THE EFFECT OF APPLYING ANAGRAM TECHNIQUE ON THE STUDENTS VOCABULARY ACHIEVEMENT.
THE EFFECT OF APPLYING ANAGRAM TECHNIQUE ON
THE STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
Submitted to Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
JITTROLI R. DAMANIK
Registration Number. 071222210052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Damanik, Jitroli. 071222210052. The Effect of Applying Anagram Technique
on the Students’ Vocabulary Achievement. A Thesis. Faculty of Languages
and Arts. State University of Medan. 2014.
This research was intended to attempt to investigate the effect of applying
anagram technique on the students’ vocabulary achievement. It was designed as
research. The subject was students of Grade VIII, SMP Nasrani 3 Medan, which
consisted of 68 students. There are two groups in this research namely
experimental and control groups. The instrument used to collect the data was
vocabulary test. In obtaining the reliability of the test, the writer applied Kuder
Richardson 21 formula. The result of the reliability was 0.79, and it was found
that the test was reliable. The data were analyzed by using t-test formula. The
analysis showed that the scores of the students in the experimental group were
significantly higher than the scores of the students in the control group at the level
of significant = 0.05 with the degree of freedom (df) 66, t-observed value 3.21 >
t-table value 2.00. The findings indicate that there is a significant effect of
applying anagram technique on the students’ vocabulary achievement.
Keywords: Achievement, Anagram, Vocabulary
i
ACKNOWLEDGEMENT
First and foremost, the greatest thanks to almighty God in heaven for His
opportunity, blessings and health given to her which enable him to completed this
thesis in partial fulfillment of the requirements for the Degree of Sarjana
Pendidikan at English and Literature Department, Faculty of Language and Arts,
State University of Medan.
This thesis could have not been accomplished without guidances,
comments, suggestions, and support from several people, for which the writer
would like to extend his sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum as the Dean of Faculty of Language and
Arts, Vice Dean I, Vice Dean II, Vice Dean III, and all the Administrative
Staff.
Prof. Dr. Hj. Sumarsih, M.Pd as the Head of English and Literature
Department and also His Thesis Supervisor.
Dra. Masitowarni Siregar, M.Ed as the head of English Education and
Dra. Meisuri, M.A. as the Head of Literature Prody of English
Department, and His Thesis Supervisor,
All the lectures of English Department and the whole Staff of Faculty
of Languages and Arts State University of Medan who have helped and
guided him during his study.
ii
Mam Eis, Mam Enda, Mam Indri and Mr. pantes for all suggestion and
administrative during his study.
His beloved parents Mudin Damanik and Melinda Gultom for their
encouragement, prayers, and their deepest love.
His brothers ever Jones and Januari, his beloved sister Jinni, and also all
of his family for giving the inspiration and motivation during study.
His closed friends Jubo, Brabo, Ribo, Dabo, Erbo, Harbo, Nubo and
Akka natabo for supporting, togetherness, and best moment during study.
For those who are his friends in Reguler C 2007, and Partners in BT-BS
Medica the greatest thanks to all of them for their motivation and supports
each othis that can not be mentioned one by one.
Medan, August 2014
The Writer
Jittroli R Damanik
Reg. No 071222210052
iii
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT ....................................................................
TABLE OF CONTENTS......................................................................
LIST OF TABLES ................................................................................
LIST OF APPENDICES ......................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION..........................................................
A. The Background of the Study .......................................
B. The Problem of the Study .............................................
C. The Scope of the Study .................................................
D. The Objective of the Study ...........................................
E. The Significance of the Study .......................................
1
1
3
3
3
4
CHAPTER II REVIEW OF LITERATURE .....................................
A. Theoretical Framework .................................................
1. Vocabulary Achievement ..........................................
2. Vocabulary ................................................................
3. Teaching English for Junior High School .................
4. Meaning in Vocabulary .............................................
5. Assessment in Vocabulary ........................................
6. The Word-Development Technique ..........................
7. Teaching Vocabulary ................................................
8. Anagram ....................................................................
9. Teaching Vocabulary through Anagram ...................
10. The Advantages and Disadvantages of Anagram ...
B. Conceptual Framework .................................................
C. Hypothesis .....................................................................
CHAPTER III RESEARCH METHOD .............................................
