I M E J
Innovations in Multidisciplinary Education Journal
Vol. 1, No. 1, November 2024, page: 143-150
E-ISSN: 3064-0180
143
Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
The Effect of Anagram Game Towards Students’
Vocabulary Mastery at the Eighth Grade of SMPN 6
Malingping Lebak Banten in the Academic Year 2023/
2024
Lida Asiatu Saripatu Dini
a,1
, Ade Sudirman
b,2
, Riandi
c,3
a,b,c
Universitas Mathlaúl Anwar Banten, Jl. Raya Labuan KSM 23 Cikaliung Saketi. Pandeglang Banten 42273
1
lidaasiatu@gmail.com;
2
adesudirman03@gmail.com;
3
rianriandi@yahoo.com
INFO ARTIKEL
ABSTRAK
Sejarah Artikel:
Diterima: 2 October 2024
Direvisi: 23 October 2024
Disetujui: 29 October 2024
Tersedia Daring: 1 November 2024
Penelitian ini bertujuan untuk mengetahui Pengaruh signifikan
Permainan Anagram Terhadap Penguasaan Kosakata Siswa di Kelas VIII
SMPN 6 Malingping Lebak-Banten pada Tahun Pelajaran 2023/2024.
Makalah peneliti menggunakan pendekatan kuantitatif dan desain
eksperimen semu. Penelitian ini dilaksanakan sebanyak enam kali
pertemuan dan peneliti memilih dua kelas yaitu kelas eksperimen dan
kelas kontrol. Teknik pemilihan sampel adalah purposive sampling,
peneliti menggunakan kelas VIII-A (30 siswa) sebagai kelas eksperimen
dan VIII-B (32 siswa) sebagai kelas kontrol. Kelas eksperimen diajarkan
menggunakan Anagram Game, sedangkan kelas kontrol diajarkan
menggunakan Pictionary Game. Dalam teknik pengumpulan data,
peneliti memberikan pre-test dan post-test. Skor pre-test kelas
eksperimen sebesar 1965, skor pre-test kelas kontrol sebesar 1730.
Kemudian, skor post-test kelas eksperimen sebesar 2340, skor post-test
kelas kontrol sebesar 2335. Dalam menganalisis data, peneliti
menggunakan perhitungan statistik SPSS 29 dan menggunakan hasil
post-test kelas eksperimen dan kontrol untuk menganalisis uji
hipotesis. Peneliti menemukan hasil Signifikan dua sisi = <0,001. Oleh
karena itu, peneliti menyimpulkan bahwa penggunaan Permainan
Anagram mempunyai pengaruh yang signifikan terhadap penguasaan
kosakata siswa di SMPN 6 Malingping.
Kata Kunci:
Penguasaan Kosakata
Permainan
Permainan Anagram
ABSTRACT
Keywords:
Vocabulary Mastery
Game
Anagram Game
This research aims to determine the significant Effect of Anagram Game
Towards Students Vocabulary Mastery at the Eighth Grade of SMPN 6
Malingping Lebak-Banten in the Academic Year 2023/2024. The
researcher paper used quantitative approach and quasi-experimental
design. This research was conducted six meetings and the researcher
has chosen two classes are a experimental class and control class. The
technique in choosing the sample is purposive sampling, the researcher
used VIII-A (30 students) as experimental class and VIII-B (32 students)
as control class. The experimental class was taught used Anagram
Game, while the control class was taught used Pictionary Game. In the
collecting the data technique, the researcher gives pre-test and post-
test. The score pre-test of experimental class are 1965, the score pre-
test of control class are 1730. Then, the score post-test of experimental
class are 2340, the score post-test of control class are 2335. In analyzing
the data, the researcher used SPSS 29 statistical computation and used
the result of the post-test both class experimental and control to analyze
the hypothesis test. The researcher has found the result of Significant
two-tailed = <0.001. Therefore, the researcher concluded that the usage
of Anagram Game has a significant effect towards students’ vocabulary
mastery in SMPN 6 Malingping.
