By. Candra Pantura Panlaysia Dr. CH. Evy Tri Widyahening, S.S., M.Hum Slamet Riyadi University Surakarta ABSTRACT

Transcription

1 THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE IN TEACHING LEARNING WRITING ON RECOUNT TEXT (An Experimental Study in the Tenth Grade Students of MAN 2 SurakartaIn 2015/2016 Academic Year) By. Candra Pantura Panlaysia Dr. CH. Evy Tri Widyahening, S.S., M.Hum Slamet Riyadi University Surakarta ABSTRACT This research result aimed to know the significant difference and to know the implementation of mind mapping technique in teaching learning writing on recount text between the students who are taught by using mind mapping technique and who are taught without using mind mapping technique at the tenth grade students of MAN 2 Surakarta in 2015/2016 academic year. The research was carried out at MAN 2 Surakarta from August 2015 to September It was an Experimental Research. Here, the researcher took the data from first semester students X IPS 1 and X IPS 2 as the sample of the research. The class X IPS 1 was a control class and class X IPS 2 was an experimental class. X IPS 1 class consisted of 24 students and X IPS 2 class consisted of 26 students. The technique of collecting the data used test and non test. The test consisted of the pre-test and post-test. Non-test consisted of the observation, documentation, interview. To analyzing the data, the researcher used quantitative data analysis. From the result of the research, it could be shown that there were some significant differences in teaching learning writing on recount text between the students who were taught by using Mind Mapping Technique and who were taught without using Mind Mapping Technique. It could be seen from the computation the t-obtained (t 0 ) was6.24, consulting the t-table (0.05 was 2.02). It could be known that t 0 was higher than t t (t 0 = 6.24 >t t = 2.02). The mean of control class, the pre-test mean score was 37 become 60,5 in the post test and Experimental class for pre-test become 65,5 in the post test. The standard deviation of control class, the pre test standard deviation was become in post test and Experimental class for pre-test become in the post test. After conducting the research, the researcher obtained two kinds of data; the scores of pre-test and post-test and found the mean of each group. The researcher used t-test formula to count the data. From the description above, it could be concluded that by using Mind Mapping Technique is than better without using Mind Mapping Technique in teaching learning writing on recount text. Therefore, it is recommended that English teachers to apply Mind Mapping Technique in teaching learning writing on recount text. The researcher should be more creative and innovative in using various kinds of teaching technique which accompany the materials. Keywords: Teaching Learning Writing, RecountText, Experimental Study, Mind Mapping Technique 1

2 INTRODUCTION In this modern era, people demand to have more than one language. Language, as a tool for communication, takes an important role in our daily activities, one of them is English. English is an International language that has been used in many countries. For that reason, many people learn English to have connection with different people from others countries. It plays an important role in the world of politics, business, economics, technology, and education. The study focuses on writing a recount text only which is one of the materials in English lesson for senior high school especially on tenth degree students. According to Anderson (1997: 48), speaking or writing about past events is called a recount. A recount is a piece of text that retells events, usually in the order in which they happened. The purpose of a recount is to give the audience a description of what occurred and when it occurred. In Senior High School, especially MAN 2 Surakarta, English becomes one of the important subjects that must be given to the students. English subject is the material that should be taken by all students. In MAN 2 Surakarta, the minimum score (KKM= Kriteria Ketuntasan Minimal) for English is 75. It was too high for the students especially for class X. In the classroom, the students of MAN 2 Surakarta especially in the tenth grade, they still found some difficulties in learning writing such as: (1) the students less about the vocabulary; (2) the students still confused about the grammar; (3) the students not understand yet how to write good text, (4) the students did not use mechanic (punctuation, spelling, and capitalization) well, and (5) the students did not organize the ideas. It can influence the result of English test. In the process of teaching and learning writing, it was needed to be used a technique that was suitable for students. One of technique that was suitable to be used was Mind Mapping. In this research, the researcher would conducted the experiment research about writing on recount text using mind mapping technique in class X IIS 1 and X IIS 2. Class X IIS 1 was a control group and class X IIS 2 was an experiment group. 2

