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EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
10
THE EFFECT OF SCRAMBLE METHOD ON STUDENTS’
ACHIEVEMENT IN LEARNING VOCABULARY
Susi Rosanti
Prodi Pendidikan Bahasa Inggris, FKIP, Universitas Alwashliyah, Medan
Email: roygantengkali120y@gmail.com
Iskandar Zulkarnain
Prodi Pendidikan Bahasa Inggris, FKIP, Universitas Alwashliyah, Medan
Email: iskandarzulkarnain1277@gmail.com
Linda Astuti Rangkuti
Prodi Pendidikan Bahasa Inggris, FKIP, Universitas Alwashliyah, Medan
Email: lindaray003@gmail.com
ABSTRACT
The objective of this research was to find out the significant effect of scramble method on students’
achievement in learning vocabulary. Experimental design was used as the research design. The population
of this research was taken from the eighth grade students of SMP Al Washliyah 8 Medan. There were 7
parallel classes with total number of 231 students. Each class consisted of 33 students. The sample was
taken by applying cluster random sampling with lottery technique. Class VIII1 consisted of 33 students
was selected as the experimental group and class VIII3 consisted of 33 students was selected as control
group. The total sample was 66 students. The experimental group was taught by applying scramble
method, while the control group was taught by applying conventional method. Multiple choice tests
containing vocabularies were used as the instrument for collecting the data. The mean score of
experimental and control group were then compared and calculated. The value of both groups then was
tested using t-test formula. It was obtained that that tobserved value was higher than ttable value (7.251.66)
at level of significance =0.05 with degree of freedom df=58. Based on the determined hypothesis, it
meant that Ha was accepted and Ho was successfully rejected. Thus, it was concluded that there was a
significant effect of scramble method on students’ achievement in learning vocabulary.
Keywords: word games, scramble method, vocabulary
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui efek signifikan metode scramble terhadap pencapaian
pembelajaran kosakata. Desain eksperimen digunakan sebagai desain penelitian. Populasi penelitian ini
diambil dari siswa kelas delapan SMP Al Washliyah 8 Medan. Ada 7 kelas parallel dengan jumlah
seluruhnya 231 siswa. Setiap kelas terdiri dari 33 siswa. Sampel diambil dengan mengaplikasikan sampel
kelas acak dengan teknik undian. Kelas VIII1 yang terdiri dari 33 siswa terilih sebagai kelompok
eksperimen dan kelas VIII3 terdiri dari 33 siswa terpilih sebagai kelompok kontrol. Jumlah seluruh
sampel penelitian ini adalah 66 siswa. Kelompok eksperimen diajar menggunakan metode scramble,
sementara kelompok kontrol diajar menggunakan metode konvensional. Tes pilihan berganda yang berisi
kosakata digunakan sebagai instrumen pengumpulan data. Skor rata-rata kelompok eksperimen dan
kelompok control kemudian dibandingkan dan dihitung. Nilai kedua kelompok kemudian diuji dengan
menggunakan rumus uji-t. Diperoleh bahwa nilai thitung lebih tinggi dari nilai ttabel (7,251,66) ada level
signifikan =0,05 dengan derajat kebebasan df=58. Berdasarkan hipotesis yang telah ditentukan, hal ini
berarti bahwa Ha diterima dan Ho ditolak. Dengan demikian, disimpulkan bahwa ada efek yang
signifikan dalam menggunakan metode scramble terhadap pencapaian pembelajaran kosakata.
Kata kunci: permainan kata, metode scramble, kosa kata
EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
11
A. Introduction
One of the most important elements in
English is vocabulary. Vocabulary is an
inseparable part of any language learning
process. It would be impossible to learn a
language without vocabulary. That is why to
be able to master the four skills, students must
master vocabulary first. Emor (2012) says
vocabulary is one of the important factors in
all language learning because students must
continually learning words as they learn
structure and practice sound system in
addition. Webster (2002) defines vocabulary
as a list of words and often phrases,
abbreviation, inflectional form, etc. usually
arranged in alphabetical order and defined or
otherwise identified, as in a dictionary and
glossary. Richards and Schmidt (2002) says
vocabulary is the core component of language
proficiency and provides much of the basic
for how well learners speak, listen, read, and
write. Based on those various definitions, it
can be concluded that vocabulary is set of
words in a language usually arranged in
alphabetical order, with the explanation of
their meanings used in particular kind of
work. Fahrizal (2019) revealed two factors as
the cause of problems in learning vocabulary.
