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ENRICHING STUDENTS’ VOCABULARY THROUGH SEMANTIC MAPPING (A Classroom Action Research in the First Year of Electro B Class of Triguna Utama Vocational School Ciputat) By: SITI NUR VADILAH 106014000437 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

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Page 1: ENRICHING STUDENTS’ VOCABULARY THROUGHrepository.uinjkt.ac.id/dspace/bitstream/123456789... · Enriching Students’ Vocabulary through Semantic Mapping (A Classroom Action Research

ENRICHING STUDENTS’ VOCABULARY THROUGH

SEMANTIC MAPPING

(A Classroom Action Research in the First Year of Electro B Class of

Triguna Utama Vocational School Ciputat)

By:

SITI NUR VADILAH

106014000437

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

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ENRICHING STUDENTS’ VOCABULARY THROUGH

SEMANTIC MAPPING

(A Classroom Action Research in The First Year of Electro B Class of

Triguna Utama Vocational School Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By:

SITI NUR VADILAH

NIM 106014000437

Approved by the Advisor:

Drs. A.M. Zainuri, M.Pd

NIP 1953 03 04 1979 03 1 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1432 H / 2011

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ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training

certifies that the Paper entitled, “Enriching Students’ Vocabulary Through

Semantic Mapping Technique” (A Classroom Action Research at the First

Year of Triguna Utama Technical School, Ciputat) written by Siti Nur

Vadilah, student’s registration number : 106014000437, was examined by the

Committee on February 2011, and was declared to have passed and, therefore,

fulfilled one of the the requirements for the academic title of S.Pd. (Bachelor of

Arts) in English Language Education at The Department of English Education.

Jakarta, Februari 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________)

NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S.Pd. (__________________)

NIP. 19730625 199903 2 001

EXAMINERS : 1. Dr. (__________________)

NIP.

2. Drs. (__________________)

NIP.

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA.

NIP. 19571005 198703 1 003

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KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN)

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Huanda No. 95 Telp: ( 62-21) 7443328, 7401925

Ciputat 15142 Email: [email protected]

SURAT KETERANGAN PERTANGGUNGJAWABAN

PENULISAN SKRIPSI

Saya yang bertanda tangan dibawah ini:

Nama : Siti Nur Vadilah

NIM/ Angkatan : 106014000437/ 2006

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : “Enriching Students’ Vocabulary through Semantic

Mapping”

(A Classroom Action Research in the First Year of Electro

B Class of Triguna Utama Vocational School, Ciputat)

Dosen Pembimbing : Drs. A.M. Zainuri, M.Pd

Menerangkan dengan sungguh- sungguh bahwa:

1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian

sendiri (bukan barang jiplakan/ plagiat)

2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil

jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

Jakarta, Februari 2011

Mengetahui: Yang menerangkan:

Pembimbing Mahasiswa Ybs.

Drs. A.M. Zainuri, M. Pd. Siti Nur Vadilah

NIP. 1953 03 04 1979 03 1 003 NIM. 106014000437

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ABSTRACT

Vadilah, Siti Nur 2011. Enriching Students’ Vocabulary through Semantic

Mapping (A Classroom Action Research in the First Year of Electro B

Class of Triguna Utama Vocational School, Ciputat), Skripsi,

Department of English Education, the Faculty of Tarbiyah and

Teachers’ Training, Syarif Hidayatullah State Islamic University

Jakarta.

Advisor: Drs. A. M. Zainuri, M.Pd

Key words: Vocabulary, Semantic Mapping

This study is aimed at enriching students’ vocabulary by using semantic

mapping strategy. It is conducted at X Electro B Class of Triguna Utama

Vocational School Ciputat academic year 2010/2011 as the subject of the study.

This study is categorized as a collaborative classroom action research. The

writer worked collaboratively with the English teacher in the class. The CAR was

done based on Kemmis and Mc Taggarts’ design. The writer did two cycles in

which each cycle consists of planning, acting, observing, and reflecting. The data

were gathered through qualitative and quantitative data. The qualitative data were

gained by analyzing the interview and observation result. Then, quantitative data

were obtained from the students’ vocabulary score of pretest and posttest and

questionnaire.

The finding of this study showed that there was a development on the

students’ vocabulary mastery and enrichment. It can be seen from the mean score

of pretest was 53.5. Then, the mean score of posttest cycle 1 was 66.5 and the

mean score of posttest cycle 2 was 72.6. In addition, there were 2 students

(7.14%) who passed Minimum Mastery Criterion – Kriteria Ketuntasan Minimal

(KKM) in the pre test. Meanwhile, in the cycle 1, there were 12 students (42.85%)

who passed Minimum Mastery Criterion (KKM) and it gained which was in the

posttest cycle 2 there were 22 students (78.6%) who passed Minimum Mastery

Criterion, so the criteria of success was achieved. Then, from the result of

questionnaire, it showed that there was improvement of positive responses in the

teaching-learning process of vocabulary through semantic mapping strategy. The

mean of pre questionnaire was 41.8 %. Then, the mean of post questionnaire was

64.7%. It improved 23%. Furthermore, the results of observation and interview

showed that the students were motivated in the teaching-learning process during

the implementation of semantic mapping strategy. Related to the results of the

gained data, it can be concluded that the students’ vocabulary enriched and also

the students were motivated in learning English vocabulary.

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ABSTRAK

Vadilah, Siti Nur, 2010. Enriching Students’ Vocabulary through Semantic

Mapping (A Classroom Action Research in the First Year of Electro B

Class of Triguna Utama Vocational School, Ciputat), Skripsi, Jurusan

Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing: Drs. A. M. Zainuri, M.Pd

Kata Kunci:Kosakata, Semantic Mapping

Penelitian ini bertujuan untuk memperkaya kosakata siswa dengan

menggunakan strategi semantic mapping. Penelitian ini dilaksanakan di kelas X

Elektro B SMK Triguna Utama Ciputat tahun pelajaran 2010/2011 sebagai subjek

penelitian.

Penelitian ini dikategorikan sebagai penelitian tindakan kelas, kolaborasi.

Penulis bekerjasama dengan guru bahasa Inggris dalam melaksanakan penelitian.

Penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart.

Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap

perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis

menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui

observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes

dan pos tes) dan kuesioner.

Hasil penelitian menunjukkan bahwa ada perkembangan dalam menguasai

serta memperkaya kosakata. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest

menunjukkan bahwa skor mean pretes adalah 53.5. Sedangkan skor mean postes

siklus 1 adalah 66.5 dan skor mean postes siklus 2 adalah 72.6. Selanjutnya, hasil

pretes menunjukkan hanya ada 2 siswa atau 7.14 % yang mencapai nilai KKM

sedangkan dalam postes siklus 1 ada 12 atau 42.85% siswa mencapai nilai KKM

dan 22 siswa atau 78.6% telah mencapai nilai KKM, dengan demikian kriteria

kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada

peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar

kosakata dengan menggunakan semantic mapping. Mean dari pre kuosioner yaitu

41.8% sedangkan mean dari post kuosioner yaitu 64.7%, jadi meningkat sebanyak

23%. Selain itu, dari hasil observasi dan interview diketahui bahwa siswa

termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi

semantic mapping. Berdasarkan semua hasil data yang diperoleh, dapat

disimpulkan bahwa kepemilikan kosakata siswa meningkat dan siswa termotivasi

dalam pelajaran kosakata bahasa Inggris.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise and gratitude be to Allah for giving strength and guidance for the

writer, so that this paper can be finished thoroughly. Peace and blessing be upon

Prophet Muhammad SAW, his families, his relatives and all followers.

This paper is written to fulfill one of the requirements to obtain the sarjana

degree at the English Department of Faculty of Tarbiyah and Teachers’ Training,

State Islamic University Syarif Hidayatullah Jakarta.

On this occasion, the writer would like to express her gratitude to her

honorable advisor; Drs. A. M. Zainuri, M.Pd who always gives advices, pray,

motivation and his time to finish this paper, hopefully Allah always bless him

with his family, he is always healthy and May Allah grant all of his wishes.

Besides, the writer would also deliver special thanks to:

1. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and

Teacher’s Training.

2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of

the English Department.

3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.

4. All lecturers in the English Department, for teaching precious knowledge,

sharing Philosophy of like and for giving wonderful study experience.

5. The Head of SMK Triguna Utama, Ciputat, Drs. Mardias.

6. The writer’s Great Mother, Mrs. Dahlia.

7. The writer’s father, Alm. Jojo Sudrajat. Even he passed away in July 2000.

8. The writer’s brother, Vandy, all of her relatives who support the writer, such

as Ahmad Subkhi&wife, Hojinah&husband, Oding&wife, Oka&wife, also my

beloved Grandma and Grandpa, thanks on your motivation and love.

9. Ms. Duma Morita Napitupulu, S.Pd and Mr. Dafitri Andri, S.Pd thank you so

much for your advice and support.

10. The students of I Electro B who have contributed her in collecting data during

the research.

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11. The writer’s best friends, Nia, Ulfa, Teh Eni, Lala, Nia Abinur, Unin, Ibel and

Ina who survive together.

12. All the writer’s wonderful friends the English Department whom the writer

cannot write all their names, who have continuously given aid, great support

and suggestion to the writer in finishing this paper.

13. Atma Jaya Library, PKBB.

14. Last, but not least thank to all the writer’s friends and teachers in Jakarta.

Jakarta, February 2011

The Writer

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TABLE OF CONTENTS

ENDORSEMENT SHEET. ................................................................................ i

SURAT PERNYATAAN.................................................................................... ii

ACKNOWLEDGMENTS .................................................................................. iii

ABSTRACT ........................................................................................................ v

ABSTRAK ......................................................................................................... vi

TABLE OF CONTENTS .................................................................................... vii

LIST OF TABLES .............................................................................................. x

LIST OF FIGURES ............................................................................................ xi

LIST OF APPENDICES ..................................................................................... xii

CHAPTER I INTRODUCTION

A. Background of the Study ................................................. 1

B. Limitation and formulation of the Problem .................... 5

C. Objective of the Study ..................................................... 5

D. Significance of the Study ................................................ 6

CHAPTER II THEORETICAL FRAMEWORK

A. Vocabulary Development................................................ 7

1. Nature of Vocabulary ................................................ 7

2. Kinds of Vocabulary ................................................. 10

B. Teaching and Learning Vocabulary ................................ 12

C. Semantic Mapping .......................................................... 17

1. Nature of Semantic Mapping .................................... 17

2. Procedure of Using Semantic Mapping .................... 19

3. Form of Using Semantic Mapping ............................ 21

D. Teaching Vocabulary Through Semantic Mapping ........ 25

E. Relevant Study ................................................................ 27

F. Conceptual Development of Action ................................ 27

G. Action Hypothesis ........................................................... 28

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CHAPTER III RESEARCH METHODOLOGY

A. Objective of the Research ............................................... 29

B. Method of the Study ........................................................ 29

C. Classroom Action Research Setting ................................ 31

D. Classroom Action Research Procedure ........................... 33

E. Researcher’s Role on the Study ...................................... 38

F. Preparing for Classroom Action Research ...................... 38

G. Data and Data Source ...................................................... 38

H. Technique of Data Analysis. ........................................... 40

I. Trustworthiness of the Study. ......................................... 41

J. Criterion of the Classroom Action Research Success ..... 45

CHAPTER IV RESEARCH FINDINGS

A. Description of the Data ..................................................... 46

1. Findings of the Preliminary Study .............................. 46

a. The Result of Pre Observation ................................ 46

b. The Result of Pre Interview .................................... 47

b. The Result of Pre Questionnaire ............................. 48

c. The Result of Pre Test ............................................ 50

2. Findings of the First Cycle ....................................... 52

a. Planning ................................................................ 52

b. Acting ................................................................... 52

c. Observing .............................................................. 53

d. Reflecting.............................................................. 56

e. Revision of the First Cycle ................................... 57

3. Findings of the Second Cycle ..................................... 57

a. Planning .................................................................. 57

b. Acting ..................................................................... 58

c. Observing ................................................................ 58

d. Reflecting................................................................ 62

4. Findings After Implementing the Action.................... 64

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a. The Result of Post Interview .................................. 65

b. The Result of Post Questionnaire ........................... 66

B. Interpretation of the Data .................................................. 67

1. Data of Observation ...................................................... 67

2. Data of Questionnaire ................................................... 68

3. Data of Interview........................................................... 69

4. Data of Test ................................................................... 70

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................... 72

B. Suggestion ......................................................................... 72

BIBLIOGRAPHY .............................................................................................. 73

APPENDICES .................................................................................................... 71

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LIST OF TABLES

Table 4.1 Students’ Vocabulary Score of Pre and Post Test ............................... 61

Table 4.2 A Brief Scenario of the Result of CAR ............................................... 63

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LIST OF FIGURES

Figure 1.1 Semantic Map Sample......................................................................... 4

Figure 2.1 Semantic Map Result Sample. ............................................................. 21

Figure 3.1 Kemmis & Mc Taggart “Spiral” Design ............................................. 32

Figure 3.2 Phases of Classroom Action Research ................................................ 36

Figure 4.1 Result of Students’ Questionnaire ....................................................... 69

Figure 4.2 Students’ Achievement in Vocabulary Development ......................... 70

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LIST OF APPENDICES

Appendix 1 Interview before CAR .................................................................... 71

Appendix 2 Interview after CAR ....................................................................... 74

Appendix 3 Questionnaire before CAR ............................................................. 78

Appendix 4 Questionnaire after CAR ................................................................ 95

Appendix 5 Students’ Score .............................................................................. 100

Appendix 6 Lesson Plans ................................................................................... 102

Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ................ 113

Appendix 8 Observational Notes ....................................................................... 123

Appendix 9 Blueprint Test of Pre-test and Post-test .......................................... 129

Appendix 10 Test Instrument and Answer Key ................................................... 132

Appendix 11 Item Analysis ................................................................................. 142

Appendix 12 Semantic Map Description and Procedure ..................................... 161

Appendix 13 Profile of School ............................................................................ 171

Appendix 14 Surat-Surat ..................................................................................... 179

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is regarded as the first foreign language in Indonesia that is

learned by the students from primary school until university.1 It means English is

a very important subject at every level of education. Moreover, English becomes

the only foreign language which is included in National Examination or we call

Ujian Nasional (UN) from Junior High School to Senior High School. 2

Then, it

becomes one of some decision-maker-subjects for the students‟ graduation to

know how well they understand English during their study. Thus, learning English

has been an important thing to do.

Although English has been learned for many years, the Indonesian

students still have their own problems. The problems are varied in four language

skills such as listening, speaking, reading and writing. One of the basic problems

that appear in English component which is an important part of a language made

up for those four skills; is vocabulary because the student almost fail to bring it to

the mind when he needs the word which is exposed in their class. 3

Therefore they

have bad performance in their English achievement.

1Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran

Bahasa Inggris di Indonesia. 2 Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang

Pelaksanaan Ujian Sekolah/Madrasah Dan Ujian Nasional, Pasal 9. 3 Michael J, Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books,

1989), p. 9.

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“....without an extensive vocabulary, we will be unable to use structures

and function, we may have learned for comprehensible

communication....vocabulary acquisition does not seem to be slowed down

by age. In fact, Rivers argues that vocabulary augmentation seems to

become easier as one matures, probably because one has a richer

knowledge of the world on which to draw. In addition, the more one‟s

vocabulary develops, the easier it is to add new words – the first ten words

are probably the most difficult to learn”.4

It means that we can understand oral communication, express our thoughts

in speech, are able to comprehend common reading material and can write a

literature with sufficient vocabulary which we have or we call it vocabulary size.

In other words, vocabulary size can represent how people well in using English

because word is the biggest part of a language. Therefore, the development of a

rich vocabulary is an important element in vocabulary mastery and learning

English generally.

Vocabulary mastery is one of the factors to master English as a foreign

language.5 It means that the students have the ability in understanding and using

the words and meaning. It also plays an important part in language skills;

listening, speaking, reading, and writing. The larger vocabulary the students

master, the better they perform their language. By having a limited vocabulary,

the students will find difficulties in mastering English skill.

Vocabulary is central to language and importance to language learner.

Without a sufficient vocabulary, one cannot communicate effectively or express

his ideas in both oral and written forms.6 It means that students at school should

master English vocabulary and its grammatical rules to make good

communication to the other people. Therefore, mastering vocabulary can reach

the English teaching goals generally.

Based on the writer‟s observation through conducting preliminary study

during teaching learning vocabulary in the first year of Electro B class at SMK

4 David Nunan, Language Teaching Methodology: A Textbook for Teachers (United

Kingdom: Prentice Hall International, 1991), pp.117-118. 5 Joseph P. O‟rourke, Toward a Science of Vocabulary Development. (Netherlands:

Mouton, 1974), p. 26. 6 Joseph P. O‟rourke, Toward a Science of Vocabulary Development, ... p. 14.

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Triguna Utama Ciputat, the writer found that many students had difficulty in

mastering vocabulary. It was proved by the result of the students‟ vocabulary test

in preliminary study. The mean score of the students writing was 53.5, while the

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 70.0. The

result indicates that the students‟ vocabulary mastery achievement was still low.

Besides, it was supported by the result of interview to the English teacher and

students‟ questionnaire in preliminary study that the students‟ difficulties come

from the weaknesses of student ability in memorizing the words; therefore they

did not have ideas what a word mean and when they use it. Secondly, the students

often had difficulty when they do the task because the teacher gives them limited

vocabulary. Furthermore, the students tend to be bored and low participation in

vocabulary learning class because the process of teaching and learning activities

was monotonous. So, to make the students can master and enrich their

vocabulary, there should be an effort to make vocabulary learning more

interesting.

Based on the problems mentioned above, the vocabulary enrichment with

creativity in such a different way is needed. Those findings have serious

consequences for students in English learning, especially vocabulary mastery and

the student‟s achievement in English.

The teaching of vocabulary for senior high school needs appropriate and

different strategy from the traditional way, in order that the students feel

enjoyable, become active in the classroom, and stimulate them to use the words

which they have already known and brainstorm the new words around the topic,

even though it appears in their native language first. One of the strategies which

can fulfill these requirements is semantic mapping which the writer gets from

several books and questionnaire of students‟ learning strategies7. The current

research and practice in teaching vocabulary from Hunt and Beglar in Richards

and Renandya‟s book Methodology in Language Teaching state that:

“In addition to presenting this new information, teachers should create opportunities to meet these useful, recently learned words in new contexts that provide new collocation and associations (Nation, 1994). Exercise

7 See Appendix 3, pp.85-87.

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that can deepen students‟ knowledge of words include making semantic maps with lists either provided by teacher or generated by learners”

8

According to Harmer, as he said semantic mapping or word maps are

“Word maps are an extremely engaging way of building up vocabulary

knowledge as well as provoking students into retrieving and using what

they know. Word maps are sometimes used by teachers to show how

words group together. Getting student to build up their own maps by

working in groups (as we have suggested) has the added advantage of

making them try to remember some of the many words they know, while

at the same time learning new words from their peers.”9

In conclusion, by using semantic mapping the students can discover the

relationship between the words which they have known, and they can learn new

words from this strategy which make them more recognize which word they need

for their better understanding in English. How the student can get these

advantadges of using semantic mapping in learning vocabulary is presented by

this example, in teaching about „transportation‟, we might divide transportation

moved by „wind, engine or muscle‟, and students have to find the target words.

The Following is a kind of semantic mapping worksheet in vocabulary expansion:

10

Engine

Wind Muscle

Figure 1.1

Semantic Map Sample

8 Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261. 9 Jeremy Harmer, The Practice of English Language Teaching 4

th Edition (Edinburgh

Gate: Pearson Education Limited, 2007), pp. 235-236. 10

Henry Billings, Melissa, and Christy M. Newman, Adventures in Reading:

Intermediate (New York: McGraw-Hill, 2002), p. 89.

Moved

by

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Teacher gives instruction by having student brainstorm words related to

the concept of „transportation‟ moved by „wind, engine, and muscle‟, if it finishes

then the teacher asks student to add two or more new words for each category.

Sometimes discussion between student-student and student-teacher is needed to

find the target words. Finally, it can improve the students‟ vocabulary mastery,

enrich the students‟ vocabulary by finding the new word when they fill in chart,

and help them to remember it.

The use of Semantic Mapping is expected to motivate the students to

learn, and they don‟t get bored in English teaching learning process. Beside that

by introducing new vocabulary by this strategy regularly, the writer hopes the

students can discover the strategy of defining and clarifying the unknown words.

So, they will get many new vocabulary items as the target words.

Based on the explanation above the writer is interested in enriching

students‟ vocabulary and in this research she will try to apply Semantic Mapping

as a strategy in teaching vocabulary. In this case, the writer will do an action

research entitled “ENRICHING STUDENTS‟ VOCABULARY THROUGH

SEMANTIC MAPPING (A CLASSROOM ACTION RESEARCH IN THE FIRST

YEAR OF ELECTRO B CLASS OF TRIGUNA UTAMA VOCATIONAL SCHOOL

CIPUTAT) IN 2010/2011 ACADEMIC YEAR”

B. Limitation and Formulation of the Problem

The writer limits the study in order to achieve the goal of the research. The

writer only focuses on the Semantic Mapping as a strategy to teach vocabulary in

the first year of Electro B class of Triguna Utama Vocational School in 2010/2011

academic years.

Based on the limitation above, the writer formulates the problems of the

research as follows;

1. Can Semantic Mapping enrich the students‟ vocabulary?

2. How is the implementation of teaching English vocabulary through Semantic

Mapping at Triguna Utama Vocational School?

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C. Objective of the Study

The objectives of this study are:

a. Find whether teaching vocabulary using Semantic Mapping can enrich

the students‟ vocabulary or not.

b. Describe the teaching learning process in the classroom, especially the

implementation of teaching English vocabulary through Semantic

Mapping in enriching students‟ vocabulary.

D. Significance of the Study

The writer hopes that this research will have some benefits in the English

teaching learning process, especially in teaching vocabulary. There are two kinds

of benefit of this research; theoretical benefit and practical benefit.

1. Theoretical benefit

a. The result of this research will enrich the theory of teaching vocabulary

through Semantic Mapping.

b. The result of this research can be used as the references for those who

want to conduct a research in Vocabulary by using semantic mapping.

2. Practical benefit

a. Teaching Vocabulary through Semantic Mapping is expected to be able

to motivate the students to be interested in learning vocabulary.

b. It can help the teachers facilitate the students‟ learning vocabulary.

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CHAPTER II

THEORITICAL FRAMEWORK

A. Vocabulary Development

1. Nature of Vocabulary

Having a limited vocabulary is like a barrier that prevents students from

learning a language.11

Without a sufficient vocabulary, someone cannot

communicate effectively or express ideas because we think with word. We also

speak, listen, read and write with words. Words help us communicate our ideas

and they also help us to understand other people‟s ideas. It also implied that

vocabulary takes an important role in improving our skills in English. A good

vocabulary goes hand in hand with someone ability to think logically and to learn

easily and quickly.

Vocabulary consists of knowing how to use words, which represents

image. 12

It can be concluded that a learner of a foreign language will speak

fluently and accurately, write easily, and understand what he reads or hears if he

has enough vocabulary and has a capability of using it accurately.

Vocabulary is the key to student understanding what they hear and read in

school; and to communicate successfully with other people.13

For this reason it is

very important for the student to quickly build up a large store of words. Research

11

Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge

University, 2000), p.22. 12

Joseph P. O‟rourke, Toward a Science of Vocabulary Development. (Netherlands:

Mouton, 1974), p. 26. 13

Joseph P. O‟rourke, Toward a Science of Vocabulary Development, ..., p. 14.

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studies have shown the strong links between having an extensive vocabulary and

achieving school success.14

Vocabulary is central to language and is great significance to language

learners. Murcia says that “words are perceived as the building blocks upon which

knowledge of the second language can be built”. 15

It is implied that in learning

vocabulary, students are ought to practice it very often and they cannot practice or

build that language if they are lack of vocabulary.

Many definitions can be found about vocabulary from some expert, but the

writers only choose several of them which are important to discuss.

“Vocabulary is a core component of language proficiency and provides

much of the basis for how well learners speak, listen, read and write.

Without an extensive vocabulary and strategies for acquiring new

vocabulary, learners often achieve less than their potential and may

discourage from making use of language opportunities around them.”16

Vocabulary, as people may know, is just a word but actually vocabulary

not just build from a word but also from another word that convey one meaning.

Vocabulary can be defined, roughly, as the words we teach in the foreign

language. However, a new item of vocabulary may be more than a single

word: for example, post office and mother-in-law, which are made up of

two or three words but express a single idea. There are also multi-word

idioms such as call it a day, where the meaning of the phrase cannot be

deduced from an analysis of the component words. A useful convention is

to cover all such cases by talking about vocabulary „items‟ rather than

„words‟.17

Vocabulary is a group of words on a certain language as a part of teaching-

learning a foreign language. Words mean the memory of the situation in which

they have been observed and understood, brought out by the context in which they

14 http://esl.fis.edu/parents/advice/vocab.htm 15

Marianne Celce-Murcia., Teaching English as a Second Language or Foreign

Language, 2nd

ed. (Massachusetts: Heinle & Heinle Publishers, 1991), p.296. 16

Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An

Anthology of Current Practice (Cambridge: Cambridge University Press), p. 255. 17

Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge:

Cambridge University Press, 1991), p. 60.

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are used. 18 It means that to know a word is to be able to use it or to understand in

situation in which the person has not experienced it before.

In language learning and teaching, vocabulary is the important aspect

besides other language component such as grammar and pronunciation. Allen and

Vallen state that vocabulary is an important factor in all language teaching.

Students must continually be learning words as they learn structures and as they

practice the sound system.19

Another definition, vocabulary is a component of a language that contains

all of information about meaning and using word in a language.20

Webster‟s ninth

Collegiate Dictionary, vocabulary is:

a) A list of words and phrases, abbreviation inflectional form. Usually arranged

in alphabetical order defined or otherwise identified as in a dictionary of

glossary.

b) An interrelated group of non-verbal symbols, signs, gestures, etc. used for

communication or expression in a particular art, skill, etc.

Hatch and Brown define vocabulary as a list or set of words for a

particular language or a list or set of words that individual speakers of language

might use.21

It can be concluded from all definitions above about vocabulary that

vocabulary is a set of words which use in a language. Thus, vocabulary is one of

the component of a language where there is no language without words. From

these statements, vocabulary mastery and development of the student is important

in language teaching beside grammar and pronunciation to reach the goal of

English learning and teaching itself.

18 Robert Lado, Language Teaching : a scientific approach, ( Bombay-New Delhi : Tata

Mc.Graw Hill Publishing Co.Ltd, 1974 ) , p.118 19

Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign

Languages and English as a Second Language (New York: Harcourt Brace Jovanovich, 1977), p.

149. 20

Harimukti Kridalaksana, Kamus Linguistic, Edisi ke-tiga (Jakarta: PT. Gramedia

Pustaka Utama, 1993), p. 127 21

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education (

Cambridge : Cambridge University, 1995), p. 1

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2. Kinds of Vocabulary

The writer found several kinds of vocabulary according to some writers.

Fries said that vocabulary classified into four groups:22

1. Function Words those words which although some of them may have also

full-word meaning content, primarily or largely operate as means of

expressing relations of grammatical structure. These include auxiliaries,

prepositions, conjunctions, interrogative, particles and miscellaneous

group consisting of the words for degree, for generalizing, the articles,

etc.

