Proposal bisyri

FACILITATING STUDENTS’ UNDERSTANDING ON ANALYTICAL

EXPOSITION TEXT THROUGH MIND MAPPING STRATEGY

(An Experimental Study of Eleventh Grade of Man 1 Purwodadi

In the Academic Year of 2013-2014)

A RESEARCH PROPOSAL

Submitted in Partial Fulfillment of the Requirement

For Degree of Bachelor of Islamic Education

In English Education

By:

BISYRI SAMSURI

083411066

EDUCATION AND TEACHER TRAINING FACULTY

INSTITUTE STATE FOR ISLAMIC STUDIES WALISONGO

SEMARANG

2013

FACILITATING STUDENTS’ UNDERSTANDING ON ANALYTICAL

EXPOSITION TEXT THROUGH MIND MAPPING STRATEGY

(An Experimental Study of Eleventh Grade of Man 1 Purwodadi

In the Academic Year of 2013-2014)

A. BACKGROUND OF THE STUDY

Everyone uses a language, by using a language people can expres their ideas,

feeling, thoughts, and minds. It means that they use the language as a mean of

communications. The use of language itself has played an important role in human life.

Language is a special characteristic of human or it can also be regarded as a human creation

because only human beings speak language.1 One of the languages that we have to know is

English because it is important language. It is used by many people in the world to

communicate each other. English becomes important to be taught in Indonesia.

The tachers can use english language to communicate to the other, to give

information and to share their idea. There are many language in the world, and one of them

is considered to be an international language. There are several language that can be used as

international language. However is the most interesting subject.

English has been taught in many levels of schools, kindergarten, elementary, junior

high school, senior high school even university. English has four skills that consist of

reading, listening, writing and speaking. Ideally, four of them have to be mastered by

someone who teach and learn English because it is a key to interact with people in the world.

English is still considered as one of the most important school subjects and therefore

beginning teachers can find the responsibility of teaching it both exciting and challenging.

Learning English in school especially in the junior high school (SMP) is one of the subjects

in the curriculum that students have to learn because it has important role and as a

measurement of students’ graduation in national examination (UN). Indonesian government

always improve Indonesian education in order to be equal level with world education

standard such as chance the curriculum and introducing new approaches (methods) of

1Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992), p.16

teaching to the English teacher based on the KTSP (kurikulum satuan tingkat pendidikan).

KTSP is a curriculum that organized and implemented in each institution of education.2

English is most widely used as an international language. It is the main foreign

language in Indonesia and it is taught in elementary school, junior high school, and to the

colleges or university for several semesters.

Teaching english in junior high school, the student are required to master the four

language skill: speaking, writing, reading, listening and they have to know the language

component, grammar, vocabulary and pronounciation.

Beside that the creativity of the teacher in conducting the teaching learning process

also influences the student in acquiring the target language. For that reason, the teacher must

choose the best way for method in their teaching learning process.

Reading is one of four basic skills in English. A receptive skill such as reading has

an important role in English comprehension generally. Information from books, websites,

and others sources can be effectively gained through intensive reading. Books as the main

source for almost all kind and grade of education unit play a big role in achieving the aim of

education.

Mind mapping strategy uses a graphic organizer to help students learn the elements

of a text or story. By identifying story elements, students read carefully to learn the details.

There are many different types of map graphic organizers. This is a whole-brain approach

that lets you fit an entire subject on one page. By using visual images and other graphic

devices, Mind Mapping makes a deeper impression.3

B. REASONS FOR CHOOOING THE TOPIC

1. Genre of texts is one of the important components of English teaching materials that is

considered difficult to learn by the students, especially in senior high school.

2. Mapping strategy is very helpfull for teaching material of texts, because it basically help

students to saparate some specific parts of a text, and ease the students to analyze the text.

