USING SEMANTIC MAPPING TO IMPROVE VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS AT MTS DARUL FALAH BENDILJATI KULON

ARUM SUSANTI, 17203163028 (2020) USING SEMANTIC MAPPING TO IMPROVE VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS AT MTS DARUL FALAH BENDILJATI KULON. [ Skripsi ]

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Abstract

ABSTRACT Susanti, Arum, Registered Number Students 172013163028, 2020. Using Semantic Mapping to Improve Vocabulary Mastery of the Seventh Grade Students at MTs Darul Falah Bendiljati Kulon. Thesis. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Arina Shofiya, M.Pd. Keywords: Semantic Mapping, Improving Vocabulary Mastery Vocabulary is one of the most important elements in learning language. Vocabulary is important to be learned by the students who want to master a language, especially foreign language. However, some students had low motivation on improving their vocabularies. It makes the students had poor vocabulary and passive in English learning process. Due to this problem, the researcher intends to help the students to improve their vocabulary by using Semantic Mapping Strategy. The formulation of this research question is How can the use of Semantic Mapping improve students’ vocabulary mastery of the seventh grade at MTs Darul Falah Bendiljati Kulon. Hence, the purpose of this research is to describe how Semantic Mapping Strategy could improve the vocabulary mastery of seventh grade students at MTs Darul Falah Bendiljati Kulon. This research was categorized as Classroom Action Research (CAR). This study applied collaborative classroom action research between the researcher and English teacher. The action was implemented in one cycle that covered planning, implementing, observing, and reflecting. In one cycle of this study consisted of three meetings. The research subjects were the seventh grade class A at MTs Darul Falah Bendiljati Kulon, which consists of 31 female students. The criteria of success in this research was the students’ vocabulary mastery were improve and most of the students were enthusiastic to participate the teaching and learning process. The findings of this study showed that the use of Semantic Mapping Strategy in English teaching-learning was able to improve the students’ vocabularies. It was provided by students’ improvement score in the result of test in cycle 1. Where the students’ mean score of vocabulary test in the pre-cycle test was 83 increased 90 for the cycle 1 test. It means that the mean score in the cycle 1 test increased by 7.0 from the mean score in the pre-cycle test. The students enthusiastic in participating the teaching and learning process also increases. Based on the students’ participant checklist from the analysis of teaching and learning process in vocabulary mastery by using Semantic Mapping Strategy in cycle 1, it was found that the most of the students got improvement motivation. The motivation attract the students were active in teaching and learning process. It was proven by the result students’ participant checklist was increases from the first meeting to the third meeting, that was mean percentage of the result was 85%. It means that the students became more enthusiastic, interesting,and enjoyable in teaching-learning process after semantic mapping was applied in the class in cycle 1. The results of this students’ improvement were the result of implementation the Semantic Mapping Strategy that makes the students’ interested and motivated them to follow the teaching-learning process, and also semantic mapping make teaching-learning of vocabulary mastery easier and increases the students’ understanding of vocabulary. Thus, based on the results was obtained, this research was successful improve the students vocabulary mastery and students’ participant in teaching and learning process by using Semantic Mapping Strategy.

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