TEACmNG VOCABULARY BY USING ANAGRAM TO THE n F T H
GRADE STUDENTS OF SD NEGERI 42 PALEMBANG
THESIS
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
*
Drs. H . Mahidin Mahmnd
Palembang, July 10*^, 2010 Advisor U ,
Dalilan,&Pd.,MJHBnu
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,
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MemberAcknowledged by The Head of
English Education Study Program,
Approved by The Dean of F K I P UMP,
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A B S T R A C T
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.
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
C O N T E N T S
Page
T I T L E I
A G R E E M E N T P A G E i i
A P P R O V A L P A G E i i i
M O T T O AND D E D I C A T I O N iv
A B S T R A C T v
A C K N O W L E D G E M E N T S v i
C O N T E N T S vii
L I S T O F T A B L E S ix
L I S T O F A P P E N D I C E S x
C H A P T E R 1 INTRODUCTION
1.1 Background 1 1.2 Problems of the Study 2
1.2.1 Limitation of the Problems 2 1.2.2 Formulation of the Problems 2 1.3 Objectives of the Study 3 1.4 Significances of the Study 3
1.5 Hypothesis 3 1.6 The Criteria for Testing the Hypothesis 3
C H A P T E R 2 L I T E R A T U R E R E V I E W
2.1 Concept ofTeaching and Learning 5
2.2 Concept of Vocabulary 6 2.3 Concept of Anagram 6 2.4 Teaching Vocabulary by Using Anagram 7
2.5 Related Previous Study 9
C H A P T E R 3 M E T H O D AND P R O C E D U R E
3.1 Operational Definitions 11 3.2 Method of the Research 12 3.3 Research Variables 13 3.4 Population and Sample 14
3.4.1 Population 14 3.4.2 Sample 15 3.5 Technique for Collecting Data 15
3.5.1 Validity 16
3.6.2 The Conversion of Percentage Range 18
3.6.3 Matched t-Tesl 18
C H A P T E R 4 FINDINGS AND I N T E R P R E T A T I O N
4.1 The Findings of the Study 20 4.1.1 The Students' Scores in the Pre-test 20
4.1.2 The Students' Scores in the Post-test 21
4.1.3 Matched t-test 23 4.2 Interpretation 25
C H A P T E R 5 CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions 26 5.2 Suggestions 26 5.2.1 To the Teacher of English 26
5.2.2 To the School 27
R E F E R E N C E S A P P E N D I C E S
L I S T O F T A B L E S
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..
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
C H A P T E R I I N T R O D U C T I O N
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).
"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
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
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.
C H A P T E R I I
T H E O R E T I C A L F R A M E W O R K
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. I f leaching and learning activities can run well, of course, the target can
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
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"
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
I I . 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 cat
- Is that a buffalo?
Present by using pictures
Check their understanding
- Picture A (dog)
- Picture B (cat)
- Picture C (buffalo)
Practise
I I I . Post-Activities
g-o-d
a-c-t
f-a-I-o-f-u-b
- 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
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
C H A P T E R I I I
R E S E A R C H P R O C E D U R E
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
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 V
"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
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.
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. Class Total
1 V A 23
2 V B 25
3 V C 25
4 V D 27
5 V E 25
Total 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 Materials Indicator Test Items
To measure the The material The students Rearrange the 1 - 3 0 students' was presented were able to scrambled
mastery on on the students' rearrange the words about
vocabulary worksheet. scrambled animals
words. (mouse.
elephant. buffalo, ant. rabbit, lion. and etc).
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. 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:
K R - 2 1 = ^ ^ M ( K - M ) K(SD)' ( K - 1 )
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 - 1Where:
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
18
3.6.1 The Percentage Analysis
This is used to find out the students' individual scores. The formula is:
X = - ^ — x l O O % T x N
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
S C O R E G R A D E C O M P E T E N C Y L E V E L
7 5 - 8 0 A Excellent
7 0 - 7 4 B Good
54-69 C Fair
45-53 D Poor
4 0 - 4 4 E Very Poor
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
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
C H A P T E R I V
H N D I N G S 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.
