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TEACmNG VOCABULARY BY USING ANAGRAM TO THE n F T H

GRADE STUDENTS OF SD NEGERI 42 PALEMBANG

THESIS

BY
KARTINI
372006088
TEACHING VOCABULARY BY USING ANAGRAM TO THE n F T H
GRADE STUDENTS OF SD NEGERI 42 PALEMBANG

THESIS

PrcMBtedte
Muhammadiyah University Palembang
in partial fulfibnent of the rcqnirements
for the degree otSarpma In English Langnage EducatioD

By
Kartini
372006088

MUHAMMADIYAH UNIVERSITY PALEMBANG

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Angnst2010

*
I
The thesis writtm hy KartiBi has heen certified to he examined

Drs. H . Mahidin Mahmnd

Palembang, July 10*^, 2010

Advisor U ,

Dalilan,&Pd.,MJHBnu

u
This is to certiiy that Sarjana's thais of Karttoi has been approved by
the Board of Examiacrs u the rcqaircaeat for the SMgjmuj degree
m English Language EdncatioB

Drs. H . Mahidin Mahmnd, Chairperson

Prof. Dr. Rusman Roni, yLPB^ Member

Acknowledged by Approved by
The Head of The Dean of
English Education Study Program, F K I P UMP,

iii
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IV
 ABSTRACT

Kartini. 2010. Teaching Vocabulary by Using Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang. Thesis, English Education Study Program, the Saijana
Degree (SI), Faculty of Teachers Training and Education Muhammadivah University
Palembang. Advisors (I) Drs. H. Mahidin Mahmud, (II) Drs. Dalilan, M.Hum.

Key words: teaching, vocabulary, and anagram

The major problem of this study is concerned about the effectiveness o f anagram in
teaching vocabulary about animals. The main objective of this study is to find out
whether or not anagram is significantly effective to teach vocabulary about animals to
the fifth grade students of SD Negeri 42 Palembang. The alternative hypothesis is that
it is effective to teach vocabulary about animals. The null hypothesis is that it is not
effective to teach vocabulary about animals. The sample was 25 students that was
taken from 1 class of the fifth grade students of SD Negeri 42 Palembang. Based on
the data analysis, it was known that the average scores o f the students' achievement
in learning vocabulary about animals by using anagram was increasing. The result of
the pre-test showed that 2 students or 6.66% got the score 7.3, 2 students or 6.66%
got the score 7, 7 students or 23.3% got the score 6.6, 3 students or 6.00% got the
score 6.3, 4 students or 13.33% got the score 6, 3 students or 10.00% got the score
5.6, and 4 students or 13.33% got the score 5.3. While The result o f the post-test
showed that 5 students or 16.66% got the score 9.3, 3 students or 10% got the score 9,
7 students or 23.33% got the score 8.6, 6 students or 20% got the score 8.3,4 students
or 13.3% got the score 6, 3 students or got the score 5.6, and 4 students or 13.33% got
the score 8. It was found that the average score in the pre-test was 5.2 and the average
score in the post test was 7.1. It means that the obtained "t" (5.132) was higher than
critical value (1.13). Consequently, the null hypothesis (Ho) was rejected and the
alternative hypothesis (Ha) was accepted. Therefore, it could be concluded that it is
effective to teach vocabulary about animals by using anagram to the fifth grade
students of SD Negeri 42 Palembang.

V
 ACKNOWLEDGEMENTS

This thesis was written to fulfil one of the requirements for the Sarjana Degree

Examination at the English Education Study Program, Language and Arts Education

Department, Faculty of Teacher Training and Education, Muhammadiyah University

Palembang.

First of all, the writer would like to say thank to Allah SWT for His blessing

that she can finish this thesis. In the process of writing this thesis, the writer has tried

her best and many people got involved in finishing this thesis. In this opportunity the

writer would like to say thank you very much to her kind advisors. Drs. H. Mahidin

Mahmud and Dalilan, S.Pd., M.Hum., who have guided her to finish and complete

this thesis. The writer would also like to say her grateful to the Dean or Faculty of

Teachers Training and Education, University of Muhammadiyah Palembang, the

principal of SD Negeri 42 Palembang including the teachers and students.

Besides that, the writer would like to express her deepest respect arid love to

her beloved parents, sisters, and friends who have given her support and motivation

so that she can finish this study. Thank you very much.

Finally the writer realizes that this thesis is still far of being perfect. Therefore

any suggestions and comments are welcomed to make it better.

Palembang, July 2010 The writer.

V
KR

VI
 CONTENTS
Page

TITLE I
A G R E E M E N T PAGE ii
APPROVAL PAGE iii
MOTTO AND DEDICATION iv
ABSTRACT v
ACKNOWLEDGEMENTS vi
CONTENTS vii
LIST OF TABLES ix
L I S T OF APPENDICES x

CHAPTER 1 INTRODUCTION
1.1 Background 1
1.2 Problems of the Study 2
1.2.1 Limitation of the Problems 2
1.2.2 Formulation of the Problems 2
1.3 Objectives of the Study 3
1.4 Significances of the Study 3
1.5 Hypothesis 3
1.6 The Criteria for Testing the Hypothesis 3

CHAPTER 2 LITERATURE REVIEW

2.1 Concept ofTeaching and Learning 5
2.2 Concept of Vocabulary 6
2.3 Concept of Anagram 6
2.4 Teaching Vocabulary by Using Anagram 7
2.5 Related Previous Study 9

CHAPTER 3 METHOD AND P R O C E D U R E

3.1 Operational Definitions 11
3.2 Method of the Research 12
3.3 Research Variables 13
3.4 Population and Sample 14
3.4.1 Population 14
3.4.2 Sample 15
3.5 Technique for Collecting Data 15
3.5.1 Validity 16

vii
 3.5.2 Reliability 16
3.6 Technique for Analysing Data 17
3.6.1 The Percentage Analysis 18
3.6.2 The Conversion of Percentage Range 18
3.6.3 Matched t-Tesl 18

CHAPTER 4 FINDINGS AND I N T E R P R E T A T I O N

4.1 The Findings of the Study 20
4.1.1 The Students' Scores in the Pre-test 20
4.1.2 The Students' Scores in the Post-test 21
4.1.3 Matched t-test 23
4.2 Interpretation 25

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions 26
5.2 Suggestions 26
5.2.1 To the Teacher of English 26
5.2.2 To the School 27

