1 CHAPTER I
INTRODUCTION
1.1 Background of the Problem
According to Tiedt (1989 : 6), of all the language skill, writing is the most difficult; it is hard work. Writing needs hard thinking to produce idea, words, sentences, paragraph, and composition. Also, writing needs the right spelling, punctuation, word choice, and grammar. Therefore writing involves several components which have to be considered to make writing is not difficult while a learner is writing. In line, Richards and Renandya (2002 : 303) said that difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text.
2 The fundamental problems complained by the English teacher at SMP N 4 Cibeber on English language learning, students' writing ability is low, especially in the writing of the text, including descriptive text. It is indicated by the result of interview to the English teacher in preliminary research that the students‟ difficulties come from the weaknesses of students ability in generating ideas that would be written into form of descriptive text. Therefore, they did not have ideas what to write first. In addition, the text that written by the students usually only consists of 1 to 3 sentences. Secondly, the students had difficulty in making the relevant writing with the topic. Also, the students had difficulty in choosing the words due to lack of vocabulary. Thirdly, students still had low ability in integrating between sentences. Moreover, the students got difficulties in the using of spelling and punctuation.
Based on the researcher‟s observation while conducting preliminary research during teaching learning writing activity in the eight grade of SMP N 4 Cibeber-Lebak, the researcher found that many students at eight grade student of SMP N 4 Cibeber-Lebak had difficulty in writing descriptive paragraph. It was
proved by the result of the students‟ writing test in preliminary research. The
mean score of the students writing was 60.27, while the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 75.0. The result indicates that
the students‟ writing achievement was still low. Furthermore, the students had
3 and learning activities was monotonous. It made the students bored and the students had low participation in writing class. So, to make the students can produce descriptive paragraphs, there should be an effort to make writing class more interesting.
Based on the result of preliminary study, the researcher concluded that the factors that can causing the students low ability to write descriptive text was a factor of its own students and from classroom teacher as the English teacher. Causative factor of the students were students tend to be less able to imagine, express ideas, and then pour it into the form of descriptive text. The students also had not be able to arrange words into sentences and put them together into a complete descriptive text.
Next, the students were less pay attention to spelling and punctuation in writing descriptive text. Meanwhile, the factor that causes of the students had low ability to write descriptive text was the teacher lack of creativity in the use of tools or materials that can help students in the learning process. So, lack of the creativity of the teacher, it can make the students get difficulties in generating ideas, express ideas, even in making a complete descriptive text.
Knowing that there was a problem in teaching writing, the teacher has to find a good technique which is appropriate for his classroom. The technique should make the students more creative and be able to generate ideas in writing descriptive text, because creativity in writing descriptive text is needed. Otherwise, the teacher should have a good teaching strategy. One of the teaching strategies that could help the teachers to make students more creative to improve
4 Buzan (2004 : 17) said that mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. It is a learning strategy that can help students to facilitate their learning by generating and organizing the ideas about the topic they are going to write even in descriptive writing. So, by using Mind Mapping Strategy (MMS) can make students more imaginative and creative in writing class especially descriptive writing texts.
Mind Mapping is expected can make a positive atmosphere in the classroom. According to Buzan (2004 : 10) a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea. It can throw away time consuming notes because it shows the shape of topic, related ideas and concepts, and the relative importance of all the information.
Moreover, it could make students interested in teaching learning activity because it serves incorporated keywords, colors and images to make the student easier to generate their writing. This learning strategy is hoped can make students more active in writing class and can improve their ability in writing descriptive paragraph.
5 1.2 Identification of the Problems
Based on the background of problem in preliminary research, the researcher identify research problems as bellow:
1. What are the students difficulties in writing descriptive text?
2. How is the implementation of mind mapping strategy in improving students' descriptive writing ability?
3. How many students who like to write English?
4. How is students‟ writing descriptive text through mind mapping strategy? 5. What is the teacher‟s problem in teaching descriptive writing?
1.3 Limitation of the Problem
Based on identification of the problem stated above, the researcher focused on the process of the implementation of mind mapping strategy and students‟ improvement in learning process toward the implementation of mind mapping strategy in improving students‟ descriptive writing ability at the eighth grade of SMP Negeri 4 Cibeber.
1.4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulated the problem as follow:
1. How is the implementation of mind mapping strategy in writing students‟ descriptive text at the eighth grade of SMP Negeri 4 Cibeber?
6 1.5 Objective of the Research
Based on formulation of the problem above, the objective of the research aims to:
1. To describe the implementation of mind mapping strategy in writing students‟ descriptive text ability at the eighth grade of SMP Negeri 4 Cibeber.
2. To find out the students‟ improvement in writing descriptive text through the implementation of mind mapping strategy at the eighth grade of SMP Negeri 4 Cibeber.
1.6 Uses of the Research
The result of this research was intended to give contribution in teaching English both theoretically and practically.
1. Theoretically
a. The result of this research was expected to be a basic knowledge for further
research of mind mapping strategy in writing.
b.The result of this research was expected as reference to the other researcher who wants to study more about descriptive writing text by using mind mapping strategy.
2. Practically a. For the teacher
7 b. For the student
The result of this research was expected as a contribution for students in their way of learning how to develop descriptive writing.
1.7 Scope of the Research
In order to investigate more deeply, the researcher gave limitation on the subject and object of the research.
1.7.1 Scope of the Subject
The scope of the subject of this research was the students of SMPN 4 Cibeber-Lebak in eight B class that consists of 40 students (20 females, and 20 males) at the eighth grade in the 2013/2014 academic year.
1.7.2 Scope of the Object
The scope of the object of this research was teaching descriptive text by using Mind Mapping Strategy (MMS).
1.8 Operational Definitions
The following terms were frequently used in this research, so the writer
8 a. Writing
Hyland (2003:9) views that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views based on a topic.
b. Mind Mapping
According to Buzan (2004 : 10), a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea.
c. Descriptive Writing
Descriptive writing according to Wishon and Burks (1980:379), description reproduces the way things look, smell, taste, feel, or sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used create a visual image of people, places, even of units of time-days, times of day, or seasons.