3 Brown (2001:335) also states that writing is the written products of thinking, drafting, and revising that require specialized skills on how to generateideas, how to organize them coherently, how to use discourse markers and rhetorical conventions coherently into a written text, how to revise text for clearer meaning and how to edit text for appropriate grammar and how to produce a final products. According To Harmer (2004: 33), writing is frequently useful as preparation for some other activity and particular when students write sentence as preamble to discussion activities. It gives students time to think ideas rather than having to come up with instant fluent opinions, something that many, especially at lower level find difficult and awkward. Byrne (1998: 1) states that writing is the use of graphic symbols which is clearly much more than the production of graphic symbols, just as speech is more than the production of sounds. Based on some definitions of writing above, the researcher defines that writing is process and product or a group of letters or symbols written or marked on a surface as a means of communicating ideas by making each symbol stand for an idea, concept which need period of time to express the ideas with some aspects such vocabulary, grammar to produce a sequence of sentences arranged coherently for a purpose. The text that could be given to students was Recount Text. According to Hyland (2004: 29), recount is kind of genre that has social function to retell event for the purpose of informing or entertaining. The tense that used in recount text is past tense. Social purpose of recount is to reconstruct past experiences by retelling events in origional sequence. According to Siahaan and Shinoda (2008: 9), Recount is to tell what happened. A recount text has a social function. The purpose of a social function is to retell an event with a purpose to inform or entertain the readers. According to Anderson (1997: 48), speaking or writing about past events is called a recount. A recount is a piece of text that retells events, usually in the 3

4 order in which they happened. The purpose of a recount is to give the audience a description of what occurred and when it occurred. From explanation above, it could be concluded that the recount text is a piece of text that given us instructions for doing something. In doing the research, the researcher used Mind Mapping Technique. According to Martin Muller (2008: 3) Mind Mapping is a diagrammatic way of recording information that is easy to use, adapt and recall. According to Buzan (2005: 6), a mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills word, image, number, logic, rhythm, color and spatial awareness in asingle, uniquely powerful manner. Hedge (1998: 95) state that mind mapping is a strategy for note-making before writing. In other words, it is scribbling down ideas about the topic and developing those ideas as the mind makes association. The mind mapping technique used to explore almost any topics in writing and also used in every kind of writing such as:narrative, descriptive, recount, persuasive, argumentative, essay etc. Students could improve their ideas and lend themselves to discussing ideas in groups. Mind Mapping is belonging to pre-writing activity or planning stage. It is always done in the first stage of writing process. According to Buzan (2005: 15), there are 7 steps to make Mind Mapping, they are : 1. Take a blank paper and start to draw from the center of the paper. Draw from the center of the paper will give the brain freedom to express and explore anything naturally. 2. Use a picture or photograph as the central idea. A picture or photograph can help to improve the imagination and keep focus on the main topic. 3. Use colors. For brain, colors are interesting. Coloring pencil will make Mind Mapping more alive and bring new energy and creativity. 4. Connect the main picture to some branch details. Brain can connect three or four points in one time, and it is easier to be remembered and understood. 4

5 5. Connect the branches with bowline, not straight because straight line will bore the brain. 6. Use one keyword in every branch. Every single word will encourage the brain to develop it to be a new thought. 7. Use picture in branch as much as possible because each picture means a thousand words. RESEARCH METHODOLOGY The research conducted at MAN 2 SURAKARTA. It was located at Jl. Slamet Riyadi No. 308, Surakarta. The research conducted on August 2015 to September 2015 in 2015/2016 Academic year. The research conducted by the researcher belongs to experiment research. The research was limited to one object of research, namely: The effectiveness of teaching Recount Text Using Mind Mapping Technique. After the treatments administer for an appropriate length of time, the researcher observes the groups receiving different treatment to saw if they different. If the average scores of the groups was differ, then it could be concluded that the treatment had effects. The control group was important in all experimental research, since it enables the researcher to determine whether the treatment had and affect or whether one technique was more effective than another. The design can be seen below: Group Pretest Treatment Posttest Experimental Group (R) T 1 X T 2 Control Group (R) T 1. T 2 (Sugiyono, 2012: 78). To analyzing the data, the researcher used quantitative data analysis. According to Best and Kahn (1995: 26), quantitative research used quantitative methods to describe what is, describing, recording, analyzing, and interpreting conditions that exist. It involves some type of comparison or contrast and attempts to discover relationships between exiting no manipulate variables. Some form statistical analysis is used to describe the result of the study. 5

6 After collecting the data by using pre test and post test, the researcher analyze the result of the test. To find out the result of the test, the researcher used some statistic and takes steps the following. 1. Identifying the students mistake by reading the students worksheet one by one. In reading the researcher identify the mistakes retelling to grammar, content, organization, vocabulary and mechanics. 2. Giving the score, in determining this, the researcher found the percentage of each group. 3. Statistical procedure Statistical procedures are steps that use statistically to analyze the students achievement. To interpret the result of the students worksheet, the researcher use statistical procedure using T-test: Sx 1. x 2 Sx 1. x 2 = x x 2 2 i n 1 + n n 1 n 1 = the standard error of the difference between two means x 1 2 = the sum of the squared deviation scores of group 1 x 2 2 = the sum of the squared deviation scores of group 2 n 1 = the number of cases in group 1 n 2 = the number of cases in group 2 t where: t M 1 M 2 Sx 1. x 2 M 1 S M X1 X 2 2 = the t-value = the observed difference between two means = the standard error of the difference between two means (expected difference between the two means when the null hypothesis is true) (Arikunto, 2006: 311) 6

