Enriching students' vocabulary through semantic mapping

(A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School Ciputat)

By:

SITI NUR VADILAH 106014000437

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

(A Classroom Action Research in The First Year of Electro B Class of Triguna Utama Vocational School Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By:

SITI NUR VADILAH NIM 106014000437

Approved by the Advisor:

Drs. A.M. Zainuri, M.Pd NIP 1953 03 04 1979 03 1 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 1432 H / 2011

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certifies that the Paper entitled, “Enriching Students’ Vocabulary Through

Semantic Mapping Technique” (A Classroom Action Research at the First Year of Triguna Utama Technical School, Ciputat) written by Siti Nur Vadilah, student’s registration number : 106014000437, was examined by the Committee on February 2011, and was declared to have passed and, therefore, fulfilled one of the the requirements for the academic title of S.Pd. (Bachelor of Arts) in English Language Education at The Department of English Education.

Jakarta, Februari 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S.Pd. (__________________) NIP. 19730625 199903 2 001

EXAMINERS : 1. Dr. (__________________)

NIP.

2. Drs. (__________________)

NIP.

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003

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Jl. Ir. H. Huanda No. 95 Telp: ( 62-21) 7443328, 7401925

Ciputat 15142 Email: uinjkt@cabi.net.id

SURAT KETERANGAN PERTANGGUNGJAWABAN PENULISAN SKRIPSI

Saya yang bertanda tangan dibawah ini: Nama : Siti Nur Vadilah NIM/ Angkatan : 106014000437/ 2006 Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : “Enriching Students’ Vocabulary through Semantic Mapping”

(A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat)

Dosen Pembimbing : Drs. A.M. Zainuri, M.Pd

Menerangkan dengan sungguh- sungguh bahwa:

1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian sendiri (bukan barang jiplakan/ plagiat)

2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

Jakarta, Februari 2011

Mengetahui: Yang menerangkan:

Pembimbing Mahasiswa Ybs.

Drs. A.M. Zainuri, M. Pd. Siti Nur Vadilah

v

ABSTRACT

Vadilah, Siti Nur 2011. Enriching Students’ Vocabulary through Semantic

Mapping (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat), Skripsi, Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. A. M. Zainuri, M.Pd Key words: Vocabulary, Semantic Mapping

This study is aimed at enriching students’ vocabulary by using semantic mapping strategy. It is conducted at X Electro B Class of Triguna Utama Vocational School Ciputat academic year 2010/2011 as the subject of the study.

This study is categorized as a collaborative classroom action research. The writer worked collaboratively with the English teacher in the class. The CAR was done based on Kemmis and Mc Taggarts’ design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ vocabulary score of pretest and posttest and questionnaire.

The finding of this study showed that there was a development on the students’ vocabulary mastery and enrichment. It can be seen from the mean score of pretest was 53.5. Then, the mean score of posttest cycle 1 was 66.5 and the mean score of posttest cycle 2 was 72.6. In addition, there were 2 students (7.14%) who passed Minimum Mastery Criterion – Kriteria Ketuntasan Minimal

(KKM) in the pre test. Meanwhile, in the cycle 1, there were 12 students (42.85%) who passed Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle 2 there were 22 students (78.6%) who passed Minimum Mastery Criterion, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through semantic mapping strategy. The mean of pre questionnaire was 41.8 %. Then, the mean of post questionnaire was 64.7%. It improved 23%. Furthermore, the results of observation and interview showed that the students were motivated in the teaching-learning process during the implementation of semantic mapping strategy. Related to the results of the gained data, it can be concluded that the students’ vocabulary enriched and also the students were motivated in learning English vocabulary.

vi

ABSTRAK

Vadilah, Siti Nur, 2010. Enriching Students’ Vocabulary through Semantic

Mapping (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing: Drs. A. M. Zainuri, M.Pd Kata Kunci:Kosakata, Semantic Mapping

Penelitian ini bertujuan untuk memperkaya kosakata siswa dengan menggunakan strategi semantic mapping. Penelitian ini dilaksanakan di kelas X Elektro B SMK Triguna Utama Ciputat tahun pelajaran 2010/2011 sebagai subjek penelitian.

Penelitian ini dikategorikan sebagai penelitian tindakan kelas, kolaborasi. Penulis bekerjasama dengan guru bahasa Inggris dalam melaksanakan penelitian. Penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes) dan kuesioner.

Hasil penelitian menunjukkan bahwa ada perkembangan dalam menguasai serta memperkaya kosakata. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 53.5. Sedangkan skor mean postes siklus 1 adalah 66.5 dan skor mean postes siklus 2 adalah 72.6. Selanjutnya, hasil pretes menunjukkan hanya ada 2 siswa atau 7.14 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 12 atau 42.85% siswa mencapai nilai KKM dan 22 siswa atau 78.6% telah mencapai nilai KKM, dengan demikian kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar kosakata dengan menggunakan semantic mapping. Mean dari pre kuosioner yaitu 41.8% sedangkan mean dari post kuosioner yaitu 64.7%, jadi meningkat sebanyak 23%. Selain itu, dari hasil observasi dan interview diketahui bahwa siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi semantic mapping. Berdasarkan semua hasil data yang diperoleh, dapat disimpulkan bahwa kepemilikan kosakata siswa meningkat dan siswa termotivasi dalam pelajaran kosakata bahasa Inggris.

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In the name of Allah, the Beneficent, the Merciful.

Praise and gratitude be to Allah for giving strength and guidance for the writer, so that this paper can be finished thoroughly. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all followers.

This paper is written to fulfill one of the requirements to obtain the sarjana degree at the English Department of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.

On this occasion, the writer would like to express her gratitude to her honorable advisor; Drs. A. M. Zainuri, M.Pd who always gives advices, pray, motivation and his time to finish this paper, hopefully Allah always bless him with his family, he is always healthy and May Allah grant all of his wishes. Besides, the writer would also deliver special thanks to:

1. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and Teacher’s Training.

2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of the English Department.

3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.

4. All lecturers in the English Department, for teaching precious knowledge, sharing Philosophy of like and for giving wonderful study experience.

5. The Head of SMK Triguna Utama, Ciputat, Drs. Mardias. 6. The writer’s Great Mother, Mrs. Dahlia.

7. The writer’s father, Alm. Jojo Sudrajat. Even he passed away in July 2000. 8. The writer’s brother, Vandy, all of her relatives who support the writer, such

as Ahmad Subkhi&wife, Hojinah&husband, Oding&wife, Oka&wife, also my beloved Grandma and Grandpa, thanks on your motivation and love.

9. Ms. Duma Morita Napitupulu, S.Pd and Mr. Dafitri Andri, S.Pd thank you so much for your advice and support.

10.The students of I Electro B who have contributed her in collecting data during the research.

iv

12.All the writer’s wonderful friends the English Department whom the writer cannot write all their names, who have continuously given aid, great support and suggestion to the writer in finishing this paper.

13.Atma Jaya Library, PKBB.

