The objective of the research is to prove whether word tree branch can be applied to increase students’ vocabulary.. This pre-experimental study uses 30 students as a sample. They are grade VIIf of SMP N 3 Tolitoli. The procedure of this research consists of pretest, treatment, and posttest. The result of the analysis shows that word tree branch contribute greatly to the students’ vocabulary. It can be seen by the difference of the mean score between pre-test and post-test. The mean score of pre-test was 51.47 while in the post-test improved up to 62.60. The data of this research are analyzed by using SPSS Program version 16.0. Then the data of both tests are analyzed by using T-test, and the result shows that the T-test value 7.377 is high than T-table value 2.045. It can be inferred that word tree branch was very effective to increase students’ vocabulary in descriptive text.  Keywords:  Increasing, vocabulary, word tree branch 

Hidayati, Hidayati

English

Kumpulan Jurnal Universitas Madako

JME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-3522136INCREASING STUDENTS’ VOCABULARYOF VII GRADE AT SMP N 3 TOLITOLITHROUGH WORD TREEHidayatiEnglish Education Study ProgramTeacher Training and Education Faculty of Madako UniversityABSTRACTThe objective of the research is to prove whether word tree branch can be applied toincrease students’ vocabulary.. This pre-experimental study uses 30 students as a sample. Theyare grade VIIf of SMP N 3 Tolitoli. The procedure of this research consists of pretest, treatment,and posttest. The result of the analysis shows that word tree branch contribute greatly to thestudents’ vocabulary. It can be seen by the difference of the mean score between pre-test andpost-test. The mean score of pre-test was 51.47 while in the post-test improved up to 62.60. Thedata of this research are analyzed by using SPSS Program version 16.0. Then the data of bothtests are analyzed by using T-test, and the result shows that the T-test value 7.377 is high than T-table value 2.045. It can be inferred that word tree branch was very effective to increase students’vocabulary in descriptive text.Keywords:  Increasing, vocabulary, word tree branchABSTRAKTujuan dari penelitian ini adalah untuk membuktikan apakah word tree branch dapat diterapkan untuk meningkatkan vocabulary siswa. Ini adalah pre-experimental desain yangmenggunakan 30 siswa sebagai contoh. Penelitian i adalah kelas VIIf dari SMP N 3 Tolitoli.Prosedur penelitian ini terdiri dari pretest, treatment, dan posttest. Hasil dadi analisismenunjukkan bahwa word tree branch berkontribusi besar untuk pemahaman siswadescriptive teks. Itu dapat dilihat dari perbedaan skor mean antara pretest dan posttest. Meanskor pretest adalah 51.47 sedangkan mean skor posttest meningakat menjadi 62.60. Datapenelitian ini dianalisa dengan menggunakan SPSS Program versi 16.0. kemudian data darikedua test dianalisis menggunakan T-test, dan hasilnya menunjukkan bawa nilai T-test7.377 lebih besar dari pada nilai T-table 2.045. dapat disimpulkan bahwa teknik scanningsangat efektif untuk meningkatkan pemahaman membaca siswa dalam descriptive text.Kata kunci: Meningkatkan , kosa kata, word tree branchJME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-35221371. IntroductionOne of the most difficult and important aspects of learning a foreign language is theretention of vocabulary. Vocabulary cannot be separated from the language because vocabularyis a part of language. Vocabulary is important for learning language because of several reasons.First, the ability to understand the target language greatly depends on one’s knowledge ofvocabulary. Vocabulary is the knowledge of meanings of words. “Vocabulary is all of the wordsthat a person knows or uses” Oxford Advanced Learner’s Dictionary of Current English,(1995:1331).Vocabulary has an important role in learning language because it allows you tocommunicate clearly with other people. Vocabulary is a tool that must be mastered by people toexpress their feelings, ideas, thought, opinion, etc in both spoken and written (Edge, 1993).Vocabulary is the first step to be taught before teaching other aspects of language. Thereis no doubt that vocabulary plays an important role in the four language skills. In addition,Vocabulary is a list of words which is used to build up a language. John Dewey (1910) statedthat vocabulary is critically important because a word is an instrument for thinking about themeanings which it expresses. This idea is supported by Hornby (1984:959) who states thatvocabulary is a total number of words with role of combining them to make a language.There is no doubt that vocabulary plays an important role in the four language skills. Itgives contribution to the learners to perform or practice their skills better. Schmitt (1997) gavethe definition of vocabulary as follows: Vocabulary is a basis of language which is veryimportant to be mastered first. Furthermore, they are also able to produce so many sentenceseasily either in