THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.
THE EFFECT OF MIND MAPPING TECHNIQUE ON
STUDENTS’ ACHIEVEMENT IN WRITING REPORT
TEXT
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan, in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
BY
MAGDALENA SIMANJUNTAK
Registration Number: 2103121027
ENGLISH AND LITERATURE DEPARTEMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledge, this thesis is my own work, has been
expressed on my own words and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, Maret 2015
Magdalena Simanjuntak
Reg. Number. 2103121027
ABSTRACT
Simanjuntak, Magdalena. 2103121027. The Effect of Mind Mapping on
Students’ Achievement in Writing Report Text. A Thesis. Faculty of
Languages and Arts. State University of Medan. 2015.
This study was conducted as an attempt to discover the effect of Mind Mapping
technique on Students’ Achievement in Writing Report Text. It was an
experimental research. The subject was students of Grade XI, Senior High School
2 (Sekolah Menengah Atas: SMA) 2, which consisted of 72 students. The research
was divided into two groups: experimental and control groups. The instrument
used to collect the data was writing report text. To obtain the reliability of the test,
the writer applied William Knight formula. The result of the reliability was 0.95,
and it was found that the test was reliable. The data were analyzed by using t-test
formula. The analysis showed that the scores of the students in the experimental
group were significantly higher than the scores of the students in the control group
at the level of significant µ= 0.05 with the degree of freedom (df) 72, t-observed
value 3.510 > t-table value 1.994. the findings indicate that using Mind Mapping
Technique significantly affected the students’ writing achievement. So, English
teachers are suggested to use Mind Mapping Technique in order to improve
students’ writing achievement
Keywords : Mind Mapping Technique, Writing, Report Text
i
ACKNOWLEDGMENT
First and the fore most, the writer would like to express her deepest
gratitude to Jesus Christ, for His blessing, health and opportunity which has
enabled her to complete this thesis which entitled: The Effect of Mind Mapping
Technique on Students’ Achievement in Writing Report Text. This thesis is aimed
to fulfill one of the requirements for the degree of Sarjana Pendidikan of the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State Unive-
rsity of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Dr. Zainuddin, DIP. TEFL. M.Hum her Academic Advisor
reviewer and examiner.
Mam Euis, as the administration staff of English Department
Medan
Dr. Siti Aisah Ginting, M.Pd., her Thesis Advisor
Prof. Dr. Berlin Sibarani, M.Pd., Drs. Johan Sinulingga.M.Pd, her
All the Lecturers of English Department
Dra. Suriyati Tanjung, M.Pd the Headmaster of SMA Prayatna
Herlinda, S.Pd, the English Teacher of SMA Prayatna Medan
ii
Her parentsRasman Simanjuntak and Bungaman Simarmata. Her
brothers Jhonson Salomo Simanjuntak Raja Parlindungan
Simanjuntak. Her sister Meika Duma Sari Simanjuntak and
Oktavia Simanjuntak. Her nephew and niece Tiurmaida Siregar
and Hans Christian Siregar. For their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
Her best friendsBatsyeba Silaen, Herbiana sipayung, Soly Novalya
Sinaga, Harnoi Asrin Lumbangaol, S.Pd, Samuel Niko Panjaitan,
Fauzi Rizky Ananda, S.Pd, Putri Ilmi Rangkuti, and Bernando
DES Pane for their support, pray, help and motivation and all friends
in Reguler Dik.C’ 2010,as her great classfor the love and
togetherness throughout four years, her friends in PPLT SMA
Katholik 1 Kabanjahe, for many experiencies and togetherness and
also other comrades that can’t be mentioned one by one.
The writer realizes that this thesis still not perfect, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, April 2015
The Writer
Magdalena Simanjuntak
Reg. number. 2103121027
iii
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLE ..........................................................................................vi
LIST OF APENDIXES ................................................................................ vii
CHAPTER 1
A.
B.
C.
D.
E.
The Background of the Study ....................................................... 1
The Problem of the Study ............................................................. 3
The Objective of the Study ........................................................... 3
The Scope of the Study ................................................................ 3
The Significance of the Study ...................................................... 4
CHAPTER II
A.
B.
C.
INTRODUCTION
REVIEW OF LITERATURE
Theoretical Framework ................................................................
