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CHAPTER I
INTRODUCTION
1.1. Background of the Study
Language as a means of communication plays very important role in social
relationship among human beings. English as one of the international languages is
very important since it requires as a bridge of communication. In Indonesia,
English is one of the compulsory subjects which are taught in kindergartens,
elementary school, junior high school, senior high school and adult learners
(university) as the first foreign language.
English is the first foreign language taught to the students of elementary
school. Teaching English in the elementary school has been accepted in Indonesia
in line with the government’s plan on the nine years basic education. In teaching
learning process vocabulary at MIN Slipit Desa Mangga Kec. Stabat, English is to
be taught as one of the local content. The aim of teaching English at MIN Slipit
Desa Mangga Kec. Stabat is to motivate them to be ready and have self confident
in learning English of education. The students of MIN Slipit Desa Mangga Kec.
Stabat especially grade fifth, it is learned English in the simple pattern like
vocabulary, grammar, etc since they learn it for the first time.
There are four skills in language learning, namely listening, speaking,
reading, and writing. This is line with the aim of English learning as stated in the
Education Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP
or Curriculum 2006) that is, the students should have written and spoken ability
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communication. The ability to communicate is the ability to understand and
produce spoken and written text realized in the four language skills. Besides the
skills, vocabulary is one of language components that can not be separated from
language learning.
Vocabulary is one of the elements of the language that should be learnt
and taught. It will be hard to master language without mastering or understanding
certain number of vocabulary. There are some experts who give explanation about
the importance of vocabulary. (Nation, 1990: 117) argues that acquisition of an
adequate vocabulary is essential or successful second language used because
without an extensive vocabulary, students will be unable to use to structure and
function students may have learned for comprehensible communication.
Vocabulary is central to language and of critical importance to typical
language learner. Without a sufficient vocabulary, one cannot communicate
effectively or express his ideas in both oral and written form. Having a limited
vocabulary is also barrier that precludes learners from learning a foreign language.
With the vocabulary skill, the students will get a lot of ideas to speak using the
correct vocabulary.
Wilkins (1978: 79) states the importance of vocabulary for language
learning; without grammar very little can be conveyed, without vocabulary
nothing can be conveyed. This point of view is strengthened by Thornbury (2002 :
13) :
“If you spend most of your time studying grammar, your English will not improve very much . You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!”
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There are many factors that make the students’ vocabulary is low. They
came from the internal factor and the external one. The internal means factors
from the inside of the students themselves such as motivation, interest,
intelligence etc., and the external is factors from outside of the students that affect
their learning process such as economic background, learning materials, and
teachers’ performance including their teaching methods.
The teaching method is assumed as the factor that causes the students’
vocabulary is low. The method used by the teacher has often been said to be the
cause of success or failure in language learning for it is ultimately the method that
determines ‘the what’ and ‘the how’ of language instructions”. It is not easy to
teach a language without using suitable method because each method has
advantages and disadvantages. Teaching English, especially vocabulary is like
teaching other social science, which needs suitable techniques and method in
order to get the successful learning. So, why it should be done the research about
teaching vocabulary related to the method that is in order to know the
effectiveness of the method in teaching vocabulary.
Teaching English to children, in this case is the MIN Slipit Desa Mangga
Kec. Stabat, she states that inadequacy of vocabulary knowledge is the main cause
of students’ school failure in language learning. It was revealed by the students’
average of second semester scores in English of MIN Slipit Desa Mangga Kec.
Stabat, which is considered low as presented in table 1.1:
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Table 1.1 The Averages of Second Semester English Scores
School Year 2012/ 2013
(Class V)
Semester/ Class I II
V – A 50 60
V – B 55 65
From table 1.1, it can be explained that there are four different classes. The
average scores of each class are divided by the total number of the students that
results the average scores of each class of semester. Different ways are usually
applied by students to enhance their vocabulary. Most students complain that they
forget words soon after learning them.
Teacher of this level need to plan a range of activities for a given time
period, and be flexible enough to move on to the next exercises when they see his
students are getting bored. In order to make the teaching English at MIN Slipit
Desa Mangga Kec. Stabat be successful, it should be considered some factors
such as the quality of the teachers, students’ interest, motivation, and etc which
are involved together in teaching and learning process. Besides that, there are
other important factors; they are teaching technique and teaching media which
play important role.
If the teachers can not teach the adult learner properly, the students may
not enjoy their learning. Consequently, the teaching learning process may fail.
The students, teachers need appropriate methods to teach the students. The
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proportions of the materials for adult learner are different from that of the young
learners. Generally that teaching material emphasize on the ability to enrich their
vocabulary of English language. The way of teaching vocabulary is not the same
as teaching vocabulary to adult learners. They have different motivation and
characteristic. It will be difficult when the teacher can not motivate adult learner
intensively. Through motivation from their teacher it will increase their interest to
learn better, so the students’ interest in learning will be same as their interest in
playing. To find out the best technique for teaching adult learner need an intensive
analysis, especially for the teacher. They should create alternative of techniques to
teach young learners in order to make them interested to what they are going to
learn and avoid boredom.
The problems were also found by the researcher as a teacher of English in
MIN Slipit Desa Mangga Kec. Stabat. Through her observation there were still
many students faced difficulties in getting vocabularies. This problem was also
faced by the students in MIN Slipit Desa Mangga Kec. Stabat. The researcher can
see the fact through the students’ ability in mastering vocabulary of the test
through the researcher observation and interview, the students face some
problems in mastering the vocabularies.
There are many methods used in teaching language to children. Keyword
method, it is developed by Pressley and Miller (1982), is one of methods in
teaching language that may support to realize the expected situation. Keyword
method is a mnemonic method that has been especially designed as an effective
strategy for learning foreign vocabulary (Pressley and Miller, 1982: 52).
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Menemonics are techniques for remembering information that is otherwise quite
difficult to recall. The idea behind using mnemonics is to ease difficult to
remember unfamiliar words in a way that is much easier to remember.
The previous research, which was conducted by Siregar (2011), has
proven that there is a significant difference of the students’ achievement in
mastering English vocabulary by using keyword method. Besides that, the writer
also adds the method of mind map in teaching vocabulary. Mind mapping strategy
is a diagram that is used to represent words, ideas, tasks, thoughts, and numbers or
other items linked to and arranged around a central key word or idea in a simple
form that connects all the ideas together (Buzan, 2005: 112). Teaching vocabulary
as linguistic competence, such as note taking is ineffective. Students usually write
down the new word that comes up in class. They will write it down with the
translation next to it. Of course, writing things down is necessary if they want to
review later.
Therefore, the writer will focus in applying keyword method, mind map and
students’ motivation in teaching vocabulary for SD MIN Slipit Desa Mangga Kec.
Stabat in order to prove the previous research. Nevertheless, the method she used
in this study is different. By using the keyword method and mind mapping
method, it is hoped that the teacher will be able to motivate the students to learn
and pay attention to the material presented by the teacher, and finally, they are
able to master English well.
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1.2 Identification of the Study
Based on the background of study above, the researcher could identify the
problem would be determined on the study, as follows:
1. The internal means factors from the inside of the students themselves such as
motivation, interest, intelligence etc., and the external is factors from outside
of the students that affect their learning process such as economic
background, learning materials, and teachers’ performance including their
teaching methods.
2. The teaching method is assumed as the factor that causes the students’
vocabulary is low. The method used by the teacher has often been said to be
the cause of success or failure in language learning for it is ultimately the
method that determines ‘the what’ and ‘the how’ of language instructions”.
3. If the teachers can not teach the adult learner properly, the students may not
enjoy their learning.
1.3 Problem of the Study
In relation to the background of the study that has been presented
previously, the problems are formulated as follows:
1. Is achievement in teaching vocabulary of MIN Slipit Desa Mangga Kec.
Stabat students taught by using keyword method higher than mind mapping
method?
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2. Is there any different achievement in teaching vocabulary betwen students
who have low motivation and high motivation at MIN Slipit Desa Mangga
Kec. Stabat?
3. Is there any interaction between teaching methods and motivations in
vocabulary students achievement?
1.4 Objectives of the Study
The objectives of the study are to answer the research questions,
especially in the implementation of keyword method, mind mapping method and
students’ motivation in teaching vocabulary for MIN Slipit Desa Mangga Kec. Stabat.
The main objectives of this study are :
1. To find out achievement in teaching vocabulary of MIN Slipit Desa Mangga
Kec. Stabat students taught by using keyword method higher than mind
mapping method.
2. To find the different achievement in teaching vocabulary betwen students who
have low motivation and high motivation at MIN Slipit Desa Mangga Kec.
Stabat.
3. To find an interaction between teaching methods and motivations in
vocabulary students achievement.
1.5 Scope of the Study
In line with the background of the study in the previous discussion, there
are some problems in teaching vocabulary at MIN Slipit Desa Mangga Kec.
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Stabat. This study focuses on the implementation of keyword method and mind
mapping method in in teaching vocabulary at the grade fifth students, second
semester 2012/ 2013 in MIN Slipit Desa Mangga Kec. Stabat.
1.6 Significance of the Study
The significance of the study is expected to be relevant and useful for the
students and the teachers of English theoretically and practically. Theoretically,
this study intended will contribute some advantages for theoretical knowledge to
develop teaching vocabulary at MIN Slipit Desa Mangga Kec. Stabat, students as
well as for the teachers, and the base for further research in conducting a research
that is related to the improvement of teaching vocabulary.
Practically, this results of the study are expected provide some valuable
information for English foreign learners in overcoming their problems and
difficulties in establishsing and increasing their vocabulary. Meanwhile, this study
will provide some information for the English teachers in order to decide and
choose the best method in teaching English to develop students’ ability in
increasing the vocabulary mastery.
1.7 Operational Definition
1. Keyword method is a two-stage procedure for remembering materials that
have an associative component. Additionally, keyword method as a more
complex cognitive process than rote memorization, in which learners
proceeded through a multiple-step process to acquire vocabulary.
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2. Mind mapping method is a diagram that is used to represent words, ideas,
tasks, thoughts, and numbers or other items linked to and arranged around a
central key word or idea in a simple form that connects all the ideas together.
3. Motivation as internal state or condition that activates behavior and gives it
direction, desire or want that energizes and directs goal oriented behavior, and
influence of needs and desires on the intensity and direction of behavior.
4. Vocabulary is a sum or stock of words employed by a language, group,
individually or in work, in relation to a subject.
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CHAPTER II
REVIEW OF LITERATURE
2.1 Students’ Achievement in Vocabulary
Achievement is the act of accomplishing or finishing; something
accomplished successfully, especially by means of exertion, skill, or practice.
Djamarah (2000: 23) argues that achievement is an activity that has been done,
created, either individually or in groups. Similarly, Poerwadarminta (2003: 11)
argues that achievement is the results achieved or done. Besides, Hamalik (1994:
110) says that achievement is the result of one's attempt to transform himself by
way of obtaining new skills and the change is obtained through training and
knowledge.
From the definitions, it can be concluded that achievement is the result
achieved of an activity that already done through a hard exertion, skill, training or
practice, or knowledge either individually or in groups. Achievement is the act of
accomplishing or finishing; something accomplished successfully, especially by
means of exertion, skill, or practice.
In the teaching-learning process, students’ achievement is an indicator in
measuring the successful of study. Bloom (1956) asserts that the achievement
shows the capability development in someone which is categorized into three
aspects, namely cognitive, affective and psychomotor. The cognitive domain
involves knowledge and the development of intellectual skills. This includes the
recall or recognition or specific facts, procedural patterns, and concepts that serve
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in the development of intellectual abilities and skills. Cognitive covers
knowledge, comprehension, application, analysis, synthesis, and evaluation.
Knowledge is the ability to recall the data or information. Comprehension
is the ability to understand and interpret the information. Application is the ability
to use and apply a concept in a new situation. Analysis is the ability to separate
the concept into component parts and distinguishes among them. Synthesis is the
ability to build a structure or pattern from diverse elements. Evaluation is the
ability to make judgments about the value of ideas or materials. The categories
can be thought of as degrees of difficulties, the first ones must be mastered before
the next ones.
The affective domain (Krathwohl, Bloom, & Masia, 1973) includes the
manner in which deals with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes. Skills in the affective
domain describe the way people react emotionally and their ability to feel another
living thing's pain or joy. Affective objectives target the awareness and growth in
attitudes, emotion, and feelings. Affective covers receiving, responding, valuing,
organizing, and characterizing. In receiving, the student passively pays attention.
In responding, the student actively participates in the learning process; not only
attends to a stimulus, but also reacts in some way. In valuing, the student attaches
a value to an object, phenomenon, or piece of information. In organizing, the
student can put together different values, information, and ideas and accommodate
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them within his/her own schema; comparing, relating and elaborating on what has
been learned. In characterizing, the student holds a particular value or belief that
now exerts influence on his/her behaviour so that it becomes a characteristic.
The psychomotor domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Psychomotor objectives usually
focus on change and development in behavior or skills. Development of these
skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. Psychomotor covers perception, set,
guided response, mechanism, complex response, adaptation, and origination.
Perception is the ability to use sensory cues to guide motor activity. Set is
readiness to act. It includes mental, physical, and emotional sets. These three sets
are dispositions that predetermine a person's response to different situations.
Guided Response is the early stages in learning a complex skill that
includes imitation and trial and error. Adequacy of performance is achieved by
practicing. Mechanism is the intermediate stage in learning a complex skill.
Learned responses have become habitual and the movements can be performed
with some confidence and proficiency. Complex Overt Response is the skillful
performance of motor acts that involve complex movement patterns. Proficiency
is indicated by a quick, accurate, and highly coordinated performance, requiring a
minimum of energy. This category includes performing without hesitation, and
automatic performance. Adaptation is skill that is well developed and the
individual can modify movement patterns to fit special requirements. Origination
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is the ability to create new movement patterns to fit a particular situation or
specific problem.
Learning outcomes emphasize creativity based upon highly developed
skills. An Achievement is gained from the combination of the three aspects. It can
be concluded that achievement is an indicator in measuring the successful of study
which is shown by the development of intellectual skills, the growth in attitudes,
emotions, and feelings, and the development in behavior or skills. In line with
this, it can be said that the students’ achievement in vocabulary, especially for
young learners, is the students’ ability in recalling, understanding, interpreting,
and using vocabulary which is shown by their attitudes in receiving and
responding it mentally, physically, and emotionally.
2.1.1 The Nature of Vocabulary
The word vocabulary simply means a list of words Flexner (2001: 41).
The vocabulary of the English language contains more than a million words,
many of them scientific. About 200,000 of these are in common use. Flexner
(2001: 41) an American lexicographer says that the average well-read person
probably knows roughly 20,000 words, but uses only about 1,500 to 2,000 in a
conversation. According to him, vocabulary is the knowledge of words and words
meaning. Stahl (2005: 121) states that, vocabulary knowledge is the knowledge of
a word not only implies a definition, but also implies how that word fits into the
word.
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Vocabulary is a sum or stock of words employed by a language, group,
individually or in work, in relation to a subject (Finocchiaro, 1974: 73). One who
masters enough vocabulary will find fewer difficulties than those who have fewer
vocabularies. When they read a certain text, they will easily get the information
from it since they can understand every word in the text. Mastery of vocabulary
will be useful for the process of achieving language skills (Listening, Speaking,
Reading, and Writing).
According to Murcia (1978: 242) Vocabulary is a cultural phenomenon as
well as a linguistic one, that students must learn the social meanings of words in a
foreign language, not just the equivalent word in their native tongue. In addition
Kamil & Hiebert (2007: 29) in their article, they broadly define; vocabulary is
knowledge of words and word meanings. However, vocabulary is more complex
than this definition suggests.
Vocabulary is words whose meanings people know or do not know; the
number of meanings people know of a particular word. (Crawley & Merritt :
2000). Vocabulary is important, it means that vocabulary is the basic needs that
has to be had by the students themselves. They will find it difficult to speak up
without having many vocabularies as it is difficult to understand someone else
speaking. Moreover, vocabulary will let them know about a culture education by
looking at its meaning, where vocabularies product learned is completely different
from Indonesian language. Vocabulary is the fundamental part of language, which
is used in any situation either; it is in the form of spoken or written language.
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Mastering vocabulary is an important and should be developed by a learner,
without having enough vocabulary; it would be hard to convey the ideas or
opinion. River (2002: 125) says “vocabulary is essential for successful second
language use because, without an extensive vocabulary, we will be unable to use
structure and functions, we may have learned for comprehensible communication.
Vocabulary is a core component of language proficiency and provides much of
the basis for how well learners speak, listen, read and write (River, 2002: 255.
Therefore develop learners’ progress in understanding English, learners should
keep on learning new vocabulary items every day. It means that the development
of a rich vocabulary is an important element in the acquisition of a second
language.
Besides that, Schmitt (2000: 151) argues that “vocabulary is systematically
recycled and added to as the reader works through the series”. It means that
learning vocabulary is a cyclical process of meeting new words and initial
learning, followed by meeting those words again, each time extending knowledge
of what the mean and how the tone used in the foreign language. In this case, the
learner has to know what a word sounds like (its pronunciation) and what it looks
like (it spelling). These are fairly obvious characteristics, and one or the other will
be perceived by the learner when encountering the item for the first time. In
teaching, we need to make sure that both these aspects are accurately presented
and learned.
Talking about vocabulary, it can be concluded that vocabulary is the
knowledge of words and word meanings. It is about the words in language used to
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express meaning. Therefore, learning vocabulary is a crucial matter in developing
their English.
To get further, writer took in an article Young Mind (Young, 2007), a
writer and publisher of article vocabulary explains that vocabulary is the study of:
a. The meanings of words
b. How the words are used
c. Word Decoding
d. Analogies
e. Antonym
f. Synonym
2.1.2 The Meaning of Words
In language, a word is the smallest element that may be uttered in isolation
with semantic or pragmatic content (with literal or practical meaning). This
contrasts with a morpheme, which is the smallest unit of meaning but will not
necessarily stand on its own. A word may consist of a single morpheme (for
example: oh!, rock, red, quick, run, expect), or several (rocks, redness, quickly,
running, unexpected), whereas a morpheme may not be able to stand on its own as
a word (in the words just mentioned, these are -s, -ness, -ly, -ing, un-, -ed). A
complex word will typically include a root and one or more affixes (rock-s, red-
ness, quick-ly, run-ning, un-expect-ed), or more than one root in a compound
(black-board, rat-race). Words can be put together to build larger elements of
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language, such as phrases (a red rock), clauses (I threw a rock), and sentences (He
threw a rock too but he missed).
The term word may refer to a spoken word or to a written word, or
sometimes to the abstract concept behind either. Spoken words are made up of
units of sound called phonemes, and written words of symbols called graphemes,
such as the letters of the English alphabet. Many words have several different
meanings each, study the meanings of the words and the part of speech.
According to Saussure (1959: 126) this approach, every word is involved
in a network of associations which connect it with other terms in the language.
Some of these associations are based on similarity of meaning words and others
are purely formal, while others involve both form and meaning.
As a conclusion of word is an element that carries meaning. In everyday
life it difficult to apply the meaning of words contained in the dictionary, because
the meaning of a word is often shifted if it is in units of the sentence. In other
words, any words sometimes have broad meaning. That is why sometimes people
are not satisfied with the meaning of words contained in the dictionary.
2.1.3 How the Words are Used
Words are the tools learners use to think, to express ideas and feelings, as
well as to explore and analyses the world around them. A large, rich vocabulary
gives them the right words to use at the right time. (Finocchiaro, 1974: 75) affirms
that without words that label objects, actions, and concepts, one cannot express
intended meanings. “The more words one is able to use correctly, the better one
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will be able to express oneself easily and with self-confidence and to understand
the world one lives in”. The words are used for proposing that the aspects of
knowing words mean:
1. to understand it when it is written and/or spoken
2. to recall it when we need it
3. to use it with the correct meaning
4. to use it in a grammatically correct way
5. to pronounce it correctly
6. to know which other words we can use with it
7. to spell it correctly
8. to use it in the right situation
9. to know if it has positive or negative associations
These words depend on who you are, what your needs are, and what you
want to do with them For example, if you are getting ready to write a standardized
exam that contains a vocabulary test, there are many books available to help you
identify the words you will need to know to pass. On the other hand, if you are
starting a new course, your instructor or the textbook will provide you with a list
of new terms to add to your vocabulary study. Most often, however, the words
you choose to learn should come from things you read and hear every day.
Many vocabulary building programs and books present long lists of words
that the writers think students need to know. Some eager students even try to build
their vocabulary by sitting down in front of a dictionary and starting to memorize
definitions at page one. Learning new words just because they are on a list is more
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difficult than it has to be. The best way to start building a better vocabulary is to
focus on words that match your own special circumstances.
That idea becomes a conclusion the more words one is able to use
correctly, the better one will be able to express oneself easily and with self-
confidence and to understand the world one lives in. The words are used for to
understand it when it is written and/or spoken, to recall it when we need it, to use
it with the correct meaning, to use it in a grammatically correct way, to pronounce
it correctly, to know which other words we can use with it, to spell it correctly, to
use it in the right situation, and to know if it has positive or negative associations.
2.1.4 Word Decoding
Word decoding is simply a way of breaking up a word into understandable
parts (Young, 2007). Through learning root words, suffixes and prefixes, you can
give yourself a “code book” that not only helps you navigates around English. The
root word “hyper” means “high or excessive” and a moderately versed reader
could see the word “tense” inserted in the middle or they might look at the suffix-
“-sion” and recognize that this suffix often accompanies a profession or a state of
being.
Likewise, the root word “demo” means people, as in “demo/cracy,”
meaning rule by the people,” and “demo/graphics” would give you a picture of
how people are physically spread out over a given location. In a final example,
look at the word predicted; “pre” meaning before and “dict” meaning to speak as
in the word diction. Thus, prediction is a word or words spoken about the future.
