improving vocabulary mastery through word tree...
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IMPROVING VOCABULARY MASTERY THROUGH WORD TREE
BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1
BEBANDEM IN ACADEMIC YEAR 2012/2013
BY:
I GEDE G EKA SUTARSANA M
NPM: 09. 3491
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI UNIVERSITY
DENPASAR
2013
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IMPROVING VOCABULARY MASTERY THROUGH WORD TREE
BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1
BEBANDEM IN ACADEMIC YEAR 2012/2013
THESIS
As Partial fulfilment of the requirements for the
Sarjana Pendidikan Degree in English Department
Faculty of Teaching and Education
Mahasaraswati Denpasar University
BY
I GEDE G EKA SUTARSANA M.
NPM: 09.8.03.51.31.2.5.3491
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI UNIVERSITY
DENPASAR
2013
iii
APPROVAL SHEET
1
This research proposal entitled” Improving Vocabulary Through Word
Tree Branch at Seventh Grade Students of SMPN 1 Bebandem In Academic Year
2012/2013” has been approved and accepted as partial Fulfilment for the Sarjana
Pendidikan Degree in English Department faculty of Teacher Training and
Education, Mahasaraswati Denpasar University..
Advisor I Advisor II
Dra. Ida Ayu Marthini. M. Hum I Ketut Wardana, S. Pd, M.Hum
NIP. 19531231 198703 2 001 NPK.82 7110 342
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APPROVAL SHEET
2
This thesis has been examined by the committee on oral examination on
Saturday, 15rd agustus 2013.
Chief Examiner
Dr.Drs. I Made Sukamerta, M. Pd
NIP: 19550507 198203 1 003
Examiner I Examiner II
Dra. Ida Ayu Marthini M.Hum I Ketut Wardana, S, Pd, M. Hum
NIP. 19531231 198703 2 001 NPK.82 7110 342
Approved by
Dean of the Faculty of Teaching Head of the English Department
Training and Education
Prof. Dr. Wayan Maba I Komang Budiartha, S. Pd
NIP. 19581231 198303 1 032 NIP. 82 8208 306
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ACKNOWLEDGEMENT
First of all, the researcher would like to begin his gratitude to the Almighty
God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing, since he is so
firmly confident that without His blessing, he could never accomplish the writing
of this thesis as a partial requirement for taking the final examination.
Second, he wishes to extend his deep and profound gratitude to his first
and second advisor, Dra. Ida Ayu Marthini, M. Hum and I Ketut Wardana, S. Pd,
M. Hum for their invaluable guidance and correction in the course of writing this
thesis, next, he also wishes to share out his sincere gratitude to Dean, Vice Dean
for Academic Affaires, and Vice Dean of the Faculty of Teacher Training and
Education of Mahasaraswati University for their permission, help and
encouragement to complete this thesis.
His special sincere gratitude futher goes to the Head of English
Department, Lectures and all staffs of the English Department, Faculty of Teacher
Training and Education of Mahasaraswati University Denpasar foor their
motivation and help in writing this thesis.
The researcher great thank goes to the head master of SMPN 1 Bebandem,
Karangasem, I Wayan sujana, S.Pd Who has given a change to conduct this
research in the school, under authority and also the English teacher of class VII F,
I Wayan Dastra, S.Pd, for his support. A special acknowledgement is also
forwarded to the seventh grade students of SMPN 1 Bebandem in Academic year
2012/2013 for their good cooperation and their participation since without their
help the data of the study could not be obtained.
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Furthermore, he greatly expresses his beloved thankful to his family and
familiar friends for their high spirit and pray in accomplishing scientific writing
and for their understanding.
The last, the writer realize that this thesis is certainly far from perfect
therefore any criticism, suggestion for development of this thesis are highly
appreciate.
Denpasar,
The researcher
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TABLE OF CONTENTS
COVER ........................................................................................................... … i
INSIDE COVER ............................................................................................. … ii
APPROVAL SHEET 1 ................................................................................... … iii
APPROVAL SHEET 2 ................................................................................... … iv
ACKNOWLEDGEMENT .............................................................................. … v
TABLE OF CONTENTS ................................................................................ … vii
LIST OF TABLES ............................................................................. ............. … x
LIST OF GRAPH ................................................................................................. xi
ABSTRACT .................................................................................................... … xii
CHAPTER I INTRODUCTION
1.1 Background of Study ……………………………………... 1
1.2 Statement of Research Question …………………………. 3
1.3 Purpose of the Study …………………………………….... 4
1.4 Limitation of Study ……………………………………….. 4
1.5 Significance of the Study ………………………………..... 4
1.6 Assumptions ………………………………………………. 5
1.7 Hypothesis ………………………………………………… 6
1.8 Definition of Key Term …………………………………… 6
1.9 Theoretical Frameworks ………………………………….. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Theory of Vocabulary ……………………………….. 8
2.2 Kinds of Vocabulary ……………………………………... 11
2.2.1 Noun ……………………………………………… 11
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2.2.2 Pronoun …………………………………………... 12
2.2.3 Verb ………………………………………………. 13
2.2.4 Adjective …………………………………………. 14
2.3 Ways of Improving Vocabulary ………………………….. 14
2.3.1 Focus on Vocabulary ……………………………. 15
2.3.2 Offer variety ……………………………………... 16
2.3.3 Lesson for the classroom ………………………… 16
2.3.4 Repeat and Recycle ……………………………… 17
2.3.5 Provide Opportunities to Organize Vocabulary … 18
2.3.6 Make Vocabulary Learning Personal …………… 18
2.3.7 Use Strategy in Vocabulary Class ………………. 18
2.3.8 Helping Students Become Independent Learners
In and out class …………………………………... 19
2.3.9 Vocabulary Notebook …………………………… 19
2.4 Teaching Vocabulary through Word Tree Branch …….... 20
2.5 Vocabulary Assessment ………………………………… 21
CHAPTER III RESEARCH METHOD
3.1 Subject of the Study …………………………………….. 24
3.2 Research Design …………………………………………. 24
3.2.1 Initial Reflection ………………………………… 26
3.2.2 Planning …………………………………………. 27
3.2.3 Action ……………………………………………. 28
3.2.4 Obsevation ………………………………………. 30
3.2.5 Reflection ………………………………………… 30
3.2.6 Revision Planning ………………………………… 31
3.3 Research Instrument ……………………………………… 31
3.4 Data Collection …………………………………………… 33
3.5 Data Analysis ……………………………………………. 34
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CHAPTER IV REPRESENTATION OF THE FINDING
4.1 Data ………………………………………………………. 36
4.2 Data Analysis …………………………………………….. 39
4.3 Discussion of The Findings ……………………………… 44
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ……………………………………………….. 47
5.2 Suggestions ………………………………………………. 48
REFERENCES
APPENDICES
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LIST OF TABLES
Table 1 Tabulation of Date Showing the Subjects Progressing
Scores In Improving Vocabulary …………………………. 36
Table 2 Tabulation of Date Showing the subjects Changing
Attitudes and Motivation in learning Vocabulary through
Word Tree Branch Technique …...………………………… 38
Table 3 Tabulation of the data showing the Frequency Distribution
of Pre test (IR) and Post Test Scores in Learning
Vocabulary through Word Tree Branch …………………… 39
Table 4 Summary of the Research Finding Showing the Mean of
Each Session and Grand Mean for cycle I and cycle II ……. 41
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LIST OF GRAPHS
Graph 1 Graphic depicting the subjects Progressing Mastery in
Learning vocabulary through Word Tree Branch
Technique…………………………………………………… 42
Graph 2 Graphic depicting the subjects Progressing Mastery in
Learning vocabulary through Word Tree Branch
Technique …………………………………………………... 42
Graph 3 Graphic Depicting the Subjects’ Progressing Ability in
Vocabulary Study through Word Tree Branch Technique
in Cycle I and cycle II. ……………………………………… 43
Graph 4 Graph Showing the Subjects’ Changing Motivation
attitudest in Learning Vocabulary Through Word
Tree Branch Technique ……………………………………... 44
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ABSTRACT
G Eka Sutarsana M, I Gede. 2013. Improving Vocabulary Mastery Through
Word Tree Branch at Seventh Grade Students of SMPN 1 Bebandem in
Academic Year 2012/2013. First Advisor : Dra. Ida Ayu Marthini, M.
Hum, and Second Advisor : I Ketut Wardana, S. Pd, M.Hum
The present classroom action study dealt with improving students vocabulary
through word tree branch of the seventh grade students of SMPN 1 Bebandem in
academic year 2012/2013. The objective of the study was to improve the students
achievement in vocabulary in term of understanding the meaning of unfamiliar
words. The present classroom action investigation was basically triggerd by the fact
that the subjects under study still faced problem in vocabulary. This study made use
of pre-test and post-test research design with successive session. The present
classroom action study started with administering initial reflection to the subject
under study. The result of the IR clearly showed that the pre-existing vocabulary of
the subject was low with the mean score 41.1. The result of the data analysis of the
the reflection scores for cycle I figure out the increasing mean figures of 48.3 and
56.8 for S1 and S2. The result of the data analysis of the reflection scores for cycle II
clearly figured out the increasing mean figures of 66.5 and 76.0 for S3 and S4
respectively. The grand mean figures cycle I and cycle II show the figure 52.5 and
71.2. These findings clearly showed that improving the students vocabulary through
word tree branch was effective enough in helping the seventh grade students of
SMPN 1 Bebandem to increase their vocabulary in English. The mean figure of the
IR was very lower than the corresponding mean figures obtained for each session. the
significant difference further suggested that cycle II was more effective than cycle I.
The result of the analysis of the questionnaire scored showed the comparative
percentage figures of 69.10%, 27.79%, 2.92% and 0% for the items of the
questionnaires showing the total responses given for options: A, B, C, and D
respectively. The resulted comparative percentage figures clearly showed the subjects
attitudes and motivation in learning and exercising vocabulary through Word Tree
Branch changed positively.
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CHAPTER I
INTRODUCTION
1.1 Background of Study
Language is considered as a system of communication in expressing ideas,
emotional, and desire. It has an important role in daily life. We use language both
in oral or written language. There are so many languages in the world but it is
hard to mastere them all. So if we would like to communicate with other people
who has different language with us, we can use one of the languages that
considered as an international language.
English is international language. Learning English as an international
language is very important for many people in the world where they can widen
their relations with them who come from different national language background.
We can understand cultures, customs, and development of the other countries, if
we can communicate with each others very well using English. As an
international language, it is used in many fields of scientific study such as
economic, politics, technology, etc.
Due to the rapid development of science and technology, then the mastery
of English is compulsory, even for students. Since that, in Indonesia English is the
first foreign language should be taught at schools. The students are expected to be
able communicate in English both oral and written. In the end of study, students
are expected to possess listening, speaking, reading, a simple writing skills and
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the other components’ such as grammar or structure, spelling, pronunciation and
vocabulary.
Vocabulary is an aspect language that has been taught by the teacher in the
teaching English as a second language or foreign language. Harmer (2007: 23 )
emphasizes that for many years vocabulary is seen supplementary to the main
purpose of language teaching, namely the acquisition of grammatical knowledge
about language. Teaching vocabulary is important because it is as a basic
communication. If learners do not recognize the meaning of the words they will
be unable to participate the conversation, to though they know the morphology
and syntax. So students firstly should master a large number of vocabularies,
without having this , they can’t express them selves clearly and effectively.
Rupley 1998:99 state that Vocabulary knowledge is important because it
encompases all the words we must know to access our background knowledge,
express our ideas and communicate effectively and learn about new concepts.
Unfortunately in teaching learning process in SMPN 1 Bebandem students
find a lot of problems in vocabulary. The weakness can influence their language
skill. The evidence can be seen of students learning outcomes below the minimum
completeness scores, it cause teachers are still using methods that not based on
students orientation. This is often caused by a weakness, a lack of student interest
in learning English with teaching methods in teaching English especially
vocabulary and opinion less relevant English teacher who see a small role in
language teaching vocabulary study. In line of that, teachers need to choose
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appropriate technique of teaching English to develop the students vocabulary
especially for the young learner.
From the reality above, there must be a way to change the learning
behavior by applying an attractive technique which is called Word tree branch.
Word tree branch tehnique means a technique in which a new word is associated
with familiar word. Using word association here means there are some words or
vocabulary has close meaning or related each other. Vocabulary word teaching
technique creates a good atmosphere which leads the students image that learning
is fun and happy and also learning is not something make students stress, bore or
even hate English.
Therefore, in accordance with the fact above, the researcher is highly
motivated to find out the vocabulary word tree branch technique in improving the
seventh grade students English vocabulary mastery in SMPN 1 Bebandem. By
conducting this technique to the students the researcher expecting the students
vocabulary mastery can improved.
