Nurul Kamal (YAMANKA) Bogor in Academic Year 2014-2015)
By:
Siti Saadatul Fajriyah
1110014000098
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
(YAMANKA) Bogor in Academic Year 2014-2015. A ―skripsi‖ of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2017.
Keywords: Mind Mapping, Writing Descriptive Text.
The objective of this study was to obtain the empirical evidence about the effect of mind mapping technique on students’ writing descriptive text. The samples of this study was seventh grade at MTs. Yayasan Matlaul Anwar Nurul Kamal Bogor. They were 7C class as experimental class and 7D as controlled class. Each class consisted of 25 students.
The method used in this study was quantitative method. In addition, the design of this study was a quasi-experimental study by using pre-test and post-test non-equivalent control group design. The instrument of this study was written-test, the rubric analytical scoring used to score the students’ writing descriptive text on pretest and posttest.
The result of this study that there was a positive effect of the result
students’ writing descriptive text after using Mind Mapping Technique. It can be
seen from the calculation of tobserve was higher than ttable. The result of tobserve is
3.09 since ttable in the degree of significant 5% is 1.67. It shows that the
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ABSTRAK
Siti Saadatul Fajriyah (NIM: 1110014000098). The Effect of Mind Mapping
Technique on Students’ Writing of Descriptive Text; sebuah studi Kuasi-eksperimen pada siswa/I kelas tujuh di MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor di tahun ajaran 2014-2015. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta, 2017.
Kata Kunci: Teknik Mind Mapping, Menulis Karangan Deskriptif
Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang efek teknik Mind Mapping pada menulis karangan deskriptif siswa. Sample penelitian ini adalah siswa kelas 7 di MTs. Yayasan Matlaul Anwar Nurul Kamal Bogor. Siswa/I kelas 7C sebagai kelas eksperimen dan siswa/I kelas 7D sebagai kelas kontrol.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Selain itu, desain penelitian ini adalah kuasi-eksperimen dengan menggunakan desain tes awal dan tes akhir non-equivalent kontrol grup. Instrument penelitian ini adalah tes tulis dan rubrik analytical scoring digunakan untuk menilai hasil menulis karangan deskriptif siswa pada tes awal dan tes akhir.
Hasil dari penelitian ini menunjukan bahwa ada efek positif dari hasil menulis karangan deskriptif siswa setelah menggunakan teknik Mind Mapping. Hal tersebut dapat dilihat dari thitung dan ttable. Hasil dari thitung menghasilkan nilai
yang lebih besar dari niali ttable, hasil dari perhitungan thitung tersebut adalah 3.09,
sedangkan hasil dari ttable tingkat signifikan 5% adalah 1.67. perbandingan hasil
perhitungan tersebut adalah 3.09 > 1.67. Kesimpulannya adalah thitung lebih besar
nilainya dari ttable. Sehingga teknik Mind Mapping efektif pada menulis karangan
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ACKNOWLEDGEMENT
In the name of Allah the Beneficent, the Merciful
In the name of Allah, the most Gracious and Merciful. Alhamdulillah, First and foremost, I would like to express my Gratitude to Allah SWT. Lord of the
worlds who has given the writer blessings, health, and inspiration to finish her
skripsi entitled The Effect of Mind Mapping Technique on Students’ Writing Descriptive Text of Seventh Grade of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor in Academic Year 2014-2015. The “skripsi” is presented to the Faculty of Educational Sciences Syarif Hidayatullah State Islamic University
Jakarta, as a partial fulfillment of the requirements for the degree of Starta 1 (S-1) in English Education, Department of English Education.
In finishing this “skripsi” the writer got guidance and motivation from people around her. Therefore, she would like to express her gratitude to them. For
the first, she would like to express her gratitude to her parents: her mother Hj. Siti Romlah and her father K.H.M. Sidiq. The second one she would like to express her gratitude for her advisors, Dr. Alek, M.Pd. and Hapsari Dwi Kartika, M.A.TESOL for their valuable guidance, support, motivation, advice and suggestions during the writing of this skripsi in which without their help this skripsi would probably never reach its accomplishment. Finally, the writer would like to express her gratitude to her big family: Her beloved husband: Muhidin and
her beloved little boy: Raffawwaz Zhafir Musisafa. Her brothers and sisters:
Nurwahid, Abdurrahman and his wife, Jamaludin and his wife, Siti Khoeriyah and
her family, Jafar and his family, Siti Halimah and her family, Khorussholeh and
his wife, Siti Nurhasanah and her family, Iskandar, Siti Nurhabibah and Fauziyah.
Also her parents in law: Rusminah and Mulyadi. For their patience, their love and
their support to the writer in her life.
In returns, the writer would like to convey her thanks directly to:
1. All the lecturers especially those of EED’s and all UIN secretariat officers, for
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2. Dr. Alek, M.Pd., the head of English Education Department, his concern and mind for better English Education will be a historical point and considerable
sample for the next terms.
3. Zaharil Anasy, M.Hum., the secretary of English Education Department, his best time, support and attention for English Education Ispiring.
4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Educational Sciences.
5. Ahmad Agus Fitriawan, S.Ag., M.Pd, the Headmaster of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor, who gave permission to the writer to do this research.
6. Fertiyana Sari, S.Pd., the English teacher of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor, who gave support and permission to the writer in process of this research.
7. The seventh grade students of MTs. Yayasan Matlaul Anwar Nurul Kamal (YAMANKA) Bogor on cooperation and support.
8. The writer wishes to express her gratitude especially to all members of C class
English Education and generally to all members of English Education
Department in 2010 years for their knowledge in sharing, help and motivation
to finished this skripsi and great friendship.
Finally, the words are not enough to be expressed, except praise is to Allah
Lord of the worlds for his blessing and guidance. May their good deeds be
accepted by Allah SubhanahuWata’ala.Amin.
