TEACHING VOCABULARY THROUGH MIND MAPPING TECHNIQUE TO THE ...



CHAPTER 1

INTRODUCTION

1. Background

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.

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.”

Memory sensory has important value in learning vocabulary. The students need balancing in usage of the left brain and right brain. Whole brain is needed by the students to think perfectly. Right brain is for creativity and visualization. Left 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,). 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.

See the example of mind mapping (Buzan’s Principles) below:

From the brief information above, the writer is interested in wring a thesis entitled “TEACHING VOCABULARY THROUGH MIND MAPPING TECHNIQUE TO THE TENTH GRADE STUDENTS OF SMA NEGERI 15 PALEMBANG”

2. Problem

1 Limitation of the Problem

In this investigation, the writer limits the problem on “Parts of Body” as the material in teaching vocabulary to the tenth grade students of SMA Negeri 15 Palembang and the writer will use the mind map in Tony Buzan principles similar to the ‘Network Tree’ mind mapping as the way to develop the students’ vocabulary. The fifty words that will be taught in this study are presented below;

1) Head (face, hair, curly, straight, blond, forehead, eye, eyebrow, nose, sharp, flat, ear, mouth, lip, upper lip, lower lip, tooth, tongue, chin, cheek).

2) Body (shoulder, chest, neck, stomach, hip, navel).

3) Hand (finger, thumb, index finger, middle finger, ring finger, little finger, arm, upper arm, forearm, elbow, nail, hand wrist, palm).

4) Leg (foot, ankle, thigh, knee, calf, heel, toe).

1 Formulation of the Problem

The main problem of this research is “Is it effective to use mind mapping technique in teaching vocabulary to the tenth grade students of SMA Negeri 15 Palembang?”

3. Objective of the Research

Based on the problem above, the objective of this study is to find out whether or not it is significantly effective to teach vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang.

4. Significance of the Research

There are some significances of this study in teaching vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang.

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) 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

3) It is expected that this study to be one of the references for other researchers to get information about teaching through mind mapping.

4) The writer will indirectly enlarge her knowledge and get experience by doing this study.

5. Hypotheses

Based on the problem and objective of the study, there are two forms of hypotheses in this study, they are; Null Hypotheses (Ho) and Alternative hypotheses (Ha) as follows:

Ho : It is not effective to use mind mapping technique in teaching vocabulary proficiency.

Ha : It is effective to use mind mapping technique in teaching vocabulary proficiency.

6. The Criteria of Testing the Hypotheses

For testing the hypotheses, the writer will involve 21 pairs of students as the sample of research, so degree of the freedom (df) is 20 (21-1) and the significance level is 0.05 % in one-tailed test. The writer will use the critical value of t-table or matched t-test distribution table and the significance level is 0.05 for one-tailed test in the t-table. The null hypotheses (Ho) will be accepted if the t-obtained is less than t-table as its critical value (1.725, n = 20). If the t-obtained is equal to or higher than t-table as its critical value (1.725, n = 20), the null hypotheses will be rejected.

CHAPTER II

THEORETICAL FRAMEWORK

To framework theoretically, there are some relevant topics in this chapter: (1) the concept of vocabulary, (2) the concept of mind mapping technique, (3) the concept of teaching, (4) the theoretical procedure of teaching vocabulary through mind mapping, and (5) related previous study.

2 The Concept of Vocabulary

English has a very large vocabulary consisting of more than a million. Vocabulary is very important for the students in learning English especially for communication to construct the meaning and making a language.

2 Description of Vocabulary

Vocabulary is a list of words in a language with their meaning (Hornby, 2000:1331). Saleh (1997:60) states that vocabulary items fall into two principle categories, they are; (1) concrete words and (2) abstract words.

1) Concrete Words

Saleh (1997:60) states that a concrete word is a word that the meaning can be perceived through one or more of the five senses. The meaning of concrete word can be pointed out by means of Audio Visual Aids (AVA), like realia (real things), miniatures, pictures, and demonstration.

2) Abstract Words

Saleh (1990:60) states that an Abstract word is a word that the meaning of which cannot generally be grasped by virtue of the five senses. The notion of abstract word are like thank and enjoy, its can be shown by circumlocution or translation.

2 The Concept of Mind Mapping Technique

Mind mapping is creative note-taking method, which eases us to remember much information (De Porter, Readon, and Nourie, 1999:175). The best mind mapping is colourful and used much pictures and symbols; usually like an art.

