Download improving students` vocabulary mastery by using mind

IMPROVING STUDENTS’ VOCABULARY
MASTERY
THROUGH MIND-MAPPING STRATEGY
(A Classroom Action Research at the Second Year of SMP Negeri
2 Polanharjo, Klaten in the Academic Year of 2010/2011)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment
of the Requirements for Degree of Sarjana Pendidikan Islam (S.Pd.I)
in English Department of Education Faculty
State Institute for Islamic Studies
ITA KURNIAWATI
113 07 031
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2011
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. STADION 03 Phone. 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: [email protected]
DECLARATION
In the name of Allah, the Lord of Mercy, the Giver of Mercy
Hereby the writer fully declares that the graduating paper is made by the
writer herself and it is not containing materials written or has been published by
other people and others‟ people idea, except the information from the references.
The writer is capable to account for the graduating paper if in the future
the graduating paper can be proved of containing others‟ people idea or in fact the
writer imitates the others‟ graduating paper.
Likewise, the declaration is made by the writer and the writer hopes that
the declaration can be understood.
Salatiga, 30th July 2011
Writer
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. STADION 03 Phone. 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: [email protected]
Salatiga, 26 July 2011
Hanung Triyoko SS, M.Hum, M.Ed.
The Lecturer of Education Faculty
State Islamic Studies Instuitute of Salatiga
ATTENTIVE COUNSELORS‟ NOTE
Case
: Ita Kurniawatis‟ Graduating Paper
Dear
The Head of State Islamic
Studies Institute of Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Ita Kurniawatis‟ garaduating paper entitled
“IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH
MIND-MAPPING STRATEGY (A Classroom Action Research at the Second
Year of SMP Negeri 2 Polanharjo, Klaten in the Academic Year of
2010/2011)”. I have decided and would like to propose that if it could be accepted
by education faculty. I hope it would be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Consultant,
Hanung Triyoko, SS., M.Hum., M.Ed
NIP.19730815 199903 1 003
MINISTRY OF RELIGIOUS AFFAIRS
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
Jl. STADION 03 Phone. 0298 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: [email protected]
GRADUATING PAPER
IMPROVING STUDENTS’ VOCABULARY MASTERY
THROUGH MIND-MAPPING STRATEGY
(A Classroom Action Research at the Second Year of SMP Negeri
2 Polanharjo, Klaten in the Academic Year of 2010/2011)
CREATED BY:
ITA KURNIAWATI
NIM.11307031
Has been brought to the board of examiners of English Department of
Education Faculty State Islamic Studies Institute (STAIN) Salatiga on August,
16th 2011, and hereby considered to completely fulfillment of the requirement for
the degree of SI Kependidikan Islam.
Boards of Examiners,
1. Chief
: Benny Ridwan M.Hum
2. Secretary
: Mashlikhatul Umami M.A.
3. 1st Examiner
: Dra.Hj.Woro Retnaningsih M.Pd.
4. 2nd Examiner
: Norwanto M.Hum
5. 3rd Examiner
: Hanung Triyoko M.hum, M.Ed.
Salatiga, August 16th 2011
Head of Stain Salatiga
Dr. Imam Sutomo, M.Ag
NIP. 195808 27 198303 1 002
MOTTO
BE THE BEST, DON’T FEEL THE BEST
THERE IS A WILL, THERE IS A WAY
NO PAIN, NO GAIN
DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved mother (Kurnia Riyatun) and my beloved father (Pairan),
thanks all for your support, encouragement, trust, finance, praying and
I love you so much.
2. My beloved sisters Nur Hidayati and Adinda Putri Meilani, thanks for
your love, togetherness and kindness.
3. My beloved grandmother (Mardisih), thanks for your love and praying.
4. All of my best friends in TBI-B (Darni, Uus, Tutik, Ibnu, etc) thanks for
your advice, joke and togetherness. I miss you so much.
5. My friends in STAIN Salatiga ’07.
6. All of my friends who helped in finishing this graduating paper.
7. The special one. Thanks so much for your support, advice, love and
praying.
ACKNOWLEDGEMENT
In the name of Allah, the most gracious, the most merciful, the lord of
universe, because of Him, the writer could finish this graduating paper as one of
the requirement for Sarjana Pendidikan in English Department of Education
Faculty of State Islamic Studies Institute (STAIN) Salatiga in 2011.
Secondly, peace and salutation always be given to our Prophet Muhammad
SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports,
guidance, help, advice and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude from:
1.
Dr. Imam Sutomo M.Ag, the Head of State Islamic Studies Institute (STAIN)
Salatiga.
2.
Suwardi, S.Pd. M.Pd as the chief of Education Faculty.
3.
Mashlihatul Umami S.Pd.I MA. as the chief of English Department.
4.
Hanung Triyoko SS. M.Hum., M.Ed. as the consultant who has educated,
directed, supported and given advices, suggestion and recommendation to the
writer for this graduating paper from beginning until the end.
5.
All of the lecturers in English Department.
6.
All of the staff who helped the writer in processing of graduating paper
administration.
7.
My beloved mother and father, thanks all for support, encouragement, trust
and finance.
8.
My beloved sisters Nur Hidayati and Adinda Putri Meilani, thanks for your
love, togetherness and kindness.
9.
All of teacher, staff and students SMP Negeri 2 Polanharjo, Klaten, thanks for
your participation.
10. All of my friends who have helped me to finish this graduating paper.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information the readers. Moreover, the writer is pleased to accept
more suggestion and contribution from the reader for the improvement of the
graduating paper.
ABSTRACT
Kurniawati, Ita. “IMPROVING STUDENTS‟ VOCABULARY MASTERY
THROUGH MIND-MAPPING STRATEGY (A Classroom Action Research at the
Second Year of SMP Negeri 2 Polanharjo, Klaten in the Academic Year of
2010/2011)”. English and Education Department State Islamic Studies Institute.
Supervisor: Hanung Triyoko, SS., M.Hum., M.Ed
This action research was conducted at the second year students in
academic year of 2010/2011. They consist of 30 pupils. This research is aimed to
describe the procedure of mind-mapping strategy on teaching vocabulary and to
know the improvement of students‟ vocabulary mastery after teaching learning
vocabulary through mind-mapping strategy. In collecting the required data, the
writer did the observation (classroom action research), test and documentation.
The writer as teacher and observer tried to apply mind-mapping strategy to
improve vocabulary mastery of students. The writer used field note as an
observation to find out students‟ activity and interest in learning vocabulary. In
addition, the researcher used test consists of pre-test and post-test in order to know
the improvement of students‟ vocabulary mastery. This research divided two
cycles. In addition, each cycle are divided to four procedures namely planning,
action, observation and reflection. The result showed that the procedure was
implemented clearly. The procedures were started from the middle of blank paper
horizontally, used image and colors, connected the branches, used curved line,
added one keyword per line, and completed with images. While, the result of pretest and post-test were used to know the improvement of students‟ vocabulary
mastery. It was indicated through improvement the mean score of each cycle. The
mean score of pre test I was 54, while, the result of pre test II was 65,6. In
addition, the mean score of post-test I was 56, 33, in other hand, the result of posttest II was 76,66.
Key words: Vocabulary Mastery, Mind-mapping strategy
TABLE OF CONTENT
Page
TITLE ....................................................................................................................... i
DECLARATION .................................................................................................... ii
ATTENTIVE COUNSELORS‟ NOTE ........................................................ .. ..... iii
STATEMENT OF CERTIFICATION ................................................................... iv
MOTTO ...................................................................................................................v
DEDICATION ....................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT ........................................................................................................... ix
TABLE OF CONTENT ...........................................................................................x
LIST OF FIGURE ................................................................................................ xiii
CHAPTER I INTRODUCTION
A. . The Background of The Study.................................................................1
B. The Statement of the problem .................................................................3
C. The Objective of the Study ......................................................................4
D. The Significant of the Study ....................................................................4
E. Limitation of the Study ............................................................................5
F. Definition of the Key Term .....................................................................6
G. Review of the Related Literature .............................................................7
H. Methodology............................................................................................8
I.
The Outline of the Research8 ................................................................15
CHAPTER II
LITERATURE REVIEW
A. The Definition of Vocabulary................................................................17
B. The Kinds of Vocabulary ......................................................................18
C. Aspects of Learning Vocabulary ...........................................................18
D. Testing Vocabulary................................................................................38
E. The History of Mind-map ......................................................................39
F. The Definition of Mind-map .................................................................40
G. Kinds of Mind-map ...............................................................................42
H. The Characteristics of Mind-map ..........................................................44
I.
The Strengths and Weaknesses of Mind-map .......................................45
CHAPTER III
RESEARCH REPORT
A. General Description of SMP Negeri 2 Polanharjo ................................47
B. The profile of the Teacher and Staf .......................................................48
C. The Structure of School Organization ...................................................50
D. The Profile of Student ...........................................................................50
E. The Facilities of Negeri 2 Polanharjo ....................................................51
F. The List of Student in Vocabulary Class by Using Mind-Mapping ......52
CHAPTER VI
THEACHING IMPLEMENTATION AND DATA
ANALYSIS
A. Cycle I .................................................................................................54
B. Cycle II ...............................................................................................68
C. Analysis Between Cycle I and Cycle II .................................................79
CHAPTER V
CLOSURE
A. Cconclusion ...........................................................................................81
B. Suggestion ............................................................................................82
BIBLIOGRAPHY
APPENDIX
LIST OF FIGURE
Figure 3.1
TEACHER OF SP NEGERI 2 POLANHARJO
Figure 3.3
STRUCTURE OF SCHOOL ORGANIZATION
Figure 3.2
STAFF OF SMP NEGERI 2 POLANHARJO
Figure 3.4
STUDENTS OF SMP NEGERI 2 POLANHARJO
Figure 3.5
BUILDINGS OF SMP NEGERI 2 POLANHARJO
Figure 3.6
THE LIST OF STUDENTS IN VOCABULARY CLASS BY
USING MIND-MAPPING STRATEGY
Figure 4.1
SHEET FOR CLASSROOM OBSERVATION
Figure 4.2
THE RESULT OF PRE-TEST AND POST-TEST CYCLE I
Figure 4.3
THE RESULT OF PRE-TEST AND POST-TEST CYCLE II
Figure 4.4
MEAN ANALYSIS
CHAPTER I
INTRODUCTION
A. Background of the Study
English has an important role toward international communication.
In Indonesia, English also taught in pre-school and elementary school. In other
hand, students are expected to master the four skills of English such as
reading, speaking, listening and writing. In order to master those skills, the
students have to master some elements of language, for instance, grammar,
pronunciation, vocabulary, etc. However, students get difficulties in
vocabulary mastery. Whereas, vocabulary is a crucial element to master
foreign language especially English.
Vocabulary is one of aspects in English. It is very important for
studying English. Learner who just learns grammar without vocabulary will be
difficult to convey what he or she wants to say. However, learner who just
learn vocabulary or just read text or open dictionary will be able to say
something (Harmer, 2001:13).
The students who are less on vocabulary, will be difficult to write
their own idea, unable to speak English and difficult in understanding the text.
In addition, students with a small vocabulary also read slowly because they
don‟t understand many of words or have to stop and look up in dictionary
(Edwards, 2006:177).
For the first time, the material that is given into students is
vocabulary. As we know that vocabulary is difficult for students to
comprehend. They feel so hard to memorize that, because they never use it
before and English language as the foreign language. Teacher still use the
usual method for teaching vocabulary through writing down in the blackboard
and to be translated. Then, students should memorize those words. Usually,
students can forget it easily because it is not enough to master vocabulary
through writes down on the board and memorize.
According to Hadfield (1999:4), remembering new words is hard.
Words are slippery things, before people know it; they have wriggled away
and are gone. Students have to go through three distinct processes. They have
to fix the meaning of the word in their minds, they have somehow to make the
word their own and they have to use the word creatively in context from
themselves.
Based on these description, students need a new strategy in the
teaching and learning English especially vocabulary. A strategy that can make
students easily remember and broaden new vocabularies through maps out
their mind. They can write down their new vocabulary based on their
imagination. It can be supported with several things such as color pencil, a
paper, picture, etc. Then, it will be connected with lines in order to make their
imagination more colorful and more interesting toward vocabulary.
The writer chooses mind-mapping strategy because there are several
purposes such as students can enhance their vocabulary and try new solution
to create an effective note toward vocabulary. The teachers can apply a
creative strategy in the teaching learning process. Thus, it will make students
more interesting in learning vocabulary.
Based on the explanation, the researcher tries to apply new strategy
related with students‟ mind in English teaching and learning. That is the
reason why the researcher has chosen the title of this thesis “IMPROVING
STUDENTS’
VOCABULARY
MASTERY
THROUGH
MIND-
MAPPING STRATEGY (A Classroom Action Research at the Second
Year Students of SMP Negeri 2 Polanharjo, Klaten in Academic Year of
