THE EFFECT OF USING MIND MAPPING STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.

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THE EFFECT OF USING MIND MAPPING STRATEGY ON

THE

STUDENTS’

ACHIEVEMENT IN WRITING

PROCEDURE TEXT

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

EVI EFRILITA SARI

Registration Number 2101121017

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ABSTRACT

Efrilita Sari, Evi. Reg. No. 2101121017. The Effect of Using Mind Mapping Strategy on Student’s Achievement In Writing Procedure Text. A Thesis. English Department of Faculty of Languages and Arts. State University of Medan. 2015

This study investigated the effect of using mind mapping strategy on the students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was grade X students of SMA Negeri 1 Merbau Labura divided into two groups, namely experimental and control group. The experimental group was taught by using mind mapping strategy, while the control group was taught by using lecturing method. The instruments used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 2.764 with the degree of freedom (df)= 58 at the level of significance 0.05. It means that t-observed was higher than t-table (2.764 >2.000). The result of this study showed that teaching procedure text by using mind mapping strategy was higher than that by using lecturing method. It implies that mind mapping strategy is appropriate to be applied for writing procedure text.

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ACKNOWLEDGEMENT

Praises and the greatest thanks to Almighty Allah SWT, The most

Merciful who has blessed and given time, opportunity, and health so this thesis entitled “ The Effect of Using Mind Mapping Strategy on the Students’ Achievement in Writing Procedure Text” could be completed. This thesis is aimed to fulfill one of the requirement for the degree of Sarjana Pendidikan at English Department of Language and Arts Faculty, State University of Medan.

During the process of completing this thesis, the writer has worked with a great number of people, through their guidance, suggestions, and comments for which the writer would like to express her sincere gratitude and special thankfulness. The writer would like to express to :

(1) Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan. (2) Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts. (3) Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.

(4) Dra. Meisuri, M.A, the Secretary of English Department.

(5) Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study Program.

(6) Dra. Rahmah, M.Hum, the Head of English Literature Department. (7) Dr. Anni Holila Pulungan, M.Hum, her Thesis Consultant.

(8) Prof. Amrin Saragih, M.A.,Ph.D, Drs. Rahmad Husein,M.Ed, Drs. Johan Sinulingga, M.Pd her Thesis Examiner.

(9) Special thanks also addressed to the Headmaster of SMA Negeri 1 Merbau Labura.

(10)Her beloved parents ( Tupan and Seneng), thanks for their endless love and has been patiently given their moral and financial, advices, motivations, support, and also her beloved brothers ( Agustiar, S.Pd, Nofri Fahrizal, and M. Arif Syahputra), and also her beloved sister ( Evi Erlina ), And also my

little princess ( Ayra Balqist Tiar).

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Reg. A 2010 her classmate. Thanks for their friendly guide, motivation,

support, patience and pray to the writer in completing her study and this paper, and also for all the time that we share together in our study.

Medan. Maret 2015 The Writer,

Evi Efrilita Sari

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CHAPTER I

INTRODUCTION

A.The Background of the Study

Writing belongs to an important activity in an English class. Writing as a productive skills is very important to learn. Harmer (2004 : 86 ) states that writing is a process and that we write is often heavily influenced by constraints of genres, then these elements have to be present in learning.

Many students‟ find difficulties when they learn writing. Based on

preliminary observation conducted in SMA Negeri 1 Merbau LABURA, the writer found that most of students‟ of SMA Negeri 1 Merbau LABURA stated

that writing is difficult for them and the implication is they do not like to study English and they cannot write a good text. It was proven when the writer asked for The list of students‟ score for writing tests in two semesters, many students‟ could

not pass KKM ( Kriteria Ketuntasan Minimum ) applied by the school in English subject.

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The first problem was students didn‟t have motivation to study English.

Moreover, they have problem with a lack of vocabulary, poor grammar and unable ideas. The second problem was teaching method applied by the teacher. The teacher still used the conventional method in teaching writing.

There are some reasons for making students practice writing inside or outside the class. They can choose their own themes or topics to be written on a certain type of text. Students have more opportunity for language processing, that is thinking about the language. It is as stated by Hammer (2007:12) “Writing

gives them more „thinking time‟ than they get when attempt spontaneous

conversation”. From this explanation, we can say that students will pay more

attention about the topic, suitable title, choice of words (diction), etc. They will do revising again and again to get the satisfying result expected.

The tenth grades of senior high schoolat SMA negeri 1 Merbau students are taught some types of English text. Each of them is different in its social functions, generic structures and significant grammatical features that the students should master. Furthermore, they should be able to achieve listening, reading speaking and writing competence in each aspect to pass the examination.

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groups, since the discussion this engenders aids the production of ideas, and makes the task livelier and more enjoyable. The mind mapping technique can be used to explore almost any topics in writing , kinds of writing such as : procedure, narrative, descriptive, recount, argumentative, essay, etc.

Those findings motivated writer to conduct a research to find out the effect of implementing concept mapping strategy in teaching reading comprehension to bring about better outcomes in students‟ reading comprehension achievement.

B.Problem of the Study

The problem of the study is stated as following :

“Is there any significant effect of applying mind mapping strategy on the students‟

writing achievement in procedure text ?”

C.The Scope of the Study

This study will be focused on identifying the effect of using mind mapping strategy on students writing procedure text achievement of the SMAN 1 Merbau LABURA.

D. The Objective of the Study

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E. The Significance of the Study

The finding of this study was intended to give contribution in teaching English both theoretically and practically.

1. Theoretically

a. The finding of this study is expected to be a basic knowledge for further research of mind mapping strategy in writing

b. The finding of this study is 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

1. The finding of this study is expected to be able to contribute any use for language teachers in teaching English.

2. The finding of this study is expected to help the teachers solve the problem in teaching especially writing skill.

b. For the students‟

1. The finding of this study is expected as guidance for English teacher to motivate the students‟ in learning English better.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

After analyzing the data, it was found that the students’ mean score in

experiemntal group was higher than that in control group. The total score and the mean score in experimental group showed that there was a significant

improvement of the students’ score between the pre-test and the post-test score.

Based on the data, some conclusions can be drawn as follows:

a. The result of tobserved is higher that ttable at the level of significance (2.764>2.000) which implies that hypothesis of this study is accepted b. It is proved that using mind mapping strategy in teaching procedure text

significantly affected the students’ achievement which was proved by the students’ higher score after the treatment, than before.

B. Suggestion

Based on the result of this study, the suggestion can be stated as the following :

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THE EFFECT OF USING MIND MAPPING STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.