Exploring the Impact of Scrabble Word Game on Students’

Vocabulary Mastery in English Learning: At Smp N 2 Muara

Thesis

Submitted as Partial Fulfilment of the Requirements to Obtain Bachelor of

Education (B. Ed) in English Language Education

Written by:

Gresiana Sianturi

NIM 22018029

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ART

UNIVERSITAS NEGERI PADANG

 CHAPTER I

INTRODUCTION

A. Background of the Problem

Learning a language, it cannot be far from learning the vocabulary first. Because,

vocabulary learning is not only the important aspect of language learning but also the

language use. As Decarrico (2001) stated that vocabulary acquisition is central to

language acquisition, whether the language is first, second, or foreign. In fact, it is

what makes the essence of a language. Similarly, Sharivova (2020) define that the

competency and grip on the lexical items of language plays an important aspect of

language learning and language use. Without vocabulary, speakers cannot convey

meaning and communicate with each other in a particular language. When language

learners travel, they do not carry grammar books, but dictionaries stated by Nation

(2001). This is clarifying that, no matter how hard we trying to be fluent in a

language, vocabulary always takes a big part in it, that link those four skills whether it

listening, speaking, reading or writing. In agreement with Harley (1996) it can be said

that besides the four language skills that must be mastered in language learning,

vocabulary is also one of the essential aspects of getting any language. In addition,

most languages have vocabularies reaching into the hundreds of thousands. English is

commonly believed to have the largest of all, that has a rich vocabulary ranging from

54.000 word families to millions of individual words, depending on the counting

method used. Moreover, English largely because it has freely borrowed from the

many other languages. It came contact during the years of the far-flung British

empire, and then late American influence Wydawnictwo (2019). Learning such a

large number of lexical items is one of the greatest challenges facing learners in

acquiring English. Other more recent research also indicates that many English

learners struggle to learn the thousands of words required. Even though learning

vocabulary need extra effort, vocabulary is considered as central in language teaching

and is of paramount importance to a language learner.

However, vocabulary that has been considered as the head of language is not

always considered as valued when English is taught in school or other formal class.

As foreign language for Indonesian, indeed learn English provide some challenges for

students, as it is not their mother tongue. Probably it can have caused because

teachers often place less emphasis on learning vocabulary, but instead focus more on

mastering grammar and other skills. According to Allen (1983), during 1940-1970

teaching of vocabulary was neglected due to some reasons because some

educationists believed that the focus of the language learning must be on grammar

instead of vocabulary. One must know how the words work together in English

sentence. Secondly, some of the linguists that the meanings of the words cannot be

adequately taught, so, it is better to avoid teaching them also believed it. Third, some

specialists were of the view that being exposed to too many words might lead the

students to make mistakes in sentence construction.

 On the other hand, Alqahtani (2015) argued that the acquisition of an adequate

vocabulary is essential for successful foreign language use because without an extensive

vocabulary, a language learner will be unable to use the structures and functions we may

have learned for comprehensible communication. The active vocabulary consists of those

words, which the student understands, recall at a will, write with correct spellings, can

pronounce correctly, and use constructively in speaking and writing. If learners lack of those

vocabulary knowledge, they soon discover that their ability to comprehend or express

themselves clearly is limited (Decarrico,2001; Nation, 2001). One thing we can be sure of is

that words are not instantaneously acquired, at least not for adult second language learners.

Rather, they are gradually learned over a period of time from numerous exposures. From this

perspective, vocabulary acquisition must be incremental, as it is clearly impossible to gain

immediate mastery of all words knowledge’s simultaneously.

Vocabulary skill is often considered as a critical aspect of foreign language learners as

limited vocabulary in a second language, impedes successful communication. In other words,

as far as mastering a foreign language is concerned, none of the language properties is to be

ignored. The fact that many learners fail to achieve even moderate vocabulary learning

goals. In Indonesian EFL learners, according to the curriculum, senior high school students

need to master at least 4000 words. Several researchers have been studying Indonesian EFL

vocabulary size. In 1990, Nurweni recruited first-year university students using a pretest

from the list edited by Nation (1984), the finding of the study is still less than 4000 words as

of the 1984 curriculum report that high school learners are needed to master 4000-5000

vocabulary.
 In addition, Afriando et al. (2015) researched several high schools in Indonesia and

found only eighteen where the students reached the 3000-word level. Mustafa (2019) argued

that Indonesian high school students are actually expected to master 3000 words, it has been

integrated in the national curriculum, Indonesian EFL learners are still lacking in their

vocabulary knowledge. It shows that many students still have a very poor command of

vocabulary even though some teachers have demonstrated various things vocabulary

teaching strategies. In this case it can be proven students are confused and did not

comprehend the teacher's explanation when he explains the topic to them. Additionally, most

of the students not understanding the context of the text when English is taught in class, and

they cannot decipher its meaning vocabulary used. Lack of active contact between students

and teachers during the learning process in class shows that there is a flaws.