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In each of these cases, knowing just part of the word or knowing the root of a
similar word might help you guess at the meaning of the whole word. Root Words
are where many of our common English words originate from. Often a root word
is a word in itself or is easily recognizable as the origin of other words. Prefixes
help to form longer words, but are not words in themselves. Prefixes only come at
the beginning of words and usually have one distinct meaning. And a suffix is a
word ending. It is a group of letters you can add to the end of a root word, e.g.
walking, helpful. A root word stands on its own as a word, but you can make new
words from it by adding beginnings (prefixes) and endings (suffixes). For
example, 'comfort' is a root word. By adding the prefix 'dis' and the suffix 'able'
you can make new words such as 'discomfort' and 'comfortable'.
It can be concluded that word decoding is short words inside longer,
multisyllabic words that is, words with two or more syllables and, in so doing,
working out how to read those words or at least making a guess at their meaning.
Word decoding can help struggling students conquer their fear of reading aloud
and help them to read confidently and independently.
2.1.5 Analogies
Analogy (from Greek analogia) is a cognitive process of transferring
information or meaning from a particular subject (the analogue or source) to
another particular subject (the target), and a linguistic expression corresponding to
such a process. In a narrower sense, analogy is an inference or an argument from
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one particular to another particular, as opposed to deduction, induction, and
abduction, where at least one of the premises or the conclusion is general.
It has been argued that analogy is "the core of cognition". Specific
analogical language comprises exemplification, comparisons, metaphors, similes,
allegories, and parables, but not metonymy. Phrases like and so on, and the like,
as if, and the very word like also rely on an analogical understanding by the
receiver of a message including them. In cognitive linguistics, the notion of
conceptual metaphor may be equivalent to that of analogy. An analogy is
comparable to metaphor and simile in that it shows how two different things are
similar, but it’s a bit more complex. Rather than a figure of speech, an analogy is
more of a logical argument. The presenter of an analogy will often demonstrate
how two things are alike by pointing out shared characteristics, with the goal of
showing that if two things are similar in some ways, they are similar in other ways
as well. This is comparing two pairs of words and choosing the pair that goes
together. Analogical guides and feature analysis are literacy strategies that help to
increase students’ interactions with the science concepts and ideas that are
presented in various texts and help the students acquire and retain important
content information. This literacy strategies and variations of these may be used
prior to reading, during reading, and after reading.
The analogical guide is a form of a study guide developed for application
in science classes while reading text. It can also be a useful tool for the teacher to
share with students as special vocabulary and concepts are introduced. Feature
analysis is a literacy strategy that helps to organize specific information about the
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concepts by providing a synopsis of the ways the identified technical concepts
may be similar or different
Based on the definition of analogies above, we can say that an analogy is a
relation of similarity between two or more things, so that an inference (reasoning
from premise to conclusion) is drawn on the basis of that similarity. An analogy is
either the cognitive process of transferring information from a particular subject
(the analogue or source) to another particular subject (the target), or a linguistic
expression corresponding to such a process.
2.1.6 Antonym
Antonym are words or expressions which are opposite in meaning. Or two
forms with opposite meaning. They can share an aspect of meaning but opposite
or incompatible in some other aspect of meaning. There are three kinds of
antonyms; they are Complementary Pairs, Gradable Pairs, and Relational
Opposite.
Complementary pairs, it means the items complementary to each other.
The items belong to the set of incompatible terms. We can also say that the
negative of one word is synonymous with the other. For example: male X female
and clean X dirty are complementary pairs. If not male = female and if not female
= male and also if not clean = dirty, if not dirty = clean. Complementary pairs are
predicates which come in pairs and between them exhaust all the relevant
possibilities. If the one predicates is applicable, then the other cannot be and vice
versa.
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For instance, the words married and single, these two words cannot be
used to refer the same individual at the same time. There is only one possibility of
the fact, such as in the sentence Peter is married or Peter is single. If married is
application, then single is not, and vice versa. It means, to say Peter is married is
to say that He is not single. So, to say something is Not the one is to say that is the
other. It is really important for the students in improving their vocabularies. They
will have them to find the meaning of difficult words in the text and help them to
understand more about the context of the text.
Gradable pairs, it means the pairs of words have gradation of width, age,
size, etc. All are indicated by the adjectives. For examples: old X new and hard X
soft are gradable pairs. If we say not old, it is not necessarily equal with new
because when someone is not old, it doesn’t mean he is new. Gradable pairs also
means the negative of one word is not synonymous with the other. Gradable pairs
can be graded into comparative and superlative degrees by adding the word more
or most and inflection -er or –es to which are being compared. For example, the
word big is the opposite of word small.
The word big can be graded into comparative degree bigger or superlative
degree biggest, and the word small can be graded into comparative degree smaller
or superlative degree smallest. It is also true of gradable pairs that more of one is
less of another. For example: longer is less short, , wider is less narrow, and more
bigness is less smaller. There are two characteristics of gradable pairs, they are
marked term and unmarked term. Marked term means that the term is not so used
by the speaker. In contrary, unmarked term means that the term of the pairs is
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commonly used by people in speaking of their language. For example, the
expression How high is it? or How wide is it? are commonly used than How low is
it? or How narrow is it?.
Relational opposite is a quite different kind of ‘opposite’ found with pairs
of words which exhibit the reversal of relationship between items (Palmer, 1976:
81). It means we can find the relationship between the opposite pairs of words or
two-way contrast where one number presupposes the other, symmetry,
transitivity, and reflexivity are the characteristics of relation. Relational opposite
comes from verbs: buy/sell, lend/borrow, rent/let, own/belong to, and
give/recieve.
There are also nouns: husband/wife, fiance/fiancee, parent/child,
debtor/creditor, and teacher/pupi; in a number of terms referring to spatial
position: above/below, infront of/behind, north of/south of; and in grammar too,
active and passive such as: if Tom hits Harry, Harry is hit by Tom. It is clear that
if A gives Y to B, then B receives Y from A ; if A is B’s teacher, then B is A’s
pupil. Pairs of words ending in –er and –ee are usually relational opposite. For
instance, if Ann is Bob’s emlpoyer, then Bob is Ann’s employee. Other forms to
form antonyms are by adding the prefix un-, prefix non-, prefix in- before the
word.
Refers to the explanation above, we can find antonyms is when two words
are opposites such as up and down, yes and no, top, for examples: equal X
unequal, important X unimportant, fiction X nonfiction, stop X nonstop, direct X
indirect, and capable X incapable.
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2.1.7 Synonim
Synonymy means the words can not be subtitle for one another in all
context without distinction of meaning. However, in a given context, it is possible
that one item may be subtituted for another with the overall meaning of the
utterance remaining the same (Wilkins, 1978: 27). The term synonymy is derived
from Greek word synonymy syn which means with together and onyma means
name. So, synonymy means name together. Two words or more (together) name
the same object, action, event or quality. Synonymies are words from the same
language and grammatical category, which have similar or almost similar meaning
but different spelling, sound, connotation, or application. It is identical in sense to
another word or has the same or nearly the same general sense as another word
but it is perhaps use in different context. Examples of synonyms are the pairs:
kingly = royal
world = universe
buy = purchase
brotherly = fraternal
almost = nearly
Nevertheless, it has been aid as well to remember that no two words ever
have exactly the same meaning (no perfect synonym). Two words might be
synonymous in one sentence but different in another. It seems to be very little if
any differences between the expressions. Both of the following expressions have
difference to be considered. For examples:
a. Marry is sitting in the sofa
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b. Marry is sitting in the couch
Some individuals may always use sofa and couch, but if they know the
two words, they will understand the sentences with either word and interpret them
to mean the same thing. The degree of semantic similarity between words depends
on great extent on the number of semantic properties they share. Sofa and couch
refer to the same type of object and share most, if not all, their semantic
properties.
Synonymy means the words can not be subtitle for one another in all
context without distinction of meaning. However, in a given context, it is possible
that one item may be subtituted for another with the overall meaning of the
utterance remaining the same (Wilkins, 1978: 27). So, the understanding above
synonyms are words with the same or similar meanings and have meaning.
2.2 Vocabulary Types
Language experts classify vocabulary based on its types. Butler (1978: 70)
classifies the vocabulary into working and recognition vocabulary. The first type
consists of the words that people use daily in their writing and speaking. On the
other hand, the second type consists of words that people recognize in the context
of reading matter, but does not actually use in daily life. Meanwhile, Butler (1978:
70) has a different classification of function and content words. The function
words are a closed class; we cannot add to prepositions or auxiliaries or modals or
any other structure word of the language. The content words on the other hand,
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can be added to at any time as new scientific advances make new words and
communication about new invention necessary.
Different classification of vocabulary also stated by Charles B Jennings,
Nancy King and Marjorie Stevenson. They divided the vocabulary into active and
recognition vocabulary, which is made up of the words that people use in
speaking and writing. Meanwhile, the second type is a vocabulary which is
composed of the words which people understand when they hear or read them, but
which they do not ordinarily use in speaking and writing.
Ann and Mary (2003: 52) also had a different point of view about
vocabulary types. He divided vocabulary into writing and meaningful vocabulary.
Writing vocabulary consists of words that people hear or they use in writing,
whereas the second type is the sum of all words that people can understand or use
correctly whether in listening, speaking, reading or writing.
Finocchiaro (1974: 73) explains that students’ vocabulary can be divided
into two kinds, they are “active and passive vocabulary”. Active vocabulary
consists of words which students understand, can pronounce correctly and use
constructively in speaking and writing. While passive vocabulary consists of
words those students recognize and understand when they occur in a context and
they never use them in communication. They understand them when they hear or
read them, but they don’t use them in speaking or writing.
According to Nation (2000: 43) the basis of frequency, vocabulary can be
divided into two kinds; there are high frequency vocabulary and low frequency
vocabulary.
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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. Low frequency vocabulary on the other hand, covers only small proportion of
the running words of a continuous text, it means that low frequency
vocabulary is rarely, used in common activity of English language. This group
includes well over 100.000 word families.
Nation (2000: 53) calls those vocabularies as motivated vocabulary and
unmotivated vocabulary. Motivated (active) vocabulary consists of all the words
we need to use and feel no reluctance in using in our everyday life. While, the
unmotivated (passive) vocabulary can be divided into two groups; (1) Words
which are only partly understood and are not well known enough to use actively,
and (2) Words which are not needed in daily communication.
Ann and Mary (2003: 139) classify into active vocabulary and passive
vocabulary, they are:
a. Active vocabulary refers to put item which the learner can use appropriately in
speaking or writing, and it is also called as productive vocabulary, although in
fact it is more difficult to put into practice, its means that to use the productive
vocabulary, the students must to know how to pronounce it well, they must be
familiar with collocation and understand the connotation meaning of the word.
This type is often used in speaking and writing skill.
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b. Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening and also called as receptive
vocabulary.
Besides receptive and productive vocabulary, Ann and Mary (2003: 54)
also classified vocabulary into topic-specific or content specific vocabulary.
Topic-specific or content-specific vocabulary is the words that appear frequently
in a particular text because they are related to the topic of the text. For example, in
a text on the topic of ice cream, the words flavor, texture, cone, toppings and
carton might appear frequently. So, those words can we call as topic-specific or
content-specific vocabulary.
Meanwhile Enong (2000: 81) divided vocabulary into two, namely general
vocabulary and special vocabulary. General vocabulary is of the words that are
used in general. There is no limit of field and user. Special vocabulary is that the
words that are used in the certain field and job, profession of special science and
technology.
Additionally according to Kamil & Hiebert (2007: 29) words come in two
forms: oral and print. Oral vocabulary includes those words that they recognize
and use in listening and speaking. Print vocabulary includes those words that they
recognize and use in reading and writing. Second, word knowledge also comes in
two forms, receptive and productive. Receptive vocabulary includes words that
they recognize when they hear or see them. Productive vocabulary is typically
larger than productive vocabulary and may includes many words to which they
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assign some meaning, even they do not know their full meaning ever use them as
they speak and write.
From the explanation above, we know that every experts in every book is
different in classifying the kind of vocabulary, because every person has different
way in showing and telling their opinions and ideas. Some of them who
emphasize vocabulary to the items which the learners can use appropriately in
speaking or writing and to the language items that can be recognized and
understood in the context of reading and listening and some of them classify
vocabulary that they have made are different, but the point is the same, because
their classification are based on the different sides and aspects.
2.3 Learning Vocabulary
Learning vocabulary is one of the first steps of learning a second language,
yet one never reaches the last step of vocabulary acquisition Harmer’s (2007:
211). According to Kamil & Hiebert (2007: 29) learning vocabulary is one part of
language learning strategies which in turn are part of general learning strategies to
encourage greater overall self-direction for learners. Learning
vocabulary is a continuous process, but it changes in nature as it continues. It
means that vocabulary should be re-used in the classroom at reguler interval. The
learner should revisit the words in the following day or week, in different
activities with new knowledge of the words. Revisiting the words in the next
meeting can help the children to memorize the words, in which they can use the
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words later on in the appropriate context since they have been familiar with those
words (Cameron, 2001: 84).
To retain the memorized words, Brown (2003: 377) states that the learner
should allocate specific class time to learn vocabulary. By allocating certain time,
children will have survival level of communication since they continuously string
the words together without applying any grammatical rules. Certain context are
also needed to help children to learn vocabulary. Students will then associate the
new words they learn with meaningful context to which they apply since the best
realization of understanding vocabulary comes from the words within the context
surrounding discourse rather than focuses on dictionaries definitions. Through
context, students can find out the meaning of words which appear in a text
passage when the other words are already known.
Harmer’s (2007: 215) argues that memorization does not typically require
the complex cognitive processing that increase retention. It does typically require
a plethora of repetition. Cognitive processes in learning vocabulary is a
knowledge acquisition simply some conditions, which teachers and teaching
materials must meet. One of them asks not only for the presentation of new words,
but also for opportunities to encourage and facilitate repetition. To reach such a
goal, textbooks must be adequately planned regarding vocabulary distribution,
firstly allowing for the presentation of new lexical items and promoting, in a
second stage, abundant instances for repetition of the items previously presented.
In addition to that, course books should also provide opportunities for
explicit and implicit vocabulary acquisition. The role of consciousness is
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emphasized in explicit activities, while language usage (both receptive and
productive) is at the base of implicit activities. Both types should be at work in
vocabulary learning; the method claimed by the textbook will define the
prevalence of one or the other type of activities.
Other methods typically require more time and longer to recall. Some
words cannot be easily linked through association or other methods. When a word
in the second language is phonologically or visually similar to a word in the native
language, one often assumes they also share similar meanings. Though this is
frequently the case, it is not always true. When faced with a false cognate,
memorization and repetition are the keys to mastery. If a second language learner
relies solely on word associations to learn new vocabulary, that person will have a
very difficult time mastering false cognates. When large amounts of vocabulary
must acquired in a limited amount of time, when the learners needs to recall
information quickly, when words represent abstract concepts are difficult to create
as a mental image, or when discriminating between false cognates, rote
memorization is the method to use.
In addition conclusion of learning vocabulary is a rather more complex
process than it might at first sight appear. It does not mean acquiring the same
amount of knowledge foe every word in a language. After all, we must take into
account that event native speaker of a language can understand many more words
than they actually use. As a result there is an important for learning vocabulary.
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2.4 Teaching Method
Teaching methods are the procedures of instruction selected to help
learners achieve the objectives (Smaldino, 2005: 79). In line with these
definitions, it can be concluded that a teaching method is the procedure of
teaching instruction which help learners achieve the learning objective. In this
case, the teaching method used in this study was cooperative learning.
Cooperative learning is defined as students work together to "attain group
goals that cannot be obtained by working alone‖ (Johnson, & Holubec, 1986).
Cooperative learning refers to a variety of teaching methods in which students
work in small groups to help one another learn academic content (Slavin, 1995).
The methods share the idea that students work together to learn and are
responsible for their teammates’ learning as well as their own. It emphasizes the
use of team goals and team success, which can be achieved only if all members of
the team learn the objectives being taught. Each member of a team is responsible,
not only for learning what is taught, but also for helping his or her teammates
learn—thus creating an atmosphere of achievement.
Slavin (1995) says that cooperative learning is not only for increasing
achievement, but it is also a way of creating happy, and pro-social environment in
the classroom. It can be concluded that through cooperative learning, students
acquire both knowledge and social skills. Then, in behavior psychology,
cooperative learning can enhance self-esteem (Jacobs, Lee & Ball, 1996).
According to Johnson, & Holubec (1986), there are some principles of
cooperative learning. They are positive interdependence, face-to-face interaction,
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individual and group accountability, interpersonal and small group skills, and
group processing.
1. Positive interdependence.
Positive interdependence is successfully structured when group members
perceive that they are linked with each other in a way that one cannot succeed
unless everyone succeed.
2. Face-to-face interaction.
Students need to do real work together in which they promote each other's
success by sharing resources and helping, supporting, encouraging, and
applauding each other's efforts to achieve. There are important cognitive
activities and interpersonal dynamics that can only occur when students
promote each other's learning. This includes orally explaining how to solve
problems, teaching one's knowledge to others, checking for understanding,
discussing concepts being learned, and connecting present with past learning.
Each of those activities can be structured into group task directions and
procedures.
3. Individual and group accountability.
The group must be accountable for achieving its goals and each member must
be accountable for contributing his or her share of the work. Individual
accountability exists when the performance of each individual is assessed and
the results are given back to the group and the individual in order to ascertain
who needs more assistance, support, and encouragement in learning. The
purpose of cooperative learning groups is to make each member a stronger
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individual in his or her right. Students learn together so that they subsequently
can gain greater individual competency.
4. Interpersonal and small group skills.
Cooperative learning is inherently more complex than individual learning
because students have to engage simultaneously in task work and team work.
Leadership, decision-making, trust-building, communication, and conflict
management skills empower students to manage both task work and teamwork
successfully.
5. Group processing.
Group processing exists when group members discuss how well they are
achieving their goals and maintaining effective working relationships. Groups
need to describe what member actions are helpful and unhelpful and make
decisions about what behaviors to continue or change. Continuous
improvement of the processes of learning results from the careful analysis of
how members are working together and determining how group effectiveness
can be enhanced.
Systematically structuring those basic principles into group learning
situations helps ensure cooperative efforts and enables the disciplined
implementation of cooperative learning for long-term success. According to
Slavin (1995), there are nine cooperative learning methods, they are: (1) Student
Teams-Achievement Divisions (STAD), (2) Teams-Games- Tournaments (TGT),
(3) Jigsaw, (4) Cooperative Integrated Reading and Composition (CIRC), (5)
Team Accelerate Instruction (TAI), (6) Keyword Method (mnmeonics), and (7)
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Mind Mapping. All methods share the idea that students work together to learn
and are responsible for their teammates’ learning as well as their own. The
methods use in this study are keyword method and mind mapping.
2.4.1 Keyword Method
Keyword method is a mnemonic method that has been especially designed
as an effective strategy for learning foreign vocabulary (Pressley and Miller,
1982: 52). Keyword methods are manner for remembering information that is
otherwise quite difficult to recall. The idea behind using keyword method is to
ease difficult to remember unfamiliar words in a way that is much easier to
remember.
According Pressley and Miller (1982: 52) that keyword method is a two-
stage procedure for remembering materials that have an associative component.
Additionally, keyword method as a more complex cognitive process than rote
memorization, in which learners proceeded through a multiple-step process to
acquire vocabulary. They described the initial process as linking the foreign
language word to a keyword and then creating an image to connect the two words
together as Atkinson explained the method however, the cognitive complexity
emerged in the recall process (Pressley and Miller, 1982: 52).
Pressley and Delaney (1882: 78) state that keyword method works based
on association and visualization. Association is relating a new word to be
remembered into a word or idea has already been known while visualization is
creating a visual image that is commonly happened after students have made an
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association. It helps tudents to memorize the unfamiliar word into its picture. In
this case, mind plays ann important role to think word’s picture to case
memorization of the word and retrieve. Keyword method facilitates deep
processing due to the additional meaning generated by association with the
learning material.
The basic principle of keyword method is to use as many of the best
functions of the human brain as possible to code information. The human brain
evolved to code and interpret complex stimuli images, color, structure, sounds,
smells, tastes, touch, spatial awareness, emotion and language using them to make
sophisticated interpretations of the environtment. Human memory is made up of
all these features.
Pressley and Miller (1982: 52) describe that the principle of keyword
methods are imagination and association. Imagination is what students use to
create and strengthen the associations needed to create effectiive keyword method.
The more strongly students imagine and visualize a situation, the more effectively
it will stick in their mind for later recall. The imagery they use in their keyword
method can be as violent, vivid, or sensual as they like, as long as it helps them to
remember. Association is the method by which students link a word to be
remembered to away of remembering it. It is to relate between new word an the
word that are familiar. Connect new word to the word students have already
remembered. When word is associatioted in memory, thinking of one helps bring
the other to mind.
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At present, students commonly use memory techniques to remember
vocabulary in their first language, example in remembering the number of days in
each month. Unfortunately, a lot of the information they have to remember in
modern life is presented differently, example words printed on a page. Our brains
do not easily encode written information. It is difficult to remember. Keyword
method will help learners or foreign language to remember words in a highly
efficient way.
In this section the researcher would like to design of keyword method as
opening in learning, warm up to students, and presentation in their tasks. Beside
of that, to propose a model of procedure in teaching vocabulary through keyword
method at SD Negeri 064036 Kecamatan Medan especially grade fifth. This
method builts in several aspects, which are found in the classroom procedure
example, the number of students, time allocation, and students’ motivation.
According to Pressley and Miller (1982: 54), the following is a model of
procedure in learning vocabulary through keyword method:
1. Opening
The researcher enters and opens the class by greeting the students, asks them
how they are doing and checks the students’ attendance list. After that, before
the lesson shorted, the researcher asks the chairman of the class to lead the
students for praying together.
