Siti Nurjanah FITK

THE EFFECT OF ANAGRAM TECHNIQUE ON STUDENTS’
VOCABULARY
(A Quasi- experimental Research of the Eighth Grade Students at MTsN 13
Jakarta on the Academic Year 2017/2018)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial
Fulfillment of the Requirements for the Degree os S.Pd. (Strata One)
in English Education.
By:
Siti Nurjanah
1113014000041
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
ii
ABSTRACT
SITI NURJANAH (1113014000041). The Effect of Anagram Technique on

Students’ Vocabulary (A Quasi-Experimental Study at the Eighth Grade of
MTs N 13 Jakarta in Academic Year 2017/2018).
Skripsi, Department of English Education, Faculty of Educational Sciences, State
Islamic University Syarif Hidayatullah Jakarta, 2018.
Keywords: Vocabulary, Anagram Technique
This research was aimed to get the empirical evidence of the effectiveness of
Anagram technique on students’ vocabulary. The method that was used was a
quantitative method. The design of this research was quasi-experimental. This
research was conducted in MTs N 13 Jakarta. The number of the sample of the
research was 72 students of eighth grade. The instrument of this research was
tests. The tests were divided into two, there were pre-test and posttest. The data
that were obtained from the tests were analyzed by using SPSS 20 program. Based
on the criteria of hypothesis test that if sig. 2 tailed (p) was lower than alpha (α)
0.05, then Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis)
was accepted. In this research, the result of sig. 2 tailed was 0.009 and it proved
that p < α. It showed that there was a positive effect of Anagram technique on
students’ vocabulary. Furthermore, the Cohen’s d formulation was used in order to
know the effect size of Anagram Technique on students’ vocabulary . The result of
the calculation was 0.63. It proved that Anagram technique gave moderate effect
size on students’ vocabulary.
iv
ABSTRAK
SITI NURJANAH (1113014000044). Pengaruh Anagram Technique terhadap

Daya Ingat Kosakata Siswa (Sebuah Penelitian Eksperimen-kuasi Pada Siswa
Kelas Delapan MTs N 13 Jakarta Tahun Ajaran 2017/2018).
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan (FITK), Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.
Kata kunci: Vocabulary, Anagram Technique.
Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektifan Anagram

Technique terhadap daya ingat kosakata siswa. Metode yang digunakan adalah
metode kuantitatif. Desain dalam penelitian ini adalah eksperimen-kuasi.
Penelitian ini dilaksanakan di MTs N 13 Jakarta. Jumlah sampel dari penelitian ini
adalah 72 siswa kelas delapan. Instrumen penelitian ini adalah tes. Tes dibagi
menjadi dua, yakni pre-tes dan pos-tes. Data yang diperoleh dari tes dianalisa
dengan menggunakan program SPSS 20. Berdasarkan kriteria uji hipotesis bahwa
jika sig. 2 tailed (p) lebih rendah dari alpha (α) 0.05, maka Ho (Null Hypothesis)
ditolak dan Ha (Alternative Hypothesis) diterima. Dalam penelitian ini, hasil dari
sig. 2 tailed adalah 0.009 dan ini membuktikan bahwa p < α. Ini menunjukan
bahwa terdapat pengaruh positif dari Anagram Technique terhadap daya ingat
kosakata siswa. Lebih lagi, rumus Cohens’ d digunakan untuk mengetahui kisaran
efek dari Anagram Technique terhadap daya ingat kosakata siswa. Hasil dari
perhitungannya adalah 0.63. Ini membuktikan bahwa tehnik Anagram
memberikan efek yang sedang terhadap daya ingat kosakata siswa.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.

All praised be to Allah, Lord of the world, who has given the author His
blessing, compassion, and strength to finish the last assignment in her study.
Without the strength which was given by Allah, this task would never finish.
Peace and salutation be upon to the prophet Muhammad, his family, his
companions, and also his followers.
In this occasion, the author would like to address her appreciation to her
dearest parents, brother, sisters, nephew, and niece for all support, motivation, and
prayer during her study from the very first semester until the last semester.
Without them, this assignment had not finished yet and would never be.
Next, the author would like to express her gratitude to her honorable and
lovely advisors, Mr. Drs. Nasrun Mahmud, M.Pd. and Ms. Atik Yuliani, MA.
TESOL for all the precious and uncountable time, advice, suggestions, comments,
motivation, and support during the process of doing this assignment.
Thirdly, the author also wants to express her appreciation to the people who
helped her to finish this assignment. Therefore, her appreciation goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.
4. Dadan Nugraha, M.Pd., as the researcher’s academic advisor who wasalways
there for her to give motivation, advice, guidance, and support for her from the
first semester until she finished the last assignment.
5. Drs. H. Fahrurozi, M. Pd as the Headmaster of MTsN 13 Jakarta.
6. Dra. Siti Nur Heny Yuliawati., as the English Teacher of MTsN 13 Jakarta. for
the help, time, guidance, and motivation.
7. The students of VIII - H and VIII - I who were willing to contribute their time
and participation during the research.
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8. All the beloved friends in DEE 2013 for colouring the author’s life during
her study in university.
9. All the friends in B class of DEE 2013 for supporting her.
10.All the members of Taken Girls ; Funny Wulan, Maspupah, Mahdah
Ridhaillah, and Anna Nurhasanah
11.All the lovely friends; Mella Sarasyifa, Meylia Azurah, Novita Resti Utami,
Rahmadini Putri Fahruli, Yuni Triandini, and Mulhimah Riyadhoh.
13. All those countless people, who could not be mentioned for all the sincerely
contribution and support during finishing this assignment.
The author hopes and wishes for all the people who have been there for her
during her academic life to have Allah’s blessings. May Allah ease everything for
them and give them success in this world and hereafter. The author realizes that
this skripsi is far from perfection. Therefore, it would be a pleasure to give
constructive comments and any kinds of suggestion from the reader in order to
create a better research paper in the future.
Jakarta, April 20th, 2018

The Author
Siti Nurjanah
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TABLE OF CONTENTS
APPROVAL SHEET.......................................................................................................i
ENDORSEMENT SHEET.........................................................................................ii
SURAT PERNYATAAN KARYA SENDIRI......................................................iii
ABSTRACT.....................................................................................................................iv
ABSTRAK.........................................................................................................................v
ACKNOWLEDGEMENT.........................................................................................vi
TABLE OF CONTENTS.........................................................................................viii
LIST OF TABLES.........................................................................................................xi
LIST OF FIGURES....................................................................................................xii
LIST OF APPENDICES..........................................................................................xiii
CHAPTER I. INTRODUCTION.............................................................................1
A. Background of the Research.....................................................1

B. Identification of the Problems..................................................3
C. Limitation of the Problems........................................................3
D. Formulation of The Problem....................................................3
E. Objective of the Research..........................................................4
F. Significances of the Research..................................................4
CHAPTER II. THEORETICAL FRAMEWORK............................................5
A. Vocabulary......................................................................................5
1. Definition of Vocabulary.....................................................5
2. Types of Vocabulary..............................................................6
3. Word Parts................................................................................8
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4. Teaching Vocabulary 14
5. Difficulties in Learning Vocabulary 17
B. Anagram Technique 19
1. Definition of Anagram 20
2. Teaching Vocabulary Using Anagram 20
3. Advantages of Anagram 21
4. Disadvantages of Anagram 22
C. Previous Related Studies 22
D. Thinking Framework 26
E. Hypotheses 26
CHAPTER III. RESEARCH METHODOLOGY..........................................27
A. Place and Time of the Research 27

B. Method and Design of the Research 27
C. Population and Sample 28
D. Research Instrument 29
E. Technique of Data Collection 29
F. Technique of Data Analysis 30
G. Statistical Hypotheses 34
CHAPTER IV. RESEARCH FINDING AND DISCUSSION....................35
A. Research Finding 35
1. Description of Data 35
a. The Data of Experimental Class 35
b. The Data of Controlled Class 37
2. The Analysis of the Data 39
a. The Normality Test 39
b. The Homogeneity Test 41
c. The Hypothesis Test 42
d. Test of Effect Size 44
B. Discussion 45
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CHAPTER V. CONCLUSION AND SUGGESTION...................................47
A. Conclusion 47
B. Suggestion 47
REFERENCES..............................................................................................................49
APPENDICES...............................................................................................................52
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LIST OF TABLES
Table 3.1 Quasi-experimental Design: Pre-test and Post-test Design............28
Table 3.2 The Result of Validity of the Test...........................................................29
Table 4.1 Students’ Pre-test, Post-test, and Gained Score of Experimental
Class 35
Table 4.2 Students’ Pre-test, Post-test, and Gained Score of Controlled
Class 37
Table 4.3 Normality Test of Pre-test.........................................................................40
Table 4.4 Normality Test of Post-test.......................................................................40
Table 4.5 Homogeneity Test of Pre-test...................................................................41
Table 4.6 Homogeneity Test of Post-test.................................................................41
Table 4.7 T-test Result of Post-test............................................................................42
Table 4.8 T-test Result of Gained Score..................................................................43
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LIST OF FIGURES
Figure 4.1 The Difference between Students’ Score in Experimental and
Controlled Class 39
xii
LIST OF APPENDICES
Appendix 1 The Lesson Plan of the Experimental Class in Treatment 1 .................53

Appendix 5 The Lesson Plan of the Controlled Class in Meeting 1 .........................69
Appendix 9 Instrument of the Research for Pre-Test ...................................................85
Appendix 10 Instrument of the Research for Pre-Test .................................................87
Appendix 11 Surat Bimbingan Skripsi............................................................................89
Appendix 12 Surat Permohonan Izin Penelitian............................................................90
Appendix 13 Surat Keterangan Penelitian......................................................................91
Appendix 14 References Examination Paper.................................................................92
xiii
CHAPTER I
INTRODUCTION
A. Background of Research
Language becomes the most important thing in human life. Because we

are as human need an interaction where we use the language to communicate.
Since English as an international language, people all over the world needed to
learn English. In Indonesia English is taught in elementary until university
level. But in fact, even though English is taught for a long time period, most of
the people still confused to respond with English. One of the obstacles by
respond in English is because the people lack of vocabulary
Vocabulary is one of the most crucial elements in a language. Because

without vocabulary we cannot deliver a message, especially in English that
becomes a foreign language in Indonesia. Vocabulary is a core component of
language proficiency and provides much of the basis for how well learners
1
speak, listen, read, and write. Some of the people think that grammar is more
important than vocabulary. For instance, people will not talk in English just
because they are afraid to take a risk with wrong grammar. Since the learning
of a language is most commonly identified with acquiring mastery of its
grammatical system, it is not at all surprising that most textbooks have a
grammatical or 'structural' organization. As a result, the introduction of
vocabulary that could be used by the learner in everyday conversations is often
2
omitted or neglected. Whereas in learning English vocabulary plays more
important role than grammar. As it is stated by Scott Thornbury that, “without
grammar very little can be conveyed, without vocabulary nothing can be
3
conveyed”.
1 Jack C. Richards and Willy A Renandya, Methodology in Language Teaching an

