Developing students vocabulary by using mind Map : an experimental study of eigt grants at mts jam'iyyatul khair ciputat
DEVELOPING STUDENTS’ VOCABULARY
BY USING MIND MAP
(An Experimental Study of Eight Grade at MTs. Jam’iyyatul Khair Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By
ZUHRUL HUDA
NIM. 102014023828
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT BY THE EXAMINATION COMMITEE
The “skripsi” titled “DEVELOPING STUDENTS’ VOCABULARY BY
USING MIND MAP” (An Experimental Study of Eight Grade of MTs.
Jam’iyyatul Khair Ciputat, Academic Year 2010-2011) was examined at
examination session of The Faculty of Tarbiyah of Syarif Hidayatullah State Islamic
University Jakarta on Wednesday, September 1st , 2010. This “skripsi” has fulfilled
the requirement for the degree of Strata-1 (S-1) at English Department.
Jakarta, September 1th, 2010
The Examination Committee
Chairman
: Drs. Syauki, M.Pd.
(…………………………..)
NIP. 1964 1212 199103 1 002
Secretary
: Neneng Sunengsih. S.Pd.
(…………………………..)
NIP. 1973 0625 199903 2 001
Examiners
: 1. Drs. Nasifudin Djalil, M.Ag
(…………………………..)
NIP. 1956 0560 199003 1 002
2. Drs. A.M. Zainuri, M.pd
(…………………………..)
NIP. 1953 0304 197903 1 003
Acknowledged by:
Dean of Tarbiya and Teacher’s Training Faculty
Prof. Dr. Dede Rosyada,M.A.
NIP. 1957 1005 198703 1 003
ABSTRACT
HUDA, ZUHRUL, 2010, Developing Students’ Vocabulary by Using Mind Map,
An Experimental Study of Eighth Grade of MTs. Jam’iyyatul Khair,
Ciputat, Tangerang Selatan, English Education Department, Faculty of
Tarbiya and Teacher’s Training, State Islamic University Syarif
Hidayatullah Jakarta.
Advisor: Drs. Sunardi K., Dip.Ed.
Keywords:
Developing Vocabulary, Using Mind Map, and MTs. Jam’iyyatul
Khair.
Language is a tool for communication that vocabulary is the basic aspect on it,
so the mastery of vocabulary becomes an important thing. To communicate by using
foreign language, especially English, someone not only demanded to have grammar
ability, but also need to master a vocabulary. Without grammar and vocabulary
combination, the ideas can not be delivered correctly..
Mind Map is a method that was popularized by the author and psychologist
Tony Buzan in the early 1970s. Mind Map is the way to place the information into
the brain and take it out from the brain. It has their origin in the learning movement
called constructivism. In particular, constructivists hold that prior knowledge is used
as a framework to learn new knowledge. In essence, how we think influences how
and what we learn.
This study is aimed to describe more about using Mind Map as a method in
developing students’ vocabulary in MTs. Jam’yyatul Khair. It includes the procedures
of using Mind Map in teaching vocabulary, the advantages of using Mind Map.
The design of this research is experimental study. The population is the eighth
grade of students of MTs. Jam’iyyatul Khair. In selecting the sample is used random
sampling. The students of class VIII-1 and VIII_2 of MTs. Jam’iyyatul Khair ciputat
are chosen as the sample. The data collection is done by observation and collecting
the documentation. T-test is used to analysis the difference between the students’
vocabulary achievement with Mind Map and without Mind Map
Based on the analysis, the researcher finds that to > tt = 10.5 > 2.02 in
significance level 5% and to > tt = 10.5 > 2.70 in significance level 1%. It means
there is obvious difference between the average score from the result of teaching
vocabulary in experiment class and controlled class. It can be inferred that teaching
vocabulary using Mind Map is more effective than teaching vocabulary without using
Mind Map.
iii
iv
ACKOWLEDGEMENTS
Praise be to Allah SWT: The Lord of the Universe, that under his blessing
and great guidance, the writer eventually able to complete this “skripsi”. May
Allah’s peace and blessing be upon His final Prophet and Messenger, Muhammad,
peace and blessing be upon him, his family and his companions.
This “skripsi” is presented to the English Deparment of Faculty of Tarbiya
and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a
partial fulfillment of the requirement for the Degree of first strata.
In accomplishing this “skripsi”, the writer deservedly would like to
acknowledge his deepest appreciation to the following persons who have helped
and supported the writer to finish the “skripsi”:
1. The writer’s beloved parents (Munawir and Hakimah), brothers and
sisters for support, praying, motivation and encouragement that they
always give.
2. Drs. Sunardi Kartowisastro, Dipl,Ed., the advisor who has given his
charm ideas, suggestion and many other things which were useful in
completing this “skripsi”.
3. All of English Departement lecturers who had taught during the study in
Faculty of Tarbiya and Teacher’s Training.
4. Drs. Syauki, M.Pd., the Head of English Department.
5. Drs. Neneng Sunengsih, M.Pd., the Secretary of English Department.
6. Prof. Dr. Dede Rosyada, M.A., as a Dean of Tarbiya and Teachers’
Training.
7. Dr. Atiq Susilo, M.A. as the academic advisor who has guided during the
study in the Faculty of Tarbiya and Teachers’ Training.
8. Dra. Hidayati, M.Pd, special lecturer for her kindness to advise him in
finishing study.
iv
9. Drs. Sukirman,MA, the principal of MTs. Jam’iyyatul Khair.
10. All of friends in English Department. His Thanks are for the nice relation.
Finally, the writer realizes that his “skripsi” is not perfect, for that reason he
hopes the readers could contribute developmental criticism and suggestion to
improve this “skripsi”.
The writer
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TABLE OF CONTENT
Contents
page
ADVISOR APPROVAL……………………………………………………… . i
LEGALIZATION OF EXAMINATION COMMITTEE….………………. . ii
ABSTRACT …………………………………………………………………... . iii
ACKNOWLEDGEMENT ……………………………………………………. iv
TABLE OF CONTENT ………………………………………………………. vi
CHAPTER I
INTRODUCTION
A. The Background of Research…………………………….… 1
B. The Statement of the Problem ……………………………... 5
C. The Purpose of Research………………………………….... 6
D. The Limitation of Problem ………………………………… 6
E. The Operational Definition ………………………………… 6
F. The Organization of Research………………………………. 7
CHAPTER II THEORITICAL FRAMEWORK
A. Teaching Learning Process ……………………………….. . 9
1. The Meaning of Learning ……………………………...... 9
2. The Factors May Affect the Success of Learning ..……. .11
B. Mind Map ……………………...………………………….. .17
1. The Understanding of Mind Map ………………………..17
2. The Basic Principle of Mind Map ……………………….19
3. The Strengths of Mind Map ……………………………..20
4. The Techniques of Making Mind Maps ………………....22
C. Vocabulary ……………………………………………........24
1. The Understanding of Vocabulary ……………………... .24
2. The Importance of Vocabulary ……………………….... .25
3. Kinds of Vocabulary ………………………………. ….. .26
4. Teaching Vocabulary by Using Mind Maps …………… .28
vi
D. Framework ………………………………………………... .30
E. Hypothesis ………………………………………………… .31
CHAPTER III RESEARCH
METHODOLOGY
AND
RESEARCH
FINDING
A. Research Methodology …………………………………… .32
1. The Purpose of Research………………………………. .32
2. The Place and Time of Research……………….……… .32
3. The Population and Sample of Research ………............ .33
4. The Instrument of the Research………………………... .33
5. The Technique of Data Collecting …………………….. .33
6. The Technique of Data Analysis…………………….......34
B. Research Findings ………………………………………… .35
1. The Description of Data ……………………………….. .35
2. The Analysis of Data ………………................................39
3. The Test of Hypothesis ………………………………. . .40
4. The Interpretation of the Data …………………………. .40
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ………………………………………………... .41
B. Suggestion ……………………………………………….... .41
BIBLIOGRAPHY
APPENDIX
vii
viii
The students are doing Mind Map
1
CHAPTER I
INTRODUCTION
A. The Background of Research
Education is a process aimed at helping student to grow and develop
optimally. The rule of national education system No.20, 2003 says,
”Education is a conscious and planned effort to create an atmosphere of
learning and the learning process so that learners actively develop their own
potential to have the spiritual power of religion, self-control, personality,
intelligence, noble character, and the skills needed themselves, society, nation
and State”. It means that education is a concious effort to develop personality
and skills, inside or outside school, lifelong and geared towards the purposes
to be achieved.
Skill demand is needed by students or young generations more in the
present time include the international language. Nowadays globalization era
demands all people in the world to have international language skill, including
Indonesian. All products imported from abroad use English for their
instructions. Computer and internet as parts of information media source also
use English. Public places such hotels, air ports and restaurants also use
English as their second language. English is used by most international
famous writers to write their books. So that English becomes a compulsory
skill for everyone in his daily life, for instructional understanding that use
2
English, getting
a good job, business interest and so on. From this
phenomenon, there are many English courses ( informal education ) built.
The senior and junior high school students in some reasons have to be
good in English in order to pass their National Final Test, Jeremy Harmer
called it as Short-Term Goal. The students study the language because of the
school curriculum demand. After graduating from school or university, they
have to get job for their life. Some are interested in continuing their study
abroad. But language is one of main problems for those who want to get a
good job and continue their study.
It is quite ironical that the Indonesian students have learned English for
many years. They start studying English from elementary and many of them
from kindergarden up to senior high school. In fact, they still need to take a
course to improve their English. Apart from how the real quality of English
courses in Indonesia, implied apprehensive situation that the quality of
English teaching-learning process in formal classes and the motivation of the
students to learn language are worth questioned.
