THESIS RESEARCH
IMPROVING DESCRIPTIVE WRITING SKILL
THROUGH
MIND MAPPING TECHNIQUE
(CLASSROOM ACTION RESEARCH) IN 8TH GRADE IN
SMP SINMAR POSO IN THE ACADEMIC YEAR OF
2013 / 2014.
By
Dicky Harisky Katoroy Todama
ENGLISH LANGUAGE DEPARTMENT
TEACHER TRAINING AND EDUCATION
FACULTY
SINTUWU MAROSO POSO UNIVERSITY
2015
CHAPTER I
INTRODUCTION
A. Background
of the Research
Writing
is the most difficult language skills. It is also considered as the most
complicated language skill to be learned, compared to other language skills. In
writing process we always involve thinking skill and creative skill. Not only
that, but also it is supported by tight rules. Mastering vocabularies and
tenses become the main key to get a good writing. We have to choose appropriate
vocabularies to arrange words to be a sentence and develop it to be paragraph.
Besides that, we also have to use a compatible tense to express an event in
certain time. Writing skill is the one of skill which has to be mastered by
students.
Spoken
and written languages are obviously different, there are many differences between
speaking and writing. Writing is not simply speech written down on paper.
Learning to write is not a natural extension of learning. Unlike speech,
writing requires systematic instruction and practice. It is more restricted and
generally follows a standardized form of grammar, structure, organization, and
vocabulary. On the other hand it is more formal and compact than speaking. It
needs hard thinking to produce idea, words, sentences, paragraph, and
composition. It involves several components which have to be considered while a
learner is writing. Different from writing, speaking language is often
preplanned, speaking language is mostly spontaneous and rapid. In the other
hand it usually involves thinking on the spot.It has simpler constructions and
fillers such as “um and er”. The intonation becomes primary subject to convey
meaning and also attitudes. It is spontaneous so it does not follow by a
standardized form of grammar and structure.
Since
writing is the most difficult language skill students face a lot of problem. In
this research the writer will focus on descriptive text. The students could not
describe things, places, and a person in detail because they do not have any
ideas when they are asked to describe them. They were lazy and bored if the
teachers asked them to write something even it just writes a descriptive text.
There were many students were lack of motivation in writing, so there are many
of them got bad score in writing. Besides that, some of them did not know what
they should write. The other problems which also emerged are choosing the
topic, arranging paragraph and using of vocabulary. The problems above are also
faced by students of SMP SINMAR POSO in second grade. Based on the result of my
interview with Mrs Asri pamungkas as English teacher in MTs Muhammadiyah 1
Cekelan, I could conclude that the students of MTs Muh 1 Cekelan faced serious
problem in constructing and arranging sentences as well. They were still
confused to determine words to describe something. They used to do mistake when
they used simple present. Sometime, they orgot to add “s/es” when they used a
third personal pronoun as a subject.
They
usually used pattern of past tense to make a paragraph of descriptive text.
Besides that, they were difficult to express their memoriam about things which
they wanted to be described. In the other case they wrote similar description
with their chair mate. They didn’t have enough self confident to make their own
sentences.
Based
on the minimal passing grade criteria the students’ scores are still low. SMP
SINMAR POSO has been decided in 70. In order to students had to get that score
to be stated students have passed. In the fact, the students’ score of SMP
SINMAR POSO are mostly still in 50 to 65. To solve the problems above the writer
tries to apply a model of teaching to teach them. This is mind mapping
model/technique. “Mind Mapping merupakan alat paling hebat yang
membantu otak berpikir secara teratur” (Mind mapping is the most
excellent tool which helping mind to think regularly)(Buzan, 2006:4). This
strategy can make students easily to remember things which they want to be
described. It can be supported with several things such as color pencil, a
paper, picture etc. Then, it can be connected with lines in order to make their
imagination colorful and more interesting toward writing skill. The writer
chooses mind mapping strategy because there are several purposes such as
students can enhance their writing skill and try new solution to create an
effective note to make a text. The researcher can apply a creative strategy in
the teaching learning process. Thus, it will make students more interesting in
learning writing.
