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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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95 170 90
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i
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
ii
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Huanda No. 95 Telp: ( 62-21) 7443328, 7401925
Ciputat 15142 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. Siti Nur Vadilah
NIP. 1953 03 04 1979 03 1 003 NIM. 106014000437
v
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.
vi
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.
iii
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.
iv
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
vii
TABLE OF CONTENTS
ENDORSEMENT SHEET. ................................................................................ i
SURAT PERNYATAAN.................................................................................... ii
ACKNOWLEDGMENTS .................................................................................. iii
ABSTRACT ........................................................................................................ v
ABSTRAK ......................................................................................................... vi
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES .............................................................................................. x
LIST OF FIGURES ............................................................................................ xi
LIST OF APPENDICES ..................................................................................... xii
CHAPTER I 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
CHAPTER II 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
viii
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
ix
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
x
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
xi
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
xii
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
1
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.
1Peraturan 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.
2
“....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.
3
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.
4
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
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.
Moved
by
5
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?
6
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.
7
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.11
Without 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. 12
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.
8
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 teaching-
learning 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 15
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.
9
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
10
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 Education divide vocabulary into receptive and productive
22
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
11
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)
13
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.
15
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.
16
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.
17
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.
18
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. 45
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.
19
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 given-
words 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
20
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
21
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.
23
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.
28
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.
29
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.
30
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.
31
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
32
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.
33
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. (2nd
ed),
(New Jersey: Merril Prentice Hall, 2003) p. 28.
34
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.
35
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.
36
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.
Go to the next page
Entering the cycle
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.
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
37
Figure 3.2
The Phases of Classroom Action Research
(Adapted from Kemmis and Mc Taggart)
Deciding appropriate
strategy
Making lesson plan
Choosing suitable
materials, teaching
aids and instrument
Setting the criteria of
success
Identifying the problem
from students
Revising lesson plan
and the teacher
performance
Reselect teaching aid
that will give an ease for
students‟ task
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
Observing the teaching
learning process
Collecting the data
(students‟ post test 1
score and field note)
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)
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
C
Y
C
L
E
2
C
Y
C
L
E
1
38
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 post-
test 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
39
order the writer can observe more freely to accomplish it toward the teaching-
learning 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.
40
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 = 𝚺 𝒙
𝒏
M : Mean
x : Individual Score
n : number of students
To get the class percentage which pass minimum mastery criterion criteria
70 in 75% of 28 students, the writer uses the formula:
𝑷 =𝒇
𝒏𝒙 𝟏𝟎𝟎%
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.
41
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
𝒚𝒙 𝟏𝟎𝟎%
P : percentage of students‟ improvement
y : pre-test result
y1 : post-test 1
𝑷 =𝒚𝟐 − 𝒚
𝒚𝒙 𝟏𝟎𝟎%
P : percentage of students‟ improvement
y : pre-test result
y2 : post-test 2
Meanwhile, in analyzing data to get the percentage of questionnaire
result, she uses formula:
% =𝒏
𝑵𝒙 𝟏𝟎𝟎%
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.
42
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.
43
analyze it, the writer obtains the formula: 72
𝑫 = 𝑹𝑼 − 𝑹𝑳
𝟏𝟐 𝑻
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
DP REMARK
≤ 0.40 Used
0.20 – 0.39 Revised
≤ 0.10 Discarded
3. 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), 4
th 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.
44
The criterion:76
rxx = 0,91 – 1,00 = very high
rxx = 0,71 – 0,90 = high
rxx = 0,41 – 0,70 = enough
rxx = 0,21 – 0,40 = low
rxx = < 0,21 = very low
4. 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
ID REMARK
0 – 0.14 Difficult
0.15 – 0.85 Moderate
0.86 – 1.00 Easy
76
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2001),
p.102. 77
See Appendix 11, pp.152-157. 78
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
45
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.
46
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.
47
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
48
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 Criterion-
Kriteria 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. 82
See item number 7-10 of Preliminary Interview, ..., pp.71-73. 83
See Item Numbers 11-14 of Preliminary Interview, ..., pp.71-73.
49
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. 85
See Appendix 3, pp. 82-84. 86
See Appendix 3, pp. 85-88. 87
See Appendix 3, pp. 89-94.
51
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:
n
xMx
28
1497Mx
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:
%100xN
F
28
%1002x
%14.7
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
See Appendix 10, pp. 132-134. 89
See Appendix 5, pp. 100-101.
52
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. 92
See Appendix 7, pp. 113-114. 93
See Appendix 7, p. 117. 94
See Appendix 8 & 10, pp.135-137, pp. 132-134.
53
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)
1) Reviewed the material and student task.
2) Collected their semantic mapping worksheet.
3) Posttest cycle 1.
c. 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
See Appendix 5, pp. 100-101. 97
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:
n
xMx
28
1861Mx
5.66Mx
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:
%100xN
F
28
%10012x
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
%1001
y
yy
P = %1005.53
5.535.66
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 previous-
known 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 2
nd 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.
8) The writer prepared Observational Notes100
9) The writer and the collaborator compiled the post-test 2101
b. 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)
1) The teacher asked whether there‟s still problem or difficulty
2) Posttest 2
c. 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. 101
See Appendix 10, pp. 138-141. 102
See Appendix 6, pp. 107-112.
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 self-
learning, 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:
n
xMx
28
2032Mx
6.72Mx
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:
%100xN
F
28
%10022x
%6.78
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:
%1002
y
yy
P = %1005.53
5.536.78
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.
63
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 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).
ACTING 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
OBSERVING 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)
REFLECTING 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.
105
Suharsimi Arikunto, Penelitian Tindakan Kelas (Jakarta: Bumi Aksara, 2006), p. 70.
64
R E V I S I O N 2. Guiding students‟ work in group intensively.
3. Get them to bring a dictionary.
4. Don‟t push the student to finish their work soon.
5. Giving brief explanation about the semantic mapping
steps slowly but with clarity.
C
Y
C
L
E
2
PLANNING 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
ACTING 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
OBSERVING 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).
REFLECTING 1. Discussing the result of the action 2. Students‟ activity has already followed the step to make
semantic mapping well.
4. 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. 107
See Appendix 2,Items number 4 and 5,... pp.74-77. 108
See Appendix 2,item number 6-10,... pp.74-77.
66
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.
67
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 teaching-
learning 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.
68
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.
69
The data from the questionnaire result showed that the implementation of
semantic mapping strategy got positive responses from students in their teaching-
learning 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.
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
0
10
20
30
40
50
60
70
Pre Questionnaire Post Questionnaire
41.8
64.7
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.
Figure 4.2: the Students’ Achievement in Vocabulary Development
0
20
40
60
80
Preliminary 1st Cycle 2nd Cycle
53.5
66.572.6
71
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
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.