spoken or written, and to receive words in reading and listening. Withoutvocabulary nothing can be conveyed because vocabulary is the flesh of a language. So, to use thelanguage productively, the learners must know certain amount of vocabulary, not only forcommunicating orally, but also in writing. Based on the explanations above, the researcher takesthe conclusion that vocabulary is a list of words, whether it is a single word, compound word, oridiom, which person knows and uses to express their feeling, ideas, thought, and opinions in bothspoken and written communication.Moreover, Teaching English vocabulary is an important area worthy of effort andinvestigation. “Recently methodologists and linguists emphasize on and recommend in teachingvocabulary because of its importance in language teaching” (Harmer, 1991:154). In Addition,Harmer, (2007:229) states “teaching vocabulary is a major part of the teachers’ art”. Accordingto Huyen and Nga (2003:2) “in learning a foreign language, vocabulary plays an important role”.It is one element that links the four skills of speaking, listening, reading and writing all together.In order to communicate well in a foreign language, students should acquire an adequate numberof words and should know how to use them accurately.In addition, to increase students’ vocabulary is not easy. The students need anothertreatment or technique to increase their vocabulary. Therefore, the researcher uses word treebranch technique to increase students’ vocabulary. Word tree branch means a technique in whicha new word is associated with familiar word Using word association here means there are somewords or vocabulary has close meaning or related each other. According to Wiliams Hannam(2009:7) states “there are many ways to help children and it is important to use a variety ofmethods or technique and make it Fun”. Word tree branch is a technique of development of thewords, which in one word we could be find the others words that related with that keyword. Thiscan facilitate remembering vocabulary. It is helpful tool in or remembering a word withJME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-3522138something familiar, for example “white board” it can be associated with “Classroom” , ”chair” ,“table” etc.However, the technique we only need to give one Keyword and keyword are developedby looking for words related to that keyword. Indirectly this method will make students becomemore creative look for vocabulary related to these keywords and find the meaning of each word.In Teaching Vocabulary, Tomkins and Blanch field suggest an activity that provides a visualdisplay of word analysis. Cameron (2008:87) “memorizing activities are needed at the point oflearning new words for the first time, and at regular intervals to recycle vocabulary so that itstays active and ready to use”. Furthermore, vocabulary memorizing activities can make centraluse of the idea of networks of meaning.Thus, The strategy of Word Tree Branch can be used to teach students root words. Itallows students to see the connection between the root word, its definition and words that containthat root word. Kylene Beers (2003:190) state  “a nice way of making this concept very concreteto students who often need those tangible connections”. Showing students how words areconnected helps them understand, Karen Bromley states in her article: “Explicitly teach studentsnew vocabulary focusing on both meaning and word structure. Make connections with otherwords whenever possible because it helps build from the known to the new.”(2007:234).Vocabulary trees do just this. They take words students know, teach them word parts and connectthem to new words.Procedure of word tree branch is easy to be apply in junior high school. According to IGede G Eka Sutarsana M (2013) Researcher prepared the material and explained the main topic.Researcher distributed the material inform descriptive text and students read and learnt thematerial. Researcher asked the students to write their new words that related to the topic in theirown book. Researcher asked the students to read their words one by one with goodpronunciation. The researcher corrected the student’s pronunciation. The students found somemore words related to the topic and they might open their dictionary to found the meaning. Thewrite their new word found in the white board. And the red their new words one by one. Thestudents revised their pronunciation. They comprehend and read all of new word. The researcherallowed the students to memorize effectively.Every strategy and method has the strengths and weakness belong to the word treebranch. This technique gives the advantages students can develop idea fast. Next, withstudent’s idea arranged in a way that encourages see relationships between them.However, there are some weaknesses when applying this technique. Difficult to useby people who are extremely logical, logical people might find it hard to trust their creativityor intuition, because logic is the