I M E J
Innovations in Multidisciplinary Education Journal
Vol. 1, No. 1, November 2024, page: 143-150
E-ISSN: 3064-0180
144
Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
©2024, Lida Asiatu Saripatu Dini, Ade Sudirman, Riandi
This is an open access article under CC BY-SA license
1. Introduction
In this globalization era, language is important especially English. With English, individuals
in various parts of the world can still communicate well even though they have different
geographical and cultural backgrounds. For this reason, many countries have English as a
second language. The primary reason why English became an international language was due to
the strategy of the British Empire, including in the area of trade. At the time Britain had a vast
territory and English was the main medium of communication. Conveying understanding is a
difficult task. The best or most effective way to teach English vocabulary must be determined by
the teacher. According to Shatz (2014:96), “The term language learning strategies refers to the
processes and actions that language to learn or use a undertake to learn more effectively.” Then,
According to Matruty (2021:24), “Vocabulary is the building block of a language that contains
all the information about the meaning and usage of words in that language. Therefore, it is
important to learn vocabulary in order to understand the meaning of the information being
conveyed.”
A list or collections of vocabulary in a particular language is called vocabulary. It is the list
of words that students use to communicate with each other. Learning a language requires a rich
vocabulary to master the language skills, namely listening, speaking, reading and writing, as
vocabulary is supporting element in conversational skills. According to Hamer & Rohimajaya
(2018:169), “Vocabulary is central language skills and forms the foundation for learning to
speaking, listening, reading and writing.” Then, according to Novari at all (2021:30),
“Vocabulary is a key component that must be acquired to master English.”
According to Nasution P.S (2019:2), “Vocabulary is key element when learning a foreign
language. It is fundamental skill that enables students to learn other skills such as listening,
speaking, reading and writing.” Vocabulary cannot be separated from other elements of English
language, English language learning ability is especially affected in junior high school. Students
can communicate well and express their thoughts, emotions and feelings well with an
appropriate number of words stored in their memory. Based on several vocabulary definitions
above, the researcher concluded that vocabulary is the most important part of language skills,
without vocabulary students will experience difficulties in speaking, writing and vocabulary is a
basic competency for students to obtain other competencies such as listening, speaking, reading
and writing.
2. Method
This research uses quantitative approach with experimental methods. According to Creswell
(2014:247),“A mean for testing objective theories by examining the relationship among
variables.” Some of these variables can be measured, usually using instruments so that the
numbered data can be analyzed using statistical procedures. Quantitative research seeks
theoretical assumptions that can be tested and confirmed. And looking for scientific
explanations that involve discovering laws that do more than just govern behaviour. The final
written report has a structure consisting of an introduction, literature and theory, methods,
results and discussion.
In addition, data was taken using an quasi experimental design. According to Creswell
(2015)." Quasi-experiments are experimental plans that are: carried out without randomization,
but involves assigning participants to groups. The quasi-experimental approach used was a one
I M E J
Innovations in Multidisciplinary Education Journal
Vol. 1, No. 1, November 2024, page: 143-150
E-ISSN: 3064-0180
145
Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
group pre-test and post-test design.” Based on the statement above, the researcher can conclude
that this quantitative approach is a researcher approach used as a measuring tool that uses
variables and the data taken will use a quasi experimental design. In conducting experimental
research, the sample will be divided into an experimental group and a control group. This is
explained as follows:
Table 1 Research Design
Group
Pre-test
Treatment
Post-test
Experimental
X1
X (Anagram Game)
X2
Control
Y1
Y (Pictionary)
Y2
In which :
X : The Application of Anagram Game
Y : The Application of Pictionary Game
X1,Y1 : Pre-test in experimental and control class
X2,Y2 : Post-test in experimental and control class
There are some types technique for collecting data
a. Pre-test
Before administering treatment, the researcher offered the students a pre-test. The form of
the test is multiple choice of vocabulary. There are twenty numbers in each test. The
researcher distributed tests to identify students’ vocabulary mastery and the students did the
test.
b. Treatment
The researcher gave treatment to the experimental class and control class. With different
application, the experimental class used Anagram Game, while the control class used
Pictionary Game. Researcher used the Anagram Game in the experimental class. The
researcher teach students vocabulary by translating, arranging the letters in a word so that
the word has the meaning of the previous words. While the control class also used
Pictionary Game by translating, guessing pictures. The experimental class and control class
are though with interesting game, the experimental class uses Anagram Game, while the
control class uses Pictionary Game. Treatment was carried out for five meetings.
c. Post-test
The investigator then administered a post-test following the course of treatment. The post-
test contains twenty in a multiple choice. The researcher gave four minute for each number,
so students had ninety minutes to de the test, giving a post-test to found out the results of
applying the Anagram Game.
