1. The Preliminary Study
The researcher conducted the preliminary study in order to identify the students’ problems in learning vocabulary. Besides, the researcher also wanted to
know how the teacher developed an activity for learning vocabulary and how the students study English vocabulary. The researcher did the preliminary study on
April 18
th
, 2016 in the XI IPA 1 class, SMA Pangudi Luhur Sedayu. Actually, there were twenty six 26 participants of this classroom observation. The
participants consisted of one English teacher and twenty five 25 students. Then, the students consisted of eight 8 male students and seventeen 17 female
students. Unfortunately, two of the students were absent because of illness. During the preliminary study, the researcher applied an instrument to
gather the data to design the plan for the first and second cycle. The instrument was field notes. The researcher used this instrument to identify the general
problems during the English learning process. Besides, the researcher also used this instrument to identify the problems of the students in learning vocabulary.
The researcher took note on the problems which occured during the English learning process. Besides, the researcher also took some good activities
during the learning process. Based on the field note, the researcher found some problems that faced by the students and the teacher especially in vocabulary
learning. Furthermore, the researcher summarized the problems which had to be solved and good things which had to be developed more in Table 4.1 see
appendix C for the original result of field notes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.1. The Problems and Good Things of the Students and the Teacher during the Learning Process
No. Problems
Good Things Students
Teacher Students
Teacher
1. Some
students didn’t
pay attention
during the
learning process.
2. The pronunciation
ability was quite low.
3. The teacher didn’t
use the electronic media for teaching
e.g.
PowerPoint or internet.
4. The teacher’s
pronunciation was
very good.
5. Using songs to
grab students’ attention.
6. The teacher didn’t
tell the students when they made
mispronunciations.
7. The teacher used
drilling technique for
vocabulary building activity.
8. Students
were actively
asking about words they
didn’t know the meaning.
9. Students
were active
when working
in groups.
No. Problems
Good Things Students
Teacher Students
Teacher
10. Students
didn’t understand
some instructions
in English. So, the
teacher had
to translate
into Bahasa Indonesia
sometimes. 11.
Students didn’t
know the meaning of some simple
vocabulary.
12. Teacher
never used games for
vocabulary learning.
Based on the problems, the researcher wanted to focus on the process of vocabulary learning of the students in the classroom. According to Nation 1990,
there are three aspects in knowing word, 1 knowing its form, 2 knowing its meaning, and 3 knowing its use. Therefore, in this research, the researcher
wanted to help the students of XI IPA 1 to overcome their problems in learning vocabulary by focusing more on the spelling, meaning, and the use of each word.
After identifying the problems, the researcher discussed about the action to overcome the problems. The researcher proposed anagrams as a teaching media to
teach vocabulary.According to Dale and O’Rourke 1971, anagrams is words
made by transposing letters of one word to form another. Furthermore, anagrams is one of many types of word games. The researcher’s choice to use games as a
teaching media for vocabulary learning was supported by Harmer 2002. He PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
stated that the games give the learners a feeling of competition to participate in the process of vocabulary learning and motivate them to learn with enthusiasm.
2. The Implementation of the First Cycle
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