PROPOSAL
THE EFFECT OF USING MIND
MAPPING TECHNIQUE ON STUDENTS’
MEMORIZING OF VOCABULARY
(in 2nd grade student at MTsN Subang Anak)
By:
Muhammad Syarif
2311.068
ENGLISH
EDUCATION SECTION
ISLAMIC
STATE INSTITUTE
(IAIN)
BUKITTINGGI
2015 M/ 1436 H
CHAPTER
I
INTRODUCTION
A. Background of the Problem.
English is one of the most important language that have to comprehendby students for
communication. English
is international language that needed by generations more in the present time
including indonesian. Almost all of product in the world imported from abroad
that use english for their instruction. Computer and internet as a part of
media that have many kind of information, key of scientific and technical
knowledge which needed by everyone is also also use english. English is a tool
to communication each other in different countries. In other hand, English is a
language that will give an effect to get any kind of information and knowledge
especially by the students.
In studying of
english, the first time that have to study by the students is vocabulary. In
understanding of other skill of english, the students have to comprehend about
vocabulary. As states by richard ”Vocabulary is a set of lexemes, including
single word, compound word and idioms see also active/passive language
knowledge, content word, freequency”[1] the
vocabulary always use in sentences to make an information. It is important part
of english component that have to comprehend. For example, when the students
wants understand about imformation who speaker speak, so the students have to
know about the vocabulary first and then students will get the information that they need, eventhough they do not
comprehend about grammar. According to Tony Buzan “50 percent of all conversation is
made up of only100 words.”[2]
In
other condition Jack C states. ‘’Vocabulary is a core
component of language proficiency and provides much of the basis for how well students
speak, listen, read, and write[3].It
means that the vocabulary is basis of english skill. It will help the students to applicate and to understand
about reading, speaking, listening, or mastering in writting. The students will
understand about language when they have many vocabulary, so the students have
to know how the strategy to study and memorize many of vocabulary.Whereas
according to S.H Burton“without a large vocabulary, its imposible to use
english language precisely andvividly”[4].
From the statement above explain that vocabulary is very important that cannot avoid in
learning english.
When the teacher teach their students about vocabulary,
they have been using many kind of strategies in teaching of vocabulary as
specially for memorizing of vocabulary, but it still get failed to make
students memorize of vocabulary. The strategies that have been used by teachers
are; list,
game, song. Liric, vocabulary card, picture, audio,and comic. The students’ still do not have vocabulary, they can
not do everything about english skill caused of they do not have many vocabulary.
Based
on the researcher’s observation at the second grade of MTsN Subang anak Batipuh Baruh in teaching learning of english. There are some problem that impede student in learning
english
especially of vocabulary. The
students are lack of vocabulary. The
students are still difficult to understand about english.
The students are bored to memorize of vocabulary because they will forget the
vocabulary in short time. The students do not have strategies to memorize of vocabulary
unless use of traditional strategies to memorize it, but it is not effective by
the students in memorizing.
In line of the students’ problem above, the researcher will use of mind mapping technique in teach of English especially on students memorizing of
vocabulary. As stated by Tony
Buzan ”Mind mapping technique is
the striking combination of imagery, colour and visual-spatial arrangement,
which is proven to significantly improve information recall,compared to
conventional methods of note taking and learning”[5].its
means that the mind mapping technique is proven significantly improve
vocabulary recall.
Furthermore, by using of mind mapping technique will improve the students’ vocabulary because they will be active in memorize
the vocabulary that caused of variation form.According to Tony Buzan declare that
A study by
Toi, shows that Mind Mapping can help
children recall words more effectively than using lists, with improvements in
memory of up to 32 %.
And
according to a study conducted by Farrand, Hussain and Hennessey (2002) 2,Mind
Mapping improved the long-term memory of factual information in their
participants by 10%.
It
mean that mind mapping can improve memorizing of vocabulary. Mind mapping improved the
long-term memory about vocabulary. Vocabulary will develop when the students
repeatedly meet vocabulary in variation form. The students’ will automatically remember
of vocabulary which write with use
of mind mapping technique.
Based
on the researcher preliminary observation at junior high school on second grades MTsN Subang Anak. The
researcher is interested to conduct a title “ THE EFFECT OF USING
MIND MAPPING TECHNIQUE TOWARD
STUDENTS’ MEMORIZING OF VOCABULARY ON 2ND GRADES STUDENT AT MTsN SUBANG ANAK”.
B.
