The Use of Anagram Game to Improve Student's Vocabulary Mastery at The Second Grade of MTs SA Miftahul Ulum

rohmah, saifatur (2023) The Use of Anagram Game to Improve Student's Vocabulary Mastery at The Second Grade of MTs SA Miftahul Ulum. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

English is one of the tools of communication in the world, The main element to mastering the English skill is Vocabulary. Learning Vocabulary is especially for challenging novice learners; the difficult things for students in mastering Vocabulary are difference in spelling and pronunciation. However, students need to authorize Vocabulary in the learning process. Learning vocabulary cannot be learned only from what students hear and write but from what they see. On observation and interview with the teacher of MTs SA Miftahul Ulum, the researcher found many problems in learning English, especially Vocabulary. One of the problems is that the acquired student needs to be more active in memorizing and remembering the Vocabulary. after discussing with the English teacher, we decided to use anagram game to teach vocabulary and solve the vocabulary problem in the class.
The research problem in students of second-grade MTs SA Miftahul Ulum focused on: “How can anagram game improve students’ vocabulary mastery in the second grade of MTs SA Miftahul Ulum?”. The research objective is “To investigate how the use of anagram game can improve students' Vocabulary in the second grade of MTs SA Miftahul Ulum.”
This study used classroom action research (CAR) as the method, with the model by Kemmis Mc. Taggart consisted of planning, implementing, observing and reflecting. The object of this research is students from 8th B class. Of MTs SA Miftahul Ulum curahkalong Bangsalsari Jember consists of 15 students’ female. The test used two tests, that are oral and written test. Oral test is a form of Test that requires responses from students in the form of spoken language. Students would answer in their own words according to the questions or orders given. Meanwhile, the written Test is an assessment tool the students must answer, including a test in the description. The research was carried out with two cycles, in which the minimum mastery criteria (KKM) in English subject is 75, in addition, the researcher took 70% of the total students in this research who achieved equal or above the minimum Score. From this research the students' scores on Cycle II were 86%, which means there were 13 students whose Scores passed the minimum mastery criteria (75) Or more. There were two students under the target of minimum mastery criteria. Automatically, the classroom action research and Cycle II were successful.
Based on the explanation above using an anagram game in teaching vocabulary could improve the students’ vocabulary mastery. From this, by using anagram games in teaching Vocabulary in 8th B of MTs, SA Miftahul Ulum was improved.
Keywords: Anagram Game, Vocabulary mastery.

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