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IMPROVING VOCABULARY MASTERY THROUGH WORD TREE

BRANCH TECHNIQUE AT SEVENTH GRADE STUDENTS OF SMPN 1

BEBANDEM IN ACADEMIC YEAR 2012/2013

BY:

I GEDE G EKA SUTARSANA M

NPM: 09. 3491

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI UNIVERSITY

DENPASAR

2013

ii




THESIS

As Partial fulfilment of the requirements for the

Sarjana Pendidikan Degree in English Department

Faculty of Teaching and Education

Mahasaraswati Denpasar University

BY

I GEDE G EKA SUTARSANA M.

NPM: 09.8.03.51.31.2.5.3491

ENGLISH DEPARTMENT



DENPASAR

2013

iii

APPROVAL SHEET

1

This research proposal entitled” Improving Vocabulary Through Word

Tree Branch at Seventh Grade Students of SMPN 1 Bebandem In Academic Year

2012/2013” has been approved and accepted as partial Fulfilment for the Sarjana

Pendidikan Degree in English Department faculty of Teacher Training and

Education, Mahasaraswati Denpasar University..

Advisor I Advisor II

Dra. Ida Ayu Marthini. M. Hum I Ketut Wardana, S. Pd, M.Hum

NIP. 19531231 198703 2 001 NPK.82 7110 342

iv

APPROVAL SHEET

2

This thesis has been examined by the committee on oral examination on

Saturday, 15rd agustus 2013.

Chief Examiner

Dr.Drs. I Made Sukamerta, M. Pd

NIP: 19550507 198203 1 003

Examiner I Examiner II

Dra. Ida Ayu Marthini M.Hum I Ketut Wardana, S, Pd, M. Hum

NIP. 19531231 198703 2 001 NPK.82 7110 342

Approved by

Dean of the Faculty of Teaching Head of the English Department

Training and Education

Prof. Dr. Wayan Maba I Komang Budiartha, S. Pd

NIP. 19581231 198303 1 032 NIP. 82 8208 306

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ACKNOWLEDGEMENT

First of all, the researcher would like to begin his gratitude to the Almighty

God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing, since he is so

firmly confident that without His blessing, he could never accomplish the writing

of this thesis as a partial requirement for taking the final examination.

Second, he wishes to extend his deep and profound gratitude to his first

and second advisor, Dra. Ida Ayu Marthini, M. Hum and I Ketut Wardana, S. Pd,

M. Hum for their invaluable guidance and correction in the course of writing this

thesis, next, he also wishes to share out his sincere gratitude to Dean, Vice Dean

for Academic Affaires, and Vice Dean of the Faculty of Teacher Training and

Education of Mahasaraswati University for their permission, help and

encouragement to complete this thesis.

His special sincere gratitude futher goes to the Head of English

Department, Lectures and all staffs of the English Department, Faculty of Teacher

Training and Education of Mahasaraswati University Denpasar foor their

motivation and help in writing this thesis.

The researcher great thank goes to the head master of SMPN 1 Bebandem,

Karangasem, I Wayan sujana, S.Pd Who has given a change to conduct this

research in the school, under authority and also the English teacher of class VII F,

I Wayan Dastra, S.Pd, for his support. A special acknowledgement is also

forwarded to the seventh grade students of SMPN 1 Bebandem in Academic year

2012/2013 for their good cooperation and their participation since without their

help the data of the study could not be obtained.

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Furthermore, he greatly expresses his beloved thankful to his family and

familiar friends for their high spirit and pray in accomplishing scientific writing

and for their understanding.

The last, the writer realize that this thesis is certainly far from perfect

therefore any criticism, suggestion for development of this thesis are highly

appreciate.

Denpasar,

The researcher

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TABLE OF CONTENTS

COVER ........................................................................................................... … i

INSIDE COVER ............................................................................................. … ii

APPROVAL SHEET 1 ................................................................................... … iii

APPROVAL SHEET 2 ................................................................................... … iv

ACKNOWLEDGEMENT .............................................................................. … v

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

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

LIST OF GRAPH ................................................................................................. xi

ABSTRACT .................................................................................................... … xii

CHAPTER I INTRODUCTION

1.1 Background of Study ……………………………………... 1

1.2 Statement of Research Question …………………………. 3

1.3 Purpose of the Study …………………………………….... 4

1.4 Limitation of Study ……………………………………….. 4

1.5 Significance of the Study ………………………………..... 4

1.6 Assumptions ………………………………………………. 5

1.7 Hypothesis ………………………………………………… 6

1.8 Definition of Key Term …………………………………… 6

1.9 Theoretical Frameworks ………………………………….. 7

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Theory of Vocabulary ……………………………….. 8

2.2 Kinds of Vocabulary ……………………………………... 11

2.2.1 Noun ……………………………………………… 11

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2.2.2 Pronoun …………………………………………... 12

2.2.3 Verb ………………………………………………. 13

2.2.4 Adjective …………………………………………. 14

2.3 Ways of Improving Vocabulary ………………………….. 14

2.3.1 Focus on Vocabulary ……………………………. 15

2.3.2 Offer variety ……………………………………... 16

2.3.3 Lesson for the classroom ………………………… 16

2.3.4 Repeat and Recycle ……………………………… 17

2.3.5 Provide Opportunities to Organize Vocabulary … 18

2.3.6 Make Vocabulary Learning Personal …………… 18

2.3.7 Use Strategy in Vocabulary Class ………………. 18

2.3.8 Helping Students Become Independent Learners

In and out class …………………………………... 19

2.3.9 Vocabulary Notebook …………………………… 19

2.4 Teaching Vocabulary through Word Tree Branch …….... 20

2.5 Vocabulary Assessment ………………………………… 21

CHAPTER III RESEARCH METHOD

3.1 Subject of the Study …………………………………….. 24

3.2 Research Design …………………………………………. 24

3.2.1 Initial Reflection ………………………………… 26

3.2.2 Planning …………………………………………. 27

3.2.3 Action ……………………………………………. 28

3.2.4 Obsevation ………………………………………. 30

3.2.5 Reflection ………………………………………… 30

3.2.6 Revision Planning ………………………………… 31

3.3 Research Instrument ……………………………………… 31

3.4 Data Collection …………………………………………… 33

3.5 Data Analysis ……………………………………………. 34

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CHAPTER IV REPRESENTATION OF THE FINDING

4.1 Data ………………………………………………………. 36

4.2 Data Analysis …………………………………………….. 39

4.3 Discussion of The Findings ……………………………… 44

CHAPTER V CONCLUTION AND SUGGESTION

5.1 Conclusion ……………………………………………….. 47

5.2 Suggestions ………………………………………………. 48

REFERENCES

APPENDICES

x

LIST OF TABLES

Table 1 Tabulation of Date Showing the Subjects Progressing

Scores In Improving Vocabulary …………………………. 36

Table 2 Tabulation of Date Showing the subjects Changing

Attitudes and Motivation in learning Vocabulary through

Word Tree Branch Technique …...………………………… 38

Table 3 Tabulation of the data showing the Frequency Distribution

of Pre test (IR) and Post Test Scores in Learning

Vocabulary through Word Tree Branch …………………… 39

Table 4 Summary of the Research Finding Showing the Mean of

Each Session and Grand Mean for cycle I and cycle II ……. 41

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LIST OF GRAPHS

Graph 1 Graphic depicting the subjects Progressing Mastery in

Learning vocabulary through Word Tree Branch

Technique…………………………………………………… 42

Graph 2 Graphic depicting the subjects Progressing Mastery in

Learning vocabulary through Word Tree Branch

Technique …………………………………………………... 42

Graph 3 Graphic Depicting the Subjects’ Progressing Ability in

Vocabulary Study through Word Tree Branch Technique

in Cycle I and cycle II. ……………………………………… 43

Graph 4 Graph Showing the Subjects’ Changing Motivation

attitudest in Learning Vocabulary Through Word

Tree Branch Technique ……………………………………... 44

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ABSTRACT

G Eka Sutarsana M, I Gede. 2013. Improving Vocabulary Mastery Through

Word Tree Branch at Seventh Grade Students of SMPN 1 Bebandem in

Academic Year 2012/2013. First Advisor : Dra. Ida Ayu Marthini, M.

Hum, and Second Advisor : I Ketut Wardana, S. Pd, M.Hum

The present classroom action study dealt with improving students vocabulary

through word tree branch of the seventh grade students of SMPN 1 Bebandem in

academic year 2012/2013. The objective of the study was to improve the students

achievement in vocabulary in term of understanding the meaning of unfamiliar

words. The present classroom action investigation was basically triggerd by the fact

that the subjects under study still faced problem in vocabulary. This study made use

of pre-test and post-test research design with successive session. The present

classroom action study started with administering initial reflection to the subject

under study. The result of the IR clearly showed that the pre-existing vocabulary of

the subject was low with the mean score 41.1. The result of the data analysis of the

the reflection scores for cycle I figure out the increasing mean figures of 48.3 and

56.8 for S1 and S2. The result of the data analysis of the reflection scores for cycle II

clearly figured out the increasing mean figures of 66.5 and 76.0 for S3 and S4

respectively. The grand mean figures cycle I and cycle II show the figure 52.5 and

71.2. These findings clearly showed that improving the students vocabulary through

word tree branch was effective enough in helping the seventh grade students of

SMPN 1 Bebandem to increase their vocabulary in English. The mean figure of the

IR was very lower than the corresponding mean figures obtained for each session. the

significant difference further suggested that cycle II was more effective than cycle I.

The result of the analysis of the questionnaire scored showed the comparative

percentage figures of 69.10%, 27.79%, 2.92% and 0% for the items of the

questionnaires showing the total responses given for options: A, B, C, and D

respectively. The resulted comparative percentage figures clearly showed the subjects

attitudes and motivation in learning and exercising vocabulary through Word Tree

Branch changed positively.

1

CHAPTER I

INTRODUCTION

1.1 Background of Study

Language is considered as a system of communication in expressing ideas,

emotional, and desire. It has an important role in daily life. We use language both

in oral or written language. There are so many languages in the world but it is

hard to mastere them all. So if we would like to communicate with other people

who has different language with us, we can use one of the languages that

considered as an international language.

English is international language. Learning English as an international

language is very important for many people in the world where they can widen

their relations with them who come from different national language background.

We can understand cultures, customs, and development of the other countries, if

we can communicate with each others very well using English. As an

international language, it is used in many fields of scientific study such as

economic, politics, technology, etc.

Due to the rapid development of science and technology, then the mastery

of English is compulsory, even for students. Since that, in Indonesia English is the

first foreign language should be taught at schools. The students are expected to be

able communicate in English both oral and written. In the end of study, students

are expected to possess listening, speaking, reading, a simple writing skills and

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the other components’ such as grammar or structure, spelling, pronunciation and

vocabulary.

Vocabulary is an aspect language that has been taught by the teacher in the

teaching English as a second language or foreign language. Harmer (2007: 23 )

emphasizes that for many years vocabulary is seen supplementary to the main

purpose of language teaching, namely the acquisition of grammatical knowledge

about language. Teaching vocabulary is important because it is as a basic

communication. If learners do not recognize the meaning of the words they will

be unable to participate the conversation, to though they know the morphology

and syntax. So students firstly should master a large number of vocabularies,

without having this , they can’t express them selves clearly and effectively.

Rupley 1998:99 state that Vocabulary knowledge is important because it

encompases all the words we must know to access our background knowledge,

express our ideas and communicate effectively and learn about new concepts.

Unfortunately in teaching learning process in SMPN 1 Bebandem students

find a lot of problems in vocabulary. The weakness can influence their language

skill. The evidence can be seen of students learning outcomes below the minimum

completeness scores, it cause teachers are still using methods that not based on

students orientation. This is often caused by a weakness, a lack of student interest

in learning English with teaching methods in teaching English especially

vocabulary and opinion less relevant English teacher who see a small role in

language teaching vocabulary study. In line of that, teachers need to choose

3

appropriate technique of teaching English to develop the students vocabulary

especially for the young learner.

From the reality above, there must be a way to change the learning

behavior by applying an attractive technique which is called Word tree branch.