14.Last, but not least thank to all the writer’s friends and teachers in Jakarta. Jakarta, February 2011

vii

ENDORSEMENT SHEET. ... i

SURAT PERNYATAAN... ii

ACKNOWLEDGMENTS ... iii

ABSTRACT ... v

ABSTRAK ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF APPENDICES ... xii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Limitation and formulation of the Problem ... 5

C. Objective of the Study ... 5

D. Significance of the Study ... 6

CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary Development... 7

1. Nature of Vocabulary ... 7

2. Kinds of Vocabulary ... 10

B. Teaching and Learning Vocabulary ... 12

C. Semantic Mapping ... 17

1. Nature of Semantic Mapping ... 17

2. Procedure of Using Semantic Mapping ... 19

3. Form of Using Semantic Mapping ... 21

D. Teaching Vocabulary Through Semantic Mapping ... 25

E. Relevant Study ... 27

F. Conceptual Development of Action ... 27

viii

C. Classroom Action Research Setting ... 31

D. Classroom Action Research Procedure ... 33

E. Researcher’s Role on the Study ... 38

F. Preparing for Classroom Action Research ... 38

G. Data and Data Source ... 38

H. Technique of Data Analysis. ... 40

I. Trustworthiness of the Study. ... 41

J. Criterion of the Classroom Action Research Success ... 45

CHAPTER IV RESEARCH FINDINGS A. Description of the Data ... 46

1. Findings of the Preliminary Study ... 46

a. The Result of Pre Observation ... 46

b. The Result of Pre Interview ... 47

b. The Result of Pre Questionnaire ... 48

c. The Result of Pre Test ... 50

2. Findings of the First Cycle ... 52

a. Planning ... 52

b. Acting ... 52

c. Observing ... 53

d. Reflecting... 56

e. Revision of the First Cycle ... 57

3. Findings of the Second Cycle ... 57

a. Planning ... 57

b. Acting ... 58

c. Observing ... 58

d. Reflecting... 62

ix

1. Data of Observation ... 67

2. Data of Questionnaire ... 68

3. Data of Interview... 69

4. Data of Test ... 70

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 72

B. Suggestion ... 72

BIBLIOGRAPHY ... 73

x

Table 4.1 Students’ Vocabulary Score of Pre and Post Test ... 61 Table 4.2 A Brief Scenario of the Result of CAR ... 63

xi

Figure 1.1 Semantic Map Sample... 4

Figure 2.1 Semantic Map Result Sample. ... 21

Figure 3.1 Kemmis & Mc Taggart “Spiral” Design ... 32

Figure 3.2 Phases of Classroom Action Research ... 36

Figure 4.1 Result of Students’ Questionnaire ... 69

xii

Appendix 1 Interview before CAR ... 71

Appendix 2 Interview after CAR ... 74

Appendix 3 Questionnaire before CAR ... 78

Appendix 4 Questionnaire after CAR ... 95

Appendix 5 Students’ Score ... 100

Appendix 6 Lesson Plans ... 102

Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ... 113

Appendix 8 Observational Notes ... 123

Appendix 9 Blueprint Test of Pre-test and Post-test ... 129

Appendix 10 Test Instrument and Answer Key ... 132

Appendix 11 Item Analysis ... 142

Appendix 12 Semantic Map Description and Procedure ... 161

Appendix 13 Profile of School ... 171

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is regarded as the first foreign language in Indonesia that is learned by the students from primary school until university.1 It means English is a very important subject at every level of education. Moreover, English becomes the only foreign language which is included in National Examination or we call

Ujian Nasional (UN) from Junior High School to Senior High School. 2 Then, it becomes one of some decision-maker-subjects for the students’ graduation to know how well they understand English during their study. Thus, learning English has been an important thing to do.

Although English has been learned for many years, the Indonesian students still have their own problems. The problems are varied in four language skills such as listening, speaking, reading and writing. One of the basic problems that appear in English component which is an important part of a language made up for those four skills; is vocabulary because the student almost fail to bring it to the mind when he needs the word which is exposed in their class. 3 Therefore they have bad performance in their English achievement.

1

Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran Bahasa Inggris di Indonesia.

2

Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang Pelaksanaan Ujian Sekolah/Madrasah Dan Ujian Nasional, Pasal 9.

3

Michael J, Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books, 1989), p. 9.

“....without an extensive vocabulary, we will be unable to use structures and function, we may have learned for comprehensible communication....vocabulary acquisition does not seem to be slowed down by age. In fact, Rivers argues that vocabulary augmentation seems to become easier as one matures, probably because one has a richer knowledge of the world on which to draw. In addition, the more one’s vocabulary develops, the easier it is to add new words – the first ten words are probably the most difficult to learn”.4

It means that we can understand oral communication, express our thoughts in speech, are able to comprehend common reading material and can write a literature with sufficient vocabulary which we have or we call it vocabulary size. In other words, vocabulary size can represent how people well in using English because word is the biggest part of a language. Therefore, the development of a rich vocabulary is an important element in vocabulary mastery and learning English generally.

Vocabulary mastery is one of the factors to master English as a foreign language.5 It means that the students have the ability in understanding and using the words and meaning. It also plays an important part in language skills; listening, speaking, reading, and writing. The larger vocabulary the students master, the better they perform their language. By having a limited vocabulary, the students will find difficulties in mastering English skill.

Vocabulary is central to language and importance to language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written forms.6 It means that students at school should master English vocabulary and its grammatical rules to make good communication to the other people. Therefore, mastering vocabulary can reach the English teaching goals generally.

Based on the writer’s observation through conducting preliminary study during teaching learning vocabulary in the first year of Electro B class at SMK

4

David Nunan, Language Teaching Methodology: A Textbook for Teachers (United Kingdom: Prentice Hall International, 1991), pp.117-118.

5 _{Joseph P. O’rourke,}

Toward a Science of Vocabulary Development. (Netherlands: Mouton, 1974), p. 26.

6_{Joseph P. O’rourke,}

Triguna Utama Ciputat, the writer found that many students had difficulty in mastering vocabulary. It was proved by the result of the students’ vocabulary test in preliminary study. The mean score of the students writing was 53.5, while the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 70.0. The result indicates that the students’ vocabulary mastery achievement was still low. Besides, it was supported by the result of interview to the English teacher and students’ questionnaire in preliminary study that the students’ difficulties come from the weaknesses of student ability in memorizing the words; therefore they did not have ideas what a word mean and when they use it. Secondly, the students often had difficulty when they do the task because the teacher gives them limited vocabulary. Furthermore, the students tend to be bored and low participation in vocabulary learning class because the process of teaching and learning activities was monotonous. So, to make the students can master and enrich their vocabulary, there should be an effort to make vocabulary learning more interesting.

Based on the problems mentioned above, the vocabulary enrichment with creativity in such a different way is needed. Those findings have serious consequences for students in English learning, especially vocabulary mastery and the student’s achievement in English.

The teaching of vocabulary for senior high school needs appropriate and different strategy from the traditional way, in order that the students feel enjoyable, become active in the classroom, and stimulate them to use the words which they have already known and brainstorm the new words around the topic, even though it appears in their native language first. One of the strategies which can fulfill these requirements is semantic mapping which the writer gets from several books and questionnaire of students’ learning strategies7. The current research and practice in teaching vocabulary from Hunt and Beglar in Richards and Renandya’s book Methodology in Language Teaching state that:

“In addition to presenting this new information, teachers should create opportunities to meet these useful, recently learned words in new contexts that provide new collocation and associations (Nation, 1994). Exercise

7

that can deepen students’ knowledge of words include making semantic maps with lists either provided by teacher or generated by learners”8

According to Harmer, as he said semantic mapping or word maps are “Word maps are an extremely engaging way of building up vocabulary knowledge as well as provoking students into retrieving and using what they know. Word maps are sometimes used by teachers to show how words group together. Getting student to build up their own maps by working in groups (as we have suggested) has the added advantage of making them try to remember some of the many words they know, while at the same time learning new words from their peers.”9

In conclusion, by using semantic mapping the students can discover the relationship between the words which they have known, and they can learn new words from this strategy which make them more recognize which word they need for their better understanding in English. How the student can get these advantadges of using semantic mapping in learning vocabulary is presented by this example, in teaching about „transportation’, we might divide transportation moved by „wind, engine or muscle’, and students have to find the target words.