1.2 Statement of Research Question
Considering the background of the study. Students have crucial problem in
vocabulary and it needs changing by applying the writer is the expected to find
out an appropriate technique that can be used to make students more interested in
learning vocabulary. It also motivates students to study English well and to get
success in process teaching learning, so they can not get bored. So the research
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question can be formulated as follows : can vocabulary of the seventh grade
students of SMPN 1 Bebandem be improved through word tree branch technique?
1.3 Purpose of the Study
In relation to what has been described in the background above, in that
case the purpose of the study is to answer the research question that has been
previously formulated and determined. Therefore, the present study is intended to
improve the students vocabulary mastery through word tree branch tehnique of
seventh grade students of SMPN 1 Bebandem in academic year 2012/2013.
1.4 Limitation of Study
The discussion of vocabulary is too broad and complex to be covered in
single study so some variable must be limited. This study is limited to seventh
grade students of SMPN 1 Bebandem in academic year 2012/2013 and focused on
the application of vocabulary word tree branch technique to inprove the students
vocabulary.
1.5 Significance of the Study
The result of the study are expected to give useful contribution both
theoretically and practically to SMPN 1 Bebandem as follows:
a. Theoretically, the findings of the study are expected to give positive input to
both the English teacher and students. For the teachers, it is suggested certain
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method which is effective for improving the student’s vocabulary. For the
students is directly intended to improve their vocabulary in recalling the
meaning of words or phrase of English.
b. Practically, the result of this study is expected to give feedback to English
language teachers especially those who teach at SMPN 1 Bebandem. For the
students are expected to use the word tree branch technique for improving their
ability in mastering vocabulary in daily life.
1.6 Assumptions
There are some variables that relate and have effects to this research.
Because of the limitation of time, finance and investigator’s ability, not all
variables can be controlled. The researcher is only concerned with the variables as
stated on the research question. The research thinks it is necessary to assume the
following things:
a. The seventh grade students of SMPN 1 Bebandem are assumed to have the
same motivation in learning English.
b. The seventh grade students of SMPN 1 Bebandem are assumed to have
same ability in learning English.
c. The English teacher of SMPN 1 Bebandem have been qualified enough in
English teaching.
1.7 Hypothesis
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On attempting to give a tentative solution to the problem, the hypothesis
will be stated as the following: the teaching vocabulary mastery can be improve
through Word tree branch at seventh grade students of SMPN 1 Bebandem
Bebandem in academic year 2012/2013.
1.8 Definition of Key Term
To give clear understanding of term used in this study, it is important to
define operationally the following terms, they are defined as follows:
1. Vocabulary
Vocabulary is a list of words and often phrases, usually arranged
alphabetically and defined or translated, lexicon and glossary (Farlex
2005: 1).
2. Word Tree Branch
Word tree branch is one of techniques for increasing vocabulary, we can
make one key word to be developed for other vocabularies.
3. SMP N 1 Bebandem
SMP N 1 Bebandem is a vocational school where the present study is
conducted. It is located in Telaga Tista street desa Jungutan Bebandem
Amlapura where the present research is conducted
1.9 Theoretical Frameworks
A systematic of research is expected practical significance and should be
conducted in the basis of the relevant theoretical constructs and empirical
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evidences. The investigation is based on theoretical frameworks that include :
theory of vocabulary, kind of vocabulary, ways of improving vocabulary, teaching
vocabulary through word tree branch technique and vocabulary assessment. The
above headings were discussed in chapter II.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, there are some relevant theoretical and empirical reviews
to the present study from many related literature to support this research. The
description of the points include the theory of vocabulary, kinds of vocabulary,
ways of improving vocabulary, teaching vocabulary through word tree branch,
and vocabulary assessment.
2.1 The Theory of Vocabulary
On of the best ways to build a strong vocabulary is trough key word and
linking the other words base on key word. Student should master appropriate
vocabulary. Some definitions of vocabulary are given by different writers are
presented as follows :
According to Hiebert (2005 : 3) states vocabulary is the knowledge of
meanings of words. What complicates this definition is the fact that word comes
at least two form : oral and print. Knowledge of words also comes in least two
form , receptive that which we can understand or recognize and productive the
vocabulary we use when we write and speak. Renandya & Richard (2002:255)
also state vocabulary is a core component of language proficiency and provide
much of the basis for how well learners speak, listen, read, and write. The students
need to know words, their meanings, how they are spelt and how they are
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pronounced. By mastering vocabulary, it will help the students to communicate
succesfully easily both of written and oral.
Hornby (2005:1707) defines vocabulary into four definitions. First,
vocabulary is all the words that a person knows or uses. Second, vocabulary is all
the words in a particular language. Third, vocabulary is the words that people use
when they are talking about a particular subject. Fourth, vocabulary is a list of
words with their meanings, especially in a book for learning a foreign language.
Folse (2008:12) states that definition of vocabulary is single of word, a set
of phrase, a variable of phrase, a phrasal verb, or an idiom. Read (2009:1) adds
that vocabulary is the basic building blocks of language, the units of meaning
from which larger structures such as sentences, paragraphs and whole texts are
formed. For native speakers, although the most rapid growth occurs in childhood,
vocabulary knowledge continues to develop naturally in adult life in response to
new experiences, inventions, concepts, social trends and opportunities for
learning. For learners, on the other hand, acquisition of vocabulary is typically a
more conscious and demanding process. Thus, from various points of view,
vocabulary can be seen as a priority area in language learning.
Cameron (2008:73) who states that vocabulary development is about
learning words, but it is about much than that. Vocabulary developments is also
about learning more about those words, and about learning formulate phrases or
chunk, finding words inside them, and learning even more about those words. It
means that vocabulary not only learning the meaning the words it self but also
implies how that the word fits into the world. To develop vocabulary
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intentionally, students should be taught specific words complete with the words
meaning in creating relationship among words because the word is a key unit in
building up their skills and knowledge. In addition by mastering vocabulary, it
will help the students to communicative successfully and easily both in oral and
written form.
McCarthy O’Dell (2008:8) say that one very important aspect of
learning vocabulary is to organize the words and expressions you meet; this will
help you remember them better. Nation (2001:9) adds that studies of native
speakers’ vocabulary to suggest that second language learners need to know very
large number of words. This is because studies of native speakers’ vocabulary
growth see all words as being of equal value to the learner.
Richard and Jo Anne (2005 : 266 ) state vocabulary is as unique to
content area as a fingersprints are to a human being. A content area
distinguishable by its language, particulary the technical terms that lable the
concepts undergirding the subject matter teachers know they must do something
with the language of their content areas, but they often reduce instruction to
routines that direct students to look up define, memorize and use content-specific
words in sentences. In developing vocabulary we need three steps there are
experiences, concepts, and words. Word are lables for concepts. A single
concept,however, represents much more than the meaning of a single word. It
may take a thousand of words to explain a concept.
Based of the description above, the study use theory of vocabulary which
is proposed by Richard and Jo Anne (2005 :266) who state that in vocabulary we
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need three steps there are experiences, concepts, and words. Word are lables for
concepts. A single concept,however, represents much more than the meaning of a
single word. It may take a thousand of words to explain a concept.
2.2 Kinds of Vocabulary
Folse(2008:14) the part of speech of unknown word can present problems.
He divides into four basic parts of speech: noun, verb, adjective, and adverb. Each
of this group vocabulary will be discussed in the following :
2.2.1 Noun
Noun is a word to name something or person, a place, a things or an idea.
Noun can be classified into three part those are :
a. Common noun
Common noun is the nouns that shows the names of thing, animal,
and all things we can see or touch for instance. For example : chair,
table,book, etc.
b. Proper Noun
They refer to the name of particular things, persons, or place, and
proper nouns start with a capital letter : Jakarta ( a city ),Indonesia
(a name of country ), John (a name of person ), Fast and furious ( a
movie).
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c. Concrete Noun
They are things that can be differentiate with our five senses. We
can see it, hear it, taste it and touch it : noisy, bitter,smoke, and etc.
d. Abstract Noun
They are also known as noun that show our feeling or a quality and
we could not be perceived by the senses : confuse,
beauty,happiness, love, dream and etc.
e. Collective Nouns
They are used to describe a group of objects or things or people.
For example, a herd of cows, a colony of ants, a school of fish, a
flock of seagulls, a pack of rats.
2.2.2 Pronoun
Pronoun are the words we use to replace the noun when we want to
refer to people or things without continually repeating their names. It is
divided into some tpyes as follow:
1. Subject pronouns; are the pronouns which function as subjects in the
sentences, namely; I, You, They, We, She, He and It
2. Object pronoun; are the pronouns which function as objects in the
sentences, such as; me, you, them, us, her, him and it.
3. Possessive pronoun; are the pronouns that show possession , namely: my,
your, their, our, his, her and Its.
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4. Reflexive pronouns; are the pronouns that refers to another noun or
pronoun in the sentence. They are also show reflection of the pronouns
themselves, such as: myself, yourself themselves, herself, etc.
2.2.3 Verb
William (2005:70) states verbs are the words we use to signify an action or
a stage of being. They make up the head of the predicate and are interesting in
large part because they convey so much information in sentences. For example,
actions can occur in the past, present, or future, and verb commonly change in
relation to the time in action occured. Sargeant (2007:52) most verbs describe
actions, so they are called action verbs. Action verb tell what people or things are
doing. There are several kinds of verb such as: transitive verb is a verb that does
not needs an object and intransitive verb is a verb that does not need an object.
Verb is often defined as a word which shows action or state of being. The verb is
the heart of the sentences. Recognizing the verb is often the most important step
on understanding the meaning of sentence.
Verb generally express an action, events, process activities, ect. Competed
sentence must contain at least one verb. For example: run, walk, talk, drive, sing,
write, ect. Verb is word describe a state of being. Verb is important, because there
is no way to have a sentence without them.
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2.2.4 Adjective
Seaton (2007:52) states adjective is often defined as a word which
describes or gives more information about noun or pronoun. Adjective can be
devide into three types based on their meaning they are:
1. Proper adjectives; they describes a person or things with a certain name
such as Indonesian, Turkish, English and etc.
2. Quantitative Adjectives; they describes quantity of things (how much) for
example; much, little, some, any , enough. Etc
3. Descriptive adjectives; are adjectives that describes the condition of
things, such as: big, near, clever, beautiful, tall, etc.
2.3 Ways of Improving Vocabulary
Method is used by the teacher to approach the subject to the students. It is
tool which is used to motivate that students encouragement. It can help the
students to learn something. It concerns with action, which is conducted to make
the students ability better. In this action is taken to improve the students
vocabulary ability. In the classroom the taecher always tries the good method to
motivate the students encouragement in mastering the subject. There any many
method and questions that must be answered and prepared before the teacher
came into the classroom to teach vocabulary.
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The function of vocabulary is only to support their four language skill
namely: listening, speaking,, reading, and also writing but existence of vocabulary
mastery is very crucial in learning English as foreign language, vocabulary as one
aspect of foreign language components is deemed to the big problem. If learners
have insuffidient stock of vocabulary, they will face problems in expressing their
ideas, felling and opinion, and also they will no be able to grasp any expression
addressed to them.
2.3.1 Focusing on Vocabulary
McCarten (2007 : 20 ) states that give vocabulary a high profile in the
syllabus and the classroom, so that students can see its importance and
understand that learning a language is not just about learning grammar. It might
be worth teaching students an easier formulation of view that “ without grammar
very little can be conveyed, without vocabulary nothing can be conveyed.”
McCarten also states one of the first vocabulary learning strategies for any
classroom is how to ask for words you do not understand are useful to teach at the
basic levels as student’s progress.
An important vocabulary acquisition strategy which Nation (2001) call’s
“noticing”is seeing a word as something to be learned. In this view, knowing what
to learn is a necessary prerequisite to learning. Teacher can help learners get into
the habit of noticing by making clear in classroom anstruction and homework
assignments : which items should be learned,what each item is (a single word, a
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phrase,a collocation etc) and for what purpose ( active use or passive recognition
). Material can help teachers in this the following ways :
Providing clearly marked vocabulary lessons
Making target vocabulary set stand out icluding focused practice and
regular review
Giving list of vocabulary to be learned for the lesson.
Structured vocabulary notebook exercise which are designed to make students
focus pn particular vocabulary set or feature are a good way of developing this
noticing strategy.
2.3.2 Offer variety
A number of principles for developing successful materials. He suggests
that this can be done with unusual and appealing content, attractive presentations
and variety. Teacher can use different ways to to including picture,sound, and
different text types with which standents, attractive presentations, and variety.
