Farid Fahmi Menerapkan Teknik Pemetaan Pikiran untuk Mengembangkan Tulisan Teks Prosedur Siswa (Penelitian Tindakan Kelas pada Siswa Kelas Sembilan SMP Islam Ruhama Cireundeu Tahun Pelajaran 2019/2020). Penerapan Teknik Mind Mapping Terhadap Perkembangan Tulisan Teks Prosedur Siswa (razred 9 Študentske akcijske raziskave na SMP Islam Ruhama Cireundeu v študijskem letu 2019/2020).
INTRODUCTION
- Background of Study
- Identification of the Problem
- Limitation of the Study
- Formulation of the Study
- Objective of the Study
- Significance of the Study
The third study by Galih Indram titled "The Use of Mind Mapping Strategy to Improve Students' Ability in Writing Procedure Text".30 He designed an action research which consists of four meetings and it was carried out through sequence of cycles. In connection with the remediation, it can be in the form of repeating the topic completely, repeating a part of the topic that needs to be mastered, solving problems or working with common problems and giving special tasks.2 The teacher and the observer could stop the classroom Action Research and give the rest of the students who could not pass the KKM, advice to keep improving their studies.
THEORETICAL REVIEW
Writing
- Definition of writing
- Writing process
- Notion of good writing
Secondly, experienced writers think about the audience they are writing for, as this will not only affect the form of the writing (how it is laid out, how the paragraphs are structured, etc.) but also the choice of language – or for example, it is formal or informal tone. Third, writers must consider the content structure of the piece, that is, how best to sequence the facts, ideas, or arguments they have decided to include.
Procedure text
- Definition of procedure text
- Generic Structure of Procedure Text
- Language features
The function of procedural text is to explain how something through a series of actions or stages. Based on the example above, this procedural text is in the form of a simple sentence, use many action verbs for the command (cut, put, pour, and stir), use present tense, and use linking words (first, second, third, fourth, then, and the last).
Mind Mapping
- General of Mind Mapping
- The Function of Mind Mapping
- The Procedure of Mind Mapping
- The Advantages of Mind Mapping
This is because brain mapping brings together our left brain (words, logic, numbers, linearity) and right brain (curves, color, creativity, images, space), dramatically increasing our brain power. Based on the function of mind map above, it can be concluded that the mind map helps the students in many aspects, making them more comfortable in the learning process.
Teaching Procedure Text Using Mind Mapping technique
According to the generic structures of the text (goal, material and sequence of steps), the main topic will be divided into three main parts. Students are then asked to explore their ideas or thoughts based on the main topic they have chosen.
Reviews of Relevant Studies
The result of the study showed that there was an improvement in the students' skills in writing the text of the procedure through the sequence of pictures. While the similarities are the procedure text as study material, Classroom Action Research as research design and data collection technique such as observation, interview and test.
Thinking Framework
Comparing the result of the three tests, the writer concluded that the mind mapping method could yield better performance for the students in producing procedural texts. The analysis of the questionnaire and observation also supported the fact that the mind mapping method was suitable to be implemented in the learning of copywriting procedures.
Action Hypothesis
So, mind mapping technique may be appropriate to be used in the writing process as a pre-writing step, especially in writing procedural text that students need to use to arrange the steps in the writing procedure. It helps students gather their ideas and the words to write before writing the procedure text.
RESEARCH METHODOLOGY
- Time and Place of the Research
- Method and Design of the Research
- Subject of the Research
- The Writer’s Role
- The Stage of Action Intervention
- The Data and Source of Data of the Research
- Instrument of the Research
- Technique of Collection Data of the Research
- Technique of Data Analysis
- Validity of Data
- Criteria of Action Success
In obtaining students' writing achievement data, the writer used data from pre-test, post-test 1, and post-test 2. Then, in Classroom Action Research cycle 1, the writer calculated the post- test test 1 to recognize the improvement of students' results from the pre-test to the post-test.
RESEARCH FINDING AND INTERPRETATION
The Data Description
- Finding of Preliminary Study
- The Implementation of Classroom Action Research
- Analysis of the Data after Classroom Action Research (CAR)
In addition, the writer also prepared a post-test 1 to find out the results of the students' progress from the pre-test to the post-test 2. 2) Playing. Therefore, the writer has prepared some games and prizes for the students in the next cycle. The writer and the teacher discuss the results of the post-test 1 and look for solutions to the students' problems.
The students' scores on pre-test, post-test 1 and post-test 2 are shown in the table. The above calculation shows that the average score of the students in post-test 1 is 76.1. After this, in cycle 2 of Classroom Action Research, the writer also calculated the result of posttest 2 to know the score improvement of the students, either based on the result of pretest or based on posttest 1.
Based on the calculation above, it shows that the students' mean score in post-test 2 is 81.27. Students' score improvement on writing items from Pre-Test, Post-Test 1 and Post-Test 2.
The Data Interpretation
- The Data of Observation
- The Data of Interview
- The Data of Test
The data obtained from the interview show that mind mapping can improve students' ability to write procedural text. Based on the phenomena, the writer suggested the mind mapping technique to help students' writing ability. Based on the research done in the ninth grade of SMP Islam Ruhama Cireundeu in the academic year it can be concluded that students can improve their procedural text writing ability through mind mapping.
Bagaimana reaksi anda setelah proses pembelajaran menulis teks prosedur menggunakan teknik mind map di kelas. Berapa nilai bahasa inggris anda dalam pembelajaran menulis teks prosedur dengan teknik mind map. Menurut Anda, apakah teknik pengajaran mind map dapat meningkatkan kemampuan menulis prosedural siswa Anda?
