THE EFFECT OF ANAGRAM TECHNIQUE ON STUDENTS‘ VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE TEXT.
THE EFFECT OF ANAGRAM TECHNIQUE ON STUDENTS’
VOCABULARY ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
MENTARI LUCKY SARAH MANALU
Registration Number: 2113321031
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has
been expressedin my own words, and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
November 2015
Mentari Lucky Sarah Manalu
Reg. Number 2113321031
ABSTRACT
Manalu, Mentari Lucky Sarah, Reg.No 2113321031 2015. The Effect of
Anagram Technique on Students‘ Vocabulary Achievement in Reading
Descriptive Text. A Thesis. Medan: English Department, Faculty of
Languages and Arts, State University of Medan.
This study was conducted as an attempt to find out the effect of using Anagram
Technique on Students’ Vocabulary Achievement in Reading Descriptive Text.
This study used the experimental design. The population of this study was the
students of SMP Swasta Parulian Medan. There were 80 students of second grade
junior high school as the sample of the research. This study was conducted with
two randomized groups namely experimental group and control group. The
control group was taught by conventional method while experimental group was
taught by using anagram technique. The instrument of collecting data was
multiple choice test which consist of 40 items. To obtain the reliability of the test
the researcher used Person Product Moment formula. The calculation shows that
the reliability was 0,85 ( Very high). The data were analyzed by using t - test. The
calculation shows that t – observed (4,123) is higher tha t- table (1,991) at the
level significance (α) 0,05 with the degree of the freedom (df) 78. Therefore, null
hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. It means
that teaching vocabulary by using anagram technique has more significant effect
than teaching vocabulary by using conventional method.
Keywords:Anagram, Vocabulary, Achievement
i
ACKNOWLEDGEMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing,
and guidance that enable the writer to complete this thesis as a partial fulfillment
for the requirement for the degree of Sarjana Pendidikan
at the English
Depaetment of Faculty of Languages and Arts , State University of Medan.
During the process
of writing, the writerrealizes that she cannot
accomplish her writing without God
guidance
and supporting from many
people, therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Syawal Gultom M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M. Hum., the Head of English Education
Study Program.
Tiarnita Maria Sarjani Br.Siregar, S.Pd., M. Hum, Her Thesis Consultant,
thanks for her suggestions, advices, supervissions, guidance, and
encouragement so that this thesis could have been complished.
Drs. Willem Saragih, Dra. Masitowarni Siregar, M. Ed and Johannes Jefria
Gultom S.Pd., M. Hum, her Examiner, thanks for their advises and
constructive to improve this thesis.
Euis Sri Wahyuningsih, S.Pd., M.Pd, the staff administration of English
Department who gave attention, assistance, and information in completing
this thesis.
The Head Master, Teacher, and the students of SMP Swasta Parulian
Medan, thanks for their help, assistance, and guidance during the research.
R.I.P. Drs. JB. Manalu, and T. Br Aruan, her beloved parents for giving
her everlasting love, affection, supports, prays, and hard works. Thanks
also given to her splendid sisters: Dina Manalu, S.Pd, Henny Junita
Manalu, S.Pd, Lasmi Manalu, S.Pd, and her beloved brother Jimmy
ii
Manalu, her uncle Heri Napitupulu. And also for all family members who
supported her.
Debora Simamora, Amd, Chici Simanjuntak, Eko Hutauruk, S.E, Friedo
Hutapea, and Sera Rajagukguk, S.Km, her best friends:
Special thanks to her beloved friends: students of English Department,
Ext.A,B,C’ 011 (especially, Natasya, Ade, Rina, S.Pd, Eva, S.Pd, Yenni,
S.Pd, Desi, S.Pd), UKMKP – UP Fbs (especially for her small group Kal
ho Naa Hoo : (Maria, Vania, Nova, Hosianna), Mikhaya (Henda, Sonya
Irene, Prisil) and all friends of PPLT SMP Negeri 1 Balige 2014
(especially, Dina,S.Pd, Yasmin S.Pd, Eva, Lamria)
All people that cannot be mentioned one by one, thanks for their care,
support, prayer and love.
