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IMPROVING STUDENTS’ WRITING ABILITY ON
NEWS ITEM TEXT USING MIND MAPPING
(An Action Research at the Tenth Grade of SMA Negeri 1 Boyolali in the Academic Year 2012/2013)
THESIS
By:
Widowati Sesotyaning Ratri
NIM X2211046
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2013
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IMPROVING STUDENTS’ WRITING ABILITY ON
NEWS ITEM TEXT USING MIND MAPPING
(An Action Research at the Tenth Grade of SMA Negeri 1 Boyolali in the Academic Year 2012/2013)
By:
Widowati Sesotyaning Ratri
NIM X2211046
THESIS
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University to Fulfill One of the Requirements for Achieving the Undergraduate Degree of English Education
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2013
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ABSTRACT
Widowati Sesotyaning Ratri. X2211046. IMPROVING STUDENTS’ WRITING ABILITY ON NEWS ITEM TEXT USING MIND MAPPING (An Action Research at the Tenth Grade of SMA Negeri 1 Boyolali in the Academic Year 2012/2013). Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2013.
The objectives of this classroom action research are to improve the students’ writing skill by using mind mapping and describe the teaching and learning process when mind mapping is applied to teach writing. The problems which are faced by the students of the tenth grade of SMA Negeri 1 Boyolali in the academic year of 2012/2013 are the low level of the students’ writing skill and the students’ behavior in teaching and learning process.
The procedure of the research consists of planning, implementing, observing, reflecting, and revising the action. The data are in the form of qualitative and quantitative data. The qualitative data were taken from the observation, the questionnaire, and interview with both the students and the teacher. The quantitative data were taken from tests conducted before and after implementing the action. The researcher got the students’ scores based on five writing indicators including content, organization, vocabulary, language use, and mechanic
The research consists of two cycles. At the first cycle, the students were guided to practice writing using mind mapping in group. As a result, the students enjoyed group discussion because they could share their ideas in producing mind mapping but there were some students who did not involve actively in the activity. Although mind mapping improve the students’ writing score, it was not yet satisfying. The low scores were shown in two writing indicators: content and language use. The researcher conducted cycle two to revise the problems found in the first cycle. In this cycle, the students were guided individually during teaching and learning process. As a result, the students were more responsible for their activity. They improved each score of writing indicators and they passed the school passing grade.
Based on the analysis of the data, mind mapping improves the students’ writing ability. It can be shown from the students’ performance during the teaching and learning process. Mind mapping helps the students generate ideas and organize it into a good text. Mind mapping also helps the students check the use of grammar, vocabulary, and mechanic because the students are guided until they can arrange ideas into sentences. In addition, mind mapping increases the students’ participation during the teaching and learning process. However, there is weakness of mind mapping found in this research. The students enjoy generating ideas too much without considering which ideas are supporting ones and which are irrelevant. Therefore, it is suggested that this technique should be used with control attention and continues guidance from the teacher.
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ABSTRAK
Widowati Sesotyaning Ratri. X2211046. PENINGKATAN KEMAMPUAN
MENULIS SISWA DALAM MENULIS TEKS NEWS ITEM
MENGGUNAKAN MIND MAPPING (Penelitian Tindakan Kelas di Kelas X, SMA Negeri 1 Boyolali Tahun Ajaran 2012/2013). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta. 2013
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis dengan menggunakan mind mapping dan mendiskripsikan kegiatan belajar mengajar ketika mind mapping diterapkan untuk mengajar menulis. Permasalahan yang dihadapi oleh siswa kelas X SMA Negeri 1 Boyolali tahun ajaran 2012/2013 berkenaan dengan rendahnya kemampuan siswa dalam kemampuan menulis dan perilaku siswa selama kegiatan belajar mengajar.
Jalannya penelitian terdiri dari perencanaan, penerapan, observasi, refleksi dan revisi kegiatan. Data yang digunakan dalam bentuk kualitatif dan kuantitatif. Data kualitatif diperoleh dari hasil observasi, kuesionair, dan wawancara guru pengampu dan siswa, sedangkan data kuantitatif diperoleh dari hasil pre-test dan post-test. Peneliti menilai test siswa menggunakan lima kriteria dalam menulis, yaitu isi, organisasi, kosa kata, tata bahasa, dan mekanik.
