CHAPTER 1

INTRODUCTION
1.1 Background
There are many factors that cause the students difficulties in learning. One of them
is the method given by the teacher. Teaching English as a foreign language requires the use
of effective learning method. According to Richards and Rodgers (in Brown!"#$ %&ethod
is an umbrella term for the s'ecification and interrelation of theory and 'ractice.(
)urthermore they state that virtually all language teaching methods ma*e the oversim'lified
assum'tion that what teachers do in the classroom can be conventionali+ed into a set of
'rocedures that fits all conte,ts. -t means that a set of 'rocedures or the techniques in
teaching have an influence to the students learning result.
-n learning English$ one of the factors is the 'oor mastery of vocabulary *nowledge.
The students are lac* of stoc* of the words. The students who have little *nowledge of
vocabulary will face some difficulties to understand the written language and oral language.
.ellar and /oc*ing (in Thornbury$ 011023# say$ %-f you s'end most of your time studying
grammar$ your English will not im'rove very much. 4ou will see most im'rovement if you
learn more words and e,'ressions. 4ou can say very little with grammar$ but you can say
almost anything with word.( The students may get some difficulties in learning a language
if they have limited number of vocabularies. 5aleh (266720# argues$ %The success in
mastering a language is determined by the si+e of the vocabulary one has learned.(
Thornbury (011003# adds %The learner needs not only to learn a lot of words$ but to
remember them.( To master all the language s*ills$ vocabulary *nowledge are im'ortant
2
that have to *nown by the students and the teachers of English should have a technique that
ma*es the students interesting in learning vocabulary. There are many techniques of
ma*ing the students interested in what they are learning es'ecially in learning vocabulary.
Brown (266!!"# says$ %Techniques are the s'ecific activities manifested in the classroom
that are consistent with a method and therefore in harmony with an a''roach as well.(
&emory sensory has im'ortant value in learning vocabulary. The students need
balancing in usage of the left brain and right brain. 8hole brain is needed by the students to
thin* 'erfectly. Right brain is for creativity and visuali+ation. 9eft brain is for logical and
rational. &ind ma''ing combines both and become whole:brained. -t stimulates the brain
by a''ealing to both the creative and logical side of the brain. According to .e;otter and
/ernac*i as translated into English (in Abdurrahman$ 011"2<0#$ %&ind ma''ing uses
visuals reminder and sensory into a 'attern from the ideas which are related(. &ind
ma''ing allows the students to clarify their thoughts by categorising and grou'ing into
related ideas (de Bono$htt'==www.usingmindma's.com=mind:ma's:in:education.html#. -t
starts with the students main to'ic or the theme as the central idea and allows the main
branches of mind ma''ing to re'resent the main 'oints of their thought (right brain# then
combined by the interesting colours and images (left brain# which will stimulate the brain.
Thornbury (0110$ 2"# says$( Acquiring a vocabulary requires not only labelling but
categori+ing s*ills.( The writer chooses mind ma''ing as a technique to hel' the students
in memori+ing the words which are e,'ected in im'roving their vocabulary 'roficiency by
memori+ing easily.
0
Rivers (in Thornbury$ 01102!!# states that vocabulary cannot be taught$ it can be
'resented$ e,'lained$ included in all *ind of activities and e,'erienced in all manner of
associations>but it is ultimately it is learned by the individual.( &ind ma''ing is believed
as one of the techniques or activities which can be used in teaching vocabulary which
involve the essential idea and encourages memori+ing vocabulary easily.
See the exam!e o" m#nd ma#ng $Bu%an&' Pr#nc#!e'( )e!o*+

