BAB I SAMPAI DAFTAR PUSTAKA

1 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

According to Tiedt (1989 : 6), of all the language skill, writing is the most difficult; it is hard work. Writing needs hard thinking to produce idea, words, sentences, paragraph, and composition. Also, writing needs the right spelling, punctuation, word choice, and grammar. Therefore writing involves several components which have to be considered to make writing is not difficult while a learner is writing. In line, Richards and Renandya (2002 : 303) said that difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text.

Based on the current School-Based Curriculum, writing is one of the language skills that must be taught at junior high school/Islamic junior high school (SMP/MTs). The teaching of writing aims at enabling students to master the functional texts and monologue texts or paragraphs in the form of descriptive, narrative, recount, procedure, and report. In addition, based on Competency Standard- Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD), the second year students are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and recount to interact with people in their nearest environment. The work of writing is presented in the form of text types, usually known as genres, which are closely related to the purpose of each type. Descriptive writing is one of the text types that is taught at the eighth grade.

2 The fundamental problems complained by the English teacher at SMP N 4 Cibeber on English language learning, students' writing ability is low, especially in the writing of the text, including descriptive text. It is indicated by the result of interview to the English teacher in preliminary research that the students‟ difficulties come from the weaknesses of students ability in generating ideas that would be written into form of descriptive text. Therefore, they did not have ideas what to write first. In addition, the text that written by the students usually only consists of 1 to 3 sentences. Secondly, the students had difficulty in making the relevant writing with the topic. Also, the students had difficulty in choosing the words due to lack of vocabulary. Thirdly, students still had low ability in integrating between sentences. Moreover, the students got difficulties in the using of spelling and punctuation.

Based on the researcher‟s observation while conducting preliminary research during teaching learning writing activity in the eight grade of SMP N 4 Cibeber-Lebak, the researcher found that many students at eight grade student of SMP N 4 Cibeber-Lebak had difficulty in writing descriptive paragraph. It was

proved by the result of the students‟ writing test in preliminary research. The mean score of the students writing was 60.27, while the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 75.0. The result indicates that

the students‟ writing achievement was still low. Furthermore, the students had low participation in writing class. It was in accordance with the result of students‟ questionnaire, the question is which one do you like of four basic skills (listening, speaking, writing, reading) in English?. The result of the question that the students who love to write is only 15.38%. In addition, the process of teaching

3 and learning activities was monotonous. It made the students bored and the students had low participation in writing class. So, to make the students can produce descriptive paragraphs, there should be an effort to make writing class more interesting.

Based on the result of preliminary study, the researcher concluded that the factors that can causing the students low ability to write descriptive text was a factor of its own students and from classroom teacher as the English teacher. Causative factor of the students were students tend to be less able to imagine, express ideas, and then pour it into the form of descriptive text. The students also had not be able to arrange words into sentences and put them together into a complete descriptive text.

Next, the students were less pay attention to spelling and punctuation in writing descriptive text. Meanwhile, the factor that causes of the students had low ability to write descriptive text was the teacher lack of creativity in the use of tools or materials that can help students in the learning process. So, lack of the creativity of the teacher, it can make the students get difficulties in generating ideas, express ideas, even in making a complete descriptive text.

Knowing that there was a problem in teaching writing, the teacher has to find a good technique which is appropriate for his classroom. The technique should make the students more creative and be able to generate ideas in writing descriptive text, because creativity in writing descriptive text is needed. Otherwise, the teacher should have a good teaching strategy. One of the teaching strategies that could help the teachers to make students more creative to improve

4 Buzan (2004 : 17) said that mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. It is a learning strategy that can help students to facilitate their learning by generating and organizing the ideas about the topic they are going to write even in descriptive writing. So, by using Mind Mapping Strategy (MMS) can make students more imaginative and creative in writing class especially descriptive writing texts.

Mind Mapping is expected can make a positive atmosphere in the classroom. According to Buzan (2004 : 10) a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea. It can throw away time consuming notes because it shows the shape of topic, related ideas and concepts, and the relative importance of all the information.

Moreover, it could make students interested in teaching learning activity because it serves incorporated keywords, colors and images to make the student easier to generate their writing. This learning strategy is hoped can make students more active in writing class and can improve their ability in writing descriptive paragraph.

In accordance to the explanation above, the researcher intends to conduct a classroom action research entitled: The Implementation of Mind Mapping Strategy (MMS) to Improve Students’ Descriptive Writing Ability at the Eighth Grade of SMP Negeri 4 Cibeber-Lebak.

5 1.2 Identification of the Problems

Based on the background of problem in preliminary research, the researcher identify research problems as bellow:

1. What are the students difficulties in writing descriptive text?

2. How is the implementation of mind mapping strategy in improving students' descriptive writing ability?

3. How many students who like to write English?

4. How is students‟ writing descriptive text through mind mapping strategy? 5. What is the teacher‟s problem in teaching descriptive writing?

1.3 Limitation of the Problem

Based on identification of the problem stated above, the researcher focused on the process of the implementation of mind mapping strategy and students‟ improvement in learning process toward the implementation of mind mapping strategy in improving students‟ descriptive writing ability at the eighth grade of SMP Negeri 4 Cibeber.

1.4 Formulation of the Problem

Based on the limitation of the problem above, the researcher formulated the problem as follow:

1. How is the implementation of mind mapping strategy in writing students‟ descriptive text at the eighth grade of SMP Negeri 4 Cibeber?

2. How is the improvement of students‟ writing descriptive text through mind mapping strategy at the eighth grade of SMP Negeri 4 Cibeber?

6 1.5 Objective of the Research

Based on formulation of the problem above, the objective of the research aims to:

1. To describe the implementation of mind mapping strategy in writing students‟ descriptive text ability at the eighth grade of SMP Negeri 4 Cibeber.

2. To find out the students‟ improvement in writing descriptive text through the implementation of mind mapping strategy at the eighth grade of SMP Negeri 4 Cibeber.

1.6 Uses of the Research

The result of this research was intended to give contribution in teaching English both theoretically and practically.

1. Theoretically

a. The result of this research was expected to be a basic knowledge for further

research of mind mapping strategy in writing.

b.The result of this research was expected as reference to the other researcher who wants to study more about descriptive writing text by using mind mapping strategy.

2. Practically a. For the teacher

The result of this research was expected to help the teachers to solve the problems in teaching especially writing skill.

7 b. For the student

The result of this research was expected as a contribution for students in their way of learning how to develop descriptive writing.

1.7 Scope of the Research

In order to investigate more deeply, the researcher gave limitation on the subject and object of the research.

1.7.1 Scope of the Subject

The scope of the subject of this research was the students of SMPN 4 Cibeber-Lebak in eight B class that consists of 40 students (20 females, and 20 males) at the eighth grade in the 2013/2014 academic year.

1.7.2 Scope of the Object

The scope of the object of this research was teaching descriptive text by using Mind Mapping Strategy (MMS).

1.8 Operational Definitions

The following terms were frequently used in this research, so the writer

tried to make clear about the definition on the title “The Implementation of Mind Mapping Strategy (MMS) to Improve Students’ Descriptive Writing Ability at the Eighth Grade of SMP Negeri 4 Cibeber-Lebak.” To avoid misconception, they are defined as follow:

8 a. Writing

Hyland (2003:9) views that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views based on a topic.

b. Mind Mapping

According to Buzan (2004 : 10), a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea.

c. Descriptive Writing

Descriptive writing according to Wishon and Burks (1980:379), description reproduces the way things look, smell, taste, feel, or sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used create a visual image of people, places, even of units of time-days, times of day, or seasons.

