word to show their understanding.
10) Give each student a word and tape it on their back. Students must travel the
room asking Yes or No questions to find out what word they are.
11) Select a word, and then ask students to create word chains, adding a word that
connects in meaning to the first word, and then one that connects to that
word, etc. Ask students to explain their connections.
12) Give a Word Bank of three to four Word Wall words. Ask students to define
or describe a vocabulary word using the word bank. Great for teaching English
vocabulary! (I.e. polygon, sides, angles; chord, diameter, radius, center; faces,
edges, vertices).
23
C. Conceptual Framework
The conceptual framework underline in this research in the following
diagram.
Chart 1 : Conceptual Framework
Based on diagram, learning process is the main activity in the school.
There is interaction between teacher and students and valuable educative.
Vocabulary
Enriching the Students’
vocabulary mastery
SCRABBLE GAME
Material Enriching the students’ vocabulary through SCRABBLE GAME (Classroom Action Research)
Planning Action
Reflection Observation
Cycle I and Cycle II
Learning vocabulary
Noun, verb,
adjective
24
Teaching and learning process is done and guided to reach the maximal result. To
reach the maximal result, the teacher must be able to design the learning model
based on the material subject and to practice the students‟ thinking.
Many factors can enriching the students‟ vocabulary in learning English,
the conceptual above shows the process of the research to enriching the students‟
vocabulary for applying Scrabble Game. In English learning process as input or
as English materials will be measure the students‟ vocabulary mastery and the
process of method as independent variable (Scrabble Game). The wrong strategy
in teaching can make the students lazy and raise impression that subject is not
important so they consider that learning is the fact of being forced.
77
APPENDIX III
Research Instrument D-Test, Cycle I ,Cycle II and Key answer
1. D-Test
Petunjuk
Isilah titik titik pada setiap soal berikut dengan memilih salah satu kata pada
beberapa kata yang telah tersedia.
Start Cooking strong Magazine outside
Wondering Open Chair heavy Skin
Pay make told watch Accept
1. I ……letter from my friend in Jakarta
2. She was……….what happened to me
3. I want to sit down, I need ………..
4. The teacher read a …………
5. To protect our …………we using hand body lotion.
6. My Mather………for our dinner
7. Our teacher give instruction to us”……….....your dictionary”.
8. After shopping, Jay……….
9. That’s the third mistake she’s ………………today.
10. He …..everyone the same Joke and nobody laughed
11. You always get…………traffic during the rush hour
12. I think they want to get married and ……….a family
13. I don’t drink………coffee at night because it keeps me awake.
14. We know every little about this. We need to bring in a …….adviser to
help us.
15. She ….television
78
Fry fathom stick obey listen road
Practice announce flower compare hat farm
Banned toy wagon
2. Cycle I
Isilah titik-titik di bawah ini dengan menggunakan kata yang tersedia di dalam
kotak !
1. My mother ………………….. Fish for our dinner tonight.
2. The teacher …………………….use hand phone in the school.
3. We …………………the music.
4. To get winner of competition, we must ……………everyday.
5. The government ……………….to knows the break out CPNS 2010.
6. We must ………………. The rule in our school.
7. The jury ……………….between two contestant of the competition
badminton for junior high school 2010.
8. I ……………..he is a steal.
9. She buy …………….for her children.
10. Andis’ grandfather need …………….to help his walk.
11. He see there are many transportation on the …………………
12. The security guard banned the trains’ passenger sit down on ……………
13. She planted rice in ………….
14. The man buy ………………for his girl
15. I want to looks beautiful, I use ……………..in my had.
79
Cycle II
Isilah titik-titik di bawah ini dengan menggunakan kata yang tersedia di dalam
kotak !
Move Celebrate flood sweep wait bribe key wood attend
admit skirt mirror Pier cake ask
1. My friend………………..her birthday today.
2. He make me………………………for several time before he comeback.
3. I Will…………….about something to you.
4. My bed made of…………
5. To protect our home from the thief, our home mush has…………….
6. Two day before Muslim celebrate ID Idha. My mother make…………….I
like it
7. The students…………………in the class room.
8. Gina invites me, I will…………her party.
9. She………….her mistake.
10. She tries her ………………
11. He…………..the stone on the way.
12. Ani wants to send letter to her friend in Jakarta, she need………….
13. To see our face, we can see on the…………………….
14. There was a big……………after that rain.
15. The place for the ship will dock is…………
80
The key answer:
D-Test
Accept Wondering Chair Magazine Skin
Cooking Open Pay Make told
heavy start Strong outside watch
Cycle 1
Celebrate Wait Ask Wood Key
Cake Sweep Attend Admit Skirt
Move Envelope Mirror Flood Piers
Cycle 2:
Fry Banned Listen Practice announce
Obey Compare Fathom Toy stick
Road Wagon Farm Flower shat
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the finding of the research and discussion. The
findings present the enriching of students’ vocabulary mastery. the percentage of
student’s progress and student’s participation during the teaching and learning
process. The discussion of the research covers further explanation of the findings.
