Full

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE USE OF ANAGRAMS TO IMPROVE THE

STUDENTS’ VOCABULARY LEARNING STRATEGY
IN XI IPA 1 CLASS,SMA PANGUDI LUHUR SEDAYU
A SARJANA PENDIDIKAN THESIS

Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Richard Devara Candra Kumara
Student Number: 121214126
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
i
ii
iii
iv
v
ABSTRACT
Kumara, Richard Devara Candra. (2016). The Use of Anagrams to Improve the
Students’ Vocabulary Learning Strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu. Yogyakarta: Sanata Dharma University.
Vocabulary is one of the most important language elements. Thus, the

English learners should master vocabulary in order to communicate fluently in
English. In order to achieve that, the English learners should apply appropriate
learning strategy. After conducting an observation in XI IPA 1 class, SMA
Pangudi Luhur Sedayu, the researcher discovered that the students had the
difficulties in learning vocabulary, because the students learn vocabulary only
with drilling technique.
The purpose of the research was to overcome the problems of learning
vocabulary in XI IPA 1 class.Thus, the researcher proposed anagrams as the media
for learning vocabulary. The anagrams was in a form of game to give more
interesting learning experience to the students. In order to achieve the goal of the
research, the researcher formulates the research question as how does the use of
anagrams improve the students’ vocabulary learning strategy in XI IPA 1class,
SMA Pangudi Luhur Sedayu?
In order to overcome the students’ problem in vocabulary learning
strategy, the researcher conducted a Classroom Action Research (CAR) to
implement anagrams. This Classroom Action Research consisted of two cycles
and there was one meeting on each cycle. Then, each cycle consisted of plan,
action, observation, and reflection. The research participants were 25 students of
XI IPA 1 class, SMA Pangudi Luhur Sedayu. The researcher used the first three
learning stages according to Revised Bloom Taxonomy (2001): remember,
undserstand, and apply as the learning goal. The data were gathered by two
observers using observation checklists. The researcher also developed close-ended
questionnaire in order to discover the opinion of the students related to the
implementation of anagrams in vocabulary learning and their future expectation
related to vocabulary learning.
Based on the observation, by the end of the study, the students had
successfully achieved the learning goal. The students were able to remember the
new words, understand the meaning, the spelling, the pronunciation, the synonym,
and the part of speech of the words. Then, the students were also able to apply the
new words in written form. Furthermore, the students also reacted positively
toward the implementation of anagrams for vocabulary learning. The students also
expected that the English teacher use anagrams again for vocabulary learning
activity. Therefore, it could be concluded that the use of anagrams improved the
students’ vocabulary learning strategy. There are also some suggestions for
English teachers and future researchers.
Keywords: vocabulary learning strategy, anagrams, classroom action research
vi
ABSTRAK
Kumara, Richard Devara Candra. (2016). The Use of Anagrams to Improve the
Students’ Vocabulary Learning Strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu. Yogyakarta: Sanata Dharma University.
Kosa kata adalah salah satu dari yang paling penting di dalam elemen
bahasa. Dalam Bahasa Inggris, vocabulary harus dikuasai oleh siswa/siswi yang
belajar Bahasa Inggris agar dapat berkomunikasi dengan lancar. Untuk
mencapainya, siswa/siswi harus memiliki strategi belajar yang tepat.Setelah
melakukan observasi di kelas XI IPA 1, penulis menemukan bahwa siswa/siswi
memiliki kesulitan dalam mempelajari kosa kata, karena siswa/siswi belajar kosa
kata menggunakan teknik drilling.
Tujuan dari penelitian ini adalah untuk mengatasi permasalahan dalam
belajar kosa kataagar siswa menjadi lebih efektif menggunakan anagrams sebagai
media pembelajaran.Untuk mencapai tujuan utama dari penelitian ini, penulis
membuat sebuah rumusan masalah yaitu bagaimana penggunaan anagrams
meningkatkan strategi belajar siswa/siswi kelas XI IPA 1, SMA Pangudi Luhur
Sedayu?
Untuk mengatasi permasalahan siswa/siswi, penulis membuat sebuah
Penelitian Tindakan Kelas (PTK) yang mengimplementasikan
anagrams.Penelitian Tindakan Kelas ini memiliki dua siklus dan di dalam masing-
masing siklus terdapat satu pertemuan.Setiap siklus terdiri dari rencana, tindakan,
observasi, dan refleksi.Penelitian ini menyertakan 25 siswa dari kelas XI IPA 1.
Penulis menggunakan tiga tahap pertama pembelajaran menurut Taksonomi
Bloom yang direvisi (2001): mengingat, memahami, dan menerapkan sebagai
tujuan akhir pembelajaran. Data pada penelitian ini dikumpulkan oleh dua orang
pengamat menggunakan observation checklists. Penulis juga membuat kuesioner
untuk mengidentifikasi pendapat siswa mengenai penerapan anagrams dalam
pembelajaran kosa kata dan harapan mereka untuk pembelajaran kosa kata yang
akan datang.
Berdasarkan observasi pada akhir penelitian, siswa/siswi telah berhasil
mencapai tujuan akhir pembelajaran.Siswa/siswi mampu mengingat kata-kata
baru, memahami arti, ejaan, pelafalan, sinonim, dan kategori masing-masing kata-
kata baru.Siswa/siswi juga dapat mengaplikasikan kata-kata baru yang mereka
dapat secara tertulis.Siswa/siswi juga memberikan reaksi positif terhadap
penerapan anagrams dalam pembelajaran kosa kata.Mereka mengaharapkan guru
Bahasa Inggris agar dapat menggunakan anagrams lagi dalam pembelajaran kosa
kata.Sehingga, dapat disimpulkan bahwa penggunaan anagrams berhasil
meningkatkan strategi belajar kosa kata siswa/siswi menjadi lebih efektif. Penulis
juga membuat beberapa saran untuk guru-guru Bahasa Inggris dan peneliti yang
akan melakukan penelitian dengan topik yang sama.
Keywords: vocabulary learning strategy, anagrams, classroom action research
vii
ACKNOWLEDGEMENTS
First, I would like to express my gratitude to Jesus Christ for His love,
spirit, guidance, and bless given to me during the process of completing my thesis.
He makes me become a stronger man everyday even when I felt hopeless with my
thesis.
Second, my gratitude goes to my thesis advisor,Drs.Pius Nurwidasa
Prihatin, M.Ed., Ed.D. for giving me time, suggestion, attention, support, and
guiding me patiently to finish my thesis.I also thankLaurentia Sumarni, S.Pd.,
M.Trans.St.for being my academic advisor during my study in English Language
Education Study Program, Sanata Dharma University.
Third, I would like to express my gratitude to Br. Agustinus Mujiya
S.Pd., FIC, the principal of SMA Pangudi Luhur Sedayu, who has permitted me
to do my research in SMA Pangudi Luhur Sedayu. Then, I also thank the English
teacher of XI IPA 1 class, Agnes Erna S., S.Pd.. She always guided me while I
did my research in SMA Pangudi Luhur Sedayu. My gratitude also goes to the
students of XI IPA 1 class for their cooperation in my research.
Fourth, my special thanks are dedicated to my parents, Drs. Aloysius
Candra Widyantara and Dra. Dionysia Sri Kumara Wigati who always give
me their love and support. I also thank my beloved parents who have financed my
study from the beginning of my study in Sanata Dharma. I also express my
gratitude to my big family of J.B. Dasuri and my big family of Somowijoyo.
viii
Fifth, I also express my special thanks to my girlfriend, Ristri Putri
Utami, who always accompanied me, gave suggestion, and supported me when I
felt hopeless with my thesis. I also want to thank all of my friends from Bengkel
Pulsar Indra99, Indra P., Muhammad Heri, Prabowo Anggara, Fandy
Febiangga, Anggi Putra Siregar, Wisnu Wardhana, and Kang Mul, who
always made me happy when I felt confused and sad. My gratitude also goes to all
of TengkyuBroo guys, Ardhi Caco, Vinsen Hendriya, Adi Setyoko, Gheza
Damara, Patrick Ganang, Patrick Lintang, Kadek Wardana, Aji Prasetyo,
Robertus Septian, Marcell, Pradipta Yunandra, Carolus Praksono, Luther
Jonggi, Veryndra, and Albertus Yordhana, who are my close friends in the
college. I also thank all my friends in PBI Class E 2012 for the experience that is
given to me during my study and for people I know whose names could not be
mentioned one by one.
Richard Devara Candra Kumara
ix
TABLE OF CONTENTS
TITLE PAGE ................................................................................................i
APPROVAL PAGE ..................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ..........................................iv
PERNYATAAN PERSETUJUAN PUBLIKASI........................................... v
ABSTRACT ..................................................................................................vi
ABSTRAK...................................................................................................... vii
ACKNOWLEDGEMENTS ........................................................................viii
TABLE OF CONTENTS ............................................................................. x
LIST OF TABLE ........................................................................................xiii
LIST OF FIGURES .....................................................................................xiv
LIST OF APPENDICES ............................................................................ xv
CHAPTER I. INTRODUCTION ................................................................ 1
A. Research Background ................................................................... 1
B. Research Problem ......................................................................... 5
C. Problem Limitation ...................................................................... 5
D. Research Objective ....................................................................... 6
E. Research Benefits ......................................................................... 6
F. Definition of Terms ...................................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ...................... 10
A. Theoretical Description ............................................................... 10
1. Vocabulary Mastery .............................................................. 10
x
2. Teaching and Learning Vocabulary ...................................... 11
a. Vocabulary Learning ....................................................... 11
b. Vocabulary Learning Strategies ...................................... 12
c. Strategies of Teaching Vocabulary ................................. 13
3. The Use of Anagrams to Teach Vocabulary ......................... 13
a. Anagrams ........................................................................ 13
b. The Benefits of Implementing Anagrams to Teach
Vocabulary ...................................................................... 14
B. Theoretical Framework ............................................................... 16
CHAPTER III. RESEARCH METHODOLOGY ................................... 20
A. Research Method ......................................................................... 20
B. Research Setting .......................................................................... 25
C. Research Participants .................................................................. 25
D. Research Instruments and Data Gathering Technique ................ 26
E. Data Analysis Technique ............................................................ 30
F. Research Procedure ..................................................................... 35
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............... 39
A. The Implementation of the Classroom Action Research ............. 40
1. The Preliminary Study .......................................................... 43
2. The Implementation of the First Cycle ................................. 46
a. Plan .................................................................................. 46
b. Action .............................................................................. 46
c. Observation ...................................................................... 52
xi
d. Reflection ........................................................................ 59
3. The Implementation of the Second Cycle ............................ 60
a. Plan .................................................................................. 60
b. Action .............................................................................. 61
c. Observation ..................................................................... 68
d. Reflection ........................................................................ 72
B. The Attitudes of the Students Toward the Implementation of
Anagrams .................................................................................... 74
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .......... 77
A. Conclusions ................................................................................. 77
B. Recommendations ....................................................................... 80
REFERENCES ............................................................................................ 82
APPENDICES ............................................................................................. 84
xii
LIST OF TABLES
Table Page
3.1. Table of Instruments and Data Collected ............................................... 30
3.2. The Data Gathered From the Close-Ended Questionnaire ..................... 32
3.3. The Formula of Calculating Mean Score of the Statements .................. 33
4.1. The Problems and Good Things of the Students and the Teacher
During the Learning Process .................................................................. 39
4.2. Members of the Groups for Anagram Games ........................................ 43
4.3. The Result of Observation Checklist From the First Observer .............. 51
4.4. The Result of Observation Checklist From the Second Observer ......... 52
4.5. The Result of Observation Checklist From the First Observer............... 67
4.6. The Result of Observation Checklist From the Second Observer .......... 68
xiii
LIST OF FIGURES
Figure Page
2.1. The Revised Bloom Taxonomy ............................................................. 12
3.1. Classroom Actions Research Cycle Developed by Kemmis &
McTaggart (1988) .................................................................................. 20
3.2. The Formula of Calculating Mean Score of the Close-Ended
Questionnaire ................................................................................................ 34
4.1. The Rules of the Anagrams Games ........................................................ 43
xiv
LIST OF APPENDICES
Appendix Page
A. Research Instruments ................................................................................. 83
1. Field Notes (PreliminaryStudy) ........................................................... 84
2. Observation Checklists......................................................................... 85
3. Close-Ended Questionnaire ................................................................. 88
B. Lesson Plan and Teaching Material .......................................................... 90
1. Lesson Plan and Teaching Material First Cycle .................................. 91
2. Lesson Plan and Teaching Material Second Cycle ............................. 96
C. Field Note (Preliminary Study) Result ...................................................... 102
D. Students’ Vocabulary Tests Result and Group Members Distribution...... 104
1. Vocabulary Test .................................................................................. 105
2. Vocabulary Test Result ....................................................................... 108
3. Distributions of Group Members ......................................................... 110
E. Observation Checklists Result .................................................................. 111
1. Observation Checklists Result First Cycle .......................................... 112
a. Observation Checklist Result First Observer ................................ 112
b. Observation Checklist Result Second Observer ........................... 113
2. Observation Checklists Result Second Cycle ..................................... 114
a. Observation Checklist Result First Observer ................................. 114
b. Observation Checklist Result Second Observer ........................... 115
F. Close-Ended Questionnaire Result ........................................................... 116
1. Raw Data of Close-Ended Questionnaire (Diagram) .......................... 117
2. Close-Ended Questionnaire Data Analysis ......................................... 118
xv
CHAPTER I
INTRODUCTION
In this chapter, the researcherdiscusses six major points. They are research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms. Basically, this chapter contains of the
introduction of this research. The description of each part is discussed below.
A. Research Background
Vocabulary is used in almost all aspects of English (i.e. speaking, writing,
or listening). That is why learning vocabulary is very important for English as a
Foreign Language (EFL) student. In Indonesia, there are a lot of people who want
to be able to master English as their foreign language, but they have problem with
acquiring English vocabulary.The students are expected to master English in four
skills, namely listening, writing, reading, and speaking skill. In order to master
those four skills, firstly the students have to understand deeply on grammar,
pronunciation, and vocabulary.
Vocabulary is important in English learning. “To live in the world, we
have to name every single thing we see. Names are very important. Without name,
it is very hard to accept the existence of an object, an event, or a feeling”(Taylor,
1990, p. 1). In the quotation above, Taylor (1990) considered vocabulary is as
important as a name of person or certain things. That is why vocabulary is
important.
1
However, many English learners consider that memorizing a lot of English
vocabularies is very difficult although it is the simple one. The result of the
difficulty of learning vocabulary is clear. The students will be lack of vocabulary
knowledge. It will affect the students’ speaking and writing ability. In writing,
when the students are lack of vocabulary, they will still be able to check or open
the dictionary. In speaking the students will tend to stop speaking, saying “eeeee”,
or even say the word in Bahasa Indonesia, when they are lack of vocabulary.
Lack of vocabulary can be a serious problem when the students speak directly
with a foreigner who speaks English or native English speaker.
In addition, the researcher also experienced the problem of mastering
English vocabulary when learning English as a foreign language. Learning
vocabulary in English as a foreign language class was quite hard for the
researcher. Souriyavongsa, Rany, Abidin, Mei (2012) also found problems in
learning English in Laos, where English is also taught as a foreign language in
formal school. Besides, the researcher also shared an experience of teaching
English as a foreign language with a friend, who is an English teacher in one of
formal schools. The researcher found that most problem of mastering vocabulary
is caused by the use of teaching media. The researcher said so because the
researcher was trying to talk with several students. Most of the students said that
to learn vocabulary, the teacher used the drilling technique. They also added that
by using that technique, the students were not interested in learning vocabulary.
Furthermore, the researcher also found the same problem in XI IPA 1
class, SMA Pangudi Luhur Sedayu. It was based on the researcher’s discussion
with the English teacher. In order to find the problems in learning vocabulary, the
researcher conducted a directobservation on April 18th, 2016. Based on the
observation, the researcher found the problems related to vocabulary mastery of
the students. During the observation in the class, the researcher found that the
students did not understand the teacher’s explanation in English. So, the teacher
had to translate the explanation or instructionto Bahasa Indonesia. Since the
students learned vocabulary through drilling technique, they forget the words that
theylearned.
Thus, the teacher is challenged to create more interesting vocabulary
learning process. The solution that can be applied to solve this problem is
implementing appropriate teaching media. In the High School level,the students
still like to play. Thus, applying games for teaching will be interesting. Harmer
(2002) stated that the games give the learners a feeling of competition to
participate in the process of vocabulary learning and motivate them to learn with
enthusiasm. Besides, games are related to a feeling of happiness. It is in line with
Hadfield (1998), he stated that a game is an activity with rules and elements of
fun. Therefore, students are able to memorize the words effectively. Specifically,
the researcher wants to improve the students’ vocabulary learning strategies. The
researcher also tries to help the students to reach the first three stages from
Revised Bloom Taxonomy. Those are remember, understand, and apply.
Therefore, the students are hoped to remember the words, understand the words,
then they can apply the word whether in spoken or written form.
Furthermore, the media which was applied in this research is word games.
The example of word games are puns, riddles, crossword puzzles, anagrams, and
palindromes (Dale & O'Rourke, 1971). The researcher chooses anagrams as a
learning media to teach vocabulary to XI IPA 1 students.According to Dale &
O’Rourke (1971), anagrams are words made by transposing letters of one word to
form another. To make the students face less difficulty when answering the
question, there are clues in anagrams.
The researcher’s choice is also supported by Dale & O'Rourke(1971).
They summarized that “students are able to enjoy games and exercises when using
puns, riddles, crossword puzzles, anagrams, and palindromes” (Dale & O’Rourke,
1971, p.302). Further, by using anagrams the students are also given a chance to
learn how to spell every word correctly. Dale & O'Rourke (1971) also stated that
anagrams will make the students are able to emphasize on the importance of letter
position in relation to word meaning. In addition, anagrams are used to develop an
interest in every word. Therefore, the students are curious to dig more information
about the word and it is likely to improve their vocabulary.
In order to solve the students’ problems in learning vocabulary, the
researcher proposes anagrams as the media to teach vocabulary. The researcher
thinks that anagrams is one of the media that can be used to teach vocabulary
effectively. Therefore, the researcher applies Classroom Action Research to
overcome the students’ problems in learning vocabulary.

