enriching students' vocabulary through semantic mapping

ENRICHING STUDENTS’ VOCABULARY THROUGH SEMANTIC MAPPING (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School Ciputat)

By: SITI NUR VADILAH 106014000437

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

ENRICHING STUDENTS’ VOCABULARY THROUGH SEMANTIC MAPPING (A Classroom Action Research in The First Year of Electro B Class of Triguna Utama Vocational School Ciputat)

A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By: SITI NUR VADILAH NIM 106014000437

Approved by the Advisor:

Drs. A.M. Zainuri, M.Pd NIP 1953 03 04 1979 03 1 003

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1432 H / 2011

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ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the Paper entitled, “Enriching Students’ Vocabulary Through Semantic Mapping Technique” (A Classroom Action Research at the First Year of Triguna Utama Technical School, Ciputat) written by Siti Nur Vadilah, student’s registration number : 106014000437, was examined by the Committee on February 2011, and was declared to have passed and, therefore, fulfilled one of the the requirements for the academic title of S.Pd. (Bachelor of Arts) in English Language Education at The Department of English Education. Jakarta, Februari 2011 EXAMINATION COMMITTEE CHAIRMAN

: Drs. Syauki M.Pd. NIP. 19641212 199103 1 002

(__________________)

SECRETARY : Neneng Sunengsih, S.Pd. NIP. 19730625 199903 2 001

(__________________)

EXAMINERS : 1. Dr. NIP.

(__________________)

2. Drs. NIP.

(__________________)

Acknowledged by: Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003

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KEMENTERIAN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN Jl. Ir. H. Huanda No. 95 Ciputat 15142

Telp: ( 62-21) 7443328, 7401925 Email: [email protected]

SURAT KETERANGAN PERTANGGUNGJAWABAN PENULISAN SKRIPSI Saya yang bertanda tangan dibawah ini: Nama

: Siti Nur Vadilah

NIM/ Angkatan

: 106014000437/ 2006

Program Studi

: Pendidikan Bahasa Inggris

Judul Skripsi

: “Enriching Students’ Vocabulary through Semantic Mapping” (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat)

Dosen Pembimbing

: Drs. A.M. Zainuri, M.Pd

Menerangkan dengan sungguh- sungguh bahwa: 1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian sendiri (bukan barang jiplakan/ plagiat) 2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

Jakarta, Februari 2011 Mengetahui:

Yang menerangkan:

Pembimbing

Mahasiswa Ybs.

Drs. A.M. Zainuri, M. Pd. NIP. 1953 03 04 1979 03 1 003

Siti Nur Vadilah NIM. 106014000437

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ABSTRACT Vadilah, Siti Nur 2011. Enriching Students’ Vocabulary through Semantic Mapping (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat), Skripsi, Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. A. M. Zainuri, M.Pd Key words: Vocabulary, Semantic Mapping This study is aimed at enriching students’ vocabulary by using semantic mapping strategy. It is conducted at X Electro B Class of Triguna Utama Vocational School Ciputat academic year 2010/2011 as the subject of the study. This study is categorized as a collaborative classroom action research. The writer worked collaboratively with the English teacher in the class. The CAR was done based on Kemmis and Mc Taggarts’ design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ vocabulary score of pretest and posttest and questionnaire. The finding of this study showed that there was a development on the students’ vocabulary mastery and enrichment. It can be seen from the mean score of pretest was 53.5. Then, the mean score of posttest cycle 1 was 66.5 and the mean score of posttest cycle 2 was 72.6. In addition, there were 2 students (7.14%) who passed Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) in the pre test. Meanwhile, in the cycle 1, there were 12 students (42.85%) who passed Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle 2 there were 22 students (78.6%) who passed Minimum Mastery Criterion, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through semantic mapping strategy. The mean of pre questionnaire was 41.8 %. Then, the mean of post questionnaire was 64.7%. It improved 23%. Furthermore, the results of observation and interview showed that the students were motivated in the teaching-learning process during the implementation of semantic mapping strategy. Related to the results of the gained data, it can be concluded that the students’ vocabulary enriched and also the students were motivated in learning English vocabulary.

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ABSTRAK Vadilah, Siti Nur, 2010. Enriching Students’ Vocabulary through Semantic Mapping (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Drs. A. M. Zainuri, M.Pd Kata Kunci:Kosakata, Semantic Mapping Penelitian ini bertujuan untuk memperkaya kosakata siswa dengan menggunakan strategi semantic mapping. Penelitian ini dilaksanakan di kelas X Elektro B SMK Triguna Utama Ciputat tahun pelajaran 2010/2011 sebagai subjek penelitian. Penelitian ini dikategorikan sebagai penelitian tindakan kelas, kolaborasi. Penulis bekerjasama dengan guru bahasa Inggris dalam melaksanakan penelitian. Penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes) dan kuesioner. Hasil penelitian menunjukkan bahwa ada perkembangan dalam menguasai serta memperkaya kosakata. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 53.5. Sedangkan skor mean postes siklus 1 adalah 66.5 dan skor mean postes siklus 2 adalah 72.6. Selanjutnya, hasil pretes menunjukkan hanya ada 2 siswa atau 7.14 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 12 atau 42.85% siswa mencapai nilai KKM dan 22 siswa atau 78.6% telah mencapai nilai KKM, dengan demikian kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar kosakata dengan menggunakan semantic mapping. Mean dari pre kuosioner yaitu 41.8% sedangkan mean dari post kuosioner yaitu 64.7%, jadi meningkat sebanyak 23%. Selain itu, dari hasil observasi dan interview diketahui bahwa siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi semantic mapping. Berdasarkan semua hasil data yang diperoleh, dapat disimpulkan bahwa kepemilikan kosakata siswa meningkat dan siswa termotivasi dalam pelajaran kosakata bahasa Inggris.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise and gratitude be to Allah for giving strength and guidance for the writer, so that this paper can be finished thoroughly. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all followers. This paper is written to fulfill one of the requirements to obtain the sarjana degree at the English Department of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta. On this occasion, the writer would like to express her gratitude to her honorable advisor; Drs. A. M. Zainuri, M.Pd who always gives advices, pray, motivation and his time to finish this paper, hopefully Allah always bless him with his family, he is always healthy and May Allah grant all of his wishes. Besides, the writer would also deliver special thanks to: 1. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and Teacher’s Training. 2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of the English Department. 3. Drs. Nasrun Mahmud M.Pd. who accept my paper title. 4. All lecturers in the English Department, for teaching precious knowledge, sharing Philosophy of like and for giving wonderful study experience. 5. The Head of SMK Triguna Utama, Ciputat, Drs. Mardias. 6. The writer’s Great Mother, Mrs. Dahlia. 7. The writer’s father, Alm. Jojo Sudrajat. Even he passed away in July 2000. 8. The writer’s brother, Vandy, all of her relatives who support the writer, such as Ahmad Subkhi&wife, Hojinah&husband, Oding&wife, Oka&wife, also my beloved Grandma and Grandpa, thanks on your motivation and love. 9. Ms. Duma Morita Napitupulu, S.Pd and Mr. Dafitri Andri, S.Pd thank you so much for your advice and support. 10. The students of I Electro B who have contributed her in collecting data during the research. iii

11. The writer’s best friends, Nia, Ulfa, Teh Eni, Lala, Nia Abinur, Unin, Ibel and Ina who survive together. 12. All the writer’s wonderful friends the English Department whom the writer cannot write all their names, who have continuously given aid, great support and suggestion to the writer in finishing this paper. 13. Atma Jaya Library, PKBB. 14. Last, but not least thank to all the writer’s friends and teachers in Jakarta.

Jakarta, February 2011 The Writer

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TABLE OF CONTENTS ENDORSEMENT SHEET. ................................................................................

i

SURAT PERNYATAAN....................................................................................

ii

ACKNOWLEDGMENTS .................................................................................. iii ABSTRACT ........................................................................................................

v

ABSTRAK ......................................................................................................... vi TABLE OF CONTENTS .................................................................................... vii LIST OF TABLES ..............................................................................................

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LIST OF FIGURES ............................................................................................ xi LIST OF APPENDICES ..................................................................................... xii

CHAPTER I

CHAPTER II

INTRODUCTION A. Background of the Study.................................................

1

B. Limitation and formulation of the Problem ....................

5

C. Objective of the Study.....................................................

5

D. Significance of the Study ................................................

6

THEORETICAL FRAMEWORK A. Vocabulary Development................................................

7

1. Nature of Vocabulary ................................................

7

2. Kinds of Vocabulary ................................................. 10 B. Teaching and Learning Vocabulary ................................ 12 C. Semantic Mapping .......................................................... 17 1. Nature of Semantic Mapping .................................... 17 2. Procedure of Using Semantic Mapping .................... 19 3. Form of Using Semantic Mapping ............................ 21 D. Teaching Vocabulary Through Semantic Mapping ........ 25 E. Relevant Study ................................................................ 27 F. Conceptual Development of Action ................................ 27 G. Action Hypothesis ........................................................... 28 vii

CHAPTER III

RESEARCH METHODOLOGY A. Objective of the Research ............................................... 29 B. Method of the Study ........................................................ 29 C. Classroom Action Research Setting ................................ 31 D. Classroom Action Research Procedure ........................... 33 E. Researcher’s Role on the Study ...................................... 38 F. Preparing for Classroom Action Research ...................... 38 G. Data and Data Source ...................................................... 38 H. Technique of Data Analysis. ........................................... 40 I. Trustworthiness of the Study. ......................................... 41 J. Criterion of the Classroom Action Research Success ..... 45

CHAPTER IV

RESEARCH FINDINGS A. Description of the Data ..................................................... 46 1. Findings of the Preliminary Study .............................. 46 a. The Result of Pre Observation ................................ 46 b. The Result of Pre Interview .................................... 47 b. The Result of Pre Questionnaire ............................. 48 c. The Result of Pre Test ............................................ 50 2. Findings of the First Cycle ....................................... 52 a. Planning ................................................................ 52 b. Acting ................................................................... 52 c. Observing .............................................................. 53 d. Reflecting.............................................................. 56 e. Revision of the First Cycle ................................... 57 3. Findings of the Second Cycle ..................................... 57 a. Planning .................................................................. 57 b. Acting ..................................................................... 58 c. Observing ................................................................ 58 d. Reflecting................................................................ 62 4. Findings After Implementing the Action.................... 64 viii

a. The Result of Post Interview .................................. 65 b. The Result of Post Questionnaire ........................... 66 B. Interpretation of the Data .................................................. 67 1. Data of Observation ...................................................... 67 2. Data of Questionnaire ................................................... 68 3. Data of Interview........................................................... 69 4. Data of Test ................................................................... 70

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion......................................................................... 72 B. Suggestion ......................................................................... 72

BIBLIOGRAPHY .............................................................................................. 73

APPENDICES .................................................................................................... 71

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LIST OF TABLES Table 4.1 Students’ Vocabulary Score of Pre and Post Test ............................... 61 Table 4.2 A Brief Scenario of the Result of CAR............................................... 63

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LIST OF FIGURES Figure 1.1 Semantic Map Sample......................................................................... 4 Figure 2.1 Semantic Map Result Sample. ............................................................. 21 Figure 3.1 Kemmis & Mc Taggart “Spiral” Design ............................................. 32 Figure 3.2 Phases of Classroom Action Research ................................................ 36 Figure 4.1 Result of Students’ Questionnaire ....................................................... 69 Figure 4.2 Students’ Achievement in Vocabulary Development ......................... 70

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LIST OF APPENDICES Appendix 1 Interview before CAR .................................................................... 71 Appendix 2 Interview after CAR ....................................................................... 74 Appendix 3 Questionnaire before CAR ............................................................. 78 Appendix 4 Questionnaire after CAR ................................................................ 95 Appendix 5 Students’ Score .............................................................................. 100 Appendix 6 Lesson Plans ................................................................................... 102 Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ................ 113 Appendix 8 Observational Notes ....................................................................... 123 Appendix 9 Blueprint Test of Pre-test and Post-test.......................................... 129 Appendix 10 Test Instrument and Answer Key................................................... 132 Appendix 11 Item Analysis ................................................................................. 142 Appendix 12 Semantic Map Description and Procedure ..................................... 161 Appendix 13 Profile of School ............................................................................ 171 Appendix 14 Surat-Surat ..................................................................................... 179

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CHAPTER I INTRODUCTION A. Background of the Study English is regarded as the first foreign language in Indonesia that is learned by the students from primary school until university.1 It means English is a very important subject at every level of education. Moreover, English becomes the only foreign language which is included in National Examination or we call Ujian Nasional (UN) from Junior High School to Senior High School. 2 Then, it becomes one of some decision-maker-subjects for the students‟ graduation to know how well they understand English during their study. Thus, learning English has been an important thing to do. Although English has been learned for many years, the Indonesian students still have their own problems. The problems are varied in four language skills such as listening, speaking, reading and writing. One of the basic problems that appear in English component which is an important part of a language made up for those four skills; is vocabulary because the student almost fail to bring it to the mind when he needs the word which is exposed in their class. 3 Therefore they have bad performance in their English achievement. 1

Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran Bahasa Inggris di Indonesia. 2 Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang Pelaksanaan Ujian Sekolah/Madrasah Dan Ujian Nasional, Pasal 9. 3 Michael J, Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books, 1989), p. 9.

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“....without an extensive vocabulary, we will be unable to use structures and function, we may have learned for comprehensible communication....vocabulary acquisition does not seem to be slowed down by age. In fact, Rivers argues that vocabulary augmentation seems to become easier as one matures, probably because one has a richer knowledge of the world on which to draw. In addition, the more one‟s vocabulary develops, the easier it is to add new words – the first ten words are probably the most difficult to learn”.4 It means that we can understand oral communication, express our thoughts in speech, are able to comprehend common reading material and can write a literature with sufficient vocabulary which we have or we call it vocabulary size. In other words, vocabulary size can represent how people well in using English because word is the biggest part of a language. Therefore, the development of a rich vocabulary is an important element in vocabulary mastery and learning English generally. Vocabulary mastery is one of the factors to master English as a foreign language.5 It means that the students have the ability in understanding and using the words and meaning. It also plays an important part in language skills; listening, speaking, reading, and writing. The larger vocabulary the students master, the better they perform their language. By having a limited vocabulary, the students will find difficulties in mastering English skill. Vocabulary is central to language and importance to language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written forms.6 It means that students at school should master English vocabulary and its grammatical rules to make good communication to the other people. Therefore, mastering vocabulary can reach the English teaching goals generally. Based on the writer‟s observation through conducting preliminary study during teaching learning vocabulary in the first year of Electro B class at SMK 4

David Nunan, Language Teaching Methodology: A Textbook for Teachers (United Kingdom: Prentice Hall International, 1991), pp.117-118. 5 Joseph P. O‟rourke, Toward a Science of Vocabulary Development. (Netherlands: Mouton, 1974), p. 26. 6 Joseph P. O‟rourke, Toward a Science of Vocabulary Development, ... p. 14.

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Triguna Utama Ciputat, the writer found that many students had difficulty in mastering vocabulary. It was proved by the result of the students‟ vocabulary test in preliminary study. The mean score of the students writing was 53.5, while the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 70.0. The result indicates that the students‟ vocabulary mastery achievement was still low. Besides, it was supported by the result of interview to the English teacher and students‟ questionnaire in preliminary study that the students‟ difficulties come from the weaknesses of student ability in memorizing the words; therefore they did not have ideas what a word mean and when they use it. Secondly, the students often had difficulty when they do the task because the teacher gives them limited vocabulary. Furthermore, the students tend to be bored and low participation in vocabulary learning class because the process of teaching and learning activities was monotonous. So, to make the students can master and enrich their vocabulary, there should be an effort to make vocabulary learning more interesting. Based on the problems mentioned above, the vocabulary enrichment with creativity in such a different way is needed. Those findings have serious consequences for students in English learning, especially vocabulary mastery and the student‟s achievement in English. The teaching of vocabulary for senior high school needs appropriate and different strategy from the traditional way, in order that the students feel enjoyable, become active in the classroom, and stimulate them to use the words which they have already known and brainstorm the new words around the topic, even though it appears in their native language first. One of the strategies which can fulfill these requirements is semantic mapping which the writer gets from several books and questionnaire of students‟ learning strategies7. The current research and practice in teaching vocabulary from Hunt and Beglar in Richards and Renandya‟s book Methodology in Language Teaching state that: “In addition to presenting this new information, teachers should create opportunities to meet these useful, recently learned words in new contexts that provide new collocation and associations (Nation, 1994). Exercise 7

See Appendix 3, pp.85-87.

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that can deepen students‟ knowledge of words include making semantic maps with lists either provided by teacher or generated by learners”8 According to Harmer, as he said semantic mapping or word maps are “Word maps are an extremely engaging way of building up vocabulary knowledge as well as provoking students into retrieving and using what they know. Word maps are sometimes used by teachers to show how words group together. Getting student to build up their own maps by working in groups (as we have suggested) has the added advantage of making them try to remember some of the many words they know, while at the same time learning new words from their peers.”9 In conclusion, by using semantic mapping the students can discover the relationship between the words which they have known, and they can learn new words from this strategy which make them more recognize which word they need for their better understanding in English. How the student can get these advantadges of using semantic mapping in learning vocabulary is presented by this example, in teaching about „transportation‟, we might divide transportation moved by „wind, engine or muscle‟, and students have to find the target words. The Following is a kind of semantic mapping worksheet in vocabulary expansion: 10

Engine

Wind

Muscle

Moved by Figure 1.1 Semantic Map Sample 8

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261. 9 Jeremy Harmer, The Practice of English Language Teaching 4 th Edition (Edinburgh Gate: Pearson Education Limited, 2007), pp. 235-236. 10 Henry Billings, Melissa, and Christy M. Newman, Adventures in Reading: Intermediate (New York: McGraw-Hill, 2002), p. 89.

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Teacher gives instruction by having student brainstorm words related to the concept of „transportation‟ moved by „wind, engine, and muscle‟, if it finishes then the teacher asks student to add two or more new words for each category. Sometimes discussion between student-student and student-teacher is needed to find the target words. Finally, it can improve the students‟ vocabulary mastery, enrich the students‟ vocabulary by finding the new word when they fill in chart, and help them to remember it. The use of Semantic Mapping is expected to motivate the students to learn, and they don‟t get bored in English teaching learning process. Beside that by introducing new vocabulary by this strategy regularly, the writer hopes the students can discover the strategy of defining and clarifying the unknown words. So, they will get many new vocabulary items as the target words. Based on the explanation above the writer is interested in enriching students‟ vocabulary and in this research she will try to apply Semantic Mapping as a strategy in teaching vocabulary. In this case, the writer will do an action research

entitled

“ENRICHING

STUDENTS‟

VOCABULARY

THROUGH

SEMANTIC MAPPING (A CLASSROOM ACTION RESEARCH IN THE FIRST YEAR OF ELECTRO B CLASS OF TRIGUNA UTAMA VOCATIONAL SCHOOL CIPUTAT) IN 2010/2011 ACADEMIC YEAR”

B. Limitation and Formulation of the Problem The writer limits the study in order to achieve the goal of the research. The writer only focuses on the Semantic Mapping as a strategy to teach vocabulary in the first year of Electro B class of Triguna Utama Vocational School in 2010/2011 academic years. Based on the limitation above, the writer formulates the problems of the research as follows; 1.

Can Semantic Mapping enrich the students‟ vocabulary?

2.

How is the implementation of teaching English vocabulary through Semantic Mapping at Triguna Utama Vocational School?

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C. Objective of the Study The objectives of this study are: a.

Find whether teaching vocabulary using Semantic Mapping can enrich the students‟ vocabulary or not.

b.

Describe the teaching learning process in the classroom, especially the implementation of teaching English vocabulary through Semantic Mapping in enriching students‟ vocabulary.

D. Significance of the Study The writer hopes that this research will have some benefits in the English teaching learning process, especially in teaching vocabulary. There are two kinds of benefit of this research; theoretical benefit and practical benefit. 1.

Theoretical benefit a.

The result of this research will enrich the theory of teaching vocabulary through Semantic Mapping.

b.

The result of this research can be used as the references for those who want to conduct a research in Vocabulary by using semantic mapping.

2.

Practical benefit a. Teaching Vocabulary through Semantic Mapping is expected to be able to motivate the students to be interested in learning vocabulary. b.

It can help the teachers facilitate the students‟ learning vocabulary.

CHAPTER II THEORITICAL FRAMEWORK A. Vocabulary Development 1. Nature of Vocabulary Having a limited vocabulary is like a barrier that prevents students from learning a language.11Without a sufficient vocabulary, someone cannot communicate effectively or express ideas because we think with word. We also speak, listen, read and write with words. Words help us communicate our ideas and they also help us to understand other people‟s ideas. It also implied that vocabulary takes an important role in improving our skills in English. A good vocabulary goes hand in hand with someone ability to think logically and to learn easily and quickly. Vocabulary consists of knowing how to use words, which represents image.

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It can be concluded that a learner of a foreign language will speak

fluently and accurately, write easily, and understand what he reads or hears if he has enough vocabulary and has a capability of using it accurately. Vocabulary is the key to student understanding what they hear and read in school; and to communicate successfully with other people.13 For this reason it is very important for the student to quickly build up a large store of words. Research 11

Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University, 2000), p.22. 12 Joseph P. O‟rourke, Toward a Science of Vocabulary Development. (Netherlands: Mouton, 1974), p. 26. 13 Joseph P. O‟rourke, Toward a Science of Vocabulary Development, ..., p. 14.

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studies have shown the strong links between having an extensive vocabulary and achieving school success.14 Vocabulary is central to language and is great significance to language learners. Murcia says that “words are perceived as the building blocks upon which knowledge of the second language can be built”. 15 It is implied that in learning vocabulary, students are ought to practice it very often and they cannot practice or build that language if they are lack of vocabulary. Many definitions can be found about vocabulary from some expert, but the writers only choose several of them which are important to discuss. “Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may discourage from making use of language opportunities around them.”16 Vocabulary, as people may know, is just a word but actually vocabulary not just build from a word but also from another word that convey one meaning. Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office and mother-in-law, which are made up of two or three words but express a single idea. There are also multi-word idioms such as call it a day, where the meaning of the phrase cannot be deduced from an analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary „items‟ rather than „words‟.17 Vocabulary is a group of words on a certain language as a part of teachinglearning a foreign language. Words mean the memory of the situation in which they have been observed and understood, brought out by the context in which they 14

http://esl.fis.edu/parents/advice/vocab.htm Marianne Celce-Murcia., Teaching English as a Second Language or Foreign Language, 2nd ed. (Massachusetts: Heinle & Heinle Publishers, 1991), p.296. 16 Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 255. 17 Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge: Cambridge University Press, 1991), p. 60. 15

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are used. 18 It means that to know a word is to be able to use it or to understand in situation in which the person has not experienced it before. In language learning and teaching, vocabulary is the important aspect besides other language component such as grammar and pronunciation. Allen and Vallen state that vocabulary is an important factor in all language teaching. Students must continually be learning words as they learn structures and as they practice the sound system.19 Another definition, vocabulary is a component of a language that contains all of information about meaning and using word in a language.20 Webster‟s ninth Collegiate Dictionary, vocabulary is: a)

A list of words and phrases, abbreviation inflectional form. Usually arranged in alphabetical order defined or otherwise identified as in a dictionary of glossary.

b)

An interrelated group of non-verbal symbols, signs, gestures, etc. used for communication or expression in a particular art, skill, etc. Hatch and Brown define vocabulary as a list or set of words for a

particular language or a list or set of words that individual speakers of language might use.21 It can be concluded from all definitions above about vocabulary that vocabulary is a set of words which use in a language. Thus, vocabulary is one of the component of a language where there is no language without words. From these statements, vocabulary mastery and development of the student is important in language teaching beside grammar and pronunciation to reach the goal of English learning and teaching itself.

18

Robert Lado, Language Teaching : a scientific approach, ( Bombay-New Delhi : Tata Mc.Graw Hill Publishing Co.Ltd, 1974 ) , p.118 19 Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language (New York: Harcourt Brace Jovanovich, 1977), p. 149. 20 Harimukti Kridalaksana, Kamus Linguistic, Edisi ke-tiga (Jakarta: PT. Gramedia Pustaka Utama, 1993), p. 127 21 Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p. 1

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2.

Kinds of Vocabulary The writer found several kinds of vocabulary according to some writers.

Fries said that vocabulary classified into four groups:22 1. Function Words those words which although some of them may have also full-word meaning content, primarily or largely operate as means of expressing relations of grammatical structure. These include auxiliaries, prepositions, conjunctions, interrogative, particles and miscellaneous group consisting of the words for degree, for generalizing, the articles, etc. 2. Substitute word, such as the personal pronouns: they, we, I, you, he, she, it, their, our, my, your, his, her, its, them, us, me, him, her, mine, ours, yours, theirs, the indefinites, any (one/ body/ thing/ where); and the negative, none, no(body/thing/where); quantity or number: each, both, all, some, any, few, several, much, one, ones, two, etc. Other substitutes include: do (yes I do), think, say, tell, seem, appear, hope, believe, fear, guess and the word so. 3. The third consist of those that are distributed in use according to such grammatical matters as the presence or absence of a negative: some (I have some), any (I don‟t have any), too, either, already, yet, etc. 4. Content words which divided into three classes, the first is the words for things such as dictionary, pen, pencil, paper, bag, etc. Second, the words for action such as: write, read, type, walk, etc. Third, the word for qualities: cold, long, true, false. These words become the largest and the meaning can be looked up in the dictionary. According to Nation, vocabulary can be divided into two kinds, which are high frequency vocabulary and low frequency vocabulary:23 a. High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts. b. The low frequency vocabulary other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely used in a common activity of English language. This group includes well over 100.000 word families. Haycraft in Hatch and Brown book‟s Vocabulary, Semantic, and Language 22

Education

divide

vocabulary into

receptive

and

productive

Charles C. Fries, Teaching and Learning English as a Foreign Language (Ann Harbor: The University of Michigan Press, 1970), pp. 38-53. 23 Paul Nation, New Ways of Teaching Vocabulary ( USA : Teacher of English to Speaker of Another Languages/TESOL Inc, 1994 ), p.3

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vocabulary.24 Receptive vocabulary is words that the student recognizes and understands when they occur in a context, but which they cannot produce correctly, Productive vocabulary is words which the student understands, can pronounce correctly and use constructively in speaking and writing. “Vocabulary is divided into two, namely; function words and content words. The function words are closed class; we cannot add to the preposition or auxiliaries or modals or any structure word of the language. The content words, on the other hand can be added to any time a new scientific advances make new words and communication about new inventions necessary.” 25 Jo Ann Aebersold classifies vocabulary into active and passive vocabulary:26 a. Active vocabulary refers to items which the learner can use appropriately in speaking or writing ad it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, students must know how to pronounce it well, they must know and be able to use grammar of the target language, they also must familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skills. b. Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening, and it also called as receptive vocabulary. According to some definitions above about kinds of vocabulary, it is known that vocabulary is a complexs thing, despite vocabulary is simple thing when we see it, but actually it has many kinds of vocabulary which is labeled by one name, such as function word, content word, active and passive vocabulary that we have to know as a person who study English language.