2. Substitute word, such as the personal pronouns: they, we, I, you, he, she, it,

their, our, my, your, his, her, its, them, us, me, him, her, mine, ours, yours,

theirs, the indefinites, any (one/ body/ thing/ where); and the negative,

none, no(body/thing/where); quantity or number: each, both, all, some,

any, few, several, much, one, ones, two, etc. Other substitutes include: do

(yes I do), think, say, tell, seem, appear, hope, believe, fear, guess and the

word so.

3. The third consist of those that are distributed in use according to such

grammatical matters as the presence or absence of a negative: some (I have

some), any (I don‟t have any), too, either, already, yet, etc.

4. Content words which divided into three classes, the first is the words for

things such as dictionary, pen, pencil, paper, bag, etc. Second, the words

for action such as: write, read, type, walk, etc. Third, the word for

qualities: cold, long, true, false. These words become the largest and the

meaning can be looked up in the dictionary.

According to Nation, vocabulary can be divided into two kinds, which are

high frequency vocabulary and low frequency vocabulary:23

a. High frequency vocabulary consists of words that are used very often in

normal language, use in all four skills and across the full range of

situation of use. High frequency vocabulary consists of 2000 word

families, which are about 87% of the running words in formal written

text and more than 95% of the words in informal spoken texts.

b. The low frequency vocabulary other hand, covers only small proportion

of the running words of a continuous text, it means that low frequency

vocabulary is rarely used in a common activity of English language.

This group includes well over 100.000 word families.

Haycraft in Hatch and Brown book‟s Vocabulary, Semantic, and

Language Education divide vocabulary into receptive and productive

22

Charles C. Fries, Teaching and Learning English as a Foreign Language (Ann Harbor:

The University of Michigan Press, 1970), pp. 38-53. 23

Paul Nation, New Ways of Teaching Vocabulary ( USA : Teacher of English to Speaker

of Another Languages/TESOL Inc, 1994 ), p.3

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vocabulary.24 Receptive vocabulary is words that the student recognizes and

understands when they occur in a context, but which they cannot produce

correctly, Productive vocabulary is words which the student understands, can

pronounce correctly and use constructively in speaking and writing.

“Vocabulary is divided into two, namely; function words and content

words. The function words are closed class; we cannot add to the

preposition or auxiliaries or modals or any structure word of the language.

The content words, on the other hand can be added to any time a new

scientific advances make new words and communication about new

inventions necessary.” 25

Jo Ann Aebersold classifies vocabulary into active and passive

vocabulary:26

a. Active vocabulary refers to items which the learner can use

appropriately in speaking or writing ad it is also called as productive

vocabulary, although, in fact, it is more difficult to put into practice. It

means that to use the productive vocabulary, students must know how to

pronounce it well, they must know and be able to use grammar of the

target language, they also must familiar with collocation and understand

the connotation meaning of the word. This type is often used in

speaking and writing skills.

b. Passive vocabulary refers to language items that can be recognized and

understood in the context of reading or listening, and it also called as

receptive vocabulary.

According to some definitions above about kinds of vocabulary, it is

known that vocabulary is a complexs thing, despite vocabulary is simple thing

when we see it, but actually it has many kinds of vocabulary which is labeled by

one name, such as function word, content word, active and passive vocabulary

that we have to know as a person who study English language.

24

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education (

Cambridge : Cambridge University, 1995), p. 370.

25

Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for

Teachers (New York: Regent Publishing Company Inc., 1973). p. 86 26

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher (New York:

Cambridge University Press, 1997), p. 139.

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B. Teaching and Learning Vocabulary

Vocabulary teaching and learning were often given little priority, but

recently there has been a renewed interest in the nature of vocabulary and its role

in teaching and learning.27

In the past teaching vocabulary just take place in

incidental learning where there was no exact curriculum or language program

which included vocabulary as an important single thing that have to stand alone

especially. Therefore, teaching and learning vocabulary have changed from their

classical way. As Jeannete S. Decarrico said that current practice in teaching

vocabulary, however it is not simply rebirths of the same methods of half century

ago. 28 Rather than viewing vocabulary items as a long and boring list of words to

be defined and memorized, lexical forms are seen in their central role in

contextualized, meaningful language. Learners are guided in specific ways to

internalize these important building blocks of language.

It has been suggested that teaching vocabulary not only consists of

teaching specific words but also is aimed at equipping learners with strategies

necessary to expand their vocabulary knowledge.29

Thus, the teacher is hoped to

set the vocabulary learning class which can fulfill the requirements of vocabulary

development and fit with the students‟ need.

The teacher has the job of managing the learning that the learner can do

some or all of these things with target vocabulary that is to be learnt in order to

get what the student need in learning vocabulary for their language skill for

further. Below are some principles of teaching and learning vocabulary:30

1. Aims

The teacher has to be clear about his or her aims in teaching vocabulary.

They should decide how many words that the teacher expected the learner to

be able to do and with which words.

27

Richards, Jack C and Renandya, Willy A, Methodology in Language Teaching: An

Anthology of Current Practice (Cambridge: Cambridge University Press), p.255. 28

Douglas H. Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy (New York: Pearson Education, 2001), p. 377. 29

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning

Strategies,( Novitas-ROYAL, Vol.: 1(2), 2002) p.84. 30

Michael J Wallace, Teaching Vocabulary (Oxford: Heinemann Educational Books,

1989), pp. 27-35. (paraphrased by the writer)

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2. Quantity

The teacher may have to decide on the quantity of vocabulary to be learnt.

3. Need

Control of the amount of vocabulary inevitably means choice as to the

specific items to be taught. Choice will be made for the teacher by the

course-book or syllabus he is using.

It is possible for the teacher, in a sense, to put the responsibility of choosing

the vocabulary to be taught on to the students. In other words, the student is

put in a situation where he has to communicate and gets the words he needs,

as he needs them, using the teacher as an informant.

4. Frequent Exposure and Repetition

The simplest way of checking that this learning has been done is by seeing

whether the student can recognize the target word and identify its meaning. If

the word has to be part of the learner‟s productive vocabulary, he must be

given the opportunity to use it, as often as is necessary for him to recall it at

will, with the correct stress and pronunciation.

5. Meaningful Presentation

„Meaning‟ involves many other things as well. This requires that the word is

presented in such a way that its denotation or reference is perfectly clear and

unambiguous.

6. Situation Presentation

The students should learn words in the situation in which they are

appropriate.

7. Presentation in Context

The learner has to know the usual collocation that the words occur in.

8. Learning Vocabulary in the mother tongue and in the target language

9. Inferencing (Guessing) Procedures

Students can guess the meaning of words by hearing them used in a certain

situation, or sometimes by reading them in a certain context and guessing

their meaning from the context.

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Other principles in teaching vocabulary that have to be paid attention by

teacher are:

1) The teaching of vocabulary is based on the students‟ ability

2) The teaching of vocabulary is suitable with students‟ capability

3) The words are taught from simple words to complex words (the easiest to the

most difficult).31

In line with the explanations above about vocabulary teaching, we know if

how a vocabulary teaching could not be an easy thing to held in a class. A teacher

is hoped to follow some principles to know how the better way to teach

vocabulary in order to get the best result from especially for the students‟ mastery

vocabulary.

Learning vocabulary could be in a pleasant way, so that the students can

put the new words into their mind easily and maintain the known-words easily

too. So, the supplement lesson is needed to support vocabulary learning, such as:32

1) Drawing or Picture Exercises

Student work with labeled picture, color specific parts of pictures, or

draw their own labeled diagrams or pictures related to science concepts.

2) Matching Exercises

Students match names with pictures/object/actions, identify words with

meaning, combine sentence parts that contain key vocabulary.

3) Classifying and Ordering Exercises

Students classify word into specific categories, fill in charts, or both of

them called semantic mapping; unscramble the letters of new

vocabulary words, or order sentences in correct sequences

4) Short-Answer Exercises

Students complete sentences, write the correct vocabulary words when

given a definition or description, answer question using key vocabulary.

5) Creative Exercises

Students use key vocabulary to answer how/why/what questions,

summarize information from reading/observation, draw conclusion, or

state opinions.

The students, of course, have unfamiliar vocabulary, when teaching it the

teacher has to consider some appropriate strategy. Hunt and Beglar in in Richards

31

Jack C Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching(Cambridge: Cambridge University Press, 1986), p.7 32

Carolyn Kessler, Cooperative language Learning: A Teacher’s Resources Book (New

Jersey: Prentice Hall, 1992), p. 79.

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and Renandya‟s book Methodology in Language Teaching give some step in

teaching unfamiliar vocabulary:33

a. Learners need to do more than just see the form. They need to hear the

pronunciation and practice saying the word aloud as well. The syllable

structure and stress pattern of the words are stored in memory.

b. Start by learning semantically unrelated words. Also avoid with similar

form and closely related meanings at the same times.

c. It is more effective to study words regularly over several short sessions

than to study them for one or two longer session.

d. Study five to seven words at a time, dividing larger numbers of words

into smaller groups.

e. Use activities such as the keyword technique to promote deeper mental

processing and better retention. Associating a visual image with a word

helps learners remember the word.

Vocabulary practice with these types of exercise can be done

cooperatively or by individuals. Students of different proficiency levels within

group can be given different kinds of exercises, ranging from drawing for the

lowest levels to creative expression for the more advanced levels. The specificity

of any individual‟s knowledge about a word depends on her motivation, desires

and needs for the word.34

Thus, the teacher hopes to use the appropriate strategy

which can hold these criteria of the students‟ condition.

Vocabulary learning is central to language acquisition, whether the

language is first, second, or foreign.35

Vocabulary learning strategies are one part

of language learning strategies which in turn are part of general learning strategies

(Nation, 2001 cited in Gazal).36

Language learning strategies encourage greater

overall self-direction for learners. Self-directed learners are independent learners

who are capable of assuming responsibility for their own learning and gradually

gaining confidence, involvement and proficiency (Oxford, 1990 cited in Gazal).37

33

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice (Cambridge: Cambridge University Press), p. 263. 34

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education

(Cambridge : Cambridge University, 1995), p. 370. 35

Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching

(USA: Heinle & Heinle Thomson Learning, 2001), p.285. 36

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning

Strategies,...p.84. 37

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning

Strategies,... p.84.

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So it is the case with vocabulary learning strategies. Thus, students need training

in vocabulary learning strategies they need most. There are five essential steps in

vocabulary learning: they are (1) having sources for encountering new words, (2)

getting a clear image, either visual or auditory or both, for the forms of the new

words, (3) learning the meaning of words, (4) making a strong memory

connection between the forms and meaning of the words, and (5) using the

words.38

Research has shown that many learners do use more strategies to learn

vocabulary especially when compared to such integrated tasks such as listening

and speaking. But they are mostly inclined to use basic vocabulary learning

strategies (Schmitt, 1997 cited in Gazal).39

This in turn makes strategy instruction

an essential part of any foreign or second language program.

Nation in Douglas book‟s Teaching by Principles said that vocabulary

instruction should be integrated into the listening, speaking, reading and writing

components of a language program vocabulary. So, Vocabulary should be a part

of design of communicative task and below are some guidelines for the

communicative treatment of vocabulary instruction:40

1. Allocate specific class time to vocabulary teaching

2. Help students to learn vocabulary in context

3. Play down the role of bilingual dictionaries

4. Encourage students to develop strategies for determining the meaning of

words

5. Engage in “unplanned” vocabulary teaching.

In conclusion, teaching vocabulary could be integrated in all four skills to

make the word itself more living which implied the development and the

expansion of the students‟ vocabulary that can get all at once within the teaching

of another skill. Besides, the teacher must recognize that no one method of

38

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education

(Cambridge : Cambridge University, 1995), p. 373. 39

Lotfi Gazal, Learning Vocabulary in EFL Contexts through Vocabulary Learning

Strategies,... p.84. 40

Douglas H. Brown, Teaching by Principles: an Interactive Approach to Language

Pedagogy (New York: Pearson Education Company, 2001), p. 377.

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teaching vocabulary is the best, so the effective teacher has need of different

methods for different occasion and for individual students.

C. Semantic Mapping

1. Nature of Semantic Mapping

Various terms have been used in the literature to refer to the term semantic

mapping. In language learning, the term semantic mapping is usually used to refer

to “brainstorming associations which a word has and then diagramming the

results”41

. The concept of semantic mapping in this study, however, differs from

this definition. It refers to the identification of whether given semantic features are

inside or outside the semantic boundary of a word.

Semantic mapping is also a useful strategy that can be introduced to

learners at any level of proficiency. It involves drawing a diagram of the

relationships between words according to their use in a particular text. Semantic

mapping has the effect of bringing relationships in a text to consciousness for the

purpose of deepening the understanding of a text and creating associative

networks for words. It is best introduced as a collaborative effort between the

teacher and the class. Such a diagram “visually shows how ideas fit together. This

strategy incorporates a variety of memory strategies like grouping, using imagery,

associating and elaborating and it is important for improving both memory and

comprehension of new vocabulary items”.42

Semantic mapping is a strategy that can be used in all disciplines to

demonstrate the relationships between ideas. It is an activity that helps bring into

consciousness relationship among words in a text and help deepen understanding

by creating associative networks for words.43

When teaching vocabulary

explicitly, it can be used as a tool for students to discover the relationships

41

Evelyn Hatch and Cherryl Brown, Vocabulary,Semantic,and language Education (

Cambridge : Cambridge University, 1995), p.387. 42

Rebecca L Oxford, Language Learning Strategies: What every Teacher should Know

(USA: Heinle&Heinle Publishers, 1990), p. 62. 43

Marianne Celce Murcia, Teaching English as a Second or Foreign Language Teaching

(USA: Heinle & Heinle Thomson Learning, 2001), p. 288.

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between vocabulary words. As semantic mapping builds on prior knowledge, and

is an active form of learning, it can be a very effective teaching tool.

In general, teachers need to decide what framework and strategies they

should choose to focus on based on their student‟s needs, learning styles,

proficiency level as well as the task‟s requirements. Thus, frameworks are not

fixed and can vary from context to context.

In addition, semantic mapping activity enables learners to see connection

between words. This is often a useful device in helping to remember new words.44

Semantic Elaboration facilitates the creation of links and semantic networks, as

well as deep level of processing. One of procedures based on semantic elaboration

is semantic mapping, which serves as a visual reminder of links between words;

this technique are also suitable for presenting and revising collocations.45

Semantic mapping generally refers to brainstorming associations which a word

has and then diagramming the results.46

Teaching a concept to others when the

pupil brainstorming will increase student retention of information greatly. Be sure

to discuss the ideas in the map at length. By discussing them as well as writing

them down, the teachers are catering to different learning styles, and ensuring that

all students are increasing their knowledge of vocabulary. A semantic map is any

graphic devices that illustrates the range of meaning of word or words either

within one language or between two (or more) languages.47

Recently, semantic mapping is one of the new approaches; it is a process

for constructing visual displays of categories and their relationships. That is, it is a

categorical structuring of information in graphic form. It is an “individualized”

content approach which allows students to relate new words to their own

experiences and prior knowledge. Semantic maps can be formed from individual

or group contributions or through teacher directed or independent activities. As an

44

Paul Nation, New Ways in Teaching Vocabulary (Virginia: TESOL, 1994), p. 124. 45

Visnja Pacivic Takac, Vocabulary Learning Strategies and Foreign Language

Acquisition (Canada: Multilingual Matters, 2008), p. 22. 46

Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and

Pedagogy (Cambridge: Cambridge University, 1997), p. 250. 47

David R. Zorc, Paper on Translation: Aspects, Concepts, Implications: A Case for

Semantic Mapping, Seameo Regional Language Centre No.28, 1983, p. 35.

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instructional strategy, semantic mapping involves a variety of basic memory and

comprehension techniques (such as making associations, grouping, and using

visual memory of the semantic map) that incorporate relating old knowledge to

new.48

From these definitions given above, semantic mapping is a visual strategy

for vocabulary expansion and extension of knowledge by displaying in categories

words related to one another. Semantic mapping is an adaptation of concept

definition mapping but builds on students‟ prior knowledge or schema. While it

draws on prior knowledge it recognizes important components and shows the

relationships among the components. Through semantic mapping the students

attract to use their imagination to find the connection between word which help

them to retain their schemata of English vocabulary, remember the new given-

words from their teacher and they can get the new word by themselves when they

fill in semantic map. Semantic mapping is an attractive strategy which make the

students interested in and creative, because learning through semantic mapping is

different from the traditional vocabulary learning, it have to use some media such

as picture, shape and colour.

2. Procedure of Using Semantic Mapping

The framework of semantic mapping includes: the concept of word, two

category examples, and other examples. This is a very interactive process and

should be modeled by the teacher first. The steps involved in semantic mapping

are: write the concept word on the board, explain the steps involved and have

students think of as many words as they can for the concept word, write the list on

the board or overhead and have students copy it, and finally in groups have

students put the words into categories.49

48

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome

.htm 49

http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/grphhome

. htm

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According to Nation, below are the steps to use semantic mapping in

teaching vocabulary: 50

a) The teacher writes the topic of piece of writing in a short form in the

middle of the board, for example Energy

b) The learners then suggest ideas that they have about energy and the

teachers notes the most important words and phrases from these ideas on

board radiating out from the topic. If ideas are slow in coming the teacher

can give some guiding questions, such as What are the different kinds of

energy? What energy sources do we use when we drive a car?

c) After a reasonable number of words and phrases are on the board and

these covers the main ideas, the teacher and learners then suggest how

these ideas could be sequence in a piece of writing.

d) If the teacher wants to make sure that the words or phrases are actually

remembered, the teacher tells the learners to look at the board for a minute

and then cleans the board. The learners then come up one by one to

reconstruct what was on the board, or tell the teacher what to write and

where.

Other steps are:51

1. The teacher decides on a topic for instruction and the new words that are

important to be taught. The topic or concept is briefly introduced, and a

key word is written on the chalkboard, overhead transparency, or chart

paper.

2. Students are asked to think of other words that come to mind when they

read the key word. It is also appropriate for the students to write down a

list of these words to be shared with the class.

3. The students share their recorded words. If any of the teacher's "new

words" are not suggested, the teacher presents them for discussion.

4. After the list of words is completed, the words are grouped by category.

Students discuss why certain words go together. Category names are

assigned.

5. A class map of the words is created by putting the information on a large

sheet of paper. The map is discussed. At this time, students are encouraged

to add items to the categories or even to suggest new categories.

6. As other new words that relate to the topic are discovered through the

reading of the text, additions are made to the map.

For attention, in the beginning the teacher may choose to write down not

only the key word to be considered but also some categories. As the students

become more adept at using this strategy, the categories will be determined by the

class.

50

I.S.P Nation, Teaching Vocabulary: Strategies and Techniques (Boston: Heinle

Cengage Learning, 2008), p. 95. 51

http://www.learningpt.org/literacy/adolescent/strategies/semantic.php

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Based on some sources about how the way to teach semantic mapping

above, the writer conclude if the steps of using semantic mapping in teaching

vocabulary is like this, for example in teaching about transportation we might

divide transportation at the air, land, and water in a diagram like in the picture

below. Then we might display the target words: trolley, van, canoe, aircraft,

blimp, and glider. Next, begin instruction by having students brainstorm words

related to the concept of transportation in air, land, and water. When they

brainstorm, make them list their words on their worksheet and make sure the

target words are included. During the brainstorm session, announce to the students

that they can discuss it to other friends in order they can get the right words in

each categories. Finally, write what the words they have got on a whiteboard and

at last the diagram may have filled below:

Figure 2.1

Semantic Mapping Result Sample

3. Form of Semantic Mapping

There are several forms of semantic map that the writer found from

enchantedlearning.com:52

52

http://www.enchantedlearning.com

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1) Star Diagram

Star diagrams are a type of graphic organizer that condense and organize

data about multiple traits, fact, or attributes associated a single topic. Star

diagrams are useful for basic brainstorming about a topic or simply listing all the

major traits related to a theme.

2) Spider Diagram

A Spider map (sometimes called a semantic map) is a type of graphic

organizer that is used to investigate and enumerate various aspects of a single

theme or topic, helping the student to organize their thoughts. It looks a bit like a

spider's web, hence its name.

The process of creating a spider diagram helps the student focus on the

topic, requires the student to review what they already know in order to organize

that knowledge, and helps the student to monitor their growing comprehension of

the topic. It also helps point out the areas where the student must investigate more

(where the web is hard to fill out).

If the topic at hand involves investigating attributes associated with a

single topic, and then obtaining more details on each of these ideas, use a spider

diagram as your graphic organizer. The spider diagram is like a star graphic

organizer with another level of detail.

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3) Fishbone Diagram

A fishbone map (sometimes called a herringbone map) is a type of graphic

organizer that is used to explore the many aspects or effects of a complex topic,

helping the student to organize their thoughts in a simple, visual way. The use of

color helps make a fishbone map clearer and easier to interpret.

If the topic at hand involves investigating attributes associated with a

single, complex topic, and then obtaining more details on each of these ideas, use

a fishbone diagram as your graphic organizer. The fishbone diagram is like a

spider map, but it works for more complex topics - topics that require more details

to be enumerated.

The process of creating fishbone diagram helps the student focus on the

topic, requires the student to review what they already know in order to organize

that knowledge, and helps the student to monitor their growing comprehension of

the topic. It also helps point out the areas where the student must investigate more

(where the fishbone is difficult to fill out).

4) Cluster/Cloud Diagram

Cluster diagrams (also called cloud

diagrams) are a type of non-linear graphic

organizer that can help to systematize the

generation of ideas based upon a central

topic. Using this type of diagram, the student

can more easily brainstorm a theme,

associate about an idea, or explore a new

subject.

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To create a cluster diagram, the student first thinks of as many terms or ideas

relating to the stimulus topic as possible (and then writes the second-level ideas in

circles attached to the main topic) - this first step is like creating a star diagram.

Then the student explores each of these new second-level ideas in turn, and for

each, finds as many related ideas as possible (and adds these third-level terms to

the diagram around the idea). If more detail is desired, the previous step can be

repeated for each of the third-level ideas (or more).

5) Tree Diagrams

Tree Diagrams are a type of graphic organizer that shows how items are

related to one another. The tree's trunk represents the main topic, and the branches

represent relevant facts, factors, influences, traits, people, or outcomes.

6) Chain Diagrams

Chain diagrams, also called sequence of events

diagrams, are a type of graphic organizer that describe

the stages or steps in a process.

The student must be able to identify the first step in

the process, all of the resulting stages in the procedure as

they unfold, and the outcome (the final stage). In this

process, the student realizes how one step leads to the next in the process, and

eventually, to the outcome.

Chain diagrams are useful in examining linear cause-and-effect processes

and other processes that unfold sequentially.

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7) Cycle Diagrams

Cycle Diagrams are a type of graphic organizer

that shows how items are related to one another in a

repeating cycle. Use a cycle diagram when there is no

beginning and no end to a repeating process.

In making a cycle diagram, the student must

identify the main events in the cycle, how they

interact, and how the cycle repeats.

8) Vocabulary Map Graphic Organizer

Vocabulary maps are graphic organizers that

can be useful in helping a student learn new

vocabulary words.

For each new vocabulary word, the student

writes the word, its definition, its part of speech

(noun, verb, adjective, adverb, etc.), a synonym, an

antonym, draws a picture that illustrates the

meaning of the word, and writes a meaningful sentence using the word.

D. Teaching Vocabulary through Semantic Mapping

One of the other interesting techniques that teacher can use in teaching

vocabulary is semantic mapping.53

This technique incorporates a variety of other

memory strategies, they are grouping, using imagery, and associating or

elaborating, also this technique is valuable for improving both memory and

comprehension of a new word, even enrich their vocabulary. In semantic mapping

activity there is no single “right answer”, because student just asked to categorize

the target word that the teacher has given and then they have to find some new

words in each category from what they labeled.

The student work in a small group to label the target word group correctly,

a group is motivated them to work and to share their knowledge to add the new

53

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching: An

Anthology of Current Practice (Cambridge: Cambridge University Press), p. 261.

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words than work individually, although there is some little trouble appeared

during their first work in this classroom action research. Then, asked them to

compare their result to other groups, asked them to consider which ways of

grouping, labeling, and finding relationships helped them remember better both

the target and the new words they get.

The teaching learning process itself beginning with explaining and

modeling the procedure of how to construct a semantic map, it means the teacher

explain that to develop a wide knowledge of words, the teacher need to give them

at least 8 to 10 words each day. Because we learn words best by using them in

many different context but still in a range of a topic they learnt. So, the teacher

begins the study by mapping the word. Next step is the teacher provides a guided

practice when the teacher encourages students to make a semantic map. The

teacher walks the class through the construction of a semantic map for the word

the students have chosen. Students discuss the target word (some word that given

by teacher). Get them to bring a dictionary in the next meeting if the students

seem difficult to comprehend and categorize the words at the first meeting. The

students might use the second or third semantic map for the same words to make

them more habit in making a semantic map. Third, the teacher establishes a

routine for sharing the student‟s result of their semantic map. Then, encourage

them to use the words in a sentence and for this study the writer get them to make

a description sentence from word and rule of making a description sentence that

they have learnt before. Last, do the review for each meeting is important to

establish they readiness for the new semantic mapping which they are going to

make at that time.54

In line with the wide explanation above of what is semantic mapping and

how to use semantic mapping in teaching and learning vocabulary, the writer is

hoped that semantic mapping could help the teacher to answer the students‟

problem in learning English vocabulary and also could proof this study if

semantic mapping can enrich the students‟ vocabulary beside facilitate the

students to memorize the word in the students‟ course.

54

See Appendix 12, p.161-170.

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E. Relevant Study

The research about vocabulary using semantic map had been done by

Sihabuddin that was “Using Semantic Mapping in Teaching Vocabulary (An

Experimental Study of Ninth Grade at MTs. Ar-Rasyid 2 Cijeruk Bogor)”.55

This research explains about the application of semantic mapping in teaching

vocabulary. He conducted the observation started on April 3rd

, 2006 to Mei 1st,

2006. He used the semantic mapping to teach the vocabulary in order to get

information of using semantic mapping in teaching vocabulary of the 9th

grade

in MTs. Ar-Rasyid, because this learning strategy is one of strategy that is

hoped to be used in improving students‟ vocabulary mastery. In fact, the result

of analysis of interpretation of the data shows that teaching vocabulary by

using semantic mapping has higher influence in improving vocabulary

mastery, it can be seen from the result of the test between experiment and

control class.

By using semantic mapping, the researcher hopes that the students will be

interested in learning vocabulary, then, it is easier for the students to

memorize or mastery the vocabulary and essentially, semantic mapping is

hoped to enrich the students‟ vocabulary. This is suitable such as what the

researcher does to her research.

F. Conceptual Development of Action of Planning

Vocabulary is one of the language components which is an important to

teach besides another language component. Vocabulary takes an essential part

in student‟s achievement in learning English, in other words if the student

does not have an adequate vocabulary they may hard to follow the lesson.

Therefore, vocabulary learning should be taught in an interactive teaching

learning process which make the student interest and they can understand

what a word mean easily without underpressure and the most important the

55

Sihabuddin, Iji, Using Semantic mapping in Teaching Vocabulary, skripsi, (Jakarta :

FITK UIN, 2006), p. 11.

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student can find the new word by themselves indirectly while they are doing

on their task or group wok.

Meanwhile, the application of semantic mapping is one of strategy of

vocabulary learning which facilitated the student and addressed to gain some

criteria of indicator when the student understand the lesson and to minimize

the students‟ problem which appeared during the observation. Semantic

mapping is a visual strategy for vocabulary expansion and extension of

knowledge by displaying in categories words related to one another. As the

statement above that meaningful drill is hoped to make students interested in

learning vocabulary, memorize the word easily and they can enrich their

vocabulary during make a semantic map.