The writer realizes that the content of this thesis is still far from perfect,
but she accept any constructive suggestions that will improve the quality of this
thesis apenly. She hopes it will be useful for those who are interested in this field
of study.
Medan,
November 2015
The Writer
Mentari Lucky Sarah Manalu
Reg. Number 2113321031
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APENDICES ...................................................................................... viii
CHAPTER I. INTRODUCTION
A. Background of the study ................................................................ 1
B. The problem of the study................................................................ 4
C. The objective of the study .............................................................. 4
D.. The scope of the study................................................................... 4
E. The significance of the study .......................................................... 5
CHAPTER II. REVIEW OF LITERATURE
A. Theorical Framework ..................................................................... 6
1. Achievement ............................................................................ 6
2. Vocabulary .............................................................................. 7
3. Types of Vocabulary ............................................................... 12
4. Vocabulary in Reading ........................................................... 13
5. Descriptive Text .................................................................... 15
6. Vocabulary Teaching Technique ............................................. 17
iv
7.. Anagram Technique ............................................................... 18
8. Teaching Vocabulary through Anagram .................................. 20
9. Assesment ................................................................................ 23
B. Relevant Studies .......................................................................... 26
C. Conceptual Framework ................................................................ 27
D. Hyphothesis .................................................................................. 29
CHAPTER III. RESEARCH METHOD
A. Research design ............................................................................. 30
B. Population and sample ................................................................... 31
C.The instrument of collecting data ................................................... 31
D.The teaching procedure .................................................................. 32
E. Scoring the test .............................................................................. 33
F. Validity of the test .......................................................................... 34
G. Reliability of the test ..................................................................... 34
H. The tehnique of analysing data...................................................... 35
I. Statistical Hypothesis ..................................................................... 36
CHAPTER IV: DATA , DATA ANALYSIS AND RESEARCH FINDINGS
A. Data ......................................................................................................37
B. Data Analysis .......................................................................................38
C. Research Finding ...................................................................................40
v
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion.............................................................................................41
B. Suggestions ............................................................................................41
REFERENCES .....................................................................................................43
vi
LIST OF TABLE
Table 2.1 Example of Prefixes ............................................................................10
Table 2.2 Example of Suffixes
....................................................................11
Table 3.1. Research Design ...................................................................................30
Table 3.2. Treatment for Experimental and Control Group ...................................32
Table 4.1 The results of the t-test Calculation .......................................................39
vii
LIST OF APENDICES
A. The Calculation Pre-test and Post-test Scores of Experimental Class .......45
B. The Calculation Pre-test and Post-test Scores of Control Class ................47
C. The Reliability of the Test .........................................................................48
D. The Calculation of t-test for Experimental Class ......................................50
E. The Calculation of t-test for control Group ............................................53
F. Lesson plan ................................................................................................58
G. Vocabulary Test ..........................................................................................91
H. Answer keys...............................................................................................96
viii
CHAPTER I
INTRODECTION
A. The Background of The Study
Vocabulary as the basic element of four skills, listening, speaking, reading,
and writing plays an important role in teaching and learning English, where
mastering the vocabulary effectively is seen as a key objective for learners
(Jacson, 2002). In Indonesia, vocabulary is considered as the most important part
to be learned by the students in school. Norbert (2008) says without grammar very
little can be conveyed, without vocabulary nothing can be conveyed.
This
statement implies if the students does not know any word of language which will
be spoken, surely he or she will not able to communicate, even though he or she
knows more about the rules to construct the sentence. Thus, it is an obligatory that
students need to master vocabulary in order to able to comminicate with other.
Jacson (2000; 176) says that vocabulary is the stock of words in a
language or that is known use by individual or that is associated with a particular
activity. Those who want to master a language have to know many words and
their meanings. Since the vocabulary itself deals with all the four main skills of
language: reading, listening, speaking, and writing. It means dealing with
comprehending and producing language.