1.9 Organization of the Research

This research will be organized into three chapters as follow: Chapter I : Introduction

The section contains introduction which discusses the background of the problem, identification of the problems, limitation of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, operational definitions, and organization of the research.

9 Chapter II : Frame of Theories

It compasses underlying theories, which serve a basic for investigating the problem of study such as the notion of writing, the notion of descriptive , the notion of mind mapping and previous study.

Chapter III : Methodology

This chapter provides methodology of the research like research method and design, subjects of the research, time and place, research instruments, technique of collecting data, technique of analysis data, and research procedure. Chapter IV : Research Finding and Discussion

This chapter contains research finding, the introduction of the research, the implementation of pre cycle, the implementation of cycle I, the implementation of cycle II, the implementation of post cycle and discussion. Chapter V : Conclusion and Suggestion

10 CHAPTER II

FRAME OF THEORIES

2.1 The Notion of Writing

2.1.1 General Concept of Writing

Writing is one of the English skills that is considered more than medium of communication. In this sense, Rogers (2005 : 1) assumes writing is one of the most significant cultural accomplishments of human beings. It allows us to record and convey information and stories beyond the immediate moment. Writing makes word permanent and it can expand the collective memory of human beings from small store and the collective memory of our culture until produce writing as many as capacity of library. In addition, writing is a tool for clear thinking, for sharpening our awareness of the realities around us, for solving problems and shaping argument and for developing knowledge.

Rogers (2005 : 1) said that with writing, we can supplement our own memory. We can record much longer texts than we could ever hope to memorize. It indicate that writing more permanent to help us memorize every event. Writing also has unnatural advantage, such as time and vocabulary. Writing needs a long time to advance and it can be retrieved. Writing also has much broader vocabulary and permanent words than it is in the speech.

Hyland (2003:9) views that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views based on a topic. This means that expression of ideas of a certain topic

11 can be done through a written form. So, a particular message can be served in a written form.

2.1.2 Kinds of Writing

There are many kinds of writing. According to Sorenson (1992:38) there are many types of writing such as:

1. Advertising

Advertising, a lucrative, multimedia business, probably provides writers more opportunities for employment than virtually any other kind of writing except, perhaps, journalism.

2. Analogy

An analogy explain an idea by making a comparison. The analogy may explain how something works, how something looks, what something means. 3. Announcement

An announcement serves to let people know about significant events, meeting, policy changes, new information, forthcoming appearances.

4. Argument

To present an argument is to persuade someone to agree with you. 5. Autobiography

An autobiography is the story of the writer‟s life 6. Biography

A biography is the story of a life. It may vary in length from a paragraph to abook.

12 A comparison-contrast paper allows the writer to show similarities in otherwise unlike subjects and differences in otherwise similar subjects.

8. Description

Certain situations require papers that are completely descriptive. You may be asked to describe a setting or a microscopic specimen. In addition, almost all papers require some description. For instance, how could a writer talk about the process by which something is made without describing the steps in the process? Cause-effect, comparison-contrast, definition, narration, literary analysis, analogy-almost anything you write may include description.

9. Directions

You may be asked to write directions that will explain how to do something or how to reach a destination.

10. Editorial

An editorial expresses an opinion. As part of the editorial page of a newspaper or magazine, the editorial differ significantly from news or feature articles.

11. Essay

The term essay refer to any short piece of writing that analyze or interprets something in a personal way.

12. Memorandum

A memorandum or memo (plural: memoranda) is a letter designed to be used within a department, or between the departments or branches of a business. 13. Narration

13 In simple words, a narration (or narrative) tells a story. Sometimes narration is used as a means of development whereby a writer explains his purpose.

14. Opinion

The writer must somehow show she or he has examined all the fact, angles, possibilities,m and, as a result, has made a judgment or formed an opinion. 15. Persuasion

A persuasive or argumentative paper is used to convince. It may attempt to convince the reader to follow a certain course of action or accept a belief or position.

2.1.3 Process of Writing

The term process writing is no more than a writing process approach to teaching writing. The idea is to construct process-oriented writing instruction that will affect performance. Process of writing will be easier if the teacher give simple process to the student. According to Sorenson (1996 : 5) the writing process should be fairly simple. Whether your prewriting activities resulted in a list, a scratch outline, or a formal outline, the process of writing the first draft is nothing more than the development of the prewriting-activities products. To make writing process easier, Sorenson (1996 : 5) adds there are four broad steps in writing anything: prewriting, writing, revising, and proofreading. Meanwhile, Seow in Richards and Renandya (2002 : 315) said that the writing process as a private activity may be broadly seen as comprising four main stages: planning, drafting, revising, and editing. Meanwhile, process writing as a classroom activity

14 incorporates the four basic writing stages: planning, drafting (writing), revising (redrafting) and editing, and three other stages externally imposed on students by the teacher, namely, responding (sharing), evaluating, and post-writing. The writing steps according to Iragiliati et al. (2007 : 2) there are five steps in writing process:

Step One: Prewriting (thinking about your topic)

Step Two: Planning ((organizing your material)

Step Three: Drafting (using your ideas and plans to write a first draft)

Step Four: Revising (improving the focus, content, and organization)

Step five: Editing (checking grammar, spelling, capitalization, punctuations, and word choices)

Based on those theories above, the simple process of writing consists of planning, drafting, editing and evaluating to make writing better.

2.1.4 Teaching Writing

According to Tiedt (1989 : 1), teaching writing is a complex undertaking. He adds that writing is a method of expressing ideas about any subject content; it appears in classrooms everywhere and, therefore, must be the concern of every teacher. It means that teaching writing is a complex process that need concentration to face step by step to make a good writing. In addition, Tiedt

15 (1989 : 2) said that contemporary thinking instruction perceives the process of writing as a total learning experience that includes what happens before the student writes (prewriting) and what happens after the students writes (postwriting). As the teacher, we have to know every students‟ activities when teaching writing process from begin till end. Here is an example model of teaching writing:

Figure 2.1 Tiedt Holistic Model for Teaching Writing (Tiedt, 1989: 3)

Based on the figure above, there are eight steps for teaching writing that should be considered by the teacher in teaching writing. The first step is oral language facility. In this step, the teacher gives instruction to the students to think and express the ideas what should they write first. The second step is writing fluency. In this step, the students have to write what they have thought and expressed into a text. The third step is narration story to tell with detail the story

Publication Editing Word Choices Sentence Building Exposition-Statement

Narration-Story Writing Fluency Oral Language Facility

16 of topic in the writing process. The fourth step is exposition statement to give the arguments of the writer. The fifth step is sentence building. In sentence building, the students must concern to make sentences into readable text. The sixth step is word choices. In the step of word choices, the students must choose appropriate words in writing process. The seventh step is editing. In editing process, the students checking grammar, spelling, capitalization, punctuations, and word choices to make sure that writing easy to understood. The last step is publication to publish the result of writing. Therefore, teaching writing is a complex system that every idea must be done step by step from oral language facility (begin) till publication (end) of writing process.