2. Warm up
The researcher leads the students to the topic that will be discussed by
showing the pictures of “things in the classroom and home” story, the
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researcher asks the students like as; “what is this?”, “could you spell it?”, “can
you mention them!”.
3. Presentation
Step 1
The researcher asks the students to open textbook, she reads a text about
“things in the classroom and home” by reading aloud, repeated by students.
After the that the researcher asks the students to find out the difficult names of
things in the classroom that the do not memorize.
THINGS IN THE CLASSROOM AND HOME
blackboard
desk
knife
egg pot
table
envelope
bowl
lamp
pencil
After that, the researcher asks the students to find out difficult names or
vocabulary example; blackboard, desk, knife, egg pot, table and envelope, ,
that they do not memorize.
Step 2
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Researcher writes the names of vocabulary above on the whiteboard including
the meaning and says the names of the words by the students to say properly.
The researcher gives some corrections if there are students making mistakes in
saying or pronouncing words.
Step 3
Researcher begins to explain the material and gives them some questions
orally, based on material. In order to know that the students have understood
the narrative text well. Then the students asked to close their textbook and
notebook.
Step 4
Researcher telss the students that they will have a fun activity in the class.
Researcher distributes the worksheet containing some words to all students.
Researcher asks the students to fill in the blanks with their own words that
have similarity to the target words as a key to remember the words, they have
to finish it in several minutes, and researcher limites the time because it
challenges the students and makes competitive situation.
Step 5
The teacher collects the worksheet when the fifth grade of SD Negeri 064036
Kecamatan Medan have finished thir work, then she asks the students’ one by
one about the meaning of the target word according to each students’
worksheet by mention their own words. The teacher takes the score each
students by mentioning the names.
And the steps to use keyword method can be described as follows:
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1. Define the target words and its meaning
fat = gemuk
2. Think of the association for the target words
Say; to help the students remember the meaning of the word fat, the
students are asked to remember one of their teacher is named Fatimah. To
make them remember the words make abbreviation of the teachers name
into Bu Fat berbadan gemuk.
3. Link the association and the meaning of the target words
Bu Fat berbadan gemuk.
4. And the last, recall the meaning of the target words.
Tell the students when they see a Fat person they should first think of Bu
Fat and then try to remember the picture of the words meaning.
Commonly, keyword methods are verbal, such as a very short poem or a
special word used to help person remember something, but may be visual,
kinethetic or auditory. Keyword method rely on associations between easy to
remember constructs that can be related back to the data that is to be remembered.
This is based on the principle that the human mind much more easily remembers
spatial, personal, surprising, sexual, humorous, or otherwise meaningful
information than arbitrary sequences.
Another sample of keyword method can desrcibed, such as:
1. Define the target words and its meaning
sofa = sofa (tempat duduk)
2. Think of the association for the target words
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Say; to help the students remember the meaning of the word sofa, the
students are asked to remember one of their teacher is named Sopha. To
make them remember the words make abbreviation of the teachers name
into Bu Sopha sedang duduk di sofa (Mrs. Sopha is sitting on the sofa.
3. Link the association and the meaning of the target words
Bu Sopha sedang duduk di sofa.
4. And the last, recall the meaning of the target words.
Tell the students when they see a sofa person they should first think of Bu
Sopha and then try to remember the picture of the words meaning.
Based on the exxample above, the researcher has a keyword method in
teaching vocabulary, like as; the material is “things in the classroom”. Researcher
used acronym of pencil, alphabet, pen, eraser, and ruler. We can described:
Pencil
Alphabet
Pen
Eraser
Ruler
Avila and Sadoski (1996: 380) gives two versions of Keyword method one
on the construction of visual images and the other on the construction of
sentences. The most common version of the technique based on the construction
of interactive visual images. Pressley and Delaney (1882: 70) demonstrates how
both these versions can be used, for example, the Spanish word carta meaning
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postal (letter). Using the keyword cart, a learner might generate an image the cart
carries the letter.
Through on the theory of keyword method in teaching vocabulary,
students who use keyword method five gain strengthness in the long run (Pressley
and Miller, 1982: 54), they are:
1. First, they can memorize lists of facts more efficiently, freeing their minds for
tasks that involve thought and creativity.
2. Secondly, because they are good at remembering facts, they can develop a
strong base of information to draw on when reasoning and solving problems.
3. Keyword method is fun tools to help remind you of word sequence. It is much
easier to remember short phrases than fully comprehend the full volume of
work these devices represent.
4. Keyword method is also an effective strategy for increasing student
comprehension test scores in Language Arts and Science. On average,
students who have been trained in keyword method outperform students
without training on comprehension exams.
5. By using keyword method, spectacular displays of memory have been
demonstrated with results that have specific applications to educational
settings.
Pressley and Miller (1982: 54) states keyword method can be influenced to
students as the weakness of keyword method, such as:
1. They must be recited and practiced in a precise manner in order to work
correctly.
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2. They require time to create, learn, and practice.
3. They require time to create, learn, and practice.
4. They rely more on rote memory than on elaborative rehearsal, so your actual
understanding of the concepts may be inadequate.
Beginning of standards competence in the worksheet when the fifth grade
of MIN Slipit Desa Mangga Kec. Stabat, researcher will demonstrate the use of
the keyword method in syllabus as follows:
Standard of Competence : Listening, speaking, reading, and writing 1. To understand transactional/ instruction in saying things in the classroom and home easily.
Basic Competence : 1.1 To respond transactional/ instruction saying things in the classroom and home easily
Indicator : 1. To respond in saying things in the classroom and home easily
Material Activity TimeSource/MaterialTeaching Aid
Things in the classroom and homee.g: This is a cupboard.
1. OpeningThe teacher enters and opens the class by greeting the students, asks them how they are doing and checks the students’ attendance list.
2. Warm up3. Presentation
- The teacher asks the students to open textbook, she reads a text about “things in the classroom and home” by reading aloud, repeated by students. After that the teacher asks the students to find out the difficult names of things in the classroom and home that the do not memorize.
- After that, the teacher asks the students to find out difficult names or vocabulary example; blackboard, desk, knife, egg pot, table and
3 minutes
2 minutes
25 minutes
English Book for 4, 5, and 6 by S.A Susanna, S.Pd
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envelope,, , that they do not memorize.
- Teacher writes the names of vocabulary above on the whiteboard including the meaning and says the names of the words by the students to say properly. The teacher gives some corrections if there are students making mistakes in saying or pronouncing words.
- Teacher begins to explain the material and gives them some questions orally, based on material. In order to know that the students have understood the narrative text well. Then the students asked to close their textbook and notebook.
- Teacher telss the students that they will have a fun activity in the class. Teacher distributes the worksheet containing some words to all students. Teacher asks the students to fill in the blanks with their own words that have similarity to the target words as a key to remember the words, they have to finish it in several minutes, and researcher limites the time because it challenges the students and makes competitive situation.
- The teacher collects the worksheet when the fifth grade of MIN Slipit Desa Mangga Kec. Stabat have finished thir work, then she asks the students’ one by one about the meaning of the target word according to each students’ worksheet by mention their own words.
5 minutes
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The teacher takes the score each students by mentioning the names.
4. Post Activities- Students with the teacher
makes the summary of the material today.
- Teacher tells about the material for next meeting.
- Teacher gives individual assignments to the students.
Based on the explanation above, we concluded that the keyword method is
the most effective and adaptable keyword method. It is effective because it
increases concreteness and meaningfulness of newly obtained information. It also
connects the new information to prior knowledge. The keyword method enhances
learning of both concrete and abstract vocabulary, as measured by tests of both
recall and comprehension. Deep word knowledge learning is accomplished by
helping students to link new word meanings to prior knowledge, providing
multiple practice opportunities to aid students’ retention of the new vocabulary,
and by engaging students in meaningful, memorable ways that require
applications of word meanings across situations.
2.4.2 Mind Mapping Method
Mind mapping method is a diagram that is used to represent words, ideas,
tasks, thoughts, and numbers or other items linked to and arranged around a
central key word or idea in a simple form that connects all the ideas together
(Buzan, 2005: 112). Teaching vocabulary as linguistic competence, such as note
taking is ineffective. Students usually write down the new word that comes up in
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class. They will write it down with the translation next to it. Of course, writing
things down is necessary if they want to review later.
However, at the end of one lesson, the students have some pages of new
words that are completely at random, for example, lecturer, happy, gun, gloat,
keyboard, violet, and ect. It is impossible to retain a list of words like this. Even if
they tried to memorize them because they are irrevelant to each and make it
difficult to remember them but mind mapping method provides the learning
solution.
According to Windura (2008: 52) states mind mapping method is an aid to
recall of existing memories. For example, the students acquire some new English
words and later retrieve the words they learned when needed. Given (2002: 54)
ensures that students are easier to memorize new words when they are classified
based on specific characteristics such as colors, pictures, genre, field, variet, and
ect. It will help the students understand the new words they learned because they
are displayed into a map.
Windura (2008: 55) also explains that mind mapping method could be an
important and effective asset to anyone who wants to learn a language because it
can enhance and retain the foreign vocabulary by exploiting the brain ability for
learning purpose. When students use language activities, such as writing, reading,
speaking, and listening means they are using their left side of their brain. In
another word, left brain is short term memory that is easy to forget. On the other
hand, right hemisphere related to picture, cloro, rhyme, gestalt, dimension,
imagination and daydreaming. Right hemisphere is long term memory that is
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longer in retention, for example, it is easier to remember someone’s face than her/
his name. Face is a picture but name is a word.
Most students are much depended on writing, taking note, listening
teacher’s explanation in their learning strategy. Many activities in language
learning use left hemisphere. Right hemisphere is rarely used since playing music,
drawing, painting, ect are as extra curricular activities at schools in Indonesia.
In conclusion, more activities use left hemisphere than right hemisphere
and as the result imbalance on the usage both of the two sides of brains. This
imbalance causes left hemisphere works inefficiently. Many students have studied
in hours, reading, writing, memorization, ect but they do not understand what they
study because they are rote learning that means they do not involve their right
hemisphere in their learning activity.
There are basic principle of mind mapping method according Buzan
(2005: 112), can be applied; the main topic of the mind mapping method is
summarized as a central image, word or phrase, the main themes of the subject
radiate from the central image as branches, branches comprise of a key word,
image or topic presented on an associated line they divide out into further higher
level sub branches, and the branches and sub branches from a connected structure.
To aid the design of mind mapping method can be shown write topics, to
mind the material, present for discussing, putting information, and list of the
words. The steps of the using mind mapping method in teaching vocabulary for
students’ MIN Slipit Desa Mangga Kec. Stabat as below:
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1. First, researcher writes the topic of piece of writing in ahort form in the
middle of the board, for example things in the classroom and home.
2. Second, the students of MIN Slipit Desa Mangga Kec. Stabat in the fifth grade
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 their class.
3. Third, the students share their recorded words, if any of the teacher’s new
words are not suggested, the researcher presents them for discussion.
4. Fourth, after the list of the words is completed, the words are grouped by
category. Then, students discuss why certain words go together. Category
names are assigned.
5. Fifth, a class mapp of the words is created by putting the information on a
large sheet of paper. And then, the map is discussed. At this time, students are
encouraged to add items to the categories or even to suggest new categories.
6. And the last, as other new words that relate to the topic are discovered through
the reading of the text, additions are made to the map.
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According to (Buzan, 2005: 114) to compare with linear methods of taking
notes and recording ideas mind mapping method have the following strengthness:
1) They allow a large number of complex ideas to be compressed into a single
page.
2) Mind mapping method is created in an organic and flexible way links can be
drawn between any items or sections. New ideas can be added in any
direction, so they are good for brainstorming.
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THINGS IN THE CLASSROOM AND HOME
PEN
DESK
TABLE
CHAIR
WHITEBOARD
GASSTOVE
BOWL
KNIFE
SPOON
FORK
FRYINGPAN
PLATE
BAG
BOOK
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3) Because it mirrors the way in which the brain works and incorporates colour,
visual images and compressed ideas, a mind mapping method is much easier
to memorise and recall than a linear list.
4) Mind mapping method can interest in the student, thus making more receptive
and cooperative in the classroom.
5) Mind mapping method present only relevant material in a clear and
memorable form the students tend to get better marks in examinations.
Mind mapping method can be shown of the weakness in teaching
vocabulary, such as:
1. It can not cut "chunks of notes" to paste into an essay, but what information
you do use from your mind mapping method will sound like your own work
and ideas.
2. You may want to redraw the maps later, but that shall help you remember the
material.
3. Your map may be so personal it could be difficult for others to understand.
mind mapping method are a great help when preparing essays and
presentations, but they may be inappropriate as the final piece of work.
However, mind mapping method can avoid the problems on learning
which only dominantly function on one side of brain, left hemisphere. Using both
sides the brain substantially increases the brainpower and memory. The way brain
works naturally tends in the form of picture or image than written or spoken
verbal language. In fact, almost everything around the student is in the form of
written or spoken verbal language. Such as book, note, hand books, teacher’s
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explanation of the lesson. Mind mapping method uses many pictures and use both
of brain’s sides along together in balance. In this syllabus of mind mapping
method as follow:
Standard of Competence : Listening, speaking, reading, and writing 1. To understand transactional/ instruction in saying things in the classroom and home easily.
Basic Competence : 1.1 To respond transactional/ instruction saying things in the classroom and home easily
Indicator : 1. To respond in saying things in the classroom and home easily
Material Activity TimeSource/MaterialTeaching Aid
Things in the classroom and home
1. Teacher writes the topic of piece of writing in ahort form in the middle of the board, for example things in the classroom and home.
2. Students of MIN Slipit Desa Mangga Kec. Stabat in the fifth grade 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 their 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. List of the words is completed, the words are grouped by category. Then, students discuss why certain words go together. Category names are assigned.
5. Class mapp of the words is created by putting the information on a large sheet of paper. And then, the map is discussed. At this time, students are encouraged to add items to the categories or even to suggest new categories.
6. New words that relate to the topic are discovered through
35 minutes English Book for 4, 5, and 6 by S.A Susanna, S.Pd
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the reading of the text, additions are made to the map.
7. Post activities- Students with the teacher
makes the summary of the material today.
- Teacher tells about the material for next meeting.
- Teacher gives individual assignments to the students.
Mind mapping method work based on imagination and association
(Buzan, 2005: 18). Mind mapping strategy works the same as brain works and it is
in accordance with the natural need of brain because it uses word to trigger
imagination and association, for example, if we think about the word things in the
classroom and home, our brain will imagine many kind of colorful fruits and
associate the colors with the taste of fruit, not the letter of fruit. This happens
because the brain works by using mental pictures completed with link and
associatio derived from it.
Mind mapping method is a simple and natural, it can be drawn by hand,
either as rough notes during studying. This involves writing a single word, the
theme, in the centre of the page and linking words that go with it. Mind map is
even more effective if student adds little drawings and lots of color since brain
likes to be entertained (Buzan, 2005: 22).
Both keyword method and mind mapping method are specifically
designed for acquiring, remembering and recalling newly and existing vocabulary,
the difference of the two techniques can be seen on the table 2.1.
Table 2.1 The Differences between Keyword Method and
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Mind Mapping Method
Teaching Strategies
Keyword Method Mind Mapping Method
- It is an effective technique to
memorize the unfamiliar word into
its sound and imagination.
- It helps students to remember by
connecting a foreign word to its
mother tongue translation through
the mediation of a keyword.
- It makes use of acoustic and
imaginary links. The foreign word
is linked to a keyword by a
similiarity in sound (acoustic link),
and the keyword is linked to the
foreign words translation by mental
image (imaginary link).
- It helps the students to enchance,
understand, remember and recall
vocabulary existed in the memory.
It also processes the information not
only in the working memory but
- It is the technique for vocabulary
acquisition and retention into
visual link by categorizing word
into its group.
- It helps students to remember by
linking words and images in an
intuitive way.
- It has a natural organizational
structure that radiates word from
the center with further
subcategories until an exit is
found by using lines, symbols,
words, color and images.
- In converts a long list of
monotonous word into a colorful,
memorable and highly organized
diagram that works in line with
the brain’s natural way. Some
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deeper into the long term memory
so it can produce long term results,
that is the ability to retrieve the
vocabulary after a prolonged period.
The students with auditory and
visual learning style can absorb the
words learnt easily.
students are visually oriented and
using words, color, and images
will balance left and right brain
thinking.
In the summary mind map is an activity that might be very familiar with
those who understand that they are visual learners, though it could help many of
us. Mind mapping method could be a very effective way for us to develop a more
efficient process to develop our ideas. Students, entrepreneurs, and group leaders
can use this tool to learn, develop business plans, and even break down group
projects visually. There are lots of ways to learn and remember information.
2.5 Students’ Motivation
Educational and psychological research has identified several factors that
play a role in predicting adolescent motivation such as family background,
individual characteristics, and school experience. Furthermore, parental level of
education, parental educational expectations and encouragement, school climate,
and teacher’s educational expectations and support, transition from elementary to
the middle school can all have an affect on motivation.
Franken (2000: 94) describes that motivation as internal state or condition
that activates behavior and gives it direction, desire or want that energizes and
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directs goal oriented behavior, and influence of needs and desires on the intensity
and direction of behavior. Franken (2000: 95) provides an additional component
in his definition; the arousal, direction, and persistence of behavior.
Motivation can be described as behaviors that illustrate interest,
enthusiasm, appreciation, or dedication. Motivation in general, is the process that
plays a major role in an individual’s choice of and continued engagement in
particular activities (Gredler, 2005: 114). According to Urdan and Schoenfelder
(2006: 67) say that teachers describe students who simply lack motivation and
often attribute these motivational deficiencies to causes that are beyond their
control such as poor parenting or weak personality characteristics. Also, teachers
often see individuals as semi autonomous beings with stable personalities that are
resistant to environmental influences.
In teaching learning process, there are some elements which affect
learning motivation. The elements that affect motivation to learn are: (1) the ideals
or aspirations of students; motivation to learn appears on the students’ desire since
chilhood such as walking, reading, singing, the success of that desire will lead to
aviable and increase the willingness and enthuasiasm for learning in achieving the
goals that strengthen than motivation to learn beacuse it will realize the ideals of
self actualization, (2) the ability of students; the desire of students accompanied
by ability, (3) the students’ condition include physical and psychological, (4) the
environmental condition.
According to Urdan and Schoenfelder (2006: 67) there are two different
types of motivation among students; intrinsic motivation and extrinsic motivation.
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Intrinsic or autonomous motivation means that a student shows self determination,
curiosity, challenge, and effort. Instrinsic motivation comes from inside the
students, such as low motivation. Students who are instrinsically motivated
engage in many activities.
Extrinsic or controlled motivation involves external incentives for the
students to do well such as rewards and punishments. In contrast, extrinsic
motivation comes from outside the students. The ouside factors same of high
motivation, such as watching television, reading books, teachers method, parents,
rewards, or punishment. The ways to motivate students are: give the praise of the
students who give the right answer, reduce critique that can extinguish students’
motivation, make a good competition among the students, and make coorperation
among students.
Kashdan (2009: 71) identified some characteristic of students with high
motivation toward learning, they are: 1) students always interested in new things
and prosessing an open receptive attitude toward whatever is the target of
attention, 2) students will devote more attention to an activity, process
information more deeply, remember information better, and are more like likely to
persit on tasks until the goals are met, 3) students will have the ability to
effectively cope with or make sense of the novelty, ambiguity and uncertainty
being confronted during explorations, 4) students like to express the exploration
as the willingness to embrace the novel, uncertain, and unpredictable nature of
everyday life, 5) students like is spending time with novel stimuli is exposed to
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some degree of information and experience, 6) students actively seeking
understanding about something that unknown.
Meanwhile characteristics of students with low motivation toward learning
are: 1) students have sequencing difficulties are evidence in a failure to grasp time
concept, 2) students will lose track of assignments and attendance and struggle to
concentrate, 3) students have experience cognitive confussion in the presence of
distructing stimuli, demonstrate poor organizational skills, and find it hard to
refocus after loosing concentration, 4) students have low interest in non
participation in class activity, 5) students have difficulty to solve the problems
that puzzle them, 6) less of the sense of wondering and challenging to explore an
uncertainty.
2.6 Conceptual Framework
2.6.1 The Different Effect of Keyword Method and Mind Mapping Method
Strategy on Students’ Vocabulary Achievement
In order to achieve student’s competence and oriented to a good learning
results, keyword method and mind mapping method are very good to be applied in
vocabulary learning. The method is based on the importance of working together
to solve the problem. Each individual in the group has the responsibility to resolve
the problems faced. Besides, this method also teaches students learn to give,
accept and respect the rights of others.
In keyword method the students working in teams and each team must
ensure that asks the students to find out the difficult names of day that the do not
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memorize. After that, the researcher asks the students to find out difficult names
or vocabulary. The researcher gives some corrections if there are students making
mistakes in saying or pronouncing words. In order to know that the students have
understood the narrative text well. Then the students asked to close their textbook
and notebook. To finish it in several minutes, and researcher limites the time
because it challenges the students and makes competitive situation, then she asks
the students’ one by one about the meaning of the target word according to each
students’ worksheet by mention their own words.
These methods are generally aimed at improving student achievement,
because in addition to improving students' cognitive aspect, this method can also
enhance affective and psychomotor aspects such as the motivation, leadership,
independence, responsibility, value of mutual cooperation, willingness to give and
receives the opinions of others student, productivity, and activity.
The second method that can improve and enhance student learning
outcomes is mind mapping method. It concepts are writing the topic of piece of
writing in ahort form in the middle of the board. Appropriate for the students to
write down a list of these words to be shared with their class. The students share
their recorded words, if any of the teacher’s new words are not suggested, the
researcher presents them for discussion. And then, students discuss why certain
words go together. Category names are assigned.
