Penelitian ini bertujuan untuk menunjukkan bahwa teknik Mind Mapping dapat meningkatkan keterampilan menulis siswa kelas VIII MTs Miftahul Huda Seputih Raman tahun pelajaran 2019/2020. Artinya dengan menggunakan teknik mind mapping dapat meningkatkan kemampuan menulis recount siswa kelas dua MTs Miftahul Huda Seputih Raman tahun pelajaran 2019/2020.
THEORETICAL FRAMEWORK A. Concept of Recount Writing Ability
RESEARCH METHOD
INTRODUCTION
- Background of the Study
- Problem Identification
- The Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Study
- Objective of the Study
- Benefits of the Study a. For the Students
- Relevant Studies
Another study was conducted to discover the use of mind maps to improve students' writing skills. In her research, she used the steps of using the mind mapping technique to improve students' writing.
THEORETICAL FRAMEWORK
Concept of Recount Writing Ability
- The Definition of Recount Text Writing Ability
- The Structure of Recount Text
- Types of Recount Text
- The Skills in Recount Text Writing
- Micro-skills
- Macro skills
The orientation provides all necessary background information to enable the audience to understand the text. The impression method is a method of giving a single grade based on the overall impression of the student's writing as a whole.
Concept of Mind Mapping
- The Principles of Mind Mapping Strategies
- The Advantages of Using Mind Mapping in Writing
- Teaching Writing by using Mind Mapping
- The Steps of Teaching Writing Using Mind Mapping
In this case, students need to know the vocabulary words they need to use and how to write using mind maps. At this stage, the teacher will get the students to write their idea using mind maps.
Action Hypothesis
They are: type of research, research environment, research subjects, research time, data collection procedure, data analysis, data validity and reliability, and research procedure.
Type of Research
Research Setting
Subjects of the Research
Time of the Research
Procedure of the Research
They evaluated the implementation of the actions and if the actions were not satisfied, they improved the actions for the next cycle. After each action cycle was completed, all members of the study discussed the circumstances surrounding the actions.
Data Collecting Techniques
To obtain valid scores that determined students' writing skills, clear criteria are needed to assess their work. There are six aspects to be assessed in student writing, namely ideas and development, organization, vocabulary, sentence structure, and capitalization and punctuation, spelling. The table on the next page lists the categories for evaluating writing and the different scores.
1 Poor or inappropriate word choice 2 Fair word choice; simple words 3 Good choice of words; the meaning is clear. 3 Adequates; some errors and some varying lengths 4 Excellent; no errors and different lengths of capital letters. The categorization of the results obtained by the students is intended to reveal the level of the students' writing skills.
The frequency distribution of students' writing ability results can be classified into four levels, namely very high, high, medium and low.
Data Analysis
The reduction of the data can be interpreted as the process of selection, simplification and transformation of the data in the field. This activity involved synthesizing the information obtained from sources of the data into coherent description. The researcher makes some notes about everything the researcher observed and then he makes coherent description based on the notes.
The researcher described the answer of problem statement, such as the description of the method implemented in the teaching of writing using brain mapping in MTs Miftahul Huda Seputih Raman, Central Lampung and the result in the teaching of writing before and after the using the brain mapping. The researcher will only write what the researcher sees every day and interpretation of those observations. The conclusion and summary of the description is taken after the researcher has presented the data.
The data can be read from the average scores of the students before and after carrying out the action research.
Validity and Reliability of the Research
This criterion applies to validate the data by looking at the teaching and learning process while the researcher was conducting the research. In order to obtain process validity, the researcher makes observations to the students in the learning process. The dialogic validity relates to the process of collaborative inquiry or reflective dialogue with "critical friends" or other practitioner.
It was done by conducting dialogues with other practitioners to ensure the validity of the data. To increase the reliability of the data and the subjectivity in analyzing the data, the researcher used triangulation. For both types of triangulation, the researcher invited another observer to observe and gave notes to the students and compared them with the researcher's notes, analyzing the grammatical structure, content, and what errors were made using more than one theoretical perspective.
RESULT OF THE RESEARCH AND INTERPRETATION
Result of the Research
- Description of The Research Area g. The History of MTs Miftahul Huda
- Description of the Research Result
After that, the researcher observed and evaluated the data, whether the mind mapping technique was effective to improve students' writing skills or not. Since the focus of the study is on using the mind mapping technique to improve students. S 3 Students had difficulty writing sentences in English S 4 Some students had difficulty answering S teacher's questions.
Then the researcher and the English teacher tried to look for the right way to improve the students' writing skills. The use of mind mapping aimed to make students more interested in the subject of teaching-learning process. It would also help the students to express their ideas when writing the retelling text.
Considering the strengths and weaknesses of the students, the researcher finally decided to use the mind mapping technique to improve the students' writing skills.