Identification of the Problem
Based on the background of the problem above, the researcher wants to identify about some problems occured on second grades
students at MTsN Subang Anak:
1. The students are lack of vocabulary.
2. The students do not have strategies to
memorize of vocabulary unless use traditional strategies which is not effective
to improve students memorizing of vocabulary.
3. The
students are bored to memorize of vocabulary because they will forget the
vocabulary in short time.
C.
Limitation of the Problem
Based on the
problem above, the researcher wants to know the
effect of using mind mapping technique toward students’ memorizing of vocabulary on 2nd
grades student at MTsN Subang Anak.
D. Formulation of the Problem
Based on the limitation of the
problem above, the problem that will be researched by
writer is
formulated into the following questions:
1.
Is
there any significant effect of using mind mapping technique toward students’ memorizing of vocabulary on 2nd grades student at
MTsN Subang Anak?
2.
Is
there any significant different between of students memorizing of vocabulary in
the controled class and in the experimental class that use of mind mapping
technique?
3.
Is
the vocabulary of the learners who are taught by using mind mapping technique
better than the vocabulary of the students who are not taught by mind mapping technique?
E.
Purposes of the Research
The
purposes of the research are:
1.
To
know whether there is significant effect of using mind mapping technique toward students’ memorizing of vocabulary on 2nd grades student at
MTsN Subang Anak?
2.
To
know whether there is any significant different
between of students memorizing of vocabulary in the controled class and in the
experimental class that use of mind mapping technique?
3.
To
know whether there is the vocabulary of the learners
who are taught by using mind mapping technique better than the vocabulary of
the students who are
not taught by using mind mapping technique?
F. Significance
of the Research
It is hoped that the research findings would give contribution to:
1. It is expected
to give a consideration for english teacher to improve student’s vocabulary.
2.
It is expected to know the effect of using mind mapping technique toward students’ memorizing of vocabulary on 2nd grades student at
MTsN Subang Anak.
3.
It is expected as the requirement to
obtain the S1 Degree on English education
section in IAIN Bukittinggi.
G. Definition
of the Key Term
The key term used in this
research, as follows:
1. Mind
mapping technique is
the striking combination of imagery, colour and visual-spatial arrangement,
which is proven to significantly improve information recall, word recall,compared
to conventional methods of note taking and learning”[6].
2. Vocabulary is a set of lexemes, including single word,
compound word and idioms see also active/passive language knowledge, content
word, freequency”[7].
H. Outline
of the Research
Chapter
I is introduction; there are many kind of item discussed, they are background
of the problem that explains what is the background of the researcher to do
research related with researcher’s problem. Identification of the problem is
several problems based on the background that researcher found in observation
and interview. Limitation of the problem that will be researched by the
researcher. Formulation of the problem is the guidance for the researcher to do
the research. Purpose of the research is the goal of the research to do
research. Significant of the research is the benefit of the research that will
be gotten after doing the research.
Chapter II is Review of related literature. It
is divided in to four kinds: they are review of related theories where many
theories that related to variables used by researcher. Review of related
findings is several kinds of the result of the research that same or related to
the problems or title which is taken by the researcher. Conceptual framework is
the main mapping of the researcher to do research. The last is hypothesis as
the researcher’s prediction answer of the research question.
Chapter III divided into research design,
population and sample, instrument
of the research, technique of the data collecting, and technique of the data analysis.
Chapter IV is the research finding in and
discussion. This chapter reveals the analysis, findings and interpretation of
the data collected through test to answer the research question.
Chapter V is the conclusion and suggestion.
this chapter discussed the conclusions, implication and suggestions drawn for
the research findings in the previous chapter
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Review Of Related Theory.
1. Vocabulary.
a.
The understanding
of vocabulary.
Vocabulary is collection of
word usually alphabetically arranged and employed by a language group such as
in; speaking, listening, reading, and
writing. As states by richard ”Vocabulary is a set
of lexemes, including single word, compound word and idioms see also
active/passive language knowledge, content word, freequency”[8]. It
is one of important factor in learning english beside of grammar, culture, and
sound system. The students do not understand about four skills in english without
have vocabulary. Such as put it by S.H
Burton “without a large vocabulary, its imposible to use english language
precisely and vividly”[9]. Its
means that vocabulary is important in teaching and learning of english.
In addition, Vocabulary is basis of language that used in all of english skill and an important point that have to learned by students to becomes master in english. In
other hand the students will not be able to speak and write a sentence in english without vocabualary mastery.
In line of Jack C Richard‘’Vocabulary is
a core component of language proficiency and provides much of the basis for how
well students speak, listen, read, and write[10]. From this statement,vocabulary
is basic of language that have to study to become
success in teaching and learning of english.