Motivation is a vital aspect in language learning. It makes language
learners positive about their own learning. It also creates the drive in them to
acquire the targeted language, enjoy the learning process, and experience the
real communication. In the teaching learning process, there are two types of
motivation that can affect student progress. First, extrinsic motivation, which
is concerned with factors outside the classroom, and instrinsic motivation,
which is concerned with what takes place in the classroom.1 Motivation to
learn English that is Internally driven is more powerful than externally
driven motivation. Internal motivations can include a desire to make or play
with friends, to understand popular music, or to embrace the culture. External
motivations may include a parent’s desire for the student to learn English, or
the desire to learn just enough English to get by with the hope of returning to
the home country (Lightbown and Spada, 1999). Therefore, the teaching
1
Jeremy Harmer, the Practice of English Language Teaching. (London and New York :
Longman inc,) P. 3
3
learning process need to create a supported situation to increase the student
internal motivation.
The fact shows that eventhough many language learners have studied
the language for many years, still many of them do not get what they want.
Both student and teacher have limited time to study English in the class. They
study English for about two or three hours in a week. If the students want to
get an extra time to study, they have to take course outside at a high costs.
Whereas, many students look for ways to improve their linguistic skills
without having to make significant financial sacrifices. In addition to financial
constraints of learning language, many professionals are unable to dedicate the
several hours a week needed in order to make significant improvements. In
this case, teachers have responsibility to inform and instruct how to study out
side the classroom.
Accordingly, lack of motivation and limited time for practicing the
language cause the students to have a large passive vocabulary which does not
translate directly into productive capability in the classroom. Where the
mastery of vocabulary is really needed to support other language skills such as
reading, listening, speaking and writing. Building up the vocabulary is
arguably the most important part of a language learning process. If language
learners have no basic vocabulary to work with, they can not study grammar,
they will have difficulties in understanding what they listen and read during
the class, and also to communicate successfully with other people. That is why
it is not only crucial to have a good vocabulary work-up in foreign language
studies but also to keep building it up as they go.
Many students are hard to express their words in English because they
often memorize a context without understanding what they have said. The
students memorize the word totally from the text book and can not use their
own words to explain the context. Effective comprehension and thinking
require a coherent understanding of the organizing principles in any subject
matter. Understanding the essential features of the problems of various school
4
subjects will lead to better reasoning and problem solving (Bransford et al.,
2000, p. 42).
In foreign language teaching especially for vocabulary development,
there are many methods to be applied. Mind Mapping is a method of recording
ideas that was popularized by author or psychologist Tony Buzan in the early
1970s. It was first applied to foreign language teaching in the 90´s as an aid to
activate prior knowledge on a certain topic and help learners to organize and
recall items of vocabulary. When used to activate prior knowledge, a teacher
asks learners what they know about a certain topic and the learners brainstorm
associations which the teacher writes on the board creating a collective map.
When used for vocabulary acquisition, teachers first ask learners to brainstorm
items of vocabulary associated with a certain topic and then learners are asked
to create their own maps instead of the more traditional approach of creating
glossaries with new vocabulary. Buzan pointed out that the normal linear
methods of taking notes and recording ideas do not make efficient use of the
brain’s powers. The Mind Map is a method of recording information or ideas
in a dynamic way that mirrors the brain’s processes.
By this method, the students must express their own words according
to their knowledge and experiences.2 Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, or producing idea and thought. However, the
students automatically have developed their vocabulary. Enabling learners of a
foreign language to understand the target language and communicate ideas
naturally, meaningfully and assertively is one of the main challenges teachers
face in their profession. In tackling this challenge, teachers on many occasions
are required to implement strategies and resources from other fields such as
psychology.
2
Tony Buzan, The Ultimate Book of Mind Map, terjemahan Susi Purwoko, PT. Gramedia
Pustaka Utama Jakarta, p. 4
5
According to functional view of language, “language is a vehicle for
the expression of functional meaning”3. This view is subscribed by the
communicative movement in language teaching. It means that language is a
tool for communication where vocabulary is the basic aspect on it, so the
mastery of vocabulary becomes an important thing. To communicate by using
foreign language, especially English, someone is not only demanded to have
grammar ability, but he also needs to master a vocabulary. Without grammar
and vocabulary combination, the ideas can not be delivered correctly. Poor
readers often read less, because reading is very difficult and frustrating for
them. Therefore as most learners agree, it is vital to know a lot of words if
they want to make progress in a foreign language.
From this learning method, the writer assumes that Mind Map enables
to minimize the student problems in language especially in understanding the
integral context. Consequently, it makes the writer hold the research about the
students’ vocabulary development by using Mind Mapping.
B. The Statement of The problems
Based on the background described above, the writer conducts a study
concerning on using Mind Map method in teaching vocabulary at eight grade
of MTs. Jam’iyyatul Khair Ciputat Timur. The general question of the study is
“is teaching vocabulary by using Mind Map at eight grade of MTs.
Jam’iyyatul Khair Ciputat Timur really effective for students’ vocabulary
development?”
The main question can be described into specific questions as follows:
1. What is Mind Map?
2. How is teaching procedure by using Mind Map?
3. What are the advantages of using Mind Map?
4. Is Mind Map as a method really effective in developing student’s
vocabulary?
3
Jack c. Richard, Theodore S. Rogers, Approches and Methods in Language Teaching,
Cambridge University Press, Cambridge, p.17
6
C. The Purpose of Research
Based on the research questions above, the main purposes of this
research are the following:
1. To describe about Mind Mapping.
2. To describe more about teaching procedure by using Mind Map.
3. To describe more about the advantages of using Mind Map in teaching
vocabulary.
4. To describe whether teaching vocabulary by using Mind Map really
effective.
D. The Significance of Research
The result of research is expected to be useful for English teachers in
developing the students’ language capability, especially for vocabulary
achievement. By mastering of vocabulary, the students can easily express their
mind in speaking activity, writing, and also understanding texts. It is also
expected that the language learners are more motivated to learn the language,
because Mind Map is easy and more interesting to use.
E. The Operational Definition
The following definitions given to make readers have the same
understanding or perception for some terms used in this research. It is expected
to avoid ambiguity or misinterpretation. They are as follows:
Mind Map is a method popularized by Tony Buzan. It has their origin in the
learning movement called constructivism. In particular, constructivists
hold that prior knowledge is used as a framework to learn new
knowledge. In essence, how human thinks influences how and what he
learns. Mind Map is the way how to place the information into the brain
7
and take it out from the brain.4 Mind map reaches all headings and catch
various thought from all sides.
Vocabulary is a group of words arranged in alphabetical order and briefly
explained and should be studied in context. Webster in the Webster’s New
World College Dictionary (2003:1600) has three definitions of vocabulary as
follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual or
work or in a field knowledge.
3) A list or collection of terms or codes available for use
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning.5 So, teaching is the teacher activities
aimed to help student’s learning process.
F. The Organization of Research
CHAPTER I is introduction.
It contains background of research, statement of the problem, the
purpose of the research, the limitation of the problem, and organization of
research.
CHAPTER II is theoretical framework.
It consists of four topics. The first is about teaching learning process.
Secondly, it is about the Mind Map; the understanding, principles, strengths, and
the techniques usage of it. Thirdly, it is about vocabulary; the understanding, the
importance, kinds, and teaching vocabulary by Using Mind Map and the last is the
framework and hypothesis.
CHAPTER III is research methodology and findings.
4
Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta, PT.
Gramedia Pustaka Utama,2007) p. 4
5
H. Douglas Brown, Principles of Language Learning And Teaching, 4th edition,(New
York: Longman, 2000),p.7
8
The research methodology is divided into seven items; they are the
objective of the research, place and time of the research, population and sample
of the research, instrument of the research, the technique of data collecting, and
technique of data analysis.
CHAPTER IV is closing that consists of a conclusions and suggestions
9
CHAPTER II
THEORETICAL FRAMEWORK
A. Teaching Learning Process
The most decisive activity in the successful implementation of
curriculum is a learning process or learning activity. Learning is a process that
must be taken by students, but basically it should be understood by teachers in
its implementation, so that teachers can organize and guide the learning
process in accordance with the rules for effective learning.
Teaching learning are two concepts that can not be separated from
each other. Learning indicates what should be done by learner as a subject
who receives lessons, while teaching indicates what should be done by the
teacher to his student. Both concepts will be integrated in one event when the
interaction between teacher and student occurs during process of learning. It
is called by learning as a process.
1. The Meaning of Learning
Most people identify learning by activities such as reading,
writing, explaining, observing, listening, memorizing, researching,
practicing and so on. However, these activities are basically a learning
understanding in the limits of methodical, which means that these
activities are forms of learning methods. So, it is not the meaning of
10
learning itself. Some educational experts suggest that the definition of
learning as follows1:
a. Hilgard and Bower, in the book of Theories of Learning (1975):
Learning is related to changes in a person's behavior toward something
specific situation caused by repeated experiences in situations where
behavioral changes can not be explained on the basis of nature
response tendencies, maturation, or the instantaneous state of a person.
b. Gagne, in his book The Conditions of Learning (1977), learning occurs
when a stimulus situation together with the memory contents influence
the student such that his behavior (performance) changed from the
time before he experienced the situation to the time after he
experienced it.
c. Morgan, in his book Introduction to Psychology (1978), learning is a
relatively permanent change in behavior that occurs as a result of
training or experience.
d. Good and Brophy in his book, Educational psychology: A realistic
Approach suggested the meaning of learning by the brief words, that
learning is the development of the new Association as a result of
experience.
e. Learning is the process by which change in behavior, knowledge,
skills, etc, comes about through practice, instruction or experience and
the result of such process.2
g. Kolb (1984: 38), the process whereby knowledge is created through
the transformation of experience.
h. Mezirow (2000: 5), the process of using a prior interpretation to
construe a new or revised interpretation of the meaning of one’s
experience as a guide for future action.
i. Wilson (2005: 7) A relatively permanent change of knowledge,
attitude or behavior occurring as a result of formal education or
training, or as a result of informal experience.
j. Beard and Wilson (2006:19) quoted by Anne Jordan, Orison Carlile
and Annete Stack in their book Approaches to Learning (2008:200),
the sense-making process of active engagement between the inner
world of the person and the outer world of the environment.
