applying the mind mapping technique to...
TRANSCRIPT
APPLYING THE MIND MAPPING TECHNIQUE TO IMPROVE
STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT
(A Classroom Action Research at the Eighth Grade A
of MTs Nurussa’adah Jakarta)
By
YUSRI NUR FADHILAH
NIM. 1110014000047
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
ii
iii
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: [email protected]
iv
v
ABSTRACT
Yusri Nur Fadhilah. 2015. Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of Descriptive Text; A Classroom Action
Research at the Eighth Grade A of Madrasah Tsanawiyah Nurussa’adah
Jakarta. A “Skripsi” of English Education at Faculty of Tarbiya and
Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta.
Advisors: Dr. Alek, M.Pd. and Ummi Kultsum, M.Pd.
Key Words: Mind Map, Writing Skill, Descriptive Text
This study was carried out to improve students’ writing skill of descriptive
text at the eighth grade-A of Madrasah Tsanawiyah Nurussa’adah Jakarta
academic year 2013-2014. The subject of this study consisted of 39
students. The method used in this research is Classroom Action Research
(CAR). The classroom action research design applied in this study was Kurt
Lewin’s design. This study was carried out in two cycles. Each cycle
consisted of three meetings. The data gathered in this study used
instruments; interview guide, observation sheet, and tests. The results of the
study showed that there was improvement of the students’ writing
achievement of descriptive text. Most of students gained very good scores at
the end of cycle. The score of Minimum Mastery Criterion-Kriteria
Ketuntasan Minimal (KKM) of English lesson was 70.00. The students’
mean score of post-action test 1 in cycle I was 73.71. Meanwhile, the
students’ mean score of post-action test 2 in cycle II was 76.53. The
students’ mean score of cycle II was included as “Very Good” category
based on the rubric from J.B. Heaton’s book about assessing writing.
Besides that, the number of students who passed the KKM in cycle I were
26 students and the number of students who passed the KKM in cycle II
were 31 students. As a conclusion, the mind mapping technique could
improve the students’ writing skill of descriptive text.
vi
ABSTRAK
Yusri Nur Fadhilah. 2015. Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of Descriptive Text; A Classroom Action
Research at the Eighth Grade A of Madrasah Tsanawiyah Nurussa’adah
Jakarta. Skripsi. Jurusan Pendidikan Bahasa Inggris. Fakultas Ilmu
Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah
Jakarta.
Dosen Pembimbing: Dr. Alek, M.Pd. and Ummi Kultsum, M.Pd.
Kata Kunci: Peta Pikiran, Kemampuan Menulis, Teks Deskriptif
Penelitian ini bertujuan meningkatkan kemampuan menulis siswa pada teks
deskriptif di kelas VIII-A MTs Nurussa’adah Jakarta tahun ajaran
2013/2014. Subjek penelitian terdiri atas 39 siswa. Metode penelitian yang
digunakan adalah Penelitian Tindakan Kelas (PTK). Desain penelitian yang
diterapkan dalam penelitian ini adalah desain penelitian model Kurt Lewin.
Penelitian ini dilakukan dengan melaksanakan dua siklus. Setiap siklus
terdiri atas tiga pertemuan. Data yang dikumpulkan pada saat penelitian
yaitu melalui beberapa instrumen; pedoman wawancara, lembar observasi,
dan tes. Hasil penelitian menunjukkan bahwa adanya peningkatan pada nilai
menulis siswa dalam teks deskriptif. Nilai Kriteria Ketuntasan Minimal
(KKM) yang ditargetkan dalam pelajaran Bahasa Inggris adalah 70.00. Nilai
rata-rata siswa pada post-action test 1 siklus ke-1 adalah 73.71. Sementara
itu, nilai rata-rata siswa pada post-action test 2 siklus ke-2 adalah 76.53.
Nilai rata-rata siswa pada siklus ke-2 inilah yang menunjukkan bahwa nilai
siswa termasuk ke dalam kategori “Sangat Bagus” berdasarkan buku J.B.
Heaton mengenai rubrik penilaian menulis. Di samping itu, jumlah siswa
yang nilainya melampaui nilai KKM pada siklus ke-1 ada 26 siswa dan
jumlah siswa yang nilainya melampaui nilai KKM pada siklus ke-2 ada 31
siswa. Dapat disimpulkan bahwa teknik pemetaan pikiran telah dapat
meningkatkan kemampuan menulis siswa pada teks deskriptif.
vii
ACKNOWLEDGEMENT
All praises be to Allah the Lord of the Worlds for the health, the
strength, and the guidance to the writer in completing the research. Peace
and blessings from Allah be upon to Prophet Muhammad, his families, his
companions, and his followers.
It is moment which the writer has waited, a precious thing that the writer
finally accomplished her “Skripsi” entitled “Applying the Mind Mapping
Technique to Improve Students’ Writing Skill of Descriptive Text” (A
Classroom Action Research at the Eighth Grade A of MTs Nurussa’adah
Jakarta). It is presented as a partial fulfillment of the requirements for the
Degree of Strata I (S-1) in English Language Education.
In this opportunity, the writer would like to give the deepest gratitude to
her beloved parents, H. M. Yusuf A.F., S.Ag. and Hj. Sri Nurhayati, who
always give their love, pray, ideas, motivation, warns, and opinion to the
writer in completing her “Skripsi”. Her beloved brothers, Muhammad
Shiddiq Khairul Khitam and Muhammad Rajab Yusran, who always
give their support to the writer in finishing her “Skripsi”. Her beloved
advisors, Dr. Alek, M.Pd. and Ummi Kultsum, M.Pd., who always give
advice, guidance, knowledge, motivation, and patience to the writer in
conducting her “Skripsi”. Also, the greatest thanks to all of her family who
encouraged her in finishing her “Skripsi”.
Then, the writer would like to give the highest honor to:
1. Prof. Dr. Ahmad Thib Raya, MA as the Dean of Faculty of Tarbiyah
and Teachers’ Training.
2. Drs. Syauki, M.Pd. as the Head of the Department of English
Education.
viii
3. Zaharil Anasy, M.Hum. as the Secretary of the Department of English
Education and her beloved Academic Guide.
4. All lecturers in the Department of English Education for teaching all
things and giving motivation to the writer during her study at State
Islamic University “Syarif Hidayatullah” Jakarta.
5. The headmaster of MTs Nurussa’adah Jakarta, Drs. Trisno, who gave
allowance of the research at the school.
6. Takhroji Aji, S.Pd. and Akhit Anis, M.Pd. as the English teachers
who gave help and motivation to the writer and the students of VIII-A
class of MTs Nurussa’adah Jakarta who gave their participation to the
writer in conducting the research.
7. All beloved friends in the Department of English Education in A, B, and
C class of academic year 2010 and PMII organization in year 2010.
8. Her lovely best friends: Dije, Uswah, Iyank, Septia, Tami, Maya,
Mawaddah, Lia, Dian, Dhea, Putri, Indri, Aisyah, Syafri, Windy, Tewe,
Syifa, Alia, Uyun, Betha, Windi Hime, Retno, Ririn, Nadia Karimah,
Neneng Suhaimi, and Nurbaiti Rahayu.
Finally, the writer realizes that this “Skripsi” is still far from being
perfect. Therefore, with pleasure, the suggestion and critics given hopefully
can make it better.
Jakarta, March 2015
Yusri Nur Fadhilah
ix
TABLE OF CONTENTS
Page
TITLE……. .................................................................................................... i
APPROVAL ................................................................................................... ii
LETTER OF WRITING AUTHENTICITY ............................................... iii
ENDORSEMENT SHEET ............................................................................ iv
ABSTRACT.................................................................................... ................ v
ACKNOWLEDGEMENT ............................................................................. vii
TABLE OF CONTENTS .............................................................................. ix
LIST OF TABLES ......................................................................................... xii
LIST OF FIGURES ....................................................................................... xiii
LIST OF APPENDICES ............................................................................... xiv
CHAPTER I. INTRODUCTION ................................................................. 1
A. Background of the Research ............................................... 1
B. Focus of the Research .......................................................... 4
C. Questions of the Research .................................................. 5
D. Objectives of the Research .................................................. 5
E. Significances of the Research .............................................. 5
1. Theoretical Significances ................................................ 5
2. Practical Significances .................................................... 6
CHAPTER II. THEORETICAL FRAMEWORK ..................................... 7
A. Writing .............................................................................. 7
1. The Definitions of Writing ........................................... 7
2. The Purposes of Writing ............................................... 9
3. The Process of Writing ................................................. 10
4. The Strategy of Teaching Writing ................................ 12
B. Descriptive Text ............................................................... 14
1. The Notion of Descriptive Text .................................... 14
x
2. The Function of Descriptive Text................................. 15
3. The Purpose of Descriptive Text .................................. 16
4. The Generic Structures of Descriptive Text ................. 17
5. The Language Features of Descriptive Text ................ 18
6. The Advantages of Descriptive Text ............................ 19
7. The Stages of Writing Descriptive Text ....................... 19
C. Mind Mapping Technique ................................................ 20
1. The Notion of Mind Mapping Technique .................... 20
2. The Function of Mind Mapping Technique ................ 22
3. The Steps to Make Mind Map ...................................... 23
4. The Mind Mapping Tips and Technique ...................... 24
5. The Usage and Example of Mind Mapping Technique 25
D. Previous Related Studies .................................................. 26
E. The Conceptual Development of Action .......................... 28
F. The Action Hypothesis ..................................................... 29
CHAPTER III. RESEARCH METHODOLOGY ...................................... 30
A. Research Settings ............................................................. 30
1. Setting of Place ............................................................. 30
2. Setting of Time ............................................................. 30
3. Setting of Condition ..................................................... 30
4. Setting of Situation ....................................................... 30
B. Research Method and Design ........................................... 31
1. Research Method ......................................................... 31
2. Research Design .......................................................... 31
C. Classroom Action Research Procedures .......................... 33
1. Planning Phase ............................................................. 33
2. Acting Phase ................................................................ 33
3. Observing Phase ........................................................... 34
4. Reflecting Phase ........................................................... 35
D. Research Subjects ............................................................ 35
xi
E. Data Collecting Procedures .............................................. 35
1. Interview Guide ........................................................... 35
2. Observation Sheets ....................................................... 36
3. Tests ............................................................................. 36
F. Data Analyzing Procedures .............................................. 37
G. Trustworthiness ................................................................ 39
H. Criterion of the Action Success ....................................... 40
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ................. 41
A. Research Findings ............................................................ 41
1. Findings of the Preliminary Study ................................ 41
2. Findings of Cycle I ....................................................... 42
a. Planning .................................................................... 42
b. Acting ....................................................................... 43
c. Observing .................................................................. 44
d. Reflecting ................................................................. 47
3. Findings of cycle II ....................................................... 48
a. Planning .................................................................... 48
b. Acting ....................................................................... 48
c. Observing .................................................................. 48
d. Reflecting ................................................................. 51
B. Discussion ........................................................................ 52
1. Findings after Implementing the Action ....................... 52
a. Cycle I ....................................................................... 52
b. Cycle II ..................................................................... 53
CHAPTER V. CONCLUSION AND SUGGESTION ................................ 55
A. The Conclusion ................................................................ 55
B. The Suggestion .................................................................. 55
REFERENCES ............................................................................................... 57
APPENDICES ................................................................................................ 60
xii
LIST OF TABLES
Page
Table 3.1 The Schedule of the Classroom Action Research (CAR)……..34
Table 3.2 Testing Composition Writing for Intermediate Level………....37
Table 4.1 The Score of Post-Action Test 1………………………………46
Table 4.2 The Score of Post-Action Test 2………………………………50
xiii
LIST OF FIGURES
Page
Figure 2.1 Example of Mind Mapping Technique……………………….25
Figure 3.1 Kurt Lewin’s Action Research Design…………………….....32
xiv
LIST OF APPENDICES
Page
Appendix 1.RPP………………………………………………………......61
Appendix 2.Field Notes……………………………………………..........77
Appendix 3.Observation Sheets for Teacher...............................................83
Appendix 4.Observation Sheets for Students.............................................99
Appendix 5.Interview Guide.....................................................................107
Appendix 6.The Pre-Action Test Score of Students’ Writing..................113
Appendix 7.The Students’ Writing Products............................................115
Appendix 8.Graphic of the Students’ Writing Improvement....................133
Appendix 9.Photos....................................................................................134
Appendix 10.Instruments of Tests.............................................................136
Appendix 11.Proposal Skripsi...................................................................138
Appendix 12.Surat Bimbingan Skripsi......................................................139
Appendix 13.Surat Izin Penelitian.............................................................141
Appendix 14.Surat Pernyataan Telah Melakukan Penelitian....................142
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Many kinds of writing are applied as a subject matter at schools in
Indonesia. Such as writing about narration or story on the last time called as
narrative text, writing about opinion or argument called as argumentative
text, writing about past event called as recount text, writing about discussion
between two sides of people called as discussion text, and writing about
description called as descriptive text. Surely, descriptive text is a text taught
in Junior High School and still has to be improved because students still
have problems in their writing text.
In addition, writing needs some elements to complete the information,
like vocabulary and grammar. The teaching and learning process in Junior
High School can be successful if it is supported by the students’ motivation.
They should be interested in English lesson as it is one of the primary
subjects which is taught in this grade of school until college. Their
motivation in writing also should be increased to practice them telling ideas
through the words, moreover in English language. On the other hand,
writing is a way to tell ideas and opinions of someone who wants to explain
others about some things. Writing is also the simplest way to say something
with response that can be delayed. It is like what Harmer stated on his book
entitled “The Practice of English Language Teaching” that the response of
productive skills (like writing) can be delayed.1 It also has its own
technique.
Some techniques are applied to improve the students’ writing skill, such
as mind mapping technique. Mind mapping technique helps students in
calling their ideas before they start writing in paragraph form. Using mind
1 Jeremy Harmer, The Practice of English Language Teaching, (London and New
York: Longman Group UK, 1991), p. 52.
2
mapping technique, students are expected can improve their ability in
writing skill, primarily writing descriptive text. It seems like what Hedge
said in her book entitled “Writing”, she stated that using mind-map before
writing can make us have ideas like we make a construction in building2.
Building which is without planning will be the worst building because it
does not have any clear planning from starting until finishing. Engineers
have to have some notes about what the materials used for constructing the
building are. Even the interesting plans can affect the process of
constructing the building also the finishing. The result is affected by the
beginning. If the beginning is good, the result will be also good. Like
constructing the building as mentioned by Hedge in her book, writing also
has to have a good planning. The topic chosen and the source as the basic of
writing are the most important material before it is begun. So, whether the
writing is good or not, it is based on the mind map created before writing.
In addition, writing is a tool for communicating to other people which
has purpose to present information whether it is useful or not for the reader.
In this case, writing is useful to help students tell their ideas through the
words. Besides they tell the ideas, they also must have three significances in
their school.3 Firstly, teacher teaches grammatical structures, idioms, and
vocabulary that are been learning by the students who unconsciously
remember them when they write. Secondly, students can explore their ideas
when they write and can be a good explorer of the words finding. Lastly, the
students are interested in learning something new, new language, to be
written on their writing.
