The Influence of Mind Mapping Technique toward Students ...

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THE INFLUENCE OF MIND MAPPING TECHNIQUE TOWARD

STUDENTS’ WRITING DESCRIPTIVE TEXT AT SEVENTH GRADE

SMPN 5 KOTA SERANG

A RESEARCH PAPER

Submitted in Partial Fulfillment of The

Requirement for S-1 Degree

In

English Education Department

Teacher Training and Education Faculty

By

SELPY NOVIANTI

2223131946

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF SULTAN AGENG TIRTAYASA

2017

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The Influence of Mind Mapping Technique toward Students’ Writing

Descriptive Text at the Seventh Grade of SMPN 5 Kota Serang

Selpy Novianti

2223131946

ABSTRACT

This research explores the influence of using mind mapping technique toward

students writing descriptive text at the seventh grade of SMPN 5 Kota Serang.

The sample of this research consisted of 30 students from class VII D as an

experimental group and 30 students from class VII E as a control group.

This research used quantitative method which the data was served by numerical

and tested by statistical formula or t-test. The research design of this study is quasi

experimental design. It means that the researcher compares the essay which was

written by experimental class students who was taught descriptive text using mind

mapping with the controlled class students who was taught descriptive text using

scientific approach.

The result of this research shows that the use of mind mapping gives influence

toward students’ writing descriptive text. It is proven by the improvement of

student’s mean score. The mean score of pre-test in experimental and control

classes were 51.8 and 47.7, while the mean score of post-test in experimental and

control classes were 73.9 and 68.8. Eventually, the experimental class shows

better improvement.Furthermore, the result of t-test (tcount) is 7.27. Compared to

the value of tcount with the degree of significance 5% (2.00), 7.27>2.00, it is

proved that the alternative hypothesis is accepted and the null hypothesis is

rejected. In addition, the students in experimental class also enjoyed learning

process with mind mappingtechnique. They followed the learning process well,

which finally they got better achievement in writing descriptive text.

Keywords: Mind Mapping Technique, Writing, Descriptive Text

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CURRICULUM VITAE

The researcher, Selpy Novianti, was born in Tangerang on

28th

of November, 1995. She is the daughter from Edi

Sumarna and Emi. She finished her elementary school at

SDN Merak2 in 2007. She graduated from SMPN 1

Balaraja in 2010.

She graduated from SMAN 19 Kabupaten Tangerang in 2013.She continued her

study in Sultan Ageng Tirtayasa University, and took undergraduate program of

English Department, Teachers Training and Education Faculty.

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MOTTO

Keep trying to do our best

is

The best way to live our life

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Dedication

My beloved father and mother

Edi Sumarna and Emi

For their support, love, money and prayers

My beloved partner, Ian Tri Iskandar S.Sos

For your care, love, and support

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ACKNOWLEDGMENTS

Alhamdulillahirobbil’alaamiin, the greatest praises only to ALLAH SWT,

the Almighty and the Merciful. The researcher is blessed because He gives the

light to finish this research entitledThe Influence of Mind Mapping Technique

toward Students’ Writing Descriptive Text (A Quasy Experimental Research at

Seventh Grade of SMPN 5 Kota Serang).The writer is fully aware that this thesis

cannot be finished without otherpeople’s help. Therefore, in this opportunity she

would like to express her deepgratitude to the following people:

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1. Prof. Dr. H. Sholeh Hidayat, M.Pd. as the head of University of Sultan

Ageng Tirtayasa.

2. Dr. Aceng Hasani, M.Pd. as the Dean of Teacher Training and Education

Faculty.

3. Dr. Siti Hikmah, M.Pd. as the Head of English Education Department.

4. Ledy Nurlely, M.Pd. as her academic advisor who always gives the

researcher advice in her study.

5. Rosmania Rima, M.Pd. and Dhafid Wahyu Utomo, M.A. as her first and

second advisors who have been giving the precious time, contributive

criticism, suggestions, comments, guidance and brilliant ideas in

conducting this research.

6. All lectures of English Education Department who have been giving a lot

of knowledge during the researcher’s study.

7. FKIP and English Education Department Staff who was helped the

researcher to completed the documents.

8. Drs. Asep Gunawan, M.Pd as the Headmaster of SMPN 5 Kota Serang who

has given permission to the researcher to conducts the research.

9. Lailatul Masyrifah, S.Pd as the English Teacher of SMPN 5 Kota Serang

who has allowed and shared the knowledge during the research process.

10. The researcher’s dearest parents, and big families. Especially to my dad

and my mom, you are my strongest reason to finish this research, I Love

You unconditionally.

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11. My beloved partner (Ian Tri Iskandar, S.Sos) thank you for your affection,

love, and patience. You gave me spirit and inspiration in completing this

final project.

12. The big family of C Class 2013 for the solidarity and the togetherness.

Keep stay with our jargon class “sombong aja dulu, menang kalah

belakangan”. Yash! We are the real trophy robbers!

13. My dearest Melati Squad (Firdha, Maya, Andin, Riska, Atika and Fifi)

thank you for coloring my campus life, I really glad to have you. I Love

You Guys!!!

14. My new family of KKM 2016 (Seinda, Nadya, Nadya, and Nabilla) thank

you for giving me the sweetest memories and unforgettable experiences for

30 days.

15. My beloved Tralala Squad (Lely, Brian, Arum, Eki, Iin, Hendrika, Andre).

16. All of the students of SMPN 5 Kota Serang class 7D and 7E as her subject

of the research who have participated in doing the research.

17. All students of seventh grade of SMPN 5 Kota Serang, thank you for giving

a lot of experience during PPLK program, keep the contact between us and

thank you for making me as your best friend.

18. All people who can not be mentioned one by one, who has helped and

supported.

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Serang, September 2017

The researcher

TABLE OF CONTENS

APPROVAL SHEET .......................................................................................... i

ABSTRACT ......................................................................................................... ii

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CURRICULUM VITAE ..................................................................................... iii

MOTTO ............................................................................................................... iv

DEDICATION ..................................................................................................... v

ACKNOWLEGDEMENT .................................................................................. vi

Table of Contents ................................................................................................ix

List of Table .......................................................................................................xii

List of Figure .....................................................................................................xiii

List of Appendices .............................................................................................xiv

CHAPTER I INTRODUCTION

1.1 Background of the Research............................................................................ 1

1.2 Identification of the Research ......................................................................... 2

1.3 Formulation of the Problem ........................................................................... 3

1.4 The Purpose of the Research ........................................................................... 3

1.5 The Significances of the Research .................................................................. 3

1.6 Limitation of the Problem ............................................................................... 4

1.7Hypothesis of the Research .............................................................................. 4

1.8Operational Definition .................................................................................... 4

1.9 Organization of Research Paper ...................................................................... 5

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CHAPTER II THEORETICAL FRAMEWORK

2.1 Writing ........................................................................................................... 6

2.1.1 The Definition of Writing ............................................................................ 6

2.1.2 The Process of Writing................................................................................. 6

2.1.3 Teaching Writing ......................................................................................... 9

2.1.4 The Purpose of Writing ................................................................................ 10

2.1.5 Types of Scoring in Writing ......................................................................... 11

2.2 Descriptive Text .............................................................................................. 13

2.2.1 Definition of Descriptive Text ..................................................................... 13

2.2.2 Function of Descriptive Text ....................................................................... 13

2.2.3 The Generic Structure of Descriptive Text .................................................. 14

2.2.4 Language Features of Descriptive Text ....................................................... 15

2.2.5The Criteria of Good Description ................................................................. 15

2.3 Mind Mapping ................................................................................................. 15

2.3.1 The Definition of Mind Mapping ................................................................. 15

2.3.2 The Step Using Mind Mapping .................................................................... 16

2.3.3 The Advantages and Disadvantages............................................................. 16

2.4 Previous Study ............................................................................................... 18

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CHAPTER III RESEARCH DESIGN

3.1 Research Design .............................................................................................. 20

3.2 Research Variable ........................................................................................... 21

3.3 Population and Sample .................................................................................... 21

3.3.1 Population Research ..................................................................................... 21

3.3.2 Sample .......................................................................................................... 22

3.4 Time and Place of The Research ..................................................................... 22

3.5 Research Instrument ........................................................................................ 22

3.5.1 Test ............................................................................................................... 23

3.5.2 Documentation ............................................................................................. 23

3.6 Data Collecting Technique .............................................................................. 23

3.7 Validity and Reliabilityof Instrument ............................................................. 24

3.7.1 Content Validity ........................................................................................... 24

3.7.2 Inter- Rater Reliability ................................................................................. 24

3.8 Data Analysis Technique ................................................................................ 25

3.8.1 Normality of Distribution Test ..................................................................... 26

3.8.2 Homogeneity of Variance ............................................................................ 26

3.8.3 Hypothesis Test ............................................................................................ 27

3.9 Research Procedure ......................................................................................... 28

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CHAPTER IV RESEARCH FINDING AND DISCUSSION

4.1 Research Finding ............................................................................................ 30

4.2 Result of Validity and Reliability ................................................................... 31

4.2.1 Content Validity ........................................................................................... 31

4.2.2 Inter-Rater Reliability .................................................................................. 32

4.3 Result of Normality of Distribution Test ........................................................ 32

4.4 Result of Homogeneity Test............................................................................ 34

4.5 Result of Hypothesis Testing .......................................................................... 35

4.6 Research Discussion ....................................................................................... 36

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion....................................................................................................... 40

5.2 Suggestion ....................................................................................................... 41

REFERENCES

APPENDICES

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LIST OF TABLES

Table 3.1 Value of Kappa……………………………………………………….21

Table 4.1 Statistical Description………………………………………………...30

Table 4.2 Content Validity………………………………………………………31

Table 4.3 Agreement of Inter- rater Reliability………………………………….32

Table 4.3 Result of the Homogeneity Test in Control and Experimental Class..35

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CHAPTER I

INTRODUCTION

1.1 Background of the Research

Writing is one of productive skill, besides speaking, which contains

written words and involves a complex process. It is not only about structure, but

also vocabulary, punctuation, capitalization, and spelling. Brown (2001: 335)

stated that the process of writing requires and entirely different set competencies

and is fundamentally different from speaking. The learners have to be equipped

with the other language skill prior to learning how to writing because the skills are

reflecting trough the writing. Thus, possibility might be that writing is the most

complicated skill and it needs serious attention.

Based on the syllabus in academic year 2017/2018, students of junior high

school are demanded to write various text types, one of them is descriptive text.

According to Anderson & Anderson (1998:26) state that description describes a

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particular person, place, or thing. Its purpose is to tellabout the subject by

describing its features without including personal opinions. It means that

descriptive text is text which describe about the features and characteristic of

something in detail. In writing descriptive text, the seventh grade students are

expected to be able to write simple descriptive text correctly.

Based on the pre-observation at SMPN 5 KotaSerang,one of the

weeknesses was writing. Their English writing skill was still low, especially in

writing descriptive text. Most of students get the difficulties in writing descriptive

text such as getting the idea, lack vocabularies, tenses and arranging the sentence.

To help students easier to understand the writing materials and make

students interested in learning writing materials, the teacher is suggested to use

the proper technique. One of the techniques that can be used to help student in

writing is mind mapping technique. According to Buzan (2006:4) mind mapping

is the most excellent tool which helping mind to think regularly. It means that

mind mapping can help student to associate idea, think creatively, and

systematically.

Mind mapping in this research is a technique that can be used to generate

material. Thus, it will make students more interested and easier in learning writing

skill. By the reason above, the researcher would conduct a research entitle “The

Influence of Mind Mapping Technique Toward Students’ Writing in Descriptive

Text at seventh grade SMPN 5 Kota Serang”.

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1.2 Identification of the Problems

Based on the background of the research above, it can be concluded that

there are some problems in English teaching and learning process. They are:

1. Students have the difficulties in understand the material especially in

writing descriptive text.

2. Students are lack of vocabulary and get the difficulties in arranging the

sentence.

1.3 Formulation of the Problems

Based on the background of the research above, the researcher formulates

the research question as follows: “Is there any influence of mind mapping

technique in teaching writing descriptive text at seventh grade of SMPN 5 Kota

Serang?”.

1.4 The Purpose of the Research

The purpose of the research is to findout the influence of mind mapping

technique in teaching writing descriptive text at seventh grade of SMPN 5 Kota

Serang.

1.5 The Significances of the Research

The result of this research hopefully can show or attest how is the

influence of mind mapping in the teaching and learning process, especially in the

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teaching writing descriptive text. Moreover, this research is expected to have

some benefits for some sectors, especially for those who are as follows:

a. The teacher

Teacher can use this technique to support when teaches writing skill use

the simple way. Teacher will be easier to teach writing descriptive text. As

a result, students will more interested and motivated in teaching learning

process.

b. The student

Students can use this technique to support and improve their writing skill

especially in descriptive text in order to help student in thinking more

systematically to get an idea, arranging sentence and making a descriptive

text.

c. For other researchers

This research can be useful as a reference for those who would like to

conduct to similar research.

1.6 Limitation of the Research

The researcher limits the problem only by focusing on the influence of

Mind Mapping Technique Toward Students’ Writing Descriptive Text at seventh

grade SMPN 5 Kota Serang.

1.7 Hypothesis of the Research

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The researcher uses two kinds of hypothesis formulated to be tasted; they

are Alternative Hypothesis (Ha) and Null hypothesis (Ho)

1. Alternative Hypothesis (Ha): there is any influence of mind mapping

technique toward students’ writing descriptive text at seventh grade SMPN

5 Kota Serang.

2. Null hypothesis (Ho): there is no influence of mind mapping technique

toward students’ writing descriptive text at seventh grade SMPN 5 Kota

Serang.

1.8 Operational Definition

a. Descriptive Text

Anderson & Anderson (1998:26) state that description describes a

particular person, place, or thing. Its purpose is to tellabout the subject by

describing its features without including personal opinions.

b. Mind Mapping

According to Buzan (2006:4) mind mapping is the most excellent tool

which helping mind to think regularly.

1.9 Organization of the Reserach Paper

The first chapter is introduction. It consists of the background of

research,identification of problem, formulating of problem, the purpose of study,

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the significant of the study, the scope and limitation, and hypothesis of study,

operational definition, and organization the research paper.

The second chapter is theoretical framework. It consists of three broad

main theories (the concept of writing the concept of descriptive text, and the

concept of mind mapping technique), and previous studies.

The third chapter is research methodology. It consists of esearch design,

research site and participant, research procedure, research instrument, data

collection technique, data analysis technique, validity and reliability of the test.

