Embed Size (px)
Citation preview
REINFORCING VOCABULARY 'fl:-IROUGH
SCRABBLE GAME
(An bxperimental Study at the First Year of SMPN 2 Ciputat)
A "Skripsi" Presented to the Faculty ofTarbiyah and Teachers Training
in a partial fulfillment of the requirements for the degree of S.Pd. (Strata l) in English Language Education
By:
IMAM PRIBADI NIM: 103014026955
klasifik~si : ............. , ............ , ............. .
DEPART!VIENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SY ARIF HIDAY ATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
PEPPUSTAJ<MN SYAHIO ,JAKARTA
REINFORCING VOCABULARY THROUGH
SCRABBLE GAl\IE
1 . ..Jn l:\perimel1lal Swdr ar rhe Firs! Year olSAJPN 2 Ciputat)
A. "Skripsi'' l'r.:sented to the Faculty ofTarbiyah and Teachers Training
in a partial folfillment of the requirements for the desree of S.Pd. (Strata l) in English Language Education
DR-'.. FARIDA HA;-.11D :'>LJ~l
i'ill': 150 2-1'1 9\G
DEPARTi\IENTOF ENGLISH EDUCATION
F.-\CULT'r' OF TARBIYAH AND TEACHEHS TRAINING
S\ARlF HIDA \'ATULLAH STATE ISLA!\HC UNIVERSITY
JAKARTA
) ()()Q
ENDORSEMENT BY THE EXAlYIINATION COMMITTEE
The "'Skripsi·· (Scientific Paper) entitled ··Reini'Prcin~' \'oc11bular' thrc1utl1
Scrabble Game··. written lw Imam Pribadi. student's rq~1strnuc,n number
103014026955 was examined in the examination session of the Facult) of
Tarbiyah and Teachers Training. Syarif Hidayatullah State Islamic UniYersit'
Jakarta on 23•h of September. 2008. The '·Skripsi .. has been accepted and declared
to have fulfilled one of the requirements for the degree of S.Pd. (Str1ta I) in
English Language E::lucation in the department of English Education.
Jakarta. I O'r of Desembcr. 2008.
Examination Committee:
Head 9f Fnglish Department.
;i~~ " Ors. S\'m ki. \1.Pcl
NIP. 150 ~j.6'289
Examiner L
Ors. J\.M Zainuri. M.Pd NIP. 150 188 518
\!embers:
Examiner II.
~~-~-~?~~ Drs. 7.aenal Arilln loY. \1.S<;_ '\IP.1500312!'
,\ck1l!l\\ ledge b'
T)c~an of Faculty c\r-rarbi: ah and l cdchcr:; \"r,.1ini11~.
ACKNOWLEDGMENTS
In the name of Allah, The Most Gracious, The Most Merciful
All praise be to Allah who has eased way of accomplishment this "Skripsi" to the
writer. Peace and blessing be upon to the prophet Muhammad, his family, his
companions, and his followers.
The writer would like to express his great gratitude particularly to:
1. Prof. Dr. Dede Rosya.da, MA., the Dean of Faculty of Tarbiyah and
Teachers' Training.
2. Drs. Syauki, M.Pd., the head of English Department and all of lecturers of
English Education who have given enlightenment and guidance.
3. Dra. Farida Hamid, M.Pd., who has served as an advisor on
accomplishing this "Skripsi".
4. Taufik, A.Ma. Pd. and Ningrat, the writer's parents, who have been and
still are ever ready to assist and support the writer in various endeavors in
his lifetime.
5. Masri! Lailani, the writer's mother 111 law, who has suggested and
supported to make best of him.
6. Meiliyana Ratu, Mahdan, Raisya and Tasya (twin daughters), the writer's
family, who have made the writer nobody becomes somebody.
7. Yuliana Dewi, his older sister, who has given iiTeplaceable support,
encouragement, struggle for accomplishing the study.
8. Ibu Neng, Budiman, Asep , who have made his life possible and useful.
9. Aliulloh, I wan, and all of his friends especially for class A academic year
2003 who have spent their time sharing with him.
10. Ust. Wahiclin Rais, the writer's teacher, who has taught keen perceptions,
braveries, and better lives.
11. All of relatives, colleagues, lecturers, and them that can't be mentioned
May Allah bless all of them
Finally, the writer realizes that this "Skripsi" is not a perfect thing. A constructive
criticism and suggestion are needed to make a positive thing and a perfect
"Slaipsi" in the future.
Jakarta, 10 December 2008.
Thewrite1·
TABLE OF CONTENTS
CHAPTER I: INTRODUCTION
A. Background.of Study ..
B. Research Question and Limitation
C. Objective of Studv .....
D. Significance of Study ...
E. Organization of Writing ............ .
CHAPTER II: THEORETICAL FRAMEWORK
A. Game
I. Definition of Game .
2. Forms of Language Game ...
3. Roles of Game in Language Teaching.
4. Principles of Game Selection ..
B. Scrabble . . . . ................... .
1. Definition of Scrabl)le .Game .....
2. Rules of Playing Scrabble Game ..
C. Vocabulary .......... .
I. Definition of Vocabulary ..
2. Kinds of Vocabulary Items ........ .
3. What Do Students Need to Know ........... .
D. Reinforcement ..... .
I. Reinforcers ..
2. Schedule of Reinforcement .
3. Reinforcing Vocabulary through Scrabble Game
CHAPTER III : THE PROFILE OF THE SCHOOL
A. Background of School ............. .
B. Curriculum .
1
2
2
2
3
4
4
5
5
6
7
7
7
10
10
11
12
18
. . . . . . . . . . . 18
19
21
26
26
D. Facilities ........................................... ..
E. The English Teaching - Learning at SJV[pN 2 Ciputat
F. Teacher Qualifications ....
G. Instructional Material Used.
I-!. Method of Teaching ......
............ 28
. . . ... .. .. 30
........ 30
30
. ....... ' .... 31
I Media Used by English Teacher .. .. . .. .. .. .. .. .. . .. . . . . . . . .. .............. 31
CHAPTER IV: RESEARCH IVIETHODOLOGY AND FlNDINGS
A. Research Methodology....................................................... 32
1. Purpose of Study ........................... ..
2. Place and Time of Study ......... ..
3. Population and Sample of Study .
4. Instrument of Study ..
5. Technique of Collecting Data ...
6. Technique of Data Analysis ..
7. Hypothesis ....
B. Research Findings .
l. Description of Data ......... .
2. Analysis of Data ............ ..
3. Test of Hypothesis ......... ..
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusions .
B. Suggestions ........ .
BIBLIOGRAPHY
APPENDIXES
32
32
32
32
33
33
35
35
35
35
40
4I
41
CHAPTER I
INTRODUCTION
A. Background of Study
Mastering vocabulary is not easy, yet other aspects of the language should
be considered such as sound, and structure. Vocabulary is one of the most
important elements in a language. To speak the language well needs to master it.
No matter how well you learn grammar, how successfully the sound of a foreign
language just cannot happen in any meaningful way. 1
It is important to know about vocabulary because a word has different
meanings between British and American. The English which is used in United
Stated is somewhat different from the English which is used in Great Britain as
Stuart Redman says:
People in Brilai11 and ,,.J111erica u11dersram/ each or her perfectly most qfthe lime. but 1here are differences in grmmnar. i·oat!Ju/ar)', spelling. and pronunciation. With vocabulan'. 1he same word may have u different meaning. e.g. British c/11jJ.1· are American .fi'ench fi'ies. and American chips are British cri.1ps. Sometimes there are difj'erenl 11·ordsfi>r the same thing a lony in British
' is called a 1rnck in American English.-
Mastering vocabulary can help to get easier to use a language as Norbert
Schmitt says "large vocabulary can help to express ideas precisely in
communication. Vocabulary knowledge enables language use; language use
enables the increase of it. and knowledge of the world e;iables the increase of it
and language use and so on."3
1 Norbert Schn1it and Michael l\1lc. Chartey, I'o<.:abulrny: [lescription, Acquisition and Pedagogy, (London: Cambridge University Press. 1997). p. 140.
2 Stuart Redman. English Vocabulary in Use (Jakarta: Er!angga, 2001) p. 200-20 I
Mastering English language well needs a large number of the words. This
belief is not wrong because limited vocabulary is doubtful to use the language
precisely and vividly. And sometimes it can cause to get difficulties 111
understanding the meaning of words, in differentiating the word forms, and 111
applying the words in sentences. When a word is found out. it can not be known
its form grammatically, such as; noun, verb, adjective, or adverb. When a word is
looked up the meaning of words you always find several meanings given.
To know word building can help to understand meaning of a word and
increase vocabulary easily as AM. Zainuri says "on the other hand in vocabulary,
many English words consist of roots and affixes. They frequently can be found in
many contexts of reading texts; and in conversation of speaking and listening.
Recognizing roots and affixes can increase vocabulary effectively.''4
One of ways to recognize roots and affixes is playing an enjoyable game.
Hansen stated that games are highly motivating and entertaining and they can give
shy students more opportunity to express their opinions and feelings. 5.
From the descriptions above, it shows that recognizing roots and affixes
can help to master vocabulary. Games can help to recognize roots and affixes.
One of games is scrabble game that provides an enjoyable atmosphere, a situation
in which vocabulary is essential and a distraction from the study of language itself
and also help to create a word from some letters in which students' attention are
focused on the completion of asking without necessarily being practice. It will
help an English teacher to help students arrive at a higher level of language
proficiency.