B. Research Problem
Based on the research background, the researcher formulates the research
problem by using this research question: how does the use of anagram improve
the students’ vocabulary learning strategy in XI IPA 1class, SMA Pangudi Luhur
Sedayu?
C. Problem Limitation
This research focuses on the implementation of anagrams to improve the
students’ vocabulary learning strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu. This study also focuses on spelling ability and the ability to recognize the
meaning of every word. Furthermore, the researcher also uses the first three stages
of learning according to Revised Bloom Taxonomy as the vocabulary learning
goal. Meanwhile, anagrams is the media which is used to help the students
discover new vocabulary. The researcher uses the instructions which are proposed
by Dale and O'Rourke(1971) to construct the anagrams as the media to teach
vocabulary.
This research was conducted in SMA Pangudi Luhur Sedayu and involved
25 students of XI IPA 1 class, SMA Pangudi Luhur Sedayu. The researcher chose
this class because in this class the researcher found the problems of vocabulary
learning through the discussion with the English teacher and the observation
which was conducted by the researcher.

D. Research Objectives
The objective of this research is to implement anagrams to improve the
students’ vocabulary learning strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu.
E. Research Benefits
The researcher expected that this research gives benefits for:
1. The Students of XI IPA 1class, SMA Pangudi Luhur Sedayu
The researcher hopes that this research gives positive contributions to the
students of XI IPA 1 class,SMA Pangudi Luhur Sedayu. This research is expected
to help the students learn vocabulary easily, effectively, and happily using
anagrams. This media is also expected to be more motivating for the students to
learn vocabulary. As the result, the students are able to understand the correct
meaning and spelling of every word they learn.
2. The English Teacher of SMA Pangudi Luhur Sedayu
The researcher provides some information and instructions about how to
construct anagrams for vocabulary learning. Using anagrams can be one of the
best solutions to be implemented in vocabulary learning. Therefore, the English
teacher can use anagrams as a media to introduce new words in vocabulary
learning. It is also hoped that the teacher is able to elaborate more the media and
technique which is interesting to teach vocabulary to the students.

3. Future Researchers
The researcher also hopes that this research can inspire other researchers
who are also interested in this topic. Hopefully, this research can stimulate other
researchers to develop more and conduct further research related to this topic. It is
also hoped that future researchers are able to develop more about the use of
anagrams to teach vocabulary.
F. Definition of Terms
The researcher provides the definition of terms that related to this study.
They are vocabulary learning, anagrams, and the students of XI IPA 1 SMA
Pangudi Luhur Sedayu. Those are described as follows.
1. Vocabulary Learning
According to Wallace (1982), vocabulary learning is a complex process
which requires the ability to recognize the words, remember them, and to
pronounce, spell and use them correctly. It means that the main goal of
vocabulary learning is to make the studentsable to recognize the words, remember
them, and also pronounce and spell the words correctly. In addition Allen and
Vallete (1972) stated that vocabulary learning can be meaningful if the teacher
can conduct the teaching process by combining the available techniques of
teaching. In this study, the vocabulary learning refers to the activity of the
students in class to learn vocabulary using anagrams.

2. Vocabulary Learning Strategy
According to Catalan (2003), vocabulary learning strategy is a process or strategy
which provides certain steps taken by learners to learn vocabulary. In this study, the
researcher sets 3 steps for the vocabulary learning strategy. The steps are the first three
steps of Revised Bloom Taxonomy. They are remember, understand, and apply. Thus, the
students are expected to remember the new words, understand them, and apply them. The
researcher only takes the first three steps of the Revised Bloom Taxonomy because of the
limited time.
3. Anagrams
According to Dale & O'Rourke (1971) anagrams are words made by
transposing letters of one word to form another. In addition, Dale & O’Rourke
(1971) stated that anagrams comes from Greek ana (back) + gramma (letter). In
this study, anagrams are the media which are used to help the students of XI IPA
1, SMA Pangudi Luhur Sedayu to learn vocabulary.
The researcher prepared the anagrams. The wordsin the anagrams are
based on the reading passage which is related to the material. In this research, the
anagrams have a clue and some have two clues to help the students answer the
questions. The clues are in the form of the definition of the words, the synonim, or
the part of speech, for example “Key word: LAME, Clue: Synonim of food,
Answer: MEAL.”
4. The Students of XI IPA 1 class, SMA Pangudi Luhur Sedayu
The participants of this study are the students of XI IPA 1. The XI IPA 1 is
one of the classes in SMA Pangudi Luhur Sedayu in the academic year 2015/2016.
There are twenty five students in this class. They consist of seventeen female
students and eight male students.

10
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on the related literature
review. It also presents two main parts, theoretical description and theoretical
framework. Theoretical description contains the theories which are related to the
research. The theories in theoretical description are used as the basic to form
theoretical framework of this research. The theoretical framework discusses the
major theories that are relevant to help the researcher implementsanagrams to
teach vocabulary.
A. Theoretical Description
This part presents the appropriate theories which are implemented in this
research. The aim is to give a basic understanding of theories that are used to
conduct this study. The researcher divides this part into three sections. The first
section is vocabulary knowledge and vocabulary mastery. The second section
discusses teaching and learning vocabulary. The third section discusses about the
use of anagram to teach vocabulary.
1. Vocabulary Mastery
Vocabulary Mastery is an ability to understand and to know words and
implement the words in communicating with others. Nunan (2003) states that
students who have vocabulary mastery are the students who know multi word
units, word families, and core meanings. Thus, when English learners know about
multi words, what the meaning is, how to pronounce, and where should be
10
11
implemented. They can be considered that they have good vocabulary knowledge
or they have vocabulary mastery.
However, knowing and understanding vocabulary are not just the matter of
remembering or memorizing the words. As cited in Thornburry (2002, p.15), “in
the most basic level, a student is considered that they are already knowing a word
when he/she knows its form and its meaning.” Furthermore, Schmitt (2000) added
that learning words entails more than knowing its spelling, meaning, and
pronunciation. In this study, the researcher emphasizes vocabulary mastery which
refers to the students’ understanding of each word and the ability to spell and to
pronounce each word correctly.
2. Teaching and Learning Vocabulary
The researcher divides this section into three parts. They are vocabulary
learning, vocabulary learning strategies, and strategies of teaching vocabulary.
a. Vocabulary Learning
Vocabulary is very important in language learning. “To live in the world,
we have to name every single thing we see. Names are very important. Without
name, it is very hard to accept the existence of an object, an event, or a feeling
(Taylor, 1990, p. 1).” In the quotation above, Taylor (1990) stated that vocabulary
is as important as a name of person or certain thngs. That is why vocabulary is
important. Besides, by acquiring more vocabulary, the students can develop their
ability to master the language.

12
When the students learn vocabulary, the students should be able to
understand the meaning of the words and the uses of the words in context.
Besides, the students are also expected to be able to spell and pronounce the
words correctly. It is in line with the statement by Wallace (1982), he summarized
that “vocabulary learning is a complex process which requires the ability to
recognize the words, remember them, and to pronounce, spell and use them
correctly.” Thus, it can be concluded that learning vocabulary is difficult. It is
because there are some aspects that students need to acquire. In addition, Nation
(1990) adds that there are three aspects in knowing word, (1) knowing its form,
(2) knowing its meaning, and (3) knowing its use. Therefore, in learning
vocabulary, the students have to know the spelling of the word, the meaning of the
word, and the function of the word or the use of word. Furthermore, the researcher
also applied the first three stages of learning according to Revised Bloom
Taxonomy as the vocabulary learning goal in this study. Those three stages are
remember, understand, and apply. Therefore, by the end of the implementation of
anagrams, the researcher expected the students to remember new words,
understand them, then apply them whether in spoken or written form of English.
13
Figure 2.1 The Revised Bloom Taxonomy (Anderson & Krathwohl, 2001)
In order to drive the learning process into the successful one, the teachers
have to be more creative in creating teaching strategies. It means that the teacher
who is be able to create meaningful vocabulary learning. He or she will lead
his/her students to be successful in learning vocabulary. Allen and Vallete (1972)
state that vocabulary learning can be meaningful if the teacher can conduct the
teaching process by combining the available techniques of teaching.
b. Vocabulary Learning Strategies
The teacher has to pay attention to vocabulary learning strategies when
constructing vocabulary learning. Generally, the strategies are making the plan
and doing the plan to construct meaningful vocabulary learning. Catalan (2003)
states that vocabulary learning strategy is a process or strategy which provides
certain steps taken by learners to learn vocabulary:

14
1) To define the meaning of unknown words.
2) To retain them in long-term memory.
3) To recall them at will.
4) To use them in oral or written mode.
c. Strategies of Teaching Vocabulary
Teaching vocabulary for English as a Foreign Language student is quite
challenging. According to Catalan (2003), as vocabulary learners, the students
have to be able to:
1) To define the meaning of unknown words.
2) To retain them in long-term memory.
3) To recall them at will.
4) To use them in oral or written mode.
In order to facilitate the students, the teachers have to design good learning
materials. According to McCarten (2007), materials can help students in two
broad areas. The need to present and practice in natural contexts the vocabulary
that is frequent, current, and appropriate to learners’ needs. Then, materials should
help students become better learners of vocabulary by teaching different
techniques and strategies they can use to continue learning outside the classroom.
15
3. The Use of Anagram to Teach Vocabulary
a. Anagrams
In teaching vocabulary, teachers have to be more creative in designing the
learning materials. To be more creative means teachers are able to design
interesting materials that can make the learning process more fun and enjoyable
for students. Dale & O’Rourke (1971) state that an important objective of
vocabulary instruction is to develop an interest in words. One of the interesting
materials for learning vocabulary is using word games exercises. According to
Dale & O’Rourke (1971), there are several types of word games, they are puns,
riddles, crossword puzzles, anagrams, and palindromes. In this research, the
researcher particularly chose only one type of word games. It is anagrams.
According to Dale & O’Rourke (1971), anagrams is words made by
transposing letters of one word to form another. There is a clue in anagrams.
Sometimes, there are two clues. The clues show the meaning or the synonym of
the word. The clues are given to help the students answer the question easier.
b. The Benefits of Implementing Anagrams to Teach Vocabulary.
By implementing anagrams, the teacher can help the students to increase
their self-confidence. It is because the students feel more confident when they
answer the word correctly. In addition, Harmer (2002) states that the games give
the learners a feeling of competition to participate in the process of vocabulary
learning and motivate them to learn with enthusiasm. In relation with the use of
angarams, the researcher states that the use of anagramsgives positive effects for
16
the students. There are two positive effects when the teachers implement
anagramsas teaching media to teach vocabulary.
1. The Students are Aware of the Difference between Words
In English, there are some words that are close enough. It means that some
words have the same spelling, same pronunciation, or even same stressed syllable
but they share different meaning. Some English learners are facing the same
difficulty to differ words in the same spelling, the same pronunciation, or the
same stressed syllable with different meaning. By using anagrams as teaching
media to teach vocabulary, the students have the opportunity to understand each
word carefully. The researcher’s statement is in line with the statement of Dale
and O’Rourke (1971). “Word games will require the students to look carefully at
each word. This is an important aspect of vocabulary building (Dale & O'Rourke,
1971, p. 302).” When the students have the opportunity to look carefully on each
word, the students will be able also to see the difference between words with the
same spelling, pronunciation, and stressed syllable. In anagrams, there are clues
provided. Those clues make the students understand the correct word. Although
the jumbled letter can be formed into another word, the clues give the information
about the correct word. It also gives the students the opportunity to understand
that the letters can be manipulated to form new word. This is supported by Dale &
O’Rourke (1971), showing the students how the letters of many words can be
manipulated to form another words.

17
2. The Students Understand Deeply about The Words and Their Meaning
In order to master vocabulary, English learners should understand deeply
the words. It means that the students are able to classify the words based on the
context and the meaning. In order to be able to understand the words in context,
the students should be able to at least generalize the concepts of words. By using
anagrams as the teaching media to teach vocabulary, anagrams encourage the
students to classify and generalize concepts. Dale & O’Rourke (1971)
summarized that word games encourage the students to classify and generalize
concepts (Dale & O'Rourke, 1971).
B. Theoretical Framework
This research focuses on the use of anagrams to help the students of XI
IPA 1 class, SMA Pangudi Luhur Sedayu in learning vocabulary. Thus, in this
research, the researcher used three main theories. They were vocabulary learning,
strategies of teaching vocabulary, and anagrams.
The vocabulary learning is an activity of learning which is the main focus
in this research. The researcher uses the theory developed by Nation (1990) about
three aspects in knowing word, they are (1) knowing its form, (2) knowing its
meaning, and (3) knowing its use. In this study, the researcher particularly focuses
on those three aspects. Knowing the form is to know the spelling of the word.
Knowing the meaning is to know whatthe meanings of the word, because for
some words they have more than one meanings. Knowing the use is to know
when or where the word should be used including its synonim. Besides, the
researcher also sets the first three stages of Revised Bloom Taxonomy as the
18
vocabulary learning goal. The researcher expected the students to remember new
words, understand them, then apply them by the end of the implementation of
anagrams.
Furthermore, a succesful vocabulary learning needs a good technique
which is developed by the teacher. Allen and Vallete (1972) stated that
vocabulary learning can be meaningful if the teacher can conduct the teaching
process by combining the available techniques of teaching. In line with the
statement of Allen and Vallete (1972), the researcher developed games as a
technique to teach vocabulary.
In this research, the researcher proposed anagrams as a media to teach
vocabulary and to help the students of XI IPA 1 in learning vocabulary. According
to Dale and O’Rourke (1971), anagrams are words made by transposing letters of
one word to form another. The researcher also provided clues to make the
students easier in answering the question in anagrams. The clues were in a form of
short sentences. The researcher constructed anagrams based on the examples and
instructions developed by Dale & O’Rourke (1971). In addition, the researcher
also constructs the anagrams based on the material that the students learn at the
moment.
The researcher conducts a Classroom Action Research (CAR) to solve the
problem faced by the students of XI IPA 1 class, SMA Pangudi Luhur Sedayu in
learning vocabulary. In this study, the researcher uses the Classroom Action
Research (CAR) model which is proposed by Kemmis & McTaggart (1988). In