Furthermore,Jack C Richard and
A Willy Renandya discuss three approaches to
teaching and learning
of vocabulary:
1.
Incidental learning (i.e.,
learning vocabulary as a by-product of doing other things such as reading or
listening), that teachers provide opportunities for extensive reading and
listening.
2.
Explicit
instruction depends on identifying specific vocabulary acquisition targets for
learners. Information is now available on what such targets should be for
learners at different proficiency levels.
3.
Independent strategy
development.[11].
b.
The Importance of Vocabulary.
Vocabulary is directly
affects success in learning of
language. Its
become important of language component that give an effect to other component
of language. As states by david wilkins ”without grammar very little can be conveyed,
without vocabulary nothing can conveyed”[12].
If you spend most of your time studying of grammar,
your english will not improve very much. You will see most improvement if you
learn more word and expressions. In other, he states “you can say little with grammar, but you can
say almost anything with words”[13] Vocabulary will give large influences toward language skill. For example; when the students wants to
understand about speaker speak, in order the students have to
know about vocabulary first because the information that speaker talk is a combination
of vocabulary. Students can not read,
write of sentences without use of vocabulary. As states by S.H Burton“without a large vocabulary, its
imposible to use english language precisely and vividly”[14].in learning of vocabulary, the students not only have
many of vocabulary, but also memorizing and can use in the sentences.
c.
Kinds of Vocabulary.
There are many different
kinds of vocabulary. That are :
1.
Single Words.
2.
Set Phrases.
3.
Variable Phrases.
4.
Phrases Verb
5.
Idiom.
d.
The Problem
in Teaching English Vocabulary
Many of teacher in learning
vocabulary, the only give the strategy to have many kind of vocabulary, but the
students do not know how the strategies to memorize the vocabulary and also
used in sentence, almost many of students have many vocabulary, but they do not
know how to used and memorize in their long time memory.
e.
Background to teaching of vocabulary
Vocabulary teahing
and learning must fit into the broarder framework of language course. In line
with Nunan “language course are consisting of four strands, they are follows:
1. Learning from
meaning focused input-learning through listening and reading.
2. Deliberate
language-focused learning from being taught sound, vocabulary, grammar, and
discourse.
3. Learning from
meaning focused output learning by having to produce language in speaking and
writing
4. Developing fluency
becoming quick and confident at listening, speaking, reading, and writing.[15]
f.
The Principles for teaching vocabulary.
Vocabulary is very
important component of language learning. There are some principles to teaching
vocabulary, they are follows :
1. Focus on the most
useful vocabulary first.
The most useful of vocabulary that every language
learners needs whether they use for reading, listening, speaking, writing, or use
in formal and informal situation.
2. Focus on the
vocabulary in the most appropriate way.
In this principle look at the four most important
vocabulary strategies of using word part, guessing from context, using word
card, and using dictionaries.
3. Give attention to
high frequency word across the four strands of a course.
4. Encourage learners
to reflect on and responsibility for learning”[16]
g.
Some strategy in teaching vocabulary.
1.
Finding a vocabulary of
conversation.
When do the conversation, it surely
that students will get the new vocabulary. In conversation
will found about adjective, adverb, verb, and other that relate with the
vocabulary, so the students have to write the vocabuary at their
note.
2.
A discourse marker is
a word or phrase that organizes or manages the discourse
in some way. In this case the type of discourse is conversation.
II.
The
nature of Mind Mapping Technique.
a.
The
definition of of Mind Mapping
Almost all of the people in the world like the
variation. Variation is the style that always used by the people. For example
in writing the texts, the people is likely use of variation color, variation of
shape the texts, and sometime use of image in give an information. All of that
will help them to remember the information who they write by the writer or read
by the reader. In 1960s, a psychologist of english who names is Tony Buzan. He introduced
and developed this idea which is later well-known as Mind Mapping Technique.
Mind mapping is a map that consist of
key word, imagery, branch, kinds of colour, and interesting feature that
interest the reader to read and easy to remember. Mind Mapping can also encourage studentsfor a fun learning because of its interesting features. Buzan satates that Mind mapping technique is the striking combination of
imagery, colour and visual-spatial arrangement, which is proven to
significantly improve information recall, compared to conventional methods of
note taking and learning”[18].Mind Mapping is the interesting
features and make easiest way to place the informasion into the brain and take
information out from brain, because the brain tend to record the variation feature of information through images, symbols and colours.
