Jurnal Penelitian Pendidikan Bahasa dan Sastra Vol. 5 No. 1.

April 2020

THE USE OF ANAGRAMS TO INCREASE STUDENTS’

ENGLISH VOCABULARY MASTERY

Yugi Diraga Prawiyata

Universitas Muslim Nusantara Al Washliyah
yugidiraga@umnaw.ac.id

Abstract

The objective of the research was to find out whether Anagrams increased students’ vocabulary
mastery and to find out how was the students’ mastery in learning vocabulary by using Anagrams. The
subject of this research was the second year students of MTs Al Washliyah 32 Sei Bamban in
academic year 2018/2019 which consisted of thirty people. In this research, it was applied the
Classroom Action Research (CAR). Technique of collecting the data was to use a written test, in a
certain topic applied in Anagram technique where the researcher made the indicators as the test
consisted of twenty where each number amounts to 5. Then the researcher observed the students’
action while the use of Anagram technique was implemented and also the students’ opinion about the
effectiveness of Anagram technique toward their vocabulary mastery. The result of the research
showed that the students’ score in the second cycle was higher (85-95) than the first cycle (68-90). In
other words it indicated that the use of Anagrams really increase students’ vocabulary mastery.

Keywords : vocabulary, mastery, anagrams

1. INTRODUCTION must master to be good at English lesson,

but unfortunately the teacher does not have
Vocabulary is very essential for
many good ways or strategies which attract
success to comprehend the language well,
students to learn English.
speak better, or compose a good writing; it
English is not our native language; so
is expected that learners have to increase
many students have many problems in
their vocabularies (Nation, 1990:22). By
mastering English words. They are not
mastering a number of vocabularies, we
aware of the importance of studying
will able to conceive what we hear and
vocabulary. They feel bored with the way
read, and then we will be able to say what
of teaching in which they are asked to find
we want to speak and write.
out the meanings of difficult words in
Teaching vocabulary is one of the
dictionary and then they try to memorize
basic elements in achieving all four
the words. It seems that the use of different
language skills. Similarly, Jordan
method in teaching vocabulary is
(1997:149) also states that teaching
considered as one solution. One of the
vocabulary is such an important task in
methods that can be used to solve the
teaching English because vocabulary
problem in teaching English is by using
achievement relates to all language
game.
learning and it is concern to all four
One of the language games to teach
language skills.
vocabulary is by using Anagram. Teacher
Based on the researcher’s review in
who teaches vocabulary lesson to their
the field, he found that many students still
students in classroom can apply it.
had low vocabulary mastery. Moreover,
Anagram is not only game but it is
when having an interview with the English
also having an educational value. By using
teachers, the researcher can conclude that
Anagram, it makes students to get many
the students hardly to learn vocabulary.
new words and enjoy the word game while
Vocabulary is one basic thing students

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Jurnal Penelitian Pendidikan Bahasa dan Sastra Vol. 5 No. 1. April 2020

they are studying the vocabulary and also 2.4 Technique of Analyzing the Data
will motivate and encourage the students in Based on the explanation above, the
learning. researcher makes the indicators as the
follows: the test consists of twenty where
2. METHOD each number amounts to 5. It means that
the highest score is 100.
2.1 Design of the Research
Then the researcher observed the
In this research, it is applied the
students’ action while the use of Anagram
Classroom Action Research (CAR). The
technique was implemented and also the
Classroom Action Research (CAR) is
students’ opinion about the effectiveness of
defined as one of problem solving
Anagram technique toward their
strategies in which uses the action, and the
vocabulary mastery.
process of skill development to detect and
solve the problems (Hopkins in
3. FINDING AND DISCUSSION
Wiriaatmadja, 2008: 66).
It can be concluded that the 3.1 Preliminary Data
Classroom Action Research purposes to Before conducting action research,
solve the problems and it is reflective. In the researcher gave a pre-test to the
this case, the researcher and the teacher students. The purpose of pre-test was to
build collaboration in learning activity know students’ achievement in vocabulary.
until the researcher gets the same reason They were 30 students who followed the
and understanding about the problem. So test.
the research will be done in the effort of In this research, the researcher
the implementation of approximate found that the students’ score was weak. It
systems in teaching vocabulary skill. was shown in the percentage of the class
This Classroom Action Research success is 27 %. It meant that the students
(CAR) is completely done through several who passed the test on the pre-test were 27
cycles. Each cycle comprises several %, while 73% was unsuccessful.
integrated points such as students’ learning Based on the result above, the
achievement, the teachers’ teaching average of students in pre-test was poor.
procedures (lesson plan, teachers’ action, The researcher decided to use another
observation and the last is the reflection technique to make students interested in
stage where a teacher paid much attention the learning process in order to improve
on the present results for the sake of students’ vocabulary achievement in by
preparing the next cycles. using Anagrams.

2.2 Subject of the Research 3.2 First Cycle

The subject of this research is the In this cycle it was conducted two
second year students of MTs Al Washliyah meeting, second and third meeting. Each
32 Sei Bamban in academic year meeting had vocabulary test and in the
2018/2019 which consists of thirty people. third meeting, the researcher gave the
result of the test.
2.3 Instrument of the Research From the test, the researcher found
To collect data, the researcher makes that the percentage of the class success was
the test, the test suites the curriculum of the 77% and there were 77 % of the students
second year students of junior high school. passed the test, while 23 % were failed.
The test used belongs to written test, which Based on the criteria of success in
is in an informal situation and expression vocabulary achievement where the
to the teacher about certain topic applied in research can be said successful if the
Anagram technique. students got 70 up to 100 (85%). So, this

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Jurnal Penelitian Pendidikan Bahasa dan Sastra Vol. 5 No. 1. April 2020

research was not successful yet. So, the REFERENCES

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