Judul Skripsi : Improving students' writing skills in text through analytical explanation using mind mapping technique. Judul Skripsi : Improving students' writing skills in text with analytical explanation using mind mapping technique. The research question of this thesis was “How Mind Mapping Technique Improves Students' Writing Skill in Content and How Mind Mapping Technique Improves Students' Writing in Organization.
Research findings showed that the Mind Mapping Technique can improve students' writing skills in terms of Analytical Exposition text. The students' achievement in cycle 2 showed that it had reached the researcher's target score (70.00) and was considered as a successful criterion in improving the students' writing skills using the mind mapping technique covering the analytical expository text. Based on the above findings, the researcher concluded that using mind mapping technique can improve students' writing skill achievement.
For this reason, the writer is interested in writing the thesis under the title "Improving students' writing skills in analytical expository text through mind mapping technique" (Classroom Action Research in Grade XI of SMA Muhammadiyah Camba) .
Research question
The objective of the research
Significance of the study
For the students, this research can help the students to know how to improve writing skill and compose paragraph analytical outline using Mind Mapping Technique. For the teacher, this research can help the teachers to support and motivate their students in paragraph writing. For the researcher, this research can teach the writer how to give motivation to the students in writing skill.
Scope or the research
Prima (2012) in his thesis, "Improving Narrative Writing Ability of Students Using Mind Mapping in Year Eight of Smp Negri 6 Bulukumba". He found that teaching writing using mind mapping can improve students' writing ability in terms of finding content and can improve students' writing ability in terms of finding organization. Jusran (2011) in his thesis, "Using visual-pictorial sequence to improve students' writing ability (A Classroom Action Research on grade XI student of exact program of SMA Muhammadiyah 7 makassar.
Achievement of students in II. cycle showed that it achieved the researcher's goal (75), and is considered a successful measure in improving students' writing ability, covering descriptive and narrative text. He found that learning English with pictures can help students improve their writing skills. Factors influencing 'students' progress in written English, namely student activities', practice, facilities, talent, experience.
In this research, the author wants to make it easy for the students to express ideas in writing by means of tables.
The Concept Writing 1. Definition of writing
- The Characteristic of good writing
- Types of Writing
- The Components of Writing
- The Definition of Analytical exposition
Writing an analytical expository text will be understandable, students remember words well and know how to use them appropriately. Without vocabulary, readers cannot understand well the content of the written text of the analytical presentation. Cole in Nasriyani (2004:7) states that the use of language in written description and other forms of writing includes correct usage and grammar point can help the learner to improve the use of formal language in order to have a good language in writing, the writer must pay attention to the use of grammatical rules related to time, conjunction of prepositions and clause (adjective or non-clause, article, etc.), the content of the writing will be unclear and incomprehensible due to the lack of good grammar.
Heaton says that mechanical skill is one of skills in writing analytical expository text that conveys the ability to convention. Peny (1998:81) says punctuation is the name given to a variety of devices used by the writer to help readers understand their meaning when writing analytical expository text, besides, capitalization deals with the use of capital letters the sentence. Grace and Sudarwati (2006:15) say an Analytical exposition is a type of spoken or written text intended to convince the listener that something in the case, to make the conviction stronger, the speaker or written arguments as a give fundamental reasons why something happened.
Grace and Sudarwati (2006:15) describe that generic structure of analytical expository text consists of three parts, namely thesis statement, elaboration and repetition. a) Thesis.
The Concept of Mind Mapping 1. The Definitions of Mind Mapping
Buzan (2006:6) argues that mind mapping is a very effective way of getting information in and out of your brain. Mind mapping is a powerful graphical technique that offers a universal key to unlocking the brain's potential. Using mind mapping, a long list of information can be mapped out in a simple and interesting way, equipped with regular colorful, easy to use.
Several mind technologies stimulate creativity, such as brain writing, brain walking, and semantic intuition, and are highly compatible with the application of mind mapping. The advantage of mind mapping is flexibility, it means the brain can move fluidly in all directions. The students can focus on the learning, they can also understand the material and mind mapping that attracts the learning.
Boswell (1995:78) states that learning to use mind maps will require a long time and a lot of equipment and paints.
Conceptual Framework
Revised Planning
RESEARCH METHOD
Research subject
Research variables and indicator 1. Research variable
Instrument of the Research
The Procedure of Collecting Data
The researcher walks around the classroom to make sure that the students are doing the work given to them and to see if they are not doing their work, this section takes 10 minutes.
