TEACHING VOCABULARY USING SCRABBLE

GAME FOR JUNIOR HIGH SCHOOL

FINAL ASSIGNMENT

BY :
Ricko Sinatra T
13620082

ENGLISH DEPARTMENT
FACULITY OF LANGUAGE AND SCIENCE
WIJAYA KUSUMA SURABAYA UNIVERSITY
2018
 APPROVAL SHEET 1

This is Final Assignment of Ricko Sinatra under the title “Teaching Vocabulary using

Scrabble game for Junior High School” in Academic Year 2018 has been approved by Final

Assignment advisors.

Surabaya, 9 Agustus 2018

Advisor

Dra. Bekti Wirawati, M.Pd

NIP. 92152-ET
 APPROVAL SHEET 2

This is to certify the undergraduate Final Assignment of Ricko Sinatra (13620082)

under the tittle “Teaching Vocabulary using Scrsbble Game for Junior High School” has

been approved by Final Assignment advisors for further approval by the Examining

Commitee as a practical Sarjana Degree in the Faculty of Language and Science, Wijaya

Kusuma University Surabaya.

Surabaya, 9 Agustus 2018

Final Assignment Examining Committee I,

Dra. Bekti Wirawati, M.Pd

NIP. 92152-ET

Final Assignment Examining Committee II,

Dr. Ribut Surjowati, M.Pd

NIK. 94131-ET

Acknowledgment by
Dean Language and Science Faculty

Dr. Fransisca Dwi Harjanti, M. Pd

NIK. 94239 – ET
 Table of Content

Cover

Acknowledgement

Table of content ……………………………………………………………….... I

Abstract ………………………………………………………………………….. II

1 introduction .............................................................................................. 1
2 Vocabulary
a. Definition ........................................................................................... 2
b. Importance of Vocabulary ................................................................... 2
c. Vocabulary Proces ............................................................................... 4
3 Games ...................................................................................................... 10
4 Types of games ....................................................................................... 12
5 Scrabble game ........................................................................................... 13
6 Advantages of scrabble game ................................................................... 14
7 Teaching vocabulary using scrabble game ............................................... 15
8 Closing …………………………...……................................................... 16
References .......................................................................................................... III
Appendix ............................................................................................................ IV
 ACKNOWLEDGEMENT

The main feature, i would like to pray and say thanks to my GOD, ALLAH SWT, for blessing and
give me power to finishing my final assignment.

The second i would also like say special thanks to Dra. Bekti Wirawati, M.Pd as my advisor that
given the guidance and help me to arrange this final assignment, because preparation and consultation
with my advisor is very important for accomplish this final assignment.

The third, I deliver my appreciation and my gratitude for everyone who give me support and
motivation, also thank a lot to all family who help me to support and motivation, also my utterance to
all of my friends who communicate with me, thanks to all of you.

Surabaya, 9 Agustus 2017

The Writer

Ricko Sinatra T
 TEACHING VOCABULARY USING SCRABBLE GAME FOR JUNIOR HIGH

SCHOOL

Abstract :

As one of components in students English vocabulary can be taught integrated with reading,
listening, speaking or writing . Scrabble game is one of the ways to teach vocab to make
students feel fun. By playing this game, the students will be motivating and challenging.
They can practice interacting and communicating with friends. The procedures of implements
this game are setting up the materials, playing the game and finally is scoring.
Key Word : Teaching vocabulary using scrabble game

1. Introduction

Vocabulary is one of the components in studying English. Vocabulary

mastery is needed to comprehend skills in English well. It is because someone

needs to know what the words mean to express idea so that the communication

run smoothly.

Based on curriculum 2013, in Junior high school, vocabulary can be taught

integrated with (reading, speaking, and writing) skill. To comprehend the text,

student must understand the words in the text. In this activity, students usually

open the dictionary to find the meaning of difficult words. The teacher seldom

explains the meaning of the words due to the time allocation is limited. So, the

student find the meaning of the word from dictionary by them self.

One of the ways in learning English especially vocabulary can be a

through games. Through games, children experience, discover, and interact with

their surroundings. According to Lee, “vocabulary game is one which the

learners’ attention is focused mainly on words” (2008, p. 37). Games allow the
 students to relax and enjoy themselves, which means that they will have better

comprehension and retain more information. Charlotte (2011) states that educators

can make vocabulary more engaging and easier to learn through the use of games.

