THE EFFECT OF APPLYING SEMANTIC MAPPING STRATEGY ON THE SENIOR HIGH SCHOOL STUDENTS VOCABULARY ACHIEVEMENT.

(1)

THE EFFECT OF APPLYING SEMANTIC MAPPING

STRATEGY ON THE SENIOR HIGH SCHOOL

STUDENTS’ VOCABULARY

ACHIEVEMENT

A THESIS

Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan

By:

CRYSTIAN JULIANA SIDAURUK

Registration Number. 209121009

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2014

(2)

ACKNOWLEDGEMENT

First of all, the writer would like to thank the Almighty God, Jesus Christ, for His blessings to the writer so she is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of sarjana pendidikan at the English Department of Language and Arts, Faculty of Languages and Arts (FBS), State University of Medan (UNIMED).

During the process of writing, the writer realizes that she cannot accomplish her thesis without support from many people. Therefore the writer would like to express her sincere gratitude to:

 Prof. Dr. Ibnu Hajar Damanik, M. Si., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Languages and Arts for formalizing the thesis at the end of her study

 Prof. Dr. Hj. Sumarsih, M. Pd., the Head of English Department,

Rika, S. Pd., M. Hum., the Secretary of English Department

 Dra. Masitowarni Siregar, M. Ed., the Head of Educational Program of English Department and also as one of her examiners.

 Prof. Dr. Lince Sihombing, M. Pd., the writer’s Thesis Advisor who has consciously guided her in the entire process of the Thesis writing with all of the constructive comments, which helped the writer made the thesis well.

 Drs. Willem Saragih, Dipl. Appl., M. Pd., the writer’s Academic Advisor and all the lecturers of English Department

 Prof. Dr. Berlin Sibarani, M. Pd., Drs. Elia Masa Gintings, M. Hum.,

her examiners, thanks for their advises and constructive suggestions that improve this thesis.

 Beloved father, Bangun Timan P. Sidauruk and lovely mother, Rolintan Sidebang, the deepest gratitude for their greatest supports, caring and loves to the writer. Thanks and love to the writer’s sister and brother, Mey Merry Sidauruk and Diarmanto Marchel Sidauruk, for they are the reason why the writer keeps on struggling

 The writer’s best friends, CDRW ( Defriyanti Ziraluo, Reswinda Suryani Naibaho and Rini Susanti), the amazing class B – Reg Dik 09

(3)

Puspita , Eyang Ellis, Ida, Nila de Vamp-pie, Dayfreeri, Bernard, and

Guntar) and my nice friends (Marini, Fitri ADP, Ida br. Hombing, El

‘Ati’, Siska, Basa, Kak Kori, Kak Fitri, Kak Ira, and Kristi Mei Sara Simbolon, S.H.) for every single help, support and love that mean a lot to the writer

 Rudol Barmen Manurung, M. Pd, the Headmaster of SMA Negeri 2 Pematangsiantar, Restar Revolita Tambunan, M. Pd, the vice-

Headmaster of SMA Negeri 2 Pematangsiantar,

Marasi Manurung, M. Pd, Evi Juliana Siahaan, S. Pd, all the teachers and staffs, and all the Students of SMA Negeri 2 Pematangsiantar for the generosity in supporting the writer while doing her research in the school

 Mika Damayanti, S. Pd, the writer’s mentor in her Teaching Experience Program and the Students of SMK Swasta Pelita Pematangsiantar at the year of 2012/2013

 The writer’s PPL friends, K’ Surya, Iyuth, Tulang Nico, Boi, Ito Lipzen, Nova, and all friends PPLT SMK SWASTA PELITA PEMATANGSIANTAR 2012

Last but not least, the writer extends gratitude for those who cannot be mentioned here, that give contribution on the writer’s life. The writer realizes that the content of this thesis is still far from perfect, but she warmly accept any constructive suggestions that will improve the quality of this thesis. She hopes it would be useful for those who are interested in this field of study.

Medan, January 2014

The Writer

Crystian Juliana Sidauruk 209121009

(4)

iii

ABSTRACT

Sidauruk, Crystian Juliana. 2014. The Effect of Applying Semantic Mapping Strategy on the Senior High School Students’ Vocabulary Achievement. A Thesis. Medan: English Department, Faculty of Languages and Arts, State University of Medan.

