S ING 1005712 CHAPTER 1

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Siti Syarifatul Badriyah, 2015

IMPLEMENTING MIND MAPPING TECHNIQUE IN THE PROCESS-BASED APPROACH TO TEACH WRITING HORTATORY EXPOSITION TEXT

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I INTRODUCTION

This chapter presents a brief introduction of the study including background,

statement of problems, purpose of the study, scope of the study, significance of

the study, clarification of key terms, and organization of the paper.

1.1. Background

To write effectively is presumably important to be acquired by many people

especially in our global community. Writing is frequently assumed as a key entry into the “academic discourse community” (Spack as cited in Weigle, 2002 p. 16). However, writing is not as simple as speaking because writing is more than just

arranging words or utterances (Alwasilah & Alwasilah, 2007, p. 42). Writing

itself needs hard work including a number of cognitive and metacognitive

activities, for instance: brainstorming, planning, outlining, organizing, drafting,

and revising (Alwasilah & Alwasilah, 2007; Negari, 2011). Therefore, assisting

students to be able to write demands more attention of the teachers.

According to the School Based Curriculum (KTSP), one of the texts that

should be mastered by senior high school students is Hortatory Exposition texts.

Hortatory Exposition text is an argumentative text that has a purpose to influence readers’ opinion (Emilia, 2011, p. 105).

Based on the researcher’s observation, many students face some challenges when they are given a task to write a Hortatory Exposition text. These challenges

are also confirmed by previous researchers such as Negari, (2011) and Sinambela

& Sinulingga (2012). These challenges are as follows. Firstly, they find it difficult

to think about what should be written. Secondly, most students seem to fail in

generating and organizing ideas because they do not know enough about how to

generate ideas before writing. Moreover, they also find difficulties to support their

arguments by giving strong and relevant reasons based on the topic to persuade

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use mind mapping technique in the prewriting stage that can help students

generate and organize ideas so that it can improve their writing ability.

Mind-mapping technique can help students brainstorm their ideas in

prewriting stage and stimulate their creativity to write a good text (Hofland, 2007;

Al-Naqbi, 2011). In addition, mind mapping technique is perceived as a fun,

interesting and motivating approach to learning (Goodnough & Woods as cited in

Mind Mapping: Scientific Research and Studies, p. 9). Therefore, writing a

Hortatory Exposition text may be considered less burdensome especially in the

prewriting stage because the students can plan out what they are going to write

using mind mapping technique.

In terms of mind mapping technique, some researchers have investigated its benefits on students’ writing achievement such as Wai Ling (2004), Hofland (2007), Al-Jarf (2009), and Al-Naqbi (2011) who investigated the effect of Mind

Mapping technique on teaching writing English texts. However, to the researcher’s knowledge, research on the implementation of mind mapping technique in teaching writing argumentative texts especially Hortatory Exposition

text is still limited.

Regarding the reasons above, this study specifically is aimed to fill the gap

by investigating the benefits gained by eleventh grade students through the

implementation of mind mapping technique in the process-based approach to help

the students to write a Hortatory Exposition text in one senior high school in

Bandung. Furthermore, this study is attempted to analyze students’ responses

toward the implementation of mind mapping technique in writing a Hortatory

Exposition text.

1.2. Statement of Problems

Based on the previous explanation, this study attempts to answer the following

questions:

1. How can mind mapping technique help students to write a Hortatory

Exposition text?

2. What are the students’ responses towards the implementation of mind

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1.3. Purpose of the Study

Referring to the background and the statements of problems, this study aims to

find out:

1. how mind mapping technique can help students to write a Hortatory

Exposition text,

2. the students’ responses towards the implementation of mind mapping

technique to help the students to write a Hortatory Exposition text.

1.4. Scope of the Study

The scope of this study is limited to investigate the implementation of mind

mapping technique in the process-based approach to help eleven grade students to

write a Hortatory Exposition text. In addition, intended to provide additional

support towards the research result, the study also analyzes students’ responses

toward the implementation of mind mapping technique to help the students to

write a Hortatory Exposition text.

