STUDENTS’ PERCEPTION ON LEARNING VOCABULARY USING

SEMANTIC MAPPING STRATEGY: CLASSROOM ACTION

RESEARCH

A RESEARCH PAPER
Submitted as Partial Fulfillment of the Requirements for the Sarjana
Pendidikan Degree to the Department of English Education of FKIP
Universitas Singaperbangsa Karawang

By:
ABIMANYU YUDITYA NUGROHO
NPM: 1510631060004

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS SINGAPERBANGSA KARAWANG
2019
 PAGE OF APPROVAL

Abimanyu Yuditya Nugroho: 1510631060004. Students’ Perception on

Learning Vocabulary Using Semantic Mapping Strategy: Classroom Action
Research . Department of English Education Faculty of Teacher Training
and Education University of Singaperbangsa Karawang

Approved by:

Advisor 1 Advisor 2

Elih Sutisna Yanto, S.pd., M.Pd. Yousef Bani Ahmad, SS., M.Hum
NIDN. 0029076213 NIDN. 0004098504

Acknowledged by:

Head of Department of English Education

The Faculty of Teacher Training and Education
University of Singaperbangsa Karawang

Fauzi Miftakh, S.Pd., M.Pd.

NIDN. 0009128902

i
 DECLARATION OF AUTHORSHIP

I the undersigned below:

Name : Abimanyu Yuditya Nugroho

NPM : 1510631060004

certify that my research paper entitled:

STUDENTS’ PERCEPTION ON LEARNING VOCABULARY USING

SEMANTIC MAPPING STRATEGY: CLASSROOM ACTION
RESEARCH

is completely my own work and not plagiarize the other work.

This statement I made in right earnest. If someday proved that my paper is as the
result of plagiarism, I am willing to fully responsible for this mistake.

Karawang, July 2019

Abimanyu Yuditya Nugroho

NPM. 1510631060004

ii
 DEDICATION

This research paper is dedicated to:

My beloved parents, Abdul Muin and RR Budi Wahyuni

My beloved brother, Yusuf Wahyu Nugroho

My beloved sister, Nanda Gita Utami

iii
 PREFACE

This paper presents the students’ perception on learning vocabulary using

semantic mapping strategy: action research. It shows how students learning

vocabulary using semantic mapping strategy was conducted and the students’

perception toward it.

This paper is primarily addressed to the educator, who play a very important role

in the growth and development of the youth. An understanding of using

appropriate strategy, as one of the basic factors that influence the students’

achievement will help them provide for a better opportunity to reach success in

the future.

Grateful acknowledgment is here made those who helped this researcher gather

data for this paper. This work would not have reached its present form without

their invaluable help.

Karawang, July 2019

Author

iv
 ACKNOWLEDGEMENT

Alhamdulillah, thanks to Allah SWT. The most merciful, the almighty God for

this blessing, guidance, help, and love for the research, Shalawat, and Salam let us

reward to our prophet Muhammad SAW, who has guided us to the bright way. It

was prideful to finish this script on time. at all events, the researcher realizes the

fact that this script is far from being perfect. On this occasion, the writer would

like to express gratitude to all those who helped in completing this research paper,

they are: My beloved parents and my big family, who always give an abundant

support, pray and love for me unconditionally.

1. H. Andrie Chaerul, M.Sc., Ph, D., as the Dean of Faculty of Teacher

Training and Education in Universitas Singaperbangsa Karawang.

2. Dr.Sutarjo, Drs., M.M.Pd., as the first Vice of the Dean of Faculty of

Teacher Training and Education in Universitas Singaperbangsa

Karawang.

3. Dr. Maman Suryaman, as the second Vice of the Dean of Faculty of

Teacher Training and Education in Universitas Singaperbangsa

Karawang.

4. Fauzi Miftakh, S.Pd., M.Pd., as the Head of English Education

Department of Faculty of Teacher Training and Education in

Universitas Singaperbangsa Karawang.

5. Elih Sutisna Yanto, S.Pd., M.Pd.. as first advisor who always give a

guidance, advice, support, an motivation, so the author can finish the

paper.

v
6. Yousef Bani Ahmad, S.S., M.Hum as the second advisor who

patiently gives a guidance, patient, advice, and motivation to author.

7. All the lecturers and staff of Faculty of Teacher Training and

Education in Universitas Singaperbangsa Karawang, who gives me

knowledge, guidance and motivation to the author.

8. The Headmaster of SMPN 32 Bekasi, Yeti Eka Sumiati,S.Pd., M.M.

who has given the author a permission to conduct a research.

9. The students VIII 5 SMPN 32 Bekasi for being the participants of this

research.

10. Puspita Febriani who gave me support and advice since we started

study in this university until finished this research.

11. KKN Bolang who always support me and gave me a food when I’m

hungry

12. My dearest friends who gave me support and advice during this

research.

vi
 CURRICULUM VITAE

Name : Abimanyu Yuditya Nugroho

NPM : 1510631060004
Place & date of birth : Bekasi, March 09th, 1997
Gender : Male
Address : Jalan Pulau Yapen 9 No.139 RT.001/008, Kelurahan Aren
Jaya, Kecamatan Bekasi Timur, Kota Bekasi. 17111
Phone Number : 081284451997
Motto : Stop dreaming, start doing

Educational Background:

1. SMAN 1 Bekasi, graduated in 2015

2. SMPN 32 Bekasi, graduated in 2012
3. SDN 18 Aren Jaya, graduated in 2009
4. TK Al-Falah Aren Jaya, graduated in 2003

Karawang, July 2019

Abimanyu Yuditya Nugroho

vii
 ABSTRACT

ABIMANYU YUDITYA NUGROHO: 1510631060004. Students’ Perception

On Learning Vocabulary Using Semantic Mapping Strategy: Classroom
Action Research.

