Sustainable, Vol. 3 No. 2, 2020, 86-96.

LPM IAIN Syaikh Abdurrahman Siddik Bangka Belitung

https://jurnal.lp2msasbabel.ac.id/index.php/sus ISSN 2655-0695 (Online)

Using Anagram Technique to Develop Students’ Vocabulary Mastery to

the Seventh Grade Students

Indrawati1, Febya Resty2

12
IAIN Syaikh Abdurrahman Siddik Babel, Indonesia

Abstract
The research problems of this study were (1) to find out the
Keywords: application of anagram technique in improving student’s vocabulary
Anagram Technique mastery and (2) to know whether there was a significant difference in
Vocabulary Mastery vocabulary mastery between the experimental group where the
anagram technique was implemented and the control group which no
treatment was given during the experiment. In this study, the writer
used the quantitative method with quasi experimental group design.
The samples of this study consisted of 36 students of VII E as
Experimental Group and 36 students of VII F as Control Group taken
from the second year students of seven classes of MTs N
Pangkalpinang. The result of the test was analyzed by using statistical
analysis of Paired sample t-test and Independent sample t-test. Based
on the result analysis, there were two major findings, namely (1) the
implementation of Anagram technique in developing students’
vocabulary mastery was successful and the result of difference analysis
in post-test of experimental and control group showed that the value
of t-obtained was 3.488 which was higher than t-table 2.03 (at the
significant level p<0.05 in two tailed testing with degree of freedom
70). The result of this study showed when the means of the post tests
between the two classes were compared, the post-test scores were
better than the pre-test scores (43.31)for the experimental group
(80.89).

Abstrak

Rumusan masalah dalam penelitian ini adalah (1) untuk mengetahui

penerapan teknik anagram dalam meningkatkan penguasaan kosakata
siswa dan (2) untuk mengetahui apakah terdapat perbedaan yang
signifikan penguasaan kosakata antara kelompok eksperimen tempat
penerapan teknik anagram dan kelompok eksperimen. kelompok
Keywords: kontrol yang tidak diberikan perlakuan selama percobaan. Dalam
Teknik Anagram penelitian ini penulis menggunakan metode kuantitatif dengan
Penguasaan kosakata rancangan kelompok eksperimen semu. Sampel penelitian ini terdiri
dari 36 siswa kelas VII E sebagai kelompok eksperimen dan 36 siswa
kelas VII F sebagai kelompok kontrol yang diambil dari siswa tahun
kedua kelas tujuh MTs N Pangkalpinang. Hasil pengujian dianalisis
dengan menggunakan analisis statistik Paired sample t-test dan
Independent sample t-test. Berdasarkan hasil analisis terdapat dua
temuan utama yaitu (1) penerapan teknik Anagram dalam
pengembangan penguasaan kosakata siswa berhasil dan hasil analisis
perbedaan post-test kelompok eksperimen dan kelompok kontrol
menunjukkan bahwa nilai t -dapatkan 3,488 lebih tinggi dari t-tabel
2,03 (pada taraf signifikan p <0,05 pada pengujian dua sisi dengan
derajat kebebasan 70). Hasil penelitian ini menunjukkan bahwa nilai
rata-rata post test antara kedua kelas dibandingkan, nilai post test
lebih baik daripada nilai pre test (43,31) untuk kelompok eksperimen
(80,89).

Korespondensi
Indrawati, [email protected]