A. Findings
The findings of the research deals with the answer of the problem
statement which it aims to find out the enriching of the students ability in
vocabulary. The result of data analysis found that teaching vocabulary through
scrabble game. in this case by using playing scrabble game can enriching the
students’ vocabulary mastery in term of noun. adjective and verb at the eighth
grade students’ of SMP Muhammadiyah 1 Makassar. Therefore. for the clear
explanation about the students’ enriching can be seen in the following table:
1. The enriching of students’ vocabulary through playing scrabble game.
Table vi.1. The mean score of the students’ vocabulary through Scrabble Game
Mean Score Improvement
d-test cycle I cycle II d-test-cycle I d-test-cycle II
4.24 5.6 6.64 1.36 2.4
The table above shows the mean score of students’ achievement in vocabulary
ability. In the cycle I vocabulary was through by using Scrabble game. The topics
were through in the cycle I Noun. Adjective and Verb. In the cycle II was same
35
with the cycle I. vocabulary was through by using Scrabble Game. The topics
were through in the cycle II Noun. Adjective and Verb.
Based on the table. it indicated that the enriching of the students’
vocabulary mastery through scrabble game was successful. The students’ mean
score in d-test was 4.24 classified into Poor score. The students’ mean score in
cycle I was 5.6 classified into Average score and the students’ mean score in cycle
II was 6.64 classified into good score. So, the enriching of students’ vocabulary
mastery through Scrabble Game was 2.4.
Based on the result of analysis above. it can be concluded that the
students’ score of cycle I and cycle II was higher than d-test. It means that. there
was enriching of the students’ achievement in vocabulary mastery. It is more
clearly showed in the chart below:
Figure vi. 1: The Enriching of students’ vocabulary through Scrabble Game.
36
2. The Percentage of students’ achievement in vocabulary through Scrabble
Game.
Table vi. 2. The percentage of students’ achievement in vocabulary
No Score Classification d-test Cycle I Cycle II
Freq (%) Freq (%) Freq (%)
1 96 – 100 Excellent 0 0 % 0 0% 0 %
2 86 – 95 Very good 0 0% 3 12.5% 7 29.16%
3 76 – 85 Good 5 20.83% 7 29.16% 9 37.5%
4 66 -75 Average 8 33.33% 9 37.5% 8 33.33%
5 56 – 65 Poor 6 25% 5 20.83% 0 %
6 46 – 55 Very poor 5 20.83% 0 % 0 %
TOTAL 24 100% 24 100% 24 100%
The table above shows that in the d-test. there were 5 students (20.83%)
classified into Very Poor score. 6 students (25%) classified into Poor score. 8
students (33.33%) .5 students (20.83%) classified into good and none of them
classified into .Very Good and Excellent score.
The table under show that the result of students’ vocabulary mastery in
cycle I and cycle II. In the cycle I. there were 5 students (20.83%) classified into
Poor score. 9 students (37.5%) classified into average score. 7 students (29.16%)
classified into good score. 3 students (12.5%) classified into very Good. and none
of them classified into very poor and Excellent score.
In cycle II there were 8 students (33.33%) classified into average score. 9
students (37.5%) classified into good score. 7 students (29.6%) classified into
very good score. and none of them classified into very poor. Excellent score.
37
The data was also shown in the chart below:
Figure vi.2: The Percentage of the students’ vocabulary through Scrabble Game
3. The Percentage of students’ progress in vocabulary mastery through
Scrabble Game.
The following table shows the percentage of students’ progress in vocabulary in
d-test up to cycle II.
Table vi. 3. The percentage of students’ progress
Based on the table above the students make enriching in their vocabulary
mastery where in d-test to cycle I is 5.7% where as in d-test to cycle II is10%.
Completeness Students’ progress
d-test Cycle I Cycle II d-test – cycle I d-test – cycle II
17.6% 23.3% 27.6% 5.7% 10%
38
Figure vi.3: The percentage of students’ progress in vocabulary mastery
4. Observation Result
The following table and chart show the observation result of the students
participation in learning vocabulary of the cycle I and cycle II.
Table vi.4: The Percentage of Students’ Participation
Based on the table above. the students’ participation was improved. At the
first meeting in the cycle I the students’ participation was 63.54% where as in the
last meeting at the cycle II the students’ participation was 81.25%.
Cycle
Students’ Participation
MEETING (%)
1st
2nd
3rd
4th
Cycle I 63.54% 69.79% 73.95% 78.12%
Cycle II 76.04% 71.84% 76.04% 81.25%
39
The data was also shown in the chart below:
Figure vi.4: The percentage of Students’ participation in learning process
B. Discussion
Based on the procedure of the data analysis in the previous section. it can
be seen that there was a significant enriching of students’ vocabulary ability. Most
of students in the cycle II better than cycle I. they tried to find out the new words
based on the playing scrabble game. focussed on the noun. adjective. and verb.
enthusiastic. and actived to memorize the new words in teaching English process.
In first meeting there was problem in learning process namely some of the
students still passive in learning process. shy to ask the teacher. and they cannot
differenciate between noun. adjective. and verb. But in cycle II the problem could
be control. In fact the students very active. quite in learning. could understand of
the material. cohesive in their group. and made words based on they found. While
for their score of the learning result through scrabble game in teaching vocabulary
noun, adjective, and verb also improved.
1. The enriching of the students’ vocabulary through scrabble game.
In the analysis of the students’ achievement. the researcher found that
the mean score of students in vocabulary through scrabble game was improved.
40
The students’ score in d-test was 4.2. in the cycle I the students’ mean score was
5.6 and in the cycle II the students’ mean score was 6.64. The enriching of
students’ achievement from mean score of d-test and cycle I was 1.36. whereas
the enriching of students’ achievement from mean score of d-test and cycle II was
2.4%.
