TEACmNG VOCABULARY BY USING ANAGRAM TO THE n F T H GRADE STUDENTS OF SD NEGERI 42 PALEMBANG THESIS

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TEACmNG VOCABULARY BY USING ANAGRAM TO THE n F T H
GRADE STUDENTS OF SD NEGERI 42 PALEMBANG

THESIS

BY
KARTINI
372006088

TEACHING VOCABULARY BY USING ANAGRAM TO THE n F T H
GRADE STUDENTS OF SD NEGERI 42 PALEMBANG

THESIS

PrcMBtedte

Muhammadiyah University Palembang
in partial fulfibnent of the rcqnirements
for the degree otSarpma In English Langnage EducatioD

By
Kartini
372006088

MUHAMMADIYAH UNIVERSITY PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Angnst2010

*

I

The thesis writtm hy KartiBi has heen certified to he examined

Drs. H . Mahidin Mahmnd

Palembang, July 10*^, 2010
Advisor U ,

Dalilan,&Pd.,MJHBnu

u

This is to certiiy that Sarjana's thais of Karttoi has been approved by
the Board of Examiacrs u the rcqaircaeat for the SMgjmuj degree
m English Language EdncatioB

Drs. H . Mahidin Mahmnd, Chairperson

Prof. Dr. Rusman Roni, yLPB^ Member

Acknowledged by
The Head of
English Education Study Program,

Approved by
The Dean of
F K I P UMP,

iii

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IV

ABSTRACT

Kartini. 2010. Teaching Vocabulary by Using Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang. Thesis, English Education Study Program, the Saijana

Degree (SI), Faculty of Teachers Training and Education Muhammadivah University
Palembang. Advisors (I) Drs. H. Mahidin Mahmud, (II) Drs. Dalilan, M.Hum.
Key words: teaching, vocabulary, and anagram
The major problem of this study is concerned about the effectiveness o f anagram in
teaching vocabulary about animals. The main objective of this study is to find out
whether or not anagram is significantly effective to teach vocabulary about animals to
the fifth grade students of SD Negeri 42 Palembang. The alternative hypothesis is that
it is effective to teach vocabulary about animals. The null hypothesis is that it is not
effective to teach vocabulary about animals. The sample was 25 students that was
taken from 1 class of the fifth grade students of SD Negeri 42 Palembang. Based on
the data analysis, it was known that the average scores o f the students' achievement
in learning vocabulary about animals by using anagram was increasing. The result of
the pre-test showed that 2 students or 6.66% got the score 7.3, 2 students or 6.66%
got the score 7, 7 students or 23.3% got the score 6.6, 3 students or 6.00% got the
score 6.3, 4 students or 13.33% got the score 6, 3 students or 10.00% got the score
5.6, and 4 students or 13.33% got the score 5.3. While The result o f the post-test
showed that 5 students or 16.66% got the score 9.3, 3 students or 10% got the score 9,
7 students or 23.33% got the score 8.6, 6 students or 20% got the score 8.3,4 students
or 13.3% got the score 6, 3 students or got the score 5.6, and 4 students or 13.33% got
the score 8. It was found that the average score in the pre-test was 5.2 and the average

score in the post test was 7.1. It means that the obtained "t" (5.132) was higher than
critical value (1.13). Consequently, the null hypothesis (Ho) was rejected and the
alternative hypothesis (Ha) was accepted. Therefore, it could be concluded that it is
effective to teach vocabulary about animals by using anagram to the fifth grade
students of SD Negeri 42 Palembang.

V

ACKNOWLEDGEMENTS

This thesis was written to fulfil one of the requirements for the Sarjana Degree
Examination at the English Education Study Program, Language and Arts Education
Department, Faculty of Teacher Training and Education, Muhammadiyah University
Palembang.
First of all, the writer would like to say thank to Allah SWT for His blessing
that she can finish this thesis. In the process of writing this thesis, the writer has tried
her best and many people got involved in finishing this thesis. In this opportunity the
writer would like to say thank you very much to her kind advisors. Drs. H. Mahidin
Mahmud and Dalilan, S.Pd., M.Hum., who have guided her to finish and complete
this thesis. The writer would also like to say her grateful to the Dean or Faculty of

Teachers Training and Education, University of Muhammadiyah Palembang, the
principal of SD Negeri 42 Palembang including the teachers and students.
Besides that, the writer would like to express her deepest respect arid love to
her beloved parents, sisters, and friends who have given her support and motivation
so that she can finish this study. Thank you very much.
Finally the writer realizes that this thesis is still far of being perfect. Therefore
any suggestions and comments are welcomed to make it better.

Palembang, July

2010

The writer.

V
KR

VI

CONTENTS

Page
TITLE

I
ii

A G R E E M E N T PAGE
APPROVAL PAGE

iii

MOTTO AND DEDICATION

iv
v

ABSTRACT
ACKNOWLEDGEMENTS

vi

CONTENTS

vii
ix

LIST OF TABLES

x

L I S T OF APPENDICES
CHAPTER 1

CHAPTER 2

CHAPTER 3

INTRODUCTION
1.1 Background
1.2 Problems of the Study

1.2.1 Limitation of the Problems
1.2.2 Formulation of the Problems
1.3 Objectives of the Study
1.4 Significances of the Study
1.5 Hypothesis
1.6 The Criteria for Testing the Hypothesis

1
2
2
2
3
3
3
3

LITERATURE REVIEW
2.1 Concept ofTeaching and Learning
2.2 Concept of Vocabulary
2.3 Concept of Anagram

2.4 Teaching Vocabulary by Using Anagram
2.5 Related Previous Study

5
6
6
7
9

METHOD AND P R O C E D U R E
3.1 Operational Definitions
3.2 Method of the Research
3.3 Research Variables
3.4 Population and Sample
3.4.1 Population
3.4.2 Sample
3.5 Technique for Collecting Data
3.5.1 Validity

vii

11
12
13
14
14
15
15
16

CHAPTER 4

CHAPTER 5

3.5.2 Reliability
3.6 Technique for Analysing Data
3.6.1 The Percentage Analysis
3.6.2 The Conversion of Percentage Range
3.6.3 Matched t-Tesl

16
17
18
18
18

FINDINGS AND I N T E R P R E T A T I O N
4.1 The Findings of the Study
4.1.1 The Students' Scores in the Pre-test
4.1.2 The Students' Scores in the Post-test
4.1.3 Matched t-test
4.2 Interpretation

20
20
21
23
25

CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
5.2 Suggestions
5.2.1 To the Teacher of English
5.2.2 To the School