Moreover, Indonesia actually has people who have ability in
comprehending English language so they can teach others in improving
their English comprehension. The improvisation process of English has
2 Tricia Hedge, Writing, (Oxford: Oxford University Press, 1988), p. 30.
3 Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press,
1983), p. 3.
3
some criteria, such as skills, structures, sentences arrangement, or
vocabularies. English vocabulary has an important role for students in
comprehending four skills. Students in Junior High School still have lack
English vocabulary because they do not want to master it as their needs. In
fact, teacher who teaches in that school should teach harder so that the
students want to have an effort to remember English vocabularies and make
it be their attitude in daily activities out of school activities. Besides that,
skill is very important to comprehend English and it is divided into four
kinds; listening, speaking, reading, and writing. Those kinds of skill are
differentiated into two types of skills (receptive and productive) which
listening and reading as receptive and speaking and writing as productive
skill.
However, English is one of the most crucial foreign languages that is
taught in Indonesia which has four skills. Especially, it is taught from
elementary level to advanced level. English vocabularies need to be
enriched not only in elementary level but also in advanced level. Besides
that, English vocabulary mastery is also important to answer the question of
the Daily Examination until National Examination as the students need to
understand the passage. Students should master their English skills to
support their ability to apply those skills in the school without different skill
of subject matter because all skills are important.
English is useful to help teachers in Indonesia who want to increase
their knowledge of educative information from international sources. It can
be techniques of teaching, strategies of learning and enriching English
vocabulary, and other criteria in teaching and learning process. In some
schools, teachers should have suitable method and technique in teaching
foreign language based on the needs of the subject matter in the school.
Moreover, approaches in teaching foreign language need to be applied so
that teacher knows what the students’ need. This process is usually called as
a need analysis and is done before teaching and learning done.
4
The reason why the topic about applying mind mapping technique of
descriptive text was chosen is based on the interview on August 25th
2014
with the English teachers of MTs Nurussa’adah Jakarta namely Akhit Annis,
M.Pd. and Takhroji Ajie, S.Pd. said that students in this school still have
problems in their writing, the problems are as follows: (1) Students still
have any difficulties in writing descriptive text. It is because of their English
vocabulary mastery are still poor. (2) Students have lack English vocabulary
and they do not want to master it. It is because students are less motivation
to enrich their English vocabulary; meanwhile they can learn it from lyrics
of English songs, textbook, story books, and films by listening to the
conversation in it. (3) Students are low learners, less motivation, and do not
interest in learning English subject. They just follow learning by their
teacher’s motivation when they do not get motivation from teachers, they
are not able to motivate themselves. (4) Grammar is not taught deductively
in the classroom, such as tenses, subject-verb agreement, and the usage of
parts of speech in a sentence arrangement.4 Sentences written by the
students on their writing are not coherence in paragraphs arrangement.
Finally, the chosen topic is suitable to improve the students’ writing skill of
descriptive text.
Based on the explanation above, this research was conducted entitled
“Applying the Mind Mapping Technique to Improve Students’ Writing Skill
of Descriptive Text (A Classroom Action Research at the Eighth Grade A of
MTs Nurussa’adah Jakarta).”
B. Focus of the Research
Based on the problems identified above, the research was focused on:
1. Applying mind mapping technique
2. Improving students’ writing skill of descriptive text
4 Takhroji Ajie and Akhit Annis. Interview. August 28
th, 2014.
5
C. Questions of the Research
Based on the research focus above, the research questions are
formulated as follows:
1. How was the students’ writing skill of descriptive text improved through
mind mapping technique?
2. To what extent was the students’ writing skill of descriptive text level
through mind mapping technique?
D. Objectives of the Research
The objectives were as follows:
1. To know the empirical evidence about the improvement of the students’
writing skill of descriptive text through mind mapping technique.
2. To know the students’ writing skill level of descriptive text through
mind mapping technique.
E. Significances of the Research
The results of the research are expected to give some significances not
only theoretical significances but also practical significances, they are:
1. Theoretical Significances
- For the Teachers
Knowing suitable methods and techniques in teaching English
Knowing the way of improving students’ ability in English writing
skills
- For the Students
Knowing the characteristics of descriptive text
Understanding the generic structures, language features, tenses, and
spatial orders used in descriptive text
6
2. Practical Significances
- For the Teachers
Teachers can apply mind mapping technique to solve any problems
of teaching writing, especially in teaching writing of descriptive text
It can be an inspiration to modify and to choose any methods or
strategies of teaching English language as a foreign language in
Indonesia
- For the Students
Writing descriptive text clearly
Describing the content of descriptive text/passage given by the
teacher
Related to the education in Indonesia, the result of this research is
expected can give useful things for increasing educational world and for
developing the way of English teaching and learning process in a school as
theoretical and practical significances mentioned above.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains about the definitions of writing, the purposes of
writing, the process of writing, the strategy of teaching writing, the notion
of descriptive text, the function of descriptive text, the purpose of
descriptive text, the generic structure of descriptive text, the language
features of descriptive text, the advantages of descriptive text, the stages of
writing descriptive text, the notion of mind mapping technique, the function
of mind mapping technique, the steps to make mind map, the mind mapping
tips and techniques, the usage and example of mind mapping, the previous
related study, the conceptual development of action, and the action
hypothesis.
A. Writing
1. The Definitions of Writing
The definition of writing is often similar to speaking. It is because both
skills are as productive skill. However, writing is the activity that is
continued to the next activities after the writing itself or it can be said that
writing is an ongoing process.1 In writing, we have to decide about what the
topic which we are going to write is. Because of the writing is the process in
continuity so when we write, we have to think about the draft, revise, and
rewrite and draft, revise, and rewrite again until it is clear.
On the other hand, like what Meyers said in his book entitled Gateways
to Academic Writing, “Writing is not easy. It takes study and practice to
develop this skill. It is important to note that writing is a process, not a
product”.2 From this statement, it can be said that writing is quietly difficult
1 Alice Oshima and Ann Hogue, Introduction to Academic Writing, Second
Edition, (New York: Longman, 1997), p. 2.
2 Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education,
2005), p. 2.
8
because to start writing, we have to have skill in telling our idea based on
the experiences and some other factors that can call the idea.
Then, writing is a way that the writer uses to talk to the others through
the paper. Differ to speaking, in the process of doing it, the writer and the
reader cannot meet like what the speakers and listeners do. They only can
inter-act each other by the time that the writer finishes the writing.
Today, the way of writing is not only through the words but also media.
The primary message can be produced by picture, graphics, and even
sound.3 We often do this way based on our needs. To whom we want our
writing be read become the important thing we decide. The successful of
our writing can be decided by the readers.
From all those statements, the definitions of writing can be concluded as
a process with a must in having final product named writing itself. All steps
of the process of writing actually should support the ideas, can be implied or
stated, and follow the rules of writing clearly. Then, having enough ability
in changing the ideas into written form is needed by the writers so that their
readers can easily understand the message of what the writing is about.
Effectively, different receiver of writing produces different understanding
about information that is written. Finally, the suitable methods and
techniques used in writing can make readers enjoy to the writing with
additional information for specific reason, such as media, graphics, and
pictures because they can be understood easily.
3 Andrea A. Lunsford, The Saint Martin’s Handbook, (Boston: R.R. Donnelley &
Sons Company, 2010), p. 23.
9
2. The Purposes of Writing
The writer’s reason for writing usually called as purpose, which can be
stated or implied. There are two kinds of purpose:
a. The General Purpose
The general purpose of writing consists of four purposes; to inform, to
persuade, to express, and to entertain.4 In writing to inform, we usually use
these purposes when we write information to inform others based on the
specific reasons. Then, in writing to persuade usually used when the writer
wants to persuade the readers to do the things that should be done. In
writing to express, it is about the writing which consists of some
expressions should be drawn in the text so that the readers can get
information about what to be expressed. The last, in writing to entertain,
surely, we find it in narrative text such as novel which its content consists of
the stories entertaining the readers.
b. The Specific Purpose
The specific purpose may be implied or stated. The implied specific
purpose used in the literature and the stated specific purpose used in the
expository writing for being easily in understanding the texts. It can be on
the first sentence of a paragraph or on the last sentence of a paragraph.
In other words, Martha Heasley Cox, in her book entitled Writing;
Form, Process, and Purpose, stated that there are four purposes of writing.
They are: To Inform, to Amuse, to Satirize, and to Persuade.5
As a writer, we should have some clear purpose before we begin
writing. Based on the explanation by Cox, it is clear that writing has
purposes that should be there in writing itself to share any information and
make it be received easily by the readers. However, if our writing is used to
inform the readers about some things, we have to choose some words that
4 Betty Mattix Dietsch, Reasoning and Writing Well, Fourth Edition, (New York:
Mc.Graw Hill, 2006), p. 7.
5 Martha Heasley Cox (ed.), Writing: Form, Process, Purpose, (San Francisco:
Chandler Publishing Company, 1962), pp. 261—330.
10
support our purpose. In addition, if our writing is used to amuse, as long as
possible our writing should contain of the sentences or words which can be
used to describe some amusement to the readers.
Of course, another two purposes of writing are to satirize and to
persuade. When we want to persuade the readers, we effort our writing can
be interest to others so that the writing can be successful persuades readers
how the writing is. Persuasion text is usually written to promote some things
such as advertisement.
3. The Process of Writing
There are six areas of the writing process, even though writers do
different things when they write, most successful writers turn their attention
to these areas:
a) Generating ideas, establishing purpose, and identifying audience
b) Ordering ideas
c) Writing the first draft
d) Revising (improving content, organization, and the expression of ideas)
e) Correcting errors (correcting errors in grammar, spelling, capitalization,
and punctuation)
f) Proofreading (making corrections in the final copy)6
Clouse stated that before begin to write, there are six areas of the writing
process like what have been mentioned above. Generating ideas,
establishing purpose and identifying audience is the actions that firstly have
to do before starting to write. Ideas is needed to build the writing then.
Purpose should be decided to make writing be clear to what purpose is
written. Then, identifying audience should also be paid attention to which
the writing will be read. All of these three first actions are important before
starting writing well.
6 Barbara Fine Clouse, The Student Writer, Sixth Edition, (New York: Mc.Graw
Hill, 2004), pp. 27—29.
11
In addition, ordering ideas we want to share in our writing is the second
area before starting writing. We may have many ideas we want to share, but
we also have to remember that the ideas will affect our quality of writing
itself. Therefore, ordering ideas is needed to make sense our writing
whether it is nice or not.
Next, if we compare writing to building construction that should have
some planning, writing also has planning and it is called as draft. Writing
the first draft is definitely important because it can throw away non-useful
sentence of writing.
After that, we have revising area before finishing our writing clearly.
Through revising our writing, we can add some ideas and remove any ideas
that do not have any relation to the topic. It is very suitable way to develop
our writing into large topic, but not out of the topic. In revising, we also
have to pay attention to the existence of our writing and what our writing
contains of. It can be said that better revising, our writing will be better too.
In writing, we must make any errors not only in generating ideas, but
also in grammar, spelling, capitalization, and punctuation. Therefore, we
need to correct any grammar, spelling, capitalization, and punctuation that
becomes our writing not well. Parts of speech and grammar, indeed, gives
more effects of audience’s mind when they read our writing. Fortunately,
we have this area to make our writing better.
Lastly, after we have done the five steps above in writing process,
primarily we have to do the proofreading so that we can get any errors that
may appear in our writing. Proofreading is done by us as a writer so that the
idea included does not make changes and the purpose of writing is still
achieved to the reader.
All of these six areas in writing process is just a step for writers who
want to have a better writing before their writing is published. Each part of
them has some advantages and disadvantages even though writers have their
12
own categorization in measuring and deciding whether their writing has
been revised.
4. The Strategy of Teaching Writing7
1. Identify a strategy worth teaching
Identifying the strategies worth teaching means looking for strategies
that will be genuinely helpful. In the case of struggling writers, strategies
worth teaching are the ones which will help them overcome their writing
difficulties. We can decide what the best way to identify such strategies is
by talking with struggling writers, asking them about how they write, what
they think about while writing, and what they see as difficulties. Additional
insight can be gained by studying student papers to infer where writers are
having difficulty and by observing writers at work.
2. Introduce the strategy by modeling it
Introducing strategies by modeling them generally means some form of
composing out loud in front of students. Many of the teachers in studies
prefer to do this for groups or whole classes by writing at an overhead
projector. They speak their thoughts while writing, calling particular
attention to the strategy they are recommending for students. Sometimes
they ask students to contribute to the writing the teacher is doing, to copy
the writing for them, or to compose a similar piece of writing in connection
with the writing the teacher is doing. Teachers in studies also frequently
model writing strategies during individual conferences with students.
3. Scaffold students' learning of the technique
Scaffold the learning of a writing technique means helping students to
try the technique with teacher assistance. This is best done in a writing
workshop. The workshop setting is ideal for giving varying degrees of
7 Anon, Teaching Writing Strategies, http://gse.buffalo.edu/org/writingstrategies/
steps.htm, Retrieved: December 10th
, 2014.
13
assistance according to individual needs. It is also ideal for conferring with
individuals and for setting up partnerships and peer groups so that students
can assist each other in the learning of strategies. Even when a writing
workshop is not used, some amount of in-class writing with teacher
assistance is necessary to make sure that writers practice using the technique
being taught.
4. Repeated practice and reinforcement
Helping students to work toward independent mastery of the technique
through repeated practice and reinforcement means give them opportunities
to use the technique many times with decreasing amounts of assistance each
time. The idea here is that it is better to teach a few key writing strategies
well than it is to teach many of them insufficiently. Students master the
things we have for them to do repeatedly. In a way, this gets back to
identifying strategies worth teaching-look for ones that are crucial to writing
processes, such as strategies for planning particular types of writing, or for
structuring texts certain ways. Then model, practice and repeat.
Writing also is called as a process. It is stated by Clouse in his book
entitled “Jumpstart: A Sentence-to-Paragraph Worktext with Readings”.
Writing is called as a process8 because it needs time to discover the ideas,
exploring the new information, connecting the sentence into paragraph,
even until revising.
8 Barbara Fine Clouse, Jumpstart: A Sentence-to-Paragraph Worktext with
Readings, (New York: McGraw Hill, 2007), p. 6.
14
B. Descriptive Text
1. The Notion of Descriptive Text
There are many writing experts declaring their perception towards what
writing is. Oshima and Hogue argue that “Description is writing about how
something or someone looks and uses space order.”9 It means that when we
describe something with its characteristics and some appearances of this
thing, we are writing a descriptive text. Meanwhile, description can be used
to describe person, place, and animal which have specific appearance. For
instance, in writing descriptive text, we have to use spatial orders such as
then, in front of, and others that can be used to support our writing.
Besides of that, Meyers stated that “Description is a useful tool in many
kinds of writing. A descriptive allows the reader to see, to hear, or even to
feel the subject matter clearly.”10
It can be concluded that using description,
the readers could feel deeply about what they are reading is. In describing
something, the writer is forced to have an ability in using their writing skill
to describe something to the readers in their text. It is surely needed because
one of descriptive writing purposes is to give description clearly to the
readers.
Finally, Barnet and Stubbs’s stated about description on their book
entitled Practical Guide to Writing that “Description represents in words
our sensory impressions caught in a moment of time. In much descriptive
writing visual imagery dominates.”11
Reading a written text which has a
picture is like watching a television. It provides some pictures so that the
readers can analyze easily about what the information is. Same as watching
a television, we can be interested when the pictures are in a good position
and suitable to the context of information.
