THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS WRITING ACHIEVEMENT IN NARRATIVE TEXT.
THE EFFECT OF MIND MAPPING TECHNIQUE ON
STUDENTS’ WRITING ACHIEVEMENT IN NARRATIVE
TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RAHMA SARI SIREGAR
Registration Number: 209421042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
Thanks to the Majesty Lord, Allah SWT, for every uncountable blessing
and unconditional love that is given to the writeruntil this thesis could be
completed. He is the only God who isalways there to accompany, guard and teach
the writer all the way through every single life, that the writer can pass all the
happy time and sad time with full of gratitude.
The writer realizes that writing this thesis is not a simple thing to do that
she has faced a lot of challenges and difficulties, but she knows that no gain
without pain. This thesis may be not acquires the best, that some suggestions and
constructive critical comments will be needed for the better in the future.
Hopefully, this thesis can grant good contribution for the scope of
language learning and as references for the next researches.
There are lots of help and support that the writer obtained in finishing this thesis.
Without those helps and supports, it must be hard for the writer to finish this
assignment. For that, the writer would like to thank:
Prof. Dr. H. Syawal Gultom, M.Pd, the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, State University of Medan
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Faculty
of Languages and Arts, State University of Medan
Dra. Meisuri, M.A, the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan
Nora Ronita Dewi, S.S, M.Hum, the Head of Educational English
Program, Faculty of Languages and Arts, State University of Medan
ii
Prof. Dr. Busmin Gurning, M.Pd, herThesis Advisorwho had given his
valuable suggestions, advice, motivation, guidance, and precioustime in
completing and correcting this thesis.
Dra. Sortha Silitonga, M.Pd, Drs. Johan Sinulingga, M.Pd, and Dra.
Masitowarni Siregar, M.Ed, the reviewers who had given their advices
and suggestions in completing this thesis.
All the lecturers who had given very valuable knowledge through
academic years.
Dr. H. Burhanuddin, M.Pd, the Headmaster of MAN 2 Model Medan for
helping and allowing the writer to conduct her research.
Her beloved father, Ali Hamzah Siregarand lovely mother, Nurmala
Rambe, the deepest gratitudefor their everlasting love, greatest supports,
caring, and prayersto the writer.
Thanks and love to the writer’s brothers Joko Abdi Siregar, Luhut
Satrio Siregar, S.Kom, and Prianto Roito Siregar, Amdand also to all
her family members for they are the reason why the writer keeps on
struggling.
Her appreciation to her closed friend Zulaifa, S.Pd (Zulek) , Melba
(Mbrot), Putri Sianturi, S.Pd (Nange), Adelina Irma for their support,
helps, and laughs all these years. AlsoAll members of Regular A 2009
and all people that cannot mentioned one by one.
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, September 2015
The Writer,
Rahma Sari Siregar
NIM. 209421042
iii
ABSTRACT
Siregar, Rahma Sari. NIM: 209421042. The Effect Of Mind Mapping
Technique On Students’ Writing Achievement In Narrative Text. A Thesis.
English Department, Faculty of Languages and Arts, State University of
Medan. 2015.
This study aims to discover the effect of Mind Mapping Technique on Student’ s
Writing Achievement in Narrative Text. It was conducted by using experimental
research design. The population of this research was tenth (X) grade students of
MAN 2 Model Medan. The samples of the research were two classes divided into
two groups, experimental and control group which were chosen by using random
sampling technique. The first group is 32 students (X-9) which was the
experimental group and the second group is 32 students (X-10) which was the
control group. The experimental group was taught by using mind mapping
technique the control group was taught by using Lecture Method. The instrument
for collecting the data was a writing test which only consist of one item. Interrater reliability formula was applied to obtain the reliability of the test. Based on
the calculation, it shows that the reliability of the test was 0,98. Then, after
analyzing the data, it was found that the value of to was 8,108 with the degree of
freedom (df)=62 at the level of significance p(0,05) = 2,000. It means that to is
higher than tt (8,108 > 2,000). The result of this study shows that Mind Mapping
Technique has a significant effect on students’ writing achievement in narrative
text.