2.1.5 Good Writing

To make a good writing is not easy, it is needed free express an idea from writer. According to Sorenson (1996 : 12), the most important concept of writing is to have reached the point at which you are free to express your ideas without worrying about mechanical details, sentence structure and other formal writing techniques. It means that the writer should write down his/her ideas freely without depend on some rules. Stein (1976 : 2) stated that there are six elements of good writing. They are:

1. Clarity

Good writing is clear writing. It is plain. No one should have trouble

figuring out what you‟re trying to say. A sentence should have immediate impact

on any reader of reasonable intelligence. 2. Conciseness

17 Some writing is like forgetting to turn off the water faucet. There‟s more than is needed. The best writing is concise; it say what it has to say and then stops. 3. Directness

Good writers do not mince words. They are direct and to the point. Understanding suffers when true meaning is wrapped in flowery packages.

4. Objectivity

Objective writing also disciplines the mind and sharpens writing skills. If you can present an idea clearly and meaningfully without forcing your own emotions on the reader, you have achieved a breakthrough in communicating. 5. Simplicity

Simplicity is the essence of good writing. Avoid long, complex explanations when simple ones will do. Ideas can often be broken down into their simplest parts for clearer understanding. By simple writing, I do not mean simplistic writing. Obviously, some topics require more complex treatment than

others. But it‟s also true that much writing is so engulfed in a fog of bloated

rhetoric that the reader is left dazed and uncomprehending. 6. Variety

If variety is the spice of life, it‟s also one of the main ingredients in good writing. Variety means getting an interesting mix of words, expressions, sentences, phrases and terms. It likewise means using metaphors,similes,and emphasis where needed. Variety calls for the avoidance of repetition, hackneyed expressions and overworked truisms. In short, variety means not being dull.

18 2.2 The Notion of Descriptive

2.2.1 Kinds of Descriptive

Descriptive paragraph describe how something looks (a place, a thing, or a person). Based on the opinion above, Wishon and Burks (1980 : 379) stated that description reproduces the way things look, smell, taste, feel, or sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used create a visual image of people, places, even of units of time-days, times of day, or seasons.

Description is also a powerful strategy, one that allows the writer to

exercise a great deal of control over the reader‟s perceptions. In addition, it is a

strategy we use in our daily interaction. In our daily interaction, we may describe different kind of things, place, and person. In the line, Wishon and Burks (1980 : 379) stated that there are description of people, place and units of times.

1. Description of People

It is usually people who are interesting to readers. Their appearance is interesting, especially as it reflects personality. When description is mentioned, one tends to think mainly about adjectives and perhaps adverbs. Writer can tell

about the person‟s style of clothing, manner of walking, color and style of hair, facial appearance, body shape, and expression.

2. Description of place

In describing place, it is not necessary to begin with one area and then proceeds to another area. The description must be organized so that the reader can vividly imagine the scene being described. The arrangement of the details in a

19

descriptive paragraph depends on the subject and the writer‟s purpose. To make

the paragraph more interesting, it can be added by a controlling idea that states an attitude or impression about the place being described. How places look, smell, and sound is important.

3. Description units of time

Descriptions of units of time are often used to established mood. Literature is full of descriptions of seasons, day and times of day. Notice how the description of a unit of time sets a certain mood, or emotional tone, in each of the following selections.

2.2.2 Purposes of Descriptive

Before we know exactly what the purpose of descriptive is, it is necessary to know the purpose of teaching writing based on the current School-Based Curriculum. In details, according to Competency Standard-Standar Kompetensi (SK), the purposes of teaching writing at the second year of junior high school is enable students to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and recount to interact with people in their nearest environment. It is supported by Basic Competency- Kompetensi Dasar (KD) that students are able to express the meaning and the rhetoric step in simple short essay used fluent and accurate written language to interact with people in their nearest environment in the form of descriptive and recount. Therefore, the purpose of teaching descriptive is enable students to express the meaning and the

20 rhetoric steps in simple short descriptive essay used fluent and accurate written language.

Wishon and Burks (1968 : 322) said that description gives sense impression, the feel, sound, taste, smell, and look of things. Emotions may be described, too feelings such as happiness, fear, loneliness, gloom, joy. They also add that description helps the reader, through his imagination, to visualize a scence or a person or to understand a sensation or an emotion. Therefore, the aim of description is to enable the reader what something looks like. It attempts to paint a picture with words. In this sense, the description also attempts to put the

reader directly in touch with the physical world within the readers‟ senses.

Description also helps the readers visualize a scene or a person and understand the related sensation or an emotion.

2.2.3 Linguistic Features and Generic Structure of Descriptive

Descriptive paragraph usually include the following linguistic features and generic structure. Descriptive often uses 'be' and 'have'. Tense which is often used is simple present tense. However, sometimes it uses Past tense if the thing to be described doesn't exist anymore (Mursyid, 2011 : 4). In line, Hammond (1992) cited in (Mursyid, 2011 : 4-5) described significant grammatical features as bellow:

 Focus on specific participants (My English teacher, Andini's cat, My favourite place)

 Use of Simple Present Tense  Use of Simple Past Tense if Extinct.

21  Verbs of being and having 'Relational Processes'. (My mum is really cool,

She has long black hair)

 Use of descriptive adjectives (strong legs, white fangs)

 Use of detailed Noun Phrase to give information about the subject. (a very beautiful scenery, a sweet young lady, very thick fur)

 Use of action verbs 'Material Processes' (It eats grass, It runs fast)  Use of adverbials to give additional information about behaviour  (fast, at tree house)

 Use of Figurative language (John is as white as chalk.)

Meanwhile, the generic structure of descriptive text consists of identification and description. Identification: Identifies phenomenon to be described. Description: describes parts, qualities, characteristics, etc (Hammond (1992) cited in Mursyid (2011 : 4).

In conclusion, the linguistic features and generic structure play significant role to sustain in producing a good description. For instance, through specific participant, it tells the readers exactly participant. Next, the use of adjective, it is relatively necessary to describe the characteristic and the phenomenon in order to get a vivid image. Hence, all of the linguistic features and generic structure are conveyed to construct vividly description.

2.2.4 Good Descriptive Writing

According to Sorenson (1996 : 174), good description relies on the five senses. The reader should see, hear, taste, smell, and feel. Meanwhile, Simon ( 1988 : 21) said that the description should contain well-chosen details. In a

22 description, the details recreate a particular experience (for example: knowing a person, visiting a place, seeing an object). In line with that, Wishon and Burks (1968 : 323) said that good descriptions usually have three important qualities. They have well-defined dominant impresson, a clearly recognizable mood, and logical development.

1. Dominant Impression

The first sentence or even the first few words of a description may establish the dominant impression of the whole description. Succeeding sentences will then enforce and expand it by supplying further information and filling in details. In other words, the sentence which establishes the dominant impression usually serves as the topic sentence of the paragraph.

2. Mood

Often the dominant impression is a mood, a feeling, that goes beyond measurable physical appearances. Moods are feelings and emotions such as joy, happiness, fear, or anxiety.

3. Logical Development

A good piece of descriptive writing has some of a person, place, or thing: but, unlike the photographer or the painter who has chemicals and pigments to work with, the writer has only words to use. Therefore, to be effective, written descriptions should have an efficient, sensible, carefully thought-out, logical plan. The writer must have a point of view from which he views the things described. The writer follows that point of view step by step.

23 2.2.5 Strategy in Descriptive Writing

To make writing descriptive text easier, the student and the teacher should have good strategy. That strategy can help the student and the teacher in writing descriptive text. According to Brown (2000:113), strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information.

Simon (1988 : 24) described the strategy for writing a description as bellow:

1. Observe your subject carefully. What is important about it? What do you notice first? Why? What details are most striking to you?