Penelitian ini terdiri dari dua cycle. Cycle pertama, siswa dibimbing dalam diskusi grup untuk mengaplikasikan mind mapping dan sebagai hasilnya, siswa menyukai kegiatan diskusi grup tersebut karena mereka dapat berbagi ide-ide dalam membuat mind mapping, tetapi ada beberapa siswa yang tidak aktif didalam kegiatan diskusi. Peningkatan kemampuan menulis siswa dengan menggunakan mind mapping belum maksimal. Terdapat dua indikator dalam menulis yang masih di bawah kriteria ketuntasan manimal, yaitu isi dan tata bahasa. Berdasarkan hasil yang didapat pada cycle pertama, peneliti mengadakan cycle kedua untuk memperbaiki masalah yang timbul dalam cycle pertama. Dalam cycle pertama, siswa dibimbing secara mandiri. Sebagai hasilnya, siswa lebih bertanggung jawab terhadap kegiatan mereka selama proses pembelajaran. Peningkatan nilai siswa juga terlihat pada setiap indikator menulis.
Berdasarkan analisis data, mind mapping telah meningkatkan kemampuan siswa dalam menuli. Hal ini dapat terlihat dari performa siswa saat kegiatan belajar mengajar berlangsung. Mind mapping meningkatkan partisipasi siwa selama kegiatan pembelajaran. Mind mapping membantu siswa mengembangkan ide-ide dan menyusunnya menjadi sebuah teks yang baik. Mind mapping juga membantu siswa dalam meneliti kembali penggunaan tata bahsa, pemilihan kata, dan mekanik karena siswa dibimbing sampai mereka dapat membuat kalimat berdasarkan ide-ide yang terdapat didalam mind mapping tersebut. Penerapan mind mapping mempunyai kelemahan, siswa terlalu senang mengembangkan ide-ide tanpa memperhatikan ide yang sesuai dan tidak sesuai dengan topik utama. Oleh karena itu, disarankan bahwa penerapan mind mapping harus disertai dengan bimbingan guru secara intensif.
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MOTTO
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DEDICATION
This thesis is proudly dedicated to:
♥ My beloved parents Drs. Joko Prayitno and Christina
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ACKNOWLEDGMENT
In the name of Allah, the most gracious and the most merciful, all praises and thanks are only dedicated for Allah SWT, who gives his blessing and help so the writer can finish her thesis.
In the process of her study, she got support, contribution, and assistance from many people. Thus, there are honorable people that are important to the writer to whom she can only express her gratitude:
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd., The Dean of Teacher Training and Education Faculty for approving this thesis.
2. Endang S. S.Pd., M.Hum, The Head of English Department of Teacher Training and Education Faculty for giving the writer permission to write the thesis.
3. Drs. Muh. Asrori, M.Pd., The first consultant and supervisor who has patiently and sincerely given guidance, motivation, support, suggestion, and advice for finishing this final project.
4. Endang S. S.Pd., M.Hum., The second consultant and supervisor who has patiently and sincerely given guidance, motivation, support, suggestion, and advice for finishing this final project.
5. Drs. Joko Prayitno and Christina, The researcher’s parent who always give support and love.
6. Drs. Martono, M.A., as the academic consultant.
7. Sri Sugiarto, S.Pd., The English teacher of SMA Negeri 1 Boyolali who has helped the writer in doing the research.
8. The students of X6, SMA Negeri 1 Boyolali for the cooperation during the research.
9. The researcher’s sister, Nurul Indah Maharani, and all of my big family, thanks for your support.
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10.Muson Mula Istianto, S.T. who give support, advise, love, and real life experience.
11.My best friends in Filantropi Boardinghouse who give the researcher support and life experience.
12.PPL SMA Negeri 1 Boyolali 2012/2013, especially Jupe, Opan, Nima, Ocit, Inu, Alpi, Giri, Adit, Nopi. Let’s be a good role model guys!
13.Magistra, Ona, Oul, Jupe Thanks for the unforgetable friendship experience.
14.Her friends in English Education for the beautiful relationship.
Certainly, there are many relations that cannot be mentioned one by one. Finally, the researcher just wants to say a lot of thanks for every person who helps her in finishing this final project report.
