Mind Mapping Method: Its Effectiveness for Teaching Vocabulary
DOI:
https://doi.org/10.33752/discovery.v9i2.6561Abstract
The memorization method used by the teacher made the students bored in their vocabulary class so they had low vocabulary mastery. Therefore, the researchers conducted a pre- experimental study by implementing mind mapping method to teach vocabulary. The study purpose was to find out whether or not mind mapping method was effective for teaching vocabulary. The research design used was one group pre-test post-test. This study population was 180 students of class VIII at a private Junior high school in Gresik. Meanwhile, this study sample was 30 students of class VIII D taken using a purposive sampling. The instruments used were the vocabulary pre-test and post-test. After the pre-test and post-test data was collected, the data were analyzed using descriptive statistics. Then, the data were calculated their normality and analyzed using a paired sample test. The results showed that: (1) the average score of the pre-test was 56.67, the mean score of the post-test was 72 and the sig. (2-tailed) score of the paired sample test was 0.000. Thus, it can be said that the student’s vocabulary mastery became better after the mind mapping method implementation and mind mapping method was effective for teaching vocabulary.
Downloads
References
Albakia, D., Yahrif, M., & Rosmayanti, V. (2023). Improving students’ vocabulary mastery through mind mapping of eight-grade students at SMP Negeri 03 Waesama. Jurnal Pendidikan, Sosial Dan Humaniora, 3(2), 75–81. https://doi.org/10.37289/kapasa.v3i2
Alhajaji, B. H., Algmadi, J. S., & Metwally, A. A. (2020). Exploring the success of GMT technique: Games, mind-mapping, and twitter hashtags in teaching vocabulary in EFL higher education environment. International Journal of Higher Education, 9(3), 290–299. https://doi.org/10.5430/ijhe.v9n3p290
Alqahtany, M. (2015). The Importance of Vocabulary in Language Learning and How to be Taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.52950/TE.2015.3.3.002
Alqy, Q. H., & Zuhriyah, M. (2023). The Effectiveness of Using Picture Series to Teach Reading Comprehension. Pioneer: Journal of Language and Literature, 14(2), 493 – 509. https://doi.org/10.36841/pioneer.v14i2.2267
Arimurti, S. (2024). Peningkatan Keaktifan Belajar Menulis Teks Deskriptif melalui Model Cooperative Learning Tipe Snowball Throwing bagi Siswa MTs Negeri 8 Kebumen. DISCOVERY: Jurnal Ilmu Pengetahuan, 9(1), 17–30. https://doi.org/10.33752/discovery.v9i1.5811
Arina, S. (2024). Study of Student’s Perception in Learning Vocabularies Through Budi Harjo’s Challenge at Tik Tok. DISCOVERY: Jurnal Ilmu Pengetahuan, 9(1), 31–39. https://doi.org/10.33752/discovery.v9i1.5884
Borong, M. M. (2016). The Students’ Enthusiasm in Learning English of the Tenth Grade Students at SMK Kristen Tagari. TEFL Overseas Journal, 3(1), 56–84. https://doi.org/10.47178/teflo.v3i1.242
Buzan, T. (2006). Mind Mapping: Kick Start Your Creativity and Transform your live. Pearson Education, Inc.
Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitatove and qualitative research. Pearson Education, Inc.
Dewi, P. M. S. E. (2020). Please and Power Strategies on Students ’ Writing Competency Across Text Genres. Lingua Scientia, 27(1), 24–33. https://doi.org/10.23887/ls.v27i1.22573
Diora, L., & Rosa, R. N. (2020). An Analysis of Students’ Difficulties in Listening Comprehension: A Descriptive Study at English Language and Literature Department FBS UNP. Journal of English Language Teaching, 9(1), 87–98. https://doi.org/10.24036/jelt.v9i1.107957
Feng, R., Alsager, H. N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners’ vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6), 1–13. https://doi.org/10.1016/j.heliyon.2023.e16560
Fitriyah, L. (2021). The use of an alternative assessment for undergraduate students. DISCOVERY: Jurnal Ilmu Pengetahuan, 6(2), 66–75. https://doi.org/10.33752/discovery.v6i2.1794
Harmer, J. (2009). The Practice of English Language Teaching. Pearson Education, Inc.