Buzan (1993:1) states that mind mapping is a powerful graphic technique, which provides a universal key to unlock the potential of brain. Mind mapping technique imitates the thinking process, namely possible us to move from one topic to another topics back and forth. Recording the information through symbols, pictures, emotional meaning and colours, exactly the same like our brains process it. A pattern which at least consists of picture, symbol and color that will not just help the students to understand the vocabulary knowledge but also makes the students feel good, enjoyable and attract their brain which at last lead them to have interest in mastery vocabulary knowledge.

2 Definition of Mind Mapping Technique

Buzan () states that a mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It is visual map of ideas, laid out in a radial format around a central thought and it involves a unique combination of imagery, colour and visual-spatial arrangement which is proven to significantly improve recall when compared to conventional methods of note-taking and learning by rote. It needs imagination and association to activate our brain in remembering something.

Based on DePotter and Hernacki as translated into English (in Abdurrahman, 2008:153), “Mind mapping is the use of whole brains technique by using the visualization and other graphic infrastructure to make an impression”. Besides, mind mapping is one of techniques which can make the students more enjoyable and interesting in studying vocabulary.

According to Martin as translated into English (in Trianto, 2009:158) mind mapping is a concrete graphic illustration which indicates how a single concept related to other concept in the same categories. Mind mapping is a pattern which at least consists of picture, symbol and colour that will not just help the students to understand the vocabulary knowledge but also make the students feel good, enjoyable and attract their brain which at last leads them to have interest in mastery vocabulary knowledge.

2 The Advantages of Using Mind Mapping Technique

DePorter and Hernacki (in Abdurrahman, 2008:172) describe that there are some advantages of using mind mapping technique, they are as follows;

1) Flexible

Explaining something can be easy without confusing in add the material based on the mind mapping. We can put the label and category of something based on our own opinion anywhere in the mind mapping.

2) Concentrate on the Topic

Getting the subtopics what we talk about with focus on the main ideas easily. Keep focus on the keyword can help us to make it simple and it does not waste the time.

3) Increasing Comprehension

Using mind mapping can make easy in understanding the material. Mind mapping is a simple think pattern so it is not make us confuse to understand what we have learned and easy to remember the material.

4) Enjoyable

Imagination and creativity are unlimited in using mind mapping, so it can be funny

to learn. By using pictures and colours, it makes the brain enjoy and excited in thinking something what we want about the material.

2 The Classification of Mind Mapping Technique

Trianto (2009:160) describes that mind mapping can be distinguished into four kinds, namely; (1) network tree, (2) event chain, (3) cycle concept map, and (4) spider concept map.

1) Network Tree

The main ideas made in a quadrangle and other words written in the connection line. It is suitable for visualization (a) a cause and effect relation (b) a hierarchy, (c) branch procedure, and (d) technical terms which can be used to explain some correlations.

Consist of

Based on the

function

Based on

type of food Example

Example Example

Example

2) Event Chain

The event chain can be used for giving an accident order, steps in a procedure, or steps in a process. It is suitable for visualization (a) some steps in a process, (b) some steps in a linier procedure, and (c) an accident order.

3) Cycle Concept Map

In this concept map, the accident combination has no final result. It is suitable to show a correlation how a combination accident is interacting to produce a group of result repeatedly.

4) Spider Concept Map

The spider concept can be used for sharing opinion from a central idea until get more various big ideas. It is suitable to visualization (a) something which is not based on hierarchy (b) a category which is not parallel, and (d) the result of sharing opinion.

Water

Biology

Land

Physic

Air

Chemistry

Sound

Thinning of ozone

Reforestation

Hujan asam

Recycle

Global warming

Mind mapping is similar to a road makes study, work and thinking enjoyable, it can help to solve the lack of stock of students’ vocabulary in memorizing some words which are related from universal word as a key word.

2 Parts of Mind Mapping Technique

There are some parts of mind mapping (Windura, 2008:77-86) namely; (1) central image, (2) key word, (3) basic ordering ideas, (4) branches, (4) colour and (5) picture.

1) Central Image

A central image has to describe the main idea of a mind mapping and put it on the centre of the paper. It is for activate the students’ right brain, strengthen the students’ memory and make the learning activity enjoyable.

2) Key Word

A key word is a word that can lead a sentence or event. Identifying a familiar word in one’s own language or another language that sounds like the new word and using only one key word per line. It is as an urge to remember a lot of words for the students. It is strong noun or verb that creates image to trigger recall the memory.

3) Basic Ordering Ideas

Basic ordering ideas are the branches that collect sort information and it connected to the central topic that radiate out from the centre. Making basic ordering ideas which can direct our mind to make mind mapping and it need creativity that encourage the students to understand to the material. It is thick and thinner at the ends. It can be seen as headings for your topic and spread anywhere but do not become steep.

