Abstrak: siswa kelas Delapan SMP N 1 Sengah Temila-di Kabupaten Landak memiliki kekurangan kosakata. Tujuan dari penelitian ini adalah untuk meningkatkan kosakata siswa. Berdasarkan pengamatan penulis melalui pra-penelitian selama mengajar kosakata siswa, penulis menemukan bahwa banyak siswa mengalami kesulitan dalam menguasai kosakata. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari Perencanaan, tindakan, Mengamati dan Merefleksikan. Metode ini dilakukan dalam dua siklus untuk mendapatkan hasil maksimal dari penelitian. Subyek penelitian adalah Semester Kedua Delapan Siswa Kelas. Teknik yang digunakan untuk pengumpulan data adalah observasi. Temuan penelitian ini adalah bahwa siswa membuat kemajuan selama kegiatan belajar mengajar pada siklus 1 dan siklus 2. Skor rata-rata dari siswa pada siklus 1 adalah 53,01 itu meningkat pada siklus 2 dengan nilai rata-rata 72,66. Hal ini menunjukkan bahwa ada peningkatan antara siklus 1 dan siklus 2.  Kata Kunci: pemetaan semantik, meningkatkan, kosa kata.  Abstract: The eight grade students of Stated  owned Junior High school SMP N 1 had a lack of vocabulary. The writer used semantic mapping as teaching technique. The purpose of this research was to improve the students vocabulary. Based on pre-research during teaching learning vocabulary to students, the writer found that many students had difficulty in mastering vocabulary. The method used in this research was a Classroom Action Research with Planning, Acting, Observing and Reflecting. This method was done in two cycles in order to get the maximum result. The technique used for collecting data is observation. The findings of the research were that the students made progress during teaching and learning activity in Cycle 1 and Cycle 2. The mean score of the students in Cycle 1 was 53.01 it increased in cycle 2 with the mean score of 72.66. It showed that there was improvement between the Cycle 1 and Cycle 2.  Keywords: semantic mapping, improving, vocabulary

