THE IMPLEMENTATION OF MIND MAPPING IN TEACHING WRITING (AT SMP N 1 TARUSAN)
Nila Karmila1),Lili Perpisa2), Syayid Sandi Sukandi3)
1)English department student, college of teaching training and education (PGRI) West Sumatera E-mail:[email protected]
2)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail:[email protected]
3)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail:[email protected]
Abstract
The implementation of mind mapping techniques in schools conducted by the teacher so far only cover ssome part in the procedure of concept mapping strategy. The aims of this reseach is to determine the application of concept mapping techniques in the classroom for teaching writing in SMPN 1 Tarusan. This research is a qualitative research to analyze the process of implementing the concept mapping techniques which is used by teacher in teaching writingat SMPN 1 Tarusan. The analytical framework researchers used qualitative research to answer the research question. The researcher used observations checklists and video to get the data.The results of this research indicate that both the English teachers have similarities in applying concept mapping techniques in the classroom. Based on the data, researchers concluded that both of English teachers do not implement all of the steps in the research which indicators. That step not applied by the teacher, theteachers do not checkconcept maps were created students and also did not give the number on the map.
Key words: writing, Mind Mapping
Penerapan tekhnik peta konsep di sekolah yang di lakukan oleh guru selama ini hanya mencakup beberapa bagian di dalam prosedur teknik peta konsep. Penelitian ini bertujuan untuk mengetahui penerapan teknik peta konsep dalam kelas untuk pengajaran menulis di SMPN 1 Tarusan.
Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif untuk menganalisa proses penerapan teknik peta konsep yang di gunakan guru dalam pengajaran writing di SMPN 1 Tarusan.
Untuk kerangka analisa peneliti menggunakan kualitatif research untuk menjawab pertanyaan penelitian. Untuk mengumpulkan data, peneliti melakukan observasi ceklis dan video. Hasil dari penelitian ini menunjukkan bahwa kedua guru bahasa Inggris tersebut mempunyai persamaan dalam menerapkan teknik petakonsepdalam kelas. Berdasarkan data yang didapatkan, peneliti mengambil kesimpulan bahwa kedua guru bahasa inggris tidak menerapkan semua langkah dalam indicator penelitian. Langkah yang tidak di terapkan guru yaitu, guru tidak memeriksa kembali peta konsep yang siswa buat dan juga tidak member nomor pada peta konsep tersebut.
Kata Kunci: Menulus, Peta Konsep
INTRODUCTION
Writing is one of the important skills besides listening, speaking, and reading which is taught for the students. Writing is direct communication between the writers and the printed texts which are produced by the writers’
itselves. Delivering the writer’s ideas, thoughts
meanings and any other understandings of some cases is happening in writing. In writing process, the writers convey their feelings, ideas, expressions, and even sharing something to another. It is also referring the importances of writing above, students in school must have ability in writing. Ability in writing is when the
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students able to deliver their ideas in their mind;
arrange it to be a paragraph that have meaning and can be understood by the reader.
According to Nunan (2003:88) explain about writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statement and paragraphs that will be clear to a reader.
To teach writing, the teacher uses many techniques such as hot potato and round table. It is a technique that uses one paper and one pencil around the group. Second, looping;
effective prewriting strategies that help students uncover ideas, the student never knew and permits to explore and generate new idea. Last, mind mapping; in applying this technique, teacher can ask the students to make a mind map before they write to stimulate students’
mind and give some idea in form of outline, so students can see their outline when they start to write. Mind mapping is the technique where teacher ask students to make the concept of their ideas about something.
According to Hedge (1998: 30), procedure of employing mind mapping in the classroom; Students are given a main topic at the centre of the board. Students jot down all the things associated with the main topics that come into their minds. Students share with each other about what they have jotted down – teacher gives any necessary explanations and suggestions. Ideas are elicited from the students as they suggest things, and a mind map is made collectively on the board as the ideas suggested so that students can see how to draw out aspects of the topic and subgroup items. This step based on the reasoning behind mind map that is not to think in an ordered or linear way, but explore a topic by moving between it is various aspects
Furthermore, based on the researcher pre observation at SMP N 1 Tarusan, there are teacher used and implement mind mapping technique. Teacher implemented this technique in teaching and learning process. On the phenomenon, the researcher want to see the implemented of mind mapping technique in students’teaching writing at SMP N 1 Tarusan.
Mind mapping is the one technique that teacher used in teaching and learning process.
This technique is a more creative and unique way of taking notes or organizing thoughts however it is also known to be very effective.
According to Steele (2004:1), mind mapping is
a diagram used for linking words and ideas to central key words. It means that, mind mapping is one of powerful technique for helping students develop ideas and concepts in writing.
Mind-mapping involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focusing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, they are mapping knowledge in a manner which will help they understand and remember new information.
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RESEARCH METHOD
This research used qualitative research as research design, because the researcher would like to describe mind mapping used by teacher in teaching writing.Gay &Airasian (2000:232) explain that the common features of qualitative research are reliance on interpretation involving intensive field participation, rich data collected in the field, and the researcher as the primary synthesizing and interpretive agent of the data analysis.
