THE USE OF VOCABULARY TREE

AS A TECHNIQUE

IN TEACHING VOCABULARY JUNIOR HIGH SCHOOL

(an Experimental research for the seventh grade students

of MTs.ROUDLOTUSYSYUBBAN Tawangrejo-Pati in the academic year of

2012/2013)

A RESEARCH PROPOSAL

Submitted in Partial Fulfillment of the Requirement

For Degree of Bachelor of Islamic Education

In English Education

By:

Nita Sulistiani

(083411076)

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2012

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THE USE OF VOCABULARY TREE

AS A TECHNIQUE

IN TEACHING VOCABULARY AT JUNIOR HIGH SCHOOL

(an Experimental research for the seventh grade students

of MTs.ROUDLOTUSYSYUBBAN Tawangrejo-Pati

in the academic year of 2011/2012)

A. BACKGROUND OF STUDY

People as human being cannot live all alone by themselves in the world.

They use language as a means of communication with other people, as a tool

to express their ideas and wishes. Without language it is hard to imagine how

people can cooperate and get along with one another.1 According to

Wardhaugh (1977:3) cited by Djoko Srijono; Language is a system of arbitrary

vocal symbol used for human communication.2

Language is the media or the tool to communication with other people. All

languages have words. Words is part of vocabulary. Vocabulary is a

component of language. According to scoot Thornbury, “ language emerges

first as words, both historically, and in terms of the way each of us learned our

first and any subsequent languages”.3 Without word, we could not make a

sentence, express something or say anything. From the statement above, if we

are learning a language, we have to learn the vocabulary of that language.

According to Richard: “vocabulary is one of most obvious component of

language and one of the first things applied linguist turned their attention to”.4

By studying vocabulary, many people can mastery the words or sentences

correctly. Many people also can communicate with another over long distance

and periods of time because vocabulary is a part of language and language is

media to communicate with another people.

1 Ramelan, English Phonetics, (semarang: UPT Unnes Press. 1977), p. 12 Djoko Srijono, An Introductory Course of linguistics, (Surakarta: Muhammadiyah University Press. 2001), p. 13 Scoot Thornbury, How to Teach Vocabulary, (England: Longman, 2002), p. 14 Richard, C. Jack, Curriculum Development in Language Teaching, (New York: Cambridge University Press), p. 4

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Before conducting the real research, the researcher held to the school that

she took as her research, MTs.ROUDLOTUSYSYUBBAN Tawangrejo-Pati.

Based on the researcher’s observation, the english teacher of that school still

applied the traditional technique in teaching vocabulary or the concept of

finding the meaning vocabulary through dictionary. The traditional technique

is the technique that the characteristics of the teaching and the learning

process are that the students are taught to translate from one language to

another in which the meaning of the target language is made clear by

translating it into the students’ native language and then they memorize native

language equivalents for the target language. So, the students learn vocabulary

passively due to several factors. First, they consider the teacher’s explanation

for meaning or definition, pronunciation, spelling, and grammatical functions

boring. Second, students only think of vocabulary learning as knowing the

primary through new words in their textbooks or when they are given by

teachers during classroom lessons.

Based on the problem above, there are numerous techniques concerning

with vocabulary teaching. However, the teachers must be very careful about

choosing them. Without the appropriate technique for the student’s

characteristics, they will get bored and will not become enthusiastic in

learning and the result of the study will not be satisfactory.

Based on the verse above, one of the techniques in teaching vocabulary is

by using vocabulary trees. Teaching vocabulary trees can make the students

understands new words easily because it works by grouping words.

B. REASONS FOR CHOOSING THE TOPIC

Vocabulary is one of the important things in vocabulary mastery.

Vocabulary is possible material that should be taught to students, by

improving vocabulary is not easy for the teacher and learning vocabulary also

is not easy to the students, they have to study hard if they want get the best

result in English. In order to make easy when teachers teach english

vocabulary, teacher should be creative in using techniques which are good for

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the students. In this study the writer has chosen title “THE USE OF

VOCABULARY TREE AS A TECHNIQUE IN TEACHING

VOCABULARY AT JUNIOR HIGH SCHOOL”, are as following:

1. Vocabulary Trees are an effective and fun way to learn vocabulary.

2. Learning English through vocabulary trees is enjoyable.

3. Vocabulary trees can be used as one of the media for teaching, for

example to enrich students’ vocabulary because vocabulary trees help

students memorize vocabulary by grouping the vocabularies according

their categories.