Jakarta, January 3rd 2016
v SURAT PERNYATAAN KARYA SENDIRI
ABSTRACT ……… i
ABSTRAK ……… ii
ACKNOWLEDGEMENT………. iii
TABLE OF CONTENTS ……… vi
LIST OF TABLES……….. viii
LIST OF APPENDICES……… ix
CHAPTER I. INTRODUCTION ……….. 1
A. Background of the Study ………. 1
B. Identification of the Study ……… 3
C. Limitation of the Study ……….... 4
D. Formulation of the Problem ………. 4
E. Objective of the Research ……… 4
F. Significance of the Research ……… 4
CHAPTER II. THEORETICAL FRAMEWORK ………. 6
A. Writing 1. Concept of Writing ………. 6
2. Process of Writing ……….. 7
a. Planning ……… 7
b. Drafting ……… 8
c. Revising ……… 8
vi
3. Purpose of Writing ………. 9
a. Wrting to inform ... 9
b. Writing to explain ... 9
c. Writing to persuade ... 9
d. Writing to amuse other ... 9
4. Types of Writing ………10
a. Descriptve ... 10
b. Procedure ... 10
c. Recount ... 10
d. Narrative ... 11
B. Descriptive Text 1. Concept of Descriptive ……… 11
2. Functions of Descriptive ………... 12
3. Kinds of Descriptive a. Description of Object ………13 b. Description of Place ………..… 13 c. Description of People ……… 14
C. Mind Mapping 1. Concept of Mind Mapping ………14 2. Function of Mind Mapping ……… 16 3. Procedure of Mind Mapping ……….16 4. Advantage of Mind Mapping ………17 D. Thinking Framework ………... 18 E. Previous Relevant Studies ……… 19
CHAPTER III. RESEARCH METHODOLOGY ……… 20
A. Research Method and Design 1. Research Method ……… 20
2. Research Design ……… 20
B. Place and Time ……… 21
vii
E. The Technique of Data Collecting ……… 22
F. The Technique of Data Analysis ……… 22
G. Statistical Hypothesis ……… 27
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ……. 28 A. Research Finding 1. Data Description ……… 28
2. Data Analysis ……….. 30
B. Interpretation ……….. 34
CHAPTER V. CONCLUSION AND SUGGESTION ……… 37
A. Conclusion ……….. 37
B. Suggestion ……… 37
BIBLIOGRAPHY ……… 39
viii
LIST OF TABLES
Table 3.1 Pretest-Posttest Non-equivalent Control Group Design ………. 21
Table 3.2 Rubric Analytical Scoring ………...….. 23
Table 4.1 Students Score Experiment Class ………. 28
Table 4.2 Students Score Control Class ……… 29
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Appendix 3 RPP Meeting 3 (Experimental Class) ………..……… 61
Appendix 4 RPP Meeting 4 (Experimental Class) ………. 71
Appendix 5 RPP Meeting 1 (Controlled Class) ……….………...………. 77
Appendix 6 RPP Meeting 2 (Controlled Class) ………. 82
Appendix 7 RPP Meeting 3 (Controlled Class) ………...…. 90
Appendix 8 RPP Meeting 4 (Controlled Class) ………..… 100
Appendix 9 t- table ……….. 105
Appendix 10 Surat Bimbingan Skripsi……… 108
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of the study, the
identification of the problem, the limitation of the problem, the formulation of the
problem, the objective of the study, and the significant of the study.
A.
Background of The Study
Teaching English subject is an obligatory not only in the previous
curriculum, but also in the current curriculum as a compulsory subject for the
students of Junior High Schools. English as a subject in school is direct to
improve the four skills. Those four skills are: speaking, listening, reading and
writing in current curriculum are also taught at Junior High School. Learning
English at school is expected to solve daily problems in communication and to
continue their study in higher education or to find a job. According to Sylvia Read
and Melanie Landon-Hays, ―Writing is important not only as a skill for future
success, but also as a measure of student learning as a requirement for school
advancement‖.1
All of these skills should be mastered by students, which it cannot be
separated from one another if one expects to be able to communicate freely in
English. Among these skills, writing is the difficult skill for student to grasp
because its productive demands.
Based on the basic competence for seventh grade, the students will deal
with many kinds of the texts such as descriptive text, recount text, narrative text,
and procedural text. The students of Junior High School should master some
genres including descriptive text, which they find in some printed writing
materials. Make a descriptive text oral or written shortly and simple about people,
animals and thing. It is included into basic competence (KD) in curriculum 2013.2
1
Sylvia Read and Melanie Landon-Hays, The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School. "Teaching/Writing-Summer/Fall 2013 [Full Issue],"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2: Issue. 2, 2013, Article 1.
2
Besides, the policy of the school toward the minimum passing grade score, or the
criterion of minimum completeness (Kriteria Ketuntasan Minimuml) is least 60 (sixty).3Students should have capabilities in writing. The students should be able
to recognize vocabulary and grammatical writing in English, so they can arrange
the sentences well.
However, there are many students of Seventh Grade at MTs. Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor unable to reach the minimum passing grade score because they still have weakness in English, especially on writing
skill. Based on the interview result with the teacher about students writing
condition, there are some difficulties faced by students in writing activity such as
the students are unable to generate their idea of writing descriptive about people,
thing, place and animal, the students have difficulties to develop their idea, the
students are unable to organize their idea in writing.
Although, every student has different characteristics and style in learning,
an English teachers need to provide an appropriate technique or approach that can
make writing process joyful. Teacher has to choose a good and appropriate
technique in teaching. The writer suggests that English teacher need an
appropriate technique for teaching descriptive text, according to Barrie Bennett and Carol Rolheiser: Mind Mapping is an analytical process that involves creatively integrating a combination of visuals, colors, codes, words, and
connectors. It can be employed as a method to take notes, to study before an
exam, to brainstorm, or to make connections between ideas.4 And according to
Tony Buzan: Mind Mapping is a powerful graphics technique which harnesses the
full range of one’s cortical skills and unlocks true potential of one’s brain, it can
be applied to every aspect of reading, studying and learning, and will enhance all
levels of your performance.5 One of techniques can be chosen is Mind Mapping.
3
Pusat Kurikulum Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta: 2003), p. 17.
4
Barrie Bennett and Carol Rolheiser, Beyond Monet: The Artful Science of Instructional Integration (Toronto: Bookation Inc, 2001). p. 289.
5
3
Buzan argues that the students can learn in an interesting way using certain
technique, which is called Mind Mapping. In the usage of Mind Mapping,
students not only use their left side of the brain to identify words but in the same
time they also use the right side of the brain in learning language. They will have
opportunity to make some colorful pictures, lines, symbols or signs to help them
remember the words or the facts in their mind maps. So, every student will not
feel depressed in understanding the material.
To teach descriptive writing by using Mind Mapping, teaching writing
more helpful because through Mind Mapping, can throw away boring at the
students and time consuming notes in favors of two dimensional structure which
shows the ‘’shape‖ of topic, related ideas and concepts, and relative importance of
all the information. This process engages much more of the brain than
conventional note taking and design system.