Based
on the case above, the writer is interested to conduct a research entitled:
IMPROVING
DESCRIPTIVE WRITING SKILL THROUGH MIND MAPPING TECHNIQUE (CLASSROOM ACTION
RESEARCH) IN 8TH GRADE IN SMP SINMAR POSO IN THE ACADEMIC YEAR OF 2013 / 2014.
B.
The Problems of Research
Based
on the background of the study above, the researcher can formulate the problem
in this research as follow:
1. To
what extend does mind mapping improve descriptive writing skill of 8th grade
students of SMP SINMAR POSO in the academic year of 2013/2014?
2. How
is the process of teaching descriptive writing skill using mind mapping to the
8th grade students of SMP SINMAR POSO in the academic year of 2013/2014?
C.
The Objectives of the Research
The Objective of this
research are:
1.
To find out the improvement of
descriptive students’ writing skill of 8th grade students of SMP SINMAR POSO in
the academic year of 2013/2014 through mind mapping.
2.
To describe the process of teaching
writing using mind mapping to 8th grade students of SMP SINMAR POSO in the
academic year of 2013/2014.
D.
The Significant of the Research
The
researcher hopes that the result of the research can inform about the students’
writing mastery. The researcher will know the students’ understanding about how
to make descriptive text easily. The researcher hopes that the research of the
using of mind-mapping strategy in teaching and learning writing skill
(descriptive) will be beneficial for teacher, students.
1.
For the Researcher
The
researcher will understand more about using mind mapping to improve descriptive
writing skill deeply.
2.
For the Teacher
This
research can support the teacher to develop students’ writing skill. Teachers
will be easy to teach descriptive text. They will get the simple way to teach
it. They can use new strategy to teach the students. In order students will be
more interested in learning process.
3.
For the Students
This
result can motivate the students to participate in learning process
delightfully. They can build a descriptive text easily using mindmapping
strategy. The students can improve their ability in writing skill by using mind
mapping.
E. The
Limitation of the Research
This
research is focusing on the ability in writing descriptive text especially in
describing animal. The subject of the research is the second year students of SMP
SINMAR POSO, the researcher concern in mastering writing skill especially for
their grammar and vocabulary in teaching writing to improve students’ writing
ability on descriptive text. It will be known when we use pre-test and
post-test.
F. The
Definition of the Key Term
1. Descriptive Writing
Skill
The
ability to describe the features and characteristics of a certain things in
detail which expressed in writing activity.
2. 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).
4.
Review of the Previous Research
In
this research, the writer takes two previous researches. The first one is the
research that had been done by Dicky Harisky Katoroi with his research paper
entitled “The Use of Mind Mapping To Improve English Achievement on Reading
of The Second Year Students of SMP St. Joseph Luwuk in The Academic Year
Of 2008/2009”. In his research, she found the psychological factors of
the students. They are motivation and interest. To improve motivation and
interest of the students, she uses mind mapping to solve the problem and increase
students’ achievement.
The
second study had been done by Putri Theresya Katoroi Todama, the purpose of her
research project is to find out students English achievement on vocabulary using
mind mapping method in the classroom. She chooses classroom action research, entitled
“Improving Students’ Vocabulary Mastery through Mind Mapping Strategy”
(Classroom Action Research at the Second Year Of SMP Negeri 2 Lumbi-Lumbia,
Banggai Kepulauan in the Academic Year of 2010/2011).
5.
Thesis Organization
In
order to have guidance for writer in writing the thesis, the writer needs to
set up the organization of the thesis writing as follow:
Chapter
1, the introduction consist of background of the research, the problem of the
research, the purpose of the research, the significance of the research, the limitation
of the research, the definition of the key term.
Chapter
II The writer present some related theories, such as theoretical foundation and
research hypothesis, which consist of the meaning of writing, the purpose of
writing, the technique or writing.
Chapter
III describes about general situation in SMP SINMAR Poso. It also research
setting, research methodology and research subject
Chapter IV is closure,
conclusions and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A.
Writing
1.
Writing Skill
The
term of skill is defined as ability. Concisely, writing ability is the skill to
express idea, though, and feeling to other in writing symbol to make other
people or readers understand the idea conveyed.
