Skripsi
THE EFFECT OF ANAGRAM TECHNIQUE ON STUDENTS’ VOCABULARY ACHIEVEMENT (An Experimental Study to the 7th Graders of SMP Negeri 1 Talang in the Academic Year of 2016/2017)
MAULANA, ANDRI. 2018. 1613500093. ”The Effect of Anagram Technique on Students’ Vocabulary Achievement”. Thesis.Strata 1 Program,.English Education Program. Teacher Training and Education Faculty. Pancasakti University Tegal.,The First Advisor is Dr. Taufiqulloh.M.Hum and The Second Advisor is Yulia Nur Ekawati, M.Pd.
Keywords : Anagram Technique, Vocabulary and Achievement.
Vocabulary is one of an important thing in English learning that cannot be conveyed by people. People need to have good vocabulary mastery in order to do communication each other including the students. Unfortunately, in the fact many of students that still lacks of their vocabulary. It also happens at 7th graders of SMP Negeri 1 Talang. The writer found the reasons why they lack of the vocabulary because of they are lazy and get bored during the lessons so they needed the technique teaching such Anagram technique. Anagram technique is rearrangement of the letters of one word or phrase to form another word or phrase which has the meaning. Thus the writer conducted this research to them. However, the population of this research were 310 students and sample were 60 students. Those are selected by using cluster random sampling. This research used two group designs, experimental and control group. As the instrument of the research, the objective test was used in pre-test and post-test. Total of each test was 30 multiple choice items. To measure the data, the writer used SPSS 22 by using Independent sample t-test.
The result of this research showed that the students’ mean score in pretest was 52,50 while the posttest mean score was 65,58. It also showed that there was a significant difference of the mean score. It had increased to be 13.08. The total of t-test is 5,551 then it consulted into t-table with 5% of confidence level and degree of freedom(df) is (n1+n2) – 2 = (30+30) – 2 = 58. The total of t-table was 1,672. Thus, it can be assumed that the t-test is higher than t-table. Thus, it can be assumed that there is significant difference between students who were taught by using Anagram technique and those who are not. The writer concluded that the null hypothesis (H02) is rejected and the alternative hypothesis (H2) were accepted. It means that Anagram technique gave positive effect on students’ vocabulary achievement and could be used to increase their vocabulary achievement. The writer also suggested that teacher should give another new technique in teaching English, in order to make students fun and have a good enthusiasm when receiving English lesson.
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