Surakarta, June 2013
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TABLE OF CONTENT
PAGE OF TITLE ... i
APPROVAL . ………... ii
APPROVAL OF THE EXAMINERS ... iii
ABSTRACT ... ... iv ABSTRAK ……… v MOTTO ...…….. vi DEDICATION ... vii ACKNOWLEDGMENT ... vii TABLE OF CONTENT ... x
LIST OF APPENDICES ... xiv
LIST OF TABLES ……….. xvi
LIST OF FIGURES...………xvii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study... 1
B. Problem Formulation ... 3
C. The Objective of the Study ... 3
D. The Benefits of the Study... 3
CHAPTER II: LITERATURE REVIEW………. 5
A. Writing in Language Teaching ………... 5
1. Definition of Writing………. 5
2. The purpose of writing ………. 5
3. Characteristic of Good Writing ……… 7
a. Unity……… 7
b. Cohesion ………. 8
c. Coherence ………... 9
4. Types of writing……… 14
commit to user xiii b. Guided Writing ……… 15 c. Free Writing ………. 15 5. Writing Process ……… 16 a. Pre-Writing ……….. 16 b. Writing ………. 17 c. Re-Writing ………... 19 6. Teaching Writing ………. 19 7. Scoring Rubric ………... 22 B. Mind Mapping ………... 24
1. Definition of Mind Mapping ………. 24
2. Implementation of Mind Mapping ………... 26
3. Implementation of Mind Mapping in Teaching Writing ………... 27
4. The Procedure of Teaching Writing News item Using Mind Mapping... 28
5. The Way in creating Mind Mapping ……….... 33
a. Mind mapping without software (manually) ……….. 33
b. Mind mapping using software ………... 34
C. News Item ……….. 35 1. Social Function ……….. 35 2. Generic Structure……… 35 3. Language Features ………. 36 D. Rationale ……… 36 E. Hypothesis ………. 37
CHAPTER III RESEARCH METHOD ……….. 38
A. Setting of the Research ……….. 38
B. Research Subject ……… 38
C. Research Method ……… 39
D. Model of Action Research ………... 39
E. Procedure of Action Research ………... 40
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2. Implementing the action ……… 41
3. Observing the action ……….. 42
4. Reflecting the action ………. 43
5. Revising the action ………... 43
F. Technique for Collecting Data ………... 43
1. Qualitative technique ……….. 44 a. Observation ……….. 44 b. Questionnaire ………... 44 c. Interview ……….. 45 d. Diary ………... 45 e. Photograph ………... 46 2. Quantitative technique ……….... 46 a. Test ……….. 46
G. Techniques Analyzing Data ………... 46
1. Qualitative ………... 46
a. Data reduction/coding ………. 46
b. Data organization ………. 47
c. Description ………... 47
2. Quantitative ………. 47
CHAPTER IV: FINDINGS AND DISCUSSION……….. 49
A. Research Finding ……….. 49
1. Mind Mapping Improves Students’ Writing Skill ………... 49
2. The Implementation of Mind Mapping in Teaching Writing ………….. 54
a. Cycle One ………. 54
1) Planning the action……… 54
2) Implementing the Action ……….. 55
a) The First Meeting of Cycle One ……… 55
b) The Second Meeting of Cycle One ………... 66
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a) The first meeting of Cycle One ……….. 72
b) Second Meeting of Cycle One ………... 73
4) Reflecting the Action ……… 73
5) Revising the Action ……….. 75
b. Cycle Two ……… 76
1) Planning the Action ……….. 76
2) Implementing the Action ……….. 78
a) The First Meeting of Cycle Two ………78
b) The Second Meeting of Cycle Two ………... 85
3) Observing the Action ……… 87
a) The First Meeting of Cycle Two ………87
b) The Second Meeting of Cycle Two ………... 88
4) Reflecting the Action ……… 88
5) Final Revising ………... 89
B. Discussion ………. 90
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ……….. 94
A. Conclusion………. 94
B. Implication ……… 95
C. Suggestion ………. 96
BIBLIOGRAPHY ……… 97 APPENDICES
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LIST OF APPENDICES
Appendix 1 Transcript of Teacher’s Pre-Research Interview……….... 99
Appendix 2 Transcript of Students’ Pre-Research Interview ………..101
Appendix 3 Questionnaire of Pre-Research ………..…...………104
Appendix 4 The Result of Questionnaire of Pre-Research ……..………105
Appendix 5 Transcript of Teacher’s Post-Research Interview ………..………..110
Appendix 6 Transcript of Students’ Pre-Research Interview ……...…………...112
Appendix 7 Questionnaire of Pre-Research ……….114
Appendix 8 The Result of Questionnaire of Post-Research ………….…………115
Appendix 9 The Result of Observation in the First Meeting of Cycle One……..121
