THE EFFECT OF APPLYING MIND MAPPING TECHNIQUE
ON STUDENTS’
SPEAKING ACHIEVEMENT IN
DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts State University of Medan in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
FILZAH FARHANA HASIBUAN
Registration Number : 2101121020
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
ABSTRACT
Hasibuan, Filzah Farhana. Nim 2101121020. “The Effect of Applying Mind Mapping Technique on Students’ Speaking Achievement in Descriptive Text”. A Thesis. Faculty of Language and Arts (FBS), State University of Medan (UNIMED). 2015.
This study was conducted as an attempt to discover the effect of applying Mind Mapping Technique on students’ speaking achievement in descriptve text. The objective was to find out the effect of Mind Mapping technique to improve
students’ achievement in speaking descriptive text. This study was conducted by experimental research design. The population of this study was the X grade
students’ of SMA Swasta ERIA Medan. Two classes from 6 parallel classes was taken for the observation by cluster random sampling which divided into two groups, each group consisted of 36 students as control group and experimental group. The experimental group was taught by applying mind mapping technique meanwhile the control group was taught by discussion technique. The instrument for collecting data was speaking test. In the calculation of Ttest, the mean of students’ score in experimental group was 80 and the mean of students’ score in control group was 71. The total number of samples was 68, Tobserved is higher than
Ttable. 3,446 > 1,994 at the level of significance 0,05 for two tailed. The findings indicate that using Mind Mapping Technique significantly affected the students’
speaking achievement in descriptive text is accepted.
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty Allah SWT for His blessings, so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of sarjana pendidikan (S1) at the English Department, Faculty of Languages and Arts (FBS) in State University of Medan (UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without support from many people. The writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Languages and Arts. Prof. Dr. Hj. Sumarsih, M.Pd., the Head English Department, Dra.
Meisuri, MA the Secretary of English department and Literature Department; Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study
Program; Dr. Rahmah, M.Hum. Head of English Literature Study Program.
Dra. Tjut Ernidawaty, M.Pd., her thesis supervisor and and Prof. Dr. Busmin Gurning, M. Pd, her academic consultant.
All Lecturers who have taught her in this English Department.
The writer’s never ending thankfulness is fully belong to her beloved parents,
Drs. H. Khoiruddin Hasibuan, M.Pd and Hj. Nursaidah Nasution., never
giving up on her and for their endless love, support, motivation, and prayers
during the writer’s whole life. The writer’s special gratitude also goes to her dearest Sisters Anna Habibah Hasibuan, SE and Wirda Harisa Hasibuan,
A.Md., her only one brother Annafi Rifki Hasibuan.
The Principal of SMA Swasta Eria Medan, Drs. H. Khoiruddin Hasibuan,
M.Pd, and the teacher Miss Irawaty S.Pd
Special Thanks to writer’s Cousins, Regina Junisna Waldani, S. Ked., Rizky Arief Syahban Nasution, and Masitah Nasution.
Her closed friend Riza Handayani Siregar, S.Pd, Tri Febry Astuti, S.Pd,
Indah Pratiwi, S.Pd, Nurhaminta Hsb, S.Pd, Irna Junita, S.Pd and Sri Devi Meilani and Yohana Siburian, Poppy, Nisa, Rizka Hayati, Fandi, Alwi Fadhilah, S.Pd, Muhammad Yusuf, S.Pd, Liza Insyirah, S.Pd Yenny, and her special motivator Harnoi Asrin Lumbangaol, S.Pd and Frendi Yudhistira Simarmata, S.Pd Reza, Ali Husaini Muntajab, Sardor, Sean, Ali Sheer).