The Following is a kind of semantic mapping worksheet in vocabulary expansion: 10

Engine

Wind Muscle

Figure 1.1 Semantic Map Sample

8

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261.

9

Jeremy Harmer, The Practice of English Language Teaching 4th Edition (Edinburgh Gate: Pearson Education Limited, 2007), pp. 235-236.

10

Henry Billings, Melissa, and Christy M. Newman, Adventures in Reading: Intermediate (New York: McGraw-Hill, 2002), p. 89.

Moved

by

Teacher gives instruction by having student brainstorm words related to the concept of „transportation’moved by „wind, engine, and muscle’, if it finishes then the teacher asks student to add two or more new words for each category. Sometimes discussion between student-student and student-teacher is needed to find the target words. Finally, it can improve the students’ vocabulary mastery, enrich the students’ vocabulary by finding the new word when they fill in chart, and help them to remember it.

The use of Semantic Mapping is expected to motivate the students to learn, and they don’t get bored in English teaching learning process. Beside that by introducing new vocabulary by this strategy regularly, the writer hopes the students can discover the strategy of defining and clarifying the unknown words. So, they will get many new vocabulary items as the target words.

Based on the explanation above the writer is interested in enriching students’ vocabulary and in this research she will try to apply Semantic Mapping as a strategy in teaching vocabulary. In this case, the writer will do an action research entitled “ENRICHING STUDENTS’ VOCABULARY THROUGH

SEMANTIC MAPPING (A CLASSROOM ACTION RESEARCH IN THE FIRST YEAR OF ELECTRO B CLASS OF TRIGUNA UTAMA VOCATIONAL SCHOOL CIPUTAT) IN 2010/2011 ACADEMIC YEAR”

B. Limitation and Formulation of the Problem

The writer limits the study in order to achieve the goal of the research. The writer only focuses on the Semantic Mapping as a strategy to teach vocabulary in the first year of Electro B class of Triguna Utama Vocational School in 2010/2011 academic years.

Based on the limitation above, the writer formulates the problems of the research as follows;

1. Can Semantic Mapping enrich the students’ vocabulary?

2. How is the implementation of teaching English vocabulary through Semantic Mapping at Triguna Utama Vocational School?

C. Objective of the Study

The objectives of this study are:

a. Find whether teaching vocabulary using Semantic Mapping can enrich the students’ vocabulary or not.

b. Describe the teaching learning process in the classroom, especially the implementation of teaching English vocabulary through Semantic Mapping in enriching students’ vocabulary.

D. Significance of the Study

The writer hopes that this research will have some benefits in the English teaching learning process, especially in teaching vocabulary. There are two kinds of benefit of this research; theoretical benefit and practical benefit.

1. Theoretical benefit

a. The result of this research will enrich the theory of teaching vocabulary through Semantic Mapping.

b. The result of this research can be used as the references for those who want to conduct a research in Vocabulary by using semantic mapping. 2. Practical benefit

a. Teaching Vocabulary through Semantic Mapping is expected to be able to motivate the students to be interested in learning vocabulary.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Vocabulary Development 1. Nature of Vocabulary

Having a limited vocabulary is like a barrier that prevents students from learning a language.11Without a sufficient vocabulary, someone cannot communicate effectively or express ideas because we think with word. We also speak, listen, read and write with words. Words help us communicate our ideas and they also help us to understand other people’s ideas. It also implied that vocabulary takes an important role in improving our skills in English. A good vocabulary goes hand in hand with someone ability to think logically and to learn easily and quickly.

Vocabulary consists of knowing how to use words, which represents image. 12 It can be concluded that a learner of a foreign language will speak fluently and accurately, write easily, and understand what he reads or hears if he has enough vocabulary and has a capability of using it accurately.

Vocabulary is the key to student understanding what they hear and read in school; and to communicate successfully with other people.13 For this reason it is very important for the student to quickly build up a large store of words. Research

11

Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University, 2000), p.22.

12 _{Joseph P. O’rourke,}

Toward a Science of Vocabulary Development. (Netherlands: Mouton, 1974), p. 26.

13_{Joseph P. O’rourke,}

studies have shown the strong links between having an extensive vocabulary and achieving school success.14

Vocabulary is central to language and is great significance to language learners. Murcia says that “words are perceived as the building blocks upon which knowledge of the second language can be built”. 15 It is implied that in learning vocabulary, students are ought to practice it very often and they cannot practice or build that language if they are lack of vocabulary.

Many definitions can be found about vocabulary from some expert, but the writers only choose several of them which are important to discuss.

“Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may discourage from making use of language opportunities around them.”16

Vocabulary, as people may know, is just a word but actually vocabulary not just build from a word but also from another word that convey one meaning.

Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office and mother-in-law, which are made up of two or three words but express a single idea. There are also multi-word idioms such as call it a day, where the meaning of the phrase cannot be deduced from an analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary „items’ rather than „words’.17

Vocabulary is a group of words on a certain language as a part of teaching-learning a foreign language. Words mean the memory of the situation in which they have been observed and understood, brought out by the context in which they

14

http://esl.fis.edu/parents/advice/vocab.htm 15

Marianne Celce-Murcia., Teaching English as a Second Language or Foreign Language, 2nd ed. (Massachusetts: Heinle & Heinle Publishers, 1991), p.296.

16

Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 255.

17

Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge: Cambridge University Press, 1991), p. 60.

are used. 18 _{It means that to know a word is to be able to use it or to understand in} situation in which the person has not experienced it before.

In language learning and teaching, vocabulary is the important aspect besides other language component such as grammar and pronunciation. Allen and Vallen state that vocabulary is an important factor in all language teaching. Students must continually be learning words as they learn structures and as they practice the sound system.19

Another definition, vocabulary is a component of a language that contains all of information about meaning and using word in a language.20Webster’s ninth Collegiate Dictionary, vocabulary is:

a) A list of words and phrases, abbreviation inflectional form. Usually arranged in alphabetical order defined or otherwise identified as in a dictionary of glossary.

b) An interrelated group of non-verbal symbols, signs, gestures, etc. used for communication or expression in a particular art, skill, etc.

Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of words that individual speakers of language might use.21

It can be concluded from all definitions above about vocabulary that vocabulary is a set of words which use in a language. Thus, vocabulary is one of the component of a language where there is no language without words. From these statements, vocabulary mastery and development of the student is important in language teaching beside grammar and pronunciation to reach the goal of English learning and teaching itself.

18 Robert Lado, Language Teaching : a scientific approach, ( Bombay-New Delhi : Tata Mc.Graw Hill Publishing Co.Ltd, 1974 ) , p.118

19

Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language (New York: Harcourt Brace Jovanovich, 1977), p. 149.

20

Harimukti Kridalaksana, Kamus Linguistic, Edisi ke-tiga (Jakarta: PT. Gramedia Pustaka Utama, 1993), p. 127

21

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p. 1

2. Kinds of Vocabulary

The writer found several kinds of vocabulary according to some writers. Fries said that vocabulary classified into four groups:22

1.Function Words those words which although some of them may have also full-word meaning content, primarily or largely operate as means of expressing relations of grammatical structure. These include auxiliaries, prepositions, conjunctions, interrogative, particles and miscellaneous group consisting of the words for degree, for generalizing, the articles, etc.