The fourth chapter is research finding and research discussion. It consists

of result of validity and reliability, content validity, inter-rater reliability, the

result of normality of distribution test, the result of homogeneity test, the result of

hypothesis test and research discussion.

The fifth chapter is conclusion and suggestion. It consists of conclusion

and suggestion.

CHAPTER II

THEORETICAL FRAMEWORK

2.1 Writing

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2.1.1 Definition of Writing

In learning English, they are four skills that should be mastered by students.

Such as listening, reading, speaking and writing. Among the four skills, writing is

the most difficult skill to be learnt. This argument is supported by Richard and

Willy (2002: 203),”writing is the most difficult skill for second language learner

to master”. The difficulty is not only in generating and organizing ideas but also

in translating idea into real text.

Writing make us are able to deliver our minds and ideas to everybody.

Meyers (2005: 2) says writing is a partly a talent, but it is mostly a skill any skill,

it is improves with practice. Writing is also an action a process of discovering and

organizing your ideas, putting them on paper, and resharping and revising them.

It means that writing is a talent to put the ideas on the paper with organize and it

will improve with practice.

2.1.2 The Process of Writing

To make easy and good writing we have to know about process of writing.

In the process of writing there are many experts that give a different version of the

stage of writing process. According to Langan (2005: 23-34) divides writing

process in to four types, they are:

a. Prewriting

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In prewriting there are five types technique that will help you to think about

develop a topic and words on paper. This technique help you to write in the first

time you start to write something.

1. Free writing technique

Free writing means jotting down in rough sentence or phrase everything that

comes to mind about a possible topic. In this time, you can write anything in your

mind without worried about the mistake, you can focus on discovering what you

want to say about subject.

2. Questioning technique

In questioning, you generate ideas and details by asking question about your

subject. By asking the question you can get the ideas and think about the subject.

The question such as: Why? Where? When? Who and How?

3. Making a list

Making a list is also known as brainstorming. In this technique you can

collect ideas and details that relate to your subject. You can pile ideas without

trying short major detail. The purpose is just to make a list of everything about

your subject that occurs to you.

4. Clustering or Mapping

Clustering is another strategy that can be used to generate material for a

paper. This method is helpful for people who like to do their thinking in a visual

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way. In this technique you can use lines, circle or arrows to show the relationship

between the ideas and details that were you made.

5. Preparing a starch outline

A Starch outline is an excellent sequel to the first four pre writing technique.

In a starch outline, you think carefully about the point you are making, the

supporting items, arrange those items. The starch outline is a plan to help you

achieve a unified, supported and well organized.

a. Writing a first draft

In this time, be prepared to put in additional thoughts and details that did not

emerge during prewriting. You can write and don not worry about the grammar,

punctuation or spelling.

b. Revising

Revising means rewrite a paper, building on what has already been done, in

order to make your idea clearly. Revising is as much stage in the writing process

as prewriting, outlining and doing the first draft. In revising, you can arrange your

writing to put things in the right place. Finally, after you do all the things, you can

write in paper. There are three stages to revising process: revising content,

revising sentences and editing.

c. Editing

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After you have revised your paper for content and style, you are ready to check

or check errors in grammar, punctuation and spelling. Don not forget to eliminate

sentence and skill mistake. Your writing is better after you finish this step.

2.1.3 Teaching Writing

Seow (2002: 319) gives some pointers for teachers in implementing

teaching writing, those are: (1) teacher modeling, (2) relating process to product,

(3) working within institutional constraints, (4) catering to diverse students needs,

(5) exploiting the use of computers in process writing.

1) Teacher modeling means that the teacher should model the writing process at

every stage and teach specific writing strategies to students through meaningful

classroom activities.

2) Relating process to product means that the teacher guides students in achieving

specific writing goals. Although students have to make a different draft from

the earlier draft because of revision, they will begin to understand the result

expected in every stage.

3) Working within institutional constraints means that teaching the process skill

can be done through stages such as planning, drafting, responding, revising or

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editing within a regular twoperiod composition lesson. Process skill can be

repeated until it reaches the improvement.

4) Catering to diverse students needs means that the teacher should implement a

flexible program to cater to different student needs. The teacher may also

decide to have students enter into different writing groups as planners, drafters,

responders, revisers or editors during a writing session. A student may be with

the planners for one writing task, but move to be with the editors later for the

same or another task, according to his or her need or developmental stage in

writing.

5) Exploiting the use of computers in process writing means that teaching writing

in responding or editing stage, the teacher can use computer. By using

computer, students will easily delete the wrong words and replace them

without writing other words in a text anymore.

In teaching writing, the teacher should be able to make the students write their

ideas well. The teacher should consider writing skills that the students have to

master.

2.1.4 The Purpose of Writing

O’Malley and Pierce (1996: 137) divide the purpose of writing into three

categories; a. informative writing b. expressive/narrative writing, and c.

persuasive writing. Informative writing is commonly used if the writers want to

share knowledge and give information, directions or ideas.

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a. Informative writing includes describing events or experience, analyzing

concepts, speculating on causes and effects, and developing new ideas or

relationships. This type of writing can include a biography about a well-known

person or someone from the writer’s life.

b. Expressive/narrative writing is a personal or imaginative expression in which

the writer produces stories or essays. This type of writing is often based on

observations of people, objects, and places and may include creative

speculation and interpretations. It may include an autobiographical incident or

a reflection in which a writer describes an occurrence in her or his own life.

This type of writing is often used for entertainment, pleasure, and discovery or,

simply, as „fun‟ writing and can include poems and short plays.

c. In persuasive writing, writers attempt to influence others and initiate action or

change. This type of writing is often based on background information, facts,

and examples the writer uses to support the view expressed. Writers use

higher-level cognitive skills in this type of writing, such as analysis and

evaluation, to argue a particular point of view in a convincing way. This type

of writing may include evaluation of a book, movie, a consumer product, or a

controversial issue or problem. Writers can also use personal experience or

emotional appeals to argue in support of their view.

2.1.4 Types of Scoring in Writing

The Rubric for Assessing Writing Descriptive TextAccording to Brown

(2007).

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Aspect Score Performance Description Weighting

Content (C)

30%

- Topic

- Details

4 The topic is complete and clear and

the details are relating to the topic

3X


the details are almost relating to the

topic


the details are not relating to the

topic

1 The topic is not complete and clear

and the detais are not relating to the

topic

Organization (O)

20%

- Identification

- Description

4 Identification is complete and

description are arranged with proper

connectives

2X

3 Identification is almost complete and

description are arranged with

almmost proper of connectives

2 Identification is not complete and

description are arranged with few

misuse of connectives

1 Identification is not complete and

description are arranged with misuse

of connectives

Grammar (G)

20%

- Use present

4 Very few grammatical or agreement

inaccuracies

2X

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Tense

- Agreement

3 Few grammatical or agreement

inaccuracies but no affect on

meaning

2 Numerous grammatical or

agreement inaccuracies

1 Frequent grammatical or agreement

inaccuracies

Vocabulary (V)

15%

4 Effective choise of words and word

form

1.5X

3 Few misuse of vocabularies word

forms, but not change the meaning

2 Limited range confusing words and

word form

1 Very poor knowledge of words,

word form, and not understandable

Mechanics (M)

15 %

- Spelling

- Punctuation

- Capitalization

4 It uses correct spelling, punctuation,

and capitalization

1.5X

3 It has occasional errors of spelling,

punctuation, and capitalization

2 It has a frequent errors of spelling,


1 It is dominated by errors of spelling,


Score =3C+2O+1,V+1,5M

40 x10

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2.2 Descriptive Text

2.2.1 Definition of Descriptive Text

Descriptive text is a factual description which describes a particular person,

place or thing with detail. it similar with Gerot and Wignell (1994:24) state that

descriptive text is a kind of text with a purpose to give information. The context of

this kind of text is the description of a particular thing, animal, person, or others.

2.2.2 Function of Descriptive Text

The social function of descriptive text is to describe a particular person,

place or things. According to Knapp and Watkins (2005: 97) the function of

description are to write about a picture, writing about character or placein the

story, and reporting on an animal.

2.2.3 The Generic Structure of Descriptive Text

Josephine et al. (2007: 140) explained about the generic structure of the

descriptive text. There are two parts of generic structure in descriptive tesxt;

identification and description.

1. Identification

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This part identifies a particular thing to be described. In identification,

the writer tell what the things look, smell, taste and feel.

2. General Description

This part describe the parts, qualities, and characteristics:

a. Parts: describe wether it is a place, person or thing.

b. Qualities: when description is mentioned, one tend to thinks mainly

about adjective and perhaps adverb.

c. Characteristics: for example in describing people, characteristics

may be describe directly or indirectly. In direct description, the

writer tells how the persons look like. In indirect description, the

character is revealed though what he or she does, things, or says in

certain situation.

Based on the explanation above, it can be conclude that descriptive

text has two parts of generic structure and descriptive text is text that

described about place, person or thing.

2.2.4 Language Feature of Descriptive Text

The language feature fused in descriptive text is commonly using

simplepresent tense. Descriptive text is describing the object based on the fact.

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According to Gerot and Wignell (1994: 204) cited in Fikri (2015), language

feature in descriptive text are:

1. Focus on the specific participant

2. Using attribute and identifying the process

3. Frequent use ephitets and classifiers in groups

4. Use of simple present tense

2.2.5 The Criteria of Good Description

According to (Blanchard, 2003: 70) the key of good writing description is to

use the details that help the reader to imagine the person, animal or thing are

describing. So, when student or people describe what a person look like, the

student write about physical appearance or the detail of the object such as: color,

shape , and weight.

2.3 Mind Mapping

2.3.1 Definition of Mind Mapping

According to Buzan (2005:1), mind mapping is one of the essential or

important technique to improve students creativity to solve problem. This

technique is a more creative and uniqe way of taking notes or organizing thought

however it is also to be effective. So, mind mapping technique can make students

more interest and creative in learning writing.

Hedge (2005: 58) states making a mind map is a strategy for note-making

before writing; in other words, scribbling down ideas about a topic and

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developing those ideas as the mind makes associations. So, it can be said that

mind mapping can give students a way to begin writing assignments.

2.3.2 The Step in Using Mind Mapping

Here are the steps and purpose to draw mind mapping provided below

Buzan, (2004: 21-23):

a. Write the topic

b. Use symbol

c. Use colors

d. Connect brance of mind mapping central

e. Make curved lines

f. Use key for every lines

g. Use picture.

2.3.3 The Advantages and Disadvantages of Teaching with Mind Mapping

a. The advantages of mind mapping technique:

- According to Buzan (2006:30) the advantage of mind mapping technique

in teaching learning are:

1. Mind mapping automatically inspire interest in the students, thus making

them more receptive and cooperative in the classroom.

2. Mind mapping makes lessons and presentation more spontaneous, creative

and enjoyable both for the teacher and students.

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3. Rather than remaining relatively rigid as the years go by teacher’s notes

are flexible and adaptable. In this timeof rapid change and development,

the teacher needs to be able to alter and add to teaching notes easily and

quickly.

4. Mind mapping present only relevant material in a clear and memorable

form, the students to get better marks in examinations.

- According DePorter &Hernacki (2008:172) the advantages of mind maps

are;

1. Flexible. If readers suddenly want to explain something about the thought,

they can add it into right place without confusing.

2. Focusing on the point. It means the students should concentrate on the

ideas without catching every word spoken.

3. Improving understanding. Mind mapping will increase understanding and

provide a record of a significant review in the future.

4. Fun. With imagination and creativity in mind mapping, the learning

process will be fun.

b. The disadvantages of mind mapping technique

According to DePorter and Hernacki (in Abdurahman, 2008: 172) there

are disadvantages of mind mapping, they are:

1. Need a lot of time in organization

Mind mapping need a lot of time in organization because mind mapping

need concentrate the topic can make students be active brain.

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2. Difficult to allocated the time

Mind mapping difficult to allocated the time because students needs to

think the word relate to the keyboard.

3. Need a many times to find an effective keyword

Mind mapping must be need a many times to find an effective keyword to

help students easy to find the similarly and relate the word.

4. Too load the students

Mind mapping can make students load to find the word.

Based on the above statement, mind mapping helps help students to

memorable, interest, motivate, be creative, solve the problem and explain

the ideas. Mind mapping also need a lot of time organization difficult to

allocated the time.

2.4 Previous Study

There are two previous study that related to the mind mapping strategy. The

first research was conducted by PurnomoAdi in 2014 entitled “Improving

Descriptive Writing Skill Trough Mind Mapping Technique (An True

Experimental Research in 8 Grade Students of MTs Muhammadiyah 1 Cekelan in

the Academic Year of 2013/2014). The objectives of the previous research is to

improve students’ descriptive writing skill of 8 grade and to describe the process

of teaching writing of 8 grade. It is different with this research, the objective of

this research is just to know the influence of mind mapping technique in learning

37

writing descriptive text. The similarity is the previous research use mind mapping

as a technique, it is same with this research.

The second research was conducted by LiaMarlina 2015 entitled “Teaching

Descriptive Text Trough Mind Mapping Technique at the Seventh Grade Students

of SMPN 1 MandeCianjur”. In this research, the researcher used true

experimental method to improve students writing descriptive text using mind

mapping the participants were thirty of seventh grade students. The research

instruments that the previous research used were test, (pre-test and post-test) and

questionnaire. The researcher also will use the research instrument and data

collecting technique but the researcher will not use the questionnaire.

Based on the explanation above this research and the previous research has

the similarities in the strategy, method, research instrument and data collecting

technique. The differences are the objectives and the researcher will not use

questionnaire in data collecting technique.

38

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The researcher used quantitative method because this method focuses on

statistical analysis.According to Cresswell (2012:19), quantitative method is a

method that correlates with statistical analysis of the data, which is typical in

numeric form.

In conducting the research, the researcher used quasi experimental design

as research methodology. According to Donald (2010:26)Quasi experimental is

used when the researcher cannot random assign subject to experimental treatments

for a study. Instead, as in peceding example, the experimenter must use already

assembled groups such as classes.Based on Sugiyono (2009: 77), the quasi-

experimental design is the research design which is aimed at discovering the

influence of particular treatment.

39

According to Freankel J.R (2012:264), the design of quasi experimental

that applied in this study can be describes as follows:

Notes:

M = Matched subject

O1=

Students’ writing score in pre –test

O2 = Students’ writing score in post-test

X = Treatment using mind mapping

C = No treatment

3.2 Research Variables

According to Creswell (2012:112), variable is a characteristic or attribute

of an individual or an organization that researcher can measure or observe and

varies among individuals or organizations studied. A common and useful way to

think about the variable was to classify them as independent or dependent variable

independent variable was variable that affect the other variables, while dependent

variable was variablethat was influenced by other variables.

