THE EFFECT OF SEMANTIC MAPPING TECHNIQUE TOWARDS STUDENT’S WRITING SKILL IN RECOUNT TEXT AT EIGHTH GRADE OF STATE ISLAMIC JUNIOR HIGH SCHOOL 4
PASAMAN
THESIS
Submitted in Partial for Fulfilment One of The Requirement for Undergraduated Program in English Tadris Strata One (S.1) Degree
Written by:
MAHROFI IKHSAN NIM. 1314050121
DEPARTMENT OF ENGLISH TADRIS
FACULTY OF ISLAMIC EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN)
ABSTRACT semantic mapping technique and those who were taught with conventional technique at eighth grade of State Islamic Junior High School 4 Pasaman.
This was an experimental research type. Posttest experiment and control group were used to analyze the data. The population of this research was all of the students at eighth grade of State Islamic Junior High School 4 Pasaman that consists of 141 students divided into four classes. Two classes were taken as sample of the research by using cluster random sampling. The sample classes were taken by giving the lottery. The result shown that VIII 2 as an experimental class consists of 36 students, and VIII 4 as a control class consists of 36 students. Writing test was used to collect the data. The treatment was done for six meetings. The data of this research was analyzed by using Statistical Product and Service Solution (SPSS)-20 Program.
The result of this research shown that the mean score of students’ posttest at experimental class (74.11) was higher than the mean score of students’ posttest at control class (69.22). The result calculation of the test shown that t-calculate (3.326) was higher than t-table (1.666) with α = 0,05. The hypothesis was accepted. It means that semantic mapping technique gave significant difference towards students’ writing ability. The components of writing were also affected. The components of writing were significantly affected were content with significant different 2,37 and organization with significant different 1,22.
ABSTRAK
Mahrofi Ikhsan, 2017. Pengaruh Teknik Semantic Mapping Terhadap Kemampuan Menulis Teks Recount Siswa Kelas VIII MTsN 4 Pasaman
Penelitian ini bertujuan untuk melihat apakah terdapat perbedaan yang signifikan pada hasil menulis siswa antara siswa yang diajar dengan menggunakan teknik semantic mapping dengan siswa yang diajar dengan menggunakan teknik konvensional dikelas VIII MTsN 4 Pasaman.
Jenis penelitian yang digunakan adalah penelitian eksperimen yang menggunakan model post-test dalam menganalisis data. Populasi penelitian ini adalah seluruh kelas VIII MTsN 4 Pasaman yang terdiri dari 141 siswa yang terbagi kedalam empat kelas. Dengan menggunakan teknik cluster random sampling, peneliti menemukan dua kelas sebagai sample. Sedangkan untuk menentukan kelas-kelas sampel ditentukan dengan memberikan undian dengan ketentuan yang dibuat oleh peneliti. Hasilnya, kelas VIII 2 sebagai kelas eksperimen yang terdiri dari 36 siswa, dan VIII 4 sebagai kelas kontrol yang terdiri dari 36 siswa. Dalam mengumpulkan data, peneliti menggunakan tes menulis. Tes diberikan kepada kedua kelas dengan materi yang sama. Tes diberikan sesudah diberlakukan treatmen sebanyak 6 kali pertemuan untuk melihat pengaruh penggunaan teknik semantic mapping.
Hasil penelitian menunjukkan nilai rata-rata post test siswa dikelas eksperimen (74.11) lebih tinggi daripada nilai rata-rata post test siswa dikelas kontrol (69.22). Penelitian ini dianalisa dengan menggunakan prosedur statistik dan program SPSS-20. Dari hasil kalkulasi tes, dinyatakan bahwa t-hitung (3.236) lebih besar daripada t-table (1.666) dengan α=0.05. Hal ini berarti bahwa hipotesis diterima. Disamping itu, masing-masing komponen menulis juga meningkat. Komponen – komponen yang meningkat adalah content dengan signifikan perbedaan 2,37 dan organization dengan signifikan perbedaan 1,22.
ACKNOWLEDGMENT
“In the Name of Allah, the Most Gracious, theMost Merciful”
“Alhamdulillahirabbil‟alamin”. Praise to Allah SWT who has given the health, opportunity, knowledge, and strength to finish the thesis entitled “The Effect of Semantic Mapping Technique Toward Students‟ Writing Ability in Recount Text At Eighth grade of State Islamic Junior High School 4 Pasaman.
Peace is upon for prophet Muhammad SAW, the messenger, may Allah blesses him and gives him peace. This thesis is aimed at fulfilling one of the requirements in order to complete S1 program at the English Department in Tarbiyah Faculty UIN Imam Bonjol Padang.
In finishing this thesis, the researcher got a lot of help and guidance from many lecturers. First of all, the researcher would like to express sincere gratitude and appreciation to my advisors, Dr. Hadeli,M.A, M.Pd and Hidayat Al Azmi, M.Pd for their professional helps, valuable suggestions, command, correction, and times to support the researcher in completing this thesis.
Then the researcher would like to express his gratitude to the head master of State Islamic Junior High School 4 Pasaman, Raflis ,MA, and Yulia Oktarina, S.Pd (English teacher of MTsN 4 Pasaman) for her permission and opportunity to carry out the research, and to the students in eighth grade of MTsN 4 Pasaman in academic year 2016/2017 for their participation in the research.
Then, I thank deeply for my beloved parents, Ali Nurhasan and Yulinar who always love, care, and word become the strength of greatest motivation, and also for beloved sisters, Marnelis and Erlianis, and for all of family for the pray, love, help, advice and support. Then, the special thanks for all of friends at English Tadris Department’ 13 UIN Imam Bonjol Padang.