73
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71
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 : Siti Nur Vadilah
Interviewee : Duma Morita Napitupulu, S.Pd
Profession : English Teacher
Day, Date : Monday, October 18th
2010
Time : 12.20 pm – 12.50 pm
Place : 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 Interviewee
Siti Nur Vadilah 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
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
R : Researcher
T : Teacher
1. R :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 : Menurut anda, bagaimana cara mengatasi kendala itu?
T : 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 Interviewee
Siti Nur Vadilah 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 Pertanyaan Ya Tidak
1 Apakah kamu merasa bersemangat ketika mengikuti
pelajaran bahasa Inggris materi kosakata
(vocabulary)
2 Apakah kamu dengan mudah memahami materi
kosakata (vocabulary) dalam bahasa Inggris selama
ini
3 Apakah kamu merasa puas dengan nilai bahasa
Inggris materi kosakata (vocabulary) selama imi
4 Apakah kamu dapat menjawab pertanyaan dari guru
mengenai materi yang diajarkan
5 Apakah kamu sering bertanya kepada guru jika ada
kesulitan dalam materi kosakata (vocabulary)
6 Apakah kamu merasa teknik yang digunakan guru
dapat mengatasi kesulitan dalam kosakata
(vocabulary)
7 Apakah teknik yang digunakan guru dapat
membantumu memperkaya perbendaharaan kosakata
8 Apakah guru sering memberikan latihan untuk
mengembangkan kemampuan kosakata (vocabulary)
9 Apakah kamu dapat mengerjakan tugas kosakata
(vocabulary) dengan mudah
10 Apakah kamu merasa kepemilikan
1 Vivienne Baumfield,, Action Research di Ruand Kelas (London: SAGE, 2008), pp. 93-
95.
78
APPENDIX 3: QUESTIONNAIRE BEFORE CAR
kosakata(vocabulary) kamu sudah banyak
88
NO Students' Names 1 2 3 4 5 6 7* 8 9 10 RANK
1 Adyd Asrihum 2 2 3 1 2 2 1 1 2 2 1
2 Alwan Yuniardhi 4 2 3 1 2 3 3 1 2 2 2
3 Ardila Mandala Putra 3 2 4 3 4 4 3 2 3 4 3
4 Aspanudin 2 2 4 2 1 2 2 3 2 4 4
5 Danny Yuli rahmanto 2 3 1 2 3 2 1 2 3 3 5
6 Didit Handika Tama 3 2 4 3 4 4 3 3 3 4 6
7 Fahrul Rozi 2 2 3 2 2 3 3 4 3 2 7
8 Farhan Liputain Ray 3 3 3 3 1 4 2 3 3 3 8
9 Ferdiocto Diraja 3 4 3 1 1 1 3 1 3 4 9
10 Imam Bagus N 4 2 2 4 1 4 3 1 3 3 10
11 Indat Hika 2 2 2 2 2 2 2 2 2 2
12 Jalu Eko Pambudi 3 2 3 3 3 2 3 4 3 3
13 Kiki Kurniawan 3 3 3 2 2 3 3 3 2 4
14 Muhammad Mufas 3 3 1 3 3 3 4 3 4 3
15 Muhammad Rizki Fajrin 2 2 3 1 1 3 3 4 2 4
16 Nana Sukmana 3 4 3 4 3 3 4 3 4 4
17 Ngabdul Munir 3 2 3 2 2 3 3 3 2 4
18 Rain Putra Djayadi 2 2 3 1 2 2 1 1 2 2
19 Rajes Putra 3 4 1 3 3 3 3 3 3 4
20 Reza Firmansyah 4 3 2 2 1 1 2 3 2 4
21 Rija Gumilar 4 3 2 2 1 1 2 3 2 4
22 Rizal Saputra 2 3 2 4 2 1 1 1 2 2
23 Rizki Ramadhan Kurnia 4 3 1 3 2 4 1 2 1 1
24 Rizqy Ramadhan 3 4 1 3 1 1 3 1 1 3
25 Tengku Rachman A. 4 3 3 3 2 3 3 2 2 3
26 Tony Saputro 3 3 3 2 2 3 3 3 2 3
27 Warsiyo 4 3 2 3 3 1 3 2 2 2
28 Yan Lentinio 3 4 1 3 3 3 4 3 3 4
TOTAL 83 77 69 68 59 71 72 67 68 87
RANK 2 3 6 8 10 5 4 9 7 1
VOCABULARY LEARNING STRATEGIES
LEARNING STRATEGIES
Word Family
Mnemoic Device
Word Relation
Pair Work
Semantic Mapping
*RELATED TO SEMANTIC MAPPING TECHNIQUE
Mnemoic Device and Translation
Pointing (TPR)
Self-Learning
Picture
Word Connection
81
The Result of Pre Questionnaire
1 The students’ response toward
teaching-learning process
Yes No
The students were motivated in
the teaching-learning process
26 92.8 % 2 7.14 %
The students understood the
teacher’s explanation
12 42.8 % 16 57.14%
2 The result of the students’
vocabulary learning activity
Yes No
The students were satisfied with
their score in vocabulary
11 39.28 % 17 60.71 %
The students could answer the
teachers questions about
vocabulary material
5 17.85 % 23 82.14 %
3 The solution of the problems
in vocabulary
Yes No
The students asked their
difficulty in vocabulary to the
teacher
8 28.57 % 20 71.42%
The teacher implemented the
suitable technique to solve
difficulties in learning
vocabulary
12 42.8 % 16 57.14 %
The technique could help
students memorize vocabulary
easily and get the new
vocabulary.
11 39.28 % 17 60.71 %
The teacher gave exercise to
develop students’ ability in
vocabulary
22 78.57% 6 21.42%
The students could do the task
easily.
8 28.57 % 20 71.24 %
The students’ had rich
vocabulary
2 7.14 % 26 92.85 %
Mean 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
Item No.
Never
Rarely Occasionally Often TOTAL
1 - 8 13 7 28
2 - 12 11 5 28
3 6 6 13 3 28
4 5 9 11 3 28
5 8 11 7 2 28
6 6 6 11 5 28
7* 5 5 15 3 28
8 7 6 12 3 28
9 2 14 10 2 28
10 1 7 8 12 28
*related to semantic mapping technique
1 I like learning English. 5 4 3 2 1
2 I can tell a foreign visitor the way to the headmaster's office in English. 5 4 3 2 1
1I want to get good marks in English tests and improve my evaluation in theschool report.
5 4 3 2 1
2I want to be able to understand English movies and TV programmeswithout looking at subtitles.
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
5I want to study at a school or a university in a foreign country if I have achance.
5 4 3 2 1
6I want to make friends with people living in foreign countries byexchanging letters and e-mails.
5 4 3 2 1
7 I want to get a nice job with good salaries and good working conditions. 5 4 3 2 1
8I want to be able to communicate freely in English with people fromdifferent 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
10I want to learn about the lifestyles and customs in foreign countries suchas England and America.
