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
The data gained from the pre interview with the English teacher indicated that the students‟ English vocabulary was poor because the students had some
difficulty in English words , and the students‟ participation in learning vocabulary
was not too active. As the student who prepared to work after they graduate especially in technical field, there‟s so many vocabulary that they have to
remember, whereas they had difficulty on it. Consequently, it needed to do the innovation in teaching vocabulary. The writer suggested implementing Semantic
Mapping strategy in teaching vocabulary. After conducting the action, the English teacher gave positive responses toward the action. The English teacher felt
satisfied with the improvement made by the students focus on students‟
vocabulary mastery and their participation. The English teacher also motivated to use Semantic Mapping because it could facilitate the students in memorizing the
10 20
30 40
50 60
70
Pre Questionnaire Post Questionnaire 41.8
64.7
word given by teacher and enrich their vocabulary by finding the new words while they are doing on semantic mapping strategy. Hence, the English teacher
would use Semantic Mapping as an alternative strategy in teaching English vocabulary.
4. Data of Test
Based on the result of the student vocabulary test, it was found that the students‟ vocabulary score was gradually improving. It was known the students‟
average score of pretest was 53.5. After the implementation of semantic mapping strategy, the average scores of posttest 1 cycle 1 was 66.5. In other word, 42.85
students got score greater than 70 as the criterion of success. Because the result of posttest 1 was unsatisfactory yet, then the writer continued to the second cycle
with the average of posttest 2 was 72.6 or 78.6 passed the KKM 70 as the criterion of success determined. Shortly, from the test result, it met the criteria of
success that there were 75 or more who passed the KKM.
Figure 4.2: the Students’ Achievement in Vocabulary Development
20 40
60 80
Preliminary 1st Cycle
2nd Cycle 53.5
66.5 72.6
71
CHAPTER V CONCLUSION AND SUGGESTION
After finishing the Classroom Action Research CAR at X Electro B class of Triguna Utama Vocational School academic year 20102011, the writer gives
some conclusions based on the result of this research. Furthermore, the writer also gives some suggestions related to the conclusion. However, the writer would like
to give her summary of this research, before giving conclusion and suggestion. The writer would like to summarize her study. This study uses the
Classroom Action Research CAR method to identify students’ problem, it is begun by interviewing the English teacher and observing in the X EB class which
is considered as the class that has insufficient vocabulary. The number of students consists of 28 male students. In this study, the writer uses the Kemmis and
Mc.Taggart’s design which consists of four phases. Those are planning, acting,
observing, and reflecting. Meanwhile, the data is taken among from the
observation,interview, questionnaire and test. It could be summed up, first, related to the stud
ents’ achievement, there were 78.6 who passed the KKM 70 with the improvement of students’ mean score from pretest to the posttest of the second
cycle was 35.72. In the pretest, there were only 2 students who passed the KKM. Meanwhile, in the posttest of cycle one there were 12 students who passed
the KKM or 42.8. Next in the result of posttest in the cycle 2, there gained 22 or 78.6 students who passed the KKM in which their mean score of vocabulary test