4 AM. Zainuri, Vocabulwy I, (Jakai1a: UIN SyarifHidayatullah, 2003), p. 29
5 Hansen, The Use of Game, (En.glish Teaching Formn, Jan-Mar 1996), p. 26.
B. Limitation and Research Question
The writer limited the research in discussing about countable and
uncountable nouns. The subject of this study is students of the first class of SMPN
2 Ciputat
The writer makes a question to do his research, how effective does playing
scrabble game reinforce vocabulary building?
C.Objective of Study
The objective of study is to get an easier way to reinforce vocabulary by
identifying and analyzing the elements of word forms through enjoyable game.
D. Significance of Study
The writer hopes that his research will give significant advantages in
reinforcing vocabulary for someone who reads his research paper. He also hopes
that performers will know about getting an easier way to reinforce vocabulary
through an enjoyable game.
E. Organization of Writing
In his research paper, the writer divides it into four chapters.
Chapter One is the introduction. It consists of background of the study,
research question and limitation, objective of study, significance of study, and
organization of writing.
Chapter Two is theoretical framework. It discusses about definition of
game, the forms of language game, the role of game in language teaching, the
principle of game selection, definition of scrabble game, rules of playing scrabble
game, definition of vocabulary, kinds of vocabulary items, reinforcers, schedule
ofreinforcement, reinforcing vocabulary through scrabble game.
Chapter Three is purpose of study, place and time of study, population and
sample of study, instrument of study, teclmique of collecting data, technique of
data analysis, hypothesis, the description of data, the analysis of data, and the test
of hypothesis.
CHAPTER II
THEORETICAL FRAMEWORK
A.Game
1. Definition of Game
The word "game" has been applied to a wide variety of human behavior to
determine exactly what is meant by "game". According to Oxford advance
dictionary, game is a form of competitive play or sport with rules. 6 Andrew
Wright stated that game is an activity with rules, a goal and an element of fun. 7
And also Rita Susanna Larcabal stated that game pro\'ides an enjoyable
atmosphere, a situation in which communication is essential and a distraction
from the study of language itself. 8 Game helps to create a context in which
children's attention is focused on the completion of task without necessarily being
practiced. So a result language learning takes place in a context that children can
directly relate to.9
T.S Rodgers in Connie L. Shoemaker states that games have five basic
characteristics, as follows;
a. Competitive
b. Governed by rules
c. Goal-defined, eng1ging in that they challenge the participants
d. They have closer on a predetermined point at which they are finished
6 AS. Hornby, Oxford advanced Leamer 's Dictionary, (Oxford University Press, 1985), p.486
7 Andre\v Wright, op. cit. p. 40
8 Rita Susana Larcabal, The Role of Ganie in language Acquisi1ion, (Washington D.C: English Teaching Forum, April 1992), p. 28
9 Maria Toth, Children's Gcnne, Teacher Resource Book, (Ne\v York: Ivie. Millan Heinemann, 1995), p. 6
2. Forms of Language Games
There are many fonns of games applied in a wide variety of human life,
such as psychoanalytic games and war game, game of chance and game of
strategy, game for the young and the old. There are many familiar games in which
we are involved either as a spectator or a participant. !n teaching learning
activities, there are many available techniques to transfer the teaching points to
students such as demonstration, discussion, games and so on
William Francies Mackey made games divided into;
• Listening game. It consists of perception games that are the grape
vine and comprehension game that is find the object.
• Speaking game consists of observation game including ··point and
say, Kim's game the here and there game.
• Reading game consists of recognition game such as "matching the
card, say the word kind the word and roulette. compare game read
and go game.
• Writing game consists of spelling game such as ·'The magician's
game, crosswords puzzle, composition game include the label and
d d. JO eco mg game.
3. Roles of Game in Language Teaching
The role of the game in teaching English is to provide a welcome break in
the lesson routine. The games provide new and interesting context for practicing
language already learned and for acquiring new language in the process. Game as
a technique plays its role in language learning to provide very much fun and
relaxation within the frame of language learning and may even reinforces that
learning.
Using games in language teaching helps students to see learning English
as enjoyable moment. Playing games in the classroom develops the student's
!O William Francies Mackey, Language Teaching Analysis, (London: Longman, Green and Co. Ltd. 1995). o. 439
ability to cooperate with other students in order to win the competition. Adewui
Fawui Abala stated "One significant different between language games and other
activity is that they introduce an element of competition into their lesson while we
wouldn't wish the students to become excessively competitive. 11
4. Principles of Game Selection
In determining the role of games in developing student's vocabulary, the
teacher needs to have their purpose clearly in mind if the major purpose is to make
learning English vocabulary effectively and successfully. The English teacher
thinks carefully about the game selection a head of time before working out their
lesson plan. On the other hand they have considered principles of using games.
According to Emilio G Cortez there are some principles of game selection,
as follows: 12
a. The games should reinforce a particular point of language that the
student's lack
b. The games should offer practice for items previously taught
c. The games should involve many members of the class and not a just a few
d. The contexts should be appropriate to be incorporated in the game
e. The games should contain elements of surprise of competition
f. The games should provide sufficient motion to heighten and to sustain
interest
g. The games should conduct in an enough space of the classroom
11 Adewui Fawui Abala, The Role a/Games in the learning Process. (English Teaching Fortnn. April 1987), p. 46
12 E1nilio G. Co11ez, So111e Pointers of Using Garnes, (English Teaching Forum, Vol.
YTTT l q7.;;) n 10R
B. Scrabble
1. Definition of Scrabble Game
Scrabble is a game which needs vocabulary to play. They can make a word
from 7 letters given to each player to put on an available scrabble board in this
game. It can be played by 2 - 4 persons to play the game where one of them must
get the highest score to win the game.
2. Rules of Playing Game
In playing scrabble game, there are many differenc•es in conducting the
rules due to different rule, which is made by each country or even region. To play
scrabble game needs rules to play and how to play as Merriam Webster from The
Official Tournament and Club Word List (OWL) explains the rules of playing
scrabble game as follows: 13
a. A player can extend a word in two directions tournament simultaneously in one turn, for instance ARJ'vl is on the board, it can be extended to be CHARMED in one turn. It's well within the rules to do so
b. Players have much time to make a play during scrabble game at a club or tournament. There are two commonly accepted methods for controlling the time of a scrabble game. First. a three-minute hourglass may be used to time each play. After 54 minutes the game is over and both players now have one more play before totaling the final score. Second, chess clocks are set up so that each person is given 25 minutes to complete all his or her turns. That way, then a/he is penalized 10 pc. every minute or fraction of a minute used more than the original 25. It's a different mle toward the writer's club, a player has one minute to make a word in one turn for each player.
c. It's acceptable to simply add one or more letters to a word, to either the front or back or to both the front and back.
d. A player can add just an S to a word already on the board. In the writer's club, a player can add S for countable words and verbs but the word S must forn1s a new word.
e. A player may play at right angles to a word f. A player may play parallel to a word as along as adjacent letters form
words horizontally and vertically. g. A player may not play tiles diagonally across the board.
h. The tiles a player plays must be contained in a word or played in a straight line.
1. For playing the blank has special rules. The officials don't allow a player, later in the game, to change the letter that the blank represent. Like wise, a player may not repeal the blank with the letter it represents and uses the blank in another word. In the writer's club, the blank has all-purpose use in making a new word but it is not accounted to get point.
J. A player may exchange tiles (from one to seven) as along as there are at last seven tiles still in the bag. A player must decide which tiles he wants to exchange first then remove them from your rack and place the facedown on the table. Only then may you draw your new tiles, place them on your rack, and replace the exchanged tiles back in the pool. In writer's club, a player can exchange the tiles if a player has same word in a letter; for example, a player has three of S letters. And also a player can exchange one to seven tiles, in his one turn and s/he won't get his turn to get a point
k. The rules state that a player can challenge until the next turn. The Nation Scrabble Association has developed a more precise definition for when a player may challenge. First, using sand timers or no timers. Once a player has announced his or her score, the opponent may "Hold" or challenge after he has drawn at least one tile from the pool. The opponent may not challenge or hold anymore. Second, using tournament clock. After player has staited his or her opponent's timer, the opponent may "hold" or challenge. At above, once the player has drawn at least one tile from the pool, the opponent may not challenge or hold anymore. Using clock. Once an opponent has called "hold" at the paper time, she/he wants to think insist on drawing tiles after one minute, as long as s/he keeps the replacement tiles separates from the old tiles. This is called the Comtesy Rule if there is a successful challenging, the opponent may see the replacement tiles before, and the player returns them to the poo I.
I. The game is over when a player uses all of his or her tiles and there are no more tiles to draw. That payer then earns the points still remaining in all the other players' racks, while the others subtract from their point total the sum of the points still on the racks. In NSA club a tournament play, they use a slightly different rule. The player who ends the game earns double the sum of the letters on the other player's rack,, and the other player's rack subtract nothing from their total. For example, player #1, with 323 points, ends the game while player #2 with 320, still has EM on his rack. Player #I should receive 2X (I+ 3+ 3+ 3) = 14 points extra. The final total player#! = 337 and player #2 = 320. In the writer's club, the game is over when a player uses all the tiles or if it is not yet out of the tiles, it will stop playing in I hour.
m. The bonus is only scored for the player who originally coves the bonus
already covering a bonus square don't score the bonus points. For example, suppose FAZE is placed with the Z on the Double Word Score square and scores total of 32 pt. If someone later adds an S to from FAZES, the Double Word Score is not counted.
n. Whenever there is a challenge, regardless if how many words are acceptable or not, someone loses exactly one turn. The player must remove all letters from the board play it that turn and scores zero.
o. If all the words formed on the play and acceptable. the challenger loses his or her next turn.
p. If all seven tiles of the player's rack have been used for this play, the add an extra 50 pt.
