CHAPTER II

LITERATUR REVIEW

This chapter describes definition of vocabulary, the teaching vocabulary,

techniques of using scramble words game in teaching vocabulary, the strength and

weakness of scramble words game.

1. The Theoretical Framework

In everyday use, people always need the theory to ease their life. Theory is a

fundamental to do something. And the writer also needs a theory to solve her

problems in life. So the theory is important to help her life basically.

The theory is a generalization, after the person holding the verification

about a series of a set of facts which pretty much. Obviously, it is a generalization

about a number of facts after the people doing the data classification, analysis and

checking against the concept. If that theory after verified later proved to be healty

and valid/correct, he is referred to as a scientific theory. (DR. Kartini Kartono,

1986:p.103)

A theory is a set of concept and principles that give explain, and predict

the phenomenon. There are two kinds of theories, namely, the theory of intuitive

and scientific theories (formal theory) is the theory that is built based on the

results of research (M Thobroni, 2015:p.13)

 According to Kerlinger k (2013: p.79) has stated

prepositions that present a systematic view of phenomena by specifying relations

Based on that statement above, the writer concludes that theory is needed

and very important in doing research. A theory provides an explanatory

framework for some observation and from the assumptions of the explanation

follows a number of possible hypotheses that can be tested in order to provide

support for, or challenge, the theory.

A. The Definition of Vocabulary

ing

able to recognize or use it.

The vocabulary is the meaning and pronunciation of words that we use in

communication. It is simply the number of words that we understand or can

Vocabulary is a central of language and of critical importance of typical

language, without sufficient vocabulary, people can not communicate effectively

or expresses his ideas in both oral and written form. According to Brand (2004:4)

in Carol (2005:122) the goal is for students, can develop an understanding of how

words work within the context of reading and writing, and to become excited

about word as they learn to manipulate them in playful ways. Vocabulary is the

collection of words that an individual knows.

 There are types of vocabulary;

1) Reading Vocabulary

recognize when reading.

2) Listening Vocabulary

recognize when listening to speech.

3) Speaking Vocabulary

speech.

4) Writing Vocabulary

Words are used in various forms of writing from formal essays to

social media feeds.

According to Thornbury (2002:27) factors that make some words more

difficult than others are:

1) Pronunciation: Research shows that words that are difficult to

pronounce are more difficult to learn such as regular and lorry for

Japanese speakers.

2) Spelling: Sound-spelling mismatches are likely to be the cause of

errors, either of pronunciation or of spelling, and can contribute to a

problematic: foreign, listen, bored,etc.

 3) Length and complexity: Long words seem to be no more difficult to

learn than short ones, but as a rule of thumb, high frequency words tend

to be short in English, and therefore the learner is likely to meet them

more often, a factor favoring their learnability, such as in word families

like necessary, necessity, and necessarily, can add to their difficulty.

4) Grammar: Problematic is the grammar associated with the word,

especially if this differs from that of its L1 equivalent.

5) Meaning: When two words overlap in meaning, learners are likely to

confuse them. Words with multiple meaning, such as since and still.

6) Range, connotation, and idiomaticity: Words that can be used in a wide

range of contexts will generally be perceived as easier than their

synonyms with a narrower range. Based on the definition above, the

writer conclude that vocabulary is one of the materials studied, to

develop their four skills (listening, reading, writing, and speaking) and

learn English as the foreign language.

B. Teaching vocabulary

Vocabulary development is an important aspect of language development

and the research that has been conducted in recent years is very exciting. Having

ability by improving their vocabulary. Teaching vocabulary plays an important

role in language acquisition because the mastery of vocabulary will help students

to master all the language skills; listening, speaking, reading, and writing

(Carol,2005:122).
 Vocabulary is one aspect in learning a foreign language. Without a

proportional amount of vocabulary anyone get trouble in her speaking, reading,

listening, and writing. Vocabulary is a core of component of language proficiency

and provides much of the basis for how well learners speak, listen, read, and write

(Richard & Renandya, 2002:255). Based on the statements the writer concludes

that vocabulary would help people in gaining, understanding, and also enhancing

the process of knowledgeable transferred for a better life. Indisputably the chances

for progress or success in any kind of fields, like computers, technology,

economy, politics, tourism, and educational increase with the size and

applications of vocabulary.

Teacher needs a good knowledge on their teaching materials. The teacher

has to teach the students about vocabulary, teacher should know the general

knowledge of vocabulary, words and also the meaning. The words or vocabulary

can be spoken and written. Based on Pollard (2008:18) roles of teaching in the

classroom, are: Giving instructions, facilitating, setting up activities, correcting,

eliciting, motivating and explaining language. Children who start learning a

foreign language very young may encounter nothing but the spoken language for

several years, the customary division into the four skills seems somewhat

inappropriate, and an alternative division of language has been attempted

(Cameron, 2001:17).

