DEVELOPING STUDENTS’...
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DEVELOPING STUDENTS’ VOCABULARY BY USING MIND MAP (An Experimental Study of Eight Grade at MTs. Jam’iyyatul Khair Ciputat) A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education By ZUHRUL HUDA NIM. 102014023828 DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2010
Transcript of DEVELOPING STUDENTS’...
DEVELOPING STUDENTS’ VOCABULARY BY USING MIND MAP
(An Experimental Study of Eight Grade at MTs. Jam’iyyatul Khair Ciputat)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By
ZUHRUL HUDA NIM. 102014023828
DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2010
ENDORSEMENT BY THE EXAMINATION COMMITEE
The “skripsi” titled “DEVELOPING STUDENTS’ VOCABULARY BY
USING MIND MAP” (An Experimental Study of Eight Grade of MTs.
Jam’iyyatul Khair Ciputat, Academic Year 2010-2011) was examined at
examination session of The Faculty of Tarbiyah of Syarif Hidayatullah State Islamic
University Jakarta on Wednesday, September 1st , 2010. This “skripsi” has fulfilled
the requirement for the degree of Strata-1 (S-1) at English Department.
Jakarta, September 1th, 2010
The Examination Committee
Chairman : Drs. Syauki, M.Pd. (…………………………..)
NIP. 1964 1212 199103 1 002
Secretary : Neneng Sunengsih. S.Pd. (…………………………..)
NIP. 1973 0625 199903 2 001
Examiners : 1. Drs. Nasifudin Djalil, M.Ag (…………………………..)
NIP. 1956 0560 199003 1 002
2. Drs. A.M. Zainuri, M.pd (…………………………..)
NIP. 1953 0304 197903 1 003
Acknowledged by:
Dean of Tarbiya and Teacher’s Training Faculty
Prof. Dr. Dede Rosyada,M.A.
NIP. 1957 1005 198703 1 003
A B S T R A C T HUDA, ZUHRUL, 2010, Developing Students’ Vocabulary by Using Mind Map,
An Experimental Study of Eighth Grade of MTs. Jam’iyyatul Khair, Ciputat, Tangerang Selatan, English Education Department, Faculty of Tarbiya and Teacher’s Training, State Islamic University Syarif Hidayatullah Jakarta.
Advisor: Drs. Sunardi K., Dip.Ed. Keywords: Developing Vocabulary, Using Mind Map, and MTs. Jam’iyyatul
Khair.
Language is a tool for communication that vocabulary is the basic aspect on it, so the mastery of vocabulary becomes an important thing. To communicate by using foreign language, especially English, someone not only demanded to have grammar ability, but also need to master a vocabulary. Without grammar and vocabulary combination, the ideas can not be delivered correctly..
Mind Map is a method that was popularized by the author and psychologist
Tony Buzan in the early 1970s. Mind Map is the way to place the information into the brain and take it out from the brain. It has their origin in the learning movement called constructivism. In particular, constructivists hold that prior knowledge is used as a framework to learn new knowledge. In essence, how we think influences how and what we learn.
This study is aimed to describe more about using Mind Map as a method in
developing students’ vocabulary in MTs. Jam’yyatul Khair. It includes the procedures of using Mind Map in teaching vocabulary, the advantages of using Mind Map.
The design of this research is experimental study. The population is the eighth
grade of students of MTs. Jam’iyyatul Khair. In selecting the sample is used random sampling. The students of class VIII-1 and VIII_2 of MTs. Jam’iyyatul Khair ciputat are chosen as the sample. The data collection is done by observation and collecting the documentation. T-test is used to analysis the difference between the students’ vocabulary achievement with Mind Map and without Mind Map
Based on the analysis, the researcher finds that to > tt = 10.5 > 2.02 in
significance level 5% and to > tt = 10.5 > 2.70 in significance level 1%. It means there is obvious difference between the average score from the result of teaching vocabulary in experiment class and controlled class. It can be inferred that teaching vocabulary using Mind Map is more effective than teaching vocabulary without using Mind Map.
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ACKOWLEDGEMENTS
Praise be to Allah SWT: The Lord of the Universe, that under his blessing
and great guidance, the writer eventually able to complete this “skripsi”. May
Allah’s peace and blessing be upon His final Prophet and Messenger, Muhammad,
peace and blessing be upon him, his family and his companions.
This “skripsi” is presented to the English Deparment of Faculty of Tarbiya
and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a
partial fulfillment of the requirement for the Degree of first strata.
In accomplishing this “skripsi”, the writer deservedly would like to
acknowledge his deepest appreciation to the following persons who have helped
and supported the writer to finish the “skripsi”:
1. The writer’s beloved parents (Munawir and Hakimah), brothers and
sisters for support, praying, motivation and encouragement that they
always give.
2. Drs. Sunardi Kartowisastro, Dipl,Ed., the advisor who has given his
charm ideas, suggestion and many other things which were useful in
completing this “skripsi”.
3. All of English Departement lecturers who had taught during the study in
Faculty of Tarbiya and Teacher’s Training.
4. Drs. Syauki, M.Pd., the Head of English Department.
5. Drs. Neneng Sunengsih, M.Pd., the Secretary of English Department.
6. Prof. Dr. Dede Rosyada, M.A., as a Dean of Tarbiya and Teachers’
Training.
7. Dr. Atiq Susilo, M.A. as the academic advisor who has guided during the
study in the Faculty of Tarbiya and Teachers’ Training.
8. Dra. Hidayati, M.Pd, special lecturer for her kindness to advise him in
finishing study.
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9. Drs. Sukirman,MA, the principal of MTs. Jam’iyyatul Khair.
10. All of friends in English Department. His Thanks are for the nice relation.
Finally, the writer realizes that his “skripsi” is not perfect, for that reason he
hopes the readers could contribute developmental criticism and suggestion to
improve this “skripsi”.
The writer
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TABLE OF CONTENT
Contents page
ADVISOR APPROVAL……………………………………………………… . i
LEGALIZATION OF EXAMINATION COMMITTEE….………………. . ii
ABSTRACT …………………………………………………………………... . iii
ACKNOWLEDGEMENT …………………………………………………… . iv
TABLE OF CONTENT ………………………………………………………. vi
CHAPTER I INTRODUCTION
A. The Background of Research…………………………….… 1
B. The Statement of the Problem ……………………………... 5
C. The Purpose of Research………………………………….... 6
D. The Limitation of Problem ………………………………… 6
E. The Operational Definition ………………………………… 6
F. The Organization of Research………………………………. 7
CHAPTER II THEORITICAL FRAMEWORK
A. Teaching Learning Process ……………………………….. . 9
1. The Meaning of Learning ……………………………...... 9
2. The Factors May Affect the Success of Learning ..……. .11
B. Mind Map ……………………...………………………….. .17
1. The Understanding of Mind Map ………………………..17
2. The Basic Principle of Mind Map ……………………… .19
3. The Strengths of Mind Map ……………………………..20
4. The Techniques of Making Mind Maps ………………....22
C. Vocabulary ……………………………………………........24
1. The Understanding of Vocabulary ……………………... .24
2. The Importance of Vocabulary ……………………….... .25
3. Kinds of Vocabulary ………………………………. ….. .26
4. Teaching Vocabulary by Using Mind Maps …………… .28
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D. Framework ………………………………………………... .30
E. Hypothesis ………………………………………………… .31
CHAPTER III RESEARCH METHODOLOGY AND RESEARCH
FINDING
A. Research Methodology …………………………………… .32
1. The Purpose of Research………………………………. .32
2. The Place and Time of Research……………….……… .32
3. The Population and Sample of Research ………............ .33
4. The Instrument of the Research………………………... .33
5. The Technique of Data Collecting …………………….. .33
6. The Technique of Data Analysis……………………...... .34
B. Research Findings ………………………………………… .35
1. The Description of Data ……………………………….. .35
2. The Analysis of Data ………………................................39
3. The Test of Hypothesis ………………………………. . .40
4. The Interpretation of the Data …………………………. .40
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ………………………………………………... .41
B. Suggestion ……………………………………………….... .41
BIBLIOGRAPHY
APPENDIX
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The students are doing Mind Map
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CHAPTER I
INTRODUCTION
A. The Background of Research
Education is a process aimed at helping student to grow and develop
optimally. The rule of national education system No.20, 2003 says,
”Education is a conscious and planned effort to create an atmosphere of
learning and the learning process so that learners actively develop their own
potential to have the spiritual power of religion, self-control, personality,
intelligence, noble character, and the skills needed themselves, society, nation
and State”. It means that education is a concious effort to develop personality
and skills, inside or outside school, lifelong and geared towards the purposes
to be achieved.