The statement above reveals that the importance of vocabulary affects the
students’ achievement of the fourth language skills. In other words reading,
listening, speaking, and writing skill cannot seperated from vocabulary. Based on
the statement above vocabulary in reading is one of the important problem for
1
2
students in learning English. There is a strong link between vocabulary
knowledge and reading because vocabulary knowledge impacts reading and academic
succes, it is significant in our daily life and can have practical as well as social and
emotional consequences (Marzano, 2004)
In reality, vocabulary becomes a problem to almost all of students at any level
of education. Vocabulary is assumed as one of the major difficult aspect of language
to be mastered since there are many students who still struggle with mastering
vocabulary. There are many reasons why students have problem in vocabulary. One
of the most obvious is simply that they have problems in memorizing, pronouncing,
and understanding the words and it makes them lazy to study English. Based on the
observation that was done by the writer in grade VIII at SMP Swasta Parulian Medan.
The writer found that the students cannot comprehend a text and do the exercise from
the textbook because their vocabularies were still low, most of the students get the
score below Minimal Competence Criteria ( KKM) of English lesson for Junior High
School. The Minimal Competence Criteria ( KKM) applied for grade VIII by school
is 70. The researcher found that from 40 students, they were only 12 students could
pass the Minimal Competence Criteria (KKM).
In the further investigation, the writer found some problems that made the
students are difficult to master the vocabulary. The first problem is most of the
students still have limited vocabulary in English, and second, the students felt bored
with the teacher’s way of teaching, in which they were asked to find out the meaning
3
of difficult words in the dictionary and then memorize the words. It seems that they
need something diffrent in studying the vocabulary.
The fact show that vocabulary does not only memorize the words and open
dictionary, but also has to develop the meaning of word. There are some ways to
develop word meaning, one of them is play word games. Anagram is one of the
worrd game, anagram will point up the element of enjoyment or challenge in
language study and encourage word play, require the students to look carefully at
words and give the students practice in calling up words on the basic of given clue,
require the students to match words with definition (Asian EFL Journal)
From the explanation above, one of the relaxing ways in teaching and learning
vocabulary is anagram technique. Anagram technique is a type of word play, the
result of rearranging the letters of a word or phrase, using all the original letters.
Anagram technique can motivate the students and make them interested in learning
vocabulary English for junior high school, not only that the students also know about
the new words by using anagram they can found the new word by their ownself. It
means that after learning vocabulary by using anagram, the students are expected to
be able to increase their vocabulary in a friendly way.
According to Collins (2003) anagram technique is a one of the type word
play, the result of rearranging the letters of word or phrase to produce a new word or
phrase, using all the original letters exactly one: for example dormitory can be
rearranged into dirty room. Someone who creates anagram is called an
anagrammatist. The original word or phrase is known as the subject of an anagram.
4
B. The Problem of The Study
Based on the background of the study above , the research problem of this
study is formulated as the following:
“Is there any significant effect of using anagram technique on students’
Vocabulary Achievement in Reading Descriptive Text?”
C. The Objective of the Study
In accordance with the problem of the study above the objective of this
research is to find out whether there is significant effect of using Anagram technique
on students’ vocabulary Achievement in Reading Descriptive Text.
D. The Scope of the Study
The scope of this study is limited on the effect of using anagram technique on
students’ vocabulary Achievement in reading descriptive text on grade VIII at Junior
high school.
5
E. The Significance of the Study
The result of this study is expected to be useful and meaningful for:
1. English teacher in increasing the quality of teaching and learning
vocabulary in future.
2. The students to have a better technique in learning vocabulary by using
anagram.
3. Readers who are learning English, the result of this study is expected to be
useful for those who are interested in conducting in depth research related
to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the writer concludes that the calculation of
t-observed (calculated)is higher than t-table 4,123 > 1,991, df = 78, α =0,05) it
means that there is significant effect of using anagram technique on the students’
vocabulary mastery. In other words, students who were taught by using anagram
technique got higher score than students who were taught by using dictionary. By
using anagram, the students can learn and retain words more easily. In other
words, it can help the students to increase their vocabulary achievement. This
word game helps and encourages to sustain their interest in learning vocabulary
because it is amusing, interesting, and challenging the students.
