THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING ON EXPOSITION GENRE.

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THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING

ON EXPOSITION GENRE

A Thesis

Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education

by Atin Kartinah NIM: 1102647

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Approval Page

THE USE OF MIND MAPPING TECHNIQUES IN TEACHING

WRITING ON EXPOSITION GENRE

By

Atin Kartinah

1102647

Approved by:

Supervisor,

Dr. Iwa Lukmana, M.A.

The Head of English Education Department

School of Postgraduate Studies

Indonesia University of Education

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DECLARATION

I hereby certify that this thesis entitled “The use of mind mapping techniques in teaching

writing on exposition genre” is completely my own work. I am fully aware that I have quoted some statements and ideas from many resources. All quotations are properly acknowledged in the texts.

Bandung, August 2013

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Abstract

This study investigated the use of mind mapping techniques in teaching writing. It examined (1) the effect of mind mapping techniques on students’ ability in writing exposition genre and (2) the students’ opinion on the use of the techniques. Mixed method was employed in this study. The participants included 60 eighth-grade students of a junior high school in Garut: 30 students became the experimental group and the other 30 became the control group. This study examined two types of data. The first data were texts written by both the experimental and control groups in both the pre-test and post-test. The texts were scored, to be compared through inferential statistics (u-test and t-test). The second data were the students’ opinion, which was gathered through an interview. This study found that the starting ability of both the experimental and control groups was equal. At the end of the treatment the ability of both groups was found to be significantly different. Since the experimental group’s scores were higher, it can be concluded that the treatment (mind mapping) affected the students’ ability in writing exposition texts. It is also found this effectiveness is supported by the findings from the interview: the students found the learning activities both enjoyable and beneficial.

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CHAPTER ONE

INTRODUCTION

This first chapter is devoted to delineate the background of the study, research questions, research objectives, and significant of the research. It also provides the organization of the thesis.

1.1 Background of the Study

There are a lot of students who have difficulties in writing. The reason is that writing is a complex process. It requires an entirely different set of competencies such as drafting, and revising procedure which is fundamentally different from speaking (Brown, 2001: 335).

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On the other hand, in revising stage a writer needs to revise the parts of documents and make sure each part works together to make coherent text, so that it is easy to understand. Coherent pieces of writing are selective in their presentation of content. They focus on the important issues and cut out what is irrelevant or unintelligible for reader. Coherence is the logical connections that readers or listeners perceive in a written or oral text (Nordquist, 2013). Coherent writing creates a comprehensible context for the contents presented which are presented in comprehensible order too. Therefore, writing process requires specialized skills which are still difficult for students, especially EFL learners.

As it is known, teachers play an important role for successful learning. Teachers should use various techniques to ensure that all students have equal opportunities to learn especially in writing which is sometimes considered as the most difficult process. Based on that reason, the writer used mind mapping technique in teaching writing of Exposition genre in second grade of junior high school. It was also based on 2006 English curriculum which puts an emphasis on the importance of writing, that is, the mastery of different text types.

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In order to achieve the goal above, this investigation was conducted. Seeing the important aspect in writing, this study implemented mind mapping technique in teaching writing of expository text. The reason is because mind mapping might be a refreshing way to brainstorm new ideas, capture and organize those ideas, manage complex content, chunk up writing, and add new flexibility and freedom to writing process (Swan, 2011). Mind mapping uses a graphic networked method of storing, organizing, and prioritizing information using key or triggered words and images, each of which will snap on specific memories and encourage new thought and ideas (Buzan, 2006:135). Mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to group certain ideas together as they proceed. They work especially well when created in groups. In discussion, this engenders aids the production of ideas, and makes the task livelier and more enjoyable.

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Other study which applying mind maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning was conducted by Cain (2001/2002) at New church Community Primary School, Warrington. The Objective of this study was to present a review of the literature and survey results of student satisfaction after using the mind map learning technique. Results showed that although the subject pool was limited to 14 students, 10 out of 14 agreed that the mind map learning technique enabled them to better organize/integrate material presented in the course, while only 2 disagreed. The final 2 students responded neutrally when asked if the mind map learning technique assisted them in organizing/integrating course material. However, these 2 students did agree that the technique enabled them to recognize areas in which further study was necessary for them to adequately master the course material.

