IMPROVING THE TENTH YEAR STUDENTS’ VOCABULARY ACHIEVEMENT BY USING SPIDERGRAMS AT SMK TRUNOJOYO JEMBER IN THE 2013/2014 ACADEMIC YEAR

Abstract

The result of observations and vocabulary test in cycle 1 did not achieve the target requirement of the research. The result of the observation in cycle 1 showed that 23 students of 37 students (62.16%) were actively involved in the first meeting. Then, in the second meeting, there were 25 students of 37 students (67.56%) who were actively involved in the teaching learning process of vocabulary. In other words, the percentage of the student’s active participation in cycle 1 had not achieved the target percentage yet. Meanwhile, the result of the students’ vocabulary test done after the action in the first cycle showed that the mean score was 66,08 and only 62.16% of the students got score at least ≥ 70. The result showed that the students’ vocabulary achievement in the first cycle had not passed the target average score that was 70. Therefore, the action cycle was continued to the second cycle by revising some necessary aspects in the first cycle. In the cycle 2 the result of observations and vocabulary test achieved the target requirement of this research. It showed that in the first meeting, there were 28 students of 37 students or 75.67% who were actively taking part of the teaching learning process. Then, 32 students of 37 students or 86.48% were active in the second meeting. The result of the students’ vocabulary test also reached the target score in cycle 2. In this cycle, there were 30 students or 78.37% of the students got score ≥ 70. It means that the teaching vocabulary by using “Spidergram” could improve the students’ vocabulary achievement. Based on the above results, it could be concluded that teaching vocabulary by using “Spidergram” was useful and good to improve the students’ vocabulary achievement. Besides, it also could make the students participated actively during the English teaching and learning process at SMK Trunojoyo Jember. The students were motivated to learn new words by applying Spidergram. They enjoyed and felt comfortable, did not feel afraid of making mistakes in developing Spidergram. The students were motivated to be active in teaching learning process because Spidergram facilitated them a new learning experience. Therefore, it is suggested to the English teacher to apply this technique in order to help students who have difficulties in learning English particularly vocabulary.