THE EFFECT OF MIND MAPPING ON ORAL PRESENTATION OF THE 8th GRADE STUDENTS AT SMP MUHAMMADIYAH 06 DAU

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THE EFFECT OF MIND MAPPING ON ORAL PRESENTATION OF THE

8th GRADE STUDENTS AT SMP MUHAMMADIYAH 06 DAU

THESIS

By :

Heni Siti Tasimah

Nim. 201210100311134

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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THE EFFECT OF MIND MAPPING ON ORAL PRESENTATION OF THE

8th GRADE STUDENTS AT SMP MUHAMMADIYAH 06 DAU

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

Heni Siti Tasimah

Nim. 201210100311134

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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ACKNOWLEDGMENTS

Alhamdulilllahirabbill ‘alamin, all gratitude was upon to Allah SWT, the Al-Mighty who has been giving the writer mercy and blessing until she was able to finish her study at English Language and Education Department in University of Muhammadiyah Malang. Furthermore, may salawat and salaam always be given to our greatest prophet Muhammad SAW who has guided from the darkness to the lightness, from stupidity to the cleverness, namely Islam. Actually, it was the first thesis that the writer wrote and without help from Allah Azza wa Jalla, the process of doing and completing this research was impossible.

Secondly, the writer would like to say gigantic thanks to her family especially her beloved parents Bapak Sunarto and Mamak Marsih. They are the first who always helping, supporting, motivating, praying and by her side in every situation during her live and her study. Moreover, thanks a lot to her lovely brothers Mas Kuncono that always supporting, helping and motivating the writer and Mas Joko who always be the writer motivation to complete her study. Then, the writer would like to give the gratitude to the writers’ grandfathers and grandmothers, thank you for all prayers and supports.

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M.Pd, Mrs. Nina Inayati, M.Ed, Mr. Riski Lestiono, M.A., Ms. Erlyna Abidasari, M.A., M.Ed, Mr. Bayu Hendro Wicaksono, M.Ed., Ph.D, Mrs. Rinjani Bonavidi, S.Pd., M.Ed., Ph.D and Mrs. Aninda Nidhommil Hima, M.Pd. Thank you for the advices, ideas, support, motivation and willing to sharing ideas with the writer.

Lastly, thanks to Mrs. Komariyah, S.Pd as the English Teacher and all of the students in 8-B and 8-C of SMP Muhammadiyah 06 DAU as their willingness being a respondents for collecting the data. Furthermore, thank you so much for the best partner Unitro Berry that always support and motivate the writer. Last but not least, special thanks for dearest best friends, proofreaders also editors Lia Yohana and Dwicky Fandi Setyabudi for the precious time you spent for reading her thesis and give suggestions to improving it. Finally, thanks to Mr. Adam and Sabeum Layla for inspiring me and thanks a lot for the supports kindhearted people Mbak Sofi, Mbak Santi, Mbak Mala, Mbak Eva, sweetest trio (Selvia, Anik, Wilda), special thanks to Syafila and Nurul that helped the writer in conducting the research, also thanks to the writer good friends Putri, Shilfi, Hana, Nining, Dewi, Luluk, Susan, Amel, Priska, Abdulloh and best girls on earth Umiyana, Yulia Cristina and Silviana Kambang Singam. Big thanks for you all. May this thesis will bring the benefits and purposes, ameen.

Malang, June 20th, 2016

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LIST OF TABLES

Table 3.1 The research design of nonrandomized pretest-posttest ... 23

Table 4.1 Result of Pretest ... 31

Table 4.2 Result of Posttest ... 31

Table 4.3 : Result of Experimental Paired Sample T-test ... 33

Table 4.4 : Result of Control Paired Sample T-test ... 33

LIST OF APPENDICES Appendix 1 : Letter of Agreement ... 43

Appendix 2 : Research Planning Schedule ... 44

Appendix 3 : Result of Variance Homogeneity ... 45

Appendix 4 : T-test Calculation... 46

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REFERENCES

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Budd, J. W. (2003). Mind Maps as Classroom Exercises. University of Minnesota. Minneapolis.

Buzan, T. (2003). Mind Maps for Kids. UK: Thorsons.

Buzan, T. (2005). The Ultimate Book of Mind Maps. London: Thorsons.

