CHAPTER I - V PTK

CHAPTER 1

INTRODUCTION

This chapter discusses about background of the study, statement of problem, purpose

of study, scope limitation, and significance of study.

1.1 Background of Study

Education is one of some important things in the world. People will get education

from the beginning level (kindergarten) until the high level (undergraduate). All of people

will spend their time to get a lot of knowledges from education they take.

In this era, English proficiency is a requirement and a necessity for communication

and globalization. English which is teaching in senior high school serves as a means of self-

development of students in science, technology, and art. After completing their studies, they

are expected to grow and develop into individuals who are independent, intelligent, skilled

and personable ready to take a part in the national development. Teaching English in junior

high school that includes of four language skills: listening, speaking, reading, and writing

must be supported by other elements of the language those are: vocabulary, grammar, and

pronounciation. From the four skills mentioned above, learning conversational skills of

speaking was less able to function properly. The ability to express the meaning in the text

using a range monologue spoken language accurately, fluently and acceptable in the context

of habitual life in text form: report, narrative and analytical exposition is one of the Basic

Competency to be controlled by VIII grade of Junior high school students. Learning

monologue reveals the meaning of the text using a variety of spoken language accurately,

fluently and acceptable in the context of habitual life in the form of text recount, narrative,

and functional text has been done by the researcher in the classical learning.1

O’Malley and Pierce (1996) say that speaking seems to be an important skill that a

learner should acquire. It is very important in order to enable students to communicate

effectively through oral language because the disability of the students to speak may lead

them to be unable to express their ideas even in a simple form of conversation. In addition,

Burn and Joyce (1997: 54-55) state that one of the aims of most language programs is to

develop spoken language skills and most programs aim to integrate both spoken and written

language. Learning a language means using it in communication in oral or written form, and

being able to express feeling, thoughts, and experiences in various contexts.

Mind mapping is used to capture graphically thoughts around a central concept being

discussed and/or explored. Their dynamic and fluid nature makes them particularly useful

during brainstorming sessions, allowing contributions to be captured and linked into the

concept as appropriate. As different thoughts are explored, the additional information can be

intuitively added onto the mind mapping diagram. In “Buzan: mind maps make you smarter,”

he states that education was designed “for just recording the information and doing without

thinking”.  By using single words on curvilinear lines, color, and images, learners can map

their learning.

Based on the theoretical background, the researcher chooses mind mapping to be used

to improve the speaking ability of the eight year students of SMPN 11 Malang. This technique

is chosen to improve their speaking ability since it provides the students with practices in

using English and encourages them to make the using of language naturally.

1.2 Statement of Problem

Based on the background of the study, the researcher formulates the problem of

research as follow:

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How can speaking ability for recount text of the eight year students of Language class

in SMPN 11 Malang be improved through mind mapping technique?

1.3 Purpose of Study

To describe how speaking ability for recount text of the eight year students of

Language class in SMPN 11 Malang can be improved through mind mapping

technique.

1.4 Scope and Limitation

The scope of this study is the students’ speaking ability for recount text through mind

mapping technique. Moreover, this study is limited to the eight year students of Language

class in SMPN 11 Malang.

1.5 Significance of Study

The result of this study will give contribution to some people, such as:

1. Students who want to improve their speaking ability, they can use mind mapping

technique to solve their speaking problem.

2. Teachers can know the using of mind mapping technique will be profitable source to

improve the students’ speaking ability and a valuable technique for teaching speaking

to be applied in the classroom.

3. The next researchers can use this study as a reference or background knowledge in

doing some researches about improving students’ speaking ability through mind

mapping technique.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents review of related literature based on relevant theories and

previous research finding. It covers speaking, mind mapping, and analytical recount text.

2.1 Speaking

2.1.1 Theories of Speaking

The terms ‘speaking’, according to Brown (2001:267), is an interactive process of

constructing meaning that involves producing and receiving and processing information. Its

form and meaning are dependent on the context in which it occurs. We generally use speaking

as a means of communication in daily interaction. The presence of speaker and listener is a

must to build up a mutual communication in speaking activity. Thus, speaking is considered

to be inseparable to something we call communication. Communication is the way individual

can show the feelings, tell the thoughts, ask questions, ask for help, argue, persuade, explain,

and give order each other.

Richard (in Nunan, 1992) provides characteristics of communicative competence

including: a) knowledge of grammar and vocabulary of the language, b) knowledge of rule of

speaking e.g., knowing how to begin and end conversation, knowing what topics that can be

talked about in different types of speech events, knowing which address forms should be used

with different persons one speak to and in different situations, c) knowledge of how to use and

respond to different types of speech acts such as request, apologies, thanks, and invitation,

and d) knowledge of how to use language appropriately.