There are many type of game. One of them scrabble game. Scrabble is a

word game in which two to four players score points by forming (Schmitt 2011)

words from individual themed tiles on a board game. The words are formed across

and down with crossword puzzles and should appear in the standard dictionary.

The first and foremost advantage for Scrabble is spelling. The whole game is

based on spelling. The students are not only asked to spell your own the words,

but they also see words that are also played by other players. It works to improve

there vocabulary and have a better understanding of the spelling of words. Such

scrabble games are great for helping students improve their vocabulary mastery

and in this modern era, students can certainly operate or apply this game easily.

Scrabble game is chosen to teach vocabulary because the students they are

in encourage to inter act and communicate to others friends. They can practice

there language skill. They are also motivate and feel challenging.

Junior high school student need to find ways to learn vocabulary that can

make them feel fun. In this case, the scrabble game is suitable with the need of

junior high school student. From this reason in this paper the writer present how to

teach vocabulary using scrabble game for to Junior high school students.

2. Vocabulary

a. Definition
 Vocabulary can be defined as the words of a language, including single

items and phrases or chunks of several words which covey a particular

meaning, the way individual words do (Alali & Schmitt, 2012).

Wilkins, (2011) assumes without vocabulary nothing can be convened

and spoken up. Vocabulary may indeed refer to the collection of words

known by an individual or by a large group of people in language. It

may also signify the body of specialized terms in a field of study or

activity “the vocabulary of science”. It may designate a physical

object, such as a book, in which a collection of usually alphabetized

words is defined or explained. And it may name things other than

words, such as “a list or collection of terms or codes available for use,”

“a set or list of nonverbal symbols” such as marine alphabet flag

signals, and “a set of expressive forms used in an art” as in “the

vocabulary of dance”.

b. Importance of vocabulary

Vocabulary for the learner is very important. The learner must know

what kind of vocabulary in their target language. The basic level that is

important to know are the form and the meaning.

The important of the vocabulary starts by the words. This is how the

learner recognize the new language vocabulary. Simple things to do when the

kids learn new language. They will search meaning by dictionary or asking

their reference or native speaker what exactly that meaning is. the structure of

words is the form of the word. Alphabet is a part of component to build words.

By mixing and combining the alphabet the students learn to develop the words

vocabularies.
 The other important thing in vocabulary is the meaning of the word.

Words have different meaning if the speaker false to speak. What will happen

when they want say “Sheep” is an animal but they pronounce “ship”. That is

why the students must recognize right meaning with right pronunciation. In

linguistics, it is known as the word semantic.

A rich vocabulary also improves students' ability to communicate

through speaking, listening, and writing. Moeller, Ketsman and Masmayeliva

(2009), assert that vocabulary is central to the learning and teaching of a

second language as it affords learners access to all forms of oral and written

communication that includes ; literature, music and content knowledge. Thus

the more vocabulary students know, the better they are able to comprehend. A

large vocabulary opens students up to a wider range of reading materials.

Considering the important of vocabulary role in learning foreign

language, the mastery of this element should be ensured and developed.

Otherwise, the vocabulary mastery of the children will be limited and the

consequence of it is that they will find difficulties in learning the skills of the

language. Therefore, schools have a task to teach vocabulary to their students

as suggested by John Carol as show by Margaretha MC Keown (2008).

c. Vocabulary process

Vocabulary is learned through focused, conscious study, but even more

commonly in an indirect manner through listening and reading, using context clues to

figure out the meaning. For a large majority of learners, the ultimate goal of studying

is to be able to communicate in a new language. If you do not wish to lean completely

on non-verbal skills, mastering vocabulary is not just important, but crucial in a

foreign language environment.

 The process of vocabulary learning have general problems. Students have

trained hard, but still have a problem with it. Thornbury (2007) concludes on his book

“How to teach Vocabulary” that the problems are Pronunciation and spelling. It

shows that the words that are difficult to pronounce are more difficult to learn, long

and complex. Long words seem to be no more difficult to learn than short ones. The

difficult that problems are what are differences between necessary, necessity and

necessarily. Grammar is problematic of challenging for the learner. Especially it

differs from their first language. This is the problem when the learner do not

understand totally the meaning of the words.