Bunau, Eusabinus Bunau

Sianturi, Dermawati

Suhartono, Luwandi

English

Jurnal Pendidikan dan Pembelajaran

1    THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS’ VOCABULARY Dermawati Sianturi, Luwandi Suhartono, Eusabinus Bunau English Education Study Program of the Language and Arts Education Department of Teacher Training and Education Faculty of Tanjungpura University Pontianak  email: dermawatisianturi12@gmail.com  Abstrak: siswa kelas Delapan SMP N 1 Sengah Temila-di Kabupaten Landak memiliki kekurangan kosakata. Tujuan dari penelitian ini adalah untuk meningkatkan kosakata siswa. Berdasarkan pengamatan penulis melalui pra-penelitian selama mengajar kosakata siswa, penulis menemukan bahwa banyak siswa mengalami kesulitan dalam menguasai kosakata. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari Perencanaan, tindakan, Mengamati dan Merefleksikan. Metode ini dilakukan dalam dua siklus untuk mendapatkan hasil maksimal dari penelitian. Subyek penelitian adalah Semester Kedua Delapan Siswa Kelas. Teknik yang digunakan untuk pengumpulan data adalah observasi. Temuan penelitian ini adalah bahwa siswa membuat kemajuan selama kegiatan belajar mengajar pada siklus 1 dan siklus 2. Skor rata-rata dari siswa pada siklus 1 adalah 53,01 itu meningkat pada siklus 2 dengan nilai rata-rata 72,66. Hal ini menunjukkan bahwa ada peningkatan antara siklus 1 dan siklus 2.  Kata Kunci: pemetaan semantik, meningkatkan, kosa kata.  Abstract: The eight grade students of Stated – owned Junior High school SMP N 1 had a lack of vocabulary. The writer used semantic mapping as teaching technique. The purpose of this research was to improve the students‟ vocabulary. Based on pre-research during teaching learning vocabulary to students, the writer found that many students had difficulty in mastering vocabulary. The method used in this research was a Classroom Action Research with Planning, Acting, Observing and Reflecting. This method was done in two cycles in order to get the maximum result. The technique used for collecting data is observation. The findings of the research were that the students made progress during teaching and learning activity in Cycle 1 and Cycle 2. The mean score of the students in Cycle 1 was 53.01 it increased in cycle 2 with the mean score of 72.66. It showed that there was improvement between the Cycle 1 and Cycle 2.   Keywords: semantic mapping, improving, vocabulary.    ocabulary is central to language. It means vocabulary is very important in language. If the students have enough vocabulary they will be able to use v 2  language correctly. Vocabulary is the building blocks of a language since they label objects, actions, ideas that convey the intended meaning. However, most of the students are lack of vocabulary that makes them unable to speak or to write.  Vocabulary mastery is one aspect of languages to be taught to the students who want to learn English. The mastery of vocabulary determines the mastery of four language skills. However, in mastering the four language skills, the students should develop their vocabulary first. It is impossible to use language skillfully when the students have limited numbers of vocabulary stock in their minds. Vocabulary is the key of the language. In addition, the more words the students have, the more accurately they may express something. To accomplish a satisfactory result in improving the English vocabulary, a teacher needs a various media such as pictures, videos, games, etc.   Based on the writer‟s observation through conducting pre-research during teaching learning vocabulary to students on SMP Negeri 1 Sengah-Temila, the eighth grade students, the writer found that many students had difficulty in mastering vocabulary. It was proved by the result of the students‟ vocabulary test. The vocabulary test  was to  ask the students ,  the kinds of animal,  fruits and vegetables.  The mean score of the students writing was 60,5, while the Minimum Pasing Grade (Kriteria Ketuntasan Minimal (KKM)) was 70.0. The result indicates that the students‟ vocabulary mastery achievement was still low.  Therefore, in order to improve the students‟ vocabulary mastery, the researcher intended to investigate that the language teaching technique on teaching surely supported by the expert‟s opinion. One of the techniques that could be used to teach or reinforce some language learning skills was a semantic mapping.  Teaching English using semantic mapping helps the students. It avoids them resorting to translation or to lengthy explanation of meaning. For example, the teacher shows the students a semantic mapping of human body. From the semantic mapping the students have already got an idea about human body. Students can respond to semantic mapping with their own feelings and opinions. Semantic mapping can be brought into classroom by both teachers and students. In conclusion, by using semantic mapping the students can discover the relationship between the words which they have known, and they can also learn new words. Based on the phenomena above, the writer is interested in enriching students‟  vocabulary and in this research she tried to apply Semantic Mapping as a technique in teaching vocabulary. In this case, the writer did an action research entitled: The Use of Semantic Mapping to Improve Students ’ Vocabulary (A Classroom Action Research at the Eighth Grade Students of SMP Negeri 1 Sengah-Temila Landak Regency in Academic Year 2012 /2013). The strong reason why I did this is that based on the other research about the same topic was done by Siti Nurvadilah entitled “Enriching Vocabulary through Semantic mapping” has proved the successful teaching in which she was able improve the students‟ vocabulary. Therefore, I decided to use Semantic Mapping to improve the students‟ vocabulary, because I was sure, I could also be successful.    