Skill demand is needed by students or young generations more in the
present time include the international language. Nowadays globalization era
demands all people in the world to have international language skill, including
Indonesian. All products imported from abroad use English for their
instructions. Computer and internet as parts of information media source also
use English. Public places such hotels, air ports and restaurants also use
English as their second language. English is used by most international
famous writers to write their books. So that English becomes a compulsory
skill for everyone in his daily life, for instructional understanding that use
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English, getting a good job, business interest and so on. From this
phenomenon, there are many English courses ( informal education ) built.
The senior and junior high school students in some reasons have to be
good in English in order to pass their National Final Test, Jeremy Harmer
called it as Short-Term Goal. The students study the language because of the
school curriculum demand. After graduating from school or university, they
have to get job for their life. Some are interested in continuing their study
abroad. But language is one of main problems for those who want to get a
good job and continue their study.
It is quite ironical that the Indonesian students have learned English for
many years. They start studying English from elementary and many of them
from kindergarden up to senior high school. In fact, they still need to take a
course to improve their English. Apart from how the real quality of English
courses in Indonesia, implied apprehensive situation that the quality of
English teaching-learning process in formal classes and the motivation of the
students to learn language are worth questioned.
Motivation is a vital aspect in language learning. It makes language
learners positive about their own learning. It also creates the drive in them to
acquire the targeted language, enjoy the learning process, and experience the
real communication. In the teaching learning process, there are two types of
motivation that can affect student progress. First, extrinsic motivation, which
is concerned with factors outside the classroom, and instrinsic motivation,
which is concerned with what takes place in the classroom.1 Motivation to
learn English that is Internally driven is more powerful than externally
driven motivation. Internal motivations can include a desire to make or play
with friends, to understand popular music, or to embrace the culture. External
motivations may include a parent’s desire for the student to learn English, or
the desire to learn just enough English to get by with the hope of returning to
the home country (Lightbown and Spada, 1999). Therefore, the teaching
1 Jeremy Harmer, the Practice of English Language Teaching. (London and New York :
Longman inc,) P. 3
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learning process need to create a supported situation to increase the student
internal motivation.
The fact shows that eventhough many language learners have studied
the language for many years, still many of them do not get what they want.
Both student and teacher have limited time to study English in the class. They
study English for about two or three hours in a week. If the students want to
get an extra time to study, they have to take course outside at a high costs.
Whereas, many students look for ways to improve their linguistic skills
without having to make significant financial sacrifices. In addition to financial
constraints of learning language, many professionals are unable to dedicate the
several hours a week needed in order to make significant improvements. In
this case, teachers have responsibility to inform and instruct how to study out
side the classroom.
Accordingly, lack of motivation and limited time for practicing the
language cause the students to have a large passive vocabulary which does not
translate directly into productive capability in the classroom. Where the
mastery of vocabulary is really needed to support other language skills such as
reading, listening, speaking and writing. Building up the vocabulary is
arguably the most important part of a language learning process. If language
learners have no basic vocabulary to work with, they can not study grammar,
they will have difficulties in understanding what they listen and read during
the class, and also to communicate successfully with other people. That is why
it is not only crucial to have a good vocabulary work-up in foreign language
studies but also to keep building it up as they go.
Many students are hard to express their words in English because they
often memorize a context without understanding what they have said. The
students memorize the word totally from the text book and can not use their
own words to explain the context. Effective comprehension and thinking
require a coherent understanding of the organizing principles in any subject
matter. Understanding the essential features of the problems of various school
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subjects will lead to better reasoning and problem solving (Bransford et al.,
2000, p. 42).
In foreign language teaching especially for vocabulary development,
there are many methods to be applied. Mind Mapping is a method of recording
ideas that was popularized by author or psychologist Tony Buzan in the early
1970s. It was first applied to foreign language teaching in the 90´s as an aid to
activate prior knowledge on a certain topic and help learners to organize and
recall items of vocabulary. When used to activate prior knowledge, a teacher
asks learners what they know about a certain topic and the learners brainstorm
associations which the teacher writes on the board creating a collective map.
When used for vocabulary acquisition, teachers first ask learners to brainstorm
items of vocabulary associated with a certain topic and then learners are asked
to create their own maps instead of the more traditional approach of creating
glossaries with new vocabulary. Buzan pointed out that the normal linear
methods of taking notes and recording ideas do not make efficient use of the
brain’s powers. The Mind Map is a method of recording information or ideas
in a dynamic way that mirrors the brain’s processes.
By this method, the students must express their own words according
to their knowledge and experiences.2 Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, or producing idea and thought. However, the
students automatically have developed their vocabulary. Enabling learners of a
foreign language to understand the target language and communicate ideas
naturally, meaningfully and assertively is one of the main challenges teachers
face in their profession. In tackling this challenge, teachers on many occasions
are required to implement strategies and resources from other fields such as
psychology.
2 Tony Buzan, The Ultimate Book of Mind Map, terjemahan Susi Purwoko, PT. Gramedia
Pustaka Utama Jakarta, p. 4
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According to functional view of language, “language is a vehicle for
the expression of functional meaning”3. This view is subscribed by the
communicative movement in language teaching. It means that language is a
tool for communication where vocabulary is the basic aspect on it, so the
mastery of vocabulary becomes an important thing. To communicate by using
foreign language, especially English, someone is not only demanded to have
grammar ability, but he also needs to master a vocabulary. Without grammar
and vocabulary combination, the ideas can not be delivered correctly. Poor
readers often read less, because reading is very difficult and frustrating for
them. Therefore as most learners agree, it is vital to know a lot of words if
they want to make progress in a foreign language.
From this learning method, the writer assumes that Mind Map enables
to minimize the student problems in language especially in understanding the
integral context. Consequently, it makes the writer hold the research about the
students’ vocabulary development by using Mind Mapping.
B. The Statement of The problems
Based on the background described above, the writer conducts a study
concerning on using Mind Map method in teaching vocabulary at eight grade
of MTs. Jam’iyyatul Khair Ciputat Timur. The general question of the study is
“is teaching vocabulary by using Mind Map at eight grade of MTs.
Jam’iyyatul Khair Ciputat Timur really effective for students’ vocabulary
development?”
The main question can be described into specific questions as follows:
1. What is Mind Map?
2. How is teaching procedure by using Mind Map?
3. What are the advantages of using Mind Map?
4. Is Mind Map as a method really effective in developing student’s
vocabulary?
3 Jack c. Richard, Theodore S. Rogers, Approches and Methods in Language Teaching,
Cambridge University Press, Cambridge, p.17
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C. The Purpose of Research
Based on the research questions above, the main purposes of this
research are the following:
1. To describe about Mind Mapping.
2. To describe more about teaching procedure by using Mind Map.
3. To describe more about the advantages of using Mind Map in teaching
vocabulary.
4. To describe whether teaching vocabulary by using Mind Map really
effective.
D. The Significance of Research
The result of research is expected to be useful for English teachers in
developing the students’ language capability, especially for vocabulary
achievement. By mastering of vocabulary, the students can easily express their
mind in speaking activity, writing, and also understanding texts. It is also
expected that the language learners are more motivated to learn the language,
because Mind Map is easy and more interesting to use.
E. The Operational Definition
The following definitions given to make readers have the same
understanding or perception for some terms used in this research. It is expected
to avoid ambiguity or misinterpretation. They are as follows:
Mind Map is a method popularized by Tony Buzan. It has their origin in the
learning movement called constructivism. In particular, constructivists
hold that prior knowledge is used as a framework to learn new
knowledge. In essence, how human thinks influences how and what he
learns. Mind Map is the way how to place the information into the brain
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and take it out from the brain.4 Mind map reaches all headings and catch
various thought from all sides.
Vocabulary is a group of words arranged in alphabetical order and briefly
explained and should be studied in context. Webster in the Webster’s New
World College Dictionary (2003:1600) has three definitions of vocabulary as
follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual or
work or in a field knowledge.
3) A list or collection of terms or codes available for use
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning.5 So, teaching is the teacher activities
aimed to help student’s learning process.
F. The Organization of Research
CHAPTER I is introduction.
It contains background of research, statement of the problem, the
purpose of the research, the limitation of the problem, and organization of
research.
CHAPTER II is theoretical framework.
It consists of four topics. The first is about teaching learning process.
Secondly, it is about the Mind Map; the understanding, principles, strengths, and
the techniques usage of it. Thirdly, it is about vocabulary; the understanding, the
importance, kinds, and teaching vocabulary by Using Mind Map and the last is the
framework and hypothesis.
CHAPTER III is research methodology and findings.
4 Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta, PT.
Gramedia Pustaka Utama,2007) p. 4
5 H. Douglas Brown, Principles of Language Learning And Teaching, 4th edition,(New York: Longman, 2000),p.7
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The research methodology is divided into seven items; they are the
objective of the research, place and time of the research, population and sample
of the research, instrument of the research, the technique of data collecting, and
technique of data analysis.