This study was limited on the first year senior high school students’ vocabulary achievement after teaching by applying Semantic Mapping Strategy. The objective of the study was the investigation of the effect of applying Semantic Mapping Strategy on the senior high school students’ vocabulary achievement. The study was obtained by conducting experimental research that needed two groups of sample, experimental group and control group. The population of this study was the 2013/2014 first grade (grade X) students of SMA Negeri 2 Pematangsiantar. There were 70 students of first grade senior high school as the sample of the research. The experimental group was taught by applying Semantic Mapping Strategy, while control group was taught without applying Semantic Mapping Strategy. The instrument for collecting data was an objective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. Kudar Richardson (KR) 21 Formula was applied to acquire the reliability of the test. Based on the calculation, it shows that the reliability of the test was 0.71, categorized as substantial reliability. The data were statistically analyzed by using t-test formula at the level of significance p (0.05) = 1.995 with the degree of freedom (df) = 68. It was found that the tobserved was higher than ttable (tobserved= 3. 668 > ttable = 1.995; p = 0.05). It means that Semantic Mapping Strategy significantly affect the students’ vocabulary achievement.

(5)

Page

ACKNOWLEDGEMENT ………... ... …… i

ABSTRACT ………... ...……. iii

TABLE OF CONTENTS………... . …….. iv

LIST OF TABLES ………... ... …….. vi

LIST OF FIGURES………... ... …….. vii

LIST OF APPENDICES………... …….. viii

CHAPTER I INTRODUCTION……… ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 3

C. The Scope of the Study ... 3

D. The Objective of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II REVIEW OF LITERATURE ... ... 5

A. Theoretical Framework ... ... 5

1. Teaching English in Senior High School ... 5

2. Genre ... 6

a. Descriptive Text ... 7

3. Vocabulary ... 8

a. The Nature of Vocabulary ... 8

b. The Importance of Vocabulary ... 9

c. The Types of Vocabulary ... 11

d. The Principles of Teaching Vocabulary ... 14

e. Teaching Vocabulary in Reading Descriptive Text ... 15

f. Kinds of Vocabulary Meaning ... 16

g. Vocabulary Instruction ... 18

h. The Assessment of Vocabulary ... 18

4. Semantic Mapping Strategy ... 19

a. Procedure of Teaching Applying Semantic Mapping Strategy ... .22

b. Advantages of Semantic Mapping Strategy ... 23

c. Disadvantages of Semantic Mapping Strategy ... 25

B. Conceptual Framework ... 26

C. Hypothesis ... 27

CHAPTER III RESEARCH METHODOLOGY ... 28

A. Location ... 28

B. Research Design ... 28

C. The Population and Sample ... 29

D. The Instrument for Collecting Data ... 29

(6)

1. Pre- test ... 30

2. Teaching Presentation (Treatment) ... 30

3. Post- test ... 34

F. The Validity and Realibility of the Test ... 34

1. The Validity of the Test ... 34

2. The Realibility of the Test ... 35

G. Scoring of the Test ... 36

H. The Technique for Analyzing Data ... 36

CHAPTER IV THE DATA, DATA ANALYSIS AND RESEARCH FINDINGS ... 38

A. The Data ... 38

B. Data Analysis ... 41

1. Testing the Reliability of the Test ... 41

2. Analyzing the Data Using T-test Formula ... 41

C. Testing Hypothesis ... 42

D. Research Finding ... 43

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 44

A. Conclusions ... 44

B. Suggestions ... 44

REFERENCES ... 45

(7)

LIST OF TABLES

Page

Table 2.1 Three Advantages of Applying Semantic Mapping based

on Nguyen’s Research 24

Table 3.1 Research Design 28

Table 3.2 Treatment in Experimental Group 31

Table 3.3 Treatment in Control Group 33

Table 3.4 Table of Specification 35

Table 4.1 The Score of Pre- test and Post- test by the Students of Experimental Group 39

Table 4.2 The Score of Pre- test and Post- test by the Students of Control Group 40

(8)

vii

LIST OF FIGURES

Page

Figure 2.1 The Relation of Vocabulary through

Language Skills 13 Figure 2.2 A Visual Representation of the Structure of a Semantic Map

(9)

viii

LIST OF APPENDICES

Page

APPENDIX A The Score of the Pre-Test and Post-Test of

by the Students of Experimental Group 47

APPENDIX B The Score of the Pre-Test and Post-Test of by the Students of Control Group 48

APPENDIX C The Reliability of the Test 49

APPENDIX D The Calculation of the T-Test 52

APPENDIX E Table of Distribution T 57

APPENDIX F Lesson Plan 58

APPENDIX G Pre- test and Post- test 78

APPENDIX H Answer Key 83

(10)

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language has important role in human life, since it is a tool which human use to interact with other people. Therefore, mastering several foreign languages is considerably necessary, especially English. Status of English as an international language has made people all over the world do their best to master English.