2. Take notes on these details. It may help to keep a dual-entry list: “objective” details on one side, “subjective” responses on the other.

3. Organize details into related areas so that your description can proceed logically.

4. Write a first draft.

5. Revise for precision, paying attention both to the details that you choose and the language that you use to describe them. Reading your description aloud, or having a friend read it, may help you to identify words that do not convey exactly the meaning that you intended.

The other, according to Wishon and Burks (1968 : 324) there are some steps that may be followed in writing descriptions:

1. Establish the point of view. Make it clear to the reader from whose point of view the thing is being described.

24 3. Give the details of description in logical sequence.

2.3 The Notion of Mind Mapping 2.3.1 Definition of Mind Mapping

Mind map is a strategy that is used in this research. According to Buzan (2004 : 10), a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea. So, it is a way for generating your ideas and it allows for greater creativity when recording ideas and information, as well as allowing the note-taker to associate words with visual representations.

Buzan (1993 : 84) adds the mind map harnesses the full range of cortical skills word, image, number, logic, rhythm, colour and spatial awareness in a single, uniquely powerful technique. In doing so, it gives you the freedom to roam the infinite expanse of your brain. Mind map provide the ideal opportunity to improve your hand/eye coordination and to develop and refine your visual skills. With a little more practice, the image making skils you have already developed can be used to take your mind maps into the realism of art (Buzan, 1993 : 115). It means Mind Maps may also aid recall of existing memories because Mind Maps‟ elements arrange intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas, with the goal of representing connections between portions of information.

25 2.3.2 Advantages and Disadvantages of Mind Mapping

Buzan (1993 : 232-233) stated that there are beneficial of Mind Mapping especially in teaching learning activity including:

1. They automatically inspire interest in the students, thus making them more receptive and co-operative in the classroom.

2. They make lesson and presentation more spontaneous, creative, and enjoyable, both for the teacher and the students.

3. Rather than remaining relatively rigid as the years a go by the teacher‟s notes 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.

4. Because Mind Maps present only relevant materials in a clear and memorable form, the students tend to get better mark in examination.

5. Unlike linear text, Mind Maps show not just the facts but the relationship between those facts, thus giving the students a deeper understanding of the subject.

6. The physical volume of lecture note is dramatically reduced.

Buzan (2000:81) adds the advantages of mind mapping as bellow: 1. Time saved by nothing only relevant words: between 50 and 95 per cent. 2. Time saved by reading only relevant words: more than 90 per cent of total. 3. Time saved reviewing Mind Map notes: more than 90 per cent of total. 4. Time saved by not having to search for Key Words amongst unnecessary

verbiage: more than 90 per cent of total. 5. Concentration on real issues enhanced.

26 6. Essential Key Words made more easily discernible.

7. Essential Key Words juxtaposed in time and space, thus improving creativity and recall.

8. Clear and appropriate associations made between Key Words.

9. The brain finds it easier to accept and remember visually stimulating, multi-coloured, multi-dimensional Mind Maps, rather than monotonous, boring linear notes.

10. While Mind Mapping, one is constantly on the verge of new discoveries and new realisations. This encourages a continuous and potentially endless flow of thought.

11. The Mind Map works in harmony with the brain‟s natural desire for completion or wholeness,replenishing our natural desire for learning. 12. By constantly utilising all its cortical skills, the brain becomes increasingly

alert and receptive, and confident in its abilities.

While, the disadvantages of mind mapping need a lot of time in organization, difficulties to alocate the time, need many times to find an effective keyword, too load the students.

2.3.3 Purposes of Mind Mapping

Buzan (2004 : 17) said that mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. Buzan (2004 : 34) adds that mind map give you control over all the information relating

to the problem, in a secure and stable framework, showing you the „big pictures‟

27 and integrated way. Mind Maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. Mind Maps may also aid recall of existing memories.

Concern with studying of writing, Mind Map can help to construct a written paragraph. The mind ideas of the center of Mind Mapping can be developed become paragraph. The paragraph can be made by write a topic sentence first to tell the reader about the mind idea. Then, sub-themes can be used in paragraph to give more detail information (supporting details). Buzan (2004 : 19) stated that mind map will liberate you from your mental rut in the workplace and will:

 Help you solve problems  Save you time

 Help you to be more creative  Clarify a situation

 Help you to plan

 Help you to communicate

 Give you perspective on a situation  Help you to remember

 Help you to organize

2.3.4 Rules of Using Mind Mapping

Before we know about the rules of using Mind Map, let‟s see the materials that are needed to make Mind Map as follows (Buzan 2004 : 13):

1. A blank piece of paper  White

28  Empty Paper

 Minimum size A4 (21 x 29.7 cm) 2. Coloured pens, pencils or crayons

 Minimum color is three color

 Use color variation like thick or thin. 3. Your Imagination

 The brain itself.

The leading authority on Mind Map is Tony Buzan. Buzan (2004 : 14-16) suggests the following basic rules for creating Mind Map:

1. Take a blank piece of paper and turn it on its side. This will give your Mind Map the room it needs to expand in all directions.

2. Draw an image in the centre of the page to represent your main idea. 3. Choose a colour and draw a curved branch from your central image.

4. Only use one word per branch, because a single word is better at triggering thoughts than phrase or sentences.

5. Draw sub-branches from your main branch, using words to develop the theme.

6. Draw pictures throughout when creating your Mind Map, the image will assist and prompt your imagination.

Be as spontaneous as possible. Don‟t pause or think about it, just explode on to the paper.

29 Here are example of mind map pictures:

Figure 2.2 Sample from ‘Happiness’ Exercise (Buzan, 2000 : 61)

Figure 2.3 Computer Mind Map Branch ‘Plants’ aggregated around itself as a centre (Buzan, 1993 : 279)

30 2.4 The Previous Study

The research about mind mapping as a strategy in learning writing has been done by Niesa Novarina (2011) from State University of Malang entitled Implementing Mind Mapping Strategy to Improve the Writing Ability in Recount Text of The Eight Grade of SMPN 9 Malang. The result of her research show that there was an improvement on the students' score of writing especially in term of content and organization by using Mind Mapping Strategy (MMS). She compare with the result of preliminary study which there were no students passed the SKM (75.0), there were an improvement in the result of Cycle 1 and Cycle 2. There were 23.68% of students (5 students) who passed the SKM (75.0) in Cycle 1 and 86.84% of the students (33 students) in Cycle 2. In line with the students' writing performance, the students' participation in class was improved as well. More than 85% of the students (34 students) who raise their hands in every questions given by the researcher and participate actively in every instruction given by the researcher. In summary, the students were more active and possessed the motivation to write.

The other researcher that has conducted research by using mind mapping as a strategy in writing skill is Aisyah Karimatul Fajri (2011) from Sebelas Maret University, Surakarta entitled Improving Students’ Writing Skill By Using Mind Maps (A Classroom Action Research At The Tenth Grade of SMA Negeri 1 Boyolali In The Academic Year 2010/2011. The result of the research shows that

the students‟ writing skill has been improved after the implementation of Mind Maps to teach writing. It is proven by the improvement of the students‟ writing

31 score from 73.6 to 83.6. Based on the research findings, she concluded that Mind Maps is effective to teach writing.

