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8/10/2019 The Improving Students Writing Achievment Through Mind Mapping Technique on Senior High School 10th Grade o

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The Improving Students Writing Achievment Through Mind Mapping Technique On

Senior High School 10th

Grade Of Muhammadiyah 1 Taman, Sidoarjo

BAB I: PENDAHULUAN

A. Background of the study

Language is a way of expressing ideas and feelings using movements,

symbols, and sounds. (Oxford: fourth edition, page: 247, 2008). Language cannot be

separated from human lives because it takes almost all the part of human alive. One of

the languages which are often used as a means of a communication is English.

English is the most spoken one all around the world. It is a very interesting and useful

language as one can have many advantages from knowing it.

In Indonesia, English is as the second language. Indonesian must learn English

to make them better using English.One of the components which take the important

aspect of learning English is writing. In the teaching of language, in this case, English,

there are four language skills that should be taught to the students. The four language

skills are listening, speaking, reading, and writing. Writing as one of the important

aspects has a position in the four language skills.

The writer took research at the Tenth B Grade of SMA Muhammadiyah 1

Taman-Sidoarjo which consists of 40 students. And the minimum score that students

have to reach is 75. But in the fact, the students who are able to reach the minimum

score or more is only 25% , it means there are only 10 students who can reach it. And

75% or 30 students couldnt reach it. It happened because the teaching learning was

monotonous and bored, the teacher still used the traditional method and media. Thats

why the writer implement mind mapping technique to improve the students writing

achievement.

Writing is most likely to encourage thinking and learning when students view

writing as a process. By recognizing that writing is a recursive process, and that every

writer uses the process in a different way, students experience less pressure to get it

right the first time and more willing to experiment, explore, revise, and edit.

(Harmer, 2009:325)

B. Scope and Limitation

Scope : students Muhammadiyah 1 sidoarjo senior high school Limitation :


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1. Indicator variable independent : mind mapping

2. Indicator variable dependent : analytical exposition

C. Statement of the problem

how to implement mind mapping to improve students writing achievment?

D. Objective of the Study

Generally, the purpose of this research is to increase student

achievement in writing skill. Specifically, the purposes of this research are to

get information about:

1. To find out the procedure of the use mind mapping strategy in the class.

2. To find out whether mind mapping strategy to improve percentages of the

students ability in writing, especially in analytical exposition text.

3. To find out the use of mind mapping strategy to improve writing skill in

analytical exposition text.

E. Significance if the study

The writer hopes that the result of this research can give information

about the level of students to improve writing skill and the writer hopes that

using mind mapping strategy in teaching writing will be useful for both, for

the teachers, the students and the researcher. The benefits of the study are as

follows:

1. For the students

This research can help students to know how to improve writing

skill and compose paragraph analytical exposition use mind mapping

strategy.

2. For the teacher

This research can help the teachers to support and motivate their

students in writing paragraph

3. For the researcher

From this research, the writer can learn the way to give motivation

to the students in writing skill.


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F. Action Hipothesis

If mind mapping technique implemented, so the students writing achievment will

improve.

G. Definisi Operasional

Mind mapping

Mind-map is a highly effective way of getting information in and out of your

brain. Mind-map is a creative and logical means of note-taking and note-

making that literally maps out your ideas (Buzan, 2006:6)

Writing Achievment

Writing skill is specified into the skill in organizing ideas. (Rohman,

2009:5). Writing is to share the information about everything to the reader in

written form.


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CHAPTER 2

REVIEW OF RELATED

A. Review of Literature

1.

Definition of writing

Writing is most likely to encourage thinking and learning when students view

writing as a process. By recognizing that writing is a recursive process, and

that every writer uses the process in a different way, students experience less

pressure to get it right the first time and more willing to experiment,

explore, revise, and edit. (Harmer, 2009:325)

2. Teaching Writing

Teaching Writing is instructing students to write or express their ideas,

thoughts and feelings. It is complicated to teach writing because there are so

many aspects that we must have. They are grammar skills, vocabulary

knowledge, composition of writing, and interesting media.

(Harmer,2007:118).