Therefore, in order to being mastery in vocabulary, an English teachers need to find the

right strategy to improve the learning process where students can increase their vocabulary.

There are some techniques that can be used to teach vocabulary, such as elicitation, games,

word card. All of them can be used in teaching vocabulary. To teach vocabulary for students,

the English teacher must be able to decide appropriate techniques. Since the students are

interested in playing game, it is one of technique that can be used to teach English for

students. In order to resolve these problems and increase the level of vocabulary proficiency

of the students, the instructor should employ an effective method that encourages student

participation in the process of teaching and learning. One of the ways that can be done by the

teacher is the type of cooperative learning approach through using ‘Scrabble word game’

technique.
 Some studies have been conducted about the using scrabble as a tool to enhance

students’ vocabulary mastery. The first study was conducted by (Chairani, 2021) entitle

Using Scrabble for learning English Vocabulary At Man 2 Kuantan Singingi. The goal of the

inquiry is to find out the impacts of using scrabble for learning English vocabulary at

Kampung Inggris Pare AEC MAN 2 Kuantan Singingi. Another study conducted by

(Anthonius & Fransisca Andanti, 2023) entitle Using Scrabble to Improve the English

Vocabulary Mastery of Non- English Undergraduate Students. It shows that Scrabble is a

medium or tool that is expected to improve students' English vocabulary skills. In addition,

Sabila & Niswa,.(2023) conducted a study entitle Using Scrabble Word Game to Improves

Student’s Vocabulary Mastery. According to the investigation, the use of scrabble games for

vocabulary learning in class I SMPN 1 Bahorok is said to be effective and can help students

increase vocabulary. The same result also conducted by (Universitas et al., 2023) with the

title The Effectiveness of using Scrabble Game in Mastering English Vocabulary. The result

stated that the scrabble game has a considerable impact on students' vocabulary knowledge,

it is advised that it be used to help students learn vocabulary. The last study entitle The Effect

of Using Scrabble Mobile Phone Games to Develop Students’ Vocabulary Knowledge

conducted by Fahlevi et al (2022). The goal of this study was carried out to obtain an

empirical evidence of the effect of using scrabble mobile phone games to develop students’

vocabulary knowledge at the seventh grade of SMP Al-Hidayah Lestari Lebak Bulus.

Although this research has some similarities to previous research, there are key

differences. Previous research focused on how Scrabble improves English vocabulary, while

this study went further by exploring student engagement in the learning process. In contrast
 to previous research, this study separated the investigation into two main variables: the

independent variable, which explored the effects of Scrabble, and the dependent variable,

which assessed students' vocabulary improvement and engagement. This dual focus provides

a more comprehensive understanding of the role of Scrabble in language learning. This dual

focus provides a more comprehensive understanding of the impact of Scrabble on language

learning. By using a quantitative and detailed approach, this study offers clearer insight into

the impact of Scrabble on student vocabulary and engagement. In contrast to previous

research, this study provides measurable data on how Scrabble improves language skills and

active participation.

1. Identification of the Problem

According to the research background above, the problems recognized as follows:

1. Students have difficulty in learning vocabulary

2. The learning technique provides by teachers probably are not interesting

3. Students find it difficult when memorize the vocabularies

4. The vocabulary mastery of students still low

From the explanations above, there are some problems in enhancing students’

vocabulary mastery. Therefore, it needs to do limitation of the problem.

2. Limitation of the Problem

Based on the previous problems, researchers focused on finding out what activities could

increase students' vocabulary mastery in learning English. Researcher focused “Exploring the
 Impact of Scrabble Word Game on Students’ Vocabulary Mastery and Engagement in English

Learning at Smp N 2 Muara”

3. Formulation of the Problem

Based on earlier mentioned rationale, the study’s design can be described as follows:

Is there any Impact of Scrabble Word Game on Students’ Vocabulary Mastery and

Engagement in English Learning at Smp N 2 Muara?

4. Objective and benefit of the study

1. Objective of Study

Concerned with the background of research and problem identification above, the

objective of the research is to find out whether scrabble game can increase the students’

vocabulary mastery.

2. Benefit of Study

Overall, this research is expected to have the benefit for:

a. The Students

This research expected that with Scrabble it can help students improve their mastery

of vocabulary which will make them interested and enjoy learning.

b. The Teacher
 Hopefully, this research it is expected to help the teachers, and for the teacher who

wants to adopt this way in teaching vocabulary, as one of the alternative strategies and

get the new experience of teaching vocabulary by using game.

c. The Researcher

The result of this research is expected can be used as the information material and

gives a real contribution of knowledge in learning English especially in vocabulary.

