Endang Sulistianingsih(1), Rizki Dwi Juliani(2), Toto Pradjarto(3),
(1) Universitas Pancasakti Tegal, Indonesia
(2) Universitas Pancasakti Tegal, Indonesia
(3) Universitas Pancasakti Tegal, Indonesia


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 Anagram Games, students trained to dare to ask and give their opinion especially in leaning reading which has many words and paragraphs. This method is easier, useful and flexible for the teacher to apply because of no need for a lot of time, media, realia and place. So, this study gives recommendations for teachers and students to implement this method.


Anagram Games, reading achievement, word games, TEFL, K-12

Full Text:



Brown, H. D. (2004). Language assessment: Principles and classroom practices. Person Education. Inc.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Junika, D., & Gintings, E. M. (2013). Improving students’vocabulary achievement through Anagram technique in SMP NI Bandar. Transform Journal of English Language Teaching and Learning of FBS UNIMED, 2(1).

Keshta, A. S., & Al-faleet, F. K. (2013). The effectiveness of using puzzles in developing Palestinian tenth graders ’ vocabulary achievement and retention. Humanities and Social Sciences, 1(1), 46–57.

Muslaini. (2017). STRATEGIES FOR TEACHING READING COMPREHENSION By Muslaini * Syiah Kuala University, Banda Aceh. English Education Journal, 8(1), 66–77.

Rahman, M. A. (2016). The Effectiveness of Anagram on Students’ Vocabulary Size at The Eight Grade of MTs Islamiyah Palangka Raya. State Islamic Institute of Palangka Raya.

Rraku, V. (2013). The effect of reading strategies on the improvement of the reading skills of students. Social and Natural Sciences Journal, 7(2).


Article Metrics

 Abstract Views : 0 times
 PDF Downloaded : 0 times


  • There are currently no refbacks.

Copyright (c) 2020 Endang Sulistianingsih, Rizki Dwi Juliani, Toto Pradjarto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOALL is indexed on:


View My Stats

Creative Commons License
JOALL (Journal of Applied Linguistics and Literature. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.