1. Writing ..................................................................................... 6
2. Process of Writing .................................................................... 7
3. Genre ........................................................................................ 8
a. Report Text ...................................................................... 10
b. Generic Structure of Report Text ..................................... 11
c. Grammatical Pattern of Report Text ................................ 12
d. Example of Report Text ................................................... 12
4. Mind Mapping.......................................................................... 13
a. The Advantages of mind mapping Technique ............... 13
b. The application of mind mapping Technique ................. 14
Conceptual Framework ................................................................ 15
Hypothesis .................................................................................... 16
CHAPTER III RESEARCH METHOD ..................................................... 18
A.
B.
C.
D.
E.
F.
Research Design ........................................................................... 18
Population and Sample ................................................................. 19
1. Population ................................................................................ 19
2. Sample ..................................................................................... 19
The Instrument of Collecting Data ............................................... 20
The Procedure of Treatment .......................................................... 20
1. Pre-test ..................................................................................... 20
2. Treatment ................................................................................. 20
3. Post-test ................................................................................... 24
Assessment of Writing ................................................................. 24
The Validity and Reliability of the Test ....................................... 28
1. Validity .................................................................................... 28
iv
2. Reliability ................................................................................ 28
3. The Technique of Analyzing Data .......................................... 29
CHAPTER IV
A.
B.
C.
D.
E.
F.
THE DATA AND DATA ANALYSIS ........................... 31
The Data ........................................................................................ 31
Data Analysis ................................................................................ 35
Testing Reliability ......................................................................... 37
Testing Hypothesis ........................................................................ 39
Research Finding ........................................................................... 40
Discussion .................................................................................... 40
CHAPTER V .................................................................................................. 42
REFERENCES ...................................................................................... 43
APENDXES ........................................................................................... 44
v
LIST OF TABLE
Table 3.1. Research Design…………………………………...…………..
15
Table 3.2. Treatment in Experimental Group……………..………….....
18
Table 3.3. Conventional Teaching in Control Group………..………......
21
Table 3.4. Assessment of writing………………………..………………....
23
Table 4.1 The Description of Pre-test and Post-test of Exp- Group …...
29
Table 4.2 The Description of Pre-test and Post-test of Control Group…
31
Table 4.3 The Reliability of the Test……………………………………..
35
vi
LIST OF APPENDIXES
Appendix 1. Description of Pre-test and Post-test of Experimental Group
41
Appendix 2. The Calculation of T-Test………………………………….…
43
Appendix 3. The Reliability of T-Test……………………………..………..
49
Appendix 4. Percentage Points of the T Distribution………………..…….. 51
Appendix 5. Lesson Plan…………………………………………..………..
vii
53
CHAPTER I
INTRODUCTION
A.
The Background of Study
Language is a system of sound and words used by human to communicate.
By having the language, people can express their feeling, ideas and their mind.
Moreover we do not need language to think but we do need language to have
many kinds of a social group or social interaction. Without language, it will be
difficult to get information and to share the information. There are many
languages all over the world. One of the languages is English. Being the foreign
language in Indonesia, English has an important position on the rise of modern
technology, science, culture, and international communication. English was
offered as a foreign language since many years ago. Since English has been taught
from basic level to upper level, it is expected that the students will be able to use it
at least in a simple communication. In fact, although English has been applied
over fifty years as one of the subjects in teaching and learning process, the
students’ proficiency in English, especially writing, still creates disappointment.
According to Kral (1995:128) writing is basically process of communicating
something (content) on a paper to an audience. In the context of education, writing
is very important since in most of exam, whether they are testing foreign language
abilities or other skills. However, most of the students consider that writing is the
most difficult language skill from the other skills. The writer could see the
problem when she had the research in Perguruan Prayatna Medan. The writer
found the score of the students in writing is unsatisfied. It compares with the
1
2
minimal mastery criteria (KKM). The minimal mastery criteria is 70 meanwhile
most of the students only got score under 60 or failed.
The biggest problem which causes them not being able to write is, they do
not know what to write, and even some of them are able to write, but they feel
difficult to write because they do not usually write. The problems become bigger
when they are assigned to write report text which contain about the real
information to inform to the readers.
In order to overcome the problem, Kral (1995:128-132) states that there are
many techniques that can be use to teach the students such as Clustering, Looping,
Classical Intention, Debating, lecturing, cubing and mind mapping. Among these
techniques, the writer would like to propose Mind Mapping Technique as the way
to improve students’ achievement in writing report text. This technique has
chosen because it motivates the students’ brain to think and also can be used as a
reflective tool at any stage throughout the learning process. So, it will be easier for
the students to get the real information to make in the report text form.
