3. Chapter i Fixed

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CHAPTER 1

INTRODUCTION

1.1 Background of study

Language is a link that connects the human to one another. Besides as a

communication tool, language is very important to establish a good and

harmonious relationship to each other. Language in general has become important

link in all forms of activity undertaken by humans. Without language our life in

this world will not move to be as modern as today, and most likely in the absence

of human language will never have a perfect civilization.

Krashen (2009:1) states that language acquisition occurs when language is

used for what it was designed for, communication. The developments of the

communication in the international language are very rapid and highly influenced

on many aspects and lines. In this case, the English language has many promising

role in the future as a form of communication that will help human life. So,

English is very important to be taught to students in order to keep abreast of any

age.

As noted by Hammer of the reasons to learn the language. Harmer

(1991:11-12) states that there are a number of different reasons for language

study. The following list will give an idea of the great variety of such reasons. (a)

School curriculum, (b) Advancement, (c) Target language community, (d) English

for Specific Purposes. Firstly, the school curriculum that requires a discussion of

language, particularly English as the first International language that should be

taught to the students like it or not. In many ways the English language is very

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necessary for students to support their achievements in order to proceed to higher

education. Secondly, in promoting or improving of a quality and level of position.

English as an international language of communication is needed, because by

being able to speak English it will create a picture of the quality of a person who

is able to have relationships with other foreign nations. Therefore, the

development of quality in the language is very important in a reason to develop

your own potential and promotional level positions in a job. Thirdly, in the

development of a target language community, most languages are used as the

medium to determine the existing community or as a form of solidity in the use of

language. Usually this will be widely used by the community or club lovers of

language in a lecture environment or language courses organized by the

community of the target language so that language can survive in that community.

The last, the language often used for something specific or special purpose in

applying a state where the language is very important and needed as a profession.

For example, a domestic servant who must serve foreign consumers in the food

service, a hotel employee should be able to speak English actively when serving

the tourists who visit, the students who want to attend school or study abroad as in

America or Australia and others. So language learning as a goal of any profession

is required.

Following the path of thinking that has been presented by the Hammer of

those reasons, the researcher felt the abilities that must be possessed by the

students there are four that should be owned and studied in order to have good

English language skills, namely: listening, speaking, reading, and listening. As

Hammer (1991:34-35) stated that literate people who use language have a number


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of different abilities. They will be able to speak on the telephone, letters, listen to

the radio or read books. In other words they possess the four basic language skills

of speaking, writing, listening and reading. Speaking and writing involve

language production and are therefore often referred to as productive skills.

Listening and reading, on the other hand, involve receiving messages; therefore,

often referred to as receptive skills.

And there are other complementary will greatly assist in learning English,

namely: grammar, pronunciation, syntax, semantic, and so forth. In the

compulsory teaching in schools is highly preferred 4 skills, and learning grammar

as learning that is required and tested, but in fact, learning grammar lessons into a

form that is difficult to be accepted by the students. This observation is based on

research about how grammar is taught to students in schools is unmotivated. The

students are too much to think that grammar is very difficult to learn, and this has

become a difficult problem if the teacher still thinks using the usual way of

teaching without any changes or modifications in the pattern of teaching.

Harmer (1991:20) argued that success or lack of it plays a vital part in the

motivational drive of a student. Both complete failure and complete success may

be de-motivating. It will be the teacher's job to set goals and tasks at which most

of his or her students can be successful - or rather tasks which he or she could

realistically expect the students to be able to achieve.

Mind mapping is an extremely effective technique for sharpening the

thinking and learning process (Buzan in Mento et al.,1999). Here we can

understand that the mind mapping technique of writing is not just ordinary, but

also an extraordinary technique to improve memory and sharpen the pattern of a


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process of thinking and learning processes. In the other meaning, mind mapping

technique is the formation of a training of how to write effectively to facilitate

students in understanding and memorizing of learning materials provided from

general to specific forms through activities that are very interesting and effective.

Association is a method that is very helpful for students or someone who

feels difficulty in learning. This can be inferred from various experiments that

have been done by experts, one expert who first proposed and developed is Carl

G. Jung in 1910.

For that reason, the researcher wanted to provide some form of change in

an effective way of teaching that is both acceptable and clear by the students. So

students are able to think creatively, motivated, able to modify, and able to

memorize all grammar material in a short time. So learning by combining mind

mapping and association method will produce a form of learning is perfect and

successful. Successful case teaching requires patience, a willingness to encourage

open student participation, and (perhaps most importantly) an ability to subtly

stimulate productive dialogue over a long period of time (Barnes et al., 1994;

Rangan, 1995; in Mento et al., 1999).

Based on this phenomenon and the research conducted in the form of the

observation, researchers conducted a study entitled teaching verb -ing forms

through the combining of mind mapping and association methods to the eleventh

grade of SMAN 3 Denpasar in the 2011/2012 academic year.


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1.2 Statement of Research Question

In this study the researcher wants to provide such empirical support as

evidences. The researcher intents to examine this research question: to what

extent is the effectiveness of the learning mind mapping and association methods

can be accepted by the students and able to bring students to success in learning

verb-ing forms for eleventh grade students of SMAN 3 Denpasar in academic year

2011/2012?