26
26
26
27

REFERENCES
APPENDICES

viii

LIST OF TABLES

Tables
3.1 The Population of the Study
3.2 The Sample of the Study
3.3 Items Specification of the Test
3.4 The Conversion of Percentage Range
4.1 The Students' Score in the Pre-test....
4.2 The Students' Score in the Post-test..

ix

L I S T O F APPENDICES

Appendix

Pages

1. Data Nama-nama Siswa SD Negeri 42 Palembang

29

2. The Instrument of Pre-test

30

3. The Instrument of Post-test

32

4. The Key Answer of the Pre-test

34

5. The Key Answer of the Post-test

35

6. Surat Keputusan Penunjukkan Pembimbing Skripsi

36

7. Usui Judul Skripsi dan Pembimbing Skripsi

37

8. Surat Permohonan Izin Riset

38

9. Surat Izin Penelitian dari DISDIKPORA

39

10. Surat Izin Riset dari Kepala SD Negeri 42 Palembang

40

11. Kartu Persctujuan Skripsi

41

12. Kartu Pembimbing Skripsi

42

13. Kartu Laporan Kemajuan Bimbingan Skripsi

43

X

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) problem of the study, (3) objective
of the study, (4) significance of the study, (5) hypotheses, and (6) criteria for testing
the hypotheses.

l . i Background
Diamond (2005:11) states that language learning can be hard work. However,
there are right tools that can make learning vocabulary easier and a lot of fun. Words
are the tools to think, communicate, and learn. The more words are known, the better
we can think, communicate, and absorb knowledge, not just about English but about
everything that is important to the learners. A more general way to help students
develop vocabulary is by fostering word consciousness, an awareness of an interest in
words. One of the examples is using anagram.
According to Capper (1999:10), anagram is a design in which a word consists
of characters from the word is formed. For example, word "word" consists o f
characters; w, o, r, d. The objects of anagram are to anagram or rearrange the letters
to form a word for more letters. Anagram gives benefit to the learners because the
students can review the vocabulary and the teachers are able to assess students'
knowledge about vocabulary.
The following are samples of an anagram and the solution to the puzzle,
developed by Capper (1999:12).

1

2

"GOD"

for "DOG", "NOIL", for "LION", "SOUME", for "MOUSE",

"BARBIT", for "RABBIT'. A l l four words identify name of animals.
Based on the explanation above, the writer is interested in doing an
experimental study. This is done to see the effectiveness of teaching vocabulary by
using anagram. In this study, the writer uses the fifth grade students of SD Negeri 42
Palembang. This study is entitled "Teaching Vocabulary about animals by Using
Anagram to the Fifth Grade Students of SD Negeri 42 Palembang".

1.2 Problem of the Study
The problem of the study is focused on teaching vocabulary by using anagram to
the fifth grade students of SD Negeri 42 Palembang.

1.2.1 Limitation of the Problem
The problem of the research is limited on investigating the effectiveness of
teaching vocabulary about animals by using anagram to the fifth grade students of SD
Negeri 42 Palembang about animals.

1.2.2 Formulation of the Problem
The problem of the study is formulated as follows:
Is it significantly effective to teach vocabulary about animals by using
anagram to the fifth grade students of SD Negeri 42 Palembang?

3

1.3 The Objective of the Study
In relation to the formulation of the problem above, the objective of the study
is lo find out whether or not it is effective to teach vocabulary about animals by using
anagram to the fifth grade students of SD Negeri 42 Palembang.

1.4 Significance of the Study
By doing this study, it is expected that it will help the teachers at SD Negeri
42 Palembang to find out the problems of teaching vocabulary about animals and
how to encourage students to learn English as a foreign Language. It is also hoped
that it would improve the writer's knowledge especially in using anagram.

1.5 Hypothesis
Hypothesis is a tentative statement that processes a possible explanation to the
some phenomena or event ( Fraenkel and Wallen, 1995 ).
The hypothesis of this study will be in the form o f null and alternative
hypothesis. The hypotheses are stated as follows:
Ho :

It is not significantly effective to teach vocabulary by using anagram to the
fifth grade students at SD Negeri 42 Palembang.

Ha:

It is significantly effective lo teach vocabulary by using anagram to the fifth
grade students at SD Negeri 42 Palembang.

1.6 The Criteria for Testing the Hypothesis
The criteria of testing the hypotheses are that the alternative (Ha) is tested by
using t-distribution table. Therefore, to accept the hypotheses with 5 % significant

4

level, the t-value of the matched t-test calculation should exceed 2.021. In this
research, the writer uses one tailed test. I f the result of the matched t-test is equal to or
more than 2.021 as the critical value, the alternative hypotheses (Ha) can be accepted
and consequently the null hypotheses (Ho) will be rejected.

V

CHAPTER II
THEORETICAL FRAMEWORK

This chapter presents (1) concept o f teaching and learning, (2) concept of
vocabulary, (3) concept of anagram, (4) teaching vocabulary by using anagram, and
(5) related previous study.

2.1 Concept ofTeaching and Learning
Teaching is an activity done by someone who has important role to make the
students become know from they do not know. According to Saleh, (1997 : 16),
teaching is a profession conducted by using combination of art, science, and skill. It
is an art because it relies on the teacher's creative provision of the best possible
learning environment and activities for his/her students. It is science since it is a
system, an ordered set of ideas and methods used by the teachers in doing their main
jobs; planning a lesson, implement the plan in the classroom and evaluate the
outcome of the activities. It is a skill because it demands the ability obtained from
relevant theories and practice to assist students expertly in learning so that they are
able to gain linguistic and communicative competence in the target language.
According to Sardiman (2001:20), learning is shown by a change of behaviour
as a result of experience. Learning is observing, to reading, imitating, trying
something themselves, listening, to follow direction. Learning is a change in
performance as a result of practice. Teaching and learning are activities having
relationship. If leaching and learning activities can run well, of course, the target can

5

6

be achieved. Teaching activities assist to motivate students in learning. Learning
needs support and encouragement from others to sustain in school work.

2.2 Concept of Vocabulary
Webster (1998: 1101) states that vocabulary is a list of words, usually
arranged alphabetically and defined, explained or translated as the range o f language,
the stock of word at a person's command, or used in particular words, branch of
object, language, etc. Consequently, without vocabulary it is impossible to develop a
language. Vocabulary is one of the aspects that help students in speaking, writing and
reading. By having adequate vocabulary, there are no difficulties in comprehending
the text and appreciating the meaning of the text.
Related with this statement, Sheng (1983: 12) supports it with the statement
that teaching vocabulary is important since the enlargement of the lexicon is intrinsic
to both native and second language learning continuously. It means that the essential
of language leaming is the lexicon or vocabulary of language that needs to be leamt
for real common of the language.
Referring lo the statement above, it can be said that in order to express one's
mind, idea, one needs to understand adequately or master a total of word number, the
ability to arrange it in a sentence according to the language rules itself, and the
courage to express ideas.