Word tree branch tehnique means a technique in which a new word is associated

with familiar word. Using word association here means there are some words or

vocabulary has close meaning or related each other. Vocabulary word teaching

technique creates a good atmosphere which leads the students image that learning

is fun and happy and also learning is not something make students stress, bore or

even hate English.

Therefore, in accordance with the fact above, the researcher is highly

motivated to find out the vocabulary word tree branch technique in improving the

seventh grade students English vocabulary mastery in SMPN 1 Bebandem. By

conducting this technique to the students the researcher expecting the students

vocabulary mastery can improved.

1.2 Statement of Research Question

Considering the background of the study. Students have crucial problem in

vocabulary and it needs changing by applying the writer is the expected to find

out an appropriate technique that can be used to make students more interested in

learning vocabulary. It also motivates students to study English well and to get

success in process teaching learning, so they can not get bored. So the research

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question can be formulated as follows : can vocabulary of the seventh grade

students of SMPN 1 Bebandem be improved through word tree branch technique?

1.3 Purpose of the Study

In relation to what has been described in the background above, in that

case the purpose of the study is to answer the research question that has been

previously formulated and determined. Therefore, the present study is intended to

improve the students vocabulary mastery through word tree branch tehnique of

seventh grade students of SMPN 1 Bebandem in academic year 2012/2013.

1.4 Limitation of Study

The discussion of vocabulary is too broad and complex to be covered in

single study so some variable must be limited. This study is limited to seventh

grade students of SMPN 1 Bebandem in academic year 2012/2013 and focused on

the application of vocabulary word tree branch technique to inprove the students

vocabulary.

1.5 Significance of the Study

The result of the study are expected to give useful contribution both

theoretically and practically to SMPN 1 Bebandem as follows:

a. Theoretically, the findings of the study are expected to give positive input to

both the English teacher and students. For the teachers, it is suggested certain

5

method which is effective for improving the student’s vocabulary. For the

students is directly intended to improve their vocabulary in recalling the

meaning of words or phrase of English.

b. Practically, the result of this study is expected to give feedback to English

language teachers especially those who teach at SMPN 1 Bebandem. For the

students are expected to use the word tree branch technique for improving their

ability in mastering vocabulary in daily life.

1.6 Assumptions

There are some variables that relate and have effects to this research.

Because of the limitation of time, finance and investigator’s ability, not all

variables can be controlled. The researcher is only concerned with the variables as

stated on the research question. The research thinks it is necessary to assume the

following things:

a. The seventh grade students of SMPN 1 Bebandem are assumed to have the

same motivation in learning English.

b. The seventh grade students of SMPN 1 Bebandem are assumed to have

same ability in learning English.

c. The English teacher of SMPN 1 Bebandem have been qualified enough in

English teaching.

1.7 Hypothesis

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On attempting to give a tentative solution to the problem, the hypothesis

will be stated as the following: the teaching vocabulary mastery can be improve

through Word tree branch at seventh grade students of SMPN 1 Bebandem

Bebandem in academic year 2012/2013.

1.8 Definition of Key Term

To give clear understanding of term used in this study, it is important to

define operationally the following terms, they are defined as follows:

1. Vocabulary

Vocabulary is a list of words and often phrases, usually arranged

alphabetically and defined or translated, lexicon and glossary (Farlex

2005: 1).

2. Word Tree Branch

Word tree branch is one of techniques for increasing vocabulary, we can

make one key word to be developed for other vocabularies.

3. SMP N 1 Bebandem

SMP N 1 Bebandem is a vocational school where the present study is

conducted. It is located in Telaga Tista street desa Jungutan Bebandem

Amlapura where the present research is conducted

1.9 Theoretical Frameworks

A systematic of research is expected practical significance and should be

conducted in the basis of the relevant theoretical constructs and empirical

7

evidences. The investigation is based on theoretical frameworks that include :

theory of vocabulary, kind of vocabulary, ways of improving vocabulary, teaching

vocabulary through word tree branch technique and vocabulary assessment. The

above headings were discussed in chapter II.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, there are some relevant theoretical and empirical reviews

to the present study from many related literature to support this research. The

description of the points include the theory of vocabulary, kinds of vocabulary,

ways of improving vocabulary, teaching vocabulary through word tree branch,

and vocabulary assessment.

2.1 The Theory of Vocabulary

On of the best ways to build a strong vocabulary is trough key word and

linking the other words base on key word. Student should master appropriate

vocabulary. Some definitions of vocabulary are given by different writers are

presented as follows :

According to Hiebert (2005 : 3) states vocabulary is the knowledge of

meanings of words. What complicates this definition is the fact that word comes

at least two form : oral and print. Knowledge of words also comes in least two

form , receptive that which we can understand or recognize and productive the

vocabulary we use when we write and speak. Renandya & Richard (2002:255)

also state vocabulary is a core component of language proficiency and provide

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

need to know words, their meanings, how they are spelt and how they are

9

pronounced. By mastering vocabulary, it will help the students to communicate

succesfully easily both of written and oral.

Hornby (2005:1707) defines vocabulary into four definitions. First,

vocabulary is all the words that a person knows or uses. Second, vocabulary is all

the words in a particular language. Third, vocabulary is the words that people use

when they are talking about a particular subject. Fourth, vocabulary is a list of

words with their meanings, especially in a book for learning a foreign language.

Folse (2008:12) states that definition of vocabulary is single of word, a set

of phrase, a variable of phrase, a phrasal verb, or an idiom. Read (2009:1) adds

that vocabulary is the basic building blocks of language, the units of meaning

from which larger structures such as sentences, paragraphs and whole texts are

formed. For native speakers, although the most rapid growth occurs in childhood,

vocabulary knowledge continues to develop naturally in adult life in response to

new experiences, inventions, concepts, social trends and opportunities for

learning. For learners, on the other hand, acquisition of vocabulary is typically a

more conscious and demanding process. Thus, from various points of view,

vocabulary can be seen as a priority area in language learning.

Cameron (2008:73) who states that vocabulary development is about

learning words, but it is about much than that. Vocabulary developments is also

about learning more about those words, and about learning formulate phrases or

chunk, finding words inside them, and learning even more about those words. It

means that vocabulary not only learning the meaning the words it self but also

implies how that the word fits into the world. To develop vocabulary

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intentionally, students should be taught specific words complete with the words

meaning in creating relationship among words because the word is a key unit in

building up their skills and knowledge. In addition by mastering vocabulary, it

will help the students to communicative successfully and easily both in oral and

written form.

McCarthy O’Dell (2008:8) say that one very important aspect of

learning vocabulary is to organize the words and expressions you meet; this will

help you remember them better. Nation (2001:9) adds that studies of native

speakers’ vocabulary to suggest that second language learners need to know very

large number of words. This is because studies of native speakers’ vocabulary

growth see all words as being of equal value to the learner.

Richard and Jo Anne (2005 : 266 ) state vocabulary is as unique to

content area as a fingersprints are to a human being. A content area

distinguishable by its language, particulary the technical terms that lable the

concepts undergirding the subject matter teachers know they must do something

with the language of their content areas, but they often reduce instruction to

routines that direct students to look up define, memorize and use content-specific

words in sentences. In developing vocabulary we need three steps there are

experiences, concepts, and words. Word are lables for concepts. A single

concept,however, represents much more than the meaning of a single word. It

may take a thousand of words to explain a concept.

Based of the description above, the study use theory of vocabulary which

is proposed by Richard and Jo Anne (2005 :266) who state that in vocabulary we

11

need three steps there are experiences, concepts, and words. Word are lables for

concepts. A single concept,however, represents much more than the meaning of a

single word. It may take a thousand of words to explain a concept.

2.2 Kinds of Vocabulary

Folse(2008:14) the part of speech of unknown word can present problems.

He divides into four basic parts of speech: noun, verb, adjective, and adverb. Each

of this group vocabulary will be discussed in the following :

2.2.1 Noun

Noun is a word to name something or person, a place, a things or an idea.

Noun can be classified into three part those are :

a. Common noun

Common noun is the nouns that shows the names of thing, animal,

and all things we can see or touch for instance. For example : chair,

table,book, etc.

b. Proper Noun

They refer to the name of particular things, persons, or place, and

proper nouns start with a capital letter : Jakarta ( a city ),Indonesia

(a name of country ), John (a name of person ), Fast and furious ( a

movie).

12

c. Concrete Noun

They are things that can be differentiate with our five senses. We

can see it, hear it, taste it and touch it : noisy, bitter,smoke, and etc.

d. Abstract Noun

They are also known as noun that show our feeling or a quality and

we could not be perceived by the senses : confuse,

beauty,happiness, love, dream and etc.

e. Collective Nouns

They are used to describe a group of objects or things or people.

For example, a herd of cows, a colony of ants, a school of fish, a

flock of seagulls, a pack of rats.

2.2.2 Pronoun

Pronoun are the words we use to replace the noun when we want to

refer to people or things without continually repeating their names. It is

divided into some tpyes as follow:

1. Subject pronouns; are the pronouns which function as subjects in the

sentences, namely; I, You, They, We, She, He and It

2. Object pronoun; are the pronouns which function as objects in the

sentences, such as; me, you, them, us, her, him and it.

3. Possessive pronoun; are the pronouns that show possession , namely: my,

your, their, our, his, her and Its.

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4. Reflexive pronouns; are the pronouns that refers to another noun or

pronoun in the sentence. They are also show reflection of the pronouns

themselves, such as: myself, yourself themselves, herself, etc.

2.2.3 Verb

William (2005:70) states verbs are the words we use to signify an action or

a stage of being. They make up the head of the predicate and are interesting in

large part because they convey so much information in sentences. For example,

actions can occur in the past, present, or future, and verb commonly change in

relation to the time in action occured. Sargeant (2007:52) most verbs describe

actions, so they are called action verbs. Action verb tell what people or things are

doing. There are several kinds of verb such as: transitive verb is a verb that does

not needs an object and intransitive verb is a verb that does not need an object.

Verb is often defined as a word which shows action or state of being. The verb is

the heart of the sentences. Recognizing the verb is often the most important step

on understanding the meaning of sentence.

Verb generally express an action, events, process activities, ect. Competed

sentence must contain at least one verb. For example: run, walk, talk, drive, sing,

write, ect. Verb is word describe a state of being. Verb is important, because there

is no way to have a sentence without them.

14

2.2.4 Adjective

Seaton (2007:52) states adjective is often defined as a word which

describes or gives more information about noun or pronoun. Adjective can be

devide into three types based on their meaning they are:

1. Proper adjectives; they describes a person or things with a certain name

such as Indonesian, Turkish, English and etc.

2. Quantitative Adjectives; they describes quantity of things (how much) for

example; much, little, some, any , enough. Etc

3. Descriptive adjectives; are adjectives that describes the condition of

things, such as: big, near, clever, beautiful, tall, etc.

2.3 Ways of Improving Vocabulary

Method is used by the teacher to approach the subject to the students. It is

tool which is used to motivate that students encouragement. It can help the

students to learn something. It concerns with action, which is conducted to make

the students ability better. In this action is taken to improve the students

vocabulary ability. In the classroom the taecher always tries the good method to

motivate the students encouragement in mastering the subject. There any many

method and questions that must be answered and prepared before the teacher

came into the classroom to teach vocabulary.

15

The function of vocabulary is only to support their four language skill

namely: listening, speaking,, reading, and also writing but existence of vocabulary

mastery is very crucial in learning English as foreign language, vocabulary as one

aspect of foreign language components is deemed to the big problem. If learners

have insuffidient stock of vocabulary, they will face problems in expressing their

ideas, felling and opinion, and also they will no be able to grasp any expression

addressed to them.

2.3.1 Focusing on Vocabulary

McCarten (2007 : 20 ) states that give vocabulary a high profile in the

syllabus and the classroom, so that students can see its importance and

understand that learning a language is not just about learning grammar. It might

be worth teaching students an easier formulation of view that “ without grammar

very little can be conveyed, without vocabulary nothing can be conveyed.”