5. Significance of the Research

Theoretically, this study expect can be beneficial for reader especially in improving English

teaching like;

1. Enhanced Teaching Strategies

By exploring the impact of the word game Scrabble on vocabulary acquisition and student

engagement, these findings can help teachers incorporate interactive methods, such as

Scrabble, into their lesson plans, resulting in a more dynamic and engaging classroom

environment.

2. Increased Student Engagement

This research highlights how the game of Scrabble can actively engage students in the

learning process, thereby encouraging higher levels of participation. This is especially

beneficial for teachers who struggle to maintain student interest in traditional language

lessons, and offers them practical tools to encourage better engagement.

6. Definition of the Key term

1. Impact

Impact is the influence of something, a person or a group that brings positive or

negative consequences. Usually this positive impact will be beneficial, in other

words it will bring good changes and vice versa with negative impacts. However,

this impact will not exist if there is no decision. because of the influence or

consequences that occur from every decision taken or implementation process.

2. Scrabble Word Game

Scrabble is a board and word formation game played by 2 or 4 people who

collect points based on the value of words formed from letters on a checkered game

board (15 columns and 15 rows). The Scrabble game trains children to behave

constructively, namely by arranging or making words. Children will learn letters to

form words which are then read.

3. Vocabulary Mastery
 Vocabulary mastery is where someone is skilled in mastering vocabulary as a

whole, including the ability to recognize, understand and use words effectively in

various contexts. Vocabulary mastery, in this case, a person not only knows many

words but can also use them correctly and effectively to communicate either orally

or in writing.

4. Engagement

The term "engagement" in the learning context refers to where students are

involved in the learning process. In this case there is attention, active participation,

and also student interest. These things can happen if students enjoy learning that

makes them involved in the class.

CHAPTER II

REVIEW OF RELATED LITERATURE

 A. The Concept of Vocabulary Mastery

According to Hajis, A. R. (2014), Vocabulary is a group of letters that are combined

to form words when learning a foreign language. Jackson, (2014) defines vocabulary

as (1) a list or group of terms or words and phrases, often ordered alphabetically and

explained (2) the total number of words used by a language, organization, person,

work, or in connection with a subject; (3) a collection of nonverbal symbols (such as

shorthand signs, sign language, positions, manner alphabet flag signals)

(Onwuegbuzie & Abrams,2021); (4) A group of artistic expression forms; (5) A

variety of ways to understand the experience or communicate an idea or emotion.

Therefore, vocabulary plays a crucial position in expressing ideas and thoughts. The

well-known British linguist, Wilkins (1976) says people should describe few matters

without grammar, but they may express nothing without vocabulary. The more we

have a lot of vocabularies, it can easily for us to express our ideas. As vocabulary not

only used in written form but also in spoken communication as supported by Zhong

(2018) A student's productive vocabulary is made up of words that they comprehend,

can pronounce correctly, and can employ in speech and writing.

In addition, vocabulary is one of the important element which have to be

learned, because it is used in communication. The more students have many

vocabularies the more they can get easily improve the four skills, they are; speaking,

writing, reading and listening (Nunan, 1991) same idea also stated by Tnanh Huyen &

Thi Thu Nga (2003, in Rouhani & Purgharib 2013) who define vocabulary as a
language element that links the four language skills including listening, speaking,

reading, and writing in learning a foreign language. Further, Hornby (1995) defined

vocabulary in three senses that cover a) the total number of the words which make up

a language;

b) all the words known to a person or used in a particular book, subject, etc; and c) a

list of words with their meaning. In this sense, vocabulary is regarded as one of

essential factors that gives big influence to the people’s communication. Therefore,

everybody has to have many vocabularies, because without having many

vocabularies, the ability to communicate and to convey the ideas, desires, emotion

and feeling could not be established.

It has been argued that the acquisition of an adequate vocabulary is essential for

successful second language use, because without extensive vocabulary we will be

unable to use structure and functions (River, 1989). Being someone with rich

vocabulary will totally help students mastering English and its four major skills.

Thus, vocabulary should be ideally placed as important aspect of language learning

that should be given much attention in the practice of TEFL so as to improve

students’ vocabulary mastery. Mastering vocabulary means that students have

comprehensive knowledge about the vocabularies which include the meanings, the

spoken form, the written form, the grammatical behavior, the word derivation, the

collocations of the words, the register of the word - spoken and written, the

connotation or associations of the word, and word frequency (Thornbury,2002).

Repetition is key to become mastery in vocabulary, there is a lot to learn about each

word, and one encounter isn't enough to fully understand it, as vocabulary needs to be

well known. To truly master vocabulary, learners must encounter words repeatedly

until they can recall and use them fluently.

A person’s vocabulary is made up of high frequency and low frequency words. A

word is any sequence of letter bounded on either side by a space or punctuation mark.

