Students’ Vocabulary Knowledge: Comparative Study Enhancing Between Semantic Mapping and Diglot Weave Techniques

  • Olivia Virocky Simanjuntak
  • Debora Chaterin Simanjuntak


The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students’ vocabulary knowledge. This study is quantitative, utilizing comparative research design—a simple research design which is used to examine two techniques of teaching. In this study, the researcher treated two groups with two different techniques: Semantic Mapping and Diglot Weave. Each technique is deemed to be comparable in enhancing students’ vocabulary knowledge. On the basis of the target this study, the researcher has to decide which technique that is more effective in enhancing students’ vocabulary knowledge. The researcher found out that there is significant difference between group that was taught using Semantic Mapping technique and group that was taught using Diglot Weave Technique in enhancing students’ vocabulary knowledge. In fact, the group that acquired Diglot Weave Technique had higher gain of score than the group that acquired Semantic Mapping.Keyword - Semantic Mapping Technique, Diglot Weave Technique, Vocabulary Knowledge
Article Metrics


Alfaki, I. M., Vocabulary Input In English Language Teaching: Assessing the Vocabulary Load in Spine Five. 2015.

Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How to be taught. International Institute of social and economic sciences. 3(3). 21-34.

Altay, M. (2017). Raising Awareness of Lexical Semantic Relations in Undergraduate EFL Context. Research on Youth and Language. 11 (1). 42-52.

Cook, V. (2001). Using the first language in the classroom. Retrieved in 2003.

Hasan, K. Md. & Shabdin, A. (2016) PSAA. Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension. Vol. 51.

Heimlich, J. E., & Pittelman, S. V. (1986). Semantic Mapping: Classroom Applications. Newark, DE

Kasim, U. & Wahyuni S. (2016). Implementation of the Semantic Mapping Strategy for Teaching reading Comprehension.

Katemba, C., V.; Sitompul, N., A., 2018 A Comparison of Using Diglot Weave Technique and Student Team Achievement Division on Student Vocabulary Achievement. Human Behaviour, Development, and Society. Vol 17 (2018): April 2018. Retrieved from:

Kholi, R., & Sharififar, S. (2013). Memorization versus Semantic Mapping in L2 Vocabulary Acquisition. ELT Journal: English Language Teachers Journal, 67(2), 199-209.

Karakoça, D. & Köseb, G. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistics Studies. 13(1). 352-378.

Lin, C. (2008). Learning German Vocabulary: An Investigation into Learners‟ Use of

Vocabulary Learning Strategies.

Lynch, R. P. & Papas, E. (2017). A model for teaching large classes: facilitating a small class fell. International Journal of Higher Education. Vol.6. No. 2. 199-210

Nemati, A. & Maleki, E. (2013). The Effect of Teaching Vocabulary through the Diglot-Weave Technique and Attitude towards This Technique.

Nilforoushan, S., (2012) The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners’ Awareness of the Affective Dimensions of Deep Vocabulary Knowledge. English Language Teaching; Vol. 5, No. 10. 164-172.

Puspita, I. T. (2015). The Effectiveness of Using Semantic Mapping Strategy to Teach Reading Analytical Exposition Texts to the Eleventh Graders of Cendekia Senior High School Sidoarjo.

Rohmatillah, (2014). A study on students’ difficulties in learning vocabulary. English Education. Vol. 6 (1). 69-86.

Zarei, A. A., & Adami, S. (2013). The effects of semantic mapping, thematic clustering, and notebook keeping on L2 vocabulary recognition and production. Journal of English Language Teaching. 3 (2). 17-27

How to Cite
O. Simanjuntak and D. Simanjuntak, “Students’ Vocabulary Knowledge: Comparative Study Enhancing Between Semantic Mapping and Diglot Weave Techniques”, acuity, vol. 3, no. 2, pp. 85-97, Aug. 2018.