The purpose of pre-test and post-test is to know how far the students' descriptive writing ability was given before and after the treatment. The results of pre-test and post-test show that there is an increase from the pre-test and post-test. Nilai rata-rata pre-test sebagai 18.61, then nilai rata-rata post-test pertama sebagai 46.52, and nilai rata-rata post-test kedua sebagai 76.74.
Peningkatan dari pre-test ke post-test pertama sebesar 27,91 poin, kemudian dari post-test pertama ke post-test kedua sebesar 30,22 poin.
INTRODUCTION INTRODUCTION
Problem Identification
The students had difficulty expressing their idea in words and constructing sentences grammatically correct.
Problem Limitation
Problem Formulation
Objectives of Study
The principal could tell the teachers that they should know the problems of the students in order to achieve the learning process effectively. It was very important for the principal to support and motivate the teachers to be a motivator for their students.
Prior Research
The second research related to this study was carried out by Mehrdad Vasheghani Farahani with the title "The Effect of Teaching Writing Skill on Mind Mapping of Iranian EFL learners".2 The purpose of this study was to determine the effect of teaching writing skills on mind mapping quality of EFL. In the last step, two other post-tests, on reading comprehension and translation, were given to the subjects to determine whether the teaching of writing skills had any impact on mind map quality of EFL subjects.
Theoritical Review
It represents information via the spatial organization of concepts/topics, ideas, words or other elements linked to and arranged in a radial pattern around a central concept.13 This means that, through mind mapping, it can be a tool to organize, manage and create the information and with mind mapping students can more easily elaborate on their ideas, words, etc. This means that mind mapping can make us more interested in elaborating or explaining something. Muelle then stated that mind mapping is used by nursing students to plan patient care to encourage critical, whole-brain thinking when applying the nursing process.14 This means that mind mapping can encourage critical thinking.
Meanwhile, Holland found Mind Mapping a useful technique to help students plan and structure their essays and projects more effectively. Amudha et.al, Perception of Employees' into Motivation Using Mind Mapping Technique, The International Journal Of Humanities & Social Studies (ISSN India, Vol 3 Issue 5 May, 2015, p.20. From explanations of some experts above, the researcher concludes that , mind mapping technique is a technique by creating a concept through a word or clue, then each word has a branch like a tree.
17 El-SayedDadour, Manipulating Mind Mapping Software to Write Essays, Research Journal of English Language and Literature (RJELAL), Vol.2.Issue.2.;2014 P.7. Using mind mapping is important to start the descriptive writing so that it is described in an orderly manner. The researcher makes the procedure of teaching descriptive writing ability by using mind mapping technique.
ACTION HYPOTESIS
RESEARCH METHOD
SettingLocation and Subject Location
Object of The Study
Action Plan
Next, Yogesh Kumar Singh stated that action research was a method to improve and modify the work system of a classroom in the school.25 This means that action research was a way to investigate teaching and learning process in the class.
Research Procedure
- Cycles I a. Planning
- Cycle II
This was a realization from the planning done by the researcher. Without action, planning was just a fantasy that was never real. The teacher asks the student about the problems they find during the learning and teaching activity and gives them the opportunity to ask a question. For homework, the teacher asked the student to find a description based on a generic structure. d) The teacher ends teaching and learning in the classroom with a greeting.
From the observation sheet, the researcher must know the result of the student's learning activities. At this stage, the researcher would analyze the effect of the gameplay, what needed to be corrected and what attracted attention in the next gameplay. Then the result of the reflection would be used as a guideline to create a new plan in the next cycle.
The teacher asks the students the difficulties they encounter during the teaching and learning activity and gives them the opportunity to ask some questions. For homework, the teacher asked the student to find the descriptor based on the general structure. d) The teacher closes the teaching-learning activity in the classroom with a greeting. The researcher would reflect all the actions performed and identify the result of the observation in the learning process and compare the pre-test and post-test scores.
Data Collection Technique
The test was similar to the pre-test where the students were asked to write descriptively, but the topic taught in the post-test was different from the pre-test. In this study, the researcher would observe the behavior of the students and the activities of the students in the learning process to know how the learning process would go. When doing the observation, the researcher would make the observation sheet with a list of the students' activities.
The researcher would use documents which are obtained from the school records such as the history of MT N 1Batanghari Lampung Timur, the condition of the environment, the condition of the teachers, the staff and organizational structure and the geographical condition of the school. Also, this method is used to collect valuable data on students' descriptive writing skills in the pre-test and post-test. To collect data more accurately, the researcher uses field notes to facilitate data analysis.
