The Effect of Mind Mapping Technique on Students' Writing of Descriptive Text (A Quasi-experimental Study of the Seventh Grade of MTs. Yayasan Matla'ul Anwar Nurul Kamal Bogor in Academic Year 2014-2015

Nurul Kamal (YAMANKA) Bogor in Academic Year 2014-2015)

By:

Siti Saadatul Fajriyah

1110014000098

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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(YAMANKA) Bogor in Academic Year 2014-2015. A ―skripsi‖ of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2017.

Keywords: Mind Mapping, Writing Descriptive Text.

The objective of this study was to obtain the empirical evidence about the effect of mind mapping technique on students’ writing descriptive text. The samples of this study was seventh grade at MTs. Yayasan Matlaul Anwar Nurul Kamal Bogor. They were 7C class as experimental class and 7D as controlled class. Each class consisted of 25 students.

The method used in this study was quantitative method. In addition, the design of this study was a quasi-experimental study by using pre-test and post-test non-equivalent control group design. The instrument of this study was written-test, the rubric analytical scoring used to score the students’ writing descriptive text on pretest and posttest.

The result of this study that there was a positive effect of the result

students’ writing descriptive text after using Mind Mapping Technique. It can be

seen from the calculation of tobserve was higher than ttable. The result of tobserve is 3.09 since ttable in the degree of significant 5% is 1.67. It shows that the comparison of tobserve and ttable is 3.09 > 1.67. To sum up, t-test is higher than ttable

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ABSTRAK

Siti Saadatul Fajriyah (NIM: 1110014000098). The Effect of Mind Mapping Technique on Students’ Writing of Descriptive Text; sebuah studi Kuasi-eksperimen pada siswa/I kelas tujuh di MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor di tahun ajaran 2014-2015. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta, 2017.

Kata Kunci: Teknik Mind Mapping, Menulis Karangan Deskriptif

Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang efek teknik Mind Mapping pada menulis karangan deskriptif siswa. Sample penelitian ini adalah siswa kelas 7 di MTs. Yayasan Matlaul Anwar Nurul Kamal Bogor. Siswa/I kelas 7C sebagai kelas eksperimen dan siswa/I kelas 7D sebagai kelas kontrol.

Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Selain itu, desain penelitian ini adalah kuasi-eksperimen dengan menggunakan desain tes awal dan tes akhir non-equivalent kontrol grup. Instrument penelitian ini adalah tes tulis dan rubrik analytical scoring digunakan untuk menilai hasil menulis karangan deskriptif siswa pada tes awal dan tes akhir.

Hasil dari penelitian ini menunjukan bahwa ada efek positif dari hasil menulis karangan deskriptif siswa setelah menggunakan teknik Mind Mapping. Hal tersebut dapat dilihat dari thitung dan ttable. Hasil dari thitung menghasilkan nilai yang lebih besar dari niali ttable, hasil dari perhitungan thitung tersebut adalah 3.09, sedangkan hasil dari ttable tingkat signifikan 5% adalah 1.67. perbandingan hasil perhitungan tersebut adalah 3.09 > 1.67. Kesimpulannya adalah thitung lebih besar nilainya dari ttable. Sehingga teknik Mind Mapping efektif pada menulis karangan deskriptif.

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ACKNOWLEDGEMENT

In the name of Allah the Beneficent, the Merciful

In the name of Allah, the most Gracious and Merciful. Alhamdulillah, First and foremost, I would like to express my Gratitude to Allah SWT. Lord of the worlds who has given the writer blessings, health, and inspiration to finish her skripsi entitled The Effect of Mind Mapping Technique on Students’ Writing Descriptive Text of Seventh Grade of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor in Academic Year 2014-2015. The “skripsi” is presented to the Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta, as a partial fulfillment of the requirements for the degree of Starta 1 (S-1) in English Education, Department of English Education.

In finishing this “skripsi” the writer got guidance and motivation from people around her. Therefore, she would like to express her gratitude to them. For the first, she would like to express her gratitude to her parents: her mother Hj. Siti Romlah and her father K.H.M. Sidiq. The second one she would like to express her gratitude for her advisors, Dr. Alek, M.Pd. and Hapsari Dwi Kartika, M.A.TESOL for their valuable guidance, support, motivation, advice and suggestions during the writing of this skripsi in which without their help this skripsi would probably never reach its accomplishment. Finally, the writer would like to express her gratitude to her big family: Her beloved husband: Muhidin and her beloved little boy: Raffawwaz Zhafir Musisafa. Her brothers and sisters: Nurwahid, Abdurrahman and his wife, Jamaludin and his wife, Siti Khoeriyah and her family, Jafar and his family, Siti Halimah and her family, Khorussholeh and his wife, Siti Nurhasanah and her family, Iskandar, Siti Nurhabibah and Fauziyah. Also her parents in law: Rusminah and Mulyadi. For their patience, their love and their support to the writer in her life.

In returns, the writer would like to convey her thanks directly to:

1. All the lecturers especially those of EED’s and all UIN secretariat officers, for their endless support.

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2. Dr. Alek, M.Pd., the head of English Education Department, his concern and mind for better English Education will be a historical point and considerable sample for the next terms.

3. Zaharil Anasy, M.Hum., the secretary of English Education Department, his best time, support and attention for English Education Ispiring.

4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Educational Sciences.

5. Ahmad Agus Fitriawan, S.Ag., M.Pd, the Headmaster of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor, who gave permission to the writer to do this research.

6. Fertiyana Sari, S.Pd., the English teacher of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor, who gave support and permission to the writer in process of this research.

7. The seventh grade students of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor on cooperation and support.

8. The writer wishes to express her gratitude especially to all members of C class English Education and generally to all members of English Education Department in 2010 years for their knowledge in sharing, help and motivation to finished this skripsi and great friendship.

Finally, the words are not enough to be expressed, except praise is to Allah Lord of the worlds for his blessing and guidance. May their good deeds be accepted by Allah SubhanahuWata’ala.Amin.

Jakarta, January 3rd 2016

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SURAT PERNYATAAN KARYA SENDIRI

ABSTRACT ……… i

ABSTRAK ……… ii

ACKNOWLEDGEMENT………. iii

TABLE OF CONTENTS ……… vi

LIST OF TABLES……….. viii

LIST OF APPENDICES……… ix

CHAPTER I. INTRODUCTION ……….. 1

A. Background of the Study ………. 1

B. Identification of the Study ……… 3

C. Limitation of the Study ……….... 4

D. Formulation of the Problem ………. 4

E. Objective of the Research ……… 4

F. Significance of the Research ……… 4

CHAPTER II. THEORETICAL FRAMEWORK ………. 6

A. Writing 1. Concept of Writing ………. 6

2. Process of Writing ……….. 7

a. Planning ……… 7

b. Drafting ……… 8

c. Revising ……… 8

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c. Writing to persuade ... 9

d. Writing to amuse other ... 9

4. Types of Writing ………10

a. Descriptve ... 10

b. Procedure ... 10

c. Recount ... 10

d. Narrative ... 11

B. Descriptive Text 1. Concept of Descriptive ……… 11

2. Functions of Descriptive ………... 12

3. Kinds of Descriptive a. Description of Object ………13 b. Description of Place ………..… 13 c. Description of People ……… 14

C. Mind Mapping 1. Concept of Mind Mapping ………14 2. Function of Mind Mapping ……… 16 3. Procedure of Mind Mapping ……….16 4. Advantage of Mind Mapping ………17 D. Thinking Framework ………... 18 E. Previous Relevant Studies ……… 19

CHAPTER III. RESEARCH METHODOLOGY ……… 20

A. Research Method and Design 1. Research Method ……… 20

2. Research Design ……… 20

B. Place and Time ……… 21

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E. The Technique of Data Collecting ……… 22

