THE EFFECT OF USING MIND MAPPING STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF USING MIND MAPPING STRATEGY ON
THE STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
EVI EFRILITA SARI
Registration Number 2101121017
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Efrilita Sari, Evi. Reg. No. 2101121017. The Effect of Using Mind Mapping
Strategy on Student’s Achievement In Writing Procedure Text. A Thesis.
English Department of Faculty of Languages and Arts. State University of
Medan. 2015
This study investigated the effect of using mind mapping strategy on the
students’ achievement in writing procedure text. It was conducted by using
experimental research design. The population of this research was grade X
students of SMA Negeri 1 Merbau Labura divided into two groups, namely
experimental and control group. The experimental group was taught by using
mind mapping strategy, while the control group was taught by using lecturing
method. The instruments used to collect the data was writing procedure text.
After the data were analyzed, it was found that the value of t-observed was 2.764
with the degree of freedom (df)= 58 at the level of significance 0.05. It means that
t-observed was higher than t-table (2.764 >2.000). The result of this study showed
that teaching procedure text by using mind mapping strategy was higher than that
by using lecturing method. It implies that mind mapping strategy is appropriate to
be applied for writing procedure text.
Keywords : Using Mind Mapping Strategy , Writing procedure Text.
ACKNOWLEDGEMENT
Praises and the greatest thanks to Almighty Allah SWT, The most
Merciful who has blessed and given time, opportunity, and health so this thesis
entitled “ The Effect of
Using Mind Mapping Strategy on the Students’
Achievement in Writing Procedure Text” could be completed. This thesis is aimed
to fulfill one of the requirement for the degree of Sarjana Pendidikan at English
Department of Language and Arts Faculty, State University of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness. The writer would like to express to :
(1) Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan.
(2) Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
(3) Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
(4) Dra. Meisuri, M.A, the Secretary of English Department.
(5) Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
(6) Dra. Rahmah, M.Hum, the Head of English Literature Department.
(7) Dr. Anni Holila Pulungan, M.Hum, her Thesis Consultant.
(8) Prof. Amrin Saragih, M.A.,Ph.D, Drs. Rahmad Husein,M.Ed, Drs. Johan
Sinulingga, M.Pd her Thesis Examiner.
(9) Special thanks also addressed to the Headmaster of SMA Negeri 1 Merbau
Labura.
(10) Her beloved parents ( Tupan and Seneng), thanks for their endless love and
has been patiently given their moral and financial, advices, motivations,
support, and also her beloved brothers ( Agustiar, S.Pd, Nofri Fahrizal, and
M. Arif Syahputra), and also her beloved sister ( Evi Erlina ), And also my
little princess ( Ayra Balqist Tiar).
(11) Her beloved friends, Riyan Ari Irawan, S.Pd, Andriani Rahayu, S.Pd,
Nangin Sarinta Bangun, S.Pd, Heriyanti, Ika, Sari, Tuti, and Uchi and
Reg. A 2010 her classmate. Thanks for their friendly guide, motivation,
support, patience and pray to the writer in completing her study and this
paper, and also for all the time that we share together in our study.
Medan.
The Writer,
Maret 2015
Evi Efrilita Sari
Reg. Number 2101121017
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENT ............................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF FIGURE ....................................................................................
vii
LIST OF APPENDIXS .............................................................................
viii
CHAPTER I INTRODUCTION
A. The Background of study..............................................................
1
B. The Problem of study ....................................................................
3
C. The Scope of Study .......................................................................
3
D. The Objective of the Study ...........................................................
3
E. The Significance of the Study .......................................................
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework .................................................................
5
1. Writing ......................................................................................
5
a. Writing Process ..................................................................
5
b. Achievement of Writing ....................................................
7
2. Text ...........................................................................................
7
a. Text Based Genre ...............................................................
8
b. Procedure Text ...................................................................
10
c. Generic Structure and Language Features
of Procedure Text ..............................................................
11
3. Strategy .....................................................................................
13
a. Mind Mapping strategy ......................................................
