For English Teacher For Future Researchers

1. For English Teacher

One of the best strategies to teach vocabulary is using anagrams. The English teacher may develop anagrams into a game. Anagrams can be used as the teaching technique to develop vocabulary building activity during the lesson. By using anagrams, the English teacher may develop fun learning for the students. Besides, anagrams also gives benefits related to the vocabulary building for the students. Thus, the English teacher can use anagrams in order to develop an interesting vocabulary learning activity during the English lesson.

2. For Future Researchers

The future researchers who want to conduct a research with similar topic may use the data from this research. The result in this research can be improved in the future. The future researchers also may develop anagrams into more interesting activity for vocabulary learning. Besides, the future researchers can also develop the anagrams with the different type. Therefore, the students will not be bored with the game. REFERENCES Allen, E., Vallete, R. 1997. Classroom technique foreign language and English as second language. San Diego: Harcourt Brace Jovanovida, Inc. Anderson, L., Krathwohl. 2001. A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of Educational Objectives. New York: Longman. Ary, D., Jacobs, L., Sorensen, C. 2010. Introduction to research in education 8th ed.. Belmont: Wadsworth Cengage Learning. Best, J. W. 1970. Research in education Second Edition. New Jersey: Prentice Hall, Inc. Best, J. W., Kahn, J. V. 1986. Research in education Fifth Edition. New Jersey: Prentice-Hall A Division of Simon Schuster, Inc. Burns, A. 1999. Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. 2010. Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Catalan, R. 2003. Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13, 54-77. Dale, E., ORourke, J. 1971. Techniques of teaching vocabulary. San Fransisco: The BenjaminCummings Publishing Company. Elliot, J. 1991. Action research for educational change. Philadelphia: Open University Press. Fraenkel, J., Wallen, N. 2009. How to design evaluation research: Introduction. New York: Mc-Graw Hill. Inc. Harmer, J. 2002. The practice of English language teaching. New York: Cambridge University Press. Harris, D. 1969. Testing English as a second language. New Delhi: Tata McGraw-Hill Publishing Company, Ltd. Hopkins, D. 1993. A Teachers guide to classroom research. Buckingham: Open University Press. Kemmis, S., McTaggart, R. 1988. The action research planner. Victoria: Deakin University Press. McCarten, J. 2007. Teaching vocabulary: Lessons from the corpus lesson for the classroom. New York: Cambridge University Press. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Nation, I. 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press. Nation, P. 2002. Managing vocabulary learning. RELC Portfolio Series 2 , 1-52. Nunan, D. 2003. Practical English language teaching. New York: McGraw Hill. ODell, F. 1997. Incorporating Vocabulary to The Syllabus. In N. Schmitt, M. McCarthy, Vocabulary: Description, acquisition, and pedagogy pp. 258- 278. Cambridge: Cambridge University Press. Schmitt, N. 2000. Vocabulary in language teaching. Cambridge: Cambridge University Press. Sökmen, A. 1997. Current trends in teaching second language vocabulary. In N. Schmitt, M. McCarthy, Vocabulary: Description, acquisition, and pedagogy pp. 237-257. Cambridge: Cambridge University Press. Souriyavongsa, T., Rany, S., Abidin, M. J., Mei, L. L. 2013. Factor causes student low English language learning: A Case study in the National University of Laos. International Journal of English Education, 1, 179- 192. Taylor, L. 1990. Teaching and learning vocabulary. Hertfordshire: Prentice Hall International. Thornbury, S. 2002. How to teach vocabulary. London: Longman. Zhi-Liang, L. 2010. A Study on English vocabulary learning strategies for Non- English majors in independent college. Cross Cultural Communication, 6, 152-164. APPENDICES APPENDIX A Research Instruments 1. Field Notes Preliminary Study

2. Observation Checklists 3. Close Ended Questionnaire