2 Khaeruddin dan Mahfud Junaedi. Kurukulum Tingkat Satuan Pendidikan, konsep dan implementasinya, (Semarang: MDJ Jateng dan Pilar Media., 2007), p. 793 Bobi DePorter, Techniques of High-Teach Note Taking, (Kanada: Dell Publishing, 1992), p.152

C. RESEARCH QUESTION

1. How is students’ understanding on analytical exposition texts through conventional

method?

2. How is students’ understanding on Analytical Exposition texts through Mind Mapping

strategy?

D. OBJECTIVES OF THE STUDY

1. To find out students’ understanding on analytical exposition texts through conventional

method.

2. To find out students’ understanding on analytical exposition texts through mapping

strategy.

E. LIMITATION OF THE STUDY

In this study, the researcher uses mapping strategy as a teaching technique at the

eleventh Grade School students. Actually, this study has wide scope and it is impossible for

the researcher handle the problems.

The limitation of the study in this final project is the students can understand the whole

aspect of the text. In this research, the writer uses Mind Mapping Strategy to gain students’

understanding. Here, advertisement video is used in learning process to teach analytical

exposition text specifically in reading skill.

F. PEDAGOGICAL SIGNIFICANE

This study is important for some reasons as follows:

1. For Students

Students can use Mind Mapping Strategy to memorize the lesson in their mind so that

they will be able to study genre of texts especially analytical exposition better.

2. For Teachers

Teacher can use the result of this study as a reference to teach Analytical exposition

texts.

3. For the School

The result of this study can be used to improve english teaching and learning process.

4. For Writer

The writer can use this mapping strategy to improve his skill in genres mastery

especially in analytical exposition text.

5. For readers

The writer hopes this can gives more information and contributes the knowledge.

G. LITERATURE REVIEW

In this chapter, the writer will discusses some related topic in order to build

comprehension frame of thinking of this research. The related topics to be discusses are:

1. Analytical Exposition

A. Definition

“An exposition text is a piece of text that presents one side of an issue.”4 The

purpose of an exposition is to persuade the readers or listeners by presenting one

side of an argument.

From the definition above, it can be concluded that an analytical exposition

text is a spoken or written text, which is used to persuade other people about their

ideas.

B. Social Function

“The social function of analytical exposition text is t persuade the reader or

listener that something is the case.”5

It means that the purpose of analytical exposition is to invite the readers to

aware with something occurs in our environment.

C. Generic Structure

There are some steps for constructing a written analytical exposition, they are:

1) Thesis : Introducing the topic and showing speaker or writer’s

position; outlines of arguments are presented.

2) Arguments : It consists of point and elaboration

3) Conclusion : Reiteration (restatement), restates speaker or writer’s

position.

4 Blanchard, Karen and Cristine Root, Ready to Write, (USA: Longman, 2003) 3rd Ed., p.69.5 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.

D. Significant Lexicogrammatical or language Feature

The significant lexicogrammatical or language features of analytical exposition

are:

1) Using simple present tense to state the general statement of fact, to express

habitual or everyday activity, to indicate a situation that exists right now.

2) Using relational processes and internal conjunction to construct the arguments.

3) Focusing on generic human and non-human participant.

4) Using reasoning clause through causal conjunction and nominalization.6

2. Mind Mapping

A. Definition

Mind-mapping is a useful technique that improves the way you take a notes and

supports and enhances your creative problem solving7. Besides that, mind-mapping is

a note which has differences with conventional note8 . A mind-map is a diagram used

to present words, ideas, tasks or other items linked to and arranged around a central

key word or idea.

Mind-maps are used to generate, visualize, structure and classify ideas, and as an

in study, organization, problem solving, decision making and writing. By using mind-

map, you can quickly identify and understand the structure of a subject and the way

that pieces of information fit together as well as recording the raw facts contained in

normal notes.