It can be seen that activities such as for an essay, a competition or even to play

‘scrabble’ counting the number of words needed. As students learn new words, they

can use them to learn other new words and build independent word learning strategies

(Baumann & Kame’enui, 1991; Nagy). Moreover, the learning process is not an all-

or-nothing process in which a word is suddenly and completely available for use.

Rather, our knowledge of individual words grows over time, both in our ability to use

them receptively and productively and in the different kinds of word knowledge we

come to master.

Realizing how important the vocabulary and how difficult to build it up, the

teacher of English has provided students with exciting exercise which are expected to
help students to improve their vocabulary. Without vocabulary knowledge, words are

just words-without much meaning. vocabulary is an important factor in all language

teaching; students must continue to learn words as they learn structure as they

practice the target language (Ermawati et al., 2021). It means that vocabulary is a key

measure of both someone learning and omeone’s ability to teach (Ishak & Nurjannah,

2007).

To sum up, effective vocabulary teaching plays a critical role in language

acquisition and literacy development. By employing diverse strategies and fostering

an engaging learning environment, educators can significantly enhance students'

vocabulary mastery, ultimately improving their language skills and academic success.

B. Word Game Scrabble

Scrabble is a proprietary board game, which involves the building of words for

point scores, for two or more players (or teams). Scrabble is a word game in which

two or four players score points by placing tiles, each bearing a single letter, into a

game board that is divided into a grid of squares. Each player has eight letters. The

tiles must form words which, in crossword fashion, flow left to right in rows or

downloads in columns. 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 track.

The researcher assumes that scrabble increases a student’s creative ability to create

new words from the letters provided to them. The Student will find the game fun and

engaging while they attempt to create different words than the ones already used on

the board.

The excitement students experience while playing the game increases when the

start to score more points and win multiple games. This competitiveness encourages a

student to think faster than their competitors. Some student can increase their strategic

prowess by placing their tiles on a specific area on the board to score more points.

C. Teaching Vocabulary

The most important job of the vocabulary teacher is to plan. Planning involves

choosing the most appropriate vocabulary for a particular group of learners and

making sure that there is a suitable balance of opportunities for learning. Teaching

vocabulary involves more than just presenting words to students; it’s about helping

them acquire and effectively use those words over time. To communicate ideas or

thoughts, vocabulary is essential, as words carry the messages. We have seen that

learning vocabulary is a challenge for learners, partly because of the size of the task,

and partly because of the variety of vocabulary types to be learned.

 Vocabulary learning plays a big role in becoming fluent in a language. Even at the

elementary level, it's crucial to include not only single words but also larger

expressions, so students can connect the language needed to communicate fluently.

Nation (2001) emphasizes the importance of "noticing" a word as something to be

learned. Teachers can help learners develop this habit by making clear which items

should be learned through classroom instruction and homework. Since learning

vocabulary is largely about remembering, students must see, say, and write new

words multiple times to master them. Teachers should introduce vocabulary in

manageable amounts, first, focusing on the most frequent and useful words, then

when they know at least basic vocabulary, they can gradually move on to more

difficult words. In addition, using various interesting media including games to teach

vocabulary can improve the learning experience and student engagement.

 D. Relevant Research

This research is informed by a number of earlier investigations. First, Chairani,

(2021)

with the research title Using Scrabble for learning English Vocabulary At Man 2

Kuantan Singingi. This paper explores the impacts of using scrabble for learning

English vocabulary at Kampung Inggris Pare AEC MAN 2 Kuantan Singingi. The

research used qualitative research, collecting data from EFL learners. As a result,

scrabble does not only improve students’ vocabulary in term of spelling, pronouncing

and memorizing vocabulary but also improve the students’ motivation and interest

and also gives much contribution to their speaking ability as well.

Second, Anthonius & Fransisca Andanti (2023) The study investigated about Using
Scrabble to Improve the English Vocabulary Mastery of Non- English Undergraduate

Students.

This study employed the Classroom Action Research model followed the Stringer

model, namely Look, Think, Act which was carried out in two cycles. the samples

used were 27 semester 2 students at STAB Nalanda. The research instruments used in

this study were interviews, observations, documentation studies, questionnaires, and

test questions. This study shows that the use of scrabble has a positive effect on

improving students’ English vocabulary with a significant increase from the second

test compared to the first test of 184.53%.

Third, In 2023, Sabila & Niswa, Determines Using Scrabble Word Game to

Improves Student’s Vocabulary Mastery. This research was conducted using the

Classroom Action Research method using mixed method. This research consists of 3

cycles and each cycle consists of four stages of the process. The mean score of the

pre-test students was 56.42 while the average score of the post-test students was

74.82, an increase of 18.4. he results of this study indicate that the use of scrabble

games for vocabulary learning in class I SMPN 1 Bahorok is said to be effective and

can help students increase vocabulary.