Mind Mapping can be written as handnoteby the students that combine it with colours, images and shapes, in other hand Mind Mapping is visually interesting. Mind mapping will helps
students to learn, memorize, arrange and develop their vocabulary in their
brain. Because of using colour, images
and shapes, Mind Mapping becomes easy and pleasure to see, read,
understanding, and memorized. Moreover Mind Mappingis so simple to make it; it can be made by
use list of word, branch, and colorful
into a network.
b.
Advantages of Mind Mapping
Because of
the mind mapping had been using by many
people in the world, its surely the mind mapping give large advantages by the
user. There are the advantages of Mind Mapping, that is mentioned as follow:
1)
Learning (feel good about study, evision and exams. Have
confidence in your learning abilities).
2)
Over-viewing (see the whole picture, the global view, at once.
Understand the links and connections).
3)
Concentrating (focus on the task for better results. Using all your
cortical skills attracts your attention).
4)
Memorizing ( easy recall.’See’the information in your mind’s
eye).
5)
Organizing (be on top of
all the details for paries, holiays, project or any other subect).
6)
Presenting
( speeces are clear, relaxes and alive. You can be at
your best).
7)
Communicating
( in all forms with clarity and concseness).
8)
Planning (orchestrate all details and aspects – from beginning
to end – on one piece of paper).
9)
Meeting (from planning to agenda, to chairing, to taking the
minute,the job are completed with speed and effeciency).
10) Training (from preparation to presentation the make the job easier and much faster).
11) Thinking (having a method to analyse thoughts – almost a ‘way-station’ for them).
12) Negotiating ( all the issues, your position and manoeuvre – ability on one sheet).
13) Brain blooming (the new brain-storming in wich more thughts are generate and appropriately
assessed).[19]
These advantages of Mind Mapping have already found in many aspects of live especially on teaching and learning, not only the the teacher, but also the students themselves feel a great deal of interest in studying.
c. The
Disadvantages
of Mind Mapping
There
are so many advantages of Mind
Mapping, it shows that Mind Mapping is good, but in another hand, Mind Mapping still hassome disadvantages as Martin explained that there are some disadvantages of Mind Mapping, such as:
1)
The types of links being made
are limited to simple associations
2)
Absence of clear links between ideas is
a constraint.
3)
Idiosyncratic in terms of their design.
4)
Hard to read for others.
5)
Represents mostlyhierarchic relationships ( radial form).
6)
Can be inconsistent.
Mind Mapping offers freedom for the students in order they can use their
creativities in learning, because Mind Mapping promotes brain activities. When the students freely write
their Mind Mapping down,it have absence of clear links between ideas is a constraint it becomes idiosyncratic in therms of their design; hard to read for others, represents mostly
hierarchic relationships (radial form), can be inconsistent and Often too complex and missing the “big picture. By then, Mind Mapping needs rules to reduce these problems happen.
d.
Rules of Mind Mapping
The Mind Mapping rules help the
students to figure out the best way to make a good Mind Mapping; it is a guidance for the
students to manage their mental freedom in making Mind Mapping, because in Mind
Mapping the students is allowed to write down freely in order they can use their
brain creatively.
However, the mistake of freedom itself is sometimes mistaken for chaos
and lack of structure. In fact true mental freedom is the ability to create an
order Mind Mapping. The Mind Mapping rules help the students about what they
should do. They are divided into the rules of technique and the rules of
layout:
1)
Techniques
1.1.
Use emphasis
1.1.1.
Always use a central image.
The use of image in Mind Mapping
is to focuses the eye and the brain straight to the main idea automatically. In
addition an image is always attractive, besides if it a particular word is also
fine, the students can make the word into an image by using dimension, multiple
colours, and attractive form.
1.1.2.
Use image throughout your Mind Map.
In Mind Mapping using images is
always give the benefits as well, it also balance the visual and linguistic
skills. In this case, many students are
fail in drawing an image, they will feel unsatisfied with it, but it is alright
because at least they have tried and do the best later.
1.1.3.
Use three or more colours per central image.
Colourful is always attractive
than colourless, moreover colours can also stimulate memory and creativity, it
gives life to Mind Mapping.
1.1.4.
Use dimension in images.
Dimensions shows the importance
of an elements in Mind Mapping, because by using dimension it makes things
stand out so that it is more easily
remembered and communicated.
1.1.5.
Use synaesthesia (the blending of the physical
sense)
1.1.6.
Use variations of size of printing, line and image.
1.1.7.
Use organised spacing.
1.1.8.
Use appropriate spacing.