2010/2011)”.
B. The Statement of the Problem
Some problems that can be identified are as follows:
1) What are the procedures of teaching vocabulary through mind-mapping
strategy to the students at SMP Negeri 2 Polanharjo?
2) How is the improvement of students‟ vocabulary mastery after teaching
learning vocabulary through mind-mapping strategy?
C. The Objective of the Study
The objectives of this research are as follows:
1) To describe the procedures of teaching vocabulary through mind-mapping
strategy to the students at SMP Negeri 2 Polanharjo.
2) To describe the improvement of students‟ vocabulary mastery after
teaching learning vocabulary through mind-mapping strategy.
D. The Significant of the Study
The researcher hopes that the result of this research can give
information about the level of students‟ vocabulary mastery. Moreover, the
result of this research can give information about intensity of the process of
the teaching and learning vocabulary through mind-mapping strategy. In
addition, the researcher hopes that the research of the using of mind-mapping
strategy in teaching and learning vocabulary will be beneficial for the teacher,
the students and the school of SMP Negeri 2 Polanharjo, Klaten in the
academic year of 2010/2011.
1. For the Teacher
The result of this research can support the English teachers to apply
this strategy in teaching vocabulary. In addition, the teacher can replace
their traditional method in teaching English language especially in
teaching vocabulary. They can use a new strategy to make the students
more interesting in learning process. Moreover, teachers are not confused
in choosing an appropriate strategy.
2. For the Student
The positive result of this research can support the students to
improve vocabulary mastery. Teaching vocabulary through mind-map can
make students more interesting. In addition, they can recall many kinds of
vocabulary easily and enrich some new words.
3. For the School
School can give the recommendation to the teachers in order to use
the appropriate strategy in teaching and learning vocabulary. Then,
teachers will master the English skill and will give the great effects to the
school.
E. Limitation of the Study
In order to avoid misinterpretation of the problem, the writer would
like to limit the scope of the study. The writer wants to know that mindmapping strategy can improve the students‟ vocabulary mastery. The material
is limited for the theme of „Animal, Holiday and Lets‟ Travelling‟. This study
was conducted in the class VIII D with 30 pupils of SMP Negeri 2 Polanharjo,
Klaten in the academic year of 2010/2011.
F. Definition of the Key Term
1. Improving
Improving is the process of becoming or making to the better
(Oxford University Press, 2003: 216). In other dictionary we can find the
word improve which means to make better in quality or to make more
productive to become better (Webster, 1994:487).
2. Students
Student is a person who is studying at a college, polytechnic or
university or anyone who studies or who is devoted to the acquisition
(Hornby, 1994: 859).
3. Vocabulary
Based on Webster, vocabulary is the list of words, usually arranged
alphabetically and defined, explained or translated or the range of
language, the stock of word at a person‟s command or used in particular
work, branch of a subject, language, etc (Webster, 1994:979).
4. Mind
Mind is the set of consciousness, thought, felling and will; the
intellect; desire (purpose) (Webster, 1994:635).
5. Map
Based on Webster, map is a representation on scale, usually on a
flat surface, of part or the whole of the earth‟s surface, showing physical,
political or other features; a similar representation of part of the heaven
(Webster, 1994:94).
6. Mind-map
Mind-map is a highly effective way of getting information in and
out of your brain. Mind-map is a creative and logical means of note-taking
and note-making that literally maps out your ideas (Buzan, 2006:6)
G. Review of the Related Literature
In this research, the writer takes two previous researches. Susiani is
the first one; the purpose of her research project is to find out students English
achievement on reading using mind-mapping method in the classroom. She
chooses classroom action research, entitled “The Use of Mind-mapping to
Improve English Achievement on Reading of the Second year Students of
MTs Al-Ittihad Pabelan in the Academic year of 2008/2009 (Classroom
Action Research)”. She chooses collaborative action research, which the role
of the teacher is carrying out of action plan on classroom and she as observer
notes all of the process in learning activities. She uses qualitative and
quantitative approach. She uses qualitative approach to explain students‟
interest. In addition, to describe students‟ motivation toward English lesson
and she uses quantitative approach to find out the student achievement toward
English lesson. Therefore, she uses pre test and post test in order to know
students‟ achievement. She uses two cycles through four meetings in the
classroom. She as an observer and make notes of all the process of teaching
and learning. The result is the majority of students‟ achievement in English
especially in reading had improved by using of mind-mapping method.
The second study had been done by Fella Nurus Shofa entitled
“Improving Students’ Vocabulary Mastery through Crossword Puzzle”.
The objectives of the study are to know the influences of crossword puzzle to
the improvement of students‟ vocabulary mastery, to know the process of
teaching vocabulary through crossword puzzle and to know the teaching and
learning situation when crossword puzzle is implemented in vocabulary
instruction. She used collaborative classroom action research. To find out the
improvement of students‟ vocabulary mastery she used test namely pre test
and post test. She used two cycles that each cycle comprised two meetings.
The result of her study shows that the using of crossword puzzle can improve
the motivation and interest especially students‟ vocabulary mastery. The result
of the score of pre test in cycle 1 is 5,5, the mean score of pre test in cycle II is
6,2, the mean of pre test in cycle I is 6,15, in addition the mean of post test in
cycle II is 7,5.
H. Methodology
1. The Setting of The Research
The research was conducted at SMP Negeri 2 Polanharjo, Klaten.
It was located on Jl.Tegalgondo-Cokro, Sidowayah, Polanharjo, Klaten,
57474. The object of this research was the students of class VIII D with
the total 30 students in the academic year of 2010/2011. The areas with
various level students are from various level economic families. Most of
the students have the difficulties in vocabulary score and they have under
average ability.
2. The Method of Research
The writer applied Classroom Action Research (CAR) as a method.
This action research comprised two cycles. For each cycle consist of
planning, action, observation and reflection. In addition, a cycle comprised
two meetings.
Elliot (1992:69) stated that action research defined as the study of
social situation with a view to improving the quality of action within it.
Moreover, action research is the process through which teachers
collaborate in evaluating their practice jointly; raise awareness of their
personal theory; articulate a shared conception of values; try out new
strategies to render the values expressed in their practice more consistent
with the educational values they espouse; record their work in a form
which is readily available to and understandable by other teachers; and
thus develop a shared theory of teaching by researching practice.
(http://oldweb.madison.k12.wi.us/sod/car/carhomepage.html, accessed on:
20th February 2011)
3. Approach
The writer used qualitative approach to describe students‟ interest.
In addition, to explain the procedure of mind-mapping strategy when it
was implemented on teaching learning vocabulary. The writer used
quantitative approach to find out the improvement of students‟ vocabulary
mastery through pre-test and post-test.
4. The Procedure of Research
This study used classroom action research, so in this case the writer
used two cycles consist of two meetings for each cycle. The writer has the
role as teacher and observer. The writer delivered material to the students.
In addition, she composed a note about the process of teaching learning
vocabulary through mind-mapping strategy. The writer used sheet
observation and lesson plan as guidance when teaching vocabulary and
composed her note. The procedure of each cycles are as follows (Arikunto,
2007:17):
a. Planning
The activities were:
1. Preparing materials, making lesson plan, and designing the steps in
doing the action.
2. Preparing list of students‟ name and scoring.
3. Preparing teaching aids.
4. Preparing sheets for classroom observation (to know the situation
of teaching learning process when the strategy is applied).
5. Preparing a test (to know whether students‟ vocabulary improve or
not).
b. Action
1. Giving pre test.
2. Teaching vocabulary using mind-mapping strategy.
3. Giving time to the students to ask any difficulties.
4. Asking the students several questions orally and students have to
answer orally in the empty scheme of mind-map.
5. Giving post test
c. Observation
Observation was one of the instruments which are used in
collecting the data. As a scientific method, observation can be
systematically used to observe and note all of the phenomena
investigated like the students‟ feeling, thinking, and something they do
in the process of teaching learning vocabulary.
d. Reflection
Reflection seeks to make sense of process, problems and
real issues in strategic action. It took account of the comprehending
the issues and circumstances in which they arose. Reflection has
evaluative aspects, it asks the writer to weight the experience, to judge
whether effects were desirable, and suggest ways of proceeding.
The procedures are briefly described in the following scheme:
Cycle 1
Problems
Alternative of solving
the problem
Reflection
Data Analysis
Action 1
Observation 1
Cycle II
Action 1
Has not given
Satisfactory result
Reflection II
Plan of action II
Data Analysis
Action II
Observation II
5. Technique of Collecting Data
a. Observation
Observation is a method of way of collecting data with
systematic supervision against researched indication. The writer has
the role as teacher and observer. The writer composed a note about the
process of teaching learning vocabulary through mind-mapping
strategy. In addition, she used sheet observation and lesson plan as
guidance when teaching vocabulary and composed her note about the
students feeling, thinking, and something they do in English teaching
learning process (look at appendix of field note). In this observation
the writer used field note. According to Hopkins (1993:116) field note
is a way of reporting observations, reflections and reactions to
classroom problems.
b. Test
In simple term, test is number measuring a persons‟ ability,
knowledge, or performance in a given domain (Brown, 2004:3). The
writer uses pre-test and post-test. Pre-test is given toward student
before the teacher use her strategy in teaching learning process. In
addition, post-test is given into student after the strategy is
implemented. Pre-test and post-test use to know the differences of
students‟ ability before and the method is given by teacher.
c. Documentation
Hopkins (1993:140) stated that document surrounding
curriculum or other educational concern can illumine rationale and
purpose in interesting ways. The use of such material can provide
background information and understanding what issues that would not
otherwise be available. The documentary data are book, transcript and
history book of SMP Negeri 2 Polanharjo. This method used to know
the condition of students and teacher, structure of school organization,
profile, and location of school.
5. Method of Data Analysis
The writer used this following technique:
1. Test
Test was conducted before getting data. The writer used pre-test
and post-test. Pre-test is used to know the students ability by using the
same test material and level difficulty. The pre-test was implemented in
the first meeting of each cycle on 16th and 25th of May. Moreover, posttest is given to know the result of the different treatment. It was
conducted in the second meeting of each cycle on 17th and 26th of May.
2. Technique of Data Analysis
a. Mean
Mean is average from division between sums of student‟s
scoring
a total
number of
respondents.
Explanation:
∑fx
= sum of student‟s score
N
= total number of respondent
The formula
is:
b. Standard Deviation
SD
Explanation:
SD
= standard deviation for one simple t-test
D
= deference between pre-test and post-test
N
= number of observation in sample
c. T-test Analysis
Method of analysis data in this research utilized
quantitative method, firstly scoring the first questions. The result
from two tests are pre-test and post-test will be compared in figures
to enable the writer to analyze the significant influence of
implementing mind-map toward students‟ vocabulary mastery. To
calculate
those,
the
writer
use
Explanation:
t0
= t-test for differences of pre-test and post-test
SD
= standard deviation for one simple t-test
D
= deference between pre-test and post-test
N
= number of observation in sample
formula:
I. The Outline of the Research
The thesis is divided into five chapters. Chapter I contains of
introduction which covers the background of the study, the statement of
problem, the objective of the study, the significant of the study, limitation of
the study, definition of key term, review of related literature, and methodology
which is consist of planning, action, observation, and reflection for each
cycle. While, chapter II presents the review of related literature of the such as
theoretical foundation and research hypothesis, which consist of the meaning
vocabulary, the kinds of vocabulary, testing vocabulary, the meaning of mindmapping strategy, the characteristics of mind-map, the steps how to conduct a
mind-map, the kinds of mind-map, in addition, the advantages and weaknesses
of mind-map. In addition, chapter III describe about the brief report of
research that consist of general situation of SMP Negeri 2 Polanharjo, Klaten.
It also describe geographical placed, the profile of teacher and students, the
condition of the infrastructure. Moreover, chapter IV explains the data
analysis of the data interpretation that discusses the result of the test. For the
last, chapter V ends the thesis by giving conclusion and suggestion. For the
attachment there are appendixes and bibliography.
CHAPTER II
THEORETICAL FRAMEWORK
A. The Definitions of Vocabulary
Vocabulary is the list of words, usually arranged alphabetically and
defined, explained or translated or the range of language, the stock of word at
a person‟s command or used in particular work, branch of a subject, language,
etc (Webster, 1994:979). While, according to Scrivener (1994: 74), vocabulary
is a powerful carrier of meaning. A learner, recognizing the communicative
power of vocabulary, might reasonably aim to acquire a working knowledge
of a large number of words. Moreover, Lado (1994: 73) stated that vocabulary
is a form or expression which is associated with content and meaning.
An important consideration for teachers planning vocabulary work
is the distinction between productive and receptive vocabulary. Actually,
understanding of many words was easily than using in everyday situation. To
sum up, learning the vocabulary of a second language presents the learner with
the following challenges:

