The Effectiveness of Anagram Technique in Teaching Vocabulary

Authors

  • Ahdian Rosadi MTs. Al-Majidiyah NW Majidi

DOI:

https://doi.org/10.29408/veles.v1i1.392

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.

References

Brown, Hugh and Brown, Margaret. (1988). Word Play. Penrith, Cumbria: Reed’s Ltd.

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 Unpublished Modul: STKIP Hamzanwadi Selong, Nusa Tenggara Barat, Indonesia.

Downloads

Published

2017-04-22

Issue

Vol. 1 No. 1 (2017): VELES (Voices of English Language Education Society)

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.