Data Analysis Techique
Indicator of Success
Result of the Research
- The Brief of MTs N 1 Lampung Timur
- Vision and Mission MTs N 1 Lampung Timur a. Vision of School
- The Condition of Teachers and Officials in MTs N 1 Lampung Timur Timur
- Building Condition
Making MT's N 1 Lampung Timur as the institute Able to prepare intermediate professional and enterprising The candidate based on Imtaq and science and environment insightful. The number of teachers still teaching MTs N 1 Lampung Timur is as many as 53 people, relations with friends of fellow teachers, administrative staff and school principals look harmonious and good. 42 Prini Mardiyanti, S.Pd Female Guru Honorer 43 Endang Puji Lestari, S.Pd Female Guru Honorer 44 Yusti Apriayani, S.Pd Female Guru Honorer.
46 Budi Jamaludin Fa'ri, S.Pd Guru Honorer Pria 47 Putri Dwi Pravitasri, S.Pd.I Guru Honorer Wanita 48 Dicki Saputra, S.Pd Guru Honorer Pria 49 Ade Ibramsyah, S.Pd. Pendeta Guru Laki-laki 50 Indra Septiawan, S.Pd Pendeta Guru Laki-laki 51 Fahmi Ratna Dewi, S.Pd.I Pendeta Guru Laki-laki 4. Beginilah keadaan administrasi di MTs N 1 Lampung Timur. Jumlahnya 8 orang, terdiri dari 1 orang administrasi, 5 orang staf, 1 orang asuransi dan 1 orang pustakawan.
Description of Result Finding
- Cycle II a. Planning
In this meeting, the students expected the teacher to give them specific descriptive information. In this session, the researcher reviewed the task that the students completed in the first session and the teacher asked the students what they understood about mind mapping. In the second session, the researcher explained the mind mapping technique using full English before giving the students the task.
According to the results of the first meeting, it can be seen that most of the students had problems with descriptive writing. In this meeting, the students expected to be able to get specific information about the descriptive text. Then the teacher asked the students to explain what is descriptive and what is mind map.
In the second session, the researcher explained the mind mapping technique before giving the test to the students. We can conclude that the learning process was successful and that the students were active in the class as in the first cycle. This survey was completed and could be discontinued in cycle 2 because the result of the student's activities reached a success rate of 75%.
Discussion
- The Result of Pre-test
- The Result of Post-test Cycle I
- The Result of Post-test Cycle II
- The Comparison of Pre-test, Post-test I and Post-test 2
- The Result of the Students’ Activity
From the result of the pretest, it showed that most of the students were difficult to answer the test, it can be seen that the average of the students was 63.55. This indicates that most students have not yet reached the minimum mastery criteria (75). To see the descriptive writing ability of the students after the implementation of the treatment, the researcher conducted the post-test.
Conducted on Tuesday, November, it can be seen that the average of the students was 72.23, and it showed that the majority of students did not yet reach the minimum criteria of mastery (75). From this it can be seen that the average of the students was 76.69, which shows that the majority of students achieved the minimum mastery criteria (75). From pretest to posttest cycle I, it increases, and from posttest cycle I to test cycle II, it increases by approx.
To know clearly about the increase of the pre-test, post-test cycle I and cycle II, the researcher shows the line of table and graph. The Comparison of the Average Score of the Students at Pre-test, Post-test 1 and Post-test 2. From the table above it can be seen that there was an improvement from post-test 1 to post-test 2.
Interpretation
Conclusion
Suggestion
It is suggested that the English teacher uses mind mapping as a technique because this technique is effective in increasing the students' descriptive writing ability in learning. Without more explanation from the teacher, the students find it difficult to understand what mind mapping is and how it is implemented in writing. The explanation can be used in English or combined with native language, it depends on the students' condition.
The principal should support the English learning process by fully preparing the facilities and instruments. We recommend that the principal conduct further research on enhancing descriptive writing skills using the mind mapping technique. Banavar Ravi Spoorthi, Mind Mapping An- Effective Learning Adjunct To Acquire A Tsunami Of Information, International Journal of Science and Research Publications, Volume 3, Issue 12, December 2013, ISSN 2250-3153.
El-Sayed Dadour, Manipulating Mind Mapping Software to Develop Essay Writing, Research Journal of English Language and Literature (RJELAL), Vol.2.Issue.2,2014. Jean McNiff and Jach Whitehead, Action Research: Principles and Practice, Second Edition, (London and New York, 2002). Amudha et.al, Perception of Employees' into Motivation Using Mind Mapping Technique, The International Journal Of Humanities & Social Studies (ISSN India, Volume 3 Issue 5 May 2015.