The variables of the research as follows:

1. Independent variable (X)

The independent variable is mind mapping technique.

Treatment Group M O1 X O

2

Control Group M O1 C O

2

40

2. Dependent variable (Y)

The dependent variable is students’ writing descriptive text.

3.3 Population and Sample Research

3.3.1 Population Research

Population is the main subject of the research. As stated by Creswell

(2012:142), population is a group of individuals who have the same characteristic.

It means to get the data of population the researcher chooses one characteristic or

level for one population.

In this research, the population was all students at the seventh grade

ofSMPN 5 Kota Serang in academic year 2016-2017.

3.3.2 Sample

Sample is a part of population, which is choosen to participate in the

research (Arikunto, 2010:174). In this research, the researcher determined the

sample by using cluster random sampling using lottery. According to Donald

(2010:154) cluster random sampling is technique to determining random samlpe

from a population of cluster.

To minimize the sample, the researcher took two classes as a sample of the

research, one classs as a control class and other one as an experimental class.

There were ten classes of seventh grade, each class consist of approximately 30

students.

41

3.4 Time and Place of the Research

This researchwas conductedat SMPN 5 Kota Serang in academic year

2016/2017. Then, the researcher conducted this research in two weeks (four

meetings) consisting of pre-test, two treatments and post-test.

3.5 Research Instrument

In this research the researcher used two instruments in getting the data.

The research instruments were test and documentation.

3.5.1 Test ( pre test and post test)

The researcher applied a measurement technique to measure the influence

of using mind mapping technique toward students writing descriptive text. The

measurement used a test and arranged in two steps, pretest and posttest. Based on

Arikunto (2010) test is a series of questions or exercises or other devices used to

measure the skills, knowledge, intelligence, ability or talent possessed by

individuals group. The test was in form of essay writing. It consisted of two

options: A and B in each question.

In conducting the research, the researcher used two kinds of test. They

were pretest and posttest. The pre-test was conducted before treatment and post-

test was conducted after treatment.

3.5.2 Documentation

42

Documentation used to gain the data about teaching preparation by the the

researcher. In this research, the preparation such as lesson plan, syllabus, students’

worksheet and picture.

3.6 Data Collecting Technique

All kinds of researches need the data to support the investigation. Based

on Arikunto (2010: 266) the data collecting techniques is the most important

strategic step in a research. The researcher collected the data by using test consist

of pre-test and post-test. The purpose is to discover the ability of the student in

previous time and after get the treatment.

3.6 Validity and Reliability of Instrument

3.7.1 Content Validity

To measure validity of the test, researcher used content validity which

measure the content of the test based on the program. According to Creswell

(2012:162), content validity is useful when the possibilities of the tests are well

known and easily identifiable. It means content validity can be done by asking

help from the expert of the English teacher in that school to analyze whether the

concept of the test is valid or not. This technique was done by proposing a test

which was based on the curriculum.

43

3.7.2 Inter-Rater Reliability

According to Phelan & Wren (2006) inter rater reliability is a measured of

reliability used to assess the degree to which different judged or raters agree in

their assessment decision. Inter rater reliability is useful because human observers

is not necessary interpret answers the same way; raters may disagree as to how

well certain responses of material demonstrate knowledge of the construct or skill

being assessed.There are two raters of this research,the English teacher of SMPN5

Kota Serang and the researcher. The scores from two raters is calculated to get the

correlation coefficient. The two raters served students’ writing descriptive text by

scoring the pre-test and post-test referring to the rubric of assessing writing

descriptive text from Brown (2007).

The researcherused Cohen Kappawhich measured inter-rater reliability

with formula as follows:

Notes:

KK : Coefficient of agreement of the observation

𝑃0 : Proportion of the frequency of the observation

Pe: Chance of the agreement

(Creswell, 2012)

The interpretation value of Kappa as follows:

Table 3.7 Value of Kappa

𝐾𝐾 =𝑃0 − 𝑃𝑒

1 − 𝑃𝑒

44

Kappa statistic Strength of agreement

< 0.20 Poor

0.21-0.40 Fair

0.41-0.60 Moderate

0.61-0.80 Good

0.81-1.00 Very good

(Altman, 1991)

3.7 Data Analysis Technique

In this research, thetests are used to gain the data. The researcher use T-

test formula to find out the influence of mind mapping technique toward students

writing descriptive text. T-test used to analyze the data and to measure the effect

of treatment. Before calculating the data, the researcher calculated the normality

distribution. The following steps to analyze the data as follows:

1. Scoring the students’ writing about vocabulary, arranging word, language

use and grammatical function in writing descriptive text pre-test in

experimental group and control group.

2. Scoring the students’ writing about vocabulary, arranging word, language

use and grammatical function in writing descriptive text post-test in

experimental group and control group.

3.8.1.1 Normality of Distribution Test

45

Based on Sugiyono (2010:79) normality test is performed to determine

whether the test data of students’ written test in the experiment and control class

are normally distributed or not.According to Hatch and Anne (1991), there are

three properties to show the data that is normal distribution as follows.

Figure 3.7 Normal Distribution

.

3.8.2 Homogeneity of Variances

To find out the homogeneity of variances,the researcher used Fcount

formula (Riduwan, 2012:120) as follows:

𝑆12 = √

∑(𝑥−�̅�)2

𝑛1−1And𝑆2

2 = √∑(𝑥−�̅�)2

𝑛2−1

𝐹 𝑐𝑜𝑢𝑛𝑡 = 𝐵𝑖𝑔𝑔𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

𝑆𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

Note:

S12 = variance sample 1

S22 = variance sample 2

n1 = totally sample of experimental class

n2 = totally sample of control class

46

x = mean of experimental class

x̄ = mean of control class

Compare the value of 𝐹𝑐𝑜𝑢𝑛𝑡 and 𝐹𝑡𝑎𝑏𝑙𝑒 then specified whether

homogeneous or not homogenous with the following criteria (significance level =

5% and 𝑑𝑓1 = 𝑛 − 1, 𝑑𝑓2 = 𝑛 − 1.

Moroever, to know the criteria of homogeneity test as follow:

If Fcount≥ Ftable it does not indicate homogenous.

If Fcount≤ Ftable it indicates homogenous.

3.8.3 Hypothesis Test

In this research, there were two kinds of test namely pretest and posttest.

Pretest was distributed before conducting the treatment. The purpose is to

determine the significance differences between experimental and control group

before get the treatment. The pretest result is used for calculating the T-Test.

Besides, the post-test also distributed to the experimental and control group to

find out the influence of the treatment by using mind mapping technique learning

model. T-test also used to find out whether the hypothesis is rejected or accepted.

If the null hypothesis is rejected, it means that there is the differences between the

experimental and control group after implementing mind mapping technique. The

formula of T-test as follow:

t = Mx − My

√(Ʃx2+Ʃy2

Nx+Ny−2) (

1

Nx+

1

Ny)

Mx : mean of sample 1

47

My : mean of sample 2

Nx : number of subject in sample 1

Ny : number of subject in sample 2

X2

: variance of sample 1

Y2

: variance of sample 2

(Source: Arikunto, 2010:354)

Below are the criteria of the test :

If tvalue ≤ ttable, it indicate that Ho is accepted

If tvalue ≥ ttable, it indicate that Ho is rejected

3.9 Research Procedure

The description of the procedure of the research is later on guide for doing the

research. The procedural of conducting this research is described as follows:

a. Formulating problem:

The researcher formulate the problems before conducting research. there

is one research question in this research.

b. Deciding research method

This research is quantitative approach, the researcheruses a quasi

experimental design.

c. Deciding the subject of the research

d. Deciding the experimental and control class.

e. Designing the lesson plan

48

f. Designing pretest and posttest

g. Giving pretest to experimental and control class

h. Conducting the treatment

i. Giving posttest to experimental class and control class

j. Collecting data

k. Analyzing and interpreting data

l. Concluding the result of the research.

49

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

4.1 Research Finding

The objective of the research was to find out whether there was influence

of using mind mapping toward students’writing skill. The hypothesis of this

research showed that 𝑡𝑡𝑎𝑏𝑙𝑒 was 2.00 and 𝑡𝑐𝑜𝑢𝑛𝑡 was 7.27;𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 7.27

≥ 2.00. It means that null hypothesis (ℎ0) was rejected and the alternative

hypothesis (ℎ𝑎) was accepted. Therefore, there was any influence of mind

mapping technique toward students’ writing descriptive text at seventh grade

SMPN 5 Kota Serang.

The data analysis showed the calculation as follows.

Table 4. 1 Statistical Description

No. Result Pre-test Post-test

Experiment Control Experiment Control

1. Mean 51.8 47.7 71.8 68.8

2. Standard Deviation 13.10 11.23 13.94 15,20

3. Min. Score 25 25 45 36

4. Max. Score 78 71 95 92

5. Range 53 46 50 56

6. Sum 1554 1431 2218 2064

50

Based on the table above, it was found that there was significant difference

between students’ writing skill from the experimental class that received treatment

and the control class that did not receive treatment.

4.2 Result of Validity and Reliability

4.2.1 Content Validity

To determine content validity in this research, the researcher made validity

sheet then compared it to Kurikulum 2013 (K13) of the seventh grade of junior

high school. The researcher asked for help from the expert of English teacher to

analyze whether the content of the test was valid or not. Thus, the validity did not

need a trial and statistic analytic. The parameter of the validity of the test shown

by the following table:

Table 4. 2 Content Validity Basic Competence 3.7 Arrange the structures of the text and

language elements to spoken

transactional interaction text uses giving

and asking information about the nature

or adjective of the people, animals, or

things in accordance with the context of

its use.

Indicator Describe a short and simple paragraph

descriptive text about animal and people.

Technique Mind Mapping

Instrument of Test Pre-test

Students will write a short paragraph

51

descriptive text.

Post-test

Students will write a short paragraph

descriptive text.

Time Allocation 2 X 40 Minutes

4.2.2 Inter-rater Reliability

The researcher used inter-rater reliability to measure the reliability. The

researcher worked with the English teacher of SMPN 5 Kota Serang in scoring

students’ writing test. Here are the results between the two raters by interpreting

the value of kappa.Detail calculation of inter-rater reliability can be seen in

appendix 3.

Table 4. 3 Agreement of Inter-rater Reliability Group Pre-test Post-test

Experimental Class 0.71 Agreement 0.78 Agreement

Control Class 0.73 Agreement 0.79 Agreement

Based on the interpretation value of Kappa (Altman, 1991) 0.71, 0.73,

0.78 and 0.79 are good agreement.From the table above, it can be concluded that

the data of pre-test and post-test in experimental and control classes were reliable.

4.3 Result of Normality of Distribution Test

Normality test is used in order to figure the distribution of the test was

normally distributed. The researcher used graphical method for normality of

52

distribution test. The test of normality focused on pre-test and post-test of

experimental class and control class. Detail calculation of the required statistics of

graphic normal distribution can be seen in appendix 3.

Figure 4. 1 Normality pre-test of experimental class

Student’ Score

Figure 4. 2 Normality post-test of experimental class

0

1

2

3

4

5

6

7

8

9

24,5 33,5 42,5 51,5 60,5 69,5

Series1

Fre

que

ncy

53

Student’ Score

Figure 4. 3 Normality pre-test of control class

Student’ Score

Figure 4. 4 Normality post-test of control class

0

1

2

3

4

5

6

7

8

44,5 53,5 62,5 71,5 80,5 88,5

Series1

0

1

2

3

4

5

6

7

8

9

24,5 32,5 40,5 48,5 56,5 64,5

Series1

Fre

que

ncy

Fre

que

ncy

54

Student’ Score

Based on the results of normality pre-test and post-test, the graphic

indicated the distribution of data was normal.

4.4 Result of Homogeneity Test

The researcher used homogeneity test to find out the similarity between

control and experimental class. Furthermore, here is the criterion of homogeneity:

If Fcount ≥ Ftable: it indicates not homogenous

If Fcount ≤ Ftable: it indicates homogenous

The total variances of the students’ score were calculated (see appendix 3).

The result of sample homogeneity of the pre-test was 1.16, and the result of

sample homogeneity of the post-test was 1.09. Then, it was obtained by

comparing the value of the highest variance and the lowest variance with

significance level of 0.05 for df = 27 with the Ftable = 4.210. (Table of F

distribution, can see in appendix 4).

0

1

2

3

4

5

6

7

8

35,5 44,4 53,5 62,5 71,5 80,5 89,5

Series1

Fre

que

ncy

55

Table 4. 4 Result of the Homogeneity Test in Control and Experimental Class Group Fcount Pre-test Fcount Post-test Ftable

Control and Experimental 1.16 1.09 4.210

Pre-test : Fcount ≤ Ftable = 1.16≤ 4.210

Post-test : Fcount ≤ Ftable = 1.09≤ 4.210

It can be concluded that pre-test and post-test in control and experimental

class was homogeneous.

4.5 Result of Hypothesis Testing

To find out the mean difference of experimental and control class, the

researcher used t-test formula. There are alternative hypothesis (ℎ𝑎 ) and null

hypothesis (ℎ0) that assumed in this research. If the null hypothesis was rejected,

it means that there were the differences between the experimental and control

group after implementing English song technique. The criteria of testing as

follows:

If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is rejected.

If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.

To prove the hypothesis of this research, statistic calculation of t-test

formula with the degree of significance 5% was used. The formula as follow:

56

𝑡𝑐𝑜𝑢𝑛𝑡 =𝑀𝑥 − 𝑀𝑦

√(∑ 𝑥2± ∑ 𝑦2

𝑁𝑥+𝑁𝑦− 2) (

1

𝑁𝑥+

1

𝑁𝑦)

tcount = 73.9−68.8

√(197.6233+230.6933

30 + 30−2)(

1

30+

1

30)

tcount = 5.1

√(428.317

58)(

2

30)

tcount = 5,1

√(7.38)(0.067)

tcount = 5,1

√0.49

tcount = 5,1

0.7= 7,27

To interpret the value of t-test, the result was compared with the value of

ttable, degree of freedom was used. The degree of freedom formula as follow:

d.f = (𝑁𝑥+ 𝑁𝑦 – 2)

= (30 + 30 – 2)

= 58

𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00

Based on the result of test of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡),

it was found that𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or7.27≥ 2.00. The alternative hypothesis was

received. It can be concluded that there was any influence of using mind mapping

toward students’ writing skill at the seventh grade of SMPN 5 Kota Serang.

