The Effectiveness of Mind Mapping and Group Discussion to Increase the Students’ Speaking Ability (A Quasi Experimental Research of the Eighth Grade Students of SMP Negeri 1 Bawen in Academic Year of 2015/ 2016) - Test Repository

  

“THE EFFECTIVENESS OF MIND MAPPING AND

GROUP DISCUSSION TO INCREASE THE

STUDENTS’ SPEAKING ABILITY

(A Quasi Experimental Research of the Eighth Grade

  

Students of SMP Negeri 1 Bawen in Academic Year of

2015/ 2016) ”

GRADUATING PAPER

  Submitted to Board Examiners as a partial fulfillment of the requirement for the degree of SarjanaPendidikan Islam (S.PD.I) English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  (IAIN) Salatiga

  

Written by :

ATIKAH RUSYDINA

NIM. 11311111

ENGLISH EDUCATION DEPARTMENT OF TEACHER

TRAINING AND EDUCATION FACULTY AT STATE

  

INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA

2015/2016

i

  

DECLARATION

  “In the name of Allah the Most Gracious and the most Merciful” Hereby the writer fully declares that this graduating paper is made by the writer and it is not containing materials written or has been publishing by other people except the information from references and also the writer is capable of accounting for this graduating paper if in future this is can be proved of containing others’ ideas or in fact, the writer imitates the others’ graduating paper.

  In addition, the writer really hopes that this declaration can be understood for all human being.

  rd

  Salatiga, March 3 2016 The Researcher

  ATIKAH RUSYDINA NIM. 11311111

  

ii

  SetiaRini, M. Pd The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE

  Case: Atikah Rusydinas’Graduating Paper

  Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr. Wb.

  After reading and correcting AtikahRusydinas’ graduating paper entitled“THE

  

EFFECTIVENESS OF MIND MAPPING AND GROUP DISCUSSION TO

  INCREASE THE STUDENTS’ SPEAKING ABILITY (A Quasi

Experimental Research of the Eighth Grade Students of SMP Negeri 1 Bawen

in Academic Year of 2015/ 2016)”

  I have decided and would like to propose that if it could be accepted by the Teacher Training and Education Faculty, I hope it would be examined as soon as possible.

  Wassalamu’alaikum Wr. Wb. nd

  Salatiga,March 2 2016 Counselor

  Setia Rini, M.Pd NIP. 19750518 200312 2 002

  

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GRADUATING PAPER

“THE EFFECTIVENESS OF MIND MAPPING AND GROUP

DISCUSSION TO INCREASE THE STUDENTS’ SPEAKING ABILITY (A

Quasi Experimental Research of the Eighth Grade Students of SMP Negeri 1

Bawen in Academic Year of 2015/ 2016)”

  

Written by:

ATIKAH RUSYDINA

NIM: 11311111

  has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  st

  (IAIN) Salatiga on March 21 2016 and hereby considered to complete the requirements for the degree of SarjanaPendidikan Islam (S.Pd.I) in English and Education.

  Board of examiners Head :Rr. DewiWahyuMustikasari, M. Pd_______________ Secretary :SetiaRini, M.Pd _______________ First examiner : _______________

  Dr. Sa’adi, M. Ag Second examiner :RifqiAuliaErlangga, M. Hum _______________

  st

  Salatiga March 21 2016 Dean of Teacher Training and

  Education Faculty Suwardi, M.Pd

  

iv

  

MOTTO

“EVERYONE HAS QUOTA OF FAIL

FINISH YOUR FAIL QUOTA WHEN YOU ARE

  

YOUNG”

(DahlanIskan)

  

“BE THE CHANGE YOU WISH TO SEE IN THE

WORLD”

(Mahatma Gadhi)

v

  

vi

DEDICATION

  This graduating Paper is dedicated to my parent, thanks for everything. You are the reason and motivation for me to be better. May Allah always bless you.

  ACKNOWLEDGEMENT

  All praise due to Allah, the Most Gracious and the Most Merciful because of His wonderful blessing and His mercy, the writer can finish this graduating paper requirement for the Degree of SarjanaPendidikan Islam (S.Pd.I) in English Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga. Peace and Salutation always be given for Nabi Muhammad Saw, who changed the darkness and bloomer period to be bright and blessing for the muslims. We hope that we will get his blessing in the Judgment day.

