1
(A Classroom Action Research at the Grade Eleven of MA Darul Qurro Kawunganten Academic Year 2014/2015)
A THESIS
Submitted to English Department as a Partial Fulfillment of the Requirements for S.Pd Degree
By:
RIFKA FANI SYUHADA 1001050026
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
Title
r Training an
Pudiyono, M
nganten in A
UHADA 98603 1 003
APPING ST
ABILITY
ch at Grade
Academic Y
on
3
TRATEGY
IN WRIT
e Eleven of
THE US
nkan di Dew h memenuh tan untuk m Program Stu Fakultas Ke
no, M. Hum 98603 1 00
ahyukti, M 1988312 2 0
Suroso, M. hi syarat unt mendapatkan
okerto, 4 Fe Muhamam arul Qurro
/2015)
an disusun o
SYUHADA
0026
i pada tangg tuk diterima n gelar Sarj kan Bahasa n Ilmu Pend
bing
uji
ebruari 2015 mdiyah Purw
n Ilmu Pend n,
d, M. Pd. 4 199403 1
IMPROVE T (A Classro
Kawungan
oleh :
A
gal 4 Februa a sebagai ke ana Pendidi
iv
SURAT PERNYATAAN
Yang bertanda tangan di bawah ini :
Nama : RIFKA FANI SYUHADA
NIM : 1001050026
Program Studi : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Menyusun skripsi dengan judul :
THE USE OF MIND MAPPING STRATEGY TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT (A Classroom Action Research at the Grade Eleven of MA Darul Qurro Kawunganten Academic Year 2014/2015)
Menyatakan dengan sesungguhnya bahwa skripsi ini adalah hasil karya tulis saya
sendiri dan bukan dibuatkan orang lain atau jiplakan atau modifikasi karya orang
lain.
Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi termasuk
pencabutan gelar kesarjanaan yang sudah saya peroleh.
Purwokerto, 4 Februari 2015
Yang menyatakan,
RIFKA FANI SYUHADA NIM. 1001050026
v
DEDICATION
From the deepest and purest of my heart, I would like to present
this little creation to:
My beloved Father and Mother, thanks for everything that
you give to me. I’m very proud of being your son.
My beloved young brother Irhaz and Fahri. Thanks for your
support and prayers.
All of My friends, thanks for your guidance.
All of lecturers of English Department of teacher Training
and Education Faculty of Muhammadiyah University of
Purwokerto.
vi
Motto
“NO MOUNTAIN IS TOO HIGH TO CLIMB AND NO OCEAN IS
TOO DEEP TO DIVE WHEN YOU TRUST IN YOURSELF AND
BELIEVE”
“NEVER PUT OFF UNTIL TOMORROW WHAT CAN BE DONE
TODAY”
“NEVER SAY NEVER”
vii
PREFACE
First of all, the researcher would like to thanks God who has given his guidance, mercy and his permission, so that he can finish writing her thesis as partial fulfillment to get S. Pd degree.
In this occasion, the researcher would like to thank deeply to:
1. Drs. Ahmad, M.Pd, the Dean of Teacher Training and Education Faculty of
Muhammadiyah University of Purwokerto.
2. Drs. Pudiyono, M. Hum., as the first supervisor who gave guidance, advice, support and suggestion.
3. Supriadi, S.Pd.I, the headmaster of MA Darul Qurro Kawunganten who gave
permission applying the research.
4. Mr. Muslih, the English teacher of second year students of MA Darul Qurro
Kawunganten who helped his in conducting his research.
5. All the students of second year of MA Darul Qurro Kawunganten who participated in the research.
6. The researcher’s parents, brother, and all of his friends who gave his help and support to finish his thesis.
The researcher believes that there are many weaknesses in his thesis, so the researcher welcomes the critics and suggestions to improve his further writing. He hopes his thesis will be useful for anyone, especially the students of Muhammadiyah University of Purwokerto.
Purwokerto, 4 February 2015
Researcher
viii
ABSTRACT
THE USE OF MIND MAPPING STRATEGY TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT
(A Classroom Action Research at Grade eleven of MA Darul Qurro Kawunganten in Academic Year 2014/2015)
By:
RIFKA FANI SYUHADA 1001050026
This classroom action research focuses on the use of mind mapping strategy to improve students’ ability in writing procedure text. This research was conducted at MA Darul Qurro Kawunganten with 21 students of class XI as the subject of the research. It was done for two weeks (17 November – 28 November 2014). The writer used classroom action research (CAR) as the method of the research. The writer did this research collaboratively with the English Teacher. The CAR was done based on the Kemmis and Mc. Taggart’s design. The writer took two cycles with two actions in each cycle. The data were collected through observation, writing test (pre-test and post-test), and questionnaire. The writer used descriptive comparative technique and critical analysis technique to analyze the qualitative and the quantitative data. The qualitative data were analyzed based on the observation of students’ activities in the class and questionnaire, while the quantitative data were analyzed by using writing test (pre-test and post-test). The data analysis showed that mind mapping strategy could improve the students’ writing ability. The average of students’ writing ability between pre-test and post-test showed improvement from 60.04 to 77.62, the improvement was 17.58 %, and there were also 19 students or 90.47 % of students could reach score ≥ 7.0 (KKM). It was also supported by the observation and questionnaire result. The data of observation showed that the average of the percentage of the students’ writing activities between cycle one and cycle two was 40.46 % to 61.89 %, then the improvement was 21.43 %. The data from the questionnaire which consisted of 15 questions showed that more than 66% students gave positive response to the implementation of the mind mapping strategy in writing class. In conclusion, the research had been called a success, because the result of this research could be achieved in cycle two.