TABLE OF CONTENTS
CHAPTER I INTRODUCTION A.Background of the Problem ... 1
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Relevant Theories ... 7
a) Definitions of Semantic Mapping Technique. . 16
b) Procedures of Semantic Mapping Technique .. 17
c) Advantages of Semantic Mapping Technique . 19 d) Recount Text in Teaching Writing ... 20
B. Review of Relevant Studies ... 22
C. Conceptual Framework ... 23
D. Hypothesis ……… ... 24
A.Research Design ... 25
B.Population and Sample…… ... 26
C.Place and Time of Research ... 31
D.Instrument of Research... ... 31
E.Procedures of Experiment... ... 32
F.Research Variables... ... 35
G.Technique of Data Collection ... 36
H.Technique of Data Analysis ... 36
CHAPTER IV FINDING AND DISCUSSION A.Research Finding ... 40
1. Description Of Data ... 40
2. Descriptive Data Analysis ... 45
3. Inferential Data Analysis ... 57
4. Hyphotesis Testing ... 58
B.Discussion ... 61
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... ……… 64
B. Suggestion... ……… 65
BIBLIOGHRAPHY……… ... 66
LIST OF TABLES
Table 1.1 Mean Score of Students’ Writing Test (Preliminary Observation) In State Islamic Junior High School 4
Pasaman………... 2
Table 2.1 Indicators of writing based on Jacob’s
theory………... 15 Table 3.1 Research Design………... 26 Table 3.2 The Distribution of students in eighth grade of State Islamic
Junior High School 4 Pasaman Academic Year
2016/2017………... 27 Table 3.3 The application phases of the
research………... 33 Table 4.1 Table 4.1 Students' Writing Score of Post-test of Experiment
Class (VIII 2)... 41 Table 4.2 Table 4.2 Students' Writing Score of Post-test of Control Class
(VIII 4)... 43 Table 4.3 The Score of Writing Test of Experimental Group and
Control)………... 45 Table 4.4 The Interval Data of Experimental Class Post Test Score
(VIII.2)... 46 Table 4.5 Calculation Process of Mean and Standard Deviation of
Experimental
Class………... 48 Table 4.6 The Interval Data of Control Class Post Test Score
(VIII.4)………... 50 Table 4.7 Calculation Process of Mean and Standard Deviation of Writing
Test Control
Group………... 51 Table 4.8 The Calculation of Comparison of Means Post-test of
Experimental and Control Class in Content, Organization, Vocabulary, Language Use, and
Mechanic………... 53 Table 4.9 The Result of Testing Normality Writing Post-Test... 57 Table
4.10
LIST OF APPENDICES
Appendix 1 Mean Score of The Students’ English Daily Test Eighth grade MTsN 4 Pasaman Year
2016/2017………... 69 Appendix 2 Analysis Of SPSS For The English Daily Test At Eighth
Grade Of Mtsn 4
Pasaman………
71
Appendix 3 Post Test Score of Experiment Class (VIII 2) in Terms of Using Content, Organization, Vocabulary, Language Use and Mechanics………... 74 Appendix 4 Post Test Score of Control Class (VIII 4) in Terms of Using
Content, Organization, Vocabulary, Language Use and
Mechanics………... 76
Appendix 5 Lesson Plan………... 78
Appendix 6 Calculation Process of Mean and Standard Deviation of
Experimental Class……… 126
Appendix 7 Calculation Process of Mean and Standard Deviation of Writing Test Control
Group………... 128 Appendix 8 Analysis of Post Test Score Experimental Class and Control
Class (VIII 2 and VIII 4)
………... 130 Appendix 9 Analysis Of Spss For Post Test Of Experimental Group And
Control Group………... 133
Appendix 10 Blue Print of Writing
Test……… 138
CHAPTER I INTRODUCTION A. Background of the Problem
Teaching English as a foreign language involves four language skills listening, reading, speaking and writing. Writing is one of the standard and basic competence in teaching and learning process. Writing is one of language skill that more complex and difficult than others, because the students must master in grammar and vocabulary. The students must have concept of writing not only in their brain but they also have to translate it in writing language, and it is difficult to write the concepts that exist in brain.
Writing is one of important skill in English. Raimes (1983:3) states the reasons why the writing is important for the students. First, writing reinforces the students’ skill in grammatical structures, idioms, and
vocabularies that the teacher has taught. Second, when the students write, they actually take an adventure with language to the beyond of they have just learned to say. Third, when the students write, they are necessarily involved in learning new language which means that writing is the effort to express ideas and the constant use of eye, hand, and brain.
Unfortunately, there are most problems of teaching writing especially in recount text in every schools which the teacher has to be solved , like in State Islamic Junior High School 4 Pasaman, Based on observation that i was done at this school i found some facts dealing with the students problem in writing, the students got difficulty to write because they did not know what they should write and they have no idea to make a good sentence because they worry to make mistake, and they have lack of vocabulary and language use and most of them did not understand social functions, generic structures, and language features in recount text. They are only asked by teacher to translate and fill the blank in exercise in one book “LKS”. They did not understand the meaning of recount text itself. The score of students’ writing achievement proved an unsatisfactory. Their
scores are 38,6 in average.
It can be seen from the mean score of students’ examination of writing as in the table below;
Table 1.1 Mean Score of Students’ Writing Test (Preluminary Observation) In State Islamic Junior High School 4 Pasaman
Total students
Mean Score Of Writing Components Total Score Source: Student‟s Score of Writing Test at eighth grade of
Note: C = Content V = Vocabulary M =Mechanics O = Organization LU = Language Use
The table shows that the students’ achievement in writing skill at
eighth grade State Islamic Junior High School 4 Pasaman was still low.
Reffering to the case above, it is necessary to modify the existing techniques to solve the students’ problems in writing like using semantic
mapping technique. According to Pittleman in Allen (1986: 97) semantic mapping is a teacher directed study of words or concept in relation to other related words and ideas. The teacher begins a semantic mapping activity by providing words or concept about to be studied and students brainstorming, characteristic, related words, and specific examples of the words. Through semantic mapping technique the students can improve their vocabulary, because through this technique the students train to get many kind of words or sentences that is related to the topic and they can create the good text content. Semantic mapping technique is expected to be an effective way to be applied in teaching writing, especially in recount text, because through this technique students try to get many kind of words that are related to the topic and help them easy to write well.
B. Identification of the Problem
of vocabulary and language use. Third,students’ problem dealing with social functions, generic structures, and language features in recount text.
C. Formulation of the Problem
In order to discover the findings in details and give benefits from this research, so the research questions are formulated as follows: Is there significant difference of the students’ achievement in writing skill between
those taught with semantic mapping technique and those taught with conventional technique at State Islamic Junior High School 4 Pasaman ?
D. Limitation of the Problem
Concerning of identification of the problem above, the researcher limits the study of this research on the effect of semantic mapping technique toward students’ skill in generating idea in writing recount text
at eighth grade of State Islamic Junior High School 4 Pasaman.
