IMPROVING STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXTS THROUGH MIND-MAPPING.
IMPROVING STUDENTS` ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXTS THROUGH MIND-MAPPING
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By FAUZIAH R
Registration Number: 809125006
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
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IMPROVING STUDENTS` ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXTS THROUGH MIND-MAPPING
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By FAUZIAH R
Registration Number: 809125006
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
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ABSTRACT
FAUZIAH RASYID. 809125006. Improving Students` Achievement in Writing Descriptive Text through Mind Mapping. A Thesis. English Applied Linguistic Study Program, Post Graduate School, State University of Medan. 2014.
Key words: mind mapping, writing descriptive text.
This research objective is to improve students` achievement in writing descriptive text taught through mind mapping. Mind mapping is simply a diagram used to represent words, ideas which can help the students to generate, visualize, structure, and classify ideas to construct a written paragraph. In this case, the researcher is eager to investigate the significant of mind mapping technique in improving students` achievement in writing descriptive text. The research method is classroom action research and it is conducted to grade VIII-1 of 33 students of SMP Negeri 2 Delitua in the second semester 2013/2014 academic year which is to intervene in a deliberate way in the problematic situation in order to bring about changes and, even better improvement in practice. In classroom action research, the researcher applies some instrument such as, writing test, observation sheet to see the progress of each session, namely; plan, action, observation, and reflection. Then, the data are analyzed qualitatively. Qualitative data consist of the observation result of students` and teacher`s activities. Quantitative data are taken from the writing test to look the increase of students` achievement in writing descriptive text in cycle 1 and cycle 2. The improvement increase based on KKM (Criteria Completeness Minimal) is 80. In cycle 1, the mean of students` score in level mastery% was 70,22 with 12 students (36%) pass KKM, and in average category as fair. It increased in cycle 2, the mean of students` score in level mastery% was 81,29 with 26 students (79%) pass KKM, and in average category as good. then, during teaching learning process, the students were active in attending the learning activity. In conclusion, mind mapping technique is able to improve the students` achievement in writing descriptive text.
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ACKNOWLEDGEMENTS
Praise and gratitude to Allah for His mercy and grace that has given
strength and patience for the author to finish this thesis. Sholawat and greetings to
the Prophet Muhammad , men who have given exemplary choice in the ummah
until the end of time is highly anticipated intercession at the end of the day.
This thesis entitled "IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXTS THROUGH MIND-MAPPING"
proposed to fill the requirements of obtaining title a post-graduate in English
Applied Linguistics of the State University of Medan.
In writing this thesis writers get a lot of trouble, therefore the authors
would like to thank all those who have helped either in the form of moral and
material assistance. A great appreciation for spending the valuable time in giving
the comments, ideas, and constructive criticism in the process of completing this
thesis is given to Prof. Dr. Busmin Gurning, M.Pd. as the Head of English
Applied Linguistics, and also as her first advisor. And Dr. Didik Santoso, M.Pd.
as the second adviser. And also to Prof. dr. Sumarsih, M.Pd., Dr. Sri Minda
Murni, M.S., Dr. I Wayan Dirgayasa, M.Hum. as reviewers and examiners for
their valuable feedbacks.
To her husband, Dr. H. Dede Ruslan, M.Si. and her children, Rufaidah
syafawani, Fadhlan Fathurrahman, Alya Rizki Sabrina, for the very special love,
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To her parents, brothers and sisters for their full support, and prayers. And
to her lovely friends, headmaster, and some others, thank you so much for the
special encouragement.
Hopefully, Allah pay all of the goodness that have given me and the author
expect to this thesis will have adventages to reader and especially for the author.
Medan, August 2014
Fauziah R.