Anthology of Current Practice, (New York: Cambridge University Press, 2002), pp.255.
2 Anthony Mollica, Teaching/Expanding the Student’s Basic Vocabulary, American
Association of Teachers of Italian, Italica, Vol. 78, No. 4, 2001, p.473
3 Scott Thornbury, How to Teach Vocabulary, (Person Education Limited 2002).p. 13.
1
2
Teaching vocabulary is not easy, it needs a technique to make the students

eager to learn and easy to understand. Because English is still unfamiliar for
some students. Then if a teacher cannot provide fun and meaningful learning,
the students will face the difficulties to catch the material. If we see the
problem nowadays, many students lack of vocabulary. One of the factors is the
most of the students understand what the speaker said but they did not know
how to respond it. And it caused they do not have enough vocabulary in their
mind. Hence they just remembered the word for a while and did not save in
their long term memory.
Based on the observation in MtsN 13 Jakarta the researcher found that

several students cannot reach the standard score in English subject. The
students must get 73 in English. In fact, the average score of eight-grade
students is 65-70 in each class. While learning English the students cannot
achieve some of indicators of the subject. The most difficult indicator is the
students did not understand what the passage about because they lack of
vocabulary. In addition, the teacher uses uninteresting technique in teaching
English that make them bored in learning. He just asked the students to read
the text individually and answer some questions. Also the teacher only uses
text in LKS (Lembar Kerja Siswa) or workbook that its performance does not
support the students’ interest. So to solve this problem the teacher should be
creative to provide fun and meaningful teaching and learning proses. One of
the ways to do that is teaching vocabulary through a technique.
Through a proper technique, the students will feel relax and enjoy while
learning and it can make them easier to understand the material. Also gives the
students unconsciously learning, so they learn without they realized it. There
are so many games to teach vocabulary, and one of them is anagram. Anagram
is a word or phrase created by re-arranging the letters of another word or
phrase, in which every letter in the original is used in the creation of the new
3
4
phrase. It facilitates the students to make a new word by looking the
dictionary based on the word or phrase given. So the students will know the new
vocabulary after re-arranging the word. This game can used to teach or review
5
the vocabulary properly.
Knowing the advantage of game, the researcher wants to conduct a

research about The Effect Of Anagram Technique On Students’ Vocabulary at
MTsN 13 Negeri Jakarta.
B. Identification of the Problems
From background research, researcher identify some factors that cause the
difficulties in teaching and learning vocabulary such as:
1. The students have lack of vocabulary knowledge because they

cannot caught the lesson well
2. The way the teacher teaches vocabulary makes the students bore
because of monotonous teaching
3. The way the students learn influence the students’ vocabulary
because how they learn determine how the result
C. Limitation of the Problems
Based on the problems, the researcher limits this research on the effect of
anagrams on students’ vocabulary at eighth grade students of MtsN 13 Jakarta.
D. Formulation of the Problem
Considering the problems in teaching and learning vocabulary, this

research is purposed to answer the following question:
“Is there any effect of Anagram technique on students’ vocabulary?”
4 Ahdian Rosadi, The Effectiveness of Anagram Technique in Teaching Vocabulary,

Voices of English Language Education Society; Vol. 1, No. 1; April 2017, p.43
5Mollica, Op. Cit.
4
E. Objective of the Research
The objective of this research is to find out the effect of anagram on

students’ vocabulary at the eighth grade students of MTsN 13 Jakarta.
F. Significance of the Research
By doing this research, researcher hopes to contribute in the improvement

of teaching in vocabulary. Researcher hopes that this research can be benefit
for teacher, the students and researcher himself.
1. For The teacher.
Through this study hoped that the teacher can teach vocabulary effectively and
decide what the best method to teach vocabulary considering the students’
characteristics.
2. For The students
The students hoped they more comfort and interest to learn, so teaching and
learning activity more fun and it can increase students’ vocabulary knowledge
3.For The readers
This study hoped can be used as additional reference to conduct a research an

English teaching process.
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
In a language especially English, there are four skills should be learned,
they are listening, speaking, reading and writing. But there is one
component which need to be learned if someone wants to master English. It
is vocabulary. Neuman said that to communicate effectively we should
know the words, the words in speaking (expressive vocabulary) whether the
1
words in listening (receptive vocabulary).
Susan and Jenifer stated that vocabulary is the words that are used by
2
people, both in oral or written forms for communicating. Besides Hiebert
and Kamil defined that, “vocabulary is the knowledge of meaning of
3
words”. Easterbrook also has a different definition of vocabulary, he
defines vocabulary as means a certain person who uses whole words or the
4
whole words that consist of a specific language or subject.
Based on several definitions of vocabulary above, it can be concluded
that vocabulary is the knowledge of meaning of words that used to
communicate effectively, both in oral and written forms. The more
vocabularies that are acquires by someone, the more he or she is able to
understand the language in listening, speaking, reading, and writing.
1Susan B. Neuman and Julie Dwyer, “Missing in Action: Vocabulary Instruction in Pre-
K”, The Reading Teacher, Vol. 62, 2009, p. 385)
2Susan Hanson and Jennifer F.M. Padua, Teaching Vocabulary Explicitly, (Honolulu:
Pacific Resources for Education and Learning, 2011), p. 5.
3
Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary:
Bringing Research to Practice, (United States of America: Lawrence Erlbaum Associates, 2005),
p.3.
4Robert Michael Easterbrook, “The Process of Vocabulary Learning: Vocabulary
Learning Strategies and beliefs about language and language learning”, a thesis in University of
Canberra, Canberra, 2013, p.11, unpublished
5
6
2. Types of Vocabulary
A learner of a language should learn word classes that belong to a
language. The language learners are able to modify and acquire more
vocabulary if they know the word classes. The word class can change by
modifying. Different kinds or classes of the words are called Parts of
Speech. Parts of speech are differentiated into nouns, pronouns, verbs,
5
adjectives, adverbs, prepositions, conjunctions, and determiners. The main
focus of this research is in teaching content words such as nouns, verbs,
adjectives, and adverbs. Here are further explanations about them: a. Nouns
Nouns are all the words that used for naming a person, place or
thing. There are several kinds of nouns such as proper nouns, common
nouns, collective nouns, abstract nouns, concrete nouns, countable nouns
6
and uncountable nouns. The main focus of this research is about
concrete nouns. Concrete nouns are nouns that can be seen, smelled, felt,
7
tasted, or touched by our senses. Here are the examples of concrete
nouns:
Dara is the ace boxer
The dog is a faithful animal
8
Chairs in the class are made of wood
b. Verbs
9
Verbs are words that express an action of a person or an animal. The
position of a verb in a sentence is very important that it describes the
action which is done by the subject. The example is:
10
The boy kicks the football.
5Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, 2002), p. 3.

6P.C. Wren and H. Martin, English Grammar & Composition, (New Delhi: S. Chand &
Company Ltd, 2000), p. 5.
7Evelyn P. Altenberg and Robert M. Vago, English Grammar Understanding the
Basics,(Cambridge: Cambridge University Press, 2010), p. 5.
8 Wren and Martin, Op. Cit.
9
Ibid., p. 65
7
c. Adjectives
Adjectives are used to describe a person, animal, place or thing
11
(noun), or to tell the number or quantity. The example is: He is a tall
12
boy
d. Adverbs
Adverbs are words that are used to modify the meaning of a verb, an
adjective, or another adverb to explain how and when something
13
happens. Adverbs are divided into several kinds, there are adverbs of
time, adverbs of frequency, adverbs of place, adverbs of manner, adverbs
of degree or quantity, adverbs of affirmation or negation, and adverbs of
reason. The researcher focuses on adverb of time and adverb of place.
The examples are:
The little lamb followed Mary everywhere
14
I hurt my knee yesterday
Another book divide the types of vocabulary into receptive and
15
productive vocabulary:
a. Receptive vocabulary
Receptive vocabulary is the idea that we receive language input from
others through listening or reading and try to comprehend it.
b. Productive vocabulary
Productive vocabulary is the idea that we produce language forms by
speaking and writing to convey a message.
10
Ibid.
11
Ibid., p.19
12 Altenberg and Vago, op. cit., p. 59
13 Wren and Martin, op. cit., p.118
14 Ibid.
15 I.S.P. Nation, Learning Vocabulary in Another Language, (United Kingdom:
Cambridge University Press, 2001), p. 37
8
3. Word Parts
a. Root (Prefix, Base, and Suffix)
A word parts that comprise meaning and not merely sound called a
root. There are three categories of roots based on their placement in a
word.
1. Prefix
Prefix is a root at the beginning of a word. For example, in the
word retraction, the initial re- is a prefix, which the meanings are
“back, again.” There are three functions of a suffix, those are:
a) A prefix can make a word negative in meaning. The most
common negating prefixes are :
a. un- (e.g., unhappy, unwashed)
b. in-. im-. il- (e.g., invisible, impossible, illegal)
c. di-. dis-, dif-, (e.g., dissimilar, difficult)
b) A prefix can be directional. In other words, a prefix sends the
word base in a certain direction. The most common directional
prefixes are:
a. ex- means “out,” (for example, extract means to “pull out”
(e.g., we extract a tooth))
b. re- means “back, again,” (for example, retract means to “take
or pull back” (e.g., a journalist retracts a statement; a cat
retracts its claws))
c. sub- means “under, below,” (for example, subtract means to
“take a lower number from a higher one”
d. ad- means “to, toward, add to.” (for example, attract means to
“pull, draw someone to or toward an object” (the prefix at- in
this word is assimilated ad-))
9
c) A prefix can have intensifying force, which the meanings are

“very, thoroughly.” For example, a perfectly baked cake is
“thoroughly” done.
2) Base
Base is the core root, which give basic meaning to a word. For
example, in the word retraction, the base is tract, the meanings are
“pull, draw, drag.”
3) Suffix
Suffix is a root that ends a word. For example, in the word
retraction, the final -ion is a suffix, the meanings are “act, of, state of.”
A suffix has a function to change the part of speech (e.g., act become
16
action) or modifies the base (e.g., fast become faster). In addition,
Laurel J. Brinton explains the suffixes that change the part of speech
specifically, those are:
a. Noun > Noun
-hood (for example: neighborhood; brotherhood; girlhood)
-ship (for example: championship; membership; kinship)
-ism (for example: idealism; patriotism; fanaticism)
b. Verb > Noun
-ment (for example:arrangement; judgment; advancement)
-er (for example: worker; helper; leader)
-(c)ation (for example: legalization; simplification; taxation)
c. Adjective > Noun
-dom (for example: freedom; officialdom)
-ness (for example: happiness; cleverness; bitterness)
-ity (for example: legality; purity; equality)
d. Adjective/Noun > Verb
-ify (for example: pacify; simplify; purify)
-ize (for example: prioritize; publicize; centralize)
16 Timothy Rasinski. et al., Starting with Prefixes and Suffixes, (Huntington Beach,
California: Shell Education, 2013), p. 5.
10
e. Noun > Adjective

-y (for example: flowery; thirsty; bloody)
-ous (for example: poisonous; famous; glamorous)
-ful (for example: delightful; sinful; pitiful)
f. Verb > Adjective
-ive (for example: supportive; generative; assertive)
-able (for example: acceptable; livable; changeable)
-ful (for example: hopeful; thankful; useful)
g. Adjective > Adjective
-ish (for example: greenish; fortyish; coldish)
-ly (for example: goodly; sickly; lonely)
h. Adjective/Noun > Adverb
-ward (for example: homeward; eastward; downward)
-ly (for example: quickly; terribly; gradually)
-way(s) (for example: sideway(s); anyway(s);
17
someway) b. Compound Words
According to Manik Joshi, compound word is a word that consists of
two or more base words (a word which provide basic meaning). The
meaning of the word is often different from the separate base words and
compound words are mostly nouns, adjectives, and verbs. There are three
kinds of compound words, those are:
1) Closed Compound Words
Closed Compound words are the words that joined together. There is
no space or hyphen between the words.
Examples: firefly; softball; redhead; keyboard; makeup; notebook.
2) Hyphenated Compound Words
Hyphenated compound words are the words that joined together by
a hyphen.
Examples: daughter-in-law; over-the-counter; six-year-old.
17Laurel J. Brinton, The Structure of Modern English: A Lingusitic Introduction,

(Amsterdam: John Benjamins Publishing Company, 2000), p. 88.
11
3) Open Compound Words

Open compound words are the words that not joined together; the
words are separated by a space between the words.
18
Examples: post office; real estate; full moon; half sister.
c. Synonym
Gary Robert Muschla states that synonym is a word that has the same
19
meaning or almost the same as another word. The following are some
examples of synonym word:
a) Humility (n): modesty; humbleness
Ex: Peter's humility makes him one of the most respected students in
school.
b) Opponent (n): adversary; foe; antagonist; competitor
Ex: My opponent for the tennis match was the former champion.
c) Adequate (adj): suitable; sufficient; satisfactory; enough; ample
Ex: The replacement parts for the old lawn mower were adequate.
d) Fickle (adj): changeable; capricious; erratic; whimsical
Ex: Sara is fickle and constantly changes her mind.
e) Flamboyant (adj): showy; flashy; ostentatious
Ex: Wearing a checkered shirt and striped pants, the comedian made a
flamboyant entrance.
f) Serene (adj): tranquil; pleasant; peaceful; composed
Ex: We spent a serene afternoon in the park.
g) Torrid (adj): hot; scorching; burning; broiling
Ex: The torrid temperature of the desert was unbearable.
h) Versatile (adj): resourceful; ingenious; talented
Ex: Uncle Bob is versatile and can fix just about anything.
i) Vicious (adj): cruel; ferocious; fierce; violent
Ex: The vicious dog snarled and growled.
18 Manik Joshi, Compound Words in English: Vocabulary Building, (tt.p.: Manik Joshi,
2014), p. 8.
19Gary Robert Muschla, Practice Makes Perfect: Mastering Vocabulary, (New York:
McGraw Hill, 2012), p. 1.
12
j) Loathe (v): hate; detest; scorn; disdain