McCarten also states one of the first vocabulary learning strategies for any

classroom is how to ask for words you do not understand are useful to teach at the

basic levels as student’s progress.

An important vocabulary acquisition strategy which Nation (2001) call’s

“noticing”is seeing a word as something to be learned. In this view, knowing what

to learn is a necessary prerequisite to learning. Teacher can help learners get into

the habit of noticing by making clear in classroom anstruction and homework

assignments : which items should be learned,what each item is (a single word, a

16

phrase,a collocation etc) and for what purpose ( active use or passive recognition

). Material can help teachers in this the following ways :

Providing clearly marked vocabulary lessons

Making target vocabulary set stand out icluding focused practice and

regular review

Giving list of vocabulary to be learned for the lesson.

Structured vocabulary notebook exercise which are designed to make students

focus pn particular vocabulary set or feature are a good way of developing this

noticing strategy.

2.3.2 Offer variety

A number of principles for developing successful materials. He suggests

that this can be done with unusual and appealing content, attractive presentations

and variety. Teacher can use different ways to to including picture,sound, and

different text types with which standents, attractive presentations, and variety.

2.3.3 Lesson for the classroom

Lessons in the classroom can be identified : for example: stories,

conversations, web pages, questionnaires, news report, ect. In each of this

contexts, topics, should be relevant to the students interest. Similary, practice

activities should vary and engage students at different levels. These should range

from simple listen and repeat type of practice through controlled practice to

opportunities to use the vocabulary in meaningful, personalized ways. Offering

17

variety also means catering to different learning styles and some students may use

different learning styles for sifferent types of language or in different learning

situations.

2.3.4 Repeat and Recycle

Learning vocabulary is largely about remembering, and students generally

need to see, say, and write newly learned words many times before they can be

said to have learned them. Some researchers have suggested various numbers of

encounters with a word for learning to take place, ranging from five to up twenty.

Some suggest that an impressive amount of learning can take place when students

learn list of paired items ( English word and translation equivalent ); other suggest

that this method of learning does not aid deeper understanding of the words or

help develop fluency.

However, most agree that repetition is an important aid to learning and

that having to actively recall or” retrieve” a word is more effective way of

learning than simple exposure or just seeing a word. Researchers also agree that

repeating words aloud help the students remember words betterthan repeating

them silently. Another area of research is how long students can remember words

after first learning them, and again researchers agree that forgetting slows down

afterward. The implications for the vocabulary classroom are self-evident. Review

vocabulary as often as possible in activities that have students actively recall

words and produce them rather than merely see or hear them.

18

2.3.5 Providing Opportunities to Organize Vocabulary

Organizing vocabulary in meaningful ways makes it easier to learn

textbooks often present new vocabulary in thematic sets as an aid to memory,but

there are other types of organization and these can be described under there broad

headings; real-word groups, languange-besed groups,and personalized groups.

2.3.6 Making Vocabulary Learning Personal

Related to the point above, material should provide opportunities for

student to use the vocabulary meaningfully, to say and write true thing about

themselves and their lives. Sudents should be encouraged to add vocabulary they

want to learn,too. If the experience of learning is also enjoyable, so much better.

One note of caution is that personalization may be more appropriate for some

students than others. In a large study of vocabulary learning trategies used by

students at different ages,reports that younger (senior high school) students found

that personalization was less helpful to them than the order students in university

and adult classes.

2.3.7 Using Strategy in Vocabulary Class

Since the classroom may be the main or only place that students hear or

use English, it is important to include in lessons the strategic vocabulary. As it

make up so much of spoken vocabulary, if the text book, does not include this as

part of the syllabus or contain presentation and practice activities. It will be up the

teacher as the most experience user of English to find ways to inroduce this style

of vocabulary in class.it might be useful here to look at the different types of talk.

19

2.3.8 Helping Students Become Independent Learners in and out class

A lot of vocabularies learning research point to the relative success or

learners,who are independent, devote time to self-study, use a variety of learning

strategies, and keep good learners seem to be those who initiate their own

learning, selectively attend to words of their own choice, studiously try to

remember these words and seek opportunities to use them. We can help students

be better learners and acquired good learning habits by setting structure learning

tasks that can be done out of class. These might include helping students construct

a vocabulary notebook, using resources such as dictionaries and the internet, and

finding opportunities to use English.

2.3.9 Vocabulary Notebook

Materials that give space to personal learning log, like vocabulary

notebooks, encourage students to continue learning outside of class. Although

learning logs are often recommended to be in loose-leaf folders or on cards and

separate from textbook, the course book can play a valuable role by offering

guidance in the form of different types of note-taking skill and learning tips, as

well as providing organizing tool such as templates, girds,and chart. Very often

student’s own vocabulary note-taking consist only of writing translations of single

word in lists, but it can be much more varied than this, including labeling pictures

and diagrams,completing charts and word webs, writing true sentences, creating

short dialogues and knowing which word frequently go together.

20

2.4 Teaching Vocabulary through Word Tree Branch

Wiliams Hannam (2009:7) state that there are many ways to help

children and it is important to use a variety of methods or technique and make it

fun. Word tree branch method is a method of development of the words, which in

one word we could be find the others words that related with that keyword. this

can facilitate remembering vocabulary. It is helpful tool in or remembering a word

with something familiar, for example “white board” it can be associated with

“classroom” , ”chair” , “table”etc. in this technique we only need to give one

keyword and keyword were developed by looking for words related to that

keyword. indirectly this method will make students become more creative look for

vocabulary related to these keywords and find the meaning of each words.

In Teaching Vocabulary, Tomkins and Blanchfield suggest an activity that

provides a visual display of word analysis. Word trees are a visual method for

displaying research of derivational word study. Tomkins and Blanchfield suggest

that you divide your class into groups with each group assigned a root to study.

Each group brainstorms words derived from the root by consulting a dictionary

and joining suffixes and prefixes to find new words. The groups then write their

found words along with brief definitions for each using the meaning of the root in

your definitions. Then they draw an outline of a tree and write the root at the base

of the tree and each new word and its definition on individual branches.

Cameron (2008:87) states memorising activities are needed at the point of

learning new words for the first time, and at regular intervals to recycle

21

vocabulary so that it stays active and ready to use. Furthermore, vocabulary

memorising activities can make central use of the idea of networks of meaning.

2.5 Vocabulary Assessment

when do the necessary testing of teaching so that we can determine the

extent of our success in teaching. teaching and testing are related to one

another.Good testing is determines good in teching.without testing there is no

reliable means of knowing how effective a teaching sequence has been.

According to Cameron (2001:222) assessment is concerned with pupils’ learning

or performance, and thus provides one type of information that might be used in

evaluation. Furthermore, assesment in children’s language learning as part of their

early experience, can influence whether or not pupils choose to continue learning

the foreign language whether they lost interest and motivation. Because assesment

potentially has such a powerful washback effect on children’s lives, issues of

fairnes must be taken seriously.

Brown (2004:4) states that assessment is an ongoing process that

encompasses a much wider domain. By giving a test at the end of teaching

learning process, the teacher will know the ability of their student. A good

teacher never ceases to assess students, whether those assessments are incidental

or intended.

Westwood (2008:72) states the main function of assesment are firstly to

enable a teacher to evaluate the effectiveness of the teaching program and then to

make any necessary modifications to method of delivery, learning activities or

22

resources; secondly to identify any students who are having difficulties mastering

the course content, and thus need additional help; third to provide information if a

student is to be transferred to another school or referred for special education;

fourth to be accountable to parents by providing them with evidence of their

child’s learning; and then to be accountable to government education authorities

by providing hard evidence of achievement levels in school.

In this learning process, assessment is used to measure student’s

achievement toward the material that has been taught and how far the students

grasp the material during teaching and learning process. Furthermore,in this

present study,assessment was administered or ordinary way bay giving them test.

It aims at monitoring the student’s progress toward their achievement in

vocabulary mastery which is taught through keyword method. The test is

administering on every section along investigation. According to Cameron (2001 :

222 ) There are many ways to get assessment. One of them is through test. Testing

is a particular form of assessment, that concerned with measuring learning

through performance. Testing provides a form of feedback, both for learners and

teachers. Moreover, testing has a useful backwash effect.Thornbury (2002:142)

states a good test should have a positive backwash effect, e.g, they encourage

good learning strategies. Then, testing is one way of assessing learning

outcomes.In other word, testing is the result of learning.

There are a lot of tests, one of the most famous is multiple choices who

will be used to assess of students’ knowledge in vocabulary. Thornbury

(2002:132) explainsmultiple choice is a popular way of testingin that they are easy

23

to score and they are easy todesign. Moreover, the multiple choice format can be

used with isolated word, word in sentence, context, or words in whole texts. On

the negative side, multiple choice test have been criticised because, first learners

may choose the answer by a process of elimination, which hardly constitutes

“knowing” the right answer, second depending on the number of possible answer,

there is a one-in-three chance of getting the answer right, third they test

recognition only-not the ability to produce the word, and they are not as easy to

design as might appear. The question can be in form of the nearest meaning of a

word or fill in the blank based on the best answer.

Testing of the student’s vocabulary at his or her disposal must also be

measured. Test of vocabulary should be ungrammatical structure with the students

may find difficult to be comprehended. The test is multiple choice test and essay

test. There are pre test and post test. There are twenty items of multiple choices by

crossing A, B, C or D and five items essay test.

24

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subject of this study were the seventh grade students of SMP N 1

Bebandem in academic year 2012/2013. The selection was conducted on the basic

or preminary observation, which showed that they had low vocabulary

understanding. The number of subject are 30 students which consisted of 17 males

and 13 females students.

3.2 Research Design

The design of classroom action research design. According to Kemmis and

Mc Taggart (1998: 35 ), an action research is a cyclic proccess of planning,

action,observation, and reflection. Those will be described as follows:In planning,

the researcher is supposed to plan all the things required successful research. The

planning should be flexible and future oriented. To carry out the planning, an

action research needs to be conducted in line to the planning. However, the action

does not need to be absolutely guide by the planning in the sense that an action

could be differently duided by the planning in the sense that an action could be

differently done with similar conceptual thinking in dealing with a problem being

encountered in real practice. Besides, an observation also needs to be carried out

in order to record the effect of the action. The result of the observation could be

25

further applied in conducting a reflection. Finnaly, reflection is also being

developed. This is intended to be used to analyze the action on the basic of the

result of the observation. In addition, it is through the reflection that the researcher

should decide whether to continue or stop the study.

(Kemmis and Taggrat in Denzin and Y. Lincoln, 2000:595) state that the

research design is this described as follows:

From diagram above, it could be seen that the present study that use a

classroom action research was concerned by using two kind of test, they were,

initial reflection, or pre-test and reflection or post-test. Initial reflection (IR) was

proposed to evaluate the pre-existing student’s vocabulary mastery while

reflection (R) was provided at the end of each session, was meant to reveal the

expected increase in the students vocabulary mastery after they had be taught

through word tree branch technique. In this study, teaching and learning

proccesses were devided into two cycle where each cycles consisted of four

sessions. Each session consisted of four interconnected activities : (P) Planning,

(A) Action, (O) Observation, (R) Reflection.

Initial Reflection

Cycle 1 Planning 1 Action 1 Observation 1 Reflection 1

Reflection II Observation II Action II Revised Planning Cycle II

26

In the end of cycle 1, it showed the result of the students achievement test

and the involvement of the students ability until the students were able gain

English vocabulary according to the subject that might study in the class. The

mean score of the IR was compared to the corresponding mean scores of R was

administered at the end of each session for establishing the degree of the

increasing of the students vocabulary mastery. The result of the reflection or post

test in the cycle I were used as valuable input and a basis by revised planning (RP)

was anticipated to be much more effectiveness of teaching vocabulary through

word tree branch technique were figured out through comparing the mean scores

of the IR (Xo) obtain by the subject under study with their corresponding mean

scores of the reflections or post test both in cycle I (XI) and Cycle II (XII).