E. Purpose of the Study
The study is expected to find out significant difference of students’ achievement in writing skill between those taught with semantic mapping technique and those taught with conventional technique.
F. Significance of the Problem
Result of this study is expected to contribute to the following participants:
to write according the steps suggested. As a result, their writing will be much better. It means that this technique will improve the students’ writing skill, especially in writing a recount text.
2. The English teacher: this research can provide contribution for the English teachers to apply another technique dealing with the teaching learning process especially in teaching writing. And it will help English teachers not to use monotonous technique in teaching and learning process.
3. The researcher: this research gives the researcher understanding toward the using of semantic mapping technique in teaching writing directly.
4. For the other researchers: the other researchers can develop the research based on the result and use it as one of references to study about writing skill in the next research and its using in their research.
G. Definition of Key-Terms
The key terms of this research are defined as follow:
1. Effect is result or consequence of an action
2. Semantic mapping technique is a visual tool to help students connect related ideas.
3. Writing is a process where the writers express their thoughts, ideas, or any information in written form.
CHAPTER II
REVIEW OF RELATED LITERATURES
A. Review of Relevant Theories 1. Writing
a) Definition of Writing
Writing is a skill that can be defined as an exploration of any thought or anything to be formed in writing. There are some experts who have different statements about the definition of writing. Some of them will be mentioned in this chapter. According to Coulmas (2003:19), writing is visible. It is a form of communication created by the hand and appealing to the eyes. Thus, this definition states that writing is a very important process that has meaning in communication. By writing, the students can also have knowledge about good structure to make a fine writing. Also, writing is a medium for the students to organize their thoughts in an excellent way in writing. Thus, it can be said that writing is a significant skill that must be had by the students.
expressions in writing. Thus, writing is an activity to make the concept of students thinking into written form.
Moreover, Atlee (1998:4) proposes that writing can be defined that writing is related to thinking and oral language. It means that the term of writing can be understood as thinking and oral language to include the ideas into writing order. When writing, the writers ground the ideas to communicate, though powerful in the sense in writing itself. Thus, it can be said that writing is related to explore the ideas into writing form.
In my opinion, writing is the thinking process that expresses the ideas, thought, information, opinion, feeling, or message that is delivered by the writers to the readers in written form such as sentence, paragraph, and essay on the paper or electronic media. The essay which has been produced by the writers usually talks about a topic. Then, the topic will be developed to be a complete written. By doing it, the process of writing happens when the writers deliver their ideas in written form. Writing also can be said as an activity which exposes the writers’ ideas, thoughts, information and messages in the writing form.
b) Components of Writing
According to jacobs (1981:30) there are five components in the profile of writing.
a.Content
applies several descriptors: knowledge, subtantive, through development of thesis, relevant to assigned topic.
b. Organization
In organization there are descriptors that have to take in good written text. They are fluent expression, idea clearly/supported, succinct, well-organized, logical sequencing, cohesive.
c. Vocabulary
The good writers have increased their vocabulary for their writing’s quality. But it is not enough without choose the correct
vocabulary that appropriate with the text. So Jacobs (1981) states vocabulary into four description: sophisticated range, effective word/idiom choice and usage, word from mastery and appropriate register.
d. Language use
In writing evaluation, language use consist of eighth description: effective complex construction, aggreement, tense, number, word order/function, articles, pronouns and prepositions. e. Mechanics
c) Process of Writing
The writing process presents students with a step by step procedure that leads to the completion of a piece of writing. According to Oshima and Hogue (1991:3), writing has four main stages in its process, they are: prewriting, planning, writing and revising drafts, writing the final copy to hand in. First, in prewriting stage, the writer chooses and organizes thoughts to be written, generates ideas about the topic itself, identifies the purpose and audience, and selects a format for their writing. Next, in the planning stage, or it can be said as the outlining, the writer is ready to organize the ideas which is generated by brainstorming. Third, writing and revising drafts stage has some steps to be done by the writer, they are: writing the first rough draft from outline, revising content and organization and proof reading the second draft or grammar and mechanics. finally, in writing the final copy, the writer should make all the corrections that had noted on the second draft. Thus, in producing a good writing, the writer should write by following the four stages above. Those stages guide the writer to produce writing as its rule.
they flow into our mind. Next, revision is useful for reviewing structure and content in its writing. Also, in this step, the writers must check what they have written. Then, at editing session the writers need to correct errors in spelling, capitalization, punctuation, and grammar. Final, in publish session the writer write a final draft that includes all revisions and editing changes and writer can add any other elements, such as illustrations, if needed. Thus, in writing process, the students are asked to put ideas into draft, then based on the draft, the writing is constructed and finally check the writing for final correction.
necessary to be done in the process of writing. It is useful as a guidance to produce a good writing.
Based on the explanation above, it can be concluded that the writing process describes about the ways in producing a writing. The stages in writing process are divided into some steps. They are: prewriting, writing, revising, editing, and publishing. Whereas, before writing is begun, the writer must do the prewriting first, it includes preparation about what will be written. Then, the writer should start writing. After writing activity is done, it should be revised and edited. Revising and editing is useful for seeing whether the writing has done well or not. Then, an important activity in writing is publishing the writing product. Publishing is very useful for taking attention and additional advice from the readers.
d) Teaching Writing
Teaching writing is not easy, both teacher and students should give full concentration on this subject. According to Harmer (2004:4) the reason of teaching writing for students of English as foreign language include process of writing content of the writing and the medium. It is important to know how to write letter, how to put written report together, how to replay advertisement and increasingly how to write electronic media.
writing runs effectively. Harmer (2004:22) states that for writing to be truly accessible, however, it also needs to be both cohesive and coherent. coherent is important to make the connection of sentences become a good paragraph. In teaching writing, the teacher should help the students to consider about the organizing the sentences become a good paragraph. The paragraphs should be coherent each other. Therefore, teacher has a big role to help the students in constructing their writing.
In addition, Nunan (2003:89) proposes that teaching writing began to include the entire process of writing-invention, drafting, feedback, and revision-and not just the product. When students are granted time to write and process their thoughts, they develop a way to analyze their thinking. In writing, the students prepare a topic to be developed into sentences. The sentences will be built into paragraphs. These activities activate the students’ thinking. The way they express their thoughts in written form is
called as the process of writing. For this case, the teacher has to give the opportunities for the students to activate their thinking in writing.