Sarlito Wirawan Sarwono in the book of Pengantar umum psikologi
(2000:45) defines learning as a process in which behavior caused or
corrected through a series of reactions or situations (stimuli) that occur.
1
M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2002),
p.84.
2
Jack C Richard. and Schmidt Richard, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.298.
11
From those definitions, apparently, learning is an activity done by
human being as an effort to get knowledge (cognitive), to create attitudes
(affective), and to raise concept and skills (psychomotor) as a result of the
interaction with the environment. Several contemporary definitions of
learning above give a central place to experience. So that learning is the
result of experience and it is not only about physical activities but also
mainly involves the brain activity that is thinking.
2. The Factors May Affect the Success of Learning
The main duty of a learner is to learn. The learner will try to get
knowledge, to create attitudes, and to raise concept and skills. Some
factors may affect how successfully a course is received by learners. The
factors are:3
a. Understanding of the Course
It is important to ensure that the learners understand the goals of the
course. Brindley (1984:95) stated:
“When learners and teachers meet for the first time, they may
bring with them different expectations concerning not only the
learning process in general, but also concerning what will be
learned in particular course and how it will be learned. The
possibility exists, therefore, for misunderstanding to arise. It is
accordingly of vital importance that, from beginning of the
course, mechanism for consultation are set up, in order to ensure
that the parties involved in the teaching-learning are aware of
each other expectations. If learners are become active
participants in decision making regarding their own learning,
then it is essential that they know the teacher’s position and that
they be able to state their own. Teachers, conversely need to
canvass learner’s expectations and be able to interpret their
statements need”.
b. Views of Learning
Learners enter a course with their own views of teaching and
learning and these may not be identical to those of their teachers.
3
J.C, Richards, Curriculum development, (Cambridge: Cambridge University Press,
2001), p. 223.
12
Therefore, what they feel, see, and they expect about the learning
process may affect how successfully a course is received.
c. Learning Styles
Learning styles are habitual patterns of perceiving, processing,
or reacting to information.4 Learners have various ways of learning.
Willing (1985, cited in Nunan 1988, 93) found four different learner
types in the population he studied:
1) Concrete Learners
These learners preferred learning by games, pictures, film and
video, talking in pairs, learning through the use of cassettes, and
going to excursions.
2) Analytical Learners
These learners liked studying grammar, studying English
books, studying alone, finding their own mistakes, having
problems to work on, learning through reading newspapers.
3) Communicative Learners
This group liked to learn by observing and listening to native
speakers, talking to friends in English, using English in shops, and
so on, learning English words by hearing them and learning by
conversations.
4) Authority-Oriented Learners
These students liked the teacher to explain everything, writing
everything in a notebook, having their own textbook, learning to
read, studying grammar, and learning English words by seeing
them.
Leaver, Ehrman, and shektman in their book Achieving Success
in Second language Acquisition (2005) divide learning styles into three
categories:
4
Betty Leaver, et. al., Achieving Success in Second language Acquisition, (New York:
Cambridge University Press, 2005), p.65.
13
1) Sensory Preferences
Sensory preferences refer to the channels through which we
perceive information which consist of visual, auditory, and motor
modalities, as a minimum.
2) Cognitive Styles
Cognitive styles describe how the individual acquires
knowledge
(cognition)
and
how
an
individual
processes
information (conceptualization).
3) Personality Types.
Personality types learning style that involves affective
(emotional) factors. For some people, one of these categories may
be more important than others. For other people, the categories
have more or less equal valence.
The methodologist Tony Wright quoted by Jeremy Harmer in his
book, The Practice of English Language Teaching (2001:42) describes
four different styles within group (1987:117-118).
1) The enthusiast- looks to the teacher as a point of reference and is
concerned with the goals of the learning group.
2) The oracular- focuses on the teacher but is more oriented towards
the satisfaction of personal goals.
3) The participator- tends to concentrate on group goals and group
solidarity
4) The rebel-leans toward the learning group for his or her point of
reference, is mainly concerned with satisfaction of his her own
goals.
Based on the diversity of students' learning styles, it is important
for teachers to know it. By knowing the style of the student, teachers
can choose teaching methods and educational media that are
appropriate for their student. In this case, teachers need to be creative
in varying the methods in the terms of educational media selection.
Thus, the differences in learning styles among students can be
14
accommodated properly. Aside teachers, it is also important for
students to know their own learning style. Therefore they can create
the atmosphere they like. Thus, it is expected that motivation
increases.
d. Motivation
When the learners are motivated, they will enjoy the learning and
will study the lesson seriously. They will attentively listen to what the
teacher has explained because they are comfortable with such
situation.
Student success to be achieved will make an effort and hard work
to get it, so that it will be a feedback to both teachers and students.
They will be motivated to achieve it by optimizing and completing
such factors.
On the other hand, Carmen Zuniga Dunlap and Evelyn Marino
Weisman in the book; Helping English Language Learner succeed
state that there are some individual factors that affect Learning
English. They are:
1) Age of Acquisition
Children under the age of about eight learn language differently
from older learners. Younger children use innate language learning
abilities
and
can
acquire
native-like
fluency,
including
pronunciation. Older learners rely on general cognitive learning
strategies. They can learn to speak, read, and write perfectly
well; however, after about the age of 13, they will begin to lose
the ability to completely acquire standard English pronunciation
(Lightbown & Spada, 1999).
2) Education in the Primary Language
Strong primary language background is a key element in being
able to learn English, because the student is not struggling to
accomplish two tasks at the same time-learning English and
15
learning in English; rather, the student can focus on the single task
of learning English.
3) Motivation
Motivation to learn English that is internally driven is more
powerful than externally driven motivation. Internal motivation can
include a desire to make or play with friends, to understand popular
music, or to embrace the culture. External motivation may include
a parent’s desire for the student to learn English, or desire to learn
just enough English to get by with the hope of returning to the
home country (Lightbown and Spada, 1999). There are some
factors influencing learner motivation5 :
a) The Status of English
Its usefulness perceived in school and after school. When
the students think that English is not useful for them, they will
be less motivated.
b) Past Learning Experience
Experience of success provides students with more power
to pursue a new goal. It allows language learners to understand
the purpose of trying and have pleasure in learning it. Students
who have a negative experience about English learning need to
regain interest and faith in their ability to learn it.
c) Success and Reward
If students have successfully completed previous tasks and
lessons and been praised for their achievement then they are
more inclined to make an effort.
d) The Content of the Lesson
This must be inherently of interest to the age range. They
need to be able to identify with the topics chosen.
5
Clare Lavery, Language Assistant, (The British Council, 2001), p.24.
16
e) Self-confidence
Self-confidence is very needed in language-learning. It
provides learners with the motivation and energy to become
positive about their own learning. It also creates the drive in
them to acquire the targeted language, enjoy the learning
process. Some learners are disappointed in making failures and
some are very nervous about making mistakes, so it hampers
their progress.
f) Length of Time Studying English
At the early stages of language learning everything is new
and progress can seem rapid. This sense of achievement is lost
or gets slower as the years pass. This is one of the reasons why
children at primary school or in their first years of English at
lower secondary seem so much more motivated than
adolescents in upper secondary school.
g) Lack of Challenge
To get a sense of progress and to create the feelings of
effort that students associate with learning, we need to stretch
them, e.g. don’t tell learners something they can tell you, given
a little guidance and encouragement. Help them to guess new
words instead of jumping in with translations, or encourage
them to try to correct their own mistakes on the basis of their
knowledge.
h) A Sense of Difficulty
English learner can create a feeling that English is a
difficult language without realizing it. It is common to hear
students say of their own language ‘English is very difficult’,
‘The grammar is very complicated’. More often than not these
negative feelings have been induced by learning approaches
which over emphasized difficulties and over-highlighted
17
learners’ errors. Such comparisons are fruitless and undermine
confidence
4) Aptitude
Some students seem quickly pass through stages of English
development while other students proceed more slowly. Some
individuals have an innate aptitude for language learning that can
account for different rates of development among students.
Motivation is vital in language learning. It makes language
learners positive about their own learning. It also creates the drive
in them to acquire the targeted language and enjoy the learning
process. Moreover, experience of success and satisfaction has a
strong connection with motivation. By realizing their improvement
and achievement, students always gain the feeling of success. In
order for language students to become satisfied with a lesson, it is
required to produce a stress-free classroom and develop integratedtasks lesson. It is necessary that there is a trust between a teacher
and the students so that much communication in a targeted
language is developed.
B. Mind Map
1. The Understanding of Mind Map
Mind Map is a method that was popularized by the author and
psychologist Tony Buzan in the early 1970s. Mind Map is the way to place
the information into the brain and take it out from the brain.6 Buzan
compares it to a map of a city. The city center represents the main idea; the
main roads leading from the center represent the key thoughts in thinking
process; the secondary roads or branches represent secondary thoughts,
and so on. Special images or shapes can represent landmarks of interest or
particularly relevant ideas.
6
Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta: PT.
Gramedia Pustaka Utama, 2007), p.4.
18
By this method, the students must express their own words according
to their knowledge and experiences. Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, and producing idea and thought. However,
the students automatically have developed their vocabulary. Enabling
learners of a foreign language to understand the target language and
communicate ideas naturally, meaningfully and assertively is one of the
main challenges teachers face in their profession.
