THE EFFECT OF APPLYING ANAGRAM TECHNIQUE ON THE STUDENTS VOCABULARY ACHIEVEMENT.

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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

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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.

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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

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 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

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3. Teaching English for Junior High School ... 11

4. Meaning in Vocabulary ... 13

5. Assessment in Vocabulary ... 16

6. The Word-Development Technique ... 17

7. Teaching Vocabulary ... 18

8. Anagram ... 22

9. Teaching Vocabulary through Anagram ... 24

10. The Advantages and Disadvantages of Anagram ... 28

B. Conceptual Framework ... 28

CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ... 37

A.Data … ... 38

B.Data Analysis ... 38

C.Research Findings ... 39

CHAPTER V CONCLUSION AND SUGGESTION ... 40

A.Conclusion ... 40

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LIST OF TABLES

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LIST OF APPENDICES

Page APPENDIX A The Score of the Pre-Test and Post-Test of

Experimental Group ... 43

APPENDIX B The Score of the Pre-Test and Post-Test of Control Group ... 44

APPENDIX C The Calculation of the Reliability of the Test ... 45

APPENDIX D The Calculation of the T-Test ... 47

APPENDIX E Table of Distribution t ... 51

APPENDIX F Lesson Plan ... 52

APPENDIX G Pre-Test and Post-Test Question Sheet ... 78

APPENDIX H The Answer Key ... 80

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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

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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

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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’ VocabularyAchievement”

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

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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.

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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

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www. Anagramgenius.Ccom Home Page. Accessedd on February 12th 2010.

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