4) Branches

The branches should be curvy and in the same length as the words or pictures above it. These branches can be seen as sub headings. It is thinner branches and containing details.

5) Colour

Colour is a very good memory sign and it involves the right brain in learning for long term memory. Colours encourage creativity and help in memorization. Adding plenty of colours via branches, map background and images will add life to your mind map. It makes easier to comprehend and remember.

6) Picture

In mind mapping, pictures which can change or strengthen a key word that has been written before.

2 The Criteria of Making Mind Mapping Technique

Based on what Buzan (in Purwoko, 2005:20) states that the mind mapping uses colors and pictures to help constructing your imagination with your style in making mind mapping. Words or pictures which are in the curvy lines or branches will help the students’ memory to make associations.

Furthermore Buzan (in Purwoko, 2005:20) explains the steps below in how to make mind mapping, they are presented below;

1) Take a piece of white paper and it is in a landscape position.

2) Start by drawing a coloured image in the centre of the paper and write the key word with capital letters.

3) Choose a color and draw the main themes of the mind mapping on the thick branches radiating out from the central image.

4) Add other main themes branches around the map.

5) Make thick and colourful branches spanning out from your mind map.

6) Write basic ideas about the key word and still use the capital letters.

7) Add an image to all the main branches to represent each key theme and also use images to visualise every important key word on your map.

8) Let your mind mapping be as imaginative as possible.

2 The Concept of Teaching

Teaching and learning cannot be separated because they are bound each other. The word “teaching” in this study refers to act of giving instruction in order to transfer knowledge and skill. Teaching is also a guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. A teacher functions are as a facilitator, guide, motivator, and manager. As a facilitator, a teacher provides facilities such as circumstances, equipment, aids, etc that make the learners are possible to learn easier. As a guide, a teacher shows or helps the learners to learn how to do something and understand knowledge. As a motivator, a teacher stimulates the interest of the learners. And as a manager, a teacher arranges information and environment for students to learn.

According to Saleh (1997:16-21)

Teaching is a professions conducted by using combination art, science, and skill. Teaching is also guiding and facilitating learning, enabling the learner to learn and setting the condition for learning. Furthermore, teaching is a skill for it demands the ability—attained from relevant theories and practice—to assist the students expertly in learning so that they are able to gain the competence.

2 The Theoretical Procedure of Teaching Vocabulary through Mind Mapping

In teaching mind mapping technique, Buzan (in Purwoko, 2004:56) gives some direction, it is as follows;

Step 1: Make a central image in the centre of the paper. Colour and add something interesting.

Step 2: Draw some basic ordering ideas, spread out from the central image.

Step 3: Thinking of all something interesting as much as possible and funny for you and it

can be connected with the central image to give you the inspiration.

Step 4: Add some branches to the basic ordering ideas using symbols, pictures, and colours

as much as possible.

Step 5: Thinking of the details which are interesting and it can encourage your curiousity.

Add to your mind map.

Step 6 : Continue it until you have adequate information for your mind map.

2 Related Previous Study

The writer took some previous studies. The first thesis is entitled “THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE IN INCREASING THE SECOND YEAR STUDENTS’ READING COMPREHENSION AT SLTP NEGERI 43 PALEMBANG” which is written by Yusuf Effendi, a student of University of PGRI. The result of the calculation of the matched t-test formula was 4.19. It indicated that the t-obtained was higher than the critical value (02.021). The findings of the the study showed that mind mapping could be significantly effective in teaching reading comprehension to the subject of SLTP Negeri 43 Palembang.

The second thesis is entitled “TEACHING WRITING PARAGRAPHS BY USING MIND MAPPING TO THE ELEVENTH YEAR STUDENTS OF SMA NEGERI 14 PALEMBANG” written by Hermalasari, a student of University of PGRI. The students’ average score in pre-test was 59.68 and the average score of the students’ post-test was 67.85. It indicated that t-obtain was higher than the t-table (1.684).

There are some differences between those previous theses and the writer’s study, they are; (1) in Yusuf’s thesis, he took reading comprehension and he used quasi-experimental method. His study was done in SLTP Negeri 43 Palembang to the second year students while the writer would take teaching vocabulary and she would use true experimental method, posttest only control group design. Her study would be done in the SMA Negeri 15 Palembang to the tenth grade students. (2) In Hermalasari’s thesis, she took writing paragraphs and she used pre-experimental method, one group pretest-posttest design. Her study was done in SMA Negeri 14 Palembang.