During the teaching and learning process in cycle I. the researcher found
that the students were difficult to memorize the difficult words. There was no
relevance or relation between the words that they made. To solve this problem the
researcher had done cycle II and revised the previous lesson plan. In this case. the
researcher divided into seven groups so the students can correct their words. The
researcher also gave deep explanation about the differenciate between noun.
adjective. and verb based on the scrabble game so the students can understand
well.
From the explanation above the researcher analyzed that through English
magazine as an authentic material can improve the students’ vocabulary mastery
in learning the new words. where the students’ mean score in cycle I and cycle II
was higher than d-test based on the table in findings.
2. Observation Result
Based on the observation result. the students participation was
increased. The students’ participation in the first meeting of cycle I was 63.54%
and in the las t meeting of cycle II students participation became 81.25%. It
indicates that the application of scrabble game can stimulate the students’
activeness in teaching and learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it can be conclude that there was a
significant enriching the students’ vocabulary by using scrabble game. This was
shown by the following result:
Between cycle I and cycle II had significance different, where in the cycle
II more significance progress than cycle I. That’s why the researcher has done
special treatments to the students by using Classroom Action Research (CAR) and
to enriching their vocabulary through scrabble game. In fact, both CAR method
and using media scrabble game was effective and efficiency. Scrabble game was
one of a good way to enriching the students’ vocabulary. The data above indicated
that this method had succeeded to enriching the students’ achievement in
vocabulary at SMP 1 Muhammadiyah Makassar. The students’ score vocabulary
ability in d-test was 39.91(Poor). In cycle I the students’ score was improved
59.32(Fair) and in the cycle II the students’ score became 71.35 (Fairly Good).
The students’ progress from d-test to cycle I was 19.41% and d-test to cycle II
was 31.44%. The percentage of students’ participation in the first meeting of cycle
I was 28.67% and it was improved became 52.20% in the last meeting of cycle II.
42
B. Suggestion
With the reference of the conclusion, the reserarcher purposes some
suggestions, as follows:
1. Teacher should encourage the students with good technique when teaching
English vocabulary and can use English play as an scrabble game because
the contents was very interesting and full of colour.
2. The students should be involved more in the learning process because it will
build up the students’ understanding of vocabulary.
3. The teacher should create fun atmosphere in order that the students enjoy in
learning vocabulary.
4. The result of this research can also be used as an additional reference or
further research with different discussion for the next researcher.
43
BIBLIOGRAPHY
Arikunto, Suharsimi. 2006. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara
Ernawati.2008. Thesis. increase the students’ vocabulary through ESA method (A
Classroom Action Research at the ninth year in Class IX C of SMP
Muhammadiyah 1 Makassar). Thesis Makassar Muhammadiyah
university.
Firman. 2008. Increasing the Students’ Vocabulary Achievement through STAN
Method at the first year students of SMP Negeri 3 Sinjai Barat. Thesis
Makassar Muhammadiyah university.
Fitrah. 2008. Thesis. Improving the student vocabulary through Scrabble games.
(A classroom Action Research at the SMPN 1 Makassar). Thesis Makassar
Muhammadiyah university.
Hambali,Haruna.2006. The Use of Circle Games as a Strategy to Improve the
Students’ Mastery in English Vocabulary (A classroom Action Research at
the SMPN 1 Tondong Tallasa Pangkep). Thesis Makassar Muhammadiyah
University.
Holden, Stewart.1985. The Scrabble Player’s HANDBOOK. New York. . Mc
Graw Hill Book Company. Inc
Http://wikipedia.org/wiki/Scrabble_method (Wikipedia) (2013). Scrabble
research. www.google.co.id/url, accessed in June 21, 2013
Http://www.history.com/exhibits/toys/scrabble.html" accessed in June 20, 2013.
Http://www.msoworld.com/mindzine/news/proprietary/scrabble/features/history.
html". accessed in June 20, 20013
Legget, et Al, 1982. Hand Book for Write; New York: Prentice-Hall Neufelds,
Victoria and Guralnik, B, David. 1995. Webster’s New Worlds: College
Dictionary-3rd
ed. USA: Macmillan.
Research. www.google.co.id/scrabble, games. in June 21, 2013
S, ERNIWATI. 2006. Increasing The Students’ Vocabulary Through Engage,
Study, Activate Method (A Classroom Action Research at the Ninth
Year Students of SMP Muhammadiyah 1 Makassar).Thesis Makassar
Muhammadiyah University
Salengke, Hayati. 2002.. Teaching Vocabulary through Translation Exercises to
the Third Year Students of SLTP Negeri Sungguminasa Gowa Makassar
Faculty of Teacher Training and Education. Thesis Makassar
Muhammadiyah University.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd
ed.). Englewood Cliffs, NJ: Prentice Hall.
Smith, keith w. 2009. Total SCRABBEL. The United States and Canada. A
subsidiary of Mattel, Inc.