A big thanks to all the students of English Department, especially (Reg C
TABLE OF CONTENTS
b. The Advantages of Mind Mapping Technique ... 18
c. The Application of Mind Mapping in Teaching ... 19
5. Discussion Technique ... 22
6. Genre ... 24
7. Descriptive Text ... 25
a. Types of Descriptive Text ... 26
b. Characteristics of Descriptive Text ... 27
G.Validity and Reability of the Test ... 36
1. Validity of the Test... 37
2. Reability of the Test ... 37
H.The Technique for Analyzing Data ... 37
I. The Statistical Hyphothesis ... 38
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ... 39
A.The Data ... 39
B.Data Analysis ... 44
1. Analyzing the data using T-Test ... 44
2. Homogenity of Variance Test ... 45
3. Normality Test... 45
4. Testing The Hypothesis ... 46
C.Research Finding ... 47
CHAPTER V CONCLUSION and SUGGESTION ... 49
A.Conclusion ... 49
B.Suggestion ... 49
REFRENCES ... 51
LIST OF TABLES
Halaman
Table 2.1 Rubric Scoring ... 15
Table 2.2 The Scale of Score ... 16
Table 3.1 Research Design ... 33
Table 3.2 The Procedure of Treatment for Experimental Class... 35
Table 4.1 Students’ Achievement Score in Pre-Tes and Post-Test ... 40
Table 4.2 The Score of Pre-Test and Post-Test Students in Experimental Group ... 41
LIST OF FIGURE
LIST OF APPENDICES
APPENDIX A : The Result of Pre-test of the Experimental Group ... 54
APPENDIX B : The Result of Pre-test of the Control Group ... 58
APPENDIX C : The Calculation Of The Test ... 62
The Calculation of the Experimental Group ... 62
The Calculation of Control Group ... 63
APPENDIX D : Percentage Points of the Table Distribution ... 67
APPENDIX E : Test for Distribution of Frequency in Experimental Group ... 69
APPENDIX F : Test for Distribution of Frequency in Control Group ... 73
APPENDIX G : Testing Normality ... 77
APPENDIX H : Z Table ... 82
APPENDIX I : Table of Critical Values for the Liliefors Test for Normality .. 84
APPENDIX J : Test for Homogeneity of Variance ... 85
APPENDIX K : F Distribution Table ... 88
APPENDIX L : Lesson Plan Experimental Class ... 89
APPENDIX M : Lesson Plan Contro Class ... 104
APPENDIX N : Experimental Group Class Picture ... 116
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, curriculum 2013 has already been launch by our government. Even though curriculum 2013 is still using in some schools. In ERIA senior high school is still using the curriculum that progresses now that it is called A
Kurikulum Tingkat Satuan Pendidikan (KTSP) as the script in teaching learning
process. In this curriculum, the aim of the English teaching in Indonesia especially teaching English to Senior High School is to enable students to have the ability in developing communicative competence in both oral and written, to have the awareness about the essence and the important of English in increasing
competition in global community, and to develop the students’ comprehension
about interrelatedness between language and culture. It can be concluded that Senior High School students are demanded to master the communicative competence both in spoken and written form in order to compete in the globalization era.
innumerable. The outward manifestation of speech is found in sound waves. Its meaning lies in the structure and meaning of all language , whether this is written or spoken . According to Gumperz (1999), speaking is cooperatively constructed which is based on contributions, assumptions, expectations, and interpretations of
the participants‘ utterances.
In learning Speaking the students need to recognize that speaking involves three areas of knowledge, those are: 1) the mechanical elements of language there are pronunciation, grammar, and vocabulary which is should be developed by the students in order to speak English fluently, 2) speaking functions (transaction and interaction), which enables the speaker to know when the clarity of the message is needed, 3) the sociocultural norms (such as turn-taking, rate of speech, length of pauses between speakers, relative roles of participants) which enable an individual to realize the conversational situation, to whom the students are talking, and what the purpose of speaking is.