1.9 Organization of the Research
This research will be organized into three chapters as follow: Chapter I : Introduction
9 Chapter II : Frame of Theories
It compasses underlying theories, which serve a basic for investigating the problem of study such as the notion of writing, the notion of descriptive , the notion of mind mapping and previous study.
Chapter III : Methodology
This chapter provides methodology of the research like research method and design, subjects of the research, time and place, research instruments, technique of collecting data, technique of analysis data, and research procedure. Chapter IV : Research Finding and Discussion
This chapter contains research finding, the introduction of the research, the implementation of pre cycle, the implementation of cycle I, the implementation of cycle II, the implementation of post cycle and discussion. Chapter V : Conclusion and Suggestion
10 CHAPTER II
FRAME OF THEORIES
2.1 The Notion of Writing
2.1.1 General Concept of Writing
Writing is one of the English skills that is considered more than medium of communication. In this sense, Rogers (2005 : 1) assumes writing is one of the most significant cultural accomplishments of human beings. It allows us to record and convey information and stories beyond the immediate moment. Writing makes word permanent and it can expand the collective memory of human beings from small store and the collective memory of our culture until produce writing as many as capacity of library. In addition, writing is a tool for clear thinking, for sharpening our awareness of the realities around us, for solving problems and shaping argument and for developing knowledge.
Rogers (2005 : 1) said that with writing, we can supplement our own memory. We can record much longer texts than we could ever hope to memorize. It indicate that writing more permanent to help us memorize every event. Writing also has unnatural advantage, such as time and vocabulary. Writing needs a long time to advance and it can be retrieved. Writing also has much broader vocabulary and permanent words than it is in the speech.
11 can be done through a written form. So, a particular message can be served in a written form.
2.1.2 Kinds of Writing
There are many kinds of writing. According to Sorenson (1992:38) there are many types of writing such as:
1. Advertising
Advertising, a lucrative, multimedia business, probably provides writers more opportunities for employment than virtually any other kind of writing except, perhaps, journalism.
2. Analogy
An analogy explain an idea by making a comparison. The analogy may explain how something works, how something looks, what something means. 3. Announcement
An announcement serves to let people know about significant events, meeting, policy changes, new information, forthcoming appearances.
4. Argument
To present an argument is to persuade someone to agree with you. 5. Autobiography
An autobiography is the story of the writer‟s life 6. Biography
A biography is the story of a life. It may vary in length from a paragraph to abook.
12 A comparison-contrast paper allows the writer to show similarities in otherwise unlike subjects and differences in otherwise similar subjects.
8. Description
Certain situations require papers that are completely descriptive. You may be asked to describe a setting or a microscopic specimen. In addition, almost all papers require some description. For instance, how could a writer talk about the process by which something is made without describing the steps in the process? Cause-effect, comparison-contrast, definition, narration, literary analysis, analogy-almost anything you write may include description.
9. Directions
You may be asked to write directions that will explain how to do something or how to reach a destination.
10. Editorial
An editorial expresses an opinion. As part of the editorial page of a newspaper or magazine, the editorial differ significantly from news or feature articles.
11. Essay
The term essay refer to any short piece of writing that analyze or interprets something in a personal way.
12. Memorandum
13 In simple words, a narration (or narrative) tells a story. Sometimes narration is used as a means of development whereby a writer explains his purpose.
14. Opinion
The writer must somehow show she or he has examined all the fact, angles, possibilities,m and, as a result, has made a judgment or formed an opinion. 15. Persuasion
A persuasive or argumentative paper is used to convince. It may attempt to convince the reader to follow a certain course of action or accept a belief or position.
2.1.3 Process of Writing
14 incorporates the four basic writing stages: planning, drafting (writing), revising (redrafting) and editing, and three other stages externally imposed on students by the teacher, namely, responding (sharing), evaluating, and post-writing. The writing steps according to Iragiliati et al. (2007 : 2) there are five steps in writing process:
Step One: Prewriting (thinking about your topic)
Step Two: Planning ((organizing your material)
Step Three: Drafting (using your ideas and plans to write a first draft)
Step Four: Revising (improving the focus, content, and organization)
Step five: Editing (checking grammar, spelling, capitalization, punctuations, and word choices)
Based on those theories above, the simple process of writing consists of planning, drafting, editing and evaluating to make writing better.
2.1.4 Teaching Writing
15 (1989 : 2) said that contemporary thinking instruction perceives the process of writing as a total learning experience that includes what happens before the student writes (prewriting) and what happens after the students writes (postwriting). As the teacher, we have to know every students‟ activities when teaching writing process from begin till end. Here is an example model of teaching writing:
Figure 2.1 Tiedt Holistic Model for Teaching Writing (Tiedt, 1989: 3)
Based on the figure above, there are eight steps for teaching writing that should be considered by the teacher in teaching writing. The first step is oral language facility. In this step, the teacher gives instruction to the students to think and express the ideas what should they write first. The second step is writing fluency. In this step, the students have to write what they have thought and expressed into a text. The third step is narration story to tell with detail the story
Publication Editing Word Choices Sentence Building Exposition-Statement
16 of topic in the writing process. The fourth step is exposition statement to give the arguments of the writer. The fifth step is sentence building. In sentence building, the students must concern to make sentences into readable text. The sixth step is word choices. In the step of word choices, the students must choose appropriate words in writing process. The seventh step is editing. In editing process, the students checking grammar, spelling, capitalization, punctuations, and word choices to make sure that writing easy to understood. The last step is publication to publish the result of writing. Therefore, teaching writing is a complex system that every idea must be done step by step from oral language facility (begin) till publication (end) of writing process.
2.1.5 Good Writing
To make a good writing is not easy, it is needed free express an idea from writer. According to Sorenson (1996 : 12), the most important concept of writing is to have reached the point at which you are free to express your ideas without worrying about mechanical details, sentence structure and other formal writing techniques. It means that the writer should write down his/her ideas freely without depend on some rules. Stein (1976 : 2) stated that there are six elements of good writing. They are:
1. Clarity
Good writing is clear writing. It is plain. No one should have trouble
figuring out what you‟re trying to say. A sentence should have immediate impact
17 Some writing is like forgetting to turn off the water faucet. There‟s more than is needed. The best writing is concise; it say what it has to say and then stops. 3. Directness
Good writers do not mince words. They are direct and to the point. Understanding suffers when true meaning is wrapped in flowery packages.