The data‘s results will be analyzed by the following tests:
1. Normality
Normality testing is a test of the normality of the data distribution”.The form is adopted
from Novari (2014:202).The researcher analysis the normality data in Kolmogorov-
Smirnov in SPSS software 29 by comparing p-value with a = 0.05.
2. Homogeneity
“The measurement of homogeneity involves evaluating the consistency or homogeneity of
items within an overall test. However, other internal consistency measures are not used to
determine whether tests are reliable or not.”, of the items Novari (2014:262).
I M E J
Innovations in Multidisciplinary Education Journal
Vol. 1, No. 1, November 2024, page: 143-150
E-ISSN: 3064-0180
146
Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
3. Hypothesis Test
The purpose of a hypothesis test, according to Ozdemir (2016:168), “is to determine if,
given a data sample, we may reasonably infer that a particular condition holds true for the
entire population”.
3. Result and Discussion
This research used a quantitative approach and the method used was a quasi-experimental
with pre-test and post-test design. There were two variables in this study, the independent
variable (X) was the anagram game and the dependent variable (Y) was vocabulary acquisition.
This research was conducted at SMPN 6 Malingping Lebak-Banten, the researcher conducted
research class VIII student’s of SMPN 6 Malingping Lebak-Banten in Academic year
2023/2024. The researcher chose this place to conducted the research because found many
problems in the students vocabulary mastery the problem is that students were lacked
vocabulary, the students are difficulty in learning English, the students are not interested in
learning English, the students feel bored during the teaching and learning process and the
students are boredom may stem from the strategies or technique used vocabulary teaching.
The activities compared in this research are learning media. The experimental class used the
Anagram Game and the control class used the Pictionary Game. The subject matter taught in
these two classes is about vocabulary mastery second semester. This learning activity was
carried out in nine meetings included pre-test and post-test. The population of students in this
research was 92 students of VIII SMPN 6 Malingping Lebak-Banten. Class VIII A is an
experiment class consisting of 30 students and class VIII B as a control class consisting of 32
students, the total sample in this study is 62 students.
The pre-test and post-test given to the experimental class and control class were 20
questions and were in the form multiple choice. The result of the post-test given can be used
compare students learning out comes the vocabulary mastery material between the experimental
class and control class. In this research there there are two second is class VIII B as the control
class. Class VIII A and class VIII B had 62 students with different pre-test and post-test scores.
Table 2 Descriptive of the Data
From the table 2 above, the minimum number of points achieved by the experimental class
on the pre-test is 50 and maximum experimental pretest class 85, the mean this score 65.50 and
the standard deviation is 10.533. Meanwhile, the experimental class post-test requires a
minimum score of 60 and the maximum score of 90, the mean this score 78.00 and the standard
deviation is 84.69. A minimum score of 30 and a maximum score of 70 were required for the
control class pre-test, the mean this score 54.06 and the standard deviation is 10.195. The
control class achieved a minimum score of 60 and a maximum score of 90 on the post-test, with
a mean of 72.97 and a standard deviation of 8.018.
Descriptive Statistics
N
Min
Max
Mean
Std. Deviation
Pre-Test Experiment
30
50
85
65.50
10.533
Post-Test Experiment
30
60
90
78.00
8.469
Pre-Test Control
32
30
70
54.06
10.195
Post-Test Control
32
60
90
72.97
8.018
Valid N (listwise)
30
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E-ISSN: 3064-0180
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Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
Table 3 the Result of Normality
Based on the data above, it can be seen that the significant of data experimental and control
class used Kolmogorov-Smirnov is higher than 5% (>0.05), where for pre-test experimental
class is 0.174 > 0.05 and post-test 0.200 > 0.05, while pre-test control class is 0.108 > 0.05 and
post-test is 0.126 > 0.05. As the result, that the score of data each class is in normal distribution.
Table 4 The Result of Homogeneity of Pre-Test Experiment and Control
Based on the table above, the pre-test data for both the experimental and control classes are
homogeneous because the significance value is higher than the significance level. The score is
0.987 > 0.05. As a result, the pre-tests for the experimental and control classes contain identical
variants.
Table 5 The Result of Homogeneity of Post-Test Experiment and Control
Test of Normality
Kolomogorov-Smirnov
a
Shapiro-Wilk
Statistics
df
Sig
Statistics
df
Sig
Pre-Test Experiment
0.135
30
0.174
0.937
30
0.073
Post-Test Experiment
0.128
30
.200
*
0.935
30
0.071
Pre-Test Control
0.145
30
0.108
0.943
30
0.110
Post-Test Control
0.142
30
0.126
0.946
30
0.130
*
. This is a lower bound of the true significance
a. Liliefors Significance Correction
Test of Homogeneity of Variances
Levene Statistic
df1
df2
Sig.