This research is similar with those research above that the researcher used a Classroom Action Research (CAR) as a method of the research by using Mind Mapping Strategy (MMS) on writing text with Kriteria Ketuntasan Minimal (KKM) is 75.0. Meanwhile, the differencies this research with those research above that Niesa Novarina (2011) used recount text in SMPN 9 Malang from State University of Malang and Aisyah Karimatul Fajri (2011) that only focused on writing text in SMA N 1 Boyolali from Sebelas Maret University in the 2010/2011 academid year. The other differencies, the researcher used descriptive writing at VIII B class of SMP N 4 Cibeber-Lebak that consists of 40 students (20 males and 20 females) in the 2013/2014 academic year.

32 CHAPTER III

METHODOLOGY

3.1 Research Method and Design

This research is a Classroom Action Research. Tomal (2010 : 10) said that

action research is a systematic process of solving educational problems and making improvements. A distinctive feature of action research is that those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seem likely to lead to improvement, and for evaluating the results of strategies tried out in practice (Nunan,1992: 17). So, the classroom action research conducted to solve problems in teaching and learning process in the class.

Muslich (2009 : 10) stated that the aim of Classroom Action Research (CAR) is to improve and enhance the quality of learning and help empower teachers in solving learning problems in school. In addition, action research will encourage the teachers to think about what they have to do in carrying out their duties. They will be critical toward what they have done without depending on universal theories that discovered by research scientists who often did not match with the situation and condition in the class.

Action research consists of cycle. According to Carr and Kemmis (1986 : 186), there are four basic steps in the action research. They are planning, acting, observing, and reflecting. Meanwhile, Hopkins (1992) cited in Muslich (2009:43) described that action research has steps like planning, action/observation and reflective.

33 Based on the explanation above, the researcher conclude that action research consists of cycles and each cycle has four steps such as planning, acting, observing and reflecting.

Here is a simple model of action research according to Hopkins (1992) cited in Muslich (2009 : 43) as below:

Plan Reflective

Action/ Observation

Revised Plan Reflective

Action/ Observation

Revised Plan Reflective

Action/ Observation

Hopkins (1992) cited in Muslich (2009 : 43) Figure 3.1

Hopkins (1992) cited in Muslich (2009:44) adds that in the model of action research, the first step that should be done is planning action such as make a scenario of learning process and observatioon sheet. The next step is action. In this step, the researcher does observation and then the researcher does analysis and reflection. If the method that used successful, it can be concluded directly.

34 Meanwhile, if the method that used is not successful, the researcher should re-plan new action continuously till the method that will be used really successful.

Based on the model above, the cycle was started from the planning where the researcher had to decide and prepare the material and media for teaching learning process. After completing the preparation, the next stage was the implementation of the plan. While the researcher teaching, the observer monitored the teaching learning process by using the observation sheets and field notes. And the last stage in each cycle was reflection. The reflection was conducted after the action and observation finished. In this stage, the researcher and an observer discussed the aspect that relates to the research, for example students‟ responses. The result of reflection could be used to rearrange the second cycle and might be third cycle.

3.2 Subjects of the Research

This Classroom Action Research was conducted in SMP N 4 Cibeber-Lebak-Banten, Indonesia. The subjects of this research were students of eight B class. It had 40 students (20 females, and 20 males) at the eight grade in the 2013/2014 academic year. The researcher chose that class because based on the English teacher in that school, it class got lowest score than another class. It was prooven by the result of the preliminary research of writing test. The most of the students got score under standar mastery minimum (75.0) and mean only 60.27. So, the researcher interest to conduct the research in eight B class as the subject of the research.

35 3.3 Time and Place

This research was conducted in SMP N 4 Cibeber-Lebak-Banten at Jl. Pasir Kuray Km.04 Cisungsang-Cibeber-Lebak-Banten. The time of the research was showed as below:

Table 3.1 Schedule of the Research

No Activity Week

1 2 3 4 5 6 7 8 1 Arranging research instruments

2 Arranging schedule and materials 3 Preparing for class and media 4 Pre Cycle Test

5 Whilst Cycle *Cycle I *Cycle II 6 Post Cycle 7 Analysis

3.4 Research Instruments

Arikunto (2002:136) stated that research instrument is tools or facilities used by researcher in collecting the data, hope the result of research is more accurate, complete, and systematic, so the process is easier. Based on that explanation, the researcher used research instrument in collecting data to support the research.

36 To get the data for the research, the researcher used observation and writing test. In observation, the researcher used observation sheet and field note as the instrument of the research. Meanwhile, in writing test the researcher used descriptive writing test.

3.4.1 Observation

Faisal (1990) cited in Sugiyono (2008 : 226) stated that observation can be clasified into participant observation, overt observation and covert observation, and unstructured observation. In this case, the researcher used overt observation and covert observation to get the data about students‟ writing ability in learning process. The researcher in collection the data state bluntly to the data source that the researcher will do research. So the subject of the research know from the beginning to the end of the research activity. But in a moment researcher is also not overtly or covertly in the observations, it is to avoid that the data sought is when the data is still a secret. Possibility if done frankly, the researchers will not be allowed to make observations. Faisal (1990) cited in Sugiyono (2008 : 226).

The researcher used observation sheet and field notes to gather the data accurately.

3.4.1.1 Observation Sheet

The observer observed the teaching and learning process when the researcher conducted the research. All comments would be given during the observation and some of the comments to be developed into reflection. There is

students‟ observation sheet that is made by the researcher. And the function of

37 process. The researcher and observers also would give comments while students practice the task, their performance during the learning process.

Table 3.2. Observation Sheet

Day/Date : ………/………….. Cycle : ………...

Topic : ………... Meeting : …………

No Point of Observation Description of Observation 1. (Teacher)

Pre Teaching Whilst Teaching

Post Teaching 2. (Students)

Students‟ Participation

Asking Answering Responding

Students‟ Interest

3.4.1.2 Field Note

The field notes conducted during the teaching learning process by an observer. The observer wrote down all things that would happen in every meeting. The function of field notes is intended to remind all the activity in each meeting and cycle.

38 Table 3.3 Field Note

Learning Process

Day/Date : ………/………….. Cycle : ………….

Topic : ………... Meeting : ………….

Time Teacher’s Activity Students’ Activity

3.4.2 Writing Test

Test is a series of questions or exercises and other tools used to measure skill, knowledge intelligence, ability or talent possessed by individuals or groups (Arikunto, 2002 : 127). Test also intended to know the students‟s improvement in learning process. In this research, the researcher used writing test to know the

improvement students‟ writing ability before and after cycle ongoing process. Test consists of pre-test before the cycle, and post-test one after cycle I, post test two in cycle II and post test three in the post cycle to show the students‟ improvement.

3.5 Technique of Collecting Data

Data collecting technique in this research divided into two categories such as qualitative and quantitative technique. In qualitative technique, the researcher used observation, meanwhile in quantitative technique, the researcher used test to gather the data.

39 3.5.1 Observing

Through observation, the researcher learn about behavior and the meaning attached to those behavior (Marshall, 1995) cited in Sugiyono (2008 : 226). The observer is expected to analyze the teaching and learning process from the first cycle to the next cycle. The research consist of two cycles even more. Each cycle consists of three stages, which are planning, acting/observing, and reflecting.

3.5.2 Testing

Test is a series of questions or exercises and other tools used to measure skill, knowledge intelligence, ability or talent possessed by individuals or groups (Arikunto, 2002 : 127). The test is about descriptive text toward implementation mind mapping strategy (MMS) in improving students‟ descriptive writing ability. The researcher used test as one of the more convenient methods of data collection. Because teachers commonly administer tests, it is convenient for them to analyze

these data outside of the classroom. Testing is often a normal part of the teacher‟s

job, and the use of this data-collection technique can be easily performed as long as it is appropriate for the given action research study.