2.
Definition of Writing
Gelb
(1962) explains that writing is clearly a system of humanintercommunication by
mean of conventional visible mark. Writing began at the time when man learned
how to communicate his thought and feeling by means of visible signs,
understandable not only to himself but also to all other people more or less
initiated into the particular system. Gould (1989: 30) states that writing is
an effort to create a dialogue with the readers. It is a way or process of
discovery and developing our responses to an event, test or situation. Writing
as one of the language skills is not an innate natural ability. John Lagan states
that a realistic attitude about writing must build on the idea that writing is
a skill. It is a skill like driving, typing, or cooking, and like any skill, it
can be learned. Therefore, writing is a complex process and it needs practice.
For almost everyone, work hard is a key to produce competent writing.
To
express the idea, the writer usually uses certain writing types. (Larry 2003:
121) The process of transferring thoughts from mind onto paper to share with
readers while readily admitting that composing text to communicate their ideas
is tough sledding.
3.
Teaching Writing
The
reason for teaching writing to students of English as a foreign language
include reinforcement, language development, language style, and most
importantly writing as a skill in its own right (Harmer, 1998). Reinforcement
is some students acquire languages in a purely oral way, but most of us benefit
greatly from seeing the language written down. Language development, it seems
that the actual process of writing (rather like the process of speaking) helps
us to learn as we go along. Learning style is some students are fantastically
quick at picking up language just by looking and listening. The last is writing
as a skill, by far the most important reason for teaching writing is a basic
language skill, just as important as speaking, listening, and reading. Students
need to know how to write letters, how to put written reports together, how to
reply to advertisements and increasingly, how to write using electronic media.
4.
Strategies to Learn Writing
Writing
is good technique to improve structure competence. When students write
something, they raced to use their knowledge of structure to get sentences
having meaning. The study of writing in general, writing technique seldom to be
used, mostly structure practice is how to complete words in separate sentence
form or filling in the blank at a text.
In
the following there are some techniques to write ideas:
a.
If you have found the main idea, write it on the paper first. Exactly in the beginning
paragraph.
b.
Write down any idea which thought in the marrow. Don’t worry about organization
of idea. In this step we only require to write relevant arguments or ideas
which appropriate with main sentence.
c.
If you have done, don’t forget to reread what you produced. This aim is to know
if there are the incoherence sentences, inappropriate vocabularies or to
ascertain there are no jumping sentences.
d. Mark the wrong
sentence; in order to you will not forget to rearrange the sentences.
e. If you have rearranged the sentence
you can write down the first paragraph and the other paragraphs according to
sequence you make.
5. Definition
of Good Writing
Writing
is told as good writing if the writer can fulfill the element of the writing
perfectly. According to Haris (2001) in Agus (2011: 13) some elements in good
writing are content, form, style and mechanic. Good writing must express good
character as follow;
a.
Content: Writing must convey the main idea or an attentive reader should be
able to grasp the writer purpose. The substance of the writer: the ideas
expressed (Haris, 1969: 68)
b.
Form: Writing should content logical or associative connection and transition
which clearly express the relationship of the idea described. The organization
of the content (Haris, 199: 38)
c.
Grammar: Writing should adhere to the rules of grammar related to the tenses
with sequence if time, the employment of grammatical forms and synthetic
pattern (Haris: 1969: 69)
d.
Style: Writing should engage its reader through original insight and precise.
Haris (1969: 69) say that style: the choice of the structures and lexical items
to give a particular tone or flavor to the writing.
e. Mechanics: Writing
must use good spelling, punctuation, and tidy and clean writing.
6.
Writing Process
Langan (2011) divides
writing process into four parts, they are:
a. Prewriting
There
are four prewriting techniques that will help to think and develop a topic and
get words. They are free writing, questioning, making a list, and preparing a
scratch outline.
b.
Writing
Be
prepared to put in additional thoughts and details that did not emerge during
prewriting.
c. Revising
Revising
means rewriting an essay, building on what has already been done to make it
stronger. There are three stages to the revising process: revising content,
revising sentence and editing.
d.