  However, this success would not be achieved whitout the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the writer would like to express the deepest gratitude to:

  1. Dr. RahmatHariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, Ph. D., as the Head of English Education Department of IAIN Salatiga.

  vii

  4. FaizalRisdiyanto, SS, M.Hum., as the Academic Counselor, thanks for the support, suggestion and guidance.

  5. SetiaRini, M.Pd., as the counselor, who educated, supported, directed and given many advices to the researcher from beginning to the end of this graduating paper.

  6. All lecturers of IAIN Salatiga.

  7. All official staffs of IAIN Salatiga.

  8. My teacher counselor of SMP N 1 Bawen, BapakSukoEdiyono, S.Pd and the headmaster of SMP N 1 Bawen, BapakHargito, M.Pd.

  9. All members of SMP N 1 Bawen, especially class 8B and 8F.

  10. All of my friends, my beloved people, who help me to finish this graduating paper.

  11. Those that cannot be mentioned one by one, thanks for supporting me.

  Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.

  rd

  Salatiga, March 3 2016 The Writer

  ATIKAH RUSYDINA NIM. 11311111

  viii

  

ABSTRACT

Rusydina, Atikah. 2016.

  “The Effectiveness of Mind Mapping and Group Discussion to Increase the Students’ Speaking Ability (A Quasi Experimental Research of the Eighth Grade Students of SMP Negeri 1 Bawen in Academic Year of 2015/ 2016)”. A Graduating Paper.English Education Department.State Institute for Islamic Studies (IAIN) Salatiga.Counselor :SetiaRini, M.Pd Keyword: Speaking Ability, Mind Mapping, Group Discussion.

  The aims of this study are: (1) The students’ achievement in speaking ability of the eighth grade students of SMP N 1 Bawen, (2) The effectiveness of

  Mind Mapping and Group Discussion to increase students’ speaking ability of the eighth grade students of SMP N 1 Bawen. This research applies quasi experimental research. The objects of this research are two classes in the eighth grade of SMP N

  1 Bawen that are chosen using purposive sampling from 9 classes. The first class is

  8B as the experimental group and 8F as the Comparison group. The data was collected from the pre-test and post-test score. The data was analyzed using t-test formula by comparing the mean of the difference score of pre-test and post-test from both of experimental and Comparison classes. The level of significance is set equal or less than 5%. The result of this research shows that t-value or t-test 1,8641 is higher than t-table 1,66827 with the degree of freedom (df) of 66 (N1+N2-2). Therefore, it can be concluded that there is any effectiveness of mind mapping and group discussion in increasing students’ speaking ability.Total of the difference score of comparison group showed 1173, it is higher than the total of the difference score of experimental group that was 998. It can be concluded that group disc ussion was more effective to increase the students’ speaking ability of the eight students of SMP N 1 Bawen in the academic year 2015/ 2016.

  

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TABLES OF CONTENT

  TITLE PAGE ……………………………………………………………………...i

  DECLARATION …………………………………………………………………ii

  ATTENTIVE COUNSELORS’ NOTE ………………………………………….iii

  STATEMENT OF CERTIFICATION …………………………………………....iv

  MOTTO ……………………………………………………………………………v

  DEDICATION …………………………………………………………………....vi

  ACKNOWLEDGE ……………………………………………………………....vii

  ABSTRACT ………………………………………………………………………ix

  TABLE OF CONTENTS …………………………………………………………x

  LIST OF TABLE ………………………………………………………………xiii

  CHAPTER I INTRODUCTION A. Background of the Research……………………………………………....1 B. Problems Statement ………………………………………………………5 C. Objectives of the Study ………………………………………………...5 D. Limitation of the Study………………………………………..………..5 E. Benefits of the Study ……………………………………………………6 F. Definition of the Key Terms ……………………………………………...7 G. Review of the Previous Research …………………………………………9 H. Outline of the Graduating Paper ………………………………………….10 CHAPTER II THEORITICAL FRAMEWORK A. Mind Mapping ……………………………………………………………11 1. Definition of Mind Map ………………………………...……………11

  

x

  

xi

2.

  Benefits of Mind Mapping …………………………….……………..11 3. Characteristics of Mind Map ……………………………...………….12 4. Steps to Make a Mind Map …...……………………………………...12 B. Group Discussion…………………………………………………………14 1.

  General Concept of Group ………….…………….…………………..14 2. General Concept of Discussion …………….………………………...15 C. Speaking …………………………………………………………….……18 1.