)rom the brief information above$ the writer is interested in wring a thesis entitled
,TEACHIN- .OCABU/AR0 THROU-H 1IND 1APPIN- TECHNI2UE TO
THE TENTH -RADE STUDENTS O3 S1A NE-ERI 14 PA/E1BAN-5
1.6 Pro)!em
1.6.1 /#m#tat#on o" the Pro)!em
-n this investigation$ the writer limits the 'roblem on %Part' o" Bod7( as the
material in teaching vocabulary to the tenth grade students of 5&A ?egeri 2< ;alembang
and the writer will use the mind ma #n Ton7 Bu%an 'rinci'les '#m#!ar to the 8Net*ork
3
Tree& m#nd ma#ng as the way to develo' the students vocabulary. The fifty words that
will be taught in this study are 'resented below@
2# Head (face$ hair$ curly$ straight$ blond$ forehead$ eye$ eyebrow$ nose$ shar'$ flat$ ear$
mouth$ li'$ u''er li'$ lower li'$ tooth$ tongue$ chin$ chee*#.
0# Bod7 (shoulder$ chest$ nec*$ stomach$ hi'$ navel#.
3# Hand (finger$ thumb$ inde, finger$ middle finger$ ring finger$ little finger$ arm$ u''er
arm$ forearm$ elbow$ nail$ hand wrist$ 'alm#.
!# /eg (foot$ an*le$ thigh$ *nee$ calf$ heel$ toe#.
1.6.1 3ormu!at#on o" the Pro)!em
The main 'roblem of this research is %-s it effective to use mind ma''ing technique
in teaching vocabulary to the tenth grade students of 5&A ?egeri 2< ;alembangA(
1.9 O):ect#;e o" the Re'earch
Based on the 'roblem above$ the obBective of this study is to find out whether or not
it is significantly effective to teach vocabulary through mind ma''ing technique to the
tenth grade students of 5&A ?egeri 2< ;alembang.
1.< S#gn#"#cance o" the Re'earch
!
There are some significances of this study in teaching vocabulary through mind
ma''ing technique to the tenth grade students of 5&A ?egeri 2< ;alembang.
2# By having read this study$ the teachers of English are e,'ected to increase their strategy
in teaching vocabulary and the writer ho'es that this study will give a contribution in
the educational side to the develo'ment of language teaching and learning about
vocabulary through mind ma''ing.
0# -t is e,'ected that this study will overcome the difficulties of students in memori+ing
their vocabulary and it can hel' the students to be interested in learning vocabulary
3# -t is e,'ected that this study to be one of the references for other researchers to get
information about teaching through mind ma''ing.
!# The writer will indirectly enlarge her *nowledge and get e,'erience by doing this study.
1.4 H7othe'e'
Based on the 'roblem and obBective of the study$ there are two forms of hy'otheses
in this study$ they are@ ?ull /y'otheses (/o# and Alternative hy'otheses (/a# as follows
/o -t is not effective to use mind ma''ing technique in teaching vocabulary 'roficiency.
/
a
-t is effective to use mind ma''ing technique in teaching vocabulary 'roficiency.
1.= The Cr#ter#a o" Te't#ng the H7othe'e'
)or testing the hy'otheses$ the writer will involve 02 'airs of students as the sam'le
of research$ so degree of the freedom (df# is 01 (02:2# and the significance level is 1.1< C
in one:tailed test. The writer will use the critical value of t:table or matched t:test
distribution table and the significance level is 1.1< for one:tailed test in the t:table. The null
<
hy'otheses (/o# will be acce'ted if the t:obtained is less than t:table as its critical value
(2.70<$ n D 01#. -f the t:obtained is equal to or higher than t:table as its critical value (2.70<$
n D 01#$ the null hy'otheses will be reBected.
CHAPTER II
E
THEORETICA/ 3RA1E>OR?
To framewor* theoretically$ there are some relevant to'ics in this cha'ter
(2# the conce't of vocabulary$ (0# the conce't of mind ma''ing technique$ (3# the conce't
of teaching$ (!# the theoretical 'rocedure of teaching vocabulary through mind ma''ing$
and (<# related 'revious study.
6.1 The Concet o" .oca)u!ar7
English has a very large vocabulary consisting of more than a million. Focabulary
is very im'ortant for the students in learning English es'ecially for communication to
construct the meaning and ma*ing a language.
6.1.1 De'cr#t#on o" .oca)u!ar7
Focabulary is a list of words in a language with their meaning (/ornby$
01112332#. 5aleh (2667E1# states that vocabulary items fall into two 'rinci'le categories$
they are@ (2# concrete words and (0# abstract words.
1( Concrete >ord'
5aleh (2667E1# states that a concrete word is a word that the meaning can be
'erceived through one or more of the five senses. The meaning of concrete word can be
'ointed out by means of Audio Fisual Aids (AFA#$ li*e realia (real things#$ miniatures$
'ictures$ and demonstration.
7
6( A)'tract >ord'
5aleh (2661E1# states that an Abstract word is a word that the meaning of which
cannot generally be gras'ed by virtue of the five senses. The notion of abstract word are
li*e than* and enBoy$ its can be shown by circumlocution or translation.
6.6 The Concet o" 1#nd 1a#ng Techn#@ue
&ind ma''ing is creative note:ta*ing method$ which eases us to remember much
information (.e ;orter$ Readon$ and ?ourie$ 266627<#. The best mind ma''ing is
colourful and used much 'ictures and symbols@ usually li*e an art.
Bu+an (26632# states that mind ma''ing is a 'owerful gra'hic technique$ which
'rovides a universal *ey to unloc* the 'otential of brain. &ind ma''ing technique imitates
the thin*ing 'rocess$ namely 'ossible us to move from one to'ic to another to'ics bac* and
forth. Recording the information through symbols$ 'ictures$ emotional meaning and
colours$ e,actly the same li*e our brains 'rocess it. A 'attern which at least consists of
'icture$ symbol and color that will not Bust hel' the students to understand the vocabulary
*nowledge but also ma*es the students feel good$ enBoyable and attract their brain which at
last lead them to have interest in mastery vocabulary *nowledge.
6.6.1 De"#n#t#on o" 1#nd 1a#ng Techn#@ue
Bu+an (htt'==www.usingmindma's.com=what:is:a:mind:ma'.html# states that a
mind ma''ing is a 'owerful gra'hic technique which 'rovides a universal *ey to unloc* the
'otential of the brain. -t is visual ma' of ideas$ laid out in a radial format around a central
"
thought and it involves a unique combination of imagery$ colour and visual:s'atial
arrangement which is 'roven to significantly im'rove recall when com'ared to
conventional methods of note:ta*ing and learning by rote. -t needs imagination and
association to activate our brain in remembering something.
Based on .e;otter and /ernac*i as translated into English (in Abdurrahman$
011"2<3#$ %&ind ma''ing is the use of whole brains technique by using the visuali+ation
and other gra'hic infrastructure to ma*e an im'ression(. Besides$ mind ma''ing is one of
techniques which can ma*e the students more enBoyable and interesting in studying
vocabulary.
According to &artin as translated into English (in Trianto$ 01162<"# mind ma''ing
is a concrete gra'hic illustration which indicates how a single conce't related to other
conce't in the same categories. &ind ma''ing is a 'attern which at least consists of 'icture$
symbol and colour that will not Bust hel' the students to understand the vocabulary
*nowledge but also ma*e the students feel good$ enBoyable and attract their brain which at
last leads them to have interest in mastery vocabulary *nowledge.
6.6.6 The Ad;antage' o" U'#ng 1#nd 1a#ng Techn#@ue
.e;orter and /ernac*i (in Abdurrahman$ 011"270# describe that there are some
advantages of using mind ma''ing technique$ they are as follows@
1( 3!ex#)!e
6
E,'laining something can be easy without confusing in add the material based on
the mind ma''ing. 8e can 'ut the label and category of something based on our own
o'inion anywhere in the mind ma''ing.
6( Concentrate on the To#c
Getting the subto'ics what we tal* about with focus on the main ideas easily. Hee'
focus on the *eyword can hel' us to ma*e it sim'le and it does not waste the time.
9( Increa'#ng Comrehen'#on
Ising mind ma''ing can ma*e easy in understanding the material. &ind ma''ing is
a sim'le thin* 'attern so it is not ma*e us confuse to understand what we have learned and
easy to remember the material.
<( En:o7a)!e
-magination and creativity are unlimited in using mind ma''ing$ so it can be funny
to learn. By using 'ictures and colours$ it ma*es the brain enBoy and e,cited in thin*ing
something what we want about the material.
6.6.9 The C!a''#"#cat#on o" 1#nd 1a#ng Techn#@ue
Trianto (01162E1# describes that mind ma''ing can be distinguished into four
*inds$ namely@ (2# networ* tree$ (0# event chain$ (3# cycle conce't ma'$ and (!# s'ider
conce't ma'.
1( Net*ork Tree
21
The main ideas made in a quadrangle and other words written in the connection
line. -t is suitable for visuali+ation (a# a cause and effect relation (b# a hierarchy$ (c# branch
'rocedure$ and (d# technical terms which can be used to e,'lain some correlations.
Jonsist of
Based on the
function