2.Substitute word, such as the personal pronouns: they, we, I, you, he, she, it, their, our, my, your, his, her, its, them, us, me, him, her, mine, ours, yours, theirs, the indefinites, any (one/ body/ thing/ where); and the negative,

none, no(body/thing/where); quantity or number: each, both, all, some, any, few, several, much, one, ones, two, etc. Other substitutes include: do

(yes I do), think, say, tell, seem, appear, hope, believe, fear, guess and the word so.

3.The third consist of those that are distributed in use according to such grammatical matters as the presence or absence of a negative: some (I have some), any (I don’t have any), too, either, already, yet, etc.

4.Content words which divided into three classes, the first is the words for things such as dictionary, pen, pencil, paper, bag, etc. Second, the words for action such as: write, read, type, walk, etc. Third, the word for qualities: cold, long, true, false. These words become the largest and the meaning can be looked up in the dictionary.

According to Nation, vocabulary can be divided into two kinds, which are high frequency vocabulary and low frequency vocabulary:23

a. High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts.

b.The low frequency vocabulary other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely used in a common activity of English language. This group includes well over 100.000 word families.

Haycraft in Hatch and Brown book’s Vocabulary, Semantic, and Language Education divide vocabulary into receptive and productive

22

Charles C. Fries, Teaching and Learning English as a Foreign Language (Ann Harbor: The University of Michigan Press, 1970), pp. 38-53.

23

Paul Nation, New Ways of Teaching Vocabulary ( USA : Teacher of English to Speaker of Another Languages/TESOL Inc, 1994 ), p.3

vocabulary.24 _{Receptive vocabulary is words that the student recognizes and} understands when they occur in a context, but which they cannot produce correctly, Productive vocabulary is words which the student understands, can pronounce correctly and use constructively in speaking and writing.

“Vocabulary is divided into two, namely; function words and content words. The function words are closed class; we cannot add to the preposition or auxiliaries or modals or any structure word of the language. The content words, on the other hand can be added to any time a new scientific advances make new words and communication about new inventions necessary.” 25

Jo Ann Aebersold classifies vocabulary into active and passive vocabulary:26

a. Active vocabulary refers to items which the learner can use appropriately in speaking or writing ad it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, students must know how to pronounce it well, they must know and be able to use grammar of the target language, they also must familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skills.

b. Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening, and it also called as receptive vocabulary.

According to some definitions above about kinds of vocabulary, it is known that vocabulary is a complexs thing, despite vocabulary is simple thing when we see it, but actually it has many kinds of vocabulary which is labeled by one name, such as function word, content word, active and passive vocabulary that we have to know as a person who study English language.

24

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p. 370.

25 Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for Teachers (New York: Regent Publishing Company Inc., 1973). p. 86

26

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher (New York: Cambridge University Press, 1997), p. 139.

B. Teaching and Learning Vocabulary

Vocabulary teaching and learning were often given little priority, but recently there has been a renewed interest in the nature of vocabulary and its role in teaching and learning.27 In the past teaching vocabulary just take place in incidental learning where there was no exact curriculum or language program which included vocabulary as an important single thing that have to stand alone especially. Therefore, teaching and learning vocabulary have changed from their classical way. As Jeannete S. Decarrico said that current practice in teaching vocabulary, however it is not simply rebirths of the same methods of half century ago.28 _{Rather than viewing vocabulary items as a long and boring list of words to} be defined and memorized, lexical forms are seen in their central role in contextualized, meaningful language. Learners are guided in specific ways to internalize these important building blocks of language.

It has been suggested that teaching vocabulary not only consists of teaching specific words but also is aimed at equipping learners with strategies necessary to expand their vocabulary knowledge.29 Thus, the teacher is hoped to set the vocabulary learning class which can fulfill the requirements of vocabulary development and fit with the students’ need.

The teacher has the job of managing the learning that the learner can do some or all of these things with target vocabulary that is to be learnt in order to get what the student need in learning vocabulary for their language skill for further. Below are some principles of teaching and learning vocabulary:30

1. Aims

The teacher has to be clear about his or her aims in teaching vocabulary. They should decide how many words that the teacher expected the learner to be able to do and with which words.

27

Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p.255.

28

Douglas H. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (New York: Pearson Education, 2001), p. 377.

29

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,(Novitas-ROYAL, Vol.: 1(2), 2002) p.84.

30

Michael J Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books, 1989), pp. 27-35. (paraphrased by the writer)

2. Quantity

The teacher may have to decide on the quantity of vocabulary to be learnt. 3. Need

Control of the amount of vocabulary inevitably means choice as to the specific items to be taught. Choice will be made for the teacher by the course-book or syllabus he is using.

It is possible for the teacher, in a sense, to put the responsibility of choosing the vocabulary to be taught on to the students. In other words, the student is put in a situation where he has to communicate and gets the words he needs, as he needs them, using the teacher as an informant.

4. Frequent Exposure and Repetition

The simplest way of checking that this learning has been done is by seeing whether the student can recognize the target word and identify its meaning. If the word has to be part of the learner’s productive vocabulary, he must be given the opportunity to use it, as often as is necessary for him to recall it at will, with the correct stress and pronunciation.

5. Meaningful Presentation

„Meaning’ involves many other things as well. This requires that the word is presented in such a way that its denotation or reference is perfectly clear and unambiguous.

6. Situation Presentation

The students should learn words in the situation in which they are appropriate.

7. Presentation in Context

The learner has to know the usual collocation that the words occur in. 8. Learning Vocabulary in the mother tongue and in the target language 9. Inferencing (Guessing) Procedures

Students can guess the meaning of words by hearing them used in a certain situation, or sometimes by reading them in a certain context and guessing their meaning from the context.

Other principles in teaching vocabulary that have to be paid attention by teacher are:

1) The teaching of vocabulary is based on the students’ ability 2) The teaching of vocabulary is suitable with students’ capability

3) The words are taught from simple words to complex words (the easiest to the most difficult).31

In line with the explanations above about vocabulary teaching, we know if how a vocabulary teaching could not be an easy thing to held in a class. A teacher is hoped to follow some principles to know how the better way to teach vocabulary in order to get the best result from especially for the students’ mastery vocabulary.

Learning vocabulary could be in a pleasant way, so that the students can put the new words into their mind easily and maintain the known-words easily too. So, the supplement lesson is needed to support vocabulary learning, such as:32

1)Drawing or Picture Exercises

Student work with labeled picture, color specific parts of pictures, or draw their own labeled diagrams or pictures related to science concepts. 2)Matching Exercises

Students match names with pictures/object/actions, identify words with meaning, combine sentence parts that contain key vocabulary.

3)Classifying and Ordering Exercises

Students classify word into specific categories, fill in charts, or both of them called semantic mapping; unscramble the letters of new vocabulary words, or order sentences in correct sequences

4)Short-Answer Exercises

Students complete sentences, write the correct vocabulary words when given a definition or description, answer question using key vocabulary. 5)Creative Exercises

Students use key vocabulary to answer how/why/what questions, summarize information from reading/observation, draw conclusion, or state opinions.

The students, of course, have unfamiliar vocabulary, when teaching it the teacher has to consider some appropriate strategy. Hunt and Beglar in in Richards

31

Jack C Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching(Cambridge: Cambridge University Press, 1986), p.7

32

Carolyn Kessler, Cooperative language Learning: A Teacher’s Resources Book (New Jersey: Prentice Hall, 1992), p. 79.

and Renandya’s book Methodology in Language Teaching give some step in teaching unfamiliar vocabulary:33

a. Learners need to do more than just see the form. They need to hear the pronunciation and practice saying the word aloud as well. The syllable structure and stress pattern of the words are stored in memory.

b.Start by learning semantically unrelated words. Also avoid with similar form and closely related meanings at the same times.

c. It is more effective to study words regularly over several short sessions than to study them for one or two longer session.

d.Study five to seven words at a time, dividing larger numbers of words into smaller groups.

e. Use activities such as the keyword technique to promote deeper mental processing and better retention. Associating a visual image with a word helps learners remember the word.