Vocabulary is very influential to English learners in their efforts to learn the

language. It can be considered as the basic for able to communicate through
spoken and written interaction. Students in Indonesia still lack in mastering
vocabulary especially understanding them in context due to lacks of English
teacher in unknowing strategy to teach vocabulary. To fill this void, the present
research reports the findings of classroom action research and qualitative method
about students’ perception in using semantic mapping strategy to assisting
students learning vocabulary in West Java. Through thematic analysis, empirical
findings showed that most of the students enjoyed and interest in learning
vocabulary using semantic mapping strategy. Then, semantic mapping strategy
can helps students increase their vocabulary and also have a challenge in using
semantic mapping strategy. In this research to gather the data from the
respondents are reflective journal, interview and students photovoice encouraged
them to learn vocabulary in particularly contexts. Through role scaffolding by a
teacher and peer support, as the students were engaged in finding and analyzing
deep vocabulary knowledge by using semantic mapping chart. This empirical
evidence suggests that their interest in learning vocabulary increased due to the
used of semantic mapping strategy

Keywords: Vocabulary, Semantic Mapping Strategy

viii
 ABSTRAK

Abimanyu Yuditya Nugroho: 1510631060004. Persepsi Siswa Terhadap

Pembelajaran Kosa Kata Menggunakan Pemetaan Semantik Strategi;
Sebuah Penelitian Tindakan Kelas.

Kosakata sangat berpengaruh bagi pelajar bahasa Inggris dalam upaya mereka
untuk belajar bahasa. Ini dapat dianggap sebagai dasar untuk dapat berkomunikasi
melalui interaksi lisan dan tulisan. Siswa di Indonesia masih kurang menguasai
kosa kata terutama memahami mereka dalam konteks karena kurangnya guru
bahasa Inggris dalam strategi tidak tahu untuk mengajar kosa kata. Untuk mengisi
kekosongan ini, penelitian ini melaporkan temuan-temuan penelitian tindakan
kelas dan metode kualitatif tentang persepsi siswa dalam menggunakan strategi
pemetaan semantik untuk membantu siswa belajar kosa kata di Jawa Barat.
Melalui analisis tematik, temuan empiris menunjukkan bahwa sebagian besar
siswa menikmati dan tertarik mempelajari kosa kata menggunakan strategi
pemetaan semantik. Kemudian, strategi pemetaan ixemantic dapat membantu
siswa meningkatkan kosa kata mereka dan juga memiliki tantangan dalam
menggunakan strategi pemetaan ixemantic. Dalam penelitian ini untuk
mengumpulkan data dari responden adalah jurnal reflektif, wawancara dan
photovoice siswa mendorong mereka untuk belajar kosa kata dalam konteks
khususnya. Melalui perancah peran oleh seorang guru dan dukungan teman
sebaya, ketika para siswa terlibat dalam menemukan dan menganalisis
pengetahuan kosa kata yang mendalam dengan menggunakan diagram pemetaan
ixemantic. Bukti empiris ini menunjukkan bahwa minat mereka dalam belajar
kosa kata meningkat karena penggunaan strategi pemetaan semantic.

Kata Kunci : Kosakata, Strategi Pemetaan Semantik

ix
 TABLE OF CONTENT

PAGE OF APPROVAL ......................................................................................... i

DECLARATION OF AUTHORSHIP ................................................................ ii
DEDICATION...................................................................................................... iii
PREFACE ............................................................................................................. iv
ACKNOWLEDGEMENT .................................................................................... v
CURRICULUM VITAE ..................................................................................... vii
ABSTRACT ........................................................................................................ viii
ABSTRAK ............................................................................................................ ix
TABLE OF CONTENT ........................................................................................ x
LIST OF FIGURES ............................................................................................ xii
LIST OF ATTACMENTS .................................................................................. xii
CHAPTER I INTRODUCTION ......................................................................... 1
A. Background of problem ..................................................................................... 1
B. Limitation of the Problem and Formulation of the Research Question ............. 3
C. Research Objective ............................................................................................. 3
D. Scope of The Research ....................................................................................... 3
E. Contribution of The Study .................................................................................. 4
F. Definition of Terms ............................................................................................ 4
CHAPTER II LITERATURE REVIEW ............................................................ 5
A. Vocabulary as One of Major Components of English Language Learning ...... 5
B. The Importance of Vocabulary as Critical Tool for Second Language Learners
................................................................................................................................. 5
C. Learning Vocabulary as Students Language Acquisition .................................. 6
D. The Definition of Semantic Mapping ................................................................ 6
E. The significance of students’ perception in learning vocabulary ....................... 7
F. Previous research ................................................................................................ 8
CHAPTER III METHODOLOGY ................................................................... 11
A. Research Site and Participants ......................................................................... 11
B. Research Design ............................................................................................... 12
C. Instructional Procedures ................................................................................... 12

x
E. Data Collection and Analysis ........................................................................... 14
CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 18
A. Description of The Result ................................................................................ 18
1. The efficacy of using semantic mapping strategy in learning vocabulary .... 18
2. The effectiveness of using semantic mapping to help students learning
vocabulary ......................................................................................................... 20
3. The challenge of using semantic mapping strategy in learning vocabulary .. 22
B. Discussion of The Result.................................................................................. 23
CHAPTER V CONCLUSION AND IMPLICATION .................................... 25
A. Conclusion ....................................................................................................... 25
B. Implication ....................................................................................................... 25

xi
LIST OF FIGURES

Figure 3.1. Semantic Mapping Chart : using word relationships ………………..14

Figure 4.1. Student is enjoying learning vocabulary at home …………………..19
Figure 4.2. Semantic Mapping Chart ……………………………………………21

LIST OF ATTACMENTS

ATTACHMENTS A …………………………………………………………...29
A. Blueprint ……………………………………………………………………...30
ATTACHMENTS B ……………………………………………………...…….31
A. Interview Guidelines …………………………………………………………32

B. Interview Script ………………………………………………………………34

C. Reflective Journal Guidelines ………………………………………………...37

D. Students’ Reflective Journal …………………………………………………38

E. Photovoice Guidelines ………………………………………………………..40

F. Students’ Photovoice …………………………………………………………41

G. Students’ Worksheet Guidelines …………………………………………….43

H. Students’ Worksheet ………………………………………………………....44

I. Photo …………………………………………………………………………..45

ATTACHMENTS C …………………………………………………………...46

A. Licensing Letter ………………………………………………………………47

B. Consultation Book …………………………………………………………...48

xii
 CHAPTER I

INTRODUCTION

A. Background of problem

This research deals with the issue of learning and teaching English

particularly in context of learning vocabulary in junior high school. Most of

English teachers in Indonesia are not involving the technique method or media

that can boost students output in learning vocabulary. They usually use a

monotonous way while teach the students in class and it challenges the students

in understanding vocabulary. Pamungkas (2012) stated that, some English

teachers still used traditional strategies to teach vocabulary to teenagers.