Mind mapping works in a similar manner to the brain. Mind maps
incorporate key words, color and image, which are much easier to remember than
sentences and paragraphs. The structure of your mind maps will reflect the way
your brain organizes and short information.
Referring to those explanations above, the researcher is intended to
investigate a research entitled ‖The Effect of Mind Mapping Technique on Students' Writing of Descriptive Text at Seventh Grade of MTs. Yayasan Matla’ul
Anwar Nurul Kamal (YAMANKA) Bogor in the Second Semester in Academic
Years 2014/2015.‖
B.
Identification of Study
Based on the background described above, the problems which can be
identified are as follows:
1. The students have difficulties to develop their ideas in writing.
2. The students have difficulties to organize their idea in writing descriptive
text.
3. The students have lack of vocabulary.
C.
Limitation of Study
Based on the problems are identified above, the problem of this study will
be limited on: teaching descriptive writing at seventh grade students of MTs. Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor at second semester of academic year 2014/2015, and will be limited on the use of Mind Mapping technique on
students’ writing of descriptive text.
D.
Formulation of the Problem
Based on the problem mentioned previously, this research is totally on
finding the answers to question, ―Is there any effect of mind mapping technique on students’ writing of descriptive text at the seventh grade of MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor in Academic year 2014-2015?‖`
E.
The Objective of the Research
Based on the formulation of the problem that was stated above, the
objective of this research was to obtain the empirical evidence about the effect
mind mapping technique on students’ writing of descriptive text.
F.
Significance of the Research
Based on the objective of the research, this research is to obtain the
empirical evidence of the effect of Mind Mapping Technique on students’ writing
descriptive text. The result or the finding of this research is expected to give
benefit not only theoretical but also practically go to:
- Students
The student was expected that this study can overcome the difficulties of
students’ in organizing their writing descriptive text and it can help the
5
interesting way to learn writing, especially their descriptive one, through mind
mapping technique.
- Teachers
The teacher can apply mind mapping technique especially English teachers’ in
MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA) Bogor, generally for all English teachers in the other school to help his or her students in
developing their writing descriptive text. By reading this study, the teacher of
English are expected to increase their strategy in teaching writing descriptive
text and the writer hopes that this study will give a contribution in the
educational side to the development of language teaching and learning about
writing descriptive text through mind mapping.
- Stockholders
The stockholders can consider Mind Mapping technique to apply it in their
6
text, and mind mapping technique that are based on the experts in their each areas.
A.
Writing
1. Concept of writing
According Charles and Ronald, Communicating is one of humankind’s
most characteristic acts, and writing is one of the most widespread and potentially
one of the most effective means of communication1. Barbara Fassler said.
―Writing is a useful tool for discovering and thinking. Leaping from computer to computer, or passing from one person.‖2 Rise B. Axelrod and Charles R. Cooper
said, ―Writing is a complex process and such contain element of mastery and
surprise. But we know and believe that writing is a skill that anyone can learn to
manage.‖3
According to Langan, writing is a skill, like driving, typing, or cooking,
and like any skill, it can be learned.4
Then Barnet and Stubb’s define ―Writing as a physical acts, to be
performed fully, to bring pleasure, to both performer and audience, it requires
practice.5 Ken Hyland defines writing as a way of sharing personal meanings,
writing courses emphasize the power of the individual to construct her or his own
views on a topic.6 Paula Iley gives definition of writing more detail, she stated that
writing is a process in making decision at all levels, whether it is ideas, facts that
include in it; how it is organized, then how to sequence them as a words; what
1
Bridges, Charles W, Writing:Discovering form and meaning, (California: Wadsworth Publishing Company. 1984), p. 5.
2
Walvrood, Barbara Fassler, Writing: Strategies for all disciplines, (New Jersey: Prentice Hall Inc., 1985), p. 1.
3
Rise B. Axelrod and Charles R. Cooper, The St Martin’s Guide to writing, (New York:
St. Martin’s press, 1985), p. 3. 4
Langan, John, English Skill Eight Edition, (New York: McGraw-Hill, 2008), p. 13.
5Barnet and Stubbs’s, Practical Guide to writing 4th
edition, (Canada; Brown Company, 1983), p. 3.
6
7
punctuation and vocabulary to use, etc.7. Based on her opinion, writing is a kind
of problem-solving rather than writing from dictation or pure copying of someone
else’s text. We can conclude that writing is part of communication, which can learn by anyone, writing also an important form of communication in day to any
life.
When we write something, we have to consider many aspects because
writing is a complex skill, for examples; grammar, vocabulary, mechanic, fluency
and form. According to Heaton, there are several components or main areas in
writing:
a. Language use means the ability to write correct and appropriate sentences
b. Mechanical skill means the ability to use correctly those conventions peculiar to the written language, for example, punctuation, spelling, etc.
c. Treatment of content means the ability to think creatively and develop thoughts, excluding all irrelevant information.
d. Stylistic skill means the ability to manipulate sentences and paragraphs, and use language effectively
e. Judgment skill means the ability to write in appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize, and order relevant information.8
2. Process of Writing
Writing is a process of discovery, which involves a series of steps, and
those steps are very often a zigzag journey9. Sometime, someone who want to
write anything waste their long time with their blank paper although they have sit
down for a long time because writing needs hard thinking to gaining ideas,
organizing them, generating paragraph, and so on. According to Miller, four
stages will make the writing better and effective. They are planning, drafting,
revising and editing. 10
7
Paul Iley, Using Literacy to Develop Thinking Skills with Children Aged 7-11, (London: David Fulton Publishers Ltd., 2005), p. 73.
8
J.B Heaton, Writing English Lnaguage Tests. (London: Longman, 1988). p. 135.
9
Langan, John, English Skill Eight Edition, (New York: McGraw-Hill, 2008), p. 15.