The similarity of the previous study with this study is the same independent variables, mind mapping in Buzan’s Principles.

CHAPTER III

RESEARCH PROSEDURES

In this chapter, the writer presents (1) operational definitions, (2) research variables, (3) method of research, (4) population and sample, (5) technique for collecting data and (7) technique for analyzing data.

3 Method of the Research and Research Variable

3 Method of the Research

Method is a way to doing something (Hornby, 2000:734). The researcher uses the true-experimental method to do this research. The experimental would be in the randomized post-test only control group design, using matched subjects.

Fraenkel and Wallen (1990:237-241) state,

The posttest-only control group design involves two groups, both of which are formed by random assignment. One group receives the experimental treatment while the other does not, and then both groups are posttested on the dependent variable. The choice of variables on which to match is based on previous research, theory, and/or the experience of the researcher.

The design is as follows;

|Experimental group R M X1 O |

|Control group R M X2 O |

Where:

R : Randomization.

M : Matching process through a pretest.

X1 : Teaching through mind mapping.

X2 : Teaching without mind mapping.

O : Post-test.

In doing this research, the writer would select students from the school randomly and then place the chosen students into one of two groups using random assignment. She would give a pretest to each group to match the groups. One group would receive the experimental treatment while the other would not receive it. To match the choice of variables would base on the experience of the writer.

The writer did some steps to do this research, they are as follows;

1) surveying the literature relating to do the problem;

2) defining the problem;

3) constructing an experimental plan by writing the research design;

4) design the research instrument;

5) doing the instrument try-out;

6) giving the test to match the students from the two groups;

7) teaching with mind mapping technique to the experimental group and without it to the control group;

8) collecting the data through the posttest;

9) analyzing the data;

10) drawing conclusions;

11) proposing suggestions;

12) writing the report as a thesis.

3 Research Variable

This study which is entitled “Teaching Vocabulary through Mind Mapping to the Tenth Grade Students of SMA Negeri 15 Palembang”, there are two kinds of variables, they are; (1) independent variable and (2) dependent variable.

1) Independent Variable

The independent variable of this study is mind mapping that are presented to the students.

2) Dependent Variable

The dependent variable of this study is the students’ scores in the vocabulary test.

3 Operational Definitions

Based on the title of this study is “Teaching Vocabulary through Mind Mapping to the Tenth Grade Students of SMA Negeri 15 Palembang”, there are three important terms to define operationally in this study: (1) teaching, (2) vocabulary, and (3) mind mapping.

First, teaching means the process of transferring skill and knowledge to the students. It means that teaching is the activity to show or helping students to learn about something, guiding in the study of something, giving instruction, providing with knowledge causing to know or understand.

Second, vocabulary is list of words with their meaning in a language which are divided into two kinds, they are; (1) concrete word and (2) abstract word.

Finally, mind mapping as a technique which is used in teaching in the form of drawing a mind application with some branches from universal word as a keyword. It is one of the funny, interesting and motivating techniques to make a visualization of our mind.

3 Population and Sample

3 Population

Fraenkel and Wallen (1990:68) state, “Population is the group of interest to researcher, the group to whom the researcher would like to generalize of the result of the study.” For the population of this study, the writer chose the tenth grade students of SMA Negeri 15 Palembang in the academic year of 2009-2010. In this case, there are nine classes. The total number of population was 360 students. The information of total number of the tenth grade students of SMA Negeri 15 Palembang is shown in Table 1.

TABLE 1

THE POPULATION OF THE STUDY

|No |Class |Number of Student |

|1 |X. 1 |40 |

|2 |X.2 |40 |

|3 |X.3 |40 |

|4 |X.4 |41 |

|5 |X.5 |39 |

|6 |X.6 |40 |

|7 |X.7 |40 |

|8 |X.8 |40 |

|Total |320 |

(Source: Documents of SMA Negeri 15 Palembang)

3 Sample

Hornby (2000:1040) states that sample is a number people chosen randomly from a larger group. Furthermore, sample refers to any group on which information obtained (Fraenkel and Wallen, 1990:67). The writer would take the sample from the population by two-stage random sampling through the cluster random sampling and the individual random sampling (See Fraenkel and Wallen, 1990:73). Cluster random sampling is the selection of groups or clusters of subjects rather than individual (Fraenkel and Wallen, 1990:72). In this study, there would be two classes chosen through the cluster random sampling. One would be treated as the experimental group and the other as the control group. After getting the two classes, the writer did the individual random sampling by giving a pretest to the students from the two classes as pretested and then matched based on their similar scores.