CHAPTER IV is closing that consists of a conclusions and suggestions
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CHAPTER II
THEORETICAL FRAMEWORK
A. Teaching Learning Process
The most decisive activity in the successful implementation of
curriculum is a learning process or learning activity. Learning is a process that
must be taken by students, but basically it should be understood by teachers in
its implementation, so that teachers can organize and guide the learning
process in accordance with the rules for effective learning.
Teaching learning are two concepts that can not be separated from
each other. Learning indicates what should be done by learner as a subject
who receives lessons, while teaching indicates what should be done by the
teacher to his student. Both concepts will be integrated in one event when the
interaction between teacher and student occurs during process of learning. It
is called by learning as a process.
1. The Meaning of Learning
Most people identify learning by activities such as reading,
writing, explaining, observing, listening, memorizing, researching,
practicing and so on. However, these activities are basically a learning
understanding in the limits of methodical, which means that these
activities are forms of learning methods. So, it is not the meaning of
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learning itself. Some educational experts suggest that the definition of
learning as follows1:
a. Hilgard and Bower, in the book of Theories of Learning (1975): Learning is related to changes in a person's behavior toward something specific situation caused by repeated experiences in situations where behavioral changes can not be explained on the basis of nature response tendencies, maturation, or the instantaneous state of a person.
b. Gagne, in his book The Conditions of Learning (1977), learning occurs when a stimulus situation together with the memory contents influence the student such that his behavior (performance) changed from the time before he experienced the situation to the time after he experienced it.
c. Morgan, in his book Introduction to Psychology (1978), learning is a relatively permanent change in behavior that occurs as a result of training or experience.
d. Good and Brophy in his book, Educational psychology: A realistic Approach suggested the meaning of learning by the brief words, that learning is the development of the new Association as a result of experience.
e. Learning is the process by which change in behavior, knowledge, skills, etc, comes about through practice, instruction or experience and the result of such process.2
g. Kolb (1984: 38), the process whereby knowledge is created through the transformation of experience.
h. Mezirow (2000: 5), the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience as a guide for future action.
i. Wilson (2005: 7) A relatively permanent change of knowledge, attitude or behavior occurring as a result of formal education or training, or as a result of informal experience.
j. Beard and Wilson (2006:19) quoted by Anne Jordan, Orison Carlile and Annete Stack in their book Approaches to Learning (2008:200), the sense-making process of active engagement between the inner world of the person and the outer world of the environment.
Sarlito Wirawan Sarwono in the book of Pengantar umum psikologi
(2000:45) defines learning as a process in which behavior caused or
corrected through a series of reactions or situations (stimuli) that occur.
1 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2002),
p.84. 2 Jack C Richard. and Schmidt Richard, Longman Dictionary of Language Teaching &
Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.298.
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From those definitions, apparently, learning is an activity done by
human being as an effort to get knowledge (cognitive), to create attitudes
(affective), and to raise concept and skills (psychomotor) as a result of the
interaction with the environment. Several contemporary definitions of
learning above give a central place to experience. So that learning is the
result of experience and it is not only about physical activities but also
mainly involves the brain activity that is thinking.
2. The Factors May Affect the Success of Learning
The main duty of a learner is to learn. The learner will try to get
knowledge, to create attitudes, and to raise concept and skills. Some
factors may affect how successfully a course is received by learners. The
factors are:3
a. Understanding of the Course
It is important to ensure that the learners understand the goals of the
course. Brindley (1984:95) stated:
“When learners and teachers meet for the first time, they may bring with them different expectations concerning not only the learning process in general, but also concerning what will be learned in particular course and how it will be learned. The possibility exists, therefore, for misunderstanding to arise. It is accordingly of vital importance that, from beginning of the course, mechanism for consultation are set up, in order to ensure that the parties involved in the teaching-learning are aware of each other expectations. If learners are become active participants in decision making regarding their own learning, then it is essential that they know the teacher’s position and that they be able to state their own. Teachers, conversely need to canvass learner’s expectations and be able to interpret their statements need”.
b. Views of Learning
Learners enter a course with their own views of teaching and
learning and these may not be identical to those of their teachers.
3 J.C, Richards, Curriculum development, (Cambridge: Cambridge University Press,
2001), p. 223.
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Therefore, what they feel, see, and they expect about the learning
process may affect how successfully a course is received.
c. Learning Styles
Learning styles are habitual patterns of perceiving, processing,
or reacting to information.4 Learners have various ways of learning.
Willing (1985, cited in Nunan 1988, 93) found four different learner
types in the population he studied:
1) Concrete Learners
These learners preferred learning by games, pictures, film and
video, talking in pairs, learning through the use of cassettes, and
going to excursions.
2) Analytical Learners
These learners liked studying grammar, studying English
books, studying alone, finding their own mistakes, having
problems to work on, learning through reading newspapers.
3) Communicative Learners
This group liked to learn by observing and listening to native
speakers, talking to friends in English, using English in shops, and
so on, learning English words by hearing them and learning by
conversations.
4) Authority-Oriented Learners
These students liked the teacher to explain everything, writing
everything in a notebook, having their own textbook, learning to
read, studying grammar, and learning English words by seeing
them.
Leaver, Ehrman, and shektman in their book Achieving Success
in Second language Acquisition (2005) divide learning styles into three
categories:
4 Betty Leaver, et. al., Achieving Success in Second language Acquisition, (New York:
Cambridge University Press, 2005), p.65.
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1) Sensory Preferences
Sensory preferences refer to the channels through which we
perceive information which consist of visual, auditory, and motor
modalities, as a minimum.
2) Cognitive Styles
Cognitive styles describe how the individual acquires
knowledge (cognition) and how an individual processes
information (conceptualization).
3) Personality Types.
Personality types learning style that involves affective
(emotional) factors. For some people, one of these categories may
be more important than others. For other people, the categories
have more or less equal valence.
The methodologist Tony Wright quoted by Jeremy Harmer in his
book, The Practice of English Language Teaching (2001:42) describes
four different styles within group (1987:117-118).
1) The enthusiast- looks to the teacher as a point of reference and is
concerned with the goals of the learning group.
2) The oracular- focuses on the teacher but is more oriented towards
the satisfaction of personal goals.
3) The participator- tends to concentrate on group goals and group
solidarity
4) The rebel-leans toward the learning group for his or her point of
reference, is mainly concerned with satisfaction of his her own
goals.
Based on the diversity of students' learning styles, it is important
for teachers to know it. By knowing the style of the student, teachers
can choose teaching methods and educational media that are
appropriate for their student. In this case, teachers need to be creative
in varying the methods in the terms of educational media selection.
Thus, the differences in learning styles among students can be
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accommodated properly. Aside teachers, it is also important for
students to know their own learning style. Therefore they can create
the atmosphere they like. Thus, it is expected that motivation
increases.
d. Motivation
When the learners are motivated, they will enjoy the learning and
will study the lesson seriously. They will attentively listen to what the
teacher has explained because they are comfortable with such
situation.
Student success to be achieved will make an effort and hard work
to get it, so that it will be a feedback to both teachers and students.
They will be motivated to achieve it by optimizing and completing
such factors.
On the other hand, Carmen Zuniga Dunlap and Evelyn Marino
Weisman in the book; Helping English Language Learner succeed
state that there are some individual factors that affect Learning
English. They are:
1) Age of Acquisition
Children under the age of about eight learn language differently
from older learners. Younger children use innate language learning
abilities and can acquire native-like fluency, including
pronunciation. Older learners rely on general cognitive learning
strategies. They can learn to speak, read, and write perfectly
well; however, after about the age of 13, they will begin to lose
the ability to completely acquire standard English pronunciation
(Lightbown & Spada, 1999).
2) Education in the Primary Language
Strong primary language background is a key element in being
able to learn English, because the student is not struggling to
accomplish two tasks at the same time-learning English and
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learning in English; rather, the student can focus on the single task
of learning English.
3) Motivation
Motivation to learn English that is internally driven is more
powerful than externally driven motivation. Internal motivation can
include a desire to make or play with friends, to understand popular
music, or to embrace the culture. External motivation may include
a parent’s desire for the student to learn English, or desire to learn
just enough English to get by with the hope of returning to the
home country (Lightbown and Spada, 1999). There are some
factors influencing learner motivation5 :
a) The Status of English
Its usefulness perceived in school and after school. When
the students think that English is not useful for them, they will
be less motivated.
b) Past Learning Experience
Experience of success provides students with more power
to pursue a new goal. It allows language learners to understand
the purpose of trying and have pleasure in learning it. Students
who have a negative experience about English learning need to
regain interest and faith in their ability to learn it.
c) Success and Reward
If students have successfully completed previous tasks and
lessons and been praised for their achievement then they are
more inclined to make an effort.
d) The Content of the Lesson
This must be inherently of interest to the age range. They
need to be able to identify with the topics chosen.