24

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p. 370. 25 Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for Teachers (New York: Regent Publishing Company Inc., 1973). p. 86 26 Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher (New York: Cambridge University Press, 1997), p. 139.

12

B. Teaching and Learning Vocabulary Vocabulary teaching and learning were often given little priority, but recently there has been a renewed interest in the nature of vocabulary and its role in teaching and learning.27 In the past teaching vocabulary just take place in incidental learning where there was no exact curriculum or language program which included vocabulary as an important single thing that have to stand alone especially. Therefore, teaching and learning vocabulary have changed from their classical way. As Jeannete S. Decarrico said that current practice in teaching vocabulary, however it is not simply rebirths of the same methods of half century ago. 28 Rather than viewing vocabulary items as a long and boring list of words to be defined and memorized, lexical forms are seen in their central role in contextualized, meaningful language. Learners are guided in specific ways to internalize these important building blocks of language. It has been suggested that teaching vocabulary not only consists of teaching specific words but also is aimed at equipping learners with strategies necessary to expand their vocabulary knowledge.29 Thus, the teacher is hoped to set the vocabulary learning class which can fulfill the requirements of vocabulary development and fit with the students‟ need. The teacher has the job of managing the learning that the learner can do some or all of these things with target vocabulary that is to be learnt in order to get what the student need in learning vocabulary for their language skill for further. Below are some principles of teaching and learning vocabulary:30 1.

Aims The teacher has to be clear about his or her aims in teaching vocabulary. They should decide how many words that the teacher expected the learner to be able to do and with which words. 27

Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p.255. 28 Douglas H. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (New York: Pearson Education, 2001), p. 377. 29 Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,( Novitas-ROYAL, Vol.: 1(2), 2002) p.84. 30 Michael J Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books, 1989), pp. 27-35. (paraphrased by the writer)

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2.

Quantity The teacher may have to decide on the quantity of vocabulary to be learnt.

3.

Need Control of the amount of vocabulary inevitably means choice as to the specific items to be taught. Choice will be made for the teacher by the course-book or syllabus he is using. It is possible for the teacher, in a sense, to put the responsibility of choosing the vocabulary to be taught on to the students. In other words, the student is put in a situation where he has to communicate and gets the words he needs, as he needs them, using the teacher as an informant.

4.

Frequent Exposure and Repetition The simplest way of checking that this learning has been done is by seeing whether the student can recognize the target word and identify its meaning. If the word has to be part of the learner‟s productive vocabulary, he must be given the opportunity to use it, as often as is necessary for him to recall it at will, with the correct stress and pronunciation.

5.

Meaningful Presentation „Meaning‟ involves many other things as well. This requires that the word is presented in such a way that its denotation or reference is perfectly clear and unambiguous.

6.

Situation Presentation The students should learn words in the situation in which they are appropriate.

7.

Presentation in Context The learner has to know the usual collocation that the words occur in.

8.

Learning Vocabulary in the mother tongue and in the target language

9.

Inferencing (Guessing) Procedures Students can guess the meaning of words by hearing them used in a certain situation, or sometimes by reading them in a certain context and guessing their meaning from the context.

14

Other principles in teaching vocabulary that have to be paid attention by teacher are: 1)

The teaching of vocabulary is based on the students‟ ability

2)

The teaching of vocabulary is suitable with students‟ capability

3)

The words are taught from simple words to complex words (the easiest to the most difficult).31 In line with the explanations above about vocabulary teaching, we know if

how a vocabulary teaching could not be an easy thing to held in a class. A teacher is hoped to follow some principles to know how the better way to teach vocabulary in order to get the best result from especially for the students‟ mastery vocabulary. Learning vocabulary could be in a pleasant way, so that the students can put the new words into their mind easily and maintain the known-words easily too. So, the supplement lesson is needed to support vocabulary learning, such as:32 1) Drawing or Picture Exercises Student work with labeled picture, color specific parts of pictures, or draw their own labeled diagrams or pictures related to science concepts. 2) Matching Exercises Students match names with pictures/object/actions, identify words with meaning, combine sentence parts that contain key vocabulary. 3) Classifying and Ordering Exercises Students classify word into specific categories, fill in charts, or both of them called semantic mapping; unscramble the letters of new vocabulary words, or order sentences in correct sequences 4) Short-Answer Exercises Students complete sentences, write the correct vocabulary words when given a definition or description, answer question using key vocabulary. 5) Creative Exercises Students use key vocabulary to answer how/why/what questions, summarize information from reading/observation, draw conclusion, or state opinions. The students, of course, have unfamiliar vocabulary, when teaching it the teacher has to consider some appropriate strategy. Hunt and Beglar in in Richards 31

Jack C Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching(Cambridge: Cambridge University Press, 1986), p.7 32 Carolyn Kessler, Cooperative language Learning: A Teacher’s Resources Book (New Jersey: Prentice Hall, 1992), p. 79.

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and Renandya‟s book Methodology in Language Teaching give some step in teaching unfamiliar vocabulary:33 a. Learners need to do more than just see the form. They need to hear the pronunciation and practice saying the word aloud as well. The syllable structure and stress pattern of the words are stored in memory. b. Start by learning semantically unrelated words. Also avoid with similar form and closely related meanings at the same times. c. It is more effective to study words regularly over several short sessions than to study them for one or two longer session. d. Study five to seven words at a time, dividing larger numbers of words into smaller groups. e. Use activities such as the keyword technique to promote deeper mental processing and better retention. Associating a visual image with a word helps learners remember the word. Vocabulary practice with these types of exercise can be done cooperatively or by individuals. Students of different proficiency levels within group can be given different kinds of exercises, ranging from drawing for the lowest levels to creative expression for the more advanced levels. The specificity of any individual‟s knowledge about a word depends on her motivation, desires and needs for the word.34 Thus, the teacher hopes to use the appropriate strategy which can hold these criteria of the students‟ condition. Vocabulary learning is central to language acquisition, whether the language is first, second, or foreign.35 Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001 cited in Gazal).36 Language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are capable of assuming responsibility for their own learning and gradually gaining confidence, involvement and proficiency (Oxford, 1990 cited in Gazal).37 33

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 263. 34 Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education (Cambridge : Cambridge University, 1995), p. 370. 35 Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching (USA: Heinle & Heinle Thomson Learning, 2001), p.285. 36 Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,...p.84. 37 Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,... p.84.

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So it is the case with vocabulary learning strategies. Thus, students need training in vocabulary learning strategies they need most. There are five essential steps in vocabulary learning: they are (1) having sources for encountering new words, (2) getting a clear image, either visual or auditory or both, for the forms of the new words, (3) learning the meaning of words, (4) making a strong memory connection between the forms and meaning of the words, and (5) using the words.38 Research has shown that many learners do use more strategies to learn vocabulary especially when compared to such integrated tasks such as listening and speaking. But they are mostly inclined to use basic vocabulary learning strategies (Schmitt, 1997 cited in Gazal).39 This in turn makes strategy instruction an essential part of any foreign or second language program. Nation in Douglas book‟s Teaching by Principles said that vocabulary instruction should be integrated into the listening, speaking, reading and writing components of a language program vocabulary. So, Vocabulary should be a part of design of communicative task and below are some guidelines for the communicative treatment of vocabulary instruction:40 1. Allocate specific class time to vocabulary teaching 2. Help students to learn vocabulary in context 3. Play down the role of bilingual dictionaries 4. Encourage students to develop strategies for determining the meaning of words 5. Engage in “unplanned” vocabulary teaching. In conclusion, teaching vocabulary could be integrated in all four skills to make the word itself more living which implied the development and the expansion of the students‟ vocabulary that can get all at once within the teaching of another skill. Besides, the teacher must recognize that no one method of

38

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education (Cambridge : Cambridge University, 1995), p. 373. 39 Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies,... p.84. 40 Douglas H. Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy (New York: Pearson Education Company, 2001), p. 377.

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teaching vocabulary is the best, so the effective teacher has need of different methods for different occasion and for individual students.

C. Semantic Mapping 1. Nature of Semantic Mapping Various terms have been used in the literature to refer to the term semantic mapping. In language learning, the term semantic mapping is usually used to refer to “brainstorming associations which a word has and then diagramming the results”41. The concept of semantic mapping in this study, however, differs from this definition. It refers to the identification of whether given semantic features are inside or outside the semantic boundary of a word. Semantic mapping is also a useful strategy that can be introduced to learners at any level of proficiency. It involves drawing a diagram of the relationships between words according to their use in a particular text. Semantic mapping has the effect of bringing relationships in a text to consciousness for the purpose of deepening the understanding of a text and creating associative networks for words. It is best introduced as a collaborative effort between the teacher and the class. Such a diagram “visually shows how ideas fit together. This strategy incorporates a variety of memory strategies like grouping, using imagery, associating and elaborating and it is important for improving both memory and comprehension of new vocabulary items”.42 Semantic mapping is a strategy that can be used in all disciplines to demonstrate the relationships between ideas. It is an activity that helps bring into consciousness relationship among words in a text and help deepen understanding by creating associative networks for words.43 When teaching vocabulary explicitly, it can be used as a tool for students to discover the relationships

41

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education ( Cambridge : Cambridge University, 1995), p.387. 42 Rebecca L Oxford, Language Learning Strategies: What every Teacher should Know (USA: Heinle&Heinle Publishers, 1990), p. 62. 43 Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching (USA: Heinle & Heinle Thomson Learning, 2001), p. 288.

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between vocabulary words. As semantic mapping builds on prior knowledge, and is an active form of learning, it can be a very effective teaching tool. In general, teachers need to decide what framework and strategies they should choose to focus on based on their student‟s needs, learning styles, proficiency level as well as the task‟s requirements. Thus, frameworks are not fixed and can vary from context to context. In addition, semantic mapping activity enables learners to see connection between words. This is often a useful device in helping to remember new words.44 Semantic Elaboration facilitates the creation of links and semantic networks, as well as deep level of processing. One of procedures based on semantic elaboration is semantic mapping, which serves as a visual reminder of links between words; this technique are also suitable for presenting and revising collocations.45 Semantic mapping generally refers to brainstorming associations which a word has and then diagramming the results.46 Teaching a concept to others when the pupil brainstorming will increase student retention of information greatly. Be sure to discuss the ideas in the map at length. By discussing them as well as writing them down, the teachers are catering to different learning styles, and ensuring that all students are increasing their knowledge of vocabulary. A semantic map is any graphic devices that illustrates the range of meaning of word or words either within one language or between two (or more) languages.47 Recently, semantic mapping is one of the new approaches; it is a process for constructing visual displays of categories and their relationships. That is, it is a categorical structuring of information in graphic form. It is an “individualized” content approach which allows students to relate new words to their own experiences and prior knowledge. Semantic maps can be formed from individual or group contributions or through teacher directed or independent activities. As an

44

Paul Nation, New Ways in Teaching Vocabulary (Virginia: TESOL, 1994), p. 124. Visnja Pacivic Takac, Vocabulary Learning Strategies and Foreign Language Acquisition (Canada: Multilingual Matters, 2008), p. 22. 46 Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy (Cambridge: Cambridge University, 1997), p. 250. 47 David R. Zorc, Paper on Translation: Aspects, Concepts, Implications: A Case for Semantic Mapping, Seameo Regional Language Centre No.28, 1983, p. 35. 45

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instructional strategy, semantic mapping involves a variety of basic memory and comprehension techniques (such as making associations, grouping, and using visual memory of the semantic map) that incorporate relating old knowledge to new.48 From these definitions given above, semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. Semantic mapping is an adaptation of concept definition mapping but builds on students‟ prior knowledge or schema. While it draws on prior knowledge it recognizes important components and shows the relationships among the components. Through semantic mapping the students attract to use their imagination to find the connection between word which help them to retain their schemata of English vocabulary, remember the new givenwords from their teacher and they can get the new word by themselves when they fill in semantic map. Semantic mapping is an attractive strategy which make the students interested in and creative, because learning through semantic mapping is different from the traditional vocabulary learning, it have to use some media such as picture, shape and colour.

2.

Procedure of Using Semantic Mapping The framework of semantic mapping includes: the concept of word, two

category examples, and other examples. This is a very interactive process and should be modeled by the teacher first. The steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into categories.49

48

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome

.htm 49

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome

. htm

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According to Nation, below are the steps to use semantic mapping in teaching vocabulary: 50 a) The teacher writes the topic of piece of writing in a short form in the middle of the board, for example Energy b) The learners then suggest ideas that they have about energy and the teachers notes the most important words and phrases from these ideas on board radiating out from the topic. If ideas are slow in coming the teacher can give some guiding questions, such as What are the different kinds of energy? What energy sources do we use when we drive a car? c) After a reasonable number of words and phrases are on the board and these covers the main ideas, the teacher and learners then suggest how these ideas could be sequence in a piece of writing. d) If the teacher wants to make sure that the words or phrases are actually remembered, the teacher tells the learners to look at the board for a minute and then cleans the board. The learners then come up one by one to reconstruct what was on the board, or tell the teacher what to write and where. Other steps are:51 1. The teacher decides on a topic for instruction and the new words that are important to be taught. The topic or concept is briefly introduced, and a key word is written on the chalkboard, overhead transparency, or chart paper. 2. Students are asked to think of other words that come to mind when they read the key word. It is also appropriate for the students to write down a list of these words to be shared with the class. 3. The students share their recorded words. If any of the teacher's "new words" are not suggested, the teacher presents them for discussion. 4. After the list of words is completed, the words are grouped by category. Students discuss why certain words go together. Category names are assigned. 5. A class map of the words is created by putting the information on a large sheet of paper. The map is discussed. At this time, students are encouraged to add items to the categories or even to suggest new categories. 6. As other new words that relate to the topic are discovered through the reading of the text, additions are made to the map. For attention, in the beginning the teacher may choose to write down not only the key word to be considered but also some categories. As the students become more adept at using this strategy, the categories will be determined by the class. 50

I.S.P Nation, Teaching Vocabulary: Strategies and Techniques (Boston: Heinle Cengage Learning, 2008), p. 95. 51 http://www.learningpt.org/literacy/adolescent/strategies/semantic.php

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Based on some sources about how the way to teach semantic mapping above, the writer conclude if the steps of using semantic mapping in teaching vocabulary is like this, for example in teaching about transportation we might divide transportation at the air, land, and water in a diagram like in the picture below. Then we might display the target words: trolley, van, canoe, aircraft, blimp, and glider. Next, begin instruction by having students brainstorm words related to the concept of transportation in air, land, and water. When they brainstorm, make them list their words on their worksheet and make sure the target words are included. During the brainstorm session, announce to the students that they can discuss it to other friends in order they can get the right words in each categories. Finally, write what the words they have got on a whiteboard and at last the diagram may have filled below:

Figure 2.1 Semantic Mapping Result Sample

3.

Form of Semantic Mapping There are several forms of semantic map that the writer found from

enchantedlearning.com:52

52

http://www.enchantedlearning.com

22

1) Star Diagram

Star diagrams are a type of graphic organizer that condense and organize data about multiple traits, fact, or attributes associated a single topic. Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme. 2) Spider Diagram

A Spider map (sometimes called a semantic map) is a type of graphic organizer that is used to investigate and enumerate various aspects of a single theme or topic, helping the student to organize their thoughts. It looks a bit like a spider's web, hence its name. The process of creating a spider diagram helps the student focus on the topic, requires the student to review what they already know in order to organize that knowledge, and helps the student to monitor their growing comprehension of the topic. It also helps point out the areas where the student must investigate more (where the web is hard to fill out). If the topic at hand involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. The spider diagram is like a star graphic organizer with another level of detail.

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3) Fishbone Diagram

A fishbone map (sometimes called a herringbone map) is a type of graphic organizer that is used to explore the many aspects or effects of a complex topic, helping the student to organize their thoughts in a simple, visual way. The use of color helps make a fishbone map clearer and easier to interpret. If the topic at hand involves investigating attributes associated with a single, complex topic, and then obtaining more details on each of these ideas, use a fishbone diagram as your graphic organizer. The fishbone diagram is like a spider map, but it works for more complex topics - topics that require more details to be enumerated. The process of creating fishbone diagram helps the student focus on the topic, requires the student to review what they already know in order to organize that knowledge, and helps the student to monitor their growing comprehension of the topic. It also helps point out the areas where the student must investigate more (where the fishbone is difficult to fill out). 4) Cluster/Cloud Diagram Cluster diagrams (also called cloud diagrams) are a type of non-linear graphic organizer that can help to systematize the generation of ideas based upon a central topic. Using this type of diagram, the student can more

easily brainstorm

a theme,

associate about an idea, or explore a new subject.

24

To create a cluster diagram, the student first thinks of as many terms or ideas relating to the stimulus topic as possible (and then writes the second-level ideas in circles attached to the main topic) - this first step is like creating a star diagram. Then the student explores each of these new second-level ideas in turn, and for each, finds as many related ideas as possible (and adds these third-level terms to the diagram around the idea). If more detail is desired, the previous step can be repeated for each of the third-level ideas (or more). 5) Tree Diagrams

Tree Diagrams are a type of graphic organizer that shows how items are related to one another. The tree's trunk represents the main topic, and the branches represent relevant facts, factors, influences, traits, people, or outcomes. 6) Chain Diagrams Chain diagrams, also called sequence of events diagrams, are a type of graphic organizer that describe the stages or steps in a process. The student must be able to identify the first step in the process, all of the resulting stages in the procedure as they unfold, and the outcome (the final stage). In this process, the student realizes how one step leads to the next in the process, and eventually, to the outcome. Chain diagrams are useful in examining linear cause-and-effect processes and other processes that unfold sequentially.

25

7) Cycle Diagrams Cycle Diagrams are a type of graphic organizer that shows how items are related to one another in a repeating cycle. Use a cycle diagram when there is no beginning and no end to a repeating process. In making a cycle diagram, the student must identify the main events in the cycle, how they interact, and how the cycle repeats. 8) Vocabulary Map Graphic Organizer Vocabulary maps are graphic organizers that can be useful in helping a student learn new vocabulary words. For each new vocabulary word, the student writes the word, its definition, its part of speech (noun, verb, adjective, adverb, etc.), a synonym, an antonym, draws a picture that illustrates the meaning of the word, and writes a meaningful sentence using the word.

D. Teaching Vocabulary through Semantic Mapping One of the other interesting techniques that teacher can use in teaching vocabulary is semantic mapping.53 This technique incorporates a variety of other memory strategies, they are grouping, using imagery, and associating or elaborating, also this technique is valuable for improving both memory and comprehension of a new word, even enrich their vocabulary. In semantic mapping activity there is no single “right answer”, because student just asked to categorize the target word that the teacher has given and then they have to find some new words in each category from what they labeled. The student work in a small group to label the target word group correctly, a group is motivated them to work and to share their knowledge to add the new 53

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261.

26

words than work individually, although there is some little trouble appeared during their first work in this classroom action research. Then, asked them to compare their result to other groups, asked them to consider which ways of grouping, labeling, and finding relationships helped them remember better both the target and the new words they get. The teaching learning process itself beginning with explaining and modeling the procedure of how to construct a semantic map, it means the teacher explain that to develop a wide knowledge of words, the teacher need to give them at least 8 to 10 words each day. Because we learn words best by using them in many different context but still in a range of a topic they learnt. So, the teacher begins the study by mapping the word. Next step is the teacher provides a guided practice when the teacher encourages students to make a semantic map. The teacher walks the class through the construction of a semantic map for the word the students have chosen. Students discuss the target word (some word that given by teacher). Get them to bring a dictionary in the next meeting if the students seem difficult to comprehend and categorize the words at the first meeting. The students might use the second or third semantic map for the same words to make them more habit in making a semantic map. Third, the teacher establishes a routine for sharing the student‟s result of their semantic map. Then, encourage them to use the words in a sentence and for this study the writer get them to make a description sentence from word and rule of making a description sentence that they have learnt before. Last, do the review for each meeting is important to establish they readiness for the new semantic mapping which they are going to make at that time.54 In line with the wide explanation above of what is semantic mapping and how to use semantic mapping in teaching and learning vocabulary, the writer is hoped that semantic mapping could help the teacher to answer the students‟ problem in learning English vocabulary and also could proof this study if semantic mapping can enrich the students‟ vocabulary beside facilitate the students to memorize the word in the students‟ course. 54

See Appendix 12, p.161-170.

27

E. Relevant Study The research about vocabulary using semantic map had been done by Sihabuddin that was “Using Semantic Mapping in Teaching Vocabulary (An Experimental Study of Ninth Grade at MTs. Ar-Rasyid 2 Cijeruk Bogor)”.55 This research explains about the application of semantic mapping in teaching vocabulary. He conducted the observation started on April 3rd, 2006 to Mei 1st, 2006. He used the semantic mapping to teach the vocabulary in order to get information of using semantic mapping in teaching vocabulary of the 9th grade in MTs. Ar-Rasyid, because this learning strategy is one of strategy that is hoped to be used in improving students‟ vocabulary mastery. In fact, the result of analysis of interpretation of the data shows that teaching vocabulary by using semantic mapping has higher influence in improving vocabulary mastery, it can be seen from the result of the test between experiment and control class. By using semantic mapping, the researcher hopes that the students will be interested in learning vocabulary, then, it is easier for the students to memorize or mastery the vocabulary and essentially, semantic mapping is hoped to enrich the students‟ vocabulary. This is suitable such as what the researcher does to her research.

F. Conceptual Development of Action of Planning Vocabulary is one of the language components which is an important to teach besides another language component. Vocabulary takes an essential part in student‟s achievement in learning English, in other words if the student does not have an adequate vocabulary they may hard to follow the lesson. Therefore, vocabulary learning should be taught in an interactive teaching learning process which make the student interest and they can understand what a word mean easily without underpressure and the most important the

55

Sihabuddin, Iji, Using Semantic mapping in Teaching Vocabulary, skripsi, (Jakarta : FITK UIN, 2006), p. 11.

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student can find the new word by themselves indirectly while they are doing on their task or group wok. Meanwhile, the application of semantic mapping is one of strategy of vocabulary learning which facilitated the student and addressed to gain some criteria of indicator when the student understand the lesson and to minimize the students‟ problem which appeared during the observation. Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. As the statement above that meaningful drill is hoped to make students interested in learning vocabulary, memorize the word easily and they can enrich their vocabulary during make a semantic map. From the statements above the writer concludes that semantic mapping in teaching vocabulary can improve teaching-learning activity in the classroom. Therefore, the more students use semantic map the more vocabulary will be got by them.

G. Action Hypothesis Action hypothesis is proposed in this research has a formula as follows: by using semantic mapping in teaching vocabulary can enrich students‟ vocabulary in the first year students of Electro B class of Triguna utama Vocational School, Ciputat.

CHAPTER III RESEARCH METHODOLOGY

A. Objective of the Research The objective of the research is to know whether semantic mapping enrich the students‟ vocabulary. In addition, the writer hopes that this research will be useful especially for herself in developing her English vocabulary teaching and in general for English students and teachers at that school, as well.

B. Method of the Study The writer uses the Classroom Action Research (CAR) which is done to solve the instructional problems. Classroom Action Research (CAR) is a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of: (a) their own social or educational practices; (b) their understanding practices; and (c) the situation in which practices are carried out.55 Action research is classroom-based research conducted by teachers in order to reflect upon and evolve their teaching. It is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom. The purpose of teacher research is to gain understanding of teaching and learning within one‟s classroom and to use that knowledge to increase teaching efficacy or student learning. Reflective teachers do this every day, only not as carefully and systematically. With training and

55

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan Profesi Guru), (Jakarta: Rajagrafindo, 2008), pp.44-46.

29

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support, you can learn how to systematize your inquiry from informal reflection and teacher story sharing to formal research. It means CAR is the type of research that could offer a procedure to improve and enhance the professionalism of teachers in teaching and learning in the classroom by looking at various indicators of the success of learning processes and outcomes that occur in students where the teacher can improve learning practices to become more effective. Cohen and Manion in Kunandar‟s book Langkah Mudah Penelitian Tindakan Kelas said that it‟s a situational, contextual, small scale, practice, flexible, adaptive, self-evaluation and participatory research.56 It means that classroom action research is an on-the job problem, problem-solving, action and improvement-oriented. The writer concludes that classroom action research is formative, subjective, interpretive, reflective and experiential model of an education research based on an inquiry that arises during teaching learning activities. Dave Ebbutt in Sarwiji book‟s Penelitian Tindakan Kelas said that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.57 So, the researcher can see the improvement from the action that she does, the result of what she did whether it is successful or not. While, John Elliot defines action research as: “Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by research practice.”58

56

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan Profesi Guru), (Jakarta: Rajagrafindo Persada, 2008), p.56. 57 Suwandi, Sarwiji, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah (Surakarta: Yuma Pustaka, 2010), p. 70. 58 Mark R. Young and Colleague, Journal of Instruction Pedagogies, Action research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities. p. 1.

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Based on the definitions above Classroom Action Research is an effective medium in improving the quality of English teachers‟ performance in instruction as well as students‟ achievement in learning English in classrooms. In Classroom Action Research, English teachers assess the effectiveness of their own teaching activities and plan the improvement based on the result of the assessment. Classroom Action Research for English Instruction is aimed at developing innovative instructional strategy that can help enhance the success in students‟ learning English. English teachers believe that every student can succeed in learning English if appropriate learning strategy is provided.

When students fail in learning

English, the mistake is on the teachers who do not provide appropriate help to the students. When the students fail in learning English, it must be because the teachers have failed in helping them. And this is the teachers‟ problem. Identifying classroom problems and trying to solve the problems can be done through the process of Classroom Action research. It is the job of professional teachers to identify their classroom problems and to try to solve the problems.

