Thesis Indah

8/12/2019 Thesis Indah

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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!"#$ %&ethod

is an umbrella term for the s'ecification and interrelation of theory and 'ractice.

)urthermore they state that virtually all language teaching methods ma*e the oversim'lified

assum'tion that what teachers do in the classroom can be conventionali+ed into a set of

'rocedures that fits all conte,ts. -t means that a set of 'rocedures or the techniques in

teaching have an influence to the students learning result.

-n learning English$ one of the factors is the 'oor mastery of vocabulary *nowledge.

The students are lac* of stoc* of the words. The students who have little *nowledge of

vocabulary will face some difficulties to understand the written language and oral language.

ellar and /oc*ing (in Thornbury$ 011023# say$ %-f you s'end most of your time studying

grammar$ your English will not im'rove very much. 4ou will see most im'rovement if you

learn more words and e,'ressions. 4ou 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. 5aleh (266720# argues$ %The success in

mastering a language is determined by the si+e of the vocabulary one has learned.

Thornbury (011003# adds %The learner needs not only to learn a lot of words$ but to

remember them. To master all the language s*ills$ vocabulary *nowledge are im'ortant

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that have to *nown by the students and the teachers of English should have a technique that

ma*es the students interesting in learning vocabulary. There are many techniques of

ma*ing the students interested in what they are learning es'ecially in learning vocabulary.

Brown (266!!"# says$ %Techniques are the s'ecific activities manifested in the classroom

that are consistent with a method and therefore in harmony with an a''roach as well.

&emory sensory has im'ortant value in learning vocabulary. The students need

balancing in usage of the left brain and right brain. 8hole brain is needed by the students to

thin* 'erfectly. Right brain is for creativity and visuali+ation. 9eft brain is for logical and

rational. &ind ma''ing combines both and become whole:brained. -t stimulates the brain

by a''ealing to both the creative and logical side of the brain. According to e;otter and

/ernac*i as translated into English (in Abdurrahman$ 011"2


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Rivers (in Thornbury$ 01102!!# states that vocabulary cannot be taught$ it can be

'resented$ e,'lained$ included in all *ind of activities and e,'erienced in all manner of

associations>but it is ultimately it is learned by the individual. &ind ma''ing is believed

as one of the techniques or activities which can be used in teaching vocabulary which

involve the essential idea and encourages memori+ing vocabulary easily.

See the exam!e o" m#nd ma#ng $Bu%an&' Pr#nc#!e'( )e!o*+

)rom the brief information above$ the writer is interested in wring a thesis entitled

,TEACHIN- OCABU/AR0 THROU-H IND APPIN- TECHNI2UE TO

THE TENTH -RADE STUDENTS O3 SA NE-ERI 14 PA/EBAN-5

1.6 Pro)!em

1.6.1 /#m#tat#on o" the Pro)!em

-n this investigation$ the writer limits the 'roblem on %Part' o" Bod7 as the

materialin teaching vocabulary to the tenth grade students of 5&A ?egeri 2< ;alembang

and the writer will use themind ma #n Ton7 Bu%an'rinci'les'#m#!ar to the 8Net*ork

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Tree&m#nd ma#ng as the way to develo' the students vocabulary. The fifty words that

will be taught in this study are 'resented below@

2# Head (face$ hair$ curly$ straight$ blond$ forehead$ eye$ eyebrow$ nose$ shar'$ flat$ ear$

mouth$ li'$ u''er li'$ lower li'$ tooth$ tongue$ chin$ chee*#.

0# Bod7 (shoulder$ chest$ nec*$ stomach$ hi'$ navel#.

3# Hand (finger$ thumb$ inde, finger$ middle finger$ ring finger$ little finger$ arm$ u''er

arm$ forearm$ elbow$ nail$ hand wrist$ 'alm#.

!# /eg(foot$ an*le$ thigh$ *nee$ calf$ heel$ toe#.

1.6.1 3ormu!at#on o" the Pro)!em

The main 'roblem of this research is %-s it effective to use mind ma''ing technique

in teaching vocabulary to the tenth grade students of 5&A ?egeri 2< ;alembang

1.9 O):ect#;e o" the Re'earch

Based on the 'roblem above$ the obective of this study is to find out whether or not

it is significantly effective to teach vocabulary through mind ma''ing technique to the

tenth grade students of 5&A ?egeri 2< ;alembang.

1.< S#gn#"#cance o" the Re'earch

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There are some significances of this study in teaching vocabulary through mind

ma''ing technique to the tenth grade students of 5&A ?egeri 2< ;alembang.