F. The Technique of Data Analysis ……… 22

G. Statistical Hypothesis ……… 27

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ……. 28 A. Research Finding 1. Data Description ……… 28

2. Data Analysis ……….. 30

B. Interpretation ……….. 34

CHAPTER V. CONCLUSION AND SUGGESTION ……… 37

A. Conclusion ……….. 37

B. Suggestion ……… 37

BIBLIOGRAPHY ……… 39

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Table 3.2 Rubric Analytical Scoring ………...….. 23 Table 4.1 Students Score Experiment Class ………. 28

Table 4.2 Students Score Control Class ……… 29

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Appendix 3 RPP Meeting 3 (Experimental Class) ………..……… 61

Appendix 4 RPP Meeting 4 (Experimental Class) ………. 71

Appendix 5 RPP Meeting 1 (Controlled Class) ……….………...………. 77

Appendix 6 RPP Meeting 2 (Controlled Class) ………. 82

Appendix 7 RPP Meeting 3 (Controlled Class) ………...…. 90

Appendix 8 RPP Meeting 4 (Controlled Class) ………..… 100

Appendix 9 t- table ……….. 105

Appendix 10 Surat Bimbingan Skripsi……… 108

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CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, the identification of the problem, the limitation of the problem, the formulation of the problem, the objective of the study, and the significant of the study.

A.

Background of The Study

Teaching English subject is an obligatory not only in the previous curriculum, but also in the current curriculum as a compulsory subject for the students of Junior High Schools. English as a subject in school is direct to improve the four skills. Those four skills are: speaking, listening, reading and writing in current curriculum are also taught at Junior High School. Learning English at school is expected to solve daily problems in communication and to continue their study in higher education or to find a job. According to Sylvia Read and Melanie Landon-Hays, ―Writing is important not only as a skill for future success, but also as a measure of student learning as a requirement for school

advancement‖.1

All of these skills should be mastered by students, which it cannot be separated from one another if one expects to be able to communicate freely in English. Among these skills, writing is the difficult skill for student to grasp because its productive demands.

Based on the basic competence for seventh grade, the students will deal with many kinds of the texts such as descriptive text, recount text, narrative text, and procedural text. The students of Junior High School should master some genres including descriptive text, which they find in some printed writing materials. Make a descriptive text oral or written shortly and simple about people, animals and thing. It is included into basic competence (KD) in curriculum 2013.2

1

Sylvia Read and Melanie Landon-Hays, The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School. "Teaching/Writing-Summer/Fall 2013 [Full Issue],"

Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2: Issue. 2, 2013, Article 1.

2

Kementerian Pendidikan dan Kebudayaan Indonesia. Bahasa Inggris, When English Rings the Bell: buku guru/Kementerian Pendidikan dan Kebudayaan, (Jakarta: Kementerian Pendidikan dan Kebudayaan, 2013), p. 226.

Besides, the policy of the school toward the minimum passing grade score, or the criterion of minimum completeness (Kriteria Ketuntasan Minimuml) is least 60 (sixty).3Students should have capabilities in writing. The students should be able to recognize vocabulary and grammatical writing in English, so they can arrange the sentences well.

However, there are many students of Seventh Grade at MTs. Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor unable to reach the minimum passing grade score because they still have weakness in English, especially on writing skill. Based on the interview result with the teacher about students writing condition, there are some difficulties faced by students in writing activity such as the students are unable to generate their idea of writing descriptive about people, thing, place and animal, the students have difficulties to develop their idea, the students are unable to organize their idea in writing.

Although, every student has different characteristics and style in learning, an English teachers need to provide an appropriate technique or approach that can make writing process joyful. Teacher has to choose a good and appropriate technique in teaching. The writer suggests that English teacher need an appropriate technique for teaching descriptive text, according to Barrie Bennett and Carol Rolheiser: Mind Mapping is an analytical process that involves creatively integrating a combination of visuals, colors, codes, words, and connectors. It can be employed as a method to take notes, to study before an exam, to brainstorm, or to make connections between ideas.4 And according to Tony Buzan: Mind Mapping is a powerful graphics technique which harnesses the

full range of one’s cortical skills and unlocks true potential of one’s brain, it can

be applied to every aspect of reading, studying and learning, and will enhance all levels of your performance.5 One of techniques can be chosen is Mind Mapping.

3

Pusat Kurikulum Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta: 2003), p. 17.

4

Barrie Bennett and Carol Rolheiser, Beyond Monet: The Artful Science of Instructional Integration (Toronto: Bookation Inc, 2001). p. 289.

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Buzan argues that the students can learn in an interesting way using certain technique, which is called Mind Mapping. In the usage of Mind Mapping, students not only use their left side of the brain to identify words but in the same time they also use the right side of the brain in learning language. They will have opportunity to make some colorful pictures, lines, symbols or signs to help them remember the words or the facts in their mind maps. So, every student will not feel depressed in understanding the material.

To teach descriptive writing by using Mind Mapping, teaching writing more helpful because through Mind Mapping, can throw away boring at the students and time consuming notes in favors of two dimensional structure which

shows the ‘’shape‖ of topic, related ideas and concepts, and relative importance of

all the information. This process engages much more of the brain than conventional note taking and design system.

Mind mapping works in a similar manner to the brain. Mind maps incorporate key words, color and image, which are much easier to remember than sentences and paragraphs. The structure of your mind maps will reflect the way your brain organizes and short information.

Referring to those explanations above, the researcher is intended to

investigate a research entitled ‖The Effect of Mind Mapping Technique on Students' Writing of Descriptive Text at Seventh Grade of MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor in the Second Semester in Academic Years 2014/2015.‖

B.

Identification of Study

Based on the background described above, the problems which can be identified are as follows:

1. The students have difficulties to develop their ideas in writing.

2. The students have difficulties to organize their idea in writing descriptive text.

3. The students have lack of vocabulary. 4. The teachers have limited technique.

C.

Limitation of Study

Based on the problems are identified above, the problem of this study will be limited on: teaching descriptive writing at seventh grade students of MTs. Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor at second semester of academic year 2014/2015, and will be limited on the use of Mind Mapping technique on

students’ writing of descriptive text.

D.

Formulation of the Problem

Based on the problem mentioned previously, this research is totally on finding the answers to question, ―Is there any effect of mind mapping technique on students’ writing of descriptive text at the seventh grade of MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor in Academic year 2014-2015?‖`

E.

The Objective of the Research

Based on the formulation of the problem that was stated above, the objective of this research was to obtain the empirical evidence about the effect

mind mapping technique on students’ writing of descriptive text.

F.

Significance of the Research

Based on the objective of the research, this research is to obtain the empirical evidence of the effect of Mind Mapping Technique on students’ writing descriptive text. The result or the finding of this research is expected to give benefit not only theoretical but also practically go to:

- Students

The student was expected that this study can overcome the difficulties of

students’ in organizing their writing descriptive text and it can help the

interesting way to learn writing, especially their descriptive one, through mind mapping technique.

- Teachers

The teacher can apply mind mapping technique especially English teachers’ in MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor, generally for all English teachers in the other school to help his or her students in developing their writing descriptive text. By reading this study, the teacher of English are expected to increase their strategy in teaching writing descriptive text and the writer hopes that this study will give a contribution in the educational side to the development of language teaching and learning about writing descriptive text through mind mapping.

- Stockholders

The stockholders can consider Mind Mapping technique to apply it in their school to improve the quality of the teacher’s skill in teaching.

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text, and mind mapping technique that are based on the experts in their each areas.

A.

Writing

1. Concept of writing

According Charles and Ronald, Communicating is one of humankind’s most characteristic acts, and writing is one of the most widespread and potentially one of the most effective means of communication1. Barbara Fassler said.