If related to vocabulary learning outcomes, it is suspected that the keyword
method will more enhance student learning outcomes in vocabulary compared by
using mind mapping method. Based on this description, it can be predicted that
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vocabulary achievement which are taught by using keyword method is higher than
vocabulary achievement which is taught by using mind mapping method.
2.6.2 The Different Effect of High and Low Motivation on Students’
Vocabulary Achievement
Learning vocabulary needs stimulation. Motivation can be stimulation. It
is important to arouse, sustain, and increase the students’ curiosity, interest and
achievement in learning. There are four major dimensions of motivation: a)
arousing and sustaining the learners’ curiosity and interest, b) making instruction
relevant to the learners’ personal needs and goals, c) enabling the learner to have a
successful experience, and d) helping the learner to have a satisfying experience
through intrinsic and extrinsic rewards.
Both intrinsic and extrinsic motivation can be an inside and outside
stimulation. Intrinsic motivation occurs when students are internally motivated to
do the best for their own teams. On the other hand, extrinsic motivation occurs
when students are externally motivated to get reward as a Super Team, Great
Team, or Good Team. High or low the motivation that students have, affects on
their learning result. In what level their motivation is, can be seen from their
characteristic. The students who have high motivation shows the characteristics:
(1) display interest in activities, (2) feel self-efficacious, (3) expend effort to be
succeed, (4) persist at tasks, (5) typically use effective task, cognitive, and self-
regulatory strategies to learn, (6) and have high confidence in learning.
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Moreover, the students who have high motivation tend to like the
challenges. For them, a challenge must be faced well. In general, they can
complete the challenge well. Likewise, the settlement of problems in learning,
they tend to show better in solving the problem. The students with high
motivation to learn are more creative and active in learning. They do not only
prefer working individually, but also working in groups. High confidence makes
them more eager to follow the lessons.
In contrast, the students who have low motivation show the characteristics:
(1) do not have interest in activities, (2) feel shy and tend not to do something, (3)
there is no effort to be success, and (4) do not persist at tasks. Further, they lack of
confidence in making decision, nothing can be done to the environment. In
learning process, students who have low motivation tends to be quiet, there have
not any opinion. If they meet problems, they solve it with pessimism. The students
with low motivation are less creative in learning. It makes them less successful in
any learning. In connection with the description, it can be it can be assumed that
the students’ achievement with high motivation will be higher than the students’
achievement with low motivation.
2.6.3 The Interaction between the Keyword Method, Mind Mapping Method,
and Motivation on Students’ Vocabulary Achievement
Mastering vocabulary is a cognitive process that the result can be seen in
concrete. By mastering vocabulary, the student will have ability to speak, read,
and write. Vocabulary mastery has a close relationship with teaching methods.
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Appropriate teaching methods will be able to make students active, able to foster
creativity, and can create a fun learning. If students have fun learning atmosphere,
then the expected outcome will be better. Therefore the more appropriate teaching
methods implemented, the more vocabulary is reached.
It can be understood that keyword method can change the monotony of
cooperative learning situations to be more active-interactive. This is a two ways of
learning, teacher and student-centered. However, students are more active than
teachers. The teacher is active as well as the students when demonstrate the lesson
in class presentation. But after the class presentation finished, the students will be
more active, and the role of teacher in learning here is as a facilitator, who
attempts to guide/direct the students. It can be said that student centered is more
dominant than teacher centered. As a result, learning will be more active, more
fun and more challenging for students, such as creative thinking, express thoughts,
and solve problems independently, and so on.
The using of keyword method brings in relaxation and fun for students,
thus help them learn and retain new words more easily. The learning involves
friendly competition and it keeps students interested. It creates the motivation for
students of English to get involved and participate actively in the learning
activities. It also brings real world context into the classroom. Through
experiences which situation in which a language is used by the students, they will
be easy to learn and use the language. Therefore it can enhance students' use of
English in a flexible and communicative way.
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A student with high motivation has a high desire to be success in learning
and s/he has a high IQ too. With a high desire and IQ, student will be able to
develop his thinking, able to motivate himself to more actively discover
knowledge. They will be challenged to learn to be independent, and ultimately,
students are richer in knowledge, new knowledge. From the description, it can be
predicted that a student with high motivation will get more vocabulary when she/
he is taught by using keyword method. It is due to the students who have a very
high motivation have the same characteristic with keyword method. For students
who have a high motivation, keyword method will be more attracting them,
because it challenges them to develop their knowledge. They will attempt to
discover new knowledge, analyze, solve their own problems with the help of
teachers, and compete with others. Students who have high motivation, they will
feel bored, because they have to be patient waiting for his friends that have low
motivation and skill.
This condition is different from the students who have low motivation.
The main issue for them is the ability to recall what was taught. In connection
with their characteristics, they found difficulties to be active in keyword method.
It is caused by the keyword method demands the students to be able to answer the
questions spontaneously, quickly, and correctly. They are better in mind mapping
class. On the other hand, the students who have low motivation were better taught
by using mind mapping. It is caused by their characteristic was the same with
mind mapping, they will get more information and knowledge from team and
teacher.
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Therefore, it is believed that the result of learning will increase.
Conversely, if they are taught by using keyword method, they will lead to
saturation and loss of self confidence, because they are not able to find
themselves, less able to develop his creativity, and can not be active, interactive
learning in the vocabulary. With reference to the description, it is clear that
keyword method is better applied to the students who have a high motivation.
Otherwise, mind mapping method is exactly better applied to the students who
have low motivation. Thus, it is assumed that there is an interaction between the
teaching methods with media and motivation in giving effect to the results of
student vocabulary.
2.7 Hypotheses
Based on the theoretical and conceptual framework above, hypotheses can
be drawn which will be scientifically examined and researched as follows:
1. Keyword Method and Mind Mapping Method the most significantly affect
the Students’ achievement in vocabulary.
2. Low and high motivation significantly affect Students’ achievement in
vocabulary.
3. There is a significant interaction between keyword method, mind mapping
method; and motivation to students’ vocabulary achievement.
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CHAPTER III
RESEARCH METHOD
3.1 Research Design
The applied design in this study was quasi - experimental research. It was
used due to the tratment class in this research is a formerly formed class or
without changing the class situation and condition which had been formed
previously. This is supported by Wiersma (1991:135) who conveys that quasi-
experimental research involves the us of intact groups of subject in an experiment.
The research design use in this study was a 2 by 2 factorial (simple
factorial ddesign). In a single 2 by 2 factorial design, information can be gained
about the effects of each of two treatments and the effect of two levels withon
each treatment, and the interaction of the treatment.
This study was aimed to find out the effect of the two independent
variables on the dependent variables. The first independent variables were the
teaching methods, namely Keyword Method (KM) and Mind Mapping (MM). The
second independent variable was motivation, which also has two levels of low and
high motivations. Meanwhile the dependent variable was the students’
achievement in vocabulary. Thus, the design of this study was presented as in
Table 3.1.
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Table 3.1 Factorial Design of the Study
Students’ Motivation
Methods MeanKeyword Method
(A1)Mind Mapping
(A2)Low (B1) µA1B1 µA2B1 µB1High (B2) A1B2 A2B2 µB2
Mean µA1 µA2
Where:
µA1 = The result of students who are taught by using Keyword Method (KM).µA2 = The result of students who are taught by using Mind Mapping (MM).µB1 = The result of students who have a high motivation.µB2 = The result of students who have a low motivation.µA1B1 = The result of students who are taught by KM on students with
high motivation.µA2B2 = The result of students who are taught by using MM on students
with high motivation.µA1B2 = The result of students who are taught by KM on students with
low motivation.µA2B2 = The result of students who are taught by using MM on students
with low motivation.
3.2 Time and Place of the Study
The study was conducted at MIN Slipit Desa Mangga Kec. Stabat. It was
done on July until September 2012. Length of the time for the treatment is 2 x 45
minutes. The treatment was concucted eight meetings in a month. The time for the
experiments were based on the schedule at the school.
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3.3 Population and Sample
3.3.1 Population
The population of this study was the students of MIN Slipit Desa Mangga
Kec. Stabat. These students study in the second semester of the fifth grade. The
students consist of 60 students in two classes.
3.3.2 Sample
The sample constitutes a representative cross section of induviduals in the
population (Ary, 1979:130). To determine the sample, cluster random sampling
technique was applied. Having done the technique, Grade V was selected as
sample. To choose the treatment class, purposive sampling technique was applied.
The Grade VA was chosen as the experiment class taught by using KM. The
Grade VB was chosen as the experiment class taught by using MM.
3.4 Research Variables
The variables in this research are :
1. Independent variables ; the independent variables are teaching methods,
namely Keyword Method (KM), Mind Mapping (MM) and motivation
- Teaching Methods is the main variable
- Motivation is the moderator variable
2. Dependent variable, the dependent variable is the students’ vocabulary
achievement.
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3.5 Validity and Reliability
In relation to this study, the research will use content validity to establish
the validity of vocabulary test. In this case, the writer will take this kind of
validity as the instrument because it refers to the extent to which the 60 items of
vocabulary test represents the content of interest to measure what should be
measured.
The reliability of a measuring instrument is the degree of consistency with
which it measures whatever it is measuring. This quality is essential in any kind of
measurement. Therefore, this study is required to obtain the reliability of test by
applying this formulation as below:
r=n
n−1.
Sx−∑ P . Q
Sx
Where:
r = reliability of the testn = total item testSx = total of varianceP = the proportion of subjects who answered correctly (those who get
the score 1)Q = the proportion of subjects who answer incorrectly (those who
get the score 0)
3.6 The Procedure of Data Collection
The students will be divided into three groups before doing treatment in
order to collect the data. Two groups are experimental groups and one another is
control group. The steps of procedures in collecting the data are; preparation,
pretest, treatment, and posttest.
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3.7 Procedure of Giving Treatment
3.7.1 Teaching Vocabulary by Using Keyword Method
One of the experimental groups (A) will be treated by using keyword
method. This group will be taught many new words on vocabulary at MIN Slipit
Desa Mangga Kec. Stabat especially grade fifth. The researcher will enter and
open the class by greeting the students, asks them how they are doing and checks
the students’ attendance list. After that, before the lesson shorted, the researcher
will ask the chairman of the class to lead the students for praying together.
The researcher will lead the students to the topic that will be discussed by
showing the pictures of “what is this” story, the researcher asks the students like
as; “do you know what is this?”, “can spell it?”, “can you mention them!”. For
step 1, researcher will ask the students to open textbook, she reads a text about
“days” by reading aloud, repeated by students. After that the researcher will ask
the students to find out the difficult names of things in the classroom and home
that the do not memorize, but finding out difficult names or vocabulary example;
blackboard, desk, knife, egg pot, table and envelope , that they do not memorize.
Step 2, researcher will write the names of vocabulary above on the whiteboard
including the meaning and says the names of the words by the students to say
properly. The researcher will give some corrections if there are students making
mistakes in saying or pronouncing words. In step 3, begins to explain the material
and gives them some questions orally, based on material.
In order to know that the students have understood the narrative text well.
Then the students asked to close their textbook and notebook. Researcher (step 4)
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will tell the students that they will have a fun activity in the class. Researcher
distributes the worksheet containing some words to all students. To fill in the
blanks with their own words that have similarity to the target words as a key to
remember the words, they have to finish it in several minutes, and researcher
limites the time because it challenges the students and makes competitive
situation. And step 5 researcher will collect the worksheet when the fifth grade of
MIN Slipit Desa Mangga Kec. Stabat have finished thir work, and then she will
ask the students’ one by one about the meaning of the target word according to
each student’s worksheet by mention their own words. The teacher will be took
the score each students by mentioning the names.
3.7.2 Teaching Vocabulary by Using Mind Mapping Method
The second experimental group will be treated by using mind mapping
method, researcher will write the topic of piece of writing in ahort form in the
middle of the board, for example things in the classroom and home. Students of
MIN Slipit Desa Mangga Kec. Stabat in the fifth grade 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 their class.
Students can be shared their recorded words, if any of the teacher’s new words are
not suggested, the researcher presents them for discussion. After the list of the
words is completed, the words are grouped by category. Then, students will
discuss why certain words go together. Category names are assigned. For the class
mapping of the words is created by putting the information on a large sheet of
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paper. And then, the map is discussed. At this time, students are encouraged to
add items to the categories or even to suggest new categories. And the last, as
other new words that relate to the topic are discovered through the reading of the
text, additions are made to the mapping.
3.7.3 Influence of Low and High Motivation in Teaching Vocabulary
In this program of influencing high motivation to teaching vocabulary will
better prepare themselves to engage the process of teaching and learning in the
classroom. Teachers, parents or observer will be easy to recognize student with
high motivation to learn and will also be easy to differ them with one with low
motivation. Students with high motivation will prefer to read more books, ask
many questions to teachers, do the exercises, expose themselves to English
language using, trying to use their English skill to communicate with others, or
happily engage in the process of teaching and learning English.
Meanwhile, students with low motivation usually have no strong will to
engage in the process of teaching vocabulary. They rarely ask questions even
though they do not understand the subject. They will have to be forced by teacher
or parents to read the book, do the exercises, and or do the tasks from teacher.
Students with low motivation usually assume English subject as a difficult or even
the most difficult subject to be learned.
The low or high motivation to teaching vocabulary finally influenced the
result of teaching vocabulary. The higher motivation will result in higher
achievement, while the lower one will also result the lower achievement. It means
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that the high motivation has encouraged and supported students to put all of their
effort to master English subject. It leads them to get better result in the test or
examination. Intrinsically motivated students do much better in classroom
activities, because they are willing and eager to learn new things. Their learning
experience is more meaningful and they go deeper into the subject to fully
understand it.
3.8 Technique and Instrument of Data Colection
In this research, there are two kinds of data ; they are students’ vocabulary
achievement and students’ motivation. The techniques applied in this research are
test, both achievement test and questionnaire.
3.8.1 Achievement Test
The conceptual definition of achievement test is an exam designed to
assess how much knowledge a person has in a certain area or set of areas.
Achievement tests are often used in an operational definition to determine what
level of instruction for which a student is prepared. High achievement scores
usually indicate a mastery of grade-level material, and the readiness for advanced
instruction. Low achievement scores can indicate the need for remediation or
repeating a course grade.
In this achievement tests there are specification of achievement test as
follow:
1. The construction of scales for achievement test
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2. The selection of items for achievement test forms, example; test construction
3. The construction of customized test, and
4. The investigation of the influence of instruction on achievement tests
Specification of achievement tests do not only test preparation will be very
helpful as a guide or user, but also the information for students about what will
face in the exam meraka and how they can prepare themselves as a well as
possible. This will give more meaning to a test as a motivator in learning.
Achievement test measures the mastery and proficiency of individuals in different
areas of knowledge (Ary, D., 1979:179).
The calibration of achievement test to measure instrument test reliability
and validity. Reliability is the ability of a measuring instrument provides
measurement results are relatively fixed. Moderate validity is its ability to
measure accurately reflects the measured phenomenon. To measure students’
achievement in vocabulary, vocabulary test is used. In this case, the curriculum is
considered as the starting point of making the test. Form of the test is an objective
test (multiple-choice test( by four (4) options. The test consists of 40 items. Each
true answer will be given a score of one (1), and the false answer will be given a
score zero (0). For mote deatils, the aspects that being measured can be seen in
Table 3.2.
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Table 3.2Indicators in vocabulary
No Indicators Number of Questions Total
1
2
3
4
5
6
A. Noun
Professions
Parts of the Body
Things in the classroom and home
Fruit
Days
Foods
B. Singular and Plural Form
A/An, -s/-es. This, These
C. Pronoun (Subjective Pronoun)
1, 2, 3, 4, 5
7, 10, 11, 12, 14
15, 16, 25, 26, 27
28, 29, 30, 31, 32
33, 34, 35, 36, 37
38, 39, 40,
17, 18, 19, 20, 21,
22, 6, 8, 9, 13, 23, 24
5
5
5
5
5
3
5
7
Total 40
This table indicated the measurement of vocabularies by Primary Students
in the Fifth Grade. These materials are adjusted based on the Education Unit
Level Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP or Curriculum
2006) that is, the students should have written and spoken ability communication.
The ability to communicate is the ability to understand and produce spoken and
written text realized in the four language skills. Besides the skills, vocabulary is
one of language components that can not be separated from language learning.
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3.8.2 Questionnaire
Conceptual of a questionnaire is a research instrument consisting of a
series of questions and other prompts for the purpose of gathering information
from respondents. Although they are often designed for statistical analysis of the
responses, this is not always the case. In operation definition questionnaire is a
method for the elicitation, and recording, and collectingof information. The
instrument of motivation test used is a questionnaire.
Most of us know the importance of questionnaires in collecting survey
data from a large audience, but are uncertain about the placement of different
types of questions in questionnaire. Specification of questionnaire, open-ended
and closed-ended. Open format questions or open-ended questions give your
audience an opportunity to express their opinions in a free-flowing manner. These
questions don't have predetermined set of responses and the respondent is free to
answer whatever he/she feels right. By including open format questions in your
questionnaire, you can get true, insightful and even unexpected suggestions. A
qusestionnaire present respondents with items or questions printed or typed that
ask about their activities, beliefs, or motivations in learning English. Closed
questionnaire is used, because its administration and scoring are straightforward
and the results lend themselves readily to analysis. In order to get easier analyzing
it in a quantitative form, Likert Scales is used.
In a Likert Scale, the students as respondent were asked to respond to each
of the statements in terms of five degree of agreement or disagreement. In
responding to the items on these scales the subjects indicate whether they strongly
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agree, agree, not quite agree, disagree, and strongly disagree with each statement.
The least favourable degree is given the least score. In its application, it was use in
Indonesian because the sample was the Elementary School Students.
Calibration questionnaire as an evaluation after questionnaire was given to
the students, then it was analyzed. The scores were counted to get the mean. The
student who got the score lower than mean is decided as student with low
motivation. And The student who got the score highet than mean is decided as
student with high motivation.
The indicators from Pintrich & Schrauben (1992) and Supriadi (2004) can
be seen in Table 3.3
Table 3.3Indicators in Questionnaire
No Indicators
Number of items
TotalFavourable Unfavourable
1 Frequency of Presence at School 1, 8, 19, 25, 37 4, 12, 16, 22, 47 10
2 Frequency in Learning 6, 29, 33, 41, 50 2, 9, 14, 27, 39 10
3 Commitment to fulfill the task 3, 11, 18, 35, 43 5, 13, 21, 31, 45 10
4 Willingness to be success 7, 20, 24, 32, 49 23, 30, 40,44, 48 10
5 Persistence in Learning 10, 15, 26, 34, 46 17, 28, 36, 38,42 10
Total 25 25 50
3.9 Try Out the Instrument
Before conducting the real research, it is important to try out the
instrument first. The aim is to determine whether the isnstrument that were used in
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this study were valid and reliable or not. Through the try out will be obtained the
information on the quality of the instruments will be developed. The extend to
which these instruments can measure something that should be measured
(validity) and how much the level or reliability. With the valid and reliable
instrument, an accurate research data will be obtained.
The instrument was given to Grade V at the school ; they had been given
the material at the previous year. The test was performed three times. The
vocabulary test consists 40 questions and the questionnaire onsists of 50 items.
After the test was conducted, then the test item analysis was conducted. The test
item analysis was conducted to find difficulty index, discrimination index,
validity, and reliability of the test.
3.9.1 Difficulty Index
Difficulty index is a numeral that shows difficulty level of each question.
A good question is a question which is not too difficult and not too easy. To
calculate the difficulty index (Arikunto, 2002), the formula is :
P= BJS
Where :
P = Index Difficulty
B = The number f testee who answered correctly
JS = The number of testee
The criteria of difficulty index (Arikunto (2002) is classified, in Table 3.4
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Table 3.4Difficulty Index Criteria
No Proportion Value Description
1 < 0.30, The test item is difficult
2 0.31 – 0.70 The test item is moderate
3 >0.70, The test item is easy
After calculating the Difficulty Index, there are 2 easy items, 32 moderate
items, and 6 difficult items (see Apendix E1).
3.9.2 Item Discrimination (ID or D)
Item Discrimination (ID or D) was used to differentiate between the smart
and less smart student. To count Item Discrimaniton (Arikunto, 2002) the formula
is :
D= BAJA
−BBJB
Where :
D = Itme Discrimination
JA = The number of testee A
JB = The number of testee B
BA = The number of testee A who answered correctly
BB = The number of testee B who answered correctly
According to Arikunto (2002), the criteria of Item Discrimination as in Table 3.5.
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Table 3.5The Item Discrimination Criteria
No Discrimination power Description
1 If, D > 0.70, The test item is excellent
2 If, 0,40 ≤ D ≤ 0.70, The test item is good
3 If, 0.20 ≤ D ≤ 0.39, The test item is moderate
4 If D ≤ 0.20, The test item is poor
After calculating the Item Discrimanition of vocabulary test, there are 12
excellent items, 14 good items, 7 moderate items, and 7 poor items (see Appendix
E2).
3.9.3 Validity
Validity refers to the extent to which an instrument measures what is
intended to measure (Ary, 1979). A test could be valid if it has measured what
should be measured. In relation to this study, the reseach used content validity to
establish the validity of vocabulary test. In this case, the writer took this kind of
validity as the instrument because it refers to the extent to which 40 items of
vocabulary test represents the content of interest to measure what should be
measured based on Education Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan: KTSP or Curriculum 2006). To determine the test validity, the
Pearson product moment coofecient of correlation (Arikunto, 2002) was used. The
formula is :
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r xy=N ∑ XY−(∑ X )(∑Y )
√N ∑ X2−(∑ X )2¿ (N ∑Y 2− (∑Y )2¿ )¿
where :
r xy = the Pearson Product moment coefficient of correlation
∑X = the number of item score (the testee who answered correctly)
∑Y = the total score of the testee who answered correctly
N = total of testee
The criteria (Arikunto, 2002) : If r observed > r table, the items is valid.