Key words: Mind Mapping Technique, Students’ Achievement, Writing, Narrative
Text
i
TABLE OF CONTENTS
ABSTRACT .................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................
ii
TABLE OF CONTENTS .............................................................................
iv
LIST OF TABLES ....................................................................................... vii
LIST OF FIGURES ..................................................................................... viii
LIST OF APPENDICES ..............................................................................
ix
CHAPTER
INTRODUCTION .....................................................
1
A. The Background of The Study ................................
1
B. The Problem of The Study .....................................
4
C. The Objective of The Study ...................................
5
D. The Scope of The Study .........................................
5
E. The Significance of The Study ...............................
5
REVIEW OF LITERATURE ...................................
6
A. Theoretical Framework ..........................................
6
1. Students Achievment in Writing .......................
6
2. Writing .............................................................
7
a. Writing Process ..........................................
9
CHAPTER
I
II
b. Genre-Based Writing .................................. 11
c. Narrative Text ............................................ 12
3. Assesment of Writing ....................................... 14
4. Technique of Teaching ..................................... 16
iv
a. Mind Mapping Technique ........................... 16
b. The Procedure of Mind
Mapping Technique .................................... 17
c. The Advantages of Using Mind
Mapping in Teaching English ..................... 20
d. Diadvantages of Using Mind
Mapping in Teaching English ..................... 23
5. Teaching Method ............................................. 24
a. Lecture Method .......................................... 24
B. Relevant Studies .................................................... 26
C. Conceptual Framework .......................................... 27
D. Hypothesis ............................................................. 28
CHAPTER
III
RESEARCHE METHODOLOGY ........................... 29
A. The Research Design .............................................. 29
B. The Population and Sample .................................... 29
C. The Instrument for Collecting Data ........................ 30
D. Procedure of Research ............................................ 30
1. Pre-Test ............................................................ 30
2. Treatment ......................................................... 31
a. The Procedur of Treatment ......................... 31
b. Controlling The Treatment ......................... 31
3. Post-Test .......................................................... 37
E. Validity and Realibility of the Test ......................... 37
v
F. Scoring of the Test ................................................. 40
G. Technique of Data Analysis ................................... 40
H. Statistical Hypothesis ............................................. 41
CHAPTER IV DATA ANALYSIS AND DISCUSSION ............................ 42
A. The Description of the Data ................................... 42
B. Data Analysis ......................................................... 42
1. Testing Reliability of the Test ........................... 43
2. Analyzing the Data Using t-Test ....................... 43
3. Testing Hypothesis ........................................... 45
C. Discussion .............................................................. 45
CHAPTER V CONCLUSION AND SUGGESTION ................................ 47
A. Conclusion ............................................................. 47
B. Suggestion ............................................................. 47
REFERENCES
..................................................................................... 49
APPENDICES
..................................................................................... 51
vi
LIST OF TABLES
Table
1.1.
Page
The Writing Score Test of Students Grade X of MAN2 Model
Medan
located in Jl. William Iskandar in 2014/2015
Academic Year................................................................................
2
2.1.
The Dragon.....................................................................................
14
3.1.
The Research Design......................................................................
29
3.2.
Teaching Procedure in Experimental Group.............................
36
3.3.
Teaching Procedure in Control Group………………………….
36
3.4.
Rubric Assessments………………………………………………
40
4.1
Degree of Freedom 62 with α =0.05……………………….…….
44
vii
LIST OF FIGURES
Figure
Page
2.1.
The Component of Assessment in Writing……………………
15
2.2.
Mind Map of School Ball..............................................................
18
viii
LIST OF APPENDICES
APPENDIX
A
Page
The Result of Pre test and Post test in the Experimental
and Control Group…………………………………….....
51
B
The Reliabilty of the Test…………………………………
53
C
The Calculation of the Test………………………………
55
D
The Calculation of the T-Test……………………………
59
E
Pre Test and POST Test …………………….................