10
a. Planning
Planning is sometimes called as prewriting. It is about the first stage of
writing that simply set forth ideas in whatever shapes or forms that is handy
for you – fragments, lists, sentences, or clusters. The purpose of planning is to
capture and preserve ideas.
b. Drafting
Drafting refers to procedure to generate the ideas and serve as departure
point. In this stage, a writer delivers the idea into a raw draft. While drafting,
you transform ideas into sentences in a semi-organized manner. Here the
purpose is to let your ideas develop, expand, and form connections. Drafting is
primarily a stage of discovery and exploration.
c. Revising
After making a new draft, it is important to remark the raw material of the
draft to get it in shape. It means that in this stage, a writer has to improve the
first draft. Although revision is classified as the third stage of writing, it is
ongoing recurring whenever needed. During revision, your goal is rethink
ideas, refine them, and develop them. You may drastically reorganize the
draft. During this time, you reshape ideas – expanding, deleting, and
clarifying.
d. Editing
This stage is about finding and eliminating mistakes that distract or annoy
the reader. In other words, this last stage that means the writing should already
to be read by the reader. In addition, Dietsch stated, ―this final stage requires
examining ideas, details, words, grammar, and punctuation – attending to
matters within each sentence. Here the emphasis is on accuracy, correctness,
and clarity‖. 11
11
9
3. Purpose of Writing
According to D’Angelo writing can help to think critically. Writing
enables us to perceive relationship, to deepen perception, to solve problem and to
give further experiences12. It means the purposes of writing are to make
relationship with other, to solve problem in written form such as send a letter for
someone. The last, through writing, someone can express his experiences on a
paper or in written form.
In addition, they are really four common purpose in writing, they are: to inform, to explain, to persuade and to amuse others.
a. Writing to Inform
In much of the writing that the writers will do, they will intend simply to
inform their readers about a subject. To inform is to transmit necessary
information about the subject to the readers, and usually this means just telling the
readers what the facts are or what happened.
b. Writing to Explain
Writing to explain means writing to take what is unclear and make it clear.
In explanatory writing, a writer who understands a complex topic must take sure
that his readers understand it as well.
c. Writing to Persuade
The most important we ever do in our personal life, in our work life, and
may be our school life will probably persuasion. Complaints to the rent board
about our landlord, letter application for jobs, essay on examinations are all likely
to involve writing persuasively. Your task in persuasion is to convince your
reader to accept the main idea, even though it may be controversial.13
d. Writing to Amuse other
Writing to amuse requires that you focus on readers other than yourself.
You may enjoy the experience and take pride in what you accomplish, but you
12
D’Angelo, Frank J., Process and Thought in Composition. Cambridge, Massachusetts: Winhrop Publisher,Inc.Cambridge. 1980). p. 4.
13
cannot settle for amusing yourself alone. Writing to amuse give you an
opportunity to bring pleasure to others. Seize opportunity and make the most of it.
If you find pleasure in writing to amuse, it will come from knowing that
you succeed in bringing pleasure to others. When write to amuse, your primary
object is to make readers enjoy themselves. You can be funny, but you should also
be good humored. This means having symphaty for human frailty rather than a
contempt for anyone or anything that seems different from what you accustomed
to.14
4. Types of Writing a. Descriptive
Descriptive presents the appearance of things that occupy space, whether
they are object, people, buildings, or cities. The purpose of descriptive is to
convey to the reader what something looks like. It attempts to gain a picture with
words.15 The explanation about this will be presented in the next session.
b. Procedure16
A procedure is piece of text that tells the reader or listener how to do
something. Its purpose is to provide instruction for making something, doing
something or getting somewhere. Example of procedure texts include: recipes,
instruction manuals, directions.
c. Recount
Recount is a piece of text that retells past events, usually in the order
which they happened.17
The aim of a recount is to give the audience a description of what occurred
and when it occurred. Some example of recount text types are::newspaper,
reports, conversation, speeches, television interviews, etc.
14
Robert Keith Miller, Motives for writing, (New York: McGraw-Hill, Inc., 2006), pp. 569—570
15
Elizabeth Cowan, Writing Brief Edition, (Texas: Scott, Foresman, and Company. 2000). P.148.
16
Mark Anderson and Kathy Anderson, Text Types 3. (Australia: McMillan, 1993). P. 28.
17
11
d. Narrative
A Narrative is most generally described as a story told by narrator.
Narratives are not as simple as that. They are construction of certain
characteristics that relate a tale through an organization of words. This
construction includes three discernible layers, the elements that make up the
content of the narrative, and the agent. Understanding these concepts is the key to
defining a narrative.
The narrative text is type of written text that tells a story of one character
or more who face certain situation. Its purpose is to present a view of the world
that entertains or informs the reader or listener. It is related to the recount type.
B.
Descriptive Writing
1. Concept of Descriptive
The word ‘descriptive’ etymologically is derived from word ―to describe‖ that means to say or to write what someone or something is like.18 So, descriptive
is describing something or someone, especially in detailed way.
A description is a verbal picture of person, place or object. Thus, a
descriptive describes a person, place, or object. When the writer describes
someone or something, he or she has to do it as possible. He or she can do it by
observing and recording specific details of person, place, or object that attract the
reader’s sense.
In description, the writer takes a scene or an object captures it in language.
That is, he or she organizes the details of the object or scene they wish to describe
in the way that will most effectively convey the sensual image.19
2. Function of Descriptive
According to Burton and Humphries, the function of descriptive is either
to act as a background for piece of narrative – an account or story – or it can stand
18
A S. Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University Press, 2000), p. 357.
19
Robert Scholes and Nancy R. Comley, The Practice of Writing 2nded. (New York: St.
by itself and convey any of the five sense sight, hearing, touch, smell, and taste.20
Besides, a descriptive paragraph explains what something looks, sounds, feels,
smell, or tastes like.21 According to Langan ―the main purpose of a descriptive
essay is to make readers see--or hear, taste, smell or feel–what you are writing
about.22
Fink, et.al give the opinion about function of descriptive itself, whereas, the purpose of description is to present the reader with a picture of a person,
subject, or setting. Therefore, as a reader of description, we should take a note of
some elements of description as follows23:
1. Concrete details. A concrete detail is a specific description that
supports, reflects, or expands a writer’s attitude or purpose.
2. Images. An image is a concrete, literal (real and actual) description of a person, physical object, or sensory experience that can be known through one of the five senses (sight, sound, taste, smell and touch). 3. Similes. Simile is a comparison, using like or as, between two objects.
The comparison is between two things essentially different yet similar in one aspect.
4. Metaphors
5. Connotative Language
3. Kinds of Descriptive
Descriptive writing will be written if they want to describe something such
as places, people, or other objects24. Related to the differences of the objects that
the writer wants to describe about them, Ellis classifies three different kinds of
descriptive writing.25
20
S.H. Burton, J.A. Humphries, Mastering English Language, (New York: Palgrave, 1992), p. 180.
21
Barbara Fine Clouse, The Student Writer, (New York: McGraw Hill, 2008), p. 40.
22
Langan, Jhon, College Writing skill, (New York: McGrawHill, 2005), p. 174.
