the effect of tree branch diagram technique

i

THE EFFECT OF TREE BRANCH DIAGRAM TECHNIQUE

ON STUDENTS’ VOCABULARY KNOWLEDGE (A QUASI-

EXPERIMENTAL RESEARCH AT THE SEVENTH GRADE

OF MTS HUMAIRA BOJONG GEDE IN THE ACADEMIC

YEAR 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1) in English Education

Compiled by:

Qonitha Afifah Zuhri (1113014000056)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

2020

i

THE EFFECT OF TREE BRANCH DIAGRAM TECHNIQUE ON

STUDENTS’ VOCABULARY KNOWLEDGE

(A Quasi-Experimental Research at the Seventh Grade of MTs Humaira, Bojong

Gede in the Academic Year 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of

theRequirements for the Degree of S.Pd. (Strata-1) in English Education

By:

Qonitha Afifah Zuhri

1113014000056

Approved by the Advisor:

Advisor I Advisor II

Ismalianing Eviyuliwati, M.Hum ZaharilAn’asy, S.Ag., M.Hum.

NIP. 19740723 200003 2 001 NIP. 19761007 200710 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF

JAKARTA

2020

iii

STATEMENT OF ORIGINALITY

iv

ABSTRACT

Qonitha Afifah Zuhri (NIM: 1113014000056). The Effect of Tree Branch

Diagram Technique on Students’ Vocabulary Knowledge; A Quasi

Experimental Study at the Seventh Grade of MTs Humaira Bojong Gede in

Academic Year 2019/2020.Skripsi of English Education at Faculty of Educational

Sciences of State Islamic University of Syarif Hidayatullah Jakarta, 2020.

The objective of this study is to find out the empirical data concerning whether tree

branch diagram techniques is effective to improve students’ vocabulary knowledge.

This study was held in February 2020 at MTs Humaira Bojong Gede. The method

used in this study was quantitative method in quasi-experimental study design. The

sampling technique used in this study was cluster sampling. As the subject of this

study the writer took two classes which were experimental class and controlled

class. The treatment used in this study was tree branch diagram. The writer had

compared thestudents’ vocabulary knowledge before and after the treatment was

given. T-test formula used to analyze students’ vocabulary knowledge achievement.

The result of calculation showed that in the significance degree of 5%, the value of

t-test (t0) > t-table (tt) (0.037 > 1.677). According to the criteria of the test, the

result showed that there is a significance difference between students’ vocabulary

knowledgethroughtree branch diagram technique as a treatment and without tree

branch diagram technique. It means that the tree branch diagram technique is

effective at the seventh grade of MTs Humaira Bojong Gede to improve students’

vocabulary knowledge.

Keywords: Vocabulary Knowledge, and Tree Branch Diagram Technique

v

ABSTRAK

Qonitha Afifah Zuhri (NIM:1113014000056). Efektifitas Teknik Diagram

Akar Pohon pada Pengetahuan Kosa Kata Siswa; Sebuah Penelitian Kuasi

Eksperimen pada Kelas Tujuh di MTs Humaira Bojong GedeTahun Ajaran

2019/2020.Skripsi dari Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan

Keguruan UIN Syarif Hidayatullah Jakarta, 2020.

Tujuan dari penelitian ini adalah untuk mencari data empiris mengenai apakah

teknik diagram akar pohon memberikan keefektifitasan pada pengetahuan kosa kata

siswa. Penelitian ini berlangsung pada bulan Pebruari tahun 2020 di MTs Humaira

Bojong Gede. Metode penelitain yang digunakan adalah metode kuantitatif dengan

bentuk kuai eksperimen. Teknik pengambilan data yang digunakan adalah teknik

pengambilan secara acak. Peneliti menggunakan dua kelas yang masing-masing

dinamakan kelas eksperimen dan kelas control. Teknik yang digunakan pada

penelitian ini adalah teknik diagram akar pohon. Peneliti membandingkan

pengetahuan kosa kata siswa sebelum dan sesudah mengaplikasikan teknik. Rumus

T-test digunakan untuk menganalisa pencapaian pengetahuan kosa kata siswa.

Hasil dari perhitungan menunjukkan bahwa tingkat signifikansi 5%, nilai darit-tes

(t0) > t-table (tt) (0.037 > 1.677). Berdasarkan kriteria tes, hasilnya menunjukkan

bahwa terdapat perbedaan yang signifikan antara siswa yang menggunakan teknik

diagram akar pohon dengan siswa yang tidak menggunakan teknik diagram akar

pohon. Itu artinya teknik diagram akar pohon memberikan efek terhadap siswa

kelas tujuh MTs Humaira Bojong Gede untuk mengembangkan pengetahuan kosa

kata siswa.

Kata kunci: Pengetahuan Kosa Kata, Teknik Diagram Akar Pohon

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of

the world. First of all, the writer would like to express her gratitude towards Allah

Subhanahu Wa Ta’ala for His everlasting blessingsfor her in completing this

researchwith the title “THE EFFECT OF TREE BRANCH DIAGRAM

TECHNIQUE ON STUDENTS’ VOCABULARY KNOWLEDGE””

The writer believesthat she could not finish this research without the help,

support, and inspiration of the people around her. Therefore, she would like to

extend her deepest gratitude for:

1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, M.A., Ph.D as the Head of Department of English

Education.

3. Zaharil An’asy, M.Hum., as the Secretary of Department of English

Education who taught the writer.precious.knowledge.and.experience.

4. All the lectures from Department of English Education who gavethe writer

support, confidence to keep going and precious knowledge to the writer.

5. Ismalianing Eviyuliwati, M.Hum., and Zaharil An’asy, M.Hum. as the

writer advisors, for their time, valuable guidance, help, suggestion, and

kindness during completing the research.

6. Dr. Alek, M.Pd, and Drs. Nasifuddin Jalil, M.Ag as the writer examiners,

for their encouragement, and guidance for the improvement of this research.

7. Mr. Muhammad Faris, S.Pd as the headmaster of MTs Humaira Bojong

Gede who has given the writer chance to conduct this research. And also for

Mrs. Dian as the English Teacher for her guidance, help and support.

8. Her parents (Alm. Muhammad Zuhri and Hj. Zahroh) who have given the

greatest love, patience, affection, prayers, and all their life for the writer.

9. Her loving family, her cousins, Dzarrah Zanirah Zein, and Sarah Shafira for

their encouragement for the writer to finish this research.

vii

10. Her dearest friends, Dede Rahmawati, Mutiara, Rani Risdianti, Hasnan

Yasin, and Annisa Khoeriah who gave the writer great help and support to

finish this research.

11. Her special best person, Muhammad Naveed Khan, for a never-ending

support, laughter, and willing to be a shoulder for the writer.

12. Her family of UFAMzione 2013, especially Nurjanah and Witry Sahira for

giving the writer huge care. Their support brought the writer strength.

13. Her beloved friends of English Education Department Class C 2013 that

have always been by her side, give the support, and bring her happiness

during this research.

14. Other people whose name cannot be mentioned for their contributions and

help to the writer during finishing this research.

The writer deeply hopes that this research will help the readers, and other

related, particularly to the writer. The writer also realizes that this research is far

from perfect. Therefore, any criticism, constructive feedback, and suggestion for

valuable improvement from those who reads her research are highly appreciated.

