Exploring the Implementation of Semantic Mapping Strategy in Teaching Vocabulary

Abstract

This study explored how semantic mapping strategy was implemented in vocabulary teaching, how students responded to its use, and what challenges appeared during the learning process. The research applied a descriptive qualitative design involving five participants: Tari, Zizah, Danu, Dera, and Bunga. The data were collected through semi-structured interviews, classroom observation, and documentation. In analyzing the data, the researcher used Miles and Huberman’s interactive analysis model consisting of data reduction, data display, and conclusion drawing or verification. The results showed that semantic mapping was implemented through visual and interactive learning activities such as grouping vocabulary, connecting concepts, using diagrams, and organizing words into categories. Most students felt that this strategy helped them understand vocabulary more clearly and remember words more easily. The learning activities also became more interactive because students were actively involved in discussions, vocabulary organization, and classroom participation. In addition, students expressed positive responses toward the use of semantic mapping because the activities were considered more interesting and enjoyable compared to conventional vocabulary learning. However, several difficulties were still found during the implementation process. Some students experienced problems when connecting unfamiliar vocabulary and still depended on teacher explanations and examples during classroom activities. Limited vocabulary mastery also influenced students’ ability to organize vocabulary relationships independently. Overall, the study indicates that semantic mapping can support vocabulary learning by improving students’ understanding, participation, and learning motivation. Therefore, this strategy can be considered as one alternative teaching strategy to create a more meaningful and engaging vocabulary learning environment.