  General Concept of Speaking ………………………………………...18 2. Types of Speaking ……………………………………………………18 3. Elements of Speaking ………………………………………………...20 4. Classroom Speaking Activities ……………………………………….21 5. Characteristics of Good Speaking…………………………………….24 6. Factors of Good Speaking…………………………………………….25

  CHAPTER III RESEARCH METHODOLOGY A. Method of Research………………………………………………............27 B. Design of Research ………………………………………………………28 C. Research Procedure ………………………………………………………29 D. Population ………………………………………………………………...30 E. Sample ……………………………………………………………………30 F. Variable of Research ……………………………………………………..33 1. Independent Variable …………………………………………………34 2. Dependent Variable …………………………………………………..34 G. Data Source ……………………………………………………………...34 1. Primary …………………………………………………………….…34 2. Secondary …………………………………………………………….35 H. Technique of Data Collection …………………………………………….35 1. Test …………………………………………………………………...35 2. Observation …………………………………………………………...37 3. Documentation ……………………………………………………….38 I. Technique of Data Analysis ……………………………………………...38 J. Time and Place of Research ……………………………………………...39

  

xii

1.

  Preparation ……………………………………………………………39 2. Implementation ……………………………………………………….40 K. Hypothesis Testing ……………………………………………………….41 L. Decision of Hypothesis Testing …………………………………………..42

  CHAPTER IV ANALYSIS AND DISCUSSION A. Implementation of Mind Mapping to Increase Students’ Speaking Ability in Eighth Grade Students of SMP N 1 Bawen …………..…………..............43 1. Experimental Group ………………………………………………….44 a.

  Pre-test …………………………………………………………..44 b.

  Treatment ………………………………………………………..46 c. Post-test ………………………………………………………….49 2. Comparison Group …………………………………………………...51 a.

  Pre-test …………………………………………………………..51 b.

  Treatment ………………………………………………………..54 c. Post-test ………………………………………………………….55 B. Effectiveness of Mind Mapping and Group Discussion to Increase

  Students’ Speaking Ability………………………………………………..57 1.

  Experimental Group ………………………………………………….58 2. Comparison Group …………………………………………………...59 C. Discussion of Data Analysis ……………………………………………...64

  CHAPTER V CLOSURE A. Conclusion ………………………………...……………………………...68 B. Suggestion ………………………………………………………………..69 REFERENCES APPENDICES

  LIST OF TABLES

Table 3.1 Design of

  Research…………………………………………..................... 29

Table 3.2 List of class 8B Experimental Class

  …………………………………….. 31

Table 3.3 List of class 8F Comparison Class

  ……………………………………….. 32

Table 3.4 Question Sheet

  …………………………………………………………… 36

Table 3.5 The evaluation criteria

  …………………………………………………… 36

Table 3.6 Implementation of Experimental Class

  …………………………………... 40

Table 3.7 Implementation of Comparison class

  …………………………………….. .40 Table4.1

  Classification of Students’ Speaking Ability in Pre-Test Experimental Group

  …………………………………………………………………….. .44 Table 4.2

  Score of Students’ Speaking Skill in Pre – test Experimental Group (8B)

  ………………………………………………………………………. 45 Table 4.3

  Classification of Students’ Speaking Ability in Post-Test Experimental Group

  …………………………………………………………………….. 49 Table 4.4

  Score of Students’ Speaking Skill in Post – test Experimental Group…... 50 Table 4.5

  Classification of Students’ Speaking Ability in Pre-Test ComparisonGroup

  ………………………………………………………... 52

Table 4.6 Score of Stu dents’ Speaking Skill in Pre – test Comparison Group…… 52

  Table 4.7 Classification of Students’ Speaking Ability in Post-Test Comparison Group

  …………………………………………………………………….. 55 Table 4.8

  Score of Students’ Speaking Skill in Post – testComparison Group……. 56

Table 4.9 Difference score of Pre-test and Post-test Experimental Group

  …………. 58

Table 4.10 Difference score of Pre-test and Post-test Comparison Group

  59 ……….. Table 4.11

  Score of Students’ Speaking Skill Pre-test and Post-test Experimental and Comparison

  61 Group………………………………………………… Table 4.12Comparison of Pre-test (First Achievement) Experimental and

  Comparison Group……………………………………………………….. 65

Table 4.13 Comparison of Post-test Experimental and ComparisonGroup

  ………... 66

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CHAPTER I INTRODUCTION A. Background of the Research Speaking is one of the language skills that are learned in studying

  foreign language. Besides listening, reading and writing, speaking is an important skill that should be mastered by language learners. By speaking, learners will know how to express their feeling and their ideas orally.