Charlotte Jaffe, B. D. (2010). Public Speaking for Kids. U.S.A: Educational Impressions, Inc.

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http://www.ehow.com/about_6324248_definition-_oral-presentation_.html

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http://www.ehow.com/facts_5617150_types-oral-presentation.html. Ertug Evrekli, A. G. B., Didem Inel. (2009). Mind mapping applications in special

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Hosni, S. A. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.

Hristova, Z. (2014). Using Peers to Assess Oral Presentations to Foster Learning. International Journal of Innovation in Science and Mathematics Education, 22(3), 74-80.

Imran Mahmud, Y. M. I., Shahriar Rawshon. (2013). Engineering creativity by using computer aided Mindmap. American Journal of Engineering Research (AJER), 02(07), 28-32.

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Islam, M. K. (2013). What is Oral Presentation | Oral Presentation Definition Retrieved from http://dailyenglish24.blogspot.co.id/2013/09/what-is-oral-presentation-definition.html

Jain, S. (2015). The comprehensive Study of how Mind mapping Technique Helps to Understand Concepts and Ideas in Science Teaching. International Journal of Scientific and Research Publications, 5(12), 284-286.

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Peoples, D. C. (2001). Guidelines for Oral Presentations Retrieved from http://go.owu.edu/~dapeople/ggpresnt.html. from Ohio Wesleyan

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Wijaya, H. (2014). Indonesia's Demographic Bonus and English Necessity in AEC 2015 and Beyond. UMY. Yogyakarta. Retrieved from https://www.academia.edu/10119530/INDONESIA_S_DEMOGRAPHIC_ BONUS_AND_ENGLISH_NECESSITY_IN_AEC_2015_AND_BEYON D

Živković, S. (2014). The Importance Of Oral Presentations For University

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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the study,

statement of problems, purposes of the study, significant of the study, scope and

limitation and definition of key terms. Each section is presented as follows:

1.1

Background of the Study

Nowadays, English is one of the International languages that becomes the

most spoken languages all over the world. Along with the advancement of

technology and information in this global era, the role of English as an

International Language (EIL) is growth rapidly. The people often used for some

purposes in their life as for education, business or government. Hereafter, Kachru

(1986:1) emphasizes that English can open the gates of International business,

technology, science and travel.

In 2015, ASEAN countries have established AEC (ASEAN Economic

Community).

Investors in the business field might come from any country or any

region. As a result, Indonesian employee must to be able to master a foreign

language especially English. Another reason is the agreement from each member

of AEC country to use English as the official language for business in ASEAN.

According to The ASEAN Charter (2008:29), “The working language of ASEAN

shall be English”. Moreover, Wijaya (2014) stated that English is very important

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abroad or work in their native country as a competent worker in order to help

Indonesian monetary development in 2015 to 2030.

As the productive skill, speaking is necessary for the people as a good

communicator in their social life mainly for the student. Scrivener ( in Hosni,

2014:23) admits that the language is useless even if we know a lot about it but we

never use it. This means if someone know English then he must practice using it.

Actually, there are so many activities that the teacher can provide for the

students to practice their speaking skill including oral presentation. Oral

presentation is delivering an address to a public audience that required adequate

planning and preparation in order to impart knowledge or stimulate discussion

(Islam:2013). It means that the planning in the oral presentation contains an

introduction, main body and conclusion of a defined topic that delivered to a

public audience, whereas the preparations of the speaker are his voice, body

language and visual aids such as slideshows to helps the presenter achieve the

desired outcomes, control his nervousness and give an effective oral presentation

to the audience.

In general, oral presentation used to evaluate the students speaking

proficiency in the classroom. In this speaking assessment, the student not only

talked about a certain topic in his oral presentation, but also combines visual aids

and tools to present the idea in front of the audience. Oral presentation will make

the students active and communicative because they have an opportunity to get

involved more in teaching and learning process instead of just learning from the

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improve their skills as well as public speaking, multimedia, teamwork, teaching

and their critical thinking.

According to Rajoo (2010), there are four most common problems and

difficulties face by student in oral presentation such as language, ideas,

personality traits and external factors. When the teacher gives the students oral

presentation test, the students tend to feel frustrated and afraid of the assessment.