Based on
ty'e of food E,am'le

E,am'le E,am'le


E,am'le


0# E;ent Cha#n
The event chain can be used for giving an accident order$ ste's in a 'rocedure$ or
ste's in a 'rocess. -t is suitable for visuali+ation (a# some ste's in a 'rocess$ (b# some ste's
in a linier 'rocedure$ and (c# an accident order.
9( C7c!e Concet 1a
22
Eco'7'tem comonent
Eco'7'tem comonent
Eco'7'tem comonent
Eco'7'tem comonent
Eco'7'tem comonent
Hom'one
n
E*osistem
B#ot#c
Hom'
onen
E*osis
tem
A)#ot#c
Hom'
onen
E*osis
tem
Decomo'er
Hom'
onen
E*osis
tem
Producer
Ho
m'o
nen
E*o
siste
m
Con'umer
Hom
'one
n
E*osi
stem
Omn#;ore
Hom
'one
n
E*osi
stem
Her)#;ore
Hom
'one
n
E*osi
stem
Carn#;ore
Hom
'one
n
E*osi
stem
T#ger
Ho
m'
one
n
E*
osis
tem
1onke7
Ho
m'o
nen
E*o
siste
m
Ra))#t
Ho
m'
one
n
E*
osis
tem
>aterA
'un!#ght
E;aoraB
t#on
Conden'aB
t#on
*ater
'team
*ater
-n this conce't ma'$ the accident combination has no final result. -t is suitable to
show a correlation how a combination accident is interacting to 'roduce a grou' of result
re'eatedly.
<( S#der Concet 1a
The s'ider conce't can be used for sharing o'inion from a central idea until get
more various big ideas. -t is suitable to visuali+ation (a# something which is not based on
hierarchy (b# a category which is not 'arallel$ and (d# the result of sharing o'inion.
8ater
Biology
9and
;hysic
Air
Jhemistry
5ound
Thinning of o+one
Reforestation
/uBan asam
Recycle
Global warming
20
Po!!ut#on
&ind ma''ing is similar to a road ma*es study$ wor* and thin*ing enBoyable$ it can
hel' to solve the lac* of stoc* of students vocabulary in memori+ing some words which
are related from universal word as a *ey word.
6.6.< Part' o" 1#nd 1a#ng Techn#@ue
There are some 'arts of mind ma''ing (8indura$ 011"77:"E# namely@ (2# central
image$ (0# *ey word$ (3# basic ordering ideas$ (!# branches$ (!# colour and (<# 'icture.
1( Centra! Image
A central image has to describe the main idea of a mind ma''ing and 'ut it on the
centre of the 'a'er. -t is for activate the students right brain$ strengthen the students
memory and ma*e the learning activity enBoyable.
6( ?e7 >ord
A *ey word is a word that can lead a sentence or event. -dentifying a familiar word
in ones own language or another language that sounds li*e the new word and using only
one *ey word 'er line. -t is as an urge to remember a lot of words for the students. -t is
strong noun or verb that creates image to trigger recall the memory.
9( Ba'#c Order#ng Idea'
Basic ordering ideas are the branches that collect sort information and it connected
to the central to'ic that radiate out from the centre. &a*ing basic ordering ideas which can
direct our mind to ma*e mind ma''ing and it need creativity that encourage the students to
understand to the material. -t is thic* and thinner at the ends. -t can be seen as headings for
your to'ic and s'read anywhere but do not become stee'.
23
<( Branche'
The branches should be curvy and in the same length as the words or 'ictures above
it. These branches can be seen as sub headings. -t is thinner branches and containing details.
4( Co!our
Jolour is a very good memory sign and it involves the right brain in learning for
long term memory. Jolours encourage creativity and hel' in memori+ation. Adding 'lenty
of colours via branches$ ma' bac*ground and images will add life to your mind ma'. -t
ma*es easier to com'rehend and remember.
=( P#cture
-n mind ma''ing$ 'ictures which can change or strengthen a *ey word that has been
written before.
6.6.4 The Cr#ter#a o" 1ak#ng 1#nd 1a#ng Techn#@ue
Based on what Bu+an (in ;urwo*o$ 011<01# states that the mind ma''ing uses
colors and 'ictures to hel' constructing your imagination with your style in ma*ing mind
ma''ing. 8ords or 'ictures which are in the curvy lines or branches will hel' the students
memory to ma*e associations.
)urthermore Bu+an (in ;urwo*o$ 011<01# e,'lains the ste's below in how to ma*e
mind ma''ing$ they are 'resented below@
1( Ta*e a 'iece of white 'a'er and it is in a landsca'e 'osition.
2!
6( 5tart by drawing a coloured image in the centre of the 'a'er and write the *ey word
with ca'ital letters.
9( Jhoose a color and draw the main themes of the mind ma''ing on the thic*
branches radiating out from the central image.
<( Add other main themes branches around the ma'.
4( &a*e thic* and colourful branches s'anning out from your mind ma'.
=( 8rite basic ideas about the *ey word and still use the ca'ital letters.
C( Add an image to all the main branches to re'resent each *ey theme and also use
images to visualise every im'ortant *ey word on your ma'.
D( 9et your mind ma''ing be as imaginative as 'ossible.
6.9 The Concet o" Teach#ng
Teaching and learning cannot be se'arated because they are bound each other. The
word %teaching( in this study refers to act of giving instruction in order to transfer
*nowledge and s*ill. Teaching is also a guiding and facilitating learning$ enabling the
learner to learn$ setting the conditions for learning. A teacher functions are as a facilitator$
guide$ motivator$ and manager. As a facilitator$ a teacher 'rovides facilities such as
circumstances$ equi'ment$ aids$ etc that ma*e the learners are 'ossible to learn easier. As a
guide$ a teacher shows or hel's the learners to learn how to do something and understand
*nowledge. As a motivator$ a teacher stimulates the interest of the learners. And as a
manager$ a teacher arranges information and environment for students to learn.
According to 5aleh (26672E:02#
2<
Teaching is a 'rofessions conducted by using combination art$
science$ and s*ill. Teaching is also guiding and facilitating