57

4.6 Research Discussion

This research was designed to find out the influence of using mind

mapping toward students’ writing skill at seventh grade of SMPN 5 Kota Serang.

This research was expected to find out the enhancement of students’ writing skill

through mind mapping.

This research used two classes. There were VII D as experimental class

that consisted of 30 students, and VII E as control class that consisted of 30

students too.

In this research, the researcher had conducted the research for 4 meetings.

In the first meeting the researcher gave the pre-test. In the second and the third

meeting the researcher gave the treatments, and the last meeting the researcher

gave the post test.

The first meeting of this research was conducted on July 31st2017. In this

meeting the researcher gave the pre-test. Some difficulties were found from the

pre-test. Most of them did not know how to write the paragraph, it because they

were lack of vocabularies. They spent much time to do the pre-test. The result of

their pre-test were not satisfied. In experimental class, the mean of students’ score

were 51.8 while the mean in control class were only 47.7.

The second meeting of this research was conducted on August 4th

2017. It

was first treatment. In experimental class the researcher and students’ learned

descriptive text about part of animals body using mind mapping technique, while

58

in control class without mind mapping technique. The researcher using animal

picture as tool of mind mapping technique in experimental class, some students so

interested, more creative and followed the learning process well. It is supporting

by (Buzan, 2006:56-57) through mind mapping, students will be creative on their

own way. In control class, the students’ learned descriptive text about part of

animals body by reading text book. They looked hard to understand the material

that had been delivered by the researcher. It is supported by (Buzan, 2006 : 22-23)

mind mapping will make students easy to learn and to receive the information.

The third meeting of this research was conducted on August 7th

2017. It

was the second treatment. In experimental and control class the researcher and

students’ learned descriptive text about part of human body. In experimental class,

some students more active to ask and answer the question that are given by the

researcher. It is supported by (Buzan, 2006 :22-23) mind mapping will make

students easy to learn and to receive the information.In control class, students tend

to silent.

Last meeting of this research was conductedon August11th

2017. In this

meeting, the researcher gave the post-test to both of classes. The result of post-test

in both of the classes were better than pre-test. The score improvement in

experimental class was more than the control class. It could be seen from the

mean of pre-test result in experimental class was 51.8 and the mean of post-test

result became 73.9. While in control class, the mean of pre-test was 47.7, and the

mean of post-test result became 68.8. From those data, it can be concluded that

59

the improving of the students’ score were significant in the experimental class. It

means, mind mapping gives positive influence toward students’ writing

descriptive text.

The students’ score of pre-test and post-test were analyzed use t-test to

know whether mind mapping gave significant influence toward students’ writing

descriptive text at seventh grade of SMPN 5 Kota Serang. In calculation of t-test,

this research used the critical value on the table using 5% alpha level of

significance , the degree of freedom (𝑑𝑓) was 58 (𝑁1 + 𝑁2 – 2 = 58). In the table

of significance, it could be seen that 𝑑𝑓 = 58 and the degree of 5% =2.00. The

result of t-test was 7.27, since 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 7.27 ≥ 2.00, it means that the

alternative hypothesis (ha) was accepted, and (h0) was rejected. It can be

concluded that there is any influence of using mind mapping technique toward

students’ writing descriptive text.

The researcher found the strengths and weaknesses of the research. The

strengths from teaching Mind Mapping Technique were; students could

systematically explore and organize their ideas, this technique also clearly

stimulated them to think in English and found the related ideas to constructing the

sentences in the written form and it was such an effortless technique to be applied

by the teacher without having to use a lot of teaching media. On the contrary,

there were also some weaknesses of Mind Mapping Technique. First, students

took longer time than usual when using this technique compared to their usual

60

writing routine. Second, the students did not pay much attention to the

grammatical aspects in their writing. Last, it tended to occupy students’ focus.

Therefore, it distracted them from writing the descriptive text which was the main

goal of their learning.

The result of this research has shown that there an influence of using Mind

Mapping Technique.This technique is hoped to solve the problem because

students usually get difficulties to develop their ideas in writing activity because

they are poor in vocabulary and grammar.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the result of this research calculation, it can be concluded that

the use of mind mapping gives significant influencetoward students’ writing

descriptive text. It is proven by the result of the students’ score between the

experimental and control class, the result of t-test (𝑡𝑐𝑜𝑢𝑛𝑡), and the effect size

of hypothesis testing (r).

61

From the mean of students’ score is gained that the post-test is higher

than pre-test. In experimental class the result of pre-test is 51.8, while the

post-test is 73.9. Whereas in control class the result of pre-test is 47.7, and the

post -test is 68.8. It can be concluded that there is significant difference

between the pre-test and the post-test in experimental class and control class

which is taught using mind mapping and without mind mapping.

Furthermore, the result of t-test (𝑡𝑐𝑜𝑢𝑛𝑡) is 7.27 with the degree of

freedom (𝑑𝑓) is 58 (𝑁1 + 𝑁2 – 2 = 58). In the table of significance, it can be

seen that 𝑑𝑓 = 58 and the degree of 5% is 2.00. So, 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 7.27 ≥

2.00. It means that the alternative hypothesis (ha) is accepted and (h0) is

rejected. It can be concluded that there is influence of using mind mapping

technique toward students’ writing descriptive text.

Based on the explanation above, it is clear that there is positive influence

of using mind mapping technique in teaching writing. By mind mapping

technique the students can impove their writing . The students become active

in learning process.

5.2 Suggestion

Based on the result of this research, several suggestions can be proposed:

For teacher

The correct use of teaching technique can make the teaching and learning

not only well but also interesting and enjoyable. Enjoyable teaching and

62

learning activities will help students receive the material more effectively and

efficiently. It will make the teacher more focus on the necessary things needed

for the class. That is why, it is recommended for teachers to apply it in their

class.

For students

Mind mapping is a simple technique which can be used for writing

activities. It is not only helpful in teaching and learning process in the

classroom. Mind mapping is also useful in other writing activities to generate

and organize ideas, opinion and thoughts. So, the researcher suggests that all

students learn how to use it.

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Antepodean Educational Enterprises.

Hatch, Evelyn, Lazaraton, Anne. 1991. The Research Manual: Design and

Statistics for Applied Linguistics. Los Angeles; University of California.

Josephine, S.M. 2007. English on the Sky Junior High School Students’ year VII.

Jakarta: Erlangga.

64

Knapp, Petter, and Megan Watkins. 2005. Genre, Text, Grammar: Technologies

for Teaching and Assessing Writing. Australia: U of New South Wales.

Lia Marlina. 2015 Entitled Teaching Descriptive Text Through Mind Mapping

Technique at the Seventh Grade.

Meyers Alan, Gateways to Academic Writing, New York: Pearson Education, Inc,

2005.

O’Malley, J.M & Valdez, Pierce. L. 1996. Authentic Assessment for English

Language Learners: Practical Approces for Teacher. Reading, Mass:

Addison-Weley Pub. Co.

PrunomoAdi. 2014. Entitled Improving Descriptive Writing Skill through Mind

Mapping Technique.

Richards. J. C. And Willy. A. Renandya. 2002. Methodology in Language

Teaching: An Anthology of Current Practice. Cambrige University.

Seow.A. 2002. The Writing Process and Writing Process in Richards. J. C. And

Willy. A. Renandya. 2002. Methodology in Language Teaching: An

Anthology of Current Practice. Cambrige University.

Sugiono, 2009, MetodePenelitianPendidikan, Bandung: Alfabeta.

Suharsimi Arikunto, 2010. ProsedurPenelitian. Jakarta: RienikaCipta.

65

Weigle, Sara Cushing. 2002. Assessing Writing. Cambrige Language Assessment

series.Cambrige University Press.

66

APPENDICES 1

TEACHING INSTRUMENT

1.1 Syllabus

1.2 Lesson Plan of Experimental Class

1.3 Lesson Plan of Control Class

67

1.1 SILABUS

Mata Pelajaran :Bahasa Inggris

Kelas : VII

Alokasi Waktu : 4 JP/minggu

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Mengidentifikasi

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

interpersonal

lisan dan tulis

yang

melibatkan

tindakan

menyapa,

berpamitan,

mengucapkan

terimakasih,

dan meminta

maaf, serta

menanggapinya

, sesuai dengan

konteks

penggunaannya

4.1 Menyusun teks

interaksi

interpersonal

lisan dan tulis

Fungsi sosial

Menyapa, berpamitan,

berterimakasih, meminta

maaf, dan menanggapinya,

untuk menjaga hubungan

interpersonal dengan guru

dan teman.

Struktur teks

- Memulai - Menanggapi (diharapkan/di

luar dugaan)

Unsur kebahasaan

- Ungkapan-ungkapan yang lazim digunakan

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Interaksi antara peserta didik

di dalam di luar kelas yang

melibatkan tindakan

menyapa, berpamitan,

berterimakasih, meminta

maaf yang dapat

menumbuhkan perilaku yang

- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar.

- Mengidentifikasi ungkapan yang sedang dipelajari

- Belajar menanyakan hal-hal yang tidak diketahui atau yang berbeda.

- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.

- Membiasakan menerapkan yang sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas.

- Melakukan refleksi tentang proses dan hasil belajar.

68


sangat pendek

dan sederhana

yang

melibatkan

tindakan

menyapa,

berpamitan,

mengucapkan

terimakasih,

dan meminta

maaf, dan

menanggapinya

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks

termuat di KI


fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait jati diri,

pendek dan

sederhana,

Fungsi sosial

Berkenalan, memperkenalkan

diri sendiri/orang lain.

Struktur teks


luar dugaan)

Unsur kebahasaan

- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang dekat lainnya

- Verba: be, have, go, work, live (dalam simple present tense)

- Subjek pronoun: I, You, We, They, He, She, It

- Kata ganti possessivemy, your, his, dsb.

- Menyimak dan menirukan beberapa contoh pemaparan jati diri, dengan ucapan dan tekanan kata yang benar

- Mengidentifikasi ungakapan-ungkapan penting

- Menanyakan hal-hal yang tidak diketahui atau yang berbeda.

- Mempelajari contoh teks pemaparan jati diri oleh figur-figur terkenal

- Memaparkan jati dirinya yang sebenarnya.

- Saling menyimak dan bertanya jawab tentang

69


sesuai dengan

konteks

penggunaannya

. Perhatikan

unsur

kebahasaan dan

kosa kata

terkait

hubungan

keluarga;

pronoun

(subjective,

objective,

possessive)

4.2 Menyusun teks

interaksi

transaksional

lisan dan tulis

sangat pendek

dan sederhana

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait jati diri,

pendek dan

sederhana,

dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks


Topik

Deskripsi diri sendiri sebagai

bagian dari keluarga: ayah,

ibu, kakak, adik,yang dapat


termuat di KI

jati diri masing-masing dengan teman-temannya

- Melakukan refleksi tentang proses dan hasil belajarnya

70



fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait nama

hari, bulan,

nama waktu

dalam hari,

waktu dalam

bentuk angka,

tanggal, dan

tahun, sesuai

dengan konteks

penggunaannya

. (Perhatikan

kosa kata

terkait angka

kardinal dan

ordinal)

4.3 Menyusun teks

interaksi

transaksional

lisan dan tulis

sangat pendek

dan sederhana

yang

melibatkan

Fungsi sosial

Menyebutkan/ menanyakan

waktu dari keadaan/

peristiwa/kegiatan

Struktur teks


luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun

- Angka ordinal dengan the untuk menyebut tanggal (lisan): a.l. the first, the second, the twenty third, the thirty first of May)

- Angka ordinal tanpa the untuk menyebut tanggal (lisan): a.l. 1st, 2nd, 23rd, 31st, of May)

- Waktu (lisan): at one, at two fifteen, at ten to seven, at a quarter past eight

- Waktu (tulis): 01:00; 02:15; 06:50; 08:15

- Artikel the untuk menyebut waktu dalam hari, in the morning, in the afternoon, in the evening

- Preposisi untuk in (bulan, tahun, waktu dalam hari), on (hari dan tanggal), at (jam, at noon, at night)


Topik

- Menyimak dan menirukan pemaparan tentang waktu terjadinya keadaan/kejadian/ peristiwa, mencakup nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun

- Menyebutkan semua nama hari, bulan, tanggal 1-31, waktu, bagian hari, tahun dengan ucapan dan tekanan kata yang benar, satu per satu.

- Menyatakan secara lisan waktu terjadinya berbagai keadaan/peristiwa/ kegiatan

- Menanyakan hari, tanggal, bulan, dan waktu terjadinya keadaan/peristiwa/ kegiatan dengan unsur kebahasaan yang benar

- Membuat tulisan tentang waktu-waktu terjadinya peristiwa penting yang diketahui umum. Hasilnya dipublikasikan di kelas atau di majalah dinding sekolah


71


tindakan

memberi dan

meminta

informasi

terkait nama

hari, bulan,

nama waktu

dalam hari,

waktu dalam

bentuk angka,

tanggal, dan

tahun, dengan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar

dansesuaikonte

ks

Waktu kejadian/peristiwa/

kegiatan terkait kehidupan di

sekolah, rumah, dan

lingkungan sekitar peserta

didik yang dapat


termuat di KI


fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait nama

dan jumlah

binatang,

benda, dan

Fungsi sosial

Mengidentifikasi dan

menyebutkan berbagai

benda, binatang, dan

bangunan umum di

lingkungan sekitar.

Struktur teks


luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait benda, binatang, bangunan publik

- Penyebutan benda dengan a, the, bentuk jamak (-s)

- Penggunaan kata penunjuk this, that, these, those ...