From the statements above the writer concludes that semantic mapping in

teaching vocabulary can improve teaching-learning activity in the classroom.

Therefore, the more students use semantic map the more vocabulary will be

got by them.

G. Action Hypothesis

Action hypothesis is proposed in this research has a formula as follows: by

using semantic mapping in teaching vocabulary can enrich students‟

vocabulary in the first year students of Electro B class of Triguna utama

Vocational School, Ciputat.

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CHAPTER III

RESEARCH METHODOLOGY

A. Objective of the Research

The objective of the research is to know whether semantic mapping enrich

the students‟ vocabulary. In addition, the writer hopes that this research will be

useful especially for herself in developing her English vocabulary teaching and in

general for English students and teachers at that school, as well.

B. Method of the Study

The writer uses the Classroom Action Research (CAR) which is done to

solve the instructional problems. Classroom Action Research (CAR) is a form of

self-reflective inquiry undertaken by participants in a social (including

educational) situation in order to improve the rationality and justice of: (a) their

own social or educational practices; (b) their understanding practices; and (c) the

situation in which practices are carried out.55

Action research is classroom-based research conducted by teachers in

order to reflect upon and evolve their teaching. It is a systematic,

documented inquiry into one aspect of teaching and learning in a specific

classroom. The purpose of teacher research is to gain understanding of

teaching and learning within one‟s classroom and to use that knowledge to

increase teaching efficacy or student learning. Reflective teachers do this

every day, only not as carefully and systematically. With training and

55

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan

Profesi Guru), (Jakarta: Rajagrafindo, 2008), pp.44-46.

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support, you can learn how to systematize your inquiry from informal

reflection and teacher story sharing to formal research.

It means CAR is the type of research that could offer a procedure to

improve and enhance the professionalism of teachers in teaching and learning in

the classroom by looking at various indicators of the success of learning processes

and outcomes that occur in students where the teacher can improve learning

practices to become more effective.

Cohen and Manion in Kunandar‟s book Langkah Mudah Penelitian

Tindakan Kelas said that it‟s a situational, contextual, small scale, practice,

flexible, adaptive, self-evaluation and participatory research.56

It means that

classroom action research is an on-the job problem, problem-solving, action and

improvement-oriented. The writer concludes that classroom action research is

formative, subjective, interpretive, reflective and experiential model of an

education research based on an inquiry that arises during teaching learning

activities.

Dave Ebbutt in Sarwiji book‟s Penelitian Tindakan Kelas said that action

research is about the systematic study of attempts to improve educational practice

by group of participants by means of their own practical action and by means of

their own reflection upon the effects of those actions.57

So, the researcher can see

the improvement from the action that she does, the result of what she did whether

it is successful or not. While, John Elliot defines action research as:

“Action research is the process through which teachers collaborate in

evaluating their practice jointly; raise awareness of their personal theory;

articulate a shared conception of values; try out new strategies to render

the values expressed in their practice more consistent with educational

values they espouse; record their work in a form which is readily available

to and understandable by other teachers; and thus develop a shared theory

of teaching by research practice.”58

56

Kunandar, Langkah Mudah Penelitian Tindakan Kelas (Sebagai Pengembangan

Profesi Guru), (Jakarta: Rajagrafindo Persada, 2008), p.56. 57

Suwandi, Sarwiji, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah

(Surakarta: Yuma Pustaka, 2010), p. 70. 58

Mark R. Young and Colleague, Journal of Instruction Pedagogies, Action research:

Enhancing Classroom Practice and Fulfilling Educational Responsibilities. p. 1.

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Based on the definitions above Classroom Action Research is an effective

medium in improving the quality of English teachers‟ performance in instruction

as well as students‟ achievement in learning English in classrooms. In Classroom

Action Research, English teachers assess the effectiveness of their own teaching

activities and plan the improvement based on the result of the assessment.

Classroom Action Research for English Instruction is aimed at developing

innovative instructional strategy that can help enhance the success in students‟

learning English.

English teachers believe that every student can succeed in learning English

if appropriate learning strategy is provided. When students fail in learning

English, the mistake is on the teachers who do not provide appropriate help to the

students. When the students fail in learning English, it must be because the

teachers have failed in helping them. And this is the teachers‟ problem.

Identifying classroom problems and trying to solve the problems can be done

through the process of Classroom Action research. It is the job of professional

teachers to identify their classroom problems and to try to solve the problems.

C. Classroom Action Research Setting

Setting in this research includes research place, time, subject and object of

research, and the cycles of classroom action research.

1. Place, Subject and Object of the Research

This classroom action research took place at SMK Triguna Utama

Ciputat Tangerang Selatan, an “A” accreditation. The writer chooses this

school because she was chosen to perform Praktek Profesi Keguruaan

Terpadu (PPKT) first, and she found that the teaching learning activities

need some improvement in order to enhance student achievement. So, it

urges the writer to do her research at this school based on her experience

during the PPKT. And on December 29th

2010, SMK Triguna Utama reached

the ISO 9001:2008.

Subject in this study is I Electro B (I EB), academic year 2010/2011

with 28 students and all of them are male. This class is chosen because from

the observation and interview with the teacher, the writer got information

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that this class has weakness in English vocabulary. The object of this study is

semantic mapping strategy to enrich students‟ vocabulary.

2. Time of the study

The research was done for almost two months starting from October

up to November 2010. The time is decided based on the school academic

calendar because classroom action research needs some cycles to do in order

the teaching-learning process will be effective in the class and gain the action

success.

3. Research Design

This classroom action research is done through two cycles including

trying out the semantic mapping strategy, to test how much the semantic

mapping can solve the students‟ vocabulary problems. The procedure of this

research used Kemmis and Mc.Taggart “spiral” design, which consists of

two cycles which each cycle follows four phases: planning, acting,

observing, and reflecting.

Figure 3.1 Kemmis and McTaggart spiral” design59

59

Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk

Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.

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D. Classroom Action Research Procedures

Kemmis and Mc Taggart “spiral” design in this research contains four

phases within one cycle. They are planning, acting, observing, and reflecting. But

before entering the first phase (planning), the writer took a preliminary study or

reconnaissance. It is purposed to see the real condition of students and teacher

problem at school, so such unsatisfactory conditions is found and led the writer to

diagnose what the problem is and how to minimize it. As Geoffrey E. Mills said

that these reconnaissance activities (self-reflection, description, and explanation)

help teacher researchers clarify what they already know about proposed focus of

the study; what they believe to be true about relationships of the factors, variables,

and contexts that make up their work environment; and what they believe can

improve the situation.60

The writer carried out four preliminary studies; they are interviewing the

English teacher, giving questionnaire to the students regarding English vocabulary

learning, pre-observation teaching in the class, and get them pre-test to see their

ability in comprehending the English words during learning activities with their

real teacher. Then, the writer begins the first cycle (planning, acting, observing,

and reflecting) and go on the second cycle with the same steps.

1. Planning

Planning is a phase which the writer prepares the instructional

strategy to be developed in the study to solve the instructional problem found

during the preliminary study. The instructional strategy has been selected

based on her belief that the strategy can theoretically solve the problems. So,

after reviewing some literature she found that according to some expert

semantic mapping strategy is one of the trustworthy strategies which can

improve and enrich students‟ vocabulary mastery according to some experts.

Semantic mapping strategy becomes the focus of this study to be prepared, to

be tried out, to be revised, and to be tried again until it proves effective to

60

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd

ed),

(New Jersey: Merril Prentice Hall, 2003) p. 28.

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solve the students‟ learning vocabulary problem. The used instructional

strategy has to be elaborated into a detailed lesson plan of instruction

provided with all necessary instructional media, resources, and assessment

instruments to be implemented in I Electro B class at SMK Triguna Utama.

At this stage, criteria of success to measure the effectiveness of the

strategy are also decided. The criteria of success are derived from the

problems to be solved through this study and some other instructional goals

to be achieved through the implementation of this strategy. The criteria of

success when achieved become the strength of the strategy that will attract

other teachers to use the strategy to solve the same problems. Based on what

have been discussed between the writer and the collaborator, thus the

students have to pass the minimum mastery criterion (KKM/Kriteria

Ketuntasan Minimal) at the score 70 and it‟s proven successfully when 21 of

28 students achieve score at 70 or above, means 75% of the students. It is

based on the criteria of success that a good criterion is between 60% - 75%

of the students.61

2. Acting

The second step after planning is acting, to implement the

instructional strategy that has been planned in a lesson plan. The teacher or

the writer has already mastered the instructional scenario before starting the

implementation in class. The teacher is trying out the semantic mapping

strategy to test how far this strategy can solve the students‟ vocabulary

problem. So, she‟s not in the process of how learning to implement the

strategy, nor in the process of improving the quality of teachers‟

performance. Meanwhile, the collaborator observes the implementation of

the plan to see how far the strategy can solve the classroom problems. The

implementation takes in three meetings in each cycle.

61

Djamarah, Syaiful Bachri, Aswan Zain, Strategi Belajar Mengajar (Jakarta: Rineka

Cipta, 2001), p. 107.

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3. Observing

Observing is the process of collecting data indicating the success of

the strategy in solving the classroom problems. The focus of the observation

is on the data related to the criteria of success that have been decided. The

question that becomes the concern in the observing process is “How well

does the strategy solve the problems? At this observing stage, which aims at

collecting data, the researcher and the collaborator have to define the type of

data to be collected, the instrument to collect the data, the data sources, and

the technique of data collecting. In other words, the discussions on those

topics are under this observing stage.

Many classroom Action Research reports present both, observation

and data collection which of course are overlapping, as both refer to

data collecting. Discussion on the two topics, observing and data

collecting under different sections shows that the researchers do not

understand that the two topics refer to the same thing.62

In this case, the observer uses observational sheet toward the

implementation of the action. Observational note is used to notice all the

things happen during teaching learning activities, such as the teachers‟

performance, atmosphere of the class, students‟ responses, etc. while also

from the evaluation.

4. Reflecting

Reflection is the process which is done by both teacher (the writer)

and the observer; they are analyzing data to determine how far the data

collected have shown the success of the strategy in solving the problem.

Reflection also shows what factors support the success of the strategy or

what other problems may occur during the implementation process. The

discussion on data analysis is done under the reflection stage. The analysis of

the result of observation is done by comparing the data collected with the

target or the criteria of success.

62

Mohammad Adnan Latief, Classroom Action Research on Language Learning

(Pittsburgh, 2009), p. 7.

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The reflection stage is aimed at evaluating which criterion or target of

success has been achieved, which one has not been achieved, and what are

the possible reasons that those targets are not achieved yet. The result of the

reflection is used to determine what part of the strategy needs improvement.

The strategy is examined to find out how maximum improvement can

possibly be made so that when implemented again all the targets of success

can be achieved. The revised strategy (planning) is then implemented again,

the result is observed, and then reflected in the second cycle. The cycle is

repeated until the implementation of the strategy can achieve all the targeted

criteria of success. Below is the brief explanation of what the writer does

within these four phases in two cycles.

Go to the next page

Entering the cycle

Preliminary Study

Observing the class

Interviewing the English teacher

Giving questionnaire to the student

Carry out Pretest

Analysis and Findings

Analyzing the result of preliminary study

Findings: the students hard to remember the given-word and have difficulty to do the exercise.

Causes:

- The student bored easily and lazy to remember the given-vocabulary because teacher plays

less such a creative technique.

- Teacher gives the new word rarely which related to the topic, so student have lack of

vocabulary. Thus, they had difficulty to do the exercise

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Figure 3.2

The Phases of Classroom Action Research

(Adapted from Kemmis and Mc Taggart)

Deciding appropriate

strategy

Making lesson plan

Choosing suitable

materials, teaching

aids and instrument

Setting the criteria of

success

Identifying the problem

from students

Revising lesson plan

and the teacher

performance

Reselect teaching aid

that will give an ease for

students‟ task

Evaluating teaching

learning process 2

Discussing the result, if

the students‟ test result

has reached the

criterion of the action

success, the cycle

would be stopped.

Making the report

Observing the teaching

learning process

Collecting the data

(students‟ post test 1

score and field note)

Evaluating teaching

learning process

Analyzing the collected

data

Determining whether the

action is successful or not

Implementing the lesson

plan (teaching

vocabulary by using

Semantic Mapping

strategy to enrich

students‟ vocabulary)

Implementing the new

lesson plan

Using dictionary to help

the student doing the

task, also use the

„moving class‟ to

motivate student and

get the new atmosphere

Observing the teaching

learning process 2

Calculating the post test

1 and 2 to see the

improvement

C

Y

C

L

E

2

C

Y

C

L

E

1

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E. Researcher’s Role on the Study

In this research, the writer acts as a teacher who implements semantic

mapping strategy in students‟ vocabulary learning. Thus, the writer not only as the

researcher but also she is a planner, she making pre-test, a lesson plan and post-

test for each cycles, and these responsibilities is accompanied by the English

teacher at SMK Triguna Utama who act as a collaborator. Together with the

collaborator the researcher see how is the implementation of semantic map

strategy and students‟ performance in observing stage, then collecting and

analyzing the data, after all data are gained they reports the result of the research

until reach the criterion of action success which proof the action hypothesis and

means the action is stopped for enriching the students‟ vocabulary.

F. Preparing for CAR

Before the writer starts this classroom action research, she made any

instrumental input that will be used to apply CAR, such as lesson plan that

consists of basic competencies and indicators including teaching of vocabulary by

using semantic mapping strategy. Besides that the writer will use some media,

they are students‟ worksheet, picture, observational paper and evaluation paper.

G. Data and Data Source

In this classroom action research the writer is using qualitative data

(experienced-based) and quantitative data (number-based). The qualitative data

consist of observation within the activities in the class and interviewing the

teacher. Meanwhile, the quantitative data uses pre-test, post-test and

questionnaire. In collecting data, the writer used some techniques, such as:

a. Observation

The observer observes in a passive way before conducting CAR. The

observation is carried out to the teacher when she performs the teaching-learning

activities in the class and also the students‟ performance during these activities.

Pre-observation is brought by the writer through taking chair in the last row in

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order the writer can observe more freely to accomplish it toward the teaching-

learning process.

Then, observation is focused on the teachers‟ activities in performing

vocabulary learning by using semantic mapping strategy which is carried out by

the collaborator, it is unstructured observation. Observation of teacher jobs are

also aimed for teachers‟ explanation, teacher efforts to motivate students, asks the

student and response students‟ question, manage the classroom, gives exercise and

feed-back, and last do the assessment toward students‟ achievement. On the other

hand, observing the students is focused on students‟ participation in following the

class, whether they are active or not to do the exercise or ask the teacher and react

well toward stimuli that teacher or other students given. Generally, the observer

should take notice all of the important aspect whether the teaching learning

process fit with the lesson plan or not.

b. Interview

The writer takes an unstructured interview with the teacher first before

implementing CAR, the writer asks the teacher to know students‟ difficulties in

English skills especially in vocabulary, students‟ condition in involving in

vocabulary activity, and the method or kinds of strategies usually adopted by the

teacher in teaching vocabulary. Second interview will be accomplished after the

implementation of CAR to know the teacher‟s and students‟ response toward the

idea of semantic mapping technique.

c. Questionnaire

The structured questionnaire was given to the students of X Electro B

Class of SMK Triguna Utama Ciputat in order to know their responds toward the

process of teaching and learning vocabulary by using semantic mapping strategy

and also about their motivations and problems in learning vocabulary before and

after they were taught using semantic mapping strategy.

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d. Testing

The writer used pre-test and post-test. The pre-test is done before

implementing vocabulary in semantic mapping strategy. It is to measure students‟

vocabulary mastery at first. Meanwhile, the post-test is implemented after using

semantic mapping strategy. In this study, the test is done in form of multiple

choices and essay. The test is held on every third action of each cycle.

H. Technique of Data Analysis

In analyzing of quantitative data, the writer measures the average of

students‟ vocabulary score per action in one cycle. It is used to measure how well

students‟ performance during learning about vocabulary. The one measure which

seems to be more relevant for educational test is the mean (the arithmetic mean,

since there are also geometric means and harmonic means), or familiar “average”

obtained by adding up the score and dividing by number of scores. This can be

expressed in symbols as:63

𝑴 = 𝚺 𝒙

𝒏

M : Mean

x : Individual Score

n : number of students

To get the class percentage which pass minimum mastery criterion criteria

70 in 75% of 28 students, the writer uses the formula:

𝑷 =𝒇

𝒏𝒙 𝟏𝟎𝟎%

P : The class percentage

f : Total percentage score

n : Number of students

63

Thomas R. Knapp, Statistics for Educational Measurement (Pennsylvania: Intext

Educational, 1971), p. 25.

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The improvement score of students‟ vocabulary from pre-test up to

students‟ average score in cycle 1 and cycle 2 can be analyze by using this

formula:64

𝑷 =𝒚𝟏 − 𝒚

𝒚𝒙 𝟏𝟎𝟎%

P : percentage of students‟ improvement

y : pre-test result

y1 : post-test 1

𝑷 =𝒚𝟐 − 𝒚

𝒚𝒙 𝟏𝟎𝟎%

P : percentage of students‟ improvement

y : pre-test result

y2 : post-test 2

Meanwhile, in analyzing data to get the percentage of questionnaire

result, she uses formula:

% =𝒏

𝑵𝒙 𝟏𝟎𝟎%

n = number of students who answered the option

N = number of all students in the class

The analysis qualitative data used in this study is the observation of

students‟ and teacher‟s activities during teaching learning process through

observational notes and the interview before and after CAR. In this case, the

writer collected the entire data which have gained.

I. Trustworthiness of the Study

The writer applies four steps to analyze the examined test item. They are:

1. Validity65

Validity is one of the essential requirements of good educational testing

which can represent an acceptable of an action research. According to Gronlund,

validity refers to the extent which the result of an evaluation procedure serves the

64

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:

Department of Physics and Astronomy, 2008), p. 3. 65

See Appendix 5, 8, 1, and 2.

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particular uses for which they are intended. If the results are to be used to describe

pupil achievement, we should like them to represent all aspects of the

achievement we wish to describe, and to represent nothing else.66

The writer adopts Anderson, Herr, and Nihlen‟s criteria regarding validity

in action research, that mention the validity of action research including

democratic validity, outcome validity, process validity, catalytic validity, and

dialogic validity.67

In this study, the writer uses outcome, process, and dialogic

validity. Anderson defines outcome validity requires the action emerging from a

particular study leads to the successful resolution of the problem that was being

studied, that is, your study can be considered valid of you learn something that

can be applied to the subsequent research cycle.68

Based on the explanation above, the outcome validity could be seen from

the result of the test. When the result of cycle two is better than cycle one, it

means that the study is successful. Then, Process validity is “the validity that

requires a study has been conducted in a “dependable” and “competent”

manner.”69

It could be seen from the outcome of observation. In this case, the

collaborator notes all events happening during the CAR. When there might have

some mistakes in the method of teaching, then the writer discusses with the

teacher to modify the further strategies. Next, the dialogic validity; “it involves

having a critical conversation with peers about research findings and practices.”70

In this case, the writer and the teacher discuss and assess the students‟ test result

of cycle one and cycle two together. It is done in order to avoid invalid data.

2. Discriminating Power71

The discriminating power of an achievement test item refers to the degree

of which it discriminates between pupils with high and low achievement. To

66

Norman E. Gronlund, Measurement and Evaluation in Teaching (New York:

Macmillan, 1981), 4th

edition, p. 65. 67

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Columbus:

Merrill Prentice Hall, 2003), p. 84. 68

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 69

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 70

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 85. 71

See Appendix 11. pp.152-157.

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analyze it, the writer obtains the formula: 72

𝑫 = 𝑹𝑼 − 𝑹𝑳

𝟏𝟐 𝑻

D = Discriminating Power

Ru = number of pupils in the upper group who got the item right

Rl = number of pupils in the lower group who got the item right

T = number of pupils included in the item analysis.

Next, the discriminating scale uses:73

DP REMARK

≤ 0.40 Used

0.20 – 0.39 Revised

≤ 0.10 Discarded

3. Reliability74

Reliability defines whether an instrument can measure something to be

measured constantly from time to time. To know the reliability of test instrument

of student achievement, Kuder-Richardson (K-R 20) formula is used:75

𝒓𝒙𝒙 = 𝒌

𝒌 − 𝟏

𝒔𝟐 − 𝚺𝐩𝐪

𝒔𝟐

rxx = reliability KR-20

k = number of item on the test

S = standard deviation of score test

p = proportion of pupil answering each item correctly

q = proportion of pupil answering each item wrong (q= 1 – p)

72

Norman E. Gronlund, Measurement and Evaluation in Teaching (New York: Macmillan, 1981), 4

th edition, p. 259.

73 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.

74 See Appendix 11, pp.158-160.

75 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2001),

p.101.

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The criterion:76

rxx = 0,91 – 1,00 = very high

rxx = 0,71 – 0,90 = high

rxx = 0,41 – 0,70 = enough

rxx = 0,21 – 0,40 = low

rxx = < 0,21 = very low

4. Item Difficulty77

A good test item is a test item which is whether not too easy or too

difficult. The item difficulty from the analysis data is based on the upper and

lower group. The difficulty of a test item is indicated by the percentage of pupil

who gets the item right. The difficulty power following the formula: 78

𝑷 =𝑹

𝑻

P = Item Difficulty

R = the number of pupil who got the item right

T = the total number of pupil who tried the item

The criterion that is used is as:79

ID REMARK

0 – 0.14 Difficult

0.15 – 0.85 Moderate

0.86 – 1.00 Easy

76

Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2001),

p.102. 77

See Appendix 11, pp.152-157. 78

Norman E. Gronlund, Measurement and Evaluation in Teaching (New York:

Macmillan, 1981), 4th

edition, p. 258. 79

John W. Oller, Language Test at School (London: Longman Group Limited, 1979),

p. 247

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J. Criterion of the Classroom Action Research Success

CAR is able to be called successful if it can exceed the criteria which have

been determined, and fail if it is cannot exceed the criteria which have been

detained. In this study, based on the agreement between the researcher and the

teacher, when there is 75% of students achieve any improvement; gaining score

70 (seventy) of vocabulary test started from the pre-test until the second post-test

in cycle two. It means that this research could be called success. Then the next

action would be stopped, but if this condition has not been reached yet, the

alternative action would be done in the next cycle.

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CHAPTER IV

RESEARCH FINDINGS

A. Description of the Data

1. Findings of the Preliminary Study

a. Result of Pre Observation

It was carried out to observe the process of teaching learning vocabulary

activity before implementing the action. It was held on at X Electro B class of

SMK Triguna Utama Ciputat academic year 2010/2011. There consisted of 28

students in the class. The pre-observation was conducted on September 11th

and

14th

, 2010.80

Based on the observation, she found that the student didn‟t pay attention to

the teacher; they kept talking with their friends while the teacher was explaining

the material. So, the teacher got some difficulties to attract the students‟ attention.

Mostly, teacher just listed vocabulary in the text book and translated it, and then

they were asked to memorizing these given words. After 5 minutes given, one by

one student was standing in their place to give some words which they had just

memorized, minimum 10 words. The student was got hesitation because they

couldn‟t remember the word easily and couldn‟t deliver these words fluently.

Moreover, the student knows that their teacher is little bit „killer‟, so when the

teacher asked one volunteer to be the first, there‟s no one student who wants to

mention 10 words with their meaning.

80

See Appendix 8, pp.119-120.

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Their teacher did not implement a variation technique or another teaching

aid, which may attract the students‟ attention and motivation. After that the

teacher asked the student to do the exercise on students‟ workbook, and the

student, again, got difficulties because not all of the word in this exercise had

given by the teacher so the teacher was in a rush to answer each of students‟

vocabulary questions, and it was wasting time. Last, teacher let the student to

finish it at home and also for the memorizing 10 words. At the next meeting, only

some students who did the exercise, so many reasons of why they didn‟t do the

exercise, one of the student said that the task was not quite attractive so he was

lazy to do it, furthermore he wasn‟t understand it.

b. Result of Pre Interview

Pre interview conducted in this study was the unstructured interview. It

was held on Monday, October 18th

2010 for the English teacher, started at 12.20

pm and finished at 12.50 pm each day (at the resting time). The writer asked to the

teacher some questions which divided into three categories. Those were the

general condition in English class primarily on students‟ vocabulary mastery

achievement and performance, students‟ activities and kinds of strategies

implemented by the teacher previously (before Classroom Action Research).

Next, the students‟ difficulty in learning vocabulary. Last, asking about Semantic

Mapping strategy.

The first category talked about the general condition in English class

particularly on students‟ vocabulary mastery achievement and performance,

students‟ vocabulary learning activities and teachers‟ strategy that is implemented

previously. The teaching learning process in technical school is quite challenging,

because all of them are male and it was the teachers‟ own creativity to arrange and

make the good atmosphere in the class, so it‟s quite unpredictable. But, as long as

the teacher lead the class, they feel good enough because the student still give

some of their attention to the lesson, it is more sufficient than none. In spite of,

there always one or some students, who are lazy, become the trouble maker and

sleepy. Vocabulary is always the problem of each teaching learning process

because most of the student hard to remember English word, so they were difficult

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to develop their English ability. In teaching vocabulary, the teacher used

translating method and memorizing vocabulary, for the activity she used drilling,

translating and memorizing. Teacher use media such as picture and dictionary,

and sometimes use LCD.81

Second category talked about the difficulty faced by the students focus on

English skill and sub-skill. The teacher said that vocabulary is the difficult skills

to be learned whereas the students must achieve the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM). Besides, the English learning purpose in

vocational school is preparing ready-work alumnus, so communication in spoken

and written English language is the aim but they have lack of vocabulary to reach

those aims. The students‟ difficulties in vocabulary lied on remembering those

given words and lack of vocabulary on doing the exercise. Consequently, they

cannot perform well in vocabulary test or practice and sometimes give up for

English subject.82

The last category is asking about Semantic Mapping strategy. The teacher

said that she has never used Semantic Mapping strategy in learning vocabulary

but she has known about Semantic Mapping. She assumed that Semantic Mapping

could be an effective strategy in teaching vocabulary because it could facilitate the

learning. It is good to help generate the ideas to make student memorizing easily

and get the new vocabulary during making the semantic mapping. So, it might be

able to enrich students‟ vocabulary.83

The conclusion of the interview in term of the students‟ difficulties in

vocabulary was the students‟ of X Electro B class still have lack of vocabularies

and have a weakness to memorize the new given words.

c. Result of Pre Questionnaire

The pre questionnaire was conducted to know about the students‟ response

about English lesson especially about the vocabulary. The questionnaire used in

this study was structured questionnaire. The questionnaire was given to the

students in the first year of X Electro B class on Monday, October 25th

2010. The

81

See Item Number 1-6 of Preliminary Interview, Appendix 1, pp. 71-73. 82

See item number 7-10 of Preliminary Interview, ..., pp.71-73. 83

See Item Numbers 11-14 of Preliminary Interview, ..., pp.71-73.

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questionnaire has three categories, they are the students‟ response toward

teaching-learning process (2 items, no. 1&2), the result of the students‟

vocabulary learning activity (2 items, no. 3&4) and the solution of the problems in

vocabulary (6 items, no. 5-10), and all of them are ten items.

