THE IMPLEMENTATION OF MIND MAPPING TO DEVELOP VOCABULARY OF JUNIOR HIGH SCHOOL IN SMP GAJAH MADA MEDAN.
THE IMPLEMENTATION OF MIND MAPPING TO DEVELOP
OF VOCABULARY JUNIOR HIGH SCHOOL IN
SMP GAJAH MADA MEDAN
A THESIS
Submitted to the English Department
Faculty of Language and Arts, State University of Medan
in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
DIAN PERMANA SARI
Registration Number: 209321041
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sari, Dian permana. 209321041.The implementation of mind mapping to
develop vocabulary of junior high school in smp gajah mada medan. A
Thesis. English Department. Faculty of Languages and Arts. State University
of Medan. 2014.
The objective of this study is to find the implementation of mind mapping to
develop vocabulary of junior high scjool in SMP gajah mada medan. This study
was conducted by using classroom action research. The subject of this research
was the first grade of SMP GAJAH MADA MEDAN 32 students. The research
was conducted in two cycles and every cycle consisted of three meetings. The
instruments of collecting data were quantitative (writing test) and qualitative data
(diary notes, observation sheet, and interview sheet). Based on the writing test
scores, students’ score kept improving in every test. In the orientation test the
mean score was 56.41, in the first cycle, the mean score of the competence score
was 60.46, in the second cycle, the mean of the competence score was 76.72.
Based on the diary notes, observation sheet, and interview sheet, it was found that
teaching-learning process ran well. Students were active, enthusiastic, and
interested in writing. The result of the research showed that Brainstorming
Technique could improve students’ achievement in vocabulary test.
Keyword : Mind mapping, implementation, vocabulary
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
First of all, the writer would like to express the greatest thankfulness to
Allah SWT, the Almighty and most Beneficial for His Praise, Honor, Guidance,
and Mercy that has been given to her until this thesis could be completed. This
thesis is aimed to fulfill one of requirements of obtain the Degree of Sarjana
Pendidikan (S1) at the English Department, Faculty of language and arts, State
University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without supporting from many people. The writer would be pleasure
to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M. Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department and the
Reviewers, Rika S.Pd, M.Hum., Secretary of English Department, Dra.
Masitowarni Siregar, M.Ed., Head of English Education Department.
Dr.I Wayan Dirgaya Tangkas, M,Hum., her Thesis Consultant.
Dra. Sri Juriati Ownie, M.A., her Academic Consultant.
Dra. Meisuri, M,A., Drs. Zainuddin, DIP, TEFL, M.Hum., and Prof.
the Reviewers and Examiners.
Sri Wahyuni, S.Sos., the Headmaster of SMP GAJAH MADA MEDAN,
and the English Teacher, Aprina siregar,S.Pd.
Her Beloved Parents, Parmono and Rosdiana, for their supporting,
advising, love, praying, and motivating. And also her sisters Maulida
Husna, S.Pd., Maulina Susanti Am.keb, Neni permana sari, Siti
Nursarah and her big family who always supported the writer to be hardworking to finish her study in Faculty of languages and Arts, State
University of Medan.
Regular B 2009 class, Lailan Mardiyah, Ade Iriani S.Pd., Dini Rizki
Harahap S.Pd., Lailan Wardani, Ira Pane, Nurtini pane, for their spirit
and friendship. Also for the all A,B,C of English Education ’09
classmates, thanks for helping, friendship, kindness during spending the
time in State University of Medan.
The writer hope this thesis will be useful for those who read, especially for
the students of English Educational Department.
Medan,
Agustus 2014
The writer
Dian Permanasari
Registration Number 209321041
TABLE OF CONTENTS
ABSTRACT ................................................................................................
ACKNOWLEDGEMENT ..........................................................................
TABLE OF CONTENTS ............................................................................
LIST OF TABLES ......................................................................................
LIST OF FIGURES ....................................................................................
LIST OF APPENDIXES .............................................................................
Page
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION
1.1 The Background of the Study.............................................
1.2 The Problems of the Study .................................................
1.3 The Scope of Study............................................................
1.4 The Objective of the Study ................................................
1.5 The Significance of the Study ............................................
1
1
1
1
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................