5 4 3 2 1
11I want to work either for an international organisation (e.g. the EU) or fora global company (e.g., Nokia).
5 4 3 2 1
12I want to know how the English language reflects the way of thinking ofEnglish-speaking people.
5 4 3 2 1
Now please let me know why you are learning English.
I'm learning English because I
stro
ngly
thin
k so
.
I th
ink
so.
I ca
nnot
tell
for
sure
.
I do
n't t
hink
so.
I do
n't t
hink
so
at a
ll.
I do
n't t
hink
so.
I do
n't t
hink
so
at a
ll.
Questionnaire about English Learning
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.
Let's give it a try.(This is a practice.)
I st
rong
ly th
ink
so.
I th
ink
so.
I ca
nnot
tell
for
sure
.
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
6I think pronunciation symbols are useful for learning correct wordpronunciation.
5 4 3 2 1
7I think activities to translate English into Finnish have helped me to learnEnglish.
5 4 3 2 1
8 I think I understand the English in my English textbooks well enough. 5 4 3 2 1
9 I think English textbooks have helped me a lot to learn English. 5 4 3 2 1
10I spend more time on doing English homework than on doing homeworkof 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
12I wish to be taught English from time to time by British or Americanteachers.
5 4 3 2 1
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
3I think learning English has helped (or will help) me to learn anotherforeign language.
5 4 3 2 1
4I have become more interested in what is happening in the world throughlearning English.
5 4 3 2 1
5I am satisfied with my English ability I have acquired through my Englishlessons.
5 4 3 2 1
6 I wish to continue learning English even after I start working in society. 5 4 3 2 1
Now please let me know how you feel about learning English.
I st
rong
ly th
ink
so.
I th
ink
so.
I ca
nnot
tell
for
sure
.
I do
n't t
hink
so.
I do
n't t
hink
so
at a
ll.
Now please let me know how you feel about English lessons.
I st
rong
ly th
ink
so.
I th
ink
so.
I ca
nnot
tell
for
sure
.
I do
n't t
hink
so.
I do
n't t
hink
so
at a
ll.
1 4 11 3 0 0 1 7 9 12 0 0
2 0 2 14 7 5 2 2 2 5 11 8
TOTAL 4 13 17 7 5 3 3 8 7 4 6
4 0 2 12 10 4
5 7 4 9 7 1
6 8 12 6 1 1
1 13 10 3 2 0 7 7 6 11 3 1
2 4 10 11 2 1 8 2 4 10 11 1
3 3 5 7 5 8 9 3 5 12 5 3
4 6 8 11 1 2 10 1 4 8 9 6
5 6 9 9 2 2 11 6 6 13 1 2
6 5 3 13 2 5 12 11 6 7 2 2
7 19 4 5 0 0 TOTAL 36 47 72 47 22
8 4 6 11 5 2
9 5 4 12 2 5
10 5 4 8 5 6
11 1 3 10 4 10
12 3 6 13 4 2 1 19 6 2 0 1
TOTAL 74 72 113 34 43 2 5 15 7 1 0
3 2 8 15 2 1
4 5 4 10 7 2
5 3 3 7 8 7
6 5 7 11 4 1
TOTAL 39 43 52 22 12
The Result of Students' View about English Learning
choice
item no.
choice
item no.
choice
item no.
5 4 3 2 1
choice
item no.5 4 3 2 1
4 3 2 1
5 4
5
3 2 1
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 Pertanyaan Ya Tidak
1 Apakah kamu merasa bersemangat ketika
mempelajari kosakata Bahasa Inggris menggunakan
tehnik semantic mapping
2 Apakah kamu merasa belajar kosakata dengan lebih
baik menggunakan tehnik semantic mapping
3 Apakah kamu merasa termotivasi belajar kosakata
dalam KBM dengan menerapkan tehnik semantic
mapping
4 Apakah kamu merasa kalau semantic mapping cocok
diterapkan dalam belajar kosakata Bahasa Inggris
5 Apakah kamu lebih mudah memahami kosakata
B.Inggris dengan menggunakan tehnik semantic
mapping
6 Apakah kamu menyukai pembelajaran kosakata
B.Inggris dengan tehnik semantic mapping
7 Apakah kamu merasa semantic mapping dapat
membantumu untuk mengembangkan
perbendaharaan/memperkaya kosakata kamu
8 Apakah kamu merasa semantic mapping dapat
memecahkan masalah kamu dalam belajar kosakata
B.Inggris
9 Apakah pembelajaran dengan menggunakan semantic
96
mapping menghambat cara belajar kamu
10 Apakah kamu merasa lebih mudah mengingat
kosakata baru dan kosakata yang telah kamu miliki,
ketika belajar dengan semantic mapping
11 Apakah kamu merasa lebih mudah mengerjakan
tugas kosakata setelah menerapkan tehnik semantic
mapping
12 Apakah kamu diberikan kesempatan bertanya
ketika mengalami kesulitan dalam mengerjakan tugas
kosakata dengan bahasa inggris
13 Apakah kamu menggunakan kesempatan bertanya
14 Apakah kamu sudah merasa ada peningkatan nilai
bahasa Inggris materi kosakata
15 Apakah pembelajaran kosakata B.Inggris dengan
semantic mapping lebih baik dibandingkan dengan
pembelajaran yang biasa
16 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 Yes No
1.The students were interested in the teaching-learning
process through semantic mapping 24 85.7% 4 14.3 %
3. The students were motivated learning vocabulary
through semantic mapping 22 78.6% 6 21.4%
15.The students could learn vocabulary better through
semantic mapping than the usual learning 19 67.9% 9 32.1%
B The result of the students’ vocabulary learning activity Yes No
7.The students were helped in enriching their vocabularies
through semantic mapping 26 92.9% 2 7.1%
8.The students felt that semantic mapping can solve their
vocabulary problems 17 60.7% 11 39.3%
11.The students could do the vocabulary task easily by
using semantic mapping 21 75% 7 25%
14.the students’ score were increase after then 17 60.7% 11 39.3%
16.The students’ vocabulary were enriched by semantic
mapping 18 64.3% 10 35.7%
C The solution of the problems in vocabulary Yes No
12.The teacher gave opportunity to ask their difficulties 23 82.1% 5 17.9%
13.The students asked their difficulty in vocabulary to the
teacher 15 53.6% 13 46.4%
D Students’ Response toward Semantic Mapping
Technique Yes No
2.The students feel better in learning vocabulary through
semantic mapping 26 92.9% 2 7.1%
4.Semantic Mapping is suitable to be implied in teaching-
learning vocabulary 23 82.1% 5 17.9%
5.The students more understand the vocabulary easily 25 89.3% 3 10.7%
6.The students like learning vocabulary through semantic
mapping 23 82.1% 5 17.9%
9.The student feels that semantic mapping pursued their
vocabulary learning 7 25% 21 75%
10.The students could remember both their previous
vocabulary and the new word easily 20 71.4% 8 28.6%
Mean 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
PR
ETEST
PO
ST TEST 1
PO
ST TEST 2
0
10
20
30
40
50
60
70
80
90
S1 S2 S3 S4 S5 S6 S7 S8 S9S10 S11
S12S13
S14S15
S16S17
S18S19
S20S21
S22S23
S24S25
S26S27
S28
PRETEST
POST TEST 1
POST TEST 2
Students' Score Progression Chart
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
Kinds of Technique Things
Function of Technique Things
Describing a Technique Things
Alokasi Waktu : @ 2 x 40 menit
Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice
Kompetensi Dasar : - Menyebutkan benda tehnik dan fungsinya
- Mendeskripsikan benda tehnik
I. INDIKATOR
Siswa mampu:
Mengenali macam-macam benda tehnik dalam bahasa Inggris
Mengetahui fungsi benda-benda tehnik
Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengenali macam-macam benda tehnik dalam bahasa Inggris
Mengetahui fungsi benda-benda tehnik
Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar
III. MATERI PEMBELAJARAN
Vocabulary for Technique and their function
Adjective order
IV. 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
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
- Penjelasan tentang topik yang akan dibahas.