3.2.1 Initial Reflection

In the cycle 1, initial reflection was the first step. It was in the form of pre-

test to know the pre-existing vocabulary ability of the subjects under study. The

mean scores of the reflection was compared with the corresponding mean scores

of the reflection was administered in the end of each session for the sake of

establishing the degree of improvement in English vocabulary of the subjects. The

pre test was carried out as follows :

1. Distributing the test to the students

2. Asking them to observe the test and asking about the things related to the

test that they donot understand.

3. Collecting the students answer

4. Evaluating the students work

27

3.2.2 Planning

Before the present classroom research could be successfully carried out,

the researcher had to prepare instructionsl planning for all the sessions. In order to

achieve the objective of the classroom action research, the researcher planned the

research planning. The instructional do the activities by doing following things:

1. Determining the subject of the study, that was, at the beginning the

researcher carried out preliminary study at SMPN 1 Bebandem. In this

preminary study the researcher asked some questions to English teacher

there about the difficulties faced by the students in studying English

vocabulary. This was actually intended to meet on of the procedures in

making a scientific study.

2. Seeking and preparing a series of teaching material which could be

appropriately used in teaching vocabulary that could solve the problem

faced by the students of seventh grade of SMPN 1 Bebandem.

3. Preparing initial reflection (IR) in vocabulary. The IR in vocabulary test

for the subjects under study was chiefly intended to measure the real pre-

existing vocabulary mastery.

4. Designing lesson plans or setting up teachers scenario of the present

classroom action study. The researcher designed and planned four lesson

plans or teaching scenarios because he designed two cycle with four

sessions. The topics were adopted from the current vocabulary school.

Teaching syllabus and Integrated Course Material. In line with the time

28

schedule, each session or meeting was planned to last for about 90 minutes

respectively.

5. Constructing reflection of post-test at the end of each session.

6. The next activities would be constructing questionnaires to the subjects

under study. The administering of questionnaires was actually to measure

quantitatively tha changing behaviors of the subjects in improving

vocabulary through vocabulary word tree branch.

3.2.3 Action

Performing the previous lesson plans or teaching scenarios was the main

activity in this classroom action study. In line of the objective of the study, actions

or classroom activities referred to what the researcher really did in the classroom

setting during the processes of teaching vocabulary through vocabulary word tree

branch technique. He attempted to manage and conduct the previously planned

classroom activities in the teachers scenario, so that the objective of the teaching

vocabulary for each session would be most effectively and efficiently achieved.

What the researcher did successively in every classroom session was principally

based on three-phases techniques. Thus, the classroom activities were classified

into three main parts, those were : pre-activity, whilst-activity, and post-activity,

which were briefly elaborated on as follow :

1. Pre-activity

The researcher tried to brain stroms the classroom situation by giving

some question to build up the students interest and motivation. In pre-

activities, the researcher arouse the students prior knowledge in order that

29

the subject under the study could concern their mind to the topic that was

discussed in the classroom. This activity lasted about 20 minutes for each

session.

2. Whilst-activity

In whilst-activity the researcher drew a diagram on the board which the

word tree branch was already put in the middle circle. The researcher got

each student to copy it onto paper, in which the students were assigned to

write new words in students own language which related to the key word

in the middle circle of the vocabulary key. The students got a lot of words

in their own language then they translated them into English the students

discussed the translation with their friends or used English dictionary

while some of them asked the researcher. In this activity the students

looked enjoy their study. When the students finished this activity, the

students were practiced to pronounce and make sentences using those new

words. Whilst-activity proceeded for about 60 minutes in each session.

3. Post-activity

In the post-activities, the researcher administered reflection or post-test by

the end of each session. The students were instructed to answer 25

vocabulary test items. Reflection was actually intended to measure the

subjects progressing ability in vocabulary. The post-activity in each

session was planned to proceed for about 20 minutes. The students work

was collected, taken home, and scored by the researcher. The answers of

30

the test were discussed in upcoming session. In this way the students were

really hoped to learn more from the errors and mistakes they made.

3.2.4 Obsevation

In this study, the researcher acted or as a classroom teacher as well as

observer, and the real teacher ( the teacher in the seventh grade ) also observed

during the class. Classroom observation was simultaneously carried out whiles the

researcher was teaching vocabulary through word tree branch technique. In the

light of the classroom action study, observation was intended to make sure the

improvement and the achievement of the teaching-learning process, attitudes and

motivation on the side of the students changing behaviors were certainly reflected

through their active and creative participation and involvement in learning and

exercising activities.

3.2.5 Reflection

Reflection conducted at the end of the action. In this step, the result the

test would be analyzed to see whether was any improvement or not. In addiction,

it would be also used on deciding whether or not the study would continue. The

present classroom action study would be devided into two cycles where each

cycle consisted of four successive sessions. Because there were four sessions in

this classroom action study, the researcher had to provide reflections four times.

Each reflection administered during the post-activity of the session. The result of

entire reflections or post-test in cycle I would be used as feedback and basis to

plan and carry out the actions in cycle II improved ways. If the result of the test

ahowed many progresses, the action would stop until this cycle.

31

3.2.6 Revision Planning

Looking at the result in the cycle I, the researcher revised the weakness

of the planning I the cycle I through making a new plan for cycle II. Some of the

revisions made for the session in the cycle II presented bellow:

1. The researcher should prepare more challenging and interesting teaching

materials.

2. The researcher should give serious attention to the students who were

fewer activities ; they were more frequently encouraged to share their

ideas during teaching and learning processes.

3. The researcher minimized his talking and involvement at the case of

increasing the students practice in using English.

3.3 Research Instrument

The selection and construction of appropriate, valid and reliable research

instrument were very essential steps of scientific investigations ; this is on account

of the fact thet merely valid and reliable researcher instruments could be used to

collect the valid and reliable required data for the study being undertaken. There

were several instruments were used in this study, such as : teaching scenario, pre-

test, post-test, list of keyword, teacher’s diary and questionnaire sheet.

1. Test of Reflection

In this study, the researcher used pre-test or initial reflection and post-test

of reflection. Pre-test was used to obtain estimate information of the

32

students about their prior knowledge in English vocabulary. In pre-test, the

students were instructed to answer 25 vocabulary test items in the form of

multiple choices and written test, 20 multiple choices test and 5 written

test. Pre-test was planned to proceed for about 20 minutes. The researcher

administered post-test by the end of each session. Post-test wass actually

intended to measure the students progressing ability in vocabulary. The

post-test in each session was planned to proceed for about 20 minutes. In

multiple choices test, there in only one correct answer. Each correct

answer has half. The students work was collected, taken home, and scored

by the researcher. The answers of the test were discussedin upcoming

session. in this way the students were really hope to learn more from the

errors and mistakes the made.

2. Questionnaire was held to measure the changing degrees of the students

learning behaviors, attitudes, and motivation after they taught through

word tree branch technique. The researcher made use of questionnaire

after accomplishing two session in cycle I. the questionnaire was

constructed in the form of multiple-choice and written test. It was intended

to make students easier in expressing their feeling and command of the

new technique in learning English vocabulary. In order to void

misunderstanding the questionnaire was written in Bahasa Indonesia

(students mother tounge). The items of the questionnaire were scored in

rating rating 0-3 and the result of the questionnaire which were considered

as the additional data required for the present classroom action study were

33

descriptively analyzed in the form of comparative percentages. The

comparative percentages showed the subjects different degree of changing

behaviors to the vocabulary learning activities and were used as

informative feedback and a basis to make revisions fo the session in cycle

II.

3. Diary

Diary was in the form of table that was used by the researcher to record

the situation of the class and the students response during the actions were

complemented.

The selection and construction of appropriate, valid and reliable

research instrument are very essential step of a scientific investigation, this is

on account of the fact merely valid and reliable research instruments can be

used to collect the valid and reliable required data for the study being

undertaken. The study deals with research question: to what extent is the

effectiveness of word tree branch technique in mastery vocabulary ability of the

seventh grade students of SMP Negri 1 Amlapura. This research question

logically suggests that there are three sets of data or raw scores, which are

required for the study. They are pre-test, post-test and questionnaire.

3.4. Data Collection

In this study, the researcher used a diagnostic test by preparing a written

test to measure the students vocabulary mastery. Besides that the researcher used

teacher’s diary qualitative data and used questionnaire in collecting data. Post-test

34

were held in every ending of the session of every cycle obtained the quantitative

data of this study. Therefore, there were considerable three kinds of raw scores

gotten for the present classroom action.

1. Scores indicating the subjects pre-existing vocabulary mastery.

2. Scores indicating the subjects progress achivement in English vocabulary.

3. Scores indicating the subjects changing learning behavior.

In this research, two types of data were obtained. There were the data

gained from the result on the test that was conducted at the end of each cycle. And

the result of the questionnaires given after pre-test and after the treatment in the

second cycle, and also the result of the teacher’s diary.

3.5 Data Analysis

In this data, it had been obtained through research instruments would be

analyzed to reveal the students progress in mastering vocabulary. The quantitative

data analysis involved the following step.

1. Correcting the students answer of the post-test of each session in every

cycle.

2. Computing the data by using the following formula:

M = ∑ fx

N

Where : M = The average score of the students English vocabulary

mastery.

35

∑ fx = Total score gotten by the students

N = The number of the subject under study

3. In other to get the mean score the researcher could determine the students

qualification by using the following criteria :

Tabel 1

Qualification Score of Students Achievement

Score Interval Mark Qualification

86-100 A Very good

71-85 B Good

56-70 C Sufficient

41-55 D Less sufficient

40 E failure

4. Meanwhile, determine the Qualification of the students achievement and

evaluate the students progress in English vocabulary mastery by using

questionnaire would be analyzed as well. The percentage of each item

being answered was changed into descriptive, data through the following

formula :

Mean= Total the right answer X 100

Total of test items

36

CHAPTER IV

THE REPRESENTATION OF THE FINDING

4.1 Data

As previously stated that there were two kinds of data found in this

research, namely quantitative and qualitative data. The quantitative data was

showed by the students score based on the result of the pre-test and post-test. The

qualitative data was presented by the result of questionnaire toward the

effectiveness of word tree branch technique to the seventh grade students of SMP

N 1 Bebandem. The pre- test in English vocabulary was administered to the

subjects under the study to obtain their pre-existing mastery in vocabulary. Post-

test or reflection was administered for four times (twice in both). As a result, there

were fous sets of raw scores for all session (S1,S2,S3 and S4). The four sets of

scores collected are tabulated as following.

Table 4.1

Tabulation of Date Showing the Subjects Progressing Scores

In Improving Vocabulary

No Name of Students IR Cycle 1 Cycle 2

Xo X1 X2 X3 X4

1. I Komang Adi Sumantara 35 45 50 60 75

2. I Nyoman Agus Suhendra 40 55 60 75 80

3. I Komang Alit 35 40 50 65 70

4. I Komang Artana 35 45 50 60 70

5. I Gede Arya Mahardika 40 45 60 65 75

6. I Gd Arya Supriantika 45 45 50 60 70

37

7. I Wyn Astu Wiratnata 45 50 55 70 75

8. Ni Luh Ayu Nia Damayanti 40 55 60 75 80

9. I Gede bayu Manata 35 40 50 65 75

10. I Gede Dandi Atmaja Tirta 35 45 55 65 70

11. I Nyoman Eka Paramarta 40 40 50 65 75

12. Ni wayan Ekayani 50 55 65 70 80

13. Ni Komang Eti Puspitayanti 55 55 60 75 85

14. Ida Ayu Made Eva Pramayanti 45 60 65 70 80

15. Ni Luh Gayatri Deviana Pertiwi 35 40 55 60 75

16. I Kadek Gunam Gunastawa 30 40 55 60 70

17. IB Indra Matra Atmaja 40 50 50 65 75

18. I Kd Indra Wahyudi 40 45 55 65 75

19. Ni Kadek Linggawani Siwalastri 50 55 65 70 80

20. I Gst L Mahardita 35 40 60 65 70

21. I Gusti Ngurah Bagus 40 40 50 60 75

22. Ni Putu Ovilia Warsita Dewi 55 60 65 80 90

23. I Made Putra Antara 40 50 55 65 70

24. Ni Ketut Sastraningsih 40 50 55 60 75

25. Ni Luh Sri Utami 40 55 55 65 75

26. Ni Wayan Sri Wahyuni 40 50 65 70 80

27. Ni Komang Suci Astini 55 55 70 75 85

28. Ni Kadek Sumiari 35 45 50 60 75

29. Ni Wayan Sumiati 50 55 65 70 80

30. I Made Werdi Astawa 35 45 55 65 70

Total 1235 1450 1705 1995 2280

Further data required for this study were collected through questionnaires.

