Chapter 2

LITERATURE REVIEW

This section obtain an overview of the current knowledge of the research.

Literature, works, theories linked to the usage and significance of the study are

discussed in this section of the research. Additionally, it talks about the earlier

investigation that provides substantial proof to support influenced and help the

researcher to build knowledge in the current study.

The most important skill that students should learn is vocabulary (Alqahtani, 2015).

Without good vocabulary mastery, the intended meaning or message will not be well-

received (Khan et al., 2018; Olinghouse & Wilson, 2013). Vocabulary is needed in

students’ live and future possibilities (Faliyanti & Sari, 2018). They explained that before

mastering English language skill, it is better if the students should master vocabulary

first. As stated by Asyiah (2017) that the more vocabularies mastered, the better English

language skills they will have. Similary, Sukrina’s (2012) stated that vocabulary mastery

is significantly needed to perceive the language skills, speak fluently and make a good

writing. According to Hill (2012), vocabulary plays an important role in oral language

development and early literacy. As cited in Parmawati (2018),vocabulary learning is

central to language acquisition, whether the language is first, second, or foreign.

Several studies have shown that vocabulary size in children strongly predicts success in

later classes. The greater the vocabulary of children in the elementary class, the more

outstanding their academic achievement in the upper-class (Antonacci & O’Callaghan,

2012).
 Vocabulary plays a crucial part in the teaching and learning of languages because

without a wide vocabulary, students cannot communicate with one another or convey

their views. According to Wilkins (2015) "Without very a little grammar can be delivered,

without a vocabulary, nothing can be said." If students only learn the structure of

language without knowing a lot of vocabular, their English ability will not improve

properly because the improvement in students' English skills can be seen from the

ability to use language skills, meanwhile to be able to use vocabulary mastery skills is a

must. Therefore, by having a lot of vocabulary, second or foreign language learners will

learn languages more easily. If not, students with limited vocabulary will find it difficult to

speak fluently, understand texts, understand conversations, and communicate their

ideas in a foreign language.

Based on the expert opinion above, the researcher says vocabulary greatly

influences students' academic performance. So it is essential to build a large stock of

vocabulary so that communication is successful. Teaching vocabulary, especially in

elementary school, is not easy. Teachers must pay more attention because taking the

wrong steps leads to reluctance in the learning process, which affects students'

willingness to learn English (Elvilla, Laili, Fardhani, & Santihastuti, 2014). In

consideration of that, there are lots of researchers who introduce strategies to enrich the

vocabulary mastery of the pupils.

As cited by Latifi, Ketabi, & Mohammadi (2013), believes that to use language in

communicative settings fully, pupils must first acquire a vocabulary before learning is

introduced. As such, we must make the learning process fun in the first step of language

learning. Teaching vocabulary through games will be more effective rather than teaching
it through repetition and memorization. According to Amy, who said that implementing

the game is the right choice and is also a fun activity where students can interact, think,

learn, and strategize how to solve problems, and as Rohani stated that games are a

great way to arouse student's interest in the class and often also helps them absorb and

store more information than if they only learned to pass an exam or complete an

assignment.

Game-based learning means using games that could be entertaining games or

educational games in educational contexts to reach educational objectives (Connolly,

Boyle, MacArthur, Hainey, & Boyle, 2012). These games could. Game-based learning

(GBL) is a pedagogic approach that involve using games, both traditional and digital, to

support and enhance learning, teaching or assessment. It is an effective way in which

to support curriculum, motivate students and engage them in active and experiential

learning (Charlier, Ott, Remmele, & Whitton, 2012; Laski & Siegler, 2014; Naik, 2015;

Park & Yun, 2018; Ya-Ting, 2012). Game-based learning develops the student’s

academic aptitude and cognitive competencies, thus it increases their academic

success (Byun & Loh, 2015; Ke, Xie, & Xie, 2016; Kim, Roh, & Cho, 2016; Laski &

Siegler, 2014; Shin, Sutherland, Norris, & Soloway, 2012). According to Papastergiou