After calculating the try out data, there are 30 valid items and 10 invalid items for
vocabulary test. While there are 31 valid items and 19 invalid items for
questionnaire (see Appendix E 3 & E 4).
3.9.4 Reliability
The reliability is the characteristics of a good test. It refers to the
consistency of the measurement. It it intended to see how far the measurement can
give the same result if it is tested to the same subject. To obtain the reliability if
the vocabulary test, the Kuder Richardson’s 20 formula (Arikunto, 2002) was
used, as formulated below :
rn = Reliability coefficient of KR-20
n = The number of items
∑ pq = The total of p and q product
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p = proportion of correct answers testee to gain items being searched for
validity
q = proportion who answered wrong testee against the grain items being
searched for valiity
S2 = Tge total Varian
While the reliability of questionnaire was computed by using Cronbach
Alpha formula (Arikunto, 2002), as follows :
Description: r: Instrument Reliability
rn = Reliability coefficient of Alpha
k = The number of item
∑α62 = Varians of each item
α12 = Varian total
To inteprete the coeffecient (Arikunto, 2002) the criteria is :
1. 0.800 – 1.000 : very high
2. 0.600 – 0.800 : high
3. 0.400 – 0.600 : moderate
4. 0.200 – 0.400 : low
5. 0.000 – 0.200 : very low
After calculating the try out instrument, the reliability of vocabulary test is
0.929, it means that the vocabulary test has a very high reliability. Then, the
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reliability of questionnaire is 0.879. It means that the questionnaire has a very
high reliability (see Appendix E 5 & E 6).
3.10 Techniques of Data Analysis
The techniques of data analysis are descriptive statistics and inferential
technique. Descriptive statistics is used to describe the data, they are : mean,
median, mode, and standard deviation. Inferential statistics is used to examine the
research hypothesis by using two ways Analysis of Variance (ANOVA).
Before doing the two ways ANOVA, it is important to determine the
analysis requirement first, they are : Normality and Homogeneity. Liliefors test is
used for Normality, and Bartlett test is used for Homogeneity. To prove there was
an intereaction between KM and MM. Scheffe test was computed. Scheffe test
was used due to the sample at each sell is different.
3.11 Statistical Hypotheses
Based on the hypothesis statements in the previous chapter, statistical
hypothesis of this research can be formulated as follows :
Hypothesis 1 Ho : µ A1 = µ A2
Ha : µ A1 > µ A2
Hypothesis 2 Ho : µ B1 = µ B2
Ha : µ B1 > µ B2
Hypothesis 3 Ho : A X B = 0
Ha : A X B ≠ 0
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Where :
µ A1 = the mean of the students taught by using KM
µ A2 = the mean of the students taught by using MM
B1 = the mean of students’ achievement with high motivation
B2 = the mean of students’ achievement with low motivation
A X B = the interaction between teaching methods (KM and MM) and
motivation on students’ vocabulary achievement.
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CHAPTER IV
DATA ANALYSIS, RESEARCH FINDINGS, AND DISCUSSIONS
4.1 Data Analysis
4.1.1 The Students’ Vocabulary Achievement Taught by Using Keyword
Method
From the data, the highest score of the students’ vocabulary achievement
taught by using Keyword Method is 29, whereas the lowest score is 14. The mean
is 22.2. The median is 23. The mode is 24. The standard deviation is 3,83. Then,
the result of the students’ score in vocabulary taught by using Keyword Method is
described in table 4.1 and histogram 4.1.
Table 4.1The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Keyword Method
No Interval Class Frequency Absolute Relative Frequency1 14 – 16 2 6.67%2 17 – 19 7 23.33%3 20 – 22 4 13.33%4 23 – 25 12 40.00%5 26 – 28 4 13.33%6 29 – 31 1 3.33%
Total 30 100%
Table 4.1 shows that there are 17 students (58%) who have score above
the Mean (22.2) and 13 students (43%) who have score under the Mean.
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14 - 16 17 - 19 20 - 22 23 - 25 26 - 28 29 - 310
2
4
6
8
10
12
14
Histogram 4.1 The Students’ Vocabulary Achievement Taught by Using Keyword Method
4.1.2 The Students’ Vocabulary Achievement Taught by Using Mind
Mapping Method
From the data, the highest score of the students’ vocabulary achievement
taught by using Mind Mapping method is 27, whereas the lowest score is 13. The
mean is 21.1. The median is 20.86. The mode is 20. The standard deviation is 3.2.
Then, the result of the students’ score in vocabulary taught by using Mind
Mapping method is described in Table 4.2 and histogram 4.2.
Table 4.2The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Mind Mapping Method
No Interval Class Frequency Absolute Relative Frequency1 13 – 15 2 6.67%2 16 – 18 2 6.67%3 19 – 21 14 46.67%4 22 – 24 7 23.33%5 25– 27 5 16.67%
Total 30 100%
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Table 4.2 shows that there are 12 students (40%) who have score above the
Mean (21.1) and 18 students (60%) who have score under the Mean.
13 - 15 16 - 18 19 - 21 22 - 24 25 - 270
2
4
6
8
10
12
14
16
Histogram 4.2 The Students’ Vocabulary Achievement Taught by Using Mind Mapping Method
4.1.3 The Students’ Vocabulary Achievement with High Motivation
The sample was 38 students (20 students from Keyword Method class and
18 students from Mind Mapping method class). The highest score of the group is
29 and the lowest score is 19. The Mean is 23.87. The Median is 24.06. The Mode
is 25. The standard deviation is 2.66. Then, the result of the students’ vocabulary
achievement with high motivation is described in Table 4.3 and histogram 4.3.
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Table 4.3The Distribution of Frequency on Students’ Vocabulary Achievement
with High Motivation
No Interval Class Frequency Absolute Relative Frequency1 19 – 20 5 13.16%2 21 – 22 7 18.42%3 23 – 24 9 23.68%4 25 – 26 11 28.95%5 27 – 28 5 13.16%6 29 – 30 1 2.63%
Total 38 100%
Table 4.3 shows that there are 23 students (61%) who have score above the
Mean (23.87) and 15 students (39%) who have score under the Mean.
19 - 20 21 - 22 23 - 24 25 - 26 27 - 28 29 - 300
2
4
6
8
10
12
Histogram 4.3 The Students’ Vocabulary Achievement with High Motivation
4.1.4 The Students’ Vocabulary Achievement with Low Motivation
The sample was 22 students (10 students from Keyword method class and
12 students from Mnd Mapping class). The highest score of the group is 23 and
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the lowest score is 13. The Mean is 18.41. The Median is 18.5. The Mode is
18.75. The standard deviation is 2.6. Then, the result of the students’ vocabulary
achievement with low motivation is described in Table 4.4 and histogram 4.4.
Table 4.4The Distribution of Frequency on Students’ Vocabulary Achievement
with Low Motivation
No Interval Class Frequency Absolute Relative Frequency1 13 – 14 2 9.09%2 15 – 16 2 9.09%3 17 – 18 7 31.82%4 19 – 20 8 36.36%5 21 – 22 1 4.55%6 23 – 24 2 9.09%
Total 22 100%
Table 4.4 shows that there are 11 students (50%) who have score above the
Mean (18.5) and 11 students (50%) who have score under the Mean.
13 - 14 15 - 16 17 - 18 19 - 20 21 - 22 23 - 240
1
2
3
4
5
6
7
8
9
Histogram 4.4 The Students’ Vocabulary Achievement with Low Motivation
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4.1.5 The Students’ Vocabulary Achievement Taught by Using Keyword
Method with High Motivation
From the data, the highest score of the students’ vocabulary achievement
taught by using Keyword method with high motivation is 29, whereas the lowest
score is 20. The mean is 24.6. The median is 24.6. The mode is 24.56. The
standard deviation is 2.04. Then, the result of the students’ score in vocabulary
taught by using Keyword method with high motivation is described in Table 4.5
and histogram 4.5.
Table 4.5The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Keyword Method with High Motivation
No Interval Class Frequency Absolute Relative Frequency1 20 – 21 1 5.00%2 22 – 23 3 15.00%3 24 - 25 11 55.00%4 26 – 27 4 20.00%5 28 – 29 1 5.00%
Total 20 100%
Table 4.5 shows that there are 16 students (80%) who have score above the
Mean (24.6) and 4 students (20%) who have score under the Mean.
20 - 21 22 - 23 24 - 25 26 - 27 28 - 290
2
4
6
8
10
12
Histogram 4.6 The Students’ Vocabulary Achievement Taught by Using Keyword Method with High Motivation
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4.1.6 The Students’ Vocabulary Achievement Taught by Using Keyword
Method with Low Motivation
From the data, the hishest score of the students’ vocabulary achievement
taught by using Keyword Method with low motivation is 21, whereas the lowest
score is 14. The mean is 17.30, the median is 17.1, the mode is 16.84, and the
standard deviation is 1.69. Then, the result of the students’ score in vocabulary
taught by using Keyword Method with low motivation is described in Table 4.6
and histogram 4.6.
Table 4.6The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Keyword Method with Low Motivation
No Interval Class Frequency Absolute Relative Frequency1 14 – 15 1 10.00%2 16 – 17 5 50.00%3 18 - 19 3 30.00%4 20 – 21 1 10.00%
Total 10 100%
Table 4.6 shows that there are 4 students (60%) who have score above the
Mean (17.30) and 6 students (40%) who have score under the Mean.
14 - 15 16 - 17 18 - 19 20 - 210
1
2
3
4
5
6
Histogram 4.6 The Students’ Vocabulary Achievement Taught by Using Keyword Method with Low Motivation
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4.1.7 The Students’ Vocabulary Achievement Taught by Using Mind
Mapping Method with High Motivation
From the data, the highest score of the students’ vocabulary achievement
taught by using Mind Mapping Method with hogh motivation is 27, whereas the
lowest score is 19. The mean is 20. The median is 22.5. The mode is 21.5. The
standard deviation is 3.76. Then, the result of the students’ score in vocabulary
taught by using Mind Mapping Method with high motivation is described in table
4.7 and histogram 4.7.
Table 4.7The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Mind Mapping Method with High Motivation
No Interval Class Frequency Absolute Relative Frequency1 19 – 20 4 22.22%2 21 – 22 5 27.78%3 23 – 24 4 22.22%4 25 – 26 3 16.67%5 27 – 28 2 11.11%
Total 18 100%
Table 4.7 shows that there are 14 students (77%) who have score above
the Mean (20) and 4 students (27%) who have score under the Mean.
19 - 20 21 - 22 23 - 24 25 - 26 27 - 280
1
2
3
4
5
6
Histogram 4.7 The Students’ Vocabulary Achievement Taught by Using Mind Mapping Method with High Motivation
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4.1.8 The Students’ Vocabulary Achievement Taught by Using Mind
Mapping with Low Motivation
From the data, the highest score of the students’ vocabulary achievement
taught by using Mind Mapping Method with low motivation is 23, whereas the
lowest score is 13. The mean is 19. The mode is 20. The standard deviation is
2.95. Then, the result of the students’ score in vocabulary taught by using Mind
Mapping Method with low motivation is described in table 4.8 and histogram 4.8.
Table 4.8The Distribution of Frequency on Students’ Vocabulary Achievement
Taught by Using Mind Mapping Method with Low Motivation
No Interval Class Frequency Absolute Relative Frequency1 13 – 15 2 16.67%2 16 – 18 2 16.67%3 19 - 21 6 50.00%4 22– 24 2 16.67%
Total 12 100%
Table 4.8 shows that there are 8 students (67%) who have score above the
Mean (19) and 4 students (33%) who have score under the Mean.
13 - 15 16 - 18 19 - 21 22 - 240
1
2
3
4
5
6
7
Histogram 4.8 The Students’ Vocabulary Achievement Taught by Using Mind Mapping Method with Low Motivation
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4.2 The Test Requirement of Analysis of Variance
4.2.1 Normality Test
The normality test was used to test whether the data of a study is normal or
not. The normality test was conducted by using Liliefors test at 5% significance
level. The normality test data of this study included 3 groups, namely; 1) the
results of normality test on the students’ vocabulary achievement taught by using
Keyword Method and Mind Mapping Method, 2) the results of normality for
students with high and low motivation, 3) the results of normality tests for
students in each group (Keyword Method with high motivation, Keyword Method
with low motivation, Mind Mapping Method with high motivation, and Mind
Mapping Method with low motivation). If Lobserved (Lo) < Ltable (Lt), thus the data is
normal. The normality test results for the sample group taught by using Keyword
Method and Mind Mapping Method is presented in table 4.9.
Table 4.9The Results of Normality Test on Students’ Vocabulary Achievement
Taught by Using Keyword Method and Mind Mapping Method
Sample Group N Lo Lt (α = 0.05) RemarksKeyword Method 30 0.1165 0.161 Normal
Mind Mapping Methdod 30 0.112 0.161 Normal
Table 4.9 shows that Lo in the sample group taught by using Keyword
Method is 0.1165 (Lo = 0.1165), Lt at 5% significance level with N = 30 is 0.161
(Lt = 0.161). By comparing scores between Lt and Lo, shows that Lo is less than Lt
(0.1165 < 0.161). Similarly, Lo in the sample group taught by using Keyword
Method is 0.1120, and Lt = 0.161. It shows that Lo is less than the Lt (0.1120 <
0.161). Thus, it can be concluded that both of the data rae normal at 5%
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significance level. Next, the results of normality for students with high and low
motivation is presented in table 4.10.
Table 4.10The Results of Normality for Students with High and Low Motivation
Sample Group N Lo Lt (α = 0.05) RemarksHigh Motivation 38 0.1004 0.144 NormalLow Motivation 22 0.1345 0.19 Normal
Table 4.10 shows that Lo in the sample group of students with high
motivation is 0.1004 (Lo = 0.1004), Lt at 5% significance level with N = 38 is
0.144 (Lt = 0.1004). By comparing scores between Lt and Lo, it shows that Lo is
less than Lt (0.1004 < 0.144). Similarly, Lo in the sample group of the students
with low motivation is 0.1345, and Lt = 0.19. It shows that Lo is less than the Lt
(0.1345 < 0.19). Thus, it can be concluded that both of the data are normal at 5%
significance level.
Furtheremore, the results of normality test for vocabulary in each group
(cell) can be seen in the table 4.11.
Table 4.11The Results of Normality Test for Students in Each Group
(Keyword Method with High Motivation, Keyword Method with Low Motivation, Mind Mapping Method with High Motivation, Mind Mapping
with Low Motivation)
Sample Group N Lo Lt (α = 0.05) RemarksKM with HM 20 0.170 0.190 NormalKM with LM 10 0.171 0.258 NormalMM with HM 18 0.201 0.206 NormalMM with LM 12 0.200 0.242 Normal
Table 4.11 shows that, firstly, Lo in the sample group of students taught by
using Keyword Method with high motivation is 0.170, Lt at 5% significance level
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with N = 20 is 0.190. It shows that Lo is less than Lt (0.171 < 0.190). Secondly, Lo
in the sample group of students taught by using Keyword Method with low
motivation is 0.171, Lt at 5% significance level with N = 10 is 0.258. It shows that
Lo is less than Lt (0.171 < 0.258). Thirdly, Lo in the sample group of students
taught by using Mind Mapping Method with high motivation is 0.201, L t at 5%
significance level with N = 18 is 0.206. It shows that Lo is less than Lt (0.201 <
0.206). Fourthly, Lo in the sample group of students taught by using Mind
Mapping Method with low motivation is 0.200, Lt at 5% significance level with N
= 12 is 0.242. It shows that Lo is less than Lt (0.200 < 0.242). Thus, it can be
concluded that all data are normal at 5% significance level.
4.2.2 Homogeneity Test
The homogeneity test was used to see whether the variance of the data
compared in this study is homogeneous or not. It was conducted by using F test
and Bartlett test. F test was used to compare the variance between Keyword
Method and Mind Mapping Method and compare the variance between students’
vocabulary achievement with high motivation and low motivation. Meanwhile
Bartlett test was used to compare the variance of the four groups (four cells) that
were presented in this study.
F test calculations had been conducted to Keyword Method and Mind
Mapping Method groups by dividing the largest variance to the smallest variance.
Thus, the result is presented in table 4.12.
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Table 4.12The Calculation Results of Variance Homogeneity of Keyword Method and
Mind Mapping Method
Sample Group Variance Fo Ft RemarksHigh Motivation 14.64
1.43 1.85 HomogenLow Motivation 10.23
Table 4.12 shows that Fo = 1.43, whereas Ft at 5% significance level and df
(29.29) = 1.85. Thus, Fo is smaller than Ft (1.43 < 1.85). This means that the
sample variances are homogeneous.
Then, the F test calculations had been conducted to the students with high
and low motivation by dividing the largest variance to the smallest variance. The
result is presented in table 4.13.
Table 4.13The Calculation Results Variance Homogeneity of High and Low Motovation
Sample Group Variance Fo Ft RemarksHM 7.1
1.05 1.96 HomogenLM 10.23
Table 4.13 shows that Fo = 1.05, whereas the Ft at 5% significance level
and df (37.21) = 1.96. Thus, Fo is smaller than Ft (1.05 < 1.96). This means that
the sample variances are homogeneous.
Futheremore, homogeneity test was used to compare the variance of the
four cells by using Bartlett test. The summary of the homogeneity test is presented
in table 4.14.
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Table 4.14The Results Summary of Results of Vocabulary Homogeneity Score
No Sample Group Variance The Combine of
Variance
Score B
Xo Xt Remarks
1 KM with HM 4.2S2 = 7.70 Log S2 =
0.8949.67 6.86 7.8
1Homogen
2 KM with LM 2.843 MM with HM 15.884 MM with LM 8.73
Table 4.14 shows that the total variance = 7.70, log 0.89, and B = 49.67.
Having done the analysis, χo < χt. Thus, it can be concluded that the vocabulary
score in each cell in this study is considered homogeneous, as χo < χt (6.86 <
7.81).
4.3 Hypothesis Testing
To prove the hypothesis, it is need to do a hypothesis testing. The
hypothesis testing was conducted by using Two Way ANOVA. It is used to test
the difference between two or more variance. The data in this study should be
analyzed by using descriptive analysis previously (see table 4.15).
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Table 4.15Research Summary Data
Teaching Method with Motivation
Teaching Methods with KM and MM (A)
Total
KM MM
Mot
ivat
ion
(B
)
High
n = 20
X = 24.6ƩX = 360ƩX2 = 12183
N = 18
X = 20ƩX = 360ƩX2 = 7440
n = 38
X = 22.3ƩX = 852ƩX2 = 19623
Low
n = 10
X = 17.3ƩX = 173ƩX2 = 3018.5
N = 12
X = 19ƩX = 228ƩX2 = 4428
n = 22
X = 18.15ƩX = 401ƩX2 = 7446.5
Total
n = 30
X = 20.95ƩX = 665ƩX2 = 15201.5
N = 30
X = 19.5ƩX = 588ƩX2 = 11868
n = 60
X = 20.225ƩX = 1253ƩX2 = 27069.5
After the data in Table 4.15 has been analyzed by using Two Way
ANOVA, the result is presented in Table 4.16.
Table 4.16Summary of Variance Results
Source Variance Sum of Square
Df Mean of Square (MS)
Fobserved F table (α = 0.05)
Between ColumnBetween Row
Interaction
98.82245.06117.41
111
98.82245.06117.41
12.5431.0914.9
4.024.024.02
Between ColumnWith Group (Galat)
Total
461.28441.4902.68
356-
153.767.88
-19.51
---
Based on the table 4.16, the statistical hypothesis can be tested as follows:
First Hypothesis: Ho: µA1 = µA2
Ha: µA1 > µA2
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The analyses show that Fo is greater thatn Ft (12.54 > 4.02). The null
hypothesis (Ho) has been succesfully rejected. It means that the hypothesis
formulated “the students” vocabulary achievement taught by using Keyword
Method is higher than that of the students’ vocabulary achievement taught by
using Mind Mapping Method is really true in this research.
Second Hypothesis: Ho: µB1 = µB2
Ha: µB1 > µB2
The analyses show that the Fo is greater than Ft (31.09 > 4.02). The null
hypothesis (Ho) has been successfully rejected. It means that the hypothesis
formulated the students vocabulary achievement with high motivation is higher
than that of the students’ vocabulary achievement with low motivation is really
true in this research.
Third Hypothesis: Ho: A x B = 0
Ha: A x B ≠ 0
The analysis show that the Fo is greater than Ft (14.9 > 4.02). The Null
hypothesis (Ho) has been succesfully rejected. It means that the hypothesis
formulated “there is a significant interaction between the teaching methods with
media and motivation on students’ vocabulary achievement is really true in this
research.
Due to the data in this research are different in each cell, it is necessary to
do the Scheffe test. The summary of Scheffe test result is presented in table 4.17.
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Table 4.17Summary of Scheffe Test Result
No Group Values were Compared F observed Ftable (α = 0.05)1 µ11 with µ12 18.19 2.782 µ11 with µ21 10.27 2.783 µ11 with µ22 12.06 2.784 µ21
with µ12 2.41 2.785 µ21 with µ22 0.37 2.786 µ12 with µ22 0.81 2.78
Where:
µ11 = Keyword Method with high motivationµ12 = Keyword Method with low motivationµ21 = Mind Mapping Method with high motivationµ22 = Mind Mapping Method with low motivation
From Scheffe test results above, conclusions can be drawn:
a. The average of the students’ vocabulary achievement taught by using
Keyword Method with high motivation is higher than the average students’
vocabulary achievement taught by using Mind Mapping Method with low
motivation.
b. The average of the students’ vocabulary achievement taught by using
Keyword Method with high motivation is higher than the average students’
vocabulary achievement taught by using Mind Mapping Method with high
motivation.
c. The average of the students’ vocabulary achievement taught by using
Keyword Method with high motivation is higher than the average students’
vocabulary achievement taught by using Mind Mapping Method with low
motivation.
