THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS WRITING ACHIEVEMENT IN NARRATIVE TEXT.

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THE EFFECT OF MIND MAPPING TECHNIQUE ON

STUDENTS’ WRITING ACHIEVEMENT IN NARRATIVE

TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

RAHMA SARI SIREGAR

Registration Number: 209421042

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENT

This thesis is aimed at fulfilling one of the requirements for the degree of Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State University of Medan.

Thanks to the Majesty Lord, Allah SWT, for every uncountable blessing and unconditional love that is given to the writeruntil this thesis could be completed. He is the only God who isalways there to accompany, guard and teach the writer all the way through every single life, that the writer can pass all the happy time and sad time with full of gratitude.

The writer realizes that writing this thesis is not a simple thing to do that she has faced a lot of challenges and difficulties, but she knows that no gain without pain. This thesis may be not acquires the best, that some suggestions and constructive critical comments will be needed for the better in the future.

Hopefully, this thesis can grant good contribution for the scope of language learning and as references for the next researches.

There are lots of help and support that the writer obtained in finishing this thesis. Without those helps and supports, it must be hard for the writer to finish this assignment. For that, the writer would like to thank:

 Prof. Dr. H. Syawal Gultom, M.Pd, the Rector of State University of Medan

 Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts, State University of Medan

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Faculty of Languages and Arts, State University of Medan

 Dra. Meisuri, M.A, the Secretary of English Department, Faculty of Languages and Arts, State University of Medan

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 Prof. Dr. Busmin Gurning, M.Pd, herThesis Advisorwho had given his valuable suggestions, advice, motivation, guidance, and precioustime in completing and correcting this thesis.

 Dra. Sortha Silitonga, M.Pd, Drs. Johan Sinulingga, M.Pd, and Dra. Masitowarni Siregar, M.Ed, the reviewers who had given their advices and suggestions in completing this thesis.

 All the lecturers who had given very valuable knowledge through academic years.

 Dr. H. Burhanuddin, M.Pd, the Headmaster of MAN 2 Model Medan for helping and allowing the writer to conduct her research.

 Her beloved father, Ali Hamzah Siregarand lovely mother, Nurmala Rambe, the deepest gratitudefor their everlasting love, greatest supports, caring, and prayersto the writer.

 Thanks and love to the writer’s brothers Joko Abdi Siregar, Luhut and all people that cannot mentioned one by one.

The writer admits that this thesis is still far from being perfect. Therefore, she would like to invite the readers to give some suggestions for the improvement in the future.Overall, the writer hopes this thesis can give a bit contribution to the English Education students and further pedagogical research.

Medan, September 2015 The Writer,

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ABSTRACT

Siregar, Rahma Sari. NIM: 209421042. The Effect Of Mind Mapping Technique On Students’ Writing Achievement In Narrative Text. A Thesis. English Department, Faculty of Languages and Arts, State University of Medan. 2015.

This study aims to discover the effect of Mind Mapping Technique on Student’_s Writing Achievement in Narrative Text. It was conducted by using experimental research design. The population of this research was tenth (X) grade students of MAN 2 Model Medan. The samples of the research were two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The first group is 32 students (X-9) which was the experimental group and the second group is 32 students (X-10) which was the control group. The experimental group was taught by using mind mapping technique the control group was taught by using Lecture Method. The instrument for collecting the data was a writing test which only consist of one item. Inter-rater reliability formula was applied to obtain the reliability of the test. Based on the calculation, it shows that the reliability of the test was 0,98. Then, after analyzing the data, it was found that the value of to was 8,108 with the degree of freedom (df)=62 at the level of significance p(0,05) = 2,000. It means that to is higher than tt (8,108 > 2,000). The result of this study shows that Mind Mapping Technique has a significant effect on students’_{writing achievement in narrative} text.

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LIST OF TABLES

Table Page

1.1.

2.1. 3.1. 3.2. 3.3. 3.4. 4.1

The Writing Score Test of Students Grade X of MAN2 Model Medan located in Jl. William Iskandar in 2014/2015 Academic Year... The Dragon... The Research Design... Teaching Procedure in Experimental Group... Teaching Procedure in Control Group………. Rubric Assessments……… Degree of Freedom 62 with α =0.05……….…….