4

Spoken language is the most familiar form of language that is used by members of

society in order to build relation. As a means of communication, spoken language

fundamentally occurs within a context. In some social contexts, spoken language is used as

the dominant form of communication (Burns and Joyce, 1997:13). In addition, Burns and

Joyce state that even in other contexts where written language is given ‘more status,’ such as

in educational context, spoken language is still needed.

Mastering the spoken language is not merely mastering its articulation and forms. The

ultimate aim of mastery of spoken language is to communicate. This means that mastery of

rule of speaking and conversational skill is necessary. In other words, the students must be

able to use English for either interactional or transactional purposes. Therefore, the students

must be taught about the acceptable expression of language functions and formulaic

expressions when opening, responding, and terminating a conversation. For this reason, the

teachers of English need to use teaching techniques by which the students can be involved in

the communication actively.

2.1.2 Principle for Designing Speaking Techniques

There are seven principles for designing speaking techniques, it explains as follows:

1. As the Techniques that Cover Spectrum of Learner Needs, from Language Based

Focus on Accuracy to Message Based Focus on Interaction, Meaning, and Fluency.

In our current seal for interactive language teaching, we can easily slip into a pattern

of providing zesty content-based interactive activities that don’t capitalize grammatical

pointers or pronunciation tips.

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2. Provide Intrinsically Motivation Technique

Try at all times to appeal the students’ ultimate goals and interest, to their need for

knowledge, for status, for achieving competence and autonomy, and for being all that they can

be. Even in those techniques that don’t send student into ecstasy, help them to see activity will

benefit them. Often students don’t know why we ask them to do certain things; it usually pays

to tell them.

3. Encourage the Use of Authentic Language in Meaningful Context

This theme has been played time, but one more reminder shouldn’t hurt! It is not easy

to keep coming up with meaningful interaction.

4. Provide Appropriate Feedback and Correction

In most EFL situation, students are totally dependent on the teacher for useful

linguistic feedback. In ESL situation, they may get such feedback “out there” beyond the

classroom, but even then you are in a position to be of great benefit. It is important that you

take advantage of your knowledge of English to inject the kinds of corrective feedback that

are appropriate for moment.

5. Capitalize on the Natural Link Between Speaking and Listening

Many interaction techniques that involve speaking will also of course include

listening. Don’t lose out on opportunities to integrate these two skills. As you are perhaps

focusing on speaking goals, listening goal may naturally coincide, and the two skills can

reinforce each other. Skills in producing language are often initiated through comprehension.

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6. Give Students Opportunities to Initiated Oral Communication

A good typical classroom interaction is characterized by teacher initiation of language.

We ask question, give direction, and provide information, and students have been conditioned

only to “speak when spoken to”.

7. Encourage the Development of Speaking Strategies

Your classroom can be one in which students become aware of, and have a chance to

practice, such strategies as follows:

a) Asking for clarification (what?)

b) Asking someone to repeat something (excuse me?)

c) Using fillers (I mean, well) in order to gain time to process

d) Using conversation maintenance cues (right, yeah, okay)

e) Getting someone attention (hey, say, so)

2.1.3 Types of Classroom Speaking Performance

There are six types of classroom speaking performance that students are expected to

carry out in the classroom:

1. Imitative

A very limited portion of classroom speaking time may legitimately be speech

generating “human tape recorder speech, where, for example, learner practice an intonation

contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out nit the

purpose of meaningful interaction, but for focusing on some particular element of language

form.

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2. Intensive

Intensive speaking goes one step beyond imitative to include any speaking

performance that is designed to practice some phonological or grammatical aspect of

language. Intensive speaking can be self initiated or it can even form part of some pair work

activity, where learners “going over” certain forms of language.

3. Responsive

A good deal of student speech in the classroom is responsive: short replies a teacher or

student. Initiated questions or comments. Such speech can be meaningful and authentic.

4. Transactional (dialogue)

Transactional language, carried out for the purpose of conveying or exchanging

specific information is an extended form of responsive language.

5. Interpersonal (dialogue)

The other form of conversation mentioned in the previous was interpersonal dialogue,

carried out more for the purpose of maintaining social relationship than for the transmission

of fact and information. Learners would need to learn how such features as the relationship

between interlocutor, casual style, and sarcasm are coded linguistically in this conversation.

6. Extensive (monologue)

Students at intermediate to advanced levels are called on to give extended monologues

in the form of oral reports summaries of perhaps short speeches.

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2.1.4 The Problem of Speaking

There are some characteristics can make speaking difficult. As Brown demonstrates

some characteristics of spoken language can make oral performance easy as well as, in some

cases difficult:

1. Clustering

Fluent speech is phrasal, not words by words. Learners can organize their output both

cognitively and physically (in breath group) through such clustering.

2. Redundancy

The speaker has an opportunity to make meaning cleaner through the redundancy of

language. Learners can capitalize on this feature of spoken language.

3. Reduce forms

Contraction, elisions, reduced vowels, etc., all form special problems in teaching

spoken English.