Mapping is one of the more common types of informal invention. It should be

used when writers encounter writers’ block or when they are having trouble

organizing their thoughts or ideas. This type informal invention is good for coming up

with ideas that are connected to a central topic and it also be used to further develop

ideas that have already been discovered. Mapping is used by writers to gather their

thoughts and ideas before they begin a paper or other document. It is more visual

learners and can be used in both fiction and non-fiction writing. The end result of

mapping should be guidelines for this type of invention.

6 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: Gerd Stabler,1994), p. 212.7 http: // www.mindstools. Com/pages/article/newISS_01. htm8 Yovan Putra. Memori dan Pembelajaran Efektif, ( Bandung: Yrama Widya, 2008), p. 257.

Mind-mapping is the best technique to help thought process because using

graphic technique from human’s mind setting whose storage universal key to open

brain capacity. Mind-mapping is a technique to summarize the material and to project

the problems in to map form or graphic technique so that it’s easier to understand.

B. The Advantages of Mind-mapping

Mind-map can be used for:

1. Problem solving

2. Outline / framework design

3. Anonymous collaboration

4. Marriage of words and visuals

5. Individual expression of creativity

6. Condensing material into a concise and memorable format

7. Team building or synergy creating activity

8. Enhancing work morale9

The process of teaching and learning to teach analytical exposition text are as

follows:

1. Students are divided into six groups. Each group consists of ten students.

2. Teacher gives example of mind-mapping to each group.

3. Teacher explains the material in front of class by using mind-mapping.

4. Teacher asks each group to summarize the material by using mind-mapping.

5. After finished, each group has to present it.

6. And the last, teacher asks each student to make mind-mapping individually.

C. The Differences between Conventional Note and Mind-mapping10

9 http://en.wikipedia.org/wiki/mind_map10 Iwan Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif, (Jakarta: PT.

Gramedia, 2004), hlm. 76

Conventional Note Mind Mapping

1. Only letter form

2. Only in one color

3. Need long time to review

4. Spend time too much in

studying

5. Static

1. Letter, symbol and picture

2. Colorful

3. Need short time to review

4. Spend a few time, faster

and more effective

5. It makes someone be more

creative

H. PREVIOUS RESEARCH

There are some researchers done in text genre teaching, specifically analytical

exposition text which have been my references in this research, as follow:

The first research was conducted by Nur Zaenah (73411018) with the research

entitle The Use of Video Critics as a Medium of Teaching to Improve Students’ Ability in

Writing Analytical Exposition Text. In her research, she uses video critics to teach analytical

exposition text. The result of the study shows that there is significant contribution of the use

of video critics in the teaching analytical exposition text. The similarity between her

research and writer is on the object of the study. The differences between her research and

writer’ research is on the technique of teaching analytical exposition.

The second research was conducted by Rina Mayasari (73411020) with the

research entitle The Use of Group Investigation to Improve Students’ Ability in Writing

Skill on Analytical Exposition Text (A Classroom Acton Research with 11th Grade Students

of MA Manahijul Huda Pati In The Academic Year Of 2011/2012. In this research, he used

quantitative research to know is using mind mapping effective to improve students’ ability

in writing skill of analytical exposition text. The result of the study shows that there is

significant contribution of the use of mind mapping in the teaching analytical exposition

text, so pictures as a teaching technique is effective for the success of the teaching analytical

exposition text. The similarity between his research and writer is on the object of the study.

The difference between his research and writer is on the technique of teaching analytical

exposition and the kind of research.

I. HYPOTHESIS

Hypothesis is a temporary answer of problems in research until proved from the

data which collected. So, hypothesis can define a weak truth statement towards problems on

research and need to prove the truth after collecting data. The hypothesis of this research is:

mind mapping is effective to facilitate students’ understanding on analytical exposition text.

J. REASERCH APPROACH

This research is quantitative in nature, because the result of the students’

achievement in analytical exposition will be express in the language of mathematic,

evaluated consequently and also interpreted by appropriate statistical procedures. In this

term, quantitative data refers to the use of T-test.

