MOTIVATING THE SECOND YEAR STUDENTS OF MA MADANI PAO – PAO GOWA IN MEMORIZING ENGLISH VOCABULARY BY USING MIND MAP (FISHBONE MODEL) STRATEGY

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MOTIVATING THE SECOND YEAR STUDENTS OF MA MADANI PAO – PAO GOWA IN MEMORIZING ENGLISH VOCABULARY BY USING

MIND MAP (FISHBONE MODEL) STRATEGY

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department of

Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar State Islamic University Makassar

MARYAM DJUFRY Reg. Number: 20401106077

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY

MAKASSAR

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THESIS AUTHENTIC STATEMENT

Honestly, the researcher who signs below states that, this thesis under the title: “Motivating The Second Year Students of MA Madani Pao –Pao Gowa in Memorizing English Vocabulary By Using Mind Map (Fishbone Model) Strategy, was originally written by the researcher: Maryam Djufry, Reg. Number 20401106077 of English Education Department of Tarbiyah and Teaching Science of Alauddin State Islamic University (UIN) Makassar. Later, if it is found as duplicate or imitation, the thesis and agree that she obtained will not be approved in the name of Law.

Makassar, 21 May 2010 The Writer,

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ACKNOWLEDGEMENTS

ميحرلا نمحرلا الله مسب

Alhamdulillah Rabbil Alamin, the researcher would like to express her highest gratitude to Allah SWT who has given her blessing, mercy and health so the researcher can complete the writing of her thesis. Salam and Shalawat are delivered to our prophet Muhammad SAW who has brought us from the darkness into the lightness, his families and followers until the end of the world.This thesis has been finished under the assistance, direction, and guidance of some people. As a result, the writer would like to express greatest gratitude, appreciation and thanks giving, especially :

1. The writer’s beloved parents, Drs. M. Djufry Mangnga and Nurmiati Makka who always pray, encourage, and provide countless material, as well as support, so the writer could finish the process of writing this thesis.

2. Prof. Dr. H. Azhar Arsyad, M.A., the Rector of UIN Alauddin Makassar, for his advice during the period when the writer studied at the university.

3. Prof. Dr. H. Moh. Natsir Mahmud, M.A, the Dean of Tarbiyah and Teaching Faculty who has given me to get education at UIN Alauddin Makassar.

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5. Dra. Djuwairiah Ahmad, M.Pd., M.TESOL., as the first consultant and Drs. H. Wahyuddin Naro, M. Hum., as the second consultant who always give the critiques and suggestions for the better result of this thesis.

6. All lectures and staff of English Education Department for their guidance and assistance during the years of the writer’s study

7. All of the students and teachers of Madrasah Aliyah Madani for their chance to be researched, so the research run well.

8. The writer’s beloved sisters who always accompany, support, and assist me whenever and wherever.

9. My special best friend, Deni D. Laiti, S.Kom for his help, support, attention and suggestion in writing this thesis.

10. The writer’s best friends: Nurhayati, St Rahmatia Razak, Irmayanti, Riyat Galilea, Roslinah, and all of friends in PBI 3 and 4 especially, as well as all of the students of English Education Department of UIN Alauddin Makassar in

Academic Year of 2006/2007 generally, for their support in finishing my study.

The writer realizes that this thesis still needs more improvement to get better result, so that suggestions and advice are always expected. Finally, willingly the writer prays may all our efforts be blessed by Allah SWT.

Makassar, May 2010 Writer

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LIST OF CONTENT

Page

TITLE OF PAGE ... i

THESIS AUTHENTIC STATEMENT. ... ii

THESIS APPROVAL ... iii

F. The Operational Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE A. Previous Research Findings. ... 7

B. The Concept of Motivation. ... 8

1. The Definition of Motivation ... 8

3. The kinds of Motivation ... 9

4. The Function of Motivation ... 12

5. Characteristic of Student’s Motivation ... 12

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4. Techniques of Teaching Vocabulary ... 22

D. Mind Map (Fishbone Model ... 24

1. Definition. ... 24

2. Elements of Mind Map (Fishbone Model) Strategy . 25 3. Teaching Procedures by Using Mind Map (Fishbone Model) Strategy ... 26

4. The Advantages of Mind Map (Fishbone Model) Strategy... 26

CHAPTER III. RESEARCH METHOD A. Research Design ... 28

B. Population and Sample ... 28

1. Population ... 28

2. Sample ... 28

C. Research Instrument ... 29

D. Data Collection Procedures ... 29

E. Data Analyzing Technique ... 30

CHAPTER IV. FINDINGS AND DISCUSSION A. Findings ... 32

1. The Rate Percentages of the Students’……….. 32

2. The Frequency Distribution of the Questionnaire .... 42

3. Data Analysis of Students’ Motivation ... 43

B. Discussion ... 44

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion. ... 47

B. Suggestion... 47

BIBLIOGRAPHY APPENDICES

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LIST OF TABLES

Page TABLE 1. The students of MA Madani Pao – Pao can improve their motivation by using the good medium and facilitate……… 32 TABLE 2. The students of MA Madani Pao – Pao is very happy in memorizing

English vocabulary by using mind map (fishbone model) strategy… 33 TABLE 3. The students of MA Madani Pao – Pao has opinion the mind map

(fishbone model) strategy can improve students’ motivation………… 33 TABLE 4. The students of MA Madani Pao – Pao can motivate their English

vocabulary by using mind map (fishbone model) strategy………….. 34 TABLE 5. The students of MA Madani Pao – Pao can express their idea is

Freely by using mind map (fishbone model) strategy……… 34 TABLE 6. The students of MA Madani Pao – Pao has opinion the mind map

(fishbone model) strategy is very easy in memorizing English

Vocabulary ………. 35 TABLE 7. The students of MA Madani Pao – Pao has opinion the mind map

(fishbone model) strategy is very entertainment in memorizing English

vocabulary……… 35

TABLE 8. The students of MA Madani Pao – Pao were focus in memorizing English vocabulary by using mind map (fishbone model) strategy… 36 TABLE 9. The students stimulated in learning vocabulary by using mind map