Spacing in Mind Mapping gives a
good order and structure, thus spacing between items can be as important as the
items themselves.
1.2.
Use association
1.2.1.
Use arrows when you want to make connections within
and across the branch pattern.
The main function of an arrow is
to show direction, it leads the eyes to an important part of something,
equivalent with Mind mapping, the arrows will connect one part of Mind Mapping
with another and they give spatial direction to the thoughts.
1.2.2.
Use colours.
1.2.3.
Use codes.
Codes enable the students to make
an instant connections between different parts of Mind Mapping, however far
apart they may be on the page, the codes will connect it, the forms of codes
can be ticks and crosses, circles, triangles, and underlinings. Furthermore
codes can save a lot of time, reinforce and enhance categorisation and linked
the sources material in Mind Mapping.
1.3.
Be clear
1.3.1.
Use only one key word per line
Each individual word has
thousands of possible associations, but it will be more meaningful if it just
only has one appropriate key word per line.
1.3.2.
Print all words.
1.3.3.
Print key words on lines.
1.3.4.
Make line length equal to word length.
By making an equal lenght to the
word, it will possible to have more spaces, that can be use to add more
information in Mind Mapping.
1.3.5.
Connect lines to other lines.
Since connecting lines enables to
connect the thoughts in mind in used in Mind Mapping. Lines can be transformed
into arrows, curves, loops, circle, ovals, triangles, polyhedrons and many
other.
1.3.6.
Make the central lines thicker.
1.3.7.
Make your boundaries ‘embrace’ your branch outline.
1.3.8.
Make your images as clear as possible.
A clear Mind Mapping will also be
more elegant, graceful and attractive than a messy one.
1.3.9.
Keep your paper placed horizontally in front of
you.
A horizontal paper will give more
freedom and space to draw Mind Mapping than the vertical position. A horizontal
Mind Map is also easier to read.
1.3.10.
Keep your printing as upright as possible.
1.4.
Develop a personal style
2)
Layout
2.1.
Use hierarchy
2.2.
Use numerical order [21]
If the students can
apply these rules, so mind mapping has been already
complete and will run well when used like the purpose of it.
e. Procedures of Mind Mapping
The procedures in Mind Mapping
help the students to write it in the right way; it guides them step by step until it is done, without procedures it seems impossible
to achieve a good Mind Mapping, because procedures areimportant
factor in use of mind mapping. It can be used in many different ways,
variations on the rules or 'laws' are often sensible and appropriate - as long
as they are based on an understanding of why the rules exist and what they are
trying to help the students
to achieve. The procedures of Mind Mapping is done based on the rules and the
recomendations of Mind Mapping. Those procedures is explained as follow:
1)
Set
your purpose/ goal.
2)
Start
in the CENTRE of blank paper turned sideways.
3)
Quickly
sketch an IMAGE of your focus in the centre.
4)
Use
at least 3 COLOURS for emphasis, structure, texture, and creativity.
5)
Draw
curved lines, radiating from centre (thick to thin ) CONNECTING main branches
to the central image & at each level.
6)
Use
1 key word or image per line for more power and flexibility in thinking.
7)
Use
images throughout as a picture paints a 1000 words.[22]
To give a clear description
of the procedures above, it is better to show the model of a good mind mapping
based on rules and procedures.
f.
Mind
Map Laws
In other buzan states mind mapping law as
mentioned :
a. Start in the centre with an image of the topic, using at least 3
colours.
b. Use images, symbols, codes and dimension throughout your Mind Map.
c. Select key works and print, using
upper case letters.
d. Each word/image must be alone and sitting on its own line.
e. The lines must be connected, starting from the central image. The centre
lines are thicker, organic and flowing, becoming thinner as they radiate
.
f. Make the lines the same length as the word/image.
g. Use colours – your own code – throughout the Mind Map.
h. Develop your own personal style of Mind Mapping.
i.
Use emphasis and show associations in your
Mind Map.
j.
Keep the Mind Map clear by using Radiant
hierarchy, numerical order or outlines to embrace your branches.
Figure 2.1. The Example of Mind Mapping
B. Review
of Related Studies
There
are some researchers that had been discussed Extensive Reading in teaching
vocabulary that can make the learners easier in mastering of vocabulary,. The
first is the journal done by Muhammad
Handoko
with the title “ the effectiveness of using mind mapping technique to improve the
students’vocabulary mastery”.
For thet thesis, the researcher using mind mapping technique to improve the students’vocabulary
in state senior high school I
Tamiang Hulu Aceh. The result of that research show that mind mapping technique can improve students’ vocabulary development.
