THE EFFECT OF APPLYING SEMANTIC MAPPING
STRATEGY ON THE SENIOR HIGH SCHOOL
STUDENTS’ VOCABULARY
ACHIEVEMENT
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By:
CRYSTIAN JULIANA SIDAURUK
Registration Number. 209121009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty God, Jesus Christ,
for His blessings to the writer so she is able to accomplish her thesis as a partial
fulfillment of the requirements for the degree of sarjana pendidikan at the English
Department of Language and Arts, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish her thesis without support from many people. Therefore the writer
would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M. Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Languages and Arts for formalizing the thesis at the end of her study
Prof. Dr. Hj. Sumarsih, M. Pd., the Head of English Department,
Rika, S. Pd., M. Hum., the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed., the Head of Educational Program of English Department and also as one of her examiners.
Prof. Dr. Lince Sihombing, M. Pd., the writer’s Thesis Advisor who has consciously guided her in the entire process of the Thesis writing with all of the constructive comments, which helped the writer made the thesis well.
Drs. Willem Saragih, Dipl. Appl., M. Pd., the writer’s Academic Advisor and all the lecturers of English Department
Prof. Dr. Berlin Sibarani, M. Pd., Drs. Elia Masa Gintings, M. Hum.,
her examiners, thanks for their advises and constructive suggestions that improve this thesis.
Beloved father, Bangun Timan P. Sidauruk and lovely mother, Rolintan Sidebang, the deepest gratitude for their greatest supports, caring and loves to the writer. Thanks and love to the writer’s sister and brother, Mey Merry Sidauruk and Diarmanto Marchel Sidauruk, for they are the reason why the writer keeps on struggling
The writer’s best friends, CDRW ( Defriyanti Ziraluo, Reswinda Suryani Naibaho and Rini Susanti), the amazing class B – Reg Dik 09
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Puspita , Eyang Ellis, Ida, Nila de Vamp-pie, Dayfreeri, Bernard, and
Guntar) and my nice friends (Marini, Fitri ADP, Ida br. Hombing, El
‘Ati’, Siska, Basa, Kak Kori, Kak Fitri, Kak Ira, and Kristi Mei Sara Simbolon, S.H.) for every single help, support and love that mean a lot to the writer
Rudol Barmen Manurung, M. Pd, the Headmaster of SMA Negeri 2 Pematangsiantar, Restar Revolita Tambunan, M. Pd, the vice-
Headmaster of SMA Negeri 2 Pematangsiantar,
Marasi Manurung, M. Pd, Evi Juliana Siahaan, S. Pd, all the teachers and staffs, and all the Students of SMA Negeri 2 Pematangsiantar for the generosity in supporting the writer while doing her research in the school
Mika Damayanti, S. Pd, the writer’s mentor in her Teaching Experience Program and the Students of SMK Swasta Pelita Pematangsiantar at the year of 2012/2013
The writer’s PPL friends, K’ Surya, Iyuth, Tulang Nico, Boi, Ito Lipzen, Nova, and all friends PPLT SMK SWASTA PELITA PEMATANGSIANTAR 2012
Last but not least, the writer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer’s life. The writer realizes that
the content of this thesis is still far from perfect, but she warmly accept any
constructive suggestions that will improve the quality of this thesis. She hopes it
would be useful for those who are interested in this field of study.
Medan, January 2014
The Writer
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ABSTRACT
Sidauruk, Crystian Juliana. 2014. The Effect of Applying Semantic Mapping Strategy on the Senior High School Students’ Vocabulary Achievement. A Thesis. Medan: English Department, Faculty of Languages and Arts, State University of Medan.