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TABLE 10. The students of MA Madani Pao – Pao interest in learning English by using mind map (fishbone model) strategy ……… 37 TABLE 11. The students of MA Madani Pao – Pao has opinion the mind map

(fishbone model) strategy is very suitable in learning vocabulary…... 37 TABLE 12. The students of MA Madani Pao – Pao not bored in learning

vocabulary through mind map (fishbone model) strategy……… 38 TABLE 13. The students of MA Madani Pao – Pao getting new knowledge by using mind map (fishbone model) strategy……….. 38 TABLE 14. The students of MA Madani Pao – Pao has good spirit in memorizing

English vocabulary through mind map (fishbone model) strategy… 39 TABLE 15. The students of MA Madani Pao – Pao interest in memorizing English

vocabulary by using mind map (fishbone model) strategy………….. 39 TABLE 16. The students of MA Madani Pao – Pao is easy to memorize English

vocabulary by using mind map (fishbone model) strategy…………... 40 TABLE 17. The students of MA Madani Pao – Pao has opinion the using mind map

(fishbone model) strategy is very effective and creative in memorizing

English vocabulary……… 40

TABLE 18. The students of MA Madani Pao – Pao is very happy to learn English by using mind map (fishbone model) strategy……… 41

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TABLE 20. The students of MA Madani Pao – Pao can increase their vocabulary by using mind map (fishbone model) strategy ……….. 42 TABLE 21. Frequency Score of The Students’ Motivation From The

Questionnaire ………. 42 TABLE 22. The Percentage of The Students’ Motivation From The Questionnaire

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LIST OF APPENDICES APPENDIX I. The Items Of Questionnaire

APPENDIX II. Questionnaires Result

APPENDIX III. Classification of the statements in motivation based on the crireria of the questionnaire.

APPENDIX IV. Table of Questionnaire Score of the Students’ Motivation at the Second Year Students of MA Madani Pao – Pao Gowa.

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ABSTRACT

Title : Motivating the Second Year Students of MA Madani Pao-Pao Gowa in Memorizing English Vocabulary by Using Mind Map (Fishbone Model) Strategy

Researcher : Maryam Djufry Reg. Number : 20401106077

Consultant I : Dra. Djuwairiah Ahmad, M.Pd., M.TESOL Consultant II : Drs. H. Wahyuddin Naro, M. Hum., Madani Pao –Pao Gowa in memorizing English vocabulary?

The objective of the research was to find out the second year students’ motivation of MA Madani Pao – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

The population of the research was the second year students of MA Madani Pao – Pao Gowa in Academic Year of 2009/2010 which consisted of one class. The sample of the research consisted of 20 students. This meant that the writer used a total sampling technique. Furthermore in collecting the data the researcher used questionnaire which was used to identify the students’ motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

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CHAPTER I

INTRODUCTION

A. Background

Motivation is one of the most important factors that influence students' English achievements or performance. It has a close relationship with students' success or failure in English teaching. Therefore, teachers must pay more attention to this aspect. As Gardner in Wang (1987) emphasizes that the motivation constructed the primary factor to influence students on English learning. He believes that motivation for language learning cannot only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language.

Mc. Donald in Sadirman (2001) states that motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. Motivation is the characteristic that helps students’ goal to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior. Motivation is present in every life function.

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in, activities, d) Enhance cognitive processing, e) Determine what consequences are reinforcing, f) Lead to improved performance.

Based on definition above the writer argues that motivation is one of the important factors that influence students’ English learning achievement. Motivation is an important role in education and learning because by rising the students’ motivation, they can be stimulated to use their potential or talent in doing something and make the materials to be meaningful for students. So in order to help the students to maintain a proper strength in English learning motivation, it is very necessary for the teachers in the daily teaching procedure.

Ericksen in Dawis (1978) states that some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place". Whatever level of motivation, students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Every student or other people who want to get easy in studying English, of course they must have enough vocabulary. As we all know, Vocabulary is a key to master English because by mastering vocabulary, it is easier for students to understand English.

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Grammar. The ability to communicate and to convey our social needs could not establish without having enough vocabulary.

As a compulsory subject in English teaching and learning process vocabulary is the important aspect to support the English language component skills, namely: reading, writing, speaking, and listening. So learning vocabulary for learners is important because the students ability to learn English is determined by vocabulary that they have. Through vocabulary, someone can communicate his/her idea, feeling, emotion, and desire. Sometimes a clever person who has good idea must be stopped only because he/she lacks vocabulary mastery. It is very hard for everyone to express his or her ideas in English to other people without word.

The writer realize, the students are lazy to speak or learn more about English because they did not have enough words to say their ideas or their feeling in English because the students lack of vocabulary. It is the big reason why the students are not too interested, in learning English during the class.

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Mind mapping is a powerful technique allowing students to make the best use

of the students’ brain power. With mind mapping strategy, it make the students more

productive and creative. The writer uses fishbone model because the model is unique and interesting to motivate the students in memorizing English vocabulary.

Based on the previous explanation, the writer needs to conduct a research to get the factual information about the effectiveness of Mind Map (Fishbone model) Strategy to motivate the second year students of MA Madani Pao– Pao Gowa in memorizing English vocabulary.

B. Problem Statement

Based on the previous description, the writer presents one research question, as follow:

To what extent can the use of Mind Map (Fishbone model) Strategy motivate the second year students of MA Madani Pao –Pao Gowa in memorizing English vocabulary?

B. Objective of the Research

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C. The Significance of Research

The results of the research is expected to be valuable information and give a meaningful contribution for teachers in learning process to create a good strategy and to motivate the students to be interested in learning English. This form of motivation creates a more pleasant learning atmosphere and for the students to know one way to memorize English words. Then, for the English teacher and students, it is expected to

give alternative way and information about the new strategy to increase students’

motivation especially in memorizing English vocabulary. D. Scope of the Research

The scope of the research is restricted to identify the second year students’ motivation of MA Madani Pao – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

E. The Operational Definition of Terms 1. Motivation

Brown in Roslinah (2007) states that motivation is commonly thought as an inner drive, impulse, and emotion as desire that moves on particular action. Furthermore, Harmer in Roslinah (2007) states that motivation is some kind of internal drive that encourages somebody to pursue a course of action.