14
b. The Application of Mind Mapping in Teaching ................
15
c. The Advantages and Disadvantages of Mind Mapping .....
16
d. The Procedure of Applying Mind Mapping strategy in
Teaching Writing Procedure Text..........................................
17
e. Relevant Studies .................................................................
20
B. Conceptual Framework .................................................................
21
C. Hypothesis .....................................................................................
22
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ...........................................................................
23
B. Population and Sample..................................................................
24
C. Instrument for Collecting Data .....................................................
24
D. The Procedures of the Test ...........................................................
24
E. Scoring System ..............................................................................
29
F. Validity and Reliability .................................................................
31
G. Technique of Data Analysis ..........................................................
32
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data.......................................................................................
34
B. Data Analysis ...............................................................................
34
a. Analyzing the Data by Using T-test Formula ........................
35
C. Reliabity of the Test.....................................................................
36
D. Testing Hypothesis ......................................................................
37
E. Research Finding .........................................................................
38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusion ...................................................................................
39
B. Suggestion ...................................................................................
39
REFERENCES ..........................................................................................
41
LIST OF TABLES
Table 1.1 Students who could not pass the KKM ......................................
1
Table 3.1 Research Design ..........................................................................
23
Table 3.2 Teaching Procedure of Experimental Group ..............................
25
Table 3.3 Teaching Procedure of Control Group ........................................
28
LIST OF FIGURES
FIGURE 2.1 Step in Writing Process adopted ............................................
6
FIGURE 2.2 Example of Procedure Text ..................................................
13
FIGURE 2.3 Basic Rules of Mind Mapping ...............................................
18
FIGURE 2.4 Example of application mind mapping in constructing
procedure text ........................................................................
19
LIST OF APPENDIXS
APPENDIX A .............................................................................................
43
APPENDIX B .............................................................................................
45
APPENDIX C .............................................................................................
46
APPENDIX D .............................................................................................
47
APPENDIX E .............................................................................................
48
APPENDIX F ..............................................................................................
53
APPENDIX G .............................................................................................
55
APPENDIX H .............................................................................................
56
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing belongs to an important activity in an English class. Writing as a
productive skills is very important to learn. Harmer (2004 : 86 ) states that writing
is a process and that we write is often heavily influenced by constraints of genres,
then these elements have to be present in learning.
Many students‟ find difficulties when they learn writing. Based on
preliminary observation conducted in SMA Negeri 1 Merbau LABURA, the
writer found that most of students‟ of SMA Negeri 1 Merbau LABURA stated
that writing is difficult for them and the implication is they do not like to study
English and they cannot write a good text. It was proven when the writer asked for
The list of students‟ score for writing tests in two semesters, many students‟ could
not pass KKM ( Kriteria Ketuntasan Minimum ) applied by the school in English
subject.
Table 1.1 Students who could not pass the KKM
No Students‟ initial
Name
1
RA
2
EF
3
NZ
4
SH
5
IK
6
TD
7
SR
8
HY
9
AS
10 PB
Score
50
35
30
40
55
25
30
50
45
30
KKM
70
70
70
70
70
70
70
70
70
70
The first problem was students didn‟t have motivation to study English.
Moreover, they have problem with a lack of vocabulary, poor grammar and
unable ideas. The second problem was teaching method applied by the teacher.
The teacher still used the conventional method in teaching writing.
There are some reasons for making students practice writing inside or
outside the class. They can choose their own themes or topics to be written on a
certain type of text. Students have more opportunity for language processing, that
is thinking about the language. It is as stated by Hammer (2007:12) “Writing
gives them more „thinking time‟ than they get when attempt spontaneous
conversation”. From this explanation, we can say that students will pay more
attention about the topic, suitable title, choice of words (diction), etc. They will do
revising again and again to get the satisfying result expected.
The tenth grades of senior high schoolat SMA negeri 1 Merbau students
are taught some types of English text. Each of them is different in its social
functions, generic structures and significant grammatical features that the students
should master. Furthermore, they should be able to achieve listening, reading
speaking and writing competence in each aspect to pass the examination.