The studies about the implementation of Mind Mapping technique to improve writing ability were also conducted at Junior high school by Suyanto (2010) in Surakarta, and Repelitawati (2011) in Kediri. The main goal of the studies was to know the implementation of the mind mapping technique in teaching writing. Based on the result of data analysis, the studies found that the use of mind mapping strategy in teaching writing could improve the students’ writing ability.

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identify whether the use of Mind Mapping strategy was effective in improving the students’ writing achievement.

The preliminary investigation revealed that the process of mind mapping caused a noticeable transformation in the students’ writing, making them more

active learners who also began to learn different skills such as asking questions to understand given writing topics, and generating their own ideas for different writing tasks. Moreover, the students seemed to understand the process of the mind map technique and the rationale behind using it.

The studies about the effects of mind mapping strategies on the development of writing skills at University were conducted by Singh and Kaur (2004), Mahmud, Rawshon, and Rahman (2011), three colleagues in Engineering and Technology IUBAT. The result of the research showed that the use of Mind Mapping technique enhanced the learning capacity in term of number of ideas generated as well as improved students’ writing focus.

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1.2 Research Questions

The study was intended to answer the following questions:

1. How can mind mapping technique improve students’ ability in writing of Exposition genre?

2. How do the students respond to use of mind mapping technique in facilitating writing processes?

1.3 Objective of the Research

With reference to the problems examined, this study aimed at:

1. Exploring the using of mind mapping techniques to improve students’ ability in writing exposition genre.

2. Exploring students’ responses to the use of mind mapping technique in facilitating writing processes.

1.4 Significance of the Study

Some research which has been conducted so far deals with the using of mind mapping technique. However, there hasn’t been any research dealt with the using of mind mapping technique for teaching writing on exposition genre. Based on that reason, it was likely that the study opened a wider perspective in the research concerning mind mapping technique. The following significant points were, therefore, expected from this study:

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(2) It widens ample choices of the topics to be researched in the field of teaching writing, especially by the use of mind mapping technique. (3) It hopefully inspires English teachers, particularly writing teachers, to

teach writing more effectively.

1.5 Scope of the Study

This study was designed in form of case study. It was conducted in a Junior High School in West Java. It used text analysis and in-depth interview to investigate the students’ development in writing an Exposition text. The analysis attempts to identify the students’ ability development and their

response in writing Exposition genre using mind mapping technique.

1.6 Clarification of Key Terms

To avoid readers’ misunderstanding, it is better to define each keyword

which will be used frequently in this study.

1) Mind maps

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2) Exposition genre

It is an argument text which concerned with the analysis, interpretation and evaluation of the world around us (Derewianka, 1990:75). It is written to argue for particular point of view (Joyce & Feez, 2004:146). This factual text is used to put forward a point of view, or argument, e.g. essay (Callagan & Rothery, 1988:7). Factual writing is designed to explore the world around us. This means that it is not intended to entertain but it is about the world. It is about the way of thinking done, what things are like as opposed to what happened (Martin, 1985).

1.7The Organization of Thesis

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CHAPTER III

RESEARCH METHODOLOGY

Chapter two has discussed literature related to this research, including mind mapping theory, teaching writing and Exposition text. This chapter will discuss in detail the methodology of the study. It covers the research design, research site and participant of the study, data collection techniques, and data analysis.

3.1. Research Design

The purpose of this study is to find out the effect of mind mapping technique on students’ writing in Exposition genre. Based on the purpose, the

study seek to address two research problems; they are (1) the effect of use of mind mapping techniques on students’ ability in writing exposition genre, (2) How the students perceive the use of mind mapping in teaching writing.

To examine the research problems above, this study employed both qualitative and quantitative methods. It was because the study focused on collecting and analyzing both quantitative and qualitative data. Mixed method research is “research in which the researcher uses the qualitative

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paradigm for another in order to understand a research problem more completely” (Creswell, 2005 cited in Migiro & Magangi, 2011:1).

