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