at the start of a topic, so it can help the students to see the relationship between concepts and the understanding between different concepts.
Based on statement above, the writer concludes Concept maps are also valuable tools for teachers. Thus, concept mapping is useful both for students or
teachers.The students will find and connect the new concepts visually with concept mapping. Students will combine the existing knowledge with the new
knowledge, becomes an existing knowledge structure. This is why a picture or a diagram can be more effective than only words. Therefore, concepts mapping
technique can be used as a tool to facilitate writing.
b. Type of Concept Mapping 1. Spider Concept Map. The “spider” concept map is organized by placing the
central theme or unifying factor in the center of te map.
2. Hierarchy Concept Map. The hierarchy concept map presents information
in a descending order of importance. The most important information is placed on the top. Distinguishing factors determine the placement of the
information.
3. Flowchart Concept Map. The systems concept map organizes information
in a format which is similiar to a flowchart with the addition of inputs and outputs.
Based on explanation above, The reseacher choose one of the three type of concept mapping, that is spider concept map. Spider concept mapping easy to
configure and easy to read.
c. Procedure of Teaching Descriptive Paragraph through Concept Mapping
To teach descriptive paragraph by using concept mapping needs some procedures to do it. The writer knows that concept mapping is an effective
teaching tool. So there are some models to construct in teaching practices. The models of construction in concept mapping can be applied in the class by the
teacher. It can give a way to explain the subject matter especially Descriptive Paragraph. Beside that, the students can explore their brain to remember what
the teacher explains, because they are directly involved to connect the knowledge that is presented. On the contrary, the teacher gives feedback to
students to their knowledge in teaching and learning activities.
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According to Vanides, concept mapping can be effectively constructed through some procedures involving four steps that teacher can apply it.
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Luu Trong Tuan and Le Thi Bich Thuan. 2011. The Linkage between Concept Map and Language Learning. Ho Chi Minh City: Studies In Literature and Language, 21, 128-146.
1. Step 1 Train your students. If students have never created an open-ended
type of concept map, provide them with a practice topic they are quite familiar word for the object. The teacher also can use the picture, photos, or
drawing image related to concept map
2. Step 2 Create individual maps first. Ask students to create their own
individual maps first. This independent reflection step is crucial; it elicits the
personal understanding of each student. We have found that creating a concept map as a class activity without completing individual maps is very
time consuming and not engaging for all students.
3. Step 3 Review the maps in small groups. After students
finish their individual concept map, organize small group discussions. Have students
share their concept maps with partners. Ask them to find similarities and
differences in their maps and try to reconcile them. Group discussions provide opportunities for students to engage in the social aspect of science,
where they can articulate their thoughts and learn from each other. Consider the creation of heterogeneous groups with students at different levels in every
group.
4. Step 4 Whole class discussion of certain parts of the small group concept maps. Ask each group to present their important propositions to the whole
class and explain their choices. Many propositions can be discussed, but focus on those that are more relevant to what you want to know about the