81
APPENDIX IV
THE RESULT OF DIAGNOSTIC TEST (D-TEST)
No Students Scort Classification
1 C-001 5 Average
2 C-002 5 Average
3 C-003 3.3 Poor
4 C-004 6.7 Good
5 C-005 5 Average
6 C-006 6.7 Good
7 C-007 3.3 Poor
8 C-008 1.7 Very Poor
9 C-009 3.3 Poor
10 C-010 5 Average
11 C-011 1.7 Very Poor
12 C-012 3.3 Poor
13 C-013 5 Average
14 C-014 6.7 Good
15 C-015 5 Average
16 C-016 3.3 Poor
17 C-017 6.7 Good
18 C-018 6.7 Good
19 C-019 5 Average
20 C-020 3.3 Poor
21 C-021 1.7 Very Poor
22 C-022 5 Average
23 C-023 1.7 Very Poor
24 C-024 1.7 Very Poor
Total score 101.8
Mean score 4.24
Minimum score 1.7
Maximum score 6.7
82
CALCULATION DIAGNOSTIC TEST
A. MEAN SCORE OF STUDENTS’ INDICATORS SCORE
=
= 101.8 = 4.24
24
83
APPENDIX V
THE RESULT OF CYCLE I (C-I)
No Student code Score Of Vocabulary Classification
1 C-001 5 Average
2 C-002 5 Average
3 C-003 5 Average
4 C-004 6.7 Good
5 C-005 6.7 Good
6 C-006 8.3 Very good
7 C-007 3.3 Poor
8 C-008 5 Average
9 C-009 6.7 Good
10 C-010 5 Average
11 C-011 3.3 Poor
12 C-012 5 Average
13 C-013 5 Average
14 C-014 8.3 Very good
15 C-015 6.7 Good
16 C-016 5 Average
17 C-017 6.7 Good
18 C-018 8.3 Very good
19 C-019 6.7 Good
20 C-020 5 Average
21 C-021 3.3 Poor
22 C-022 6.7 Good
23 C-023 3.3 Poor
24 C-024 3.3 Poor
Total score 133.3
Mean score(x) 5.6
Minimun score 3.3
Maximun score 8.3
84
MEAN SCORE OF STUDENTS’ INDICATORS SCORE
=
= 133.3 = 5.6
24
85
APPENDIX VI
THE RESULT OF CYCLE II (C-II)
No Student Score Classification
1 C-001 6.7 Good
2 C-002 6.7 Good
3 C-003 5 Average
4 C-004 6.7 Good
5 C-005 7 Good
6 C-006 8.3 Very good
7 C-007 9 Very good
8 C-008 5 Average
9 C-009 5 Average
10 C-010 8.3 Very good
11 C-011 5 Average
12 C-012 5 Average
13 C-013 5 Average
14 C-014 6.7 Good
15 C-015 8.3 Very good
16 C-016 8.3 Very good
17 C-017 6.7 Good
18 C-018 6.7 Good
19 C-019 8.3 Very Good
20 C-020 8.3 Very good
21 C-021 6.7 Good
22 C-022 5 Average
23 C-023 6.7 Good
24 C-024 5 Average
Total score (∑X) 159.4
Mean score (x) 6.64
Minimum score 5
Maximum score 9
86
MEAN SCORE OF STUDENTS’ INDICATORS SCORE
=
= 154.9 = 6.64
24
87
APPENDIX VII
The Result Of The Students” Activeness In Cycle I and Cycle II
No Students Code Cycle 1 Cycle II
I II III IV I II III IV
1 C-001
2 3 3 3 3 3 3 3
2 C-002
3 2 3 3 3 3 4 3
3 C-003
3 3 3 4 3 3 3 3
4 C-004
3 2 3 3 4 3 4 4
5 C-005
2 3 4 3 3 3 3 3
6 C-006
3 3 3 4 4 3 4 4
7 C-007
2 3 3 3 3 2 3 3
8 C-008
2 3 3 3 2 3 3 3
9 C-009
3 2 3 3 3 2 3 3
10 C-010
2 3 3 3 2 2 3 3
11 C-011
3 3 3 3 3 3 3 4
12 C-012
3 3 3 4 4 3 4 4
13 C-013
2 3 3 3 3 2 2 4
14 C-014
3 3 3 3 3 3 A 3
15 C-015
2 3 2 3 3 3 3 4
16 C-016
3 3 3 3 3 3 3 S
17 C-017
3 2 3 4 3 3 3 3
18 C-018
2 3 3 3 3 3 3 3
19 C-019
2 3 3 2 2 3 3 4
20 C-020
2 3 3 3 3 3 3 4
21 C-021
3 3 3 3 3 3 3 3
22 C-022
2 3 3 3 3 3 3 3
88
23 C-023
3 2 3 3 3 4 3 3
24 C-024
3 3 3 3 4 3 4 4
Total 61 67 71 75 73 69 73 78
Percentage 63.
54
%
69.7
9%
73.95
%
78.12% 76.
04
%
71.
84
%
76.0
4%
81.25
%
89
APPENDIX VIII
THE CLASSIFICATION OF STUDENTS’ VOCABULARY
No Students D-Test Categories Cycle I Categories Cycle II Categories
1 C-001 5
Average 5
Average 6.7
Good
2 C-002 5
Average 5
Average 6.7
Good
3 C-003 3.3 Poor 5 Average 5 Average
4 C-004 6.7 Good 6.7 Good 6.7 Good
5 C-005 5 Average 6.7 Good 7 Good
6 C-006 6.7 Good 8.3 Very good 8.3 Very good
7 C-007 3.3 poor 3.3 Poor 9 Very good
8 C-008 1.7 Very poor 5 Average 5 Average
9 C-009 3.3 poor 6.7 Good 5 Average
10 C-010 5 Average 5 Average 8.3 Very good
11 C-011 1.7 Very poor 3.3 Poor 5 Average
12 C-012 3.3 poor 5 Average 5 Average
13 C-013 5 average 5 Average 5 Average
14 C-014 6.7 good 8.3 Very good 6.7 Good
15 C-015 5 average 6.7 Good 8.3 Very good
16 C-016 3.3 Poor 5 Average 8.3 Very good
17 C-017 6.7 Good 6.7 Good 6.7 Good
18 C-018 6.7 Good 8.3 Very good 6.7 Good
19 C-019 5 Average 6.7 Good 8.3 Very Good
20 C-020 3.3 poor 5 Average 8.3 Very good
21 C-021 1.7 Very poor 3.3 Poor 6.7 Good
22 C-022
5 Average 6.7 Good 5 Average
23 C-023 1.7 Very poor 3.3 Poor 6.7 Good
24 C-024 1.7 Very poor 3.3 Poor 5 Average
90
44
APPENDIX I
RENCANA PELAKSANAAN PEMBELAJARAN
(Siklus I)
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : I (Pertama)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR:
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengetahui kosakata baru dalam bentuk glossary.