4. Performance variables

One of the advantages of spoken language is that the process of thinking as you speak

allows you to manifest a certain number of performance hesitations, pauses, backtracking and

corrections.

5. Colloquial Language

Make sure your students reasonable well acquainted with the words. Idioms and

phrases of colloquial language and those they get practice in producing these forms.

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6. Rate of Delivery

Another salient characteristic of fluency is rate of delivery. How to help learners

achieve an acceptable speed along with other attributed of fluency.

7. Stress, Rhythm, and Intonation

The most important characteristic of English pronunciation, as well be explained

below. The stress times rhythm of spoken English and its intonation patterns convey

important messages.

8. Interaction

Learning to produce moves of language in a vacuum-without interlocutors would rob

speaking skill of its richest component: the creativity of conversational negotiation.

2.2 Mind Mapping Technique

2.2.1 Definition of Mind Mapping Technique

Mind mapping are used to capture graphically thoughts around a central concept being

discussed and/or explored. Their dynamic and fluid nature makes them particularly useful

during brainstorming sessions, allowing contributions to be captured and linked into the

concept as appropriate. As different thoughts are explored, the additional information can be

intuitively added onto the mind map diagram. The resulting diagram depicts the results

radiating outward from the main topic. In “Buzan: mind maps make you smarter,” he states

that education was designed “for just recording the information and doing without thinking”. 

By using single words on curvilinear lines, color, and images, learners can map their learning.

Mind mapping is a learning model that emphasizes the brain mapping in a way to put

information into the brain and the brain took it back out. Mind Mapping can be called a

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memory map of the route used, allows us to arrange facts and thoughts in such a way that our

brains work that way naturally be involved from the beginning so that the information given

would be easier and reliable than using the usual techniques noted. There are several

advantages when we use mind mapping learning model include: a). This method is fast. b).

This technique can be used to organize the ideas that emerged your head. c). The process of

drawing a diagram could lead to other ideas. d). Diagrams that are formed can be a guide for

writing.

In short, mind mapping is a technique of making in the form of highly organized

diagram that works in line with natural brain of doing thing which provided colors, symbols,

images, and curve lines. This technique makes the complex information simpler, clearer,

easier to understand, and easier to memorize.

2.2.2 Principles of Mind Mapping Technique

According to Buzan (2010), there are some principles in making Mind Mapping as

follows:

1. Start with a blank sheet of paper in landscape orientation. Starting from the center gives the

brain free space to radiate outwards naturally.

2. Use photo or image for central idea. An image means a thousand of meaning that activate

one’s imagination. The central image will be more interesting and help the students

concentrate and focus.

3. Use colors to depict themes and associations. Colors make Mind Mapping more alive, fun,

and energetic to think creative

4. Subtopics are placed on lines radiating away from the map center so that they create new

centers of this special subtopic. It makes the material more understandable and memorable.

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5. Use curvy lines. Curvy lines will be more interesting for eyes. Conversely, straight lines

will make our brain bored.

6. Use one keyword for one line to make mind mapping more flexible and memorable

7. Use symbols, icons, and codes to links between unrelated elements.

2.2.3 Advantages of Mind Mapping Techniques

Mind mapping has been familiar in learning a foreign language. Based on several

studies have been conducted in Japanese and English classes in Japan, Shina (2008) states that

Mind Mapping has given various positive aspects in teaching and learning process, namely:

1. It promotes an effective method of learning vocabulary

2. It keeps students highly – motivated

3. It can be helpful not only in vocabulary learning but also in understanding word classes

and in reading comprehension.

4. It can be a stepping stone to other activities in adddition to reading

5. Students can use a comprehension method as reading activity

6. Students can know how to write things down in their notebook

2.3 Monolog Recount

Recount is a text that telling the reader about one story, action or activity. Its goal is to

entertaining or informing the reader about something happen in their experience.

2.3.1 The Generic Structure

The generic structure is the organization of one genre or text type. A genre can be

recognized based on its generic structure. As Bakhtin states that we recognize speech genres

because they have predictable compositional structure (cited in Eggins , 2004:58 ). 12

Furthermore, genred develop linguistic expression through a limited number of functional

stages, accuring in particular sequence (Eggins, 2004:58)

A monolog recount text has the generic structure such as orientation, events,

reorientation. Each stage has a specific point to deliver for the readers. The writer should

present clear the idea of information in every part of discussion started from the first

statement in orientation, followed by some events, and closed with a reorientation. The reader,

as the audience, could follow this flow easily to find out the focal points of information. It is

easier for the reader to know the genre of the text when the writer write correctly the generic

structure of monolog recount text. Following, disscussion will describe about each part of the

generic structure in monolog recount text.

2.3.1.1 Orientation

Orientation tells who was involved, what happened, where the events took place, and

when it happened.