5 Clare Lavery, Language Assistant, (The British Council, 2001), p.24.
16
e) Self-confidence
Self-confidence is very needed in language-learning. It
provides learners with the motivation and energy to become
positive about their own learning. It also creates the drive in
them to acquire the targeted language, enjoy the learning
process. Some learners are disappointed in making failures and
some are very nervous about making mistakes, so it hampers
their progress.
f) Length of Time Studying English
At the early stages of language learning everything is new
and progress can seem rapid. This sense of achievement is lost
or gets slower as the years pass. This is one of the reasons why
children at primary school or in their first years of English at
lower secondary seem so much more motivated than
adolescents in upper secondary school.
g) Lack of Challenge
To get a sense of progress and to create the feelings of
effort that students associate with learning, we need to stretch
them, e.g. don’t tell learners something they can tell you, given
a little guidance and encouragement. Help them to guess new
words instead of jumping in with translations, or encourage
them to try to correct their own mistakes on the basis of their
knowledge.
h) A Sense of Difficulty
English learner can create a feeling that English is a
difficult language without realizing it. It is common to hear
students say of their own language ‘English is very difficult’,
‘The grammar is very complicated’. More often than not these
negative feelings have been induced by learning approaches
which over emphasized difficulties and over-highlighted
17
learners’ errors. Such comparisons are fruitless and undermine
confidence
4) Aptitude
Some students seem quickly pass through stages of English
development while other students proceed more slowly. Some
individuals have an innate aptitude for language learning that can
account for different rates of development among students.
Motivation is vital in language learning. It makes language
learners positive about their own learning. It also creates the drive
in them to acquire the targeted language and enjoy the learning
process. Moreover, experience of success and satisfaction has a
strong connection with motivation. By realizing their improvement
and achievement, students always gain the feeling of success. In
order for language students to become satisfied with a lesson, it is
required to produce a stress-free classroom and develop integrated-
tasks lesson. It is necessary that there is a trust between a teacher
and the students so that much communication in a targeted
language is developed.
B. Mind Map
1. The Understanding of Mind Map
Mind Map is a method that was popularized by the author and
psychologist Tony Buzan in the early 1970s. Mind Map is the way to place
the information into the brain and take it out from the brain.6 Buzan
compares it to a map of a city. The city center represents the main idea; the
main roads leading from the center represent the key thoughts in thinking
process; the secondary roads or branches represent secondary thoughts,
and so on. Special images or shapes can represent landmarks of interest or
particularly relevant ideas.
6 Tony Buzan, Buku Pintar Mind Map, translated by Susi Purwoko, (Jakarta: PT. Gramedia Pustaka Utama, 2007), p.4.
18
By this method, the students must express their own words according
to their knowledge and experiences. Mind Map reaches all headings and
catch various thought from all sides. The students can use this method for
making sentence, paragraph, and producing idea and thought. However,
the students automatically have developed their vocabulary. Enabling
learners of a foreign language to understand the target language and
communicate ideas naturally, meaningfully and assertively is one of the
main challenges teachers face in their profession.
Mind Map were first applied to language teaching in the 90´s as an aid
to activate prior knowledge on a certain topic and help learners to organize
and recall items of vocabulary. When used to activate prior knowledge, a
teacher asks learners what they know about a certain topic and the learners
brainstorm associations which the teacher writes on the board creating a
collective map. When used for vocabulary acquisition, teachers firstly ask
learners to brainstorm items of vocabulary associated with a certain topic
and then learners are asked to create their own maps instead of the more
traditional approach of creating glossaries with new vocabulary. Buzan
pointed out that the normal linear methods of taking notes and recording
ideas do not make efficient use of the brain’s powers. Presentation
characteristic of Mind Map that is possibly to add new information, make
Mind Maps able to improve the creativity of the brain work power. The
Mind Map is a method of recording information or ideas in a dynamic way
that mirrors the brain’s process.
The human brain consists of millions of tiny cells called neurons.
Each body of cells are very complex, there is a central part or nucleus, and
the number of branches that radiate in all directions. These cells appear as
complex and beautiful tree that can grow a branch in every direction
around it. It is figured as the following.
19
7
In the human brain there are (1000000000000) brain cells. Each
brain cell (neuron) contains a vast electrochemical complex and a
powerful micro-date-processing and transmitting system that, despite its
complexity, would fit on the head of a pin. Each of these brain cells looks
like a super octopus, with a central body and tens, hundreds, and thousand,
of tentacles. 8
Mind Map has the similarity form and structure as shown. Each bit of
information entering the brain, every sensation, memory or thought, which
incorporates every word, number, code, food, fragrance, line, color, image,
beat, note and texture can be represented as a central sphere from which
radiate tens, hundreds, thousands, even millions of hooks. Each hook
represents an association, and each association has its own infinite array of
links and connections.
7 http://www.enchantedlearning.com/subjects/anatomy/brain/Neuron.shtml, accessed on july 4th , 2010 8 Tony Buzan and Barry Buzan, The Mind Map Book, (London: BBC Worldwide
Limited, 2003), p.27.
20
2. The Basic Principles of Mind Map
The Mind Map can be applied to every aspect of life where improve
learning and clearer thinking will enhance human performance. It has four
essential characteristics: 9
a. The main topic of the Mind Map is summarized as a central image, word
or phrase.
b. The main themes of the subject radiate from the central image as branches.
c. Branches comprise of a key word, image or topic presented on an
associated line they divide out into further higher level sub branches.
d. The branches and sub-branches form a connected structure.
To aid the process of memory and recall, a Mind Map uses of:
a. Color - this is used to differentiate areas of the Mind Map
b. Visual images such as pictures, codes, and dimension - these are used
throughout to illustrate different themes and topics.
3. The Strengths of Mind Map
Compared with linear methods of taking notes and recording ideas
Mind Maps have the following advantages:
a. They allow a large number of complex ideas to be compressed into a
single page.
b. Mind Maps are created in an organic and flexible way - links can be
drawn between any items or sections. New ideas can be added in any
direction, so they are good for brainstorming.
c. Because it mirrors the way in which the brain works and incorporates
colour, visual images and compressed ideas, a Mind Map is much easier
to memorise and recall than a linear list.
More specifically, the use of Mind Map in language teaching and
learning activities can provide several benefits, including the following:
9 Tony Buzan and Barry Buzan, The Mind Map,…, p.59.
21
a. The Benefits for Teachers
The new developments of teaching and learning view take the
consequence for teachers to enhance the role and competence for
teaching and learning process and student learning outcomes are
largely determined by the role and competence of teachers. The
teacher can use Mind Maps in a number practical ways to make
teaching and learning easier and more enjoyable.
1) Preparing lesson notes Preparing a lecture in Mind Map form is much faster than writing it out and easy to update.
2) Yearly planning The Mind Map can be used to give the teacher an overview of the whole year’s study program, showing the term divisions and the type of lessons to be given.
3) Term Planning. This is sub-division of yearly plan, and smaller in expanding branch or branches.
4) Daily planning It would record the specific details of lessons, such as start and finish time, classroom, topic to be covered, and so on.
5) Lessons and presentation The Mind Maps will help clarify the structure of the lesson and hold the students’ interest and enhance their memory and understanding of the subject covered.
6) Examination The Mind Maps can be used to test the students’ knowledge and understanding rather than their writing ability. It can show the teacher whether or not the students have a general grasp of the subject, as well as their strength and weakness.
7) Project The Mind Maps can be used to plan, monitor and present projects.
b. Benefits of Teaching with Mind Maps10
1) They inspire interest in the student, thus making them more receptive and co-operative in the classroom.
2) They make lessons and presentations more spontaneous, creative and enjoyable, both for teacher and students.
3) Rather than remaining relatively rigid as years go by, the teacher’s notes are flexible and adaptable.
10 Tony Buzan and Barry Buzan, The Mind Map,…, p.232.
22
4) Because Mind Maps present only relevant material in a clear and memorable form, the students tend to get better marks in examinations.
5) Unlike linier text, Mind Maps show not just the facts but the relationships between those facts, thus giving the students a deeper understanding of the subject.
6) The physical volume of lecture notes is dramatically reduced. 7) Mind Maps are especially useful for children with the ‘learning
difficulties’, particularly dyslexia.
4. The Techniques of Making Mind Maps
The steps in making Mind Maps is by identifying all concepts or words
that will be mapped, and then develop the concepts or words from the
most general to the specific. Then make a relationship between them with
connecting lines. Buzan lists that there are four key characteristics of a
Mind Map:
a. There is one key concept, often expressed graphically as an image.
b. From the key concept/image radiate out branches each of which
contains another key concept which is a subset of the main concept.
c. Attached to these main branches are other branches which represent
less important concepts.
d. Together, the branches and central image form a nodal structure.