23
Lila Fink, et al. A Text for Writing and Reading, (Boston: Little, Brown and Company, 1983), p. 41.
24
Sandra McKey, Fundamental of Writing for a Specific Purpose, (London: Prentice Hill, 1983), p. 17.
25
Barbara Lenmark Ellis, How to Write Successfully in High School and College, Fourth
13
a. Description of Object
Sandra McKay argued that the best way to make the description of an
object or a thing is by describing the physical characteristics of an object or a
thing to point or to show the picture of it.
Example: Guitar
My most valuable possession is an old, slightly warped blond guitar--the first instrument I taught myself how to play.
It's nothing fancy, just a Madeira folk guitar, all scuffed and scratched and finger-printed. At the top is a bramble of copper-wound strings, each one hooked through the eye of a silver tuning key. The strings are stretched down a long, slim neck, its frets tarnished, the wood worn by years of fingers pressing chords and picking notes. The body of the Madeira is shaped like an enormous yellow pear, one that was slightly damaged in shipping. The blond wood has been chipped and gouged to gray, particularly where the pick guard fell off years ago.
No, it's not a beautiful instrument, but it still lets me make music, and for that I will always treasure it.
b. Description of Place
Related to the description of places, McKay stated that the best way to
describe a place is to show someone the actual place or take a picture of it or just
give the characteristics of place.
Example: MY HOUSE
I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time.
When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room.
My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored of reading, I usually play online games, chat with my friends via Facebook and so on.
Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need when I get hungry. It is pleasure when my mother cooks, the smell fills my whole house.
c. Description of People
The last kind of descriptive writing is about the description of people. The
people may be the favorite artists or idol, parents, or many other people that a
writer want to describe about them. In describing people, there are many
appearance features that can be described like their face, hair, color of hair,
clothes, skin, and body shape. however, we do have to mention about every single
detail about the people appearance. It is just important to focus on one or two
striking features that convey something about the person’s character. The example
of descriptive writing about a person is as follow:
My mother
My mother is a beautiful person. She is not tall but not short, and she has curly hair and brown hair. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight is 120 lbs.
She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She loves being in the Church, and she loves sing and dance too.
She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messes.
She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or when I wake up or when I am going to go to some places, she always gives me a kiss, and when the family have a problem she always be with us to help us and to give us all her love.
C.
Mind Mapping Technique
Mind Mapping is a simple technique for drawing information in diagrams,
instead of writing it in sentences. It is a tool that helps students recalling and
15
1. Concept of Mind Mapping
Mind Mapping was developed by world-famous brain power expert Tony
Buzan26. He is an education specialist of English Language, Math, and science
from the University of Columbia, England. Mind mapping is a visual tool used to
organize and relate themes or objectives. Buzan asserts that mind maps that
incorporate pictures and different colors bring ideas to life. A good mind map
shows the overall structure of the topic or problem and lines and pictures.27
Mind Map is a way to make a creative and effective of note-taking, and it
can generate the ideas. In other words, Mind Map defines as a highly effective
way of getting information in and out of your brain. Mind Map using colors and
picture to help use your imagine and your way to draw mind map, with the words
or the pictures that in a lines or branches will help your memory to make
association.28Bill Lucas stated in his book: Power Up Your Mind ―Mind Map is a way of visualizing thought”.29Miller states on his book ―
Motives for writing‖ that mind mapping (sometime called clustering or webbing) is a way of visually
analyzing the part of the subject. ―30
According to Michael Michalko in Buzan (2008) mind mapping is an
alternative thinking of brains toward linear thinking. Mind map is a powerful
graphic technique and become a universal key to unlock the potential of the entire
brain, because using all the skills contained in the neo-cortex of the brain or better known as the left brain and right brain. Based on the statement, it is clearly
stated that mind mapping helps students to use their brain as good as possible.
They can easy to get information and remember it.
26 Tony Buzan, Barry Buzan, The Mind Map Book, (London: BBC Worldwide limited, 1993), p. 1.
27
Joanne M. Tucker, Gary R. Armstrong, and Victor J. Massad, Profiling a mind map user: a descriptive appraisal. Journal of Instructional Pedagogies.
28
Tony Buzan, Buku Pintar Mind Map, (Jakarta: PT. Gramedia, 2008). P. 20
29
Bill Lucas, Power Up Your Mind, (London: Nicholas Brealey Publishing, 2001), p. 123.
30
2. Function of Mind Mapping
Mind Mapping can help people in many aspects of life. Tony Buzan stated
that we can use mind-maps for planning, communicating, being more creative,
saving time, problem-solving, remembering, faster learning and so on.31 On the
other hand, Mind mapping has the function in developmental in teaching and
learning activity, especially in teaching writing descriptive text in the junior high
school. According to Tee et.al there are the following function or useful of mind mapping32 :
1) Brainstorming – individually and as a group.
2) Summarizing information, and note-taking.
3) Consolidating information from different research sources.
4) Thinking trough complex problems.
5) Presenting information in a format that shows the overall structure of your
subject.
6) Studying, retaining and recall information.
7) Promotes meaningful learning instead of memorization.
3. Procedure of Mind Mapping
To make a mind map, Bill Lucas stated that turn a piece of paper through
90 degrees so that its shortest side is vertical. Put the title of your map or a picture
in the center and draw an oblong around it. Pick it out the main topics or headings
of whatever you are mapping. Draw lines out from your central oblong toward the
edge of the page and label the line as you do it. The draw the smaller lines, like
branches of the trunk of a tree, from each of your main lines. You can also create
twigs off the branches if you think of something else that is part of a branch. Once
the basic shape of the map is taking place, you can also annotate the map with
colors, question marks, and underlining-anything that helps you make
31
Tony Buzan, Buku Pintar Mind Map, (Jakarta: Gramedia Pustaka Utama, 2005), p. 6
32
Tee. T.K. et al., Buzan Mind Mapping : An efficient Technique for Note-Taking,
17
connections33. Tony Buzan and Barry Buzan stated in their book The Mind Map Book that the mind mapping uses color and pictures to help constructing your imagination with your style in making mind mapping. Words or pictures, which
are in the curvy lines or branches, will help the students’ memory to make
associations.