Teaching vocabulary to junior high school at first grade students is not easy.

The students in junior high school still have not good concentration in study.

The teenagers also have certain characteristics and need a further treatment.

Teaching English in active and interesting way is an appropriate way to

teach the students at basic level. For example, (Nation, 2002) argue for

systematic than incidental approach to teaching vocabulary and maintain the

vocabulary. Such focus is an important part of the language course. He defines

language-focused teaching as learners directs their attention to language items

not to produce or understand certain order, but to get knowledge about

vocabulary as part of language system. Which means vocabulary learning both

within and outside the area of reading has been a key part of English education

1
 2

student-centered approaches that improve both the retention and usage in a

progressive fashion that goes beyond rote memorization.

When the researcher teaching English language in PLP school, many

students lacked in vocabulary and students failed to use it correctly in various

area. Especially in upper and middle class the advanced level, often can

produce sentences that are grammatically correct. However, students produce

very simple pronounce that are unable to convey different emotional burdens or

to express students connotation intensity. It seems that this problem is caused

by a lack of deep vocabulary knowledge and criticism of students on choosing

words in context is a surface structure and students fail to overcome the depth

of vocabulary knowledge. Thus, this study was conducted to see whether

vocabulary teaching through semantic mapping is an effective technique to

improving affects the dimensions of students' in-depth vocabulary knowledge.

In this research, the researcher want to utilize Semantic Mapping as

strategy in order to assist students learn vocabulary, some researcher by

(Puspa&Syahrial, 2016;Zhu&Adipattaranan, 2016) showed that Semantic

Mapping build students motivation higher in learning process. They are

actively engaged in learning process experience in reading comprehension. The

gap from the research is semantic mapping used to build students higher

motivation in learning process. And to fill the gap, this research investigates

about students perception utilizing Semantic Mapping as strategy in learning

vocabulary because using this strategy on learning vocabulary is underexplored

by other researchers.
 3

B. Limitation of the Problem and Formulation of the Research Question

1. Limitation of the study

Based on the background of study, this study is going to investigate what is

the perception of students’ using semantic mapping on learning vocabulary.

2. Formulation of research question

Based on the limitation above, the research question will be :

A. What are the students’ responses on using semantic mapping on learning

vocabulary?

C. Research Objective

This research objective is to expose the students’ perception regarding

semantic mapping as a strategy on vocabulary learning. How students can

understand the use of this strategy and applied into their learning vocabulary.

Students can brainstorm to write the words that related to the topic and students

have a lot of vocabulary.

D. Scope of The Research

Based on the background of the problem, the researcher limits this study to the

students’ perception on learning vocabulary using semantic mapping strategy,

focus on the use of semantic mapping strategy.

 4

E. Contribution of The Study

This paper is useful for another researcher who wants to use semantic

mapping as one of strategy in learning vocabulary. It also supposed to be

helpful for the learners to gain information and motivated them to keep

learning vocabulary as a basic skill of English. Afterward, this paper is

expected can assist teachers to increase their creativity and innovation in

teaching, and being one of the sources which can be applied in the learning

activity by the teachers.

F. Definition of Terms

1. Vocabulary : collection of words which someone can use and

know the meaning and also can express their

words to communicate with other people as a

Longman dictionary (1995) stated vocabulary is

defined as all the words that someone knows,

learns, and uses.

2. Semantic Mapping : semantic mapping strategy is one of strategies on

learning vocabulary and designed by the teacher

to help the students’ use their prior knowledge to

deepen their understanding of the topic, concept

knowledge, and relationships to other words.

3. Perception : the process of receiving, selecting, organizing,

interpreting, checking, and reacting to sensory or

stimuli or data by U. Pareck et al (2005).

 CHAPTER II

LITERATURE REVIEW

A. Vocabulary as One of Major Components of English Language Learning

Vocabulary as one of knowledge areas in language, plays a great roles for

learners in acquiring a language related in Cameron(2001: 72). Related to

Ur(1998: 60) that vocabulary can be defined, roughly, as the words we teach

in foreign language. However, a new item of vocabulary may be more than

just single word, which are made up two or three words but express a single

idea. According to Coady& Huckin(1997) that vocabulary is central to

language and of critical importance to the typical language learning. In

addition, Richards(2002) states that vocabulary is the core component of

language proficiency and provides much the basis for how well learners speak,

listen, read, and write. From all definition above concluded that vocabulary is

the total number of words that are needed to communicate an idea and support

language proficiency.

B. The Importance of Vocabulary as Critical Tool for Second Language

Learners

Vocabulary is crucial to be mastered by learners. Having good vocabulary

basically makes you look more intelligent, so it is important for everybody to

spend a little time achieving that. Vocabulary can be viewed as the main tool

to understand a language especially on English as a second language, because

in order to understand a sentence a student should understand the meaning of

5
 6

each word in the sentence. Alqahtani (2015) states that vocabulary knowledge

is often viewed as a critical tool for second language learners because a

limited vocabulary in a second language can impedes successful

communication. Alqahtani (2015) further explained that the vocabulary

mastery is an individual's great skill in using words of a language, which is

acquired based on their own interest's needs and motivation.

C. Learning Vocabulary as Students Language Acquisition

Learning vocabulary is important as a part of learning language. The more

words one know, the more one will be able to understand what is heard and

read, and the better one will be able to say what he or she want to when

speaking or writing.

Moreover, learning vocabulary as English foreign language (EFL) presents

have several challenges. As states in Harmer(2002) that the challenges are

making correct connections, understanding the foreign language between the

form and the meaning words, and discriminating the meaning of closely

related words. In addition, the goal of vocabulary learning is learn the

meaning of many words, so they can communicate effectively and achieve

academically Butler& Hunt(2010).