4. Objectivity
Objective writing also disciplines the mind and sharpens writing skills. If you can present an idea clearly and meaningfully without forcing your own emotions on the reader, you have achieved a breakthrough in communicating. 5. Simplicity
Simplicity is the essence of good writing. Avoid long, complex explanations when simple ones will do. Ideas can often be broken down into their simplest parts for clearer understanding. By simple writing, I do not mean simplistic writing. Obviously, some topics require more complex treatment than
others. But it‟s also true that much writing is so engulfed in a fog of bloated
rhetoric that the reader is left dazed and uncomprehending. 6. Variety
18 2.2 The Notion of Descriptive
2.2.1 Kinds of Descriptive
Descriptive paragraph describe how something looks (a place, a thing, or a person). Based on the opinion above, Wishon and Burks (1980 : 379) stated that description reproduces the way things look, smell, taste, feel, or sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used create a visual image of people, places, even of units of time-days, times of day, or seasons.
Description is also a powerful strategy, one that allows the writer to
exercise a great deal of control over the reader‟s perceptions. In addition, it is a
strategy we use in our daily interaction. In our daily interaction, we may describe different kind of things, place, and person. In the line, Wishon and Burks (1980 : 379) stated that there are description of people, place and units of times.
1. Description of People
It is usually people who are interesting to readers. Their appearance is interesting, especially as it reflects personality. When description is mentioned, one tends to think mainly about adjectives and perhaps adverbs. Writer can tell
about the person‟s style of clothing, manner of walking, color and style of hair,
facial appearance, body shape, and expression.
2. Description of place
19
descriptive paragraph depends on the subject and the writer‟s purpose. To make
the paragraph more interesting, it can be added by a controlling idea that states an attitude or impression about the place being described. How places look, smell, and sound is important.
3. Description units of time
Descriptions of units of time are often used to established mood. Literature is full of descriptions of seasons, day and times of day. Notice how the description of a unit of time sets a certain mood, or emotional tone, in each of the following selections.
2.2.2 Purposes of Descriptive
20 rhetoric steps in simple short descriptive essay used fluent and accurate written language.
Wishon and Burks (1968 : 322) said that description gives sense impression, the feel, sound, taste, smell, and look of things. Emotions may be described, too feelings such as happiness, fear, loneliness, gloom, joy. They also add that description helps the reader, through his imagination, to visualize a scence or a person or to understand a sensation or an emotion. Therefore, the aim of description is to enable the reader what something looks like. It attempts to paint a picture with words. In this sense, the description also attempts to put the
reader directly in touch with the physical world within the readers‟ senses.
Description also helps the readers visualize a scene or a person and understand the related sensation or an emotion.
2.2.3 Linguistic Features and Generic Structure of Descriptive
Descriptive paragraph usually include the following linguistic features and generic structure. Descriptive often uses 'be' and 'have'. Tense which is often used is simple present tense. However, sometimes it uses Past tense if the thing to be described doesn't exist anymore (Mursyid, 2011 : 4). In line, Hammond (1992) cited in (Mursyid, 2011 : 4-5) described significant grammatical features as bellow:
Focus on specific participants (My English teacher, Andini's cat, My
favourite place)
21 Verbs of being and having 'Relational Processes'. (My mum is really cool,
She has long black hair)
Use of descriptive adjectives (strong legs, white fangs)
Use of detailed Noun Phrase to give information about the subject. (a very
beautiful scenery, a sweet young lady, very thick fur)
Use of action verbs 'Material Processes' (It eats grass, It runs fast) Use of adverbials to give additional information about behaviour (fast, at tree house)
Use of Figurative language (John is as white as chalk.)
Meanwhile, the generic structure of descriptive text consists of identification and description. Identification: Identifies phenomenon to be described. Description: describes parts, qualities, characteristics, etc (Hammond (1992) cited in Mursyid (2011 : 4).
In conclusion, the linguistic features and generic structure play significant role to sustain in producing a good description. For instance, through specific participant, it tells the readers exactly participant. Next, the use of adjective, it is relatively necessary to describe the characteristic and the phenomenon in order to get a vivid image. Hence, all of the linguistic features and generic structure are conveyed to construct vividly description.
2.2.4 Good Descriptive Writing
22 description, the details recreate a particular experience (for example: knowing a person, visiting a place, seeing an object). In line with that, Wishon and Burks (1968 : 323) said that good descriptions usually have three important qualities. They have well-defined dominant impresson, a clearly recognizable mood, and logical development.
1. Dominant Impression
The first sentence or even the first few words of a description may establish the dominant impression of the whole description. Succeeding sentences will then enforce and expand it by supplying further information and filling in details. In other words, the sentence which establishes the dominant impression usually serves as the topic sentence of the paragraph.
2. Mood
Often the dominant impression is a mood, a feeling, that goes beyond measurable physical appearances. Moods are feelings and emotions such as joy, happiness, fear, or anxiety.
3. Logical Development
23 2.2.5 Strategy in Descriptive Writing
To make writing descriptive text easier, the student and the teacher should have good strategy. That strategy can help the student and the teacher in writing descriptive text. According to Brown (2000:113), strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information.
Simon (1988 : 24) described the strategy for writing a description as bellow:
1. Observe your subject carefully. What is important about it? What do you notice first? Why? What details are most striking to you?
2. Take notes on these details. It may help to keep a dual-entry list: “objective” details on one side, “subjective” responses on the other.
3. Organize details into related areas so that your description can proceed logically.
4. Write a first draft.
5. Revise for precision, paying attention both to the details that you choose and the language that you use to describe them. Reading your description aloud, or having a friend read it, may help you to identify words that do not convey exactly the meaning that you intended.