C. Classroom Action Research Setting Setting in this research includes research place, time, subject and object of research, and the cycles of classroom action research. 1.

Place, Subject and Object of the Research This classroom action research took place at SMK Triguna Utama Ciputat Tangerang Selatan, an “A” accreditation. The writer chooses this school because she was chosen to perform Praktek Profesi Keguruaan Terpadu (PPKT) first, and she found that the teaching learning activities need some improvement in order to enhance student achievement. So, it urges the writer to do her research at this school based on her experience during the PPKT. And on December 29th 2010, SMK Triguna Utama reached the ISO 9001:2008. Subject in this study is I Electro B (I EB), academic year 2010/2011 with 28 students and all of them are male. This class is chosen because from the observation and interview with the teacher, the writer got information

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that this class has weakness in English vocabulary. The object of this study is semantic mapping strategy to enrich students‟ vocabulary. 2.

Time of the study The research was done for almost two months starting from October up to November 2010. The time is decided based on the school academic calendar because classroom action research needs some cycles to do in order the teaching-learning process will be effective in the class and gain the action success.

3.

Research Design This classroom action research is done through two cycles including trying out the semantic mapping strategy, to test how much the semantic mapping can solve the students‟ vocabulary problems. The procedure of this research used Kemmis and Mc.Taggart “spiral” design, which consists of two cycles which each cycle follows four phases: planning, acting, observing, and reflecting.

Figure 3.1 Kemmis and McTaggart spiral” design59 59

Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.

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D. Classroom Action Research Procedures Kemmis and Mc Taggart “spiral” design in this research contains four phases within one cycle. They are planning, acting, observing, and reflecting. But before entering the first phase (planning), the writer took a preliminary study or reconnaissance. It is purposed to see the real condition of students and teacher problem at school, so such unsatisfactory conditions is found and led the writer to diagnose what the problem is and how to minimize it. As Geoffrey E. Mills said that these reconnaissance activities (self-reflection, description, and explanation) help teacher researchers clarify what they already know about proposed focus of the study; what they believe to be true about relationships of the factors, variables, and contexts that make up their work environment; and what they believe can improve the situation.60 The writer carried out four preliminary studies; they are interviewing the English teacher, giving questionnaire to the students regarding English vocabulary learning, pre-observation teaching in the class, and get them pre-test to see their ability in comprehending the English words during learning activities with their real teacher. Then, the writer begins the first cycle (planning, acting, observing, and reflecting) and go on the second cycle with the same steps.

1.

Planning Planning is a phase which the writer prepares the instructional strategy to be developed in the study to solve the instructional problem found during the preliminary study. The instructional strategy has been selected based on her belief that the strategy can theoretically solve the problems. So, after reviewing some literature she found that according to some expert semantic mapping strategy is one of the trustworthy strategies which can improve and enrich students‟ vocabulary mastery according to some experts. Semantic mapping strategy becomes the focus of this study to be prepared, to be tried out, to be revised, and to be tried again until it proves effective to 60

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2 nd ed), (New Jersey: Merril Prentice Hall, 2003) p. 28.

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solve the students‟ learning vocabulary problem. The used instructional strategy has to be elaborated into a detailed lesson plan of instruction provided with all necessary instructional media, resources, and assessment instruments to be implemented in I Electro B class at SMK Triguna Utama. At this stage, criteria of success to measure the effectiveness of the strategy are also decided. The criteria of success are derived from the problems to be solved through this study and some other instructional goals to be achieved through the implementation of this strategy. The criteria of success when achieved become the strength of the strategy that will attract other teachers to use the strategy to solve the same problems. Based on what have been discussed between the writer and the collaborator, thus the students have to pass the minimum mastery criterion (KKM/Kriteria Ketuntasan Minimal) at the score 70 and it‟s proven successfully when 21 of 28 students achieve score at 70 or above, means 75% of the students. It is based on the criteria of success that a good criterion is between 60% - 75% of the students.61

2.

Acting The second step after planning is acting, to implement the instructional strategy that has been planned in a lesson plan. The teacher or the writer has already mastered the instructional scenario before starting the implementation in class. The teacher is trying out the semantic mapping strategy to test how far this strategy can solve the students‟ vocabulary problem. So, she‟s not in the process of how learning to implement the strategy, nor in the process of improving the quality of teachers‟ performance. Meanwhile, the collaborator observes the implementation of the plan to see how far the strategy can solve the classroom problems. The implementation takes in three meetings in each cycle.

61

Djamarah, Syaiful Bachri, Aswan Zain, Strategi Belajar Mengajar (Jakarta: Rineka Cipta, 2001), p. 107.

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3.

Observing Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation is on the data related to the criteria of success that have been decided. The question that becomes the concern in the observing process is “How well does the strategy solve the problems? At this observing stage, which aims at collecting data, the researcher and the collaborator have to define the type of data to be collected, the instrument to collect the data, the data sources, and the technique of data collecting. In other words, the discussions on those topics are under this observing stage.

Many classroom Action Research reports present both, observation and data collection which of course are overlapping, as both refer to data collecting. Discussion on the two topics, observing and data collecting under different sections shows that the researchers do not understand that the two topics refer to the same thing.62 In this case, the observer uses observational sheet toward the implementation of the action. Observational note is used to notice all the things happen during teaching learning activities, such as the teachers‟ performance, atmosphere of the class, students‟ responses, etc. while also from the evaluation. 4.

Reflecting Reflection is the process which is done by both teacher (the writer) and the observer; they are analyzing data to determine how far the data collected have shown the success of the strategy in solving the problem. Reflection also shows what factors support the success of the strategy or what other problems may occur during the implementation process. The discussion on data analysis is done under the reflection stage. The analysis of the result of observation is done by comparing the data collected with the target or the criteria of success. 62

Mohammad Adnan Latief, Classroom Action Research on Language Learning (Pittsburgh, 2009), p. 7.

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The reflection stage is aimed at evaluating which criterion or target of success has been achieved, which one has not been achieved, and what are the possible reasons that those targets are not achieved yet. The result of the reflection is used to determine what part of the strategy needs improvement. The strategy is examined to find out how maximum improvement can possibly be made so that when implemented again all the targets of success can be achieved. The revised strategy (planning) is then implemented again, the result is observed, and then reflected in the second cycle. The cycle is repeated until the implementation of the strategy can achieve all the targeted criteria of success. Below is the brief explanation of what the writer does within these four phases in two cycles.

Preliminary Study    

Observing the class Interviewing the English teacher Giving questionnaire to the student Carry out Pretest

Analysis and Findings  Analyzing the result of preliminary study  Findings: the students hard to remember the given-word and have difficulty to do the exercise. Go to the next page Causes: - The student bored easily and lazy to remember the given-vocabulary because teacher plays less such a creative technique. - Teacher gives the new word rarely which related to the topic, so student have lack of vocabulary. Thus, they had difficulty to do the exercise

Entering the cycle

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 Deciding appropriate strategy  Making lesson plan  Choosing suitable materials, teaching aids and instrument  Setting the criteria of success

C Y C L E 1

 Evaluating teaching learning process  Analyzing the collected data  Determining whether the action is successful or not

 Implementing the lesson plan (teaching vocabulary by using Semantic Mapping strategy to enrich students‟ vocabulary)

 Observing the teaching learning process  Collecting the data (students‟ post test 1 score and field note)

C Y C L E 2

 Evaluating teaching learning process 2  Discussing the result, if the students‟ test result has reached the criterion of the action success, the cycle would be stopped.  Making the report

 Identifying the problem from students  Revising lesson plan and the teacher performance  Reselect teaching aid that will give an ease for students‟ task  Implementing the new lesson plan  Using dictionary to help the student doing the task, also use the „moving class‟ to motivate student and get the new atmosphere

 Observing the teaching learning process 2  Calculating the post test 1 and 2 to see the improvement

Figure 3.2 The Phases of Classroom Action Research (Adapted from Kemmis and Mc Taggart)

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E. Researcher’s Role on the Study In this research, the writer acts as a teacher who implements semantic mapping strategy in students‟ vocabulary learning. Thus, the writer not only as the researcher but also she is a planner, she making pre-test, a lesson plan and posttest for each cycles, and these responsibilities is accompanied by the English teacher at SMK Triguna Utama who act as a collaborator. Together with the collaborator the researcher see how is the implementation of semantic map strategy and students‟ performance in observing stage, then collecting and analyzing the data, after all data are gained they reports the result of the research until reach the criterion of action success which proof the action hypothesis and means the action is stopped for enriching the students‟ vocabulary.

F. Preparing for CAR Before the writer starts this classroom action research, she made any instrumental input that will be used to apply CAR, such as lesson plan that consists of basic competencies and indicators including teaching of vocabulary by using semantic mapping strategy. Besides that the writer will use some media, they are students‟ worksheet, picture, observational paper and evaluation paper.

G. Data and Data Source In this classroom action research the writer is using qualitative data (experienced-based) and quantitative data (number-based). The qualitative data consist of observation within the activities in the class and interviewing the teacher. Meanwhile, the quantitative data uses pre-test, post-test and questionnaire. In collecting data, the writer used some techniques, such as:

a.

Observation The observer observes in a passive way before conducting CAR. The

observation is carried out to the teacher when she performs the teaching-learning activities in the class and also the students‟ performance during these activities. Pre-observation is brought by the writer through taking chair in the last row in

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order the writer can observe more freely to accomplish it toward the teachinglearning process. Then, observation is focused on the teachers‟ activities in performing vocabulary learning by using semantic mapping strategy which is carried out by the collaborator, it is unstructured observation. Observation of teacher jobs are also aimed for teachers‟ explanation, teacher efforts to motivate students, asks the student and response students‟ question, manage the classroom, gives exercise and feed-back, and last do the assessment toward students‟ achievement. On the other hand, observing the students is focused on students‟ participation in following the class, whether they are active or not to do the exercise or ask the teacher and react well toward stimuli that teacher or other students given. Generally, the observer should take notice all of the important aspect whether the teaching learning process fit with the lesson plan or not.

b.

Interview The writer takes an unstructured interview with the teacher first before

implementing CAR, the writer asks the teacher to know students‟ difficulties in English skills especially in vocabulary, students‟ condition in involving in vocabulary activity, and the method or kinds of strategies usually adopted by the teacher in teaching vocabulary. Second interview will be accomplished after the implementation of CAR to know the teacher‟s and students‟ response toward the idea of semantic mapping technique.

c.

Questionnaire The structured questionnaire was given to the students of X Electro B

Class of SMK Triguna Utama Ciputat in order to know their responds toward the process of teaching and learning vocabulary by using semantic mapping strategy and also about their motivations and problems in learning vocabulary before and after they were taught using semantic mapping strategy.

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d.

Testing The writer used pre-test and post-test. The pre-test is done before

implementing vocabulary in semantic mapping strategy. It is to measure students‟ vocabulary mastery at first. Meanwhile, the post-test is implemented after using semantic mapping strategy. In this study, the test is done in form of multiple choices and essay. The test is held on every third action of each cycle.

H. Technique of Data Analysis In analyzing of quantitative data, the writer measures the average of students‟ vocabulary score per action in one cycle. It is used to measure how well students‟ performance during learning about vocabulary. The one measure which seems to be more relevant for educational test is the mean (the arithmetic mean, since there are also geometric means and harmonic means), or familiar “average” obtained by adding up the score and dividing by number of scores. This can be expressed in symbols as:63

𝑴= M

: Mean

x

: Individual Score

n

: number of students

𝚺𝒙 𝒏

To get the class percentage which pass minimum mastery criterion criteria 70 in 75% of 28 students, the writer uses the formula:

𝑷=

𝒇 𝒙 𝟏𝟎𝟎% 𝒏

P

: The class percentage

f

: Total percentage score

n

: Number of students

63

Thomas R. Knapp, Statistics for Educational Measurement (Pennsylvania: Intext Educational, 1971), p. 25.

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The improvement score of students‟ vocabulary from pre-test up to students‟ average score in cycle 1 and cycle 2 can be analyze by using this formula:64

𝑷=

𝒚𝟏 − 𝒚 𝒙 𝟏𝟎𝟎% 𝒚

: percentage of students‟ improvement : pre-test result : post-test 1

P y y1

𝑷=

𝒚𝟐 − 𝒚 𝒙 𝟏𝟎𝟎% 𝒚

: percentage of students‟ improvement : pre-test result : post-test 2

P y y2

Meanwhile, in analyzing data to get the percentage of questionnaire result, she uses formula:

%=

𝒏 𝒙 𝟏𝟎𝟎% 𝑵

n = number of students who answered the option N = number of all students in the class The analysis qualitative data used in this study is the observation of students‟ and teacher‟s activities during teaching learning process through observational notes and the interview before and after CAR. In this case, the writer collected the entire data which have gained.

I. Trustworthiness of the Study The writer applies four steps to analyze the examined test item. They are: 1.

Validity65 Validity is one of the essential requirements of good educational testing

which can represent an acceptable of an action research. According to Gronlund, validity refers to the extent which the result of an evaluation procedure serves the 64

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p. 3. 65 See Appendix 5, 8, 1, and 2.

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particular uses for which they are intended. If the results are to be used to describe pupil achievement, we should like them to represent all aspects of the achievement we wish to describe, and to represent nothing else.66 The writer adopts Anderson, Herr, and Nihlen‟s criteria regarding validity in action research, that mention the validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.67 In this study, the writer uses outcome, process, and dialogic validity. Anderson defines outcome validity requires the action emerging from a particular study leads to the successful resolution of the problem that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent research cycle.68 Based on the explanation above, the outcome validity could be seen from the result of the test. When the result of cycle two is better than cycle one, it means that the study is successful. Then, Process validity is “the validity that requires a study has been conducted in a “dependable” and “competent” manner.”69 It could be seen from the outcome of observation. In this case, the collaborator notes all events happening during the CAR. When there might have some mistakes in the method of teaching, then the writer discusses with the teacher to modify the further strategies. Next, the dialogic validity; “it involves having a critical conversation with peers about research findings and practices.”70 In this case, the writer and the teacher discuss and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data. 2.

Discriminating Power71 The discriminating power of an achievement test item refers to the degree

of which it discriminates between pupils with high and low achievement. To 66

Norman E. Gronlund, Measurement and Evaluation in Teaching (New York: Macmillan, 1981), 4th edition, p. 65. 67 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Columbus: Merrill Prentice Hall, 2003), p. 84. 68 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 69 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 70 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 85. 71 See Appendix 11. pp.152-157.

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analyze it, the writer obtains the formula: 72

𝑫 =

𝑹𝑼 − 𝑹𝑳 𝟏 𝑻 𝟐

D

= Discriminating Power

Ru

= number of pupils in the upper group who got the item right

Rl

= number of pupils in the lower group who got the item right

T

= number of pupils included in the item analysis.

Next, the discriminating scale uses:73

3.

DP

REMARK

≤ 0.40

Used

0.20 – 0.39

Revised

≤ 0.10

Discarded

Reliability74 Reliability defines whether an instrument can measure something to be

measured constantly from time to time. To know the reliability of test instrument of student achievement, Kuder-Richardson (K-R 20) formula is used:75

𝒓𝒙𝒙

𝒌 = 𝒌−𝟏

𝒔𝟐 − 𝚺𝐩𝐪 𝒔𝟐

rxx

= reliability KR-20

k

= number of item on the test

S

= standard deviation of score test

p

= proportion of pupil answering each item correctly

q

= proportion of pupil answering each item wrong (q= 1 – p)

72

Norman E. Gronlund, Measurement and Evaluation in Teaching (New York: Macmillan, 1981), 4th edition, p. 259. 73 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174. 74 See Appendix 11, pp.158-160. 75 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2001), p.101.

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The criterion:76

rxx rxx rxx rxx rxx 4.

= 0,91 – 1,00 = very high = 0,71 – 0,90 = high = 0,41 – 0,70 = enough = 0,21 – 0,40 = low = < 0,21

= very low

Item Difficulty77 A good test item is a test item which is whether not too easy or too

difficult. The item difficulty from the analysis data is based on the upper and lower group. The difficulty of a test item is indicated by the percentage of pupil who gets the item right. The difficulty power following the formula: 78

𝑷=

𝑹 𝑻

P

= Item Difficulty

R

= the number of pupil who got the item right

T

= the total number of pupil who tried the item

The criterion that is used is as:79

76

ID

REMARK

0 – 0.14

Difficult

0.15 – 0.85

Moderate

0.86 – 1.00

Easy

Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2001),

p.102. 77

See Appendix 11, pp.152-157. Norman E. Gronlund, Measurement and Evaluation in Teaching (New York: Macmillan, 1981), 4th edition, p. 258. 79 John W. Oller, Language Test at School (London: Longman Group Limited, 1979), p. 247 78

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J. Criterion of the Classroom Action Research Success CAR is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, based on the agreement between the researcher and the teacher, when there is 75% of students achieve any improvement; gaining score 70 (seventy) of vocabulary test started from the pre-test until the second post-test in cycle two. It means that this research could be called success. Then the next action would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

CHAPTER IV RESEARCH FINDINGS A. Description of the Data 1. Findings of the Preliminary Study a. Result of Pre Observation It was carried out to observe the process of teaching learning vocabulary activity before implementing the action. It was held on at X Electro B class of SMK Triguna Utama Ciputat academic year 2010/2011. There consisted of 28 students in the class. The pre-observation was conducted on September 11th and 14th, 2010.80 Based on the observation, she found that the student didn‟t pay attention to the teacher; they kept talking with their friends while the teacher was explaining the material. So, the teacher got some difficulties to attract the students‟ attention. Mostly, teacher just listed vocabulary in the text book and translated it, and then they were asked to memorizing these given words. After 5 minutes given, one by one student was standing in their place to give some words which they had just memorized, minimum 10 words. The student was got hesitation because they couldn‟t remember the word easily and couldn‟t deliver these words fluently. Moreover, the student knows that their teacher is little bit „killer‟, so when the teacher asked one volunteer to be the first, there‟s no one student who wants to mention 10 words with their meaning.

80

See Appendix 8, pp.119-120.

46

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Their teacher did not implement a variation technique or another teaching aid, which may attract the students‟ attention and motivation. After that the teacher asked the student to do the exercise on students‟ workbook, and the student, again, got difficulties because not all of the word in this exercise had given by the teacher so the teacher was in a rush to answer each of students‟ vocabulary questions, and it was wasting time. Last, teacher let the student to finish it at home and also for the memorizing 10 words. At the next meeting, only some students who did the exercise, so many reasons of why they didn‟t do the exercise, one of the student said that the task was not quite attractive so he was lazy to do it, furthermore he wasn‟t understand it. b.

Result of Pre Interview Pre interview conducted in this study was the unstructured interview. It

was held on Monday, October 18th 2010 for the English teacher, started at 12.20 pm and finished at 12.50 pm each day (at the resting time). The writer asked to the teacher some questions which divided into three categories. Those were the general condition in English class primarily on students‟ vocabulary mastery achievement and performance, students‟ activities and kinds of strategies implemented by the teacher previously (before Classroom Action Research). Next, the students‟ difficulty in learning vocabulary. Last, asking about Semantic Mapping strategy. The first category talked about the general condition in English class particularly on students‟ vocabulary mastery achievement and performance, students‟ vocabulary learning activities and teachers‟ strategy that is implemented previously. The teaching learning process in technical school is quite challenging, because all of them are male and it was the teachers‟ own creativity to arrange and make the good atmosphere in the class, so it‟s quite unpredictable. But, as long as the teacher lead the class, they feel good enough because the student still give some of their attention to the lesson, it is more sufficient than none. In spite of, there always one or some students, who are lazy, become the trouble maker and sleepy. Vocabulary is always the problem of each teaching learning process because most of the student hard to remember English word, so they were difficult

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to develop their English ability. In teaching vocabulary, the teacher used translating method and memorizing vocabulary, for the activity she used drilling, translating and memorizing. Teacher use media such as picture and dictionary, and sometimes use LCD.81 Second category talked about the difficulty faced by the students focus on English skill and sub-skill. The teacher said that vocabulary is the difficult skills to be learned whereas the students must achieve the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM). Besides, the English learning purpose in vocational school is preparing ready-work alumnus, so communication in spoken and written English language is the aim but they have lack of vocabulary to reach those aims. The students‟ difficulties in vocabulary lied on remembering those given words and lack of vocabulary on doing the exercise. Consequently, they cannot perform well in vocabulary test or practice and sometimes give up for English subject.82 The last category is asking about Semantic Mapping strategy. The teacher said that she has never used Semantic Mapping strategy in learning vocabulary but she has known about Semantic Mapping. She assumed that Semantic Mapping could be an effective strategy in teaching vocabulary because it could facilitate the learning. It is good to help generate the ideas to make student memorizing easily and get the new vocabulary during making the semantic mapping. So, it might be able to enrich students‟ vocabulary.83 The conclusion of the interview in term of the students‟ difficulties in vocabulary was the students‟ of X Electro B class still have lack of vocabularies and have a weakness to memorize the new given words. c.

Result of Pre Questionnaire The pre questionnaire was conducted to know about the students‟ response

about English lesson especially about the vocabulary. The questionnaire used in this study was structured questionnaire. The questionnaire was given to the students in the first year of X Electro B class on Monday, October 25th 2010. The 81

See Item Number 1-6 of Preliminary Interview, Appendix 1, pp. 71-73. See item number 7-10 of Preliminary Interview, ..., pp.71-73. 83 See Item Numbers 11-14 of Preliminary Interview, ..., pp.71-73. 82

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questionnaire has three categories, they are the students‟ response toward teaching-learning process (2 items, no. 1&2), the result of the students‟ vocabulary learning activity (2 items, no. 3&4) and the solution of the problems in vocabulary (6 items, no. 5-10), and all of them are ten items. The first category is the students‟ response toward teaching-learning process in learning English vocabulary. The result showed 92.8 % students were motivated in the teaching-learning process. Next item is students understanding toward English lesson, shows that 42.8 % of the students understood the teacher‟s explanation. It means that most of the student of X Electro B like English vocabulary lesson, despite they didn‟t mastery English vocabulary yet. The Second category is the result of students‟ vocabulary achievement. 60.71% of the students were not satisfied with their score in vocabulary. So, most of the student were not satisfied in their score is bigger than those who weren‟t. Then, only 17.85 % students could answer the teachers‟ questions about vocabulary material. It can be drawn that most of the student hadn‟t reached a good score which passed minimum mastery criterion (KKM). The Third category asks the solution of the problem in vocabulary learning. For the first item, there were so many students who didn‟t ask their teacher if they had difficulties, it‟s about 71.42%. It was indicated that the student were not actively involved in the teaching-learning process and they were shy to ask their difficulty in understanding the materials. Second item, 57.14% students said that their teacher didn‟t implement the suitable technique to solve difficulties in learning vocabulary. It can be predicted that technique used by the teacher was not really appropriate and could not solve their problems in learning vocabulary mostly. After that, most student answer that their teachers‟ technique couldn‟t help students memorize vocabulary easily and get the new vocabulary, it‟s about 60.71% of the student. It means that most of them thought the used technique could not help them transferring the given words to their long term memory and getting the new vocabulary. Next item, 78.57% students said that their teacher gave exercise to develop students‟ ability in vocabulary, in the contrary many students, 71.24% couldn‟t do the task easily. It means that most of them faced the

50

problem in vocabulary and thought the used technique could not help them in developing their vocabulary because not all of the words are given by teacher. So that, they hard to do the task. The last, there were only 2 students or 7.14% of them stated that they had rich vocabulary. It means that most of students‟ ability in vocabulary was still low. 84 Related to the result of pre questionnaire, it could be concluded that there were needed to improve the students‟ positive response after the implementation of the action. Therefore, the CAR was done. The writer also carried out three other questionnaires before conducting Classroom Action Research; they are students‟ background, students‟ vocabulary learning strategies and students‟ view about English learning. The writer took the background questionnaire in order to know the students‟ characteristics of learning English based on their aims and the use of English in their daily life.85 Second, the questionnaire of students‟ vocabulary learning strategies is accomplished to help the writer found the correct strategy to enrich their vocabulary while the writer tries to the find out the suitable strategy. Based on the questionnaire, mostly the students use the creative strategy rarely; they just learn vocabulary in the traditional way such as through listing memorization.86 Then, for the students‟ view about learning English the result reflect that most of the students are not sure if they are not confident in their English ability because for each group of this questionnaire, the biggest total number of the questionnaire laid on the third choice mostly, it is “I cannot tell for sure”.87 Therefore, the writer also has to find the appropriate strategy to make them more motivated and feel confident when they learning English. d.

Result of Pre test The pretest is done before the CAR, it was conducted on Thursday,

November 4th 2010. There were 25 questions in multiple-choice form and 5 in

84

See Appendix 3, pp. 78-81. See Appendix 3, pp. 82-84. 86 See Appendix 3, pp. 85-88. 87 See Appendix 3, pp. 89-94. 85

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essay form, in which the students carried out the test during 40 minutes.88 To get the result of pretest, firstly, the writer calculated the mean score:

Mx 

Mx 

x n

1497 28

Mx = 53.5 After that, to get the class percentage which pass minimum mastery criterion criteria or KKM 70 in 75% of 28 students, the writer use the formula:



F x 100% N



2x100% 28

  7.14% Based on the result of the pre test, the data showed that the mean score of pretest is 33.28. There were only two students or 7.14% of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) meanwhile the other 26 students were below that criterion. From that analyzing, it could be seen that almost of the X Electro B students‟ vocabulary was still very low.89 After analyzing the result of preliminary study, it could be conclude that most of the students at the first year of Electro B class had small vocabulary size. So, it needs to find out the solution to overcome this problem. The writer used Semantic Mapping strategy in teaching vocabulary as an innovation in teaching learning process. The action needed to enrich students‟ vocabulary. The action research conducted in two cycles. Every cycle followed the procedures of action research involving planning, acting, observing, and reflecting. Every cycle was

88 89

See Appendix 10, pp. 132-134. See Appendix 5, pp. 100-101.

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conducted in three meetings. The following was the explanation of the action research results.

2.

Findings of the First Cycle (Adapted from Ghony)90

a.

Planning 1)

The writer and collaborator decide the topic (standard competency and basic competence) that will be delivered to the student by using Semantic Mapping strategy with the collaborator.