60
F
Table of t Distribution: Critical t Values……………..…
62
G
Lesson Plan………………………………………………..
63
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
English as an international language, has been used by people all over the
world as the main instrument of global communication. English as a foreign
language for Indonesians becomes more important in modern life which is parallel
to the development of science and technology. It is also used in many
international events as commerce, sport, and education. Realizing the importance
of English in many aspects, the Indonesian government through the Department of
National Education has been included English in Curriculum to be taught and
learnt at school.
Learning English in Educational Unit Curriculum (KTSP) states that, students
have to be able to achieve the four language skills, such as listening, speaking,
reading, and writing. Writing as a part of the language skills besides listening,
speaking, and reading must be taught maximally by the teacher to the student. It is
expected that the students will be able to use English in both oral and written
communication that can be used for their studies. But the reality shows that the
students who have learned it are not as successful as the government has expected
them to be especially in writing skill.
Writing is the important skill that can be helpful in a variety of situations and
solve life problems. This skill is one way of making meaning from our experience
to others into a written form. Writing is not only a process of linking words into
sentences or paragraphs, but also a sequence or steps of ideas, organized thoughts
1
2
and feelings in the form of words which thenare combinedinto sentences or
paragraphs in which every sentences is closely related one another.
Based on the writer’s teaching experience in MAN 2 Model Medanin Jl.
Willem Iskandar, there are still many students who have not mastered the writing
aspect.In accordance withthe data the writer got from English teachers of Fullday
Program who teach in grade xagree that the writing score test of students grade X
in first and second semester in 2014/2015 Academic Year is still low. The writer
asked recapitulation value of the Grade x first and second semesters are not
remedial. The data can be seen in table 1.1.
Score of Writing test
Semester
10
20
30
40
50
60
70
27 93 168 74 97
80
90
First
4
5
6
34
-
Second
3
6
3 26 95 160 79 101 35
-
100
Table 1.1 : The Writing Score Test of Students Grade X of MAN2 Model
Medan in Jl. Willem Iskandar in 2014/2015 Academic Year
From the data at table 1.1, it can be seen out of 508 students, first, there is
only 205 students get score 70 to 90. It means that it is only 40% students that get
high score in writing. And second, there is only 215 students get score 70 to 90. It
means that it is only 41% students get high score in Writing. It means that
students’ achievement in writing is still low.
From the previous observation the writer can say that mastering writing skill
in English is not easy. Many students think that writing is complicated to learn.
The reason is because writing is a mixture of the idea, vocabulary, and also
grammar. Writing is a very important subject because in writing students must be
3
able to share the ideas from their brain; it is not easy to translate the concept in our
brain to be a written language.Harmer(2004) states that for many years the
teaching of writing focused on the written product rather than the writing process.
In other words, the students’ attention was directed to the ‘what’ rather than the
‘how’ of the text construction. It is still hard and being a frustration for students
when they cannot explore, develop and relate the ideas as their mind makes
associations in a good writing. They don’t know how to make their brain works in
gathering ideas for the target topic until they can write a text well although they
have already learn English since from elementary class. Students are getting
confused to start their writing. The problems which are faced by students in
writing are many students don’t learn that writing is a way to express their
feelings or ideas and they don’t know how to organize their thoughts and then
make writing into a product in a text.
Organizing ideas or information is not easy. Students should be guided to
develop the writing skill. It’s related to Chitravelu, Sithamparam and Choon
(2005) state that the writing course must provide instructions on how to write a
composition. These instructions must be presented step by step so that students
can, after going through the steps, be able to write a composition.
As an educator the teacher should have the responsibility to encourage the
students to love learning. Moreover, the other problem of students in writing is
caused by the conventional way that is applied by teacher in teaching writing. The
teacher starts the teaching – learning process by applying conventional method
which is lecture method. This method makes the students feel bored and
4
uninterested in learning English. In this study, it is imagined that students find it is
difficult to explore and relate the ideas as their mind makes associations in a good
writing without using any technique. In this study, the writer focuses on the
problems above. The teacher should change the conventional method.