D. The Definition of Semantic Mapping

Semantic mapping is one way to explain how to categorize word

meanings. Moreover, semantic mapping is a process for constructing visual

display of categories and their relationships. It is a categorical structuring of

 7

information in chart form. It is an approach leading students’ to relate new

words and remembering the words to their experiences and prior knowledge.

According to Heimlich& Pittelman(1986) defined semantic map as

“diagrams that helps students’ see how words are related to one other”.

Bacroft(2004) stated semantic mapping as “the increased evaluation of an

items meaning. A semantic mapping can be used as a tool for discovering the

conceptual relationship between vocabulary items. Furthermore, in Graves

cited in Indriarti(2014) semantic mapping is one of the most powerful

approaches to teach vocabulary because it engages students in thinking about

word relationships. Hall & Strangeman cited in Asadollahfam(2002) Semantic

mapping is a graphic display that visually shows the relationships between

terms and ideas to learners as they perform the learning task. Hence, this

strategy increase students’ active exploration of their vocabulary and

remember the vocabulary.

E. The significance of students’ perception in learning vocabulary

Students perception has important and positive implications for students

academic development. In this case it related with students perception in

learning vocabulary. Perception is an important mediating cognitive process

through which persons make interpretations of the stimulus or situation they

are forced with by Fred Luthans (2005 p.21). Students perceptions are actually

important for students and teacher to get appropriate learning outcomes.

Teachers can identify whether the strategies they used in the classroom are
 8

appropriate and meet the needs of students whether it is methods, media,

material, and others.

F. Previous research

Some studies which related to semantic mapping has conducted by some

researcher. A research by Nilforoushan (2012) focused on the effect of

teaching vocabulary through semantic mapping on EFL learners’ awareness of

the affective dimensions of deep vocabulary knowledge. The teacher using

semantic mapping as a strategy to teach vocabulary, students’ divided into two

groups, experimental and control. As for the treatment, modifiers describing

peoples’ characteristics were taught in the text and through semantic mapping,

whereas these words were taught by usual vocabulary instruction in control

group. At the end, students’ took a vocabulary achievement test and a test of

awareness of evaluation and potency dimensions of deep vocabulary

knowledge. The result showed that teaching collocation has a great influence

on the students’ general vocabulary knowledge.

A research by Puspa& Syahrial(2016) investigated how improving reading

comprehension through semantic mapping strategy for Indonesian senior high

school. The researchers were applied semantic mapping in classroom to

improve students reading comprehension. The study revealed that using

semantic mapping strategy had a better comprehension in reading because they

were enthusiastically toward the learning process proven by the results of the

observation. The researchers suggest that the implementation of the strategy on

longer reading texts should be taken into a deeper study in the future research.
 9

Zhu& adipattaranan(2016) in the study which titled using jigsaw reading

and semantic mapping activities to develop English reading and writing

abilities among mathayom suksa 4 students showed to compare students

English reading ability before and after learning through jigsaw reading and

semantic mapping activities and study students English writing ability after

learning through jigsaw reading and semantic mapping activities. In the end,

the researchers stated that the students reading ability was increase and writing

ability passed into a good level after learning through jigsaw reading and

semantic mapping strategy.

Elahi(2017) in their study which conducted research entitled the

comparative effect of using semantic mapping and mnemonics on EFL

learners’ vocabulary achievement revealed that there was no significant

different between using mnemonics technique and semantic mapping strategy

on EFL learners’ vocabulary achievement. In the past, vocabulary were usually

learn through rote-learning memorization and repetition which ineffective but

based on outcome this study, students can utilize mnemonics and semantic

mapping which are influential and enjoyable.

In this present study, the researcher is inspired by previous studies

mentioned above. They are actively engaged in learning process experience in

reading comprehension using semantic mapping. The gap from previous

research revealed the use of semantic mapping in reading comprehension. They

did not research about using semantic mapping strategy on learning vocabulary

.And to fill the gap, this research investigates about students’ perception
 10

utilizing semantic mapping as strategy in learning vocabulary because using

this strategy on learning vocabulary is underexplored by other researchers.

 CHAPTER III

METHODOLOGY

A. Research Site and Participants

The site of this research was in a state Junior high school located in

Bekasi, West Java. The researcher had conducted the study for three meetings

in May 2019. This school was chosen by researcher of following consideration:

(1) learning processes at this school were supported by well-equipped learning

facilities including installed classroom projectors, broadband Wi-Fi internet

networks, language laboratory, and a library and (2) the researcher have an

access to this school.

The participants of the study are 8th grade of Junior High School. Their

ages ranged between 14 and 15 years old. They were chosen because the

researcher wanted the homogenize participants, then they have been at least

learning English at school for 7 years. Most of the participants are bilingual

(e.g., Bahasa Indonesia, Sundanese), they only use English at English class.

Moreover, the students of selected class are more active than other classes. The

students who participated in interview session would be picked and chosen

randomly by researcher to obtain various thoughts and they were 6 students out

of 35 students at the class.

11
 12

B. Research Design

This research used classroom action research as a research design and

qualitative method as a research method. Kemmis, McTaggart, and Nixon

(2014) emphasized, which focuses on changing practice people, their

understanding of their practices. A qualitative method aimed to describe on

students’ perception learning vocabulary using semantic mapping. It improve

students vocabulary learning behavior and also reflective journal, interview,

and photovoice for data collection and analysis.

C. Instructional Procedures

All students went through three-step learning activities. There were

scaffolding, small group discussion and in-class presentation that adapted

from Yanto&Nugroho (2018).

1. Scaffolding or Modeling; Before participants worked on Semantic

Mapping, the researcher served as a teacher educator, explained the

purpose of Semantic Mapping to the students in class. The teacher

introduced the selected words using semantic word map using word

relationships (see figure 3.1) and guided discussion. The teacher used

chart paper, the whiteboard to draw or project the word map so that

visible to the students, write the topic or main concept in the center of

the map. The teacher began the pre-reading discussion that focuses on

the content words. The students respond to concept related questions,

write the word and students meaning and responses on the map and
 13

direct students to did the same. When students fail to respond to the

concept-related questions, the teacher facilitated the students offer a

contextual definition of the word and understanding of the text.