The other, according to Wishon and Burks (1968 : 324) there are some steps that may be followed in writing descriptions:
1. Establish the point of view. Make it clear to the reader from whose point of view the thing is being described.
24 3. Give the details of description in logical sequence.
2.3 The Notion of Mind Mapping 2.3.1 Definition of Mind Mapping
Mind map is a strategy that is used in this research. According to Buzan (2004 : 10), a mind map is a colourful, visual form of note-taking that can be worked on by one person or a team of people. At its heart is a central idea or image. This is then explored by means of branches representing main ideas, which all connect to this central idea. So, it is a way for generating your ideas and it allows for greater creativity when recording ideas and information, as well as allowing the note-taker to associate words with visual representations.
25 2.3.2 Advantages and Disadvantages of Mind Mapping
Buzan (1993 : 232-233) stated that there are beneficial of Mind Mapping especially in teaching learning activity including:
1. They automatically inspire interest in the students, thus making them more receptive and co-operative in the classroom.
2. They make lesson and presentation more spontaneous, creative, and enjoyable, both for the teacher and the students.
3. Rather than remaining relatively rigid as the years a go by the teacher‟s notes 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.
4. Because Mind Maps present only relevant materials in a clear and memorable form, the students tend to get better mark in examination.
5. Unlike linear text, Mind Maps show not just the facts but the relationship between those facts, thus giving the students a deeper understanding of the subject.
6. The physical volume of lecture note is dramatically reduced.
Buzan (2000:81) adds the advantages of mind mapping as bellow: 1. Time saved by nothing only relevant words: between 50 and 95 per cent. 2. Time saved by reading only relevant words: more than 90 per cent of total. 3. Time saved reviewing Mind Map notes: more than 90 per cent of total. 4. Time saved by not having to search for Key Words amongst unnecessary
26 6. Essential Key Words made more easily discernible.
7. Essential Key Words juxtaposed in time and space, thus improving creativity and recall.
8. Clear and appropriate associations made between Key Words.
9. The brain finds it easier to accept and remember visually stimulating, multi-coloured, multi-dimensional Mind Maps, rather than monotonous, boring linear notes.
10. While Mind Mapping, one is constantly on the verge of new discoveries and new realisations. This encourages a continuous and potentially endless flow of thought.
11. The Mind Map works in harmony with the brain‟s natural desire for
completion or wholeness,replenishing our natural desire for learning. 12. By constantly utilising all its cortical skills, the brain becomes increasingly
alert and receptive, and confident in its abilities.
While, the disadvantages of mind mapping need a lot of time in organization, difficulties to alocate the time, need many times to find an effective keyword, too load the students.
2.3.3 Purposes of Mind Mapping
Buzan (2004 : 17) said that mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. Buzan (2004 : 34) adds that mind map give you control over all the information relating
to the problem, in a secure and stable framework, showing you the „big pictures‟
27 and integrated way. Mind Maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. Mind Maps may also aid recall of existing memories.
Concern with studying of writing, Mind Map can help to construct a written paragraph. The mind ideas of the center of Mind Mapping can be developed become paragraph. The paragraph can be made by write a topic sentence first to tell the reader about the mind idea. Then, sub-themes can be used in paragraph to give more detail information (supporting details). Buzan (2004 : 19) stated that mind map will liberate you from your mental rut in the workplace and will:
Help you solve problems Save you time
Help you to be more creative Clarify a situation
Help you to plan
Help you to communicate
Give you perspective on a situation Help you to remember
Help you to organize
2.3.4 Rules of Using Mind Mapping
Before we know about the rules of using Mind Map, let‟s see the materials that are needed to make Mind Map as follows (Buzan 2004 : 13):
28 Empty Paper
Minimum size A4 (21 x 29.7 cm)
2. Coloured pens, pencils or crayons Minimum color is three color
Use color variation like thick or thin.
3. Your Imagination The brain itself.
The leading authority on Mind Map is Tony Buzan. Buzan (2004 : 14-16) suggests the following basic rules for creating Mind Map:
1. Take a blank piece of paper and turn it on its side. This will give your Mind Map the room it needs to expand in all directions.
2. Draw an image in the centre of the page to represent your main idea. 3. Choose a colour and draw a curved branch from your central image.
4. Only use one word per branch, because a single word is better at triggering thoughts than phrase or sentences.
5. Draw sub-branches from your main branch, using words to develop the theme.
6. Draw pictures throughout when creating your Mind Map, the image will assist and prompt your imagination.
29 Here are example of mind map pictures:
Figure 2.2 Sample from ‘Happiness’ Exercise (Buzan, 2000 : 61)
30 2.4 The Previous Study
The research about mind mapping as a strategy in learning writing has been done by Niesa Novarina (2011) from State University of Malang entitled Implementing Mind Mapping Strategy to Improve the Writing Ability in Recount Text of The Eight Grade of SMPN 9 Malang. The result of her research show that there was an improvement on the students' score of writing especially in term of content and organization by using Mind Mapping Strategy (MMS). She compare with the result of preliminary study which there were no students passed the SKM (75.0), there were an improvement in the result of Cycle 1 and Cycle 2. There were 23.68% of students (5 students) who passed the SKM (75.0) in Cycle 1 and 86.84% of the students (33 students) in Cycle 2. In line with the students' writing performance, the students' participation in class was improved as well. More than 85% of the students (34 students) who raise their hands in every questions given by the researcher and participate actively in every instruction given by the researcher. In summary, the students were more active and possessed the motivation to write.
The other researcher that has conducted research by using mind mapping as a strategy in writing skill is Aisyah Karimatul Fajri (2011) from Sebelas Maret University, Surakarta entitled Improving Students’ Writing Skill By Using Mind Maps (A Classroom Action Research At The Tenth Grade of SMA Negeri 1 Boyolali In The Academic Year 2010/2011. The result of the research shows that
the students‟ writing skill has been improved after the implementation of Mind
31 score from 73.6 to 83.6. Based on the research findings, she concluded that Mind Maps is effective to teach writing.