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Introduction
In this modern era, people should have more than one language to be mastered (Indrawati, 2019;
Marzulina et al., 2019; Mukminin et al., 2018). One of the most to be taught language at schools in
Indonesia is English (Lie, 2017). The students should deal with English lesson starting when they are in
Elementary School, Junior and Senior High School, even in university classes (Yusny, 2013). As a reason of
fact, English becomes an international language that should be mastered Indonesian people (Abduh &
Rosmaladewi, 2019). Language is a mean used to communicate to other people as prime part in everyday
life (Gultom, 2015). People communicate in foreign languages for different purposes; gaining knowledge
and information as well as learning the cultures (Sulistiyo, 2016). Practically, in communication,
vocabulary mastery is very important in negotiation of meaning when the students become speakers or
listeners, readers or writers. Fluency in a language can be developed through communication with
comprehension of the meaningful of words (Erlina et al., 2019; Indrawati, 2018; Richards, 2013). The
students who are lack of vocabulary knowledge, it will be difficult for them to communicate to other
people.
Based on Basic Competence, the seventh grade students should develop aspect of English for all
skills; reading, writing, speaking and listening (Suryani, 2018). The format of individual assessments are
more on vocabulary (Suryani, 2018). In Junior high school students must have 1000 vocabulary a year as
their vocabulary (이창학, 2007). It means that they learn from six to eight new words each day. That is an
enormous achievement (Firda, Widiati, Laksmi, & Hayati, 2018). Mastering a large number of
vocabularies is very important for foreign language learners. If students know more vocabulary, it will be
easy for them to learn another aspect of English language. Vocabulary is also an important language
element to achieve in comprehension. It means that a communication never occur without having good
vocabulary mastery.
Based on Oxford English Dictionary (Oxford, 2010), vocabulary is defined as “All the words in a
language, list of words and their meaning especially in a book used for learning a foreign language”.
According to Richard and Renandya, “Vocabulary is a core component of language proficiency and
provides much of the basis for how well learners speak, listen, read, and write.” It means that vocabulary
covers all the aspect of english language when the students will be speaker or listener, reader or writer
through interaction in English communication (Richards, 2011).
According to Lynne Cameron (Cameron, 2001), “Vocabulary development is about much more
than that. Vocabulary development is also about learning more about those words, and about learning
formulaic phrases or chunks, finding words inside them, and learning even more about those words.”
Keith S. Folse stated, “English language learners need to increase their vocabulary knowledge. Given the
time constraints of many learners, teachers should incorporate explicit vocabulary teaching supported by
classroom activities that reinforce previously studied material (Folse, 2008). While Jack. C. Richards
argued that, “Vocabulary is one of the most obvious components of language and one of the first thing
applied linguists to need their attention to (Richards & Schmidt, 2010)”
Based on the explanation above, the writer can state that if students have good knowledge in
comprehending the meaningful of words in vocabulary, it will be easy for them to conduct good
communication. If the students have little comprehension of the vocabulary, they will be difficult to
communicate with other people. Then, the students must be able to develop their vocabulary mastery
supported by technique in vocabulary teaching (Mukminin et al., 2015).
By developing the students’ mastery of vocabulary, they will be able to read, understand and
comprehend the text and memorize words. By providing them fun techniques, strategies, and approaches
in teaching vocabularies, students will be motivated to know more about the new language they learn
(Yurtbaşı, 2015). Learning vocabulary makes the students easy to share their ideas about the meaning of
the words.
According to Margie Golick, “Anagrams are always fun. The typical anagram task is to rearrange
the letters in a word using all of its letters, and only those letters, to make another word” (Rosadi, 2017).
Anagram is without adding of other letters. Practically, anagram technique can help the student to
producing another word (I Wayan Dirgayasa Tangkas, 2014). Moreover, that it can develop their
vocabulary mastery. Anagram technique may also giving some clues based on the definition or meaning
of the words in the different order and asking the students to complete vocabulary task (Sinaga, Herman,
& Pasaribu, 2020). In addition, anagram gives the students chances to producing another word and
practice about words on the basic of given clue.
The writer used text to help the implementation of Anagram technique. According to Scott
Thornbury, “The tendency is to present vocabulary in text. Text are ideal for classroom use (Thornbury,
2007). In other words, texts are rich in vocabulary learning. The writer focused on vocabulary in the
descriptive text. The vocabulary often used in descriptive text is word which is related to those things.
Descriptive text is the text that used based on the syllabus for the seventh grade students at MTs Negeri
Pangkalpinang.
The researcher focused on vocabulary based on the word classes especially for nouns, verbs and
adjectives in descriptive text according to syllabus of seventh grade students at MTs Negeri