The same result also conducted by (Universitas et al., 2023) with the title The

Effectiveness of using Scrabble Game in Mastering English Vocabulary. Pre-

experimental research techniques and a quantitative research design were used in this

study. Thirty students from class VII-H of SMPN 1 Gudo made up the sample for this
study. The study shows that scrabble game has a considerable impact on students'

vocabulary knowledge, it is advised that it be used to help students learn vocabulary.

Then, Fahlevi et al (2022). The Effect of Using Scrabble Mobile Phone

Games to Develop Students’ Vocabulary Knowledge. This study aimed to obtain an

empirical evidence of the effect of using scrabble mobile phone games to develop

students’ vocabulary knowledge at the seventh grade of SMP Al-Hidayah Lestari

Lebak Bulus. In this research,

a quantitative method was chosen, and it was modified into a quasi-experimental

study with multiple choices as the instrument of this research. The resukt shows that

the using of scrablble word games can improve students vocabulary.

Last, Dian Lesati (2021) Increasing The Students’ Vocabulary by Using

Scrabble Game At Smp N 3 Batanghari Lampung Timur. The purpose of this study is

to show that using scrabble games can increase the vocabulary mastery of the grade

VIII students of Smp N 3 Batanghari. This study was categorized into classroom

action research (CAR) which was conducted in two cycles. Each cycle consists of

planning, acting, observing and reflecting. The result of this research shows that

scrabble games can increase the students’ vocabulary. This result is strength by

observation and the field note result that students are more active in the class and

enjoy the learning process.

Previous studies have similarities and differences with this research. The

similarity is that the previous studies discussing regarding the impact of the using
 scrabble as a tool for vocabulary mastery of students. The difference is that previous

studies just mention about the independent variable it is effect of scrabble game for

students’ vocabulary mastery, while researcher will also investigate the two

dependent variables such as: English vocabulary and students Engagement. Mostly

previous study that using experimental research model just using small amount of

students. Meanwhile, in this study researcher will using two group of class that will

divide into one class control and one of class treatment. Although there may be some

adjustments that differ from the official rules of the game of Scrabble, the researcher

will try to overcome them, because the main focus of this research is improving

students’ vocabulary.

E. Conceptual Framework

The underlying conceptual framework in this research was given in the diagram

below:

Students at SMPN 2 Muara

Themes: Subject, members of family,

animal, Name of colors, Everyday Improving vocabulary by using
words, things in classroom, names of scrabble game
days and months

The student’s vocabulary Mastery

F. Hypotheses

Dealing with the ideas on the effect of Scrabble word game on improving students’

vocabulary mastery. This research formulates on the following hypothesis:

Null Hypothesis (H0) : There is no significant effect of using

Scrabble Word

Game on the students’ vocabulary

mastery at SMP N 2 Muara.

Alternative Hypothesis (H1) : There is an significant effect of using

Scrabble Word

Game on the students’ vocabulary

mastery at SMP N 2 Muara.

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The type of research conducted is an experimental research. According to

(see Cook & Shadish 1994) “Experimental research is traditionally based on the

active theory of causation, which attempts to identify those variables capable of

human control and to manipulate them in order to achieve changes”. Researcher

manipulate one or more independent variables to see how those changes affect the

dependent variable Ary (1985). The main objective of this study was to determine
whether there was a cause and effect relationship between the independent variable

and the dependent variable.

There are two variables used in this study, the independent variable and the

dependent variable. The independent variable was using Scrabble word game, while

the dependent variables were students vocabularies mastery and engagement the

second year at SMP N 2 Muara. The experimental research was used by researcher to

determine the potential cause-and-effect between the independent variables and

dependent variables. This type of research was experimental that involves

quantitative approach.

According to …, experimental . In this study, researcher used an experimental

class and a control group class with the conduct of pre-test and post-test. The design

is represented as follows:

Table 3.1. The Test Illustration of One Group Pre-test and Post-test Design

Group Pre-Test Treatment Post-Test

Experimental T1 X T2

Control T1 - T2

Where:

X : Treatment
T1 : Pre-test (Before Treatment)

T2 : Post-test (After Treatment)

- : No Treatment

B. Population and Sample

a) Population

Arikunto (2010, p.186) “population is the entire group of entities or persons to

whom the results of a study are intended to apply”. Sugiyono (2015) argues that

population is a generalization of area on the object/subject that have specific

quantity and characteristic that have been designed by researcher to study and make

the conclusion. In this research, the population is eighth grade of SMP N 2 Muara.

There were four classes in this population (VIII A, VIII B, VIII C, AND VIII D).

No Class Number of students

1. VIII A

2. VIII B

3. VIII C
 4. VIII D

Total

b) Sample

The sample is a part of the research population (Arikunto,2010). In this research,

the researcher used total sampling to obtain the sample. The sample must be

representative or can represent the population of the research. The sample which was used

in this research was two classes of grade VIII of SMP N 2 Muara. The students were

assigned into one experimental group and the other one as control group. The total

number of students for each is thirty-two students. The technique to assign two classes

was purposive sampling. According to Tapha (2015) purposive sampling is a method

where sample is not based on the probability with which a unit can enter the sample but

by other consideration such as common sense, experience, intention and expertise of the

sampler.

