THE USE OF
SEMANTIC FEATURE ANALYSIS IN LEARNING VOCABULARY FOR MEDICAL STUDENTS
OF THE TOPIC
Vocabulary knowledge has an important side in language.
According to Armbruster, Lehr, and Osborn (2003), vocabulary refers to the
words we must know to communicate effectively. In general, vocabulary can be
defined as oral vocabulary or reading vocabulary. Oral vocabulary refers to
words that we use in speaking or recognize in listening. Reading vocabulary
refers to words we recognize or use in print (p.34). In addition, Nguyen and Nga (2003) state that in learning a foreign language, vocabulary plays an
important role. It is one element that connects the four important skills of language, which are speaking, listening, reading, and writing. In order to
communicate effectively, students should acquire a number of words and know how
to apply them in
Widaningsih (as cited in Njoroge, Ndung’u and Gathigia,
2013), points out that vocabulary mastery should be the first priority in
English language teaching and learning. So, it is impossible for students to
communicate in English fluently if their vocabulary mastery is very poor.
Tarigan (as cited in Prasetyo, B., Fardhani, A. E., and Ariyanto, S. 2016),
says that the quality of student’s language skills depends on their quality and
quantity of vocabulary they have. Vocabulary is like bricks for constructing a
building, because language is made up of words, so they are vital for building
a language. If students want to communicate by English fluently, they must have
a large stock of English vocabulary (Prasetyo, B., Fardhani, A. E., &
Ariyanto, S. 2016). Therefore, the students have to improve and enlarge
their vocabulary, because it is one of important language component in English.
The language of Medicine is a kind of literary language
serving professional fields and the subject of
a special study of the medical students focused on the acquisition of
language as a means of professional communication (Margaeva, Smirnova, and Grishina,
somewhat different from General English vocabulary, Medical English
vocabulary for Academic Purposes is usually considered to be more difficult to
learn and use in practice and as a result students tend to have poor results in
academic tests (Sinadinovi?, 2013). Since the students get difficulties in learning Medical English Vocabulary,
teachers are supposed to implement any strategies to help the students in
FOR CHOOSING THE TOPIC
There are two reasons for
choosing this topic. First, I have some friends who are studying at medical
field. They told me that learning
English was difficult for them. When I asked them which part of the English
that they got the most difficulties, many of them said that the first is
vocabulary and the second is grammar. It is because of there are many medical
terminologies that are difficult to be memorized and the teachers taught them
in conventional way. It is also emphasized with some reasearchers who state
that medical vocabulary is difficult to be learned. Therefore, teachers need
some strategies to help the students in learning vocabulary. One of those
strategies is Semantic Feature Analysis (SFA). Second, the study about the use
of Semantic Feature Analysis to improve students’ vocabulary is rare. It
motivates me to conduct this kind of research.
In line with the background of the study, the research
problems are as the following: “How effective is the use of Semantic Feature
Analysis improve the medical students’ vocabulary mastery? ”
OF THE STUDY
with the research problems above, the objective of this study is to know how the
use of Semantic Feature Analysis can improve the medical students’ vocabulary
OF THE RELATED LITERATURE
a. Review of the Previous Study
There are some previous study of the related topic. One of the study that is
similiar with this topic is a study that was conducted by Malinda in 2016. She
conducted classroom action research to VII grade students of SMP N 7 Semarang.
The study is entitled “THE USE OF MY NEIGHBOUR’S CAT AS A MEDIUM TO IMPROVE STUDENTS’ VOCABULARY MASTERY”. The objectives of the study were to describe the lack of students’
vocabulary mastery and evaluate how My
Neighbour’s Cat game can improve the students’ vocabulary mastery of the
seventh grade of SMP N 7 Semarang.
The researcher used quantitative method. She took three ways in collecting the
data. They are observation, questionnaire, and test. According
to the analysis, the pre test mean was 56.33; cycle 1 test mean was 70.67;
cycle 2 test mean was 74.33; and post-test mean was 78.83. There was 39.94%
improvement from pre-test to post-test. According to those result, the researcher concluded that the use of My
Neighbour’s Cat Game could improve the students’ ability in vocabulary mastery.