Learning second language involves both learning a new conceptual system an

constructing a new vocabulary network that second lexicon. Not always second

language has lexicon moreover vocabulary has in first language too.

First language for he language learner is important. Let it say the student

before learning a new language, she must know well the first language. First language

is their mother tongue. They have conceptual system that these words encode, and the

complex network of associations that link these words one with another (Thornbury

2007:21)

Vocabulary Acquisition is the process of learning new words. An adequate

vocabulary is necessary for academic success. Just think about what would happen if

a student didn't know the words that are written on his test. Would he be able to give

the right answers? Probably not, if he doesn't even know what the question is. So, as

the teacher, we have the very important job of teaching him the vocabulary he needs

to succeed both in the classroom and beyond. How can we do this? we need to create

a list of words that are essential for our students to know academically and subject-
wise. Break them down into groups of several words to teach each week. Once our list

is ready, then we ready to move onto the three essential components of vocabulary

acquisition that we must incorporate into our activities. Let's take a look at what they

are and what kinds of activities we can use to teach these components.

Vocabulary acquisition is essential for science understanding, since the

majority of terms in science are specific to a particular field or discipline and are not

used in casual conversation. In addition, those terms that are used in everyday

language are often used in ways that are not scientifically correct (Snow, 2008).

Process of memorizing is the big part of language fluency. This term conduct

to how sensitive the students keep learn by memorize the study. The book made by

(Thornbury 2007) claim, that workings of memory customarily distinguish between

the following system: It has Short term store, working memory, and long term

memory.

Short terms Store (STS) is the brain capacity to hold a limited number of items

of information foe periods of time to a few seconds. It is kind of memory that repeat a

word that you have just heard the teacher modelling. But successful vocabulary

learning clearly involves more than simply holding words in your mind for a few

seconds.

Working memory is term of focus that words long enough to perform

operation on them. The students easier to understand with the word that they can see

in real world. It means that it can learn as kind of work bench and where information

retrieved.
 Long term memory. Is when this capacity the students processed into solid

word. the great challenge for language learners is transform material from quickly

forgotaten to never forgotten. There are factors of process on long term memory.

c. Vocabulary source

1. Word Draft

The teacher of language often ask to highlight and marking the new

vocabulary. What will happen if the students have much more vocabulary ?, the

students will be ruined. Uncategorized, and unlisted. Before the students do that,

highlight and marking. They need a list of vocabulary to start learning. Ideally, much

of that vocabulary should come from encounters in daily life, whether through

reading, listening to songs, watching movies, or paying attention to conversations in

the elevator. In reality, you’ll likely need to supplement these with a more abstract

words to target.

A common theme across my suggestions, and earlier blog posts, is that

language should be learned in a way that allows you to use it at the earlier

opportunity. That is a key value of learning in context, of learning vocabulary that is

personally relevant, and generally engaging with words as blocks you can use to

construct something bigger, rather than individual pieces of information.

It should then come as no surprise that my preferred source of abstract

vocabulary are lists ordered by the frequency at which they are used in day-to-day

language. I’ve rarely seen this approach in classroom setting, but found it extremely

effective and popular among many successful language self-learners.

 If you acquire just 10 new words a day, getting up to speed in a conversation

will take less than a month of casual learning. Learning a language is a huge

undertaking, and it’s misleading at best when education technology companies

promise fluency in a matter of months or even weeks, but mastering a core vocabulary

list will make you very comfortable in all day-to-day situations. And from there, it’s

just a matter of faking it, till you make it!

2. Coursebook

Enrichment the vocabulary is practice, the more reading, the more

vocabularies. Reading anything can build the new vocabularies. There are kind of

reading that can build new vocabularies and memorizing : newspapers, magazines,

newsletters, books, novels, business and industry reports, scientific and technical

papers, literary and scholarly works, and even wall posters, bill boards, bulletin

boards, merchandising displays in public places, advertising and mailshots in your

daily In-Box.

Vocabulary is categorized into topics of discussion. Each topic discusses

about kind of focus. While reading your daily newspaper, pay particular attention to

three specific areas: the editorials, the economic analyses, and the political

commentaries.