 Experimental research is an attempt by the researcher to maintain control over all

factors that may affect the result of an experiment. In doing this, the researcher attempts to

determine or predict what may occur. An experimental research involved two groups:

experimental group and control group. An experimental group received a new treatment

while control group received without treatment. According to Nunan, experiment is

designed to collect data in such a way that threats to the reliability and validity of the

research are ministered.11

The writer used an experimental research as an effort to develop English teaching

learning process and to solve the problem faced by the students in learning English

especially in analytical exposition.

K. Source of Data

Population

11David Nunan, Research Method in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 47.

Population can be defined as the whole of the study.12 In this case the

population of the research is the eleventh grade students of MAN 1 PURWODADI in

the academic year of 2013/2014. The total population is 70 students. The students are

grouped in two classes, 35 students in class A, 35 students in class B.

Sample is part of population. According to Suharsimi Arikunto, there are

two ways in deciding a sample. First, if the population is less 100, the all population can

be a sample. Second, if the population is over 100, the researcher can take 10% - 15% or

20% - 25% from all population as a sample.13 Therefor, this study is called a population

research because the population is 70 students.

Variable

Variable is a variation object of the study14. There are two types of

variables: dependent variable and independent variable. The dependent variable is the

variable of focus or the central variable on which other variables will act if there is any

relationship. The independent variable is selected by researcher to determine the

relationship with the dependent variable. So, the variables in this study are:

a. Independent variable

Independent variable is variable that influences because of change or

emergence the dependent variable. Independent variable in this research is using

mind mapping in teaching analytical exposition text. The researcher uses this method

in experimental group and uses classical method in control class.

b. Dependent variable

Dependent variable is variable that was affected or that became the result

because of the existence of independent variable. Dependent variable in this research

is the students’ achievement in analytical exposition text.

L. TECHNIQUE OF DATA COLLECTIONS

12 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek, ( Jakarta: PT Rineka Cipta, 2006), 2nd Ed, p.130

13 ibid. 134

14 ibid. 159

Data are the most important things in doing research. To make a good result, a

researcher has to determine the method, including data collection carefully. The procedure

of data collection should be appropriate to the kind of the study.

Therefore, in conducting this study, especially in collecting the data, the researcher

needs some methods in order to obtain the expected data.

1. Test

Test is an examination or trial to measure skill, intelligence, aptitude of

individual or group15. According to Longman English dictionary, test is any

procedure for measuring ability, knowledge, or performance. In conducting to this

study, the writer uses test as the first method of collecting the data. The test is used

to collect the students’ writing that must be analyzed to identify students’

achievement on analytical exposition.

Test is the instrument to measure the students’ progress in every step during

research. As stated by brown, a test is a method of measuring a person ability,

knowledge, or performance in a given domain.16

The researcher will gather the data by analyzing the test of simple past by the

student. The researcher will give the test twice (pretest and post test) in both

experimental and control groups.

a.Pre-Test

Before the teacher explains material by using mind mapping, the teacher

will give a test to the students. Pre-test will be given before the experience is

run.

b. Post-Test

Post-test will be given to the experimental class and the control class. The

test will be given in order to know the improvement of students’ ability in

analytical exposition text. Post-test will be given to the both of class after

receiving treatment. The experimental class taught in mind mapping using

15 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 19316Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy. 2nd Ed. (A Person Education Company: Longman, 2001), p. 384.

analytical exposition text but, the control class taught without using mind

mapping.

2. Observation

It refers to the activity of giving total concern to research object by the sense.

In this research, the concern of research was paid on the teaching learning process

and the researcher made filed note as well. In conducting the observation, the

researcher used the observation guidelines to make it more systematic containing

list of activity or happening which might happen. In this case, it will be about the

condition of class and students, the teacher entered the class, held the class

activities during the lesson until the teacher ended the lesson and the obstacles

appear during the teaching learning process or during the experiment.

M. TECHNIQUE OF DATA ANALYSIS

The data analysis method, which is used in this research, is quantitative analysis.