2)

The writer make lesson plan with the collaborator91

3)

Thw writer and collaborator prepare model of Semantic Mapping using shape and picture.92

4)

The writer prepared materials (taken from the English text book) and media (laptop, pictures, and paper).

5)

The writer prepared student worksheet.93

6)

The writer prepared the instrument (posttest 1 and observational note).94

7)

The writer determinined the criteria of success with the collaborator (75% of 28 students or 21 students achieve the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) of English 70 or above).

b.

Acting First meeting (Monday, November 8th 2010 at 11.10 am – 12.20 pm) 1)

The writer implemented the teaching learning process based on the lesson plan.

2)

The writer taught describing technical object by introducing some new words firstly through semantic mapping and gave an example of semantic mapping.

90

Djunaidi Ghony, Penelitian Tindakan Kelas, (Malang: UIN Malang, 2008), pp.128-

135. 91

See Appendix 6, pp. 102-106. See Appendix 7, pp. 113-114. 93 See Appendix 7, p. 117. 94 See Appendix 8 & 10, pp.135-137, pp. 132-134. 92

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3)

The writer asked the student to make a description of a technical thing through semantic map based on the object which they had chosen individually.

Second Meeting (Thursday, November 11th 2010 at 07.00 am– 08.20 am) 1)

The student continued their first mapping task and revise with the teacher

2)

Teacher made them a group of four to make a semantic mapping based on the given picture and paper (fill in the map with some categories such as: function, parts, picture, a description sentence and what the tool moved by).

3)

Students have to find many words that are related to the picture, minimum 10 words and these new words are expected not to be the same with what the writer was given at the first meeting.

Third Meeting (Monday, November 15th 2010 at 11.10 am– 12.20 pm)

c.

1)

Reviewed the material and student task.

2)

Collected their semantic mapping worksheet.

3)

Posttest cycle 1.

Observing All at once with the Action, the writer and collaborator: 1)

Observed teaching learning process through observational notes. Based on the observational note, in spite of the class done follow the main activity as said in the lesson plan but the class still had some problems such as: there is three of the student became the trouble maker, they made the class noisy, so the other the student hard to get concentration. Then student couldn‟t make a correlation among the words yet and last they often cheat on their friends work.95

95

See Appendix 8, pp.125-126.

54

2)

Collected the data for posttest 1 Based on the result of posttest I showed that the mean score of the class increased 66.5 in which there were 12 students who passed the Minimum Mastery Criterion or KKM 70.96

The detail result of instruments used in the first cycle can be seen below: 1) The Result of Students’ Participation (Cycle 1) Based on the observational notes start from the first meeting in this cycle 1 showed that most students didn‟t pay attention when the teacher explained the materials. Most of the students often made noise. There just a few students only who paid attention to the teacher‟s explanation. When the teacher explained the concept of semantic mapping for vocabulary learning, most of them did not understand it because maybe it is a new strategy for the student, so they hadn‟t accustomed to learn it. As a result, they were difficult when the teacher asked them to make a semantic mapping from the technical word which they chosen. Then, data from the second meeting observation showed that there was slight difference from the first meeting. Some students paid attention to the teacher explanation though there were few students still made noise. When the teacher asked their previous task which became homework, there was only some student who did it. So, the teacher revised their work and repeated the same explanation about learning vocabulary with semantic mapping. When teacher asked some questions related to the materials before, few of them could answer correctly while some of them couldn‟t. There were few students asked questions when the teacher gave chance in order to check their worksheet. When the teacher asked them to make a group of four to make a semantic mapping with the given, some of them cheated among the groups. Nevertheless, the student was more involve when they work in a group than individually. Therefore, it can be said that there was slight improvement from the first and second meeting observation in the cycle one. Also, it can be seen that the students become little active than the first meeting.97 96 97

See Appendix 5, pp. 100-101. See Appendix 8, pp.125-126.

55

2) The Result of Students’ Vocabulary Achievement (Cycle 1) To know the result of students‟ vocabulary achievement, the writer needs to calculate the mean score firstly. The mean score derived from the following formula:

Mx 

x

n 1861 Mx  28 Mx  66.5 From that calculation, the students‟ mean score of posttest in cycle 1 is 66.5. It shows that there are some improvements from the pretest mean score. It could be seen from the pretest mean score (53.5) to the mean score of posttest 1 (66.5). It improves 7 (66.5 – 53.5). Then, the writer calculated the class percentage that‟s passed the Minimum Mastery Criterion, using the following formula:

F x 100% N 12x100%  28 

P = 42.85% The data showed that the mean score of posttest 1 was 66.5. There were twelve students or 42.85% of the students who got the score above the Minimum Mastery Criterion, meanwhile the other 16 students were below that criterion. It implied that the first criterion has not fulfilled. Based on the result of the students‟ vocabulary achievement in the cycle 1, there was a slight improvement of students‟ mean score from the students‟ vocabulary achievement on the preliminary study to the students‟ vocabulary achievement on the first cycle. The mean score of the previous score was 53.5 and the mean score of the students‟ vocabulary achievement on the first cycle was 66.5. That means that there was 13 points or 24.3% of mean score improvement. The improvement percentage derived from the formula: 98 98

See Appendix 5, p. 100-101.

56



y1  y 100% y

P=

66.5  53.5 100% 53.5

P = 24.3% From that calculation, the class percentage which passes the KKM is 24.3%. It means that in the cycle 1 of Classroom Action Research (CAR), there are 12 students who passed the KKM and there are 16 students who got score are below the KKM. The class percentage of posttest 1 shows some students‟ improvement of the class percentage in the pretest (7.14%). The students‟ improvement which passes the KKM is 17.24% (24.3% - 7.14%). Even though it is still needed more improvement because it could not achieve yet 75% as the target of success Classroom Action Research. d.

Reflecting 1)

Discussing the result of the action 42.85 % of the students or 12 students got the score above the Minimum Mastery Criterion, the implementation of Semantic Mapping strategy has not given satisfactory result yet on the improvement of students‟ vocabulary achievement. The students have not achieved the criteria of success that 75% of students must achieve the Minimum Mastery Criterion. Therefore, it needed to be revised before the implementation of the next cycle so that it could achieve the criteria of success of this study.

2)

Talking about Students Participation The student participation was increased during each meeting, at the first meeting their participation was not quite good, it because they still adapted the new Semantic Mapping strategy. It was improved to the second and third meeting, which is proven from their motivation and their involved in the learning activity.

3)

Determining the observational notes

57

Teaching learning process has done unsatisfactorily more, there was something to improve from the teacher and students side. For the students‟ side such as open student minds to explore their previousknown words, attract their motivation to follow the class gently and get them to do the exercise confidently. Then, from the teacher, such as she has to make much atmosphere which pursued to semantic mapping strategy in learning vocabulary, in other words she has to use it customary and more patient to repeat the steps among the groups or the student themselves. All of these should be reached to get the criteria of success that hadn‟t reached yet at this 1st cycle. e.

Revision of the First Cycle Cooperating with collaborator, the writer conclude some revisions for the

1st cycle which is going to be done in the 2nd cycle, they are: 1)

The writer should give more motivation to be more active.

2)

The writer guide students‟ work in their group intensively.

3)

The writer get them to bring a dictionary.

4)

The writer shouldn‟t push the student to finish their work soon.

5)

The writer should give brief explanation about the semantic mapping steps slowly and clarity.

3.

Findings of the Second Cycle

a.

Planning 1)

The writer ade the new lesson plan (with same media and topic).99

2)

The student have to prepared a dictionary.

3)

The writer gives more motivation to be more active.

4)

The writer guiding students‟ work intensively both in group and individual

5)

The writer have not to push the student to finish their work soon

6)

The writer give them reward.

99

See Appendix 6, pp. 107-112.

58

7)

The writer giving brief explanation about the semantic mapping steps slowly but with clarity.

b.

8)

The writer prepared Observational Notes100

9)

The writer and the collaborator compiled the post-test 2101

Acting First Meeting (Thursday, November 18th 2010 at 07.00am-08.20pm) 1)

The writer implementing the new lesson plan102

2)

The students make semantic mapping based on the picture facilitated by the dictionary individually

3)

The writerer revised their works

Second Meeting (Monday, November 22nd 2010 at 11.10am-12.20pm) 1)

Using moving class to get the new atmosphere.

2)

The writer motivated the student.

3)

Student developed their mapping through a group of four

4)

Student presented their works to the other group

5)

Teacher watched their process in making semantic mapping

6)

Teacher praised their group works.

Third Meeting (Thursday, November 25th 2010 at 07.00am-08.20pm)

c.

1)

The teacher asked whether there‟s still problem or difficulty

2)

Posttest 2

Observing In line with the Action, the writer and collaborator: 1)

Observed teaching learning process through observational notes. The class done very well, there were fewer trouble makers so the class can drive easily. Despite, the noisy still exists but it came from their talking with their friends to find a new word, so the other the student easy to more concentrate. Then student could make a correlation among the words and no more cheating among the groups. 100

See Appendix 8, pp. 127-128. See Appendix 10, pp. 138-141. 102 See Appendix 6, pp. 107-112. 101

59

2)

Collected the data for posttest 2 The result of posttest 2 showed that the mean score of the class increased 72.6 in which there were 22 students who passed the Minimum Mastery Criterion or KKM 70.

The detail result of instruments used in the first cycle can be seen below: 1) The Result of Students’ Participation (Cycle 2) Based on the observational notes, starting from the first meeting in this cycle 2 showed that the teacher just explained when the students ask but some student was more accustomed to the semantic map, it was proved from their selflearning, they work independently without asking the teacher first and they will ask if they really on a problem, it may appear because of the using of dictionary which help them to do their task. When they work in a group, they work corporately by giving their idea and share to their own group, even there‟s some student who work passively and ask the another group which has same main word, but it‟s not too disturbing the class. Then, data from the second meeting observation showed that there was slight difference from the first meeting. This slight difference was good improvement of their performance in the class both work individually and in a group. Almost of the student work well and the teacher have known their characteristics which help the teacher to enter their world and get their interest to make the class drive smoothly. Their concentration has already developed to the class and the teacher explanation. One thing that the teacher gives no punishment like their English teacher but the teacher here give them reward or compliment or another thing like picture and the atmosphere of the moving class that attract them to keen on their work. Therefore, it can be said that there was great slight improvement from the first and second meeting observation in the second cycle and also from the first cycle. It can be seen that most of the students involved in the teaching-learning process.103 2) The Result of Students’ Vocabulary Achievement (Cycle 2) 103

See Appendix 8, pp. 127-128.

60

The result of students‟ vocabulary achievement in cycle 2, the writer needs to calculate the mean score firstly. The mean score derived from the following formula:

Mx 

Mx 

x n

2032 28

Mx  72.6 From that calculation, the students‟ mean score of posttest 2 is 72.6. It shows that there are some improvements from the pretest mean score. It could be seen from the posttest 1 mean score (66.5) to the mean score of posttest 2 (72.6). It improves 6.1 (72.6-66.5). Then, the writer calculated the class percentage that‟s passed the Minimum Mastery Criterion, using the following formula:



F x 100% N



22x100% 28

  78.6% Based on that calculation, it could be seen that the posttest 2 improves 78.6% from the pretest or 35.75% (78.8%-42.85%) from the pretest 1. Last, the improvement percentage derived from the formula:



y2  y 100% y

P=

78.6  53.5 100% 53.5

P= 35.7% Based on the result of students‟ vocabulary mastery, there was better improvement of students‟ mean score from the students‟ vocabulary test in the preliminary study to the students‟ vocabulary in the second cycle. The mean score for the first one was 53.5 and the mean score of vocabulary posttest 2 in the second cycle was 72.6. It means that there was 12.1 points or 35.7% of mean

61

score improvement. The students who passed the Minimum Mastery Criterion were 22 students or 78.6% if it calculated into class percentage. It indicated that the first criterion of success has been achieved. The following was the table of students‟ vocabulary score.104 Table 4.1 The Students’ Vocabulary Score of Pretest, Posttest 1, Posttest 2 No. Students’ Name Pretest Posttest 1 Posttest 2 1 S1 60 63 70* 2 S2 53 70* 77* 3 S3 63 70* 74* 4 S4 40 66 68 5 S5 50 70* 75* 6 S6 66 76* 76* 7 S7 46 53 65 8 S8 63 76* 78* 9 S9 56 66 70* 10 S10 53 56 70* 11 S11 56 60 68 12 S12 50 60 63 13 S13 56 76* 77* 14 S14 30 53 60 15 S15 66 73* 80* 16 S16 60 73* 79* 17 S17 46 63 68 18 S18 50 66 82* 19 S19 40 60 70* 20 S20 50 63 70* 21 S21 53 70* 70* 22 S22 70* 73* 78* 23 S23 46 66 74* 24 S24 56 70* 76* 25 S25 73* 80* 82* 26 S26 43 60 70* 27 S27 56 63 72* 28 S28 46 66 70* MEAN 53.5 66.5 72.6 *The student who passed the Minimum Mastery Criterion (KKM) 70

It could be seen from the table above that the number of students who passed the Minimum Mastery Criterion also increases from preliminary study and

104

See Appendix 5, pp. 100-101.

62

each cycle. There were only two students or 7.14% of the students who got the score above the Minimum Mastery Criterion in the preliminary study; There were twelve students or 42.85% of the students who got the score above the Minimum Mastery Criterion in the first cycle; and in the second cycle, The students who passed the Minimum Mastery Criterion were 22 students or 78.6%. It proved that the target of action success in which minimum 75% of the students passed the Minimum Mastery Criterion can be reached. d.

Reflecting 1)

Students‟ activity has already followed the step to make semantic mapping well. Student could develop their cooperated within their group and also when they did the task alone. Almost all of them could participate in the activity and they didn‟t need longer time to finish the task like in the first cycle whereas the teacher didn‟t push them to finish their work soon. They could present their work in front of the class to share the new word to the other students. The great development in student activity was supported by the better teacher performances, the new atmosphere in moving class and helped by dictionary. Teacher guided them intensively, especially when they got a difficulty.

2)

Discussing the result of the action 78.6 % of the students or 22 students got the score above the Minimum Mastery Criterion; the implementation of Semantic Mapping strategy has given satisfactory result on the improvement of students‟ vocabulary achievement. The students have achieved the criteria of success that 75% of students must achieve the Minimum Mastery Criterion. Therefore, the cycle is finished and the criteria was achieved that semantic map could be the one of the appropriate strategy of vocabulary mastery and enrichment.

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Table 4.2105 A Brief Scenario of the Result of Classroom Action Research in the First Year Electro B Class, Triguna Utama Vocational School Ciputat C Y C L E 1

PLANNING

ACTING

OBSERVING

REFLECTING

105

1. Decide the topic 2. Making lesson plan with the collaborator 3. Preparing model of Semantic Mapping using shape and picture. 4. Preparing materials and media 5. Preparing student worksheet. 6. Preparing the instrument (posttest 1 and observational note). 7. Determining the criteria of success (75% or 22 students achieve the Minimum Mastery Criterion of English 70 or above). First meeting (Monday, November 8th 2010 at 11.10 AM – 12.20 PM) 1. Implemented the lesson plan. 2. Taught describing technical object through semantic mapping and gave an example of semantic mapping. 3. Asked the student to make a description of a technical thing through semantic mapping individually. Second Meeting (Thursday, November 11th 2010 at 07.00 AM – 08.20 AM) 1. Continued their first mapping task and revise with the teacher 2. Teacher made them a group of four to make a semantic mapping. 3. Students has to find many words that are related to the picture, and get minimum 10 new words Third Meeting (Monday, November 15th 2010 at 11.10 AM – 12.20 PM) 1. Reviewed the material and student task. 2. Collected their semantic mapping worksheet. 3. Posttest cycle 1 1. Observed teaching learning process (teaching learning hasn‟t done quite well although the class still had some problems) 2. Collected the data for posttest 1 (12 students or 42.85% passed Minimum Mastery Criterion, Mean 66.5) 1. Discussing the result of the action 2. Determining the observational notes 3. Talking about Students Participation 1. The teacher should give more motivation to be more active.

Suharsimi Arikunto, Penelitian Tindakan Kelas (Jakarta: Bumi Aksara, 2006), p. 70.

64

REVISION

C Y C L E 2

PLANNING

ACTING

OBSERVING

REFLECTING

4.

Guiding students‟ work in group intensively. Get them to bring a dictionary. Don‟t push the student to finish their work soon. Giving brief explanation about the semantic mapping steps slowly but with clarity. 1. Made the new lesson plan (with same media and topic). 2. Prepared a dictionary. 3. The teacher gives more motivation to be more active. 4. Guiding students‟ work intensively both in group and individual 5. Don‟t push the student to finish their work soon 6. Give them reward. 7. Giving brief explanation about the semantic mapping steps slowly but with clarity. 8. Prepared observational notes 9. Compiled the post-test 2 First Meeting (Thursday, November 18th 2010 at 07.00am-08.20pm) 1. Implementing the new lesson plan 2. Students make semantic mapping based on the picture facilitated by the dictionary individually and in a group. 3. Teacher revised and praised their works Second Meeting (Monday, November 22nd 2010 at 11.10am-12.20pm) 1. Using moving class to get the new atmosphere. 2. Motivated the student. 3. Student developed their mapping through a group of four 4. Student presented their works to the other group 5. Teacher watched their process in making semantic mapping 6. Teacher praised their group works. Third Meeting (Thursday, November 25th 2010 at 07.00am-08.20pm) Asked if there still any difficulties, posttest 2 1. Collected the data for posttest 2 (22 students or 78.6% passed Minimum Mastery Criterion, Mean 72.6) 2. Observed teaching learning process (it had done better). 1. Discussing the result of the action 2. Students‟ activity has already followed the step to make semantic mapping well. 2. 3. 4. 5.

Findings After Implementing the Action The writer carried out the interview to the English teacher who acted as

collaborator and observer after conducting classroom action research, to know her response about implementation the action and gave questionnaire to the students to know their response about the implementation of Semantic Mapping

65

in teaching vocabulary. a.

The Result of Post Interview Post interview conducted in this study was the unstructured interview. It

was held on Saturday, November 27th 2010 for the English teacher, started at 12.20 pm and finished at 13.00 pm at the resting time. The writer asked to the teacher some questions which divided into three categories. The first category was the general condition in English class during implementing the action. It was found that the students‟ condition were better than before. In this sense, they looked enthusiast in making Semantic Mapping and of course, they felt easier to remember their previous-word, the given-words, and the new words. The students‟ participation was good because the activity in the classroom involved the students mostly.106 Then, the obstacle and the solution in implementing semantic mapping during the action. It was observed that most of the students difficult in correlating the target word in Semantic Mapping because they have not use this strategy before and hard to find the new word in English which is different with the target word or the word that the teacher had ever given. So, it was suggested for the students to bring dictionary and using the moving class to get the new atmosphere.107 Last, asking about the English teacher argument of Semantic Mapping strategy. The teacher said that Semantic Mapping was a good strategy in teaching vocabulary. It could be an effective way to help the students‟ vocabulary mastery. Beside it might be able to improve the students‟ way of learning to remember both the given-word and the new word; also enriching their vocabulary because from making this map the student are tried to find the new word, it makes them easy to transfer the new word in their long-term memory. Then, it could be a fresh strategy which can attract the student interest in learning English, so they are not learning under pressure and could motivate the English teacher to use it.108

106

See Appendix 2 Items number 1, 2, and 3 of Interview after CAR, pp.74-77. See Appendix 2,Items number 4 and 5,... pp.74-77. 108 See Appendix 2,item number 6-10,... pp.74-77. 107

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From the summarized of the interview above, it could be conclude that the teacher gave a positive response toward the implementation of Semantic Mapping in teaching-learning vocabulary. In addition, Semantic Mapping gave a good impact for improvement of the students‟ ability in vocabulary enrichment.109 b.

The Result of Post Questionnaire The students‟ response after learning vocabulary through Semantic

Mapping can be seen from the post-questionnaire. The questionnaire used in this study was closed questionnaire. The questionnaire was given to the students in X Electro B class on Thursday, November 25th 2010. This questionnaire has four categories. Each of categories is descript of below: 1) The students’ response toward teaching-learning process The items that include in this category are item number 1, 3 and 17. For the first there are 24 students or 85.7% were interested in the teaching-learning process through semantic mapping. Next, item number three, there are 22 students or 78.6% of the students were motivated learning vocabulary through semantic mapping. Last, there are 19 students or 67.9% could learn vocabulary better through semantic mapping than the usual learning. The conclusion can be drawn from these items that most of the students were given their best response toward teaching-learning process of learning vocabulary through Semantic Mapping. 2) The result of the students’ vocabulary learning activity Items number 7, 8, 11, 16 1nd 18 are included in this category. The first item number 7, most of the students (26 or 92.9%) helped in enriching their vocabularies through semantic mapping. Then, for number 8 there are 60.7% or 17 students who felt that semantic mapping can solve their vocabulary problems. After that, for the item number 11, there are about 21 students, 75% of the students said that they could do the vocabulary task easily by using semantic mapping. Next, there are 17 students or 60.7% students who their score was increased after learning vocabulary through semantic mapping. Last, there are 18 students who said that their vocabulary was enriched by semantic mapping; it‟s

109

See Appendix 2, pp.74-77.

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about 64.3% of the whole students. From this summary, it can be understand that the learning activity can give the better result in their vocabulary mastery. 3) The solution of the problems in vocabulary To know the solution when student had difficulty during the teachinglearning process, the writer asked them through item number 12 and 13. For number 12, there are 23 students or 82.1% of the students who answer that their teacher gives then opportunity to ask their problems. Then, 53.6% or 15 students were used this opportunity to ask. So, there were more student who asked than who didn‟t, it can be implied that the teacher knew about their problem during teaching-learning process which can make the teacher more aware about their problem and guided them to overcome it, also revise her way of teaching. 4) Students’ Response toward Semantic Mapping Technique There were 6 items that deliver to know the students‟ response toward semantic mapping; they are item number 2, 4, 5, 6, 9, 10. There were more than 80% or of the student who give the best response toward semantic mapping. They are enthusiastic to learn vocabulary through semantic mapping. Besides, there were just 7 students who felt that semantic mapping pursued their vocabulary learning. It more proof that Semantic Mapping could be the alternative way in learning vocabulary, make them remember the word easily, and can help them to find the new words to enrich their vocabulary.110

B. Interpretation of the Data 1. Data of Observation The data gained from unstructured observation, from the first observation before CAR and during the CAR. Based on the observation conducted by the writer before CAR, it is known that the English teacher teaches vocabulary by giving a list of vocabulary to the students, then she asks them to memorize and perform it in front of the class without asking them to make a correlation among the words to make them remember easily or facilitating them with a learning activity which can make them more motivate. 110

See Appendix 4, pp. 95-99.

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This teaching strategy causes many problems. First, the students are unmotivated and hard to remember these words. Second, the students didn‟t active in the teaching-learning process because there‟s no more activity that can involve the student in the classroom, except they just memorize in silent way, while the most comfortable place for them to learn and find the new English words is in the English classroom itself, so they had difficulty to do the exercises. Third, the students are very noisy because they are not interested with the activity given by their teacher and it causes the teacher difficult to manage the classroom condition. However, after the students are taught vocabulary by using semantic mapping, they can be active and participate fully in the teaching learning process. It because they are interested with the activity given to them and an interesting activity can motivate them to memorize and get the new words easily and indirectly in the teaching learning process. 2.

Data of Questionnaire The data from the pre questionnaire revealed that vocabulary was almost

the one of the English components that difficult to master in Vocational School because they are going to be ready-work graduated, so there‟s so many vocabulary that they should master in their department especially. The students had difficulty in term of memorize the words that given by the teacher and then they just have limited vocabulary because the teaching learning process can‟t motivate them to find or get the new words, in other words their vocabulary always based on the text book or just from the teacher. Those problems made the students did not interest in their class. However, after using Semantic Mapping in teaching vocabulary, the students gave positive responses toward that action. The students assumed that Semantic Mapping could help them to remember the word given by the teacher and it could facilitate in finding the new words and also it was interesting activities because it served image, color, and built the students‟ creativity. Therefore, Semantic Mapping could make the classroom atmosphere more interesting and make students easier to remember the word-given and enrich their vocabulary.

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The data from the questionnaire result showed that the implementation of semantic mapping strategy got positive responses from students in their teachinglearning process of vocabulary. It was proven that 72.9% of the students showed good or positive responses toward the implementation of Semantic Mapping strategy in teaching-learning vocabulary.

70 60

64.7

50 40 30

41.8

20 10 0 Pre Questionnaire Post Questionnaire

Figure 4.2: Result of Students’ Questionnaire

3.

Data of Interview The data gained from the pre interview with the English teacher indicated

that the students‟ English vocabulary was poor because the students had some difficulty in English words, and the students‟ participation in learning vocabulary was not too active. As the student who prepared to work after they graduate especially in technical field, there‟s so many vocabulary that they have to remember, whereas they had difficulty on it. Consequently, it needed to do the innovation in teaching vocabulary. The writer suggested implementing Semantic Mapping strategy in teaching vocabulary. After conducting the action, the English teacher gave positive responses toward the action. The English teacher felt satisfied with the improvement made by the students focus on students‟ vocabulary mastery and their participation. The English teacher also motivated to use Semantic Mapping because it could facilitate the students in memorizing the

70

word given by teacher and enrich their vocabulary by finding the new words while they are doing on semantic mapping strategy. Hence, the English teacher would use Semantic Mapping as an alternative strategy in teaching English vocabulary. 4.

Data of Test Based on the result of the student vocabulary test, it was found that the

students‟ vocabulary score was gradually improving. It was known the students‟ average score of pretest was 53.5. After the implementation of semantic mapping strategy, the average scores of posttest 1 cycle 1 was 66.5. In other word, 42.85% students got score greater than 70 as the criterion of success. Because the result of posttest 1 was unsatisfactory yet, then the writer continued to the second cycle with the average of posttest 2 was 72.6 or 78.6 % passed the KKM 70 as the criterion of success determined. Shortly, from the test result, it met the criteria of success that there were 75% or more who passed the KKM.