Maintain an eye catch for interesting words or intriguing phrases or fun

sentences in, and see how they are strung masterfully together to express ideas or

messages eloquently and succinctly across to the reader. While watching movies or

television dramas or talk shows, keep an eye and ear for interesting as well as

intriguing dialogues or entertaining conversations.

 Always keep a large note book handy to capture all the stuff in. This initiative

is called sentence mining. Whenever you come across a new word, write it down on

one side of an index card, with its dictionary definition, along with characteristics and

traits of the word, plus all the grammatical variations.

To extend understanding of the new word, explore similar

words synonyms, opposite words antonyms, word parts, and even examples

and non-examples. On the flip-side, make it own sentence constructions by using the

new word, to demonstrate by thorough understanding.

Naturally, it can also copy the original sentence from which you have found

the new word. Whenever come across the new word in other writings, or in

conversation, or in the news, write the full expression down on to the flip side

of your index card.

This process may seem like a burden, but it's worth your while, as it is

applying the sentence mining and multiplier effect to vocabulary building and

generation, especially from the standpoint of application-context possibilities. Need

some practice to bear in mind that the success of this initiative is contingent on your

regular use of as much of the stuff you have captured in your everyday life and/or

workflow activities such as : conversations, dialogues, discussions, meetings, sales

presentations or elevator pitches, web-casting, pod-casting, and public speaking gigs.

 3. Games

Games are used as media to involve students in learning. Well-chosen and

designed games are invaluable as they give students a break and at the same time

allow learners to practise language skills. The benefits of games range from cognitive

aspect of language learning to more co-operative group dynamics and as a result

games are highly motivating since they are amusing and at the same time challenging.

Ersoz (2000) states that games can be used to give practice in all language skills and

they can be used to practice many types of communication.

Games have a great educational value and it can be used in the classroom to

make learners use the language instead of just thinking about learning the correct

forms. Games encourage learners to interact, cooperate, to be creative and

spontaneous in using the language in a meaningful way. Learners want to take part in

activities; to play games and are generally quite competitive. In order for them to take

part they must be able to understand and communicate in the target language. Games

also encourage learners to keep interested in the work and a teacher can use them to

create contexts in which the language is useful.

Huyen (2003) identifies the advantages of using games to learn vocabulary in

the classroom: a) Games add relaxation and fun, so the learners retain words more

easily. b) Games involve friendly competition, so it keeps learners interested and

motivated. c) Vocabulary games bring real world context to the classroom. Mei

(2000) emphasizes similar points by saying that it encourages active learning, as well

as collaboration and interactivity. Interactive learning techniques also hold memory,

performance and social benefits. According to I-Jung (2005) the benefits of using

games in language-learning include that games are learner centered, encourages

creative and spontaneous use of language and foster participatory attitudes of the
learners. They create a meaningful context for language use. The expert of Rinvolucri

state on that book “Grammar Games” that the games which have advantages in

teaching and learning English especially vocabulary and grammar (Rinvolucri, 2007).

There are :

1.The students have to take individual responsibility for what they think the

grammar is about.

2.The teacher is free to find out what the students actually know. Without being

the focus of their attention.

3.Serious work is taking place in the context of the game. The dice-throwing and

arguing lightens and enlivens the classroom atmosphere in a way that most

people do not associate with the grammar part of a course. The ‘game’

locomotive pulls the grammar train along.

4.Everybody is working at once – the 15 – 30 minutes the average game lasts is

a period of intense involvement.

It means, Students learn through experimenting, discovering and interacting

with their environment. Students need variation to increase their motivation. By using

games students already have a context in which the use of the target language is

immediately useful. This learning situation is similar to how mother tongue speakers

would learn without being aware they are studying.

4. Types of games

According to Gaudart (2009) there are four types of games that can be used

and they are: card games, board games, simulation games, and party-type games.
When choosing games a teacher does not have to have a multitude of games up

his/her sleeve, but rather creativity at taking existing, familiar or popular games and

adapting it to the classroom to aim for maximum student involvement. Traditional

games like hangman, Pictionary, charades, Chinese Whisper, Bingo, Snakes and

Ladders, Battleships, Who wants to be a millionaire? etc. can be modified and tailor-

made for your learners and teaching content. Many games require modification in use

when the students' needsare taken into consideration. It is also important to note that a

game doesn’t need to involve a lot of movement or excitement or cheering, but it does

need to be intellectually challenging.

