the use of anagrams to improve the students' vocabulary learning strategy in xi ipa 1 class,sma ...

136 Pages·2017·1.04 MB·English

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE USE OF ANAGRAMS TO IMPROVE THE
STUDENTS’ VOCABULARY LEARNING STRATEGY
IN XI IPA 1 CLASS,SMA PANGUDI LUHUR SEDAYU
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Richard Devara Candra Kumara
Student Number: 121214126
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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ABSTRACT
Kumara, Richard Devara Candra. (2016). The Use of Anagrams to Improve the
Students’ Vocabulary Learning Strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu. Yogyakarta: Sanata Dharma University.
Vocabulary is one of the most important language elements. Thus, the
English learners should master vocabulary in order to communicate fluently in
English. In order to achieve that, the English learners should apply appropriate
learning strategy. After conducting an observation in XI IPA 1 class, SMA
Pangudi Luhur Sedayu, the researcher discovered that the students had the
difficulties in learning vocabulary, because the students learn vocabulary only
with drilling technique.
The purpose of the research was to overcome the problems of learning
vocabulary in XI IPA 1 class.Thus, the researcher proposed anagrams as the media
for learning vocabulary. The anagrams was in a form of game to give more
interesting learning experience to the students. In order to achieve the goal of the
research, the researcher formulates the research question as how does the use of
anagrams improve the students’ vocabulary learning strategy in XI IPA 1class,
SMA Pangudi Luhur Sedayu?
In order to overcome the students’ problem in vocabulary learning
strategy, the researcher conducted a Classroom Action Research (CAR) to
implement anagrams. This Classroom Action Research consisted of two cycles
and there was one meeting on each cycle. Then, each cycle consisted of plan,
action, observation, and reflection. The research participants were 25 students of
XI IPA 1 class, SMA Pangudi Luhur Sedayu. The researcher used the first three
learning stages according to Revised Bloom Taxonomy (2001): remember,
undserstand, and apply as the learning goal. The data were gathered by two
observers using observation checklists. The researcher also developed close-ended
questionnaire in order to discover the opinion of the students related to the
implementation of anagrams in vocabulary learning and their future expectation
related to vocabulary learning.
Based on the observation, by the end of the study, the students had
successfully achieved the learning goal. The students were able to remember the
new words, understand the meaning, the spelling, the pronunciation, the synonym,
and the part of speech of the words. Then, the students were also able to apply the
new words in written form. Furthermore, the students also reacted positively
toward the implementation of anagrams for vocabulary learning. The students also
expected that the English teacher use anagrams again for vocabulary learning
activity. Therefore, it could be concluded that the use of anagrams improved the
students’ vocabulary learning strategy. There are also some suggestions for
English teachers and future researchers.
Keywords: vocabulary learning strategy, anagrams, classroom action research
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ABSTRAK
Kumara, Richard Devara Candra. (2016). The Use of Anagrams to Improve the
Students’ Vocabulary Learning Strategy in XI IPA 1 class, SMA Pangudi Luhur
Sedayu. Yogyakarta: Sanata Dharma University.
Kosa kata adalah salah satu dari yang paling penting di dalam elemen
bahasa. Dalam Bahasa Inggris, vocabulary harus dikuasai oleh siswa/siswi yang
belajar Bahasa Inggris agar dapat berkomunikasi dengan lancar. Untuk
mencapainya, siswa/siswi harus memiliki strategi belajar yang tepat.Setelah
melakukan observasi di kelas XI IPA 1, penulis menemukan bahwa siswa/siswi
memiliki kesulitan dalam mempelajari kosa kata, karena siswa/siswi belajar kosa
katamenggunakan teknik drilling.
Tujuan dari penelitian ini adalah untuk mengatasi permasalahan dalam
belajar kosa kataagar siswa menjadi lebih efektif menggunakan anagrams sebagai
media pembelajaran.Untuk mencapai tujuan utama dari penelitian ini, penulis
membuat sebuah rumusan masalah yaitu bagaimana penggunaan anagrams
meningkatkan strategi belajar siswa/siswi kelas XI IPA 1, SMA Pangudi Luhur
Sedayu?
Untuk mengatasi permasalahan siswa/siswi, penulis membuat sebuah
Penelitian Tindakan Kelas (PTK) yang mengimplementasikan
anagrams.Penelitian Tindakan Kelas ini memiliki dua siklus dan di dalam masing-
masing siklus terdapat satu pertemuan.Setiap siklus terdiri dari rencana, tindakan,
observasi, dan refleksi.Penelitian ini menyertakan 25 siswa dari kelas XI IPA 1.