There are many researchers had applied writing journal technique in
different field of their researchers. Jemmy Anta Ginting (2012) applied mind
mapping technique to teach descriptive text in SMP NEGERI 1 Sei Bingai. And
he found that the score of the students increase compare with the students score
before the mind mapping applied.
Dede Rafika applied mind mapping to teach students in SMA Negeri 1 Aek
Songsoangan. She found out that the students’ test score increased during the
3
research. The result of his research showed that the students were more interested
and enjoyable in learning writing by applying mind mapping technique.
In this research, the writer would like to focus the students’ interaction
substantive writing by using report text as the genre. The students’ writing
motivation will increase since getting the direction in writing. Besides that they
also will get an experience of learning which is created by mind mapping
technique itself. The writer believes that by applying this technique, the students
will be able to write well especially report text. Additionally this technique
provides opportunities for all the students to express their ideas at least they know
how to think. beside
B.
The problem of Study
Based on the background of the study, the problem of the study is
formulated as the following “Does mind mapping Technique significantly affect
on the students’ achievement in writing report text?”
C.
The Objective of the Study
The objective of this study is to find out the significant effect of mind
mapping Technique on students’ achievement in writing report text in Perguruan
Prayatna Medan.
4
D.
The Scope of Study
There are many techniques in teaching writing, such as mind mapping
technique, semantic mapping technique, dictogloss technique, group investigation
technique. And also there are many genres of writing, they are exposition,
narrative, descriptive, recount, argumentative, report, spoof, discussion and
procedure. But in this research only focus on mind mapping technique which will
be applied in report text. The researcher believes that it is an alternative and
suitable technique to engage thinking critically and to solve the problem of the
students in writing report text.
E.
The Significant of The Study
There are two benefits of this research, namely theoretical and practical
benefits. The expected result of the study both theoretically and practically are:
Theoretically: 1.This research theoretically expected to be significant for
the students improving the theories about writing.
2. The result of this research can be used as the reference for
those who want to conduct a research in English teachinglearning process.
Practically: 1. This research will be useful for teacher of readers, in order
to help them in teaching learning process, to make
students more interested in learning English.
2.
To help the writer to encourage and prepare herself to be a
qualified and competent English teacher in the future.
5
3.
To help the student enrich their knowledge on the writing
subject and encourage them to be active to do their
writing.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by
applying Mind Mapping techniques significantly affects on the students’
achievement in writing report text. It can be seen from the data which had
obtained in the post-test of experimental group were: the total score was 2669 and
the mean score was 72.13, while the data in control group were: the total score
was 2491 and the mean score was 67.32. Thus, the students’ score in experimental
group was higher than the students’ score in control group. The calculation of the
data in the testing hypothesis showed that t-observed (3.510) was higher than ttable (1.993), it means that the alternative hypothesis (Ha) is acceptable.
B.
Suggestions
In line with the conclusion of the study, some suggestions are offered to the
English teachers that it is wiser to apply Mind Mapping techniques. Because it
helps the teacher to be more creative in teaching writing report text. And also it is
suggested to the students to apply Mind Mapping Technique in order to improve
their creativity in writing a text especially in writing report text. In addition, it is
expected to the readers who are interested in dealing with this study so that they
have a good understanding to support their study.
42
REFERENCES
Arikunto, Suharsimi. 2006. ProsedurPenelitian:
(edisirevisi VI). Jakarta: RinekaCipta
SuatuPendekatanPraktik
Best, J., and Khan, J. 2006. Research in education. New York: Pearson Education
Inc
Bruce, Ian. 2008. Academic Writing and Genre : A Systematic Analysis. New
York : Continuum
Buher, A.S. 2014. Mission Critical meeting: 81 practical facilitation techniques.