- Acting and Observing
The researcher designed several steps in applying mind mapping to solve problems related to students' writing. The researcher gave an example of the recounting text with the mind map so that the students could master the technique well. Using mind mapping as a pre-writing planning strategy (JCOT phase) In this activity, the researcher asked the students to make a mind map about the topic.
Then the researcher went around and explained to the students who did not understand how to make mind maps. When the researcher applied the mind mapping, the students seemed to be serious about their work. By implementing this activity, the students were able to write faster by following the mind mapping framework.
Furthermore, students could use mind mapping to develop their ideas and this could also reduce boredom.
Report of Cycle 2
- Planning of Cycle 2
- Actions and Observation of Cycle 2
The researcher used this activity so that the students find it easy to do the mind map. The researcher and the English teacher agreed to ask the students to bring a dictionary to each meeting. In the process of making the mind maps' diagram, the students were serious about their assignment.
No one found the students walking around doing nothing in the process of doing mind mapping. By asking students to bring a dictionary, the mind mapping process went well. Based on the reflection, it could be concluded that the mind mapping and its accompanying activities in cycle 2 were successful in improving the students' writing skills.
From the reflection of cycle 2, it showed that most of the students were able to make recount text using the mind map.
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions
This is because mind mapping is a good technique that can improve students' writing skills. Furthermore, mind mapping is chosen as their pre-writing strategy before they are ready to write. It helps students arrange appropriate words related to the topic of the text.
It can also be concluded that the standard deviation has decreased, so it can be categorized that students have become more homogeneous on high scores. From the data sources mentioned above, it can be concluded that the writing skills of the students have improved considerably.
Implications
The results of the study show that the process of using mind mapping can go well because most students bring dictionaries with them. The study shows that dictionaries help them find the meaning of words they did not know.
Suggestions
Mind Mapping Techniques to Enhance EFL Writing Skill”, International Journal of Linguistics and Communication (American Research Institute for Policy Development) Junie 2016, Vol.
APPENDICES
Kompetensi Inti
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Langkah – langkah Kegiatan Pembelajaran
Mengolah, menyaji, dan menalar dalam ranah konkrit (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sepaham/teori. Peserta didik terampil memahami, menjelaskan dan mempertanyakan teks lisan dan tulis untuk menjelaskan dan menanyakan tindakan/peristiwa yang dilakukan/terjadi di masa lalu, melaporkan, menceritakan, menjelaskan, dll sesuai konteks, benar-benar disiplin, percaya diri, bertanggung jawab, peduli, kooperatif dan cinta damai (sikap, pengetahuan, keterampilan). Teks lisan dan tulis untuk menyatakan dan mempertanyakan unsur kebahasaan dan struktur teks dalam teks recount.
Memberikan pelatihan kepada siswa untuk membuat diagram tentang Renumbering Text sesuai dengan topik yang ditugaskan dengan menggunakan teknik pengelompokan di awal. Pengecekan paragraf yang telah dibuat sesuai dengan diagram atau skema yang telah dibuat.
Kompetensi Inti
- Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Langkah – langkah Kegiatan Pembelajaran
Memberikan pelatihan kepada siswa untuk membuat diagram tentang Recount Text sesuai tema yang ditentukan terlebih dahulu menggunakan mind mapping.
Directions
Daily Activity
Guru : Mungkin karena mereka masih takut atau apa gitu… ya mungkin karena penguasaan kosa kata mereka masih terbatas, jadi biasanya mereka malu untuk mengungkapkan apa yang mereka ketahui. Peneliti : “Begitu ya Kak. Menurut Ibu, bagaimana belajar bahasa Inggrisnya, metode apa yang digunakan untuk belajar?” Peneliti : “Oh gitu, kalau menurut kamu gimana Dik?” (siswa 3.4) Siswa 3.4, : “Biasa aja gan, kadang ngerjain tugas.
Siswa 4.5 : “Wah asyik sekali mas, dan cara membuatnya ternyata mudah pak.” Siswa 1,2,3: “Ya, saya suka, kata-kata yang sebelumnya tidak saya ketahui, sekarang saya tahu dan mempelajarinya bersama-sama menjadi menyenangkan.” Peneliti : “Menurut anda, apakah mind mapping dapat memudahkan anda mengambil langkah pertama sebelum menulis?”. Siswa 3.4 : “Iya pak…bener banget…apalagi kita kerjakan secara berkelompok jadi lebih mudah untuk melakukan mind mapping.
Peneliti : “Kami telah belajar bagaimana membuat peta pikiran sebagai langkah awal sebelum kita mulai menulis, bisakah kita menemukan kata-kata untuk peta pikiran?
DOCUMENTATIONS
CURRICULUM VITAE