learning$ enabling the learner to learn and setting the condition for
learning. )urthermore$ teaching is a s*ill for it demands the ability
Kattained from relevant theories and 'racticeKto assist the
students e,'ertly in learning so that they are able to gain the
com'etence.
6.< The Theoret#ca! Procedure o" Teach#ng .oca)u!ar7 through 1#nd 1a#ng
-n teaching mind ma''ing technique$ Bu+an (in ;urwo*o$ 011!<E# gives some
direction$ it is as follows@
Ste 1+ &a*e a central image in the centre of the 'a'er. Jolour and add something
interesting.
Ste 6+ .raw some basic ordering ideas$ s'read out from the central image.
Ste 9+ Thin*ing of all something interesting as much as 'ossible and funny for you and it
can be connected with the central image to give you the ins'iration.
Ste <+ Add some branches to the basic ordering ideas using symbols$ 'ictures$ and colours
as much as 'ossible.
Ste 4+ Thin*ing of the details which are interesting and it can encourage your curiousity.
Add to your mind ma'.
Ste = + Jontinue it until you have adequate information for your mind ma'.
6.4 Re!ated Pre;#ou' Stud7
The writer too* some 'revious studies. The first thesis is entitled %T/E
E))EJT-FE?E55 O) &-?. &A;;-?G TEJ/?-LIE -? -?JREA5-?G T/E
5EJO?. 4EAR 5TI.E?T5 REA.-?G JO&;RE/E?5-O? AT 59T; ?EGER- !3
2E
;A9E&BA?G( which is written by 4usuf Effendi$ a student of Iniversity of ;GR-. The
result of the calculation of the matched t:test formula was !.26. -t indicated that the t:
obtained was higher than the critical value (10.102#. The findings of the the study showed
that mind ma''ing could be significantly effective in teaching reading com'rehension to
the subBect of 59T; ?egeri !3 ;alembang.
The second thesis is entitled %TEAJ/-?G 8R-T-?G ;ARAGRA;/5 B4 I5-?G
&-?. &A;;-?G TO T/E E9EFE?T/ 4EAR 5TI.E?T5 O) 5&A ?EGER- 2!
;A9E&BA?G( written by /ermalasari$ a student of Iniversity of ;GR-. The students
average score in 're:test was <6.E" and the average score of the students 'ost:test was
E7."<. -t indicated that t:obtain was higher than the t:table (2.E"!#.
There are some differences between those 'revious theses and the writers study$
they are@ (2# in 4usufs thesis$ he too* reading com'rehension and he used quasi:
e,'erimental method. /is study was done in 59T; ?egeri !3 ;alembang to the second year
students while the writer would ta*e teaching vocabulary and she would use true
e,'erimental method$ 'osttest only control grou' design. /er study would be done in the
5&A ?egeri 2< ;alembang to the tenth grade students. (0# -n /ermalasaris thesis$ she too*
writing 'aragra'hs and she used 're:e,'erimental method$ one grou' 'retest:'osttest
design. /er study was done in 5&A ?egeri 2! ;alembang.
The similarity of the 'revious study with this study is the same inde'endent
variables$ mind ma''ing in Bu+ans ;rinci'les.
CHAPTER III
27
RESEARCH PROSEDURES
-n this cha'ter$ the writer 'resents (2# o'erational definitions$ (0# research variables$
(3# method of research$ (!# 'o'ulation and sam'le$ (<# technique for collecting data and (7#
technique for analy+ing data.
9.1 1ethod o" the Re'earch and Re'earch .ar#a)!e
9.1.1 1ethod o" the Re'earch
&ethod is a way to doing something (/ornby$ 011173!#. The researcher uses the
true:e,'erimental method to do this research. The e,'erimental would be in the
randomi+ed 'ost:test only control grou' design$ using matched subBects.
)raen*el and 8allen (2661037:0!2# state$
The 'osttest:only control grou' design involves two grou's$ both
of which are formed by random assignment. One grou' receives
the e,'erimental treatment while the other does not$ and then both
grou's are 'osttested on the de'endent variable. The choice of
variables on which to match is based on 'revious research$ theory$
and=or the e,'erience of the researcher.
The design is as follows@
E,'erimental grou' R M X
1
O
Jontrol grou' R M X
2
O
8here
R Randomi+ation.
2"
& &atching 'rocess through a 'retest.
M
2
Teaching through mind ma''ing.
M
0
Teaching without mind ma''ing.
O ;ost:test.
-n doing this research$ the writer would select students from the school randomly
and then 'lace the chosen students into one of two grou's using random assignment. 5he
would give a 'retest to each grou' to match the grou's. One grou' would receive the
e,'erimental treatment while the other would not receive it. To match the choice of
variables would base on the e,'erience of the writer.
The writer did some ste's to do this research$ they are as follows@
2# surveying the literature relating to do the 'roblem@
0# defining the 'roblem@
3# constructing an e,'erimental 'lan by writing the research design@
!# design the research instrument@
<# doing the instrument try:out@
E# giving the test to match the students from the two grou's@
7# teaching with mind ma''ing technique to the e,'erimental grou' and without it to the
control grou'@
"# collecting the data through the 'osttest@
6# analy+ing the data@
21# drawing conclusions@
22# 'ro'osing suggestions@
26
20# writing the re'ort as a thesis.
9.1.6 Re'earch .ar#a)!e
This study which is entitled %Teaching Focabulary through &ind &a''ing to the
Tenth Grade 5tudents of 5&A ?egeri 2< ;alembang($ there are two *inds of variables$
they are@ (2# inde'endent variable and (0# de'endent variable.
1( Indeendent .ar#a)!e
The inde'endent variable of this study is mind ma''ing that are 'resented to the
students.
6( Deendent .ar#a)!e
The de'endent variable of this study is the students scores in the vocabulary test.
9.6 Oerat#ona! De"#n#t#on'
Based on the title of this study is %Teaching Focabulary through &ind &a''ing to