The question was the simple one : it was composed of only 10 items to be

responded by the students. It was intended to know the students attitude, feeling

interest, and difficulties after the treatment given at the end of cycle II. The

answer of the questionnaires were quantitavely scored by using the rating 0-3. The

questionnaires which were prepared by the researcher consist of ten items, 3 point

38

for the answer was A, 2 point was B, 1 point was C, and 0 point was D. The

scores gathered from administrating questionnaires showed thw subjects” English

vocabulary through word tree branch technique. The obtain data showing the

subjects total scores for items of the questionnaires are tabulated as the following.

Table 4.2

Tabulation of Date Showing the subjects Changing Attitudes and Motivation

in learning Vocabulary through Word Tree Branch Technique

No Name of Students A (3) B (2) C (1) D (0)

1. I Komang Adi Sumantara 21 6 0 0

2. I Nyoman Agus Suhendra 18 6 1 0

3. I Komang Alit 21 6 0 0

4. I Komang Artana 21 6 0 0

5. I Gede Arya Mahardika 21 6 0 0

6. I Gd Arya Supriantika 21 6 0 0

7. I Wyn Astu Wiratnata 18 6 1 0

8. Ni Luh Ayu Nia Damayanti 21 6 0 0

9. I Gede bayu Manata 21 6 0 0

10. I Gede Dandi Atmaja Tirta 18 8 0 0

11. I Nyoman Eka Paramarta 18 8 0 0

12. Ni wayan Ekayani 12 8 2 0

13. Ni Komang Eti Puspitayanti 15 8 1 0

14. Ida Ayu Made Eva Pramayanti 12 10 1 0

15. Ni Luh Gayatri Deviana Pertiwi 18 6 1 0

16. I Kadek Gunam Gunastawa 21 6 0 0

17. IB Indra Matra Atmaja 12 10 1 0

18. I Kd Indra Wahyudi 18 8 0 0

19. Ni Kadek Linggawani Siwalastri 18 6 1 0

20. I Gst L Mahardita 15 6 2 0

21. I Gusti Ngurah Bagus 12 10 1 0

22. Ni Putu Ovilia Warsita Dewi 15 8 1 0

23. I Made Putra Antara 18 8 0 0

24. Ni Ketut Sastraningsih 18 6 1 0

25. Ni Luh Sri Utami 15 8 1 0

39

26. Ni Wayan Sri Wahyuni 21 4 1 0

27. Ni Komang Suci Astini 15 8 1 0

28. Ni Kadek Sumiari 15 6 2 0

29. Ni Wayan Sumiati 15 6 2 0

30. I Made Werdi Astawa 15 8 1 0

Total 519 210 22 0

Total A+B+C+D= 751

4.2 Data Analysis

The data obtain for this study would be analyzed so as to reveal the extent

of the subjects progress or increasing ability in English Vocabulary. These data

should be analyzed and then result of analysis was to be discussed. Before the

above data showing the frequency distribution of pre-test and post test scores in

learning vocabulary through word tree branch as the following:

Table 4.3

Tabulation of the data showing the Frequency Distribution of Pre-test and

Post Test Scores in Learning Vocabulary through Word Tree Branch

Technique

IR CYCLE I CYCLE II

X0 F0 X1 F1 X2 F2 X3 F3 X4 F4

55 3 60 2 70 1 80 1 90 1

50 3 55 8 65 6 75 4 85 2

45 3 50 5 60 5 70 6 80 7

40 11 45 8 55 9 65 11 75 12

35 9 40 7 50 9 60 8 70 8

30 1

Based on the data from the table above, as presented in table 1 and table 2,

the mean of the IR scores (XO) and the mean of the post test scores for the four

sessions ( X1,X2,X3, and X4) can be computed as following :

40

∑ Xo 1235

1. The main score of IR or pre-test = = = 41.1

N 30

∑ X1 1450

2. The main score of S1 = = = 48.3

N 30

∑ X2 1705


N 30

∑ X3 1995


N 30

∑ X4 2280


N 30

this computed ∑Xo is means total scores at pre-test, ∑X1 means total scores of

session 1, ∑X2 means total scores of session 2 in the cycle 1, and ∑X3 means

total scores of session 3, ∑X4 means total scores of session 4 in the cycle 2, and N

is mean the number of students.

The grand mean of the post test scores in cycle I (S1, S2) was:

X1 + X2 = 48.3 + 56.8 = 105.1 = 52.5

2 2 2

The grand mean of the post test scores in cycle II (S3, S4) was:

X3+ X4 = 66.5 + 76.0 = 142.5 = 71.2

2 2 2

The result of the above analysis was considered as the findings of the

present classroom action, which can be summariezed as the following :

41

Table 4.4

Summary of the Research Finding Showing the Mean of Each Session and

Grand Mean for cycle I and cycle II

Pre test/ IR So Xo 41.1 Grand mean

Cycle I S1

S2

X1

X2

= 48.3

= 56.8

52.5

Cycle II S3

S4

X3

X4

= 66.5

= 76.0

71.2

The additional supporting data were collected by means of administering

questionnaires by the end of cycle II to object under study. The data obtained

from the questionnaires had to be computed and then discussed. The computation

of the comparative percentages for the scores of the items of the questionnaires

showing showing the subjects total answer for items of A, B, C, and D were show

as following :

519

1. Total percentage of item A : x 100% = 69.10 %

751

210

2. Total percentage of item B : x 100% = 27.79%

751

22

3. Total percentage of item C : x 100% = 02.92 %

751

0

4. Total percentage of item D : x 100% = 0%

751

To make it clear, the main findings of the present classroom action study,

that was, the increasing comparative mean figures of the IR score and the post-test

42

score obtained by the seventh grade students of SMPN 1 Bebandem Karangasem

for cycle I and cycle II can be graphically presented as following :

Graph 1

Graphic depicting the subjects Progressing Mastery in Learning vocabulary

through Word Tree Branch Technique

Graph 2

Graphic depicting the subjects Progressing Mastery in Learning vocabulary

through Word Tree Branch Technique

0

20

40

60

80

100

Xo S1 S2

41.1

48.356.8

Mea

n

0

10

20

30

40

50

60

70

80

90

100

Xo S3 S4

41.1

66.5

76.0

Mea

n

43

Graph 3

Graph Depicting the Subjects’ Progressing Ability in Vocabulary Study

through Word Tree Branch Technique in Cycle I and cycle II

0

10

20

30

40

50

60

70

80

90

100

Xo Cycle I Cycle II

41.1

52.2

71.2

Mea

n

44

Graph 4

Graph Showing the Subjects’ Changing Motivation attitudest in Learning

Vocabulary Through Word Tree Branch Technique

4.3 Discussion of The Findings

It has been stated that the purpose of this study was to improve students

mastery in English vocabulary through Word Tree Branch Technique to the

seventh grade students of SMPN 1 Bebandem in academic year 2012/2013. The

data analysis showed that the mean of the IR or pre-test scores (XO) was obtained

by the subjects under study in vocabulary mastery showed the mean graph 41.1.

this mean figure. Clearly showed that the ability of the subject under study was

relatively low. Knowing that vocabulary mastery was one important language

component therefore this problem had to be immediately solved. It was hard to

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A B C D

69.10%

27.79%

2.92% 0.00%

Per

cen

tage

45

find out why the ability of the students was vocabulary mastery was quite low as

there were many factors dealing with it.

After the subjects under the study were taught English vocabulary through

Word Tree Branch Technique consequently, the subjects under study English

vocabulary mastery improved. It could be proved by the result of the data analysis

of the reflection scores in cycle I (S1 and S2) that showed the increasing mean

figure 48.3, and 56.8. The mean figure obtained by the subjects under study for

each session in cycle I was 52.2. it was much higher than the mean figure of IR

scores. If at pre-test no one of which exeed the minimum passing score 65, but in

cycle 1 there are 6 students were able to get mean 65. This grand mean figure of

cycle I showed the obvious improvement of the students mastery in learning

vocabulary through Word Tree Branch Technique.

The other improvement of the students vocabulary mastery through Word

Tree Branch technique was showed by the result of the data analysis of the

reflection of the post-test scores obtained by the subjects under study for cycle II

(S3 and S4) pointed out increasing mean figures of 66.5 and 76.0. the mean figure

obtain by the subjects under study for each session in cycle II was 71.2. the grand

mean figure of reflection or post testscore obtained by the subjects under study in

cycle I was 52.2 and in cycle II was 71.2. there was significant different of 19.0

between the main figure of cycle I and cycle II. This was due to the fact that cycle

II was a revised taking into account the weakness consequently. The comparative

percentage figure of the total response of the questionnaire for item A, B, C, and

D were 69.10% (means strongly agree), 27.79% (means agree), 02.92% (means

46

undecided) and 0% (means disagree). This figure proved that the subject positive

changing bahaviors in learning vocabulary through Word Tree Branch Technique.

The findings of the classroom action study were in line with the existing

research findings, which had related the effectiveness of Word Tree Branch

Technique in learning vocabulary . although all the finding of the present

classroom action study clearly revealed the improvement of the mastery in

learning vocabulary by the seventh grade students of SMP N 1 Bebandem

Karangasem. It had however,rather limited validity and reliability. The researcher

fully realized and admitted that the established finding have some weakness

versions. This was due to that factor that there were many aspects that could

contaminate tha validity and reliability of the established findings. It means that

the findings of the present classroom actions study should be only used as one of

the optional technique.

47

CHAPTER V

CONCLUSION AND SUGGESTIONS

The discussion through out the present classroom action study which dealt

with improving the students vocabulary through word tree branches techniques of

seventh grade students of SMPN 1 Bebandem could finally be concluded in this

chapter. Some practical suggestions with reference to the significance of the

established research findings are also recommended in this chapter so that the

findings of this study could really provide some benefits for the English teacher

and the seventh grade students of SMP N 1 Bebandem.

5.1 Conclusion

The present class action study dealt with improving the students

vocabulary through word tree branch techniques of the seventh grade students of

SMP N 1 Bebandem in Academic year 2012/2013. The application of this strategy

also improved the students motivation in learning vocabulary. Their learning

motivation effectively led them to a better achievement. The selection of the class

F students of SMPN 1 Bebandem precendes by conducting a pleminary study.

Based on the study it was found that class F students faced problem in expressing

their notions and ideas because of their weaknesses in vocabulary.

The improvement of the vocabulary ability of the students through word

tree branch using class action study which made use pre-test, post-test design it

was devided into two cycles, where each cycle consisted of two successive

sessions. The main data required for the present class action study were collected

48

through administering IR and post-test in each session. Some supporting data

process. These findings clearly suggested that improving the students vocabulary

trough word tree branch technique could make the students active in learning and

significantly improve their vocabulary. It showed by increased students learning

outcomes. From pre-test that was bad values then after applied this technique the

students values has increased to above minimum completeness scores.

5.2 Suggestions

In the finding of the present action study, the researcher would like to give

some suggestions dealing with the study accomplished :

1. The English teacher of the seventh grade students of SMPN 1 Bebandem

Amlapura in general is suggested to be more active, crative and innovative

in teaching vocabulary and also the other skills, such as listening, reading,

speaking and writing. They are suggested to immediately start categorizing

many vocabularies based on the topic that will be given to improve the

students vocabulary.

2. The seventh grade students of SMPN 1 Bebandem are suggested to

motivate themselves to use with the word tree branch technique in learning

vocabulary besides using of this technique they can use various technique

so they can develop their vocabulary and more active study and get fun in

studying English.

3. To the other researcher is suggested to conduct the further research to

eight and nineth grade students.

REFERENCES

Brown, H. D. (2004). Language Assessment Principles and Classroom Practices.