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d. The average of the students’ vocabulary achievement taught by using
Keyword Method with low motivation is higher than the average students’
vocabulary achievement taught by using Mind Mapping Method with high
motivation.
e. The average of the students’ vocabulary achievement taught by using Mind
Mapping with low motivation is higher than the average students’ vocabulary
achievement taught by using Mind Mapping Method with high motivation.
f. The average of the students’ vocabulary achievement taught by using Mind
Mapping Method with low motivation is higher than the average students’
vocabulary achievement taught by using Keyword Method with low
motivation.
For clarity, these interactions are presented in Figure 4.1
25.0
0
24.0
0
23.0
0
22.0
0
21.0
0
20.0
0
19.0
0
18.0
102
20.0024.6
Keyword Method
Mind Mapping Method
19.00
17.3
103
0
17.0
0
16.0
0
15.0
0
Figure 4.1 The Effect of Keyword Method and Mind Mapping Method and Motivation on Students’ Vocabulary Achievement
4.4 Research Findings
After anlyzing the data, the research findings are in the following:
1) The students’ vocabulary achievement taught by using Keyword Method is
higher than that of the students taught by using Mind Mapping Method.
2) The students’ vocabulary achievement with high motivation is higher than that
of students with low motivation.
3) There is a significance interaction between the teaching methods with media
and motivation on students’ vocabulary achievement.
4.5 Discussions
4.5.1 The Students’ Vocabulary Achievement taught by Using Keyword
Method is Higher than the Students’ Vocabulary Achievement Taught
by Using Mind Mapping Method
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LM HM
104
The result of this research have proved that the students’ vocabulary
achievement taught by using Keyword Method is different from the students’
vocabulary achievement taught by using Mind Mapping Method. The students’
vocabulary achievement taught by using Keyword Method is higher than the
students’ vocabulary achievement taught by using Mind Mapping Method. This
may caused by Keyword Method more increase and affect the students’
motivation to learn as well as their achievement.
In Keyword Method, the students learn from the teacher’s presentation.
When the teacher presents the lesson by using the magnetic board media, the
students pay attention to the lesson. The using of keyword method in presenting
the lesson in presentation has created the interaction between the students and
teacher and between the students and the method. Beside it facilitates
communication and learning (Smaldino, 2005: 71), it enhances th eteaching
learning process and makes learning experience far more concrete and memorable
(Kariman, 1990: 155). Then, the using media in teaching learning process can rise
up students’ interest, motivation, and stimulus in learning (Hamalik, 1994). In
addition, this media can also encourage the students’ creativity by allowing them
to manipulate it, the effect is shy students many particularly profit from this kind
of activity (Smaldino, 2005: 71). Thus, the media make the students more active
and creative in learning.
After the teacher’s presentation, the students sit in team to learn the
worksheet with their teammates. The students help each other to understand the
course materials in the form of students worksheets. They work in teams and each
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team must ensure that all team members have mastered the course material
provided by the teacher. In this occassion, the students will share their knowledge
and mutual help between fellow friends in the team, if there are team members
who have not mastered the material or have not been able to complete a task given
to him, another friend in the team should help the group for their achievement. If
students want to be success as a team, they will encourage their teammates to
excel and will help them to do (Slavin, 1995).
Then, in this method students are encouraged to interact with fellow
members of the group, giving each other encouragement and support to his
friends, so the goal is reached in the learning process. Thus the cooperation and
interaction among fellow students in the group occured. This is supported by
Johnson, Johnson & Holubec (1993) and Lie ((2001), who said that this method
bring positive interdependece among students in the group, fostering individual
and group responsibility, a direct face to face, the communication between fellow
friends on the team, so there is mutual interdependence to achieve the goal.
According to Yulidar (2010) that Keyword Method have better
achievement in vocabulary than students taught by using Mind Mapping. She said
that because vocabulary is taught in list and through memorization by using key
word method as a result it is satisfied. Commonly, there are several techniques
concerning the teching vocabulary by using Keyword Method (Harahap, 2006).
Relating to the use of Keyword Method clarifies that this method combine sounds
and images so that the students can more easily remember what they hear or read
in the new language.
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Based on the Sari (2012) result of data analysis, the research findings are:
(1) the Keyword method is more effective than Direct Instruction to teach
vocabulary for the second grade students of elementary school; (2) the vocabulary
mastery of the students having high creativity is better than that of those having
low creativity; and (3) there is an interaction between teaching techniques and
students’ creativity. Based on these research findings, it can be concluded that
Keyword method is an effective technique to teach vocabulary mastery of the
second grade students of SDIT Salsabilla Baiturrahman Prambanan. The research
result of this study suggests that: (1) English teachers are suggested to use
Keyword method to teach vocabulary; (2) students could use Keyword method to
improve their vocabulary mastery as it can help them to produce the newly
learned words effectively; and (3) the future researchers can conduct research of
the same kind with different population characteristic and different variables.
The use of keyword method devices as a tool to improve spelling worked
for almost all participants from different nationalities, different language level,
native language, different academic degrees, parents’ educational background, and
different genders. It also worked with both students who studied or used the words
between the pretest and the retention test and students who did not (Shaman,
2011).
Furthere, every student has equal opportunity to contribute to the group, so
that some underprivileged students will not feel inferior to their friends because
they also contribute to the group. Instead they will be encouraged to increase their
efforts to improve their ability to learn.
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After mastering the material in a group, the students play an academic
game. Each game table consists of students from different groups who have
similar academic achievements that have been estabilished previously. The using
of games in this method creates and sets a positive tone in the classroom because
of the students’ excitement over playing. The game is amusing, interesting, and
challenging. It is effective because they motivate the student (Ersoz, 2000). It
helps student more relaxed. If students are relaxed and comfortable they will
retain things better and faster (Ubermann, 1998) In (Pettinger, 2007). Games help
students to maintain their interest in the language A(Wright in Pettinger, 1984).
They help students to participate and it gives them a real context to use their
English (Huyen and Nga, 2003). On the other hand, the tournament itself
challenged students to do their best, so that it motivates them to retain more of
vocabularies which are presented during class. As Pettinger (2007) says that
competition or team work play a big role in eliciting and maintaining student’s
motivation and participation.
Furtheremore, Mind mapping method (Sutrisno, 2012) from the results
above, it can be concluded that Mind Mapping is an effective method to teach
vocabulary for the fourth grade students and this research implies that method
have a strong influence on students’ vocabulary mastery. In order to get maximum
result and effect on students’ vocabulary mastery, the writer suggests English
teachers to apply Mind Mapping by considering students’ psychological aspects
especially their language attitude.
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Based on the analysis on the results in thesis (Huda, 2010), it can be
inferred that teaching vocabulary using Mind Mapping Method is more effective
than teaching vocabulary without using Mind Mapping Method.
So, researcher can conclude and choose Keyword method as method to
teach vocabulary for students. These methods are generally aimed at improving
students achievement, because in addition to improve students’ cognitive aspect,
this method can also enhance affective and psychomotor aspects such as the
motivation, leadership, independence, responsibility, value of mutual cooperation,
willingness to give and receive the opinions of others student, productivity, and
activity. It also enhances students’ interaction with their teacher, students’
interaction with the students in tehir team, and also the interaction between
students with students of other team.
In cognitive perspective, the visual pictures, words on the magnetic board
media, and the academic game directly stimulate the child left, mid, and right
brain development (Rismawati, 2012). So that the information saved will be a
long term memory.
In Mind Mapping method, too, students learn from friends through group
work or discussion. It has the same concept with Keyword method learning. The
difference is on the presence of a quiz after the group work as a substitute for
game and tournament. Quizzes which are given at every end of the lesson may
cause students feel burdened, fear to learn like a fear in facing an exam. Besides,
students’ interaction is only limited to group discussions. Therefore, the
interaction among students is less.
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4.5.2 The Differences between the Students’ Vocabulary Achievement with
High and Low Motivation
These analyses have proved that the average of students’ vocabulary
achievement between the students with high motivation is higher than students’
achievement that has low motivation. These differences can be accepted, because
motivation affects students’ achievement. Djamarah (2008: 155) says that
motivation affects achievement. High or low the motivation is always be an
indicator on the students’ achievementl likewise, Suprijono (2010: 162) argues
that motivation affects learning each other.
The students who have high motivation shows the characteristics: (1)
display interest in activities, (2) feel self efficacious, (3) expend effort to be
succeed, (4) persist at tasks, (5) typically use effective task, and self regulatory
strategies to learn, (6) and have high confidence in learning (Pintrich and Schunk,
2002).
Moreover, they tend to like the challenges. For them, a challenge must be
faced well. In general, they can complete the challenge well. Likewise, the
settlement of problems in learning, they tend to show better in solving the
problem. The students with high motivation to learn are more creative and active
in learning. They do not only prefer working individually, but also working in
groups. High confidence makes them more eager to follow the lessons.
Specifically, the difference between the students’ vocabulary achievement
with high and low motivation. According Firdaus (2010) in her thesis that the
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students who have high motivation were better taught by using Keyword Method.
It is caused by their characteristic was the same with Keyword Method, they will
get more information and knowledge from team and teacher. Therefore, it is
believed that the result of learning will increase. Conversely, if they are taught by
using Keyword Method, they will lead to saturation and loss of self confidence,
because they are not able to find themselves, less able to develop his creativity,
and can not be active, interactive learning in the study.
The students with high motivation are more creative and active in learning.
They do not only prefer working individually, but also working in groups. High
confidence makes them more eager to follow the lessons. On the other hand, the
students with low motivation are less creative in learning. It makes them less
successfully in any learning.
Relating to the role of achievement motivation in foreign language
learning, Gardner (2001) in his socio-educational model states motivation to learn
the second language is viewed as requiring three elements. First, a motivated
individual expends effort to learn the language. That is, there is a persistent and
consistent attempt to learn the material by doing homework, by seeking out
opportunities to learn more, by doing extra work, etc. Second, the motivated
individual wants to achieve the goal. Such an individual will express the desire to
succeed, and will strive to achieve success. Third, the motivated individual will
enjoy the task of learning the language. Such an individual will say that it is fun,
challenging, and enjoyable, even though at times enthusiasm may be less than at
other times.
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While the students have low motivation show the characteristics: (1) do
not have interest in activities, (2) feel shy and tend not to do something, (3) there
is no effort to be success, and (4) do not persist at tasks (Firdaus, 2010). Further,
they lack of confidence in making decision, nothing can be done to the
environment. In learning process, students who have low motivation tends to be
quiet, there have not any opinion. If they meet problems, they solve it with
pessimism. The students with low motivation are less creative in learning. It
makes them less successful in any learning. In connection with the description, it
can be it can be assumed that the students’ achievement with high motivation will
be higher than the students’ achievement with low motivation.
By considering how important the role of achievement motivation in
learning foreign language is, the teachers should be able to create learning
conditions that can raise students’ achievement motivation in foreign language
learning. In other words, the teachers play main role in creating conducive
condition that facilitates the students to learn (Narayan, 2008). Creating classroom
climate in which there is a sense of belonging and everyone is valued and
respected is one way that can be applied. It is expected that the teachers must be
close and give their attention to their students, so that, the students feel secure in
learning.
4.5.3 The Interaction between the Teaching Methods with Motivation on
Students’ Vocabulary Achievement
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Teaching method is very important in increasing the achievement of the
students’ in vocabulary, especially in this research it will improve the
achievement of the students in vocabulary. The appropriate method will result
good result too.
Keyword method is a mnemonic method that has been especially designed
as an effective strategy for learning foreign vocabulary. This method encourages
students to be active and thoughtful readers. This method focus on the
involvement of the students with the vocabulary because the students predict and
proof it when they read and think.
Narayan (2008) explains that teacher can motivate the effort and the
students‟ concentration by involving them and also generate them to formulate
the questions and hypotheses, to process the information, and to evaluate the
temporary solution. Keyword method directed to achieve the general goal. This
method will work well for the students who have higher learning motivation since
this kind of students have strong desire to participate and to be active in the
learning process, show greater perseverance and sustained effort n their activities.
While Mind Mapping method is difficult in teaching vocabulary on
motivation students. This method is used to assist students who struggle to answer
teacher-generated or end-of-chapter-type questions, the teacher provides explicit
instruction in identifying and differentiating between various question types. In
Mind Mapping Method students learn to categorize questions by the type of
information that is used to answer them.
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Motivation is a combination of many different aspects that comprise a part
of teachers' pedagogical knowledge. Teachers must realize that to maintain and be
successful with all of the techniques at all times is impossible. Gaining experience
and using some of these techniques will help any teacher feel a little better about
the quality of his or her teaching. As a professional educator, the teacher must
realize that the quality of a learning experience lies in the teacher's ability to
create that quality. From the explanation above, it can be concluded that there is
interaction between Keyword Method and Mind Mapping with motivation on
students’ vocabulary achievement.
4.6 Research Limitation
Due to the limited ability of the various aspects, this study has some
limitations, they are:
1) The implementation of this research was carried out according to the
schedule which had been formed previously, therefore the implementation
was not the same. Because of the implementation was not at the same, there
is a possibility that the implementation.
2) The data were obtained in the form of the multiple choice test. The problem
is there was the possibility the student to cheat the test. So, the actual
mastert has not been accommodated correctly.
3) The sample in this research was only two classes containing thirty students
in each class. The numbers of meetings were only 6 times. With the number
of samples and a limited number of meetings, there was a possibility of
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getting different result if another study with the larger samples and in a
lorger meeting conducted. Therefore, to obtain more comprehensive results,
the number of samples and the meeting needs to be improved, and.
4) The statistical analysis was calculated only by using a calculator FX 3600; a
manual calculation process.
CHAPTER V
CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS
5.1 Conclusions
After nalyzing the data, some conclusions are drawn as the following.
1. The average score shows that the students’ vocabulary achievement taught by
using Keyword method is significantly higher than that of the students taught
by using Mind Mapping method. Therefore, Keyword method is better applied
in teaching vocabulary.
2. The average score shows that the students’ vocabulary achievement with high
motivation is significantly higher than that of the students’ with low
motivation. Therefore the teacher should make an effort in order that the
students have high motivation in learning English vocabulary.
3. There is a significant interaction between the teaching methods with
motivation on students’ vocabulary achievement. It means that the interaction
of methods, and motivation significantly affect the students’ vocabulary
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achievement. The students with high motivation to learn will get better
achievemnt if they are taught by using Keyword method. Otherwise, the
students with low motivation to learn will get better achievement if they are
taught by using Mind Mapping method.
5.2 Suggestions
Based on the conclusions, it is suggested that:
1. The English teachers of the fifth grade at MIN Slipit Desa Mangga Kec.
Stabat who want to improve their students’ achievement in vocabulary apply
Keyword method in teahcing learning of English vocabulary.
2. The teachers have to motivate their students in order that they have high
motivation in learning.
3. The teacher must concern to the students high or low motivation. If teachers
know their students’ motivation, it is easier to plan the appropriate method and
media. The students with high motivation tend to be better taught by using
Keyword method, otherwise the students with low motivation tend to be better
taught by using Mind Mapping method.
4. The school practitioner is hoped giving attention and equips both the teachers
and the students with the facilities needed especially the media and books.
5. Other researchers who are interested in this study do the further research in a
larger sample and a different variable.
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5.3 Implications
One of the efforts to improve and increase the wuality of language
teaching learning is the used of varied learning activities and determination of an
appropriate teaching methods and media based on the students’ ability, condition,
needs, characteristics and age. The use of varying activities, teaching methods and
media is needed to help students achieve the maximum results, improved and
increase the effectiveness in learning. It is also used to stimulate their motivation
and interest to the lesson. In addition, it involves students to be active mentally
and physically. Thus, Keyword method and Mind Mapping method can be applied
in improving the students’ vocabulary achievement for fifth grade.
The fifth grade at MIN Slipit Desa Mangga Kec. Stabat, the young
students are not realizing yet that English is very important. The importance of
Englis is still handled by the English teachers at the school. So, it is hoped that
English teacher needs to motivate their students in learning English, because the
learning process will less success without any motivation. Besides, the teacher
needs to be aware of their students’ characteristics as the base to maximize the
applying of Keyword method and Mind Mapping in improving and increasing
students’ vocabulary achievement.
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Thornbury, Scott. 2002. How to Teach Vocabulary. Pearson Education Limited.
Urdan, T., & Schoenfelder, E. 2006. Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44. 331-349.
Young, Donna. 2007. http://donnayoung.org/forms/help/vocabulary.htm. accessed on September 21st, 2012
Wilkins, D. A. 1978. Linguistics in Language Teaching. London: Edward Arnold.
Windura, S. 2008. Mind Map Langkah Demi Langkah. Cara paling mudah dan benar mengajarkan dan membiasakan anak menggunakan mind map untuk meraih prestasi. Jakarta: Gramedia.
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Appendix – A
LESSON PLAN
School : MIN Slipit Desa Mangga Kecamatan StabatSubject : EnglishClass/ Semester : V/ 1Meetings : 2 x 35 minutes
1. Standard CompetenceListening, speaking, reading, and writing1. To understand transactional/ instruction in saying things in the classroom and home easily
2. Basic Competence1.1 To respond transactional/ instruction saying things in the classroom and home easily
3. Indicator1. To respond in saying things in the classroom and home easily
4. Teaching MaterialThings in the classroom and home
5. MethodKeyword Method
6. Classroom Meetings
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Activities Time Method4. Opening
The teacher enters and opens the class by greeting the students, asks them how they are doing and checks the students’ attendance list.
5. Warm up6. Presentation
- The teacher asks the students to open textbook, she reads a text about “things in the classroom and home” by reading aloud, repeated by students. After that the teacher asks the students to find out the difficult names of day that the do not memorize.
- After that, the teacher asks the students to find out difficult names or vocabulary example; blackboard, table, and desk , that they do not memorize.
- Teacher writes the names of vocabulary above on the whiteboard including the meaning and says the names of the words by the students to say properly. The teacher gives some corrections if there are students making mistakes in saying or pronouncing words.
- Teacher begins to explain the material and gives them some questions orally, based on material. In order to know that the students have understood the narrative text well. Then the students asked to close their textbook and notebook.
- Teacher telss the students that they will have a fun activity in the class. Teacher distributes the worksheet containing some words to all students. Teacher asks the students to fill in the blanks with their own words that have similarity to the target words as a key to remember the words, they have to finish it in several minutes, and researcher
2 x 35’ Mind Mapping
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limites the time because it challenges the students and makes competitive situation.
- The teacher collects the worksheet when the fifth grade of MIN Slipit Desa Mangga Kecamatan Stabat have finished thir work, then she asks the students’ one by one about the meaning of the target word according to each students’ worksheet by mention their own words. The teacher takes the score each students by mentioning the names.
4. Post Activities- Students with the teacher makes
the summary of the material today.- Teacher tells about the material
for next meeting.- Teacher gives individual
assignments to the students.
7. ReferencesEnglish Book for 4, 5, and 6 by S.A Susanna, S.Pd
VIII. Assessment : - assessment is done during the teaching-learning process
The teacher assess the affective aspect in the assessment form below:
No ItemsRange
Always Often Seldom Never
1Listen to the tape/ friends/teacher seriously
2Respond/ give comment to the problem
3 Do assignments4 Give opinions5 Appreciate friends’ opinion
Note:
No Aspects scored Positive statements scores Negative statements scores1 Always 20 52 Often 15 103 Seldom 10 154 Never 5 20
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Note:0-60 (low) 61-80 (middle) 81-100(high)
IX. Achievement Analisis and Follow-Up Programa. Enrichment: The students who has achieved the competence will get
additional assignmentsb. Remedial: The students who has not achieved the competence at
certain indicators will have a remedial at the certain indicators Appendix – B
LESSON PLAN
School : MIN Slipit Desa Mangga Kecamatan StabatSubject : EnglishClass/ Semester : V/ 1Meetings : 2 x 35 minutes
I. Standard CompetenceListening, speaking, reading, and writing1. To understand transactional/ instruction in saying things in the classroom and home easily
II. Basic Competence1.1 To respond transactional/ instruction saying things in the classroom and home easily
III. Indicator1. To respond in saying things in the classroom and home easily
IV. Teaching Materialthings in the classroom and home
V. MethodMind Mapping
VI. Classroom Meetings
Activities TimeMethod
Pre Activities:8. Checking students attendance9. Asking question about the material in
general
Main Activities:1. Teacher writes the topic of piece of
writing in ahort form in the middle of
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the board, for example things in the classroom and home.
2. Students of MIN Slipit Desa Mangga Kecamatan Stabat in the fifth grade 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 their class.
10. The students share their recorded words, if any of the teacher’s new words are not suggested, the teacher presents them for discussion.
11. List of the words is completed, the words are grouped by category. Then, students discuss why certain words go together. Category names are assigned.
12. Class mapp of the words is created by putting the information on a large sheet of paper. And then, the map is discussed. At this time, students are encouraged to add items to the categories or even to suggest new categories.
13. New words that relate to the topic are discovered through the reading of the text, additions are made to the map.
Post activities1. Students with the teacher makes the
summary of the material today.2. Teacher tells about the material for
next meeting.3. Teacher gives individual assignments
to the students.