3  METHOD  Singh (2006) says, “Action research is a method for improving and modifying the working system of a classroom in school. The teachers and principal are able to study their problems of teaching scientifically. It is an objective oriented method”. Classroom action research usually focuses on seeking solution to problems of classroom management, instructional strategies, use of material, or student learning. Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research” A classroom action research consists of four stages, they are planning, acting, observing, and reflecting. The first is planning. It means to plan the actions; in order to help the teacher to overcome the problems appeared in the classroom  and improve  student achievement. The second is acting. Acting is the implementation of the plans that have been made. Next is observing where the teachers observe the process of implementation; which functioned to record the activity in the classroom. The last is reflecting, where the teacher evaluated the implementation which had been done. The teacher plan activities that hopefully will overcome the problem that appear in the classroom, so the problem will not appear in the next treatment. The subject of this research is the C class of the eighth grade Students of SMPN 1 Sengah-Temila in Landak Regency in academic year 2012/2013 that consisted of 30 students because they are lower and weak at vocabulary.  Technique used in this research is In order to conduct this research, the writer will use the measurement technique. The measurement technique is applied to collect the data by administering a written test which is constructing for the purpose of this research. The tools of collecting data in this research are matching test, observation and field note.  In analyzing data, the writer uses analyze the data from field note and the scoring table. The students‟ achievements in every cycle can be recognized from the improvement of score range taken from the result of scoring. The average score here is used to classify the qualification of the students‟ action in conducting the teaching vocabulary through semantic mapping. The formula is as follows :  NXM  M   = the average of students‟ score ∑X  = the sum of total score N    = the number of students being observed  To know whether the students‟ improvement each cycle, the writer conducted an observation in which the criteria of the students‟ achievement can be seen in table. The qualification based on the minimum standard of completion (KKM) in SMP Sengah-Temila in Landak Regency is 70. The all criteria are:    4  Range Qualification 80 – 100 70 -  79 50 -  69 0  -  49 Good to Excellent Average to Good Poor to Average Poor Adopted from: Heaton (1988:1)  RESEARCH FINDINGS AND DISCUSSION  In this Chapter, the writer discusses the findings of the research on the title “The Use Of Semantic Mapping To Improve Students’ Vocabulary Mastery (A Classroom Action Research at the Eight Grade Students of SMP Negeri 1 Sengah-Temila Landak Regency, in Academic Year 2013 /2014). The findings of Classroom Action research are gained by the result of Cycle 1 and Cycle 2, also the observation checklist from the collaborator. Obviously, the findings and discussion will be discussed as follows:    Table 1 The students’ Score of Cycle 1 No Students The individual scores Categories  1 1A 50 TT 2 2A 50 TT 3 3A 60 TT 4 4A 40 TT 5 5A 50 TT 6 6A 60 TT 7 7A 60 TT 8 8A 50 TT 9 9A 70 T 10 10A 40 TT 11 11A 60 TT 12 12A 30 TT 13 13A 50 TT 14 14A 40 TT 15 15A 40 TT 16 16A 60 TT 17 17A 60 TT 18 18A 50 TT 19 19A 60 TT 20 20A 70 T 21 21A 80 T 5  22 22A 70 T 23 23A 50 TT 24 24A 60 TT 25 25A 50 TT 26 26A 50 TT 27 27A 40 TT 28 28A 50 TT 29 29A 30 TT 30 30A 60 TT Total of Students‟ score 1593    Mean Score  100301593XS            = 53. 01     Table 2  The students’ Score of Cycle 2 No Students The individual scores Categories  1 1A 60 TT 2 2A 70 T 3 3A 70 T 4 4A 70 T 5 5A 80 T 6 6A 90 T 7 7A 70 T 8 8A 60 TT 9 9A 70 T 10 10A 70 T 11 11A 60 TT 12 12A 80 T 13 13A 80 T 14 14A 80 T 15 15A 70 T 16 16A 70 T 17 17A 90 T 18 18A 90 T 19 19A 90 T 20 20A 70 T 6  21 21A 60 TT 22 22A 70 T 23 23A 60 TT 24 24A 70 T     25 25A 70 T 26 26A 70 T 27 27A 70 T 28 28A 80 T 29 29A 70 T 30 30A 70 T Mean Score                   = 72.66    DISCUSSION The writer conducted this research for two cycles. They are Cycle 1 and Cycle 2. The purpose of this research is to improve the students‟ ability in mastering vocabulry through semantic mapping. The teacher taught vocabulary in two cycles in order to get the maximum result and to see how the improvement of the students‟ score in each cycle. The Eight Grade Students of SMP Negeri 1 Sengah-Temila consisted of 30 students. This class was given lesson or the teaching of vocabulary through semantic mapping. The students had difficulties in learning the vocabulary.  Cycle 1 was conducted firstly by the teacher. In this stage, the teacher conducted a research of the teaching of vocabulary by implementing semantic mapping and telling the use of this technique and how it works.  In this stage, the teacher conducted a research of the teaching of vocabulary through semantic mapping. Firstly, the teacher greeted the students and asked some questions as motivating strategy before beginning the lesson. Secondly, the teacher showed some pictures of “transportation” and gave some questions related to the pictures. Then, the teacher explained the material as in the lesson plans. The teacher explained semantic mapping and its concept when it was used. The students saw the example of semantic mapping prepared with some deleted words. Afterwards, the teacher divided the students into groups consisting of two students in a group. Thirdly, the teacher distributed blank map with a topic “means of transportation” the asked each group to correlate the blanks with the words in the boxes by putting the words into precise category correctly. Then, all groups discussed the result of discussion together. During the discussion, the teacher guided the students who had difficulties in the discussion. After the discussion, the groups presented what they had dicussed.  