Pearson Education. 10 Bank Street, White Plains, NY 10606.

Cameron,L. (2001). Teaching Language to Young learners. United Kingdom:

University Press, Cambridge.

Folse, K. S. (2008). English Teaching Forum. United States: Vol. 3.

Hiebert, Elfrieda and Kamil, Michael L. 2005. Teaching and Learning Vocabulary.

New Jersey London : University of California.

Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary OF Current English.

New York: Oxford University Press.

Kemis and Teggart. 1998. The Action Research Planner. Victoria: Deakin University

press.

McCarten, Jeanne. 2007. Teaching Vocabulary. New York: Cambridge University

press.

Richard T Vacca and Jo Anne L. Vacca. 2005. Literacy and Learning Across the

Curriculum : Pearson Education, Inc.

Richard, J.C.,&Renandya, W.A. (2002).Methodology in Language Teaching. USA:

Cambridge University Press.

Sargeant, H. (2007). Basic English Grammar for English Language Learners. United

States: Saddleback Educational Publishing.

Seaton, A. (2007). Basic English Grammar for English Language Learners. United


Suardana, Wayan. 2011. Teaching Vocabulary Through Keyword method of the tenth

grade students of SMK N 1 Mas- Ubud in Academic year 2010/2011.

Saraswati University : Unpublished.

Thornbury,S.(2002).How to Teach Vocabulary. England: Pearson Education.Limited

Longman.

Westwood, P. (2008). What teachers need to know abot Teaching methods. Australia:

Camberwell, Vic : Accer Press.

William, J.D. (2005). The Teacher’s Grammar Book. London: Lawrence Erlbaum

Associates, Inc.

Williams, M. Hannam, N. (2009). French Festivals and Traditions Activities and

teaching Ideas for KS3. Design Brilliant Publications.

No Name of Students

1. I Komang Adi Sumantara

2. I Nyoman Agus Suhendra

3. I Komang Alit

4. I Komang Artana

5. I Gede Arya Mahardika

6. I Gd Arya Supriantika

7. I Wyn Astu Wiratnata

8. Ni Luh Ayu Nia Damayanti

9. I Gede bayu Manata

10. I Gede Dandi Atmaja Tirta

11. I Nyoman Eka Paramarta

12. Ni wayan Ekayani

13. Ni Komang Eti Puspitayanti

14. Ida Ayu Made Eva Pramayanti

15. Ni Luh Gayatri Deviana Pertiwi

16. I Kadek Gunam Gunastawa

17. IB Indra Matra Atmaja

18. I Kd Indra Wahyudi

19. Ni Kadek Linggawani Siwalastri

20. I Gst L Mahardita

21. I Gusti Ngurah Bagus

22. Ni Putu Ovilia Warsita Dewi

23. I Made Putra Antara

24. Ni Ketut Sastraningsih

25. Ni Luh Sri Utami

26. Ni Wayan Sri Wahyuni

27. Ni Komang Suci Astini

28. Ni Kadek Sumiari

29. Ni Wayan Sumiati

30. I Made Werdi Astawa

LESSON PLAN

Cycle 1, Session 1

School : SMPN 1 Bebandem

Subject : English

Class : VII F

Topic : Greeting and Indroduction

Language Aspect : Vocabulary

Time Allocation : 2 x 45 minutes

I. Standard Competency

Understanding the meaning of new English vocabulary and are able to use

them in oral and written communicatation.

II. Basic Competency

Recognizing the meaning of the meaning of new vocabulary and use them

in communication.

III. Indicators

Identifying new English vocabulary related to greetings and

introduction

Expressing the meaning of new English vocabulary related to greetings

and introduction.

IV. Character Values

With the establishment of the indicator stated above, cooperative and

curiously can be involved.

V. Learning Objective

After the teaching applied, students are able to :

identify vocabulary of greetings and introduction.

Expressing meaning of new vocabulary related greetings and

introduction.

VI. Teaching Materials

Vocabulary related to the topic such as : how are u?? her name is, and

etc.

VII. Method/ Technique

Discussion method.

VIII. Teaching and Learning Process :

Teacher’s Activity Student’s activity Time

A. Pre activity

greeting the students and

checks the student’s present

list.

focussing the students

attention by asking some

responding the teacher’s

greeting and then raise

their hand when their

name are called.

paying attention and

answer the teacher’s

10

Minutes

question related to the topic.

Such as : can you tell me

question.

B. Whilst Activity

writting the general word

and some new words related

to the topic on the write

board.

writting a general word and

some new words related to

the topic and also find the

meaning.

Asking the students to write

their new words that related

to the topic in the white

board.

Asking the students to read

their words one by one with

good pronunciation.

Corrects the student’s

pronunciation.

Asking the students

memorize that have just

paying attention to the

topic and write the words

in their own book.

Finding some more wors

related to the topic and

they may open their

dictionary to find the

meaning.

Writing their new word

finding in the white

board.

Reading their new words

one by one.

The students revises their

pronunciation.

the students comprehend

and read all of new word

softly.

60

Minutes

talked

Post Activity

Asking the students to do the

post test individually.

The teacher end the class by

saying good bye.

doing the post test

individually.

The students say good

bye.

20

Minutes

VIII. Evaluation

type of test : multiple coice and written test.

X. Assessment

Indicator 1:

text Answer score

Multiplechoice Corect answer. 1

Wrong answer 0

Students scores

Score obtain : 2 = score

Maximum score (10)

Indicator 2 :

text Answer score

Written text Corect answer. 1

Wrong answer 0

Students score

Score obtain x 2 =score

Maximum score (10)

Students scores

Scores obtain NA I + II : 2 = score

Maximum score (10)

LESSON PLAN

Cycle 1, Session 1


Subject : English

Class : VII F

Topic : Name of place








in communication.

III. Indicators


introduction


and introduction.








introduction.



etc.


Word Tree Branch Technique

Discussion method.



A. Pre activity



list.





name are called.


10

Minutes





question.

B. Whilst Activity




board.




meaning.




board.



good pronunciation.


pronunciation.

Asking the students



in their own book.



they may open their


meaning.



board.


one by one.


pronunciation.



60

Minutes


talked

softly.

Post Activity




saying good bye.

doing the post test

individually.


bye.

20

Minutes

VIII. Evaluation


X. Assessment

Indicator 1:

text Answer score


Wrong answer 0

Students scores


Maximum score (10)

Indicator 2 :

text Answer score


Wrong answer 0

Students score


Maximum score (10)

Students scores


Maximum score (10)

LESSON PLAN

Cycle 1, Session 1


Subject : English

Class : VII F

Topic : Part of Body








in communication.

III. Indicators


introduction


and introduction.








introduction.



etc.



Discussion method.



A. Pre activity



list.





name are called.


10

Minutes





question.

B. Whilst Activity




board.




meaning.




board.



good pronunciation.


pronunciation.

Asking the students



in their own book.



they may open their


meaning.



board.


one by one.


pronunciation.



60

Minutes


talked

softly.

Post Activity




saying good bye.

doing the post test

individually.


bye.

20

Minutes

VIII. Evaluation


X. Assessment

Indicator 1:

text Answer score


Wrong answer 0

Students scores


Maximum score (10)

Indicator 2 :

text Answer score


Wrong answer 0

Students score


Maximum score (10)

Students scores


Maximum score (10)

LESSON PLAN

Cycle 2, Session 4


Subject : English

Class : VII F

Topic : Food and Drink








in communication.

III. Indicators


introduction


and introduction.








introduction.



etc.



Discussion method.



A. Pre activity



list.





name are called.


10

Minutes





question.

B. Whilst Activity




board.




meaning.




board.



good pronunciation.


pronunciation.

Asking the students



in their own book.



they may open their


meaning.



board.


one by one.


pronunciation.



60

Minutes


talked

softly.

Post Activity




saying good bye.

doing the post test

individually.


bye.

20

Minutes

VIII. Evaluation


X. Assessment

Indicator 1:

text Answer score


Wrong answer 0

Students scores


Maximum score (10)

Indicator 2 :

text Answer score


Wrong answer 0

Students score


Maximum score (10)

Students scores


Maximum score (10)

POST TEST

Cycle I session 1

School : SMP N 1 Bebandem

Subject : English

Class : VII F

Semester : Genap

Day/Date :

I. Choose the best option by crossing A,B,C or D to complete the sentences

below!

1. Paul :Mery,…………..?

Mery : I like dancing.

A. what is your name C. what is your hobby

B. where do you live D. where are you come from

2. Bagas : How are you Cindy ?

Cindy : ....

A. How do you do. C. I am fine ,thank you.

B. My name is Cindy. D. Nice to meet you too.

3. When at 10:00 Pm we says .... .

A. good day C. good morning

B. good afternoon D. good night

4. If we want to leave someone we say ….

A. nice to meet you C. good evening

B. good morning D. good bye

5. Mella has ….at 11:30 Am.

A. lunch C. breakfast

B. dinner D. evening meal

This text for questions 6 – 8.

My name is Yanto. I am a (6)…. . I (7) …. At SMP 1 Tunas Harapan

in seventh grade. I was born in Denpasar,February 6th

1999. I like (8) ….

music.

6.

A. teacher C. student

B. students D. worker

7.

A. work C. teach

B. study D. studied

8.

A. listen C. reading

B. listening D. read

9. Mr. Handoko is a …. . He maintains plans in the garden everyday.

A. tailor C. gardener

B. barber D. driver

10. Mr.Anwar is a ….

A. gardener

B. barber

C. tailor

D. teacher

11. Mr.Sudiarto …. For Mandiri bank now.

A. study C. work

B. working D. worked

This text for question number 12-14.

Verica is my classmate. He has long black (12)….. she is so

beautiful. Her (13)…. are dancing and reading book. She is very (14)…. .

all of her friends and teachers like her.

12. A. nose C. hair

B. hand D. neck

13. A. hobby C.teacher

B. hobbies D. idol

14. A. bad C. kind

B. arrogant D. rich

15. I want to introduce my ….. Her name is Mita. She is my aunt’s doughter.

A. self C. friends

B. classmate D. cousin

16. Dery wants to goes to bed for take a rest at night, he says ....

A. good Morning. C. good night.

B. good day D. good evening.

17. Mira has breakfast in the ….

A. afternoon C. morning

B. night D. day

18. Mita : How old are you ?

Roni : ….

A. I am not old C. I am from here

B. I am thirteen years old D. I am old

19. Nia : Hello my name is Nia Miranda. My … name is Nia.

A. nick C. Miranda

B. full D. Nia

20. Made Asta : Hello my name is Made Asta. You can …. Me Made.

A. give C. call

B. take D. tell

II. Fill the blank with the appropriate words!

1. Mr. Hermanto is a …. He usually delivers leters. The color of his

uniform is orange.

2. Rihana is a Model. She is beautiful girl. She has

long …. hair.

3. Deva : Who is your …. artist?

Dika : I like Syahrini. I love hearing her songs.

4. My hobby is playing …. . I need shuttlecock and racket to play it.

5. Mr.Robsten is a …. man. He has car,luxury house, and he can buy

everything he want.

POST TEST

Cycle I session 2


Subject : English

Class :VII F

Semester : Genap

Day/Date :

I. Choose the best option by crossing A,B,C or D in the worksheet to

complete the sentences below!

1. Dewi saves her stationery in the ….

A. bag C. pencilbox

B. cupboard D. moneybox

2. Ana wants to fry an egg. She goes to the ….

A. dinning room C. kitchen

B. bed room D. living room

3. It is ten o’clock PM and Bella feels sleepy so she goes to …..

A. dinning room C. bed room

B. kitchen D. bathroom

4. Mr.Wira is my English teacher, he teaches in front of class and writing in the

….

A. table C. chair

B. window D. white board

5. Mita has many books in her room. So she saves her books in the …. beside

her bed.

A. table C. chair

B. window D. bookcase

6. I usually get up early in the morning. I open the window beside my room and

then I sweep the ….

A. bath room C. dinning room

B. table D. floor

7. Before I go to school I usually have breakfast in the ….

A. kitchen C. dinning room

B. living room D. bath room

8. There are white board, tables,chairs, and present list board. It usually use to

teaching and learning process. This room is …..

