This study aims to investigate the effectiveness of the Tree Diagram technique in
enriching the basic English vocabulary knowledge of Indonesian junior high
school students. Vocabulary mastery is a key component in language learning, yet
many students struggle to memorize and understand new words due to
monotonous teaching methods. The Tree Diagram is a visual semantic mapping
technique that helps students organize words into meaningful categories. In this
research, it was adapted from its original function in syntactic analysis to become
a teaching tool for basic vocabulary in the themes of Family and Parts of the
Body. The study employed a quantitative approach with a pre-experimental one-
group pretest-posttest design. The participants were 25 eighth-grade students at a
state junior high school in Bone Regency, South Sulawesi. A validated vocabulary
test of 20 items was used as the research instrument. The procedure included a
pretest, four treatment sessions using the Tree Diagram technique, and a posttest.
Data were analyzed using the Wilcoxon Signed Ranks Test. The results showed a
significant improvement in students’ scores from a mean of 51.4 in the pretest to
82.4 in the posttest, with a p-value of 0.000 (p < 0.05). This indicates that the Tree
Diagram technique is effective in enhancing students’ basic vocabulary
knowledge. It is recommended that English teachers adopt this technique as an
alternative method to make vocabulary learning more structured, meaningful, and
engaging.
A. Conclusion
Based on the results of the research and data analysis that have been
carried out, it can be concluded that the use of the Tree Diagram technique is
proven effective in enriching the mastery of basic English vocabulary,
especially the type of noun, in class VIII in junior high school in Bone. This
can be seen from the increase in students' average score from the pre-test and
the post-test after being given treatment using the Tree Diagram technique. he
statistical test results using the Wilcoxon Signed Rank Test showed that there
was a significant difference between the pre-test and post-test results, which
indicates that the Tree Diagram technique has a positive and significant effect
on improving students' vocabulary knowledge. This proved that the use of the
tree diagram technique is effective in enriching English basic vocabulary
knowledge. Based on the data analysis, it was concluded that there was an
effect of the Tree Diagram Technique on Enriching English Basic Vocabulary
Knowledge Of Indonesian Junior High School Students.
B. Suggestion
Based on the results of the research and the implementation of the
learning process with the use of the Tree Diagram Technique, the researcher
makes suggestions that are expected to be useful for institutions and
researchers. The suggestions are as follows:
1) For English Teachers
English teachers are encouraged to implement the Tree
Diagram technique in vocabulary instruction, especially at the basic
level. This technique has been proven effective in helping students
group, understand, and remember vocabulary through a thematic visual
approach. Teachers are also encouraged to further develop the use of
this technique for various other topics and to integrate it with other
language skills.
2) For Students
Students are advised to be more active in participating in
vocabulary learning using the Tree Diagram technique. This technique
not only assists in memorizing words but also in understanding the
relationships between word meanings. As a result, it can improve
memory retention and the ability to use vocabulary accurately in
context.
3) For Future Researchers
This study still has several limitations, such as a narrow scope,
a focus limited to specific types of vocabulary (concrete nouns with
themes like family and body parts), and it was conducted in only one
school with a limited sample size. Therefore, future researchers are
encouraged to expand this study by covering a broader scope — for
instance, testing the effectiveness of the Tree Diagram technique on
other types of vocabulary (such as verbs or adjectives), at different
educational levels (such as high school or university students), or even
on other language skills like reading and writing.
In addition, future researchers are recommended to use a true
experimental design so that the research findings can be more
generalizable. A mixed-method approach (quantitative and qualitative)
could also be applied, such as through interviews or classroom
observations, in order to gain a deeper understanding of students'
engagement and thinking processes during the use of the Tree Diagram
technique.
Thus, this study opens opportunities and serves as a foundation for
further research to optimize the use of Tree Diagrams in various English
language learning contexts.

STAR20250336

336/2025

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