2. In the process of cognitive students are generally not able to connect between the one concept with the other concept or develop just a little
concept and considered as a job to busy. 3. Change the learning procces students where students new can totally
understand after the material studied not before.
B. Frame of Thinking
Concept maps are also valuable tools for teachers. Thus, concept mapping is useful both for students or teachers.The students will find and connect the new
concepts visually with concept mapping. Students will combine the existing knowledge with the new knowledge, becomes an existing knowledge structure.
This is why a picture or a diagram can be more effective than only words. Therefore, concepts mapping technique can be used as a tool to facilitate
writing. furthermore, this technique is able to make it easy for the students to get idea and express their ideas because in this strategy the students can develop
their ideas about semething, easy strategy that helps the students to develop their idea in descriptive paragraph that they want to write, can make easier their
writing richer and more detail, the students have to describe an object in the form of writing.
Concept mapping makes the students easy to details of an object clearly in order that the reader can see in their mind the object being described by the author
because their just focus to one topic so students easy to describe object clearly. By providing the students with technique, as a teaching aid, the writer hopes that
the students get some interesting experience in learning English, and they can increase their ability in writing especially writing descriptive paragraph.
Consequently, they will decide that studying English is fun and comfortable. the writer will assume that there is influence of using concept mapping towards
students’ writing ability, practically in descriptive paragraph.
C. Hypothesis
Concerning to the theories and the frame of thinking, the writer proposes the hypotheses as follows:
H
a
: There is a significant influence of using Concept Mapping towards students’ descriptive paragraph writing ability at the first semester of the
tenth grade of SMAN 2 Liwa in the academic year of 20162017. H
o
: There is no significant influence of using Concept Mapping towards students’ descriptive paragraph writing ability at the first semester of the
tenth grade of SMAN 2 Liwa in the academic year of 20162017.
CHAPTER III RESEARCH METHODOLOGY
A. Research Design
In conducting the research, the writer applied quasi experimental. Quasi- experimental design is a research design that includes assignment, but not
random assignment participants to groups, because the experimenter cannot artificially create groups for the experiment.
1
It means that we do not have the opportunity for random assignment of the students to special group in different
conditions. The common term for this type of group of participants in intact. For that, the writer selected two classes, one is the control class and other is the
experimental class.
According to Ary et.al., who state that the variety of quasi experimental designs, which can be divided into two main categories, there are pretest, posttest, and
posttest-only.
2
The writer will use pre-test and post-test. The writer will apply the pre-test and post-test design approach to a quasi-experimental design. The writer
design can be presented in Table 3.1:
1
John W. Creswell, Educational Research;Planning and conducting Quantitative and Qualitative Reasearch Boston: Pearson, 2012, p. 309.
2
Donald Ary, et.al., 8
th
Edition, Introduction to Research in Education Canada: Wadsworth Cengange Learning, 2010, p.307.