2.3 Concept of Anagram
Capper (1999:10) states that an anagram is a word or phrase formed by
rearranging the letters of another word or phrase. For example, Elvis to Lives. An

7

anagram is functioned to rearrange letters in such a way. To anagrammatize is
derived from new Latin anagramma, from Greek anagrammatismos, ana- (up, again,
back, new) + -gram (letter).
Anagram is a word or a phrase made by arranging in a different order the
letters of another word of phrase. It is a kind of way of rearranging a jumbled letters
which produces a meaning of a word (noun). In teaching English to the children,
anagram is often used by the teachers as a method of teaching because the method
itself is very interesting in making the students understand about English vocabulary.

2.4 Teaching Vocabulary by Using Anagram
The procedures of teaching vocabulary by using anagram are developed by
Capper(1999:ll) below:
1) Provide spelling words as anagram
2) When teaching a unit on the community, provide anagram that identify different
building in a community.
3) When teaching a unit on dinosaurs, provide anagram to some types of dinosaurs.
In this case, the writer used some names of animals like dog, goat, buffalo, lion,
cat, and etc.
4) Provide anagram o f new vocabulary words introduced in a story to read aloud to
students.
5) When it is appropriate, have students work in pairs to complete this "puzzling"
activity.

8

6) Teaching English about animals by using anagram.
Teaching English by using anagram about animals will be given to the fifth grade
pupils of SD Negeri 42 Palembang by teaching the students directly in the
classroom.
The following are the teaching procedures:
I . Pre-Activities
- Greeting
- Asking the students' name
- Asking the students about previous material
- Preparing the present material
II. Whilst Activities
- Pronounce the words about animals
- dog

/ dog /

- cat

/ kaet /

-buffalo

/*bAf?l3u/

- Ask the students to repeat after the teacher
- Use the words dog, cat, and buffalo in sentences one by one by showing
pictures of the animals

- That is a dog

- That is a cat

- Is that a buffalo?
Present by using pictures
Check their understanding
- Picture A (dog)

g-o-d

- Picture B (cat)

a-c-t

- Picture C (buffalo)

f-a-I-o-f-u-b

Practise
I I I . Post-Activities
- Concluding the material
- Asking the students to prepare the next material
- Ending today's meeting

2.5 Related Previous Study
The topic of this thesis is teaching vocabulary about ammals by using
anagram. The writer could find one thesis that has studied about anagram entitled
Teaching Vocabulary through Anagram with Bilingual Dictionary to the Sixth Grade
Students of SD Negeri 121 Palembang, in year 2007 - 2008 written by Shinta
Fitriani.

10

The similarities between Shinta's study and the writer's present study are on
the dependent variable and the method of the research. The dependent variable of the
two studies is the students' vocabulary achievement and the method of research is the
quasi experimental research.
The differences between Shinta's study and the writer's present study are on
the independent variable and the populations. In Shinta's study, the independent
variable was the use of anagram with bilingual dictionary and the population was the
sixth grade students of SD Negeri 121 Palembang in year 2007 - 2008. The
independent variable of the writer's present study is the use of anagram and the
population is the fifth year students of SD Negeri 42 Palembang in year 2009 - 2010.

CHAPTER III
RESEARCH PROCEDURE

In this chapter, the writer describes (1) operational definition, (2) method of
research, (3) research variables (4) population and sample, (5) technique for
collecting data, and (6) technique for analyzing data.

3.1 Operational Definition
Teaching Vocabulary by Using Anagram to the Fifth Grade Students of SD
Negeri 42 Palcmbang. In this study, there are three words operationally defined. They
are teaching, vocabulary and anagram.
1) Teaching
Teaching is a profession conducted by using combination o f art, science, and
skill. It is an art because it relies on the teacher's creative provision of the best
V

possible leaming environment and activities for his/her students. It is science since it
is a system, an ordered set of ideas and methods used by the teachers in doing their
main jobs; planning a lesson, implement the plan in the classroom and evaluate the
outcome of the activities. It is a skill because it demands the ability obtained from
relevant theories and practice to assist students expertly in leaming so that they are
able to gain linguistic and communicative competence in the target language.
2) Vocabulary
Vocabulary is a list of words, usually arranged alphabetically and defined,
explained or translated as the range of language, the stock of word at a person's

II

12

"command, or used in particular words, branch of object, language, etc. Consequently,
without vocabulary it is impossible to develop a language. Vocabulary is also one of
the aspects that help students in speaking, writing and reading. By having adequate
vocabulary, there are no difficulties in comprehending the text and appreciating the
meaning of the text. Vocabulary is the knowledge of words and word meanings. It is
not something that can ever be fully mastered; it is something that expands and
depends over the course of a lifetime. Instruction in vocabulary involves far more
than looking up words in a dictionary and using the words in a sentence. Vocabulary
is acquired incidentally through indirect exposure to words and intentionally through
explicit instruction in specific words and word-learning strategies.
3) Anagram
Anagram is a word or phrase made by arranging in a different order the letters
of another word of phrase. It is a kind of way of rearranging a jumbled letters which
produces a meaning of a word (noun). It is a kind of way of rearranging a jumbled
letters which produces a meaning of a word (noun). For example, Elvis to Lives. An
anagram is functioned to rearrange letters in such a way. To anagrammatize is
derived from new Latin anagramma, from Greek anagrammatismos, ana- (up, again,
back, new) + -gram (letter).

3.2 Method of Research
The method used in this research is true-experimental method because it is
possible to control and manipulate all of the relevant variables which might influence
the data. Isaac and Michael (1980:15) state that the objective of the true-experimental

13

is to ^proximate the condition of the true-experimental in a setting, which doesn't
allow the control or manipulation of all relevant variables. The researcher must
clearly understand what compromises exist in the internal validity of this research and
proceed with this limitation.
The true-experimental method will involve two groups of the students. One
group will be as the experimental group and the other will be the control group. In
other words, this research will constitute the post-test only control group design.
According lo Gay (1992:525), in this design subject are randomly assigned to groups,
exposed to the independent variable, and post tested. Post test scores are then
compared lo determine the effectiveness of the treatment.
The overall steps of completing this research are:
1) surveying the literature relating to the problems;
2) defining the problems;
3) constructing an experimental plan by writing the research design;
4) conducting the experiment;
5) collecting and analyzing the data;
6) drawing conclusions, proposing suggestions;
7) reporting the results.

