MEDIA PERMAINAN SCARBBLE GUNA MENINGKATKAN PENGUASAAN KOSAKATA
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Abstract
Based on the results of initial observations, classroom action research is needed which aims to improve children's vocabulary mastery through Scrabble games. The game of Scrabble is played with predetermined rules that have been modified to suit the theme. Students' vocabulary before the action was very minimal and did not develop well. Cycle I still shows a low percentage, students have a little difficulty in playing and developing understanding. It was proven that the percentage of success only reached 29%, while the percentage of failure was 71%. After taking action in cycle II, it began to show that several students were actively speaking Indonesian, this was because there were several students who already used Indonesian as their daily language. We can see that the presentation achieved 64% success. After taking action in cycle 3 using supporting media to support success, the percentage increased as expected, in cycle I 29%, cycle II 64%, cycle 3 reached 86%.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Astuti, D. S., Muhammad, I. R. P., Wiyanti, S., Rodhi;, & Sari, D. S. (2019). Pembelajaran kosakata Bahasa Inggris melalui permainan Scrabble. GERVASI: Jurnal Pengabdian Kepada Masyarakat, 3(2), 180–189.
Farlina, H. (2019). Alat Permainan Edukatif Scrabble Untuk Meningkatkan Kemampuan Membaca Permulaan Anak Kelompok B. Jurnal Golden Age, 3(01), 17–29.
Indriana Ruslan, N. A. A. (2021). PENGARUH PENGGUNAAN PERMAINAN SCRABBLE DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA DINI. Panrita, 02(01), 23–27.
Istiqoh, N. (2020). PENINGKATAN KEMAMPUAN MENULIS PANTUN DENGAN MODEL THINK PAIR SHARE DI KELAS VII-A MTs PESANTREN PEMBANGUNAN MAJENANG KABUPATEN CILACAP TAHUN PEMBELAJARAN 2018/2019. Diksatrasia, 4(1), 22–29.
Khanif, M. (2013). Hubungan Kecerdasan Emosional dan Motivasi dengan Tingkat Prestasi Belajar Siswa Kelas V Madrasah Ibtidaiyah Negeri (MIN) Jejeran Bantul pada Mata Pelajaran Bahasa Indonesia. M U A D D I B, 03(01), 36–62.
Mu’thia, M., & Widiyarto, S. (2017). Pengaruh penggunaan media permainan Scrabble terhadap Keterampilan menulis teks prosedur siswa kelas X SMA Tugu Ibu, Depok, Jawa Barat. DEIKSIS, 09(03), 323–335.
Puput, L., Tri, S. S., & Warsiti. (2015). Penggunaan metode mendongeng dengan media Scrabble dalam peningkatan keterampilan menulis siswa kelas I SD Negeri 2 Kalirejo Tahun Ajaran 2014/2015. 1–6.
Suriyawati;, & Dr. Rachma, Hasibuan, M. K. (2015). Pengembangan Permainan Scabble Modifikasi untuk Meningkatkan Kemampuan Mengenal Kata pada Anak Usia 5-6 Tahun di Taman Kank-kanak. 1–6.
Tri, I. K. (2018). Peranan Bahasa Indonesia dalam Era Globalisasi. NIZHAMIYAH, VIII(2), 68–77.
Widiyarto, S. (2017). PENGARUH PENGGUNAAN MEDIA PERMAINAN SCRABBLE TERHADAP KETERAMPILAN MENULIS TEKS PROSEDUR. Deiksis, 09(03), 323–335.
Yuanita, E. (2018). Pengaruh Media Scrabble terhadap penguasaan kosakata Bahasa Inggris pada Siswa Sekolah Dasar. E-Jurnal Prodi Teknologi Pendidikan, 7(4), 356–364.
Main Article Content
Abstract
Based on the results of initial observations, classroom action research is needed which aims to improve children's vocabulary mastery through Scrabble games. The game of Scrabble is played with predetermined rules that have been modified to suit the theme. Students' vocabulary before the action was very minimal and did not develop well. Cycle I still shows a low percentage, students have a little difficulty in playing and developing understanding. It was proven that the percentage of success only reached 29%, while the percentage of failure was 71%. After taking action in cycle II, it began to show that several students were actively speaking Indonesian, this was because there were several students who already used Indonesian as their daily language. We can see that the presentation achieved 64% success. After taking action in cycle 3 using supporting media to support success, the percentage increased as expected, in cycle I 29%, cycle II 64%, cycle 3 reached 86%.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Astuti, D. S., Muhammad, I. R. P., Wiyanti, S., Rodhi;, & Sari, D. S. (2019). Pembelajaran kosakata Bahasa Inggris melalui permainan Scrabble. GERVASI: Jurnal Pengabdian Kepada Masyarakat, 3(2), 180–189.
Farlina, H. (2019). Alat Permainan Edukatif Scrabble Untuk Meningkatkan Kemampuan Membaca Permulaan Anak Kelompok B. Jurnal Golden Age, 3(01), 17–29.
Indriana Ruslan, N. A. A. (2021). PENGARUH PENGGUNAAN PERMAINAN SCRABBLE DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA DINI. Panrita, 02(01), 23–27.
Istiqoh, N. (2020). PENINGKATAN KEMAMPUAN MENULIS PANTUN DENGAN MODEL THINK PAIR SHARE DI KELAS VII-A MTs PESANTREN PEMBANGUNAN MAJENANG KABUPATEN CILACAP TAHUN PEMBELAJARAN 2018/2019. Diksatrasia, 4(1), 22–29.
Khanif, M. (2013). Hubungan Kecerdasan Emosional dan Motivasi dengan Tingkat Prestasi Belajar Siswa Kelas V Madrasah Ibtidaiyah Negeri (MIN) Jejeran Bantul pada Mata Pelajaran Bahasa Indonesia. M U A D D I B, 03(01), 36–62.
Mu’thia, M., & Widiyarto, S. (2017). Pengaruh penggunaan media permainan Scrabble terhadap Keterampilan menulis teks prosedur siswa kelas X SMA Tugu Ibu, Depok, Jawa Barat. DEIKSIS, 09(03), 323–335.
Puput, L., Tri, S. S., & Warsiti. (2015). Penggunaan metode mendongeng dengan media Scrabble dalam peningkatan keterampilan menulis siswa kelas I SD Negeri 2 Kalirejo Tahun Ajaran 2014/2015. 1–6.
Suriyawati;, & Dr. Rachma, Hasibuan, M. K. (2015). Pengembangan Permainan Scabble Modifikasi untuk Meningkatkan Kemampuan Mengenal Kata pada Anak Usia 5-6 Tahun di Taman Kank-kanak. 1–6.
Tri, I. K. (2018). Peranan Bahasa Indonesia dalam Era Globalisasi. NIZHAMIYAH, VIII(2), 68–77.
Widiyarto, S. (2017). PENGARUH PENGGUNAAN MEDIA PERMAINAN SCRABBLE TERHADAP KETERAMPILAN MENULIS TEKS PROSEDUR. Deiksis, 09(03), 323–335.
Yuanita, E. (2018). Pengaruh Media Scrabble terhadap penguasaan kosakata Bahasa Inggris pada Siswa Sekolah Dasar. E-Jurnal Prodi Teknologi Pendidikan, 7(4), 356–364.