Moreover, Brown (2000:334) defines that teaching writing predominantly teachers learned more and more about how to teach fluency, not just accuracy, how to use authentic texts and contexts in the classroom, how to focus in the purposes of linguistics communication, and how to capitalize on learner’s intrinsic motives to learn. Teaching writing
students to fix the correct patterns in their writing. Correct patterns are necessary to be used in a good writing, it includes to the rule of writing. Then, the teacher should identify and correct the students’ errros in language system. The teaching writing is hoped to make the students become good in writing.
Based on the explanation above, it can be concluded that in teaching writing, the teacher needs to help the students in producing their writing. The students perhaps to face some difficulties in constructing ideas and expressing their ideas in written form. The teacher’s task here is to guide
them in organizing a topic become sentences and put their ideas in writing, fix the language patterns, and develop their thinking skill. The teacher also directs the students to combine paragraphs and make them coherent each other. In other side, the teacher must help the students to repair the errors in their writing. It is useful for the students in producing their correct writing.
e) Writing Assessment
The writer use Jacob’s criteria (1981:90) in scoring the student’s paragraph because it will help writer to score the student’s writing. It can
No Components Criteria of each item Score 1 Content Excellent to very good: knowledgeable;
sustantive; thorough development of thesis; relevant to assigned topic.
Good to average: some knowledge of subject; adequate range; limited development of thesis; mostly relevant to topic, but lack detail.
Fair to poor: limited knowledge of subject little subtance; inadequate development of topic.
Very poor: does not show knowledge of subject; non substantive; not pertinent; or not enough to evaluate. ideas clearly stated/supported; succinct; well organized; logical sequencing; cohesive. Good to average: somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing. Fair to poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development.
effective word/idiom choice and usage; word from mastery; appropriate register.
Good to average: adequate range;occasional errors of word/idiom form, choice, usage but meaning not obscured.
Fair to poor: limited range; frequent errors of word/form choice, usage; meaning confused or obscured.
Very poor: essentially translation; title knowlegde of English vocabulary, idioms, word form, or not enough to evaluate.
20-18
17-14
13-10
9-7
4 Language use Excellent to very good: effective complex constructions; few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.
Good to average: effective but simple
25-22
construction; minor problems in complex constructions; several errors of agreement, tense, number, word order/function, articles, pronouns, preposition but meaning seldom obscured.
Fair to poor: major problems in simple/complex construction; frequent errors of negation, agreement, tense, numer, word order/function, articles, pronouns, preposistions, and/or fragments, run-ons, deletions; meaning confused or obscured. Very poor: virtually no mastery of sentence constructions rules; dominated by errors; does not communicate; or not enough to evaluate.
17-11
10-5
5 Mechanics Excellent to very good: demonstrates mastery of conventions few errors of spelling, punctuations, capitalizations, paragraphing. Good to average: occasional errors of spelling, punctuation, capitalization, paragraphingbut meaning not obscured. Fair to poor: frequent errors of spelling, punctuations, capitalizations, paragraphing; poor handwriting, meaning confused or obscured.
Very poor: no mastery of conventions dominated by errors of spelling, punctuations, capitalization, paragraphing; handwriting illegible; or not enough to evaluate.
5
4
3
2
2. The Concept of Semantic Mapping Technique a) Definitions of Semantic Mapping
Nunan (2005:89) stated semantic mapping is meaning maps where information is grouped into different clusters. There are variety of ways to group the information. For instance you can put information about each character into different bubbles. Semantic mapping may be especially important for students with more limited vocabulary; these students’ may
not know many of the related words.
Al Ghazo (2015:95) defined semantic mapping is a diagram which helped learners see the relationship between words. Such strategy had been used widely as a vocabulary development strategy. In fact many semantic maps use short words or phrases that caught many learners attention. This kind of strategies are ideal for many types of learners, including English Language readers with intermediate proficiency.
Oxford (1990:41) defined semantic mapping involves meaningful imagery, grouping, and visualizations. It visually shows how certain groups of words relate to each other.
According to Kustati (2007:113) semantic mapping is valuable for improving both memory and comprehension of new expressions. Of course, in an exercise based on semantic mapping, there is no single right answer, because different students will have different approaches to clustering ideas unless a particular formula is taught.
vocabularies by connecting the terms when have known by the students in relation to the topic given in order to write good composition.
b) Procedures of Semantic Mapping
According to Mory (1995) the procedure of using semantic mapping is as follows:
a) Select words central or sentence central to the topic.
b) Display the target words/sentence. Put the words/sentence in a circle in the middle of the board.
c) Invite the students to generate as many words/sentence as possible that relate to the target words/sentence. Ask students to brainstorm and think of the ideas that come to their head when they think of the word. Record the words on a chart or on the blackboard.
d) Have the students write the generated words/sentence in categories. After all the brainstorming has taken place, discuss how the information could be placed into categories
e) Have the students label the categories. Label and add extra information to each category
f) From this list, construct a map
conclusion, identifying key elements, expanding ideas and summarizing information.
Pearson in Siddiq (2013: 9) describe the procedure of semantic mapping technique as followed: Firstly, Write a key word or topic related to classroom work on a sheet of paper, the blackboard, or a transparent slide. Secondly encourages the students to think as many as they can that are related to the sleceted key word or topic. Thirdly guide the students to list the words by categories. Then, have the students label the categories. After that discuss the relationship between these words and start to write.
c) Advantages of Semantic Mapping
centered. It means that semantic mapping makes use of the students’ prior
knowledge and control input at each stage of the map’s building. Semantic mapping is an integrative activity. It means that it allows the students to connect previous knowledge with new knowledge.
d) Recount Text in Teaching Writing 1) Definition of Recount Text
According to Hyland (2003: 20) recount is kind of genre that has a social function to retell for the purpose of informing or entertaining. The tense that used in recount text is past tense. Social purpose of recount is to reconstruct past experiences by retelling events in original sequences. We can look at the sample of recount in personal letters , police report, insurance claims, and incident report.