2 x 35’ Mind Mapping
VII. ReferencesEnglish Book for 4, 5, and 6 by S.A Susanna, S.Pd
VIII. Assessment : - assessment is done during the teaching-learning process
The teacher assess the affective aspect in the assessment form below:
No ItemsRange
Always Often Seldom Never1 Listen to the tape/ friends/teacher
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seriously
2Respond/ give comment to the problem
3 Do assignments4 Give opinions5 Appreciate friends’ opinion
Note:
No Aspects scored Positive statements scores Negative statements scores1 Always 20 52 Often 15 103 Seldom 10 154 Never 5 20
Note:0-60 (low) 61-80 (middle) 81-100(high)
IX. Achievement Analisis and Follow-Up Programa. Enrichment: The students who has achieved the competence will get
additional assignmentsb. b. Remedial: The students who has not achieved the competence at
certain indicators will have a remedial at the certain indicators
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Appendix – C
Research Instrument Vocabulary Test
Choose the correct answer!
1. Mr. Gunawan is a .......
a. gardener c. securityb. headmaster d. doctor
2. Mrs. Rita works in the library. She is a ......a. teacher c. librarianb. farmer d. administrative
3. Mr. Badrun sells meat at the market. He is a ....a. barber c. teacherb. butcher d. carpenter
4. I am a ..... I fly an aeroplane a. doctor c. pilotb. farmer d. cobbler
5. Mr. Darwis drives a car everyday. He is a ....a. farmer c. butcherb. driver d. lawyer
6. Mata, hidung, dan telinga, in English is .........a. eyes, nose, lip c. ears, eyes, cheekb. nose, lip, ears d. eyes, nose, ears
7. I have two ......... (mata)a. stomach b. eyes c. cheek d. nose
8. This ....... chest
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a. are b. am c. is d. your
9. Those ........ earsa. are b. am c. is d. your
10. I can smell with my ....... (hidung)a. nose b. eyes c. ears d. lip
11. My book on the ..... (meja)a. wardrobe b. blackboard c. shelf d. table
12. She wants to make a line. She needs a ........ a. eraser c. blackboardb. ruler d. vase
13. What is this?a. this is a tableb. this is a chairc. c.this is a blackboardd. this is a Cupboard
14. What is the translation of ‘Pen’?a. buku c. pulpenb. kursi d. penggaris
15. What is this?a. this is a tableb. this is a whiteboardc. c.this is a blackboardd. this is a Cupboard
16. What is this?
a. this is an apple c. this is a tomatob. this is a grape d. this is a banana
17. The colour of grape is ........a. blue c. purpleb. yellow d. red
18. The colour of banana is .......a. orange c. redb. yellow d. green
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19. What is this?
a. this is an apple c. this is a tomatob. this is a grape d. this is a banana
20. What is this?
a. this is an apple c. this is a tomatob. this is a grape d. this is a banana
21. The first day of a month is ....a. Sunday b. Monday c. Tuesday d. Friday
22. The last day of a month is ....a. Monday b. Sunday c. Friday d. Saturday
23. Before Tuesday is ....a. Monday b. Wednesday c. Sunday d. Friday
24. Today is Friday, yesterday is ......a. Monday c. Tuesdayb. Thursday d. Wednesday
25. is a. Sunday c. Fridayb. Saturday d. Wednesday
26. I like to eat......a. fish c. fried eggb. fried chicken d. chicken
27. My brother likes to eata. chocolate c. biscuitb. apple d. watermelon
28. I like eating .....a. banana c. watermelonb. apple d. papaya
29. The cat is sitting on my ........
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SABTU
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a. bed b. beds c. a bed d. the bed
30. There are five ........ on my deska. pencil b. some pencil c. pencils d. the pencil
31. I have two........ a. sister b. many sister c. many sisters d. sisters
32. There is one ........ on the floora. pen b. some pen c. many pen d. pens
33. My mother has a new ......a. computers b. computer c. compute d. computing
34. My mother has a new ......a. computers b. computer c. compute d. computing
35. Painting is my favourite hobby. is an interesting hobby.a. Its b. It c. They d. Them
36. My parents love animals. have two dogs and one cat.a. They b. Them c. Their d. We
.37. Thomas is a baker. _________wakes up every day in the morning at 3 o
´clock.a. They b. He c. His d. Him
38. John and I stay in the garden._______ play a funny game.a. They b. We c. His d. Him
39. Maria likes to read. ______________________________reads a history book.a. She b. Her c. Hers d. Him
.40. Peter is very famous. _____________________is a very good painter.
a. He b. Her c. She d. Him
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Appendix – D
DATA IDENTITAS DIRI
Isilah data – data berikut ini sesuai dengan keadaan diri siswa/ i!
1. Nama :
2. Usia :
3. Sekolah :
4. Kelas :
PETUNJUK PENGISIAN KUESIONER
Petunjuk1. Bacalah pernyataan di bawah ini dengan baik dan cermat!
2. Jawablah semua pernyataan di bawah ini dengan cara memilih:
SS = Bila merasa SANGAT SETUJU dengan pernyataan yang diajukan
S = Bila merasa SETUJU dengan pernyataan yang diajukan
KS = Bila merasa KURANG SETUJU dengan pernyataan yang diajukan
TS = Bila merasa TIDAK SETUJU dengan pernyataan yang diajukan
STS = Bila merasa SANGAT TIDAK SETUJU dengan pernyataan yang
diajukan
3. Siswa/ i diharapkan untuk bersikap jujur pada diri sendiri dan tidak
merekayasa jawaban.
4. Berilah tanda (x) pada setiap jawaban yang sesuai dengan pilihan anda.
5. Jika ingin mengganti jawaban yang salah, berilah tanda sama dnegan(=) pada
pilihan yang telah anda jawab, kemudian silanglah kembali jawaban yang
menurut anda benar.
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6. Gunakanlah pulpen yang berwarna hitam atau biru untuk memberi jawaban
yang benar.
7. Setaip jawaban yang diberikan tidak akan berpengaruh terhadap nilai mata
pelajaran manapun.
8. Jika pekerjaan sudah selesai, periksalah kembali jangan ada jawaban yang
kosong.
No Pernyataan PilihanSS S KS TS STS
1 Saya akan hadir di sekolah tepat waktu wlaupun tidak disuruh oleh guru maupun kepala sekolah
2 Saya tidak pernah ada waktu untuk belajar di rumah
3 Saya selalu menyelesaikan tugas atau PR tepat waktu
4 Daripada terlambat, lebih baik saya tidak datang ke sekolah
5 Saya mengerjakan PR di rumah hanya jika disuruh orang tua
6 Saya selalu berusaha untuk meraih prestasi di sekolah
7 Saya selalu tekun memperhatikan guru ketika memberikan pelajaran di kelas
8 Saya sering absen di sekolah9 Saya selalu mempersiapkan diri belajar
bersungguh – sungguh dalam menghadapi ujian
10 Saya selalu bermain atau bercerita dengan teman ketika guru memberikan pelajaran di kelas
11 Saya selalu mengerjakan tugas ataupun PR sendiri tanpa bantuan teman
12 Saya merasa rugi jika tidak hadir di sekolah karena akan ketinggalan pelajaran
13 Belajar giat untuk meraih prestasi adalah diatas segala – galanya bagi saya
14 Saya malu dan takut bertanya kepada guru jika saya mendapat kesulitan dalam belajar
15 Saya merasa sangat malu apabila prestasi saya menurun
16 Saya tidak merasa rugi jika saya malas
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belajar17 Di sekolah, saya selalu mempergunakan
waktu belajar dengan sebaik – baiknya18 Jika guru berhalangan hadir, saya belajar
sendiri mandiri di kelas19 Saya malas untuk mengulang pelajaran,
karena belum tentu pelajaran tersebut keluar saat ujian
20 Saya tetap hadir di sekolah walaupun hujan21 Tanpa belajar orang pasti akan pintar juga22 Saya tidak merasa malu ataupun kecewa
apabila prestasi saya menurun23 Saya selalu belajar tanpa disuruh guru
maupun orang tua24 Saya tidak akan bersaing dengan teman
untuk mendapatkan nilai terbaik di kelas25 Belajar tidak serius akan membuat saya
tidak berhasil didalam belajar26 Saya yakin akan sukses dengan usaha
belajar yang saya lakukan saat ini27 Saya sering mengganggu teman, jika guru
tidak ada di dalam kelas28 Orang tua saya sering dipanggil, ketika saya
melakukan sebuah kesalahan29 Saya malas belajar, ketika ujian masih
belum ditetapkan di sekolah30 Untuk menjadi pintar, maka saya harus
banyak belajar
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Appendix – E
THE ANALYSIS OF RESEARCH INSTRUMENT
The achievement test was tried out to grade V students at MIN Slipit Desa
Mangga Kec. Stabat who were not as the experimental subject, they have got the
material at the previous year. After the test was conducted, the test item analysis
conducted. The test item analysis was done to find difficulty index, discrimination
index, validity, and reliability of the test.
1. Difficulty Index
To calculate the difiiculty index (P), the formula was used:
PBJS
Where:P : Difficulty IndexB : The number of testee who answered correctlyJS : the number of testee
The example of Difficulty Index calculation for item number 1 as the
following:
N : 30, thus n = 27% x 30 = 8BA : 6 ( the number of testee A (high) who answered correctly)BB : 1 (the number of testee B (low) who answered correctly)B : BA + BB = 6 + 1 = 7JS : 2n = 2 x 8 = 16
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135
PBJS
= 716
=0.438
According to Arikunto (2002), the criteria of diffficulty index is classified
as in Table 1:
Table 1The Criteria of Difficulty Index
No Proportion Value Description1 If P < 0.30, The test item is difficult2 If 0.30 ≤ P ≤ 0.70, The test item is moderate3 If P > 0.70, The test item is easy
Based on the calculation result, the item number one is classified as a
moderate item. For other results of difficulty index can be seen in appendix – E1.
2. Item Discrimination (ID or D)
Item Discrimination is used to differentiate between the smart and less
smart student. To count item Discrimination (D), the formula was used:
DBA
J A
−BB
J B
Where:D = Item DiscriminationJA = The number of testee AJB = The number of testee BBA = The number of testee A who answered correctlyBB = The number of testee B who answered correctly
According to Arikunto (2002), the criteria of Item Discrimination as in
Table 2:
Table 2The Item Discrimination Criteria
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No Proportion Value Description1 If, D > 0.70, The test item is Excellent2 If, 0.40 ≤ D ≤ 0.70, The test item is good3 If, 0.20 ≤ D ≤ 0.39, The test item is Moderate4 If D < 0.20, The test item is poor
The result of Item Discrimination can bee seen in the appendix – E2
3. Validity
To determine achievement test and questionnaire validity, the Pearson
Product Moment Coefficient of correlation was used. The formula is:
r xy N ∑ XY−¿¿¿
Where:rxy = the Pearson Product Moment coefficient of correlationƩX = the number of item score (the testee who answered correctly)ƩY = the total score of the testee who answered correctlyN = total of testee
The criteria : If r observed > r table, the items is valid
Appendix – E3 had shown the analysis of each item test. There were 40
items on the analysis. From the calculation of the test, there were 30 items that is
valid. While 10 items are invalid, they are: item number 2,3,11,12,18,26,27,33,35,
and 40. Then, there were 31 items valid 50 items for questionnaire.
4. Reliability
a. Reliability of Vocabulary Test
Reliability of the test means consistency degree of the test items in
measuring the behavioral objectives. The researcher had applied KR 20 formula to
analyze the achievement test. The formula is:
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137
rn = [ nn−1 ] .[ S2−∑ pq
S2 ]rn = Reliability Coefficient of KR – 20n = The number of itemsƩpq = The number of itemsp = proportion of correct answers testee to grain items being
searched for validityq = proportion who answered wrong testee againt the grain items
being searched for validityS2 = the total varianFrom the calculation on appendix – E4
n = 40,Ʃpq = 9.075
Based on the data, the total varian is:
S2 = n∑ y2−¿
n (n – 1)
= 40 (13618 )−¿¿
= 198976
1560
= 127.549
Then, the value was substitued in KR – 20 Reliability coefficient as:
rn = [ nn−1 ] .[ S2−∑ pq
S2 ]rn = [ 40
40−1 ] .[ 127.547−9.075127.549 ]
rn = [ 1.026 ] [ 118.474127.549 ]
rn = 0.929
the calculation result showed that the reliability of the vocabulary test is
0.929. to interprate the coefficient, the criteria is:
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138
1. 0.800 – 1.000 : very high
2. 0.600 – 0.800 : high
3. 0.400 – 0.600 : moderate
4. 0.200 – 0.400 : low
5. 0.000 – 0.200 : very low
The reliability of vocabulary test is 0.929, it means that this value has a
very high reliability.
b. Reliability of Questionnaire
To analyze the questionnaire, Alpha formula was used. The reliability of
the questionnaire is 0.879.
rn = [ kk−1 ] .[1∑ α n2
α t 2 ]rn = reliability coeeficient of Alphak = the number of itemƩαn
2 = varians of each itemαt
2 = varians total
k = 50αn
2 = 61.279αt = 442.967
rn = [ kk−1 ] .[1∑ α n2
α t 2 ]rn = [ 50
49 ] . [1 61.279442.967 ]
rn = (1.020) (1 – 0.138)rn = 0.879
The calculation showed that the relibiality of questionnaire is 0.879, it
means that the questionnaire has a very high relibiality.
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Appendix – F
RESEARCH DATA
THE RESULT OF VOCABULARY TAUGHT
BY USING KEYWORD METHOD
No Initial Score1 AH 292 MR 273 SW 274 IMS 275 RR 266 AA 257 AF 258 HS 259 FA 2510 FS 2511 IM 2512 KR 2513 AN 2414 DD 2415 JA 2416 RA 2417 AW 2318 SS 2219 BM 2220 RAG 21
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140
21 LS 2022 IL 1923 SK 1924 MN 1825 M 1726 MS 1727 AZ 1728 RAM 1729 YS 1630 AS 14
THE RESULT OF VOCABULARY TAUGHT
BY USING MIND MAPPING METHOD
No Initial Score1 DD 272 HS 273 RS 264 H 265 RSI 256 SDA 247 RAM 248 MKS 239 MAA 2310 P 2311 RSA 2312 N 2213 MR 2114 YS 2115 W 2116 IR 2117 K 2018 HS 2019 FE 2020 AD 2021 NA 1922 MH 19
140
141
23 KWP 1924 JT 1925 F 1926 SD 1927 EN 1828 MSA 1829 AW 1530 MSI 13
THE RESULT OF MOTIVATION IN KEYWORD METHOD
High Motivation Low MotivationNo Initial Score No Initial Score1 AF 135 1 F 1012 HS 134 2 SD 1003 FA 130 3 EN 994 FS 129 4 MSA 985 IM 129 5 AW 956 KR 128 6 MSI 927 AN 125 7 AW 928 RAM 124 8 SS 909 MKS 122 9 W 8910 MAA 121 10 IR 8811 P 12112 RSA 11913 N 11714 MR 11715 M 11716 MS 11617 AZ 11518 RAM 11519 YS 11520 AS 114
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142
THE RESULT OF MOTIVATION IN MIND MAPPING METHOD
High Motivation Low MotivationNo Initial Score No Initial Score1 AF 137 1 F 1082 HS 137 2 SD 1023 FA 133 3 EN 994 FS 130 4 MSA 995 IM 129 5 AW 986 KR 127 6 MSI 977 AN 127 7 AW 958 RAM 124 8 SS 949 MKS 124 9 W 9410 MAA 120 10 IR 9211 P 120 11 YS 9112 RSA 117 12 AS 8013 N 11714 MR 11615 M 11516 MS 11317 AZ 11318 RAM 113
Mean : 112.43
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143
≥ 112.47 : high motivation≤ 112.47 : low motivation
THE RESULT OF VOCABULARY TEST WITH HIGH MOTIVATION
No Initial Score1 AH 292 MR 273 SW 274 IMS 275 RR 266 AA 257 AF 258 HS 259 FA 2510 FS 2511 IM 2512 KR 2513 AN 2414 DD 2415 JA 2416 RA 2417 AW 2318 SS 2219 BM 2220 LS 20
143
144
THE RESULT OF VOCABULARY TEST WITH LOW MOTIVATION
No Initial Score1 RAG 212 IL 193 SK 194 MN 185 M 176 MS 177 AZ 178 RAM 179 YS 1610 AS 14
144
145
THE RESULT OF VOCABULARY TAUGHT BY USING KEYWORD
METHOD WITH HIGH MOTIVATION
No Initial Score1 AH 292 MR 273 SW 274 IMS 275 RR 266 AA 257 AF 258 HS 259 FA 2510 FS 2511 IM 2512 KR 2513 AN 2414 DD 2415 JA 2416 RA 2417 AW 2318 SS 2219 BM 2220 LS 20
145
146
THE RESULT OF VOCABULARY TAUGHT BY USING KEYWORD
METHOD WITH LOW MOTIVATION
No Initial Score1 RAG 212 IL 193 SK 194 MN 185 M 176 MS 177 AZ 178 RAM 179 YS 1610 AS 14
146
147
THE RESULT OF VOCABULARY TAUGHT BY USING MIND
MAPPING METHOD WITH HIGH MOTIVATION
No Initial Score1 DD 272 HS 273 RS 264 H 265 RSI 256 SDA 247 RAM 248 MKS 239 MAA 2310 N 2211 MR 2112 YS 2113 W 2114 IR 2115 NA 1916 MH 1917 KWP 1918 JT 19
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148
THE RESULT OF VOCABULARY TAUGHT BY USING MIND
MAPPING METHOD WITH LOW MOTIVATION
No Initial Score1 P 232 RSA 233 K 204 HS 205 FE 206 AD 207 F 198 SD 199 EN 1810 MSA 1811 AW 1512 MSI 13
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149
The Summary of Research Data
No KM MMM HM LMKM with HM
KM with LM
MMM with HM
MMM with LM
1 29 27 29 21 29 21 27 232 27 27 27 19 27 19 27 233 27 26 27 19 27 19 26 204 27 26 27 18 27 18 26 205 26 25 26 17 26 17 25 206 25 24 25 17 25 17 24 207 25 24 25 17 25 17 24 198 25 23 25 17 25 17 23 199 25 23 25 16 25 16 23 1810 25 23 25 14 25 14 22 1811 25 23 25 23 25 21 1512 25 22 25 23 25 21 1313 24 21 24 20 24 2114 24 21 24 20 24 2115 24 21 24 20 24 1916 24 21 24 20 24 1917 23 20 23 19 23 1918 22 20 22 19 22 1919 22 20 22 18 2220 21 20 20 18 1321 20 19 27 1522 19 19 27 13
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150
23 19 19 2624 18 19 2625 17 19 2526 17 19 2427 17 18 2428 17 18 2329 16 15 2330 14 13 22
Appendix – G
THE CALCULATION OF BASIC STATISTICS
Basic statistics in this appendix is a measure of central tendency include Mean ¿, Standard deviation (S), Median (Me), and Mode (Mo). To calculate the basic statistics, the data were arranged in a frequency of distribution list, add more columns to the middle value (Xi), the numbe rof times Fi and Xi, and columns Fi and product X. The following statistics will presented the results of vocabulary achievement which is taught by using both Keyword Method and Mind Mapping Method.
1. Study result Statistical calculations of learners’ vcabulary achievement by using Keyword Methoda. Determining Range (range), the largest data minus the smallest data.
Largest data : 29Smallest data : 14So, the range (range): 29 – 14 = 15
b. determining the number of class intervals with the rules Stargesmany classes = 1 + 3.3 log n. For n = 30
= 1 + 3.3 log 30= 5.87 (made 6)
c. Determining Length of Class (P)
P= RangeClasses
¿156
= 2.5 (made 3)
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151
d. Choosing the lower end of the first class interval. The smallest data = 14
With these data, the distribution tables can be made as in Table 1.
Table 1The distribution List of Score Vocabulary Test by Using Keyword Method
Interval fi Xi Xi2 fiXi fiXi2
14 – 16 2 15 225 30 45017 – 19 7 18 324 126 226820 – 22 4 21 441 84 176423 – 25 12 24 576 288 691226 – 28 4 27 729 108 291629 – 31 1 30 900 30 900Total Ʃfi = 30 ƩfiXi = 666 ƩfiXi2 = 15210
a. Calculating Average ¿
X=∑ fiXi
∑❑ fi66630
= 22.2b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 30 x15210−¿¿
= 456300−443556
870
= 12744
870
= 14.65 S = 3.83
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class median
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f = frequency of median class
Based on the above distribution is obtained
b = 22,5 p = 3 n = 30F = 13 fMe = 12
By obtaining the data, the median can be calculated as follows:
Me=b+p [ 12
n−F
f ]
22.5+3 [ 12
30−13
12 ]¿22.5+3( 15−13
12 ) = 22.5 + 0.5 = 23
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 22.5 p = 3 b1 = 12 – 4 = 8 b2 = 12 – 4 = 8
Thus, the mode can be calculated as follows:
Mo=b+ p ( b1
b1+b2)
¿22.5+3( 88+8 )
22.5+1.5=24
2. Study Results Statistical Calculations of Students’ Vocabulary Mastery by Using Mind Mapping Method
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153
a. Determining Range (range), the largest data minus the smallest data.
Largest data : 27Smallest data : 13So, the range (range): 27 – 13 = 14
b. Determining the number of class intervals with the rules SturgesMany classes = 1 + 3.3 log n, for n = 30
= 1 + 3.3 log 30= 5.87 (made 5)
c. Determining Length of Class (P)
P= RangeClasses
¿ 145
=2.8(made3)
d. Choosing the lower end of the first class interval. The smallest data = 13
With these data, the distribution tables can be made as table 2.