It makes students easier to memorize new vocabulary and makes students more
b. Review of the Theoretical Study
Medical English Vocabulary
terminology refers to medical jargon or specialized language that allows for
quick and efficient communication between learners, specialists and experts of
medicine and health sciences. It is regarded as one of the most difficult
language among all the other specialized languages in different fields
(Abdullah, as cited in Kabouha, 2015).
Semantic Feature Analysis
feature analysis helps students see the relationship between words within
categories. It has been considered by researchers as an
effective strategy because it mimics the neutral paths and ways the brain
organizes information. It illustrates how words are both
similar and different and emphasizes the uniqueness of each word. (Pittelman, Heimlich,
Berglund, & French, as cited in Pennell,
Select a category topic. Begin with a
category familiar to students, such as animals.
Prepare a list of concepts or objects
related to the category, such as eagle, dog, shark, and mouse.
Determine the list of features students
will explore, such as number of legs, fur, eyes, and wings.
Guide students through the process of
completing a matrix of the information provided, using plus or minus signs to
indicate whether each object possesses each feature.
Encourage students to add objects and
features to the matrix.
In conducting this research, the
writer will use nonequivalent control group design of quasi experimental study.
Two classes are treated as the experimental and control group. Both of the group will learn about the same
material, but they will receive different methods in learning medical english vocabulary.
The experimental group will be given a
treatment after getting pretest and before doing posttest. The writer will
implement Semantic Feature Analysis in teaching and learning process for the
experimental group. After conducting posttest, the writer will collect the data
and analyze the score from the students. Then, the writer will find out the
result of the study.
The study is designed as a quantitative research because research
data of this study depends on numeral form and the analysis uses descriptive statistics. The writer will use experimental research to find
out the answer.
According to Fraenkel and
Wallen (as cited in Rusyada 2016) experimental research is the only type of the research that directly
attempts to influence a particular variable, and it is the only type that can
really test hypothesis about cause and effect relationship. Sprinthall
cited in Rusyada, 2016) state that experimental research comes in two forms, they
are the true experiment and the quasi experiment The writer will use nonequivalent control group
design of quasi experimental study in conducting this research. There will be
one group as the experimental group and one group as the control group which have the same level. The
experimental group will be given a treatment to implemet Semantic Feature
Analysis in learning vocabulary, while the control group will not got the
treatment. There will be pretest and posttest to measure the students ability
in mastering vocabulary.
of the Study
objective of this study is to know how
the use of Semantic Feature Analysis can improve the medical students’
vocabulary mastery effectively. Therefore, the object of the study is the
students’ ability in learning vocabulary mastery.
The population that will be used
to conduct this study is eleventh grade students of SMK Bhakti Kencana Kendal. The writer will choose two
classes as the sample of this study. The first class as a treatment group and
the second class as a control group.
Variables and Hypothesis
There are two
types of variables in this study. They
are independent variable and dependent variable. The independent variable in
this study is the Semantic Feature Analysis as a method in teaching and
learning vocabulary and the dependent variable is the medical students’ mastery
in vocabulary mastery.
hypothesis of this study is that the use of Semantic Feature Analysis is
effective in improving vocabulary mastery of medical students.
will use quantitative data in order to analyze the hypotheses of the study. Sugiyono as cited in Malinda
(2016, p.28) states that “Quantitative method is consisted of
data quantitative. In addition the result of the measuring is operationalized
by using the instruments.
for Collecting Data
instruments for collecting data that will be used in this study are
questionnaire, test, and observation checklist.
of Collecting Data
data, the writer will use three sources. They are questionnaire, test, and
observation checklist. The first is collecting the data using observation checklist
to evaluate the students’ behaviour process. Then the writer will conduct
pretest and posttest to measure the students’ ability in mastering vocabulary. The
last stage is giving questionnaire to gain the information about the students’ response
after using Semantic Feature Analysis in learning vocabulary.
h. Method of Analysing Data
The writer uses descriptive statistics to
analyze the data. The writer will analyze the observation checklist. Then, the
writer will find out the mean of the
scoring data after conducting the
pretest and posttest. According to Arikunto
(2006, p.189), the formula of the mean score of the test can be
calculated as follows:
M : mean score
x : the total score
the number of sample
After measuring the mean score of each group, the writer
will use t-test for analysing data in order to know the differences before and
after using Semantic Feature Analysis in learning vocabulary. The last, the
writer will analyze the result of the questionnaire to know the students’
responses after the treatment.