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2. Vocabulary

Brown in Ningsih (2008) views vocabulary on two ideas, they are: (1) Vocabulary is the content and function words of language which are learned through

by that they become a part of child’s understanding, speaking, reading, and writing.

(2) Vocabulary is words having meaning when heard or seen even though the individual procedures it when communicating with others.

3. Mind Map

Mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing.

Buzan (2005) states that Mind Map is an expression of Radiant Thinking and is therefore a natural function of the human mind.

4. Fishbone Model

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

There are some researchers who have conducted research that related with this topic as follow:

Dalasari (2004) conducted research on improving the writing ability at the third year students of MAN Wajo through mind mapping. She pointed out that, extensive studies and research reveal that using mind mapping improves students ability to remember, study decisions and improve exam success rates. Mind mapping increases the quality of thinking. Mind mapping is helpful for creative thinking allowing the students to access multiple intelligences and generate new idea.

Ramayananur (2007) conducted research on motivating the students of SMUN 2 Bulukumba to learn English vocabulary by using morphological analysis. She reported that, the second year students of SMU 2 Bulukumba had positive motivation to learn English Vocabulary using Morphological analysis which was proved by mean score (76.51)

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was very high, it was proved by percentage (74.28%), and the internal factor such as the teacher was low, it wasproved by percentage (42.86%).

From the researcher finding above, the writer concludes that, motivation is important to present in our life but the writer found there are gaps from the research above that, the researcher did not explain about the findings especially The rate percentages of the students’ score so, the writer explained about the distributed

questionnaires using the rate percentages of the students score and it can see at the chapter four.

B. The Concept of Motivation 1. The Definition of Motivation

Motivation is internal drives that encourage somebody to do something and wish to achieve and motivation is one of reason success in language teaching.

Based on the statement above, the writer concluded that motivation is all the things which can give energy or to stimulate someone to do something in order to reach goal.

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and learning process. So, In this case, the teacher in teaching should choose certain strategy to arouse the students’ motivation.

To have more information about motivation, we can see from the point of view as revealed in the following:

a. Sardiman (2001) the word “motif” meant as motivation, which motivates someone to do something. It is an activator from intern subject to do sure activities in a purpose of interest.

b. Protector in Umayah (2005) states that motivation is strong reasons or cause for doing something or the reason why is something do.

c. Mc. Donald in Hamalik’s book (2001) said that motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction.

d. Zimbardo in Umayah (2004) states that motivation is characterized by the following features. (1) energy arouse (2) direction of effort toward a particular goals; (3) selective attention to relevant stimuli ( with decreased sensitivity irrelevant ones); (4) organization of respond units into integral pattern or sequence (5) persistence of this activity until the imitating condition are changed.

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sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal.

2. The Kinds of Motivation

Harmer in Haryati (2004) states that there are two categories of motivation. They are extrinsic motivation which is concerned with factors outside the classroom and intrinsic motivation which is concerned with what makes place inside the classroom.

a. Extrinsic Motivation

As we know that, students study a language because they have an idea of something which they wish to achieve. So it has been suggested that there are two main types of such motivation, integrative and instrumental motivation. An integrative motivation, motivate students to be attracted by the culture of the target language community (they wish to integrate themselves into that culture). While, instrumental motivation, describe a situation in which students believe that the mastery of the target language will be instrumental in getting them better job and position or status. The language is an instrument in their attainment of such a goal.

b. Intrinsic Motivation

Instrinsic motivations are inherent in the learning situations and meet pupils-needs and purposes. This motivation plays a vital part in most the students’ success or failure in language learners. From them what happens in

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English and in supplying motivation. According to Harmer in Haryati (2004) that there are four factors effecting this motivation. These are physical conditions, method, the teacher, and success.

1). Physical Conditions

It cannot be denied that conditions have a great effect on learning, which can a student’s motivation either positively or negatively. It means in teaching and learning English, the teacher should observe the students’ physical

conditions. And as well as the teaching and learning process in going on when the conditions are good so make their classroom as pleasant as possible. So the variety ways are preparing to arouse the motivation.

2). Method

The method are taught to the students must have some effect on their motivation. This is necessary for the teacher in teaching also learning English language. So the teacher should choose the certain method appropriately the students taste at the time, in order to minimalist their bores in learning English.

3). The Teacher

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4). Success

Success or lack of it plays a vital part in the motivational drive of students. The students’ purpose in learning is going to be success. This can motivate the students to learn harder in order to get their success. For the students’ success

means work harder and effective to gaining their means. 3. The Function of Motivation

Aacording to Hamalik (2001) the behavior will not happen without aim, but it rises to receive the people’s motif. This opinion is same with the theory

that humans behavior is purposive. It aims to satisfy our needs. Generally the function of motivation can be decided as follow:

a. To stimulate someone to do something, without motivation will not appear something action like study.

b. Motivation as director. It is means that direct of action to reach goal with. c. Motivation as moving spirit. It is function as machine size of motivation will

determine quick or slow something the job.

4. Characteristic of Student’s Motivation

Penny in Dewi (2008) makes conclusion that there are certain typical characteristics of students’ motivation. Some of these are:

a. Positive task orientation. The learner is willing to tackle task and challenges and has confidence in his or her success.

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c. Need for achievement. The learner has a need to achieve to overcome difficulties and succeed in what he or she sets out to do.

d. High aspirations. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.

e. Goal orientation. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her efforts toward achieving them.

f. Perseverance. The learner consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress. g. Tolerance of ambiguity. The learner is not disturbed or frustrated by situations

involving a temporary lack of understanding or confusion. 5. Measurement of Motivation

Since motivation is a kind of spirit or mental power that cannot identified by senses, it is quiet hard to measured. We do not see motivation; we see behavior. Thus, the measurement of motivation is indirect; e.g.: attitude, interest, and values. But, to know the motivation there is one way namely identifying indicators, because our ability to measure is restricted on something concrete that can be identified by our senses.