4. Advantages and Disadvantage of using Mind Mapping
Bill Lucas states, ―I also find that mind map is useful as a method of
capturing my thoughts when I am writing an article or preparing a speech‖34. On
the other hand, Mind Mapping has a benefit. Especially in teaching and learning
there are:
a. They automatically inspire interest in the students, thus making them more
receptive and cooperative in the classroom.
b. They make lessons and presentations more spontaneous, creative and
enjoyable, both for teacher and the students.
c. Rather than remaining relatively rigid as the years go by the teacher’s note
are flexible and adaptable. In these times of rapid change and
development, the teacher needs to be able to alter and add to teaching
notes quickly and easily.
d. Because mind maps present only relevant material in a clear and
memorable form, the students tend to get better marks in examinations.
e. Unlike linear text, mind maps show no just the fact but the relationship between those facts, thus giving the students a deeper understanding of the subject.
f. The physical volume of lecture notes is dramatically reduced.
g. Mind maps are especially useful for children with learning difficulties,
particularly dyslexia. By freeing the child of the ‘tyranny of semantic,
33
Bill Lucas, Power Up Your Mind, (London: Nicholas Brealey Publishing, 2001), p. 123.
34
which often accounts for 90% of the difficulty, the mind map allows the
child a far more natural, complete and accelerated selfexpression.35
While, the disadvantages of mind mapping are such as follows:36
a. Mind Mapping needs a lot of time in organization.
b. Mind Mapping has difficulties to allocate the time.
c. Mind Mapping needs many times to find an effective keyword.
D.
Thinking Framework
Writing is an activity or process in delivering information or message.
When someone is writing, he or she has to convey the message as clear as
possible as if the reader is in front of him or her.
In Indonesia, actually, English has become compulsory subject taught from
Secondary School (SMP) up to Senior High School (SMA). IN Junior High school, students learn several kinds of writing. One of those writing is descriptive writing.
Descriptive writing is a text, which describes a person, object or place.
Based on the description above and based on writer’s observation, at the seventh grade students of Junior High School at MTs. Yayasan Matla’ul Anwar
Nurul Kamal Bogor, she found that students still face some difficulties in generating the ideas and composing their writing especially descriptive writing.
To solve this problem, the writer thinks that mind mapping technique can
be good technique to help students on their writing especially writing descriptive
text.
Mind mapping is an image or a diagram, that represent words or ideas
linked with a central keyword. This technique could be away that stimulate the
students to write descriptive writing easily because they will have opportunity to
make colorful pictures, lines, symbols, or signs to help them remember the word
or the facts in their mind maps. So, every student will not feel bored in writing
their descriptive writing. Mind mapping leads the student to organize their ideas
35
Buzan, Tony, The Mind Map Book, (London: BBC Worldwide limited, 1993), pp. 191—192.
36
19
easily because it supplies the ideas in brainstorming. Mind mapping can also
stimulate the brain to generate vocabulary.
E.
The Previous Relevant Studies
1. The research paper by the title ―Developing Students’ Writing Skill of
Descriptive Text By using Mind Mapping Strategy (a Classroom Action
Research at the Seventh Grade Class VII.A, SMP Al-Fajar Kedaung, Tangerang Selatan)‖ written by Neneng Qofiah. The researcher would like to know whether mind mapping strategy improve students’ writing skill of
descriptive text at the seventh grade Class VII.A, SMP Al-Fajar Kedaung. The result of her research shows that her Classroom Action Research is
successful. It means that mind mapping can improve students’ writing score and students’ descriptive text. Mind mapping also improve the
students’ creative thinking and interaction each other.
2. ‖Teaching Writing Descriptive Text by using Mind Mapping‖ written by
Nila Putri from University of Bung Hatta. Her paper aims at describing
teaching writing descriptive text by using mind map. In conclusion, her
research, she stated that in the case, to make writing process easy, the
teacher can use a technique or method that can make the student’s interest
in learning process. By using mind map as a teaching method, the teacher
can ask the students to describe someone based on the mind map or
method that has been given by teacher.
3. ―Teaching Descriptive Text through Mind Map Technique at the Seventh
Grade Students of SMPN 1 Mande Cianjur‖ by Lia Marlina from English Education Study Program of STKIP Siliwangi Bandung. In that research,
the objective is to find out whether or not teaching descriptive text through
mind map technique was effective to increase students’ writing
comprehension ability at the seventh grade students of SMPN 1 Mande and the other purpose is to find out the advantages and disadvantages
teaching genre of texts especially descriptive text through mind map. The
the seventh grade students of SMPN 1 Mande Cianjur can improve
20
CHAPTER III
RESEARCH METHODOLOGY
A.
Research Method and Design
1.
Research Method
The method of this research was quasi-experimental research.
Quasi-experimental research is also called post hoc, or after the fact, research because
the actual research take place after the assignment of groups. Because assignment
has already taken place, the researcher has a high degree, but not the highest
degree, of control over the cause of whatever effects are being examined.1
Quasi-experimental research by using pre-test and post-test control group design used in
this research. The research is categorized as a quasi-experimental research about
the effect of mind mapping technique on students’ writing of descriptive text. In
quasi experimental research, the writer not give a random assignment as in true
experimental research because randomly assigning to two groups would disrupt
the classroom learning.2 Quasi-experimental studies also focus on cause and
effect, but they use pre-assigned groups. It focused on treatment and outcome.
2.
Research Design
In addition, the pretest-posttest, nonequivalent control group design was
chosen in this experimental research. Only two groups were required, an
experimental group and a control group, for the design its simplest form3. It
means that the treatments of the research are conduct through the implementation
of two different methods or techniques in two different classes: experiment class
and controlled class. There is Table 3.1 to make the explanation easier:
1
Salkind, Neil J, Exploring Research: Seventh Edition, (New Jersey: Pearson Education, Inc, 2009), p. 14.
2
John W. Crasswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Boston: Pearson Education. Inc.,. 2009.). p. 313.
3
Table 3.1
Pretest-Posttest Nonequivalent Control Group Design
Group Pretest Dependent variable Posttest
C X1 Treatment X2
D Y1 - Y2
The table 3.1 shows there were different treatments between experimental and
controlled class. The experimental class was taught by Mind Mapping technique
and the controlled class was taught without by using Mind Mapping Technique.
B.
Place and Time
This research was conducted at MTs. Yayasan Mathla’ul Anwar Nurul Kamal (YAMANKA). This school is located on Jl. LETKOL Atang Sendjaja, Bantar Sari, Rancabungur, Bogor. This research was carried out for 2 month in January-February 2015.
C.
Population and Sample
1. Population
The population of the research was the seventh grade students. It was
consist of 4 classes and 112 students. Each class consists of less than 25 students,
starting from 7A up 7D.
2. Sample
This research used purposive cluster sampling to determine the sample.