the Tenth Grade 5tudents of 5&A ?egeri 2< ;alembang($ there are three im'ortant terms
to define o'erationally in this study (2# teaching$ (0# vocabulary$ and (3# mind ma''ing.
)irst$ teaching means the 'rocess of transferring s*ill and *nowledge to the students.
-t means that teaching is the activity to show or hel'ing students to learn about something$
guiding in the study of something$ giving instruction$ 'roviding with *nowledge causing to
*now or understand.
5econd$ vocabulary is list of words with their meaning in a language which are
divided into two *inds$ they are@ (2# concrete word and (0# abstract word.
01
)inally$ mind ma''ing as a technique which is used in teaching in the form of
drawing a mind a''lication with some branches from universal word as a *eyword. -t is one
of the funny$ interesting and motivating techniques to ma*e a visuali+ation of our mind.
9.9 Pou!at#on and Sam!e
9.9.1 Pou!at#on
)raen*el and 8allen (2661E"# state$ %;o'ulation is the grou' of interest to
researcher$ the grou' to whom the researcher would li*e to generali+e of the result of the
study.( )or the 'o'ulation of this study$ the writer chose the tenth grade students of 5&A
?egeri 2< ;alembang in the academic year of 0116:0121. -n this case$ there are nine
classes. The total number of 'o'ulation was 3E1 students. The information of total number
of the tenth grade students of 5&A ?egeri 2< ;alembang is shown in Table 2.
TAB/E 1
THE POPU/ATION O3 THE STUD0
No C!a'' Num)er o" Student
2 M. 2 !1
0 M.0 !1
3 M.3 !1
! M.! !2
< M.< 36
E M.E !1
7 M.7 !1
" M." !1
02
(Jontinued>.#
(Table 2#
Tota! 96E
(5ource .ocuments of 5&A ?egeri 2< ;alembang#
9.9.6 Sam!e
/ornby (011121!1# states that sam'le is a number 'eo'le chosen randomly from a
larger grou'. )urthermore$ sam'le refers to any grou' on which information obtained
()raen*el and 8allen$ 2661E7#. The writer would ta*e the sam'le from the 'o'ulation by
two:stage random sam'ling through the cluster random sam'ling and the individual
random sam'ling (5ee )raen*el and 8allen$ 266173#. Jluster random sam'ling is the
selection of grou's or clusters of subBects rather than individual ()raen*el and 8allen$
266170#. -n this study$ there would be two classes chosen through the cluster random
sam'ling. One would be treated as the e,'erimental grou' and the other as the control
grou'. After getting the two classes$ the writer did the individual random sam'ling by
giving a 'retest to the students from the two classes as 'retested and then matched based on
their similar scores.
TAB/E 6
THE SA1P/E O3 THE STUD0
No C!a'' -rou' Num)er o" Student Num)er o" 1atched Pa#r'
2 M. 2 E,'erimental !1
02 0 M.0 Jontrol !1
Tota! DE
(5ource .ocuments of 5&A ?egeri 2< ;alembang#
9.< Techn#@ue' "or Co!!ect#ng Data
00
(Jontinued>.#
(Table 0#
-n collecting data$ the writer used a written test to *now the students ability in
learning vocabulary. A test is a short e,amination of *nowledge that consists of questions
that must be answered. The writer gave the written test to measure the students vocabulary
in using mind ma''ing technique. The test was in the forms of multi'le choice test and
matching test with !1 test items and the students got !< minutes to do the test.
9.4 .a!#d#t7 and Re!#a)#!#t7
9.4.1 .a!#d#t7
Falidity is the state of being logically or legally acce'table (/ornby$ 01112326#.
)raen*el and 8allen (2661207# state that validity refers to the degree to which evidence
su''orts any inferences a researcher ma*es based on the collected data using a 'articular
instrument.
-n order to ma*e the test materials have high validity the writer only used a written
test in multi'le choice test and matching test. Before giving the test to the students$ the test
materials were chec*ed whether or not they would test about the vocabulary *nowledge to
the students.
The validity of the test material in this study would be chec*ed through the content
validity. -t is a form of validity which is based on the degree to which a test adequately and
sufficiently measures the 'articular s*ill or behavior is set out to measure.
TAB/E 9
TEST SPECI3ICATION
03
No O):ect#;e 1ater#a!' Ind#cator' Te't
Item'
Te't T7e'
2. The
students
are able to
use the
words in
the theme
%;arts of
Body( by
using
mind
ma''ing
technique.
The words that involved in theme
%;arts of Body( mind ma''ing
with the 'arts of body$ such as
head$ face$ hair$ curly$ straight$
blond$ forehead$ eye$ eyebrow$
nose$ shar'$ flat$ ear$ mouth$ li'$
u''er li'$ lower li'$ tooth$ tongue$
chin$ chee*$ body$ shoulder$ chest$
nec*$ stomach$ hi'$ navel$ hand
ffinger$ thumb$ inde, finger$
middle finger$ ring finger$ little
finger$ arm$ u''er arm$ forearm$
elbow$ nail$ hand wrist$ 'alm$ leg$
foot$ an*le$ thigh$ *nee$ calf$ heel$
toe.
2. The students are
able to
com'lete the
sentences by
using the
correct words
about %;arts of
Body(.
0. The students are
able to match
the 'ictures
about %;arts of
Body( with the
suitable words.
!1 2# &ulti'le
choices.
0# &atching
test.
The test was valid because the content could measure the students ability in
vocabulary test.
9.4.6 Re!#a)#!#t7
Reliability refers to the consistency of the scores obtained$ how consistent they are
for each individual from one administration of an instrument to another and from one set of
0!
items to another ()raen*el and 8allen$ 2661233#. -n this study$ a Huder:Richardson 02
was used to estimate the internal consistency reliability. )raen*el and 8allen (266123E#
write that for research 'ur'oses$ a useful rule is that reliability should be at least 1.71 and
'referably higher.
The formula is as follows@
?RB61 F
( )
( )
1
]
1

