The effect of mind mapping techniques on the vocabulary mastery of second grade students of elementary school

In learning English, one of the factors is the poor mastery of vocabulary knowledge. Memory sensory has important value in learning vocabulary. The students need balance in usage of the left brain and right brain. The Right brain is for creativity and visualization, whereas the left brain is for logic and reason. Mind mapping utilizes both and stimulates students‟ brains using the creative and logic sides of the brain. In this study, the writer used a quasi-experimentalnon-equivalent-groups pre-test-post-test design. The subjects of this study were the second grade students of Elementary School. The writer used two classes as the sample of this experiment. The experimental group was taught using mind mapping and another was taught using word list. Then, the writer gave a pre-test, and post-test to the two groups. The pre-test measured the students‟ vocabulary mastery before the treatments. The treatments were given nine times (seventy minutes each). The writer used a post-test as one of the instruments to see the students‟ vocabulary mastery. After that, the writer evaluated the students‟ pre and post-tests of the two groups by using the analytic scoring technique. Based on the calculation of the t-test, the writer found the t-observation of both groups. From the analysis of the pre-test, the writer found out that those two groups had equal ability in vocabulary mastery. From the post-test scores, the writer also found out that those two groups were not significantly different. The t-observation of the two groups was 1.26, while the t-table was 2.08. It means that the null hypothesis which says “there is no significant difference between the vocabulary mastery of the second grade students who were taught by using mind mapping technique and one of those taught by using word list technique.” was accepted