(2009) students can learn more actively and with greater interest through game-based

learning. Game-based learning sustains interest and attention; improves confidence,

learning motivation and performance; increases engagement and achievement;

provides opportunities to prepare the future learning, teaches new knowledge and skills,

practices and reinforces existing knowledge and skills and develops 21st-century skills

(Eseryel, Law, Ifenthaler, Gel, & Miller, 2014; Felicia, 2014; Filsecker & Hickey, 2014;
Hung, Huang, & Hwang, 2014; Kebritchi, Hirumi, & Bai, 2010; Maclellan, 2013; Plass,

Perlin, & Nordlinger, 2010; Smeda, Dakich, & Sharda, 2014; Villalon, 2016; Zhang,

2015).

Besides of the vocabulary enrichment using scattergories game, there are other

studies about vocabulary enrichment that effectively helps the respondents improve

their vocabulary, there is a study called “Twelve- and Fourteen-Year-Old School

Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched

Vocabulary Training” it discusses the effect of gestures and pictures to improve there

respondents vocabulary. Modern classrooms often make use of multisensory learning

materials (Choo et al., 2012; Kiefer & Trumpp, 2012). One reason for doing so is that

presence of complementary information across multiple sensory and motor modalities

may speed up learning and make it more resistant to decay Mahmoudi et al., (2012).

Moreover, as stated by Azar (2012), who considered the importance of vocabulary

in learning a foreign language, this element should be mastered and developed.

Otherwise, the children's vocabulary will be limited and, consequently, they will find it

difficult to learn the language skills. Additionally,according to Taheri (2014) learning

vocabulary through language games, classmates have the ability to follow a shared

objective of discovering the exact vocabulary. That is accessible only to one student

who supports his/her classmates while they are in the proximal growth zone (students in

a group have knowledge about the expected context, but they don’t know the actual

word) (Bhatti et al., 2021). Authors agreed that the use of games is an appropriate way

to increase students’ vocabulary.

 Furthermore, Donmus (cited in Ali Derakhshan: 2015), learning vocabulary through

games had gained many attention. It is presumed that educational games’ value has

been improved the language education (Helingo: 2021) since they help make language

education fun and entertaining. Therefore, the learning model is needed for the students

as the active learning. That can foster students’ curiosity, particular in English.

Consequently, the game is useful to English teachers in teaching thus, it can help

the teachers to create contexts in which the language is useful and meaningful

(Derakhsan and Kathir: 2015). Teachers use the game to draw or to enhance the

interest of students in the course of learning English. Gaudart (cited in Depari, Azwandi,

and Syahria, 2018) suggested that games qualify as acquisition activities, since games

can be used to provide understandable feedback. As a method for language learning,

games can be used. Therefore, Derakhsan and Khatir (2015) in their study suggested

game-based learning activities and techniques in the classroom.

Moreover, Riko Ade Maulana (2019) concluded that the usage of board game in

teaching and learning speaking was effective to improve the students‟ ability in

speaking itself. It also could decrease students‟ problems in English speaking, such as

lack of vocabulary and idea, and difficulties in pronouncing some words. In the other

hand, teaching English speaking skill by using this game could also make students

more active to speak, improved the students‟ fluency, accuracy, pronunciation,

vocabulary, and made the students able to use the expressions correctly in their

learning process.

According to Iaremenko (2017) games change the environment of the classroom.

Hence, they motivate the students and create a challenging context. In addition, games
generate fluency, fun, and relaxation which is why most learners like to have this

atmosphere in the English classes (Ashraf et al., 2014). On the negative side, some

teachers think that games give rise to some problems. For example, some of them

believe that games can be a waste of time sometimes. They also say that games make

the class messy, and students usually do not achieve the required goals (Stojković &

Jerotijević, 2011). Although some teachers may believe so, the majority of teachers

acknowledge the importance of using educational games to teach different vocabulary

(Stojković & Jerotijević, 2011).

Moreover,Quinn(2011) studied the fact that serious games create a hands-on,

minds-on opportunity that allow players to actively focus on, create, and change a

scenario whilst simultaneously learning about consequences of choice in the situation.

