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Arum Wulandari2215106395
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Writing is a process of expressing ideas or messages in written
form which should be planned and organized.In writing there are
three activities, this study will focus
on pre-writing activity. Pre-writing activity is can be
defined
as the preparation that the students need before writing.In the
other hand, some of the students still finddifficulties in writing,
and some of them might be lost theirinterest to write because they
feel unprepared to write.
Semantic mapping as a pre-writing activity can be analternative
way in teaching writing to make the studentsfeel prepared and ready
to write.
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The problems of the study that arises will be stated
asfollows:
How is semantic mapping as a pre-writing activity usedin the
process of teaching for the first-year students ofSMA Negeri 5
Bogor?Can semantic mapping be applied in teaching writingskill as a
pre-writing activity?
What is the influence of semantic as a pre-writingactivity for
the students writing skill?
Problems of the Study
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This research will focus on how the application ofsemantic
mapping as pre-writing activity towards thestudents writing. The
researcher discusses only theapplication of semantic mapping as
pre-writing activityduring the writing activities.
Scope of the Study
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The purpose of the research is to know the process of
theapplication of semantic mapping as a pre-writingactivity in the
classroom towards the students writing .
Purpose of the Study
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The result of this research is expected can be as analternative
way to teach writing for the English teachers
with more insights in writing strategy instruction and will be
useful for many sides.
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The study was conducted by using case study asmethodology. A
case study allows the researcher toexplore.
Yin describes,case study as valuable tools for research when the
phenomena under study desired to answer how or whyquestions.
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The researcher used a case study approach for
some reasons.The researcher interested to finding how issemantic
mapping as a pre-writing activity
used in the process of writing class.The researcher is
interested to finding outhow the learners response to
theapplication of semantic mapping in writingclass.
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Research questions guided to this study is stated asfollows:
How is semantic mapping as a pre-writing activityused in the
process of teaching for the first-yearstudents of SMA Negeri 5
Bogor?Can semantic mapping be applied in teaching writingskill as a
pre-writing activity?
Research Questions
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The participants of the study are the first- year students of
SMA Negeri 5 Bogor. In thisstudy the sample is taken random
sampling.
For the first-year students, SMA Negeri 5Bogor has nine classes.
The writer does alottery between the nine classes to determine
which class will be used for the study.
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1. Determine and define the researchquestions : the researcher
is interested indetermining whether or not theapplication of
semantic mapping as pre-
writing activity is beneficial in writingclass.
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The researcher begins with a review of theliterature to
determine what prior studieshave determined about this issue and
uses theliterature to define the following questions:
How is semantic mapping as a pre-writingactivity used in the
process of teaching for thefirst-year students of SMA Negeri 5
Bogor?
Can semantic mapping be applied in teaching writing skill as a
pre-writing activity?
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2. Select the cases and determine datagathering and analysis
techniques : theresearcher determines that only how thesemantic
mapping as pre-writing activity
will be studied, and can semantic mappingbe applied in writing
class. The researcher
also gathers the information obtained from variety sources, e.g.
observations,interviews, and tests.
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3. Prepare to collect the data : the researcherprepares to
collect data by contacting theschool to be studied to gain
thecooperation and explain the purpose of thestudy. The researcher
selects the problemsand determines whether the instrument is
feasible and whether or not the interviewand survey questions
are appropriate andeffective.
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4. Collect data in the field : theresearcher watches and
recordscontinually what happens in theclassroom as the application
ofsemantic mapping as pre-writingactivity is used.
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5. Evaluate and analyze the data : theresearcher synthesizes
theinformation obtained from a varietyof sources, e.g.:
observation,interviews, and tests.
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The data for this study are collected by meansobservation,
interviews, and tests.
Observation : The observations is recorded and madeby the
researcher herself as a teacher. It used in orderto know how
effective the application of semanticmapping as pre-writing
activity in the writing class tomake students feel prepared to
write. The researcheralso makes some notes including the
teachingprocedures, the teachers action, and the studentsreactions.
Moreover, the researcher also considers thestudents' interest,
motivation, participation, andproblem faced in the class.
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Interviews : the interview conducted and recorded atthe last day
of treatment. The interview conducted toknow the students'
perception and responses to theapplication of semantic mapping as
pre-writingactivity in writing class. Open-ended question areused
for the purpose of exploring for deeper andclearer responses. The
interview between theresearcher and the students can be conduct
in
informal situation.Tests : The tests are used to measure the
students'readiness in writing. The students work in a group of
four,and they are asked to create their own semantic mapping
with different topic each groups. To make sure every
members of the group participated the activities; eachmember
should make the maps and write individually. After create the maps,
they begin to write. The students'maps and write are collected and
evaluated based inseveral components.
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The data are analyzed and interpret by the
researcherqualitatively.
Some factors affecting students writing are studentsinterest and
their background knowledge.
Besides, there also several components in order toevaluate the
semantic mapping.
