THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE ON THE FIFTH GRADER’S VOCABULARY MASTERY AT SDN 1 JELI KARANGREJO TULULUNGAGUNG

Yakup Kurniawan, 2813123161 (2016) THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE ON THE FIFTH GRADER’S VOCABULARY MASTERY AT SDN 1 JELI KARANGREJO TULULUNGAGUNG. [ Skripsi ]

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Abstract

ABSTRACT Kurniawan,Yakup. Student registered number2813123161.2016. The Effectiveness Of Using Mind Mapping Technique On The Fifth Graders Vocabulary Mastery At SDN 1 Jeli Karangrejo Tululungagung. Sarjana . Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor : Muh. Basuni, M.Pd. Keyword : effectiveness ,mind mapping, vocabulary Studying a language cannot be separated from studying vocabulary. By learning vocabulary, learners will be able to communicate in English. Vocabulary presented in a familiar context and systemized manner with visual support seems important for memorization. Using games, songs, and rhymes are effective ways of learning and practicing language. It means that we must choose the strategy or media that is appropriate used in teaching vocabulary. One of media that can be used in teaching vocabulary is mind mapping. Mind mapping is a very powerful tool for brainstorming, creative thinking, problem solving, organizing of ideas and of course, not taking and student can enthusiastic in study vocabulary at class. The formulation of the research problems were: 1) how is student vocabulary achievement before being taught using mind mapping technique? 2) how is student vocabulary achievement after being taught using mind mapping technique? 3) is there any significant difference before and after being taught using mind mapping technique? . The objective of this research were : 1) to investigate the student vocabulary achievement before being taught using mind mapping technique? 2) 1) to investigate the student vocabulary after being taught using mind mapping technique? 3) to investigate if there is any significant difference on student achievement before and after being taught using mind mapping technique? In this study the research design used by the researcher is pre-experimental design in the form of one-group pre-test and post-test. The population of this study were all students of SDN 1 Jeli Karangrejo. The sample on fifth grade which consisted of 14 students. The instruments used in this research was vocabulary test (pre-test and post-test). The data analysis was using T-test. The result showed that the total of students’ achievement on vocabulary scores before being taught mind mapping technique The result showed that the total of students’ vocabulary achievement scores before being taught by using mind mapping technique was 810, while the total score after being taught by using mind mapping technique was 1080. The T-count was 5.324, whereas T-table with significance level 5% was 1.770. Therefore, T-count was bigger than T-table. it means that (Ha) which states that there is significant difference between students’ score before and after being taught by using mind mapping technique is accepted. Whereas, (H0), which states there is no significant difference between students’ score before and after being taught by using mind mapping technique is rejected. It means that there is significant different score of students achievement in teaching vocabulary on the fifth grade at SDN 1 Jeli Karangrejo Tulungagung ,before and after using mind mapping technique. So ,the mind mapping technique is effective and suggested to be used to teach vocabulary on the fifth grade students at SDN 1 Jeli Karangrejo Tulungagung.

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