From the rules of playing scrabble above, it shows:
There are many different rules are conducted by each country or region.
Playing scrabble game needs play techniques in making a new word from the
tiles given. Making a new word needs to recognize roots and affixes.
C. Vocabulary
1. Definition of Vocabulary
There are definitions of vocabulary given by experts. \I ocabulary is the
total number of words that (with ruler for combining them) make up a language. 14
Harimukti Kridalaksana says "vocabulary is a component of language that
maintains all information about meaning and using words in a language)." 1; And
in Webster's Dictionary, vocabulary is defined as follows:
p.956
a. <\ list or collection of words and phrases usually alphabetically
arranged and explained or defined.
b. A sum or stock of words employed by a language group individual or
work or in relation to a subject scope of language
c. A list of foreign language textbook of the words and phrases taught or
used.
14 AS. Homby, Oxford advanced Leamer's Dictionmy, (Oxford University Press, 1985),
While Hatch and Brown define vocabulary as a list or set of words for a
particular language or a list or set of words that individual speakers of language
might use. 16 Yang Zhihong defines vocabulary is the stock of words used in
language. 17
From the definitions above. the writer can conclude that vocabulary is a
list or set of words that maintains all information and make up a language.
2. Kinds of Vocabulary Items
Knowing a word is needed to understand meaning of a sentence. There are
two kinds of words: full words and fo1m words that are needed to know because
there are some words can be found in a dictionary and also there are some words
are grammatical words that can "t be found in a dictionary but they only have
grammatical meaning as A.iVl Zainuri says
Full 1rords and form words are ofien kn01r11 as co111ent words and emp!_v words. For instance: The boys will play [!OI{ tomorrow. FJ·om the example. it can c/assif)'.· boys. plav. [!Oi/: and tomorrow. are included in jiill words category or content word1·. meanwhile the. and ll'ill. are included in fhrm irords or empty i1·ord1·. A 1rnrd irhose meaning is expecled to be fimnd in a diclionm:v is a word which is included in fi11/ 1rnrds or con/en/ ll'ords. Form irnrds or emply words are included in grammatical categmy and have grammatical meaning. 18
Furthermore Fries explains vocabulary items have four kinds that are
classified into four groups as follows: 1'>
a) First, there are the "function words'" those words which, although some of them may have also full-word meaning content, primarily or largely operate as means of expressing relations of gr:mmrntical structure. These include so-called auxiliaries: prepositions, conjunctions,
16 Evelyn I-latch and Cherryl Bro\\'11, Voc:abula1:i-'. Sen1antics, and Language education (Carnbridge: Can1bridge University Press, 1995), p. ! .
i7 'lang Zhihong, ''Learning \Vords'-, English 'Teaching Forun1, vol. 38, No. 3, July, 2000,
p. 18-2 I
18 AM. Zainuri. Vocabulm:i· I, (.Jakm1a: UIN Syarifl-lidayatullah. 2003), p. 13
interrogative particles, and a miscellaneous group consisting of the words for degree, for generalizing, the article, etc. The important auxiliaries are; be, have, do, may, (might), can (could), will (would), shall (should) must, ought to. The important preposition-adverb (most frequent used): at, by, for, from, to, of, on, and with, behind, in front of, over, under, above, below, beside, between, beyond, around, (place), (direction) th.rough, into, out of, toward, away from, up, down, across (time), before, after, during, since, until (comparison) like, different, as ... as, ... than. The important conjunction; and, that, which, if, as, but, so. who, when, while, what, where, (most frequently used); (time) after, before, until, (cause) for, because, since (purpose) in order that, so that; (comparison) as ... as ... than: (concession) although, condition unless. Interrogative particles: who, whose, which, what, when, where, why, how, articles the, a, an, degree words more, most, the generalizing particle ever, and special uses of there, it, and one whether; (conclusion) therefore. b) The second kind of vocabulary items consists of the "substitute"words: The personal pronouns: I, me, us, you, he, him, she, her, they, them, our, your, his, its, their, mine, ours, yours, theirs, the indefinites, any (one/body/thing/where); and the negative; none,, no body/lhinglwhere; quantity or number each; both, all, some, any, few, many, several, much, one, ones, llvo, etc Other substitutes include; do (yes, I do), lhink, say, !ell, seem, appear, hope, believe, fear, guess. and the word so. c) The third kind of vocabulary item consist of those that are distributed in use according to such grammatical matters as the presence or absence of a negative; some (I have some), any (I don't have any), 100, eirher, already, yet,, etc. d) The fourth group is of '·content" words in English, these content words fall into three classes; class I, the words for things; such as; hat, stone, water, paper, knife, food, blood, etc. The fourth group is of content words becomes the larges and the meanings can be looked up in the dictionary.
From the descriptions above, the writer can conclude that in a sentence
there are content words that their meanings can be found in a dictionary and
empty words that have grammatical meaning.
3. What Do Students Need to Know?
a: Meaning20
The first thing to realize about vocabulary items i~; that they frequently
have more than one meaning. The word 'book' for example, obviously refers to
something you use to read from - (a written work in the form of) a set of printed
pages fastened together inside a cover, as a thing to be read, according to one
learner's dictionary. But the same dictionary then goes on to list eight more
meanings of book as a noun, two meanings of book as a verb and three meanings
where 'book' +preposition makes phrasal verbs. So it can be said that the word
'book' sometimes means the kind of thing you read from, but it can also mean a
number of other things.
When a word is come across, then, and tried to decipher its meaning it is
needed to look at the context in which it is used. If a woman is in a theatre arguing
at the ticket office and saying 'But I booked my tickets three weeks ago· it will
obviously understood a meaning of the verb 'book' which is different from a
policeman (accompanied by an unhappy-looking man at a police station) saying to
his colleague. 'We booked him for speeding.' In other words. it is needed to
understand the importance of meaning in context.
There are other facts about meaning too. Sometimes words have meanings
in relation to other words. Thus students need to know the meaning of 'vegetable'
as a word to describe any one of a number of other things - ~.g. carrots, cabbage,
potatoes, etc. 'Vegetable' has a general meaning whereas ·carrot' is more specific.
The meaning of a word can be understood like 'good' and in the context of a word
like 'bad'. Words have opposite (antonyms) and they also have other words with
similar meanings (synonyms) - e.g. 'bad' and 'evil'. Even in that example,
however, one thing is clear: words seldom have absolute synonyms, although
context may take them synonymous on particular occasions. As far as meaning
20 Jeren1y Harn1er, The Practice of English Language Teaching ne1v edition, (London: T.nno-n1~n JQ()l) n 1.;;r,
goes, then students need to know about meaning in context and they need to know
about sense relations.
From the descriptions above, the writer can conclude:
- Many English words have more than one meaning
- Sometimes words have meanings in relation to other words (by looking at the
context in which it is used) such as antonyms and synonyms, general and
specific meaning, etc.
So, to know a meaning needs to know meaning in context and sense relations.
b. Word Use21
What a word means can be changed, stretched or limited by how it is used
and this is something students need to know about.
Word meaning is frequently stretched through the use of melaphor and
idiom. It is known that the word 'hiss', for example. describes the noise that
snakes make. But stretching its meaning describes the way people talk to each
other ('"Don't move or you're dead," she hissed.') that is metaphorical use. At the
same time it can be talked about treacherous people as snakes ('He's a real snake
in the grass·). 'Snake in the grass' is a fixed phrase that has become an idiom like
countless other phrases such as 'raining cats and dogs', 'putting the cat among the
pigeons', 'straight from the horse's mouth', etc.
Word meaning is alco governed by collocation - that is which words go
with each other. In order to know how to use the word 'sprained' needs to know
that whereas it can be said 'sprained ankle, 'sprained wrist' and cannot be said
'sprained thigh' or sprained rib. It can be said a headache, stomachache or
earache, but cannot be said a throatache' or a legache.
Using words are often only in certain social and topical contexts. A saying
is governed by the style and register it is in. To tell some one about getting angry
is needed to choose carefully between the neutral expression of this fact (I'm
angry) and the informal version ('I'm really pissed off). The latter would
21 Jeremy Harmer, The Practice of English Language Teaching new edition, (London: T r.nn•~~<>•~ 1OQ1 \ n 1 .::;r,;_ J t;,,'7
certainly seem rude to listeners in certain contexts. At a different level can be
recognized that two doctors talking about an illness will talk in a different register
than one of them who then talks to the patient in question - who has never studied
medicine.
From the descriptions above, the writer can conclude:
- Words use frequently are metaphor and idiom from word meaning
- There is a collocation that is which words go with each other in word meaning
- There are style and register words such as formal and informal words.
So, it's better for us to recognize metaphorical language use, know how words
collocate, and understand stylistic and topical contexts words and expressions.
c. Word Formation22
Words can change their shape and their grammatical value. too. Students
need to know facts about word formation and how to twist words to fit different
grammatical contexts. Thus the verb 'run' has the participles 'running· and 'run'.
The present participle 'running' can be used as an adjective and 'run' can also be
a noun. There is a clear relationship between the words ·death". 'dead', 'dying'
and' die'.
Students also need to know how suffixes and prefixes work. How lo make
the words potent and expensive opposite in meaning? Why it is prefaced one with
im- and the other with in-? There are two kinds of suffixes in English, inflectional
and derivational.