2.3.1.2 Events

Event tell what happened and in what sequence.

2.3.1.3 Reorientation

Reorientation consist of optional-closure of events/ending.

2.3.2 The Language Features

The language features in a monolog recount consists of simple past tense, noun or

pronoun. These language features give the characteristic of one genre. It cannot be said that

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the text is as a monologue recount text when the text does not consist of those ones.

Therefore, the students should apply appropriate language features to the text.

2.4. Theoretical Framework

The theoretical framework in this research is showing the diagram below :

2.5. Hypothesis

The hypothesis in this research is formulated as follows:

1. (Ha) : Mind mapping can improve speaking skills for recount text of the eight year

students of Language class in SMPN 11 Malang.

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Input Process Output

Students’speaking skill

Classroominteraction

throughmind mapping

Students’speaking skillimprovement

Accuracy Fluency Comprehensibility

2. (Ho) : Mind mapping can’t improve speaking skills for recount text of the eight year

students of Language class in SMPN 11 Malangs.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about the methodology used in this research. This chapter

consists of research design, research instrument, research subject, data collection, and data

analysis.

3.1 Research Design

Research design is the applications of the approach to study of the problem that

purposes to discover the answer of the meaningful question through the application of the

scientific procedure the methods of data collection (Ary, 2002:17).

Meanwhile, Bodgan and Biklen (1992:58) describe that design is used in research

refers to the writer’s plan of how to proceed it. There are two kinds of research design; they

are qualitative and quantitative research. Ary (2002:22) writes that qualitative research

focuses on understanding social phenomena from the perspective of the human participants in

the study. Ary (2002:22) writes that quantitative research uses objective measurement and

statistical analysis of numeric data to understand and explain phenomena.

The design of this study was classroom action research. This design was chosen since

this study dealt with the classroom setting and the study was directed to implement the

teaching technique in that specific class in order to find out solutions to the classroom

problems in the teaching of speaking. In conducting this research, the researcher worked

collaboratively. It is in line with the characteristics of classroom action research proposed by

Kemmis and McTaggart (1988: 22-23) who state that: 1) it is carried out by practitioner or a

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classroom teacher rather than outside researchers, 2) it can be conducted collaboratively, 3)

the aim of action research is changing things, and 4) action research is group activity.

Considering this idea, the researcher worked together with the collaborative teacher.

Her collaborator was one English teacher of SMPN 11 Malang who had been teaching in this

school for more than 3 years. In this study, the researcher aimed at implementing the mind

mapping technique to solve the problem of poor speaking ability of the eleventh grade

students of SMPN 11 Malang. The researcher implemented the action in the form of cycles

that followed Kemmis and McTaggart’s model (1988:11) namely, planning, implementation,

observation, and reflection.

3.2 Setting and Subject of Study

3.2.1 Place

The research was conducted in SMPN 11 Malang which is located in Jl. Ikan

Piranha Atas No.185 Malang.

3.2.2 Time

This research was conducted during 2 weeks. Begin from March 25th – April 9th

in academic year 2012-2013.

3.2.3 Subject

The research was conducted on eight grade of Language class in SMPN 11

MALANG academic year 2012/2013. The number of students was 42 students

which consist of 22 girls and 20 boys.

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3.3 Research Procedure

In conducting the research, the researcher followed several steps. Those were

preliminary study or reconnaissance, planning the action, implementation, observation, and

reflection.

3.3.1 Preliminary Study

To find out the factual problems in the teaching of English at MAN Malang 1, the

researcher conducted a preliminary study on October 6th to October 10th, 2012. The

preliminary study was meant to know the real condition of the classroom problems in the

teaching and learning process so that the researcher can design the appropriate action plan to

solve the students’ problem. In this phase, the researcher tried to have an informal

conversation with the students. The researcher also conducted three-day classroom

observation to obtain the data on the students’ problems.

3.3.2 Planning the Action

In this stage, the researcher made a preparation for the action. The preparation covered

designing role-playing procedures and preparing the lesson plan.

3.3.2.1 Designing Mind Mapping Procedures

In this study, the researcher implemented six major steps in the procedure for the mind

mapping activities. Those were 1) deciding on the teaching materials, 2) organizing the group

of the students, 3) providing the situation and making mind mapping, 4) having the students

practice speaking by using their mind mapping, 5) having students modify the situation and

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mind mapping, and 6) having the students perform the speaking of monologue recount in

front of the class.

3.3.2.2 Preparing the Lesson Plan

In this study, it was agreed that the researcher acted as the practitioner who taught the

students and the collaborator or the English teacher acted as the observer during this action

research. At this stage, the researcher and her collaborator designed the lesson plan as the

guide to conduct the instructional activities. It was developed based on the syllabus of the

School Based Curriculum and was focused on the implementation of the mind mapping

technique in the speaking class. The lesson plan covered instructional objectives, instructional

strategy, instructional materials and media, teaching procedure, and assessment procedure.