Vocabulary practice with these types of exercise can be done cooperatively or by individuals. Students of different proficiency levels within group can be given different kinds of exercises, ranging from drawing for the lowest levels to creative expression for the more advanced levels. The specificity of any individual’s knowledge about a word depends on her motivation, desires and needs for the word.34 Thus, the teacher hopes to use the appropriate strategy which can hold these criteria of the students’ condition.

Vocabulary learning is central to language acquisition, whether the language is first, second, or foreign.35 Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001 cited in Gazal).36 Language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are capable of assuming responsibility for their own learning and gradually gaining confidence, involvement and proficiency (Oxford, 1990 cited in Gazal).37

33

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 263.

34

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education

(Cambridge : Cambridge University, 1995), p. 370. 35

Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching

(USA: Heinle & Heinle Thomson Learning, 2001), p.285. 36

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,...p.84.

37

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,... p.84.

So it is the case with vocabulary learning strategies. Thus, students need training in vocabulary learning strategies they need most. There are five essential steps in vocabulary learning: they are (1) having sources for encountering new words, (2) getting a clear image, either visual or auditory or both, for the forms of the new words, (3) learning the meaning of words, (4) making a strong memory connection between the forms and meaning of the words, and (5) using the words.38

Research has shown that many learners do use more strategies to learn vocabulary especially when compared to such integrated tasks such as listening and speaking. But they are mostly inclined to use basic vocabulary learning strategies (Schmitt, 1997 cited in Gazal).39 This in turn makes strategy instruction an essential part of any foreign or second language program.

Nation in Douglas book’s Teaching by Principles said that vocabulary instruction should be integrated into the listening, speaking, reading and writing components of a language program vocabulary. So, Vocabulary should be a part of design of communicative task and below are some guidelines for the communicative treatment of vocabulary instruction:40

1.Allocate specific class time to vocabulary teaching 2.Help students to learn vocabulary in context 3.Play down the role of bilingual dictionaries

4.Encourage students to develop strategies for determining the meaning of words

5.Engage in “unplanned” vocabulary teaching.

In conclusion, teaching vocabulary could be integrated in all four skills to make the word itself more living which implied the development and the expansion of the students’ vocabulary that can get all at once within the teaching of another skill. Besides, the teacher must recognize that no one method of

38

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education

(Cambridge : Cambridge University, 1995), p. 373. 39

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,... p.84.

40

Douglas H. Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy (New York: Pearson Education Company, 2001), p. 377.

teaching vocabulary is the best, so the effective teacher has need of different methods for different occasion and for individual students.

C. Semantic Mapping

1. Nature of Semantic Mapping

Various terms have been used in the literature to refer to the term semantic mapping. In language learning, the term semantic mapping is usually used to refer to “brainstorming associations which a word has and then diagramming the results”41

. The concept of semantic mapping in this study, however, differs from this definition. It refers to the identification of whether given semantic features are inside or outside the semantic boundary of a word.

Semantic mapping is also a useful strategy that can be introduced to learners at any level of proficiency. It involves drawing a diagram of the relationships between words according to their use in a particular text. Semantic mapping has the effect of bringing relationships in a text to consciousness for the purpose of deepening the understanding of a text and creating associative networks for words. It is best introduced as a collaborative effort between the teacher and the class. Such a diagram “visually shows how ideas fit together. This strategy incorporates a variety of memory strategies like grouping, using imagery, associating and elaborating and it is important for improving both memory and comprehension of new vocabulary items”.42

Semantic mapping is a strategy that can be used in all disciplines to demonstrate the relationships between ideas. It is an activity that helps bring into consciousness relationship among words in a text and help deepen understanding by creating associative networks for words.43 When teaching vocabulary explicitly, it can be used as a tool for students to discover the relationships

41

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p.387.

42

Rebecca L Oxford, Language Learning Strategies: What every Teacher should Know

(USA: Heinle&Heinle Publishers, 1990), p. 62. 43

Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching

between vocabulary words. As semantic mapping builds on prior knowledge, and is an active form of learning, it can be a very effective teaching tool.

In general, teachers need to decide what framework and strategies they should choose to focus on based on their student’s needs, learning styles, proficiency level as well as the task’s requirements. Thus, frameworks are not fixed and can vary from context to context.

In addition, semantic mapping activity enables learners to see connection between words. This is often a useful device in helping to remember new words.44 Semantic Elaboration facilitates the creation of links and semantic networks, as well as deep level of processing. One of procedures based on semantic elaboration is semantic mapping, which serves as a visual reminder of links between words; this technique are also suitable for presenting and revising collocations.45 Semantic mapping generally refers to brainstorming associations which a word has and then diagramming the results.46 Teaching a concept to others when the pupil brainstorming will increase student retention of information greatly. Be sure to discuss the ideas in the map at length. By discussing them as well as writing them down, the teachers are catering to different learning styles, and ensuring that all students are increasing their knowledge of vocabulary. A semantic map is any graphic devices that illustrates the range of meaning of word or words either within one language or between two (or more) languages.47

Recently, semantic mapping is one of the new approaches; it is a process for constructing visual displays of categories and their relationships. That is, it is a categorical structuring of information in graphic form. It is an “individualized” content approach which allows students to relate new words to their own experiences and prior knowledge. Semantic maps can be formed from individual or group contributions or through teacher directed or independent activities. As an

44

Paul Nation, New Ways in Teaching Vocabulary (Virginia: TESOL, 1994), p. 124. 45

Visnja Pacivic Takac, Vocabulary Learning Strategies and Foreign Language Acquisition (Canada: Multilingual Matters, 2008), p. 22.

46

Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University, 1997), p. 250.

47

David R. Zorc, Paper on Translation: Aspects, Concepts, Implications: A Case for Semantic Mapping, Seameo Regional Language Centre No.28, 1983, p. 35.

instructional strategy, semantic mapping involves a variety of basic memory and comprehension techniques (such as making associations, grouping, and using visual memory of the semantic map) that incorporate relating old knowledge to new.48

From these definitions given above, semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students’ prior knowledge or schema. While it draws on prior knowledge it recognizes important components and shows the relationships among the components. Through semantic mapping the students attract to use their imagination to find the connection between word which help them to retain their schemata of English vocabulary, remember the new given-words from their teacher and they can get the new word by themselves when they fill in semantic map. Semantic mapping is an attractive strategy which make the students interested in and creative, because learning through semantic mapping is different from the traditional vocabulary learning, it have to use some media such as picture, shape and colour.

2. Procedure of Using Semantic Mapping

The framework of semantic mapping includes: the concept of word, two category examples, and other examples. This is a very interactive process and should be modeled by the teacher first. The steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into categories.49

48

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome .htm

49

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome . htm

According to Nation, below are the steps to use semantic mapping in teaching vocabulary: 50

a)The teacher writes the topic of piece of writing in a short form in the middle of the board, for example Energy

b)The learners then suggest ideas that they have about energy and the teachers notes the most important words and phrases from these ideas on board radiating out from the topic. If ideas are slow in coming the teacher can give some guiding questions, such as What are the different kinds of energy? What energy sources do we use when we drive a car?

c)After a reasonable number of words and phrases are on the board and these covers the main ideas, the teacher and learners then suggest how these ideas could be sequence in a piece of writing.

d)If the teacher wants to make sure that the words or phrases are actually remembered, the teacher tells the learners to look at the board for a minute and then cleans the board. The learners then come up one by one to reconstruct what was on the board, or tell the teacher what to write and where.