London : Wheatmark
Buzan. 2008. Mind Map: Untuk meningkatkan Kreativitas. Jakarta: Gramedia
Pustaka Utama
Gerot, L., and Wignell, P. 1994. Making sense of Functional Grammar. Sidney:
Southwood press
Harmer, J. 2004. How to Teach Writing. Malaysia: Longman
Heaton, J.B.1989. writing English language test. London: Longman Group
Hughes, A. 2003. Testing for language teachers. Cambridge: University Press
Hyland, K. 2002. Teaching and Researching Writing. London: Longman
Kandula, S.R.2005. Humar resource management in practice with 300 models,
technique and tools. New Delhi : Asoke K.Ghosh
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar : Technologies for
Teaching and Assessing Writing. Australia : University of New South Wales
Press.
Kothari, C.R. 2004. Research Methodology Methods and Techniques. Second
Revised Edition. New Delhi : New Age International.
Nunan, D. 2003. Second Language Teaching and Learning. Boston: Heinle&
Heinle Publishing
Olivia, F. 2008. Gembira Belajar dengan Mind Mapping. Jakarta: Elex media
Computindo
43
44
Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: ANDI
Press
Sharples, M. 2003. How We Write. London : Routledge
Sundem, G. 2007. Improving students’ writing skill. California: Shell Education
STUDENTS’ ACHIEVEMENT IN WRITING REPORT
TEXT
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan, in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
BY
MAGDALENA SIMANJUNTAK
Registration Number: 2103121027
ENGLISH AND LITERATURE DEPARTEMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledge, this thesis is my own work, has been
expressed on my own words and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, Maret 2015
Magdalena Simanjuntak
Reg. Number. 2103121027
ABSTRACT
Simanjuntak, Magdalena. 2103121027. The Effect of Mind Mapping on
Students’ Achievement in Writing Report Text. A Thesis. Faculty of
Languages and Arts. State University of Medan. 2015.
This study was conducted as an attempt to discover the effect of Mind Mapping
technique on Students’ Achievement in Writing Report Text. It was an
experimental research. The subject was students of Grade XI, Senior High School
2 (Sekolah Menengah Atas: SMA) 2, which consisted of 72 students. The research
was divided into two groups: experimental and control groups. The instrument
used to collect the data was writing report text. To obtain the reliability of the test,
the writer applied William Knight formula. The result of the reliability was 0.95,
and it was found that the test was reliable. The data were analyzed by using t-test
formula. The analysis showed that the scores of the students in the experimental
group were significantly higher than the scores of the students in the control group
at the level of significant µ= 0.05 with the degree of freedom (df) 72, t-observed
value 3.510 > t-table value 1.994. the findings indicate that using Mind Mapping
Technique significantly affected the students’ writing achievement. So, English
teachers are suggested to use Mind Mapping Technique in order to improve
students’ writing achievement
Keywords : Mind Mapping Technique, Writing, Report Text
i
ACKNOWLEDGMENT
First and the fore most, the writer would like to express her deepest
gratitude to Jesus Christ, for His blessing, health and opportunity which has
enabled her to complete this thesis which entitled: The Effect of Mind Mapping
Technique on Students’ Achievement in Writing Report Text. This thesis is aimed
to fulfill one of the requirements for the degree of Sarjana Pendidikan of the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State Unive-
rsity of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Dr. Zainuddin, DIP. TEFL. M.Hum her Academic Advisor
reviewer and examiner.
Mam Euis, as the administration staff of English Department
Medan
Dr. Siti Aisah Ginting, M.Pd., her Thesis Advisor
Prof. Dr. Berlin Sibarani, M.Pd., Drs. Johan Sinulingga.M.Pd, her
All the Lecturers of English Department
Dra. Suriyati Tanjung, M.Pd the Headmaster of SMA Prayatna
Herlinda, S.Pd, the English Teacher of SMA Prayatna Medan
ii
Her parentsRasman Simanjuntak and Bungaman Simarmata. Her
brothers Jhonson Salomo Simanjuntak Raja Parlindungan
Simanjuntak. Her sister Meika Duma Sari Simanjuntak and
Oktavia Simanjuntak. Her nephew and niece Tiurmaida Siregar
and Hans Christian Siregar. For their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
Her best friendsBatsyeba Silaen, Herbiana sipayung, Soly Novalya
Sinaga, Harnoi Asrin Lumbangaol, S.Pd, Samuel Niko Panjaitan,
Fauzi Rizky Ananda, S.Pd, Putri Ilmi Rangkuti, and Bernando
DES Pane for their support, pray, help and motivation and all friends
in Reguler Dik.C’ 2010,as her great classfor the love and
togetherness throughout four years, her friends in PPLT SMA
Katholik 1 Kabanjahe, for many experiencies and togetherness and
also other comrades that can’t be mentioned one by one.