3.3.2.3 Designing Instruments and Technique of Collecting Data

To obtain the required data, it is very crucial for the researcher to use the appropriate

instruments. The selected and developed instruments were based on the nature of the required

data. The data were collected during the instructional process and covered the performance of

the students during the instructional process. In addition, the data also included the students’

responses to the teaching of speaking by using mind mapping technique. In this study, the

researcher used observation checklist, pre-test, and post-test as the research instruments.

3.3.2.4 Setting the Criteria of Success

The criteria of success were set in advance as a basis to determine whether the action

implemented was successful or not. In this study, the action was considered successful when

the average score of the fisrt cycle which is more than the minimum score higher than the

preliminary study.

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Concerning the criterion of success above, the researcher needed to assess the

students’ performance. In assessing the students’ speaking abilioty, the researcher applied an

analytical scoring rubric. Language elements that were assessed by the researcher and her

collaborator covered; leksikogramatika (vocabulary and grammar), discourse management,

pronunciation, and intonation. In assessing the students’ speaking ability, the researcher used

observation checklist. Because this observation checklist was used to assess the students’

speaking ability, then analytical scoring rubric was provided. The analytical scoring rubric

covered three elements as shown in appendix 1.

No Aspek yang Dinilai Skor

1 Grammar dan Vocabulary (Leksikogramatika)

Menggunakan tata bahasa yang benar dan kosakata yang tepat

Menggunakan tata bahasa yang kurang tepat tetapi tidak

mempengaruhi makna

Menggunakan tata bahasa yang kurang tepat dan mempengaruhi

makna

Menggunakan tata bahasa yang sulit/tidak dimengerti

Sulit memproduksi kata-kata / diam

4

3

2

1

0

2 Manajemen Wacana

Melakukan dan merespon tindak tutur dengan tepat (logis) dalam

bahasa lisan

Melakukan dan merespon tindak tutur meskipun sesekali salah paham

Sering salah memahami dan merespon tindak tutur sederhana

Tidak mampu memahami dan merespon tindak tutur sederhana

Hanya memproduksi kata2 yang membentuk teks

4

3

2

1

0

3 Ucapan dan Intonasi

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Ucapan dan intonasi sangat jelas mendekati penutur asli

Ucapan dan intonasi jelas meskipun terdapat aksen bahasa pertama

Ucapan dan intonasi kurang jelas dan mempengaruhi makna

Ucapan dan intonasi tidak jelas dan menghilangkan sejumlah makna

Ucapan dan intonasi tidak mampu mengungkapkan makna

4

3

2

1

0

Jumlah Skor 12

Table 1 : Analytical Scoring Rubric

3.3.3 Implementing the Action

In this phase, all the procedures of mind mapping technique designed in planning the

action were implemented in the instructional activities. The implementation was adjusted with

the English class schedule at the school where this study was conducted. The implementation

of the action refers to the manifestation of the designed plan covering the six major steps in

the procedure for the mind mapping activities. The designed plans were implemented in three

meetings as stated in the previous section. Among the 6 major steps of mind mapping

procekdures, the first to the forth step were implemented in meeting 1, the fifth and sixth step

in meeting 2, and the last step in meeting 3.

In implementing the action, the researcher acted as the practitioner conducting the

teaching in the class, while her collaborator acted as an observer observing the students’

speaking performance and the improvement of the students’ self-confidence during the

implementation of the action.

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3.3.4 Observing the Action

At this stage, the researcher and her collaborator observed the whole aspects of the

implementation of the action covering the students' participation in the instructional activities

and during the performance in front of the class. The observations were done during the

teaching and learning process. The observations which were done during the instructional

process dealt with the students’ involvement in classroom activities and their speaking

performance when performing the dialogs.

3.3.5 Reflecting the Action

The data obtained through the observations during the implementation of the action

were then analyzed and the results of the analysis were consulted with the criteria of success.

The criteria of success of the action reflect the area of concern the teacher wanted to

emphasize in the teaching and learning process. Since this study was aimed at improving the

students’ speaking ability through mind mapping technique, the criteria were set by

considering some aspects related to the objective.

The criteria of success were set in advance as a basis to determine whether the action

implemented was successful or not. In this study, the action was considered successful when

the average score of the fisrt cycle which is more than the minimum score higher than the

preliminary study.