b. 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
- Guru memberikan contoh semantic mapping dengan kata utama
„transportation‟
Technical
Tools
Spanner
Screwdriver
..............
..............
iron bolt
hard
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. Kegiatan Penutup (10 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Menugasi siswa untuk me-review apa yang telah dipelajari
VI. 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
Picture, Hand-out
VII. 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
Adjective
Size Age Shape Color Original Material Noun
Comfortable Big Old - Brown - Wooden Chair
Unique - - Cone - Mexico - Hat
Nice - Young - - - 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
Size Age Shape Color Original Material Noun
Comfortable Big Old Square Brown Indonesia Wooden Chair
Unique Long New Cone White Mexico Paper Hat
Nice Huge Young Rectangle Black Bangkok Rattan Woman
Delicious Little Adult Circle Red China Bamboo Apple
Good Small Ancient Triangle Yellow Egypt Steel Ring
Bad Thick Semi
Circle
Blue Singapore Copper Dress
Beautiful Thin Round Green New York Brass Car
Light Tall Cube Grey London Cloth Hammer
Happy Short Tube Orange France Glass/
Clay
Box
Clean Medi
um
Oval Purple Mecca Iron Golf
Stick
Genius Large Zigzag Clear Medina Leather/
Rubber
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
Kinds of Technique Things
Function of Technique Things
Describing a Technique Things
Alokasi Waktu : @ 2 x 40 menit
Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice
Kompetensi Dasar : - Menyebutkan benda tehnik dan fungsinya
- Mendeskripsikan benda tehnik
I. INDIKATOR
Siswa mampu:
Mengenali macam-macam benda tehnik dalam bahasa Inggris
Mengetahui fungsi benda-benda tehnik
Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar
II. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
Mengenali macam-macam benda tehnik dalam bahasa Inggris
Mengetahui fungsi benda-benda tehnik
Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar
III. MATERI PEMBELAJARAN
Vocabulary for Technique and their function
Adjective order
IV. 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
- Mengabsen siswa.
- Memberi motivasi kepada siswa.
- Penjelasan tentang topik yang akan dibahas.
e. 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)
- 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
MOVED BY
WIND
Sailboat
Hot-air
baloon
ENGINE
Motorcycle
Helicopter
MUSCLE
Kayak
Bicycle
109
guru diharapkan muncul pada tahap ini, meskipun dalam bahasa
Indonesia minimal 10 kata.
f. Kegiatan Penutup (10 menit)
- Menyimpulkan materi pelajaran
- Menanyakan kesulitan siswa selama KBM
- Menugasi siswa untuk me-review apa yang telah dipelajari
IX. 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
Picture, Hand-out
X. PENILAIAN
d. Teknik: Merespon pertanyaan secara tertulis
e. Bentuk: Pertanyaan tertulis
f. Instrumen: Terlampir
XI. PEDOMAN PENILAIAN
c. Untuk setiap jawaban benar penulisannya diberi score= 10
d. Nilai maksimal = 100
Ciputat, 18 November 2010
English Teacher Researcher
Duma Morita Napitupulu, S.Pd Siti Nur Vadilah
110
STUDENTS’ VOCABULARY RESULT
1. Kunci pas : spanner /spæner/
2. Knalpot : exhaust pipe /eg'zɔst paip/
3. Spakbor depan : front mudguard /frΛnt mΛd'gard/
4. Spakbor blakang : rear mudguard /rir mΛdgard/
5. Muka depan : dashboard /dæsy'bowrd/
6. Obeng : screwdriver /skruw draivr/
7. Paku : nail /neil/
8. Gunting besar : shears /syirs/
9. Gergaji tangan : hand saw /hændsɔ/
10. Skrup : screw /skru/
11. Gerobak : wheel barrow /wi:l bærəʊ/
12. Garpu : rake / reik/
13. Bor Listrik : electric drill /i‟lektrik dril/
14. Palu : hammer /hæmə/
15. Lem : glue /gluw/
16. Bengkel : workshop /wɜ:kʃɒp/
17. Sarung tangan : gloves /glʌv/
18. Kendaraan : vehicle /vi:ɪkəl/
19. Automotif : automotive /ɔ:tə'məʊtɪv/
20. Permesinan : machinery /məʃi:nəri/
21. Ban : tire /taɪə/
22. Roda : wheel /wi:l/
23. Kampas rem : brake shoe /breɪk ʃu:/
24. Lampu sen : headlight /‟hedlaɪt/
25. Adaptor : adaptor /ə'dæptə/
26. Pelumas : lubricant /lu:brɪkənt/
27. Besi : iron /'aɪən/
28. Busi : spark plug /spark plΛg/
29. Baut : bolt /bəʊlt/
30. Mur : nut /nʌt/
31. Pahat : chisel /tʃɪzəl/
32. Kotak peralatan : tool box /tu:lbɒks/
33. Kikir : file /faɪl/
34. Jerigen : jerry can /'jeri kæn/
35. Kuas : brush /brʌʃ/
36. Kunci inggris : wrench/monkey wrench /rentʃ/
111
37. Bor : drill /drɪl/
38. Kapak : axe /æks/
39. Kaca mata las : goggle /'gɒgəlz/
40. Seragam praktik : wear pack/overall /weə pæk/ /'əʊvərɔ:l/
41. Helm : helmet /helmit/
42. Sepeda motor : motorcycle /məʊtəֽsaɪkəl/
43. Mobil : car /kɑ:r/
44. Mesin : engine/machine /'endʒən/ /mə'iʃ:n/
45. Ban kempes : flat tire /flæt/
46. Rem piringan : disc brake /dɪsk breɪk/
47. Jari-jari : aluminium rim /ælə'mɪniəm/
48. Sakelar : switch /swɪtʃ/
49. Kopling : clutch /klʌtʃ/
50. Mesin bubut : lathe /leɪð/
51. Tang : pliers /'plaɪəz/
52. Logam : metal /metl/
53. Baja : steel /sti:l/
54. Kuningan : Brass /bræs/
55. Injakan kaki (motor) : footstep, pedal /'fʊtstep/ /'pedl/
56. Standar motor : main stand /meɪn/
57. Standar Satu : kickstand /stænd/
58. Satu jok : saddle /sædl/
59. 2 jok : dual seat /du:əl/
60. Tembaga : copper /kɒ:pər/
61. Gergaji besi : hacksaw /hæksɔ:/
62. Dongkrak : screw jack / skru: dʒæk/
63. Pegas : Spring Suspension / sprɪŋ səspenʃən /
64. Pèntil : valve /vælv/
65. Pelk : rim /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
Adapted From: Gairns and Redman, Working with Words, p. 104
HAIR
TYPE
COLOUR
TOOLS BLOND
CURLY
WAVY
BROWN
MID-
BROWN
WHITE
BLACK GREY
STRAIGHT
BLOW
DRY
SCISSORS
BRUSH
CURLING IRON
COMB
BOBBY
PINS
LENGTH
BARBER
SHOP/HAIR
SALOON
HAIRTREATMENT
HAIRSTYLE
HAIRDRESER
LONG
SHORT
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 What this
involves
Teacher’s
purpose Comment
Writing the new
vocabularies
which given by
teacher
Drilling
vocabulary
Memorize the
word
individually
Students are
involved in
individual work
Students try to
memorize the
given-word
The teacher gave
the vocabulary
that will be used
in teaching-
learning activities
and ask the
student to
memorize it.