―Writing is a useful tool for discovering and thinking. Leaping from computer to computer, or passing from one person.‖2 Rise B. Axelrod and Charles R. Cooper said, ―Writing is a complex process and such contain element of mastery and surprise. But we know and believe that writing is a skill that anyone can learn to

manage.‖3

According to Langan, writing is a skill, like driving, typing, or cooking, and like any skill, it can be learned.4

Then Barnet and Stubb’s define ―Writing as a physical acts, to be

performed fully, to bring pleasure, to both performer and audience, it requires practice.5 Ken Hyland defines writing as a way of sharing personal meanings, writing courses emphasize the power of the individual to construct her or his own views on a topic.6 Paula Iley gives definition of writing more detail, she stated that writing is a process in making decision at all levels, whether it is ideas, facts that include in it; how it is organized, then how to sequence them as a words; what

1

Bridges, Charles W, Writing:Discovering form and meaning, (California: Wadsworth Publishing Company. 1984), p. 5.

2

Walvrood, Barbara Fassler, Writing: Strategies for all disciplines, (New Jersey: Prentice Hall Inc., 1985), p. 1.

3

Rise B. Axelrod and Charles R. Cooper, The St Martin’s Guide to writing, (New York:

St. Martin’s press, 1985), p. 3.

4

Langan, John, English Skill Eight Edition, (New York: McGraw-Hill, 2008), p. 13.

5_{Barnet and Stubbs’s, Practical Guide to writing 4}th

edition, (Canada; Brown Company, 1983), p. 3.

6

Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p. 9.

punctuation and vocabulary to use, etc.7. Based on her opinion, writing is a kind of problem-solving rather than writing from dictation or pure copying of someone

else’s text. We can conclude that writing is part of communication, which can learn by anyone, writing also an important form of communication in day to any life.

When we write something, we have to consider many aspects because writing is a complex skill, for examples; grammar, vocabulary, mechanic, fluency and form. According to Heaton, there are several components or main areas in writing:

a. Language use means the ability to write correct and appropriate sentences

b. Mechanical skill means the ability to use correctly those conventions peculiar to the written language, for example, punctuation, spelling, etc.

c. Treatment of content means the ability to think creatively and develop thoughts, excluding all irrelevant information.

d. Stylistic skill means the ability to manipulate sentences and paragraphs, and use language effectively

e. Judgment skill means the ability to write in appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize, and order relevant information.8

2. Process of Writing

Writing is a process of discovery, which involves a series of steps, and those steps are very often a zigzag journey9. Sometime, someone who want to write anything waste their long time with their blank paper although they have sit down for a long time because writing needs hard thinking to gaining ideas, organizing them, generating paragraph, and so on. According to Miller, four stages will make the writing better and effective. They are planning, drafting, revising and editing. 10

7

Paul Iley, Using Literacy to Develop Thinking Skills with Children Aged 7-11, (London: David Fulton Publishers Ltd., 2005), p. 73.

8

J.B Heaton, Writing English Lnaguage Tests. (London: Longman, 1988). p. 135.

9

Langan, John, English Skill Eight Edition, (New York: McGraw-Hill, 2008), p. 15.

10

Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill, 2006), p. 7.

a. Planning

Planning is sometimes called as prewriting. It is about the first stage of writing that simply set forth ideas in whatever shapes or forms that is handy for you – fragments, lists, sentences, or clusters. The purpose of planning is to capture and preserve ideas.

b. Drafting

Drafting refers to procedure to generate the ideas and serve as departure point. In this stage, a writer delivers the idea into a raw draft. While drafting, you transform ideas into sentences in a semi-organized manner. Here the purpose is to let your ideas develop, expand, and form connections. Drafting is primarily a stage of discovery and exploration.

c. Revising

After making a new draft, it is important to remark the raw material of the draft to get it in shape. It means that in this stage, a writer has to improve the first draft. Although revision is classified as the third stage of writing, it is ongoing recurring whenever needed. During revision, your goal is rethink ideas, refine them, and develop them. You may drastically reorganize the draft. During this time, you reshape ideas – expanding, deleting, and clarifying.

d. Editing

This stage is about finding and eliminating mistakes that distract or annoy the reader. In other words, this last stage that means the writing should already

to be read by the reader. In addition, Dietsch stated, ―this final stage requires

examining ideas, details, words, grammar, and punctuation – attending to matters within each sentence. Here the emphasis is on accuracy, correctness,

and clarity‖. 11

11

Betty Mattix Dietcsh, Reasoning and Writing Well, Fourth Edition. (New York: McGraw-Hill Companies, 2006). p. 11.

3. Purpose of Writing

According to D’Angelo writing can help to think critically. Writing enables us to perceive relationship, to deepen perception, to solve problem and to give further experiences12. It means the purposes of writing are to make relationship with other, to solve problem in written form such as send a letter for someone. The last, through writing, someone can express his experiences on a paper or in written form.

In addition, they are really four common purpose in writing, they are: to inform, to explain, to persuade and to amuse others.

a. Writing to Inform

In much of the writing that the writers will do, they will intend simply to inform their readers about a subject. To inform is to transmit necessary information about the subject to the readers, and usually this means just telling the readers what the facts are or what happened.

b. Writing to Explain

Writing to explain means writing to take what is unclear and make it clear. In explanatory writing, a writer who understands a complex topic must take sure that his readers understand it as well.

c. Writing to Persuade

The most important we ever do in our personal life, in our work life, and may be our school life will probably persuasion. Complaints to the rent board about our landlord, letter application for jobs, essay on examinations are all likely to involve writing persuasively. Your task in persuasion is to convince your reader to accept the main idea, even though it may be controversial.13

d. Writing to Amuse other

Writing to amuse requires that you focus on readers other than yourself. You may enjoy the experience and take pride in what you accomplish, but you

12

D’Angelo, Frank J., Process and Thought in Composition. Cambridge, Massachusetts: Winhrop Publisher,Inc.Cambridge. 1980). p. 4.

13

Daniel Brown and Bill Burnet, Connection a Rethoric/Short Prose Reader, (New Jersey: Houghton Mifflin Company, 1984). p.129.

cannot settle for amusing yourself alone. Writing to amuse give you an opportunity to bring pleasure to others. Seize opportunity and make the most of it.

If you find pleasure in writing to amuse, it will come from knowing that you succeed in bringing pleasure to others. When write to amuse, your primary object is to make readers enjoy themselves. You can be funny, but you should also be good humored. This means having symphaty for human frailty rather than a contempt for anyone or anything that seems different from what you accustomed to.14

4. Types of Writing a. Descriptive

Descriptive presents the appearance of things that occupy space, whether they are object, people, buildings, or cities. The purpose of descriptive is to convey to the reader what something looks like. It attempts to gain a picture with words.15 The explanation about this will be presented in the next session.

b. Procedure16

A procedure is piece of text that tells the reader or listener how to do something. Its purpose is to provide instruction for making something, doing something or getting somewhere. Example of procedure texts include: recipes, instruction manuals, directions.

c. Recount

Recount is a piece of text that retells past events, usually in the order which they happened.17

The aim of a recount is to give the audience a description of what occurred and when it occurred. Some example of recount text types are::newspaper, reports, conversation, speeches, television interviews, etc.

14

Robert Keith Miller, Motives for writing, (New York: McGraw-Hill, Inc., 2006), pp. 569—570

15

Elizabeth Cowan, Writing Brief Edition, (Texas: Scott, Foresman, and Company. 2000). P.148.

16

Mark Anderson and Kathy Anderson, Text Types 3. (Australia: McMillan, 1993). P. 28.

17

d. Narrative

A Narrative is most generally described as a story told by narrator. Narratives are not as simple as that. They are construction of certain characteristics that relate a tale through an organization of words. This construction includes three discernible layers, the elements that make up the content of the narrative, and the agent. Understanding these concepts is the key to defining a narrative.