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Pangkalpinang. The topics of the text are 1.) Describing people’s physical appearance, classmates
characteristics and occupation, 2.) things in the classroom, kitchen and living room, 3.) animals in
environment, animals in my home, animals in my school and 4.) public places. There are some factors of
vocabulary mastery such as word meaning, extending word use, word combinations, the grammar of
words and spelling (Abrar et al., 2018; Al-Furqon, 2017; Indrawati, 2017). In this study, the researcher
focused on word meaning and spelling the right words.
Related to the description above, “Using Anagram Technique to Develop Students’
Vocabulary Mastery to the Seventh Grade Students of MTs Negeri Pangkalpinang in Academic
Year 2016-2017” might be an interesting topic to be explored. The researcher used anagram technique to
develop students’ English achievement, especially in vocabulary mastery and the application of anagram
technique in teaching vocabulary.
Based on the background of the study, the problems of this study can be formulated as the
following:
1. How is the implementation of anagram technique to develop students’ vocabulary mastery to the
seventh grade students of MTs Negeri Pangkalpinang in academic year 2016-2017?
2. Is there any significant difference in vocabulary mastery of anagram technique between the students
who are taught by using anagram technique and those who are taught by non-anagram technique?

Research Method
The Procedure of Anagram Technique
The procedure of teaching in this research used alphabet letters, worksheet and on the
whiteboard. According to Bruce Marsland, there were procedures in teaching vocabulary by using
anagram, as follows (Marsland, 1998):
1. Compile a list of about some anagrams using words from teacher’s chosen vocabulary set.
2. Write these anagrams on the whiteboard.
3. Set a time limit for groups to try to discover all the answers.
4. Emphasise that you will not accept answers to individual questions. For example: untape/ peanut,
garden/danger, tea/eat, gallery/allergy, listen/silent, asleep/please, mug/gum, chair/a rich/,
earn/near, smile/slime, bedroom/boredom.
According to Julia Murphy, there are some steps in teaching vocabulary by using anagram
technique are as follow (Lunsford & Murphy, 1989) :
1. Provide them with anagrams of some of the vocabulary.
2. Write anagrams on the board, and ask for the delegation student from each group to puzzle them
out.
3. Some pupils will be able to do this very quickly.
4. The next stage is for them to prepare a crossword-type clue for each word.
5. These clues can then be used to help those for whom word puzzles are not a strong point.
An example of this could be the pupils studying the Victorians who have already solved the
anagrams of the words, ‘slums’, ‘suburbs’, ‘overcrowding’, ‘disease’ and ‘poverty’. Encourage them to think
of clues to each word that would have those struggling to unscramble the letters of the anagram. For
‘disease’ they might just say ‘cholera and TBC are examples of this’, or create a more sophisticated clue if
they are more able.
An anagram can be formed from a phrase. There really is no limit to what words, phrases can
rearrange. The most important thing that make an anagram must use all the letters. (Lunsford & Murphy,
1989) Anagram is each of the original words provided by your teacher can be arranged to make another
word.
1. As a whole group, do one or more additional examples together.
2. Provide students with a list of words that can be rearranged to form other words.
3. Students work in pairs to solve the anagrams.
4. Provide guidance as students are working together.
Use only the letters provided in the original word to create new word. Anagrams can be used
before reading (Blachowicz & Fisher, 2016).
Hint: Each new word will be an animal. Good luck!