Ex: I loathe snakes of any kind
d. Antonym
Antonym is the opposite of synonym, the definition of antonym is also
explained by Gary Robert Muschla on his book, Practice Makes Perfect:
Mastering Vocabulary; antonym is a word that has the opposite meaning of
another word. The following are some examples of a word with its
opponent:
a) Apparent (adj): easily seen or understood; obvious
(Antonyms: doubtful; obscure; uncertain)
Ex: Becky’s relief at the high grade on her test was apparent.
b) Casual (adj): occurring by chance; not planned
(Antonyms: intentional; planned; formal)
Ex: Our family enjoys casual activities on the weekends.
c) Extravagant (adj): extremely lavish or abundant
(Antonyms: modest; restrained; thrifty)
Ex: Mia's parents gave her an extravagant sweet sixteen party
d) Facetious (adj): playfully humorous; comical
(Antonyms: serious; grave; solemn)
Ex: The audience laughed throughout the facetious play.
e) Gullible (adj): easily deceived; unsuspecting
(Antonyms: suspicious; wary; skeptical)
Ex: Gullible people often become the victims of fraud.
f) Logical (adj): showing clear reason; rational
(Antonyms: illogical; confused; irrational)
Ex: Elena developed her ideas for her report in a logical manner.
g) Notable (adj): prominent or distinguished
(Antonyms: unimportant; undistinguished; unknown)
Ex: Many notable authors attended the writers’ conference.
13
h) Accept (v): to receive with a consent, favour or approval

(Antonyms: reject; decline; refuse)
Ex: John was in New York to accept an award for her latest book.
i) Build (v): to form, develop, increase or establish something
(Antonyms: destroy; ruin; wreck; demolish)
Ex: Mr. Morschact wants to build a better house for his family.
j) Increase (v): to become or make larger
(Antonyms: decrease; fall; drop; reduce)
Ex: Increasing efforts are being made to end the
20
dispute. e. Homonyms, Homophones and Homographs
Julie Jacobson, Diane Lapp, and James Flood in their journal explain
the differences between homonyms, homophones and homographs, they
also give some examples to explain it more specifically, those are:
1) Homonyms
Homonyms are the words that have exactly the same pronunciation
and spellings but have different meanings, connotations and
etymological origins. For example, the word bank can have multiple
meanings, such as:
Bank = 1. A place or organization where money is kept, loaned, or
invested
21
2. Land alongside a river, creek, or pond.
2) Homophones
Homophones are words that have the same pronunciation and
phonological representation which have different meanings and
spellings. In addition, according to Gottlob, Goldinger, Stone, and Van
Orden,“homophones are words that have the same pronunciation but
20 Ibid., p. 9.
21Julie Jacobson, Diane Lapp, and James Flood, A Seven-Step Instructional Plan for
Teaching English-Language Learners to Comprehend and Use Homonyms, Homophones, and
Homographs, International Reading Association Journal of Adolescent and Adult Literacy, Vol.
51, No. 02, October 2007, p. 100
14
different meanings and perhaps different spellings.” The examples of

homophones are:
a) there (adverb: direction) — their (possessive pronoun)
b) air (noun: atmosphere) — heir (noun: a person)
c) knew (verb: to know) — new (adjective: recent)
d) cord (noun: rope) — chord (noun: three tones in harmony)
3) Homographs
According to Smith, “homographs are words that are spelled the
same way but have different meanings and may have different
pronunciations.” The examples of homographs are:
a) tear (verb: to rip) — tear (noun: shed a tear)
b) does (verb: to do) — does (plural noun: doe)
c) minute (noun: unit of time) — minute (adjective: small
4. Teaching Vocabulary
Teaching vocabulary must be interesting and the teacher should be
creative to create fun and meaningful learning because vocabulary is very
essential in a language. Harmer mentions in his book some of some
techniques in teaching vocabularies such as realia, pictures, mime action
22
and gesture, contrast, enumeration, explanation, and translation.
Realia technique is conducted by bringing the things that will be
presented into the classroom. For example ruler, pen, pencil, ball, etc. The
teacher holds up the object then say the word and then ask the students to
repeat it. Not only the teacher that should provide the things, the students
also can bring their own thing into the class.
Pictures technique is conducted by showing a picture. The picture can
be board drawings, wall pictures and charts, flashcards. Magazine pictures,
or the teacher can simply draw a picture in the board.
22 Harmer Jeremy, The Practice of English Language Teaching, New Edition,

( New York:Longman 1991 ).P. 161-162
15
Mime, action and gesture technique can be applied by acting out in

front of the class the words that are taught. The words that are taught should
can be acted out such as run, walk, sit, etc. This technique only can be
implemented for beginner learners. The intermediate and advanced learners
will not get interested in learning using this technique
Contrast technique is conducted by showing the correlation of the
words to explain the meaning of the words such as empty and full, cold and
hot, small and big, etc. To make the students easily understand the concept
of comparison, the teacher can draw pictures or even try to make a mimic of
the words. This technique help the teachers to teach the antonym of the
words that the students will learn two different words in the same time.
Enumeration technique can be implemented by explaining the words
from the general into the specific words such as explaining about the fruit
before explaining about an apple.
Explanation technique will be difficult at beginner and elementary
levels because giving an explanation to the students about new words means
giving them the explanation about the words that are also related to these
new words. So this technique is better used for intermediate students.
Moreover, the teacher also should give the explanation about what the
words that are used in an informal form such as mate (friend)
Translation technique is quick and easy way to present the meaning of
words but it is not without problems. In the first place it is not always easy
to translate words, and in the second place, even where translation is
possible, it may make it a bit too easy for students by discouraging them
from interacting with the words.
Anagram technique is kind of word games that change the order of the
letters of a word into another word or group of words change into another
23
group of words or sentences are meaningful.
23 Insan Bara Rosada, “Improving Vocabulary Master by Using Anagram Game”, a

thesis in Islamic Institute of Surakarta, Surakarta, 2016, p. 31, unpublished.
16
Not only teaching technique, there are three important encouraging

learning process that may lead to remember a word. They are noticing,
24
retrieval and creative.
a. Noticing
This process is giving attention to an item so the learner should
notice and aware the words as a useful language. This noticing may be
affected by the salience of the word in the text used and also occur
when learners look up a word in a dictionary, deliberately study a word,
guess from context, or have a word explained to them. For noticing,
25
motivation and interest are important to enable condition.
b. Retrieval
In this process a word may be noticed and its meaning
comprehended in the textual input to the task, or through teacher
explanation or dictionary use. If that word is subsequently retrieved
during the task then the memory of that word will be strengthened.
Retrieval may be receptive or productive. Receptive retrieval involves
perceiving the form and having to retrieve its meaning when the word is
met in listening or reading. Productive retrieval involves wishing to
communicate the meaning of the word and having to retrieve its spoken
or written form as in speaking or writing. Retrieval does not occur if the
26
form and its meaning are presented simultaneously to the learner.
c. Creative/Generative Use
Generative processing occurs when previously met words are
subsequently met or used in ways that differ from the previous meeting
with the word. At its most striking, the new meeting with the word
forces learners to reconceptualize their knowledge of that word.
Generation, or generative processing, can also be receptive or
productive. In its receptive form it involves meeting a word which is
used in new ways in listening or reading. In its productive form it
24 Nation, Op. Cit., p. 98
25 Ibid., p. 98- 99
26 Ibid., p. 102- 103
17
involves producing new ways of using the wanted vocabulary in new

context.
Based on some technique in teaching vocabulary that mention above,
the teacher can apply the technique depend on the needs of the students.
Whether the teacher wants the students more active (student centered) or
the teacher that take over teaching and learning process (teacher centered).
But whatever it is, the teacher should provide fun and meaningful learning
because teaching vocabulary is different than teaching language skills such
as listening, speaking, reading, and writing. If the teacher is not able to
provide an interesting teaching and learning process, the students will be
difficult to catch the lesson.
5 . Difficulties in Learning Vocabulary

English is a foreign language in Indonesia, it means English still
unfamiliar for some people. The difference of structure English from
Indonesia is seeing as the difficulty to learn English. Most English learners
in Indonesia face several obstacle in learning English. Thornburry
mentions that there are several obstacles that will be faced in learning
English vocabulary especially in the country which English as a foreign
languae. They are:
a. Pronunciaton
Research shows that words that are difficult to pronounce are more
27
difficult to learn. Besides the different pronunciation of English that
will be learned and the native language will be difficult for learner, for
example the sound of /ð/ for “the” and /θ/ for think do not exist in
Bahasa.
b. Spelling
The mismatches sound of spelling are the cause of errors and
28
increase to a word’s difficulty. For instance there are some words that
27 Thornburry, Op. Cit., p. 27.

28 Ibid.
18
are not pronounced but exist in the written form like “climb” and
“foreign”. In the word “climb” there is “b” at the end of the word, but it
is not pronounced. The same way in the word “foreign”, even there is
“g” before “n”, but it is not pronounced. The English language learners
will get confused since in Indonesia there are no words that are not
pronounced. All the letters must be pronounced in Indonesia, there are
no voiceless or silent letters.
c. Length and complexity
In English whether long or short words are difficult to learn but
high frequency words tend to be short, and the learner find them more
often. In addition there are words that have the stress in different parts
29
of the words necessary and necessarily. Comparing in Bahasa, there
are no words that have stress, we can put the stress, in the beginning,
middle, or even the end of the word. It does not matter as long as the
words exist in Bahasa.
d. Grammar
Grammar could be a problem for the learners since it is different
30
from their first language. For Instance in Bahasa there are no tenses,
we just need to put adverb of time in the beginning or at the end of the
sentence. But in English there are 16 tenses which is we need to change
the verb to give an explanation about the difference of time.
e. Meaning
There are some words that have similar meaning but they are
totally different words, for example, “make” and “do”, such as in the
31
sentences “you make an appointment” and “you do the homework”.
For Indonesian learner, it is problematic since they need to translate all
the sentence word by word. If they find the words that are different but
the meanings are the same, they will get confused. Most learners tend to
remember one word as a meaning of certain things. Meanwhile, in
29 Ibid.
30 Ibid., p. 28.
31 Ibid.
19
English, there is the synonym of the word that exists but the learners do
not know it.
f. Idiomatic
Some expressions are not explicitly stated the meaning of them.
The content of the expressions is completely different that it cannot be
32
read once to get the meaning. The language learner usually translate
word by word to get the meaning of a sentence. Meanwhile, even they
have already translated word by word they will not get the meaning
idiomatic expressions. This is confusing the learners because they only
know the meaning of the expressions explicitly not implicitly.
Based on the explanation above, it can be concluded that teaching
English vocabulary will be difficult because English and Indonesian
language are totally different. Not only teacher that will face the
difficulty but also the students. As an English teacher this obstacle
becomes a challenge to provide the best teaching and produces the
successful learning outcome.
B. Anagram Technique
1. Definition of Anagram
Anagram technique is a type of word play, the result of rearranging the
letters of a word or phrase to produce a new word or phrase, using all the
original letters exactly once’ for example orchestra can be rearranged into
33
carthorse.
Anagram is the first type of word game popular in Europe during the
middle ages. Anagram art created by the Greek poet Lycophron. Before the
era of computerization, anagram built using pen and paper from a
34
combination of letters and experiment with variations.
32 Ibid.
33 Fanti Maria Fiafah, “The Effectiveness of Using Anagram Technique Toward Students’
Vocabulary Achievement Of The Eight Grade at MTS Wahid Hasyim Setinggil-Wonodadi, a
thesis in State Islamic Institute of Tulungagung, Tulungagung, 2016, p.23-24, unpublished ..
34 Rosada, Op. Cit., p. 28.
20
By using this technique, the students will not be bored because this
technique is appropriate to their characteristics which is they incline more
interested to play, meanwhile anagram technique is a type of word play.
Many words will be got through this technique. Automatically, this
35
technique will increase students’ vocabulary. Using this technique also
help the students to get involved in classroom activities. Since this
technique is fun and beneficial for the students, it will give the students
opportunity to increase their English vocabulary.
2. Teaching Vocabulary Using Anagram

Harmer stated that young children learn differently from older children,
36
adolescents, and adult. In learning, young children more difficult to study
because their mood tend to change every other minutes. But on the other
hand they have more motivation to learn than adult. So the teacher should be
more creative in selecting activities in learning process. Furthermore, the
teacher should provide a great variety of interesting activity and exercise.
Using Anagram technique in teaching vocabulary more effective for helping
the students in learning, they would be easier in recognizing new words and
make the lesson more interesting.
There are three types of transpositions (letter re-arrangement) in
Anagram. One of them is Random Anagram where the letters of an English
word being scrambled into a random pattern and the players must rearrange
37
the original word. The rules of Anagram Game as follows:
1. Students are divided into 4 groups where each group consists of ten
students.
2. Student gets some words consists of 4-6 letters.
3. Student must arrange the letters that were randomized into a new word.
35 Ahdian Rosadi, “The Effectiveness of Anagram Technique in Teaching

Vocabulary”, Voices of English Language Education Society; Vol. 1, No. 1, April 2017, p.43
36 Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New
York: Longman, 2002), p. 38.
37 Rosada, Op. Cit., p. 33
21
4. Student uses all the letters to form a 1 or 2, even 3 new words.