2.3.3 Lesson for the classroom
Lessons in the classroom can be identified : for example: stories,
conversations, web pages, questionnaires, news report, ect. In each of this
contexts, topics, should be relevant to the students interest. Similary, practice
activities should vary and engage students at different levels. These should range
from simple listen and repeat type of practice through controlled practice to
opportunities to use the vocabulary in meaningful, personalized ways. Offering
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variety also means catering to different learning styles and some students may use
different learning styles for sifferent types of language or in different learning
situations.
2.3.4 Repeat and Recycle
Learning vocabulary is largely about remembering, and students generally
need to see, say, and write newly learned words many times before they can be
said to have learned them. Some researchers have suggested various numbers of
encounters with a word for learning to take place, ranging from five to up twenty.
Some suggest that an impressive amount of learning can take place when students
learn list of paired items ( English word and translation equivalent ); other suggest
that this method of learning does not aid deeper understanding of the words or
help develop fluency.
However, most agree that repetition is an important aid to learning and
that having to actively recall or” retrieve” a word is more effective way of
learning than simple exposure or just seeing a word. Researchers also agree that
repeating words aloud help the students remember words betterthan repeating
them silently. Another area of research is how long students can remember words
after first learning them, and again researchers agree that forgetting slows down
afterward. The implications for the vocabulary classroom are self-evident. Review
vocabulary as often as possible in activities that have students actively recall
words and produce them rather than merely see or hear them.
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2.3.5 Providing Opportunities to Organize Vocabulary
Organizing vocabulary in meaningful ways makes it easier to learn
textbooks often present new vocabulary in thematic sets as an aid to memory,but
there are other types of organization and these can be described under there broad
headings; real-word groups, languange-besed groups,and personalized groups.
2.3.6 Making Vocabulary Learning Personal
Related to the point above, material should provide opportunities for
student to use the vocabulary meaningfully, to say and write true thing about
themselves and their lives. Sudents should be encouraged to add vocabulary they
want to learn,too. If the experience of learning is also enjoyable, so much better.
One note of caution is that personalization may be more appropriate for some
students than others. In a large study of vocabulary learning trategies used by
students at different ages,reports that younger (senior high school) students found
that personalization was less helpful to them than the order students in university
and adult classes.
2.3.7 Using Strategy in Vocabulary Class
Since the classroom may be the main or only place that students hear or
use English, it is important to include in lessons the strategic vocabulary. As it
make up so much of spoken vocabulary, if the text book, does not include this as
part of the syllabus or contain presentation and practice activities. It will be up the
teacher as the most experience user of English to find ways to inroduce this style
of vocabulary in class.it might be useful here to look at the different types of talk.
19
2.3.8 Helping Students Become Independent Learners in and out class
A lot of vocabularies learning research point to the relative success or
learners,who are independent, devote time to self-study, use a variety of learning
strategies, and keep good learners seem to be those who initiate their own
learning, selectively attend to words of their own choice, studiously try to
remember these words and seek opportunities to use them. We can help students
be better learners and acquired good learning habits by setting structure learning
tasks that can be done out of class. These might include helping students construct
a vocabulary notebook, using resources such as dictionaries and the internet, and
finding opportunities to use English.
2.3.9 Vocabulary Notebook
Materials that give space to personal learning log, like vocabulary
notebooks, encourage students to continue learning outside of class. Although
learning logs are often recommended to be in loose-leaf folders or on cards and
separate from textbook, the course book can play a valuable role by offering
guidance in the form of different types of note-taking skill and learning tips, as
well as providing organizing tool such as templates, girds,and chart. Very often
student’s own vocabulary note-taking consist only of writing translations of single
word in lists, but it can be much more varied than this, including labeling pictures
and diagrams,completing charts and word webs, writing true sentences, creating
short dialogues and knowing which word frequently go together.
20
2.4 Teaching Vocabulary through Word Tree Branch
Wiliams Hannam (2009:7) state that there are many ways to help
children and it is important to use a variety of methods or technique and make it
fun. Word tree branch method is a method of development of the words, which in
one word we could be find the others words that related with that keyword. this
can facilitate remembering vocabulary. It is helpful tool in or remembering a word
with something familiar, for example “white board” it can be associated with
“classroom” , ”chair” , “table”etc. in this technique we only need to give one
keyword and keyword were developed by looking for words related to that
keyword. indirectly this method will make students become more creative look for
vocabulary related to these keywords and find the meaning of each words.
In Teaching Vocabulary, Tomkins and Blanchfield suggest an activity that
provides a visual display of word analysis. Word trees are a visual method for
displaying research of derivational word study. Tomkins and Blanchfield suggest
that you divide your class into groups with each group assigned a root to study.
Each group brainstorms words derived from the root by consulting a dictionary
and joining suffixes and prefixes to find new words. The groups then write their
found words along with brief definitions for each using the meaning of the root in
your definitions. Then they draw an outline of a tree and write the root at the base
of the tree and each new word and its definition on individual branches.
Cameron (2008:87) states memorising activities are needed at the point of
learning new words for the first time, and at regular intervals to recycle
21
vocabulary so that it stays active and ready to use. Furthermore, vocabulary
memorising activities can make central use of the idea of networks of meaning.
2.5 Vocabulary Assessment
when do the necessary testing of teaching so that we can determine the
extent of our success in teaching. teaching and testing are related to one
another.Good testing is determines good in teching.without testing there is no
reliable means of knowing how effective a teaching sequence has been.
According to Cameron (2001:222) assessment is concerned with pupils’ learning
or performance, and thus provides one type of information that might be used in
evaluation. Furthermore, assesment in children’s language learning as part of their
early experience, can influence whether or not pupils choose to continue learning
the foreign language whether they lost interest and motivation. Because assesment
potentially has such a powerful washback effect on children’s lives, issues of
fairnes must be taken seriously.
Brown (2004:4) states that assessment is an ongoing process that
encompasses a much wider domain. By giving a test at the end of teaching
learning process, the teacher will know the ability of their student. A good
teacher never ceases to assess students, whether those assessments are incidental
or intended.
Westwood (2008:72) states the main function of assesment are firstly to
enable a teacher to evaluate the effectiveness of the teaching program and then to
make any necessary modifications to method of delivery, learning activities or
22
resources; secondly to identify any students who are having difficulties mastering
the course content, and thus need additional help; third to provide information if a
student is to be transferred to another school or referred for special education;
fourth to be accountable to parents by providing them with evidence of their
child’s learning; and then to be accountable to government education authorities
by providing hard evidence of achievement levels in school.
In this learning process, assessment is used to measure student’s
achievement toward the material that has been taught and how far the students
grasp the material during teaching and learning process. Furthermore,in this
present study,assessment was administered or ordinary way bay giving them test.
It aims at monitoring the student’s progress toward their achievement in
vocabulary mastery which is taught through keyword method. The test is
administering on every section along investigation. According to Cameron (2001 :
222 ) There are many ways to get assessment. One of them is through test. Testing
is a particular form of assessment, that concerned with measuring learning
through performance. Testing provides a form of feedback, both for learners and
teachers. Moreover, testing has a useful backwash effect.Thornbury (2002:142)
states a good test should have a positive backwash effect, e.g, they encourage
good learning strategies. Then, testing is one way of assessing learning
outcomes.In other word, testing is the result of learning.
There are a lot of tests, one of the most famous is multiple choices who
will be used to assess of students’ knowledge in vocabulary. Thornbury
(2002:132) explainsmultiple choice is a popular way of testingin that they are easy
23
to score and they are easy todesign. Moreover, the multiple choice format can be
used with isolated word, word in sentence, context, or words in whole texts. On
the negative side, multiple choice test have been criticised because, first learners
may choose the answer by a process of elimination, which hardly constitutes
“knowing” the right answer, second depending on the number of possible answer,
there is a one-in-three chance of getting the answer right, third they test
recognition only-not the ability to produce the word, and they are not as easy to
design as might appear. The question can be in form of the nearest meaning of a
word or fill in the blank based on the best answer.
Testing of the student’s vocabulary at his or her disposal must also be
measured. Test of vocabulary should be ungrammatical structure with the students
may find difficult to be comprehended. The test is multiple choice test and essay
test. There are pre test and post test. There are twenty items of multiple choices by
crossing A, B, C or D and five items essay test.
24
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subject of this study were the seventh grade students of SMP N 1
Bebandem in academic year 2012/2013. The selection was conducted on the basic
or preminary observation, which showed that they had low vocabulary
understanding. The number of subject are 30 students which consisted of 17 males
and 13 females students.
3.2 Research Design
The design of classroom action research design. According to Kemmis and
Mc Taggart (1998: 35 ), an action research is a cyclic proccess of planning,
action,observation, and reflection. Those will be described as follows:In planning,
the researcher is supposed to plan all the things required successful research. The
planning should be flexible and future oriented. To carry out the planning, an
action research needs to be conducted in line to the planning. However, the action
does not need to be absolutely guide by the planning in the sense that an action
could be differently duided by the planning in the sense that an action could be
differently done with similar conceptual thinking in dealing with a problem being
encountered in real practice. Besides, an observation also needs to be carried out
in order to record the effect of the action. The result of the observation could be
25
further applied in conducting a reflection. Finnaly, reflection is also being
developed. This is intended to be used to analyze the action on the basic of the
result of the observation. In addition, it is through the reflection that the researcher
should decide whether to continue or stop the study.
(Kemmis and Taggrat in Denzin and Y. Lincoln, 2000:595) state that the
research design is this described as follows:
From diagram above, it could be seen that the present study that use a
classroom action research was concerned by using two kind of test, they were,
initial reflection, or pre-test and reflection or post-test. Initial reflection (IR) was
proposed to evaluate the pre-existing student’s vocabulary mastery while
reflection (R) was provided at the end of each session, was meant to reveal the
expected increase in the students vocabulary mastery after they had be taught
through word tree branch technique. In this study, teaching and learning
proccesses were devided into two cycle where each cycles consisted of four
sessions. Each session consisted of four interconnected activities : (P) Planning,
(A) Action, (O) Observation, (R) Reflection.
Initial Reflection
Cycle 1 Planning 1 Action 1 Observation 1 Reflection 1
Reflection II Observation II Action II Revised Planning Cycle II
26
In the end of cycle 1, it showed the result of the students achievement test
and the involvement of the students ability until the students were able gain
English vocabulary according to the subject that might study in the class. The
mean score of the IR was compared to the corresponding mean scores of R was
administered at the end of each session for establishing the degree of the
increasing of the students vocabulary mastery. The result of the reflection or post
test in the cycle I were used as valuable input and a basis by revised planning (RP)
was anticipated to be much more effectiveness of teaching vocabulary through
word tree branch technique were figured out through comparing the mean scores
of the IR (Xo) obtain by the subject under study with their corresponding mean
scores of the reflections or post test both in cycle I (XI) and Cycle II (XII).
3.2.1 Initial Reflection
In the cycle 1, initial reflection was the first step. It was in the form of pre-
test to know the pre-existing vocabulary ability of the subjects under study. The
mean scores of the reflection was compared with the corresponding mean scores
of the reflection was administered in the end of each session for the sake of
establishing the degree of improvement in English vocabulary of the subjects. The
pre test was carried out as follows :
1. Distributing the test to the students
2. Asking them to observe the test and asking about the things related to the
test that they donot understand.
3. Collecting the students answer
4. Evaluating the students work
27
3.2.2 Planning
Before the present classroom research could be successfully carried out,
the researcher had to prepare instructionsl planning for all the sessions. In order to
achieve the objective of the classroom action research, the researcher planned the
research planning. The instructional do the activities by doing following things:
1. Determining the subject of the study, that was, at the beginning the
researcher carried out preliminary study at SMPN 1 Bebandem. In this
preminary study the researcher asked some questions to English teacher
there about the difficulties faced by the students in studying English
vocabulary. This was actually intended to meet on of the procedures in
making a scientific study.
2. Seeking and preparing a series of teaching material which could be
appropriately used in teaching vocabulary that could solve the problem
faced by the students of seventh grade of SMPN 1 Bebandem.
3. Preparing initial reflection (IR) in vocabulary. The IR in vocabulary test
for the subjects under study was chiefly intended to measure the real pre-
existing vocabulary mastery.
4. Designing lesson plans or setting up teachers scenario of the present
classroom action study. The researcher designed and planned four lesson
plans or teaching scenarios because he designed two cycle with four
sessions. The topics were adopted from the current vocabulary school.
Teaching syllabus and Integrated Course Material. In line with the time
28
schedule, each session or meeting was planned to last for about 90 minutes
respectively.
5. Constructing reflection of post-test at the end of each session.
6. The next activities would be constructing questionnaires to the subjects
under study. The administering of questionnaires was actually to measure
quantitatively tha changing behaviors of the subjects in improving
vocabulary through vocabulary word tree branch.