Table 4.1 The Students' Scores in the Pre-Test
Num Total Total Total Number ber Numb Number Num Students' of the
of of er of of ber of Scores Stude Percenta- Level of Students Corr Corre Incorrect Incor (V) nts ge Achievem
tNl pf t vx Answers rect Score ent Answ Answ (Z) Answ s
ers ers ers (YxN)
(X) (NxX) (NxZ)
2 22 44 8 16 7.3 14.6 6.66% Good
2 21 42 9 18 7 14 6.66% Good
7 20 140 10 70 6.6 46.2 23.33% Fair
3 19 57 11 33 6.3 18.9 10.00% Fair
4 18 72 12 48 6 24 13.33% Fair
3 17 51 13 39 5.6 16.8 10.00% Fair
4 16 64 14 56 5.3 21.2 13.33% Fair
25 470 280 155.7 100%
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'
22
Table 4.2 The Students' Scores in the Post-Test
Num Total Total Total
ber Numb Number Num of the
Number of er of of ber of Students' Stude Level of of Corr Corre Incorrect Incor Scores nts Percen- Achieve-ment
L I
(N) Answ Answ (Z) Answ s
ers ers ers (YxN)
(X) (NxX) (NxZ)
5 28 140 2 10 9.3 46.5 16.66% Excellent 3 27 81 3 9 9 27 10.00% Excellent 7 26 182 4 28 8.6 60.2 23.33% Excellent 6 25 150 5 30 8.3 49.8 20.00% Excellent 4 24 96 6 24 8 32 13.33% Excellent
25 649 101 215.5 100%
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 =
T x N xlOO%
649
X = ^ xlOO%
25x30
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
R
T
N
Result of Percentage
Total Number of Incorrect Answer : 101
Total Number of Sample : 25
Total number of items : 30
X = ^ — x l O O % T x N
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:
24
g j ^ ^ 1128-(l/3Q)(276y
V 3 0 - 1
SD = 1128-(0.033)(76.176)
29
1128-2.158
' V 29
SD = 1125.8
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
S D = _ = = 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
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
C H A P T E R V
C O N C L U S I O N 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.
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
R E F E R E N C E S
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
Press-Douglas, 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 in Research and Evaluation. San Diego, California: Edits Publisher.
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 Comprehension.
English Teaching Forum.
Webster, Noah. 1988. The International Webster New Encyclopedia Dictionary of the English Language and Library of Useful Knowledge. New York. Tabor House.
! . Agimg Wibiwo 2. Aliyah Nurul Hinia
3. AI Fallah Siddiq Mersandi 4. Ade Octa Auriani
5. Antoneta Pinangkafin 6. Ari Dias Cahyadi 7. Bella Mardi Yanti 8. Emi Fathurrahmi 9. Firda
10. Hendri M
11. Haikal Yulian Hidayat 12. Ilaham
13. Kiki 14. Liga Ps 15. M.Fiktif
16. M . Yogy Syaputra 17. M.dias Rajak 18. M.al Farobbi 19. M.Taufik Hidayat 20. Nurul Chairunnisa 21. Rahmi.Z
22. Rio Riyadi Septiawan 23. Yessi Andria
24. Yulinda Nur'anisyah 25. Yuni Fransisca
V
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 c. Serdip b. Persid d. Piders
6. Sogoo
a. Osego c. Souge b. Egoso d. Goose
7. Mocodo
a. Comedo c. Modoco b. Docomo d. Ocodom
8. Topucos
a. Pusokto c.Topusoc b. Octopus d. Cosputo
9. Fifyrel a. Eriflyr b. Fyrelfy 10. Zardil a. Zilard c. Firefly d. Fiflyer c. Darliz
b. Lizard d. Zdarli
11. Quids a. Squid b. Qisdu 12. Sterbol a. Terobls b. Lobster c. Squid d. Qusid c. Losterb d. Botersl 13. Refegif
a. Grafefi c. Refgife b. Raffige d. Giraffe
14. Tarifhsh
a. Arfissth c.Arishstf b. Sistarfh d.Starfish