Example:
a. Malp : lamp, palm
b. Tapel : petal, plate, pleat
c. Elam : male, meal, lame
d. Erosh : horse, shore
e. Balett : battle, tablet
5. Group with a most new word is the winner.
There are three criteria, or rules, that must be met in order to
38
classify something as an Anagram:
1. The letters of a word or phrase must be re-arranged.
2. A new expression must be created.
3. The letter of the original must be used in the new expression.
3. Advantages of Anagram
In apply a technique for teaching there is always an advantage and a
disadvantage. We cannot say that one technique is the best overall, because
it depends on the learners that we teach. What we should look carefully is
whether or not a technique suitable for the learners. Kumara stated that
Anagram is considered as an effective, enjoyable and interesting way to
teach vocabulary because it can give the students enjoyment or challenge in
studying language and encourage them to look carefully at words, students
can practice to form other words from the given clues, match words with
definition, provide spelling practice, show the students how the letters of
many words can be manipulated to form other words, emphasize the
39
importance of letter position in relation to word meaning.
Anagram technique can motivate the students and make them interested
in learning vocabulary English for junior high school, the students also
38 Ibid.
39 Maimunah, Bachtiar, “Improving Students’ Vocabulary Achievement in Reading
Recount Text Through Anagram Technique, p.9, unpublished.
22
know about the new words by using anagram, they can found the new word
by themselves. In addition the students can become active when they
suggest coming front of the class. They become brave to spell the word and
getting the meaning.
Anagram technique also helps the students to work in team. They will
not work individually because they want to get the best score to be the
winner. Collaborative learning will help the learners to enhance their social
intelligence.
Moreover, applying this technique means to help students to raise their
vocabulary. Anagram technique is a technique that can make the students
have capability to develop their vocabulary.
4. Disadvantages of Anagram
The disadvantage Anagram technique is the noise cannot be avoided.
This technique is student-centered which make all the students get
involved, it will be so noisy.
Anagram technique cannot make a new word form except from word
itself, and it limit teacher expectation. This technique needs a dictionary for
beginner, because without a dictionary they cannot find another word form.
An activity which is chosen by the teacher will have its advantages and
disadvantages. Since Anagram technique has many advantages than
disadvantages. Therefore, before applying Anagram technique, it is a need
for the teacher to adjust with the topic.
C. Previous Related Studies

Several types of research have been conducted to find out whether or
not Anagram can be used to improve student’s vocabulary. There are three
previous related studies that will be described.
The first previous related study that will be described was conducted
by Ahdian Rosadi. The title of the research was “The Effectiveess of
23
40
Anagram Technique in Teaching Vocabulary”. This study aimed at finding
out the effectiveness of anagram technique in teaching vocabulary at the
seventh grade of MTs. Al-Majidiyah NW Majidi in the school year 2015-
2016. This study is a pre-experimental design. The sample was one class
consisted of 30 students. The data collection was done by administering pre-
test and post-test in the form of objective test. In the data analysis, Paired
Sample T-Test was used to prove the hypothesis. Based on the data gained,
it was found that the mean score of the pre-test was 18.67 while the mean
score of the post-test was 25.30. It meant that there was a significant
difference in the mean scores between pre-test and post-test, t(df=29) =
19.282 at p = 0.000 that was lower than 0.05. It means that the alternative
hypothesis was accepted which indicates that anagram technique was
significantly effective in teaching vocabulary.
The second previous related study that will be explained was conducted
by Muhamad Arrofi Rahman. The title of the research was “The
41
Effectiveness of Anagram on Students’ Vocabulary Size”. This research
was aimed at measuring the effect of anagram on the students’ vocabulary
size at the eighth grade of MTS Islamiyah Palangka Raya. The research
included in quantitative approach with Quasy Experimental Design. The
populationof study was the eight grade at MTS Islamiyah Palangka Raya
which consisted of four classes. The writer took the sample of two classes
are VIII-B as control group and VIII-A as experimental group. The sample
were determined using cluster sampling technique. After getting the data
from pre-test and post-test, the writer analyzed the data using SPSS 21,
program to test the hypothesis stated, Based on the result of analysis, it was
found that the value of ttest has higher than ttable with 2,81 and 2,02 at 5 %
level of significance and ttable 2.71 at 1% level of significance with degrees
40Ahdian Rosadi, The Effectiveness of Anagram Technique in Teaching Vocabulary,

Voices of English Language Education Society; Vol. 1, No. 1, April 2017, pp 41-50
41 Muhamad Arrofi Rahman, “The Effectiveness of Anagram on Students’
Vocabulary Size”, Proceeding of International Conference: Role International Languages
Toward Global Education System, June 2016, pp. 129-139.
24
of freedom = 40. It showed that the t test was higher than the ttable. The result
of testing hypothesis determined that the Alternative Hypothesis (H a) stating
that there was effect of anagram on the students’ vocabulary size at the
eighth grade of MTS Islamiyah Palangka Raya was accepted and the Null
Hypothesis (Ho) stating that there was no anagram on the students’
vocabulary size at the eighth grade of MTS Islamiyah Palangka Raya was
rejected. It meant that there was significant effect of anagram on the
students’ vocabulary size at the eighth grade of MTS Islamiyah Palangka
Raya.
The third previous related study that will be described was
42
conducted by Fanti Maria Fiafah. The title of the research was “The
Effectiveness Of Using Anagram Technique Towards Students’ vocabulary
Achievement”. The objective of this research were to find out the students’
score before being taught using Anagram technique, to find out the students’
score after being taught using Anagram technique, and to find out the
significant different score after and before being taught using anagram
technique. This study used pre-experimental design with quantitative
approach. In this study the experimental design used in One-Group pretest-
posttest. The population was all the students of eight grade of MTs Wahid
Hasyim Setinggil-Wonodadi consist of 52 students. It took of eight grade B
class as sample. The instrument used in this research is test in format
transpose the letter, rearrange and mentioning the word (pre-test and
posttest). Data analysis of this research is using T-test. This research finding
in this research is the score of vocabulary achievement before being taught
by using Anagram technique from the mean total score of 23 students is
(68.29). After getting treatment, the mean score is (77,64). It was improved,
with the t-test analysis that use by researcher, the result of t count is (6.291),
by comparing the “t” on the t score table 0.05 = (2.120), it is known that
tcount is higher than ttable (tcount>ttable). Based on the result, alternative
42 Fanti Maria Fiafah, “The Effectiveness of Using Anagram Technique Toward

Students’ Vocabulary Achievement Of The Eight Grade at MTS Wahid Hasyim Setinggil-Wonodadi, a
thesis in State Islamic Institute of Tulungagung, Tulungagung, 2016, unpublished.
25
hypothesis (Ha) that state is significant different of students’ vocabulary

achievement using Anagram technique is accepted, with the null hypothesis
(Ho) that states there is no significant different of students’ vocabulary
achievement using Anagram technique is rejected. Then, it can be concluded
that Anagram technique is effective to teach vocabulary achievement to
Junior High School students’, especially for eight grade students of MTs
Wahid Hasyim Setinggil-Wonodadi.
The similarity between all the previous related studies and this research
was all the studies tried to find out whether or not there was an effect of
using Anagram in teaching vocabulary. However, the difference between
this study and all those studies was this research focus on specific
vocabulary for example nouns, what kind of nouns or adverb, what kind of
adverb that will be researched.
D. Thinking Framework
Vocabulary is one of the most important elements in a language.
Because without vocabulary we cannot deliver a message, especially in
English that becomes a foreign language in Indonesia. And most of the
students in Indonesia have been learned English since elementary school
until senior high school but still get confuse to face someone talk in English.
It was happen because they have lack of vocabulary. There is relation
between the students has lack vocabulary and the way teacher teach. If the
teacher cannot conduct the right technique to teach vocabulary, the students
will not catch the lesson. But if the teacher conduct the right technique to
teach, it can avoid the lack of vocabulary on students. Based on the previous
sections of this chapter, one of the techniques that can be considered to help
improve students’ vocabulary is Anagram. This techniques is a word play, it
means like a game. So this technique could make all the students engaged in
teaching and learning proses. The students will fun and not bored during
teaching and learning process. This technique also helps the students to
increase their vocabulary unconsciously. One of
26
the techniques which is considered as the appropriate technique to be used

for teaching vocabulary in Junior High School is Anagram Technique. As
the conclusion, Anagram technique is applied to see whether or not it would
bring positive impact, especially for students’ vocabulary.
E. Hypotheses
Based on the theories, thoughts, and explanation above, the
researcher formulated the hypothesis as follows:
“There is a significant effect of anagram on students’ vocabulary at
eighth grade students of MTsN 13 Jakarta”
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research

The place of the research is MTsN 13 Jakarta. It is located on H. Dilun
Ulujami Raya, Pesanggrahan, Jakarta Selatan. The research was conducted on
February- March 2018.
B. Method and Design of the Research

The quantitative method was used in this research with quasi experimental
design. The purpose of the design is to find out the cause- effect between two
variables.
Neuman stated that quantitative emphasize to measure variables and test
hypotheses precisely, also verifying and falsifying relationship that we already
have in our thought. Therefore, we focus on an outcome or effect found across
1
numerous cases.
This research involved two class. One class as an experimental class, and
the other one as control class. The students in both class were given pre-test
and post-test. In experimental class, treatment teaching through Anagram
technique was applied. Meanwhile in the control class only used lecturing
technique.
After giving the treatment to the experimental class, the researcher
distributed post-test to both classes to see the effect of Anagram technique on
students’ vocabulary . In the end, the researcher analyzed the data she got from
both experimental and control class. Table 3.1 shows the quasi- experimental
2
design.
1
W. Lawrence Neuman, Social Research Methods; Qualitative and Quantitative
Approaches seveth Edition, (USA: Pearson Education Limited, 2014), p. 167-168.
2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating,
Quantitative and Qualitative Research, (Boston: Pearson Education, 2011), p. 310.
27
28
Tabel 3.1
Quasi-Experimental Design: Pretest and Posttest Design
Pre- and Posttest Design Time
No Treatment
Select Control Group Pretest (only using lecturing and Posttest
presentation)
Experimental Treatment
Select Experimental Pretest (using Anagram Posttest
Group Technique)
C. Population and Sample

The population of this research was eight-grade students of MTsN 13
Jakarta. According to Creswell, population is a group of individuals who have the
same characteristics, while sample is a subgroup of the target population that the
researcher plans to study for the purpose of making generalization about the target
3
population . The population of the research was 144 students. The sample of
this research was taken from two classes which are VIII.H as a control class
that was taught without Anagram technique a.nd VIII.I as an experimental class
that was taught by using Anagram technique. Therefore, the researcher used
purposive sampling which based on researcher belief and judgement in
4
selecting the sample. The researcher chose the both classes into experimental
and control class by seeing the result of pre-test score and also asking for
recommendation from the teacher in the school.
3
Ibid., p. 142.
4
Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in
Education, sixth edition, (New York: Routledge, 2007), pp. 114 – 115
29
D. Research Instrument
The research instrument in this research was test. The test consisted of 30
multiple choices questions, with a, b, c, and d as choice. The chosen
vocabularies were adjusted to the students’ level. The score for the right answer
was 1, while the score for the wrong answer was 0. According to Hughes “a
test is said to be valid if it measures accurately what is intended to be
5
measure”. In order to see the validity, ANATES program was used to know
the validity of the test.
Table 3.2
The Result of Validity of the Test
Total Tested Items 60
Total Subject 36
Total Significance of the Items 50
Correlation XY 0.70
Realibility of the Test 0.75
E. Technique of Data Collection