A. Research Design............................................................
B. Population and Sample ..................................................
C. The Instrument of Collecting Data ................................
D. Scoring the Test ............................................................
E. Procedure of the Research .............................................
F. Instrument of Validation ................................................
G. Technique for Analyzing the Data ................................
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...
A. Data … ..........................................................................
B. Data Analysis ................................................................
C. Research Findings .........................................................
5
5
5
6
11
13
16
17
18
22
24
28
28
29
30
30
31
31
32
32
35
36
37
38
38
39
CHAPTER V CONCLUSION AND SUGGESTION ........................
A. Conclusion ....................................................................
B. Suggestion .....................................................................
40
40
40
iv
REFERENCES ......................................................................................
APPENDICES .......................................................................................
v
41
43
LIST OF TABLES
Page
Table 3.1 Research Design. ..................................................................... 30
Table 3.2 Teaching Procedure in Experimental Group ........................... 33
Table 3.3 Teaching Procedure in Control Group .................................... 34
vi
LIST OF APPENDICES
Page
APPENDIX A The Score of the Pre-Test and Post-Test of
Experimental Group ......................................................
APPENDIX B The Score of the Pre-Test and Post-Test of
Control Group ...............................................................
APPENDIX C The Calculation of the Reliability of the Test ...............
APPENDIX D The Calculation of the T-Test .......................................
APPENDIX E Table of Distribution t ...................................................
APPENDIX F Lesson Plan ...................................................................
APPENDIX G Pre-Test and Post-Test Question Sheet .........................
APPENDIX H The Answer Key ...........................................................
APPENDIX I Examples of Answer Sheet ...........................................
vii
43
44
45
47
51
52
78
80
81
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, the use of English has increased in our country, especially to
face the globalization era that motivates every people learning English with the
aim that Indonesian people can communicate with another people from overseas
by using international language. Language can not be separated from our lives
because it is used to connect language users within the society, language can be
used to say things, about someone, to report about something or some situation.
Language also can help people convey their ideas, feelings, and desire to other
people. People who study the language must be able to master English well so that
they can communicate in a society where it is widely used.
Vocabulary is the basic elements in achieving all four language skills. In
using the language, the learners who are rich in vocabulary will be successful both
in expression skill: speaking and writing and receptive skills; reading and
listening. But one who is poor in vocabulary will get trouble in those skills.
“(Deignton, 1971:461).
Further, Spears (200: XXV) states” if you do not know the meaning of
many words a writer uses, you can not understand very well that she/he is saying.
From the quatation above, it is known that the vocabulary is important aspect of
English to be learned. It means that the students need to have enough vocabulary
as one of the language components besides grammar, spelling and pronunciation.
1
2
Gough (2001:3) say that vocabulary and grammar are both important”.
With a bigger vocabulary, the learners will be able to talk about more things, with
a better grammar; the learner will able to talk them fluently and more accurately.
In this case, vocabulary is more important than grammar, because it is a word,
which carries the content of what we want to say. Grammar joins group of words
together, but most of the meaning is in the words. The more words students know
the more students will be able to communicate. Student can say a lot with words.
Based on the writer’s experience in teaching practice in junior high school
level and based on the writer’s interview and observtion at SMP Negeri 1
Perbaungan, most of the students were passive because they do not know a lot of
vocabularies. The students’ vocabulary is still low although they seemed to have
some ideas in their mind, but they could not express their idea because they have
lack of vocabulary. The main problem is the students difficult to memorize the
word, because the teacher’s technique used in teaching vocabulary is not
interesting or monotonous. She/he usually gives many words to the students and
asks them to open their dictionary to find the meaning of those words, after
finding the words, they forget. So, when the teaching learning process takes place,
the students do not give attention and feel bored.
Because of that, the English Teacher must have the ability to use various
teaching method. It is necessary for English teacher to understand their students’
vocabulary learning strategies. Jordan (1997:149) suggests that teaching
vocabulary is such an important task in teaching vocabulary achievement relates
3
to all language learning and it is concerned to all four language skills. For this
purpose it is needed to make variation to improve the students’ vocabulary.
