Ummi Khaerati Syam, S.Pd., M.Pd., Head of Department of English Education for guidance and suggestion during the research. Based on the above explanation and problem, the researcher is inspired to conduct a research under the title “Effectiveness of Mind.
Research Problem
Objective of the Study
Significance of The Study
Scope of the Study
In this subsection, I will review some previous studies that support my view on enhancing students' creativity in speaking skills using the mind map method. The above findings show that the mind mapping method can be successful in developing students' creativity in other skills such as writing skills.
Some Partinent Idea 1. SPEAKING
MIND MAPPING
Mind mapping is a way to mark a fun, easy way to absorb and release new information and ideas in the brain (Buzan, 2007: 4). Mind map using colors, symbols, words, curved lines and an image related to the workings of the brain. Sugiarto points out that, mind mapping (mind mapping) is a technique that summarizes the material to be learned and the design of the problems encountered in the form of a map or graph, making them easier to understand.
Mind mapping is a technique of preparing notes to help students to optimally utilize the full potential of the brain. Buzan (2013) a mind map is a powerful graphic technique that provides a universal key to unlock the potential of the brain. According to Anna and Andrey (2015), the implementation of mind mapping is First, we introduced the mind mapping technique to the participants.
According to the aim of the study, which implies a description of a meaningful, powerful and effective tool used to encourage technical students to use mind mapping techniques in the language classroom, we formulated the following pedagogical objectives:. The steps and purpose of drawing a mind map are provided below (Buzan in Mind Map untuk Pensakan Kreativitas Book.
Conceptual Framework
According to Muhib, Anggani & Hartono (2014), the disadvantages of Mind Mapping are that it requires a large amount of time in organization and finding an effective keyword and thus it is sometimes difficult for students to create a comprehensive mind map as a result of the allocation of time required. And the third is post-test, in post-test the researcher will give speaking test as in pre-test and analyze if there is any performance regarding the students' ability in speaking skill, especially in understanding and fluency after teaching through the use of mind mapping methods.
Research Hypothesis
The researcher begins by outlining the method the researcher used for this study, followed by research design, population and sample, research variables and indicators, research instrument, procedure to collect data and technique of data analysis.
Research Design
Sample
The researcher used purposive sampling technique of six classes, and this research took only one class as the sample. The researcher chose this class because the researcher believed this class has a high ambition to study English.
Research Variables and Indicators 1. Variable
Indicator
Research Instrument
Procedure of Collecting Data
Pre-test
Treatment
Session 1: In the first session, the researcher explained the mind map and how to use it. When the students understood, the researcher gave the story one by one under the title The story of Toba l and asked them to find out what was important. Then the researcher called one by one to repeat the story to each person up to 2-3 minutes.
Second meeting: in it the researcher liked the first meeting, but the researcher used a different title. The third meeting: the researcher divided the student into 8 groups, the researcher gave story under the title of Pinnocchio and then the researcher asked the students to make mind map based on the story and presented it. 5th meeting: the researcher told the story and the students wrote down the important point they heard.
Session 6: The researcher divided some students into 4 groups and some of them became story tellers who had the task of telling a story.
Post-test
Technique of Data Analysis
To know the percentage of students' speech in pre-test and post-test by using the following formula. To find out the significant difference between the pre-test and post-test scores by using T-test. In this case, the researcher used statistical calculation by using SPSS 25 for hypothetical testing.
The purpose of the formula was to know the method effective or not in achieving students' creativity in second grade speaking skill in SMA Negeri 5 Tanralili.
Testing Hypothesis
Hypothesis (H0) will be rejected and Alternative Hypothesis (H1) will be accepted because there was significant difference between pre-test and post-test and after difficult speaking using mind mapping method. The criteria for testing the hypothesis are as follows: t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted. To find out the effectiveness of the mind mapping method to build students' speaking skills in understanding the terms of the second grade in SMA Negeri 5 Tanralili.
The findings from the study include a description of the effectiveness of the mind mapping method to increase students' speaking skills (pre-test and post-test).