80 60 40

66.5

72.6

53.5

20 0 Preliminary

1st Cycle

2nd Cycle

Figure 4.2: the Students’ Achievement in Vocabulary Development

CHAPTER V CONCLUSION AND SUGGESTION After finishing the Classroom Action Research (CAR) at X Electro B class of Triguna Utama Vocational School academic year 2010/2011, the writer gives some conclusions based on the result of this research. Furthermore, the writer also gives some suggestions related to the conclusion. However, the writer would like to give her summary of this research, before giving conclusion and suggestion. The writer would like to summarize her study. This study uses the Classroom Action Research (CAR) method to identify students’ problem, it is begun by interviewing the English teacher and observing in the X EB class which is considered as the class that has insufficient vocabulary. The number of students consists of 28 male students. In this study, the writer uses the Kemmis and Mc.Taggart’s design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is taken among from the observation,interview, questionnaire and test. It could be summed up, first, related to the students’ achievement, there were 78.6% who passed the KKM 70 with the improvement of students’ mean score from pretest to the posttest of the second cycle was 35.72%. In the pretest, there were only 2 students who passed the KKM. Meanwhile, in the posttest of cycle one there were 12 students who passed the KKM or 42.8%. Next in the result of posttest in the cycle 2, there gained 22 or 78.6% students who passed the KKM in which their mean score of vocabulary test

71

72

derived 72.6. So it achieved the criteria of success. Second, the questionnaire result showed that the implementation of this strategy got positive responses from students in their teaching-learning process of vocabulary. It was proven that more than 80% of the students showed good or positive responses to the implementation of semantic mapping strategy. Third, the data from the observation showed that the students were more active and participated in the teaching learning process; it could be seen from the improvements of the students’ participation in the teaching-learning process for each meeting. The last, the result of interview with the English teacher showed that the teacher gave positive responses to the implementation of semantic mapping strategy in teaching vocabulary since it could be an alternative strategy to be used in teaching vocabulary.

A. Conclusion In conclusion, this study was successful in enriching the students’ vocabulary by using semantic mapping strategy. In addition, the students were more active and participated in the teaching-learning process of vocabulary. Therefore, semantic mapping strategy can be alternative strategy for teacher in teaching vocabulary which can make the students remember new words easily. B. Suggestion After conducting the study, the writer suggests that the teacher should introduce the new vocabulary by using another strategy beside list it and get the student to memorize it and she also should pay attention to the students’ activity while teaching learning process in order to get students’ involvement. In addition, the teacher should be more creative in delivering the new word which can motivate students to memorize and get another new word which can enrich their vocabulary. Moreover, semantic mapping strategy can be implemented in vocabulary activity, especially the effort to enrich students’ vocabulary in English for technical purpose. Last, the writer hopes the result of this study can be used as an additional reference; there will be a further research with different discussion which can make a revision within development of this semantic mapping strategy.

BIBLIOGRAPHY Aebersold, Jo Ann and Mary Lee Field, From Reader to Reading Teacher, New York: Cambridge University Press, 1997. Allen, Edward David and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, 1977. Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2006. ________________, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,2001. Baumfield, Vivienne, Action Research in the Classroom, London: SAGE, 2008. Billings, Henry, Melissa and Newman, Christy M., Adventures in Reading: Intermediate, New York: McGraw-Hill, 2002. Brown, Douglas H., Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd edition), New York: Addison Wesley Longman, 2001. Celce-Murcia, Marianne, Teaching English as a Second Language or Foreign Language, 2nd ed., Massachusetts: Heinle & Heinle Publishers, 1991. Chyntia, White J., “The Role of Associational Patterns and Semantic Networks in Vocabulary Development,” English Teaching Forum , vol.24, num. 4, 1988. Evelyn, Hatch and Cherryl Brown, Vocabulary, Semantic and language Education, Cambridge : Cambridge University Press, 1995. Finocchiaro, Mary and Michael Bonomo, The Foreign Language Learner: A Guide for Teachers, New York: Regent Publishing Company Inc., 1973. Fries, Charles C., Teaching and Learning English as a Foreign Language, Ann Harbor: The University of Michigan Press, 1970. Gairns, Ruth and Stuart Redman, Working with Words, Cambridge: Cambridge University, 2003. Gazal, Lotfi, Learning Vocabulary in EFL Context through Vocabulary Learning Strategies, Novitas-ROYAL, vol.1(2), 2002. Gronlund, Norman E. Construction Achievement Test, New York: Prentice Hall, 1982. Harimukti Kridalaksana, Kamus Linguistic, Edisi ke-tiga, Jakarta: PT. Gramedia Pustaka Utama, 1993.

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Harmer, Jeremy, The Practice of English Language Teaching 4th Edition, Edinburgh Gate: Pearson Education Limited, 2007. Heaton, J. B. Classroom Testing, New York: Longman Inc, 1990. http://enchantedlearning.com/, 15 September 2010. http://esl.fis.edu/parents/advice/vocab.htm, 6 November 2010. http://www.learning.org/literacy/adolescent/strategies/semantic.php, 2010.

6

November

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphho me. htm, 3 Januari 2011. Kessler, Carolyn, Cooperative Language Learning: A Teacher’s Resources Book, New Jersey: Prentice Hall, 1992. Kevorkian, Jennifer, Conducting Action Research in Foreign Language Classroom, New York: Northeast Conference, 1998. Knapp, Thomas R., Statistics for Educational Measurement, Pennsylvania: Intext Educational, 1971. Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan Profesi Guru), Jakarta: Rajagrafindo Persada, 2008. Latief, Mohammad Adnan, Classroom Action Research on Language Learning, Pittsburgh 2009. Meltzer, David E., The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy, 2008. Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher. (2nd ed), New Jersey: Merril Prentice Hall, 2003. Nation,I.S.P, Teaching and Learning Vocabulary, Boston, Massachusetts: Heinle & Heinle Publishers, 1990. Nation, Paul, New Ways in Teaching Vocabulary, Virginia: TESOL, 1994. Nunan, David, Language Teaching Methodology: A Textbook for Teachers, United Kingdom: Prentice Hall International, 1991. Oller, John W. Language Test at School, London: Longman Group Limited, 1979.

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O’rourke, Joseph P., Toward a Science of Vocabulry Development, Netherlands: Mouton, 1974. Oxford, Rebecca L.,Language Learning Strategies: What every Teacher should Know, USA: Heinle&Heinle Publishers, 1990. Pacivic Takac, Visnja, Vocabulary Learning Strategies and Foreign Language Acquisition, Canada: Multilingual Matters, 2008. Paul Nation, New Ways of Teaching Vocabulary, USA : Teacher of English to Speaker of Another Languages/TESOL Inc, 1994. Richards, Jack C., and Rodgers, Theodore S., Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 1986. Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching (An Anthology of Current Practice), Cambridge: Cambridge University Press, 2002. Robert Lado, Language Teaching : a scientific approach, Bombay-New Delhi : Tata Mc.Graw Hill Publishing Co.Ltd, 1974. Schmitt, Norbert, Vocabulary in Language Teaching, Cambridge: Cambridge University Press, 2000. Ghony, Djunaidi, Penelitian Tindakan Kelas, Malang: UIN Malang, 2008. Schmitt, Norbert, and McCarthy, Michael, Vocabulary: Description, Acquisition and Pedagogy, Cambridge: Cambridge University, 1997. Suwandi, Sarwiji, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah, Surakarta: Yuma Pustaka, 2010. Ur, Penny, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1991. Wallace, Michael J., Teaching Vocabulary, Oxford: Heinemann Educational Books, 1989. Wiriaatmadja, Rochiati, Prof. Dr., Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), Bandung: Remaja Rosdakarya, 2006. Young, Mark R. and Colleague, Journal of Instruction Pedagogies, Action research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities, 2001. Zorc, David R., Paper on Translation: Aspects, Concepts, Implications: A Case for Semantic Mapping, Seameo Regional Language Centre No.28, 1983.

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APPENDIX 1: INTERVIEW BEFORE CAR

INTERVIEW GUIDELINES AND RESULT IN THE PRELIMINARY STUDY

A. INTERVIEW GUIDELINESS 1. Bagaimana proses pembelajaran bahasa Inggris di kelas? 2. Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran bahasa Inggris? 3. Teknik/metode apa saja yang anda gunakan dalam pengajaran vocabulary? 4. Aktivitas apa yang dilaksanakan dalam proses pengajaran vocabulary? 5. Media apa yang anda gunakan dalam pengajaran vocabulary? 6. Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung pembelajaran Bahasa Inggris? 7. Apa kendala dalam pengajaran vocabulary? 8. Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung? 9. Tugas apa yang biasa Bapak/Ibu berikan di kelas? 10. Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas X di STM Triguna Utama? 11. Apakah anda pernah mendengar strategi pengajaran semantic mapping? 12. Apakah strategi pengajaran semantic mapping efektif diterapkan pada pengajaran sub-skill vocabulary? 13. Menurut anda, apakah strategi pengajaran semantic mapping dapat meningkatkan perbendaharaan kosakata siswa dalam bahasa Inggris? 14. Apakah materi Describing Things termasuk materi yang sulit? 15. Kelas mana yang memiliki kemampuan menguasai kosakata yang rendah?

72

B. INTERVIEW RESULT Interviewer Interviewee Profession Day, Date Time Place

: Siti Nur Vadilah : Duma Morita Napitupulu, S.Pd : English Teacher : Monday, October 18th 2010 : 12.20 pm – 12.50 pm : Teachers’ Office

R : Researcher T : Teacher 1. R :Bagaimana proses pembelajaran bahasa Inggris di kelas? T : Proses berjalan cukup lancar 2. R :Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran bahasa Inggris? T : Materi yang cukup sulit untuk siswa yaitu meliputi grammatical bahasa Inggris, kemudian listening, terkadang juda siswa mengalami kesulitan dalam memahami bahasa Inggris karena kepemilikan kosakata mereka yang kurang memadai, padahal saya sudah memberikan mereka daftar kosakata. 3. R :Teknik/metode apa saja yang anda gunakan dalam pengajaran vocabulary? T : menterjemahkan dwibahasa, bahasa Indonesia ke Inggris dan sebaliknya, dan menghafal. 4. R : Aktivitas apa yang dilaksanakan dalam proses pengajaran vocabulary? T : Tanya jawab, memberikan kosakata, menterjemahkannya dan menghafal untuk dinilai 5. R : Media apa yang anda gunakan dalam pengajaran vocabulary? T : Gambar, Teks bacaan 6. R :Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung pembelajaran Bahasa Inggris? T : Moving class, ruang kelas, dictionary, LCD, laboratorium bahasa 7. R :Apa kendala dalam pengajaran vocabulary? T : Siswa sulit menguasai kosakata karena frekuensi hafalan dan penggunaan kosakata sangat sedikit sehingga kosakata yang sudah diberikan tidak sampai pada long-term memory siswa 8. R : Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?

73

T : partisipasi siswa sebatas menghafalkan kosakata 9. R :Tugas apa yang biasa Bapak/Ibu berikan di kelas? T : menterjemahkan soal-soal, membaca kemudian menjawab pertanyaan, membuat kalimat dari kosakata yang diberikan, mengidentifikasi kosakata yang sulit 10. R : Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas X di STM Triguna Utama? T : 70 11. R :Apakah anda pernah mendengar strategi pengajaran semantic mapping? T : pernah 12. R :Apakah strategi pengajaran semantic mapping efektif diterapkan pada pengajaran sub-skill vocabulary? T : ya cukup membantu siswa untuk menghubungkan satu kata dengan kata yang lain yang masih berhubungan dan dapat mengembangkan kosakata mereka. 13. R :Menurut anda, apakah strategi pengajaran semantic mapping dapat meningkatkan perbendaharaan kosakata siswa dalam bahasa Inggris? T : Ya, tentu 14. R :Apakah materi Describing Things termasuk materi yang sulit? T : tidak, karena dibantu dengan kamus 15. R : Kelas mana yang memiliki kemampuan menguasai kosakata yang rendah? T : sejauh saya melihat perkembangan tiap kelas, kelas X elektro b termasuk kelas yang agak lamban menguasai kosakata. Ciputat, 18 Oktober 2010 Interviewer

Siti Nur Vadilah

Interviewee

Duma Morita Napitupulu, S.Pd

74

APPENDIX 2: INTERVIEW AFTER CAR

INTERVIEW GUIDELINES AND RESULT AFTER CLASSROOM ACTION RESEARCH

A. INTERVIEW GUIDELINESS 1. Bagaimana kondisi siswa ibu dalam pembelajaran kosakata setelah menggunakan tehnik semantic mapping? 2. Bagaimana

kemampuan

pemahaman

kosakata

siswa

ibu

setelah

menerapkan strategi semantic mapping? 3. Bagaimana partisipasi siswa ketika pembelajaran kosakata menggunakan semantic mapping berlangsung? 4. Kendala apa yang terlihat ketika belajar kosakata menggunakan semantic mapping? 5. Menurut anda, bagaimana cara mengatasi kendala itu? 6. Apa pendapat anda, setelah melihat pembelajaran kosakata menggunakan semantic mapping? 7. Apakah Ibu merasa termotivasi setelah melihat penggunaan semantic mapping dalam pembelajaran di kelas? 8. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses pembelajaran kosakata dengan menggunakan semantic mapping? 9. Setelah mengobservasi pembelajaran kosakata dengan menggunakan semantic mapping, apakah strategi pembelajaran semantic mapping efektif diterapkan pada pembelajaran kosakata? 10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran semantic mapping dapat memperkaya kosakata siswa dalam bahasa Inggris?

75

B. INTERVIEW RESULT

R

: Researcher

T

: Teacher

1. R

Interviewer

: Siti Nur Vadilah

Interviewee

: Duma Morita Napitupulu, S.Pd

Profession

: English Teacher

Day, Date

: Saturday, November 27th 2010

Time

: 12.20 pm – 13.30 pm

Place

: Teachers’ Office

:Bagaimana kondisi siswa ibu dalam pembelajaran kosakata setelah

menggunakan tehnik semantic mapping? It was found that the students’ condition were better than before. In this sense, they looked enthusiast in making Semantic Mapping and of course, they felt easier to remember the target words and the new words. The students’ participation was good because the activity in the classroom involved the students. T

: Kondisi siswa lebih baik daripada biasanya, mereka termotivasi

dan berantusias mengikuti belajar kosakata dengan menggunakan tehnik semantic mapping, mungkin hal ini disebabkan karena jarang sekali mereka mendapatkan aktivitas seperti ini yang melibatkan mereka, terlebih jika mereka disatukan dalam kelompok. 2. R

:Bagaimana kemampuan penguasaan kosakata siswa ibu setelah

menerapkan strategi semantic mapping? T

: adanya wadah yaitu tehnik semantic mapping ini membuat

kemampuan mereka dalam memahami juga mengingat kosakata lebih baik daripada sekedar menghafal dan menterjemahkan ke bahasa Indonesia. 3. R

: Bagaimana partisipasi siswa ketika pembelajaran kosakata

menggunakan semantic mapping berlangsung?

76

T

: partisipasi mereka sudah lebih termanfaatkan, selama ini mereka

sebenarnya siswa yang cukup aktif namun karena jarang mendapatkan tugas yang menarik mereka lebih sering ribut, dengan adanya kerja dengan media semantic mapping dan bekerja dalam sebuah kelompok dapat memunculkan ketertarikan mereka dalam melaksanakan tugas yang diberikan guru. 4. R

: Kendala apa yang terlihat ketika belajar kosakata menggunakan

semantic mapping? T

: kendala mereka diawal yaitu belum terbiasanya mereka

menggunakan tehnik ini jadi mereka masih bingung menghubungkan satu kata dengan kata lain, sekalipun muncul itu terbatas hanya pada kosakata yang telah mereka miliki dan bukan kosakata yang baru. Kemudian sulitnya mereka mendapatkan kosakata langsung dengan bahasa Inggrisnya. 5. R T

: Menurut anda, bagaimana cara mengatasi kendala itu? : Berdasarkan apa yang telah kita diskusikan, kamus memang

pendamping belajar siswa yang penting, yang bisa dibilang ‘rajanya kosakata’ karena diditulah seluruh kosakata bahasa Inggris direcord, dan siswa dengan mudah menemukan bahasa Inggris dari kata yang muncul pertama dengan bahasa Indonesia. 6. R

: Apa pendapat anda, setelah melihat pembelajaran kosakata

menggunakan semantic mapping? T

: semantic mapping memang sudah terbukti bisa membantu siswa

mengingat kosakata yang baru diberikan dan kosakata yang telah mereka miliki dan dari situ juga bisa menemukan kosakata baru yang dapat memperkaya perbendahaaraan kosakata siswa. 7. R

: Apakah Ibu merasa termotivasi setelah melihat penggunaan

semantic mapping dalam pembelajaran di kelas? T

: ya, saya merasa termotivasi untuk menggunakan tehnik ini disaat

saya membutuhkan penalaran siswa dalam pemahaman dan oenggunaan kosakata bahasa Inggris.

77

8. R

: Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan

dalam proses pembelajaran kosakata dengan menggunakan semantic mapping? T

: aktivitas yang dilaksanakan sudah bagus karena yang terpenting

adalah melibatkan kemampuan siswa di dalam belajar agar mereka dapat mengingat terus apa yang telah dipelajari. 9. R

:

Setelah

mengobservasi

pembelajaran

kosakata

dengan

menggunakan semantic mapping, apakah strategi pembelajaran semantic mapping efektif diterapkan pada pembelajaran kosakata? T

: ya, tehnik ini cukup efektif untuk mewadahi aktifitas belajar

siswa, karena bisa membantu mengkorelasikan kata-kata dan menemukan kosakata yang baru melalui kreatifitas yang mereka miliki. 10. R

: Setelah menjadi observer, Menurut anda, apakah strategi

pengajaran semantic mapping dapat memperkaya kosakata siswa dalam bahasa Inggris? T

: ya, saya kira tehnik ini sedikit banyak bisa memperkaya siswa

meskipun memang tidak seluruh kosakata bisa dilibatkan dalam sebuah mapping, namun setidaknya mereka bisa mendapatkan kosakata baru yang berkaitan dengan apa yang mereka pelajari ynag mungkin saja kosakata itu bermanfaat untuk belajar mereka selanjutnya, dan itu telah dibuktikan dengan posttest yang dilakukan setiap siklusnya, siswa mengalami peningkatan nilai meskipun tidak semua kosakata yang diujikan telah diberikan oleh guru.

Ciputat, 27 November 2010 Interviewer

Siti Nur Vadilah

Interviewee

Duma Morita Napitupulu, S.Pd

78 APPENDIX 3: QUESTIONNAIRE BEFORE CAR

ANGKET UNTUK SISWA (Sebelum PTK)1 Nama : Kelas : Petunjuk: 1. Tulislah nama dan kelas di tempat yang telah disediakan 2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 5. Terimakasih atas bantuan dan kerjasamanya.

No 1

2

3 4 5 6

7 8 9 10

Pertanyaan Apakah kamu merasa bersemangat ketika mengikuti pelajaran bahasa Inggris materi kosakata (vocabulary) Apakah kamu dengan mudah memahami materi kosakata (vocabulary) dalam bahasa Inggris selama ini Apakah kamu merasa puas dengan nilai bahasa Inggris materi kosakata (vocabulary) selama imi Apakah kamu dapat menjawab pertanyaan dari guru mengenai materi yang diajarkan Apakah kamu sering bertanya kepada guru jika ada kesulitan dalam materi kosakata (vocabulary) Apakah kamu merasa teknik yang digunakan guru dapat mengatasi kesulitan dalam kosakata (vocabulary) Apakah teknik yang digunakan guru dapat membantumu memperkaya perbendaharaan kosakata Apakah guru sering memberikan latihan untuk mengembangkan kemampuan kosakata (vocabulary) Apakah kamu dapat mengerjakan tugas kosakata (vocabulary) dengan mudah Apakah kamu merasa kepemilikan 1

95.

Ya

Tidak

Vivienne Baumfield,, Action Research di Ruand Kelas (London: SAGE, 2008), pp. 93-

78 APPENDIX 3: QUESTIONNAIRE BEFORE CAR

kosakata(vocabulary) kamu sudah banyak

88

VOCABULARY LEARNING STRATEGIES NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Students' Names Adyd Asrihum Alwan Yuniardhi Ardila Mandala Putra Aspanudin Danny Yuli rahmanto Didit Handika Tama Fahrul Rozi Farhan Liputain Ray Ferdiocto Diraja Imam Bagus N Indat Hika Jalu Eko Pambudi Kiki Kurniawan Muhammad Mufas Muhammad Rizki Fajrin Nana Sukmana Ngabdul Munir Rain Putra Djayadi Rajes Putra Reza Firmansyah Rija Gumilar Rizal Saputra Rizki Ramadhan Kurnia Rizqy Ramadhan Tengku Rachman A. Tony Saputro Warsiyo Yan Lentinio TOTAL RANK

1 2 4 3 2 2 3 2 3 3 4 2 3 3 3 2 3 3 2 3 4 4 2 4 3 4 3 4 3 83 2

2 2 2 2 2 3 2 2 3 4 2 2 2 3 3 2 4 2 2 4 3 3 3 3 4 3 3 3 4 77 3

*RELATED TO SEMANTIC MAPPING TECHNIQUE

3 3 3 4 4 1 4 3 3 3 2 2 3 3 1 3 3 3 3 1 2 2 2 1 1 3 3 2 1 69 6

4 1 1 3 2 2 3 2 3 1 4 2 3 2 3 1 4 2 1 3 2 2 4 3 3 3 2 3 3 68 8

5 2 2 4 1 3 4 2 1 1 1 2 3 2 3 1 3 2 2 3 1 1 2 2 1 2 2 3 3 59 10

6 2 3 4 2 2 4 3 4 1 4 2 2 3 3 3 3 3 2 3 1 1 1 4 1 3 3 1 3 71 5

7* 1 3 3 2 1 3 3 2 3 3 2 3 3 4 3 4 3 1 3 2 2 1 1 3 3 3 3 4 72 4

8 1 1 2 3 2 3 4 3 1 1 2 4 3 3 4 3 3 1 3 3 3 1 2 1 2 3 2 3 67 9

9 2 2 3 2 3 3 3 3 3 3 2 3 2 4 2 4 2 2 3 2 2 2 1 1 2 2 2 3 68 7

10 2 2 4 4 3 4 2 3 4 3 2 3 4 3 4 4 4 2 4 4 4 2 1 3 3 3 2 4 87 1

RANK 1 2 3 4 5 6 7 8 9 10

LEARNING STRATEGIES Self-Learning Picture Word Connection Word Family Mnemoic Device Word Relation Pair Work Semantic Mapping Mnemoic Device and Translation Pointing (TPR)

81

The Result of Pre Questionnaire

1

2

3

The students’ response toward teaching-learning process  The students were motivated in the teaching-learning process  The students understood the teacher’s explanation The result of the students’ vocabulary learning activity  The students were satisfied with their score in vocabulary  The students could answer the teachers questions about vocabulary material The solution of the problems in vocabulary  The students asked their difficulty in vocabulary to the teacher  The teacher implemented the suitable technique to solve difficulties in learning vocabulary  The technique could help students memorize vocabulary easily and get the new vocabulary.  The teacher gave exercise to develop students’ ability in vocabulary  The students could do the task easily.  The students’ had rich vocabulary Mean

Yes

No

26

92.8 %

2

7.14 %

12

42.8 %

16

57.14%

Yes

No

11

39.28 %

17

60.71 %

5

17.85 %

23

82.14 %

Yes

No

8

28.57 %

20

71.42%

12

42.8 %

16

57.14 %

11

39.28 %

17

60.71 %

22

78.57%

6

21.42%

8

28.57 %

20

71.24 %

2

7.14 %

26

92.85 %

41.8%

58.2%

82

BACKGROUND QUESTIONNAIRE1 1. Name : 2. Place and Date of Birth : 3. Age : 4. Gender : 5. Mother Tongue : 6. Language you speak at home______________________ 7. How long you have been studying English _____________________ 8. How do you rate your overall proficiency in English as compared with proficiency of other students in your class? (Circle one) Excellent Good Fair Poor 9. How do you rate your overall proficiency in English as compared with proficiency of native speakers of English? (Circle one) Excellent Good Fair Poor 10. How important is it for you to become proficient in English? (Circle one) Very important Important Not so important 11. Why do you want to learn English? _____ Interested in English _____ Interested in the culture _____ be able to speak English _____ required to take English subject to Graduate _____ need it for my future career _____ need it for travel _____ other (list): ___________________________ 12. Do you enjoy learning English? (circle one) Yes No 13. What other language have you studied? ________________________________ 14. What has been your favorite experience in learning English?

1

Rebecca L Oxford, Language Learning Strategies: What every Teacher should Know (USA: Heinle&Heinle Publishers, 1990), p. 282.

85

VOCABULARY LEARNING STRATEGIES QUESTIONNAIRE FOR ENGLISH

Name in English Last

:

Middle

:

First

:

Teacher's name: Directions: As part of a research project on language learning, we would like you to complete this questionnaire about what you actually do when you are studying English vocabulary. The questionnaire lists statements describing learning techniques, tools, or strategies you might use to help you remember vocabulary. Read each statement describing possible approaches, and circle one of the options (Never, Rarely, Occasionally, Often) to show how often you use the approach described. This list is not complete, so if you do anything else to study and remember English vocabulary, please write it down on the lines provided at the end.

There are no rights or wrong answers. There are only answers that tell what you actually do.

Learning vocabulary in English Learning new words is a major part of learning English. You have to learn vocabulary given to you by your teacher. You might also learn words that you want to know. How often do you do each of the following to help you learn new words and phrases in English? 1. As I think about an English word, I imagine or draw a picture of the object/idea the word represents. Never

Rarely

Occasionally

Often

86

2. I think of something or someone in my life that the word reminds me of, and I remember that connection when I need to recall the word. Never

Rarely

Occasionally

Often

3. I make a point of learning words that relate to my life. Never

Rarely

Occasionally

Often

4. I group words that are similar or are related in some way. Never

Rarely

Occasionally

Often

5. I hold or point to an object that the English word represents while thinking or saying the word. Never

Rarely

Occasionally

Often

6. I think of an English word that looks or sounds like the Indonesian word, and I think about how the meanings are related. Never

Rarely

Occasionally

Often

7. I look for another word that linked to a one words in English, so it will enrich my vocabulary Never

Rarely

Occasionally

Often

8. I think of an English word that sounds like the Indonesian word, AND I get a picture in my mind to link the meanings of the English and Indonesian words. Never

Rarely

Occasionally

Often

9. I review new words with a classmate. Never

Rarely

Occasionally

Often

10. I test myself to see if I have learned the words. Never

Rarely

Occasionally

Often

Other approaches: ________________________________________________

87

The Result of Students’ Vocabulary Learning Strategies Choice Never

Rarely

Occasionally

Item No. 1 8 13 2 12 11 3 6 6 13 4 5 9 11 5 8 11 7 6 6 6 11 7* 5 5 15 8 7 6 12 9 2 14 10 10 1 7 8 *related to semantic mapping technique

Often 7 5 3 3 2 5 3 3 2 12

TOTAL 28 28 28 28 28 28 28 28 28 28

Questionnaire about English Learning

I don't think so at all.