The writer realizes that this thesis still not perfect, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, April 2015
The Writer
Magdalena Simanjuntak
Reg. number. 2103121027
iii
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLE ..........................................................................................vi
LIST OF APENDIXES ................................................................................ vii
CHAPTER 1
A.
B.
C.
D.
E.
The Background of the Study ....................................................... 1
The Problem of the Study ............................................................. 3
The Objective of the Study ........................................................... 3
The Scope of the Study ................................................................ 3
The Significance of the Study ...................................................... 4
CHAPTER II
A.
B.
C.
INTRODUCTION
REVIEW OF LITERATURE
Theoretical Framework ................................................................
1. Writing ..................................................................................... 6
2. Process of Writing .................................................................... 7
3. Genre ........................................................................................ 8
a. Report Text ...................................................................... 10
b. Generic Structure of Report Text ..................................... 11
c. Grammatical Pattern of Report Text ................................ 12
d. Example of Report Text ................................................... 12
4. Mind Mapping.......................................................................... 13
a. The Advantages of mind mapping Technique ............... 13
b. The application of mind mapping Technique ................. 14
Conceptual Framework ................................................................ 15
Hypothesis .................................................................................... 16
CHAPTER III RESEARCH METHOD ..................................................... 18
A.
B.
C.
D.
E.
F.
Research Design ........................................................................... 18
Population and Sample ................................................................. 19
1. Population ................................................................................ 19
2. Sample ..................................................................................... 19
The Instrument of Collecting Data ............................................... 20
The Procedure of Treatment .......................................................... 20
1. Pre-test ..................................................................................... 20
2. Treatment ................................................................................. 20
3. Post-test ................................................................................... 24
Assessment of Writing ................................................................. 24
The Validity and Reliability of the Test ....................................... 28
1. Validity .................................................................................... 28
iv
2. Reliability ................................................................................ 28
3. The Technique of Analyzing Data .......................................... 29
CHAPTER IV
A.
B.
C.
D.
E.
F.
THE DATA AND DATA ANALYSIS ........................... 31
The Data ........................................................................................ 31
Data Analysis ................................................................................ 35
Testing Reliability ......................................................................... 37
Testing Hypothesis ........................................................................ 39
Research Finding ........................................................................... 40
Discussion .................................................................................... 40
CHAPTER V .................................................................................................. 42
REFERENCES ...................................................................................... 43
APENDXES ........................................................................................... 44
v
LIST OF TABLE
Table 3.1. Research Design…………………………………...…………..
15
Table 3.2. Treatment in Experimental Group……………..………….....
18
Table 3.3. Conventional Teaching in Control Group………..………......
21
Table 3.4. Assessment of writing………………………..………………....
23
Table 4.1 The Description of Pre-test and Post-test of Exp- Group …...
29
Table 4.2 The Description of Pre-test and Post-test of Control Group…
31
Table 4.3 The Reliability of the Test……………………………………..
35
vi
LIST OF APPENDIXES
Appendix 1. Description of Pre-test and Post-test of Experimental Group
41
Appendix 2. The Calculation of T-Test………………………………….…
43
Appendix 3. The Reliability of T-Test……………………………..………..
49
Appendix 4. Percentage Points of the T Distribution………………..…….. 51
Appendix 5. Lesson Plan…………………………………………..………..
vii
53
CHAPTER I
INTRODUCTION
A.
The Background of Study
Language is a system of sound and words used by human to communicate.
By having the language, people can express their feeling, ideas and their mind.
Moreover we do not need language to think but we do need language to have
many kinds of a social group or social interaction. Without language, it will be
difficult to get information and to share the information. There are many
languages all over the world. One of the languages is English. Being the foreign
language in Indonesia, English has an important position on the rise of modern
technology, science, culture, and international communication. English was
offered as a foreign language since many years ago. Since English has been taught
from basic level to upper level, it is expected that the students will be able to use it
at least in a simple communication. In fact, although English has been applied
over fifty years as one of the subjects in teaching and learning process, the
students’ proficiency in English, especially writing, still creates disappointment.