There were some steps in collecting the data for this research. For data
collection technique researcher used test. Test is used to measure the
competence of a person and also to achieve the objective. The data was
collected by giving vocabulary test. the test was conducted twice.
1. Pre- test
The pre-test given before starting experiment. The test was distributed to
the students in the control and the experimental groups, in order to know
the students’ vocabulary.
2. Treatment/Teaching
The different treatment was given to the control and experiment class.
The experimental class received treatment by learning vocabulary
through anagram technique and the control class was not exposed to this
treatment and they were only taught by lecturing teaching.
5
Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University
Press, 1989). p.22.
30
3. Post- test
After the treatment given, the researcher gave the post- test to the
students. The type of test would be the same as the pre-test but different
questions. Then, the score of the post-test would be compared with the
pre- test before. So those two scores would be used as numerical data to
measure the effect of anagram on students’ vocabulary.
F. Technique of Data Analysis

After obtaining the score of pre-test and post-test, the following step that
was done was analyzing the result of the test. Analyzing the data was done by
doing the normality test and homogeneity test by using SPSS 20 program.
1. Normality Test
A normality test needs to be done to see whether or not the data from
the sample that were chosen could interpret the data of all the population.
After the data from the controlled class and the experimental class were
collected, the data were analyzed to see whether they were normal or not.
SPSS 20 program was used for this research to see the normality of the
data. The normality test that was used was Kolmogorov-Smirnov and
Shapiro-Wilk table. The significant score for Kolmogorov-Smirnov and
Shapiro-Wilk table should be more than 0.05. If the significant score was
lower than 0.05, then the test does not have normally distributed data. Here
6
are the steps to analyze the normality of the data:
a. Open SPSS version 20 software program
b. Click variable view and complete these columns :
1) Name: write class in the first row. This is to indicate and differentiate
between the experimental class and the controlled class. Write score in
the second row
2) Type column is numeric
3) Width column is filled with 8
6 Sahid Raharjo, Cara Melakukan Uji Normalitas Kolmogorov-Smirnov dengan SPSS,

2017, (http://www.spssindonesia.com/2014/01/uji-normalitas-kolmogorov-smirnov-spss.html)
31
4) Decimal is changed from 2 to 0

5) Label column is left blank
6) Value column is none
7) Missing column is none
8) Column is filled with 8
9) Align column is right
10) Measure column is unknown
11) Role column is filled with input
c. Click data view, in score column, compute “1” as representing
experimental class and “2” representing the controlled class.
d. In score column, compute score of each class
e. Click analyze >> Descriptive Statistics >> Explore
f. Fill in the dependent list with pre-test score and then fill in the factor list
of class.
g. Click plots >> checklist normality plot with test, histograms, power
estimation >> Continue >> Ok
2. Homogeneity Test
After knowing the result of the normality test, another important step
was to find out the homogeneity test. Homogeneity test was done in order to
find out the similarity of the variant between two groups. In order to do
homogeneity test, SPSS program was used in this research. The steps to see
the homogeneity are as follows:
a. Open SPSS program.
b. Input the data in the data view.
c. Click Analyze in the top of the menu, choose compare means and click
oneway ANOVA.
d. Move the data of experimental into Dependent List, meanwhile, move
the data of controlled group into Factor.
e. Click the Options tab to open the options dialogue box.
f. Give a tick in Homogeneity of variance tests.
g. Click continue, and then OK.
32
3. Hypothesis Test
Pre-test and post-test were done in order to see the difference of
vocabulary before and after the students were taught by using Anagram
technique. After the data were collected from the tests, they were analyzed
by using SPSS 20. Hypothesis test could be done if the data of the tests
showed that they were both homogeneous and normal. The t-test is used to
see whether there is a difference between two variables in this research. In
SPSS 20, T-test was done through Independent-Samples t-test. Here are
7
the steps to analyze the data:
a. Open SPSS program
b. Go to variable view and fill in the column as follows:
1) Name: write ―class‖ in the first row. This is to indicate and
differentiate between experimental and controlled class. Write score
in the second row.
2) Type column is numeric
3) Width column is filled with “8”
4) Decimal is changed from “2” to “0”
5) Label column is left blank
6) Value column is none
7) Missing column is one
8) Columns is filled with “8”
9) Align column is “right”
10) Measure column is “unknown”
11) Role column is filled with “input”
c. Click data view, in score column, compute “1” as representing
experimental class and “2” representing controlled class.
d. Click Analyze >> Compare Means >> Independent Sample t-test
7
Sahid Raharjo, Cara Uji Independent Sample T-Test dan Interpretasi dengan SPSS,
2017, (http://www.spssindonesia.com/2015/05/cara-uji-independent-sample-t-test-dan.html)
33
Explanation:
d
Mean for group A Mean

for group B Pooled
standard deviation
e. Fill in test variable with score of pretest and posttest. Then fill in the
Grouping Variables with class and fill Define Group with 1 and 2
f. Click Options >> fill Confidence Interval Percentage with
95% g. Click Continue >> Ok.
H0 was rejected and Ha was accepted if the sig. 2 tailed (p) value < α
(alpha). It means that the value of significance 2 tailed should be less than
α (alpha), which was, 0.05.
4. Effect Size Formulation
After conducting T-test, calculating an effect size was needed in order
to know whether the effect is strong or weak. In this research, Cohens’d was
used to find out the measurement of effect size. The formula for measuring
8
the effect size could be seen as follows:
d = (Mean for group A—Mean for group B)

Pooled standard deviation
: effect size
: Mean for experimental class
: Mean for controlled class
: (Standard deviation of group 1 +
standard Deviation of group 2) / 2
After calculating the effect size formulation, the result could be defined whether it would give
strong effect or not could be guided as follows:9
0 – 0.20 : weak effect

0.21 – 0.50 : modest effect
0.51 – 1.00 : moderate effect
> 1.00 : strong effect
8
Daniel Muijs, Doing Quantitative Research in Education With SPSS, (London: Sage
Publications Ltd, 2004), p. 136.
9
bid., p. 136-137
34
G. Statistical Hyphotheses:
The statistical hypotheses of this research are:
• Ha: There is an effect of Anagram Technique on students’ vocabulary
(the mean score of the experimental class post-test is higher than
the mean score of the controlled class, or p < α; sig. 2 tailed is
lower than alpha; there are differences from the score of the
classes).
• H0: There is no effect of Anagram Technique on students’ vocabulary
(the mean score of the experimental class post-test is lower than
the mean score of the controlled class, or p < α; sig. 2 tailed is
higher than alpha; there are no differences from the score of the
classes).
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Description of Data
This chapter shows the result of the test given to the sample, the
students of MTsN 13 Jakarta. The result was used to get empirical
evidence about the effect of using anagram technique on students'
vocabulary at eighth grade of MTsN 13 Jakarta in 2017/2018 academic
year. The result of the research is presented as the data description based
on the result of the test. The result of the data analysis obtained through
vocabulary test.
a. The Data of Experimental Class
The experimental class was VIII- I students of MTsN 13 Jakarta
that consisted of 36 students taught by using anagram technique. The
data were collected from students' pre-test score which was conducted
before the researcher implemented anagram technique and students’
post-test score which was conducted after the researcher implemented
anagram technique. The data is presented in table 4.1.
Table 4.1
Students’ Pre-test, Post-test and Gained Score of Experimental
Class
Pre- test Post-test Gained

Students
score score score
1 61 73 12
2 64 76 12
3 67 73 6
4 61 70 9
5 58 67 9
6 58 79 21
35
36

Students
score score score
7 61 76 15
8 52 67 15
9 61 73 12
10 61 79 18
11 52 79 27
12 55 70 15
13 61 76 15
14 58 70 12
15 61 73 12
16 67 76 9
17 55 73 18
18 70 82 12
19 67 70 3
20 52 67 15
21 58 76 18
22 55 73 18
23 64 82 18
24 61 76 15
25 64 73 9
26 58 79 21
27 70 76 6
28 58 70 12
29 61 76 15
30 73 85 12
31 70 82 12
32 67 76 9
33 58 79 21
34 67 82 15
35 70 85 15
36 64 79 15
Σ 2220 2718 498
Mean 61.66 75.5 13.83
36
37
The data shows the score of 36 students in VIII-I, the mean score of
pre-test was 61.66, the lowest score of pre-test was 52 and the highest
score was 73. Meanwhile, the mean score of post-test was 75.50, the
lowest score of post-test was 67 and the highest score was 85. Besides
the mean score of gained was 13.83 with the minimum gained score
was 3 and the maximum gained score was 27. It can be known that
there was significant difference in the pre-test and post-test score of
experimental class.
b. The Data of Controlled Class

The control class was VIII-H students of MTs N 13 Jakarta that
consisted of 36 students who did not taught by using anagram
technique. The data were collected from students' pre-test score and
post-test score. The data is presented in table 4.2.
Table 4.2
Students’ Pre-test, Post-test and Gained Score of Controlled Class

Students
score score score
1 67 73 6
2 64 70 6
3 67 73 6
4 64 76 12
5 70 73 3
6 67 76 9
7 70 76 6
8 67 73 6
9 58 70 12
10 64 73 9
11 67 70 3
12 70 79 9
13 61 76 15
14 73 79 6
37
38

Students
score score score
13 61 76 15
14 73 79 6
15 70 76 6
16 61 64 3
17 64 67 3
18 61 70 9
19 64 70 6
20 67 76 9
21 61 67 6
22 64 73 9
23 70 76 6
24 64 70 6
25 67 82 15
26 61 73 12
27 73 79 6
28 64 67 3
29 67 76 9
30 61 76 15
31 58 67 9
32 61 70 9
33 58 70 12
34 61 73 12
35 61 70 9
36 55 64 9
Σ 2322 2613 291
Mean 64.5 72.58 8.08
The data shows the score of 36 students in VIII-H, the mean score of
pre-test was 64,5, the lowest score of pre-test was 55 and the highest
score was 73. Meanwhile, the mean score of post-test was 72,58 , the
lowest score of post-test was 64 and the highest score was 82. Besides
the mean score of gained was 8.08 with the minimum gained score was 3
and the maximum gained score was 15.
38
39
The data shows the difference between students’ score in

experimental and control class that the score of experimental class which
was taught by using anagram technique was higher than the score of
control class which learn with conventional technique. The progress of
both classes can be seen in Figure 4.1.
Figure 4.1
The Difference between Students’ Score in Experimental and
Control Class
79
76
73
70
67
Experimental class
64
Controlled class
61
58
55
52
Pre- test Post- test
2. The Analysis of the Data
a. The Normality Test

The normality test was conducted before calculating the t-test. It
purposed to know whether the data from the two classes has been
normally distributed or not. The writer used Kolmogorov-Smirnov and
Shapiro-Wilk to do the normality test. SPSS was used to analyze the
data. The result can be seen as follow:
39
40
1) Pre-test
Table 4.3
Normality Test of Pre-test
Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Class Statistic Df Sig. Statistic df Sig.
Pretest Experimental .159 36 .022 .955 36 .153
Controlled .148 36 .044 .954 36 .142

a. Lilliefors Significance Correction
Based on the data in Table 4.3, the test showed the significance of
the experimental class was 0.153 and the control class was 0.142. If the
data is higher in a significance α = 0.05 the data was normal distributed.
It can be concluded that the data is normally distributed because both
classes’ significances are above 0.05.
2) Post-test
Table 4.4
Normality Test of Post-test
Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Class Statistic Df Sig. Statistic df Sig.
Post Experimental .126 36 .161 .955 36 .150
test
Controlled .147 36 .047 .955 36 .146
a. Lilliefors Significance Correction
Based on the data in Table 4.4, the test showed the significance of
the experimental class was 0.150 and the control class was 0.146. If the
data is higher in a significance α = 0.05 the data was normal distributed.
It can be concluded that the data is normally distributed because both
classes’ significances are above 0.05.
40
41
b. The Homogeneity Test
After doing the normality test, the researcher did the homogeneity
test in order to test the similarity of the sample in both classes. The
researcher used Levene statistic test to calculate the homogeneity test.
The results are presented as follows:
1) Pre-test
Table 4.5
Test of Homogeneity of Variances
Pretest
Levene Statistic df1 df2 Sig.

1.778 1 70 .187
The result of the data in Table 4.5 showed that the significance of
pre-test between experimental class and control class was 0.187.
Therefore, the data of pre-test was homogenous because it was higher
than 0.05.
2) Post-test
Table 4.6
Test of Homogeneity of Variances
Posttest
Levene Statistic df1 df2 Sig.