TABLE 2

THE SAMPLE OF THE STUDY

|No |Class |Groups |Number of Student |Number of Matched Pairs |

|1 |X. 1 |Experimental |40 | |

| | | | |21 |

|2 |X.2 |Control |40 | |

|Total | |80 | |

(Source: Documents of SMA Negeri 15 Palembang)

3 Techniques for Collecting Data

In collecting data, the writer used a written test to know the students’ ability in learning vocabulary. A test is a short examination of knowledge that consists of questions that must be answered. The writer gave the written test to measure the students’ vocabulary in using mind mapping technique. The test was in the forms of multiple choice test and matching test with 40 test items and the students got 45 minutes to do the test.

3 Validity and Reliability

3 Validity

Validity is the state of being logically or legally acceptable (Hornby, 2000:1319). Fraenkel and Wallen (1990:127) state that validity refers to the degree to which evidence supports any inferences a researcher makes based on the collected data using a particular instrument.

In order to make the test materials have high validity the writer only used a written test in multiple choice test and matching test. Before giving the test to the students, the test materials were checked whether or not they would test about the vocabulary knowledge to the students.

The validity of the test material in this study would be checked through the content validity. It is a form of validity which is based on the degree to which a test adequately and sufficiently measures the particular skill or behavior is set out to measure.

TABLE 3

TEST SPECIFICATION

|No |Objective |Materials |Indicators |Test Items |Test Types |

|1. |The students are |The words that involved in theme “Parts of Body” mind|The students are able to |40 |Multiple choices. |

| |able to use the |mapping with the parts of body, such as head, face, |complete the sentences by using| |Matching test. |

| |words in the theme|hair, curly, straight, blond, forehead, eye, eyebrow,|the correct words about “Parts | | |

| |“Parts of Body” by|nose, sharp, flat, ear, mouth, lip, upper lip, lower |of Body”. | | |

| |using mind mapping|lip, tooth, tongue, chin, cheek, body, shoulder, |The students are able to match | | |

| |technique. |chest, neck, stomach, hip, navel, hand ffinger, |the pictures about “Parts of | | |

| | |thumb, index finger, middle finger, ring finger, |Body” with the suitable words. | | |

| | |little finger, arm, upper arm, forearm, elbow, nail, | | | |

| | |hand wrist, palm, leg, foot, ankle, thigh, knee, | | | |

| | |calf, heel, toe. | | | |

The test was valid because the content could measure the students’ ability in vocabulary test.

3 Reliability

Reliability refers to the consistency of the scores obtained, how consistent they are for each individual from one administration of an instrument to another and from one set of items to another (Fraenkel and Wallen, 1990:133). In this study, a Kuder-Richardson 21 was used to estimate the internal consistency reliability. Fraenkel and Wallen (1990:136) write that for research purposes, a useful rule is that reliability should be at least 0.70 and preferably higher.

The formula is as follows;

KR-21 = [pic]

Where:

KR-21 : Kuder-Richardson Reliability Coefficient.

K : Number of Items in the Test.

M : Mean of the Set of the Test Scores.

SD : Standard Deviation of the Set of the Test scores.

The formula of Standard Deviation is as follows;

[pic]

In which:

X : The Students’ Total Score.

N : The Number of the Students.

|TABLE 4 |

|THE STUDENTS' SCORES AND THE REALIBILITY COEFFICIENT |

|OF THE TEST ITEMS |

| | | | | | |

|No. |Number of Items|Number of Students' Correct |Mean ([pic]) |(X-[pic]) |(X-[pic])2 |