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TABLE OF CONTENTS
Page
CHAPTERI: INTRODUCTION ... 1
1.1 The Background of Study ... 1
1.2 Problems of Study ... 6
1.3 The Objectives of Study ... 6
1.4 The Significant of Study ... 7
1.5 The Scope of the Study ... 8
CHAPTER II: REVIEW OF LITERATURE ... 9
2.1 The Students` Achievement in Writing ... 9
2.2 The Nature of Writing ... 12
2.3 The Text types (Genres) ... 14
2.4 Writing Descriptive Text ... 18
2.5 Assessment of Descriptive Writing ... 22
2.6 The Nature of Mind-Mapping……… 26
2.6.1 The Advantages of Mind-Mapping ... 32
2.6.2 The Disadvantages of Mind-Mapping ... 34
2.7 Teaching procedures of Descriptive Writing through Mind-Mapping Technique... 34
2.8 The Related Research ... 37
2.9 The Conceptual Framework ... 39
CHAPTER III: THE RESEARCH METHODOLOGY ... 42
3.1 Location of the Research ... 42
3.2 Subject of the Research ... 42
3.3 Object of the Research ... 42
3.4 The Research Design ... 43
3.5 The Data and Source of Data ... 46
3.6 The Technique and Instrument for Collecting Data ... 46
3.7 The Scoring Technique ... 46
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3.9 The technique for Analyzing Data ... 48
3.10 Indicator of the Research ... 49
CHAPTER IV: DATA ANALYSIS, RESEARCH FINDINGS AND DISCUSSION ... 50
4.1 Data Analysis ... 50
4.1.1 Analysis of the Preliminary Study ... 53
4.1.2 Analysis of the First Cycle ... 57
4.1.2.1 Planning of the First Cycle ... 57
4.1.2.2 Action of the First cycle ... 59
4.1.2.3 Observation of the First Cycle ... 64
4.1.2.4 Reflection of the First Cycle ... 72
4.1.3 Analysis of the Second Cycle... 74
4.1.3.1 Planning of the Second Cycle ... 74
4.1.3.2 Action of the Second Cycle ... 75
4.1.3.3 Observation of the Second Cycle ... 81
4.1.3.4 Reflection of the Second Cycle ... 89
4.2 Findings ... 93
4.3 Discussion CHAPTER V: CONCLUSION AND SUGGESTION ... 96
5.1 Conclusions ... 96
5.2 Suggestion ... 96
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List of Tables
Table Page
1. The Rubric of Assessing Writing Descriptive text ... 47
2. Indicator of Research ... 49
3. Description of Students’ writing Achievement ... 51
4. The Result of Students learning Activity ... 53
5. Description of pre-test Result ... 55
6. Description of Students’ Writing Achievement in Cycle 1 ... . 65
7. Students’ Achievement on the Five Aspects ... . 67
8. The Result of Students’ Activity in cycle 1 ... . 69
9. The Result of Teacher‘s Activity ... . 71
10. Description of Students’ Writing Achievement in Cycle 2………. 82
11. Students’ achievement on the Five aspects………. 83
12. The Result of Students’ Activity in Cycle 2……… 86
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List of Figures
Figure Page
1. The Work of mind-Mapping ... 28
2. Show Ideas is developed ... 30
3. Diagram of Pre-Test/Post-Tests ... 52
4. Diagram of Pre-Test ... 56
5. Diagram of Post-Test in Cycle 1 ... 66
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List of Appendixes
1st Appendix Lesson plan
2nd Appendix The Rubric of Assessing 3rd Appendix Students’ Observation Sheet 4th Appendix Teachers’ Observation Sheet
5th Appendix Questionnaire Answers of Students’ Respond in 1st Cycle 6th Appendix Questionnaire Answers of Students’ Respond in 2nd Cycle 7th Appendix The Result of Pre Test
8th Appendix The Learning Result of the First Post Test in 1st Cycle 9th Appendix The Learning Activity in 1st cycle
10th Appendix The Learning Result of the Second Post Test in 2nd Cycle 11th Appendix The Learning Activity
12nd Appendix Increasing of Learning Result and Learning Activity
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CHAPTER I INTRODUCTION
1.1 The Background of Study
Writing is one of the four language skills that should be taught to the
students. Writing, in addition to speaking, belongs to productive skills. This skill
should be mastered by the students because it can be used to express the students`
ideas as well as feelings, and communicate with others. As Raimes (1983:3)
stated, learning a second language means learning to communicate with other
people in order to understand them, talk to, read what they have written, and write
to them. In reality, writing, compared to other language skills, is considered as the
most difficult and complicated language skill to learn (Cahyono, 1997). And also,
Rozimela (2004:83), in her study on the teachers` perception of the teaching
writing, found that the teachers have treated writing unfairly. It is because of some
reasons such as a big class size, limited time, teachers` competence, and the
requirement of the final examination.