- Mencermati beberapa teks pendek berisi penyebutan benda-benda di kelas dan sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar

- Menyimak dan menirukan guru menanyakan dan menyebutkan benda-benda yang terdapat di dalam kelas dan di sekolah, dengan tata bahasa, ucapan dan tekanan kata yang benar

- Bertanya jawab tentang beberapa benda di

72


bangunan

publik yang

dekat dengan

kehidupan

peserta didik

sehari-hari,

sesuai dengan

konteks

penggunaannya

. (Perhatikan

unsur

kebahasaan dan

kosa kata

terkait artikel a

dan the, plural

dan singular)

4.4 Menyusun teks

interaksi

transaksional

lisan dan tulis

sangat pendek

dan sederhana

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait nama

dan jumlah

binatang,

benda, dan

bangunan

publik yang

dekat dengan

kehidupan

siswa sehari-

- Preposisi untuk in, on, under untuk menyatakan tempat


Topik

Benda, binatang, dan

bangunan yang biasa

dijumpai dalam kehidupan

nyata di rumah, sekolah, dan

lingkungan sekitar peserta

didik yang dapat


termuat di KI

dalam dan sekitar rumah

- Membaca beberapa teks pendek tentang rumah dan sekitarnya, terutama keberadaan benda dan binatang

- Bertanya jawab tentang

beberapa bangunan dan

benda-benda dan

binatang-binatang di

dalam dan sekitarnya

- Melakukan refleksi

tentang proses dan hasil

belajarnya

73


hari, dengan

memperhatikan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

yang benar dan

sesuai konteks


fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait dengan

sifat orang,

binatang, benda

sesuai dengan

konteks

penggunaannya

(Perhatikan

unsur

kebahasaan be,

adjective)

4.5.Menyusun teks

interaksi

transaksional

lisan dan tulis

sangat pendek

Fungsi sosial

Mendeskripsikan,

mengidentifikasi, mengkritisi,

memberikan penilaian

tentang orang, binatang, dan

benda dari segi sifatnya.

Struktur teks


luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait sifat orang, benda, binatang

- Kosa kata, terkait dengan ciri fisik (a.l. red, big, dark, loud), selera (a.l. nice, beautiful, cute), mental (a.l. clever, smart), psikologis (a.l. happy, sad, disappointed, angry, wild), budi (a.l. kind, good, polite)


Topik

Sifat dan keadaan orang,

binatang, benda, yang

terdapat di rumah, sekolah,

dan lingkungan sekitar

- Menyimak dan menirukan guru menanyakan dan menyebutkan sifat orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dengan tata bahasa, ucapan dan tekanan kata yang benar

- Mencermati beberapa teks pendek yang mendeskripsikan sifat orang, benda, dan binatang di kelas dan sekolah untuk kemudian membaca dengan ucapan dan tekanan kata yang benar

- Bertanya jawab tentang sifat beberapa benda di dalam dan sekitar rumah

- Membaca beberapa teks pendek tentang sifat orang, benda, binatang di dalam dan di sekitar rumah dan sekolah sekitarnya


sifat orang, benda,

binatang terkenal


74


dan sederhana

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait sifat

orang,

binatang, dan

benda, dengan

memperhatikan

fungsi sosial,

struktur teks

dan unsur

kebahasaan

yang benar dan

sesuai konteks

peserta didik yang dapat


termuat di KI


belajarnya


fungsi sosial,

struktur teks,

dan unsur

kebahasaan

teks interaksi

transaksional

lisan dan tulis

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait dengan

tingkah

laku/tindakan/

fungsi orang,

binatang,

Fungsi sosial

Mendeskripsikan,

mengidentifikasi, mengkritisi

orang, binatang, dan benda

dari segi sifatnya.

Struktur teks


luar dugaan)

Unsur kebahasaan

- Pernyataan dan pertanyaan terkait tingkah laku/tindakan/fungsi orang, binatang, benda

- Kalimat deklaratif (positif dan negatif) dalam simple present tense

- Kalimat interogative: Yes/No question; Wh-question

- Menyimak guru membacakan beberapa teks pendek kebiasaan yang dilakukan orang dan binatang yang terdapat di rumah, sekolah, dan sekitarnya, dan kemudian menirukannya kalimat-kalimat dengan tata bahasa, ucapan dan tekanan kata yang benar

- Didiktekan guru, peserta didik menulis teks-teks tersebut dengan tulis tangan, dengan ejaan dan tanda baca yang benar

- Membuat teks-teks pendek tentang kebiasaan yang

75


benda, sesuai

dengan konteks

penggunaannya

(Perhatikan

unsur

kebahasaan

kalimat

declarative,

interrogative,

simple present

tense)

4.6 Menyusun teks

interaksi

transaksional

lisan dan tulis

sangat pendek

dan sederhana

yang

melibatkan

tindakan

memberi dan

meminta

informasi

terkait tingkah

laku/tindakan/f

ungsi orang,

binatang, dan

benda, dengan

fungsi sosial,

struktur teks,

dan

unsurkebahasaa

n yang benar

dan sesuai

konteks


Topik

Tingkah laku/tindakan/ fungsi

orang, binatang, benda, yang



peserta didik yang dapat


termuat di KI

dilakukan beberapa orang dan binatang yang sangat dikenal


isi teks yang telah

ditulis dengan

kelompok lain.



belajarnya

3.7 Membandingkan

fungsi sosial,

Fungsi sosial

Mendeskripsikan,

- Membaca beberapa teks deskriptif tentang

76


struktur teks,

dan unsur

kebahasaan

beberapa teks

deskriptif lisan

dan tulis

dengan

memberi dan

meminta

informasi

terkait dengan

deskripsi orang,

binatang, dan

benda sangat

pendek dan

sederhana,

sesuai dengan

konteks

penggunaannya

4.7. Teks Deskriptif

4.7.1 Menangkap

makna

secara

kontekstual

terkait fungsi

sosial,

struktur teks,

dan unsur

kebahasaan

teks

deskriptif

lisan dan

tulis, sangat

pendek dan

sederhana,

terkait orang,

binatang,

dan benda

4.7.2 Menyusun

teks

mengenalkan, memuji,

mengidentifikasi, mengkritik

Struktur teks

Dapat mencakup:

- identifikasi (nama keseluruhan dan bagian)

- sifat yang menjadi pencirinya

- fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri orang, binatang, atau benda yang dibicarakan.

Unsur kebahasaan

- Kalimat deklaratif (positif dan negatif), dan interogatif (Yes/No question; Wh-question), dalam simple present tense

- Nomina singular dan plural

dengan atau tanpa a, the,

this, those, my, their, dsb.


Topik

Orang, binatang, benda, yang



peserta didik, termasuk

bangunan publik yang dapat


termuat dalam KI

sekolah termasuk benda-benda dan binatang-binatang yang ada yang disertai foto atau gambar yang menarik

- Bertanya tentang informasi yang terkait di dalam teks tersebut.

- Menggunakan alat analisis (tabel atau bagan mind-map) untuk mempelajari sistematika deskripsi yang diterapkan

- Mengamati suatu benda/binatang/orang yang sangat dikenal, untuk mengumpulkan data tentang jumlah, sifat, perilaku, dll. Untuk mengritik/ menyatakan kekaguman/ mempromosikan

- Dalam kelompok membuat proyek kecil: dengan bantuan mind-map, membuat teks deskripsi tentang kota atau desanya untuk mempromosikan

- Menempelkan teks di dinding kelas dan bertanya jawab dengan pembaca (siswa lain, guru) yang datang membacanya


77


deskriptif

lisan dan

tulis sangat

pendek dan

sederhana,

terkait

orang,

binatang,

dan benda,

dengan

memperhati

kan fungsi

sosial,

struktur

teks, dan

unsur

kebahasaan,

secara benar

dan sesuai

konteks

3.8 Menafsirkan

fungsi sosial

dan unsur

kebahasaan

dalam lirik lagu

terkait

kehidupan

remaja

SMP/MTs

4.8 Menangkap

makna secara

kontekstual

terkait dengan

fungsi sosial

dan unsur

kebahasaan lirik

lagu terkait

Fungsi sosial

Mengembangkan nilai-nilai

kehidupan dan karakter yang

positif

Unsur kebahasaan

- Kosa kata dan tata bahasa dalam lirik lagu


Topik

Hal-hal yang dapat

memberikan keteladanan dan


termuat di KI

- Membaca, menyimak, dan menirukan lirik lagu secara lisan.

- Menanyakan hal-hal yang tidak diketahui atau berbeda

- Menyebutkan pesan yang terkait dengan bagian-bagian tertentu

- Melakukan refleksi tentang proses dan hasil belajarnya.

78


kehidupan

remaja

SMP/MTs

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP-1)

EXPERIMENTAL CLASS

Satuan Pendidikan : SMP NEGERI 5 KOTA SERANG

Mata Pelajaran : BahasaInggris

Kelas/Semester : VII/1

Materi/Pokok-Sub Materi : Teks interaksi transaksional tentang

tingkah laku/tindakan/fungsi orang,

binatang, benda./Parts of animals

body

Alokasi Waktu : 2 x 40 Menit (2 JP)

A. TujuanPembelajaran

Pesertadidikmampu :

1. Menghargai dan menunjukan sikap jujur dan percaya diri

2. Menggetahui dan memahami kata seperti noun dalam parts of animal

body.

3. Mengidentifikasi dan memahami makna dari setiap kata dalam parts of

animal body.

B. Kompetensi Dasar

79

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta

informasi terkait dengan deskripsi orang, binatang, dan benda, sangat

pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.7. Teks Deskriptif.

C. Indikator Pencapaian Kompetensi

3.7.1 Menggunakan dengan tepat struktur teks terkait kata noun dan adjective

binatang sesuai dengan konteks penggunaanya.

3.4.2 Menggunakan dengan tepat unsur kebahasaan teks terkait noun dan

adjective binatang sesuai dengan konteks penggunaanya.

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,

dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang, dan benda.

4.7.2 Mengidentifikasi kosakata terkait part of animals body.

D. Materi Pembelajaran

Materi Pembelajaran

Teks interaksi transaksional tentang tingkah laku/tindakan/fungsi orang, binatang,

benda.

Fungsi Sosial

Mendeskripsikan, mengenalkan, memuji, mengidentifikasi, mengkritik.

Struktur Teks

Dapat mencakup:

• Identifikasi (nama keseluruhan dan bagian)

• Sifat yang menjadi pencirinya.

• Fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi penciri orang,

binatang, atau benda yang dibicarakan.

80

Unsur Kebahasaan

•Kalimat deklaratif (positif dan negatif), dan interogative (Yes/No question;

Whquestion), dalam simple present tense.

• Pernyataan dan pertanyaan terkait sifat orang, benda, binatang.

• Kata, terkait dengan ciri fisik (antara lain. red, big, dark, loud), selera (antara

lain. nice, funny, cute), mental (antara lain. clever, smart), psikologis (antara lain.

tame, wild).

• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

Topik

Tingkah laku/tindakan/ fungsi orang, binatang, benda, yang terdapat di rumah,

sekolah, dan lingkungan sekitar peserta didik yang dapat menumbuhkan perilaku

yang termuat di KI.

E. MetodePembelajaran

Mind Mapping, Eksperimen, project based learning.

F. Media Pembelajaran

1. Media/alat : Percakapan dan gambar pada Buku Siswa

G. SumberBelajar

Sumber Belajar : BukuSiswa, BahasaInggris, When English Rings a

Bell, Kelas VII Kementerian Pendidikan dan

Kebudayaan, 2016. Halaman 107.

H. Langkah-langkah Pembelajaran*)

Pertemuan kesatu: (2 JP)

a. Kegiatan Pendahuluan (10’)

1) Guru member salam dan menyapa peserta didik

2) Peserta didik dan guru berdoa untuk memulai pelajaran

3) Guru mengabsen kehadiran siswa

4) Apersepsi :

81

Untuk memperoleh perhatian dan memotivasi peserta didik guru

menunjukan barang realia, kemudian mintalah peserta didik

menyampaikan pendapatnya tentang “Apa yang dilihat”

5) Guru menyampaikan tujuan pembelajaran yang akan dicapai dalam

pembelajaran.

6) Guru menyampaikan manfaat mempelajari materi Teks interaksi

transaksional terkait ciri- ciri fisik binatang.

b. Kegiatan Inti (60’)

Observing

1) Setiap peserta didik mengamati karakter dan ciri-ciri fisik binatang

yang sering mereka lihat.

Questioning

2) Dengan bimbingan dan arahan guru, peserta didik menanyakan

karakter dan ciri-ciri fisik binatang

Collecting information

3) Guru menunjukan gambar binatang dan menyebutkan karakter dan

ciri-ciri fisik yang dimiliki oleh binatang. Kemudian siswa

menirukannya.

4) Peserta didik diberikan gambar yang berkaitan dengan binatang (

tanduk, taring, belalai dan sebagainya.

5) Peserta didik mendeskripsikan karakter dan ciri-ciri binatang.

Associating

6) Peserta didik membuat deskripsi tentang binatang yang mereka sukai.

Communicating

7) Peserta didik menyampaikan hasil kerjanya didepan kelas

82

8) Guru memberikan balikan dalam bentuk komentar, koreksi, dan

penghargaan, terhadap pekerjaan peserta didik secara umum,

keseluruh kelas.

C. Penutup (10’) 1) Peserta didik diminta untuk mengungkapkan pendapatnya mengenai

pencapaian pembelajaran.

2) Peserta didik memberikan kesimpulan pada pertemuan ini.

3) Peserta didik mendapatkan informasi rencana pembelajaran pada

pertemuan selanjutnya.

I. Penilaian Pembelajaran

1. Penilaian sikap

a. Teknik : observasi

b. Bentuk : jurnal perkembangan, penilaian diri, dan

penilaian

antar teman

Jurnal Perkembangan

Jurnal Penilaian Diri

No. Pernyataan 1 2 3 4

No Nama Peserta Waktu

(hari,tanggal,

jam)

Kejadian/catatan

perilaku

Unsur Sikap keterangan

Spiritual Sosial

1

2

3

4

5

83


1. Saya selalu berdoa sebelum melakukan aktivitas.

2. Saya salat lima waktu tepat waktu.

3. Saya tidak mengganggu teman saya yang Bergama lain

berdoa sesuai agamanya.

4. Saya berani mengakui kesalahansaya.

5. Saya menyelesaikan tugas-tugas tepat waktu.

6. Saya berani menerima resiko atas tindakan yang saya

lakukan.

7. Saya mengembalikan barang yang saya pinjam.

8. Saya meminta maaf jika saya melakukan kesalahan.

9. Saya melakukan praktikum sesuai dengan langkah yang

ditetapkan.

10. Saya datang ke sekolah tepat waktu.

Jurnal Penilaian Antar Teman

No Pernyataan Ya Tidak

1. Teman saya selalu berdoa sebelum melakukan aktivitas.

2. Teman saya salat lima waktu tepat waktu.

3. Teman saya tidak mengganggu teman saya yang beragama

lain berdoa sesuai agamanya.

4. Teman saya tidak menyontek dalam mengerjakan

ujian/ulangan.

5. Teman saya tidak melakukan plagiat (mengambil/menyalin

karya orang lain tanpa menyebutkan sumber) dalam

mengerjakan setiap tugas.