Keyword: writing, procedure text, mind mapping.
ix
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
EXAM LEGALITY ... iii
STATEMENT OF ORIGINALITY ... iv
DEDICATION ... v
MOTTO ... vi
PREFACE ... vii
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF SCHEME ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A.Background of the Research ... 1
B.Research Problem ... 2
C.Reason for Choosing the Topic ... 2
D.Aim of the Research ... 3
E. Clarification of the Terms ... 3
F. Contribution of the Research ... 4
CHAPTER II THEORITICAL REVIEW ... 5
A.Writing ... 5
1. The Definition of Writing ... 5
2. The Importance of Writing ... 6
3. The Types of Text ... 6
B.Procedure Text ... 9
1. The Definition of Procedure Text ... 9
2. The Generic Structure of Procedure Text ... 9
3. The Language Feature of Procedure Text ... 10
4. The Example of Procedure Text ... 11
C.Mind Map ... 11
1. The Definition of Mind Map ... 11
2. The Advantages of Mind Mapping ... 12
x
3. The Disadvantages of Mind Mapping ... 13
4. How to Make Mind Mapping ... 13
D.The Steps of Teach Writing Procedure Text Using Mind Mapping ... 14
E. Basic Assumption ... 16
CHAPTER III RESEARCH METHODOLOGY ... 17
A.Method of Research ... 17
B.Place and Time of the Research ... 17
C.Subject of the Research ... 18
D.Research Design ... 18
E. Technique for Collecting Data ... 20
F. Technique for Analyzing Data ... 23
G.The Criteria of Action Success ... 28
CHAPTER IV RESULT AND DISCUSSION ... 29
A.Result of the Research ... 29
1. Before Actions ... 29
2. The Implementation of Cycle 1 ... 31
3. The Implementation of Cycle 2 ... 38
B.Discussion ... 46
1. Result of Students’ Writing Test ... 46
2. Result of Observation ... 47
3. Result of Questionnaire ... 48
CHAPTER V CONCLUSION AND SUGGESTION ... 51
A.Conclusion ... 51
B.Suggestion ... 52 REFFERENCES
APPENDICES
xi
LIST OF TABLES
Table 1 The Students Observation Sheet ... 21
Table 2 The Teacher Observation sheet ... 21
Table 3 Writing Evaluation Criteria Using Scale ... 25
Table 4 Model of Writing Evaluation Using Score ... 27
Table 5 The Students’ Writing Score in Pre-test ... 30
Table 6 Observation Result of Students’ Activities in Cycle 1 ... 36
Table 7 The Students’ Achievement of Writing Procedure Text in Post-Test Cycle 1 ... 37
Table 8 Observation Result of Students’ Activity in Cycle 2 ... 43
Table 9 The Students’ Achievement of Writing Procedure Text in Post-Test Cycle 2 ... 45
Table10 The Result of Students’ Writing Test in Pre-Test, Post-Test 1, and Post- Test 2 ... 46
Table11 The Result of Students’ Observation in Every Action ... 47
Table12 Result of Questionnaire ... 49
xii
LIST OF SCHEME
Scheme 1 Research Design of Kemmis and Taggart ... 18
Scheme 2 The process Sequence of Qualitative Data ... 23
xiii
LIST OF APPENDICES
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Pre-test, Post-test 1 & Post-test 2
The Students’ Writing Score in Pre-test
The Students’ Writing Score in Post-test 1
The Students’ Writing Score in Post-test 2
Observation Result of Students’ Activities (Action 1, Cycle 1)
Observation Result of Students’ Activities (Action 2, Cycle 1)
Observation Result of Students’ Activities (Action 1, Cycle 2)
Observation Result of Students’ Activities (Action 2, Cycle 2)
Observation Result of Teacher’s Activities (Action 1, Cycle 1)
Observation Result of Teacher’s Activities (Action 2, Cycle 1)
Observation Result of Teacher’s Activities (Action 1, Cycle 2)
Observation Result of Teacher’s Activities (Action 2, Cycle 2)
The Questionnaire Result
The Letters of the Research