The inflectional suffixes are the ones to lean in studying of gamma: the -s
or - es ending of the verbs with the subject of the third person singular; the -ing
ending on the verb forms; the --ed of the past tense of the verbs; the -s that makes
noun plural, the --er that makes adjective comparative, and so forth. On the other
hand, derivational suffixes change the meaning of the base in some important
way, or else change into a different word class. They turn nouns into adjective,
adjective into verbs, nouns of one type into nouns of another type, and so on.
verbs are followed by a bare infinitive without 'to'. When students don't have this
kind of knowledge they come up with erroneous sentence which all teachers
instantly recognize, e.g. 'He said me to come;, 'I must to go' etc. It should be 'I
must go• without adding 'to' after modal auxiliaries.
There are many other areas of grammatical behavior that students need to
know about: what are phrasal verbs and how do they behave? How are adjectives
ordered? What positions can adverbs be used in? Without this knowledge can it
really said that students know vocabulary items such as 'look up' (as in a
dictionary), 'tired' and 'worn' or 'greedily'?
In this section is that knowing a word means far more than just
understanding (one of) its meaning(s). Somehow our teaching must help students
to understand what this knowledge implies both in general and for certain words
in particular. By being aware students will be more receptive to the contextual
behaviour of words when they first see them in texts, etc. and they will be better
able to manipulate both the nlmeanings and forms of the word.
From the descriptions above, the writer can conclude that there are many
words are countable and uncountable noun, singular and plural that can change
according to their grammatical patterns.
It can be summarized "Knowing a word' in the following way:
I I~ Meaning in context
. MEANING. Sense relations
~Metaphor
/IWORDUSEI~ Collocation
Style and register ,.-----j
WORDS Parts of speech
I WORD FORMATION ~ Prefixes and suffixes
Spelling and pronunciation
Nouns: countable and
uncountable. etc.
WORD GRAMMMAR :------.._Verb complementation
phrasal Yerbs, etc.
Adjectives and adverbs
Positions. etc.
D. Reinforcement
1. Reinforcers
A reinforcer is an event which controls behavior. Consequences or
reinforcers may be positive (things a person will try to get or retain) or negative
(things a person will try to avoid or escape). Reinforcers may be used to increase
(reinforce) or decrease (punish) a behavior. A reinforcer may be either presented
or withdrawn to influence the strength of behavior. Thus, there are four distinct
methods of influencing a behavior by presenting or withdrawing positive or
negative reinforcers. The process of reinforcement always results in an increase or
strengthening of behavior. Punishment always results in a decrease or weakening r
punishment. Negative reinforcement, withdrawing something unpleasant after a
behavior, has the effect of increasing or accelerating the behavior it follows.
Punishment, withdrawing something pleasant or presenting something unpleasant
after a behavior, has the opposite effect of decreasing or decelerating the behavior
it follows. 26
Positive Reinforcer
(something you will work to get)
Positive Reiriforcement
Effect: Increase or strengthen behavior which produces reinforcer; acceleration of
behavior.
Example
Behavior: Child begins assigned seatwork.
Consequence: Teacher smiles at child and remarks, "Good, I see you've started!"
If the child's initial effort at doing his assigned work is consistently given
immediate attention and praise by the teacher, the promptness with which he
begins his work will likely increase.
Negative Reinforcer
(something you will work to avoid)
Punishment
Effecl: Decrease or weaken behavior which produces reinforcer: deceleration of
behavior
Examyle
Behavior: Child destroys paper other children.
Consequence: Teacher points at child and shouts "NO!"
If the teacher is generally positive, controlled, and soft-spoken in his interaction
with the child, but consistently points at child and shouts "no!" when he begins to
destroy another child's paper, child's destruction of papers will likely decrease.
26 Gerald Wallace and Ja1nes M. I<auffinan, Teaching Children lvith Learning Problenzs ~·p_rnnd Pditinn rt lni1Prl ~l::ttPrl· rh::irlP_<.: MPrill Pnhli<.:hina rnrr'ln(ln\I 1 OQi'\ f"\ ')0
2. Schedule of Reinforcement
Effective control of behavior is largely a result of the arrangement of
consequences. In any behavior-management situation there are rules, either
explicitly stated or implicit in the sequence of events, which determine the
arrangement of rewards and punishment. These rules which arrange the
relationship between the occurrence of behavior and its consequences are called
contingencies or schedule of reinforcement. A contingency states the conditions
under which reinforcement will occur. For example, the child may be required to
do a certain number of specified behaviors to obtain reinforcement, or he may be
expected to complete a task during a certain time interval to get a reward n
There are two classes of reinforcement schedule: continuous, in which
every response is reinforced, and intermillenl, in which not all of the child's
appropriate responses are reinforced.
I. Continuous Reinforcement
Every time the behavior occurs, it is reinforced.
For example, each time the child completes an arithmetic problem correctly he is
given a point for his progress chart.
II. Intermittent Reinforcement
A. Ratio Schedules
Reinforcement is given for every n '11 behavior and depends on the number
of behaviors the child performs regardless of time.
I. Fixed Ratio
A fixed number of behaviors must occur for each reinforcement.
Example: Every I O'lt sight word read correctly is rewarded with a piece of
candy.
2. Variable Ratio
An average number of behaviors must occur for each reinforcement.
The number of behavior required varies around a mean.
27 Gerald Wallace and Jan1es M. J(auffn1an, Teaching Children lvith Learning Problen1s SP.r.nnd P:ditinn (1 lnitf':rl St:itP:rl· rh:irlP.~ MPrill Pnhli..::hino rr.n1n~n\I 1 (}~7) n 1()
Example: On the average, every 5th time the child raises his hand he is
called on by the teacher. The actual number of times he raises his hand
before being called on varies.
B. Interval Schedules
Reinforcement depends on the passage of time and the occurrence of a
behavior.
1. Fixed Interval
A fixed amount of time must pass, after which the next appropriate
behavior will be reinforced.
Example: Every 3 minutes during recess the teacher observes the child to
see whether or not he is talking to another child. The next time he
approaches another child and speaks to him, the teacher pats him on the
shoulder and praises him for being friendly.
2. Variable Interval
A variable amount of time must pass, after which the next correct
response will result in reinforcement. The amount of time required varies
around a mean.
Example: On the average, every 5 minutes the teacher observes whether or not the
child is writing another correct answer to the questions covering the geography
lesson. When he answers the next question correctly, a smiling face is drawn on
his paper. The actual number of minutes which elapse before the teacher checks
the child's behavior varies.28
3. Reinforcing Vocabulary through Scrabble Game
Once students have mastered the fundamental grammatical pattern of a
language, his next task is to master its vocabulary or at least that part of its
vocabulary that he needs. Nobody ever learns all the words in any language to
learn new words as long as we live.
28 Gerald Wallace and James M. Kauffman, Teaching Children with learning Problems ~t:>rnvid t:>ditinn fT lnitPrl Qt<'.ltt>rl• rh"'.-1"'"' 7'11Prill P11J...1;"h; .... ,., 0.-..,~,.,,,,..,., 1 ()QT\ ·~ 'l'i
The way to enlarge one's vocabulary will depend much on individual
characteristics and preference. However, several ways have been recommended as
follows.
a. Recognizing the Roots
At least half of the words in the English language are derived from Greek and
Latin roots. Knowing these roots helps us to grasp the meaning of words before
we look them up in a dictionary; it also helps us to see how words are often
arranged in families with similaT characteristics:29
·-Root (Source) Meaning English Words
Aster, As tr ( G) Star --i:·ooomy, """oiogy Aud (L) To hear dible, auditorium
Bene (L) Good, well Benefit bene,·olent
Bio (G) Life Biology
Dic,dict (L) To speak Dict.ionary
Fer (L) To carry Transfer
Fix (L) To fasten Fix. suffix
Geo (G) Earth Geography
Graph (G) To write Graphic
Jur, just (L) Law Jury, justice
Manu (L) Hand Manual, manuscript
Meter, metr (G) Measure Metric
Path (G) Feeling Sympathy
Ped (G) Child Pedophile
Tele (G) Far off Television
Vac (L) Empty Vacant
Verb (L) Word Verbal
Viel, vis (L) To see Video, vision
I
I I
b. Knowing the Affixes
Affix of affixation is a process of building word by attaching a short form
to the base word, whether at the beginning of the base or at the encl of it. The form
at the beginning of the base word is called prefix, and the form at the end of the
base is called suffix. "A term refen'ing to prefixes (an addition to a morpheme
which precedes the morpheme), suffixes (an addition to a morpheme which
follows the morpheme).30
There are many advantages ofrecognizing roots and affixes.'· 1
• Identifying word form in grammatical classes such as. verb, noun, verb,
adjective, and adverb by knowing the root word and its common affixes.
For example:
Beauty-full is an adjective
Beant-ify is a verb
Beautiful-y is an adverb
Beautifi.!1-ness is a noun
• Understanding an essential meanmg of new word if they know the
meaning of prefix or suffix.
For example:
Un-happy means not happy
Re-write means write again
Simpl-iry means to make simple
Hard-en means to make hard
• Identifying word, whether plural noun, comparative, past form, and the
third person of verb by recognizing inflectional ending.
For example:
Book-book-s
30 l.aurie Well1nan, Teacher of English as A second language (Ne\v York: Arco Publishing Company, inc, 1978) p.105 (As quoted by A.M Zainuri, Vocabulmy I, (Jakarta: UIN Syarif Hidayatullah, 2003), p. 29
Soon-soon-s
Play-play-s
Walk-walk-ed
• Making numerous new words as they want by attaching prefix or suffix in
a root word.