Teachers can use a variety of extra incentives to keep the energy in the

classroom going during games with: group or team competition, using small prizes

depending on age stickers, stamps, reward points, using dice to determine amount of

points or using fake money or playing cards as point system every time a student

answers correctly he/she receives a card or note. Students could be given a sticky ball

to throw at vocabulary words, grammar structures. that are written on the board and

then asked to use them in sentences. Or alternatively they could answer a question and

throw at a target on the board to win points. A paper airplane or bean bag could also

be used in a similar way. Small whiteboards can be used in spelling competitions and

be sent around in the team. Students love to play rock-paper-scissor and it can be

adapted for various functions within games.

5. Scrabble game

a. Definition

Scrabble is one of memory games used to help students to improve the

students’ vocabulary mastery. Learning vocabulary using scrabble can improve

students’ vocabulary mastery such as vocabulary memorizing, pronouncing, and

spelling elements. There are some experts who support that statement as mentioned

below.

Scrabble game is often perceived as being a recreational activity. For SHS

students, scrabble can make their process of learning vocabulary enjoyable and a lot

of fun. Hebblethwaite in the Voinov Journal (2009, p. 217) states that scrabble can

give mental activity that develops cognitive skills, practices in applying economic

principles, and activates the language learning in classroom. It means that scrabble

game can expand the vocabulary and strengthen the language ability.

Scrabble is a word game for 2, 3 or 4 players. To play it, consists of

forming interlocking words, crossword fashion on the scrabble playing board using

letter tiles with various score values. Scrabble is generally define as a board game in

which players try to make words from letters printed on small plastic blocks and

connect them to words that have been already placed on the board.

b. How to apply Scrabble game

According to J.W. Spear (2009), scrabble is a word game for 2, 3 or 4

players. Play consists of forming interlocking words, crossword fashion, on the

scrabble playing board, using letter tiles with various score values. The object of the

game is to get the highest score. Each player competes by using their tiles in

combinations and locations that take best advantage of letter values and premium

squares on the board. To play the game, there should be procedure, as following :

A. Set Up

1 The teacher give a material word games

2 The students prepare the tools by pen.

3 Teacher give instruction rule of the game.

B. Play

1 The students read the sentences and find the keyword.

2 The students find the words in scrabble material.

3 The teacher give a time to do and stop.

C. Scoring

1 He students submit to the teacher.

2 The teacher manage the time.

3 The teacher give a score based how many words and how long that they

got.

6. Advantages of scrabble game

The scrabble game is a family favorite that can be played and enjoyed by

everyone in the family. The player who scores the highest points is the winner of

the game. Morales (2004) state on her articles of CBS News, John Williams,

executive director of the National Scrabble Association says, "The single phrase

that resonates through this whole school Scrabble program is they're learning and

they don't even realize it". Scrabble is quite a simple and an entertaining game

and has various advantages for your kids. Few of them are:

a. Scrabble teaches vocabulary. Benefit to playing Scrabble is that it

teaches people of all ages to expand their vocabularies. But as a game it

also helps us improve our word-derivation skills. People who play

Scrabble learn to use prefixes and suffixes much more easily (and

correctly) than people who don’t play similar word games. Playing

Scrabble is like playing a crossword puzzle in reverse. In fact, some

people have used finished Scrabble games to design crossword puzzles.

Besides learning how to spell words correctly, people also learn about
 the meanings of words and how they are used. Although you are not

supposed to consult a dictionary except when a word is challenged,

many young players learn Scrabble with dictionary in hand.

b. Scrabble teaches strategy. One of the interesting features of the game

also makes it very challenging: some letters are quite rare and they must

either be played quickly or the players risk holding those letters when

the game ends. Because the game ends when no more letters are

available to be drawn and either one player uses all his/her letters or a

full round of play proceeds in which no one can form a word, all

remaining letters are deducted from players’ scores.

c. Scrabble build intellectual capacity. If players teach each other about

the rare words they use, they can acquire new knowledge in history,

science, and philosophy simply by expanding their vocabulary through

game-play. This is, of course, true of other word games where players

can share or acquire background information. “Use it or lose it” is as

true of your mind’s power as it is of many other things.

d. Scrabble increases social pounding and cooperation. Group games are a

widely accepted form of social entertainment, where people spend time

with each other for recreation and enjoyment. A dinner party may shift

into a game party as dining companions break out the board games.