1. Vocabulary ...................................................................
2. Mind Mapping Technique .............................................
3. Concept of Mind Mapping ............................................
4. Definition of Mind Mapping .........................................
5. The Procedure of Mind Mapping...................................
6. The Advantages of Using Mind Mapping ......................
7. Teaching Vocabulary through Mind Mapping ...............
8. Conceptual Framework .................................................
6
6
11
14
15
18
20
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................
B. The Subject of Research ....................................................
C. The Instrument for Collecting Data ....................................
D. Procedure of action Research .............................................
E. The Indicator of Achievement............................................
F. The Technique of Data Analysis ........................................
24
26
26
27
33
33
CHAPTER IV DATA AND DATA ANALYSIS
A. The Data ............................................................................
1. Cycle I ..........................................................................
2. Cycle II .........................................................................
B. The Qualitative Data ..........................................................
C. Research Finding ...............................................................
35
35
40
43
45
CHAPTER VCONCLUSION AND SUGGESTION
A. Conclusion ........................................................................
B. Suggestion .........................................................................
REFERENCES
APPENDICES
46
46
LIST OF TABLES
Table 3.1 The Teacher and Students’ Activities in Cycle I and II ..........
28
Table 3.2 The Observed Points .................................................................
32
Table 4.1 Description of Score in Pre-Test...............................................
36
Table 4.2 Distribution of Students’ in Pre-Test .......................................
36
Table 4.3 Description of Score in Post-Test I ...........................................
37
Table 4.4 Distribution of Students’ Score in Post-Test I .........................
38
Table 4.5 Description of Score in Post-Test II .........................................
41
Table 4.6 Distribution of Students’ Score in Post-Test II ........................
41
Table 4.7 The Percentage of Students’ who got Score up to 70..............
43
LIST OF FIGURES
Figure 2.1 Human Memory System ...........................................................
11
Figure 2.2 Mind Map Mind Map Guidelines ............................................
14
Figure 3.1 Kemmis and Me Tagger Model Cycles ....................................
26
LIST OF APPENDICES
Appendix A Diary Notes .............................................................................
49
Appendix B Observation Sheet...................................................................
52
Appendix C Interview .................................................................................
54
Appendix D Lesson Plan of Cycle I ...........................................................
57
Appendix E Lesson Plan of Cycle I ............................................................
61
Appendix F Pre-Test ...................................................................................
65
Appendix G Post-Test I ...............................................................................
68
Appendix H Post-Test II .............................................................................
71
Appendix I The Score of the Students’ .....................................................
74
REFERENCES
Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to
Language Paedagogy. San Francisco: Prentice-Hall, Inc.
Buzan, Tony. 2007. Buku Pintar Mind Map untuk Anak : Agar Anak Mudah
Menghafal dan Berkonsentrasi. Jakarta. PT. Gramedia Pustaka Utama
Buzan, Tony. 2007. Buku Pintar Mind Map untuk Anak : Agar Anak Lulus Ujian
dengan Nilai Bagus. Jakarta. PT. Gramedia Pustaka Utama.
Buzan, Tony. http://www.usingmindmaps.com/what-is-a-mind-map.html
Accessed on April 18th, 2010
De Bono. http://www.usingmindmaps.com/mind-maps-in-education.html
Accessed on April 18th, 2010
DePorter, Bobbi and Mike Hernacki. 2008. Quantum Learning : Membiasakan
Belajar Nyaman dan Menyenangkan. Jakarta. Kaifa
DePorter, Bobbi; Mark Reardon, and sarah-Nourie Singer. 1999. Quantum
Teaching : Orchestrating Students’ Success. Boston. A Pearson
Education Company.
Hornby, AS. 2000. Oxford Advance Learners’ dictionary of Current English. New
York: Oxford. University Press
Carter,
R.
and
McCarthy,
M.(eds)
(1988)
Language Teaching.London:Longman
Vocabulary
and
DePorter, B. and Hernacki, M. (2008). Quantum Learning: Unleashingthe Genius
in you.
Dimitrov, D.M. and Rumrill, P.D. Jr. (2003). Pretest-Posttest designs
and measurement of change. Kent State University, College
of Education, USA
Do, T.L.A. (2010). Using movies and videos to teach English vocabulary to the
tenth form Students
Do, X.M. (2009).Vocabulary level and vocabulary learning strategies of first
year ULIS mainstream English majors.