4. Vocabulary mastery is one of the major problems by students who

learn English as their second language because they have problem in

memorizing it.

5. Vocabularies are essential to improved students language aspect.

C. RESEARCH QUESTIONS

1. How is vocabulary achievement score of students taught with

vocabulary tree?

2. How is vocabulary achievement score of students taught with

conventional method other than vocabulary tree?

3. How are the differences in score between the two methods in two

groups above?

D. OBJECTIVE OF THE STUDY

1. To find out the vocabulary achievement score of students taught with

vocabulary tree

2. To find out the vocabulary achievement score of students taught with

conventional method

3. To identify score differences between conventional method and

vocabulary tree.

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E. LIMITATION OF THE STUDY

In this study, the researcher uses vocabulary trees as a vocabulary teaching

technique at the grade seventh of Elementary School students. Actually, this

study has wide scope and it is impossible for the researcher handles the

problem.

F. PEDAGOGICAL SIGNIFICANCE

There are some significance of this study as follows:

1. For the students: it is expected that they can memorize the vocabulary

which has been taught easily and they are more motivated to learn

English.

2. For the teacher: Teacher could use vocabulary trees as a teaching

technique to improve the result of teaching vocabulary.

3. For the school: it gives contribution to the Junior High School

especially MTs.Roudlotusysyubbaan Tawangrejo Pati that they can use

vocabulary trees technique as a new technique in teaching vocabulary

to the students.

G. LITERATURE REVIEW.

1. Definition of vocabulary

Learning a language, learners will be introduced to the component

of languages such as grammar, pronunciation and vocabulary. Grammar

means the rules in a language for changing the form of words and

combining them into sentences.5 Pronunciation means the way in which a

language is spoken or the way a person speaks the words of language. And

vocabulary as one of the language components is also needed to master a

language.

There are some experts who define vocabulary. First, Richards

defines “vocabulary as one of the most obvious components of language

5 A S Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University Press, 1995), 5 th Ed, p.517

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and one of the first applied linguists turned their attention to.6 Second,

Penny Ur explains that “vocabulary is the words which we teach in foreign

language”.7 Third, Haycraft explains that “vocabulary is devided into

receptive and productive vocabulary”.8

Based on the definitions, it can be concluded that vocabulary is a

list of words with their meanings especially one that accompanies a

textbook in a foreign language. So, it is important to teach vocabulary first

to the students especially the students at elementary School because they

have little knowladge of vocabulary.

2. Vocabulary trees

Vocabulary trees are simply the techniques of grouping applied to

vocabulary building. You learn by picking up and memorizing words in

groups (based on common attributes). Because our mind responds better to

learning in context, you are able to learn more words in a shorter amount

of time and with higher levels of retention.9

3. THE ROLE OF VOCABULARY TREES

Kenneth Bear explain how to make vocabulary trees. As follows:

a) Choose a subject area that interests you very much. b) Write a short introduction to the subject trying to use as many

vocabulary words concerning the subject as possible. c) Using your introduction, arrange the principle ideas concerning the

subject into a vocabulary tree.d) To create a vocabulary tree, put the subject at the center of a piece

of paper.e) Around the central subject, put the principle areas relating to the

subject. f) In each of these categories, write the appropriate vocabulary. If you

need to, write sub-categories.

6 Jack C. Richards, Curriculum Development In Language Teaching, (Cambridge: Chambridge University Press), p.47 Penny Ur, A Course In Language, (United Kingdom: Cambridge University Press, 1998), p.608 Evelyne Hatch and Chery L. Brown, vocabulary Semantics and Language Education, (Melbourn: Cambridge University Press, 1995), p.3709 http://www.grevocabulary.com/articles/How-to-Use-Vocab-Trees-for-Learning-vocabulary. html

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g) Create the same vocabulary tree in your native languageh) Your native language tree will be much more detailed. Use this

native language tree as a reference point to look up new words and fill in your English tree.

i) Rewrite your introductory essay concerning the subject taking advantage of the new vocabulary learned.

j) To make this vocabulary active, practice reading your essay aloud until you can present it by memory.10

4. Teaching Vocabulary

Teaching vocabulary can not be separated from teaching

vocabulary. People learn vocabulary before they learn to communicate.