A. computer room. C. classroom

B. head master’s room. D. office

9. My father is a police. When he comes to our house he parks his car in the ….

beside of our house.

A. our back yard C. garage

B. yard D. his room

10. Don’t throw the rubbis every where.pleash keep it in …..

A. toilet C. rubbish bin

B. hall D. balcony

11. I want to plant trees in the ….

A. garden C. dinning room

B. store D. gate

12. Doni’s room is very dark at night because he does not has …. for lighting his

room.

A. pot C. picture

B. mirror D. lamp

13. What kind of things that we can find in the bathroom?

A. Towel ,soup ,and toothpaste C. fork, soap, and pillow

B. Tootpaste ,sofa ,and mirro D. bed, soap, and towel

14. Every morning I usually go to ….. to wash my face.

A. bedroom C. dinning room

B. bath room D. kitchen

15. Mira felt sick when she was in the classroom so she must went to …. In the

school.

A. UKS room C. hospital

B. doctor clinic D. canteen

16. It is ….

A. bathroom C. kitchen

B. living room D. bedroom

17. There are many kinds of .... in the Harbour.

A. Ships C. helicopter

B. Truck D. bicycle

18. Tono goes to school. He rides ….

A. bus C. motorcycle

B. car D. mini bus

19. My parents went to Karangasem yesterday they went by ....

A. car C. on foot

B. ship D. byclce

20. I like to go some where by using bus, car and byclce. Those are kinds of .....

A. air transportation C. space transportation

B. water transportation D. land transportation


1. Before Anita sleeps she goes to …. to brushing her teeth.

2. My mother needs …. to hang clothes.

3. Bedsheet,pillow,and bolster pillow. We can find them in ….

4. When Mita wants to eat something in the school. She goes to …..

5. There are two chairs in front of house. My parents always having some tea

every afternoon. They enjoy the time in the ….

POST TEST

Cycle II session 3


Subject : English

Class :VII F

Semester : Genap

Day/Date :


below!

1. Human take breath with their ….

A. heart C. nose

B. lung D. mouth

2. Between your shoulder and your head, there is …..

A. cheeks C. chest

B. neck D. chin

3. The man is blind he can not ….

A. speak C. see

B. walk D. hear

4. There is … below the mouth.

A. chin C. eyes

B. nose D. cheek

5. Mr. Bondan could not hear very well. So there is problem with her ….

A. ears C. cheeks

B. eyes D. nose

6. There is …. inside of your head. It controls your body.

A. brain C. lung

B. heart D. throat

7. There are …. part of hands.

A. fingers, elbow and arm C. knee,elbow and leg

B. fingers, leg, and arm D. knee, fingers and arm

8.

A. cheek

B. nose

C. mouth

D. hair

9. Tono kicks the ball with his ….

A. head C. feet

B. hand D. body

10. The farmers carry on the plough on the ….

A. arm C. shoulder

B. back D. back

11. Our …. needs calcium to grow.

A. bone ` C. lung

B. heart D. kidney

12. We has a pair of ….

A. nose C. hands

B. mouth D. neck

13. there is …. inside of our body. Its function to pump the blood in our body.

A. lung C. blood

B. liver D. tongue

14. There are parts of head except

A. Eyes, nose, and chin C. Ears, mouth, and fingers

B. Eyes, ears, and elbow D. Ears, neck, and eyes

15. You have five …. on the end of your foot.

A. fingers C. toes

B. knee D. thigh

16. We wear hat on our ….

A. head C. chin

B. cheek D. back

?

17. We use …. to smell.

A. mouth C. nose

B. ears D. eyes

18. She is not fat. Means ….

A. Dia tidak gemuk C. dia tidak tinggi

B. Dia tidak langsing D. dia tidak pendek

19. …. is the place where the eyebrow grows on it.

A. Eyelid C. Tongue

B. Forehead D. chin

20. …. is the hair grows above the eyes.

A. Eyebrow C. Eyeball

B. Eyelid D. Eye shadow


1. There is …. inside our body. Its function is sustain our body.

2. Carrot and tomatoes are kind of vegetables good for our ….

3. There is …. between leg and shin of our foot.

4. It is on the forehead and its grow about 1 cm in a month. It is ….

5. There are …. to crush foods in our mouth.

POST TEST

Cycle II session 4


Subject : English

Class :VII F

Semester : Genap

Day/Date :


below!

1. I like a cup of ….

A. tea C. juice

B. milk D. beer

2. When the weather is hot. Anton wants to drink a glass of ….

A. coffee C. warm tea

B. wine D. orange juice

3. There are kinds of materials to make a glass milk.

A. milk powder, water,and plate C. mug, chili, and water

B. drinking cup, milk powder and water D. sugar, water and tea

4. The children may not drink …. because it is not good for healthy

A. milk shake C. mineral water

B. lemon tea D. wine

5. It contains of egg, wheat flour, sugar, and meises. Around in shape and has

hole in its center. It is ….

A. rainbow cake C. birthday cake

B. donuts D. ice cream

6. American people have …. For breakfast.

A. rice C. bread

B. fried rice D. pizza

7. Sushi is a famous food from Japan. It contains of rice, vegetables, gravy

and …..

A. raw fish C. mature fish

B. steam pig D. fried fish

8.

Mr. Kardi is a … His job is leads cook in the restaurant.

A. chef C. waitress

B. manager D. washer

9. The suitable food for breakfast are:

A. Beer, noodle, and fried chiken C. Milk, bread, and fruits

B. Friedrice, milk, and coffee D. coffee, tea, and milk

10. We needs …. to eat fried noodles.

A. fork, plate and spoon C. spoon, plate and knife

B. fork, plate and knife D. fork, plate and knife

11. Ice cream and fruits are suitable food for dessert.

A. Makanan sehat C. Makanan penutup

B. Makanan ringan D. Makanan segar

12. My mother needs ….to slice unions, garlic, and chili.

A. spoon C. spoon

B. fork D. knife

13. Omelet is delicious food. It is made of ….

A. egg C. pork

B. beef D. ham

14. Carrot, potatoes, cabbage are kinds of ….

A. vegetables C. foods

B. fruits D. drinks

15. kinds of foods containing protein are :

A. fish,egg and tea C. milk, shrimp and egg

B. pork, milk, and ham D. milk, tea and coffee

16. …. is an egg producting animal.

A. Hens C. Lion

B. Dog D. Cat

17. …. is a list foods and drinks available in a restaurant.

A. Menu C. Debt list

B. Present list D. Visitors list

18. Orange is contain of vitamin …..

A. B C. D

B. C D. A

19. I went to hospital yesterday because I was sick. The antonym of sick is ….

A. strong C. health

B. ill D. poor

20. Our bone needs …. To grow.

A. calorie C. oxygen

B. calcium D. Co2


1. It is a …. .

2. Beef, pork and fish in Indonesian are…. .

3. Spaghetti, pizza and kind of pasta are food from …. .

4. We needs spread the …. to make this soup salted

5. Mr. Morgan is a …. his job is serving guests in the restaurant.

ANSWER KEY

Pre- test

1. D 11. A 1. Bali

2. B 12. B 2. Yard

3. D 13. D 3. Teacher

4. B 14. B 4. Foods

5. D 15. D 5. Legs

6. C 16. A

7. B 17. A

8. C 18. D

9. D 19. C

10. C 20. B

Post test I

1. C 11. C 1. Postman

2. C 12. C 2. Curly

3. C 13. B 3. Favorite

4. D 14. C 4. Badminton

5. A 15. D 5. Rich

6. C 16. C

7. B 17. C

8. B 18. B

9. C 19. A

10. B 20. C

Post test II

1. C 11. A 1. Bathroom

2. C 12. D 2. Hanger

3. C 13. A 3. Bedroom

4. D 14. B 4. Canteen

5. D 15. A 5. Terrace

6. D 16. A

7. C 17. A

8. C 18. C

9. C 19. A

10. C 20. D

Post test III

1. B 11. A 1. Bone

2. B 12. C 2. Eyes

3. C 13. B 3. Knee

4. A 14. A 4. Hair

5. A 15. C 5. tooth

6. A 16. A

7. A 17. C

8. A 18. A

9. C 19. A

10. C 20. A

Post test IV

1. A 11. C 1. Fried chiken

2. D 12. D 2. Daging babi, daging sapi, dan ikan

3. B 13. A 3. Italia

4. D 14. A 4. salt

5. B 15. C 5. Waiter

6. C 16. A

7. A 17. A

8. A 18. B

9. C 19. C

10. A 20. B

Qwesioner

Petunjuk:

1. Jawablah pertanyaan –pertanyaan di bawah ini dengan cara menyilang

pada lembar jawaban yang tersedia sesuai dengan keadaa anda.

2. Semua jawaban adalah benar, karena itu jawab dengan hati nurani atau

dengan jujur dan jangan meniru teman.

3. Terimakasih atas bantuaan anda, dalam menjawab pertanyaan dalam

questionnaire secara jujur.

Pertanyaan :

1. Apakah dengan word tree branch technique anda bisa memahami

vocabulary?

A. Sangat bisa

B. Bisa

C. Kurang bisa

D. Tidak bisa

2. Apakah anda merasa suka dengan word tree branch technique daalam

memahami vocabulary?

A. Sangat suka

B. Suka

C. Kurang suka

D. Tidak suka

3. Setelah menerapakan word tree branch ini,bagaimana pandangan anda

tentang vocabulary?

A. Sangat suka

B. Suka

C. Kurang suka

D. Tidak suka

4. Apakah penjelasan tentang cara memahami vocabulary membantu anda

dalam belajar Bahasa inggris?

A. Sangat membantu

B. Biasa saja

C. Kurang membantu

D. Tidak membantu

5. Apakah anda mengalami kesulitan memahami vocabulary sebelum ini?

A. ia

B. Biasa saja

C. Sulit

D. Sangat sulit

6. Menarikkah guru anda dalam membina anda dalam memahami

vocabulary?

A. Sangat menarik

B. Biasa saja

C. Tidak menarik

D. Sangat tidak menarik

7. Bagaimana pendapat anda tentang test-test vocabulary?

A. Sangat menarik

B. Biasa saja

C. Tidak menarik

D. Sangat menarik

8. Bagaimana sikap anda saat penjelasan vocabulary melalui word tree

branch technique?

A. Sangat senang

B. Biasa saja

C. Bosan

D. Sangat membosankan

9. Dengan word tree branch technique apakah anda termotivasi untuk belajar

bahasa Inggris?

A. Sangat termotivasi

B. Biasa

C. Tidak termotivasi

D. Sangat tidak memotivasi

10. Setelah belajar vocabulary dengan word tree branch technique,apakah

kosakata anda bertambah?

A. Sangat meningkat

B. Biasa

C. Tidak ada peningkatan

D. Tidak meningkat

AUTOBIOGRAPHY

I Gede G Eka Sutarsana M, I was born in Pangi

Karangasem on February 1990. I’m Balinese. My

father is I Gde Mangku and my mother is Ni Ketut

Tarmiasih. I was the first son of two children. I

graduated from elementary school at SD Negri No 9

Amlapura in 2001. In that year I continued my study to

junior high school in SMP N 1 Amlapura and graduated in 2004. Then, I

continued my study in senior high school in SMA PGRI 1 Amlapura and

graduated in 2007. In 2009, I continued my study at Faculty and Teacher Training

and Education, Mahasaraswati University Denpasar. During the study I got a lot

of knowledge and experience. I got a lot teaching skills, how to teach the students

and also I got priceless exprerience from the lectures in improving his ability in

mastering English. I want to make my parents proud of me. I want to be an

English teacher or get a job abroad because I want to share and improve my

knowledge about English.




BY:

I GEDE G EKA SUTARSANA M

NPM: 09. 3491

ENGLISH DEPARTMENT



DENPASAR

2013

Improving Vocabulary Mastery Through Word Tree Branch at

Seventh Grade Students of SMPN 1 Bebandem in Academic Year

2012/2013.