Thus, to solve the problems, the teacher should know the best technique in
teaching writing skill. The aim of using the technique is to make of the particular
lesson easy and motivate students to learn and understand. The appropriate
technique can solve the difficulties of students in writing. Mind Mapping can be
used as the best technique for students to solve the difficulties in writing skill.
Buzan (2000) statesthat Mind Mapping is the best technique to help students use
the whole brain to brainstorm and explore any idea, concept or problem in
facilitating better understanding of relationships and connections between
them.Mind mapping makes teaching and learning easy and fun. Using mind
mapping for teaching is an excellent way to prepare the class. Also it is easy to be
used by students for communicating new ideas and students’ thought processes.
Therefore, the writer will conduct the study to see the effect of Mind Mapping
Technique on students’ achievement in writing narrative text.
B. The Problem of the Study
Based on the background of the study given, the problem of this study is
stated as:Is the students’ writing achievement in narrative text taught by using
Mind Mapping Technique higher than that taught by using conventional lecture
method?
5
C. The Objective of the Study
The objective of the study is to find out the effect of Mind Mapping
Technique on student’s achievement in writing narrative text.
D. The Scope of the Study
This study focuses on the effect of Mind Mapping Technique inteaching
writing narrative text to the students of the first year of Senior High School at
MAN 2 Model Medan.
E. The Significance of the Study
The findings of this study would be very important and useful for:
a. The studentscan use it as a suggestion to improve their achievement in
writing narrative text.
b. The English teachers can increase the quality of teaching and
learningby using Mind Mapping Technique in teaching writing.
c. The researchers who want to develop all information and for those who
are interested in doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the study, the conclusions were drawn as followed:
1. Teaching Writing in narrative text by using Mind Mapping Techniquewas
higher than that taught by using Lecture Method. So, Mind Mapping
Technique is better used to improve the students’ writing achievement in
narrative text than Lecture Method.
2. The ability of the students in class X- 9 of MAN 2 Model Medan in writing
narrative text was improved.
3. The students’ score continuously improved in each writing test and they
could produce a good narrative text individually.
4. The students were more active, interested and enthusiastic in writing narrative
text.
5. Mind Mapping technique helped the students to understand the content of the
text and the element of the narrative text by practiced themselves in the steps
of Mind Mapping technique.
B. Suggestion
Based on the finding, it is suggested that:
1. English teacher to apply Mind Mapping Technique in teaching writing
because it enables the students to convey and share their ideas in writing
narrative text.
47
48
2. The textbook writer to introduce and suggest the reader to use Mind Mapping
Technique in solving students’ problem in writing narrative text.
3. The readers who are interested for further study related to this research to
explore the knowledge to enlarge their understanding about how to improve
students’ achievement in writing narrative text by using Mind Mapping
Technique.
REFERENCES
Ary, Donald. 2010. Introduction to Research in Education (eight edition). USA:
Wadsworth, Cengage Learning
Best, J. W., and Khan, V. J. 2002. Research in Education. New Delhi : Prentice
Hall.
Black, Ashley. 2011. Principles of Mind Mapping. Retrieved [March 2013], from
the World Wide Web: http://www.ehow.com/info_8083157_principlesmind-mapping.html.
Brown, H. 2004. Language Assessment Principles and Classroom Practice. New
York: Longman.
Brown, H. 2001. Teaching by Principles-An Interactive Approach to Language
Pedagogy (second edition). New York : Pearson Education.
Brownlie Faye et.al. 2003. Enhancing Learning, Report of the Student
Achievement Task Force. British Columbia.
Budd, J. W. 2003. Asian EFL Journal Professional Teaching Articles, 53, 4-16.
Mind maps as classroom exercises
Buzan, Tony. 2000. Gunakan Kepala Anda. Jakarta: Pustaka Delapeatasa.
Byrne, Donn. 1993. Teaching Writing Skills. New York : Longman.
Chitravelu Nesamalar, Sithamparam Saratha and Choon Teh Soo. 2005.ELT
Methodology Principles and Practice (2nd Edition). Malaysia: Oxford
University Press.