3.2.3 Action
Performing the previous lesson plans or teaching scenarios was the main
activity in this classroom action study. In line of the objective of the study, actions
or classroom activities referred to what the researcher really did in the classroom
setting during the processes of teaching vocabulary through vocabulary word tree
branch technique. He attempted to manage and conduct the previously planned
classroom activities in the teachers scenario, so that the objective of the teaching
vocabulary for each session would be most effectively and efficiently achieved.
What the researcher did successively in every classroom session was principally
based on three-phases techniques. Thus, the classroom activities were classified
into three main parts, those were : pre-activity, whilst-activity, and post-activity,
which were briefly elaborated on as follow :
1. Pre-activity
The researcher tried to brain stroms the classroom situation by giving
some question to build up the students interest and motivation. In pre-
activities, the researcher arouse the students prior knowledge in order that
29
the subject under the study could concern their mind to the topic that was
discussed in the classroom. This activity lasted about 20 minutes for each
session.
2. Whilst-activity
In whilst-activity the researcher drew a diagram on the board which the
word tree branch was already put in the middle circle. The researcher got
each student to copy it onto paper, in which the students were assigned to
write new words in students own language which related to the key word
in the middle circle of the vocabulary key. The students got a lot of words
in their own language then they translated them into English the students
discussed the translation with their friends or used English dictionary
while some of them asked the researcher. In this activity the students
looked enjoy their study. When the students finished this activity, the
students were practiced to pronounce and make sentences using those new
words. Whilst-activity proceeded for about 60 minutes in each session.
3. Post-activity
In the post-activities, the researcher administered reflection or post-test by
the end of each session. The students were instructed to answer 25
vocabulary test items. Reflection was actually intended to measure the
subjects progressing ability in vocabulary. The post-activity in each
session was planned to proceed for about 20 minutes. The students work
was collected, taken home, and scored by the researcher. The answers of
30
the test were discussed in upcoming session. In this way the students were
really hoped to learn more from the errors and mistakes they made.
3.2.4 Obsevation
In this study, the researcher acted or as a classroom teacher as well as
observer, and the real teacher ( the teacher in the seventh grade ) also observed
during the class. Classroom observation was simultaneously carried out whiles the
researcher was teaching vocabulary through word tree branch technique. In the
light of the classroom action study, observation was intended to make sure the
improvement and the achievement of the teaching-learning process, attitudes and
motivation on the side of the students changing behaviors were certainly reflected
through their active and creative participation and involvement in learning and
exercising activities.
3.2.5 Reflection
Reflection conducted at the end of the action. In this step, the result the
test would be analyzed to see whether was any improvement or not. In addiction,
it would be also used on deciding whether or not the study would continue. The
present classroom action study would be devided into two cycles where each
cycle consisted of four successive sessions. Because there were four sessions in
this classroom action study, the researcher had to provide reflections four times.
Each reflection administered during the post-activity of the session. The result of
entire reflections or post-test in cycle I would be used as feedback and basis to
plan and carry out the actions in cycle II improved ways. If the result of the test
ahowed many progresses, the action would stop until this cycle.
31
3.2.6 Revision Planning
Looking at the result in the cycle I, the researcher revised the weakness
of the planning I the cycle I through making a new plan for cycle II. Some of the
revisions made for the session in the cycle II presented bellow:
1. The researcher should prepare more challenging and interesting teaching
materials.
2. The researcher should give serious attention to the students who were
fewer activities ; they were more frequently encouraged to share their
ideas during teaching and learning processes.
3. The researcher minimized his talking and involvement at the case of
increasing the students practice in using English.
3.3 Research Instrument
The selection and construction of appropriate, valid and reliable research
instrument were very essential steps of scientific investigations ; this is on account
of the fact thet merely valid and reliable researcher instruments could be used to
collect the valid and reliable required data for the study being undertaken. There
were several instruments were used in this study, such as : teaching scenario, pre-
test, post-test, list of keyword, teacher’s diary and questionnaire sheet.
1. Test of Reflection
In this study, the researcher used pre-test or initial reflection and post-test
of reflection. Pre-test was used to obtain estimate information of the
32
students about their prior knowledge in English vocabulary. In pre-test, the
students were instructed to answer 25 vocabulary test items in the form of
multiple choices and written test, 20 multiple choices test and 5 written
test. Pre-test was planned to proceed for about 20 minutes. The researcher
administered post-test by the end of each session. Post-test wass actually
intended to measure the students progressing ability in vocabulary. The
post-test in each session was planned to proceed for about 20 minutes. In
multiple choices test, there in only one correct answer. Each correct
answer has half. The students work was collected, taken home, and scored
by the researcher. The answers of the test were discussedin upcoming
session. in this way the students were really hope to learn more from the
errors and mistakes the made.
2. Questionnaire was held to measure the changing degrees of the students
learning behaviors, attitudes, and motivation after they taught through
word tree branch technique. The researcher made use of questionnaire
after accomplishing two session in cycle I. the questionnaire was
constructed in the form of multiple-choice and written test. It was intended
to make students easier in expressing their feeling and command of the
new technique in learning English vocabulary. In order to void
misunderstanding the questionnaire was written in Bahasa Indonesia
(students mother tounge). The items of the questionnaire were scored in
rating rating 0-3 and the result of the questionnaire which were considered
as the additional data required for the present classroom action study were
33
descriptively analyzed in the form of comparative percentages. The
comparative percentages showed the subjects different degree of changing
behaviors to the vocabulary learning activities and were used as
informative feedback and a basis to make revisions fo the session in cycle
II.
3. Diary
Diary was in the form of table that was used by the researcher to record
the situation of the class and the students response during the actions were
complemented.
The selection and construction of appropriate, valid and reliable
research instrument are very essential step of a scientific investigation, this is
on account of the fact merely valid and reliable research instruments can be
used to collect the valid and reliable required data for the study being
undertaken. The study deals with research question: to what extent is the
effectiveness of word tree branch technique in mastery vocabulary ability of the
seventh grade students of SMP Negri 1 Amlapura. This research question
logically suggests that there are three sets of data or raw scores, which are
required for the study. They are pre-test, post-test and questionnaire.
3.4. Data Collection
In this study, the researcher used a diagnostic test by preparing a written
test to measure the students vocabulary mastery. Besides that the researcher used
teacher’s diary qualitative data and used questionnaire in collecting data. Post-test
34
were held in every ending of the session of every cycle obtained the quantitative
data of this study. Therefore, there were considerable three kinds of raw scores
gotten for the present classroom action.
1. Scores indicating the subjects pre-existing vocabulary mastery.
2. Scores indicating the subjects progress achivement in English vocabulary.
3. Scores indicating the subjects changing learning behavior.
In this research, two types of data were obtained. There were the data
gained from the result on the test that was conducted at the end of each cycle. And
the result of the questionnaires given after pre-test and after the treatment in the
second cycle, and also the result of the teacher’s diary.
3.5 Data Analysis
In this data, it had been obtained through research instruments would be
analyzed to reveal the students progress in mastering vocabulary. The quantitative
data analysis involved the following step.
1. Correcting the students answer of the post-test of each session in every
cycle.
2. Computing the data by using the following formula:
M = ∑ fx
N
Where : M = The average score of the students English vocabulary
mastery.
35
∑ fx = Total score gotten by the students
N = The number of the subject under study
3. In other to get the mean score the researcher could determine the students
qualification by using the following criteria :
Tabel 1
Qualification Score of Students Achievement
Score Interval Mark Qualification
86-100 A Very good
71-85 B Good
56-70 C Sufficient
41-55 D Less sufficient
40 E failure
4. Meanwhile, determine the Qualification of the students achievement and
evaluate the students progress in English vocabulary mastery by using
questionnaire would be analyzed as well. The percentage of each item
being answered was changed into descriptive, data through the following
formula :
Mean= Total the right answer X 100
Total of test items
36
CHAPTER IV
THE REPRESENTATION OF THE FINDING
4.1 Data
As previously stated that there were two kinds of data found in this
research, namely quantitative and qualitative data. The quantitative data was
showed by the students score based on the result of the pre-test and post-test. The
qualitative data was presented by the result of questionnaire toward the
effectiveness of word tree branch technique to the seventh grade students of SMP
N 1 Bebandem. The pre- test in English vocabulary was administered to the
subjects under the study to obtain their pre-existing mastery in vocabulary. Post-
test or reflection was administered for four times (twice in both). As a result, there
were fous sets of raw scores for all session (S1,S2,S3 and S4). The four sets of
scores collected are tabulated as following.
Table 4.1
Tabulation of Date Showing the Subjects Progressing Scores
In Improving Vocabulary
No Name of Students IR Cycle 1 Cycle 2
Xo X1 X2 X3 X4
1. I Komang Adi Sumantara 35 45 50 60 75
2. I Nyoman Agus Suhendra 40 55 60 75 80
3. I Komang Alit 35 40 50 65 70
4. I Komang Artana 35 45 50 60 70
5. I Gede Arya Mahardika 40 45 60 65 75
6. I Gd Arya Supriantika 45 45 50 60 70
37
7. I Wyn Astu Wiratnata 45 50 55 70 75
8. Ni Luh Ayu Nia Damayanti 40 55 60 75 80
9. I Gede bayu Manata 35 40 50 65 75
10. I Gede Dandi Atmaja Tirta 35 45 55 65 70
11. I Nyoman Eka Paramarta 40 40 50 65 75
12. Ni wayan Ekayani 50 55 65 70 80
13. Ni Komang Eti Puspitayanti 55 55 60 75 85
14. Ida Ayu Made Eva Pramayanti 45 60 65 70 80
15. Ni Luh Gayatri Deviana Pertiwi 35 40 55 60 75
16. I Kadek Gunam Gunastawa 30 40 55 60 70
17. IB Indra Matra Atmaja 40 50 50 65 75
18. I Kd Indra Wahyudi 40 45 55 65 75
19. Ni Kadek Linggawani Siwalastri 50 55 65 70 80
20. I Gst L Mahardita 35 40 60 65 70
21. I Gusti Ngurah Bagus 40 40 50 60 75
22. Ni Putu Ovilia Warsita Dewi 55 60 65 80 90
23. I Made Putra Antara 40 50 55 65 70
24. Ni Ketut Sastraningsih 40 50 55 60 75
25. Ni Luh Sri Utami 40 55 55 65 75
26. Ni Wayan Sri Wahyuni 40 50 65 70 80
27. Ni Komang Suci Astini 55 55 70 75 85
28. Ni Kadek Sumiari 35 45 50 60 75
29. Ni Wayan Sumiati 50 55 65 70 80
30. I Made Werdi Astawa 35 45 55 65 70
Total 1235 1450 1705 1995 2280
Further data required for this study were collected through questionnaires.
The question was the simple one : it was composed of only 10 items to be
responded by the students. It was intended to know the students attitude, feeling
interest, and difficulties after the treatment given at the end of cycle II. The
answer of the questionnaires were quantitavely scored by using the rating 0-3. The
questionnaires which were prepared by the researcher consist of ten items, 3 point
38
for the answer was A, 2 point was B, 1 point was C, and 0 point was D. The
scores gathered from administrating questionnaires showed thw subjects” English
vocabulary through word tree branch technique. The obtain data showing the
subjects total scores for items of the questionnaires are tabulated as the following.