When students become more engaged and committed to succeeding in the game, they

become more willing to learn about the scenario the situation is taking place in.

Furthermore ,Schuna (2010) proved that playing educational games also helps learners

with focus, self-esteem, and memory. Educational games can help children focus

because they are being patient while waiting to advance to the next level. Playing these

games helps their self- esteem because sometimes they get a quicker reaction from the

game system, and they can really see how they have accomplished something.

Different studies revealed that games are beneficial in vocabulary learning

because they enhance students’ ability to memorize words, encourage student’s

interaction, improve their communicative skills and enhance students’ motivation.

Games also can help the teachers to create contexts in which the language is useful

and meaningful. This study aimed to guide teachers and students towards a better
understanding of vocabularies through educational games. This paper suggested game-

based learning activities and techniques in the classroom. Hoping that educational

games attract more attention and be applied in the classroom in order to learn and

teach new vocabulary more effectively. Ali Derakhshan, Elham Davoodi Khatir (2015)

Through that, a lot of researchers conducted a studies about the uses of different

games or strategies that can enriches and improve the vocabulary mastery of the pupils

and students. Below are the following studies related to the researchers, research

study.

First research study , according to Wiraldi (2020) in his research entitled

“Improving Vocabulary Mastery Of The Seventh Year Students Using Scattergories

Game In SMP Negeri 8 Palopo” based on the findings and discussions of the study, he

concluded that the use of the Scattergories game was effective in improving students'

vocabulary at SMP Negeri 8 Palopo. After conducting treatment, it could be proven by

the students result in Pre-Test with ( score 58.8333 and Post-Test mean score of

85.7000, a score of t0 (tcount) = 21.604 and df (degree of freedom) based on the result,

namely 21.604 ˃ 2.045 the researchers concluded that t0 (tcount) was higher then

(ttable), t0 ˃ tt. It means that there was a significant difference between vocabulary

ability before and after using the Scattergories game.

Second research study, “The Use of Scattergories Game to Improve the

Vocabulary Mastery” ( A Quasi- Experimental Research in the Eight Grade Students of

SMP N 2 Demak in the Academic Year 2016/2017). By: MA Husain, Universitas Negeri

Semarang (lib.unnes.ac.id) Dibuat: 2017, dengan 48 halaman. The research findings

showed that this technique was effective for teaching vocabulary in the eight grade
students of SMP Negeri Demak in the academic year of 2016/2017. The result of pre -

test and post test showed that the mean scores of the experimental group was 52,40

went up to be 76,40, while control group was 47,87 increase to be 67,68. Based on the

result, it is suggest for future research, they are expected to use this study as their

reference to conduct other researchers in the same field.

Third research study, “The Effectiveness of Using Scattergories Game Towards

Students Vocabulary Knowledge” (A Quasi Experimental Study at The Eight Grade of

MTs Jamiyyatul Khair). By: Nurlaili Fauziah. This taken from thesis at English 19

Education Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

of Jakarta, 2019. The method used is qualitative method which adopted a quasi-

experimental design. The instrument used is vocabulary test which consist of pre- test

and post -test. Moreover, the findings of this study revealed that the average of the

score of post -test in a controlled class (69,4 > 60,8). Based on the findings, there is a

significant effect of using Scattergories games towards students vocabulary knowledge

at the Eight grade of MTs Jamiyyatul Khair in academic year 2019/2020.

Fourth research study, “The Use of Scattergories Board Game to Improve Students

Vocabulary Mastery and Reading Comprehension for the Eight Year Students of SMP

Islam Sudirman Ambarawa in the Academic Year of 2016/2017”. By: Nur Khikmah,

Universitas Institute Agama Islam Negeri Salatiga(erepository.perpus.iainsalatiga.ac.id).

