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
ABSTRACT
Implementing Mind Ma pping Technique in the Process-Ba sed Approach to Tea ch Writing Horta tory Exposition Text
Supervisor
Prof. Dr. Emi Emilia, M. Ed., Ph. D
This study investigates how the implementation of mind mapping technique in the process-based approach can help students to write a Hortatory Exposition text in one senior high school in Bandung. This study also analyzes students’ responses towards the implementation of mind mapping technique in the process-based approach to teach writing a Hortatory Exposition text. This study employs a descriptive-qualitative case study research design. The data were obtained from classroom observation, students’ writing product analysis, and interview with students. To gain the results from students’ writing products, nine diagnostic texts and nine final writings from nine students representing low-, middle- and high- achieving students were analyzed in terms of the description of schematic structures, including the analysis of idea organization specifically in the argument stage, and linguistic features of Hortatory Exposition text as proposed by Derewianka (2004), Emilia (2010, 2012), Gerot and Wignell (1994), Knapp & Watkins (2005). The analysis is on the basis of SFL Theme System including Theme choice and Theme progression pattern as proposed by Gerot and Wignell (1994), Halliday (1994), and Eggins (2004). The results reveal that the implementation of mind mapping technique in the process-based approach could help students to write a Hortatory Exposition text, especially in the prewriting stage in which the students generate and organize ideas to build up convincing and logical arguments. In addition, the interview data reveal that generally the students expressed their positive responses towards the implementation of mind mapping technique in the process-based approach especially in the prewriting stage in which they generated and organized ideas they wanted to include in their Hortatory Exposition text. Nevertheless, grammatical mistakes were still found in the low- and middle-achieving students’ texts, indicating that mind mapping technique in the process-based approach could not maximally contribute to the improvement in terms of grammar and linguistics features. Based on the findings, it is recommended that the mind mapping technique should be implemented in teaching writing different genres by incorporating at least two approaches that emphasize both process and genre pedagogy.
Keywords
:
Writing, Mind Ma pping, Process-ba sed Approa ch, Horta tory ExpositionSiti 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
ABSTRAK
Menera pka n Teknik Mind Ma pping da la m Pendeka ta n Process-Ba sed Untuk
Menga ja rka n Menulis Teks Horta tory Exposition
Dosen Pembimbing
Prof. Dr. Emi Emilia, M. Ed., Ph. D
Penelitian ini mengkaji bagaimana implementasi teknik mind ma pping dalam pendekatan process-ba sed dapat membantu siswa untuk menulis teks Horta tory Exposition di satu SMA di Bandung. Penelitian ini juga menganalisa tanggapan siswa terhadap implementasi teknik mind ma pping dalam pendekatan process-ba sed untuk belajar menulis teks Horta tory Exposition. Penelitian ini menggunakan desain penelitian studi kasus deskriptif-kualitatif. Data diperoleh melalui observasi kelas, analisis teks siswa, dan wawancara. Untuk memperoleh hasil analisis teks siswa, masing-masing sembilan teks diagnostik dan teks draft terakhir dari sembilan siswa yang mewakili tingkat pencapaian rendah, menengah dan tinggi dianalisis berdasarkan struktur skematik, termasuk di dalamnya analisis organisasi ide khususnya di bagian argumen, dan ciri kebahasaan teks Horta tory Exposition seperti yang diusulkan oleh Derewianka (2004), Emilia (2010, 2012), dan Gerot Wignell (1994), Knapp & Watkins (2005). Analisis teks siswa tersebut berdasarkan SFL Theme System termasuk Theme choice dan Theme progression pa ttern seperti yang diusulkan oleh Gerot dan Wignell (1994), Halliday (1994), dan Eggins (2004). Penelitian ini menunjukkan bahwa implementasi teknik mind ma pping dalam pendekatan process-ba sed dapat membantu siswa untuk menulis teks Horta tory Exposition, terutama pada tahap prewriting di mana siswa menghasilkan dan menyusun ide-ide yang diperlukan untuk membuat argumen yang meyakinkan dan logis. Selain itu, data yang diperoleh dari wawancara mengungkapkan bahwa secara umum siswa menyatakan respon positif terhadap implementasi teknik mind ma pping dalam pendekatan process-ba sed terutama pada tahap prewriting di mana siswa menghasilkan dan menyusun ide-ide yang ingin mereka masukan pada teks Horta tory Exposition. Namun demikian, kesalahan tata bahasa yang masih ditemukan pada teks siswa dengan pencapaian rendah dan menengah menunjukkan bahwa teknik mind ma pping dalam pendekatan process-ba sed tidak memberikan kontribusi secara maksimal untuk peningkatan penguasaan tata bahasa dan ciri kebahasaan. Berdasarkan temuan dari penelitian ini, direkomendasikan bahwa teknik mind ma pping harus diterapkan dalam pembelajaran menulis genre yang lainnya dengan menggabungkan setidaknya dua pendekatan yang menekankan proses dan pedagogi genre.