Examples of Anagram Technique

Original Words New Word

Act Cat
Flow Wolf
Bare Bear

There is also of anagram technique is anagram pair. Anagram pair is anagram activities into
rhymes. The rhymes itself can act as a clue to one of anagram pair (Rosadi, 2017). Moreover, Joseph
Leeming states that anagram riddles is found by turning around the letters of the first word to form the
second.
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1. Can you turn around a short sleep and get a kitchen utensil?
Nap—........... (answer: pan)
2. Can you turn around wicked and get wide-awake?
Evil—........... (answer: live)
It means that anagram pair and anagram riddles may also give clues based on the definition or
meaning of the words in the different order and ask the students to complete vocabulary task. In
conclusion, the writer used anagram technique to develop students’ vocabulary mastery to the seventh
grade of MTs N Pangkalpinang.
Anagram can give the students enjoyment or challenge in studying vocabulary and encourage
them to look carefully at words, students can practice to form other words from the given clues, students
may also give clues based on the definition or meaning of the words in the wrong order and asking the
students to complete vocabulary task, students spell the word correctly to make another word or new
vocabulary, show the students how the letters of many words can be manipulated to form other words,
emphasize the importance of letter position in relation to word meaning. Anagram technique can help
the students to focus on spelling as well as meaning or definition.
On the procedure of teaching in this research, the writer made three kinds of activities. It can be
done in groups, in pair, or in individual. For the individual activity, the student who can complete it first
is the winner and gets the good point from the teacher. In pair work or group, for each correct word as
well as clue or definition would be given a star as a reward. The teacher counted the number of star the
students have got (Vossoughi & Zargar, 2009). All of the winners would be given prizes from the
researcher. It makes these activities to be more attractive.

The Implementation of Anagram Technique

Based on the steps above, the writer used descriptive text based on the syllabus to help the
anagram technique. The topics of the text are people, things, animals, and public places. The writer made
the implementation of Anagram technique to develop students’ vocabulary mastery to the seventh grade
students that consist of 36 students. A variety of interesting and enjoyable activities provides through
individual student practice, role-plays, pair activity and whole class activities and enables learners to
apply the language they learn . The writer made three kinds of activities; group activity, pair activity and
individual activity.

a. Group Activity
First, the writer explained briefly what is Anagram Technique. The writer grouped the students in
the class into four groups and one delegation student to each group. The delegation from each group
must come in front of the class. Each group compiled a list of about some anagrams used words from
teacher’s chosen vocabulary set in the descriptive text by alphabet letters. After that, the each group
discussed the topic to write an anagram for each word as well as clue and definition. The writer guided
the students to discuss their answer. The delegation from each group prepared crossword-type clue for
each word on the whiteboard. Then, they gave clues and definition from each word that had been made
into an anagram for their delegation student. The clue should be used to help the delegation of each
group to made an anagram from each word and writed some anagrams on the whiteboard. Writer
corrected their answer together. For each correct word, the writer gave a star as a reward. At last, the
writer counted the number of star that the students had got. All of the winners had prizes from the
teacher.

b. Pair Activity
First, the writer explained briefly what Anagram Technique is. As a whole group, did one or more
additional example together. The writer provided with a list of words that should be rearranged to form
other words in the descriptive text by used alphabet letters. The writer asked the students to made the
class into pairs. Next, the writer distributed the anagram worksheet to each pair students. Students made
an anagram for each word in anagram worksheet to completed the descriptive text with an anagram and
the writer asked students to identified clue or definition from each word that had been made into an
anagram. The writer provided guidance as students worked together. Then, the writer corrected their
answer together. For each correct word should be given a star as a reward. The writer counted the
number of star that the students had got. All of the winners had prizes from the teacher.

c. Individual Activity
In the beginning, the writer explained briefly what is Anagram Technique and distributed the
anagram worksheet. Students made an anagram for each word in anagram worksheet to completed the
descriptive text with an anagram based on the clue and definition in the anagram pair worksheet by
alphabet letters. Then, the writer corrected their answer together. The students who should completed
the anagram worksheet first was the winner and got the good point from the writer.
The teaching steps for experimental group were as follows (Asril, 2017):

1. Pre-Activities
a) Greet

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b) Pray before study

c) Check the attendance list
d) Review the previous lesson
e) Warm up (create atmosphere in the classroom through asking questions which related to
the materials of teaching).

