my undergraduate thesis

1. 1
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

2. 2
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. 1
2
Djoko Srijono, An Introductory Course of linguistics, (Surakarta: Muhammadiyah University
Press. 2001), p. 1
3
Scoot Thornbury, How to Teach Vocabulary, (England: Longman, 2002), p. 1
4
Richard, C. Jack, Curriculum Development in Language Teaching, (New York: Cambridge
University Press), p. 4

3. 3
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

4. 4
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.

5. 5
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

6. 6
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.4
7
Penny Ur, A Course In Language, (United Kingdom: Cambridge University Press, 1998), p.60
8
Evelyne Hatch and Chery L. Brown, vocabulary Semantics and Language Education, (Melbourn:
Cambridge University Press, 1995), p.370
9
http://www.grevocabulary.com/articles/How-to-Use-Vocab-Trees-for-Learning-vocabulary. html

7. 7
g) Create the same vocabulary tree in your native language
h) 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.
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.vii
12
H. Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy, 2nd
Ed, (San Fransisco: Longman, 2001) p. 16
13
Ruth Gairns and Stuart Redman, Working with words: A Guide To Teaching and Learning
Vocabulaty, (New York: Cambridge University Press, 1986), p.64

8. 8
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.
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

9. 9
students interest in learning the vocabulary so they will find it easy to
understand. Teacher should also avoid them from being bored in learning
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.

10. 10
I. Hypothesis
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
14
David 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

11. 11
MTs.ROUDLOTUSYSYUBBAN Tawangrejo-Pati in the academic year of
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
research is using vocabulary tree in teaching vocabulary. The
researcher 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

12. 12
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
18
Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 193
19Douglas Brown, Teaching by Principle: An Interactive Approach to Language
Pedagogy. 2nd
Ed. (A Person Education Company: Longman, 2001), p. 384.

13. 13
Post-test will be given to the experimental class and the
control class. The test will be given in order to know the
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 DATAANALYSIS
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
k
i i
ii
E
EO
1
2
2 )(
Notice:
20
Sujana, Metode Statistika, ( Bandung: Tarsito, 1996 ), p.273

14. 14
2
: chi square
i
O : frequency from observation
i
E : expected frequency
Calculation result of 2
is compared with x table by 5%
degree of significance. If 2
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
Vk
Vb
F
Notice:
Vb : bigger varian
Vk : smaller varian
The hypotheses in homogeneity test are:
Ho : homogeny variant: 2
2
2
1
H1 : non homogeny variant: 2
2
2
1
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
21
Sujana, Metode Statistika, p. 250
22
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik p. 311.
23
James Dean Brown and Thedore S. Rodgers,p.205.

15. 15
If 1
2
= 2
2
(has same variant), the formula is:
21
21
11
nn
S
XX
t
With
Where:
1X : The mean score of the experimental group
2X : The mean of the control group
n1 : The number of experiment group
n2 : The number of control group
S1
2
: The standard deviation of experiment group
S2
2
: The standard deviation of both groups
If = 1
2
2
2
(has no same variant) the formula is:
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
2
11
2
11
ttt , where
2
11
t obtained from the distribution list t with 221
nndk
and opportunities
2
11 . Values for other t Ho rejected.24
24
Sudjana,Metode Statistika, p. 239-240.
2
)1()1(
21
2
22
2
11
nn
SnSn
S
2
2
1
1
2
1
21
n
S
n
S
XX
t

16. 16
1. Try-Out Instrument of Test
a. Validity of Test
Validity is measurement that shows the validity of instrument.
It is counted using product moment formula.25
})(}{)({
))((
2
11
22
11
2
111
n
i
i
n
i
i
n
i
i
n
i
i
n
i
i
n
i
i
n
i
ii
xy
yynxxn
yxyxn
r
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
25
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, p.65
26
Lyle F. Bachman and Adrian S. Palmer, Language Testing Practice: Designing and
Developing Useful Language Test, (New York: Oxford University Press, 1996), p. 19
27
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 187
2
2
11
S
pqS
1-k
k
r

17. 17
P : The proportion of students who give the right answer
q : The proportion of students who give the wrong answer
2
S : The standard deviation of the test
Calculation result of r11
is compared with r table 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
JS
B
P
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:
28
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 188
29
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.208
JB
BB
JA
BA
D

18. 18
Where:
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

19. 19
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
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

20. 20
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

21. 21
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

22. 22
http://www.grevocabulary.com/articles/How-to-Use-Vocab-Trees-for-Learning-
vocabulary. html
http://esl.about.com/cs/vocabulary/ht/ht_vocab.htm