As the end of lesson, the teacher gave an assessment individually in order to know the students‟ vocabulary through semantic mapping. The result of Cycle 1 100XNRS7  shows the students‟ result in mastering vocabulary through semantic mapping. Most of the students did not really master the use of semantic mapping well. When the teacher gave the test, all of the students‟ achievemnet showed that they failed. As the result, the average score of the students‟ vocabulary mastery was 53.01 and categorized “Poor”.  However, in Cycle 2 students‟ vocabulary mastery was better than that Cycle 1. On this Cycle the students had been able to use semantic mapping. It was proved by the result of assessment in the end of lesson. The mean score of the students‟ ability in using semantic mapping was 72.66 and categorized “Average to Good”. In this cycle, the improvement was significant that was from 53.01 in cycle 1 increased 72.66 in cycle 2. However, the writer felt that it was maximal and he thought that the students have achieved the standard score or more than 70. The increasing of the students‟ score is quite well. All items analysis was considered increasing significantly. The students‟ knowledge of semantic mapping had increased.  The overall of the result in the two cycles indicated that the students‟ achievements in mastering vocabulary related to mapping increased significantly.  In addition, the writer gained the data from the observation checklist and field note that were given to the collaborator. The result showed the mastery of vocabulary semantic mapping could be seen from the students‟ activity. In Cycle 1, the students did not really master the correct deleted words from box semantic mapping. However, in cycle 2 they were getting more improved that the students began to master vocabulary. Then, in the Field Note indicated that the students were so enthusiastic in learning vocabulary through semantic mapping; they looked busy to ask one and others in discussion and even the teacher. The students were very active to know more about words in the map.  Ultimately, based on the data analysis, the writer found that there was an increase of students‟ achievement in mastering vocabulary through semantic mapping. It could be proven by comparing the mean score of Cycle 1 and cycle 2. With regard to the score, it was indicated that the students‟ performance in Cycle 2 was much better than Cycle 1. This finding showed that there was different score of the two cycles after receiving the lesson materials.    CONCLUSIONS AND SUGGESTION   Conclusions  Based on the research finding, students‟ score in mastering vocabulary mastery increased provably. The process of learning was running smoothly and this research was successfully done in SMPN 1 Sengah-Temila in school year 2012. Based on the result, the mean score of the first cycle was 53.01. The mean score of the second cycle was 72.66. The use of semantic mapping as teaching material helped the students in improving the students‟ vocabulary by giving some words and they try to match. This shows how semantic mapping is used effectively in teaching vocabulary. This meets the argument from Shostak (2003), that a semantic map can be used as a tool for discovering the conceptual relationships 8  between vocabulary items. Semantic elaboration seems to enhance word learning and retention, through a learning phase called „integration‟. Observation and Field note helped the teacher in finding students‟ problems and helped the teacher found the solution and preparation for teaching. The collaborator stated all teaching and learning process happening during the classroom observation.  Suggestions In reference to the research findings, the writer puts forward suggestion in increasing Students‟ mastery of vocabulary through semantic mapping to the Eighth Grade Students of SMP Negeri 1 Sengah-Temila. The suggestions are: (1) It is suggested to teacher to select semantic mapping to enrich the students‟ vocabulary because according to for the teacher to select semantic mapping to enrich the students‟ vocabulary Heimlich & Pittelman, (1986) a semantic Map is one type of grapic organizer that can help students visually organize and graphically show the relathionship between one piece of information and another. This technique has been identified by researcher as an excellent technique for increasing vocabulary. (2) It is suggested to the teachers to improve the students‟ vocabulary by using semantic mapping technique due to Mapping is an effective technique for teaching vocabulary contextually and textual patterns of organization; and it is also effective for improving note taking and creative thinking skills  (zaid, 1995). (3) It is suggeted to the teachers to use observation checklist and field note to investigate the students‟ problem in teaching and learning process. Bibliography  Heaton. J. B. 1998. Writing English Language Test : A Practical Guide for teachers of English as a Second Language or Foreign Language, Singapore: Ban Wah Press limited. Nawawi, Hadi. 1983. Metodologi Penelitian Bidang social. Yogyakarta. Gajah Mada University Press.  Singh Kumar Y. 2006. Fundamental_of_Research. Ansari Road, Daryaganj, New Delhi. New Age International Publishers Ltd    

THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS VOCABULARY

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THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS VOCABULARY

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