CHAPTER 1
INTRODUCTION
A. The Background of the Study
There are many factors that cause the students’ difficulties in learning.
One of them is the method given by the teacher. Teaching English as a foreign
language requires the use of effective learning method. According to Richards and
Rodgers (in Brown:48), “Method is an umbrella term for the specification and
interrelation of theory and practice.” Furthermore they state that virtually all
language teaching methods make the oversimplified assumption that what
teachers do in the classroom can be conventionalized into a set of procedures that
fits all contexts. It means that a set of procedures or the techniques in teaching
have an influence to the student’s learning result.
Today, English has very important role in all aspects of life. Every people
is hoped to be able to speak English as the compulsion of modern era, which
everything is sophisticated. In learning English, the students have to able to
achieve the language skills, namely listening, speaking, reading, and writing. The
students are demanded to be able to use English to fulfill their daily needs such as
reading the newspaper and communicating both spoken and written for solving
their life problem. In other word, the purpose of English teaching in Junior High
School is to reach communication target. It refers to discourse competence
including comprehension and production competence both of written and spoken
text realized in to four language skills and it will be used to respond and produce
the discourse in their society.
To achieve the four language skills, students have to know, memorize, and
learn about vocabulary as the basic of English part but that’s not easy to learn
English as we think. In learning English, one of the factors is the poor mastery of
vocabulary knowledge. The students are lack of stock of the words. The students
who have little knowledge of vocabulary will face some difficulties to understand
the written language and oral language. Dellar and Hocking (in Thornbury,
2002:13) say, “If you spend most of your time studying grammar, your English
will not improve very much. You will see most improvement if you learn more
words and expressions. You can say very little with grammar, but you can say
almost anything with word.” The students may get some difficulties in learning a
language if they have limited number of vocabularies. Saleh (1997:12) argues,
“The success in mastering a language is determined by the size of the vocabulary
one has learned.” Thornbury (2002:23) adds “The learner needs not only to learn a
lot of words, but to remember them.” To master all the language skills, vocabulary
knowledge are important that have to known by the students and the teachers of
English should have a technique that makes the students interesting in learning
vocabulary. There are many techniques of making the students interested in what
they are learning especially in learning vocabulary. Brown (1994:48) says,
“Techniques are the specific activities manifested in the classroom that are
consistent with a method and therefore in harmony with an approach as well.”
Memory sensory has important value in learning vocabulary. The students
need balancing in usage of the left brain and right brain. Whole brain is needed by
the students to think perfectly. Right brain is for creativity and visualization. Left
brain is for logical and rational. Mind mapping combines both and become wholebrained. It stimulates the brain by appealing to both the creative and logical side
of the brain. According to DePotter and Hernacki as translated into English (in
Abdurrahman, 2008:152), “Mind mapping uses visuals reminder and sensory into
a pattern from the ideas which are related”. Mind mapping allows the students to
clarify their thoughts by categorising and grouping into related ideas (de
Bono,http://www.usingmindmaps.com/mind-maps-in-education.html).
It
starts
with the students’ main topic or the theme as the central idea and allows the main
branches of mind mapping to represent the main points of their thought (right
brain) then combined by the interesting colours and images (left brain) which will
stimulate the brain. Thornbury (2002, 18) says,” Acquiring a vocabulary requires
not only labelling but categorizing skills.” The writer chooses mind mapping as a
technique to help the students in memorizing the words which are expected in
improving their vocabulary proficiency by memorizing easily.
Rivers (in Thornbury, 2002:144) states that vocabulary cannot be taught, it
can be presented, explained, included in all kind of activities and experienced in
all manner of associations…but it is ultimately it is learned by the individual.”
Mind mapping is believed as one of the techniques or activities which can be used
in teaching vocabulary which involve the essential idea and encourages
memorizing vocabulary easily.
From the explanation above, the research will be conducted to see how the
application of mind Mapping Technique can increase students’ mastery of
vocabulary.
B. The Problem of the Study
Based on the background of the study, it can be state that mastering
students’ vocabulary by using mind mapping technique is very helpful. This study
will be conducted with the intonation to discover whether the used of mind
mapping can help the students to master their vocabulary. The research problems
of this study are formulated as the following:
1. How can the implementation of mind mapping improve the students’
vocabulary mastery?
2. How does the process of teaching and learning vocabulary take place with
mind mapping technique?
