IMPROVING STUDENTS VOCABULARY ACHIEVEMENT IN READING RECOUNT TEXT THROUGH ANAGRAM TECHNIQUE

*Maimunah **Bach ia! Abstract This study concerns with improving students vocabulary achievement in reading recount text through anagram technique. The objective was to investigate improvement of students achievement in vocabulary by applying anagram technique. This research was conducted by using action research method. The subject of the study was grade VIII students of !" #A TA "$!%A&'(&A& 'A)A&' totalling to *+ students. They were taught vocabulary by anagram technique. The instruments for collecting data were quantitative data and qualitative data ,observation sheet and questionnaire sheet-. %ased on the test score of quantitative data. students score /ept improving in every evaluation. In the orientation test the mean was 01. *. in the cycle I test the mean was 22. 3. In the cycle II test the mean was 34.*. The percentage of orientation test was 56. 107. cycle I test was *0. 517 and cycle II test was 83. *67. The finding of the research showed that applying anagram technique significantly improved students vocabulary achievement. The qualitative data show that the students were more interested and motivated on vocabulary achievement through anagram. It is suggested that teachers should apply anagram technique as one of methods to improve students achievement in vocabulary.

9ey #ords : Vocabulary Achievement, Anagram Technique, Test, Data, Classroom

Action Research

In !"#uc i"n Background of the Study )earning vocabulary of foreign language is very important. #ithout learning the basic vocabulary of foreign language. no one will successful in that language. If we can use the basic vocabulary and reali;e its function. we may have learned it for comprehensible communication. Although some teachers may thin/ that vocabulary learning is easy. learning new vocabulary items has always been challenging for the learners ,&emati *66+-. Vocabulary is an essential one for students as their first step to go on studying $nglish. Vocabulary is important because word carries the content of what we want to say. The more words we /now the more we are able to communicate and we can say a lot with words. tahl ,5+++- stated that there are four types of vocabulary which must be /nown and mastered for any s/ills. such as reading. listening. writing. and spea/ing. %ased on the statement above. vocabulary in reading is one of the important problems for the student in learning $nglish. And theoretically. according to tahl ,5+++- vocabulary in reading is all the words he or she can recogni;e when reading. In fact. not all the students are able to master all the vocabulary when they are reading. %ased on the writers experience in Teaching "ractice "rogram ,"ra/te/ "engalaman )apangan: "")- at <unior =igh chool. it was found that

many students got many troubles in learning $nglish because they had poor vocabulary. !ost of them were not interested in learning vocabulary and they do not also give their full attention in the tas/ and without that attracting and interesting the process of teaching vocabulary cant run well. This situation happened because the methodology or the strategy which is used maybe not suitable. The teacher usually teaches vocabulary especially to reading comprehension by using the technique that focused in the text. read and memori;e every word. The students feel that they are forced and they would get bored. In this case. and sometimes they still do not understand when they read a text. teacher should ma/e variations and choose a suitable technique in teaching vocabulary in order to ma/e the students to be interested. >or that reason. the teacher ought to /now their media in teaching process to ma/e the lesson more interesting and inspiring. >or this purpose. learning vocabulary by using the technique can be one alternative in teaching learning process. ?n the observation that was done by the researcher in grade VIII <unior =igh chool at !" wasta "embangunan 'alang. from *+ students it is found that there are only + students could pass the passing grade ,99!- and *6 students still could not pass the passing grade which is made by the teacher. the score of the passing grade is 32. !oreover. it was happened because of many reasons. >irst of all. when the students ordered to open the dictionary to find the meaning from difficult word or a new word. there was only three or four students did it and the rest of the students were la;y to open their dictionary and just waiting until their friends got the meaning from that word. They afraid of ma/ing mista/es. being

laughed at by his or her friends and having lac/ of confidence in their ability. And the other problem was come from the teaching technique that used by the teacher. because the teachers technique used in teaching vocabulary is not interesting or monotonous. he@he usually gives many words to the students and as/s them to open their dictionary to find the meaning of those words. after finding the words. they forget. o when the teaching learning process ta/es place. the students did not give attention and feel bored. =ere is the datum of the students who could not pass the passing grade. Table 5.5 tudents who could not pass the 99! &o 5 * 1 0 2 3 4 8 + 56 tudents Initial &ame A> A# AA )= !T !) &I ") 9B & core 36 26 36 36 36 26 22 36 22 36 99! 32 32 32 32 32 32 32 32 32 32