To simplify how to make Mind Maps, here some steps to take:
a. Take a blank piece of paper.
b. Use the paper in landscape orientation.
Words and images have more space in the direction we write, so they
don’t bump into margins as quickly.
c. Start to write the topic in the center
Topic is the theme / main idea being studied. In making such Mind
Maps, the topic is written in the centre of the page so that the new
information gotten can be added easily around it. The more extensive
the paper size, the easier in writing the relationship between keywords.
23
The central lines are thick. It is like arm joining body, or the branch of
a tree to the trunk.
d. Make a central image that represents the topic about which is written
or thought a picture is worth a thousand words. It opens up
associations, focuses the thoughts, interesting and it results in better
recall:
1) Colors stimulate the right cortical activity of imagination as well
as capturing and holding attention.
2) This size gives plenty of space for the rest of Mind Map, while
making it large enough to be the clear focus of the topic.
3) The unique shape makes it more memorable and enjoyable. A
frame makes the centre a monotony of shape and disconnects the
branches.
e. Start to add a second level of thought.
These words or images are linked to the main branch that triggered
them by thinner connecting lines.
f. Add a third of fourth level of data as thoughts.
g. Add a new dimension to Mind Map. Boxes add depth around the word
or image. It is to make some important points stands out.
h. Sometimes enclose branches of a Mind Map with outlines in color.
The outlines will create unique shapes. It will aid memory.
i. Make each Mind Map a little more beautiful, artistic, colorful,
imaginative and dimensional. The eyes and brain will be attracted to
the Mind Map.
j. Have fun. The brain will delight in getting the maximum use and
enjoyment from this process and will therefore learn faster, recall more
effectively and think more clearly. Mind Map can be illustrated by the
picture below:
The summary below is based on Buzan's structure.
24
11
C. Vocabulary
1. The Understanding of Vocabulary
Vocabulary is the Everest of language.12 By this reason, a person
who wants to be able to communicate in a certain language has to master
the vocabulary of that language for the first time. It is one of the important
factors in learning English besides sound system, grammar, and culture.
There are several definitions of vocabulary:
a. Vocabulary is a set of lexemes, including single words, compound
words and idioms.13
b. Webster has three definitions of vocabulary as follows:
1) A list or collection of words or of words and phrases usually
alphabetically arranged and explained or define.
2) A sum or stock of word employed by a language group, individual
or work or in a field knowledge.
3) A list or collection of terms or codes available for use.14
11 http://www.mind-mapping.co.uk/make-mind- map.htm, accessed on July 6th ,2010
12 David Crystal, The Cambridge Encyclopedia of the English Language, (Australia: Cambridge University Press, 1994), p.116.
13 J C. Richard and Richard Schmidt, Longman Dictionary of Language Teaching & Applied Linguistics, (New York: Pearson Educated Limited, 2002), p.580.
25
c. Penny Ur in her book A Course in Language Teaching (2009:60)
defines vocabulary roughly as the words we teach in the foreign
language. However, a new item of vocabulary may be more than
a single word which are made up of two or three words but express a
single idea. There are also multi-word idioms where the meaning of the
phrase cannot be deduced from an analysis of the component words.
From the definitions above, the writer comes to the conclusion that
broadly, vocabulary is knowledge of words and word meanings. And
words become meaningful only when studied and considered in context,
that is, with all the other words which surround them and which help to
give them their meaning.
2. The Importance of Vocabulary
Vocabulary knowledge in young children directly affects their later
success in learning to read (Roit, 2002). Children who enter school with
limited vocabulary knowledge fall even further behind over time in
reading fluency and comprehension (Baker, Simmons, & Kame’enui,
1997).15 The linguist David Wilkins summed up the importance of
vocabulary learning by saying ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’. (Deller H and
Hocking D, Innovation, LTP): ‘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 words!’16 Swan
and Walter in the introduction to their Cambridge English Course wrote
14 Merriam Webster, Webster’s New World College Dictionary, (Springfield: Merriam-
Webster, Incorporated, 2003), 11th ed., p.1600. 15 Judy Willis, M.D, Teaching the brain to read, (Alexandria: Association for Supervision
and Curriculum Development, 2008), p.80. 16 Scott Thornbury, How to teach vocabulary, (Harlow: Pearson Education limited, 2002),
p.13.
26
that vocabulary acquisition is the largest and most important task facing
the language learner.17
Nasrun Mahmud in his book English for Muslim University (2005:25)
argues that a good vocabulary goes hand in hand with ability to think
logically and to learn easily and quickly. A good vocabulary and ability to
use words correctly and effectively can become a passport to worlds of
interesting and exciting information. A person can travel in the past, in the
present, and in the future through the words he needs or hears. He can
learn to use words to help transport others to the world he has discovered.
Without adequate vocabulary knowledge, students cannot fully understand
what they read, and they will have difficulty with content instruction.18
Vocabulary is considered as the most important part in learning a
language. It is impossible for the students to read, write and speak a
foreign language without having enough knowledge of the vocabulary.
Learning the new vocabulary does not only mean memorizing the form of
the word but also understand its meaning.
3. Kinds of Vocabulary
Learning vocabulary means learning words. What complicates this
definition is the fact that words come in at least two forms: oral and print.
a. Oral Vocabulary
Oral vocabulary is the set of words for which we know the
meanings when we speak or read orally. So that oral vocabulary
includes those words that is recognized and used in listening and
speaking.
b. Print Vocabulary
Print vocabulary consists of those words for which the meaning is
known when we write or read silently. It includes those words that are
recognized and used in reading and writing.
17 Scott Thornbury, How to teach,…, p.14. 18 Carmen Zuñiga Dunlap and Evelyn Marino Weisman, Helping English Language
Learner Succeed,(Huntington Beach: Shell Educational Publishing, 2006),p.145.
27
These are important distinctions because the set of words that
beginning readers know are mainly oral representations. As they learn
to read, print vocabulary comes to play an increasingly larger role in
literacy than does the oral vocabulary.
Knowledge of words also comes in at least two forms, receptive
that which we can understand or recognize and productive, the
vocabulary we use when we write or speak.19
1) Productive Vocabulary
Productive vocabulary is the set of words that an individual can
use when writing or speaking. They are words that are well-known,
familiar, and used frequently.
2) Receptive or Recognition Vocabulary
Receptive or recognition vocabulary is that set of words for
which an individual can assign meanings when listening or
reading. These are words that are often less well known to students
and less frequent in use. Individuals may be able assign some sort
of meaning to them, even though they may not know the full
subtleties of the distinction. Typically, these are also words that
individuals do not use spontaneously. However, when individuals
encounter these words, they recognize them, even if imperfectly.
The vocabulary of a language can be categorized according to
various criteria: 20
a. Based on the semantic relations existing between words or groups of
words, like synonym, antonym, etc.;
b. Based on the formation of words (morphology);
c. Based on the historical aspects of loan words, foreign words, or word
families;
19 Michael L. Kamil and H. Heibert, Teaching and Learning Vocabulary: Perspectives
and Persistent Issues, (London: LEA, PUBLISHERS, 2005), p.3.
20 Hadumod Bussmann, Routledge Dictionary of Language and Linguistics, (New York: Routledge, 2006), p.1268.
28
d. Based on regional or social classes (dialects, jargons, sublanguages);
e. Based on the statistical frequency usage(frequency dictionary);
f. Based on pedagogic considerations (basic vocabulary) for a graded
vocabulary.
C. Teaching Vocabulary by using Mind Maps
Vocabulary is central to language and of critical importance to the
typical language learner.21 It is a key element in language learning because a
widely productive vocabulary is essential in enhancing a learner’s language
skills. One of the problems for the students of Junior High School when they
continue study in senior high school English study will be to master as many
words as possible. Therefore, to help students enlarge their vocabulary has
become one of the most important tasks English teachers have to fulfill in their
English teaching.
Because of learning style differences between students, it is important
for teachers to know the various methods, techniques, and strategies in their
teaching. Therefore they can create a good atmosphere in teaching learning
process by applying the appropriate one. Despite there is no consensus about a
best method for teaching vocabulary to all learners (Beck & McKeown, 1991).
However, vocabulary learning cannot be left to chance (Nagy, 1985);
therefore, a set of explicit vocabulary learning strategies are needed.22
Mind Mapping by the British psychologist Tony Buzan can help a
thinking tool for learning and thinking. Its use, first write down the basic
concepts of demand, and then radiated from its associated ideas and thinking
trends. He passed allows users to use their own way of thinking to approach
the center of attention, and then slowly to identify and draw the associated
branch. Mind Mapping is actually a way to use segmentation knowledge
framework to help us understand and remember information in a way.