Based on the writer’s observation through conducting preliminary study
during teaching learning writing activity in VIII/1 class at SMPN 2 Delitua, it
was found that many students of VIII/1 class has difficulty in writing descriptive
paragraph. It is proved by the result of the students’ writing in preliminary study. On August 2013 the mean score of the students writing was 61.95, while the
English Minimum Mastery Criterion- (Kriteria Ketuntasan Minimal-KKM) is
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data is supported by the result of interview to the English teacher who taught them
for 1 year when they were in class VII on Academic Years 2012/2013 at the
second semester, the students writing`s score was 65.87, not so different from the
mid-semester`s score on September 2013, that is 64.55. It shows that the teaching
process or the method may be not a fixed way. And from the students’ questionnaire given, the causes known that the students’ difficulties come from the weaknesses of student ability in generating ideas; therefore they did not have
ideas what to write first. Secondly, the students had difficulty in making the
writing relevant with the topic. Also, the students had difficulty in choosing the
word due to lack of vocabulary, Furthermore, The students tend to be bored and
low participation in writing class because the process of teaching and learning
activities was monotonous. So, to make the students can produce descriptive
paragraphs, there should be an effort to make writing class more interesting.
In accordance to the writing itself, writing is one of four language skills
that should be taught to the students. Writing, in addition to speaking, belongs to
the productive skills. This skill should be mastered by the students because it can
be used to express the students` ideas as well as feelings, and to communicate
with others. Raimes (1983:3) states that learning a second language means
learning to communicate with other people in order to understand them, talk to,
read what they have written, and write to them. The writing is not only important
language skill to be learned but it is also important to be taught. Accordingly,
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language depends to some extent on how the teachers are able to teach writing to
their students.
In terms of teaching English in high school either junior or senior high
school, the implementation of the Competence Based Curriculum (CBC), the
teaching of writing has been put aside by the teachers. In her study on the
teachers` perception of the teaching of writing. Rozimela (2004:83) found that the
teachers have treated writing unfairly. It is because of some reasons such as the
big class size, limited time, teacher`s competence, and the requirement of the final
examination. Beside, the teachers did so because writing is believed to the most
complex skill to be taught (Cahyono & Widiati, 2006:139). It is considered to be
the most complex skills because when we are writing, we are doing many things
at the same time (Mason & Washington, 1992:31, cited in Rozimela, 2004:84).
Along the process of writing we are applying our knowledge about grammar,
vocabulary, and mechanics. According to Cahyono & Widiati (2006:143), in the
introduction of the 2004 English Curriculum, “writing seems to gain its
momentum in secondary schools”. As a matter of fact, writing gets more chance
to be taught more intensively.
In reality, if the writing is compared to other language skills, it is generally
considered as the most difficult and complicated language skill to learn (Cahyono
(1997). Then Sari (2007) states that isn`t look like to other three skills, writing is
most passive as the teachers only have to instruct the students what to do, wait,
and then collect their final drafts. It stands to reason that, for most teachers,
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Writing activities require some abilities such as grammar mastery, spelling,
punctuation, and diction. Besides, it needs skills of planning, organizing,
developing, and transferring ideas into a written from language. To eliminate the
complexities of writing activities, the teachers need to develop their techniques in
writing. Selecting appropriate approaches in the teaching of writing influences the
atmosphere of the class. In addition, classroom techniques enable the students to
write according to their personal needs (Ferris, 2002). Thus, as teachers, we
should considered suitable approaches, methods, and techniques in English
teaching and learning.
In the latest curriculum or the School-Based Curriculum, or the 2013
Curriculum, the goal of English teaching and learning process in Indonesia is
enable the students to have proficiency in mastering the four language skills to
communicate them in short and simple essay and monolog texts fluency and
accurately to fulfill what they need in their daily life context (Depdiknas, 2013).