.469 1 70 .496
The result of the data in Table 4.8 showed that the significance of
post-test between experimental class and control class was 0.496.
Therefore, the data of pre-test was homogenous because it was higher
than 0.05.
41
42
c. The Hypothesis Test

After finishing the normality and homogeneity test, the researcher
conducted a test of hypothesis to check whether there was a significant
difference in the result of pre-test and post-test after treatments were
implemented. Software SPSS 20 was chosen and used to test the
hypothesis of this research. Then, using the formulation of the
experimental and control class’ mean scores, data were input and
calculated. Next, the significance value or alpha (α) was 5% or 0.05.
Then, the result of the t-test can be seen as follows:
Table 4.7
T-test Result of Post-test
Group Statistics
Std.
Std. Error
Class N Mean Deviation Mean
Posttest Experimental 36 75.50 4.890 .815
Controlled 36 72.58 4.312 .719
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Std. Interval of the
Sig. Mean Error
Difference
(2- Differ Differen
F Sig. t df tailed) ence ce Lower Upper
Postt Equal .469 .496 2.684 70 .009 2.917 1.087 .749 5.084
est variances
assumed
Equal 2.684 68.920 .009 2.917 1.087 .749 5.084
variances
not
assumed
42
43
The post-test mean score of experimental class was 75.50 while the
control class was 72.58. Result of T-test in table 4.7 shows that t value
which is 2.684 with the Sig. (2-tailed) 0.009. Then t table is compared to
the ttable to know whether anagram technique give significant effect on
students’ vocabulary. The ttable is taken from the requirement which has
been standard in analyzing the data. The ttable shows 1.994 with 70 as
the degree of freedom (df) in the significance level 0.05. The
comparison shows that tvalue (2.684) > ttable (1.994) and the Sig. (2-
tailed) value of the post-test score was lower than α, 0.009 < 0.05. It
means there was significant effect of anagram technique on students’
vocabulary
To add the data of posttest, the t-test also was done to the gained
scores in the two classes which are experimental class and the
controlled class. The result is refer to the Table 4.8
Table 4.8
T-test Result of Gained Score
Group Statistics
Std. Std. Error

Class N Mean Deviation Mean
Gained Score Experimental 36 13.83 4.826 .804
Controlled 36 8.08 3.426 .571
43
44
Independent Samples Test

Levene's Test
for Equality
of Variances t-test for Equality of Means
95% Confidence
Std. Interval of the
Sig. Mean Error
Difference
(2- Differ Differen
F Sig. t df tailed) ence ce Lower Upper
Gain Equal 2.468 .121 5.830 70 .000 5.750 .986 3.783 7.717
ed variances
Score assumed
Equal 5.830 63.133 .000 5.750 .986 3.779 7.721
variances
not
assumed
Based on the data above, the result is t (70)=5.830, p= 0.000. It

indicates that there was a significant difference between the experimental
class (M= 13,83 SD= 4.826) and the controlled class (M= 8.08, SD=
3.426). The result also shows that tvalue (5.830) > ttable (1.994) and the Sig.
(2tailed) is 0.000 <0.05. Thus, it can be said that anagram technique give
significant effect on students’ vocabulary.
Therefore, it can be seen that ρ < α, which mean that H0 was rejected
and Ha was accepted. It proves that the mean score of the experimental
class is higher than the control class. In other words, there was significant
effect of anagram technique on students’ vocabulary.
d. Test of Effect Size

This formulation was adopted in order to see the effect size level of
this research. The formula below was utilized:
d = (mean score of group A – mean score of group B)

Pooled standard deviation
Pooled standard deviation = 4.890 + 4.312 = 9.202 = 4.601

2 2
44
45
d = 75.50 – 72.58 = 2.92 = 0.63

4.601 4.601
According to the criteria, it can be measured from the calculation
result that the effect size level of this study is medium and the effect of
anagram technique on students’ vocabulary was medium.
B. Discussion
In the description of the data which was taken from 36 students of
experimental class, Table 4.1 showed the description of the experimental
class score which has the mean score of pre-test 64,5 before anagram
technique was implemented. After anagram technique was implemented in
the class, the mean score of post-test was 76 Meanwhile, the Table 4.2
showed the description of the control class score which has the mean score
of pre-test 61.66 and the mean score of post-test was 75.5. It means that
both classes have increased in the post-test score. Yet, the experimental class
got higher score than the control class. Based on the statistical analysis, the
increasing point of the experimental class was 13.83 points; from 61.66 to
75.5. As for the control class, it increased 8.08 points; from 64.5 to 72.58. It
means that the experimental class had more significantly increasing points
rather than the control class.
Based on the t-test from the SPSS calculation, it can be proved that ρ
(sig. (2-tailed)) < α; 0.009 < 0.05. It means that H 0 – which is null
hypothesis that anagram technique did not give significant effect on
students’ vocabulary at the eighth grade students of MTsN 13 Jakarta- was
rejected and Ha -which is alternative hypothesis that anagram technique
showed the significant effect on students’ vocabulary at the eighth grade
students of MTsN 13 Jakarta- was accepted. The effect size of anagram
technique was 0.63. Therefore, the effect size level of this research was
moderate.
From the data analysis of the research, it can be assumed that anagram
technique can give significant effect on students’ vocabulary because the
score of students' vocabulary after being taught by using anagram technique
45
46
is higher than before the researcher gave the treatment. Furthermore, this
research supported the previous research that anagram technique is effective
to increase student’s vocabulary. In addition, it can promote the learning
process which facilitates students to increase their vocabulary. It helps them
to know more vocabulary in English, understanding the meaning, and also
having motivation and enjoyment in learning English.
In summary, using anagram technique is effective to improve students’
vocabulary, especially for the eighth grade students at MTsN 13 Jakarta.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings, it is concluded that anagram technique has medium
effect on students’ vocabulary at eighth grade students of MTsN 13 Jakarta. It
can be seen from the data with the statistical hypothesis of significance level
5% which is calculated by using SPSS 20 version showed that the mean score
of experimental class after being taught by anagram technique was 75.5 and it
was higher than the mean score before using anagram technique; it was 61.66.
The data analysis, moreover, showed that sig. 2-tailed (ρ) < α; 0.009 < 0.05. It
means that null hypothesis (H0) was rejected and alternative hypothesis (Ha)
was accepted. Therefore, anagram technique shows the medium effect in
improving the students’ vocabulary. It is also supported by the effect size of
anagram technique on this research; it was 0.63. It shows that it has medium
effect size level.
In summary, this research shows that using anagram technique can affect
students' vocabulary at the eighth grade students of MTs N 13 Jakarta.
B. Suggestions
Here are suggestions which the researcher deliver for future researches.
Hopefully, the suggestions are useful for the students, teacher and other
researchers who are interested in conducting teaching activities by using
anagram technique. The suggestions as follows:
1. For teacher
a. Teacher should give clear explanation about anagram before the students
use it in learning vocabulary. The way anagram used might make the
students confused moreover for the students that knowing English for
the first time.
47
48
b. Teacher should make the class atmosphere is more fun to make the
students enjoy in learning vocabulary. Because if they’re enjoy, it will
make them easier in memorize vocabulary
c. Teacher should know the personality of the students in the class. This is
needed to handle them while learning vocabulary. .
2. For students
The students should know the kind of vocabulary especially about

distinctive feature of animals. The students should know that each animals
having different distinctive feature.
3. Further research
The result of this study can be used as basic information or reference
about implementation anagram technique for other research in conducting
the similar study.
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Fiafah, Fanti Maria. “The Effectiveness of Using Anagram Technique Toward

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Hiebert, Elfrieda H. and Kamil, Michael L. Teaching and Learning Vocabulary:

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Adolescent and Adult Literacy, Vol. 51, No. 02, October 2007.
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Rahman, Muhamad Arrofi, The Effectiveness of Anagram on Students’

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APPENDICES
52
53
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(Experimental Class – Treatment 1)
Satuan Pendidikan : MTsN 13 Jakarta
Kelas/ Semester : VIII / Genap
Mata Pelajaran : Bahasa Inggris
Topik : Descriptive text
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.1. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi
antar pribadi dengan guru dan teman.
2.2. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial
teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,
binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya
3.10.1 Siswa dapat memahami struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi sosial teks deskriptif
54
3.10.2 Siswa dapat menafsirkan struktur teks dan unsur kebahasaan untuk
3.10.3 Siswa dapat memodifikasi struktur teks dan unsur kebahasaan untuk
4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
4.11.1 Siswa dapat mengartikan makna dalam teks deskriptif lisan dan tulis,
pendek dan sederhana.
4.11.2 Siswa dapat menafsirkan makna dalam teks deskriptif lisan dan tulis,
C. Materi Pembelajaran
Teks deskriptif pendek dan sederhana, tentang orang, binatang, dan benda
Fungsi sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih
untuk dideskripsikan
b. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
c. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Panjang teks: kurang lebih 6 (tiga) kalimat.
Unsur kebahasaan
(1) Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah,
sekolah, dan sekitarnya, dengan atau tanpa kata keterangan quite, very.
(4) Frasa nominal seperti dark brown, cute little cat, beautiful red flower
(5) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present
tense: be, have, go, play,get, take, dll.
(6) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi
(8) Ejaan dan tanda baca
(9) Tulisan tangan
55
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa, dengan
memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, kerjasama,
dan bertanggung jawab.
D. Metode Pembelajaran
Metode : Scientific approach
Model Pembelajaran : Cooperative learning
E. Sumber Media
Media Pembelajaran : Papan tulis (Anagram technique), power point, projector
Sumber : Buku bahasa inggris dan internet
F. Tahapan Pembelajaran
Fase Kegiatan Waktu

Pendahuluan Guru menarik perhatian siswa dengan mengucapkan salam
Guru menyebutkan nama siswa satu persatu untuk
mengetahui siapa yang tidak masuk dihari tersebut, serta
5
memberikan sedikit motivasi
Guru menyampaikan langkah pembelajaran yang akan menit
dilakukan oleh siswa
Guru menyampaikan tujuan pembelajaran
Inti Mengamati
Guru menanyakan siswa mengenai teks deskriptif, apa saja
yang mereka ketahui tentang itu. Kemudian guru 15
memberikan penjelasan melalui power point tentang teks menit
deskriptif.
Mengkomunikasikan
Lalu guru meminta mereka berdiskusi dengan teman 10
sebangkunya mengenai teks deskriptif. menit
Menanya
Siswa diminta untuk bertanya jika masih ada sesuatu yang 10
kurang jelas mengenai teks deskriptif menit
Mencoba
Siswa diminta untuk membaca teks yang diberikan,
kemudian memintanya untuk menjelaskan tentang teks 15
tersebut dibantu oleh guru. menit
Mengasosiasi
Guru mengajak siswa untuk bermain Anagram game, yaitu 20
dengan membentuk kelompok yang terdiri dari 5-6 orang. menit
Setiap kelompok harus membuat atau menyusun kata baru
sebanyak mungkin dari kata yang diberikan oleh guru.
Kata baru tersebut harus diidentifikasi, apakah itu noun,
adjective, verb, atau adverb serta memberikan artinya. Jika
56
ada kata lain dari tiap kelompok yang belum disebutkan

maka guru akan menambahkan dan menjelaskannya.
Guru bersama-sama dengan peserta didik dan sendiri
menyampaikan kesimpulan. 5
Penutup Melakukan penilaian atau refleksi terhadap kegiatan yang menit
sudah dilaksanakan secara konsisten dan terprogram dan
memberikan umpan balik terhadap proses dan hasil
pembelajaran.
Jakarta, 20 Februari 2018

Guru Mata Pelajaran,
Siti Nurjanah
NIM: 1113014000041
57
Appendix 2
(RPP)
Experimental Class – Treatment 2
G. Kompetensi Inti
keberadaannya.
pandang/teori.
H. Kompetensi Dasar dan Indikator

belajar.
58
I. Materi Pembelajaran
Fungsi sosial
Struktur text
d. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih
e. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
f. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
Unsur kebahasaan
(18) Tulisan tangan
59
Topik
J. Metode Pembelajaran
K. Sumber Media
L. Tahapan Pembelajaran
Fase Kegiatan Waktu

Pendahulua Guru menarik perhatian siswa dengan mengucapkan salam
n Guru menyebutkan nama siswa satu persatu untuk
memberikan sedikit motivasi. 5 menit
Guru menyampaikan langkah pembelajaran yang akan
Inti Mengamati
Guru memilih siswa secara acak dan meminta mereka
untuk menyebutkan apa saja yang telah dipelajari di
pertemuan sebelumnya. Setelah itu, guru memilih siswa
secara acak dan memintanya untuk membacakan teks 15
deskriptif yang telah dibuatnya. Kemudian guru menit
memberikan contoh lain dari teks descriptive melalui
power point.
Mengkomunikasikan
Lalu guru meminta mereka berdiskusi dengan teman
sebangkunya mengenai teks deskriptif yang 10
dipresentasikan. menit
Menanya
Siswa diberikan kesempatan untuk bertanya kepada teman 10
maupun guru jika masih ada yang belum mereka pahami. menit
Mencoba
Siswa diminta untuk membaca teks deskriptif yang 15
diberikan kemudian menjelaskannya dengan bantuan guru. menit
Mengasosiasi
Guru mengajak siswa untuk bermain Anagram game, yaitu
dengan membentuk kelompok yang terdiri dari 5-6 orang.
Setiap kelompok harus membuat atau menyusun kata baru 20
60
sebanyak mungkin dari kata yang diberikan oleh guru. menit

maka guru akan menambahkan dan menjelaskannya
menyampaikan kesimpulan.
Penutup Melakukan penilaian atau refleksi terhadap kegiatan yang 5 menit
pembelajaran.