The narrative text is type of written text that tells a story of one character or more who face certain situation. Its purpose is to present a view of the world that entertains or informs the reader or listener. It is related to the recount type.

B.

Descriptive Writing

1. Concept of Descriptive

The word ‘descriptive’ etymologically is derived from word ―to describe‖ that means to say or to write what someone or something is like.18 So, descriptive is describing something or someone, especially in detailed way.

A description is a verbal picture of person, place or object. Thus, a descriptive describes a person, place, or object. When the writer describes someone or something, he or she has to do it as possible. He or she can do it by observing and recording specific details of person, place, or object that attract the reader’s sense.

In description, the writer takes a scene or an object captures it in language. That is, he or she organizes the details of the object or scene they wish to describe in the way that will most effectively convey the sensual image.19

2. Function of Descriptive

According to Burton and Humphries, the function of descriptive is either to act as a background for piece of narrative – an account or story – or it can stand

18

A S. Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University Press, 2000), p. 357.

19

Robert Scholes and Nancy R. Comley, The Practice of Writing 2nded. (New York: St.

by itself and convey any of the five sense sight, hearing, touch, smell, and taste.20 Besides, a descriptive paragraph explains what something looks, sounds, feels, smell, or tastes like.21 According to Langan ―the main purpose of a descriptive essay is to make readers see--or hear, taste, smell or feel–what you are writing about.22

Fink, et.al give the opinion about function of descriptive itself, whereas, the purpose of description is to present the reader with a picture of a person, subject, or setting. Therefore, as a reader of description, we should take a note of some elements of description as follows23:

1. Concrete details. A concrete detail is a specific description that

supports, reflects, or expands a writer’s attitude or purpose.

2. Images. An image is a concrete, literal (real and actual) description of a person, physical object, or sensory experience that can be known through one of the five senses (sight, sound, taste, smell and touch). 3. Similes. Simile is a comparison, using like or as, between two objects.

The comparison is between two things essentially different yet similar in one aspect.

4. Metaphors

5. Connotative Language

3. Kinds of Descriptive

Descriptive writing will be written if they want to describe something such as places, people, or other objects24. Related to the differences of the objects that the writer wants to describe about them, Ellis classifies three different kinds of descriptive writing.25

20

S.H. Burton, J.A. Humphries, Mastering English Language, (New York: Palgrave, 1992), p. 180.

21

Barbara Fine Clouse, The Student Writer, (New York: McGraw Hill, 2008), p. 40.

22

Langan, Jhon, College Writing skill, (New York: McGrawHill, 2005), p. 174.

23

Lila Fink, et al. A Text for Writing and Reading, (Boston: Little, Brown and Company, 1983), p. 41.

24

Sandra McKey, Fundamental of Writing for a Specific Purpose, (London: Prentice Hill, 1983), p. 17.

25

Barbara Lenmark Ellis, How to Write Successfully in High School and College, Fourth

a. Description of Object

Sandra McKay argued that the best way to make the description of an object or a thing is by describing the physical characteristics of an object or a thing to point or to show the picture of it.

Example: Guitar

My most valuable possession is an old, slightly warped blond guitar--the first instrument I taught myself how to play.

It's nothing fancy, just a Madeira folk guitar, all scuffed and scratched and finger-printed. At the top is a bramble of copper-wound strings, each one hooked through the eye of a silver tuning key. The strings are stretched down a long, slim neck, its frets tarnished, the wood worn by years of fingers pressing chords and picking notes. The body of the Madeira is shaped like an enormous yellow pear, one that was slightly damaged in shipping. The blond wood has been chipped and gouged to gray, particularly where the pick guard fell off years ago.

No, it's not a beautiful instrument, but it still lets me make music, and for that I will always treasure it.

b. Description of Place

Related to the description of places, McKay stated that the best way to describe a place is to show someone the actual place or take a picture of it or just give the characteristics of place.

Example: MY HOUSE

I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time.

When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room.

My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored of reading, I usually play online games, chat with my friends via Facebook and so on.

Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need when I get hungry. It is pleasure when my mother cooks, the smell fills my whole house.

I know it is a very small house; but it is the best place I have ever had seen.

c. Description of People

The last kind of descriptive writing is about the description of people. The people may be the favorite artists or idol, parents, or many other people that a writer want to describe about them. In describing people, there are many appearance features that can be described like their face, hair, color of hair, clothes, skin, and body shape. however, we do have to mention about every single detail about the people appearance. It is just important to focus on one or two

striking features that convey something about the person’s character. The example

of descriptive writing about a person is as follow: My mother

My mother is a beautiful person. She is not tall but not short, and she has curly hair and brown hair. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight is 120 lbs.

She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She loves being in the Church, and she loves sing and dance too.

She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messes.

She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or when I wake up or when I am going to go to some places, she always gives me a kiss, and when the family have a problem she always be with us to help us and to give us all her love.

C.

Mind Mapping Technique

Mind Mapping is a simple technique for drawing information in diagrams, instead of writing it in sentences. It is a tool that helps students recalling and creating new ideas when they want to write.

1. Concept of Mind Mapping

Mind Mapping was developed by world-famous brain power expert Tony Buzan26. He is an education specialist of English Language, Math, and science from the University of Columbia, England. Mind mapping is a visual tool used to organize and relate themes or objectives. Buzan asserts that mind maps that incorporate pictures and different colors bring ideas to life. A good mind map shows the overall structure of the topic or problem and lines and pictures.27

Mind Map is a way to make a creative and effective of note-taking, and it can generate the ideas. In other words, Mind Map defines as a highly effective way of getting information in and out of your brain. Mind Map using colors and picture to help use your imagine and your way to draw mind map, with the words or the pictures that in a lines or branches will help your memory to make association.28Bill Lucas stated in his book: Power Up Your Mind ―Mind Map is a way of visualizing thought”.29_{Miller states on his book ―}

Motives for writing‖ that mind mapping (sometime called clustering or webbing) is a way of visually

analyzing the part of the subject. ―30

According to Michael Michalko in Buzan (2008) mind mapping is an alternative thinking of brains toward linear thinking. Mind map is a powerful graphic technique and become a universal key to unlock the potential of the entire brain, because using all the skills contained in the neo-cortex of the brain or better known as the left brain and right brain. Based on the statement, it is clearly stated that mind mapping helps students to use their brain as good as possible. They can easy to get information and remember it.

26 Tony Buzan, Barry Buzan, The Mind Map Book, (London: BBC Worldwide limited, 1993), p. 1.

27

Joanne M. Tucker, Gary R. Armstrong, and Victor J. Massad, Profiling a mind map user: a descriptive appraisal. Journal of Instructional Pedagogies.

28

Tony Buzan, Buku Pintar Mind Map, (Jakarta: PT. Gramedia, 2008). P. 20

29

Bill Lucas, Power Up Your Mind, (London: Nicholas Brealey Publishing, 2001), p. 123.

30

Miller R.K., Motives for Writing fifth edition, (New York: The McGraw Hill-Companies, 2003), p.11.

2. Function of Mind Mapping

Mind Mapping can help people in many aspects of life. Tony Buzan stated that we can use mind-maps for planning, communicating, being more creative, saving time, problem-solving, remembering, faster learning and so on.31 On the other hand, Mind mapping has the function in developmental in teaching and learning activity, especially in teaching writing descriptive text in the junior high school. According to Tee et.al there are the following function or useful of mind mapping32 :

1) Brainstorming – individually and as a group. 2) Summarizing information, and note-taking.

3) Consolidating information from different research sources. 4) Thinking trough complex problems.

5) Presenting information in a format that shows the overall structure of your subject.

