The Procedure of Mind Mapping

The next related research is under the title The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia. This research is written by Riswanto and Pebri Pradika Putra, students of State Institute of Islamic Studies IAIN, Bengkulu, Indonesia 32 . The main object of the study is to find out whether the strategy of mind mapping effective in improving the students writing achievement. The first year of SMAN Bengkulu was the subject of the study with 234 student’s population and 66 students as the sample. Two classes use in this study which consist of 33 students in each. Experimental study with non-equivalent study is the design of this research. The data were collected from written test. In obtaining the data, researcher use t-test as the formula. The result of the study shows that there was a significant difference on students writing achievement which is taught by mind mapping strategy. It can be seen through the result of quantitative formula that t obtained t table 2.7 2.0. It means that Mind Mapping strategy improved students writing achievement. The research above has some similarities and difference with writer’s study. The similarity is Mind Mapping as the strategy which chosen in teaching writing subject. Whether the difference are the design of the research, the sample of the study, the place of the study, the material chosen by the writer is descriptive text, the technique in collecting the data are observation, documentation, interview, and test. The last related study is Developing Students Writing Descriptive Text By Using Mind Mapping Strategy A Classroom Action Research at the Seventh Grade Class VII.A SMP Al-Fajar Kedaung, Tangerang written by Neneng Qofiah, student of State Islamic University UIN Syarif Hidayatullah Jakarta 33 .The aim of the study is to find out whether the strategy of mind mapping can improve students writing ability in descriptive text. The method used by the researcher is Classroom Action Research adopted from Kurt Lewin which is use two cycles in her study. The sample of the study is the seventh grade student class VIIA Junior High School. Questionnaire, interview, and test are the instrument in 32 Riswanto and Pebri Pradika Putra, The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia, State Institute of Islamic Studies, Bengkulu, 2012. 33 Neneng Qofiah, op.cit., 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.