I. Introduction
This chapter sets the stage for the research by establishing the context, problem, and objectives. It begins by highlighting the growing importance of English as a global language, particularly within the ASEAN Economic Community (AEC), emphasizing the need for improved English speaking proficiency among Indonesian students. The researcher points out the challenges students face in oral presentations, citing difficulties with language, ideas, and presentation anxiety. This establishes the rationale for exploring mind mapping as a potential solution.
1.1 Background of the Study
This section emphasizes the significance of English proficiency in the context of globalization and the AEC. The researcher highlights the increasing demand for English language skills in various professional fields and the role of oral presentations in assessing speaking ability. The section also introduces the challenges faced by students during oral presentations, setting the stage for the introduction of mind mapping as a potential solution to these challenges. The researcher cites existing literature (Kachru, 1986; Wijaya, 2014; Hosni, 2014; Islam, 2013; Rajoo, 2010) to support the claims made about the importance of English and the difficulties encountered by students in oral presentations.
1.2 Statement of Problem
The core research question is clearly stated: Does the use of mind mapping improve the oral presentation skills of 8th-grade students at SMP Muhammadiyah 06 Dau? This concisely frames the investigation and its focus on comparing the effectiveness of mind mapping versus traditional methods for oral presentation preparation.
1.3 Hypothesis
The researcher presents both the null and alternative hypotheses. The alternative hypothesis (HA) proposes that students using mind mapping will demonstrate superior oral presentation skills, while the null hypothesis (H0) suggests no significant difference between the two groups. This establishes a clear framework for testing the research question through statistical analysis.
1.4 Purpose of Study
The purpose of the study is explicitly stated as determining whether the use of mind mapping leads to better oral presentation skills compared to not using it. This reinforces the focus and objective of the research.
1.5 Significance of Study
This section outlines the potential benefits of the study for educators and future research. The findings are expected to provide insights into improving English language teaching, particularly in oral communication. It suggests that the research could offer valuable pedagogical implications and inform future studies investigating the application of mind mapping techniques in other language skills assessments.
1.6 Scope and Limitation
The study's scope is clearly defined, focusing on the impact of mind mapping on oral presentation skills among 8th-grade students at a specific school (SMP Muhammadiyah 06 Dau). This delimitation ensures the study’s feasibility and manageability.
1.7 Definition of Key Terms
This section provides clear definitions of the key terms: 'oral presentation' and 'mind mapping'. The definitions are concise and avoid ambiguity, ensuring a shared understanding of the concepts throughout the research. The definitions are grounded in existing literature, specifically citing Buzan (2005) for the mind mapping definition.
II. Review of Related Literature
This chapter reviews existing research on oral presentations and mind mapping, providing a theoretical framework for the study. It examines definitions, evaluation methods, and the implementation of both oral presentations and mind mapping techniques. The review is expected to establish a connection between the two concepts, showcasing the potential benefits of integrating mind mapping into oral presentation instruction.
2.1 Oral Presentation
This section delves into the nature of oral presentations, exploring their definitions, evaluation criteria, and practical implementation in educational settings. It would discuss various aspects of effective oral presentation, such as structuring the presentation, utilizing visual aids, and managing presentation anxiety. Relevant literature (Islam, 2013; Rajoo, 2010; Brooks, 2014) would be cited to support the discussion.
2.2 Mind Mapping
This section explores mind mapping as a cognitive strategy and note-taking technique. It discusses its definition, implementation strategies, and documented benefits in enhancing learning and knowledge retention. The section might include a discussion of different mind mapping techniques and their applications in educational contexts. The researcher would support this section with relevant literature (Buzan, 2003, 2005; Pramono & Widyantoro, 2013; Anggraeni, 2014; Meier, 2007).
III. Research Methodology
This chapter outlines the research design, participants, instruments, data collection methods, and data analysis techniques. It describes the quantitative approach employed, specifying the type of research design (likely a pretest-posttest design with an experimental and a control group), sample selection procedures, data collection instruments (likely a rubric for oral presentation evaluation), and statistical methods used to analyze the data. The chapter provides a transparent and rigorous account of the research process, allowing for replicability and evaluation of the study's validity and reliability.
3.1 Research Design
This section details the specific research design used, likely a quantitative, experimental design (e.g., a non-randomized pretest-posttest control group design). It explains the rationale for choosing this design and how it helps to address the research question. The selection of a quantitative approach is justified in relation to the research question and the need for measurable outcomes.
3.2 Population and Sample
This section describes the population (all 8th-grade students at SMP Muhammadiyah 06 Dau) and the sampling method used to select the participants (experimental and control groups). The justification for the sample size and sampling method should be clearly explained, ensuring the representativeness of the sample. Ethical considerations relating to participant selection and informed consent should be addressed.
3.3 Research Instrument
This section specifies the instruments used to collect data. This most likely involves a rubric for evaluating students' oral presentations, possibly complemented by other instruments for measuring relevant variables. The validity and reliability of the chosen instruments would be discussed, providing evidence of their suitability for measuring the constructs of interest.
3.4 Data Collection
This section describes the procedures used to collect data, including the administration of the pretest and posttest, the implementation of the mind mapping intervention, and any other relevant procedures. It specifies the timeframe for data collection and addresses potential sources of bias in the data collection process.
3.5 Data Analysis
This section explains the statistical procedures used to analyze the data. It likely includes details of the statistical tests used to compare the performance of the experimental and control groups (e.g., t-tests, ANOVA), along with justifications for the selection of these specific methods.
IV. Results and Discussion
This chapter presents the findings of the study and interprets them in relation to the research question and hypotheses. It reports the results of the pretest and posttest, the results of the hypothesis testing (e.g., t-test results), and offers a discussion of the findings. The discussion should connect the results to the relevant literature and explain any unexpected findings.
4.1 Research Results
This section presents the quantitative results of the study, including descriptive statistics (means, standard deviations) and inferential statistics (results of the hypothesis tests). It would clearly present the results of the pretest and posttest for both the experimental and control groups. Tables and figures would be used to clearly present the data.
4.2 The Result of Hypothesis Testing
This section reports the results of the statistical tests used to evaluate the hypotheses. It would clearly state whether the null hypothesis was rejected or accepted based on the results of the statistical tests. The p-values and effect sizes would be reported, along with an interpretation of their significance.
4.3 Discussion
This section interprets the findings in relation to the research question and the existing literature. It discusses the implications of the results, explaining why the results may have turned out the way they did. It would also address any limitations of the study and suggest areas for future research.
V. Conclusion and Suggestions
This chapter summarizes the key findings of the study, restates the conclusions in relation to the research question, and provides suggestions for future research and practical applications. It offers a concise summary of the research, highlighting the main contributions and implications of the study.
5.1 Conclusion
This section concisely summarizes the key findings of the study, reiterating whether the hypotheses were supported or refuted by the data. It clearly states the main conclusions drawn from the research, relating them back to the research question and its significance.
5.2 Suggestions
This section provides suggestions for future research based on the limitations of the current study and for practical application of the findings in educational settings. It may include recommendations for further investigation of the effectiveness of mind mapping in different contexts or with different populations. It would also suggest how the findings could be used to improve teaching and learning practices.