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LIST OF FIGURES

Figure Page

2.1. 2.2.

The Component of Assessment in Writing……… Mind Map of School Ball...

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LIST OF APPENDICES

APPENDIX Page

A

B C D E F G

The Result of Pre test and Post test in the Experimental and Control Group………... The Reliabilty of the Test……… The Calculation of the Test……… The Calculation of the T-Test……… Pre Test and POST Test ………... Table of t Distribution: Critical t Values………..… Lesson Plan………..

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CHAPTER I

INTRODUCTION

A. The Background of the Study

English as an international language, has been used by people all over the world as the main instrument of global communication. English as a foreign language for Indonesians becomes more important in modern life which is parallel

to the development of science and technology. It is also used in many international events as commerce, sport, and education. Realizing the importance

of English in many aspects, the Indonesian government through the Department of National Education has been included English in Curriculum to be taught and learnt at school.

Learning English in Educational Unit Curriculum (KTSP) states that, students have to be able to achieve the four language skills, such as listening, speaking,

reading, and writing. Writing as a part of the language skills besides listening, speaking, and reading must be taught maximally by the teacher to the student. It is expected that the students will be able to use English in both oral and written

communication that can be used for their studies. But the reality shows that the students who have learned it are not as successful as the government has expected

them to be especially in writing skill.

Writing is the important skill that can be helpful in a variety of situations and solve life problems. This skill is one way of making meaning from our experience

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and feelings in the form of words which thenare combinedinto sentences or paragraphs in which every sentences is closely related one another.

Based on the writer’s teaching experience in MAN 2 Model Medanin Jl. Willem Iskandar, there are still many students who have not mastered the writing aspect.In accordance withthe data the writer got from English teachers of Fullday

Program who teach in grade xagree that the writing score test of students grade X in first and second semester in 2014/2015 Academic Year is still low. The writer

asked recapitulation value of the Grade x first and second semesters are not remedial. The data can be seen in table 1.1.

Semester

Score of Writing test

10 20 30 40 50 60 70 80 90 100

First 4 5 6 27 93 168 74 97 34 -

Second 3 6 3 26 95 160 79 101 35 -

Table 1.1 : The Writing Score Test of Students Grade X of MAN2 Model Medan in Jl. Willem Iskandar in 2014/2015 Academic Year

From the data at table 1.1, it can be seen out of 508 students, first, there is

only 205 students get score 70 to 90. It means that it is only 40% students that get high score in writing. And second, there is only 215 students get score 70 to 90. It means that it is only 41% students get high score in Writing. It means that

students’ achievement in writing is still low.

From the previous observation the writer can say that mastering writing skill

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able to share the ideas from their brain; it is not easy to translate the concept in our brain to be a written language.Harmer(2004) states that for many years the

teaching of writing focused on the written product rather than the writing process. In other words, the students’ attention was directed to the ‘what’ rather than the ‘how’ of the text construction. It is still hard and being a frustration for students

when they cannot explore, develop and relate the ideas as their mind makes associations in a good writing. They don’t know how to make their brain works in

gathering ideas for the target topic until they can write a text well although they have already learn English since from elementary class. Students are getting confused to start their writing. The problems which are faced by students in

writing are many students don’t learn that writing is a way to express their feelings or ideas and they don’t know how to organize their thoughts and then

make writing into a product in a text.

Organizing ideas or information is not easy. Students should be guided to develop the writing skill. It’s related to Chitravelu, Sithamparam and Choon

(2005) state that the writing course must provide instructions on how to write a composition. These instructions must be presented step by step so that students

can, after going through the steps, be able to write a composition.

As an educator the teacher should have the responsibility to encourage the students to love learning. Moreover, the other problem of students in writing is

caused by the conventional way that is applied by teacher in teaching writing. The teacher starts the teaching – learning process by applying conventional method

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uninterested in learning English. In this study, it is imagined that students find it is difficult to explore and relate the ideas as their mind makes associations in a good

writing without using any technique. In this study, the writer focuses on the problems above. The teacher should change the conventional method.