REFERENCES
APPENDICES

viii
 LIST OF TABLES

Tables

3.1 The Population of the Study

3.2 The Sample of the Study

3.3 Items Specification of the Test

3.4 The Conversion of Percentage Range

4.1 The Students' Score in the Pre-test....

4.2 The Students' Score in the Post-test..

ix
 L I S T O F APPENDICES

Appendix Pages

1. Data Nama-nama Siswa SD Negeri 42 Palembang 29

2. The Instrument of Pre-test 30

3. The Instrument of Post-test 32

4. The Key Answer of the Pre-test 34

5. The Key Answer of the Post-test 35

6. Surat Keputusan Penunjukkan Pembimbing Skripsi 36

7. Usui Judul Skripsi dan Pembimbing Skripsi 37

8. Surat Permohonan Izin Riset 38

9. Surat Izin Penelitian dari DISDIKPORA 39

10. Surat Izin Riset dari Kepala SD Negeri 42 Palembang 40

11. Kartu Persctujuan Skripsi 41

12. Kartu Pembimbing Skripsi 42

13. Kartu Laporan Kemajuan Bimbingan Skripsi 43

X
 CHAPTER I

INTRODUCTION

This chapter presents (1) background, (2) problem of the study, (3) objective

of the study, (4) significance of the study, (5) hypotheses, and (6) criteria for testing

the hypotheses.

l . i Background

Diamond (2005:11) states that language learning can be hard work. However,

there are right tools that can make learning vocabulary easier and a lot of fun. Words

are the tools to think, communicate, and learn. The more words are known, the better

we can think, communicate, and absorb knowledge, not just about English but about

everything that is important to the learners. A more general way to help students

develop vocabulary is by fostering word consciousness, an awareness of an interest in

words. One of the examples is using anagram.

According to Capper (1999:10), anagram is a design in which a word consists

of characters from the word is formed. For example, word "word" consists o f

characters; w, o, r, d. The objects of anagram are to anagram or rearrange the letters

to form a word for more letters. Anagram gives benefit to the learners because the

students can review the vocabulary and the teachers are able to assess students'

knowledge about vocabulary.

The following are samples of an anagram and the solution to the puzzle,

developed by Capper (1999:12).

1
 2

"GOD" for "DOG", "NOIL", for "LION", "SOUME", for "MOUSE",

"BARBIT", for "RABBIT'. A l l four words identify name of animals.

Based on the explanation above, the writer is interested in doing an

experimental study. This is done to see the effectiveness of teaching vocabulary by

using anagram. In this study, the writer uses the fifth grade students of SD Negeri 42

Palembang. This study is entitled "Teaching Vocabulary about animals by Using

Anagram to the Fifth Grade Students of SD Negeri 42 Palembang".

1.2 Problem of the Study

The problem of the study is focused on teaching vocabulary by using anagram to

the fifth grade students of SD Negeri 42 Palembang.

1.2.1 Limitation of the Problem

The problem of the research is limited on investigating the effectiveness of

teaching vocabulary about animals by using anagram to the fifth grade students of SD

Negeri 42 Palembang about animals.

1.2.2 Formulation of the Problem

The problem of the study is formulated as follows:

Is it significantly effective to teach vocabulary about animals by using

anagram to the fifth grade students of SD Negeri 42 Palembang?

 3

1.3 The Objective of the Study

In relation to the formulation of the problem above, the objective of the study

is lo find out whether or not it is effective to teach vocabulary about animals by using

anagram to the fifth grade students of SD Negeri 42 Palembang.

1.4 Significance of the Study

By doing this study, it is expected that it will help the teachers at SD Negeri

42 Palembang to find out the problems of teaching vocabulary about animals and

how to encourage students to learn English as a foreign Language. It is also hoped

that it would improve the writer's knowledge especially in using anagram.

1.5 Hypothesis

Hypothesis is a tentative statement that processes a possible explanation to the

some phenomena or event ( Fraenkel and Wallen, 1995 ).

The hypothesis of this study will be in the form o f null and alternative

hypothesis. The hypotheses are stated as follows:

Ho : It is not significantly effective to teach vocabulary by using anagram to the

fifth grade students at SD Negeri 42 Palembang.

Ha: It is significantly effective lo teach vocabulary by using anagram to the fifth

grade students at SD Negeri 42 Palembang.

1.6 The Criteria for Testing the Hypothesis

The criteria of testing the hypotheses are that the alternative (Ha) is tested by

using t-distribution table. Therefore, to accept the hypotheses with 5 % significant

 4

level, the t-value of the matched t-test calculation should exceed 2.021. In this

research, the writer uses one tailed test. I f the result of the matched t-test is equal to or

more than 2.021 as the critical value, the alternative hypotheses (Ha) can be accepted

and consequently the null hypotheses (Ho) will be rejected.

V
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents (1) concept o f teaching and learning, (2) concept of

vocabulary, (3) concept of anagram, (4) teaching vocabulary by using anagram, and

(5) related previous study.

2.1 Concept ofTeaching and Learning

Teaching is an activity done by someone who has important role to make the

students become know from they do not know. According to Saleh, (1997 : 16),

teaching is a profession conducted by using combination of art, science, and skill. It

is an art because it relies on the teacher's creative provision of the best possible

learning environment and activities for his/her students. It is science since it is a

system, an ordered set of ideas and methods used by the teachers in doing their main

jobs; planning a lesson, implement the plan in the classroom and evaluate the

outcome of the activities. It is a skill because it demands the ability obtained from

relevant theories and practice to assist students expertly in learning so that they are

able to gain linguistic and communicative competence in the target language.

According to Sardiman (2001:20), learning is shown by a change of behaviour

as a result of experience. Learning is observing, to reading, imitating, trying

something themselves, listening, to follow direction. Learning is a change in

performance as a result of practice. Teaching and learning are activities having

relationship. If leaching and learning activities can run well, of course, the target can

5
 6

be achieved. Teaching activities assist to motivate students in learning. Learning

needs support and encouragement from others to sustain in school work.

2.2 Concept of Vocabulary

Webster (1998: 1101) states that vocabulary is a list of words, usually

arranged alphabetically and defined, explained or translated as the range o f language,

the stock of word at a person's command, or used in particular words, branch of

object, language, etc. Consequently, without vocabulary it is impossible to develop a

language. Vocabulary is one of the aspects that help students in speaking, writing and

reading. By having adequate vocabulary, there are no difficulties in comprehending

the text and appreciating the meaning of the text.