INDIKATOR
- Siswa mampu menuliskan dan mencari kata noun, adj dan verb didalam taks
the old man and his sons
- Siswa mampu melakukan permainan Scrabble game.
- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam glossary.
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
noun, adj dan verb.
MODEL/MEDIA PEMBELAJARAN
Strategy pembelajaran yang digunakan adalah Scrabble Games.
45
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan peneliti dan Siswa Waktu
Keg.Awal:
Apersepsi/ Orientasi/
Motivasi
Keg. Inti: presentasi
& penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Absen sekaligus perkenalan antar siswa
dan peneliti/researcher
- Tanya jawab berbagai hal terkait
kondisi siswa
- Menyampaikan metode pengajaran
- Memberikan pengantar materi sebelum
masuk ke materi inti.
- Peneliti/observer memberi penjelasan
tentang bagaimana cara menerapkan
scrabble game.
- Membahas dan menjelaskan mengenai
tesk yang sedang dibahas
- Mencari kosakata berupa noun, adj dan
verb pada text dan menuliskannya.
- Mengerjakan soal yang diberikan
- peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
- Memberi kesempatan kepada siswa
untuk melakukan refleksi terhadap apa
yang telah dikerjakannya,sementara itu
guru memberikan penguatan
15 menit
60 menit
46
15 menit
PENILAIAN
1. TeknikTulisan:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Bermain scrabble game dengan menggunakan kata noun, adj dan verb
2. Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
3. Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa
47
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat : whiteboard and board marker
Media : Scrabble Game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
48
Alokasi Waktu : 2 x 45 Menit
Pertemuan : II (Kedua)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR:
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengungkapkan kosakata tentang professions secara lisan dalam
bentuk glossary.
INDIKATOR
- Siswa mampu menuliskan dan mencari kata noun, adj dan verb didalam taks
the proud lion
- Siswa mampu melakukan permainan Scrabble.
- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam glossary
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
noun, adj dan verb dari hasil permainan scrabble.
MODEL/MEDIA PEMBELAJARAN
Scrabble Games
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan peneliti dan Siswa Waktu
49
PENILAIAN
1. TeknikTulisan:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Bermain scrabble game dengan menggunakan kata noun, adj dan verb
2. Bentuk
Membuat kata noun, adj dan verb.
Memahami teks bacaan
3. Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 9
Nilai siswa
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Keg.Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi
& penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Flashback tentang materi yang lalu
- Menyampaikan metode pengajaran
- Memberikan pengantar materi
sebelum masuk ke materi inti.
- Peneliti/observer memberi penjelasan
tentang bagaimana cara menerapkan
scrabble game dengan baik.
- Membahas dan menjelaskan mengenai
text yang sedang dibahas
- Mencari kosakata berupa noun, adj
dan verb pada text dan menuliskannya.
- Menghafalkan hasil permainan
scrabble.
- Peneliti mengumpulkan hasil kerja
siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
15 menit
60 menit
15 menit
50
Sumber : English in focus for grade VIII junior high school
Alat : whiteboard and board marker
Media : Scrabble Game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
RENCANA PELAKSANAAN PEMBELAJARAN
51
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : III (Ketiga)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR:
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengetahui kosakata baru dalam bentuk glossary.
INDIKATOR
- Siswa mampu dan mencari kata noun, adj dan verb didalam taks
bob high and dicky low
- Siswa mampu melakukan permainan Scrabble dengan baik
- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam glossary.
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
playing kites.
MODEL/MEDIA PEMBELAJARAN
Strategy pembelajaran yang digunakan adalah Scrabble Games
LANGKAH-LANGKAH PEMBELAJARAN
52
Langkah Kegiatan peneliti dan Siswa Waktu
Keg.Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Mengarahkan siswa pada materi yang
akan disampaikan
- Memberikan pengantar materi sebelum
masuk ke materi inti.
- Peneliti/observer memberi penjelasan
tentang bagaimana cara menerapkan
scrabble game.
- Membahas dan menjelaskan mengenai
text yang sedang dibahas
- Mencari kosakata berupa noun dan verb
pada text dan menuliskannya.
- Mengarahkan untuk menghafal berupa
noun dan verb pada text
- Peneliti mengumpulkan hasil kerja siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
15 menit
60 menit
15 menit
PENILAIAN
1. TeknikTulisan:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
2. Bermain scrabble game dengan menggunakan kata noun, adj dan verb
3. Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
4. Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa 0
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
53
Sumber : English in focus for grade VIII junior high school
Alat : whiteboard and board marker
Media : Scrabble Game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
RENCANA PELAKSANAAN PEMBELAJARAN
54
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : IV (Empat)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR:
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengetahui kosakata baru dalam bentuk glossary.
INDIKATOR
- Siswa mampu menuliskan dan mencari kata noun, adj dan verb didalam taks
you cannot please everyone.