84

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VII / I

Kompetensi Dasar : 3.4

Topik Subtopik : Things Around

Indikator Pencapaian Kompetensi : 3.7.1 Menggunakan dengan tepat

struktur teks terkait kata noun dan

adjective binatang sesuai dengan konteks

penggunaanya.

Indikator soal 3.4.2 Menggunakan dengan tepat

unsur kebahasaan teks terkait noun dan


penggunaanya.

3.4.1.1 disajikan dalam bentuk esay, siswa

dapat mengisikata pada tabel yang sudah

disediakan.

Instrument:

Name :

Class :

Date/day :

1. Please fill in the blank with a word which has been provided below:

6. Teman saya mengemukakan perasaan terhadap sesuatu apa

adanya.

7. Teman saya melaporkan data atau informasi apa adanya.

Jumlah

85

2. Write a descriptive text about characteristics the animal above, as much asyou

know!

1. Penilaian pengetahuan

Panduan penilaian berdasarkan Brown (2007) sebagai berikut:

86

87

Kota Serang, 4 Agustus 2017

Mengetahui,

Guru Bahasa Inggris, Peneliti,

LailatulMasyrifah, S.Pd Selpy Novianti

NUPTK. 0733765666210122 NIM. 2223131946

Kepala Sekolah

SMPN 5 Kota Serang

88

Drs. Asep Gunawan, M.Pd

NIP. 195904111986031010


(RPP-1)

CONTROL CLASS


Mata Pelajaran : BahasaInggris




binatang, benda./Parts of animals

body


J. TujuanPembelajaran

Pesertadidikmampu :


2. Menggetahui dan memahami kata seperti noun dalam parts of animal

body.


animal body.

K. Kompetensi Dasar



89




L. Indikator Pencapaian Kompetensi


binatang sesuai dengan konteks penggunaanya.


adjective binatang sesuai dengan konteks penggunaanya.




4.7.2 Mengidentifikasi kosakata terkait part of animals body.

M. Materi Pembelajaran

Materi Pembelajaran


benda.

Fungsi Sosial


Struktur Teks

Dapat mencakup:





Unsur Kebahasaan

90

•Kalimat deklaratif (positif dan negatif), dan interogative (Yes/No question;




lain. nice, funny, cute), mental (antara lain. clever, smart), psikologis (antara lain.

tame, wild).


Topik



yang termuat di KI.

N. MetodePembelajaran

Scientific approach

O. Media Pembelajaran


P. SumberBelajar

Sumber Belajar : BukuSiswa, BahasaInggris, When English Rings a

Bell, Kelas VII Kementerian Pendidikan dan


Q. Langkah-langkah Pembelajaran*)


c. Kegiatan Pendahuluan (10’)

7) Guru member salam dan menyapa peserta didik



10) Apersepsi :

91





pembelajaran.


transaksional terkait ciri- ciri fisik binatang.

d. Kegiatan Inti (60’)

Observing

9) Setiap peserta didik mengamati karakter dan ciri-ciri fisik binatang

yang sering mereka lihat.

Questioning

10) Dengan bimbingan dan arahan guru, peserta didik

menanyakan karakter dan ciri-ciri fisik binatang

Collecting information

11) Guru menyebutkan karakter dan ciri-ciri fisik yang dimiliki

oleh binatang. Kemudian siswa menirukannya.

12) Peserta didik diberikan gambar yang berkaitan dengan

binatang ( tanduk, taring, belalai dan sebagainya.

13) Peserta didik mendeskripsikan karakter dan ciri-ciri

binatang.

Associating

14) Peserta didik membuat deskripsi tentang binatang yang mereka

sukai.

Communicating

15) Peserta didik menyampaikan hasil kerjanya didepan kelas

92

16) Guru memberikan balikan dalam bentuk komentar, koreksi,

dan penghargaan, terhadap pekerjaan peserta didik secara umum,

keseluruh kelas.

D. Penutup (10’) 4) Peserta didik diminta untuk mengungkapkan pendapatnya mengenai

pencapaian pembelajaran.

5) Peserta didik memberikan kesimpulan pada pertemuan ini.

6) Peserta didik mendapatkan informasi rencana pembelajaran pada


R. Penilaian Pembelajaran

2. Penilaian sikap



penilaian

antar teman

Jurnal Perkembangan




(hari,tanggal,

jam)

Kejadian/catatan

perilaku


Spiritual sosial

1

2

3

4

5

93









lakukan.




ditetapkan.









ujian/ulangan.




94








penggunaanya.

3.4.2 Menggunakan dengan tepat



penggunaanya.

Indikator soal : 3.4.1.1 disajikan dalam bentuk esay,

siswa dapat mengisikata pada tabel yang

sudah disediakan.

Instrument:

Name :

Class :

Date/day :


adanya.


Jumlah

95

3. Write a descriptive text about characteristics the animal above, as much as you

know!

1. Penilaian pengetahuan


96

97

Kota Serang, 4

Agustus 2017

Mengetahui,


LailatulMasyrifah, S.Pd Selpy

Novianti

NUPTK. 0733765666210122 NIM.

2223131946

Kepala Sekolah

SMPN 5 Kota Serang


NIP. 195904111986031010

98


(RPP-2)

EXPERIMENTAL CLASS






binatang, benda./Parts of body


A. Tujuan Pembelajaran

Peserta didik mampu :


2. Menggetahui dan memahami kata seperti noun dalam parts of body.


body.

B. Kompetensi Dasar






C. Indikator Pencapaian Kompetensi


orang sesuai dengan konteks penggunaanya.

99


adjective orang sesuai dengan konteks penggunaanya.




4.7.2 Mengidentifikasi kosakata terkait part of body.

D. Materi Pembelajaran

Materi Pembelajaran


benda.

Fungsi Sosial


Struktur Teks

Dapat mencakup:





Unsur Kebahasaan

• Kalimat deklaratif (positif dan negatif), dan interogative (Yes/No question;




lain. nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara

lain. happy, sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).

100


Topik



yang termuat di KI.

E. Metode Pembelajaran

Mind Mapping, learning and project.

F. Media Pembelajaran


G. SumberBelajar

Sumber Belajar : Buku Siswa, Bahasa Inggris, When English Rings

a Bell, Kelas VII Kementerian Pendidikan dan


H. Langkah-langkah Pembelajaran*)


a. Kegiatan Pendahuluan (10’)

1) Guru memberi salam dan menyapa peserta didik



4) Apersepsi :





pembelajaran.


transaksional terkait ciri-ciri fisik orang.

101

b. Kegiatan Inti (60’)

Observing

1) Guru meminta peserta didik untuk mengamati bagian-bagian tubuh

mereka.

2) Peserta didik menyebutkan kata yang berhubungan dengan bagian-

bagian tubuh.

3) Guru memberikan contoh pengucapan kata-kata benda dan sifat

yang telah disebutkan siswa dengan lafal dan intonasi yang tepat.

Questioning

4) Dengan bimbingan dan arahan guru, peserta didik menanyakan

noun yang berkaitan dengan parts of body.

Collecting Information

5) Dengan bimbingan guru, siswa menyebutkan kata part of body dalam

bahasa inggris.

6) Peserta didik diberikan soal latihan yang berkaitan dengan parts of

body.

7) Dengan bimbingan guru, siswa diminta melengkapi teks dengan

noun dengan tepat.

Associating

8) Guru meminta peserta didik menjawab pertanyaan/mengidentifikasi

part of body dengan soal yang telah diberikan oleh guru.

Communicating

9) Peserta didik memeriksa hasil kerja mereka secara bersama-sama.


penghargaan, terhadap pekerjaan peserta didik secara umum, keseluruh

kelas.

C. Penutup (10’) 1) Peserta didik diminta untuk mengungkapkan pendapatnya mengenai

pencapaian pembelajaran. 2) Peserta didik memberikan kesimpulan pada pertemuan ini.

102

3) Peserta didik mendapatkan informasi rencana pembelajaran pada pertemuan selanjutnya.

I. Penilaian Pembelajaran

1. Penilaian sikap



penilaian

antar teman

Jurnal Perkembangan









(hari,tanggal,

jam)

Kejadian/catatan

perilaku


Spiritual sosial

1

2

3

4

5

103




lakukan.




ditetapkan.









ujian/ulangan.





adanya.


Jumlah

104







adjective orang sesuai dengan konteks

penggunaanya.

Indikator soal 3.4.2 Menggunakan dengan tepat



penggunaanya.

3.4.1.1 disajikan dalam bentuk text, siswa

dapat melengkapi teks yang hilang dan

mengisinya sesuai kalimat yang sudah

disediakan.

Instrument:

Name :

Class :

Date/day :


1

2

3

4

5

7

8

10

9

6

105

Word match

1. Body

1. Nose

2. Chin

3. Cheek

4. Eyes

5. Teeth

6. Eyebrow

7. Neck

8. Hair

106

c. Penilaian pengetahuan


107

108

Kota Serang, 7 Agustus 2017

Mengetahui,


Lailatul Masyrifah, S.Pd Selpy Novianti

NUPTK. 0733765666210122 NIM. 2223131946

Kepala Sekolah

SMPN 5 Kota Serang


NIP. 195904111986031010

109


(RPP-2)

CONTROL CLASS






binatang, benda./Parts of body


J. Tujuan Pembelajaran

Peserta didik mampu :


2. Menggetahui dan memahami kata seperti noun dalam parts of body.


body.

K. Kompetensi Dasar






L. Indikator Pencapaian Kompetensi

110


orang sesuai dengan konteks penggunaanya.


adjective orang sesuai dengan konteks penggunaanya.




4.7.2 Mengidentifikasi kosakata terkait part of body.

M. Materi Pembelajaran

Materi Pembelajaran


benda.

Fungsi Sosial


Struktur Teks

Dapat mencakup:





Unsur Kebahasaan

• Kalimat deklaratif (positif dan negatif), dan interogative (Yes/No question;



111


lain. nice, beautiful, cute), mental (antara lain. clever, smart), psikologis (antara

lain. happy, sad, disappointed, angry, wild), budi (antara lain. kind, good, polite).


Topik



yang termuat di KI.

N. Metode Pembelajaran

Scientific Approach

O. Media Pembelajaran


P. SumberBelajar

Sumber Belajar : Buku Siswa, Bahasa Inggris, When English Rings

a Bell, Kelas VII Kementerian Pendidikan dan


Q. Langkah-langkah Pembelajaran*)


c. Kegiatan Pendahuluan (10’)

7) Guru memberi salam dan menyapa peserta didik



10) Apersepsi :





pembelajaran.

112


transaksional terkait ciri-ciri fisik orang.

d. Kegiatan Inti (60’)

Observing

11) Guru meminta peserta didik untuk mengamati bagian-

bagian tubuh mereka.

12) Peserta didik menyebutkan kata yang berhubungan dengan

bagian-bagian tubuh.

13) Guru memberikan contoh pengucapan kata-kata benda dan

sifat yang telah disebutkan siswa dengan lafal dan intonasi yang

tepat.

Questioning

14) Dengan bimbingan dan arahan guru, peserta didik

menanyakan noun yang berkaitan dengan parts of body.

Collecting Information

15) Dengan bimbingan guru, siswa menyebutkan kata part of body dalam

bahasa inggris.

16) Peserta didik diberikan soal latihan yang berkaitan dengan

parts of body.

17) Dengan bimbingan guru, siswa diminta melengkapi teks

dengan noun dengan tepat.

Associating

18) Guru meminta peserta didik menjawab pertanyaan/mengidentifikasi

part of body dengan soal yang telah diberikan oleh guru.

Communicating

19) Peserta didik memeriksa hasil kerja mereka secara bersama-sama.


penghargaan, terhadap pekerjaan peserta didik secara umum, keseluruh

kelas.

113

D. Penutup (10’) 4) Peserta didik diminta untuk mengungkapkan pendapatnya mengenai

pencapaian pembelajaran. 5) Peserta didik memberikan kesimpulan pada pertemuan ini. 6) Peserta didik mendapatkan informasi rencana pembelajaran pada


R. Penilaian Pembelajaran

2. Penilaian sikap



penilaian

antar teman

Jurnal Perkembangan






(hari,tanggal,

jam)

Kejadian/catatan

perilaku


Spiritual sosial

1

2

3

4

5

114







lakukan.




ditetapkan.









ujian/ulangan.





adanya.

115

3. Penilaian a. Panduan penilaian berdasarkan Brown (2007) sebagai berikut:


Jumlah

116








penggunaanya.

3.4.2 Menggunakan dengan tepat



penggunaanya.

Indikator soal : 3.4.1.1 disajikan dalam bentuk text,

siswa dapat melengkapi teks yang hilang

dan mengisinya sesuai kalimat yang sudah

disediakan.

Instrument:

Name :

Class :

117

Date/day :


1

2

3

4

5

7

8

10

9

6

118

Word match

1. Body

1. Nose

2. Chin

3. Cheek

4. Eyes

5. Teeth

6. Eyebrow

7. Neck

8. Hair

Kota Serang, April 2017

Mengetahui,


Lailatul Masyrifah, S.Pd Selpy

Novianti

NUPTK. 0733765666210122 NIM.

2223131946

119

Kepala Sekolah

SMPN 5 Kota Serang


NIP. 195904111986031010

APPENDICES 2

RESEARCH INSTRUMENT

2.1 Pre-test

2.2 Post-test

2.3 Students’ Worksheet

120

2.1 Topic: Animal

Name:

Class:

Pretest

- Choose one of the pictures above.

121

- Write a descriptive text based on the picture above.

- Your writing should consist of two paragraphs.

- Moreover, you have 60 minutes to complete your writing.

-------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

-------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

-------------------------------------------------------

2.2 Topic: People

Name:

Class:

Posttest

122

- Choose one of the pictures above.

- Write a descriptive text based on the picture above.

- Your writing should consist of two paragraphs.

- Moreover, you have 60 minutes to complete your writing.