Related with this statement, Sheng (1983: 12) supports it with the statement

that teaching vocabulary is important since the enlargement of the lexicon is intrinsic

to both native and second language learning continuously. It means that the essential

of language leaming is the lexicon or vocabulary of language that needs to be leamt

for real common of the language.

Referring lo the statement above, it can be said that in order to express one's

mind, idea, one needs to understand adequately or master a total of word number, the

ability to arrange it in a sentence according to the language rules itself, and the

courage to express ideas.

2.3 Concept of Anagram

Capper (1999:10) states that an anagram is a word or phrase formed by

rearranging the letters of another word or phrase. For example, Elvis to Lives. An
 7

anagram is functioned to rearrange letters in such a way. To anagrammatize is

derived from new Latin anagramma, from Greek anagrammatismos, ana- (up, again,

back, new) + -gram (letter).

Anagram is a word or a phrase made by arranging in a different order the

letters of another word of phrase. It is a kind of way of rearranging a jumbled letters

which produces a meaning of a word (noun). In teaching English to the children,

anagram is often used by the teachers as a method of teaching because the method

itself is very interesting in making the students understand about English vocabulary.

2.4 Teaching Vocabulary by Using Anagram

The procedures of teaching vocabulary by using anagram are developed by

Capper(1999:ll) below:

1) Provide spelling words as anagram

2) When teaching a unit on the community, provide anagram that identify different

building in a community.

3) When teaching a unit on dinosaurs, provide anagram to some types of dinosaurs.

In this case, the writer used some names of animals like dog, goat, buffalo, lion,

cat, and etc.

4) Provide anagram o f new vocabulary words introduced in a story to read aloud to

students.

5) When it is appropriate, have students work in pairs to complete this "puzzling"

activity.
 8

6) Teaching English about animals by using anagram.

Teaching English by using anagram about animals will be given to the fifth grade

pupils of SD Negeri 42 Palembang by teaching the students directly in the

classroom.

The following are the teaching procedures:

I . Pre-Activities

- Greeting

- Asking the students' name

- Asking the students about previous material

- Preparing the present material

II. Whilst Activities

- Pronounce the words about animals

- dog / dog /

- cat / kaet /

-buffalo /*bAf?l3u/

- Ask the students to repeat after the teacher

- Use the words dog, cat, and buffalo in sentences one by one by showing

pictures of the animals

- That is a dog
 - That is a cat

- Is that a buffalo?

Present by using pictures

Check their understanding

- Picture A (dog) g-o-d

- Picture B (cat) a-c-t

- Picture C (buffalo) f-a-I-o-f-u-b

Practise

I I I . Post-Activities

- Concluding the material

- Asking the students to prepare the next material

- Ending today's meeting

2.5 Related Previous Study

The topic of this thesis is teaching vocabulary about ammals by using

anagram. The writer could find one thesis that has studied about anagram entitled

Teaching Vocabulary through Anagram with Bilingual Dictionary to the Sixth Grade

Students of SD Negeri 121 Palembang, in year 2007 - 2008 written by Shinta

Fitriani.
 10

The similarities between Shinta's study and the writer's present study are on

the dependent variable and the method of the research. The dependent variable of the

two studies is the students' vocabulary achievement and the method of research is the

quasi experimental research.

The differences between Shinta's study and the writer's present study are on

the independent variable and the populations. In Shinta's study, the independent

variable was the use of anagram with bilingual dictionary and the population was the

sixth grade students of SD Negeri 121 Palembang in year 2007 - 2008. The

independent variable of the writer's present study is the use of anagram and the

population is the fifth year students of SD Negeri 42 Palembang in year 2009 - 2010.
 CHAPTER III

RESEARCH PROCEDURE

In this chapter, the writer describes (1) operational definition, (2) method of

research, (3) research variables (4) population and sample, (5) technique for

collecting data, and (6) technique for analyzing data.

3.1 Operational Definition

Teaching Vocabulary by Using Anagram to the Fifth Grade Students of SD

Negeri 42 Palcmbang. In this study, there are three words operationally defined. They

are teaching, vocabulary and anagram.

1) Teaching

Teaching is a profession conducted by using combination o f art, science, and

skill. It is an art because it relies on the teacher's creative provision of the best
V
possible leaming environment and activities for his/her students. It is science since it

is a system, an ordered set of ideas and methods used by the teachers in doing their

main jobs; planning a lesson, implement the plan in the classroom and evaluate the

outcome of the activities. It is a skill because it demands the ability obtained from

relevant theories and practice to assist students expertly in leaming so that they are

able to gain linguistic and communicative competence in the target language.

2) Vocabulary

Vocabulary is a list of words, usually arranged alphabetically and defined,

explained or translated as the range of language, the stock of word at a person's

II
 12

"command, or used in particular words, branch of object, language, etc. Consequently,

without vocabulary it is impossible to develop a language. Vocabulary is also one of

the aspects that help students in speaking, writing and reading. By having adequate

vocabulary, there are no difficulties in comprehending the text and appreciating the

meaning of the text. Vocabulary is the knowledge of words and word meanings. It is

not something that can ever be fully mastered; it is something that expands and

depends over the course of a lifetime. Instruction in vocabulary involves far more

than looking up words in a dictionary and using the words in a sentence. Vocabulary

is acquired incidentally through indirect exposure to words and intentionally through

explicit instruction in specific words and word-learning strategies.

3) Anagram

Anagram is a word or phrase made by arranging in a different order the letters

of another word of phrase. It is a kind of way of rearranging a jumbled letters which

produces a meaning of a word (noun). It is a kind of way of rearranging a jumbled

letters which produces a meaning of a word (noun). For example, Elvis to Lives. An

anagram is functioned to rearrange letters in such a way. To anagrammatize is

derived from new Latin anagramma, from Greek anagrammatismos, ana- (up, again,

back, new) + -gram (letter).

3.2 Method of Research

The method used in this research is true-experimental method because it is

possible to control and manipulate all of the relevant variables which might influence

the data. Isaac and Michael (1980:15) state that the objective of the true-experimental
 13

is to ^proximate the condition of the true-experimental in a setting, which doesn't

allow the control or manipulation of all relevant variables. The researcher must

clearly understand what compromises exist in the internal validity of this research and

proceed with this limitation.

The true-experimental method will involve two groups of the students. One

group will be as the experimental group and the other will be the control group. In

other words, this research will constitute the post-test only control group design.

According lo Gay (1992:525), in this design subject are randomly assigned to groups,

exposed to the independent variable, and post tested. Post test scores are then

compared lo determine the effectiveness of the treatment.

