THE EFFECT OF SEMANTIC MAPPING TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF SEMANTIC MAPPING TECHNIQUE ON
STUDENTS ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to English Department, Faculty of Languages and Arts
State University of Medan, in Partial of the Requirement for the
Degree of Sarjana Pendidikan
By:
DEBBIE IVANALIES TAMPUBOLON
Registration Number: 2103121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Tampubolon, Debbie. 2103121007. The Effect of Semantic Mapping
Technique on Students’ Achievement in Writing Descriptive Paragraph. A
Thesis. English Department. Faculty of Languages and Arts, State University
of Medan. Medan: 2014.
This study deals with the effect of semantic mapping technique on students’
achievement in writing descriptive text. The method of this research was
experimental research. The population of this study were four parallel classes of
the eighth grade of SMP Negeri 2 kutalimbaru Deli Serdang totaling students 144
students, 50 percent of totaling students were taken out as the sample of
experimental group and control group by using lottery technique. The data were
collected by conducting an essay test of writing. The result of the test was
analyzed statistically by applying the t-test formula. From the calculation, it was
obtained that t-observed (6,4) higher than t-table (1,994) at the level of significance
(
and df=70. It means that the application of semantic mapping
technique on students’ achievement in writing descriptive text was effective
because the result showed that students’ score were higher after the treatment. In
conclusion, it is accepteble that semantic mapping technique gave a significant
effect on students’ achievement in writing descriptive text.
Keyword: Semantic Mapping Technique, Writing Descriptive Text.
i
ACKNOWLEDGMENT
First and foremost, the writer would like to express her deepest thanks to
the Almighty God, Jesus Christ for the non-stop blessing during her life time, for
all wonderful people with whom she lives a life full of happiness and warmth, for
the generous chance to complete her study, and the guidance so that she finally
could finish her thesis.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. The writer believes that this thesis is far
from being perfect; however, this is the best work she has ever made.
In completing this thesis, there were many people had given their help
directly and indirectly. The writer would like to express her sincere gratitude and
appreciation to those wonderful people:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and also
the Writer Consultant, for her patient guidance, immense knowledge,
excellent advice, and constractive comments during completing this thesis
Dra. Meisuri, M.A. the Secretary of English Department
Dra. Masitowarni Siregar, M.Ed. the Head of English Education
Program and also Thesis Examiner
Prof. Dr. Lince Sihombing, M.Pd. her Academic Advisor and also her
Proposal Reviewer, Dr. Rahmah, M.Hum., and Dr. Siti Aisah Ginting,
M.Pd., her Proposal Reviewers and Thesis Examiners who gave comment,
suggestion and advise to the writer
Mam Euis for the administrative help in requirements process
Farida Eriani, S.Pd., the Headmaster and all Teachers and Staffs of SMP
Negeri 2 Kutalimbaru Deliserdang for their generosity in supporting her in
carrying out her research in the school
Her beloved parents, M.Tampubolon and R.Pardede, S.Pd., for their
constant spiritual, mental, moral and material support, encouragement,
motivations, patience, carring, love, the days and nights prays; her dearest
sisters, Iin Valentina Tampubolon and Elizabeth Tampubolon, for
sharing a totally unforgettable lifetime with her
Her loving friends, Lala, Afsyah, Kiki, Yuni, Dhian, Mey, Sande, Ira,
Mery, Lidya, Fandy, Freddy, Ernika, Mona, Hertina for the friendly
friendship and for all of their supports and advices. The writer also thanks
for all great times their shared.
Her lovely classmates, DIK Reguler B 2010, for the wonderful four years
she spent with them
Overall, the writer hopes she can give a bit cntribution to language education,
especially major of English.
Medan, December 2014
Writer
Debbie Ivanalies T
NIM. 2103121007
TABLE OF CONTENT
ABSTRACT ........................................................................................
i
ACKNOWLEDGMENT ...................................................................
ii
TABLE OF CONTENT ..................................................................... iv
LIST OF TABLE ............................................................................... vii
LIST OF FIGURE ............................................................................. viii
LIST OF APPENDIX ........................................................................ ix
CHAPTER I INTRODUCTION.......................................................