- Siswa mampu melakukan permainan Scrabble dengan cepat.
- Siswa mampu membuat kata berupa noun dan verb berdasarkan hasil
permainan scrabble game
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
human body.
MODEL/MEDIA PEMBELAJARAN
Strategy pembelajaran yang digunakan adalah Scrabble Games
LANGKAH-LANGKAH PEMBELAJARAN
55
Langkah Kegiatan peneliti dan Siswa Waktu
Keg. Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Mengabsen
- Menyampaikan metode pengajaran
- Mengarahkan siswa sebelum masuk ke
materi inti.
- Peneliti/observer
memberikanpermainan scrabble game.
- Membahas dan menjelaskan mengenai
gambar human body.
- Membuat kata berupa noun dan verb
berdasarkan hasil permainan scrabble,
dan kata human body di hafalkannya.
- Peneliti mengumpulkan hasil kerja
siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
- Peneliti mengevaluasi, untuk mengukur
peningkatan kosakata siswa.
15 menit
60 menit
15 menit
PENILAIAN
1. TeknikTulisan:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Pembuatan kalimat dengan menggunakan kosakata tersebut
2. Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
3. Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa
56
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat : whiteboard and board marker
Media : Scrabble Game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
57
RENCANA PELAKSANAAN PEMBELAJARAN
Siklus II
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : I (Kesatu)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengungkapkan kosakata dalam bentuk glossary.
INDIKATOR
- Siswa manpu menuliskan mencari kata noun, adj dan verb didalam taks
the blind man and the sun
- Siswa mampu melakukan permainan Scrabble game
- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam scrabble
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
taks dan kata noun, adj dan verb dari hasil permainan scrabble .
MODEL/MEDIA PEMBELAJARAN
Scrabble Game
58
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan Peneliti dan Siswa Waktu
Keg.Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Absen sekaligus perkenalan
antar siswa dan
peneliti/researcher
- Tanya jawab berbagai hal
terkait kondisi siswa
- Menyampaikan metode
pengajaran
- Memberikan pengantar materi
sebelum masuk ke materi inti.
- Peneliti/observer memberi
penjelasan tentang bagaimana
cara menerapkan scrabble
game.
- Membahas dan menjelaskan
mengenai text yang sedang
dibahas
- Mencari kosakata berupa noun
dan verb pada text dan
menuliskannya.
- Mengerjakan teks yang
diberikan.
- Peneliti mengumpulkan hasil
kerja siswa.
- Peneliti memberikan nilai
pada setiap siswa berdasarkan
hasil kerja siswa.
15 menit
60 menit
15 menit
PENILAIAN
1) Teknik:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Bermain scrabble game dengan menggunakan kata noun, adj dan verb
2) Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
59
3) Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa 0
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat&Media : whiteboard and board marker& scrabble game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
60
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : II (Kedua)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengungkapkan kosakata tentang taks secara lisan dalam bentuk
glossary.
INDIKATOR
- Siswa manpu menuliskan arti glossary yang berhubungan dengan a greedy
dog.
- Siswa mampu melakukan permainan Scrabble dengan meggunakan teks
- Siswa mampu membuat kalimat yang berhubungan dengan relatives terhadap
English noun, adj dan verb.
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
relatives.
MODEL/MEDIA PEMBELAJARAN
61
Scrabble Game
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan peneliti dan Siswa Waktu
Keg. Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Flashback tentang materi yang lalu.
- Menyampaikan metode pengajaran
- Memberikan pengantar materi
sebelum masuk ke materi inti.
- Peneliti/observer memberi
penjelasan tentang bagaimana cara
menerapkan scrabble game.
- Membahas dan menjelaskan
mengenai text yang sedang dibahas
- Mencari kosakata berupa noun, adj
dan verb pada text dan
menuliskannya.
- Peneliti mengumpulkan hasil kerja
siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
15 menit
60 menit
15 M
enit
PENILAIAN
1) Teknik:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Bermain scrabble game dengan menggunakan kata noun, adj dan verb
2) Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
3) Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
62
Nilai siswa 0
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat&Media : whiteboard and board marker& scrabble game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
63
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : III (Ketiga)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat mengungkapkan kosakata tentang taks secara lisan dalam bentuk
glossary.
INDIKATOR
- Siswa mampu menuliskan dan mencari kata noun, adj dan verb didalam taks
the lady and the mouse
- Siswa mampu melakukan permainan Scrabble game.
- Siswa mampu mengungkapkan kembali glossary yang berhubungan dengan
body activity.
MODEL/MEDIA PEMBELAJARAN
64
Scrabble Game
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan peneliti dan Siswa Waktu
Keg.Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Mengarahkan siswa pada materi yang
akan disampaikan
- Memberikan pengantar materi
sebelum masuk ke materi inti.
- Peneliti/observer memberikan
permainan scrabble game.
- Membahas dan menjelaskan
mengenai text yang sedang dibahas
- Membuat kata berupa noun, adj dan
verb, serta menghafalkan
- Peneliti mengumpulkan hasil kerja siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
15 menit
60 menit
15 m
enit
PENILAIAN
1) Teknik:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Pembuatan kalimatdengan menggunakan kosakata tersebut
2) Bentuk
Memahami teks bacaan
Membuat kata noun, adj dan verb
3) Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa
65
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat&Media : whiteboard and board marker& scrabble game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
66
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMP Muhammadiyah 1 Makassar
Kelas / Semester : VIII / II
Alokasi Waktu : 2 x 45 Menit
Pertemuan : IV (Keempat)
STANDAR KOMPETENSI:
BERBICARA : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR
Merespon memahami makna dalam teks fungsional pendek sederhana secara
akurat, lancar dan berinteraksi dengan lingkungan sekitar.
