THE EFFECT OF ANAGRAM WITH FLASHCARDS ON STUDENTS` VOCABULARY MASTERY.

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THE EFFECT OF ANAGRAM WITH FLASHCARDS ON

STUDENTS’ VOCABULARY MASTERY

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

FITRI MULIATI

Registration Number. 2112121010

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGMENT

The greatest gratitude is expressed to Allah SWT, the Almighty and Most

Beneficial for His Grace, Guidance, and Mercy that has been given to the writer

finally accomplishes his thesis.

This thesis is aimed to fulfill one of the requirements for the degree of

Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,

State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems

and she had received the academic guidance, suggestions, and comments and got

a lot of assistance and moral support from many people. Therefore, the writer

would like to express her gratitude and special thanks to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd.,The Head of English and Literature Department Dra. Meisuri, M.A., the Secretary of English Department

all at once as the her Thesis Examiner, Nora Ronita Dewi, S.Pd.,

S.S., M.Hum., the Head of English Education Program, Faculty of Languages and Arts, State University of Medan.

 Dr. Rahmad Husein, M.Ed., and Neni Afrida Sari Harahap, S.Pd, M.Hum., her Thesis Advisors who have given their valuable advice, suggestion, guidance and spent their precious time in the process of

completing this thesis.

 Drs. Johan Sinulingga, M.Pd., her Academic Advisor and her Reviewer who has supported her through out the academic years.  Dra. Sri Juriaty Ownie, MA., Drs. Lidiman Sahat Martua Sinaga,

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ABSTRACT

Muliati, Fitri. 2112121010. The Effect of Anagram with Flashcards on

Students’ Vocabulary Mastery. A Thesis. English and Literature Department,

Faculty of Languages and Arts, State University of Medan. 2015.

This study deals with out the effect of Anagram with Flashcards on students’ vocabulary mastery. The objective of this research was to find out the effect of anagram with flashcards on students’ vocabulary mastery. The population of this study was the students of SMP Negeri 1 Selesai, Academic Year 2014/2015. It was conducted by using experimental research design. There were two randomized groups namely experimental group and control group. The experimental group was taught by using Anagram with Flashcards while the control group was taught by using Personal Vocabulary Notes (PVN). The data was analyzed by using t-test formula. The analysis showed that the mean scores of the students in the experimental group was significantly higher than the mean scores of the students in the control group at the level of significant α= 0.05 with the degree of freedom (df) 58 with the value of observed 6.63 > the value of t-table 2.00. Therefore, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The findings indicated that using Anagram with Flashcards significantly affected the students’ vocabulary mastery.

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LIST OF TABLES

Table 1.1 Students’ English Score of Grade VII in SMPN 1 Selesai ... 3

Table 3.1 Research Design ... 25

Table 3.2 The Activities of Teacher and Students in Experimental

Group ... 27

Table 3.3 The Activities of Teacher and Students in Control Group ... 30

Table 4.1 The Score of Students’ Vocabulary Mastery Score in

Experimental and Control Group ... 35

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LIST OF APPENDICES

APPENDIX A The Score of Pre-Test and Post- Test by the Students of

Experimental Group ... 46

APPENDIX B The Score of Pre-Test and Post- Test by the Students of Control Group ... 47

APPENDIX C The Reliability of the Test ... 48

APPENDIX D Normality of the Test ... 51

APPENDIX E Table of Normality from 0 to Z... 57

APPENDIX F Table of Critical Values for the Lilifors Test for Normality ... 59

APPENDIX G Homogeneity of Variance Test ... 60

APPENDIX H F Distribution Table ... 66

APPENDIX I The Calculation of T- Test ... 67

APPENDIX J Percentage Points of the T Distribution ... 71

APPENDIX K Lesson Plan ... 72

APPENDIX L Vocabulary Test ... 87

APPENDIX M The Key Answer ... 91

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CHAPTER I

INTRODUCTION

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

(Bishop, 2009). In Indonesia, vocabulary is considered as the most important part

to be learned by the students in school. David Wilkins as quoted by Thornburry

(2002) states “without grammar very little can be conveyed, without vocabulary

nothing can be conveyed”. This statement implies if 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

sentences. Thus, it is an obligatory that students need to master vocabulary in

order to be able to communicate with other.