There are so many strategies which can be used to improve students’
vocabularies. One of them is “Anagram”. Anagram is fun and interesting way to
learn vocabulary or spelling words. Anagram is a word by transposing letters of
one word to form another.
Based on the explanations above, this study entitled “The effect of
Applying Anagram Technique on the Students’ Vocabulary Achievement”
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 “Does anagram technique significantly affect
on the students’ vocabulary achievement?”
C. The Scope of The Study
There are some activities that can improve students’ vocabulary
achievement one of them is word games. Some of words games are Scrabble,
Boggle, Crossword Puzzle, and Anagram. In this study, the problem is just limited
on the use of Anagram technique.
D. The Objective of the Study
The objective of this study is to find out whether there is a significant
effect of applying anagram technique on the students’ vocabulary achievement.
4
E. The Significance of the Study
The findings of the research are expected to be useful for the teachers,
students, and researchers. It is expected that the result of the study are elaborated
below:
1. For the teacher, the result of this study is expected to be useful for English
teachers as one of the alternative technique to teach vocabulary.
2. For the students, the result of this study is expected to be useful to make
the students more interested and motivated in improving their vocabulary.
3. For the readers who learn 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
After analyzing the data, it is concluded that the using of anagram
technique significantly affects the students’ achievement in vocabulary
achievement, since the t-test > t-table (3.21 >2.00; df=66, α=0.05). The applying
of anagram technique in teaching vocabulary achievement enables the students to
explore their ideas with their own words and to remember the information of the
words in long term memory. It means the null hypothesis (Ho) is rejected and
alternative hypothesis (Ha) is accepted because there is significant effect of
applying anagram technique on students’ vocabulary achievement.
B. Suggestions
Based on the finding, it is suggested that:
1. English teacher should use anagram technique in teaching vocabulary in
reading because it enables the students to remember the words of the text
in long term memory.
2. The textbook writer should write and suggest the reader to use anagram
technique in solving students’ problem in vocabulary achievement.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
improve vocabulary achievement in reading by applying anagram
technique.
40
41
REFERENCES
Abel, MA. 2002. Competence Based Curriculum for SMU Students’ Achievement
Indicator Indexes on the Basic of the competencies. Jakarta: Balai Pustaka
Brown, Doughlas.H. 1980. Principles of Language Learning and Teaching. USA:
University of Illinois.
Collinss,William.2003. Collins English Dictionary. London: Princenton
University
Croft, Kenneth. 1972. Reading on English As a second language. Cambridge: San
Francisco State College.
Frank, Marcella. 1972. Modern English. USA: New York University.
Harmer, J. 2003. The Practice of English Language Teaching. Longman. Pearson
Education Limited
Hornby , A. S. 1989. Oxford Advanced Learners’ Dictionary of Current English.
London: Oxford University Press.
Lado, Robert.1988. Language Teaching: A scientific Approach. Cchapter 12:
live Words and Their Meaning. New York: McGraw-Hill,Inc
Longman Dictionary. 1978. Longman Active Study Dictionary. England.
Macmillan, Collier. 1965. The key to English Vocabulary. London: The
Macmillan company.
McCarthy, Michael. 1990. English Vocabulary in Use. Caambridge: University
Press.
Oxford, Dictionary.2003. Oxford Learners Pocket Dictionary. New York:
University Press.
Pieter A, Napa. 1991. Vocabulary Development Skills. Yogyakarta: Kanisus.
Richard, J. C and T. S. Rodgers. 1988. Approaches and Method in Language
Teaching. Cambridge: LUP.
Thornbury, Scott. 1995. How to Teach Vocabulary. London: Longman.
Wallace, Michael J. 1998. Action Research for Language Teachers. United
42
Kingdom: Cambridge University.
www. Anagramgenius.Ccom Home Page. Accessedd on February 12th 2010.
http://www.scribd.com/doc/9639825/teachinnng - English - vocabulary – using –
games) accessd on 3rd April 2011.
http://www. Anagramterm. Htm accessed on March 2nd 2011.
http://www.Increasing Vocabulary Master) accessed on March 2nd 2011.