Table 4.2
Tabulation of Date Showing the subjects Changing Attitudes and Motivation
in learning Vocabulary through Word Tree Branch Technique
No Name of Students A (3) B (2) C (1) D (0)
1. I Komang Adi Sumantara 21 6 0 0
2. I Nyoman Agus Suhendra 18 6 1 0
3. I Komang Alit 21 6 0 0
4. I Komang Artana 21 6 0 0
5. I Gede Arya Mahardika 21 6 0 0
6. I Gd Arya Supriantika 21 6 0 0
7. I Wyn Astu Wiratnata 18 6 1 0
8. Ni Luh Ayu Nia Damayanti 21 6 0 0
9. I Gede bayu Manata 21 6 0 0
10. I Gede Dandi Atmaja Tirta 18 8 0 0
11. I Nyoman Eka Paramarta 18 8 0 0
12. Ni wayan Ekayani 12 8 2 0
13. Ni Komang Eti Puspitayanti 15 8 1 0
14. Ida Ayu Made Eva Pramayanti 12 10 1 0
15. Ni Luh Gayatri Deviana Pertiwi 18 6 1 0
16. I Kadek Gunam Gunastawa 21 6 0 0
17. IB Indra Matra Atmaja 12 10 1 0
18. I Kd Indra Wahyudi 18 8 0 0
19. Ni Kadek Linggawani Siwalastri 18 6 1 0
20. I Gst L Mahardita 15 6 2 0
21. I Gusti Ngurah Bagus 12 10 1 0
22. Ni Putu Ovilia Warsita Dewi 15 8 1 0
23. I Made Putra Antara 18 8 0 0
24. Ni Ketut Sastraningsih 18 6 1 0
25. Ni Luh Sri Utami 15 8 1 0
39
26. Ni Wayan Sri Wahyuni 21 4 1 0
27. Ni Komang Suci Astini 15 8 1 0
28. Ni Kadek Sumiari 15 6 2 0
29. Ni Wayan Sumiati 15 6 2 0
30. I Made Werdi Astawa 15 8 1 0
Total 519 210 22 0
Total A+B+C+D= 751
4.2 Data Analysis
The data obtain for this study would be analyzed so as to reveal the extent
of the subjects progress or increasing ability in English Vocabulary. These data
should be analyzed and then result of analysis was to be discussed. Before the
above data showing the frequency distribution of pre-test and post test scores in
learning vocabulary through word tree branch as the following:
Table 4.3
Tabulation of the data showing the Frequency Distribution of Pre-test and
Post Test Scores in Learning Vocabulary through Word Tree Branch
Technique
IR CYCLE I CYCLE II
X0 F0 X1 F1 X2 F2 X3 F3 X4 F4
55 3 60 2 70 1 80 1 90 1
50 3 55 8 65 6 75 4 85 2
45 3 50 5 60 5 70 6 80 7
40 11 45 8 55 9 65 11 75 12
35 9 40 7 50 9 60 8 70 8
30 1
Based on the data from the table above, as presented in table 1 and table 2,
the mean of the IR scores (XO) and the mean of the post test scores for the four
sessions ( X1,X2,X3, and X4) can be computed as following :
40
∑ Xo 1235
1. The main score of IR or pre-test = = = 41.1
N 30
∑ X1 1450
2. The main score of S1 = = = 48.3
N 30
∑ X2 1705
3. The main score of S2 = = = 56.8
N 30
∑ X3 1995
4. The main score of S3 = = = 66.5
N 30
∑ X4 2280
5. The main score of S4 = = = 76.0
N 30
this computed ∑Xo is means total scores at pre-test, ∑X1 means total scores of
session 1, ∑X2 means total scores of session 2 in the cycle 1, and ∑X3 means
total scores of session 3, ∑X4 means total scores of session 4 in the cycle 2, and N
is mean the number of students.
The grand mean of the post test scores in cycle I (S1, S2) was:
X1 + X2 = 48.3 + 56.8 = 105.1 = 52.5
2 2 2
The grand mean of the post test scores in cycle II (S3, S4) was:
X3+ X4 = 66.5 + 76.0 = 142.5 = 71.2
2 2 2
The result of the above analysis was considered as the findings of the
present classroom action, which can be summariezed as the following :
41
Table 4.4
Summary of the Research Finding Showing the Mean of Each Session and
Grand Mean for cycle I and cycle II
Pre test/ IR So Xo 41.1 Grand mean
Cycle I S1
S2
X1
X2
= 48.3
= 56.8
52.5
Cycle II S3
S4
X3
X4
= 66.5
= 76.0
71.2
The additional supporting data were collected by means of administering
questionnaires by the end of cycle II to object under study. The data obtained
from the questionnaires had to be computed and then discussed. The computation
of the comparative percentages for the scores of the items of the questionnaires
showing showing the subjects total answer for items of A, B, C, and D were show
as following :
519
1. Total percentage of item A : x 100% = 69.10 %
751
210
2. Total percentage of item B : x 100% = 27.79%
751
22
3. Total percentage of item C : x 100% = 02.92 %
751
0
4. Total percentage of item D : x 100% = 0%
751
To make it clear, the main findings of the present classroom action study,
that was, the increasing comparative mean figures of the IR score and the post-test
42
score obtained by the seventh grade students of SMPN 1 Bebandem Karangasem
for cycle I and cycle II can be graphically presented as following :
Graph 1
Graphic depicting the subjects Progressing Mastery in Learning vocabulary
through Word Tree Branch Technique
Graph 2
Graphic depicting the subjects Progressing Mastery in Learning vocabulary
through Word Tree Branch Technique
0
20
40
60
80
100
Xo S1 S2
41.1
48.356.8
Mea
n
0
10
20
30
40
50
60
70
80
90
100
Xo S3 S4
41.1
66.5
76.0
Mea
n
43
Graph 3
Graph Depicting the Subjects’ Progressing Ability in Vocabulary Study
through Word Tree Branch Technique in Cycle I and cycle II
0
10
20
30
40
50
60
70
80
90
100
Xo Cycle I Cycle II
41.1
52.2
71.2
Mea
n
44
Graph 4
Graph Showing the Subjects’ Changing Motivation attitudest in Learning
Vocabulary Through Word Tree Branch Technique
4.3 Discussion of The Findings
It has been stated that the purpose of this study was to improve students
mastery in English vocabulary through Word Tree Branch Technique to the
seventh grade students of SMPN 1 Bebandem in academic year 2012/2013. The
data analysis showed that the mean of the IR or pre-test scores (XO) was obtained
by the subjects under study in vocabulary mastery showed the mean graph 41.1.
this mean figure. Clearly showed that the ability of the subject under study was
relatively low. Knowing that vocabulary mastery was one important language
component therefore this problem had to be immediately solved. It was hard to
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
A B C D
69.10%
27.79%
2.92% 0.00%
Per
cen
tage
45
find out why the ability of the students was vocabulary mastery was quite low as
there were many factors dealing with it.
After the subjects under the study were taught English vocabulary through
Word Tree Branch Technique consequently, the subjects under study English
vocabulary mastery improved. It could be proved by the result of the data analysis
of the reflection scores in cycle I (S1 and S2) that showed the increasing mean
figure 48.3, and 56.8. The mean figure obtained by the subjects under study for
each session in cycle I was 52.2. it was much higher than the mean figure of IR
scores. If at pre-test no one of which exeed the minimum passing score 65, but in
cycle 1 there are 6 students were able to get mean 65. This grand mean figure of
cycle I showed the obvious improvement of the students mastery in learning
vocabulary through Word Tree Branch Technique.
The other improvement of the students vocabulary mastery through Word
Tree Branch technique was showed by the result of the data analysis of the
reflection of the post-test scores obtained by the subjects under study for cycle II
(S3 and S4) pointed out increasing mean figures of 66.5 and 76.0. the mean figure
obtain by the subjects under study for each session in cycle II was 71.2. the grand
mean figure of reflection or post testscore obtained by the subjects under study in
cycle I was 52.2 and in cycle II was 71.2. there was significant different of 19.0
between the main figure of cycle I and cycle II. This was due to the fact that cycle
II was a revised taking into account the weakness consequently. The comparative
percentage figure of the total response of the questionnaire for item A, B, C, and
D were 69.10% (means strongly agree), 27.79% (means agree), 02.92% (means
46
undecided) and 0% (means disagree). This figure proved that the subject positive
changing bahaviors in learning vocabulary through Word Tree Branch Technique.
The findings of the classroom action study were in line with the existing
research findings, which had related the effectiveness of Word Tree Branch
Technique in learning vocabulary . although all the finding of the present
classroom action study clearly revealed the improvement of the mastery in
learning vocabulary by the seventh grade students of SMP N 1 Bebandem
Karangasem. It had however,rather limited validity and reliability. The researcher
fully realized and admitted that the established finding have some weakness
versions. This was due to that factor that there were many aspects that could
contaminate tha validity and reliability of the established findings. It means that
the findings of the present classroom actions study should be only used as one of
the optional technique.
47
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussion through out the present classroom action study which dealt
with improving the students vocabulary through word tree branches techniques of
seventh grade students of SMPN 1 Bebandem could finally be concluded in this
chapter. Some practical suggestions with reference to the significance of the
established research findings are also recommended in this chapter so that the
findings of this study could really provide some benefits for the English teacher
and the seventh grade students of SMP N 1 Bebandem.
5.1 Conclusion
The present class action study dealt with improving the students
vocabulary through word tree branch techniques of the seventh grade students of
SMP N 1 Bebandem in Academic year 2012/2013. The application of this strategy
also improved the students motivation in learning vocabulary. Their learning
motivation effectively led them to a better achievement. The selection of the class
F students of SMPN 1 Bebandem precendes by conducting a pleminary study.
Based on the study it was found that class F students faced problem in expressing
their notions and ideas because of their weaknesses in vocabulary.
The improvement of the vocabulary ability of the students through word
tree branch using class action study which made use pre-test, post-test design it
was devided into two cycles, where each cycle consisted of two successive
sessions. The main data required for the present class action study were collected
48
through administering IR and post-test in each session. Some supporting data
process. These findings clearly suggested that improving the students vocabulary
trough word tree branch technique could make the students active in learning and
significantly improve their vocabulary. It showed by increased students learning
outcomes. From pre-test that was bad values then after applied this technique the
students values has increased to above minimum completeness scores.
5.2 Suggestions
In the finding of the present action study, the researcher would like to give
some suggestions dealing with the study accomplished :
1. The English teacher of the seventh grade students of SMPN 1 Bebandem
Amlapura in general is suggested to be more active, crative and innovative
in teaching vocabulary and also the other skills, such as listening, reading,
speaking and writing. They are suggested to immediately start categorizing
many vocabularies based on the topic that will be given to improve the
students vocabulary.
2. The seventh grade students of SMPN 1 Bebandem are suggested to
motivate themselves to use with the word tree branch technique in learning
vocabulary besides using of this technique they can use various technique
so they can develop their vocabulary and more active study and get fun in
studying English.
3. To the other researcher is suggested to conduct the further research to
eight and nineth grade students.
REFERENCES
Brown, H. D. (2004). Language Assessment Principles and Classroom Practices.
Pearson Education. 10 Bank Street, White Plains, NY 10606.
Cameron,L. (2001). Teaching Language to Young learners. United Kingdom:
University Press, Cambridge.
Folse, K. S. (2008). English Teaching Forum. United States: Vol. 3.
Hiebert, Elfrieda and Kamil, Michael L. 2005. Teaching and Learning Vocabulary.
New Jersey London : University of California.
Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary OF Current English.
New York: Oxford University Press.
Kemis and Teggart. 1998. The Action Research Planner. Victoria: Deakin University
press.
McCarten, Jeanne. 2007. Teaching Vocabulary. New York: Cambridge University
press.
Richard T Vacca and Jo Anne L. Vacca. 2005. Literacy and Learning Across the
Curriculum : Pearson Education, Inc.
Richard, J.C.,&Renandya, W.A. (2002).Methodology in Language Teaching. USA:
Cambridge University Press.
Sargeant, H. (2007). Basic English Grammar for English Language Learners. United
States: Saddleback Educational Publishing.
Seaton, A. (2007). Basic English Grammar for English Language Learners. United
States: Saddleback Educational Publishing.
Suardana, Wayan. 2011. Teaching Vocabulary Through Keyword method of the tenth
grade students of SMK N 1 Mas- Ubud in Academic year 2010/2011.
Saraswati University : Unpublished.
Thornbury,S.(2002).How to Teach Vocabulary. England: Pearson Education.Limited
Longman.
Westwood, P. (2008). What teachers need to know abot Teaching methods. Australia:
Camberwell, Vic : Accer Press.
William, J.D. (2005). The Teacher’s Grammar Book. London: Lawrence Erlbaum
Associates, Inc.
Williams, M. Hannam, N. (2009). French Festivals and Traditions Activities and
teaching Ideas for KS3. Design Brilliant Publications.
No Name of Students
1. I Komang Adi Sumantara
2. I Nyoman Agus Suhendra
3. I Komang Alit
4. I Komang Artana
5. I Gede Arya Mahardika
6. I Gd Arya Supriantika
7. I Wyn Astu Wiratnata
8. Ni Luh Ayu Nia Damayanti
9. I Gede bayu Manata
10. I Gede Dandi Atmaja Tirta
11. I Nyoman Eka Paramarta
12. Ni wayan Ekayani
13. Ni Komang Eti Puspitayanti
14. Ida Ayu Made Eva Pramayanti
15. Ni Luh Gayatri Deviana Pertiwi
16. I Kadek Gunam Gunastawa
17. IB Indra Matra Atmaja
18. I Kd Indra Wahyudi
19. Ni Kadek Linggawani Siwalastri
20. I Gst L Mahardita
21. I Gusti Ngurah Bagus
22. Ni Putu Ovilia Warsita Dewi
23. I Made Putra Antara
24. Ni Ketut Sastraningsih
25. Ni Luh Sri Utami
26. Ni Wayan Sri Wahyuni
27. Ni Komang Suci Astini
28. Ni Kadek Sumiari
29. Ni Wayan Sumiati
30. I Made Werdi Astawa
LESSON PLAN
Cycle 1, Session 1
School : SMPN 1 Bebandem
Subject : English
Class : VII F
Topic : Greeting and Indroduction
Language Aspect : Vocabulary
Time Allocation : 2 x 45 minutes
I. Standard Competency
Understanding the meaning of new English vocabulary and are able to use
them in oral and written communicatation.