32 CHAPTER III
METHODOLOGY
3.1 Research Method and Design
This research is a Classroom Action Research. Tomal (2010 : 10) said that
action research is a systematic process of solving educational problems and
making improvements. A distinctive feature of action research is that those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seem likely to lead to improvement, and for evaluating the results of strategies tried out in practice (Nunan,1992: 17). So, the classroom action research conducted to solve problems in teaching and learning process in the class.
Muslich (2009 : 10) stated that the aim of Classroom Action Research (CAR) is to improve and enhance the quality of learning and help empower teachers in solving learning problems in school. In addition, action research will encourage the teachers to think about what they have to do in carrying out their duties. They will be critical toward what they have done without depending on universal theories that discovered by research scientists who often did not match with the situation and condition in the class.
33 Based on the explanation above, the researcher conclude that action research consists of cycles and each cycle has four steps such as planning, acting, observing and reflecting.
Here is a simple model of action research according to Hopkins (1992) cited in Muslich (2009 : 43) as below:
Plan Reflective
Action/ Observation
Revised Plan Reflective
Action/ Observation
Revised Plan Reflective
Action/ Observation
Hopkins (1992) cited in Muslich (2009 : 43) Figure 3.1
34 Meanwhile, if the method that used is not successful, the researcher should re-plan new action continuously till the method that will be used really successful.
Based on the model above, the cycle was started from the planning where the researcher had to decide and prepare the material and media for teaching learning process. After completing the preparation, the next stage was the implementation of the plan. While the researcher teaching, the observer monitored the teaching learning process by using the observation sheets and field notes. And the last stage in each cycle was reflection. The reflection was conducted after the action and observation finished. In this stage, the researcher and an observer discussed the aspect that relates to the research, for example students‟ responses. The result of reflection could be used to rearrange the second cycle and might be third cycle.
3.2 Subjects of the Research
35 3.3 Time and Place
This research was conducted in SMP N 4 Cibeber-Lebak-Banten at Jl. Pasir Kuray Km.04 Cisungsang-Cibeber-Lebak-Banten. The time of the research was showed as below:
Table 3.1 Schedule of the Research
No Activity Week
1 2 3 4 5 6 7 8 1 Arranging research instruments
2 Arranging schedule and materials 3 Preparing for class and media 4 Pre Cycle Test
5 Whilst Cycle *Cycle I *Cycle II 6 Post Cycle 7 Analysis
3.4 Research Instruments
36 To get the data for the research, the researcher used observation and writing test. In observation, the researcher used observation sheet and field note as the instrument of the research. Meanwhile, in writing test the researcher used descriptive writing test.
3.4.1 Observation
Faisal (1990) cited in Sugiyono (2008 : 226) stated that observation can be clasified into participant observation, overt observation and covert observation, and unstructured observation. In this case, the researcher used overt observation and covert observation to get the data about students‟ writing ability in learning process. The researcher in collection the data state bluntly to the data source that the researcher will do research. So the subject of the research know from the beginning to the end of the research activity. But in a moment researcher is also not overtly or covertly in the observations, it is to avoid that the data sought is when the data is still a secret. Possibility if done frankly, the researchers will not be allowed to make observations. Faisal (1990) cited in Sugiyono (2008 : 226).
The researcher used observation sheet and field notes to gather the data accurately.
3.4.1.1 Observation Sheet
The observer observed the teaching and learning process when the researcher conducted the research. All comments would be given during the observation and some of the comments to be developed into reflection. There is
students‟ observation sheet that is made by the researcher. And the function of
37 process. The researcher and observers also would give comments while students practice the task, their performance during the learning process.
Table 3.2. Observation Sheet
Day/Date : ………/………….. Cycle : ………...
Topic : ………... Meeting : …………
No Point of Observation Description of Observation 1. (Teacher)
Pre Teaching Whilst Teaching
Post Teaching 2. (Students)
Students‟ Participation
Asking Answering Responding
Students‟ Interest
3.4.1.2 Field Note
The field notes conducted during the teaching learning process by an observer. The observer wrote down all things that would happen in every meeting. The function of field notes is intended to remind all the activity in each meeting and cycle.
38 Table 3.3 Field Note
Learning Process
Day/Date : ………/………….. Cycle : ………….
Topic : ………... Meeting : ………….
Time Teacher’s Activity Students’ Activity
3.4.2 Writing Test
Test is a series of questions or exercises and other tools used to measure skill, knowledge intelligence, ability or talent possessed by individuals or groups (Arikunto, 2002 : 127). Test also intended to know the students‟s improvement in learning process. In this research, the researcher used writing test to know the
improvement students‟ writing ability before and after cycle ongoing process.
Test consists of pre-test before the cycle, and post-test one after cycle I, post test two in cycle II and post test three in the post cycle to show the students‟ improvement.
3.5 Technique of Collecting Data
39 3.5.1 Observing
Through observation, the researcher learn about behavior and the
meaning attached to those behavior (Marshall, 1995) cited in Sugiyono (2008 :
226). The observer is expected to analyze the teaching and learning process from the first cycle to the next cycle. The research consist of two cycles even more. Each cycle consists of three stages, which are planning, acting/observing, and reflecting.
3.5.2 Testing
Test is a series of questions or exercises and other tools used to measure skill, knowledge intelligence, ability or talent possessed by individuals or groups (Arikunto, 2002 : 127). The test is about descriptive text toward implementation mind mapping strategy (MMS) in improving students‟ descriptive writing ability.
The researcher used test as one of the more convenient methods of data collection.
Because teachers commonly administer tests, it is convenient for them to analyze
these data outside of the classroom. Testing is often a normal part of the teacher‟s
job, and the use of this data-collection technique can be easily performed as long
as it is appropriate for the given action research study.
The researcher used pre-test and post-test. Pre-tes was implemented in the
first meeting before the cycle ongoing process, meanwhile post-test was
implemented after each cycle and all the cycles had been finished. Pre-test and
post-test were conducted to show the students‟ writing improvement before and
40 3.6 Technique of Analysis Data
Data analysis has an important part in every cycle because it can be the source of reflection and discussion for planning the next cycle. The result of the data can answer the research questions: (1) How is the implementation of mind mapping strategy in students‟ writing descriptive text? and (2) How is the improvement of students‟ writing descriptive text through mind mapping strategy?. To find out the students‟ improvment from cycle to cycle by using mind mapping strategy (MMS) in teaching descriptive writing, the data collection was analyzed in two ways. They are qualitative analysis, and quantitative analysis.