TUJUAN PEMBELAJARAN
Siswa dapat diagnostic-test misunderstanding dalam bentuk bacaan.
INDIKATOR
- Siswa mampu menuliskan dan mencari kata noun, adj dan verb didalam taks
bacaan.
- Siswa mampu melakukan permainan Scrabble game
- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam
permainan scrabble
- Siswa mampu diagnostic-test misunderstanding dalam bacaan
MODEL/MEDIA PEMBELAJARAN
Scrabble Game
67
LANGKAH-LANGKAH PEMBELAJARAN
Langkah Kegiatan peneliti dan Siswa Waktu
Keg. Awal: Apersepsi/
Orientasi/ Motivasi
Keg. Inti: presentasi &
penugasan
terstruktur/terbimbing
Keg. Akhir: Refleksi
- Memberi salam
- Mengabsen
- Menyampaikan metode pengajaran
- Mengarahkan siswa sebelum masuk ke
materi inti.
- Memberikan pengantar materi sebelum
masuk ke materi inti.
- Peneliti/observer memberi penjelasan
tentang bagaimana cara menerapkan
scrabble game.
- Membahas dan menjelaskan mengenai
text yang sedang dibahas
- Mencari kosakata berupa noun,adj dan
verb pada text dan menuliskannya. - Serta diagnostic-test misunderstanding
bacaan tersebut.
- Peneliti mengumpulkan hasil kerja
siswa.
- Peneliti memberikan nilai pada setiap
siswa berdasarkan hasil kerja siswa.
- Peneliti mengevaluasi, untuk mengukur
peningkatan kosakata siswa dalam
menggunakan scrabble game.
15 menit
60 menit
15 menit
PENILAIAN
1) Teknik:
Pencarian kosakata berupa noun, adj dan verb dalam bacaan.
Bermain scrabble game dengan menggunakan kata noun, adj dan verb
2) Bentuk
Membuat kata noun, adj dan verb
Memahami teks bacaan
3) Pedoman Penilain
Tiap jawaban yang benar di beri skor 9
Skor maksimal 100
Nilai siswa
68
SUMBER, ALAT DAN MEDIA PEMBELAJARAN:
Sumber : English in focus for grade VIII junior high school
Alat&Media : whiteboard and board marker& scrabble game
Daftar Pustaka
Andi Saputra Tanjung. 2011. Skripsi Reinforcing Students’ Vocabulary Through
Scrabble Game. Jakarta : Universitas Islam Negeri.
Makassar, October 2014
Mengetahui, Mahasiswa,
Guru Pamong
Akbar Hakim NIM. 10535 4208 09
90
Appendix IX
DOCUMENTATION
91
69
Appendix II
THE OLD MAN AND HIS SONS
Once there lived an old man who had many sons, they were always
quarrelling with one another and this made him very sad. He longed to see them
live peacefully so he thought up a clever plan to show them their folly.
He brought home a small bundle of sticks and sent for his sons. He asked
his sons. He asked his youngest son to try and break the bundle, but he could not.
Then he asked the rest to try. One by one, each of them tried, but filed.
Then the old man untied the bundle and asked his sons to try again. They broke
the sticks at once. Now came the time to teach them their lesson. “My sons,” he
said, “learn a lesson from these sticks. You could not break them as long as they
were bound together, but the moment they were separated from one another, they
were broken into pieces. In the same way, you will come to no harm as long as
you remain united. But, you will all perish if you are divided.”
70
THE PROUD LION
One day, a rat walked past a lion sleeping in deep for est. just then, lion
woke up and saw the rat. He caught it with his paw.
“ What a tasty meal! ” he said.
“ Mr. Lion, King of the Forest,” cried the rat,” please have a pity on me.
I’m too small to good meal for you. If you let me go, I’ll always be grateful to
you. Perhaps one day I shall be able to repay you for your kindness.”
The lion laughed, “how can you ever repay me?”
But since he was not feeling very hungry, he let the rat go.
The next day, the rat heard a loud noise in the forest. He ran to see what it
was. It was the lion. He had failed into a hole in the ground and was caught in a
rope net.
The lion looked up and saw the rat. “Mr. Rat,” he called out, “Mr. Rat,
please jump down and help me.”
The rat jumped down into the hole and started to bite through the net. The
lion was soon able to climb out of the hole.
“Mr. Lion,” said the rat, ”yesterday you were very proud. You thought I
was small and helpless. Today, I was able to save your life. I hope you will never
forget that, although you are big and strong, even someone as small as I can help
you.”
71
BOB HIGH AND DICKY LOW
Once there lived a very tall man. His name was Bob High. Bob was taller
than his father and his older brothers. He was the tallest man in his village.
One day, while he was walking with some of his friends, he saw a very
short man looked old, he was no taller than a boy of 9.
He was unusually and exceptionally short. He was the shortest man Bob
and his friends had ever seen.
Though he was short, he was very intelligent. His name was Dicky Low.
Dicky was shorter than any of his friends but more intelligent than all of them. He
was known in his village as the most intelligent and quick-witted man and, of
course, the shortest.
After they greeted each other, Bob, said: “I don’t think you can reach the
tip of my nose with your fingers, you’re so short, Dicky Low. But if you can, I’ll
give you $ 20”.