Mind Map were first applied to language teaching in the 90´s as an aid
to activate prior knowledge on a certain topic and help learners to organize
and recall items of vocabulary. When used to activate prior knowledge, a
teacher asks learners what they know about a certain topic and the learners
brainstorm associations which the teacher writes on the board creating a
collective map. When used for vocabulary acquisition, teachers firstly ask
learners to brainstorm items of vocabulary associated with a certain topic
and then learners are asked to create their own maps instead of the more
traditional approach of creating glossaries with new vocabulary. Buzan
pointed out that the normal linear methods of taking notes and recording
ideas do not make efficient use of the brain’s powers. Presentation
characteristic of Mind Map that is possibly to add new information, make
Mind Maps able to improve the creativity of the brain work power. The
Mind Map is a method of recording information or ideas in a dynamic way
that mirrors the brain’s process.
The human brain consists of millions of tiny cells called neurons.
Each body of cells are very complex, there is a central part or nucleus, and
the number of branches that radiate in all directions. These cells appear as
complex and beautiful tree that can grow a branch in every direction
around it. It is figured as the following.
19
7
In the human brain there are (1000000000000) brain cells. Each
brain cell (neuron) contains a vast electrochemical complex and a
powerful micro-date-processing and transmitting system that, despite its
complexity, would fit on the head of a pin. Each of these brain cells looks
like a super octopus, with a central body and tens, hundreds, and thousand,
of tentacles. 8
Mind Map has the similarity form and structure as shown. Each bit of
information entering the brain, every sensation, memory or thought, which
incorporates every word, number, code, food, fragrance, line, color, image,
beat, note and texture can be represented as a central sphere from which
radiate tens, hundreds, thousands, even millions of hooks. Each hook
represents an association, and each association has its own infinite array of
links and connections.
7
http://www.enchantedlearning.com/subjects/anatomy/brain/Neuron.shtml, accessed on
july 4th , 2010
8
Tony Buzan and Barry Buzan, The Mind Map Book, (London: BBC Worldwide
Limited, 2003), p.27.
20
2. The Basic Principles of Mind Map
The Mind Map can be applied to every aspect of life where improve
learning and clearer thinking will enhance human performance. It has four
essential characteristics: 9
a. The main topic of the Mind Map is summarized as a central image, word
or phrase.
b. The main themes of the subject radiate from the central image as branches.
c. Branches comprise of a key word, image or topic presented on an
associated line they divide out into further higher level sub branches.
d. The branches and sub-branches form a connected structure.
To aid the process of memory and recall, a Mind Map uses of:
a. Color - this is used to differentiate areas of the Mind Map
b. Visual images such as pictures, codes, and dimension - these are used
throughout to illustrate different themes and topics.
3. The Strengths of Mind Map
Compared with linear methods of taking notes and recording ideas
Mind Maps have the following advantages:
a. They allow a large number of complex ideas to be compressed into a
single page.
b. Mind Maps are created in an organic and flexible way - links can be
drawn between any items or sections. New ideas can be added in any
direction, so they are good for brainstorming.
c. Because it mirrors the way in which the brain works and incorporates
colour, visual images and compressed ideas, a Mind Map is much easier
to memorise and recall than a linear list.
More specifically, the use of Mind Map in language teaching and
learning activities can provide several benefits, including the following:
9
Tony Buzan and Barry Buzan, The Mind Map,…, p.59.
21
a. The Benefits for Teachers
The new developments of teaching and learning view take the
consequence for teachers to enhance the role and competence for
teaching and learning process and student learning outcomes are
largely determined by the role and competence of teachers. The
teacher can use Mind Maps in a number practical ways to make
teaching and learning easier and more enjoyable.
1) Preparing lesson notes
Preparing a lecture in Mind Map form is much faster than writing it
out and easy to update.
2) Yearly planning
The Mind Map can be used to give the teacher an overview of the
whole year’s study program, showing the term divisions and the
type of lessons to be given.
3) Term Planning.
This is sub-division of yearly plan, and smaller in expanding
branch or branches.
4) Daily planning
It would record the specific details of lessons, such as start and
finish time, classroom, topic to be covered, and so on.
5) Lessons and presentation
The Mind Maps will help clarify the structure of the lesson and
hold the students’ interest and enhance their memory and
understanding of the subject covered.
6) Examination
The Mind Maps can be used to test the students’ knowledge and
understanding rather than their writing ability. It can show the
teacher whether or not the students have a general grasp of the
subject, as well as their strength and weakness.
7) Project
The Mind Maps can be used to plan, monitor and present projects.
b. Benefits of Teaching with Mind Maps10
1) They inspire interest in the student, thus making them more
receptive and co-operative in the classroom.
2) They make lessons and presentations more spontaneous, creative
and enjoyable, both for teacher and students.
3) Rather than remaining relatively rigid as years go by, the teacher’s
notes are flexible and adaptable.
10
Tony Buzan and Barry Buzan, The Mind Map,…, p.232.
22
4) Because Mind Maps present only relevant material in a clear and
memorable form, the students tend to get better marks in
examinations.
5) Unlike linier text, Mind Maps show not just the facts but the
relationships between those facts, thus giving the students a deeper
understanding of the subject.
6) The physical volume of lecture notes is dramatically reduced.
7) Mind Maps are especially useful for children with the ‘learning
difficulties’, particularly dyslexia.
4. The Techniques of Making Mind Maps
The steps in making Mind Maps is by identifying all concepts or words
that will be mapped, and then develop the concepts or words from the
most general to the specific. Then make a relationship between them with
connecting lines. Buzan lists that there are four key characteristics of a
Mind Map:
a. There is one key concept, often expressed graphically as an image.
b. From the key concept/image radiate out branches each of which
contains another key concept which is a subset of the main concept.
c. Attached to these main branches are other branches which represent
less important concepts.
d. Together, the branches and central image form a nodal structure.
To simplify how to make Mind Maps, here some steps to take:
a. Take a blank piece of paper.
b. Use the paper in landscape orientation.
Words and images have more space in the direction we write, so they
don’t bump into margins as quickly.
c. Start to write the topic in the center
Topic is the theme / main idea being studied. In making such Mind
Maps, the topic is written in the centre of the page so that the new
information gotten can be added easily around it. The more extensive
the paper size, the easier in writing the relationship between keywords.
23
The central lines are thick. It is like arm joining body, or the branch of
a tree to the trunk.
d. Make a central image that represents the topic about which is written
or thought a picture is worth a thousand words. It opens up
associations, focuses the thoughts, interesting and it results in better
recall:
1) Colors stimulate the right cortical activity of imagination as well
as capturing and holding attention.
2) This size gives plenty of space for the rest of Mind Map, while
making it large enough to be the clear focus of the topic.
3) The unique shape makes it more memorable and enjoyable. A
frame makes the centre a monotony of shape and disconnects the
branches.
e. Start to add a second level of thought.
These words or images are linked to the main branch that triggered
them by thinner connecting lines.
f. Add a third of fourth level of data as thoughts.
g. Add a new dimension to Mind Map. Boxes add depth around the word
or image. It is to make some important points stands out.
h. Sometimes enclose branches of a Mind Map with outlines in color.
The outlines will create unique shapes. It will aid memory.
i. Make each Mind Map a little more beautiful, artistic, colorful,
imaginative and dimensional. The eyes and brain will be attracted to
the Mind Map.
j. Have fun. The brain will delight in getting the maximum use and
enjoyment from this process and will therefore learn faster, recall more
effectively and think more clearly. Mind Map can be illustrated by the
picture below:
The summary below is based on Buzan's structure.
24
11
C. Vocabulary
1. The Understanding of Vocabulary
Vocabulary is the Everest of language.12 By this reason, a person
who wants to be able to communicate in a certain language has to master
the vocabulary of that language for the first time. It is one of the important
factors in learning English besides sound system, grammar, and culture.
There are several definitions of vocabulary:
a. Vocabulary is a set of lexemes, including single words, compound
words and idioms.13
b. Webster has three definitions of vocabulary as follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual
or work or in a field knowledge.
3) A list or collection of terms or codes available for use.14
11
http://www.mind-mapping.co.uk/make-mind- map.htm, accessed on July 6th ,2010
12
David Crystal, The Cambridge Encyclopedia of the English Language, (Australia:
Cambridge University Press, 1994), p.116.
13
J C. Richard and Richard Schmidt, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.580.
25
c. Penny Ur in her book A Course in Language Teaching (2009:60)
defines vocabulary roughly as the words we teach in the foreign
language. However, a new item of vocabulary may be more than
a single word which are made up of two or three words but express a
single idea. There are also multi-word idioms where the meaning of the
phrase cannot be deduced from an analysis of the component words.
From the definitions above, the writer comes to the conclusion that
broadly, vocabulary is knowledge of words and word meanings. And
words become meaningful only when studied and considered in context,
that is, with all the other words which surround them and which help to
give them their meaning.
2. The Importance of Vocabulary
Vocabulary knowledge in young children directly affects their later
success in learning to read (Roit, 2002). Children who enter school with
limited vocabulary knowledge fall even further behind over time in
reading fluency and comprehension (Baker, Simmons, & Kame’enui,
1997).15 The linguist David Wilkins summed up the importance of
vocabulary learning by saying ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’. (Deller H and
Hocking D, Innovation, LTP): ‘If you spend most of your time studying
grammar, your English will not improve very much. You will see most
improvement if you learn more words and expressions. You can say very
little with grammar, but you can say almost anything with words!’16 Swan
and Walter in the introduction to their Cambridge English Course wrote
14
Merriam Webster, Webster’s New World College Dictionary, (Springfield: MerriamWebster, Incorporated, 2003), 11th ed., p.1600.
