Students’ Vocabularies Learning through Scrabble Games

Rika Nurwayuni

doi:10.23887/jpbi.v11i2.42879

Authors

Rika Nurwayuni Universitas Muslim Nusantara Al Washliyah Medan, Medan, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v11i2.42879

Keywords:

Scrabble Games, Vocabulary, English Learning

Abstract

Problem in learning and teaching English still exist in school. Vocabulary is not a developmental skill or one that can ever be seen as fully mastered. The objective of the research was to analyze students’ vocabularie through scrabble games. This was a classroom action research conducted in 2 cycles, where each cycle consisted of five meetings. The instrument of collecting the data was observation sheet, interview, test and documentation. The data was obtained with quantitative analysis to calculate the percentage of completeness. Based on the analysis of the data it turned out that the students’ vocabularies had increased in each cycle. From the results of data analysis it showed an increase on students’ scores from pre-test to post-test I and post-test II. That was proven by data; students’ scores in the post-test I, the lowest score was 65 and the highest score was 80; Students' scores in post test II, the lowest score was 66 and the highest score was 85. In the pre-test, there were 8% (2 of 25 students) who scored ≥75. In post-test, there were 52% (13 out of 25 students) who scored ≥75. In post-test II, there were 84% (21 of 25 students) who scored ≥75. The conclusion of the research was 1 the learning method by using scrabble games on grade VII was more effective and more active.

References

Aba, L. (2019). Flashcard as a media in teaching vocabulary. AL-Lisan: Jurnal Bahasa (e-Journal) IAIN Sultan Amai Gorontalo, 5, 170–179. https://www.journal.iaingorontalo.ac.id/index.php/al/article/view/865.

Akmal, S., Rasyid, M. N. A., Masna, Y., & Soraya, C. N. (2020). Efl Learners’ Difficulties in the Structure and Written Expression Section of Toefl Test in an Indonesian University. Englisia: Journal of Language, Education, and Humanities, 7(2), 164. https://doi.org/10.22373/ej.v7i2.6472.

Alamri, H., & Hakami, H. M. (2022). Exploring perspectives of EFL students on using electronic dictionaries to improve vocabulary learning: A comparative study: Perspectives of EFL students on using electronic dictionaries. International Journal of Curriculum and Instruction, 14(2), 1578–1599. https://eric.ed.gov/?id=EJ1340746.

Ali, B. J., & Anwar, G. (2021). Vocabulary Learning Strategies and Foreign Language Acquisition at Private Schools. International Journal of English Literature and Social Sciences, 6(3), 163–173. https://doi.org/10.22161/ijels.63.24.

Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ Difficulties in Writing EFL. Professional Journal of English Education, 2(1964), 20–25. http://download.garuda.kemdikbud.go.id/article.php?article=1090119&val=16394&title=FINDING DIFFICULTIES IN WRITING EFL.

Alizadeh, I. (2016). Vocabulary Teaching Techniques: A Review of Common Practices. International Journal of Research in English Education, 1(1), 22–30. https://www.sid.ir/en/VEWSSID/J_pdf/57002920160105.pdf.

Barnyak, N. C., & McNelly, T. A. (2016). The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books. Early Childhood Education Journal, 44(5), 527–536. https://doi.org/10.1007/s10643-015-0735-0.

Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335.

Carrabba, C., & Farmer, A. (2018). Language Teaching and Educational Research. Language Teaching and Educational Research, 2(1), 1–12. https://dergipark.org.tr/en/pub/later/issue/41915/431930.

Charalambous, A. C. (2011). The Role and Use of Course Books in EFL. Online Submission, May.

Dewi, N. K. S. (2021). EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic. The Art of Teaching English as a Foreign Language, 2(2), 163–168. https://doi.org/10.36663/tatefl.v2i1.172.

Huei, L. S., Yunus, M. M., & Hashim, H. (2021). Strategy to Improve English Vocabulary Achievement during COVID-19 Epidemic. Does Quizizz Help? Journal of Education and E-Learning Research, 8(2), 135–142. https://doi.org/10.20448/journal.509.2021.82.135.142.

Jalali, S., & Dousti, M. (2012). Vocabulary and Grammar Gain through Computer Educational Games. GEMA Online Journal of Language Studies, 12(4), 1077–1088. https://www.researchgate.net/profile/Masoumeh-Dousti/publication/287271971_Vocabulary_and_grammar_gain_through_computer_educational_games/links/56f18c6308aee9c94cfd6dc6/Vocabulary-and-grammar-gain-through-computer-educational-games.pdf.

Khaira, M., Ritonga, M., & Halim, S. (2021). The effectiveness of scrabble game media in improving learning outcomes. In Journal of Physics: Conference Series, 012128. https://doi.org/10.1088/1742-6596/1933/1/012128.