6) Studying, retaining and recall information.

7) Promotes meaningful learning instead of memorization.

3. Procedure of Mind Mapping

To make a mind map, Bill Lucas stated that turn a piece of paper through 90 degrees so that its shortest side is vertical. Put the title of your map or a picture in the center and draw an oblong around it. Pick it out the main topics or headings of whatever you are mapping. Draw lines out from your central oblong toward the edge of the page and label the line as you do it. The draw the smaller lines, like branches of the trunk of a tree, from each of your main lines. You can also create twigs off the branches if you think of something else that is part of a branch. Once the basic shape of the map is taking place, you can also annotate the map with colors, question marks, and underlining-anything that helps you make

31

Tony Buzan, Buku Pintar Mind Map, (Jakarta: Gramedia Pustaka Utama, 2005), p. 6

32

Tee. T.K. et al., Buzan Mind Mapping : An efficient Technique for Note-Taking,

World Academy Science, Engineering and Technology International Journal of social, Management, Economics and Business Engineering Vol:8 No:1, 2014, p. 28.

connections33. Tony Buzan and Barry Buzan stated in their book The Mind Map Book that the mind mapping uses color and pictures to help constructing your imagination with your style in making mind mapping. Words or pictures, which are in the curvy lines or branches, will help the students’ memory to make associations.

4. Advantages and Disadvantage of using Mind Mapping

Bill Lucas states, ―I also find that mind map is useful as a method of

capturing my thoughts when I am writing an article or preparing a speech‖34. On the other hand, Mind Mapping has a benefit. Especially in teaching and learning there are:

a. They automatically inspire interest in the students, thus making them more receptive and cooperative in the classroom.

b. They make lessons and presentations more spontaneous, creative and enjoyable, both for teacher and the students.

c. Rather than remaining relatively rigid as the years go by the teacher’s note are flexible and adaptable. In these times of rapid change and development, the teacher needs to be able to alter and add to teaching notes quickly and easily.

d. Because mind maps present only relevant material in a clear and memorable form, the students tend to get better marks in examinations. e. Unlike linear text, mind maps show no just the fact but the relationship

between those facts, thus giving the students a deeper understanding of the subject.

f. The physical volume of lecture notes is dramatically reduced.

g. Mind maps are especially useful for children with learning difficulties, particularly dyslexia. By freeing the child of the ‘tyranny of semantic,

33

Bill Lucas, Power Up Your Mind, (London: Nicholas Brealey Publishing, 2001), p. 123.

34

which often accounts for 90% of the difficulty, the mind map allows the child a far more natural, complete and accelerated selfexpression.35

While, the disadvantages of mind mapping are such as follows:36 a. Mind Mapping needs a lot of time in organization.

b. Mind Mapping has difficulties to allocate the time.

c. Mind Mapping needs many times to find an effective keyword.

D.

Thinking Framework

Writing is an activity or process in delivering information or message. When someone is writing, he or she has to convey the message as clear as possible as if the reader is in front of him or her.

In Indonesia, actually, English has become compulsory subject taught from Secondary School (SMP) up to Senior High School (SMA). IN Junior High school, students learn several kinds of writing. One of those writing is descriptive writing. Descriptive writing is a text, which describes a person, object or place.

Based on the description above and based on writer’s observation, at the seventh grade students of Junior High School at MTs. Yayasan Matla’ul Anwar Nurul Kamal Bogor, she found that students still face some difficulties in generating the ideas and composing their writing especially descriptive writing.

To solve this problem, the writer thinks that mind mapping technique can be good technique to help students on their writing especially writing descriptive text.

Mind mapping is an image or a diagram, that represent words or ideas linked with a central keyword. This technique could be away that stimulate the students to write descriptive writing easily because they will have opportunity to make colorful pictures, lines, symbols, or signs to help them remember the word or the facts in their mind maps. So, every student will not feel bored in writing their descriptive writing. Mind mapping leads the student to organize their ideas

35

Buzan, Tony, The Mind Map Book, (London: BBC Worldwide limited, 1993), pp. 191—192.

36

http://satriawan 35.blogspot.com/2012/06/mind-mapping-technique-effective-in.html accessed on November ,20th ,2014 at 10.30 A.M.

easily because it supplies the ideas in brainstorming. Mind mapping can also stimulate the brain to generate vocabulary.

E.

The Previous Relevant Studies

1. The research paper by the title ―Developing Students’ Writing Skill of Descriptive Text By using Mind Mapping Strategy (a Classroom Action Research at the Seventh Grade Class VII.A, SMP Al-Fajar Kedaung, Tangerang Selatan)‖ written by Neneng Qofiah. The researcher would like to know whether mind mapping strategy improve students’ writing skill of descriptive text at the seventh grade Class VII.A, SMP Al-Fajar Kedaung. The result of her research shows that her Classroom Action Research is

successful. It means that mind mapping can improve students’ writing score and students’ descriptive text. Mind mapping also improve the

students’ creative thinking and interaction each other.

2. ‖Teaching Writing Descriptive Text by using Mind Mapping‖ written by Nila Putri from University of Bung Hatta. Her paper aims at describing teaching writing descriptive text by using mind map. In conclusion, her research, she stated that in the case, to make writing process easy, the

teacher can use a technique or method that can make the student’s interest

in learning process. By using mind map as a teaching method, the teacher can ask the students to describe someone based on the mind map or method that has been given by teacher.

3. ―Teaching Descriptive Text through Mind Map Technique at the Seventh Grade Students of SMPN 1 Mande Cianjur‖ by Lia Marlina from English Education Study Program of STKIP Siliwangi Bandung. In that research, the objective is to find out whether or not teaching descriptive text through

mind map technique was effective to increase students’ writing

comprehension ability at the seventh grade students of SMPN 1 Mande and the other purpose is to find out the advantages and disadvantages teaching genre of texts especially descriptive text through mind map. The result shows that teaching descriptive text through mind map technique at

the seventh grade students of SMPN 1 Mande Cianjur can improve

20

CHAPTER III

RESEARCH METHODOLOGY

A.

Research Method and Design

1.

Research Method

The method of this research was quasi-experimental research. Quasi-experimental research is also called post hoc, or after the fact, research because the actual research take place after the assignment of groups. Because assignment has already taken place, the researcher has a high degree, but not the highest degree, of control over the cause of whatever effects are being examined.1 Quasi-experimental research by using pre-test and post-test control group design used in this research. The research is categorized as a quasi-experimental research about the effect of mind mapping technique on students’ writing of descriptive text. In quasi experimental research, the writer not give a random assignment as in true experimental research because randomly assigning to two groups would disrupt the classroom learning.2 Quasi-experimental studies also focus on cause and effect, but they use pre-assigned groups. It focused on treatment and outcome.

2.

Research Design

In addition, the pretest-posttest, nonequivalent control group design was chosen in this experimental research. Only two groups were required, an experimental group and a control group, for the design its simplest form3. It means that the treatments of the research are conduct through the implementation of two different methods or techniques in two different classes: experiment class and controlled class. There is Table 3.1 to make the explanation easier:

1

Salkind, Neil J, Exploring Research: Seventh Edition, (New Jersey: Pearson Education, Inc, 2009), p. 14.

2

John W. Crasswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Boston: Pearson Education. Inc.,. 2009.). p. 313.

3

Wiersma, William, Research method in education: an introduction Ninth Edition, (USA: Pearson Education, Inc.,. 2009), p. 169.

Table 3.1

Pretest-Posttest Nonequivalent Control Group Design

Group Pretest Dependent variable Posttest

C X1 Treatment X2

D Y1 - Y2

The table 3.1 shows there were different treatments between experimental and controlled class. The experimental class was taught by Mind Mapping technique and the controlled class was taught without by using Mind Mapping Technique.