Jakarta, July 20th 2020

The Writer

Qonitha Afifah Zuhri

NIM. 1113014000056

viii

TABLE OF CONTENTS

COVER .............................................................................................................-

APPROVAL SHEET ........................................................................................ i

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

STATEMENT OF ORIGINALITY ................................................................. i

ABSTRACT .................................................................................................... iv

ABSTRAK ....................................................................................................... v

ACKNOWLEDGEMENT ............................................................................. vii

TABLE OF CONTENTS ............................................................................. viii

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

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

CHAPTER I: INTRODUCTION .................................................................... 1

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

B. Identification of the Problem ....................................................................... 3

C. Limitation of the Research .......................................................................... 3

D. Formulation of the Research ....................................................................... 3

E. The Objective of the study .......................................................................... 4

F. Significance of the Research ....................................................................... 4

CHAPTER II: LITERATURE REVIEW....................................................... 5

A. The Nature of Vocabulary ........................................................................... 5

B. The Nature of Mind Mapping ................................................................... 10

1. Definition of Mind Mapping................................................................. 10

2. Characteristics of Mind Mapping. ........................................................ 12

3. Tree Branch Diagram as a Technique ................................................... 12

4. Teaching Vocabulary Using Tree Branch Diagram ............................... 15

C. Previous Study .......................................................................................... 16

D. Thinking Framework ................................................................................ 17

E. Research Hypothesis ................................................................................. 18

CHAPTER III: METHODOLOGY .............................................................. 19

A. Time and Place of the Research ................................................................ 19

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B. Research Design ....................................................................................... 19

C. Population and Sample ............................................................................. 20

D. Research Instrument ................................................................................. 20

E. Technique of Data Analysis ...................................................................... 20

1. Test of Normality ................................................................................. 21

2. Test of Homogeneity ............................................................................ 21

3. Test of Hypothesis................................................................................ 21

F. Statistical Hypothesis ................................................................................ 23

CHAPTER IV: FINDINGS AND DISCUSSION ......................................... 24

A. Research Findings ..................................................................................... 24

1. Description of the Data ......................................................................... 24

2. Data Analysis ....................................................................................... 29

B. Discussion ................................................................................................ 32

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 34

A. Conclusion ................................................................................................ 34

B. Suggestion ................................................................................................ 34

REFERENCES .............................................................................................. 36

APPENDICES ............................................................................................... 34

x

LIST OF TABLES

Table 4.1 Students’ Pre-test and Post-test Scores of Experimental Class ...... 25

Table 4.2 Students’ Pre-test and post-test Scores of Control Class .............. 26

Table 4.3 Students’ Gained Score of Experimental Class .............................. 27

Table 4.4 Students’ Gained Score of Control Class ........................................ 28

Table 4.5 Test of Normality ............................................................................. 29

Table 4.6 Test of Homogeneity ........................................................................ 30

Table 4.7 T-test Result ..................................................................................... 31

xi

LIST OF APPENDICES

APPENDIX 1 Lesson Plan of Experimental Class ......................................... 38

APPENDIX 2 Lesson Plan of Experimental Class ......................................... 44

APPENDIX 3 Lesson Plan of Control Class ................................................... 50

APPENDIX 4 Lesson Plan of Control Class ................................................... 56

APPENDIX 5 Pre-test and Post-test Scores of Experimental Class............... 62

APPENDIX 6 Pre-test and Post-test Scores of Control Class ........................ 63

APPENDIX 7 Letter of Official Statement of Advisor ................................... 64

APPENDIX 8 Letter of Official Statement of Advisor ................................... 65

APPENDIX 9 Letter of Official Statement of the School ............................... 66

APPENDIX 10 The Works of the Students ..................................................... 69

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is now set as an international language that is used in every sector in

the globe especially in the sector of education. In Indonesia, English language is

considered as a foreign language and added in the curriculum for the matter of

teaching. Teachers hope the students can master English language skills in teaching

and learning process at school. English has for fundamental skills, which are called

listening, speaking, reading and writing.

The four skills are very important for students, so that the students are able to

understand and communicate with people in the world by using English. Students

can also reach many aspects of social living by using English. Students should also

master four language components in studying English language, which are

vocabulary, grammar, sound system, and culture. Mastering those components can

be challenging to the students because the English language itself has a different

form from Indonesian language. And one component that is essential to master in

learning English is vocabulary.

Vocabulary is a language element that the teachers in teach as a second

language or English as a foreign language. Vocabulary plays a major part in

teaching a language, especially in English teaching. Vocabulary can help students

write words and translate their meaning. Therefore, it is essential for the students to

master vocabulary. They should know and understand the words when studying

English or a certain language, because the knowledge of vocabulary will help them

communicate with others. They will not be able to speak, write, and translate

anything in English if they don’t know the meaning of the words.

The importance of vocabulary has also an impact for grammar. Lenka

Macounova (2007) believed that if students can compose a sentence along with the

tenses and grammatical rules, that means they have a knowledge of grammar. But

if they are not able to express what they mean in words, the grammar is worthless.

2

But if they know the exact words they are going to use although with grammatically

incorrect, the meaning can be guessed.

However, many the students do not feel comfortable with English in the

classroom. They think that English is a hard subject to study because they still have

lack of vocabulary which causes the result of their achievement of vocabulary

knowledge decreasing or reducing. When students are in the situation which he

needs English vocabulary that has been taught by the teacher, they sometimes

cannot gather the words into their mind. Furthermore, they do not feel it is important

and waste time to use dictionary in order to get the exact word they are meant to

say. This lead to the inability of students to express their ideas and thoughts.

The role of teacher is definitely essential for teaching and guiding student to

get the students’ understanding of learning English. Many teachers have tried a lot

of teaching techniques to help students improve their vocabulary skills and make

the language comprehensible for the students. But on the other side, students find

the techniques are monotonous and bored just as well as the stimulation and the

media that the teachers apply. The usage of media for learning English is not rather

be various or dull. It can be another reason why memorizing English vocabulary is

not students’ concern.

Therefore, in this case, the writer attempts to use one technique that is expected

to be suitable for the students’ level which can make the students involved, enjoy,

active, and easy to understand English materials to get their vocabulary knowledge.

Based on the description above, the writer proposed a vocabulary tree technique

name Tree Branch Diagram to minimize the students’ problem of learning English

vocabulary.

Tree branch diagram technique is a way of producing ideas in the form of a

tree. It is a kind of technique that can be advantageous for the students to find out

vocabulary and all the aspects. In the technique, students will be demanded to create

a diagram or a tree to represent new vocabulary that has association with main word.

By using the vocabulary tree technique, the students will express their ideas more

3

easily. This technique may support the students to understand new words and the

meanings in groups that belong to the same relation. It is a way to help students find

a new vocabulary by associating the word. The vocabulary tree helps students

provide context. Therefore, by looking at the vocabulary tree, it will help students

generate their ideas to figure out the new vocabulary.

B. Identification of the Problem

1. Students had trouble to express their ideas and thoughts

2. Students found it hard to memorize new vocabulary they have learned

before

3. Teacher had not been able to stimulate the students to enhance their

knowledge of vocabulary

4. Teacher’s monotonous techniques failed to develop students’ vocabulary

knowledge.

5. The long usage of native language (Indonesian) by the English teachers

while teaching

6. The lack of learning media made a significant result for the students

learning vocabulary.

C. Limitation of the Research

The research focused on the effectiveness of Tree Branch Diagram on students’

vocabulary knowledge at the seventh grade of MTs Humaira Bojong Gede.

D. Formulation of the Research

Based on the problem above, the formulation of this research was “Is there any

significant effect of Tree Branch Diagram on students’ vocabulary knowledge?”

4

E. The Objective of the study

This researchaimed to discover and to get the empirical evidence of the effect

of Tree Branch Diagram on achieving students’ vocabulary knowledge.

F. Significance of the Research

a. For teacher:

The teacher mayapply the Tree Branch Diagram to improve students’

vocabulary ability of recalling meaning of words or phrases of English.

b. For students:

As it is an example of mind mapping, which can be beneficial to students

to learn about making decision. The students can try to practice everytime

with Tree Branch Diagram in order to improve their vocabulary

knowledge and be able to manage their mind to ease their process of

learning. Students is also expected to improve their ability to learn

vocabulary in everyday life.

c. For other researchers:

This research can lead to other researchers who will be conducting an

experiment with the same technique but different language abilities.

5

CHAPTER II

LITERATURE REVIEW

A. The Nature of Vocabulary

Vocabulary is the main thing that must be learnt when we learn a language by

learners. It is considered as one of the elements of language. In vocabulary we learn

about words and the relationship between a word to other words.

Mukoroli (2011) stated, “Words are the building blocks of communication.

When students have a great vocabulary, the latter can improve all areas of

communication, namely speaking, listening, reading and writing”. While Ghazal

(2007) stated that “Vocabulary is of great importance to language learners and is

fundamental to language learners. Words are the building blocks of a language,

since they mark objects, acts, ideas without which people cannot express the

intended meaning.”

