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The Effect of Mind Mapping Technique on Students' Writing of Descriptive Text (A Quasi-experimental Study of the Seventh Grade of MTs. Yayasan Matla'ul Anwar Nurul Kamal Bogor in Academic Year 2014-2015

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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

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(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

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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

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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

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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

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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

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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.

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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.

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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.

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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

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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

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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.

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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.

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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

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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.

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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.

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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.

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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

(26)

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.

(27)

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

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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

(29)

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,

(30)

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

(31)

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

(32)

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

(33)

the seventh grade students of SMPN 1 Mande Cianjur can improve

(34)

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

(35)
[image:35.595.108.518.135.534.2]

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

(36)

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

(37)
[image:37.595.110.518.139.747.2]

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

(38)

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

(39)

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

(40)

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

(41)

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 null

hypothesis (H0) is rejected.

Note:

(42)

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

(43)

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

(44)

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

(45)
[image:45.595.111.513.147.754.2]

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

(46)

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

=

12.80

4.90 = 2.61

Meanwhile, to determine the standard Error Mean of controlled class (Y)

used a formula as follow:

� 2 =

� 2 2−1

=

7.49

25−1

=

7.49

4.90 = 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

=

40.36−31.04

3.02

=

9.32
(47)

Finally, 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

Gambar

Table 3.1 Pretest-Posttest Non-equivalent Control Group Design ……………. 21
Table 3.1
Table 3.2
Table 4.1 Student Score Experiment Class
+4

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