C. The Scope of the Study
This study basically is limited on the use of mind mapping student’s
vocabulary achievement that is based on the content of VII grade’s English
subject.
D. The Objective of the Study
The objective of this study are :
1. To find out the improvement of students’ vocabulary mastery by applying
mind mapping technique.
2. To find out the process of teaching and learning vocabulary with mind
mapping technique.
E. The Significance of the Study
There are some significances of this study in teaching vocabulary through
mind mapping technique to the seventh grade students.
1) By having read this study, the teachers of English are expected to increase their
strategy in teaching vocabulary and the writer hopes that this study will give a
contribution in the educational side to the development of language teaching
and learning about vocabulary through mind mapping.
2) For the students, it is expected that this study will overcome the difficulties of
students’ in memorizing their vocabulary and it can help the students to be
interested in learning vocabulary
3) For those who are interested in this study, it is expected that this study to be
one of the references for other researchers to get information about teaching
through mind mapping.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After carrying out the research and analyzing the data, the writer found
that the students’ vocabulary achievement had been improved by applying mind
map.It is shown from the mean of students’ score in pre-test was 58.7, the mean of
students’ score in post-test I was 70.5, and the mean of students’ score in post-test II was
77.3. The score’s improvement from pre-test to post test I was increased 11.8 point and
from post- test I to post test II was increased 6.8 point.
Based on diary notes, questionnaire sheets, observation sheet, and
interview, it found that teaching and learning process ran well. Students were
active, cooperative, enthusiastic and interested in learning vocabulary.There were
16 students (50%) agreed that the students active in learning process, 20 students
(62.5%) were interested, 20 students (62.5%) were enthusiastic and 19 students
(59.37%) were agreed that strategy of learning was effective.
So it can be said thatmind map are a good strategy of learning that could
be apply on every subject of lesson, especially in English.
B. Suggestion
The result of this study shows that the uses of mind mapping technique
improve the students’ vocabulary mastery. The following suggestions are offered:
1. For the English teacher, it is better to use mind mapping technique in
teaching vocabulary because by using this method, the students can be
more enjoyable in memorizing the words and hopefully the words will
be remembered for long time.
2. For students, it is suggested to practice their vocabularies regularly and
know the meaning of the words. It will make them easier to understand
what their teacher said.
OF VOCABULARY JUNIOR HIGH SCHOOL IN
SMP GAJAH MADA MEDAN
A THESIS
Submitted to the English Department
Faculty of Language and Arts, State University of Medan
in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
DIAN PERMANA SARI
Registration Number: 209321041
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sari, Dian permana. 209321041.The implementation of mind mapping to
develop vocabulary of junior high school in smp gajah mada medan. A
Thesis. English Department. Faculty of Languages and Arts. State University
of Medan. 2014.
The objective of this study is to find the implementation of mind mapping to
develop vocabulary of junior high scjool in SMP gajah mada medan. This study
was conducted by using classroom action research. The subject of this research
was the first grade of SMP GAJAH MADA MEDAN 32 students. The research
was conducted in two cycles and every cycle consisted of three meetings. The
instruments of collecting data were quantitative (writing test) and qualitative data
(diary notes, observation sheet, and interview sheet). Based on the writing test
scores, students’ score kept improving in every test. In the orientation test the
mean score was 56.41, in the first cycle, the mean score of the competence score
was 60.46, in the second cycle, the mean of the competence score was 76.72.
Based on the diary notes, observation sheet, and interview sheet, it was found that
teaching-learning process ran well. Students were active, enthusiastic, and
interested in writing. The result of the research showed that Brainstorming
Technique could improve students’ achievement in vocabulary test.
Keyword : Mind mapping, implementation, vocabulary
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
First of all, the writer would like to express the greatest thankfulness to
Allah SWT, the Almighty and most Beneficial for His Praise, Honor, Guidance,
and Mercy that has been given to her until this thesis could be completed. This
thesis is aimed to fulfill one of requirements of obtain the Degree of Sarjana
Pendidikan (S1) at the English Department, Faculty of language and arts, State
University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without supporting from many people. The writer would be pleasure
to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M. Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department and the
Reviewers, Rika S.Pd, M.Hum., Secretary of English Department, Dra.
Masitowarni Siregar, M.Ed., Head of English Education Department.