9 Oshima and Hogue, op. cit., p. 48.
10
Meyers, op. cit., p. 60.
11
Barnet & Stubbs’s, Practical Guide to Writing, Fourth Edition, (Toronto: Little,
Brown and Company, 1983), p. 160.
15
For all those perceptions, it can be concluded that writing description
also has several requirements which should have been in the descriptive
writing. It is important to use a spatial orders caused by the readers’ need to
understand the text. Descriptive writing should give some stated ideas
through its content. However, before writing, especially writing about a
description of something, the writer should decide the purpose of writing so
that the readers can effectively get information from the text written.
“An effective description has a specific purpose; details are not just pleasant
filler. Significant physical details can capture the essence of a person, place,
or object. Concrete words reveal perceptions obtained through the five
senses: seeing, hearing, touching, tasting, and smelling. A single dominant
impression can unify the details.”12
It can be concluded that five senses are needed to support the sense of
reading a written text especially descriptive text. The details of description
become more important than general description because as what Dietsch
said that details are not just pleasant filler, but also are comfortable reading.
2. The Function of Descriptive Text
The function of descriptive based on the something is going to be
described. However, in the book entitled Writing, it is written that “if you
want to describe the objects in the room, you have to choose a sequence for
arranging them”13
. From this statement, a sequence is needed in writing to
make the writing clearly and finely be understood. The arranged sequence
in writing a description can give an effect of the readers’ perception. If we
are wrong in putting the sequence, it may give a negative effect of the
readers’ perception. Sometimes, to be carefulness in writing can be the
importance of the process of writing.
12 Dietsch, op. cit., p. 86.
13
James C. Raymond, Writing, (New York: Harper and Row Publishers, 1980), p.
126.
16
3. The Purpose of Descriptive Text
All kinds of text actually have their own purpose of writing. The way to
express the main purpose becomes the most important thing to be paid
attention. In this term, description tells its purpose. Successful description
has a rhetorical purpose; it is not just a meandering by an author.
Description usually serves as a minor writing technique, supplementing a
major technique, such as narration, process analysis, or comparison. Dietsch
stated the general purposes of description in descriptive text that,
“Description has three general purposes; to create imagery, a mood, or
an aura of a place, to stimulate understanding and convince, to urge the
listener to action”14
In expressive writing such as personal essays, narratives,
autobiographies, and poems, you can guide the emotional responses of
readers by describing physical details that create a dominant impression of
your main idea. Then description becomes the major writing technique.
As social beings, we want to share our experience, so we write to
others to describe things such as vacations, childhood homes, and people we
encounter. We even use description to persuade others to think or to act in
particular ways; advertisers describe products to persuade us to buy them.
Here are the purposes of descriptive text enables us to entertain,
express feelings, relate experience, inform, and persuade:
a. To entertain
An amusing description of a teenager’s bedroom
b. To express feelings
A description of your favorite outdoor retreat so your reader understands
why you enjoy it so much
14 Dietsch, op. cit., p. 140.
17
c. To relate experience
A description of your childhood home to convey a sense of the poverty
you grew up in
d. To inform (for a reader unfamiliar with the subject)
A description of a newborn calf for a reader who has never seen one
e. To inform (to create a fresh appreciation for the familiar)
A description of an apple to help the reader rediscover the joys of this
simple fruit
f. To persuade (to convince the reader that some music videos degrade
women)15
4. The Generic Structures of Descriptive Text
Each paragraph in the text should have a meaning to explain the main of
the text. In descriptive text, there are three main parts of paragraph that
should have been there so that the descriptive text can be understood
easily.16
First of all, there is a topic sentence. It consists of statement of the
main idea and is usually one sentence only. Second part of descriptive text
is body. It consists of elements of the topic and arranged in spatial order. In
addition, it concludes supporting details with one sentence as an overview
of the topic. The last part is a conclusion. It must recover the topic and the
details of the main idea.
Generic structure of descriptive text has two kinds of structure, they are
identification and description.17
It is stated by Redno that identification is
the topic that the writer will describe. Then, description is the detail
information about the topic; it can be characteristics, colors, shape, etc.
Another source stated that the generic structure of descriptive text has also
two types, they are identification and description. Identification identifies
15 Clouse, op. cit., p. 143.
16
Meyers, op. cit., p. 61.
17
Redno, “Descriptive Text”, http://learning.ecc-eurika.com, February 2nd
, 2015.
18
thing, person, place, and even phenomenon to be described. Next,
description describes information of particular thing, person, or place to be
described parts, qualities, or characteristics.18
However, generic structure of
descriptive text has an important role to be there so that the text can easily
be understood which is divided into parts of the structure.
5. The Language Features of Descriptive Text
Besides generic structures, a descriptive text also has language features.
Language features of descriptive text are use specific participant, written in
simple present tense or simple past tense, use linking verbs, use adjective,
use relational and material processes.19
In other hand, the position of
language features of any kinds of text explains the kinds of the text itself.
As the purpose of the descriptive text; to describe things, people, etc., the
language features used have to support the information include in the text.
In other source, language features of descriptive text are using attributive
and identifying process, using adjective and classifiers in nominal group,
and using simple present tense.20
Description is a recording of concrete details that you see, hear, smell,
taste, or touch. To provide depth and understanding, authors often include
an impression of an experience and its significance. In field research, we
observe, describe, interpret, and write our impressions of concrete details
that we perceive firsthand. This four-stage process enables us to relate the
physical parts of what we observe to the whole subject or unit. Then we
contemplate its meaning, whether it is a caterpillar or the earth’s crust. In
research and technical writing, writers use description to help readers
18 Ima, “Descriptive Text”, http://imaenglishlover.blogspot.com, February 2
nd,
2015.
19
Junita Siahaan, An Analysis of Students’ Ability and Difficulties in Writing
Descriptive Texts, Journal of English and Education, 2013, 1 (1), 114-121.
20
Puguh Yulianto, “Descriptive Text”, https://pakpuguh.wordpress.com, February
2nd
, 2015.
19
understand the qualities and structure of physical objects, organisms, and
phenomena.21
6. The Advantages of Descriptive Text
Descriptive text that contains of description gives an easiness to imagine
some things, places, or persons who is to be described. It is like what Clouse
stated in the book that
“Description adds an important dimension to our lives because it moves our
emotions and expands our experience. Description expands our experience
by taking us to places we might not otherwise know much about, which
explains the popularity of descriptive travel essays in magazines and
newspapers. Description can also give us a fresh appreciation for the
familiar.”22
From this statement, it means that description is useful to help our mind
to develop what we want to develop about the things clearly. Applied in the
descriptive text, description helps the writer in explaining characteristics,
size, and colors deeply.
7. The Stages of Writing Descriptive Text
The stages of writing descriptive text is explained by Dietsch in her
book entitled Reasoning and Writing Well that:
1) Creating a Dominant Impression
a. Subjective Description
b. Objective Description
2) Planning a Paper of Description
a. Prewriting
b. Determining the dominant impression
c. Selecting a vantage point and transition
21 Dietsch, op. cit., p. 140.
22
Clouse, op. cit., pp. 142—143.
20
3) Drafting a Paper of Description
a. Drafting an introduction
b. Developing a description
c. Organizing a description
d. Writing a conclusion
4) Revising a Description23
C. Mind Mapping Technique
1. The Notion of Mind Mapping Technique
The notion of mind mapping technique is described in Hedge’s book
entitled Resource Books for Teachers that “Making a mind map is a strategy
for note-making before writing.”24
From this statement, mind mapping is
actually about using our mind to think about what the importance
information should be in the writing is. Mind mapping is a technique used
in starting the writing. It can be said as a planning of writing.
Besides her, Tony Buzan, a famous British psychologist, developed
mind mapping as a learning technique.25
This technique was introduced as a
note taking technique. For all his attempts in developing mind mapping,
Buzan has given a very useful technique to be learnt and used by students in
a learning process.
Eppler defines a mind mapping is a multicolored and image-centered,
radial diagram that represents semantic or other connections between
portions of learned material hierarchically.26
Mind mapping has been used
for individual note taking during the class by the students. Several studies
23 Dietsch, op. cit., pp. 141—145.
24
Tricia Hedge, Resource Books for Teachers, (Oxford: Oxford University Press,
1990), p. 30. 25 Wen-Cheng Wang, Chung-Chieh Lee, and Ying-Chien Chu, “A Brief Review
on Developing Creative Thinking in Young Children by Mind Mapping,” International
Business Research Vol. 3, No. 3 (July 2010), p.234rs 26 Martin J. Eppler, “A Comparison Between Concept Maps, Mind Maps,
Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge
Construction and Sharing,” Information Visualization (2006), p. 203
21
have already highlighted the beneficial use of mind mapping for the purpose
of note taking.
According to Buzan, mind mapping has a natural organizational
structure that radiates from the center and use lines, symbols, key words,
color and images according to simple, brain-friendly concepts.27
A mind
mapping converts a long list of monotonous information into a colorful,
memorable and highly organized diagram that works in line with your
brain’s natural way of doing things. It can be used to generate ideas, take
notes, develop concepts and ideas, and improve memory.
Mind mapping involves writing down a central idea and thinking up
new and related ideas which radiate out from the center. By focusing on key
ideas written down in your own words, and then looking for branches out
and connections between the ideas, you are mapping knowledge in a
manner which will help you understand and remember new information.28
In conclusion, mind map is a graphic way of showing main idea from
the center radiates out the related ideas use lines, symbols, key words, color
and images. It is helpful for visual learners as they are illustrative tools that
assist with managing thought, directing learning, and making connections.
Although it was popularized as a note taking technique, mind mapping
technique is also very useful in writing. Mind map helps a writer to develop
his or her ideas. Some research shows that mind mapping helps students
develop many skills such as dynamic thinking, critical thinking, recall and
more coherent writing.
27
Tony Buzan, Buku Pintar Mind Map, (Jakarta: Gramedia Pustaka Utama, 2005),
p.5 28 Riswanto and Pebri Prandika Putra, “The Use of Mind Mapping Strategy in the
Teaching of Writing at SMAN 3Bengkulu, Indonesia” International Journal of Humanities
and Social Science, Vol. 2 No. 21 (November: 2012), p.62
22
2. The Function of Mind Mapping Technique
The function of mind mapping technique is explained by Hedge that
“This technique can be used to explore almost any topic.”29
The function of
mind mapping technique is also admitted as a draft of writing before it is
revised and edited and become the final project. Besides that, it is useful to
throw away any unimportant information. Mind mapping is also used to call
some ideas that come to our mind but it is difficult to be explained through
the sentence directly. The function of mind mapping is not only for the
existence of writing itself, but also for the specific purpose. For instance, we
want to write some ideas about the things or topics, to make it simple, we
can use this technique to look important vocabularies that is going to be
written in our writing about general things or topics. It is expected can help
us to write sufficiently based on the importance of writing itself.
Buzan stated that we can use mind mapping for planning,
communicating, being more creative, saving time, problem solving,
remembering, faster learning and so on.30
Mind mapping can be used by
anyone who wants to remember things easily and in a more organized way
and also by anyone who wants to simplify a difficult concept. Note-taking
can be turned to a more enjoyable activity by using the mind mapping.
There are many advantages of applying mind mapping technique in
learning process.31
a) Brainstorming - individually, and as a group
b) Summarizing information, and note-taking
c) Consolidating information from different research
d) Sources
29 Ibid., pp. 30—31.
30 Tony Buzan, Buku Pintar Mind Map, (Jakarta: Gramedia Pustaka Utama, 2005),
p.6 31
T. K. Tee and others, “Buzan Mind Mapping: An Efficient Technique for Note-
Taking,” International Journal of Social, Management, Economics and Business
Engineering Vol:8 No:1, (2014), p.29
23
e) Thinking through complex problems
f) Presenting information in a format that shows the overall
g) Structure of your subject
h) Studying, retaining and recall information
i) Promotes meaningful learning instead of memorization
Mind mapping is a powerful tool for assisting any form of writing. In
some studies, there was found that most participants of the research
attributed their improvement in writing to the use of mind mapping. The
written works produced by using mind mapping have more relevant details
and better organized and connected. Mind mapping also raised the
performance of students all level of ability as they became more efficient in
generating and organizing ideas for writing. There is also a positive attitude
toward using mind mapping as pre writing activity.32
A Mind mapping can help you think with greater clarity to explore
relationships between ideas and elements of an argument and to generate
solutions to problems. It puts a new perspective on things by allowing you
to see all the relevant issues and analyze choices in light of the big picture.
3. The Steps to Make Mind Map
In his book, Buzan gives seven steps in making a mind map33
. The steps
are:
a. Start in the center of the landscape blank paper
b. Make a central image that represents the topic about which you are
writing or thinking
c. Use multiple colors throughout the mind map
d. The lines should be connected, starting from the central image
e. Make curve lines, not straight lines
32
www.ThinkBuzan.com/Mind Mapping: Scientific Research and Studies 33
Tony Buzan, Buku Pintar Mind Map, (Jakarta: Gramedia Pustaka Utama, 2005),
p.15-16
24
f. Use a keyword in each line
g. Use images as much as you can
4. The Mind Mapping Tips and Techniques
There are points that Buzan & Buzan write as the tips and technique in
mind mapping.34
a. Use emphasis
1) Always use a central image
2) If possible, Use images throughout your Mind Map
3) Use three or more colors per central image
4) Use dimension in images
5) Use variations of size of printing, line and image
6) Use organized spacing
b. Use Association
1) Use arrows when you want to make connections within and across
the branch pattern
2) Use colors
3) Use codes
c. Be Clear
1) Use only one key word per line
2) Print all words
3) Print key words on lines
4) Make line length equal to word length
5) Connect lines to other lines
6) Make the central lines thicker
7) Make your images as clear as possible
d. Develop a personal style
34
Tony Buzan and Barry Buzan, The Mind Map Book.(New York: Dutton, 1994),
p.96
25
5. The Usage and Example of Mind Map
Mind mapping is used for identifying students’ ideas before they write.
In writing descriptive text, they have to decide the topic they want to
explain in their writing, then. By calling their ideas from the mind map, it
can manage their way of thinking use map drawn as their drafting process.
Before they find out the important thing that written on their writing, they
should make a map about their mind based on the topic given. The usage of
mind mapping is significance to begin the descriptive writing so that it is
described orderly.
Mind mapping can limit the students’ idea so that they do not write out
of the topic. Besides that, students do not need some ideas that do not use in
their writing. For the reason, here is the example of mind mapping
technique before writing with the topic about “Hobbies”. The picture is
looked like:
Figure 2.1
(The figure is created by the writer, 2014)
Hobbies
Swimming Sport
Rafting
Education
Pleasure
Running
Chatting
Collecting Stamps Watching
Movies
Painting/Drawing
Reading
Writing
26
From the picture, it can be gotten the idea about “Hobbies” that sport,
pleasure, and education are concluded the topic. Although, another things,
that are identified, are also concluded as the parts of part of Hobbies itself.