For example:
Adaptation
Adaptive
Adaptab ii ity
Adaptable
Nonadapter
Unadaptable
Preadaptation
Unadaptive
Readaptation
1\1isadaptation
Re adaptiveness
Undaptively
So, stems, roots or main parts of a noun or verb from which other words are made
by additions known as morphemes (in linguistics) which can occur freely on their
own are called 'free' morpheme. Morphemes (or affixes) are divided into two
types; those likes 'dis-'and 'un-' which precedes words (thnt is free morphemes)
and which are called prefixes and those like '-ly' and '-ness' which follow free
morphemes and which are called suffixes.
In the word formation, English language has at least two \mys of forming
new words; by attaching a short form called an affix to either the beginning or the
end of the word.
Attaching a short form called an affix to either the beginning or the end of
a word makes many English words. When this is done, the word. itself is referred
to as a stem. The form at the beginning of the stem is called a prefix and the form
at the end is called a suffix.
For example:
Stem: happy
Prefix: unhappy
Suffix: happiness
The prefix can change the meaning of the word but not the part of speech.
Happy and unhappy are both adjectives. The suffix, however, changes the part of
speech but does not generally change the meaning. The adjective happy is
Verb-forming suffixes, adjective to verb
-en (blacken)
Adjective-forming suffixes, noun to adjective
-al or -ial (agricultural, commercial); -y (bossy); -ary (primary); -ed (forested); -ly
(brotherly); -ar (circular); :ful (careful); -less (endless); -ous (humorous); -ic
(organic); -ish (boyish).
Adjective-forming suffixes, noun to adjective
-ive (comparative); -able (desirable); -ant or-ent (pleasant, different)
A.
CHAPTER III
THE PROFILE OF THE SCHOOL
Background of School
I. Name of School
2. NSS
3. Status
4. Address
Jalan
Village
District
Regency
Province
Code
Phone I Fax.
5. Area and Building
Wide of Area
Status of Area
Wide of Building
Status of Building
: SMP NE GERI 2 CIPUT AT
: 201280310 02
: State
: Ir. H. Juanda No. 1
: Cempaka Putih
:Ciputat
:Tangerang
:Banten
: 15412
: (021) 740 1312 I (021) 740 1312
: 4.129 1112
: Hibah
: 3.321.5 m2
: Hibah
B. Curriculum
Curriculum Based-Competency (KBK) is used by SMPN 2 Ciputat. In
curriculum development, Curriculum Based-Competency (KBK) is developed to
become Kurikulum Tingkat Satuan Pendidikan (KTSP) that is conducted by
English teachers from different schools in Ciputat to gel sy Jlabus.
C. Students and Teachers
Number of Students and Classes
Class Number of Class M F Total
VII Aksel 1 6 18 24
VIII Aksel I 4 10 14
VII 10 199 194 393
VIII 9 158 170 328
IX 9 185 193 378 Total 30 552 585 1.137
Number of Students Based on Student's Religion
Class Number of Students Based on Student's Religion
Moslem Protestant '·Catholic Hindn Buddha Total
VII Aksel 24 - - - - 24
I VIII 13 I - - I - 14 Aksel 378 8 4 ' I 393 .)
!
-
VII 320 6 - 2
L 328
I
VIII 362 13 - 3 378 I IX 1.097~ i
I
Total 4 8 I 1.13 7
Students' achievement ofUAN I NEM . ... '
Tahun Mtk B.lnd . IPA IPS I
PKn B.lnq Rata-2
2000 / 2001 6,22 6,07 5,83 5,85 6,51 6,29 6,12 -
2001 / 2002 5,46 6, 11 5,78 6,04 5,94 6,12 5,91
200212003 5,25 7,34 6,52 6,42 7,27 7,04 6,64
200312004 5,80 6,99 6,28 6,62 7,46 6,01 6,53
200412005 7,02 7,84 4,68 6,08 6,45 7,50 6.60
200512006 7.38 7.76 5.00 5.00 6.00 7.46 6.43
10 Room of BP I BK 1 11 A1iRoom 1 12 Canteen
13 Security's Home
14 Toilet 2
15 Toilet of Teacher, Principal, TU 4
16 Scouting Room
17 Personnel Eating Room Total
- Inventories of School
No Name of Belongings I. Art Tools :
a. Karawitan I Degung b. Angklung c. Qasidah d. Band e. Marawis
2. Sport a. Field of Basket Ball b. Field of Volley Ball c. Field of Badminton d. Lempar Lembing
- Books
Class I
Textbook . . .... · . · .. ·.·
VII 2.062
VIII 1.030
IX 1.000
- Tools Simulation
Kinds of T(lols .
I. Kit IPA
2. !PS
1 Tvf~n
Total
2 set 2 set
i 2 set I set 1 set
I I unit I unit
I 1 unit
I 1 set
Suppprting \ /Book .
18
6
6
. Total
6 set
3 set
35
56 105 42 70
6,5 0 .)
48 3.321,5 m
Article
95
--
·-~---
Well
Well
Well
Well
Well
Well
Well
Well 2
Condition
Well Well Well Well Well
Well Well Well Well
Others
169
-
-
4. Anatomi I set
5. Torso Manusia 3 set
6. Wall map oflndonesia 3 buah
7. Wall map of Province I buah I I
8. Wall map of Regency I buah J
E. The English Teaching- Learning at SMPN 2 Ciputat
1) Teaching- Learning process focuses on students as a subject
2) Using media in learning such as tape recorder, whiteboard, etc.
3) Using English on Sky (EoS) as textbook.
4) Developing English skill by discussing, making conversation, etc.
5) Creating comfortable and challenge condition by respecting each other
and giving score in each meeting.
6) Contextual learning such as making group of drama
7) Providing best and various experience
8) Learning by doing
F. Teacher Qualifications
-· -,------·
Name Sex Age Religion Degree -·
Nenden Hazrianthi Female 38 Moslem SI Endar Suhendar Male 50 Moolem SI
Eni Subekti Female 45 Moslem SI --~~-L.A Muhainim Male 5..; Moslem D3
9) Instructional Material Used
The English Teaching-Learning process in the classroom at SMPN 2 Ciputat
uses English on Sky (EoS) book based on Curriculum Competency-Based 2004
published by Penerbit Erlangga.
10) Method of Teaching
English teachers teach students through communicative approach
based on developing Cuniculum Competency-Based (KBK) which is
conducted by English teachers with KTSP (Kurikulum Tingkat Satuan
Pendidikan).
11) Media Used by English Teacher
Teacher Tape
Pictures Reali a Whiteboard CD Player Recorder
Nenden Hazrianthi " " " ! " Hendar Suhendar " " " " I ' ·- f----- __ _L± Eni Subekti " " " " Muhaimin '1 '1
I
CHAPTER IV
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. Purpose of Study
The purpose of study is to get and know one of ways to reinforce
vocabulary through an enjoyable game. It is scrabble game. The reason for this
purpose is discussion about building vocabulary that will reinforce vocabulary and
also giving an easy way to reinforce vocabulary through a scrabble game. Thus,
the writer hopes this research paper can enhance the writer's knowledge m
English and also it can help students or learners arrive at a higher level of
language proficiency.
2. Place and Time of Study
The writer conducted the study not only in library research but also in a
field research. The field research was held on March up to June. 2007 at first class
students of SMPN 2 Ciputat. 32
3. Population and Sample of Study
The population of the research consists of 82 students. They were divided
into three classes. In this research, the writer took 24 students randomly as
samples to play the game. For a scrabble board consists of 2 players.
4. Instrument of Study
In this research, the writer used 2 scrabble boards that consisted of 2
players for a scrabble board. He used an Oxford Advanced Learner's Dictionary
' to look up the words during playing the game and a timer to limit the time for
playing the game for each turn. And also a judge in this game was needed to write
the words and score the players obtained on list words and scores result. lead and
limit the time for each player.
5. Technique of Collecting Data
The techniques of collecting data used in this research are:
a. Observation
TI1e observation was done by visiting SMPN 2 Ciputat on March to June,
2007 at first class students of SMPN 2 Ciputat to do research about students'
developing vocabulary in their lessons through teaching-learning process in
the classroom. 33
b. Playing Scrabble Game before Reinforci11g Vocabulary
They played the game by using their English vocabulary theyve obtained
to know the students' knowledge about vocabuiary by collecting the words
result of playing scrabble game. '"
c. Reinforcing Vocabulary
The students were given an instruction to recognize the roots and know
affixes of a word through playing scrabble game techniques by giving affixes
and roots materials to students such as an inflectional suffix, derivational
suffix, and root and stem and using them in playing scrnbble game to get
easier way to play it.35
d. Playing Scrabble Game after Reinforcing Vocabulary
They played the game by using their English vocabulary they've obtained
after the writer gave materials toward playing scrabble result words. 36
~3 See appendix 3
34 See appendix 5
35 See appendix 6
6. Technique of Data Analysis
Data analysis is the last step in the procedure of this research. In analyzing
the data, the writer uses some steps, the' are: 37
a. Calculating and tabulating the number of the words from students· words
result had been obtained by them and based on the data before and after
. c . b l 38 re1morcmg voca u ary.
b. Finding out the significant of this research to reinforce vocabulary. Here, the
writer calculates it by using t-test.