THE STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
Submitted to Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
JITTROLI R. DAMANIK
Registration Number. 071222210052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Damanik, Jitroli. 071222210052. The Effect of Applying Anagram Technique
on the Students’ Vocabulary Achievement. A Thesis. Faculty of Languages
and Arts. State University of Medan. 2014.
This research was intended to attempt to investigate the effect of applying
anagram technique on the students’ vocabulary achievement. It was designed as
research. The subject was students of Grade VIII, SMP Nasrani 3 Medan, which
consisted of 68 students. There are two groups in this research namely
experimental and control groups. The instrument used to collect the data was
vocabulary test. In obtaining the reliability of the test, the writer applied Kuder
Richardson 21 formula. The result of the reliability was 0.79, and it was found
that the test was reliable. The data were analyzed by using t-test formula. The
analysis showed that the scores of the students in the experimental group were
significantly higher than the scores of the students in the control group at the level
of significant = 0.05 with the degree of freedom (df) 66, t-observed value 3.21 >
t-table value 2.00. The findings indicate that there is a significant effect of
applying anagram technique on the students’ vocabulary achievement.
Keywords: Achievement, Anagram, Vocabulary
i
ACKNOWLEDGEMENT
First and foremost, the greatest thanks to almighty God in heaven for His
opportunity, blessings and health given to her which enable him to completed this
thesis in partial fulfillment of the requirements for the Degree of Sarjana
Pendidikan at English and Literature Department, Faculty of Language and Arts,
State University of Medan.
This thesis could have not been accomplished without guidances,
comments, suggestions, and support from several people, for which the writer
would like to extend his sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum as the Dean of Faculty of Language and
Arts, Vice Dean I, Vice Dean II, Vice Dean III, and all the Administrative
Staff.
Prof. Dr. Hj. Sumarsih, M.Pd as the Head of English and Literature
Department and also His Thesis Supervisor.
Dra. Masitowarni Siregar, M.Ed as the head of English Education and
Dra. Meisuri, M.A. as the Head of Literature Prody of English
Department, and His Thesis Supervisor,
All the lectures of English Department and the whole Staff of Faculty
of Languages and Arts State University of Medan who have helped and
guided him during his study.
ii
Mam Eis, Mam Enda, Mam Indri and Mr. pantes for all suggestion and
administrative during his study.
His beloved parents Mudin Damanik and Melinda Gultom for their
encouragement, prayers, and their deepest love.
His brothers ever Jones and Januari, his beloved sister Jinni, and also all
of his family for giving the inspiration and motivation during study.
His closed friends Jubo, Brabo, Ribo, Dabo, Erbo, Harbo, Nubo and
Akka natabo for supporting, togetherness, and best moment during study.
For those who are his friends in Reguler C 2007, and Partners in BT-BS
Medica the greatest thanks to all of them for their motivation and supports
each othis that can not be mentioned one by one.
Medan, August 2014
The Writer
Jittroli R Damanik
Reg. No 071222210052
iii
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT ....................................................................
TABLE OF CONTENTS......................................................................
LIST OF TABLES ................................................................................
LIST OF APPENDICES ......................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION..........................................................
A. The Background of the Study .......................................
B. The Problem of the Study .............................................
C. The Scope of the Study .................................................
D. The Objective of the Study ...........................................
E. The Significance of the Study .......................................
1
1
3
3
3
4
CHAPTER II REVIEW OF LITERATURE .....................................
A. Theoretical Framework .................................................
1. Vocabulary Achievement ..........................................
2. Vocabulary ................................................................
3. Teaching English for Junior High School .................
4. Meaning in Vocabulary .............................................
5. Assessment in Vocabulary ........................................
6. The Word-Development Technique ..........................
7. Teaching Vocabulary ................................................
8. Anagram ....................................................................
9. Teaching Vocabulary through Anagram ...................
10. The Advantages and Disadvantages of Anagram ...
B. Conceptual Framework .................................................
C. Hypothesis .....................................................................
CHAPTER III RESEARCH METHOD .............................................