21 James Coady and Thomas Huckin, Second Language Vocabulary Acquisition,
(Cambridge: Cambridge University Press,1997 ), p.5. 22 Kristin Lems, et. al., Teaching Reading To English Language Learners, (New York:
The Guildford Press, 2010), p.173.
29
The first step, students identify the link between knowledge points, and
then use lines, colors, arrows, branches, and other ways to show the
relationship between them. The second step is in the middle of the paper
clearly written information about the keywords or the central idea. The third
step, in other blank areas to find other information and the proper relationship
between keywords and correctly assessed, and then in the right place to be
drawn to clearly convey relevant information and topics of these relationships.
The fourth step is the brain, after a good picture, to them a certain degree of
order and modification.
In its application, teaching and learning vocabulary by using Mind
Maps requires students to be more active, creative and keep exploring their
potential. The teacher’s role here is as a facilitator.
Before students begin working, the teacher needs to help prepare them.
Besides introducing relevant vocabularies (and practicing saying them), we
need to make sure they know exactly what they’re supposed to be doing and
why, as well as how long they have for the activity.
Less confident students may need to be shown how to begin the
activity. The teacher can demonstrate to the class how to do Mind Map.
Before students actually start doing Mind Map, it may be helpful for them to
be silent for a few moments while they plan what words they might put. This
delay can often lead to a much more interesting discussion than just starting to
talk and seeing what happens. The teacher may need to remind insecure
students that the activity is not a test but it is their chance to express their
mind.
30
The following is the example of Mind Map usage in studying modals:
23
D. Framework
In the whole of education process in the school, learning is the most
basic activities. Learning success is closely related to the ability of teachers to
facilitate teaching and learning effectively and efficiently. By mean of
developing all learning needs, such as formulating goals, developing learning
programs, development of learning media, determining methods and strategies
of learning and the ways how to evaluate learning progress.
To facilitate teachers in achieving learning and teaching success,
learning theory is necessary, as a principle in teaching and learning activities.
So that teachers can bring students to actively learn, highly motivated, creative
and innovative.
Correspondingly, the Mind Map as a learning method in studying
foreign language is an effort to develop vocabularies aimed to understand the
23 http://apprendre-anglais.blogspot.com/2006/06/using-mind-maps-for-concept-questions.html,
accessed on July 10th ,2010
31
target language and to communicate ideas naturally, meaningfully and
assertively. This occurs because Mind Maps use words that contain only the
information necessary to understand the text. These words then we know as the
keyword consisting of nouns and verb and occasionally adjectives and adverbs.
Presentation characteristic of Mind Maps in the form of pictures or
graphics by using keywords that are linked in a hierarchical concept (logical
channel) can increase the power of creativity in thinking. Based on the
constructivist paradigm that says, the accent is on the learner rather than the
teacher. It is the learner who interacts with his or her environment and thus
gains an understanding of its features and characteristics. The learner
constructs his own conceptualisations and finds his own solutions to problems,
mastering autonomy and independence.
Therefore in Mind Map learning method, the teachers should act as
facilitator, mediator and motivator, and provide opportunities for students to
express their ideas. The students should become a subject who actively
organize and create a Mind Map according to his understanding. In addition,
the Mind Map is also useful for teachers as a tool to diagnose the development
of students’ vocabulary, by looking at the results of students' Mind Map. The
better Mind Maps are created (that contains a lot of information) then it can be
known that student understanding of vocabulary is also good
E. The Hypothesis
The hypothesis is the conclusions based on facts and becomes the
temporary answer that the validity will be proven. Hypothesis also means
opinion / notion that still need to be tested. Based on the theoretical foundation
and frame of mind can be formulated on the hypothesis that there is a
difference in student learning outcomes between using Mind Map method and
traditional method. In this study, there are two hypotheses that the null
hypothesis (Ho) and alternative hypothesis (Ha):
1. Ho: there is no difference in student learning outcomes between teaching
vocabulary using Mind Map and without using it.
32
2. Ha: There are significant differences between learning outcomes of students
who are given Mind Map method and those who are not.
32
CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. The Purpose of the Study
The purpose of this study is to find out weather or not there is a
significant difference between the students’ English vocabulary thought by
Mind Mapping and how far Mind Map method can develop students’
vocabulary mastery.
With the expectation that this research can be useful for
development of learning English effectively, and able to find solutions the
problems faced by teachers and students in the learning and teaching
vocabulary.
2. The Place and Time of Study
The research was conducted at MTs. Jam’iyyatul Khair which is
located on Jl. WR. Supratman No. 35 Cempaka Putih Ciputat Timur
Tangerang Selatan Banten. The research was carried out from July 13th up
to 23rd, 2010 for four meeting, consisting of giving pre-test, presenting
materials and giving post-test in the last meeting.
33
3. Population and Sample of the Research
The population of the research is 40 students of grade VIII of MTs.
Jam’iyyatul Khair from two classes. The sample was taken by random
sampling system where there are 20 students of class VIII-1 for
experiment class which is using Mind Map method, and 20 students of
class VIII-2 for controlled class which is not Using Mind Map in learning
vocabulary.
4. The Instrument of the Research
The writer gave pre-test before the teaching process and post-test
after it. The instrument used in this research is an objective test, and the
writer used three types of objective test, they are multiple-choice,
true/false, and fill the blank or matching. Those types can be scored
objectively and can measure learning out come directly. In this research,
the test consisted of 25 items. The teaching process was done in four
meetings for both classes. The writer compared the achievement of pre-
test and pot-test to identify the effectiveness of using Mind Map in
teaching vocabulary.
5. The Technique of Data Collecting
The next step of this research is collecting the data; the function of
data collecting is to determine the result of the research. In collecting the
data, the writer used some techniques.
a. Observation
In this research, the writer visited the classes that would be
researched and search about students in which class would be given
Mind Map method.
b. Experiment
The teacher taught vocabulary by using Mind Map in Experiment
Class and without using Mind Map in controlled class.
34
The teaching process was conducted in four meetings for each class and
was systematically arranged in a lesson plan (see appendix)
c. Test (Pre-test and Post Test)
The writer did the test to obtain the date of the students’ vocabulary
achievement by using Mind Map in the experiment class and without
using Mind Map in the controlled class.
6. Technique of Data Analysis
To find out the difference of the students’ vocabulary achievement,
the writer used a comparative technique. The comparative technique is an
analysis technique to evaluate hypothesis concerning the differences
between two variables that are examined statistically. In the correlation
technique, the variables are compared to know whether or not the
differences are significant. The writer used t-test to find out the difference
of the students’ vocabulary achievement using Mind Map that will be
compared to the students’ achievement without using Mind Map
The Formula is as follow:1
11
21
DMDM
DD
o SESE
MMt
−
−=
1DM : Mean of difference of Experiment Class
2DM : Mean of difference of Controlled Class
1DMSE : Standard Error of Experiment Class
: Standard Error of Controlled Class 2DM
SE
1 Anas Sudijono, Pengantar Statistik pendidikan, (Jakarta: PT Raja Grafindo Persada,
2006) p.314
35
B. Finding of the research
1. Description of the Data
Here the description of the data taken from the students’ response
towards the pre-test and post-test.
