






































  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

159 
 

Improving Vocabulary Mastery Of The Seventh Year Students 
Using Scattergories Game In SMP Negeri 8 Palopo 

 

Institut Agama Islam Negeri Palopo (IAIN Palopo), Palopo, Indonesia123 
wirahamsung@gmail.com1 

*miksan@iainpalopo.ac.id3 

 

ABSTRACT 

This thesis is about Improving Vocabulary Mastery of the Seventh Year Students Using 

Scattergories Game in SMP Negeri 8 Palopo. The problem statements of this research are 

Scattergories game effective in improving the students’ vocabulary mastery in SMP Negeri 8 

Palopo. The objective of the research to find out whether or not scattergories game effective 

in improving the students’ vocabulary mastery in SMP Negeri 8 Palopo. The research design 

used a pre experimental design. The research instrument used a vocabulary test. From the 

findings, 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, this can be proven by the results of the pre-test students with an 
average score of 58.8333 and an average post-test score of 85.7000, the value of t0 (tcount) = 

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

these results the researcher concluded that t0 (tcount) 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. 

 
Key Words: English Language Teaching, Scattergories Game, Teaching Vocabulary. 
 
INTRODUCTION 

In language learning, the element that needs to be possessed in learning English is 

vocabulary because vocabulary can connect or organize ideas in sentences, so many students 

are still confused when they are asked to translate certain words, sentences, and texts. Most 

of them lack vocabulary about the material provided. Even though their teacher had given 

them a stack of vocabulary lists, they were lazy to read them; when the researcher asks them 

“why don't you open the vocabulary list? they say, “it's boring reading and remembering the 

whole list, sir”. The experience of the observation program inspired me to think of ways that 

students would not be bored in learning vocabulary. In learning English, vocabulary is an 

important part of the language for English learners to learn. Good vocabulary mastery can 

support students in mastering English. In communication, vocabulary is needed to convey 

what someone wants to say, through vocabulary someone can express his or her feeling, 

ideas, emotion, and desires. At the school, the English teacher teaching vocabulary is mostly 

1Wiraldi, 2Muhammad Iksan 

mailto:wirahamsung@gmail.com1


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

160 
 

done by using traditional techniques, such as giving definitions, doing oral drills, and doing 

writing practice. Traditional techniques in teaching vocabulary made students bored and 

affected in their academics. As school students, they need to learn English vocabulary that 

students their needs related to the material that will be able discussed by the teacher. They 

must understand and be able to use vocabulary especially the material they will learn. When 

the students know the vocabulary in about certain material, it is showed that the students 

mastering the material well. 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’(Virginia F Allen, 1983) 

Teaching vocabulary through games will be more effective rather than teaching it 

through repetition and memorization. According to Amy, 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 teacher to students (Amy, 2010) and as Rohani stated that the ESL 

Fun games are a great way to arouse student's interest in the class and often also helps them 

absorb and store more information than if they only learned to pass an exam or complete an 

assignment (Rohani Maryam, 2015) Generally, the same as other games, this Scattergories 

game can provide interesting activities and students can be active in the learning process in 

the classroom; unfortunately with various rules and greater combination of the game, 

scattergories only match for the adult learners. With a simple alteration, the researcher 

conducts this Scattergories game to be applied at SMP Negeri 8  Palopo. The researcher 

wants to take the main benefit of this game that is to train the students to think fast and 

categorize the vocabulary through the material given. Also besides, the games Scattergories 

can be adjusted to the needs of the teacher. The researcher wants to confirm in teaching 

vocabulary is an effective technique by using Scattergories Games. It helps the students to 

categorize vocabulary. eg: if they asked about zebra, horse, and cow they can categorize that 

they are animals, especially mammals. In this game, the teacher can align the content 

according to the learning objectives. Especially in English, this game can also help in teaching 

vocabulary such as to categorize the vocabulary needed in a particular chapter. After having 

done an observation in SMP Negeri 8 Palopo, the researcher found that Scattergories Game 