Clearly, the picture tells us about how mind map appeared. Even if the topic
is just one word, the part of the topic may be more than a word, like what
showed in the picture. By mapping, the related ideas can be explored and
seen how they connect one to another from discovering ideas.35
By using mind mapping technique before writing, students are expected
can apply it of their writing. Mind mapping technique has no any
significance rule in mentioning the branch of the topic. It just needs some
ideas to fill in the box of the branches as the words that will be used in
writing. From the branch, students can easily write some sentences using the
words in the branch.
D. The Previous Related Study
There are a few studies which discus about mind mapping. One of them
is a study by Alma Januar Putra entitled Improving Students’ Ability in
Learning Simple Future Tense Through Mind Map (An Action Research at
the Eleventh Grade of Office Administration Class of Purnama Mandiri
Vocational High Shool, Pondok labu, Jakarta). It was found that mind map
can improve his students’ ability in learning simple future tense. Similar
with the researcher above, he used two cycles of the the Kurt Lewin’s
Model in designing his activity phases of CAR. The results show that there
were 90.26% of students who passed the minimal mastery level criterion
(KKM) of learning achievement. The high percentages of the result
convinced that mind mapping could help students to improve their ability in
learning simple future tense. This study supports the research that the writer
35 Clouse, op.cit., p. 9.
27
will conduct because it shows that mind mapping is useful for English
teaching and it is interesting for the students.
Another research by Riswanto in his study published in International
Journal of Humanities and Social Science, showed the same result as Alma
Januar Putra found in his research. The article which entitled The Use of
Mind Mapping Technique in the Teaching of Writing at SMAN 3 Bengkulu,
Indonesia, inform that the researcher took two classes of tenth grade
students of SMAN 3 Bengkulu as the sample of the research. The sample
was taken by a purposive sampling technique. The data was taken by
comparing students’ writing score from pre-test and post-test. The result
showed that students who were taught writing through mind map have
higher writing score than those who were not. Therefore, the hypothesis
which is accepted is the alternative hypothesis (H1); there is a significant
positive improvement on the students’ writing achievement between the
pre-test and the post test score. In this research, the writer used the writing
category by Heaton. The writer is sure that it will help her scoring students’
writings during the research.
Besides that, there is Rizki Lutfiah with her research entitled Improving
Students’ Ability in Writing Recount Text Using Mind-Mapping Technique.
The researcher worked collaboratively with the English teacher therefore
this research is actually a collaborative classroom action research. In
designing the activity phase of Classroom Action Research (CAR) the
researcher used Kurt Lewin’s Model. She conducted two cycles which
consist of planning, acting, observing and reflecting. After conducting
cycles, she found that students’ pre-test and post-test results were higher
than the first cycle. Furthermore, the analyzing result of observing and
interviewing show that the students were motivated in teaching and learning
process during the implementation of mind-mapping technique. This
research is very useful to the research that will be conducted by the writer. It
28
shows that the using of mind mapping technique can improve the students’
ability in writing.
Another research is from Septia Ayu Handayani entitiled The
Effectiveness of Using Mind Mapping in the Teaching of Writing
Descriptive Text to the Seventh Grade Students of SMP Islam Al-Hikmah
Pondok Cabe. This research was carried out to get the empirical evidence of
the effectiveness of using mind mapping in the teaching of writing
descriptive text to the seventh grade students of SMP Islam Al-Hikmah
Pondok Cabe academic year 2013/2014. The research design of this
research was quasi-experimental design. The writer compared the writing
result that produced by both class, controlled class and experiment class.
Based on the calculation of the data, mean gained score of experiment class
was 11,64 and the mean gained score of controlled class was 1,88. The t-test
used to examine the research hypothesis. The result showed that the value of
t-test is 7,276 while the value of t-table significant degree of 5% is 1,677. It
means t-test (to) is higher than t-table or to > t-table. In the other word, using
mind mapping is effective in the teaching of writing descriptive text.
Based on some researches above, they showed that mind mapping
technique is successfully success to help students in improving their writing
skill. In this research, the writer is going to conduct the study about
applying mind mapping technique to improve students’ writing skill of
descriptive text. Through this technique, the writer hopefully wants to give
easiness to the students in writing descriptive text.
E. The Conceptual Development of Action
Writing is one of the ways that is used to express the meaning of the
action that can be delayed besides speaking. Writing is also a productive
skill which produces things whether it is important or not. In the school,
writing is useful in helping students tell their ideas and opinion through the
words. However, students still have to master their knowledge about how to
29
write well. It is crucial because in starting the writing, they have to know
firstly the steps.
In addition, there are some techniques and methods applied in the school
in order to make students get their easiness in writing. In this research, the
researcher wants the students have ability in writing descriptive text through
the specific technique. It is mind mapping technique. Mind mapping
technique is a strategy for note-making before writing. Students are asked to
make mind mapping technique before they begin to writing.
The application of mind mapping is expected can improve students’
writing skill of descriptive text. Fortunately, Tony Buzan, as the inventor of
mind mapping technique, has mentioned and proven that this technique is
suitable to be used in writing, especially writing descriptive text which
describes things, people, or places so that the reader can understand the text
easily. Also, some studies have proven that this technique is success to be
used to improve students’ writing skill and it is shown in the previous point
about the related previous studies. For this reason, the writer expects that
students’ writing skill can improve through mind mapping technique. They
can use this technique to write descriptive text so that the text written is
clear.
F. The Action Hypothesis
Action hypothesis that is proposed in this research formulate as follows:
by using mind mapping technique can improve students’ writing skill at the
eighth grade A of MTs Nurussa’adah Jakarta.
25
CHAPTER III
RESEARCH METHODOLOGY
This chapter includes Research Settings, Research Method and
Design, Classroom Action Research Procedures, Research Subjects, Data
Collecting Procedures, Data Analyzing Procedures, Trustworthiness, and
Criterion of the Action Success.
A. Research Settings
1. Setting of Place
The place of research was the eighth grade A class of MTs
Nurussa’adah Jakarta in academic year 2013/2014. It is on Poltangan Raya
street, number 25, Jagakarsa, South Jakarta, DKI Jakarta.
2. Setting of Time
This research was carried out for three months. It was from August to
October 2014.
3. Setting of Condition
The condition of MTs Nurussa’adah is consisted of six classes. It means
that each grade has two classes. Seventh grade has two classes, eighth grade
has two classes, and ninth grade has two classes. Besides that, there are MI
Nurussa’adah and MA Nurussa’adah. The number of classes is same with
the number of MTs Nurussa’adah. In addition, there is a laboratory which
provides computer and in-focus media.
4. Setting of Situation
The situation of MTs Nurussa’adah while teaching and learning held is
all components of school are busy with their own jobs. They do their jobs
professionally so the situation is strongly supported by the people who are
in their own notions.
26
B. Research Method and Design
1. Research Method
The method used in this study is Classroom Action Research (CAR). It
is called CAR because it appears in the classroom. According to Michael J.
Wallace, CAR is a type of classroom research carried out by the teacher in
order to solve problems or to find answers toward context-specific issues.1
It means that to begin the CAR, the researcher or the teacher needs to
identify any problems real found in the classroom concerning students’
condition in learning. Based on that statement, CAR is carried out as a tool
to solve any problems in learning activity in the class. It could be on the
strategy or technique in teaching or the quality of teaching and learning
process in the school.
By using this method, the researcher collaborated with the English
teachers to conduct the research. Then, the interview guide was used to take
any information about the teacher’s responses in teaching and learning
process. Next, the observation sheets were used to take any data of the
teacher’s and students’ performance in teaching and learning process. After
that, tests that consist of post-action test 1 and post-action 2 had been done
to know the students’ writing improvement of writing descriptive text
through mind mapping technique.
2. Research Design
Research design applied in this study was imported from Kurt Lewin’s
design. There were four phases in this design; planning phase, acting phase,
observing phase, and reflecting phase. Two cycles with two meetings of
each were done in this research. The Kurt Lewin’s design looks like the
following picture/chart:
1 Michael J. Wallace, Action Research for Language Teachers, (Cambridge:
Cambridge University Press, 2006), p. 5.
27
Figure 3.1
Kurt Lewin’s Action Research Design2
(Adapted from Mengenal Penelitian Tindakan Kelas, Wijaya Kusuma
and Dedi Dwitagama, 2012)
2 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,
Second Edition, (Jakarta: Indeks, 2012), p. 20.
PLANNING
ACTING
REFLECTING
OBSERVING
?
CYCLE
1
CYCLE
2
PLANNING
ACTING
REFLECTING
OBSERVING
28
C. Classroom Action Research Procedures
The description of the research design above, which consists of four
phases in each cycle, the following will be described clearly one by one of
each phase.
1. Planning Phase
After identifying and diagnosing the students’ problem in writing by
interviewing the teacher, the writer organized the planning that will be
implemented in the teaching and learning process in the classroom. The
learning methods, techniques or strategies, learning media and learning
material are made and used to support the teaching and learning process.
Lesson planning that is based on the current syllabus has been prepared. It
includes any methods, techniques, media, and evaluations that will be
implemented in the classroom.
2. Acting Phase
Acting phase or implementing phase is as realization from the action
that is planned before. The plans are about the strategies and materials
applied in the planning phase. In this phase, the writer collaborates with the
teacher in order to carry out the action. The first meeting in the first cycle,
the teacher teaches the definition and the function of descriptive text. The
second meeting, the teacher reviews the previous lessons and it is still about
descriptive text. The last meeting, the students are asked to write descriptive
text. The next cycle is also consisted of the same actions but different theme
or topic. This phase can be seen from the table below:
29
Table 3.1
The Schedule of the Classroom Action Research
Cycles Activities Meetings Date Themes
Interview before
Action August 25
th, 2014
Cycle
I
Teaching and
Learning Process 1 September 18
th, 2014
Pets Teaching and
Learning Process 2 September 22
nd, 2014
Post-Action
Test 1 3 September 23
rd, 2014
Cycle
II
Teaching and
Learning Process 1 September 25
th, 2014
Room Teaching and
Learning Process 2 September 29
th, 2014
Post-Action
Test 2 3 September 30
th, 2014
Interview after
Action October 6
th, 2014
3. Observing Phase
In this phase, the researcher carried out observation toward
implementation of the action using observation sheets and field note. The
writer observed the outcomes of the appearance and reflecting on its
effectiveness. When observing, the observer should notice and note all of
activities to take any information about the activities in the physical
classroom. It could be about the teacher’s performance, class situation,
students’ response and participation, etc. In this phase, the researcher also
collected the data derived from post-action tests.
30
4. Reflecting Phase
Reflecting phase will be functioned to reflect the three phases to decide
whether needs some innovations to be used in the next cycle or not.
Reflecting phase was done collaboratively to evaluate the students’ writing
skill improvement of descriptive text. Thus, the reflection could be decided
after implementing the action and taking the data from the observation and
tests. It means that in reflecting phase, the wrong things appeared in the
previous cycle would be solved in the next cycle. The steps on the next
cycles called as re-planning, re-acting, and re-observing and it is the cycle if
the problems in the previous cycle has not been solved yet.
D. Research Subjects
The research subjects were the students in the eighth grade A of MTs
Nurussa’adah Jakarta in academic year 2013/2014. The number of students
has been taken from the interview with the teachers. They were thirty nine
students. The reason why they were being the subjects of this research
because they still have lack ability in writing skill so the research is
expected can be successful to make their writing skill increase drawn from
the result of the research.
E. Data Collecting Procedures
The data taken in this research used qualitative data (experience-based)
and quantitative data (number-based).
1. Interview Guide
Interview guide was used to know what the factors of the students’ lack
ability of their writing descriptive text are and how the teachers’ roles while
the students learn in the classroom is. The interview was semi-structured
interview. It was flexible because the questions could appear during the
31
interview.3 The next questions might appear from the answer from the
interviewee. The interview has been done on August 25th
, 2014 with the
English teachers.
2. Observation Sheets
The instrument used for observation was observation sheet. It has been
being done while doing the research in classroom. It was used to take any
information of the teacher’s preparation before teaching and students’
motivation and activities in the classroom. It was used while researcher in
the class so that the subjects that were going to be observed could be
observed clearly.
3. Tests
The instrument of the test was a test itself. It consisted of two kinds of
test; post-action test 1 and post-action test 2. The post-action tests have also
been done to get any scores when the students applied mind mapping
technique in the cycle I as post-action test 1 and in the cycle II as post-
action test 2. The mean score of the tests were taken to know the
improvement of the students’ writing of descriptive text.
Post-Action Tests
The post-action tests were done on September 22nd
, 2014 and on
September 29th
, 2014. It is done in cycle I and cycle II at the end of each
time of their learning and the students apply the mind mapping technique on
their writing of descriptive text. It is useful to know how their writing
descriptive text scores whether improve or stable.
After doing these tests, the scores would be already taken and be
differentiated to know the improvement of the students’ writing of
descriptive text in applying the mind mapping technique.
3 Sari Wahyuni, Qualitative Research Method, Theory, and Practice, (Jakarta:
Salemba Empat, 2012), pp. 53—55.
32
F. Data Analyzing Procedures
The technique of analyzing data used observation data. The data were
taken from the result of observation sheets. Then, the other one was taken
from the result of the tests; post-action test 1 and post-action test 2. The
scores of the tests were analyzed by using rubric adapted from Heaton’s
book entitled Writing English Language Tests that is explained in the table
form4:
Table 3.2
Testing Composition Writing for Intermediate Level
Score Quality Description
18—20
(86—100)
Excellent Natural English, minimal errors, complete
realization of the task set.
16—17
(76—85)
Very
Good
Good vocabulary and structure, above the
simple sentence level. Errors non-basic.
12—15
(56—75)
Good Simple but accurate realization of task.
Sufficient naturalness, not many errors.
8—11
(36—55)
Pass Reasonably correct if awkward or natural
treatment of subject with some serious errors.
5—7
(21—35)
Weak Vocabulary and grammar inadequate for the
task set.
4 John Brian Heaton, Writing English Language Tests, (London and New York:
Longman Inc., 1988), p. 145.
33
P = f x 100%
N
Score Quality Description
0—4
(0—20)
Very
Poor
Incoherent. Errors showing lack of basic
knowledge of English.
The kind of rubric is analytical rubric scoring and the evaluation rubric
explains the scoring for aspects of writing; vocabularies, grammar/structure,
and realization of the task set. Each quality of students’ writing has their
own criteria of scoring. For instance, if the writing is given the score
between 12—15 point, it equals with 56—75 scores. After that, the score
that the students achieved will be calculated to get mean score. The formula
that is used to get mean score is drawn like in the following:
in which:
Mx = Mean
x = Total Score
N = Number of Students5
Besides that, to get score of class percentage, the researcher used the
following formula:
in which:
P = Percentage of Class
f = Total Percentage Score
N = Number of Students6
5 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada,
2008), p. 81.
Mx = ∑x
N
34
G. Trustworthiness
The validity of the data is used to know that the data is valid. Validity in
the research is crucial to get the trustworthiness of the research whether
successful or not. According to Kunandar, data validity is divided into
seven, they are member check, triangulation, saturation, comparison, audit
trail, expert opinion, and key respondents review.7 In this research, the
researcher used the triangulation data.
Trustworthiness that uses triangulation is needed to take an analyzing of
gathered information.8 To take data accurately in classroom action research
and to support the main data of this research (tests), the researcher used
triangulation. Triangulation was used to make sure that the data is valid.
