Result of Hypothetical Test

C. Discussion

At the beginning of the research, the pre-test was conducted on October, 10 th , 2016 at 07.15 A.M for class XI as the experimental class and X3 as the control class at 08.45 A.M. the pre-test was administered to know students’ achievement in descriptive paragraph before they were given treatment by writer. The mean score of pre- test Experimental class was 64.50 and the mean score of pre-test in control class was 55.30 the normality test and homogenity test showed that the data of pre-test were normal and homogeneous. In the first treatment of Tuesday, October 11 th , 2016 in X1, the writer told to the students about the material and the focus of the study. The writer explained about writing aspects and rhetorical structure descriptive paragraph included generic structure and grammatical features of descriptive paragraph. After the students understanding about descriptive paragraph, the writer introduced concept mapping as a technique to teach writing especially descrptive paragraph. At second treatment on Tuesday, October 18th, 2016 in XI, the writer told to the students about the material and the focus of the study. The writer taught the descriptive paragraph by using concept mapping. At the last treatment, the writer told to the students about the material and the focus of the study. The writer taught the descriptive paragraph by using concept mapping. on Friday, October 21th, 2016 in XI in the third treatment, the result was better that previous treatment. After conducting three meetings of treatment, the writer gave post test to the sample. The post test was conducted on Monday, October 24 th 2016 at 07.15 A.M for class X1 as experimental class and at 08.45 A.M X3 as the control class. The mean of students’ post-test score in experimental class was 69.3 and the mean od students’ post-test score in control class was 64.5. Based on the result pre-test and post test score, was influence between the experimetal class and the control class where the pre-test and post-test score of the experimental class were higher. It can be seen from the mean in pre-test in experimental class was 64.5 and the mean score of pre-test in control class was 55.3. and the mean of students’ post-test score in experimental class was 69.3. and the mean of students’ post-test score in control class was 64.5. It means that H o is rejected and H a is accepted. It means that the treatments had influence of using concept mapping towards students descriptive paragraph writing ability. Difference of previous research of this research. The previous of Muhyidin, using concept mapping to improve student writing ability in recount text meanwhile the writes use concept mapping toward students writing descriptive paragraph. The previous of vilalon, using concept map to support writing activities meanwhile the writer use concept mapping toward students writing descriptive paragraph. The previous of Niloufar, using concept mapping in argumentative essay writing skill, meanwhile the writer the writer use concept mapping toward students writing descriptive paragraph. And last the previous of Pishghadam, using concept mapping in prewriting activity, mean while the writer use concept mapping toward students writing descriptive paragraph. Thus, the writer use concept mapping toward students writing descriptive paragraph. That is using this research provides a novelty. Based on the analysis of the data and the testing Hypothesis, the result of the calculation is found that the null hypothesis H is rejected and the alternative hypothesis H a is accepted. From the analysis above, we know that the students who got high frequency of using concept mapping get better score than the students without using concept mapping in teaching descriptive paragraph writing ability. So, it can be concluded that using concept mapping is one of good technique in motivating students in learning English, especially in descriptive paragraph writing ability.