The first category is the students‟ response toward teaching-learning

process in learning English vocabulary. The result showed 92.8 % students were

motivated in the teaching-learning process. Next item is students understanding

toward English lesson, shows that 42.8 % of the students understood the teacher‟s

explanation. It means that most of the student of X Electro B like English

vocabulary lesson, despite they didn‟t mastery English vocabulary yet.

The Second category is the result of students‟ vocabulary achievement.

60.71% of the students were not satisfied with their score in vocabulary. So, most

of the student were not satisfied in their score is bigger than those who weren‟t.

Then, only 17.85 % students could answer the teachers‟ questions about

vocabulary material. It can be drawn that most of the student hadn‟t reached a

good score which passed minimum mastery criterion (KKM).

The Third category asks the solution of the problem in vocabulary

learning. For the first item, there were so many students who didn‟t ask their

teacher if they had difficulties, it‟s about 71.42%. It was indicated that the student

were not actively involved in the teaching-learning process and they were shy to

ask their difficulty in understanding the materials. Second item, 57.14% students

said that their teacher didn‟t implement the suitable technique to solve difficulties

in learning vocabulary. It can be predicted that technique used by the teacher was

not really appropriate and could not solve their problems in learning vocabulary

mostly. After that, most student answer that their teachers‟ technique couldn‟t

help students memorize vocabulary easily and get the new vocabulary, it‟s about

60.71% of the student. It means that most of them thought the used technique

could not help them transferring the given words to their long term memory and

getting the new vocabulary. Next item, 78.57% students said that their teacher

gave exercise to develop students‟ ability in vocabulary, in the contrary many

students, 71.24% couldn‟t do the task easily. It means that most of them faced the

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problem in vocabulary and thought the used technique could not help them in

developing their vocabulary because not all of the words are given by teacher. So

that, they hard to do the task. The last, there were only 2 students or 7.14% of

them stated that they had rich vocabulary. It means that most of students‟ ability

in vocabulary was still low. 84

Related to the result of pre questionnaire, it could be concluded that there

were needed to improve the students‟ positive response after the implementation

of the action. Therefore, the CAR was done.

The writer also carried out three other questionnaires before conducting

Classroom Action Research; they are students‟ background, students‟ vocabulary

learning strategies and students‟ view about English learning. The writer took the

background questionnaire in order to know the students‟ characteristics of

learning English based on their aims and the use of English in their daily life.85

Second, the questionnaire of students‟ vocabulary learning strategies is

accomplished to help the writer found the correct strategy to enrich their

vocabulary while the writer tries to the find out the suitable strategy. Based on the

questionnaire, mostly the students use the creative strategy rarely; they just learn

vocabulary in the traditional way such as through listing memorization.86

Then,

for the students‟ view about learning English the result reflect that most of the

students are not sure if they are not confident in their English ability because for

each group of this questionnaire, the biggest total number of the questionnaire laid

on the third choice mostly, it is “I cannot tell for sure”.87

Therefore, the writer also

has to find the appropriate strategy to make them more motivated and feel

confident when they learning English.

d. Result of Pre test

The pretest is done before the CAR, it was conducted on Thursday,

November 4th

2010. There were 25 questions in multiple-choice form and 5 in

84

See Appendix 3, pp. 78-81. 85

See Appendix 3, pp. 82-84. 86

See Appendix 3, pp. 85-88. 87

See Appendix 3, pp. 89-94.

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essay form, in which the students carried out the test during 40 minutes.88

To get

the result of pretest, firstly, the writer calculated the mean score:

n

xMx

28

1497Mx

Mx = 53.5

After that, to get the class percentage which pass minimum mastery

criterion criteria or KKM 70 in 75% of 28 students, the writer use the formula:

%100xN

F

28

%1002x

%14.7

Based on the result of the pre test, the data showed that the mean score of

pretest is 33.28. There were only two students or 7.14% of the students who got

the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

(KKM) meanwhile the other 26 students were below that criterion. From that

analyzing, it could be seen that almost of the X Electro B students‟ vocabulary

was still very low.89

After analyzing the result of preliminary study, it could be conclude that

most of the students at the first year of Electro B class had small vocabulary size.

So, it needs to find out the solution to overcome this problem. The writer used

Semantic Mapping strategy in teaching vocabulary as an innovation in teaching

learning process. The action needed to enrich students‟ vocabulary. The action

research conducted in two cycles. Every cycle followed the procedures of action

research involving planning, acting, observing, and reflecting. Every cycle was

88

See Appendix 10, pp. 132-134. 89

See Appendix 5, pp. 100-101.

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conducted in three meetings. The following was the explanation of the action

research results.

2. Findings of the First Cycle (Adapted from Ghony)90

a. Planning

1) The writer and collaborator decide the topic (standard competency and

basic competence) that will be delivered to the student by using

Semantic Mapping strategy with the collaborator.

2) The writer make lesson plan with the collaborator91

3) Thw writer and collaborator prepare model of Semantic Mapping using

shape and picture.92

4) The writer prepared materials (taken from the English text book) and

media (laptop, pictures, and paper).

5) The writer prepared student worksheet.93

6) The writer prepared the instrument (posttest 1 and observational note).94

7) The writer determinined the criteria of success with the collaborator

(75% of 28 students or 21 students achieve the Minimum Mastery

Criterion – Kriteria Ketuntasan Minimal (KKM) of English 70 or above).

b. Acting

First meeting (Monday, November 8th

2010 at 11.10 am – 12.20 pm)

1) The writer implemented the teaching learning process based on the

lesson plan.

2) The writer taught describing technical object by introducing some new

words firstly through semantic mapping and gave an example of

semantic mapping.

90

Djunaidi Ghony, Penelitian Tindakan Kelas, (Malang: UIN Malang, 2008), pp.128-

135. 91

See Appendix 6, pp. 102-106. 92

See Appendix 7, pp. 113-114. 93

See Appendix 7, p. 117. 94

See Appendix 8 & 10, pp.135-137, pp. 132-134.

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3) The writer asked the student to make a description of a technical thing

through semantic map based on the object which they had chosen

individually.

Second Meeting (Thursday, November 11th

2010 at 07.00 am– 08.20 am)

1) The student continued their first mapping task and revise with the

teacher

2) Teacher made them a group of four to make a semantic mapping based

on the given picture and paper (fill in the map with some categories such

as: function, parts, picture, a description sentence and what the tool

moved by).

3) Students have to find many words that are related to the picture,

minimum 10 words and these new words are expected not to be the same

with what the writer was given at the first meeting.

Third Meeting (Monday, November 15th

2010 at 11.10 am– 12.20 pm)

1) Reviewed the material and student task.

2) Collected their semantic mapping worksheet.

3) Posttest cycle 1.

c. Observing

All at once with the Action, the writer and collaborator:

1) Observed teaching learning process through observational notes.

Based on the observational note, in spite of the class done follow the

main activity as said in the lesson plan but the class still had some

problems such as: there is three of the student became the trouble maker,

they made the class noisy, so the other the student hard to get

concentration. Then student couldn‟t make a correlation among the

words yet and last they often cheat on their friends work.95

95

See Appendix 8, pp.125-126.

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2) Collected the data for posttest 1

Based on the result of posttest I showed that the mean score of the class

increased 66.5 in which there were 12 students who passed the Minimum

Mastery Criterion or KKM 70.96

The detail result of instruments used in the first cycle can be seen below:

1) The Result of Students’ Participation (Cycle 1)

Based on the observational notes start from the first meeting in this cycle

1 showed that most students didn‟t pay attention when the teacher explained the

materials. Most of the students often made noise. There just a few students only

who paid attention to the teacher‟s explanation. When the teacher explained the

concept of semantic mapping for vocabulary learning, most of them did not

understand it because maybe it is a new strategy for the student, so they hadn‟t

accustomed to learn it. As a result, they were difficult when the teacher asked

them to make a semantic mapping from the technical word which they chosen.

Then, data from the second meeting observation showed that there was

slight difference from the first meeting. Some students paid attention to the

teacher explanation though there were few students still made noise. When the

teacher asked their previous task which became homework, there was only some

student who did it. So, the teacher revised their work and repeated the same

explanation about learning vocabulary with semantic mapping. When teacher

asked some questions related to the materials before, few of them could answer

correctly while some of them couldn‟t. There were few students asked questions

when the teacher gave chance in order to check their worksheet. When the teacher

asked them to make a group of four to make a semantic mapping with the given,

some of them cheated among the groups. Nevertheless, the student was more

involve when they work in a group than individually.

Therefore, it can be said that there was slight improvement from the first

and second meeting observation in the cycle one. Also, it can be seen that the

students become little active than the first meeting.97

96

See Appendix 5, pp. 100-101. 97

See Appendix 8, pp.125-126.

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2) The Result of Students’ Vocabulary Achievement (Cycle 1)

To know the result of students‟ vocabulary achievement, the writer needs

to calculate the mean score firstly. The mean score derived from the following

formula:

n

xMx

28

1861Mx

5.66Mx

From that calculation, the students‟ mean score of posttest in cycle 1 is

66.5. It shows that there are some improvements from the pretest mean score. It

could be seen from the pretest mean score (53.5) to the mean score of posttest 1

(66.5). It improves 7 (66.5 – 53.5).

Then, the writer calculated the class percentage that‟s passed the

Minimum Mastery Criterion, using the following formula:

%100xN

F

28

%10012x

P = 42.85%

The data showed that the mean score of posttest 1 was 66.5. There were

twelve students or 42.85% of the students who got the score above the Minimum

Mastery Criterion, meanwhile the other 16 students were below that criterion. It

implied that the first criterion has not fulfilled.

Based on the result of the students‟ vocabulary achievement in the cycle 1,

there was a slight improvement of students‟ mean score from the students‟

vocabulary achievement on the preliminary study to the students‟ vocabulary

achievement on the first cycle. The mean score of the previous score was 53.5 and

the mean score of the students‟ vocabulary achievement on the first cycle was

66.5. That means that there was 13 points or 24.3% of mean score improvement.

The improvement percentage derived from the formula: 98

98

See Appendix 5, p. 100-101.

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%1001

y

yy

P = %1005.53

5.535.66

P = 24.3%

From that calculation, the class percentage which passes the KKM is 24.3%. It

means that in the cycle 1 of Classroom Action Research (CAR), there are 12

students who passed the KKM and there are 16 students who got score are below

the KKM. The class percentage of posttest 1 shows some students‟ improvement

of the class percentage in the pretest (7.14%). The students‟ improvement which

passes the KKM is 17.24% (24.3% - 7.14%). Even though it is still needed more

improvement because it could not achieve yet 75% as the target of success

Classroom Action Research.

d. Reflecting

1) Discussing the result of the action

42.85 % of the students or 12 students got the score above the Minimum

Mastery Criterion, the implementation of Semantic Mapping strategy has

not given satisfactory result yet on the improvement of students‟

vocabulary achievement. The students have not achieved the criteria of

success that 75% of students must achieve the Minimum Mastery

Criterion. Therefore, it needed to be revised before the implementation

of the next cycle so that it could achieve the criteria of success of this

study.

2) Talking about Students Participation

The student participation was increased during each meeting, at the first

meeting their participation was not quite good, it because they still

adapted the new Semantic Mapping strategy. It was improved to the

second and third meeting, which is proven from their motivation and

their involved in the learning activity.

3) Determining the observational notes

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Teaching learning process has done unsatisfactorily more, there was

something to improve from the teacher and students side. For the

students‟ side such as open student minds to explore their previous-

known words, attract their motivation to follow the class gently and get

them to do the exercise confidently.

Then, from the teacher, such as she has to make much atmosphere which

pursued to semantic mapping strategy in learning vocabulary, in other

words she has to use it customary and more patient to repeat the steps

among the groups or the student themselves. All of these should be

reached to get the criteria of success that hadn‟t reached yet at this 1st

cycle.

e. Revision of the First Cycle

Cooperating with collaborator, the writer conclude some revisions for the

1st cycle which is going to be done in the 2

nd cycle, they are:

1) The writer should give more motivation to be more active.

2) The writer guide students‟ work in their group intensively.

3) The writer get them to bring a dictionary.

4) The writer shouldn‟t push the student to finish their work soon.

5) The writer should give brief explanation about the semantic mapping

steps slowly and clarity.

3. Findings of the Second Cycle

a. Planning

1) The writer ade the new lesson plan (with same media and topic).99

2) The student have to prepared a dictionary.

3) The writer gives more motivation to be more active.

4) The writer guiding students‟ work intensively both in group and

individual

5) The writer have not to push the student to finish their work soon

6) The writer give them reward.

99

See Appendix 6, pp. 107-112.

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7) The writer giving brief explanation about the semantic mapping steps

slowly but with clarity.

8) The writer prepared Observational Notes100

9) The writer and the collaborator compiled the post-test 2101

b. Acting

First Meeting (Thursday, November 18th

2010 at 07.00am-08.20pm)

1) The writer implementing the new lesson plan102

2) The students make semantic mapping based on the picture facilitated by

the dictionary individually

3) The writerer revised their works

Second Meeting (Monday, November 22nd

2010 at 11.10am-12.20pm)

1) Using moving class to get the new atmosphere.

2) The writer motivated the student.

3) Student developed their mapping through a group of four

4) Student presented their works to the other group

5) Teacher watched their process in making semantic mapping

6) Teacher praised their group works.

Third Meeting (Thursday, November 25th

2010 at 07.00am-08.20pm)

1) The teacher asked whether there‟s still problem or difficulty

2) Posttest 2

c. Observing

In line with the Action, the writer and collaborator:

1) Observed teaching learning process through observational notes.

The class done very well, there were fewer trouble makers so the class

can drive easily. Despite, the noisy still exists but it came from their

talking with their friends to find a new word, so the other the student

easy to more concentrate. Then student could make a correlation among

the words and no more cheating among the groups.

100

See Appendix 8, pp. 127-128. 101

See Appendix 10, pp. 138-141. 102

See Appendix 6, pp. 107-112.

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2) Collected the data for posttest 2

The result of posttest 2 showed that the mean score of the class increased

72.6 in which there were 22 students who passed the Minimum Mastery

Criterion or KKM 70.

The detail result of instruments used in the first cycle can be seen below:

1) The Result of Students’ Participation (Cycle 2)

Based on the observational notes, starting from the first meeting in this

cycle 2 showed that the teacher just explained when the students ask but some

student was more accustomed to the semantic map, it was proved from their self-

learning, they work independently without asking the teacher first and they will

ask if they really on a problem, it may appear because of the using of dictionary

which help them to do their task. When they work in a group, they work

corporately by giving their idea and share to their own group, even there‟s some

student who work passively and ask the another group which has same main

word, but it‟s not too disturbing the class.

Then, data from the second meeting observation showed that there was

slight difference from the first meeting. This slight difference was good

improvement of their performance in the class both work individually and in a

group. Almost of the student work well and the teacher have known their

characteristics which help the teacher to enter their world and get their interest to

make the class drive smoothly. Their concentration has already developed to the

class and the teacher explanation. One thing that the teacher gives no punishment

like their English teacher but the teacher here give them reward or compliment or

another thing like picture and the atmosphere of the moving class that attract them

to keen on their work.

Therefore, it can be said that there was great slight improvement from the

first and second meeting observation in the second cycle and also from the first

cycle. It can be seen that most of the students involved in the teaching-learning

process.103

2) The Result of Students’ Vocabulary Achievement (Cycle 2)

103

See Appendix 8, pp. 127-128.

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The result of students‟ vocabulary achievement in cycle 2, the writer needs

to calculate the mean score firstly. The mean score derived from the following

formula:

n

xMx

28

2032Mx

6.72Mx

From that calculation, the students‟ mean score of posttest 2 is 72.6. It

shows that there are some improvements from the pretest mean score. It could be

seen from the posttest 1 mean score (66.5) to the mean score of posttest 2 (72.6).

It improves 6.1 (72.6-66.5).

Then, the writer calculated the class percentage that‟s passed the Minimum

Mastery Criterion, using the following formula:

%100xN

F

28

%10022x

%6.78

Based on that calculation, it could be seen that the posttest 2 improves 78.6%

from the pretest or 35.75% (78.8%-42.85%) from the pretest 1.

Last, the improvement percentage derived from the formula:

%1002

y

yy

P = %1005.53

5.536.78

P= 35.7%

Based on the result of students‟ vocabulary mastery, there was better

improvement of students‟ mean score from the students‟ vocabulary test in the

preliminary study to the students‟ vocabulary in the second cycle. The mean score

for the first one was 53.5 and the mean score of vocabulary posttest 2 in the

second cycle was 72.6. It means that there was 12.1 points or 35.7% of mean

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score improvement. The students who passed the Minimum Mastery Criterion

were 22 students or 78.6% if it calculated into class percentage. It indicated that

the first criterion of success has been achieved. The following was the table of

students‟ vocabulary score.104

Table 4.1

The Students’ Vocabulary Score of Pretest, Posttest 1, Posttest 2

No. Students’ Name Pretest Posttest 1 Posttest 2

1 S1 60 63 70*

2 S2 53 70* 77*

3 S3 63 70* 74*

4 S4 40 66 68

5 S5 50 70* 75*

6 S6 66 76* 76*

7 S7 46 53 65

8 S8 63 76* 78*

9 S9 56 66 70*

10 S10 53 56 70*

11 S11 56 60 68

12 S12 50 60 63

13 S13 56 76* 77*

14 S14 30 53 60

15 S15 66 73* 80*

16 S16 60 73* 79*

17 S17 46 63 68

18 S18 50 66 82*

19 S19 40 60 70*

20 S20 50 63 70*

21 S21 53 70* 70*

22 S22 70* 73* 78*

23 S23 46 66 74*

24 S24 56 70* 76*

25 S25 73* 80* 82*

26 S26 43 60 70*

27 S27 56 63 72*

28 S28 46 66 70*

MEAN 53.5 66.5 72.6 *The student who passed the Minimum Mastery Criterion (KKM) 70

It could be seen from the table above that the number of students who

passed the Minimum Mastery Criterion also increases from preliminary study and

104

See Appendix 5, pp. 100-101.

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each cycle. There were only two students or 7.14% of the students who got the

score above the Minimum Mastery Criterion in the preliminary study; There were

twelve students or 42.85% of the students who got the score above the Minimum

Mastery Criterion in the first cycle; and in the second cycle, The students who

passed the Minimum Mastery Criterion were 22 students or 78.6%. It proved that

the target of action success in which minimum 75% of the students passed the

Minimum Mastery Criterion can be reached.

d. Reflecting

1) Students‟ activity has already followed the step to make semantic

mapping well.

Student could develop their cooperated within their group and also when

they did the task alone. Almost all of them could participate in the

activity and they didn‟t need longer time to finish the task like in the first

cycle whereas the teacher didn‟t push them to finish their work soon.

They could present their work in front of the class to share the new word

to the other students.

The great development in student activity was supported by the better

teacher performances, the new atmosphere in moving class and helped

by dictionary. Teacher guided them intensively, especially when they got

a difficulty.

2) Discussing the result of the action

78.6 % of the students or 22 students got the score above the Minimum

Mastery Criterion; the implementation of Semantic Mapping strategy has

given satisfactory result on the improvement of students‟ vocabulary

achievement. The students have achieved the criteria of success that 75%

of students must achieve the Minimum Mastery Criterion. Therefore, the

cycle is finished and the criteria was achieved that semantic map could

be the one of the appropriate strategy of vocabulary mastery and

enrichment.

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Table 4.2105

A Brief Scenario of the Result of Classroom Action Research in the First Year

Electro B Class, Triguna Utama Vocational School Ciputat

C

Y

C

L

E

1

PLANNING 1. Decide the topic

2. Making lesson plan with the collaborator

3. Preparing model of Semantic Mapping using shape and

picture.

4. Preparing materials and media

5. Preparing student worksheet.

6. Preparing the instrument (posttest 1 and observational

note).

7. Determining the criteria of success (75% or 22 students

achieve the Minimum Mastery Criterion of English 70 or

above).

ACTING First meeting (Monday, November 8th 2010 at 11.10 AM –

12.20 PM)

1. Implemented the lesson plan.

2. Taught describing technical object through semantic

mapping and gave an example of semantic mapping.

3. Asked the student to make a description of a technical

thing through semantic mapping individually.

Second Meeting (Thursday, November 11th 2010 at 07.00

AM – 08.20 AM)

1. Continued their first mapping task and revise with the

teacher

2. Teacher made them a group of four to make a semantic

mapping.

3. Students has to find many words that are related to the

picture, and get minimum 10 new words

Third Meeting (Monday, November 15th 2010 at 11.10 AM

– 12.20 PM)

1. Reviewed the material and student task.

2. Collected their semantic mapping worksheet.

3. Posttest cycle 1

OBSERVING 1. Observed teaching learning process (teaching learning

hasn‟t done quite well although the class still had some

problems) 2. Collected the data for posttest 1 (12 students or 42.85%

passed Minimum Mastery Criterion, Mean 66.5)

REFLECTING 1. Discussing the result of the action

2. Determining the observational notes

3. Talking about Students Participation

1. The teacher should give more motivation to be more

active.

105

Suharsimi Arikunto, Penelitian Tindakan Kelas (Jakarta: Bumi Aksara, 2006), p. 70.

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R E V I S I O N 2. Guiding students‟ work in group intensively.

3. Get them to bring a dictionary.

4. Don‟t push the student to finish their work soon.

5. Giving brief explanation about the semantic mapping

steps slowly but with clarity.

C

Y

C

L

E

2

PLANNING 1. Made the new lesson plan (with same media and topic).

2. Prepared a dictionary.

3. The teacher gives more motivation to be more active.

4. Guiding students‟ work intensively both in group and

individual

5. Don‟t push the student to finish their work soon

6. Give them reward.

7. Giving brief explanation about the semantic mapping

steps slowly but with clarity.

8. Prepared observational notes

9. Compiled the post-test 2

ACTING First Meeting (Thursday, November 18th 2010 at

07.00am-08.20pm)

1. Implementing the new lesson plan

2. Students make semantic mapping based on the picture

facilitated by the dictionary individually and in a group.

3. Teacher revised and praised their works

Second Meeting (Monday, November 22nd 2010 at

11.10am-12.20pm)

1. Using moving class to get the new atmosphere.

2. Motivated the student.

3. Student developed their mapping through a group of four

4. Student presented their works to the other group

5. Teacher watched their process in making semantic

mapping

6. Teacher praised their group works.

Third Meeting (Thursday, November 25th 2010 at

07.00am-08.20pm) Asked if there still any difficulties, posttest 2

OBSERVING 1. Collected the data for posttest 2 (22 students or 78.6%

passed Minimum Mastery Criterion, Mean 72.6)

2. Observed teaching learning process (it had done better).

REFLECTING 1. Discussing the result of the action 2. Students‟ activity has already followed the step to make

semantic mapping well.

4. Findings After Implementing the Action

The writer carried out the interview to the English teacher who acted as

collaborator and observer after conducting classroom action research, to know

her response about implementation the action and gave questionnaire to the

students to know their response about the implementation of Semantic Mapping

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in teaching vocabulary.

a. The Result of Post Interview

Post interview conducted in this study was the unstructured interview. It

was held on Saturday, November 27th

2010 for the English teacher, started at

12.20 pm and finished at 13.00 pm at the resting time. The writer asked to the

teacher some questions which divided into three categories. The first category was

the general condition in English class during implementing the action. It was

found that the students‟ condition were better than before. In this sense, they

looked enthusiast in making Semantic Mapping and of course, they felt easier to

remember their previous-word, the given-words, and the new words. The

students‟ participation was good because the activity in the classroom involved

the students mostly.106

Then, the obstacle and the solution in implementing semantic mapping

during the action. It was observed that most of the students difficult in correlating

the target word in Semantic Mapping because they have not use this strategy

before and hard to find the new word in English which is different with the target

word or the word that the teacher had ever given. So, it was suggested for the

students to bring dictionary and using the moving class to get the new

atmosphere.107

Last, asking about the English teacher argument of Semantic Mapping

strategy. The teacher said that Semantic Mapping was a good strategy in teaching

vocabulary. It could be an effective way to help the students‟ vocabulary mastery.

Beside it might be able to improve the students‟ way of learning to remember both

the given-word and the new word; also enriching their vocabulary because from

making this map the student are tried to find the new word, it makes them easy to

transfer the new word in their long-term memory. Then, it could be a fresh

strategy which can attract the student interest in learning English, so they are not

learning under pressure and could motivate the English teacher to use it.108

106

See Appendix 2 Items number 1, 2, and 3 of Interview after CAR, pp.74-77. 107

See Appendix 2,Items number 4 and 5,... pp.74-77. 108

See Appendix 2,item number 6-10,... pp.74-77.

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From the summarized of the interview above, it could be conclude that the

teacher gave a positive response toward the implementation of Semantic Mapping

in teaching-learning vocabulary. In addition, Semantic Mapping gave a good

impact for improvement of the students‟ ability in vocabulary enrichment.109

b. The Result of Post Questionnaire

The students‟ response after learning vocabulary through Semantic

Mapping can be seen from the post-questionnaire. The questionnaire used in this

study was closed questionnaire. The questionnaire was given to the students in X

Electro B class on Thursday, November 25th

2010. This questionnaire has four

categories. Each of categories is descript of below:

1) The students’ response toward teaching-learning process

The items that include in this category are item number 1, 3 and 17. For

the first there are 24 students or 85.7% were interested in the teaching-learning

process through semantic mapping. Next, item number three, there are 22 students

or 78.6% of the students were motivated learning vocabulary through semantic

mapping. Last, there are 19 students or 67.9% could learn vocabulary better

through semantic mapping than the usual learning. The conclusion can be drawn

from these items that most of the students were given their best response toward

teaching-learning process of learning vocabulary through Semantic Mapping.

2) The result of the students’ vocabulary learning activity

Items number 7, 8, 11, 16 1nd 18 are included in this category. The first

item number 7, most of the students (26 or 92.9%) helped in enriching their

vocabularies through semantic mapping. Then, for number 8 there are 60.7% or

17 students who felt that semantic mapping can solve their vocabulary problems.

After that, for the item number 11, there are about 21 students, 75% of the

students said that they could do the vocabulary task easily by using semantic

mapping. Next, there are 17 students or 60.7% students who their score was

increased after learning vocabulary through semantic mapping. Last, there are 18

students who said that their vocabulary was enriched by semantic mapping; it‟s

109

See Appendix 2, pp.74-77.

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about 64.3% of the whole students. From this summary, it can be understand that

the learning activity can give the better result in their vocabulary mastery.

3) The solution of the problems in vocabulary

To know the solution when student had difficulty during the teaching-

learning process, the writer asked them through item number 12 and 13. For

number 12, there are 23 students or 82.1% of the students who answer that their

teacher gives then opportunity to ask their problems. Then, 53.6% or 15 students

were used this opportunity to ask. So, there were more student who asked than

who didn‟t, it can be implied that the teacher knew about their problem during

teaching-learning process which can make the teacher more aware about their

problem and guided them to overcome it, also revise her way of teaching.

4) Students’ Response toward Semantic Mapping Technique

There were 6 items that deliver to know the students‟ response toward

semantic mapping; they are item number 2, 4, 5, 6, 9, 10. There were more than

80% or of the student who give the best response toward semantic mapping. They

are enthusiastic to learn vocabulary through semantic mapping. Besides, there

were just 7 students who felt that semantic mapping pursued their vocabulary

learning. It more proof that Semantic Mapping could be the alternative way in

learning vocabulary, make them remember the word easily, and can help them to

find the new words to enrich their vocabulary.110

B. Interpretation of the Data

1. Data of Observation

The data gained from unstructured observation, from the first observation

before CAR and during the CAR. Based on the observation conducted by the

writer before CAR, it is known that the English teacher teaches vocabulary by

giving a list of vocabulary to the students, then she asks them to memorize and

perform it in front of the class without asking them to make a correlation among

the words to make them remember easily or facilitating them with a learning

activity which can make them more motivate.