has not yet applied in this school in teaching vocabulary. The researcher wants to utilize and 

promote this game as a teaching technique in my research. From the results of research 

observations, students are bored and not interested in traditional techniques, the teacher 

needs to find interesting teaching technique to eliminate students in order boredom to 

improve their motivation in learning vocabulary. In this case, the researcher assumes that 

using games as a teaching technique offers the students to explore new vocabulary in a fun, 

interactive, interesting, and effective way during the learning process 

METHODS 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

161 
 

Research Design  
This research design uses a pre-experimental design. In the pre-experimental research, 

the researcher focuses on one group of students where the researcher conducts pre-test 
before treatment and post-test after treatment, the aim is to determine the students 
effectiveness in using scattergories games (Sugiyono, 2018) 
 
Population  

The research population gave problems to the research results. The population of this 
research was conducted at SMP Negeri 8 Palopo, especially the seventh year students, which 
focused on grade VII 3. The total population was 288 students. 
 
Sample  

This research sample uses total sampling. There are 30 students as the sample as an 
ideal teaching-learning process. 
 
The Procedure for Collecting Data 

Below is the data collection procedure which is presented in chronological order as 
follows: 
1. Pre – Test 

Before the treatment was carried out, the researcher gave pre-test questions to test the 
students' ability to know their vocabulary. the test model in the pre-test is a vocabulary test. 
2. Treatment  

After knowing the results in the pretest questions, the researcher then gave treatment 
to the students, namely the Scattergories Game. This treatment is expected to affect the 
result of learning. To find out which treatment affects the variable, the researcher provides 
treatment material six times and in the learning process it follows according to the lesson 
plan listed in the attachment. Here are the steps: 

a) At the first meeting. The researcher explained to the students about vocabulary 
(definition of vocabulary and types of vocabulary) and the Scattergories game 
method (definition and how to play the Scattergories game). And the researcher 
taught the word "Home Area" to the experimental class by using a Scattergories game. 
As many as 30 students took part in this first round game and the second round was 
continued at the next meeting.  

b) Second meeting. At this meeting, the researcher taught the words "School Area" in 
the first round and "Animals" in the second round to the experimental class using the 
Scattergories game. in each round, as many as 30 students take part in this game 

c) Third meeting. The researcher taught the words "Fruits & Vegetables" in the first 
round and "Occupations" in the second round to the experimental class by using the 
Scattergories game. In each round, as many as 30 students take part in this game. 

d) The fourth meeting. The researcher taught the word "Parts of Body" to the 
experimental class using Scattergories game and as many as 30 students participated 
in this game. 

3. Post – Test 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

162 
 

The post-test is given to students in the same number from the pre-test to determine 
the student's vocabulary achievement after doing the treatment. Researchers provide post-
test questions to determine the extent to which students' abilities after playing the 
Scattergories game in improving student vocabulary. 

The Instrument of the Research 
The research instrument was a vocabulary test. It means that the researcher gives 

some commands, consist of six points. They are about Home area, School area, Animals, 
Fruits & Vegetables, Occupations and Parts of Body. Each point there are 40 items. Each item 
has 1 score for every correct answer. So, the total of scores is 40 if the students can answer 
all of the questions correctly. In the text, students instruct to use vocabulary text through 
Matching Test and Translation Test. The text aims to know the improvement of Scattergories 
game in teaching vocabulary in SMP Negeri 8 Palopo. 

The Technique of Data Analysis 
The data collected through the test were analyzed quantitatively by using statistical 

calculations and calculating the hypothesis using the SPSS 20 program. The procedure 
undertaken in Quantitative analysis used the following formula: 
1. Calculating the students’ correct answer of pre-test and post-test. 