Making the correct connections when understanding the second language
between the form and the meaning of words, including discriminating the
meaning of closely related words.

When producing language, using the correct form of a word for the
meaning intended. (Thornburry, 2002:2)
B. The Kinds of Vocabulary
Scrivener (1994:74) divide vocabulary into two kinds, there are
productive (active) vocabulary and receptive (passive) vocabulary.

Productive vocabulary is the sets of words that are used in spoken
communication. Good pronunciation might be encouraged getting the
sounds and the stress right.

Receptive vocabulary is the use of words that we recognize and
understand, but tend not to use ourselves.
C. Aspects of Learning Vocabulary
Actually, there are many ways that will help students to expand
their vocabulary and proficiency. The following are:
1. Word Classes
According to Carter (1998:4), word is any sequence of letters (and
a limited number of other characteristics such as hyphen and apostrophe)
bounded on either side by of space and punctuation marks. While,
Thornburry (2002:1) stated a word is a microcosm of human
consciousness.
Word is classified based on their functional categorized, it is called
part of speech. The kinds of part of speech are:
1.1.
Noun
Noun is a word (or a group of words) that is the name of the
person, a place, a thing or activity or quality or idea; noun can be
used as a subject or object of a verb (Harmer, 1998:37). There are
types of noun as follow:
1.1.1. Countable noun
Countable noun can usually be made plural by the
addition of –s.
For example: Harris painted the door blue and the chairs
green.
1.1.2. Uncountable Noun
Uncountable noun is a noun which does not have a
plural form and this refers to something that could not
count (Frank, 1972:7).
For example: Jane hasn‟t got much money.
1.1.3. Proper Noun
Proper noun is a noun that wrote with capital letter,
since the noun represents the personal name, names of
geographical units such as countries, cities, rivers, etc. The
names of nationalities and religions, names of holidays,
names of time units and words use for personification
(Frank, 1972:6).
For example: Bobby doesn‟t like Monday.
Muhammad is the last prophet.
1.1.4. Common Noun
Common noun is a noun referring to a person, place
or thing in general sense: usually we should write it with
capital letter when it begins a sentence.
For example: book, city, soldier, stone, etc.
1.1.5. Concrete Noun
Concrete noun refers to objects and substances,
including people and animals, physical items that we can
perceive through our senses, that means concrete nouns can
be touched, felt, held, something visible, smelt, taste, or be
heard
(http://www.englishlanguageguide.com/english/grammar/c
oncretenoun.asp, accesed on: 24th March 2011).
For example: The bread was eaten by Sarah.
My parent spent their holidays in Puncak.
1.1.6. Abstract Noun
Abstract noun is noun which names anything which
can‟t perceive through physical sense (Martinet&Thomson,
1986:24).
For example: Maria has high imagination about her future.
1.1.7. Collective Noun
Collective noun is noun which describes groups,
organizations, animals or person. It is similar with
countable noun. (Martinet&Thomson, 1986:26).
For example: The committee of badminton meets every
Monday.
1.1.8. Noun Plural
Most of nouns change their form to indicate number
by adding –s/ -es. (Martinet&Thomson, 1986:24).
For example: Yesterday, I gave two books for my sister.
A noun can function in a sentence as a subject, a
direct object, an indirect object, a subject compliment, an
appositive, adjective or adverb. For example:
Mike was a university student in UK at 2007. (Noun as
subject)
Donny washed his motorcycle in garage. (Noun as direct
object)
Mrs. Rini sent a memo to Arini. (Noun as indirect subject)
Ambar loses his note book in library, (Noun as adjective)
I go to mosque. (Noun as adverb)
My young sister, Dinda, is in town for the reunion. (Noun
as appositive noun)
1.2.
Verb
Verb is a word (or group of words) which is used in
describing in action, experience or state (Harmer, 1998:37). There
are several kinds of verb as follows:
1.2.1. Action Verb
An action verb expressed by a verb may be physical
action or mental action. In addition, it is exists with; is, are,
was, were (Warriner, 1982; 314). For example:
Jack paints the home with his friend.
She was late to join in ballet competition.
1.2.2. Auxiliary Verb
An auxiliary verb is a verb which accompanies the
lexical verb of a verb phrase and express grammatical
distinctions not carried by the lexical verb. These are be, do,
and have, they didn‟t have meaning if they stand themselves
(Martinet&Thomson, 1986: 110-127).
1.2.2. a) To be
Auxiliary verb that usually used are; be, is,
am, are, was, were, being, been. Usually, auxiliary
verbs to be are used jointly past participle to make
passive voice and in present participle to make
continuous. For example:
She is cooking fried chicken. (continuous)
The wall is being painted by Rudy. (passive voice)
1.2.2. b) To do
Auxiliary verbs that usually used are; do,
does, did. Usually, auxiliary verbs to do are used
jointly main verb to form interrogative or passive
voice and used to give compression or to avoid
verbs that use repeatedly. For example:
Do you like sausage?
I do understand.
1.2.2 c) To have
Auxiliary verbs that usually used are; have,
has, had. This auxiliary are used jointly main verbs
to make past perfect. For example:
Our guests have arrived,
I have completed my homework.
1.2.3. Phrasal Verbs
These are formed by adding an adverb or a
preposition to a verb to create new meaning; ask around,
calm down, give up, put off, etc (Warriner, 1982; 315). For
example:
I ask around but nobody can answer.
1.2.4. Transitive and intransitive verb
- Transitive verb needs a direct object to complete its
meaning or it can‟t stand alone. For example:
My car needs fuel.
A cat wants some meat to eat.
- An intransitive verb can stand alone in the predicate
because its meaning is complete. For example:
The plant grows.
1.2.5. Regular and Irregular verb
- Regular verb are formed by adding /-ed/; call, called,
called, visit, visit, visited (Warriner, 1982; 160-161). For
example:
I visited my friend in hospital yesterday.
- Irregular verb change completely in the past tense; go,
went, gone. For example:
I went to the beach by car yesterday.
1.3. Adjective
Adjective is a word that gives more information about a noun
or pronoun (Harmer, 1998:37). Adjective can be made comparative
and superlative, syllable adjectives generally add /-er/ or /-est/ to
become to become comparative and superlative some adjectives are
irregular.
1.3.1. Possessive adjective
A possessive adjective (my, your, his, her, it, our and
their) is similar or identical to a possessive pronoun; however,
it is used as an adjective and modifies a noun or a noun phrase,
as in the following sentences (Martinet&Thomson, 1986: 33):
My mother is a teacher.
His brother is still in the hospital.
1.3.2. Demonstrative adjective
The demonstrative adjectives: this, these, that, those,
and what are identical to the demonstrative pronouns, but are
used to modify nouns or noun phrases, as in the following
sentences:
This motorcycle needs to be repaired.
Even though my friend preferred those plates, I bought these.
1.3.3. Interrogative adjective
An interrogative adjective is like an interrogative
pronoun, except that it modifies a noun or noun phrase rather
than standing on its own, such as what, which, whose, as in the
following sentences:
What time will you come?
Whose book is this?
1.3.4. Indefinite adjective
An indefinite adjective is similar to an indefinite
pronoun, except that it modifies a noun pronoun, or noun
phrase, as in the following sentences:
I will give you any chocolates after you finished your
homework.
1.4. Adverb
Adverb is a group of words that describe or add to the meaning
of adverb, adjective, another adverb or a whole sentence. An adverb
indicates manner, time, place, frequency and purpose (Warriner, 1982:
57).
1.4.1. Adverb of manner (Frank,1972:141) slowly, quietly, quickly,
neatly, etc, as in:
He runs quickly.
She is typing neatly.
1.4.2. Adverb of time
It is divided into two kinds is definite time, for instance:
yesterday, now, today, tomorrow, last week, etc, as in sentence:
I am studying English now.
She arrived here yesterday.
The second is indefinite time, for instance: recently, soon, still,
just, next, etc, as in sentence:
Sonia will come here soon.
Harry has just finished working.
1.4.3. Adverb of place: here, there, everywhere, abroad, etc
(Frank,1972:142) . For example:
They will go abroad.
She will come here again.
1.4.4. Adverb of frequency; usually, always, often, sometime, never,
rarely, etc.
Anne always wakes up early.
We often study in the night
1.4.5. Adverb of quantity, it is used to describe quantity or how often
an event that is happened: For example:
She studied English little.
He has won the price twice.
1.4.6. Relative adverb, it has function as a connector in the sentence
such as, therefore, moreover, why, although, etc. for example:
I don‟t remember when I met her for the first time.
Amir wanted to go out although it was raining.
1.4.7. Adverb of degree, divide into two kinds (Martinet&Thomson,
1986: 59-60):
1.4.7. a) To show how much related with adjective or adverb,
such as: very, too, quite, rather, extremely, etc. for
example:
Zulia became quite angry with me.
The coffee is very hot.
1.4.7.b) To show how complete, such as, nearly, entirely,
wholly, partially, etc. For example:
He has almost finished working.
She has now partially recovered from her ill.
1.4.8. Interrogative adverb, that is used to create question such as,
why, where, how, when, etc. for example:
Where did you buy this cloth?
Why were you absent today?
1.5. Pronoun
Pronoun is a group of word that is used in place of one or more
than one noun (Warriner, 1982: 33). Pronoun is divided into several
kinds, for instance:
1.5.1. Personal pronoun
A personal pronoun refers to a specific person or
thing and changes its form to indicate person, number, gender
