UTILIZING SCATTERGORIES GAMES FOR VOCABULARY ENRICHMENT OF GRADE 3

PUPILS

Curato, Jeolina M.

Embang, Jessan
 Chapter 1
INTRODUCTION

Rationale

Vocabulary is important focus of literacy teaching and refers to the knowledge or

words including their structure. In learning language, Vocabulary is essentials component its

take important role in building the language to communicate. Vocabulary plays an

important role in oral language development and early literacy (Hill, 2012). The study, which

was published by the U.S. The National Center for Education Statistics at the Department of

Education examines students' vocabulary abilities across the country and discovers that they

closely mirror their reading comprehension abilities. For fourth-graders, for example, the best

25% of readers had an average vocabulary score of 255 on a scale of 500, while the bottom

25% of readers only achieved 177.

The language will not exist without vocabulary; one of the most important factors

(Akdogan, 2017) and foundation in learning English as a second language (Nie & Zhou (2017).

Having a wide range of vocabulary knowledge helps the learners understand the meaning of

new words and analyze the set of ideas that they may encounter (Keshta & Al-Faleet, 2013;

Kusrini, 2012).The results of PISA 2018 National Report of the Philippines revealed that

Filipino students obtained an average score, and it was found out that one out of five Filipino

students achieved at least the minimum proficiency level in overall reading literacy. It was

implied in the results that students have poor vocabulary skills (PISA 2018, 2019).
 According to (Akdogan 2017) in developing students’ vocabulary mastery, the teacher

should give learning that makes the students see pictures or action, like using games and

some materials. Therefore, the teacher utilized an appropriate strategy in learning vocabulary.

One type of strategy is Scattergories game that can be use in increasing vocabulary.

Scattergories game is a game that played by uniquely naming \objects within a set of

categories, given an initial letter, within a time limit. Through these games, teacher will find out

how much students can get vocabulary in a short time.

Based on the scenarios above, the researchers want to know whether there is an

improvement of vocabulary mastery by using Scattergories game. Finally, the Researchers

are prompted to pursue this action research.

Research Questions

The study aims to answer the following questions:

1. How scattergories strategy helps in increasing the vocabulary of Grade 3 pupils?

2. How scattergories strategy is implemented in the Grade 3 English class?

3. what are the suggestion to improve the strategy?

Theoretical Framework

The study is anchored on Game Based Learning Theory by Lyv Vygotsky

and Jean Piaget, in 20th century that games are the way to learn new things, the way

to form and expand knowledge and skills, the way to combine thinking and action, and the
important means of children intellectual development. According to Ersoz (2000) claims that

games are highly appreciated because of the benefits and the fun environment that games

create. Teachers can use games to help their students practice more their skills of

communication. In addition, Uberman (1998) also affirms the helpful role of games in

vocabulary teaching. From her own teaching experiences, Uberman observed the enthusiasm

of her students in learning through games. She considers games as a way to help students not

only enjoy and entertain with the language they learn, but also practice it incidentally.

Game-based learning develops the students’ academic aptitude and cognitive

competence, 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 (2009a) 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)

Game is recreational activity with the aim of having fun or filling spare time. According to

Amy (2010:4) which states that introduction games are both a necessary and enjoyable activity

that helps students participate, think, learn, and develop problem-solving method.

Scattergories game is a board game for two to six players in which players try to list as many
words that begin with a specific letter and fall into one of several categories as possible in

journal Yuliansyah and Syafei (2018) stated by Mills (2016).

According to Martinson in Akdogan (2017:32) stated that game is an enjoyable way for

students to learn since it allows them to explore new ideas and make alternate decisions

without risking failure. We learn how to plan, assess possibilities, and think flexibly through

playing games. Vocabulary is the most crucial part of learning a language; without it, we will be

unable to acquire and develop our vocabulary in foreign languages. Watkins (2005: 34) argues

the basis of a language is vocabulary, and it is becoming increasingly crucial in language

training today. Based that Swannel (1994:656), mastery is comprehensive knowledge. So,

without having proportional English vocabulary, students will get some difficulties in using

English. Vocabulary mastery is important part in language learning.