The overall steps of completing this research are:

1) surveying the literature relating to the problems;

2) defining the problems;

3) constructing an experimental plan by writing the research design;

4) conducting the experiment;

5) collecting and analyzing the data;

6) drawing conclusions, proposing suggestions;

7) reporting the results.

3 3 Research Variables

In doing her research, the writer used dependent and independent variables

because the variables are matching to know what the writer will do in her research.

Variable is a characteristic that could be changed or differs from time to time, place
 14

to place, and from one individual to another group. In this research, there would be

two variables, dependent and independent variables. The independent variable is the

factor manipulated in order to see what effect the changes introduced had. It is simply

a technical term which referred to the treatment administered to the subject on

teaching vocabulary about animals by using anagram (experimental group) in order to

test hypothesis about a cause and effect relationship. Meanwhile, the dependent

variable is the students' better mastery shown by their scores.

3.4 Population and Sample

3.4.1 Population

Population is a group to which the researcher would like the results of a study

to be generalizable (Fraenkel and Wallen, 1993: 339). Population is the whole

collection of units from which a sample may be drawn.

The population of the study will be taken from the fifth grade students of SD

Negeri 42 Palembang in the academic year 2009/2010. The total number o f the

population is 125 students from five classes as shown in table 1.

Table 3.1 The Population of the Study

No. Class Total

1 VA 23
2 VB 25
3 VC 25
4 VD 27
5 VE 25
Total 125
Sources: SD Negeri 42 Palembang
 16

The test material was tried out to the non sample students to estimate its validity and

reliability.

3.5.1 Validity

Before doing the test, the validity and reliability of the test are estimated.

The validity of the test material was checked through the content validity. Dealing

with it, Richards, et al (1985: 304) states that the validity o f the test is checked

through the content validity, a form of validity which is based on the degree to which

a test adequately and sufficiently measures the particular skills or behaviour it sets out

to measure.To test the validity of the material, the curriculum and syllabus for SD

was used.

Table 3 3 Item Specification of the Test

Objective Materials Indicator Test Items

To measure the The material The students Rearrange the 1-30
students' was presented were able to scrambled
mastery on on the students' rearrange the words about
vocabulary worksheet. scrambled animals
words. (mouse.
elephant.
buffalo, ant.
rabbit, lion.
and etc).

3.5.2 Reliability

Reliability is a measure of the degree to which the items or parts of a test are

homogeneous or consistent with each other (Richards, et al 1985: 146). It is the

reliability of the test material that is evaluated through the internal consistency of
 17

reliability. The internal consistency of reliability for this study had been estimated by

Kuder-Richardson (Fraenkael and Wallen, 1993:149). Reliability coefficient with the

formula as shown below:

^ M(K-M)
KR-21= ^
(K-1) K(SD)'

Where:

KR-21 : Kuder-Richardson Reliability Coefficient

K : Number of Items in the Test

M : Mean of the Set of the Raw Scores

SD : Standard Deviation of the Test Scores

SD = XXL
N-1

Where:

N : Number of Students

X : Number of Correct Answers

• ' For this study, a minimum reliability of 0.70 is required or should be higher,

as stated by Fraenkael and Wallen (1993:149) that a useful rule is that reliability

should be at least 0.70 and preferably higher. A reliability of 0.70 indicates 70%

consistency in the scores that are produced by the instrument.

3.6 Technique for Analyzing the Data

The techniques for analyzing the data include the percentage of analysis and

matched t-test.
 18

3.6.1 The Percentage Analysis

This is used to find out the students' individual scores. The formula is:

X = -^—xlOO%
TxN

In which:

X : Result of Percentage

R : Total Number of Correct Answer

T : Total Number of Sample

N : Total number of items

3.6.2 The Conversion of Percentage Range

After knowing the result of the percentages, the students' ability is shown

by the conversion of percentage range below:

Table 3.4 The Conversion of Percentage Range

SCORE GRADE COMPETENCY L E V E L

75-80 A Excellent
70-74 B Good
54-69 C Fair
45-53 D Poor
40-44 E Very Poor
Source : lecturer's note

3.6.3 Matched T-test

For analyzing the data, the matched T-test will be used to find out the

effectiveness of teaching vocabulary about animals by using anagram to the fifth

grade students of SD Negeri 42 Palembang. The formula is stated below:

Where:

T obi : The t-obtained

Xi : The Average Score of the Pre-Test

X2 : The Average Score of the Post-Test

SD : The Error of Differences between Two Means SD

Where :

SD : The Standard Error of Two Mean

SD : Standard Deviation

N : The Number of the Sample Students

 CHAPTER IV

HNDINGS AND I N T E R P R E T A T I O N

In this chapter, the writer discusses (1) the findings of the study, (2)

interpretation.

4.1 The Findings of the Study

The findings of the study were (1) the result of the pre-test, (2) the result of

the post test, and (3) matched t-test.

4.1.1 The Students' Scores in the Pre-Test

The result of pre-test showed that 2 students or 6.66% got the score 7.3, 2

students or 6.66% got the score 7, 7 students or 23.3% got the score 6.6, 3 students or

6.00% got the score 6.3, 4 students or 13.33% got the score 6, 3 students or 10.00%

got the score 5.6, and 4 students or 13.33% got the score 5.3. The result of the

students' scores in the pre-test was presented in table 4.

20
 21

Table 4.1 The Students' Scores in the Pre-Test

Num Total Total Total

Number ber Numb Number Num Students' of the
of of er of of ber of Scores Stude Percenta- Level of
Students Corr Corre Incorrect Incor (V) nts ge Achievem
tNl pf t vx Answers rect Score ent
Answ Answ (Z) Answ s
ers ers ers (YxN)
(X) (NxX) (NxZ)
2 22 44 8 16 7.3 14.6 6.66% Good
2 21 42 9 18 7 14 6.66% Good
7 20 140 10 70 6.6 46.2 23.33% Fair
3 19 57 11 33 6.3 18.9 10.00% Fair
4 18 72 12 48 6 24 13.33% Fair
3 17 51 13 39 5.6 16.8 10.00% Fair
4 16 64 14 56 5.3 21.2 13.33% Fair
25 470 280 155.7 100%

4.1.2 The Students' Scores in the Post-Test

The result of post-test showed that 5 students or 16.66% got the score 9.3, 3

students or 10% got the score 9, 7 students or 23.33% got the score 8.6, 6 students or

20% got the score 8.3, 4 students or 13.3% got the score 8. The result of the students'

scores in the post-test was presented in table 5.