II. Basic Competency
Recognizing the meaning of the meaning of new vocabulary and use them
in communication.
III. Indicators
Identifying new English vocabulary related to greetings and
introduction
Expressing the meaning of new English vocabulary related to greetings
and introduction.
IV. Character Values
With the establishment of the indicator stated above, cooperative and
curiously can be involved.
V. Learning Objective
After the teaching applied, students are able to :
identify vocabulary of greetings and introduction.
Expressing meaning of new vocabulary related greetings and
introduction.
VI. Teaching Materials
Vocabulary related to the topic such as : how are u?? her name is, and
etc.
VII. Method/ Technique
Discussion method.
VIII. Teaching and Learning Process :
Teacher’s Activity Student’s activity Time
A. Pre activity
greeting the students and
checks the student’s present
list.
focussing the students
attention by asking some
responding the teacher’s
greeting and then raise
their hand when their
name are called.
paying attention and
answer the teacher’s
10
Minutes
question related to the topic.
Such as : can you tell me
question.
B. Whilst Activity
writting the general word
and some new words related
to the topic on the write
board.
writting a general word and
some new words related to
the topic and also find the
meaning.
Asking the students to write
their new words that related
to the topic in the white
board.
Asking the students to read
their words one by one with
good pronunciation.
Corrects the student’s
pronunciation.
Asking the students
memorize that have just
paying attention to the
topic and write the words
in their own book.
Finding some more wors
related to the topic and
they may open their
dictionary to find the
meaning.
Writing their new word
finding in the white
board.
Reading their new words
one by one.
The students revises their
pronunciation.
the students comprehend
and read all of new word
softly.
60
Minutes
talked
Post Activity
Asking the students to do the
post test individually.
The teacher end the class by
saying good bye.
doing the post test
individually.
The students say good
bye.
20
Minutes
VIII. Evaluation
type of test : multiple coice and written test.
X. Assessment
Indicator 1:
text Answer score
Multiplechoice Corect answer. 1
Wrong answer 0
Students scores
Score obtain : 2 = score
Maximum score (10)
Indicator 2 :
text Answer score
Written text Corect answer. 1
Wrong answer 0
Students score
Score obtain x 2 =score
Maximum score (10)
Students scores
Scores obtain NA I + II : 2 = score
Maximum score (10)
LESSON PLAN
Cycle 1, Session 1
School : SMPN 1 Bebandem
Subject : English
Class : VII F
Topic : Name of place
Language Aspect : Vocabulary
Time Allocation : 2 x 45 minutes
I. Standard Competency
Understanding the meaning of new English vocabulary and are able to use
them in oral and written communicatation.
II. Basic Competency
Recognizing the meaning of the meaning of new vocabulary and use them
in communication.
III. Indicators
Identifying new English vocabulary related to greetings and
introduction
Expressing the meaning of new English vocabulary related to greetings
and introduction.
IV. Character Values
With the establishment of the indicator stated above, cooperative and
curiously can be involved.
V. Learning Objective
After the teaching applied, students are able to :
identify vocabulary of greetings and introduction.
Expressing meaning of new vocabulary related greetings and
introduction.
VI. Teaching Materials
Vocabulary related to the topic such as : how are u?? her name is, and
etc.
VII. Method/ Technique
Word Tree Branch Technique
Discussion method.
VIII. Teaching and Learning Process :
Teacher’s Activity Student’s activity Time
A. Pre activity
greeting the students and
checks the student’s present
list.
focussing the students
responding the teacher’s
greeting and then raise
their hand when their
name are called.
paying attention and
10
Minutes
attention by asking some
question related to the topic.
Such as : can you tell me
answer the teacher’s
question.
B. Whilst Activity
writting the general word
and some new words related
to the topic on the write
board.
writting a general word and
some new words related to
the topic and also find the
meaning.
Asking the students to write
their new words that related
to the topic in the white
board.
Asking the students to read
their words one by one with
good pronunciation.
Corrects the student’s
pronunciation.
Asking the students
paying attention to the
topic and write the words
in their own book.
Finding some more wors
related to the topic and
they may open their
dictionary to find the
meaning.
Writing their new word
finding in the white
board.
Reading their new words
one by one.
The students revises their
pronunciation.
the students comprehend
and read all of new word
60
Minutes
memorize that have just
talked
softly.
Post Activity
Asking the students to do the
post test individually.
The teacher end the class by
saying good bye.
doing the post test
individually.
The students say good
bye.
20
Minutes
VIII. Evaluation
type of test : multiple coice and written test.
X. Assessment
Indicator 1:
text Answer score
Multiplechoice Corect answer. 1
Wrong answer 0
Students scores
Score obtain : 2 = score
Maximum score (10)
Indicator 2 :
text Answer score
Written text Corect answer. 1
Wrong answer 0
Students score
Score obtain x 2 =score
Maximum score (10)
Students scores
Scores obtain NA I + II : 2 = score
Maximum score (10)
LESSON PLAN
Cycle 1, Session 1
School : SMPN 1 Bebandem
Subject : English
Class : VII F
Topic : Part of Body
Language Aspect : Vocabulary
Time Allocation : 2 x 45 minutes
I. Standard Competency
Understanding the meaning of new English vocabulary and are able to use
them in oral and written communicatation.
II. Basic Competency
Recognizing the meaning of the meaning of new vocabulary and use them
in communication.
III. Indicators
Identifying new English vocabulary related to greetings and
introduction
Expressing the meaning of new English vocabulary related to greetings
and introduction.
IV. Character Values
With the establishment of the indicator stated above, cooperative and
curiously can be involved.
V. Learning Objective
After the teaching applied, students are able to :
identify vocabulary of greetings and introduction.
Expressing meaning of new vocabulary related greetings and
introduction.
VI. Teaching Materials
Vocabulary related to the topic such as : how are u?? her name is, and
etc.
VII. Method/ Technique
Word Tree Branch Technique
Discussion method.
VIII. Teaching and Learning Process :
Teacher’s Activity Student’s activity Time
A. Pre activity
greeting the students and
checks the student’s present
list.
focussing the students
responding the teacher’s
greeting and then raise
their hand when their
name are called.
paying attention and
10
Minutes
attention by asking some
question related to the topic.
Such as : can you tell me
answer the teacher’s
question.
B. Whilst Activity
writting the general word
and some new words related
to the topic on the write
board.
writting a general word and
some new words related to
the topic and also find the
meaning.
Asking the students to write
their new words that related
to the topic in the white
board.
Asking the students to read
their words one by one with
good pronunciation.
Corrects the student’s
pronunciation.
Asking the students
paying attention to the
topic and write the words
in their own book.
Finding some more wors
related to the topic and
they may open their
dictionary to find the
meaning.
Writing their new word
finding in the white
board.
Reading their new words
one by one.
The students revises their
pronunciation.
the students comprehend
and read all of new word
60
Minutes
memorize that have just
talked
softly.
Post Activity
Asking the students to do the
post test individually.
The teacher end the class by
saying good bye.
doing the post test
individually.
The students say good
bye.
20
Minutes
VIII. Evaluation
type of test : multiple coice and written test.
X. Assessment
Indicator 1:
text Answer score
Multiplechoice Corect answer. 1
Wrong answer 0
Students scores
Score obtain : 2 = score
Maximum score (10)
Indicator 2 :
text Answer score
Written text Corect answer. 1
Wrong answer 0
Students score
Score obtain x 2 =score
Maximum score (10)
Students scores
Scores obtain NA I + II : 2 = score
Maximum score (10)
LESSON PLAN
Cycle 2, Session 4
School : SMPN 1 Bebandem
Subject : English
Class : VII F
Topic : Food and Drink
Language Aspect : Vocabulary
Time Allocation : 2 x 45 minutes
I. Standard Competency
Understanding the meaning of new English vocabulary and are able to use
them in oral and written communicatation.
II. Basic Competency
Recognizing the meaning of the meaning of new vocabulary and use them
in communication.
III. Indicators
Identifying new English vocabulary related to greetings and
introduction
Expressing the meaning of new English vocabulary related to greetings
and introduction.
IV. Character Values
With the establishment of the indicator stated above, cooperative and
curiously can be involved.
V. Learning Objective
After the teaching applied, students are able to :
identify vocabulary of greetings and introduction.
Expressing meaning of new vocabulary related greetings and
introduction.
VI. Teaching Materials
Vocabulary related to the topic such as : how are u?? her name is, and
etc.
VII. Method/ Technique
Word Tree Branch Technique
Discussion method.
VIII. Teaching and Learning Process :
Teacher’s Activity Student’s activity Time
A. Pre activity
greeting the students and
checks the student’s present
list.
focussing the students
responding the teacher’s
greeting and then raise
their hand when their
name are called.
paying attention and
10
Minutes
attention by asking some
question related to the topic.
Such as : can you tell me
answer the teacher’s
question.
B. Whilst Activity
writting the general word
and some new words related
to the topic on the write
board.
writting a general word and
some new words related to
the topic and also find the
meaning.
Asking the students to write
their new words that related
to the topic in the white
board.
Asking the students to read
their words one by one with
good pronunciation.
Corrects the student’s
pronunciation.
Asking the students
paying attention to the
topic and write the words
in their own book.
Finding some more wors
related to the topic and
they may open their
dictionary to find the
meaning.
Writing their new word
finding in the white
board.
Reading their new words
one by one.
The students revises their
pronunciation.
the students comprehend
and read all of new word
60
Minutes
memorize that have just
talked
softly.
Post Activity
Asking the students to do the
post test individually.
The teacher end the class by
saying good bye.
doing the post test
individually.
The students say good
bye.
20
Minutes
VIII. Evaluation
type of test : multiple coice and written test.
X. Assessment
Indicator 1:
text Answer score
Multiplechoice Corect answer. 1
Wrong answer 0
Students scores
Score obtain : 2 = score
Maximum score (10)
Indicator 2 :
text Answer score
Written text Corect answer. 1
Wrong answer 0
Students score
Score obtain x 2 =score
Maximum score (10)
Students scores
Scores obtain NA I + II : 2 = score
Maximum score (10)
POST TEST
Cycle I session 1
School : SMP N 1 Bebandem
Subject : English
Class : VII F
Semester : Genap
Day/Date :
I. Choose the best option by crossing A,B,C or D to complete the sentences
below!
1. Paul :Mery,…………..?
Mery : I like dancing.
A. what is your name C. what is your hobby
B. where do you live D. where are you come from
2. Bagas : How are you Cindy ?
Cindy : ....
A. How do you do. C. I am fine ,thank you.
B. My name is Cindy. D. Nice to meet you too.
3. When at 10:00 Pm we says .... .
A. good day C. good morning
B. good afternoon D. good night
4. If we want to leave someone we say ….
A. nice to meet you C. good evening
B. good morning D. good bye
5. Mella has ….at 11:30 Am.
A. lunch C. breakfast
B. dinner D. evening meal
This text for questions 6 – 8.
My name is Yanto. I am a (6)…. . I (7) …. At SMP 1 Tunas Harapan
in seventh grade. I was born in Denpasar,February 6th
1999. I like (8) ….
music.
6.
A. teacher C. student
B. students D. worker
7.
A. work C. teach
B. study D. studied
8.
A. listen C. reading
B. listening D. read
9. Mr. Handoko is a …. . He maintains plans in the garden everyday.
A. tailor C. gardener
B. barber D. driver
10. Mr.Anwar is a ….
A. gardener
B. barber
C. tailor
D. teacher
11. Mr.Sudiarto …. For Mandiri bank now.
A. study C. work
B. working D. worked
This text for question number 12-14.
Verica is my classmate. He has long black (12)….. she is so
beautiful. Her (13)…. are dancing and reading book. She is very (14)…. .
all of her friends and teachers like her.
12. A. nose C. hair
B. hand D. neck
13. A. hobby C.teacher
B. hobbies D. idol
14. A. bad C. kind
B. arrogant D. rich
15. I want to introduce my ….. Her name is Mita. She is my aunt’s doughter.
A. self C. friends
B. classmate D. cousin
16. Dery wants to goes to bed for take a rest at night, he says ....
A. good Morning. C. good night.
B. good day D. good evening.
17. Mira has breakfast in the ….
A. afternoon C. morning
B. night D. day
18. Mita : How old are you ?
Roni : ….