and case. There are some types of personal pronoun, such as
(Frank, 1972:21):
1.5.1. a) Subjective personal pronouns
A subjective personal pronoun indicates that
the pronoun as the subject of the sentence. It is
consisting of: I you, he, she, it, we, you, and they.
For example:
You read a new book.
She works hard.
1.5.1. b) Objective personal pronoun
An objective personal pronoun indicates that
pronoun as an object of the verb, compound verb,
preposition or infinitive phrase. It is consisting of:
me, you, him, us, them, and it. For example:
Give me some bread to eat
After writing a letter Dona sent it to her lecture.
1.5.1. c) Possessive personal pronoun
A possessive personal pronoun indicates that
the pronoun as a marker of possession and defines
who owns particular object or person. The
possessive personal pronoun are mine, hers, yours,
its, our, his, and theirs. Note that possessive
personal pronouns are very similar to possessive
adjective like my, her and their.
1.5.2. Demonstrative pronoun
A demonstrative pronoun points to and identifies a
noun or a pronoun. The demonstrative pronoun are this, that,
these and those. This and that are used to refer to singular
nouns or nouns phrase. In addition these and those are used to
refer to plural nouns and noun phrases. For example:
This must not be repaired again.
1.5.3. Indefinite pronoun
An indefinite pronoun is a pronoun referring to an
identifiable but not specified person or thing. An indefinite
pronoun conveys the idea of all, any, none, or some. The most
common indefinite pronouns are all, another, any, anyone,
anybody, anything, each, few, many, nobody, etc. for example
(Frank,1972:23):
Make sure that you have given everyone a book to read.
1.5.4. Interrogative pronoun
An interrogative pronoun is used to ask questions.
The interrogative pronoun are who, whom, which, and what. In
addition, the compounds formed with the suffix ever (whoever,
whomever, whichever, and whatever). For example:
Which one do you want?
Who wrote the Ketika Cinta Bertasbih novel?
1.5.5. Reflexive pronoun
Reflexive pronoun is refer back to the subject of the
clause or sentence. Reflexive pronouns are myself, yourself,
himself, herself, itself, themselves. Not each of these can also
as an intensive pronoun. For example:
Hasan loves himself.
I help myself in this afternoon.
1.5.6. Reciprocal pronoun
Reciprocal pronoun is a pronoun that is stated the
relationship between individual, consist of each other (for two
people) and one another (for more than two people) (Frank,
1972:22). For example:
Nia and Wahyu love each other.
All the children love one another.
1.5.7. Relative pronoun
Relative pronoun is used to connect one phrase or
clause to another. The relative pronouns are who, whom, that,
and which. For example (Frank, 1972:21):
My father still plays golf.
He is over 50 years old.
My father, who is over 50 years old, still plays golf.
1.5.8. Possessive pronoun
Possessives pronoun shows the possessive term. It is
divided into two kinds:
1.5.8.a. Followed by noun, such as: my, your, his/her/its
(singular), our, your, their (plural). For example:
Here is my book
Is that your motorcycle?
b) It can stand alone, such as: mine, yours, his, hers, its
(singular), ours, yours, theirs (plural). For example:
This book is mine.
1.6. Preposition
Preposition is a word used to show the relationship of a
noun or a pronoun to some other word. A preposition usually indicates
temporal, spatial or logical relationship of its. It is divided into two
kinds:
1.6.1. Preposition that consist of one word, such as: at, in, under,
over, on, behind, below, etc. For example:
There is a picture on the wall.
Wahyu lives in Surabaya.
1.6.2. Preposition that consists of two words or more, such as:
according to, instead of, in spite of, next to, etc. (Warriner,
1982: 64-65)
1.7. Conjunction
Conjunction is a group of words that connects sentences,
phrase or clause (Harmer, 1998: 45). There are three types of
conjunction, such as:
1.7.1. Coordinating conjunction
Coordinating conjunction is used to joins word with
other words, phrase with other phrases or sentence with other
sentences. There are seven kinds of coordinating conjunction
such as for and, nor, but, or, yet, so (FANBOYS). For example:
My grandmother buys eggs, sausages, and meat.
Ali or Farina will finish the job.
1.7.2. Correlative conjunction
Correlative conjunction used to joins elements of
sentences, for instance: both…and, not only…but also,
either…or, neither…nor. For example:
She both plays the piano and sings.
I neither smoke nor drink. (Warriner, 1982: 68)
1.7.3. Subordinating conjunction
Subordinating conjunction is words that can use to
formed adverbial clause form main sentence. There are 5 types
of subordinating conjunction as follows:
1.7.3 a) Time
This conjunction is used to explain about
time; before, after, at, since, till, as long as, as soon
as, by the time, etc. For example:
You must wait here till your father come back.
He left the house as soon as the rain stopped.
b) Opposition
This conjunction used to explain about the
opposite; although, even though, whereas, while,
etc. For example:
He could not pass, although he tried often
c) Cause-effect
This conjunction used to explain causeeffect; because, now that, such…that, as in, etc. For
example:
I didn‟t have money because my mother angry with
me.
d) Conditional
These
conjunction
used
to
explain
conditional; if, unless, only if, whether or not, even
if, etc. For example:
If I pass the exam, I will go to Bali.
e) Purpose
These conjunction used to explain purpose;
in order to, in order that, so that. For example
(Warriner, 1982: 103-104):
I switch off the lamp so that bed room is dark.
2. Word Families
We have seen how words may share the same base of root, but take
different endings (Thorburry, 2002:4). A word that result from addition of
an affix to a root, and which has a different meaning from the root, it is
called derivative. For example; player, replay, playful are each derivatives
of play. Thus, inflexions and derivatives are both formed by the process of
affixation. Affixes consist of suffixes such as -full are end of words.
Moreover, there are prefixes such as, re-, un-, pre- in the beginning of
word.
Among the characteristics of derivational suffixes there are three
notions that will be quite important (Charter, 1998:10):
a) Derivational suffixes usually change the part of speech of the word to
which they are added. For example:
Happy
–
adjective
Happily
-
noun
Happiness -
adverb
b) Derivational suffixes usually do not close off a word. After
derivational suffix you can add other derivational suffix. For example:
Fertile
- fertilize - fertilizer
c) The word with which derivational suffixes combine is an arbitrary
matter. For example:
correct
: adornment
failure
wrong
: adernure
failment
3. Word Formation
According to Thornburry (2005:5), affixation is one of the ways
new words are formed from old. There are several kinds of that, such as:
compounding, blending, clipping, acronym, and coining.
3.1. Compound word
Compound word is combining of two or more independent
words. It consists of two patterns.
- noun + verb + -er
E.g. hair dryer, bus driver, record player, etc.
- noun + noun
E.g. Matchbook, classroom, teapot, etc.
3.2. Blending
Blending is the fusion of two words into one, usually the
first part of one word with the last part of another, so that the resultant
blend consists of both original meanings. For example:
Breakfast + lunch = brunch
Information + entertainment = infotainment
3.3. Clipping
Clipping is a process in which a word is formed by
shortening a lot of one. Clipping occurs when the longer word has
very common use and a short form result because it is simpler and as
easily understood. For example:
Zoo – zookeeper
Vocab – vocabulary
Choc – chocolate
Phone - telephone
3.4. Acronym
Acronym is the result of forming a word from the first letter
or letters of each word in a phrase. It often name political, industrial,
and social organization. For example:
VIP – Very Important Person
WHO – World Heath Organization
NASA – National Aeronautics and Space Administration
3.5. Coining
Coinages are pure creations of writers, investors, scientists
and others who are in need of a term to express a given meaning or to
name an item or product. For example: Kodak, aspirin, Vaseline,
zipper, Tipp-ex, etc.
4. Word Meaning
4.1. Synonym
A synonym is essentially a bilateral or symmetrical sense
relation in which more than one linguistic form ca be said to have the
same conceptual or propositional meaning (Carter, 1998:20). While,
according to Thornburry (2002:9), synonyms are words that share a
similar meaning. For example:
Sadness = unhappiness (noun)
Chance = possibility
Admit
= confess (verb)
Declare = state
Sadly = unhappily (adjective)
Gratefully = thankfully
4.2. Antonym
Antonym is a word expressing an idea directly opposite to
that of another word in the same language (McCarthy, 1990: 17). For
example:
accept >< refuse
sadness >< happiness
success >< failure
4.3. Homonym
Thornburry (2002:8) stated that, homonym is words that
share the same form but have unrelated meaning.
For example:
Like
- I like looking the sunset
Its look like new
While, another potential source of confusion are the many
words in English that sound the same but spelt differently called
homophones. For example, horse and hoarse, meet and meat, tail and
tale, etc. There are also words that pronounced differently but spelt the
same, for example; a windy day, but a long and windy road, a live
concert, but where do you live.
D. Testing Vocabulary
Test in simple term is a number measuring person‟s ability,
knowledge or performance in a given domain (Brown, 2004:3)
Once of the ways to knowing the students‟ development or
students‟ understanding about material is through test. In any consideration of
educational testing a distinction must be drown between the rather informal,
teacher made test of the classroom and those formal. Classroom test are
generally prepared, administered, and scored by one teacher (Harris, 1969:1).
There are many published exercise on vocabulary. These include:

Matching pictures to words.