3 3 Research Variables
In doing her research, the writer used dependent and independent variables
because the variables are matching to know what the writer will do in her research.
Variable is a characteristic that could be changed or differs from time to time, place

14

to place, and from one individual to another group. In this research, there would be
two variables, dependent and independent variables. The independent variable is the
factor manipulated in order to see what effect the changes introduced had. It is simply
a technical term which referred to the treatment administered to the subject on
teaching vocabulary about animals by using anagram (experimental group) in order to
test hypothesis about a cause and effect relationship. Meanwhile, the dependent
variable is the students' better mastery shown by their scores.

3.4 Population and Sample
3.4.1 Population
Population is a group to which the researcher would like the results of a study
to be generalizable (Fraenkel and Wallen, 1993: 339). Population is the whole
collection of units from which a sample may be drawn.
The population of the study will be taken from the fifth grade students of SD
Negeri 42 Palembang in the academic year 2009/2010. The total number o f the
population is 125 students from five classes as shown in table 1.
Table 3.1 The Population of the Study
No.
1
2
3
4
5

Class
VA
VB
VC
VD
VE
Total
Sources: SD Negeri 42 Palembang

Total
23
25
25
27
25
125

16

The test material was tried out to the non sample students to estimate its validity and
reliability.

3.5.1 Validity
Before doing the test, the validity and reliability of the test are estimated.
The validity of the test material was checked through the content validity. Dealing
with it, Richards, et al (1985: 304) states that the validity o f the test is checked
through the content validity, a form of validity which is based on the degree to which
a test adequately and sufficiently measures the particular skills or behaviour it sets out
to measure.To test the validity of the material, the curriculum and syllabus for SD
was used.
Table 3 3 Item Specification of the Test
Objective
To measure the
students'
mastery on
vocabulary

Materials
The material
was presented
on the students'
worksheet.

Indicator
The students
were able to
rearrange the
scrambled
words.

Test

Items

Rearrange the
scrambled
words about
animals
(mouse.
elephant.
buffalo, ant.
rabbit, lion.
and etc).

1-30

3.5.2 Reliability
Reliability is a measure of the degree to which the items or parts of a test are
homogeneous or consistent with each other (Richards, et al 1985: 146). It is the
reliability of the test material that is evaluated through the internal consistency of

17

reliability. The internal consistency of reliability for this study had been estimated by
Kuder-Richardson (Fraenkael and Wallen, 1993:149). Reliability coefficient with the
formula as shown below:

KR-21=

^
(K-1)

^

M(K-M)
K(SD)'

Where:
KR-21 : Kuder-Richardson Reliability Coefficient
K

: Number of Items in the Test

M

: Mean of the Set of the Raw Scores

SD

: Standard Deviation of the Test Scores

SD =

XXL
N-1

Where:
N

: Number of Students

X

: Number of Correct Answers

•

'

For this study, a minimum reliability of 0.70 is required or should be higher,

as stated by Fraenkael and Wallen (1993:149) that a useful rule is that reliability
should be at least 0.70 and preferably higher. A reliability of 0.70 indicates 70%
consistency in the scores that are produced by the instrument.

3.6 Technique for Analyzing the Data
The techniques for analyzing the data include the percentage of analysis and
matched t-test.

18

3.6.1 The Percentage Analysis
This is used to find out the students' individual scores. The formula is:
X = -^—xlOO%
TxN
In which:
X

: Result of Percentage

R

: Total Number of Correct Answer

T

: Total Number of Sample

N

: Total number of items

3.6.2 The Conversion of Percentage Range
After knowing the result of the percentages, the students' ability is shown
by the conversion of percentage range below:
Table 3.4 The Conversion of Percentage Range
SCORE

GRADE

COMPETENCY L E V E L

75-80
70-74
54-69
45-53
40-44

A
B

Excellent
Good
Fair
Poor
Very Poor

C
D
E

Source : lecturer's note

3.6.3 Matched T-test
For analyzing the data, the matched T-test will be used to find out the
effectiveness of teaching vocabulary about animals by using anagram to the fifth
grade students of SD Negeri 42 Palembang. The formula is stated below:

Where:
T obi

: The t-obtained

Xi

: The Average Score of the Pre-Test

X2

: The Average Score of the Post-Test

SD

: The Error of Differences between Two Means SD

Where :
SD

: The Standard Error of Two Mean

SD

: Standard Deviation

N

: The Number of the Sample Students

CHAPTER IV
HNDINGS AND I N T E R P R E T A T I O N

In this chapter, the writer discusses (1) the findings of the study, (2)
interpretation.

4.1 The Findings of the Study
The findings of the study were (1) the result of the pre-test, (2) the result of
the post test, and (3) matched t-test.

4.1.1 The Students' Scores in the Pre-Test
The result of pre-test showed that 2 students or 6.66% got the score 7.3, 2
students or 6.66% got the score 7, 7 students or 23.3% got the score 6.6, 3 students or
6.00% got the score 6.3, 4 students or 13.33% got the score 6, 3 students or 10.00%
got the score 5.6, and 4 students or 13.33% got the score 5.3. The result of the
students' scores in the pre-test was presented in table 4.

20

21

Table 4.1 The Students' Scores in the Pre-Test

Number
of
Students
tNl

Num
ber
of
Corr
pf t
Answ
ers
(X)

2
2
7
3
4
3
4
25

22
21
20
19
18
17
16

Total
Numb
er of
Corre
vx
Answ
ers
(NxX)

44
42
140
57
72
51
64
470

Number
of
Incorrect
Answers
(Z)

8
9
10
11
12
13
14

Total
Num
ber of
Incor
rect
Answ
ers
(NxZ)

Students'
Scores
(V)

16
18
70
33
48
39
56
280

7.3
7
6.6
6.3
6
5.6
5.3

Total
of the
Stude
nts
Score
s
(YxN)

14.6
14
46.2
18.9
24
16.8
21.2
155.7

Percentage

Level of
Achievem
ent

6.66%
6.66%
23.33%
10.00%
13.33%
10.00%
13.33%
100%

Good
Good
Fair
Fair
Fair
Fair
Fair

4.1.2 The Students' Scores in the Post-Test
The result of post-test showed that 5 students or 16.66% got the score 9.3, 3
students or 10% got the score 9, 7 students or 23.33% got the score 8.6, 6 students or
20% got the score 8.3, 4 students or 13.3% got the score 8. The result of the students'
scores in the post-test was presented in table 5.