Recount text is based on the life experience and foreign language. Recount is used in most subject to show memory of series of events as account of science excursion, everyday life in another time or culture
2) Social Function of Recount Text
Recount text has some social function, which are : a) To retell past events
b) To inform something to readers. It informs to the reader about what happened
c) To entertain. Sometimes recount retells a funny experience. It has a function to entertain the reader.
3) Generic Structure of Recount Text
According to Hyland (2003: 20) there are three generic structure of recount. They are:
a) Orientation: provide the setting and produce participants. It provide information about whom, where and when
b) Records of Events: tell what happened, present event in temporal sequence. It is usually recounted in chronological order. Personal comment and /or evaluate remarks, which are interspersed throughout the record of event
c) Re-Orientation: optimal closure of events. It is rounds off the sequence of events .
4) Language Features of Recount Text
According to Dewerianka (1990: 15), te common grammatical features of recount text are;
1. Specific participants ( Mrs. Brady, our dog, the shopkeeper) 2. Use of simple past tense (she walked)
3. Use of action verbs
5. Details irrelevant to the purpose of the text should be avoided.
B. Review of Relevant Studies
There are many relevant studies related to this research that have been conducted.
First, Nani Puspita Sari (2015) in her thesis entitled “Improving Student’s Writing Skill in Narrative Text by Using Semantic Mapping”
stated that semantic mapping technique enabled the students to generate the ideas. It helped the students to decide which words or phrase should be generating as main ideas and also this technique made the students easier to construct sentences because it help them to provide the proper vocabulary.
Second, Natalisa Krisnawati(2014) also conducted a research “The Effectiveness of Using Semantic Mapping Technique in Teaching Reading Comprehension of Narrative Text” concluded teaching through semantic
Third,Wahyuni (2016) in English Education Journal (EEJ 2016) entitled “Implementation of Semantic Mapping Technique for Teaching Reading Comprehension” discuss Preparing the semantic maps before
writing helped the students to find the information, as a result they found it easier to make a correct writing.
The previous studies above investigated the same problem with this research that is related to the students’ problem in writing. Based on
the successes of studies above, researcher interested to apply the same technique in solving the problems found in the field. The differences are the previous research investigated writing with the different genre or kind of text and also different skill. In this research, researcher investigates the using of semantic mapping techniquein teaching recount textto improve students’ writing skill.
It can be concluded that the researches above can solving the problems found in the field. Their research was succesfull to improve students’ writing skill.
C. Conceptual Framework
This study is focused on the effect of semantic mapping technique to improve students’ writing skill. In teaching writing at State Islamic
sentence, place in the centre, to which associated ideas, words or sentence or concept are added. The words or sentence in the middle is the topic which is then supported by the words or sentence below it as the main idea. Each idea then supported by some words or sentence below it. The combination of main idea and supported idea can be elaborated to construct sentences, paraghraps, or even a text. Semantic mapping help students to classify ideas and then organizing them. The lines help them to the understanding of the relationship among the connected objects. Based on the statements above the researcher assumed that semantic mapping is suitable technique to solve the problem in writing class.
D. Hypothesis
Based on selected problem, the hypothesis of this research can be seen as follows;
Ha: There is significant difference on the students’ achievement in writing skill those taught by semantic mapping technique than those taught by conventional technique at State Islamic Junior High School 4 Pasaman.
CHAPTER III
RESEARCH METHOD
A. Research Design
This research utilize the Experimental Research Design which is included in quantitative research because it test the effect of semantic mapping technique toward students’ skill in writing recount text. Experimental research is the type of research that can test hypothesis to establish cause-effect relations (Hadeli, 59).
In this research, there are two groups involve. One group is the experimental group which will give treatment, in this case by using semantic mapping technique, while the other group is the control group that will be treated as usual. This research will involve two variables, independent and dependent variables. Independent variable, also call experimental variable, is that process or activity believe to make difference in performance, while dependent variable is the outcome of study, the measure of the change.
Table 3.1 Research Design
Group Treatment Post test
E C
X -
O1 O1
In this case,
E = Experimental Group C = Control Group
X = Teaching Writing by Semantic Mapping O1 = Students’ score of post test
This design has two classes where the researcher randomly choose. The first. One class will be the experimental class that receive a treatment (X) or semantic mapping technique in teaching writing process, while another class is the control class that receives no treatment. The effect of giving treatment will be posttest result. In this research, the effect of semantic mapping technique will being statisically analyze with t-test. B. Population and Sample
1. Population
because they are in the same level and the same age. Thus, the population of this research can be seen in the table below:
Table 3.2 The Distribution of students in eighth grade of State Islamic Junior High School 4 Pasaman Academic Year 2016/2017
CLASS STUDENTS
VIII 1 34
VIII 2 36
VIII 3 35
VIII 4 36
Total 141
Taken from Administration affair of State Islamic Junior High School 4 Pasaman
2. Sample
Gay and Airasian (2000:121) state that sampling is a process of selecting number of individuals for a study in such away from that they represent the larger group from which they are selected. In this research, the larger group is called population.Then, for individual group selected is a sample.
distribution or not by using normality test. It is done because the writer wants to find whether semantic mapping technique is effective to improve students’ writing achievement. In order to see the significant improvement in students’ writing achievement, therefore the writer will choose the
classes randomly to be researched. To get the sample, writer will use the lottery to get classes for the sample, such as lottery A for VIII 1, lottery B for VIII 2, lottery C for VIII 3, and lottery D for VIII 4. The all lotteries will put in box then the writer shake it and will remove the lottery twice, so the samples of this research are the eighth grade 2 as experimental class and eighth grade 4 as control class. Before the researcher take the sample, the researcher did these steps:
a. Collected the Daily test score data from all students grades VIII in first semester. (see Appendix I)
b. Test of normality
Tests of Normality
Kelas Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig.
Nilai
VIII 1 ,166 34 ,018 ,944 34 ,079
VIII 2 ,155 36 ,028 ,943 36 ,064
VIII 3 ,149 35 ,049 ,968 35 ,391
VIII 4 ,114 36 ,200* ,962 36 ,241
c. Test of Homogeneous Variances
Test of Homogeneity of Variance Levene
Statistic
df1 df2 Sig.
