The Effectiveness of using Mind Mapping Strategy and Making Inference toward Students’ Vocabulary Achievement

This study attempted to explore the effectiveness of mind mapping (MM) strategy and making inference (MI) toward student vocabulary achievement. In order to fulfill this purpose, thirty of seventh grade students were participated as samples and quasi experimental research treatment by level 2x2 applied as research method. In implementing the method, MM and ordinary learning strategy are assigned as independent variables. Moreover, MI, vocabulary score of students in pretest and posttest were assigned as moderator variable, covariate and dependent variable respectively in this study. By using AN COVA to analyze the research data with 5% significance level, it concluded that mind mapping strategy revealed statistically significant effect with sig. value is 0.01 and 24% of size effect, while the interaction between groups of learning strategy and MI groups was concluded not significant enough, with sig. value is 0.732 and 0.5% effect size. Although the interaction effect in groups wasn't significant, this study could serve as an important step to develop vocabulary learning strategy in the classroom by implementing MM strategy. And respecting to several studies on the same topic have shown the similar results, researcher considers several improvements in the number of samples, pre-treatment exercises and more appropriate instrument selection of MI, in near future research.