Dr.I Wayan Dirgaya Tangkas, M,Hum., her Thesis Consultant.
Dra. Sri Juriati Ownie, M.A., her Academic Consultant.
Dra. Meisuri, M,A., Drs. Zainuddin, DIP, TEFL, M.Hum., and Prof.
the Reviewers and Examiners.
Sri Wahyuni, S.Sos., the Headmaster of SMP GAJAH MADA MEDAN,
and the English Teacher, Aprina siregar,S.Pd.
Her Beloved Parents, Parmono and Rosdiana, for their supporting,
advising, love, praying, and motivating. And also her sisters Maulida
Husna, S.Pd., Maulina Susanti Am.keb, Neni permana sari, Siti
Nursarah and her big family who always supported the writer to be hardworking to finish her study in Faculty of languages and Arts, State
University of Medan.
Regular B 2009 class, Lailan Mardiyah, Ade Iriani S.Pd., Dini Rizki
Harahap S.Pd., Lailan Wardani, Ira Pane, Nurtini pane, for their spirit
and friendship. Also for the all A,B,C of English Education ’09
classmates, thanks for helping, friendship, kindness during spending the
time in State University of Medan.
The writer hope this thesis will be useful for those who read, especially for
the students of English Educational Department.
Medan,
Agustus 2014
The writer
Dian Permanasari
Registration Number 209321041
TABLE OF CONTENTS
ABSTRACT ................................................................................................
ACKNOWLEDGEMENT ..........................................................................
TABLE OF CONTENTS ............................................................................
LIST OF TABLES ......................................................................................
LIST OF FIGURES ....................................................................................
LIST OF APPENDIXES .............................................................................
Page
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION
1.1 The Background of the Study.............................................
1.2 The Problems of the Study .................................................
1.3 The Scope of Study............................................................
1.4 The Objective of the Study ................................................
1.5 The Significance of the Study ............................................
1
1
1
1
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................
1. Vocabulary ...................................................................
2. Mind Mapping Technique .............................................
3. Concept of Mind Mapping ............................................
4. Definition of Mind Mapping .........................................
5. The Procedure of Mind Mapping...................................
6. The Advantages of Using Mind Mapping ......................
7. Teaching Vocabulary through Mind Mapping ...............
8. Conceptual Framework .................................................
6
6
11
14
15
18
20
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................
B. The Subject of Research ....................................................
C. The Instrument for Collecting Data ....................................
D. Procedure of action Research .............................................
E. The Indicator of Achievement............................................
F. The Technique of Data Analysis ........................................
24
26
26
27
33
33
CHAPTER IV DATA AND DATA ANALYSIS
A. The Data ............................................................................
1. Cycle I ..........................................................................
2. Cycle II .........................................................................
B. The Qualitative Data ..........................................................
C. Research Finding ...............................................................
35
35
40
43
45
CHAPTER VCONCLUSION AND SUGGESTION
A. Conclusion ........................................................................
B. Suggestion .........................................................................
REFERENCES
APPENDICES
46
46
LIST OF TABLES
Table 3.1 The Teacher and Students’ Activities in Cycle I and II ..........
28
Table 3.2 The Observed Points .................................................................
32
Table 4.1 Description of Score in Pre-Test...............................................
36
Table 4.2 Distribution of Students’ in Pre-Test .......................................
36
Table 4.3 Description of Score in Post-Test I ...........................................
37
Table 4.4 Distribution of Students’ Score in Post-Test I .........................
38
Table 4.5 Description of Score in Post-Test II .........................................
41
Table 4.6 Distribution of Students’ Score in Post-Test II ........................
41
Table 4.7 The Percentage of Students’ who got Score up to 70..............
43
LIST OF FIGURES
Figure 2.1 Human Memory System ...........................................................
11
Figure 2.2 Mind Map Mind Map Guidelines ............................................
14
Figure 3.1 Kemmis and Me Tagger Model Cycles ....................................
26
LIST OF APPENDICES
Appendix A Diary Notes .............................................................................
49
Appendix B Observation Sheet...................................................................
52
Appendix C Interview .................................................................................
54
Appendix D Lesson Plan of Cycle I ...........................................................
57
Appendix E Lesson Plan of Cycle I ............................................................
61
Appendix F Pre-Test ...................................................................................
65
Appendix G Post-Test I ...............................................................................