Other steps are:51

1.The teacher decides on a topic for instruction and the new words that are important to be taught. The topic or concept is briefly introduced, and a key word is written on the chalkboard, overhead transparency, or chart paper.

2.Students are asked to think of other words that come to mind when they read the key word. It is also appropriate for the students to write down a list of these words to be shared with the class.

3.The students share their recorded words. If any of the teacher's "new words" are not suggested, the teacher presents them for discussion.

4.After the list of words is completed, the words are grouped by category. Students discuss why certain words go together. Category names are assigned.

5.A class map of the words is created by putting the information on a large sheet of paper. The map is discussed. At this time, students are encouraged to add items to the categories or even to suggest new categories.

6.As other new words that relate to the topic are discovered through the reading of the text, additions are made to the map.

For attention, in the beginning the teacher may choose to write down not only the key word to be considered but also some categories. As the students become more adept at using this strategy, the categories will be determined by the class.

50

I.S.P Nation, Teaching Vocabulary: Strategies and Techniques (Boston: Heinle Cengage Learning, 2008), p. 95.

51

Based on some sources about how the way to teach semantic mapping above, the writer conclude if the steps of using semantic mapping in teaching vocabulary is like this, for example in teaching about transportation we might divide transportation at the air, land, and water in a diagram like in the picture below. Then we might display the target words: trolley, van, canoe, aircraft, blimp, and glider. Next, begin instruction by having students brainstorm words related to the concept of transportation in air, land, and water. When they brainstorm, make them list their words on their worksheet and make sure the target words are included. During the brainstorm session, announce to the students that they can discuss it to other friends in order they can get the right words in each categories. Finally, write what the words they have got on a whiteboard and at last the diagram may have filled below:

Figure 2.1

Semantic Mapping Result Sample

3. Form of Semantic Mapping

There are several forms of semantic map that the writer found from enchantedlearning.com:52

52

1) Star Diagram

Star diagrams are a type of graphic organizer that condense and organize data about multiple traits, fact, or attributes associated a single topic. Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme.

2) Spider Diagram

A Spider map (sometimes called a semantic map) is a type of graphic organizer that is used to investigate and enumerate various aspects of a single theme or topic, helping the student to organize their thoughts. It looks a bit like a spider's web, hence its name.

The process of creating a spider diagram helps the student focus on the topic, requires the student to review what they already know in order to organize that knowledge, and helps the student to monitor their growing comprehension of the topic. It also helps point out the areas where the student must investigate more (where the web is hard to fill out).

If the topic at hand involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. The spider diagram is like a star graphic organizer with another level of detail.

3) Fishbone Diagram

A fishbone map (sometimes called a herringbone map) is a type of graphic organizer that is used to explore the many aspects or effects of a complex topic, helping the student to organize their thoughts in a simple, visual way. The use of color helps make a fishbone map clearer and easier to interpret.

If the topic at hand involves investigating attributes associated with a single, complex topic, and then obtaining more details on each of these ideas, use a fishbone diagram as your graphic organizer. The fishbone diagram is like a spider map, but it works for more complex topics - topics that require more details to be enumerated.

The process of creating fishbone diagram helps the student focus on the topic, requires the student to review what they already know in order to organize that knowledge, and helps the student to monitor their growing comprehension of the topic. It also helps point out the areas where the student must investigate more (where the fishbone is difficult to fill out).

4) Cluster/Cloud Diagram

Cluster diagrams (also called cloud diagrams) are a type of non-linear graphic organizer that can help to systematize the generation of ideas based upon a central topic. Using this type of diagram, the student can more easily brainstorm a theme, associate about an idea, or explore a new subject.

To create a cluster diagram, the student first thinks of as many terms or ideas relating to the stimulus topic as possible (and then writes the second-level ideas in circles attached to the main topic) - this first step is like creating a star diagram. Then the student explores each of these new second-level ideas in turn, and for each, finds as many related ideas as possible (and adds these third-level terms to the diagram around the idea). If more detail is desired, the previous step can be repeated for each of the third-level ideas (or more).

5) Tree Diagrams

Tree Diagrams are a type of graphic organizer that shows how items are related to one another. The tree's trunk represents the main topic, and the branches represent relevant facts, factors, influences, traits, people, or outcomes.

6) Chain Diagrams

Chain diagrams, also called sequence of events diagrams, are a type of graphic organizer that describe the stages or steps in a process.

The student must be able to identify the first step in the process, all of the resulting stages in the procedure as they unfold, and the outcome (the final stage). In this process, the student realizes how one step leads to the next in the process, and eventually, to the outcome.

Chain diagrams are useful in examining linear cause-and-effect processes and other processes that unfold sequentially.

7) Cycle Diagrams

Cycle Diagrams are a type of graphic organizer that shows how items are related to one another in a repeating cycle. Use a cycle diagram when there is no beginning and no end to a repeating process.

In making a cycle diagram, the student must identify the main events in the cycle, how they interact, and how the cycle repeats.

8) Vocabulary Map Graphic Organizer

Vocabulary maps are graphic organizers that can be useful in helping a student learn new vocabulary words.

For each new vocabulary word, the student writes the word, its definition, its part of speech (noun, verb, adjective, adverb, etc.), a synonym, an antonym, draws a picture that illustrates the meaning of the word, and writes a meaningful sentence using the word.

D. Teaching Vocabulary through Semantic Mapping

One of the other interesting techniques that teacher can use in teaching vocabulary is semantic mapping.53 This technique incorporates a variety of other memory strategies, they are grouping, using imagery, and associating or elaborating, also this technique is valuable for improving both memory and comprehension of a new word, even enrich their vocabulary. In semantic mapping activity there is no single “right answer”, because student just asked to categorize the target word that the teacher has given and then they have to find some new words in each category from what they labeled.

The student work in a small group to label the target word group correctly, a group is motivated them to work and to share their knowledge to add the new

53

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261.

words than work individually, although there is some little trouble appeared during their first work in this classroom action research. Then, asked them to compare their result to other groups, asked them to consider which ways of grouping, labeling, and finding relationships helped them remember better both the target and the new words they get.

The teaching learning process itself beginning with explaining and modeling the procedure of how to construct a semantic map, it means the teacher explain that to develop a wide knowledge of words, the teacher need to give them at least 8 to 10 words each day. Because we learn words best by using them in many different context but still in a range of a topic they learnt. So, the teacher begins the study by mapping the word. Next step is the teacher provides a guided practice when the teacher encourages students to make a semantic map. The teacher walks the class through the construction of a semantic map for the word the students have chosen. Students discuss the target word (some word that given by teacher). Get them to bring a dictionary in the next meeting if the students seem difficult to comprehend and categorize the words at the first meeting. The students might use the second or third semantic map for the same words to make them more habit in making a semantic map. Third, the teacher establishes a routine for sharing the student’s result of their semantic map. Then, encourage them to use the words in a sentence and for this study the writer get them to make a description sentence from word and rule of making a description sentence that they have learnt before. Last, do the review for each meeting is important to establish they readiness for the new semantic mapping which they are going to make at that time.54

In line with the wide explanation above of what is semantic mapping and how to use semantic mapping in teaching and learning vocabulary, the writer is hoped that semantic mapping could help the teacher to answer the students’ problem in learning English vocabulary and also could proof this study if semantic mapping can enrich the students’ vocabulary beside facilitate the students to memorize the word in the students’ course.