Nilai
Based on Mean ,771 3 137 ,512
Based on Median ,688 3 137 ,561
Based on Median and
with adjusted df ,688 3 129,803 ,561
Based on trimmed
mean ,782 3 137 ,506
C. Place and Time of Research
The research will be held in for eighth grades students of State Islamic Junior High School 4 Pasaman. This research start on Juni and will be end on july 2017. The research will give treatment for Six times, after giving treatment the researcher will give both classes post-test in order to know the students’ writing skill. And to see whether the use of semantic
mapping give significant effect to students’ writing skill, the researcher compare the result of post-test of both classes.
D. Instrument of the Research
After giving the treatment for six meetings the writer will give two classes post test in order to know the students’ writing skill. And to see
whether the use of semantic mapping technique is more effective than conventional technique, the writer will compare the result of post test of the classes. The instrument of this research is writing test and lesson plan. Writing test used to measure the students’ skill in writing. Lesson plan used to treat students’ problem in writing.
E. Procedures of Experiment
Generally, there are three phases procedures of this research, they are preparation, application, and the final phase;
1. Preparation
The writer will use two classes to collect the data, in experimental class, the writer will teach the students by using semantic mapping technique and teach a conventional strategy for control class. In short, the writer will propose these procedures:
a. Determining the research time
b.Preparing the lesson plan arranged by curriculum.
c. Explaining to the students about the planning in learning process. d.Preparing the final test
2. Application Phases
Table 3.3 The Application Phases of the Research
Experimental Class Control Class a. Pre-activity
1) Greeting
2) Checking students attendance 3) Asking students about the last material
4) Motivate students to study
b.Pre-activity 1) Greeting
2) Checking students attendance 3) Asking students about the last material
4) Motivate students to study b. Whilst-activity
Observing and Questioning:
1) The teacher introduces the topic By showing the picture done based on the syllabus.
2) The teacher gives a bit of explanation about the text which will be learnt such as its definition and its generic structure
Exlporating:
3) The teacher guides the students to pay attention to the text which will be learnt. experience to be written
5) The teacher explains the lesson by write a key word or topic related on
b. Whilst-activity
Observing and Questioning:
1) The teacher introduces the topic By showing the picture done based on the syllabus.
2) The teacher gives a bit of explanation about the text which will be learnt such as its definition and its generic structure.
Explorating:
3) The teacher guides the students to pay attention to the text which will be learnt.
the white board.
6) Teacher encourages the students to think as many as they can that are related to the selected key word or topic.
7) Teacher guide the students to list the words by categories.
8) Students label the categories. 9) Teacher and students discuss the
relationship betwen these words. 10) Teacher guide the students to start
to write.
Communicating:
11) Students make their text individually based on their outline. 12) The teacher gives correction to
some mistakes of student’s writing
Communicating:
Teacher ask the students write their experience.
The teacher gives correction to the student’s mistakes of student’s writing
c. Post Teaching
1)Teacher and students conclude the lesson
2)Teacher gives advice to the students 3)Teacher closes the class
c. Post teaching
1) Teacher and students conclude the lesson
2) Teacher gives advice to the students
3) Teacher closes the class
3. Final Phase
The writer will give the post-test to know the score of the students after giving the treatment for six meetings with different topic and it is based on the syllabus.
F. Research Variable
writing is dependent variable while the semantic mapping techniqueis independent variable. This variable it can be described as follows;
1. Dependent variable
Dependent variable is variable which is influencing or becoming effect caused by independent variable. Students achievement is an skillowned by the students in both experimental and control class after they acceptthe learning experiences.
a. Conceptual Definition
Students achievement is an skill owned by the students after acceptingthe learning experiences.
b. Operational Definition
Students achievement in this research is students’ score af- ter the writing test is conducted by the researcher at the end of mee ting in ex-perimental class. Students achievement in this research will be students’ score from writing test.
2. Independent variable
Is variable which is influencing or becoming it is change cause or incidencing dependent variable.
a. Conceptual Definition
Semantic mapping defined as a visual tools which helped learners see the relationship between words ( Ghazo, 2015: 95)
b. Operational Definition
G. Technique of Data Collection
The data will be taken from the students’ writing test. The post-test will be given in form of writing test, allocation time of the test which is used is similar. The students should write at least 3 paragraphs. The scores of students’ test will be used as data. The researcher will analyze scores of the student’s writing test by using jacob’s criteria ( 1981; 90)
The researcher will be taught in both classes to do the research and collect the data. The research will be conducted six meetings. Then, after the selection of both groups, the treatment will be given to the experimental group. The experimental group will teach using semantic mapping technique, and the control group will teach using conventional technique. Then, after treatment, the posttest will be given to the both groups, experimental and control group.
The data will be collected through the use of writing recount text at the end of the treatment. The students’ writing will rate by two raters. The agreement of score of both raters is use as data.
H. Technique of Data Analysis
The data will be described quantitatively. Technique also use to analyze the data statistical procedures by using a set of test. It is used to see the different progress of the student’s writing those taught with
a. Normality Testing
This test is used to know whether the distribution of each variable is normal or not. Testing normality is done by applying kolmogorof-sminov and shapiro-wilk test by using computer program called SPSS ( statistical product and service solution) version 20. The criteria of normality test are significance, if the score analysis is biggest than standard significant 5 persen (0,05). If the score analysis is biggest than standard significant, the data distribution is normal.
b. Homogenity Testing
This test is used to see whether the sample which sample from population have the same characteristic as population or not. The formula which is used in this test is levene statistic by using SPSS ( statistical product and service solution).
Technique that will be used to analyze the data is statistical procedures by using a set of test. It is used to see the different quality of the students writing with and without implementing Semantic Mapping technique. Furthermore, the data is analyzed by using T-test formulas as suggested by sudjana (2005:239). T-test formulas develop which is presented as follow: in analyzing the students’ test score, some step are done before
analyzing the different mean by using T-test formula as follows;
X (Experimental group)
b. This formula is used to decide standard deviation of experimental group;
c. This formula is used to decide standard deviation of control group;
The formula of T-test is as follows (Sudjana:1996)
̅ ̅
In this research, hypothesis testing is:
Ha = if t-table is smaller than t-test, it means that semantic mapping technique gives significant difference on the students’ writing skill.
H0 = if t-table is bigger than t-test, it means that semantic mapping technique does not give significant difference on students’ writing skill.