15
Judy Willis, M.D, Teaching the brain to read, (Alexandria: Association f
BY USING MIND MAP
(An Experimental Study of Eight Grade at MTs. Jam’iyyatul Khair Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By
ZUHRUL HUDA
NIM. 102014023828
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT BY THE EXAMINATION COMMITEE
The “skripsi” titled “DEVELOPING STUDENTS’ VOCABULARY BY
USING MIND MAP” (An Experimental Study of Eight Grade of MTs.
Jam’iyyatul Khair Ciputat, Academic Year 2010-2011) was examined at
examination session of The Faculty of Tarbiyah of Syarif Hidayatullah State Islamic
University Jakarta on Wednesday, September 1st , 2010. This “skripsi” has fulfilled
the requirement for the degree of Strata-1 (S-1) at English Department.
Jakarta, September 1th, 2010
The Examination Committee
Chairman
: Drs. Syauki, M.Pd.
(…………………………..)
NIP. 1964 1212 199103 1 002
Secretary
: Neneng Sunengsih. S.Pd.
(…………………………..)
NIP. 1973 0625 199903 2 001
Examiners
: 1. Drs. Nasifudin Djalil, M.Ag
(…………………………..)
NIP. 1956 0560 199003 1 002
2. Drs. A.M. Zainuri, M.pd
(…………………………..)
NIP. 1953 0304 197903 1 003
Acknowledged by:
Dean of Tarbiya and Teacher’s Training Faculty
Prof. Dr. Dede Rosyada,M.A.
NIP. 1957 1005 198703 1 003
ABSTRACT
HUDA, ZUHRUL, 2010, Developing Students’ Vocabulary by Using Mind Map,
An Experimental Study of Eighth Grade of MTs. Jam’iyyatul Khair,
Ciputat, Tangerang Selatan, English Education Department, Faculty of
Tarbiya and Teacher’s Training, State Islamic University Syarif
Hidayatullah Jakarta.
Advisor: Drs. Sunardi K., Dip.Ed.
Keywords:
Developing Vocabulary, Using Mind Map, and MTs. Jam’iyyatul
Khair.
Language is a tool for communication that vocabulary is the basic aspect on it,
so the mastery of vocabulary becomes an important thing. To communicate by using
foreign language, especially English, someone not only demanded to have grammar
ability, but also need to master a vocabulary. Without grammar and vocabulary
combination, the ideas can not be delivered correctly..
Mind Map is a method that was popularized by the author and psychologist
Tony Buzan in the early 1970s. Mind Map is the way to place the information into
the brain and take it out from the brain. It has their origin in the learning movement
called constructivism. In particular, constructivists hold that prior knowledge is used
as a framework to learn new knowledge. In essence, how we think influences how
and what we learn.
This study is aimed to describe more about using Mind Map as a method in
developing students’ vocabulary in MTs. Jam’yyatul Khair. It includes the procedures
of using Mind Map in teaching vocabulary, the advantages of using Mind Map.
The design of this research is experimental study. The population is the eighth
grade of students of MTs. Jam’iyyatul Khair. In selecting the sample is used random
sampling. The students of class VIII-1 and VIII_2 of MTs. Jam’iyyatul Khair ciputat
are chosen as the sample. The data collection is done by observation and collecting
the documentation. T-test is used to analysis the difference between the students’
vocabulary achievement with Mind Map and without Mind Map
Based on the analysis, the researcher finds that to > tt = 10.5 > 2.02 in
significance level 5% and to > tt = 10.5 > 2.70 in significance level 1%. It means
there is obvious difference between the average score from the result of teaching
vocabulary in experiment class and controlled class. It can be inferred that teaching
vocabulary using Mind Map is more effective than teaching vocabulary without using
Mind Map.
iii
iv
ACKOWLEDGEMENTS
Praise be to Allah SWT: The Lord of the Universe, that under his blessing
and great guidance, the writer eventually able to complete this “skripsi”. May
Allah’s peace and blessing be upon His final Prophet and Messenger, Muhammad,
peace and blessing be upon him, his family and his companions.
This “skripsi” is presented to the English Deparment of Faculty of Tarbiya
and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a
partial fulfillment of the requirement for the Degree of first strata.
In accomplishing this “skripsi”, the writer deservedly would like to
acknowledge his deepest appreciation to the following persons who have helped
and supported the writer to finish the “skripsi”:
1. The writer’s beloved parents (Munawir and Hakimah), brothers and
sisters for support, praying, motivation and encouragement that they
always give.
2. Drs. Sunardi Kartowisastro, Dipl,Ed., the advisor who has given his
charm ideas, suggestion and many other things which were useful in
completing this “skripsi”.
3. All of English Departement lecturers who had taught during the study in
Faculty of Tarbiya and Teacher’s Training.
4. Drs. Syauki, M.Pd., the Head of English Department.
5. Drs. Neneng Sunengsih, M.Pd., the Secretary of English Department.
6. Prof. Dr. Dede Rosyada, M.A., as a Dean of Tarbiya and Teachers’
Training.
7. Dr. Atiq Susilo, M.A. as the academic advisor who has guided during the
study in the Faculty of Tarbiya and Teachers’ Training.
8. Dra. Hidayati, M.Pd, special lecturer for her kindness to advise him in
finishing study.
iv
9. Drs. Sukirman,MA, the principal of MTs. Jam’iyyatul Khair.
10. All of friends in English Department. His Thanks are for the nice relation.
Finally, the writer realizes that his “skripsi” is not perfect, for that reason he
hopes the readers could contribute developmental criticism and suggestion to
improve this “skripsi”.
The writer
v
TABLE OF CONTENT
Contents
page
ADVISOR APPROVAL……………………………………………………… . i
LEGALIZATION OF EXAMINATION COMMITTEE….………………. . ii
ABSTRACT …………………………………………………………………... . iii
ACKNOWLEDGEMENT ……………………………………………………. iv
TABLE OF CONTENT ………………………………………………………. vi
CHAPTER I
INTRODUCTION
A. The Background of Research…………………………….… 1
B. The Statement of the Problem ……………………………... 5
C. The Purpose of Research………………………………….... 6
D. The Limitation of Problem ………………………………… 6
E. The Operational Definition ………………………………… 6
F. The Organization of Research………………………………. 7
CHAPTER II THEORITICAL FRAMEWORK
A. Teaching Learning Process ……………………………….. . 9
1. The Meaning of Learning ……………………………...... 9
2. The Factors May Affect the Success of Learning ..……. .11
B. Mind Map ……………………...………………………….. .17
1. The Understanding of Mind Map ………………………..17
2. The Basic Principle of Mind Map ……………………….19
3. The Strengths of Mind Map ……………………………..20
4. The Techniques of Making Mind Maps ………………....22
C. Vocabulary ……………………………………………........24
1. The Understanding of Vocabulary ……………………... .24
2. The Importance of Vocabulary ……………………….... .25
3. Kinds of Vocabulary ………………………………. ….. .26
4. Teaching Vocabulary by Using Mind Maps …………… .28
vi
D. Framework ………………………………………………... .30
E. Hypothesis ………………………………………………… .31
CHAPTER III RESEARCH
METHODOLOGY
AND
RESEARCH
FINDING
A. Research Methodology …………………………………… .32
1. The Purpose of Research………………………………. .32
2. The Place and Time of Research……………….……… .32
3. The Population and Sample of Research ………............ .33
4. The Instrument of the Research………………………... .33
5. The Technique of Data Collecting …………………….. .33
6. The Technique of Data Analysis…………………….......34
B. Research Findings ………………………………………… .35
1. The Description of Data ……………………………….. .35
2. The Analysis of Data ………………................................39
3. The Test of Hypothesis ………………………………. . .40
4. The Interpretation of the Data …………………………. .40
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ………………………………………………... .41
B. Suggestion ……………………………………………….... .41
BIBLIOGRAPHY
APPENDIX
vii
viii
The students are doing Mind Map
1
CHAPTER I
INTRODUCTION
A. The Background of Research
Education is a process aimed at helping student to grow and develop
optimally. The rule of national education system No.20, 2003 says,
”Education is a conscious and planned effort to create an atmosphere of
learning and the learning process so that learners actively develop their own
potential to have the spiritual power of religion, self-control, personality,
intelligence, noble character, and the skills needed themselves, society, nation
and State”. It means that education is a concious effort to develop personality
and skills, inside or outside school, lifelong and geared towards the purposes
to be achieved.
Skill demand is needed by students or young generations more in the
present time include the international language. Nowadays globalization era
demands all people in the world to have international language skill, including
Indonesian. All products imported from abroad use English for their
instructions. Computer and internet as parts of information media source also
use English. Public places such hotels, air ports and restaurants also use
English as their second language. English is used by most international
famous writers to write their books. So that English becomes a compulsory
skill for everyone in his daily life, for instructional understanding that use
2
English, getting
a good job, business interest and so on. From this
phenomenon, there are many English courses ( informal education ) built.
The senior and junior high school students in some reasons have to be
good in English in order to pass their National Final Test, Jeremy Harmer
called it as Short-Term Goal. The students study the language because of the
school curriculum demand. After graduating from school or university, they
have to get job for their life. Some are interested in continuing their study
abroad. But language is one of main problems for those who want to get a
good job and continue their study.
It is quite ironical that the Indonesian students have learned English for
many years. They start studying English from elementary and many of them
from kindergarden up to senior high school. In fact, they still need to take a
course to improve their English. Apart from how the real quality of English
courses in Indonesia, implied apprehensive situation that the quality of
English teaching-learning process in formal classes and the motivation of the
students to learn language are worth questioned.