There are some types of triangulation; theoretical triangulation, data
triangulation, source triangulation, method triangulation, instrumental
triangulation, and analytic triangulation.9 From those types of triangulation,
the data triangulation was used in this research. It is because the information
is interpreted and concluded by the instruments that were used to take the
data; interview guide, observation sheets, and tests.
Therefore, this research proved the success of the action from the
observing of the result of the students’ writing skill of descriptive text. The
result showed that the test in cycle II was better that in cycle I. Besides, the
data were also gotten from the observation sheets. It showed that the
students’ participation has improved while the teaching and learning
process. The data gathered from the observation sheets and tests were
discussed with the teacher to know the successful of the action.
6 Ibid., p. 43.
7 Kunandar, Langkah Mudah Penelitian Tindakan Kelas sebagai Pengembangan
Profesi Guru, (Jakarta: PT RajaGrafindo Persada, 2010), pp. 108—109.
8 Wahyuni, op. cit., pp. 129—131.
9 Kunandar, op.cit., p. 125.
35
H. Criterion of the Action Success
The successful of the Classroom Action Research (CAR) is based on the
criterion that has been determined and it is fail if it could not exceed criteria
that have been determined. In this research, the researcher made an
agreement with the English teacher that it would succeed when there were
75% of students passed the KKM. The KKM was 70.00 (seventy). If the
target of KKM success reached in cycle I and II, it did not need any cycle in
the next. But if the target of KKM has not reached yet, the research must
take the following action of the next cycle.
35
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter includes the Research Findings and Discussion.
A. Research Findings
1. Findings of the Preliminary Study
a. The Result of Interview
The type of interview was semi-structured interview. There were three
kinds of question that were asked to the teachers. Firstly, it was about the
students’ condition. Secondly, it was about students’ difficulties in learning
English. Lastly, it was about students’ interest in writing skill. Teachers as
sources of information could give answers based on the questions given and
it is flexible.
The first kind of question is about the students’ condition. The
interviewee was asked about how many students in one class were. It was
crucial to be known because a number of students in the class could affect
other students who did not want to be serious in teaching and learning
process.
The second kind of question is about students’ difficulties in learning
English. It is needed to gather information about what the factors of the
students’ difficulties in learning English are. The result of this interview
was students do not want to learn English because it is not their own
language and they think that English language is just learned by senior high
school students who want to have a job or study abroad. Besides that, they
think English language needs some specific skills to be learned intensively.
The last kind of question is about students’ interest in writing skill. The
teacher said that students are still lack interest in writing, especially writing
English language. Students have not gotten yet the significance of writing
itself. It affects students to have no interest in writing. Teacher said that
36
students still have to be given motivation to increase their ability in writing
English language.
b. The Result of Pre-Action Test
Pre-action test has been done to get any scores of students’ writing of
descriptive text before applying the mind mapping. Students were asked to
write a descriptive text using the theme given. After that, their writings were
submitted and taken the score to know to what extent they have understood
writing using mind mapping. To get any mean score, the researcher used the
formula: Mx = ∑x , so the result is:
N
Mx = ∑x
N
Mx = 1.780
39
= 45.64
After that, the data showed that based on the result of mean score of pre-
action test was 45.64.
2. Findings of Cycle I
a. Planning
In the cycle I, the researcher has arranged the lesson plans which were
discussed with the teachers. After that, lesson plans were used to apply the
activities in the classroom as a cycle I which consist of three meetings. The
media used were laptop and in-focus media that showed the presentation of
the theme. The teacher planned the materials using power point
presentation. He added some videos about pets’ activities so that the
students could understand directly how pets act and what pets eat based on
their types. The videos were funny videos. It was reserved to get students’
interest in learning English which contains of some new vocabularies that
they surely do not know yet before. The teacher expected the students could
37
easily remember and use them in their writing descriptive text with the
helping of mind mapping technique.
b. Acting
The researcher has done the action of the research on September 18th
,
22nd
, and 23rd
2014. The first meeting in the first cycle was on September
18th
. The activity was the teacher taught descriptive text using mind
mapping technique and explaining the topic of the theme given by the
researcher. It was done based on the lesson plan. Vocabulary and grammar
were also been taught to the students. The teacher used power point to teach
students about pets and the process of teaching and learning held in the
computer laboratory. Teacher gave some videos to support the explanation
of pets with the expectation students could easily understand the activities
and characteristics of pets. Besides that, students also were asked to
memorize the vocabularies in their home. It will be used in writing
descriptive text in the next meeting. The product of their writing was used
to take the result score as pre-test. Post-action test 1 has been done to get
any scores and students’ achievement in writing descriptive text. Students
were asked to write a descriptive text using the theme given. They wrote a
descriptive text with the mind mapping given. The words have already been
there in the mind map so they only wrote the text by arranging the words
into sentences, six sentences were asked at that time. After that, their texts
were submitted and taken the score to know to what extend they have
understood writing using mind mapping technique.
Firstly, teacher asked students to come into the computer laboratory and
they were sitting and listening to the teacher’s explanation about the theme.
Students followed the teacher’s suggestion to watch the video of activities
of pets; the theme of the meeting. Students were interested in watching the
videos. They paid attention to the activities in the videos.
Secondly, teacher gave students the vocabularies related to the theme.
The vocabularies were new for the students. Teacher asked some students to
38
translate them and wrote down on the whiteboard. Vocabularies given were
just ten words; such as chase, run, eat, laugh, and etc.
Thirdly, students were asked to give an example of the words. One of
them came in front of the laboratory to act like what pets in videos gave an
action. He tried to remember the meaning of “chase” and then he chased the
teacher when the teacher said that he wanted to run when the student
chased.
Finally, from those activities, teacher felt the students have understood
of the explanation of the activities of pets which is the theme of the meeting.
After that, teacher asked to the students to keep in their mind the
vocabularies given to be used in their writing in the next meeting. Before
the teaching and learning ended, students were given time to propose the
questions. Unfortunately, there was no any student who raised their hands to
ask the question. Then, teacher ended the teaching and learning process.
Then, in the second meeting, on September 22nd
, 2014, teacher taught
the descriptive text again and how to use mind map in the students’ writing.
After that, teacher also reviewed the previous explanation about descriptive
text and mind mapping technique. On September 23rd
, 2014, students were
only asked to write the descriptive text using the mind mapping technique
given in which contains of six sentences. They used the vocabularies
remembered in writing their writing descriptive text.
c. Observing
In observing the teaching and learning process, the researcher as an
observer has observed it through paying attention to the teacher’s
performance and students’ activities. The researcher also used observation
sheets to support the observation in the classroom as the instrument to
support the observing phase. The researcher has observed that as in much
the teacher used power point in explaining the materials, students were not
serious in learning. It was proven by their activities that were not actively
serious in answering the teacher’s questions. They joked each other and
39
they did not fully pay attention to the materials given. When teacher tried to
ask some students about some things that related to the material, only the
three students who could answer the questions clearly. Other students were
just silent and the rest were joking.
The result of the observation sheet for teacher is teacher has fully
prepared himself and presented the objective of learning in the classroom.
Teacher also motivated students and make them interested so that they can
follow the learning process well. In addition, teacher could vary teaching
method while the time of teaching was still available. On the other hand, the
teacher was good in presenting the materials of learning in this phase.
The result of the observation sheet for students is when teacher prepared
the media as the tool of teaching; the students did not pay attention to the
teacher. They prefer to talk than to prepare their own selves before learning.
Unfortunately, while teaching and learning process happening, there was no
any good response from students to their teacher. It can be drown that
students more likely did not learn well. Some of them were not active in the
class. Besides that, they also did not interest in learning English subject.
They did not do their tasks cooperatively even they did not care to the
teacher’s explanation. The media used by the teacher did not make students
feel interest moreover they joked with other students and enjoyed with the
computer inside the computer laboratory.
1. The Result of the Students’ Writing
The researcher counted the mean score primarily to get any result of the
students’ writing. The mean score derived from the following formula:
Mx = ∑x so the result is:
N Mx = ∑x
N
Mx = 2875
39
Mx = 73.71
40
It can be concluded that based on the result of mean score of post-action
test 1 above was 73.71. Here is the table of students’ post-action test 1
scores:
Table 4.1
The Score of Post-Action Test 1
Number of
Students
Post-Action Test 1
Scores
Notes
Passed Not Passed
S1 95 √ x
S2 75 √ x
S3 0 x √
S4 80 √ x
S5 75 √ x
S6 75 √ x
S7 75 √ x
S8 95 √ x
S9 90 √ x
S10 95 √ x
S11 90 √ x
S12 60 x √
S13 80 √ x
S14 65 x √
S15 70 √ x
S16 90 √ x
S17 60 x √
S18 45 x √
S19 55 x √
S20 55 x √
S21 90 √ x
S22 50 x √
S23 65 x √
S24 90 √ x
S25 95 √ x
S26 75 √ x
S27 75 √ x
S28 75 √ x
S29 80 √ x
41
Number of
Students
Post-Action Test 1
Scores
Notes
Passed Not Passed
S30 55 x √
S31 85 √ x
S32 95 √ x
S33 90 √ x
S34 55 x √
S35 65 x √
S36 70 √ x
S37 90 √ x
S38 90 √ x
S39 60 x √
Mean 73.71 66.67% 33.33%
* 70.00 is the KKM score
Based on the table above, the data showed that 26 students who passed
the KKM. The result of post-action test 1 was discussed by the researcher
and the teachers as collaborators. Based on the calculation of the students’
writing product in the post-action test 1, it showed that the mean score was
73.71. The innovation was needed to encourage students’ interest and
motivation in writing descriptive text using mind mapping technique.
d. Reflecting
Based on the results shown or observed since acting in the beginning of
cycle I up to the end, the researcher and teachers planned some innovations
in the next cycle as the expectation of the improvement of the students’
writing of descriptive text. The innovation of cycle I to cycle II could be
from the lesson planning, the way in teaching, materials, or media used in
teaching and learning process.
42
3. Findings of Cycle II
a. Planning
In this phase, the lesson plan has already been revised from the cycle I
which is the material or the topic of the lesson was different; about room. In
the cycle II, the teacher would use marker and whiteboard as media in
explaining the materials. Teacher would give the different theme of cycle II;
room. The teacher would present the theme that was going to be learned by
the students and give explanation again about the descriptive text to recall
the students’ memory about how to write descriptive text using mind
mapping. In cycle II, teacher would teach in the classroom. It was expected
could make students understand and be serious in learning writing
descriptive text using mind mapping technique.
b. Acting
The first action of cycle II was done on September 25th
, 2014. The
teacher followed the lesson plan that has been made to conduct the teaching
and learning process. The teacher introduced a new topic about room and
gave explanation about vocabulary and grammar that related to the topic.
Then, teacher asked students who want to be a volunteer to translate the
new vocabularies written on the whiteboard. After that, teacher asked
students to remember the new vocabularies in their home so that they could
use these words in their descriptive writing text in the second meeting of
cycle II. Next, second meeting of cycle II was done on September 29th
,
2014. The teacher explained the function of descriptive text and the usage of
mind mapping technique. Lastly, on September 30th
, 2014, teacher asked
students to write descriptive text using mind mapping technique. It meant
that the students have done the post-action test 2.
c. Observing
In this phase, the teaching and learning process has been observed
through the observation checklist when the teacher did the teaching and
learning process. From the observation sheet, it could be taken what
43
happened in the classroom when teacher asked students to come in front of
the class to write down the translation of some new words, there was one
student who wanted to be a volunteer besides some students just raised their
hands. The volunteered student wrote the translations of each word written
and other students wrote them on their notebooks.
The data from the observation sheet showed that teacher did the
innovations of the teaching and asked students’ to be ready of their physics
before starting the class. Teacher encouraged students to reach the purpose
of the teaching. When presenting the materials, teacher gave positive
reinforcement that can be understood by the students so that they can absorb
the lesson well. Besides that, teacher also tried to ask students giving
questions related to the materials before the class ended and it is usually
called as feedback in learning process.
It could be drown from the observation sheet for students that they were
much more active in cycle II than in cycle I. They were more enthusiast and
confident when the class started. However, there were still some students
who did not want to finish the tasks given. In addition, the active students
were not guarantee that they also wanted to finish the tasks. Then, half hour
before class ended, students are asked to conduct their writing of descriptive
text.
1. The Result of Students’ Writing
The researcher took the mean score of students’ writing as post-action
test 2. The result showed that the mean score of class derived was 76.53.
The researcher used the following formula to count the mean score of the
students’ writing: Mx = ∑x so the result is: Mx = 2985
N 39
Mx = 76.53
Based on the result above, the mean score of the post-action test 1 in
cycle I was 73.71 and the mean score of post-action test 2 in cycle II was
44
76.53. It means that the mean score of the students’ writing has improved.
The following is the details of the students’ writing post-action test 2 scores:
Table 4.2
The Score of Post-Action Test 2
Number of
Students
Post-Action Test 2
Scores
Notes
Passed Not Passed
S1 100 √ X
S2 70 √ X
S3 40 X √
S4 60 X √
S5 70 √ X
S6 80 √ X
S7 85 √ X
S8 95 √ X
S9 90 √ X
S10 100 √ X
S11 60 X √
S12 80 √ X
S13 80 √ X
S14 70 √ X
S15 60 X √
S16 100 √ X
S17 70 √ X
S18 0 X √
S19 55 X √
S20 75 √ X
S21 70 √ X
S22 70 √ X
S23 70 √ X
S24 95 √ X
S25 95 √ X
S26 60 X √
S27 80 √ X
S28 85 √ X
S29 95 √ X
S30 60 X √
45
Number of
Students
Post-Action Test 2
Scores
Notes
Passed Not Passed
S31 70 √ X
S32 95 √ X
S33 90 √ X
S34 95 √ X
S35 70 √ X
S36 70 √ X
S37 100 √ X
S38 95 √ X
S39 80 √ X
Mean 76.53 79.48% 20.51%
* 70.00 is the KKM score
After getting the post-action test 2, the researcher and the teachers
evaluated the result of the tests’ score. It was the last cycle because
students’ score has improved and it was also proven through their activities
in the classroom that has moved. The result of post-action test 2 was 76.53
and there were 31 students who passed the KKM. The teaching and learning
process has done better than the cycle I. It was also proven by the
observation of the teacher’s way in teaching and learning process. Teacher
used classroom as the place of teaching so that the students could be more
focus than in the computer laboratory using power point that made students
did not interest in teacher’s explanation as they turned on the computer then
enjoyed it. The teacher and the researcher felt satisfied with the students’
writing result of cycle II. The result of post-action test 2 showed that
students got the score above the KKM. Because of the satisfaction of the
teacher shown, the researcher decided to stop the cycle and only took two
cycles.
d. Reflecting
Based on the result shown or observed since acting in the beginning of
cycle II up to the end, it could be concluded that some innovations have
46
been made to get any improvement was success and the students were more
active and their score of writing has also improved. Finally, the cycle II was
stopped.
B. Discussion
1. Findings after Implementing the Action
a. Cycle I
The data gathered in action research used triangulation. It is used to
know the validity and reliability of the data gathered because it needs some
information from instruments that were used not one instrument but more
than one instrument. Here, the researcher used four kinds of instrument;
interview guide, observation sheets for teacher and students, and tests.