According to Hiebert (2005), “vocabulary is the knowledge of meanings of

words. Word comes at least in two types, they are called oral and print. Knowledge

of words also comes in least two types, receptive and productive. Receptive means

that we are able understand or recognize. And productive means that the use of

vocabulary when we write and speak.”

“A speaker’s knowledge of word also includes an understanding of how the

shape of the word can be altered so that its grammatical meaning can be changed”

(Harmer, 2007). Students need to learn words, their meanings, the spell, and the

pronunciation. In learning vocabulary, this can help the students express both of

written and oral effectively. Folse (2008) states, “definition of vocabulary is single

of word, a set of phrase, a variable of phrase, a phrasal verb, or an idiom.”

When learning vocabulary, students learn about words and its classification,

including learning formulate sentences, phrases or chunk, for vocabulary

development. It means that vocabulary not only explains the meaning of terms itself

but also suggests how the expression fits into the context. An assumption in

vocabulary testing is that teachers are assessing words-knowledge. But the word is

6

not an easy definition to describe, either in abstract terms or for various purposes

of use. There are some basic points that are needed to spell out from the start. There

are also some principles in using vocabulary as a subject; focus on the amount of

words and which words that relate to the lesson, focus on the frequency of words,

and making students are responsible for their lesson (Azizah, 2009). Kinds of words

like articles, pronouns, auxiliaries, prepositions, conjunctions, etc. are often referred

to as function words while content words are nouns, verbs, adjectives and adverbs.

So that we have to be focus on is the knowledge of content words. When the words

are set as forms and have a common meaning, they are known as a word family.

Sahrawi (2013) stated, “Vocabulary plays a very important role in developing

in the four language skills. Many teachers aware the important of teaching

vocabulary to their students, but they do not aware enough on how to teach the

students properly”. Meanwhile, the experts Dunlap and Weisman (2007) added that

“vocabulary development is essential for English learners’ academic success.

Students with good vocabulary knowledge will comprehend text more easily, which

leads them to more extensive reading and, in turn, greater vocabulary growth.”

For developing vocabulary, students should be taught different terms at once

with their meanings while creating a relationship among them, since the word is a

main unit for developing the skills and knowledge of the students. Nation (2001)

suggests that second language learners ought to know a very large number of words

in their native language. Vocabulary refers to phrases we can understand to

communicate effectively. The four types of vocabulary that are considered by

educators are:

1. Reading vocabulary

One's vocabulary of reading is all of the words the users may remember while

reading. This also called as the largest type of vocabulary.

7

2. Listening vocabulary

One’s listening vocabulary is the words the users may remember while

listening to dialogue or conversation. This vocabulary is supported through

context and voice tone.

3. Writing vocabulary

One’s writing vocabulary is the words that the users may apply in writing. On

the writing vocabulary type, the vocabulary is inspired by its user.

4. Speaking vocabulary

One’s speaking vocabulary is the words that the users can use in speech. Words

are frequently misused, however subtle and accidental, expression of face,

voice tone or/and gestures will compensate for them.

Vocabulary plays a major role in the reading process, which significantly

contributes to a reader’s comprehension. A reader cannot comprehend a text unless

they know what the words say. If the reader fails to understand the meaning of the

sentences, then there would be no reading goals achieved. Because there is a lack

of information, this can lead to miscommunication. At school, through daily

experiences with oral and written language, students learn the meaning of

vocabulary indirectly. Other terms are learned in education by structured

instruction.

An excellent vocabulary mastery lets the learners communicate their ideas

accurately. By having several stocks of vocabulary, the learners would be able to

understand the reading materials, catch certain conversations, give responses, speak

fluently and write some types of subjects. On the contrary, if the learners do not

understand the context of the words used by those who mention them, the learners

would be unable to engage in the conversation, be unable to convey ideas, or be

unable to request information.

People may then enhance their vocabularies by participating in activities such

as reading, playing word games, and vocabulary programs. Some importance of

vocabulary can be explained as follows:

http://en.wikipedia.org/wiki/Word_game

8

1. A rich vocabulary assists in gestures and communication

2. The size of vocabulary has been specifically connected with reading

comprehension.

3. Linguistic vocabulary is synonymous with thinking vocabulary

4. Anyone can judge others on the basis of his or her vocabulary

“The part of speech of unknown word can present problems and it can be

divided into four basic parts of speech: noun, verb, adjective, and adverb” (Folse,

2008).

1. Noun

Noun is a word for labeling something or calling a person, a location, a stuff or

a concept. Such nouns can be divided into three sections. Those are;

a. Common noun

Common nouns are the nouns that indicate for example, the names of

object, animal, and other things which we can see or we can touch. For

instance: desk, lion, door, computer, etc.

b. Proper Noun

Proper noun refers to the objects’ name, individuals, or place. Proper

nouns begin with a capital letter: Surabaya (a city), Indonesia (a country’s

name), Qonitha (a person’s name), Titanic (a movie’s name).

c. Concrete Noun

They are objects that our five senses can identify. We can see, hear, taste,

and touch them. For instance: sweet, noisy, bitter, and etc.

d. Abstract Noun

Abstract nouns are known as nouns that expressing our emotion or feeling

or a quality that could not be interpreted by the senses. For example:

confuse, ugly, joy, sad, love, dream and so on.

e. Collective Nouns

Collective nouns are used to identify a group of items or objects or

individual. For example: a colony of ants, a rank of fighters, a flock of

seagulls.

9

2. Pronoun

Pronouns are the words that we use to substitute the noun when we want to

constantly refer to individuals or objects without saying their names. It is divided

into some types as follow:

a. Subject pronouns; the function of the pronoun is as the subjects in a sentence.

For example: She, He, It, They, We, I, You.

b. Object pronouns; the function of the pronouns is as the objects in the sentences;

it, her, him, you, them.

c. Possessive pronouns; the pronouns which show ownership. Such as: her, his,

its, their, our, your, my.

d. Reflexive pronouns; which are the pronouns in the sentence which refer to

another noun or pronoun. Namely: herself, itself, themselves, yourself and so

on.

3. Verb

“Verbs are the words we use to signify an action or stage of being” (Nichols &

Rupley, 2005). They make up the predicate head and are, fascinating because they

convey so much detail in sentences. For instance, actions may occur in the present,

past, or future, and verb change generally in relation to the time in action. Verb

usually represent an activity, events, actions in the process, etc. For example: drive,

talk, sing, read, write, etc. Verb is word define a state of life. Verb is essential,

because without them there is no way to get a sentence.

4. Adjective

Seaton (2007) states “adjective is often defined as a word which describes or

gives more information about noun or pronoun.” There are three types of adjective.

They are:

a. Proper adjectives; the adjective that identify a person or items with a particular

name like as American, Indonesian, English and so on.

b. Quantitative Adjectives; the adjective that define the quantity of things like

some, much, many, little, and so on.

10

c. Descriptive adjectives; the adjectives that are describing the state of things, for

example: small, smart, beautiful, tall, and so on.

The teacher uses method to approach the students to the subject. This is a

device used to elicit motivation from the students. It concerns intervention, which

is taken to enhance the skills of the students. In this action skill of the students is

strengthened. The teacher always tries the good method at the classroom to inspire

the motivation of the students to master the subject. Until the instructor comes to

the classroom to teach vocabulary, there are many approaches and questions to be

answered and prepared.

The role of vocabulary is only to help their four language skills, called

listening, speaking, reading, and writing but the presence of vocabulary mastery is

very crucial in learning English as foreign language, vocabulary as one aspect of

components of foreign language is considered to be the major problem. If learners

have inadequate stock of vocabulary, they will face problems in communicating

their thoughts and emotion, and they will also be unable to understand any language

discussed.

B. The Nature of Mind Mapping

1. Definition of Mind Mapping

Mind mapping is a pedagogical method that involves constructing diagrams for

expressing concepts visually. The diagram focuses on a main concept that is put in

the centre and thus other ideas, terms or even phrases related to the key concept can

be connected. Mind map is also considered as a note but with variations which

consist of lines, words, colours and pictures to express the idea of a person’s

thought. Mady Casco (2009) states, “A mind map is a graphic tool contains a central

key word or image and secondary ideas that radiate from the central idea as

branches.” Using mind mapping is an effective way to study a language, including

English.

