IMPROVING VOCABULARY MASTERY THROUGH DEEP LEARNING APPROACHES WITH VISUAL STRATEGIES (MIND MAPPING) IN GRADE 8. E STUDENTS AT UPT SMP NEGERI 2 GALESONG SELATAN.
DOI:
https://doi.org/10.23969/jp.v10i04.39847Keywords:
Deep Learning; Mind Mapping; Dual-Coding Theory; Vocabulary Mastery; English LanguageAbstract
This study investigates the effectiveness of the Deep Learning approach combined with the Mind Mapping strategy in enhancing the motivation and mastery of basic vocabulary among 8th-grade students at UPT SMP Negeri 2 Galesong Selatan. Limited understanding of essential English vocabulary was identified as a critical issue in the target class. The theoretical framework guiding this research is Allan Paivio’s Dual-Coding Theory, which posits that processing information through both verbal and visual channels significantly improves memory retention. Employing a qualitative case study design, the research utilized pretest and posttest data as the primary evaluation instruments. The results demonstrate a substantial increase in students' vocabulary mastery following the intervention. The average pretest score of 40.0 rose considerably in the posttest, particularly in categories like Body Parts, which showed a remarkable increase from 9 points to 189 points. This improvement confirms that the integration of the Deep Learning approach and Mind Mapping strategy effectively fosters a learning experience that is meaningful, mindful, and joyful (Meaningful, Mindful, Joyful Learning), thereby supporting deeper and more robust vocabulary acquisition.
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