19
this model, the Classroom Action Research consists of two cycles.In each cycle,
there are four main activities, they are plan, action, observation, and reflection.
Further, the action and observation are conducted at the same time on each cycle.
20
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about the methodology in this research. Then, the
researcher divides this chapter into six parts of discussion. Those are the research
method, the research setting, the research participants, the research instruments
and data gathering technique, the data analysis, and the research procedure.
A. Research Method
The researcher used Classroom Action Research (CAR) as the
methodology for the research. The aim of this Classroom Action Research was to
help the students of XI IPA 1 class, SMA Pangudi Luhur Sedayu in learning
vocabulary by using anagrams. The researcher conducted this Classroom Action
Research because the researcher found some problems in the vocabulary learning
during the preliminary study. Further, the researcher wanted to solve the problems
and help the students to learn vocabulary effectively.
Basically, the Classroom Action Research is a research which is conducted
to improve certain condition or solve certain problem in the educational field. In
this research, the Classroom Action research was conducted to overcome the
problem in learning vocabulary. According to Fraenkel and Wallen (2009), action
research is a research conducted by one or more individuals or groups for the
purposes of solving a problem or obtaining information in order to inform local
practice.Therefore, in educational field, Classroom Action Research has a
20
21
function to solve problems which occurs in the classroom during teaching and
learning process.
Furthermore, in this study, the researcher conducted the Classroom Action
Research in order to solve the problems which werefound during the preliminary
study. After observing and analyzing the students’ problems, the researcher
planned an action (teaching and learning process) together with the English
teacher of XI IPA 1. Then, the researcher implemented the treatmento solve the
problems in learning vocabulary.
In this research, the researcher used the Classroom Action Research model
which was proposed by Kemmis and McTaggart (1988). There are two cycles to
implement the action. The researcher also implemented two cycles in this
research. The first cycle consisted of plan, action, observation, and reflection.
Further, the second cycle consisted of the improvement of the first cycle.
However, the steps are still the same. There were plan, action, observation, and
reflection, but the plan was revised and improved based on the mistakes that
occured in the first cycle. Based on Kemmis and McTaggart’s model of
Classroom Action Research, this research combined the two steps, action and
observation into one stage. It means when the action was implemented in the
teaching and learning process, the researcher also did the observation directly in
the classroom. Further, the researcher used the spiral model proposed by Kemmis
and McTaggart (1988) and the researcher described the description as follows.
22
Figure 3.1 Classroom Action Research Cycle developed by Kemmis & McTaggart (1988)
1. Preliminary Study
Before the researcher implemented the plan of Classroom Action
Research, the researcher conducted a preliminary study. Mills (2011) stated that
preliminary study is a process of gathering information in order to support the
researcher’s general idea in conducting the research. The researcher conducted a
direct observation during the teaching and learning process in the class on April
18th, 2016. In addition, the researcher used field notes to identify the problems that
occured during the vocabulary learning process in the classroom.
2. First Cycle
In the first cycle, the researcher implemented four steps. Those were plan,
action, observation, reflection and those described as follows.

23
a. Plan
In this stage, the researcher discussed the plan with the English teacher of
XI IPA 1. It was for deciding the material and the action to overcome the problems
which discovered during the preliminary study. The researcher designed the
material and the media based on the material in their syllabus. The material was
Hortatory Exposition. Besides, in implementing anagrams, the researcher also
prepared a lesson plan which was made based on School Based Curriculum. The
researcher applied the lesson planfor one meeting on May 14th, 2016.
The researcher also designed two instruments to collect the data during the
learning process. They were observation checklist and field notes. Those two
instruments were used to check and identify the students reaction or behavior
towards the learning process. In addition, the main focus of this stage was to
prepare a good media to help the students of XI IPA 1 in learning vocabulary.
b. Action
In this second stage, the researcher implemented anagrams on May 14th,
2016. The researcher implemented the materials and media which were prepared
in the previous stage. The main focus of this stage was to implement anagrams for
vocabulary learning. Besides, the researcher also conducted some activities related
to the material which was discussed in the learning process. It was also used to
trigger the imagination and also motivation of the students to play anagrams. The
more specific explanation of the implementation of anagrams would be
disucussed in chapter IV.

24
c. Observation
During the implementation of anagrams, the researcher asked the English
teacher to help the researcher to observe the learning process. Besides, the
researcher also asked one of the researcher’s friends to observe the learning
process. Further, the researcher also recorded the learning process to help the
researcher analyze the implementation deeper. The observers used two kinds of
research instruments. Theywere observation checklists and field notes. The
observation checklists consisted of 14 object of observation which was referring
to the activities of the teachers and the students during the learning process. Then,
the field notes were in the form of blank notes. However, the researcher designed
the field notes to be filled every 10 minutes. Therefore, the observers had to fill
the field notes every 10 minutes with significant activities related to the learning
process. Further, the researcher used those two instruments to make a reflection
from the first cycle.
d. Reflection
In this stage, the researcher reflected the implementation of the first cycle.
The purpose was to identify what worked well and what needed some
improvements. Furthermore, the researcher also wanted to find out whether or not
the first action was successful. The researcher used the result of the reflection to
prepare the second cycle. The researcher constructed the reflection of the first
cyclebased on the data from the observation checklists, field notes, and also the
discussion with the English teacher.

25
The researcher focused on the implementation of anagrams and the
students’ behavior towards the implementation of anagrams. In making anagrams,
the researcher tried to follow the instructions which developed by Dale and
O'Rourke(1971). Therefore, the researcher focused on what had been good from
the anagrams and what needed to be improved. Besides, the researcher also
focused on the students’ behavior towards the implementation of anagrams. The
purpose was to see whether the students enjoy playing anagrams or not. Besides,
the purpose was also to see the participation of each student during the game.
3. Second Cycle
The researcher used the same steps with the first cycle. The researcher
conducted the second cycle as the improvement of the first cycle based on the
reflection of the first cycle. The steps were the same with the first cycle. They
were plan, action, observation, reflection and described as follows.
a. Plan
The researcher revised the plan which was considered unsuccessful in the
first cycle. The learning material was still the same, which was Hortatory
Exposition. The researcher just continued the material which was discussed in the
previous cycle. However, the researcher still had to revised some learning material
which was thought to be unsuccessful. In the second cycle, the researcher revised
the rule of the games and raised the difficulty level of the anagrams. In addition,
the researcher also made new lesson plan for one meeting in the second cycle and
prepared the observation instruments for the second cycle (i.e.observation
checklists and field notes).

26
b. Action
In this stage, the researcher implemented the revised plan which was
developed based on the reflection of the first cycle. The researcher implemented
the plan on May 21st, 2016. The purpose of implementing the revised plan was to
improve the learning actvity which was not working well in the first cycle. In the
second cycle, the researcher was still a teacher and the English teacher helped the
researcher to observe the learning activity. Besides, the researcher also asked one
of the researcher’s friends to help the researcher to observe the learning activity.
The researcher still implemented the same media which was implemented
in the first cycle to teach vocabulary. However, the researcher revised some rules
in the games to improve the implementation of anagrams in the second cycle.
Furthermore, the researcher also added some activities beside the game to make
the students more active in the learning process.
c. Observation
During the implementation of the revised plan in the second cycle, the
researcher also observed whether the plan worked well or not. The observation
was done by two observers, the English teacher of XI IPA 1 and one of the
researcher’s friends. The instruments which were used in the second cycle were
the same as the first cycle. They are observation checklists and field notes.
Further, the researcher added one instrument to collect the data from the
students.It was close ended questionnaire. The researcher used the questionnaire
to gain the information about what the students experienced, what the students felt
towards the implementation, and what the students expected for future learning.
27
d. Reflection
As the researcher did in the cycle one, the researcher also reflected the
implementation of anagrams in the second cycle. The researcher developed the
reflection based on the data which was collected in the second cycle. The
researcher also reflected what worked well, what needed to be improved, and
whatthe improvementmade by the students was. As the results, the students were
more active during the learning activity and the students found the more effective
strategy in learning vocabulary.
B. Research Setting
The research took place in SMA Pangudi Luhur Sedayu which is located at
Jl. Wates Km.12 Argosari, Sedayu, Bantul. This school established in early 1968
with the name SPG (Sekolah Pendidikan Guru) Pangudi Luhur Sedayu. Then, this
school oficially changed from SPG (Sekolah Pendidikan Guru) into SMA (Sekolah
Menengah Atas) in 1989. This school has approximately 350 students and the
students come from many different regions across Indonesia.
There were twelve classes in SMA Pangudi Luhur Sedayu. There were
four classes in the tenth grade (XA, XB, XC, and XD), four classes in the eleventh
grade (XI IPS 1, XI IPS 2, XI IPA 1, and XI IPA 2), and four classes in the twelfth
grade (XII IPS 1, XII IPS 2, XII IPA 1, and XII IPA 2). In every class, there were
approximately 25-32 students. Specifically, the researcher conducted this research
in XI IPA 1 class, in order to improve their strategy in learning vocabulary.

28
C. Research Participants
The research participants were the students of XI IPA 1 class in SMA
Pangudi Luhur Sedayu in the academic year 2015/2016. There were four classes
for the eleventh grades in the school. There were two classes in social department,
XI IPS 1 and XI IPS 2. Then, there were two classes in science department, XI IPA
1 and XI IPA 2. The researcher chose the students of XI IPA 1as the research
participants because based on the discussion between the researcher and the
English teacher that XI IPA 1 students faced problems in learning vocabulary.
There were twenty five students in this classroom which consisted of eight male
students and seventeen female students.
D. Research Instruments and Data Gathering Technique
This section described the research instruments and the data gathering
techniqueused in this research. Then, the researcher divided this section into three
parts. The first part described the research instruments and the data gathering
technique in the preliminary study. The second part described the research
instruments and the data gathering technique in the implementation of Classroom
Action Research. The last part consisted of the instrument that used after the
implementation of Classroom Action Research.
1. Before the Implementation of Classroom Action Research
Before implementing Classroom Action Research, the researcher
conducted a preliminary study. In the preliminary study, the researcher only used
one research instrument to gather the data. That was field notes. The researcher
used the field notes during the observation of the students in the classroom. The
29
note focused on the educational setting. According to Ary et al. (2010, p.431),
“field note is the most common instrument which is used to record the data during
the observation.” The researcher choice to use field notes also supported by Best
& Kahn (2006). They summarized that “Observation often called fieldwork,
because it takes place in the field. The researcher must take field notes.” (Best &
Kahn, 2006, p.265). The use of field note in this research was to help the
researcher identify the problems in the learning process.
Therefore, during the observation, the researcher focused on the students’
activities, the learning process, the teaching technique, and the learning strategies
in the classroom. Specifically, the researcher also focused on how the teacher
developed an activity for vocabulary learning. This instrument was used by the
researcher to identify the problems which occured in XI IPA 1 on April 18th, 2016.
2. During the Implementation of Classroom Action Research
During the implementation of Classroom Action Research, the researcher
also used one research instrument. That was observation checklists. The
researcher used the observation checklist to gather the data during the
implementation of anagrams. Burns (1999, p.80) summarized that “the
observation was very essential in doing a Classroom Action Research.” In
addition, Burns (2010, p.62) added that “the observation checklist is usually
implemented in a systematic or structured observation.” The researcher used
observation checklist to check whether the aspects that have to be fulfilled during
the implementation were fulfilled or not. Therefore, the researcher used the data
from the first observation checklist to improve the plan in the second cycle. Then,
30
the researcher used the data from the second observation checklist to identify if
there was any improvement in the second cycle. Further, the researcher also used
both observation checkliststo make the reflection about the overall activity.
The observation checklist in the first and second cycle were different. It
was because in the second cycle, there were some objects of observation added to
improve the analysis of the second cycle. There were 14 objects of observation in
the first cycle’s observation checklists and 18 objects of observation in the second
cycle’s observation checklists. In addition, the researcher also used field notes.
The researcher used field notes to take notes of the important things during the
implementation. Furthermore, the researcher used the notes for the discussion
with the observers after the implementation. Besides, the notes also helped the
researcher to record some activities during the implementation. Thus, the
researcher did not miss the important activities during the implementation of
anagrams.
3. After the Implementation of Classroom Action Research
After the implementation of Classroom Action Research, the researcher
wanted to know deeper about the students’ experience, opinion, feeling towards
the implementation of anagrams for learning vocabulary. Further, the researcher
also wanted to know what they actually expect for future vocabulary learning. In
order to gather the data, the researcher used close-ended questionnaire. The
expectation of future vocabulary of the students also gathered through this
instrument. Ary, Jacobs, and Sorensen (2010, p.392) summarized that “The
respondents will be easier in answering Close-ended questions.” Furthermore,

31
they also added that a closed format also ensures that all subjects have the same
frame of reference in responding and may also make it easier for subjects to
respond to questions on sensitive or private topics.
Furthermore, the researcher developed the close-ended questionnaire with
Likert Scale type. Likert(1932) as cited in Ary, Jacobs, and Razavieh (1990,
p.234) stated that the Likert Scale has been one of the most widely and
successfully used techniques to measure attitudes. Ary, Jacobs, & Razavieh
(1990) also explained that a Likert scale assesses attitudes toward a topic by
asking respondents to indicate whetherthey strongly agree, agree, are undecided,
disagree, or strongly disagree with each of a series of statements about the topic.
In this close-ended questionnaire, there were twenty statements whichwere
followed by five opinions of Strongly Disagree (SD), Disagree (D), Undecided
(U), Agree (A), Strongly Agree (SA). In addition, the researcher distributed the
close-ended questionnairesto the students of XI IPA 1 on May 26th, 2016 several
days after the implementation of the second cycle. The name of the students were
not required when filling the questionnaire. Diem(2002, p.3) summarized that
“When names are not required in questionnaire, the researcher is able to collect
basic descriptive information about the respodents.”

32
Table 3.1 Tables of Instruments and Data Collected
TIME
INSTRUMENTS DATA PRELIMINARY CYCLE CYCLE
COLLECTED STUDY 1 2
Students’ The students’ score April 28th, 2016 - -
Vocabulary Tests on the test.
Observation The students’ and - May14th, May 21st,
Checklists the teacher’s 2016 2016
activities during the
implementaation of
anagrams.
Close-Ended The experience, - - May 26th,
Questionnaire opinion, and feeling 2016
of the students
towards the
implementation of
anagrams. The
expectation of future
learning.
E. Data Analysis Technique
In this research, the researcher used both qualitative and quantitative
approaches. The qualitative instrument was referring to the result of the
observation checklists. Furthermore, the quantitative instrument was referring
tothe close-ended questionnaire.
The observation checklists were used in order to gather the qualitative data
during the implementation of anagrams in Cycle 1 and Cycle 2. The researcher
analyzed the observation checklistsin order to check what aspects went well and
what aspects went wrong. Thus, the researcher analyzed the students’ and the
teacher’s activities during the implementation of anagrams based on the
observation checklists.
33
After implementing anagrams, the researcher wanted to gather some data
from the students of XI IPA 1. The researcher expected the data of the point of
view of the students towards the implementation of anagrams, the experience that
they got during the implementation of anagrams, their opinions towards the use of
anagrams for learning vocabulary, and the expectation for future vocabulary
learning. In order to gather those data, the researcher chose close-ended
questionnaire as the instrument. In the questionnaire, the researcher chose Likert
Scaleas the measuring scale. The researcher analyzed the close-ended
questionnaire by using Scoring Likert Scale method as cited in Ary, Jacobs, and
Sorensen(2010, p.210-211).
According to Ary, Jacobs, and Sorensen (2010, p.210), “Every positive
statements, Strongly Agree is scored 5, Agree is scored 4, Undecided is scored 3,
Disagree is scored 2, and Strongly Disagree is scored 1. For negative statements,
Strongly Agree is scored 1, Agree is scored 2, Undecided is scored 3, Disagree is
scored 4, and Strongly Disagree is scored 5.” Furthermore, the researcherdivided
the close-ended questionnaire into 4 sections to gather the data. The first section
was statement 1-5 to gather the general point of view of the students towards
English lesson. The second section was statement 6-10 to gather the experience of
the students in learning vocabulary before the implementation of anagrams. The
third section was statement 11-17 to gather the experience of the students during
the implementation of anagrams. Besides, the third section was also used by the
researcher to gather the opinion of the students towards the implementation of