The mind mapping strategy is one of the teachers‟ strategies in teaching.
Not only mind maps show facts, but also show the overall structure of a subject
and the relative importance of individual parts of it. As Alamsyah (2009)”
explained that mind maps work well as their visual design enables students to see
the relationship between ideas, and encourages them to group certain ideas
together as they proceed”. Mind maps work especially well when createdin
groups, since the discussion this engenders aids the production of ideas, and
makes the task livelier and more enjoyable. The mind mapping technique can be
used to explore almost any topics in writing , kinds of writing such as : procedure,
narrative, descriptive, recount, argumentative, essay, etc.
Those findings motivated writer to conduct a research to find out the effect
of implementing concept mapping strategy in teaching reading comprehension to
bring about better outcomes in students‟ reading comprehension achievement.
B. Problem of the Study
The problem of the study is stated as following :
“Is there any significant effect of applying mind mapping strategy on the students‟
writing achievement in procedure text ?”
C. The Scope of the Study
This study will be focused on identifying the effect of using mind
mapping strategy on students writing procedure text achievement of the SMAN 1
Merbau LABURA.
D. The Objective of the Study
The objective of the study is to investigate the effect of mind mapping
strategy toward writing achievement in procedure text.
E. The Significance of the Study
The finding of this study was intended to give contribution in teaching
English both theoretically and practically.
1. Theoretically
a. The finding of this study is expected to be a basic knowledge for further
research of mind mapping strategy in writing
b. The finding of this study is 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
1. The finding of this study is expected to be able to contribute any use
for language teachers in teaching English.
2. The finding of this study is expected to help the teachers solve the
problem in teaching especially writing skill.
b. For the students‟
1. The finding of this study is expected as guidance for English teacher to
motivate the students‟ in learning English better.
2. The finding of this study is expected as guidance for English teachers
in teaching English mainly to increase the students‟ achievement in
writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
After analyzing the data, it was found that the students’ mean score in
experiemntal group was higher than that in control group. The total score and the
mean score in experimental group showed that there was a significant
improvement of the students’ score between the pre-test and the post-test score.
Based on the data, some conclusions can be drawn as follows:
a. The result of tobserved is higher that ttable at the level of significance
(2.764>2.000) which implies that hypothesis of this study is accepted
b. It is proved that using mind mapping strategy in teaching procedure text
significantly affected the students’ achievement which was proved by the
students’ higher score after the treatment, than before.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following :
1. English teachers,are suggested to use mind mapping strategy as media in
teaching writing procedure text because it can attract the students’ interest
and gives motivation for students in teaching and learning process so it can
affect the students’ writing achievement.
2. Other researcher to develop the research by using mind mapping strategy
on other writing genres or language skill in conducting further research as
it significantly affects the students’ writing achievement.
REFERENCES
Alamsyah, Maurizal. (2009). Kiad jitu meningkatkan prestasi dengan mind
mapping.Yogyakarta : Mitra pelajar.
Andriani, Rotua M. (2011). Improving Elementary Students’ Vocabulary Mastery
Using Mind Mapping Strategy.Medan: State University of Medan.
(unpublished)
Brown, H. D. (2000). Teaching by Principles: second edition. San Fransisco:
AdditionWesley Longman.
Buzan, T.(2004). Smart Book Mind Map. Jakarta: Gramedia.
Buzan, T. (2009). The mind map. Jakarta : Gramedia.
Byrne, Donn. (1979). Teaching Writing Skill. Singapore : Longman Group.
Gerot,L. and P. Wignel. (1994). Making Sense of Functional Grammar. Sidney:
Tanya Stabler.
Harmer, J. (2004). How to Teach Writing.Kuala Lumpur.Logman
Heaton, J. B. (1998). Writing English Language Test. London: Longman Group,
Ltd.
Knapp, P & Watkins, M. (2005). Genre, Text, Grammar, Sydney : University of
New South Wales
Olivia, Femi. (2008). Gembira Belajar Dengan Mind Mapping. Jakarta: Elex
Media Koputindo.