According to Murley (2007), “Mind maps are a nonlinear visual outline of

complex information that can aid creativity, organization, productivity, and

11

memory. Mind maps graphically show ideas in a relational context, with the main

topic at the centre of the map, major subtopics on branches radiating from the main

topic, and sub-subtopics around each subtopic, etc.”

Mind mapping also lets students see connections between prior knowledge and

new information, thus helping them to connect what they are learning and apply it

to new circumstances. As Al- Jarf (2009) stated that mind mapping is a powerful

tool for teachers to develop students’ vocabulary knowledge and developing

students’ ability to manage ideas in the process of learning.

“Mind mapping is a powerful graphic technique that offers a universal key to

activate the brain's capacity. The mind map can be applied to every aspect of life

where improved learning and clearer thinking will improve performance in

humans” (Buzan & Buzan, 1993). It is believed to be one of the strategies or

exercises that can be used in vocabulary teaching that requires the basic concept

and easily facilitates vocabulary memorization. There are no specific requirements

for a successful vocabulary learning; but teachers can use different strategies in

vocabulary teaching. The use of mind mapping technique can be considered to teach

vocabulary among various strategies. Samhudi (2015) stated, “A mind mapping is

a visual organizer that promotes vocabulary development. Using a graphic

organizer, students think about terms or concepts in several ways. Most word map

organizers engage students in developing a definition, synonyms, antonyms, and a

picture for a given vocabulary word or concept.”

“Mind mapping allows the students to clarify their thoughts by categorizing

and grouping into related ideas. It starts with the idea and allows the main branches

of mind mapping to represent the main points of their thought (right brain) then

combined by the interesting colors and images (left brain) which will stimulate the

brain” (Samhudi, 2015). The writer uses mind mapping as a technique to help the

students memorize terms that are needed by quickly memorizing to develop their

vocabulary skills.

12

Mind mapping technique imitates the process of thinking, that is to say we can

move back and forth from one topic to another. It is primarily our brains that process

the transmission of knowledge by words, images, emotional meanings and colors.

By implementing mind mapping, students allow similar terms to be found, which

have a connection to the main idea. They can do group work or individual work.

Students learn to share knowledge and ideas about relevant content, and happily do

so as it is part of the class activity.

2. Characteristics of Mind Mapping.

Buzan (1993) stated that there are some characteristics of mind mapping, they

are mentioned as follows:

a. In a central picture, the focus of attention is formed.

b. The main themes of idea transmit as branches from the central image.

c. Branches consist of a key idea or keyword printed on the associated lines.

Themes of lower significance are often represented as branches connected to

branches of higher position.

d. The branches form a nodal structure linked together.

3. Tree Branch Diagram as a Technique

Wong (2014) stated that there are many ways and strategies of learning

vocabulary. In order to improve students’ vocabulary knowledge, she suggested to

use one of these strategies. The strategies are divided into seven categories. They

can be explained as follows:

a. Metacognitive strategies

Metacognitive strategies are techniques learners use to organize, plan, focus

and evaluate their learning, such as associating new information with already

known one, looking for opportunities to practice, and self-monitoring. Some

examples of metacognitive strategies that could help learners increase their

vocabulary are listening to the radio/tapes of word lists, watching a video/movie/TV

program, reading newspapers, learning words from commercials, writing

meaning/s of new words, skipping difficult words, and others.

13

b. Social

Social strategies are techniques used by learners to promote interaction, in

particular through asking questions, gaining cultural awareness and co-operating in

the learning process with others. Some examples of social strategies to increase

vocabulary are learning by pair/group work in class, asking teachers, classmates,

friends and family members for clarification of meaning, paraphrase, synonym or

translation, and practicing with others new words they have learned.

c. Determination

Determination strategies are techniques used by learners when they are faced

with discovering the meaning of a new word without resorting to the expertise of

another person and these strategies are intended to promote the learning of

knowledge of a new word. Some examples of determination strategies are using a

thesaurus, using a dictionary (picture, bilingual, monolingual, etc.), using word lists

made by the language teacher, and guessing from textual context in reading.

d. Memory

Memory strategies (also known as mnemonics) are techniques used by learners

to insert new information into memory storage, to be retrieved when contact is

needed. They include linking the stored word to information previously acquired,

using imagery, or grouping. Few examples of memory strategies link a word with

its coordinates, use a new word in sentences, attach the word to already known

words/personal experience, study or practice meaning in a group, learning and

memorize idioms from stories, memorize the meaning of affixes and roots,

memorize parts of speech, visualize the meaning of word, use rhymes/semantic

maps/ keyword method, learn the word spelling/sound.

e. Cognitive

Cognitive strategies are techniques used by learners to relate new knowledge

to existing schemas, and to interpret and identify them. Cognitive strategies focus

more on repetition and mechanical means than on manipulative mental processing

to study vocabulary. Many examples of cognitive strategies include putting English

14

labels on physical items, using the textbook vocabulary section, maintaining a

vocabulary journal, verbal/written repetition, writing a wordlist of learned new

terms, and paraphrasing the meaning of the word without support from others.

f. Metacognitive Regulation

Metacognitive regulation strategies are the goal-setting and vocabulary-

selection strategies, and self-initiation strategies to evaluate and monitor personal

vocabulary learning progress.

g. Translation Strategies

Translation strategy is described as using the first language as a basis for

understanding the second language and/or creating it. In the EFL context, the use

of translation in a communicative setting increases vocabulary learning at deeper

stages of cognitive processing leading to greater improvements in vocabulary

unknown words.

The writer sees that one strategy that can be used in the classroom for

improving students’ vocabulary knowledge is to use the memory strategy. The

memory strategy includes the usage of map. Therefore, tree branch diagram can be

fit as a technique to teach students vocabulary.

Tree branch diagram is a case in point for mind mapping. Mind map is a key

idea surrounded by the branches of related ideas, and a tree diagram appears as a

diagram which looks like a tree. It starts with a center idea called “root” and then

some ideas related to the center will follow and they derive. It starts with a single

node, with branches originating to additional nodes, representing decisions or

events which are mutually exclusive.

Tree branch diagram is also a word creation technique where we may find in

one word which related to other words that are connected to the keyword. This can

help students to find and remember new vocabulary by associating the word.

Harmer (2007) states that “A way of exploiting this is to get students in the class

build their own vocabulary tree”. Using the tree branch diagram also makes students

generate their ideas to find new words and the meaning. Students can be asked to

15

do a diagram task as extensively as they can. Harmer (2007) then added, while

students are doing the tree diagram tasks, the teacher can help out with spelling and

pronunciation.

Using tree diagram activity is important because the students are involved in

the learning process; they have the prior knowledge and they can apply it to the

lesson. While the teacher is also needed to give explanation and other tasks related

to a subject using tree diagram. At the higher levels, teachers even can stimulate

students to have a decision-making about how words are used, such as using

metaphorical words in a sentence. (Harmer, 2007)

“Creating grids or diagrams is another semantic strategy. Whether they are

teacher- or student-generated grids, these visual devices help students distinguish

the differences between similar words and set up memory traces of the specific

occurrence. Scales or clines, Venn diagram, and tree diagrams are especially

interesting for group work when teachers present words for these pictorial schemata

in scrambled order.” (Vocabulary practical implications, n.d.)

Based on the supportive theory of experts that has explained above, it can be

concluded that by using tree branch diagram can be beneficial for students to learn

a vocabulary in English language.