Integration of the two types of data occurred at several stages in the process of research: the data collection, the data analysis, interpretation, or some combination of places. Integration means that the researcher “mixed” the data. For example, in data collection, the combination of open-ended and closed-ended questions was used on the survey” (Creswell, 2008:209).

Qualitative method was employed to explore the using of mind mapping technique in teaching activity and to discover participants’ perspective. While quantitative method was used in students’ texts analysis by comparing them before and after treatment. It was aimed to emphasize the result of the research.

This research was directed as a case study because it provides a framework for analysis of such material (Heigham & Croker, 2009: 67). this study particularly analyzed students’ teks from pre test and post test and the result from students’ interview about the teaching program using mind mapping

techniques.

In line with the objective of this research, to find out the use of mind mapping techniques to improve students’ ability in writing exposition genre,

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The design used in the experimental method was a pre and post test designs as shown as follows:

G1 (Experimental) T1 x T2 G2 (Control) T1T2

Comments: G = group T1 = pre – test T2 = post – test X = treatment

3.2. Research Site and Participants

This research was conducted at a second grade class of a Junior high school in West Java. There were several reasons why this school was taken as the setting of the study. First, a qualitative researcher tends to collect data in the field at the site where participants experience the issue or problem under study (Creswell, 2008:53). The school selected is the place where the writer teaches, so it was easier to do this research. Second, the choice of second grade seemed appropriate and relevant because at this level students are required to write an exposition genre (General Management Directorate of Primary and Secondary Education, 2007).

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class A and 30 students were as control class taken from class D. Experimental class students were taught by using mind mapping technique while control class students were taught by using explanation, and discussion technique.

Students were chosen as they were considered to have a potential to apply their learning from this program. They have learned other kinds of English text which use the same form of sentences as used in Exposition text.

3.3. Data Collection

Data were taken through two ways. The first, data were gathered from text analysis on pre and post tests from control and experimental group. They are the data on students’ text used mind mapping technique treatment (experimental group) and students’ text which did not use mind mapping technique treatment (control group).To do so, the result of students’ text analysis data was analyzed using T-test with an SPSS statistic 17.0.The second way of data collection was students’ interview. Data collection was administrated from 26thof April to the 14th of Mei2013.

3.3.1. Materials for Treatment

It was necessary to involve the appropriateness of the materials for a particular program. Brown (1995:160) considered five perspectives in deciding suitable materials as follow:

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This refer to information about the author’s and the publisher’s credential. Naturally, this includes more than whether the author has significant formal education or type of experience in the field. The author may have a reputation for producing innovative materials or no previous standing in the field.

2. Fit to curriculums

The degree of relationship between a set of materials and particular program can best be determined by considering the degree to which the materials fit to the curriculums.

1)The specific language and situation needs of students

The match of the materials to these needs can best be assessed by comparing the materials to detailed information that was obtained in the need analysis and the objective-settings phases.

2)The teachability

This decision may hinge on whether there is a teacher’s edition, an answer key, annotations to help teachers explain and plan activities, unit review, and so forth. Regarding these, the materials were designed related to those elements which were arranged in the lesson plan.

The materials used to gather the data in this study were the materials to conduct a treatment in the form of lesson plan. The theme of materials is about Human population growth on animal life. Those materials were selectively

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Exposition text was used as text material in this study. The reason to chose this kind of text, it was because the text stated on RSBI curriculum for second grade in the second term. Meanwhile, the reason chose the influence of Human Population growth on animal life as a theme of learning material because the teaching learning of English must cover topics which is used in there al science and technology classroom as explain on standard contents and out comes passing grade(SI and SKL)SMPSBI.

[image:21.595.122.518.247.773.2]

Teaching activities in experiment group was used two reading materials, mapping concept, explanation about exposition texts for five meeting. While in control group was still used two reading materials, explanation about exposition texts, it was not used mapping concept but explanation and discussion steps.