Friends, families, and strangers have enjoyed playing Scrabble and

other word games for billions of hours, thus strengthening their social

bonds and skills. Gameplay helps us learn how to adapt to new sets of

rules and work together for the common good.

 e. Scrabble increases personal confident. Build our confidence in

ourselves and our abilities we are better able to deal with ordinary

setbacks and make better decisions throughout our lives. Even when

they do not win the game, players derive a strong sense of personal

achievement from playing the game because they must each solve a

logical problem in every turn of play. Players may be especially proud

of forming high scoring words.

f. Scrabble is a highly competitive game. People seeking to challenge

themselves through social competitions may welcome the opportunity

to do so through Scrabble competitions, which are not nearly as

physically demanding as sports competitions. And playing Scrabble

encourages social engagement, unlike some other competitive games.

Just as there are national competitions for spelling bees and crossword

puzzles, so there are tournaments for playing Scrabble. Competitors

may become very skilled at this game, mastering strategy and highly

sophisticated vocabularies.

7. Teaching vocabulary using scrabble game

a. Preparation

Preparation section is process activity before class is begin.

Teacher prepare the material for scrabble games. For the first time, teacher

prepare teaching material or lesson plan. It makes the material and teach

activity have got big success. Next, teacher prepare material for scrabble

word list. There are include rule of the game, instruction of the game,

question format, and answer.

b. Implementation

As the class begins, the teacher gives a greeting and an idea what

popular n talk about. The teacher gives motivation to the students before the

lesson start is the first step in teaching English. A teacher will give an idea

of how is the important of English in the era globalization. The teacher

gives a motivation to the students that everyone is able to master a

language. Then the teacher stimulate the students into the topic what they

are talking about. The teacher asks the students to think of instances when

they had seen someone using his/her to solve a problem. Some students are

asked to come up and share their stories.

The teacher tries to attract their attention by asking some question. It

is the way to stimulate students’ background of knowledge about

vocabulary. The teacher gives example by the text. Then the teacher asks

the student to find some unknown words. After that the teacher and the

students discuses the unknown word together

The teacher gives a picture about topic. When the topic of discussion

about “the things around you”. The teacher gives a picture. The teacher

asking the students to make a story in five minutes. No excuse when the

student passively. It means the students must active in class.

Next section, the teacher asking the students to make a discussion

with other friends.

The important things for the teacher that gives the students a stimulation to

keep the students interest with scrabble.

 The teacher tells the students that they are going to study about the

vocabulary through scrabble game. The game give to students.

Next, After that the teacher gives instruction to find words in a box.

The teacher explains the rules of the activity and gives the material.

The last. Students should collect vocabularies to the board. For example

student mentions 1 word “run” and write on the board. Then the next

student will find word and write on the board.

c. Evaluation

Students will be judged in terms of mastery in vocabulary. The success

of a team depends on the cohesiveness of its members when writing

activity by their own language. Sequentially the form can be understood by

other students. For a group that has a cohesiveness in conveying a

grammar sentences will certainly get additional score for its individual

score. How students enthusiastically follow every activity in the English

class can prove that writing skill is considered a successful technique in its

implementation. The score got from the total words, that can be written in

the text.

The teacher calculates the score and announces the winner which has the

highest points after finishing their scrabble game using their words given.

At the end, the teacher gives the evaluation.

8. Closing

Vocabulary is one of the components in studying English. Vocabulary

mastery is needed to comprehend skills in English well. Because someone needs

to know what the words mean to express idea. These are many ways to teach

vocabulary. So what the students are able to find the meaning of the words not just

from dictionary. One of the ways is by using scrabble game. Scrabble is a word

game in which two to four players score points by forming words from individual

themed tiles on a board game. The words are formed across and down with

crossword puzzles and should appear in the standard dictionary. Games have a

great educational value and it can be used in the classroom to make learners use

the language instead of just thinking about learning the correct forms. Games

encourage learners to interact, cooperate, to be creative and spontaneous in using

the language in a meaningful way.

