Conclusions CONCLUSIONS AND RECOMMENDATIONS

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter explains about the conclusions and the recommendations of this study. Furthermore, the researcher divided this chapter into two parts of discussion. The first part consisted of the conclusion of this research. The researcher summarized the research findings based on the use of anagrams to improve the students’ vocabulary learning strategies in XI IPA 1 class, SMA Pangudi Luhur Sedayu. Then, the second part, the researcher provided some recommendations or suggestions for English teacher who wants to apply anagrams for teaching vocabulary in High School. Besides, the researcher also provided some suggestions for the other researchers who want to develop research with the same topic.

A. Conclusions

The researcher conducted a Classroom Action Research in order to overcome the problems which appeared in the English learning and teaching process of XI IPA 1. In specific, the purpose of this study was to improve the students’ vocabulary learning strategies in XI IPA 1class, SMA Pangudi Luhur Sedayu. The researcher applied anagrams as the teaching media to teach vocabulary to the students. Furthermore, the anagrams was done in a form of a game. In this study, the researcher used several research instruments. Those were students’ vocabulary tests, observation checklist, field note, and close-ended 77 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI questionnaire. The research instruments were used in order to collect the data during the research. Then, the data was used to determine whether the implementation of anagrams had been successful or needed some improvements. The researcher used the students’ vocabulary tests in order to see how the vocabulary mastery of the students so far. Furthermore, the researcher also used the data from the st udents’ vocabulary tests in order to determine the level of difficulty for the anagrams. Before implementing anagrams, the researcher conducted a preliminary study. It was conducted in order to discover the problems which appeared during the English learning and teaching process. The result of the preliminary study was the students still faced difficulties in learning vocabulary. Furthermore, the English teacher still used drilling technique for teaching vocabulary. Based on the problems which were found during the preliminary study, the researcher started to design the treatment to overcome the problems. In order to overcome the problems, the researcher implemented anagrams to solve the students’ problems in learning vocabulary. The anagrams was in a form of a game. Furthermore, the researcher developed some rules for the game in order to increase the sense of competition between the students. In this Classroom Action Research, there were two cycles. Each cycle consisted of one meeting. The researcher also developed a lesson plan for each meeting. It was because during the implementation of anagrams the researcher took place as the teacher. The lesson plan in the first cycle was developed based PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI on the problems and the needs of the students which identified during the preliminary study. Then, the researcher developed the lesson plan in the second cycle on the reflection of the first cycle on what went well and what needed to be improved. Furthermore, the researcher also set the vocabulary learning goal in this study. The researcher referred to the first three stages of Revised Bloom Taxonomy. Those were remember, understand, and apply. Therefore, by the end of this study, the researcher expected the students to be able to remember new words, understand them, then they can apply the words whether in written or spoken form. After implementing anagrams for learning vocabulary, most of the students improved their vocabulary learning strategies. Before the implementation of anagrams, the students were only able to remember or memorize the new words that they got during the lesson. They even still faced difficulties to memorize the words in long term. In the first cycle, the students were able to improve to next stage of learning, understand. The students were able to understand the meaning, the synonym, the part of speech, the use or function, and the correct pronunciation of each word. Then, in the second cycle, the students were able to reach the next stage, apply. Thus, in the second cycle, the students were able to apply the new words they got during the anagrams game. It could be concluded that the students had successfully improved their vocabulary learning strategies. Furthermore, the researcher also wanted to discover the attitudes or behavior of the students toward the implementation of anagrams for learning vocabulary. In order to discover the attitudes of the students, the researcher used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI close-ended questionnaire as the instrument. Based on the result of the close- ended questionnaire analysis, the students showed positive attitudes toward the implementation of anagrams for learning vocabulary. In the other word, the students liked the use of anagrams for vocabulary learning. Besides, the researcher also discovered the future expectations of the students related to vocabulary learning. The researcher still used the same instrument to gather the data. Based on the result, the students expected that the English teacher used anagrams for future vocabulary learning. It could be concluded that the students liked to use anagrams as a media to learn vocabulary. The use of anagrams gave good influence to improve the students’ vocabulary learning strategy. The implementation of anagrams for vocabulary learning really helped the students to master new words. The students could remember or memorize the new words. Then, the students also could understand the spelling, meaning, pronunciation, part of speech, synonym, and the use of the new words. Finally, they could also apply the new words whether in spoken or written form. Therefore, the researcher concluded that the use of anagrams could improve the students’ vocabulary learning strategy in XI IPA 1 class, SMA Pangudi Luhur Sedayu.

B. Recommendations