B.

Place and Time

This research was conducted at MTs. Yayasan Mathla’ul Anwar Nurul Kamal (YAMANKA). This school is located on Jl. LETKOL Atang Sendjaja, Bantar Sari, Rancabungur, Bogor. This research was carried out for 2 month in January-February 2015.

C.

Population and Sample

1. Population

The population of the research was the seventh grade students. It was consist of 4 classes and 112 students. Each class consists of less than 25 students, starting from 7A up 7D.

2. Sample

This research used purposive cluster sampling to determine the sample.

Based on the English teachers’ suggestion, the research should be conducted at the seventh grade of class 7C and 7D, MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA), in first grade of academic year 2014/2015. Each class has 25 students, so total of students is 50 students. In conclusion, the experiment is will be done in two classes, and which, 7C as the Experiment Class and 7D as the Controlled Class.

D.

Instrument of the Research

The instrument of this research was a written test. It used to know how well the students already mastered in learning writing of descriptive text also to

prove the effect of mind mapping technique on students’ writing of descriptive

text.

E.

The Technique of Data Collecting

The techniques used in collecting data of this research were as follows: 1. Pre-test

The pre-test was given to the students for both experimental and controlled class in the beginning of attending 7C and 7D to know the students’ basic knowledge of the material that will be taught.

2. Post-test

The post-test was given to both experimental and the controlled class after the treatment finished. The writer applied mapping technique for experiment class and applied conventional technique for control class. Then the writer compared the result of the two classes.

F.

The Technique of Data Analysis

The last step of this research was data analysis. In analyzing the data taken from both classes (experimental class and controlled class), the writer used analytical scoring rubric. The Analytical scoring was adopted from Hughes used in this research to analyzing the data related to students’ test of writing ability. There are five components presented in the analytical scoring rubric for writing, they consist of grammar, vocabulary, mechanics, fluency and form (organization). The following table was the analytical scoring rubric used in analyzing the

students’ paragraph writing:4

4

Hudges, Arthur, Testing for Language Teachers second edition, (Cambridge, UK: Cambridge University Press, 2003), p. 101.

Table 3.2

Rubric for Assessing Students’ Writing Adopted from Hughes Components of writing Scores Indicators

Grammar

6

Few noticeable errors of grammar or word order

5

Some errors of grammar or word order which do not, however, interfere with comprehension

4

Errors of grammar and word order fairly frequent; occasional re-reading necessary for full comprehension.

3

Errors of grammar and word order frequent; efforts of interpretation

sometimes required on reader’s part.

2

Errors of grammar and word order very frequent; reader often has to rely on own interpretation.

1

Errors of grammar and word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer

5

Occasionally uses in appropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because in adequate vocabulary.

Components of writing Scores Indicators

Vocabulary

3

Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1

Vocabulary limitations so extreme as to make comprehension virtually impossible.

Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional rereading necessary for full comprehension.

3

Frequent in punctuation or spelling; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1

Errors in spelling and punctuation so severe as to make comprehension virtually impossible.

Fluency (style and ease of communication)

6 Choice of structures and vocabulary consistently appropriate; like that of educated native writer.

Components of writing Scores Indicators

Fluency (style and ease of communication)

5

Occasionally lack of consistency in choice of structures and vocabulary, which does not, however, impair overall ease of communication.

4 ‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuse; little sense of ease of communication.

2

Communication often impaired by completely inappropriate or misused structures and vocabulary.

1

A ‘hot-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

Form (Organization)

6 Highly organized; clear progression of idea well linked; like educated native writer.

5

Material well organized; links could occasionally be clearer but communication not impaired.

4 Some lack organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization. 2 Individual may be clear, but very difficult

to deduce connection between them.

1 Lack of organization so severe that communication is seriously impaired.

Nilai

=

� � ℎ � � � �

30

x 100

The writer uses T-test formula as a technique of data analysis in this research. It used to seek the significance differences of students’ scores by using the different method. The formula is as follows5:

�

�

=

_���_{� −�}−�

The process of T-test is as follows:

1. Determining mean of gained score of experiment group, with the formula: � 1 =

1

2. Determining mean of gained score of controlled group, with the formula: � 2 =

2

3. Determining the Standard Deviation of the experiment group, with the formula: SD1 =

2 1

4. Determining the Standard Deviation of controlled group, with the formula: SD2 =

2 2

5. Determining the Standard Error Mean of experiment group, with the formula: � 1 =

� 1 1−1

6. Determining the Standard Error Mean of controlled group, with the formula: � 2 =

� 2 2−1

7. Determining the difference of standard Error between Mean of experiment group and control group, uses formula as follow:

� 1− 2= � 1 2_+�

2 2

5 Sudijono, Anas, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 1997), p. 296 – 299.

8. Determining �_� : ��= _� 1 − 2

1− 2

9. Determining t-table in significance level of 5% with degree of freedom (df): �� = ( 1+ 2 )− 2

Note:

Variable X: Descriptive writing by using Mind Mapping technique Variable Y: Descriptive writing without Mind Mapping technique M1 : Mean of the gained score of variable X

M2 : Mean of the gained score of variable Y

SD1 : Standard Deviation of variable X

SD2 : Standard Deviation of variable Y SE ₁ : Standard Error of Mean variable X SE ₂ : Standard Error of Mean variable Y N : Total of the students

df : degree of freedom

G.

Statistical Hypotheses

H0:

µ

1=

µ

2: The alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted.

Ha:

µ1

≠ µ2: The alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected.

Note:

µ1:

Mean of experimental class

28

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A.

Research Finding

1. Data Description

The Data description shows or describes the collected data – those are students’ scores in pretest and posttest. There are tables of the score differences of pretest and posttest of both classes to get the gained scores before doing further calculation.

Table 4.1

Student Score Experiment Class

Student ( N ) Pre test Post test Gained score

S1 47 66 +19

S2 23 66 +43

S3 47 93 +46

S4 27 76 +49

S5 24 83 +60

S6 47 63 +16

S7 43 80 +37

S8 33 76 +43

S9 23 63 +40

S10 40 73 +33

S11 33 67 +34

S12 50 90 +40

S13 23 73 +50

S14 40 66 +20

S15 30 83 +50

S16 23 90 +67

Student ( N ) Pre test Post test Gained score

S18 27 76 +49

S19 27 60 +33

S20 23 80 +47

S21 37 80 +43

S22 43 73 +30

S23 40 73 +30

S24 53 76 +23

S25 23 70 +47

N=25 863 1893 1009

M= 34.52 M= 75.72 40.36

Table 4.2

Student Score Control Class

Student ( N ) Pre test Post test Gained score

S1 20 63 +40

S2 30 66 +33

S3 23 40 +17

S4 37 70 +33

S5 33 50 +17

S6 36 73 +37

S7 40 73 +33

S8 33 63 +30

S9 37 60 +23

S10 33 73 +40

S11 33 63 +30

S12 20 50 +30

S13 43 73 +30

S14 27 60 +33

Student ( N ) Pre test Post test Gained score

S16 30 53 +23

S17 30 66 +36

S18 33 63 +30

S19 20 60 +40

S20 27 50 +23

S21 23 66 +43

S22 27 66 +39

S23 23 40 +17

S24 20 60 +40

S25 30 43 +33

N= 25 748 1510 776

M= 29.92 M= 60.64 31.04

2.

Data Analysis

Based on the pre-test and post-test result scores of both experimental and controlled classes, the writer used some formulations to know the “t” value by using the degree of significant level 5% and to know the significant effect of using mind mapping technique on students’ writing of descriptive text.