A. Research Design............................................................
B. Population and Sample ..................................................
C. The Instrument of Collecting Data ................................
D. Scoring the Test ............................................................
E. Procedure of the Research .............................................
F. Instrument of Validation ................................................
G. Technique for Analyzing the Data ................................
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...
A. Data … ..........................................................................
B. Data Analysis ................................................................
C. Research Findings .........................................................
5
5
5
6
11
13
16
17
18
22
24
28
28
29
30
30
31
31
32
32
35
36
37
38
38
39
CHAPTER V CONCLUSION AND SUGGESTION ........................
A. Conclusion ....................................................................
B. Suggestion .....................................................................
40
40
40
iv
REFERENCES ......................................................................................
APPENDICES .......................................................................................
v
41
43
LIST OF TABLES
Page
Table 3.1 Research Design. ..................................................................... 30
Table 3.2 Teaching Procedure in Experimental Group ........................... 33
Table 3.3 Teaching Procedure in Control Group .................................... 34
vi
LIST OF APPENDICES
Page
APPENDIX A The Score of the Pre-Test and Post-Test of
Experimental Group ......................................................
APPENDIX B The Score of the Pre-Test and Post-Test of
Control Group ...............................................................
APPENDIX C The Calculation of the Reliability of the Test ...............
APPENDIX D The Calculation of the T-Test .......................................
APPENDIX E Table of Distribution t ...................................................
APPENDIX F Lesson Plan ...................................................................
APPENDIX G Pre-Test and Post-Test Question Sheet .........................
APPENDIX H The Answer Key ...........................................................
APPENDIX I Examples of Answer Sheet ...........................................
vii
43
44
45
47
51
52
78
80
81
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, the use of English has increased in our country, especially to
face the globalization era that motivates every people learning English with the
aim that Indonesian people can communicate with another people from overseas
by using international language. Language can not be separated from our lives
because it is used to connect language users within the society, language can be
used to say things, about someone, to report about something or some situation.
Language also can help people convey their ideas, feelings, and desire to other
people. People who study the language must be able to master English well so that
they can communicate in a society where it is widely used.
Vocabulary is the basic elements in achieving all four language skills. In
using the language, the learners who are rich in vocabulary will be successful both
in expression skill: speaking and writing and receptive skills; reading and
listening. But one who is poor in vocabulary will get trouble in those skills.
“(Deignton, 1971:461).
Further, Spears (200: XXV) states” if you do not know the meaning of
many words a writer uses, you can not understand very well that she/he is saying.
From the quatation above, it is known that the vocabulary is important aspect of
English to be learned. It means that the students need to have enough vocabulary
as one of the language components besides grammar, spelling and pronunciation.
1
2
Gough (2001:3) say that vocabulary and grammar are both important”.
With a bigger vocabulary, the learners will be able to talk about more things, with
a better grammar; the learner will able to talk them fluently and more accurately.
In this case, vocabulary is more important than grammar, because it is a word,
which carries the content of what we want to say. Grammar joins group of words
together, but most of the meaning is in the words. The more words students know
the more students will be able to communicate. Student can say a lot with words.
Based on the writer’s experience in teaching practice in junior high school
level and based on the writer’s interview and observtion at SMP Negeri 1
Perbaungan, most of the students were passive because they do not know a lot of
vocabularies. The students’ vocabulary is still low although they seemed to have
some ideas in their mind, but they could not express their idea because they have
lack of vocabulary. The main problem is the students difficult to memorize the
word, because the teacher’s technique used in teaching vocabulary is not
interesting or monotonous. She/he usually gives many words to the students and
asks them to open their dictionary to find the meaning of those words, after
finding the words, they forget. So, when the teaching learning process takes place,
the students do not give attention and feel bored.
Because of that, the English Teacher must have the ability to use various
teaching method. It is necessary for English teacher to understand their students’
vocabulary learning strategies. Jordan (1997:149) suggests that teaching
vocabulary is such an important task in teaching vocabulary achievement relates
3
to all language learning and it is concerned to all four language skills. For this
purpose it is needed to make variation to improve the students’ vocabulary.