4. Teaching Vocabulary Using Tree Branch Diagram

Tree branch diagram technique shows a connection between one word to

another word more effectively. In this technique we can only provide one keyword

and the keyword was created by searching for similar words. The technique makes

students look for vocabulary related to these keywords more creatively and find the

meaning of each words. The technique is expected to minimize students’ problem

of leaning vocabulary. The writer uses an English-Indonesia dictionary in order to

help students find related words. The steps are explained as follows:

a. Teacher prepares the sheets and materials

b. Students are asked to prepare dictionary on the desk

16

c. Teacher explains the rule and how to do it

d. Students start to draw their own tree branch diagram

e. Students write the key idea or the keyword

f. Students find the words related to the center word or key idea by using

dictionary

g. Teacher is able to help students by giving clues and suggestions

h. In the end of the lesson, teacher gives explanation about the subject and correct

the students’ work

C. Previous Study

The first study is from I Gede G Eka Sutarsana M (2013) with the title

Improving Vocabulary Mastery through Word Tree Branch Technique at Seventh

Grade Students of SMPN 1 Bebandem in Academic Year 2012/2013. The method

used was classroom action research to develop the vocabulary of the students using

word tree branch. The study’s aim was to improve the achievement of the students

in vocabulary in terms of understanding the meaning of unfamiliar words. The

present investigation of the classroom action research was essentially triggered by

the fact that the subjects under review still faced vocabulary issue. The study started

by administering initial reflection to the subject under review.

The second is from Surlin, Baso Andi Pallawa, and Muhsin (2014) with the

title Developing Vocabulary Mastery of Seventh Grade Students through

Vocabulary Tree Technique. The aim of this research was to find out about the

effectiveness of vocabulary tree technique in developing the seventh grade students

of SMP Negeri 2 Una-una vocabulary mastery. The research method employed the

true design of experimental research. The sample number was 28 students who were

chosen using random sampling technique. The advantages of vocabulary tree

technique are that the students are interested in the material, therefore they stated

that the students can develop their vocabulary mastery more quickly and easily

remember the words, and the students can use their own words to build the

sentences.

17

The third study is from Ririn Ambarwati (2011). The writer studied “The

Effectiveness of Tree Diagram Technique as a Means of Teaching Writing (An

Experimental Study of the Eleventh Grade Students of SMA Negeri 2 Bae Kudus

in the Academic Year of 2010/2011).” This final project was intended to improve

the writing skills of the students through the technique of tree diagram. The

participants were grade XI IPA 3 students as the experimental group and grade XI

IPA 2 students as the control group. The research was conducted in the even

semester of the academic year of 2010/2011. The research took place in six

sessions, both for the experimental group and the control group. The result was that

the diagram tree has been effective in being used as a vocabulary research

technique.

These studies performed the same methodology and also linked to learning

vocabulary are the similarities and distinction between this research and those

previous studies. Yet, with this research the method was different for some studies.

The treatment application can be variable due to the disparity. Besides that, this

research used high school students for certain studies as the sample was different

and the result was different. However, while the third study and this research were

using the same methodology, this research was carried out on vocabulary as the

component.

D. Thinking Framework

Vocabulary is indeed important for students to learn. Vocabulary is the body

of words that is necessary for students to master. Having knowledge of vocabulary

make students be able to form sentences. Students have a difficulty to remember

English vocabulary. The lack of vocabulary knowledge complicates students to

develop and expressing their ideas.

Harmer (2007) stated that to help students get knowledge about lexical items

in vocabulary lesson, students should build their own vocabulary tree. He then

added by using vocabulary tree can draw students’ existing knowledge as well as

they are involved in the learning process while the teacher can give clue, suggestion

and if necessary, teacher can give explanation.

18

Based on the study above, the writer considered using Tree Branch Diagram as

a mind-mapping technique for students to gain more vocabulary. The technique was

hoped for the students to be able to construct their ideas and apply it on any English

skills as they hold vocabulary knowledge.

E. Research Hypothesis

Based on the problems, theories, and thoughts above, the writer assumes that

there is a significant effect of tree branch diagram on students’ vocabulary

knowledge.

19

CHAPTER III

METHODOLOGY

A. Time and Place of the Research

The research was taken at MTs Humaira that was located at Jl. Kp. Parakan

Jati, Susukan, Kec. Bojong Gede, Kabupaten Bogor, Jawa Barat 16320. It was held

in February 2020.

B. Research Design

This study employed a quantitative research method with Quasi Experiment as

a design. Ary, Jacobs and Sorensen (2010) stated that “experimental research

involves a study of the effect of the systematic manipulation of one variable(s) on

another variable. The manipulated variable is called the experimental treatment or

the independent variable. The observed and measured variable is called the

dependent variable.”

“It is also is the blueprint of the procedures that enable the researcher to test

hypotheses by reaching valid conclusions about relationships between independent

and dependent variables” (Best & Kahn, 1993). In this research, the writer used

Tree Branch diagram to get to know students’ vocabulary achievement.

Ary, Jacobs and Sorensen (2010) then added “In its simplest form, an

experiment has three characteristics: (1) An independent variable is manipulated;

(2) all other variables that might affect the dependent variable are held constant;

and (3) the effect of the manipulation of the independent variable on the dependent

variable is observed.”

Experimental study may essentially include two or three classes that are to be

studied. The writer has used two groups from the same category in this research.

The experimental group was the first class and the control group was the second

class. The experimental group received treatment and as the writer conduct a tree

branch diagram technique treatment, they were given the treatment. Otherwise, the

control group did not receive the treatment at all.

20

C. Population and Sample

The subject of the research was conducted tothe seventh grade of MTs Humaira

Bojong Gede. There were 50 students of 2 classes; VII A and VII B. The writer had

a class of VII A as the experimental class and VII B as the control class. There were

25 students of each class.

D. Research Instrument

The research instrument was test. The test was divided into two, a pre-test and

a post-test. Before the treatment was conducted, the writer gave the pre-test to the

experimental group and control group to calculate the effects of how far the

vocabulary comprehension of the students was. The writer applied the post-test

after the treatment in order to know the achievement of both groups.

Each of the pre-test and post-test consisted of 20 questions in the multiple

choice form. It was based on the syllabus from the current material the students

studied. The tests were adapted from the previous study entitled Improving

Vocabulary Mastery through Word Tree Branch Technique at Seventh Grade

Students of SMPN 1 Bebandem in Academic Year 2012/2013 by Sutarsana.

E. Technique of Data Analysis

Data analysis is used to make the data relevant and to arrive at a conclusion.

To prepare it for further analysis, the writer conducted preliminary data analysis

such as normality and homogeneity test. The writer used SPSS to check those

results. If the data were normal and homogenous, the analysis would definitely use

the testing of t-test hypothesis.

21

1. Test of Normality

The writer conducted this testing through SPSS (Special Package for the

Social Sciences) to make sure whether the distribution of data between two

classes were normal or not. If the result data was more than 0.5, then it was

normal. If it was less than 0.5, the data was not normal. Using Kolmogorov

Smirnov and Shapiro Wilk’s table in this test of normality was needed.

2. Test of Homogeneity

The homogeneity test was done after receiving the result of normality test.

The purpose of homogeneity test was to find out the similarity between two

classes or groups.

3. Test of Hypothesis

The writer began to do test of hypothesis after conducting the normality and

homogeneity tests. In order to know the difference between the experimental

class which has taught with the tree branch diagram treatment and the

control class which was not given the treatment by using the t-test to

compare them.

a. Determination of the mean score of the experimental group

𝑀𝑥 =∑𝑥

N

Description:

𝑀𝑥: The experimental group’s mean score

∑𝑥: The experimental group’s total score

N: The experimental group’s total students

b. Determination of the mean score of the control group

𝑀𝑦 =∑y

N

22

Description:

𝑀𝑦: The controlled group’s mean score

∑y: The students in the controlled group's total score

N: The controlled group’s total students

c. Determination of the standard deviation in experimental group

𝑥 = ∑ 2 −(∑ 𝑥)2

𝑁𝑥

d. Determination of the standard deviation in controlled group

𝑦 = ∑ 2 −(∑ 𝑦)2

𝑁𝑦

e. Determination of the t-test

The procedures of calculation are as follows:

𝑡 =𝑀𝑥 + 𝑀𝑦

√(∑ 𝑥2+∑ 𝑦2

𝑁𝑦+𝑁𝑥−2) (

1

𝑁𝑥) + (

1

𝑁𝑦)

Description:

𝑀𝑥 : The experimental group’s mean score

𝑀𝑦 : The controlled group’s mean score

∑ 𝑥 2 : The total score of the experimental group’s students

∑ 𝑦 2 : The total score of the controlled group’s students

𝑁𝑥 : The total students of the experimental group.

𝑁𝑦: The total students of the controlled group.