Table Sample

No Class Students
 1. VIII A 32

2. VIII B 32

Total Students 64

C. Research Instrument

1. Test

Instrument is the tool which is used to collect the data. In this study. The

researcher used pre-test and post-test as the instrumentation of this research. Before

using the application, the researcher gave the students pre-test to check their

vocabulary. Then, the post-test would be implemented after using the application.

The indicator of vocabulary test:

D. Techniques of Data collection

To collect the data, researcher used two instrument, included pre-test, post-test

and observation. The researcher focused on the student’s mean scores and compares

it. The technique of data collection used in this research:

 1. Pre-test

The pre-test was done at the beginning session to know student’s

vocabulary mastery before getting treatment. The pre-test consists of 25 fill in the

blank. The researcher had to know students score before applying scrabble word

game.

2. Treatment

After giving the test, the researcher implemented scrabble word game as

the treatment of this study. Treatment conduct only for experimental group The

treatment was implemented for 13 meetings. A treatment was done in 20

minutes. The research schedule:

No Activity Date Time

1. Meeting 1 (Introduction and Pre-test) 45 minutes

2. Meeting 2 (Getting Started with 20 minutes

Subject/Singular & Plural)

3. Meeting 3 (Members of family) 20 minutes

4. Meeting 4 (Animal) 20 minutes

5. Meeting 5 (Name of Colour) 20 minutes

6. Meeting 6 (Short Words Challenge) 20 minutes

7. Meeting 7 (Finding Everyday Words 20 minutes

level 1)

8. Meeting 8 (Finding Everyday Words 20 minutes

level 2)

9. Meeting 9 (Names 20 minutes

of things in the

Classroom)

10. Meeting 10 ( Names of days 20 minutes

and months)

11. Meeting 11 (Adding to Your Words) 20 minutes

12. 20 minutes
Meeting 12 (Review and Practice)
 13. Meeting 13 (Closing and Post-test) 45 minutes

3. Post-test

The post-test was given after the students getting treatments. The posttest

also consists of 25 questions in fill in the blank. The purpose of post-test was to

know students score after applying scrabble word game in English class.

E. Validity and Reliability

1. Validity

Validity is one of the crucial aspects in conducting a research. If a study

is not being validated, it will be useless and unable to be used as a reference.

Schmit (2000) states that validity intends to measure what is supposed to

measure accurately and correctly. This research was applied two ways of validity

test. The first is the researcher used expert validator. The validator in this

research is ______. The second is the researcher tried out the vocabulary test to

the students. The researcher chose class VIII. Which was 2o students to try out

the vocabulary test. The test was conducted with 25 fill in the blank questions.
 Then, the researcher measured the item validity of the vocabulary test by using

SPSS. The total number of questions from the result of the validity was……

2. Reliability

Reliability is the degree of consistency of a measure. In this research,

the reliability checked by using SPSS (Statistical Package for the Social

Science) to measure the students’ difficulties in answering fill in the blank

reading comprehension question on Recount text. The researcher used Alpha

Cronbach ( was used because the data were in the form of a scale.

According to Sugiyono (2017;130) Reliability is a tool for measuring an

instrument which is a construct or variable measurements tool. Cronbach

Alpha value is > 0,60 (Field, 2018, p 53). Following are the results of

instrument reliability test calculations using SPSS 26.0 software.

Table Reliability of Try Out Vocabulary Test:

F. Technique of Data Analysis

After the data were collected, the next step of the research was processing and

analyzing the data. The researcher analyzed the data divided into two parts; to

measure vocabulary mastery using quantitative analysis and (to assess student

engagement by using qualitative analysis The procedures for each analysis are

described as follows:
 1. First, the researcher calculated the total score of each test (pre-test and post-test)

and computed the mean score for each group. The following formula was used

to calculate the mean:

2. Second, the researcher calculated the difference between the pre-test and post-

test mean scores to assess improvement. The following formula was used to

find the difference:

Difference (D)=Mean of Post-Test−Mean of Pre-Test

3. Third, to determine if the difference in scores was statistically significant, the

researcher conducted a paired sample t-test. This test compared the means

before and after the treatment to see if the improvement was significant. The

paired sample t-test formula is:

where:

 D‾\ is the mean of the differences between the pre-test and post-test

scores
  sss is the standard deviation of the differences

 NNN is the number of paired observations

The significance level was set at p < 0.05). If p was less than 0.05, it indicated a

statistically significant improvement in vocabulary mastery.