3.6.1 Qualitative Analysis
Miles and Huberman (1984) cited in Sugiyono (2008 : 246) said that activity in qualitative data analysis is conducted continuously until complete, so the data is already saturated. Activity in the analysis of data such as: data reduction, data display, and conclusing drawing/verification. In qualitative analysis, the researcher used data reduction, data display, and conclusing to analysis data of the research.
1. Data Reduction
41 Data reduction used to analyze the data from observation. The researcher had to summarize and focus on the important data that had been reduction, so it can gave clear descriptions and easy the researcher to collect the data.
2. Data Display
After data reduction, the next step is data display. In qualitative analysis, data display can be done in brief essay, chart, and correlation among categories. In this case, Miles and Huberman (1984) cited in Sugiyono (2008: 249) stated that the most frequent form of data display the data for qualitative research in the past has been narrative text. Through data display, the researcher will be easier to understand what will happen, and make a plan for the next data. Miles and
Huberman (1984) cited in Sugiyono (2008 : 249) argued that “looking at displays
help us to understand what is happening and to do some thing further analysis or caution on that understanding”.
3. Conclusion Drawing/Verification
42 3.6.2 Quantitative Analysis
Quantitative analysis was needed to show the students‟ writing score
improvement from cycle to cycle. The researcher used the following formula to calculate the mean of the pre test in pre cycle and post test in post cycle. The formula like below:
x X
N
X = the mean
x
= total students‟ scoreN = total number of students
43
Scoring Rubric for Writing Test Assessment ESL COMPOSITION PROFILE
STUDENT DATE TOPIC
SCORE LEVEL CRITERIA COMMENTS
30-27
EXCELLENT TO VERY GOOD: knowledgeable *substantive* thorough* development of thesis *relevant to assigned topic.
26-22
GOOD TO AVERAGE: some knowledge of subject *adequate range *limited development of thesis *mostly relevant to topic, but lacks detail. substantive *not pertinent *OR not enough to evaluate.
20-18 EXCELLENT TO VERY GOOD: fluent expression * ideas clearly stated/supported *succinct *well-organized *logical sequencing *cohesive.
17-14 GOOD TO AVERAGE: somewhat choppy *loosely organized but main ideas stand out *limited support *logical but incomplete
20-18 EXCELLENT TO VERY GOOD: sophisticated range *effective word/idiom choice and usage *word form mastery *appropriate register.
17-14 GOOD TO AVERAGE: adequate range *occasional errors of
word/idiom form, choice, usage but meaning not obscured.
13-10 FAIR TO POOR: limited range *frequent errors of word/idiom
form, choice, usage *meaning confused or obscured.
9-7 VERY POOR: essentially translation *little knowledge of English
vocabulary, idioms, word form, *OR not enough to evaluate.
44
25-22 EXCELLENT TO VERY GOOD: effective complex constructions *few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions
21-18 GOOD TO AVERAGE: effective but simple constructions *minor problems in complex constructions *several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.
17-11 FAIR TO POOR: major problems in simple/complex constructions *frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions *meaning confused or obscured.
10-5 VERY POOR: virtually no mastery of sentence construction rules *dominated by errors *does not communicate *OR not enough to evaluate.
5
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions *few errors of spelling, punctuation, capitalization, paragraphing.
4
GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.
3
FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing *poor handwriting *meaning confused or obscured.
2
VERY POOR: no mastery of conventions *dominated by errors of spelling, punctuation, capitalization, paragraphing, *handwriting illegible *OR not enough to evaluate.
TOTAL SCORE READER COMMENTS
Highest students‟ score : 100
Lowest students‟ score : 34
Jacobs et al. (1981) scoring profile cited in Weigley (2002 :116)
45 The researcher also used precentage formula to show the students‟ score percentage. The researcher would conclude if 85% of the all students in that class got score 75.0 or more, then the students were said capable and the strategy successful, but if the results show the students‟ score percentage is less than 85% of the students that got score 75.0, accordingly the strategy is less successful.
To show students‟ score percentage, the researcher used a formula as
below:
number of instrumental responses Percent = (100)
total number of responses
Hatch and Farhady (1982 : 43)
3.7 Research Procedure
In this part, the researcher explained the steps in collecting the data. To get the data, the researcher act as the teacher and a English teacher as the observer. The observer was expected to analyze the teaching and learning process from the first cycle to the next cycle. If the first cycle did not show any progress
in increasing students‟ writing ability, the researcher would act second cycle as
further research to fix the weakness and complete the first cycle. The second cycle had given any increased to the students, so the researcher did not need to conduct next cycle, and soon. But if the students did not have any progress yet in the second cycle, it was possible to add another cycle.
46 two cycles or more. Each cycle consists of three stages, which are planning, acting/observing, and reflecting.
3.7.1 Pre Cycle
In this stage, the researcher have conducted the collaborative activity with a collaborator/observer such as: (1) observing teaching techniques that used by English teacher before. (2) Identifying factors barriers and easiness in learning English by English teacher before. (3) Formulate alternative actions that implemented in learning English as an effort to improve students' ability in writing descriptive text. In addition, the researcher had taught for two meeting and gave writing test to get the background of the problem in this research. Then, the researcher identify the problem in teaching learning process to get problem solving in the research. After that, the researcher arranged a draft learning to improve students‟ writing descriptive text by using mind mapping strategy (MMS). In this stage also, the researcher gave a pre-test about writing descriptive text at the first meeting to show the students' writing ability before cycle and it
would be compared with the students‟ writing test in the post cycle.