According to Kral (1995:128) writing is basically process of communicating
something (content) on a paper to an audience. In the context of education, writing
is very important since in most of exam, whether they are testing foreign language
abilities or other skills. However, most of the students consider that writing is the
most difficult language skill from the other skills. The writer could see the
problem when she had the research in Perguruan Prayatna Medan. The writer
found the score of the students in writing is unsatisfied. It compares with the
1
2
minimal mastery criteria (KKM). The minimal mastery criteria is 70 meanwhile
most of the students only got score under 60 or failed.
The biggest problem which causes them not being able to write is, they do
not know what to write, and even some of them are able to write, but they feel
difficult to write because they do not usually write. The problems become bigger
when they are assigned to write report text which contain about the real
information to inform to the readers.
In order to overcome the problem, Kral (1995:128-132) states that there are
many techniques that can be use to teach the students such as Clustering, Looping,
Classical Intention, Debating, lecturing, cubing and mind mapping. Among these
techniques, the writer would like to propose Mind Mapping Technique as the way
to improve students’ achievement in writing report text. This technique has
chosen because it motivates the students’ brain to think and also can be used as a
reflective tool at any stage throughout the learning process. So, it will be easier for
the students to get the real information to make in the report text form.
There are many researchers had applied writing journal technique in
different field of their researchers. Jemmy Anta Ginting (2012) applied mind
mapping technique to teach descriptive text in SMP NEGERI 1 Sei Bingai. And
he found that the score of the students increase compare with the students score
before the mind mapping applied.
Dede Rafika applied mind mapping to teach students in SMA Negeri 1 Aek
Songsoangan. She found out that the students’ test score increased during the
3
research. The result of his research showed that the students were more interested
and enjoyable in learning writing by applying mind mapping technique.
In this research, the writer would like to focus the students’ interaction
substantive writing by using report text as the genre. The students’ writing
motivation will increase since getting the direction in writing. Besides that they
also will get an experience of learning which is created by mind mapping
technique itself. The writer believes that by applying this technique, the students
will be able to write well especially report text. Additionally this technique
provides opportunities for all the students to express their ideas at least they know
how to think. beside
B.
The problem of Study
Based on the background of the study, the problem of the study is
formulated as the following “Does mind mapping Technique significantly affect
on the students’ achievement in writing report text?”
C.
The Objective of the Study
The objective of this study is to find out the significant effect of mind
mapping Technique on students’ achievement in writing report text in Perguruan
Prayatna Medan.
4
D.
The Scope of Study
There are many techniques in teaching writing, such as mind mapping
technique, semantic mapping technique, dictogloss technique, group investigation
technique. And also there are many genres of writing, they are exposition,
narrative, descriptive, recount, argumentative, report, spoof, discussion and
procedure. But in this research only focus on mind mapping technique which will
be applied in report text. The researcher believes that it is an alternative and
suitable technique to engage thinking critically and to solve the problem of the
students in writing report text.
E.
The Significant of The Study
There are two benefits of this research, namely theoretical and practical
benefits. The expected result of the study both theoretically and practically are:
Theoretically: 1.This research theoretically expected to be significant for
the students improving the theories about writing.
2. The result of this research can be used as the reference for
those who want to conduct a research in English teachinglearning process.
Practically: 1. This research will be useful for teacher of readers, in order
to help them in teaching learning process, to make
students more interested in learning English.
2.
To help the writer to encourage and prepare herself to be a
qualified and competent English teacher in the future.
5
3.
To help the student enrich their knowledge on the writing
subject and encourage them to be active to do their
writing.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by
applying Mind Mapping techniques significantly affects on the students’
achievement in writing report text. It can be seen from the data which had
obtained in the post-test of experimental group were: the total score was 2669 and
the mean score was 72.13, while the data in control group were: the total score
was 2491 and the mean score was 67.32. Thus, the students’ score in experimental
group was higher than the students’ score in control group. The calculation of the
data in the testing hypothesis showed that t-observed (3.510) was higher than ttable (1.993), it means that the alternative hypothesis (Ha) is acceptable.
B.
Suggestions
In line with the conclusion of the study, some suggestions are offered to the
English teachers that it is wiser to apply Mind Mapping techniques. Because it
helps the teacher to be more creative in teaching writing report text. And also it is
suggested to the students to apply Mind Mapping Technique in order to improve
their creativity in writing a text especially in writing report text. In addition, it is
expected to the readers who are interested in dealing with this study so that they
have a good understanding to support their study.
42
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