1.5. Significance of the Study

This study is aimed at investigating the benefits gained by eleventh grade students

through the implementation of mind mapping technique in the process-based

approach to help the students to write a Hortatory Exposition text in one senior

high school in Bandung. The result of this study is expected to contribute and give

some informative inputs in English-writing-teaching in Indonesian context

especially in practical, theoretical, and professional benefits.

Firstly, the result of this study is expected to have a significant impact to the

theory enrichment of teaching writing, especially in the one related to the

implementation of mind mapping techniques in teaching Hortatory Exposition

text.

Secondly, this study is expected to practically provide information related to

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result of this study hopefully gives the contribution to help further researchers

who are interested in investigating the implementation of mind mapping

techniques in teaching Hortatory Exposition text. In addition, this study is

expected to practically help students to improve their writing ability, especially in

writing a Hortatory Exposition text.

Thirdly, by investigating the implementation of mind mapping techniques in

teaching Hortatory Exposition text, this study hopefully gives contribution of

designing a policy related to the teaching writing environment by providing the

information of how mind mapping technique can improve students’ writing ability

and encourage students to organize ideas for their writing task.

1.6. Clarification of Key Terms

In order to avoid unnecessary misunderstanding, some terms are clarified as

follows:

a) Mind Map is a visual representation of radiant thinking utilizing images,

colors, keywords, symbols, and lines to associate and visualize the learned

concept and maximize brain potential. (Buzan & Buzan, 1994; Hofland, 2007;

ThinkBuzan Ltd.).

b) Process-based Approach is an approach to teaching writing that places more

emphasis on the stages of the writing process including prewriting or

planning, drafting, editing (reflecting and revising), and publishing (Alwasilah

& Alwasilah, 2007; Badger and White, 2000; Brown, 2001; Emilia, 2010;

Flower and Hayes, 1981; Harmer, 2007; Hyland, 2003; Jozsef, 2001; Murray,

1972; Nation, 2009).

c) Hortatory Exposition Text, as Emilia (2012, p. 2) states, is one of

argumentative writing referring to a genre of writing which involves

arguments, facts, evidences, reasons, descriptions or explanations which

support the side being argued and use references to expert authority whom the

reader is apt to believe and to make the writer’s position seem indisputable.

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This research paper will be organized into five chapters. Each chapter is provided

with some subtopics to give an insight into the topic under investigation.

The first chapter is introduction. This chapter gives a brief introduction of the

study including background, statement of problems, purpose of the study, scope of

the study, significance of the study, clarification of key terms, and the

organization of the paper.

The second chapter is theoretical background. This chapter elaborates some

theories underlying this study which are concerned with writing including nature

of writing, values of writing, process-based approach in teaching writing, basic

principles of process-based approach, stages of process-based approach, and

criticism of process-based approach in teaching writing; mind mapping technique

including basic principles of mind mapping technique, the relevance of mind

mapping technique to the process-based approach benefits of mind mapping

technique, stages of making a mind map in teaching writing Hortatory Exposition

texts, and criticism of mind mapping technique; and Hortatory Exposition text.

Additionally, this chapter presents related previous research dealing with the

investigation of the implementation of mind mapping technique in writing.

The third chapter is research methodology. This chapter focuses on the

research method used in this study covering research design, research site and

participant, data collection, and data analysis.

The fourth chapter is findings and discussion. This chapter presents and

discusses the findings of the study. This section also presents the analysis of the

findings of the study.

The last chapter is conclusion and recommendation. This chapter explains the

conclusion and recommendation based on the analysis of the findings discussed in

the previous chapter. This section will be divided into two parts: conclusion and

recommendation. The conclusion part states the answers of the research questions

mentioned in Chapter 1. Meanwhile, the recommendation part provides the

suggestion for further research related to the implementation of mind mapping