ISSN 2747-268X (online)

Vol. 1 No. 2, 2021

Mengajarkan Kosakata dengan Menggunakan Game

Scattergories pada Siswa Sekolah Menengah Pertama
Teaching Vocabulary by Using Scattergories Game to Junior High School Students

Fadhilah Mutiah Ahmad*, Munir, Muhammad Tahir

Jurusan Pendidikan Bahasa Inggris, Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Koresponden: [email protected]

ABSTRAK
Peran penting dalam studi bahasa diambil oleh kosa kata. Ini terdiri dari daftar kata dan aspek-aspek tertentu seperti makna, penggunaan kata,
pengucapan yang digunakan orang untuk berkomunikasi. Semakin banyak kosakata yang dimiliki orang, semakin banyak mereka dapat
membaca, mendengarkan, berbicara, dan menulis. Dalam proses pembelajaran, guru memiliki peran yang sangat penting dalam mengajarkan
kosakata. Peran dalam memfasilitasi pembelajaran bahasa dimainkan oleh media pengajaran. Ada banyak teknik mengajar dan salah satunya
adalah Game. Salah satu permainan yang dapat digunakan sebagai teknik mengajar adalah permainan scattergories. Penelitian ini menguji
penguasaan kosakata siswa menggunakan game scattergories. Penelitian ini dilakukan dengan menggunakan metode kuantitatif. Data
dikumpulkan dengan menggunakan tes kosakata, yang terdiri dari pre-test dan post-test. Sampel penelitian ini adalah siswa kelas VII SMP
Pesantren Modern Tarbiyah. Hasil penelitian menunjukkan bahwa nilai rata-rata post-test siswa lebih tinggi dari pada pre-test, dimana nilai rata-
rata post-test adalah (65,5417), sedangkan pre-test adalah (35,8750). hipotesis nol (Ho) ditolak, dan hipotesis alternatif penelitian ini (H1) diterima.
Berdasarkan hasil analisis, dapat disimpulkan bahwa ada peningkatan yang signifikan dari penggunaan game scattergories terhadap penguasaan
kosakata siswa di kelas tujuh SMP Pesantren Modern Tarbiyah Takalar tahun ajaran 2020/2021. Penelitian ini memberikan kontribusi terhadap
proses belajar mengajar bahasa Inggris di tingkat sekolah menengah pertama, khususnya dalam aspek kosakata. Hal ini dimaksudkan untuk
membuat beberapa variasi dalam pengajaran bagi guru bahasa Inggris, untuk meningkatkan pengetahuan siswa tentang kosakata dengan cara
yang menyenangkan, dan untuk mendorong peneliti lain untuk melakukan penelitian semacam itu di masa depan.

Kata Kunci: Permainan Scattergories, Mengajar Kosa kata, Kosa kata.

ABSTRACT
A significant role in a study of languages is taken by vocabulary. It consists of words list and certain aspects such as meaning, use of words,
pronunciation that people use to communicate. The more vocabulary people have, the more they can read, listen, speak and write. In learning
process, teacher has a very important role in teaching vocabulary. A role in facilitating language learning is played by teaching media. There are
many teaching techniques and one of them is Game. One of the games that can be used as a teaching technique is scattergories game. This study
examined students’ vocabulary mastery using scattergories game. This study was conducted using quantitative method. Data was collected by
using a vocabulary test, consisting of pre-test and post-test. The sample of this research was the seventh-grade students of SMP Pesantren Modern
Tarbiyah. The result of the study shows that the students’ mean score of the post-test was higher than the pre-test, in which the mean score of the
post-test was (65.5417), while the pre-test was (35.8750). the null hypothesis (Ho) is rejected, and the alternative hypothesis of this research (H1)
is accepted. Based on the result of analysis, it can be concluded that there is a significant improvement of using the scattergories game towards
the students’ vocabulary mastery at the seventh-grade of SMP Pesantren Modern Tarbiyah Takalar in the academic year 2020/2021. This research
contributes to teaching and learning English at the junior high school level, especially in vocabulary aspect. It is intended to create some variations
in teaching for the English teacher, to improve students’ knowledge of vocabulary in a fun way, and to encourage other researchers to undertake
such kind of research in the future

Keywords: Scattergories Game, Teaching Vocabulary, Vocabulary.