 

                Score =  
Total correct answer

Total test item
 × 100   

2. Classifying the students’ scores by using a percentage as cities below: 
 

𝑃 =
𝐹

𝑁
 × 100% 

Notes : 
P : Percentage 
F : The cumulative frequency of subjects 
N : Total number of samples 
3. To know the level of the students, the researcher score the following classification were 

use: 
Excellent  : 90% - 100%  
Good  : 80% - 89% 
Adequate : 70% - 79% 
Inadequate : 60% - 69% 
Failing  : < 60%. (H. Dougls Brown, 2003) 

 
RESULTS 

To calculate the mean score of students’ correct answers, the researcher calculated it 

by using SPSS 20. The result can be presented in the form of a table descriptive statistic, it 

can be seen in table 1 

Table 1. The Mean Score of Students’ Correct Answer in Pre – Test 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

163 
 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

Pretest 30 50.00 70.00 58.8333 6.39010 

Valid N (listwise) 30     

 
From table 1, it can be seen the highest score of students is 70.0 and the lowest score 

is 50.0. Besides, this shows indicates that the mean score of student’s accuracy in Pre - Test 
is 58.8333 and the standard deviation error is 6.39010. To calculate the mean score of 
students’ correct answers, the research calculated it by using SPSS 20. The results can be 
presented in the table descriptive statistic it can be seen in table 2 

Table 2. The Mean Score of Students’ Correct Answer in Post – Test 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

Posttest 30 75.00 93.00 85.7000 4.69152 

Valid N (listwise) 30     

 

From table 2, it can be seen that the highest score of students is 93.0 and the lowest 

score is 75.0. Besides, this shows that the mean score of student’s accuracy in Post - Test is 

85.7000 and the standard deviation error is 4.69152. After displaying the mean score in the 

vocabulary subjects of the students, in this study, the researcher will also display the student 

scores on the Pre-Test and Post-Test, the total mean score and standard deviation on the 

Pre-Test and Post-Test, and then compare the two. The results are presented in tabular form 

and descriptive statistics can be seen in tables 3. 

 
Table 3. The Paired Samples Test of Pre-Test and Post-Test 

Paired Samples Test 

 Paired Differences T Df Sig. (2-
tailed) Mean Std. 

Deviation 
Std. 

Error 
Mean 

95% Confidence 
Interval of the 

Difference 

Lower Upper 

Pair 1 
Pre test 
– Post 
test 

-
26.86667 

6.81142 1.24359 -29.41009 -24.32324 -21.604 29 .000 

 
Given interpretation based on criteria hypothesis acceptability. 
            df =  N – 1 =  30 – 1  
 =  29 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

164 
 

            ttest  =  2.045 
From the table sample test 4.11, the researcher got the data that t0 (tcount) = 21.604 

and df (degree of freedom) = 29. According to the gay the value of tt = 2,045, t was the 

standard of signification 0.05 with a degree of freedom (df) = 29. Based on the result, the 

researcher concluded that t0 (tcount) was higher tt (ttable), t0 ˃ tt, 

 
DISCUSSION 

The result of statistical analysis for the level of significance 0.05 with the degree of 

freedom (df) = N-1, where N = 30, df = 29. The probability value was smaller than tt = 2,045, 

t0 (tcount) = 21.604. (t0 ˃ tt,). It indicated the alternative hypothesis (Ha) was accepted and the 

null hypothesis (H0) was rejected. It means that the Scattergories game is effective in 

improving the students’ vocabulary. From the research results, the researcher found that 

using the Scattergories game given to students could improve their vocabulary. This is 

evidenced by the mean score between the students Pre-Test and Post-Test. 

In this research, the researcher carried out several procedures in collecting data, while 

the following procedure the researcher gave pre-test questions to students to determine 

their ability to understand vocabulary. Then students are given attention as a vocabulary 

learning process through the Scattergories game. In the Pre-Test, students are asked to 

answer a vocabulary test. Based on the noun thematic question, out of 40 Pre-Test and Post-

Test questions, respondent 1 answered the pre-test question correctly 23 digits compared 

to the post-test question, the respondent answered the question correctly by 34 numbers. 