34
anagrams. Lastly, the fourth section was statement 18-20 to gather the expectation
of the students for future vocabulary learning.
Table 3.2 The Data Gathered from the Close-Ended Questionnaire
Statements Data Gathered

1-5 General point of view of the students towards English
lesson.
6-10 The experience of the students in learning vocabulary

before the implementation of anagrams.
11-17 The experience of the students during the implementation

of anagrams and the opinion of the students towards the
implementation of anagrams.
18-20 The expectation of the students for future vocabulary

learning.
The researcher counted the mean score of each section of statements to
determine the attitude or behavior of the students. According to Ary, Jacobs, and
Sorensen(2010, p.211), “If the mean score is less than 3.0, it means the individual
shows negative attitude or behaviour and if the mean score is 3.0 and above, it
means the individual shows positive attitude or behaviour.” The formula of
counting the mean score displayed in Table 3.3

35
Table 3.3 The Formula of Calculating Mean Scores of the Statements
Statements / Items Items Score

X
1-5 SA = 5/1
A = 4/2
U = 3/3 ∑ Items Score
D = 2/4 5
SD = 1/5
6-10 SA = 5/1
A = 4/2
D = 2/4 5
SD = 1/5
11-17 SA = 5/1
A = 4/2
D = 2/4 7
SD = 1/5
18-20 SA = 5/1
A = 4/2
D = 2/4 3
SD = 1/5
X = mean scores
N = number of items/statements
∑ Items Score = sum of the items/statements score
36
After calculating the mean scores of each section of statements, the
researcher also counted the mean scores of overall statements in the close-ended
questionnaire. It was used in order to determine whether the students had positive
or negative attitude/behavior towards the implementation of anagrams. The
researcher determined the attitude or behavior of each student based on the
statement of Ary, Jacobs, and Sorensen(2010, p.211). They stated that “If the
mean score is less than 3.0, it means the individual shows negative attitude or
behavior and if the mean score is 3.0 and above, it means the individual shows
positive attitude or behavior.” The formula of calculating the overall mean score
of the close-ended questionnaire displayed on Figure 3.2
X = ∑ X 1,2,3,4
X = mean scores
∑ X 1,2,3,4 = sum of the every sections’ mean scores
Figure 3.2 The Formula for Calculating Mean Scores of the Close-Ended Questionnaire
Furthermore, the researcher also provided the result of the analysis of the
close-ended questionnaire in adiagram. It was used to support the improvement
which had been achieved by the students of XI IPA 1 after the implementation of
anagrams in Cycle 2. The positive response and attitude towards the
implementation of anagrams could be seen through the result of the close-ended
questionnaire.
37
F. Research Procedure
In this research, the researcher conducted several steps in order to finish
the Classroom Action Research. First, the researcher discussed the plan of the
research with the English teacher when the researcher still constructed the
research proposal. Then, the researcher asked the permission to the principal of
SMA Pangudi Luhur Sedayu orally.
Second, the researcher conducted an observation in order to identify the
problems which were faced by the students of XI IPA 1 in learning vocabulary.
The researcher conducted the observation as a preliminary study in April 18 th,
2016. There were six main points of the observation. They were: (1) how the
teacher delivered the material, (2) what media is used for teaching, (3) how the
students participated during the lesson, (4) how the teacher developed an activity
for vocabulary learning, (5) what problems the students faced during English
lesson, (6) what problemsthe students faced in learning vocabulary in the
classroom.
Third, the researcher implemented anagrams in a Classroom Action
Research (CAR) modelby Kemmis & McTaggart (1988). There were two cycles
in this Classroom Action Research (CAR). Each stageconsisted of four activities
of planning, acting, observing, and reflecting. In the first activity, planning, the
researcher planned and prepared all the materials, media, and instruments which
were used in the action. The second activity was acting. In this ativity, the
researcher implemented anagrams to teach vocabulary. The third activity was

38
observing. Based on the Classroom Action Research (CAR) model by Kemmis
and McTaggart (1988), observing was conducted in the same time with acting.
Therefore, while the researcher implementing anagrams to teach vocabulary, the
researcher asked the English teacher and one of the researcher’s friends to observe
the learning process. The last activity was reflecting. In this activity, the
researcher reflected on what worked well and what needed to be improved in the
next cycle.
The next step was analyzing the data and reporting the result of the
Classroom Action Research. The researcher also made a conclusion related to the
use of anagrams to teach vocabulary in XI IPA 1 classSMA Pangudi Luhur
Sedayu. The researcher also gave some recommendations for English teachers and
future researchers who want to conduct a research in a similar interest.

39
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presented the results of the implementation
of the Classroom Action Research in XI IPA 1 class, SMA Pangudi Luhur Sedayu.
Specifically, this chapter discussed two major parts. Those were the
implementation of the Classroom Action Research and the attitudes of the
students of XI IPA 1 toward the implementation of anagrams for learning
vocabulary.
A. The Implementation of the Classroom Action Research
In this part, the researcher described the process of using anagrams as a
media for learning vocabulary in XI IPA 1 class, SMA Pangudi Luhur Sedayu.
Furthermore, the researcher divided this part into three parts. Those were
preliminary study, the implementation of the first cycle, and the implementation
of the second cycle. The preliminary study was conducted on April 18th, 2016.
Then, the first cycle was conducted on May 14th, 2016 and the second cycle was
conducted on May 21st, 2016. The researcher took three meetings to finish
gathering the data. Those three meetings consisted of one meeting for preliminary
study, one meeting for the implementation in the first cycle, and one meeting for
the implementation in the second cycle. Each meeting was 90 minutes. The
researcher taught for two meetings in order to discover the improvements of the
students’ way in learning vocabulary.
39
40
1. The Preliminary Study
The researcher conducted the preliminary study in order to identify the
students’ problems in learning vocabulary. Besides, the researcher also wanted to
know how the teacher developed an activity for learning vocabulary and how the
students study English vocabulary. The researcher did the preliminary study on
April 18th, 2016 in the XI IPA 1 class, SMA Pangudi Luhur Sedayu. Actually,
there were twenty six (26) participants of this classroom observation. The
participants consisted of one English teacher and twenty five (25) students. Then,
the students consisted of eight (8) male students and seventeen (17) female
students. Unfortunately, two of the students were absent because of illness.
During the preliminary study, the researcher applied an instrument to
gather the data to design the plan for the first and second cycle. The instrument
was field notes. The researcher used this instrument to identify the general
problems during the English learning process. Besides, the researcher also used
this instrument to identify the problems of the students in learning vocabulary.
The researcher took note on the problems which occured during the
English learning process. Besides, the researcher also took some good activities
during the learning process. Based on the field note, the researcher found some
problems that faced by the students and the teacher especially in vocabulary
learning. Furthermore, the researcher summarized the problems which had to be
solved and good things which had to be developed more in Table 4.1 (see
appendix C for the original result of field notes).

41
Table 4.1. The Problems and Good Things of the Students and the Teacher during the
Learning Process
No. Problems Good Things

Students Teacher Students Teacher
1. Some students
didn’t pay
attention during
the learning
process.
2. The pronunciation
ability was quite
low.
3. The teacher didn’t
use the electronic
media for teaching
(e.g. PowerPoint
or internet).
4. The teacher’s
pronunciation
was very
good.
5. Using songs to
grab students’
attention.
6. The teacher didn’t
tell the students
when they made
mispronunciations.
7. The teacher used
drilling technique
for vocabulary
building activity.
8. Students were
actively asking
about words they
didn’t know the
meaning.
9. Students were
active when
working in
groups.
42
No. Problems Good Things

Students Teacher Students Teacher
10. Students didn’t
understand some
instructions in
English. So, the
teacher had to
translate into
Bahasa Indonesia
sometimes.
11. Students didn’t
know the meaning
of some simple
vocabulary.
12. Teacher never
used games for
vocabulary
learning.
Based on the problems, the researcher wanted to focus on the process of
vocabulary learning of the students in the classroom. According to Nation (1990),
there are three aspects in knowing word, (1) knowing its form, (2) knowing its
meaning, and (3) knowing its use. Therefore, in this research, the researcher
wanted to help the students of XI IPA 1 to overcome their problems in learning
vocabulary by focusing more on the spelling, meaning, and the use of each word.
After identifying the problems, the researcher discussed about the action to
overcome the problems. The researcher proposed anagrams as a teaching media to
teach vocabulary.According to Dale and O’Rourke (1971), anagrams is words
made by transposing letters of one word to form another. Furthermore, anagrams
is one of many types of word games. The researcher’s choice to use games as a
teaching media for vocabulary learning was supported by Harmer (2002). He

43
stated that the games give the learners a feeling of competition to participate in the
process of vocabulary learning and motivate them to learn with enthusiasm.
2. The Implementation of the First Cycle
The researcher conducted the first cycle on May 14th, 2016. The
partcipants were all the students of XI IPA 1. The researcher asked the English
teacher to be the observer. Furthermore, the researcher also recruited one of the
researcher’s friends to be the second observer. This Classroom Action Research
was based on Classroom Action Research model by Kemmis and McTaggart
(1988). Based on Kemmis & McTaggart (1988), each cycle of Classroom Action
Research consisted of four stages, namely plan, action, observation, and
reflection.
a. Plan
The researcher did this step after identifying and analyzing the problems
of the students in learning vocabulary. The researcher started to design the plan to
help the students of XI IPA 1 in learning vocabulary using anagrams. The main
focus of this stage was preparing a good media and material as the tool to teach
vocabulary. In order to design a good plan, the researcher designed the plan based
on the problems identified in the preliminary study. It was in line with Kemmis
and McTaggart (1988), they stated that the action was planned based on the
problems which were identified previously.
In order to prepare good media and material to teach vocabulary, the
researcher discussed the teaching media and material with the English teacher.
44
The material was Hortatory Exposition text (see appendix B for the learning
material). Furthermore, in the first cycle, the researcher focused on the definition,
purpose, generic structure, and the example of Hortatory Exposition text. Then,
the researcher made a lesson plan only for one meeting. The researcher made the
lesson plan based on the School Based Curriculum (see appendix B for the lesson
plan).
The researcher designed one set of anagrams for the first cycle. One set of
anagrams consisted of 10 jumbled letters and one up to two clues to make the
students easier in guessing the words. The anagrams was in a form of Power Point
Presentation. Further, the researcher made the anagrams using Microsoft Power
Point 2007. In developing anagrams, the researcher used the instruction of
developing anagrams by Dale and O'Rourke(1971). Furthermore, the researcher
and the English teacher of XI IPA 1 developed the rules of the games. The
students decide their own score. The name of the score was bet. Then, the bet had
to be 10 until 100. Before answering, the spokeperson of the group had to say
their bet first. If their answer was correct, they got plus (+) score based on their
bet. In the other hand, if their answer was correct, they got minus (-) score based
on their bet. The researcher and the English teacher also developed two extra rules
for the games. First, if the students did not speak English during the games, the
group’s score would be minus (-) 5. Second, if the teacher could not hear the
voice of the students when answering the questions and the teacher said “pardon”
until three times, the group’s score would be minus (-) 10. The rules of the game
displayed in Figure 4.1.