22

Table 4.2 The Students' Scores in the Post-Test
Num
ber
of
Corr

Total
Numb
er of
Corre

(N)

Answ
ers
(X)

Answ
ers
(NxX)

5
3
7
6
4
25

28
27
26
25
24

Number
of

Number
of
Incorrect

Total
Num
ber of
Incor

Students'
Scores

Total
of the
Stude
nts

Percen-

Level of
Achieve-ment

LI

140
81
182
150
96
649

(Z)

2
3
4
5
6

Answ
ers
(NxZ)

10
9
28
30
24
101

s
(YxN)

9.3
9
8.6
8.3
8

46.5
27
60.2
49.8
32
215.5

16.66%
10.00%
23.33%
20.00%
13.33%
100%

Excellent
Excellent
Excellent
Excellent
Excellent

Based on the table above, the highest score in the post-test was 9.6 and the
lowest score was 8. And it was found that all students (25) were in excellent level.
The average score was obtained by dividing the total number o f students' scores
169.5 by the number of 25 students. That was 6.78.
The average percentage of total correct answer of the fifth grade students of
SD Negeri 42 Palembang in post-test was as follows:
X

: Result of Percentage

R

: Total Number of Correct Answer : 649

T

: Total Number of Sample

: 25

N

: Total number of items

: 30

X=
TxN
X=

xlOO%

649
^
xlOO%
25x30

X - 86.54 %

23

The average score of the total incorrect answer of the fifth grade students of
SD Negeri 42 Palembang in post-test was as follows:
X

Result of Percentage

R

Total Number of Incorrect Answer : 101

T

Total Number of Sample

: 25

N

Total number of items

: 30

X = ^—xlOO%
TxN
X^

.^^^ xlOO%
25x30

X = 13.46%
Based on the result of the percentage of the research given to the students, it
was found that the total correct answer was 649 or 86.54 % and the total incorrect
answer was 101 or 13.46 %.

4.13 Matched t-Test
After getting the result of pre-test and post-test of the students, the writer
analyzed the data by using the matched t-test. The foUowing was calculation of the
matched t-test.
Before finding the t-obt, the writer calculated the SD (Standard Error) and
SD (Standard Deviation of Differences) of the data first. Then, the results of SD and
SD were applied with the matched t-test. The calculation is in the following:

N-1

24

gj^^

1128-(l/3Q)(276y
V

30-1
1128-(0.033)(76.176)

SD =

29
1128-2.158

'

V

29

1125.8

SD =

29

S D = V38.82
SD = 6.23
SD (Standard Error of Differences) can be obtained by using the foUowing
formula:
SD
6.23
6.23
SD= _ =
= n : : : : =1,13
f^
V30
5.47
The result of data analysis of **t" was obtained by using the matched t-test
formula:
^_

XI-X2
^ D

^_ 21.4-15.6
1.13

1.13
1 = 5.132

25

4 3 Interpretation
Based on the result of the experiment, it was found that there were 4 students
who got the lowest scores (5.3) and there were 2 students who got the highest scores
(7.1) in the pre-test, while in the post-test, there were 4 students got the lowest scores
(8.0) and there were 5 students who got the highest scores (9.3). It means that there is
any significant difference to the fifth grade students' scores in the pre-test and in the
post-test in teaching vocabulary about ammals by using anagram.
From the result of t-obt, it was found that the value of t-obt was 6.444. The
value of t-table was 1.13 and df was 29. It means that the obtained fr' (5.132) was
much higher than l-critical value (1.13). Consequently, the null hypothesis (Ho) was
rejected and the allemative hypothesis (Ha) was accepted.

CHAPTER V
CONCLUSION AND SUGGESTIONS

In this chapter, the writer presents (1) conclusions, and (2) suggestions.

5.1 Conclusion
Based on the findings and interpretation before, there were two students who
achieved the highest scores (7.3) and four students who achieved the lowest score
(5.3) in the pre-test. And the result of post-test showed that 4 students got the highest
score (9.3) and 4 students got the lowest score (8.0).
The result of the matched t-test was 1.13 where the value of t-table was 5.132.
Therefore, t-obt was higher than t-table (5.132 > 1.13). The result of pre-test showed
that the highest score 7.3 and the lowest score was 5.3.
It could be concluded that it is significantly effective to teach vocabulary
about animals by using anagram to the fifth grade students of SD Negeri 42
Palembang.

5.2 Suggestions
Based on the conclusion above, some suggestions are offered to the teachers
of English as well as to the school.

5.2.1 To the Teachers of English
The teachers of English are suggested to:
I) use anagram in teaching in the classroom about vocabulary.

26

27

2) give the students chance to be more active in doing the exercise to arrange the
jumbled letters about animals.
3) motivate the students to study at home to learn more about the newly presented
vocabulary.

5.2.2 To the School
The school is suggested to facilitate the teachers and the students with
supporting books, pictures, dictionary, anagram and media which can help the
teaching and learning process especially in leaming vocabulary by using anagram.

REFERENCES

Arikunto, Suharsimi. 1970. Procedure Penelitian. Jakarta : Rineka Cipta.
Capper, S. 1999. Anagram: Vocabulary Development Game. New York: Academic
Press.
Diamond, L. 2005. Teaching Vocabulary. Toronto: University of Toronto PressDouglas, H Brown. 1994. Teaching by Principles. An Interactive Approach to
Language Pedagogy. San Fransisco State University.
Fraenkel, Jack R and Norman E Wallen. 1993. How to Design and Evaluatie
Research and Education. New York : Moograw-Hill Inc.
G. Gebhard Jerry. 1996. Teaching English as a Foreign Language or Second
Language. The University of Michigan Press.
Hatch, Evelyn, and Anne Lazaraton. 1991. The Research Manual, Design and
Statistics for Applied Linguistics. University of California, Los Angeles.
Isaac, Stephen and William, B. Michael. 1980. Handbook
Evaluation. San Diego, California: Edits Publisher.

in Research

and

Sardiman. 2001. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo
Persada.
Shinta Fitriani. 2008. Teaching Vocabulary Through Anagram with Billingual
Dictionaries to The Sixth Grade Students of SD Negeri 121 Palembang.
Unpublished Undergraduate Thesis. Faculty o f Teachers Training and
Education, University of PGRI Palembang.
Saleh, Yuslizal. 1994. Curriculum and Material Development. Palembang: Sriwijaya
University.
Sheng, He Ji. 1983. A Cognitive Model for Teaching Reading
English Teaching Forum.