3

2

1

2

I can tell a foreign visitor the way to the headmaster's office in English.

5

4

3

2

1

Now please let me know why you are learning English.

I'm learning English because 1 2

I want to get good marks in English tests and improve my evaluation in the school report. I want to be able to understand English movies and TV programmes without looking at subtitles.

I don't think so at all.

I don't think so.

4

I don't think so.

I cannot tell for sure.

5

I cannot tell for sure.

I think so.

I like learning English.

I think so.

1

Let's give it a try. (This is a practice.)

I strongly think so.

I strongly think so.

The purpose of this questionnaire is to find out how you feel about learning English. This has nothing to do with your grades and scores in English. For each statement below, circle one of the numbers (5 to 1) which seems to show your feeling the best.

5

4

3

2

1

5

4

3

2

1

3

I want to enter a secondary school or a university of my choice.

5

4

3

2

1

4

I want to be able to read English books and magazines with ease.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5 6

I want to study at a school or a university in a foreign country if I have a chance. I want to make friends with people living in foreign countries by exchanging letters and e-mails.

7

I want to get a nice job with good salaries and good working conditions.

5

4

3

2

1

8

I want to be able to communicate freely in English with people from different countries.

5

4

3

2

1

9

I want to get a job in which I can use my English.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

10 11 12

I want to learn about the lifestyles and customs in foreign countries such as England and America. I want to work either for an international organisation (e.g. the EU) or for a global company (e.g., Nokia). I want to know how the English language reflects the way of thinking of English-speaking people.

I strongly think so.

I think so.

I cannot tell for sure.

I don't think so.

I don't think so at all.

1

I enjoy my English lessons.

5

4

3

2

1

2

I enjoy singing English songs in class.

5

4

3

2

1

3

I enjoy doing games and tasks in English in class.

5

4

3

2

1

4

I enjoy communicating with my classmates in English in class.

5

4

3

2

1

5

I want to be able to pronounce English just like Englishmen or Americans.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Now please let me know how you feel about English lessons.

6 7

I think pronunciation symbols are useful for learning correct word pronunciation. I think activities to translate English into Finnish have helped me to learn English.

2

1

9

I think English textbooks have helped me a lot to learn English.

5

4

3

2

1

10

I spend more time on doing English homework than on doing homework of other subjects.

5

4

3

2

1

11

I think I have learned how to learn English through my English lessons.

5

4

3

2

1

12

I wish to be taught English from time to time by British or American teachers.

5

4

3

2

1

I don't think so at all.

3

I don't think so.

4

I cannot tell for sure.

5

I think so.

I think I understand the English in my English textbooks well enough.

I strongly think so.

8

1

I think learning English is important for my future.

5

4

3

2

1

2

I think learning English has improved my Finnish as well.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Now please let me know how you feel about learning English.

3 4 5 6

I think learning English has helped (or will help) me to learn another foreign language. I have become more interested in what is happening in the world through learning English. I am satisfied with my English ability I have acquired through my English lessons. I wish to continue learning English even after I start working in society.

The Result of Students' View about English Learning choice item no.

5 1 2

4 0 4

TOTAL choice item no. 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

4

5

3 11 2 13

4 13 4 3 6 6 5 19 4 5 5 1 3 74

2 3 14 17

3 10 10 5 8 9 3 4 6 4 4 3 6 72

0 7 7

2 3 11 7 11 9 13 5 11 12 8 10 13 113

choice item no.

1 0 5 5

1 2 2 5 1 2 2 0 5 2 5 4 4 34

0 1 8 2 2 5 0 2 5 6 10 2 43

5

1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

choice item no.

7 2 3 0 7 8 7 2 3 1 6 11 36

5 1 2 3 4 5 6

TOTAL

4

3 9 2 8 2 4 12 6 4 5 4 6 6 47

4 19 5 2 5 3 5 39

2 12 5 7 12 9 6 11 10 12 8 13 7 72

3 6 15 8 4 3 7 43

1 0 11 4 10 7 1 3 11 5 9 1 2 47

2 2 7 15 10 7 11 52

0 8 6 4 1 1 1 1 3 6 2 2 22

1 0 1 2 7 8 4 22

1 0 1 2 7 1 12

94

95

APPENDIX 4: QUESTIONNAIRE AFTER CAR ANGKET UNTUK SISWA (Setelah PTK) Nama : Kelas : Petunjuk: 1. Tulislah nama dan kelas di tempat yang telah disediakan 2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 5. Terimakasih atas bantuan dan kerjasamanya.

No 1

2 3

4 5

6 7

8

9

Pertanyaan Apakah kamu merasa bersemangat ketika mempelajari kosakata Bahasa Inggris menggunakan tehnik semantic mapping Apakah kamu merasa belajar kosakata dengan lebih baik menggunakan tehnik semantic mapping Apakah kamu merasa termotivasi belajar kosakata dalam KBM dengan menerapkan tehnik semantic mapping Apakah kamu merasa kalau semantic mapping cocok diterapkan dalam belajar kosakata Bahasa Inggris Apakah kamu lebih mudah memahami kosakata B.Inggris dengan menggunakan tehnik semantic mapping Apakah kamu menyukai pembelajaran kosakata B.Inggris dengan tehnik semantic mapping Apakah kamu merasa semantic mapping dapat membantumu untuk mengembangkan perbendaharaan/memperkaya kosakata kamu Apakah kamu merasa semantic mapping dapat memecahkan masalah kamu dalam belajar kosakata B.Inggris Apakah pembelajaran dengan menggunakan semantic

Ya

Tidak

96

10

11

12

13 14 15

16

mapping menghambat cara belajar kamu Apakah kamu merasa lebih mudah mengingat kosakata baru dan kosakata yang telah kamu miliki, ketika belajar dengan semantic mapping Apakah kamu merasa lebih mudah mengerjakan tugas kosakata setelah menerapkan tehnik semantic mapping Apakah kamu diberikan kesempatan bertanya ketika mengalami kesulitan dalam mengerjakan tugas kosakata dengan bahasa inggris Apakah kamu menggunakan kesempatan bertanya Apakah kamu sudah merasa ada peningkatan nilai bahasa Inggris materi kosakata Apakah pembelajaran kosakata B.Inggris dengan semantic mapping lebih baik dibandingkan dengan pembelajaran yang biasa Apakah kamu merasa kepemilikan kosakata(vocabulary) kamu sudah banyak setelah belajar dengan tehnik semantic mapping

97

The Result of Post Questionnaire

A The students’ response toward teaching-learning process 1.The students were interested in the teaching-learning process through semantic mapping 3. The students were motivated learning vocabulary through semantic mapping 15.The students could learn vocabulary better through semantic mapping than the usual learning B The result of the students’ vocabulary learning activity 7.The students were helped in enriching their vocabularies through semantic mapping 8.The students felt that semantic mapping can solve their vocabulary problems 11.The students could do the vocabulary task easily by using semantic mapping 14.the students’ score were increase after then 16.The students’ vocabulary were enriched by semantic mapping C The solution of the problems in vocabulary 12.The teacher gave opportunity to ask their difficulties 13.The students asked their difficulty in vocabulary to the teacher D Students’ Response toward Semantic Mapping Technique 2.The students feel better in learning vocabulary through semantic mapping 4.Semantic Mapping is suitable to be implied in teachinglearning vocabulary 5.The students more understand the vocabulary easily 6.The students like learning vocabulary through semantic mapping 9.The student feels that semantic mapping pursued their vocabulary learning 10.The students could remember both their previous vocabulary and the new word easily Mean

Yes

No

24

85.7%

4

14.3 %

22

78.6%

6

21.4%

19

67.9%

9

32.1%

Yes

No

26

92.9%

2

7.1%

17

60.7%

11

39.3%

21

75%

7

25%

17

60.7%

11

39.3%

18

64.3%

10

35.7%

23

Yes 82.1%

5

No 17.9%

15

53.6%

13

46.4%

Yes

No

26

92.9%

2

7.1%

23

82.1%

5

17.9%

25

89.3%

3

10.7%

23

82.1%

5

17.9%

7

25%

21

75%

20

71.4%

8

28.6%

64.7%

28.2%

100 APPENDIX 5: STUDENTS’ SCORE The Students’ Vocabulary Score of Pretest, Posttest 1, Posttest 2 No. Students’ Name Pretest Posttest 1 Posttest 2 1 Adyd Asrihum 60 63 70* 2 Alwan Yuniardhi 53 70* 77* 3 Ardila Mandala Putra 63 70* 74* 4 Aspanudin 40 66 68 5 Danny Yuli rahmanto 50 70* 75* 6 Didit Handika Tama 66 76* 76* 7 Fahrul Rozi 46 53 65 8 Farhan Liputain Ray 63 76* 78* 9 Ferdiocto Diraja 56 66 70* 10 Imam Bagus N 53 56 70* 11 Indat Hika 56 60 68 12 Jalu Eko Pambudi 50 60 63 13 Kiki Kurniawan 56 76* 77* 14 Muhammad Mufas 30 53 60 15 Muhammad Rizki Fajrin 66 73* 80* 16 Nana Sukmana 60 73* 79* 17 Ngabdul Munir 46 63 68 18 Rain Putra Djayadi 50 66 82* 19 Rajes Putra 40 60 70* 20 Reza Firmansyah 50 63 70* 21 Rija Gumilar 53 70* 70* 22 Rizal Saputra 70* 73* 78* 23 Rizki Ramadhan Kurnia 46 66 74* 24 Rizqi Ramadhan 56 70* 76* 25 Tengku Rachman A. 73* 80* 82* 26 Tony Saputro 43 60 70* 27 Warsiyo 56 63 72* 28 Yan Lentinio 46 66 70* MEAN 1497 1861 2032 *The student who passed the Minimum Mastery Criterion (KKM) 70

101 APPENDIX 5: STUDENTS’ SCORE

Students' Score Progression Chart 90 80 70 60 50 40

30 20 10 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 PRETEST POST TEST 1 POST TEST 2

S10 S11

S12

S13

S14

S15

S16

S17

S18

S19

S20

S21

S22

S23

S26

S28

PRETEST

S27

POST TEST 1

S25

POST TEST 2

S24

102

APPENDIX 6: LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 1 of CAR Satuan Pendidikan

: SMK Triguna Utama

Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

:I/I

Tema

: Describing Things

Alokasi Waktu



Kinds of Technique Things



Function of Technique Things



Describing a Technique Things

: @ 2 x 40 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice Kompetensi Dasar

:-

I.

Menyebutkan benda tehnik dan fungsinya Mendeskripsikan benda tehnik

INDIKATOR Siswa mampu:

II.



Mengenali macam-macam benda tehnik dalam bahasa Inggris



Mengetahui fungsi benda-benda tehnik



Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:

III.

IV.



Mengenali macam-macam benda tehnik dalam bahasa Inggris



Mengetahui fungsi benda-benda tehnik



Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

MATERI PEMBELAJARAN 

Vocabulary for Technique and their function



Adjective order

METODE PEMBELAJARAN 

Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)

V.

LANGKAH-LANGKAH PEMBELAJARAN a.

Kegiatan Pendahuluan (10 menit). -

Greeting (memberi salam dan berdoa).

103

b.

-

Mengabsen siswa.

-

Memberi motivasi kepada siswa.

-

Penjelasan tentang topik yang akan dibahas.

Kegiatan Inti (60 menit) -

Guru memberikan materi tentang mendeskripsikan sebuah gambar dengan rangkaian adjective order yang benar.

-

Guru meminta siswa membuat satu kalimat yang mendeskripsikan suatu benda dan menyetornya secara lisan.

-

Untuk lebih mengingatkan apa yang telah dipelajari, siswa distimulasi

dengan

menggambar

Semantic

Mapping

yang

berhubungan dengan benda-benda tehnik yang akan dideskripsikan ..............

hard

Technical Tools

.............. -

Spanner

iron

bolt

Screwdriver

Guru memberikan contoh semantic mapping dengan kata utama „transportation‟

104

-

Siswa secara individu diminta menggambarkan sebuah benda yang mereka pilih sendiri melalui semantic mapping beserta kalimat yang mendeskripsikan benda tersebut

-

Selain menuliskan fungsi, bagian-bagian dari benda tersebut dan kalimat deskripsi pada kolom yang tersedia, siswa juga harus menemukan sebanyak-banyaknya kata yang berhubungan dengan gambar yang diberikan. Kosakata baru selain yang pernah diberikan guru diharapkan muncul pada tahap ini, meskipun dalam bahasa Indonesia minimal 5 kata.

c.

VI.

Kegiatan Penutup (10 menit) -

Menyimpulkan materi pelajaran

-

Menanyakan kesulitan siswa selama KBM

-

Menugasi siswa untuk me-review apa yang telah dipelajari

ALAT/BAHAN/SUMBER PEMBELAJARAN 

Buku Teks (Tim MGMP Bahasa Inggris. “Practice Your English” Improve Your English for International Communication) Novice Level, HUP, 2007, Bandung.



Buku Teks (Suryana, Nanan. Bring me to the World of a Professional worker Book 1), 2006, Bandung.



Buku Teks (The English Team for SMK, Surfing English 1) Galaxy Puspa Mega, 2007, Jakarta

 VII.

Picture, Hand-out

PENILAIAN a.

Teknik: Merespon pertanyaan secara tertulis

b.

Bentuk: Pertanyaan tertulis

c.

Instrumen: Terlampir

VIII. PEDOMAN PENILAIAN a.

Untuk setiap jawaban benar penulisannya diberi score= 10

b.

Nilai maksimal = 100 Ciputat, 8 November 2010

English Teacher

Researcher

105

Duma Morita Napitupulu, S.Pd

Siti Nur Vadilah

This is the table of Descriptive Adjective: WORD ORDER (Adjective for Describing a Thing) Opinion

Size

Age

Shape

Color

Original

Material

Noun

Comfortable

Big

Old

-

Brown

-

Wooden

Chair

Unique

-

-

Cone

-

Mexico

-

Hat

Nice

-

Young

-

-

-

Adjective

Woma n

Delicious

-

-

-

Red

Washington

-

Apple

-

Small

Ancient

-

-

Egypt

-

Ring

You have to follow the above table to describe something in a sentence. Adjective for Describing a Thing Opinion Adjective Comfortable Unique Nice Delicious Good Bad

Size

Age

Shape

Color

Original

Big Long Huge Little Small Thick

Old New Young Adult Ancient

Brown White Black Red Yellow Blue

Indonesia Mexico Bangkok China Egypt Singapore

Wooden Paper Rattan Bamboo Steel Copper

Chair Hat Woman Apple Ring Dress

Beautiful Light Happy

Thin Tall Short

Square Cone Rectangle Circle Triangle Semi Circle Round Cube Tube

Green Grey Orange

New York London France

Car Hammer Box

Clean

Medi um Large

Oval

Purple

Mecca

Brass Cloth Glass/ Clay Iron

Zigzag

Clear

Medina

Genius

Material

Leather/ Rubber

Noun

Golf Stick Bicycle

106

107

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 2 of CAR Satuan Pendidikan

: SMK Triguna Utama

Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

:I/I

Tema

: Describing Things

Alokasi Waktu



Kinds of Technique Things



Function of Technique Things



Describing a Technique Things

: @ 2 x 40 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice Kompetensi Dasar

:-

I.

Menyebutkan benda tehnik dan fungsinya Mendeskripsikan benda tehnik

INDIKATOR

Siswa mampu:

II.



Mengenali macam-macam benda tehnik dalam bahasa Inggris



Mengetahui fungsi benda-benda tehnik



Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:

III.

IV.



Mengenali macam-macam benda tehnik dalam bahasa Inggris



Mengetahui fungsi benda-benda tehnik



Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

MATERI PEMBELAJARAN 

Vocabulary for Technique and their function



Adjective order

METODE PEMBELAJARAN 

Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)

V.

LANGKAH-LANGKAH PEMBELAJARAN d.

Kegiatan Pendahuluan (10 menit). -

Greeting (memberi salam dan berdoa).

108

e.

-

Mengabsen siswa.

-

Memberi motivasi kepada siswa.

-

Penjelasan tentang topik yang akan dibahas.

Kegiatan Inti (60 menit) -

Guru menjelaskan kembali materi tentang mendeskripsikan sebuah gambar dengan rangkaian adjective order yang benar.

-

Siswa diminta membuat sebuah kalimat dengan adjective order yang tepat.

-

Untuk lebih mengingatkan apa yang telah dipelajari, siswa distimulasi

dengan

menggambar

Semantic

Mapping

yang

berhubungan dengan benda-benda tehnik yang akan dideskripsikan -

Guru memberikan contoh semantic mapping dengan kata utama „Moved by Wind, Engine, Muscle‟ dan hair (terlampir) WIND Sailboat Hot-air baloon

ENGINE Motorcycle Helicopter

MOVED BY

MUSCLE Kayak Bicycle -

Siswa secara berkelompok diminta menggambarkan sebuah benda yang mereka pilih sesuai gambar yang diberikan oleh guru melalui semantic mapping beserta kalimat yang mendeskripsikan benda tersebut

-

Selain menuliskan fungsi, bagian-bagian dari benda tersebut dan kalimat deskripsi pada kolom yang tersedia, siswa juga harus menemukan sebanyak-banyaknya kata yang berhubungan dengan gambar yang diberikan. Kosakata baru selain yang pernah diberikan

109

guru diharapkan muncul pada tahap ini, meskipun dalam bahasa Indonesia minimal 10 kata. f.

IX.

Kegiatan Penutup (10 menit) -

Menyimpulkan materi pelajaran

-

Menanyakan kesulitan siswa selama KBM

-

Menugasi siswa untuk me-review apa yang telah dipelajari

ALAT/BAHAN/SUMBER PEMBELAJARAN 

Buku Teks (Tim MGMP Bahasa Inggris. “Practice Your English” Improve Your English for International Communication) Novice Level, HUP, 2007, Bandung.



Buku Teks (Suryana, Nanan. Bring me to the World of a Professional worker Book 1), 2006, Bandung.



Buku Teks (The English Team for SMK, Surfing English 1) Galaxy Puspa Mega, 2007, Jakarta

 X.

XI.

Picture, Hand-out

PENILAIAN d.

Teknik: Merespon pertanyaan secara tertulis

e.

Bentuk: Pertanyaan tertulis

f.

Instrumen: Terlampir

PEDOMAN PENILAIAN c.

Untuk setiap jawaban benar penulisannya diberi score= 10

d.

Nilai maksimal = 100 Ciputat, 18 November 2010

English Teacher

Duma Morita Napitupulu, S.Pd

Researcher

Siti Nur Vadilah

110

STUDENTS’ VOCABULARY RESULT

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Kunci pas Knalpot Spakbor depan Spakbor blakang Muka depan Obeng Paku Gunting besar Gergaji tangan Skrup Gerobak Garpu Bor Listrik Palu Lem Bengkel Sarung tangan Kendaraan Automotif Permesinan

: spanner : exhaust pipe : front mudguard : rear mudguard : dashboard : screwdriver : nail : shears : hand saw : screw : wheel barrow : rake : electric drill : hammer : glue : workshop : gloves : vehicle : automotive : machinery

/spæner/ /eg'zɔst paip/ /frΛnt mΛd'gard/ /rir mΛdgard/ /dæsy'bowrd/ /skruw draivr/ /neil/ /syirs/ /hændsɔ/ /skru/ /wi:l bærəʊ/ / reik/ /i‟lektrik dril/ /hæmə/ /gluw/ /wɜ:kʃɒp/ /glʌv/ /vi:ɪkəl/ /ɔ:tə'məʊtɪv/ /məʃi:nəri/

21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Ban Roda Kampas rem Lampu sen Adaptor Pelumas Besi Busi Baut Mur

: tire : wheel : brake shoe : headlight : adaptor : lubricant : iron : spark plug : bolt : nut

/taɪə/ /wi:l/ /breɪk ʃu:/ /‟hedlaɪt/ /ə'dæptə/ /lu:brɪkənt/ /'aɪən/ /spark plΛg/ /bəʊlt/ /nʌt/

31. 32. 33. 34. 35. 36.

Pahat Kotak peralatan Kikir Jerigen Kuas Kunci inggris

: chisel : tool box : file : jerry can : brush : wrench/monkey wrench

/tʃɪzəl/ /tu:lbɒks/ /faɪl/ /'jeri kæn/ /brʌʃ/ /rentʃ/

111

37. 38. 39. 40. 41. 42. 43. 44. 45. 46.

Bor Kapak Kaca mata las Seragam praktik Helm Sepeda motor Mobil Mesin Ban kempes Rem piringan

: drill : axe : goggle : wear pack/overall : helmet : motorcycle : car : engine/machine : flat tire : disc brake

/drɪl/ /æks/ /'gɒgəlz/ /weə pæk/ /'əʊvərɔ:l/ /helmit/ /məʊtəֽsaɪkəl/ /kɑ:r/ /'endʒən/ /mə'iʃ:n/ /flæt/ /dɪsk breɪk/

47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65.

Jari-jari Sakelar Kopling Mesin bubut Tang Logam Baja Kuningan Injakan kaki (motor) Standar motor Standar Satu Satu jok 2 jok Tembaga Gergaji besi Dongkrak Pegas Pèntil Pelk

: aluminium rim : switch : clutch : lathe : pliers : metal : steel : Brass : footstep, pedal : main stand : kickstand : saddle : dual seat : copper : hacksaw : screw jack : Spring Suspension : valve : rim

/ælə'mɪniəm/ /swɪtʃ/ /klʌtʃ/ /leɪð/ /'plaɪəz/ /metl/ /sti:l/ /bræs/ /'fʊtstep/ /'pedl/ /meɪn/ /stænd/ /sædl/ /du:əl/ /kɒ:pər/ /hæksɔ:/ / skru: dʒæk/ / sprɪŋ səspenʃən / /vælv/ /rim/

112

FUNCTION OF TECHNICAL TOOLS 1. Tool box is used to keep the tools 2. Hammer is used to strike the nail 3. Pliers is used to cut wire/ take out the nail 4. Spanner is used to loosen the nut/bolt 5. Handsaw is used to cut wood or plank 6. Hacksaw is used to cut iron/metal 7. Screwdriver is used to drive the screw 8. File is use to smoothen iron/metal 9. Wrench is use to fix the plug 10. Screw jack is use to evaluate the car 11. Sand paper is use to smooth the surface of the wood 12. Helmet is use to protect our head 13. Electrical drill is use to make a hole 14. Workshop is use to practice/ to repair and service the vehicle 15. Car is use to move us from one to another place 16. Brake for reducing the speed of or stopping a vehicle 17. Wheel barrow to carry many things 18. Gloves to protect our hand 19. Goggle to protect our eyes 20. Switch to turn on/off an electrical tools 21. Apron/wear pack to keep clothes clean 22. Nail to hold pieces of wood together 23. Glue to joining things 24. Screw to fasten things together 25. Mudguard to cover a wheel

113 APPENDIX 7: Sample of Semantic Map, Picture, and Students’ Work Lampiran KBM BOBBY PINS

SCISSORS

Adapted From: Gairns and Redman, Working with Words, p. 104

COMB

STRAIGHT TOOLS

BRUSH

BLOND TYPE

CURLING IRON HAIRDRESER

HAIRTREATMENT

BLOW DRY

WAVY HAIR

BARBER SHOP/HAIR SALOON

CURLY SHORT LENGTH

HAIRSTYLE COLOUR LONG BLACK

GREY WHITE

MIDBROWN BROWN

114

Sample of Picture1

1

Picture taken from Gainrns and Redman, Working with Words

115

Sample of Students’ Works

116

123

APPENDIX 8: OBSERVATIONAL NOTES (Pre and During CAR) Pre-Observational Note for Need Analysis1

Action : Before CAR 1 Date

: Monday, September 11th 2010

Time : 11.10 AM – 12.20 PM Topic : Describing Thing (Kinds of Technical Things) What learners do  Writing the new vocabularies which given by teacher  Drilling vocabulary  Memorize the word individually

1

What this involves  Students are involved in individual work  Students try to memorize the given-word

Teacher’s purpose The teacher gave the vocabulary that will be used in teachinglearning activities and ask the student to memorize it.

Comment  The student didn’t pay attention to the teacher; they keep talking with their friends  The teacher got some difficulties to attract the students’ attention  The student was got hesitation because they couldn’t remember the word easily and couldn’t deliver these words fluently  Their teacher didn’t implement a creative technique or another teaching aid, which may attract the students’ attention and motivation.  The students are asked to finish the exercise as homework.

Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996), p. 323

124

Pre-Observational Note for Need Analysis

Action : Before CAR 2 Date

: Monday, September 14th 2010

Time : 07.00 AM – 08.20 AM Topic : Describing Thing (Kinds of Technical Things and the Function) What learners do  Drilling vocabulary  Memorize the word individually  Write the function of the technical tools

What this involves  Students are involved in individual work  Students memorize the word with the function

Teacher’s purpose The teacher retain the vocabulary that will be used in teachinglearning activities and ask the student to memorize it with the function.

Comment  The student haven’t finished their homework  The student got a punishment when they cannot memorize the words  Most of the students’ cheated on their friends work, they are not confident  The class didn’t drive well  The teacher push them in order the student can memorize well which actually make the student stress

125

Observational Note for Need Analysis Action : 1st of 1st cycle Date

: Monday, November 8th 2010

Time : 11.10 AM – 12.20 PM Topic : Describing Thing (Kinds of Technical Things) What learners do  Writing the new vocabularies which given by teacher  Drilling vocabulary  Doing exercise individually  Making a semantic mapping based on their chosen word.