Penulis menggunakan tiga tahap pertama pembelajaran menurut Taksonomi
Bloom yang direvisi (2001): mengingat, memahami, dan menerapkan sebagai
tujuan akhir pembelajaran. Data pada penelitian ini dikumpulkan oleh dua orang
pengamat menggunakan observation checklists. Penulis juga membuat kuesioner
untuk mengidentifikasi pendapat siswa mengenai penerapan anagrams dalam
pembelajaran kosa kata dan harapan mereka untuk pembelajaran kosa kata yang
akan datang.
Berdasarkan observasi pada akhir penelitian, siswa/siswi telah berhasil
mencapai tujuan akhir pembelajaran.Siswa/siswi mampu mengingat kata-kata
baru, memahami arti, ejaan, pelafalan, sinonim, dan kategori masing-masing kata-
kata baru.Siswa/siswi juga dapat mengaplikasikan kata-kata baru yang mereka
dapat secara tertulis.Siswa/siswi juga memberikan reaksi positif terhadap
penerapan anagrams dalam pembelajaran kosa kata.Mereka mengaharapkan guru
Bahasa Inggris agar dapat menggunakan anagrams lagi dalam pembelajaran kosa
kata.Sehingga, dapat disimpulkan bahwa penggunaan anagrams berhasil
meningkatkan strategi belajar kosa kata siswa/siswi menjadi lebih efektif. Penulis
juga membuat beberapa saran untuk guru-guru Bahasa Inggris dan peneliti yang
akan melakukan penelitian dengan topik yang sama.
Keywords: vocabulary learning strategy, anagrams, classroom action research
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ACKNOWLEDGEMENTS
First, I would like to express my gratitude to Jesus Christ for His love,
spirit, guidance, and bless given to me during the process of completing my thesis.
He makes me become a stronger man everyday even when I felt hopeless with my
thesis.
Second, my gratitude goes to my thesis advisor,Drs.Pius Nurwidasa
Prihatin, M.Ed., Ed.D. for giving me time, suggestion, attention, support, and
guiding me patiently to finish my thesis.I also thankLaurentia Sumarni, S.Pd.,
M.Trans.St.for being my academic advisor during my study in English Language
Education Study Program, Sanata Dharma University.
Third, I would like to express my gratitude to Br. Agustinus Mujiya
S.Pd., FIC, the principal of SMA Pangudi Luhur Sedayu, who has permitted me
to do my research in SMA Pangudi Luhur Sedayu. Then, I also thank the English
teacher of XI IPA 1 class, Agnes Erna S., S.Pd.. She always guided me while I
did my research in SMA Pangudi Luhur Sedayu. My gratitude also goes to the
students of XI IPA 1 class for their cooperation in my research.
Fourth, my special thanks are dedicated to my parents, Drs. Aloysius
Candra Widyantara and Dra. Dionysia Sri Kumara Wigati who always give
me their love and support. I also thank my beloved parents who have financed my
study from the beginning of my study in Sanata Dharma. I also express my
gratitude to my big family of J.B. Dasuri and my big family of Somowijoyo.
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Fifth, I also express my special thanks to my girlfriend, Ristri Putri
Utami, who always accompanied me, gave suggestion, and supported me when I
felt hopeless with my thesis. I also want to thank all of my friends from Bengkel
Pulsar Indra99, Indra P., Muhammad Heri, Prabowo Anggara, Fandy
Febiangga, Anggi Putra Siregar, Wisnu Wardhana, and Kang Mul, who
always made me happy when I felt confused and sad. My gratitude also goes to all
of TengkyuBroo guys, Ardhi Caco, Vinsen Hendriya, Adi Setyoko, Gheza
Damara, Patrick Ganang, Patrick Lintang, Kadek Wardana, Aji Prasetyo,
Robertus Septian, Marcell, Pradipta Yunandra, Carolus Praksono, Luther
Jonggi, Veryndra, and Albertus Yordhana, who are my close friends in the
college. I also thank all my friends in PBI Class E 2012 for the experience that is
given to me during my study and for people I know whose names could not be
mentioned one by one.
Richard Devara Candra Kumara
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................i
APPROVAL PAGE .....................................................................................ii
STATEMENT OF WORK’S ORIGINALITY ..........................................iv
PERNYATAAN PERSETUJUAN PUBLIKASI...........................................v
ABSTRACT ..................................................................................................vi
ABSTRAK......................................................................................................vii
ACKNOWLEDGEMENTS ........................................................................viii
TABLE OF CONTENTS .............................................................................x
LIST OF TABLE ........................................................................................xiii
LIST OF FIGURES.....................................................................................xiv
LIST OF APPENDICES ............................................................................xv
CHAPTER I. INTRODUCTION ................................................................1
A. Research Background ...................................................................1
B. Research Problem .........................................................................5
C. Problem Limitation ......................................................................5
D. Research Objective .......................................................................6
E. Research Benefits .........................................................................6
F. Definition of Terms ......................................................................7
CHAPTER II. REVIEW OF RELATED LITERATURE ......................10
A. Theoretical Description ...............................................................10
1. Vocabulary Mastery ..............................................................10
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