1
A. The Background of the Study ..................................................
1
B. The Problem of the Study ........................................................
4
C. The Objective of the Study ......................................................
4
D. The Scope of the Study ............................................................
4
E. The Significant of the Study ....................................................
5
CHAPTER II REVIEW OF LITERATURE ..................................
6
A. Theoritical Framework .............................................................
6
1. Achievement ......................................................................
6
2. Writing ...............................................................................
6
a) Process of Writing ........................................................
8
b) Kinds of Genre in Writing............................................
9
3. Text .................................................................................... 10
a) Paragraph...................................................................... 11
b) Descriptive text ............................................................ 12
4. Semantic Mapping Technique............................................ 15
a) The Advantages of Semantic Mapping Technique ...... 17
b) Procedure of a Semantic Mapping ............................... 17
5. Lecture Method .................................................................. 19
B. Conceptual framework ............................................................. 20
C. Hypothesis ................................................................................ 21
CHAPTER III RESEARCH METHODOLOGY ........................... 22
A. Research Design ....................................................................... 22
B. Population and Sample............................................................. 22
C. The Instrument for Collecting Data ......................................... 23
D. The Procedure of the Study ...................................................... 23
1. Pre-Test .............................................................................. 24
2. Treatment ........................................................................... 24
3. Post-Test............................................................................. 26
E. Scoring of the Test ................................................................... 26
F. The Technique of Analyzing Data ........................................... 29
CHAPTER IV THE DATA AND DATA ANALYSIS .................... 31
A. Data .......................................................................................... 31
B. The Data Analysis .................................................................... 34
C. Testing Hypothesis ................................................................... 37
D. Research Finding...................................................................... 37
CHAPTER V CONCLUSION AND SUGGESTION ..................... 39
A. Conclusion ............................................................................... 39
B. Suggestion ................................................................................ 39
REFERENCES ................................................................................... 41
LIST OF FIGURE
Figure 2.1 Example of Semantic Mapping Technique.................... 18
LIST OF APPENDICES
Appendix A Lesson Plan of Experimental and Control Group ...................... 42
Appendix B Table Critical Value of t ................................................................ 65
Appendix C The Analysis Data of Experimental and Control Group ........... 67
Appendix D students’ Writing Sample ............................................................. 70
REFFERENCES
Ary, D., et.al. 2002. Introduction of Research in Education (6th edition), United State
of America: Holt, Rinehart and Winston.
Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language
Pedagogy (2nd edition). New York: Pearson Education.
Byrne, Donn. 1979. Teaching Writing Skill. Longman.
Harmer, J. 2004. How To Teach Writing. England: Pearson Education.
Heaton, J. B. 1988. Writing English Test. Longman.
Jooly, D. 1984. Writing Task. New York: Cambridge University.
Knapp, P., and Watkins, M. (2005). Genre, Text and Grammar. Sidney. University
of South Wales.
Nainggolan, Ekavita. 2013. The Effect of Semantic Map in Writing Skill. Medan.
Universitas Prima Indonesia.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill
.
Oshima, A., and Hogue. 1999. Writing Academic English; Third Edition. United
State of America: Addison Wesley Publishing Company.
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta: CV.
Andi Offset.
Rashdell, Sarah. And Marie-Laure B.2002. New Direction for Research in L2
Writing; Studies in Writing. Dodrecht: Kluwer Academic Publisher.
Sharples, M. 1999 . How We Write; Writing as Creative Design. London:
Routledge.
Siddiq, Ahmad. 2013. The Use of Semantic Mapping Technique to Improve Writing
Skill in The Descriptive Text. JP3, Vol 12.
Urawan, Agus. 2013. Using Semantic Mapping to Improve Students’ Achievement in
Writing Descriptive Text. IKIP PGRI: Semarang.
http://teacherside.blogspot.com/2014/03/genre-kinds-of-text.html. Accessed on
March,10th 2014.
Pj//v.k12nf.calfatimalsemmap.htm: Accessed on March, 10th 2014.
