Finally, the writer calculated t
table
in significance level of 5 and with degree of freedom df:
df = N
1
+ N
2
– 2 = 25 + 25
– 2 = 50
– 2 = 48
Based on the degree of freedom, the writer gained the t-table: Degree of significance 5 = 1.67
From the calculation toward of pre-test and post-test of both experimental and controlled classes, the result shows that the obtained score of experimental
class is higher than that of controlled class. Besides, the writer obtained the comparison between t
o
and t
t
for the degree of significance 5: Degree of significance 5: t
o
t
t
= 3.09 1.67 The data which have been calculated by using t-test, based on the result
pre-test and post-test of both experimental and controlled classes is to prove the research hypothesis as tentative assumption below:
1. If t
o
t
t
= the alternative hypothesis Ha is accepted and the null hypothesis H
is rejected 2.
If t
o
t
t
= the alternative hypothesis Ha is rejected and the null hypothesis H
is accepted. From the data calculation, it was obtained the value of t
o
was 3.09 and the degree of freedom df was 48. In this research, the writer used the degree of
significance 5 where the value of degree of significance 5 is 1.67. By comparing the value t
o
= 3.09 and t
table
on the degree of significance 5 is 1.67, the writer made a conclusion of hypothesis that t
o
was higher than t
table
, namely 1.67 3.09. It means that the alternative hypothesis H
a
was accepted and the null hypothesis H
o
was rejected, so that using mind mapping technique is effective on students’ writing descriptive text.
B. Interpretation
Based on the research finding, it can be observed that the scores of students who have been taught descriptive writing using Mind Mapping technique
are higher than those who have been taught without mind mapping technique. It means that mind mapping techni
que is effective on students’ writing descriptive text.
The writer tried to apply mind-mapping technique for students of MTs. Yayasan Matla’ul Anwar Nurul Kamal YAMANKA Bogor to make them easier
in developing the ideas so they will be helped in organizing their writing. As Hedge said writing is recognized as a difficult skill since, a writer cannot exploit
all the devices available to a speaker like gesture, facial expression, pitch and tone of the voice
1
. A writer must deliver the message to the reader as clear as if the writer is in front of the reader. Therefore, many researchers tried to investigate the
effective technique for teaching writing. In the case of descriptive writing, Buzan created a named mind mapping.
Buzan said 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
2
. Mind Maps are particularly helpful in the writing students with a natural way of thinking and building
thoughts on a story plot or theme
3
. It is suitable for descriptive writing because students have to describe an object with a vivid description, so it needs a good
imagination for producing a good descriptive writing. Therefore, the writer conducted the research to prove whether Mind Mapping technique is really
effective for students in writing descriptive text. Based on this research, Mind Mapping technique is attractive technique which gained students motivation in
learning writing and creating, developing their own writing, especially writing descriptive text.
Based on t he calculation by using some formulas to calculate students’
scores in pre-test and post-test, the writer believed that mind mapping technique is
1
Hedge Tricia, Writing, New York: Oxford University Press, 1990, p. 5.
2
Buzan Tony, The Mind Map Book, London: BBC Books, 1993, p. 84.
3
http:www.inspiration.comvisual-learningmind-mapping.html accessed on October, 19
th
, 2016 at 07.10 P.M
effective on students’ writing of descriptive text. The result of t
is higher than t- table, the value of t
= 3.09 and t-table on the degree significance 5 = 1.67. The writer made a conclusion of the hypothesis that t
is higher than t-table; 3.09 1.67 the alternative hypothesis H
a
of this research had been proven that mind mapping technique to students’ writing descriptive text of seventh grade students
of MTs YAMANKA is more effective than without using mind mapping technique on students’ writing descriptive text. Thus the alternative hypothesis
H
a
is accepted and the null hypothesis H is rejected.
In addition, the writer compared the similar research that investigated by Laili Mawadah from the Semarang State University. Laili had study about The
Effectiveness of Mind Mapping Strategy in Teaching the Students to Write Descriptive Text. The purpose of Laili research is to compare whether teaching
descriptive text to junior high school students of SMP Negeri I Pegandon by using mind mapping strategy is more effective than teaching descriptive text by using
the conventional strategy the strategy which the teacher usually applies. In her research, Laili chose two classes as the sample of the research. They are class VIII
4 the experimental group and class VIII 5 the control group. The experimental group was taught by using mind mapping strategy and the control group was
taught by using the conventional strategy. Laili used writing test to gather the data. Before giving the writing test, Laili gave some activities to the students.
Those activities are giving the glossary, making the simple sentences, describing the familiar people by using picture and applying mind mapping strategy in
writing descriptive text just for the experimental group. The main purpose of the activities above was to help the students in
creating a text. After that, Laili scored the students’ work by using the analytical
scoring. This score was based on the five criteria; they are organization, content, grammar, punctuation and vocabulary. In addition, the t-test formula was also
applied to determine whether there was a significant difference between the means of the experimental group and the control group. The mean of post-test of the
experimental group is 78.50 and the control group is 75.53. The obtained t-test t- value is 4.57672, whereas the t-
table is 1.99 for α = 5. The t-test value was
higher than the t-table 4.57672 1.99. On the other hand, the writer with her research on the title The Effect of Mind Mapping Technique on Students
’ Writing of Descriptive Text got the result is the mean of the experimental group is 40.36
and the control group is 31.04. The obtained t-test t-value is 3.09, whereas the t- table is 1.67
for α = 5. The t-test value was higher than the t-table 3.09 1.67. The results proved that Mind Mapping was more effective as the teaching strategy
or technique in teaching descriptive text. It conclude that mind mapping has effect in the teaching learning writing,
that mind mapping can help students junior high school to solve their problem about the difficulties of writing especially writing descriptive text.
37
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter, it will be presented about conclusion and suggestion what have been discussed on the previous chapters.
A. Conclusion
Based on the result and interpretation in the previous chapter, it knows that the students of both classes have never been taught descriptive writing using mind
mapping technique before the researcher conducted the research. That they experimental class students got higher average scores on the post-test was the
fact. After doing the treatment, the students improved their writing used mind mapping technique.
Based on the data that has been described from the experiment research of the seventh grade students at MTs. Yayasan Matlaul Anwar Nurul Kamal
YAMANKA Bogor, the writer found that t-test 3.09 is higher that t-table in both degree of significance 5 is 1.67. It means that the alternative hypothesis was
accepted and the null hypothesis was rejected. Therefore, it can be conclude that there was any effect of mind mapping technique
on students’ writing of descriptive text at seventh grade of MTs. Yayasan Matlaul Anwar Nurul Kamal
YAMANKA Bogor in academic year 2014-2015.
B. Suggestion
Based on the conclusion above, there are some suggestions that might be useful, especially for the teacher of English at MTs. Yayasan Matlaul Anwar
Nurul Kamal YAMANKA Bogor. The suggestions are as follows: -
The teachers of English have to be able to determine what kind of technique to do in the classroom to make students easily learning English.
- The teachers of English can use mind mapping as one of the techniques in the
classroom as the alternative teaching procedure.