Pre-Test
Experiment
and Control
Based on Mean
0,000
1
60
0.987
Based on Median
0.001
1
60
0.979
Based on Median
and with adjusted
df
0,001
1
59.707
0.979
Based on trimmed
mean
0.000
1
60
0.995
Test of Homogeneity of Variances
Levene Statistic
df1
df2
Sig.
Post-Test
Experiment
and Control
Based on Mean
0,050
1
60
0.824
Based on Median
0.0.38
1
60
0.847
Based on Median
and with adjusted
df
0,038
1
59.739
0.847
Based on trimmed
mean
0.037
1
60
0.848
I M E J
Innovations in Multidisciplinary Education Journal
Vol. 1, No. 1, November 2024, page: 143-150
E-ISSN: 3064-0180
148
Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
Based on the table above, the post-test data of both the experimental and control classes are
homogeneous because the significance value is higher than the significance level The score is
0.824 > 0.05 As a result, the post-tests of the experimental and control classes show
identical variants.
Table 6 Paired Samples Test
Based on the output SPSS 29 on table 4.5. Conclusion the significance value (P-Value) =
<0.01 at pair. Ha is accepted and Ho is rejected so that there is an influence Anagram Game on
vocabulary mastery.
4. Conclusion
Based on the prove accumulated and the hypothesis put forward within the going before
chapter, the researcher would need to draw the taking after conclusion. According to the test
results, students' vocabulary acquisition in SMPN 6 Malingping Lebak-Banten, the total score of
the experimental class in the pre-test was 1965 points and the total score of the control class in
the pre-test was 1730 points. The experimental class scored 2340 points in the post-test while
the control class scored 2335 points. This shows that the experimental class had better
vocabulary acquisition than the control class. The researcher treated the classes with Anagram
Game in the experimental classes and Pictionary Game in the control classes use of Anagram
Game in SMPN 6 Malingping Lebak-Banten in terms of vocabulary acquisition, it was shown
that the mean score of the experimental class was higher than that of the control class (2340-
2335). The researcher’s results using SPSS 29 t-test showed a significance level of 0.00 to 0.05,
which means Ho was rejected and Ha was accepted, which shows that the anagram game has an
impact on students’ vocabulary acquisition.
5. Acknowledgement
Praise be to Allah SWT who has given his grace and guidance so that researcher can
complete a research paper entitled “The Effect of Anagram Game Towards Students’
Vocabulary Mastery at The Eighth Grade of SMPN 6 Malingping Lebak Banten in The
Academic Year 2023/2024” It’s just in time in compiling this research paper, the research was
given a lot of help and support by people who are sincere and patient so that this research paper
can be completed properly. Therefore, the researcher would like to say many thanks to:
Paired Samples Test
Paired Differences
t
df
Sig. (2-
tailed)
Mean
Std.
Devia
tion
Std.
Error
Mean
95% Confidence
Interval of the
Difference
lower
Upper
Pair 1
PreTest
Experiment-
PreTes
Experiment
-
12.500
5.981
1.092
-
14.733
-
10.267
-
11.447
29
<0.001
Pair 2
PreTest
Control-
PostTest
Control
-
18.906
9.481
1.676
-
22.325
-
15.488
-
11.280
31
<0.001
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Lida Asiatu Saripatu Dini et.al (The Effect of Anagram Game….)
1. Dr. Ika Meika, S.Si, M.Pd as the Dean of Teacher Training and Education Faculty of
Mathla’ul Anwar University Banten.
2. Ridzki Elang Gumelar, M.Pd as head of English Education Department of Teacher
Training and Education Faculty of Mathla’ul Anwar University Banten.
3. Ade Sudirman M.Pd as supervisor one for her patience in providing guidance and
correction which was very helpful during my consultation for this research paper. Lots of
valuable advice and experience.
4. Riandi M.Pd as supervisor two for her patience in providing guidance and correction
which was very helpful during my consultation fro this research paper. Lost of valuable
advice and experience.
5. Parents and future husband who have given prayers and support both morally and
materially.
6. Friends and all parties that the researcher cannot mention on by one who have provide
support in the process of working on this paper.
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Vol. 1, No. 1, November 2024, page: 143-150
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