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.

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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

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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

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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.

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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

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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

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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%

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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.

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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.

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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;

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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.

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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.

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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

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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”

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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.

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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.

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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.

http://en.wikipedia.org/wiki/Hasbro

http://en.wikipedia.org/wiki/Mattel

http://en.wikipedia.org/wiki/Word_game

http://en.wikipedia.org/wiki/Board_game

http://en.wikipedia.org/wiki/Crossword

http://en.wikipedia.org/wiki/Dictionary

http://en.wikipedia.org/wiki/Official_Club_and_Tournament_Word_List

http://en.wikipedia.org/wiki/Official_Club_and_Tournament_Word_List

http://en.wikipedia.org/wiki/Official_Scrabble_Players_Dictionary

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.

http://www.history.com/exhibits/toys/scrabble.html

http://www.msoworld.com/mindzine/news/proprietary/scrabble/features/history.%20html%22

http://www.msoworld.com/mindzine/news/proprietary/scrabble/features/history.%20html%22

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


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


22 C-022 5 Average



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


15 C-015 6.7 Good

16 C-016 5 Average

17 C-017 6.7 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


7 C-007 9 Very good

8 C-008 5 Average

9 C-009 5 Average


11 C-011 5 Average

12 C-012 5 Average

13 C-013 5 Average

14 C-014 6.7 Good



17 C-017 6.7 Good

18 C-018 6.7 Good

19 C-019 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

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




48


Pertemuan : II (Kedua)

STANDAR KOMPETENSI:



KOMPETENSI DASAR:



TUJUAN PEMBELAJARAN

Siswa dapat mengungkapkan kosakata tentang professions secara lisan dalam

bentuk glossary.

INDIKATOR


the proud lion

- Siswa mampu melakukan permainan Scrabble.

- Siswa mampu mengidentitifikasi English noun, adj dan verb dalam glossary


noun, adj dan verb dari hasil permainan scrabble.


Scrabble Games



49

PENILAIAN

1. TeknikTulisan:



2. Bentuk

Membuat kata noun, adj dan verb.


3. Pedoman Penilain


Skor maksimal 9

Nilai siswa


Keg.Awal: Apersepsi/

Orientasi/ Motivasi

Keg. Inti: presentasi

& penugasan



- Memberi salam

- Flashback tentang materi yang lalu


- Memberikan pengantar materi

sebelum masuk ke materi inti.



scrabble game dengan baik.


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


15 menit

60 menit

15 menit

50




Daftar Pustaka





Guru Pamong



51




Pertemuan : III (Ketiga)

STANDAR KOMPETENSI:



KOMPETENSI DASAR:



TUJUAN PEMBELAJARAN


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.


playing kites.


Strategy pembelajaran yang digunakan adalah Scrabble Games


52



Orientasi/ Motivasi

Keg. Inti: presentasi &

penugasan



- Memberi salam

- Mengarahkan siswa pada materi yang

akan disampaikan





scrabble game.



- Mencari kosakata berupa noun dan verb

pada text dan menuliskannya.

- Mengarahkan untuk menghafal berupa

noun dan verb pada text

- Peneliti mengumpulkan hasil kerja siswa.



15 menit

60 menit

15 menit

PENILAIAN

1. TeknikTulisan:


2. Bermain scrabble game dengan menggunakan kata noun, adj dan verb

3. Bentuk



4. Pedoman Penilain


Skor maksimal 100

Nilai siswa 0


53




Daftar Pustaka





Guru Pamong



54




Pertemuan : IV (Empat)

STANDAR KOMPETENSI:



KOMPETENSI DASAR:



TUJUAN PEMBELAJARAN


INDIKATOR


you cannot please everyone.

- Siswa mampu melakukan permainan Scrabble dengan cepat.

- Siswa mampu membuat kata berupa noun dan verb berdasarkan hasil

permainan scrabble game


human body.


Strategy pembelajaran yang digunakan adalah Scrabble Games


55


Keg. Awal: Apersepsi/

Orientasi/ Motivasi


penugasan



- Memberi salam

- Mengabsen


- Mengarahkan siswa sebelum masuk ke

materi inti.

- Peneliti/observer

memberikanpermainan scrabble game.


gambar human body.