Table 3.1

The treatment Materials for the Experimental and Control Group

No Group Materials Source

1 Experimental Human Population in animal Life

http://www.biologicaldiversity. org/campaigns/overpopulation Picture of How to

Mind Map

http://www.mind-mapping.

co.uk/_images/_Images/

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mind map (by Hobie Swan)

Human Impact on Animal Life

(http://www.umac.org/ocp/Human Impact/info.html)

Exposition Text Derewianka, 1990:75 2 Control Human Population

in animal Life

http://www.biologicaldiversity. org/campaigns/overpopulation Human Impact on

Animal Life

(http://www.umac.org/ocp/Human Impact/info.html)

Exposition Text Derewianka, 1990:7

3.3.2Teaching Procedure

[image:22.595.122.517.109.607.2]

The teaching reading procedure for the experimental and control groups were carried out in the different procedure. On experimental group, the teaching activities used mind mapping steps. While on control group, the teaching activities used explanation and discussing technique (see lesson plans for experimental and control group in appendices). The following table allows a brief sample of classroom activities for experimental and control groups.

Table 3.2

The Sample of Teaching Procedure

No Experimental Group (Mind Mapping Technique)

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1 Meeting 1

Teacher and students discuss about mind mapping concept and some questions related to the text

- Introducing spider web/mind mapping

- Students read which has title Human Population in animal life.

- Students make a spider web from the text.

- Students answer the text’s questions

Meeting 1

Teacher and students discuss things relate to the text, for example: discussing vocabularies related to the

text, asking for some questions. - Students read a text which has title Human Population in animal Life. - Discussing about vocabularies related

to the text.

- Students answer the questions based on the text

2 Meeting 2

The same

- _{Students are asked to make an}

Exposition text based on the

Meeting 2

- _{Read Exposition text which has title}

Human impact on animal life.

- _{Teacher and students discussing about}

social function, generic structure, and linguistic picture of the Exposition text.

- _{Students answer questions about the}

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plan used spider web in group. - _{Teacher gives plan of Exposition text.} - _{Students are asked to make an}

Exposition text based on the plane in group.

3 Meeting 3

The same

- _{Students continuous to write}

and apply concept map in their texts.

Meeting 3

- _{Teacher reminds students about the}

plan of Exposition text.

- _{Students continuous to write an}

Exposition text

Meeting 4

-_{Discussing and revising some}

students’ text in class and

related it with map concept which has been made.

Meeting 4

- _Discussing _and _revising _some

students’ text in class.

5 Meeting 5

- _{Informing to the student that}

they are going to revise their text by revising it between their friend sit as final draft.

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3.3.2.Tests

There were two tests used in this study, they are pre-test and post test. Pre-test carried out to identify the initial writing skill of the students’ before

conducting the treatment to the experimental and control groups. The test was writing which has theme about Human population growth on animal life. To analyze students’ writing the instrument of test materials was taken from Rose.

Meanwhile, the post test was given to know students’ writing ability after the treatment. The students on experimental group were given mind mapping treatment in teaching program. On the other hand, on control group the students were given treatment by using explanation and discussion technique. They were given 60 minutes to write the text.

3.3.3. Interview

Student’s interview conducted in the end of meeting within semi-structure

setting in which students get freedom to answer the questions in order to obtain information (Nunan, 2008). The questions were directed to discover the weaknesses, the advantages and the suggestions for future refinement.

The interviews were guided by several questions focusing on the students’ understanding of mind mapping implementation. For example, the

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words and expressions they have taken from the model, and whether or not they realized the meanings of those words and expressions. Other possible questions included what activities the students found useful to help them write, what difficulties they found in writing, how they solved the difficulties and what they expected the teacher to do to help them write. The researcher recorded the interviews using handwritten notes and audio taping.

3.4. Data Analysis

Data analysis in this research was done in two phases: (1) students’ text analysis; and (2) interview data analysis. Therefore, this research was conducted inductively because this method gave more chances for researcher to identify the reality from different aspects (Alwasilah, 2002:105).

Mixing at the stage of data analysis and interpretation involved transforming qualitative themes or codes into quantitative numbers and comparing that information with quantitative results in an “interpretation” section of a study

(Creswell, 2008:209).

3.4.1. Score Data Analysis of the Tests

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the students’ initial skill of writing were obtained, and compared later with their

text in the post-test after mind mapping treatment to reveal the technique’s strength to promote the students’ writing a text.

