collecting the data. To measure students writing, the researcher used analytical rubric formula adopted from Weigle. From this research, the researcher find out
that student writing ability is can be improved by applying Ming Mapping as the strategy of teaching writing subject. The numeric data result shows that in the pre-
test before the implementation, students with 55,2 score improved in the first cycle with 63,6 and afterward in the second cycle it improve become 69,9. In
other word the using Mind Mapping can improve students writing ability. According to research above, it has some similarities and difference
with the writer’s research. The similarities are it has same strategy in improving students writing ability through Mind Mapping, descriptive text is the material
chosen and the design of the research. The differences are the technique of data collection, the sample of the study, and the place of the study.
E. Hypotheses
According to Iskandar, action hypotheses is a diagnostic hypotheses to identify or to diagnose some problems faced when the action is ongoing process
or practical hypotheses to identify some problems and to solve them
34
. Thus, based on the problem formulation, the writer formulates two hypotheses below:
1. Using mind mapping strategy can improve students writing achievement of descriptive text.
2. Using mind mapping strategy makes teaching and learning process more interesting and effective.
34
Iskandar, Penelitian Tindakan Kelas, Ciputat: REFERENSI GP Press Group, 2012, p. 46.
22
CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the study, subject of the study, research design and methodology, the data and source of data, instrument, the
technique of collecting data, data analysis and data interpretation, and criteria of action success.
A.
Place and Time of the Study
This research was conducted at SMP Tahfidz Al-Mizan which is located at Cikole, Pandeglang, Banten. The research was carried out for three
months, it started from August 22
nd
up to October 4
th
2014.
Table 3.1 Schedule of Classroom Action Research
Activities Meeting
Date Theme
Preliminary Study August, 22
th
2014 My House
Cycle 1 1
September, 2
nd
2014 My House
2 September, 6
th
2014 My House
3 September, 9
th
2014 My Idol
Post-test 1 4
September, 22
th
2014 My House
Cycle 2 1
September, 23
rd
2014 Place
2 September, 27
th
2014 Place
3 September 30
th
2014 My Favorite Thing
Post-test 2 4
October, 4
th
2014 My Favorite Thing
B.
Research Approach and Design
This study considered action research as the method because some reasons. First, c
onsidering Elliot’s opinion, the CAR has possibilities in
improving the quality of the situation
1
. Indeed, the purpose of the researcher is help the students to improve their ability in writing descriptive text. Then, the
learning objective is reached. Second, Classroom Action Research is a method which should be done continously in the class to know the improvement of the
implementation in every cycle. It is in line with Arikunto’s statement in Iskandar
that “Classroom Action Research is an analysis of learning activities through an
action which is performed and happened in the class simultaneously
2
. In other word, Classroom Action Research is defined as an activity which is done by the
teacher collaborated with other people; the aim is to increase learning process quality in class
3
. Besides, the other some possible reasons in using Classroom Action
Research as a method in this research are: 1.
To know more about the learners problem in teaching and learning process. 2.
To learn more about how far the teacher make an improvement in hisher teaching.
3. To decide an appropriate strategy and media for a certain material
4
. In brief, Classroom Action Research is a research which is done
rationally, systematic, and reflective empiric which is done by the teacher or lecturer collaborated with the researcher to emend and to improve learning
situation.
1
Arifin, Bagaimana Menyiasati PTK Anda Agar Sukses?, Penelitian Tindakan Kelas, Metode dan Paradigma Baru, Bandung: PT. Remaja Rosdakarya, 2011, p. 97.
2
Iskandar, op. cit., p.21.
3
Ibid.
4
Siti Aisyah Ginting and Ridho Sari C. Sitanggang, loc.cit., p. 7.