  In the globalization era, learning English becomes an important thing after English has been decided as the international language. Indonesian is one of the citizens who learn English as the foreign language. According to Fauziati (2005: 169), in Indonesia in the past English was only taught in secondary school. In current years, teaching English is expanding into primary or elementary school setting. However, in this reality most of students in Indonesia do not speak English fluently.

  The difficulty of learning English especially in speaking is also faced by the eighth grade students of SMP Negeri 1 Bawen. According to the English teacher in SMP Negeri 1 Bawen, besides less of vocabulary mastery, most of his students become reluctant speakers when they are in

  th

  the speaking class. (Mr. Suko, interview at September 30 2015) This phenomenon may be a genuine fact because to be called skillful in speaking, the learner has to able to use some components, such as:

  1 grammar, vocabularies, spelling, pronunciation, fluency etc, correctly. These have been some of many factors that make English is difficult to be mastered by foreign language learners. This is also clarified by Brown and Yule (1983: 25) that, “learning to talk in the foreign language is often considered being one of the most difficult aspects of language learning for the teacher to help the students with.”

  Besides that, one of the other factors that make speaking English is difficult is teaching technique. The English teaching and learning process in SMP Negeri 1 Bawen especially at eighth year, teacher asks the students to

  th memorize the text in speaking (Soko, interview, September 30 2015).

  While, memorizing the text might be appropriate with the students who have the good ability to remember, but it does not appropriate with the students who are easy to be bored. Moreover, sometimes students do not understand the aim of the text which has been memorized by them.

  According to Afifah, one of the students of SMP Negeri 1 Bawen in the eighth year, the process of teaching and learning in English class is fun because the teacher adds the humors when he explains the materials, but most of the students do not understand the material. It was because the teacher still uses conventional technique.

  According to Kyriacou (2009: 72), to gain the effective teaching, teachers have to follow and understand the students’ development issues, like cognitive issue and affective issue. So that, the use of exact method in teaching is very influence in improve students’ ability. To gain the goal,

  2 such as: making a good atmosphere in the classroom, improving students’ speaking skill and students are interested in English, many activities can be practiced and applied by teachers.

  Considering the explanation mentioned, the writer wants to give a solution especially to improve students speaking ability. The solution is applying mind mapping for speaking skill. According to Tony Buzan (2006: 6), mind map is a highly effective way of getting information in and out of the brain. This method is considered as the effective technique to be applied in learning and teaching language. The lines, colours and pictures which are made by students’ self in mind mapping make students can learn the language creatively appropriate with their imagination. Besides that, students do not need to make long note when they want to prepare their presentation in speaking. This technique will help them to understand and memorize the vocabularies more easily, so they can speak English fluently.

  Mind mapping is proved very effective for English learner especially when they have to present their English speaking. Jack Milner, a speaker of the presentation workshop and coach suggest that peoples have to use mind mapping for their presentation. In his presentation, he always adds some humors to make the presentation are memorable. In his website, he wrote, “The result is all that matters. However, mind- mapping is a way of getting started, it does work, and perhaps most usefully of all it shows how far you need to go to get to the bits that make audiences laugh.” (www.Standup-

  th

  anddeliver.co.uk retrieved Aug 18 2015)

  3 The mastery of speaking will not be useful if learners can not apply it in society. “Professionally, the higher people go in any organization (government, service, manufacturing, education, or whatever). The more time people will spend to work as a member of group.” (Adams and Galanes, 2006: 4). Clearly, knowing and practicing how to work in a group can be practical and beneficial to learners. In speaking class, group- discussion is considered as the exact technique. In the social function, group discussion will make the language learners coach them self to take upon say their idea and coach them self to accept the suggestion.

  From the explanation above, the researcher assumes that applying mind mapping and group discussion are the exact technique in improving students’ speaking ability. Further, the researcher would like to know the effectiveness of mind mapping and group discussion in improving students’ speaking ability. The students in this research are eighth year students of SMP Negeri 1 Bawen.

  Based on the explanation mentioned, the writer is interested in conducting a research about “THE EFFECTIVENESS OF MIND

  

MAPPING AND GROUP DISCUSSION TO INCREASE THE

STUDENTS’ SPEAKING ABILITY (A Quasi Experimental Research

of the Eighth Year Students of SMP Negeri 1 Bawen in academic year

2015/2016)”

  4

  5 B. Problems Statement Based on the background of the study above, many problems arise.

  Some problems that can be identified are as follows:

  1. How far is the students’ achievement in speaking ability of the eighth year students of SMP Negeri 1 Bawen in academic year of 2015/2016?