Lin, L.-F. (2018). Integrating the Problem-Based Learning Approach Into a Web-Based English Reading Course. Journal of Educational Computing Research, 56(1), 105–133. https://doi.org/10.1177/0735633117705960.

Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163–196. https://doi.org/10.3102 /0091732X18821132.

Maqsood, S., & Chiasson, S. (2021). Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens. ACM Transactions on Privacy and Security, 24(4), 1–37. https://doi.org/10.1145/3469821.

Masela, A. (2017). The Importance of Scrabble Game: An Experimental Analysis of the Eighth Graders’ Vocabulary Mastery at SMP Eka Wijaya Cibinong. Journal of English Teaching, 3(3), 201–213. https://doi.org/10.33541/jet.v3i3.762.

Purnama, D., & Putri, R. F. (2022). The Effect of Using Scrabble Games towards Students’ Achievement in Vocabulary. INDONESIAN JOURNAL OF ELT AND APPLIED LINGUISTIC, 1(2), 71–76. https://doi.org/10.32696/ijeal.v1i2.1320.

Qasim, A. (2021). Impact of Digital Games on Incidental Vocabulary Acquisition of Pakistani High School Students. Asian EFL Journal, 28(13), 206–224. https://www.researchgate.net/profile/Asifa-Qasim/publication/349334628_Impact_of_Digital_Games_on_Incidental_Vocabulary_Acquisition_of_Pakistani_High_School_Students/links/602b29e6299bf1cc26cb6770/Impact-of-Digital-Games-on-Incidental-Vocabulary-Acquisiti.

Quiroz, M. F., Gutiérrez, R., Rocha, F., Valenzuela, M. P., & Vilches, C. (2021). Improving English Vocabulary Learning Through Kahoot!: A Quasi-Experimental High School Experience. Teaching English with Technology, 21(2), 3–13. https://www.ceeol.com/search/article-detail?id=945093.

Rahayu, S. L., & Fujiati, F. (2018). Penerapan Game Design Document dalam Perancangan Game Edukasi yang Interaktif untuk Menarik Minat Siswa dalam Belajar Bahasa Inggris. Jurnal Teknologi Informasi Dan Ilmu Komputer, 5(3), 341–346. https://doi.org/10.25126/jtiik.201853694.

Ratminingsih, N. M., Mahadewi, L. P. P., & Divayana, D. G. H. (2018). ICT-based interactive game in TEYL: Teachers’ perception, students’ motivation, and achievement. International Journal of Emerging Technologies in Learning, 13(9), 190–203. https://doi.org/10.3991/ijet.v13i09.8170.

Rouffet, C., van Beuningen, C., & de Graaff, R. (2023). Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education. Language Learning Journal, 51(3), 344–358. https://doi.org/10.1080/09571736.2022.2025542.

Sauvé, L., Fortin, A., Viger, C., & Landry, F. (2018). Ineffective learning strategies: a significant barrier to post-secondary perseverance. Journal of Further and Higher Education, 42(2), 205–222. https://doi.org/10.1080/0309877X.2016.1224329.

Sharma, C., & Puri, S. R. (2020). The importance of four skills in English education. The Genesis, 7(4), 33–36. https://doi.org/10.47211/tg.2020.v07i04.007.

Siringoringo, D. J., Purba, C. N., & Sinaga, A. R. (2023). The Effect of Scrabble Game on Students’ Vocabulary Mastery of Grade Eight at SMP Negeri 12 Pematang Siantar. Jurnal Ilmu Pendidikan Dan Sosial, 2(3), 345–357. https://doi.org/10.58540/jipsi.v2i3.441.

Somantri, G. G., & Nurhayati, S. (2017). The Effectiveness of Scrabble Game To Improve Students’ Vocabulary Mastery. ELang| An English Language Education Journal, 2(2), 41–48. https://ejournal.unibba.ac.id/index.php/elang/article/view/457.

Stratton, J. M. (2022). Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom. The Modern Language Journal, 106(4), 837–857. https://doi.org/10.1111/modl.12805.

Suprianti, G. A. P., & Jayanta, I. N. L. (2020). Coping with Young Learners’ Vocabulary in EFL Classes. The Asian EFL Journal October, 27(4.5), 90–101. https://doi.org/10.23887/jet.v5i2.32758.

Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Educational Technology and Society, 20(2), 265–277. https://www.jstor.org/stable/90002180.

Yulianti, Y., & Bharati, D. A. L. (2017). The Effectiveness of Scrabble and Wordsearch Games to Teach Vocabulary to Students with Different Interests. English Education Journal, 7(3), 262–269. https://doi.org/10.15294/eej.v7i3.20745.

Zahra, R., & Arianti, T. (2022). Implicature analysis on English textbooks for junior high school: A comparison between national and international English textbooks. Journal of Advanced Multidisciplinary Research, 3(1), 1. https://doi.org/10.30659/jamr.3.1.1-18.