110

See Appendix 4, pp. 95-99.

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This teaching strategy causes many problems. First, the students are

unmotivated and hard to remember these words. Second, the students didn‟t active

in the teaching-learning process because there‟s no more activity that can involve

the student in the classroom, except they just memorize in silent way, while the

most comfortable place for them to learn and find the new English words is in the

English classroom itself, so they had difficulty to do the exercises. Third, the

students are very noisy because they are not interested with the activity given by

their teacher and it causes the teacher difficult to manage the classroom condition.

However, after the students are taught vocabulary by using semantic

mapping, they can be active and participate fully in the teaching learning process.

It because they are interested with the activity given to them and an interesting

activity can motivate them to memorize and get the new words easily and

indirectly in the teaching learning process.

2. Data of Questionnaire

The data from the pre questionnaire revealed that vocabulary was almost

the one of the English components that difficult to master in Vocational School

because they are going to be ready-work graduated, so there‟s so many

vocabulary that they should master in their department especially. The students

had difficulty in term of memorize the words that given by the teacher and then

they just have limited vocabulary because the teaching learning process can‟t

motivate them to find or get the new words, in other words their vocabulary

always based on the text book or just from the teacher. Those problems made the

students did not interest in their class. However, after using Semantic Mapping in

teaching vocabulary, the students gave positive responses toward that action. The

students assumed that Semantic Mapping could help them to remember the word

given by the teacher and it could facilitate in finding the new words and also it

was interesting activities because it served image, color, and built the students‟

creativity. Therefore, Semantic Mapping could make the classroom atmosphere

more interesting and make students easier to remember the word-given and enrich

their vocabulary.

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The data from the questionnaire result showed that the implementation of

semantic mapping strategy got positive responses from students in their teaching-

learning process of vocabulary. It was proven that 72.9% of the students showed

good or positive responses toward the implementation of Semantic Mapping

strategy in teaching-learning vocabulary.

Figure 4.2: Result of Students’ Questionnaire

3. Data of Interview

The data gained from the pre interview with the English teacher indicated

that the students‟ English vocabulary was poor because the students had some

difficulty in English words, and the students‟ participation in learning vocabulary

was not too active. As the student who prepared to work after they graduate

especially in technical field, there‟s so many vocabulary that they have to

remember, whereas they had difficulty on it. Consequently, it needed to do the

innovation in teaching vocabulary. The writer suggested implementing Semantic

Mapping strategy in teaching vocabulary. After conducting the action, the English

teacher gave positive responses toward the action. The English teacher felt

satisfied with the improvement made by the students focus on students‟

vocabulary mastery and their participation. The English teacher also motivated to

use Semantic Mapping because it could facilitate the students in memorizing the

0

10

20

30

40

50

60

70

Pre Questionnaire Post Questionnaire

41.8

64.7

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word given by teacher and enrich their vocabulary by finding the new words

while they are doing on semantic mapping strategy. Hence, the English teacher

would use Semantic Mapping as an alternative strategy in teaching English

vocabulary.

4. Data of Test

Based on the result of the student vocabulary test, it was found that the

students‟ vocabulary score was gradually improving. It was known the students‟

average score of pretest was 53.5. After the implementation of semantic mapping

strategy, the average scores of posttest 1 cycle 1 was 66.5. In other word, 42.85%

students got score greater than 70 as the criterion of success. Because the result of

posttest 1 was unsatisfactory yet, then the writer continued to the second cycle

with the average of posttest 2 was 72.6 or 78.6 % passed the KKM 70 as the

criterion of success determined. Shortly, from the test result, it met the criteria of

success that there were 75% or more who passed the KKM.

Figure 4.2: the Students’ Achievement in Vocabulary Development

0

20

40

60

80

Preliminary 1st Cycle 2nd Cycle

53.5

66.572.6

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CHAPTER V

CONCLUSION AND SUGGESTION

After finishing the Classroom Action Research (CAR) at X Electro B class

of Triguna Utama Vocational School academic year 2010/2011, the writer gives

some conclusions based on the result of this research. Furthermore, the writer also

gives some suggestions related to the conclusion. However, the writer would like

to give her summary of this research, before giving conclusion and suggestion.

The writer would like to summarize her study. This study uses the

Classroom Action Research (CAR) method to identify students’ problem, it is

begun by interviewing the English teacher and observing in the X EB class which

is considered as the class that has insufficient vocabulary. The number of students

consists of 28 male students. In this study, the writer uses the Kemmis and

Mc.Taggart’s design which consists of four phases. Those are planning, acting,

observing, and reflecting. Meanwhile, the data is taken among from the

observation,interview, questionnaire and test. It could be summed up, first, related

to the students’ achievement, there were 78.6% who passed the KKM 70 with the

improvement of students’ mean score from pretest to the posttest of the second

cycle was 35.72%. In the pretest, there were only 2 students who passed the

KKM. Meanwhile, in the posttest of cycle one there were 12 students who passed

the KKM or 42.8%. Next in the result of posttest in the cycle 2, there gained 22 or

78.6% students who passed the KKM in which their mean score of vocabulary test

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derived 72.6. So it achieved the criteria of success. Second, the questionnaire

result showed that the implementation of this strategy got positive responses from

students in their teaching-learning process of vocabulary. It was proven that more

than 80% of the students showed good or positive responses to the

implementation of semantic mapping strategy. Third, the data from the

observation showed that the students were more active and participated in the

teaching learning process; it could be seen from the improvements of the students’

participation in the teaching-learning process for each meeting. The last, the result

of interview with the English teacher showed that the teacher gave positive

responses to the implementation of semantic mapping strategy in teaching

vocabulary since it could be an alternative strategy to be used in teaching

vocabulary.

A. Conclusion

In conclusion, this study was successful in enriching the students’

vocabulary by using semantic mapping strategy. In addition, the students were

more active and participated in the teaching-learning process of vocabulary.

Therefore, semantic mapping strategy can be alternative strategy for teacher in

teaching vocabulary which can make the students remember new words easily.

B. Suggestion

After conducting the study, the writer suggests that the teacher should

introduce the new vocabulary by using another strategy beside list it and get the

student to memorize it and she also should pay attention to the students’ activity

while teaching learning process in order to get students’ involvement. In addition,

the teacher should be more creative in delivering the new word which can

motivate students to memorize and get another new word which can enrich their

vocabulary. Moreover, semantic mapping strategy can be implemented in

vocabulary activity, especially the effort to enrich students’ vocabulary in English

for technical purpose. Last, the writer hopes the result of this study can be used as

an additional reference; there will be a further research with different discussion

which can make a revision within development of this semantic mapping strategy.

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APPENDIX 1: INTERVIEW BEFORE CAR

INTERVIEW GUIDELINES AND RESULT

IN THE PRELIMINARY STUDY

A. INTERVIEW GUIDELINESS

1. Bagaimana proses pembelajaran bahasa Inggris di kelas?

2. Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran

bahasa Inggris?

3. Teknik/metode apa saja yang anda gunakan dalam pengajaran vocabulary?

4. Aktivitas apa yang dilaksanakan dalam proses pengajaran vocabulary?

5. Media apa yang anda gunakan dalam pengajaran vocabulary?

6. Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung

pembelajaran Bahasa Inggris?

7. Apa kendala dalam pengajaran vocabulary?

8. Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?

9. Tugas apa yang biasa Bapak/Ibu berikan di kelas?

10. Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas X di STM

Triguna Utama?

11. Apakah anda pernah mendengar strategi pengajaran semantic mapping?

12. Apakah strategi pengajaran semantic mapping efektif diterapkan pada

pengajaran sub-skill vocabulary?

13. Menurut anda, apakah strategi pengajaran semantic mapping dapat

meningkatkan perbendaharaan kosakata siswa dalam bahasa Inggris?

14. Apakah materi Describing Things termasuk materi yang sulit?

15. Kelas mana yang memiliki kemampuan menguasai kosakata yang rendah?

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B. INTERVIEW RESULT

Interviewer : Siti Nur Vadilah

Interviewee : Duma Morita Napitupulu, S.Pd

Profession : English Teacher

Day, Date : Monday, October 18th

2010

Time : 12.20 pm – 12.50 pm

Place : Teachers’ Office

R : Researcher

T : Teacher

1. R :Bagaimana proses pembelajaran bahasa Inggris di kelas?

T : Proses berjalan cukup lancar

2. R :Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran

bahasa Inggris?

T : Materi yang cukup sulit untuk siswa yaitu meliputi grammatical bahasa

Inggris, kemudian listening, terkadang juda siswa mengalami kesulitan dalam

memahami bahasa Inggris karena kepemilikan kosakata mereka yang kurang

memadai, padahal saya sudah memberikan mereka daftar kosakata.

3. R :Teknik/metode apa saja yang anda gunakan dalam pengajaran

vocabulary?

T : menterjemahkan dwibahasa, bahasa Indonesia ke Inggris dan sebaliknya,

dan menghafal.

4. R : Aktivitas apa yang dilaksanakan dalam proses pengajaran vocabulary?

T : Tanya jawab, memberikan kosakata, menterjemahkannya dan menghafal

untuk dinilai

5. R : Media apa yang anda gunakan dalam pengajaran vocabulary?

T : Gambar, Teks bacaan

6. R :Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung

pembelajaran Bahasa Inggris?

T : Moving class, ruang kelas, dictionary, LCD, laboratorium bahasa

7. R :Apa kendala dalam pengajaran vocabulary?

T : Siswa sulit menguasai kosakata karena frekuensi hafalan dan penggunaan

kosakata sangat sedikit sehingga kosakata yang sudah diberikan tidak sampai

pada long-term memory siswa

8. R : Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?

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T : partisipasi siswa sebatas menghafalkan kosakata

9. R :Tugas apa yang biasa Bapak/Ibu berikan di kelas?

T : menterjemahkan soal-soal, membaca kemudian menjawab pertanyaan,

membuat kalimat dari kosakata yang diberikan, mengidentifikasi kosakata

yang sulit

10. R : Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas X di STM

Triguna Utama?

T : 70

11. R :Apakah anda pernah mendengar strategi pengajaran semantic mapping?

T : pernah

12. R :Apakah strategi pengajaran semantic mapping efektif diterapkan pada

pengajaran sub-skill vocabulary?

T : ya cukup membantu siswa untuk menghubungkan satu kata dengan kata

yang lain yang masih berhubungan dan dapat mengembangkan kosakata

mereka.

13. R :Menurut anda, apakah strategi pengajaran semantic mapping dapat

meningkatkan perbendaharaan kosakata siswa dalam bahasa Inggris?

T : Ya, tentu

14. R :Apakah materi Describing Things termasuk materi yang sulit?

T : tidak, karena dibantu dengan kamus

15. R : Kelas mana yang memiliki kemampuan menguasai kosakata yang

rendah?

T : sejauh saya melihat perkembangan tiap kelas, kelas X elektro b termasuk

kelas yang agak lamban menguasai kosakata.

Ciputat, 18 Oktober 2010

Interviewer Interviewee

Siti Nur Vadilah Duma Morita Napitupulu, S.Pd

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APPENDIX 2: INTERVIEW AFTER CAR

INTERVIEW GUIDELINES AND RESULT

AFTER CLASSROOM ACTION RESEARCH

A. INTERVIEW GUIDELINESS

1. Bagaimana kondisi siswa ibu dalam pembelajaran kosakata setelah

menggunakan tehnik semantic mapping?

2. Bagaimana kemampuan pemahaman kosakata siswa ibu setelah

menerapkan strategi semantic mapping?

3. Bagaimana partisipasi siswa ketika pembelajaran kosakata menggunakan

semantic mapping berlangsung?

4. Kendala apa yang terlihat ketika belajar kosakata menggunakan semantic

mapping?

5. Menurut anda, bagaimana cara mengatasi kendala itu?

6. Apa pendapat anda, setelah melihat pembelajaran kosakata menggunakan

semantic mapping?

7. Apakah Ibu merasa termotivasi setelah melihat penggunaan semantic

mapping dalam pembelajaran di kelas?

8. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam

proses pembelajaran kosakata dengan menggunakan semantic mapping?

9. Setelah mengobservasi pembelajaran kosakata dengan menggunakan

semantic mapping, apakah strategi pembelajaran semantic mapping efektif

diterapkan pada pembelajaran kosakata?

10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran

semantic mapping dapat memperkaya kosakata siswa dalam bahasa

Inggris?

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B. INTERVIEW RESULT

Interviewer : Siti Nur Vadilah

Interviewee : Duma Morita Napitupulu, S.Pd

Profession : English Teacher

Day, Date : Saturday, November 27th

2010

Time : 12.20 pm – 13.30 pm

Place : Teachers’ Office

R : Researcher

T : Teacher

1. R :Bagaimana kondisi siswa ibu dalam pembelajaran kosakata setelah

menggunakan tehnik semantic mapping?

It was found that the students’ condition were better than before. In this

sense, they looked enthusiast in making Semantic Mapping and of course,

they felt easier to remember the target words and the new words. The

students’ participation was good because the activity in the classroom

involved the students.

T : Kondisi siswa lebih baik daripada biasanya, mereka termotivasi

dan berantusias mengikuti belajar kosakata dengan menggunakan tehnik

semantic mapping, mungkin hal ini disebabkan karena jarang sekali

mereka mendapatkan aktivitas seperti ini yang melibatkan mereka, terlebih

jika mereka disatukan dalam kelompok.

2. R :Bagaimana kemampuan penguasaan kosakata siswa ibu setelah

menerapkan strategi semantic mapping?

T : adanya wadah yaitu tehnik semantic mapping ini membuat

kemampuan mereka dalam memahami juga mengingat kosakata lebih baik

daripada sekedar menghafal dan menterjemahkan ke bahasa Indonesia.

3. R : Bagaimana partisipasi siswa ketika pembelajaran kosakata

menggunakan semantic mapping berlangsung?

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T : partisipasi mereka sudah lebih termanfaatkan, selama ini mereka

sebenarnya siswa yang cukup aktif namun karena jarang mendapatkan

tugas yang menarik mereka lebih sering ribut, dengan adanya kerja dengan

media semantic mapping dan bekerja dalam sebuah kelompok dapat

memunculkan ketertarikan mereka dalam melaksanakan tugas yang

diberikan guru.

4. R : Kendala apa yang terlihat ketika belajar kosakata menggunakan

semantic mapping?

T : kendala mereka diawal yaitu belum terbiasanya mereka

menggunakan tehnik ini jadi mereka masih bingung menghubungkan satu

kata dengan kata lain, sekalipun muncul itu terbatas hanya pada kosakata

yang telah mereka miliki dan bukan kosakata yang baru. Kemudian

sulitnya mereka mendapatkan kosakata langsung dengan bahasa

Inggrisnya.

5. R : Menurut anda, bagaimana cara mengatasi kendala itu?

T : Berdasarkan apa yang telah kita diskusikan, kamus memang

pendamping belajar siswa yang penting, yang bisa dibilang ‘rajanya

kosakata’ karena diditulah seluruh kosakata bahasa Inggris direcord, dan

siswa dengan mudah menemukan bahasa Inggris dari kata yang muncul

pertama dengan bahasa Indonesia.

6. R : Apa pendapat anda, setelah melihat pembelajaran kosakata

menggunakan semantic mapping?

T : semantic mapping memang sudah terbukti bisa membantu siswa

mengingat kosakata yang baru diberikan dan kosakata yang telah mereka

miliki dan dari situ juga bisa menemukan kosakata baru yang dapat

memperkaya perbendahaaraan kosakata siswa.

7. R : Apakah Ibu merasa termotivasi setelah melihat penggunaan

semantic mapping dalam pembelajaran di kelas?

T : ya, saya merasa termotivasi untuk menggunakan tehnik ini disaat

saya membutuhkan penalaran siswa dalam pemahaman dan oenggunaan

kosakata bahasa Inggris.

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8. R : Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan

dalam proses pembelajaran kosakata dengan menggunakan semantic

mapping?

T : aktivitas yang dilaksanakan sudah bagus karena yang terpenting

adalah melibatkan kemampuan siswa di dalam belajar agar mereka dapat

mengingat terus apa yang telah dipelajari.

9. R : Setelah mengobservasi pembelajaran kosakata dengan

menggunakan semantic mapping, apakah strategi pembelajaran semantic

mapping efektif diterapkan pada pembelajaran kosakata?

T : ya, tehnik ini cukup efektif untuk mewadahi aktifitas belajar

siswa, karena bisa membantu mengkorelasikan kata-kata dan menemukan

kosakata yang baru melalui kreatifitas yang mereka miliki.

10. R : Setelah menjadi observer, Menurut anda, apakah strategi

pengajaran semantic mapping dapat memperkaya kosakata siswa dalam

bahasa Inggris?

T : ya, saya kira tehnik ini sedikit banyak bisa memperkaya siswa

meskipun memang tidak seluruh kosakata bisa dilibatkan dalam sebuah

mapping, namun setidaknya mereka bisa mendapatkan kosakata baru yang

berkaitan dengan apa yang mereka pelajari ynag mungkin saja kosakata itu

bermanfaat untuk belajar mereka selanjutnya, dan itu telah dibuktikan

dengan posttest yang dilakukan setiap siklusnya, siswa mengalami

peningkatan nilai meskipun tidak semua kosakata yang diujikan telah

diberikan oleh guru.

Ciputat, 27 November 2010

Interviewer Interviewee

Siti Nur Vadilah Duma Morita Napitupulu, S.Pd

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APPENDIX 3: QUESTIONNAIRE BEFORE CAR

ANGKET UNTUK SISWA (Sebelum PTK)1

Nama :

Kelas :

Petunjuk:

1. Tulislah nama dan kelas di tempat yang telah disediakan

2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”

3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!

4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan

tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab

pertanyaan

5. Terimakasih atas bantuan dan kerjasamanya.

No Pertanyaan Ya Tidak

1 Apakah kamu merasa bersemangat ketika mengikuti

pelajaran bahasa Inggris materi kosakata

(vocabulary)

2 Apakah kamu dengan mudah memahami materi

kosakata (vocabulary) dalam bahasa Inggris selama

ini

3 Apakah kamu merasa puas dengan nilai bahasa

Inggris materi kosakata (vocabulary) selama imi

4 Apakah kamu dapat menjawab pertanyaan dari guru

mengenai materi yang diajarkan

5 Apakah kamu sering bertanya kepada guru jika ada

kesulitan dalam materi kosakata (vocabulary)

6 Apakah kamu merasa teknik yang digunakan guru

dapat mengatasi kesulitan dalam kosakata

(vocabulary)

7 Apakah teknik yang digunakan guru dapat

membantumu memperkaya perbendaharaan kosakata

8 Apakah guru sering memberikan latihan untuk

mengembangkan kemampuan kosakata (vocabulary)

9 Apakah kamu dapat mengerjakan tugas kosakata

(vocabulary) dengan mudah

10 Apakah kamu merasa kepemilikan

1 Vivienne Baumfield,, Action Research di Ruand Kelas (London: SAGE, 2008), pp. 93-

95.

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APPENDIX 3: QUESTIONNAIRE BEFORE CAR

kosakata(vocabulary) kamu sudah banyak

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NO Students' Names 1 2 3 4 5 6 7* 8 9 10 RANK

1 Adyd Asrihum 2 2 3 1 2 2 1 1 2 2 1

2 Alwan Yuniardhi 4 2 3 1 2 3 3 1 2 2 2

3 Ardila Mandala Putra 3 2 4 3 4 4 3 2 3 4 3

4 Aspanudin 2 2 4 2 1 2 2 3 2 4 4

5 Danny Yuli rahmanto 2 3 1 2 3 2 1 2 3 3 5

6 Didit Handika Tama 3 2 4 3 4 4 3 3 3 4 6

7 Fahrul Rozi 2 2 3 2 2 3 3 4 3 2 7

8 Farhan Liputain Ray 3 3 3 3 1 4 2 3 3 3 8

9 Ferdiocto Diraja 3 4 3 1 1 1 3 1 3 4 9

10 Imam Bagus N 4 2 2 4 1 4 3 1 3 3 10

11 Indat Hika 2 2 2 2 2 2 2 2 2 2

12 Jalu Eko Pambudi 3 2 3 3 3 2 3 4 3 3

13 Kiki Kurniawan 3 3 3 2 2 3 3 3 2 4

14 Muhammad Mufas 3 3 1 3 3 3 4 3 4 3

15 Muhammad Rizki Fajrin 2 2 3 1 1 3 3 4 2 4

16 Nana Sukmana 3 4 3 4 3 3 4 3 4 4

17 Ngabdul Munir 3 2 3 2 2 3 3 3 2 4

18 Rain Putra Djayadi 2 2 3 1 2 2 1 1 2 2

19 Rajes Putra 3 4 1 3 3 3 3 3 3 4

20 Reza Firmansyah 4 3 2 2 1 1 2 3 2 4

21 Rija Gumilar 4 3 2 2 1 1 2 3 2 4

22 Rizal Saputra 2 3 2 4 2 1 1 1 2 2

23 Rizki Ramadhan Kurnia 4 3 1 3 2 4 1 2 1 1

24 Rizqy Ramadhan 3 4 1 3 1 1 3 1 1 3

25 Tengku Rachman A. 4 3 3 3 2 3 3 2 2 3

26 Tony Saputro 3 3 3 2 2 3 3 3 2 3

27 Warsiyo 4 3 2 3 3 1 3 2 2 2

28 Yan Lentinio 3 4 1 3 3 3 4 3 3 4

TOTAL 83 77 69 68 59 71 72 67 68 87

RANK 2 3 6 8 10 5 4 9 7 1

VOCABULARY LEARNING STRATEGIES

LEARNING STRATEGIES

Word Family

Mnemoic Device

Word Relation

Pair Work

Semantic Mapping

*RELATED TO SEMANTIC MAPPING TECHNIQUE

Mnemoic Device and Translation

Pointing (TPR)

Self-Learning

Picture

Word Connection

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The Result of Pre Questionnaire

1 The students’ response toward

teaching-learning process

Yes No

The students were motivated in

the teaching-learning process

26 92.8 % 2 7.14 %

The students understood the

teacher’s explanation

12 42.8 % 16 57.14%

2 The result of the students’

vocabulary learning activity

Yes No

The students were satisfied with

their score in vocabulary

11 39.28 % 17 60.71 %

The students could answer the

teachers questions about

vocabulary material

5 17.85 % 23 82.14 %

3 The solution of the problems

in vocabulary

Yes No

The students asked their

difficulty in vocabulary to the

teacher

8 28.57 % 20 71.42%

The teacher implemented the

suitable technique to solve

difficulties in learning

vocabulary

12 42.8 % 16 57.14 %

The technique could help

students memorize vocabulary

easily and get the new

vocabulary.

11 39.28 % 17 60.71 %

The teacher gave exercise to

develop students’ ability in

vocabulary

22 78.57% 6 21.42%

The students could do the task

easily.

8 28.57 % 20 71.24 %

The students’ had rich

vocabulary

2 7.14 % 26 92.85 %

Mean 41.8% 58.2%

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BACKGROUND QUESTIONNAIRE1

1. Name :

2. Place and Date of Birth :

3. Age :

4. Gender :

5. Mother Tongue :

6. Language you speak at home______________________

7. How long you have been studying English _____________________

8. How do you rate your overall proficiency in English as compared with

proficiency of other students in your class?

(Circle one)

Excellent Good Fair Poor

9. How do you rate your overall proficiency in English as compared with

proficiency of native speakers of English?

(Circle one)

Excellent Good Fair Poor

10. How important is it for you to become proficient in English?

(Circle one)

Very important Important Not so important

11. Why do you want to learn English?

_____ Interested in English

_____ Interested in the culture

_____ be able to speak English

_____ required to take English subject to Graduate

_____ need it for my future career

_____ need it for travel

_____ other (list): ___________________________

12. Do you enjoy learning English? (circle one) Yes No

13. What other language have you studied?

________________________________

14. What has been your favorite experience in learning English?

1 Rebecca L Oxford, Language Learning Strategies: What every Teacher should Know

(USA: Heinle&Heinle Publishers, 1990), p. 282.

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VOCABULARY LEARNING STRATEGIES QUESTIONNAIRE FOR

ENGLISH

Name in English

Last :

Middle :

First :

Teacher's name:

Directions: As part of a research project on language learning, we would like you

to complete this questionnaire about what you actually do when you are studying

English vocabulary.

The questionnaire lists statements describing learning techniques, tools, or

strategies you might use to help you remember vocabulary.

Read each statement describing possible approaches, and circle one of the options

(Never, Rarely, Occasionally, Often) to show how often you use the approach

described.

This list is not complete, so if you do anything else to study and remember

English vocabulary, please write it down on the lines provided at the end.

There are no rights or wrong answers. There are only answers that tell what

you actually do.

Learning vocabulary in English

Learning new words is a major part of learning English. You have to learn

vocabulary given to you by your teacher. You might also learn words that you

want to know.

How often do you do each of the following to help you learn new words and

phrases in English?

1. As I think about an English word, I imagine or draw a picture of the object/idea

the word represents.

Never Rarely Occasionally Often

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86

2. I think of something or someone in my life that the word reminds me of, and I

remember that connection when I need to recall the word.

Never Rarely Occasionally Often

3. I make a point of learning words that relate to my life.

Never Rarely Occasionally Often

4. I group words that are similar or are related in some way.

Never Rarely Occasionally Often

5. I hold or point to an object that the English word represents while thinking or

saying the word.

Never Rarely Occasionally Often

6. I think of an English word that looks or sounds like the Indonesian word, and I

think about how the meanings are related.

Never Rarely Occasionally Often

7. I look for another word that linked to a one words in English, so it will enrich

my vocabulary

Never Rarely Occasionally Often

8. I think of an English word that sounds like the Indonesian word, AND I get a

picture in my mind to link the meanings of the English and Indonesian words.

Never Rarely Occasionally Often

9. I review new words with a classmate.

Never Rarely Occasionally Often

10. I test myself to see if I have learned the words.

Never Rarely Occasionally Often

Other approaches:

________________________________________________

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The Result of Students’ Vocabulary Learning Strategies

Choice

Item No.

Never

Rarely Occasionally Often TOTAL

1 - 8 13 7 28

2 - 12 11 5 28

3 6 6 13 3 28

4 5 9 11 3 28

5 8 11 7 2 28

6 6 6 11 5 28

7* 5 5 15 3 28

8 7 6 12 3 28

9 2 14 10 2 28

10 1 7 8 12 28

*related to semantic mapping technique

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1 I like learning English. 5 4 3 2 1

2 I can tell a foreign visitor the way to the headmaster's office in English. 5 4 3 2 1

1I want to get good marks in English tests and improve my evaluation in theschool report.

5 4 3 2 1

2I want to be able to understand English movies and TV programmeswithout looking at subtitles.

5 4 3 2 1

3 I want to enter a secondary school or a university of my choice. 5 4 3 2 1

4 I want to be able to read English books and magazines with ease. 5 4 3 2 1

5I want to study at a school or a university in a foreign country if I have achance.

5 4 3 2 1

6I want to make friends with people living in foreign countries byexchanging letters and e-mails.

5 4 3 2 1

7 I want to get a nice job with good salaries and good working conditions. 5 4 3 2 1

8I want to be able to communicate freely in English with people fromdifferent countries.