%ased on the statement above. it can be concluded that the s/ill of a reading in using a language is determined by his mastery of vocabulary. A wide of vocabulary of the language opens bigger possibility to reader to be master in using the language. To ma/e the students to be inspired in studying $nglish especially vocabularies. the teacher must involve students and control the class. The teacher

ought to use some technique such as Anagram and use some new words to help the students learn more and ma/e the students fell interested to learn new vocabulary for junior high school. The students /now about the new words by using Anagram. The topic must be selected according to the /nowledge of the students. ince the students may not use a lot of logical analysis it is important for teacher ought to emphasi;e the use of memory and mimicry. According to Aollins ,*661- Anagram technique is a type of word play. the result of rearranging the letters of a word or phrase to produce a new word or phrase. using all the original letters exactly once for example orchestra can be rearranged into carthorse omeone who creates anagrams is called an

anagrammatist. The original word or phrase is /nown as the subject of the anagram. According to Cichard. ,*656- an anagram is the rearrangement of the letters of a word. name. phrase. sentence. title. or the li/e into another word or phrase. All the letters of the name or phrase must be used once and only once. This is the basic rule anagramming. The best anagrams are meaningful and relate in some way to the original subject. They can be opposite. funny. rude. satirical or flattering. Anagrams are in themselves a recreational activity. but they also ma/e up part of many other games. pu;;les and game shows. The jumble is a pu;;le found in many newspapers in the (nited tates requiring the unscrambling of letters to find the solution. Aryptic crossword pu;;le frequently use anagrammatic clues. usually indicating that they are anagrams by the inclusion of descriptive term li/e DconfusedE or Din disarrayE.

According to %arus ,*656: 51- Anagram is a good technique in teaching vocabulary. There are many ways in applying anagram to the students. such as: 1. The students form other word from the key word given. For example: a. 'randmother b. )earning c. Ceader d. =andsome e. #eather F mother. other. her. ear. etc F earn. lean. liar. etc F dear. read. ear. red. etc F dome. hand. some. name. etc F her. tea. hat. eat. etc

2. The students rearrange the letters in bracket after that fill in each blank with theappropriate anagram to complete the sentence. For example: Thecare Pnhuis bfiaueilu shlcoo idouyl

a. "lease spea/ loudly, so I can hear your voice b. Gou are very beautiful wearing that gown c. !y $nglish teacher is very friendly d. The teachers will !unish us if we dont do our homewor/ e. !y school is in front of my house $% The students omit one or some letters of the key word and transpose rest. For example: a. 9ey word : !erceive

Befenition &ew word b. 9ey word Befenition &ew word c. 9ey word Befenition &ew word d. 9ey word Befenition &ew word e. 9ey word Befenition &ew word

: got or accept something : !&c&i'& : a!!le : whiter than usual because of illnessH not bright : (a)& : adore : loo/ at and understand something written : !&a# : blame : food that is eaten : m&a) : label : having the power to do something : a*)&

. The students transpose the letters of theword and form another word by using thoseletters exactly once based on the defenition. For example: a "ote Befenition #ord b "ame Befenition #ord c Rail : the explanation or defenition of something : m&an : quality of a sound or voice : "n&

Befenition #ord d #arn Befenition #ord e There Befenition #ord

: people who tells lies : )ia!

: a short distance : n&a!

: the number after two : h!&&

!. The students match the scramble word on the left to its arrangement on the right a. b. c. d. e. Acdr $flowrs >g i t Aehrt Accehloot Research $uestion %ased on the bac/ground of the study. the research of problem is formulated as the following: DIs the students vocabulary achievement in reading recount text improved if it is taught by applying Anagram techniqueIE Conce!tual %rame&ork )earning a language means learning its vocabularies. Vocabulary is one of the basic elements in mastering $nglish. Vocabulary is a breath of language. because without vocabulary proficiency. the students automatically cannot obtain the four s/ills of $nglish. such as listening. reading. spea/ing. and writing. In >lower 'ift Aard Ahocolate =eart

teaching a subject matter. the teacher should have a technique to increase the students achievement especially vocabulary in reading. In obtain the four s/ills of language. teacher must use an effective technique in teaching vocabulary. Anagram is considered as an effective. enjoyable and interesting way to teach vocabulary because it can give the students enjoyment or challenge in studying language and encourage them to loo/ carefully at words. students can practice to form other words from the given clues. match words with defenition. provide spelling practice. show the students how the letters of many words can be manipulated to form other words. emphasi;e the importance of letter position in relation to word meaning. It is clear that anagram is an interesting way of learning to increase ones vocabulary. anagram can motivate and encourage the students interest learning vocabulary. Anagram will help the students to develop and enrich their stoc/ of vocabulary. It is designed to avoid the students felt bored that can stop them in learning $nglish. Therefore. teaching and learning process through anagram is aimed to improve students vocabulary achievement in reading.