The reflection was done at the end of each cycle. The results of the analysis of the

implementation of the action were then evaluated to see whether the next cycle was needed or

not. In this research, the reflection of the implementation of the action in each cycle was done

by the researcher and her collaborator. The decision to continue the action in the next cycle

was done when the criteria of success were not fulfilled.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

4.1. Findings from Cycle 1

4.1.1 Findings on the Students’ Speaking Ability

From the analysis of the students’ speaking ability, it was found that they still made

mistakes on some language elements being observed namely leksikogramatika (vocabulary

and grammar), discourse management, pronunciation, and intonation. In terms of

leksikogramatika in speaking which containts of vocabulary and grammar, they have their

own capability. In the use of vocabulary and grammar, the students did not have a lot of

problems when they were going to use certain words in the right grammar, as the teacher had

provided the picture for them. They just made the mind mapping according to the picture they

get, found the case, made analytical exposition text according to the case, and presented them

in front of the class. Based on the speaking scoring, 4 students used improper grammar and

influenced the meaning, 20 students (74%) used improper grammar but didn’t affect the

meaning, and 3 students (11%) used correct grammar and appropriate vocabulary.

In the use of discourse management, noone of students can make and give respond

with appropriate speech acts (logically) in spoken language. They can’t make a good thesis

and reiteration for analytical exposition text. 20 students (74% of 27 students) can make and

give respond to speech act despite they occasionally get misunderstandings. They made a lot

of repetition in the sentences. Some of them (7 students or 25%) often misunderstood and

respond to the simple speech acts. Sometimes, they still forget what they want to forget.

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In terms of pronunciation and intonation, there are 6 students who had less clear

pronounciation and intonation, it also influenced the meaning. Every word they spoke was

incorrectly pronounced. One or two words mispronounced by 18 students (66%), it made the

meaning unclear but they still produced clear intonation despite the accent is disposed to the

first language. 3 students (11% of all students) reached good level in pronunciation in which

they pronounced only a few words incorrectly and the meaning was not affected. They can

produce clearly pronounciation and intonation approaching the native speaker. For example,

the word ‘title’ is pronounced ‘titel’ not ‘/taitl/’. In using suffix ‘-ed,’ for example, most

students get difficulty. Such as the word ‘liked’ is pronounced ‘laiked,’ not ‘/laikd/.’ .

4.1.3 Reflection

The data above then were used to measure whether the implementation of mind

mapping technique had met the criteria of success or not. The implementation of this

technique was considered successful if the average score is more than the minimum score.

The minimum score for the eleventh grade of English lesson in senior high school is 73.the

language elements which is being observed are leksikogramatika (vocabulary and grammar),

discourse management, pronunciation, and intonation. Based on the researcher’s calculation,

the average score of eleventh grade of Language class to improve the speaking ability for

analytical exposition by using mind mapping technique is 79,2.

Considering the fact above, the researcher don’t need to make the second cycle because

her technique by using mind mapping technique to improve the speaking ability for analytical

exposition is success. After all stages of mind mapping procedures were implemented in the

first cycle, the researcher and the observer collaboratively evaluated the instructional process

that had been conducted in the classroom.

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Referring to the data above, it can be inferred that the implementation of the mind

mapping technique could improve the students’ speaking ability. In preliminary study, the

average score of eleventh grade of Language class for the speaking ability for analytical

exposition is 64. It is under the minimum score for English lesson in senior high school. After

mind mapping technique was implemented, their speaking ability improved significantly.

Most of students get the score more than 73. The result is increasing, the average score of

eleventh grade of Language class to improve the speaking ability for analytical exposition by

using mind mapping technique is 79,2.