A. I am not old C. I am from here
B. I am thirteen years old D. I am old
19. Nia : Hello my name is Nia Miranda. My … name is Nia.
A. nick C. Miranda
B. full D. Nia
20. Made Asta : Hello my name is Made Asta. You can …. Me Made.
A. give C. call
B. take D. tell
II. Fill the blank with the appropriate words!
1. Mr. Hermanto is a …. He usually delivers leters. The color of his
uniform is orange.
2. Rihana is a Model. She is beautiful girl. She has
long …. hair.
3. Deva : Who is your …. artist?
Dika : I like Syahrini. I love hearing her songs.
4. My hobby is playing …. . I need shuttlecock and racket to play it.
5. Mr.Robsten is a …. man. He has car,luxury house, and he can buy
everything he want.
POST TEST
Cycle I session 2
School : SMP N 1 Bebandem
Subject : English
Class :VII F
Semester : Genap
Day/Date :
I. Choose the best option by crossing A,B,C or D in the worksheet to
complete the sentences below!
1. Dewi saves her stationery in the ….
A. bag C. pencilbox
B. cupboard D. moneybox
2. Ana wants to fry an egg. She goes to the ….
A. dinning room C. kitchen
B. bed room D. living room
3. It is ten o’clock PM and Bella feels sleepy so she goes to …..
A. dinning room C. bed room
B. kitchen D. bathroom
4. Mr.Wira is my English teacher, he teaches in front of class and writing in the
….
A. table C. chair
B. window D. white board
5. Mita has many books in her room. So she saves her books in the …. beside
her bed.
A. table C. chair
B. window D. bookcase
6. I usually get up early in the morning. I open the window beside my room and
then I sweep the ….
A. bath room C. dinning room
B. table D. floor
7. Before I go to school I usually have breakfast in the ….
A. kitchen C. dinning room
B. living room D. bath room
8. There are white board, tables,chairs, and present list board. It usually use to
teaching and learning process. This room is …..
A. computer room. C. classroom
B. head master’s room. D. office
9. My father is a police. When he comes to our house he parks his car in the ….
beside of our house.
A. our back yard C. garage
B. yard D. his room
10. Don’t throw the rubbis every where.pleash keep it in …..
A. toilet C. rubbish bin
B. hall D. balcony
11. I want to plant trees in the ….
A. garden C. dinning room
B. store D. gate
12. Doni’s room is very dark at night because he does not has …. for lighting his
room.
A. pot C. picture
B. mirror D. lamp
13. What kind of things that we can find in the bathroom?
A. Towel ,soup ,and toothpaste C. fork, soap, and pillow
B. Tootpaste ,sofa ,and mirro D. bed, soap, and towel
14. Every morning I usually go to ….. to wash my face.
A. bedroom C. dinning room
B. bath room D. kitchen
15. Mira felt sick when she was in the classroom so she must went to …. In the
school.
A. UKS room C. hospital
B. doctor clinic D. canteen
16. It is ….
A. bathroom C. kitchen
B. living room D. bedroom
17. There are many kinds of .... in the Harbour.
A. Ships C. helicopter
B. Truck D. bicycle
18. Tono goes to school. He rides ….
A. bus C. motorcycle
B. car D. mini bus
19. My parents went to Karangasem yesterday they went by ....
A. car C. on foot
B. ship D. byclce
20. I like to go some where by using bus, car and byclce. Those are kinds of .....
A. air transportation C. space transportation
B. water transportation D. land transportation
II. Fill the blank with the appropriate words!
1. Before Anita sleeps she goes to …. to brushing her teeth.
2. My mother needs …. to hang clothes.
3. Bedsheet,pillow,and bolster pillow. We can find them in ….
4. When Mita wants to eat something in the school. She goes to …..
5. There are two chairs in front of house. My parents always having some tea
every afternoon. They enjoy the time in the ….
POST TEST
Cycle II session 3
School : SMP N 1 Bebandem
Subject : English
Class :VII F
Semester : Genap
Day/Date :
I. Choose the best option by crossing A,B,C or D to complete the sentences
below!
1. Human take breath with their ….
A. heart C. nose
B. lung D. mouth
2. Between your shoulder and your head, there is …..
A. cheeks C. chest
B. neck D. chin
3. The man is blind he can not ….
A. speak C. see
B. walk D. hear
4. There is … below the mouth.
A. chin C. eyes
B. nose D. cheek
5. Mr. Bondan could not hear very well. So there is problem with her ….
A. ears C. cheeks
B. eyes D. nose
6. There is …. inside of your head. It controls your body.
A. brain C. lung
B. heart D. throat
7. There are …. part of hands.
A. fingers, elbow and arm C. knee,elbow and leg
B. fingers, leg, and arm D. knee, fingers and arm
8.
A. cheek
B. nose
C. mouth
D. hair
9. Tono kicks the ball with his ….
A. head C. feet
B. hand D. body
10. The farmers carry on the plough on the ….
A. arm C. shoulder
B. back D. back
11. Our …. needs calcium to grow.
A. bone ` C. lung
B. heart D. kidney
12. We has a pair of ….
A. nose C. hands
B. mouth D. neck
13. there is …. inside of our body. Its function to pump the blood in our body.
A. lung C. blood
B. liver D. tongue
14. There are parts of head except
A. Eyes, nose, and chin C. Ears, mouth, and fingers
B. Eyes, ears, and elbow D. Ears, neck, and eyes
15. You have five …. on the end of your foot.
A. fingers C. toes
B. knee D. thigh
16. We wear hat on our ….
A. head C. chin
B. cheek D. back
?
17. We use …. to smell.
A. mouth C. nose
B. ears D. eyes
18. She is not fat. Means ….
A. Dia tidak gemuk C. dia tidak tinggi
B. Dia tidak langsing D. dia tidak pendek
19. …. is the place where the eyebrow grows on it.
A. Eyelid C. Tongue
B. Forehead D. chin
20. …. is the hair grows above the eyes.
A. Eyebrow C. Eyeball
B. Eyelid D. Eye shadow
II. Fill the blank with the appropriate words!
1. There is …. inside our body. Its function is sustain our body.
2. Carrot and tomatoes are kind of vegetables good for our ….
3. There is …. between leg and shin of our foot.
4. It is on the forehead and its grow about 1 cm in a month. It is ….
5. There are …. to crush foods in our mouth.
POST TEST
Cycle II session 4
School : SMP N 1 Bebandem
Subject : English
Class :VII F
Semester : Genap
Day/Date :
I. Choose the best option by crossing A,B,C or D to complete the sentences
below!
1. I like a cup of ….
A. tea C. juice
B. milk D. beer
2. When the weather is hot. Anton wants to drink a glass of ….
A. coffee C. warm tea
B. wine D. orange juice
3. There are kinds of materials to make a glass milk.
A. milk powder, water,and plate C. mug, chili, and water
B. drinking cup, milk powder and water D. sugar, water and tea
4. The children may not drink …. because it is not good for healthy
A. milk shake C. mineral water
B. lemon tea D. wine
5. It contains of egg, wheat flour, sugar, and meises. Around in shape and has
hole in its center. It is ….
A. rainbow cake C. birthday cake
B. donuts D. ice cream
6. American people have …. For breakfast.
A. rice C. bread
B. fried rice D. pizza
7. Sushi is a famous food from Japan. It contains of rice, vegetables, gravy
and …..
A. raw fish C. mature fish
B. steam pig D. fried fish
8.
Mr. Kardi is a … His job is leads cook in the restaurant.
A. chef C. waitress
B. manager D. washer
9. The suitable food for breakfast are:
A. Beer, noodle, and fried chiken C. Milk, bread, and fruits
B. Friedrice, milk, and coffee D. coffee, tea, and milk
10. We needs …. to eat fried noodles.
A. fork, plate and spoon C. spoon, plate and knife
B. fork, plate and knife D. fork, plate and knife
11. Ice cream and fruits are suitable food for dessert.
A. Makanan sehat C. Makanan penutup
B. Makanan ringan D. Makanan segar
12. My mother needs ….to slice unions, garlic, and chili.
A. spoon C. spoon
B. fork D. knife
13. Omelet is delicious food. It is made of ….
A. egg C. pork
B. beef D. ham
14. Carrot, potatoes, cabbage are kinds of ….
A. vegetables C. foods
B. fruits D. drinks
15. kinds of foods containing protein are :
A. fish,egg and tea C. milk, shrimp and egg
B. pork, milk, and ham D. milk, tea and coffee
16. …. is an egg producting animal.
A. Hens C. Lion
B. Dog D. Cat
17. …. is a list foods and drinks available in a restaurant.
A. Menu C. Debt list
B. Present list D. Visitors list
18. Orange is contain of vitamin …..
A. B C. D
B. C D. A
19. I went to hospital yesterday because I was sick. The antonym of sick is ….
A. strong C. health
B. ill D. poor
20. Our bone needs …. To grow.
A. calorie C. oxygen
B. calcium D. Co2
II. Fill the blank with the appropriate words!
1. It is a …. .
2. Beef, pork and fish in Indonesian are…. .
3. Spaghetti, pizza and kind of pasta are food from …. .
4. We needs spread the …. to make this soup salted
5. Mr. Morgan is a …. his job is serving guests in the restaurant.
ANSWER KEY
Pre- test
1. D 11. A 1. Bali
2. B 12. B 2. Yard
3. D 13. D 3. Teacher
4. B 14. B 4. Foods
5. D 15. D 5. Legs
6. C 16. A
7. B 17. A
8. C 18. D
9. D 19. C
10. C 20. B
Post test I
1. C 11. C 1. Postman
2. C 12. C 2. Curly
3. C 13. B 3. Favorite
4. D 14. C 4. Badminton
5. A 15. D 5. Rich
6. C 16. C
7. B 17. C
8. B 18. B
9. C 19. A
10. B 20. C
Post test II
1. C 11. A 1. Bathroom
2. C 12. D 2. Hanger
3. C 13. A 3. Bedroom
4. D 14. B 4. Canteen
5. D 15. A 5. Terrace
6. D 16. A
7. C 17. A
8. C 18. C
9. C 19. A
10. C 20. D
Post test III
1. B 11. A 1. Bone
2. B 12. C 2. Eyes
3. C 13. B 3. Knee
4. A 14. A 4. Hair
5. A 15. C 5. tooth
6. A 16. A
7. A 17. C
8. A 18. A
9. C 19. A
10. C 20. A
Post test IV
1. A 11. C 1. Fried chiken
2. D 12. D 2. Daging babi, daging sapi, dan ikan
3. B 13. A 3. Italia
4. D 14. A 4. salt
5. B 15. C 5. Waiter
6. C 16. A
7. A 17. A
8. A 18. B
9. C 19. C
10. A 20. B
Qwesioner
Petunjuk:
1. Jawablah pertanyaan –pertanyaan di bawah ini dengan cara menyilang
pada lembar jawaban yang tersedia sesuai dengan keadaa anda.
2. Semua jawaban adalah benar, karena itu jawab dengan hati nurani atau
dengan jujur dan jangan meniru teman.
3. Terimakasih atas bantuaan anda, dalam menjawab pertanyaan dalam
questionnaire secara jujur.
Pertanyaan :
1. Apakah dengan word tree branch technique anda bisa memahami
vocabulary?
A. Sangat bisa
B. Bisa
C. Kurang bisa
D. Tidak bisa
2. Apakah anda merasa suka dengan word tree branch technique daalam
memahami vocabulary?
A. Sangat suka
B. Suka
C. Kurang suka
D. Tidak suka
3. Setelah menerapakan word tree branch ini,bagaimana pandangan anda
tentang vocabulary?
A. Sangat suka
B. Suka
C. Kurang suka
D. Tidak suka
4. Apakah penjelasan tentang cara memahami vocabulary membantu anda
dalam belajar Bahasa inggris?
A. Sangat membantu
B. Biasa saja
C. Kurang membantu
D. Tidak membantu
5. Apakah anda mengalami kesulitan memahami vocabulary sebelum ini?
A. ia
B. Biasa saja
C. Sulit
D. Sangat sulit
6. Menarikkah guru anda dalam membina anda dalam memahami
vocabulary?
A. Sangat menarik
B. Biasa saja
C. Tidak menarik
D. Sangat tidak menarik
7. Bagaimana pendapat anda tentang test-test vocabulary?
A. Sangat menarik
B. Biasa saja
C. Tidak menarik
D. Sangat menarik
8. Bagaimana sikap anda saat penjelasan vocabulary melalui word tree
branch technique?
A. Sangat senang
B. Biasa saja
C. Bosan
D. Sangat membosankan
9. Dengan word tree branch technique apakah anda termotivasi untuk belajar
bahasa Inggris?