Pardiyono. (2003). Teaching Genre-Based Writing. Yogyakarta : Andi Offest.
Saragih, A. (2008). Discourse Analysis : a systemic functional approach the
analysis of the text. Medan. Unpulished.
Siahaan, Shinoda. (2008). Generic Text Structure. Yogyakarta: Graha Ilmu.
Siregar, Dede Rafika Rahmi. Improving Students’ Achievement in Writing
Recount Text Through Mind Mapping Strategy. Medan: State University of
Medan. (unpublished)
Trisna, Dian Sari. ( 2011 ). The Effect of Using Mind Mapping Strategy on
Students’ Vocabulary Acievement in SMPN 2 Percut Sei Tuan.Medan:
State University of Medan. (unpublished)
Vockel, E.L. (1983). Edutional Research. New York : Macmillan Publishing Co,
Inc.
Wardiman, (2008). English in Focus Grade VII Junior High School. Surabaya:
Media Utama.
THE STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
EVI EFRILITA SARI
Registration Number 2101121017
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Efrilita Sari, Evi. Reg. No. 2101121017. The Effect of Using Mind Mapping
Strategy on Student’s Achievement In Writing Procedure Text. A Thesis.
English Department of Faculty of Languages and Arts. State University of
Medan. 2015
This study investigated the effect of using mind mapping strategy on the
students’ achievement in writing procedure text. It was conducted by using
experimental research design. The population of this research was grade X
students of SMA Negeri 1 Merbau Labura divided into two groups, namely
experimental and control group. The experimental group was taught by using
mind mapping strategy, while the control group was taught by using lecturing
method. The instruments used to collect the data was writing procedure text.
After the data were analyzed, it was found that the value of t-observed was 2.764
with the degree of freedom (df)= 58 at the level of significance 0.05. It means that
t-observed was higher than t-table (2.764 >2.000). The result of this study showed
that teaching procedure text by using mind mapping strategy was higher than that
by using lecturing method. It implies that mind mapping strategy is appropriate to
be applied for writing procedure text.
Keywords : Using Mind Mapping Strategy , Writing procedure Text.
ACKNOWLEDGEMENT
Praises and the greatest thanks to Almighty Allah SWT, The most
Merciful who has blessed and given time, opportunity, and health so this thesis
entitled “ The Effect of
Using Mind Mapping Strategy on the Students’
Achievement in Writing Procedure Text” could be completed. This thesis is aimed
to fulfill one of the requirement for the degree of Sarjana Pendidikan at English
Department of Language and Arts Faculty, State University of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness. The writer would like to express to :
(1) Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan.
(2) Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
(3) Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
(4) Dra. Meisuri, M.A, the Secretary of English Department.
(5) Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program.
(6) Dra. Rahmah, M.Hum, the Head of English Literature Department.
(7) Dr. Anni Holila Pulungan, M.Hum, her Thesis Consultant.
(8) Prof. Amrin Saragih, M.A.,Ph.D, Drs. Rahmad Husein,M.Ed, Drs. Johan
Sinulingga, M.Pd her Thesis Examiner.
(9) Special thanks also addressed to the Headmaster of SMA Negeri 1 Merbau
Labura.
(10) Her beloved parents ( Tupan and Seneng), thanks for their endless love and
has been patiently given their moral and financial, advices, motivations,
support, and also her beloved brothers ( Agustiar, S.Pd, Nofri Fahrizal, and
M. Arif Syahputra), and also her beloved sister ( Evi Erlina ), And also my
little princess ( Ayra Balqist Tiar).
(11) Her beloved friends, Riyan Ari Irawan, S.Pd, Andriani Rahayu, S.Pd,
Nangin Sarinta Bangun, S.Pd, Heriyanti, Ika, Sari, Tuti, and Uchi and
Reg. A 2010 her classmate. Thanks for their friendly guide, motivation,
support, patience and pray to the writer in completing her study and this
paper, and also for all the time that we share together in our study.
Medan.