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CHAPTER I INTRODUCTION……… ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 3
C. The Scope of the Study ... 3
D. The Objective of the Study ... 4
E. The Significance of the Study ... 4
CHAPTER II REVIEW OF LITERATURE ... ... 5
A. Theoretical Framework ... ... 5
1. Teaching English in Senior High School ... 5
2. Genre ... 6
a. Descriptive Text ... 7
3. Vocabulary ... 8
a. The Nature of Vocabulary ... 8
b. The Importance of Vocabulary ... 9
c. The Types of Vocabulary ... 11
d. The Principles of Teaching Vocabulary ... 14
e. Teaching Vocabulary in Reading Descriptive Text ... 15
f. Kinds of Vocabulary Meaning ... 16
g. Vocabulary Instruction ... 18
h. The Assessment of Vocabulary ... 18
4. Semantic Mapping Strategy ... 19
a. Procedure of Teaching Applying Semantic Mapping Strategy ... .22
b. Advantages of Semantic Mapping Strategy ... 23
c. Disadvantages of Semantic Mapping Strategy ... 25
B. Conceptual Framework ... 26
C. Hypothesis ... 27
CHAPTER III RESEARCH METHODOLOGY ... 28
A. Location ... 28
B. Research Design ... 28
C. The Population and Sample ... 29
D. The Instrument for Collecting Data ... 29
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1. Pre- test ... 30
2. Teaching Presentation (Treatment) ... 30
3. Post- test ... 34
F. The Validity and Realibility of the Test ... 34
1. The Validity of the Test ... 34
2. The Realibility of the Test ... 35
G. Scoring of the Test ... 36
H. The Technique for Analyzing Data ... 36
CHAPTER IV THE DATA, DATA ANALYSIS AND RESEARCH FINDINGS ... 38
A. The Data ... 38
B. Data Analysis ... 41
1. Testing the Reliability of the Test ... 41
2. Analyzing the Data Using T-test Formula ... 41
C. Testing Hypothesis ... 42
D. Research Finding ... 43
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 44
A. Conclusions ... 44
B. Suggestions ... 44
REFERENCES ... 45
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LIST OF TABLES
Page
Table 2.1 Three Advantages of Applying Semantic Mapping based
on Nguyen’s Research 24
Table 3.1 Research Design 28
Table 3.2 Treatment in Experimental Group 31
Table 3.3 Treatment in Control Group 33
Table 3.4 Table of Specification 35
Table 4.1 The Score of Pre- test and Post- test by the Students of Experimental Group 39
Table 4.2 The Score of Pre- test and Post- test by the Students of Control Group 40
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LIST OF FIGURES
Page
Figure 2.1 The Relation of Vocabulary through
Language Skills 13 Figure 2.2 A Visual Representation of the Structure of a Semantic Map
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LIST OF APPENDICES
Page
APPENDIX A The Score of the Pre-Test and Post-Test of
by the Students of Experimental Group 47
APPENDIX B The Score of the Pre-Test and Post-Test of by the Students of Control Group 48
APPENDIX C The Reliability of the Test 49
APPENDIX D The Calculation of the T-Test 52
APPENDIX E Table of Distribution T 57
APPENDIX F Lesson Plan 58
APPENDIX G Pre- test and Post- test 78
APPENDIX H Answer Key 83
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has important role in human life, since it is a tool which human
use to interact with other people. Therefore, mastering several foreign languages
is considerably necessary, especially English. Status of English as an international
language has made people all over the world do their best to master English.
Considering the fact above, Indonesian government put English as one of
important subjects that should be mastered by the students. English covers the
four language skills areas (listening, reading, speaking, and writing) as the
intention and in order to achieve these intention the students should master
vocabulary first.
Murcia (2001: 285) says that Vocabulary learning is central to language
acquisition, whether the language is first, second, or foreign. By having enough
vocabulary, the ability to communicate and to convey our social needs can be
established. If learners have had enough vocabulary, they will be able to
understand the utterance which they listen, they will be able to speak fluently, and
they can understand the content of the text easily. It means that the students need
to master enough vocabulary as one of the language components besides
grammar, spelling, and pronunciation.
Based on the writer’s experience in teaching practice in Senior High
School level in Pematangsiantar, it is not easy for her students to learn
The writer found that the English ability of the students was still low
because they lacked of vocabulary. As the example, when they seem having ideas
in their mind they couldn’t express them well because they lacked of vocabulary.
The main problem was the students were difficult to memorize the words,
moreover the strategy that is used by the teacher in teaching vocabulary was not
interesting or monotonous. The students were usually given many new words and
asked to open their dictionary to find the meaning of those words, however after
they found out the words, they forgot them. So, when the teaching learning
process was taking place, the students did not give attention and feel bored.