68
Appendix H Post-Test II .............................................................................
71
Appendix I The Score of the Students’ .....................................................
74
REFERENCES
Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to
Language Paedagogy. San Francisco: Prentice-Hall, Inc.
Buzan, Tony. 2007. Buku Pintar Mind Map untuk Anak : Agar Anak Mudah
Menghafal dan Berkonsentrasi. Jakarta. PT. Gramedia Pustaka Utama
Buzan, Tony. 2007. Buku Pintar Mind Map untuk Anak : Agar Anak Lulus Ujian
dengan Nilai Bagus. Jakarta. PT. Gramedia Pustaka Utama.
Buzan, Tony. http://www.usingmindmaps.com/what-is-a-mind-map.html
Accessed on April 18th, 2010
De Bono. http://www.usingmindmaps.com/mind-maps-in-education.html
Accessed on April 18th, 2010
DePorter, Bobbi and Mike Hernacki. 2008. Quantum Learning : Membiasakan
Belajar Nyaman dan Menyenangkan. Jakarta. Kaifa
DePorter, Bobbi; Mark Reardon, and sarah-Nourie Singer. 1999. Quantum
Teaching : Orchestrating Students’ Success. Boston. A Pearson
Education Company.
Hornby, AS. 2000. Oxford Advance Learners’ dictionary of Current English. New
York: Oxford. University Press
Carter,
R.
and
McCarthy,
M.(eds)
(1988)
Language Teaching.London:Longman
Vocabulary
and
DePorter, B. and Hernacki, M. (2008). Quantum Learning: Unleashingthe Genius
in you.
Dimitrov, D.M. and Rumrill, P.D. Jr. (2003). Pretest-Posttest designs
and measurement of change. Kent State University, College
of Education, USA
Do, T.L.A. (2010). Using movies and videos to teach English vocabulary to the
tenth form Students
Do, X.M. (2009).Vocabulary level and vocabulary learning strategies of first
year ULIS mainstream English majors.
CHAPTER 1
INTRODUCTION
A. The Background of the Study
There are many factors that cause the students’ difficulties in learning.
One of them is the method given by the teacher. Teaching English as a foreign
language requires the use of effective learning method. According to Richards and
Rodgers (in Brown:48), “Method is an umbrella term for the specification and
interrelation of theory and practice.” Furthermore they state that virtually all
language teaching methods make the oversimplified assumption that what
teachers do in the classroom can be conventionalized into a set of procedures that
fits all contexts. It means that a set of procedures or the techniques in teaching
have an influence to the student’s learning result.
Today, English has very important role in all aspects of life. Every people
is hoped to be able to speak English as the compulsion of modern era, which
everything is sophisticated. In learning English, the students have to able to
achieve the language skills, namely listening, speaking, reading, and writing. The
students are demanded to be able to use English to fulfill their daily needs such as
reading the newspaper and communicating both spoken and written for solving
their life problem. In other word, the purpose of English teaching in Junior High
School is to reach communication target. It refers to discourse competence
including comprehension and production competence both of written and spoken
text realized in to four language skills and it will be used to respond and produce
the discourse in their society.
To achieve the four language skills, students have to know, memorize, and
learn about vocabulary as the basic of English part but that’s not easy to learn
English as we think. In learning English, one of the factors is the poor mastery of
vocabulary knowledge. The students are lack of stock of the words. The students
who have little knowledge of vocabulary will face some difficulties to understand
the written language and oral language. Dellar and Hocking (in Thornbury,
2002:13) say, “If you spend most of your time studying grammar, your English
will not improve very much. You will see most improvement if you learn more
words and expressions. You can say very little with grammar, but you can say
almost anything with word.” The students may get some difficulties in learning a
language if they have limited number of vocabularies. Saleh (1997:12) argues,
“The success in mastering a language is determined by the size of the vocabulary
one has learned.” Thornbury (2002:23) adds “The learner needs not only to learn a
lot of words, but to remember them.” To master all the language skills, vocabulary
knowledge are important that have to known by the students and the teachers of
English should have a technique that makes the students interesting in learning
vocabulary. There are many techniques of making the students interested in what
they are learning especially in learning vocabulary. Brown (1994:48) says,
“Techniques are the specific activities manifested in the classroom that are
consistent with a method and therefore in harmony with an approach as well.”