Matching parts of words to other parts.

Matching words of other words, example: synonym, opposites, sets of
related words, etc.

Using prefixes and suffixes to build new words.

Using given words to complete a specific task.

Filling in crossword, girds or diagrams.

Memory games.
Several tasks seem to be designed for students working on their
own, but can easily be used in class. For the better, teacher should give some
test to students appropriate with their situation with their situation and their
skill in order to can get the good result in the learning of English language.
E. The History of Mind map
In The early days, mind maps have been used for learning,
brainstorming, visual thinking and problem solving by educators, engineers,
psychologists and people in general. The first artifacts that show something the
mind maps date back into the 3rd century BC. Porphyry of Tyros, a Hellenistic
philosopher and noted thinker of his time, is claimed to be using one of the
earliest examples of mind maps to easily convey concepts, ideas, and meaning.
He applied mind maps to visualize Aristotle‟s concept of categories. The
visualization method made it easier to grasp the complex thinking of Aristotle
and encouraged discussion and problem solving surrounding a focal subject.
Then, the historiographers of mind mapping point to another
philosopher who used predecessors of mind maps as a comprehension booster.
Ramon Llull, a Spanish philosopher of the 13th century, enlightened the Dark
Ages with his creative visualizations. One of his diagrams is referred to as the
"Tree of Knowledge", another as "The Tree of the Philosophy of Love".
Towards the end of the Middle Ages and at the beginning of a new era of
science and art, Leonardo da Vinci, one of the world most versatile and wellknown artists and scientists, is often referred to as a forebear of mind mapping.
He used images and writing in a non-linear way for note taking.
Finally, in the Blossoming Period there are a number of other close
relatives of today‟s mind mapping concept documented throughout history.
While these are no less important to the overall development of mind
mapping, for the purpose of this brief history less, let‟s fast forward a few
hundred years to modern times. It took until the late 1950s when Alan Collins
and 1960s M. Ross Quillian developed the concept of semantic networks as a
way to understand and describe human learning and creativity and how they
relate to the functions of the brain. One can easily claim that creativity and
innovation are the companions of the usage of mind maps, independent of the
pertinent topic matter. Nonetheless, there seems to be a historic progression
from the early use of mind maps to illustrate and communicate innovative
thinking to its pragmatic usage in learning, project management,
brainstorming, creative thinking, designing, and communication.
F. The Definition of Mind-mapping
Buzan claims that a mind map is a powerful graphic technique
which provides a universal key to unlock the potential of the brain. It
harnesses the full range of cortical skills - word, image, number, logic,
rhythm, color and spatial awareness - in a single, uniquely powerful manner.
(http://www.buzan.com.au/learning/mind_mapping.html.
accesed on : 24th
March 2011). Buzan also argues that mind map is a system of access and
retrieval of data is really great for a giant library that is in an amazing brain
(Buzan, 2006:13).
Mind mapping is a highly effective way of getting information in
and out of the brain. Mind mapping is a creative and logical means of notetaking and note-making that literally “maps out” the ideas. In his book, Buzan
(2004:15) suggests using the following guidelines for creating Mind Maps:
1. Start in the centre of a blank page through turn the page sideways. That is
done by starting from the middle to give freedom for our brain to spread in
all directions and to express more freely and naturally.
2. Use pictures or photos for your central idea. It is caused by picture is worth
a thousand word and help us to use imagination. A central image would be
more interesting, keep us focused, to help us concentrate, and stimulate the
imagination.
3. Use color throughout. Colors are exciting for the brain. It also add vibrancy
and life to the mind-map. In addition, colors give energy to your mindmap.
4. Connect the main branches to the central image. Then connect second and
third branch. It is caused by the brain works through association. In
addition, the brain likes to link things together and linking the branches
creates structure.
5. Make the lines curved. It is caused by the straight line can make our brain
feel bored. In other hand, curved line is attractive.
6. Use one keyword for each line, because single keyword gives more power
and flexibility to the mind-map. Moreover, each key word is able to spark
off new ideas and thoughts.
7. Use the images throughout, because as central image, picture means a
thousand of words.
G. Kinds of Mind-Map
According to Svantesson (2004:62), there are three types of mindmap such as:
1. Hayfork
Hayfork can be made by create a main topic in the centre, and then
connected with lines. In addition, submit new lines and write the words
below the lines.
2. Thorn fish
This model could be seen in the figure below:
3. Clustering
This model looks like waves or molecule. It can be create by make
a main idea in the centre; moreover, we should add branches. Then,
every branch contain of a word in order to avoid confusing.
4. A variation for the beginner
This variation usually uses for beginner. It‟s looks like another
style but little bit different. This model could be seen in the figure
below:
H. The Characteristics of Mind-Map
Mind map is a graphical method of taking notes. Their visual basis
helps one to distinguish words or ideas, often with colors and symbols. They
generally take a hierarchical or tree branch format, with ideas branching into
their subsections. Mind maps allow for greater creativity when recording ideas
and information, as well as allowing the note-taker to associate words with
visual representations. Mind maps differ from concept maps in that mind maps
focus on only one word or idea, whereas concept maps connect multiple words
or ideas.
I. The Strengths and Weaknesses of Mind-Map
Mind map notes taken during a course session. A mind map is
often created around a single word or text, placed in the center, to which
associated ideas, words and concepts are added. Mind maps have many
applications in personal, family, educational, and business situations,
including note-taking, brainstorming, summarizing, revising, and general
clarifying of thoughts. One could listen to a teacher, for example, and take
down notes using mind maps for the most important points or keywords. One
can also use mind maps as a mnemonic technique or to sort out a complicated
idea. Mind maps are also promoted as a way to collaborate in color pen
creativity sessions.
The strengths of mind maps can be used for such as those shown
here, are many:

The relative importance of each idea is clearly indicated by how near it is
to the centre, which clearly features the main idea.

The links between key concepts will be immediately obvious from their
proximity and connection to one another. The brain works primarily with
key concepts that it links and integrates. Mind Maps work in the same
way, meaning that recall and review will be faster and more effective.

The nature of the Mind Map structure allows for the easy addition of new
information.

Each Mind Map has its own unique pattern, which further aids recall.

The open-ended nature of the Mind Map is a great aid to creativity,
allowing the brain to make new and exciting connections with ease.

With practice, you'll find Mind Maps help you to be your best in every
thinking situation.
In other hand, there are several weaknesses of mind map such as:

Mind maps should not be used as a planning or decision making tool.

Resist the temptation to formally structure your mind map – just let the
ideas flow.

Mind maps should also not be used to present information to others who
were not involved in its creation. They may not necessarily follow the
thought patterns that underpin its creation.