Editing
After
revising for the content and style, the next step is editing for error grammar,
punctuation and spelling.
B.
Descriptive Text
1.
Definition of Descriptive Text
Descriptive
text is a text which discribs about the features and characteristics of a
certain thing in detail (a person or a thing). Itspurpose is to describe and
reveal a particular person, place, or thing. Descriptive writing has a social
function to describe a particular person, place, or thing, for instance,
description of a particular building, specific animal, particular place, and
specific person. Besides, descriptive paragraph is a set of sentences related
to each other in which the writers draw their ideas and thoughts clearly based
on their senses on the object they see.
2.
Generic Structure of Descriptive
a. Identification
(introdution) : is the part of paragraph that introduces the character.
b. Description : is the
part of paragraph that describes the character.
3.
Language Features:
a. Using adjectives and
compound adjectives.
Examples:
• A five hundred seated
football stadium.
• A beautiful ancient
Roman opera house.
b. Using Linking Verbs/
relating verbs.
Examples:
• The temple is so
magnificent.
• The temple consists
of five terraces.
c. Using Simple Present
Tense
Examples:
• The museum houses
hundreds of Greek Statues.
• The hotel provides
450 rooms and a large swimming pool.
d. Using degree of
comparison
Examples:
•
The weather in Jakarta is hotter than Bandung.
•
Bogor has the same weather as Ungaran.
C.
Mind Mapping
1.
The Definition of Mind Mapping
The
mind mapping strategy is one of the teachers’ strategies in teaching. Not only
Mind Maps show facts, but also show the overall structure of a subject and the
relative importance of individual parts of it. It helps students to associate
ideas, think creatively, and make connections that might not otherwise make
(Buzan, 2010). The mind map strategy can be used to explore almost any topic,
though discursive essays and narrative work particularly well as they front
students' ideas and lend themselves to discussing ideas in groups.
Alamsyah
(2009) in Rismanto Journal (2012) explained that Mind maps work well as their
visual design enables students to see the relationship between ideas, and
encourages them to group certain ideas together as they proceed. Buzan ( 2005:
6) claims that a mind map is a powerful graphic technique which provides a
universal key to unlock the potential of the brain. It harnesses the full range
of cortical skills – word, image, number, logic, rhythm, color and spatial
awareness – in a single, uniquely powerful manner. In so doing, it gives you
the freedom to roam the infinite expanses of your brain. The Mind Map can be
applied to every aspect of life where improved learning and clearer thinking
will enhance human performance. The brain of human works to process information
through observation, reading or hearing about something organized as functional
relationship between concept and
keyword. It is not partially separated from each other and is not in
narrative form complete sentences.
The
mind mapping strategy can be used to explore almost any topics in writing and
also used in every kind of writing such as: narrative, descriptive, recount,
persuasive, argumentative, essay etc. Students can improve their ideas and lend
themselves to discussing ideas in groups. When you use Mind Maps on a daily
basis, you will find that your life becomes more productive, fulfilled, and
successful on every level. There are no limits to the number of thoughts, ideas
and connections that your brain can make, which means that there are no limits
to the different ways you can use Mind Maps to help you.
Buzan(2003:36)
explains that, there are some steps to make min map as follow:
a.
Start in the center of a blank page
turned sideways.
Because
starting in the centre gives your Brain freedom to spread out in all directions
and to express it more freely and naturally.
b.
Use an image or picture for your central
idea.
Because
an image is worth a thousand words and helps you use your Imagination. A
central image is more interesting, keeps you focused, helps you concentrate,
and gives your Brain more of a buzz!
c.
Use colors throughout.
Because
colors are as exciting to your Brain as are images. Color adds extra vibrancy
and life to your Mind Map, adds tremendous energy to your Creative Thinking,
and is fun!
d.
Connect your main branches to the
central image and connect your second- and third-level branches to the first
and second levels, etc.
Because
your Brain works by association. It likes to link two (or three, or
four) things together. If you connect the branches, you will understand and
remember a lot more easily.
e.
Make your branches curved rather than
straight-lined.
Because having nothing
but straight lines are boring to your Brain.
f.
Use one key word per line.