The researcher used pre-test and post-test. Pre-tes was implemented in the first meeting before the cycle ongoing process, meanwhile post-test was implemented after each cycle and all the cycles had been finished. Pre-test and post-test were conducted to show the students‟ writing improvement before and after teaching learning process.

40 3.6 Technique of Analysis Data

Data analysis has an important part in every cycle because it can be the source of reflection and discussion for planning the next cycle. The result of the data can answer the research questions: (1) How is the implementation of mind mapping strategy in students‟ writing descriptive text? and (2) How is the improvement of students‟ writing descriptive text through mind mapping strategy?. To find out the students‟ improvment from cycle to cycle by using mind mapping strategy (MMS) in teaching descriptive writing, the data collection was analyzed in two ways. They are qualitative analysis, and quantitative analysis.

3.6.1 Qualitative Analysis

Miles and Huberman (1984) cited in Sugiyono (2008 : 246) said that activity in qualitative data analysis is conducted continuously until complete, so the data is already saturated. Activity in the analysis of data such as: data reduction, data display, and conclusing drawing/verification. In qualitative analysis, the researcher used data reduction, data display, and conclusing to analysis data of the research.

1. Data Reduction

Data reduction means summarizes the data, choose the basic things, focus on the things that are important, look for themes and patterns. Thus the reduced data will provide a clearer description, and facilitate researchers to conduct further data collection, and find out when it needed. Data reduction can be helped with electronic appliances such as mini computers to give the code on certain aspects.

41 Data reduction used to analyze the data from observation. The researcher had to summarize and focus on the important data that had been reduction, so it can gave clear descriptions and easy the researcher to collect the data.

2. Data Display

After data reduction, the next step is data display. In qualitative analysis, data display can be done in brief essay, chart, and correlation among categories. In this case, Miles and Huberman (1984) cited in Sugiyono (2008: 249) stated that the most frequent form of data display the data for qualitative research in the past has been narrative text. Through data display, the researcher will be easier to understand what will happen, and make a plan for the next data. Miles and

Huberman (1984) cited in Sugiyono (2008 : 249) argued that “looking at displays

help us to understand what is happening and to do some thing further analysis or caution on that understanding”.

3. Conclusion Drawing/Verification

The third step in qualitative data analysis is conclusion drawing/verification. It is to answer the formulation of the problem in the beginning. In this step, the researcher concluded and verify the data. Preliminary conclusions presented are tentative, and it would be changed if there is no strong evidence to support the next phase of data collection. But if the conclusions expressed in the early stages supported by evidence and consistent when researchers returned to the field to collect the data, the conclusions is credible.

42 3.6.2 Quantitative Analysis

Quantitative analysis was needed to show the students‟ writing score

improvement from cycle to cycle. The researcher used the following formula to calculate the mean of the pre test in pre cycle and post test in post cycle. The formula like below:

x X

N





X = the mean x



= total students‟ score N = total number of students

43 Y R A L U B A C O V T N E T N O C Table 3.4

Scoring Rubric for Writing Test Assessment ESL COMPOSITION PROFILE

STUDENT DATE TOPIC

SCORE LEVEL CRITERIA COMMENTS

30-27

EXCELLENT TO VERY GOOD: knowledgeable *substantive* thorough* development of thesis *relevant to assigned topic.

26-22

GOOD TO AVERAGE: some knowledge of subject *adequate range *limited development of thesis *mostly relevant to topic, but lacks detail.

21-17

FAIR TO POOR: limited knowledge of subject *little substance *inadequate development of topic.

16-13

VERY POOR: does not show knowledge of subject *non-substantive *not pertinent *OR not enough to evaluate.

20-18 EXCELLENT TO VERY GOOD: fluent expression * ideas clearly stated/supported *succinct *well-organized *logical sequencing *cohesive.

17-14 GOOD TO AVERAGE: somewhat choppy *loosely organized but main ideas stand out *limited support *logical but incomplete sequencing.

13-10 FAIR TO POOR: non-fluent *ideas confused or disconnected

*lacks logical sequencing and development.

9-7

VERY POOR: does not communicate *no organization *OR not enough to evaluate.

20-18 EXCELLENT TO VERY GOOD: sophisticated range *effective word/idiom choice and usage *word form mastery *appropriate register.

17-14 GOOD TO AVERAGE: adequate range *occasional errors of

word/idiom form, choice, usage but meaning not obscured.

13-10 FAIR TO POOR: limited range *frequent errors of word/idiom

form, choice, usage *meaning confused or obscured.

9-7 VERY POOR: essentially translation *little knowledge of English

vocabulary, idioms, word form, *OR not enough to evaluate.

N O I T A Z I N A G R O

44

25-22 EXCELLENT TO VERY GOOD: effective complex constructions *few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

21-18 GOOD TO AVERAGE: effective but simple constructions *minor problems in complex constructions *several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.

17-11 FAIR TO POOR: major problems in simple/complex constructions *frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions *meaning confused or obscured.

10-5 VERY POOR: virtually no mastery of sentence construction rules *dominated by errors *does not communicate *OR not enough to evaluate.

5

EXCELLENT TO VERY GOOD: demonstrates mastery of conventions *few errors of spelling, punctuation, capitalization, paragraphing.

4

GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.

3

FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing *poor handwriting *meaning confused or obscured.

2

VERY POOR: no mastery of conventions *dominated by errors of spelling, punctuation, capitalization, paragraphing, *handwriting illegible *OR not enough to evaluate.

TOTAL SCORE READER COMMENTS

Highest students‟ score : 100 Lowest students‟ score : 34

Jacobs et al. (1981) scoring profile cited in Weigley (2002 :116)

E S U E G A U G N A L S C I N A H C E M

45 The researcher also used precentage formula to show the students‟ score percentage. The researcher would conclude if 85% of the all students in that class got score 75.0 or more, then the students were said capable and the strategy successful, but if the results show the students‟ score percentage is less than 85% of the students that got score 75.0, accordingly the strategy is less successful.

To show students‟ score percentage, the researcher used a formula as

below:

number of instrumental responses Percent = (100)

total number of responses Hatch and Farhady (1982 : 43)

3.7 Research Procedure

In this part, the researcher explained the steps in collecting the data. To get the data, the researcher act as the teacher and a English teacher as the observer. The observer was expected to analyze the teaching and learning process from the first cycle to the next cycle. If the first cycle did not show any progress

in increasing students‟ writing ability, the researcher would act second cycle as

further research to fix the weakness and complete the first cycle. The second cycle had given any increased to the students, so the researcher did not need to conduct next cycle, and soon. But if the students did not have any progress yet in the second cycle, it was possible to add another cycle.

The researcher divided research procedure into three categories such as: pre cycle, whilst cycle and post cycle. In whilst cycle, the research consisted of

46 two cycles or more. Each cycle consists of three stages, which are planning, acting/observing, and reflecting.

3.7.1 Pre Cycle

In this stage, the researcher have conducted the collaborative activity with a collaborator/observer such as: (1) observing teaching techniques that used by English teacher before. (2) Identifying factors barriers and easiness in learning English by English teacher before. (3) Formulate alternative actions that implemented in learning English as an effort to improve students' ability in writing descriptive text. In addition, the researcher had taught for two meeting and gave writing test to get the background of the problem in this research. Then, the researcher identify the problem in teaching learning process to get problem solving in the research. After that, the researcher arranged a draft learning to improve students‟ writing descriptive text by using mind mapping strategy (MMS). In this stage also, the researcher gave a pre-test about writing descriptive text at the first meeting to show the students' writing ability before cycle and it

would be compared with the students‟ writing test in the post cycle.