1. The Result of Interview
After conducting the classroom action research, the researcher carried
out interview to the English teacher who acted as collaborator to know their
response about implementing mind mapping technique in writing.
From the interview, the teachers admitted three main points:
a. Students became more interested in writing descriptive text. It was
proven by the score they have gotten in post-action test 2. The score has
increased.
b. Teacher knew the technique of teaching writing easily. Mind Mapping
technique is suitable to be used in writing, especially writing descriptive
text.
c. Mind mapping is used to call students’ ideas before writing so that they
could focus on just what the topic will be written on their writing.
The data gained from the interview with the English teachers indicated
that students’ writing skill was good but the students had some difficulties
in writing and students’ participation in writing class was quite active. The
researcher has already suggested applying the mind mapping technique in
students’ writing. After conducting the action, the teachers gave positive
47
response toward the action. The teachers felt satisfied with the improvement
made by the students that focus on writing skill and their participation in the
classroom. The teachers had also encouraged using mind mapping
technique in teaching so that the students can apply mind mapping
technique on their writing.
2. The Result of Observation
The data gained from observation sheets showed that teachers could
teach well from cycle to cycle, so the students could follow the teaching and
learning process in a serious condition. It was useful to make them teach
organizationally because it was organized from the most important thing to
standard thing to be written on the students’ writing descriptive text.
Teachers also applied the suitable method of teaching writing. It was based
on the categorization checklists given on the observation sheets. The criteria
were used to take an anticipation of them in teaching and learning process.
3. The Result of the Tests
Based on the result of the tests, students’ writing of descriptive text has
increased. It was shown by the improvement of their writing score of post-
action test 1 and post-action test 2 in which the score of post-action test 1 in
cycle I was 73.71 and their score of post-action test 2 in cycle II was 76.53.
The mean score of cycle II was categorized as “Very Good” criterion based
on the rubric of testing writing by Heaton.
b. Cycle II
In this cycle, students were not studying in a computer laboratory like in
the cycle I. Teacher used a classroom as a place to conduct the cycle II. It
drawn that students became more active and were motivated to be active in
the class. The teacher asked students to be a volunteer in translating the
vocabularies given in the whiteboard. They raised their hands but teacher
had to choose one of the students to do it. Students were competent to
comprehend the usage of mind mapping in writing descriptive text.
48
1. The Result of the Interview
Researcher got the data from the interview that showed the satisfying of
the teacher after applying mind mapping technique. The teacher explained
that students became more confident in writing by using mind mapping
technique before they began the writing in paragraph form.
2. The Result of the Observation Sheets
The data gained from observation sheets gave the explanation about the
improvement of students’ interest in learning English subject. After teacher
innovated some technique and media of teaching, students became more
diligent and wanted to be asked to do the task given; writing descriptive text
using mind mapping technique. The mean score of their writing was also
improved meanwhile there were still some students who did not reach the
KKM.
3. The Result of the Tests
Based on the calculation of mean score of post-action test 2, the data
showed that the mean score was 76.53. It was proved the improvement of
students’ writing of post-action test 1 score and post-action test 2 score. It is
from 73.71 to 76.53 for the improvement of students’ writing score.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. The Conclusion
Based on the result above, it could be drown that the students’ writing
skill of descriptive text could be improved through mind mapping
technique. It could be proven from the mean score of post-action test 1
cycle I that showed that there were 26 students (66.67%) who have passed
the KKM with the mean score: 73.71. Meanwhile, there were 31 students
(79.48%) who have passed KKM in post-action test 2 in cycle II with the
mean score: 76.53. All improvements in cycle II have passed the KKM
(mean score: 70.00).
The level of students’ writing that has been achieved was categorized as
“Very Good” criterion based on the rubric of testing writing by Heaton. The
improvement was gained through mind mapping technique in their writing
of descriptive text and it was seen by the analysis and interpretation of the
students’ writing skill of descriptive text.
To sum up, the mind mapping technique could improve students’
writing skill of descriptive text like what has been proved by the result of
the tests given.
B. The Suggestion
From this research, the researcher expects that the result of this research
finding can be useful for some elements of school developers and other
members of education center, they are:
1. For the Teachers
Teachers can solve their problem of teaching and learning process. In
writing skill, students should be able to have some practices to get the
ability of writing itself. However, the teachers have the most important role
to make students usual in writing the text, especially descriptive text.
49
2. For the Students
Students are as important subjects in teaching and learning process so
they have to be competent in the education world. In fact, students who are
not motivated need teachers who motivate them well until they reach the
objective of the subject. Positive encouragement will give positive attitude
to the students so that they will get some positive achievements.
3. For the Researchers
This research can be a reference for the next research for the researchers
who want to build the research like this research process about applying the
techniques in English teaching and learning process.
50
REFERENCES
Barnet, Sylvan & Stubbs, Marcia. Practical Guide to Writing. Fourth
Edition. Toronto: Little, Brown and Company, 1983.
Buzan, Tony and Buzan, Barry. The Mind Map Book. New York: Dutton,
1994.
Buzan, Tony. Buku Pintar Mind Map. Jakarta: Gramedia Pustaka Utama,
2005.
Buzan, Tony. Buku Pintar Mind Map. Jakarta: Gramedia Pustaka Utama,
2005.
Buzan, Tony. Buku Pintar Mind Map. Jakarta: Gramedia Pustaka Utama,
2005.
Clouse, Barbara Fine. Jumpstart: A Sentence-to-Paragraph Worktext with
Readings. New York: McGraw Hill, 2007.
Clouse, Barbara Fine. The Student Writer. Sixth Edition. New York:
Mc.Graw Hill, 2004.
Cox (ed.), Martha Heasley. Writing: Form, Process, Purpose. San
Francisco: Chandler Publishing Company, 1962.
Dietsch, Betty Mattix. Reasoning and Writing Well. Fourth Edition. New
York: Mc.Graw Hill, 2006.
Harmer, Jeremy. The Practice of English Language Teaching. London and
New York: Longman Group UK, 1991.
Heaton, John Brian. Writing English Language Tests. London and New
York: Longman Inc., 1988.
Hedge, Tricia. Resource Books for Teachers. Oxford: Oxford University
Press, 1990.
51
Hedge, Tricia. Writing. Oxford: Oxford University Press, 1988.
Kunandar. Langkah Mudah Penelitian Tindakan Kelas sebagai
Pengembangan Profesi Guru. Jakarta: PT RajaGrafindo Persada,
2010.
Kusumah, Wijaya and Dwitagama, Dedi. Mengenal Penelitian Tindakan
Kelas. Second Edition. Jakarta: Indeks, 2012.
Lunsford, Andrea A. The Saint Martin’s Handbook. Boston: R.R.
Donnelley & Sons Company, 2010.
Meyers, Alan. Gateways to Academic Writing. New York: Pearson
Education, 2005.
Oshima, Alice and Hogue, Ann. Introduction to Academic Writing. Second
Edition. New York: Longman, 1997.
Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University
Press, 1983.
Raymond, James C. Writing. New York: Harper and Row Publishers, 1980.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo
Persada, 2008.
Wahyuni, Sari. Qualitative Research Method, Theory, and Practice. Jakarta:
Salemba Empat, 2012.
Wallace, Michael J. Action Research for Language Teachers. Cambridge:
Cambridge University Press, 2006.
Anon, www.ThinkBuzan.com/Mind Mapping: Scientific Research and
Studies, 2015.
Anon. Teaching Writing Strategies. http://gse.buffalo.edu/org., 2014.
52
Ima, “Descriptive Text”, http://imaenglishlover.blogspot.com, 2015.
Puguh Yulianto, “Descriptive Text”, https://pakpuguh.wordpress.com,
2015.
Redno, “Descriptive Text”, http://learning.ecc-eurika.com, 2015.
Takhroji Ajie and Akhit Annis. Interview. August 28th
, 2014.
Eppler, Martin J. “A Comparison Between Concept Maps, Mind Maps,
Conceptual Diagrams, and Visual Metaphors as Complementary
Tools for Knowledge Construction and Sharing,” Information
Visualization. 2006, 2015.
Riswanto and Putra, Pebri Prandika. “The Use of Mind Mapping Strategy in
the Teaching of Writing at SMAN 3Bengkulu, Indonesia”
International Journal of Humanities and Social Science, November:
2012, 2 (21), 2015.
Siahaan, Junita. An Analysis of Students’ Ability and Difficulties in Writing
Descriptive Texts, Journal of English and Education, 2013, 1 (1),
2015.
Tee, T. K. and others, “Buzan Mind Mapping: An Efficient Technique for
Note-Taking,” International Journal of Social, Management,
Economics and Business Engineering. 2014, 8 (1), 2015.
Wang, Wen-Cheng., Lee, Chung-Chieh., and Chu, Ying-Chien. “A Brief
Review on Developing Creative Thinking in Young Children by
Mind Mapping,” International Business Research, July 2010, Vol. 3
(3), 2015.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Nurussa’adah
Mata Pelajaran : Bahasa Inggris
Kelas, Semester : VIII (Delapan), II (Dua)
Alokasi Waktu : 2x40 Menit
Aspek : Menulis
Jenis Teks : Descriptive, Tema: Pets
Siklus ke- : 1
Pertemuan ke- : 1
Standar Kompetensi:
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk Descriptive dan Procedure untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi Dasar:
Mengungkapkan makna dalam bentuk teks tulis fungsional dan essei pendek
sederhana berbentuk Descriptive dan Procedure dengan menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar.
Indikator:
1. Siswa mampu mengidentifikasi makna teks Descriptive
2. Siswa mampu mengidentifikasi langkah retorika dan ciri kebahasaan dalam
teks Descriptive
3. Siswa mampu menemukan ide-ide utama melalui Mind Mapping
4. Siswa mampu memilih dan menyusun ide-ide utama untuk menulis teks
Descriptive
Materi Pembelajaran:
Descriptive Text
1. The function of descriptive text: to describe people, things, and place
2. Language features: action verbs, adjective, nouns and present tense
3. Vocabulary items related to Pets: Colours, Hobbies, Characteristics, and Food
4. Monologue short text about Descriptive Text
Langkah-langkah Kegiatan:
No. Tahap Kegiatan Alokasi Waktu
1 Kegiatan
Pendahuluan
a) Guru mempersiapkan ruang
kelas/computer laboratorium
dan in-focus
b) Guru mengucapkan salam
untuk memulai kelas
c) Presensi siswa
d) Guru melakukan
brainstorming berkaitan
dengan topic/tema yang akan
diajarkan
10 Menit
2 Kegiatan Inti
a) Guru memberi penjelasan
tentang Descriptive Text dan
Language Features pada teks
Descriptive
b) Guru menampilkan sebuah
video yang berkaitan dengan
tema
c) Guru membahas kosakata
yang berkaitan dengan tema
d) Guru dan siswa melakukan
tanya-jawab mengenai
Descriptive Text
20 Menit
3 Kegiatan
Penutup
a) Menarik kesimpulan dari
materi yang telah dipelajari
dan menanyakan kesulitan
siswa dalam melaksanakan
KBM
b) Menugaskan siswa untuk
menghafal kosakata yang
berkaitan dengan Pets
10 Menit
Sumber dan Media Belajar:
1. Sumber
a. Silabus MTs kelas VIII
b. Buku Mata Pelajaran Bahasa Inggris kelas VIII
2. Media
Teks Descriptive
Power point presentation
Laptop
In-focus
Penilaian:
1. Aspek Proses
Penilaian dilakukan selama proses Kegiatan Belajar-Mengajar sedang
berlangsung.
2. Aspek Hasil
Penilaian dilakukan setelah siswa mengerjakan tugas sebagai hasil dari
pembelajaran yang telah dilakukan.
Karakter siswa yang diharapkan:
1. Rasa percaya diri
2. Tekun
3. Rajin
Jakarta, September 2014
Mengetahui,
Guru Mata Pelajaran Guru Peneliti
Bahasa Inggris
Akhit Anis, M.Pd. Yusri Nur Fadhilah
NIM. 1110014000047
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Nurussa’adah
Mata Pelajaran : Bahasa Inggris
Kelas, Semester : VIII (Delapan), II (Dua)
Alokasi Waktu : 2x40 Menit
Aspek : Menulis
Jenis Teks : Descriptive, Tema: Pets
Siklus ke- : 1
Pertemuan ke- : 2
Standar Kompetensi:
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk Descriptive dan Procedure untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi Dasar:
Mengungkapkan makna dalam bentuk teks tulis fungsional dan essei pendek
sederhana berbentuk Descriptive dan Procedure dengan menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar.
Indikator:
1. Siswa mampu mengidentifikasi makna teks Descriptive dengan baik dan benar
2. Siswa mampu mengidentifikasi langkah retorika dan ciri kebahasaan dalam
teks Descriptive dengan baik dan benar
3. Siswa mampu menemukan ide-ide utama melalui Mind Mapping
4. Siswa mampu memilih dan menyusun ide-ide utama untuk menulis teks
Descriptive dengan baik dan benar
5. Siswa mampu menuliskan teks Descriptive dengan baik dan benar
Materi Pembelajaran:
Descriptive Text
1. The function of descriptive text: to describe people, things, and place
2. Language features: action verbs, adjective, nouns and present tense
3. Vocabulary items related to Pets: Colours, Hobbies, Characteristics, and Food
4. Monologue short text about Descriptive Text
Metode dan Teknik Pembelajaran:
1. Three-phase technique
2. Mind Mapping
Langkah-langkah Kegiatan:
No. Tahap Kegiatan Alokasi Waktu
1 Kegiatan
Pendahuluan
a) Guru mempersiapkan ruang
kelas
b) Guru mengucapkan salam
untuk memulai kelas
c) Presensi siswa
d) Guru melakukan
brainstorming yang melatih
konsentrasi siswa
10 Menit
2 Kegiatan Inti
a) Guru memberi penjelasan
tentang Descriptive Text dan
Language Features pada teks
Descriptive
b) Guru menampilkan sebuah
teks Descriptive dari design
Mind Mapping
c) Tanya-jawab
20 Menit
3 Kegiatan
Penutup
a) Menarik kesimpulan dari
materi yang telah dipelajari
dan menanyakan kesulitan
siswa dalam melaksanakan
KBM
b) Siswa diberikan tugas
menuliskan Descriptive Text
10 Menit
Sumber dan Media Belajar:
1. Sumber
Silabus MTs kelas VIII
Buku Mata Pelajaran Bahasa Inggris kelas VIII
2. Media
Teks Descriptive yang telah dipersiapkan oleh guru
Kertas
Spidol
Pulpen
Penilaian:
1. Aspek Proses
Penilaian dilakukan selama proses Kegiatan Belajar-Mengajar sedang
berlangsung.
2. Aspek Hasil
Penilaian dilakukan setelah siswa mengerjakan tugas sebagai hasil dari
pembelajaran yang telah dilakukan.