After getting the data either before or after the writer analysis it by using
statistic calculation of the t-test formula with the degrees of significance 5%
and 1 %. the fonnula is as follows: 3"
MD to = -------------
SEMO MD : Mean of Difference is the average score that is gained from the differences
score between l variable and ll rnriable. And it uses fomrnla:
ID
MD=
N
ID : Total score between I variable (X variable) and II variable (Y variable).
And D is gained with che formula: D = X - Y
N : Number of cases
SOD : The standard deviation is gained from the differences between score of X
variable and Y variable. It uses formula:
MD=
N N
37Soen1ardi Soerjabrata, Pen1bib1nbing ke Statistik Psikologi d:]n Pendidika.'1, (Y ogyakarta: Sumbangsih, 1969), p.106-108
SEMD The standard error that is gained from mean of differences. It uses
formula:
SDo
SEMo=
YN-1
df : Degree of freedom with formula: N -- I
7. Hypothesis
1. The experimental hypothesis (Ha) is : is there a significance differences in
reinforcing vocabulary (recognizing the roots and knowing the affixes) in
playing scrabble game for the seventh class of SMPN 2 Ciputat?
2. The Null Hypothesis (Ho) is : playing scrabble game without reinforcing
vocabulary (they recognize the roots and know the affixes) has no influence
for the seventh class of SMPN 2 Ciputat
B. Research Findings
1. Description of Data
As described in previous pages, the writer conducced field research by
taking students' number of words in playing scrabble game (before and after
reinforcing vocabulary).
2. Analysis of Data
To find out the result of number of words (before and after reinforcing
vocabulary) the writer makes the table of students' number of words. The \vriter
does not mention the student's name but their number of words as follow:
TABLE I
The number of words obtained by students of 7111 class of SMPN 2 Ciputat ----------------- -------------------------------------------------------------------------------------------------------··················--·············----------------··-··11
RESULT OF STUDENTS' NUMBEJ l OF WORDS40
II No.
Before Reinforcing Vocabulary ( x)
1. 14 2. 9 3. 10 4. 13 5. 11 6. 10 7. 14 8. 11 9. 8 10. 8 11. 12 12. 7 13. 12 14. 12 . ..
15. 8 16. 12 17. 8 18. 9 19. 7 20. 11 21. 14 22. 14 23. 11 24. 8
N=24
Note.
N : Number of students
X : The result before reinforcing vocabulary
Y : The result after reinforcing vocabulary
After Re in
...
·--·
. .•
forcing Vocabulary ~y J.
11 17
"'------14 1 1 17 15 10 15 16 19 8 17
10 15 19 18
-·
·---·------~~--·-----· 19 17 17 11 13 18 18
Those data are then calculated on the "!"test formula is as follow
Note.
N : Number of students
X : The result before reinforcing vocabulary
Y : The result after reinforcing vocabulary
D : The difference of number of words
The first step, look for the difference number of words between variable X
and Y , we can get it by using formula: X- Y = D = -. To take for SDD (Deviation
Standard of Difference), seek D2 = ( X- Y) = ... (see them in the table).
After that, seek Standard Deviation of Difference between two variables (
X and Y ) using formula as follows:
l:D SDo=
N N
09 -109
24 24
46.20 - (-4.54 )2
- 20.62
25.58
= 5.05
After finding the result of SDD, seek SEMD (Standard Error of the Mean of
Difference) using formula:
SDD
SEMD=
'\/N-1
5.05 =
I "\} 24 - 1
5.057 =
4.795 = 1.054
After finding the result of SEMO, seek MD (Mean of Difference) using formula:
l:D MD =
N
-109 MD = -4.541
24
Finaily, seek "to" by using formula:
MD to =
SEMD
-4.541 to = ------------- = -4.306
1.504
1) Determining t-table in level significance 5% and 1 % with elf:
df = ( N - 1 ) = 24 ·- 1 = 23
with df= 23, it is gained t-table score:
In significance level 5% = 2.07
In significance level 1 % = 2.81
2) The comparison between y-score and !-table is:
!-score= 2.07 < 4.306 > 2.81
3. Test of Hypothesis
As mentioned in chapter one that this field research was conducted in
order to know whether reinforcing vocabulary is more effective than before it in
playing scrabble.
To answer those questions above, the writer hypothesized that:
Ha : There is a significant difference of students' number of words they
obtained between before and after reinforcing vocabulary in playing scrabble
game.
Ho : There is not a significant difference of students· number of words they
obtained between before and after reinforcing vocabulary in playing scrabble
game.
So, the writer should prove the hypothesis by using the data of students'
number of words, which are calculated by t-test formula, with assumption as
follow:
Ifto > tt : there is significant difference and the alternative hypothesis (Ha)
is accepted
If to< tt : there is not significant difference and the alternative hypothesis
(Ha) is rejected, the null hypothesis is accepted.
Fro111 the result of statistics calculation, it is required that the value of to is
4.306 and the degree f freedom ( df) is 23 which is obtained from N - I = 24 - I =
23 by using the degree of significance of 5% and I%, it wn be seen in the table of
significance that on the df = 23, the value of the degree of significance are 2.07
and 2.81. Bringing into comparison the "to" which each of the degree of
significance, the result is 2.07 <4.306> 2.81. Because to score which is obtained
from the result calculating is higher than tt score in the table of significance, it
means that Ha is accepted and Ho is rejected. In other words, reinforcing
vocabulary in playing scrabble game is more effective for students of SMPN 2
Ciputat than before it.
CHAPTERlV
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the data analysis in the previous chapter, the writer can take a
conclusion that reinforcing vocabulary through playing scrabble game is more
effective than without reinforcing vocabulary. According to the writer, it could
happen because of understanding of recognizing the roots, knowing the affixes. It
can be seen from the students' number of words they obtained from reinforcing
vocabulary that higher than without reinforcing vocabulary in playing scrabble
game.
B. Suggestions -
Dealing with the conclusion, the writer would like to give some
suggestions to improve English proficiency as follows:
It is easy to build students' vocabulary by reinforcing rncabulary
through an enjoyable game.
Using games in language teaching help students to see learning
English as enjoyable moment
Reinforcing vocabulary by recognizing the roots and the affixes
can help students reinforce vocabulary.
BIBLIOGRAPHY
Abala, Adewui Fawui. The Role of Games in the Leaminx Process, English Teaching Forum, April 1987.
Arnold, Edward. Applied Linguistic and the Learning and Te,'1ching qf Foreign Languages, New Castle: Athenaeum ?ress Ltd., 1984.
Button, S. H., and Humphries, J. A Mastering English Lang1mf<e, London: The Macmillan Press, 1992. ,
Cortez, Emilio G. Some Pointers of Using Gan/es, English Teaching Forum, Vol. XIII, 1975
Hansen, The Use of Game, English Teaching Forum, Jan-Mar 1996. Harmer, Jeremy. The Practice of English Language Teaching new edition, New
York: Longman Publishing, 1991. Hatch, Evelyn and Brown, Cherryl. Vocabu!my, Semantics, and Language
education, Cambridge: Cambridge U·1iversity Press, 1995 Hornby AS. Oxford advanced Learner's Dictionary, Oxford University Press,
1985. Kridalaksana, Harimukti, Kamus Linguistik, 'l'hinl L'ditivn, Jakarta, VJ'. Grarnedia
Pustaka Utama, 1993 ' Larcabal, Rita Susana. The Role of Game in Lm1g11age Acq11i.»ilio11. Washington
D.C: English Teaching Forum, April l ll'l2. Mackey, William Francies. Language Teaching AnaZrsis, Londo'.!. Longmans,
Green and Co. Ltd, 1995. Schmitt, Norbert., and Charley, Michael Mc. Vocalmlwy: Description,
Acquisition and Pedagogy, London: Cambridge University Press, 1997. Schmitt, Norbert. Vocabulary in Language Teaching, New York: Cambridge
University Press, 2000. Toth, Maria. Children's Game, Teacher Resoun;e Book, New York: Mc. Millan
Heinemann, 199 5. Wallace, Gerald., and Kauffman, James M. Teaching Children 1vith Learning
Problems second edition, New York: Charles Merill Publishing Company, 1987.
Zainuri, AM, Vocabulary I, Jakarta: UIN SyarifHidayatullah, 2003. Zhihong, Yang. "Learning words", English Teaching Forum, vol. 38, No. 3, July,
2000
---·-··-·--····----·-·--
DEPARTEMEN AGA~t1A UNIVERSITAS ISLAM NEGEUI
SYARIF HIDAYATULlLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEC~URUAN
Trip. :(1S2·21) ?44.1J2», 7'1flJ92$, l'nx, (62·ll J 74431):1
111,·Noinill'U,;'Cffililil 13412, lndon.,ta Rm•ll : ull\lkl®"bt.not.td !'!!!!!!~!!!!!!l!!!!!!!l!!!!l!!!.!lill'l1!i!!i!l!ll!!~~~~!!i!!!!!!~~~~~ ~~~~~
Nomur Lump. Ha I
: ETfl'l,.02.1/ IV /2007 : Ahstraksl/Out/lne : BIMBINGAN SKHIPSI
Kepada Ylh. , Dra. Hj. !'aridoh llamid. M.Pd l'cmbimbing Skripsi Fakultas II mu Tarbiyah dnn Kcg11run11 UIN 8ynrii'llidny11tullah Jakartn.
Assala111u 'alaik11111 111r. 1vh.