Dibuat: 2016-08-03, dengan 120 halaman. This research was held in two cycles. The

researcher divided first cycle in two meetings while second cycle divided three

meetings. Each meeting took 80 minutes. The researcher took descriptive text as the

material that had been taught. Based on the result, it shows that the mean of pre -test
and post- test is 69,72 and 75,40. The students are divided into seven groups. Each

group get Scattergories worksheet. They have to fill the board based on the key letter

and put them on right categories whether verb, noun, adverb, or adjective. The teacher

gives time to fill the board. It explores their vocabulary. They get many word related to

descriptive text. The students can share their ideas to the other friends by grouping and

discussion. It shows that by applied Scattergories game in teaching process make

students easier to get new vocabulary related to descriptive text.

Fifth research study,“Using Scattergories Game in Teaching Vocabulary to

Elementary School Students”. Authors: Norma Yuliansyah, An Fauzia Rosyani Syafei.

Source: ejournal.unp.ac.id, Volume 7, Number 1, December 2018. Publisher: English

Language Teaching Study Program of FBS Negeri Padang. Previous research shown

Scattergories game effective for teaching vocabulary in elementary students. Findings

indicated that the mean score of vocabulary mastery before using Scattergories game in

elementary school categorized bad with average 56,3. After given Scattergories game,

the mean score was categorized good with average 72,43. From the research, it can be

known that there is significant effect of Scattergories game on students vocabulary

mastery to elementary school students. Moreover, Sabeg, Fayrouz and Azerwal,

Djihed(2018) conduct a research entitled “The Effectiveness of using didactic games:

scattergories the card game on enhancing ESP students’ semi technical vocabulary”,

and they found out that the analysis of the experiment data confirms that through

scattergories the card game help ESP students master more semi-technical vocabulary

and memorize them.

 The use of Scattergories games in enriching vocabulary of students has been

widely studied and discussed. One study conducted by the University of North Carolina

at Chapel Hill found that students who played Scattergories at least twice a week for six

weeks significantly increased their vocabulary knowledge and were able to better

answer vocabulary questions on a post-test. The study also showed that the students

had greater engagement and enthusiasm for learning during the game play.

Another study published in the Journal of Research in Education found that the

game of Scattergories can be an effective tool for teaching academic language. The

study focused on the use of Scattergories to teach academic language to third grade

students. The study found that students who played Scattergories improved their

academic language skills and had higher levels of engagement during the game play.

In a study published in the International Journal of Education and Research, the

authors examined the use of Scattergories to teach vocabulary to sixth grade students.

The study found that students who played Scattergories had significantly improved their

vocabulary knowledge and had higher levels of engagement during the game. Overall,

the research suggests that Scattergories can be a useful tool for teaching and

enrichment vocabulary for students of all ages.

According to the research of Chai Kar Ne,et.al(2020) entitled “Enhancing

Malaysian Primary Pupils’ Vocabulary Skills using Pocable Game and Pear Deck”, the

found out that the use of Pocable Game and Pear Deck can help to enhance the

pupils’ vocabulary skills. In this research, it was proven to be effective as the

data collected from the pre-test, post-test and survey questionnaire showed that

majority of the respondents had positive experiences in learning vocabulary

through the Pocable Game and Pear Deck, aside from having better memory

retention of the vocabularies learned; in which promoted the learners’ interest in

expanding their vocabulary bank. The pupils’ level of motivation was observed to be

improving and they provided positive feedbacks to the use of Pocable Game and

Pear Deck in learning new vocabularies. For pupils, the use of Pocable Game

incorporated with Pear Deck is a fun and interactive way in learning new

vocabularies without fully depending on memorising and drilling. In fact, the 4C’s and 1V

could also be enhanced among pupils, in line with the current 21st century learning

system.

In the Research entitled “The Advantages and Disadvantages of using games in

Teaching Vocabulary” the researcher found out the advantages and disadvantages of

using games in teaching vocabulary. The first advantage of applying some games in

teaching learning process was the students could be more interested in learning the

material and the second advantage of applying some games in teaching learning

process was the teacher didn’t need to explain too many materials. The teacher just

explained the materials needed by the students because they could understand the

material on that day by doing the games. Whereas the first disadvantage of applying

games in teaching learning process was the noisy condition make the teacher difficult to

control the students. The second disadvantage was by doing games the teacher only

had a little time to explain the material and gave some new vocabularies.There was no
longer time for teacher to explain more and help them to memorize all the new

vocabularies.