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is the international language that needs to be developed in
Indonesia. Due to the ability to communicate in English, people will be able to
obtain and provide information that is very important for oneself and the
environment. Studying English is not easy for many Indonesian students since it is
foreign language. Foreign languge is the language that is being learned not spoken
in the local community. Although English is foreign language, it is very important
to be mastered, because it is as an international language.
In learning English, there are four skills should be thought to students.
They are speaking, listening, reading and writing. From the four skills the
researcher stresses on writing, because writing is difficult subject for most
students even though it has been taught since kindergarten up to university.
Writing is a very important capability for being owned by students, writing
is also an excellent communication tool. Through writing, someone can express
her/his ideas, thoughts, and experiences freely through write language. According
to Sharples (1999:8) Writing is an opportunity; it allows students to express
something about themselves, explore and explain ideas. Student can convey their
ideas in their mind by organizing them into a good writing so that the other people
understand the text and they can get the idea.
According to sylabus of Junior High School (SMP) for grade eight (VIII),
the goal of teaching writing is to enable the students to write simple descriptive
text by using accurate vocabulary, appropriate grammar and impresses on the
discourse level. It means that the teaching process does not only focus on the text
but also focuses on how to construct a new text well. After being taught, they are
expected to be able to tell about the real life writtenly.
Based on the explanation above, descriptive text is one of the genres in
writing texts that must be mastered by students in learning English. It is taught by
teacher in order to make students can describe themselves and their surronding
although it is still in a simple way. Description is enable the categorization or
classification of an almost infinite range of experience, observation and
interaction into a system that orders them for immediate and future references
which allows us to know them either objectively or subjectively, depending on the
learning area or intent of the writer (Knapp and Watkins, 2005:79).
There are most problems of teaching writing in every school which the
teacher has to solve it, like in MTS Al-Ma’arif Singosari Malang. In this school,
the students got difficulty to write because they did not know what they should
write, and most of them didn’t understand generic structure, function, and lexico
grammatical feature in descriptive text. They only asked by the teacher to translate
and fill the blank in exercise in only one book “LKS”. They did not understand
the meaning of descriptive text itself. The score of the students’ writing
achievemnet proved an unsatisfactory ability. Their scores were 53.65 in average
(Siddiq, 2013:9).
Furthermore, based on writer observation in SMP Negeri 2 Kutalimbaru
kab.Deliserdang, however many students had difficulties in writing because the
teacher only explained what the generic structure of the text. The teacher orally
presented information and the students only passively listened or took note. In
teaching writing, the teacher only asked the students to write the text but they
didn’t give an appropiate way in order to share their idea so that they can write a
good text. They were lack of motivation and ideas, lack of mastering vocabulary,
and grammar. Therefore, the students would be unmotivated, bored and have
difficulties in writing. They also didn’t able to describe the things in a systematics
order.
The teacher should give students new methods in order to make them
enjoyable, easy, and memorable about the material especially in writing
descriptive text, Ransdell and Laure Barbier (2002: 143) say that a good writing
technique can be trained, and it can improve writing performance. In this case, the
writer wants to introduce a technique in writing descriptive text by using semantic
mapping technique. Semantic mapping is visual technique which shows the major
ideas of certain topic and how they are related. It enhances vocabulary
development by helping student link new information with previous experience.
Semantic mapping technique portay the schematic relations that compose the
concept. It allows students to conceptually explore their knowledge of a new word
by mapping it with other related words or phrases similar in meaning to the new
word.
Based on the discussion above, researcher decided to conduct a research to
find the effect of semantic mapping technique on students’ achievement in writing
descriptive text.
B. The problem of the Study
Based on the background of the study, the problem of the study was
formulated as follows: “Is there any significant effect of applying semantic
mapping technique on students’ achievement in writing descriptive text of grade
eight (VIII) at SMP Negeri 2 Kutalimbaru Kab. Deliserdang?”
C. The Objective of the Study
In relation to the problem, the objective of the study was to find out
whether or not semantic mapping technique affect on students’ achievement in
writing descriptive text significantly.