In this research, the researcher used purposive sampling to take the participants in this research. According to Arikunto (2010:188), participants are people who give information about a fact or opinion that are going to investigate by the researcher. In this research, the researcher took of English teachers used mind mapping in teaching writing at SMP N 1 Tarusan as participants.
After that, the researcherused observation checklist as a tool to collect the data.
Additionally, the researcher also used a video to describe the real phenomena that happened in the classroom while teaching English language especially in teaching writing.
FINDING
To answer the question, the researcher conducted the data by using observation checklist and video recording. The researcher took the data until second time. The researcher described the data into detail description, such as; teachers implementation and the activity.
The researcher classified the data into step of implementation of mind mapping technique that
is used by two teachers who teaching English in SMPN 1 Tarusan. The researcher wanted to see the implementation of each steps of mind mapping technique in teaching writing. First participant that taught at VII.2 class and VII.3, the total’s students were 27 students and 28 students. Second participants taught at VII.1 class, the total’s students were 28 students. The teacher taught in different class, because of that the researcher wants to see the implementation of mind mapping technique in teaching writing that is used by two teachers.
The finding of the research would like to answer the research question that is;”how do the teachers implement the mind mapping technique in teaching writing at SMPN 1 Tarusan”. There are four steps in mind mapping technique. First, including Determine your central image or concept, this step the teacher gave topic based on picture. The second create the basic structure for organizing your ideas.
The teacher made basic structure of mind mapping in the white board. The third Put down keywords associated with the BOIs (basic organized ideas). In this step, the teacher asks keywords about the picture and writes in white board. The last step is revisit your mind map, putting things in order, and numbering the branches. It means that, the teacher revisit their mapping or gave number in their mapping. The reseracher found the first participant and the second participant do not implemented the last indicators. The teacher not revisits their mind map, putting things in order, and numbering the branches.
CONCLUSION
Writing is direct communication between the writers and the printed texts which are produced by the writers’ itselves. Delivering the writer’s ideas, thoughts meanings and any other understandings of some cases is happening in writing. In writing process, the writers convey their feelings, ideas, expressions, and even sharing something to another. It is also referring the importances of writing above, students in school must have ability in writing.
Ability in writing is when the students able to deliver their ideas in their mind; arrange it to be a paragraph that have meaning and can be understood by the reader.
In improving the statement above, the researcher conducted the qualitative research in SMPN 1 Tarusan with the purpose to see the implementation of mind mapping technique which used by the English teacher in that school. In getting the data the researcher used instrument; observation checklist and video recording.
Based on the research finding, the researcher formulated the conclusion into; the result of the entire instrument. The teachers did not implement all steps which were stated in procedure of mind mapping technique.In short, the implementation of mind mapping technique used by English teachers at SMPN 1 Tarusan was not appropriate with the experts. In others words, the teacher did not implement the last step of procedure mind mapping technique in teaching writing.
SUGGESTION
Based on the explanation above the researchers gave some suggestion. Firstly, this research can help the teachers to review their implementation of mind mapping technique, what the processes that should be considered by the teacher and the influence into writing ability in implementing the mind mapping technique.
The teachers can implement their own strategy that they feel make students more easy to teaching writing.
Secondly, giving information to the students about the role of the mind mapping technique because they should know what they are going to do in this technique. It is also to increase their ability in teaching writing. The researcher also hopes that mind mapping technique can increase students’ writing ability.
Third, researcher hope that the teachers implement all procedure mind mapping technique. The last, it is hoped to be a reference for the next study for college students of STKIP PGRI West Sumatera.
Overall, this research informs to the readers about the implementation of mind mapping technique. The researcher also asks additional information from the others about the implementation of mind mapping and it can be very useful for the readers.
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ACKNOWLEDGEMENT
Alhamdulillahhirobbila’lamiin, praise to Allah S.W.T the almighty who has given the writer straight to complete this thesis entitled
“The Implementation of mind mapping in Teaching writing at SMPN 1 Tarusan”. This thesis is aimed as facilitating of the requirement for the SI Degree of English Department, STKIP PGRI Padang West Sumatra. Shalawat and salam is also given to the prophet Muhammad S.A.W as the “huswatunhasanah”
for the muslims.
A very special thanks and appreciation from the deepest of my heart to the advisors, LiliPerpisa, M.Pd and Syayid Sandi Sukandi, S,S. M.A, who have been kind and willing to give their times, energy, suggestions, and supports in completing this thesis. Her gratitude is also presented to Dra. Hj. Riny Dwitya Sani, M.M.Pd, Hevriani Sevrika, M.Pd and Belinda Analido, M.Pd as the examiners who have given the correction and clarification for this thesis. In addition, the researcher also wants to thank to RindillaAntika, M.Pd, as the validator of observation cheklist in this thesis. Then, the researcher’s appreciation also goes to the head and secretary of English Department, Armilia Riza, M.Pd and Mayuasti, M.Pd.
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