CHAPTER IV
FINDING AND DISCUSSION
This chapter means to present the result of research that was done for six meetings in State Islamic Junior High School 4 Pasaman. The study was done on July 2017. At the end of the research the students were given writing test. The analysis of the collected data was carried out to find whether or not Semantic Mapping Technique can improve students’ writing skill at State Islamic Junior High School 4 Pasaman. The data were analyzed by using t-test, which is proposed by Sudjana (2005: 239).
A. Research Finding 1. Description of Data
The number of the students who were involved in the post test was 72 students. Those students were divided into two classes, 36 students for experimental group and 36 students for control group. The data of this research were students’ score in post test. The researcher taught
34. AN 17 16 14 14 2 65
35. BAP 25 18 18 17 3 81
36. RP 19 14 15 13 2 65
Tot
al 837 574 566 579 108 2668
Me
an 23,25 15,9444 15,7222 16,0833 3 74,1111 Higher
score 26 18 18 18 4 83
Lower score 17 13 14 13 2 65
The table above is students’ post-test score of experimental class. It can be described as follows; there are 36 students as experimental class with the total of students’ score is 2668 and the average score is 74.1.
34. M 18 13 17 17 3 68
The table above is students’ post-test score of control class. It can
be described as follows; there are 36 students as control class with the total of students’ score is 2492 and the mean score is 69.22. Meanwhile the
All of the data were analyzed to find out the maximum and minimum scores, mean score (X) and Standard Deviation (SD) of post test of experimental class and control class.
Table 4.3 The Score of Writing Test of Experimental Group and Control Group score was 81, the lowest score was 58, and standard deviation was 6.73.
2. Descriptive Data Analysis a. Experiment Class
r: -
: 83-65= 18
k: 1+3.3 log n
: 1+3.3 log 36
: 1+3.3 (1.56)
: 6.148
I: r/k
: 18/6.148
: 2.93
: 3
So, interval of students’ writing score is 3. Then the interval data of experiment class post-test score can be seen in the table below:
Table 4.4 The Interval Data of Experimental Class Post Test Score
No
Interval Student's
Writing Score Frequency Percentage
1 65-67 6 16.6 %
2 68-70 3 8.3 %
3 71-73 7 19.4 %
4 74-76 9 25%
5 77-79 2 5.5 %
6 80-82 8 22.2 %
Total 36 100%
From the table above, it was found that most of students’ writing post test score in the experimental class was about 65-67, there were 6 students (16.6%) got score at that interval, while the interval 68-70 there were 3 students (8.3%), at interval 71-73 there were 7 students (19.4%) who got score at that interval, at interval 74-76 there were 9 students (25%), at interval 77-79 there were 2 students (5.5%) who got score at that interval, at interval 80-82 there were 8 students (22.2%) who got score at that interval and at that interval 83-85 there were 1 student (2.7%) who got score at that interval. The data of post-test score in experimental class could be drawn as below:
Table 4.5 Calculation Process of Mean and Standard Deviation of Experimental Class
No X1 F1 X1² F1X1 F1X12
1 65 3 4225 195 12675
2 66 1 4356 66 4356
3 67 2 4489 134 8978
4 68 2 4624 136 9248
5 70 1 4900 70 4900
6 71 2 5041 142 10082
7 72 4 5184 288 20736
8 73 1 5329 73 5329
9 74 1 5476 74 5476
10 75 5 5625 375 28125
11 76 3 5776 228 17328
12 78 2 6084 156 12168
13 80 3 6400 240 19200
14 81 2 6561 162 13122
15 82 3 6724 246 20172
16 83 1 6889 83 6889
Total N=36
X1² =87683
F1X1 =2668= 5.49
Based on table and formulation above, researcher found that mean of writing test experimental group is 74.11 and standard deviation is 5.49. b. Control Class
: 81 n: 36 r:
-: 58 I: r/k k: 1+3.3 log n
Note: I: Interval r: Range
k: Number of classes
r:
: 81-58= 23
k: 1+3.3 log n : 1+3.3 log 36 : 1+3.3 (1.56) : 6.148
: 3.74 : 4
So, interval of students’ writing score is 4. Then the interval data of control class post-test score can be seen in the table below:
Table 4.6 The Interval Data of Control Class Post Test Score
No
Interval Student's
Writing Score Frequency Percentage
1 58-61 4 11.1 %
2 62-65 8 22.2 %
3 66-69 7 19.4 %
4 70-73 7 19.4 %
5 74-77 4 11.1 %
6 78-81 6 16.6 %
Total 36 100%
From the table above, it was found that most of students’ writing
Interval of student‟s writing post test score of control class
Table 4.7 Calculation Process of Mean and Standard Deviation of Writing Test Control Group
No X1 F1 X1² F1X1 F1X12
1 58 2 3364 116 6728
2 60 1 3600 60 3600
3 61 1 3721 61 3721
4 62 3 3844 186 11532
5 63 1 3969 63 3969
6 64 2 4096 128 8192
7 65 2 4225 130 8450
8 66 3 4356 198 13068
9 67 1 4489 67 4489
10 68 3 4624 204 13872
11 70 2 4900 140 9800
12 71 2 5041 142 10082
13 72 1 5184 72 5184
14 73 2 5329 146 10658
15 74 1 5476 74 5476
16 75 1 5625 75 5625
17 76 2 5776 152 11552
18 78 2 6084 156 12168
19 80 2 6400 160 12800
Total N=36
X1² =96664
F1X1 =2492
F1X12 =174088= 6.73
Based on table and formulation above, researcher found that mean of writing test control group is 69.22 and standard deviation is 6.73.
To explain more about Semantic Mapping technique in improving students’ writing skill, it can be seen from the comparison of students’
Table 4.8 The Calculation of Comparison of Means Post-test of Experimental and Control Class in Content,
Organization, Vocabulary, Language Use, and Mechanic
No
Aspects/
Experiment Control Differen ce Components
1 Content 837/36= 23.25 752/36= 20.88 2.37 2 Organization 574/36= 15.94 530/36= 14.72 1.22 3 Vocabulary 566/36= 15.72 552/36= 15.33 0.39 4 Language Use 579/36= 16.08 556/36= 15.44 0.64
5 Mechanic 108/36= 3 102/36= 2,83 0.17
From the table above can be explained that:
1). Content
In experimental class, the mean post test scores of the students’
content was 23.25 while in control class, the mean of post test was 20.88 with difference 2.37. It can be concluded that Semantic Mapping Technique helped the students in developing their ideas fluently in writing. Besides, it helped to share and discuss about what they are going to write and expand it.