2. Whilst Activities
a) Explanation about the lesson
b) Explain briefly what is Anagram technique
c) The implementation of Anagram technique

3. Post Activities
a) Evaluation of the teaching through assessment (teacher reviews the vocabulary as well as
definition or meaning that the students have got)
b) Closing

The Advantages of Anagram Technique

The anagram is a kind of word play that is used by teacher to give students practice in meaning of
the words and spelling. The students spell the word correctly to make another word or new vocabulary
(Keshta, 2013). The students may also giving some clues based on the definition or meaning of the words
in the wrong order and asking the students to complete vocabulary practice (Sinaga et al., 2020;
Sulistianingsih, Juliani, & Pradjarto, 2020). In other word, anagram technique can help the students to
focus on spelling as well as meaning. The anagram task can be used to focus on vocabulary in the post
reading condition from the text (Chamot, 1998). In addition, anagram is a good technique to develop
students’ vocabulary in reading comprehension.

The Method of Research and Research Design

In this study, the writer attempted to conduct research entitled “Using Anagram Technique to
Develop Students’ Vocabulary Mastery to The Seventh Grade Students of MTs Negeri Pangkalpinang in
Academic Year 2016-2017”. For this study, the writer used quantitative approach. In this research, the
writer gave the pre-test to experimental and control group. The writer taught both of groups 2x40
minutes for each meeting. The whole meeting was 14 meeting consists of 2 meetings for pre-test and
post-test and 12 meetings for teaching and learning process. The implementation of anagram technique
was conducted to the experimental group, while for the control group were taught by using non-anagram
technique. After that, the writer gave the post-test for both of the groups.

The Population and Sample of the Study

In this session the writer presented the population and sample as a source in collecting the data of
this study.

1. Population of the Study

The population of the study consisted of all the seventh grade students at the MTs
Negeri Pangkalpinang in academic year 2016-2017. The total number of students were 240
students.
Table 1
Population of the Study

No. Class Total

1. VII A 36
2. VII B 36
3. VII C 36
4. VII D 36
5. VII E 36
6. VII F 36
7. VII G 24
Total 240
Source: MTs Negeri Pangkalpinang

2. Sample of the Study

In this research, the writer used non-random sampling specifically purposive sampling
in taking the sample.
Purposive sampling means that technique of determining the sample is based on the
specific purpose (Hamid Darmadi, 2014). There were some considerations in choosing the
sample of this study; (1) the teacher of English subjects at the seventh grade students of MTs
Negeri Pangkalpinang asked the writer to use VII E and VII F as the sample of study, (2) the
samples of this research were VII E and VII F students, because many of students got the daily
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tests score below 50 among the other classes, (3) the result of pre-test between VII E and VII F
students, in which the average score of both class in VII E got 41,58 and VII F got 62,8 (See
appendix B and C). Based on the consideration above, the writer took class VII E and VII F as
the samples. Then, the writer determined VII E as the experimental group and VII F as the
control group.

Table 2
The Samples of Study
No. Group Class Men Women Sample
1. The experimental group VII E 16 20 36
2. The control group VII F 15 21 36
TOTAL 72
Source: MTs Negeri Pangkalpinang

The technique for Collecting the Data

The writer had three kinds of techniques for collecting the data consisting of observation, test and
documentation.

1. Observation
In observation, the writer observed the students activities in teaching process from the
beginning up to the end. Nunan and Bailey propose that observation was viewed to relate
procedures for gathering data during actual activities (Nunan, 2004). he purpose of the
observation in this study was for investigating the implementation of anagram technique in
the classroomm. In collecting the data, the writer used observation. It means that there was
an interaction between the writer and the respondents. There were three indicators of the
observation in this research such as attendance, attention, students’ activeness in asking and
answering question during the teaching process and doing all the activities (Nunan, 2012).

2. Test
The writer used a test in the vocabulary. Test is the tools for measuring an individuals’
knowledge or skill in a given area or subject (Wallen & Fraenkel, 2001). The test given by the
writer to the students of control and experimental group were pre test and post test. These
tests were given in order to know the students’ ability in vocabulary mastery.

3. Documentation
The writer used documentation as evidence to clarify the result of research. The data was
collected during the implementation of anagram technique to the seventh grade students at
MTs Negeri Pangkalpinang. Thus, in this research, the writer used syllabus, lesson plan,
student’s score, student’s attendance list and photos.