2. Small group discussion: The students worked in small group discussion

of four to five members, and before directing the students to read

assigned text, the teacher provided a quick review of the key word. For

example, the teacher choose house as a key word. In their small groups,

the teacher instructed students to add additional information from their

readings to clarify the meanings of the key words. The teacher

encourages the students to note additional words that further explain the

idea from their readings.

3. In-class presentation: After the small-group discussion, the teacher

directed the students to using their semantic maps during the discussion

of their reading. The teacher engages students in discussions that further

promote and deepens their understanding of the content words by

building on their conceptual knowledge. The students discussed the

reading and use the map as their guides, the teacher direct them to clarify

the information that they gleaned from their readings. The teacher guides

the discussion with question in order to understand what they read. The

students respond to the question, the teacher notes their responses on the

large semantic map as they took additional notes on their own maps.
 14

Related
Related
word
word
TOPIC

Related
word
Related
word

Figure3.1. Semantic Mapping chart : using word relationships

E. Data Collection and Analysis

To examine students’ perception on learning vocabulary using semantic

mapping. The data was collected from reflective journal, interviews, and

photovoice. The reflective journal will conduct to examine how the students

work in peers and interact each other and how the students responses from

learning and teaching process using this treatment. It is an aid for students

learning and teachers professional development, it gives feedback and

opportunity for reflection as a pillar for the improvement later. Reflective

journal records detailed descriptions of certain aspects of an event or thought.

Lay & McGuire (2009) were developing a DEAL (Describe, Examine and

Articulate Learning) model by Ash and Clayton (2004), the model provides a

structure to organize and evaluate learners’ thinking and learning processes. It

encourages the learner to articulate their own learning which in turn makes the

process explicit and thus, open for further examination. The model offers a
 15

structure for educators to challenge bias, and examine beliefs, values, and the

construction of knowledge for social work practice.

DEAL model was adapted by Lay & McGuire (2009), they distinguished the

process of reflection into three steps: step 1, describes, it contains about the

detail information such who, what, where and when the experience, activity or

reading happened. Step 2, examine, associate the course learning objectives

and past, current, or potential life experience. Step 3, articulate learning,

answer all of the four-part structure.

a. What did I learn?

b. How did I learn it?

c. Why does it matter to me as students?

d. What will I do in my future social work practice, in light of this

learning?

In line with the goal of the research, the researcher applied the reflective

journal to the students to find out the students’ response using semantic

mapping on learning vocabulary. For interviews, the question for six

interviewees were chosen randomly by researcher, to obtain in-depth

information on their experiences learning vocabulary using semantic mapping

strategy and using structured interviews and adapted by previous research of

Elih Sutisna Yanto and Sidik Indra Nugraha which entitled Video Viewing as

a mediation of learning context-based vocabulary: Assisting students in

understanding disciplinary vocabulary in context (2018). The interviews were

conducted in Bahasa Indonesia and transcribed English by researcher, and

 16

recorded digitally with students’ permission. As for photovoice, students were

make photovoice attach by screen capture from the descriptive text that

students made and the semantic mapping chart at the end of the meeting. Data

analysis was conducted after collecting the data over the study. The data were

analyzed using the descriptive qualitative method. According to (Braun &

Clarke, 2006) there are six steps in analyzing the data. The steps follows:

1. Familiarization with the data:I read and paid attention to the data

thoroughly to familiarize myself with the data.

2. Initial coding: All the data collected in form of reflective journal,

interview and photovoice were hinted for further analysis. I

highlighted the collected data to found same pattern which guided

me to choose themes.

3. Searching for themes: I listed and selected the highlighted data to

categorize wider pattern of the data.

4. Reviewing themes: I re-read and double checked the themes to

verify whether the coded data and themes answered my research

question. These theme review allowed for careful and detailed

thematic analysis data.

5. Defining and naming themes: selected themes were being improved

by naming the themes. I focused to outlining and describing of each

finding themes.
 17

6. Writing up: I elaborated the themes from my findings into broader

explanation along with the proofs in forms of written data or photo

documentation to encourage the findings.

 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Description of The Result

1. The efficacy of using semantic mapping strategy in learning vocabulary

The students’ perception of using semantic mapping strategy was positive.

All of the students enjoy learned using semantic mapping strategy and had

interest to use in learning vocabulary. The following three students’ vignettes

provide more experimental evidence of students’ interests in using semantic

mapping as showed in interview data and students’ reflective journal below.

Student vignette 1

In my opinion, learning vocabulary used semantic mapping was good and

interesting, it was faster than usual because in semantic mapping you can

find more vocabularies than usual. (RM, Interview Data, 17 May 201

Student vignette 2

In my opinion, it was very easy to learn vocabulary used semantic

mapping because it using charts that are attractive and easy to

understand. (SW, Interview Data, 17 May 2019)

18
 19

Student vignette 3

I was enjoying learning used semantic mapping because it is easier to

understand and allows us to explore vocabularies. (RB, Reflective

Journal, 17 May 2019)

Figure 4.1. Student is enjoying learning vocabulary at home

The three students’ vignettes indicated that learning vocabulary through

semantic mapping strategy could be more interesting and enjoyable to learners.

The students very enthusiastic and did not bored using this strategy. The

students were exposed to more contextual learning materials as they were

presented in an authentic or real-life context. They explained this strategy so

attractive, the students can creation using semantic chart they can write any

words that related to the topic. Hall & Strangeman cited in Asadollahfam

(2002) Semantic mapping is a graphic display that visually shows the

 20

relationships between terms and ideas to learners as they perform the learning

task. Hence, this strategy increase students’ active exploration of their

vocabulary and remember the vocabulary.