Juknrta, 9 /\pril 2007
Dengnn ini dihnrnpk1111 KcscdinHn Sa11<hm1 111.iuk mcnj:tdi l'c111hiu1hi11g 1/11 (1nateri/tcknis) pL:nulisnn skripsi 11utl1asis 1va:
Nanw lnw111 l'rih:u~ NIM 111.lOJ.Jll:!M.i~
VIII •
.illl'llSll/l
Scn1cs1cr
Judul Skripsi Reinforcing Vuc,Jll'llnry 'l'rro11gh Scrabble Cinmc .
.ludul tcrscbut tcluh disctu,iui ol·~h Jurusnn yn11g hcrsnnµk11tn11 pndn l:lllggnl ::0 Mnrcl 2007 dcngun 11hstntk/u11tll11c sebng,11i111:11H11crln111pir. Mcsldp11n dc111ikin11 l't:lllhi111lii11g bcrhak untuk mcnguhahjudul tcrscbut bila dipamlang tiJak /kt11·aJ1g scsuni.
1Jimbing1111 skrlpsi ini difi',;rnpkun sclcsni tl11ld1r waklu (i (c;Hlll;·l b11l11n. dnn dn1ial diperp1injnng selama 6 bulnn berikutnya lllnpn surnt pcrp1111ja11gn11 .
Atus pcrlwtinn dnn kcrja sanrn Sa11dara. kami ucupkan tcri1111 kasih.
i-Vassa/a11111 'a/aik111n uir, lvh.
Tembusan: I. Dcknn FITK ~. Kt•lt111 .l11n1s1111 yhs.
Nonwr Lump. 1111 I
'
.,,,..---
DEPA.RTEMEN AGAMA UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARDIYAH DAN KE!GU~MAN
: ETtrl .. 02.2/ IV/2007 : !ns//'11111en Ilise/ : IUSET/WAWANCAl{A
Kepndn Yth. t ~ Kepala . .)M.P..t:t ... ~ .. . Q'pv ... C! ... ....
Assalamu 'a/aikum \\'/'. wb.
Dcngan hormat kami sampaikan bahwa,
Namn
NIM
l111a111 l'ribn<li
10301,1026955
Tolp. : (62·2 I) 7•14332R, 740192.5, Fnx. ({12~2 I) '1 1MJJ2K
Rm•ll ; [email protected]<I .. lnknrlll. 5 April ~007
Jurusnn
Sc111cHtc1·
Pcndidikan l3ahnsH lnggri:;
Vl!I
Judul Skripsi Reinforcing Vocal1ulary 'f'rrough Scr;ihble ,<i<1111c.
mlnlnh lw11111· 11111h11slsw11 F11k11l111s 1111111 l11?hiy11h d1111 l\qi,111·111111 l llN .l:1k11r111 )·11111•. scdu11g 111c11yusu11 skripsi, dan u:rnn 111c11g.mlnk11'1 pcnclili«l!I (rbci) di i11s1m1si/sckol<1h yang Snudnra pimpin.
Untuk ilu k11q1i mohon b11ntl11111 811ud11ra lcrhudap 11111hnsisw11 icrncbut dnlan1 111elaksnnnknn 1icneli1in11 dimnksud.
Atas perhatian dun bnnluan Saudara, krnni ucapJ:an tcrima kasih.
Wassalamu 'alaikum wr. wb.
fr Ill h l/ ,\'( 111 ;.
I. Dcknn FITK 2. Kclua Jurusnn ybs. 1 tvlnhnsiswn ynng bcrsnngk111n11.
• REINFORCING VOCABULARY TllROUGH
SCRABBLE GAi'vlE
(A Case Study at the First Yea1· ofSMPN 2 Cip;.lfat)
A "Skripsi" Presented to the Faculty of Tarbiyah a;id Teachers Training
in partial fulfillment of the reqdrements for the degree of S.Pd. (Bachelor of Arts) in English Language Education
Approved by the Advisor:
DR<\. FARIDA I-IAMI.!l,,!Vl.Pd. NIP: 150 249 910
DEPARTMENT OF ENGLISH EDUCATKON
FACULTY OF TARBIYAH AND TJi:,ACHERS TRAINING
SY ARIF HIDA YATULLAH STATE ISLAMIC UNJVERSITY
,JAKARTA
2008
" ~i
,....-·--····· .----irCOToOrr11a:r:er·i-· ------·······-····-·····--···-,_li2· Scor4 of PIU't.TL.3. .... -I. J4 12 --2. J2 6 3. JO \3 4. g - ·----· •"'- ~s:••A "" J4 J3 --6. J4 -7. 8 g g J2 J3 9. J2 J6 --JO. 5 - --11. 16 - --12. J2 9 --J3. 9 g .. 14. 6 - --JS .. - -
'fotal HU 98
2. 12 6
Total 143 105
No. Scnrc of Plaver 9 SCtl're of Piaver"IO ___ -- ______ ._ ... L 9 12
__L. J2 6 --3. 12 13 4. 8 9 ---·-5. 9 13 .._ 6. 13 10 --------7. g 8 8 4 13 --9. - -- .,._,.,.,,._,,,
Total 75 84 ..... -
·-· :lil--·~r···· ~!£~-:iJ·~~~·i::[=Jc:_ -~s,~~-~:e·1 ;(.~~JiYirJ2,:.,:: L 14 12
-~ _2_:._ ------·-T- ----·-··- _____ .. ···c;·----------:;_ - ----,-o--··-- =:.·:==~I~~=:=-· .. -T- ____ s ____ _ s. ··--.. -ix---·--- ----------- i-:i-· ---------------
-6~-- -----14------ --------------·--------/. ---11·-·-- ·-·--·--------------
-----"'8""" ------·-12--· ]_\
---+,- ~===-r~~~=-:_~-=:·· ---~:=~z~-=-=-~=-=-~-11. ____ 16"" ____ ------9-------
-,"'2~. -t-----8---- ---.-. -·-:·------.. 13."_ -----_-- ---- ----··--:--·--·-
x"Toful "·:_-:·irS:·:=~- ~=~~-"'112:=::.: aii IW------~IWUlllllll:UU._llW_
I. 14 12 2. 12 6
1-~3~. _f ___ _,,1,_1 ---+·----"li-3 ____ _ 4. 8 9 5. JS 13 6. 14 7 7. 8 8 8 13 13 9. 12 16
.. 10 .. -- . ... 17 14 11. 12 10
Tomi 142 fl'>
Score of PJnyer 17 - Score of Plaver 1. g- =1 ~-. 14 12 --
r----~-12 6 13 13 ---· r---=--s =-~
~·
15
~ 5. 9 13 --, __ __L 14 14 ' 7. 8 r--- 12 13 ' IT--1--· 6 9 r--· ,_1,2;._, - -! Total
,.., ___ 8_8 ___ ,103~-~
~ --·
--tJo-- Score ofPlnvcr 2i ScorcofP~~ ;_.1. 14 12
2. 12 6 3. 9 13 4. 8 10
-.-s_._ -· 13 13 ---6. 14 16 7. 10 8 8 12 13 9. 14 16 - --10. 7 8 11. 16 9 - --12. 6 12 -- ·----13. 13 8
_..J1:...._ 9 II 15. .. .. .._
Total 157 155
RECOGNIZING ROOTS AND AFFIXES
There are many advantages of recognizing roots m·d amx~:;.
• Identifying word form in grammatical classes sucl1 as, verb, 'lOun, verb,
adjective, and adverb by knowing the root v.ord a11J its common aflixes.
For example:
Beauty-full is an adjective
Beaut-ity is a verb
Beautiful-y is an adverb
Beautiful-ness is a noun
• Understanding an essential meaning of11ew word if they know the llleaning ur prefix or suffix.
For example:
Un-happy means not happy
Re-write means write again
Simpl-ify means to make simpl:
Hard-en means to make hard
• Identifying word, whether plural noun, cumparative, past form. and the 1i1ird
person of verb by recognizing inflec!irnal ending.
For example:
Book-book-s ·
Soon-soon-s
Play-play-s
Walk-walk-ed
• Making numerous new words as they wa•i. by attaching prefix or suflis in a
root word.
For example:
Adaptation
Adaptive
Adaptability
Adaptable
Nonadapter
Unadaptable
Preadaplalion
Unadaptive
l?eaduplation
.\Iisadaptation
Readaptiveness
Undaptivelv
Rules of Playing Scrabble Ganrn
I. A player can extend n word in two dirc,;,,io11s tournamenl simultaneously in
one turn, for instance ARM is on th' ho;:d, it can be extended to be
CHARMED in one turn. It's well within the ruks lo do""
, _, , 'i. ''Players have much time .o make a play during sc:rabbk: game ,,1 a club 11r
tournan1ent. There are t\VO Cl11Tl!11fH1~~.· act.:cpk J rncthods r~)J' C1'll)'.ro!ling lht:
time of a scrabble ga1nc. First, a thrce~n1i11u11• hotirglu•:-.; niay he U"ied !q tin1t
each play. After 54 minutes the game is Ol'er "nd botl,, players now have Oil<
more play before totaling the final score. Secowl, che>.s clocks arc set up '"
that each person is given 25 minutes to complete all hi; :lr her turn'" That wuy,
then a/he is penalized 10 pt. every rninm, or l'rnctiun ,,r a minute used nLTC
than the original 25. It's a di!Tercnl rule 1<1warcl the >vri:cr':; clu1'. :1 plll)'U' ""
one minute to make a word in one turn fo: each player,
3. It's acceptable to simply idd one or more lct.c·rs to a 1 ord, lo citLcr the I ,,,,ll
or back or to both t!Je front and back.
4. A player can add just an Stoa word already on the cioard. 11. the '" riter's club,
a player can add S for countable words anu verbs but Iii.: wurd S 1,1ust l<>nr.s :1
new word.