Findings and Discussion

This section describes and analyzes the result of the experimental group and control group.

a. The Result of Observation in the Experimental Group

In this study, the observation was applied by the writer to know the implementation of Anagram
Technique in Experimental Group. In the process of learning, there were four indicators to be observed.
They were attendant list, attention, activeness in asking and answering question, and cooperation in
doing all the activities.
Table 3
The Observation in the Experimental group

Activeness Cooperation
Attendance Attention (Asking and (Doing all the
answering activities)
Question)
Percentage

Percentage

Percentage

Percentage
Students

Students

Students

Students
Meeting

1st 36 100 % 32 88.8% 31 86.1% 34 94.4 %

nd
2 35 97.2% 33 91.6% 20 55.5% 28 77.7 %
3rd 32 88.8% 27 75% 18 50% 29 83. 3 %
4th 35 97.2% 22 61.1% 26 72.6% 31 86. 1 %
5th 35 97.2% 24 66.6% 27 75 % 32 88.8 %
6th 35 97.2% 30 83.3% 30 83.3% 31 86. 1%
7th 35 97.2% 32 88.8% 22 61.1% 30 83.3%
8th 35 97.2% 27 75 % 20 55.5% 29 80.5 %
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9th 35 97.2% 35 97.2% 26 72.2% 30 83.3 %

10th 33 91.6% 31 86.1% 28 77.7% 31 86.1 %
11th 36 100 % 36 100 % 34 94.4% 36 100 %
12th 36 100 % 32 88.8% 29 80.5% 36 100 %
13th 36 100 % 36 100 % 34 94.4% 36 100 %
14th 36 100 % 36 100 % 36 100 % 36 100 %

The result of the table observation above could be read as a scale of valued in the following table:

Table 4
The Category of Percentage
Scale Category
85%-100% Very Good
69%-84% Good
53%-68% Average
53% Low
Source: https://saidnazulfikar.files.wordpress.com/2011/10/skripsi-audio-lingual-in-teaching-speaking.pdf

Based on the table above, the aspect of attendance of the students from the first to the fourteenth
meetings were in very good category. There were some students absent, it was because of sick, permitted,
and without any information. From the aspect of attention, it could be seen that the percentage of the
first, second, seventh, ninth, tenth, eleventh, twelfth, thirteenth and fourteenth meetings were in very
good category. Meanwhile, in the third, sixth, and eighth meetings were in good category. Then, for the
fourth and fifth meeting, it was showed that the students’ attention were in average category.
The third aspect was the students’ activeness. In this aspect, it could be seen that the percentage
of the first, eleventh, thirteenth and fourteenth meetings were in very good category. Then, fourth, fifth,
sixth, ninth, tenth and twelfth meetings were in good category. Meanwhile, the second, seventh and
eight meetings were in average category, except the third meeting which was in low category.
Furthermore, the last aspect was cooperation (doing all the activities). In this aspect, it showed
that the percentage of the first, fourth, fifth, sixth, tenth, eleventh, twelfth, thirteenth and fourteenth
meetings were in very good category, except the second, third, seventh, eighth and ninth meetings which
were in good category.

b. The Result of Observation in the Control Group

In this study, the observation was applied by the writer to know the implementation of Anagram
Technique in Experimental Group. In the process of learning, there were four indicators to be observed.
They were attendant list, attention, activeness in asking and answering question, and cooperation in
doing all the activities.
Table 5
The Observation in the Control Group