What this involves  Students are involved in individual work  Students try to memorize the new word through making semantic mapping

Teacher’s purpose The teacher gave the vocabulary that will be used in teachinglearning activities and engage students to use these words in a relation with other words into semantic mapping and get them to find some new words which haven’t gave by the teacher

Comment  Most of students didn’t pay attention to the teacher’s command  Most of students didn’t work their task  Most of students cheated each other and the teacher ignored them  Most of students seemed not understand how to find a correlation among words and moreover some new words into story mapping because the teacher’s direction was probably so fast and unclear

126

Observational Note for Need Analysis Action : 2nd of 1st cycle Date

: Thursday, November 11th 2010

Time : 07.00 AM – 08.20 AM Topic : Describing Technical Tools What learners do  Editing their individual work  Doing exercise in individual work(answer jumble word in describing a thing)  Doing exercise in close word  Making semantic mapping with the description of the tool

What this involves  Students’ are involved in: - Individual work  Ss are tried to make a semantic map

Teacher’s purpose The teacher engage the students’ vocabulary size into semantic mapping to get the student know more word and help them to remember the new words

Comment  Some students could answer the teacher’s questions correctly related to the vocabulary which had given.  Some students seem trying hard to find the connection between words into semantic mapping sheet.  The students could work more individually, although there’s a little difficulties to find some new words

127

Observational Note for Need Analysis Action : 1st of 2nd cycle Date

: Thursday, November 18th 2010

Time : 07.00am-08.20pm Topic : Describing Thing (Technical Vocabulary) What learners do

What this involves

 Reviewing the  Students’ are semantic involved in: mapping steps - Individual  Doing exercise work in individual - Group work work (multiple choice)  Doing exercise in describing into story mapping sheet in a group  Discussing the result of semantic mapping sheet with other friends in the group and present it to other groups.

Teacher’s purpose The teacher let them to make a semantic mapping in a group and doing the exercise individually to know how far the students’ work

Comment  The teacher just explain when the student ask  Some students feel easier and usual to make a semantic mapping  The students discussed actively in their group; most of them give out the new vocabulary.

128

Observational Note for Need Analysis Action : 2nd of 2nd cycle Date

: Monday, November 22nd 2010

Time : 11.10am-12.20pm Topic : Describing Thing (Vocabulary for Technique) What learners do

What this involves

 Retaining  Students’ are technical involved in: vocabulary - Individual  Doing exercise work in choosing the - Group work best word for a sentence  Doing exercise in grouping some words into semantic mapping sheet in a group  Making a further semantic mapping from their previous work

Teacher’s purpose Teacher retain and enrich their vocabulary through semantic mapping

Comment  The teacher commented on their overall work which make the student evaluate themselves  Almost all of the student do their task well  The students work in a group properly and their concentration more develop than these previous meeting.

129 APPENDIX 9: KISI-KISI SOAL KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011

Nama Sekolah

: SMK-STM Triguna Utama

Alokasi Waktu

: 40 menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 30 (tiga puluh)

Kurikulum Acuan

: KTSP

Semester

: I (ganjil)

KOMPETENSI DASAR 1.2 Menyebutkan benda-benda tehnik

INDIKATOR

Jenis soal

Nomor soal

Siswa dapat mengenali: 1. nama- nama benda tehnik dalam bahasa Inggris dan bahasa MC Indonesia

1-5

2. fungsi benda-benda tehnik

MC

6-15

MC

16-18,22-25

4. kalimat deskripsi sesuai dengan rangkaian yang tepat

MC

19-21

5. kata-kata yang sesuai dengan kalimat

Essay

1-5

1.3 Mendeskripsikan benda-benda 3. nama-nama benda tehnik yang saling berkaitan tehnik

Jumlah

30

130

KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011

Nama Sekolah

: SMK-STM Triguna Utama

Alokasi Waktu

: 40 menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 30 (tiga puluh)

Kurikulum Acuan

: KTSP

Semester

: I (ganjil)

KOMPETENSI DASAR 1.2

Menyebutkan benda-benda tehnik

INDIKATOR

Siswa dapat mengenali: 1. nama-nama benda tehnik dalam bahasa Inggris dan MC bahasa Indonesia 2. fungsi-fungsi benda-benda tehnik

1.3

Mendeskripsikan benda-benda tehnik

Jenis soal

MC

Nomor soal

Jumlah

1-7

8-13

3. kata-kata yang mendeskripsikan benda yang terkait MC dirangkai dengan tepat.

14-19

4. macam-macam benda tehnik yang saling berkaitan

MC

20-25

5. kata-kata yang sesuai dengan kalimat

Essay

1-5

30

131

KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011

Nama Sekolah

: SMK-STM Triguna Utama

Alokasi Waktu

: 60 menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 45 (tiga puluh)

Kurikulum Acuan

: KTSP

Semester

: I (ganjil)

KOMPETENSI DASAR 1.2

Menyebutkan benda-benda tehnik

INDIKATOR

Siswa dapat mengenali: 1. nama-nama benda tehnik dalam bahasa Inggris dan MC bahasa Indonesia 2. fungsi-fungsi benda-benda tehnik

1.3

Mendeskripsikan benda-benda tehnik

Jenis soal

MC

Nomor soal

Jumlah

1-8

9-12

3. kata-kata yang mendeskripsikan benda yang terkait MC dirangkai dengan tepat.

13-18,23

4. macam-macam benda tehnik yang saling berkaitan

MC

24-30

5. kosakata yang sesuai dengan kalimat

MC Essay

19-22, 1-10 (B) 1-5 (C)

45

132

APPENDIX 10: TEST INSTRUMENT Yayasan Perguruan Islam Triguna Utama SMK – STM TRIGUNA UTAMA JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com Tahun Ajaran 2010 – 2011 (Pre-Test Before CAR) Name : Day, Date : Class / Program : Time : 40 minutes Saying Basmalah.... A. Choose the most appropriate answer! 1. The English of KUNCI INGGRIS is ……. a. Spanner b. Monkey wrench c. Spark plug d. Bolt e. screw 2. The English of SAKLAR is ……. a. switch b. Plug c. Cable d. Adaptor e. Electric 3. The English of KOPLING is…… a. chisel b. clutch c. screw d. Adaptor e. Lathe 4. BRAKE SHOE in Indonesian is….. a. Kampas Rem b.rem c. busi d. paku e. mur 5. TIRE in Indonesian is …… a. ban b. roda c. kampak d. bengkel e. helm 6. ………. Is used to keep the tools a. hammer b. pliers c. spanner d. tool box e. axe 7. Hammer is used to …………… the nail a. split b. strike c. cut d. drive e. protect 8. .......... is used to turn / drive or fasten a screw a. screw driver b. engine c. rake d. file e. helmet 9. …………is used to protect head. a. gloves b. wear peck c. helmet d. goggles e. pliers 10. Sandpaper is used to smooth the surface of the ………………. a. Metal b. iron c. pliers d. wood e. file 11. ............... is used to loosen the nut/bolt a. wrench b. pliers c. spanner d. screw e. hacksaw 12. ................. is used to elevate the car a. Lift b. elevator c. ladder d. wheel barrow e. screw jack 13. ................. to hold pieces of wood together made from iron a. nail b. hammer c. pliers d. glue e. spanner 14. .................. to cover a wheel a. bumper b. footstep c. mudguard d. kickstand e. dashboard 15. ................. is to cut iron/metal a. handsaw b. file c. sandpaper d. drill e. hacksaw 16. A ...... has a dashboard a. bicycle b. train c. cab d. car e. ship 17. Sailboat is moved by.......

133 a. engine

b. muscle

c. wind

d. power

e. energy

18. A place where car or motorcycle is usually kept inside of house is...... a. yard b. field c. garden d. park e. garage 19. Mother bought (wooden-beautiful-old) furniture. Mother bought .........................furniture a. beautiful old wooden c. wooden beautiful old e. old beautiful wooden b. old wooden beautiful d. beautiful wooden old 20. The man lives in a house. It is small. It is brown. It is made from bamboo. The man lives in a................ a. bamboo brown small house c. small bamboo brown house e. bamboo small brown house b. small brown bamboo house d. brown bamboo small house 21. The rich man has.......car a. a luxurious long black American b. a long black luxurious American c. a luxurious black long American d. an American luxurious long black e. an American luxurious black long 22. Which one is not a part of motorcycle? a. footstep b. disk brake c. bumpers d. mudguard e. handlebar 23. They are related to a wheel, except........ a. aluminum rim b. round c. disk d. rubber e. exhaust pipe 24. A motorcycle has a........ a. main stand b. hoods c. doors d. wheel e. handlebar 25. Materials for technique tools, except............... a. steel b. brass c. metal d. plastic e. cloth B. Complete the sentences below with the appropriate words from the list Size 1. 2. 3. 4. 5.

colored

Wide

small

long

The road is 12 meters................... How ..................does it take from here to Jakarta by plane? Tina got a lot of presents from his friends. All the gifts were wrapped in ................ Some of the parcels were large, but others were very .............. One of my suitcases is small, and the other one is medium..............

Saying Hamdalah..... Give the best for your future You will never know until you have tried Where there is a will, there is always a way! Berikan yang terbaik untuk masa depanmu Kamu tidak akan pernah tau sampai kamu mencoba Dimana ada kemauan, selalu ada jalannya! Ms.Dilla

134

PRE-TEST ANSWER KEY 1. B 2. A 3. B 4. A 5. A 6. D 7. B 8. A 9. C 10. D 11. C 12. E 13. A 14. C 15. E 16. D 17. C 18. E 19. A 20. B 21. A 22. C 23. E 24. A 25. E ESSAY: 1. Wide 2. Long 3. Colored 4. Small 5. size

135

Yayasan Perguruan Islam Triguna Utama SMK – STM TRIGUNA UTAMA JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com Tahun Ajaran 2010 – 2011 (Post-Test Cycle I) Name : Day, Date : Class / Program : Time : 40 minutes Saying Basmalah.... A. Choose the most appropriate answer! 1. The English of baut is ……. a. Spanner b. Monkey wrench c. nut d. Bolt e. screw 2. The English of mur is ……. a. bolt b. Plug c. Cable d. nut e. Electric 3. The English of garpu (part of motorcycle) is…… a. chisel b. clutch c. screw d. rake e. Lathe 4. The English of mesin is …… a. machinery b. automotive c. engine d. engineer e. technical 5. Goggle in Bahasa is ….. a. besi b. kacamata c. sarung tangan d. kacamata las e. internet 6. Drill in Indonesian is….. a.bor b.rem c. busi d. paku e. mur 7. Wearpack in Indonesian is ….. a. paket b. pakaian c. seragam d. seragam praktik e. peralatan 8. .............. is used to cut wire/take out the nail a. wrench b. pliers c. spanner d. screwdriver e. shears 9. File is used to……iron/metal a. loosen b. cut c. fasten d. protect e. smoothen 10. .............. is used to fix the bolt a. hammer b. wrench c. spanner d. tool box e. axe 11. ............... is used to make a hole a. drill b. switch c. glue d. shears e. axe 12. ............... for reducing the speed a. screw driver b. engine c. rake d. file e. brake 13. ……… to fasten things together a. screwdriver b. spanner c. wrench d. screw e. nut 14. expensive – car – black – Japan - the a. the black car Japan expensive c. the car expensive Japan black b. the Japan car black expensive d. the expensive car Japan black e. the expensive black Japan car 15. Sebuah pesawat mewah buatan Germany (translate into English) a. a luxurious plane made in Germany c. a Germany plane luxurious b. a luxurious ship made in Germany d. a luxurious Germany plan e. a ship luxurious Germany

136 16. Kapal pesiar buatan Eropa yang sangat besar a. a very big Europe excursion ship b. an excursion ship Europe very big 17. teknisi yang handal dari Indonesia a. the expert technician Indonesia b. the expert Indonesian technician

c. a very big excursion ship Europe d. an excursion ship very big Europe e. an Europe very big ship excursion c. the Indonesia expert technician d. the technician Indonesian expert e. the technician expert Indonesian

18. A ................ Indonesian helmet Which word doesn’t match with the above sentence? a. good b. expensive c. light d. made e. white 19. The newest ............ grey Limousine Which word doesn’t match with the above sentence? a. Long b. short c. America d. big e. large 20. Sailboat is moved by....... a. engine b. muscle c. wind d. power e. energy 21. Which one is not included in air transportation? a. helicopter b. plane c. jet d. glider e. ship 22. Below is not a part of a car............ a. mirror b. door c. headlight d. handle bar e. bumper 23. Which are not the technical tools................ a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe e. shears, glue, brush b. hammer, wrench, axe d. gloves, rake, jerry can 24. They are related to a wheel, except........ a. aluminum rim b. round c. disk d. rubber e. exhaust pipe 25. ........is used to transfer the electricity, usually made from rubber a. switch b. plug c. cable d. electric drill e. adaptor B. Complete the sentences below with the appropriate words from the list Light round green color colorful large A : Husni, do you like that (1) __________ table? B : I Think so. It looks antique. You can put it and cloth it in (2) _________ brown Yusuf, what size of house your uncle has? A : his house is (3) ________ enough to stay with his family. B : does he also have a garden? A : yes, he has. B : what does it look like? A : he has a small garden with (4) ____________ flowers and (5) __________ field. C. Make a Semantic Mapping based on the picture below

Bolt

Wheel

screwdriver

car

motorcycle

137 POST TEST I ANSWER KEY 1. D 2. D 3. D 4. C 5. D 6. A 7. D 8. B 9. E 10. B 11. A 12. E 13. D 14. A 15. A 16. A 17. B 18. D 19. C 20. C 21. E 22. D 23. A 24. E 25. C ESSAY 1. Round 2. Light 3. Large 4. Colorful 5. Green

138

Yayasan Perguruan Islam Triguna Utama SMK – STM TRIGUNA UTAMA JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com Tahun Ajaran 2010 – 2011 (Post-Test Cycle II) Name : Day, Date : Class / Program : Time : 60 minutes Saying Basmalah.... A. Choose the most appropriate answer! 1. The English of bengkel is ……. a. workshop b. garage c. wearpack d. park e. machinery 2. The English of obeng is ……. a. screw b. screwdriver c. pliers d. wrench e. spanner 3. The English of busi is…… a. chisel b. clutch c. spark d. rake e. sparkplug 4. The English of rem piringan is …… a.disk b. brake c. disk brake d. engine e. rim 5. English of kuningan is......... a. brass b. steel c. iron d. metal e. copper 6. Screw in Indonesian is….. a.bor b.rem c. sekrup d. paku e. mur 7. Spanner in Indonesian is ….. a. tang b.obeng c. kunci inggris d. kunci pas e. kapak 8. Spring Suspension in Indonesian is............. a. rem b. ban c. katrol d. pegas e. knalpot 9. ............... to keep our clothes clean in the workshop a.practice b. cloth c.clothes d. wearpack e. helm 10. ................ to protect our eyes when we are welding something a. glasses b. eyes c. gloves d. protect e. goggles 11. ............... to turn/off the electrical tools a.switch b. brass c. spanner d.plug e. cable 12. .Helmet to protect our............. a. hand b. body c. foot d. arm e. head 13. stainless steel – knife – expensive – sharp – long – a a. a stainless steel knife long sharp expensive b. a long expensive sharp knife stainless steel c. a knife stainless steel sharp long expensive d. a sharp expensive long stainless steel knife e. a stainless steel knife long sharp expensive 14. building – tall – large – old – an – workshop a. a old workshop tall building large e. a large tall old workshop building b. a large tall building workshop old c. a workshop old building tall large d. a large old tall workshop building

139 15. Kapal pesiar buatan Eropa yang sangat besar a. a very big Europe excursion ship b. an excursion ship Europe very big

c. a very big excursion ship Europe d. an excursion ship very big Europe e. an Europe very big ship excursion

16. teknisi yang handal dari Indonesia a. the expert technician Indonesia b. the expert Indonesian technician

c. the Indonesia expert technician d. the technician Indonesian expert e. the technician expert Indonesian 17. sarung tangan kulit berwarna hitam yang baru dan mahal a. black leather expensive gloves new b. leather black gloves new expensive c. expensive new black leather gloves d. new black expensive gloves leather e. gloves new black leather expensive 18. In the museum we could find ..... and many kinds of traditional weapons. a. an old crown golden d. a crown old golden b. a crown golden old e. an old golden crown c. a golden old crown 19. A : I am looking for jacket. B : ............... jacket, sir? A : I want one with a smaller collar and with pocket on its side. a. which is d. what kind of b. which one e. what is c. what kind For number 20-22, get the error of the bold words 20. My sister buys a lovely striped waistcoat and blue light jeans. a. my b. buys c. lovely d. waistcoat e. blue light 21. The strong tall young man look very tired after doing the job all day. a. strong b. young c. look d. tired e. doing 22. There is two sachets of instant coffee but there is no sugar in the can. a. there is b. sachets c. but d. no e. in 23. A ................ Indonesian helmet Which word doesn’t match with the above sentence? a. good b. expensive c. light d. made e. white 24. Below are parts of a car...... a. handlebar, headlight c. bumper, gearstick e. dual seat, disk brake b. door, rake d. two wheel, main stand 25. A motorcycle has a........ a. main stand b. hoods c. doors d. wheel e. handlebar 26. Materials for technique tools, except............... a. steel b. brass c. metal d. plastic e. cloth 27. Below is not a part of a car............ a. mirror b. door c. headlight d. handle bar e. bumper

140 28. ........is used to transfer the electricity, usually made from rubber a. switch b. plug c. cable d. electric drill e. adaptor 29. Which one is not a part of motorcycle? a. footstep b. disk brake c. bumpers d. mudguard e. handlebar 30. They are related to a wheel, except........ a. aluminum rim b. round c. disk d. rubber e. exhaust pipe B. Complete the passage with the correct words given Engine motorcycle gasoline Efficient types choose

parts disc brake

important transportation

One of land transportation is a ............. (1)Now, most of the people use it as an ............(2) vehicle to make their time become more ..................(3) So many ...............(4) of motorcycle, and everyone can ............... (5) which is the best for them. Motorcycle is moved by ...................(6) you need .................(7) to give it energy. There are some .................(8) that is different from other .........................(9) such as it has dual seat, gas tank and...................(10) C. Complete the following sentence with the right word 1. Welders should wear goggles when they are welding something to ........... their eyes 2. Most technician wear .......................... when they are at work 3. Spring suspension are made of steel and they are made into the .............. form 4. File is a tool with a roughened surface, typically of steel. It used for ..................... or shaping a hard material 5. Shears have almost the same function as ........... D. Choose one word below, Draw a semantic mapping, and make a description

Electric drill

wheel

toolbox

car

motorcycle

141

POST TEST II ANSWER KEY A. 1. A 2. B 3. E 4. C 5. A 6. C 7. D 8. D 9. D 10. E 11. A 12. E 13. D 14. E 15. A 16. B 17. C 18. E 19. D 20. E 21. C 22. A 23. D 24. C 25. E 26. E 27. D 28. C 29. C 30. E B. 1. Motorcycle 2. important 3. efficient 4. types 5. choose 6. engine 7. gasoline 8. parts 9. transportation 10. disk brake C. 1. Protect 4. Smoothen 2. Wear pack 5. Scissors 3. Spiral

150

POST TEST 2 UPPER GROUP 1 2 3 4 5 6 7 8 9

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

S4 S13 S5 S19 S24 S26 S9 S23 S6

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 0 1 1 1 1 1 0

1 1 0 1 1 0 0 1 0

1 1 0 1 1 1 1 1 0

1 1 1 1 1 1 1 1 1

1 0 0 0 0 1 0 0 0

1 0 1 0 0 0 0 0 0

1 0 1 0 0 0 1 0 0

1 1 1 1 0 1 0 1 0

0 1 1 0 1 1 0 1 0

1 0 1 0 0 0 0 0 1

1 1 1 0 1 0 0 0 1

1 1 1 0 1 0 0 0 0

1 1 1 0 1 0 0 0 0

1 1 1 0 0 0 0 0 0

TOTAL

9

9

9

9

9

9

9

9

7

5

7

9

2

2

3

6

5

3

5

4

4

3

LOWER GROUP 1 2 3 4 5 6 7 8 9

S16 S22 S21 S3 S18 S20 S12 S27 S1

1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 0

1 1 1 1 1 0 1 1 0

1 1 1 1 1 1 1 1 0

0 0 1 0 0 1 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

1 1 1 0 1 1 1 1 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 1 0 0 1

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0

TOTAL

8

8

8

8

8

8

7

8

2

0

0

7

0

0

0

2

0

0

0

0

0

0

151

23

24

25

26

27

28

29

30

NILAI

1 1 0 1 0 0 1 0 0

1 0 1 1 0 0 0 1 1

0 0 1 0 1 0 0 0 1

0 0 0 1 1 1 0 0 0

0 0 0 0 1 1 1 0 1

1 1 1 1 0 0 1 0 0

1 1 0 1 0 1 1 1 0

1 1 0 1 0 1 1 0 1

8.6 7.3 7 6.3 6.3 6 5.6 5.3 5

4

5

3

3

4

5

6

6

0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 1 0

1 0 0 0 0 0 1 0 0

0 1 0 0 0 0 0 0 0

1 0 0 0 1 0 0 0 1

0 0 0 0 0 0 0 0 0

0 0 0 1 0 0 0 0 0

0 1 0 1 0 0 0 0 1

0

1

2

1

3

0

1

3

3.6 3.6 3.3 3.3 3.3 3.3 3.3 3.3 1

152 ITEM ANALYSIS OF PRE-TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I SMK JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)

: 28 siswa

Siswa Kelompok Tengah (MG)

: 10 siswa

Siswa Kelompok atas(UG)

: 9 siswa

Siswa Kelompok Bawah (LG)

: 9 siswa

NO. BUTIR

GROU P

1

UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

A

2 9 8

9 8 9 7

PILIHAN B C D 9 7 1 9 8

1

2 9 6

1 9 6 9 5

1

1 1

1

9 6 9 3 9 2

5

3 1

4 1

3

1 1 9 2 3

9 4

4 3

1

1

3

1

9 1

E

1 1 1 5 2

4 1 1 6 1 3

8 1 7 1 1 4

1 1 1 8 1

DES (HG-LG) /9 0.22 (OK) 0.11 (GOOD) 0.11 (GOOD) 0.11 (GOOD) 0,22 (OK) 0,33 (OK) 0,33 (OK) 0,44 (GOOD) 0,33 (OK) 0.66 (VGOOD) 0.77 (VGOOD) 0.77 (VGOOD) 0,88 (VGOOD) 0.55 (GOOD) 0.77 (VGOOD) 0.66 (VGOOD) 0.55 (GOOD) 0.77 (VGOOD)

DIF (HG+LG) /18 88.8% (LOW) 94.4% (LOW) 94.4% (LOW) 94.4% (LOW) 88.8% (LOW) 83.3% (LOW) 83.3% (LOW) 77.7% (MED) 83.3% (LOW) 66.6% (MED) 61.1% (MED) 61.1% (MED) 55.5% (HIGH) 72.2% (MED) 50% (MED) 44.4% (MED) 38.8% (MED) 50% (MED)

REMARK USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED

153 19 20 21 22 23 24 25

UG LG UG LG UG LG UG LG UG LG UG LG UG LG

9 4 6 9 5 1 2 2 2 3 2 2

1 6 1

1 2 1

1 1 3

2 6 1

1 2 6 1

4 1

1

1

1 7 1 3

3 1

3 1

4

1 5

1 1

0.55 (GOOD) 0.55 (GOOD) 0,44 (GOOD) 0.55 (GOOD) 0.66 (VGOOD) 0.11 (OK) 0,22 (OK)

72.2% (MED) 38.8% (MED) 77.7% (MED) 38.8% (MED) 44.4% (MED) 27.7% (HIGH) 22.2% (HIGH)

USED USED USED USED USED USED USED

Right Answer PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0

BAD OK GOOD VERY GOOD

0% - 30 % HIGH DROPPED USED USED USED

DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED

80% - 100% LOW DROPPED USED USED USED

154 ITEM ANALYSIS OF POST TEST 1 ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS UNTUK SISWA KELAS I SMK JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)

: 28 siswa

Siswa Kelompok Tengah (MG)

: 10 siswa

Siswa Kelompok atas(UG)

: 9 siswa

Siswa Kelompok Bawah (LG)

: 9 siswa

NO. BUTIR

GROU P

1

UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

A

PILIHAN B C D 9 8 9 8 9 7

E

1

9 7

1

9 2

1 9 3

5 4

9 8

1

9 0 1 1 1 4 1 9 2 4 0 7 1 7 7

9 0 1 1 7 0 1 3

4 2

5 2 1 0

1 1 4 1 6 4 1 5 2 5

4 1 1

1 6 0

1 5 0 6 0

3 3

1

4 1 5

1

3 0

1 1 1 1

DES (HG-LG) /9 0.11 (OK) 0.1 (OK) 0,22 (OK) 0.22 (OK) 0.7 (VGOOD) 0.66 (VGOOD) 0.11 (OK) 1 (VGOOD) 0.66 (VGOOD) 0.77 (VGOOD) 1 (VGOOD) 0.55 (GOOD) 0.66 (VGOOD) 0.33 (OK) 0,7 (VGOOD) 0.44 (OK) 0.11 (OK) 0.33 (OK)

DIF (HG+LG) /18 94.4% (LOW) 94.4% (LOW) 88% (LOW) 88% (LOW) 61.1% (MED) 66.6% (MED) 94.4% (LOW) 50% (MED) 33.3% (HIGH) 38.8% (MED) 50% (MED) 27.7% (MED) 33.3% (MED) 27.7% (HIGH) 61.1% (MED) 22.2% (HIGH) 5.5% (HIGH) 16.6% (HIGH)

REMARK USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED

155 19 20 21 22 23 24 25

UG LG UG LG UG LG UG LG UG LG UG LG UG LG

4 5 5 1 7

2 3

3 2 6 0

2 4 5 4 5 4 4

2 1 1 1

2 1 1 5 4 3

1

1 3 0 3 1

1 2 1 3 0

1 1

7 0 1 1

0.11 (OK) 0.66 (VGOOD) 0.33 (OK) 0.11 (OK) 0.11 (OK) 0.77 (VGOOD) 0.33 (OK)

27.7% (HIGH) 33.3% (HIGH) 16.6% (HIGH) 38.8% (MED) 50% (MED) 38.8% (MED) 16.6% (HIGH)