Direktorat Tenaga Kependidikan, Direktorat Jenderal peningkatan Mutu Pendidik
dan Tenaga Kependidikan, Departemen Pendidikan Nasional. 2008.
Strategi Pembelajaran dan Pemilihannya. [Unpublished]
Harmer, J. 2004. How to Teach Writing. England: Longman.
Hobartswan. 2010. Teaching Village Rotating Header Image Mind Mapping:
Learning and Teaching with Both Sides of the Brain. Retrieved [March
2013],
from
the
World
Wide
Web:
http://www.teachingvillage.org/2010/02/10/mind-mapping-learning-andteaching-with-both-sides-of-the-brain-by-hobie-swan/
Hofland, C. 2007. Mind-mapping in the EFL classroom. Minnesota: University
49
50
of Minnesota.
Inspiration Software, Inc. 2013
Jane. 2007. How to Mind Map for Study Success. Retrieved [August 2013], from
the World Wide Web: http://learningfundamentals.com.au/blog/how-tomind-map/
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar, Technologies for
Teaching and Assessing Writing. Sydney: University of New South Wales
Press.
Reid, J.M. 1993. Teaching ESL Writing. United State of America: Prentice Hall
Regrents.
Vockel, E. L. 1983. Educational Research. New York: Purdue University.
Weigle, S.C. 2009. Assessing Writing. United Kingdom : Cambridge University
Press.
STUDENTS’ WRITING ACHIEVEMENT IN NARRATIVE
TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RAHMA SARI SIREGAR
Registration Number: 209421042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
Thanks to the Majesty Lord, Allah SWT, for every uncountable blessing
and unconditional love that is given to the writeruntil this thesis could be
completed. He is the only God who isalways there to accompany, guard and teach
the writer all the way through every single life, that the writer can pass all the
happy time and sad time with full of gratitude.
The writer realizes that writing this thesis is not a simple thing to do that
she has faced a lot of challenges and difficulties, but she knows that no gain
without pain. This thesis may be not acquires the best, that some suggestions and
constructive critical comments will be needed for the better in the future.
Hopefully, this thesis can grant good contribution for the scope of
language learning and as references for the next researches.
There are lots of help and support that the writer obtained in finishing this thesis.
Without those helps and supports, it must be hard for the writer to finish this
assignment. For that, the writer would like to thank:
Prof. Dr. H. Syawal Gultom, M.Pd, the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, State University of Medan
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Faculty
of Languages and Arts, State University of Medan
Dra. Meisuri, M.A, the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan
Nora Ronita Dewi, S.S, M.Hum, the Head of Educational English
Program, Faculty of Languages and Arts, State University of Medan
ii
Prof. Dr. Busmin Gurning, M.Pd, herThesis Advisorwho had given his
valuable suggestions, advice, motivation, guidance, and precioustime in
completing and correcting this thesis.
Dra. Sortha Silitonga, M.Pd, Drs. Johan Sinulingga, M.Pd, and Dra.
Masitowarni Siregar, M.Ed, the reviewers who had given their advices
and suggestions in completing this thesis.
All the lecturers who had given very valuable knowledge through
academic years.
Dr. H. Burhanuddin, M.Pd, the Headmaster of MAN 2 Model Medan for
helping and allowing the writer to conduct her research.
Her beloved father, Ali Hamzah Siregarand lovely mother, Nurmala
Rambe, the deepest gratitudefor their everlasting love, greatest supports,
caring, and prayersto the writer.
Thanks and love to the writer’s brothers Joko Abdi Siregar, Luhut
Satrio Siregar, S.Kom, and Prianto Roito Siregar, Amdand also to all
her family members for they are the reason why the writer keeps on
struggling.
Her appreciation to her closed friend Zulaifa, S.Pd (Zulek) , Melba
(Mbrot), Putri Sianturi, S.Pd (Nange), Adelina Irma for their support,
helps, and laughs all these years. AlsoAll members of Regular A 2009
and all people that cannot mentioned one by one.