Mastering vocabulary is obligatory for people who want to understand a

reading text, conversation or English written text. Without enough

vocabulary is impossible for us to reach the aim of teaching learning

procces.11

5. Technique in Teaching Vocabulary

Technique is any of wide variety of exercises activities, or tasks

used in the language classroom for realizing lesson objectives.12

According to Ruth Gairns and Stuart Redman, there are many

technique of vocabulary teaching. As follows:13

1. Mime and Gesture

In this technique, a teacher can use real object and command. In

real object, the teacher can use something available in the classroom such

as door, blackboard, chalk, clock and so on. In using command, the

teacher can give command such as open the window, open your book, etc.

another example is teaching part of body, the teacher can give command

such as raise your hand, put your left hand on your head, etc.

10 http://esl.about.com/cs/vocabulary/ht/ht_vocab.htm

11 Yusran pora, Enrich Our Vocabulary Through Reading and Idioms, (Yogyakarta: Pustaka Pelajar, 2002), p.vii12 H. Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy, 2nd Ed, (San Fransisco: Longman, 2001) p. 1613 Ruth Gairns and Stuart Redman, Working with words: A Guide To Teaching and Learning Vocabulaty, (New York: Cambridge University Press, 1986), p.64

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2. Visual Aids

In this technique, the teacher can use pictures, photographs,

flashcard, and blackboard. One of the visual aids is blackboard. It is a

writing the words and their meaning on the blackboard but there are

undersized results.

Pictures for vocabulary teaching come from many sources. It can

be from the magazine, newspaper or the students’ hand made. Pictures

can be used to explain the meaning of vocabulary items. The meaning of

vocabulary is received in the students’ mind before they are given the

English word because they can be understand it from the picture which

drawn.

3. Verbal Explanation

In this technique, the teacher should select and provide words will

be taught based on the students’ level, the aim and the time allocated. The

teacher can explain the synonym, antonym and definition of the words.

The used of this technique is often a quick and efficient way of explaining

unknown words, but usually the students become bored in teaching

learning process.

4. Contextual Guesswork

In this technique, the students learn vocabulary from a text. The

students can understand the meaning of difficult words from a text

through deducing meaning from context, deducing meaning from form,

word association and word formation.

6. Teaching Vocabulary Using Vocabulary Trees

Teaching English needs various methods to make English learning

easy and enjoyable. The teacher should have a suitable technique in

teaching student of Junior High School. The teacher has to make the

students understand the vocabulary taught. It can be done by making

students interest in learning the vocabulary so they will find it easy to

understand. Teacher should also avoid them from being bored in learning

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because of new words they met. Teaching vocabulary using vocabulary

trees can make the students understands new words easily because it

works by grouping words.

H. PREVIOUS RESEARCH

There are some researchers done in vocabulary teaching which have been

my references in this research, as follow:

The first research was conducted by Hani’atul Mamlu’ah (3105027) with

the research entitle The Effectiveness Of Picture-Board Game as A Vocabulary

Teaching Technique To Improve Students’ Vocabulary Achievement At the

fifth grade of MI Negeri Kalibalik Banyuputih Batang in the academic year of

2009/2010. In her research, she applies picture-board game as a vocabulary

teaching technique to improve students’ vocabulary achievement. The result of

the study shows that there is significant contribution of the use of picture-

board games in the teaching vocabulary, so picture-board games as an aid is

effective for the success of the vocabulary teaching. The similarity between

her research and writer is on the object of the study. The differences between

her research and writer is on the technique of teaching vocabulary.

The second researh was conducted by Heru Safi’I (220140256) with the

research entitle The Effectiveness of Using Picture As On Aid To Improve

English Vocabulary At The Fifth Graders Of SD Negeri Kedungsari 1

Magelang In The Academic Year Of 2005/2006. In this research, he used

quantitative research to know is using pictures as an aid effective to improve

students’ English vocabulary. The result of the study shows that there is

significant contribution of the use of picture in the vocabulary teaching, so

pictures as an aid is effective for the success of the vocabulary teaching. The

similarity between his research and writer is on the object of the study. The

differences between his research and writer is on the technique of teaching

vocabulary.