7 RESULT AND DISCUSSION After conducting the experimental study, the researcher obtained the valid data. The data were found from the scores of the tests. The scores were obtained from both the experimental group and the control group. The scores of both experimental group and control group were compared with t-test formula. It was used to know if there was significant differences in teaching learning writing between students using Mind Mapping Technique and teaching learning without using Mind Mapping Technique. The collected data from both experimental group and control group could be described as follows: 1) Experimental Group (Class X IPS 2) (a) Pre test From the data of the test, it could be seen that the highest score criteria of the pre test was 68 and the lowest was 20, the mean score was the median score was 44.35, the mode score was 53.93, and the standard deviation score was The distribution of pre test score criteria of the data could be seen on the table. It meant that the result of the research at class X IPS 2 had a poor average score in writing ability. Table 4.1 of Distribution of the Pre-Test Score of the Experimental Group. No. Interval Midpoint Absolute Relative % % % % % Total % Figure 4.1 The Histogram of the Distribution of the Pre Test of the Experimental Group 7

8 (b) Post test From the data of the test, it could be seen that the highest score criteria of the post test was 80, the lowest score criteria was 36, the mean score was 65.5, the median score was 77.2, the mode score was 57.1 and the standard deviation was The distribution of the post test score of the data could be seen on the table. It meant that the result of the research at class X IPS 2 had a good average score in writing ability. Table 4.2 of Distribution of the Post-Test Score of the Experimental Group No. Interval Midpoint Absolute Relative % % % % % Total % Figure 4.2 The Histogram of the Distribution of the Post test of the Experimental Group 8

9 ) Control group (Class X IPS 1) (a) Pre test The data of students score was obtained from the same data test as the experimental group. The highest score criteria of the pre test of the control group was 68 and the lowest score criteria was 20 the mean score was 37, the median score was 44.78, the mode score was and the standard deviation was The distribution of pre test score criteria of the data could be seen on the table. It meant that the result of the research at class X IPS 1 had a poor average score in writing ability. Table 4.3 of Distribution of the Pre-Test Score of the Control Group No. Interval Midpoint Absolute Relative % % % % % Total % Figure 4.3 The Histogram of the Distribution of the Pre Test of the Control Group 9

10 (b) Post test From the data of the post test score of control group, it could be seen that the highest score criteria of the post test was 76, the lowest score criteria was 32, the mean score was 60.5, the mode was 70.5, the median was 48 and the standard deviation was The distribution of the post test score of the data could be seen on the table. It meant that the result of the research at class X IPS 1 had a good average score in writing ability. Table 4.4 of Distribution of the Post-Test Score of the Control Group No. Interval Midpoint Absolute Relative % % % % % Total % Figure 4.4 The Histogram of the Distribution of the Post Test of the Control group 10

11 After conducting the research, the researcher obtained two kinds of data; the scores of pre-test and post-test and found the mean of each group. The researcher used t-test formula to count the data. T-test meant to find out a significant difference between the experimental group and the control group. To check whether the researcher s hypothesis in chapter II was accepted or not, the researcher tested the null hypothesis (H 0 ) and the alternative hypothesis (H 1 ). The null hypothesis (H 0 ) stated that there was no significant improvement in writing recount text using Mind Mapping Technique. Meanwhile, the alternative hypothesis (H 1 ) stated that there was significant improvement in writing recount text using Mind Mapping Technique. Null hypothesis was accepted when t 0 < t t (tobservation < t-table). t 1 was stated in the table with degree of freedom(df) = (n 1 + n 2 ) and the level of significant 5%. To analyze the data, the researcher used t-test formula. The formula was shown in chapter III. The preparation to apply t-test was as follow: 1. Determining the degree of freedom (df) Df = n 1 + n 2 2 = = 48 The t-table (t t) with the df 48 of the level significance α: 0.05 is Applying the t-test In applying the t-test formula, the researcher tested the null hypothesis (H 0 ). It was rejected if t- obtained (t 0 ) was higher that the value stated in t-table (t t ). The 11