B. Suggestions
The result of this study shows that the uses of anagram technique enlarge
the students’ number of vocabulary. From the the reserach that had done,
the writer has some suggestion. The following suggestion are offered:
1. For the English teacher; they are suggested to consider anagram
technique in teaching vocabulary because by using this technique the
students can be more enjoyable in memorizing the words and they will
be able to remember the word easier for long time.
2. For the students; they are suggested to follow anagram technique to
practice their vocabularies regularly and know the meaning of
41
42
3.
the words. It will enlarge the number of their vocabulary and also
make them easier to understand what their teacher said.
4. For all the readers; they are suggested to consider anagram technique
because it can increase vocabulary knowledge and they may use the
information in this research as a useful input teaching – learning
process especially for teaching vocabulary.
434
4
REFERENCES
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT
Rineka Cipta
Brown, H. D. 2003. Language Assesment: Principles and Classroom Practices.
NY: Longman
Buckby&Michael et al. 2006. Games for Language Learning, camridge.
University press
Camille, L. Z. Blachowicz & Peter Fisher 2004. Encouraging Word Awareness
and Incidental Word Learning in the Classroom through Word Play
Elfrieda H. Hiebert & Michael L. Kamil.2005. Teaching and Learning Vocabulary
Hormby,A.S. 1989. Oxford Advance Learner’s Dictionary of current English.
London: Oxford University
Huckin, Thomas and Oslen, Leslie. 1983. English for Scince and Technology.A
Handbook for Native Speaker. New York: McGraw Hill.
http://jalt-publications.org/old_tlt/articles/1999/08/capper. Accessed on April 30,
2015
http://www.Anagramterm. Htm accessed on April 02, 2015
http://www.scibd.com/doc/9639825/teaching - English - vocabulary – using –
games accessed on April 15, 2015
(http:// www.sciencepublishinggroup.com/j/hss) Accessed on April 29, 2015
Jacson. Howard 2002. Grammar and Vocabulary: A resource book for Students.
New York: Routledge.
Muncer, S. J. and Knight, D. (2011) 'The syllable effect in anagram solution:
Unrecognised evidence from past studies', Journal of Psycholinguistic
Research, 40 (2), pp.111-118.
Nguyen, 2002, Learning Vocabulary Through Game, Vietnam . Asian EFL.
Journal 1
Norbert Schmitt. 2008. Teaching Vocabulary. University of Nottingham
Oxford, Dictionary 2003. Oxford Learners Pocket Dictionary. New York:
University Press
Paul Nation, 2000. Teaching Vocabulary, Victoria University of Wellington ,
New Zealand.EFL Journal 2
444
4
Siboro, Henry M.(2011). Improving Students’ Vocabulary Achievement through
Anagram Technique. Unpublished Thesis. Medan State University Of
Medan.
Slameto, 2003. Belajar dan faktor – faktor yang mempengaruhinya.
Smith, R and D. Jhonson. 1986. Teaching Children to Read. London
4
VOCABULARY ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
MENTARI LUCKY SARAH MANALU
Registration Number: 2113321031
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has
been expressedin my own words, and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan,
November 2015
Mentari Lucky Sarah Manalu
Reg. Number 2113321031
ABSTRACT
Manalu, Mentari Lucky Sarah, Reg.No 2113321031 2015. The Effect of
Anagram Technique on Students‘ Vocabulary Achievement in Reading
Descriptive Text. A Thesis. Medan: English Department, Faculty of
Languages and Arts, State University of Medan.
This study was conducted as an attempt to find out the effect of using Anagram
Technique on Students’ Vocabulary Achievement in Reading Descriptive Text.