  2. What method is more effective between mind mapping and discussion groups in increasing the students’ speaking ability of the eighth year of SMP Negeri 1 Bawen in the academic year 2015/2016?

  C. Objectives of the Study

  Generally, the purpose of this research is to increase the student achievement in speaking skill. Specifically, the purposes of this research are to get information about:

  1. To find out the achievement of students’ speaking ability of the eighth grade students of SMP Negeri 1 Bawen in the academic year of 2015/ 2016.

  2. To measure which one more effective between mind mapping and group discussion to increase students’ speaking ability of the eighth grade students of SMP Negeri 1 Bawen in the academic year of 2015/ 2016.

  D. Limitation of the Study

  In order to make this research is more focus, the research limits the study as follow:

  1. The research is limited in speaking ability.

  2. The research is carried out to the eighth students of SMP Negeri 1 Bawen in academic 2015/2016.

  3. The research is limited in Mind map and group discussion method.

E. Benefits of The Study

  1. Theoretically The result of this research can be used as the supplementary reference in the development of teaching and learning speaking methods.

  2. Practically

  a. For the students The students can be motivated to learn English creatively, because they use their imagination, so it can be interesting for the students.

  b. For the teacher This research has the benefit for teacher to know which one the effective methods that can be applied to improve the students’ speaking skill. The method that was used in the research process can be used as the reference for the teacher to teach English.

  c. For the school If this research is done, the school can take the benefit with the increase of students’ speaking skill. It can be used as the input of the data and the foundation to take the next action or decided for teaching and learning process.

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F. Definition of Key Terms

  1. Mind Mapping

  Mind map is an expression of radiant thinking and uses line, symbol, words and pictures; based on the set of simple rules and natural toward the human mind. By using mind map, the list of information that are so long and boring can changed into colorful diagram and make easy to remember (Buzan, 2009: 7).

  2. Group Discussion Group discussion may be composed of three to five students.

  The main aim of group discussion is to improve fluency, and grammar is probably best allowed to function as a naturally communicative context (Fauziati, 2005: 134).

  3. Speaking Ability

  “Speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test”.

  Brown (2004: 140).

  The meaning of ability and skill is similar, but actually they are different. In bahasa ability means kemampuan, while skill means

  keterampilan. In the oxford dictionary (2011:1) the word ability means skill or power.

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G. Review of the Previous Research In this research, the researcher takes two of the previous researches.

  The first is the research that had been done by Siti Nurjanah entitled “Improving Writing Skill in Analytical Exposition Text Through Mind

  Mapping Strategy (Classroom Action Research for The Eleventh Grades of SMA Muhammadiyah (Plus) Salatiga in Academic Years of 2011/2012” . The purpose of Siti Nurjanahs’ research is to find out the

  implementation of mind mapping and whether mind mapping can improve the students’ writing skill especially in analytical exposition text. The result of that research is mind mapping strategy has been proven can improve the percentage of students’ writing skill especially in analytical exposition text.

  The second research has been done by Tika Rahmawati entitled “The Use of Scaffolding Talk Technique to Improve Students’ Speaking

  Skill (Classroom Action Research of the Eighth Grade Students of MTs Negeri Andong in the Academic Year of 2013/2014 )”. The objectives of

  that study are to find out that the use of Scaffolding Talk technique is able to improve the students’ speaking skill and to find out the result of the using of Scaffolding Talk technique in speaking class. Based on the two cycles that has been applied by Tika Rahmawati, the result of that research is the improvement of the students’ speaking skill is significant after the students got Scaffolding Talk technique.

  8 Meanwhile, this research is conducted in order to know the effectiveness of the implementation of mind mapping and group discussion technique to increase students’ speaking ability in the eighth grade students of SMP Negeri 1 Bawen. To find out the significant effectiveness between mind mapping and group discussion technique to increase speaking ability, this research applies quasi experimental research. The objects of this research are two classes in the eighth grade students of SMP Negeri 1 Bawen using purposive sampling. The research design which is used in this research is Non-eqquivalent group designs which is the data is measured before and after applies the treatment.

H. Outline of the Graduating Paper

  This graduating paper consists of five chapters, each chapter discusses as follow: Chapter one is an Introduction. This chapter explains about the background of the research, problem statement, the objectives of the study, the limitation of the study, benefits of the study, the definition of key terms, review of the previous research and the outline of this research.