dominant side of their thinking pattern. Based on theexplanation above, word tree branch is one of alternative strategy to help the studentsconstruct and improve their vocabulary mastery and create fun learning activities in the class.Thus , The VII Grade Students at SMP N 3 Tolitoli faced the problem on vocabulary asthey were lack of vocabulary and difficult to remember the vocabulary. That is why, looking atthat problem, the researcher would like to use an interesting technique namely Word TreeBranch. From the reality above, there ought to be a way to change the learning behavior byapplying an attractive technique. In this research the researcher used Word tree branch. , thisproblem can be solved by answering the following research question. “Does can vocabulary ofthe grade VII students of SMPN 3 Tolitoli be increased through word tree branch technique?”JME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-35221392. Method of the ResearchThis research used pre-experimental design with one group pre-test and post-test design.Pre test was the test which given to the students before the treatment. The post-test was given tothe students after the treatment to find out the student’s achievement. Butler (1985;65) state that“experimental studies are those in which the investigator deliberately manipulates some factorsor circumstances in order to test the effect on some other phenomena”. The researcher employedpurposive sampling, The researcher took one class as a sample of this research which was gradeVII F because during observation this class had very poor of English vocabulary. Therefore thetotal number of sample was 30 students. . However, to determine the individual standard score ofthe students, the researcher applied the formula proposed by Sugiyono (2013) as follows:∑ =x× 1003. Findings and Discussion3.1 The Result of PretestPre-test would be administered in order to find out the students’ pre existing ability invocabulary before they were taught by using word tree branch. In this section the researcher hadthe students’ answer the question by given them multiple-choice and matching test, it could beseen on the table:Table 1. The Result of PretestNo Name TotalScoreIndividualScore (X) Rate1 BRH 18 36 Failed2 ELY 14 28 Failed3 FRH 27 54 Failed4 FRH 29 58 Failed5 NSB 24 48 Failed6 NAZ 34 68 Failed7 NMZ 25 50 Failed8 NYA 28 56 Failed9 NMY 35 70 Failed10 PKR 22 44 Failed11 PHI 30 60 Failed12 PTW 29 58 Failed13 PAD 22 44 Failed14 RTZ 25 50 Failed15 SPS 10 20 Failed16 SSM 15 30 Failed17 APG 24 48 Failed18 CJR 31 62 Failed19 DAN 18 36 FailedJME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-352214020 IHM 29 58 Failed21 MAS 38 76 Successful22 MAA 28 56 Failed23 MFB 19 38 Failed24 MFM 36 72 Failed25 MFR 25 50 Failed26 NAS 22 44 Failed27 OOF 26 52 Failed28 STL 21 42 Failed29 ARZ 35 70 Failed30 MZF 33 66 FailedAVERAGE SCORE 51.47The table above shows that there was 1 out of 30 students got fair score, 6 out of 30students got poor score and 23 out of 30 students got very poor score.3.2 The Result of PosttestPost-test was administered the students after they got treatment, the researcher gave thestudents post-test in a purpose to know the students’ achievement after they got treatments. Thetest would be given to the students was the same test with pre-test. To know the result of thestudents score in vocabulary, it can be seen on the table below:NO NAME TOTALSCOREINDIVIDUALSCORE (X) RATE1 BRH 20 40 Failed2 ELY 19 38 Failed3 FRH 38 76 Successful4 FRH 37 74 Failed5 NSB 38 76 Successful6 NAZ 39 78 Successful7 NMZ 28 56 Failed8 NYA 31 62 Failed9 NMY 40 80 Successful10 PKR 22 44 Failed11 PHI 31 62 Failed12 PTW 38 76 Successful13 PAD 29 58 Failed14 RTZ 32 64 Failed15 SPS 15 30 Failed16 SSM 25 50 Failed17 APG 27 54 Failed18 CJR 40 80 Successful19 DAN 25 50 Failed20 IHM 41 82 Successful21 MAS 42 84 Successful22 MAA 30 60 Failed23 MFB 20 40 Failed24 MFM 36 72 Failed25 MFR 28 56 Failed26 NAS 22 44 Failed27 OOF 34 68 FailedJME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-352213728 STL 36 72 Failed29 ARZ 41 82 Successful30 MZF 35 70 FailedAVERAGE SCORE 62.60The table above shows that there were 9 out of 30 students got fair score, 8 out of 30students got poor score and 13 out of 30 students got very poor score.4. DiscussionThe researcher discussed the result of the data analysis of the pretest and posttest inaccordance with the scope of this research. The discussion is intended to know whether the useof word tree beanch could improve students’ vocabulary of grade VII at SMP N 3 Tolitoli or not.The first step of this research was conducted the pretest. In pretest data, the researcher got thevocabulary scores of each students as sample. Based on the score, the researcher found that themost of the students got unsuccessfully score. Total of the student who got unsuccessfully scorewere 29 students and the student who got success score was 1 student. The highest percentage ofthe data in the pretest was 76.67% with 23 students and classified