3.7.2 Whilst Cycle 3.7.2.1 Cycle I 1. Planning
47 track, the media and also the task to support the teaching and learning activities. The lesson plans related to the School-Based Curriculum for eight class. Then, the researcher prepared the research instruments, such as observation sheet and field notes. The researcher also discussed the planning with the partner or observer. 2. Acting/Observing
Acting is the implementation of the plan. The researcher performs as a teacher accompanied by the English teachers as an observer. In this part, the researcher gave instruction and introduce a method to make students easier in descriptive writing. The activity started from greeting, checking students‟ attendance list and asking their news that day. Then had been continued by asking some questions that related to the topic, explain the topic, gave some exercises, and discussed the answer together.
While the researcher did the action, the observer collected data during the actions by filling observation sheet and field notes that cover general activity. The observer sat down at the back and watched the activity and gave their valuation about the teaching and learning process, especially when the students used mind mapping strategy in writing descriptive text in each cycle.
The researcher divided each cycle in acting into two meetings as below: a. First Meeting (2 x 40 minute)
48 Related to the goal of learning in action 1, the first meeting focused on learning to write simple descriptive text by using Mind Mapping Strategy (MMS) with themes and titles that have been determined by the teacher.
b. Second Meeting (2 x 40 minute)
Learning process in the second meeting was a continuation of the first meeting. If the first meeting was only preparing to write a simple descriptive text by using Mind Mapping Strategy (MMS), the second meeting was a reflection and analysis of student writing descriptive text.
The main activities of the student in this second meeting was to improve students' writing descriptive text at the first meeting. The activities was begun with the aim to inform the students to write descriptive text by using Mind Mapping Strategy (MMS) in an effort to motivate students. In this meeting, the learning process had been be done by exchanging descriptive writing students to other students and the teacher gave instructions to write down the things that should be corrected on the board. Then, the students rewrite the descriptive text by using mind mapping strategy into a good text.
3. Reflecting
49 3.7.2.2 Cycle II
1. Re-Planning
The researcher made a new plan for the second cycle based on the reflection results in cycle 1. The researcher re-plan the teaching learning process to sharpen the things that were right in cycle 1. The researcher rearranged again mind mapping strategy to fix the problem that founded in cycle 1. Thus, the problem in action 1 can be addressed immediately.
In this stage, the researcher changed the theme of the descriptive text and made a new lesson plan. It was intended to make the students and teacher more interesting in teaching learning process. Meanwhile, on the implementation of cycle 2, the action plan based on the results of the reflection in cycle 1 and it had been realized in 2 meetings.
2. Acting/Observing
According to the planning of cycle II, the researcher used the same technique as similar as in cycle I but the theme in this action was changed. If in the first cycle the theme was about people, meanwhile in the second cycle the
theme about pets. It was replaced based on the students‟ choice. In the first and
50 The differencies the activity in the cycle II was if in the cycle I the teacher explained and made the text of mind mapping concept by ownsefl, but in the cycle II the teacher involved the students to write down the text and mind mapping
concept in the white board by themselves. It was done to make the students‟ more
understandable and participated actively.
During the action, the observer monitored the students‟ activity that had happened in the actions. The observer monitored the teaching learning process by filling the observation sheet and field notes.
In the second cycle, the researcher also divided into two meeting as below: a. First Meeting ( 2 x 40 minute)
The first meeting in the cycle 2 focused on the students‟ descriptive text writing by using Mind Mapping Strategy (MMS) with the aspect of unity, cohesion, use of spelling, punctuation, content, use of vocabulary and the proper organization of the text in writing descriptive text.
b. Second Meeting (2 x 40 minute)
In the second meeting, the teacher continued of the first meeting. In this
meeting also, the researcher informed the weakness and strength about students‟
descriptive writing. In addition, teaching learning process was intended to improve and decrease deficiencies in the first meeting.
3. Reflecting
51 were a lot of deficiencies and did not show the expected improvement, the researcher would continue to the next cycle until the indicator was expected could be reached well. The success of indicator on cycle 2, if 85% of the students achieve the KKM.
3.7.3 Post Cycle
52 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
4.1 Research Finding
4.1.1 The Introduction of the Research
This research was Classroom Action Research (CAR). The researcher had done classroom action research at the eighth grade of SMP Negeri 4 Cibeber-Lebak. The classroom action research conducted to implement mind mapping
strategy to improve students‟ descriptive writing ability at the eighth grade of
SMP Negeri 4 Cibeber-Lebak. The researcher chose Mind Mapping Strategy (MMS) to help the students in increasing their descriptive writing. According to Buzan (2004 : 17), mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. It is a learning strategy that can help students to facilitate their learning by generating and organizing the ideas about the topic they are going to write even in descriptive writing.
The research was conducted from July 18th until July 30th, 2013. The research was implemented based on the schedule that had been arranged by the teacher. The teacher did the classroom action research into two cycles or four meetings. In doing this classroom action research, the researcher collaborated with English teacher of SMP Negeri 4 Cibeber-Lebak. In this case, the researcher as a teacher and the English teacher as an observer, his name is Suwandi, M.Pd.
53 subject of the research. It had 40 students (20 males and 20 females). It is located on Jl. Pasir Kuray Km.04 Cisungsang-Cibeber-Lebak-Banten.
Based on the result of observation in the preliminary study, the students had difficulties in generating ideas that would be written into form of descriptive text. Therefore, they did not have ideas what to write first. In addition, the text that written by the students usually only consists of 1 to 3 sentences. Then, the students had difficulty in making the relevant writing with the topic. Also, the students had difficulty in choosing the words due to lack of vocabulary. Furthermore, the students still had low ability in integrating between sentences. Moreover, the students got difficulties in the using of spelling and punctuation. From the observation in the preliminary study also the teacher just explained the materials, after that the students asked to do the exercise of writing. So, They needed strategy and media to encourage them in learning writing better.
In this section, the researcher would answer the research questions below: (1) how is the implementation of mind mapping strategy in writing students‟ descriptive text at the eighth grade of SMP Negeri 4 Cibeber?. And (2) how is the
improvement of students‟ writing descriptive text through mind mapping strategy
at the eighth grade of SMP Negeri 4 Cibeber?. This section divided into the implementation of pre cycle, cycle 1, cycle 2 and post cycle.
