derived 72.6. So it achieved the criteria of success. Second, the questionnaire result showed that the implementation of this strategy got positive responses from
students in their teaching-learning process of vocabulary. It was proven that more than 80 of the students showed good or positive responses to the
implementation of semantic mapping strategy. Third, the data from the observation showed that the students were more active and participated in the
teaching learning process; it could be seen from the improvements of the students’ participation in the teaching-learning process for each meeting. The last, the result
of interview with the English teacher showed that the teacher gave positive responses to the implementation of semantic mapping strategy in teaching
vocabulary since it could be an alternative strategy to be used in teaching vocabulary.
A. Conclusion
In conclusion, this st udy was successful in enriching the students’
vocabulary by using semantic mapping strategy. In addition, the students were more active and participated in the teaching-learning process of vocabulary.
Therefore, semantic mapping strategy can be alternative strategy for teacher in teaching vocabulary which can make the students remember new words easily.
B. Suggestion
After conducting the study, the writer suggests that the teacher should introduce the new vocabulary by using another strategy beside list it and get the
student to memorize it and s he also should pay attention to the students’ activity
while teaching learning process in order to get students’ involvement. In addition,
the teacher should be more creative in delivering the new word which can motivate students to memorize and get another new word which can enrich their
vocabulary. Moreover, semantic mapping strategy can be implemented in vocabulary activity, especially the effort
to enrich students’ vocabulary in English for technical purpose. Last, the writer hopes the result of this study can be used as
an additional reference; there will be a further research with different discussion which can make a revision within development of this semantic mapping strategy.
73
BIBLIOGRAPHY
Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher, New York: Cambridge University Press, 1997.
Allen, Edward David and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, New York: Harcourt Brace
Jovanovich, 1977. Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2006.
________________, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,2001. Baumfield, Vivienne, Action Research in the Classroom, London: SAGE, 2008.
Billings, Henry, Melissa and Newman, Christy M., Adventures in Reading:
Intermediate, New York: McGraw-Hill, 2002. Brown, Douglas H., Teaching by Principles: An Interactive Approach to Language
Pedagogy 2
nd
edition, New York: Addison Wesley Longman, 2001. Celce-Murcia, Marianne, Teaching English as a Second Language or Foreign
Language, 2
nd
ed., Massachusetts: Heinle Heinle Publishers, 1991. Chyntia, White J.,
“The Role of Associational Patterns and Semantic Networks in Vocabulary Development,” English Teaching Forum , vol.24, num. 4, 1988.
Evelyn, Hatch and Cherryl Brown, Vocabulary, Semantic and language Education, Cambridge : Cambridge University Press, 1995.
Finocchiaro, Mary and Michael Bonomo, The Foreign Language Learner: A Guide for Teachers, New York: Regent Publishing Company Inc., 1973.
Fries, Charles C., Teaching and Learning English as a Foreign Language, Ann Harbor: The University of Michigan Press, 1970.
Gairns, Ruth and Stuart Redman, Working with Words, Cambridge: Cambridge University, 2003.
Gazal, Lotfi, Learning Vocabulary in EFL Context through Vocabulary Learning Strategies, Novitas-ROYAL, vol.12, 2002.
Gronlund, Norman E. Construction Achievement Test, New York: Prentice Hall, 1982.
Harimukti Kridalaksana, Kamus Linguistic, Edisi ke-tiga, Jakarta: PT. Gramedia Pustaka Utama, 1993.
Harmer, Jeremy, The Practice of English Language Teaching 4
th
Edition, Edinburgh Gate: Pearson Education Limited, 2007.
Heaton, J. B. Classroom Testing, New York: Longman Inc, 1990. http:enchantedlearning.com
, 15 September 2010. http:esl.fis.eduparentsadvicevocab.htm
,
6 November 2010. http:www.learning.orgliteracyadolescentstrategiessemantic.php
,
6 November
2010. http:www.longwood.edustaffjonescdprojectseduc530aboxleygraphicorggrphho
me. htm
,
3 Januari 2011. Kessler, Carolyn, Cooperative Language Learning:
A Teacher’s Resources Book, New Jersey: Prentice Hall, 1992.
Kevorkian, Jennifer, Conducting Action Research in Foreign Language Classroom, New York: Northeast Conference, 1998.
Knapp, Thomas R., Statistics for Educational Measurement, Pennsylvania: Intext Educational, 1971.
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, Jakarta: Rajagrafindo Persada, 2008.
Latief, Mohammad Adnan, Classroom Action Research on Language Learning, Pittsburgh 2009.
Meltzer, David E., The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in
Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy, 2008.
Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher. 2
nd
ed, New Jersey: Merril Prentice Hall, 2003.
Nation,I.S.P, Teaching and Learning Vocabulary, Boston, Massachusetts: Heinle Heinle Publishers, 1990.
Nation, Paul, New Ways in Teaching Vocabulary, Virginia: TESOL, 1994. Nunan, David, Language Teaching Methodology: A Textbook for Teachers, United
Kingdom: Prentice Hall International, 1991. Oller, John W. Language Test at School, London: Longman Group Limited, 1979.
O’rourke, Joseph P., Toward a Science of Vocabulry Development, Netherlands: Mouton, 1974.
Oxford, Rebecca L.,Language Learning Strategies: What every Teacher should Know, USA: HeinleHeinle Publishers, 1990.
Pacivic Takac, Visnja, Vocabulary Learning Strategies and Foreign Language Acquisition, Canada: Multilingual Matters, 2008.
Paul Nation, New Ways of Teaching Vocabulary, USA : Teacher of English to Speaker of Another LanguagesTESOL Inc, 1994.
Richards, Jack C., and Rodgers, Theodore S., Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 1986.
Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching An Anthology of Current Practice, Cambridge: Cambridge University Press,
2002. Robert Lado, Language Teaching : a scientific approach, Bombay-New Delhi : Tata
Mc.Graw Hill Publishing Co.Ltd, 1974. Schmitt, Norbert, Vocabulary in Language Teaching, Cambridge: Cambridge
University Press, 2000. Ghony, Djunaidi, Penelitian Tindakan Kelas, Malang: UIN Malang, 2008.
Schmitt, Norbert, and McCarthy, Michael, Vocabulary: Description, Acquisition and
Pedagogy, Cambridge: Cambridge University, 1997. Suwandi, Sarwiji, Penelitian Tindakan Kelas PTK dan Penulisan Karya Ilmiah,
Surakarta: Yuma Pustaka, 2010. Ur, Penny, A Course in Language Teaching: Practice and Theory, Cambridge:
Cambridge University Press, 1991. Wallace, Michael J., Teaching Vocabulary, Oxford: Heinemann Educational Books,
1989. Wiriaatmadja, Rochiati, Prof. Dr., Metode Penelitian Tindakan Kelas Untuk
Meningkatkan Kinerja Guru dan Dosen, Bandung: Remaja Rosdakarya, 2006.
Young, Mark R. and Colleague, Journal of Instruction Pedagogies, Action research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities,
2001. Zorc, David R., Paper on Translation: Aspects, Concepts, Implications: A Case for
Semantic Mapping, Seameo Regional Language Centre No.28, 1983.
APPENDIX 1: INTERVIEW BEFORE CAR
INTERVIEW GUIDELINES AND RESULT IN THE PRELIMINARY STUDY
A. INTERVIEW GUIDELINESS