Morgan in Dewi (2008) identifies two ways to measure the motivation: a. Self Report Measurement

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intuitively in his inner soul. Therefore, motivation can just expressed directly by the subject. For example, when Merry is just calm without any comment on his motivation or least on speaking English, she does not also produce any English sound in his speech; other people cannot know whether or not Merry has high motivation on speaking English. Merry’s motivation on speaking English can just be known if she herself says something about it like “I like

speaking English very much” or “speaking English is boring” this called self

-report because the subject -report about herself. b. Behavioral Measurement

The most valid data to identify motivation is to see students’ behavior. This is because behavior is believed as the more accurate indicator that can be used to see motivation. It is quiet for someone to tell lie with his behavior. Someone may say that he has a high motivation in speaking English but more accurate indicator is his participation in speaking English. When the students participate actively in speaking English, the researcher may judge that they have a high motivation. This measurement is called behavioral measurement because the researcher analyzes and judges motivation according to the students’ behavior.

6. The Way of Generating Motivation

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appreciation, denigration, emulation, competition, present and notification about increasing the students’ learning.

a. Appreciation and Denigration

All educationists agreed that appreciation is very effective in developing motivation. Cumbo in Haryati (2004) was proved the research that, without looking for the basic ability appreciation very effective to motivate the students to learn.

Contrast with Sardiman (2001) in his book’s Interaction and Motivation to Learn and Teaching “ that denigration is not for motivate the

students learning.”

b. Competence

Most of educationist disagree about the motivation progress between the students’ competence of them. It relevance with Crombach in Haryati (2004) stated that, motivation with students competition it means make them contrast which one students and others. In other, Sadirman (2001) stated that, competition can use motivation in students learning.

Based on the previous statement the writer concluded that, competition can arise students’ motivation in learning by contrast between one and others.

c. Gift and Punishment

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are gives appreciation by their teacher. Gift and appreciation can be verbal or materials.

Gift can be said as motivation because there are somebody not so interest for them who did not have any capability in some competence (Sardiman 2001). Punishment as tool to motivate the students. It will give negative psychologist behaviors than the students’ motivation. Punishment

can increase learning motivation, but the students will finish their study if the punishment lost.

d. Learning Progress

The students will be happy if they know what they have reached in learning. The result of Rudolf research support by Sadirman (2003) stated that, students’s learning can motivate from intrinsic motivation fron their self

and they will do more to the next. It must be paid attention to the teacjhers, the successful feeling have to be formed in students’ self to build the

students’ motivation in learning. C. The Concept Of Vocabulary

1. The Definition of Vocabulary

Some scholars give some definition of vocabulary as shown below: Good in Busran (2009) defines vocabulary as content and function words of language which are learned so thoroughly so that become part of child’s

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means words having been heard or seen even though not produced by individual himself to communicate with others.

Webster in Ningsih (2008) says vocabulary is list of word, usually arranges in order and defined as dictionary, glossary, and lexicon.

The are many definitions of vocabulary. Hornby in Ningsih (2008) states that vocabulary are :

1) All the words that a person knows or uses 2) All the words in a particular language

3) The words that people use when they are talking about a particular subject and list of words with their meaning especially in book for learning a foreign language.

Another definiton also given by Chart in Bahar (2009) states that vocabulary are: a) all the words language, b) all the words used or understand by particular person, class, profession, etc. c) a list of words and phrases expecially one arrange in alphabetically order defined or translated lexicon glossary.

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2. Types of Vocabulary

Vocabulary is the stock of lexical item in a language for the purpose of learning and teaching activities, linguistics classified it into two kinds, namely receptive and productive vocabulary.

a. Receptive Vocabulary refers to the words for lexical items which only can be recognized and comprehend in the context of reading and listening.

b. Productive Vocabulary refers to the words which can be recalled and used appropriately in writing and speech.

But sometimes both receptive and productive vocabulary are difficult to be distinguished because a word that students has in his receptive store may suddenly become productive if the situation or context provokes to be a permanent stale of affairs.

According Stritcland in Ningsih (2008) vocabulary consists of four types, namely;

a. Understanding Vocabulary refers to the words that can be recognized and comprehended through reading and listening.

b. Speaking Vocabulary refers to the words used informal and formal ways. Informal means the word used in the process of everyday living and family situation, while formal means reserved for used with strangers or in audience situation.

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memoranda and diaries while formal means the words used in business correspondence or more scholarly writing.

d. Potential of Marginal Vocabulary refers to the words which could be interpreted from context and analysis of knowledge of word form (prefixes, suffixes, roots, and other languages).

Harmer in Bahar (2009) also devices vocabulary, it into two types, namely; a. Active Vocabulary refers to vocabulary that the students have been through or

learnt and which they are expected to be able to use.

b. Passive Vocabulary refers to words with students will recognize when they meet them, but they may be able to produce it.

Furthermore, Good in Bahar (2009) divides vocabulary into four kinds, they are:

a. Oral Vocabulary means that a person employs in expressing ideas orally and actively.

b. Writing Vocabulary means that words are commonly used in writing.

c. Listening Vocabulary means that a person can recognize the words when they are found in.

Next, Schail in Munawir (2008) states that every person has three types of vocabulary, they are:

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b. Reserve Vocabulary; the words known but is rarely used in writing a letter, we have more time to consider or when are as searching for a synonym.

c. Passive Vocabulary; the word recognized vaguely, but are not sure of the meaning.