23

f. Determination of Table

The significance level of t-table is 5% and 1% with the degree of

freedom (df). The formula is described as follows:

𝑑𝑓 = (𝑁𝑥 − 𝑁𝑦) − 2

Description:

𝑑𝑓 : Degree of freedom

𝑁𝑥: The experimental group’s total students

𝑁𝑦: The controlled group’s total students

F. Statistical Hypothesis

Statistical analysis used as follows:

H0 = Null Hypothesis

Ha = Alternative Hypothesis

Null Hypothesis (H0) means that there is no significant effect of tree branch diagram

on students’ vocabulary knowledge at the seventh grade of MTs Humaira Bojong

Gede.

Meanwhile, the Alternative Hypothesis (Ha) means that there is significant effect of

tree branch diagram on students’ vocabulary knowledge at the seventh grade of MTs

Humaira Bojong Gede.

Then, the criteria of the hypothesis used as follows:

a. If t-test (t0) >t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was rejected. It meant the means score of the experimental class are higher than

the control class. The tree branch diagram gave the effect on students’


b. If t-test (t0) < t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was accepted. It meant the rates of the means score of the experimental class

are same as or lower than control class. The tree branch diagram did not give

the effect on students’ vocabulary knowledge.

24

CHAPTER IV

FINDINGS AND DISCUSSION

The chapter shows the result of the research according to the score of post-test

and pre-test of the control and experimental classroom.

A. Research Findings

The aim of research findings is to get the empirical data on the effect of the

effect of tree branch diagram technique on students’ vocabulary knowledge at the

seventh grade of MTs Humaira Bojong Gede.

1. Description of the Data

a. The data of Experimental Class

VII A students of MTs Humaira Bojong Gede consisted of 25 students and

were taught by tree branch diagram. The writer delivered the pre-test

before they got treated with tree branch diagram technique. The objective

is to measure the students’ vocabulary knowledge before applying the tree

branch diagram technique. Then, the writer conducted the post-test after

they got the treatment. After delivering a pre-test and post-test, the writer

measured the mean or average score. The result of the data showed as

follows:

25

Table 1Table 4.1

Students’ Pre-test and Post-test Scores of Experimental Class

b. The data of Control Class

VII B students of MTs Humaira Bojong Gede which consisted of 25

students did not get the treatment using tree branch diagram technique. The

data as follows were conducted from students’ pre-test and post-test

scores.

26

Table 2Table 4.2

Students’ Pre-test and Post-test Scores of Control Class

According to data table 4.1 and 4.2, the outcome can be seen that the post-test

score of the experimental class is higher than the control class. The writer then

measured the score obtained in Table 4.3 and 4.4 to perceive significance difference

before and after using the tree branch diagram to students.

27

Table 3Table 4.3

Students’ Gained Scores of Experimental Class

The table 4.3 shows that the gained score minimum is 5 and the maximum

gained score is 15. The total of gained score is 245 and the mean is 9.8.

28

Table 4Table 4.4

Students’ Gained Scores of Control Class

The data in table 4.4, it shows that the gained score minimum is -5 and the

gained score maximum is 10. And the total of the gained score is 40 while the mean

of gained score is 1.6.

Based on the data above, it means that students’ score differences in the

experimental and control class are different. The score of the experimental class

29

which were taught by tree branch diagram was higher than the control class’ score

which were taught without the treatment.

2. Data Analysis

a. The Normality Test

The normality test was conducted by the writer before calculating the T-test.

The purpose was to get the information if the data from both control class and

experimental class were normally distributed or not. The writer used Kolmogorov-

Smirnov and Shapiro-Wilk to measure the normality test through SPSS version 20.

The result is showed as follows:

Table 5Table 4.5

Based on the data table 4.5, the result of normality test is showed that the

students’ significance of the experimental class was 0.66 and the control class was

4.05. It means that the test was normally distributed based on the reference of the

probability value (p) of both class was higher than (>) the degree of significance

5% (α = 0.05).

b. The Homogeneity Test

The next step after the calculation of normality test was done, the homogeneity

test was conducted aiming to test the similarity of the sample from both

experimental and control class room. The writer used Levene Statistic Test from

SPSS version 20 to calculate it. The result of the homogeneity test is showed as

follows:

30

Table 6Table 4.6

The homogeneity test calculation above showed that the probability value (p)

of the data of experimental class and control class was 0.407. It means that the

significance level was higher than the significance degree 5% (α = 0.05). Therefore,

it is concluded that the data was homogenous.

c. The Hypothesis Test

The writer then measured the data using the t-test after measuring the normality

test and the homogeneity test in order to know the significant difference

between students in the experimental class and students in the control class

after the treatment was conducted. The result of t-test calculation can be seen

as follows:

31

Table 7Table 4.7

Based on the data above, the mean score of the experimental class was 77.60

while the control class was 70.80. And the result of T-test shows that the tvalueis

2.143 with the Significance (2-tailed) 0.037. The tvalue is compared to ttable in order

to know whether the tree branch diagram gives significant effect towards students’

vocabulary knowledge or not. The ttable is taken from the requirement which has

been standard in analyzing the data. The ttable shows 1.677 with 48 as the degree of

freedom (df) in the significance level 0.05. The comparison shows that tvalue (2.143)

> ttable (1.677) and the Sig. (2-tailed) value of the score was lower than α, 0.037 <

0.05. Based on the data, it means that there was a significant effect of tree branch

diagram towards students’ vocabulary knowledge.

32

The writer proposed the statistical hypotheses as mentioned in the previous

chapter. To reassure that there was a significant effect of the treatment, statistical

hypotheses are explained as follows:

H0 = Null Hypothesis

Ha = Alternative Hypothesis

(H0): There is no significant effect of tree branch diagram on students’ vocabulary

knowledge at the seventh grade of MTs Humaira Bojong Gede

(Ha): There is significant effect of tree branch diagram on students’ vocabulary

knowledge at the seventh grade of MTs Humaira Bojong Gede

The criteria of the hypothesis used as follows:

If t-test (t0) >t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was rejected. It meant the means score of the experimental class are higher than

the control class. The tree branch diagram gave the effect on students’


If t-test (t0) < t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was accepted. It meant the rates of the means score of the experimental class

are same as or lower than control class. The tree branch diagram did not give

the effect on students’ vocabulary knowledge.

B. Discussion

In the experimental class, the data showed that the mean of pre-test score was

67.8 and the mean of control class was 69.2. The pre-test was conducted before the

implementation of the treatment. Meanwhile, after the implementation of the

treatment, the mean score of students in the experimental class was 77.8 while the

mean score of students in the control class was 70.8. It is showed that students in

experimental class got a higher score than the students in the control class after the

treatment was given.

Based on the analysis of statistics, the experimental class got 9.8 points taken

from the students’ mean of gained score in pre-test and post-test while the control

33

class’ students got 1.6 points. Throughout the treatment, the writer used the tree

branch diagram as a technique to improve students’ vocabulary knowledge in the

experimental class. In the control class, the writer taught the lesson without using

the tree branch diagram.

On the SPSS calculation, in the Independent Sample Test or T-test, it is proved

that the p (sig. (2-tailed) < α: 0.037<0.05. It shows that H0 – called null hypothesis

defined that tree branch diagram technique did not give significant effect on

students’ vocabulary knowledge at the seventh grade students of MTs Humaira

Bojong Gede was rejected and Ha – called alternative hypothesis defined that tree

branch diagram technique gave significant effect on students’ vocabulary

knowledge at the seventh grade students of MTs Humaira Bojong Gedewas

accepted.

Build upon the previous studies the writer mentioned in the second chapter of

this research, there are similarities found among the studies. The students were able

to gain more vocabulary by using tree branch diagram. The students also were able

to develop their vocabulary knowledge faster, as well as they easily remembered

the words that had been learned and they could construct their ideas through the

tree branch diagram.

As the summary, based on the data analysis of this research, the writer can

conclude that the tree branch diagram technique gave significant effect on students’

vocabulary knowledge proved by students’ score after they were taught by tree

branch diagram which is improved compared to before the writer conduct the

treatment, especially in the seventh grade at MTs Humaira Bojong Gede.