Considering the fact above, Indonesian government put English as one of important subjects that should be mastered by the students. English covers the four language skills areas (listening, reading, speaking, and writing) as the intention and in order to achieve these intention the students should master vocabulary first.

Murcia (2001: 285) says that Vocabulary learning is central to language acquisition, whether the language is first, second, or foreign. By having enough vocabulary, the ability to communicate and to convey our social needs can be established. If learners have had enough vocabulary, they will be able to understand the utterance which they listen, they will be able to speak fluently, and they can understand the content of the text easily. It means that the students need to master enough vocabulary as one of the language components besides grammar, spelling, and pronunciation.

Based on the writer’s experience in teaching practice in Senior High School level in Pematangsiantar, it is not easy for her students to learn vocabulary.

(11)

The writer found that the English ability of the students was still low because they lacked of vocabulary. As the example, when they seem having ideas in their mind they couldn’t express them well because they lacked of vocabulary. The main problem was the students were difficult to memorize the words, moreover the strategy that is used by the teacher in teaching vocabulary was not interesting or monotonous. The students were usually given many new words and asked to open their dictionary to find the meaning of those words, however after they found out the words, they forgot them. So, when the teaching learning process was taking place, the students did not give attention and feel bored.

That is why, the English teacher must have the ability to use various teaching strategies. It is necessary for English teacher to understand their students’ vocabulary learning strategies. Murcia (2001: 288) says

‘new words should not be learned by simple rote memorization. It is important that new vocabulary items be presented in context rich enough to provide clues to meaning and that students be given multiple exposure to items they should learn. Exercises and activities include learning words in word association lists, focusing on highlighted words in texts, and playing vocabulary games’.

For this purpose it is needed to make variation to teach students’ vocabulary achievement.

There are so many strategies which can be used to teach vocabulary for students. One of them is “Semantic mapping”. In http:// www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm.htm (accessed in March 2013), semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related

(12)

to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students prior knowledge or schema.

According to the writer, semantic mapping can make the students more interested and relaxed in learning vocabulary because by applying semantic mapping, the students will be encouraged to get new vocabularies by looking for other words which have relationship with the words which are given by teacher. In this case, a text is chosen based on the words to be learned and students are asked to draw a diagram of the relationships between particular words found in the text. It is believed that by applying semantic mapping, the students can enjoy their studying and increase their vocabulary continually.

B.The Problem of the Study

The problem of this study is formulated by the following: ”Is there any significant effect of applying semantic mapping strategy on the senior high shcool students’ vocabulary achievement?”

C.The Scope of the Study

The study is focused on the effect of semantic mapping strategy on senior high school students’ vocabulary achievement in reading descriptive text which is taken from senior high school’s textbook.

(13)

D.The Objective of the Study

The objective of this study is for finding the effect of applying semantic mapping strategy on the senior high school students’ vocabulary achievement in reading descriptive text.

E.The Significance of the Study

The findings of the research are expected to be useful for the teachers, other researchers, and institution.

1. For teachers, to help teachers in finding a good teaching strategy to increase students’ vocabulary achievement.

2. For other researchers, to increase their knowledge and the reference in conducting further research for obtaining better result.

3. For institution, to develop the teaching learning strategy for increasing motivation to teach vocabulary in further.

(14)

REFERENCES

Abdollahzadeh, E., and Naser Amiri. 2009. The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different

Perceptual Learning Styles. Iran University of Science and Technology:

The journal of Applied Linguistics II (1).

Allenn, J. 2007. Inside Words. Portland: Stenhouse Publishers.

Arikunto, S. 2006. Prosedur Penelitian Suat Pendekatan Praktik. Jakarta: Rineka Cipta.

Arikunto, S. 2011. Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Best, J. W. & Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice

Hall.

G.Maryam., and Mortaza, Y. 2007. The Reading Matrix: Vocabulary, Proficiency

and Reading Comprehension, VII (3) 88-90.

J. Pikulski and S. Templeton, 2004:6. Foundations of Learning and Teaching

Vocabulary.

Jackson, H and E. Ze’ Amela. 2000. Meaning and Vocabulary an Introduction to

Modren Lexicology. London: Cassel.

Jackson, H. 2002. Grammar and Vocabulary. New York: Routledge.

Jo Ann Aeborsold and Mary lee Field, 1977. From Reader to Reading Teacher. New York: Cambridge University Press

Kesvard, M. H. 2009. The Effect of Semantic Mapping Strategy Instruction on

Vocabulary Learning of Intermediate EFL Students. http://www.sid.ir/en.