That`s why English teachers are responsible to grasp the goal of English
teaching-learning processes in Indonesia. Then, it is also stated that the English lesson in
Junior High School (JHS)/MTs is oriented to enhance the students` ability to
understand and to create various kinds of short functional texts (genres) such as
procedure (to record a procedure in conducting something), descriptive (to
describe people, places, or things), recount (to tell a series of events happening
one after the other), narrative (to tell a story to the other people), and report (to
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which is taught and learned in high school must be based on genre or genre based
writing.
Besides that, the teaching and learning process of writing in high school
must also be presented in a such relevant way and technique so the students can
easily understand how to learn write the writing itself. This means that teaching
and learning writing needs a certain teaching and learning method or technique so
that the process can learn optimally and finally the student can learn successfully.
Teaching and learning method and technique plays important role during the
process of teaching and learning.
In line with the teaching method and technique, the procedure of teaching
which requires careful planning, teachers need to familiarize themselves with
certain techniques of teaching writing that can entail the teaching of other
language skills. And the techniques in asking students to write by using pictures,
symbols and colors to represent ideas will result the writing products different
from those written based on pure imagination. Moreover, applying mind-mapping
as part of pre-writing activities will also result in pieces of written works different
from those produced by writing directly out of mind. Thus, creating fun
pre-writing activities in the pre-writing class is important to make the teaching of pre-writing
more enjoyable and challenging for students, yet less stressful for teachers (Sari,
2007).
Based on the description, therefore, the title of this study is formulated as
“Improving Students` Achievement in Writing Descriptive Texts through
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(learners) and write the words or phrases in circles or bubbles. Proett and Gill (in
Seow, 2002: 316) defines that mind-mapping is a simple yet powerful strategy. Its
visual character seems to stimulate the flow of association and particularly good
for students who know what they want to say but just can’t say it. It is also
generally known that a Mind Map is a diagram used to represent words, ideas,
tasks, or other items linked to and arranged around a central key word or idea.
Mind maps are used to generate, visualize, structure, and classify ideas, and as an
aid to studying and organizing information, solving problems, making decisions,
and writing.
1.2 Problems of the Study
Based on the previous explanation of the background of the study, the
problems of the research are formulated as follows:
1) To what extent does the Mind-Mapping technique improve students`
achievement in writing descriptive texts?”
2) How does the process of Mind-Mapping technique occur for teaching
writing descriptive texts?
1.3 The Objectives of Study
In relation to the research problem, this study has two objectives:
1) to know the improvement of students` achievement in writing
descriptive texts taught through the Mind-Mapping technique.
2) to know the process of Mind-Mapping technique occurs for teaching
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1.4 The Significances of the Study
The research is expected to provide some significances and benefits as
follows:
1) Theoretically
The result of the study is expected to support the body of knowledge in
writing descriptive text by using mind mapping. And this study is also
expected to give practical contribution to writing text based on genre at the
junior high school. Later, it can be adopted as one of the ways to solve the
similar problems in the writing class.
2) Practically
The result of the research also can give input to improve their ability and
competence in writing skill. The students will also learn how to write
easily by using Mind Mapping technique.
For English teachers, it can extend and widen the insights and knowledge
about the nature of Mind mapping model in teaching writing-especially the
descriptive text. Then, it is also can be used as an optional teaching model
for different type of writing
And also this study can give the view to the other researcher that the
research has contribution in teaching writing. Then, it can be used as
references and provide certain information and knowledge in order to
conduct a research in a related topic.
Finally this research, is also used a kind of benchmarking knowledge dealing with writing teaching technique for the class.
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1.5 The Scope of the study
For the shake of reliability, validity, thick description of the research, and
effectiveness of the research, this research tries to focus on genre descriptive text
as product of writing, types of descriptive texts taught and learnt are in line with
the descriptive texts available at Grade VIII SMP. Mind mapping technique is
another way to get ideas to write about something and write them in circle or
bubble, around the topic, as the theory stated by Houge(1996:91) that it will be
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and findings of the research there are some
conclusions as follows:
1. The implementation of mind mapping technique had improved the
achievement of grade VIII students of SMP Negeri 1 Delitua in writing
descriptive text.