into very poor grade, thesecond highest was 20% with 6 students and classified into poor grade, and the lowestpercentage was 3.33% with 1 students and classified into fair grade. In the second step of thisresearch, researcher conducted the treatment. It was done in three meetings. Researcher taughtthe students as sample of this research by using word tree branch. This technique was applied inorder to increase students’ vocabulary. From the three meeting times of treatment, the researchertaught the students by following procedures: Researcher prepared the material and explained themain topic. Researcher distributed the material inform descriptive text and students read andlearnt the material. Researcher asked the students to write their new words that related to thetopic in their own book. Researcher asked the students to read their words one by one with goodpronunciation. The researcher corrected the student’s pronunciation. The students found somemore words related to the topic and they might open their dictionary to found the meaning. Thewrite their new word found in the white board. And the red their new words one by one. Thestudents revised their pronunciation. They comprehend and read all of new word. The researcherallowed the students to memorize effectively. The researcher gave same activity in the firsttreatment but the topic of the lesson was different. After all of the treatment conducted in thisresearch, the researcher conducted the posttest, she got the data based on the students’ score. Theresearcher found that most of the student got success score. Total of the students who gotunsuccessfully score was 21 students. And the student who got success score was 9 students. Thehighest percentage of the data in the posttest was 43.33% with 13 students and classified intovery poor grade, the second highest percentage was 30% with 9 students and classified into fairgrade, and the last percentage was 26.67% with 8 students and classified into poor grade. Thedescription of the data collected through the objective test showed that the students’ vocabularyin descriptive text had increased. It also was supported by mean score of the students in pretestwas 51.47 classified as very poor classification, and the mean score of students in posttest was62.60 classified as poor classification. The value of t-test was greater than t-table (7.377≥ 2.045).Based on t-test, the researcher could conclude that there was difference between the result ofpretest and posttest. It means that students’ vocabulary got increased. This implies that word treebranch was one of the some effective ways to increase the students’ vocabulary.JME  Volume 3, No.3  Juli 2015 ; hlm 136-141 Increasing  Students’ Vocabulary….  HidayatiISSN : 12580-35221415. ConclusionBased on the result of the data analysis in the previous chapter, the researcher would liketo conclude that word tree branch was one of the techniques could be applied to increased thestudents’ vocabulary. It was proved by the research that had been done at SMP N 3 Tolitoli.There was significance difference between the result of pretest and posttest, where the meanscore of posttest was 62.60. It was higher than the mean score of pretest that was 51.47. It alsocould be seen from the t-test, the result was 2.045 < 7.377. It is caused by the application of wordtree branch as long the treatment time. Finally, the researcher could draw a conclusion that thestudents’ vocabulary in descriptive text of grade VII at SMP N 3 Tolitoli in academic year2015/2016 could be increased by using word tree branch.ReferencesDewey, John. (1910). How we think. Boston: D. C. Heath and Company. OCLC 194219. The1910 edition is in the public domain in the United States.Harmer, j. (1991). Practice of English Language Teaching.Harmer, J. (2007). English Language Teaching. England: PersonLong Man.Huyen, Nguyen ThiTnanh&Nga, KhuatThi Thu (2003). Learning Vocabulary.I Gede G Eka Sutarsana M (2013). Improving student vocabulary through word tree branch ofgrade VII students of SMP N 1 Bebandem in academic year 2012/2013. UniversityDenpasar.Kim S. Cameron (2008) “Positively deviant organizational performance and the role ofleadership values.” Journal of Values Based Leadership, 1: 67-83.Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif. Bandung: Alfabeta.A.S. Hornby, Oxford Advanced Learner’s Dictionary of Current English. (Oxford UniversityPress, 1985)Schmitt, N. (1997). Vocabulary: Description, acquisition, and pedagogy. Cambridge: CambridgeUniversity Press.Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif. Bandung: Alfabeta.Williams, M. Hannam, N. (2009). French Festivals and Traditions Activities and teaching Ideasfor KS3. Design Brilliant Publication.

INCREASING STUDENTS’ VOCABULARY OF VII GRADE AT SMP N 3 TOLITOLI THROUGH WORD TREE

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INCREASING STUDENTS’ VOCABULARY OF VII GRADE AT SMP N 3 TOLITOLI THROUGH WORD TREE

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