Fromkin and Rodman state that "Language are a crucial aspect of knowledge of

languages and become a part of our mental grammars, we couldn't communicate our thoughts

through language without words or comprehend the thinking of others."4 Moreover, Viera

claims that the understanding of Vocabulary is essential for language development since it

helps with the It is also a good indicator of language output and understanding. of the

development of any language ability5 Thus, terminology is crucial acquiring a second language

or a foreign language because without a proper and Learners won't be able to use the

language structures without necessary knowledge and has effective communication

capabilities.
Figure 1: Conceptual Framework

Review the Research

Literature

\
Modify replace
instructional Agree upon the use
Scattergories of Scattergories
strategies strategies
Action-Research Cycle
for
Improving Instruction
Via Scattergories
Strategies
Implement
Review Scattergories
instructional strategies
Scattergories
Strategy
Use data to assess
the effectiveness of
instructional
Scattergories
strategies

Figure 1 presents the conceptual framework showing the variables of the study. The Action-

Research cycle is a process for improving instruction via Scattergories strategies. The cycle

involves analyzing data to identify areas for improvement, developing strategies to address

those areas, implementing the strategies, and then evaluating the results to determine whether

the strategies were effective. This cycle is intended to provide a structured approach to

improve instruction in a way that is collaborative, data-driven, and evidence-based. By

engaging in this cycle, educators can develop effective instructional strategies and improve

student outcomes.

Significance of the Study

The result of this research is expected to be useful for the teacher, students, and the field

study. English teachers will help in developing students’ vocabulary mastery by using

Scattergories game. For the students, hopefully, Scattergories game can help the pupils to

learn new vocabulary, and hopefully, it can motivate them to learn English since Scattergories

game is attractive for the teachers, this study gives some information about other sources that

can be used in teaching English. For other researchers, hopefully, it can give other researcher

ideas in teaching English and develop their vocabulary by using Scattergories game. It can be

an impression for the researcher to know whether the Scattergories game has a good

influence. Then, the researcher can use this material in teaching English in the future.

Definition of Terms

In order for the reader to thoroughly discern this research, some key terms are herein

defined.

Scattergories Games. This is defined as the variation of the category game and can build

general word learning. Scattergories games are critical thinking games, where one has to think

with limited time. It also stimulates the player or students to think fast and correctly. For

example, the letterthat comes out is "K", so students must write a word that start from the letter

"K" like "K" for the word "Key". As soon as possible the student must get a different word from

his friend. If he has a different word, he will get a score and if he gets the same word with his
friend, he will get nothing. In this study, it is a game used by the researcher to enrich the

vocabulary of grade 3 pupils.

Vocabulary Enrichment. This is defined as the development of the vocabulary or the

additional words that was learned by the pupils. In this study, it is the aim of the researcher to

enrich the vocabulary of the grade 3 pupils (Victoria Joffe 2011).

Games. This defined as an activity with rules and fun. There are two kinds of games in games:

competitive games and co-operative games. A competitive game is game in which the player

has to race to win the game. While the co-operative games are game in which the player will

collaborate to reach the common goals (J. Hadfield 1996:4).

 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 .

Teachers in the twenty-first century must be skilled in the use of learning media that are

appropriate to the characteristics of their students. Gamification is one strategy that is in line

with 21st century education. Gamification is the practice of adapting game components or

design principles for use in non-game contexts (Safapour et al., 2019). Gamification, in other

words, is learning through games or game-based learning. Gamification can be used as a

learning tool for students in the twenty-first century. According to Panis et al. (2020),

gamification is claimed to be an alternative in the motivating process and is capable of meeting

the demands of learning experience required to create suitable learning. On the other hand,

Gamification is a creative learning model that tremendously impacts students' learning

independence (Udjaja et al., 2018).

According to Phinebaugh, (1988), Scattergories is a classic party game that has been

around since 1988. It is a creative thinking game that requires players to think quickly and

come up with words and phrases that fit the given categories. Players are challenged to come

up with words and phrases that start with the same letter, and the player with the most unique

answers wins the round. The game is great for parties and family game nights, as it
encourages players to think outside the box and come up with creative answers. It is a great

game for learning new words and phrases, as well as for improving verbal and written

communication skills. Scattergories is a great game for any age and is sure to provide hours of

fun for the whole family. In that reason, ESP teachers better to apply effective techniques in

their classrooms such as scattergories the card game which is considered as a fast thinking

game. The present dissertation aims at investigating to what extent scattergories the card

game can help students in learning semi-technical vocabulary, as well as, investigating how

didactic games: scattergories the card game can be more than just fun. In the light of the

raised questions, it is hypothesized that if teachers apply Didactic games: scattergories the

card game, their students' semi-technical vocabulary will be enhanced. In order to confirm or

reject the hypothesis, a questionnaire and an experiment have been used as a data collection

tools. They were submitted to 51 first year students at 'Institut National de la Formation