According to Brown (2013), Teaching is the most important thing in learning

process. Through teaching a teacher can help the students to understand about the

lesson given. The word “teaching” according to Brown is “showing or helping someone

to learn how to do something, giving instruction, guiding in the study of something,

providing with knowledge causing to know or understand”. Brown explains that learning

is acquiring or getting of knowledge of a subject or a skill from study, experience, and

instructions. Learning is acquisition or getting, learning is retention of information skill,

and learning involves some forms of practice, perhaps reinforced practice. Moreover,

“Learning is a relatively permanent change in an individual’s knowledge or behavior that

results from previous experience” Hamilton and Ghatala, (2014). Teaching and learning

are the main role in education system. In teaching process, the teacher has important

roles in guiding the students to learn materials. While in learning process the students

receive and learn something from the teacher, and they give feedback to the teacher as

their response.

Another study entitled, “The effect of Board Game to increase English Vocabulary

Mastery”.According to the author games are gainful and effective in learning vocabulary.

They are motivating because they usually involve friendly competition and make a

cooperative learning atmosphere so students have a chance to collaborate. Azar (2012)

says that games improve students’ communication skills and hasanopportunity to use

the target language. There are many kinds of games which can be used in learning
vocabulary; one of them is board game. Board games are games that involve counters

or other objects that move around the board (Saputri, Aquariza & Muflihah, 2017).

To find out whether board game is effective or not to increase English vocabulary

mastery, the researchers presented the result based on the sources that have been

collected. The first researcher was Ermasari (2018), she conducted her research toward

seventh grade students of Junior High School. She decided to use 2 classes as a

sample those are class 7G and 7E that consisted of 65 students. She used quasi-

experimental study that involved two groups those are experimental group that had

treatment by using board games as a teaching media and control group that was taught

by traditional technique. The collecting data which the researcher used was pre-test and

post-test given to both groups. The result of this research showed that experimental

class which received a treatment by using board game obtained the higher score 14.91

than control class which used traditional teaching technique 7.75. Thus, it is concluded

that board game is effective to increase students’ vocabulary mastery. The purpose this

study was determining whether board game could help six years old learners learned

basic vocabulary words related to topics that were appropriate for their age and

language level. Moreover, the learners presented motivation for using appropriate board

game and felt that they were involved in their learning.

Based on the literature above, It can be concluded that game is a good technique

to be applied in teaching vocabulary. It means this technique can encourage students to

be more active in the classroom activity. Vocabulary is part of language teaching and it

is a central language skill and it is very essential, without knowing a lot of vocabulary,

student will not be able to convey their idea because in every part of our life when we
want to speak, listen, write, and read need some words. Besides, we also know that

young learners have a high curiosity in learning something new. But they will be able to

get bored easily if there is the same method in teaching. The various kinds of activities

are needed to attract them and increase their attention in learning Vocabulary through

the used of Games. Also, games are universal it can be through online, offline, sports,

education and etc. Games can help to improve the mood of the students to learn about

various topics when they are in challenge to do the task of what the teacher or instructor

instructed them, and also games can help to improve the confidence of the students in

making and sharing their own idea to the class and it can easily make the students

change their perspective about learning. Scattergories is a classic game that is perfect

for people of all ages. It helps students to enhance their vocabulary competence by

providing them with an opportunity to think of creative words and come up with creative

solutions. It helps players to expand their knowledge of various categories of words and

develop their ability to think quickly and come up with novel solutions. It also

encourages students to think of words that they wouldn’t ordinarily use in everyday

conversations. This can help them to improve their communication skills, as well as their

ability to think critically and creatively. Additionally, Scattergories and other board

games is a great game to use in the classroom or at home. It is a fun and engaging way

to help students learn new words and to become more creative.

UTILIZING SCATTERGORIES GAMES FOR VOCABULARY ENRICHMENT OF
GRADE 3 PUPILS

Curato, Jeolina M.
Embang, Jessan