Motivation is a vital aspect in language learning. It makes language
learners positive about their own learning. It also creates the drive in them to
acquire the targeted language, enjoy the learning process, and experience the
real communication. In the teaching learning process, there are two types of
motivation that can affect student progress. First, extrinsic motivation, which
is concerned with factors outside the classroom, and instrinsic motivation,
which is concerned with what takes place in the classroom.1 Motivation to
learn English that is Internally driven is more powerful than externally
driven motivation. Internal motivations can include a desire to make or play
with friends, to understand popular music, or to embrace the culture. External
motivations may include a parent’s desire for the student to learn English, or
the desire to learn just enough English to get by with the hope of returning to
the home country (Lightbown and Spada, 1999). Therefore, the teaching
1
Jeremy Harmer, the Practice of English Language Teaching. (London and New York :
Longman inc,) P. 3
3
learning process need to create a supported situation to increase the student
internal motivation.
The fact shows that eventhough many language learners have studied
the language for many years, still many of them do not get what they want.
Both student and teacher have limited time to study English in the class. They
study English for about two or three hours in a week. If the students want to
get an extra time to study, they have to take course outside at a high costs.
Whereas, many students look for ways to improve their linguistic skills
without having to make significant financial sacrifices. In addition to financial
constraints of learning language, many professionals are unable to dedicate the
several hours a week needed in order to make significant improvements. In
this case, teachers have responsibility to inform and instruct how to study out
side the classroom.
Accordingly, lack of motivation and limited time for practicing the
language cause the students to have a large passive vocabulary which does not
translate directly into productive capability in the classroom. Where the
mastery of vocabulary is really needed to support other language skills such as
reading, listening, speaking and writing. Building up the vocabulary is
arguably the most important part of a language learning process. If language
learners have no basic vocabulary to work with, they can not study grammar,
they will have difficulties in understanding what they listen and read during
the class, and also to communicate successfully with other people. That is why
it is not only crucial to have a good vocabulary work-up in foreign language
studies but also to keep building it up as they go.
Many students are hard to express their words in English because they
often memorize a context without understanding what they have said. The
students memorize the word totally from the text book and can not use their
own words to explain the context. Effective comprehension and thinking
require a coherent understanding of the organizing principles in any subject
matter. Understanding the essential features of the problems of various school
4
subjects will lead to better reasoning and problem solving (Bransford et al.,
2000, p. 42).
In foreign language teaching especially for vocabulary development,
there are many methods to be applied. Mind Mapping is a method of recording
ideas that was popularized by author or psychologist Tony Buzan in the early
1970s. It was first applied to foreign language teaching in the 90´s as an aid to
activate prior knowledge on a certain topic and help learners to organize and
recall items of vocabulary. When used to activate prior knowledge, a teacher
asks learners what they know about a certain topic and the learners brainstorm
associations which the teacher writes on the board creating a collective map.
When used for vocabulary acquisition, teachers first ask learners to brainstorm
items of vocabulary associated with a certain topic and then learners are asked
to create their own maps instead of the more traditional approach of creating
glossaries with new vocabulary. Buzan pointed out that the normal linear
methods of taking notes and recording ideas do not make efficient use of the
brain’s powers. The Mind Map is a method of recording information or ideas
in a dynamic way that mirrors the brain’s processes.
By this method, the students must express their own words according
to their knowledge and experiences.2 Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, or producing idea and thought. However, the
students automatically have developed their vocabulary. Enabling learners of a
foreign language to understand the target language and communicate ideas
naturally, meaningfully and assertively is one of the main challenges teachers
face in their profession. In tackling this challenge, teachers on many occasions
are required to implement strategies and resources from other fields such as
psychology.
2
Tony Buzan, The Ultimate Book of Mind Map, terjemahan Susi Purwoko, PT. Gramedia
Pustaka Utama Jakarta, p. 4
5
According to functional view of language, “language is a vehicle for
the expression of functional meaning”3. This view is subscribed by the
communicative movement in language teaching. It means that language is a
tool for communication where vocabulary is the basic aspect on it, so the
mastery of vocabulary becomes an important thing. To communicate by using
foreign language, especially English, someone is not only demanded to have
grammar ability, but he also needs to master a vocabulary. Without grammar
and vocabulary combination, the ideas can not be delivered correctly. Poor
readers often read less, because reading is very difficult and frustrating for
them. Therefore as most learners agree, it is vital to know a lot of words if
they want to make progress in a foreign language.
From this learning method, the writer assumes that Mind Map enables
to minimize the student problems in language especially in understanding the
integral context. Consequently, it makes the writer hold the research about the
students’ vocabulary development by using Mind Mapping.
B. The Statement of The problems
Based on the background described above, the writer conducts a study
concerning on using Mind Map method in teaching vocabulary at eight grade
of MTs. Jam’iyyatul Khair Ciputat Timur. The general question of the study is
“is teaching vocabulary by using Mind Map at eight grade of MTs.
Jam’iyyatul Khair Ciputat Timur really effective for students’ vocabulary
development?”
The main question can be described into specific questions as follows:
1. What is Mind Map?
2. How is teaching procedure by using Mind Map?
3. What are the advantages of using Mind Map?
4. Is Mind Map as a method really effective in developing student’s
vocabulary?
3
Jack c. Richard, Theodore S. Rogers, Approches and Methods in Language Teaching,
Cambridge University Press, Cambridge, p.17
6
C. The Purpose of Research
Based on the research questions above, the main purposes of this
research are the following:
1. To describe about Mind Mapping.
2. To describe more about teaching procedure by using Mind Map.
3. To describe more about the advantages of using Mind Map in teaching
vocabulary.
4. To describe whether teaching vocabulary by using Mind Map really
effective.
D. The Significance of Research
The result of research is expected to be useful for English teachers in
developing the students’ language capability, especially for vocabulary
achievement. By mastering of vocabulary, the students can easily express their
mind in speaking activity, writing, and also understanding texts. It is also
expected that the language learners are more motivated to learn the language,
because Mind Map is easy and more interesting to use.
E. The Operational Definition
The following definitions given to make readers have the same
understanding or perception for some terms used in this research. It is expected
to avoid ambiguity or misinterpretation. They are as follows:
Mind Map is a method popularized by Tony Buzan. It has their origin in the
learning movement called constructivism. In particular, constructivists
hold that prior knowledge is used as a framework to learn new
knowledge. In essence, how human thinks influences how and what he
learns. Mind Map is the way how to place the information into the brain
7
and take it out from the brain.4 Mind map reaches all headings and catch
various thought from all sides.
Vocabulary is a group of words arranged in alphabetical order and briefly
explained and should be studied in context. Webster in the Webster’s New
World College Dictionary (2003:1600) has three definitions of vocabulary as
follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual or
work or in a field knowledge.
3) A list or collection of terms or codes available for use
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning.5 So, teaching is the teacher activities
aimed to help student’s learning process.
F. The Organization of Research
CHAPTER I is introduction.
It contains background of research, statement of the problem, the
purpose of the research, the limitation of the problem, and organization of
research.
CHAPTER II is theoretical framework.
It consists of four topics. The first is about teaching learning process.
Secondly, it is about the Mind Map; the understanding, principles, strengths, and
the techniques usage of it. Thirdly, it is about vocabulary; the understanding, the
importance, kinds, and teaching vocabulary by Using Mind Map and the last is the
framework and hypothesis.
CHAPTER III is research methodology and findings.
4
Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta, PT.
Gramedia Pustaka Utama,2007) p. 4
5
H. Douglas Brown, Principles of Language Learning And Teaching, 4th edition,(New
York: Longman, 2000),p.7
8
The research methodology is divided into seven items; they are the
objective of the research, place and time of the research, population and sample
of the research, instrument of the research, the technique of data collecting, and
technique of data analysis.
CHAPTER IV is closing that consists of a conclusions and suggestions
9
CHAPTER II
THEORETICAL FRAMEWORK
A. Teaching Learning Process
The most decisive activity in the successful implementation of
curriculum is a learning process or learning activity. Learning is a process that
must be taken by students, but basically it should be understood by teachers in
its implementation, so that teachers can organize and guide the learning
process in accordance with the rules for effective learning.
Teaching learning are two concepts that can not be separated from
each other. Learning indicates what should be done by learner as a subject
who receives lessons, while teaching indicates what should be done by the
teacher to his student. Both concepts will be integrated in one event when the
interaction between teacher and student occurs during process of learning. It
is called by learning as a process.
1. The Meaning of Learning
Most people identify learning by activities such as reading,
writing, explaining, observing, listening, memorizing, researching,
practicing and so on. However, these activities are basically a learning
understanding in the limits of methodical, which means that these
activities are forms of learning methods. So, it is not the meaning of
10
learning itself. Some educational experts suggest that the definition of
learning as follows1:
a. Hilgard and Bower, in the book of Theories of Learning (1975):
Learning is related to changes in a person's behavior toward something
specific situation caused by repeated experiences in situations where
behavioral changes can not be explained on the basis of nature
response tendencies, maturation, or the instantaneous state of a person.
b. Gagne, in his book The Conditions of Learning (1977), learning occurs
when a stimulus situation together with the memory contents influence
the student such that his behavior (performance) changed from the
time before he experienced the situation to the time after he
experienced it.
c. Morgan, in his book Introduction to Psychology (1978), learning is a
relatively permanent change in behavior that occurs as a result of
training or experience.
d. Good and Brophy in his book, Educational psychology: A realistic
Approach suggested the meaning of learning by the brief words, that
learning is the development of the new Association as a result of
experience.
e. Learning is the process by which change in behavior, knowledge,
skills, etc, comes about through practice, instruction or experience and
the result of such process.2
g. Kolb (1984: 38), the process whereby knowledge is created through
the transformation of experience.
h. Mezirow (2000: 5), the process of using a prior interpretation to
construe a new or revised interpretation of the meaning of one’s
experience as a guide for future action.
i. Wilson (2005: 7) A relatively permanent change of knowledge,
attitude or behavior occurring as a result of formal education or
training, or as a result of informal experience.
j. Beard and Wilson (2006:19) quoted by Anne Jordan, Orison Carlile
and Annete Stack in their book Approaches to Learning (2008:200),
the sense-making process of active engagement between the inner
world of the person and the outer world of the environment.
