Setyani Safitri, Wawan Priyanto, Kartinah Kartinah

PENGGUNAAN PERMAINAN ANAGRAM UNTUK MENINGKATKAN PENGUASAAN KOSAKATA BAHASA INGGRIS SISWA KELAS V SD NEGERI SELOKARTO 01 BATANG

Introduction

Penggunaan permainan anagram untuk meningkatkan penguasaan kosakata bahasa inggris siswa kelas v sd negeri selokarto 01 batang. Temukan efektivitas permainan anagram untuk meningkatkan penguasaan kosakata Bahasa Inggris siswa kelas V SD. Penelitian ini menunjukkan hasil signifikan & metode inovatif.

Abstract

Tujuan dari penelitian ini mengkaji keefektifan permainan anagram untuk meningkatkan penguasaan kosakata bahasa Inggris siswa di kelas V SD Negeri Selokarto 01 pada tahun ajaran 2024/2025. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest. Jumlah sampel sebanyak 23 siswa. Permainan anagram dilakukan secara berkelompok pada materi rasa. Analisis data menunjukkan adanya peningkatan yang signifikan dari hasil pretest ke posttest, didukung dengan hasil positif dari kuesioner dan observasi selama pembelajaran. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penggunaan anagram efektif dalam meningkatkan penguasaan kosakata bahasa Inggris siswa kelas V SD Negeri Selokarto 01.

Review

This study presents a focused investigation into the effectiveness of anagram games for enhancing English vocabulary mastery among fifth-grade students. Utilizing a quantitative, one-group pretest-posttest design with a sample of 23 students, the research clearly aimed to determine if this specific pedagogical tool could lead to significant improvements. The findings indicate a statistically significant increase in vocabulary scores from pretest to posttest, further supported by positive feedback from questionnaires and observational data collected during the intervention. The conclusion that anagram games are an effective method for boosting vocabulary acquisition in this context is well-articulated, offering a practical contribution to English language teaching in primary education. A key strength of this research lies in its clear objective and direct application of an engaging teaching method. The use of both quantitative pre-post scores and qualitative data from questionnaires and observations provides a degree of triangulation, reinforcing the reported positive impact. The focus on a specific, age-appropriate intervention, such as anagram games, tailored to a particular vocabulary topic ("taste"), makes the findings highly relevant for elementary school educators seeking innovative strategies. While the one-group pretest-posttest design effectively demonstrates improvement, the absence of a control group means the study cannot definitively rule out other concurrent factors influencing the observed gains, a common consideration for such designs. Further detail on the statistical analysis employed for the "significant increase" and the specific insights gleaned from the qualitative data would strengthen the evidence base. Overall, this study provides compelling evidence for the immediate benefits of integrating anagram games into English vocabulary instruction for young learners. The findings suggest that teachers could readily adopt this method to create a more interactive and enjoyable learning environment. For future research, it would be beneficial to explore the long-term retention of vocabulary learned through this method, investigate its efficacy across a wider range of vocabulary topics, and consider a comparative study with a control group or other instructional techniques to more robustly establish its comparative advantages. Expanding the sample size and geographical scope could also enhance the generalizability of these promising results.

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