4.1.2 The Implementation of Pre Cycle
54 The mean score was 51.95. The highest score was 78 and the lowest score was 40. There were 4 students or 10% who got score around 70. But, there were 35 students or 87.5% who got score less than 70. It is only one student who got score 78 and passed KKM score (75).
The result of the pre test as follow: Table 4.1
Students’ Mean Score in Pre-test
Number of Students Total Score of Students Mean Score of Students
40 2077 51.92
Table 4.1 showed the students‟ pre-test score. The mean of students‟ pre
-test score was 51.92. The highest score was 78 and the lowest score was 40. It meant that the average score was still under KKM. Its score indicate that the
teacher and the students‟ activities in teaching learning process did not run well.
Furthermore, this score became the basic for the teacher to do classroom action
research and gave a new strategy in teaching writing to improve students‟
descriptive writing ability.
4.1.3 The Implementation of Cycle 1
55 1. Planning
Before the teacher did the cycle I, the teacher prepared lesson plan for two meetings, digital camera, teks, pictures of people, laptop, and questions. In
preparing the lesson plan, the teacher planed based on the students‟ writing
problems in the pre cycle test. Students‟ mean score in pre cycle test was 51.92.
Its score still was under KKM score. KKM score was 75. So, the teacher arranged the lesson plan to solve that problems by applying Mind Mapping Strategy
(MMS) in writing students‟ descriptive text. The teacher applied MMS in teaching
writing because according to Buzan (2004 : 17), mind maps can help you think creatively about anything, and thinking creatively is the way to achieve what you want. In writing descriptive text also the teacher and the students need creative thinking to create a good text. In this case, the teacher chose the theme about people to be described by students into descriptive text by applying MMS.
2. Acting/Observing
56 The process of teaching learning preceded by the teacher checked the students attendance list and gave motivation, brainstorming, instructional objectives (basic competence) in order to follow teaching learning process
seriously. The students gave attention to the teacher‟s explanation. After that, the
teacher asked to the students to mention text types that had already taught before. Moreover, the teacher asked to the students about characteristic, generic structure and language features of descriptive text.
To make the students more enthusiastic in teaching learning, the teacher gave an examples of descriptive text about people picture that had been prepared. The students read the text and discussed together. After that, the teacher gave strategy to write descriptive adjective before write sentences or text in form of
descriptive by applying MMS. The students paid attention to the teacher‟s
explanation and they asked some questions. Furthermore, the teacher and students discussed together. The students were given instruction by the teacher to write the important things of learning descriptive materials.
After that, the teacher gave exercise to the students about descriptive materials that had been prepared by the teacher. When students did the exercise, the teacher monitored the students activities. Then, the teacher asked to the
students to correct together the students‟ exercise. The teacher and students gave
assessment of students‟ exercise result. The teacher asked about students‟ problems in learning descriptive materials. Some students asked questions about
materials to the teacher. The teacher gave solution about students‟ problems in
57 planning in the next meeting. In addition, the teacher gave tasks to bring an example of descriptive text, coloured pens, pencils and crayons. Finally, the teacher and students closed the teaching learning process together.
The process of teaching learning activities in this meeting run well although some students did not participate actively. In this meeting, the students who asked questions were 11 students (27.5%), 18 students (45%) who answered the questions and 28 students (70%) who responded well.
The second meeting was conducted on Monday July 22nd, 2013 at 08.30 until 09.50 a.m. The process of implementation of the action I in the second meeting was continuous of the first meeting. The activities that undertaken by students at this second meeting almost same as the first meeting. If the process in the first meetings was preparation for writing descriptive sentence based on the words, phrases and mapping concepts, whereas at the second meeting the students were focused in making sentences into a descriptive text by applying MMS. The teacher allocated time 2 x 40 minutes for learning process in the second meeting.
The activity preceded by teacher checked the students‟ attendance list.
Then, the teacher asked the materials that had been taught before. The students
gave attention to the teacher. The teacher checked the students‟ task. After that,
the teacher gave example of descriptive text to the students and then discussed together. To make the students more understandable, the teacher explained how to make descriptive text easier by applying MMS based on the text given. The
students gave attention to the teacher‟s explanation. The teacher asked to the
58
teacher‟s explanation. Then, the students wrote the text based on the teacher‟s
explanation.
Before the teacher continued the teaching learning process, the teacher asked to the students about their difficulties in writing descriptive text. Some students gave respond to the teacher questions. Then, the teacher gave exercise of descriptive text. In this exercise, the students given instruction to arrange jumbled sentences and made descriptive text by applying MMS based on the picture given. Then, the teacher monitored the students activities in doing exercise. When the students did the exercise, the teacher gave instruction to ask questions if they did not understand of the instruction. After doing the exercise, the teacher and students discussed that exercise together. In the end of teaching learning process, the teacher gave instruction to prepare had test in the next meeting. Then, the teacher gave motivation and concluded teaching learning in that day.
The students‟ participation in this meeting quite good. In this meeting,
there were 18 students (45%) who asked questions, 25 students (62.5%) who answered the questions and 36 students (90%) who responded well.
59 Table 4.2
Students’ Mean Score in Post-test 1 of Cycle I
Number of Students Total Score of Students Mean Score of Students
38 2799 73.65
Based on the table 4.2 above, the mean score was 73.65. In this test, the highest score was 84 and the lowest score was 59. There were 13 students (34.21%) who passed KKM score and there were 25 students (65.79%) who did not pass KKM score.
3. Reflecting
Applying Mind Mapping Strategy (MMS) had been implemented for teaching descriptive writing in cycle 1. The students‟ mean score was 73.65.
The students‟ mean score did not fulfill teacher‟s target score. The teacher
targeted 85% of students got score 75. However, in the cycle one only 13 students who reached the required minimum success criteria (KKM) at least 75.
Therefore, after the implementation of action one, the teacher and observer analyzed the problems of implementation Mind Mapping Strategy (MMS) in the action one. The problems that founded in the action one then used as a basis for re-planning in the further action to be better.
The identification result of students‟ problems in the action I as follow:
First, the students still had difficulty to describe pictures clearly. It can bee seen as the student writing below:
He is Soekarno He has body
