The Effectiveness of Anagram Technique in Teaching Vocabulary

Ahdian Rosadi

Abstract


This study aimed at finding out the effectiveness of anagram technique in teaching vocabulary at the seventh grade of MTs. Al-Majidiyah NW Majidi in the school year 2015-2016. This study is a pre-experimental design. The sample was one class consisted of 30 students. The data collection was done by administering pre-test and post-test in the form of objective test. In the data analysis, Paired Sample T-Test was used to prove the hypothesis. Based on the data gained, it was found that the mean score of the pre-test was 18.67 while the mean score of the post-test was 25.30. It meant that there was a significant difference in the mean scores between pre-test and post-test, t(df=29) = 19.282 at p = 0.000 that was lower than 0.05. It means that the alternative hypothesis was accepted which indicates that anagram technique was significantly effective in teaching vocabulary. Additionally, the result of this research shows that anagram is a good vocabulary learning strategy. It encourages greater self-direction for learners. Thus, it is strongly suggested that teachers apply this technique to help improve students’ vocabulary.


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References


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Ghazal, Lotfi. (2007). Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies. Novitas Royal; Research on Youth and Language. Vol.: 1(2), pp.84-91.

Maimunah Bachtiar. (2014). Improving students‟ vocabulary achievement in reading recount text through anagram technique. Retrieved from e-Journal of UNIMED.

Moedjito. 2014. Basic statistic for research in language education. Unpublished Modul: STKIP Hamzanwadi Selong, Nusa Tenggara Barat, Indonesia.


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