-------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

-------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------

-------------------------------------------------------

123

APPENDICES 3

DATA CALCULATION

3.1 Respondents of Experimental and Control

3.2 Students’ Score in Experimental and Control

3.3 Inter-Rater Reliability of Pre-Test in Experimental and Control

3.4 Inter-Rater Reliability of Post-Test in Experimental and Control

3.5 Normality of Pre-Test in Experimental Class and Control Class

3.6 Normality of Post-Test in Experimental Class and Control Class

3.7 Variance of Homogeneity of Pre-Test

3.8 Variance of Homogeneity of Post-Test

3.9 T-Test

124

RESPONDENTS OF EXPERIMENTAL CLASS

NO NAME CODE

1 ADINDA DEVITA AD

2 AJIE AGIL P AAP

3 ALIF FIRGI J AFJ

4 ANDI MAULIDIA AM

5 ANDIKA BAHAR AB

6 DANDA ISOLI DI

7 DEDE ARISTIYADI DA

8 DENI MAULANA DM

9 DIANA SUFI DS

10 DILA NOFITASARI DN

11 EDITA MARSYA ANJALI EMA

12 IKA MAULIDTA P IMP

13 INTAN NURJANAH IN

14 ISNA QURATULAINI IQ

15 MOCH SAHROFI MS

16 MUHANAD BUFFON MB

17 NABILA SAFILA NS

18 NADYAH NS

19 NAJMAH AQILA NA

20 NITA N

21 RAHMA AULIA RA

22 RESTI ADTYA RA

23 RICO PURWADI RP

24 RIFKI RAMADAN RR

25 SAEFUL FIKRI SF

26 SEFTI AULIANI SA

27 SIFA NAFISAH SN

28 SITI JUJU JUWAIROH SJJ

29 SITI MAEMUNAH SM

30 SUFIYANTI S

125

RESPONDENTS OF CONTROL CLASS

NO NAME CODE

1 AHMAD RAFIUDIN AR

2 AHMAD SAIFUL ROHMAN ASR

3 ALDIAN HIDAYAT AH

4 ALIMATUN HAKIM AH

5 ANDRIYANTO A

6 ARIS ARIYADI KUSUMA AAK

7 ARYA M RAIHAN AMR

8 ASMA HUSNA AH

9 AYU A

10 AYU FITRIANI AF

11 DILA NURAINI DN

12 DINDA FITRI RAMADANI DFR

13 EKA DARIANTI ED

14 FATIKAH A FA

15 FIRDHA OKTAVIA FO

16 ISIKA SYARIAH IS

17 LINDA AGUSTINA LA

18 LISNA FEBRIANTI LF

19 MARATU SOLIHAT MS

20 MEIRZA SALSA MS

21 MUH IKHSAN A MIA

22 MUH TA'RIFUDIN MT

23 MUJI INDRAWAENI MI

24 NURFITRI N

25 ROWIATU FAZRA RF

26 SALHAH S

27 SAPTONI S

28 SOLIHIN S

29 SYAWAL ASRIN SA

30 WULAN SAFITRI WS

126

Students’ Score of Experimental Class

No

Students' code

Pre-test

Post test

Rater 1 Rater 2 Rater 1 Rater 2

1 AD 60 60 90 95

2 AAP 48 50 70 65

3 AFJ 36 36 63 65

4 AM 33 36 45 50

5 AB 41 41 45 45

6 DI 41 41 62 62

7 DA 54 60 70 75

8 DM 33 25 75 75

9 DS 54 52 65 65

10 DN 48 50 75 75

11 EMA 25 25 70 70

12 IMP 25 25 50 50

13 IN 52 52 83 85

14 IQ 71 63 95 95

15 MS 54 54 55 60

16 MB 45 45 95 90

17 NS 63 63 80 75

18 NS 69 72 85 85

19 NA 45 45 60 55

20 N 48 48 65 70

21 RA 62 62 83 85

22 RA 47 47 75 68

23 RP 55 55 85 85

24 RR 76 71 85 80

25 SF 71 76 90 92

26 SA 65 65 88 88

27 SN 65 62 92 92

28 SJJ 78 78 80 80

29 SM 47 47 80 80

30 S 46 46 60 55

Mean 51,9 51,7333 73,8 73,9

KKM 70 70

127

Students’ Score of Control Class

No

Students' code

Pre-test

Post-test

Rater 1 Rater 2 Rater 1 Rater 2

1 AR 41 41 73 68

2 ASR 43 48 70 70

3 AH 25 25 68 70

4 AH 40 40 70 70

5 A 41 41 70 65

6 AAK 25 25 36 36

7 AMR 49 49 55 55

8 AH 53 53 60 60

9 A 45 45 65 60

10 AF 45 45 70 75

11 DN 55 59 80 75

12 DFR 63 63 90 92

13 ED 50 50 70 73

14 FA 71 64 92 92

15 FO 55 50 85 80

16 IS 50 50 85 85

17 LA 57 57 88 88

18 LF 55 50 80 80

19 MS 71 71 85 90

20 MS 41 41 68 65

21 MIA 45 40 55 55

22 MT 41 41 65 65

23 MI 50 45 85 85

24 N 70 71 80 85

25 RF 50 50 62 62

26 S 64 64 45 45

27 S 33 33 50 50

28 S 40 40 50 50

29 SA 25 25 40 40

30 WS 36 36 78 78

128

Mean 47,63333 47,06667 68,68966 68,48276

KKM 70 70

Normality Pre-Test of Experimental Class

1. Found the highest score and the lowest score

The highest score = 78

The lowest score = 25

2. Calculated the range (R)

R = The highest score – the lowest score

= 78-25

= 53

3. Calculated the sum of classes (BK)

N = the sum of students in control class

BK = 1 + 3.3 log N

= 1 + 3.3 Log 30

= 1 + 3.3 (1.48)

= 1 + 4.88

129

= 5.88

= 6

4. Calculated the interval of class (i)

I= R/ BK

I = 53/6 = 8,83 = 9

5. Made the table of distribution data frequency of pre-test (experimental

class)

Interval limit f middle value (x) xi2 f.xi (f.xi2)

25 – 33 24,5 3 29 841 87 2523

34 – 42 33,5 4 38 1444 152 5776

43 – 51 42,5 8 47 2209 376 17672

52 – 60 51,5 7 56 3136 392 21952

61 – 69 60,5 5 65 4225 325 21125

70 – 78 69,5 3 74 5476 222 16428

30 309 17331 1554 85476

6. Calculated the mean (�̅�)

�̅� = ∑ 𝑓 𝑋𝑖

∑𝑁

= 1554

30

= 51.8

7. Determined the standard of deviation (S)

130

S= √𝑁 (∑f.𝑋𝑖

2)−(∑f.𝑋𝑖)2

𝑁 (𝑁−1)

𝑆 = √30 (𝟖𝟓𝟒𝟕𝟔) − (𝟏𝟓𝟓𝟒)2

30 (30 − 1)

𝑆 = √2564280 − 2414916

870

𝑆 = √149.364

870

𝑆 = √171.6827

𝑆 = 13.11

Students’ Score

Based on the result of graphic above, it can be concluded that the pre-test of

experimental class was normally distributed.

Normality Post-Test of Experimental Class

0

1

2

3

4

5

6

7

8

9

24,5 33,5 42,5 51,5 60,5 69,5

Series1

Fre

que

ncy

131






= 95-45

= 50



BK = 1 + 3.3 log N

= 1 + 3.3 Log 30

= 1 + 3.3 (1.48)

= 1 + 4.88

= 5.88

= 6


I= R/ BK

I = 50/6 = 8.33 = 9

5. Made the table of distribution data frequency of post-test (experimental

class)

Interval limit f

middle

value (x) xi2 f.xi (f.xi2)

45-53 44,5 3 49 2401 147 7203

54-62 53,5 4 58 3364 232 13456

132

63-71 62,5 5 67 4489 335 22445

72-80 71,5 7 76 5776 532 40432

81-88 80,5 6 84,5 7140,25 507 42841,5

89-97 88,5 5 93 8649 465 43245

30 345 31819,25 2218 169622,5


�̅� = ∑ 𝑓 𝑋𝑖

∑𝑁

= 𝟐𝟐𝟏𝟖

30

= 73.93



2)−(∑f.𝑋𝑖)2

𝑁 (𝑁−1)

𝑆 = √30 (𝟏𝟔𝟗𝟔𝟐𝟐. 𝟓) − (𝟐𝟐𝟏𝟖)2

30 (30 − 1)

𝑆 = √5088675 − 4919524

870

𝑆 = √169151

870

𝑆 = √194.43

𝑆 =13.94

133

Based on the result of graphic above, it can be concluded that the post-test of

experimental class was normally distributed.

Normality Pre-Test of Control Class






= 71 - 25

= 46



BK = 1 + 3.3 log N

0

1

2

3

4

5

6

7

8

44,5 53,5 62,5 71,5 80,5 88,5

Series1Fre

que

ncy

Students’ Score

134

= 1 + 3.3 Log 30

= 1 + 3.3 (1.48)

= 1 + 4.88

= 5.88

= 6


I= R/ BK

I = 46/6 = 7.66 = 8

5. Made the table of distribution data frequency of pre-test (control class)

Interval limit f

middle value

(x) xi2 f.xi (f.xi2)

25-32 24,5 3 28,5 812,25 85,5 2436,75

33-40 32,5 5 36,5 1332,25 182,5 6661,25

41-48 40,5 8 44,5 1980,25 356 15842

49-56 48,5 7 52,5 2756,25 367,5 19293,75

57-64 56,5 5 60,5 3660,25 302,5 18301,25

65-72 64,5 2 68,5 4692,25 137 9384,5

30 291 15233,5 1431 71919,5


�̅� = ∑ 𝑓 𝑋𝑖

∑𝑁

135

= 𝟏𝟒𝟑𝟏

30

= 47.7



2)−(∑f.𝑋𝑖)2

𝑁 (𝑁−1)

𝑆 = √30 (𝟕𝟏𝟗𝟏𝟗, 𝟓) − (𝟏𝟒𝟑𝟏)2

30 (30 − 1)

𝑆 = √2157585 − 2047761

870

𝑆 = √109.824

870

𝑆 = √126,2344

𝑆 = 11,235

0

2

4

6

8

10

24,5 32,5 40,5 48,5 56,5 64,5

Series1Fre

que

ncy

Students’ Score

136

Based on the result of graphic above, it can be concluded that the pre-test of control

class was normally distributed.

Normality Post-Test of Control Class






= 92 - 36

= 56



BK = 1 + 3.3 log N

= 1 + 3.3 Log 30

= 1 + 3.3 (1.48)

= 1 + 4.88

= 5.88

= 6


I= R/ BK

I = 56/6 = 9,33 = 9

137

5. Made the table of distribution data frequency of post-test (control class)

Interval limit f

middle

value (x) xi2 f.xi (f.xi2)

36-44 35,5 2 40 1600 80 3200

45-53 44,4 3 49 2401 147 7203

54-62 53,5 5 58 3364 290 16820

63-71 62,5 7 67 4489 469 31423

72-80 71,5 6 76 5776 456 34656

81-89 80,5 4 85 7225 340 28900

90-98 89,5 3 94 8836 282 26508

30 469 33691 2064 148710


�̅� = ∑ 𝑓 𝑋𝑖

∑𝑁

= 𝟐𝟎𝟔𝟒

30

= 68.8



2)−(∑f.𝑋𝑖)2

𝑁 (𝑁−1)

𝑆 = √30 (𝟏𝟒𝟖𝟕𝟏𝟎) − (𝟐𝟎𝟔𝟒)2

30 (30 − 1)

138

𝑆 = √4461300 − 4260096

870

𝑆 = √201204

870

𝑆 = √231,27

𝑆 = 15.20

Based on the result of graphic above, it can be concluded that the post-test of

control class was normally distributed.

0

1

2

3

4

5

6

7

8

35,5 44,4 53,5 62,5 71,5 80,5 89,5

Series1Fre

que

ncy

Students’ Score

139

Inter-Rater Reliability

Pre-Test of Experimental Class

No

Students' Code

Pre-Test

Agreement

Rater 1 Rater 2

1 AD 60 60 0 0

2 AAP 48 50 0 0

3 AFJ 36 36 0 0

4 AM 33 36 0 0

5 AB 41 41 0 0

6 DI 41 41 0 0

7 DA 54 60 0 0

8 DM 33 25 0 0

9 DS 54 52 0 0

10 DN 48 50 0 0

11 EMA 25 25 0 0

12 IMP 25 25 0 0

13 IN 52 52 0 0

14 IQ 71 63 1 0

15 MS 54 54 0 0

16 MB 45 45 0 0

17 NS 63 63 0 0

18 NS 69 72 0 1

19 NA 45 45 0 0

20 N 48 48 0 0

21 RA 62 62 0 0

22 RA 47 47 0 0

23 RP 55 55 0 0

24 RR 76 71 1 1

25 SF 71 76 1 1

140

26 SA 65 65 0 0

27 SN 65 62 0 0

28 SJJ 78 78 1 1

29 SM 47 47 0 0

30 S 46 46 0 0

Mean 51,9 51,7333

Step 1: identify number of agreements between two raters

Criteria

Satisfactory More than 70 1

Unsatisfactory Less than 70 0

Satisfactory = 3

Unsatisfactory = 25

Disagreement of satisfactory Rater 1 = 1


Step 2: calculated the value of coefficient of the agreement by using this formula:

Where:

KK : Coefficient of the agreement of the observation


𝑃𝑒 : Chance of agreement


1 − 𝑃𝑒

141

To find out the value of coefficient of the agreement, follow the step 3 up

to the step 5 first:

Step 3, find out the value of P0 with the formula:

P0 =Agreement 𝑆𝑎𝑡𝑖𝑠𝑓𝑎𝑐𝑡𝑜𝑟𝑦+𝐴𝑔𝑟𝑒𝑒𝑚𝑛𝑒𝑡 𝑈𝑛𝑠𝑎𝑡𝑖𝑠𝑓𝑎𝑡𝑜𝑟𝑦

N

P0 =3+25

30

P0 =28

30

P0 = 0.93

Step 4, find out the Pe with the formula:

Pe = (𝑚𝑒𝑎𝑛 of agreement R2 x mean of agreement R1) + (mean of

disagreement R1 x mean of disagreement R2)

1) Mean of agreement R1=Agreement Satisfactory + Disagreement satisfactory R1

N

=3+1

30=

4

30 = 0.13

2) Mean of agreement R2=Agreeement Satisfactory + Disagreement satisfactory R2

N

=3+1

30=

4

30 =0.13

3) Mean of disagreement

R1=Disagareement satisfactory R2+ Agreement Unsatisfactory

N

=1+25

30=

26

30 = 0.86

4) Mean of disagreement R2

=Disagareement satisfactory R1+ Agreement Unsatisfactory

N

=1+25

30=

26

30 = 0.86

Step 5, put in the value to the formula:

142



Pe = (0.13x 0.13) + (0.86 x 0.86)

Pe =0.016 + 0.739= 0.76

Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to

the formula as follow:


1 − 𝑃𝑒

KK =

KK =

KK = 0.71

Step 7: Interpreted the value of coefficient agreement by seeing the kappa:

Kappa Statistic Strength of agreement

< 0.20 Poor

0.21-0.40 Fair

0.41-0.60 Moderate

0.61-0.80 Good

0.81-1.00 Very Good

0.93 - 0.76

1 – 0.76

0.17

0.24

143

Based on the calculation of reliability for the student’s pre-test score in

experimental class, the result of reliability test of students’ score was

“0.71”which indicated good agreement between the two raters. So, the scores of

the students pre-test in experimental class were reliable.