The table above explained that the students’ mastery in developing
the ideas especially in experiment class improved after being taught by Semantic Mapping technique. The use of Semantic Mapping technique encouraged students’ thinking and imagination. They could imagine what
write by showing picture related to the topic. Therefore, as reflected in the mean scores experiment class is higher than control class. It is indicated the students’ success in improving students’ writing, especially in
developing the ideas.
2). Organization
In experimental class, the mean post test score of the students’
organization was 15.94 while in control class, the mean scores of post test was 14.72 with difference 1.22. It can be concluded that Semantic Mapping Technique helped the students in developing their ideas clearly in writing.
The data in the table above also indicated the success of students in organizing ideas by using Semantic Mapping technique. This technique helped their competence in expressing their ideas fluently in writing because they had a model to be imitated that made their writing well- organized like what it should be. Beside that based on the students’ writing, it can be concluded that students had knowledge in descriptor of an organization such as fluent expression, ideas clearly stated or supported, succinct, well-organized, logical sequencing, and cohesive. 3). Vocabulary
In experimental class, the mean post test score of the students’
Mapping Technique helped the students highly in mastering vocabulary. In addition based on the students’ writing
The use of Semantic Mapping technique can enlarge students’ mastery in vocabulary. It is indicated in the table above that the mean score of students’ in experiment class increased rather than the students’ in
control class. It is because the students who were in experiment class had been guided to write by their teacher. Teacher showed semantic mapping which related to the topic which going to write. Consequently students got many key words of the target topic.
In addition based on the students’ writing, it showed that students
had been developed their knowledge in descriptor of a vocabulary such as sophisticated range, effective word or idiom choice and usage, word form mastery, and appropriate register.
4). Language Use
In experimental class, the mean post test score of the students’ language use was 16.08 while in control class, the mean scores of post test was 15.44 with difference 0.64. It can be concluded that Semantic Mapping Technique helped the students in mastering the language use.
Next, the students’ skill in mastering the language use can be said
that the students who were in experiment class was higher than the other class.
On the other hand, concerning to the students’ writing, it can be
language use, namely: effective complex construction, agreement, tense, number, word order or function.
5). Mechanic
In experimental class, the mean post test score of the students’
mechanic was 3 while in control class, the mean scores of post test was 2.83 with difference 0.17. Based on the previous table, in the calculation the students’ skill in this aspect almost same. Their comprehension in
using punctuations, spelling, capitalization and paragraphing had developed.
Then, basically based on the researcher’s experience when correcting the students’ writing, the students’ writing who were in
experiment class was better in every aspect. It showed that students had had sufficient capskill in using appropriate mechanics such as in punctuation (e.g. semicolon, colon), and capitalization.
The explanation above showed that the students’ writing skill in
both experiment and control class, particularly in aspects of content, organization, vocabulary, language use, and mechanics were different. The highest of the difference was on the aspect of content (2.37). The scores between these classes were different, it can be said that there is any significant difference on students’ writing skill between those who were
without using Semantic Mapping technique. It means that we can see that the aspects of writing can improved by using Semantic mapping technique
3. Inferential Data Analysis
1. Prerequisite Hypothesis Testing
The prerequisite is necessary to determine whether the analysis of data for hypothesis testing can be continued or not. Some data analysis techniques demanding test prerequisite analysis. Analysis of variance requisite that data come from a population with normal distribution and group compared to homogeneous of data.
a. The normality of distribution test
Normality test had an objective to know the population normal or not. In this research, to do the normality test the researcher used Kolmogrov Smirnov and Shapiro Wilk. Test was performed in SPSS test. Testing criterion and distributed normal if the data was more than 0.05. The class was normal. The summary of the result of test of normality of experiment group and control group is presented in the table below:
Table 4.9 The Result of Testing Normality Writing Post-Test
Tests of Normality
Kls
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic df Sig.
nilai 1 .108 36 .200* .948 36 .089
2 .101 36 .200* .960 36 .210
*. This is a lower bound of the true significance. Source: Calculation of SPSS
b. The homogeneity of variance test
To check the homogeneity of variance of the data, Levene’s test
was conducted. The result of calculate using Levene test is as follows:
Table 4.10 The Result of Testing Homogeneity Writing Post-Test
Test of Homogeneity of Variance Levene
Statistic df1 df2 Sig.
Nilai Based on Mean 2.186 1 70 .144
Based on Median 1.806 1 70 .183
Based on Median and
with adjusted df 1.806 1 67.899 .184
Based on trimmed
mean 2.183 1 70 .144
Based on the table above, it can be concluded that two groups was normality and homogeneous. After the test of normality and homogeneity, the data were analyzed by using t- test by (Sudjana, 1992: 239) to see the effect of using Semantic Mapping technique, the data observed of this research was analyzed by using t-test. ( Sudjana , 1992: 239).
4. Hypothesis Testing
testing homogenity to see whether the data homogeneous or not and correlation analysis to find out whether there is correlation between two variables. The criteria of this testing is significance score from anlaysis is bigger than standard significant score (0.05), the distribution data is normal.
The calculation of t-test between mean score of experiment and control group could be figured bellow:
Now, we look for the t formula:
= 0.05Df = (n1 + n2 - 2) = (36+36 -2) = 70
t- Calculate = 3.326 t- Table = 1.666
t- Calculate > t- table
3.326 > 1.666
As the result above, can be seen that t calculate in this research was higher than the value of t table. Therefore, the hypothesis in this research stated that the use of semantic mapping technique in teaching and learning process of writing improved students’ writing skill of State Islamic Junior High School 4 Pasaman.
B. Discussion
As suggested by Jacob (1981) to success in writing skill activity, the students or the writer have to consider about components of writing. In the other words the students have to master the writing skill that related to content, vocabulary, organization, language use and mechanics. Based on the observation at State Islamic Junior High School 4 Pasaman. The students still had difficulties in writing. So that in this research the researcher used a technique that could be help the students increase their writing skill, it was semantic mapping technique.