Single key words give
your Mind Map more power and flexibility.
g.
Use images throughout.
Each
image, like the central image, is also worth a thousand words. So if you have
only 10 images in your Mind Map, it’s already the equal of 10,000 words of
notes!
2.
The Benefit of Mind Mapping
Mind
mapping helps students and teachers in the learning process, because it can
stimulate Left Brain and Right Brain synergistically. We need to know the benefit
of using mind mapping likes an interesting shape, enhance creativity,
imagination, etc.
The
benefits of mind mapping are flexible, it means that brain be able to move
fluently to all of direction (Buzan, 2003 : 97). The students can focus on
learning. They also can understand the materialand min mapping attract to
learn.
According to Buzan
(2007) mind mapping helps the students in terms of:
a. Plan
b. Communicate
c. Become more creative
d. Save time
e. Solving the problem
f.
Focus on learning
g.
Develop and clarify thoughts
h.
Remember be better
i. Learn more quickly
and efficiently
3. The
Characteristic
Mind
mapping is a graphical method of taking notes, their visual basis help one to
distinguish words or ideas, often with colors and symbols. They generally take
a hierarchical or tree branch format, with ideas branching into their
subsection. Mind mopping allow for greater creativity when recording ideas and
information, as well as allowing the note taker to associate word with visual
representations.
According
to Buzan (2006: 31) mind mapping can use in many activities, such as: mind
mapping to communicate and do presentation, to plan family activity, to start
new effort and how way to summarize content of book.
D. The
Relation Writing Skill Improvement and Mind Mapping
Mind
mapping is interesting model to be used as tool to describe something details.
It has brunches that connecting with the central idea. It appropriates to apply
in descriptive text. In descriptive text we have to describe and analyze
something specifically. From this case, we can know that mind mapping and
descriptive text have seemed similar characters. In order to we can combine
both into a method. We can make descriptive text easily. We can put the central
idea/main idea in the center and then we explain the ideas into sub ideas.
After that we can connect the each idea with brunch and can repeat these steps
to be applied in another sub idea.
CHAPTER III
RESEARCH REPORT
In this graduation
paper, the researcher has to collect data from the objects of research that
called informants. This research was conducted at SMP SINMAR POSO.
A. Research
Setting
1. The General Description of SMP SINMAR Poso
SMP
SINMAR Poso is one of more junior high
school in Poso. It is located in Poso Kota distirc, Poso Kota Selatan district,
Poso regency. The location is very strategies, because it is located in back
sub-district office of Poso Kota SelatanSMP SINMAR Poso was opened in in Kawua.
It was established at 2004. It has been staying at 11 years. At beginning time,
this school was founded at Kawua, around SDN 8 Poso. This location was felt
more strategic than Kawua village, because it was located in center governance
of Kawua subdistrict.
2.
The Setting of Time
The
research was carried out at SMP SINMAR Poso in academic year 2013/2014. This
research has been done from September 2013 to October 2013. The researcher
acted as the teacher and the learning process was observed by the English
teacher of SMP SINMAR Poso. The writer arranged in two cycles, each cycles
consist of planning, action, observation and reflection. The classroom action
research was applied in VIII class of SMP SINMAR Poso.
B. Research
Methodology
In
this research the writer wants to apply classroom action research (CAR).
According to Kemmis and MC Tegart (1991) in Suwandi (2009:9), action research
is study which is used in self improvement, work experience, but it is done by
systematic and it is planned. The writer will apply Classroom Action Research
(CAR) as a method. This is comprised two cycles. For each cycle consist of 2
meetings and every meeting consists of planning, action, observation and reflection.
C.
Research Subject
The
research was conducted at SMP SINMAR Poso, Kawua. The Subject of this research
was the students of class VIII that consist of 34 students in the academic year
of 2013/2014. They were chosen by the researcher based on the purpose of the
research. There are 34 students graduated from Elementary School. Most of their
parents are farmer, and some of them work in Tentena, Silanca and Sepe. In
order to the students have motivation less to study. Besides that, it is
supported by the parents’ education. Most of them who just stopped in Junior
High School, they cannot take education more especially in formal education.