2. The implementation of mind mapping technique in teaching descriptive
text had engaged the students to be more active, creative and confident in
the process of learning. The students also enjoyed the learning process and
the teacher had increased her performance.
3. The finding of this research also implied that mind mapping is a suitable
technique to make students become motivated in writing, especially
descriptive text.
5.2 Suggestions
From the elaborated research result, the researcher proposed the following
suggestions;
1. This research result can be an input for educational institution to provide
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2. This research result can be an input for teachers to apply mind mapping
technique in the effort of developing teachers` ability in managing
teaching learning writing skill.
3. Mind mapping can be an alternative best method in improving students`
writing achievement.
4. Finally for the researcher, this research result can also be input to correct
some weaknesses or shortcoming in the teaching learning process.
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Anderson, Mark, Kathy Anderson. 1997. Text Type in English. South Yara: MacMillan Education PTY LTD.
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Budd, John W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35, 1, 35.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and findings of the research there are some conclusions as follows:
1. The implementation of mind mapping technique had improved the achievement of grade VIII students of SMP Negeri 1 Delitua in writing descriptive text.
2. The implementation of mind mapping technique in teaching descriptive text had engaged the students to be more active, creative and confident in the process of learning. The students also enjoyed the learning process and the teacher had increased her performance.
3. The finding of this research also implied that mind mapping is a suitable technique to make students become motivated in writing, especially descriptive text.
5.2 Suggestions
From the elaborated research result, the researcher proposed the following suggestions;
1. This research result can be an input for educational institution to provide learning innovation and improve learning quality in writing skill.
(2)
2. This research result can be an input for teachers to apply mind mapping technique in the effort of developing teachers` ability in managing teaching learning writing skill.
3. Mind mapping can be an alternative best method in improving students` writing achievement.
4. Finally for the researcher, this research result can also be input to correct some weaknesses or shortcoming in the teaching learning process.
(3)
REFERENCES
American Psychological Association in 1995 in http://en.wikipedia.org/wiki/ Intelligence:_Knowns_and_Unknowns accessed on January 18th 2010. Anderson, Mark, Kathy Anderson. 1997. Text Type in English. South Yara:
MacMillan Education PTY LTD.
Arends, Richard I. 1997. Classroom Instruction and Management. New York: The Mc Graw-Hill Company, Inc.
Anderson C. M. & Long E. S. (2002) Use of a structured descriptive assessment
methodology to identify variables affecting problem behavior. Journal of
Applied Behavior Analysi 35, 137–154.
Budd, John W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35, 1, 35.
Brookes, Arthur, and Peter Grundy. 1990. Writing for Study Purposes.
Cambridge: Cambridge University Press.
Brown, H. Douglas. 2001. Teaching by Principle: An Imperative Approach to
Language Pedagogy, 2nd Ed. New York: Addison Wesley Longman, Inc.
__________________. 2004. Language Assessment: Principles and Classroom
Practices. New York: Addison Wesley Longman, Inc.
Cahyono, Bambang Yudi. 2009. Technique in Teaching EFL Writing. Malang: State University of Malang Press.
Dawson and Essid. (Retrieved in May 7th 2013) in http: www.writing2.richmond.edu/writing/wweb/cluster.
Lee, David YW 2001; Genres, Registers, Text Types, Domains and Styles: Clarifying the Concepts and Navigating a Path through the BNC Jungle.
Lancaster University, UK Language Learning & Technology. (Retrieved
in July, 6th 2013) http://llt.msu.edu/vol5num3/lee/ , Vol. 5, Num. 3. 3 pp. 37-72 , ISSN 1094-3501 37
Ernst, R. Wendland. 1996. Text Analysis and the Genre of Jonah (Part 1). Journal of the Evangelical Theological Society, 191-206.
Fegerson, Laraine and Nickerson, Marie-Louse. 1992. all in One. New Jersey: Marie- Louse Prentice Hall.
(4)
Gardner, Howard, and Seana Moran. (2006). The science of Multiple Intelligences
theory: A response to Lynn Waterhouse. Educational Psychologist,
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