The Writer,
Maret 2015
Evi Efrilita Sari
Reg. Number 2101121017
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENT ............................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF FIGURE ....................................................................................
vii
LIST OF APPENDIXS .............................................................................
viii
CHAPTER I INTRODUCTION
A. The Background of study..............................................................
1
B. The Problem of study ....................................................................
3
C. The Scope of Study .......................................................................
3
D. The Objective of the Study ...........................................................
3
E. The Significance of the Study .......................................................
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework .................................................................
5
1. Writing ......................................................................................
5
a. Writing Process ..................................................................
5
b. Achievement of Writing ....................................................
7
2. Text ...........................................................................................
7
a. Text Based Genre ...............................................................
8
b. Procedure Text ...................................................................
10
c. Generic Structure and Language Features
of Procedure Text ..............................................................
11
3. Strategy .....................................................................................
13
a. Mind Mapping strategy ......................................................
14
b. The Application of Mind Mapping in Teaching ................
15
c. The Advantages and Disadvantages of Mind Mapping .....
16
d. The Procedure of Applying Mind Mapping strategy in
Teaching Writing Procedure Text..........................................
17
e. Relevant Studies .................................................................
20
B. Conceptual Framework .................................................................
21
C. Hypothesis .....................................................................................
22
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ...........................................................................
23
B. Population and Sample..................................................................
24
C. Instrument for Collecting Data .....................................................
24
D. The Procedures of the Test ...........................................................
24
E. Scoring System ..............................................................................
29
F. Validity and Reliability .................................................................
31
G. Technique of Data Analysis ..........................................................
32
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data.......................................................................................
34
B. Data Analysis ...............................................................................
34
a. Analyzing the Data by Using T-test Formula ........................
35
C. Reliabity of the Test.....................................................................
36
D. Testing Hypothesis ......................................................................
37
E. Research Finding .........................................................................
38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusion ...................................................................................
39
B. Suggestion ...................................................................................
39
REFERENCES ..........................................................................................
41
LIST OF TABLES
Table 1.1 Students who could not pass the KKM ......................................
1
Table 3.1 Research Design ..........................................................................
23
Table 3.2 Teaching Procedure of Experimental Group ..............................
25
Table 3.3 Teaching Procedure of Control Group ........................................
28
LIST OF FIGURES
FIGURE 2.1 Step in Writing Process adopted ............................................
6
FIGURE 2.2 Example of Procedure Text ..................................................
13
FIGURE 2.3 Basic Rules of Mind Mapping ...............................................
18
FIGURE 2.4 Example of application mind mapping in constructing
procedure text ........................................................................
19
LIST OF APPENDIXS
APPENDIX A .............................................................................................
43
APPENDIX B .............................................................................................
45
APPENDIX C .............................................................................................
46
APPENDIX D .............................................................................................
47
APPENDIX E .............................................................................................
48
APPENDIX F ..............................................................................................
53
APPENDIX G .............................................................................................
55
APPENDIX H .............................................................................................
56
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing belongs to an important activity in an English class. Writing as a
productive skills is very important to learn. Harmer (2004 : 86 ) states that writing
is a process and that we write is often heavily influenced by constraints of genres,
then these elements have to be present in learning.
Many students‟ find difficulties when they learn writing. Based on
preliminary observation conducted in SMA Negeri 1 Merbau LABURA, the
writer found that most of students‟ of SMA Negeri 1 Merbau LABURA stated
that writing is difficult for them and the implication is they do not like to study
English and they cannot write a good text. It was proven when the writer asked for
The list of students‟ score for writing tests in two semesters, many students‟ could
not pass KKM ( Kriteria Ketuntasan Minimum ) applied by the school in English
subject.
Table 1.1 Students who could not pass the KKM
No Students‟ initial
Name
1
RA
2
EF
3
NZ
4
SH
5
IK
6
TD
7
SR
8
HY
9
AS
10 PB
Score
50
35
30
40
55
25
30
50
45
30
KKM
70
70
70
70
70
70
70
70
70
70
The first problem was students didn‟t have motivation to study English.