USED USED USED REVISED REVISED USED USED

Right Answer REVISED: 22. Below are parts of a car, except............ a. side mirror b. door c. headlight Below is not a part of a car............ a. mirror b. door c. headlight

d. handlebar

e. bumper

d. handle bar e. bumper

23. All of the tools below are technical tools, except................ a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe b. hammer, wrench, axe d. gloves, rake, jerry can Which are not the technical tools................ a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe b. hammer, wrench, axe d. gloves, rake, jerry can

e. shears, glue, brush

e. shears, glue, brush

156 ITEM ANALYSIS OF POST-TEST 2 ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS UNTUK SISWA KELAS I SMK JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)

: 28 siswa

Siswa Kelompok Tengah (MG)

: 10 siswa

Siswa Kelompok atas(UG)

: 9 siswa

Siswa Kelompok Bawah (LG)

: 9 siswa

NO. BUTIR

GROU P

1

UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

A

PILIHAN B C D

E

9 8 9 8 9 8 9 8 9 8 9 8 1

1 1

1 1

7 0

2

1

1 1 3 0 2 6

3

2 3 5

9 7 9 8 7 2

4 7 6 2 6 3 3

1 4 1 7 2 1

1 2 0 1

5 0 1 9 7

2 0

1 5 0

4 3 0

DES (HG-LG) /9 0.11 (OK) 0.11 (OK) 0.11 (OK) 0.11 (OK) 0.11 (OK) 0.11 (OK) 0.22 (OK) 0.11 (OK) 0,5 (OK) 0,55 (GOOD) 0,77 (VGOOD) 0.22 (OK) 0,22 (OK) 0,22 (OK) 0,33 (OK) 0.44 (GOOD) 0.55 (GOOD) 0.33 (OK)

DIF (HG+LG) /18 94.4% (LOW) 94.4% (LOW) 94.4% (LOW) 94.4% (LOW) 94.4% (LOW) 94.4% (LOW) 88% (LOW) 94.4% (LOW) 50% (LOW) 27.7% (MED) 38.8% (MED) 88% (LOW) 11.1% (HIGH) 11.1% (HIGH) 16.6% (HIGH) 44.4% (MED) 27.7% (HIGH) 16.6% (HIGH)

REMARK USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED USED

157 19 20 21 22 23 24 25 26 27 28 29 30

UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG

2 5 4 5 1 3 0 1 1 5 1 3 2 2

1 5 2 1

5 0 1 3 3 1

4 4 0

1 2 4

2 6 1

4 4 4 1 2 2 2

2 1 4 0 1 5

1 1 3 1

1 5 2 5 0 6 1

1

4 0 1

1

3

3 1 4 3 1 1

3 1 3

1

1 7 1

4

1 1

0.55 (GOOD) 0.44 (GOOD) 0.44 (GOOD) 0.33 (OK) 0.44 (GOOD) 0.44 (GOOD) 0.11 (OK) 0,22 (OK) 0.11 (OK) 0.55 (GOOD) 0.55 (GOOD) 0.66 (VGOOD)

27% (HIGH) 22% (HIGH) 22% (HIGH) 16.6% (HIGH) 22.2% (HIGH) 33.3% (MED) 27.7% (HIGH) 22.2% (HIGH) 38.8% (MED) 27% (HIGH) 38.8% (MED) 44.4% (MED)

Right Answer REVISED: 27. Below are parts of a car, except............ a. side mirror b. door c. headlight Below is not a part of a car............ a. mirror b. door c. headlight

d. handlebar

e. bumper

d. handle bar e. bumper

USED USED USED USED USED USED USED USED REVISED USED USED USED

158

RELIABILITY OF PRE TEST 2

𝑥𝑡 2

2

𝑥𝑡 = 𝑥𝑡 −

𝑁 452 2

= 8408 −

28

= 8408 − 210.25 = 8197.7

𝑠2 = =

𝑥𝑡 2 𝑁 8197.7 28

= 292.7

𝑟𝑥𝑥 = =

𝑘

𝑠 2 −Σ pq

𝑘−1

𝑠2

25

292.7−4.55

24−1

292.7

= 1.

288.15 292.7

= 1 . 0.98 = 0.98 (Reliable, very high)

159

RELIABILITY OF POST TEST 1 2

𝑥𝑡 2

2

𝑥𝑡 = 𝑥𝑡 −

𝑁 369 2

= 5593 −

28

= 5593 − 174.24 = 5419

𝑠2 = =

𝑥𝑡 2 𝑁 5419 28

= 193.5

𝑟𝑥𝑥 = =

𝑘

𝑠 2 −Σ pq

𝑘−1

𝑠2

25

193.5−4.5

24−1

193.5

= 1.

189 193.5

= 1 . 0.97 = 0.97 (Reliable, very high)

160

RELIABILITY OF POST TEST 2 2

𝑥𝑡 2

2

𝑥𝑡 = 𝑥𝑡 −

𝑁 392 2

= 6072 −

28

= 6072 − 196 = 5876

𝑠2 = =

𝑥𝑡 2 𝑁 5876 28

= 209.8

𝑟𝑥𝑥 = =

𝑘

𝑠 2 −Σ pq

𝑘−1

𝑠2

30

209.8−4.22

30−1

209.8

= 1.

205.6 209.8

= 1 . 0.97 = 0.97 (Reliable, very high)

Section 2: Vocabulary Development

Description and Procedures for Teachers

Follow-up Activity: Semantic Mapping Description Handout 2 provides examples of visual tools that can promote vocabulary development. This activity focuses on one of them: the semantic map. Participants will use a semantic map in a lesson designed to help struggling students.

Step by Step 1. Read Handout 2, especially the presentation of a semantic map on page 5. 2. Review the blank semantic map, noting the visuals for the main concept, the categories, and for related words. 3. Review your core reading program and find an expository text within a lesson where use of a semantic map would be appropriate. Adjust the map provided to fit the needs of the text and core reading program lesson selected. 4. Examine the Semantic Map Lesson and identify which steps might be difficult with your struggling students. Write down your ideas in the space provided in the supplement. 5. Use the second column in the supplement to write down your ideas as to how you would help students who are having difficulty by adapting the lesson to fit their needs. 6. Justify the adaptations made and write down your reasoning in the third column of the supplement. 7. Present your notes in your meeting. Share the rationale behind your lesson adaptations. Take notes of any new ideas or suggestions.

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 7

Vocabulary Development

Handout 2 (1 of 5)

Graphic Organizers for Vocabulary Development

What is this?

Machines for building

Examples Examples Backhoe Crane Dump Truck

CONSTRUCTION VEHICLES

What is it like?

Non-Examples Train Race Car Boat

Made to move things for construction Can be used for lifting or digging Can be used for building or tearing down Can be used for carrying equipment

What is this? Powerful ruler of a country

Examples King Emperor Sovereign

MONARCH

What is it like? Has power over others Not an elected person Holds power for life

8

Non-examples Principal President Prime Minister

Vocabulary Development

Handout 2 (2 of 5)

Four-Square Vocabulary Map Fold a sheet of paper into four sections.

Four-Square Vocabulary Map Word

What are some examples?

Picture can be added

What is it?

What is it like?

9

Vocabulary Development

Handout 2 (3 of 5)

Student Knowledge Rating Checklist GEOLOGY How much do I know about these words? Vocabulary Words core

I Can Define

Have Seen/Heard

√

√

geyser

√

magma lava

√

√

mineral volcano

Don’t Know

√

Student Knowledge Rating Checklist How much do I know about these words? Vocabulary Words

TOPIC

I Can Define

Have Seen/Heard

10

Don’t Know

Vocabulary Development

Handout 2 (4 of 5)

Word Parts Word Web

television

TELE (over a distance)

telephoto

telethon

telegram

Other sample prefixes that can be used:

semi = half

less = without

bio = live

tri = three

con = with

mis = wrong

cle = small

orium = place for

11

Vocabulary Development

Handout 2 (5 of 5)

Sample Semantic Maps Largest mammal

Warm-blooded

Mammal

Cold water

Have hair Live birth

Ocean WHALE Warm water

Blue

Plankton Humpback

Migrate

Gray Beluga

Car Bus Truck Train

VEHICLES

Airplane Glider Helicopter Jet

Bicycle Tricycle Scooter Skateboard

12

Ship Sailboat Motorboat Raft Canoe

Section 2: Vocabulary Development

Blank Semantic Map

= Concept

= Categories

(“big idea”)

= Related Words (“little ideas”)

(adapted from Texas Center for Reading & Language Arts, 2000b; Bryant, Ugel, & Hamff, 1999) Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 13

Section 2: Vocabulary Development

SEMANTIC MAP LESSON OBJECTIVE: Students will create a semantic map for a concept from selected expository core reading text.

Reading Comprehension INSTRUCTIONAL CONTENT: •

Vocabulary: Concept and vocabulary development

INSTRUCTIONAL ACTIVITY: •

Semantic Map Purpose: This activity teaches students how to use a graphic display of information before, during, and after reading to promote reading comprehension.

MATERIAL/AT: •

Semantic map handout

•

Concept and key vocabulary words

•

Expository text

•

Chalkboard

(adapted from Schifini, 1994; Vaughn Gross Center for Reading and Language Arts, 20003)

DELIVERY OF INSTRUCTION:

Grouping: Whole group divided into small groups 1.

rodents

feathers

Identify the concept to be taught.

2. Write the concept (e.g., the “big idea”: owl) on the chalkboard. 3. Ask students to think of words (e.g., the “little ideas”: beak, rodents, nocturnal, talons) that are related to or associated with the concept.

Body Parts

talons

beak

4. Write these words on the chalkboard and have students group them into categories. 5. Have students label each category (e.g., body parts, food). 6. Model how to create a semantic map using the words generated by students and any

Food

Owl

Sleeping Habits

Nesting Habits

nocturnal

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 14

bugs

Section 2: Vocabulary Development

other key vocabulary words. 7. Have students work in their groups to construct a semantic map on a designated concept for a topic they will be studying. 8. As students read, have them add new vocabulary words to their maps. Discuss with students the meaning of the new words and where they fit on the map. 9. After students read the passage, have them add any other vocabulary words to the map. Discuss with the students how the semantic map might be expanded or reorganized to reflect new information they learned.

PROGRESS MONITORING: After the lesson, examine the students’ semantic maps to determine the information identified and how it was categorized. Periodically, provide students with appropriate-level reading passages and comprehension questions. Identify the percentage of students’ correct responses and determine whether satisfactory progress is being made to achieve annual goals. Make instructional decisions as needed.

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 15

Section 2: Vocabulary Development

Supplement to Handout 2 A graphic organizer called a semantic map is provided on the Blank Semantic Map handout. You saw a semantic map in the video on the OTRA CD showing a discussion of a book about penguins. Semantic maps allow you and your students to examine a word or concept graphically. In this activity, examine your core reading program and select expository text from a lesson in which you can use a semantic map. Look at each step of the Semantic Map Lesson listed under “Delivery of Instruction,” and highlight any steps that might be difficult for one or more of your struggling students. For example, you might select step 5 if a student finds it difficult to identify categories. Once you have identified potential problem steps, use the space below to note how you would adapt the step(s) to help your struggling students perform the instructional activity. Review the following example, then try the activity with your own text and concepts: Big Idea from Expository Text

Problematic Semantic Map Steps (from Semantic Map Lesson)

Adaptation to Step(s)

Example:

Example:

Example:

Owl

Students have difficulty identifying categories

• Provide five note cards, each labeled with a word associated with an owl (e.g., rodents, feathers, beak, bugs, talons) to students. • Review words labeled on note cards to make sure students know the meaning and how each one is associated with an owl (show picture of an owl). • Have students discuss the words on the note cards and decide how to divide them into two piles (students could work in a small group, independently, or one-on-one with teacher). Tell students to ask themselves, “What do these words have in common” as they decide how to divide them (e.g., type of food, body part, etc.). • Once note cards are divided into two stacks, give student(s) two blank note cards and ask them to write the name of a category for each stack. Have students ask, “What do these have to do with the owl?” • Ask students to review the categories and how they came up with them.

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 16

Section 2: Vocabulary Development

Big Idea from Expository Text

Problematic Semantic Map Steps (from Semantic Map Lesson)

Adaptation to Step(s)

Take your Semantic Map Lesson to the meeting with your coach and/or colleagues. Be prepared to discuss why a particular step required adaptations. Also, discuss the adaptation you created, and discuss how successful it was.

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency 17

Semantic Mapping

Purpose: To help students identify important ideas and how these ideas fit together. To provide an alternative format to the outline. Procedure: The teacher should model mapping a few times before the students do this on their own. There are three components to a semantic map: 1. Core question or concept: this is a key word or phrase that is the main focus of the map. 2. Strands: subordinate ideas that help explain or clarify the main concept. These can be generated by the students. 3. Supports: details, inferences and generalization that are related to each strand. Supports clarify the strands and distinguish one strand from another.

support

strand

core concept

strand

strand

support

Adapted from Content Area Reading:Literacy and Learning Across the Curriculum by Richard T. and Joanne L. Vacca

171 APPENDIX 13: PROFILE OF SCHOOL PROFIL SMK TRIGUNA UTAMA

A. Visi Sekolah Menghasilkan Tenaga Menengah yang terampil, unggul dan berakhak mulia dalam Era Globalisasi yang penuh Kompetitif 2008 – 2020. B. Misi Sekolah 1. Mendidik dan melatih siswa menjadi tenaga terampil yang siap bersaing. 2. Memiliki kemampuan yang unggul dalam persaingan pasar. 3. Menjadikan Sekolah sebagai kebanggan masyarakat. 4. Menjadikan Lingkungan sekolah merupakan pencerminkan Dunia Usaha dan Industri. 5. Berbudi luhur, beriman dan bertaqwa ke pada tuhan Yang Maha Esa. C. Tujuan Sekolah 1. Tujuan Pendidikan Menengah Kejuruan Tujuan

pendidikan

menengah

kejuruan

adalah

meningkatkan

kecerdasan,

pengetahuan, kepribadian, akhlak mulia, serta keterampilan untuk hidup mandiri dan mengikuti pendidikan lebih lanjut sesuai dengan kejuruannya. 2. Tujuan SMK Triguna Utama a. Mempersiapkan peserta didik agar menjadi manusia produktif, mampu bekerja mandiri, mengisi lowongan pekerjaan yang ada di DU/DI sebagai tenaga kerja tingkat menengah, sesuai dengan Kompetensi Keahlian pilihannya. b. Membekali peserta didik agar mampu memilih karir, ulet dan gigih dalam berkompetisi, beradaptasi di lingkungan kerja dan mengembangkan sikap profesional dalam Kompetensi Keahlian yang diminatinya. c. Membekali peserta didik dengan ilmu pengetahuan, teknologi, dan seni agar mampu mengembangkan diri di kemudian hari baik secara mandiri maupun melalui jenjang pendidikan yang lebih tinggi. 3. Tujuan Bidang Studi Keahlian Teknik Mesin Tujuan Bidang studi Keahlian Teknik Mesin yaitu : a. Mempersiapkan siswa dalam sikap, pengetahuan dan keterampilan dalam bidangnya. b. Membekali siswa dalam mengoperasikan mesin-mesin dan peralatan industri. c. Membangun karakter siswa agar mandiri, kompeten dan profesional di bidang mekanik Industri. d. Mempersiapkan siswa yang berwawasan teknologi,terampil dan kreatif.

172 D. Lingkungan Sekolah SMK Triguna Utama bertempat di Jalan Ir. H. Juanda Km. 2 Rt. 02/RW. 04 Desa Cempaka Putih Kecamatan Ciputat Kab/ Kota Tangerang Selatan, Provinsi Banten, Kode Pos 15412, bersebelahan dengan kampus UIN Syarif Hidayatullah jakarta. Berdiri diatas tanah seluas 2800 m2 dengan luas bangunan sebesar 1291 m2. E. Keadaan Fisik Sekolah Keadaan Fisik sekolah SMK Triguna Utama dapat dilihat dibawah ini.

Keadaan Fisik Sekolah Status Kepemilikan Lahan No

Jenis Lahan

Luas (M2)

Pemerintah /

Lainnya

Yayasan

(sebutkan)

1

Luas Bangunan

1.291

Yayasan

2

Luas Lahan Tanpa Bangunan

1.509

Yayasan

3

Total Luas Lahan Seluruhnya

2.800

Yayasan

Selain itu prasarana yang dimiliki SMK Triguna Utama hampir semuanya memenuhi standar. Dapat dilihat dari tabel dibawah ini . Prasarana SMK Triguna Utama Kondisi Saat Ini No

Nama Ruang/ Area Kerja

1 A 1 2

Jumlah

Luas

Ruang

(m2)

3

4

2

Total Luas

Jumlah Baik

(m2)

5

6

Kebutuhan Jumlah

Jumlah

Rsk

Rsk

Sedang

Berat

7

8

Jumlah

Luas

ruang

(m2)

9

10

Total Luas (m2)

11

Administrasi Ruang

Kepala

Sekolah Ruang Guru

1

40

40

1

1

40

40

1

60

0

1

1

60

60

1

50

50

1

2

60

120

Ruang 3

Pelayanan Administrasi

B

Kegiatan

173 Belajar 1

Ruang Kelas

23

48

1104

23

21

48

1008

60

360

5

8

90

720

96

96

1

2

96

192

1

48

48

1

2

48

96

1

72

72

1

3

72

216

1

54

54

1

2

54

108

1

96

96

1

3

96

288

3

48

144

3

3

60

180

UKS 1

20

20

1

3

30

90

1

324

324

1

1

500

500

1

144

144

1

1

200

200

1

50

50

1

1

100

100

Ruang 2

Praktek/Bengkel/ 6 Workshop Ruang

3

Lab.

Fisika/Kimia/Bio 1 logi

4

5. 6. C

1

2

Ruang

Lab.

Bahasa Ruang

Praktek

Komputer Moving Class Penunjang Pendidikan Ruang Perpustakaan Ruang

Unit

Produksi Ruang Pramuka,

3

Koperasi, dll

4

D

1

2

Ruang Ibadah

Penunjang Lainnya Ruang Bersama (Aula) Ruang

Kantin

Sekolah

3

Ruang Toilet

7

20

140

7

7

20

140

4

Ruang Gudang

1

12

12

1

3

12

36

174

F. Pendidik dan Tenaga Kependidikan 1. Tenaga Kependidikan Tenaga kependidikan yang ada pada SMK Triguna Utama sebagi penunjang kelancaran proses kegiatan belajar mengajar sebagai berikut:

Jenis Tugas No

Tenaga Kependidikan

1

Total Pegawai

Tenaga Administrasi

2

Tenaga Teknis Keuangan

3

Kepegawaian

PNS

NON

Pendidikan Dip

S1/

Usia

S2

D4

51

L

P

1

1

1

50

2

2

1

1

1

1

1

1

1

1

1

1

1

4

4

3

3

3

Tenaga Teknis sarana Prasarana TOTAL

1

1

1

2. Tenaga Pendidik Tenaga pendidik di SMK Triguna Utama ada yang berlatar belakang Ilmu Pendidikan dan Ilmu murni yang telah memilki Akta mengajar.

No

1

Nama Mata Diklat / Pelajaran/

Total

Kepegawaian Pendidikan

Guru

PNS NON

Dip

S1/ D4

Usia S2

51 L

P

Normatif Pendidikan Agama

2

Bahasa Indonesia

2

2 1

1

2

2

1

2

1

1

2

2

1

1

2

2

Pendidikan Kewarganegaraan

2

dan Sejarah Pendidikan Jasmani & Olah Raga

2

2

Seni & Budaya

1

BP/ BK

1

175 Muatan Lokal 2

2

Adaptif Matematika

4

4

4

4

Bahasa Inggris

2

2

2

1

KKPI

1

1

1

1

Kewirausahaan

1

1

Fisika

2

2

Kimia

2

1

IPA IPS

1

1

1

1

1

1

2

2

1

1

4

4

1

Biologi Ekonomi Pelayanan Prima .. .. 3

Produktif Listrik Instalasi Mekanik Industri

4 2

Mekaniik Otomotif

4

4

2

4

5

1

4

33

7

32

1

3 3

2

7

25

3

6 5

… … 2

TOTAL

3

3

31

4

G. Peserta Didik 1. Jumlah peserta didik Jumlah peserta didik pada tahun pelajaran 2009/2010 seluruhnya berjumlah 939 orang. Persebaran jumlah peserta didik antar kelas merata. Peserta didik di kelas X ada 8 rombongan belajar, terinci 4 rombongan pada kelas X Otomotif, 1 rombongan pada kelas X mekanik industri, 1 rombongan pada kelas X Listrik Instalasi, 1 rombongan pada kelas X Administrasi Perkantoran dan 1 rombongan lagi pada kelas X Akutansi. Peserta didik di kelas XI ada 6 rombongan belajar, terinci pada kelas XI Otomotif ada 3 rombongan belajar, pada kelas XI Mesin ada 1 rombongan belajar dan pada kelas XI Instalasi Listrik ada 2 rombongan belajar. Sedangkan pada kelas XII ada 8 rombongan belajar, terinci pada kelas XII Otomotif

176 ada 5 rombongan belajar, pada kelas XII Mesin ada 1 rombongan belajar dan pada kelas XII Instalasi Listrk ada 2 rombongan belajar. Separuh (50%) dari peserta didik berasal dari DKI Jakarta dan separuhnya lagi dari tangerang. Jumlah Pesrta Didik Pada Tahun 2009 Jumlah

Kelas

Total

Laki-Laki

Wanita

X

306

49

355

XI

265

1

266

XII

318

-

318

2. Keadaan tidak Naik Kelas dan Putus Sekolah/Drop Out Peserta didik yang tidak naik kelas dan putus sekolah ( Drop Out ) ternyata cukup tinggi tiap tahunnya. Tidak Naik Kelas dan Putus Sekolah Tahun Pelajaran 2005 – 2006

2006 – 2007

2007 – 2008

2008 – 2009

2009 – 2010

Putus Sekolah

Kelas

Jumlah

Tidak naik

X

281

-

59

XI

300

-

29

XII

314

5

19

X

297

1

55

XI

322

1

22

XII

271

6

5

X

406

1

73

XI

243

2

5

XII

202

2

9

X

317

1

52

XI

335

4

21

XII

220

1

8

X

355

-

-

XI

266

-

-

XII

318

-

-

/DO

177 Tinggiya keadaan tidak naik kelas dan putus sekolah peserta didik terutama disebabkan karena masih kurangnya kesadaran orang tua dan peserta didik tentang arti pentingnya pendidikan, selain itu juga karena faktor kesulitan ekonami. H. Orang Tua Peserta Didik Penduduk Ciputat terdiri dari berbagai macam suku dari seluruh indonesia, dengan budaya dan adat istiadat yang berbeda pula. Sehingga mempengaruhi cara mereka bekerja, ada yang menjadi pedagang, buruh, pegawai swasta, pegawai negeri dan sebagainya. Keadaan orang tua peserta didik SMK Triguna Utama sebagian besar sebagai karyawan swasta dan wirausahawan. I. Kerjasama (dengan instansi lain yang terkait) Kerjasama dengan dunia industri dilaksanakan melalui kerjasama dunia usaha dan industri, adapun kerjasama yang dilakukan meliputi: 1. Dunia industri memberikan tempat Prakerin (PSG) bagi siswa. 2. Dunia industri memberikan tempat training guru dan siswa. 3. Menjadi penguji uji kompetensi siswa. 4. Memberikan sumbangan alat-alat praktek 5. Acuan bagi sekolah untuk memperbaharui peralatan dan bahan praktek. Ada beberapa perusahaan yang bekerjasa dengan pihak sekolah, untuk jurusan Mekanik Otomotif bekerjasama dengan PT. Munggaran Motor, PT. Daihatsu Astra cabang Pondok Pinang dan Bintaro, PT. TriStar Motor dan masih banyak lainnya. Untuk jurusan Mekanik Industri bekerja sama dengan PT. Dwi Manunggal, PT. Indo Grafour dan PT. A3. Untuk jurusan Instalasi Listrik bekerjasama dengan PT. Tranka Kabel, PT. PLN ,PT. Makro, dan CV. Pondok Indah Mall. J. Prestasi Sekolah Banyak prestasi yang telah diraih oleh SMK Triguna Utama baik bidang akademis atau non akademis, diantaranya adalah: No.

Perlombaan

Peringkat Tahun

Keterangan

1

AutomobileTechnology

1

2010

LKS Tingkat Propinsi

2.

Listrik instalasi

2

2010

LKS Tingkat Propinsi

3.

PLC

2

2010

LKS Tingkat Propinsi

4.

AutomobileTechnology

1

2010

LKS Tingkat Tangsel

5.

Listrik instalasi

1

2010

LKS Tingkat Tangsel

178 6.

PLC

1

2010

LKS Tingkat Tangsel

7.

Las

1

2010

LKS Tingkat Tangsel

8.

AutomobileTechnology

1

2010

LKS Tingkat Gugus

9.

Volly Putra

1

2010

Tingkat Tangsel

10.

Volly Ball

1

2010

Kota Tangsel

11.

Basket

1

2008

Kab.Tangerang

12.

Pidato Bahasa Inggris

1

2008

Kab.Tangerang

13.

Futsal

1

2006

Se-JABODETABEK

14.

Sepak Bola

3

2004

Se- Jkt & Tng

Catatan : Kota Tangsel (Kota Tangerang Selatan Struktur Organisasi SMK Triguna Utama

a

APPENDICES

LIST OF APPENDICES

Appendix 1 Interview before CAR .................................................................... 71 Appendix 2 Interview after CAR ....................................................................... 74 Appendix 3 Questionnaire before CAR ............................................................. 78 Appendix 4 Questionnaire after CAR ................................................................ 95 Appendix 5 Students’ Score .............................................................................. 100 Appendix 6 Lesson Plans ................................................................................... 102 Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ................ 113 Appendix 8 Observational Notes ....................................................................... 123 Appendix 9 Blueprint Test of Pre-test and Post-test.......................................... 129 Appendix 10 Test Instrument and Answer Key................................................... 132 Appendix 11 Item Analysis ................................................................................. 142 Appendix 12 Semantic Map Description and Procedure ..................................... 161 Appendix 13 Profile of School ............................................................................ 171 Appendix 14 Surat-Surat ..................................................................................... 179