  Chapter two is Theoretical Framework which discuses about the definitions of mind mapping, group discussion and speaking ability.

  Chapter three explains about methodology of research that consist research methodology, research object, data sources, technique of data collection, and technique of data analysis.

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  10 Chapter four explains about the Data analysis which has been

  collected. This chapter will present the data and the result of the pre-test and post-test from experimental and Comparison group.

  Chapter five is closure that is contained conclusion of the research and suggestions.

  The last part is references and appendices.

CHAPTER II THEORITICAL FRAMEWORK A. Mind Mapping

  1. Definition of Mind Map

  Mind mapping is the method to make a note about the material that have been studied. According to Bobbi DePorter, Mark Reardon and Sarah Singer Nourine (2008: 175), this method can help someone to remember speech and reading, increase the understanding about some materials, help in organizing some materials and give the new concepts because there are any key words and key pictures in a topic.

  Further, mind mapping is the creative way for students to produce the ideas, recording the materials that have been studied, even planning projects. Moreover, Tony Buzan (2006: 13) argues that mind map is a system of access and retrieval of data that is really great for giant library that is in amazing brain.

  2. Benefits of Mind Mapping

  The benefit of mind mapping is flexible, it means that brain be able to move fluently to all of direction (Buzan, 2003: 97). According to Buzan (2007:80) mind mapping helps the students in terms of:

  a. Plan

  b. Communicate

  c. Become more creative

  11 d. Saves time

  e. Solving the problem

  f. Focus on learning

  g. Develop and clarify thoughts

  h. Remember better Moreover, according to Bobbi DePorter and Mike Hernacki

  (1999: 173), mind mapping also has some benefits, such as: flexible, can focus on notice, increase the understanding and fun method

  3. Characteristics of Mind Map Mind map is made up of words, colours, lines and pictures.

  Generally, mind maps take a hierarchical or tree branch format with ideas branching into their subsection. Their visual basis help one to distinguish words or ideas. It is very easy to construct. Mind map can help one to: a. Remember better

  b. Come up with brilliant ideas

  c. Save times in taking notes

  d. More fun in taking notes

  4. Steps to Make a Mind Map

  There are five steps to make a mind map according to Tony Buzan (2009):

  a. Use a blank sheet of unlined paper and some coloured pens. Make sure the paper is placed sideways.

  12 b. Draw a picture in the middle of the page that sums up the main subject. The picture represents the main topic.

  c. Draw some thick curved, connected ines curing away from the picture in the middle of the page, one for each of the main ideas you have about your subject. The central branches represent the main ideas about the subject. The central branches represent the main sub-topic.

  d. Name of these ideas and if wanted, draw a little picture of each- this used both sides of the brain. Words are underlines throughout a Mind map. This is because they are key words, and the underlining as in normal notes, show their importance.

  e. From each of these ideas, draw other connected lines spreading like the branches of a tree. Add the thoughts on each of these ideas.

  These additional braches represent the details.

Picture 1.1 Example of Mind Map

  Source: Mind maps for kids by Tony Buzan (2009)

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B. Group Discussion

1. General Concept of Group

  According to Adams and Galanes (2006: 11), group is three or more individuals who have a common purpose, interact with each other, influence each other, and are interdependent. Being in a group means that people have interdependent relationships, and these relationships are the essence of being in a group. Further, Ann Margaret Trautlein characterizes the social collective, or usually we call as “groups”, in three metaphors:

  a. “Rock” groups describe collections of animate or inanimate objects grouped by one or more common characteristics. Member of rock groups are no sense of any collective identity or purpose, there is no perceived relationship between members by the members. These might include females on a city bus, red roses on a vine, and so on.

  b. “Egg” groups have all the elements to become living, breathing social groups, but for some reason have not done so. They may even share common rules for behavior and they interact one each other, but they do not act each other. They act independently and have individual goal. They include a collection of people waiting in line to see a movie, sitting in the classroom listening to a presentation, and so on.

  c. “Chicken” groups contain all the characteristics of rock and egg groups: commonality, rules, and interaction. However, in addition

  14 to these elements, they identify with their group and demonstrate accountability toward each other.

2. General Concept of Discussion

  Discussion method in teaching is a strategy for achieving instructional objectives that involves a group of persons, usually in roles of moderator and participant, who communicate with each other using speaking, nonverbal, and listening processes. (Gall and Gillet, 2001: 99)

a. Purposes of discussion

  According to Gall and Gillet (2001: 99), there are some purposes of discussion method: 1) As the subject matter mastery