I Gede G Eka Sutarsana M

English Department, Faculty of Teacher and Training Education

Mahasaraswati DenpasarUniversity

ABSTRACT

The present classroom action study dealt with improving students vocabulary

through word tree branch of the seventh grade students of SMPN 1 Bebandem in

academic year 2012/2013. The objective of the study was to improve the students

achievement in vocabulary in term of understanding the meaning of unfamiliar

words. The present classroom action investigation was basically triggerd by the fact

that the subjects under study still faced problem in vocabulary. This study made use

of pre-test and post-test research design with successive session. The present

classroom action study started with administering initial reflection to the subject

under study. The result of the IR clearly showed that the pre-existing vocabulary of

the subject was low with the mean score 41.1. The result of the data analysis of the

the reflection scores for cycle I figure out the increasing mean figures of 48.3 and

56.8 for S1 and S2. The result of the data analysis of the reflection scores for cycle II

clearly figured out the increasing mean figures of 66.5 and 76.0 for S3 and S4

respectively. The grand mean figures cycle I and cycle II show the figure 52.5 and

71.2. These findings clearly showed that improving the students vocabulary through

word tree branch was effective enough in helping the seventh grade students of

SMPN 1 Bebandem to increase their vocabulary in English. The mean figure of the

IR was very lower than the corresponding mean figures obtained for each session. the

significant difference further suggested that cycle II was more effective than cycle I.

The result of the analysis of the questionnaire scored showed the comparative

percentage figures of 69.10%, 27.79%, 2.92% and 0% for the items of the

questionnaires showing the total responses given for options: A, B, C, and D

respectively. The resulted comparative percentage figures clearly showed the subjects

attitudes and motivation in learning and exercising vocabulary through Word Tree

Branch changed positively.

INTRODUCTION

Language is considered as a system of communication in expressing ideas,

emotional, and desire. It has an important role in daily life. We use language both in

oral or written language. There are so many languages in the world but it is hard to

mastere them all. So if we would like to communicate with other people who has

different language with us, we can use one of the languages that considered as an

international language.

Vocabulary is an aspect language that has been taught by the teacher in the

teaching English as a second language or foreign language. Harmer (2007: 23 )

emphasizes that for many years vocabulary is seen supplementary to the main

purpose of language teaching, namely the acquisition of grammatical knowledge

about language. Teaching vocabulary is important because it is as a basic

communication. If learners do not recognize the meaning of the words they will be

unable to participate the conversation, to though they know the morphology and

syntax. So students firstly should master a large number of vocabularies, without

having this , they can’t express them selves clearly and effectively. Rupley 1998:99

state that Vocabulary knowledge is important because it encompases all the words we

must know to access our background knowledge, express our ideas and communicate

effectively and learn about new concepts.

Unfortunately in teaching learning process in SMPN 1 Bebandem students

find a lot of problems in vocabulary. The weakness can influence their language skill.

The evidence can be seen of students learning outcomes below the minimum

completeness scores, it cause teachers are still using methods that not based on

students orientation. This is often caused by a weakness, a lack of student interest in

learning English with teaching methods in teaching English especially vocabulary

and opinion less relevant English teacher who see a small role in language teaching

vocabulary study. In line of that, teachers need to choose appropriate technique of

teaching English to develop the students vocabulary especially for the young learner.

From the reality above, there must be a way to change the learning behavior

by applying an attractive technique which is called Word tree branch. Word tree

branch tehnique means a technique in which a new word is associated with familiar

word. Using word association here means there are some words or vocabulary has

close meaning or related each other. Vocabulary word teaching technique creates a

good atmosphere which leads the students image that learning is fun and happy and

also learning is not something make students stress, bore or even hate English.

Therefore, in accordance with the fact above, the researcher is highly

motivated to find out the vocabulary word tree branch technique in improving the

seventh grade students English vocabulary mastery in SMPN 1 Bebandem. By

conducting this technique to the students the researcher expecting the students

vocabulary mastery can improved.

STATEMENT OF RESEARCH QUESTION

Considering the background of the study. Students have crucial problem in

vocabulary and it needs changing by applying the writer is the expected to find out an

appropriate technique that can be used to make students more interested in learning

vocabulary. It also motivates students to study English well and to get success in

process teaching learning, so they can not get bored. So the research question can be

formulated as follows : can vocabulary of the seventh grade students of SMPN 1

Bebandem be improved through word tree branch technique?

PURPOSE OF STUDY

In relation to what has been described in the background above, in that case

the purpose of the study is to answer the research question that has been previously

formulated and determined. Therefore, the present study is intended to improve the

students vocabulary mastery through word tree branch tehnique of seventh grade

students of SMPN 1 Bebandem in academic year 2012/2013.

UNDERLYING THEORIES

In order to give broader understanding of Assessment and Question Tag, the

reearcher present some underlting theories:

The Theory of Vocabulary

According to Hiebert (2005 : 3) states vocabulary is the knowledge of

meanings of words. What complicates this definition is the fact that word comes at

least two form : oral and print. Knowledge of words also comes in least two form ,

receptive that which we can understand or recognize and productive the vocabulary

we use when we write and speak.

Based of the description, the study use theory of vocabulary which is

proposed by Richard and Jo Anne (2005 :266) who state that in vocabulary we need

three steps there are experiences, concepts, and words. Word are lables for concepts.

A single concept,however, represents much more than the meaning of a single word.

It may take a thousand of words to explain a concept.

Kinds of Vocabulary

Folse(2008:14) the part of speech of unknown word can present problems. He

divides into four basic parts of speech: noun, verb, adjective, and adverb.

Ways of Improving Vocabulary

Method is used by the teacher to approach the subject to the students. It is tool

which is used to motivate that students encouragement. It can help the students to

learn something. It concerns with action, which is conducted to make the students

ability better. In this action is taken to improve the students vocabulary ability. In the

classroom the taecher always tries the good method to motivate the students

encouragement in mastering the subject. There any many method and questions that

must be answered and prepared before the teacher came into the classroom to teach

vocabulary.

The function of vocabulary is only to support their four language skill namely:

listening, speaking,, reading, and also writing but existence of vocabulary mastery is

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

foreign language components is deemed to the big problem. If learners have

insuffidient stock of vocabulary, they will face problems in expressing their ideas,

felling and opinion, and also they will no be able to grasp any expression addressed to

them.

Teaching Vocabulary through Word Tree Branch

Wiliams Hannam (2009:7) state that there are many ways to help children

and it is important to use a variety of methods or technique and make it fun. Word

tree branch method is a method of development of the words, which in one word we

could be find the others words that related with that keyword. this can facilitate

remembering vocabulary. It is helpful tool in or remembering a word with something

familiar, for example “white board” it can be associated with “classroom” , ”chair” ,

“table”etc. in this technique we only need to give one keyword and keyword were

developed by looking for words related to that keyword. indirectly this method will

make students become more creative look for vocabulary related to these keywords

and find the meaning of each words.

RESEARCH METHOD

This study was conducted at XI Class of SMPN 1 Bebandem which consist of

1 class. In addition, the number of The eleventh grade students were 30, which all of .

To accomplish this research study, the researcher used classroom action research. As

previously stated that there were two kinds of data found in this research, namely

quantitative and qualitative data. The quantitative data was showed by the students

score based on the result of the pre-test and post-test. The qualitative data was

presented by the result of questionnaire toward the effectiveness of word tree branch

technique to the seventh grade students of SMP N 1 Bebandem. The pre- test in

English vocabulary was administered to the subjects under the study to obtain their

pre-existing mastery in vocabulary. Post-test or reflection was administered for four

times (twice in both). As a result, there were fous sets of raw scores for all session

(S1,S2,S3 and S4). The four sets of scores collected are tabulated as following

DISCUSSION OF FINDINGS

It has been stated that the purpose of this study was to improve students

mastery in English vocabulary through Word Tree Branch Technique to the seventh

grade students of SMPN 1 Bebandem in academic year 2012/2013. The data analysis

showed that the mean of the IR or pre-test scores (XO) was obtained by the subjects

under study in vocabulary mastery showed the mean graph 41.1. this mean figure.

Clearly showed that the ability of the subject under study was relatively low.

Knowing that vocabulary mastery was one important language component therefore

this problem had to be immediately solved. It was hard to find out why the ability of

the students was vocabulary mastery was quite low as there were many factors

dealing with it.

After the subjects under the study were taught English vocabulary through

Word Tree Branch Technique consequently, the subjects under study English

vocabulary mastery improved. It could be proved by the result of the data analysis of

the reflection scores in cycle I (S1 and S2) that showed the increasing mean figure

48.3, and 56.8. The mean figure obtained by the subjects under study for each session

in cycle I was 52.2. it was much higher than the mean figure of IR scores. If at pre-

test no one of which exeed the minimum passing score 65, but in cycle 1 there are 6

students were able to get mean 65. This grand mean figure of cycle I showed the

obvious improvement of the students mastery in learning vocabulary through Word

Tree Branch Technique.

The other improvement of the students vocabulary mastery through Word

Tree Branch technique was showed by the result of the data analysis of the reflection

of the post-test scores obtained by the subjects under study for cycle II (S3 and S4)

pointed out increasing mean figures of 66.5 and 76.0. the mean figure obtain by the

subjects under study for each session in cycle II was 71.2. the grand mean figure of

reflection or post testscore obtained by the subjects under study in cycle I was 52.2

and in cycle II was 71.2. there was significant different of 19.0 between the main

figure of cycle I and cycle II. This was due to the fact that cycle II was a revised

taking into account the weakness consequently. The comparative percentage figure of

the total response of the questionnaire for item A, B, C, and D were 69.10% (means

strongly agree), 27.79% (means agree), 02.92% (means undecided) and 0% (means

disagree). This figure proved that the subject positive changing bahaviors in learning

vocabulary through Word Tree Branch Technique.

The findings of the classroom action study were in line with the existing

research findings, which had related the effectiveness of Word Tree Branch

Technique in learning vocabulary . although all the finding of the present classroom

action study clearly revealed the improvement of the mastery in learning vocabulary

by the seventh grade students of SMP N 1 Bebandem Karangasem. It had

however,rather limited validity and reliability. The researcher fully realized and

admitted that the established finding have some weakness versions. This was due to

that factor that there were many aspects that could contaminate tha validity and

reliability of the established findings. It means that the findings of the present

classroom actions study should be only used as one of the optional technique.

CONCLUSION AND SUGGESTIONS

In the finding of the present action study, the researcher would like to give

some suggestions dealing with the study accomplished :

1. The English teacher of the seventh grade students of SMPN 1 Bebandem

Amlapura in general is suggested to be more active, crative and innovative in

teaching vocabulary and also the other skills, such as listening, reading,

speaking and writing. They are suggested to immediately start categorizing

many vocabularies based on the topic that will be given to improve the

students vocabulary.

2. The seventh grade students of SMPN 1 Bebandem are suggested to motivate

themselves to use with the word tree branch technique in learning vocabulary

besides using of this technique they can use various technique so they can

develop their vocabulary and more active study and get fun in studying

English.

3. To the other researcher is suggested to conduct the further research to eight

and nineth grade students.

REFERENCES

Brown, H. D. (2004). Language Assessment Principles and Classroom Practices.

Pearson Education. 10 Bank Street, White Plains, NY 10606.

Cameron,L. (2001). Teaching Language to Young learners. United Kingdom:

University Press, Cambridge.

Folse, K. S. (2008). English Teaching Forum. United States: Vol. 3.

Hiebert, Elfrieda and Kamil, Michael L. 2005. Teaching and Learning Vocabulary.

New Jersey London : University of California.

Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary OF Current English.

New York: Oxford University Press.

Kemis and Teggart. 1998. The Action Research Planner. Victoria: Deakin University

press.

McCarten, Jeanne. 2007. Teaching Vocabulary. New York: Cambridge University

press.

Richard T Vacca and Jo Anne L. Vacca. 2005. Literacy and Learning Across the

Curriculum : Pearson Education, Inc.

Richard, J.C.,&Renandya, W.A. (2002).Methodology in Language Teaching. USA:

Cambridge University Press.

Sargeant, H. (2007). Basic English Grammar for English Language Learners. United


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