Professionelle Hotellerie et Tourisme' in Ain El Beida. These students were divided into two

groups: the experimental and the control group. The analysis of the questionnaire, which was

submitted to both groups, results revealed that subject students face several difficulties in

mastering semi-technical vocabulary. After, both groups were pre-tested to check their

knowledge of the semi-technical vocabulary. Then, the experimental group was exposed to a

treatment by implementing the card game in teaching semi-technical vocabulary, while the

control group received no especial instruction. After that, both groups were post-tested. The

analysis of the experiment data confirms that through scattergories the card game help ESP

students master more semi-technical vocabulary and memorize them. In that reason, ESP

teachers are recommended to apply scattergories the card game in their classrooms and

during their instructions (Yuliansyah, N., & Syafei, A. F. R. ,2018).

Vocabulary Enrichment

The research into vocabulary enrichment has been a topic of interest for educators for

many years. One area of research has focused on the impact of vocabulary instruction on

student achievement. Studies have found that those students who receive explicit instruction in

vocabulary, either through direct instruction or creative activities, show higher levels of

academic success. Additionally, research has demonstrated that when students are taught to

use strategies such as root word analysis and context clues to identify and understand words,

they are better able to comprehend the text overall. Other research has focused on the impact

of having a rich vocabulary on overall academic success. Studies have shown that when

students possess a larger vocabulary, they can read more complex texts, understand and

remember more of the material, and perform better on tests and other assessments.

Furthermore, students with larger vocabularies are also more likely to participate in class

discussions, be able to express their thoughts and ideas more clearly and demonstrate higher

levels of creativity. The research into vocabulary enrichment also extends to its impact on

language development. Studies have found that when students are taught to recognize and

use a variety of words, they are better able to express their ideas more clearly and accurately.

Additionally, vocabulary instruction can also help students become more proficient in different

languages, as they can apply the same strategies and techniques to the new language.

Overall, the research into vocabulary enrichment has shown that it is beneficial for students in

a variety of ways. Explicit vocabulary instruction can have a positive impact on student
achievement, and having a larger vocabulary can help students develop language skills and

understand more complex texts.

The ability to communicate effectively is determined by Vocabulary Enrichment. One

cannot communicate successfully or convey their views verbally or in writing without a suitable

vocabulary. A person can speak, write, and read with confidence and efficacy after expanding

their vocabulary. Vocabulary expansion is a great aid to language learners learning a foreign

language. In order to acquire a foreign language, language learners must be able to

comprehend the words they read or hear. They benefit from the expanded vocabulary when

speaking and writing in a foreign language (Witri Kurniawati,2012). Vocabulary cannot be

separated from the other elements in English teaching-learning process in elementary school,

because vocabulary influences the ability of the students in studying English, especially

English as a foreign language likes in Indonesia.

Furthermore, there are other studies conducted that the Scattergories game can improve

the vocabulary mastery of a student. In the year 2020 a study called “Improving Vocabulary

Mastery of the Sixth Year Students Using Scattergories Game in SMP Negeri 8 Palopo”,

objective to find out whether or not the Scattergories game is effective in improving the

student's vocabulary mastery in SMP Negeri 8 Palopo. Allen (1983) said that predicting what is

needed by students in vocabulary is important in choosing what to teach; just as important is

‘creating the sense of need for a word. According to Amy (2010), 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. The researcher thinks the game can create attention

and a good link between teachers to students. The researcher design used a pre-experimental

design. In this pre-experimental research, the researcher focused on a group of students

where the researcher conducted a pre-test before treatment and a post-test after treatment,

the purpose of this research was to determine the effectiveness of students in using

scattergories games. The research instrument used a vocabulary test. The pre-test was given

to determine the basic skills of students' vocabulary and the post-test was given to determine

the improvement in students' vocabulary after being given treatment, and this research used a

scattergories game. This research was conducted in class VII.3 SM P Negeri used 8 Palopo

2020, which consists of 30 students. The test contains 40 items from 2 types of tests, namely

the matching test and the translation test. Then the tests were calculated and analyzed using

the SPSS 20 program. the researcher concluded that the use of the Scattergories game was

effective in improving the vocabulary of students at SMP Negeri 8 Palopo. The increase in

students' vocabulary after treatment, can be proven by the results of the pretest students with

an average score of 58.8333 and an average post-test score of 85.7000, the value of t0 (t count )

= 21.604 and df (degrees of freedom) based on these results, namely 21.604 ˃ 2.045, from

these results the researcher concluded that t0 (t count) is higher than tt (ttable), t0 ˃ tt. it means

that there is a significant difference between vocabulary mastery before and after using the

scattergories game.