2. The effectiveness of using semantic mapping to help students learning

vocabulary

The students showed a positive attitude towards the helpfulness of

semantic mapping strategy in learning vocabulary. They perceived that

semantic mapping strategy helpful for learning vocabulary due to increase their

vocabulary. The following are some vignettes of students toward the

helpfulness semantic mapping

Student vignette 4

In my opinion, the students must be able to actively learning because it

was very helpful in how to understand words and also understand those

words very easily in the semantic mapping. (CS, Interview Data, 17 May

2019)

Student vignette 5

It was very helpful because the students who did not understand

vocabulary became understand their vocabulary and students also know

the words came from. (PT, Interview Data, 17 May 2019)

Student vignette 6

The experience from the previous study, I felt stuck and hard to learning

vocabulary but when I know semantic mapping strategy I felt learning

 21

vocabulary so easy and it helped me to increase my vocabulary and I can

make text (e.g descriptive text) from using this strategy. (PN, Reflective

Journal, 17 May 2019)

Student Vignette 7

Learning vocabulary using semantic mapping can increased vocabulary

and can made the text (e.g descriptive text) we want because using

semantic mapping strategies helps students increase their vocabulary.

(RS, Photovoice, 16 May2019)

Figure 4.2. Semantic Mapping chart

The fourth students’ vignette indicate that learning vocabulary through

semantic mapping more helpful to increase their vocabulary. The students

agreed using semantic mapping is helpful. They explained using semantic

mapping is a simple strategy to understand and increase vocabulary. According

 22

to ( Heimlich & Pittelman, 1986) defined semantic map as “diagrams that helps

students’ see how words are related to one other and increase vocabulary”.

3. The challenge of using semantic mapping strategy in learning

vocabulary

The Students also showed a different view of using semantic mapping

strategy. These following students’ vignettes are evidence that semantic

mapping challenging the students.

Student Vignette 8

The challenge was when students find a word, for example if the topic was

car we must deepen our vocabulary because in a car have a lot of parts.

So we must be able to mention everything in the car. (RM, Interview Data,

17 May 2019)

Student Vignette 9

in my opinion the challenge of semantic mapping was only in the form of

the amount you want or don't want to use. So if you want to use more

effective way was fine. (NA, Interview Data, 17 May 2019)

Student Vignette 10

The challenge it was hard to find the words that relate to the topic. So I

did not interest because it is difficult to understand. (JR, Interview Data,

17 May 2019)

The proofs above indicated that few of students were not interesting in

learning vocabulary using semantic mapping because they found it complicated

 23

to find new vocabulary and identified the meaning by themselves then put in to

semantic mapping chart. As states in Harmer(2002) that the challenges are

making correct connections, understanding the foreign language between the

form and the meaning words, and discriminating the meaning of closely related

words. The other reason was because semantic mapping depend the students

want use it or not and semantic mapping just one of the others strategies. The

researcher concluded that the challenges drawn from this research is that figure

out vocabulary meaning puzzles them instead of looking straight to dictionary.

B. Discussion of The Result

The students’ perception of using semantic mapping strategy was positive.

All of the students enjoy learned using semantic mapping strategy and had

interest to use in learning vocabulary. Learning vocabulary through semantic

mapping strategy could be more interesting and enjoyable to learners. The

students very enthusiastic and did not bored using this strategy. The students

were exposed to more contextual learning materials as they were presented in

an authentic or real-life context. They explained this strategy so attractive, the

students can creation using semantic chart they can write any words that

related to the topic.

The students showed a positive attitude towards the helpfulness of

semantic mapping strategy in learning vocabulary. They perceived that

semantic mapping strategy helpful for learning vocabulary due to increase

their vocabulary. The students agreed using semantic mapping is helpful. They
 24

explained using semantic mapping is a simple strategy to understand and

increase vocabulary.

The Students also showed a different view of using semantic mapping

strategy. The proofs above indicated that few of students were not interesting

in learning vocabulary using semantic mapping because they found it

complicated to find new vocabulary and identified the meaning by themselves

then put in to semantic mapping chart.

 CHAPTER V

CONCLUSION AND IMPLICATION

A. Conclusion

The main purpose of the discussion is to figure out the students’

perception of learning vocabulary using semantic mapping strategy. The finding

discovered that students enjoyable when using semantic mapping, they are

interested with semantic mapping and they enthusiastic to follow this strategy in

the class. Semantic mapping strategy is useful to be applied in the classroom, it

made students can creation and express the word that related to the topic on

semantic mapping chart.

Also, using semantic mapping can encourage them to be more active and

communicate with their friends in group discussion during the learning process,

students can express and combine own ideas and thoughts with their group friend

to reach better comprehension.

B. Implication

Drawing on these findings, the present study offers three practical

implications for the teaching of specialized vocabulary. Firstly, The teachers

might to integrating their technique method or media that can boost students

output in learning vocabulary, which requires students with interesting strategy

and choose an appropriate techniques or methods to engage students in learning

activity. Secondly, the teachers can encourage students in learning strategy by

applying

25
 26

students-centered-learning which engaged students in active learning. Finally, the

teachers may socialize into integrated vocabulary lesson where the learning of

vocabulary is integrated with other language skills, such as speaking and writing

which vocabulary use is important to achieve language learning acquisition.

 27

REFERENCES

Alqahtani, M. (2015). The importance of vocabulary in language learning and

how to be taught. International Journal of Teaching and Education, Vol.
III(3), pp. 21-34. , Doi: 10.20472/TE.2015.3.3.002

Altay, M. (2017). Raising awareness of lexical semantic relations in

undergraduate EFL context. Novitas-ROYAL (Research on Youth and
Language), v11 n1 p42-52. Retrieved from
https://eric.ed.gov/?id=EJ1167230

Amiryousefi, M. (2015). Iranian EFL learners’ and teachers’ beliefs about the
usefulness of vocabulary learning strategies. SAGE Open.
Doi: https://doi.org/10.1177/2158244015581382

Asadollahfam (2002). The impact of semantic mapping instructions on Iranian

EFL learners’ reading comprehension language and linguistic.

Bakti, K. N. N. (2018). Vocabulary learning strategies used by junior high school

students. Indonesian Journal of English Language Studies, Vol. III(3).
Retrieved from http://e-
journal.usd.ac.id/index.php/IJELS/article/view/1064

Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input

processing approach. Foreign Language Annals, 37, 2, 200-208. Islamic
Azad University

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology.

Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN1478-
0887

Cameron, L. (2001). Teaching Languages to Young Learners. New York:

Cambridge University Press.

Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: a

rationale for pedagogy. Cambridge: Cambridge University Press.

Elahi, A., & Shangarffam, N. (2017). The comparative effect of using

semantic mapping and mnemonics on EFL learners’ vocabulary
achievement. Journal for the Study English Linguistic, Vol. 5(1). Doi:
https://doi.org/10.5296/jsel.v5i1.10848

Harmer, J. (2002). The practice of English Language Teaching: 3rd edition.

Malaysia: Longman.
 28

Heimlich, J. E., & Pittelman, S. D. (1986).Semantic mapping classroom

application. Denvor: International reading association.

Indriarti, (2014). The effectiveness of semantic mapping strategy to improve

students’ vocabulary mastery. Faculty of language and arts, State
University of Semarang

Intansari, R. (2013). Teachers’ strategy in implementing English curriculum

in a junior high school in Indonesia. Indonesian Journal of Applied
Linguistics, Vol. 2 No. 2, 226-235. Doi:
http://dx.doi.org/10.17509/ijal.v2i2.167

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research
planner: Doing critical participatory action research. Singapore:
Springer

Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in

L2 vocabulary acquisition. ELT Journal, Vol. 67(2), 199-209. Doi:
http://dx.doi.org/10.1093/elt/ccs101

Lay & McGuire (2010). Building a lens for critical reflection and reflexivity.
Social Work Education.

Lindroth, J. T. (2015). Reflective Journals: A Review of the

Literature. Update: Applications of Research in Music
Education, 34(1), 66–72. Doi:
https://doi.org/10.1177/8755123314548046

Luthans, F. (2005). Organizational behavior. Journal of Management. Doi:

10.1177/014920630730556 2007; 33; 774
Nation (2002). Best practice in vocabulary teaching and learning. In J. C.
Richards & W. A. Renandya (Eds.) Methodology in language
teaching: An anthology of current practice, (pp.254-266), Cambridge:
Cambridge University Press.
Nilforoushan, S. (2012). The effect of teaching vocabulary through semantic
mapping on EFL learners’ awareness of the affective dimensions of
deep vocabulary knowledge. English Language Teaching, Vol.5 n10,
p164-172. Doi: 10.5539/elt.v5n10p164
Nunan, David. (2003). Language Teaching Methodology. London: Prentice
Hall International.
Pamungkas, S. A. (2012). Strategies in teaching vocabulary at the first year
in SMPN 2 Bringin, Kabupaten Semarang. E-prints Universitas
Muhammadiyah Surakarta. Retrieved from
 29

http://eprints.ums.ac.id/19449/25/11

Pareck et.al (2005). Organizational Behavior. Journal of Management. Doi:

10.1177/014920630730556 2007; 33; 774
Puspa, A., & Syahrial. (2016). Improving reading comprehension through
semantic mapping strategy for Indonesia senior high school students.
Journal of Applied Lingustics and Literature, Vol. I(1). Retrieved
from https://ejournal.unib.ac.id/index.php/joall/article/view/3937

Richards, J. C., & Renandya, W. A. (2002). Methodology in language

teaching. Cambridge: Cambridge University Press.

Schewel, R. (1989). Semantic mapping strategy: a study skills strategy.

Lynchburg, Virginia. Doi:
https://doi.org/10.1177%2F105345128902400407

Ur, P. (1998). A course in language teaching: practice and theory.

Cambridge: Cambridge University Press.

Widodo, H. P. (2015). The development of vocational English materials from

a social semiotic perspective: participatory action research. Theses
school of humanities, University of Adelaide. Retrieved from
https://digital.library.adelaide.edu.au/dspace/handle/2440/97910

Widiati, U., & Cahyono, B. Y. (2008). The teaching of EFL vocabulary in

the Indonesian context: the state of the art. Teflin Journal, Vol. 19.
Doi: http://dx.doi.org/10.15639/teflinjournal.v19i1/1-17

Yanto, E. S., & Nugraha, S. I. (2018). Video viewing as a mediation of learning

content-based vocabulary: Assisting students in understanding disciplinary
vocabulary in context. Indonesian Journal of Applied Linguistics, 8, 316-
324. Doi: 10.17509/ijal.v8i2.13278

Zarei, A. A., & Adami, S. (2013). The effects of semantic mapping, thematic
clustering, and notebook keeping on L2 vocabulary recognition and
production. Journal on English Language Teaching, v3 n2 p17-27.
Retrieved from https://eric.ed.gov/?id=EJ1068859

Zhu, J., & Adipattaranan, N. (2016). Using jigsaw reading and semantic mapping
activities to develop English reading and writing abilities among
mathayom suksa 4 students. Veridian E-Journal, Silpakorn University, Vol
9 (5). Retrieved from https://www.tci-thaijo.org/index.php/Veridian-E-
Journal/article/view/75578
 30

ATTACHMENTS A

A. BLUEPRINT
 31

A. BLUEPRINT OF THE RESEARCH

STUDENTS’ PERCEPTION ON LEARNING VOCABULARY THROUGH SEMANTIC MAPPING STRATEGY.

NO RESEARCH QUESTION OBJECTIVE ASPECT INDIKATOR ITEM INSTRUMENT SOURCE THE

RESEARCH DATA

1 What are the students’ To figure out The Students’ perception Interview Students

responses on using the students’ students’

Reflective Journal
semantic mapping on perception perception

learning vocabulary? on learning towards Photovoice

vocabulary semantic

through mapping in

semantic vocabulary

mapping learning

strategy
 32

ATTACHMENTS B

A. INTERVIEW GUIDELINES

B. INTERVIEW SCRIPT

C. REFLECTIVE JOURNAL GUIDELINES

D. STUDENTS’ REFLECTIVE JOURNAL

E. PHOTOVOICE GUIDELINES

F. STUDENTS’ PHOTOVOICE

G. STUDENTS’ WORKSHEET GUIDELINES

H. STUDENTS’ WORKSHEET

I. PHOTO
 33

A. INTERVIEW GUIDELINES

Interview questions list :

1. What is your opinion about using semantic mapping in learning

vocabulary?