Nomor

NAMA LEKSIKOGRAMATIKAMANAJEMEN

WACANA

UCAPAN

&

INTONASI

RESULT

SCOREUrut Induk

1 112508377 ACHMAD ROSUL ARIF 2.5 2 1.8 52,5

2 112518378 AHMAD AKBAR MAQHFURI 1.8 2 2 48.3

3 112098336 AINUN CHOIRUNNISA S 33 3 2.8 75,8

4 113008427 ALFIAN AZIS 3 2.5 2 62.5

5 110058132 ANGGA ARIF PRANOWO 2 1.5 2.3 48.3

6 112129339 ANGGI HANDA SUWANDI 2.8 2.5 2 60.8

7 110868213 ARISKA FEBIANDINI 2.8 2.5 2.3 63.3

8 110508177 AVIDTRIAS AMBARWATI. 3.2 3 3 76.7

9 110088135 BELLA AJI NATASHA 3 2.5 2.2 65.8

10 7889 BLASSA SATRIA BENING P A A A _

11 110558182 DINDA PUTRI RAMADHANI 3 25 3 70.8

12 113098436 DJULAIKA AGUSTINA 2 2 1.8 48.3

13 113128439 GALUH PRAMUDITA 2 3 2.8 65

14 113138440 GREVICTA VETA SANDIKA 2 2 2 50

15 112248351 GUNTUR ADJIE PRASETYO 1.8 1.5 2 44.16

16 110158142 INDI BELA LAURENCIA 2 1.8 2.2 50

17 110178144 KRESNA AJICARAKA E 2.2 1.5 2 47.5

18 111018228 LUTFIA PUTRI ZUMAIDAH 2.4 2 2.8 60

19 110198146 MARRY VELLYSIA NUR A 2.2 2.3 2.4 57.5

20 111848311 MARTHA AYU WIDYANTI 3 2.5 3 70.8

21 112668393 MAUDY RUSDIANA 2 1.8 2.5 52.5

22 113198446 MOCH YAZIDUR ROZZAK 2.5 2.2 1.5 51.7

23 111458272 MOCHAMMAD ALIEF D W 2.5 2.6 3.2 69.2

24 113238450 MUHAMMAD AFIF MAFAZI 2 2 1.8 48.3

25 110238150 MUHAMAD GALIS R 2.5 2.5 2 58.3

26 110668193 MUSTIKA PARAMITHA C 3.3 3.2 2.2 72.5

27 111098236 NOOR ALI M 2 2.8 2.3 59.2

28 111918318 NOVA DWI P 3.5 3.2 2 72.5

29 112378364 NUR AISYIAH 2.5 2.3 2.2 58.3

25

30 112798406 RAMADITYA OKTAVIANTO 2.2 2.2 2.5 57.5

31 110758202 RIZKI AZHARI MAHARANI 2.2 1.8 2.5 54.2

32 112858412 SHAFHAN ACHMAD F H 2 2 2 50

33 113318458 SHAULA CAHYADEWI S 2 1.8 2.5 52.5

34 111558282 SHOFIANA KHOIRUNNISA 2.8 2.2 2.3 60.8

35 111578284 SITI NUR AINIAH 3 2.2 2.3 62.5

36 112038330 TATON ADJI MAHESA 2 2.2 2 51.7

37 111198246 TAUFIQ HAFIRLANA A M 2 2. 2.5 54.2

38 123288796 TESSA DERRY R P S 2 22 2.3 54.2

39 110418168 THOMAS TIOMOTOR R 2.2 2.2 2.3 55.8

40 112888415 UTARID KAMELIA KARLIM 3.3 2.5 2 65

41 111208247 VINSENSIUS CK 2 2 1.8 48.3

42 111618288 YONIE MAULANA AR 2.3 2.2 2 54.2

Rata-Rata

Table 2: The Result of Students’ Speaking Ability in the Preliminary Study

Nomor

NAMA LEKSIKOGRAMATIKAMANAJEMEN

WACANA

UCAPAN

&

INTONASI

RESULT

SCOREUrut Induk

1 112508377 ACHMAD ROSUL ARIF 3 3 3 75

2 112518378 AHMAD AKBAR MAQHFURI 3 2 2.8 65

3 112098336 AINUN CHOIRUNNISA S 3.8 3.6 3.7 92.5

4 113008427 ALFIAN AZIS 3 4 3 83.3

5 110058132 ANGGA ARIF PRANOWO 3 2.8 3.2 75

6 112129339 ANGGI HANDA SUWANDI 3 2.8 3.2 75

7 110868213 ARISKA FEBIANDINI 2.8 3 3.2 75

8 110508177 AVIDTRIAS AMBARWATI. 4 3.2 3.8 91.2

9 110088135 BELLA AJI NATASHA 3 3 3 75

10 7889 BLASSA SATRIA BENING P A A A -

11 110558182 DINDA PUTRI RAMADHANI 3 4 3 83.3

12 113098436 DJULAIKA AGUSTINA 2.8 3.2 3 75

13 113128439 GALUH PRAMUDITA 2.3 3 3 69.2

14 113138440 GREVICTA VETA SANDIKA 3 2.3 3 69.2

15 112248351 GUNTUR ADJIE PRASETYO 2 2 2.2 51.2

16 110158142 INDI BELA LAURENCIA 3.8 3 2.2 75

17 110178144 KRESNA AJICARAKA E 3.2 3.8 3 83.3

18 111018228 LUTFIA PUTRI ZUMAIDAH 3 3.5 3 79.2

19 110198146 MARRY VELLYSIA NUR A 3.2 3 3.3 79.2

20 111848311 MARTHA AYU WIDYANTI 3.3 3.2 3 79.2

21 112668393 MAUDY RUSDIANA 3 3.8 3.2 83.3

22 113198446 MOCH YAZIDUR ROZZAK 2.5 2.3 2 56.7

23 111458272 MOCHAMMAD ALIEF D W A A A -

24 113238450 MUHAMMAD AFIF MAFAZI 2.8 2.2 2.5 62.5

25 110238150 MUHAMAD GALIS R 3 2 2.5 62.5

26

26 110668193 MUSTIKA PARAMITHA C 3.5 4 3.2 89.2

27 111098236 NOOR ALI M 2.5 2.3 3 65

28 111918318 NOVA DWI P 3.5 4 3,2 89.2

29 112378364 NUR AISYIAH 3 2.8 4 81.7

30 112798406 RAMADITYA OKTAVIANTO 3 2.5 2.3 65

31 110758202 RIZKI AZHARI MAHARANI 2.5 2.3 2.4 60

32 112858412 SHAFHAN ACHMAD F H 3 2.5 2.5 66.7

33 113318458 SHAULA CAHYADEWI S 3 2.5 2.1 63.3

34 111558282 SHOFIANA KHOIRUNNISA 2.5 3.2 2 64.2

35 111578284 SITI NUR AINIAH 3 3.2 2.3 70.8

36 112038330 TATON ADJI MAHESA 2.4 2.3 2.6 60.8

37 111198246 TAUFIQ HAFIRLANA A M 2.2 2.5 3 64.2

38 123288796 TESSA DERRY R P S A A A -

39 110418168 THOMAS TIOMOTOR R 2.4 2 3 61.7

40 112888415 UTARID KAMELIA KARLIM 3.5 2.6 2.3 70

41 111208247 VINSENSIUS CK - - - -

42 111618288 YONIE MAULANA AR 3 2.5 3 70.8

Rata ra

Table 3: The Result of Students’ Speaking Ability in the First Cycle

This means that the average score of the students’ speaking ability improved from 64 in

the preliminary study to 79.2 of all students in the first cycle. so it can be said that the

implementation of mind mapping technique was successful and met the criteria of success.

Since the students’ speaking ability for every meeting show significant improvement and at

the first cycle had met the criteria of success, then the study can be stated as a successful