There are so many strategies which can be used to improve students’
vocabularies. One of them is “Anagram”. Anagram is fun and interesting way to
learn vocabulary or spelling words. Anagram is a word by transposing letters of
one word to form another.
Based on the explanations above, this study entitled “The effect of
Applying Anagram Technique on the Students’ Vocabulary Achievement”
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 “Does anagram technique significantly affect
on the students’ vocabulary achievement?”
C. The Scope of The Study
There are some activities that can improve students’ vocabulary
achievement one of them is word games. Some of words games are Scrabble,
Boggle, Crossword Puzzle, and Anagram. In this study, the problem is just limited
on the use of Anagram technique.
D. The Objective of the Study
The objective of this study is to find out whether there is a significant
effect of applying anagram technique on the students’ vocabulary achievement.
4
E. The Significance of the Study
The findings of the research are expected to be useful for the teachers,
students, and researchers. It is expected that the result of the study are elaborated
below:
1. For the teacher, the result of this study is expected to be useful for English
teachers as one of the alternative technique to teach vocabulary.
2. For the students, the result of this study is expected to be useful to make
the students more interested and motivated in improving their vocabulary.
3. For the readers who learn 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
After analyzing the data, it is concluded that the using of anagram
technique significantly affects the students’ achievement in vocabulary
achievement, since the t-test > t-table (3.21 >2.00; df=66, α=0.05). The applying
of anagram technique in teaching vocabulary achievement enables the students to
explore their ideas with their own words and to remember the information of the
words in long term memory. It means the null hypothesis (Ho) is rejected and
alternative hypothesis (Ha) is accepted because there is significant effect of
applying anagram technique on students’ vocabulary achievement.
B. Suggestions
Based on the finding, it is suggested that:
1. English teacher should use anagram technique in teaching vocabulary in
reading because it enables the students to remember the words of the text
in long term memory.
2. The textbook writer should write and suggest the reader to use anagram
technique in solving students’ problem in vocabulary achievement.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
improve vocabulary achievement in reading by applying anagram
technique.
40
41
REFERENCES
Abel, MA. 2002. Competence Based Curriculum for SMU Students’ Achievement
Indicator Indexes on the Basic of the competencies. Jakarta: Balai Pustaka
Brown, Doughlas.H. 1980. Principles of Language Learning and Teaching. USA:
University of Illinois.
Collinss,William.2003. Collins English Dictionary. London: Princenton
University
Croft, Kenneth. 1972. Reading on English As a second language. Cambridge: San
Francisco State College.
Frank, Marcella. 1972. Modern English. USA: New York University.
Harmer, J. 2003. The Practice of English Language Teaching. Longman. Pearson
Education Limited
Hornby , A. S. 1989. Oxford Advanced Learners’ Dictionary of Current English.
London: Oxford University Press.
Lado, Robert.1988. Language Teaching: A scientific Approach. Cchapter 12:
live Words and Their Meaning. New York: McGraw-Hill,Inc
Longman Dictionary. 1978. Longman Active Study Dictionary. England.
Macmillan, Collier. 1965. The key to English Vocabulary. London: The
Macmillan company.
McCarthy, Michael. 1990. English Vocabulary in Use. Caambridge: University
Press.
Oxford, Dictionary.2003. Oxford Learners Pocket Dictionary. New York:
University Press.
Pieter A, Napa. 1991. Vocabulary Development Skills. Yogyakarta: Kanisus.
Richard, J. C and T. S. Rodgers. 1988. Approaches and Method in Language
Teaching. Cambridge: LUP.
Thornbury, Scott. 1995. How to Teach Vocabulary. London: Longman.
Wallace, Michael J. 1998. Action Research for Language Teachers. United
42
Kingdom: Cambridge University.
www. Anagramgenius.Ccom Home Page. Accessedd on February 12th 2010.
http://www.scribd.com/doc/9639825/teachinnng - English - vocabulary – using –
games) accessd on 3rd April 2011.
http://www. Anagramterm. Htm accessed on March 2nd 2011.
http://www.Increasing Vocabulary Master) accessed on March 2nd 2011.