 Reference

Alali, F. A., & Schmitt, N. (2012). Teaching formulaic sequences: The same as or different
from teaching single words? TESOL Journal, 3(2), 153–180. http://dx.doi.org/10.1002/tesj.13

Burgess, Sally and Head, Katie (2005) “How to teach for exam” Longman, Harlow, England

Harmer, Jeremy (2001) How to teach English, Longman, Edinburg Gate , England.

Magaretha, and Mc Keown .(2010). Language and literacy development in Bilingual setting. p. 31 -32
Guilford press New York

Moeller, Ketsman, and Masmayelifa (2003) . Reading from the screen in a Second Language, pp.2-9
Grant publisher,
Antwerp, and Apeldoorn.

Morales, Tatiana (2004) “Benefits of Scrabble”, CBN News, U.K.

https://www.cbsnews.com/news/the-benefits-of-scrabble/

Nation, I.S.P (2001) Learning vocabulary in other in other language p 9 -21 Cambridge university
press.

Rinvolucri, Maria (2007) “Grammar Games ; Cognitive, affective and drama activities for EFL
students”, Cambridge University Press, New York.

Snow, Webb (2007) The Effects of Repetition Vocabulary Knowledge .Applied Linguistics .28,
(1) p. 46 -65 Oxford University press.

Thornbury, Scout (2002) “How to teach Vocabulary”, Longman, Harlow, England.

Wilkins ,D.A. and Edward, Arnold (2011) Linguistics in Language Teaching. Australia.A
 APPENDIX

LESSON PLAN

Subject : English

Grade : VII

Semester : Second

Topic : This is my world

Skill : writing

Time : 2 x 40 minutes

A. Core Comptencies

K1 : Appreciate and live the religious teachings he embraces.

KI 2 : Respect and appreciate honest, disciplined, responsible, caring (tolerant,

gotongroyong), courteous, trustworthy behavior, interact effectively with

the social and natural environment within the reach of interaction and

existence.

KI 3 : Understand and apply knowledge (factual, conceptual, and procedural)

based on his curiosity about science knowledge, technology, art, culture-

related phenomena and eye-catching events.

KI 4 : Process, decorate, and reason in concrete realm (using, parse, stringing,

modifying and making), and sphere abstract (writing, reading, counting,

drawing, and composing) as well as those studied in schools and other

sources in the same point of view / theory.

B. Basic Competencies

3.6 Understand the social function, text structure, and language elements of the

narrative text in the form of folklore, in accordance with the context of its use.

4.12 Capturing the meaning of narrative text, oral and written, in the form of

folklore, short and simple.

C. Indikator

1. Students can find the words scrabble.

2. Students able to understand the meaning of the words.

3. Students able to pronounce new vocabulary

4. Students able to make a sentence to develop vocabulary.

D. Method Of Teaching : Games Teaching

E. Material Text : Scrabble Games.

No WORDLIST MEANING

Mirror

Alien

Poltergeist

Underworld

Brainded

Carrie

Scream

1 I have two Mirror

2 Alien live in space

3 My father work in underworld

F. Activity Learning

1. Preparation

1. Teacher stimulate the students by brainstorming.

2. The teacher gives motivation to the students before the lesson start

3. Teachers convey the purpose of learning

4. Teachers gives a material and outline details of activities

2. Main Activity
 1. The teacher gives a Scrabble word game.

2. The students read the instruction and find the words.

3. The teacher gives a vocabulary in English.

4. The teacher gives instruction to make a sentence.

3. Evaluation activity

1. Teachers evaluate students' performance and give feedback on student performance

2. Assessment will be given to the students by how many number that they found.

No Name how many Score

numbers
1 Solikin 10 A
2 Siska
3 Sonny
4 Susan
5 Shinta

Scoring

Amazing :A : up to 15 words
Good :B : 12 to 15 words
Normal :C : 8 to 12 words
Weak :D : 5 to 8 words
Problem :E : less 5

Abstract

As one of components in students English vocabulary can be taught integrated with reading,
listening, speaking or writing . Scrabble game is one of the ways to teach vocab to make
students feel fun. By playing this game, the students will be motivating and challenging.
They can practice interacting and communicating with friends. The procedures of implements
this game are setting up the materials, playing the game and finally is scoring.