research project, and accordingly, the action research was stopped.

4.2 Discussion

Based on the findings of the study, it was shown that the appropriate procedure of mind

mapping technique gives beneficial contribution in improving the students’ speaking ability

during the instructional process. Mind mapping technique implemented in this study consists

of six steps. Those are: 1) deciding on the teaching materials, 2) organizing the group of the

27

students, 3) providing the situation and making mind mapping, 4) having the students practice

speaking by using their mind mapping, 5) having students modify the situation and mind

mapping, and 6) having the students perform the speaking of analytical exposition in front of

the class.

The findings of this research show that the students’ ability in speaking had improved

significantly from one meeting to the next meeting, from the preliminary study to the first

cycle. This can be seen from the result of one cycle. The average score of the students’

speaking ability improved from 64 in the preliminary study to 79.2. It could be seen from

their speaking in front of the class. The classroom atmosphere became more alive and all the

students were actively involved in teaching and learning process, so it can be said that

implementation of mind mapping technique was successful and met the criteria of success.

The improvement of the students’ speaking ability in this study might be due to some

benefits of mind mapping technique. Shina (2008) states that mind mapping has given various

positive aspects in teaching and learning process, namely: 1.) It promotes an effective method

of learning vocabulary, 2.) It keeps students highly – motivated, 3.) It can be helpful not only

in vocabulary learning but also in understanding word classes and in reading comprehension,

4.) It can be a stepping stone to other activities in adddition to reading, 5.) Students can use a

comprehension method as reading activity, 6.) Students can know how to write things down

in their notebook. So, the implementation of the mind mapping technique had improved the

students’ speaking skill.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Con

5.1 Conclusions

In this study, the researcher implemented 6 (six) major steps in the procedure for the

mind mapping activities. First is deciding on the teaching materials. The second is organizing

the group of the students. The third is providing the situation and making mind mapping. The

fourth is having the students practice speaking by using their mind mapping. The fifth is

having students modify the situation and mind mapping. The last step ishaving the students

perform the speaking of analytical exposition in front of the class.

5.2 Suggestions

Based on the findings of this study, the strengths, and the weaknesses of this technique,

then the suggestions are made. The suggestions are directed to other Senior High School

English teachers whose students have similar classroom problems, characteristics, and

situations with this school, and to the future researchers.

It is suggested to other Senior High school English teachers whose students have similar

classroom problems, characteristics and situations with MAN Malang 1 that the mind

mapping technique could be used as an alternative approach to teach speaking ability at

SMA/MA level. Therefore, the English teachers are expected to socialize this approach

through teachers’ forums such as in-service training, workshop like MGMP (which stands for

Musyawarah Guru Mata Pelajaran), KKG (which stands for Kelompok Kerja Guru), or

seminars.

29

Nevertheless, the English teachers should consider some aspects in implementing the

technique. First, the English teachers should set the time as effective as possible by

considering the length of time allotted in every activity. Second, the English teachers should

deliver the explanation using clear voice, not too slowly and not too quickly. Third, the

English teachers should use Indonesian language if the students find it hard to understand the

explanation. Fourth, the English teachers should provide the students with lists of vocabulary

or ask them to always bring dictionary since they still have poor vocabulary. Fifth, the English

teachers should distribute high achiever students in each group that they can help their low

achiever friends in their group. Sixth, the English teachers should approach and guide students

when they work on their tasks. And seven, the English teachers should be patient since this

technique employs a lot of time and activities at every stage.

30

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