5 4 3 2 1

9 I want to get a job in which I can use my English. 5 4 3 2 1

10I want to learn about the lifestyles and customs in foreign countries suchas England and America.

5 4 3 2 1

11I want to work either for an international organisation (e.g. the EU) or fora global company (e.g., Nokia).

5 4 3 2 1

12I want to know how the English language reflects the way of thinking ofEnglish-speaking people.

5 4 3 2 1

Now please let me know why you are learning English.

I'm learning English because I

stro

ngly

thin

k so

.

I th

ink

so.

I ca

nnot

tell

for

sure

.

I do

n't t

hink

so.

I do

n't t

hink

so

at a

ll.

I do

n't t

hink

so.

I do

n't t

hink

so

at a

ll.

Questionnaire about English Learning

The purpose of this questionnaire is to find out how you feel about learning English. This has nothing to do with your grades and scores in English. For each statement below, circle one of the numbers (5 to 1) which seems to show your feeling the best.

Let's give it a try.(This is a practice.)

I st

rong

ly th

ink

so.

I th

ink

so.

I ca

nnot

tell

for

sure

.

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1 I enjoy my English lessons. 5 4 3 2 1

2 I enjoy singing English songs in class. 5 4 3 2 1

3 I enjoy doing games and tasks in English in class. 5 4 3 2 1

4 I enjoy communicating with my classmates in English in class. 5 4 3 2 1

5 I want to be able to pronounce English just like Englishmen or Americans. 5 4 3 2 1

6I think pronunciation symbols are useful for learning correct wordpronunciation.

5 4 3 2 1

7I think activities to translate English into Finnish have helped me to learnEnglish.

5 4 3 2 1

8 I think I understand the English in my English textbooks well enough. 5 4 3 2 1

9 I think English textbooks have helped me a lot to learn English. 5 4 3 2 1

10I spend more time on doing English homework than on doing homeworkof other subjects.

5 4 3 2 1

11 I think I have learned how to learn English through my English lessons. 5 4 3 2 1

12I wish to be taught English from time to time by British or Americanteachers.

5 4 3 2 1

1 I think learning English is important for my future. 5 4 3 2 1

2 I think learning English has improved my Finnish as well. 5 4 3 2 1

3I think learning English has helped (or will help) me to learn anotherforeign language.

5 4 3 2 1

4I have become more interested in what is happening in the world throughlearning English.

5 4 3 2 1

5I am satisfied with my English ability I have acquired through my Englishlessons.

5 4 3 2 1

6 I wish to continue learning English even after I start working in society. 5 4 3 2 1

Now please let me know how you feel about learning English.

I st

rong

ly th

ink

so.

I th

ink

so.

I ca

nnot

tell

for

sure

.

I do

n't t

hink

so.

I do

n't t

hink

so

at a

ll.

Now please let me know how you feel about English lessons.

I st

rong

ly th

ink

so.

I th

ink

so.

I ca

nnot

tell

for

sure

.

I do

n't t

hink

so.

I do

n't t

hink

so

at a

ll.

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1 4 11 3 0 0 1 7 9 12 0 0

2 0 2 14 7 5 2 2 2 5 11 8

TOTAL 4 13 17 7 5 3 3 8 7 4 6

4 0 2 12 10 4

5 7 4 9 7 1

6 8 12 6 1 1

1 13 10 3 2 0 7 7 6 11 3 1

2 4 10 11 2 1 8 2 4 10 11 1

3 3 5 7 5 8 9 3 5 12 5 3

4 6 8 11 1 2 10 1 4 8 9 6

5 6 9 9 2 2 11 6 6 13 1 2

6 5 3 13 2 5 12 11 6 7 2 2

7 19 4 5 0 0 TOTAL 36 47 72 47 22

8 4 6 11 5 2

9 5 4 12 2 5

10 5 4 8 5 6

11 1 3 10 4 10

12 3 6 13 4 2 1 19 6 2 0 1

TOTAL 74 72 113 34 43 2 5 15 7 1 0

3 2 8 15 2 1

4 5 4 10 7 2

5 3 3 7 8 7

6 5 7 11 4 1

TOTAL 39 43 52 22 12

The Result of Students' View about English Learning

choice

item no.

choice

item no.

choice

item no.

5 4 3 2 1

choice

item no.5 4 3 2 1

4 3 2 1

5 4

5

3 2 1

94

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APPENDIX 4: QUESTIONNAIRE AFTER CAR

ANGKET UNTUK SISWA (Setelah PTK)

Nama :

Kelas :

Petunjuk:

1. Tulislah nama dan kelas di tempat yang telah disediakan

2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak”

3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!

4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan

tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab

pertanyaan

5. Terimakasih atas bantuan dan kerjasamanya.

No Pertanyaan Ya Tidak

1 Apakah kamu merasa bersemangat ketika

mempelajari kosakata Bahasa Inggris menggunakan

tehnik semantic mapping

2 Apakah kamu merasa belajar kosakata dengan lebih

baik menggunakan tehnik semantic mapping

3 Apakah kamu merasa termotivasi belajar kosakata

dalam KBM dengan menerapkan tehnik semantic

mapping

4 Apakah kamu merasa kalau semantic mapping cocok

diterapkan dalam belajar kosakata Bahasa Inggris

5 Apakah kamu lebih mudah memahami kosakata

B.Inggris dengan menggunakan tehnik semantic

mapping

6 Apakah kamu menyukai pembelajaran kosakata

B.Inggris dengan tehnik semantic mapping

7 Apakah kamu merasa semantic mapping dapat

membantumu untuk mengembangkan

perbendaharaan/memperkaya kosakata kamu

8 Apakah kamu merasa semantic mapping dapat

memecahkan masalah kamu dalam belajar kosakata

B.Inggris

9 Apakah pembelajaran dengan menggunakan semantic

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mapping menghambat cara belajar kamu

10 Apakah kamu merasa lebih mudah mengingat

kosakata baru dan kosakata yang telah kamu miliki,

ketika belajar dengan semantic mapping

11 Apakah kamu merasa lebih mudah mengerjakan

tugas kosakata setelah menerapkan tehnik semantic

mapping

12 Apakah kamu diberikan kesempatan bertanya

ketika mengalami kesulitan dalam mengerjakan tugas

kosakata dengan bahasa inggris

13 Apakah kamu menggunakan kesempatan bertanya

14 Apakah kamu sudah merasa ada peningkatan nilai

bahasa Inggris materi kosakata

15 Apakah pembelajaran kosakata B.Inggris dengan

semantic mapping lebih baik dibandingkan dengan

pembelajaran yang biasa

16 Apakah kamu merasa kepemilikan

kosakata(vocabulary) kamu sudah banyak setelah

belajar dengan tehnik semantic mapping

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The Result of Post Questionnaire

A The students’ response toward teaching-learning

process Yes No

1.The students were interested in the teaching-learning

process through semantic mapping 24 85.7% 4 14.3 %

3. The students were motivated learning vocabulary

through semantic mapping 22 78.6% 6 21.4%

15.The students could learn vocabulary better through

semantic mapping than the usual learning 19 67.9% 9 32.1%

B The result of the students’ vocabulary learning activity Yes No

7.The students were helped in enriching their vocabularies

through semantic mapping 26 92.9% 2 7.1%

8.The students felt that semantic mapping can solve their

vocabulary problems 17 60.7% 11 39.3%

11.The students could do the vocabulary task easily by

using semantic mapping 21 75% 7 25%

14.the students’ score were increase after then 17 60.7% 11 39.3%

16.The students’ vocabulary were enriched by semantic

mapping 18 64.3% 10 35.7%

C The solution of the problems in vocabulary Yes No

12.The teacher gave opportunity to ask their difficulties 23 82.1% 5 17.9%

13.The students asked their difficulty in vocabulary to the

teacher 15 53.6% 13 46.4%

D Students’ Response toward Semantic Mapping

Technique Yes No

2.The students feel better in learning vocabulary through

semantic mapping 26 92.9% 2 7.1%

4.Semantic Mapping is suitable to be implied in teaching-

learning vocabulary 23 82.1% 5 17.9%

5.The students more understand the vocabulary easily 25 89.3% 3 10.7%

6.The students like learning vocabulary through semantic

mapping 23 82.1% 5 17.9%

9.The student feels that semantic mapping pursued their

vocabulary learning 7 25% 21 75%

10.The students could remember both their previous

vocabulary and the new word easily 20 71.4% 8 28.6%

Mean 64.7% 28.2%

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100

APPENDIX 5: STUDENTS’ SCORE

The Students’ Vocabulary Score of Pretest, Posttest 1, Posttest 2

No. Students’ Name Pretest Posttest 1 Posttest 2

1 Adyd Asrihum 60 63 70*

2 Alwan Yuniardhi 53 70* 77*

3 Ardila Mandala Putra 63 70* 74*

4 Aspanudin 40 66 68

5 Danny Yuli rahmanto 50 70* 75*

6 Didit Handika Tama 66 76* 76*

7 Fahrul Rozi 46 53 65

8 Farhan Liputain Ray 63 76* 78*

9 Ferdiocto Diraja 56 66 70*

10 Imam Bagus N 53 56 70*

11 Indat Hika 56 60 68

12 Jalu Eko Pambudi 50 60 63

13 Kiki Kurniawan 56 76* 77*

14 Muhammad Mufas 30 53 60

15 Muhammad Rizki Fajrin 66 73* 80*

16 Nana Sukmana 60 73* 79*

17 Ngabdul Munir 46 63 68

18 Rain Putra Djayadi 50 66 82*

19 Rajes Putra 40 60 70*

20 Reza Firmansyah 50 63 70*

21 Rija Gumilar 53 70* 70*

22 Rizal Saputra 70* 73* 78*

23 Rizki Ramadhan Kurnia 46 66 74*

24 Rizqi Ramadhan 56 70* 76*

25 Tengku Rachman A. 73* 80* 82*

26 Tony Saputro 43 60 70*

27 Warsiyo 56 63 72*

28 Yan Lentinio 46 66 70*

MEAN 1497 1861 2032 *The student who passed the Minimum Mastery Criterion (KKM) 70

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APPENDIX 5: STUDENTS’ SCORE

PR

ETEST

PO

ST TEST 1

PO

ST TEST 2

0

10

20

30

40

50

60

70

80

90

S1 S2 S3 S4 S5 S6 S7 S8 S9S10 S11

S12S13

S14S15

S16S17

S18S19

S20S21

S22S23

S24S25

S26S27

S28

PRETEST

POST TEST 1

POST TEST 2

Students' Score Progression Chart

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APPENDIX 6: LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Cycle 1 of CAR

Satuan Pendidikan : SMK Triguna Utama

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : I / I

Tema : Describing Things

Kinds of Technique Things

Function of Technique Things

Describing a Technique Things

Alokasi Waktu : @ 2 x 40 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice

Kompetensi Dasar : - Menyebutkan benda tehnik dan fungsinya

- Mendeskripsikan benda tehnik

I. INDIKATOR

Siswa mampu:

Mengenali macam-macam benda tehnik dalam bahasa Inggris

Mengetahui fungsi benda-benda tehnik

Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

II. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:

Mengenali macam-macam benda tehnik dalam bahasa Inggris

Mengetahui fungsi benda-benda tehnik

Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

III. MATERI PEMBELAJARAN

Vocabulary for Technique and their function

Adjective order

IV. METODE PEMBELAJARAN

Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

V. LANGKAH-LANGKAH PEMBELAJARAN

a. Kegiatan Pendahuluan (10 menit).

- Greeting (memberi salam dan berdoa).

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- Mengabsen siswa.

- Memberi motivasi kepada siswa.

- Penjelasan tentang topik yang akan dibahas.

b. Kegiatan Inti (60 menit)

- Guru memberikan materi tentang mendeskripsikan sebuah gambar

dengan rangkaian adjective order yang benar.

- Guru meminta siswa membuat satu kalimat yang mendeskripsikan

suatu benda dan menyetornya secara lisan.

- Untuk lebih mengingatkan apa yang telah dipelajari, siswa

distimulasi dengan menggambar Semantic Mapping yang

berhubungan dengan benda-benda tehnik yang akan dideskripsikan

- Guru memberikan contoh semantic mapping dengan kata utama

„transportation‟

Technical

Tools

Spanner

Screwdriver

..............

..............

iron bolt

hard

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- Siswa secara individu diminta menggambarkan sebuah benda yang

mereka pilih sendiri melalui semantic mapping beserta kalimat yang

mendeskripsikan benda tersebut

- Selain menuliskan fungsi, bagian-bagian dari benda tersebut dan

kalimat deskripsi pada kolom yang tersedia, siswa juga harus

menemukan sebanyak-banyaknya kata yang berhubungan dengan

gambar yang diberikan. Kosakata baru selain yang pernah diberikan

guru diharapkan muncul pada tahap ini, meskipun dalam bahasa

Indonesia minimal 5 kata.

c. Kegiatan Penutup (10 menit)

- Menyimpulkan materi pelajaran

- Menanyakan kesulitan siswa selama KBM

- Menugasi siswa untuk me-review apa yang telah dipelajari

VI. ALAT/BAHAN/SUMBER PEMBELAJARAN

Buku Teks (Tim MGMP Bahasa Inggris. “Practice Your English”

Improve Your English for International Communication) Novice Level,

HUP, 2007, Bandung.

Buku Teks (Suryana, Nanan. Bring me to the World of a Professional

worker Book 1), 2006, Bandung.

Buku Teks (The English Team for SMK, Surfing English 1) Galaxy Puspa

Mega, 2007, Jakarta

Picture, Hand-out

VII. PENILAIAN

a. Teknik: Merespon pertanyaan secara tertulis

b. Bentuk: Pertanyaan tertulis

c. Instrumen: Terlampir

VIII. PEDOMAN PENILAIAN

a. Untuk setiap jawaban benar penulisannya diberi score= 10

b. Nilai maksimal = 100

Ciputat, 8 November 2010

English Teacher Researcher

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Duma Morita Napitupulu, S.Pd Siti Nur Vadilah

This is the table of Descriptive Adjective:

WORD ORDER (Adjective for Describing a Thing)

Opinion

Adjective

Size Age Shape Color Original Material Noun

Comfortable Big Old - Brown - Wooden Chair

Unique - - Cone - Mexico - Hat

Nice - Young - - - Woma

n

Delicious - - - Red Washington - Apple

- Small Ancient - - Egypt - Ring

You have to follow the above table to describe something in a sentence.

Adjective for Describing a Thing

Opinion

Adjective

Size Age Shape Color Original Material Noun

Comfortable Big Old Square Brown Indonesia Wooden Chair

Unique Long New Cone White Mexico Paper Hat

Nice Huge Young Rectangle Black Bangkok Rattan Woman

Delicious Little Adult Circle Red China Bamboo Apple

Good Small Ancient Triangle Yellow Egypt Steel Ring

Bad Thick Semi

Circle

Blue Singapore Copper Dress

Beautiful Thin Round Green New York Brass Car

Light Tall Cube Grey London Cloth Hammer

Happy Short Tube Orange France Glass/

Clay

Box

Clean Medi

um

Oval Purple Mecca Iron Golf

Stick

Genius Large Zigzag Clear Medina Leather/

Rubber

Bicycle

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Cycle 2 of CAR

Satuan Pendidikan : SMK Triguna Utama

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : I / I

Tema : Describing Things

Kinds of Technique Things

Function of Technique Things

Describing a Technique Things

Alokasi Waktu : @ 2 x 40 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level novice

Kompetensi Dasar : - Menyebutkan benda tehnik dan fungsinya

- Mendeskripsikan benda tehnik

I. INDIKATOR

Siswa mampu:

Mengenali macam-macam benda tehnik dalam bahasa Inggris

Mengetahui fungsi benda-benda tehnik

Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

II. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:

Mengenali macam-macam benda tehnik dalam bahasa Inggris

Mengetahui fungsi benda-benda tehnik

Mendeskripsikan benda tehnik dengan rangkaian kata sifat yang benar

III. MATERI PEMBELAJARAN

Vocabulary for Technique and their function

Adjective order

IV. METODE PEMBELAJARAN

Three phase technique (Introduction, Implementation/ Process, Evaluation/

Assessment)

V. LANGKAH-LANGKAH PEMBELAJARAN

d. Kegiatan Pendahuluan (10 menit).

- Greeting (memberi salam dan berdoa).

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- Mengabsen siswa.

- Memberi motivasi kepada siswa.

- Penjelasan tentang topik yang akan dibahas.

e. Kegiatan Inti (60 menit)

- Guru menjelaskan kembali materi tentang mendeskripsikan sebuah

gambar dengan rangkaian adjective order yang benar.

- Siswa diminta membuat sebuah kalimat dengan adjective order yang

tepat.

- Untuk lebih mengingatkan apa yang telah dipelajari, siswa

distimulasi dengan menggambar Semantic Mapping yang

berhubungan dengan benda-benda tehnik yang akan dideskripsikan

- Guru memberikan contoh semantic mapping dengan kata utama

„Moved by Wind, Engine, Muscle‟ dan hair (terlampir)

- Siswa secara berkelompok diminta menggambarkan sebuah benda

yang mereka pilih sesuai gambar yang diberikan oleh guru melalui

semantic mapping beserta kalimat yang mendeskripsikan benda

tersebut

- Selain menuliskan fungsi, bagian-bagian dari benda tersebut dan

kalimat deskripsi pada kolom yang tersedia, siswa juga harus

menemukan sebanyak-banyaknya kata yang berhubungan dengan

gambar yang diberikan. Kosakata baru selain yang pernah diberikan

MOVED BY

WIND

Sailboat

Hot-air

baloon

ENGINE

Motorcycle

Helicopter

MUSCLE

Kayak

Bicycle

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guru diharapkan muncul pada tahap ini, meskipun dalam bahasa

Indonesia minimal 10 kata.

f. Kegiatan Penutup (10 menit)

- Menyimpulkan materi pelajaran

- Menanyakan kesulitan siswa selama KBM

- Menugasi siswa untuk me-review apa yang telah dipelajari

IX. ALAT/BAHAN/SUMBER PEMBELAJARAN

Buku Teks (Tim MGMP Bahasa Inggris. “Practice Your English”

Improve Your English for International Communication) Novice Level,

HUP, 2007, Bandung.

Buku Teks (Suryana, Nanan. Bring me to the World of a Professional

worker Book 1), 2006, Bandung.

Buku Teks (The English Team for SMK, Surfing English 1) Galaxy Puspa

Mega, 2007, Jakarta

Picture, Hand-out

X. PENILAIAN

d. Teknik: Merespon pertanyaan secara tertulis

e. Bentuk: Pertanyaan tertulis

f. Instrumen: Terlampir

XI. PEDOMAN PENILAIAN

c. Untuk setiap jawaban benar penulisannya diberi score= 10

d. Nilai maksimal = 100

Ciputat, 18 November 2010

English Teacher Researcher

Duma Morita Napitupulu, S.Pd Siti Nur Vadilah

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STUDENTS’ VOCABULARY RESULT

1. Kunci pas : spanner /spæner/

2. Knalpot : exhaust pipe /eg'zɔst paip/

3. Spakbor depan : front mudguard /frΛnt mΛd'gard/

4. Spakbor blakang : rear mudguard /rir mΛdgard/

5. Muka depan : dashboard /dæsy'bowrd/

6. Obeng : screwdriver /skruw draivr/

7. Paku : nail /neil/

8. Gunting besar : shears /syirs/

9. Gergaji tangan : hand saw /hændsɔ/

10. Skrup : screw /skru/

11. Gerobak : wheel barrow /wi:l bærəʊ/

12. Garpu : rake / reik/

13. Bor Listrik : electric drill /i‟lektrik dril/

14. Palu : hammer /hæmə/

15. Lem : glue /gluw/

16. Bengkel : workshop /wɜ:kʃɒp/

17. Sarung tangan : gloves /glʌv/

18. Kendaraan : vehicle /vi:ɪkəl/

19. Automotif : automotive /ɔ:tə'məʊtɪv/

20. Permesinan : machinery /məʃi:nəri/

21. Ban : tire /taɪə/

22. Roda : wheel /wi:l/

23. Kampas rem : brake shoe /breɪk ʃu:/

24. Lampu sen : headlight /‟hedlaɪt/

25. Adaptor : adaptor /ə'dæptə/

26. Pelumas : lubricant /lu:brɪkənt/

27. Besi : iron /'aɪən/

28. Busi : spark plug /spark plΛg/

29. Baut : bolt /bəʊlt/

30. Mur : nut /nʌt/

31. Pahat : chisel /tʃɪzəl/

32. Kotak peralatan : tool box /tu:lbɒks/

33. Kikir : file /faɪl/

34. Jerigen : jerry can /'jeri kæn/

35. Kuas : brush /brʌʃ/

36. Kunci inggris : wrench/monkey wrench /rentʃ/

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37. Bor : drill /drɪl/

38. Kapak : axe /æks/

39. Kaca mata las : goggle /'gɒgəlz/

40. Seragam praktik : wear pack/overall /weə pæk/ /'əʊvərɔ:l/

41. Helm : helmet /helmit/

42. Sepeda motor : motorcycle /məʊtəֽsaɪkəl/

43. Mobil : car /kɑ:r/

44. Mesin : engine/machine /'endʒən/ /mə'iʃ:n/

45. Ban kempes : flat tire /flæt/

46. Rem piringan : disc brake /dɪsk breɪk/

47. Jari-jari : aluminium rim /ælə'mɪniəm/

48. Sakelar : switch /swɪtʃ/

49. Kopling : clutch /klʌtʃ/

50. Mesin bubut : lathe /leɪð/

51. Tang : pliers /'plaɪəz/

52. Logam : metal /metl/

53. Baja : steel /sti:l/

54. Kuningan : Brass /bræs/

55. Injakan kaki (motor) : footstep, pedal /'fʊtstep/ /'pedl/

56. Standar motor : main stand /meɪn/

57. Standar Satu : kickstand /stænd/

58. Satu jok : saddle /sædl/

59. 2 jok : dual seat /du:əl/

60. Tembaga : copper /kɒ:pər/

61. Gergaji besi : hacksaw /hæksɔ:/

62. Dongkrak : screw jack / skru: dʒæk/

63. Pegas : Spring Suspension / sprɪŋ səspenʃən /

64. Pèntil : valve /vælv/

65. Pelk : rim /rim/

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FUNCTION OF TECHNICAL TOOLS

1. Tool box is used to keep the tools

2. Hammer is used to strike the nail

3. Pliers is used to cut wire/ take out the nail

4. Spanner is used to loosen the nut/bolt

5. Handsaw is used to cut wood or plank

6. Hacksaw is used to cut iron/metal

7. Screwdriver is used to drive the screw

8. File is use to smoothen iron/metal

9. Wrench is use to fix the plug

10. Screw jack is use to evaluate the car

11. Sand paper is use to smooth the surface of the wood

12. Helmet is use to protect our head

13. Electrical drill is use to make a hole

14. Workshop is use to practice/ to repair and service the vehicle

15. Car is use to move us from one to another place

16. Brake for reducing the speed of or stopping a vehicle

17. Wheel barrow to carry many things

18. Gloves to protect our hand

19. Goggle to protect our eyes

20. Switch to turn on/off an electrical tools

21. Apron/wear pack to keep clothes clean

22. Nail to hold pieces of wood together

23. Glue to joining things

24. Screw to fasten things together

25. Mudguard to cover a wheel

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APPENDIX 7: Sample of Semantic Map, Picture, and Students’ Work

Lampiran KBM

Adapted From: Gairns and Redman, Working with Words, p. 104

HAIR

TYPE

COLOUR

TOOLS BLOND

CURLY

WAVY

BROWN

MID-

BROWN

WHITE

BLACK GREY

STRAIGHT

BLOW

DRY

SCISSORS

BRUSH

CURLING IRON

COMB

BOBBY

PINS

LENGTH

BARBER

SHOP/HAIR

SALOON

HAIRTREATMENT

HAIRSTYLE

HAIRDRESER

LONG

SHORT

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Sample of Picture1

1 Picture taken from Gainrns and Redman, Working with Words

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Sample of Students’ Works

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APPENDIX 8: OBSERVATIONAL NOTES (Pre and During CAR)

Pre-Observational Note for Need Analysis1

Action : Before CAR 1

Date : Monday, September 11th

2010

Time : 11.10 AM – 12.20 PM

Topic : Describing Thing (Kinds of Technical Things)

What learners do What this

involves

Teacher’s

purpose Comment

Writing the new

vocabularies

which given by

teacher

Drilling

vocabulary

Memorize the

word

individually

Students are

involved in

individual work

Students try to

memorize the

given-word

The teacher gave

the vocabulary

that will be used

in teaching-

learning activities

and ask the

student to

memorize it.

The student didn’t pay

attention to the

teacher; they keep

talking with their

friends

The teacher got some

difficulties to attract

the students’ attention

The student was got

hesitation because

they couldn’t

remember the word

easily and couldn’t

deliver these words

fluently

Their teacher didn’t

implement a creative

technique or another

teaching aid, which

may attract the

students’ attention

and motivation.

The students are

asked to finish the

exercise as

homework.

1 Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ.

Press, 1996), p. 323

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Pre-Observational Note for Need Analysis

Action : Before CAR 2

Date : Monday, September 14th

2010

Time : 07.00 AM – 08.20 AM

Topic : Describing Thing (Kinds of Technical Things and the Function)

What learners do What this

involves

Teacher’s

purpose Comment

Drilling

vocabulary

Memorize the

word

individually

Write the

function of the

technical tools

Students are

involved in

individual work

Students

memorize the

word with the

function

The teacher retain

the vocabulary

that will be used

in teaching-

learning activities

and ask the

student to

memorize it with

the function.

The student haven’t

finished their

homework

The student got a

punishment when

they cannot memorize

the words

Most of the students’

cheated on their

friends work, they are

not confident

The class didn’t drive

well

The teacher push

them in order the

student can memorize

well which actually

make the student

stress

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Observational Note for Need Analysis

Action : 1st of 1

st cycle

Date : Monday, November 8th

2010

Time : 11.10 AM – 12.20 PM

Topic : Describing Thing (Kinds of Technical Things)

What learners do What this

involves

Teacher’s

purpose Comment

Writing the new

vocabularies

which given by

teacher

Drilling

vocabulary

Doing exercise

individually

Making a

semantic

mapping based

on their chosen

word.

Students are

involved in

individual work

Students try to

memorize the

new word

through making

semantic

mapping

The teacher gave

the vocabulary

that will be used

in teaching-

learning activities

and engage

students to use

these words in a

relation with other

words into

semantic mapping

and get them to

find some new

words which

haven’t gave by

the teacher

Most of students

didn’t pay

attention to the

teacher’s

command

Most of students

didn’t work their

task

Most of students

cheated each

other and the

teacher ignored

them

Most of students

seemed not

understand how

to find a

correlation

among words

and moreover

some new words

into story

mapping

because the

teacher’s

direction was

probably so fast

and unclear

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Observational Note for Need Analysis

Action : 2nd

of 1st cycle

Date : Thursday, November 11th

2010

Time : 07.00 AM – 08.20 AM

Topic : Describing Technical Tools

What learners do What this

involves

Teacher’s

purpose Comment

Editing their

individual work

Doing exercise

in individual

work(answer

jumble word in

describing a

thing)

Doing exercise

in close word

Making

semantic

mapping with

the description

of the tool

Students’ are

involved in:

- Individual

work

Ss are tried to

make a semantic

map

The teacher

engage the

students’

vocabulary size

into semantic

mapping to get the

student know

more word and

help them to

remember the new

words

Some students

could answer the

teacher’s

questions

correctly related

to the

vocabulary

which had

given.