Jakarta, September 2014
Mengetahui,
Guru Mata Pelajaran Guru Peneliti
Bahasa Inggris
Takhroji Ajie, S.Pd. Yusri Nur Fadhilah
NIP. 198105102007101002 NIM. 1110014000047
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Nurussa’adah
Mata Pelajaran : Bahasa Inggris
Kelas, Semester : VIII (Delapan), II (Dua)
Alokasi Waktu : 2x40 Menit
Aspek : Menulis
Jenis Teks : Descriptive, Tema: Room
Siklus ke- : 2
Pertemuan ke- : 1
Standar Kompetensi:
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk Descriptive dan Procedure untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi Dasar:
Mengungkapkan makna dalam bentuk teks tulis fungsional dan essei pendek
sederhana berbentuk Descriptive dan Procedure dengan menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar.
Indikator:
1. Siswa mampu mengidentifikasi makna teks Descriptive
2. Siswa mampu mengidentifikasi langkah retorika dan ciri kebahasaan dalam
teks Descriptive
3. Siswa mampu menemukan ide-ide utama melalui Mind Mapping
4. Siswa mampu memilih dan menyusun ide-ide utama untuk menulis teks
Descriptive
Materi Pembelajaran:
Descriptive Text
1. The function of descriptive text: to describe people, things, and place
2. Language features: action verbs, adjective, nouns and present tense
3. Vocabulary items related to Room: Size, Bed, Colours, and Things.
4. Monologue short text about Descriptive Text
Metode dan Teknik Pembelajaran:
1. Three-phase technique
2. Mind Mapping
My Room
I have a lovely room. Its size is enough big. There are
some things in this room. There is a small bed. This bed is the
place for me to sleep and take a rest. Then, there is a big
cupboard. There are some clothes in it. The last are many school
books. My room’s color is pink. It is my favorite color. I love this
room so much.
MY
ROOM COLORS
SIZE
BED
Blue
White
Pink
Comfort
Clean
Small
Large
Name: ______________________
___________________
_________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________
Langkah-langkah Kegiatan:
No. Tahap Kegiatan Alokasi Waktu
1 Kegiatan
Pendahuluan
a) Guru mempersiapkan ruang
kelas
b) Guru mengucapkan salam
untuk memulai kelas
c) Presensi siswa
d) Siswa diberikan
brainstorming yang sesuai
dengan yang akan dipelajari
10 Menit
2 Kegiatan Inti
a) Guru memberi penjelasan
tentang Descriptive Text dan
Language Features pada teks
Descriptive
b) Guru menampilkan sebuah
teks Descriptive dari design
Mind Mapping
c) Siswa memperhatikan
penjelasan yang dilakukan
oleh guru
d) Tanya-jawab
20 Menit
3 Kegiatan
Penutup
a) Menarik kesimpulan dari
materi yang telah dipelajari
dan menanyakan kesulitan
siswa dalam melaksanakan
KBM
b) Menugaskan siswa untuk
menghafal kosakata yang
berkaitan dengan Room
10 Menit
Sumber dan Media Belajar:
1. Sumber
a. Silabus MTs kelas VIII
b. Buku Mata Pelajaran Bahasa Inggris kelas VIII
2. Media
Teks Descriptive yang telah dipersiapkan oleh guru
Kertas
Spidol
Pulpen
Penilaian:
1. Aspek Proses
Penilaian dilakukan selama proses Kegiatan Belajar-Mengajar sedang
berlangsung.
2. Aspek Hasil
Penilaian dilakukan setelah siswa mengerjakan tugas sebagai hasil dari
pembelajaran yang telah dilakukan.
Karakter siswa yang diharapkan:
1. Dapat dipercaya (Truth worthiness)
2. Rasa percaya diri
3. Tekun
4. Rajin
Jakarta, September 2014
Mengetahui,
Guru Mata Pelajaran Guru Peneliti
Bahasa Inggris
Takhroji Ajie, S.Pd. Yusri Nur Fadhilah
NIP. 198105102007101002 NIM. 1110014000047
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : MTs Nurussa’adah
Mata Pelajaran : Bahasa Inggris
Kelas, Semester : VIII (Delapan), II (Dua)
Alokasi Waktu : 2x40 Menit
Aspek : Menulis
Jenis Teks : Descriptive, Tema: Room
Siklus ke- : 2
Pertemuan ke- : 2
Standar Kompetensi:
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
berbentuk Descriptive dan Procedure untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi Dasar:
Mengungkapkan makna dalam bentuk teks tulis fungsional dan essei pendek
sederhana berbentuk Descriptive dan Procedure dengan menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar.
Indikator:
1. Siswa mampu mengidentifikasi makna teks Descriptive dengan baik dan benar
2. Siswa mampu mengidentifikasi langkah retorika dan ciri kebahasaan dalam
teks Descriptive dengan baik dan benar
3. Siswa mampu menemukan ide-ide utama melalui Mind Mapping
4. Siswa mampu memilih dan menyusun ide-ide utama untuk menulis teks
Descriptive dengan baik dan benar
5. Siswa mampu menulis teks Descriptive dengan baik dan benar
Materi Pembelajaran:
Descriptive Text
1. The function of descriptive text: to describe people, things, and place
2. Language features: action verbs, adjective, nouns and present tense
3. Vocabulary items related to Room: Size, Bed, Colours, and Things.
4. Monologue short text about Descriptive Text
Metode dan Teknik Pembelajaran:
1. Three-phase technique
2. Mind Mapping
Langkah-langkah Kegiatan:
No. Tahap Kegiatan Alokasi Waktu
1 Kegiatan
Pendahuluan
a) Guru mempersiapkan ruang
kelas
b) Guru mengucapkan salam
untuk memulai kelas
c) Presensi siswa
d) Guru memberikan
brainstorming berupa guessing
the words untuk memperkaya
vocabulary siswa
10 Menit
2 Kegiatan Inti
a) Guru memberikan
penjelasan tentang Descriptive
Text dan Language Features
pada teks Descriptive
b) Guru menampilkan sebuah
teks Descriptive dari desain
Mind Mapping
c) Siswa memperhatikan
penjelasan yang dilakukan
oleh guru
d) Tanya-jawab
20 Menit
3 Kegiatan
Penutup
a) Menarik kesimpulan dari
materi yang telah dipelajari
dan menanyakan kesulitan
siswa dalam melaksanakan
KBM
b) Menugaskan siswa untuk
menulis Descriptive Text
10 Menit
Sumber dan Media Belajar:
1. Sumber
a. Silabus MTs kelas VIII
b. Buku Mata Pelajaran Bahasa Inggris kelas VIII
2. Media
Teks Descriptive yang telah dipersiapkan oleh guru
Kertas
Spidol
Pulpen
Penilaian:
1. Aspek Proses
Penilaian dilakukan selama proses Kegiatan Belajar-Mengajar sedang
berlangsung.
2. Aspek Hasil
Penilaian dilakukan setelah siswa mengerjakan tugas sebagai hasil dari
pembelajaran yang telah dilakukan.
Karakter siswa yang diharapkan:
1. Dapat dipercaya (Truth worthiness)
2. Rasa percaya diri
3. Tekun
4. Rajin
Jakarta, September 2014
Mengetahui,
Guru Mata Pelajaran Guru Peneliti
Bahasa Inggris
Takhroji Ajie, S.Pd. Yusri Nur Fadhilah
NIP. 198105102007101002 NIM. 1110014000047
a. Observation Sheet for Teachers
Lembar Observasi Aktivitas Guru
Nama Guru :
Kelas :
Hari, Tanggal :
Siklus ke- :
Petunjuk penggunaan:
Lingkarilah angka yang tepat untuk memberikan skor pada aspek-aspek
penilaian aktivitas guru dalam pembelajaran. Adapun kriteria skor adalah:
No. Aspek Penilaian Kategori
0 1 2 3 4
A. Persiapan
1
Guru mempersiapkan rencana
pelaksanaan pembelajaran (RPP) dengan
seksama
2 Tujuan pembelajarannya dinyatakan
dalam kalimat yang jelas dalam RPP
3
Materi pembelajaran yang akan
diberikan memiliki kaitan atau dapat
dikaitkan dengan materi pembelajaran
sebelumnya
4 Guru mempersiapkan media
pembelajaran
5 Guru mempersiapkan seting kelas untuk
pembelajaran
6 Guru mempersiapkan siswa secara fisik
dan mental
7 Guru menyampaikan tujuan
pembelajaran yang hendak dicapai
No. Aspek Penilaian Kategori
0 1 2 3 4
B. Presentasi/Penyampaian
Pembelajaran
8
Guru memotivasi siswa, menarik
perhatian agar mengikuti proses
pembelajaran dengan baik
9
Guru menjelaskan materi pembelajaran
dengan teknik-teknik tertentu sehingga
jelas dan mudah dipahami siswa
10 Pembelajaran dilaksanakan dalam
langkah-langkah dan urutan yang logis
11 Petunjuk-petunjuk pembelajaran singkat
dan jelas sehingga mudah dipahami
12
Materi pembelajaran baik kedalaman dan
keluasannya disesuaikan dengan tingkat
perkembangan dan kemampuan siswa
13
Selama proses pembelajaran guru
memberikan kesempatan untuk bertanya
kepada siswa
14
Apabila siswa bertanya, maka guru
memberikan jawaban dengan jelas dan
memuaskan
15
Guru selalu mengajak siswa untuk
menyimpulkan pembelajaran pada akhir
kegiatan atau akhir sesi tertentu
No. Aspek Penilaian Kategori
0 1 2 3 4
C. Metode Pembelajaran/Pelaksanaan
Pembelajaran
16
Pembelajaran dilakukan secara bervariasi
selama alokasi waktu yang tersedia,
tidak monoton dan membosankan
17
Apabila terjadi suatu permasalahan maka
guru dapat bertindak dengan mengambil
keputusan terbaik agar pembelajaran
tetap berlangsung secara efektif dan
efisien
No. Aspek Penilaian Kategori
0 1 2 3 4
C. Metode Pembelajaran/Pelaksanaan
Pembelajaran
18
Materi pembelajaran sesuai dengan
tujuan pembelajaran yang telah
ditetapkan
19
Selama pembelajaran berlangsung guru
tidak hanya berada pada posisi tertentu
tetapi bergerak secara dinamis di dalam
kelasnya
20
Apabila tampak ada siswa yang
membutuhkan bantuannya di bagian-
bagian tertentu kelas, maka guru harus
bergerak dan menghampiri secara
berimbang dan tidak terfokus hanya pada
beberapa gelintir siswa saja
21
Guru untuk mengenali dan mengetahui
nama setiap siswa yang ada di dalam
kelasnya
22
Selama pembelajaran berlangsung guru
memberikan reinforcement (penguatan)
kepada siswa-siswanya dengan cara yang
positif
23
Ilustrasi dan contoh dipilih secara hati-
hati sehingga benar-benar efektif dan
bukannya malah membuat bingung siswa
24
Media pembelajaran di dalam
pelaksanaan pembelajaran digunakan
secara efektif
25 Latihan diberikan secara efektif
26
Guru selalu bersikap terbuka dan tidak
menganggap negatif apabila siswa
melakukan kesalahanan dalam proses
belajarnya
No. Aspek Penilaian Kategori
0 1 2 3 4
D. Karakteristik Pribadi Guru
27 Guru sabar terutama untuk memancing
respon siswa
28 Guru berupaya memancing siswa agar
terlibat aktif dalam pembelajaran
29 Guru bersikap tegas dan jelas
30 Penampilan guru menarik dan tidak
membosankan
31 Guru menggunakan bahasa yang baik
dan berterima
32
Guru selalu menunjukkan bahwa ia
adalah seseorang yang selalu punya
inisiatif, kreatif, dan berprakarsa
Notes:
0 = tidak sesuai/tidak tampak, 1 = kurang baik, 2 = cukup, 3 = baik,
dan 4 = sangat baik
Catatan Observer:
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
.................................................
Jakarta, September 2014
Observer,
Yusri Nur Fadhilah
NIM. 1110014000047
b. Observation Sheet for Students
Petunjuk pengisian:
1. Tulislah nama siswa-siswi yang mengikuti kegiatan pembelajaran
2. Berilah tanda check-list (√) pada nomor siswa yang menunjukkan tanda-
tanda aktif, terampil dan perubahan prestasi hasil belajar
3. Hitunglah presentase jumlah siswa-siswi yang Anda beri tanda check-
list (√) ketika Anda melakukan penelitian tindakan kelas
4. Refleksikan hasil penelitian Anda dengan menuliskan analisis pada
lembar refleksi. Refleksi yang Anda tulis harus menunjukkan analisis
Anda tentang adanya perubahan keaktifan siswa, kekooperatifan siswa
dan kemampuan siswa dalam menyelesaikan tes ketika dan atau setelah
mengikuti kegiatan pembelajaran dengan menggunakan model
pembelajaran tertentu sebagai sebuah tindakan.
Lembar Observasi Terstruktur
Kegiatan Pembelajaran
Berbasis Penelitian Tindakan Kelas
(PTK)
Judul Penelitian Tindakan Kelas : Applying the Mind Mapping Strategy
to Improve Students’ Writing
of Descriptive Text
Hari, Tanggal : _________, ___ September 2014
Tempat Penelitian : MTs Nurussa’adah Jakarta
Siklus Ke- : ____
Waktu Pengamatan :____________________________
No.
Komponen yang Diamati
Jumlah % Keaktifan
Siswa
Kekooperatifan
Siswa
Kemampuan Siswa
dalam
Menyelesaikan
Tugas
1
2
3
4
5
6
7
8
9
10
Dst.
Keterangan Nama Siswa:
1. ____________
2. ____________
dan seterusnya.