Sarlito Wirawan Sarwono in the book of Pengantar umum psikologi
(2000:45) defines learning as a process in which behavior caused or
corrected through a series of reactions or situations (stimuli) that occur.
1
M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2002),
p.84.
2
Jack C Richard. and Schmidt Richard, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.298.
11
From those definitions, apparently, learning is an activity done by
human being as an effort to get knowledge (cognitive), to create attitudes
(affective), and to raise concept and skills (psychomotor) as a result of the
interaction with the environment. Several contemporary definitions of
learning above give a central place to experience. So that learning is the
result of experience and it is not only about physical activities but also
mainly involves the brain activity that is thinking.
2. The Factors May Affect the Success of Learning
The main duty of a learner is to learn. The learner will try to get
knowledge, to create attitudes, and to raise concept and skills. Some
factors may affect how successfully a course is received by learners. The
factors are:3
a. Understanding of the Course
It is important to ensure that the learners understand the goals of the
course. Brindley (1984:95) stated:
“When learners and teachers meet for the first time, they may
bring with them different expectations concerning not only the
learning process in general, but also concerning what will be
learned in particular course and how it will be learned. The
possibility exists, therefore, for misunderstanding to arise. It is
accordingly of vital importance that, from beginning of the
course, mechanism for consultation are set up, in order to ensure
that the parties involved in the teaching-learning are aware of
each other expectations. If learners are become active
participants in decision making regarding their own learning,
then it is essential that they know the teacher’s position and that
they be able to state their own. Teachers, conversely need to
canvass learner’s expectations and be able to interpret their
statements need”.
b. Views of Learning
Learners enter a course with their own views of teaching and
learning and these may not be identical to those of their teachers.
3
J.C, Richards, Curriculum development, (Cambridge: Cambridge University Press,
2001), p. 223.
12
Therefore, what they feel, see, and they expect about the learning
process may affect how successfully a course is received.
c. Learning Styles
Learning styles are habitual patterns of perceiving, processing,
or reacting to information.4 Learners have various ways of learning.
Willing (1985, cited in Nunan 1988, 93) found four different learner
types in the population he studied:
1) Concrete Learners
These learners preferred learning by games, pictures, film and
video, talking in pairs, learning through the use of cassettes, and
going to excursions.
2) Analytical Learners
These learners liked studying grammar, studying English
books, studying alone, finding their own mistakes, having
problems to work on, learning through reading newspapers.
3) Communicative Learners
This group liked to learn by observing and listening to native
speakers, talking to friends in English, using English in shops, and
so on, learning English words by hearing them and learning by
conversations.
4) Authority-Oriented Learners
These students liked the teacher to explain everything, writing
everything in a notebook, having their own textbook, learning to
read, studying grammar, and learning English words by seeing
them.
Leaver, Ehrman, and shektman in their book Achieving Success
in Second language Acquisition (2005) divide learning styles into three
categories:
4
Betty Leaver, et. al., Achieving Success in Second language Acquisition, (New York:
Cambridge University Press, 2005), p.65.
13
1) Sensory Preferences
Sensory preferences refer to the channels through which we
perceive information which consist of visual, auditory, and motor
modalities, as a minimum.
2) Cognitive Styles
Cognitive styles describe how the individual acquires
knowledge
(cognition)
and
how
an
individual
processes
information (conceptualization).
3) Personality Types.
Personality types learning style that involves affective
(emotional) factors. For some people, one of these categories may
be more important than others. For other people, the categories
have more or less equal valence.
The methodologist Tony Wright quoted by Jeremy Harmer in his
book, The Practice of English Language Teaching (2001:42) describes
four different styles within group (1987:117-118).
1) The enthusiast- looks to the teacher as a point of reference and is
concerned with the goals of the learning group.
2) The oracular- focuses on the teacher but is more oriented towards
the satisfaction of personal goals.
3) The participator- tends to concentrate on group goals and group
solidarity
4) The rebel-leans toward the learning group for his or her point of
reference, is mainly concerned with satisfaction of his her own
goals.
Based on the diversity of students' learning styles, it is important
for teachers to know it. By knowing the style of the student, teachers
can choose teaching methods and educational media that are
appropriate for their student. In this case, teachers need to be creative
in varying the methods in the terms of educational media selection.
Thus, the differences in learning styles among students can be
14
accommodated properly. Aside teachers, it is also important for
students to know their own learning style. Therefore they can create
the atmosphere they like. Thus, it is expected that motivation
increases.
d. Motivation
When the learners are motivated, they will enjoy the learning and
will study the lesson seriously. They will attentively listen to what the
teacher has explained because they are comfortable with such
situation.
Student success to be achieved will make an effort and hard work
to get it, so that it will be a feedback to both teachers and students.
They will be motivated to achieve it by optimizing and completing
such factors.
On the other hand, Carmen Zuniga Dunlap and Evelyn Marino
Weisman in the book; Helping English Language Learner succeed
state that there are some individual factors that affect Learning
English. They are:
1) Age of Acquisition
Children under the age of about eight learn language differently
from older learners. Younger children use innate language learning
abilities
and
can
acquire
native-like
fluency,
including
pronunciation. Older learners rely on general cognitive learning
strategies. They can learn to speak, read, and write perfectly
well; however, after about the age of 13, they will begin to lose
the ability to completely acquire standard English pronunciation
(Lightbown & Spada, 1999).
2) Education in the Primary Language
Strong primary language background is a key element in being
able to learn English, because the student is not struggling to
accomplish two tasks at the same time-learning English and
15
learning in English; rather, the student can focus on the single task
of learning English.
3) Motivation
Motivation to learn English that is internally driven is more
powerful than externally driven motivation. Internal motivation can
include a desire to make or play with friends, to understand popular
music, or to embrace the culture. External motivation may include
a parent’s desire for the student to learn English, or desire to learn
just enough English to get by with the hope of returning to the
home country (Lightbown and Spada, 1999). There are some
factors influencing learner motivation5 :
a) The Status of English
Its usefulness perceived in school and after school. When
the students think that English is not useful for them, they will
be less motivated.
b) Past Learning Experience
Experience of success provides students with more power
to pursue a new goal. It allows language learners to understand
the purpose of trying and have pleasure in learning it. Students
who have a negative experience about English learning need to
regain interest and faith in their ability to learn it.
c) Success and Reward
If students have successfully completed previous tasks and
lessons and been praised for their achievement then they are
more inclined to make an effort.
d) The Content of the Lesson
This must be inherently of interest to the age range. They
need to be able to identify with the topics chosen.
5
Clare Lavery, Language Assistant, (The British Council, 2001), p.24.
16
e) Self-confidence
Self-confidence is very needed in language-learning. It
provides learners with the motivation and energy to become
positive about their own learning. It also creates the drive in
them to acquire the targeted language, enjoy the learning
process. Some learners are disappointed in making failures and
some are very nervous about making mistakes, so it hampers
their progress.
f) Length of Time Studying English
At the early stages of language learning everything is new
and progress can seem rapid. This sense of achievement is lost
or gets slower as the years pass. This is one of the reasons why
children at primary school or in their first years of English at
lower secondary seem so much more motivated than
adolescents in upper secondary school.
g) Lack of Challenge
To get a sense of progress and to create the feelings of
effort that students associate with learning, we need to stretch
them, e.g. don’t tell learners something they can tell you, given
a little guidance and encouragement. Help them to guess new
words instead of jumping in with translations, or encourage
them to try to correct their own mistakes on the basis of their
knowledge.
h) A Sense of Difficulty
English learner can create a feeling that English is a
difficult language without realizing it. It is common to hear
students say of their own language ‘English is very difficult’,
‘The grammar is very complicated’. More often than not these
negative feelings have been induced by learning approaches
which over emphasized difficulties and over-highlighted
17
learners’ errors. Such comparisons are fruitless and undermine
confidence
4) Aptitude
Some students seem quickly pass through stages of English
development while other students proceed more slowly. Some
individuals have an innate aptitude for language learning that can
account for different rates of development among students.
Motivation is vital in language learning. It makes language
learners positive about their own learning. It also creates the drive
in them to acquire the targeted language and enjoy the learning
process. Moreover, experience of success and satisfaction has a
strong connection with motivation. By realizing their improvement
and achievement, students always gain the feeling of success. In
order for language students to become satisfied with a lesson, it is
required to produce a stress-free classroom and develop integratedtasks lesson. It is necessary that there is a trust between a teacher
and the students so that much communication in a targeted
language is developed.
B. Mind Map
1. The Understanding of Mind Map
Mind Map is a method that was popularized by the author and
psychologist Tony Buzan in the early 1970s. Mind Map is the way to place
the information into the brain and take it out from the brain.6 Buzan
compares it to a map of a city. The city center represents the main idea; the
main roads leading from the center represent the key thoughts in thinking
process; the secondary roads or branches represent secondary thoughts,
and so on. Special images or shapes can represent landmarks of interest or
particularly relevant ideas.
6
Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta: PT.
Gramedia Pustaka Utama, 2007), p.4.
18
By this method, the students must express their own words according
to their knowledge and experiences. Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, and producing idea and thought. However,
the students automatically have developed their vocabulary. Enabling
learners of a foreign language to understand the target language and
communicate ideas naturally, meaningfully and assertively is one of the
main challenges teachers face in their profession.