Mind maps are most effective at the individual level as they reflect the
users thought patterns. With many users in the one mind map, the tool will
not be as effective.
(http://www.buzan.com.au/learning/mind_mapping.html, accesed on: 22th
February 2011)
CHAPTER III
RESEARCH REPORT
A. General Description of SMP Negeri 2 Polanharjo
This classroom action research was conducted in SMP Negeri 2
Polanharjo. It is located in Jl.Tegalgondo-Janti km.3, Sidowayah,
Polanharjo, Klaten, 57474. The SMP Negeri 2 Polanharjo was built on
March, 18th 1982. Status of this school is public. The total number of
students in academic year 2010/2011 is 495 students. They consist of 280
female students and 215 male students. Moreover, this school has several
extracurricular programs such as scout, karawitan, football, basketball, etc.
The location of this school is strategic for teaching learning process,
because it is easy to reach and low pollution.
-
The identity of school
 Name
: SMP Negeri 2 Polanharjo
 Address
: Jl. Tegalgondo-Janti km.3, Sidowayah, Polanharjo,
Klaten, 57474
 Phone number : 0272-557097
 School status : Public
 Established
: 1982
 Head master : Drs.Karsidi M.Pd.
B. The profile of the Teacher and Staff
The list of teacher and staff could be drawn in the table below;
Figure 3.1 Teacher of SMP Negeri 2 Polanharjo
No.
Name
Education
Subject
1.
Drs.Karsidi M.Pd.
S2
Sport
2.
Sri Jarwati
S1
Social science
3.
Joko Umar Sidik
S1
Biology
4.
Wakidi
S1
Sport
5.
Widiarti Iswandari
S1
Economics
6.
Hardiyatno
S1
English
7.
Ninuk Harini
PGSLP
Social science
8.
Sri Sugiarti
D2
English
9.
HW Dwindiyatni
S1
Physics
10.
Udiyana
D1
Arts
11.
Siti Fatimah
S1
Math
12.
Asih Kustanti
S1
Math
13.
Siti Sumiarsih
S1
14.
Sri Widodo
S1
Indonesian
language
PKn
15.
Sri Raharjo
S1
Math
16.
Surawan
S1
PKn
17.
Sarworini
S1
Geography
18.
Asngari
S2
19.
Endang Supadmini
D1
Indonesian
language
Karawitan
20
Harjono
S1
Physics
21.
Endah Karyanti
S1
Geography
22.
Sigit Listyowarno
S1
Arts of Music
23.
Sri Wahyanti
D2
TIK
24.
Suyamto
D2
Javanese language
25.
Ida Maria
D3
History
Sarmud
Catholic
Ismurdiyati
26.
YB Kintun
27.
Sri Juwandini
S1
Geography
28.
Teguh Budi Santoso
D2
Math
29.
AL Pariyanto
PGSMTP
Islamic religion
30.
Praswiyati
S1
31.
Sri Setyaningsih
S1
Indonesian
language
Social science
32.
Wiwin Kristieni
S1
33.
Andri Widyastuti
S1
Indonesian
language
English
34.
Imawati Rosidah
D2
English
35.
Puji Rahayu
S1
Biology
36.
Tutik Sri Hartinah
S1
PKn
37.
Ika Azista
S1
38.
Etik Susilawati
S1
TIK
Art and culture
Figure 3.2 Staff of SMP Negeri 2 Polanharjo
No.
Name
Education
Status
1.
Hepi Sumaeni
Senior High School
Chief of Staff office
2.
Sri Sundiyatmi
D1
Implementer
3.
Eny Yulianti
PGSLP
Implementer
4.
Walioko
Junior High School
Staff office
5.
Sri Mursidah
Senior High School
Librarian
6.
Muhtadi
Senior High School
Staff office
7.
Ahmad Ramelan
Senior High School
Technician
8.
Yunia TriMarhaeni
Senior High School
Staff office
9.
Asmuri
Senior High School
Technician
10.
Nunuk Icha B
S1
Staff office
11.
Purwanto
12.
Niken Susilowati
13.
Risky Dwi K
Senior High School
Technician
S1
Staff office
Senior High School
Staff office
C. The Structure of School Organization
The figure below presents about the scheme of school organization
of SMP Negeri 2 Polanharjo.
Figure 3.3 Structure of School Organization
D. The Profile of Student
The list of students in SMP Negeri 2 Polanharjo could be seen in
the table below;
Figure 3.4 Students of SMP Negeri 2 Polanharjo
No.
Class
Male
Female
Total
1.
VII A
14
16
30
2.
VII B
14
16
30
3.
VII C
14
16
30
4.
VII D
13
14
27
5.
VII E
12
14
26
∑
67
76
143
6.
VIII A
22
13
35
7.
VIII B
23
12
35
8.
VIII C
20
14
34
9.
VIII D
19
11
30
10.
VIII E
21
12
33
∑
105
62
167
11.
IX A
22
16
38
12
IX B
23
15
38
13.
IX C
22
15
37
14.
IX D
17
18
35
15.
IX E
24
13
37
∑
108
77
185
TOTAL
280
215
495
E. The Facilities of SMP Negeri 2 Polanharjo
The educational facilities could be seen in the table below:
Figure 3.5 Buildings of SMP Negeri 2 Polanharjo
No.
Facilities
Total
Condition
1.
Classroom
15
Good
2.
Library
1
Good
3.
Staff offices‟ room
1
Good
4.
Laboratory
1
Good
5.
Counseling‟s room
1
Good
6.
UKS
1
Good
7.
Multimedia room
1
Good
8.
Headmasters room
1
Good
9.
Teachers room
1
Good
10.
Mosque
1
Good
11.
Coordination‟s room
1
Good
12.
Arts room
1
Good
13.
Bath room
4
Good
14.
Canteen
2
Good
15.
Footballs‟ field
1
Good
16.
Basketballs‟ field
1
Good
17.
Volleyballs‟ field
1
Good
F. The List of Student in Vocabulary Class by Using Mind-Mapping
The researcher was conducted this action research in SMP Negeri 2
Polanharjo and especially concern in the second grade students of D class.
This class consists of 30 pupils, which is consisting of 19 male and 11
female. The data could be seen in the table below;
Figure 3.6 The List of Student in Vocabulary Class by Using
Mind-Mapping
No.
Name
Sex
1.
Adi Dwi Prakoso
Male
2.
Agung Saputra
Male
3.
Al Muqsith Siti Maisyithoh
Female
4.
Anggara Yoga Prasetya
Male
5.
Ardi Nur Hanifah
Male
6.
Ari Aris Setiyono
Male
7.
Cahya Ridwan Nugroho
Male
8.
Catur Pamungkas
Male
9.
Dicky Permadi
Male
10.
Diva Puri Perdani
Female
11.
Edi Susilo
Male
12.
Eni Ferawati
Female
13.
Fitri Anugrah Ningrum
Female
14.
Fitri Febriana
Female
15.
Fitri Ichsani
Female
16.
Joko Saputro
Male
17.
Mita Setyowati
Female
18.
Muhammad Afif
Male
19.
Muhammad Akhfin Fahrudin
Male
20.
Nike Puspitasari
Female
21.
Okta Nur Fiani
Female
22.
Rico Dwi Pamungkas
Male
23.
Rohsapda
Male
24.
Roni Wijayanto
Male
25.
Sapta Yuliawan
Male
26.
Satria Tri Utama
Male
27.
Singgih Mahmurudin
Male
28.
Siti Munawaroh
Female
29.
Sri Handayani
Female
30.
Totok Bintoro
Male
CHAPTER IV
TEACHING IMPLEMENTATION AND DATA ANALYSIS
In this chapter, the data consist of pre-test, post-test and field note. The
data of pre-test and post-test will present the improvement of students‟
achievement in acquiring vocabulary through mind-mapping strategy. In addition,
field note will show the students interest along the teaching learning process.
This research consist of two cycles, those are cycle I and cycle II. For the
whole steps of this research will be explained in the description below:
A. Cycle I
1. Planning
Before conducting the research, the researcher prepared the
instrument of research, such as:
a.
Lesson plan
In order to control the teaching learning process, the
researcher used the lesson plan as guidance for researchers‟ activities
in class (look at appendix).
b.
Materials
In the first cycle, the researcher used theme of animals. The
title of the text is “The Tallest Animal at the Zoo”. She used several
books as a resource, such as Effective English, and Target.
c.
Teaching aids
The researcher prepared some instrument such as:
Blank paper, board marker that consists of three colors for instance:
black, blue and red. She also used pictures of animal.
d.
Preparing sheet for classroom observation
Sheet for classroom observation was prepared in order to
know the condition of teaching learning process when the mindmapping strategy was implemented.
Figure 4.1 Sheet for Classroom Observation
No.
Statement
Score
Yes
1.
Teacher prepare the material well
2
Teacher conduct the classroom well
3.
Teacher use the time effectively
4.
Teacher convey the mind-mapping strategy clearly
5.
Teacher give evaluation after the lesson
6.
Teacher ask students‟ difficulties
7.
Students feel enthusiastic to follow the lesson
8.
Students give attention to teachers‟ explanation
9.
Students active during learning process
10.
Students apply mind-mapping strategy well
11.
Students understand the teachers‟ explanation
12.
Students do the evaluation well
No
1. Teacher prepares the material well. Teacher used certain material
based on the standard competence and curriculum. In addition, it
was arranged structurally by using lesson plan. (look at appendix
of sheet observation 1)
2. Teacher conduct classroom well. It means that, teacher can
control the situation of students during teaching learning process
(look at appendix of sheet observation 1)
3. Teacher use the time effectively. Teacher can maintain the time
along the lesson. She have to set the time effectively for each
cycle that is consist of two meeting in order to deliver the whole
(look at appendix of sheet observation 1)
4. Teacher conveys the mind-mapping strategy clearly. It means
that, teacher should be understood about the mind map. So, the
implementation of this strategy can be understood easily and
clearly. (look at appendix of sheet observation 1)
5. Teacher gives the evaluation after the lesson. Teacher should
give evaluation in order to measure students‟ improvement after
this strategy was applied (look at appendix of sheet observation
1)
6. Teacher asks students‟ difficulties. After giving the sheet, teacher
asked students whether any difficulty or not. Therefore, teacher
can solve students‟ problem. (look at appendix of sheet
observation 1)
7. Students feel enthusiastic to follow the lesson. It means that,
students want know this strategy deeply by asking several
question about it. (look at appendix of sheet observation 1)
8. Students give attention to the teachers‟ explanation. Students can
give the response after learning process by giving question,
feedback or comment. (look at appendix of sheet observation 1)
9. Students were active during learning process. Students are brave
to present their idea in front of class. They asked some questions
of difficult words. In addition, they feel enthusiastic to answer
question from teacher. (look at appendix of sheet observation 1)
10. The students apply this strategy well. Students can draw mindmap individually. Moreover, they can memorize the steps
correctly. (look at appendix of sheet observation 1)
11. Students understand teaches‟ explanation. They can answer the
questions based on the sheet material correctly. (look at appendix
of sheet observation 1)
12. Students do the evaluation well. Students finished the test
individually. Moreover, the result of the test was improved. (look
at appendix of sheet observation 1)
e.
Test (pre-test and post-test)
Pre-test is a test that is given to the students before the
teaching learning process. Meanwhile, post-test is a test that is given
to the students after teaching learning process was conducted. The
tests consist of 20 items that is divided into two sections. First
section is filling in the blank and the second is arranging the words.
2. The Implementation of the Action
On Wednesday 18th of May 2011, the researcher entered to the
class. She introduced herself. She also introduced the mode of
presentation in studying English especially vocabulary through mindmapping strategy. Before the lesson, she gave the pre-test for student in
30 minutes. She divided the sheets and walked around the class in order
to check students along doing the test. Actually, she found that most of
students were nervous and confuse to do the test. Then, teacher explained
to the students what should they do. After students had finished the pretest, she collected and began the teaching learning process.
Firstly, the teacher told to the students about the topic of the day
that is animal. She asked several question into students as a
brainstorming.
Teacher
: “Have you ever gone to the zoo students?”
Students
: (Almost students answered) “Yes mom”.
(Then, teacher pointed out one of student to mention what
kinds of animal at the zoo)
Teacher
: “Please, mention several animals at the zoo that you have
ever seen!”
Students
: “There are lion, elephant, monkey, tiger, giraffe, etc”.
Teacher
: “That‟s good, which one the tallest animal among them?”
Adi
: Giraffe Mom”
Teacher
: “Okay, good. The theme of the day is the tallest animal at
the zoo, Giraffe”. (She divided sheets for students and gave
the instruction)
“Read the text first and look for the difficult words!”
After students reading the text, the teacher asked them whether any
difficult words or not. Then, some students raised their hands to ask
question.
Teacher
: “Is there any difficult words students?”
Students
: “Mom, what is the meaning of lashes, nostrils and spot?”
Teacher
: (She explained by using picture of giraffe and pointed out
the parts) “Look at this picture, this one is lashes, nostrils
and spot, have you got it?”
Students
: “Yes mom, thank you”
Teacher
: “Any other question?”
Diva
:”What is the meaning of herds, frighten and gallop away”.