3.7.2 Whilst Cycle 3.7.2.1 Cycle I 1. Planning

The first stage was the preparation. In this stage, the researcher decided the teaching technique, the material, and the media. Then, the researcher arranged at least two lesson plans as a guide the instructional process and keeps it on the

47 track, the media and also the task to support the teaching and learning activities. The lesson plans related to the School-Based Curriculum for eight class. Then, the researcher prepared the research instruments, such as observation sheet and field notes. The researcher also discussed the planning with the partner or observer. 2. Acting/Observing

Acting is the implementation of the plan. The researcher performs as a teacher accompanied by the English teachers as an observer. In this part, the researcher gave instruction and introduce a method to make students easier in descriptive writing. The activity started from greeting, checking students‟ attendance list and asking their news that day. Then had been continued by asking some questions that related to the topic, explain the topic, gave some exercises, and discussed the answer together.

While the researcher did the action, the observer collected data during the actions by filling observation sheet and field notes that cover general activity. The observer sat down at the back and watched the activity and gave their valuation about the teaching and learning process, especially when the students used mind mapping strategy in writing descriptive text in each cycle.

The researcher divided each cycle in acting into two meetings as below: a. First Meeting (2 x 40 minute)

Acting process in the first meeting focused on prewriting process by using Mind Mapping Strategy (MMS). Prewriting is early writing stages. Prewriting stage aims to direct the views and provide a framework for students so that objects can be identified clearly.

48 Related to the goal of learning in action 1, the first meeting focused on learning to write simple descriptive text by using Mind Mapping Strategy (MMS) with themes and titles that have been determined by the teacher.

b. Second Meeting (2 x 40 minute)

Learning process in the second meeting was a continuation of the first meeting. If the first meeting was only preparing to write a simple descriptive text by using Mind Mapping Strategy (MMS), the second meeting was a reflection and analysis of student writing descriptive text.

The main activities of the student in this second meeting was to improve students' writing descriptive text at the first meeting. The activities was begun with the aim to inform the students to write descriptive text by using Mind Mapping Strategy (MMS) in an effort to motivate students. In this meeting, the learning process had been be done by exchanging descriptive writing students to other students and the teacher gave instructions to write down the things that should be corrected on the board. Then, the students rewrite the descriptive text by using mind mapping strategy into a good text.

3. Reflecting

This stage had been conducted by the researcher and the observer to analyze the action results. In this session the researcher and the observer discussed the implementation of mind mapping in the first cycle. The reflection results had been used as the source for the next cycle.

49 3.7.2.2 Cycle II

1. Re-Planning

The researcher made a new plan for the second cycle based on the reflection results in cycle 1. The researcher re-plan the teaching learning process to sharpen the things that were right in cycle 1. The researcher rearranged again mind mapping strategy to fix the problem that founded in cycle 1. Thus, the problem in action 1 can be addressed immediately.

In this stage, the researcher changed the theme of the descriptive text and made a new lesson plan. It was intended to make the students and teacher more interesting in teaching learning process. Meanwhile, on the implementation of cycle 2, the action plan based on the results of the reflection in cycle 1 and it had been realized in 2 meetings.

2. Acting/Observing

According to the planning of cycle II, the researcher used the same technique as similar as in cycle I but the theme in this action was changed. If in the first cycle the theme was about people, meanwhile in the second cycle the

theme about pets. It was replaced based on the students‟ choice. In the first and second actions the researcher used some different activities from cycle I. The activity started from greeting, checking students‟ attendance list and asking their news that day. Then, the activity had been continued by asking some questions related to the topic and explained the topic. In giving explanation of the strategy, the teacher involved the students randomly to write down and made the text in the white board by using mind mapping strategy. Furthermore, the teacher gave some exercises, and discussed the answer together.

50 The differencies the activity in the cycle II was if in the cycle I the teacher explained and made the text of mind mapping concept by ownsefl, but in the cycle II the teacher involved the students to write down the text and mind mapping

concept in the white board by themselves. It was done to make the students‟ more

understandable and participated actively.

During the action, the observer monitored the students‟ activity that had happened in the actions. The observer monitored the teaching learning process by filling the observation sheet and field notes.

In the second cycle, the researcher also divided into two meeting as below: a. First Meeting ( 2 x 40 minute)

The first meeting in the cycle 2 focused on the students‟ descriptive text writing by using Mind Mapping Strategy (MMS) with the aspect of unity, cohesion, use of spelling, punctuation, content, use of vocabulary and the proper organization of the text in writing descriptive text.

b. Second Meeting (2 x 40 minute)

In the second meeting, the teacher continued of the first meeting. In this

meeting also, the researcher informed the weakness and strength about students‟

descriptive writing. In addition, teaching learning process was intended to improve and decrease deficiencies in the first meeting.

3. Reflecting

In this session, the observation sheet and field notes was analyzed wheter any improvement or not in writing descriptive text after implementation mind mapping strategy in the teaching learning process. If there is a significant increase, then the researcher would not continue to the next cycle, but if there

51 were a lot of deficiencies and did not show the expected improvement, the researcher would continue to the next cycle until the indicator was expected could be reached well. The success of indicator on cycle 2, if 85% of the students achieve the KKM.

3.7.3 Post Cycle

In this stage, the researcher measured the students‟ writing ability after using mind mapping strategy in each cycle. The researcher gave post-test after cycle I and II in form descriptive writing test with the themes and topics that has been determined by the researcher.

Table 3.4

Table of Data Collection Procedure Question Types

of Data Data Collecting Technique How to Analyze Time Allocation

No 1 Process of teaching and learning

Observation Descriptive analysis

Conducting during the treatement

No 2 Students‟ test score

Pre test Calculate mean score

Conducting before the treatement Post test Calculate

mean score

Conducting during the treatement

52 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

4.1 Research Finding

4.1.1 The Introduction of the Research

This research was Classroom Action Research (CAR). The researcher had done classroom action research at the eighth grade of SMP Negeri 4 Cibeber-Lebak. The classroom action research conducted to implement mind mapping

strategy to improve students‟ descriptive writing ability at the eighth grade of SMP Negeri 4 Cibeber-Lebak. The researcher chose Mind Mapping Strategy (MMS) to help the students in increasing their descriptive writing. According to Buzan (2004 : 17), mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. It is a learning strategy that can help students to facilitate their learning by generating and organizing the ideas about the topic they are going to write even in descriptive writing.

The research was conducted from July 18th until July 30th, 2013. The research was implemented based on the schedule that had been arranged by the teacher. The teacher did the classroom action research into two cycles or four meetings. In doing this classroom action research, the researcher collaborated with English teacher of SMP Negeri 4 Cibeber-Lebak. In this case, the researcher as a teacher and the English teacher as an observer, his name is Suwandi, M.Pd.

The research subject of the research was the first semester at the eighth grade of SMP Negeri 4 Cibeber-Lebak which consists of two classes with 80 students. For the purpose of the project, the researcher chose eight B class as the

53 subject of the research. It had 40 students (20 males and 20 females). It is located on Jl. Pasir Kuray Km.04 Cisungsang-Cibeber-Lebak-Banten.