3. The Principles of Teaching and Learning Vocabulary

Wallace (1989) informs that there are various main principles of teaching vocabulary, namely

a. Aim

In teaching vocabulary, it is better to establish the aims how many of vocabulary listed we expect learners to do. If it is not clear on this point, it is difficult to access how successful the vocabulary learning has been attained. b. Quality

Having decided on what is involved in vocabulary learning, the quantity of vocabulary to be taught may be decided to be come part of students.

c. Need

In any case, teacher is choosing the vocabulary to be taught according to the aim of the course and objective or individual lessons. It is also possible for teachers, in a sense to give the responsibility of choosing vocabulary that will be taught to the students.

d. Frequent Exposure and Repletion

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and identify their memory. The students must be given an opportunity to use them, with the correct stress, pronunciation, and identify their meaning

e. Meaningful Presentation

In presenting the vocabulary lesson, the student must have a clear, specific, and ambiguous understanding of what word denote and refer to. This requires that the words be presented in such a way that their denotation and references are perfectly clear.

f. Situation Presentation

The words presented are appropriate to the students’ situation. The teachers

must know the students’ situation or the atmosphere of the class in order they

know when students are ready to accept material. g. Presenting in a Context

Words are very seldom occur in isolation, so it is important for students to know the usual context that the words occur in.

h. Learning vocabulary in the mother tongue and in the target language. Five steps to learn vocabulary:

1). There is a felt need from the learner to know the target language. 2). The learner is exposed to an enormous quantity of his own language. 3). The learners control his own rate of learning.

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5). Since the words are learnt as they arise out of a felt need in a particular situation they have a clear denotation.

i. Inference (guessing) procedure in vocabulary learning

Guessing is one way of learning vocabulary. Students guess the word meaning by hearing and sometimes read them in a certain context, then use them in certain situation. It leads the students to think the meaning of the new words that are being taught.

4. Techniques of Teaching Vocabulary

In planning a technique that a teacher will apply in teaching vocabulary items, there are some criteria of a good vocabulary teaching namely:

1) It should be interesting for learners 2) It should give change for repetition

3) It should attract learners pay attention to the form, meaning and word use.

Harmer in Munawir (2008) provides some techniques in teaching vocabulary. They are realia, pictures, mime, action and system, contrast, enumeration, and translation.

a. Realia

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b. Picture

Using picture is also a good way to teach vocabulary. Teaching aims come from many sources. It is such as magazine and newspaper, etc.

c. Mime Action and Gesture

It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions, in particular, are probably better explained by mime (concept like running and smoking are easy to present in this way).

d. Contrast

This way, the teacher shows the students a word and asks the students to find out the contrast of the word. For example, the meaning of full by contrasting it. e. Enumeration

This way, requires the teacher to introduce words by enumeration them with their general and specific meaning. A word with a general meaning, for instance “vegetable”, the teacher introduce this word and asks the students to find

out some specific words relate to vegetable: such as potato, cabbage, carrot, etc.

f. Explanation

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g. Translation

This way, the teacher asks the students to translate the given words into their mother tongue (native language). This strategy is very useful for beginners. D. Mind Map (Fishbone Model)

1. Definition a. Mind Map

Mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing.

Buzan (2005) said that Mind Map is an expression of Radiant Thinking and is therefore a natural function of the human mind. It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance.

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b. Fishbone Model

A fishbone model is a tactic that can be used to teach learning objectives that have been written. A fishbone model is a visual illustration that clearly shows the relationship between a topic and the various factors related to it. The shape of the model looks like the skeleton of a fish. The head of the fish represents the topic to be analyzed, and the bones of the fish represent the factors or categories of factors related to the topic.

2. Elements of Mind Map (Fishbone Model) Strategy

The elements of Mind Map (Fishbone Model) Strategy will be explained as follow:

a. Topic in the head of fish. Topic ia a word or vocabulary that the students

wants to create as a map in fishbone model.

b. Keyword that is from related the topic. There is no limit for the keyword. c. Sub- topic that is parts which related with the keyword.

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Figure 1. an image of mind map fishbone model with a topic in the head of

fish and keyword and sub-topic which related with topic

3. Teaching Procedure by Using Mind Map (Fishbone Model) Strategy The following are teaching procedures by using Mind Map (Fishbone Model) Strategy

a. The first step, the teacher explains to the students the aim of Mind Map (Fishbone Model) Strategy.

b. The second step, the teacher provides one example for the students to see as a sample of Mind Map (Fishbone Model).

c. The third step, teacher gives each student the paper size A4 as thing to create Mind Map (Fishbone Model).

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e. The process of Mind Map (Fishbone Model), teachers are suggested to give correction toward students’ mistakes or if the students do not respond

correctly.

4. The Advantages of Mind Map (Fishbone Model) Strategy

The following is a summary of advantages of Mind Map (Fishbone Model) Strategy as follow:

a. This is the most enjoyable strategy to organize thoughts because the students can see the whole subject/area.

b. Mind Map (Fishbone Model) Strategy will improve memory, concentration, and creativity.

c. Mind Map (Fishbone Model) Strategy will improve understanding of the relationship between facts.

d. Encourage problem solving by showing students new creative pathways. e. Mind Map (Fishbone Model) Strategy Enable the students to be extremely

efficient.

f. Be enjoyable to look at, read, muse over and remember.

g. Mind map (Fishbone Model) Strategy help the students to stimulate the memory to know many vocabulary.

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CHAPTER III

RESEARCH METHOD

In this chapter, the writer presents the description of the research design, population and sample, instrument of the research, procedure of collecting data and technique of data analysis.

A. Research Design

The design that applied in this research was descriptive. In this case, the writer presented the description of the data about motivation of the students in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

B. Population and Sample 1. Population

The population of this research was the second year students of MA Madani Pao – Pao Gowa in Academic Year of 2009/2010 consisted of one class. The whole numbers of the students were 20 students.

2. Sample

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C. Research Instrument

In this research, the data were taken by using one instrument namely questionnaire. A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although questionnaire is often designed for statistical analysis of the responses, this is not always the case.

The questionnaire here used to get information about the second year

students’ motivation in memorizing English vocabulary by using Mind Map

(Fishbone Model) Strategy. The questionnaire was given to the students after treating them by using Mind Map (Fishbone Model) Strategy. The questionnaire consisted of 20 items. In arranging the questionnaire, the writer adapt Likert Scale model where the questionnaire was in the form of close questions, in the sense that respondents were only marking a checklist on the given answer.