D. The Scope of the Study
There are many genres of writing which learnt in the SMP (Junior High
School) such as recount, descriptive, narrative, procedure, and report. Specipically
this study focused on the use of semantic mapping technique on students’
achievement in writing descriptive text. In the other words, the study was
concentrated on the genre of descriptive.
E. The Significant of the Study
The study about the effect of Semantic Mapping Technique on students’
achievement in writing descriptive text hopefully will give contribution to English
teaching and learning, they’re:
1. Theoretically
The result of this study will enrich the technique of English teaching and
learning and also to contribute the development of knowledge in English teaching
and learning.
2. Practically
The significances of the study are hopefully useful for:
a) The Students. They can improve their writing ability in descriptive
text through semantic mapping technique.
b) The Teachers. This study also expect to give contribution to the
English teacher in the use of Semantic Mapping Technique on
writing descriptive text in order to overcome the problems of
students’ achievement in writing.
c) The writer. She will get new knowledge, experience in teaching
writing descriptive text by using Semantic Mapping Technique.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Having analized the data that have been presented in the previous chapter,
it was found that the mean of experimental and control group in the post-test score
are 71,25 and 61,25. It’s mean that the mean score of post-test of experimental is
higher than those of control group.
Since the value of t-observe was 6,4 with df (70) at the level significance
(0,05) is higher than t-table 1,994 the alternative hypothesis (Ha) is accepted. So,
from the calculation of the data, it can be concluded that semantic mapping
technique significantly affect students’ achievement in writing descriptive text.
B. Suggestion
The result of the study showed that the aplication of semantic mapping
technique sicnificantly affect the students’ achievement in writing descriptive text.
Based on the conclusion, the suggestion can be stated as the following:
1. It is suggested to the teachers to apply semantic mapping technique in
writing descriptive text because it provides an opportunity for the students
to work creatively in writing and it makes students able to develop their
ideas.
2. It is suggested to the students to keep applying semantic mapping
technique in writing descriptive text because this technique is appropriate
for the students’ need.
3. Other researcher who are interested for further study (university students)
related to this research shoul explore the knowledge to enlarge the
understanding about how to improve students’ achievement in writing
descriptive text and search another reference.
STUDENTS ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to English Department, Faculty of Languages and Arts
State University of Medan, in Partial of the Requirement for the
Degree of Sarjana Pendidikan
By:
DEBBIE IVANALIES TAMPUBOLON
Registration Number: 2103121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Tampubolon, Debbie. 2103121007. The Effect of Semantic Mapping
Technique on Students’ Achievement in Writing Descriptive Paragraph. A
Thesis. English Department. Faculty of Languages and Arts, State University
of Medan. Medan: 2014.
This study deals with the effect of semantic mapping technique on students’
achievement in writing descriptive text. The method of this research was
experimental research. The population of this study were four parallel classes of
the eighth grade of SMP Negeri 2 kutalimbaru Deli Serdang totaling students 144
students, 50 percent of totaling students were taken out as the sample of
experimental group and control group by using lottery technique. The data were
collected by conducting an essay test of writing. The result of the test was
analyzed statistically by applying the t-test formula. From the calculation, it was
obtained that t-observed (6,4) higher than t-table (1,994) at the level of significance
(
and df=70. It means that the application of semantic mapping
technique on students’ achievement in writing descriptive text was effective
because the result showed that students’ score were higher after the treatment. In
conclusion, it is accepteble that semantic mapping technique gave a significant
effect on students’ achievement in writing descriptive text.
Keyword: Semantic Mapping Technique, Writing Descriptive Text.
i
ACKNOWLEDGMENT
First and foremost, the writer would like to express her deepest thanks to
the Almighty God, Jesus Christ for the non-stop blessing during her life time, for
all wonderful people with whom she lives a life full of happiness and warmth, for
the generous chance to complete her study, and the guidance so that she finally
could finish her thesis.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. The writer believes that this thesis is far
from being perfect; however, this is the best work she has ever made.