Some students

seem trying hard

to find the

connection

between words

into semantic

mapping sheet.

The students

could work

more

individually,

although there’s

a little

difficulties to

find some new

words

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Observational Note for Need Analysis

Action : 1st of 2

nd cycle

Date : Thursday, November 18th

2010

Time : 07.00am-08.20pm

Topic : Describing Thing (Technical Vocabulary)

What learners do What this

involves

Teacher’s

purpose Comment

Reviewing the

semantic

mapping steps

Doing exercise

in individual

work (multiple

choice)

Doing exercise

in describing

into story

mapping sheet in

a group

Discussing the

result of

semantic

mapping sheet

with other

friends in the

group and

present it to

other groups.

Students’ are

involved in:

- Individual

work

- Group work

The teacher let

them to make a

semantic mapping

in a group and

doing the exercise

individually to

know how far the

students’ work

The teacher just

explain when

the student ask

Some students

feel easier and

usual to make a

semantic

mapping

The students

discussed

actively in their

group; most of

them give out

the new

vocabulary.

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Observational Note for Need Analysis

Action : 2nd

of 2nd

cycle

Date : Monday, November 22nd

2010

Time : 11.10am-12.20pm

Topic : Describing Thing (Vocabulary for Technique)

What learners do What this

involves

Teacher’s

purpose Comment

Retaining

technical

vocabulary

Doing exercise

in choosing the

best word for a

sentence

Doing exercise

in grouping

some words into

semantic

mapping sheet in

a group

Making a further

semantic

mapping from

their previous

work

Students’ are

involved in:

- Individual

work

- Group work

Teacher retain and

enrich their

vocabulary

through semantic

mapping

The teacher

commented on

their overall

work which

make the student

evaluate

themselves

Almost all of the

student do their

task well

The students

work in a group

properly and

their

concentration

more develop

than these

previous

meeting.

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APPENDIX 9: KISI-KISI SOAL

KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : SMK-STM Triguna Utama Alokasi Waktu : 40 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 30 (tiga puluh)

Kurikulum Acuan : KTSP Semester : I (ganjil)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

1.2 Menyebutkan benda-benda tehnik

1.3 Mendeskripsikan benda-benda

tehnik

Siswa dapat mengenali:

1. nama- nama benda tehnik dalam bahasa Inggris dan bahasa

Indonesia

2. fungsi benda-benda tehnik

3. nama-nama benda tehnik yang saling berkaitan

4. kalimat deskripsi sesuai dengan rangkaian yang tepat

5. kata-kata yang sesuai dengan kalimat

MC

MC

MC

MC

Essay

1-5

6-15

16-18,22-25

19-21

1-5

30

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KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : SMK-STM Triguna Utama Alokasi Waktu : 40 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 30 (tiga puluh)

Kurikulum Acuan : KTSP Semester : I (ganjil)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

1.2 Menyebutkan benda-benda

tehnik

1.3 Mendeskripsikan benda-benda

tehnik

Siswa dapat mengenali:

1. nama-nama benda tehnik dalam bahasa Inggris dan

bahasa Indonesia

2. fungsi-fungsi benda-benda tehnik

3. kata-kata yang mendeskripsikan benda yang terkait

dirangkai dengan tepat.

4. macam-macam benda tehnik yang saling berkaitan

5. kata-kata yang sesuai dengan kalimat

MC

MC

MC

MC

Essay

1-7

8-13

14-19

20-25

1-5

30

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KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : SMK-STM Triguna Utama Alokasi Waktu : 60 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 45 (tiga puluh)

Kurikulum Acuan : KTSP Semester : I (ganjil)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

1.2 Menyebutkan benda-benda

tehnik

1.3 Mendeskripsikan benda-benda

tehnik

Siswa dapat mengenali:

1. nama-nama benda tehnik dalam bahasa Inggris dan

bahasa Indonesia

2. fungsi-fungsi benda-benda tehnik

3. kata-kata yang mendeskripsikan benda yang terkait

dirangkai dengan tepat.

4. macam-macam benda tehnik yang saling berkaitan

5. kosakata yang sesuai dengan kalimat

MC

MC

MC

MC

MC

Essay

1-8

9-12

13-18,23

24-30

19-22,

1-10 (B)

1-5 (C)

45

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APPENDIX 10: TEST INSTRUMENT

Yayasan Perguruan Islam Triguna Utama

SMK – STM TRIGUNA UTAMA

JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang

Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com

Tahun Ajaran 2010 – 2011 (Pre-Test Before CAR)

Name : Day, Date :

Class / Program : Time : 40 minutes

Saying Basmalah....

A. Choose the most appropriate answer!

1. The English of KUNCI INGGRIS is …….

a. Spanner b. Monkey wrench c. Spark plug d. Bolt e. screw

2. The English of SAKLAR is …….

a. switch b. Plug c. Cable d. Adaptor e. Electric

3. The English of KOPLING is……

a. chisel b. clutch c. screw d. Adaptor e. Lathe

4. BRAKE SHOE in Indonesian is…..

a. Kampas Rem b.rem c. busi d. paku e. mur

5. TIRE in Indonesian is ……

a. ban b. roda c. kampak d. bengkel e. helm

6. ………. Is used to keep the tools

a. hammer b. pliers c. spanner d. tool box e. axe

7. Hammer is used to …………… the nail

a. split b. strike c. cut d. drive e. protect

8. .......... is used to turn / drive or fasten a screw

a. screw driver b. engine c. rake d. file e. helmet

9. …………is used to protect head.

a. gloves b. wear peck c. helmet d. goggles e. pliers

10. Sandpaper is used to smooth the surface of the ……………….

a. Metal b. iron c. pliers d. wood e. file

11. ............... is used to loosen the nut/bolt

a. wrench b. pliers c. spanner d. screw e. hacksaw

12. ................. is used to elevate the car

a. Lift b. elevator c. ladder d. wheel barrow e. screw jack

13. ................. to hold pieces of wood together made from iron

a. nail b. hammer c. pliers d. glue e. spanner

14. .................. to cover a wheel

a. bumper b. footstep c. mudguard d. kickstand e. dashboard

15. ................. is to cut iron/metal

a. handsaw b. file c. sandpaper d. drill e. hacksaw

16. A ...... has a dashboard

a. bicycle b. train c. cab d. car e. ship

17. Sailboat is moved by.......

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a. engine b. muscle c. wind d. power e. energy

18. A place where car or motorcycle is usually kept inside of house is......

a. yard b. field c. garden d. park e. garage

19. Mother bought (wooden-beautiful-old) furniture. Mother bought .........................furniture

a. beautiful old wooden c. wooden beautiful old e. old beautiful wooden

b. old wooden beautiful d. beautiful wooden old

20. The man lives in a house. It is small. It is brown. It is made from bamboo. The man lives in

a................

a. bamboo brown small house c. small bamboo brown house e. bamboo small brown house

b. small brown bamboo house d. brown bamboo small house

21. The rich man has.......car

a. a luxurious long black American

b. a long black luxurious American

c. a luxurious black long American

d. an American luxurious long black

e. an American luxurious black long

22. Which one is not a part of motorcycle?

a. footstep b. disk brake c. bumpers d. mudguard e. handlebar

23. They are related to a wheel, except........

a. aluminum rim b. round c. disk d. rubber e. exhaust pipe

24. A motorcycle has a........

a. main stand b. hoods c. doors d. wheel e. handlebar

25. Materials for technique tools, except...............

a. steel b. brass c. metal d. plastic e. cloth

B. Complete the sentences below with the appropriate words from the list

Size colored Wide small long

1. The road is 12 meters...................

2. How ..................does it take from here to Jakarta by plane?

3. Tina got a lot of presents from his friends. All the gifts were wrapped in ................

4. Some of the parcels were large, but others were very ..............

5. One of my suitcases is small, and the other one is medium..............

Saying Hamdalah..... Give the best for your future

You will never know until you have tried Where there is a will, there is always a way! Berikan yang terbaik untuk masa depanmu

Kamu tidak akan pernah tau sampai kamu mencoba

Dimana ada kemauan, selalu ada jalannya!

Ms.Dilla

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PRE-TEST ANSWER KEY

1. B

2. A

3. B

4. A

5. A

6. D

7. B

8. A

9. C

10. D

11. C

12. E

13. A

14. C

15. E

16. D

17. C

18. E

19. A

20. B

21. A

22. C

23. E

24. A

25. E

ESSAY:

1. Wide

2. Long

3. Colored

4. Small

5. size

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Yayasan Perguruan Islam Triguna Utama

SMK – STM TRIGUNA UTAMA

JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang

Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com

Tahun Ajaran 2010 – 2011 (Post-Test Cycle I)

Name : Day, Date :

Class / Program : Time : 40 minutes

Saying Basmalah....

A. Choose the most appropriate answer!

1. The English of baut is …….

a. Spanner b. Monkey wrench c. nut d. Bolt e. screw

2. The English of mur is …….

a. bolt b. Plug c. Cable d. nut e. Electric

3. The English of garpu (part of motorcycle) is……

a. chisel b. clutch c. screw d. rake e. Lathe

4. The English of mesin is ……

a. machinery b. automotive c. engine d. engineer e. technical

5. Goggle in Bahasa is …..

a. besi b. kacamata c. sarung tangan d. kacamata las e. internet

6. Drill in Indonesian is…..

a.bor b.rem c. busi d. paku e. mur

7. Wearpack in Indonesian is …..

a. paket b. pakaian c. seragam d. seragam praktik e. peralatan

8. .............. is used to cut wire/take out the nail

a. wrench b. pliers c. spanner d. screwdriver e. shears

9. File is used to……iron/metal

a. loosen b. cut c. fasten d. protect e. smoothen

10. .............. is used to fix the bolt

a. hammer b. wrench c. spanner d. tool box e. axe

11. ............... is used to make a hole

a. drill b. switch c. glue d. shears e. axe

12. ............... for reducing the speed

a. screw driver b. engine c. rake d. file e. brake

13. ……… to fasten things together

a. screwdriver b. spanner c. wrench d. screw e. nut

14. expensive – car – black – Japan - the

a. the black car Japan expensive c. the car expensive Japan black

b. the Japan car black expensive d. the expensive car Japan black

e. the expensive black Japan car

15. Sebuah pesawat mewah buatan Germany (translate into English)

a. a luxurious plane made in Germany c. a Germany plane luxurious

b. a luxurious ship made in Germany d. a luxurious Germany plan

e. a ship luxurious Germany

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16. Kapal pesiar buatan Eropa yang sangat besar

a. a very big Europe excursion ship c. a very big excursion ship Europe

b. an excursion ship Europe very big d. an excursion ship very big Europe

e. an Europe very big ship excursion

17. teknisi yang handal dari Indonesia

a. the expert technician Indonesia c. the Indonesia expert technician

b. the expert Indonesian technician d. the technician Indonesian expert

e. the technician expert Indonesian

18. A ................ Indonesian helmet

Which word doesn’t match with the above sentence?

a. good b. expensive c. light d. made e. white

19. The newest ............ grey Limousine

Which word doesn’t match with the above sentence?

a. Long b. short c. America d. big e. large

20. Sailboat is moved by.......

a. engine b. muscle c. wind d. power e. energy

21. Which one is not included in air transportation?

a. helicopter b. plane c. jet d. glider e. ship

22. Below is not a part of a car............

a. mirror b. door c. headlight d. handle bar e. bumper

23. Which are not the technical tools................

a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe e. shears, glue, brush

b. hammer, wrench, axe d. gloves, rake, jerry can

24. They are related to a wheel, except........

a. aluminum rim b. round c. disk d. rubber e. exhaust pipe

25. ........is used to transfer the electricity, usually made from rubber

a. switch b. plug c. cable d. electric drill e. adaptor

B. Complete the sentences below with the appropriate words from the list

Light round green color colorful large

A : Husni, do you like that (1) __________ table?

B : I Think so. It looks antique. You can put it and cloth it in (2) _________ brown

Yusuf, what size of house your uncle has?

A : his house is (3) ________ enough to stay with his family.

B : does he also have a garden?

A : yes, he has.

B : what does it look like?

A : he has a small garden with (4) ____________ flowers and (5) __________ field.

C. Make a Semantic Mapping based on the picture below

Bolt Wheel screwdriver car motorcycle

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POST TEST I ANSWER KEY

1. D

2. D

3. D

4. C

5. D

6. A

7. D

8. B

9. E

10. B

11. A

12. E

13. D

14. A

15. A

16. A

17. B

18. D

19. C

20. C

21. E

22. D

23. A

24. E

25. C

ESSAY

1. Round

2. Light

3. Large

4. Colorful

5. Green

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Yayasan Perguruan Islam Triguna Utama

SMK – STM TRIGUNA UTAMA

JL. Ir. H. Juanda Km.2 Rt. 002/04 Ciputat Timur 15412 Tangerang

Selatan, Telp. 7401100 Fax. 74707543 http://www.triguna-utama.com

Tahun Ajaran 2010 – 2011 (Post-Test Cycle II)

Name : Day, Date :

Class / Program : Time : 60 minutes

Saying Basmalah....

A. Choose the most appropriate answer!

1. The English of bengkel is …….

a. workshop b. garage c. wearpack d. park e. machinery

2. The English of obeng is …….

a. screw b. screwdriver c. pliers d. wrench e. spanner

3. The English of busi is……

a. chisel b. clutch c. spark d. rake e. sparkplug

4. The English of rem piringan is ……

a.disk b. brake c. disk brake d. engine e. rim

5. English of kuningan is.........

a. brass b. steel c. iron d. metal e. copper

6. Screw in Indonesian is…..

a.bor b.rem c. sekrup d. paku e. mur

7. Spanner in Indonesian is …..

a. tang b.obeng c. kunci inggris d. kunci pas e. kapak

8. Spring Suspension in Indonesian is.............

a. rem b. ban c. katrol d. pegas e. knalpot

9. ............... to keep our clothes clean in the workshop

a.practice b. cloth c.clothes d. wearpack e. helm

10. ................ to protect our eyes when we are welding something

a. glasses b. eyes c. gloves d. protect e. goggles

11. ............... to turn/off the electrical tools

a.switch b. brass c. spanner d.plug e. cable

12. .Helmet to protect our.............

a. hand b. body c. foot d. arm e. head

13. stainless steel – knife – expensive – sharp – long – a

a. a stainless steel knife long sharp expensive

b. a long expensive sharp knife stainless steel

c. a knife stainless steel sharp long expensive

d. a sharp expensive long stainless steel knife

e. a stainless steel knife long sharp expensive

14. building – tall – large – old – an – workshop

a. a old workshop tall building large e. a large tall old workshop building

b. a large tall building workshop old

c. a workshop old building tall large

d. a large old tall workshop building

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15. Kapal pesiar buatan Eropa yang sangat besar

a. a very big Europe excursion ship c. a very big excursion ship Europe

b. an excursion ship Europe very big d. an excursion ship very big Europe

e. an Europe very big ship excursion

16. teknisi yang handal dari Indonesia

a. the expert technician Indonesia c. the Indonesia expert technician

b. the expert Indonesian technician d. the technician Indonesian expert

e. the technician expert Indonesian

17. sarung tangan kulit berwarna hitam yang baru dan mahal

a. black leather expensive gloves new

b. leather black gloves new expensive

c. expensive new black leather gloves

d. new black expensive gloves leather

e. gloves new black leather expensive

18. In the museum we could find ..... and many kinds of traditional weapons.

a. an old crown golden d. a crown old golden

b. a crown golden old e. an old golden crown

c. a golden old crown

19. A : I am looking for jacket.

B : ............... jacket, sir?

A : I want one with a smaller collar and with pocket on its side.

a. which is d. what kind of

b. which one e. what is

c. what kind

For number 20-22, get the error of the bold words

20. My sister buys a lovely striped waistcoat and blue light jeans.

a. my b. buys c. lovely d. waistcoat e. blue light

21. The strong tall young man look very tired after doing the job all day.

a. strong b. young c. look d. tired e. doing

22. There is two sachets of instant coffee but there is no sugar in the can.

a. there is b. sachets c. but d. no e. in

23. A ................ Indonesian helmet

Which word doesn’t match with the above sentence?

a. good b. expensive c. light d. made e. white

24. Below are parts of a car......

a. handlebar, headlight c. bumper, gearstick e. dual seat, disk brake

b. door, rake d. two wheel, main stand

25. A motorcycle has a........

a. main stand b. hoods c. doors d. wheel e. handlebar

26. Materials for technique tools, except...............

a. steel b. brass c. metal d. plastic e. cloth

27. Below is not a part of a car............

a. mirror b. door c. headlight d. handle bar e. bumper

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28. ........is used to transfer the electricity, usually made from rubber

a. switch b. plug c. cable d. electric drill e. adaptor

29. Which one is not a part of motorcycle?

a. footstep b. disk brake c. bumpers d. mudguard e. handlebar

30. They are related to a wheel, except........

a. aluminum rim b. round c. disk d. rubber e. exhaust pipe

B. Complete the passage with the correct words given

Engine motorcycle gasoline parts important

Efficient types choose disc brake transportation

One of land transportation is a ............. (1)Now, most of the people use it as an ............(2)

vehicle to make their time become more ..................(3) So many ...............(4) of motorcycle, and

everyone can ............... (5) which is the best for them. Motorcycle is moved by ...................(6) you

need .................(7) to give it energy. There are some .................(8) that is different from other

.........................(9) such as it has dual seat, gas tank and...................(10)

C. Complete the following sentence with the right word

1. Welders should wear goggles when they are welding something to ........... their eyes

2. Most technician wear .......................... when they are at work

3. Spring suspension are made of steel and they are made into the .............. form

4. File is a tool with a roughened surface, typically of steel. It used for ..................... or shaping

a hard material

5. Shears have almost the same function as ...........

D. Choose one word below, Draw a semantic mapping, and make a description

Electric drill wheel toolbox motorcycle

car

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POST TEST II ANSWER KEY

A.

1. A

2. B

3. E

4. C

5. A

6. C

7. D

8. D

9. D

10. E

11. A

12. E

13. D

14. E

15. A

16. B

17. C

18. E

19. D

20. E

21. C

22. A

23. D

24. C

25. E

26. E

27. D

28. C

29. C

30. E

B. 1. Motorcycle

2. important

3. efficient

4. types

5. choose

6. engine

7. gasoline

8. parts

9. transportation

10. disk brake

C. 1. Protect 4. Smoothen

2. Wear pack 5. Scissors

3. Spiral

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

1 S4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

2 S13 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1

3 S5 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 1 1 1 1

4 S19 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0

5 S24 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 0

6 S26 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 0 0 0 0

7 S9 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0

8 S23 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 0 0 0 0

9 S6 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 1 1 0 0 0

TOTAL 9 9 9 9 9 9 9 9 7 5 7 9 2 2 3 6 5 3 5 4 4 3

1 S16 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0

2 S22 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0

3 S21 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0

4 S3 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 S18 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0

6 S20 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0

7 S12 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0

8 S27 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0

9 S1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0

TOTAL 8 8 8 8 8 8 7 8 2 0 0 7 0 0 0 2 0 0 0 0 0 0

POST TEST 2

UPPER GROUP

LOWER GROUP

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23 24 25 26 27 28 29 30 NILAI

1 1 0 0 0 1 1 1 8.6

1 0 0 0 0 1 1 1 7.3

0 1 1 0 0 1 0 0 7

1 1 0 1 0 1 1 1 6.3

0 0 1 1 1 0 0 0 6.3

0 0 0 1 1 0 1 1 6

1 0 0 0 1 1 1 1 5.6

0 1 0 0 0 0 1 0 5.3

0 1 1 0 1 0 0 1 5

4 5 3 3 4 5 6 6

0 0 1 0 1 0 0 0 3.6

0 0 0 1 0 0 0 1 3.6

0 0 0 0 0 0 0 0 3.3

0 0 0 0 0 0 1 1 3.3

0 0 0 0 1 0 0 0 3.3

0 0 0 0 0 0 0 0 3.3

0 0 1 0 0 0 0 0 3.3

0 1 0 0 0 0 0 0 3.3

0 0 0 0 1 0 0 1 1

0 1 2 1 3 0 1 3

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ITEM ANALYSIS OF PRE-TEST

ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS

UNTUK SISWA KELAS I SMK JAKARTA

TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 28 siswa Siswa Kelompok Tengah (MG) : 10 siswa

Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG) : 9 siswa

NO.

BUTIR

GROU

P

PILIHAN DES

(HG-LG)

/9

DIF

(HG+LG)

/18

REMARK A B C D E

1 UG 9 0.22

(OK)

88.8%

(LOW)

USED

LG 2 7

2 UG 9 0.11

(GOOD)

94.4%

(LOW)

USED

LG 8 1

3 UG 9 0.11

(GOOD)

94.4%

(LOW)

USED

LG 8 1

4 UG 9 0.11

(GOOD)

94.4%

(LOW)

USED

LG 8

5 UG 9 0,22

(OK)

88.8%

(LOW)

USED

LG 7 2

6 UG 9 0,33

(OK)

83.3%

(LOW)

USED

LG 1 6

7 UG 9 0,33

(OK)

83.3%

(LOW)

USED

LG 6 1 1

8 UG 9 0,44

(GOOD)

77.7%

(MED)

USED

LG 5 1 1

9 UG 9 0,33

(OK)

83.3%

(LOW)

USED

LG 1 6

10 UG 9 0.66

(VGOOD)

66.6%

(MED)

USED

LG 1 3 3 1

11 UG 9 0.77

(VGOOD)

61.1%

(MED)

USED

LG 1 2 4 1

12 UG 9 0.77

(VGOOD)

61.1%

(MED)

USED

LG 5 1 2

13 UG 9 0,88

(VGOOD)

55.5%

(HIGH)

USED

LG 1 3 3

14 UG 9 0.55

(GOOD)

72.2%

(MED)

USED

LG 4 4

15 UG 1 8 0.77

(VGOOD)

50%

(MED)

USED

LG 3 1 4 1

16 UG 1 1 7 0.66

(VGOOD)

44.4%

(MED)

USED

LG 5 1 1 1

17 UG 6 1 0.55

(GOOD)

38.8%

(MED)

USED

LG 3 2 1 1 1

18 UG 1 8 0.77

(VGOOD)

50%

(MED)

USED

LG 3 4 1

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19 UG 9 4 0.55

(GOOD)

72.2%

(MED)

USED

LG 4 1 1 1 1

20 UG 6 2 1 0.55

(GOOD)

38.8%

(MED)

USED

LG 6 1 1

21 UG 9 0,44

(GOOD)

77.7%

(MED)

USED

LG 5 1 2

22 UG 1 1 6 0.55

(GOOD)

38.8%

(MED)

USED

LG 2 3 1 1 1

23 UG 2 7 0.66

(VGOOD)

44.4%

(MED)

USED

LG 2 1 4 1

24 UG 3 2 1 3 0.11

(OK)

27.7%

(HIGH)

USED

LG 2 6

25 UG 2 1 3 3 0,22

(OK)

22.2%

(HIGH)

USED

LG 1 5 1 1

PEDOMAN PENILAIAN

DESCRIMINATION

DIFFICULTY

0% - 30 % 30 % - 79% 80% - 100%

HIGH MEDIUM LOW

-1 – 0,0 BAD DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 GOOD USED USED USED

0,6 – 1,0 VERY GOOD USED USED USED

Right Answer

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ITEM ANALYSIS OF POST TEST 1

ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS

UNTUK SISWA KELAS I SMK JAKARTA

TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 28 siswa Siswa Kelompok Tengah (MG) : 10 siswa

Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG) : 9 siswa

NO.

BUTIR

GROU

P

PILIHAN DES

(HG-LG)

/9

DIF

(HG+LG)

/18

REMARK A B C D E

1 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

2 UG 9 0.1

(OK)

94.4%

(LOW)

USED

LG 8

3 UG 9 0,22

(OK)

88%

(LOW)

USED

LG 7 1

4 UG 9 0.22

(OK)

88%

(LOW)

USED

LG 1 7

5 UG 9 0.7

(VGOOD)

61.1%

(MED)

USED

LG 1 2 5

6 UG 9 0.66

(VGOOD)

66.6%

(MED)

USED

LG 3 4

7 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

8 UG 9 1

(VGOOD)

50%

(MED)

USED

LG 0 1 4 1

9 UG 1 1 1 6 0.66

(VGOOD)

33.3%

(HIGH)

USED

LG 1 4 1 0

10 UG 7 1 1 0.77

(VGOOD)

38.8%

(MED)

USED

LG 0 6

11 UG 9 1

(VGOOD)

50%

(MED)

USED

LG 0 1 4 1

12 UG 3 1 5 0.55

(GOOD)

27.7%

(MED)

USED

LG 1 5 0

13 UG 1 2 6 0.66

(VGOOD)

33.3%

(MED)

USED

LG 1 5 0 1

14 UG 4 4 1 0.33

(OK)

27.7%

(HIGH)

USED

LG 1 2 3 1

15 UG 9 0,7

(VGOOD)

61.1%

(MED)

USED

LG 2 3 1 1

16 UG 4 5 0.44

(OK)

22.2%

(HIGH)

USED

LG 0 2 4 1

17 UG 7 1 1 0.11

(OK)

5.5%

(HIGH)

USED

LG 1 0 5

18 UG 7 3 0.33

(OK)

16.6%

(HIGH)

USED

LG 7 0

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155

19 UG 4 3 2 0.11

(OK)

27.7%

(HIGH)

USED

LG 5 2

20 UG 2 6 1 1 0.66

(VGOOD)

33.3%

(HIGH)

USED

LG 5 3 0 1

21 UG 1 5 3 0.33

(OK)

16.6%

(HIGH)

USED

LG 7 0

22 UG 2 4 3 0.11

(OK)

38.8%

(MED)

REVISED

LG 4 3

23 UG 5 2 1 1 0.11

(OK)

50%

(MED)

REVISED

LG 4 1 1

24 UG 2 7 0.77

(VGOOD)

38.8%

(MED)

USED

LG 5 1 1 0

25 UG 4 3 1 1 0.33

(OK)

16.6%

(HIGH)

USED

LG 4 1 0 1 1

REVISED:

22. Below are parts of a car, except............

a. side mirror b. door c. headlight d. handlebar e. bumper

Below is not a part of a car............

a. mirror b. door c. headlight d. handle bar e. bumper

23. All of the tools below are technical tools, except................

a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe e. shears, glue, brush

b. hammer, wrench, axe d. gloves, rake, jerry can

Which are not the technical tools................

a. gas, gasoline, lubricant c. spanner, exhaust pipe, lathe e. shears, glue, brush

b. hammer, wrench, axe d. gloves, rake, jerry can

Right Answer

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156

ITEM ANALYSIS OF POST-TEST 2

ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS

UNTUK SISWA KELAS I SMK JAKARTA

TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 28 siswa Siswa Kelompok Tengah (MG) : 10 siswa

Siswa Kelompok atas(UG) : 9 siswa Siswa Kelompok Bawah (LG) : 9 siswa

NO.