1.3 Purpose of the Study

On every study of course has a special purpose, which is to find relevant

answer to the research question. Based on statement above, in this present study

the researcher will try to find out the effectiveness of teaching verb-ing forms

trough combining mind mapping and association method to the eleventh year

student of SMAN 3 Denpasar in academic year 2011/2012. The researcher

expects that combining mind mapping and association method will help the

subject under study to improve their ability in learning verb-ing forms.

1.4 Limitation of the study

The limitation of this present study makes the researcher easier to analyze

the collected data, because the collected data just in area of verb-ing form used in

eleventh year student in SMAN 3 Denpasar, are : Gerund. This is limited to the

effort of improving the eleventh year student of SMAN 3 Denpasar in learning

those materials through combining mind mapping and association method. The


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verb-ing forms that are used in this study is based on the teaching syllabus

especially for the general and vocational school students.

1.5 Significance of the Study

The objective of this study is to facilitate teachers in the teaching and

provision of materials, students who received instruction, as well as researchers

who provide a study. This contribution is expected to provide the best way for

teachers to provide teaching services are attractive and easily to be understood by

students. The results of this study are:

To the Teachers

This present study is expected to give information on teaching and

learning process especially to the teacher in teaching verb-ing forms to encourage

the students to make and perform their ability in English Grammar.

To the Students

Students need to be aware of their teachers, questions on his/her effort to

invoke students participation in learning. Besides, this research may give them

knowledge on how to learn about verb-ing forms easily.

To the Researchers

This present study is expected to inspire other researchers to advance

research about the correct method that used to motivate the student ability in using

verb-ing forms in teaching and learning process. It also provided an alternate

source and guidance for the next study to obtain better and more accurate result.


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I.6 Assumptions

The researcher thinks it necessary to assume the following things. The

assumptions of the following things are:

1. Assumption that the learning gained from the observation of researchers

revealed that the influence of the pattern of conventional grammar learning

material should be changed especially in learning verb-ing forms , and

what is contained in SMAN 3 Denpasar should receive attention in

particular to continue to motivate the students to learn grammar properly

and sustainably.

2. The subject of existing research should continue to be evaluated in order to

get maximum results in deep and understand grammar lessons especially

in learning verb-ing forms by combining mind mapping and association

methods simultaneously; so, the research subjects being studied can be a

valid and reliable accountability and responsibility in the qualitative and

quantitative results.

3. The subject under study is assumed to have a common level of knowledge

and good qualification enough, as a result of students' learning of grammar

material available.

4. The instruments used for collecting the data are constructed in such a way

that they are supposed to be valid and reliable.


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I.7 Hypothesis

On attempting to give a tentative solution to the problem the hypothesis

will be stated as following: The Students ability in learning verb-ing forms can

be improved through combining mind mapping and association method.

I.8 Definition of Key Terms

Some operational definitions are given in order to avoid misunderstanding.

They are verb-ing forms, mind mapping concept, and association method.

A. Verb-ing forms

The most complex part of speech is verb which varying arrangements with

nouns determine the different kinds of sentences statements, questions,

commands, exclamations. (Frank, 1972:47). When the verb does not function as a

verb, then it is another part of grammar in the form of the verb. There are three

types of verb forms in English, namely: gerund, participle, and infinitive. And

forms that will be limited by the investigators in this case is the verb-ing form

with function as nouns and adjectives, namely: gerund and participle.

B. Mind mapping

Mind mapping is a creativity- and productivity-enhancing technique that

can improve the learning and efficiency of individuals and organizations. It is a

revolutionary system for capturing ideas and insights horizontally on paper. It

can be used in nearly every activity where thought, planning, recall or creativity

are involved (Buzan in Mento et al.,1999) Starting with a central image and key


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words, colors, codes, and symbols, mind mapping is rapidly replacing the more

traditional methods of outlining and note taking in workplaces around the world

(Margulies in Mento et al.,1999).

C. Association Method

Baret al. (2007) state that associative processing provides the vehicle of

thought is a long-standing idea. They also argue that one primary outcome of

associative processing is the generation of predictions, which approximate the

immediately relevant future and thus facilitate perception, action, and the

progression of thought. That association provides the principle element of human

thought is a long-standing idea. (Baret al., 2007)

D. SMAN 3 Denpasar

The eleventh year students of SMAN 3 Denpasar are the students under

study who need to increase their ability in English Grammar. They are in the

combining of mind mapping and association method during the classroom

activities to improve their ability in learning gerund.

I.9 Theoretical Framework

This present study should be undertaking on the base of some reviews of

the relevant theoretical framework as well as empirical evidences. This present

study will base on the reviews of the following theoretical framework of empirical

evidences. They are:

1. The Definition of Verb-Ing Forms


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2. Kinds of Verb-ing Forms Used in eleventh year students, are: Gerund and

Present Participle

3. The Use of Mind Mapping Writing Technique

4. The Use of Association Method

5. The Advantages of Teaching Verb-ing Forms through Combining Mind

Mapping and Association Method

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3. Chapter i Fixed