IMPROVING STUDENT’S VOCABULARY THROUGH MIND MAPPING

A PROPOSAL

Submitted to the English Education Department of STKIP Garut as a Partial Fulfillment of the Requirements

as a sequence in writing a paper

ByGAELLIANI

08221061

ENGLISH EDUCATION DEPARTMENT SEKOLAH TINNGI KEGURUAN DAN ILMU PENDIDIKAN

(STKIP) GARUT2012

CHAPTER I

INTRODUCTION

1.1. Title

“Improving Student’s Vocabulary through Mind Mapping”

1.2. Background of The Study

In this modern era, people demand to have more than one language.

Language as a tool for communication takes an important role in our daily

activities. Without communication, we will be left behind. Communication in

foreign language is a bridge to get information, knowledge and culture.

Indonesia as a developing country has realized that English as an International

language is needed to be mastered by Indonesian people.

English is essential to be taught for the younger people, for this case;

students from the beginner up to the senior high school. In developing the

students’ ability in mastering English, it cannot be separated from vocabulary

mastery. Because it can be a measurement of students in comprehending

English.

In this research, the writer will discuss about teaching vocabulary

through mind mapping. These teaching methods are believed to make the

students easier in their study, and also can help students get communicative

competence. These methods that are mentioned above are supposed to be

suitable for teaching vocabulary.

Vocabulary as one of the vital elements of language is considered to be

the main focus in addition to the importance of sentence structures. According to

David Wilkins:

“Without grammar very little can be conveyed, without vocabulary nothing can

be conveyed”.

In this research, the writer will discuss these teaching methods for

teaching vocabulary that can be used by the teachers and can be increased

students vocabulary skill. In this case, the writer will conduct the research in

SDN PAKUWON 2.

1.3. The Reasons for Choosing the Topic

There are some resons why the writer choosen the topic. The reason are

revealed as follows:

1. Vocabulary is importance component in learning English.

2. Students find difficulty in learning English.

3. Poor of vocabulary, consequently, the students get difficulties in

comprehending both spoken and written English.

4. The teaching vocabulary by mind mapping is more effective and fun.

1.4. The Assumption

The writer will conduct this research based on assumption that learning

vocabulary with mind mapping vocabulary will facilitate students in comprehending

language.

1.5. The Scope and Limitation of the Study

In this research the writer tries to specify the study, which is focused on

teaching vocabulary through mind mapping.

1.6. The Problem Statement

The writer would like to state the problems, in following questions as

follows:

1. Do mind mapping helps students in their vocabulary skills?

2. Are there some advantages of teaching vocabulary with mind mapping?

1.7. Research Purpose

The research purpose can be stated as follows:

1. To find out the best techniques to make students creative, active, and

enjoyable in their study.

2. To find out the student’s achievment using mapping words technique.

1.8. The Significance of the Study

The writer may provide certain finding in teacher’s technique to

improve English vocabulary. The result of this study is expected to be

meaningful and can be used by language teacher in teaching vocabulary at

elementary school. The writer hopes this study can contribute to the teaching

and learning process, especially in teaching vocabulary.

1.9. The Research Methodology

Method of research is used experimental study using two groups, of

which one group is an experimental group (EG), which receives special

treatment, and the others is the control group (CG) which does not receives any

special treatment. According to Arikunto (1992:78):

“Eksperimental design yaitu jenis eksperimen yang sudah baik karena sudah

memenuhi persyaratan. Yang dimaksud dengan persyaratan dalam

eksperimen adalah adanya kelompok yang diberikan perlakuan dan kelmpok

pembandingan yang ikut mendapatkan pegamatan”.

1.10. The Instrument of The Study

Test

There are two kinds of test, which are used by the writer in the

instrument of him research. There are pre test and post test. Pre test is given to

both groups before treatment of using various methods applied. It is used to

find out the initial difference of students’ achievment of English vocabulary.

Meanwhile, post-test is given to both groups after appliying various methods.

Observation

By conducting observation, the writer wants to obtain description

about the teaching and learning process by using mind mapping in teaching

vocabulary.

1.11. Definitions of The Terminology

In order to avoid missunderstanding dealing with the use of

terminology in this researh, the writer thinks that it is necessary to explain each

terminology to be used, as follows:

a. Vocabulary:

According to Elfrieda H. Hiebert (2005;3):

“ Vocabulary is the knowledge of meanings of words”.

Vocabulary is the set of words within a language that are familiar to

that person.

(http://en.wikipedia.org/wiki/Vocabulary)

b. Mind Mapping:

Mind map is a graphical way to represent ideas and concepts.

(http://litemind.com/what-is-mind-mapping/)

Mind map adalah cara termudah untuk menempatkan informasi ke

dalam otak dan mengambil informasi ke luar dari otak. Mind map

adalah cara mencatan yang kreatif, efektif, dan secara harfiah akan

“memetakan” pikiran-pikiran kita (Tony Buzan, 2005;12)

1.12. Time Schedule

No ACTIVITY 2012

March April May June July August

1 Proposal Preparation

2 Seminar of Proposal

3 Preparation of Research

4 Data Collection

5 Data Processing

6 Data Analysis

7 Preparation of Research to the Paper

8 Comprehensive Session

9 Session of Thesis

9 Repairs

10 Binding

11 Authentication

BIBLIOGRAPY

Hiebert, Elfrida and Michael Kamil. 2005. Teaching and Learning Vocabulary. New

Jersey: Lawrence Erlbaum Associates.

Thombury, Scott. 2008. How to Teach Vocabulary. Malaysia: Pearson Education

Limited.

Buzan, Tony. 2006. Buku Pintar Mind Map, Jakarta: PT Gramedia Pustaka Utama.

J. Molinsky, Steven and Bill Bliss. Handbook of Vocabulary Teaching Strategies,

New Jersey: Prentice Hall Regents.

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

http://fajristainjusi.blogspot.com/2011/03/belajar-bahasa-inggris-dengan-mind-

map.html

http://www.4shared.com/get/KI4x-9Ez/The_Power_of_Mind_Mapping.html

http://www.4shared.com/office/aIOeNzBz/Mind_Mapping_and_Variants.htm

Arikunto. 1992. “Dasar-Dasar Evaluasi Pendidikan” , Jakarta: PT Gramedia

Pustaka Umum.