This research aims to find out whether the Mind Mapping technique can improve the students' writing descriptive text skill in the eight graders of SMP Negeri 1 Metro Kibang. Coming from Mind Mapping technique, the students could find the idea in writing descriptive text.
Benefit of the Study
In particular, it needs to be determined whether mind mapping techniques increase students' writing skills. As information for students to improve their motivation in learning English when writing a descriptive text.
The Concept of Writing Skill The Concept of Writing The Concept of Writing a. The Definition of Writing
An important theme in pedagogical research on writing is the nature of the writing process. The result of the compositional nature of writing has led to a writing pedagogy that focuses students on generating ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to formulate them.
Concept of Descriptive Text 1. Definition of Descriptive Text
Guides in Writing Descriptive Text
Purpose of Descriptive Text
Seeing means helping the reader see the objects, people, and sensations you present, as you might guess, description is important for all rhetorical purposes, not just expressiveness.
To explain means to explain the reader about a subject. For example: a science writer will describe the shape of an airplane
To demonstrate means the writer wants to demonstrate something to a reader. When a writer describes the thawing of
The Measurement of Writing Skill in Descriptive text
Definition of Mind Mapping Technique
The mind mapping technique is described in Hedge's book Resource Books for Teachers that “Making a mind map is a strategy. Mind mapping involves writing down a central idea and thinking of new and related ideas that radiate from the center.
The Rules of Mind Mapping Technique
For reasons, here is the example of mind mapping technique before writing with hobby topic. By using the mind mapping technique before writing, students are expected to apply it to their writing.
Action Hypothesis
Variable and Operational Definition Variable
Dependent Variable
Independent Variable
Research Setting
Subject of The Study
Research Procedure
In this step, the author observes the process of teaching learning by using form of observation. In this step, the writer will compare the score of pre-test and post-test.
Test
The writer examines and reflects on the activity of the students and the performance of the teachers whether it is positive or negative, the second cycle sufficient or the need for the next step. The post test will be given in the last meeting after the treatments to find out if the statements make any contribution to the students' performance after using the mind mapping technique. This treatment that he did in the last meeting after the treatments is aimed at discovering the change in the achievements of the students in the classroom or not.
The researcher applies this method to get the students' activities such as students' understanding of answering the question, students' writing activity, students' participant and students' inclination to learn English in the class.
Observation
Observation
Field Note
In order to know the simulation technique can increase students' descriptive text writing skills, the author administered the pretest before using reporter simulation technique and posttest after using reporter simulation technique. To analyze the data, the writer calculated data for the average rates of pre-test (X-pre) and post-test (X-post) using formula as follows:28. To then know the result, the author will compare between pre-test and post-test.
If in cycle I there are some unsuccessful students, so the researcher would like to develop in cycle II.29 The minimum cycle in CAR (Classroom Action Research) was two cycles, if from cycle II all students were successful from the minimum standard. Criteria (MSC), cycle that can be interrupted until cycle II.
The Profile of the School
It involved the research result and discussion which had been conducted by the researcher at SMP Negeri 1 Kibang Lampung Timur, especially for the eighth grade of students in Grade VIII G SMP Negeri 1 Kibang Lampung Timur in the academic year 2018/2019.
The Brief Story of SMP Negeri 1 Kibang Lampung Timur
In order to reach the building of SMP, the village chief and social figure of Margototo seriously submitted the proposal to the regency and to the head of the commission. The proposal was not immediately approved because they would first observe the location. In addition, SMP Negeri 1 Kibang Lampung Timur has applied the curriculum many times since it was first established, such as 1985 curriculum, 1995 curriculum, 1997 curriculum, 1997 and 2000 curriculum supplement, KBK, KTSP and now the 2013 curriculum.
To prepare the school that has a good standard of quality to meet the upcoming challenges, students are expected to be able to overcome the challenges and global competitiveness by predicting the vision and mission of realizing a good standard school that brings Islamic values, science and science up. technology.
Vision and Mission of SMP Negeri 1 Kibang Lampung Timur 1. Vision
Mission
Strategy
The Condition of Teacher and Officer
Mulatsih,H S.Pd Female Science Teacher 18 Ngatino S.Pd Male Science Teacher 19 Yudi S.Pd Male Science Teacher 20 Ambar Astati S.Pd Female Social Teacher 21 Solecha S.Pd Female Social Teacher 22 Defi yulia S. Pd Female Social teacher 23 Sugiyanti S.Pd Female Social teacher 24 Sumarti S.Pd Female Social teacher 25 Sumanto S.Pd Male Culture art teacher 26 Sungkowo S.Pd Male Culture art teacher 27 A.Suwardi S.Pd Male English teacher 28 Sri Mujiyati S Pd Female English teacher 29 Suryadi S.Pd Male English teacher 30 Netti S.Pd Female English teacher 31 Hendra Buana S.Pd Male Mulok. 34 Samsul Arifin, S.sos Male Administration staff 35 Amelia S.pd.I Female Administration staff 36 Supirah Female Administration staff 37 Supami Female Administration staff.
Number of the Students at SMP Negeri 1 Kibang Lampung Timur Number of students of SMP Negeri 1 Kibang Lampung Timur in
Jumlah siswa SMP Negeri 1 Kibang Lampung Timur Jumlah siswa SMP Negeri 1 Kibang Lampung Timur pada tahun.
Organization Structure of SMP Negeri 1 Kibang Lampung Timur Organization Structure of SMP Negeri 1 Kibang Lampung Timur
The Infrastructure Situation of SMP Negeri 1 Kibang Lampung Timur
The infrastructure condition of SMP Negeri 1 Kibang has a good condition all of item but some building is god enough or broken piece.