D. The
Procedure of the Research
There
are two cycles in this action research and in each cycle there are two meeting.
The procedures as follows:
 |
a. Planning
The
activities of the planning are:
1)
Preparing material, making lesson plan and designed the step in doing action.
2)
Preparing the list of students’ name
3) Preparing teaching
aid (Color pens, color board makers,
4) Preparing sheets for
classroom research and process observation
5) Preparing a test (to
know how far students understand about writing)
b. Action
1) The teacher giving
pre-test
2) The teacher teaches
descriptive text by using mind mapping
3)
The teacher gives short explanation and guides the students to learn, practice,
and do the exercises
4) The teacher gives
opportunities to the students to ask any difficulties or problems
5) The teacher asks the
students orally to check the students’ understanding
6) The teacher reviews
materials and gives the students some evaluations
7)
The teacher gives the students some evaluations including materials that are
not used in the research, it is used to know students’ understanding. Written
in the white board according to teacher’s instruction.
8) The teacher gives
posttest in the last meeting in each cycle
c. Observation
Observation
is one of the instruments which are used in collectingndata. As a scientific
method, observation can be systematically used to observe and note all of the
phenomena investigated like the students’ feeling, thinking and something they
do in the process of teaching learning writing.
The
teacher as the researcher observes all activities in the teaching and learning
process. The teacher also creates a conducive atmosphere in the classroom and
makes collaborative efforts to explore teaching possibilities. It is proposed
to create the students’ motivation in learning.
For
example by giving advises to the students and having humorous thing in spare
time in the class.
d. Reflection
Reflection
is an activity in expressing of experience that had by teacher as the
self-evaluation. The teacher makes an evaluation based on the observation to
find the weaknesses of the activities that have been carried out in using
pictures in teaching vocabulary. The weaknesses can be refined in the next
cycle; so that finally it can be determined how effective pictures can improve
the technique of teaching vocabulary. The writer analyzes the result of the
observation. He evaluates the teaching learning process during implementation
of the action by identifying the field notes which are made during the action.
In conducting the evaluation, the researcher also gives pre test before he
starts to teach using mind mapping. It is given in the beginning of cycle 1 and
cycle 2. The post test is given at the end of action in cycle 1 and cycle II.
Based on the data evaluation, the researcher can make a self reflection in
doing the action. The data from the test will also show whether the students’
descriptive writing mastery improve or not.
E.
Research Instrument
In this research the
researcher used two kinds of research instrument, as follow:
a. Test
Test
was used to measure students’ competence especially in cognitive skill. The
kinds of the test were pre-test and post-test. In the cycle I the pre-test and
post-test, students were asked to produce a descriptive text using theme
“favorite man”. Different theme was used in the cycle II, the researcher chosen
“Favorite Pet/Animal” as theme.
b. Non-test
The
researcher used observation sheet to analyze the condition when the research
held. It was observed by researcher partner, Non test like a evaluation
criteria.
F.
Data Collection Method
There are some
technique to collect the data collections in this research, they are:
1.
Observation
Observation
has an important role not only for classroom research but also more generally
for supporting the professional growth of teachers and in the process of school
development. The writer chooses collaborative action research, which the role
of teacher is carrying out of action plan in classroom, the writer as teacher
and English teacher in junior high school as observer notes all of the
processes in learning activities.
2.
Test
Test
is set of question or exercises or other instrument used to measure knowledge,
intelligence, ability or attitude of group or individual (Arikunta, 1998: 139).
In the other book explain that test is an instrument – a set of technique,
procedures, or items that requires performance on the part of the test-taker
(Brown, 2003:3). Test is used by researcher to examine the result of the
subject by using question or other instrument which measure the students’
result of the lesson that is researched. In other words, test is the sequence
of question or exercise and other instrument used to measure of skill,
intelligence, ability or talent belonging to an individual or a group. In this
research the researcher will use test two times. It contains of pretest and post
test in each cycle. Then the researcher scores the test by looking for the mean
score. After the mean of score is found from the tests, the teacher can find
out how extend mind mapping can improve the students’ descriptive writing. The
writer uses pre-test and post-test to know how far the students understand
about the material. Pre-test is given toward student before the teacher uses
his strategy in teaching learning process. In addition, post test is given to
students after the strategy is implemented. Both used to know the differences
of students’ skill before.