Table 3.1
The Test Score of the Experiment Class
NO PRE-TEST POST-TEST D = X-Y D2= (X-Y)2
1 62 68 -6 36
2 56 76 -20 400
3 66 86 -20 400
4 62 84 -22 484
5 72 84 -12 144
6 66 74 -8 64
7 62 66 -4 16
8 64 76 -12 144
9 62 76 -14 196
10 66 70 -4 16
11 66 76 -10 100
12 62 66 -4 16
13 62 70 -8 64
14 66 80 -14 196
15 52 76 -24 576
16 62 64 -2 4
17 66 72 -6 36
18 66 78 -12 144
19 62 76 -14 196
20 68 82 -14 196
∑ 12701=∑ x 1499
1=∑y 230−=∑D ∑ = 34282D
36
1. Determining Mean of pretest score of experiment class
Mx1= N
x∑ My1= N
y∑
= 20
1270 = 20
1499
= 63.5 = 74.9
2. Analysis of Data
a. Determining Mean of difference of experiment class
N
D =
1
∑D
M
= 20230
= 11.5
b. Determining Deviation Standard of difference of experiment class
( )( )N
DND
DSD
22
1 = ∑∑ −
( )( )20230
203428 =
2
−−
= ( )2
5.114.171 −
= 3.1324.171 −
= 15.39
= 6.25
c. Determining Standard error from Mean of difference of experiment class
1 = 1
1 −NSD
MD
DSE
= 1926.6
= 35.426.6 = 1.44
37
Table 3.2
The Test Score of the Controlled class
NO
PRE-TEST (X2) POST-TEST (Y2)
D = X-Y D2= (X-Y)2
1 66 70 -4 16
2 62 66 -4 16
3 48 56 -8 64
4 66 68 -2 4
5 56 68 -12 144
6 66 66 0 0
7 68 70 -2 4
8 62 68 -6 36
9 64 72 -8 64
10 58 64 -6 36
11 60 66 -6 36
12 70 76 -6 36
13 66 68 -2 4
14 64 66 -2 4
15 64 64 0 0
16 62 64 -2 4
17 68 70 -2 4
18 66 65 1 1
19 64 68 -4 16
20 62 70 -8 64
∑
12622=∑ x 1345
2=∑y 83−=∑D ∑ = 5532D
38
1. Determining Mean of pretest score of control class
Mx2= N
x∑ My2= N
y∑
= 20
1262 = 20
1345
= 63.1 = 67.3
2. Analysis of the Data
a. Determining Mean of difference of controlled class
N
D =
2
∑D
M
= 2083
= 4.15
b. Determining Deviation Standard of difference of controlled class
( )( )N
DND
DSD
22
2 = ∑∑ −
= ( )( )2083
20553
2
−−
= ( )2
15.465.27 −
= 22.1765.27 −
= 43.10
= 3.22
c. Determining Standard error from Mean of difference of controlled class
1 = 2
2 −NSD
MD
DSE
= 1922.3
39
= 35.422.3
= 0.74
2. Analysis of the Date
a. Determining t-observation (to)
21
21
DMDM
DD
o SESE
MMt
−
−=
74.044.115.45.11
−−
=
7.035.7
=
5.10=
b. Determining t-table (tt) in significance level 5 % and 1% with degree of
freedom (df)
2)21( −+= NNdf
2)2020( −+=
240 −=
38=
(see the table of “t” values of degree of freedom (df) = 38 at significance
level 5% and 1%)
ttable (tt) at significance level 5% = 2.02
ttable (tt) at significance level 1% = 2.70
5% = to > tt = 10.5 > 2.02
1% = to > tt = 10.5 > 2.70
3. Test of Hyphothesis
a. If to > tt, it means that Null Hypothesis (Ho) is rejected and Alternative
Hypothesis (Ha) is accepted. Thus, there is positive significant difference
between the teaching vocabulary using Mind Map and without using Mind
Map.
40
b. If to < tt, it means that Null Hypothesis (Ho) is accepted and Alternative
Hypothesis (Ha) is rejected. Thus, there is no positive significant difference
between the teaching vocabulary using Mind Map and without using Mind
Map.
4. Interpretation of the Data
In the simply resume, the result may be formulated as follows:
to > tt = 10.5 > 2.02 in significance level 5%
to > tt = 10.5 > 2.70 in significance level 1%
Thus, to > tt = 2.70 < 10.5 > 2.02
The result of statistic calculation indicates that to > tt in 5% and 1%
significant level. It means there is obvious difference between the average score
from the result of teaching vocabulary in experiment class and controlled class.
Based on the analysis on the results in the table above, it can be inferred
that teaching vocabulary using Mind Map is more effective than teaching
vocabulary without using Mind Map.
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A. Conclusion
After collecting, processing and analyzing the data of research about the
comparison between using Mind Map and without using Mind Map in teaching
vocabulary to the second grade students of MTs. Jam’iyyatul Khair Ciputat, it
can be summarized that by using t-test at the level of significance 5%, is got to
is bigger than ttable, that is to = 10.5 > ttable = 2.02, it shows that there is a
significant difference between the students’ vocabulary achievement taught by
using Mind Map method and without using Mind Map. It can be seen from
means of the two classes, mean of the class with Mind Map is 74.95 and mean
of the class without Mind Map is 67.3.
So that it can be concluded that the students’ vocabulary achievement
with Mind Map method is higher than the students’ vocabulary achievement
without using Mind Map.
B. Suggestions
Based on the above conclusion, I would like to offer some suggestions to
be considered by English teachers, students, and the next researchers.
41
1. For English Teachers
a. English teachers should be able to create a supported atmosphere or
situation during teaching-learning process in the classroom, so that the
students will be interested in learning English.
b. English teachers should use various methods, so that the students will not
get bored during the teaching-learning process.
c. English teachers should connect the topic with the students’ own
experience. This is one of the characteristics of an effective teacher.
d. Because of the limited time at school, English teachers should inform and
instruct how to study outside the classroom to enrich the students’
mastery of English vocabulary.
2. For Students
a. The students should absorb many kinds of information and express it in
English. It can strengthen in remembering vocabulary.
b. The students have to practice their English in daily conversation because
it can help them enrich their vocabulary.
c. For the Next Researchers
They can make this study as their milestone to conduct other research on
the same field. They may use true experimental research design to know
whether Mind Map method more effective or not.
42
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Harmer, Jeremy, The Practice of English Language Teaching, Cambridge: Longman, 2001, 4th ed.
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Judy, Willis, Teaching the brain to read, Alexandria: Association for Supervision and Curriculum Development, 2008.
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Richards, Jack C. Curriculum development, Cambridge: Cambridge University Press, 2001.
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Richard, J.C. and Theodore S. Rogers, Approaches and Methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986.
Sudijono, Anas, Pengantar Statistik pendidikan, Jakarta: PT Raja Grafindo Persada, 2006.
Thornbury, Scott, How to teach vocabulary, Harlow: Pearson Education limited, 2002,
Webster, Merriam, Webster’s New World College Dictionary, Springfield: Merriam-Webster, Incorporated, 2003, 11th ed.
http://apprendre-anglais.blogspot.com/2006/06/using-mind-maps-for-concept-questions.html
http://www.mind-mapping.co.uk/make-mind- map.htm
http://www.enchantedlearning.com/subjects/anatomy/brain/Neuron.shtml
TEST FOR EXPERIMENT
Name : ______________ Date : ______________
Class : ______________
A. CHOOSE THE CORRECT ANSWER BY CROSSING a, b, c, OR d!
1. Ahmad : what do you call for animal that eat plants?
Salim : we call them….
a. fauna c. herbivore
b. omnivore d. flora
2. Dewi : What do you call for animals that eat meat?
Faizah : we call them ….
a. flora b. carnivore c. fauna d. herbivore
3. Heru : what do you call something related to animals and
plants live?
Marwa : we call them….
a. carnivore and herbivore c. flora and fauna
b. herbivore and omnivore d. plants and flora
4. What do you call it?
It is….
a. horn b. teeth c. tusk d. claws
5. What do you call it?
It is ….
a. trunk b. tail c. tusk d. ear
6. A/an ……….has long trunk
a. cow b elephant c. rhinoceros d. tiger
7. Cat, dog, rabbit, birds are kind of ……animals
a. wild b. poisonous c. tame d extinct
8. A/an …..has a horn on its head
a. elephant b. giraffe c. rhinoceros d. kangaroo
9. …….are used to fly.
a. hand b foot c. wings d claws
10. ……is wild animal.
a. orangutan b. rabbit c. goat d. cat
B. COMPLETE THE SHORT PARAGRAPH WITH APROPRIATE
WORDS OR PHRASE IN THE BOX!
a. an unpleasant d. Bottom g. Biggest j. Flower
b. leaves e. Stem h. Blooms k. Built
c. begins f. Gave i. Derived
The Rafflesia Arnoldi is the 1)...............flower in the world. The name
Rafflesia is 2) ...........from the British governor general, Sir Thomas Stamford
raffles, a man who 3) .................high attention to the study of botany and 4)
..................the botanical garden in Bogor.
The rafflesia plant 5) ...................to flower in its tenth year. It 6)
................three or four times in a year. Before it begins to flower, the 7)
...................and 8) ...............become dry and look death, but the main root in
the ground is still alive. When it blooms, it has 9) ....................smell which
attract insects. But when they touch the 10) ..................part, they die.
C. STATE THE STATEMENTS BELOW TRUE (T) OR FALSE (F)! 1. Whale is a fish (.............)
2. Pineapples are not vegetables (.............)
3. Crocodile is an animal that has trunk (.............)
4. The birds use their wings to fly (.............)
5. Fish lives in the land (.............)
Answer Key
A. 1. c 6. b
2. b 7. c
3. c 8. c
4. a 9. c
5. b 10. a
B. 1. g. biggest
2. i. derived
3. f. gave
4. k. built
5. c. begins
6. h. blooms
7. b. leaves
8. i. Flower
9. a. unpleasant
10. e.stem
C. 1. T
2. T
3. F
4. T
5. F
SKENARIO PEMBELAJARAN
(Experiment Class)
Nama Sekolah : MTs. Jam’iyyatul Khair
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) / 1
Aspek / Skill : Menulis dan Membaca
Alokasi Waktu : 4 x 80 menit
I. 1. STANDAR KOMPETENSI : 3. Membaca
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk
descriptive dan recount yang berkaitan dengan lingkungan sekitar.