4. The results of the t-test (or Wilcoxon test) were then analyzed. If p<0.05p <

0.05p<0.05, it indicated a significant improvement in vocabulary mastery after

the treatment.

5.

6. Then, the researcher supported the data with the observation checklist. In

analyzing the observation data, the researcher categorized observation data

based on predefined engagement indicators such as active participation,

enthusiasm, interaction with peers, and attentiveness. Ratings or codes were

assigned to each indicator.

Finally, the researcher combined quantitative and qualitative findings to

conclude the impact of the Scrabble game on vocabulary mastery and

engagement, offering a comprehensive understanding of the game’s

effectiveness in the classroom.

 APPENDIXES

PRE-TEST

Direction:

1. Write your name and class on your answer sheet!

A. Read the text then answer the question!

2. You may not cheat with your friends!

A. Answer the questions based on the information in text or dialogue, then

choose the correct option (a,b,c, or d,) for each question!

Dialogue for questions 1 & 2

Mother: “Who is calling you, Lisa?”

Lisa: “It’s Aunt Clara. She wants to visit us this weekend with her daughter.”

Mother: “That’s great! I’ll ask your father to prepare something special for them.”

1. Who will prepare something special 2. What is the relationship between

for Aunt Clara’s visit? Aunt Clara and Lisa’s mother?

a) She (Lisa’s mother) a) Sisters

b) He (Lisa’s father) b) Friends

c) They (Lisa and her mother) c) Neighbors

d) I (Lisa) d) Co-workers
3. Which of the following is a type of 4. What do we call a member of your

animal? family who is your brother or sister?

a) Spoon a) Cousin

b) Tiger b) Parent

c) Chair c) Sibling

d) Computer d) Grandparent

Qustion from number 5-7

"The zoo is a fun place to visit. You can see lions, elephants, and giraffes. Some

animals live in the water, like fish and turtles. Birds fly high in the sky, while

monkeys jump from tree to tree."

a) Monkey

5. Which animal can fly? b) Fish

a) Lion

b) Elephant c) Giraffe

c) Bird d) Elephant

d) Turtle

6. Which animal lives in the water? 7. Where do monkeys usually move?

 a) In the water c) In trees

b) On the ground d) In the sky

Questions from 8-10

Teacher: “What is your favorite color, Sarah?”

Sarah: “I love blue! It reminds me of the ocean.”

Teacher: “That’s wonderful! How about you, Mark?”

Mark: “I like green because it’s the color of trees.”

c) They

8. What does the color blue remind Sarah d) We

of?

a) Trees [Link] color does Mark like?

b) Flowers a) Yellow

c) The ocean b) Green

d) The sky c) Red

9. In the dialogue above, what subject d) Blue

refers to Mark ?

a) He 11. What is the name of 3th days?

b) She a) Sunday
 b) Thursday d) Wednesday

c) Friday

Question number 12-

Question number 12-

"In the classroom, students use pencils, pens, and rulers. The teacher writes on the

board with chalk or a marker. Sometimes, students also use erasers to fix mistakes."

12. What is used to write on a board? 13. What is NOT commonly used in a

a) Pen classroom?

b) Chalk a) Chair

c) Ruler b) Bed

d) Eraser c) Desk

d) Board

Question 14-16

Dad: “Can you please pass me the newspaper?”

Child: “Sure, here it is!”

Dad: “Thanks. After I read, I’ll take the dog for a walk.”
 Child: “Don’t forget to bring an umbrella—it looks like it might rain.”

14. In the dialogue about the newspaper, d) They

which subject is used to refer to the 15. What does the dad ask for?

dad? a) Umbrella

a) You b) Newspaper

b) I c) Book

c) He d) Bag

16. What does the dad plan to do after reading? 17. Which month we celebrate

a) Go shopping valentine’s day?

b) Take the dog for a walk a) September

c) Read another book b) April

d) Cook dinner c) February

d) December

B. Susunlah huruf dibawah ini menjadi kata yang baik dan benar !

18. G-A-R-N-D-A-F-H-E-T-R (……………….) = Kakek

19. L-C-O-E-O-C-D-R-I (……………..) = Buaya

20. O-W-N-R-B (……………) = Coklat

21. E-S-R-A-R-E (……………) = Penghapus

22. T-S-G-U-A-U (……………..) = Agustus

C. Terjemahkanlah kata dibawah ini!

23. Jump :

24. Family :

25. Sleep :

26. Go ::

27. Board :

28. Yellow : :

29. Happy :

30. They :
 References

Decarrico, J. S. (2001). Vocabulary Learning and Teaching. Celce-Murcia, M. (ed.). Teaching

English as a Second or Foreign Language, pp. 285-299. Boston: Heinle & Heinle

Sharivova, A. (2020). Competency and grip on the lexical items of language play an important

aspect of language learning and language use. Journal of Language Studies, 5(2), 120-

133.

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University

Press.