Moreover, they have problem with a lack of vocabulary, poor grammar and
unable ideas. The second problem was teaching method applied by the teacher.
The teacher still used the conventional method in teaching writing.
There are some reasons for making students practice writing inside or
outside the class. They can choose their own themes or topics to be written on a
certain type of text. Students have more opportunity for language processing, that
is thinking about the language. It is as stated by Hammer (2007:12) “Writing
gives them more „thinking time‟ than they get when attempt spontaneous
conversation”. From this explanation, we can say that students will pay more
attention about the topic, suitable title, choice of words (diction), etc. They will do
revising again and again to get the satisfying result expected.
The tenth grades of senior high schoolat SMA negeri 1 Merbau students
are taught some types of English text. Each of them is different in its social
functions, generic structures and significant grammatical features that the students
should master. Furthermore, they should be able to achieve listening, reading
speaking and writing competence in each aspect to pass the examination.
The mind mapping strategy is one of the teachers‟ strategies in teaching.
Not only mind maps show facts, but also show the overall structure of a subject
and the relative importance of individual parts of it. As Alamsyah (2009)”
explained that mind maps work well as their visual design enables students to see
the relationship between ideas, and encourages them to group certain ideas
together as they proceed”. Mind maps work especially well when createdin
groups, since the discussion this engenders aids the production of ideas, and
makes the task livelier and more enjoyable. The mind mapping technique can be
used to explore almost any topics in writing , kinds of writing such as : procedure,
narrative, descriptive, recount, argumentative, essay, etc.
Those findings motivated writer to conduct a research to find out the effect
of implementing concept mapping strategy in teaching reading comprehension to
bring about better outcomes in students‟ reading comprehension achievement.
B. Problem of the Study
The problem of the study is stated as following :
“Is there any significant effect of applying mind mapping strategy on the students‟
writing achievement in procedure text ?”
C. The Scope of the Study
This study will be focused on identifying the effect of using mind
mapping strategy on students writing procedure text achievement of the SMAN 1
Merbau LABURA.
D. The Objective of the Study
The objective of the study is to investigate the effect of mind mapping
strategy toward writing achievement in procedure text.
E. The Significance of the Study
The finding of this study was intended to give contribution in teaching
English both theoretically and practically.
1. Theoretically
a. The finding of this study is expected to be a basic knowledge for further
research of mind mapping strategy in writing
b. The finding of this study is 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
1. The finding of this study is expected to be able to contribute any use
for language teachers in teaching English.
2. The finding of this study is expected to help the teachers solve the
problem in teaching especially writing skill.
b. For the students‟
1. The finding of this study is expected as guidance for English teacher to
motivate the students‟ in learning English better.
2. The finding of this study is expected as guidance for English teachers
in teaching English mainly to increase the students‟ achievement in
writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
After analyzing the data, it was found that the students’ mean score in
experiemntal group was higher than that in control group. The total score and the
mean score in experimental group showed that there was a significant
improvement of the students’ score between the pre-test and the post-test score.
Based on the data, some conclusions can be drawn as follows:
a. The result of tobserved is higher that ttable at the level of significance
(2.764>2.000) which implies that hypothesis of this study is accepted
b. It is proved that using mind mapping strategy in teaching procedure text
significantly affected the students’ achievement which was proved by the
students’ higher score after the treatment, than before.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following :
1. English teachers,are suggested to use mind mapping strategy as media in
teaching writing procedure text because it can attract the students’ interest
and gives motivation for students in teaching and learning process so it can
affect the students’ writing achievement.
2. Other researcher to develop the research by using mind mapping strategy
on other writing genres or language skill in conducting further research as
it significantly affects the students’ writing achievement.
REFERENCES
Alamsyah, Maurizal. (2009). Kiad jitu meningkatkan prestasi dengan mind
mapping.Yogyakarta : Mitra pelajar.
Andriani, Rotua M. (2011). Improving Elementary Students’ Vocabulary Mastery
Using Mind Mapping Strategy.Medan: State University of Medan.
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