The
other research is done by Zuhrul
Huda
with the title “ the effect of using mind mapping on developing students’ vocabulary”.
For
the thesis, the reseacher uses mind
mapping to developing students’ vocabulary in MTs Jam’iyyatul Khair Ciputat.
The result of that research is mind
mapping
can develop students vocabulary.
So
in this research, the researcher will do the research by title “the effect of using mind mapping technique on students’ memorizing of
vocabulary” which aim to know
whether the mind mapping
can improve students’ memorizing of vocabulary.
C. Conceptual Framwork
Conceptual framework
bellow is a framework of the theory problems that are taken by the researcher. This
conceptual framework van be created as follow :
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D
. Hypothesis
The hypothesis of this research can be formulated as
follow:
Ha : There is signifficant effect of using mind mapping technique on students’ memorizing of vocabulary on 2nd
grades student at MTsN Subang Anak.
H0 : There
is no signifficant effect of using
mind mapping technique on students’ memorizing of vocabulary
on 2nd grades student at MTsN
Subang Anak
Ha : There is signifficant effect of using mind mapping technique than using conventional method toward students’
memorizing of vocabulary on 2nd grades student at MTsN Subang Anak
H0 : There
is no signifficant effect of using
mind mapping technique than using conventional
method toward students’ memorizing of vocabulary on 2nd grades
student at MTsN Subang Anak.
Ha : There is mind mapping technique give better result than conventional method toward
students’ memorizing of vocabulary on 2nd grades student at MTsN Subang Anak
H0 :There
is no mind mapping technique give
better result than conventional method toward students’ memorizing of vocabulary
on 2nd grades student at MTsN
Subang Anak.
In conclusion, Ha means
using mind mapping technique gives the signifficant effect on
learners’vocabulary mastery. On the contrary, H0 means using mind mapping technique does not gives the signifficant
effect on students memorizingof vocabulary.
CHAPTER III
RESEARCH METHODOLOGY
A.
Design
of the Research.
In
line on the problem stated before, the researcher use design of this research is a quantitative
approach. Quantitative research is a type of educational research in which the
researcher decides what to study, a specific, narrow questions : collects
quantifiable data from participants, analysis these number using statistic, and
conducts the inquiry in unbiased, objective manner.[24] According
to margono “quantitative research is a process to find knowledge using the
numeral data as the instrument to find information about everything that will
be found”.[25]
There are many types of quantitative research. Dealing with the problem of the
study stated previously, the researcher will use experimental research type in
this research.
In line on Suharsimi
Arikunto, he said that“experimental
research is the research to know whether any causes or not from the treatment
that is given to the subject. In other word, experimental research is the
research that try to observe cause effect relationship.”[26]
Two same of classes are used as the experimental class and the control class.
The purpose of experimental research is to observe the possible of cause effect
relationship by giving treatment to the experiment class and comparing the
result to those who do not use in the control class.[27]
The
experiment class is treated by using mind mapping technique in teaching of vocabulary especially improve students memorizing of vocabulary, while the control
class is treated by using conventional technique. These two of classes are
treated by using different technique, while the topic, the length of time and
the pretest and posttest given are the same. The research design is Randomized Control – Group Pretest –
Posttest Design.[28]
This research is described as following table :
Table 3:
Randomized Control – Group Pretest – Posttest Design
|
|
Pretest
|
Treatment
|
Posttest
|
|
Experimental
Class
|
T1
|
X
|
T2
|
|
Control Class
|
T1
|
|
T2
|
Where
:
X
= The treatment that is given to experiment class by using mind mapping
technique.
T1
= Pretest
T2
= Posttest
B.
Population
and Sample.
1.
Population.
In
line on Margono, the population is the totality of research object that consist
of human, thing, animal, plants, symptom, value of test,or the evens as the
data that has specific characters in a research.[29]
The population of this research is all of second grades students at MTsN Subang Anak.