BUTIR

GROU

P

PILIHAN DES

(HG-LG)

/9

DIF

(HG+LG)

/18

REMARK A B C D E

1 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

2 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

3 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

4 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

5 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

6 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

7 UG 9 0.22

(OK)

88%

(LOW)

USED

LG 1 7

8 UG 9 0.11

(OK)

94.4%

(LOW)

USED

LG 8

9 UG 1 7 0,5

(OK)

50%

(LOW)

USED

LG 2

10 UG 1 1 5 0,55

(GOOD)

27.7%

(MED)

USED

LG 0

11 UG 7 1 1 0,77

(VGOOD)

38.8%

(MED)

USED

LG 0

12 UG 9 0.22

(OK)

88%

(LOW)

USED

LG 1 1 7

13 UG 2 1 4 2 0,22

(OK)

11.1%

(HIGH)

USED

LG 0

14 UG 1 3 1 1 2 0,22

(OK)

11.1%

(HIGH)

USED

LG 1 7 0

15 UG 3 4 2 0,33

(OK)

16.6%

(HIGH)

USED

LG 0 7 1

16 UG 2 6 1 0.44

(GOOD)

44.4%

(MED)

USED

LG 6 2

17 UG 5 4 0.55

(GOOD)

27.7%

(HIGH)

USED

LG 2 6 0

18 UG 3 3 3 0.33

(OK)

16.6%

(HIGH)

USED

LG 5 3 0

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19 UG 2 2 5 0.55

(GOOD)

27%

(HIGH)

USED

LG 5 1 0 1

20 UG 4 4 1 0.44

(GOOD)

22%

(HIGH)

USED

LG 5 0 3

21 UG 1 1 3 4 0.44

(GOOD)

22%

(HIGH)

USED

LG 1 5 1 0

22 UG 3 5 1 0.33

(OK)

16.6%

(HIGH)

USED

LG 0 2 4 1

23 UG 1 4 2 0.44

(GOOD)

22.2%

(HIGH)

USED

LG 1 1 0 4

24 UG 5 0.44

(GOOD)

33.3%

(MED)

USED

LG 1

25

UG 3 2 1 3 0.11

(OK)

27.7%

(HIGH)

USED

LG 2 6

26 UG 2 1 3 3 0,22

(OK)

22.2%

(HIGH)

USED

LG 1 5 1 1

27 UG 2 4 3 0.11

(OK)

38.8%

(MED)

REVISED

LG 4 3

28 UG 4 5 1 1 0.55

(GOOD)

27%

(HIGH)

USED

LG 4 1 0 1 1

29 UG 1 1 6 0.55

(GOOD)

38.8%

(MED)

USED

LG 2 3 1 1 1

30 UG 2 7 0.66

(VGOOD)

44.4%

(MED)

USED

LG 2 1 4 1

REVISED:

27. Below are parts of a car, except............

a. side mirror b. door c. headlight d. handlebar e. bumper

Below is not a part of a car............

a. mirror b. door c. headlight d. handle bar e. bumper

Right Answer

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158

RELIABILITY OF PRE TEST

𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡

𝑁

2

= 8408 − 452

28

2

= 8408 − 210.25

= 8197.7

𝑠2 = 𝑥𝑡 2

𝑁

= 8197.7

28

= 292.7

𝑟𝑥𝑥 = 𝑘

𝑘−1

𝑠2−Σpq

𝑠2

= 25

24−1

292.7−4.55

292.7

= 1. 288.15

292.7

= 1 . 0.98

= 0.98 (Reliable, very high)

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159

RELIABILITY OF POST TEST 1

𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡

𝑁

2

= 5593 − 369

28

2

= 5593 − 174.24

= 5419

𝑠2 = 𝑥𝑡 2

𝑁

= 5419

28

= 193.5

𝑟𝑥𝑥 = 𝑘

𝑘−1

𝑠2−Σpq

𝑠2

= 25

24−1

193.5−4.5

193.5

= 1. 189

193.5

= 1 . 0.97

= 0.97 (Reliable, very high)

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160

RELIABILITY OF POST TEST 2

𝑥𝑡2 = 𝑥𝑡2 − 𝑥𝑡

𝑁

2

= 6072 − 392

28

2

= 6072 − 196

= 5876

𝑠2 = 𝑥𝑡 2

𝑁

= 5876

28

= 209.8

𝑟𝑥𝑥 = 𝑘

𝑘−1

𝑠2−Σpq

𝑠2

= 30

30−1

209.8−4.22

209.8

= 1. 205.6

209.8

= 1 . 0.97

= 0.97 (Reliable, very high)

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

Follow-up Activity: Semantic Mapping

Description Handout 2 provides examples of visual tools that can promote vocabulary development. This activity focuses on one of them: the semantic map. Participants will use a semantic map in a lesson designed to help struggling students.

Step by Step 1. Read Handout 2, especially the presentation of a semantic map on page 5.

2. Review the blank semantic map, noting the visuals for the main concept, the categories, and for related words.

3. Review your core reading program and find an expository text within a lesson where use of a semantic map would be appropriate. Adjust the map provided to fit the needs of the text and core reading program lesson selected.

4. Examine the Semantic Map Lesson and identify which steps might be difficult with your struggling students. Write down your ideas in the space provided in the supplement.

5. Use the second column in the supplement to write down your ideas as to how you would help students who are having difficulty by adapting the lesson to fit their needs.

6. Justify the adaptations made and write down your reasoning in the third column of the supplement.

7. Present your notes in your meeting. Share the rationale behind your lesson adaptations. Take notes of any new ideas or suggestions.

Description and Procedures for Teachers Description and Procedures for Teachers

7

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Vocabulary Development Handout 2 (1 of 5)

GGGGrrrraaaapppphhhhiiiicccc OOOOrrrrggggaaaannnniiiizzzzeeeerrrrssss ffffoooorrrr VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy DDDDeeeevvvveeeellllooooppppmmmmeeeennnntttt

Examples

Backhoe TrainCrane Race CarDump Truck Boat

Made to move things for constructionCan be used for lifting or diggingCan be used for building or tearing downCan be used for carrying equipment

CCCCOOOONNNNSSSSTTTTRRRRUUUUCCCCTTTTIIIIOOOONNNNVVVVEEEEHHHHIIIICCCCLLLLEEEESSSS

WWWWhhhhaaaatttt iiiissss tttthhhhiiiissss????Machines for building

Examples

What is it like?

Non-Examples

MMMMOOOONNNNAAAARRRRCCCCHHHH

WWWWhhhhaaaatttt iiiissss tttthhhhiiiissss????Powerful ruler of a

country

EEEExxxxaaaammmmpppplllleeeessssKing

EmperorSovereign

NNNNoooonnnn----eeeexxxxaaaammmmpppplllleeeessssPrincipalPresident

Prime Minister

WWWWhhhhaaaatttt iiiissss iiiitttt lllliiiikkkkeeee????Has power over othersNot an elected personHolds power for life

8

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Vocabulary Development Handout 2 (2 of 5)

FFFFoooouuuurrrr----SSSSqqqquuuuaaaarrrreeee VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy MMMMaaaapppp

Fold a sheet of paper into four sections.

Four-Square Vocabulary Map

Word

Picture can be added

What are some examples?

What is it like?What is it?

9

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Vocabulary Development Handout 2 (3 of 5)

SSSSttttuuuuddddeeeennnntttt KKKKnnnnoooowwwwlllleeeeddddggggeeee RRRRaaaattttiiiinnnngggg CCCChhhheeeecccckkkklllliiiisssstttt

GGGGEEEEOOOOLLLLOOOOGGGGYYYY

How much do I know about these words?

VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy WWWWoooorrrrddddssss IIII CCCCaaaannnn DDDDeeeeffffiiiinnnneeee HHHHaaaavvvveeee SSSSeeeeeeeennnn////HHHHeeeeaaaarrrrdddd DDDDoooonnnn’’’’tttt KKKKnnnnoooowwwwcore √mineral √volcano √geyser √magma √lava √

SSSSttttuuuuddddeeeennnntttt KKKKnnnnoooowwwwlllleeeeddddggggeeee RRRRaaaattttiiiinnnngggg CCCChhhheeeecccckkkklllliiiisssstttt

TTTTOOOOPPPPIIIICCCCHow much do I know about these words?

VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy WWWWoooorrrrddddssss IIII CCCCaaaannnn DDDDeeeeffffiiiinnnneeee HHHHaaaavvvveeee SSSSeeeeeeeennnn////HHHHeeeeaaaarrrrdddd DDDDoooonnnn’’’’tttt KKKKnnnnoooowwww

10

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Vocabulary Development Handout 2 (4 of 5)

WWWWoooorrrrdddd PPPPaaaarrrrttttssss WWWWoooorrrrdddd WWWWeeeebbbb

TELE((((oooovvvveeeerrrr aaaa

ddddiiiissssttttaaaannnncccceeee))))telethon

telegramtelephoto

television

Other sample prefixes that can be used:

semi = half less = without bio = live tri = three

con = with mis = wrong cle = small orium = place for

11

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Vocabulary Development Handout 2 (5 of 5)

SSSSaaaammmmpppplllleeee SSSSeeeemmmmaaaannnnttttiiiicccc MMMMaaaappppssss

CarBus

TruckTrain

BicycleTricycleScooter

Skateboard

ShipSailboat

MotorboatRaft

CanoeAirplaneGlider

HelicopterJet

VEHICLES

Have hair

Warm-blooded

Blue

Ocean

Mammal

Live birth

Warmwater

Cold water

Humpback

Largestmammal

Migrate

Plankton

WWWWHHHHAAAALLLLEEEE

Gray

Beluga

12

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

(adapted from Texas Center for Reading & Language Arts, 2000b; Bryant, Ugel, & Hamff, 1999)

= Related Words

(“little ideas”)

Blank Semantic Map

= Concept

(“big idea”)

= Categories

13

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

Reading Comprehension

INSTRUCTIONAL CONTENT: • Vocabulary: Concept and vocabulary development

INSTRUCTIONAL ACTIVITY: • Semantic Map

Purpose: This activity teaches students how to use a graphic display of information before, during, and after reading to promote reading comprehension.

MATERIAL/AT: • Semantic map handout

• Concept and key vocabulary words

• Expository text

• Chalkboard

DELIVERY OF INSTRUCTION:

Grouping: Whole group divided into small groups 1. Identify the concept to be taught.

2. Write the concept (e.g., the “big idea”: owl) on the chalkboard.

3. Ask students to think of words (e.g., the “little ideas”: beak, rodents, nocturnal, talons) that are related to or associated with the concept.

4. Write these words on the chalkboard and have students group them into categories.

5. Have students label each category (e.g., body parts, food).

6. Model how to create a semantic map using the words generated by students and any

(adapted from Schifini, 1994; Vaughn Gross

Center for Reading and Language Arts, 20003)

SEMANTIC MAP LESSON OBJECTIVE: Students will create a semantic map for a concept from selected expository core reading text.

Owl

Food

rodents

bugs

Nesting

Habits

Body Parts

feathers

talons

beak

Sleeping

Habits

nocturnal

14

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

other key vocabulary words.

7. Have students work in their groups to construct a semantic map on a designated concept for a topic they will be studying.

8. As students read, have them add new vocabulary words to their maps. Discuss with students the meaning of the new words and where they fit on the map.

9. After students read the passage, have them add any other vocabulary words to the map. Discuss with the students how the semantic map might be expanded or reorganized to reflect new information they learned.

PROGRESS MONITORING:

After the lesson, examine the students’ semantic maps to determine the information identified and how it was categorized.

Periodically, provide students with appropriate-level reading passages and comprehension questions. Identify the percentage of students’ correct responses and determine whether satisfactory progress is being made to achieve annual goals. Make instructional decisions as needed.

15

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

Supplement to Handout 2

A graphic organizer called a semantic map is provided on the Blank Semantic Map handout. You saw a semantic map in the video on the OTRA CD showing a discussion of a book about penguins. Semantic maps allow you and your students to examine a word or concept graphically. In this activity, examine your core reading program and select expository text from a lesson in which you can use a semantic map. Look at each step of the Semantic Map Lesson listed under “Delivery of Instruction,” and highlight any steps that might be difficult for one or more of your struggling students. For example, you might select step 5 if a student finds it difficult to identify categories. Once you have identified potential problem steps, use the space below to note how you would adapt the step(s) to help your struggling students perform the instructional activity.

Review the following example, then try the activity with your own text and concepts:

Big Idea from Expository Text

Problematic Semantic Map Steps (from Semantic Map Lesson)

Adaptation to Step(s)

Example:

Owl

Example:

Students have difficulty identifying categories

Example:

• Provide five note cards, each labeled with a word associated with an owl (e.g., rodents, feathers, beak, bugs, talons) to students.

• Review words labeled on note cards to make sure students know the meaning and how each one is associated with an owl (show picture of an owl).

• Have students discuss the words on the note cards and decide how to divide them into two piles (students could work in a small group, independently, or one-on-one with teacher). Tell students to ask themselves, “What do these words have in common” as they decide how to divide them (e.g., type of food, body part, etc.).

• Once note cards are divided into two stacks, give student(s) two blank note cards and ask them to write the name of a category for each stack. Have students ask, “What do these have to do with the owl?”

• Ask students to review the categories and how they came up with them.

16

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Section 2: Vocabulary Development

Second Grade Texas Online Teacher Reading Academy (2OTRA) Study Guide © 2006 University of Texas System/Texas Education Agency

Big Idea from Expository Text

Problematic Semantic Map Steps (from Semantic Map Lesson)

Adaptation to Step(s)

Take your Semantic Map Lesson to the meeting with your coach and/or colleagues. Be prepared to discuss why a particular step required adaptations. Also, discuss the adaptation you created, and discuss how successful it was.

17

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Purpose:

To help students identify important ideas and how these ideas fit together.

To provide an alternative format to the outline.

Procedure:

The teacher should model mapping a few times before the students do this on

their own.

There are three components to a semantic map:

1. Core question or concept: this is a key word or phrase that is the main

focus of the map.

2. Strands: subordinate ideas that help explain or clarify the main concept.

These can be generated by the students.

3. Supports: details, inferences and generalization that are related to each

strand. Supports clarify the strands and distinguish one strand from

another.

Adapted from Content Area Reading:Literacy and Learning Across the

Curriculum by Richard T. and Joanne L. Vacca

SemanticMapping

strand

strand

strand

support

support

core concept

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171

APPENDIX 13: PROFILE OF SCHOOL

PROFIL SMK TRIGUNA UTAMA

A. Visi Sekolah

Menghasilkan Tenaga Menengah yang terampil, unggul dan berakhak mulia dalam Era

Globalisasi yang penuh Kompetitif 2008 – 2020.

B. Misi Sekolah

1. Mendidik dan melatih siswa menjadi tenaga terampil yang siap bersaing.

2. Memiliki kemampuan yang unggul dalam persaingan pasar.

3. Menjadikan Sekolah sebagai kebanggan masyarakat.

4. Menjadikan Lingkungan sekolah merupakan pencerminkan Dunia Usaha dan Industri.

5. Berbudi luhur, beriman dan bertaqwa ke pada tuhan Yang Maha Esa.

C. Tujuan Sekolah

1. Tujuan Pendidikan Menengah Kejuruan

Tujuan pendidikan menengah kejuruan adalah meningkatkan kecerdasan,

pengetahuan, kepribadian, akhlak mulia, serta keterampilan untuk hidup mandiri dan

mengikuti pendidikan lebih lanjut sesuai dengan kejuruannya.

2. Tujuan SMK Triguna Utama

a. Mempersiapkan peserta didik agar menjadi manusia produktif, mampu bekerja mandiri,

mengisi lowongan pekerjaan yang ada di DU/DI sebagai tenaga kerja tingkat menengah,

sesuai dengan Kompetensi Keahlian pilihannya.

b. Membekali peserta didik agar mampu memilih karir, ulet dan gigih dalam berkompetisi,

beradaptasi di lingkungan kerja dan mengembangkan sikap profesional dalam

Kompetensi Keahlian yang diminatinya.

c. Membekali peserta didik dengan ilmu pengetahuan, teknologi, dan seni agar mampu

mengembangkan diri di kemudian hari baik secara mandiri maupun melalui jenjang

pendidikan yang lebih tinggi.

3. Tujuan Bidang Studi Keahlian Teknik Mesin

Tujuan Bidang studi Keahlian Teknik Mesin yaitu :

a. Mempersiapkan siswa dalam sikap, pengetahuan dan keterampilan dalam bidangnya.

b. Membekali siswa dalam mengoperasikan mesin-mesin dan peralatan industri.

c. Membangun karakter siswa agar mandiri, kompeten dan profesional di bidang mekanik

Industri.

d. Mempersiapkan siswa yang berwawasan teknologi,terampil dan kreatif.

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D. Lingkungan Sekolah

SMK Triguna Utama bertempat di Jalan Ir. H. Juanda Km. 2 Rt. 02/RW. 04 Desa

Cempaka Putih Kecamatan Ciputat Kab/ Kota Tangerang Selatan, Provinsi Banten, Kode Pos

15412, bersebelahan dengan kampus UIN Syarif Hidayatullah jakarta. Berdiri diatas tanah seluas

2800 m2

dengan luas bangunan sebesar 1291 m2.

E. Keadaan Fisik Sekolah

Keadaan Fisik sekolah SMK Triguna Utama dapat dilihat dibawah ini.

Keadaan Fisik Sekolah

Selain itu prasarana yang dimiliki SMK Triguna Utama hampir semuanya memenuhi standar.

Dapat dilihat dari tabel dibawah ini

.

Prasarana SMK Triguna Utama

No Jenis Lahan Luas (M2)

Status Kepemilikan Lahan

Pemerintah /

Yayasan

Lainnya

(sebutkan)

1 Luas Bangunan 1.291 Yayasan

2 Luas Lahan Tanpa Bangunan 1.509 Yayasan

3 Total Luas Lahan Seluruhnya 2.800 Yayasan

No Nama Ruang/

Area Kerja

Kondisi Saat Ini Kebutuhan

Jumlah

Ruang

Luas

(m2)

Total

Luas

(m2)

Jumlah

Baik

Jumlah

Rsk

Sedang

Jumlah

Rsk

Berat

Jumlah

ruang

Luas

(m2)

Total

Luas

(m2)

1 2 3 4 5 6 7 8 9 10 11

A Administrasi

1 Ruang Kepala

Sekolah 1 40 40 1 1 40 40

2 Ruang Guru 1 60 0 1 1 60 60

3

Ruang

Pelayanan

Administrasi

1 50 50 1 2 60 120

B Kegiatan

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Belajar

1 Ruang Kelas 23 48 1104 23 21 48 1008

2

Ruang

Praktek/Bengkel/

Workshop

6 60 360 5 8 90 720

3

Ruang Lab.

Fisika/Kimia/Bio

logi

1 96 96 1 2 96 192

4 Ruang Lab.

Bahasa 1 48 48 1 2 48 96

5. Ruang Praktek

Komputer 1 72 72 1 3 72 216

6. Moving Class 1 54 54 1 2 54 108

C Penunjang

Pendidikan

1 Ruang

Perpustakaan 1 96 96 1 3 96 288

2 Ruang Unit

Produksi 3 48 144 3 3 60 180

3

Ruang Pramuka,

Koperasi, UKS

dll

1 20 20 1 3 30 90

4 Ruang Ibadah 1 324 324 1 1 500 500

D Penunjang

Lainnya

1 Ruang Bersama

(Aula) 1 144 144 1 1 200 200

2 Ruang Kantin

Sekolah 1 50 50 1 1 100 100

3 Ruang Toilet 7 20 140 7 7 20 140

4 Ruang Gudang 1 12 12 1 3 12 36

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F. Pendidik dan Tenaga Kependidikan

1. Tenaga Kependidikan

Tenaga kependidikan yang ada pada SMK Triguna Utama sebagi penunjang kelancaran

proses kegiatan belajar mengajar sebagai berikut:

No

Jenis Tugas

Tenaga

Kependidikan

Total

Pegawai

Kepegawaian Pendidikan Usia Kelamin

PNS

NON Dip

S1/

D4 S2 <35

35-

50 >51 L P

1 Tenaga

Administrasi 2 2 1 1 1 1 1 1

2 Tenaga Teknis

Keuangan 1 1 1 1 1

3 Tenaga Teknis

sarana

Prasarana

1 1 1 1 1

TOTAL 4 4 3 1 1 3 3 1

2. Tenaga Pendidik

Tenaga pendidik di SMK Triguna Utama ada yang berlatar belakang Ilmu Pendidikan dan

Ilmu murni yang telah memilki Akta mengajar.

No Nama Mata Diklat /

Pelajaran/

Total

Guru

Kepegawaian Pendidikan Usia Kelamin

PNS NON Dip

S1/

D4 S2 <35

35-

50 >51 L P

1 Normatif

Pendidikan Agama 2 2 1 2 2

Bahasa Indonesia 2 1 1 2 1 1

Pendidikan

Kewarganegaraan

dan Sejarah

2 2 2 1 1

Pendidikan Jasmani

& Olah Raga

2 2 2 2

Seni & Budaya 1

BP/ BK 1

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Muatan Lokal 2

2 Adaptif

Matematika 4 4 4 4

Bahasa Inggris 2 2 2 1 1

KKPI 1 1 1 1

IPA

IPS

Kewirausahaan 1 1 1 1

Fisika 2 2 1 2 2

Kimia 2 1 1 1 1 1 1

Biologi

Ekonomi

Pelayanan Prima

..

..

3 Produktif

Listrik Instalasi 4 4 1 4 4

Mekanik Industri 2 4 2 4 3 3 6

Mekaniik Otomotif 5 1 4 3 2 5

TOTAL 2 33 7 32 3 7 25 3 31 4

G. Peserta Didik

1. Jumlah peserta didik

Jumlah peserta didik pada tahun pelajaran 2009/2010 seluruhnya berjumlah 939

orang. Persebaran jumlah peserta didik antar kelas merata. Peserta didik di kelas X ada 8

rombongan belajar, terinci 4 rombongan pada kelas X Otomotif, 1 rombongan pada kelas X

mekanik industri, 1 rombongan pada kelas X Listrik Instalasi, 1 rombongan pada kelas X

Administrasi Perkantoran dan 1 rombongan lagi pada kelas X Akutansi. Peserta didik di kelas

XI ada 6 rombongan belajar, terinci pada kelas XI Otomotif ada 3 rombongan belajar, pada

kelas XI Mesin ada 1 rombongan belajar dan pada kelas XI Instalasi Listrik ada 2 rombongan

belajar. Sedangkan pada kelas XII ada 8 rombongan belajar, terinci pada kelas XII Otomotif

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ada 5 rombongan belajar, pada kelas XII Mesin ada 1 rombongan belajar dan pada kelas XII

Instalasi Listrk ada 2 rombongan belajar.

Separuh (50%) dari peserta didik berasal dari DKI Jakarta dan separuhnya lagi dari

tangerang.

Jumlah Pesrta Didik Pada Tahun 2009

2. Keadaan tidak Naik Kelas dan Putus Sekolah/Drop Out

Peserta didik yang tidak naik kelas dan putus sekolah ( Drop Out ) ternyata cukup

tinggi tiap tahunnya.

Tidak Naik Kelas dan Putus Sekolah

Tahun

Pelajaran Kelas Jumlah Tidak naik

Putus Sekolah

/DO

2005 – 2006

X

XI

XII

281

300

314

-

-

5

59

29

19

2006 – 2007

X

XI

XII

297

322

271

1

1

6

55

22

5

2007 – 2008

X

XI

XII

406

243

202

1

2

2

73

5

9

2008 – 2009

X

XI

XII

317

335

220

1

4

1

52

21

8

2009 – 2010

X

XI

XII

355

266

318

-

-

-

-

-

-

Kelas Jumlah

Total Laki-Laki Wanita

X 306 49 355

XI 265 1 266

XII 318 - 318

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Tinggiya keadaan tidak naik kelas dan putus sekolah peserta didik terutama

disebabkan karena masih kurangnya kesadaran orang tua dan peserta didik tentang arti

pentingnya pendidikan, selain itu juga karena faktor kesulitan ekonami.

H. Orang Tua Peserta Didik

Penduduk Ciputat terdiri dari berbagai macam suku dari seluruh indonesia, dengan

budaya dan adat istiadat yang berbeda pula. Sehingga mempengaruhi cara mereka bekerja, ada

yang menjadi pedagang, buruh, pegawai swasta, pegawai negeri dan sebagainya.

Keadaan orang tua peserta didik SMK Triguna Utama sebagian besar sebagai karyawan

swasta dan wirausahawan.

I. Kerjasama (dengan instansi lain yang terkait)

Kerjasama dengan dunia industri dilaksanakan melalui kerjasama dunia usaha dan

industri, adapun kerjasama yang dilakukan meliputi:

1. Dunia industri memberikan tempat Prakerin (PSG) bagi siswa.

2. Dunia industri memberikan tempat training guru dan siswa.

3. Menjadi penguji uji kompetensi siswa.

4. Memberikan sumbangan alat-alat praktek

5. Acuan bagi sekolah untuk memperbaharui peralatan dan bahan praktek.

Ada beberapa perusahaan yang bekerjasa dengan pihak sekolah, untuk jurusan Mekanik

Otomotif bekerjasama dengan PT. Munggaran Motor, PT. Daihatsu Astra cabang Pondok Pinang

dan Bintaro, PT. TriStar Motor dan masih banyak lainnya. Untuk jurusan Mekanik Industri

bekerja sama dengan PT. Dwi Manunggal, PT. Indo Grafour dan PT. A3. Untuk jurusan Instalasi

Listrik bekerjasama dengan PT. Tranka Kabel, PT. PLN ,PT. Makro, dan CV. Pondok Indah

Mall.

J. Prestasi Sekolah

Banyak prestasi yang telah diraih oleh SMK Triguna Utama baik bidang akademis atau

non akademis, diantaranya adalah:

No. Perlombaan Peringkat Tahun Keterangan

1 AutomobileTechnology 1 2010 LKS Tingkat Propinsi

2. Listrik instalasi 2 2010 LKS Tingkat Propinsi

3. PLC 2 2010 LKS Tingkat Propinsi

4. AutomobileTechnology 1 2010 LKS Tingkat Tangsel

5. Listrik instalasi 1 2010 LKS Tingkat Tangsel

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Catatan : Kota Tangsel (Kota Tangerang Selatan

Struktur Organisasi SMK Triguna Utama

a

6. PLC 1 2010 LKS Tingkat Tangsel

7. Las 1 2010 LKS Tingkat Tangsel

8. AutomobileTechnology 1 2010 LKS Tingkat Gugus

9. Volly Putra 1 2010 Tingkat Tangsel

10. Volly Ball 1 2010 Kota Tangsel

11. Basket 1 2008 Kab.Tangerang

12. Pidato Bahasa Inggris 1 2008 Kab.Tangerang

13. Futsal 1 2006 Se-JABODETABEK

14. Sepak Bola 3 2004 Se- Jkt & Tng

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APPENDICES

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LIST OF APPENDICES

Appendix 1 Interview before CAR .................................................................... 71

Appendix 2 Interview after CAR ....................................................................... 74

Appendix 3 Questionnaire before CAR ............................................................. 78

Appendix 4 Questionnaire after CAR ................................................................ 95

Appendix 5 Students’ Score .............................................................................. 100

Appendix 6 Lesson Plans ................................................................................... 102

Appendix 7 Sample of Semantic Map, Picture, and Students’ Work ................ 113

Appendix 8 Observational Notes ....................................................................... 123

Appendix 9 Blueprint Test of Pre-test and Post-test .......................................... 129

Appendix 10 Test Instrument and Answer Key ................................................... 132

Appendix 11 Item Analysis ................................................................................. 142

Appendix 12 Semantic Map Description and Procedure ..................................... 161

Appendix 13 Profile of School ............................................................................ 171

Appendix 14 Surat-Surat ..................................................................................... 179