Mind Map were first applied to language teaching in the 90´s as an aid
to activate prior knowledge on a certain topic and help learners to organize
and recall items of vocabulary. When used to activate prior knowledge, a
teacher asks learners what they know about a certain topic and the learners
brainstorm associations which the teacher writes on the board creating a
collective map. When used for vocabulary acquisition, teachers firstly ask
learners to brainstorm items of vocabulary associated with a certain topic
and then learners are asked to create their own maps instead of the more
traditional approach of creating glossaries with new vocabulary. Buzan
pointed out that the normal linear methods of taking notes and recording
ideas do not make efficient use of the brain’s powers. Presentation
characteristic of Mind Map that is possibly to add new information, make
Mind Maps able to improve the creativity of the brain work power. The
Mind Map is a method of recording information or ideas in a dynamic way
that mirrors the brain’s process.
The human brain consists of millions of tiny cells called neurons.
Each body of cells are very complex, there is a central part or nucleus, and
the number of branches that radiate in all directions. These cells appear as
complex and beautiful tree that can grow a branch in every direction
around it. It is figured as the following.
19
7
In the human brain there are (1000000000000) brain cells. Each
brain cell (neuron) contains a vast electrochemical complex and a
powerful micro-date-processing and transmitting system that, despite its
complexity, would fit on the head of a pin. Each of these brain cells looks
like a super octopus, with a central body and tens, hundreds, and thousand,
of tentacles. 8
Mind Map has the similarity form and structure as shown. Each bit of
information entering the brain, every sensation, memory or thought, which
incorporates every word, number, code, food, fragrance, line, color, image,
beat, note and texture can be represented as a central sphere from which
radiate tens, hundreds, thousands, even millions of hooks. Each hook
represents an association, and each association has its own infinite array of
links and connections.
7
http://www.enchantedlearning.com/subjects/anatomy/brain/Neuron.shtml, accessed on
july 4th , 2010
8
Tony Buzan and Barry Buzan, The Mind Map Book, (London: BBC Worldwide
Limited, 2003), p.27.
20
2. The Basic Principles of Mind Map
The Mind Map can be applied to every aspect of life where improve
learning and clearer thinking will enhance human performance. It has four
essential characteristics: 9
a. The main topic of the Mind Map is summarized as a central image, word
or phrase.
b. The main themes of the subject radiate from the central image as branches.
c. Branches comprise of a key word, image or topic presented on an
associated line they divide out into further higher level sub branches.
d. The branches and sub-branches form a connected structure.
To aid the process of memory and recall, a Mind Map uses of:
a. Color - this is used to differentiate areas of the Mind Map
b. Visual images such as pictures, codes, and dimension - these are used
throughout to illustrate different themes and topics.
3. The Strengths of Mind Map
Compared with linear methods of taking notes and recording ideas
Mind Maps have the following advantages:
a. They allow a large number of complex ideas to be compressed into a
single page.
b. Mind Maps are created in an organic and flexible way - links can be
drawn between any items or sections. New ideas can be added in any
direction, so they are good for brainstorming.
c. Because it mirrors the way in which the brain works and incorporates
colour, visual images and compressed ideas, a Mind Map is much easier
to memorise and recall than a linear list.
More specifically, the use of Mind Map in language teaching and
learning activities can provide several benefits, including the following:
9
Tony Buzan and Barry Buzan, The Mind Map,…, p.59.
21
a. The Benefits for Teachers
The new developments of teaching and learning view take the
consequence for teachers to enhance the role and competence for
teaching and learning process and student learning outcomes are
largely determined by the role and competence of teachers. The
teacher can use Mind Maps in a number practical ways to make
teaching and learning easier and more enjoyable.
1) Preparing lesson notes
Preparing a lecture in Mind Map form is much faster than writing it
out and easy to update.
2) Yearly planning
The Mind Map can be used to give the teacher an overview of the
whole year’s study program, showing the term divisions and the
type of lessons to be given.
3) Term Planning.
This is sub-division of yearly plan, and smaller in expanding
branch or branches.
4) Daily planning
It would record the specific details of lessons, such as start and
finish time, classroom, topic to be covered, and so on.
5) Lessons and presentation
The Mind Maps will help clarify the structure of the lesson and
hold the students’ interest and enhance their memory and
understanding of the subject covered.
6) Examination
The Mind Maps can be used to test the students’ knowledge and
understanding rather than their writing ability. It can show the
teacher whether or not the students have a general grasp of the
subject, as well as their strength and weakness.
7) Project
The Mind Maps can be used to plan, monitor and present projects.
b. Benefits of Teaching with Mind Maps10
1) They inspire interest in the student, thus making them more
receptive and co-operative in the classroom.
2) They make lessons and presentations more spontaneous, creative
and enjoyable, both for teacher and students.
3) Rather than remaining relatively rigid as years go by, the teacher’s
notes are flexible and adaptable.
10
Tony Buzan and Barry Buzan, The Mind Map,…, p.232.
22
4) Because Mind Maps present only relevant material in a clear and
memorable form, the students tend to get better marks in
examinations.
5) Unlike linier text, Mind Maps show not just the facts but the
relationships between those facts, thus giving the students a deeper
understanding of the subject.
6) The physical volume of lecture notes is dramatically reduced.
7) Mind Maps are especially useful for children with the ‘learning
difficulties’, particularly dyslexia.
4. The Techniques of Making Mind Maps
The steps in making Mind Maps is by identifying all concepts or words
that will be mapped, and then develop the concepts or words from the
most general to the specific. Then make a relationship between them with
connecting lines. Buzan lists that there are four key characteristics of a
Mind Map:
a. There is one key concept, often expressed graphically as an image.
b. From the key concept/image radiate out branches each of which
contains another key concept which is a subset of the main concept.
c. Attached to these main branches are other branches which represent
less important concepts.
d. Together, the branches and central image form a nodal structure.
To simplify how to make Mind Maps, here some steps to take:
a. Take a blank piece of paper.
b. Use the paper in landscape orientation.
Words and images have more space in the direction we write, so they
don’t bump into margins as quickly.
c. Start to write the topic in the center
Topic is the theme / main idea being studied. In making such Mind
Maps, the topic is written in the centre of the page so that the new
information gotten can be added easily around it. The more extensive
the paper size, the easier in writing the relationship between keywords.
23
The central lines are thick. It is like arm joining body, or the branch of
a tree to the trunk.
d. Make a central image that represents the topic about which is written
or thought a picture is worth a thousand words. It opens up
associations, focuses the thoughts, interesting and it results in better
recall:
1) Colors stimulate the right cortical activity of imagination as well
as capturing and holding attention.
2) This size gives plenty of space for the rest of Mind Map, while
making it large enough to be the clear focus of the topic.
3) The unique shape makes it more memorable and enjoyable. A
frame makes the centre a monotony of shape and disconnects the
branches.
e. Start to add a second level of thought.
These words or images are linked to the main branch that triggered
them by thinner connecting lines.
f. Add a third of fourth level of data as thoughts.
g. Add a new dimension to Mind Map. Boxes add depth around the word
or image. It is to make some important points stands out.
h. Sometimes enclose branches of a Mind Map with outlines in color.
The outlines will create unique shapes. It will aid memory.
i. Make each Mind Map a little more beautiful, artistic, colorful,
imaginative and dimensional. The eyes and brain will be attracted to
the Mind Map.
j. Have fun. The brain will delight in getting the maximum use and
enjoyment from this process and will therefore learn faster, recall more
effectively and think more clearly. Mind Map can be illustrated by the
picture below:
The summary below is based on Buzan's structure.
24
11
C. Vocabulary
1. The Understanding of Vocabulary
Vocabulary is the Everest of language.12 By this reason, a person
who wants to be able to communicate in a certain language has to master
the vocabulary of that language for the first time. It is one of the important
factors in learning English besides sound system, grammar, and culture.
There are several definitions of vocabulary:
a. Vocabulary is a set of lexemes, including single words, compound
words and idioms.13
b. Webster has three definitions of vocabulary as follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual
or work or in a field knowledge.
3) A list or collection of terms or codes available for use.14
11
http://www.mind-mapping.co.uk/make-mind- map.htm, accessed on July 6th ,2010
12
David Crystal, The Cambridge Encyclopedia of the English Language, (Australia:
Cambridge University Press, 1994), p.116.
13
J C. Richard and Richard Schmidt, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.580.
25
c. Penny Ur in her book A Course in Language Teaching (2009:60)
defines vocabulary roughly as the words we teach in the foreign
language. However, a new item of vocabulary may be more than
a single word which are made up of two or three words but express a
single idea. There are also multi-word idioms where the meaning of the
phrase cannot be deduced from an analysis of the component words.
From the definitions above, the writer comes to the conclusion that
broadly, vocabulary is knowledge of words and word meanings. And
words become meaningful only when studied and considered in context,
that is, with all the other words which surround them and which help to
give them their meaning.
2. The Importance of Vocabulary
Vocabulary knowledge in young children directly affects their later
success in learning to read (Roit, 2002). Children who enter school with
limited vocabulary knowledge fall even further behind over time in
reading fluency and comprehension (Baker, Simmons, & Kame’enui,
1997).15 The linguist David Wilkins summed up the importance of
vocabulary learning by saying ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’. (Deller H and
Hocking D, Innovation, LTP): ‘If you spend most of your time studying
grammar, your English will not improve very much. You will see most
improvement if you learn more words and expressions. You can say very
little with grammar, but you can say almost anything with words!’16 Swan
and Walter in the introduction to their Cambridge English Course wrote
14
Merriam Webster, Webster’s New World College Dictionary, (Springfield: MerriamWebster, Incorporated, 2003), 11th ed., p.1600.
15
Judy Willis, M.D, Teaching the brain to read, (Alexandria: Association f