The
population is described in the following table:
Table 4 : The totality
of second gradesstudents at
MTsN
Subang Anak.
|
No
|
Class
|
Students’ totality
|
|
1.
|
VIII A
|
35
|
|
2.
|
VIII B
|
35
|
Source
: second grades
students at MTsN Subang Anak
2. Sample.
In
line on Margono, sample is a part of population as the sample which is taken by
using certain ways.[30]
Based on the research problem and the research design which are used, the
researcher needs an experiment class and a control class. There are some
sampling techniques to determine the sample, and the researcher will use “
Purposive Sampling Technique”. In line on Suharsimi Arikunto, purposive
sampling technique is a technique that is used by researcher if the researcher
has some certain considerations to determine
the samples.[31]
The
researcher will choose both of VIII A and VIII B classes as the sample, because
there are some student who do not have any of vocabulary and difficult to use
English. That are the researchers’ consideration to choose purposive sampling
technique to determine the sample. To choose as the experiment or the control
class from these classes, the researcher will follow the steps below:
a. Collect
the mark of students’ vocabulary mid test in queer semester MTsN
Subang Anak.
b. Test
the normality of the data.
The
purpose of testing the normality of the data is to know whether the data
spreads out normally or not. The testing normality of the data by using Liliefors test. It can be done in
these steps below:
1) Arrange
the data from the lower to the higher
2) Find
the mean score (x) and the standard deviation (s)
3)
Find
the score of Zi by using this formula :
Zi =
Xi – x
s
4) Find
the score of P (Zi) by consult the score of Zi with Z table
5) Find
S (Zi)
6) Find
the absolute score of P (Zi) – S (Zi)
7) Determine
the higher score of absolute mark P (Zi) – S (Zi). It is named with Lo (
Liliefors)
8) Test
the Lo score with Liliefors table with the certain degree of freedom (α) : 0,01
or 0,05
9) Take
the conclusion, if the Ltab > Lo it can be concluded that the data is
distributed normally with the degree of freedom in (α) 1 %.[32]
c. Test
the homogenity of the data.
The
purpose of homogeneity test is to know whether the population has the
homogeneous or not. This test is done by using Bartlett test. The homogeneity
test by using Bartlett test is done by follow the steps below:
1) Find
the combination of Variant with this formula :
S² gab
= 
2) Find
log of S
gab
gab
3) Find
the Bartlett by using this formula
B = Log S gab² .
4) Determine
the score of x² hit by using this formula
x
² hit = (In.10) . {B – 
5) Find
the score of x² table by using α=
0,01 based on the data group
6) Take
the conclusion, if the x² tab >x²hit. So, the data is homogeny.[33]
3. Instrumentation.
The
objective of teaching speaking is the improvement of students’ memorizing of vocabulary.
There are two tests that will be used, pretest and posttest.
The
test is arranged based on the goal of teaching and learning that will be
achieved. Pretest is used to know the students’ vocabulary at the beginning and
posttest is used to know the development of the students’ vocabulary in the
ending after using mind mapping technique.
The
vocabulary test is given to the students and hoped they will be easily to
memorize and remember the vocabulary, they have many vocabulary, they can use
them in their own sentences, and. The test is made by considering the validity
and realiability of the test. Margono says, the main requirements of the test
are validity and reliability, as explained below:
1) Validity.
Validity concerns with
a test which measures what is supposes to be measured and for whom it is
appropriate. In another word, test is valid if it measures accurately what is
intended to be measured.
2) Reliability.
Test is reliable if it
gives the constant result, if that test is given recur toward the same
individual. Reliability is concerned with a test which consistently measures whatever
it measures.[34]
4. Technique of the Data Collection.
In line with the
research design above, the data is taken from the students’ vocabulary test.
The posttest is given after giving the treatment to experiment class, and the
scores of the learners on this test is collected in order to be used as the
data.
5. Technique of the Data Analysis.
This research will use
the t – test in analyzing the data.
Suharsimi arikunto states if A group is used as experiment group and group B is
used as control group. The technique of data analysis that will be used is t – test. The researcher will compare
the different of mean scores between two groups.[35]
There
are five formulas that are used to analyze the data in this research. The
first, is to find the average score of each group. The second, is standard
deviation. The third is variant. Fourth, is the combination of variant and the
fifth, is t – test formula.
The
formulas are follow :
1. Average
score of each group : x = 
2. Standard
deviation s = 
3. Variant
: S² = 
4. Combination
of Variant : S² gab = 
5. t
– test formula : t hit = 
Where :
x = Mean Score
x A = Mean Score of the
Experiment Class
x B = Mean Score of the
Control Class
S = Standard Deviation
S² = Variant
S² gab = The Combination of Variant
S² A = The Sum of
Variant in the Experiment Class
S² B = The Sum of
Variant in the Control Class
n A = Number of Sample
in the Experiment Class
n B = Number of Sample
in the Control Class
t hit= The Value of the Obtained t.