Respondent 7 correctly answered the pre-test question 28 digits compared to the 

respondent's post-test question correctly answered 35 questions. Most students answer 

questions during the Pre-Test on the Match Test and Translation Test. As for the Pre-Test 

questions that most students incorrectly answer this question is in determining the word 

class and its meaning, matching and choosing words that match the images available. This 

all happened because of the low student vocabulary. In the Post-Test, the researcher gives a 

similar vocabulary test in the Pre-Test. Post-Test is done after giving 6 treatments to 

students whose aim is to find out the score in the Post-Test can improve student vocabulary. 

And the results it was found that the results of the Post-Test students achieved a good 

classification. This can prove that using the Scattergories game is very effective in improving 

students vocabulary. 

 
CONCLUSION 

Based on the findings and discussions of the study, the researcher concluded that the 

use of the Scattergories game was effective to improve students’ vocabulary at SMP Negeri 8 

Palopo. The student’s vocabulary after conducting treatment, it could be proven by the 

students result in Pre-Test with mean score 58.8333 and Post-Test of mean score 85.7000, 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

165 
 

the score of t0 (tcount) = 21.604 and df (degree of freedom) based on the result, namely  21.604 

˃ 2.045 the researchers concluded that t0 (tcount) was higher then tt (ttable), t0 ˃ tt. It means 

that there was a significant difference between vocabulary ability before and after using the 

Scattergories game. Through Scattergories game, the students have many to enrich their 

vocabulary, all activities involve students so that the students also could build up their minds 

to memorize vocabulary. Most of them get honor after answering the question and they enjoy 

the material. 

 

 
REFERENCES 
Alqahtani, Mofareh, ‘The Importance of Vocabulary in Language Learning and How to Be 

Taught’, International Journal of Teaching and Education, III.3 (2015), 21–34 
<https://doi.org/10.20472/te.2015.3.3.002> 

Anwar, L., Furwana, D., & Iksan, M. (2020). Developing Reading Worksheet for Tenth Grade 
Students of SMA Negeri 4 Palopo. FOSTER: Journal of English Language Teaching, 1(1), 
1–8. https://doi.org/10.24256/foster-jelt.v1i1.2 

Brown, H. Douglas, Language Assessment Principles and Classroom Practice, Pearson 
Longman (San Fransisco, California, 2003) 

C. Richard, Jack, and Willy A. Renandaya, ‘Vocabulary in Langage Teaching’, Cambridge 
University Press, 1, 2002, 255 

Efendi, Erfan, ‘The Use Of Games To Improve Vocabulary Mastery Erfan Efendi ( Mahasiswa 
Jurusan Bahasa Inggris FKIP UNISMA )’, 1.12 (2013), 1 

F Allen, Virginia, Technique and Teaching Vocabulary, The Modern Language Journal 
(England: Oxford University, 1983) <https://doi.org/10.1111/j.1540-4781 
.2011.01250_1.x> 

Hadfield, Jill., ‘Elementary Vocabulary Games : A Collection of Vocabulary Games and 
Activities for Elementary Students of English’ (Longman, 1998), p. 4 

Hasbro, ‘The Game Of Scattergories’, The EMT Journal, 2003 <https://en.wikipedia.org 
/wiki/Scattergories,> [accessed 20 July 2019] 

Herdianti, ‘Teaching Vocabulary Using Board Games; Scattergories Game And What 
Someone Does Game At Second Grade SMP Karya Bhakti Gadingrejo’ (Lampung 
University, 2019) 

Khikmah, Nur, ‘The Use of Scattergories Board Game To Improve Students ’ Vocabulary 
Mastery and Reading Comprehension for the Eighth Year Students of SMP Islam 
Sudirman Ambarawa in the Academic Year of 2016 / 2017’ (IAIN Salatiga, 2016) 

Husain, Muhammad Afif, ‘The Use Of Scattergories Game To Improve The Vocabulary 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

166 
 

Mastery ( A Quasi-Experimental Research in the Eighth Grade Students of SMP N 2 
Demak in the Academic Year Faculty Of Languages And Arts’ (Semarang State 
University, 2017) 

Iksan, M., & Palangngan, S. T. (2018). Pemberdayaan Remaja Masjid Sebagai Fasilitator 

Pembelajaran Bahasa Inggris di Desa Lestari Kecamatan Tomoni Kabupaten Luwu Timur. 