The Site Sketch of SMP Negeri 1 Kibang Lampung Timur Figure 3
The Description of Research Result E
This research was classroom action research and it was conducted at SMP Negeri 1 in eight grade in Kibang Lampung Timur in the academic year which was located in Margototo Street Metro Kibang Lampung Timur. Each cycle consisted of four steps that were planning, acting, observing and reflecting, which were completed in two meetings. The students' result of writing descriptive text was obtained through tests that consisted of pre-test and post-test that were given to the students at the beginning of the research and at the end of each cycle, while the students'.
Pre-Test
The score of pre-test students who write descriptive text DO NOT MENTION THE CRITERIA OF THE SCORE.
HIGEST 77
Cycle 1
Planning
Action
First Meeting
Second Meeting
Based on the result of writing the descriptive text of the student after the test 1 points above, it can be concluded that there were only 47% or 14 students for the score in the range of 40-63 did not pass the minimum standard criteria (MSC) at least 70, while 53% or 16 students for the score in the range of 64-87 passed the minimum standard criteria (MSC) or less than 70. This showed that the score of the students writing the descriptive text had improved than the pre-test score was 10, but seen by the indicator of the success of this research that 80% of the total students must pass the minimum standard criteria (MSC). It means that the result of the post-test I was unsuccessful based on the success indicator.
Most of the students still seemed confused in class, most of the students who had difficulty taking the test gave up, and most of the students were not active in the learning process.
Reflection
There was an improvement between pre-test and post-test 1, but did not meet the indicator of success. It could be concluded that the result was unsuccessful because the indicator of success could not be. Regarding the result of the student's post-test score and observation of the student's activities in cycle I caused by giving a topic, the material was not run well, so some students could not manage to understand the material.
Some students were not satisfied because most of the students did not pay attention to the teacher's explanation and had no difficulty in answering the question and some students failed the cycle I test.
Cycle 2
Then, for the next part, the teacher instructs the students to have a group discussion. In this meeting, posttest 2 was in the last of cycle II, for 2x45 minutes after the students gave the action, the researcher gave posttest II to the students. Subsequently, the students who did not meet the minimum standard criteria were 20% of the interval 41-64.
From the above table, it could be seen that the students' scores in post-test II were different.
Discussion
In addition, the student success rate of the post-test II score was 80% or 27 students of the total number of students passed the minimum standard criteria and 20% or 7 students failed the minimum standard criteria (MSC) of at least at least 70. Based on the result of pre-test, post-test I and post-test II score from cycle I to cycle II, it was found that there was a significant improvement in the students' score in teaching writing through use of Mind Mapping Technique. It could be shown by the average score from 54 in pre-test to 64 in post-test I became 72 in post-test II.
They were obtained from the results of the pre-test, post-test I and post-test II (the product of student learning) and the results of observing the student's learning activities (the process of student learning).
Result of Students Learning Result of Students Pre-Test Score
Result of Students Post-Test I Score
Result of Students Post-Test II Score
Comparison of Score Pre-Test, Post-Test I and Post-Test II The score from the implementation of the cycle I and II can be
The average score of students who write a descriptive text in the pre-exam, after exam I and after exam II. Based on the table and graph above, in cycle I from pre-test to post-test the average score progress from 54 to 64. Then from cycle II the average score progress from 64 to 74, an increase of about 7 points.
Observation Result of Students’ Activities
The percentage of this activity in cycle I was 48% and in cycle II 72% of the improvement percentage was 24%. The percentage of students' answers to the teacher's questions in cycle I was 48% and in cycle II was 78%, the percentage of increase being 30%. The percentage of this activity at cycle I was 75% and at cycle II was 83%, the improvement percentage being 8%.
It was seen in cycle I, in which the percentage of this activity was 47%, and in cycle II, 72%, in which the percentage of improvement was 25%.
Suggestion
For Students
For English Teacher
For Headmaster
Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed., New York: Addison Wesley Longman, Inc., 2001. Burhan Nurgiyantoro, Gunawan and Marzuki, Applied Statistics for Social Science Research, Yogyakarta: Gajah Mada University Press, 20 McNiff , Jean Whitehead, Penelitian Tindakan: Prinsip dan Praktek, London dan New York: Taylor & Francis e-Library, 2002, Edisi Kedua.
Tony Buzan, Buku Pintar Peta Pikiran, Jakarta: Gramedia Pustaka Utama, 2005 Tricia Hedge, Buku Sumber untuk Guru, Oxford: Oxford University Press,.
APPENDICES
Anggun Nadila putri
Muhammad Alfarizilatif
Tika Maharani
To try, process and present various things in the area of the concrete (using, analyzing, composing, modifying and creating) and the area of the abstract (writing, reading, counting, drawing and composing) in accordance with the learned in school and from other sources in the same viewpoint/theory.
Basic Competence
Indicators
Learning Aims
Sources of Material 1. Text book
Teaching Material
Learning Activities
Teacher gives students a chance to ask questions if they are still confused about the specific information. The students themselves try to get the function, purpose and idea from the descriptive text.
Test
- Write the descriptive text!
Pupils understand the meaning of the text, compose sentences appropriate to the topics and content of the descriptive text. The student discusses the topic, learns using the student worksheet and captures specific information. Please write a descriptive text about your hobby using a mind mapping technique based on your mind.
Write or write a descriptive text about your favorite food by using a mind mapping technique based on your own mind.