45
1. Each group should compete with the other groups in answering the
question by raising your hand.
2. Each group should say the bet before answering the questions. The
bet should bebetween 10-100. Then, the bet will be considered as
your score.
3. Every correct answer will get + score based on the bet and every
wrong answer will get – score based on the bet.
4. EXTRA RULES:
a. No English : Score -5
b. Pardon 3x : Score -10
Figure 4.1 The Rules of the Anagrams Games
In order to make the students help each other during the learning process,
the researcher divided the students into groups. There were five (5) groups in the
classroom. Each group consisted of five (5) students. The researcher divided the
groups using a vocabulary test. Furthermore, the researcher divided the groups
based on the score of the vocabulary test (see appendix for the test score).
Therefore, each group consisted of at least one student who got 70 and above in
the vocabulary tests. The members of the group displayed in Table 4.3.
Table 4.2 Members of the Groups for Anagrams Games
GROUPS MEMBERS*
1 11, 1, 12, 24, 10
2 17, 4, 19, 21, 22
3 23, 5, 7, 20, 15
4 25, 8, 18, 13, 16
5 3, 9, 14, 2, 6
*Members of the group based on the student number
46
In this stage, the researcher also prepared the instrument which was used
to gather the data during the implementation of anagrams. The instrument was
observation checklists. The observation checklists contained 14 objects of
observation. Then, during the observation, the observers had to check whether the
14 objects of observation were fulfilled or not. The observers were the English
teacher of XI IPA 1 class and Vinsensius Wicaksana. Furthermore, each observer
also used blank notes for taking notes of some important moments during the
implementation. The researcher did not employ any analyzing strategy for the
notes, because the researcher did not expect any specific data from the notes.
b. Action
In this stage, the researcher implemented the plan which had been
designed in the previous stage (plan). The researcher conducted the action of the
first cycle on May 14th , 2016. The lesson took place at the Multimedia Room of
SMA Pangudi Luhur Sedayu. The reason why the researcher used Multimedia
Room was to avoid the noise from the students when playing games. The noise
could disturb the learning process in other classes. The researcher had a role as the
teacher during the implementation. Furthermore, the researcher asked the English
teacher and one of the researcher’s friends to be the observers.
The researcher implemented the treatment from 11.00 until 12.30. There
were twenty three (23) students who were present during the lesson. Furthermore,
two (2) students were absent because they were joining a competition outside the
school. The topic discussed in the first cycle and second cycle was Hortatory
47
Exposition text. Furthermore, in the first cycle, the researcher focused on the
definition, purpose/function, and generic structure of Hortatory Exposition text
(see appendix for the material of the first cycle). Then, the researcher also gave a
reading passage as an example of Hortatory Exposition text. The words in the
anagrams were also constructed based on the reading passage.
Before starting the implementation of anagrams, the researcher prepared
all of the media, class setting, and set where the observers should seat. The
researcher had come at 9.30. It meant that the researcher came one hour and a half
earlier before the class started. The first thing that the researcher did was
preparing the media for the implementation. The media were laptop, LCD viewer,
speakers, and a pointer. First, the researcher looked for the key of Multimedia
Room and LCD viewer remote in the administration office. Then, the researcher
went to the Multimedia Room and start preparing for the implementation. The
researcher started with preparing the laptop, LCD viewer, and the speakers. After
all the electronic media had been ready, the researcher started set the chairs and
tables. The researcher set the chairs and tables to make the students sit with their
groups. Thus, there was one table in the middle and there were five chairs around
the table to make the students could sit facing each other. Besides, the researcher
also set two chairs and two tables at the back as the place for the observers. The
researcher also prepared a handycam and a tripot as a media to record the learning
process at the back.
The class was started at 11.00 and ended at 12.30. Since it was
approaching the time of going home, most of the students had lost their
48
concentration. After entering the class, the students started to talk with the others
and making noise. The researcher did not start the lesson before the students in the
class were complete. After the students were complete, the researcher started the
lesson. First, the researcher called their name one by one based on the attendance
list in order to check their presence. The class were quite noisy when the
researcher calling their name one by one.
Therefore, the researcher started to divide the students into groups first.
The researcher divided the groups based on the students’ score on the previous
vocabulary test (see appendix D for the score of the test). Then, the researcher
displayed the groups and the members of each group in the LCD viewer. The
researcher also mentioned the students’ number in order to make them easier in
finding their groups. The researcher divided the learning process into three steps
based on School Based Curriculum. Those steps were Exploration, Elaboration,
and Confirmation. In Exploration, the researcher gave a stimulus to the students
about the material which would be discussed during the lesson. The stimulus was
given in a form of reading passage. The researcher gave a reading passage of
Hortatory Exposition. The title of the text was “Where Should be After High
School?” The researcher went to every group in order to distribute the reading
passage and gave five (5) papers for each group. Thus, every student got one
reading passage.
Then, the researcher asked the students to discuss about the text. The
students had to discuss in their group about the purpose of the text, the generic
structure of the text, and the main idea of the text. The researcher gave 10 minutes
49
to the students in order to finish the discussion. During the discussion, the
students were very active in the group. They discussed about the topic with their
friends in the group. Even, one student from group four (4) was arguing about the
main idea of the text with his friend in the group. After ten (10) minutes, the
students had not finished the discussion yet. Therefore, the researcher gave extra
five (5) minutes to the students in order to finish the discussion.
After finishing the discussion, the researcher asked the students to discuss
the result of their discussion together. When the researcher asked about the
purpose of Hortatory Exposition text, none of the students were raising their
hands. The students still felt shy or awkward because they were facing different
teacher. However, the researcher encouraged the students to try to answer the
questions. Finally, the researcher chose group number one (1) to answer the
question about the purpose of Hortatory Exposition text. The researcher asked one
of the members of the group to become the spokeperson of the group. Then, the
students started to become more active in the discussion. In the second question
about the generic structure of Hortatory Exposition text, there were three group’s
spokepersons raising their hands to answer the question. After discussing the
general idea of Hortatory Exposition text, the researcher continued to the next
activity.
The following activity was included in the second step according to the
curriculum, Elaboration. The purpose of this step was to elaborate more the
knowledge that had acquired by the students before. The activity was analyzing
the text which had given before. The researcher gave ten (10) minutes for the
50
students to determine the purpose of the text and the generic structure of the text.
In this activity, the researcher also gave time for the students to find the difficult
words or vocabulary in the text. After ten (10) minutes, the students asked the
researcher for two (2) minutes extra time. Then, after the discussion finished, the
researcher gave the opportunity for the students to answer the question again. In
this activity, the researcher still faced difficulty to raise the students’ participation
in the classroom. The researcher used the same way with the previous activity.
The researcher chose group four to explain about the purpose of the text “Where
Should be After High School?” After group four explained the result of their
discussion, the researcher gave the opportunity for the other groups if they had
different opinion. There was no other group which had different opinion with
group four.
Next, the researcher gave the opportunity for the students to answer the
question about the generic structure of the text. This time, all of the groups’
spokepersons raised their hands to answer the question. Group five was answering
the generic structure of the text. After the discussion about the purpose and the
generic structure of the text, the researcher gave the students some questions
based on the text “Where Should be After High School?” to be done as a
homework. Furthermore, the researcher prepared the students to elaborate more
their vocabulary mastery using anagrams. As an introduction to the following
activity, the researcher asked the students to find difficult words from the text
individually. Then, the students discussed the words that they found in the groups.
The students asked the other friends for the meaning of the words they found.
51
After five (5) minutes of discussion, the researcher told the students that
the researcher would give them a game named anagrams. Then, the researcher
explained to the students about what is anagrams, how to use it, and what is the
purpose of playing anagrams. The researcher used the LCD viewer to display the
anagrams. It was because the researcher developed the anagrams using
PowerPoint presentation. The anagrams was made based on the words which
appear in the text “Where Should be After High School?” and also the text
“Corruption” which appear in the vocabulary test previously. First, the researcher
displayed the rules of the game. The researcher also explained the rules one by
one. Then, the researcher also told the students that the group with the highest
score would get some presents from the researcher. It was used to raise the sense
of competition between the students during the game.
The researcher gave 10 jumbled letters to be answered for the students.
Each jumbled letters was given one up to two clues. The clue was the word’s
meaning in English or the word’s synonym in English. The researcher displayed
the jumbled letters first. Then, it was followed by the clue. After the clue
displayed, the researcher gave the students ten (10) seconds to discuss the correct
word in the group. When the time was up, the students started to compete by
raising their hands. During the games, it was little bit chaos because almost all of
the students were raising their hands. Therefore, the researcher faced difficulty to
choose the group who would answer the question. During the game, the students
were very active in competing to get the highest score. The jumbled letters were
also easy for them to guess the correct word. Almost all of the students guess the
52
word correctly. When they answered correctly, they shouted happily. Sometimes
they laughed when they made a mistake in guessing the correct word.
After finishing the game, the researcher asked each of the students to write
down new words or vocabulary that they had got. Since the time was almost over,
the researcher did the last step based on the curriculum, Confirmation. In this step,
the researcher helped the students to conclude about what they have learned
during the lesson. Besides, the researcher also gave feedback and asked the
students about their learning experience during the lesson.The researcher also
asked the students whether they were happy or not learning new vocabulary by
using anagrams. Fortunately, the students said that they were very happy learning
new vocabulary by using anagrams. In order to conclude the meeting, the
researcher asked to all of the students about what they had learned during the
lesson. The researcher did not make a limitation when they shared about what
they had learned. The students were allowed to share about the knowledge, the
moral value, or the new learning experience that they got during the lesson. After
the sharing time was over, the researcher gave the students a little preview about
the material that they learned for the next meeting.
c. Observation
In this section, the researcher discussed the results of the observation
instrument which used during the implementation of anagrams in the first
cycle.The researcher used one instrument. That was observation checklists.
Besides, the researcher also discussed the improvement of the students in learning
53
vocabulary according to the learning stages in Revised Bloom Taxonomy (2001).
The discussion was based on the observation which was done by the researcher
and the two observers.
1. Observation Checklists
The observation was done during the implementation of anagrams in the
first cycle. It was on May 14th, 2016. In this cycle, the observation was conducted
by two observers. They were the English teacher of XI IPA 1 and one of the
researcher’s friends. Furthermore, both of the observers took the same instruments
for the observation. The aim of the observation was to observe both the teacher’s
and the students’ activities during the implementation of anagrams. Furthermore,
the results of the observation checklists consisted of the indicators that had to be
achieved during the implementation of anagrams. The results of the observation
checklists displayed on the Table 4.4 and 4.5 (see appendix E for the original copy
of the result).
Table 4.3TheResult of Observation Checklistfrom the First Observer
No. Object of Observation Yes No
1. Teacher opens the lesson with greetings. √
2. Teacher checks the students whether they have been √

ready to study or not.
3. Teacher gives preview about the material to the √

students.
4. Teacher gives clear explanation about the rule of the √

games.
54
5. Teacher walks around the class. √
6. Teacher stands or sits in front of the class. √
7. Teacher uses media for teaching. √
8. Students pay attention to the teacher. √
9. Students make noise. √
10. Students keep the class quiet. √
11. Students talk to other students. √
12. Students walk around the class during the lesson. √
13. Students sit on their own sit during the lesson. √
14. Students raise their hand when the teacher asks them √
to answer the questions during the games.
Table 4.4TheResult of Observation Checklist from the Second Observer


students.

games.

55
The observation checklists consisted of 14 statements. The statement
number one (1) up to seven (7) showed the activity that the teacher should do
during the implementation. Then, the statement number eight (8) up to fourteen
(14) showed the activity of the students during the implementation of anagrams.
Those statements become the indicators that had to be achieved during the
implementation of anagrams in the first cycle. The aim of the first statement was
to see whether the teacher opened the lesson with greetings or not. The fact from
the observation checklists showed that the teacher opened the lessons with
greetings. Both observers had the same opinion towards the first statement.
Furthermore, as an opening activity, the teacher also checked the students whether
they had been ready to study or not. It could be seen from the second statement in
the observation checklist. The first and second observer also had the same opinion
for the second statement.
In the third statement, the aim was to see if the teacher gave clear
explanation about the rules of the game. The teacher needed to explain the rules of
the game clearly. Thus, the students did not get confuse when playing the game.
56
The result of the both observation checklists from both observers showed that the
teacher had given clear explanation about the rules of the game. The third and the
fourth statements represented the activity of the teacher when waiting for the
students finished the task. Based on the observation of both observers, the teacher
just stood in front of the class while waiting for the students finished the task.
Therefore, the teacher did not walk around to check the students’ task.
Furthermore, the seventh statement was the last statement which represented the
activity of the teacher during the implementation of anagrams. The statement was
about whether the teacher used media for teaching or not. The result of the
observation checklists showed that the teacher had used media for teaching
activity.
Beside the teacher’s activity, the observation checklist was also made in
order to observe the students’ activity during the implementation of anagrams.
The statement number eight up to number fourteen represented the students’
activity. The eighth statement required the observers to observe whether the
students paid attention to the teacher or not. The result showed that the students
paid attention to the teacher when the teacher explained about the material or the
other instructions. Then, the statement number nine up to statement number
eleven represented the students’ activity that affected the class condition. Here,
the class condition meant that during the implementation of anagrams should be
quiet. However, on some times the class condition could be noisy because of the
discussion or the competition for the games. The result of the observation
checklists showed that some students still made some noisy during the lesson.
57
However, not all of the students were making noise. From the discussion between
the researcher and the both observers after the implementation, the conclusion of
the class condition was some students still made noise but some of them did not.
Furthermore, the class condition also represented from the observation
checklists statement number twelve and thirteen. The result of the observation
checklists showed that the students sat on their own seat and did not walk around
the class to disturb their friends during the lesson. The result of the statement
number fourteen showed that the students participated actively during the lesson,
particularly the game. However, based on the discussion of the researcher and
both observers, during the games all of the students raised their hands up. It made
the teacher confused when choosing which group would answer the question. In
short, all of the students were doing the implementation of anagrams
enthusiastically, although there were several things that need to be improved.
2. Students’ Improvements after the Implementation of Anagrams in the
First Cycle
In a teaching and learning activity, there is always a learning goal which
has to be achieved. In learning vocabulary, there is also a learning goal.
According to Nation (1990), there are three aspects in knowing word, (1) knowing
its form, (2) knowing its meaning, and (3) knowing its use. Furthermore, in this
study, the researcher applied the first three stages of learning according to Revised
Bloom Taxonomy as the vocabulary learning goal. Those three stages were
remember, understand, and apply. Therefore, by the end of the study, the students
58
were hoped to be able to remember the words, understand them, then apply them
whether in spoken or written form.
After the implementation of anagrams in the first cycle, the researcher
conducted a discussion with the English teacher and the researcher’s friend who
became the observer. In the discussion, the researcher also discussed what
learning stage that the students had achieved. Based on the discussion, the
students were able to remember the new words which appeared in the anagrams.
The English teacher stated that the students also tried to recall the new words in
group. After the class was over, the researcher also tried to check whether the
students still memorized the new words or not. The result was quite satisfying, the
students were able to remember the new words which appeared in the anagrams.
Furthermore, the students were also able to understand the meaning of the words,
the synonyms, the part of speech of the words, and also the use of the words. It
was because the researcher also tried to provide the meaning, the synonym, the
part of speech, and the function of each word during the implementation of
anagrams in the first cycle.
In short, after the implementation of anagrams in the first cycle, the
students had achieved the first two stages of learning according to Revised Bloom
Taxonomy. Those were remember and understand. In the other hand, the students
still could not achieve the third stage, apply. According to the English teacher, the
researcher did not facilitate the students in order to achieved the third stage. The
researcher did not prepare an activity of making or constructing Hortatory

59
Exposition text. Thus, the students still could not apply the new words that they
got previously.
d. Reflection
Overall, the researcher implemented anagrams for vocabulary learning in
XI IPA 1 successfully based on the lesson plan. However, there were several
things which needed to be improved in the second cycle. During the
implementation, the students were very happy and participate actively in the
lesson and the games. The students always tried to guess the correct word during
the games. They could share their opinion and knowledge to their friends in the
group. They also helped each other in answering the questions. In addition, during
the lesson, the students were also very active when the teacher gave them
opportunity to ask or answer some questions.
Based on the observation, the researcher discovered that the students were
too noisy during the game. Furthermore, the noise was caused by the students who
wanted to answer the question from the game. They shouted and raised their
hands together. Therefore, the teacher felt confuse to choose the group which had
to answer the question. In the other hand, the students also succeeded in
employing vocabulary learning strategies, such as guessing the words, using
dictionary, and practicing the correct spelling and pronunciation of the words.
After the implementation of anagrams in the first cycle, the researcher also
reflected the overall activity in a discussion with the English teacher and the
researcher’s friend who became the observer. Based on the discussion, the
60
implementation of anagrams had been good. The students seemed enthusiastically
in playing anagrams. In the other hand, the students also did not cooperate well
with their friends in group. They did not share and discussed about their opinion
in group when they wanted to answer the question. Then, the students still made
too much noise during the game. During the games, some students lost their
concentration and start to talk with his/her friends. The English teacher also added
that the level of difficulty of the anagrams was too easy. Thus, the English teacher
suggested the researcher to increase the level of difficulty. Furthermore, the
English teacher also suggested the researcher to develop an activity which could
make the students apply the new words. The activity became the stimulus to help
the students reach the third stage of learning according to Revised Bloom
Taxonomy, apply.
In a Classroom Action Research (CAR), the researcher needed to reflect
all activities during the implementation. The researcher had to reflect on what
went well and what still needed to be improved. In this research, the researcher
tried to revise some rules for the game in the following cycle. Furthermore, the
researcher also wanted to reduce the students’ noise during the game. Therefore,
the researcher thought that the implementation of anagrams in the first cycle still
needed to be improved in the second cycle.
3. The Implementation of the Second Cycle
According to Kemmis and McTaggart (1988), a Classroom Action
Research consisted of two cycles. In addition, the second cycle is the

