Table 3.1 Pretest-Posttest Nonequivalent Control Group Design
Group Pretest
Dependent variable Posttest
C X
1
Treatment X
2
D Y
1
- Y
2
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 20142015. 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 studen
ts’ 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.
