CHAPTER III RESEARCH METHOD
B. Discussion
1. The Improvement of the Students’ achievement in writing Analytical exposition text through Mind Mapping Technique
Based on the table above, the students’ participation was improved.
At the first meeting in the cycle I the students’ participation was 63.3%
whereas in the last meeting at the cycle II the students’ participation was 73.3%.
cycle I was 69.9(fair)and in the cycle II became 80.9 (very good). So, the improvement of students’ score of D-test and cycle I was 20.8, whereas the improvement of students’ achievement of cycle 1 and cycle II was 18.55.
During the teaching and learning process in cycle I, the researcher found that the students were difficult to organize a good writing in Analytical Exposition Text. There were no relevance or relation between sentences. To solve this problem the researcher had done cycle II and revised the previous lesson plan. In this case, the researcher gave correction activity so the students can correct their writing each other.
The researcher also gave deep explanation about the structure of a Analytical Exposition text so the students can make a good Analytical Exposition text.
From the explanation above the researcher analyzed that the Mind Mapping Technique can improve the students’ writing skill in writing Analytical Exposition text in term of content, where the students’ mean score in cycle I and cycle II was higher than D-test.
b. Organization
The improvement of students’ achievement in writing Analytical Exposition text through Mind Mapping Technique had effective effect.
In the analysis of students’ language use the researcher found that before the application of Mind Mapping Techniquethe students’ score was56.6.
After application Mind Mapping Technique in cycle I the students score was 68.4 and in the cycle II the students’ score was 74.3. The improvement of students’ achievement from score of D-test and cycle I was 20.8, whereas the improvement of students’ score cycle 1 and cycle II was 18.55.
From the explanation above, the researcher analyzed that the students’ skill in writing Analytical Exposition text in term of organization by using Mind Mapping Tecnique was improved, where the students’ mean score in cycle I and cycle II was higher than d-test.
The researcher also analyzed the percentage of students’ progress in writing Analytical Exposition text throughMind Mapping Technique.
c. Observation Result
Based on the observation result, the students’ participation was improved. The students’ participation in the first meeting of cycle I was 63.3% and in the last meeting of cycle II students participation became 73.3%. It indicates that the application of Mind Mapping Technique can stimulate the students’ activeness in teaching and learning process.
34 A. Conclusion
After conducting the research about the application of through Mind Mapping Technique improve the students’ writing skill at SMA Muhammadiyah Camba and based on the research findings in the previous chapter, the researcher puts reward the following conclusions as follows:
1. The use of Mind Mapping Technique in presenting writing material at the XI- IPS class students of SMA Muhammadiyah Camba improves the students’ achievement significantly. The findings indicate that the mean score of the students’ writing in terms of content was improved and conclusion in cycle II is greater than the mean score of test in cycle I (80.9> 69.9) and the improvement of content is 20.9%
2. The use of Mind Mapping Technique in presenting writing material at the XI- IPS class students of SMA Muhammadiyah Camba improves the students’ achievement significantly. The findings indicate that the mean score of the students’ writing in terms of organization was improved and conclusion in cycle II is greater than the mean score of test in cycle I (77.9> 66.9) and the improvement of content is 16.2%
As the result of the study reveals that the use of Mind Mapping had been effective way to improve the students’ ability in English writing, the researcher suggests the following things:
1. It is suggested to the English teacher to used Mind Mapping Technique as one of media in the teaching and learning process especially in teaching English writing.
2. Teacher should invite and raise the students’ interest and motivation in learning by manipulating various ways in presenting productive skill, include writing skill. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher
is the third child from the marriage of her parent Yasdar and Rawia.
In 1999 she registered as student elementary school in SDN Negeri 002 Makmur Jaya, Maradde and she graduated in 2005. The next, in the same year she registered as a student in SMP Negeri 1 Pasangkayu and graduated in 2008. Then, she registered in senior high school at SMA Negeri 1 Camba, Maros in 2008 and she graduated in 2011. Then, she registered as a college in english department of Muhammadiyah University of Makassar in 2011.
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NamaSekolah : SMA Muhammadiyah Camba Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1 Pertemuanke : 1-4
AlokasiWaktu : 8 x 45 menit Aspek Skill : Writing A. StandarKompetensi
12.1 Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.