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E. Rationale
Writing tends to be one of the most important skills as the other language skills that students of English should master. Learning writing in teaching learning
process involves students not only in giving the students chances to express their ideas but also in using the target language in written form correctly. Nevertheless,
most of the students believe that it becomes a complex skill since they have to deal with some aspects in writing a good text. The complexity in writing
sometimes leads to the students ‘ boredom in writing activity.
Applying methods or techniques is aimed at giving the best teaching learning process and enjoyable for students. Teaching writing can be an
interesting subject if the teacher can implement some techniques or conduct interesti
ng activities which are appropriate with the students‘ interest. The role of teachers here can be in the form of applying the techniques by combining some of
the alternative ones which are appropriate to overcome students‘ problem dealing
with their abilit y in writing. They can be in the form of using students‘ creativity
to support the process of writing activity and using the students‘ corporation in correcting each other which will lead to better result of writing itself.
Mind mapping as the pre-writing activity which can be implemented either by using computer or hand-draw can be more interesting activity for
students and promote students‘ writing skill. Furthermore, planning in writing is important in order to make a well-organized text. Meanwhile, to produce the good
and well- organized text, the students‘ adventure in writing does not stop in
planning and drafting, but they have to continue it in the next process, that is editing and revising. Here, peer-editing can be used to be the next technique in
writing during the teaching learning process since in this step, they have to deal with other aspects of writing and all at once they are able to act as reader and
writer. Prompted by the literature, mind mapping is considered to be good and
interesting pre-writing activity which promotes the students‘ writing skill without
leaving out their creativity. Then, peer-editing is considered to be the true sharing process after the students finish their drafting since in this activity; they are able to
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give reciprocal responses. The researcher also recognizes the importance of both planning in pre-writing activity and revising and editing in post-writing activity
which help writers write more effectively. Therefore, it can be predicted that mind mapping and peer-editing techniques
can improve the students‘ writing skill.
F. Hypothesis