 22

Table 4.2 The Students' Scores in the Post-Test

Num Total Total Total

ber Numb Number Num of the
Number of er of of ber of Students' Stude Level of
of Corr Corre Incorrect Incor Scores nts Percen- Achieve-ment
LI

(N) Answ Answ (Z) Answ s

ers ers ers (YxN)
(X) (NxX) (NxZ)
5 28 140 2 10 9.3 46.5 16.66% Excellent
3 27 81 3 9 9 27 10.00% Excellent
7 26 182 4 28 8.6 60.2 23.33% Excellent
6 25 150 5 30 8.3 49.8 20.00% Excellent
4 24 96 6 24 8 32 13.33% Excellent
25 649 101 215.5 100%

Based on the table above, the highest score in the post-test was 9.6 and the

lowest score was 8. And it was found that all students (25) were in excellent level.

The average score was obtained by dividing the total number o f students' scores

169.5 by the number of 25 students. That was 6.78.

The average percentage of total correct answer of the fifth grade students of

SD Negeri 42 Palembang in post-test was as follows:

X : Result of Percentage

R : Total Number of Correct Answer : 649

T : Total Number of Sample : 25

N : Total number of items : 30

X= xlOO%
TxN

649
X= ^ xlOO%
25x30

X - 86.54 %
 23

The average score of the total incorrect answer of the fifth grade students of

SD Negeri 42 Palembang in post-test was as follows:

X Result of Percentage

R Total Number of Incorrect Answer : 101

T Total Number of Sample : 25

N Total number of items : 30

X = ^—xlOO%
TxN

X^ .^^^ xlOO%
25x30

X = 13.46%

Based on the result of the percentage of the research given to the students, it

was found that the total correct answer was 649 or 86.54 % and the total incorrect

answer was 101 or 13.46 %.

4.13 Matched t-Test

After getting the result of pre-test and post-test of the students, the writer

analyzed the data by using the matched t-test. The foUowing was calculation of the

matched t-test.

Before finding the t-obt, the writer calculated the SD (Standard Error) and

SD (Standard Deviation of Differences) of the data first. Then, the results of SD and

SD were applied with the matched t-test. The calculation is in the following:

N-1
 24

gj^^ 1128-(l/3Q)(276y
V 30-1

1128-(0.033)(76.176)
SD =
29

1128-2.158
' V 29

1125.8
SD =
29

S D = V38.82

SD = 6.23

SD (Standard Error of Differences) can be obtained by using the foUowing

formula:

SD 6.23 6.23
SD= _ = = n : : : : =1,13
f^ V30 5.47

The result of data analysis of **t" was obtained by using the matched t-test

formula:

^_ XI-X2
^ D

^_ 21.4-15.6
1.13

1.13

1 = 5.132
 25

4 3 Interpretation

Based on the result of the experiment, it was found that there were 4 students

who got the lowest scores (5.3) and there were 2 students who got the highest scores

(7.1) in the pre-test, while in the post-test, there were 4 students got the lowest scores

(8.0) and there were 5 students who got the highest scores (9.3). It means that there is

any significant difference to the fifth grade students' scores in the pre-test and in the

post-test in teaching vocabulary about ammals by using anagram.

From the result of t-obt, it was found that the value of t-obt was 6.444. The

value of t-table was 1.13 and df was 29. It means that the obtained fr' (5.132) was

much higher than l-critical value (1.13). Consequently, the null hypothesis (Ho) was

rejected and the allemative hypothesis (Ha) was accepted.

 CHAPTER V

CONCLUSION AND SUGGESTIONS

In this chapter, the writer presents (1) conclusions, and (2) suggestions.

5.1 Conclusion

Based on the findings and interpretation before, there were two students who

achieved the highest scores (7.3) and four students who achieved the lowest score

(5.3) in the pre-test. And the result of post-test showed that 4 students got the highest

score (9.3) and 4 students got the lowest score (8.0).

The result of the matched t-test was 1.13 where the value of t-table was 5.132.

Therefore, t-obt was higher than t-table (5.132 > 1.13). The result of pre-test showed

that the highest score 7.3 and the lowest score was 5.3.

It could be concluded that it is significantly effective to teach vocabulary

about animals by using anagram to the fifth grade students of SD Negeri 42

Palembang.

5.2 Suggestions

Based on the conclusion above, some suggestions are offered to the teachers

of English as well as to the school.

5.2.1 To the Teachers of English

The teachers of English are suggested to:

I) use anagram in teaching in the classroom about vocabulary.

26
 27

2) give the students chance to be more active in doing the exercise to arrange the

jumbled letters about animals.

3) motivate the students to study at home to learn more about the newly presented

vocabulary.

5.2.2 To the School

The school is suggested to facilitate the teachers and the students with

supporting books, pictures, dictionary, anagram and media which can help the

teaching and learning process especially in leaming vocabulary by using anagram.

 REFERENCES

Arikunto, Suharsimi. 1970. Procedure Penelitian. Jakarta : Rineka Cipta.

Capper, S. 1999. Anagram: Vocabulary Development Game. New York: Academic

Press.

Diamond, L. 2005. Teaching Vocabulary. Toronto: University of Toronto Press-

Douglas, H Brown. 1994. Teaching by Principles. An Interactive Approach to
Language Pedagogy. San Fransisco State University.

Fraenkel, Jack R and Norman E Wallen. 1993. How to Design and Evaluatie
Research and Education. New York : Moograw-Hill Inc.

G. Gebhard Jerry. 1996. Teaching English as a Foreign Language or Second

Language. The University of Michigan Press.

Hatch, Evelyn, and Anne Lazaraton. 1991. The Research Manual, Design and
Statistics for Applied Linguistics. University of California, Los Angeles.

Isaac, Stephen and William, B. Michael. 1980. Handbook in Research and

Evaluation. San Diego, California: Edits Publisher.

Sardiman. 2001. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo
Persada.

Shinta Fitriani. 2008. Teaching Vocabulary Through Anagram with Billingual

Dictionaries to The Sixth Grade Students of SD Negeri 121 Palembang.
Unpublished Undergraduate Thesis. Faculty o f Teachers Training and
Education, University of PGRI Palembang.

Saleh, Yuslizal. 1994. Curriculum and Material Development. Palembang: Sriwijaya

University.

Sheng, He Ji. 1983. A Cognitive Model for Teaching Reading Comprehension.

English Teaching Forum.

