Research Setting RESEARCH METHOD
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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
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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