0
2
2
SD K
M K M
K
K
8here
HR:02 Huder:Richardson Reliability Joefficient.
H ?umber of -tems in the Test.
& &ean of the 5et of the Test 5cores.
5. 5tandard .eviation of the 5et of the Test scores.
The formula of 5tandard .eviation is as follows@
( )
N
SD

0
-n which
M The 5tudents Total 5core.
? The ?umber of the 5tudents.
TAB/E <
THE STUDENTSG SCORES AND THE REA/IBI/IT0 COE33ICIENT
O3 THE TEST ITE1S
0<
?o.
?umber
of -tems
?umber of 5tudentsN
Jorrect Answers (M#
&ean (
M#
(M: M# (M: M#
0
2 !1 02 0<.77 :!.77 00.7<
0 !1 01 0<.77 :<.77 33.06
3 !1 23 0<.77 :20.77 2E3.17
! !1 27 0<.77 :".77 7E.62
< !1 3! 0<.77 ".03 E7.73
E !1 3< 0<.77 6.03 "<.26
7 !1 02 0<.77 :!.77 00.7<
" !1 07 0<.77 2.03 2.<2
6 !1 0< 0<.77 :1.77 1.<6
21 !1 2E 0<.77 :6.77 6<.!<
22 !1 2E 0<.77 :6.77 6<.!<
20 !1 0< 0<.77 :1.77 1.<6
23 !1 03 0<.77 :0.77 7.E7
2! !1 3! 0<.77 ".03 E7.73
2< !1 0E 0<.77 1.03 1.1<
2E !1 31 0<.77 !.03 27."6
27 !1 31 0<.77 !.03 27."6
2" !1 0" 0<.77 0.03 !.67
26 !1 0! 0<.77 :2.77 3.23
01 !1 0E 0<.77 1.03 1.1<
02 !1 " 0<.77 :27.77 32<.77
00 !1 3! 0<.77 ".03 E7.73
03 !1 32 0<.77 <.03 07.3<
0! !1 33 0<.77 7.03 <0.07
0< !1 3< 0<.77 6.03 "<.26
0E !1 26 0<.77 :E.77 !<."3
07 !1 3! 0<.77 ".03 E7.73
0" !1 0" 0<.77 0.03 !.67
06 !1 02 0<.77 :!.77 00.7<
31 !1 0< 0<.77 :1.77 1.<6
32 !1 0< 0<.77 :1.77 1.<6
30 !1 30 0<.77 E.03 3"."2
33 !1 0" 0<.77 0.03 !.67
3! !1 0E 0<.77 1.03 1.1<
3< !1 30 0<.77 E.03 3"."2
610 2<<".270
0E
(Jontinued>.#
(Table 3#
& D
?
M
D
3<
610

D 0<.77
5. D
( )
?
M M
0

D
3<
27 . 2<<"
D <0 . !!
D E.E7
HR02 D
( )

'

0
# 5. ( H
& H &
2
2 H
H
D

'

# E7 . E ( !1
# 77 . 0< !1 ( 77 . 0<
2
36
!1
0
D

'