D. Collection Procedures

To collect the data, the writer did the procedures as follows:

1. The researcher consultes and askes permission to the headmaster about the research

2. The researcher consultes to the teacher.

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especially in memorizing English vocabulary. The researcher treated the students for five meetings.

4. The researcher explained to the students about the questionnaire.

5. After that, the students were given the questionnaire to find out the their motivation of the students in memorizing English vocabulary after using Mind Map (Fishbone Model) Strategy.

6. The researcher gave 30 minutes for the respondents to answer the questionnaire.

7. The researcher collected the questionnaire from the respondents. 8. Identifying the result of the questionnaire.

9. Identifying the result of data from the questionnaire E. Analysing Technique

To analyze the data from the 20 items of the questionnaire, the writer used percentage technique by tabulating and analyzing it into descriptive statistic. Each statement in the questionnaire offered four scales namely: Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree.

The formula of percentage is:

%

100

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Notation:

P = Percentage F = Frequency

N = The total number of students

( Subana, Mursetyo, and Sudrajat, 2000) To calculate the mean score of the questionnaire the writer used the formula as follow:

To indicate the level scores, the writer used the category of range as follows:

No Score Classification

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CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of two parts namely findings and discussion. The findings were the results of the data analysis taken from questionnaire and the discussion explains and interprets the findings.

A. Findings

In this chapter deals with the desription of data analysis of the students’ motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy. In collecting the data as presented in the previous chapter, the writer distributed a questionnaire to 20 students which consist of 20 items.

1. The rate percentages of the students’ score are: Table 1

The students of MA Madani Pao – Pao can improve their motivation by using the good medium and fasilitate

No Classification Frequency Percentage

a

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Table 2

The students of MA Madani Pao – Pao is very happy in memorizing english vocabulary by using mind map (fishbone model) strategy

a

This table shows that, all of the students are happy in memorizing english vocabulary. It is proved 10 (50%) agree, 5 (25%) strongly agree, uncertain 4 (20%) and one student 1 (5%) who disagree.

Table 3

The students of MA Madani Pao – Pao has opinion the mind map (fishbone model) strategy can improve students motivation

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Using mind map (fishbone model) strategy can improve students’ motivation. It can be showed on the table’s percentage above, there are 12 (60%) students who

agree, 4 (20%) students who strongly agree and 4 (20%) student who uncertain. Table 4

The students of MA Madani Pao – Pao can motivate their English vocabulary by using mind map (fishbone model) strategy

a

Using mind map (fishbone model) strategy can motivate students. It can be showed on the table’s percentage above, there are 12 (60%) students who agree, 4

(20%) students who strongly agree and 4 (20%) student who uncertain.

Table 5

The students of MA Madani Pao – Pao can express their idea is freely by using mind map (fishbone model) strategy

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The table shows that, there are 14 (70%) students that agree freely to use this strategy, 4 (20%) students who strongly agree and only 2 (10%) students who uncertain.

Table 6

The students of MA Madani Pao – Pao has opinion the mind map (fishbone model) strategy is very easy in memorizing English vocabulary

a

The table showed that the mind map (fishbone model) strategy is very easy in memorizing English vocabulary. There are 11 (55%) students who agree, 4 (20%) students who strongly agree and 5 (25%) who uncertain.

Table 7

The students of MA Madani has opinion the mind map (fishbone model) strategy is very entertainment in memorizing English vocabulary

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According to the students, the mind map (fishbone model) strategy is very entertainment in memorizing English vocabulary. Most of them are agree 14 (70%) and 4 (20%) who strongly agree, only 1 (5%) who uncertain and 1(5%) who disagree.

Table 8

The students of MA Madani Pao – Pao were focus in memorizing English vocabulary by using mind map (fishbone model) strategy

a

The table explains that, there are 11 (55%) students who agree with the opinion above, 2 (10%) students who strongly agree, 6 (30%) students who uncertain and only 1 (5%) students who disagree.

Table 9

The students stimulated in learning vocabulary by using mind map (fishbone model) strategy.

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All of the students of MA Madani Pao – Pao were stimulated in learning vocabulary by using mind map (fishbone model) strategy. It is showed on the table above, there are 5 (25%) students who strongly agree, 13 (65%) students who agree and there are 2 (10%) students who uncertain.

Table 10

The students of MA Madani Pao – Pao interest in learning English by using Mind map (fishbone model) strategy

a

The table shows that all of the students have good interesting in learning English. It is provided 14 (70%) agree, 4 (20%) strongly agree and 2 (10%) uncertain.

Table 11

The students of MA Madani Pao – Pao has opinion the mind map (fishbone model) strategy is very suitable in learning vocabulary

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The table shows that, many students are very suitable in learning vocabulary It is provided 13 (65%) agree, 4 (20%) strongly agree, 2 (10%) uncertain and just 1 (5%) disagree.

Table 12

The students of MA Madani Pao – Pao not bored in learning vocabulary through mind map (fishbone model) strategy

a

According to the students, they don’t feel bored in learning vocabulary through mind map (fishbone model) strategy. There are 3 (15%) who strongly agree, 8 (40%) who agree, 8 (40%) who Uncertain and just 1 (5%) student who disagree.

Table 13

The students of MA Madani Pao – Pao getting new knowledge by using mind map (fishbone model) strategy

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The table shows that, the most of the students 11 (55%) were agreeing the statements above. And only 9 (45%) students strongly agree.

Table 14

The students of MA Madani Pao – Pao has good spirit in memorizing English vocabulary through mind map (fishbone model) strategy

a

The students of MA Madani Pao – Pao interest in memorizing English vocabulary by using mind map (fishbone model) strategy

a

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Table 16

The students of MA Madani Pao – Pao is easy to memorize English vocabulary by using mind map (fishbone model) strategy

a

The students of MA Madani Pao – Pao has opinion the using mind map (fishbone model) strategy is very effective and creative in memorizing

English vocabulary

a

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Table 18

The students of MA Madani Pao – Pao is very happy to learn English by using mind map (fishbone model) strategy

a

This table shows that, all of the students are happy in learning English. It is proved 15 (75%) agree, 3 (15%) strongly agree, uncertain 1 (5%) and one student 1 (5%) who disagree.