Comprehension.

Webster, Noah. 1988. The International Webster New Encyclopedia Dictionary of the
English Language and Library of Useful Knowledge. New York. Tabor
House.

28

Appendix 1
Data Nama-nama Siswa SD Negeri 42 Palembang
!.

2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Agimg Wibiwo
Aliyah Nurul Hinia
AI Fallah Siddiq Mersandi
Ade Octa Auriani
Antoneta Pinangkafin
Ari Dias Cahyadi
Bella Mardi Yanti
Emi Fathurrahmi
Firda
Hendri M
Haikal Yulian Hidayat
Ilaham
Kiki
Liga Ps
M.Fiktif
M . Yogy Syaputra
M.dias Rajak
M.al Farobbi
M.Taufik Hidayat
Nurul Chairunnisa
Rahmi.Z
Rio Riyadi Septiawan
Yessi Andria
Yulinda Nur'anisyah
Yuni Fransisca

V

29

Appendix 2
The Items of Pre-Test
Direction : Choose the best answer of the following questions!
1. lians
a. Snails
b. Nails

c. Lians
d. Anils

2. Esaroseh
a. Roseesah c. Seahorse
b. Erasoseh d. Aorsereh
3. Kcoc
a. Kcco
b. Ocko

c. Koco
d. Cock

4. Beeonehy
a. hybeonee c. Boneehey
b. Honeybee d. Yeenboeh
5. Dipers
a. Spider
b. Persid
6. Sogoo
a. Osego
b. Egoso
7. Mocodo
a. Comedo
b. Docomo
8. Topucos
a. Pusokto
b. Octopus
9. Fifyrel
a. Eriflyr
b. Fyrelfy
10. Zardil
a. Zilard

c. Serdip
d. Piders

b. Lizard

d. Zdarli

11. Quids
a. Squid
b. Qisdu

c. Squid
d. Qusid

12. Sterbol
a. Terobls
b. Lobster

c. Losterb
d. Botersl

13. Refegif
a. Grafefi
b. Raffige

c. Refgife
d. Giraffe

14. Tarifhsh
a. Arfissth
b. Sistarfh

c.Arishstf
d.Starfish

15. Zeepanchim
a. Chimpanzee
b. Pancezehim

c. Souge
d. Goose

c. Modoco
d. Ocodom

c.Topusoc
d. Cosputo

c. Firefly
d. Fiflyer

c. Darliz

30

c. Imchepaneh
d. Himzecepan

16. Toga
a. Gota
b. Toag

c. Tgoa
d. Goat

17. Mrow
a, Morw
b. Worm

c. Rowm
d. Wrom

18. Aob
a. Boa
b. Gab

c. Bao
d. Abo

19. Soole
a. Soieo
b. Leoos

c. Loose
d. Oselo

20. Radong
a. Dragon
b. Gondra

c. Gradon
d. Ardong

21. Chekein
a. Cichken
b. Chicken

.c Kenchic
.d Cickneh

22. Tab
a. Bat
b. Bta

c. Atb
d. Abt

23. Oerprassahgp
a. Grasshoopper
b. Asshcorgerpp

c. Percoprasgsh
d. Hasscorpergp

24. Tumosuiq
a. Musiqtumo
b. Mosquitu

c. Misoutuq
d. Qutusimo

25. Ebe
a. Eeb
c. Ebe

c. Ebe
d. Bee

26. Cwo
a. woe
b. Ocw

c. Owe
d. Cow

27. Tar
a. Rat
b. Art

c. Atr
d. Tra

28. Anagui
a. Iguana
b. Uanagi

c. anuagi
d. anaigu

29. Hecel
a. Leceh
b. Cehel

c. Leech
d. Elech

.30- Gonflydra
a. Dragonly c. Aroganflyd
b. Gonflydra d. Dragonfly

Appendix 3
The Items of Post-Test
Direction : Choose the best answer of the following questions!
1. Act
a. tac
u.

c. cat
U .

iCa

11. Reed
a. dree
0. uccr

c. rede
u. cure

c. mouse
d. emeus

2. God
a. dog
uD. odg

c. gdo
d. dgo

12. Soume
a. usemo
b. soume

3. Noil
I lull

c oiin

13. Segoo
a. osego

(J.Ullll

r\Dt

d. ertig

14. Zardil
n 7il!ii*H
h lizard

a.
U
V.

l i l l U

4. Gelir
b. cerit
5. Olafbuf
b

t-'tAlX-'lAXX

c

h i i f r a l n

iilohiif^

H

n i l n f b a

15. Barbit
a hitrah
h rabbit

C

n P n

16. Tan
a ant

6. Ehn
hen
h

c*ct/~%cr^
C g U b O

h n e

u.

H nrif
U. llllV

7. Kcoc
a. cock
b. cock
8. Dirb
a. rdbi
b. brid

U.

IIUX

c. souge
u. goose

Hnrli7
d zdarli

e

t i r h a h
Lll LldU

H ahhtir

nat
L>.
lull
u. uux

e

17. Phentale
ct.

l l a i p C l C I l l

e.

i c i c p i i c u i

u. piiaiici LC u. eiepiidiiL

c. ibrd
d. bird

18. Dilcrocoe
a. crocodile c. cocoridle
b. dilcrocoe d. cocrodile

9. Flytubert
a. butterfly c. retbutfly
b. terflybut d. utebterfy

19. Fyl
a. l y f
b. Ify

c.yfl
d. fly

10. Lecam
a. mecal
b. camel

20. Rafegif
a. grafefi
b. raffige

c. giraffe
d. giraffe

c. leacm
d. melac

32

V'-:, Z'**** "

21. Rhinceroos
a. rhinoceros x roscorhin
b. hinocerros .d nocerosrhi

22. Toga
a. gota
b. toag

c. goat
d. tgoa

23. Komney
a. moneyk
b. monkey

c. konmey
d. menkoy

24. Hisf
a. fish
b. sifh

c. ishf
d. hsif

25. Keans
a. saken
c. kenes

c. snake
d. snake

26. Mrow
a. morw
b. worm

c. rown
d. wrom

27. Phinold
a. dolhinp
b. dolphin

c. dilphon
d. hinplod

28. Agele
a. gelae
b. eagle

c. ecgla
d. legae

29. Chekein
a. cichken
b. chicken

c. kenchic
d. cickneh

30. Cudk
a. duck
b. ckdu

c. dkuc
d. kucd

Appendix 4
K E Y ANSWERS

PRE-TEST:

1. NAILS
2. SEAHORSE
3. COCK
4. HONEYBEE
5. SPIDER
6. GOOSE
7. COMODO
8. OCTOPUS
9. FIREFLY
"lO: LIZARD
V n . SQUID
12. LOBSTER
13. GIRAFFE
14. STARFISH
15. CHIMPANZEE
16. GOAT
17. WORM
18. BOA
19. LOOSE
20. DRAGON
21. CHICKEN
22. BAT
23. GRASSHOOPPER
24. MOSQUITU
25. BEE
26. COW
27. RAT
28. IGUANA
29. LEECH
30. DRAGONFLY

34
I

Appendix 5
K E Y ANSWERS
POST-TEST:
1. CAT
2. DOG
3. LION
4. TIGER
5. BUFALLO
6. HEN
7. COCK
8. BIRD
9. BUTTERFLY
10. CAMEL
ILDEER
12. MOUSE
13. GOOSE
14. LIZARD
15. RABBIT
16. ANT
17. ELEPHANT
18. CROCODILE
19. FLY
20. GIRAFFE
2LRHINOCERO
22. GOAT
23. MONKEY
24. FISH
25.SNAKE
26. WORM
27. DOLPHIN
28. EAGLE
29. CHICKHN
30. DUCK

35

IINIVERSITAS M U I i A M M A D I Y A H PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN / TERAKREDITASI
Alamai : Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp. (0711) 510842,
Fax (0711) 513078, E-mail: fkipjmip@yahoo.cora
KEPUTUSAN DEKAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PALEMBANG
Nomor: 37.06.59/G,17.2/KPTS/FKIP UMP/lll/2010
Tentang
Pengangkatan Dosen Pembimbing Penuiisan Skripsi Mahasiswa
FKIP Universitas Muhammadiyah Palembang
MEMPERHATIKAN:
Surat permohonan mahasiswa kepada Dekan Fakultas Keguaian dan llmu Pendidikan
Universitas Muhammadiyah Palembang untuk pembimbing penuiisan skripsi
MENIMBANG:
a. bahwa untuk kelancaran mahasiswa FKIP UMP dalam menyelesaikan program
studinya. diperlukan pengangkatan dosen pembimbing penuiisan skripsi
b. bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan
pengangkatan sebagai landasan hukumnya.
MENGINGAT:
1. UU Rl Nomor 20 tahun 2003
2. Qaidah Perguruan Tinggi Muhammadiyah
3. Peraturan Pemerintah Nomor: 60 Tahun 1999
4. Piagam Pendirian UMP Nomor: 036/111.SMs.79/80
5. Keputusan MPT PPM Nomor: 084//KEP/I.3/C/2Q07
MEMUTUSKAN

MENETAPKAN:
Pertama
Mengangkat dosen pembimbing penuiisan skripsi mahasiswa FI^P
Universitas Muhammadiyah Palembang
Nama
Kartini

NIM
372006088

Dosen Pembimbing
1. Drs. H. Mahidin Mahmud
2. Dalilan, S.Pd., M.Hum.

Kedua

Keputusan ini berlaku sejak tanggal ditetapkan, dengan ketentuan bahwa
segala sesuatu akan diubah dan/atau diperbaiki sebagaimana mestlnya
apabila terdapat kekeliruan dalam keputusan ini.

fembusan:
1. Ketua Program Studi
I. Dosen Pembimbing

f

UNIV ERSITAS MUHAMMADIYAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamat : JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842
Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

USUL JUDUL DAN PEMBIMBING SKRIPSI
Nomor: 37.06.59/G.17.2/KPTS/FKIP UMP/in/2010
Nama

Kartini

NIM

372006088

Jurusan

Pendidikan Bahasa Inggris

Program Studi

Pendidikan Bahasa Inggris

Judul Skripsi

1. Teaching Vocabulary by Using Anagram to the Fifth Grade
Students of SD Negeri 42 Palembang
2. Errors Made by the Eighth Grade Students of SMP Negeri 2
Palembang in Using Question Tags
3. The Effectiveness of Teaching Time by Using Picture to the
Fourth Grade Students of SD Negeri 42 Palembang

Diusulkan Judul Nomor
Pembimbing I

1(oneJ
Drs. H. Mahidin Mahmud -f^^

Pembimbing II

Dalilan, S.Pd., M.Hum.

yp

/

Batas waktu penyelesaian
April 2010
Palembang,
Ketua Program Studi,

Dibuat rangkap tiga :
1. Ketua Program Studi
2. Pembimbing I
3. Pembimbing II

/p^Al

MNtVERSrmS MUHAMMADIYAH PALEMBANG
/2V\

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Almn.ii

Nomor
Hal

STATUS D I S A M A K A N / T E R A K R E D I T A S I
JI Jend- A . Yani 13 Ulu Palembang 30263 Telepon 510842

: 6369/G.17.3/FK1P UMP/IV/2010
: Permohonan

Riset

13 Jumadil Awal 1431 H.
26 April
2010 M.

Yth. Kepala Dinas Pendidikan
Pemuda dan Olahraga
Kota Palembang
Assalamualaikum w.w.,
Kami mohon kesediaan Saudara memberikan bantuan kepada mahasiswa:
Nama

: Kartini

NIM

: 372006088

Jurusan

: Pendidikan Bahasa dan Seni

Program Studi : Pendidikan Bahasa Inggris
untuk melakukan riset di lingkungan SD Negeri 42 Palembang

dalam rangka

"Teaching Vocabulary by Using Anagram to
the Fifth Grade Students of SD Negeri 42 Palembang'.
menyusun skripsi dengan judul

Atas perhatian dan kerjasama yang baik, diucapkan terima kasih.
Billahitaufiq walhidayah
Wasalai
Dekan. f

PEMERINTAH KOTA PALEMBANG
INAS PENDIDIKAN, PEMUDA DAN OLAHRAGA

EKOLAH DASAR NEGERI 42 PALEMBANG
Ji. let Murod Talang Ratu Pangkal Km 5 Palembang, telp. 0711 -120574

.SURAT KETERANGAN
Nomor :421.2/ c«fo/ SDN 42/ I T . l / 2010

Yang bertandatangan di bawah ini Kepala Sekolah Dasar Negeri 42 Palembang,
menerangkan kepada:
Nama

: Kartini

NPM

: 372006088

Jurusan

: Pendidikan Bahasa dan Seni

Program Studi

: Bahasa Inggris

Lembaga Pendidikan : Universitas Muhammadiyah Palembang

Bahwa nama tersebut diatas telah mengadakan penelitian di SD Negeri 42
Palembang dalam rangka penyusunan skripsi terhitung dari tanggal 19 Mei 2010 sampai
dengan tanggal 26 Mei 2010 dengan judul:
"TEACfflNG VOCABULARY BY USING ANAGRAM TO T H E F I F T H GRADE
STUDENTS OF SD N E G E R I 42 PALEMBANG".
Demikian surat keterangan ini dibuat untuk dapat digunakan sebagai mestinya.