Based on the preliminary observation was done by writer in SMA Eria Medan on X grader in February 2nd, 2015. The English Teacher states that there are many students could not achieve the minimal completeness criterion (KKM), especially in speaking descriptive text. Based on this finding, writer concludes that students' speaking achievement in English of describing place is still below the minimal completeness criterion. So it means that the students have no competence to speak in descriptive text yet.
passive interaction from students. Second, the students felt nervousness to speak because they were bad in pronunciation, lack of vocabulary and grammar especially in descriptive text.
Descriptive text is a text which says what a person or the thing is like. Descriptive text has the purpose of the text is to tell about a particular person or the subject by describing it features without including personal opinion.
Actually, there are many types of technique which can be used as teaching and learning instrument. But, a teacher also should be able to choose the suitable one especially in teaching descriptive texts. Conducted a study about how to improve students' speaking achievement in descriptive text by applying mind mapping technique. She proved that applying mind mapping technique
significantly improved the students’ speaking achievement.
Mind mapping technique is one of the technique in teaching. Mind Maps not only show facts, but also show the overall structure of a subject and the relative importance of individual parts of it. It helps students to associate ideas, think creatively, and make connections that might not otherwise make (Tony Buzan, 2010). Mind Mapping also can help students to convey ideas to be
sequence, and make a decision. It also allows them to expand their vocabulary and to images that help to convey meaning easily in a specific context.
Based on the explanation above, the writer told that her study is different from the studies above because in this study the writer apply a teaching technique by modifying the conventional method become a mind mapping technique was applied on teaching speaking in descriptive text. The writer also made some words that have been mind mapping to be applied in the class. However, those previous studies gave some contributes to this study. It supported the writer to vary the aspects or problems investigated in order to bring the new finding.
This mind mapping technique as a teaching media is more excellent than conventional method as teaching technique. In this case mind mapping is a maps showed some key words. So, automatically it stimulated students mind to describe a place by using the key words. It’s very important to increase the
students’ achievement in speaking. According to the writer, the grade X students of Senior high school will be better to learn speaking in the descriptive text and share about their knowledge by using Mind Mapping Technique.
B. The Problem of the Study
As related to the background of the study, the problem is formulated as
follows: “Is there any significant effect of applying Mind Mapping Technique on
C. The Objective of the Study
The objective of this study is to know the effect of applying mind
mapping technique on students’ speaking achievement in descriptive text.
D. The Scope of the Study
The research focuses its study on the applying mind mapping technique on students' speaking achievement in descriptive text monologue. In this case, the writer limits only in speaking to describes place and object in descriptive text.Descriptive is a text which says what a person or the thing is like . They are expected to be able to describes all things in the classroom in simple monologue.
E. The Significance of the Study
The findings of the study are expected to supply beneficial input for: 1. Teachers will get an effective method to increase the way of teaching
speaking by using Mind Mapping Technique.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter provides information about the conclusion of the research, and suggestion. The discussion of each point will be presented as follows.
A. Conclusion
The Mind Mapping Technique in teaching speaking descriptive text was effective when applied in the X grade of SMA ERIA MEDAN Based on the result of research, there was a significance difference in the achievement between students in class X IPA-1 who were taught descriptive text through Mind Mapping Technique and students in class X IPA-5 who were taught descriptive text without Applying Mind Mapping Technique.
Based on the research finding, the researcher concludes that there is a significant effect of applying Mind Mapping Technique on students’ speaking achievement. This can be seen from the calculation of t-test at the level significance 0,05; t-observed (3,446) is higher than t-table (1,994). Therefore, the
alternative hypothesis that formulated as “there is a significant effect of applying Mind Mapping Technique on students’ speaking achievement” is accepted.
B. Suggestion
1) Mind Mapping should be applied in the teaching process because it could be as guidance for the teacher facilitates the students by Applying a map for having performance in speaking in the classroom.
2) It is suggested to the English Teacher to structure and find suitable technique and effective media for developing students’ speaking achievement.
3) It is suggested for students or English learners to be brave and always want to practice in speaking English class because this technique can help students to improve their achievement in speaking
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