Accessed on February 25th, 2013

Murcia, M. C. 2001. Teaching English as a Second or Foreign Language. USA: A Division of Thomson Learning, Inc.

Read, J. 2000. Assessing Vocabulary. United Kingdom: Cambridge University Press.

Thornbury, Scott. 2002. How to Teach Vocabulary. New York: Longman Wallace, M. 1982. Teaching Vocabulary. London: Heinemann Educational Books.

(15)

Wiersma, W. 1991. Research Method in Education. Needham Heights: A Division of Simon & Schuter, Inc.

Stahl, K.A.Dougherty., and Marco A. Bravo. 2010. International Reading Association: Contemporary Classroom Vocabulary Assessment for Content Areas. ISSN: 0034-0561.

http://ilmu-psikologi.blogspot.com/2009/05/pengertian-psikologi pendidikan.html. Accessed on 8th of April 2013.

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm. htm. Accessed on 20th of March 2013.

http://www.k12.nf.ca/fatima/semmap.htm. Accessed on 18th of March 2013. http://en.wikipedia.org/wiki/Vocabulary. Accessed in February 2013.

(1)

CHAPTER I

INTRODUCTION

A. The Background of the Study

Based on the writer’s experience in teaching practice in Senior High School level in Pematangsiantar, it is not easy for her students to learn vocabulary.

(2)

For this purpose it is needed to make variation to teach students’ vocabulary achievement.

(3)

to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students prior knowledge or schema.

B. The Problem of the Study

C. The Scope of the Study

(4)

D. The Objective of the Study

The objective of this study is for finding the effect of applying semantic mapping strategy on the senior high school students’ vocabulary achievement in reading descriptive text.

E. The Significance of the Study

The findings of the research are expected to be useful for the teachers, other researchers, and institution.

1. For teachers, to help teachers in finding a good teaching strategy to increase students’ vocabulary achievement.

2. For other researchers, to increase their knowledge and the reference in conducting further research for obtaining better result.

3. For institution, to develop the teaching learning strategy for increasing motivation to teach vocabulary in further.

(5)

REFERENCES

Abdollahzadeh, E., and Naser Amiri. 2009. The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different

Perceptual Learning Styles. Iran University of Science and Technology:

The journal of Applied Linguistics II (1).

Allenn, J. 2007. Inside Words. Portland: Stenhouse Publishers.

Arikunto, S. 2006. Prosedur Penelitian Suat Pendekatan Praktik. Jakarta: Rineka Cipta.

Arikunto, S. 2011. Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Best, J. W. & Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice

Hall.

G.Maryam., and Mortaza, Y. 2007. The Reading Matrix: Vocabulary, Proficiency

and Reading Comprehension, VII (3) 88-90.

J. Pikulski and S. Templeton, 2004:6. Foundations of Learning and Teaching

Vocabulary.

Jackson, H and E. Ze’ Amela. 2000. Meaning and Vocabulary an Introduction to

Modren Lexicology. London: Cassel.

Jackson, H. 2002. Grammar and Vocabulary. New York: Routledge.

Jo Ann Aeborsold and Mary lee Field, 1977. From Reader to Reading Teacher. New York: Cambridge University Press

Kesvard, M. H. 2009. The Effect of Semantic Mapping Strategy Instruction on

Vocabulary Learning of Intermediate EFL Students. http://www.sid.ir/en.

Accessed on February 25th, 2013

Murcia, M. C. 2001. Teaching English as a Second or Foreign Language. USA: A Division of Thomson Learning, Inc.

Read, J. 2000. Assessing Vocabulary. United Kingdom: Cambridge University Press.

Thornbury, Scott. 2002. How to Teach Vocabulary. New York: Longman Wallace, M. 1982. Teaching Vocabulary. London: Heinemann Educational Books.

(6)

Wiersma, W. 1991. Research Method in Education. Needham Heights: A Division of Simon & Schuter, Inc.

Stahl, K.A.Dougherty., and Marco A. Bravo. 2010. International Reading Association: Contemporary Classroom Vocabulary Assessment for Content Areas. ISSN: 0034-0561.

http://ilmu-psikologi.blogspot.com/2009/05/pengertian-psikologi pendidikan.html.

Accessed on 8th of April 2013.

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm. htm. Accessed on 20th of March 2013.

http://www.k12.nf.ca/fatima/semmap.htm. Accessed on 18th of March 2013. http://en.wikipedia.org/wiki/Vocabulary. Accessed in February 2013.

THE EFFECT OF APPLYING SEMANTIC MAPPING STRATEGY ON THE SENIOR HIGH SCHOOL STUDENTS VOCABULARY ACHIEVEMENT.