Thus, to solve the problems, the teacher should know the best technique in

teaching writing skill. The aim of using the technique is to make of the particular lesson easy and motivate students to learn and understand. The appropriate

technique can solve the difficulties of students in writing. Mind Mapping can be used as the best technique for students to solve the difficulties in writing skill. Buzan (2000) statesthat Mind Mapping is the best technique to help students use

the whole brain to brainstorm and explore any idea, concept or problem in facilitating better understanding of relationships and connections between

them.Mind mapping makes teaching and learning easy and fun. Using mind mapping for teaching is an excellent way to prepare the class. Also it is easy to be used by students for communicating new ideas and students’ thought processes.

Therefore, the writer will conduct the study to see the effect of Mind Mapping Technique on students’ achievement in writing narrative text.

B. The Problem of the Study

Based on the background of the study given, the problem of this study is

stated as:Is the students’ writing achievement in narrative text taught by using Mind Mapping Technique higher than that taught by using conventional lecture

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C. The Objective of the Study

The objective of the study is to find out the effect of Mind Mapping

Technique on student’s achievement in writing narrative text.

D. The Scope of the Study

This study focuses on the effect of Mind Mapping Technique inteaching writing narrative text to the students of the first year of Senior High School at

MAN 2 Model Medan.

E. The Significance of the Study

The findings of this study would be very important and useful for:

a. The studentscan use it as a suggestion to improve their achievement in

writing narrative text.

b. The English teachers can increase the quality of teaching and learningby using Mind Mapping Technique in teaching writing.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the study, the conclusions were drawn as followed:

1. Teaching Writing in narrative text by using Mind Mapping Techniquewas higher than that taught by using Lecture Method. So, Mind Mapping

Technique is better used to improve the students’ writing achievement in narrative text than Lecture Method.

2. The ability of the students in class X- 9 of MAN 2 Model Medan in writing

narrative text was improved.

3. The students’ score continuously improved in each writing test and they

could produce a good narrative text individually.

4. The students were more active, interested and enthusiastic in writing narrative text.

5. Mind Mapping technique helped the students to understand the content of the text and the element of the narrative text by practiced themselves in the steps

of Mind Mapping technique.

B. Suggestion

Based on the finding, it is suggested that:

1. English teacher to apply Mind Mapping Technique in teaching writing

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2. The textbook writer to introduce and suggest the reader to use Mind Mapping Technique in solving students’ problem in writing narrative text.

3. The readers who are interested for further study related to this research to explore the knowledge to enlarge their understanding about how to improve students’ achievement in writing narrative text by using Mind Mapping

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REFERENCES

Ary, Donald. 2010. Introduction to Research in Education (eight edition). USA: Wadsworth, Cengage Learning

Best, J. W., and Khan, V. J. 2002. Research in Education. New Delhi : Prentice Hall.

Black, Ashley. 2011. Principles of Mind Mapping. Retrieved [March 2013], from the World Wide Web: http://www.ehow.com/info_8083157_principles-mind-mapping.html.

Brown, H. 2004. Language Assessment Principles and Classroom Practice. New York: Longman.

Brown, H. 2001. Teaching by Principles-An Interactive Approach to Language Pedagogy (second edition). New York : Pearson Education.

Brownlie Faye et.al. 2003. Enhancing Learning, Report of the Student Achievement Task Force. British Columbia.

Budd, J. W. 2003. Asian EFL Journal Professional Teaching Articles, 53, 4-16. Mind maps as classroom exercises

Buzan, Tony. 2000. Gunakan Kepala Anda. Jakarta: Pustaka Delapeatasa. Byrne, Donn. 1993. Teaching Writing Skills. New York : Longman.

Chitravelu Nesamalar, Sithamparam Saratha and Choon Teh Soo. 2005.ELT Methodology Principles and Practice (2nd Edition). Malaysia: Oxford University Press.

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Harmer, J. 2004. How to Teach Writing. England: Longman.

Hobartswan. 2010. Teaching Village Rotating Header Image Mind Mapping: Learning and Teaching with Both Sides of the Brain. Retrieved [March

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Jane. 2007. How to Mind Map for Study Success. Retrieved [August 2013], from the World Wide Web: http://learningfundamentals.com.au/blog/how-to-mind-map/

Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar, Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press.

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THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS WRITING ACHIEVEMENT IN NARRATIVE TEXT.