- Membuat kata berupa noun dan verb

berdasarkan hasil permainan scrabble,

dan kata human body di hafalkannya.


siswa.



- Peneliti mengevaluasi, untuk mengukur

peningkatan kosakata siswa.

15 menit

60 menit

15 menit

PENILAIAN

1. TeknikTulisan:


Pembuatan kalimat dengan menggunakan kosakata tersebut

2. Bentuk



3. Pedoman Penilain


Skor maksimal 100

Nilai siswa

56





Daftar Pustaka





Guru Pamong


57


Siklus II




Pertemuan : I (Kesatu)

STANDAR KOMPETENSI:



KOMPETENSI DASAR



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


taks dan kata noun, adj dan verb dari hasil permainan scrabble .


Scrabble Game

58


Langkah Kegiatan Peneliti dan Siswa Waktu


Orientasi/ Motivasi


penugasan



- Memberi salam

- Absen sekaligus perkenalan

antar siswa dan

peneliti/researcher

- Tanya jawab berbagai hal

terkait kondisi siswa

- Menyampaikan metode

pengajaran



- 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:



2) Bentuk



59

3) Pedoman Penilain


Skor maksimal 100

Nilai siswa 0



Alat&Media : whiteboard and board marker& scrabble game

Daftar Pustaka





Guru Pamong


60





Pertemuan : II (Kedua)

STANDAR KOMPETENSI:



KOMPETENSI DASAR



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.


relatives.


61

Scrabble Game




Orientasi/ Motivasi


penugasan



- Memberi salam

- Flashback tentang materi yang lalu.




- Peneliti/observer memberi

penjelasan tentang bagaimana cara

menerapkan scrabble game.


mengenai text yang sedang dibahas

- Mencari kosakata berupa noun, adj

dan verb pada text dan

menuliskannya.


siswa.



15 menit

60 menit

15 M

enit

PENILAIAN

1) Teknik:



2) Bentuk



3) Pedoman Penilain


Skor maksimal 100

62

Nilai siswa 0




Daftar Pustaka





Guru Pamong


63





Pertemuan : III (Ketiga)

STANDAR KOMPETENSI:



KOMPETENSI DASAR



TUJUAN PEMBELAJARAN

Siswa dapat mengungkapkan kosakata tentang taks secara lisan dalam bentuk

glossary.

INDIKATOR


the lady and the mouse

- Siswa mampu melakukan permainan Scrabble game.


body activity.


64

Scrabble Game




Orientasi/ Motivasi


penugasan



- Memberi salam

- Mengarahkan siswa pada materi yang

akan disampaikan



- Peneliti/observer memberikan

permainan scrabble game.


mengenai text yang sedang dibahas

- Membuat kata berupa noun, adj dan

verb, serta menghafalkan

- Peneliti mengumpulkan hasil kerja siswa.



15 menit

60 menit

15 m

enit

PENILAIAN

1) Teknik:


Pembuatan kalimatdengan menggunakan kosakata tersebut

2) Bentuk



3) Pedoman Penilain


Skor maksimal 100

Nilai siswa

65




Daftar Pustaka





Guru Pamong


66





Pertemuan : IV (Keempat)

STANDAR KOMPETENSI:



KOMPETENSI DASAR



TUJUAN PEMBELAJARAN

Siswa dapat diagnostic-test misunderstanding dalam bentuk bacaan.

INDIKATOR


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


Scrabble Game

67




Orientasi/ Motivasi


penugasan



- Memberi salam

- Mengabsen


- Mengarahkan siswa sebelum masuk ke

materi inti.





scrabble game.



- Mencari kosakata berupa noun,adj dan

verb pada text dan menuliskannya. - Serta diagnostic-test misunderstanding

bacaan tersebut.


siswa.



- Peneliti mengevaluasi, untuk mengukur

peningkatan kosakata siswa dalam

menggunakan scrabble game.

15 menit

60 menit

15 menit

PENILAIAN

1) Teknik:



2) Bentuk



3) Pedoman Penilain


Skor maksimal 100

Nilai siswa

68




Daftar Pustaka





Guru Pamong


90

Appendix IX

DOCUMENTATION

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.

.

vocabulary through scrabble game (a classroom action

Documents