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.
1 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 What this
involves
Teacher’s
purpose Comment
Drilling
vocabulary
Memorize the
word
individually
Write the
function of the
technical tools
Students are
involved in
individual work
Students
memorize the
word with the
function
The teacher retain
the vocabulary
that will be used
in teaching-
learning activities
and ask the
student to
memorize it with
the function.
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 1
st cycle
Date : Monday, November 8th
2010
Time : 11.10 AM – 12.20 PM
Topic : Describing Thing (Kinds of Technical Things)
What learners do What this
involves
Teacher’s
purpose Comment
Writing the new
vocabularies
which given by
teacher
Drilling
vocabulary
Doing exercise
individually
Making a
semantic
mapping based
on their chosen
word.
Students are
involved in
individual work
Students try to
memorize the
new word
through making
semantic
mapping
The teacher gave
the vocabulary
that will be used
in teaching-
learning 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
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 What this
involves
Teacher’s
purpose Comment
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
Students’ are
involved in:
- Individual
work
Ss are tried to
make a semantic
map
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
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 2
nd cycle
Date : Thursday, November 18th
2010
Time : 07.00am-08.20pm
Topic : Describing Thing (Technical Vocabulary)
What learners do What this
involves
Teacher’s
purpose Comment
Reviewing the
semantic
mapping steps
Doing exercise
in individual
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.
Students’ are
involved in:
- Individual
work
- Group work
The teacher let
them to make a
semantic mapping
in a group and
doing the exercise
individually to
know how far the
students’ work
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
Teacher’s
purpose Comment
Retaining
technical
vocabulary
Doing exercise
in choosing the
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
Students’ are
involved in:
- Individual
work
- Group work
Teacher retain and
enrich their
vocabulary
through semantic
mapping
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 INDIKATOR Jenis
soal Nomor soal Jumlah
1.2 Menyebutkan benda-benda tehnik
1.3 Mendeskripsikan benda-benda
tehnik
Siswa dapat mengenali:
1. nama- nama benda tehnik dalam bahasa Inggris dan bahasa
Indonesia
2. fungsi benda-benda tehnik
3. nama-nama benda tehnik yang saling berkaitan
4. kalimat deskripsi sesuai dengan rangkaian yang tepat
5. kata-kata yang sesuai dengan kalimat
MC
MC
MC
MC
Essay
1-5
6-15
16-18,22-25
19-21
1-5
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 INDIKATOR Jenis
soal Nomor soal Jumlah
1.2 Menyebutkan benda-benda
tehnik
1.3 Mendeskripsikan benda-benda
tehnik
Siswa dapat mengenali:
1. nama-nama benda tehnik dalam bahasa Inggris dan
bahasa Indonesia
2. fungsi-fungsi benda-benda tehnik
3. kata-kata yang mendeskripsikan benda yang terkait
dirangkai dengan tepat.
4. macam-macam benda tehnik yang saling berkaitan
5. kata-kata yang sesuai dengan kalimat
MC
MC
MC
MC
Essay
1-7
8-13
14-19
20-25
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 INDIKATOR Jenis
soal Nomor soal Jumlah
1.2 Menyebutkan benda-benda
tehnik
1.3 Mendeskripsikan benda-benda
tehnik
Siswa dapat mengenali:
1. nama-nama benda tehnik dalam bahasa Inggris dan
bahasa Indonesia
2. fungsi-fungsi benda-benda tehnik
3. kata-kata yang mendeskripsikan benda yang terkait
dirangkai dengan tepat.