Webster, Noah. 1988. The International Webster New Encyclopedia Dictionary of the
English Language and Library of Useful Knowledge. New York. Tabor
House.

28
 Appendix 1

Data Nama-nama Siswa SD Negeri 42 Palembang

!. Agimg Wibiwo
2. Aliyah Nurul Hinia
3. AI Fallah Siddiq Mersandi
4. Ade Octa Auriani
5. Antoneta Pinangkafin
6. Ari Dias Cahyadi
7. Bella Mardi Yanti
8. Emi Fathurrahmi
9. Firda
10. Hendri M
11. Haikal Yulian Hidayat
12. Ilaham
13. Kiki
14. Liga Ps
15. M.Fiktif
16. M . Yogy Syaputra
17. M.dias Rajak
18. M.al Farobbi
19. M.Taufik Hidayat
20. Nurul Chairunnisa
21. Rahmi.Z
22. Rio Riyadi Septiawan
23. Yessi Andria
24. Yulinda Nur'anisyah
25. Yuni Fransisca

29
Appendix 2

The Items of Pre-Test

Direction : Choose the best answer of the following questions!

1. lians b. Lizard d. Zdarli

a. Snails c. Lians
b. Nails d. Anils 11. Quids
a. Squid c. Squid
2. Esaroseh b. Qisdu d. Qusid
a. Roseesah c. Seahorse
b. Erasoseh d. Aorsereh 12. Sterbol
a. Terobls c. Losterb
3. Kcoc b. Lobster d. Botersl
a. Kcco c. Koco
b. Ocko d. Cock 13. Refegif
a. Grafefi c. Refgife
4. Beeonehy b. Raffige d. Giraffe
a. hybeonee c. Boneehey
b. Honeybee d. Yeenboeh 14. Tarifhsh
a. Arfissth c.Arishstf
5. Dipers b. Sistarfh d.Starfish
a. Spider c. Serdip
b. Persid d. Piders 15. Zeepanchim
a. Chimpanzee c. Imchepaneh
6. Sogoo b. Pancezehim d. Himzecepan
a. Osego c. Souge
b. Egoso d. Goose 16. Toga
a. Gota c. Tgoa
7. Mocodo b. Toag d. Goat
a. Comedo c. Modoco
b. Docomo d. Ocodom 17. Mrow
a, Morw c. Rowm
8. Topucos b. Worm d. Wrom
a. Pusokto c.Topusoc
b. Octopus d. Cosputo 18. Aob
a. Boa c. Bao
9. Fifyrel b. Gab d. Abo
a. Eriflyr c. Firefly
b. Fyrelfy d. Fiflyer 19. Soole
a. Soieo c. Loose
10. Zardil b. Leoos d. Oselo
a. Zilard c. Darliz

30
20. Radong
a. Dragon c. Gradon
b. Gondra d. Ardong

21. Chekein
a. Cichken .c Kenchic
b. Chicken .d Cickneh

22. Tab
a. Bat c. Atb
b. Bta d. Abt

23. Oerprassahgp
a. Grasshoopper c. Percoprasgsh
b. Asshcorgerpp d. Hasscorpergp

24. Tumosuiq
a. Musiqtumo c. Misoutuq
b. Mosquitu d. Qutusimo

25. Ebe
a. Eeb c. Ebe
c. Ebe d. Bee

26. Cwo
a. woe c. Owe
b. Ocw d. Cow

27. Tar
a. Rat c. Atr
b. Art d. Tra

28. Anagui
a. Iguana c. anuagi
b. Uanagi d. anaigu

29. Hecel
a. Leceh c. Leech
b. Cehel d. Elech

.30- Gonflydra
a. Dragonly c. Aroganflyd
b. Gonflydra d. Dragonfly
Appendix 3
The Items of Post-Test

Direction : Choose the best answer of the following questions!

1. Act 11. Reed

a. tac c. cat a. dree c. rede
u. U . iCa 0. uccr u. cure

2. God 12. Soume

a. dog c. gdo a. usemo c. mouse
uD. odg d. dgo b. soume d. emeus

3. Noil 13. Segoo

a. I lull c oiin a. osego c. souge
U l i l l U (J.Ullll r\Dt c*ct/~%cr^
C g U b O u. goose
V.

4. Gelir 14. Zardil

n 7il!ii*H Hnrli7
b. cerit d. ertig h lizard d zdarli

5. Olafbuf 15. Barbit

t-'tAlX-'lAXX c h i i f r a l n a hitrah e t i r h a h
Lll LldU
b iilohiif^ H n i l n f b a h rabbit H ahhtir

6. Ehn 16. Tan

hen C n P n a ant e nat
h h n e H nrif U. IIUX
L>. lull
u. uux
u. U. llllV
7. Kcoc 17. Phentale
a. cock ct. l l a i p C l C I l l e. i c i c p i i c u i

b. cock u. piiaiici LC u. eiepiidiiL

8. Dirb 18. Dilcrocoe

a. rdbi c. ibrd a. crocodile c. cocoridle
b. brid d. bird b. dilcrocoe d. cocrodile

9. Flytubert 19. Fyl

a. butterfly c. retbutfly a. l y f c.yfl
b. terflybut d. utebterfy b. Ify d. fly

10. Lecam 20. Rafegif

a. mecal c. leacm a. grafefi c. giraffe
b. camel d. melac b. raffige d. giraffe

32 V'-:, Z'**** "

21. Rhinceroos
a. rhinoceros x roscorhin
b. hinocerros .d nocerosrhi

22. Toga
a. gota c. goat
b. toag d. tgoa

23. Komney
a. moneyk c. konmey
b. monkey d. menkoy

24. Hisf
a. fish c. ishf
b. sifh d. hsif

25. Keans
a. saken c. snake
c. kenes d. snake

26. Mrow
a. morw c. rown
b. worm d. wrom

27. Phinold
a. dolhinp c. dilphon
b. dolphin d. hinplod

28. Agele
a. gelae c. ecgla
b. eagle d. legae

29. Chekein
a. cichken c. kenchic
b. chicken d. cickneh

30. Cudk
a. duck c. dkuc
b. ckdu d. kucd
 Appendix 4

K E Y ANSWERS

PRE-TEST:

1. NAILS
2. SEAHORSE
3. COCK
4. HONEYBEE
5. SPIDER
6. GOOSE
7. COMODO
8. OCTOPUS
9. FIREFLY
"lO: LIZARD
V n . SQUID
12. LOBSTER
13. GIRAFFE
14. STARFISH
15. CHIMPANZEE
16. GOAT
17. WORM
18. BOA
19. LOOSE
20. DRAGON
21. CHICKEN
22. BAT
23. GRASSHOOPPER
24. MOSQUITU
25. BEE
26. COW
27. RAT
28. IGUANA
29. LEECH
30. DRAGONFLY