61
improvement of the first cycle. The researcher also continued this research to the
second cycle in order to make some improvements. Specifically, the researcher
wanted to improve the implementation of anagrams for learning vocabulary. The
second cycle was conducted on May 21st, 2016. The participants of the research
were still the same with the previous cycle. The research participants were all the
students of XI IPA 1, SMA Pangudi Luhur Sedayu. In this cycle, the researcher
still elaborated the description of the findings into four stages. Those were plan,
action, observation, and reflection.
a. Plan
In this stage, the researcher developed a plan according to the reflection on
what went well and what needed to improve in the first cycle. As in the first cycle,
the researcher designed a lesson plan, some materials, and media for teaching. The
researcher still made the lesson plan based on School Based Curriculum (see
appendix B for the lesson plan). The material in the second cycle was still the
same with the material in the first cycle. The material was Hortatory Exposition
text (see appendix B for the learning material). The English teacher suggested the
researcher to develop an activity which could make the students apply the new
words. The material for the second cycle focused more on the ability of the
students to construct a Hortatory Exposition text. Therefore, in this cycle, the
students practiced more on how to develop a good text.
In developing the plan, the researcher also discussed with the English
teacher. The main idea of the improvements in the second cycle was improving
62
the rules of anagrams as a media to learn vocabulary. The researcher made 10
anagrams with at least one clue on each anagrams. Furthermore, the clues were in
a form of the words meaning or the words synonym. The researcher also increased
the level of difficulty of the anagrams in this cycle. The words for the anagrams
were taken from the reading passage which used in the meeting of the second
cycle. Besides, the researcher also took some words from the previous reading
passage. Furthermore, the researcher also prepared five colored flags. The flags
would be use as a group symbol. The spoke person of each group should raise the
flag when they want to answer the question. The color of the flags were red, blue,
green, yellow, and white. The researcher made the flags in order to avoid all of the
students raising their hands when they want to answer the question. Furthermore,
the researcher also planned an activity which could make the students focused
during the lesson. The researcher prepared an ice breaking in the middle of the
lesson. According to Eggleston & Smith (2002), using ice-breaker activities
allows students to be more engaged and interested to the topic. The ice breaking
was Gummy Bear Dance from Just Dance Kids.
The researcher also prepared the instruments which were used to gather
the data in the second cycle. In this cycle, the researcher prepared two
instruments. Those were observation checklists and close-ended questionnaires.
The observation checklists consisted of some points which had to be achieved
during the implementation of anagrams in the second cycle. In addition, the
researcher used the observation checklists in order to check whether the points or
aspects were fulfilled or not during the implementation of anagrams in the second
63
cycle. As in the previous cycle, the observers also used blank notes to take notes
of some important activities and moments during the implementation of
anagrams. After the implementation of anagrams in the second cycle, the
researcher wanted to discover the students’ opinion towards the implementation of
anagrams for vocabulary learning. Furthermore, the researcher also wanted to
discover the expectation of the students for future vocabulary learning. In order to
gather the data, the researcher prepared close-ended questionnaires.
b. Action
In this stage, the researcher implemented the revised plan which was
developed in the previous stage. The implementation of the second cycle took
place in the Multimedia Room of SMA Pangudi Luhur Sedayu. The reason of
choosing Multimedia Room was still the same with the previous cycle. The
researcher avoided the noise from the students, because the noise could disturb the
other classes. The implementation of anagrams in the second cycle conducted on
May 21st, 2016. The researcher also took place as the teacher in the second cycle.
During the implementation, the researcher still asked the English teacher and one
of the researcher’s friends to become the observers.
In the second cycle, the researcher implemented the plan from 11.00 until
12.35. There were twenty five (25) students who were in the class during the
lesson. All of the students came to the class in the second cycle. The topic in the
second cycle was still Hortatory Exposition text. In the previous cycle, the
researcher focused on the receptive knowledge. It meant that on the previous cycle
the researcher developed the students’ knowledge on the definition, the purpose,
64
and the generic structure of Hortatory Exposition text. Furthermore, in the second
cycle, the researcher focused more on the productive knowledge. Therefore, the
researcher developed the ability of the students to produce a text of Hortatory
Exposition.
Before starting the implementation, the researcher prepared all the utilities
which were needed for the implementation. The researcher also came at 10
o’clock, one hour earlier before the class started. First, the researcher prepared all
the media which used during the implementation, such as laptop, speaker, LCD
viewer, and a pointer. The researcher also went to the administration office to get
the key of the Multimedia Room and the remote of the LCD viewer. As soon as
the researcher got the key of the Multimedia Room, the researcher started to check
and prepare all the electronic media which used during the implementation. The
researcher faced a problem when preparing the electronic media. The LCD viewer
did not work properly. Then, the researcher tried to find out the problems of the
LCD viewer. Finally, the researcher found that the problem of the LCD viewer
caused by the cable. Fortunately, the researcher had prepared a spare cable. After
the researcher replaced the cable, the LCD viewer could work properly.
Then, the researcher set the chairs and tables. The researcher set the chairs
and tables in order to make the students sit in their groups. There was one table
and five chairs around the table for each group. It made the students sit facing
each other. Furthermore, the researcher also set two tables and two chairs at the
back of the class for the observers. As in the previous cycle, the researcher also
prepared a camera and a tripod as a media to record the learning process at the
65
back. Since the time was still 10.45, the researcher waited until the students come
to the class.
The students started to enter the Multimedia Room at 11.05. Then, the
students were all complete in the class at 11.15. As soon as the students were
complete, the researcher opened the lesson. Then, the researcher opened the
lesson with greetings. After the researcher opened the lesson, the researcher asked
the students to sit together with the previous group. Furthermore, the researcher
also displayed the group members of each group at the LCD viewer. It was
because two of the students were absent in the previous meeting. Thus, they had
not known which group they belong to. In the second cycle, the researcher still
used three steps of learning based on the School Based Curriculum. Those steps
were Exploration, Elaboration, and Confirmation. The first step was Exploration.
In this step, the researcher tried to explore about what the students had known and
what the students had not known related to Hortatory Exposition. The researcher
also reminded the students about the material which discussed in the previous
meeting. As the first activity, the researcher asked the students about the
definition, the purpose, and the generic structure of Hortatory Exposition text. The
students were very active in answering the questions.
Since the material was also required to improve the reading
comprehension of the students, the researcher also prepared an activity to improve
the reading comprehension of the students. Furthermore, this activity was
included in the second step of learning, Elaboration. The researcher prepared a
reading passage for the students. The title of the text was “Why Students Should
66
Eat Breakfast Everyday.” Furthermore, the researcher chose some students
randomly to read the reading passage loudly. Each student read one paragraph.
Then, the researcher asked the students to read the reading passage by themselves
for a while. After they finished reading, the researcher asked each group to
identify the main idea of each paragraph in the reading passage. After focusing
with some words in the reading passage, the researcher conducted an ice breaking
for the students. The ice breaking was Gummy Bear Dance. The researcher
showed the video of the dance with the LCD viewer. Then, the researcher asked
all the students to stand up and imitate the dance. The researcher repeated the
dance once. After the dance was over, the researcher told all the students to sit
down and focus to the lesson.
In the previous cycle, the researcher placed the anagrams as the last
activity. Then, in the second cycle, the researcher used anagrams as the activity
before the students started to practice how to construct a Hortatory Exposition
text. The researcher told the students that they would play the same game with the
previous cycle. In the other hand, the researcher had increased the difficulty level
of the game. Besides, the researcher also prepared five flags with different colors.
The flags were used in order to make the researcher chose which group would
answer the question easily. Then, the researcher also explained to the students that
the general rules of the game were still the same with the previous one. In this
cycle, the researcher still prepared 10 jumbled words and the clues on each
jumbled word. The clues were in the form of the words’ meaning and synonym.
The researcher collected the words from several reading passages which also had
67
been given to the students. Furthermore, the researcher still made the anagrams
into a PowerPoint presentation.
First, the researcher distributed the colored flags to each group. Group one
received the green flag, group two received the yellow flag, group three received
the red flag, group four received the blue flag, and group five received the white
flag. The spoke person of each group had to raise the flag up when they wanted to
answer the question. The researcher displayed the jumbled letter first. Then, it
followed by the clues. After the clues displayed, the researcher gave ten (10)
seconds for the students to discuss the correct word. However, the researcher gave
extra ten (10) seconds more if the students still could not find the correct word.
When the ten (10) seconds was over, the researcher started to ask the spoke
person of each group to raise their flags up. The flags had successfully helped the
researcher to choose which group would answer the question easily. It was
because only one student in the group who raised his/her hand.
The students were very happy during the game. They shouted happily
when they guess the word correctly. Sometimes, they also laughed together when
their friends made a mistake in guessing the correct word. In this cycle, the
students often made mistakes in guessing the correct words. It was because the
researcher had increased the difficulty level of the game. Therefore, the
atmosphere of the class were funnier compared with the previous cycle. The result
of the ice breaking was successful. During the games, the students focused to the
games and they could cooperate well with the other member of the groups in
answering the question.

68
After the game, the researcher distributed worksheets for the students. In
the worksheet, the students had to construct a Hortatory Exposition text in group.
The researcher developed this activity in order to make the students apply the new
words. The researcher also prepared five different topics to make the students
construct the text easily. The researcher gave 20 minutes for the students to
construct the text.
Since the time was almost over, the researcher did the last step of learning,
Confirmation. In this step, the researcher made a sharing time. The researcher
asked some students to share about what they had learned during the lesson. The
students might share about the new knowledge they got about Hortatory
Exposition, the experience of learning vocabulary using anagrams, or the moral
value that they got through the lesson. Besides, the researcher also helped the
students to recall what they had learned about Hortatory Exposition.
c. Observation
In this part of discussion, the researcher discussed the results of the
observation instruments which used to observe the implementation of anagrams in
the second cycle. As in the previous cycle, the observation instruments were
observation checklists and field notes. Furthermore, the researcher also discussed
the improvements of the students’ vocabulary learning goal according to Revised
Bloom Taxonomy. The discussion was elaborated based on the observation which
was done by the researcher and the two observers.

69
As in the previous cycle, the researcher still applied observation checklists
as the data gathering instruments. Furthermore, the researcher added some points
which had to be observed during the implementation of anagrams in the second
cycle. It was made based on the reflection of the previous cycle. The researcher
wanted to get more detailed data related to the class condition. The observation
checklists were still done by the two observers. Then, the result of the observation
checklists is displayed on Table 4.6 and Table 4.7 (see appendix E for the original
copy of the result).
Table 4.5TheResult of Observation Checklist from the First Observer

students.
games.
7. Teacher goes to every group to check the students’ √
activity in group.
9. Teacher gives ice breaking for students. √
17. Students discuss the questions actively in group during √
the games.
70
18. Students use the media for games given by the √

teacher.
Table 4.6TheResult of Observation Checklist from the Second Observer

students.
games.
7. Teacher goes to every group to check the students’ √
activity in group.
9. Teacher gives ice breaking for students. √
17. Students discuss the questions actively in group during √
the games.
18. Students use the media for games given by the √
teacher.
As the result, in the second cycle, both observers got the same observation
on the objects of observation. Furthermore, the researcher also improved several
aspects in the second cycle. In this cycle, the researcher was able to apply
anagrams for teaching vocabulary more effectively than in the previous cycle. In
the previous cycle, the anagrams was too easy for the students. Thus, almost all of
the students could guess the word correctly. In the second cycle, the researcher
71
increased the level of difficulty of the anagrams. Therefore, the students still
thought and discussed with their groups before guessing the words. Furthermore,
the class condition was also not too noisy during the games. It was because the
researcher used the five colored flags to avoid all the students raising their hands.
2. Students’ Improvements after the Implementation of Anagrams in the
Second Cycle
As in the first cycle, the researcher also set the vocabulary learning goal
based on the first three stages of learning according to Revised Bloom Taxonomy.
Those stages were remember, understand, and apply. Thus, by the end of the
study, the students were not only expected to memorize the words. Besides, the
researcher also expected the students to understand the words deeper, then they
could apply the words whether in spoken or written form. It was in line with the
statement of Nation (1990), there are three aspects in knowing word, (1) knowing
its form, (2) knowing its meaning, and (3) knowing its use.
After the implementation of anagrams in the second cycle, the researcher
conducted a discussion with the observers. As the English teacher suggested in the
previous cycle, the researcher added an activity which facilitated the students to
apply the new words. In the discussion, the English teacher suggested the
researcher take a look at the students’ work. It was used in order to see whether
the students had successfully applied the words or not. Furthermore, the
researcher and the observers reviewed the Hortatory Exposition texts which had
been constructed by the students before. The researcher focused on the generic
72
structure of the text and especially the word choice of the students. As the result,
the students were able to use the new words that they knew from the anagrams.
Therefore, the students had successfully achieved the third stage of learning
according to Revised Bloom Taxonomy, apply.
In the previous cycle, the students only reached the second stage of the
learning stage according to Revised Bloom Taxonomy. Those were remember and
understand. Therefore, in the first cycle, the students were only able to remember
and understand the new words. The students could not apply the words in context.
Furtermore, in the second cycle, the researcher had successfully improved the
learning stage of the students. The students could apply the new words in
constructing the Hortatory Exposition text. Besides, the students also had
achieved the three aspects of knowing word according to Nation (1990).
d. Reflection
Generally, the researcher had successfully implemented anagrams based
on the lesson plan in the second cycle. During the implementation of anagrams,
the students seemed very enthusiastically. They shouted happily when they
guessed the word correctly. The students sometimes also laughed together when
their friends made mistakes when guessing the word. In addition, the students
were also able to share their knowledge of vocabulary to the others. The students
also answered the question which was given by the teacher enthusiastically. Thus,
the class situation seemed effective.

73
Based on the observation, the researcher had successfully fixed the class
condition which was quite noisy in the previous cycle. In the previous cycle, the
class was quite noisy when the students wanted to answer the question by raising
their hands. Almost all of the students raised their hands. Thus, the researcher also
confused when choosing who would answer the question. In this cycle, the
researcher provided five colored flags for each group. The colored flags really
helped the researcher in choosing which group would answer the question.
Besides, it also reduced the noise from the students because only one person of
each group who raised their hands. Furthermore, the researcher also succeeded in
making the students more focused to the lesson by using the ice breaking in the
middle of the lesson.
In the second cycle, the researcher had also developed an activity which
facilitated the students to apply the new words. It was based on the suggestion of
the English teacher in the previous cycle. Therefore, in the second cycle, the
researcher had successfully facilitated the students to reach the third stage of
learning according to Revised Bloom Taxonomy. In the previous cycle, the
students were only able to memorize or remember and understand deeper about
the new words. Furthermore, in this cycle, the students could apply the new words
to construct Hortatory Exposition text.
The students were very happy learning vocabulary using anagrams as the
media. The students could feel the sense of competition when playing anagrams.
Besides, the students were also able to memorize the words in the anagrams more
effective than using drilling technique. Furthermore, by using anagrams as the

74
learning media to learn vocabulary, the students were also able to reach the three
learning stages according to Revised Bloom Taxonomy. Those were remember,
understand, and apply. Therefore, after learning vocabulary using anagrams, the
students were able to remember, understand deeper, and apply the new words. In
short, the researcher had successfully improved the students’ vocabulary learning
strategy by using anagrams.
B. The Attitudes of the Students toward the Implementation of Anagrams
After the implementation of anagrams, the researcher wanted to discover
the attitudes of the students toward the implementation of anagrams for learning
vocabulary. In order to gather the data, the researcher developed close-ended
questionnaires. The researcher developed the close-ended questionnaire with
Likert Scale type. Likert(1932) as cited in Ary, Jacobs, and Razavieh (1990,
p.234) stated that the Likert Scale has been one of the most widely and
successfully used techniques to measure attitudes. Ary, Jacobs, and Razavieh
(1990) also explained that a Likert scale assesses attitudes toward a topic by
asking respondents to indicate whetherthey strongly agree, agree, are undecided,
disagree, or strongly disagree with each of a series of statements about the topic.
In this close-ended questionnaire, the researcher developed twenty (20)
statements. Then, each statement were also provided with five (5) choices of
Strongly Disagree (SD), Disagree (D), Undecided (U), Agree (A), and Strongly
Agree (SA). According to Ary, Jacobs, and Sorensen (2010, p.210), “Every
positive statements, Strongly Agree is scored 5, Agree is scored 4, Undecided is

75
scored 3, Disagree is scored 2, and Strongly Disagree is scored 1. For negative
statements, Strongly Agree is scored 1, Agree is scored 2, Undecided is scored 3,
Disagree is scored 4, and Strongly Disagree is scored 5.” Furthermore, the
researcher had divided the close-ended questionnaire into 4 sections to gather the
data. First section was statement 1-5 to gather the general point of view of the
students towards English lesson. Second section was statement 6-10 to gather the
experience of the students in learning vocabulary before the implementation of
anagrams. Next, the third section was statement 11-17 to gather the experience of
the students during the implementation of anagrams. Besides, the third section
was also used by the researcher to gather the opinion of the students towards the
implementation of anagrams. Lastly, the fourth section was statement 18-20 to
gather the expectation of the students for future vocabulary learning. The
researcher provided a diagram of the questionnaire’s raw data in the appendix F.
Based on the result of the questionnaire analysis, the average score of the
statement 11-17 was 4.2 (see the table of the data analysis in appendix F).
According to Ary, Jacobs, & Sorensen(2010, p.211), “If the mean score is less
than 3.0, it means the individual shows negative attitude or behaviour and if the
mean score is 3.0 and above, it means the individual shows positive attitude or
behaviour.” Therefore, the students showed positive attitudes toward the
implementation of anagrams for learning vocabulary. Furthermore, statement
number 18-20 represented the future expectations of the students related to
vocabulary learning. The average score of the statement number 18-20 was 4.5. It
76
could be considered that the students expected anagrams or the other games as a
media for learning vocabulary in the future.