The serious students might be prepared well to give their best performance in an

oral presentation but they do not always get their expected result. While the other

students, try to get through the oral presentation test as quickly as possible just to

make themselves feels relieved without thinking too much about their

performance. Therefore, the teacher must give the students an effective technique

to improve their oral presentation performance.

Mind mapping can be used as the alternative to reduce the students’

difficulties in oral presentation. As proposed by Buzan (2005:6), mind mapping is

a way to put information into the brain and to take information out of the brain

and it is simple, creative and effective technique of note-taking that organizes our

ideas. As the part of cognitive strategies, mind mapping technique used as a note

taking to improve the student English skill. Indeed, Pramono & Widyantoro (2013)

concludes that the use of mind mapping technique improves the students’ speaking

ability of grade VIII at SMP MBS Yogyakarta in academic year of 2012/2013. By

using mind mapping, the students became more confident to speak English, had more

chances to speak up, actively participated in the class, able to use proper expression,

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ability aspect such as vocabulary, pronunciation, conspicuousness, naturalness of

speech, communication skill and task performance. Furthermore, from the previous

study conducted by Anggraeni (2014:326) at seventh grade of SMPN 4 Bandar

Lampung, found that the students who taught using a mind mapping technique

which is supported by colors and pictures have significant achievement on their

speaking performance.

Concerning with the strength of mind mapping technique, the researcher

would like to know the effect of mind mapping on the students’ oral presentation

at 8

th

grade of SMP Muhammadiyah 06 Dau. This research entitled “The Effect of

Mind Mapping on Oral Presentation of the 8

th

Grade Students at SMP

Muhammadiyah 06 Dau”.

1.2

Statement of Problem

Based on the background of the study above, the researcher wants to

describe the problem as follow:

Do the students who use mind mapping have better oral presentation than

those who do not use mind mapping at 8

th

grade of SMP Muhammadiyah 06 Dau?

1.3

Hypothesis

Related to the problem of the study above, the alternative and the null

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H

A

: The students who use mind mapping technique have better oral

presentation than those who do not use mind mapping at 8

th

grade of

SMP Muhammadiyah 06 Dau.

H0

: The students who use mind mapping technique do not have better

oral presentation than those who do not use mind mapping at 8

th

grade of SMP Muhammadiyah 06 Dau.

1.4

Purpose of Study

Related to the statement of the problem stated previously, the purpose of

this study is:

To know whether the students who use mind mapping have better oral

presentation than those who do not use mind mapping at 8

th

grade of SMP

Muhammadiyah 06 Dau.

1.5

Significance of Study

The result of this study is expected to be beneficial in order to improve the

English teaching and learning process, especially in conducting speaking class in

the form of oral presentation. By knowing the students’ difficulties in doing oral

presentation, hopefully teachers can guide the students to be better at teaching and

learning process especially in language skills such as speaking. So, the students

who want to face speaking test as oral presentation can use mind mapping

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Thereunto, it is hoped that this research will give more knowledge and

information regarding with the technique used to improve speaking skill in oral

presentation mode. Finally, the result of this study can give inspiration for next

researchers to do a research about the using of mind mapping technique in the other

skill test.

1.6

Scope and Limitation

This study focuses on the implementation of mind mapping technique in

teaching speaking skill, especially in the oral presentation mode. Then, the

subjects of this study are limited to the eight grade students of SMP

Muhammadiyah 06 Dau.

1.7

Definition of Key Terms

Before discussing further, it is necessary for the researcher to clarify the

meaning of the key terms to avoid misinterpretation or misunderstanding. Those

key terms are defined as follows:

1.7.1

Oral Presentation

Oral presentation is verbal communication form by using certain

communication skill in order to deliver ideas, messages and information in

front of the audiences, which is supported by visual aids, such as mind

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1.7.2

Mind Mapping

Mind mapping is a way to put information into the brain and to take

information out of the brain and it is simple, creative and effective

technique of note-taking that organizes our ideas. (Buzan:2005)

From the explanation above, in the next chapter the researcher present

about the review of related literature. It will discuss about the assessment of

THE EFFECT OF MIND MAPPING ON ORAL PRESENTATION OF THE 8th GRADE STUDENTS AT SMP MUHAMMADIYAH 06 DAU