Palembang, 27 Mei 2010
Kepala Sekolah,

luslimah, S.Pd.I
lip. 195903061979122001

PEMERINTAH KOTA

PALEMBANG

DINAS P E N D I D I K A N , P E M U D A DAN O L A H R A G A
Jalan Dr. Wahidin No. 03 Telp./Fax. 0711- 350665-353007
PALEMBANG
Palemhnng. 27 April 2010
Nomor
Lumpiran
Perihal

070//7fN/20I0
Izin Penelitian

Kepada Yth
Dekan I*"K1P Univ-Muhiimadivah
diPaleinhaiig

Sehubungan dengan surat Saudara Nomor ; 6360/(,;. 17.3/1 KIP
UMP/IV/2010 tanggal 26 April 2010 perihal tersebut diatas, dengan ini
kaini sampaikan btihwa pada prinsipnya kami lidak berkeberatan
memberikan izin penelitian yang dimaksud kepada :
Nama

KARTINI

N I M

: 372006088

Jurusan

: Pendidikan Bahasa dan Seni

Program Studi

Pendidikan Bahasa Inggris

Untuk mengadakan Penelitian/Riset di S D Negeri 42 Palembang
dalam rangka penyusunan skripsi yang berjudul " TEACHING
VOCABULARY BY USING ANAGRAM TO THE FIFTH GRADE STUDENTS
O F S D NEGERI 42 PALEMBANG".

Dengan cutatan :
Sebelum melakukan penelitian terlebih dahulii melapor kepada Kepala
U P T D Dikpora Kec. I T 1 Palembang dan Kepala S D Negeri 42
Palembang
2. Penelitian tidak diizinkan menanyakan soai poiltik dan melakukan
penelitian yang sifatnya tidak ada hubungannya dengan judul yang
telah ditentukan.
3. Dalam melakukan penelitian dapat mentaati Peraturan Perundangundangan yang berlaku.
4. Apabila ada izin penelitian telah habis masa berlakunya, sedangkan
tugas penelitian belum selesai maka harus ada perpanjangan izin.
5. Surat izin berlaku tiga (3) bulan terhitung tanggal dikeluarkan.
6. Seielah selesai mengadakan penelitian harus menyampaikan laporan
tertulis kepada Dinas Dikpora Kota Palembang melalui Subag Umum.
Demikianlah surat izin ini dibuat untuk dapat digunakan sebagaimana
mestinya.
1.

; [$ • eg - tOiO •

Agno •

Kepala Dinas Dikpora
plembang

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IT T Uoio
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P. 131002781

Tembusan :
1. Kepala UPTD Dikpora Kec. IT I Palembang
2. KabidTK/SD
3. Kepala SD Negeri 42 Palembang
4. Arsip

UNIVERSITAS MUHAMMADIVAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamat: JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842
Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

PERSETUJUAN SKRIPSI

'ang bertanda tangan di bawah ini menyatakan bahwa:
Jama

: Kartini

JIM

: 372006088

urusan

: Pendidikan Bahasa dan Seni

rogram Studi

: Bahasa Inggris

udul Skripsi

: Teaching Vocabulary by Using Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang

ang bersangkutan D/PEJfiT£7VA/VA>t/Vmengikuti ujian skripsi.

Palembang,
Pembimbing I

rsrH.lMahidin Mahmud

Juli 2010

Pembimbing I I

Dalilan, S.Pd., M.Hum.

UNIVERSITAS MUHAMMADIYAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamai: JI. Jend. Ahmad Yani 13 Ulu Palembang30263 Telp. 0711-510842
Fax (0711) 513078, E-mail; fkip_ump@yahoo.com

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K A R T U BIMBINGAN SKRIPSI
Nomor : 37.06.59/G.17.2/KPTS/FKIP UMP/lll/2010

ama

: Kartini

IM

:332006088

irusan

: Pendidikan Bahasa dan Seni

rogram Studi

: Pendidikan Bahasa Inggris

idul Skripsi

: Teaching Vocabulary by Using Anagram to the Fifth Grade SD Negeri
42 Palembang

inggal Pengajuan : 22 April 2010
;lesai Penuiisan

: 10 Juli 2010

Jiiibimbing I

: Drs. H. Mahidin Mahmud

:mbimbing II

: Dalilan, S.Pd., M.Hum.

Palembang, 27 Juli 2010
Pembimbing I

Pembimbing II

Drs. H. Mahidin Mahmud

Dalilan, S.Pd., M.Hum.

UNIVERSITAS MUHAMMADIYAH PALEMBANG
FAKULTAS K E G U R U A N DAN I L M U PENDIDIKAN

LAPORAN KEMAJUAN
BIMBINGAN SKRIPSI

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UNIVERSITAS MUHAMMADIVAH PALEMBANG
F A K U L T A S KEGURUAN DAN ILMU PENDIDIKAN
LAPORAN KEMAJUAN
BIMBINGAN SKRIPSI
Nama

: Kartini

NIM

: 372006088

Judul

: Teaching

Vocabulary

by

Using

Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang
Dosen Pembimbing : 1. Drs. H. Mahidin Mahmud
2. Dalilan, S.Pd., M.Hum.
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CURRICULUM VITAE

Kartini was bom in Palembang, South Sumatra on August 8'**, 1984, the fifth
of sixth siblings, spouses Mr Hasani and Mrs NursiLa (Aim.). Elementary and Senior
Education have been taken in Palembang, South Sumatra. It was complete Primary
School in 1999, Junior High School year in 2002, and Senior High School year in
2005.
The next educations pursued at the Faculty of Teacher Training and Education
at University o f Muhammadiyah Palembang and choose Programs Education and
Language Arts, English Education Study Program to be completed in 2010. Author
carries out PPL in SMA Negeri 11 Palembang and Real Working Lecture (KKN) of
exponent X X X I I I , in the Gunung Raja village, Muara Enim, South Sumatra.
In March until July 2010 the author preparing theses with title, "Teaching
Vocabulary by Using Anagram to the Fifth Grade Students of SD Negeri 42
Palembang".