First is from the students their self and second
is from the teacher. Some students prefer not
to participate in the teaching learning process
and just chat or lay with other friends, though
the teacher has reminded and scolded them to
pay attention. The teacher in this case only
does action such as asks the students to work
on assignments written on student’s book and
responses the students if they ask more
explanation on some difficult assignments.
These make students lack of ability to
pronounce, remember word meaning, spell,
and use words properly. While Umasugi,
Hanapi, Bugis, and Handayani (2018) explain
that recent research shows that vocabulary
instruction may be problematic because of the
teacher’s unconfident feeling to apply which
best practice in vocabulary instruction is.
Umasugi et al. (2018) also add that the use of
appropriate method can be one solution in
teaching vocabulary easily, pleasantly, and
effectively.
The problems in this research were
found when conducting a teaching practice at
SMP Al Washliyah 8 Medan of the eighth
grade students. Most students still had
difficulties in learning vocabulary. They were
bored in learning vocabulary. They did not
pay attention to the teacher’s explanation
during teaching learning process. Moreover,
they had difficulties in remembering the
vocabularies and their meaning. Therefore,
they did not have enough interest in learning
vocabulary. When the students were
questioned about this situation, most of them
said it was because of the teacher’s way of
teaching. The teacher did not use suitable
method in teaching vocabulary. Thus, learning
vocabulary needs interesting method and
strategy in order to make the students
enjoyable in teaching learning process.
There are many interesting methods or
strategies to assist students in learning
vocabulary. One of them is using scramble
method. Umasugi et al (2018) mention that
one of games that is possible to implement to
improve students’ interest in learning is the
scramble words game and assume that
scramble is effective to make students interest
and enjoy the studying and motivate the
students to improve their vocabulary. Suparno
in Dames (2012) states that scramble method
is one of the language games. Basically, the
language game is an activity to acquire
specific skills in a way of encouraging.
According to Ariseno (2014) scramble
learning model is one of a modern learning
which is focused on the student’s activeness.
Komalasari (2010) as well states that scramble
learning model invites the students to seek
answers of questions or a match of concepts
creatively by arranging the letters which
firstly are set randomly. It builds an answer or
a meaning of concept. In addition, Budiati and
Wagino (2015) states that through scramble
students can be trained to arrange the jumble
words, sentences, or discourse to be a
meaningful arrangement which is perhaps
better than the original arrangement. The
game is also able to optimize the students to
think more creative to define and construct a
new thing or structure so that it can increase
knowledge and understanding because
students are active in the game. The accuracy
and speed of thinking in answering the
EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
12
questions become one of the key games in
scramble learning method. Therefore, it can
be assumed that scramble method is a form of
random game uses question exercise land can
be used within group.
Considering the facts above, thus, this
research was conducted under the objective to
find out the significant effect of scramble
method on students’ achievement in learning
vocabulary of the eighth grade at SMP Al
Washliyah 8 Medan.
B. Research Method
This research was conducted at SMP Al
Washliyah 8 Medan, one of private junior
high schools in Medan. The research design
applied was experimental research design
with two groups. One as experimental group
was taught by using scramble method while
the other as control group was taught by
conventional method.