In completing this thesis, there were many people had given their help
directly and indirectly. The writer would like to express her sincere gratitude and
appreciation to those wonderful people:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and also
the Writer Consultant, for her patient guidance, immense knowledge,
excellent advice, and constractive comments during completing this thesis
Dra. Meisuri, M.A. the Secretary of English Department
Dra. Masitowarni Siregar, M.Ed. the Head of English Education
Program and also Thesis Examiner
Prof. Dr. Lince Sihombing, M.Pd. her Academic Advisor and also her
Proposal Reviewer, Dr. Rahmah, M.Hum., and Dr. Siti Aisah Ginting,
M.Pd., her Proposal Reviewers and Thesis Examiners who gave comment,
suggestion and advise to the writer
Mam Euis for the administrative help in requirements process
Farida Eriani, S.Pd., the Headmaster and all Teachers and Staffs of SMP
Negeri 2 Kutalimbaru Deliserdang for their generosity in supporting her in
carrying out her research in the school
Her beloved parents, M.Tampubolon and R.Pardede, S.Pd., for their
constant spiritual, mental, moral and material support, encouragement,
motivations, patience, carring, love, the days and nights prays; her dearest
sisters, Iin Valentina Tampubolon and Elizabeth Tampubolon, for
sharing a totally unforgettable lifetime with her
Her loving friends, Lala, Afsyah, Kiki, Yuni, Dhian, Mey, Sande, Ira,
Mery, Lidya, Fandy, Freddy, Ernika, Mona, Hertina for the friendly
friendship and for all of their supports and advices. The writer also thanks
for all great times their shared.
Her lovely classmates, DIK Reguler B 2010, for the wonderful four years
she spent with them
Overall, the writer hopes she can give a bit cntribution to language education,
especially major of English.
Medan, December 2014
Writer
Debbie Ivanalies T
NIM. 2103121007
TABLE OF CONTENT
ABSTRACT ........................................................................................
i
ACKNOWLEDGMENT ...................................................................
ii
TABLE OF CONTENT ..................................................................... iv
LIST OF TABLE ............................................................................... vii
LIST OF FIGURE ............................................................................. viii
LIST OF APPENDIX ........................................................................ ix
CHAPTER I INTRODUCTION.......................................................
1
A. The Background of the Study ..................................................
1
B. The Problem of the Study ........................................................
4
C. The Objective of the Study ......................................................
4
D. The Scope of the Study ............................................................
4
E. The Significant of the Study ....................................................
5
CHAPTER II REVIEW OF LITERATURE ..................................
6
A. Theoritical Framework .............................................................
6
1. Achievement ......................................................................
6
2. Writing ...............................................................................
6
a) Process of Writing ........................................................
8
b) Kinds of Genre in Writing............................................
9
3. Text .................................................................................... 10
a) Paragraph...................................................................... 11
b) Descriptive text ............................................................ 12
4. Semantic Mapping Technique............................................ 15
a) The Advantages of Semantic Mapping Technique ...... 17
b) Procedure of a Semantic Mapping ............................... 17
5. Lecture Method .................................................................. 19
B. Conceptual framework ............................................................. 20
C. Hypothesis ................................................................................ 21
CHAPTER III RESEARCH METHODOLOGY ........................... 22
A. Research Design ....................................................................... 22
B. Population and Sample............................................................. 22
C. The Instrument for Collecting Data ......................................... 23
D. The Procedure of the Study ...................................................... 23
1. Pre-Test .............................................................................. 24
2. Treatment ........................................................................... 24
3. Post-Test............................................................................. 26
E. Scoring of the Test ................................................................... 26
F. The Technique of Analyzing Data ........................................... 29
CHAPTER IV THE DATA AND DATA ANALYSIS .................... 31
A. Data .......................................................................................... 31
B. The Data Analysis .................................................................... 34
C. Testing Hypothesis ................................................................... 37
D. Research Finding...................................................................... 37
CHAPTER V CONCLUSION AND SUGGESTION ..................... 39
A. Conclusion ............................................................................... 39
B. Suggestion ................................................................................ 39
REFERENCES ................................................................................... 41
LIST OF FIGURE
Figure 2.1 Example of Semantic Mapping Technique.................... 18
LIST OF APPENDICES
Appendix A Lesson Plan of Experimental and Control Group ...................... 42
Appendix B Table Critical Value of t ................................................................ 65
Appendix C The Analysis Data of Experimental and Control Group ........... 67
Appendix D students’ Writing Sample ............................................................. 70
REFFERENCES
Ary, D., et.al. 2002. Introduction of Research in Education (6th edition), United State
of America: Holt, Rinehart and Winston.
Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language
Pedagogy (2nd edition). New York: Pearson Education.
Byrne, Donn. 1979. Teaching Writing Skill. Longman.
Harmer, J. 2004. How To Teach Writing. England: Pearson Education.
Heaton, J. B. 1988. Writing English Test. Longman.
Jooly, D. 1984. Writing Task. New York: Cambridge University.
Knapp, P., and Watkins, M. (2005). Genre, Text and Grammar. Sidney. University
of South Wales.
Nainggolan, Ekavita. 2013. The Effect of Semantic Map in Writing Skill. Medan.
Universitas Prima Indonesia.
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill
.
Oshima, A., and Hogue. 1999. Writing Academic English; Third Edition. United
State of America: Addison Wesley Publishing Company.
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta: CV.
Andi Offset.
Rashdell, Sarah. And Marie-Laure B.2002. New Direction for Research in L2
Writing; Studies in Writing. Dodrecht: Kluwer Academic Publisher.
Sharples, M. 1999 . How We Write; Writing as Creative Design. London:
Routledge.
Siddiq, Ahmad. 2013. The Use of Semantic Mapping Technique to Improve Writing
Skill in The Descriptive Text. JP3, Vol 12.
Urawan, Agus. 2013. Using Semantic Mapping to Improve Students’ Achievement in
Writing Descriptive Text. IKIP PGRI: Semarang.
http://teacherside.blogspot.com/2014/03/genre-kinds-of-text.html. Accessed on
March,10th 2014.
Pj//v.k12nf.calfatimalsemmap.htm: Accessed on March, 10th 2014.
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is the international language that needs to be developed in
Indonesia. Due to the ability to communicate in English, people will be able to
obtain and provide information that is very important for oneself and the
environment. Studying English is not easy for many Indonesian students since it is
foreign language. Foreign languge is the language that is being learned not spoken
in the local community. Although English is foreign language, it is very important
to be mastered, because it is as an international language.
In learning English, there are four skills should be thought to students.
They are speaking, listening, reading and writing. From the four skills the
researcher stresses on writing, because writing is difficult subject for most
students even though it has been taught since kindergarten up to university.
Writing is a very important capability for being owned by students, writing
is also an excellent communication tool. Through writing, someone can express
her/his ideas, thoughts, and experiences freely through write language. According
to Sharples (1999:8) Writing is an opportunity; it allows students to express
something about themselves, explore and explain ideas. Student can convey their
ideas in their mind by organizing them into a good writing so that the other people
understand the text and they can get the idea.
According to sylabus of Junior High School (SMP) for grade eight (VIII),
the goal of teaching writing is to enable the students to write simple descriptive
text by using accurate vocabulary, appropriate grammar and impresses on the
discourse level. It means that the teaching process does not only focus on the text
but also focuses on how to construct a new text well. After being taught, they are
expected to be able to tell about the real life writtenly.
Based on the explanation above, descriptive text is one of the genres in
writing texts that must be mastered by students in learning English. It is taught by
teacher in order to make students can describe themselves and their surronding
although it is still in a simple way. Description is enable the categorization or
classification of an almost infinite range of experience, observation and
interaction into a system that orders them for immediate and future references
which allows us to know them either objectively or subjectively, depending on the
learning area or intent of the writer (Knapp and Watkins, 2005:79).
There are most problems of teaching writing in every school which the
teacher has to solve it, like in MTS Al-Ma’arif Singosari Malang. In this school,
the students got difficulty to write because they did not know what they should
write, and most of them didn’t understand generic structure, function, and lexico
grammatical feature in descriptive text. They only asked by the teacher to translate
and fill the blank in exercise in only one book “LKS”. They did not understand
the meaning of descriptive text itself. The score of the students’ writing
achievemnet proved an unsatisfactory ability. Their scores were 53.65 in average
(Siddiq, 2013:9).