54

E. Relevant Study

The research about vocabulary using semantic map had been done by Sihabuddin that was “Using Semantic Mapping in Teaching Vocabulary (An Experimental Study of Ninth Grade at MTs. Ar-Rasyid 2 Cijeruk Bogor)”.55

This research explains about the application of semantic mapping in teaching vocabulary. He conducted the observation started on April 3rd, 2006 to Mei 1st, 2006. He used the semantic mapping to teach the vocabulary in order to get information of using semantic mapping in teaching vocabulary of the 9th grade in MTs. Ar-Rasyid, because this learning strategy is one of strategy that is hoped to be used in improving students’ vocabulary mastery. In fact, the result of analysis of interpretation of the data shows that teaching vocabulary by using semantic mapping has higher influence in improving vocabulary mastery, it can be seen from the result of the test between experiment and control class.

By using semantic mapping, the researcher hopes that the students will be interested in learning vocabulary, then, it is easier for the students to memorize or mastery the vocabulary and essentially, semantic mapping is hoped to enrich the students’ vocabulary. This is suitable such as what the researcher does to her research.

F. Conceptual Development of Action of Planning

Vocabulary is one of the language components which is an important to teach besides another language component. Vocabulary takes an essential part in student’s achievement in learning English, in other words if the student does not have an adequate vocabulary they may hard to follow the lesson. Therefore, vocabulary learning should be taught in an interactive teaching learning process which make the student interest and they can understand what a word mean easily without underpressure and the most important the

55

Sihabuddin, Iji, Using Semantic mapping in Teaching Vocabulary, skripsi, (Jakarta : FITK UIN, 2006), p. 11.

student can find the new word by themselves indirectly while they are doing on their task or group wok.

Meanwhile, the application of semantic mapping is one of strategy of vocabulary learning which facilitated the student and addressed to gain some criteria of indicator when the student understand the lesson and to minimize the students’ problem which appeared during the observation. Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. As the statement above that meaningful drill is hoped to make students interested in learning vocabulary, memorize the word easily and they can enrich their vocabulary during make a semantic map.

From the statements above the writer concludes that semantic mapping in teaching vocabulary can improve teaching-learning activity in the classroom. Therefore, the more students use semantic map the more vocabulary will be got by them.

G. Action Hypothesis

Action hypothesis is proposed in this research has a formula as follows: by using semantic mapping in teaching vocabulary can enrich students’ vocabulary in the first year students of Electro B class of Triguna utama Vocational School, Ciputat.

29

CHAPTER III

RESEARCH METHODOLOGY

A. Objective of the Research

The objective of the research is to know whether semantic mapping enrich the students’ vocabulary. In addition, the writer hopes that this research will be useful especially for herself in developing her English vocabulary teaching and in general for English students and teachers at that school, as well.

B. Method of the Study

The writer uses the Classroom Action Research (CAR) which is done to solve the instructional problems. Classroom Action Research (CAR) is a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of: (a) their own social or educational practices; (b) their understanding practices; and (c) the situation in which practices are carried out.55

Action research is classroom-based research conducted by teachers in order to reflect upon and evolve their teaching. It is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom. The purpose of teacher research is to gain understanding of teaching and learning within one’s classroom and to use that knowledge to increase teaching efficacy or student learning. Reflective teachers do this every day, only not as carefully and systematically. With training and

55

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan Profesi Guru), (Jakarta: Rajagrafindo, 2008), pp.44-46.

support, you can learn how to systematize your inquiry from informal reflection and teacher story sharing to formal research.

It means CAR is the type of research that could offer a procedure to improve and enhance the professionalism of teachers in teaching and learning in the classroom by looking at various indicators of the success of learning processes and outcomes that occur in students where the teacher can improve learning practices to become more effective.

Cohen and Manion in Kunandar’s book Langkah Mudah Penelitian Tindakan Kelas said that it’s a situational, contextual, small scale, practice, flexible, adaptive, self-evaluation and participatory research.56 It means that classroom action research is an on-the job problem, problem-solving, action and improvement-oriented. The writer concludes that classroom action research is formative, subjective, interpretive, reflective and experiential model of an education research based on an inquiry that arises during teaching learning activities.

Dave Ebbutt in Sarwiji book’s Penelitian Tindakan Kelas said that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.57 So, the researcher can see the improvement from the action that she does, the result of what she did whether it is successful or not. While, John Elliot defines action research as:

“Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by research practice.”58

56

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan Profesi Guru), (Jakarta: Rajagrafindo Persada, 2008), p.56.

57

Suwandi, Sarwiji, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah

(Surakarta: Yuma Pustaka, 2010), p. 70. 58

Mark R. Young and Colleague, Journal of Instruction Pedagogies, Action research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities. p. 1.

Based on the definitions above Classroom Action Research is an effective medium in improving the quality of English teachers’ performance in instruction as well as students’ achievement in learning English in classrooms. In Classroom Action Research, English teachers assess the effectiveness of their own teaching activities and plan the improvement based on the result of the assessment. Classroom Action Research for English Instruction is aimed at developing innovative instructional strategy that can help enhance the success in students’ learning English.

English teachers believe that every student can succeed in learning English if appropriate learning strategy is provided. When students fail in learning English, the mistake is on the teachers who do not provide appropriate help to the students. When the students fail in learning English, it must be because the teachers have failed in helping them. And this is the teachers’ problem. Identifying classroom problems and trying to solve the problems can be done through the process of Classroom Action research. It is the job of professional teachers to identify their classroom problems and to try to solve the problems.

C. Classroom Action Research Setting

Setting in this research includes research place, time, subject and object of research, and the cycles of classroom action research.

1. Place, Subject and Object of the Research

This classroom action research took place at SMK Triguna Utama Ciputat Tangerang Selatan, an “A” accreditation. The writer chooses this school because she was chosen to perform Praktek Profesi Keguruaan Terpadu (PPKT) first, and she found that the teaching learning activities need some improvement in order to enhance student achievement. So, it urges the writer to do her research at this school based on her experience during the PPKT. And on December 29th 2010, SMK Triguna Utama reached the ISO 9001:2008.

Subject in this study is I Electro B (I EB), academic year 2010/2011 with 28 students and all of them are male. This class is chosen because from the observation and interview with the teacher, the writer got information

that this class has weakness in English vocabulary. The object of this study is semantic mapping strategy to enrich students’ vocabulary.

2. Time of the study

The research was done for almost two months starting from October up to November 2010. The time is decided based on the school academic calendar because classroom action research needs some cycles to do in order the teaching-learning process will be effective in the class and gain the action success.

3. Research Design

This classroom action research is done through two cycles including trying out the semantic mapping strategy, to test how much the semantic mapping can solve the students’ vocabulary problems. The procedure of this research used Kemmis and Mc.Taggart “spiral” design, which consists of two cycles which each cycle follows four phases: planning, acting, observing, and reflecting.

Figure 3.1 Kemmis and McTaggart spiral” design59

59

Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.

