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The effectiveness of scrabble’s game to improve the vocabulary

mastery

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Muhammad Arsyil Ferdyansyah, 2, 3Title Case,
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Font Size 12, and 5Centered
Affiliation (e.g. Universitas Islam Nahdlatul Ulama)
Times New Roman font size 10 in italics, centred

*Corresponding Author
Email: arsybosz@gmail.com

Abstract
The abstract should be written in one paragraph and should be not more than 300
words. Times New Roman, font size 10, in italics, single spacing. Follow the following
pattern: General statement about the importance of the topic, gap in literature or
discrepancies between theories and practices, purpose of study, method, main findings,
and conclusion.

Keywords: Keyword one, keyword two, keyword three, keyword four, keyword five –
Times New Roman, 10, in italics, single spacing (no more than two lines)

MAIN HEADINGS – FONT SIZE 12, BOLD, CAPITALISED

Subheadings – Font size 12, Bold, Sentence case
Subheadings – Font size 12, Bold, Italic, Sentence case

INTRODUCTION
Vocabulary is one of the essential components of language learning because it
allows learners to communicate effectively and understand a variety of texts. However,
many students have difficulty absorbing and remembering new words, especially in
foreign language contexts. Therefore, teachers should use a variety of strategies and
techniques to make vocabulary learning easier, more interesting, and more meaningful
for students.
One possible technique to improve vocabulary learning is the use of games.
This creates a fun and motivating atmosphere in the classroom, lowers emotional filters,
and improves interaction and cooperation among students. Games can also provide
students with an opportunity to practice and review words they have learned in
different contexts and situations. Among the different types of games, Scrabble is a
popular and widely played word game that involves forming words from individual
letter tiles on a board. Scrabble helps students improve their spelling, word recognition,
word formation, word attack skills and expand their vocabulary.
Times continue to change along with development. Mastery of foreign languages,
especially English, is one of the human needs in everyday life to be able to keep up with
the rapid pace of global civilization. According to Vigotsky in (Mulyati, 2017),
language is the basis for forming concepts and thoughts. English makes it easier to

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communicate globally and holds the title as an international language. English also
plays an important role in the development of trade, political, educational, social and
cultural aspects. Even now, English is one of the keys to communication in the era of
globalization which is sufficient to determine a person's success (Handayani, 2016: 103
In its development, based on research conducted by the Massajchusetts Institute
of Technology in the United States, before the age of 10 is a very appropriate time for
someone to start learning English, because at that age a person will develop quickly
enough to match or even surpass native speakers, (Anggraini, 2018)
When learning English, the concept of vocabulary is one of the keys for students to
learn and develop in learning English. In order to improve, teachers can provide or
implement learning variations that can increase students' enthusiasm for learning.
Researchers discovered the fact that students at MTs Negeri 1 Jepara still had
difficulty memorizing English. Students are still confused about remembering the
understanding they have learned. How can students recall English vocabulary which is
only directed through speech or only by writing on the blackboard. Then students are
asked to write and memorize it for the next meeting. Thus, learning lessons is a difficult
lesson for MTs Negeri 1 Jepara students because they have to remember so much
vcEnglish in every English lesson. To make learning comprehension more fun and more
effective for students, the author tries to use English comprehension learning media,
namely Scrabble media. Scrabble is a board game consisting of 2-4 people competing to
arrange letters to form a word. The components in the Scrabble game consist of:
Scrabble board with 15x15 square columns. 100 tiles with 98 tiles containing valuable
letters and 2 empty tiles.
This research aims to examine the effect of Scrabble media to motivate students to
learn English. Apart from that, this research also aims to describe the use of Scrabble
media to improve English understanding in class VIII students at MTs Negeri 1 Jepara.

Review of literature can be merged into INTRODUCTION

Subheading

METHOD
This research method is quantitative research. This research is included in the
experimental research plan. Empirical research is one of the best research methods that
writers can use. The author used an experimental research design to determine the effect
of using Scrabble strategies on students' vocabulary levels. Here, an experimental group
and a control group are selected. Both groups carried out a pre-test and post-test, where
only the experimental group received treatment.
The research design is classified as semi-empirical research. The author used
quasi-experimental research because it compared groups that used Scrabble strategies
and conventional groups. The regular group means that the researcher will use the
methods usually used by teachers. In this research, the author focuses on students'
vocabulary mastery using the Scrabble strategy.

Respondents
Subheadin

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Instruments

Procedures

Data analysis
etc.

RESULTS AND DISCUSSION

Subheading 1 (research question 1)
Subheading

Subheading 2 (research question 2)

Subheading

Subheading 3 (research question 3)

Subheading

Etc.

CONCLUSION

CITATION:
Use APA for in-text citations and the reference list (Angeli et al, 2010). For in-text
citations, use the author’s name and year (Author, 1980), and if there are direct quotes,
then provide the page number” (Author, 2010, p. 24). If you are citing more than one
reference, put them in alphabetical order (Alpha, 2008; Beta, 1999). For a reference
with up to five authors, use all the names in the first instance (Author1, Author2,
Author3, Author4 & Author5, 2007), and then use the first author et al. subsequently
(Author1 et al., 2007). Do not use footnotes.

FIGURE AND TABLES

Place titles of Figures after the figures and Tables preceding them using Times New
Roman font size 10 for the title.

Table 1. Number of articles published in JET Adi Buana from 2011 to 2016
Year No
2005 7 The font of the table is Times New Roman
2006 5 (font size 9)
2007 5
2008 6
2009 6
Total 29

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Figure 1. Number of subtheme published in JET Adi Buana

ACKNOWLEDGEMENTS
Indicate sources of funding or help received in carrying out your study and/or preparing
the manuscript if any before the references.

REFERENCES (Examples)
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., & Brizee,
A. (2010, May 5). General format. Retrieved February 9, 2013, from
http://owl.english.purdue.edu/owl/resource/560/01/.
Ball, S., Kenny, A., & Gardiner, D. (1990). Literacy, politics and the teaching of
English. In I. Goodson, & P. Medway, (Eds.), Bringing English to order (pp. 47-
86). London: The Falmer Press.
Big drop in students studying O-level literature. (1997, August 16). The Straits Times,
p. 3.
Chambers, E., & Gregory, M. (2006). Teaching and learning English Literature.
London: Sage Ltd.
Choo, S. (2004). Investigating Ideology in the Literature curriculum in Singapore.
Unpublished master’s thesis. Department of English Language and Literature:
National University of Singapore.
Choo, S. (2011). On literature’s use(ful/less)ness: Reconceptualising the literature
curriculum in the age of globalisation. Journal of Curriculum Studies, 43(1), 47-67.
Curriculum Planning and Development Division. (2007). Literature in English,
teaching syllabus. Ministry of Education: Singapore.

APPENDIX
Add here if any.

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