At the present day, everybody approves the important of vocabulary in

learning a language. Vocabulary as the basic element of language is accepted as

even the backbone of the whole language system. But, unfortunately, vocabulary

knowledge is not attached importance according to its deserts in language study

area in the beginning. Vocabulary teaching was a matter of secondary importance

in foreign language programs. It was considered as something useless and time-

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importance to the special vocabulary instruction in foreign language teaching all

over the world. Today almost all second language theorists and practitioners admit

vocabulary is crucial for language teaching.

Vocabulary knowledge also plays a significant role in overall academic

success. Students who are rich vocabulary will be better in listening, speaking,

reading, and writing a foreign language. Based on the statement above,

vocabulary in reading is one of the important problem for students in learning

English. There is a strong link between vocabulary knowledge and reading,

because vocabulary knowledge impacts reading and academic success, 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 problems 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. In line with the writer’s experience in Teaching Experience

Practice (PPL) in grade VII Junior High School at SMP Negeri 1 Selesai, 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

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Junior High School. The score of English test from the students can be seen in the

Table 1.1.

Table 1.1

Students’ English Score of Grade VII in SMP Negeri 1 Selesai

Semester _{Score Students Percentage Mean}

1st Semester 2014/2015 <70 21 64%

school is 70. From the data above, it can be fulfilled that the students’ ability in

vocabulary in that class is still low. It can be seen from the mean of the students’

score where the mean is still under the Minimal Completeness Criteria.

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 teachers’ way of teaching vocabulary, in which they were asked to

find out the meaning of difficult words in the dictionary and then memorize the

words. It seems that they need something different in studying the vocabulary.

Regarding to the problem discussed previously, the way of teaching in the

classroom needs to be improved. The use of creative and effective teaching

technique and media in teaching vocabulary is needed to perform in the classroom

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achievement. To overcome the problem occurred, the writer acclaimed to use

anagram with flashcards.

The reason why the writer chooses anagram with flashcards is that because

anagram with flashcards is believed as an effective way in increasing students’

vocabulary achievement. Anagram with flashcards is needed to help students;

especially those who struggle with vocabulary become more interest in English

learning. Another benefit of using anagram with flashcards is to stimulate and

encourage the students to rearrange for new words to enlarge their vocabulary and

also motivate them to learn seriously through a friendly way.

In line with the teachers’ creativity for developing students’ mastery of

vocabulary, the researcher wants to help in teaching and learning process by using

anagram with flashcards in teaching vocabulary. It is expected that the use of

anagram with flashcards can motivate and make the students interested and

relaxed in learning vocabulary. It means that after learning vocabulary by using

anagram with flashcards, the student’s achievement in vocabulary will be

improved. Therefore, this study chooses anagram with flashcards to increase

students’ vocabulary mastery.

B. The Problem of the Study

Based on the background of the study, the research problem of this study

is formulated as follows:

“Is there any significant effect of using anagram with flashcards on students’

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C. The Objective of the Study

The objective of this study is to find out the significant effect of using

anagram with flashcards on students’ vocabulary mastery.

D. The Scope of the Study

The scope of this study is limited on the effect of using anagram with

flashcards on students’ vocabulary mastery in reading on grade VII at Junior High

School.

E. The Significance of the Study

The result of this study is expected to contribute either the theories or

practices for:

1. Theoretically:

a. It is useful for the reader, to add reference or give alternative way in

teaching and learning vocabulary.

b. It is providing some information for those who are interested in conducting

the further research, especially in vocabulary.

2. Practically

a. It is useful for the students to increase their vocabulary mastery in learning

English.

b. It is useful for the English teacher in order to use anagram with flashcards in

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzing the data, it was concluded that there is a significant effect

by using anagram with flashcards on students’ vocabulary mastery, since tobserved >

ttable (6.63> 2.00; df= 58, α = 0.05). It means that the null hypothesis (H0) was

rejected and the alternative hypothesis (Ha) was accepted because there was

significant effect of using anagram with flashcards on the students’ vocabulary

mastery.

B. Suggestion

Based on the conclusion above, the researcher gives some suggestion as

following:

1. The English teacher was suggested to apply anagram with flashcards

in teaching vocabulary and facilitated the students to learn

independently.

2. The students guided by the teacher were suggested to apply anagram

with flashcards in a group or individually to make them to be more

active, enjoyable and have deeper understanding of a word.

3. Other researchers should try to apply Anagram with Flashcards in

teaching vocabulary on different level of learners through different

topics to prove the effectiveness of anagram with flashcards on

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THE EFFECT OF ANAGRAM WITH FLASHCARDS ON STUDENTS` VOCABULARY MASTERY.