12 computation of t-test shows that t 0 = 6.24 while the t t for the significant level is 5% (α = 0.05) with degree of freedom (df) = 48 is It could be known that t 0 was higher than t t (t 0 = 6.24> t t = 2.02). So H o was rejected. It could be summarized that there was a significant influence in writing Recount Text between the students using Mind Mapping Technique and without using Mind Mapping Technique. From the data analysis, the hypothesis is proven. Discussion In the research, Firtsly, the researcher gave to both of classes the pre test. Secondly, the treatment in class X IPS 2 as the experimental class the material was explanation of Recount Text. Third, treatment in class X IPS 2 the researcher reviewed about Recount Text in the first met and explained about simple past tense. Fourth, treatment in class X IPS 2 the students make a good text from a jumble words from the text. Fifth, treatment in class X IPS 2 the students could indicate the social function, generic structure, and language feature of the text that was My Holiday. Sixth, treatment in class X IPS 2 the researcher explained about Mind Mapping Technique and gave example. Seventh, treatment in class X IPS 2 the students could make Mind Mapping Technique from the text about Recount Text the title is My Holiday. The last, the researcher gave post testin two classes. After that, the researcher could find out the result of the treatment whether successfully or not. The data which were analyzed in this research are the result of the test. The score of students of the experimental group, were compared with the score of the students of control group. After that, the researcher could find out the result of the treatment whether successfully of not. CONCLUSIONS AND SUGGESTIONS Conclusion Based on the result of the research, the aim is to find out the effectiveness of teaching learning writing using mind mapping technique. In order to know the difference of the result, the research draws some conclusion as follows: Teaching learning writing skill by using Mind Mapping Technique made the students learnt how to write more intensively and actively. The students had problemsin making a text because they did not know what should be written. With 12

13 Mind Mapping Technique, a teacher acted as a guide who helped the students to develop their ideas in a written form. The studentlearnt how to develop their vocabulary, grammar, about how to write good text, about mechanic (punctuation, spelling, and capitalization, and about organized their ideas. The writing activity wasmore easier because they knew the step to build a good written form. There was a significant difference in writing between group of the students who were taught by using Mind Mapping Technique (experimental group) and who those were taught without using Mind Mapping Technique (control group). It could be seen from t 0 and t t,, in which t 0 was higher than t t (t 0 = 6.24>t t = 2.02)Group of students taught by using Mind Mapping Technique (experimental group) got higher achievement than those who were taught without using Mind Mapping Technique (control group). This was known from the different score. The mean score of the two groups showed that the experimental group got65.5while the control group got60.5. Suggestions In this research, the researcher would like to offer some suggestions, which can develop teaching learning English especially teaching learning writing recount text. The suggestions are: 1. To the English Teacher In the process of teaching learning English, the teacher should be more creative and selective in choosing the technique which can help students to develop their English skills, especially writing. Mind Mapping is one of the technique. It is implemented in the pre writing activity to help the students to organize and explore their ideas also when there are lacking the ideas. By using this technique, it should encourage the students to be more active and creative and reflect students interest, so that they can understand the lesson and get pleasure. Beside that, the teacher should understand the students s characteristic in order to make the situations of the teaching learning process more enjoyable and make them easier to understand. 13

14 2. To the Students Applying technique is aimed to give the best teaching learning process and enjoyable for students. Teaching learning writing can be aninteresting activities which are appropriate with the students interest. The role of teachers here can be in the form of applying the technique by using Mind Mapping Technique. With the suitable technique students can develop their ideas and lend themselves to discuss ideas in groups.the students are more active during the teaching learning process, so it can make the students are interested and motivated in teaching learning English. Moreover, they will get a better result. 3. To the other Researcher For the researches who intend to conduct the research more detail about the effect of using Mind Mapping Technique for teaching writing Recount Text, the writer hopes that the research findings can be used as a starting point of the futureresearchers who have the same problems and this research can be utilized as reference. 14

15 REFERENCES Anderson, Mark and Kathy Anderson.1997.Text Type in English. Sounth Yara: Mac Millan Education PTY LTD. Arikunto, Suharsimi Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta. Brown, H. Douglas Teaching by principle: An Imperactive Approach to Language Pedagogy,2 rd Ed.New York: Addison Wesley Longman, Inc. Buzan, Tony Buku Pinter Mind Maps. Jakarta. Gramedia Bukui Pintar Mind Mapping. Jakarta: PT. Gramedia Pustaka Utama. Byrne, Donn Teaching Writing Skill.London and New York: Longman Group UK Limited. Harmer,Jeremy How to Teach Writing. Cambridge: Longman. Hedge, Tricia Writing: Resource Books for Teachers. Oxford University Press. Hyland, Ken Dasar-Dasar Ketrampilan Menulis. Bandung.Yrama Widya. Muller, Martin How to make mind mapp. Frankfurt University. Italy. Siahaan, S. and K. Shinoda Generic Text Sructure. Yogyakarta: Graha Ilmu. Sugiyono Metode Penelitian Bisnis. ALFABETA:IKAPI. 15