5. A player may play at right angles to a won,
6. A player may play parallel to a word rs ak.ng as adja1 ent ietters lorm words
horizontally and vertically.
7. A player may not play tiles diagonally ac." •SS the board,
8. The tiles a player plays must be contained in a word or played in a >iraight .. l'
!me. •
9. For playing the blank has special rules. Th~ officials don't allow a player. lakr
in the game, to change the letter that the blank represent. Like w,se, a player
may not repeal the blank with the letter it represen'.s and uses the blank in
another word. In the writer's club, the blank has all-purpose use ;n making a
new word but it is not accounted to get poi.-:,
10. A player may exchange tiles (from one to ~..;ven) as al·ing as !her,; are al las!
seven tiles still in the bag. Decide which frcs a player wants to ex10hange first
then remove them from your rack and plact th·' faceJc wn on the table. Only
then may you draw your new tiles, rlace them un your rack, and repiace the
exchanged tiles back in the pool. In writ1: ·'s clu''· a player can exchang·~ the
tiles if a player has same word in a letter; for e:,ampl•;, a player ha> three n r S
letter8. And alSt• a player can exchange rn.e lo ;even lilt;s, in his one turn an"
s/he won't get his turn to get a point
11. The rules state that a player can challenge <.mtil the 'lext turn. i'11e Nabon
Scrabble Association has developed a m or~ precise definition rbr when a
player may challenge. First, using sand timers or no timers. Once n player has '
announced his or her score, the opponent 11ia; "Hold" or 'challeng<~. After has
drawn at least one tile from rhe pool. The up1nnent ma)' not challenge or h·Jld
anymore. Second, using tournament clock. Arter player .ms started his or her
opponent's timer, the opponent may "hole'" or ctrnllcugc. At abo.Jvc. once Ilic
player has drawn at least one tile from the pool, ,he ,;pponen rnav nut
challenge or hold anymore. Using clock. One<: ::n oppr·nent has called ",1old"
at the paper time, she/he wants to think 'n:;is\ on drn\\'ing tiks alkr one
minute, as long ass/he keeps the replacement Jiles sq)a ·ates from the old :ilcs.
This is called the Courtesy Rule if the:·e is a succ:cssfol challengi11g. rhe
opponent may see the replacernent tiles be 'll'e. and th" player returns t:1e111 to
the pool.
12. The game is over when a play<:r uses all ol his or her tile;; and th~re are no
more tiles to draw. That payer then earns the points s@ remaining in all the
other players' racks, while the others subtract from thei1· point total the sum ol'
the points still on the racks. In NSA club a tournament play, they 1•sc a slighl ly
different rule. The player who ends the gai11c earns double the sum of ti1c
letters on the other player's rack,, and the other player's rack subiract nothing '
from their total. For example, player 111, "ith 323 poims. ewls the. game wliil.c·
player #2 with 320, still has EM on his rec~<. Player 111 should receive 2 X
(!+3+3+3) = 14 points extra. The final Iota! player 111 = 337 ano player h? ·~
---- Score of PIU'ver I -0.
18 t. 10
'· 23 .. 8 i. -..... ~. ··- -i. 14 r. -! 12 >. 12 0. -I. 14 2 9
.3 IS 4. -J. IS 6. -17 . 18 >tul ISO
-·-.--lo. Score ofPliiver 5----l. 20 2 12 3. 23 4. 8 - -· 5. s 6. 14 7. ·l 8 12 9 lO 10. 8 11. 18 I::!. 6 13. 13 14 II 15. 14 16 11 17 8 at al 197
-io~---~ Score ofPlaver9 -I. 18 ~ r- 12 3. 16 4. 8 5. r-. 20 -·-·--6. 14 7 8 s _________ 12 ___ 9. 9
~-- 10 II. 16 !2- -- - 7 13. 13 '14_ -· 14 15. II 16. -17. 5 18. . t'ia! """"""
---scoreor PiaVCrz---- · 15 10 14 ·-8 -·-· 13 11 8 13 18 s 9 12 8 II 8 14 1 •
·-183
-·-scoretir-pravc·r6-· 14 6 13 --7 ·-10 II 8 13 20 IO-
-12 8 17 4 8
140
score7,f Piiiver iir-.. 16 6 13 9 13 8 8 13 -· 16 10 8 I~ 8 10 14 4 11 4
--
-Nl)~-~-·-- ::;ei;re·0i--r;ia;_:(; ~rr ··--- ·-- ·scoi~-<irfir;;-\,~r-r:r·:.·· 11 """''""'''"'""' '""'"'" ~-........... ~ r=~=• .• ._~=-·~--~"""""=" -
I. 18 lh --2.- ----~---·-. ------~·---··---
:i:-- ·--- . ·--. - ·----- . ·-- -n--·-··-·· ... 4.---- -----3-----··· ----,--------
5. -- --·--:---·-----·-1::;---·------
-t ~r--=-:~: ~: -= === ~==:-.:.= 19(._ - :~-=----.--·-- ----fi-~~------11. ___ \(; ______ -----5-=--12. 12 -IT- - ·-····-··-·--·---- ----s-·-···-· 14.---------14···----------12·-----~
15. -------------- ---- -w----16 -.. ''-=-----
(> -·---------~ ---··--~---~~~~ Total , 103 180
~~•im---;;;.:;;.ii•o..-~~lii'-i.iiiiiiWiiiiiUifu
No. 1. 2. 3. 4. 5. 6. 7. 8 9. 10. 11. 12. 13. ·"'14'-15 .. 16. 17. r Tot•I
---No. 1. 2. 3. 4. 5. 6. 7.
l~ ;t 11. 12. 13. 14. 15. 16. 17. 18. 19.
i Totnl
~-
I. 2. 3. 4. 5. 6. .,_ 8 9. IO. 11. 12. 13. 14.
Totitl ~iii11<11
·- ---------············· ScoreofPlavcrl3 ScoreofPJn~er l4 .. , 12 18 12 12 18 10 8 8 12 13 14 . 8 7 12 . 9 12 8 . 16 . 6 12 ·-9 .
-·---Ii ----12 ____
5 -12 6 -7 . --180 110
Score of Plnver 17 Score of Plnver Jg-··-16 18 II 12 12 6 --6 5 20 13 14 10 II 7 --15 13
-------- 12 ··-- ----ro--··-·---5 17 --16 14 8 12 13 8 14 II . 6 - --7 13 6 12 -4 6 8 4 . ..
198 197
Score of Plavcr 21 "Score of Pla~er 22 ___ 16 20 10 12 --15 13 8 12 18 13 14 17 17 8 12 13 12 18 -- 17 16 16 . 12
13 8 . .
15! - 179 llJtl-.WOiiiiiiiiir
---+=.-·----s~~~· ~;.~i>ii;~~cr·z3·-·1 ··--s~or¢-;>·r1_ 1·1;·;.~1:-r~- -_ ·· 1!
. ' -·i6"' ·+-· 211~· ..... ~j· -~----- ··------·---·---···-·----!:L. ___ ···-----~-------···---
·-t~~f . -:~-=~--~ =: -~·:··-_ :J=-~·:_:j --,-. -i-·--·To-·----- ---lil·------·---
s I J2 ·--- --·-r:r--·--·
~-~-=r-- -::-~ = ___ :=-~~ff=~=~~---~~~:r-~~~~~- -~::+~--~:=1~=~:~=:
j(J i JJ I j.j -ff- t---- Ii-------- --1 - --- -- ii -- - -------- ------- ------1 --- --- --
=_)1\ ___ ' ~~' ----•• .2.~m..-.-•~~ •- '" -~••~ •••• ~- '""'" ~>o~• b~-~ ... ~~-..Liiiii.W..lii.n~;:_iiiiiiiiiiiii11
~· DEPARTEMEN AGAMA No. Dol<umen FITK-FR-AKD-089
~
UIN JAKARTA FORM (FR) TgL Terbit 1 September 2008
FITK No. Revisi: 00 JI. Ir. H. Juanda No 95 Cipulal 15412 Indonesia Hal 1 /1
SURAT PERNYATAAN l<ARYA SENDIRI
aya yang bertanda tangan di bawah ini,
Nam a : i.mq.c:ri .. .P.(:))Q.C:fr .............. . Tempat/Tgl.~ahir : .. K-.Q.C .q.Y.ff:J.•.'EJ.! ... +..9 .... 0.!?!.~mher 19 £t:1
NIM : JQ).QJ:"i.Q.!.6.9.)~.f. ............. . Jurusan / Prodi : .. P.~.r?.c;!/.<l.i.it:.q'.V) ... S.~.hqfq..(i:i;vri-t /Si
Judul Skripsi : .. IJ.<?...i.0.f'?.'.f::.( flj ... Y.9. ~q-~v(G.L':f ............ . .. . .. . \ii.( 9 .. \-i. 5· h ..... J<;; [ 9-. 6.6. .(~ ..... 4. ~ !n~ .. ..................... ..
Dasen Pembimbing : L .. .D.cr.: ... F-.s.r..(ef.<J. .... ff!?!!! f.~f. ... t1. P cf. ..... ..
2 ............................................................................ .
engan ini rnenyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
oya bertanggungjawab secara akademis alas apa yang saya tulis.
ernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 12. Ov ifrnbz( J.008
( :;f?-(lv\_.
/4· ~)
. .J.i:n.gm .... .l..n:~R.ef.:.' ...... . NIM .... 1.9).0.!5.0.~.6.?.'{f