Based on the result of observation in the preliminary study, the students had difficulties in generating ideas that would be written into form of descriptive text. Therefore, they did not have ideas what to write first. In addition, the text that written by the students usually only consists of 1 to 3 sentences. Then, the students had difficulty in making the relevant writing with the topic. Also, the students had difficulty in choosing the words due to lack of vocabulary. Furthermore, the students still had low ability in integrating between sentences. Moreover, the students got difficulties in the using of spelling and punctuation. From the observation in the preliminary study also the teacher just explained the materials, after that the students asked to do the exercise of writing. So, They needed strategy and media to encourage them in learning writing better.

In this section, the researcher would answer the research questions below: (1) how is the implementation of mind mapping strategy in writing students‟ descriptive text at the eighth grade of SMP Negeri 4 Cibeber?. And (2) how is the

improvement of students‟ writing descriptive text through mind mapping strategy at the eighth grade of SMP Negeri 4 Cibeber?. This section divided into the implementation of pre cycle, cycle 1, cycle 2 and post cycle.

4.1.2 The Implementation of Pre Cycle

In the pre cycle, the teacher did the pre test to know the students‟ writing ability. The teacher implemented the pre test on Thursday, 18th of July 2013. The test form was descriptive writing that had been prepared by the teacher before.

54 The mean score was 51.95. The highest score was 78 and the lowest score was 40. There were 4 students or 10% who got score around 70. But, there were 35 students or 87.5% who got score less than 70. It is only one student who got score 78 and passed KKM score (75).

The result of the pre test as follow: Table 4.1

Students’ Mean Score in Pre-test

Number of Students Total Score of Students Mean Score of Students

40 2077 51.92

Table 4.1 showed the students‟ pre-test score. The mean of students‟ pre -test score was 51.92. The highest score was 78 and the lowest score was 40. It meant that the average score was still under KKM. Its score indicate that the

teacher and the students‟ activities in teaching learning process did not run well.

Furthermore, this score became the basic for the teacher to do classroom action

research and gave a new strategy in teaching writing to improve students‟

descriptive writing ability.

4.1.3 The Implementation of Cycle 1

The teacher implemented cycle I on July 19th, 2013 until July 23rd, 2013. Cycle I was divided into two meetings. Each meeting consists of planning, acting & observing and reflecting.

55 1. Planning

Before the teacher did the cycle I, the teacher prepared lesson plan for two meetings, digital camera, teks, pictures of people, laptop, and questions. In

preparing the lesson plan, the teacher planed based on the students‟ writing problems in the pre cycle test. Students‟ mean score in pre cycle test was 51.92.

Its score still was under KKM score. KKM score was 75. So, the teacher arranged the lesson plan to solve that problems by applying Mind Mapping Strategy

(MMS) in writing students‟ descriptive text. The teacher applied MMS in teaching

writing because according to Buzan (2004 : 17), mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. In writing descriptive text also the teacher and the students need creative thinking to create a good text. In this case, the teacher chose the theme about people to be described by students into descriptive text by applying MMS.

2. Acting/Observing

In the acting/observing, the teacher divided into two meetings. The implementation of first meeting was conducted on Friday, 19th of July 2013 at 07.30 until 08.50 a.m. Action process at the first meeting focused on prewriting learning by applying MMS. Prewriting is an early stage of writing. Prewriting stage aims to direct the views and provide a framework for students so the object could be described clearly. It was intended to make the students easier in learning writing. According to Sorenson (1996 : 5) the writing process should be fairly simple. Whether your prewriting activities resulted in a list, a scratch outline, or a formal outline, the process of writing the first draft is nothing more than the development of the prewriting-activities products.

56 The process of teaching learning preceded by the teacher checked the students attendance list and gave motivation, brainstorming, instructional objectives (basic competence) in order to follow teaching learning process

seriously. The students gave attention to the teacher‟s explanation. After that, the teacher asked to the students to mention text types that had already taught before. Moreover, the teacher asked to the students about characteristic, generic structure and language features of descriptive text.

To make the students more enthusiastic in teaching learning, the teacher gave an examples of descriptive text about people picture that had been prepared. The students read the text and discussed together. After that, the teacher gave strategy to write descriptive adjective before write sentences or text in form of

descriptive by applying MMS. The students paid attention to the teacher‟s

explanation and they asked some questions. Furthermore, the teacher and students discussed together. The students were given instruction by the teacher to write the important things of learning descriptive materials.

After that, the teacher gave exercise to the students about descriptive materials that had been prepared by the teacher. When students did the exercise, the teacher monitored the students activities. Then, the teacher asked to the

students to correct together the students‟ exercise. The teacher and students gave

assessment of students‟ exercise result. The teacher asked about students‟ problems in learning descriptive materials. Some students asked questions about

materials to the teacher. The teacher gave solution about students‟ problems in

learning process. Before the teacher closed teaching learning process, the teacher gave motivation to the students. Furthermore, the teacher gave teaching learning

71 Based on the table and diagram above, the students got improvement of

writing skill after four test. Their improvement in writing were assessed in pre

test, post test one, post test two and post test three. The gain completion of pre test

and post test cycle one was 21.73. While the improvement after of pre test, post

test one, post test two and post test three was 30.08.

The increasing also not only in the students‟ score but also in the students‟ participation from cycle to next cycle. In cycle 1, there were 31 students (77.5%)

who responded well and in cycle 2 there were 36 students (90%) who responded

well.

Thus, it can be concluded that the applying of Mind Mapping Strategy

(MMS) in writing descriptive text is able to improve students‟ writing ability at the eight grade of SMP Negeri 4 Cibeber-Lebak. Also, the applying of MMS in

the teaching writing descriptive text increased the students‟ participation and interest in learning activities.

72 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

The researcher concludes that the implementation of MMS can improve the students‟ participation and interest in teaching learning process. It was supported by the result of observation data. There were 31 students (77.5%) who

participated actively in the first cycle and there were 36 students (90%) who

participated enthusiastically in the second cycle. It also could improve the

students‟ ability to find out the idea from the pictures given to be described in writing descriptive. Moreover, the implementation of MMS can less the students‟ bored in learning writing. It was proven by the result of observation that the

students very enthusiastic from cycle to next cycle when conducted teaching

learning process.

The implementation of Mind Mapping Strategy (MMS) also showed good

result in terms of improving students writing. The improvement can be proven by

the students writing score progress and the students‟ mean score from pre-cycle to post cycle increased. The students‟ mean score in preliminary research was 51.92. The mean score in the first cycle was 73.65. The mean score in the second cycle

was 80.65 and the mean score in the post cycle was 82. The improvement from

73 5.2 Suggestion

Based on the description of the research results, below are the several

suggestions to be proposed for English teacher and next researcher:

1. For the English Teacher

The English teacher can use Mind Mapping Strategy (MMS) as an

alternative way in teaching English especially in teaching writing because there

are many advantages by using Mind Mapping Strategy (MMS). The English

teacher also can apply some regulations, such as give reward for good students

and punishment for bad students in order to control the classroom and motivate

them in teaching learning process.

2. For the Next Researcher

In applying Mind Mapping Strategy (MMS) the researcher should express

freely in order to the students can express their ideas freely too. Another, if the

amount of class consists of many students, the researcher can make group to make

the students more active and they can share ideas with their friends. It also will

help the researcher to control the students easily. Moreover, the next researcher

has to give clear instruction to the students in every activity. So, they can spend

their time that has been allocated by the researcher to discuss and accomplish the

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