Herman, Ibrahim, M., & Yahrif, M. (2022). Increasing Students’ Vocabulary Mastery by Using Mind Mapping. DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra Dan Matematika, 8(1), 15–25.
Megawati, Yuliwati, & Harimurti, E. R. (2021). The effect mind mapping technique and vocabulary mastery on student’s writing skill. JEES: Journal of English Educational Study, 4(1), 1–10. https://doi.org/10.31932/jees.v4i1.793
Muhammad, F. S., Elshazly, A. E. Y., & Ali, H. A. E. M. (2019). Using mind mapping as a visual literacy technique for developing EFL vocabulary learning among primary school pupils. Journal of Faculty of Education, 30(1), 75–90. https://doi.org/10.21608/jfeb.2019.61282
Nadziva, H. A., & Fajarina, M. (2023). The Effectiveness of Using Application English Conversation Practice to Teach Speaking in SMPN 1 Tembelang Jombang. ULIL ALBAB : Jurnal Ilmiah Multidisiplin, 2(6), 2188–2195.
Nurdin, I., Jumadi, J., & Kamaruddin, S. (2023). The study of social interaction in education and its influence on sociology learning achievement in students. EST: Journal of Educational Science and Technology, 9(2), 194–202. https://doi.org/10.26858/est.v9i1.24519
Rahmah, N., Tahir, M., & Talib, A. (2023). The effect of vocabulary mastery on students’ reading comprehension. International Journal of Business, English, and Communication (IJoBEC), 1(1), 36–44.
Richards, J. C., & Renandya, W. (2002). Methodology in Language Teaching. Cambridge University Press.
Rohman, A. A., & Karimah, S. (2018). Faktor-faktor yang mempengaruhi rendahnya motivasi belajar siswa kelas XI. At-Taqadum, 10(1), 95–108. https://doi.org/10.21580/at.v10i1.2651
Sabrina, R., Fauzi, & Yamin, M. (2017). Faktor-faktor penyebab rendahnya motivasi belajar siswa dalam proses pembelajaran matematika di kelas V SD Garot Geuceu Aceh Besar. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(4), 108–118.
Setianingsih, T., Moh.Rosihan, & Pardani, S. (2018). The use of mind mapping to improve motivation in learning vocabulary of second grade students at MTs NW Mispalah Raya. Journal of Languages and Language Teaching, 6(2), 125–133.
Shdaifat, S. Al, Al-Haq, F. A.-A., & Al-Jamal, D. (2019). The Impact of an E-mind Mapping Strategy on Improving Basic Stage Students’ English Vocabulary. Jordan Journal of Modern Languages and Literature, 11(3), 385–402.
Syahputra, I. (2014). Strategi pembelajaran bahasa Inggris sebagai bahasa asing dalam meningkatkan kemampuan berbahasa siswa. Kutubkhanah: Jurnal Penelitian Sosial Keagamaan, 17(1), 127–145. https://doi.org/10.24014/kutubkhanah.v17i1.813
Tirangka, R. (2023). Teaching variations by teachers to increase student motivation in learning English at SMPN 1 Rantetayo. TEFL Overseas Journal, 11(1), 15–24. https://doi.org/10.47178/teflo.v11i1.2066
Zuhriyah, M., & Agustina, R. K. (2020). Brain-based learning and high order thinking skills effect on students’ writing ability. Journal of English Educators Society (JEES), 5(2), 193– 198. https://doi.org/10.21070/jees.v5i2.778
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Habib Jamaludin, Sayid Ma'rifatulloh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