This study used the experimental design. The population of this study was the
students of SMP Swasta Parulian Medan. There were 80 students of second grade
junior high school as the sample of the research. This study was conducted with
two randomized groups namely experimental group and control group. The
control group was taught by conventional method while experimental group was
taught by using anagram technique. The instrument of collecting data was
multiple choice test which consist of 40 items. To obtain the reliability of the test
the researcher used Person Product Moment formula. The calculation shows that
the reliability was 0,85 ( Very high). The data were analyzed by using t - test. The
calculation shows that t – observed (4,123) is higher tha t- table (1,991) at the
level significance (α) 0,05 with the degree of the freedom (df) 78. Therefore, null
hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. It means
that teaching vocabulary by using anagram technique has more significant effect
than teaching vocabulary by using conventional method.
Keywords:Anagram, Vocabulary, Achievement
i
ACKNOWLEDGEMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing,
and guidance that enable the writer to complete this thesis as a partial fulfillment
for the requirement for the degree of Sarjana Pendidikan
at the English
Depaetment of Faculty of Languages and Arts , State University of Medan.
During the process
of writing, the writerrealizes that she cannot
accomplish her writing without God
guidance
and supporting from many
people, therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Syawal Gultom M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M. Hum., the Head of English Education
Study Program.
Tiarnita Maria Sarjani Br.Siregar, S.Pd., M. Hum, Her Thesis Consultant,
thanks for her suggestions, advices, supervissions, guidance, and
encouragement so that this thesis could have been complished.
Drs. Willem Saragih, Dra. Masitowarni Siregar, M. Ed and Johannes Jefria
Gultom S.Pd., M. Hum, her Examiner, thanks for their advises and
constructive to improve this thesis.
Euis Sri Wahyuningsih, S.Pd., M.Pd, the staff administration of English
Department who gave attention, assistance, and information in completing
this thesis.
The Head Master, Teacher, and the students of SMP Swasta Parulian
Medan, thanks for their help, assistance, and guidance during the research.
R.I.P. Drs. JB. Manalu, and T. Br Aruan, her beloved parents for giving
her everlasting love, affection, supports, prays, and hard works. Thanks
also given to her splendid sisters: Dina Manalu, S.Pd, Henny Junita
Manalu, S.Pd, Lasmi Manalu, S.Pd, and her beloved brother Jimmy
ii
Manalu, her uncle Heri Napitupulu. And also for all family members who
supported her.
Debora Simamora, Amd, Chici Simanjuntak, Eko Hutauruk, S.E, Friedo
Hutapea, and Sera Rajagukguk, S.Km, her best friends:
Special thanks to her beloved friends: students of English Department,
Ext.A,B,C’ 011 (especially, Natasya, Ade, Rina, S.Pd, Eva, S.Pd, Yenni,
S.Pd, Desi, S.Pd), UKMKP – UP Fbs (especially for her small group Kal
ho Naa Hoo : (Maria, Vania, Nova, Hosianna), Mikhaya (Henda, Sonya
Irene, Prisil) and all friends of PPLT SMP Negeri 1 Balige 2014
(especially, Dina,S.Pd, Yasmin S.Pd, Eva, Lamria)
All people that cannot be mentioned one by one, thanks for their care,
support, prayer and love.
The writer realizes that the content of this thesis is still far from perfect,
but she accept any constructive suggestions that will improve the quality of this
thesis apenly. She hopes it will be useful for those who are interested in this field
of study.