77
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter explains about the conclusions and the recommendations of
this study. Furthermore, the researcher divided this chapter into two parts of
discussion. The first part consisted of the conclusion of this research. The
researcher summarized the research findings based on the use of anagrams to
improve the students’ vocabulary learning strategies in XI IPA 1 class, SMA
Pangudi Luhur Sedayu. Then, the second part, the researcher provided some
recommendations or suggestions for English teacher who wants to apply
anagrams for teaching vocabulary in High School. Besides, the researcher also
provided some suggestions for the other researchers who want to develop research
with the same topic.
A. Conclusions
The researcher conducted a Classroom Action Research in order to
overcome the problems which appeared in the English learning and teaching
process of XI IPA 1. In specific, the purpose of this study was to improve the
students’ vocabulary learning strategies in XI IPA 1class, SMA Pangudi Luhur
Sedayu. The researcher applied anagrams as the teaching media to teach
vocabulary to the students. Furthermore, the anagrams was done in a form of a
game.
In this study, the researcher used several research instruments. Those were
students’ vocabulary tests, observation checklist, field note, and close-ended
77
78
questionnaire. The research instruments were used in order to collect the data
during the research. Then, the data was used to determine whether the
implementation of anagrams had been successful or needed some improvements.
The researcher used the students’ vocabulary tests in order to see how the
vocabulary mastery of the students so far. Furthermore, the researcher also used
the data from the students’ vocabulary tests in order to determine the level of
difficulty for the anagrams.
Before implementing anagrams, the researcher conducted a preliminary
study. It was conducted in order to discover the problems which appeared during
the English learning and teaching process. The result of the preliminary study was
the students still faced difficulties in learning vocabulary. Furthermore, the
English teacher still used drilling technique for teaching vocabulary.
Based on the problems which were found during the preliminary study, the
researcher started to design the treatment to overcome the problems. In order to
overcome the problems, the researcher implemented anagrams to solve the
students’ problems in learning vocabulary. The anagrams was in a form of a
game. Furthermore, the researcher developed some rules for the game in order to
increase the sense of competition between the students.
In this Classroom Action Research, there were two cycles. Each cycle
consisted of one meeting. The researcher also developed a lesson plan for each
meeting. It was because during the implementation of anagrams the researcher
took place as the teacher. The lesson plan in the first cycle was developed based
79
on the problems and the needs of the students which identified during the
preliminary study. Then, the researcher developed the lesson plan in the second
cycle on the reflection of the first cycle on what went well and what needed to be
improved. Furthermore, the researcher also set the vocabulary learning goal in this
study. The researcher referred to the first three stages of Revised Bloom
Taxonomy. Those were remember, understand, and apply. Therefore, by the end
of this study, the researcher expected the students to be able to remember new
words, understand them, then they can apply the words whether in written or
spoken form.
After implementing anagrams for learning vocabulary, most of the
students improved their vocabulary learning strategies. Before the implementation
of anagrams, the students were only able to remember or memorize the new words
that they got during the lesson. They even still faced difficulties to memorize the
words in long term. In the first cycle, the students were able to improve to next
stage of learning, understand. The students were able to understand the meaning,
the synonym, the part of speech, the use or function, and the correct pronunciation
of each word. Then, in the second cycle, the students were able to reach the next
stage, apply. Thus, in the second cycle, the students were able to apply the new
words they got during the anagrams game. It could be concluded that the students
had successfully improved their vocabulary learning strategies.
Furthermore, the researcher also wanted to discover the attitudes or
behavior of the students toward the implementation of anagrams for learning
vocabulary. In order to discover the attitudes of the students, the researcher used
80
close-ended questionnaire as the instrument. Based on the result of the close-
ended questionnaire analysis, the students showed positive attitudes toward the
implementation of anagrams for learning vocabulary. In the other word, the
students liked the use of anagrams for vocabulary learning. Besides, the
researcher also discovered the future expectations of the students related to
vocabulary learning. The researcher still used the same instrument to gather the
data. Based on the result, the students expected that the English teacher used
anagrams for future vocabulary learning. It could be concluded that the students
liked to use anagrams as a media to learn vocabulary.
The use of anagrams gave good influence to improve the students’
vocabulary learning strategy. The implementation of anagrams for vocabulary
learning really helped the students to master new words. The students could
remember or memorize the new words. Then, the students also could understand
the spelling, meaning, pronunciation, part of speech, synonym, and the use of the
new words. Finally, they could also apply the new words whether in spoken or
written form. Therefore, the researcher concluded that the use of anagrams could
improve the students’ vocabulary learning strategy in XI IPA 1 class, SMA
Pangudi Luhur Sedayu.
B. Recommendations
In this part, the researcher provided some suggestions. The researcher
provided the suggestions to English teacher and future researchers who want to
conduct a research in the same topic. The suggestions were presented as follows.
81
1. For English Teacher
One of the best strategies to teach vocabulary is using anagrams. The
English teacher may develop anagrams into a game. Anagrams can be used as the
teaching technique to develop vocabulary building activity during the lesson. By
using anagrams, the English teacher may develop fun learning for the students.
Besides, anagrams also gives benefits related to the vocabulary building for the
students. Thus, the English teacher can use anagrams in order to develop an
interesting vocabulary learning activity during the English lesson.
2. For Future Researchers
The future researchers who want to conduct a research with similar topic
may use the data from this research. The result in this research can be improved in
the future. The future researchers also may develop anagrams into more
interesting activity for vocabulary learning. Besides, the future researchers can
also develop the anagrams with the different type. Therefore, the students will not
be bored with the game.

82
REFERENCES
Allen, E., & Vallete, R. (1997). Classroom technique foreign language and
English as second language. San Diego: Harcourt Brace Jovanovida, Inc.
Anderson, L., & Krathwohl. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of Educational Objectives.
New York: Longman.
Ary, D., Jacobs, L., & Sorensen, C. (2010). Introduction to research in education
(8th ed.). Belmont: Wadsworth Cengage Learning.
Best, J. W. (1970). Research in education (Second Edition). New Jersey: Prentice
Hall, Inc.
Best, J. W., & Kahn, J. V. (1986). Research in education (Fifth Edition). New
Jersey: Prentice-Hall A Division of Simon & Schuster, Inc.
Burns, A. (1999). Collaborative action research for English language teachers.
Cambridge: Cambridge University Press.
Burns, A. (2010). Doing action research in English language teaching: A guide
for practitioners. New York: Routledge.
Catalan, R. (2003). Sex differences in L2 vocabulary learning strategies.
International Journal of Applied Linguistics, 13, 54-77.
Dale, E., & O'Rourke, J. (1971). Techniques of teaching vocabulary. San
Fransisco: The Benjamin/Cummings Publishing Company.
Elliot, J. (1991). Action research for educational change. Philadelphia: Open
University Press.
Fraenkel, J., & Wallen, N. (2009). How to design evaluation research:
Introduction. New York: Mc-Graw Hill. Inc.
Harmer, J. (2002). The practice of English language teaching. New York:
Cambridge University Press.
Harris, D. (1969). Testing English as a second language. New Delhi: Tata
McGraw-Hill Publishing Company, Ltd.
Hopkins, D. (1993). A Teacher's guide to classroom research. Buckingham: Open
University Press.
Kemmis, S., & McTaggart, R. (1988). The action research planner. Victoria:
Deakin University Press.
McCarten, J. (2007). Teaching vocabulary: Lessons from the corpus lesson for the
classroom. New York: Cambridge University Press.
83
Nation, I. (2001). Learning vocabulary in another language. Cambridge:

Cambridge University Press.
Nation, P. (2002). Managing vocabulary learning. RELC Portfolio Series 2 , 1-52.
Nunan, D. (2003). Practical English language teaching. New York: McGraw
Hill.
O'Dell, F. (1997). Incorporating Vocabulary to The Syllabus. In N. Schmitt, & M.
McCarthy, Vocabulary: Description, acquisition, and pedagogy (pp. 258-
278). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge
University Press.
Sökmen, A. (1997). Current trends in teaching second language vocabulary. In N.
Schmitt, & M. McCarthy, Vocabulary: Description, acquisition, and
pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Souriyavongsa, T., Rany, S., Abidin, M. J., & Mei, L. L. (2013). Factor causes
student low English language learning: A Case study in the National
University of Laos. International Journal of English Education, 1, 179-
192.
Taylor, L. (1990). Teaching and learning vocabulary. Hertfordshire: Prentice Hall
International.
Thornbury, S. (2002). How to teach vocabulary. London: Longman.
Zhi-Liang, L. (2010). A Study on English vocabulary learning strategies for Non-
English majors in independent college. Cross Cultural Communication, 6,
152-164.
84
APPENDICES
85
APPENDIX A
Research Instruments
1. Field Notes (Preliminary Study)

3. Close Ended Questionnaire
85
86
1. Field Notes (Preliminary Study)
Field Notes
Write about what is happening during the teaching and learning process.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________
87
2. Observation Checklist
a. Observation Checklist First Cycle
Instrument -1
Observation Checklist
1. Teacher opens the lesson with greetings.
2. Teacher checks the students whether they have been ready to

study or not.
3. Teacher gives preview about the material to the students.
4. Teacher gives clear explanation about the rule of the games.
5. Teacher walks around the class.
6. Teacher stands or sits in front of the class.
7. Teacher uses media for teaching.
8. Students pay attention to the teacher.
9. Students make noise.
10. Students keep the class quiet.
11. Students talk to other students.
12. Students walk around the class during the lesson.
13. Students sit on their own sit during the lesson.
14. Students raise their hand when the teacher asks them to
answer the questions during the games.
NOTES:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
88
b. Observation Checklist Second Cycle
Instrument -1
Observation Checklist
1. Teacher opens the lesson with greetings.
2. Teacher checks the students whether they have been ready

to study or not.
3. Teacher gives preview about the material to the students.
4. Teacher gives clear explanation about the rule of the games.
5. Teacher walks around the class.
6. Teacher stands or sits in front of the class.
7. Teacher goes to every group to check the students’ activity

in group.
8. Teacher uses media for teaching.
9. Teacher gives ice breaking for students.
10. Students pay attention to the teacher.
11. Students make noise.
12. Students keep the class quiet.
13. Students talk to other students.
14. Students walk around the class during the lesson.
15. Students sit on their own sit during the lesson.
16. Students raise their hand when the teacher asks them to
answer the questions during the games.
17. Students discuss the questions actively in group during the

games.
18. Students use the media for games given by the teacher.
89
NOTES:
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………
90
3. Close-Ended Questionnaire
KUESIONER
Selamat pagi teman-teman!
Saya Richard Devara Candra Kumara, mahasiswa Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma memohon bantuan
dari teman-teman semua untuk mengisi kuesioner di bawah ini. Kuesioner
ini dibuat untuk mendukung dalam penyusunan skripsi yang sedang saya
buat. Saya harap teman-teman dapat mengisi kuesioner di bawah ini
dengan jujur dan sesuai apa yang sudah kalian alami.
Petunjuk pengisian:
Terdapat 15 pernyataan pada kolom kedua dari sebelah kiri.Kemudian

berdasarkan pernyataan-pernyataan tersebut silahkan kalian berikan tanda
centang (√) pada salah satu kolom yang disediakan di sebelah kanan
kolom pernyataan. Terdapat 5 kolom yang masing-masing berisi: Sangat
Tidak Setuju (STS), Tidak Setuju (TS), Netral
(N), Setuju (S), Sangat Setuju (SS). Terima Kasih dan Selamat Mengisi

No. Pernyataan STS TS N S SS
1. Saya menyukai pelajaran Bahasa

Inggris.
2. Saya berusaha untuk mempelajari

Bahasa Inggris karena penting.
3. Saya merasa pelajaran Bahasa Inggris

adalah pelajaran yang sulit.
4. Saya kesulitan mempelajari vocabulary

pada pelajaran Bahasa Inggris.
5. Selama ini, saya belajar vocabulary

dengan cara menghafalkan setiap kata.
91
No. Pernyataan STS TS N S SS
6. Saya tidak memiliki metode khusus

dalam belajar vocabulary.
7. Saya suka dan menikmati ketika belajar

Bahasa Inggris melalui games.
8. Saya baru pertama kalinya belajar

vocabulary dengan menggunakan
games.
9. Saya pernah bermain word games:

anagram sebelumnya.
10. Saya menikmati belajar vocabulary

dengan menggunakan word games:
anagram.
11. Saya merasa lebih mudah belajar

vocabulary, terlebih pada kata-kata baru
dengan menggunakan word games:
anagram.
12. Saya tidak mudah bosan ketika belajar

vocabulary dengan menggunakan word
games: anagram.
13. Saya dapat saling membantu dengan

teman yang lain ketika bermain word
games: anagram.
14. Saya mengharapkan untuk selanjutnya

dapat belajar vocabulary dengan
menggunakan games.
15. Saya berharap ada metode menarik

selain games untuk belajar vocabulary.
TERIMA KASIH, TUHAN MEMBERKATI 

92
APPENDIX B
LESSON PLAN AND TEACHING MATERIAL
1. Lesson Plan and Teaching Material First Cycle

2. Lesson Plan and Teaching Material Second Cycle
92
93
1. Lesson Plan and Teaching Material First Cycle
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA PANGUDI LUHUR SEDAYU
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI IPA / 2
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Monolog Hortatory Exposition
A. Standar Kompetensi
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog
berbentuk hortatory exposition dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei
berbentuk hortatory exposition dalam konteks kehidupan sehari-hari .
B. Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk: hortatory exposition.
10.2 Mengungkap-kan makna dalam esei dengan mengguna-kan ragam
C. Indikator
Indikator Pencapaian Kompetensi
8.2. a. Merespon wacana monolog: narrative
10.2. a. Melakukan monolog berbentuk : narrative
NilaiBudayadanKarakterBangsa
Religius, jujur, toleransi, disiplin, kerjakeras, mandiri, demokratis, rasa ingintahu,
semangatkebangsaan, cintatanah air, menghargaiprestasi, bersahabat, cintadamai,
gemarmembaca, pedulilingkungan, pedulisosial, tanggungjawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :

a. Percaya diri (keteguhanhati, optimis).
b. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
c. Pengambil resiko (sukatantangan, mampumemimpin)
d. Orientasi ke masa depan (punya perspektif untuk masa depan)
94
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
a. Merespon wacana monolog: hortatory exposition
b. Melakukan melakukan monolog berbentuk : hortatory exposition
E. Materi Pokok
Wacana monolog berbentuk: hortatory expositioncontohnya:
Corruption
Thesis:
Do you know what the meaning of corruption is? What is the relation between
money and corruption? Well, corruption is common everywhere in the world,
even in the United States. It’s just a matter of intensity. However, it is quite
shocking when one reliable survey claims Jakarta as the most corrupt place in
Indonesia.
Argument 1:
The survey has made me sad, actually, because I stay and earn a living here in the
capital. As most people know, TanjungPriok port smuggling is not a new thing at
all. Entrepreneurs who want to minimize their tax payments tend to do such a
thing more often. They even bribe the officials.
Argument 2:
Well, I think the measures taken so far to overcome the problem by punishing the
corruptors is still not far enough. We have to prevent the younger generations
from getting a bad mentality caused by corruption.
Recommendation:
I believe we should start at the earliest stages in school and I think everyone
should be involved in the effort to eradicate corruption. We must not make any
distinction.
F. Metode Pembelajaran/Teknik:
Three Phase Technique
G. Langkah-langkah Kegiatan Pembelajaran

KegiatanAwal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas(nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa(nilai yang ditanamkan: disiplin, rajin)
95
c. Mengenalkan terlebih dahulu kepada siswa mengenai materi yang

akan dibahas.
d. Membagi siswa ke dalam kelompok yang beranggotakan 5 siswa.
KegiatanInti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
a. Memberikan stimulus kepada siswa berupa contoh teks hortatory
exposition yang berjudul “Where Should be After High School?”
b. Meminta siswa untuk mendiskusikan teks dalam kelompok
mengenai purpose of the text, generic structure of the text, dan main idea
of the text.
c. Meminta siswa untuk mengungkapkan hasil diskusi kepada siswa
yang lain.
Elaborasi
Dalam kegiatan elaborasi guru:
a. Membiasakan siswa mengenali teks monolog berbentuk: hortatory
exposition.
b. Mengajak siswa untuk mengidentifikasi kata-kata baru yang belum
dimengerti dalam teks.
c. Mengajak siswa untuk bermain games: anagrams sebagai sarana
dalam aktivitas vocabulary building.
d. Meminta siswa untuk menulis kata-kata baru yang mereka peroleh
dari teks dan permainan anagrams.
Konfirmasi
Dalam kegiatan konfirmasi guru:
a. Membantu siswa untuk menyimpulkan mengenai apa yang telah
dipelajari.
b. Menanyakan siswa mengenai pendapat, pengalaman, dan perasaan
yang diperoleh siswa selama pelajaran.
c. Meminta siswa untuk membagikan apa yang telah mereka pelajari
kepada siswa yang lain.
KegiatanAkhir (10’)
a. Menyampaikan kepada siswa mengenai rencana pada pertemuan
selanjutnya.
b. Mengajak siswa untuk berdoa bersama sebagai penutup proses
pembelajaran.
c. Mengucapkan salam kepada siswa sebelum meninggalkan ruangan
kelas.
96
H. Sumber/Bahan/Alat
1. Buku Look Ahead 2.
2. Laptop.
3. LCD viewer.
LAMPIRAN RENCANA PELAKSANAAN PEMBELAJARAN

KELAS XI IPA
Worksheet
Where should be after High School?
The National examination result will be publicly enounced in next short time.
Euphoria will flood for those who get success. In the other hand, It will be sorry to
hear that there are some of them do not succeed in their national final
examination. For those who succeed soon will think to decide; where will they be
after graduating high school? Actually it will be easy to decide for those has been
arranged and thought earlier but for those have not planed yet, it will be quite
confusing.
Continuing study or looking for work is the primary choice among them. When
they think about continuing study, they will think hard about the time and cost.
How long the higher study will last? And how high is about the cost. In the same
way, when they think about straightly seeking job, what skill and competence they
have got is a big matter of questioning. So, doing both choices in the same time is
an alternative.
Continuing study as well as seeking job is possibly done but it will be hard for
them. Conventionally studying in the university needs much time to spend
especially in the first year. It is true because they have to do and adapt a lot of
things in their new higher school. it will be very hard to looking for job. Therefore
it should come to their mind of continuing studying at higher school from their
own home. As result, the available time will be more flexible for them. Then it
will be very possible to seek job and get the appropriate one. This type of studying
is publicly known as distance learning.
As the alternative method of studying, besides the conventional studying which

students and the lecturer have to meet in the fixed time and place regularly,
distance learning provides possibility to grow better. Possibly working and
studying surely will create high quality graduate. Distance learning should appear
as a considerable choice for them.
97
Answer these questions in a group!
1. What does the text tell us about?
2. Why do some students feel confuse after the announcment of the national
examination result?
3. Based on the text, what does the writer recommend the students when they
confuse to choose between continuing study or seeking job?
4. Why is it hard for students when they study in the university for the first
year?
5. What is the purpose of the writer in this text?
6. What is the main idea of the last paragraph?