2# By having read this study$ the teachers of English are e,'ected to increase their strategy

in teaching vocabulary and the writer ho'es that this study will give a contribution in

the educational side to the develo'ment of language teaching and learning about

vocabulary through mind ma''ing.

0# -t is e,'ected that this study will overcome the difficulties of students in memori+ing

their vocabulary and it can hel' the students to be interested in learning vocabulary

3# -t is e,'ected that this study to be one of the references for other researchers to get

information about teaching through mind ma''ing.

!# The writer will indirectly enlarge her *nowledge and get e,'erience by doing this study.

1.4 H7othe'e'

Based on the 'roblem and obective of the study$ there are two forms of hy'otheses

in this study$ they are@ ?ull /y'otheses (/o# and Alternative hy'otheses (/a# as follows

/o -t is not effective to use mind ma''ing technique in teaching vocabulary 'roficiency.

/a -t is effective to use mind ma''ing technique in teaching vocabulary 'roficiency.

1.= The Cr#ter#a o" Te't#ng the H7othe'e'

)or testing the hy'otheses$ the writer will involve 02 'airs of students as the sam'le

of research$ so degree of the freedom (df# is 01 (02:2# and the significance level is 1.1< C

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 1.1< for one:tailed test in the t:table. The null


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hy'otheses (/o# will be acce'ted if the t:obtained is less than t:table as its critical value

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THEORETICA/ 3RAE>OR?

To framewor* theoretically$ there are some relevant to'ics in this cha'ter

(2# the conce't of vocabulary$ (0# the conce't of mind ma''ing technique$ (3# the conce't

of teaching$ (!# the theoretical 'rocedure of teaching vocabulary through mind ma''ing$

and (


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6( A)'tract >ord'

5aleh (26611# states that an Abstract word is a word that the meaning of which

cannot generally be gras'ed by virtue of the five senses. The notion of abstract word are

li*e than* and enoy$ its can be shown by circumlocution or translation.

6.6 The Concet o" #nd a#ng Techn#@ue

&ind ma''ing is creative note:ta*ing method$ which eases us to remember much

information (e ;orter$ Readon$ and ?ourie$ 266627


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thought and it involves a unique combination of imagery$ colour and visual:s'atial

arrangement which is 'roven to significantly im'rove recall when com'ared to

conventional methods of note:ta*ing and learning by rote. -t needs imagination and

association to activate our brain in remembering something.

Based on e;otter and /ernac*i as translated into English (in Abdurrahman$

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E,'laining something can be easy without confusing in add the material based on

the mind ma''ing. 8e can 'ut the label and category of something based on our own

o'inion anywhere in the mind ma''ing.

6( Concentrate on the To#c

Getting the subto'ics what we tal* about with focus on the main ideas easily. Hee'

focus on the *eyword can hel' us to ma*e it sim'le and it does not waste the time.

9( Increa'#ng Comrehen'#on

Ising mind ma''ing can ma*e easy in understanding the material. &ind ma''ing is

a sim'le thin* 'attern so it is not ma*e us confuse to understand what we have learned and

easy to remember the material.


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The main ideas made in a quadrangle and other words written in the connection

line. -t is suitable for visuali+ation (a# a cause and effect relation (b# a hierarchy$ (c# branch

'rocedure$ and (d# technical terms which can be used to e,'lain some correlations.

Jonsist of

Based on the

function

Based on

ty'e of food E,am'le

E,am'le E,am'le

E,am'le

0# E;ent Cha#n

The event chain can be used for giving an accident order$ ste's in a 'rocedure$ or

ste's in a 'rocess. -t is suitable for visuali+ation (a# some ste's in a 'rocess$ (b# some ste's

in a linier 'rocedure$ and (c# an accident order.

9( C7c!e Concet a

22

Eco'7'tem comonent

Eco'7'tem comonent

Eco'7'tem comonent

Eco'7'tem comonent

Eco'7'tem comonent

Hom'one

nE*osistem

B#ot#c

Hom'onen

E*osis

tem

A)#ot#c

Hom'onen

E*osis

tem

Decomo'er

Hom'

onen

E*osis

tem

Producer

Ho

m'o

nen

E*o

siste

m

Con'umer

Hom

'one

n

E*osistem

Omn#;ore

Hom

'one

n

E*osi

stem

Her)#;ore

Hom

'one

n

E*osi

stem

Carn#;ore

Hom'one

n

E*osi

stem

T#ger

Ho

m'

one

n

E*

osistem

onke7

Hom'o

nen

E*o

siste

m

Ra))#t

Ho

m'

one

n

E*

osis

tem

>ater'un!#ght


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E;aora

t#on

Conden'a

t#on*ater'team

*ater

-n this conce't ma'$ the accident combination has no final result. -t is suitable to

show a correlation how a combination accident is interacting to 'roduce a grou' of result

re'eatedly.