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, September 2015
The Writer,
Rahma Sari Siregar
NIM. 209421042
iii
ABSTRACT
Siregar, Rahma Sari. NIM: 209421042. The Effect Of Mind Mapping
Technique On Students’ Writing Achievement In Narrative Text. A Thesis.
English Department, Faculty of Languages and Arts, State University of
Medan. 2015.
This study aims to discover the effect of Mind Mapping Technique on Student’ s
Writing Achievement in Narrative Text. It was conducted by using experimental
research design. The population of this research was tenth (X) grade students of
MAN 2 Model Medan. The samples of the research were two classes divided into
two groups, experimental and control group which were chosen by using random
sampling technique. The first group is 32 students (X-9) which was the
experimental group and the second group is 32 students (X-10) which was the
control group. The experimental group was taught by using mind mapping
technique the control group was taught by using Lecture Method. The instrument
for collecting the data was a writing test which only consist of one item. Interrater reliability formula was applied to obtain the reliability of the test. Based on
the calculation, it shows that the reliability of the test was 0,98. Then, after
analyzing the data, it was found that the value of to was 8,108 with the degree of
freedom (df)=62 at the level of significance p(0,05) = 2,000. It means that to is
higher than tt (8,108 > 2,000). The result of this study shows that Mind Mapping
Technique has a significant effect on students’ writing achievement in narrative
text.
Key words: Mind Mapping Technique, Students’ Achievement, Writing, Narrative
Text
i
TABLE OF CONTENTS
ABSTRACT .................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................
ii
TABLE OF CONTENTS .............................................................................
iv
LIST OF TABLES ....................................................................................... vii
LIST OF FIGURES ..................................................................................... viii
LIST OF APPENDICES ..............................................................................
ix
CHAPTER
INTRODUCTION .....................................................
1
A. The Background of The Study ................................
1
B. The Problem of The Study .....................................
4
C. The Objective of The Study ...................................
5
D. The Scope of The Study .........................................
5
E. The Significance of The Study ...............................
5
REVIEW OF LITERATURE ...................................
6
A. Theoretical Framework ..........................................
6
1. Students Achievment in Writing .......................
6
2. Writing .............................................................
7
a. Writing Process ..........................................
9
CHAPTER
I
II
b. Genre-Based Writing .................................. 11
c. Narrative Text ............................................ 12
3. Assesment of Writing ....................................... 14
4. Technique of Teaching ..................................... 16
iv
a. Mind Mapping Technique ........................... 16
b. The Procedure of Mind
Mapping Technique .................................... 17
c. The Advantages of Using Mind
Mapping in Teaching English ..................... 20
d. Diadvantages of Using Mind
Mapping in Teaching English ..................... 23
5. Teaching Method ............................................. 24
a. Lecture Method .......................................... 24
B. Relevant Studies .................................................... 26
C. Conceptual Framework .......................................... 27
D. Hypothesis ............................................................. 28
CHAPTER
III
RESEARCHE METHODOLOGY ........................... 29
A. The Research Design .............................................. 29
B. The Population and Sample .................................... 29
C. The Instrument for Collecting Data ........................ 30
D. Procedure of Research ............................................ 30
1. Pre-Test ............................................................ 30
2. Treatment ......................................................... 31
a. The Procedur of Treatment ......................... 31
b. Controlling The Treatment ......................... 31
3. Post-Test .......................................................... 37
E. Validity and Realibility of the Test ......................... 37
v
F. Scoring of the Test ................................................. 40
G. Technique of Data Analysis ................................... 40
H. Statistical Hypothesis ............................................. 41
CHAPTER IV DATA ANALYSIS AND DISCUSSION ............................ 42
A. The Description of the Data ................................... 42
B. Data Analysis ......................................................... 42
1. Testing Reliability of the Test ........................... 43
2. Analyzing the Data Using t-Test ....................... 43
3. Testing Hypothesis ........................................... 45
C. Discussion .............................................................. 45
CHAPTER V CONCLUSION AND SUGGESTION ................................ 47
A. Conclusion ............................................................. 47
B. Suggestion ............................................................. 47
REFERENCES
..................................................................................... 49
APPENDICES
..................................................................................... 51
vi
LIST OF TABLES
Table
1.1.
