Research Setting RESEARCH METHOD

36 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 37 Table 2: The Scoring Rubric of Writing Categorization Description Ideas and Development 1 Weak development of topic 2 Adequate development of topic; listing of details 3 Good development of topic 4 Extensive development of topic; strong support of main idea with details Organization 1 Not organized 2 Sparsely organized; lack of sequence 3 Fairly well organized; flow and sequence evident 4 Completely organized; smooth flow with strong Sequence Vocabulary 1 Poor or inappropriate word choice 2 Fair word choice; simple words 3 Good word choice; meaning is clear. 4 Vivid and imaginative word choice; appropriate use of Vocabulary Sentence Structure 1 Poor; many errors 2 Fair; choppy with variety 3 Adequate; few errors and some varieties of lengths 4 Excellent; no errors and a variety of lengths Capitalization and punctuation 1 Many errors over 10 2 Some errors 6-10 3 Very few errors 1-5 4 Error free Spelling 1 Many errors over 10 2 Some errors 6-10 3 Very few errors 1-5 4 Error free