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&ind ma''ing is similar to a road ma*es study$ wor* and thin*ing enoyable$ it can

hel' to solve the lac* of stoc* of students vocabulary in memori+ing some words which

are related from universal word as a *ey word.

6.6.< Part' o" #nd a#ng Techn#@ue

There are some 'arts of mind ma''ing (8indura$ 011"77:"# namely@ (2# central

image$ (0# *ey word$ (3# basic ordering ideas$ (!# branches$ (!# colour and (ord

A *ey word is a word that can lead a sentence or event. -dentifying a familiar word

in ones own language or another language that sounds li*e the new word and using only

one *ey word 'er line. -t is as an urge to remember a lot of words for the students. -t is

strong noun or verb that creates image to trigger recall the memory.

9( Ba'#c Order#ng Idea'

Basic ordering ideas are the branches that collect sort information and it connected

to the central to'ic that radiate out from the centre. &a*ing basic ordering ideas which can

direct our mind to ma*e mind ma''ing and it need creativity that encourage the students to

understand to the material. -t is thic* and thinner at the ends. -t can be seen as headings for

your to'ic and s'read anywhere but do not become stee'.

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6( 5tart by drawing a coloured image in the centre of the 'a'er and write the *ey word

with ca'ital letters.

9( Jhoose a color and draw the main themes of the mind ma''ing on the thic*

branches radiating out from the central image.


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Teaching is a 'rofessions conducted by using combination art$science$ and s*ill. Teaching is also guiding and facilitating

learning$ enabling the learner to learn and setting the condition for

learning. )urthermore$ teaching is a s*ill for it demands the ability

Kattained from relevant theories and 'racticeKto assist thestudents e,'ertly in learning so that they are able to gain the

com'etence.

6.< The Theoret#ca! Procedure o" Teach#ng oca)u!ar7 through #nd a#ng

-n teaching mind ma''ing technique$ Bu+an (in ;urwo*o$ 011!


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;A9E&BA?G which is written by 4usuf Effendi$ a student of Iniversity of ;GR-. The

result of the calculation of the matched t:test formula was !.26. -t indicated that the t:

obtained was higher than the critical value (10.102#. The findings of the the study showed

that mind ma''ing could be significantly effective in teaching reading com'rehension to

the subect of 59T; ?egeri !3 ;alembang.

The second thesis is entitled %TEAJ/-?G 8R-T-?G ;ARAGRA;/5 B4 I5-?G

&-? &A;;-?G TO T/E E9EFE?T/ 4EAR 5TIE?T5 O) 5&A ?EGER- 2!

;A9E&BA?G written by /ermalasari$ a student of Iniversity of ;GR-. The students

average score in 're:test was


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RESEARCH PROSEDURES

-n this cha'ter$ the writer 'resents (2# o'erational definitions$ (0# research variables$

(3# method of research$ (!# 'o'ulation and sam'le$ (


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& &atching 'rocess through a 'retest.

M2 Teaching through mind ma''ing.

M0 Teaching without mind ma''ing.

O ;ost:test.

-n doing this research$ the writer would select students from the school randomly

and then 'lace the chosen students into one of two grou's using random assignment. 5he

would give a 'retest to each grou' to match the grou's. One grou' would receive the

e,'erimental treatment while the other would not receive it. To match the choice of

variables would base on the e,'erience of the writer.

The writer did some ste's to do this research$ they are as follows@

2# surveying the literature relating to do the 'roblem@

0# defining the 'roblem@

3# constructing an e,'erimental 'lan by writing the research design@

!# design the research instrument@


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)inally$ mind ma''ing as a technique which is used in teaching in the form of

drawing a mind a''lication with some branches from universal word as a *eyword. -t is one

of the funny$ interesting and motivating techniques to ma*e a visuali+ation of our mind.

9.9 Pou!at#on and Sam!e

9.9.1 Pou!at#on

)raen*el and 8allen (2661"# state$ %;o'ulation is the grou' of interest to

researcher$ the grou' to whom the researcher would li*e to generali+e of the result of the

study. )or the 'o'ulation of this study$ the writer chose the tenth grade students of 5&A

?egeri 2< ;alembang in the academic year of 0116:0121. -n this case$ there are nine

classes. The total number of 'o'ulation was 31 students. The information of total number

of the tenth grade students of 5&A ?egeri 2< ;alembang is shown in Table 2.