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1. INTRODUCTION together with their team. It builds an active learning

process.
People use a language to communicate with one
another. Through the language, they can show their
expression, convey their ideas, thoughts, and feelings. Based on the explanation above, the researcher wants
Language makes someone easy to get their way and to apply scattergories game in teaching vocabulary.
understand the desires of others. To be able to do it This research also has differences from the previous
well and smoothly, someone needs to use the same studies. The title of the research is “Teaching
language as the speaker. The language that is widely Vocabulary by Using Scattergories Game for Junior
known in various countries is English. It is universal High School Students”
language that is used to interact with people around
the world. In Indonesia, English is not the main 2. LITERATURE REVIEW
language. It is a foreign language that is taught to the
2.1. The Concept of Vocabulary
students from elementary school until high school. To
master it, the students need to master language skills. (Hatch & Brown, 1995) state that “vocabulary refers to
Those are listening, speaking, reading, and writing a list or set of words for a particular language or a list
skills. Besides, they should also master language or set of words that individual speakers of language
elements, they are grammar, pronunciation, and might use.” (Hatch & Brown, 1995) also, state that
vocabulary. One of the language elements that is “vocabulary is the only system involved in
needed to master English is vocabulary. alphabetical order.” From the definition above, it can
be concluded that vocabulary has an important role in
language learning.
Vocabulary learning is central to language
acquisition, whether the language is first, second, or
The first step of learning a language is by learning
foreign ( (Murcia, 2001)). In other words, vocabulary vocabulary. Vocabulary allows people to express their
can be seen as the primary component in language thoughts, feelings, and ideas.
learning because it will develop other language skills,
namely listening, speaking, reading, and writing 2.2. The Concept of Game
skills. Consequently, English students should enrich Some linguists have described the term game.
their vocabulary because it will influence them in (Richards & Schmidt, 2010), for example, define game
“as an organized activity that usually has the following
communicating in English. Without words to express
properties: a particular task or objective, a set of rules,
thoughts, feelings, ideas, etc., communication cannot
competition between players, and communication
happen effectively. between players by spoken or written language.”
(Hadfield, 1990) also describes games as an exercise
Teaching media plays a role in facilitating language with rules, aim, and an aspect of enjoyment.
learning. The media is very influential in creating a
more tangible atmosphere, students will see and feel On the basis of the above description, the researcher
concludes that game is an activity that brings
the objects directly that is used in learning. One of the
enjoyment yet on the other hand, it can also be a lesson
teaching media that can be used is board games. A
to be fair, competitive and cooperative.
game is a fun activity that brings enjoyment. As a
teaching medium, the game helps encourage students 2.3. The Concept of Scattergories Game
to keep up their enthusiasm and learning. Scattergories game is a game that is originally
published by Parker Brothers in 1988. A few years later,
One of the games that can be used as a teaching Hasbro purchased Parker Brothers and published the
medium is scattergories Game. This game is played by game worldwide under their name Milton Bradley.
four to six people. Through the scattergories game, Scattergories game is a branch of a board game
students can manage the words based on the
categories. It also increases cooperation to work According to (Yuliansyah & Syafei, 2018), here are
several factors why scattergories should be used in

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learning vocabulary, such as: First one is that academic year 2020/2021. The population consists of
scattergories game requires students to move actively three classes. The researcher used a purposive
and compete with others. The second, the scattergories sampling technique. (Sugiyono, 2012) explains that
game also has simple rules so that students can easily purposive sampling is a technique for determining
follow the instructions given by the teacher. The third samples with certain considerations. Therefore, the
is the scattergories game makes experience of learning researcher took one class of the population as the
become fun and less stressful. sample of the research. The sample was selected
purposively because it was determined by the teacher.
(Diana, 2010) mentions the disadvantages of using a
game in the classroom activities. First disadvantage of 4. FINDINGS AND DISCUSSIONS
using game is class become noisy. The second one is 4.1. Findings
that the teacher has limited time to explain the subject
The research findings are related to all of the data
matter. analysis obtained from the research instrument
consisting of the pre-test and post-test. The first data
On the basis of the previously mentioned explanation, were collected through a pre-test, and the aim was to
it can be sure enough to conclude that there are many know the student's previous vocabulary mastery,
advantages of scattergories game. However, there are while the second data were collected through the
definitely also disadvantages of using this game. post-test to examine the student's vocabulary mastery
after being taught by using scattergories game. The
3. RESEARCH METODOLOGY data that the researcher used in this research was 24
students’ pre-test and post-test scores. The description
3.1. Research Design of the data is presented as follows
This research applied the “pre-experimental method in
which the data were collected through a vocabulary 1. The Distribution of Frequency and Rate Percentage
test by using one group pre-test and post- test design” of the Students’ Pre- test and Post-test Scores
(Gay, E.M, & Airasian, 2000). This research involved a
pre-test (O1) and then applied the treatment before The students’ scores of the pre-test and the post-test
giving a post-test (O2). The formula is presented in are classified into some criteria. They are presented in
following line: the table below:

O1 X O2

Where: O1: Pre-test

X: Treatment
O2: Post-test

There were two variables in this research, namely:

independent and dependent variables. The use of
scattergories game in teaching English vocabulary is
the independent variable. The dependent variable is Table 1
students’ vocabulary mastery which refers to the Classification of students’ score
learners’ ability on how to understand the meaning of Table 4.1 shows the student's scores in the pre-test and
words, spelling, and words use correctly and post-test sessions. The pre-test result showed that only
appropriately. one student got an average score, and the rest got
"poor" scores. After the treatment session, the
According to (Arikunto, 2010), “population is the tabulation data of the post-test showed that there was
whole subject of the research.” It means that the a significant improvement when compared with the
population of this research was t h e first- grade pre-test result. The post-test result showed that there
students of Pesantren Modern Tarbiyah Takalar, were two students (8,33%) who got good scores, 8