Based on the English teachers’ suggestion, the research should be conducted at the seventh grade of class 7C and 7D, MTs. Yayasan Matla’ul Anwar Nurul Kamal (YAMANKA), in first grade of academic year 2014/2015. Each class has 25 students, so total of students is 50 students. In conclusion, the experiment is will
be done in two classes, and which, 7C as the Experiment Class and 7D as the
22
D.
Instrument of the Research
The instrument of this research was a written test. It used to know how
well the students already mastered in learning writing of descriptive text also to
prove the effect of mind mapping technique on students’ writing of descriptive
text.
E.
The Technique of Data Collecting
The techniques used in collecting data of this research were as follows:
1. Pre-test
The pre-test was given to the students for both experimental and controlled
class in the beginning of attending 7C and 7D to know the students’ basic
knowledge of the material that will be taught.
2. Post-test
The post-test was given to both experimental and the controlled class after the
treatment finished. The writer applied mapping technique for experiment class and
applied conventional technique for control class. Then the writer compared the
result of the two classes.
F.
The Technique of Data Analysis
The last step of this research was data analysis. In analyzing the data taken
from both classes (experimental class and controlled class), the writer used
analytical scoring rubric. The Analytical scoring was adopted from Hughes used
in this research to analyzing the data related to students’ test of writing ability.
There are five components presented in the analytical scoring rubric for writing,
they consist of grammar, vocabulary, mechanics, fluency and form (organization).
The following table was the analytical scoring rubric used in analyzing the
students’ paragraph writing:4
4
Table 3.2
Rubric for Assessing Students’ Writing Adopted from Hughes Components of writing Scores Indicators
Grammar
6
Few noticeable errors of grammar or word
order
5
Some errors of grammar or word order
which do not, however, interfere with
comprehension
4
Errors of grammar and word order fairly
frequent; occasional re-reading necessary
for full comprehension.
3
Errors of grammar and word order
frequent; efforts of interpretation
sometimes required on reader’s part.
2
Errors of grammar and word order very
frequent; reader often has to rely on own
interpretation.
1
Errors of grammar and word order so
severe as to make comprehension virtually
impossible.
Vocabulary
6
Use of vocabulary and idiom rarely
distinguishable from that of educated native
writer
5
Occasionally uses in appropriate terms or
relies on circumlocutions; expression of
ideas hardly impaired.
4
Uses wrong or inappropriate words fairly
frequently; expression of ideas may be
24
Components of writing Scores Indicators
Vocabulary
3
Limited vocabulary and frequent errors
clearly hinder expression of ideas.
2
Vocabulary so limited and so frequently
misused that reader must often rely on own
interpretation.
1
Vocabulary limitations so extreme as to
make comprehension virtually impossible.
Mechanics
6
Few noticeable lapses in punctuation or
spelling.
5
Occasional lapses in punctuation or
spelling which does not, however, interfere
with comprehension.
4
Errors in punctuation or spelling fairly
frequent; occasional rereading necessary
for full comprehension.
3
Frequent in punctuation or spelling; lead
sometimes to obscurity.
2
Errors in spelling or punctuation so
frequent that reader must often rely on own
interpretation.
1
Errors in spelling and punctuation so severe
as to make comprehension virtually
impossible.
Fluency (style and ease
of communication)
6 Choice of structures and vocabulary
consistently appropriate; like that of
Components of writing Scores Indicators
Fluency (style and ease
of communication)
5
Occasionally lack of consistency in choice
of structures and vocabulary, which does
not, however, impair overall ease of
communication.
4 ‘Patchy’, with some structures and
vocabulary items noticeably inappropriate
to general style.
3
Structures and vocabulary items sometimes
not only inappropriate but also misuse;
little sense of ease of communication.
2
Communication often impaired by
completely inappropriate or misused
structures and vocabulary.
1
A ‘hot-potch’ of half-learned misused structures and vocabulary items rendering
communication almost impossible.
Form (Organization)
6 Highly organized; clear progression of idea
well linked; like educated native writer.
5
Material well organized; links could
occasionally be clearer but communication
not impaired.
4 Some lack organization; re-reading
required for clarification of ideas.
3
Little or no attempt at connectivity, though
reader can deduce some organization.
2 Individual may be clear, but very difficult
to deduce connection between them.
1 Lack of organization so severe that
26
Nilai = � � ℎ � � � �
30
x 100
The writer uses T-test formula as a technique of data analysis in this research.
It used to seek the significance differences of students’ scores by using the
different method. The formula is as follows5:
�
�=
���� −�−�The process of T-test is as follows:
1. Determining mean of gained score of experiment group, with the formula:
� 1 =
1
2. Determining mean of gained score of controlled group, with the formula:
� 2 =
2
3. Determining the Standard Deviation of the experiment group, with the
formula: SD1 = 2 1
4. Determining the Standard Deviation of controlled group, with the formula:
SD2 =
2
2
5. Determining the Standard Error Mean of experiment group, with the formula:
� 1 = � 1
1−1
6. Determining the Standard Error Mean of controlled group, with the formula:
� 2 = � 2
2−1
7. Determining the difference of standard Error between Mean of experiment
group and control group, uses formula as follow:
� 1− 2= � 1 2+�
2 2
8. Determining �� :
��= � 1 − 2 1− 2
9. Determining t-table in significance level of 5% with degree of freedom (df): �� = ( 1+ 2 )− 2
Note:
Variable X: Descriptive writing by using Mind Mapping technique
Variable Y: Descriptive writing without Mind Mapping technique
M1 : Mean of the gained score of variable X
M2 : Mean of the gained score of variable Y
SD1 : Standard Deviation of variable X
SD2 : Standard Deviation of variable Y SE 1 : Standard Error of Mean variable X
SE 2 : Standard Error of Mean variable Y
N : Total of the students
df : degree of freedom
G.
Statistical Hypotheses
H0:
µ
1=µ
2: The alternative hypothesis (Ha) is rejected and the null hypothesis(H0) is accepted.
Ha:
µ
1 ≠µ
2: The alternative hypothesis (Ha) is accepted and the nullhypothesis (H0) is rejected.
Note:
28
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A.
Research Finding
1. Data Description
The Data description shows or describes the collected data – those are
students’ scores in pretest and posttest. There are tables of the score differences of
pretest and posttest of both classes to get the gained scores before doing further
[image:42.595.110.516.190.765.2]calculation.