Students’ texts were analyzed by using student text assessment based on

[image:27.595.120.512.247.738.2]

rubric and figures by Rose started with Genre included purpose and staging, register includes field, mode, and tenor, discourses included phases, lexis, conjunction and appraisal, grammar, and graphic feature included spelling, punctuation and presentation. For detail the following is its rubric.

Table 6.2 Student Text Assessment Based on Rubric and Figures

(Rose, 2007 cited from Emilia, 2011:196)

Genre PURPOSE Is the genre written in accordance with the author's purpose? (For example, if the type of exposition text, whether the text is consistent with the objectives of exposition)

SCORE

0-3

STAGING Is the text through the appropriate stages?

0-3

Register FIELD Is the text presents the topic clearly 0-3

TENOR Is the text shows a clear relationship between the writer and the reader?

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Who is the author, to whom?

MODE Is the text already shows characteristics of written language or are close to the spoken language? Usually the more intelligent a person writes, they write texts written language has the characteristics of a much more prominent and has the technical terms more.

0-3

Discourse PHASES Are the phases of the text tied or linked together to form a single unit of meaning.

0-3

LEXIS Is the choice of words to indicate the relationship between a word and group of words with other words?

0-3

CONJUNC TION

Is it clear logical relationship between each of the phases in the text and between clauses or sentences clearly using proper conjunction?(See further chapter 2aboutthe characteristics of a good text, one of

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which is that the text should use appropriate conjunctions).

REFEREN CE

Is it clear who and what is intended, for example, in a conversation? If the first sentence of the name, as in the second sentence refer to reference, a she or she, reference should be clear.

0-3

APPRAIS AL

Is there an expression about the attitudes, including feeling happy, sad, an assessment of the person (kind, nice) and the appreciation of something (interesting, boring). The expression of this attitude can be positive or negative and can be strong or weak(Stronger: I really like..., it is absolutely true ...or it is rather boring ..., it's really fairly slow....

0-3

Grammar Are the terms of use grammar correctly? 0-3

Graphic Features

SPELLING Is the spelling correct? 0-3

PUNCTUA TION

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PRESENT ATION

Is presented with interesting text, well, including margins, heading or subheading, spacing between paragraphs, does illustrations and neatness

0-3

3.4.2. Interview

Data were also collected from the interviews conducted to get the information from experimental students. The interview involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses (Kothari, 2004: 93). It was recorded to obtain accurate and detailed data. The interviews were conducted after the students’ texts have been analyzed. The students were

interviewed together. This was done to reduce the students’ nervousness and to promote their free expressions (Alwasilah, 2002:192). The student interviews were conducted in Bahasa to allow the participants to express their ideas in a more elaborated way. However, the interview was later translated into English.

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difficulties they found in writing, how they solved the difficulties and what they expected the teacher to do to help them write.

3.5. Conclusion

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CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter is the end part of this thesis. It consists of two points. The first one is the conclusion based on the research questions posed in the first chapter. The second part presents the recommendation with regard to the use of mind mapping technique in teaching writing on Exposition genre, directed to both EFL practitioners and future researchers.

5.1 Conclusions

The present study examines two research problems, i.e. (1) the effect of mind mapping techniques on students’ ability in writing exposition genre and (2) the students’ responses to the use of mind mapping technique in facilitating writing

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of experimental and control groups was different after the treatment using mind mapping technique given to experimental group. It has also been found that the mean of experimental group (29.00) is higher than that of the control group (18.81). It can further be concluded that the treatment of mind mapping affects the ability of students writing.

Second, the students’ responses to the use of mind mapping technique in facilitating writing processes were positive. Based on the findings above, it can be said that the students enjoyed in learning process and they were motivated to follow the teaching program. It can also be argued that almost all students stated that mind mapping technique could help them to write better.

5.2 Suggestions

Based on the results of the presents study, the following suggestions are offered for both methodological and practical purposes.

First, this study was conducted in only one school. Therefore it is expected that further studies can be conducted in many schools to further prove or contradictive its effectiveness.

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