Medan,
November 2015
The Writer
Mentari Lucky Sarah Manalu
Reg. Number 2113321031
iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APENDICES ...................................................................................... viii
CHAPTER I. INTRODUCTION
A. Background of the study ................................................................ 1
B. The problem of the study................................................................ 4
C. The objective of the study .............................................................. 4
D.. The scope of the study................................................................... 4
E. The significance of the study .......................................................... 5
CHAPTER II. REVIEW OF LITERATURE
A. Theorical Framework ..................................................................... 6
1. Achievement ............................................................................ 6
2. Vocabulary .............................................................................. 7
3. Types of Vocabulary ............................................................... 12
4. Vocabulary in Reading ........................................................... 13
5. Descriptive Text .................................................................... 15
6. Vocabulary Teaching Technique ............................................. 17
iv
7.. Anagram Technique ............................................................... 18
8. Teaching Vocabulary through Anagram .................................. 20
9. Assesment ................................................................................ 23
B. Relevant Studies .......................................................................... 26
C. Conceptual Framework ................................................................ 27
D. Hyphothesis .................................................................................. 29
CHAPTER III. RESEARCH METHOD
A. Research design ............................................................................. 30
B. Population and sample ................................................................... 31
C.The instrument of collecting data ................................................... 31
D.The teaching procedure .................................................................. 32
E. Scoring the test .............................................................................. 33
F. Validity of the test .......................................................................... 34
G. Reliability of the test ..................................................................... 34
H. The tehnique of analysing data...................................................... 35
I. Statistical Hypothesis ..................................................................... 36
CHAPTER IV: DATA , DATA ANALYSIS AND RESEARCH FINDINGS
A. Data ......................................................................................................37
B. Data Analysis .......................................................................................38
C. Research Finding ...................................................................................40
v
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion.............................................................................................41
B. Suggestions ............................................................................................41
REFERENCES .....................................................................................................43
vi
LIST OF TABLE
Table 2.1 Example of Prefixes ............................................................................10
Table 2.2 Example of Suffixes
....................................................................11
Table 3.1. Research Design ...................................................................................30
Table 3.2. Treatment for Experimental and Control Group ...................................32
Table 4.1 The results of the t-test Calculation .......................................................39
vii
LIST OF APENDICES
A. The Calculation Pre-test and Post-test Scores of Experimental Class .......45
B. The Calculation Pre-test and Post-test Scores of Control Class ................47
C. The Reliability of the Test .........................................................................48
D. The Calculation of t-test for Experimental Class ......................................50
E. The Calculation of t-test for control Group ............................................53
F. Lesson plan ................................................................................................58
G. Vocabulary Test ..........................................................................................91
H. Answer keys...............................................................................................96
viii
CHAPTER I
INTRODECTION
A. The Background of The Study
Vocabulary as the basic element of four skills, listening, speaking, reading,
and writing plays an important role in teaching and learning English, where
mastering the vocabulary effectively is seen as a key objective for learners
(Jacson, 2002). In Indonesia, vocabulary is considered as the most important part
to be learned by the students in school. Norbert (2008) says without grammar very
little can be conveyed, without vocabulary nothing can be conveyed.
This
statement implies if the students does not know any word of language which will
be spoken, surely he or she will not able to communicate, even though he or she
knows more about the rules to construct the sentence. Thus, it is an obligatory that
students need to master vocabulary in order to able to comminicate with other.
Jacson (2000; 176) says that vocabulary is the stock of words in a
language or that is known use by individual or that is associated with a particular
activity. Those who want to master a language have to know many words and
their meanings. Since the vocabulary itself deals with all the four main skills of
language: reading, listening, speaking, and writing. It means dealing with
comprehending and producing language.
The statement above reveals that the importance of vocabulary affects the
students’ achievement of the fourth language skills. In other words reading,
listening, speaking, and writing skill cannot seperated from vocabulary. Based on
the statement above vocabulary in reading is one of the important problem for
1
2
students in learning English. There is a strong link between vocabulary
knowledge and reading because vocabulary knowledge impacts reading and academic
succes, it is significant in our daily life and can have practical as well as social and
emotional consequences (Marzano, 2004)
In reality, vocabulary becomes a problem to almost all of students at any level
of education. Vocabulary is assumed as one of the major difficult aspect of language
to be mastered since there are many students who still struggle with mastering
vocabulary. There are many reasons why students have problem in vocabulary. One
of the most obvious is simply that they have problems in memorizing, pronouncing,
and understanding the words and it makes them lazy to study English. Based on the
observation that was done by the writer in grade VIII at SMP Swasta Parulian Medan.
