Research Design RESEARCH METHOD
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1. The questionnaire Questioner was conducted to obtain data or information about the
students‟ attitudes toward the implementation of the technique. The questionnaires were written in Bahasa Indonesia to avoid misunderstanding
of students. The questionnaire was conducted to obtain data or information about the students‟ attitudes toward the implementation of the technique to
answer the research question. The questionnaire consisted of 20 open questions which covered some aspects; they were the students‟ feelings
toward the use of mind mapping technique, the effects of the mind mapping technique and the implementation of mind mapping technique to their
knowledge improvement and writing skill. Open-ended questionnaire was also provided for the students to write about their comments on the technique.
In addition, an open-ended questionnaire asked the students to give suggestions or opinions about the implementation of the technique. The data
from open-ended questions were analyzed qualitatively. They were transcribed and summarized based on the classification.
2. The interview
Interview also conducted to obtain comprehensive data from the participants. This interview revealed the students‟ attitudes toward the
implementation of the mind mapping technique in teaching writing. The interview items were open-ended questions, in which had aim to reveal
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specific information which could be compared and contrasted with information gained from the test and questionnaire. In this case, face-to-face
or one-to-one interviews were conducted. The interview was in the form of informal conversation to the students. The interview was done at school. The
interview was conducted in order to support the data. The data of the interview was recorded and transcribed to be analyzed. After being
transcribed and categorized, the data were presented in the discussion to explore students‟ attitudes toward the implementation of the mind mapping
technique in teaching writing. The quantitative data were the scores of the students‟ writing before
and afterthe actions were applied. The quantitative data were used to support the qualitativedescription. The data were also aimed to describe the actions.
They were collected bymeans of the writing test. 1.
Writing test To obtain valid scores that defined students‟ writing skill, clear criteria
toassess their works were needed. To qualify this need, the researcher adopted therubric of Anderson 2003: 92. Students‟ writings were assessed by the
researcher andEnglish teacher. There were six aspects to be assessed in students‟ writing, namely,ideas and development, organization, vocabulary,
sentence structure, andcapitalization and punctuation, spelling. Tables below presents the categories for evaluating writing and ranging the score