Technique of Data Analysis
The findings show improvement in students' writing skills, percentage of students' progress, and students' engagement during teaching and learning.
Findings
- The Improvement of students’ Writing Skill in writing Analytical Exposition text through Mind mapping technique
- The Percentage of students’ achievement in writing Analytical Exposition text in Content
- The Percentage of Students’ achievement in writing Analytical Exposition text in oganization
The average score of the students in the d test was 56.6, classified as “Fair”, the average score of the students in cycle I was 68.4 classified as “Good score” and the average score of the students in cycle II was 79.35 classified as “Good”. to score". The table also indicated the improvement in writing skills of the students from the D test to cycle I and cycle II. Where from D test to Cycle I the improvement in the writing skills of the students was 20.8 and from Cycle I to Cycle II improved to 18.55.
The table above showed that in the D-test there were 6 students (40%) classified in "Poor score", 9 students (60%) classified in "Fair score". The table above also showed that the result of students' writing skill in content component in cycle I and cycle II. The table above shows that in the D-test 6 students (40%) were classified in "Poor score", 8 students (53.3%) in "Fair score" and 1 student (6.7%) were classified in "Good score, while, none of them classified in.
The above table also shows that the result of the students' writing skills in the organization component in cycle I and cycle II.
Discussion
- The Improvement of the Students’ achievement in writing Analytical exposition text through Mind Mapping Technique
Thus, the improvement in the results of the students of the D-test and the I cycle was 20.8, while the improvement in the achievements of the students of the 1st and II cycle was 20.8. cycle 18.55. From the above explanation, the researcher analyzed that the mind mapping technique can improve the students' writing skill in writing analytical discussion text in terms of content, where the average score of the students in I. and II. cycle higher than the D-test. Improving students' achievement in writing an analytical presentation text using the mind mapping technique had an effective effect.
In the analysis of students' language use, the researcher found that before applying the mind mapping technique, the students' score was 56.6. After applying the Mind Mapping Technique in cycle I, the students' score was 68.4 and in cycle II, the students' score was 74.3. The improvement of students' achievements from the result of test D and cycle I was 20.8, while the improvement of the results of cycle 1 and cycle II was 18.55.
From the explanation above, the researcher analyzed that the students' skill in writing Analytical Expository Text in terms of organization was improved by using Mind Mapping Technique, where the students' average score in cycle I and cycle II was higher than d -test. The researcher also analyzed the percentage of students' progress in writing Analytical Expository Text through Mind Mapping Technique. The students' participation in the first meeting of cycle I was 63.3% and in the last meeting of cycle II, students' participation became 73.3%.
This indicates that the application of Mind Mapping technique can stimulate the students' activeness in teaching and learning process. The use of Mind Mapping technique in the presentation of writing material to the XI-IPS class students of SMA Muhammadiyah Camba significantly improves the students' performance. The findings indicate that the average score of the students' writing in terms of content has improved and conclusion in cycle II is greater than the average score of test in cycle I (80.9 > 69.9) and the improvement of content is 20.9%.
The findings show that the average score of students in writing from the perspective of organization was improved and the conclusion in II. cycle higher than the average test score in the first cycle (77.9> 66.9), and the content improvement is 16.2%. Jusran, 2011. Using sequence of visual images to improve students' writing ability in students of XI precision program of SMA Muhammadiyah 7 Makassar.
Kompetensi Dasar
Indikator
- Tujuan Pembelajaran Pertemuan 1 dan 3
- Materi Pembelajaran Fungsisosial
Corruption has been happening for many years and today it has become a bad culture in Indonesia for three reasons. Most Indonesian adults or foreigners knew and acknowledged that corruption was happening in many places. Conclusion Based on the reasons, we can conclude that corruption is becoming a bad culture in Indonesia if we all do not eliminate it soon.
- Evaluasi
- Penilaian dan Rubrik penilaian BentukPenilaian
Guru menjelaskan langkah-langkah berikut dalam proses menulis - Guru meminta siswa untuk mulai menulis paragraf. Guru meminta siswa mengumpulkan tulisannya - Guru memberikan umpan balik terhadap proses dan hasil. Blogging adalah cara yang semakin populer untuk menghasilkan uang secara online, sebagaimana ditentukan oleh pemilik blog.
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- Tujuan Pembelajaran Pertemuan 5 dan 7
Strangely enough, with the convincing rise of fast food restaurants since the 1940s, the rise of obesity and cancer began during the same period.
- Sumber/Bahan/Alat
- Penilaian dan Rubrik penilaian BentukPenilaian
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