Anagram Game

JOALL (Journal of Applied Linguistics & Literature)

The study employed a quantitative approach with Two-Group Design. The population consisted of six classes. We took a sample of two classes, VII-C as the experimental group and VII-D as the control group. Samples were determined using cluster sampling techniques. Based on the writer’s observation, some teachers in Junior High School Tegal still used the conventional technique in teaching especially in teaching reading, in fact, reading is very difficult to teach in Junior High School because a lack of vocabulary made the students’ motivation declined in reading. The result of the study revealed the use of Anagram was effective in teaching and learning reading. It happened since in Anagram implementation the students as the participants and the teacher as the facilitator. This situation was suited to the curriculum 2013 in which it concerned students oriented. Besides the students had fun and enjoyed reading because they teach each other, it easy to known students’ lack and need by An...

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2020

This research has investigated the students’ vocabulary mastery using Anagram for the Islamic Junior High School students in Padangsidimpuan. It was done through experimental method with pre-test and post-test design, with multiple choice test. There was 39 students as experimental class as the sample of this research, and mean-score was used to analysis the data in this research. After getting the data, the mean score of pre-test result is 51.72 and after using Anagram became 62.09. It can be said that anagram game has given good effect to the students’ vocabulary mastery of the VII grade students of the Islamic Junior high school students.

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Journal of English Educational Study (JEES)

This research is aimed to find out whether using Anagram Game give significant effect on students’ vocabulary achievement at grade eight of SMP Negeri 8 Pematangsiantar. Problem raised in this research is “What is the effect of Anagram Game on students’ vocabulary achievement at grade eight of SMP Negeri8 Pematangsiantar?”. To answer this problem the researcher uses some theories, namely: Bachtiar (2014), Harmer (2002), Hiebert and Kamil (2005), Hatch and Farhady (1982) and Sutherland (2009). This research is quantitative research design. Experimental was conducted as the method. The sample of this research are two classes which are VIII-4 as a control class because they are active with better achievement than other class and VIII-9 as an experimental class because they have lower achievement. The result shows that using Anagram Game on students’ vocabulary achievement at grade eight of SMP Negeri 8 Pematangsiantar got high level where as the score of t-test (4.65) was higher than t...

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Vietnam Vocabulary Games: More than Just Wordplay D oes this sound familiar? You play a game towards the end of English class. Your learners are delighted; the energy level rises amid shouts, smiles, laughter, and intense engagement. When class ends, learners leave in a good mood. Laughter and happy conversation fill the hallway. And then, you are reminded that a person of authority—a principal or vice-principal who is " old school " in his or her beliefs of what constitutes learning—does not like games. Games are play; learning is serious.

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TEACHING VOCABULARY THROUGH LANGUAGE GAMES – ANAGRAM , 2020

As is well-known vocabulary teaching/learning has always been an essential part of foreign language acquisition. There are various approaches to teaching/learning vocabulary and spelling but there is not any universal way of teaching ones. This paper deals with the study of anagram as one of the types of wordplay and its usage in vocabulary teaching. The study focuses on the effectiveness of different anagram techniques, activities and "anagram-based games" employed in the process of teaching/learning vocabulary. In the article, the study was grounded on the experimental method to reveal and summarize the research on the importance of using "anagram-based games" and their educational benefits of vocabulary acquisition. Аннотация. Как и известный словарь, преподавание/обучение всегда было важной частью изучения иностранного языка. Существуют различные подходы к преподаванию/обучению словарного запаса и орфографии, но универсального способа преподавания нет. В данной работе рассматривается изучение анаграммы как одного из видов игры слов и ее использование в преподавании словарного запаса. Исследование сосредоточено на эффективности различных техник анаграмм, видов деятельности и "игр на основе анаграмм", используемых в процессе преподавания/обучения словарного запаса. В статье исследование было основано на экспериментальном методе выявления и обобщения исследований о важности использования "анаграммных игр" и их образовательной пользе от овладения словарным запасом.

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This article will present a workable definition of L2 creative language play, describe the variety of learning activities that comprise creative language play in the L2 classroom, and outline the research literature that addresses the benefits of creative language play. While I rely heavily on published research articles, in this paper I also rely on my own and my colleagues’ experience as second language teachers. It would seem foolhardy to ignore the collective wisdom of seasoned experts in pedagogical activities.

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JURNAL REFORMA, 2019

The research aims at developing vocabulary materials based on Word Bubble Games for the students of Elementary School students’. The main purpose of this study is to help the English teachers to create fun activities in teaching English by introducing traditional Word Bubble games to the students. To reach the purpose of the study, the researcher employed Research and Development method…

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Developing and applying a foreign language vocabulary learning and practice game: The effect of VocaWord, 2013

The present study reports on the findings related to the effect of playing a vocabulary learning and practicing game in elementary English classes at university level, and the attitudes and beliefs of the subjects about playing games with the purpose of learning the foreign language. The subjects were 70 first year university students from two different departments at the faculty of education. A vocabulary quiz that was prepared in accordance with the curriculum and the course book was applied as pre and post test. The results revealed that the experimental group subjects have doubled the vocabulary improvement rate of the control group subjects. The findings demonstrated that there was a slight difference between the performance of the female and male students in favour of the female subjects. The findings revealed positive thoughts and beliefs related to the game they played during their course, and using games in language classes. We have concluded that there is a need for more language games that might concentrate on the different aspects of learning a foreign language, and that the educational philosophies, methodologies, and techniques as well as the language curriculums should be rearranged and modified to meet the needs and interests of the new age learners.

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Language Arts, 2018

This article illustrates how one fourth grader used creative language as play to incorporate popular culture into the mandated writing curriculum. Segmented by one snapshot of the child’s in-class writing, I illuminate how he used subtle, intertextual tracings to other texts—drawing on characters, setting, and plot from a range of sources—to bring worlds of play into his writing. After exploring how the child playfully tailored and/or retold the story for his own purposes, I outline the concept of play(giarism) and demonstrate how, in an era of standardization, children are engaging in meaningful literacy practices, even if they must create them. Through this inquiry approach, teachers and researchers are offered new points of consideration to reimagine the teaching and learning of writing.

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