Posted Tgl 03-04-2014
TEACHING VOCABULARY THROUGH MIND MAPPING TECHNIQUE TO
THE TENTH GRADE STUDENTS OF SMA NEGERI 15 PALEMBANG”
CHAPTER 1
INTRODUCTION
1.1
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.
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: ask me at facebook or comentar in the end.......>
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”
1.2
Problem
1.2.1
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).
1.2.1
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?”
1.3
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.
1.4
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.
1.5
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.
1.6
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.
2.1 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.
2.1.1
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.
2.2 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.
2.2.1
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.
2.2.2
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.
2.2.3
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.
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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.
2.2.4
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.
2.2.5
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.
2.3 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.
2.4 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.
2.5 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.
3.1 Method of the Research and Research
Variable
3.1.1
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.
3.1.2
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.
3.2 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.
3.3 Population and Sample
3.3.1
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)
3.3.2
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)
3.4 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.
3.5 Validity and Reliability
3.5.1
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 able to use the words
in the theme “Parts of Body” by using mind mapping technique.
|
The words that involved in theme “Parts of Body”
mind mapping with the parts of body, such as head, face, hair, curly, straight, blond,
forehead, eye, eyebrow, nose, sharp, flat, ear, mouth, lip, upper lip, lower
lip, tooth, tongue, chin, cheek, body, shoulder, chest, neck, stomach, hip, navel,
hand ffinger, thumb, index
finger, middle finger, ring finger, little finger, arm, upper arm, forearm,
elbow, nail, hand wrist, palm, leg, foot, ankle, thigh, knee, calf, heel, toe.
|
1. The students are able to complete the
sentences by using the correct words about “Parts of Body”.
2. The students are able to match the
pictures about “Parts of Body” with the suitable words.
|
40
|
1) Multiple choices.
2) Matching test.
|
The test was
valid because the content could measure the students’ ability in vocabulary
test.
3.5.2
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 = 
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;
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 Answers (X)
|
Mean
(
 ) |
(X-
) |
(X-
)2 |
||
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
= 
= 
= 25.77
SD = 
= 
= 
= 6.67
KR21 = 
= 
=
= 1.025 
= 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.
3.6 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.
3.6.1
Individual Scores
The formula is
used to know the individual score;
X
= 
Where: X = Result of English Vocabulary
Scores
R = The Total Number of Correct Answers
N = The Total Number of Items
3.6.2
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
|
3.6.3
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 = 
where:
t : Matched t-test.
: The Mean of
Experimental Group in the Post-test.
: The Mean of
Control Group in the Post-test.
: 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.
4.1 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 (= 64.3), (2) the students’ post-test scores in the
experimental group (= 90), (3) the students’ post-test scores in the control
group (= 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.
= 64.3), (2) the students’ post-test scores in the
experimental group (= 90), (3) the students’ post-test scores in the control
group (= 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.
Graph 1. The Students’ Scores in Experimental and Control
Groups
4.1.1
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,
= 90 |
21
|
100
|
|
4.1.2
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,
= 81.9 |
21
|
100
|
|
4.1.3
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
=64.3 |
∑= 1890
=90 |
∑= 1720
|
∑= 170
|
∑= 5050
|
|
| = 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 = 
= 
= 
= 
= 
= 
= 13.42
= 
= 
= 
= 2.93
t =
t =
= 
= 2.764
= 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.
4.2 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.
5.1 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.
5.2 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.
5.2.1
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.
5.2.2
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.
5.2.3
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.
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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.
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’
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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
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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
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Saleh,
Yuslizal. 1997. Methodology of TEFL in
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Thornbury, Scott. 2002. How to Teach Vocabulary. England:
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Trianto, M.Pd. 2009. Mendesain Model Pembelajaran Inovatif:
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Arling Sapri-----> www.arlingsapri.blogspot.com
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