Attendance Attention Activeness Cooperation

(Asking and (Doing all the
answering activities)
Question)
Percentage

Percentage

Percentage

Percentage
Students

Students

Students

Students
Meeting

1st 36 100 % 34 94.4% 34 94.4% 34 94.4%

2nd 36 100 % 26 72.2% 20 55.5% 22 61.1%
3rd 32 88.8% 28 77.7% 28 77.7% 26 72.2%
4th 36 100 % 23 63.8% 28 77.7% 23 63.8%
5th 36 100 % 28 77.7% 35 97.2% 28 77.7%
6th 36 100 % 30 83.3% 14 38.8% 31 86.1%
7th 33 91.6% 21 58.3% 20 55.5% 28 77.7%
8th 36 100 % 26 72.2% 21 58.3% 28 77.7%
9th 36 100 % 35 97.2% 29 80.5% 33 91.6%
10th 36 100% 29 80.5% 30 83.3% 30 83.3%
11th 36 100 % 32 88.8% 30 83.3% 32 88.8%
12th 36 100 % 30 83.3% 23 63.8% 29 80.5%
13th 36 100 % 31 86.1% 28 77.7% 29 80.5%
14th 36 100 % 36 100 % 31 86.1% 36 100 %

The result of the table observation above could be read as a scale of valued in the following table:

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Table 6
The Category of Percentage

Scale Category
85%-100% Very Good
69%-84% Good
53%-68% Average
53% Low
Source: https://saidnazulfikar.files.wordpress.com/2011/10/skripsi-audio-lingual-in-teaching-speaking.pdf

Based on the table above, the aspect of attendance of the students from the first to the fourteenth
meetings were in very good category. There were some students absent, it was because of sick, permitted,
and without any information. From the aspect of attention, it could be seen that the percentage of the
first, ninth, eleventh, thirteenth and fourteenth meetings were in very good category. Meanwhile, in the
second, third, fifth, sixth, eighth, tenth and twelfth meetings were in good category. Then, for the fourth
and seventh meetings, it was showed that the students’ attention were in average category.
The third aspect was the students’ activeness. In this aspect, it could be seen that the percentage
of the first, fifth, and fourteenth meetings were in very good category. Then, third, fourth, ninth, tenth,
eleventh and thirteenth meetings were in good category. Meanwhile, the second, seventh, eight and
twelfth meetings were in average category, except the sixth which was in low.
Furthermore, the last aspect was cooperation. In this aspect, it showed that the percentage from
the first, sixth, ninth, eleventh and fourteenth meetings were in very good category. Then, third, fifth,
seventh, eighth, tenth, twelfth and thirteenth were in good category. Meanwhile, the second and fourth
were in average category.

Discussion
In this section the writer presented the interpretation of observation and the interpretation of
comparative analysis result. After doing observation, the writer found out that most of students who
were taught by using anagram technique were enthusiastic and interested in learning process. There were
four aspects of observation assessed by the writer: students’ attendance, students’ attention, and students’
interaction and students’ cooperation in doing all the activities.
Besides, the writer interpreted that Anagram Technique could develop students’ vocabulary
mastery and motivation in learning English lesson, especially to the seventh grade students of MTs
Negeri Pangkalpinang. The writer could see that the students were enthusiastic, because they learned by
using unusual way when teaching and learning process. Most of the students were high interest in
following the lesson through Anagram Technique judging from how active they were when joining the
learning activities.

Anagram Technique has been proved effective to help the students understand the spelling and
definition or meaning of the word easily during teaching and learning activities. Anagram Technique
could gave the students enjoyment or challenge in studying vocabulary and encourage them to look
carefully at words, students can practice to form other words from the given clues, students also give
clues based on the definition or meaning of the words in the wrong order and asking the students to
complete vocabulary task, students spelled the word correctly to make another word or new vocabulary,
showed the students how the letters of many words could be manipulated to form other words,
emphasize the importance of letter position in relation to word meaning. Anagram technique could help
the students to focus on spelling as well as meaning or definition. Since they were enthusiastic to join the
activities, it would make them remember the words and the meaning easily.

Based on the result of the observation, most of the students were very good in every activity.
Therefore, the writer found out that by using anagram technique, it could make the students motivated
and interested in learning especially in developing their vocabulary mastery. There were advantages in
using Anagram technique based on my observation such as:

1. The students could enjoy or feel challenge in studying vocabulary (when the students discussed to
make an anagram as well as clue and definition for each word that underlined based on the text. The
students prepared crossword type clue for each word on the whiteboard by the delegation from each
group and part of each group give clues and definition from each word that has been made into an
anagram for their delegation student. The clue can be used to help the delegation of each group to
make an anagram from each word and writes some anagrams on the whiteboard).