# E7 . E ( !1
# 77 . 0< !1 ( 77 . 0<
2
36
!1
0
D 2.10<

'

0 . 2776
71 . 3EE
2
D 2.10< O2 P 1.01EQ
D 2.10< O1.76!Q
D 1."2
Based on the result above$ it is clear that the test materials are valid and reliable.
9.= Techn#@ue' "or Ana!7%#ng Data
07
The data collected were analy+ed through three ste's@ namely (2# individual scores$
(0# conversion of 'ercentage range and (3# matched t:test.
3.E.2 Ind#;#dua! Score'
The formula is used to *now the individual score@
M D
211 ,
?
R
8here M D Result of English Focabulary 5cores
R D The Total ?umber of Jorrect Answers
? D The Total ?umber of -tems
9.=.6 Con;er'#on o" Percentage Range'
TAB/E 4
CON.ERSION O3 PERCENTA-E RAN-ES
Percentage Range' 2ua!#"#cat#on
61:211 E,cellent
71:"6 Good
<<:E6 Enough
!1:<! ;oor
1:36 Fery ;oor
9.=.9 1atched tBte't
0"
-n analy+ing the data obtained from the test$ the writer would do the certain ste's
using the matched t:test. )irstly$ the score of the test would be tabulated into 're:test and
'ost:test to differentiate the result before treatment ('re:test# and after treatment ('ost:test#
and find out the significant difference between 're:test and 'ost:test. The formula of
matched t:test is as follows (/atch and )arhady$ 26"022E#
t D
D S
x x
0 2

where
t &atched t:test.
x
2
The &ean of E,'erimental Grou' in the ;ost:test.
x
0
The &ean of Jontrol Grou' in the ;ost:test.
D S 5tandard Error of .ifference between Two &eans.
CHAPTER I.
06
3INDIN-S AND INTERPRETATIONS
-n this cha'ter the writer 'resents (2# the findings and (0# the inter'retations of the
research.
<.1 3#nd#ng'
The findings of this study deal with the result of the study obtained from the written
test$ they were (2# the students 'retest mean score in the e,'erimental and control grou's (
MF E!.3#$ (0# the students 'ost:test scores in the e,'erimental grou' (
x
2
D 61#$ (3# the
students 'ost:test scores in the control grou' (
x
0
D "2.6# and (!# the calculation of the
matched t:test (t
obt
D 0.36E#. Based on these findings$ it would be said that the /
o
was
reBected and the /
a
was acce'ted. -t means it was effective to teach vocabulary through
mind ma''ing technique.
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
S t u d e n t s
S
c
o
r
e
s
Post-test Scores in Experimental Group
Post-test Scores in Control Group
Pre-test Scores in Experimental an Control Groups
Gra'h 2. The 5tudents 5cores in E,'erimental and Jontrol Grou's
31
<.1.1 The Student'& Po'tBte't Score' #n the Exer#menta! -rou
The test items in the 'ost:test were e,actly the same as the ones that were given in
the 're:test. The average 'ost:test score of the students in the e,'erimental grou' was 61. -t
was found out that the lowest score was E1 reached by one student and the highest score
was 211 reached by ten students. The average score which the students got in the 'ost:test
was 61. The data distribution of the students 'ost:test scores in the e,'erimental grou' can
be seen in Table < below
TAB/E =
THE STUDENTS& SCORES O3 THE EHPERI1ENTA/ -ROUP
IN THE POSTBTEST
No Student'G Score' 3re@uenc#e' Percentage
$H( $"( $I(
2 E1 2 !."
0 E< 0 6.<
3 71 2 !."
! "1 0 6.<
< 61 2 !."
E 6< ! 26
7 211 21 !7.E
JH F 1DKEEA MF KE 61 1EE
<.1.6 The Student'& Po'tBte't Score' #n the Contro! -rou
-n the control grou'$ the average 'ost:test score of the students in the control grou'
was "2.6. -t was found out that the lowest score was E< reached by one student and the
highest score was 61 reached by si, students. The average score which the students got in
the 'ost:test was "2.6. The data distribution of the students 'ost:test scores in the control
grou' can be seen in Table E below
32
TAB/E C
THE STUDENTS& SCORES O3 THE CONTRO/ -ROUP
IN THE POSTBTEST
No Student'G Score' 3re@uenc#e' Percentage
$H( (f) $I(
2 E< 1 !."
0 71 2 6.<
3 7< 2 6.<
! "1 5 03."
< "< 5 03."
E 61 6 0".E
JH F 1C6EA M F D1.K 21 100
<.1.9 The Re'u!t o" the 1atched tBte't Ca!cu!at#on
After gaining the result of the 'ost:test in the e,'erimental grou' and control grou'$
the writer started to analy+e them by using the matched t:test. The writer calculated the
matched t:test to find out whether or not it was effective to use mind ma''ing in teaching
vocabulary to the tenth grade students of 5&A ?egeri 2< ;alembang.
By using the students scores that they got in the e,'erimental class and control
class$ the writer found out that the result of matched t:test was 0.36E. This score was higher
than the critical value that was 2.70<. &eanwhile$ the significance level with 01 df was <C.
Table " below 'resents the s'ecific calculation in more detailed.
30
TAB/E D
THE RESU/T O3 1ATCHED TBTEST CA/CU/ATION
;re:test ;ost:test in ?umber of ;ost:test in . .
0
5cores E,'erimental Grou' (M
2
# 5tudents Jontrol Grou' (M
0
# (M
2
:M
0
# (M
2
:M
0
#
0
80 61 2 "1 21 211
80 211 0 "1 01 !11
80 6< 3 "< 21 211
30 211 ! 71 31 611
60 211 < "1 01 !11
60 211 E 61 21 211
60 E1 7 7< :2< 00<
60 211 " "1 01 !11
60 6< 6 "< 21 211
60 6< 21 61 < 0<
90 6< 22 61 < 0<
70 "1 20 61 :21 211
50 E< 23 "< :01 !11
60 211 2! 61 21 211
70 "1 2< "< :< 0<
90 211 2E "1 01 !11
20 E< 27 E< 1 1
60 71 2" 7< :< 0<
70 211 26 21 21 211
80 211 01 71 31 611
60 211 02 "< 2< 00<
JF 194E
MF=<.9
JF 1DKE
MFKE
JF 1C6E JF 1CE JF 4E4E
MF D1.K
Before finding the result of matched t:test calculation$ the writer calculated the 5.
(standard deviation# first@ standard deviation can be obtained by using the following
formula
5. 5. D
( )
2 n
.
n
2
.
0 0