D. Classroom Action Research Procedures

Kemmis and Mc Taggart “spiral” design in this research contains four phases within one cycle. They are planning, acting, observing, and reflecting. But before entering the first phase (planning), the writer took a preliminary study or reconnaissance. It is purposed to see the real condition of students and teacher problem at school, so such unsatisfactory conditions is found and led the writer to diagnose what the problem is and how to minimize it. As Geoffrey E. Mills said that these reconnaissance activities (self-reflection, description, and explanation) help teacher researchers clarify what they already know about proposed focus of the study; what they believe to be true about relationships of the factors, variables, and contexts that make up their work environment; and what they believe can improve the situation.60

The writer carried out four preliminary studies; they are interviewing the English teacher, giving questionnaire to the students regarding English vocabulary learning, pre-observation teaching in the class, and get them pre-test to see their ability in comprehending the English words during learning activities with their real teacher. Then, the writer begins the first cycle (planning, acting, observing, and reflecting) and go on the second cycle with the same steps.

1. Planning

Planning is a phase which the writer prepares the instructional strategy to be developed in the study to solve the instructional problem found during the preliminary study. The instructional strategy has been selected based on her belief that the strategy can theoretically solve the problems. So, after reviewing some literature she found that according to some expert semantic mapping strategy is one of the trustworthy strategies which can improve and enrich students’ vocabulary mastery according to some experts. Semantic mapping strategy becomes the focus of this study to be prepared, to be tried out, to be revised, and to be tried again until it proves effective to

60

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd ed), (New Jersey: Merril Prentice Hall, 2003) p. 28.

Muatan Lokal 2 2 Adaptif

Matematika 4 4 4 4

Bahasa Inggris 2 2 2 1 1

KKPI 1 1 1 1

IPA

IPS

Kewirausahaan 1 1 1 1

Fisika 2 2 1 2 2

Kimia 2 1 1 1 1 1 1

Biologi Ekonomi

Pelayanan Prima ..

..

3 Produktif

Listrik Instalasi 4 4 1 4 4

Mekanik Industri 2 4 2 4 3 3 6

Mekaniik Otomotif 5 1 4 3 2 5

… …

TOTAL 2 33 7 32 3 7 25 3 31 4

G. Peserta Didik

1. Jumlah peserta didik

Jumlah peserta didik pada tahun pelajaran 2009/2010 seluruhnya berjumlah 939 orang. Persebaran jumlah peserta didik antar kelas merata. Peserta didik di kelas X ada 8 rombongan belajar, terinci 4 rombongan pada kelas X Otomotif, 1 rombongan pada kelas X mekanik industri, 1 rombongan pada kelas X Listrik Instalasi, 1 rombongan pada kelas X Administrasi Perkantoran dan 1 rombongan lagi pada kelas X Akutansi. Peserta didik di kelas XI ada 6 rombongan belajar, terinci pada kelas XI Otomotif ada 3 rombongan belajar, pada kelas XI Mesin ada 1 rombongan belajar dan pada kelas XI Instalasi Listrik ada 2 rombongan belajar. Sedangkan pada kelas XII ada 8 rombongan belajar, terinci pada kelas XII Otomotif

176

ada 5 rombongan belajar, pada kelas XII Mesin ada 1 rombongan belajar dan pada kelas XII Instalasi Listrk ada 2 rombongan belajar.

Separuh (50%) dari peserta didik berasal dari DKI Jakarta dan separuhnya lagi dari tangerang.

Jumlah Pesrta Didik Pada Tahun 2009

2. Keadaan tidak Naik Kelas dan Putus Sekolah/Drop Out

Peserta didik yang tidak naik kelas dan putus sekolah ( Drop Out ) ternyata cukup tinggi tiap tahunnya.

Tidak Naik Kelas dan Putus Sekolah Tahun

Pelajaran Kelas Jumlah Tidak naik

Putus Sekolah /DO

2005 – 2006

X XI XII 281 300 314 - - 5 59 29 19

2006 – 2007

X XI XII 297 322 271 1 1 6 55 22 5

2007 – 2008

X XI XII 406 243 202 1 2 2 73 5 9

2008 – 2009

X XI XII 317 335 220 1 4 1 52 21 8

2009 – 2010

X XI XII 355 266 318 - - - - - -

Kelas Jumlah Total

Laki-Laki Wanita

X 306 49 355

XI 265 1 266

Tinggiya keadaan tidak naik kelas dan putus sekolah peserta didik terutama disebabkan karena masih kurangnya kesadaran orang tua dan peserta didik tentang arti pentingnya pendidikan, selain itu juga karena faktor kesulitan ekonami.

H. Orang Tua Peserta Didik

Penduduk Ciputat terdiri dari berbagai macam suku dari seluruh indonesia, dengan budaya dan adat istiadat yang berbeda pula. Sehingga mempengaruhi cara mereka bekerja, ada yang menjadi pedagang, buruh, pegawai swasta, pegawai negeri dan sebagainya.

Keadaan orang tua peserta didik SMK Triguna Utama sebagian besar sebagai karyawan swasta dan wirausahawan.

I. Kerjasama (dengan instansi lain yang terkait)

Kerjasama dengan dunia industri dilaksanakan melalui kerjasama dunia usaha dan industri, adapun kerjasama yang dilakukan meliputi:

1. Dunia industri memberikan tempat Prakerin (PSG) bagi siswa. 2. Dunia industri memberikan tempat training guru dan siswa. 3. Menjadi penguji uji kompetensi siswa.

4. Memberikan sumbangan alat-alat praktek

5. Acuan bagi sekolah untuk memperbaharui peralatan dan bahan praktek.

Ada beberapa perusahaan yang bekerjasa dengan pihak sekolah, untuk jurusan Mekanik Otomotif bekerjasama dengan PT. Munggaran Motor, PT. Daihatsu Astra cabang Pondok Pinang dan Bintaro, PT. TriStar Motor dan masih banyak lainnya. Untuk jurusan Mekanik Industri bekerja sama dengan PT. Dwi Manunggal, PT. Indo Grafour dan PT. A3. Untuk jurusan Instalasi Listrik bekerjasama dengan PT. Tranka Kabel, PT. PLN ,PT. Makro, dan CV. Pondok Indah Mall.

J. Prestasi Sekolah

Banyak prestasi yang telah diraih oleh SMK Triguna Utama baik bidang akademis atau non akademis, diantaranya adalah:

No. Perlombaan Peringkat Tahun Keterangan

1 AutomobileTechnology 1 2010 LKS Tingkat Propinsi

2. Listrik instalasi 2 2010 LKS Tingkat Propinsi

3. PLC 2 2010 LKS Tingkat Propinsi

4. AutomobileTechnology 1 2010 LKS Tingkat Tangsel

178

Catatan : Kota Tangsel (Kota Tangerang Selatan

Struktur Organisasi SMK Triguna Utama

a

6. PLC 1 2010 LKS Tingkat Tangsel

7. Las 1 2010 LKS Tingkat Tangsel

8. AutomobileTechnology 1 2010 LKS Tingkat Gugus

9. Volly Putra 1 2010 Tingkat Tangsel

10. Volly Ball 1 2010 Kota Tangsel

11. Basket 1 2008 Kab.Tangerang

12. Pidato Bahasa Inggris 1 2008 Kab.Tangerang

13. Futsal 1 2006 Se-JABODETABEK

LIST OF APPENDICES

Appendix 1 Interview before CAR ... 71

Appendix 2 Interview after CAR ... 74

Appendix 3 Questionnaire before CAR ... 78

Appendix 4 Questionnaire after CAR ... 95

Appendix 5 Students’ Score ... 100

Appendix 6 Lesson Plans ... 102

Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ... 113

Appendix 8 Observational Notes ... 123

Appendix 9 Blueprint Test of Pre-test and Post-test ... 129

Appendix 10 Test Instrument and Answer Key ... 132

Appendix 11 Item Analysis ... 142

Appendix 12 Semantic Map Description and Procedure ... 161

Appendix 13 Profile of School ... 171