First of all, the writer determined the mean of X or experimental class and Y or controlled class. To determine the mean of X by using this formula:

M1 =

1

=

1009

25 = 40.36

Meanwhile, the writer also determined the mean of Y or controlled class by using the following formula:

M2 =

2

=

776

25 = 31.04

To make clearer, the writer provided the table 4.3 to show the result of mean of experimental and controlled classes as following:

Table 4.3

The Calculation Result of both Experimental and Controlled Classes No. X Y x(X-M1) y(Y-M2) x2 y2

1. +19 +40 -21.36 8.96 456.2496 80.2816

2. +43 +33 2.64 1.96 6.9696 3.8416

3. +46 +17 5.64 14.04 31.8096 197.1216

4. +49 +33 8.64 1.96 74.6496 3.8416

5. +60 +17 19.64 14.96 385.7296 197.1216

6. +16 +37 -24.36 5.96 593.4036 35.5416

7. +37 +33 -3.36 1.96 11.2896 3.8416

8. +43 +30 2.64 -1.04 6.9696 1.0816

9. +40 +23 -0.36 -8.04 0.1296 64.6416

10. +33 +40 -7.36 8.96 54.1696 80.2816

11. +34 +30 -6.36 -1.04 40.4496 1.0816

12. +40 +30 -0.36 -1.04 0.1296 1.0816

13. +50 +30 9.64 -1.04 92.9296 1.0816

14. +20 +33 -20.36 1.96 414.5296 3.8416

15. +50 +26 9.64 -5.04 92.9296 25.4016

16. +67 +23 26.64 -8.04 709.6896 64.6416

17. +60 +36 19.64 4.96 385.7296 24.6016

18. +49 +30 8.64 -1.04 74.6496 1.0816

19. +33 +40 -7.36 8.96 54.1696 80.2816

20. +47 +23 6.64 -8.04 44.0896 64.6416

21. +43 +43 2.64 11.96 6.9696 143.0416

22. +30 +39 -10.36 7.96 107.3296 63.3616

23. +30 +17 -10.36 14.04 107.3296 197.1216

24. +23 +40 -17.36 8.96 301.3696 80.2816

25. +47 +33 6.64 1.96 44.0896 3.8416

After determining the mean of both experimental and controlled class (X and Y), to determine the Standard Deviation of experimental class (X) used a formula as follow:

SD1 =

2

1

=

4097 .75

25 = 163.91 = 12.80

Meanwhile, to determine the Standard Deviation controlled class used a formula as following:

SD2 =

2

2

=

1401 .42

25 = 56.06 = 7.49

Then, the result of both standard deviation (X and Y) the writer calculated the Standard Error Mean of experimental class (X) uses a formula as follow:

� 1 = � 1

1−1

=

12.80

25−1

=

12.80

4.90 = 2.61

Meanwhile, to determine the standard Error Mean of controlled class (Y) used a formula as follow:

� 2 = � 2

2−1

=

7.49 25−1

=

7.49

4.90 = 1.53

After determining the standard deviation of both experimental and controlled class, the writer calculated the difference of standard error between mean of experimental class (X) and controlled class (Y), used a formula as follow:

� 1− 2 = � 1

2 +�

2

2

= 2.612_{+ 1.53}2 = 6.81 + 2.34 = 9.15 _{= 3.02} Then, the writer calculated tobserve:

��=

1 − 2 � 1− 2

=

40.36−31.04 3.02

=

9.32

Finally, the writer calculated ttable in significance level of 5% and with degree of freedom (df):

df = (N1 + N2) – 2 = (25 + 25) – 2 = 50 – 2 = 48

Based on the degree of freedom, the writer gained the t-table: Degree of significance 5% = 1.67

From the calculation toward of pre-test and post-test of both experimental and controlled classes, the result shows that the obtained score of experimental class is higher than that of controlled class. Besides, the writer obtained the comparison between to and tt for the degree of significance 5%:

Degree of significance 5%: to > tt = 3.09 > 1.67

The data which have been calculated by using t-test, based on the result pre-test and post-test of both experimental and controlled classes is to prove the research hypothesis as tentative assumption below:

1. If to > tt = the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected

2. If to < tt = the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted.

From the data calculation, it was obtained the value of to was 3.09 and the degree of freedom (df) was 48. In this research, the writer used the degree of significance 5% where the value of degree of significance 5% is 1.67.

By comparing the value to = 3.09 and ttable on the degree of significance 5% is 1.67, the writer made a conclusion of hypothesis that to was higher than ttable, namely 1.67 < 3.09. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected, so that using mind mapping technique is effective on students’ writing descriptive text.

B.

Interpretation

Based on the research finding, it can be observed that the scores of students who have been taught descriptive writing using Mind Mapping technique are higher than those who have been taught without mind mapping technique. It means that mind mapping technique is effective on students’ writing descriptive text.

The writer tried to apply mind-mapping technique for students of MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor to make them easier in developing the ideas so they will be helped in organizing their writing. As Hedge said writing is recognized as a difficult skill since, a writer cannot exploit all the devices available to a speaker like gesture, facial expression, pitch and tone of the voice1. A writer must deliver the message to the reader as clear as if the writer is in front of the reader. Therefore, many researchers tried to investigate the effective technique for teaching writing. In the case of descriptive writing, Buzan created a named mind mapping. Buzan said the Mind Map harnesses the full range of cortical skills- word, image, number, logic, rhythm, colour and spatial awareness – in a single, uniquely powerful technique2. Mind Maps are particularly helpful in the writing students with a natural way of thinking and building thoughts on a story plot or theme3. It is suitable for descriptive writing because students have to describe an object with a vivid description, so it needs a good imagination for producing a good descriptive writing. Therefore, the writer conducted the research to prove whether Mind Mapping technique is really effective for students in writing descriptive text. Based on this research, Mind Mapping technique is attractive technique which gained students motivation in learning writing and creating, developing their own writing, especially writing descriptive text.

Based on the calculation by using some formulas to calculate students’ scores in pre-test and post-test, the writer believed that mind mapping technique is

1

Hedge Tricia, Writing, ( New York: Oxford University Press, 1990), p. 5.

2

Buzan Tony, The Mind Map Book, (London: BBC Books, 1993), p. 84.

3

http//:www.inspiration.com/visual-learning/mind-mapping.html accessed on October, 19th , 2016 at 07.10 P.M

effective on students’ writing of descriptive text. The result of t0 is higher than t-table, the value of t0= 3.09 and t-table on the degree significance 5% = 1.67. The writer made a conclusion of the hypothesis that t0 is higher than t-table; 3.09 > 1.67 the alternative hypothesis (Ha) of this research had been proven that mind mapping technique to students’ writing descriptive text of seventh grade students of MTs YAMANKA is more effective than without using mind mapping technique on students’ writing descriptive text. Thus the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected.

In addition, the writer compared the similar research that investigated by Laili Mawadah from the Semarang State University. Laili had study about The Effectiveness of Mind Mapping Strategy in Teaching the Students to Write Descriptive Text. The purpose of Laili research is to compare whether teaching descriptive text to junior high school students of SMP Negeri I Pegandon by using mind mapping strategy is more effective than teaching descriptive text by using the conventional strategy (the strategy which the teacher usually applies). In her research, Laili chose two classes as the sample of the research. They are class VIII 4 (the experimental group) and class VIII 5 (the control group). The experimental group was taught by using mind mapping strategy and the control group was taught by using the conventional strategy. Laili used writing test to gather the data. Before giving the writing test, Laili gave some activities to the students. Those activities are giving the glossary, making the simple sentences, describing the familiar people by using picture and applying mind mapping strategy in writing descriptive text (just for the experimental group).