Table 2The distribution List of Score Vocabulary Test by
Using Mind Mapping Method
Interval fi Xi Xi2 fiXi fiXi2
13 - 15 2 14 196 28 39216 – 18 2 17 289 34 57819 – 21 14 20 400 280 560022 – 24 7 23 529 161 370325 - 27 5 26 676 130 3380Total Ʃfi = 30 ƩfiXi = 633 ƩfiXi2 = 13653
a. Calculating Average ¿
X=∑ fiXi
∑ f i66630
= 22.2b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 30 x13653−¿¿
153
154
= 409590−400689
870
= 8901870
= 10.23 S = √10.23 = 3.2
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the above distribution is obtained
b = 18,5 p = 3 n = 30F = 4 fMe = 14
By obtaining the data, the median can be calculated as follows:
Me=b+p [ 12
n−F
f ]
18.5+3 [ 12
30−4
14 ]¿18.5+3( 15−14
14 ) = 18.5 + 2.36 =20.86
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded it
154
155
b2 = difference frequency mode with a frequency class intervals next class
thus, b = 18.5 p = 3 b1 = 14 – 2 = 12 b2 = 14 – 2 = 12
Thus, the mode can be calculated as follows:
Mo=b+ p ( b1
b1+b2)
¿18.5+3( 1212+12 )
18.5+1.5=20
3. High Motivation (HM)a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 2 9 – 19 = 10b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 38= 1 + 3.3 log 38= 6.21 (made 6)
c. Determining Length of Class (P)
P= RangeClasses
¿ 106
=1.67(rounded ¿2)
d. Choosing the lower end of the first class interval. The smallest data = 19
With these data, it can be made frequency distribution table as table 3.
Table 3High Motivation
Interval fi Xi Xi2 fiXi fiXi2
19 – 20 5 19.5 380.3 97.5 1901.2521 - 22 7 21.5 462.3 150.5 3235.7523 – 24 9 23.5 552.3 211.5 4970.2525 - 26 11 25.5 650.3 280.5 7152.7527 – 28 5 27.5 756.3 137.5 3781.2529 – 30 1 29.5 870.3 29.5 870.25Total Ʃfi = 38 ƩfiXi = 907 ƩfiXi2 = 21911.5
a. Calculating Average ¿
X=∑ fiXi
∑ f i
155
156
90738
= 23.87b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 38 x21911.5−¿¿
= 832637−822649
1406
= 99881406
= 7.10 S = 2.66
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the distribution is obtained: b = 22.5 F = 12 p = 2 fMe = 9 n = 38
Thus, the mode can be calculated as follows:
Me=b+p [ 12
n−F
f ]
22.5+2 [ 12
38−12
9 ]¿22.5+2( 19−12
9 ) = 22.5 + 1.56 =24.06
d. Counting Mode (Mo)Mode is used to calculate the following formula
156
157
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 24.5 p = 2 b1 = 11 – 9 = 2 b2 = 11 – 5 = 6
Mo=b+ p ( b1
b1+b2)
¿24.5+2( 22+6 )
24.5+0.5=25
4. Low Motivation (LM)a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 23 – 13 = 10b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 22= 1 + 3.3 log 22= 5.43 (made 6)
c. Determining Length of Class (P)
P= RangeClasses
¿ 106
=1.67(rounded ¿2)
d. Choosing the lower end of the first class interval. The smallest data = 13
With these data, it can be made frequency distribution table as table 4.
Table 4Low Motivation
Interval fi Xi Xi2 fiXi fiXi2
13 – 14 2 13.5 182.3 27 364.515 – 16 2 15.5 240.3 31 480.517 – 18 7 17.5 306.3 122.5 2143.7519 – 20 8 19.5 380.3 156 304221 – 22 1 21.5 462.3 21.5 462.25
157
158
23 - 24 2 23.5 552.3 47 1104.5Total Ʃfi = 22 ƩfiXi = 405 ƩfiXi2 = 7597.5
a. Calculating Average ¿
X=∑ fiXi
∑ f i40522
= 18.41b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 22 x7597.5−¿¿
= 167145−164025
462
= 3120462
= 6.75 S = 2.6
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the distribution is obtained: b = 16.5 F = 4 p = 2 n = 22 f = 7
By obtaining these data, the median can be calculated as follows:
Me=b+p [ 12
n−F
f ]
16.5+2[ 12
22−4
7 ]¿16.5+2( 11−4
7 )158
159
= 16.5 + 2 =18.5
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 18.5 p = 2 b1 = 8 – 7 = 1 b2 = 8 – 7 = 1
Mo=b+ p ( b1
b1+b2)
¿18.5+2( 11+7 )
18.5+0.25=18.75
5. Keyword Method with High Motivation a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 29 – 20 = 9b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 20= 1 + 3.3 log 20= 5.29 (made 5)
e. Determining Length of Class (P)
P= RangeClasses
¿ 95=1.8(rounded ¿2)
f. Choosing the lower end of the first class interval. The smallest data = 20
With these data, it can be made frequency distribution table as table 5.
Table 5Keyword Method with High Motivation
Interval fi Xi Xi2 fiXi fiXi2
20 – 21 1 20.5 420.3 20.5 420.25
159
160
22 – 23 3 22.5 506.3 67.5 1518.7524 – 25 11 24.5 600.3 269.5 6602.7526 – 27 4 26.5 702.3 106 280928 – 29 1 28.5 812.3 28.5 812.25Total Ʃfi = 20 ƩfiXi = 492 ƩfiXi2 = 12183
a. Calculating Average ¿
X=∑ fiXi
∑ f i49220
= 24.6b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 20 x12183−¿¿
= 243660−242064
380
= 1596380
= 4.20 S = 2.04
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the above distribution is obtained: b = 23.5 F = 4 p = 2 f = 11 n = 20
Thus, the mode can be calculated as follows:
Me=b+p [ 12
n−F
f ]
23.5+2 [ 12
20−4
11 ]160
161
¿23.5+2( 10−411 )
= 23.5 + 1.1 =24.6
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 23.5 p = 2 b1 = 11 – 3 = 8 b2 = 11 – 4 = 7
Mo=b+ p ( b1
b1+b2)
¿23.5+2( 88+7 )
23.5+1.05=24.5
6. Keyword Method with Low Motivation a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 21 – 14 = 7b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 10= 1 + 3.3 log 10= 4.3 (made 4)
g. Determining Length of Class (P)
P= RangeClasses
¿ 74=1.75(made 2)
h. Choosing the lower end of the first class interval. The smallest data = 14
With these data, it can be made frequency distribution table as table 6.
Table 6Keyword Method with Low Motivation
161
162
Interval fi Xi Xi2 fiXi fiXi2
14 – 15 1 14.5 210.3 14.5 210.2516 – 17 5 16.5 272.3 82.5 1361.2518 – 19 3 18.5 342.3 55.5 1026.7520 – 21 1 20.5 420.3 20.5 420.25Total Ʃfi = 10 ƩfiXi = 173 ƩfiXi2 = 3018.5
a. Calculating Average ¿
X=∑ fiXi
∑ f i17310
= 17.3b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 10 x3018.5−¿¿
= 30185−29929
90
= 25690
= 2.84 S = 1.69
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the above distribution is obtained: b = 15.5 F = 1 p = 2 f = 5 n = 10
Thus, the mode can be calculated as follows:
Me=b+p [ 12
n−F
f ]162
163
15.5+2[ 1
210−4
5 ]¿15.5+2( 5−1
5 ) = 15.5 + 1.6 =17.1
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 15.5 p = 2 b1 = 5 – 1 = 4 b2 = 5 – 3 = 2
Mo=b+ p ( b1
b1+b2)
¿15.5+2( 44+6 )
15.5+1.34=16.84
7. Mind Mapping Method with High Motivation a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 27 – 19 = 8b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 18= 1 + 3.3 log 18= 5.14 (made 5)
i. Determining Length of Class (P)
P= RangeClasses
¿ 85=1.6(rounded¿2)
j. Choosing the lower end of the first class interval. The smallest data = 19
163
164
With these data, it can be made frequency distribution table as table 7.
Table 7Mind Mapping Method with High Motivation
Interval fi Xi Xi2 fiXi fiXi2
19 – 20 4 15 225 60 90021 – 22 5 18 324 90 162023 – 24 4 21 441 84 176425 – 26 3 24 576 72 172827 – 28 2 27 729 54 1458Total Ʃfi = 18 ƩfiXi = 360 ƩfiXi2 = 7440
a. Calculating Average ¿
X=∑ fiXi
∑ f i36018
= 20b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 18 x7440−¿¿
= 133920−129600
306
= 4320306
= 14.12 S = 3.76
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class medianf = frequency of median class
Based on the above distribution is obtained: b = 22.5 F = 9 p = 2 f = 4 n = 18
164
165
Thus, the mode can be calculated as follows:
Me=b+p [ 12
n−F
f ]
22.5+2 [ 12
18−9
4 ]¿22.5+2( 9−9
4 ) = 22.5 + 0 =22.5
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 20.5 p = 2 b1 = 5 – 4 = 1 b2 = 5 – 4 = 1
Mo=b+ p ( b1
b1+b2)
¿20.5+2( 11+1 )
20.5+1=21.5
8. Mind Mapping Method with Low Motivation a. Determining Range (range), the largest data minus the smallest data.
Range (range) : 23 – 13 = 10b. Determining the number of class intervals with the rules Sturges
Many classes = 1 + 3.3 log n, for n = 12= 1 + 3.3 log 12= 4.56 (made 4)
c. Determining Length of Class (P)
165
166
P= RangeClasses
¿ 104
=2.5(rounded 3)
d. Choosing the lower end of the first class interval. The smallest data = 13
With these data, it can be made frequency distribution table as table 8.
Table 8Mind Mapping Method with Low Motivation
Interval fi Xi Xi2 fiXi fiXi2
13 – 15 2 14 196 28 39216 – 18 2 17 289 34 57819 – 21 6 20 400 120 240022 - 24 2 23 529 46 1058Total Ʃfi = 12 ƩfiXi = 228 ƩfiXi2 = 4428
a. Calculating Average ¿
X=∑ fiXi
∑ f i22812
= 19b. Calculating the standard deviation
S2=n.∑ f i X i2−¿¿¿= 12 x4428−¿¿
= 53136−51984
1332
= 1152132
= 8.73 S = 2.95
c. Calculating Median (Me)
Me=b+p [ 12
n−F
f ]b = lower limit medium classp = length of median classn = sample size/ lot dataF = number of frquency with smaller classes than the class median
166
167
f = frequency of median class
Based on the above distribution is obtained: b = 18.5 F = 4 p = 3 f = 6 n = 12
Thus, the mode can be calculated as follows:
Me=b+p [ 12
n−F
f ]
18.5+3 [ 12
12−4
6 ]¿18.5+2( 6−4
6 ) = 18.5 + 0.99 =19.49
d. Counting Mode (Mo)Mode is used to calculate the following formula
Mo=b+ p ( b1
b1+b2)
b = lower limit capital class (mode)p = length of the mode classb1 = difference frequency mode with a frequency class interval class that
preceded itb2 = difference frequency mode with a frequency class intervals next class
thus, b = 18.5 p = 3 b1 = 6 – 2 = 4 b2 = 6 – 2 = 4
Mo=b+ p ( b1
b1+b2)
¿18.5+3( 44+4 )
18.5+1.5=20
167
168
Appendix – H
NORMALITY OF THE DATA
Test data for normality using Liliefors test aims to check whether the sample frequency based normal distribution or not. For the calculations, carried out with step as follows:1. Sort the data from the smallaest to largest, then determine the absolute
frequency (f abs) and cumulative frequency (f Cum).2. Changing the sign of a number of raw score, by using the formula:
Z1 X1−¿S
X ¿ where : X = The Average
S = Sample Standard Deviation3. Determining F (Zi) by using the table below Normal Value area.4. Determining of S (Zi) by calculating the proportion f Cum completely divided
by all f.5. The fifth step is to determine the difference between F (Zi) and S (Zi).
Having obtained the difference F (Zi) with S (Zi), the largest absolute value was taken, called Lo is less than L table, then the data revealed normal. Further testing will be done for normality for each group of data, as follows:
1. Data normality test of Keyword Method
Table 1Data normality test of Keyword Method
No Score f abs f Cum1 14 1 12 16 1 23 17 4 64 18 1 75 19 2 96 20 1 107 21 1 118 22 2 139 23 1 1410 24 4 1811 25 7 2512 26 1 2613 27 3 2914 29 1 30
Zi X1−¿S
X ¿
168
169
14−22.23.83
= (-2.14)
Zi to -2.14 (seen in the table Territory Area Under Normal Curve) of
0.4838 so F (Zi) = 0.5 – 0.4838 = 0.0162. Next, find the value of S (Zi). Thus, Zi
obtained = 0.0333. The next step is to determined the value using largest absolute
value. So, F (Zi) = 0.0162 – 0.0333 = 0.0171. Then for N = 30, L obtained by
viewing L Critical chart which is 0.161. The data revelaed a normal distribution if
Lo (L observed) is less than L (L table). In the same way, the other data can be
obtained as shown in Table 2.
Table 2Summary of Lo Data Calculation Keyword Method
No Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 14 1 1 -2.14 0.0162 0.0333 -0.01712 16 1 2 -1.62 0.0526 0.0667 -0.01413 17 4 6 -1.36 0.0869 0.2000 -0.11314 18 1 7 -1.10 0.1357 0.2333 -0.09765 19 2 9 -0.84 0.2004 0.3000 -0.09966 20 1 10 -0.57 0.2843 0.3333 -0.04907 21 1 11 -0.31 0.3783 0.3667 0.01168 22 2 13 -0.05 0.5199 0.4333 0.08669 23 1 14 0.21 0.5832 0.4667 0.116510 24 4 18 0.47 0.6808 0.6000 0.080811 25 7 25 0.73 0.7673 0.8333 -0.066012 26 1 26 0.99 0.8389 0.8667 -0.027813 27 3 29 1.25 0.8944 0.9667 -0.072314 29 1 30 1.78 0.625 1.000 -0.0375
n = 30X = 22.2
∑ X = 666 S = 3.73 Lo (taken the biggest value) = 0.1165 Ltable for n = 30 is 0.161 So, Lo < Ltable (0.1165 < 0.161)
The conclusion: the data is normal
169
170
From the table the highest value obtained or as Lo is 0.1165. With N = 30
obtained L table = 0.161. This means that Lo < L table (0.1165 < 0.161). This
value can be interpreted that the data in this study normal.
2. Data normality test of Mind Mapping Method
Table 3Summary of Lo Data Calculation Mind Mapping Method
No Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 13 1 1 -2.53 0.0057 0.0333 -0.02762 15 1 2 -1.91 0.0281 0.0667 -0.03863 18 2 4 -0.97 0.166 0.1333 0.03274 19 6 10 -0.66 0.2546 0.3333 -0.07875 20 4 14 -0.34 0.3669 0.4667 -0.09986 21 4 18 -0.03 0.488 0.6000 -0.11207 22 1 19 0.28 0.6103 0.6333 -0.02308 23 4 23 0.59 0.7224 0.7667 -0.04439 24 2 25 0.91 0.8186 0.8333 -0.014710 25 1 26 1.22 0.8888 0.8667 0.022111 26 2 28 1.53 0.937 0.9333 0.003712 27 2 30 1.84 0.9671 1.0000 -0.0329
n = 30X = 21.1
∑ X = 633 S = 3.2 Lo (taken the biggest value) = 0.1120 Ltable for n = 30 is 0.161 So, Lo < Ltable (0.1120 < 0.161)
The conclusion: the data is normal
The highest value obtained or as Lo is 0.1120. With N = 30 obtained L
table = 0.161. This means that Lo < L table (0.1120 < 0.161). This value can be
interpreted that the data in this study is normal.
3. Data Normality Test for Student with High MotivationTable 4
Summary of Lo Value for students with High MotivationNo Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 19 4 4 -1.83 0.0336 0.1053 -0.07172 20 1 5 -1.45 0.0735 0.1316 -0.05813 21 4 9 -1.08 0.1401 0.2368 -0.0967
170
171
4 22 3 12 -0.70 0.242 0.3158 -0.07385 23 3 15 -0.33 0.3707 0.3947 -0.02406 24 6 21 0.05 0.5199 0.5526 -0.03277 25 8 29 0.42 0.6628 0.7632 -0.10048 26 3 32 0.80 0.7881 0.8421 -0.05409 27 5 37 1.18 0.881 0.9737 -0.092710 29 1 38 1.93 0.9732 1.0000 -0.0268
n = 38X = 23.87
∑ X = 907 S = 2.66 Lo (taken the biggest value) = 0.1004 Ltable for n = 38 is 0.144 So, Lo < Ltable (0.1004 < 0.144)
The conclusion: the data is normalThe highest value obtained or as Lo is 0.1004. With N = 30 obtained L
table = 0.144. This means that Lo < L table (0.1004 < 0.144). This value can be
interpreted that the data in this study is normal.
4. Data Normality Test for Student with Low MotivationTable 5
Summary of Lo Value for students with Low MotivationNo Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 13 1 1 -2.08 0.0188 0.0455 -0.02672 14 1 2 -1.70 0.0446 0.0909 -0.04633 15 1 3 -1.31 0.0951 0.1364 -0.04134 16 1 4 -0.93 0.1762 0.1818 -0.00565 17 4 8 -0.54 0.2946 0.3636 -0.06906 18 3 11 -0.16 0.4364 0.5000 -0.06367 19 4 15 0.23 0.591 0.6818 -0.09088 20 4 19 0.61 0.7291 0.8636 -0.13459 21 1 20 1.00 0.8413 0.9091 -0.067810 23 2 22 1.77 0.9616 1.0000 -0.0384
n = 22X = 18.41
∑ X = 405 S = 2.6 Lo (taken the biggest value) = 0.1345 Ltable for n = 22 is 0.190 So, Lo < Ltable (0.1345 < 0.190)
The conclusion: the data is normal
171
172
The highest value obtained or as Lo is 0.1345. With N = 30 obtained L
table = 0.190. This means that Lo < L table (0.1345 < 0.190). This value can be
interpreted that the data in this study is normal.
5. Data Normality Test for Student Taught by Using Keyword Method with High Motivation
Table 6Summary of Lo Value for KM with High Motivation
No Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 20 1 1 -2.25 0.0122 0.0500 -0.03782 22 2 3 -1.27 0.102 0.1500 -0.04803 23 1 4 -0.78 0.2177 0.2000 -0.01774 24 4 8 -0.29 0.3859 0.4000 -0.01415 25 7 15 0.20 0.5793 0.7500 -0.17076 26 1 16 0.69 0.7549 0.8000 -0.04517 27 3 19 1.18 0.881 0.9500 -0.06908 29 1 20 2.16 0.9846 1.0000 -0.0154
n = 20X = 24.6
∑ X = 492 S = 2.04 Lo (taken the biggest value) = 0.1707 Ltable for n = 20 is 0.190 So, Lo < Ltable (0.1707 < 0.190)
The conclusion: the data is normalThe highest value obtained or as Lo is 0.170. With N = 20 obtained L table
= 0.190. This means that Lo < L table (0.170 < 0.190). This value can be
interpreted that the data in this study is normal.
6. Data Normality Test for Keyword Method with Low MotivationTable 7
Summary of Lo Value for KM with Low Motivation DataNo Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 14 1 1 -1.95 0.0256 0.1000 -0.07442 16 1 2 -0.77 0.2206 0.2000 -0.02063 17 4 6 -0.18 0.4286 0.6000 -0.17144 18 1 7 -0.41 0.6591 0.7000 -0.04095 19 2 9 1.01 0.8438 0.9000 -0.0562
172
173
6 21 1 10 2.19 0.9857 1.0000 -0.0143n = 10X = 17.3
∑ X = 173 S = 1.69 Lo (taken the biggest value) = 0.1714 Ltable for n = 20 is 0.190 So, Lo < Ltable (0.1714 < 0.190)
The conclusion: the data is normalThe highest value obtained or as Lo is 0.1714. With N = 10 obtained L
table = 0.190. This means that Lo < L table (0.1714 < 0.190). This value can be
interpreted that the data in this study is normal.
7. Data Normality Test for Mind Mapping with High Motivation
Table 8Summary of Lo Value for Mind Mapping with High Motivation Data
No Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 19 4 4 -0.27 0.3936 0.2222 0.17142 21 4 4 0.27 0.6064 0.4444 0.16203 22 1 9 0.53 0.7019 0.5000 0.16194 23 2 11 0.80 0.7881 0.6111 0.17705 24 2 13 1.06 0.8554 0.7222 0.13326 25 1 14 1.33 0.9082 0.7778 0.13047 26 2 16 1.60 0.9452 0.8889 0.05638 27 2 18 1.86 0.9686 1.0000 -0.0314
n = 18X = 17.3
∑ X = 173 S = 1.69 Lo (taken the biggest value) = 0.1770 Ltable for n = 20 is 0.200 So, Lo < Ltable (0.1770 < 0.200)
The conclusion: the data is normalThe highest value obtained or as Lo is 0.1770. With N = 10 obtained L
table = 0.190. This means that Lo < L table (0.1770 < 0.200). This value can be
interpreted that the data in this study is normal.
8. Data Normality Test for Mind Mapping with Low Motivation
Table 9
173
174
Summary of Lo Value for Mind Mapping with Low Motivation DataNo Score f abs f Cum Zi F (Zi) S (Zi) F(Zi) – S(Zi)1 13 1 1 -2.03 0.0833 0.0833 0.06212 15 1 2 -1.36 0.1667 0.1667 0.07983 18 2 4 -0.34 0.3669 0.3333 0.03364 19 2 6 0.00 0.5 0.5000 0.0005 20 4 10 0.34 0.6331 0.8333 0.20026 23 2 12 1.36 0.9131 1.0000 0.0869
n = 12X = 19
∑ X = 228 S =2.95 Lo (taken the biggest value) = 0.2002 Ltable for n = 20 is 0.242 So, Lo < Ltable (0.2002 < 0.242)
The conclusion: the data is normalThe highest value obtained or as Lo is 0.2002. With N = 10 obtained L
table = 0.2002. This means that Lo < L table (0.2002 < 0.242). This value can be
interpreted that the data in this study is normal.
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