Refleksi:
_____________________________________________________________
_________________________________
Jakarta, September 2014
Observer,
Yusri Nur Fadhilah
(NIM. 1110014000047)
Lembar Observasi Terstruktur
Kegiatan Pembelajaran Berbasis PTK
Judul Penelitian Tindakan Kelas : Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of
Descriptive Text
Hari, Tanggal : Monday, September 15th
, 2014
Tempat Penelitian : 8-1 Class at MTs Nurussa’adah Jakarta
Siklus ke- : 1
Pertemuan ke- : 1
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S1 √ x x
S2 √ x x
S3 √ x x
S4 x √ x
S5 x x √
S6 x x √
S7 x √ x
S8 x √ √
S9 √ x √
S10 √ x x
S11 x √ x
S12 x √ x
S13 √ x √
S14 x √ √
S15 x √ √
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S16 x √ x
S17 x √ x
S18 √ x √
S19 x √ x
S20 √ x x
S21 √ x x
S22 √ x x
S23 x √ x
S24 x x √
S25 x √ x
S26 x √ x
S27 x x √
S28 √ x x
S29 x x √
S30 x √ x
S31 x √ x
S32 √ x x
S33 x x √
S34 √ √ x
S35 x √ x
S36 x √ √
S37 √ x x
S38 x √ x
S39 √ x x
Jumlah 15 19 13
Persentase Kelas 38.46% 48.71% 33.33%
Lembar Observasi Terstruktur
Kegiatan Pembelajaran Berbasis PTK
Judul Penelitian Tindakan Kelas : Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of
Descriptive Text
Hari, Tanggal : Thursday, September 18th
, 2014
Tempat Penelitian : 8-1 Class at MTs Nurussa’adah Jakarta
Siklus ke- : 1
Pertemuan ke- : 2
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S1 x x √
S2 √ x x
S3 √ x x
S4 √ x x
S5 √ x x
S6 x x √
S7 √ √ x
S8 √ √ x
S9 x x √
S10 √ √ x
S11 √ √ x
S12 √ √ x
S13 √ √ x
S14 √ x x
S15 x x √
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S16 x x √
S17 √ x x
S18 x x √
S19 √ √ x
S20 √ √ x
S21 √ √ x
S22 x x √
S23 x x √
S24 x √ x
S25 √ √ x
S26 x x √
S27 x √ x
S28 √ x x
S29 √ x x
S30 x x √
S31 x x √
S32 √ √ x
S33 x √ x
S34 x x √
S35 √ x x
S36 x x √
S37 √ x x
S38 x x √
S39 √ √ x
Jumlah 22 15 14
Persentase Kelas 56.41% 38.46% 35.89%
Lembar Observasi Terstruktur
Kegiatan Pembelajaran Berbasis PTK
Judul Penelitian Tindakan Kelas : Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of
Descriptive Text
Hari, Tanggal : Monday, September 22nd
, 2014
Tempat Penelitian : 8-1 Class at MTs Nurussa’adah Jakarta
Siklus ke- : 2
Pertemuan ke- : 1
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S1 √ x √
S2 √ x √
S3 √ √ x
S4 √ x x
S5 x √ x
S6 √ x √
S7 x √ x
S8 √ √ x
S9 √ x √
S10 √ x √
S11 x x √
S12 x √ √
S13 x √ √
S14 √ x √
S15 x √ x
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S16 x x √
S17 √ √ x
S18 √ x x
S19 x √ √
S20 x x √
S21 x √ x
S22 √ x x
S23 √ √ √
S24 x x √
S25 x x √
S26 √ x x
S27 √ √ √
S28 x √ x
S29 x √ x
S30 x x √
S31 x x √
S32 √ √ x
S33 √ x √
S34 x √ √
S35 x x √
S36 x x √
S37 x √ x
S38 √ x x
S39 x √ x
Jumlah 18 18 22
Persentase Kelas 46.15% 46.15% 56.41%
Lembar Observasi Terstruktur
Kegiatan Pembelajaran Berbasis PTK
Judul Penelitian Tindakan Kelas : Applying the Mind Mapping Technique to
Improve Students’ Writing Skill of
Descriptive Text
Hari, Tanggal : Thursday, September 25th
, 2014
Tempat Penelitian : 8-1 Class at MTs Nurussa’adah Jakarta
Siklus ke- : 2
Pertemuan ke- : 2
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S1 x √ √
S2 √ x √
S3 √ √ √
S4 x √ x
S5 √ √ √
S6 √ x √
S7 √ x √
S8 √ x √
S9 √ x √
S10 x √ x
S11 x √ x
S12 x x √
S13 √ x √
S14 √ x √
S15 √ x √
Nomor Siswa
Komponen yang Diamati
Siswa Aktif Siswa
Kooperatif
Siswa Mampu
Menyelesaikan
Tes
S16 x √ x
S17 √ x √
S18 √ √ √
S19 √ x √
S20 √ x √
S21 x √ x
S22 x √ x
S23 √ x √
S24 √ x √
S25 √ x √
S26 √ x √
S27 √ √ √
S28 √ √ √
S29 √ √ √
S30 √ √ √
S31 √ x √
S32 x √ x
S33 x √ x
S34 x √ x
S35 x x √
S36 √ x √
S37 x x √
S38 √ x √
S39 √ x √
Jumlah 26 17 30
Persentase Kelas 66.67% 43.58% 76.92%
This Interview Guide was used to interview the English Teacher about Teaching
and Learning English Subject in 8-A Class before research conducted.
Interviewer : Yusri Nur Fadhilah
Interviewee : Takhroji Ajie, S.Pd.
Before Conducting the Classroom Action Research (CAR)
1. Bagaimana kondisi siswa saat pembelajaran Bahasa Inggris berlangsung di
ruang kelas?
2. Apakah siswa merasa kesulitan dalam pembelajaran Bahasa Inggris saat aspek
menulis (writing) diajarkan?
3. Aspek apa yang Anda anggap sulit untuk siswa pelajari dalam mata pelajaran
Bahasa Inggris?
4. Media apa yang Anda gunakan saat pembelajaran Bahasa Inggris?
5. Apakah siswa merasa tertarik dengan pembelajaran aspek menulis (writing)
dalam mata pelajaran Bahasa Inggris?
6. Kenapa kemampuan siswa masih lemah dalam aspek menulis (writing) dalam
mata pelajaran Bahasa Inggris?
7. Apakah siswa mampu memahami penjelasan materi saat Anda sebagai guru
mereka mencoba menjelaskannya dengan menggunakan Bahasa Inggris?
The Interview Responses by the English Teacher about Teaching and Learning
English Subject in 8-A Class before research conducted.
Interviewer : Yusri Nur Fadhilah
Interviewee : Takhroji Ajie, S.Pd.
Before Conducting the Classroom Action Research (CAR)
1. Bagaimana kondisi siswa saat pembelajaran Bahasa Inggris berlangsung di
ruang kelas?
Beberapa siswa ada yang merasa malas dan sebagian lainnya lebih memilih
untuk diam dan memperhatikan penjelasan guru. Mereka yang tidak merasa
tertarik adalah mereka yang merasa sulit dalam mata pelajaran Bahasa Inggris.
2. Apakah siswa merasa kesulitan dalam pembelajaran Bahasa Inggris saat aspek
menulis (writing) diajarkan?
Siswa merasa sulit hanya di saat mereka diminta mengarang suatu teks dan
seketika itu pula mereka merasa bingung karena kosakata mereka yang kurang
dikuasai. Karna dalam menulis menggunakan foreign language, siswa dituntut
untuk menguasai kosakata bahasa asing tersebut.
3. Aspek apa yang Anda anggap sulit untuk siswa pelajari dalam mata pelajaran
Bahasa Inggris?
Aspek yang sulit dalam pelajaran Bahasa Inggris adalah listening, karena
mereka jarang mendengarkan pembicaraan orang yang menggunakan bahasa
asing dalam kehidupan sehari-harinya.
4. Media apa yang Anda gunakan saat pembelajaran Bahasa Inggris?
Media yang digunakan hanya ketika berada di dalam laboratorium komputer,
yaitu in-focus dan laptop. Itu pun gurunya yang membawa laptop karena tidak
disediakan dari sekolah. Selain itu, siswa ditugaskan membawa beberapa
perlengkapan semisal karton, spidol, dan lain sebagainya yang mendukung
materi pelajaran pada saat itu.
5. Apakah siswa merasa tertarik dengan pembelajaran aspek menulis (writing)
dalam mata pelajaran Bahasa Inggris?
Siswa tidak tertarik terhadap pelajaran aspek menulis bahasa Inggris karena
mereka malas mencari kosakata bahasa Inggris di dalam kamus terjemahan
Bahasa Indonesia—Bahasa Inggris yang disediakan.
6. Kenapa kemampuan siswa masih lemah dalam aspek menulis (writing) dalam
mata pelajaran Bahasa Inggris?
Karena siswa merasa tidak mampu dalam mengarang dan menyusun kalimat
dalam bahasa Inggris. Selain karena grammar dan vocabulary yang kurang,
mereka juga tidak mau mengasah kemampuan yang sebenarnya mereka miliki
untuk itu.
7. Apakah siswa mampu memahami penjelasan materi saat Anda sebagai guru
mereka mencoba menjelaskannya dengan menggunakan Bahasa Inggris?
Sebagai guru bahasa asing yang mengajar di negara dimana Bahasa Inggris
bukanlah mother tongue mereka, Saya tidak menggunakan Bahasa Inggris
dalam mengajarkan materi pelajaran di sekolah. Di samping itu, Saya
beberapa kali mencoba mengajarkan di kelas dengan menggunakan Bahasa
Inggris, hanya beberapa saat saja. Setelah itu, Saya menggunakan lagi bahasa
Indonesia sebagai bahasa pengantar Saya dalam mengajarkan materi pelajaran
Bahasa Inggris di kelas.
This Interview Guide was used to interview the English Teacher about Teaching
and Learning English Subject in 8-A Class after research conducted.
Interviewer : Yusri Nur Fadhilah
Interviewee : Takhroji Ajie, S.Pd.
After Conducting the Classroom Action Research (CAR)
1. Bagaimana pelaksanaan pelajaran Bahasa Inggris setelah menggunakan teknik
mind mapping dalam aspek menulis (writing)?
2. Bagaimana kemampuan siswa dalam pelajaran bahasa Inggris dalam
menggunakan kosakata Bahasa Inggris?
3. Bagaimana keaktifan siswa terhadap pelajaran Bahasa Inggris setelah
mengetahui teknik mind mapping?
4. Apa pendapat Anda mengenai kemampuan siswa dalam aspek menulis
(writing) setelah menerapkan teknik mind mapping dalam penulisan mereka?
5. Menurut Anda, bagaimana hasil penulisan mereka setelah mereka
menggunakan teknik mind mapping?
6. Apakah masih ada siswa yang merasa malas dan tidak tertarik dalam aspek
menulis (writing) saat pelajaran Bahasa Inggris?
7. Bagaimana kemampuan siswa dalam memilih kosakata saat mereka menulis
(writing) menggunakan Bahasa Inggris?
The Interview Responses by the English Teacher about Teaching and Learning
English Subject in 8-A Class after research conducted.
Interviewer : Yusri Nur Fadhilah
Interviewee : Takhroji Ajie, S.Pd.
After Conducting the Classroom Action Research (CAR)
1. Bagaimana pelaksanaan pelajaran Bahasa Inggris setelah menggunakan teknik
mind mapping dalam aspek menulis (writing)?
Siswa menjadi lebih focus dalam menulis menggunakan bahasa Inggris.
Teknik tersebut sangat cocok digunakan dalam penulisan karangan mereka
dalam bahasa Inggris.
2. Bagaimana kemampuan siswa dalam pelajaran bahasa Inggris dalam
menggunakan kosakata Bahasa Inggris?
Kosakata yang mereka kelompokkan dalam mind mapping membuat mereka
lebih mampu mengarang dalam menulis menggunakan bahasa Inggris.
Kosakata mereka pun menjadi lebih jelas.
3. Bagaimana keaktifan siswa terhadap pelajaran Bahasa Inggris setelah
mengetahui teknik mind mapping?
Siswa menjadi lebih aktif dan percaya diri dalam menulis menggunakan
bahasa Inggris. Selain itu, siswa menjadi mampu mengolah kata dan
mengasah kemampuan mereka dalam penulisan bahasa Inggris.
4. Apa pendapat Anda mengenai kemampuan siswa dalam aspek menulis
(writing) setelah menerapkan teknik mind mapping dalam penulisan mereka?
Menurut Saya, kemampuan siswa meningkat karena mereka mampu
mengeksplorasi kosakata yang akan mereka gunakan dalam menulis.
5. Menurut Anda, bagaimana hasil penulisan mereka setelah mereka
menggunakan teknik mind mapping?
Menurut Saya, peningkatan penulisan mereka tergambar dari hasil tulisan
mereka dimana nilai rata-ratanya meningkat. Peningkatan penulisan mereka
terlihat dari nilai post-action test 1 sampai nilai post-action test 2. Itu artinya
teknik mind mapping berhasil meningkatkan kemampuan menulis siswa.
6. Apakah masih ada siswa yang merasa malas dan tidak tertarik dalam aspek
menulis (writing) saat pelajaran Bahasa Inggris?
Setelah penerapan teknik mind mapping, siswa tidak lagi ada yang merasa
malas dan tidak tertarik dalam aspek menulis (writing). Karena hal baru yang
mereka terapkan adalah cara mudah bagi mereka untuk mencapai hasil yang
memuaskan dalam aspek menulis (writing).
7. Bagaimana kemampuan siswa dalam memilih kosakata saat mereka menulis
menggunakan Bahasa Inggris?
Kemampuan siswa dalam memilih kosakata bahasa Inggris menjadi lebih
terarah dan terfokus karena mereka harus mengelompokkan kosakata tersebut
sebelum mereka gunakan dalam menulis berbentuk paragraf.
113
The Result of Pre-Action Test
The following table is the result of students’ writing of descriptive text (Pre-
Action Test) before the researcher conducted the research:
Number of
Students
Pre-Action Test
Scores
Notes
Passed Not Passed
S1 30 X √
S2 85 √ X
S3 80 √ X
S4 20 X √
S5 20 X √
S6 55 X √
S7 55 X √
S8 40 X √
S9 60 X √
S10 60 X √
S11 55 X √
S12 35 X √
S13 35 X √
S14 80 √ X
S15 35 X √
S16 60 X √
S17 80 √ X
S18 80 √ X
S19 55 X √
S20 35 X √
S21 35 X √
S22 60 X √
S23 55 X √
S24 60 X √
S25 60 X √
S26 60 X √
S27 30 X √
S28 55 X √
S29 55 X √
S30 55 X √
S31 20 X √
114
P = f x 100%
N
Number of
Students
Pre-Action Test
Scores
Notes
Passed Not Passed
S32 85 √ X
S33 60 X √
S34 35 X √
S35 0 X √
S36 0 X √
S37 0 X √
S38 0 X √
S39 0 X √
Mean 45.64 15.38% 84.61%
* 70.00 is the KKM score
To get mean score of pre-action test above, the researcher used the formula:
Mx = ∑x , so the result is:
N
Mx = ∑x
N
Mx = 1.780
39
= 45.64
The data showed that the result of mean score of pre-action test was 45.64.
The number of students who passed the KKM was six students. To know the class
percentage of pre-action test result, the researcher used the following formula:
P = f x 100%
N
= 6 x 100%
39
= 15.38%
So, there was only 15.38% of students who passed the KKM of pre-action test.
Two Cycles Table of Teaching and Learning Process
Cycles Planning Acting Observing Reflecting
1
Arranging lesson
planning
Explaining the teaching and
learning generally
Observing students' attitude
towards usage of learning model
Taking notes about the
result of observation
Preparing materials of
lesson Giving materials
Observing teaching and learning
process in the class
Evaluating the result of
observation
Preparing observation
sheets Discussing the theme
Observing students'
understanding of the materials Analyzing learning result
Concluding Observing students' writing
products
Evaluating the weakness
for the next cycle
2
Arranging evaluative
planning
Explaining the teaching and
learning and telling the information
from evaluation in cycle I
Observing students' attitude
towards usage of learning model
Taking notes about the
result of observation
Optimizing the time Giving materials Observing transferring
information
Evaluating the result of
observation
Pairing the reflecting
result of cycle I so that
cycle II can be more
effective
Students talk about the materials of
the lesson
Observing students' activities in
the classroom Reporting
Preparing observation
sheets and evaluation Concluding
Observing students' writing
products
Write a descriptive text consists of six sentences (minimum) by using mind
mapping technique with the topic given!
Topic : Pets
1. Mind Map
2. Descriptive Text
___________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
PETS
Write a descriptive text consists of six sentences (minimum) by using mind
mapping technique with the topic given!
Topic : My Room
1. Mind Map
2. Descriptive Text
___________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
MY
ROOM
Graphic of the Students’ Writing Achievement
of Descriptive Text
Teaching and Learning Process in the Eighth Grade A
at MTs Nurussa’adah Jakarta
Teaching and Learning Process in the Eighth Grade A
at MTs Nurussa’adah Jakarta