34

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The main objective of this research is to get the information of the usage of the

tree diagram as a technique to improve students’ vocabulary knowledge for the

seventh grade students of MTs Humaira in academic year 2019/2020 and to see the

effectiveness of the treatment. The research findings showed that the result of data

supported by the SPSS calculation, in the Independent Sample Test or T-test, it can

be proved that the p (sig. (2-tailed)) < α: 0.037<0.05. this means that there was a

positive effect of using tree branch diagram technique to the students.

At first, the control class was at the same stage as the experimental class, even

though there was slightly different mean of score. After being given the treatment

and the post-test, the writer found that there is a difference between the means of

both classes it means that H0 – called null hypothesis defined that tree branch

diagram technique did not give significant effect on students’ vocabulary

knowledge at the seventh grade students of MTs Humaira Bojong Gede was

rejected and Ha – called alternative hypothesis defined that tree branch diagram

technique gave significant effect on students’ vocabulary knowledge at the seventh

grade students of MTs Humaira Bojong Gedewas accepted. Therefore, based on the

result of the data, the writer can conclude that the tree branch diagram technique

gave a positive effect on improving students’ vocabulary knowledge.

B. Suggestion

Based on the result of research findings, there are suggestions for teachers,

students, and other researchers. The writer concerns with using of tree diagram in

teaching vocabulary. The teachers should develop their methods and strategies.

Different methods and new and familiar media can make students more enthusiastic

about learning English. It may also encourage students to become more involved in

the activity in classroom. Teachers may use other strategies and media to make it

easier for students to acquire the ideas, so the students will be more interested in

the activity which also means that the students are engaged in the learning process.

In the closer look, the teachers could use the tree branch diagram technique as

it can help students learn new words and develop their knowledge of vocabulary.

Students are able to construct their ideas and thoughts and apply it to the tree branch

diagram. This has many benefits for them to learn English especially in mastering

vocabulary or improving their vocabulary knowledge.

As mentioned earlier, there are various techniques which can be implemented

for teaching English. It is expected that the other researches will help students

enhance their vocabulary skills by developing or creating other strategies that will

support teachers and students. The writer hopes that this final project will contribute

to teaching English, especially in teaching vocabulary.

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Vocabulary practical impications . (n.d.). Retrieved from Ball online:

http://www2.vobs.at/ball-online/Manual/Vocabulary/vocabulary-

practical%20implications.htm

Wong, E. M. (2014). A case study of the vocabulary learning strategy use of

twenty chinese esl learners in australia. Queensland: Griffith university.

Appendix 1 APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : MTs Humaira Bojong Gede

Mata Pelajaran : Bahasa Inggris

Kelas/Smester : VIII/II ( dua ) Eksperimental Class

Tema : Memberi dan meminta informasi terkait dengan tingkah

laku/tindakan/fungsi orang, binatang, benda.

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti

KI 1 Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung

jawab, peduli (toleransi, gotong royong), santun, percaya diri,

dal;am berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya.

KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)

dan ranah abstrak (menulis, membaca, menghitung, menggambar,

dan mengarang) sesuai dengan yang dipelajari di sekolah dan

suimber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapain Kompetensi

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi Internasional yang diwujudkan dalam

semangat belajar.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru

dan teman.

3.6 Mengidentifikasi fungsi sosial, struktur teks, dan unsur

kebahasaan teks interaksi transaksional lisan dan tulis yang

melibatkan tindakan memberi dan meminta informasi terkait dengan

tingkah laku/tindakan/fungsi orang, binatang, benda, sesuai dengan

konteks penggunaannya. (Perhatikan unsur kebahasaan kalimat

declarative, interogative, simple present tense).

4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek

dan sederhana yang melibatkan tindakan memberi dan meminta

informasi terkait tingkah laku/tindakan/fungsi orang, binatang, dan

benda, dengan fungsi sosial, struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks.

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

Menentukan fungsi sosial, struktur teks, dan unsur kebahasaan

Mengidentifikasi nama pekerjaan dengan tepat

Memasangkan nama pekerjaan dengan fungsinya dengan tepat

Menentukan kosa kata yang tepat mengenai nama pekerjaan

D. Materi Pembelajaran

Teks lisan dan tulis menyatakan dan menanyakan tingkah


Fungsi Sosial : Mendeskripsikan jenis pekerjaan

Struktur Teks : Simple Present Tense

Unsur Kebahasaan:

1. Penggunaan to be; Is, Are, Am

2. Penyebutan kata ganti orang ketiga (pronoun): He, She.

3. Penggunaan kata Tanya; what, where.

4. Penggunaan Preposition of Place: In, On, At

Topik

Nama-nama pekerjaan

E. Metode/Teknik Pembelajaran

1. Pendekatan saintifik (Scientific Approach)

2. Metode diskusi

3. Teknik Tree Branch Diagram

F. Media, alat dan sumber pelajaran

1. Media: a. Power Point

b. Gambar-gambar jenis pekerjaan

c. Tree Branch Diagram

2. Alat/bahan: a. Laptop

b. Proyektor

3. Sumber Pembelajaran

a. Kementerian Pendidikan dan Kebudayaan. 2016. Bahasa Inggris,

When English rings the bell/ Kementrian Pendidikan dan

Kebudayaan - Edisi Revisi Jakarta.

b. Google Images

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Siswa dan guru memberi salam

(greeting)

Guru memeriksa kehadiran peserta

didik

Guru menyiapkan peserta didik secara

psikis dan fisik untuk mengikuti

proses pembelajaran

Guru mengajukan pertanyaan tentang

kaitan antara pengetahuan

sebelumnya dengan materi yang akan

dipelajari

Guru menjelaskan tujuan

pembelajaran atau kompetensi dasar

yang akan dicapai

15

Inti Mengamati

Peserta didik mengamati gambar jenis

perkerjaan

Peserta didik mengidentifikasikan

jenis pekerjaan pada gambar

Peserta didik berdialog tentang fungsi

dari pekerjaan, sesuai dengan jenis

pekerjaaan

60

Guru menampilkan tree branch

diagram pada papan tulis

Peserta didik mengamati penjelasan

guru mengenai tree branch diagram

Menanya

Guru meminta peserta didik

menyebutkan kembali pertanyaan dan

pernyataan para tokoh tentang

pekerjaan dan tindakan terkait

Peserta didik bertanya tentang tree

branch diagram

Peserta didik bertanya tentang kosa

kata yang tepat tentang pekerjaan

Mengumpulkan informasi

Guru membimbing siswa untuk

mengidentifikasi unsur kebahasaan

yang ada didalam dialog percakapan

Guru meminta peserta didik untuk

mengisi kolom kosong pada tree

branch diagram mengenai nama-

nama pekerjaan secara bersamaan

Mengasosiasi

Peserta didik mengisi nama pekerjaan

secara bersamaan

Penutupan Peserta didik dengan bimbingan guru

membuat simpulan pelajaran

15

Melakukan penilaian dan/atau refleksi

terhadap kegiatan yang sudah

dilaksanakan

Memberikan umpan balik terhadap

proses dan hasil pembelajaran

H. Evaluation

type of test: multiple choice test.

I. Assessment

Text Answer Score

Multiple choice Correct answer 1

Wrong answer 0

Students’ scores

Raw Score x 100

Maximum Score

Maximum score (20)





Kelas/Smester : VIII/II ( dua ) Eksperimental Class


laku/

tindakan/fungsi orang, binatang, benda.


A. Kompetensi Inti

















semangat belajar.



dan teman.

3.6 Mengidentifikasi fungsi sosial, struktur teks, dan unsur

kebahasaan teks interaksi transaksional lisan dan tulis yang

melibatkan tindakan memberi dan meminta informasi terkait dengan

tingkah laku/tindakan/fungsi orang, binatang, benda, sesuai dengan

konteks penggunaannya. (Perhatikan unsur kebahasaan kalimat

declarative, interogative, simple present tense).










