A Comparison between Word Tree Branch Method and Interactive Word Wall - Improve Student’s Vocabulary

Oct 15, 2026

This study compares students’ vocabulary improvement taught through WTB (Word Tree Branch) versus IWW (Interactive Word Wall). Using a quantitative comparative design with pre-test and post-test, it evaluates whether a significant difference exists between the two teaching methods. The sample includes two grade VIII classes of SMPN 1 Parongpong, Bandung, with 40-item vocabulary tests. Results show both methods improve vocabulary in the “moderate” category, without a significant difference between groups.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Vocabulary as a Key Language Component

Problems in Learning Vocabulary

Teaching Methods: WTB and IWW

Statement of the Problems

Purpose of the Study

Hypothesis

Scope and Limitation of the Study

A Comparison between Word Tree Branch Method and Interactive Word Wall to Improve Student’s Vocabulary Ribka Purnamasari, Caroline V Katemba, Nelson Panjaitan Correspondence author: Caroline ([linakatemba@gmail.com](linakatemba@gmail.com)) Universitas Advent Indonesia The purpose of this study is to find out the improvement of students’ vocabulary between those who were taught through WTB (Word Tree Branch) or IWW (Interactive Word Wall) . This study used quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference on the students’ vocabulary improvement between those who were taught through Word Tree Branch method and those who were taught through Interactive Word Wall method? The sample of this study are, two classes in grade VIII of SMPN 1 Parongpong, Bandung. They were divided into two classes, grade VIII H experienced Interactive word Wall and grade VIII J experienced Word Tree Branch. The instrument used for this study is vocabulary test, which contain 40 questions. The result of this study shows that the students who acquire WTB or IWW method were improved for their vocabulary, vocabulary categorized as “moderate” but there is no significant difference between those two groups of students ‘vocabulary improvement. Keywords: WTB (Word Tree Branch) and IWW (Interactive Word Wall) INTRODUCTION English is an essential language to be learnt in order to meet the communication needs in this globalization era. Taking into account the benefits of English, Indonesia has established English as a subject to be taught in formal schools as a compulsory subject. As stated by Kemendikbud (2013), the teaching of foreign language especially English is a goal to develop students’ ability to communicate to the world. In teaching English includes the teaching of four skills, listening, speaking, reading, and writing. Vocabulary is one of crucial aspects to support those skills. According to Richards and Renandya (2002), vocabulary is a core component of language ability and provides of the basis of how well students listen, speak and write. Vocabulary knowledge is not only the key to improving reading comprehension but it also helps learners improve writing and speaking skills (Fitzgibbon, 2003) . It means that, vocabulary greatly affects the development in learning language. When someone has extensive knowledge of vocabulary, it increases their academic talent listening, speaking, reading, and writing. Through studying vocabulary, the students will gain more knowledge and information faster. Muttahidah (2011) said that students in Indonesia have problem in learning English vocabulary. The problems are the students cannot understand the meaning, difficult to pronounce the vocabulary, cannot understand how to connect one word to other words and hard to memorize. Another reason about the case above, Plinscar and Brown (1985) said that there has a relationship between vocabulary knowledge and reading comprehension. In addition to that, Nurmayanti (2013) stated that in enhancing vocabulary, students should read a lot and understand the meaning; however, processing elements of vocabulary leads them to lose interest in having in-depth learning (Nurmayanti, 2013) . To solve that challenge, teacher should vary their methods in helping their students enhance their vocabulary knowledge. There are two methods that are considered effective to enhance students’ vocabulary knowledge; they are: Word Tree Brach and Interactive Word Wall. Both of these methods have proven that those methods have been able increased the students’ vocabulary knowledge. Gede (2013) conducted his study entitled “Improving vocabulary Mastery through Word Tree Branch Techniques at Seventh Grade students of SMPN 1 Bebandem.” The result of his study stated that Word Tree Branch is an effective method to improve students Vocabul

FAQs

What is the main purpose of this study?

To determine how students’ vocabulary improves when taught using Word Tree Branch (WTB) or Interactive Word Wall (IWW), and whether the difference between the two methods is significant.

How was the study conducted?

It used a quantitative comparative design with pre-test and post-test, employing a vocabulary test containing 40 questions.

What were the research results about WTB and IWW?

Both WTB and IWW improved students’ vocabulary, categorized as “moderate,” but there was no significant difference in vocabulary improvement between the two groups.

Oct 15, 2026

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