Siti Nurjanah
NIM: 1113014000041
61
Appendix 3
(RPP)
Experimental Class- Treatment 3
Topik : Narrative Text
M. Kompetensi Inti
10. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan
dan keberadaannya.
11.Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
N. Kompetensi Dasar dan Indikator

belajar.
3.14.Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
naratif berbentuk fabel, sesuai dengan konteks penggunaannya.
3.14.1 Siswa dapat mengenali fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks naratif berbentuk fabel, sesuai dengan konteks
penggunaannya.
62
3.14.2 Siswa dapat mengidentifikasikan fungsi sosial, struktur teks, dan

unsur kebahasaan dari teks naratif berbentuk fabel, sesuai dengan
konteks penggunaannya.
3.14.3 Siswa dapat mendiskusikan fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks naratif berbentuk fabel, sesuai dengan
a. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan
sederhana.
4.18.1 Siswa dapat memahami makna teks naratif lisan dan tulis,
berbentuk fabel pendek dan sederhana.
4.18.2 Siswa dapat menafsirkan makna teks naratif lisan dan tulis,
O. Materi Pembelajaran
Teks naratif, berbentuk fabel pendek dan sederhana
Fungsi sosial
Memperoleh hiburan, menghibur dan mengajarkan nilai-nilai luhur melalui cerita
dengan tokoh binatang.
Struktur text
a. Memperkenalkan tokoh, tempat, waktu, terjadinya cerita (orientasi).
b. Memberikan penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
c. Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)
d. Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan bahagia
atau sedih
e. Memberikan alasan atau komentar umum (reorientasi), opsional.
Unsur kebahasaan
(1) Tata bahasa: Simple Past tense, Past Continuous Tense
(2) Kalimat langung dan tidak langsung
(3) Kosa kata: tokoh binatang dalam fabel, tempat dan benda-benda terkait tokoh
(4) Adverbia penghubung waktu: first, then, after that, before, at last, finally, dsb.
(5) Adverbia dan frasa preposisional penunjuk waktu: a long time ago, one day, in the
morning, the next day, immediately, dsb.
63

(9) Tulisan tangan
Topik
Cerita yang memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri,
kerjasama, dan bertanggung jawab.
P. Metode Pembelajaran
Q. Sumber Media
R. Tahapan Pembelajaran
Fase Kegiatan Waktu

5
Inti Mengamati
Guru bertanya kepada siswa apa yang mereka ketahui 15
mengenai narrative text. Kemudian guru menjelaskan menit
materi narrative text melalui power point.
Mengkomunikasikan
Lalu guru meminta siswa berdiskusi dengan teman 10
sebangkunya mengenai narrative text yang telah menit
dipresentasikan oleh guru jika ada yang belum mereka
pahami.
Menanya
ataupun guru jika masih ada yang belum mereka pahami. menit
Mencoba
Siswa mencoba untuk menyusun narrative text berdasarkan 15
generic structure kemudian membacanya dan menceritakan menit
tentang teks tersebut dibantu oleh guru.
Mengasosiasi 20
Guru mengajak siswa untuk bermain Anagram game, yaitu menit
64

sebanyak mungkin dari kata yang diberikan oleh guru.
maka guru akan menambahkan dan menjelaskannya
menyampaikan kesimpulan. 5
Penutup Melakukan penilaian atau refleksi terhadap kegiatan yang menit
pembelajaran.

Siti Nurjanah
NIM: 1113014000041
65
Appendix 4
(RPP)
Experimental Class – Treatment 4
S. Kompetensi Inti
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
15. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
16. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori.
T. Kompetensi Dasar dan Indikator

pengantar komunikasi Internasional yang diwujudkan dalam semangat belajar.
penggunaannya.
66

penggunaannya.
4.18.Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan
sederhana
4.18.1 Siswa dapat memahami makna teks naratif lisan dan tulis, berbentuk
fabel pendek dan sederhana.
4.18.2 Siswa dapat menafsirkan makna teks naratif lisan dan tulis, berbentuk
U. Materi Pembelajaran
Fungsi sosial
Struktur text
f. Memperkenalkan tokoh, tempat, waktu, terjadinya cerita (orientasi).
g. Memberikan penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
h. Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)
i. Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan bahagia atau
sedih
j. Memberikan alasan atau komentar umum (reorientasi), opsional.
Unsur kebahasaan
(14) Adverbia dan frasa preposisional penunjuk waktu: a long time ago, one day,
in the morning, the next day, immediately, dsb.
(15) Penggunaan nominal singular dan plural secara tepat, dengan
atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
67

(18) Tulisan tangan
Topik
Cerita yang memberikan keteladanan tentang perilaku jujur, disiplin,
percaya diri, kerjasama, dan bertanggung jawab.
V. Metode Pembelajaran
W. Sumber Media
X. Tahapan Pembelajaran
Fase Kegiatan Waktu

mengetahui siapa yang tidak masuk di hari tersebut, serta
memberikan sedikit motivasi 5 menit
Inti Mengamati
Guru memilih siswa secara acak dan meminta mereka untuk
menyebutkan apa saja yang telah dipelajari di pertemuan 15
sebelumnya. Setelah itu, guru memilih siswa secara acak dan menit
memintanya untuk membacakan teks narrative yang telah
dibuatnya. Kemudian guru memberikan contoh lain dari teks
narrative melalui power point.
Mengkomunikasikan
sebangkunya mengenai teks narasi yang dipresentasikan. menit
Menanya
Mencoba
Siswa mencoba untuk menyusun narrative text berdasarkan
generic structure kemudian membacanya dan menceritakan 15
tentang teks tersebut dibantu oleh guru. menit
68
Mengasosiasi
Guru mengajak siswa untuk bermain Anagram game, yaitu
sebanyak mungkin dari kata yang diberikan oleh guru. Kata 20
baru tersebut harus diidentifikasi, apakah itu noun, adjective, menit
verb, atau adverb serta memberikan artinya. Jika ada kata
lain dari tiap kelompok yang belum disebutkan maka guru
akan menjelaskannya
pembelajaran.

Siti Nurjanah
NIM: 1113014000041
69
Appendix 5
(RPP)
Controlled Class – Treatment 1
Y. Kompetensi Inti
keberadaannya.
pandang/teori.
Z. Kompetensi Dasar dan Indikator

belajar.
70
AA. Materi Pembelajaran

Fungsi sosial
Struktur text
g. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih
h. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
i. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
Unsur kebahasaan
(27) Tulisan tangan
71
Topik
BB. Metode Pembelajaran

CC. Sumber Media

DD. Tahapan Pembelajaran
Fase Kegiatan Waktu

5
Inti Mengamati
Guru menanyakan siswa mengenai teks deskriptif, apa saja
yang mereka ketahui tentang itu. Kemudian guru 15
memberikan penjelasan melalui power point tentang teks menit
deskriptif.
Mengkomunikasikan
sebangkunya mengenai teks deskriptif. menit
Menanya
Siswa diminta untuk bertanya jika masih ada sesuatu yang 10
kurang jelas mengenai teks deskriptif menit
Mencoba
Mengasosiasi 20
Guru meminta siswa untuk mengerjakan exercise yang ada menit
di buku paket
.
Penutup Guru bersama-sama dengan peserta didik dan sendiri 5
menyampaikan kesimpulan. menit
72
Melakukan penilaian atau refleksi terhadap kegiatan yang

pembelajaran.

Siti Nurjanah
NIM: 1113014000041
73
Appendix 6
(RPP)
EE. Kompetensi Inti

keberadaannya.
pandang/teori.
FF. Kompetensi Dasar dan Indikator

belajar.
74
GG. Materi Pembelajaran

Fungsi sosial
Struktur text
j. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih
k. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
l. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
Unsur kebahasaan
75
(36) Tulisan tangan
Topik
HH. Metode Pembelajaran

II. Sumber Media

JJ. Tahapan Pembelajaran
Fase Kegiatan Waktu

Pendahulua Guru menarik perhatian siswa dengan mengucapkan salam
n Guru menyebutkan nama siswa satu persatu untuk
memberikan sedikit motivasi. 5 menit
Inti Mengamati
Guru memilih siswa secara acak dan meminta mereka
untuk menyebutkan apa saja yang telah dipelajari di
pertemuan sebelumnya. Setelah itu, guru memilih siswa
secara acak dan memintanya untuk membacakan teks 15
deskriptif yang telah dibuatnya. Kemudian guru menit
memberikan contoh lain dari teks descriptive melalui
power point.
Mengkomunikasikan
Lalu guru meminta mereka berdiskusi dengan teman
sebangkunya mengenai teks deskriptif yang 10
dipresentasikan. menit
Menanya
Mencoba
Mengasosiasi
76
Guru meminta siswa untuk mengerjakan exercise yang ada

di buku paket.
20
menit
pembelajaran.

Siti Nurjanah
NIM: 1113014000041
77
Appendix 7
(RPP)
KK. Kompetensi Inti

keberadaannya.
pandang/teori.
LL. Kompetensi Dasar dan Indikator

belajar.
2.19. Menunjukan perilaku santun dan peduli dalam melaksanakan komunikasi
78

sederhana.
4.18.1 Siswa dapat memahami makna teks naratif lisan dan tulis,
4.18.2 Siswa dapat menafsirkan makna teks naratif lisan dan tulis,
MM. Materi Pembelajaran

Fungsi sosial
Struktur text
k. Memperkenalkan tokoh, tempat, waktu, terjadinya cerita (orientasi).
l. Memberikan penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
m. Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)
n. Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan bahagia
atau sedih
o. Memberikan alasan atau komentar umum (reorientasi), opsional.
Unsur kebahasaan
(23) Adverbia dan frasa preposisional penunjuk waktu: a long time ago, one day, in the
morning, the next day, immediately, dsb.
79

(27) Tulisan tangan
Topik
NN. Metode Pembelajaran

OO. Sumber Media

PP. Tahapan Pembelajaran
Fase Kegiatan Waktu

Inti Mengamati
Guru bertanya kepada siswa apa yang mereka ketahui 15
mengenai narrative text. Kemudian guru menjelaskan materi menit
narrative text melalui power point.
Mengkomunikasikan
Lalu guru meminta siswa berdiskusi dengan teman 10
sebangkunya mengenai narrative text yang telah menit
dipresentasikan oleh guru jika ada yang belum mereka
pahami.
Menanya
ataupun guru jika masih ada yang belum mereka pahami. menit
Mencoba
Siswa mencoba untuk menyusun narrative text berdasarkan
generic structure kemudian membacanya dan menjelaskan 15
tentang teks tersebut dibantu oleh guru. menit
Mengasosiasi
Guru meminta siswa untuk mengerjakan exercise yang ada di 20
80
buku paket. menit

menyampaikan kesimpulan. 5 menit
Melakukan penilaian atau refleksi terhadap kegiatan yang
Penutup pembelajaran. 5 menit

Siti Nurjanah
NIM: 1113014000041
81
Appendix 8
(RPP)
QQ. Kompetensi Inti

keberadaannya.
pandang/teori.
RR.Kompetensi Dasar dan Indikator

belajar.
3.14.Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
penggunaannya.
82

penggunaannya.
sederhana.
4.18.1 Siswa dapat memahami makna teks naratif lisan dan tulis, berbentuk
4.18.2 Siswa dapat menafsirkan makna teks naratif lisan dan tulis, berbentuk
SS. Materi Pembelajaran

Fungsi sosial
Struktur text
p. Memperkenalkan tokoh, tempat, waktu, terjadinya cerita (orientasi).
q. Memberikan penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
r. Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)
s. Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan bahagia atau
sedih
t. Memberikan alasan atau komentar umum (reorientasi), opsional.
Unsur kebahasaan
(30) Kosa kata: tokoh binatang dalam fabel, tempat dan benda-benda terkait
tokoh
(31) Adverbia penghubung waktu: first, then, after that, before, at
last, finally, dsb.
(32) Adverbia dan frasa preposisional penunjuk waktu: a long time ago,
one day, in the morning, the next day, immediately, dsb.
(33) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa
a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
83

(36) Tulisan tangan
Topik
TT. Metode Pembelajaran

UU. Sumber Media

VV. Tahapan Pembelajaran
Fase Kegiatan Waktu

mengetahui siapa yang tidak masuk di hari tersebut, serta
Inti Mengamati
Guru memilih siswa secara acak dan meminta mereka untuk
menyebutkan apa saja yang telah dipelajari di pertemuan 15
sebelumnya. Setelah itu, guru memilih siswa secara acak dan menit
memintanya untuk membacakan teks narrative yang telah
dibuatnya. Kemudian guru memberikan contoh lain dari teks
narrative melalui power point.
Mengkomunikasikan
sebangkunya mengenai teks narasi yang dipresentasikan. menit
Menanya
Mencoba
Siswa mencoba untuk menyusun narrative text berdasarkan 15
generic structure kemudian membacanya dan menjelaskan menit
84
tentang teks tersebut dibantu oleh guru.