2. KOMPETENSI DASAR :
3.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam
teks berbentuk descriptive.
3. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat :
a. Memahami makna tekstual dalam teks descriptive.
b. Mengetahui langkah retorika teks descriptive.
c. Menemukan tujuan komunikatif teks descriptive
d. Menemukan ciri kebahasaan dari teks descriptive
4. MATERI PEMBELAJARAN
Pertemuan 1
a. Text descriptive tentang flora ” Bogor Botanical Garden”
b. Vocabulary yang berhubungan dengan teks descriptive
biggest, derived, gave, high, botany, plant, begins, blooms, leave, stem,
main root, unpleasant smell, bottom.
c. Makna gagasan /makna tekstual
d Langkah retorika teks descriptive
- Identification : identifies phenomenon to be described
- Description : describes parts, qualities, and characters
e. Tujuan komunikatif teks descriptive
To describe a particular person, place or thing
f. Simple Present Tense
Pertemuan 2
a. Text descriptive tentang fauna ” Giraffe”
b. Vocabulary yang berhubungan dengan teks descriptive
Zoo tall male
giraffe camel female
eyes water horn
thick trees head
lashes leaves legs
Etc.
c. Makna gagasan /makna tekstual
d. Langkah retorika teks descriptive
-Identification : identifies phenomenon to be described
-Description : describes parts, qualities, and characters
e. Tujuan komunikatif teks descriptive
To describe a particular person, place or thing
5. METODE PEMBELAJARAN / TEKNIK
- Three Phase Technique, Mind Map
6. LANGKAH – LANGKAH KEGIATAN PEMBELAJARAN :
Pertemuan 1
A. Kegiatan Pendahuluan
1. salam dan tegur sapa,
2. guru mengabsen siswa
3. menyampaikan Tujuan pembelajaran/ Kompetensi Dasar yang akan
diajarkan
B. Kegiatan Inti
1. Guru menyampaikan topic yang akan dibahas.
2. Guru merangsang siswa tentang topic dengan membuat Mind Map di
papan dan memberikan beberapa pertanyaan seperti:
- What do you know about flora?
- Mention which are included flora? etc
3. Siswa melanjutkan Mind Map yang dibuat guru berdasarkan
pengetahuanya masing-masing dengan waktu yang dibatasi oleh guru.
Siswa diperkenankan melihat kamus dan bertanya kepada temanya
4. Siswa membaca teks descriptive tentang flora Bogor Botanical Garden
5. Menjawab pertanyaan berdasarkan teks
6. Menyebutkan langkah-langkah retorika dalam teks deskriptive
7. Menyebutkan tujuan komunikatif dari teks deskriptive
8. Membahas Simple Present Tense
9. Siswa mengerjakan latihan yang berkaitan dengan teks descriptive
C. Kegiatan Penutup
1. Guru bersama siswa menyimpulan tentang materi yang telah diajarkan
2. Mengungkapkan berbagai kesulitan yang dihadapi dalam kegiatan
pembelajaran (refleksi)
3. Memberi tahukan materi yang akan diajarkan untuk pertemuan yang
akan datang.
Pertemuan 2
A. Kegiatan Pendahuluan
1. salam dan tegur sapa,
2. guru mengabsen siswa
3. guru mereview materi sebelumnya
4. Menyampaikan Tujuan pembelajaran/ Kompetensi Dasar yang akan
diajarkan.
B. Kegiatan Inti
1. Guru membuat Mind Map tentang Giraffe dipapan
2. Siswa menjawab pertanyaan guru berdasarkan Mind Map
3. Siswa menirukan guru dalam melafalkan kosa kata yang telah ditulis.
4. Siswa membaca teks descriptive tentang Giraffe
5. Siswa mencari kata-kata yang belum dipahami artinya.
6. Menyebutkan langkah-langkah retorika dalam teks deskriptive
7. Menyebutkan tujuan komunikatif dari teks deskriptive
8. Membahas Simple Present Tense
9. Anak mengerjakan latihan yang berkaitan dengan teks descriptive
C. Kegiatan Penutup
1. Guru bersama siswa menyimpulan tentang materi yang telah diajarkan
2. Mengungkapkan berbagai kesulitan yang dihadapi dalam kegiatan
pembelajaran (refleksi)
3. Memberi tahukan materi yang akan diajarkan untuk pertemuan yang akan
datang.
7. SUMBER DAN MEDIA BELAJAR
a. Marker warna
b. LKS “Smart” Penerbit Swadaya Murni.
Flora Fauna
Plant
Animal Flora and
fauna
Domestic Animals
Wild animal
Tiger
?
?
?
Elephant
Description
It has… 1………… 2………… 3…………. 4………….
What animals are they?.............………….……….………..…………..…
…………….
II. 1. Standar Kompetensi : 6. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive dan recount untuk berinteraksi dengan
lingkungan sekitar.
2. Kompetensi Dasar :
6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive dan recount
3. Indikator :
6.2.1. Melengkapi teks esei pendek rumpang berbentuk descriptive dan
recount
6.2.2. Menyusun kalimat acak menjadi teks pendek yang bermakna dalam
bentuk descriptive dan recount
6.2.3 Menulis teks sederhana dalam bentuk descriptive dan recount
4. Tujuan Pembelajaran.
Pada akhir pembelajaran siswa dapat :
• Menentukan kata yang cocok atau tepat untuk melengkapi teks pendek
rumpang yang berbentuk descriptive
• Menyusun kalimat acak secara berurutan menjadi teks pendek yang
bermakna dalam bentuk descriptive
• Membuat teks sederhana dalam bentuk descriptive
5. Materi Pembelajaran
Pertemuan 3
a. Text descriptive tentang flora ” flower”
b. Kalimat acak
c. Kosa Kata: biggest, derived, gave, high, botany, plant, begins, blooms,
leave, stem, main root, unpleasant smell, bottom.
Pertemuan 4
a. Text descriptive tentang fauna “wild animal”
b. Kalimat acak
c. Kosa kata: horn, wild, extinct, tusk, injected, gave, advice, wrote,
prescription, medicine
7. Metode Pembelajaran / Teknik : three phase technique,Mind Map
8. Langkah – langkah Kegiatan.
Pertemuan 3
Kegiatan Pendahuluan.
• salam dan tegur sapa,
• guru mengabsen siswa
• guru mereview materi sebelumnya
• menyampaikan Tujuan pembelajaran/ Kompetensi Dasar yang akan
diajarkan
Kegiatan Inti
• Guru menuliskan berbagai macam kosa kata di papan tulis
• Guru membagi siswa menjadi 5 kelompok dan membagikan hand out
berisi incomplete Mind Map
• Setiap kelompok mencari kosa kata yang terkait dengan topik
• Siswa menemukan kosa kata dengan kerjasama dan dengan bantuan
kamus
• Siswa menggunakan kosa kata untuk melengkapi teks rumpang
descriptive sederhana.
• Siswa menggunakan kosa kata untuk memahami kalimat – kalimat acak.
• Siswa menggunakan kosa kata itu untuk membuat teks descriptive
sederhana
Kegiatan Penutup.
• Menanyakan kesulitan siswa selama PBM.
• Guru memberikan latihan
• Menugaskan siswa untuk membuat teks descriptive tentang Flora
Pertemuan 4
Kegiatan Pendahuluan.
• salam dan tegur sapa,
• guru mengabsen siswa
• guru mereview materi sebelumnya
• menyampaikan Tujuan pembelajaran/ Kompetensi Dasar yang akan
diajarkan
Kegiatan Inti
• Guru menuliskan berbagai macam kosa kata di papan tulis
• Guru membagikan hand out berisi incomplete Mind Map
• Setiap kelompok mencari kosa kata yang terkait dengan topik
• Siswa menemukan kosa kata dengan bantuan kamus
• Siswa menggunakan kosa kata untuk melengkapi teks rumpang
descriptive sederhana.
• Siswa menggunakan kosa kata untuk memahami kalimat – kalimat acak.
• Siswa menggunakan kosa kata itu untuk membuat teks descriptive
sederhana
Kegiatan Penutup.
• Menanyakan kesulitan siswa selama PBM.
• Guru memberikan latihan
• Menugaskan siswa untuk membuat teks descriptive tentang Fauna
9. Sumber Belajar.
a. LKS Bahasa Inggris Smart kelas VIII Penerbit Swadaya Murni
b. Kamus Bahasa Inggris
![Khair al-Aamaal [Urdu]](https://static.fdocuments.us/doc/165x107/577cde091a28ab9e78ae4403/khair-al-aamaal-urdu.jpg)