3.
Documentation
Hopkins
(1993:140) stated that document surrounding curriculum or other educational
concern can illumine rationale and purpose in interesting ways. The use of such
material can provide background information and understanding what issue that
would not otherwise be available. The documentary data are book, transcript,
rapport, official organizational paper, material etc. this method used to know
the conditional of students and teacher, structure of organization, profile and
location of school.
Reflection Cycle
G.
Data Analysis
1. Statistical
A
descriptive technique is used to know the extent to using mind mapping in
descriptive text to increase the students’ attention the result of pretest and
posttest. This research is calculated by t-test analysis:
a. Mean
b. Calculate Standard
Deviation
c. T-Test
Act2. Descriptive
A
descriptive technique is used to know the students behavior during the teaching
learning
process. In descriptive technique, the researcher analyzes the
observation sheet which has
been made by her partner.
CHAPTER
IV
CLOSURE
A.
Conclusion
Based
on the data presentation and data analysis, the writer explains the conclusion
of this research as the follow:
1.
Based on the data presentation of
research, the students’ writing skill can improve through mind mapping method.
The data shows that improvement of students’ writing skill is significant after
the students got writing practice using mind mapping.
2.
The process of teaching and learning
descriptive writing using mind mapping method is going smoothly and the
most of the students are enthusiastic to make hand writing use mind
mapping that collaborated using colors pen. It can be seen on the result
of observation in the class that is most of the students feel enjoyable
and happy in the teaching and learning process. It also can be proven of
the students are active to answer some questions and create their own
hand writing using mind mapping. The implementation of mind mapping method in
writing descriptive of the second year students of SMP SINMAR Poso can
be done effectively. The students can make their own writing project
using their creativity.
B.
Suggestion
Based
on the result of the study and conclusion above, the writer would like to
suggest as follow:
1. To Teacher
Teacher
should have one thousand ways to develop his students. Mind mapping can be one
of alternative solution for students who get problem writing skill, vocabulary
and understanding. Mind mapping can be something interest for students, because
the can express their creativity there especially drawing skill. Using mind
mapping can make students enjoy the learning. It can remind their memory in
their mind.
2. To Students
Students
should always be active in teaching learning process. They should study
continually in the classroom and in their house. They don’t need to be afraid
to study English. Mind mapping can help students to express their creativity
and memory about something. It appropriates to remind their memories about
things to be described to be descriptive text, in this case is people and
animal.
REFERENCES
Arikunto,
Suharsimi. 1998. Prosedur Penelitian :Suatu pendekatan Praktek.
Jakarta: Rineka Cipta. 2007. Penelitian
Tindakan Kelas. Jakarta: Bumi Aksara.
Brown, Douglas. 2003. Language
Assessment Principle and Classroom Practice. San
Francisco: United State
of America
Buzan, Tony. 2006. Mind Map Untuk
Meningkatkan Kreativitas. Jakarta: Gramedia
Pustaka Utama
Djiwandono,
Patrisius Isiarto. 2009. Strategi Belajar Bahasa Inggris. Jakarta: Indeks,
Fauziati, Endang. 2005. Teaching of
English As A Foreign Language. Surakarta:
Muhammadiyah University
Press.
Gelb
I.J. 1952. A Study of Writing. Chicago: The University of Chicago
Harmer,
Jeremy. 2001. The Practice of English Language Teaching. England:
Longman.
Svantesson, Ingemar. 2004. Learning
Maps and Memory Skills. Jakarta: Gramedia
Pustaka Utama
Lewin, Larry. 2003. Paving the way in
Reading and Writing (Strategies and Activities
to Support Struggling
Students in Grade 6 – 12). San Fransiso: Jossey Bass.
www.mindmapping.com
www.englishonline.com/Speaking
and Writing _ Exploring language _
English
Online _ English - ESOL - Literacy Online website - English -
ESOL
- Literacy Online.html
www.learningskill.com/writing/SpeakingvsWriting.htm
Observation
Reflection
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