The main purpose of the activities above was to help the students in creating a text. After that, Laili scored the students’ work by using the analytical scoring. This score was based on the five criteria; they are organization, content, grammar, punctuation and vocabulary. In addition, the t-test formula was also applied to determine whether there was a significant difference between the means of the experimental group and the control group. The mean of post-test of the experimental group is 78.50 and the control group is 75.53. The obtained t-test (t-value) is 4.57672, whereas the t-table is 1.99 for α = 5%. The t-test value was

higher than the t-table (4.57672 > 1.99). On the other hand, the writer with her research on the title The Effect of Mind Mapping Technique on Students’ Writing of Descriptive Text got the result is the mean of the experimental group is 40.36 and the control group is 31.04. The obtained test (value) is 3.09, whereas the t-table is 1.67 for α = 5%. The t-test value was higher than the t-table (3.09 > 1.67). The results proved that Mind Mapping was more effective as the teaching strategy or technique in teaching descriptive text.

It conclude that mind mapping has effect in the teaching learning writing, that mind mapping can help students junior high school to solve their problem about the difficulties of writing especially writing descriptive text.

37

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, it will be presented about conclusion and suggestion what have been discussed on the previous chapters.

A.

Conclusion

Based on the result and interpretation in the previous chapter, it knows that the students of both classes have never been taught descriptive writing using mind mapping technique before the researcher conducted the research. That they (experimental class students) got higher average scores on the post-test was the fact. After doing the treatment, the students improved their writing used mind mapping technique.

Based on the data that has been described from the experiment research of the seventh grade students at MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor, the writer found that t-test 3.09 is higher that t-table in both degree of significance 5% is 1.67. It means that the alternative hypothesis was accepted and the null hypothesis was rejected. Therefore, it can be conclude that there was any effect of mind mapping technique on students’ writing of descriptive text at seventh grade of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor in academic year 2014-2015.

B.

Suggestion

Based on the conclusion above, there are some suggestions that might be useful, especially for the teacher of English at MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA)Bogor. The suggestions are as follows:

- The teachers of English have to be able to determine what kind of technique to do in the classroom to make students easily learning English.

- The teachers of English can use mind mapping as one of the techniques in the classroom as the alternative teaching procedure.

- The teachers of English have to pay attention to students’ motivation of writing so that they are interested in writing activity.

- The atmosphere of conduciveness in the classroom influences the process of teaching-learning activity. Therefore, it is better to consider the effectiveness of conducive class.

- The students should pay attention to the teacher when the process of learning in order they can get the point of the material that given by the teacher.

- Other junior high schools are suggested to apply Mind Mapping Technique to improve their students’ writing.

39

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INSTRUMENT POSTTEST Name :

Class : Instructions:

1. Write down the descriptive writing about Marsha (the girl in the serial television of Marsha and The Bear on ANTV).

2. Write 50 until 75 words.

3. Who write less than 50 words, then he/she is not fulfilled the number of words as needed are not included in the research data.

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T-table

Upper critical values of Student's distribution with degrees of freedom Probability of exceeding the critical value

0.10 0.05 0.025 0.01 0.005 0.001 1. 3.078 6.314 12.70 31.82 63.66 318.31 2. 1.886 2.920 4.303 6.965 9.925 22.327 3. 1.638 2.353 3.182 4.541 5.841 10.215 4. 1.533 2.132 2.776 3.747 4.604 7.173 5. 1.476 2.015 2.571 3.365 4.032 5.893 6. 1.440 1.943 2.447 3.143 3.707 5.208 7. 1.415 1.895 2.365 2.998 3.499 4.782 8. 1.397 1.860 2.306 2.896 3.355 4.499 9. 1.383 1.833 2.262 2.821 3.250 4.296 10. 1.372 1.812 2.228 2.764 3.169 4.143 11. 1.363 1.796 2.201 2.718 3.106 4.024 12. 1.356 1.782 2.179 2.681 3.055 3.929 13. 1.350 1.771 2.160 2.650 3.012 3.852 14. 1.345 1.761 2.145 2.624 2.977 3.787 15. 1.341 1.753 2.131 2.602 2.947 3.733 16. 1.337 1.746 2.120 2.583 2.921 3.686 17. 1.333 1.740 2.110 2.567 2.898 3.646 18. 1.330 1.734 2.101 2.552 2.878 3.610 19. 1.328 1.729 2.093 2.539 2.861 3.579 20. 1.325 1.725 2.086 2.528 2.845 3.552 21. 1.323 1.721 2.080 2.518 2.831 3.527 22. 1.321 1.717 2.074 2.508 2.819 3.505 23. 1.319 1.714 2.069 2.500 2.807 3.485 24. 1.318 1.711 2.064 2.492 2.797 3.467 25. 1.316 1.708 2.060 2.485 2.787 3.450 26. 1.315 1.706 2.056 2.479 2.779 3.435 27. 1.314 1.703 2.052 2.473 2.771 3.421 28. 1.313 1.701 2.048 2.467 2.763 3.408 29. 1.311 1.699 2.045 2.462 2.756 3.396 30. 1.310 1.697 2.042 2.457 2.750 3.385 31. 1.309 1.696 2.040 2.453 2.744 3.375 32. 1.309 1.694 2.037 2.449 2.738 3.365 33. 1.308 1.692 2.035 2.445 2.733 3.356

0.10 0.05 0.025 0.01 0.005 0.001 34. 1.307 1.691 2.032 2.441 2.728 3.348 35. 1.306 1.690 2.030 2.438 2.724 3.340 36. 1.306 1.688 2.028 2.434 2.719 3.333 37. 1.305 1.687 2.026 2.431 2.715 3.326 38. 1.304 1.686 2.024 2.429 2.712 3.319 39. 1.304 1.685 2.023 2.426 2.708 3.313 40. 1.303 1.684 2.021 2.423 2.704 3.307 41. 1.303 1.683 2.020 2.421 2.701 3.301 42. 1.302 1.682 2.018 2.418 2.698 3.296 43. 1.302 1.681 2.017 2.416 2.695 3.291 44. 1.301 1.680 2.015 2.414 2.692 3.286 45. 1.301 1.679 2.014 2.412 2.690 3.281 46. 1.300 1.679 2.013 2.410 2.687 3.277 47. 1.300 1.678 2.012 2.408 2.685 3.273 48. 1.299 1.677 2.011 2.407 2.682 3.269 49. 1.299 1.677 2.010 2.405 2.680 3.265 50. 1.299 1.676 2.009 2.403 2.678 3.261 51. 1.298 1.675 2.008 2.402 2.676 3.258 52. 1.298 1.675 2.007 2.400 2.674 3.255 53. 1.298 1.674 2.006 2.399 2.672 3.251 54. 1.297 1.674 2.005 2.397 2.670 3.248 55. 1.297 1.673 2.004 2.396 2.668 3.245 56. 1.297 1.673 2.003 2.395 2.667 3.242 57. 1.297 1.672 2.002 2.394 2.665 3.239 58. 1.296 1.672 2.002 2.392 2.663 3.237 59. 1.296 1.671 2.001 2.391 2.662 3.234 60. 1.296 1.671 2.000 2.390 2.660 3.232 61. 1.296 1.670 2.000 2.389 2.659 3.229 62. 1.295 1.670 1.999 2.388 2.657 3.227 63. 1.295 1.669 1.998 2.387 2.656 3.225 64. 1.295 1.669 1.998 2.386 2.655 3.223 65. 1.295 1.669 1.997 2.385 2.654 3.220 66. 1.295 1.668 1.997 2.384 2.652 3.218 67. 1.294 1.668 1.996 2.383 2.651 3.216 68. 1.294 1.668 1.995 2.382 2.650 3.214 69. 1.294 1.667 1.995 2.382 2.649 3.213 70. 1.294 1.667 1.994 2.381 2.648 3.211

107

71. 1.294 1.667 1.994 2.380 2.647 3.209 72. 1.293 1.666 1.993 2.379 2.646 3.207