2. Does semantic mapping help students itself and active learn and

understand word in their context?

3. What do you like about using semantic mapping in learning vocabulary?

4. Does semantic mapping as a strategy can be applied in any different

vocabularies learning?

5. What are difficulties you had during learning vocabulary using semantic

mapping?

6. What is the challenge of semantic mapping?

Indonesian Translation

1. Apa pendapat kamu tentang belajar kosakata menggunakan pemetaan

semantik?

2. Apakah pemetaan semantik dapat membantu siswa itu sendiri aktif belajar

dan memahami kata-kata dalam konteks mereka?

3. Apa yang kamu sukai mengenai penggunaan pemetaan semantik dalam

pembelajaran kosakata?

4. Apa pemetaan semantik sebagai strategi dapat diterapkan dalam

pembelajaran kosakata yang berbeda?

 34

5. Apa kesulitan yang kamu alami selama pembelajaran kosakata yang

menggunakan pemetaan semantik?

6. Menurut anda, apa tantangan dari pemetaan semantik?

 35

B. INTERVIEW SCRIPT

R : Researcher

S : Students

Student vignette 1

R : Apa pendapat kamu tentang belajar vocabulary menggunakan pemetaan

semantik?

S : Menurut saya, tentang pembelajaran vocabulary sangat mudah terus juga

bisa mendapat banyak kosakata dan juga menambah ilmu pengetahuan

supaya bisa tau apa itu arti dari vocabulary dan semantic mapping.

R : Apakah pemetaan semantik dapat membantu siswa itu sendiri aktif

belajar dan memahami kata-kata dalam konteks mereka?

S : Menurut saya, siswa itu pasti bisa aktif belajar karena sangat membantu

bagaimana cara memahami kata-kata dan juga memahami kata-kata

tersebut sangat mudah dan juga bisa menambah kosakata yang ada

didalam semantic mapping tersebut.

R : Apa yang kamu sukai mengenai penggunaan pemetaan semantic dalam

pembelajaran vocabulary?

S : yang saya sukai adalah dia mudah dan juga bisa menyenangkan dan juga

bisa menambah kosakata dan bisa mendapat pembelajaran yang sangat

luas.
 36

R : Apakah pemetaan semantic sebagai strategi dapat diterapkan dalam

pembelajaran kosakata yang berbeda?

S` : menurut saya bisa karena strategi tersebut sangat bisa digunakan untuk

pembelajaran yang lainnya karena strateginya sangat mudah dan juga bisa

menambah-nambah lagi konten pembelajaran supaya murid tersebut bisa

aktif dalam pembelajaran.

R : Apakah kesulitan yang kamu alami selama pembelajaran vocabulary

yang menggunakan pemetaan semantic?

S : Mungkin yang saya alami kesulitan itu ya mungkin karena mencari

kosakatanya supaya kan tadinya susah sekarang menjadi gampang karena

menggunakan semantic mapping.

R : Menurut anda, apakah tantangan dari penggunaan pemetaan semantic?

S : tantangannya adalah mencari kosakatanya karena disitu kita susah

mencarinya

Student vignette 2

R : Apa pendapat kamu tentang belajar vocabulary menggunakan

pemetaan semantik?

S : Pendapat saya, untuk menambah pembelajaran menjadi lebih baik dan

menambahkan kosa kata dalam pelajaran ini.

 37

R : Apakah pemetaan semantik dapat membantu siswa itu sendiri aktif

belajar dan memahami kata-kata dalam konteks mereka?

S : Memahami konteks mereka bisa dalam mempelajari kosakata melalui

semantik dan membantu siswa ini.

R : Apa yang kamu sukai mengenai penggunaan pemetaan semantic dalam

pembelajaran vocabulary?

S : Yang saya suka adalah dalam pembelajaran vocabulary dapat

mempermudah pembelajaran dalam pembelajaran vocabulary.

R : Apakah pemetaan semantic sebagai strategi dapat diterapkan dalam

pembelajaran kosakata yang berbeda?

S : Menurut saya bisa, pemetaan semantic dapat diterapkan untuk semua

murid agar mempemudahkan pembelajaran karena dapat mengingat dan

menambahkan kosakata yang kita miliki.

R : Apakah kesulitan yang kamu alami selama pembelajaran vocabulary

yang menggunakan pemetaan semantic?

S : Yang saya merasa sulit adalah saya tidak bisa menghafal kosakata yang

terlalu banyak.

R : Menurut anda, apakah tantangan dari pemetaan semantic?

S : tidak bisa digunakan bagi siswa yang tidak memiliki kosakata.

 38

C. REFLECTIVE JOURNAL GUIDELINES

REFLECTIVE JOURNAL

Sources: Lay & McGuire model (2009)

 39

D. STUDENTS’ REFLECTIVE JOURNAL

Student vignette 1
 40

Student vignette 2
 41

E. PHOTOVOICE GUIDELINES

PHOTO(S)
TAKEN/ASSEMBLED

Student thoughts

(Adopted by Widodo (2015))

 42

F. STUDENTS’ PHOTOVOICE

Student vignette 1

I am learning English especially about vocabulary, I learn because I interested

what Mr. B teach. I read again about how to make semantic mapping and applied

into a text. It is so fun and make me increasing my vocabulary and deepening my

vocabulary.
 43

Student vignette 2

After I go back to school, I still curious with semantic mapping strategy. So, I

learn it again in my home, I read step by step until I perfectly understand to using

this strategy. It feels like a new experience in learning vocabulary. I can using this

strategy all the time.

 44

G. STUDENTS WORKSHEET GUIDELINES

Related
Related
word
word
TOPIC

Related
word
Related
word

Semantic Mapping chart : using word relationships

 45

H. STUDENTS’ WORKSHEET

Students vignette 1

Students vignette 2
 46

I. PHOTO
 47

ATTACHMENTS C

A. LICENSING LETTER

B. CONSULTATION BOOK
 48

A. LICENSING LETTER
 49

CONSULTATION BOOK
50
51
52
53
54
55