The population in this research was the
eighth grade students which consisted of 7
parallel classes. Each class consisted of 33
students and so the total population was 231
students. Arikunto (2006) states that for the
estimation, if the number of population is less
than 100, it is better to take all and if the
number of population is more than 100, the
sample can be taken 10-15 % or 20-25% or
more of the population. Thus, in this research,
the population was the whole students of the
eighth grade. Out of 7 classes, two classes
were randomly selected using lottery
technique to decide the research sample. The
names of the 7 classes were written on small
pieces of papers and took out two roll of the
paper. It was obtained that class VIII1
consisted of 33 students as the experimental
group and class VIII3 consisted of 33 students
as the control group. So, the total number of
the sample was 66 students.
The data for this research were
collected through several techniques as
follows:
1. Pre-test
The pre-test was administered before
treatment. The test was used to find out the
students’ preliminary achievement. Both
experimental and control groups were
given the same test. They were asked to
write vocabulary based on the given topic.
2. Treatment
After administering the pre-test, the
students were given the treatment. The
experimental group received the treatment
using scramble method while the control
group received conventional method. The
procedures in giving the treatment to the
experimental group were as follows:
a. the teacher gave an example of images
printed on paper;
b. the teacher explained the part in the
images;
c. the teacher asked the students about
people, place, and thing based on the
images.
3. Post-test
Post-test was given after administering
treatment. The objective was to know the
students’ achievement after being treated.
The mean score of pre-test and post-test
of both groups were compared to find out the
significance difference of using scramble
method on the students’ achievement in
learning vocabulary.
In collecting the data, multiple choice
tests were used as the instrument in this
research. The question given consisted of 10
questions. The time given to complete the test
was 45 minutes. The test was scored 10 points
for each correct answer. So, the total score of
all correct answer was 100 points.
To know the differences between the
two groups, it was applied the comparative
analysis technique which compared the Mean
(M) of the two groups using the t- test formula
as follow:
Notes:
Ma : The mean of experimental group
Mb : The mean control group
da : The standard deviation of
experimental group
db : The standard deviation of
control group
Na : The total numbers of
experimental groups
Nb : The total number of control groups
EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
13
C. Research Finding and Discussion
The research conducted revealed that
the mean score of experimental group (Ma)
was 28.6 and the mean score of control group
(Mb) was 18.3 and these value with others
were put together to obtain the t-observed.
Ma = 28.6
Da2 = 1155.37
Na = 33
Mb = 18.3
Db2 = 1025.34
Nb = 33
Thus, the above values were put into the t-test
formula as follow:
To obtain the validity of the test, Correlation
Coefficient Point Biserial Formula was
applied:
Notes:
= correlation coefficient point biserial
Mp = the mean scores of sample who
answered the correct item
Mt = the mean of total score (average
scores of all followers of test)
St = standard deviation of the total score
P = proportion of sample who answered
the correct item
q = 1-p
Then, the above formula was used to test the
validity of the test as follows:
Mp = (79.33) = 3.96
20
Mt = ( 292) = 8.84
33
St = 1.39
P = 20 = 0.60
33
q = 1-0.60 = 0.4
= 3.96-8.84 =
1.39
= 2.39 X 1.22
= 2.91
To find out the significant effect of scramble
method on students’ achievement in learning
vocabulary, the results of the test were
calculated by using the Kuder Richardson
Formula 21(KR 21) Formula as follow:
KR21 =
Notes:
KR21 = Coefficient Reliability
K = The number of item in the test
M = The mean of the test score
S2 = The variance of the score or
the standard deviation of the test
According to Best and Khan (2002), the
coefficient of (R) can be interpreted using the
following criteria:
0.00-0.20 = Negligible
0.21-0.40 = Low
0.41-060 = Moderate
0.61-080 = Substantial
0.81-1.0 = High to very high
The calculation of KR 21 Formula is
presented below.
M = 8.96
S = 2.99
K =15
EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
14
r =
r =
r =
r = 1.07
= 0.40
r = 0.64
After obtaining all the values needed,
then the final step was conducting the
hypothesis testing. The hypothesis testing was
aimed at showing the result of the analysis. In
this research, t-observed value (7.25) was
higher than that of t-table value (1.69) at level
of significance =0.05 with degree of
freedom (df)=58. It can be written as the
following:
t-obs -table (=0.05) with df=58
7.25 1.69 (=0.05) with df=58
The above equitation meant that the
alternative hypothesis (Ha) was accepted and
the null hypothesis (Ho) was rejected since
the t-observed was higher than t-table.