| | |Answers (X) | | | |

|1 |40 |21 |25.77 |-4.77 |22.75 |

|2 |40 |20 |25.77 |-5.77 |33.29 |

|3 |40 |13 |25.77 |-12.77 |163.07 |

|4 |40 |17 |25.77 |-8.77 |76.91 |

|5 |40 |34 |25.77 |8.23 |67.73 |

|6 |40 |35 |25.77 |9.23 |85.19 |

|7 |40 |21 |25.77 |-4.77 |22.75 |

|8 |40 |27 |25.77 |1.23 |1.51 |

|9 |40 |25 |25.77 |-0.77 |0.59 |

|10 |40 |16 |25.77 |-9.77 |95.45 |

|11 |40 |16 |25.77 |-9.77 |95.45 |

|12 |40 |25 |25.77 |-0.77 |0.59 |

|13 |40 |23 |25.77 |-2.77 |7.67 |

|14 |40 |34 |25.77 |8.23 |67.73 |

|15 |40 |26 |25.77 |0.23 |0.05 |

|16 |40 |30 |25.77 |4.23 |17.89 |

|17 |40 |30 |25.77 |4.23 |17.89 |

|18 |40 |28 |25.77 |2.23 |4.97 |

|19 |40 |24 |25.77 |-1.77 |3.13 |

|20 |40 |26 |25.77 |0.23 |0.05 |

|21 |40 |8 |25.77 |-17.77 |315.77 |

|22 |40 |34 |25.77 |8.23 |67.73 |

|23 |40 |31 |25.77 |5.23 |27.35 |

|24 |40 |33 |25.77 |7.23 |52.27 |

|25 |40 |35 |25.77 |9.23 |85.19 |

|26 |40 |19 |25.77 |-6.77 |45.83 |

|27 |40 |34 |25.77 |8.23 |67.73 |

|28 |40 |28 |25.77 |2.23 |4.97 |

|29 |40 |21 |25.77 |-4.77 |22.75 |

|30 |40 |25 |25.77 |-0.77 |0.59 |

|31 |40 |25 |25.77 |-0.77 |0.59 |

|32 |40 |32 |25.77 |6.23 |38.81 |

|33 |40 |28 |25.77 |2.23 |4.97 |

|34 |40 |26 |25.77 |0.23 |0.05 |

|35 |40 |32 |25.77 |6.23 |38.81 |

| |∑  |902 |  |  |1558.172 |

M = [pic]

= [pic]

= 25.77

SD = [pic]

= [pic]

= [pic]

= 6.67

KR21 = [pic]

= [pic]

= [pic]

= 1.025 [pic]

= 1.025 {1 – 0.206}

= 1.025 {0.794}

= 0.81

Based on the result above, it is clear that the test materials are valid and reliable.

3 Techniques for Analyzing Data

The data collected were analyzed through three steps; namely: (1) individual scores, (2) conversion of percentage range and (3) matched t-test.

3 Individual Scores

The formula is used to know the individual score;

X = [pic]

Where: X = Result of English Vocabulary Scores

R = The Total Number of Correct Answers

N = The Total Number of Items

3 Conversion of Percentage Ranges

TABLE 5

CONVERSION OF PERCENTAGE RANGES

|Percentage Ranges |Qualification |

|90-100 |Excellent |

|70-89 |Good |

|55-69 |Enough |

|40-54 |Poor |

|0-39 |Very Poor |

3 Matched t-test

In analyzing the data obtained from the test, the writer would do the certain steps using the matched t-test. Firstly, the score of the test would be tabulated into pre-test and post-test to differentiate the result before treatment (pre-test) and after treatment (post-test) and find out the significant difference between pre-test and post-test. The formula of matched t-test is as follows (Hatch and Farhady, 1982:116)

t = [pic]

where:

t : Matched t-test.

[pic] : The Mean of Experimental Group in the Post-test.

[pic] : The Mean of Control Group in the Post-test.

[pic] : Standard Error of Difference between Two Means.

CHAPTER IV

FINDINGS AND INTERPRETATIONS

In this chapter the writer presents: (1) the findings and (2) the interpretations of the research.

4 Findings

The findings of this study deal with the result of the study obtained from the written test, they were: (1) the students’ pretest mean score in the experimental and control groups ([pic]= 64.3), (2) the students’ post-test scores in the experimental group ([pic]= 90), (3) the students’ post-test scores in the control group ([pic]= 81.9) and (4) the calculation of the matched t-test (tobt= 2.396). Based on these findings, it would be said that the Ho was rejected and the Ha was accepted. It means it was effective to teach vocabulary through mind mapping technique.

[pic]

Graph 1. The Students’ Scores in Experimental and Control Groups

4 The Students’ Post-test Scores in the Experimental Group

The test items in the post-test were exactly the same as the ones that were given in the pre-test. The average post-test score of the students in the experimental group was 90. It was found out that the lowest score was 60 reached by one student and the highest score was 100 reached by ten students. The average score which the students got in the post-test was 90. The data distribution of the students’ post-test scores in the experimental group can be seen in Table 5 below:

TABLE 6

THE STUDENTS’ SCORES OF THE EXPERIMENTAL GROUP

IN THE POST-TEST

|No |Students' Scores |Frequencies |Percentage |

|  |(X) | (f) |(%)  |

|1 |60 |1 |4.8 |

|2 |65 |2 |9.5 |

|3 |70 |1 |4.8 |

|4 |80 |2 |9.5 |

|5 |90 |1 |4.8 |

|6 |95 |4 |19 |

|7 |100 |10 |47.6 |

|∑X = 18900, [pic]= 90 |21 |100 |

4 The Students’ Post-test Scores in the Control Group

In the control group, the average post-test score of the students in the control group was 81.9. It was found out that the lowest score was 65 reached by one student and the highest score was 90 reached by six students. The average score which the students got in the post-test was 81.9. The data distribution of the students’ post-test scores in the control group can be seen in Table 6 below:

TABLE 7

THE STUDENTS’ SCORES OF THE CONTROL GROUP

IN THE POST-TEST

|No |Students' Scores |Frequencies |Percentage |

|  |(X) | (f) |(%)  |

|1 |65 |1 |4.8 |

|2 |70 |2 |9.5 |

|3 |75 |2 |9.5 |

|4 |80 |5 |23.8 |

|5 |85 |5 |23.8 |

|6 |90 |6 |28.6 |

|∑X = 1720, [pic]= 81.9 |21 |100 |

4 The Result of the Matched t-test Calculation

After gaining the result of the post-test in the experimental group and control group, the writer started to analyze them by using the matched t-test. The writer calculated the matched t-test to find out whether or not it was effective to use mind mapping in teaching vocabulary to the tenth grade students of SMA Negeri 15 Palembang.

By using the students’ scores that they got in the experimental class and control class, the writer found out that the result of matched t-test was 2.396. This score was higher than the critical value that was 1.725. Meanwhile, the significance level with 20 df was 5%.

Table 8 below presents the specific calculation in more detailed.

TABLE 8

THE RESULT OF MATCHED T-TEST CALCULATION

|Pre-test |Post-test in |Number of |Post-test in |D |D2 |

|Scores |Experimental Group (X1) |Students |Control Group (X2) |(X1-X2) |(X1-X2)2 |

|80 |90 |1 |80 |10 |100 |

|80 |100 |2 |80 |20 |400 |

|80 |95 |3 |85 |10 |100 |

|30 |100 |4 |70 |30 |900 |

|60 |100 |5 |80 |20 |400 |

|60 |100 |6 |90 |10 |100 |

|60 |60 |7 |75 |-15 |225 |

|60 |100 |8 |80 |20 |400 |

|60 |95 |9 |85 |10 |100 |

|60 |95 |10 |90 |5 |25 |

|90 |95 |11 |90 |5 |25 |

|70 |80 |12 |90 |-10 |100 |

|50 |65 |13 |85 |-20 |400 |

|60 |100 |14 |90 |10 |100 |

|70 |80 |15 |85 |-5 |25 |

|90 |100 |16 |80 |20 |400 |

|20 |65 |17 |65 |0 |0 |

|60 |70 |18 |75 |-5 |25 |

|70 |100 |19 |10 |10 |100 |

|80 |100 |20 |70 |30 |900 |

|60 |100 |21 |85 |15 |225 |

|∑= 1350 |∑= 1890 | |∑= 1720 |∑= 170 |∑= 5050 |

|[pic]=64.3 |[pic]=90 | | | | |

| | | |[pic]= 81.9 |  | |

| | | | | | |

| | | | | | |

Before finding the result of matched t-test calculation, the writer calculated the SD (standard deviation) first; standard deviation can be obtained by using the following formula:

SD SD = [pic]

= [pic]

= [pic]

= [pic]

= [pic]

= [pic]

= 13.42

[pic] = [pic]

= [pic]

= [pic]

= 2.93

t = [pic]

t = [pic]

= [pic] = 2.764

t-obtained > t-table

2.764 > 1.725

From the result of the matched t-test calculation, it was found out that the value of t-obtained was 2.396 and the value of t-table at significance level of 5% was 1.725 with the degree of freedom (df) = 20. The result of t-obtained (2.396) indicates that H0 is rejected and consequently the Ha is accepted. In other words, it is effective to teach vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang.

4 Interpretations

Based on the finding in this study, the writer interprets that the use of mind mapping technique was effective in teaching vocabulary to the tenth grade students of SMA Negeri 15 Palembang, It was assumed that the students’ ability in learning vocabulary before being taught through mind mapping technique was in the enough level and after being taught through mind mapping technique was in the good level. After the treatment, the students’ achievement in vocabulary improved. This condition means that teaching vocabulary through mind mapping technique could improve their vocabulary mastery.

Furthermore, the result of the teaching showed that there was a difference achievement on the experimental and control groups. The mean difference of two groups was 90 – 81.9 = 8.1. The result of the calculation of the matched t-test formula was 2.396 and it is higher than the t-critical value (1.725). So, the treatment that was given to the students in the experimental group could influence their ability in vocabulary mastery from the enough level to the good level.