Table 19

The students motivated in learning English especially memorizing English vocabulary by using mind map (fishbone model) strategy

a

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Table 20

The students of MA Madani Pao – Pao can increase their vocabulary by using mind map (fishbone model) strategy

a

The table shows that, there are 7 (35%) students that agree this strategy can increase students vocabulary, 9 (45%) students who agree and only 4 (20%) students who uncertain.

2. The frequency distribution of the questionnaire

The used of the questionnaire was to find out the students’ motivation in memorizing English vocabulary by using mind map (fishbone model) strategy. The result of the questionnaire is firstly presented in a distribution table to see each of the

students’ choosing answer. There were 20 students participated in the research

Table 21

Frequency Score of Students’ Motivation from the Questionnaire

Value Appear (turus) Frequency

5 - 20 _ _

21 - 36 _ _

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53 - 68 I 1

69 - 84 IIIII IIIII II 12

85 - 100 IIIII II 7

Total 20

3. Data Analysis of the Students’ Motivation

Data analysis of the students’ motivation in memorizing English vocabulary by

using Mind Map (Fishbone Model) Strategy was obtained by using questionnaire

which consists of 20 items. The raw data of the students’ motivation can be seen at

the table 4

Table 22

The percentage of the students’ motivation from the questionnaire score

No Classification Score Frequency Percentage (%)

1

The table shows that none of the students got very low and low score, 1 (5%) student got fair score, 12 (60%) students got good score, and 7 (35%) students got very good score.

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N

X





= 1593 20 = 79. 65

The calculation above shows that, the score of the students’ motivation in

memorizing English vocabulary by using Mind Map (Fishbone Model) strategy is 79, 65 %. Based on the previous classification of the score, the researcher points out that, the second year students of MA Madani Pao – Pao Gowa have good motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

B. Discussion

In this part, the writer discusses the result of the data analysis in accordance with the scope of this research. The discussion invented to know to what extent the

students’ motivation in memorizing English vocabulary by using mind map

(fishbone model) strategy.

After doing a research about students’ motivation in memorizing English vocabulary by using mind map (fishbone model) strategy the writer found the data which describe as follow.

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in the very low and low level, 1 ( 5%) student in the fair level, 12 (60%) students in good level, and 7 (35%) students got very good level. This was proved by the mean

score of the students’ motivation. The mean score was 79, 65 %.This mean score

according to the categories of range of scores determined previously classified good with the interval score 65 – 84.

This result is also supported by the statement of olivia (2009), that mind map (fisbone model) strategy, the students can learn English because mind map (fisbone model) strategy can make productive and creative the students learning. So, the students can be motivated and their exasperation can be held. This matter are inhibiting factor in learning English as international language. So, by using mind map (fishbone model) strategy, all students can learn that vocabulary easily and quickly, because one another are assisting each other, so, the students can be motivated in learning English.

Mc. Donald in Sadirman book (2003) who states that, motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. This is also supported by Ur in Haryati (2004) who defines motivation as combination of force which initiate, and sustain behavior in doing everything with all power to reach the goal that has been set.

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essential condition of learning. A person may want to have a car will support him to save a lot of fund to buy it. A young man, who want to get married, he motivates himself to work for being ready to get married.

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part deals with conclusion of the finding, and the second part deals with suggestion.

A. Conclusion

Based on the result of the data analysis, research findings, and discussion in the previous chapter, the researcher comes to the following conclusion.

The second year students of MA Madani Pao – Pao Gowa were categorized as good classification where the students’ percentage was 12 (60%) and 7 (35%)

students got very good level. Their mean score was 79. 65 %. It means that, the second year students’ of MA Madani Pao – Pao Gowa have good motivation in

memorizing Engish vocabulary by using mind map (fishbone model) strategy. This is proved by their quetionnaire score at the previous table namely frequency distribution of the students’ motivation

B. Suggestion

Relating to the conclusion above, the writer puts forward some suggestions as follows:

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2. The teacher should give more attention to their profession as a teacher in this case the teacher should give more attention to the students’ interest and understanding the students’ need. So, the students can be motivated in

learning.

3. The teacher should be more creative and innovative to choose strategy in teaching English expecially in memorizing English vocabulary, So that the students will be more interested and motivated to study English.

4. The teacher should give motivation, support and guidance to the students in learning English.

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APPENDIX I

ANGKET

Angket ini digunakan sebagai alat untuk mengetahui motivasi siswa dalam menghafal kosakata bahasa Inggris dengan menggunakan strategi (Fishbone Model) Mind Map guna untuk mengumpulkan data yang sevalid – validnya untuk menunjang proses penelitian mahasiswa yang bersangkutan.

Petunjuk :

1. Bacalah pertanyaan dengan teliti dan berilah tanda silang

(x) pada jawaban yang

menurut Anda mampu mewakili dari pengalaman Anda.

2. Jawaban yang Anda berikan tidak akan mempengaruhi nilai mata pelajaran di kelas Anda.

3. Dalam pengisian angket ini, mohon diisi tanpa ada yang terlewatkan dan kejujuran Anda sangat diharapkan. Atas bantuan dan kerjasamanya, kami ucapkan terima kasih.

1. Dengan sarana dan fasilitas yang bagus dapat meningkatkan motivasi belajar siswa.

a. sangat setuju c. ragu e. sangat tidak setuju b. setuju d. tidak setuju

2. Saya senang menghafal kosakata bahasa Inggris dengan menggunakan Strategi (Fishbone Model) Mind Map ini.

3. Belajar kosakata bahasa Inggris dengan menggunakan Strategi (Fishbone Model) Mind Map ini, memberikan motivasi tersendiri bagi saya.

4. Strategi (Fishbone Model) Mind Map ini, memotivasi diri saya dalam menghafal kosakata bahasa Inggris.

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5. Dengan Strategi (Fishbone Model) Mind Map ini, saya merasa bebas mengembangkan ide - ide pikiran saya dalam berbahasa Inggris.