15. Zeepanchim a. Chimpanzee b. Pancezehim c. Imchepaneh d. Himzecepan 16. Toga a. Gota b. Toag 17. Mrow a, Morw b. Worm 18. Aob a. Boa
21. Chekein
a. Cichken .c Kenchic b. Chicken .d Cickneh
22. Tab
a. Bat c. Atb b. Bta d. Abt
23. Oerprassahgp a. Grasshoopper b. Asshcorgerpp 24. Tumosuiq a. Musiqtumo b. Mosquitu 25. Ebe a. Eeb c. Ebe c. Percoprasgsh d. Hasscorpergp c. Misoutuq d. Qutusimo c. Ebe d. Bee 26. Cwo
a. woe c. Owe b. Ocw d. Cow
27. Tar
a. Rat c. Atr b. Art d. Tra
28. Anagui
a. Iguana c. anuagi b. Uanagi d. anaigu
29. Hecel
a. Leceh c. Leech b. Cehel d. Elech
.30- Gonflydra
Appendix 3
The Items of Post-Test
Direction : Choose the best answer of the following questions!
1. Act 11. Reed
a. tac c. cat a. dree c. rede
u. U . i C a 0. uccr u. cure
2. God 12. Soume
a. dog c. gdo a. usemo c. mouse
u
D. odg d. dgo b. soume d. emeus
3. Noil 13. Segoo
a. I lull c oiin a. osego c. souge
U V.
l i l l U ( J . U l l l l r\Dt c*ct/~%cr^ C g U b O u. goose
4. Gelir 14. Zardil
n 7il!ii*H Hnrli7
b. cerit d. ertig h lizard d zdarli
5. Olafbuf 15. Barbit
t - ' t A l X - ' l A X X c h i i f r a l n a hitrah e t i r h a h L l l L l d U
b iilohiif^ H n i l n f b a h rabbit H ahhtir
6. Ehn 16. Tan
hen C n P n a ant e nat
L>. lull
h
u.
h n e H nrif
U. llllV
U . I I U X u. uux
7. Kcoc 17. Phentale
a. cock c t . l l a i p C l C I l l e. i c i c p i i c u i
b. cock u. piiaiici LC u. eiepiidiiL
8. Dirb 18. Dilcrocoe
a. rdbi c. ibrd a. crocodile c. cocoridle
b. brid d. bird b. dilcrocoe d. cocrodile
9. Flytubert 19. Fyl
a. butterfly c. retbutfly a. l y f c.yfl
b. terflybut d. utebterfy b. Ify d. fly
10. Lecam 20. Rafegif
a. mecal c. leacm a. grafefi c. giraffe
b. camel d. melac b. raffige d. giraffe
22. Toga a. gota b. toag c. goat d. tgoa 23. Komney
a. moneyk c. konmey b. monkey 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 c. dilphon b. dolphin d. hinplod
Appendix 4
K E Y ANSWERS
P R E - T E S T :
1. NAILS 2. SEAHORSE 3. COCK 4. HONEYBEE 5. SPIDER 6. GOOSE 7. COMODO 8. OCTOPUS 9. FIREFLY "lO: LIZARD V n . SQUID
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
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: [email protected]
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
M E M U T U S K A N
MENETAPKAN:
Pertama Mengangkat dosen pembimbing penuiisan skripsi mahasiswa FI^P Universitas Muhammadiyah Palembang
Nama NIM Dosen Pembimbing
Kartini 372006088 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
STATUS D I S A M A K A N / T E R A K R E D I T A S I
Alamat : JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842 Fax (0711) 513078, E-mail: [email protected]
USUL JUDUL DAN PEMBIMBING SKRIPSI
Nomor: 37.06.59/G.17.2/KPTS/FKIP UMP/in/2010
Nama
N I M
Jurusan
Program Studi
Judul Skripsi
Kartini
372006088
Pendidikan Bahasa Inggris
Pendidikan Bahasa Inggris
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
Pembimbing II
Batas waktu penyelesaian
1(oneJ
Drs. H. Mahidin Mahmud -f^^ yp
Dalilan, S.Pd., M.Hum. /
Palembang, April 2010 Ketua Program Studi,
Dibuat rangkap tiga : 1. Ketua Program Studi 2. Pembimbing I
MNtVERSrmS MUHAMMADIYAH PALEMBANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
STATUS D I S A M A K A N/ T E R A K R E D I T A S I
A l m n . i i JI Jend- A . Yani 13 Ulu Palembang 30263 Telepon 510842
Nomor : 6369/G.17.3/FK1P UMP/IV/2010 13 Jumadil Awal 1431 H.