I. Hypothesis

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Hypothesis in this research is the use of vocabulary tree is more

effective compare to traditional method (without vocabulary tree) for the

Seventh grade of MTs Roudlotusysyubban Tawangrejo-Pati in the

Academic Year of 2011/2012.

J. Research Approach

This research is quantitative in nature, because the result of the

students’ achievement in vocabulary will be express in the language of

mathematic, evaluated consequently and also interpreted by appropriate

statistical procedures. In this term, quantitative data refers to the use of T-

test.

 Experimental research is an attempt by the researcher to maintain

control over all factors that may affect the result of an experiment. In

doing this, the researcher attempts to determine or predict what may occur.

An experimental research involved two groups: experimental group and

control group. An experimental group received a new treatment while

control group received without treatment. According to Nunan, experiment

is designed to collect data in such a way that threats to the reliability and

validity of the research are ministered.14

The writer used an experimental research as an effort to develop

English teaching learning process and to solve the problem faced by the

students in learning English especially in vocabulary.

K. Source of Data

Population

Population can be defined as the whole of the study.15 In this case

the population of the research is the seventh grade students of

MTs.ROUDLOTUSYSYUBBAN Tawangrejo-Pati in the academic year of

14David Nunan, Research Method in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 47.

15Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek, ( Jakarta: PT Rineka Cipta, 2006), 2nd Ed, p.130

10

2011/2012. The total population is 70 students. The students are grouped

in two classess, 35 students in class A, 35 students in class B.

Sample is part of population. According to Suharsimi Arikunto,

there are two ways in deciding a sample. First, if the population is less

100, the all population can be a sample. Second, if the population is over

100, the researcher can take 10% - 15% or 20% - 25% from all population

as a sample.16 Therefor, this study is called a population research because

the population is 70 students.

Variable

Variable is a variation object of the study17. There are two types of

variables: dependent variable and independent variable. The dependent

variable is the variable of focus or the central variable on which other

variables will act if there is any relationship. The independent variable is

selected by researcher to determine the relationship with the dependent

variable. So, the variables in this study are:

a. Independent variable

Independent variable is variable that influences because of change

or emergence the dependent variable. Independent variable in this re-

search is using vocabulary tree in teaching vocabulary. The re-

searcher uses this method in experimental group and uses classical

method in control class.

b. Dependent variable

Dependent variable is variable that was affected or that became the

result because of the existence of independent variable. Dependent

variable in this research is The students’ achievement in vocabulary.

16 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 134

17 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 159

11

L. TECHNIQUE OF DATA COLLECTIONS

Data are the most important things in doing research. To make a good

result, a researcher has to determine the method, including data collection

carefully. The procedure of data collection should be appropriate to the kind of

the study.

Therefore, in conducting this study, especially in collecting the data, the

researcher needs some methods in order to obtain the expected data.

1. Test

Test is an examination or trial to measure skill, intellegency,

aptitude of individu or group18. According to Longman English

dictionary, test is any procedure for measuring ability, knowledge, or

performance. In conducting to this study, the writer uses test as the first

method of collecting the data. The test is used to collect the students’

writing that must be analyzed to identify students’ achievement on

vocabulary.

Test is the instrument to measure the students’ progress in every

step during research. As stated by brown, a test is a method of

measuring a person ability, knowledge, or performance in a given

domain.19

The researcher will gather the data by analyzing the test of simple

past by the student. The researcher will give the test twice (pretest and

post test) in both experimental and control groups.

a.Pre-Test

Before the teacher explains material by using vocabulary

tree, the teacher will give a test to the students. Pre-test will be

given before the experience is run.

b. Post-Test

Post-test will be given to the experimental class and the

control class. The test will be given in order to know the

18 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 19319Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy. 2nd Ed. (A Person Education Company: Longman, 2001), p. 384.

12

improvement of students’ ability in vocabulary. Post-test will be

given to the both of class after receiving treatment. The

experimental class taught in vocabulary using vocabulary tree

but, the control class taught without using vocabulary tree.

2. Observation

It refers to the activity of giving total concern to research object by the

sense. In this research, the concern of research was paid on the teaching

learning process and the researcher made filed note as well. In conducting the

observation, the researcher used the observation guidline to make it more

systematic containing list of activity or happening which might happen. In this

case, it will be about yhe condition of class and studentts, the teacher entered

the class, held the class activities during the lesson until the teacher ended the

lesson and the obstacles appear during the teaching learning process or during

the experiment.