That is why, the English teacher must have the ability to use various
teaching strategies. It is necessary for English teacher to understand their students’
vocabulary learning strategies. Murcia (2001: 288) says
‘new words should not be learned by simple rote memorization. It is important that new vocabulary items be presented in context rich enough to provide clues to meaning and that students be given multiple exposure to items they should learn. Exercises and activities include learning words in word association lists, focusing on highlighted words in texts, and playing vocabulary games’.
For this purpose it is needed to make variation to teach students’ vocabulary
achievement.
There are so many strategies which can be used to teach vocabulary for
students. One of them is “Semantic mapping”. In http://
www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm.htm
(accessed in March 2013), semantic mapping is a visual strategy for vocabulary
to one another. Semantic mapping is an adaptation of concept definition mapping
but builds on students prior knowledge or schema.
According to the writer, semantic mapping can make the students more
interested and relaxed in learning vocabulary because by applying semantic
mapping, the students will be encouraged to get new vocabularies by looking for
other words which have relationship with the words which are given by teacher.
In this case, a text is chosen based on the words to be learned and students are
asked to draw a diagram of the relationships between particular words found in
the text. It is believed that by applying semantic mapping, the students can enjoy
their studying and increase their vocabulary continually.
B.The Problem of the Study
The problem of this study is formulated by the following: ”Is there any significant effect of applying semantic mapping strategy on the senior high shcool students’ vocabulary achievement?”
C.The Scope of the Study
The study is focused on the effect of semantic mapping strategy on senior
high school students’ vocabulary achievement in reading descriptive text which is
D.The Objective of the Study
The objective of this study is for finding the effect of applying semantic
mapping strategy on the senior high school students’ vocabulary achievement in
reading descriptive text.
E.The Significance of the Study
The findings of the research are expected to be useful for the teachers,
other researchers, and institution.
1. For teachers, to help teachers in finding a good teaching strategy to
increase students’ vocabulary achievement.
2. For other researchers, to increase their knowledge and the reference in
conducting further research for obtaining better result.
3. For institution, to develop the teaching learning strategy for increasing
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REFERENCES
Abdollahzadeh, E., and Naser Amiri. 2009. The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different
Perceptual Learning Styles. Iran University of Science and Technology:
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Allenn, J. 2007. Inside Words. Portland: Stenhouse Publishers.
Arikunto, S. 2006. Prosedur Penelitian Suat Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto, S. 2011. Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Best, J. W. & Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice Hall.
G.Maryam., and Mortaza, Y. 2007. The Reading Matrix: Vocabulary, Proficiency
and Reading Comprehension, VII (3) 88-90.
J. Pikulski and S. Templeton, 2004:6. Foundations of Learning and Teaching
Vocabulary.
Jackson, H and E. Ze’ Amela. 2000. Meaning and Vocabulary an Introduction to
Modren Lexicology. London: Cassel.
Jackson, H. 2002. Grammar and Vocabulary. New York: Routledge.
Jo Ann Aeborsold and Mary lee Field, 1977. From Reader to Reading Teacher. New York: Cambridge University Press
Kesvard, M. H. 2009. The Effect of Semantic Mapping Strategy Instruction on
Vocabulary Learning of Intermediate EFL Students. http://www.sid.ir/en.
Accessed on February 25th, 2013
Murcia, M. C. 2001. Teaching English as a Second or Foreign Language. USA: A Division of Thomson Learning, Inc.
Read, J. 2000. Assessing Vocabulary. United Kingdom: Cambridge University Press.
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Wiersma, W. 1991. Research Method in Education. Needham Heights: A Division of Simon & Schuter, Inc.
Stahl, K.A.Dougherty., and Marco A. Bravo. 2010. International Reading Association: Contemporary Classroom Vocabulary Assessment for Content Areas. ISSN: 0034-0561.
http://ilmu-psikologi.blogspot.com/2009/05/pengertian-psikologi pendidikan.html. Accessed on 8th of April 2013.
http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm. htm. Accessed on 20th of March 2013.
http://www.k12.nf.ca/fatima/semmap.htm. Accessed on 18th of March 2013.