The writer found that the students cannot comprehend a text and do the exercise from
the textbook because their vocabularies were still low, most of the students get the
score below Minimal Competence Criteria ( KKM) of English lesson for Junior High
School. The Minimal Competence Criteria ( KKM) applied for grade VIII by school
is 70. The researcher found that from 40 students, they were only 12 students could
pass the Minimal Competence Criteria (KKM).
In the further investigation, the writer found some problems that made the
students are difficult to master the vocabulary. The first problem is most of the
students still have limited vocabulary in English, and second, the students felt bored
with the teacher’s way of teaching, in which they were asked to find out the meaning
3
of difficult words in the dictionary and then memorize the words. It seems that they
need something diffrent in studying the vocabulary.
The fact show that vocabulary does not only memorize the words and open
dictionary, but also has to develop the meaning of word. There are some ways to
develop word meaning, one of them is play word games. Anagram is one of the
worrd game, anagram will point up the element of enjoyment or challenge in
language study and encourage word play, require the students to look carefully at
words and give the students practice in calling up words on the basic of given clue,
require the students to match words with definition (Asian EFL Journal)
From the explanation above, one of the relaxing ways in teaching and learning
vocabulary is anagram technique. Anagram technique is a type of word play, the
result of rearranging the letters of a word or phrase, using all the original letters.
Anagram technique can motivate the students and make them interested in learning
vocabulary English for junior high school, not only that the students also know about
the new words by using anagram they can found the new word by their ownself. It
means that after learning vocabulary by using anagram, the students are expected to
be able to increase their vocabulary in a friendly way.
According to Collins (2003) anagram technique is a one of the type word
play, the result of rearranging the letters of word or phrase to produce a new word or
phrase, using all the original letters exactly one: for example dormitory can be
rearranged into dirty room. Someone who creates anagram is called an
anagrammatist. The original word or phrase is known as the subject of an anagram.
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B. The Problem of The Study
Based on the background of the study above , the research problem of this
study is formulated as the following:
“Is there any significant effect of using anagram technique on students’
Vocabulary Achievement in Reading Descriptive Text?”
C. The Objective of the Study
In accordance with the problem of the study above the objective of this
research is to find out whether there is significant effect of using Anagram technique
on students’ vocabulary Achievement in Reading Descriptive Text.
D. The Scope of the Study
The scope of this study is limited on the effect of using anagram technique on
students’ vocabulary Achievement in reading descriptive text on grade VIII at Junior
high school.
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E. The Significance of the Study
The result of this study is expected to be useful and meaningful for:
1. English teacher in increasing the quality of teaching and learning
vocabulary in future.
2. The students to have a better technique in learning vocabulary by using
anagram.
3. Readers who are learning English, the result of this study is expected to be
useful for those who are interested in conducting in depth research related
to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the writer concludes that the calculation of
t-observed (calculated)is higher than t-table 4,123 > 1,991, df = 78, α =0,05) it
means that there is significant effect of using anagram technique on the students’
vocabulary mastery. In other words, students who were taught by using anagram
technique got higher score than students who were taught by using dictionary. By
using anagram, the students can learn and retain words more easily. In other
words, it can help the students to increase their vocabulary achievement. This
word game helps and encourages to sustain their interest in learning vocabulary
because it is amusing, interesting, and challenging the students.
B. Suggestions
The result of this study shows that the uses of anagram technique enlarge
the students’ number of vocabulary. From the the reserach that had done,
the writer has some suggestion. The following suggestion are offered:
1. For the English teacher; they are suggested to consider anagram
technique in teaching vocabulary because by using this technique the
students can be more enjoyable in memorizing the words and they will
be able to remember the word easier for long time.
2. For the students; they are suggested to follow anagram technique to
practice their vocabularies regularly and know the meaning of
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3.
the words. It will enlarge the number of their vocabulary and also
make them easier to understand what their teacher said.
4. For all the readers; they are suggested to consider anagram technique
because it can increase vocabulary knowledge and they may use the
information in this research as a useful input teaching – learning
process especially for teaching vocabulary.
434
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