Teacher
: “Herds means a group of animal that is live together,
while, frighten means be afraid of something, and gallop
away means runaway from the enemy”.
After the teacher answering all of questions from student, she
explained the procedure of how to create a mind-map in order to make
students easier to remind vocabulary about giraffe and other animals.
Teacher
: “Students, we will study about how to enrich your words
through mind-map. Do you know what mind-map is?” (She
looked around the class and her students just keep silent)
“Okay, mind-map is a note taking method that related with
our mind to broaden our note in creative way with blank
paper, line, colors and images. I will explain the procedure
to create mind-map. First, we should prepare a blank paper
horizontally position (Teacher demonstrated in front of
class and students listened the explanation carefully).
Then, we need colors‟ pen such as black, blue, red, etc.
After that, we should write down the theme in the central in
order to make easy to broaden our note. Write the theme in
capital letter and draw a simple picture. Any question so
far?”
Students
: “Should we use pen colors mom?”
Teacher
: “That‟s better to use pen colors because it can make our
note more interesting to read. In addition, it can make our
mind memorize the words easily. Let‟s go on to the next
step, after write the theme, makes some main branches that
is connected with central image. Then, use a key word for
each line. Remember that the line should be curve, not
straight. Next, we can add many words as can as possible
to broaden our theme. Now, let‟s make our mind map. Are
you ready?”
Students
: “Ready”. (Some students felt not enthusiastic)
Teacher divided a blank paper for each student and conducted them
to create mind-map. Firstly, teacher and students were made mind map
about giraffe together. Along the process, there are some students still
confuse to follow it. Then, teacher explained them personally. They
finished that for about 30 minutes. After that, teacher asked students to
answer the question in the text.
Teacher
: “Pay attention please, let‟s starts our mind map. Firstly,
write down giraffe as the main word in the centre with
capital letter. You can also draw a simple picture of giraffe
(teacher write down on the board and followed by
students). Next, draw more about four lines and write a
word for each line such as characteristics of giraffe,
giraffes‟ live, giraffes‟ feed, and giraffes‟ protection. Any
question?”
Students
: “Could we add more than four lines?”
Teacher
: “Sure, you can add some lines. Go on to the next step.
Draw additional lines from the main branch that you‟ve
been made. For example, look at the characteristics of
giraffe, it has lashes, brown spot, four legs, nostrils, etc.
don‟t forget to connect it. Fill the each branch as much as
possible (Teacher conducted students and checked it after
they finished).
: “That‟s enough difficult mom, but I can understand”.
Adi
At the last, teacher reviewed the lesson and gave homework into
students to compose a mind-map about their favorite animal and answer
the questions of the text.
The next meeting on Thursday 19th of May 2011 teacher continued
the lesson. She gave follow up by asking several questions about the topic
at previous meeting. She pointed some parts of giraffe and asked
characteristics of this animal. Some of students answered the question
correctly. Then, she asked students to prepare their homework.
Teacher
: “Let‟s discuss our homework! Have you done?”
Students
: (Most of them have done it) “Yes, I have”.
Teacher
: “Let‟s answer one by one start from you!” (She pointed
students randomly and this session finished for more about
20 minutes)
Afterwards, she continued to discuss about mind-map of favorite
animal that have been made by students. She checked one by one in order
to know whether they have been finished or not. Teacher asked one of
them to present their mind map in front of class. Because of there is no
student want to go forward, teacher chosen one of them.
Teacher
: “Please Siti, draw your mind-map on the board! (While
waiting her student to present mind-map, teacher walked
around to the class and she found that some students‟ job
still incomplete)
Siti
: “Finished mom”.
Teacher
: “Students, listen to your friends‟ explanation!”
Siti
: “I will explain my homework. Cat is my favorite animal. I
make four main branches here, they are, characteristics,
feed, cat‟s living and protection. First branch, the
characteristics are mammal, because cat give suck into the
babies. Second, it has fur, sharp nails, four legs, and tail.
Next, cat eats meat, fish, etc. Third branch explain about
protection. Cat against the enemy by scratch out by using
nails. For the last, cat live in small herds and in a cage.
That‟s my explanation, thank you.”
Teacher
: “Give applause to your friend! That is good map. She tells
about cat. You can also add some additional information on
protection. Cat protects the babies by move on from one to
another place. You have an incorrect word, „meet‟ should
be change into meat”
Finally, teacher gave summary of the lesson at that day and told
into student about the next topic. The students felt more enjoy because the
situation of the class quite enough than the previous meeting. Then,
teacher gave post-test into students on 30 minutes. After finished, students
collected the sheets and teacher closed the meeting.
3. Observation
In the first cycle, the researcher observed the teaching learning
process. Through teaching and monitoring students‟ activity in this
action, she understood that students still difficult to say in English and
writing form. Moreover, students felt afraid to present their idea. So, the
teacher should point out one of them. In addition, the students were
nervous and confuse about the words in English. They needed an
instrument to remind these words easily. For example, when they got the
words in the text such as „spot, nostrils and lashes‟ they felt confuse and
it can be answered when the teacher shows the picture.
Furthermore, the researcher will calculate the result of pre test and
post test above to know the students‟ improvement in learning
vocabulary. The calculating as follow:
a. The result of pre-test and post-test
Figure 4.2 The Result of pre-test and post-test cycle I
No.
Score of
Pre-test
Score of
Post-test
D
D2
1.
60
80
20
400
2.
55
75
20
400
3.
65
75
10
100
4.
55
60
5
25
5.
50
60
10
100
6.
35
50
15
225
7.
40
45
5
25
8.
55
70
15
225
9.
60
65
5
25
10.
60
80
20
400
11.
50
65
15
225
12.
60
75
15
225
13.
65
65
0
0
14.
45
50
5
25
15.
40
55
15
225
16.
65
75
10
100
17.
65
80
15
225
18.
60
65
5
25
19.
55
65
10
100
20.
60
65
5
25
21.
65
80
15
225
22.
60
55
-5
25
23.
50
70
20
400
24.
55
70
25
625
25.
30
45
15
225
26.
50
65
15
225
27.
35
60
25
625
28.
60
75
15
225
29.
50
70
20
400
30.
65
65
0
0
1620
1970
365
6075
∑=
Source: Author Data; 2011
D : The differences between pre-test and post -test.
D2 : The differences between pre-test and post-test in quadrate.
b. SD of pre-test and post-test
SD =
=
c. T-test calculating
= 6,049
d. Giving interpretation t-test
1) Calculate of df
df
= n-1
= 30-1
= 29
2) Conduct with t-table value
With df = 29, the value of t-table with level of signification 5 % is
2,045.
3) Comparing t0 and t-table
t0 = 6,049 therefore t0 is greater than t-table with level of significance
5%
4) Conclusion
Because of t0 is greater than t-table, (6,049 > 2,045), it means that,
H0 is rejected. So, it can be concluded that there is significant
differences between pre-test and post-test.
4. Reflection
After analyzing the result of cycle I, teacher can say that is very
important to be more serious with students‟ pronunciation and written
form in English. Moreover, the teacher should ask them to repeat the
words more than three times in order to students pronounce the words
correctly. When teaching learning process of English, students needed an
instrument to make them more understand. In addition, write down the
difficult word that is not enough to recall easily. Students should be given
a strategy of note-taking in creative way.
There is little bit improvement in students‟ score. They need more
assignment in order to comprehend about the topic of the lesson. Then,
teacher should give support into students to improve their ability in
English especially vocabulary. For the next cycle, teacher should be more
creative to apply a new strategy for students.
B. CYCLE II
Based on the result of the first cycle, it is necessary for teacher to
continue to the next cycle. The description of cycle II as follow:
1. Planning
The activities were prepared:
a.
Lesson plan
Lesson plan is guidance for teachers‟ activities in class. So
the teaching learning process can be maintained (look at appendix).
b. Materials
In the second cycle, the researcher applied the theme about
„Holiday and Travelling‟ because this theme has relationship each
other. The titles of the texts are “My Holiday and Lets‟ Travelling”.
c. Teaching Instrument
The researcher prepared some instruments in the second
cycle such as: blank paper, board marker (3 colors), mind-map.
d. Preparing sheet for classroom observation
Sheet for classroom observation was prepared in order to
know the condition of teaching learning process when the mindmapping strategy was implemented (look at appendix of sheet
observation 2).
e. Test (pre-test and post-test)
Pre-test and pos-test in the second cycle consist of 20 items
that was divided into two parts. They were multiple choice forms
and match the words.
2. The Implementation of the Action
On Wednesday 25th of May 2011, the researcher entered her
English class. She reviewed the lesson of the previous meeting. There are
several difficult words in the first cycle for instance: nostrils, spot, lashes,
gallop away, frighten, etc. Before the teacher starting the lesson, she asked
three students to write down on the board and pronounce these words, then
followed by the other students.
In the second action, teacher informed the mode of presentation in
studying vocabulary and the steps are same with the previous meeting
(draw a mind-map by using blank paper, colors‟ pen, write down the word
with simple image and connect with lines). Before starting the lesson,
teacher gave students pre-test for about 30 minutes. Students do the test
more quietly than before. They felt more serious to do the test but, there
are some boys still noisy. Time was over and they collected the answer
sheet.
Teacher started the lesson by giving some question into students to
build their background knowledge of the topic of the day.
Teacher
: “Have you ever gone to picnic?”
Students
: “Sure mom”
Teacher
: “When you went to picnic? Raise your hand please!”
Adi
: “At Sunday or holiday”
Teacher
: “Good, the last question, where is your favorite place to
spend your holiday?”
Students
: “At Parangtritis, Gembira Loka, Tawangmangu, etc.
Teacher
: “Okay, our topic today is „Holiday and Travelling‟. Now,
please mention some words that is related with the topic,
start from you!”
Nike
: “Please, give an example mom!”
Teacher
: “You can mention the tools that you will bring such as
camera. You can also mention about your destination, etc.
have you got it?”
Students
: “Yes, the words are hotel, tickets, car, zoo, etc”.
Then, teacher divided material into students. There is a text with
title „My Holiday‟. Teacher asked students to read the text and make a
note for difficult words. Afterwards, teacher and students were discussed
the text.
Teacher
: “Read the text first and take a note for your difficult
words. Who wants to be a volunteer?”
Siti
: “Mom” (She raised her hand)
Teacher
: “Okay, read aloud! (She read the text, while the other
students read quietly. Sometimes, teacher corrected her
pronunciation such as: „stayed, saw, and scenery‟)
Is there any difficult words student?”
Students
: “What is the meaning of „stayed, saw, and rode on?”
Teacher
: (Teacher wrote down these words on the board and asked
students to repeat after her) “Repeat the words please!
„stayed, saw, rode on! (Students repeated till three times)
Stayed from the word stay, the meaning is tinggal. While,
saw from the word see, the meaning is melihat. In addition,
rode on is menunggang”.
Adi