Page
The Writing Score Test of Students Grade X of MAN2 Model
Medan
located in Jl. William Iskandar in 2014/2015
Academic Year................................................................................
2
2.1.
The Dragon.....................................................................................
14
3.1.
The Research Design......................................................................
29
3.2.
Teaching Procedure in Experimental Group.............................
36
3.3.
Teaching Procedure in Control Group………………………….
36
3.4.
Rubric Assessments………………………………………………
40
4.1
Degree of Freedom 62 with α =0.05……………………….…….
44
vii
LIST OF FIGURES
Figure
Page
2.1.
The Component of Assessment in Writing……………………
15
2.2.
Mind Map of School Ball..............................................................
18
viii
LIST OF APPENDICES
APPENDIX
A
Page
The Result of Pre test and Post test in the Experimental
and Control Group…………………………………….....
51
B
The Reliabilty of the Test…………………………………
53
C
The Calculation of the Test………………………………
55
D
The Calculation of the T-Test……………………………
59
E
Pre Test and POST Test …………………….................
60
F
Table of t Distribution: Critical t Values……………..…
62
G
Lesson Plan………………………………………………..
63
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
English as an international language, has been used by people all over the
world as the main instrument of global communication. English as a foreign
language for Indonesians becomes more important in modern life which is parallel
to the development of science and technology. It is also used in many
international events as commerce, sport, and education. Realizing the importance
of English in many aspects, the Indonesian government through the Department of
National Education has been included English in Curriculum to be taught and
learnt at school.
Learning English in Educational Unit Curriculum (KTSP) states that, students
have to be able to achieve the four language skills, such as listening, speaking,
reading, and writing. Writing as a part of the language skills besides listening,
speaking, and reading must be taught maximally by the teacher to the student. It is
expected that the students will be able to use English in both oral and written
communication that can be used for their studies. But the reality shows that the
students who have learned it are not as successful as the government has expected
them to be especially in writing skill.
Writing is the important skill that can be helpful in a variety of situations and
solve life problems. This skill is one way of making meaning from our experience
to others into a written form. Writing is not only a process of linking words into
sentences or paragraphs, but also a sequence or steps of ideas, organized thoughts
1
2
and feelings in the form of words which thenare combinedinto sentences or
paragraphs in which every sentences is closely related one another.
Based on the writer’s teaching experience in MAN 2 Model Medanin Jl.
Willem Iskandar, there are still many students who have not mastered the writing
aspect.In accordance withthe data the writer got from English teachers of Fullday
Program who teach in grade xagree that the writing score test of students grade X
in first and second semester in 2014/2015 Academic Year is still low. The writer
asked recapitulation value of the Grade x first and second semesters are not
remedial. The data can be seen in table 1.1.
Score of Writing test
Semester
10
20
30
40
50
60
70
27 93 168 74 97
80
90
First
4
5
6
34
-
Second
3
6
3 26 95 160 79 101 35
-
100
Table 1.1 : The Writing Score Test of Students Grade X of MAN2 Model
Medan in Jl. Willem Iskandar in 2014/2015 Academic Year
From the data at table 1.1, it can be seen out of 508 students, first, there is
only 205 students get score 70 to 90. It means that it is only 40% students that get
high score in writing. And second, there is only 215 students get score 70 to 90. It
means that it is only 41% students get high score in Writing. It means that
students’ achievement in writing is still low.
From the previous observation the writer can say that mastering writing skill
in English is not easy. Many students think that writing is complicated to learn.
The reason is because writing is a mixture of the idea, vocabulary, and also
grammar. Writing is a very important subject because in writing students must be
3
able to share the ideas from their brain; it is not easy to translate the concept in our
brain to be a written language.Harmer(2004) states that for many years the
teaching of writing focused on the written product rather than the writing process.
