S ING 1005712 CHAPTER 5

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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 V

CONCLUSION AND SUGGESTION

The previous chapter has presented the findings and discussion of the

implementation of mind mapping techniques in the process-based approach to

teach writing Hortatory Exposition text in a senior high school in Bandung. This

chapter presents the conclusion and recommendation of this study. This chapter is

divided into two sections: conclusion and suggestions. The conclusion of this

study is based on the findings and the discussions in the previous chapter. In

addition, the suggestion is addressed for future research in related topic.

5.1. Conclusion

This study has investigated the implementation of mind mapping technique in the

process-based approach to help eleven grade students to write a Hortatory

Exposition text in one senior high school in Bandung. This study is aimed at

investigating how the implementation of mind mapping technique in the

process-based approach to help the students to write a Hortatory Exposition text, and finding out students’ responses towards the implementation of mind mapping technique in writing a Hortatory Exposition text.

The data obtained from the classroom observation and the analysis of

students’ texts indicated that mind mapping technique could help students to write

Hortatory Exposition texts especially in generating and organizing. It could be

seen from the improvement the students made in organizing ideas in order to build

up convincing and logical arguments. It was revealed that the students were

encouraged to make a mind map about fast food before they started writing their

final writings.

The students’ mind maps mirrored idea organization in the texts specifically

in the argument stage. The central image represented the main topic of the subject

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main issue. In addition, the keywords on the main branches also represented the

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first, the second, and the third arguments. As the students thought of the

keywords, they began to generate and to organize their arguments in order to

support their position towards the issue being discussed. Furthermore, the sub

branches radiating from the main branches and the keywords on them indicated

middle-achieving students, have struggled to control the linguistic features of

argumentative essay. There were still grammatical mistakes found in the low- and

middle-achieving students’ texts especially in term of subject-verb agreement. It

suggested that mind mapping technique could not maximally contribute to the

improvement in terms of grammar and linguistics features. The technique only

improved students' writing ability in terms of organizing ideas.

The data obtained from interview demonstrated that generally the students

responded positively towards the implementation of Mind Mapping technique in

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According to the research findings and conclusion above, some suggestions below

are proposed to future research and studies related to the topic.

First, the implementation of mind mapping techniques in teaching writing is

other genres. Nevertheless, considering the grammatical mistakes which were still

found in the low- and middle-achieving students’ final writings, it is suggested to

implement mind mapping technique in teaching writing different genres by

incorporating at least two approaches that emphasize both process and genre

pedagogy.

Second, considering the difficulty the students encounter during the process