Membuat tree branch diagram mengenai nama benda sesuai

dengan letak keberadaannya dengan tepat

Menentukan kosa kata yang tepat mengenai nama benda




Fungsi Sosial : Mendeskripsikan benda


Unsur Kebahasaan:





Topik

Nama-nama benda



2. Metode diskusi

3. Teknik Tree Branch Diagram


1. Media:

a. Power Point

b. Gambar-gambar benda

c. Tree Branch Diagram

2. Alat/bahan:

a. Laptop

b. Proyektor


a. Kementerian Pendidikan dan Kebudayaan. 2016. Bahasa Inggris, When

English rings the bell/ Kementrian Pendidikan dan Kebudayaan - Edisi

Revisi Jakarta.

b. Google Images

G. Langkah-langkah Kegiatan Pembelajaran


Waktu


(greeting)


didik



proses pembelajaran




dipelajari



yang akan dicapai

15

Inti Mengamati

Peserta didik mengamati gambar

nama-nama benda


nama-nama benda pada gambar


dari benda, sesuai dengan letak benda

tersebut berada

60

Guru menampilkan tree branch

diagram pada papan tulis

Peserta didik mengamati penjelasan

guru mengenai tree branch diagram

Menanya



pernyataan tentang nama-nama benda

Peserta didik bertanya tentang tree

branch diagram

Peserta didik bertanya tentang kosa

kata yang tepat tentang nama – nama

benda




yang ada didalam dialog percakapan

Peserta didik diberi tugas untuk

membuat tree branch diagram mereka

dan mengisi tentang nama-nama benda

yang sesuai dengan kata dasar

Mengasosiasi

Peserta didik membuat tree branch

diagram sesuai arahan guru

Peserta didik mengisinama-nama

benda secara individu

Peserta didik mencari terjemahan

nama-nama benda menggunakan

kamus

Peserta didik beserta guru meninjau

kembali hasil tugas mengenai nama-

nama benda dalam tree branch diagram





dilaksanakan



15

1. Evaluation


2. Assessment

Text Answer Score


Wrong answer 0

Students’ scores

Raw Score x 100

Maximum Score

Maximum score (20)

Appendix 3APPENDIX 3




Kelas/Smester : VIII/II ( dua ) Control Class


laku/ tindakan/fungsi orang, binatang, benda.


A. Kompetensi Inti

















semangat belajar.



dan teman.

3.6 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait dengan tingkah

laku/tindakan/fungsi orang, binatang, benda, sesuai dengan konteks

penggunaannya. (Perhatikan unsur kebahasaan kalimat declarative,

interogative, simple present tense).










Memasangkan nama pekerjaan dengan fungsinya dengan tepat

Menentukan kosa kata yang tepat mengenai nama pekerjaan

1. Materi Pembelajaran



Fungsi Sosial : Mendeskripsikan jenis pekerjaan


Unsur Kebahasaan:





Topik

Nama-nama pekerjaan

D. Metode/Teknik Pembelajaran


2. Metode diskusi

E. Media, alat dan sumber pelajaran

1. Media:

a. Power Point

b. Gambar-gambar jenis pekerjaan

2. Alat/bahan:

a. Laptop

b. Proyektor


a. Kementerian Pendidikan dan Kebudayaan. 2016. Bahasa

Inggris, When English rings the bell/ Kementrian Pendidikan

dan Kebudayaan - Edisi Revisi Jakarta.

b. Google Images

F. Langkah-langkah Kegiatan Pembelajaran


Waktu


(greeting)


didik



proses pembelajaran




dipelajari



yang akan dicapai

15

Inti Mengamati

Peserta didik mengamati gambar jenis

perkerjaan

Peserta didik mengidentifikasikan jenis

pekerjaan pada gambar

Peserta didik berdialog tentang fungsi dari

pekerjaan, sesuai dengan jenis pekerjaaan

Menanya

Guru meminta peserta didik menyebutkan

kembali pertanyaan dan pernyataan para

60

tokoh tentang pekerjaan dan tindakan

terkait

Peserta didik bertanya kosa kata yang

tepat tentang pekerjaan



mengidentifikasi unsur kebahasaan yang

ada didalam dialog percakapan


memasangkan jenis pekerjaan

dengan tugasnya

Peserta didik memasangkan jenis pekerjaan

dengan tugasnya

Guru membimbing peserta didik untuk

menanyakan pekerjaan orang tua (bapak

dan ibu) 5 orang teman sekelas

Mengasosiasi

Peserta didik bermain peran menanyakan

pekerjaan orang tua (bapak dan ibu) 5 orang

teman sekelas

Mengomunikasikan

Peserta didik mempresentasikan informasi

tentang pekerjaan orang tua (bapak dan

ibu) lima orang teman sekelas



15



dilaksanakan



1. Evaluation

Type of test: multiple choice test.

2. Assessment

Text Answer Score


Wrong answer 0

Students’ scores

Raw Score x 100

Maximum Score

Maximum score (20)





Kelas/Smester : VIII/II ( dua ) Control Class


laku/ tindakan/fungsi orang, binatang, benda.


A. Kompetensi Inti

















semangat belajar.



dan teman.

3.6 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan tulis yang melibatkan

tindakan memberi dan meminta informasi terkait dengan tingkah

laku/tindakan/fungsi orang, binatang, benda, sesuai dengan konteks

penggunaannya. (Perhatikan unsur kebahasaan kalimat declarative,

interogative, simple present tense).










Memasangkan nama benda dengan letaknya dengan tepat

Menentukan kosa kata yang tepat mengenai nama benda




Fungsi Sosial : Mendeskripsikan nama benda


Unsur Kebahasaan:


2. Penyebutan kata ganti orang ketiga

(pronoun): He, She.


4. Penggunaan Preposition of Place: In, On,

At

Topik

Nama-nama benda


a. Pendekatan saintifik (Scientific Approach)

b. Metode diskusi


1. Media:

a. Power Point

b. Gambar-gambar benda

2. Alat/bahan:

a. Laptop

b. Proyektor

G. Sumber Pembelajaran

Kementerian Pendidikan dan Kebudayaan. 2016. Bahasa Inggris, When

English rings the bell/ Kementrian Pendidikan dan Kebudayaan - Edisi

Revisi Jakarta.

Google Images

1. Langkah-langkah Kegiatan Pembelajaran


Waktu


(greeting)


didik



proses pembelajaran




dipelajari



yang akan dicapai

15

Inti Mengamati

Peserta didik mengamati gambar

benda


benda pada gambar


benda sesuai dengan letaknya

Menanya

60



pernyataan tentang nama benda,

fungsi, dan letak

Peserta didik bertanya kosa kata yang

tepat tentang nama benda




yang ada didalam materi


memasangkan nama benda dengan

letaknya

Mengasosiasi

Peserta didik memasangkan nama

beda dengan letaknya di papan tulis





dilaksanakan



15

2. Evaluation


3. Assessment

Text Answer Score


Wrong answer 0

Students’ scores

Raw Score x 100

Maximum Score

Maximum score (20)


Students’ Pre-test and Post-test Scores of Experimental Class

Students Pre-test Score Post-test Score

Student 1 75 85

Student 2 55 65

Student 3 80 95

Student 4 65 75

Student 5 70 85

Student 6 70 75

Student 7 60 70

Student 8 80 95

Student 9 60 65

Student 10 50 60

Student 11 75 85

Student 12 50 55

Student 13 60 70

Student 14 65 80

Student 15 50 55

Student 16 75 85

Student 17 75 85

Student 18 65 75

Student 19 70 85

Student 20 60 65

Student 21 75 85

Student 22 80 90

Student 23 75 80

Student 24 85 95

Student 25 70 85

Total 1695 1945

Mean 67.8 77.8


Students’ Pre-test and Post-test Scores of Control Class

Students Pre-test Score Post-test Score

Student 1 65 70

Student 2 60 60

Student 3 60 60

Student 4 70 75

Student 5 80 80

Student 6 75 80

Student 7 70 60

Student 8 75 75

Student 9 65 55

Student 10 50 50

Student 11 60 65

Student 12 75 70

Student 13 85 90

Student 14 80 75

Student 15 65 75

Student 16 60 70

Student 17 60 70

Student 18 85 85

Student 19 80 80

Student 20 85 90

Student 21 70 75

Student 22 60 60

Student 23 65 70

Student 24 60 55

Student 25 70 75

Total 1730 1770

Mean 69.2 70.8

the effect of tree branch diagram technique

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