A. Sangat termotivasi
B. Biasa
C. Tidak termotivasi
D. Sangat tidak memotivasi
10. Setelah belajar vocabulary dengan word tree branch technique,apakah
kosakata anda bertambah?
A. Sangat meningkat
B. Biasa
C. Tidak ada peningkatan
D. Tidak meningkat
AUTOBIOGRAPHY
I Gede G Eka Sutarsana M, I was born in Pangi
Karangasem on February 1990. I’m Balinese. My
father is I Gde Mangku and my mother is Ni Ketut
Tarmiasih. I was the first son of two children. I
graduated from elementary school at SD Negri No 9
Amlapura in 2001. In that year I continued my study to
junior high school in SMP N 1 Amlapura and graduated in 2004. Then, I
continued my study in senior high school in SMA PGRI 1 Amlapura and
graduated in 2007. In 2009, I continued my study at Faculty and Teacher Training
and Education, Mahasaraswati University Denpasar. During the study I got a lot
of knowledge and experience. I got a lot teaching skills, how to teach the students
and also I got priceless exprerience from the lectures in improving his ability in
mastering English. I want to make my parents proud of me. I want to be an
English teacher or get a job abroad because I want to share and improve my
knowledge about English.
IMPROVING VOCABULARY MASTERY THROUGH WORD TREE
BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1
BEBANDEM IN ACADEMIC YEAR 2012/2013
BY:
I GEDE G EKA SUTARSANA M
NPM: 09. 3491
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI UNIVERSITY
DENPASAR
2013
Improving Vocabulary Mastery Through Word Tree Branch at
Seventh Grade Students of SMPN 1 Bebandem in Academic Year
2012/2013.
I Gede G Eka Sutarsana M
English Department, Faculty of Teacher and Training Education
Mahasaraswati DenpasarUniversity
ABSTRACT
The present classroom action study dealt with improving students vocabulary
through word tree branch of the seventh grade students of SMPN 1 Bebandem in
academic year 2012/2013. The objective of the study was to improve the students
achievement in vocabulary in term of understanding the meaning of unfamiliar
words. The present classroom action investigation was basically triggerd by the fact
that the subjects under study still faced problem in vocabulary. This study made use
of pre-test and post-test research design with successive session. The present
classroom action study started with administering initial reflection to the subject
under study. The result of the IR clearly showed that the pre-existing vocabulary of
the subject was low with the mean score 41.1. The result of the data analysis of the
the reflection scores for cycle I figure out the increasing mean figures of 48.3 and
56.8 for S1 and S2. The result of the data analysis of the reflection scores for cycle II
clearly figured out the increasing mean figures of 66.5 and 76.0 for S3 and S4
respectively. The grand mean figures cycle I and cycle II show the figure 52.5 and
71.2. These findings clearly showed that improving the students vocabulary through
word tree branch was effective enough in helping the seventh grade students of
SMPN 1 Bebandem to increase their vocabulary in English. The mean figure of the
IR was very lower than the corresponding mean figures obtained for each session. the
significant difference further suggested that cycle II was more effective than cycle I.
The result of the analysis of the questionnaire scored showed the comparative
percentage figures of 69.10%, 27.79%, 2.92% and 0% for the items of the
questionnaires showing the total responses given for options: A, B, C, and D
respectively. The resulted comparative percentage figures clearly showed the subjects
attitudes and motivation in learning and exercising vocabulary through Word Tree
Branch changed positively.
INTRODUCTION
Language is considered as a system of communication in expressing ideas,
emotional, and desire. It has an important role in daily life. We use language both in
oral or written language. There are so many languages in the world but it is hard to
mastere them all. So if we would like to communicate with other people who has
different language with us, we can use one of the languages that considered as an
international language.
Vocabulary is an aspect language that has been taught by the teacher in the
teaching English as a second language or foreign language. Harmer (2007: 23 )
emphasizes that for many years vocabulary is seen supplementary to the main
purpose of language teaching, namely the acquisition of grammatical knowledge
about language. Teaching vocabulary is important because it is as a basic
communication. If learners do not recognize the meaning of the words they will be
unable to participate the conversation, to though they know the morphology and
syntax. So students firstly should master a large number of vocabularies, without
having this , they can’t express them selves clearly and effectively. Rupley 1998:99
state that Vocabulary knowledge is important because it encompases all the words we
must know to access our background knowledge, express our ideas and communicate
effectively and learn about new concepts.
Unfortunately in teaching learning process in SMPN 1 Bebandem students
find a lot of problems in vocabulary. The weakness can influence their language skill.
The evidence can be seen of students learning outcomes below the minimum
completeness scores, it cause teachers are still using methods that not based on
students orientation. This is often caused by a weakness, a lack of student interest in
learning English with teaching methods in teaching English especially vocabulary
and opinion less relevant English teacher who see a small role in language teaching
vocabulary study. In line of that, teachers need to choose appropriate technique of
teaching English to develop the students vocabulary especially for the young learner.
From the reality above, there must be a way to change the learning behavior
by applying an attractive technique which is called Word tree branch. Word tree
branch tehnique means a technique in which a new word is associated with familiar
word. Using word association here means there are some words or vocabulary has
close meaning or related each other. Vocabulary word teaching technique creates a
good atmosphere which leads the students image that learning is fun and happy and
also learning is not something make students stress, bore or even hate English.
Therefore, in accordance with the fact above, the researcher is highly
motivated to find out the vocabulary word tree branch technique in improving the
seventh grade students English vocabulary mastery in SMPN 1 Bebandem. By
conducting this technique to the students the researcher expecting the students
vocabulary mastery can improved.
STATEMENT OF RESEARCH QUESTION
Considering the background of the study. Students have crucial problem in
vocabulary and it needs changing by applying the writer is the expected to find out an
appropriate technique that can be used to make students more interested in learning
vocabulary. It also motivates students to study English well and to get success in
process teaching learning, so they can not get bored. So the research question can be
formulated as follows : can vocabulary of the seventh grade students of SMPN 1
Bebandem be improved through word tree branch technique?
PURPOSE OF STUDY
In relation to what has been described in the background above, in that case
the purpose of the study is to answer the research question that has been previously
formulated and determined. Therefore, the present study is intended to improve the
students vocabulary mastery through word tree branch tehnique of seventh grade
students of SMPN 1 Bebandem in academic year 2012/2013.
UNDERLYING THEORIES
In order to give broader understanding of Assessment and Question Tag, the
reearcher present some underlting theories:
The Theory of Vocabulary
According to Hiebert (2005 : 3) states vocabulary is the knowledge of
meanings of words. What complicates this definition is the fact that word comes at
least two form : oral and print. Knowledge of words also comes in least two form ,
receptive that which we can understand or recognize and productive the vocabulary
we use when we write and speak.
Based of the description, the study use theory of vocabulary which is
proposed by Richard and Jo Anne (2005 :266) who state that in vocabulary we need
three steps there are experiences, concepts, and words. Word are lables for concepts.
A single concept,however, represents much more than the meaning of a single word.
It may take a thousand of words to explain a concept.
Kinds of Vocabulary
Folse(2008:14) the part of speech of unknown word can present problems. He
divides into four basic parts of speech: noun, verb, adjective, and adverb.
Ways of Improving Vocabulary
Method is used by the teacher to approach the subject to the students. It is tool
which is used to motivate that students encouragement. It can help the students to
learn something. It concerns with action, which is conducted to make the students
ability better. In this action is taken to improve the students vocabulary ability. In the
classroom the taecher always tries the good method to motivate the students
encouragement in mastering the subject. There any many method and questions that
must be answered and prepared before the teacher came into the classroom to teach
vocabulary.
The function of vocabulary is only to support their four language skill namely:
listening, speaking,, reading, and also writing but existence of vocabulary mastery is
very crucial in learning English as foreign language, vocabulary as one aspect of
foreign language components is deemed to the big problem. If learners have
insuffidient stock of vocabulary, they will face problems in expressing their ideas,
felling and opinion, and also they will no be able to grasp any expression addressed to
them.
Teaching Vocabulary through Word Tree Branch
Wiliams Hannam (2009:7) state that there are many ways to help children
and it is important to use a variety of methods or technique and make it fun. Word
tree branch method is a method of development of the words, which in one word we
could be find the others words that related with that keyword. this can facilitate
remembering vocabulary. It is helpful tool in or remembering a word with something
familiar, for example “white board” it can be associated with “classroom” , ”chair” ,
“table”etc. in this technique we only need to give one keyword and keyword were
developed by looking for words related to that keyword. indirectly this method will
make students become more creative look for vocabulary related to these keywords
and find the meaning of each words.
RESEARCH METHOD
This study was conducted at XI Class of SMPN 1 Bebandem which consist of
1 class. In addition, the number of The eleventh grade students were 30, which all of .
To accomplish this research study, the researcher used classroom action research. As
previously stated that there were two kinds of data found in this research, namely
quantitative and qualitative data. The quantitative data was showed by the students
score based on the result of the pre-test and post-test. The qualitative data was
presented by the result of questionnaire toward the effectiveness of word tree branch
technique to the seventh grade students of SMP N 1 Bebandem. The pre- test in
English vocabulary was administered to the subjects under the study to obtain their
pre-existing mastery in vocabulary. Post-test or reflection was administered for four
times (twice in both). As a result, there were fous sets of raw scores for all session
(S1,S2,S3 and S4). The four sets of scores collected are tabulated as following
DISCUSSION OF FINDINGS
It has been stated that the purpose of this study was to improve students
mastery in English vocabulary through Word Tree Branch Technique to the seventh
grade students of SMPN 1 Bebandem in academic year 2012/2013. The data analysis
showed that the mean of the IR or pre-test scores (XO) was obtained by the subjects
under study in vocabulary mastery showed the mean graph 41.1. this mean figure.
Clearly showed that the ability of the subject under study was relatively low.
Knowing that vocabulary mastery was one important language component therefore
this problem had to be immediately solved. It was hard to find out why the ability of
the students was vocabulary mastery was quite low as there were many factors
dealing with it.
After the subjects under the study were taught English vocabulary through
Word Tree Branch Technique consequently, the subjects under study English
vocabulary mastery improved. It could be proved by the result of the data analysis of
the reflection scores in cycle I (S1 and S2) that showed the increasing mean figure
48.3, and 56.8. The mean figure obtained by the subjects under study for each session
in cycle I was 52.2. it was much higher than the mean figure of IR scores. If at pre-
test no one of which exeed the minimum passing score 65, but in cycle 1 there are 6
students were able to get mean 65. This grand mean figure of cycle I showed the
obvious improvement of the students mastery in learning vocabulary through Word
Tree Branch Technique.
The other improvement of the students vocabulary mastery through Word
Tree Branch technique was showed by the result of the data analysis of the reflection
of the post-test scores obtained by the subjects under study for cycle II (S3 and S4)
pointed out increasing mean figures of 66.5 and 76.0. the mean figure obtain by the
subjects under study for each session in cycle II was 71.2. the grand mean figure of
reflection or post testscore obtained by the subjects under study in cycle I was 52.2
and in cycle II was 71.2. there was significant different of 19.0 between the main
figure of cycle I and cycle II. This was due to the fact that cycle II was a revised
taking into account the weakness consequently. The comparative percentage figure of
the total response of the questionnaire for item A, B, C, and D were 69.10% (means
strongly agree), 27.79% (means agree), 02.92% (means undecided) and 0% (means
disagree). This figure proved that the subject positive changing bahaviors in learning
vocabulary through Word Tree Branch Technique.
The findings of the classroom action study were in line with the existing
research findings, which had related the effectiveness of Word Tree Branch
Technique in learning vocabulary . although all the finding of the present classroom
action study clearly revealed the improvement of the mastery in learning vocabulary
by the seventh grade students of SMP N 1 Bebandem Karangasem. It had
however,rather limited validity and reliability. The researcher fully realized and
admitted that the established finding have some weakness versions. This was due to
that factor that there were many aspects that could contaminate tha validity and
reliability of the established findings. It means that the findings of the present
classroom actions study should be only used as one of the optional technique.
CONCLUSION AND SUGGESTIONS
In the finding of the present action study, the researcher would like to give
some suggestions dealing with the study accomplished :
1. The English teacher of the seventh grade students of SMPN 1 Bebandem
Amlapura in general is suggested to be more active, crative and innovative in
teaching vocabulary and also the other skills, such as listening, reading,
speaking and writing. They are suggested to immediately start categorizing
many vocabularies based on the topic that will be given to improve the
students vocabulary.
2. The seventh grade students of SMPN 1 Bebandem are suggested to motivate
themselves to use with the word tree branch technique in learning vocabulary
besides using of this technique they can use various technique so they can
develop their vocabulary and more active study and get fun in studying
English.
3. To the other researcher is suggested to conduct the further research to eight
and nineth grade students.
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