Furthermore, based on writer observation in SMP Negeri 2 Kutalimbaru
kab.Deliserdang, however many students had difficulties in writing because the
teacher only explained what the generic structure of the text. The teacher orally
presented information and the students only passively listened or took note. In
teaching writing, the teacher only asked the students to write the text but they
didn’t give an appropiate way in order to share their idea so that they can write a
good text. They were lack of motivation and ideas, lack of mastering vocabulary,
and grammar. Therefore, the students would be unmotivated, bored and have
difficulties in writing. They also didn’t able to describe the things in a systematics
order.
The teacher should give students new methods in order to make them
enjoyable, easy, and memorable about the material especially in writing
descriptive text, Ransdell and Laure Barbier (2002: 143) say that a good writing
technique can be trained, and it can improve writing performance. In this case, the
writer wants to introduce a technique in writing descriptive text by using semantic
mapping technique. Semantic mapping is visual technique which shows the major
ideas of certain topic and how they are related. It enhances vocabulary
development by helping student link new information with previous experience.
Semantic mapping technique portay the schematic relations that compose the
concept. It allows students to conceptually explore their knowledge of a new word
by mapping it with other related words or phrases similar in meaning to the new
word.
Based on the discussion above, researcher decided to conduct a research to
find the effect of semantic mapping technique on students’ achievement in writing
descriptive text.
B. The problem of the Study
Based on the background of the study, the problem of the study was
formulated as follows: “Is there any significant effect of applying semantic
mapping technique on students’ achievement in writing descriptive text of grade
eight (VIII) at SMP Negeri 2 Kutalimbaru Kab. Deliserdang?”
C. The Objective of the Study
In relation to the problem, the objective of the study was to find out
whether or not semantic mapping technique affect on students’ achievement in
writing descriptive text significantly.
D. The Scope of the Study
There are many genres of writing which learnt in the SMP (Junior High
School) such as recount, descriptive, narrative, procedure, and report. Specipically
this study focused on the use of semantic mapping technique on students’
achievement in writing descriptive text. In the other words, the study was
concentrated on the genre of descriptive.
E. The Significant of the Study
The study about the effect of Semantic Mapping Technique on students’
achievement in writing descriptive text hopefully will give contribution to English
teaching and learning, they’re:
1. Theoretically
The result of this study will enrich the technique of English teaching and
learning and also to contribute the development of knowledge in English teaching
and learning.
2. Practically
The significances of the study are hopefully useful for:
a) The Students. They can improve their writing ability in descriptive
text through semantic mapping technique.
b) The Teachers. This study also expect to give contribution to the
English teacher in the use of Semantic Mapping Technique on
writing descriptive text in order to overcome the problems of
students’ achievement in writing.
c) The writer. She will get new knowledge, experience in teaching
writing descriptive text by using Semantic Mapping Technique.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Having analized the data that have been presented in the previous chapter,
it was found that the mean of experimental and control group in the post-test score
are 71,25 and 61,25. It’s mean that the mean score of post-test of experimental is
higher than those of control group.
Since the value of t-observe was 6,4 with df (70) at the level significance
(0,05) is higher than t-table 1,994 the alternative hypothesis (Ha) is accepted. So,
from the calculation of the data, it can be concluded that semantic mapping
technique significantly affect students’ achievement in writing descriptive text.
B. Suggestion
The result of the study showed that the aplication of semantic mapping
technique sicnificantly affect the students’ achievement in writing descriptive text.
Based on the conclusion, the suggestion can be stated as the following:
1. It is suggested to the teachers to apply semantic mapping technique in
writing descriptive text because it provides an opportunity for the students
to work creatively in writing and it makes students able to develop their
ideas.
2. It is suggested to the students to keep applying semantic mapping
technique in writing descriptive text because this technique is appropriate
for the students’ need.
3. Other researcher who are interested for further study (university students)
related to this research shoul explore the knowledge to enlarge the
understanding about how to improve students’ achievement in writing
descriptive text and search another reference.