To find out
whether the value of t obtained indicated a significant difference between mean
score of two groups, it will be compared to the value of t in the table at the degree of freedom α = 0,05. The condition is
the descriptive hypothesis (Ha) will be accepted if – t
a
< t hit < t½a. it means that the descriptive
hypotheses (Ha) will be accepted if t
obtained located between – t table and + table.
a
< t hit < t½a. it means that the descriptive
hypotheses (Ha) will be accepted if t
obtained located between – t table and + table.
[1]
J C Richard and. Richard Schmidt. Longman
Dictionary of language teaching and applied linguistic .(New York :
Pearson Educated Limited, 2002). P.629.
[2]
Tony, Buzan. Mind Mapping ,scintific research And studies.(Think buzan.inventor of mind mapping.com).p. 8
[3]Richards, Jack C and Renandya,AWilly.2002.Methodology in Language
Teaching An Anthology of Current Practice. Cambridge:University Press.p.255
[4]S.h,Burton.Mastering of english
language.london: the macmillan press Ltd 1982,p.98
[5]Tony, Buzan. Mind Mapping ,scientific research And studies.(Think buzan.inventor of mind
mapping.com).p. 8
[6]Tony Buzan, .Mind Mapping, scientific
research And studies.(Think
buzan.inventor of mind mapping.com).p. 8
[7]
J C Richard and. Richard Schmidt. Longman
Dictionary of language teaching and applied linguistic .(New York :
Pearson Educated Limited, 2002). P.629.
[8]
Richard,c,jack. Richard Schmidt. Dictionary
of language teaching and applied linguistic (longman Dictionary). P.629..
[9]S.h,Burton.Mastering english
language.london: the macmillan press Ltd 1982,p.98
[10]Richards, Jack C and Renandya,AWilly.2002.Methodology in Language
Teaching An Anthology of Current Practice. Cambridge:University Press.p.255
[11]Richards, Jack C and Renandya ,A Willy.2002.Methodology in Language Teaching An Anthology of Current Practice. Cambridge:University Press.p 256
[13]Scott Thornbury, How to teach
vocabulary, (Harlow: Pearson Education limited, 2002), p.13.
[14]S.h,Burton.Mastering of english
language.london: the macmillan press Ltd 1982,p.98
[17]Mccarten.1eanne.Teaching Vocabulary
lesson from the
corpus lesson for the classroom.Cambridge:University Press.
[18]Buzan,
Tony.Mind Mapping :Scintific Research And
Studies).Think
buzan.inventor of mind mapping.com.page 8
[19]Tony Buzan and Barry Buzan,”The Mind Map law
(buzan centre Australia / NZ, www.buzan.com.au,
Ph : 1800 060 982. P. 2
[20]Martin D. Eppler. (2006),“Concept
mappings, mind mapping and argument mapping : what are the differences and do
they matter.” (Springer
Science+Business Media B.V. 2010,
University of Melbourne, VIC, Australia).
[21]Tony Buzan and Barry Buzan,”The Mind Map
Book........................ P. 93-100
[22]Tony Buzan and Barry Buzan,”The Mind Map law
(buzan centre Australia / NZ, www.buzan.com.au,
Ph : 1800 060 982. P. 1
[23]Tony Buzan and Barry Buzan,”The Mind Map law
(buzan centre Australia / NZ, www.buzan.com.au,
Ph : 1800 060 982. P. 1
[24] John W,
Creswell. Educational Research, (Nebraka.incoln
: pearson international university).p.46
[25]Margono, Metodologi Penelitian Pendidikan, ( Jakarta: PT. Rineka Cipta, 2007
), p. 103
[26]Suharsimi Arikunto, Manajemen Penelitian, ( Jakarta: Rineka
Cipta, 2007 ), p. 207
[27]Sumadi Suryabrata, Metodologi Penelitian, ( Jakarta: Rineka
Cipta, 2007 ), p. 88
[28] Sumadi Suryabrata, Metodologi Penelitian,…, p. 105
[29] Margono, Metodologi Penelitian Pendidikan,…, p. 118
[30] Margono, Metodologi Penelitian Pendidikan,…, p. 121
[31] Suharsimi Arikunto, Manajemen Penelitian,…, p. 97
[32] Arifmiboy, “Kumpulan Materi Kuliah
Statistik”, (Bukitttinggi: IAIN [t.th],p. 2 ( Unpublished)
[33] Arifmiboy, “Kumpulan Materi Kuliah
Statistik”,…,p. 3 (Unpublished)
[34] Margono, Metodologi Penelitian Pendidikan,…, p. 171
[35] Suharsimi Arikunto, Manajemen Penelitian,…, p. 392
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