Quantitative is concerned with the amount or number.

1. Pre-Requisite Test

a. Normality Test

It is used to know the normality of the data that is going to be analyzed

whether both groups have normal distribution or not.

Chi square is used here: 17

Notice:

: chi square

: frequency from observation

: expected frequency

Calculation result of is compared with x table by 5% degree of

significance. If is lower than x table so the distribution list is normal.

b. Homogenity Test

17 Sujana, Metode Statistika, ( Bandung: Tarsito, 1996 ), p.273

Is used to know whether experimental group and control group, that are

decided, come from population that has relatively same variant or not. The formula

is:18

Notice:

Vb : bigger varian

Vk : smaller varian

The hypotheses in homogeneity test are:

Ho : homogeny variant:

H1 : non homogeny variant:

If calculation result of F is lower than F table by 5% degree of significance

so HO is accepted, it means both groups have same variant.

c. Hypothesis Test

It is used to examine average whether experiment group and control group

have been decided having different average. 19

T-test is used to analyze the data of this research. It used to measure or to

compare the mean scores of the two groups.20

If 12 = 2

2 (has same variant), the formula is:

With

2

)1()1(

21

222

211

nn

SnSnS

Where:

18 Sujana, Metode Statistika, p. 25019Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik p. 311.20James Dean Brown and Thedore S. Rodgers,p.205.

: The mean score of the experimental group

: The mean of the control group

n1 : The number of experiment group

n2 : The number of control group

S12 : The standard deviation of experiment group

S22 : The standard deviation of both groups

If = 122

2 (has no same variant) the formula is:

2

21

1

21

21

n

S

n

S

XXt

The hypotheses are:

Ho = 1 = 2

Ha = 1 2

1 : average data of experiment group

2 : average data of control group

Criteria test is: Ho is accepted if , where

obtained from the distribution list t with and opportunities

. Values for other t Ho rejected.21

1. Try-Out Instrument of Test

a. Validity of Test

Validity is measurement that shows the validity of instrument. It is counted

using product moment formula.22

Notice:

Rxy : question correlation coefficient 21Sudjana,Metode Statistika, p. 239-240.22Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, p.65

N : number of students

X : number of each item score

Y : number of total score

Calculation result of rxy is compared with r table of product moment by 5%

degree of significance. If rxy is higher than r table, the item of question is valid.

b. Reliability

“Reliability is consistency of measurement”.23 A reliable test score will be

consistent across different characteristics of the testing situation. It means can be

believed. Besides having high validity, a good test should have high reliability

too. Alpha formula is used to know reliability of test is K - R. 20.24

Where:

r11 : The reliability coefficient of items

k : The number of item in the test

P : The proportion of students who give the right answer

q : The proportion of students who give the wrong answer

: The standard deviation of the test

Calculation result of r is compared with r of product moment

by 5% degree of significance. If r is higher than r , the item of question

is reliable.25

c. Degree of test difficulty

A good question is a question that not really difficult and not really easy.

Formula for degree of test difficulty is:26

23Lyle F. Bachman and Adrian S. Palmer, Language Testing Practice: Designing and Developing Useful Language Test, (New York: Oxford University Press, 1996), p. 19

24Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 18725Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 18826Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.208

Notice:

P : difficulty’s index

B : number of students who has right answer

JS: number of students

The criteria are:

P = 0,00 too difficult question

0,00 < P ≤ 0,03 difficult question

0,00 < P ≤ 0,70 average question

0,70 < P ≤ 1,00 easy question

P = 1 too easy question

d. Discriminating Power

The discriminating power is a measure of the effectiveness of a whole test.

It is used to know how accurate the question differ higher subject and lower

subject. The formula for discriminating power is:

Where:

D : discrimination index

JA : member of student in upper group

JB : member of student in low group

BA : member of students in upper group who answer the item

correctly

BB : member of students in low group who answer the item

correctly

The criteria are:

D < 0.2 is poor

0.2 < D ≤ 0.4 is fair

0.4 < D ≤ 0.7 is good

0.7 < D ≤ 1 is very good.