Research 'ethod This study applied Alassroom Action Cesearch ,AAC-. mall J scale

classroom research implemented by teachers and directed at improving learning outcomes is called action research ,Thornburry. 5++2:51+-. Action Cesearch as the research design used in social and education sciences. primarily used for social

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science or reality. According to #allace ,5++8:5-. action research is defined as the systemic collection and analysis of data relating to the improvement of some area of professional field. The purposes of action research are to improve the quality of studying practice. to find solution and to solve the problem. The action research can be implemented for teaching and learning process in the classroom thereforeH the action research used in the classroom is called Alassroom Action Cesearch ,AAC-. Alassroom action research referred to classroom. investigation applied by researcher. perhaps teachers. who loo/ed critically at their own teaching. and the quality of education. R&+u) an# Di+cu++i"n Cesearch findings were ta/en from the quantitative data and qualitative data. The quantitative data were ta/en by applying anagram technique and it was ta/en from students score in cycle I test and cycle II test where was better than the orientation test. o. it could be concluded that the students

vocabulary improved by applying anagram technique. The qualitative data were ta/en from observation sheet. questionnaire sheet and interview sheet which were shown in Appendices. >rom the data. it could be concluded that the students felt interest to study vocabulary by applying anagram technique. C"nc)u+i"n an# Su,,&+ i"n Conclusion After analy;ing the data. it is found out that the students vocabulary achievement improved from the orientation test to the cycle II test. It means that

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there was an improvement toward students vocabulary achievement by applying anagram technique. It was shown from the improvement of the mean of the students score namely the mean of orientation test was 01.1 . the mean of the cycle I test was 22.3. and the mean of the cycle II test was 34.*. It can be stated that the score continuously improved from orientation test to cycle II test. Therefore. it could be concluded that Anagram Technique can improve students vocabulary achievement. %eside the mean of the score. there was percentage of the students who got the score above 32. In the orientation test. there was 56.107 ,1 students-. in cycle I test was *0.517 ,4 students- and in cycle II test was 83.*67 ,*2students-. It means that there was an improvement of the students in their vocabulary about 51.4+7 compared with the first test. And for the second test with the last test were 3*.64 7. Suggestions The result of this study shows that the uses of anagram technique enlarge or improve the students number of vocabulary. And from the research that had done. the writer has some suggestion. The following suggestions are offered: 5. >or the $nglish teacherH they are suggested to consider anagram technique in teaching vocabulary because by using this technique the students can be more enjoyable in memori;ing the words and they will be able to remember the word easier for long time. *. >or the studentsH they are suggested to follow anagram technique to practice their vocabularies regularly and /now the meaning of the

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words. It will improve and enlarge the number of their vocabulary and also ma/e them easier to understand what their teacher said. 1. >or all the readersH they are suggested to consider anagram technique because it can improve vocabulary /nowledge and they may use the information in this research as a useful input teachingKlearning process especially for teaching vocabulary. R&-&!&nc&+ %arus. Cina =. ,*656-. (m!roving Students) Vocabulary Achievement through Anagram. (npublished Thesis. !edan: tate (niversity of !edan. %loc/. Aollins. A. L !angieri. <. ,*663-. The $ffects of "owerful Vocabulary for Ceading uccess on tudents Ceading Vocabulary and Aomprehension Achievement. *ournal of Reading Behavior. 5. *+31K662. &emati. A;adeh. ,*66+-. !emory Vocabulary )earning trategies and )ongK Term Cetention Academic *ournal. 5 ,*-. 650K6*0. "ardiyono. ,*664-. +asti Bisa, Teaching -enre . Based /riting0 'etode 'enga1ar /riting Berbasis -enre Secara #fektif. Gogya/arta: A&BI. Cichard. <.A and T. . Codgers. ,5++8-. A!!roach and 'ethod in 2anguage tahl. . A. ,5+++-. Vocabulary Develo!ment Aambridge. !A: %roo/line. Thornbury. cott. ,*661- 3o& to Teach Vocabulary. ( A. Aambridge (niversity "ress. #allace. !ichael <. ,5++8 4 Action Research for 2anguage Teachers. (nited 9ingdom:Aambridge (niversity.

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