2. The students could remember the words and the meaning easily (when the students completed the
text with anagram based on the definition and clue in the anagram pair worksheet by alphabet
letters).

3. The students could focus on spelling of the word as well as meaning.

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After doing the experiment in teaching vocabulary by using anagram technique, the writer
interpreted that there was a significant difference in vocabulary achievement between the students who
were taught by using anagram technique and the students who were taught by using non-anagram
technique.
The result of paired differences between pre-test and post-test in experimental group showed the
value of t-obtained was higher than t-table (21.34>2.03). Meanwhile, the result of paired differences
between pre-test and post-test in control group showed the value of t-obtained (4.877) was higher than
t-table (2.03). The significant (2 tailed) was lower than computation with level significant (0.000<0.05), it
could be stated that there was a significant difference in students’ vocabulary mastery before and after the
treatment.
From the result of statistical analysis showed that the mean of pre-test in the experimental group
was 43.31 and the mean of pre-test of control group was 63.19 while, the mean of post-test in the
experimental group was 80.89 and the mean of post-test in the control group was 72.86. It means that
after getting treatment the mean of post-test of experimental group was higher than control group. It
showed that the students had progress in vocabulary achievement.
In addition, based on the result of the test, the writer found that the students who were taught by
using anagram technique got better vocabulary mean score in experimental group than control group. It
can be seen from the vocabulary mean score such as noun ( from 4,72 to 9,44), verb ( from 3,75 to 4,30),
adjective ( from 2,80 to 7,22) and mean of gain score (37,5) in experimental group which was higher than
the vocabulary mean score in the control group such as noun ( from 7,11 to 8,16), verb ( from 4,61 to 5,22),
adjective ( from 4,75 to 5,58) and mean of gain score (11,16).
So, there was a significant difference in vocabulary achievement between students who were
taught and they were not taught by Anagram Technique. Therefore, the alternative hypothesis (Ha) is
accepted and null hypothesis (Ho) is rejected.

Conclusions
After performing the study entitled Using Anagram Technique to Develop Students Vocabulary
Mastery to the Seventh Grade Students of MTs Negeri Pangkalpinang in Academic Year 2016-2017, the
writer tried to infer the conclusions based on the research problems.
Based on the process of the implementation of anagram technique in experimental group, the result of
the research could conclude that the students who were taught by using anagram technique were able to
identify and find out the meaning of the vocabulary which used to comprehend the text. It was known
from the process of teaching and learning activities; most of students could enjoy, remember and
understand the meaning of the word easily. It was seen from the aspect of attention, activeness, and
cooperation; the students were in ‘very good’ and ‘good’ category. From the result of observation, it can
be concluded that anagram technique could develop the students’ vocabulary knowledge.
Furthermore, statistical analysis of the test during the experiment, the writer could conclude that
the teaching of vocabulary using anagram technique could help students in developing their vocabulary
mastery. Based on the result of the test, the students who were taught by using Anagram technique got
better score on their post-test than their pre-test. It can be seen from the mean score (80.89) of the post-
test in experimental group which was higher than the mean score (43.31) of the pre-test in experimental
group.
The value of t-obtained was higher than t-table paired sample difference between pre-test
experiment and post-test experiment (4.877>2.03), and t-table paired sample difference between pre-test
control and post-test control (21.34>2.03) and the significant (2 tailed) was lower than computation with
level significant (0.000<0.05), it could be stated that there was a significant difference in students’
vocabulary mastery before and after the treatment in experimental group. Then, from the result of
comparative analysis of independent sample t-test showed that there was a significant difference in their
post-test score between students who were taught by using Anagram technique and the students who
were taught without using Anagram technique. It could be seen from the mean score (80.89) of post-test
in experimental group which was higher than the mean score (72.86) of the post-test in control group.
Thus, it can be inferred that the null hypothesis was rejected and the research hypothesis was accepted.
Consequently, Anagram is one of the ways in developing students’ vocabulary mastery.

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