Memory sensory has important value in learning vocabulary. The students
need balancing in usage of the left brain and right brain. Whole brain is needed by
the students to think perfectly. Right brain is for creativity and visualization. Left
brain is for logical and rational. Mind mapping combines both and become wholebrained. It stimulates the brain by appealing to both the creative and logical side
of the brain. According to DePotter and Hernacki as translated into English (in
Abdurrahman, 2008:152), “Mind mapping uses visuals reminder and sensory into
a pattern from the ideas which are related”. Mind mapping allows the students to
clarify their thoughts by categorising and grouping into related ideas (de
Bono,http://www.usingmindmaps.com/mind-maps-in-education.html).
It
starts
with the students’ main topic or the theme as the central idea and allows the main
branches of mind mapping to represent the main points of their thought (right
brain) then combined by the interesting colours and images (left brain) which will
stimulate the brain. Thornbury (2002, 18) says,” Acquiring a vocabulary requires
not only labelling but categorizing skills.” The writer chooses mind mapping as a
technique to help the students in memorizing the words which are expected in
improving their vocabulary proficiency by memorizing easily.
Rivers (in Thornbury, 2002:144) states that vocabulary cannot be taught, it
can be presented, explained, included in all kind of activities and experienced in
all manner of associations…but it is ultimately it is learned by the individual.”
Mind mapping is believed as one of the techniques or activities which can be used
in teaching vocabulary which involve the essential idea and encourages
memorizing vocabulary easily.
From the explanation above, the research will be conducted to see how the
application of mind Mapping Technique can increase students’ mastery of
vocabulary.
B. The Problem of the Study
Based on the background of the study, it can be state that mastering
students’ vocabulary by using mind mapping technique is very helpful. This study
will be conducted with the intonation to discover whether the used of mind
mapping can help the students to master their vocabulary. The research problems
of this study are formulated as the following:
1. How can the implementation of mind mapping improve the students’
vocabulary mastery?
2. How does the process of teaching and learning vocabulary take place with
mind mapping technique?
C. The Scope of the Study
This study basically is limited on the use of mind mapping student’s
vocabulary achievement that is based on the content of VII grade’s English
subject.
D. The Objective of the Study
The objective of this study are :
1. To find out the improvement of students’ vocabulary mastery by applying
mind mapping technique.
2. To find out the process of teaching and learning vocabulary with mind
mapping technique.
E. The Significance of the Study
There are some significances of this study in teaching vocabulary through
mind mapping technique to the seventh grade students.
1) By having read this study, the teachers of English are expected to increase their
strategy in teaching vocabulary and the writer hopes that this study will give a
contribution in the educational side to the development of language teaching
and learning about vocabulary through mind mapping.
2) For the students, it is expected that this study will overcome the difficulties of
students’ in memorizing their vocabulary and it can help the students to be
interested in learning vocabulary
3) For those who are interested in this study, it is expected that this study to be
one of the references for other researchers to get information about teaching
through mind mapping.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After carrying out the research and analyzing the data, the writer found
that the students’ vocabulary achievement had been improved by applying mind
map.It is shown from the mean of students’ score in pre-test was 58.7, the mean of
students’ score in post-test I was 70.5, and the mean of students’ score in post-test II was
77.3. The score’s improvement from pre-test to post test I was increased 11.8 point and
from post- test I to post test II was increased 6.8 point.
Based on diary notes, questionnaire sheets, observation sheet, and
interview, it found that teaching and learning process ran well. Students were
active, cooperative, enthusiastic and interested in learning vocabulary.There were
16 students (50%) agreed that the students active in learning process, 20 students
(62.5%) were interested, 20 students (62.5%) were enthusiastic and 19 students
(59.37%) were agreed that strategy of learning was effective.
So it can be said thatmind map are a good strategy of learning that could
be apply on every subject of lesson, especially in English.
B. Suggestion
The result of this study shows that the uses of mind mapping technique
improve the students’ vocabulary mastery. The following suggestions are offered:
1. For the English teacher, it is better to use mind mapping technique in
teaching vocabulary because by using this method, the students can be
more enjoyable in memorizing the words and hopefully the words will
be remembered for long time.
2. For students, it is suggested to practice their vocabularies regularly and
know the meaning of the words. It will make them easier to understand
what their teacher said.