3. Analysis Phase End

To examine the hypothesis that have been stated, these following steps are

used.

a. Normality test

The steps are same with the steps on data analysis technique.

b. Homogeneity test

The steps are same with the steps on data analysis technique.

c. Hypothesis test

The steps are same with the steps on data analysis technique that is to

prove the researcher hypothesis about the difference of students’ achievement on

the analytical exposition text mastery between the students who were taught by

using mind mapping and who were taught by using conventional method. Here,

the t-test formula is used.

N. PROCEDURE AND TIME LINE

In collecting data, there are some steps taken by the researcher, they are as follows

Pre-test and Post-test. Before doing the research, the researcher provides material that will

be used in teaching analytical exposition and in making lesson plans. The process of

teaching learning for experiment group will use mind mapping and control group will use

the conventional method.

Then, the research step is Treatment. Before starting the lesson, the researcher takes

achievement of the students in previous time to replacement pre-test. Then the researcher

gives treatment for experiment group by using mind mapping to teach analytical exposition.

Whereas the control group teaching on analytical exposition use asking question.

At the end of the lesson, the researcher gives post test for the students both of in

experiment group and control group. This test is to find out any differences of students’

achievement between experiment group and control group.

After giving some treatment, the researcher will give the Post-test. The aim of

evaluation is to find out the students’ understanding on analytical exposition text after they

got the lesson. Data of students’ scores from post test both of experiment group and control

group will be shown in the table.

Table.1.2. Research Schedule

BIBLIOGRAPHY

No Task description Time Schedule week

1st 2nd 3rd 4th

1. Asking permission to the headmaster to do

research and getting familiar with the school

situation.

2. Contact the English teacher

3. Taking students’ achievement in previous time

4. Giving treatment for both groups. The

experimental group will be taught by using

mind mapping. Otherwise, the control group

will be taught without mind mapping.

5. Doing post test

Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT. Rineka

Cipta, 2006

Bachman, Lyle F, and Adrian S. Palmer, Language Testing Practice: Designing and Developing

Useful Language Test, New York: Oxford University Press, 1996

Blanchard, Karen and Cristine Root, Ready to Write, USA: Longman, 2003

Brown, Douglas, Teaching by Principle: An Interactive Approach to Language Pedagogy, 2nd

Ed, San Fransisco: Longman, 2001

C. Jack, Richard, Curriculum Development in Language Teaching, New York: Cambridge

University Press

DePorter , Bobi, Techniques of High-Teach Note Taking, Kanada: Dell Publishing, 1992

Hartono, Rudi, Genres of Text, Semarang: UPT Unnes Press, 2005

Hornby, A S Oxford Advanced Learner’s Dictionary, New York: Oxford University Press, 1995

Junaedi, Mahfud dan Khaeruddin. Kurukulum Tingkat Satuan Pendidikan, konsep dan

implementasinya, Semarang: MDJ Jateng dan Pilar Media. 2007

Nunan, David, Research Method in Language Learning, Cambridge: Cambridge University

Press, 1992

Penny Ur, A Course In Language, United Kingdom: Cambridge University Press, 1998

Putra, Yovan, Memori dan Pembelajaran Efektif, Bandung: Yrama Widya, 2008

Ramelan, English Phonetics, Semarang: UPT Unnes Press. 1977

Srijono, Djoko, An Introductory Course of linguistics, Surakarta: Muhammadiyah University

Press. 2001

Sugiarto, Iwan, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif, Jakarta:

PT. Gramedia, 2004

Sujana, Metode Statistika, Bandung: Tarsito, 1996Wignell, Peter and Linda Gerot, Making Sense of Functional Grammar, Sydney: Gerd

Stabler,1994

http: // www.mindstools . com/pages/article/newISS_01 http://en.wikipedia.org/wiki/mind_map