In other words, the students’ attention was directed to the ‘what’ rather than the
‘how’ of the text construction. It is still hard and being a frustration for students
when they cannot explore, develop and relate the ideas as their mind makes
associations in a good writing. They don’t know how to make their brain works in
gathering ideas for the target topic until they can write a text well although they
have already learn English since from elementary class. Students are getting
confused to start their writing. The problems which are faced by students in
writing are many students don’t learn that writing is a way to express their
feelings or ideas and they don’t know how to organize their thoughts and then
make writing into a product in a text.
Organizing ideas or information is not easy. Students should be guided to
develop the writing skill. It’s related to Chitravelu, Sithamparam and Choon
(2005) state that the writing course must provide instructions on how to write a
composition. These instructions must be presented step by step so that students
can, after going through the steps, be able to write a composition.
As an educator the teacher should have the responsibility to encourage the
students to love learning. Moreover, the other problem of students in writing is
caused by the conventional way that is applied by teacher in teaching writing. The
teacher starts the teaching – learning process by applying conventional method
which is lecture method. This method makes the students feel bored and
4
uninterested in learning English. In this study, it is imagined that students find it is
difficult to explore and relate the ideas as their mind makes associations in a good
writing without using any technique. In this study, the writer focuses on the
problems above. The teacher should change the conventional method.
Thus, to solve the problems, the teacher should know the best technique in
teaching writing skill. The aim of using the technique is to make of the particular
lesson easy and motivate students to learn and understand. The appropriate
technique can solve the difficulties of students in writing. Mind Mapping can be
used as the best technique for students to solve the difficulties in writing skill.
Buzan (2000) statesthat Mind Mapping is the best technique to help students use
the whole brain to brainstorm and explore any idea, concept or problem in
facilitating better understanding of relationships and connections between
them.Mind mapping makes teaching and learning easy and fun. Using mind
mapping for teaching is an excellent way to prepare the class. Also it is easy to be
used by students for communicating new ideas and students’ thought processes.
Therefore, the writer will conduct the study to see the effect of Mind Mapping
Technique on students’ achievement in writing narrative text.
B. The Problem of the Study
Based on the background of the study given, the problem of this study is
stated as:Is the students’ writing achievement in narrative text taught by using
Mind Mapping Technique higher than that taught by using conventional lecture
method?
5
C. The Objective of the Study
The objective of the study is to find out the effect of Mind Mapping
Technique on student’s achievement in writing narrative text.
D. The Scope of the Study
This study focuses on the effect of Mind Mapping Technique inteaching
writing narrative text to the students of the first year of Senior High School at
MAN 2 Model Medan.
E. The Significance of the Study
The findings of this study would be very important and useful for:
a. The studentscan use it as a suggestion to improve their achievement in
writing narrative text.
b. The English teachers can increase the quality of teaching and
learningby using Mind Mapping Technique in teaching writing.
c. The researchers who want to develop all information and for those who
are interested in doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the study, the conclusions were drawn as followed:
1. Teaching Writing in narrative text by using Mind Mapping Techniquewas
higher than that taught by using Lecture Method. So, Mind Mapping
Technique is better used to improve the students’ writing achievement in
narrative text than Lecture Method.
2. The ability of the students in class X- 9 of MAN 2 Model Medan in writing
narrative text was improved.
3. The students’ score continuously improved in each writing test and they
could produce a good narrative text individually.
4. The students were more active, interested and enthusiastic in writing narrative
text.
5. Mind Mapping technique helped the students to understand the content of the
text and the element of the narrative text by practiced themselves in the steps
of Mind Mapping technique.
B. Suggestion
Based on the finding, it is suggested that:
1. English teacher to apply Mind Mapping Technique in teaching writing
because it enables the students to convey and share their ideas in writing
narrative text.
47
48
2. The textbook writer to introduce and suggest the reader to use Mind Mapping
Technique in solving students’ problem in writing narrative text.
3. The readers who are interested for further study related to this research to
explore the knowledge to enlarge their understanding about how to improve
students’ achievement in writing narrative text by using Mind Mapping
Technique.
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