4. macam-macam benda tehnik yang saling berkaitan
5. kosakata yang sesuai dengan kalimat
MC
MC
MC
MC
MC
Essay
1-8
9-12
13-18,23
24-30
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 colored Wide small long
1. The road is 12 meters...................
2. How ..................does it take from here to Jakarta by plane?
3. Tina got a lot of presents from his friends. All the gifts were wrapped in ................
4. Some of the parcels were large, but others were very ..............
5. 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 c. a very big excursion ship Europe
b. an excursion ship Europe very big d. an excursion ship very big Europe
e. an Europe very big ship excursion
17. teknisi yang handal dari Indonesia
a. the expert technician Indonesia c. the Indonesia expert technician
b. the expert Indonesian 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 c. a very big excursion ship Europe
b. an excursion ship Europe very big 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 c. the Indonesia expert technician
b. the expert Indonesian 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 parts important
Efficient types choose disc brake 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 motorcycle
car
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
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
1 S4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1
2 S13 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1
3 S5 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 1
4 S19 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0
5 S24 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 0
6 S26 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 0 0 0 0
7 S9 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0
8 S23 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 0 0 0 0
9 S6 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 1 1 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
1 S16 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0
2 S22 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0
3 S21 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0
4 S3 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5 S18 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0
6 S20 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0
7 S12 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0
8 S27 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0
9 S1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 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
POST TEST 2
UPPER GROUP
LOWER GROUP
151
23 24 25 26 27 28 29 30 NILAI
1 1 0 0 0 1 1 1 8.6
1 0 0 0 0 1 1 1 7.3
0 1 1 0 0 1 0 0 7
1 1 0 1 0 1 1 1 6.3
0 0 1 1 1 0 0 0 6.3
0 0 0 1 1 0 1 1 6
1 0 0 0 1 1 1 1 5.6
0 1 0 0 0 0 1 0 5.3
0 1 1 0 1 0 0 1 5
4 5 3 3 4 5 6 6
0 0 1 0 1 0 0 0 3.6
0 0 0 1 0 0 0 1 3.6
0 0 0 0 0 0 0 0 3.3
0 0 0 0 0 0 1 1 3.3
0 0 0 0 1 0 0 0 3.3
0 0 0 0 0 0 0 0 3.3
0 0 1 0 0 0 0 0 3.3
0 1 0 0 0 0 0 0 3.3
0 0 0 0 1 0 0 1 1
0 1 2 1 3 0 1 3
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
PILIHAN DES
(HG-LG)
/9
DIF
(HG+LG)
/18
REMARK A B C D E
1 UG 9 0.22
(OK)
88.8%
(LOW)
USED
LG 2 7
2 UG 9 0.11
(GOOD)
94.4%
(LOW)
USED
LG 8 1
3 UG 9 0.11
(GOOD)
94.4%
(LOW)
USED
LG 8 1
4 UG 9 0.11
(GOOD)
94.4%
(LOW)
USED
LG 8
5 UG 9 0,22
(OK)
88.8%
(LOW)
USED
LG 7 2
6 UG 9 0,33
(OK)
83.3%
(LOW)
USED
LG 1 6
7 UG 9 0,33
(OK)
83.3%
(LOW)
USED
LG 6 1 1
8 UG 9 0,44
(GOOD)
77.7%
(MED)
USED
LG 5 1 1
9 UG 9 0,33
(OK)
83.3%
(LOW)
USED
LG 1 6
10 UG 9 0.66
(VGOOD)
66.6%
(MED)
USED
LG 1 3 3 1
11 UG 9 0.77
(VGOOD)
61.1%
(MED)
USED
LG 1 2 4 1
12 UG 9 0.77
(VGOOD)
61.1%
(MED)
USED
LG 5 1 2
13 UG 9 0,88
(VGOOD)
55.5%
(HIGH)
USED
LG 1 3 3
14 UG 9 0.55
(GOOD)
72.2%
(MED)
USED
LG 4 4
15 UG 1 8 0.77
(VGOOD)
50%
(MED)
USED
LG 3 1 4 1
16 UG 1 1 7 0.66
(VGOOD)
44.4%
(MED)
USED
LG 5 1 1 1
17 UG 6 1 0.55
(GOOD)
38.8%
(MED)
USED
LG 3 2 1 1 1
18 UG 1 8 0.77
(VGOOD)
50%
(MED)
USED
LG 3 4 1
153
19 UG 9 4 0.55
(GOOD)
72.2%
(MED)
USED
LG 4 1 1 1 1
20 UG 6 2 1 0.55
(GOOD)
38.8%
(MED)
USED
LG 6 1 1
21 UG 9 0,44
(GOOD)
77.7%
(MED)
USED
LG 5 1 2
22 UG 1 1 6 0.55
(GOOD)
38.8%
(MED)
USED
LG 2 3 1 1 1
23 UG 2 7 0.66
(VGOOD)
44.4%
(MED)
USED
LG 2 1 4 1
24 UG 3 2 1 3 0.11
(OK)
27.7%
(HIGH)
USED
LG 2 6
25 UG 2 1 3 3 0,22
(OK)
22.2%
(HIGH)
USED
LG 1 5 1 1
PEDOMAN PENILAIAN
DESCRIMINATION
DIFFICULTY
0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
Right Answer
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
PILIHAN DES
(HG-LG)
/9
DIF
(HG+LG)
/18
REMARK A B C D E
1 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
2 UG 9 0.1
(OK)
94.4%
(LOW)
USED
LG 8
3 UG 9 0,22
(OK)
88%
(LOW)
USED
LG 7 1
4 UG 9 0.22
(OK)
88%
(LOW)
USED
LG 1 7
5 UG 9 0.7
(VGOOD)
61.1%
(MED)
USED
LG 1 2 5
6 UG 9 0.66
(VGOOD)
66.6%
(MED)
USED
LG 3 4
7 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
8 UG 9 1
(VGOOD)
50%
(MED)
USED
LG 0 1 4 1
9 UG 1 1 1 6 0.66
(VGOOD)
33.3%
(HIGH)
USED
LG 1 4 1 0
10 UG 7 1 1 0.77
(VGOOD)
38.8%
(MED)
USED
LG 0 6
11 UG 9 1
(VGOOD)
50%
(MED)
USED
LG 0 1 4 1
12 UG 3 1 5 0.55
(GOOD)
27.7%
(MED)
USED
LG 1 5 0
13 UG 1 2 6 0.66
(VGOOD)
33.3%
(MED)
USED
LG 1 5 0 1
14 UG 4 4 1 0.33
(OK)
27.7%
(HIGH)
USED
LG 1 2 3 1
15 UG 9 0,7
(VGOOD)
61.1%
(MED)
USED
LG 2 3 1 1
16 UG 4 5 0.44
(OK)
22.2%
(HIGH)
USED
LG 0 2 4 1
17 UG 7 1 1 0.11
(OK)
5.5%
(HIGH)
USED
LG 1 0 5
18 UG 7 3 0.33
(OK)
16.6%
(HIGH)
USED
LG 7 0
155
19 UG 4 3 2 0.11
(OK)
27.7%
(HIGH)
USED
LG 5 2
20 UG 2 6 1 1 0.66
(VGOOD)
33.3%
(HIGH)
USED
LG 5 3 0 1
21 UG 1 5 3 0.33
(OK)
16.6%
(HIGH)
USED
LG 7 0
22 UG 2 4 3 0.11
(OK)
38.8%
(MED)
REVISED
LG 4 3
23 UG 5 2 1 1 0.11
(OK)
50%
(MED)
REVISED
LG 4 1 1
24 UG 2 7 0.77
(VGOOD)
38.8%
(MED)
USED
LG 5 1 1 0
25 UG 4 3 1 1 0.33
(OK)
16.6%
(HIGH)
USED
LG 4 1 0 1 1
REVISED:
22. Below are parts of a car, except............
a. side mirror b. door c. headlight d. handlebar e. bumper
Below is not a part of a car............