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(33,33%) students got average scores, and 14 (58,3%) following is an explanation of the advantages of the
students got "poor" scores. scattergories game.
1. Advantages of Using Scattergories Game in
2. The Mean Scores and Standard Deviation of the
Students’ Pre-test and Post-test Teaching Vocabulary

Table 2
There are some advantages of using scattergories game
Mean Score and Standard Deviation
in teaching vocabulary. The students were enthusiastic
and delighted to play the game because it is played in
groups and created very interesting competition
between one group and another. As stated by
Table 4.2 showed the statistical summary of the
students’ mean scores and standard deviation of both (Yuliansyah & Syafei, 2018), the game makes the
pre-test and post-test. It showed that the total mean teaching and learning process more fun and less
scores of the students’ pre-test was 35.87 and the stressful. Besides, they don't need to be ashamed or
standard deviation was 16.60, on the other hand, in the afraid of making mistakes because they can help each
post-test, the mean score increased to 65.54 and the other.
standard deviation of it was 12.85. it can be concluded
that the mean score of the students’ post-test was
In addition, this game is easy to understand because
higher than the mean score of the students’ pre-test.
this game has simple rules so that students can easily
4.2. Discussions follow the instructions given by the teacher. According
This part deals with the interpretation of the findings. to my observations, students immediately understood
This research aims at finding out the extent to which the procedures in playing this game in one
the use of scattergories games improves the vocabulary explanation. They understood quickly because they
mastery of first-grade students of SMP Pesantren felt familiar with this game which has similarities to the
Modern Tarbiyah Takalar. Scattergories game is a Pancasila Lima Dasar game. This is very convenient as
game originally published by Parker Brothers in 1988. not much time is spent explaining the procedure. They
Several years later, Hasbro bought Parker Brothers and are even more confident because they have mastered
published the game worldwide under their name how to play the game.
Milton Bradley.
The other advantages of using scattergories game also
To determine the extent of the Scattergories game in came from the researcher’s observation during the
improving vocabulary mastery of the students of SMP research. First, it makes the students become active. For
Pesantren Modern Tarbiyah Takalar, the researcher instance, in the treatment process, the students
tried to compare the result of the students’ pre-test and compete to convey their answers. They provide
post-test scores. From the data analysis in the previous opportunities for each member of the group to talk.
section above, it can be interpreted that there is a Almost all students are involved in the game because
significant improvement between the pre-test and post- they take turns with each other. They exchange
test mean scores. From the hypothesis testing using the knowledge and discuss with each other in thinking of
SPSS 22 version above, the researcher got the results the most creative answers in order to earn points and
that the students' post-test had a higher score than the win games.
pre-test. It means that the use of scattergories game can
improve students’ vocabulary mastery. Second, it increases students’ confidence. They are not
shy about expressing their opinions and asking
questions about things they still don't understand. And
This increase was obtained because of the many
the third, it increases the students’ learning motivation.
advantages of using the scattergories game. The

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They are motivated to study harder because there is teaching vocabulary for grade VII students of SMP
competition and they want to win it. Pesantren Modern Tarbiyah Takalar, it was effective.

2. Disadvantages in Teaching Vocabulary using 5. CONCLUSION

Scattergories Game Based on the results of the research and discussion in
the previous chapter, the researcher concludes that the
In teaching vocabulary using the Scattergories Game, use of scattergories game improves the vocabulary
there are not only advantages but also disadvantages. mastery of the seventh-grade students of SMP
The following line is a more detailed explanation of it. Pesantren Modern Tarbiyah Takalar.

Teaching vocabulary requires active student

During the treatment, the researcher faced several
involvement which is driven by the use of engaging
obstacles in teaching vocabulary using scattergories teaching strategies. This research contributes to
games. Students were very noisy when the researcher teaching and learning English at the junior high school
was preparing the game and while playing. As stated level, especially in vocabulary aspect. It is intended to
by (Diana, 2010), the disadvantage of using a game in create some variations in teaching for the English
the teaching and learning process is the class becomes teacher, to improve students’ knowledge of vocabulary
in a fun way, and to encourage other researchers to
noisy. They were very enthusiastic when playing and
undertake such kind of research in the future.
each group competed to deliver their answers. When
they were right, they shouted their joy, and when they
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Vocabulary to The Third Graders of Top School
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This research has some limitations within which the Gay, L.R, Geoffrey E.M, Peter Airasian. (2000).
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and Implementations Tenth Edition. Merill
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Premtice Hall.
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Richards, J.C. & Schmidt, R. (2010). Longman Dictionary Yuliansyah, N., & Syafei, A. F. R. (2018). Using
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