Appendix 10 The Result of Observation in the Second Meeting of Cycle One .…129 Appendix 11 The Result of Observation in the First Meeting of Cycle Two.……133
Appendix 12 The Result of Observation in the Second Meeting of Cycle Two….138 Appendix 13 Lesson Plan of Cycle One ……….141
Appendix 14 Lesson Plan of Cycle Two ………150
Appendix 15 The Students Pre-Test Score (Scorer 1) ………157
Appendix 16 The Students Post-Test One Score (Scorer 1) ………..158
Appendix 17 The Students Post-Test Two Score (Scorer 1) ……….159
Appendix 18 The Students Pre-Test Score (Scorer 2) ………...160
Appendix 19 The Students Post-Test One Score (Scorer 2) ………..161
Appendix 20 The Students Post-Test Two Score (Scorer 1) ……….162
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Appendix 22 The Mean Score of The Students in Percentage ………...164
Appendix 23 Examples of Students’ Pre-Test Worksheet Scored by Scorer 1…...165
Appendix 24 Examples of Students’ Post-Test 1 Worksheet Scored by Scorer 1..170
Appendix 25 Examples of Students’ Post-Test 2 Worksheet Scored by Scorer 1..175
Appendix 26 Examples of Students’ Pre-Test Worksheet Scored by Scorer 2…...180
Appendix 27 Examples of Students’ Post-Test 1 Worksheet Scored by Scorer 2..185
Appendix 28 Examples of Students’ Post-Test 2 Worksheet Scored by Scorer 2..190
Appendix 29 Examples of Students’ Mind Mapping in Post-Test 1 ………..195
Appendix 30 Examples of Students’ Mind Mapping in Post-Test 2 ………..198
Appendix 31 Photograph ………201
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LIST OF TABLES
1. Scoring Rubric of Writing Skill ………..22 2. Comparison between the Students’ Pre-test and Post-test 1 Score ……50 3. Comparison between the Students’ Post-test 1 and Post-test 2 Score ...52 4. The score of pre-test, post-test 1, and post-test 2 ……….. 53
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LIST OF FIGURES
1. Mind mapping mind-map pattern proposed by Gerson and Gerson……… 25
2. Mind mapping of news item text ……… 28
3. Mind mapping of social function of news item text ……….. 29
4. Mind mapping of language features of news item text ………. 30
5. Mind mapping of generic structure of news item text ……… 30
6. Mind mapping of headline of news item text ……… 31
7. Mind mapping of newsworthy event of news item text ……… 32
8. Mind mapping of background event of news item text ………. 32
9. Mind mapping of sources of news item text ………... 33
10.topic of news item text in the first meeting of cycle one ………. 56
11.Mind mapping of the characteristic of news item text in the first meeting of cycle one……… 58
12.Mind mapping of the social function of news item text in the 1st meeting...58
13.Mind mapping of the language features of news item in the first meeting.. 60
14.Mind mapping of generic structure of news item text in the first meeting of cycle one……….. 60
15.Mind mapping of the headline of news item text in the first meeting of cycle one……….. 62
16.Mind mapping of the newsworthy event of news item text in the first meeting of cycle one……… 64
17.Newsworthy event of news item text in the first meeting of cycle one…… 65
18.Mind mapping of the background event of news item text in the second meeting of cycle one………. 67
19.Background event of news item text in the second meeting of cycle one… 68 20.Mind mapping of the source of news item text in the second meeting of cycle one……… 69
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22.Mind mapping of direct and indirect speech in the second meeting
of cycle one……….. 71 23.Direct speech in the second meeting of cycle one……… 71 24.Mind mapping of the generic structure news item text in the first meeting
of cycle two……… 79 25.Mind mapping of the headline of new item text in the first meeting of
cycle two………. 79 26.Mind mapping of the newsworthy event of news item text in the first
meeting of cycle two……… 81 27.Newsworthy event of news item text in the first meeting of cycle two….. 82 28.Mind mapping of the background event of news item text in the first
meeting of cycle two……… 84 29.Mind mapping of the sources of news item text in the first meeting of