6. Dengan menggunakan Strategi (Fishbone Model) Mind Map ini, saya dapat menghafal kosakata bahasa Inggris dengan mudah.

7. Menghafal kosakata bahasa Inggris dengan menggunakan Strategi (Fishbone Model) Mind Map ini, memberikan hiburan tersendiri bagi saya.

8. Saya merasa terfokus dalam menghafal kosakata bahasa Inggris dengan menggunakan Strategi (Fishbone model) Mind Map ini.

9. Menggunakan Strategi (Fishbone model) Mind Map ini, merangsang rasa ingin tahu saya, terhadap pembelajaran kosakata bahasa Inggris.

10.Pembelajaran bahasa Inggris dengan menggunakan Strategi (Fishbone model) Mind Map ini, sangat menarik perhatian.

11.Strategi (Fishbone model) Mind Map ini, sangat cocok digunakan sebagai materi pengayaan kosakata bahasa Inggris.

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12.Pembelajaran kosakata bahasa Inggris dengan menggunakan. Strategi (Fishbone model) Mind Map tidak membosankan.

13.Dengan mempelajari Strategi (Fishbone model) Mind Map ini, saya mendapatkan pengetahuan yang baru.

14.Saya merasa bersemangat dalam menghafal kosakata bahasa Inggris dengan menggunakan Strategi (Fishbone model) Mind Map ini.

15.Menghafal kosakata bahasa Inggris menarik, jika menggunakan Strategi (Fishbone Model) Mind Map ini.

16.Menghafal kosakata bahasa Inggris mudah, jika menggunakan Strategi (Fishbone Model) Mind Map ini.

17.Penggunaan Strategi (Fishbone model) Mind Map ini, sangat efektif dan kreatif dalam membantu menghafal kosakata bahasa Inggris.

18.Setelah menggunakan Strategi (Fishbone model) Mind Map ini, bahasa Inggris menjadi sangat menyenangkan bagi saya.

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19.Setelah menggunakan Strategi (Fishbone model) Mind Map ini, saya termotivasi untuk belajar bahasa Inggris khususnya dalam menghafal kosakata bahasa Inggris.

20.Dengan penerapan Strategi (Fishbone model) Mind Map ini, dapat menambah perbendaharaan kosakata bahasa Inggris saya.

Sources:

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APPENDIX II

Questionnaires Result Quest.

Res. 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20

1 a c c c b c d c c b d d b d d c b d d c

2 a a b b a b b b b b a a a a a b b b b c

3 a b b b b c b b b b b c b b b c b b b b

4 a c c c b c b c b b b b b c c c c b b b

5 a d b c b b b d a b b c a a b d c b a a

6 a b a b a c a c a a b c a b b c b a a b

7 b a b b b b b b b b c c b b b b b b b c

8 b b a b b a a b b b b b b a a a a b b b

9 b c a b b c a b a b c c b c b c b b c b

10 b c b c b b b c b b b b a c b b b c c c

11 b b b b a b b c b b a b a b c b b b b a

12 a b c b c a b b b b b b b c c a a b c b

13 a b b a b b c c b b b c a c c c b b d b

14 a b b b b a b b b b b b a b a a b b b a

15 a b b a c b b b a a b b b b a a a b b b

16 a a c b b b b b b b a b b a b a b b b a

17 a b b b b b b b b c b c b b b b a b c b

18 a a b a b b b a b a b a a a b a a a a a

19 a a a a a a a a a a a a a a a a a a a a

20 a b b b b b b b c c b c b b b b a b c a

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APPENDIX III

Classification of the statements in motivation questionnaire based on the criteria of the questionnaire

Number of positive statement Number of negative statement

1,2,3,4,5,6,7,8,9,10,11,12 ,13,14,15,16,17,18,19,20

The Summarizing of the score that has given by students to each statement in motivation questionnaire mada as follows:

1. Statements for positive criteria: 1) Strongly Agree

2) Agree 3) Uncertain 4) Disagree

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APPENDIX IV

Table of Questionnaire Score of the Students’ Motivation at the Second Year Students of MA Madani Pao – Pao Gowa

Respondent

Numbers Name/Subject Score

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APPENDIX V

VOCABULARY LIST HOME

In the bathroom: Electronic:

1. Bucket 1. Television 17. Flashlight

2. Brush 2. Radio 18. Playstation

3. Toothbrush 3. Wash machine 19. Clock 4. Soap 4. Icebox 20. Blender 5. Shampoo 5. VCD 21. Copy Machine 6. Mirror 6. Computer

7. Pail 7. Printer

8. Towel 8. Fan 9. Toothpaste 9. AC

10. Shower 10. Refrigerator

11. Tub 11. Iron

12. Dentifrice 12. Rice cooker

13. Mirror 13. Lamp

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In the kitchen: In the bedroom: Furniture 1. Spoon 1. Pillow 1. Chair 2. Bowl 2. Mattress 2. Table 3. Cup 3. Blanket 3. Cupboard 4. Fork 4. Bed 4. Window

5. Glass 5. Doll 5. Door 6. Knife 6. Calender 6. Desk

7. Plate 7. Picture 7. Bed 8. Stove 8. Shelf 8. Clock 9. Trash can 9. Bag

10. Mug 10. wordrobe 11. Pepper 11. Fhoto 12. Broom 12. Shirt 13. Tray 13. Jeans 14. Bottle 14. Uniform 15. Plate cupboard 15. Book

16. Study table 17. Poster 18. Dress 19. Comb 20. Sheet 21. Prayer-mat 22. Magazine

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Instrument of office: Instrument of tools: In the park

1. Ruler 1. Hammer 1. Flowers

2. Shelf 2. Helm 2. Grass

3. Brief-cash 3. Hail 3. Trees

4. Pencil 4. Saw 4. Stone

5. Pen 5. Srew Driver 5. Trash can

6. Notebook 6. Spade 6. Leaf