34

I
Appendix 5
K E Y ANSWERS

POST-TEST:

1. CAT
2. DOG
3. LION
4. TIGER
5. BUFALLO
6. HEN
7. COCK
8. BIRD
9. BUTTERFLY
10. CAMEL
ILDEER
12. MOUSE
13. GOOSE
14. LIZARD
15. RABBIT
16. ANT
17. ELEPHANT
18. CROCODILE
19. FLY
20. GIRAFFE
2LRHINOCERO
22. GOAT
23. MONKEY
24. FISH
25.SNAKE
26. WORM
27. DOLPHIN
28. EAGLE
29. CHICKHN
30. DUCK

35
 IINIVERSITAS M U I i A M M A D I Y A H PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN / TERAKREDITASI
Alamai : Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp. (0711) 510842,
Fax (0711) 513078, E-mail: fkipjmip@yahoo.cora

KEPUTUSAN DEKAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PALEMBANG
Nomor: 37.06.59/G,17.2/KPTS/FKIP UMP/lll/2010

Tentang

Pengangkatan Dosen Pembimbing Penuiisan Skripsi Mahasiswa

FKIP Universitas Muhammadiyah Palembang

MEMPERHATIKAN:
Surat permohonan mahasiswa kepada Dekan Fakultas Keguaian dan llmu Pendidikan
Universitas Muhammadiyah Palembang untuk pembimbing penuiisan skripsi

MENIMBANG:
a. bahwa untuk kelancaran mahasiswa FKIP UMP dalam menyelesaikan program
studinya. diperlukan pengangkatan dosen pembimbing penuiisan skripsi
b. bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan
pengangkatan sebagai landasan hukumnya.

MENGINGAT:
1. UU Rl Nomor 20 tahun 2003
2. Qaidah Perguruan Tinggi Muhammadiyah
3. Peraturan Pemerintah Nomor: 60 Tahun 1999
4. Piagam Pendirian UMP Nomor: 036/111.SMs.79/80
5. Keputusan MPT PPM Nomor: 084//KEP/I.3/C/2Q07

MEMUTUSKAN
MENETAPKAN:
Pertama Mengangkat dosen pembimbing penuiisan skripsi mahasiswa FI^P
Universitas Muhammadiyah Palembang

Nama NIM Dosen Pembimbing

Kartini 372006088 1. Drs. H. Mahidin Mahmud
2. Dalilan, S.Pd., M.Hum.

Kedua Keputusan ini berlaku sejak tanggal ditetapkan, dengan ketentuan bahwa
segala sesuatu akan diubah dan/atau diperbaiki sebagaimana mestlnya
apabila terdapat kekeliruan dalam keputusan ini.

fembusan:
1. Ketua Program Studi
I. Dosen Pembimbing

f
 UNIV ERSITAS MUHAMMADIYAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamat : JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842
Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

USUL JUDUL DAN PEMBIMBING SKRIPSI

Nomor: 37.06.59/G.17.2/KPTS/FKIP UMP/in/2010

Nama Kartini
NIM 372006088
Jurusan Pendidikan Bahasa Inggris
Program Studi Pendidikan Bahasa Inggris
Judul Skripsi 1. Teaching Vocabulary by Using Anagram to the Fifth Grade
Students of SD Negeri 42 Palembang

2. Errors Made by the Eighth Grade Students of SMP Negeri 2

Palembang in Using Question Tags

3. The Effectiveness of Teaching Time by Using Picture to the

Fourth Grade Students of SD Negeri 42 Palembang

Diusulkan Judul Nomor 1(oneJ

Pembimbing I Drs. H. Mahidin Mahmud -f^^ yp
Pembimbing II Dalilan, S.Pd., M.Hum. /
Batas waktu penyelesaian

Palembang, April 2010

Ketua Program Studi,

Dibuat rangkap tiga :

1. Ketua Program Studi
2. Pembimbing I
3. Pembimbing II /p^Al
 MNtVERSrmS MUHAMMADIYAH PALEMBANG
/2V\
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
STATUS D I S A M A K A N / T E R A K R E D I T A S I
Almn.ii JI Jend- A . Yani 13 Ulu Palembang 30263 Telepon 510842

Nomor : 6369/G.17.3/FK1P UMP/IV/2010 13 Jumadil Awal 1431 H.

Hal : Permohonan Riset 26 April 2010 M.

Yth. Kepala Dinas Pendidikan

Pemuda dan Olahraga
Kota Palembang

Assalamualaikum w.w.,

Kami mohon kesediaan Saudara memberikan bantuan kepada mahasiswa:

Nama : Kartini
NIM : 372006088
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris

untuk melakukan riset di lingkungan SD Negeri 42 Palembang dalam rangka

"Teaching Vocabulary by Using Anagram to
menyusun skripsi dengan judul
the Fifth Grade Students of SD Negeri 42 Palembang'.
Atas perhatian dan kerjasama yang baik, diucapkan terima kasih.

Billahitaufiq walhidayah

Wasalai
Dekan. f
 PEMERINTAH KOTA PALEMBANG
INAS PENDIDIKAN, PEMUDA DAN OLAHRAGA
EKOLAH DASAR NEGERI 42 PALEMBANG
Ji. let Murod Talang Ratu Pangkal Km 5 Palembang, telp. 0711 -120574

.SURAT KETERANGAN
Nomor :421.2/ c«fo/ SDN 42/ I T . l / 2010

Yang bertandatangan di bawah ini Kepala Sekolah Dasar Negeri 42 Palembang,

menerangkan kepada:
Nama : Kartini
NPM : 372006088
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Bahasa Inggris
Lembaga Pendidikan : Universitas Muhammadiyah Palembang

Bahwa nama tersebut diatas telah mengadakan penelitian di SD Negeri 42

Palembang dalam rangka penyusunan skripsi terhitung dari tanggal 19 Mei 2010 sampai
dengan tanggal 26 Mei 2010 dengan judul:
"TEACfflNG VOCABULARY BY USING ANAGRAM TO T H E F I F T H GRADE
STUDENTS OF SD N E G E R I 42 PALEMBANG".
Demikian surat keterangan ini dibuat untuk dapat digunakan sebagai mestinya.