Prosiding, 3(1). 

Iksan, M. (n.d.). A Survey of Students’language Learning Strategies and their English Learning 
Achievement in SMA Negeri 1 Palopo. 

Iksan, M. (2017). Empowering Business Group Peanut Tenteng. Proceeding International 
Conference on Natural and Social Science (ICONSS) 2017, 1(1) 

Indrawati, Nani, ‘Meningkatkan Kosakata Siswa Kelas VII.3 SMP Melalui Teknik Permainan’, 
Lintera, 2016, 2 

Kim, Lee Su, ‘Creative Games for Language Class, English Teaching Forum’, 33.1 (1995), 33 

Klimova, Blanka Frydrychova, ‘Games in the Teaching of English’, Procedia - Social and 
Behavioral Sciences, 191.June (2015) <https://doi.org/10.1016/j.sbspro. 
2015.04.312> 

Marulis, Loren M., and Susan B. Neuman, The Effects of Vocabulary Intervention on Young 
Children’s Word Learning: A Meta-Analysis, Review of Educational Research (University 
of Michigan, 2010), LXXX <https://doi.org/10.3102/0034654310377087> 

Maryam, Rohani, and Behzad Pourgharib, ‘The Effects of Using Games on English Vocabulary 
Learning’, Journal of Applied Linguistics and Language Research, 2.3 (2015), 39–47 
<www.jallr.ir> 

Meyer, Laura L., and Norbert Schmitt, Vocabulary in Language Teaching, TESOL Quarterly 
(University of Nottingham, 2002), XXXVI <https://doi.org/10.2307/3588334> 

Nugroho, Muhammad Bagus, When English a Bell, Edisi Revi (Jakarta, 2016), LIII 
<https://doi.org/10.1017/CBO9781107415324.004> 

Oxford Learner’s Pocket Dictionary 4th Edition (New York: Oxford University, 2008) 

Pua, Carol, Dorothy Li, Cherie Lui, and Shirley Cheng, ‘Using Concept-Mapping as a Tool to 
Teach English Vocabulary for the Elementary Students’, Bulletin of Chinese, 2019, p. 2 

Rodgers, Theodore, S Theodore, Maggie Jo, and St John, ‘Approaches and Methods in 
Language Teaching’ (New York: Cambridge University Press, 1987), p. 7 

Rohmatillah, ‘A Study On Students’ Difficulties In Learning Vocabulary Rohmatillah’, Institut 
Agama Islam Negeri (IAIN) Raden Intan Lampung (IAIN Raden Intan Lampung, 2014) 

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif Dan R & D, XXVI (Bandung: Alfabeta, 2018) 



  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 
 

167 
 

Susanto, Alpino, ‘The Teaching of Vocabulary: A Perspective’, Jurnal KATA, 1.2 (2017), 5–7 
<https://doi.org/10.22216/jk.v1i2.2136> 

Talak-kiryk, Amy, ‘Using Games In A Foreign Language Classroom’, MA TESOL Collection., 1.1 
(2010), 53 <http://digitalcollections.sit.edu/ipp_collection> 

Thornbury, Scott, How to Teach Vocabulary.Pdf, ed. by Harlow (England: Bluestone Press, 
2002) 

Utami, Tri, Teaching Students Vocabulary (FKIP UMP, 2015) 

Asria. (2014). Improving Students Vocabulary Through Head and Tall at The Seventh Year 
Students of SMP PMDS Putri Palopo. Palopo: STAIN Palopo. 

 

 

 