Mengasosiasi 20
Guru meminta siswa untuk mengerjakan exercise yang ada di menit
buku paket.

pembelajaran.

Siti Nurjanah
NIM: 1113014000041
85
Appendix 9
Pre-test
1. I have a cat. He has soft…

a. Hair b. beard c. nose d. fur
2. Dalmatian is the kind of dog, it has many… on their body.
a. Fur b. Spots c. legs d. nail
3. My cat is very… he likes to run around the house
a. Active b. Lazy c. Sleepy d. busy
4. Butterfly has a couple of… to fly
a. wings b. head c. tail d. legs
5. Cow and buffaloes are ……. But tigers and lion are carnivorous.
a. Reptiles b. microbes c. herbivorous d. viruses
6. The dog always… It’s very noisy here.
a. Bark b. humming c. bleat d. meow
7. The elephant has long… in front of its face
a. Nose b. mouth c. trunk d. ear
8. Parrot has two feet that help it to… on the branches
a. Fly b. take c. grip d. bring
9. Lions are… because they eat meat.
a.Herbivorous b. omnivorous. c. carnivorous d. grass
10. The sea eagle has… to handle the food
a. Hand b. beak c. paw d. claw
11. Elephant is an animal that has big… than the other
a. Legs b. ears c. trunks d. hand
12. Male Lions have big brown… on their head
a. Hair b. fur c. mane d. ear
13. Giraffe has the tallest… than other
a. Horns b. ears c. tongue d. neck
The text is for questions number 14-18 !

One day, there was a mousedeer that wanted to 14…. The river. There were a lot of
crocodile in the river. The mousedeer couldn’t 15… and he was also afraid of the
crocodile. When he touched the water, suddenly a big crocodile 16… his right leg. He
was very 17…. He tried to free himself, but 18…
14. a. walk b. cross c. jump d. climb
15. a. fly b. run c. swim d. walk
16. a. eat b. chase c. scratch d. bite
17. a. happy b. sleepy c. busy d. surprised
18. a. failed b. success c. shock d. can

86
Common House Gecko is a 19… originated from Southeast Asia. The name.
“House Gecko” is given to them because they mostly be seen sticking on the 20… or on
the ceiling of a house or another buildings. Common house gecko have 21… body. They
have 22… legs and one long tail. When they are in danger they can 23… their tail as a
distraction that will outwitted the enemy
19. a. mammal b. fowl c. reptile d. fish
20. a. wall b. roof c. floor d. lamp
21. a. large b. flat c. small d. big
22. a. one b. two c. three d. four
23. a. lose b. change c. replace d. choose
Hummingbirds
Perhaps the most beautiful and small bird in the world is the hummingbird.
Hummingbirds are 24… , brightly coloured bird which live in forests and feed on the
nectar of flowers. The 25… of all is the bee hummingbird which only weight two grams.
Hummingbirds can hover in the air, just like helicopters, moving their 26… up to 200 times
per second.
24. a. fast b. thin c. tiny d. active
25. a. fastest b. strangest c. biggest d. smallest
26. a. legs b. wings c. beak d. eyes
The Little Mouse
Once upon a time there was a Baby Mouse and Mother Mouse. They lived in a hole in
the a big warm house with lots of 27… to eat.
Then, one day, Mother Mouse decided to take Baby Mouse outside of their home.
Waiting outside for them was a huge ginger tomcat, licking it’s lips and waiting to
28…them both up.
“Mother, Mother! What should we do?” Cried Baby Mouse, clinging to his mother’s
tail. Mother Mouse paused, staring up into the beady eyes of the hungry cat. But she wasn’t
scared, because she knew 29… how to deal with big, scary cats. She opened her mouth and
took in a deep breath.
“Woof! Woof! Bark bark bark!” She shouted, and the cat ran away as fast as he could.
“Wow, Mother! That was 30… Baby Mouse said to his mother, smiling happily. “And
that, my child, is why it is always best to have a second language.”
27. a. grass b. meat c. cheese d. vegetable

28. a. cut b. bark c. bite d. eat
29. a. properly b. exactly c. doubtfully d. carefully
30. a. amazing b. scary c. fun d. pity
87
Appendix 10
Post test
1. Elephant is an animal that has big… than the other

a. Legs b. ears c. trunks d. hand
2. Male Lions have big brown… on their head
b. Hair b. fur c. mane d. ear
3. Giraffe has the tallest… than other
b. Horns b. ears c. tongue d. neck
4. The elephant has long… in front of its face
b. Nose b. mouth c. trunk d. ear
5. Parrot has two feet that help it to… on the branches
b. Fly b. take c. grip d. bring
6. Lions are… because they eat meat.
a.Herbivorous b. omnivorous. c. carnivorous d. grass
7. The sea eagle has… to handle the food
b. Hand b. beak c. paw d. claw
8. Butterfly has a couple of… to fly
b. wings b. head c. tail d. legs
9. Cow and buffaloes are ……. But tigers and lion are carnivorous.
b. Reptiles b. microbes c. herbivorous d. viruses
10. The dog always… It’s very noisy here.
b. Bark b. humming c. bleat d. meow
11. I have a cat. He has soft…
b. Hair b. beard c. nose d. fur
12. Dalmatian is the kind of dog, it has many… on their body.
b. Fur b. Spots c. legs d. nail
13. My cat is very… he likes to run around the house
b. Active b. Lazy c. Sleepy d. busy
Hummingbirds
Perhaps the most beautiful and small bird in the world is the hummingbird.
Hummingbirds are 14… , brightly coloured bird which live in forests and feed on the
nectar of flowers. The 15… of all is the bee hummingbird which only weight two
grams. Hummingbirds can hover in the air, just like helicopters, moving their 16… up
to 200 times per second.
14. a. fast b. thin c. tiny d. active
15. a. fastest b. strangest c. biggest d. smallest
16. a. legs b. wings c. beak d. eyes
88

One day, there was a mousedeer that wanted to 17…. The river. There were a lot of
crocodile in the river. The mousedeer couldn’t 18… and he was also afraid of the
crocodile. When he touched the water, suddenly a big crocodile 19… his right leg. He
was very 20…. He tried to free himself, but 21…
17.a. walk b. cross c. jump d. climb
18.a. fly b. run c. swim d. walk
19.a. eat b. chase c. scratch d. bite
20.a. happy b. sleepy c. busy d. surprised
21.a. failed b. success c. shock d. can
The Little Mouse
Once upon a time there was a Baby Mouse and Mother Mouse. They lived in a hole in
the a big warm house with lots of 22… to eat.
Then, one day, Mother Mouse decided to take Baby Mouse outside of their home.
Waiting outside for them was a huge ginger tomcat, licking it’s lips and waiting to
23…them both up.
“Mother, Mother! What should we do?” Cried Baby Mouse, clinging to his mother’s
tail. Mother Mouse paused, staring up into the beady eyes of the hungry cat. But she wasn’t
scared, because she knew 24… how to deal with big, scary cats. She opened her mouth and
took in a deep breath.
“Woof! Woof! Bark bark bark!” She shouted, and the cat ran away as fast as he could.
“Wow, Mother! That was 25… Baby Mouse said to his mother, smiling happily. “And
that, my child, is why it is always best to have a second language.”
22. a. grass b. meat c. cheese d. vegetable

23. a. cut b. bark c. bite d. eat
24. a. properly b. exactly c. doubtfully d. carefully
25. a. amazing b. scary c. fun d. pity
Common House Gecko is a 26… originated from Southeast Asia. The name.
“House Gecko” is given to them because they mostly be seen sticking on the 27… or on
the ceiling of a house or another buildings. Common house gecko have 28… body. They
have 29… legs and one long tail. When they are in danger they can 30… their tail as a
distraction that will outwitted the enemy
26. a. mammal b. fowl c. reptile d. fish
27. a. wall b. roof c. floor d. lamp
28. a. large b. flat c. small d. big
29. a. one b. two c. three d. four
30. a. lose b. change c. replace d. choose
89
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THE EFFECT OF ANAGRAM TECHNIQUE ON STUDENTS’

Fulfillment of the Requirements for the Degree os S.Pd. (Strata One)

DEPARTMENT OF ENGLISH EDUCATION

SITI NURJANAH (1113014000041). The Effect of Anagram Technique on

Keywords: Vocabulary, Anagram Technique

SITI NURJANAH (1113014000044). Pengaruh Anagram Technique terhadap

Kata kunci: Vocabulary, Anagram Technique.

Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektifan Anagram

In the name of Allah, the Beneficent and the Merciful.

Jakarta, April 20th, 2018

SURAT PERNYATAAN KARYA SENDIRI......................................................iii

A. Background of the Research.....................................................1

CHAPTER II. THEORETICAL FRAMEWORK............................................5

CHAPTER III. RESEARCH METHODOLOGY..........................................27

A. Place and Time of the Research 27

CHAPTER IV. RESEARCH FINDING AND DISCUSSION....................35

Appendix 1 The Lesson Plan of the Experimental Class in Treatment 1 .................53

Language becomes the most important thing in human life. Because we

Vocabulary is one of the most crucial elements in a language. Because

1 Jack C. Richards and Willy A Renandya, Methodology in Language Teaching an

Teaching vocabulary is not easy, it needs a technique to make the students

Based on the observation in MtsN 13 Jakarta the researcher found that

Knowing the advantage of game, the researcher wants to conduct a

B. Identification of the Problems

1. The students have lack of vocabulary knowledge because they

C. Limitation of the Problems

D. Formulation of the Problem

Considering the problems in teaching and learning vocabulary, this

“Is there any effect of Anagram technique on students’ vocabulary?”

4 Ahdian Rosadi, The Effectiveness of Anagram Technique in Teaching Vocabulary,

E. Objective of the Research

The objective of this research is to find out the effect of anagram on

F. Significance of the Research

By doing this research, researcher hopes to contribute in the improvement

1. For The teacher.

2. For The students

3.For The readers

This study hoped can be used as additional reference to conduct a research an

5Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, 2002), p. 3.

c) A prefix can have intensifying force, which the meanings are

e. Noun > Adjective

17Laurel J. Brinton, The Structure of Modern English: A Lingusitic Introduction,

3) Open Compound Words

j) Loathe (v): hate; detest; scorn; disdain

h) Accept (v): to receive with a consent, favour or approval

different meanings and perhaps different spellings.” The examples of

22 Harmer Jeremy, The Practice of English Language Teaching, New Edition,

Mime, action and gesture technique can be applied by acting out in

23 Insan Bara Rosada, “Improving Vocabulary Master by Using Anagram Game”, a

Not only teaching technique, there are three important encouraging

involves producing new ways of using the wanted vocabulary in new

5 . Difficulties in Learning Vocabulary

27 Thornburry, Op. Cit., p. 27.

2. Teaching Vocabulary Using Anagram

35 Ahdian Rosadi, “The Effectiveness of Anagram Technique in Teaching

4. Student uses all the letters to form a 1 or 2, even 3 new words.

C. Previous Related Studies

40Ahdian Rosadi, The Effectiveness of Anagram Technique in Teaching Vocabulary,

42 Fanti Maria Fiafah, “The Effectiveness of Using Anagram Technique Toward