Findings
Table 4.1 and figure 4.1 showed the rate percentage and frequency of the students' speaking scores in the pretest. Table 4.2 and Figure 4.2 showed about the rate percentage and frequency of the students' speaking scores in the post-test. Then, in the post-test, there were no students in the excellent category, no students classified in the very good category, 4 students (11.76%) classified in the good category, 13 students (38.23%) classified in the fairly good category , 12 students (35.29%) classified in fair, 5 students (14.70%) classified in poor category and there were no students in very poor category.
It meant that the students' score vocabulary in the post-test was better than the pre-test because the rate percentage of the post-test was higher than the percentage of the pre-test. Table 4.3 showed the students' average scores in the pre- and post-test, then the table also showed the students' speaking improvement. Figure 4.3 above showed an increase in student scores from pre-test to post-test.
The mean increased significantly from 55.00 in the pre-test up to 66.18 in the post-test. The table showed that the result was 7,409>2,034, it meant that there was an improvement in the students' speaking skills before and after given treatment.
Discussion
Based on the results above, it can be concluded that the null hypothesis (H0) was rejected, while the alternative hypothesis was accepted before and after the use of mind mapping method in the second grade students of SMA Negeri 5 Tanralili. Based on the results, In the pre-test there were no students who classified the category excellent, very good and good, 6 students or 17.65% classified in the fairly good category, 10 students or 29.41%. Then, in the post-test there was no student in the excellent and very good category, 4 students or 11.76% classified in the good category, 13 students or 38.23%.
This meant that the students' score regarding the post-test was better than the pre-test because the percentage of the post-test was higher than the percentage of the pre-test. The relationship of this research with the previous study which this research used the mind mapping method and the researcher takes reference from the previous study to use as a reference and the result of the study both show that the use of the mind mapping method in the process of teaching-teaching is effective. and can improve students' speaking skills (fluency). In this chapter the researcher will present the conclusion of the study and suggestions for students, teachers and further researchers.
Conclusion
Suggestion
International Journal of English Language Teaching Improving Students' Speaking Ability Through Mobile Social Networking (at The Tenth Grade of SMAN 8 Makassar). The comparative effect of Mastery learning and mind mapping approaches in improving the learning outcomes of high school students in physics. The Use of Mind Mapping Method to Enhance the Students’ Writing Skill (in eleventh grade students of SMAN 19 Gowa).
Description of determining the use of the mind map method in teaching descriptive writing for second grade students of SMA Negeri 1 Takalar. Using Prescribed Strategies, Brainstorming and Mind Mapping in Essay Writing for Tenth Grade Students of SMA Negeri 1 Sungguminas. She started her studies at the Allaere Kindergarten and graduated in 2003, then at SD Inpres Allaere and graduated in 2009.
In the same year, she was registered as a student of the English Education Department of the Teacher Training and Education Faculty of the Muhammadiyah University of Makassar. At the end of her studies, she was able to complete her thesis entitled "The Effectiveness of Mind Mapping Method to Build Student's Speaking Skill (A Pre Experimental Research at Second Grade Students" by SMAN 5 Tanralili).
APPENDICES
Materi Pembelajaran
One day, while the man was fishing, he caught a large golden fish in his trap. She said; "Yes, but you must promise not to tell anyone about the secret that I was once a fish, or there will be a great disaster." Then she told her daughter to run up the hills because a great disaster was about to come.
Model dan teknik pembelajaran Model : Cooperative Learning
Alat dan Bahan
Langkah-Langkah Pembelajaran PERTENUAN PERTAMA
The buffalo saw the crocodile and the buffalo got scared and will soon leave that lake. The crocodile bit the buffalo's leg and the buffalo let out a loud cry asking any other animal near him for help. Kancil, who was on his way to the lake, heard the buffalo's voice.
And the buffalo replied, "the crocodile bit my leg when I was helping him remove a large branch from his neck." The crocodile further said, "I am hungry and you are in my territory, so I bit you, poor buffalo." Kancil said to the buffalo, "It is impossible that you helped the crocodile, so the crocodile had the right to bite you."
The buffalo and the kancil run as fast as they can and the crocodile had realized that he had been tricked by the kancil. He saw his appearance in the river and it was true that he was so ugly and different from the other birds. Finally he knew he was a peacock and he was happy because he was no longer alone and ugly.
PRE-TEST AND POST-TEST STUDENT RANGE SCORE The pre-test score of the students' speaking test.
The Percentage of Students’ speaking skill