Pre-Test of Control Class

No

Students' Code

Pre-Test

Agreement

Rater 1 Rater 2

1 AR 41 41 0 0

2 ASR 43 48 0 0

3 AH 25 25 0 0

4 AH 40 40 0 0

5 A 41 41 0 0

6 AAK 25 25 0 0

7 AMR 49 49 0 0

8 AH 53 53 0 0

9 A 45 45 0 0

144


Criteria



Satisfactory = 2

Unsatisfactory = 27


10 AF 45 45 0 0

11 DN 55 59 0 0

12 DFR 63 63 0 0

13 ED 50 50 0 0

14 FA 71 64 1 0

15 FO 55 50 0 0

16 IS 50 50 0 0

17 LA 57 57 0 0

18 LF 55 50 0 0

19 MS 71 71 1 1

20 MS 41 41 0 0

21 MIA 45 40 0 0

22 MT 41 41 0 0

23 MI 50 45 0 0

24 N 70 71 1 1

25 RF 50 50 0 0

26 S 64 64 0 0

27 S 33 33 0 0

28 S 40 40 0 0

29 SA 25 25 0 0

30 WS 36 36 0 0

Mean 47,63333 47,0667

145



Where:








N

P0 =2+27

30

P0 =29

30

P0 = 0.96





N

=2+1

30=

1

30 = 0.03


N


1 − 𝑃𝑒

146

=2+0

30=

2

30 =0.06



N

=0+27

30=

27

30 = 0.9



N

=1+27

30=

28

30 = 0.93




Pe = (0.3x 0.06) + (0.9 x 0.93) = 0.01 + 0.837

Pe =0.847

Step 6, put the value of P0 and Pefor find out the coefficient of the agreement to



1 − 𝑃𝑒

KK =

KK =

KK = 0.78

0.96 - 0.847

1 – 0.847

0.113

0.153

147


Based on the calculation of reliability for the student’s pre-test score in

control class, the result of reliability test of students’ score was “0.78” which

indicated good agreement between the two raters. So, the scores of the students

pre-test in control class were reliable.



< 0.20 Poor

0.21-0.40 Fair

0.41-0.60 Moderate

0.61-0.80 Good

0.81-1.00 Very Good

148

Post-Test of Experimental Class

No

Studets' Code

Post-Test Agreement

Rater 1 Rater 2

1 AD 90 95 1 1

2 AAP 70 65 1 0

3 AFJ 63 65 0 0

4 AM 45 50 0 0

5 AB 45 45 0 0

6 DI 62 62 0 0

7 DA 70 75 1 1

8 DM 75 75 1 1

9 DS 65 65 0 0

10 DN 75 75 1 1

11 EMA 70 75 1 1

12 IMP 50 50 0 0

13 IN 83 85 1 1

14 IQ 95 95 1 1

15 MS 55 60 0 0

16 MB 95 90 1 1

17 NS 80 75 1 1

18 NS 85 85 1 1

19 NA 60 55 0 0

20 N 65 70 0 1

21 RA 83 85 1 1

22 RA 75 68 1 0

23 RP 85 85 1 1

24 RR 85 80 1 1

25 SF 90 92 1 1

26 SA 88 88 1 1

27 SN 92 92 1 1

28 SJJ 80 80 1 1

29 SM 80 80 1 1

30 S 60 55 0 0

Mean 73,86667 73,9

149


Criteria



Satisfactory = 18

Unsatisfactory = 9




Where:








N

P0 =18+9

30


1 − 𝑃𝑒

150

P0 =27

30

P0 = 0.9





N

=18+1

30=

19

30 = 0.63


N

=18+2

30=

20

30 =0.66



N

=2+9

30=

11

30 = 0.37



N

=1+9

30=

10

30 = 0.34




Pe = (0.63x 0.66) + (0.37 x 0.34) = 0.4158 + 0.1258

Pe = 0.54

151




1 − 𝑃𝑒

KK =

KK =

KK = 0.78


Based on the calculation of reliability for the student’s post-test score in

experimental class, the result of reliability test of students’ score was “0.78”

which indicated good agreement between the two raters. So, the scores of the

students post-test in experimental class were reliable.


< 0.20 Poor

0.21-0.40 Fair

0.41-0.60 Moderate

0.61-0.80 Good

0.81-1.00 Very Good

0.9 - 0.54

1 – 0.54

0.36

0.46

152


Post-Test of Control Class

No

Students' Code

Post-Test

Agreement

Rater 1 Rater 2

1 AR 73 68 1 0

2 ASR 70 70 1 1

3 AH 68 70 0 1

4 AH 70 70 1 1

5 A 70 65 1 0

6 AAK 36 36 0 0

7 AMR 55 55 0 0

8 AH 60 60 0 0

9 A 65 60 0 0

10 AF 70 75 1 1

11 DN 80 75 1 1

12 DFR 90 92 1 1

13 ED 70 73 1 1

14 FA 92 92 1 1

15 FO 85 80 1 1

16 IS 85 85 1 1

17 LA 88 88 1 1

18 LF 80 80 1 1

19 MS 85 90 1 1

20 MS 68 65 0 0

153

21 MIA 55 55 0 0

22 MT 65 65 0 0

23 MI 85 85 1 1

24 N 80 85 1 1

25 RF 62 62 0 0

26 S 45 45 0 0

27 S 50 50 0 0

28 S 50 50 0 0

29 SA 40 40 0 0

30 WS 78 78 1 1

Mean 68,68966 68,48276


Criteria



Satisfactory = 15

Unsatisfactory = 12




Where:



1 − 𝑃𝑒

154







N

P0 =15+12

30

P0 =27

30

P0 = 0.9





N

=15+2

30=

17

30 = 0.56


N

=15+1

30=

16

30 =0.53



N

=1+12

30=

13

30 = 0.44

155



N

=2+12

30=

14

30 = 0.47




Pe = (0.56 x 0.53) + (0.44 x 0.47) = 0.2968 + 0.2068

Pe =0.504




1 − 𝑃𝑒

KK =

KK =

KK = 0.79



< 0.20 Poor

0.21-0.40 Fair

0.9- 0.504

1 – 0.504

0.396

0.496

156

Based on the calculation of reliability for the student’s post-test score in

control class, the result of reliability test of students’ score was “0.79" which

indicated good agreement between the two raters. So, the scores of the students

post-test in control class were reliable.

INTER-RATER RELIABILITY

PRE-TEST EXPERIMENTAL CLASS

R1

1 0

0.41-0.60 Moderate

0.61-0.80 Good

0.81-1.00 Very Good

157

R2 1 3 1 4 0.133333

0 1 25 26 0.866667

4 26 30

0.133333 0.866667

K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9333333

Pr(e) 0.7688889

K 0.7115385

PRE-TEST CONTROL CLASS

R1

1 0

R2 1 2 0 2 0.066667

0 1 27 28 0.933333

3 27 30

0.1 0.9

K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9666667

Pr(e) 0.8466667

K 0.7826087

POST-TEST EXPERIMENTAL CLASS

R1

1 0

R2 1 18 1 19 0.633333

0 2 9 11 0.366667

20 10 30

0.666667 0.333333

K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9

Pr(e) 0.5444444

K 0.7804878

POST-TEST CONTROL CLASS

158

R1

1 0

R2 1 15 1 16 0.533333

0 2 12 14 0.466667

17 13 30

0.566667 0.433333

K=(Pr(a)- (Pr(e))/(1-Pr(e))

Pr(a) 0.9

Pr(e) 0.5044444

K 0.7982063

159

Homogeneity Variance of Pre-Test

Based on the result of normality test of control class and experimental class,

the tests were normally distributed because graphical method. Then, the

researcher calculated the homogeneity variance by comparing the value of two

variants (biggest variant and smallest variant) with the level of significance 0.05

(5 %).

Variance Data of Writing Skill Test

Instrument Class Sample (N) Standard of Deviation (S)

Pre-test Control 30 11.2

Pre-test Experimental 30 13.1

Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:

𝐹𝑐𝑜𝑢𝑛𝑡=𝐵𝑉

𝑆𝑉 Note: BV = the biggest variant

SV = the smallest variant

𝑭𝒄𝒐𝒖𝒏𝒕 = 𝟏𝟑.𝟏

𝟏𝟏.𝟐

= 1.16

Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 30 – 2 – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(1.27)

𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)

The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210

Step 3: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞

160

The criteria of testing as follows:

If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not

homogenous

If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was

homogenous

Based on the result of homogeneity variance of control class, it was

Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.16 ≤ 4.210. It can be concluded thatthe data

of pre-test in control class and experimental class was homogenous.

Variance Data of Writing Skill Test

Instrument Class Sample (N) Standard of Deviation (S)

Post-test Control 30 13.9

Post-test Experimental 30 15.2

Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:

𝐹𝑐𝑜𝑢𝑛𝑡=𝐵𝑉

𝑆𝑉 Note:BV = the biggest variant

SV = the smallest variant

𝑭𝒄𝒐𝒖𝒏𝒕 = 15.2

13.9

= 1,09

Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 30 – 2 – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(27)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(1.27)

𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 27 (as denominator)

161

The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.210

Step 2: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞


If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not

homogenous

If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was

homogenous

Based on the result of homogeneity variance of control class, it was

Calculated 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒 or 1.09 ≤ 4.210. It can be concluded thatthe

scores of post-test in control class and experimental class was

homogenous.

The Result of Independent 𝑻𝒕𝒆𝒔𝒕

Hypothesis Testing

To prove the hypothesis of this research, statistic calculation of t-test

formula with the degree of significance 5% was used. The formula as follow:


√(∑ 𝑥2± ∑ 𝑦2

𝑁𝑥+𝑁𝑦− 2) (

1

𝑁𝑥+

1

𝑁𝑦)

Mx : Mean score of experimental group (X)

My : Mean score of control group (Y)

∑x2

: Sum of square deviation score in experimental group

∑y2

: Sum of square deviation score in control group

Nx : The number of students of experimental group

162

Ny : The number of students of control group

Step 1 : Students’ scores and sum of square deviation scorein

experimental class and control class

No X Y x y x2

y2

1 95 68 -21.1 0.8 445.21 0.64

2 65 70 8.9 -1.2 79.21 1.44

3 65 70 8.9 -1.2 79.21 1.44

4 50 70 23.9 -1.2 571.21 1.44

5 45 65 28.9 3.8 835.21 14.44

6 62 36 11.9 32.8 141.61 1075.84

7 75 55 -1.1 13.8 1.21 190.44

8 75 60 -1.1 8.8 1.21 77.44

9 65 60 8.9 8.8 79.21 77.44

10 75 75 -1.1 -6.2 1.21 38.44

11 75 75 -1.1 -6.2 1.21 38.44

12 50 92 23.9 -23.2 571.21 538.24

13 85 73 -11.1 -4.2 123.21 17.64

14 95 92 -21.1 -23.2 445.21 538.24

15 60 80 13.9 -11.2 193.21 125.44

16 90 85 -16.1 -16.2 259.21 262.44

17 75 88 -1.1 -19.2 1.21 368.64

18 85 80 -11.1 -11.2 123.21 125.44

19 55 90 18.9 -21.2 357.21 449.44

20 70 65 3.9 3.8 15.21 14.44

21 85 55 -11.1 13.8 123.21 190.44

22 68 65 5.9 3.8 34.81 14.44

23 85 85 -11.1 -16.2 123.21 262.44

24 80 85 -6.1 -16.2 37.21 262.44

25 92 62 -18.1 6.8 327.61 46.24

163

26 88 45 -14.1 23.8 198.81 566.44

27 92 50 -18.1 18.8 327.61 353.44

28 80 50 -6.1 18.8 37.21 353.44

29 80 40 -6.1 28.8 37.21 829.44

30 55 78 18.9 -2 357.21 84.64

Total 2217 2064 5928.7 6920.8

Mean 73.9 68.8 197.6233 230.6933

Step 2: Calculated the value of 𝑡𝑐𝑜𝑢𝑛𝑡


√(∑ 𝑥2± ∑ 𝑦2

𝑁𝑥+𝑁𝑦− 2) (

1

𝑁𝑥+

1

𝑁𝑦)

tcount = 73.9−68.8

√(197.6233+230.6933

30 + 30−2)(

1

30+

1

30)

tcount = 5.1

√(428.317

58)(

2

30)

tcount = 5,1

√(7.38)(0.067)

tcount = 5,1

√0.49

tcount = 5,1

0.7= 7.27

Step 3: Calculated the value of 𝑡𝑡𝑎𝑏𝑙𝑒

To find the value of𝑡𝑡𝑎𝑏𝑙𝑒, the researcher used the formula as follows:

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d.f = (𝑁𝑥+ 𝑁𝑦 – 2)

= (30 + 30 – 2)

= 58

𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.00

Step 5: Compared 𝑡𝑐𝑜𝑢𝑛𝑡 and 𝑡𝑡𝑎𝑏𝑙𝑒


If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.

If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.

Based on the result oftest of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡),

it was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 7.27≥ 2.00. The alternative hypothesis was

received. It can be concluded that there was an influence of using Mind Mapping

Technique toward students’ writing descriptive text at seventh grade of SMPN 5

Kota Serang.

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APPENDICES 4

TABLE

4.1 Table of F Distribution

4.2 Table of Critical Values for T

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(Hatch and Lazaraton, 1991:595)

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APPENDICES 5

Documentation

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Post-test in experimental class

Picture 9. The researcher is giving the post-test

Post-test in control class

Picture 10. The researcher explain about the instruction of post-test.

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First treatment in experimental class

Picture 3. The researcher is teaching by using mind mapping technique.

First treatment in control class

Picture 4. The researcher is teaching by using text book.

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Second treatment in experimental class

Picture 5. The researcher explain the material with using mind mapping

technique.

Picture 6. Students are interesting and enjoy follow the teaching learning process.

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Second treatment in control class

Picture 7. The researcher is asking the students about the material.

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Picture 8. Students are doing the exercise.

Pre-test in experimental class

Picture 1. The researcher is answer the students question about the pre-test.

Pre-test in control class

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Picture 2. Students are doing the pre-test.

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