Palembang, 27 Mei 2010

Kepala Sekolah,

luslimah, S.Pd.I
lip. 195903061979122001
 PEMERINTAH KOTA PALEMBANG
DINAS P E N D I D I K A N , P E M U D A DAN O L A H R A G A
Jalan Dr. Wahidin No. 03 Telp./Fax. 0711- 350665-353007
PALEMBANG

Palemhnng. 27 April 2010

Nomor 070//7f</26.8/I>N/20I0 Kepada Yth

Lumpiran Dekan I*"K1P Univ-Muhiimadivah
Perihal Izin Penelitian di-
Paleinhaiig

Sehubungan dengan surat Saudara Nomor ; 6360/(,;. 17.3/1 KIP

UMP/IV/2010 tanggal 26 April 2010 perihal tersebut diatas, dengan ini
kaini sampaikan btihwa pada prinsipnya kami lidak berkeberatan
memberikan izin penelitian yang dimaksud kepada :

Nama KARTINI

N I M : 372006088

Jurusan : Pendidikan Bahasa dan Seni

Program Studi Pendidikan Bahasa Inggris

Untuk mengadakan Penelitian/Riset di S D Negeri 42 Palembang

dalam rangka penyusunan skripsi yang berjudul " TEACHING
VOCABULARY BY USING ANAGRAM TO THE FIFTH GRADE STUDENTS
O F S D NEGERI 42 PALEMBANG".
Dengan cutatan :
1.Sebelum melakukan penelitian terlebih dahulii melapor kepada Kepala
U P T D Dikpora Kec. I T 1 Palembang dan Kepala S D Negeri 42
Palembang
2. Penelitian tidak diizinkan menanyakan soai poiltik dan melakukan
penelitian yang sifatnya tidak ada hubungannya dengan judul yang
telah ditentukan.
3. Dalam melakukan penelitian dapat mentaati Peraturan Perundang-
undangan yang berlaku.
4. Apabila ada izin penelitian telah habis masa berlakunya, sedangkan
tugas penelitian belum selesai maka harus ada perpanjangan izin.
5. Surat izin berlaku tiga (3) bulan terhitung tanggal dikeluarkan.
6. Seielah selesai mengadakan penelitian harus menyampaikan laporan
tertulis kepada Dinas Dikpora Kota Palembang melalui Subag Umum.
Demikianlah surat izin ini dibuat untuk dapat digunakan sebagaimana
mestinya.
; [$ • eg - tOiO •
Kepala Dinas Dikpora
plembang

Agno • 4 7 - 1 - 2 / ^ x f
IT T Uoio
iZA F A N S Y U R I . M . P d
'na Tiiigkiii I
P. 131002781

Tembusan :
1. Kepala UPTD Dikpora Kec. IT I Palembang
2. KabidTK/SD
3. Kepala SD Negeri 42 Palembang
4. Arsip
 UNIVERSITAS MUHAMMADIVAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamat: JI. Jend. Ahmad Yani 13 Ulu Palembang 30263 Telp. 0711-510842
Fax (0711) 513078, E-mail: fkip_ump@yahoo.com

PERSETUJUAN SKRIPSI

'ang bertanda tangan di bawah ini menyatakan bahwa:

Jama : Kartini
JIM : 372006088
urusan : Pendidikan Bahasa dan Seni
rogram Studi : Bahasa Inggris
udul Skripsi : Teaching Vocabulary by Using Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang

ang bersangkutan D/PEJfiT£7VA/VA>t/Vmengikuti ujian skripsi.

Palembang, Juli 2010

Pembimbing I Pembimbing I I

rsrH.lMahidin Mahmud Dalilan, S.Pd., M.Hum.

 UNIVERSITAS MUHAMMADIYAH PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U P E N D I D I K A N
STATUS DISAMAKAN/TERAKREDITASI
Alamai: JI. Jend. Ahmad Yani 13 Ulu Palembang30263 Telp. 0711-510842
Fax (0711) 513078, E-mail; fkip_ump@yahoo.com

4 ^ — = m ^ = m

K A R T U BIMBINGAN SKRIPSI
Nomor : 37.06.59/G.17.2/KPTS/FKIP UMP/lll/2010

ama : Kartini
IM :332006088
irusan : Pendidikan Bahasa dan Seni
rogram Studi : Pendidikan Bahasa Inggris
idul Skripsi : Teaching Vocabulary by Using Anagram to the Fifth Grade SD Negeri
42 Palembang
inggal Pengajuan : 22 April 2010
;lesai Penuiisan : 10 Juli 2010
Jiiibimbing I : Drs. H. Mahidin Mahmud
:mbimbing II : Dalilan, S.Pd., M.Hum.

Palembang, 27 Juli 2010

Pembimbing I Pembimbing II

Drs. H. Mahidin Mahmud Dalilan, S.Pd., M.Hum.

 UNIVERSITAS MUHAMMADIYAH PALEMBANG
FAKULTAS K E G U R U A N DAN I L M U PENDIDIKAN

LAPORAN KEMAJUAN
BIMBINGAN SKRIPSI
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 UNIVERSITAS MUHAMMADIVAH PALEMBANG
F A K U L T A S KEGURUAN DAN ILMU PENDIDIKAN

LAPORAN KEMAJUAN
BIMBINGAN SKRIPSI

Nama : Kartini
NIM : 372006088
Judul : Teaching Vocabulary by Using
Anagram to the Fifth Grade Students of
SD Negeri 42 Palembang

Dosen Pembimbing : 1. Drs. H. Mahidin Mahmud

2. Dalilan, S.Pd., M.Hum.

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 CURRICULUM VITAE

Kartini was bom in Palembang, South Sumatra on August 8'**, 1984, the fifth

of sixth siblings, spouses Mr Hasani and Mrs NursiLa (Aim.). Elementary and Senior

Education have been taken in Palembang, South Sumatra. It was complete Primary

School in 1999, Junior High School year in 2002, and Senior High School year in

2005.

The next educations pursued at the Faculty of Teacher Training and Education

at University o f Muhammadiyah Palembang and choose Programs Education and

Language Arts, English Education Study Program to be completed in 2010. Author

carries out PPL in SMA Negeri 11 Palembang and Real Working Lecture (KKN) of

exponent X X X I I I , in the Gunung Raja village, Muara Enim, South Sumatra.

In March until July 2010 the author preparing theses with title, "Teaching

Vocabulary by Using Anagram to the Fifth Grade Students of SD Negeri 42

Palembang".