As stated previously, the objective of
this research was to find out the significant
effect of scramble method on students’
achievement in learning vocabulary of the
eighth grade at SMP Al Washliyah 8 Medan
which was originally implemented in
September during academic year of 2018-
2019. This research was conducted by using
experimental research design which involved
two groups. The experimental group was
taught by applying scramble method, while
the control group was taught by applying
conventional method. Scramble method was
applied to the experimental group to help the
teacher to design teaching material. It could
be proved from the mean scores obtained by
the students where the experimental students
got higher scores than the scores of control
group. Based on the calculation, the mean
score of the experimental group was higher
than that of control group. The difference was
tested by using t-test formula which showed
that the t-obs value (7.25) was higher than t-
table value (1.69). Thus, this research
concluded that there was a significant effect
of scramble method on students’ achievement
in learning vocabulary.
The result in this research was the same
with other previous researches that using
scramble to teach vocabulary can affect
students’ achievement. Umasugi et al (2018)
using scramble game intended to find out the
improvement of students’ vocabulary and to
find out the motivation between the pre-test
and post-test of one group experimental
design. The data were analyzed using
descriptive statistics and inferential statistics
and obtained the result that the use of
scramble game in teaching vocabulary
improved the students’ vocabulary. This
research finally concluded that scramble game
was effective in improving students'
vocabulary and interest to learn vocabulary.
Research by Fahrizal (2019) aimed to
investigate the effect of scramble game on the
seven grade students’ vocabulary mastery.
The data obtained were analyzed by applying
t-test formula and indicated that the value of t-
counted was higher than t-table or 4.33>2.002
and concluded that there was effect of
scramble game on students’ vocabulary
mastery.
Therefore, comparing all the research
results implemented concerning scramble on
students’ vocabulary mastery, it all proved the
effectiveness of scramble method to influence
the students’ achievement in vocabulary
mastery. Not only the quantitative
achievement but also the qualitative as well
such as the feeling of enjoyable learning, the
easier in understanding and memorizing the
vocabulary and the meaning can be noted as
the additional result. The students were
actively engaged in class during the
implementation of scramble method. Umasugi
et al (2018) also explain that the result of
questionnaire revealed that the students were
interested in scramble game because it helped
the shy students and liberated students with
difficulty in vocabulary. In addition, using
scramble was fun and most students agreed
that the enjoyment leads to better learning.
D. Conclusion and Suggestion
The conclusion of this research was
drawn based on the data analysis which
showed that t-observed was higher than t-table
(7.25>1.69) at the level of significance α=0.05
with degree of freedom (df)=58. It meant that
the alternative hypotheses (Ha) was accepted
and the null hypotheses (Ho) was rejected. So,
EXCELLENCE Journal of English and English Education p-ISSN: 2807-6389
Volume 2 | Number 1 | June | 2022 e-ISSN: 2807-2103
English Education Study Program, FKIP UNIVA Medan
15
there was a significant effect of scramble
method on students’ achievement in learning
vocabulary.
As addition of this research result, it is
suggested that English teachers should build a
favorable atmosphere at times of teaching-
learning process because a conductive
condition in teaching would become one
access to get the success of material to be
taught. English teachers should apply this
scramble method as an alternative method in
learning vocabulary because this method can
motivate the students to achieve satisfying
results and students will be more active in the
class when they are taught by using scramble
method.
E. References
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Best, J & Khan. (2002). Research in
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Wanita
https://ejournal.unesa.ac.id/index.php/jurnal-
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Emor, J. (2012). Using Semantic Mapping in
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http://repository.umsu.ac.id/handle/12
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Komalasari, Kokom. (2010). Pembelajaran
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Richards, J. C & Schmidt. (2002).
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