M. TECHNIQUE OF DATA ANALYSIS

The data analysis method, which is used in this research, is

quantitative analysis. Quantitative is concerned with the amount or

number.

1. Pre-Requisite Test

a. Normality Test

It is used to know the normality of the data that is going to be

analyzed whether both groups have normal distribution or not.

Chi square is used here: 20

χ2=∑i=1

k (Oi−Ei )2

Ei

Notice:

χ2: chi square

Oi : frequency from observation

20 Sujana, Metode Statistika, ( Bandung: Tarsito, 1996 ), p.273

13

Ei : expected frequency

Calculation result of χ2

is compared with x table by 5%

degree of significance. If χ2

is lower than x table so the distribution

list is normal.

b. Homogenity Test

Is used to know whether experimental group and control

group, that are decided, come from population that has relatively

same variant or not. The formula is:21

F=VbVk

Notice:

Vb : bigger varian

Vk : smaller varian

The hypotheses in homogeneity test are:

Ho : homogeny variant: σ 12=σ2

2

H1 : non homogeny variant: σ 12≠σ2

2

If calculation result of F is lower than F table by 5% degree of

significance so HO is accepted, it means both groups have same

variant.

c. Hypothesis Test

It is used to examine average whether experiment group and

control group have been decided having different average. 22

T-test is used to analyze the data of this research. It used to

measure or to compare the mean scores of the two groups.23

If 12 = 2

2 (has same variant), the formula is:

21 Sujana, Metode Statistika, p. 25022Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik p. 311.23James Dean Brown and Thedore S. Rodgers,p.205.

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t=X1−X2

S √ 1n1

+1n2

With

2

)1()1(

21

222

211

nn

SnSnS

Where:

X1 : The mean score of the experimental group

X 2 : The mean of the control group

n1 : The number of experiment group

n2 : The number of control group

S12 : The standard deviation of experiment group

S22 : The standard deviation of both groups

If = 122

2 (has no same variant) the formula is:

2

21

1

21

21

n

S

n

S

XXt

The hypotheses are:

Ho = 1 = 2

Ha = 1¿ 2

1 : average data of experiment group

2 : average data of control group

Criteria test is: Ho is accepted if−t

(1−12

α )<t <t

(1−12

α ), where

t(1−1

2α ) obtained from the distribution list t with dk=(n1+n2−2 )

and opportunities(1−12

α ). Values for other t Ho rejected.24

1. Try-Out Instrument of Test

24Sudjana,Metode Statistika, p. 239-240.

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a. Validity of Test

Validity is measurement that shows the validity of instrument.

It is counted using product moment formula.25

r xy=n∑

i=1

n

x i y i−(∑i=1

n

x i )(∑i=1

n

y i)

√{n∑i=1

n

xi2−(∑

i=1

n

xi )2}{n∑

i=1

n

yi2−(∑

i=1

n

y i )2}

Notice:

Rxy : question correlation coefficient

N : number of students

X : number of each item score

Y : number of total score

Calculation result of rxy is compared with r table of product

moment by 5% degree of significance. If rxy is higher than r table,

the item of question is valid.

b. Reliability

“Reliability is consistency of measurement”.26 A reliable

test score will be consistent across different characteristics of the

testing situation. It means can be believed. Besides having high

validity, a good test should have high reliability too. Alpha formula

is used to know reliability of test is K - R. 20.27

Where:

r11 : The reliability coefficient of items

k : The number of item in the test

P : The proportion of students who give the right answer

q : The proportion of students who give the wrong answer

25Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, p.6526Lyle F. Bachman and Adrian S. Palmer, Language Testing Practice: Designing and

Developing Useful Language Test, (New York: Oxford University Press, 1996), p. 1927Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 187

16

r11=( kk-1 )( S2−∑ pq

S2 )

S2: The standard deviation of the test

Calculation result of r11 is compared with rtable of

product moment by 5% degree of significance. If r11 is higher

than rtable , the item of question is reliable.28

c. Degree of test difficulty

A good question is a question that not really difficult and

not really easy. Formula for degree of test difficulty is:29

P= BJS

Notice:

P : difficulty’s index

B : number of students who has right answer

JS: number of students

The criteria are:

P = 0,00 too difficult question

0,00 < P ≤ 0,03 difficult question

0,00 < P ≤ 0,70 average question

0,70 < P ≤ 1,00 easy question

P = 1 too easy question

d. Discriminating Power

The discriminating power is a measure of the effectiveness

of a whole test. It is used to know how accurate the question differ

higher subject and lower subject. The formula for discriminating

power is:

Where:

28Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 18829Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.208

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D= BAJA

−BBJB

D : discrimination index

JA : member of student in upper group

JB : member of student in low group

BA : member of students in upper group who answer the item

correctly

BB : member of students in low group who answer the item

correctly

The criteria are:

D < 0.2 is poor

0.2 < D ≤ 0.4 is fair

0.4 < D ≤ 0.7 is good

0.7 < D ≤ 1 is very good.

3. Analysis Phase End

To examine the hypothesis that have been stated, these

following steps are used.

a. Normality test

The steps are same with the steps on data analysis technique.

b. Homogeneity test

The steps are same with the steps on data analysis technique.

c. Hypothesis test

The steps are same with the steps on data analysis

technique that is to prove the researcher hypothesis about the

difference of students’ achievement on the vocabulary mastery

between the students who were taught by using Vocabulary tree

and who were not taught by using Vocabulary tree. Here, the t-test

formula is used.

D. Procedure and Time Line

In collecting data, there are some steps was taken by the researcher,

they are as follows Pre-test. Before doing the research, the researcher provides

material that will use in teaching Vocabulary and makes lesson plans. The

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process of teaching learning for experiment group will use Vocabulary Tree

and for control group will not use it. But if pre test can substitute with

students’ achievement in previous time.

Then, the research step is Treatment. Before starting the lesson, the

researcher takes achievement of the students in previous time to replacement

pre-test. Then the researcher gives treatment for experiment group by using

Vocabulary Tree to teach vocabulary. Whereas the control group, teaching on

Narrative text tense using asking question.

At the end of the lesson, the researcher gives post test for the students

both of in experiment group and control group. This test to know is there any

difference students’ achievement between experiment group and control

group.

After giving some treatment, the researcher wants to give Post-test.

The aim of evaluation is to know the students’ understanding on Narrative text

after they follow the lesson. Data of students’ score from post test both of

experiment group and control group will be shown in the table

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Table.1.2. Research Schedule

No Task description Time Schedule week

1st 2nd 3rd 4th

1. Asking permission to the headmaster to do

research and getting familiar with the school

situation.

2. Contact the English teacher

3. Taking students’ achievement in previous time

4. Giving treatment for both groups. The

experimental group will be taught by using

with vocabulary tree. Otherwise, the control

group will be taught without vocabulary tree.

5. Doing post test

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BIBLIOGRAPHY

Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT.

Rineka Cipta, 2006

Bachman, Lyle F, and Adrian S. Palmer, Language Testing Practice: Designing

and Developing Useful Language Test, New York: Oxford University

Press, 1996

Brown, Douglas, Teaching by Principle: An Interactive Approach to Language

Pedagogy, 2nd Ed, San Fransisco: Longman, 2001

C. Jack, Richard, Curriculum Development in Language Teaching, New York:

Cambridge University Press

Gairns, Ruth, and Stuart Redman, Working with words: A Guide To Teaching and

Learning Vocabulaty, New York: Cambridge University Press, 1986

Hatch, Evelyne, and Chery L. Brown, vocabulary Semantics and Language

Education, Melbourn: Cambridge University Press, 1995

Hornby, A S Oxford Advanced Learner’s Dictionary, New York: Oxford

University Press, 1995

Nunan, David, Research Method in Language Learning, Cambridge: Cambridge

University Press, 1992

Penny Ur, A Course In Language, United Kingdom: Cambridge University Press,

1998

Pora, Yusran, Enrich Our Vocabulary Through Reading and Idioms, Yogyakarta:

Pustaka Pelajar, 2002

Ramelan, English Phonetics, semarang: UPT Unnes Press. 1977

Srijono, Djoko, An Introductory Course of linguistics, Surakarta: Muhammadiyah

University Press. 2001

Thornbury, Scoot, How to Teach Vocabulary, England: Longman, 2002

http://www.grevocabulary.com/articles/How-to-Use-Vocab-Trees-for-Learning-

vocabulary. html

http://esl.about.com/cs/vocabulary/ht/ht_vocab.htm

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