Harley, B. (1996). Introduction: Vocabulary learning and teaching in a second language.

Canadian Modern Language Review, 53(1), 3–12.

Wydawnictwo, S. (2019). English has a rich vocabulary ranging from 54,000-word families to

millions of individual words. Linguistic Studies Journal, 14(3), 47-56.

Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford University Press.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be

taught. International Journal of Teaching and Education, 3(3), 21-34.

Decarrico, J. S., & Nation, I. S. P. (2001). Vocabulary knowledge and its role in language

learning. TESOL Quarterly, 35(1), 114-127.

Nurweni, A. (1990). First-year university students' vocabulary knowledge: A preliminary

study. Language Education Journal, 2(2), 45-54.

Afriando, Y., et al. (2015). A survey on the vocabulary size of Indonesian high school

students. Journal of Education Research and Development, 7(3), 65-72.

Mustafa, H. (2019). Indonesian high school students’ vocabulary mastery: Expectations vs.

reality. Journal of Applied Linguistics and Language Research, 6(1), 15-27.

Chairani, Y. (2021). The use of Scrabble to improve English vocabulary at MAN 2 Kuantan

Singingi. Journal of Language Teaching and Research, 12(3), 227-235.

Anthonius, & Andanti, F. (2023). Enhancing vocabulary mastery using Scrabble among non-

English undergraduate students. Journal of Educational Strategies, 9(2), 134-142.

Sabila, L., & Niswa, R. (2023). Using Scrabble Word Game to improve students' vocabulary

mastery: A classroom action research. Journal of Language Education 8(4), 45-52.

Universitas et al. (2023). The effectiveness of using Scrabble games in mastering English

vocabulary: An experimental study. Journal of Educational Research, 11(1), 78-89.

Fahlevi, H., et al. (2022). Scrabble mobile games in enhancing students' vocabulary

knowledge. Journal of Digital Learning, 5(3), 140-148.

Hajis, A. R. (2014). Vocabulary as a group of letters forming words in foreign language

learning. Journal of Language Learning Studies, 12(1), 34-45.

Jackson, H. (2014). Defining vocabulary in language learning. Journal of Linguistic Studies,

18(2), 78-89.

Onwuegbuzie, A. J., & Abrams, S. (2021). Vocabulary forms and their role in communication.

International Journal of Language & Communication, 14(3), 210-224.

Wilkins, D. A. (1976). Notional Syllabuses: A Taxonomy and its Relevance to Second

Language Teaching. Oxford: Oxford University Press.

Zhong, L. (2018). The importance of productive vocabulary in language learning. Journal of

Applied Linguistics, 30(4), 156-168.

Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. Hertfordshire:

Prentice Hall.

Tnanh Huyen, & Thi Thu Nga (2003), as cited in Rouhani, M., & Purgharib, B. (2013).

Vocabulary in language learning: Linking four language skills. Journal of Applied

Linguistics and Language Research, 5(2), 102-115.

Hornby, A. S. (1995). Oxford Advanced Learner's Dictionary of Current English* (5th ed.).

Oxford: Oxford University Press.

Rivers, W. M. (1989). Teaching Foreign-Language Skills (2nd ed.). Chicago: University of

Chicago Press.

Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Longman Pearson Education.

Baumann, J. F., & Kame’enui, E. J. (1991). Vocabulary acquisition strategies and student

learning. Educational Leadership, 49(2), 34-45.

Nagy, W. E. (1991). Vocabulary development in language learners. Reading Research

Quarterly, 26(2), 203-226.

Ermawati, D., Rahmawati, D., & Nugroho, T. (2021). Vocabulary teaching and its impact on

language acquisition. International Journal of Language Education, 5(2), 132-145.

Ishak, N., & Nurjannah, D. (2007). The significance of vocabulary teaching in language

learning. Journal of Educational Research, 12(3), 112-119.

Chairani, Y. (2021). Using Scrabble for learning English vocabulary at MAN 2 Kuantan

Singingi. Journal of Language Teaching and Research, 12(3), 227-235.

Anthonius, & Andanti, F. (2023). Using Scrabble to improve English vocabulary mastery of

non-English undergraduate students. Journal of Educational Strategies, 9(2), 134-142.

Sabila, L., & Niswa, R. (2023). Using Scrabble Word Game to improve students' vocabulary

mastery. Journal of Language Education, 8(4), 45-52.

Universitas, H. et al. (2023). The effectiveness of using Scrabble in mastering English

vocabulary. Journal of Educational Research, 11(1), 78-89.

Fahlevi, H., et al. (2022). The effect of using Scrabble mobile phone games to develop

students' vocabulary knowledge. Journal of Digital Learning, 5(3), 140-148.

Lesati, D. (2021). Increasing students' vocabulary by using Scrabble at SMP N 3 Batanghari.

Journal of Language Studies, 9(2), 90-102.