TAB/E 1

THE POPU/ATION O3 THE STUD0

No C!a'' Num)er o" Student

2 M. 2 !1

0 M.0 !1

3 M.3 !1

! M.! !2

< M.< 36

M. !1

7 M.7 !1

" M." !1

02

(Jontinued>.#

(Table 2#


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Tota! 96

(5ource ocuments of 5&A ?egeri 2< ;alembang#

9.9.6 Sam!e

/ornby (011121!1# states that sam'le is a number 'eo'le chosen randomly from a

larger grou'. )urthermore$ sam'le refers to any grou' on which information obtained

()raen*el and 8allen$ 26617#. The writer would ta*e the sam'le from the 'o'ulation by

two:stage random sam'ling through the cluster random sam'ling and the individual

random sam'ling (5ee )raen*el and 8allen$ 266173#. Jluster random sam'ling is the

selection of grou's or clusters of subects rather than individual ()raen*el and 8allen$

266170#. -n this study$ there would be two classes chosen through the cluster random

sam'ling. One would be treated as the e,'erimental grou' and the other as the control

grou'. After getting the two classes$ the writer did the individual random sam'ling by

giving a 'retest to the students from the two classes as 'retested and then matched based on

their similar scores.

TAB/E 6

THE SAP/E O3 THE STUD0

No C!a'' -rou' Num)er o" Student Num)er o" atched Pa#r'

2 M. 2 E,'erimental !1

020 M.0 Jontrol !1

Tota!

(5ource ocuments of 5&A ?egeri 2< ;alembang#

9.< Techn#@ue' "or Co!!ect#ng Data

00

(Jontinued>.#

(Table 0#


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-n collecting data$ the writer used a written test to *now the students ability in

learning vocabulary. A test is a short e,amination of *nowledge that consists of questions

that must be answered. The writer gave the written test to measure the students vocabulary

in using mind ma''ing technique. The test was in the forms of multi'le choice test and

matching test with !1 test items and the students got !< minutes to do the test.

9.4 a!#d#t7 and Re!#a)#!#t7

9.4.1 a!#d#t7

Falidity is the state of being logically or legally acce'table (/ornby$ 01112326#.

)raen*el and 8allen (2661207# state that validity refers to the degree to which evidence

su''orts any inferences a researcher ma*es based on the collected data using a 'articular

instrument.

-n order to ma*e the test materials have high validity the writer only used a written

test in multi'le choice test and matching test. Before giving the test to the students$ the test

materials were chec*ed whether or not they would test about the vocabulary *nowledge to

the students.

The validity of the test material in this study would be chec*ed through the content

validity. -t is a form of validity which is based on the degree to which a test adequately and

sufficiently measures the 'articular s*ill or behavior is set out to measure.

TAB/E 9

TEST SPECI3ICATION

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No O):ect#;e ater#a!' Ind#cator' Te't

Item'

Te't T7e'

2. The

students

are able to

use the

words in

the theme

%;arts of

Body by

using

mind

ma''ing

technique.

The words that involved in theme

%;arts of Body mind ma''ing

with the 'arts of body$ such as

head$ face$ hair$ curly$ straight$

blond$ forehead$ eye$ eyebrow$

nose$ shar'$ flat$ ear$ mouth$ li'$

u''er li'$ lower li'$ tooth$ tongue$

chin$ chee*$ body$ shoulder$ chest$

nec*$ stomach$ hi'$ navel$ hand

ffinger$ thumb$ inde, finger$

middle finger$ ring finger$ little

finger$ arm$ u''er arm$ forearm$

elbow$ nail$ hand wrist$ 'alm$ leg$

foot$ an*le$ thigh$ *nee$ calf$ heel$

toe.

2. The students are

able to

com'lete the

sentences by

using the

correct words

about %;arts of

Body.

0. The students are

able to match

the 'ictures

about %;arts of

Body with the

suitable words.

!1 2# &ulti'le

choices.

0# &atching

test.

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

vocabulary test.

9.4.6 Re!#a)#!#t7

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

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items to another ()raen*el and 8allen$ 2661233#. -n this study$ a Huder:Richardson 02

was used to estimate the internal consistency reliability. )raen*el and 8allen (266123#

write that for research 'ur'oses$ a useful rule is that reliability should be at least 1.71 and

'referably higher.

The formula is as follows@

?R61 F( )

( )

02

2 SDK

MKM

K

K

8here

HR:02 Huder:Richardson Reliability Joefficient.

H ?umber of -tems in the Test.

& &ean of the 5et of the Test 5cores.

5 5tandard eviation of the 5et of the Test scores.

The formula of 5tandard eviation is as follows@

( )N

SD =

0

-n which

M The 5tudents Total 5core.

? The ?umber of the 5tudents.

TAB/E

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