,
_

D
( )
2 02
.
02
2
<1<1
0

,
_

33
D
( ) ( )
01
0"611 1< . 1 <1<1
D
01
2!!< <1<1
D
01
3E1<
D 0< . 2"1
D 23.!0
.
5
D
n
5.
D
02
!0 . 23
D
<" . !
!0 . 23
D 0.63
t D
.
5
, ,
0 2

t D
63 . 0
6 . "2 61
D
63 . 0
2 . "
D 0.7E!
t:obtained R t:table
0.7E! R 2.70<
)rom the result of the matched t:test calculation$ it was found out that the value of
t:obtained was 0.36E and the value of t:table at significance level of <C was 2.70< with the
degree of freedom (df# D 01. The result of t:obtained (0.36E# indicates that /
1
is reBected
3!
and consequently the /
a
is acce'ted. -n other words$ it is effective to teach vocabulary
through mind ma''ing technique to the tenth grade students of 5&A ?egeri 2< ;alembang.
<.6 Interretat#on'
Based on the finding in this study$ the writer inter'rets that the use of mind ma''ing
technique was effective in teaching vocabulary to the tenth grade students of 5&A ?egeri
2< ;alembang$ -t was assumed that the students ability in learning vocabulary before being
taught through mind ma''ing technique was in the enough level and after being taught
through mind ma''ing technique was in the good level. After the treatment$ the students
achievement in vocabulary im'roved. This condition means that teaching vocabulary
through mind ma''ing technique could im'rove their vocabulary mastery.
)urthermore$ the result of the teaching showed that there was a difference
achievement on the e,'erimental and control grou's. The mean difference of two grou's
was 61 P "2.6 D ".2. The result of the calculation of the matched t:test formula was 0.36E
and it is higher than the t:critical value (2.70<#. 5o$ the treatment that was given to the
students in the e,'erimental grou' could influence their ability in vocabulary mastery from
the enough level to the good level.
Besides$ the t:obtained showed that the alternative hy'othesis with 6<C of
significance level was acce'ted because the result of the calculation of the matched t:test
formula was 0.36E. -t means that there was a significant difference between the students
who were taught by using mind ma''ing technique and those who were not. )inally$ mind
ma''ing can be used as one of the means in teaching vocabulary at 5&A ?egeri 2<
;alembang.
3<
CHAPTER .
CONC/USIONS AND SU--ESTIONS
3E
-n this cha'ter$ the writer 'resents (2# the conclusions and (0# the suggestions based
on the data distribution$ finding and inter'retations of the data in the 'revious cha'ter.
4.1 Conc!u'#on'
Based on the analysis of the data gathered during this study$ it can be concluded that
there was a significant difference between the students 'rogress in the e,'erimental grou'
and the control grou'. The differences of scores in the e,'erimental and control grou's
were verified through the matched t:test.
The significant difference between the two grou's can be seen from the t:obtained
and its critical value. )rom the data analysis$ the result of the calculation of the matched t:
test formula was 0.36E and it was obvious that t:obtained (0.36E# was greater than the t:
critical value (2.70<#. -t means that the writer can conclude that the alternative hy'othesis
(/a# with 1.6< or 6<C of significance level was acce'ted and consequently null hy'othesis
(/o# was reBected. )urthermore$ in other words$ it was effective to teach vocabulary
through mind ma''ing technique to the tenth grade students of 5&A ?egeri 2< ;alembang.
4.6 Sugge't#on'
Jonsidering the results obtained in this study and discussions in the 'revious
cha'ter$ there are several suggestions that the writer would li*e to 'resent.
4.6.1 To the Teacher' o" Eng!#'h
Teacher of English are e,'ected to do the following things.
37
2# Teach vocabulary by using media in order to motivate and ma*e students interested in
learning vocabulary@
0# Ise mind ma''ing technique in the 'rocess of teaching and learning of English
es'ecially in vocabulary@
3# Jreate more rela,ed atmos'here in the 'rocess of teaching and learning of vocabulary
he students get bored and ma*e them interested in studying vocabulary.

4.6.6 To the Student'
The students are suggested to do the following things.
2# ;ay attention to the teacher e,'lanation about the lesson and 'artici'ate in the
*nowledge of learning vocabulary through mind ma''ing technique@
0# )ind the e,tra study actively to su''ort their ability$ es'ecially in learning vocabulary@
3# ;ractice their vocabulary in written and oral communication@
!# 9ove the English language as one of the im'ortant subBects in the school and be active
students.
4.6.9 To Other Re'earcher'
Other researchers are ho'ed to do a similar research with a similar to'ic by using a
wider sco'e and larger 'o'ulation$ so the result will be more a''licable in a tertiary level.

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th
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!1