3. Kind of Text

a) Narration

Narration is a story told to make a point. The purpose of narrative

is to amuse the Reaser and give moral to the reader. It consist of

conflict, climax and resolution (Pardiyono,2008:93).

b) News Item

News item is a type of writing that has the main function or

communication purpose is to inform readers or listener about

events of the day that are considered newsworthy or important

(Pardiyono,2008:246).

c) Analytical Exposition

According to Grace and Sudarwati (2006: 15) an analytical

exposition is a type of spoken or written text that is intended to

persuade the listener that something is the case, to make the


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persuasion stronger, the speaker or written give arguments as

the fundamental reasons why something is case.

d)

Description

It is type of writing in which the objective is to describe a certain

object, especially about person, place or thing. (Pardiyono,

2008:56).

e) Recount

According to Knapp (2005: 224), Recount Text, basically it is

written out to make a report about an experience of a series

of related event.

f) Hortatory Exposition

Exposition is the common method of development whether of his

evokes specific sensory detail. For a description or complies

pertinent evidence foe an argument, he argument, he must provide

example to illustrate the purpose. (Pardiyono, 2008:86).

g) Anecdote

Anecdote is a story about funny or silly events that have occured in

order to invite readers to share your emotions with the reader.

Because it is ridicolous, basically has a funny character.

(Pardiyono,2008:104)

4. Techniques

a. Portfolio

The portfolio is a compilation of students work, which demonstrates

how much effort they have put into their work, their progress and

achievement in their learning, and their reflection on the materials

chosen for the portfolio. (Yang, 2003:16)

b.

Mind Mapping

Mind-map is a highly effective way of getting information in and

out of your brain. Mind-map is a creative and logical means of note-

taking and note-making that literally maps out your ideas (Buzan,

2006:6)


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c. Drilling

Drilling technique is very useful in teaching pronunciation because it

can create correct and accurate pronunciation. (Senel, 2006)

B. Previous study

The teacher found Mind Mapping to be an effective method of note-making

and arranging thoughts. While some students enjoyed the unique approach of Mind

Mapping and the creativity it engendered, a sizeable proportion found the additional

effort required to create a Mind Map to be a barrier to their learning. This reaction

may have been different if more time was spent introducing and practicing the

technique. The teacher suggests introducing Mind Mapping and other note-making

methods to students at an early age as it may fit in well with young childrens

cognitive and writing skills development. It is also implied that Mind Mapping may

be more appropriate for students to use for organising their own thoughts during

revision, rather than note-taking in a lesson. (Gemma Boyson:2009)

The authors concluded that Mind Maps provide an effective study technique

when applied to written material and are likely to encourage a deeper level of

processing for better memory formation. The increased use of Mind Maps within

medical curricula should therefore be welcomed. On a cautionary note, it is

recommended that consideration is given towards ways of improving motivation

amongst users before Mind Maps are generally adopted as a study technique. The

authors suggest that effective training is provided so that students are enthusiastic

about adopting this approach in preference to other conventional study techniques.

(Farrand and Hennessy:2002)

C.

Conceptual Frame Work

1. Planning

In this research, mind mapping is choosen as solution. The writer make

RPP and research instrument. The writer also has a partner while doing this

research.


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2. Acting

In the acting step, the writer applied the RPP which has been made. The

teacher begins the lesson and explain the rules of analytical exposition. After that,

the teacher applies mind mapping with the students.

3. Observing

In this observation, the writer identified the students involvement in

classroom activities and their writing achievements when using mind mapping.

4. Reflecting

In this reflecting, the writer do reflection and analysis the data whether

there is improvement or not about students writing achievement by using mind

mapping.


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Desain /rancangan : penelitian tindakan kelas karena apa

Conceptual framework (dijelaskan lebih detail)

1.

Hasil dari pretest dilengkapi dngan RPP garis besar

2. Apa yang kita lakukan dengan Acting dan observing.

3. Refleksi. Mengungkapkan kapan dilakukan, siapa saja yang terlibat dalam

melakukan refleksi.

Decriptive qualitatif

Rumus presentase (p/n x100%)

P=jumlah siswa yang berhasil

N=jumlah siswa seluruhnya

Instrumen pengumpulan data penelitian

Teknik pengamatan menggunakan lembar observasi

Teknik pengumpulan/ pengambilan data menggunakan test

Chapter 3

A.

B.

C.

data collecting technique

teknik: 1. Tes 2. Pengamatan

instrumen: 1. Tes 2. Lembar observasi

D. TEKNIK ANALYSIS DATA

1. Tes: presentase formula : p/n x 100%

2.

Non tes : descriptive qualitatif

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