about 64.3 of the whole students. From this summary, it can be understand that the learning activity can give the better result in their vocabulary mastery.
3 The solution of the problems in vocabulary
To know the solution when student had difficulty during the teaching- learning process, the writer asked them through item number 12 and 13. For
number 12, there are 23 students or 82.1 of the students who answer that their teacher gives then opportunity to ask their problems. Then, 53.6 or 15 students
were used this opportunity to ask. So, there were more student who asked than who didn‟t, it can be implied that the teacher knew about their problem during
teaching-learning process which can make the teacher more aware about their problem and guided them to overcome it, also revise her way of teaching.
4 Students’ Response toward Semantic Mapping Technique
There were 6 items that deliver to know the students‟ response toward semantic mapping; they are item number 2, 4, 5, 6, 9, 10. There were more than
80 or of the student who give the best response toward semantic mapping. They are enthusiastic to learn vocabulary through semantic mapping. Besides, there
were just 7 students who felt that semantic mapping pursued their vocabulary learning. It more proof that Semantic Mapping could be the alternative way in
learning vocabulary, make them remember the word easily, and can help them to find the new words to enrich their vocabulary.
110
B. Interpretation of the Data
1. Data of Observation
The data gained from unstructured observation, from the first observation before CAR and during the CAR. Based on the observation conducted by the
writer before CAR, it is known that the English teacher teaches vocabulary by giving a list of vocabulary to the students, then she asks them to memorize and
perform it in front of the class without asking them to make a correlation among the words to make them remember easily or facilitating them with a learning
activity which can make them more motivate.
110
See Appendix 4, pp. 95-99.
This teaching strategy causes many problems. First, the students are unmotivated and hard to remember these words. Second, the students
didn‟t active in the teaching-
learning process because there‟s no more activity that can involve the student in the classroom, except they just memorize in silent way, while the
most comfortable place for them to learn and find the new English words is in the English classroom itself, so they had difficulty to do the exercises. Third, the
students are very noisy because they are not interested with the activity given by their teacher and it causes the teacher difficult to manage the classroom condition.
However, after the students are taught vocabulary by using semantic mapping, they can be active and participate fully in the teaching learning process.
It because they are interested with the activity given to them and an interesting activity can motivate them to memorize and get the new words easily and
indirectly in the teaching learning process.
2. Data of Questionnaire
The data from the pre questionnaire revealed that vocabulary was almost the one of the English components that difficult to master in Vocational School
because they are going to be ready- work graduated, so there‟s so many
vocabulary that they should master in their department especially. The students had difficulty in term of memorize the words that given by the teacher and then
they just have limited vocabulary because the teaching learning process can‟t motivate them to find or get the new words, in other words their vocabulary
always based on the text book or just from the teacher. Those problems made the students did not interest in their class. However, after using Semantic Mapping in
teaching vocabulary, the students gave positive responses toward that action. The students assumed that Semantic Mapping could help them to remember the word
given by the teacher and it could facilitate in finding the new words and also it was interesting activities because it served image, color, and built th
e students‟ creativity. Therefore, Semantic Mapping could make the classroom atmosphere
more interesting and make students easier to remember the word-given and enrich their vocabulary.
The data from the questionnaire result showed that the implementation of semantic mapping strategy got positive responses from students in their teaching-
learning process of vocabulary. It was proven that 72.9 of the students showed good or positive responses toward the implementation of Semantic Mapping
strategy in teaching-learning vocabulary.
Figure 4.2: Result of Students’ Questionnaire
3. Data of Interview