Hatch and Brown (1995) in Cameron (2001:84) described five steps in

vocabulary learning based on

a) Having sources for encountering new words

 b) Getting a clear image, whether visual or auditory or both, for the forms of

the new words

c) Learning the meaning of the words

d) Making a strong memory connection between the forms and meanings of

the words

e) Using the words.

Vocabulary has an important role in improving our skills. There are six

needs in teaching vocabulary: Form: pronunciation and spelling, grammar,

collocation, denotation, connotation, and appropriateness, meaning relationships,

and word formation (Ur, 1999:23).

According to Cameron (2001:81) the principles for teaching vocabulary are listed

below:

a) The types of words that children find possible to learn will shift.

b) Vocabulary development is not just learning more words but is also

importantly about expanding and deepening word knowledge.

c) Words and word knowledge can be seen as being linked in networks of

meaning.

d) Basic level words are likely to be more appropriate for younger children, or

when learning vocabulary for new concepts.

e) Children change in how they can learn words.

Thornbury (2002:30) says that there are implications of the findings of

teaching vocabulary, some of them are:

1. Words need to be presented in their typical contexts.

 2. Teachers should give the attention to the way how the words are

pronounced especially the stressed.

3. Teachers involves the learners to be active in producing the words.

4. Since there are thousands of words, so not all words could be taught.

The most important in teaching vocabulary is the teacher should provide

strategies for students in vocabulary acquisition by self learning because since not

all vocabulary could be given by teacher in the classroom activity which has short

time. Moreover students should be made aware to be creative in exposure the

vocabulary.

Teaching is a process to transfer the knowledge and the materials to the

students by using some methods that are suitable with the matter in the learning

process. Beside that, in using of the method, the teacher should know what the

you have thoughts about your subject matter, what language is, what culture is,

and about your students, who they are as learners, and what you can do to help

your students learn. It is very important for you to become aware of the thoughts

From the quotation above, it means that we as a teacher should know the materials

that will be teach and the condition of students who are the learners. After we

know what will be teach and who they are the learners, in learning process we

should have to choose or apply some methods. The method that we choose should

suitable with the material or subject that will be teach to the students. To know the

characteristics of the students, the condition of the students, and the necessary of
the students are the important point that the teacher should know about that before

teach in the class.

In this case, teaching vocabulary using scramble words game will make

Although work on all four skills occurs from the start, oral communication is seen

2000 : 29). From that quotation, it means

that the vocabulary is the main basic of the language that mastery by the students

to improve their skills (such as four skills : speaking, reading, listening, and

writing), without vocabulary, the student cannot mastery of that four skills

anymore. It is because, vocabulary is provide all of the words that will be used by

the people to get the communicate with the other. So, vocabulary is important for

the students who are the beginner in learning language, especially in foreign

language learning.

principles have been applied by language teachers for many years. Most recently,

it was revived as a method when the goal of instruction bacem learning how to

use a foreign language to communicate. Since the Grammar Translation Method

was not very effective in preparing students to use the target language

communicatively, The Direct Method became popular. The Direct Method has

one very basic rule : No translation is allowed. In fact, the Direct Method receives

its name from the fact that meaning is to be conveyed directly in the target

language through the use of demonstration and visual aids, with no recourse to the

ler : 1978, cited in Larsen, 2000 : 23)

 There are many kinds of vocabularies such as vocabulary of

transportations, colours, shapes, vegetables, animals, fruits, and others. In

teaching vocabulary especially for the children, we as a teacher should have to

choose the methods or the techniques that are suitable with the materials, so that

students will enjoy and easily to understand the subject that will be teach. For

example, teaching vocabulary using scramble words game as media. It means that

the scramble wors game will makes the students easily to remember and to

understand the vocabulary.

Based on explanation above, the writer can conclude, teaching vocabulary

to build knowledge of words, teaching vocabulary can be presented in many ways.

In teaching vocabulary, teacher can use the media, gestures, translating the word

and also using games. The teacher can use them based on the needs and level of

the students. The teacher must have the expertise in teaching, especially in the

teaching of vocabulary, the teacher in teaching vocabulary using basic stages by

teaching techniques that can attract the attention of students to know the material,

with the techniques used in teaching vocabulary teacher must first match which

techniques are suitable for use in matter, because by using a technique more suited

enthusiasm in learning

C. Techniques of Using Scramble Words Game

Teaching vocabulary deals with knowing meaning from the words. The

appropriate strategy, media, technique, etc. The teacher should adjust them based
on the level of students. According to Cameron (2001:75), teaching vocabulary

focuses on helping students to build up knowledge of words also it will be able to

the students to use language efficiently and successfully its means that teaching

vocabulary must be carefully to make students enjoy the learning and attract with

the English subject. If they are attracted with the lesson, they will get spirit full in

learning vocabulary.