Bagaimana menurut anda setelah melihat proses pembelajaran menulis teks prosedur dengan teknik mind map. Kendala apa saja yang terlihat pada saat proses pembelajaran menulis teks prosedur dengan teknik mind map?
CONCLUSION AND SUGGESTION
Conclusion
In this study, Classroom Action Research was used to improve students' writing skills, especially in procedural text. This was evidenced by the students' enthusiasm in participating in the learning so that they could correctly construct the procedural text. In connection with the results of the interview, the response of teachers and students to the use of mind maps was positive.
The students were excited to learn and their understanding of the process text increased, especially when organizing the steps. Based on the test results, there was a certain progression of student scores from pretest to posttest 2. Based on the performance criterion, the cycle will be interrupted when the percentage of students who passed the KKM is 75%.
Therefore, the writer concluded that the mind mapping technique improved students' skills in writing procedural text in the nine classes of SMP Islam Ruhama Cireundeu in the academic year 2019/2020. Also, the students became more interested and creative in exploring the ideas by using mind-mapping because it uses colors, pictures and many links.
Suggestion
Bolghari, Mina Saghaieh and Arezoo Hajimaghsoodi, Action research as a bottom-up approach to promote teacher involvement in language curriculum change, Journal of Language Teaching and Research, Vol.8, No.2, 2017. Brown, Anas, Testing in Language Programme: A Comprehensive Guide to English Language Assessment, New York: McGraw-Hill, 2005. Darwati, Erni, Using a Mind Mapping Strategy to Improve Students' Writing Skills in Descriptive Text: A Classroom Action Research in Second Grade SMP Al-Mizan Pandegelang-Banten, Skripsi , Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University, Jakarta, 2013.
Ability in Writing Procedure Text, Semarang: English Department Faculty of Languages and Arts Semarang State University, 2013. Al-Hafizh, Teaching junior high school-elever til at skrive genfortælle tekst gennem wikis medier, Journal of English Language Teaching, Vol 1, No.1 , 2012. Ratu Dea Mada og Eva Fachriyah, Po(w)der Method to Increase Writing Skills of Procedure Text for Students Grade 2 in Technical Information Unsera Banten, International Journal of English and Education, Vol.6, Isuue.3, juli 2017 .
Chandrahoman, Case Study on the Effective Use of Mind Map in Engineering Education, Technology for Education, 2018 Suaeni, Improving Students' Proficiency in Writing Procedure Text through Picture Series: A Classroom Action Research at the Ninth Grade of MTs Negeri Tangerang 2 Pamulang, Thesis, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University, Jakarta, 2015. Tee, T.K, Buzan Mind Mapping: An Efficient Technique for Note-taking, World Academy of Science, Engineering, and Technology International Journal of Social, Management, Economics, and Business Engineering Vol:8 No:1, 2014.
The Schedule of Classroom Action Research
Observation Sheet of Teacher’s Activity
Observation Sheet of Student’s Activity
The Result of Observation of Teacher’s Activity
The Result of Observation of Students’ Activity
Interview guideline with the student before CAR
Interview guideline with the student after CAR
Interview guideline with the teacher before CAR
Interview guideline with the student after CAR
Interview with the student before CAR
Interview with the student after CAR
Interview with the teacher before CAR
Karena kalau dilihat dari petanya, anak-anak sudah terstruktur tentang apa yang ingin mereka bicarakan dan mungkin ini akan memudahkan anak-anak dalam menulis.
Interview with the student after CAR
Students’ Worksheet
Students’ Worksheet
Students’ Worksheet
Students’ pre-test score
Students’ post-test 1 score
Teks prosedural adalah jenis teks yang menjelaskan bagaimana sesuatu dapat dibuat atau digunakan melalui serangkaian langkah. Teks prosedur sendiri bertujuan untuk memberikan petunjuk mengenai langkah-langkah/metode/cara membuat, mengoperasikan atau melakukan sesuatu. Guru menanyakan kepada siswa cara membuat mie goreng Indomie dan siswa menyebutkan kata kunci dari contoh tersebut seperti membuat, masak, masak, buka, tuang, tiriskan, campur, siapkan.
Language use 25-22 Excellent to very good: effective complex construction, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions. 21-18 Good to average, effective but simple construction, minor problem, in complex construction, various errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning rarely obscured. 17-11 Fair to poor: major problem/complex construction, frequent negation errors, agreement, tense, number, word order/function, articles, pronouns, preposition and/or fragments, run-on, deletions, confusing or obscuring meaning.
3 Fair to poor: frequent spelling errors, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured. 2 Very poor: no mastery of conversations, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate. Guru teranya kepada siswa tentang how to make fried rice and siswa kata-kata kunci dari.
Students’ post-test 2 score
The Chart of The Improvement of Students' Writing Score 105
Lesson plan cycle 2
Guru memotivasi siswa untuk belajar secara kontekstual berdasarkan manfaat dan penerapan bahan ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan. 10-5 Sangat buruk: hampir tidak ada penguasaan kaidah penyusunan kalimat, didominasi kesalahan, tidak berkomunikasi atau tidak cukup melakukan evaluasi.
Students’ mind mapp in cycle 1
Students’ mind map in cycle 2
The Text Written in Pre-Test
The Text Written in Post-Test 1
The Text Written in Post-Test 2
Documentations of Classroom Action Research
Surat keterangan penelitian