Table 4.1
Student Score Experiment Class
Student ( N ) Pre test Post test Gained score
S1 47 66 +19
S2 23 66 +43
S3 47 93 +46
S4 27 76 +49
S5 24 83 +60
S6 47 63 +16
S7 43 80 +37
S8 33 76 +43
S9 23 63 +40
S10 40 73 +33
S11 33 67 +34
S12 50 90 +40
S13 23 73 +50
S14 40 66 +20
S15 30 83 +50
S16 23 90 +67
Student ( N ) Pre test Post test Gained score
S18 27 76 +49
S19 27 60 +33
S20 23 80 +47
S21 37 80 +43
S22 43 73 +30
S23 40 73 +30
S24 53 76 +23
S25 23 70 +47
N=25 863 1893 1009
[image:43.595.110.513.110.750.2]M= 34.52 M= 75.72 40.36
Table 4.2
Student Score Control Class
Student ( N ) Pre test Post test Gained score
S1 20 63 +40
S2 30 66 +33
S3 23 40 +17
S4 37 70 +33
S5 33 50 +17
S6 36 73 +37
S7 40 73 +33
S8 33 63 +30
S9 37 60 +23
S10 33 73 +40
S11 33 63 +30
S12 20 50 +30
S13 43 73 +30
S14 27 60 +33
30
Student ( N ) Pre test Post test Gained score
S16 30 53 +23
S17 30 66 +36
S18 33 63 +30
S19 20 60 +40
S20 27 50 +23
S21 23 66 +43
S22 27 66 +39
S23 23 40 +17
S24 20 60 +40
S25 30 43 +33
N= 25 748 1510 776
M= 29.92 M= 60.64 31.04
2.
Data Analysis
Based on the pre-test and post-test result scores of both experimental and
controlled classes, the writer used some formulations to know the “t” value by
using the degree of significant level 5% and to know the significant effect of using
mind mapping technique on students’ writing of descriptive text.
First of all, the writer determined the mean of X or experimental class and
Y or controlled class. To determine the mean of X by using this formula:
M1 =
1
=
1009
25 = 40.36
Meanwhile, the writer also determined the mean of Y or controlled class
by using the following formula:
M2 =
2
=
776
25 = 31.04
To make clearer, the writer provided the table 4.3 to show the result of
Table 4.3
The Calculation Result of both Experimental and Controlled Classes No. X Y x(X-M1) y(Y-M2) x2 y2
1. +19 +40 -21.36 8.96 456.2496 80.2816
2. +43 +33 2.64 1.96 6.9696 3.8416
3. +46 +17 5.64 14.04 31.8096 197.1216
4. +49 +33 8.64 1.96 74.6496 3.8416
5. +60 +17 19.64 14.96 385.7296 197.1216
6. +16 +37 -24.36 5.96 593.4036 35.5416
7. +37 +33 -3.36 1.96 11.2896 3.8416
8. +43 +30 2.64 -1.04 6.9696 1.0816
9. +40 +23 -0.36 -8.04 0.1296 64.6416
10. +33 +40 -7.36 8.96 54.1696 80.2816
11. +34 +30 -6.36 -1.04 40.4496 1.0816
12. +40 +30 -0.36 -1.04 0.1296 1.0816
13. +50 +30 9.64 -1.04 92.9296 1.0816
14. +20 +33 -20.36 1.96 414.5296 3.8416
15. +50 +26 9.64 -5.04 92.9296 25.4016
16. +67 +23 26.64 -8.04 709.6896 64.6416
17. +60 +36 19.64 4.96 385.7296 24.6016
18. +49 +30 8.64 -1.04 74.6496 1.0816
19. +33 +40 -7.36 8.96 54.1696 80.2816
20. +47 +23 6.64 -8.04 44.0896 64.6416
21. +43 +43 2.64 11.96 6.9696 143.0416
22. +30 +39 -10.36 7.96 107.3296 63.3616
23. +30 +17 -10.36 14.04 107.3296 197.1216
24. +23 +40 -17.36 8.96 301.3696 80.2816
25. +47 +33 6.64 1.96 44.0896 3.8416
32
After determining the mean of both experimental and controlled class (X
and Y), to determine the Standard Deviation of experimental class (X) used a
formula as follow:
SD1 =
2
1
=
4097 .75
25 = 163.91 = 12.80
Meanwhile, to determine the Standard Deviation controlled class used a
formula as following:
SD2 =
2
2
=
1401 .42
25 = 56.06 = 7.49
Then, the result of both standard deviation (X and Y) the writer calculated
the Standard Error Mean of experimental class (X) uses a formula as follow:
� 1 =
� 1 1−1
=
12.80
25−1
=
12.804.90 = 2.61
Meanwhile, to determine the standard Error Mean of controlled class (Y)
used a formula as follow:
� 2 =
� 2 2−1
=
7.4925−1
=
7.494.90 = 1.53
After determining the standard deviation of both experimental and
controlled class, the writer calculated the difference of standard error between
mean of experimental class (X) and controlled class (Y), used a formula as follow:
� 1− 2 = � 1
2
+�
2
2
= 2.612+ 1.532
= 6.81 + 2.34
= 9.15 = 3.02
Then, the writer calculated tobserve:
��=
1 − 2 � 1− 2
=
40.36−31.043.02
=
9.32Finally, the writer calculated ttable in significance level of 5% and with
degree of freedom (df):
df = (N1 + N2) – 2
= (25 + 25) – 2
= 50 – 2
= 48
Based on the degree of freedom, the writer gained the t-table:
Degree of significance 5% = 1.67
From the calculation toward of pre-test and post-test of both experimental
and controlled classes, the result shows that the obtained score of experimental
class is higher than that of controlled class. Besides, the writer obtained the
comparison between to and tt for the degree of significance 5%:
Degree of significance 5%: to > tt = 3.09 > 1.67
The data which have been calculated by using t-test, based on the result
pre-test and post-test of both experimental and controlled classes is to prove the
research hypothesis as tentative assumption below:
1. If to > tt = the alternative hypothesis (Ha) is accepted and the null
hypothesis (H0) is rejected
2. If to < tt = the alternative hypothesis (Ha) is rejected and the null
hypothesis (H0) is accepted.
From the data calculation, it was obtained the value of to was 3.09 and the
degree of freedom (df) was 48. In this research, the writer used the degree of
significance 5% where the value of degree of significance 5% is 1.67.
By comparing the value to = 3.09 and ttable on the degree of significance
5% is 1.67, the writer made a conclusion of hypothesis that to was higher than
ttable, na