a. mirror b. door c. headlight d. handle bar e. bumper
23. All of the tools below are technical tools, except................
a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe e. shears, glue, brush
b. hammer, wrench, axe d. gloves, rake, jerry can
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
Right Answer
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
PILIHAN DES
(HG-LG)
/9
DIF
(HG+LG)
/18
REMARK A B C D E
1 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
2 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
3 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
4 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
5 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
6 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
7 UG 9 0.22
(OK)
88%
(LOW)
USED
LG 1 7
8 UG 9 0.11
(OK)
94.4%
(LOW)
USED
LG 8
9 UG 1 7 0,5
(OK)
50%
(LOW)
USED
LG 2
10 UG 1 1 5 0,55
(GOOD)
27.7%
(MED)
USED
LG 0
11 UG 7 1 1 0,77
(VGOOD)
38.8%
(MED)
USED
LG 0
12 UG 9 0.22
(OK)
88%
(LOW)
USED
LG 1 1 7
13 UG 2 1 4 2 0,22
(OK)
11.1%
(HIGH)
USED
LG 0
14 UG 1 3 1 1 2 0,22
(OK)
11.1%
(HIGH)
USED
LG 1 7 0
15 UG 3 4 2 0,33
(OK)
16.6%
(HIGH)
USED
LG 0 7 1
16 UG 2 6 1 0.44
(GOOD)
44.4%
(MED)
USED
LG 6 2
17 UG 5 4 0.55
(GOOD)
27.7%
(HIGH)
USED
LG 2 6 0
18 UG 3 3 3 0.33
(OK)
16.6%
(HIGH)
USED
LG 5 3 0
157
19 UG 2 2 5 0.55
(GOOD)
27%
(HIGH)
USED
LG 5 1 0 1
20 UG 4 4 1 0.44
(GOOD)
22%
(HIGH)
USED
LG 5 0 3
21 UG 1 1 3 4 0.44
(GOOD)
22%
(HIGH)
USED
LG 1 5 1 0
22 UG 3 5 1 0.33
(OK)
16.6%
(HIGH)
USED
LG 0 2 4 1
23 UG 1 4 2 0.44
(GOOD)
22.2%
(HIGH)
USED
LG 1 1 0 4
24 UG 5 0.44
(GOOD)
33.3%
(MED)
USED
LG 1
25
UG 3 2 1 3 0.11
(OK)
27.7%
(HIGH)
USED
LG 2 6
26 UG 2 1 3 3 0,22
(OK)
22.2%
(HIGH)
USED
LG 1 5 1 1
27 UG 2 4 3 0.11
(OK)
38.8%
(MED)
REVISED
LG 4 3
28 UG 4 5 1 1 0.55
(GOOD)
27%
(HIGH)
USED
LG 4 1 0 1 1
29 UG 1 1 6 0.55
(GOOD)
38.8%
(MED)
USED
LG 2 3 1 1 1
30 UG 2 7 0.66
(VGOOD)
44.4%
(MED)
USED
LG 2 1 4 1
REVISED:
27. Below are parts of a car, except............
a. side mirror b. door c. headlight d. handlebar e. bumper
Below is not a part of a car............
a. mirror b. door c. headlight d. handle bar e. bumper
Right Answer
158
RELIABILITY OF PRE TEST
𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡
𝑁
2
= 8408 − 452
28
2
= 8408 − 210.25
= 8197.7
𝑠2 = 𝑥𝑡 2
𝑁
= 8197.7
28
= 292.7
𝑟𝑥𝑥 = 𝑘
𝑘−1
𝑠2−Σpq
𝑠2
= 25
24−1
292.7−4.55
292.7
= 1. 288.15
292.7
= 1 . 0.98
= 0.98 (Reliable, very high)
159
RELIABILITY OF POST TEST 1
𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡
𝑁
2
= 5593 − 369
28
2
= 5593 − 174.24
= 5419
𝑠2 = 𝑥𝑡 2
𝑁
= 5419
28
= 193.5
𝑟𝑥𝑥 = 𝑘
𝑘−1
𝑠2−Σpq
𝑠2
= 25
24−1
193.5−4.5
193.5
= 1. 189
193.5
= 1 . 0.97
= 0.97 (Reliable, very high)
160
RELIABILITY OF POST TEST 2
𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡
𝑁
2
= 6072 − 392
28
2
= 6072 − 196
= 5876
𝑠2 = 𝑥𝑡 2
𝑁
= 5876
28
= 209.8
𝑟𝑥𝑥 = 𝑘
𝑘−1
𝑠2−Σpq
𝑠2
= 30
30−1
209.8−4.22
209.8
= 1. 205.6
209.8
= 1 . 0.97
= 0.97 (Reliable, very high)
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
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.
Description and Procedures for Teachers Description and Procedures for Teachers
7
Vocabulary Development Handout 2 (1 of 5)
GGGGrrrraaaapppphhhhiiiicccc OOOOrrrrggggaaaannnniiiizzzzeeeerrrrssss ffffoooorrrr VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy DDDDeeeevvvveeeellllooooppppmmmmeeeennnntttt
Examples
Backhoe TrainCrane Race CarDump Truck Boat
Made to move things for constructionCan be used for lifting or diggingCan be used for building or tearing downCan be used for carrying equipment
CCCCOOOONNNNSSSSTTTTRRRRUUUUCCCCTTTTIIIIOOOONNNNVVVVEEEEHHHHIIIICCCCLLLLEEEESSSS
WWWWhhhhaaaatttt iiiissss tttthhhhiiiissss????Machines for building
Examples
What is it like?
Non-Examples
MMMMOOOONNNNAAAARRRRCCCCHHHH
WWWWhhhhaaaatttt iiiissss tttthhhhiiiissss????Powerful ruler of a
country
EEEExxxxaaaammmmpppplllleeeessssKing
EmperorSovereign
NNNNoooonnnn----eeeexxxxaaaammmmpppplllleeeessssPrincipalPresident
Prime Minister
WWWWhhhhaaaatttt iiiissss iiiitttt lllliiiikkkkeeee????Has power over othersNot an elected personHolds power for life
8
Vocabulary Development Handout 2 (2 of 5)
FFFFoooouuuurrrr----SSSSqqqquuuuaaaarrrreeee VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy MMMMaaaapppp
Fold a sheet of paper into four sections.
Four-Square Vocabulary Map
Word
Picture can be added
What are some examples?
What is it like?What is it?
9
Vocabulary Development Handout 2 (3 of 5)
SSSSttttuuuuddddeeeennnntttt KKKKnnnnoooowwwwlllleeeeddddggggeeee RRRRaaaattttiiiinnnngggg CCCChhhheeeecccckkkklllliiiisssstttt
GGGGEEEEOOOOLLLLOOOOGGGGYYYY
How much do I know about these words?
VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy WWWWoooorrrrddddssss IIII CCCCaaaannnn DDDDeeeeffffiiiinnnneeee HHHHaaaavvvveeee SSSSeeeeeeeennnn////HHHHeeeeaaaarrrrdddd DDDDoooonnnn’’’’tttt KKKKnnnnoooowwwwcore √mineral √volcano √geyser √magma √lava √
SSSSttttuuuuddddeeeennnntttt KKKKnnnnoooowwwwlllleeeeddddggggeeee RRRRaaaattttiiiinnnngggg CCCChhhheeeecccckkkklllliiiisssstttt
TTTTOOOOPPPPIIIICCCCHow much do I know about these words?
VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy WWWWoooorrrrddddssss IIII CCCCaaaannnn DDDDeeeeffffiiiinnnneeee HHHHaaaavvvveeee SSSSeeeeeeeennnn////HHHHeeeeaaaarrrrdddd DDDDoooonnnn’’’’tttt KKKKnnnnoooowwww
10
Vocabulary Development Handout 2 (4 of 5)
WWWWoooorrrrdddd PPPPaaaarrrrttttssss WWWWoooorrrrdddd WWWWeeeebbbb
TELE((((oooovvvveeeerrrr aaaa
ddddiiiissssttttaaaannnncccceeee))))telethon
telegramtelephoto
television
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)
SSSSaaaammmmpppplllleeee SSSSeeeemmmmaaaannnnttttiiiicccc MMMMaaaappppssss
CarBus
TruckTrain
BicycleTricycleScooter
Skateboard
ShipSailboat
MotorboatRaft
CanoeAirplaneGlider
HelicopterJet
VEHICLES
Have hair
Warm-blooded
Blue
Ocean
Mammal
Live birth
Warmwater
Cold water
Humpback
Largestmammal
Migrate
Plankton
WWWWHHHHAAAALLLLEEEE
Gray
Beluga
12
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
(adapted from Texas Center for Reading & Language Arts, 2000b; Bryant, Ugel, & Hamff, 1999)
= Related Words
(“little ideas”)
Blank Semantic Map
= Concept
(“big idea”)
= Categories
13
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
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
DELIVERY OF INSTRUCTION:
Grouping: Whole group divided into small groups 1. 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.
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
(adapted from Schifini, 1994; Vaughn Gross
Center for Reading and Language Arts, 20003)
SEMANTIC MAP LESSON OBJECTIVE: Students will create a semantic map for a concept from selected expository core reading text.
Owl
Food
rodents
bugs
Nesting
Habits
Body Parts
feathers
talons
beak
Sleeping
Habits
nocturnal
14
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
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.
15
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
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:
Owl
Example:
Students have difficulty identifying categories
Example:
• 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.
16
Section 2: Vocabulary Development
Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency
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.
17
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.
Adapted from Content Area Reading:Literacy and Learning Across the
Curriculum by Richard T. and Joanne L. Vacca
SemanticMapping
strand
strand
strand
support
support
core concept
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
Selain itu prasarana yang dimiliki SMK Triguna Utama hampir semuanya memenuhi standar.
Dapat dilihat dari tabel dibawah ini
.
Prasarana SMK Triguna Utama
No Jenis Lahan Luas (M2)
Status Kepemilikan Lahan
Pemerintah /
Yayasan
Lainnya
(sebutkan)
1 Luas Bangunan 1.291 Yayasan
2 Luas Lahan Tanpa Bangunan 1.509 Yayasan
3 Total Luas Lahan Seluruhnya 2.800 Yayasan
No Nama Ruang/
Area Kerja
Kondisi Saat Ini Kebutuhan
Jumlah
Ruang
Luas
(m2)
Total
Luas
(m2)
Jumlah
Baik
Jumlah
Rsk
Sedang
Jumlah
Rsk
Berat
Jumlah
ruang
Luas
(m2)
Total
Luas
(m2)
1 2 3 4 5 6 7 8 9 10 11
A Administrasi
1 Ruang Kepala
Sekolah 1 40 40 1 1 40 40
2 Ruang Guru 1 60 0 1 1 60 60
3
Ruang
Pelayanan
Administrasi
1 50 50 1 2 60 120
B Kegiatan
173
Belajar
1 Ruang Kelas 23 48 1104 23 21 48 1008
2
Ruang
Praktek/Bengkel/
Workshop
6 60 360 5 8 90 720
3
Ruang Lab.
Fisika/Kimia/Bio
logi
1 96 96 1 2 96 192
4 Ruang Lab.
Bahasa 1 48 48 1 2 48 96
5. Ruang Praktek
Komputer 1 72 72 1 3 72 216
6. Moving Class 1 54 54 1 2 54 108
C Penunjang
Pendidikan
1 Ruang
Perpustakaan 1 96 96 1 3 96 288
2 Ruang Unit
Produksi 3 48 144 3 3 60 180
3
Ruang Pramuka,
Koperasi, UKS
dll
1 20 20 1 3 30 90
4 Ruang Ibadah 1 324 324 1 1 500 500
D Penunjang
Lainnya
1 Ruang Bersama
(Aula) 1 144 144 1 1 200 200
2 Ruang Kantin
Sekolah 1 50 50 1 1 100 100
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:
No
Jenis Tugas
Tenaga
Kependidikan
Total
Pegawai
Kepegawaian Pendidikan Usia Kelamin
PNS
NON Dip
S1/
D4 S2 <35
35-
50 >51 L P
1 Tenaga
Administrasi 2 2 1 1 1 1 1 1
2 Tenaga Teknis
Keuangan 1 1 1 1 1
3 Tenaga Teknis
sarana
Prasarana
1 1 1 1 1
TOTAL 4 4 3 1 1 3 3 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 Nama Mata Diklat /
Pelajaran/
Total
Guru
Kepegawaian Pendidikan Usia Kelamin
PNS NON Dip
S1/
D4 S2 <35
35-
50 >51 L P
1 Normatif
Pendidikan Agama 2 2 1 2 2
Bahasa Indonesia 2 1 1 2 1 1
Pendidikan
Kewarganegaraan
dan Sejarah
2 2 2 1 1
Pendidikan Jasmani
& Olah Raga
2 2 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 1
KKPI 1 1 1 1
IPA
IPS
Kewirausahaan 1 1 1 1
Fisika 2 2 1 2 2
Kimia 2 1 1 1 1 1 1
Biologi
Ekonomi
Pelayanan Prima
..
..
3 Produktif
Listrik Instalasi 4 4 1 4 4
Mekanik Industri 2 4 2 4 3 3 6
Mekaniik Otomotif 5 1 4 3 2 5
…
…
TOTAL 2 33 7 32 3 7 25 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
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 Kelas Jumlah Tidak naik
Putus Sekolah
/DO
2005 – 2006
X
XI
XII
281
300
314
-
-
5
59
29
19
2006 – 2007
X
XI
XII
297
322
271
1
1
6
55
22
5
2007 – 2008
X
XI
XII
406
243
202
1
2
2
73
5
9
2008 – 2009
X
XI
XII
317
335
220
1
4
1
52
21
8
2009 – 2010
X
XI
XII
355
266
318
-
-
-
-
-
-
Kelas Jumlah
Total Laki-Laki Wanita
X 306 49 355
XI 265 1 266
XII 318 - 318
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
Catatan : Kota Tangsel (Kota Tangerang Selatan
Struktur Organisasi SMK Triguna Utama
a
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
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