: “What the meaning of scenery and took a rest?”
Teacher
: “Scenery has the same meaning with view or
pemandangan, and took a rest has the same meaning with
break or istirahat”.
Adi
: “Thank you”
Teacher
: “Now, let‟s make the mind-map of this text! I‟ll divide the
blank paper, then draw a map by yourself about „My
Holiday‟.”
Students
: “Okay mom” (Almost of students felt enthusiastic to do
the task. They should do that for 15 minutes. Teacher
walked around the class to control students)
Teacher
: “Do with yourself! Don‟t forget to make the theme in the
central, add sample image, and draw the branch. It should
be connected with the lines” (After 15 minutes, teacher
asked two students to present their mind map)
: “The central image is My Holiday. I will divide into three
Nike
main branches. First, destination consist of three lines, they
are Mount Bromo, Mount Batok and Wonokromo. Second
branch is living. The writer lives in friends‟ house. It
connects with some lines for instance: garden and pool. The
last, activities consist of three lines such as see Mt.Batok,
rode on, and take picture. Thank you”."
Teacher
: “Give applause to your friend please! Now, it‟s your
turn”.
Roni
: “The central theme is my holiday. There are four main
branches for instance; inn, destination, activity and feeling.
First, the word inn connects with friends‟ house. It has big
garden and small pool. Second, destination consist of three
lines, they are; Mount Bromo, Mount Batok and zoo at
Wonkromo. Third, activity divide into three lines, these are
rode on horseback, took picture, and lunch under big tree.
Fourth, feeling connect with a line that is fun. Thank you”.
Finally, teacher gave summary of the lesson and divided a new text
into students. Then, she gave homework to read the text and look for the
difficult words. She closed the meeting and leaved the class.
On Thursday 26th of May 2011, teacher continued the lesson. She
opened the meeting and asks students to prepare the material. She gave
follow up by write down several words, asked students to read and answer
the meaning. The words are stayed, saw, took a rest, etc.
Teacher
: “Have you finished your homework?”
Students
: (Most of them answered) “Yes…”
Teacher
: “Let‟s we discuss the first homework, who wants to
answer question number one?” (Teacher gave an occasion
into students to answer the question. Finally, the question
was answered by students clearly. Then, teacher asked
them to make a group of new discussion).
“Now, make a group that consists of 5 students. We will
discuss the text of „Let‟s Travelling‟. (Teacher divided
students into 6 groups and explained the instruction)
Students
Teacher
: “How about the member of each group?”
: “Let‟s count from you (Teacher conducted the students to
make a group)
“After you read the text at home, every group must
compose a mind-map of the text. Write the words as much
as possible. The group with the most words will be the
winner”.
Students
: "How long we should do that?”
Teacher
: “You have 30 minutes to finish the mind-map”. (They
started the discussion, in addition, teacher controlled her
students. When students got difficulties, she tried to solve
the problem. They do the task seriously)
“Time‟s up, let‟s discuss together. Who wants to be the
first?” (Group 3 will be the first)
Group 3
: “We will describe our mind-map. There is central idea
with simple image „Let‟s Travelling‟. We make four main
branches. First, problem connects with a line that is
language. Specifically, language here means English. The
second branch is instruments such as passport and
camera. Third, prohibition connects with a line that is take
photograph. Fourth is facility that we can get along
travelling. There are three lines for instance; restaurant,
hotel and souvenir. Restaurant serves food, while we can
buy souvenir at shop. The total of words is 13”.
Teacher
: “That‟s good presentation, go on to the next group. It‟s
your turn for group 1”.
Group 1
: “Our maps consist of 5 branches; they are destination,
difficulty, instrument, rule and facility. First branch is
destination that is connected with Europe. Second,
difficulty along travelling is language. The kind of
language that should be comprehended is English. Third,
instrument has two lines they are passport and
photograph. Fourth, there is a rule in travelling. This
branch consists of two lines such as be polite and don‟t
take photograph. Fifth, facilities are restaurant, hotel and
souvenirs‟ shop. For the restaurant has a line, that is food
or meal. The total of the words is 14. (Because the time
was limited, the other group shouldn‟t present but submit
their task to be corrected. Finally the winner is group 1)
: “The winner is group 1 because they have the highest
Teacher
words as much 14 words. Give applause to your friend! Is
there any question?
: “What‟s the meaning of forename, behave well and
Diva
board?”
: “Forename is your first name before the family name,
Teacher
while behave well has same meaning with good attitude.
In addition, board here means on the road along we
travelling”.
Finally, teacher gave students post-test in 30 minutes. After that,
students collected the answer sheet. Then, teacher made summary the
lesson of that day and closed the meeting.
3. Observation
In the second cycle, the researcher analyzed the field note which
had been written above. Through monitoring students‟ activities in this
action, the teacher concluded that there are students difficult to say in
English. Several students pronounced incorrectly and the written form still
wrong. Moreover, the learning process can be controlled easily than
before. The situation in the class is more active than before. In addition,
students felt more serious to follow the lesson and to do the task.
Furthermore, the researcher will calculate the result of pre-test and
post-test above to know the students‟ improvement in learning
vocabulary. The calculating as follow:
a. The result of pre test and post test
Figure 4.3 The Result of pre-test and post-test cycle II
Score of
Pre-test
Score of
Post-test
D
D2
1.
80
85
5
25
2.
60
85
25
625
3.
55
90
35
1225
4.
50
60
10
100
5.
45
65
20
400
6.
65
70
5
25
7.
60
70
10
100
8.
40
50
10
100
9.
55
65
10
100
10.
60
85
25
625
11.
55
65
10
100
12.
60
80
20
400
13.
45
65
20
400
Subject
14.
45
65
20
400
15.
60
65
5
25
16.
60
65
5
25
17.
55
90
35
1225
18.
65
85
20
400
19.
55
70
15
225
20.
30
85
55
3025
21.
60
85
25
625
22.
40
85
45
2025
23.
65
70
5
25
24.
50
85
35
1225
25.
60
85
25
625
26.
70
85
15
225
27.
55
90
35
1225
28.
60
75
15
225
29.
75
85
10
100
30.
55
85
30
900
1690
2300
600
16750
∑=
Source: Author Data; 2011
D : The differences between pre-test and post-test.
D2 : The differences between pre-test and post-test in quadrate.
b. SD of pre-test and post-test
SD =
=
c. T-test calculating
= 8,58
d. Giving interpretation t-test
1) Calculate of df
df
= n-1
= 30-1
= 29
2) Conduct with t-table value
With df = 29, the value of t-table with level of signification 5 % is
2,045.
3) Comparing t-test and t-table
T-test = 8,58 therefore t-test is greater than t-table with level of
significance 5 %
4) Conclusion
Because of t0 is greater than t-table, (8,58 > 2,045), it means that,
H0 is rejected. So, it can be concluded that there is significant
differences between pre-test and post-test.
d. Reflection
After analyzing the result of cycle I and cycle II, it can be
concluded that using mind mapping strategy can improve students‟
interest in learning vocabulary in the class. It can be seen when the
teacher asked them several words related with the topic of holiday and
travelling that they have got before. In addition, they still remember the
words clearly. They can also mention many words when compose a
mind map.
The results of pre-test and post-test were used to know the
score of vocabulary mastery. The researcher used two cycles in this
action research. Pre-test and post-test consist of 20 items that can be
seen in the appendix. She also gave oral test into students during the
learning process for each cycle.
C. Analysis of Cycle I and Cycle II
Based on the result of analyzing two cycles, there is significant
improvement on the students‟ ability. That will be explained in the table
below;
Figure 4.4 Mean Analysis
Cycle
Pre-test
Post-test
Students’ Improvement
I
54
65,66
9,74%
II
56,33
76,66
15,28%
Source: Author Data; 2011
From the explanation above showed that by using mind-mapping
strategy can improve students‟ ability in vocabulary. Moreover, the result of
t-test in cycle I and cycle II presented that there is significance influence
between the mean of pre-test and post-test. It showed that the students‟
achievement on vocabulary was improved. Through mastering vocabulary
students will easier to communicate along learning process and comprehend
the core of the text.
In this case, students‟ improvement is influenced by several factors.
Firstly, the use of mind-map strategy can make creative note in learning
English. Mind map is a note-taking method that uses some instruments such
as blank paper, colors‟ pen, draw image and connect with the lines. So, they
feel not bored along learning English. The second is students‟ interest in
participant during learning process. In addition, teacher should give more
support to build students‟ confidence in learning English.
CHAPTER V
CLOSURE
A. Conclusion
After analyzing the data, it can be concluded that through mindmapping strategy, students can improve their vocabulary mastery during
teaching learning English. In addition, mind-map is a creative note-taking that
literally maps out our idea by using blank paper, colors‟ pen and images. The
procedure of mind-map to be followed were; start in the middle of paper
through turn the page sideways, use image for the central idea, use color
throughout, connect the main branches to central image, make the line
curved, use one keyword for each line, and use the images throughout.
Moreover, there is significant improvement by using mindmapping strategy. Based on the statistical analysis, it could be seen that the
mean score of post-test was higher than the mean score of pre-test. The mean
score of pre-test in cycle I was 54 and cycle II was 56,33. While, score of
post-test in cycle I was 65,66 and cycle II was 76,66.
The implementation of mind map can enhance students‟ interest in
learning English especially vocabulary. It can also broaden their vocabulary
about a certain topic. Students told that they can memorize the words easily
by using this strategy rather than the previous method along learning
vocabulary. It is caused by mind-map is creative note that is colorful with
several images. It also made students more interesting to read their note.
Mind map can reduce their boredom in learning English because students can
create the note based on their imagination and creativity.
B. Suggestion
Based on the research finding and conclusion above, the writer would
like to suggest as follows;
1. To the institution
The improvement of students‟ achievement is very important. To
make it real needs several kinds of teaching media. The institution should
provide these instruments to support learning process especially English.
2. To the English Teacher
Teachers have a crucial influence to be successful in learning
English. The teacher should be more creative to create a new strategy in
learning English especially vocabulary. The old method as write down
new words and students should memorize is not enough. Teachers also
give students motivation to learn English seriously. They need additional
instrument to make students more understand the subject easily.
3. To the students
Students should develop their awareness in learning English, while
English as a subject in final examination. They have to be more active
during the lesson. Students need more rehearsal in English subject in order
to make them familiar with English words. They also become braver to
present their idea in front of class after the session of discussion.
4. To other researcher
Hopefully, the other researcher can take several advantages from
this research. Based on the description above, the writer would like to
suggest the other researchers that the result of this action research can be
used as additional reference for the next research.
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