Hal :
Permohonan Riset
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 S D Negeri 42 Palembang dalam rangka
menyusun skripsi dengan judul
"Teaching Vocabulary by Using Anagram to
the Fifth Grade Students of SD Negeri 42 Palembang'.
Atas perhatian dan kerjasama yang baik, diucapkan terima kasih. Billahitaufiq walhidayah
/ 2 V \
EKOLAH DASAR N E G E R I 42 PALEMBANG
Ji. let Murod Talang Ratu Pangkal Km 5 Palembang, telp. 0711 -120574
.SURAT K E T E R A N G A N
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 V O C A B U L A R Y B Y USING ANAGRAM T O T H E F I F T H G R A D E 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
P E M E R I N T A H K O T A P A L E M B A N G
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- 350665-353007P A L E M B A N G
Nomor Lumpiran Perihal
070//7f</26.8/I>N/20I0
Izin Penelitian
Palemhnng. 27 April 2010
Kepada Yth
Dekan I*"K1P Univ-Muhiimadivah
di-Paleinhaiig
Sehubungan dengan surat Saudara Nomor ; 6360/(,;. 17.3/1 K I P 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 K A R T I N I
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 :
1. 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 Perundang-undangan 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.
; [$ • eg - tOiO •
Agno •• 4 7 - 1 - 2 / ^ x f IT T Uoio
Kepala Dinas Dikpora plembang
iZA F A N S Y U R I . M . P d 'na Tiiigkiii I
P. 131002781
Tembusan :
1. Kepala UPTD Dikpora Kec. IT I Palembang 2. KabidTK/SD
STATUS D I S A M A K A N / T E R A K R E D I T A S I
Alamat: JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842 Fax (0711) 513078, E-mail: [email protected]
P E R S E T U J U A N S K R I P S I
'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.
Pembimbing I
Palembang, Juli 2010
Pembimbing I I
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 D I S A M A K A N / T E R A K R E D I T A S I
Alamai: JI. Jend. Ahmad Yani 13 Ulu Palembang30263 Telp. 0711-510842 Fax (0711) 513078, E-mail; [email protected]
4
^
—
=
m
^
=
m
K A R T U B I M B I N G A N S K R I P S I
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.
Pembimbing I
Palembang, 27 Juli 2010
Pembimbing II
LAPORAN KEMAJUAN
BIMBINGAN SKRIPSI
Pasfoto 3 x 4
Nama
NIM
Judul
i-CAftiirc
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•sen Pembimbing
jrtemuan
ke- Pokok Bahasan Catatan/Komentar
Paraf&Tgl. Konsultasi
Tanggal Selesai
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B I M B I N G A N S K R I P S I
Nama : Kartini
N I M : 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.
Pertemuan
ke- Pokok Bahasan Catatan/Komentar
Paraf&Tgl. Konsultasi
Tanggal Selesai
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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