Dicky thought for a while then said, “certainly, I can. I’m positively and
absolutely sure. It’s no problem at all. I have to admit that I’m short and I’m not
denying that fact, but my hands are longer than yours. If you can touch my toes
with your hands I’ll give you this 10 dollar bill right away.
The tall man burst into laughter and stooped slowly to touch the short
man’s toes. At that moment, Dicky grabbed Bob’s nose and said calmly, “I may
be short but I know how to use my brain better than you. Please, give me the
money your promised.”
After receiving the money, Dicky Low walked off in the direction of the
village market. Amazed and dumb-founded, Bob and his friends watched him go.
72
YOU CANNOT PLEASE EVERYONE
A man and his son were leading a buffalo to the market. Someone seeing
them pass by called out to the man, “Why don’t you ride?” The man then sat on
the buffalo while his son walked alongside. “Why are you so lazy? You are a big
strong man. Why don’t you walk and let your son ride instead?”
The man got down from the buffalo and told his son to ride.
Just before they reached the town, an old man working in the fields called
out to them, “It’s not right for a boy to ride while his father walks.”
The man then sat on the buffalo behind his son. They had not gone very
far when someone else called out to them, “why are you so cruel? How can a
buffalo carry two person?”
Both the man and his son jumped off the buffalo. They cut a branch off a
tree and tied the buffalo’s feet to it. They carried the branch between them.
When they entered the town, some children called out laughingly to them,
“How can you carry a buffalo? The buffalo should itself free and it ran away as
fast as it could. The man and his son never saw the buffalo again.
As they were walking home, the man said to his son, “ we’ve learned a
good lesson today. You can never hope to please everyone no matter how hard
you try!”
73
THE BLIND MAN AND THE SUN
Once upon a time, there lived a blind man who had never seen the sun. he
asked a friend to tell him what it was like.
“ It’s like a brass plate, “his friend said. The blind man struck a brass plate
with a stick and listened to the sound. Every time he heard a similar sound, he
thought it was the sun.
His friend explained that “The sun is like a candle.” The blind man felt a
candle with his hand. He believed it was the same shape as the sun.
Then his friend told him that the sun is like a great ball of fire. Later that
winter, whenever the blind man sat in front of a fire, he thought it was the sun.
The sun is really quite different from all these things; but the blind man
did not know this because he could not see it.
In the same way, the truth is often hard to see. If you cannot see it when it
is right in front of you, then you are just like the blind man.
74
A GREEDY DOG
A greedy dog stole a large piece of tender meat from a butcher’s shop. The
grasped the meat tightly between his teeth and ran home with it.
One the way home, he came to a small bridge over a stream. As he was
crossing the bridge, he looked down and saw his own reflection in the water
below; he thought it was another dog that he saw.
In this other dog’s mouth he saw another large piece of meat.
“If I can get the meat from that other dog, I will have two pieces instead of
one,” thought the greedy dog
So, he bent down to get the meat and, as he opened his jaws, the meat fell
out and was quickly lost I the water. So, in the end, the dog had nothing. He had
been punished by his greed.
75
THE LADY AND THE MOUSE
One day a lady saw a mouse run across her kitchen floor. She was very
afraid of mice, so she ran out of the house, got on a bus and went to a store. There
she bought a mouse-trap. The shopkeeper said to her, “Put some cheese in it, and
you will soon catch the mouse”.
The lady went home with her mouse-trap, but when she looked in her
cupboard, she could not find any cheese. She did not want to go back to store
because it was very late, so she cut out a picture of some cheese out from a
magazine and put it in the trap.
Surprisingly, the picture was quite successful. When the lady come down
to check the trap the next morning, she found a picture of a mouse next to the
picture of the cheese.
76
THE PRINCES AND THE PEA
The one was a princes who wanted to marry a princess, but it had to a real
princess so he went all over word looking for a real princess. Everywhere met
ladies who told him they were real princess, but he could never be completely sure
that this was true. There was always something about them that did not seem quite
right. And so, after along time, the princes went back home to his parent and was
very sad.
One evening there was a terrible storm. It rained heavily and there was
thunder and lighting in the sky above the royal castle. Then there was a knock at
the castle gate. The old king went out to see who it could be.
A princess was standing out side the gate, the rain ran down over her hair
had clothes and into her shoes. She told the king that she was a real princess, and
he asked her to come inside ”well”, said the old queen. We’ll soon find cut if that
is true. She went into the quest bedroom and took the mattress and blankest off the
bed. The she put a little green pea on the bed. She put twenty mattress on top of
the tea, and then twenty blankets on top of the mattress. This was where the
princess was going to spend the night.
“I didn’t close my eyes all night. I don’t know what in my bed, but I lay on
something hard. It was quite a terrible night.”
Now, the king , the queen and the princess could be sure that this was a
real princess! She had felt the little pea though twenty mattress and twenty
mattress and twenty blankets. Only a real princess will be able to do that!
So the princess married, and the pea was put in a museum for everyone to
see. And, unless someone has taken it, it still there today.
92
CURRICULUM VITAE
Akbar Hakim , was born on April 13th
, 1991 in Makassar. he is
the third child from two brothers and two sisters from the
marriage of him parents Abd.Hakim and Rohani.
In 1998 the writer registered as student at Elementary School
SDN II Bara-Barayya in Makassar and he graduated in 2003. The next in the same
year the writer registered as a student at MTSN Model Makassar, graduated in
2006. Then the writer registered in Senior High School, SMK YP PGRI Makassar
and graduated in 2009. In 2009, the writer registered to study of English
Department in Makassar Muhammadiyah University.
.