98
2. Lesson Plan and Teaching Material Second Cycle

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA PANGUDI LUHUR SEDAYU
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI IPA / 2
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Monolog Hortatory Exposition
A. Standar Kompetensi
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog
berbentuk hortatory exposition dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei
berbentuk hortatory exposition dalam konteks kehidupan sehari-hari .
B. Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam
10.2 Mengungkap-kan makna dalam esei dengan mengguna-kan ragam
C. Indikator
Indikator Pencapaian Kompetensi
8.3. a. Merespon wacana monolog: narrative
10.3. a. Melakukan monolog berbentuk : narrative
NilaiBudayadanKarakterBangsa
Religius, jujur, toleransi, disiplin, kerjakeras, mandiri, demokratis, rasa ingintahu,
semangatkebangsaan, cintatanah air, menghargaiprestasi, bersahabat, cintadamai,
gemarmembaca, pedulilingkungan, pedulisosial, tanggungjawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :

e. Percaya diri (keteguhanhati, optimis).
f. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
g. Pengambil resiko (sukatantangan, mampumemimpin)
h. Orientasi ke masa depan (punya perspektif untuk masa depan)
99
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
c. Merespon wacana monolog: hortatory exposition
d. Melakukan melakukan monolog berbentuk : hortatory exposition
E. Materi Pokok
Wacana monolog berbentuk: hortatory expositioncontohnya:
Corruption
Thesis:
Indonesia.
Argument 1:
capital. As most people know, TanjungPriok port smuggling is not a new thing at
Argument 2:
Recommendation:
distinction.
F. Metode Pembelajaran/Teknik:
Three Phase Technique
G. Langkah-langkah Kegiatan Pembelajaran

KegiatanAwal (10’)
e. Mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas(nilai yang ditanamkan: santun, peduli)
f. Mengecek kehadiran siswa(nilai yang ditanamkan: disiplin, rajin)
100
g. Mengenalkan terlebih dahulu kepada siswa mengenai materi yang

akan dibahas.
h. Meminta siswa untuk duduk kembali dalam kelompok seperti pada
pertemuan sebelumnya.
KegiatanInti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
d. Membantu siswa untuk mengingat-ingat apa yang telah dipelajari
pada pertemuan sebelumnya.
e. Memberi kesempatan kepada siswa untuk membagikan apa yang
telah mereka dapatkan pada pertemuan sebelumnya mengenai hortatory
exposition.
Elaborasi
Dalam kegiatan elaborasi guru:
e. Memberikan siswa materi bacaan hortatory exposition yang berjudul
“Why Students Should Eat Breakfast Everyday.”
f. Meminta siswa secara acak untuk membacakan bacaan yang telah
diberikan sebelumnya.
g. Meminta siswa untuk mendiskusikan main idea of the text di dalam
kelompok.
h. Memberikan ice-breaking untuk siswa berupa tarian (Gummy Bear
Dance).
i. Mengajak siswa untuk mengidentifikasi kata-kata baru yang belum
dimengerti dalam teks.
j. Mengajak siswa untuk bermain games: anagrams sebagai sarana
dalam aktivitas vocabulary building.
k. Meminta siswa untuk menulis kata-kata baru yang mereka peroleh
dari teks dan permainan anagrams.
l. Memandu siswa untuk menyusun sebuah teks hortatory exposition.
Konfirmasi
Dalam kegiatan konfirmasi guru:
d. Membantu siswa untuk menyimpulkan mengenai apa yang telah
dipelajari.
e. Menanyakan siswa mengenai pendapat, pengalaman, dan perasaan
yang diperoleh siswa selama pelajaran.
f. Meminta siswa untuk membagikan apa yang telah mereka pelajari
kepada siswa yang lain.
KegiatanAkhir (10’)
101
d. Mengajak siswa untuk berdoa bersama sebagai penutup proses

pembelajaran.
e. Mengucapkan salam kepada siswa sebelum meninggalkan ruangan
kelas.
H. Sumber/Bahan/Alat
1. Laptop
2. LCD viewer
3. Speaker
4. ENGLISHINDO.COM Referensi Belajar Bahasa Inggris Online:
http://www.englishindo.com/2011/10/contoh-hortatory-exposition-why-
students-should-eat-breakfast-everyday.html#ixzz47qQqU03M
LAMPIRAN RENCANA PELAKSANAAN PEMBELAJARAN
KELAS XI IPA
A. Reading Passage
Why Students Should Eat Breakfast Everyday

A lot of people, especially young people, go through the day without
having breakfast. Many people believe that it is not necessary, or they say
that they don’t have time for that, and begin their day with no meal. I
believe that everyone should eat breakfast before going to their
activities. The purpose of this paper is to show the importance of
breakfast, especially for students.
The first reason why you should eat breakfast before going to school is for
your health. When you skip breakfast and go to school, you are looking for
a disease because it’s not healthy to have an empty stomach all day long.
It’s very important to have a meal and not let your stomach work empty.
All you are going to get is gastritis and a lot of problems with your health
if you don’t eat breakfast.
Another reason for eating breakfast is because you need food for to do
well in your classes. You body and your brain are not going to function as
good as they could because you have no energy and no strength. When
you try to learn something and have nothing in your stomach, you are
going to have a lot of trouble succeeding. A lot of people think that
they should not eat because they are going to feel tired, but that’s not true.
Breakfast is not a very big meal, and on the contrary, you’re going to feel
tired if you don’t have breakfast because you have spent the entire
previous night without food.
The last reason to have breakfast every day is because you can avoid
102
diseases if you eat some breakfast in the morning. If you don’t eat, you are
going to get sick, and these diseases will have a stronger effect on you
because you’re going to get sick easier than people who have breakfast
every day.
You have to realize that breakfast is the most important meal of the day,
and you cannot skip it without consequences for your health, your
school and your defense mechanism. It is better to wake up earlier and
have a good breakfast that run to school without eating anything. It is time
for you to do something for your health, and eating breakfast is the better
way to start your day.
Sumber ENGLISHINDO.COM Referensi Belajar Bahasa Inggris Online:

http://www.englishindo.com/2011/10/contoh-hortatory-exposition-why-
students-should-eat-breakfast-everyday.html#ixzz47qQqU03M
B. Worksheet
Instruction: Make a Hortatory Exposition text based on the topic that you
choose!
Thesis
C.
D.
E.
F.
G.
Argument 1
H.
I.
J.
K.
L.
M.
103
Argument 2
N.
O.
P.
Q.
R.
S.
Recommendation
T.
104
APPENDIX C
Field Notes (Preliminary Study) Result
104
105
FIELD NOTE PRELIMINARY STUDY- Monday, 18 April 2016 – TOPIC:

SUBORDINATE CONJUCTIONS (ORIGINAL RESULT).
106
APPENDIX D
Students’ Vocabulary Tests Result and Group Members Distribution
1. Vocabulary Test
2. Vocabulary Test Result
3. Distribution of Group Members
106
107
1. Vocabulary Test
Name :
Class :
Student Number :
Read the text carefully!
Corruption
Indonesia.
capital. As most people know, Tanjung Priok port smuggling is not a new thing at
distinction.
108
I. Choose the correct answer by giving cross (X) on a, b, c, d, or e!

1. What is the meaning of relation?
a. The same feeling between two or more people or groups.
b. The connection or similarity between two things.
c. Connected.
d. To find or show the connection between two or more things.
e. The way in which two things are connected.
2. “Well, corruption is common everywhere in the world.....” (paragraph 1).
The word common has the same meaning with...
a. Similar.
b. Honest.
c. Crime.
d. Usual.
e. Dishonest.
3. “It’s just a matterof intensity.” (paragraph 1).
What is the meaning of matter in Bahasa Indonesia?
a. Masalah/persoalan.
b. Kasus.
c. Perbedaan.
d. Kesalahan.
e. Ketelitian.
4. “...I stay and earn a living here in the capital.” (paragraph 2).
The meaning of the word earn can be defined as...
a. Get a comfort.
b. Make a good effort.
c. Receive money.
d. Spend money.
e. Struggling for life.
5. “Entrepreneurs who want to minimize their tax payments....” (paragraph
2).
The word minimize can be replaced with...
a. Increase.
b. Grow.
c. Cut.
d. Fold.
e. Decrease.
109
II. Find the meaning in Bahasa Indonesia!

a. Port :
b. Entrepreneurs :
c. Tax :
d. Overcome :
e. Measures :
THANK YOU VERY MUCH

110
2. Vocabulary Test Result
No. Students Score Total Score Passing Score
(∑ Score × 10) (78)
1. Student 1 5 50 Failed
11. Student 11 8 80 Passed

111
Average 45,6
112
3. Distribution of Group Members
GROUPS MEMBERS*
1 11, 1, 12, 24, 10
2 17, 4, 19, 21, 22
3 23, 5, 7, 20, 15
4 25, 8, 18, 13, 16
5 3, 9, 14, 2, 6
113
APPENDIX E
Observation Checklists Result
1. Observation Checklists Result First Cycle
a. Observation Checklists Result First Observer
b. Observation Checklist Result Second Observer
2. Observation Checklists Result Second Cycle
a. Observation Checklists Result First Observer
113
114
1. Observation Checklists Results First Cycle
a. Observation Checklist Result First Observer

115

116
2. Observation Checklists Results Second Cycle
a. Observation Checklist Result First Observer

117

118
APPENDIX F
Close-Ended Questionnaire Result
1. Raw Data of Close-Ended Questionnaire (Diagram)

2. Close-Ended Questionnaire Data Analysis
118
10
12
14
16
0
2
4
6
8
Statements 1
Statements 2
Statements 3
Statements 4
Statements 5
Statements 6
Statements 7
Statements 8
Statements 9
Statements 10
Statements 11
Statements 12
Statements 13
Statements 14
Statements 15
Statements 16
Statements 17
1. Raw Data of Close-Ended Questionnaire (Diagram)
Statements 18
Statements 19
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Statements 20
A
D
U
SA
SD
119
120
2. Close-Ended Questionnaire Data Analysis
Section 1 Section 2 Section 3 Section 4

Students AVERAGE
(Statement 1-5) (Statement 6-10) (Statement 11-17) (Statement 18-20)
Students 1 3,0 3,6 5,0 5,0 4,1
Students 2 3,4 3,4 5,0 4,6 4,1
Students 3 3,6 3,8 4,8 5,0 4,3
Students 4 3,8 3,8 4,1 4,6 4,1
Students 5 3,4 3,2 4,1 4,0 3,6

Students 6 3,4 3,2 5,0 5,0 4,1
Students 7 2,6 2,8 3,8 4,0 3,3
Students 8 4,4 3,0 4,8 5,0 4,3
Students 9 3,4 3,8 3,5 3,3 3,5
Students 10 2,8 3,6 4,4 5,0 3,9
Students 11 4,4 3,4 4,2 5,0 4,2

Students 12 3,4 4,2 4,5 4,0 3,9
121
Students 13 2,8 2,8 4,4 5,0 3,7
Students 14 3,6 3,0 4,0 4,3 3,7
Students 15 3,4 4,2 4,1 4,6 4,0
Students 16 4,2 3,8 5,0 5,0 4,5
Students 17 3,8 3,0 4,4 4,3 3,8

Students 18 4,0 3,2 3,5 4,3 3,7
Students 19 3,4 3,2 4,1 4,6 3,8
Students 20 3,6 4,2 4,7 5,0 3,5
Students 21 4,0 4,2 2,8 3,0 4,0
Students 22 3,4 3,8 4,0 4,3 3,8
Students 23 2,6 3,2 4,0 4,6 3,6

Students 24 2,6 2,8 3,8 4,0 3,3
Students 25 3,6 3,8 4,4 5,0 4,2
106,4 112,5 97,0
4,2 4,5 3,9

Full

Uploaded by

Copyright:

Available Formats

Full

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full

Uploaded by

Copyright:

Available Formats

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE USE OF ANAGRAMS TO IMPROVE THE

A SARJANA PENDIDIKAN THESIS

Richard Devara Candra Kumara

Student Number: 121214126

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Vocabulary is one of the most important language elements. Thus, the

Keywords: vocabulary learning strategy, anagrams, classroom action research

Keywords: vocabulary learning strategy, anagrams, classroom action research

Second, my gratitude goes to my thesis advisor,Drs.Pius Nurwidasa

guiding me patiently to finish my thesis.I also thankLaurentia Sumarni, S.Pd.,

M.Trans.St.for being my academic advisor during my study in English Language

Education Study Program, Sanata Dharma University.

Third, I would like to express my gratitude to Br. Agustinus Mujiya

students of XI IPA 1 class for their cooperation in my research.

Fourth, my special thanks are dedicated to my parents, Drs. Aloysius

study from the beginning of my study in Sanata Dharma. I also express my

gratitude to my big family of J.B. Dasuri and my big family of Somowijoyo.

Fifth, I also express my special thanks to my girlfriend, Ristri Putri

Pulsar Indra99, Indra P., Muhammad Heri, Prabowo Anggara, Fandy

of TengkyuBroo guys, Ardhi Caco, Vinsen Hendriya, Adi Setyoko, Gheza

Damara, Patrick Ganang, Patrick Lintang, Kadek Wardana, Aji Prasetyo,

Robertus Septian, Marcell, Pradipta Yunandra, Carolus Praksono, Luther

mentioned one by one.

Richard Devara Candra Kumara

TITLE PAGE ................................................................................................i

APPROVAL PAGE ..................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ..........................................iv

PERNYATAAN PERSETUJUAN PUBLIKASI........................................... v

TABLE OF CONTENTS ............................................................................. x

LIST OF TABLE ........................................................................................xiii

LIST OF FIGURES .....................................................................................xiv

LIST OF APPENDICES ............................................................................ xv

CHAPTER I. INTRODUCTION ................................................................ 1

A. Research Background ................................................................... 1

B. Research Problem ......................................................................... 5

C. Problem Limitation ...................................................................... 5

D. Research Objective ....................................................................... 6

E. Research Benefits ......................................................................... 6

F. Definition of Terms ...................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ...................... 10

A. Theoretical Description ............................................................... 10

1. Vocabulary Mastery .............................................................. 10

2. Teaching and Learning Vocabulary ...................................... 11

a. Vocabulary Learning ....................................................... 11

b. Vocabulary Learning Strategies ...................................... 12

c. Strategies of Teaching Vocabulary ................................. 13

3. The Use of Anagrams to Teach Vocabulary ......................... 13

b. The Benefits of Implementing Anagrams to Teach

B. Theoretical Framework ............................................................... 16

CHAPTER III. RESEARCH METHODOLOGY ................................... 20

A. Research Method ......................................................................... 20

B. Research Setting .......................................................................... 25

C. Research Participants .................................................................. 25

D. Research Instruments and Data Gathering Technique ................ 26

E. Data Analysis Technique ............................................................ 30

F. Research Procedure ..................................................................... 35

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............... 39

A. The Implementation of the Classroom Action Research ............. 40