Besides, the t-obtained showed that the alternative hypothesis with 95% of significance level was accepted because the result of the calculation of the matched t-test formula was 2.396. It means that there was a significant difference between the students who were taught by using mind mapping technique and those who were not. Finally, mind mapping can be used as one of the means in teaching vocabulary at SMA Negeri 15 Palembang.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer presents: (1) the conclusions and (2) the suggestions based on the data distribution, finding and interpretations of the data in the previous chapter.

5 Conclusions

Based on the analysis of the data gathered during this study, it can be concluded that there was a significant difference between the students’ progress in the experimental group and the control group. The differences of scores in the experimental and control groups were verified through the matched t-test.

The significant difference between the two groups can be seen from the t-obtained and its critical value. From the data analysis, the result of the calculation of the matched t-test formula was 2.396 and it was obvious that t-obtained (2.396) was greater than the t-critical value (1.725). It means that the writer can conclude that the alternative hypothesis (Ha) with 0.95 or 95% of significance level was accepted and consequently null hypothesis (Ho) was rejected. Furthermore, in other words, it was effective to teach vocabulary through mind mapping technique to the tenth grade students of SMA Negeri 15 Palembang.

5 Suggestions

Considering the results obtained in this study and discussions in the previous chapter, there are several suggestions that the writer would like to present.

5 To the Teachers of English

Teacher of English are expected to do the following things.

1 Teach vocabulary by using media in order to motivate and make students interested in learning vocabulary;

2 Use mind mapping technique in the process of teaching and learning of English especially in vocabulary;

3 Create more relaxed atmosphere in the process of teaching and learning of vocabulary he students get bored and make them interested in studying vocabulary.

5 To the Students

The students are suggested to do the following things.

1 Pay attention to the teacher’ explanation about the lesson and participate in the knowledge of learning vocabulary through mind mapping technique;

2 Find the extra study actively to support their ability, especially in learning vocabulary;

3 Practice their vocabulary in written and oral communication;

4 Love the English language as one of the important subjects in the school and be active students.

5 To Other Researchers

Other researchers are hoped to do a similar research with a similar topic by using a wider scope and larger population, so the result will be more applicable in a tertiary level.

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. what-is-a-mind-map.html

Accessed on April 18th, 2010

De Bono.

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.

Effendi, Yusuf. 2004. “The Effectiveness of Mind Mapping Technique in Increasing the Second Year Students’ reading Comprehension at SLTP Negeri 43 Palembang.” Unpublished Undergraduated Thesis. Palembang: Faculty of Teacher Training and Education University of PGRI Palembang.

Fraenkel, Jack R and Norman E Wallen.1990. How to Design and Evaluate Research. New York, NY : MC. Gray- Hill. Inc.

Hatch, Evelyn and Hossein Farhady. Research Design and Statistics for Applied Linguistics. Cambridge: Newbury House Publiser, Inc.

Hermalasari. 2008. “Teaching Writing Paragraphs by using Mind Mapping Technique to the Eleventh Students of SMA Negeri 14 Palembang.” Unpublished Undergraduated Thesis. Palembang: Faculty of Teacher Training and Education University of PGRI Palembang.

Hornby, AS. 2000. Oxford Advance Learners’ dictionary of Current English. New York: Oxford University Press.

Saleh, Yuslizal. 1997. Methodology of TEFL in the Indonesian Context Book 1. Palembang: University of Sriwijaya.

Thornbury, Scott. 2002. How to Teach Vocabulary. England: Longman.

Trianto, M.Pd. 2009. Mendesain Model Pembelajaran Inovatif: Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat Satuan Dasar Pendidikan (KTSP). Jakarta. Kencana.

Windura, Sutanto. 2008. Mind Map : Langkah Demi Langkah. Jakarta: PT. Elex Media Komputindo.

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(Continued….)

Ecosystem component

Komponen Ekosistem

Biotic

Komponen Ekosistem

Abiotic

Komponen Ekosistem

Decomposer

Komponen Ekosistem

Producer

Komponen Ekosistem

Consumer

Komponen Ekosistem

Omnivore

Komponen Ekosistem

Herbivore

Komponen Ekosistem

Carnivore

Komponen Ekosistem

Water, sunlight

Monkey

Komponen Ekosistem

Rabbit

Komponen Ekosistem

Tiger

Komponen Ekosistem

Ecosystem component

Ecosystem component

Ecosystem component

Ecosystem component

Evapora-tion

Condensa-tion

water steam

water

Pollution

(Continued….)

(Table 2)

(Continued….)

(Table 1)

(Table 3)

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