-planned lesson stages in

which learners are taught pre-

Various techniques and activities are aimed directly at learning vocabulary, which

is usually put into sets of somehow related words, often by topic or meaning.

As McCarty (1992) suggests, before presenting new language, pre-

-teaching

lar topic

or subject in greater detail.

Both McCarthy (1992: 110) and Thornbury (2004: 76) suggest two general

possibilities of arranging vocabulary presentation. The teacher provides the

learners with the meaning of the words and then progresses to introduction of

their forms or vice versa the form is introduced first, followed up with

illustration of the meaning.

The success of productive-skill (writing and speaking skill) tasks relies on

the way teachers organize the activities and how they respond to

works (Harmer,2007:275). Harmer suggests a basic methodological model for

teaching productive skills which is embedded in the teaching and learning process

done in the research study. The steps are lead-in, set the task, monitor the process,

and task feedback.

The teaching is started by leading in the students to the topic. In this step,

the teacher may ask them some questions related to the topic to activate their

background knowledge.

The next step is setting the task. After engaging the students with topic, the

teacher explains what the students are going to do. The teacher needs to

demonstrate the activity as well as to provide all the information needed to run the

activity.

After the activity is started, the teacher monitors the process. He/she may

go around the class, listen to students working, and also help them when they find

difficulties.

Once the activity has finished, the teacher gives feedback to the students.

In giving feedback, responses are not merely focused on language used by the

students, but also contain of the task. In addition, showing the positive aspects of

their achievement toward the task in also important that the teacher does not

concentrate solely on their failings.

The procedure of the teaching vocabulary using scramble words game can

be seen in below.
Figure 1: A basic modal for teaching productive skills (Harmer: 2007:276)

The procedure of scramble words game can be seen in below:

1) Teacher prepares a discourse, then ejects the sentences contained in

the discourse into the word cards

2) The teacher makes the question card along with the answer cards

randomly numbered according to the material of the text material

that has been previously distributed and distributes card of the

questions.

3) Students in each group do the questions and look for the questions

card for a suitable answer, and the answer has previously been

randomized in such a way.

 4) Students are required to compile the words of answers that have been

available within a predetermined time, and after completing the

questions, the result of students work collected and examined.

D. The Benefits of Scramble Words Game

Silver (1980-1983) as cited in Devita Nur (2013) said real scramble

words game provide the students with much needed practice in formulating

questions, an essential skill that does not always receive sufficient attention.

Based on the theories above, that scramble words game make students more

pleasure from regular activities in class. It creates a relaxed feel in the classroom.

The learning process using scramble words game give students chance to use

English vocabulary, it means that students can practice and develop their ability to

learn English vocabulary. The students can improve learning vocabulary and

encourages students motivation.

In conclusion, teaching vocabulary using scramble words game can help

students in knowing words. Because the activities of this technique use game to

engage students in physical activity and provoke curiosity of students to find out,

this technique uses exciting ways to define a word or remember the meaning of

the word.

2. Previous Study

In doing research, she needs a method to do that, and Previous study is one of the

research methods. Previous study are usually the best methods for collecting
information that will demonstrate relationships and describe the world as it exists.

These type of studies are often done before an experiment to know what specific

things.

Mastery of vocabulary is not an easy thing for students, especially for

young learners. Because young learners have limited ability in learning and

memorizing the vocabulary. It is not an easy task for teacher to teach vocabulary,

because of the limitation

appropriate technique in his classroom. Using games in teaching vocabulary are

appropriate technique to applied in class because pictures are one kind of media

est and arouse their motivation in the

teaching learning process more effective. The first researcher was conducted by

Devita Nur (2013) is entitled

Game Technique of the Seven Grade at SMPN 03 Semarang The objective of the

study is to investigate the effectiveness of games as technique to improve

SMPN 03 Semarang. The problem of the

study is teaching English by using games more effective than without using games

in improvin

the students of the Seven Grade at SMPN 03 Semarang in the Academic Year of

2008/2009. The sample of the study was class VA as the experimental group and

class VB as the control group. Each of the two classes consisted of 40 students.

Class VA was taught using pictures, and VB taught without using pictures. In the

research, the writer used pre-test and post-test in getting data. Before giving the

treatments, the writer conducted the pre-test for both classes. After giving material
in 3 weeks, the writer conducted post-test to know the development of the

The working of hypothesis of this study is that there is significant difference

grades between students who are taught by using pictures and the students who

are taught not using pictures. The difference of the development meaning that

games was effective as technique bulary. So,

it is suggested for English teacher to teach using games

ability in vocabulary.