THE EFFECTIVENESS OF USING MIND MAPPING IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/24589...kelas eksperimen yang diajarkan tentang menulis essay menggunakan mind mapping

THE EFFECTIVENESS OF USING MIND MAPPING IN THE TEACHING

OF WRITING ESSAY

An Experimental Study at the Eleventh Grade of SMA Muhammadiyah 25

Setiabudi Pamulang

Skripsi

Ats Tsauratul Maimanah

109014000003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA

2014

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ABSTRACT

Ats Tsauratul Maimanah (NIM: 109014000003). The Effectiveness of Using Mind

Mapping in The Teaching of Writing Essay. (An Experimental Study at the Eleventh Grade of

SMA Muhammadiyah 25 Setiabudi Pamulang) Skripsi of Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah University

Jakarta, 2014.

Advisor I: Drs. Nasifuddin Djalil, M.Ag

Advisor II: Ummi Kultsum, M.Pd

Keywords: Writing, Essay, Mind Mapping, Quasi-Experimental Research, SMA

Muhammadiyah 25 Setiabudi Pamulang.

This research is about the effectiveness of using of mind mapping in the teaching of writing

essay at the eleventh grade of SMA Muhammadiyah 25 Setiabudi Pamulang. The sample of

this study was consisted of 29 students from Class XI IPA 1 as an experimental group and 29

students from Class XI IPS 1 as a controlled 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 writer compared the essay which produced by the experimental class who was

taught an essay using mind mapping with the controlled class who was taught an essay using

conventional teaching.

The research instrument was written test using construct validity. Jacobs et al. scoring

procedures of assessing writing were used to maintain the reliability of the test. When

analyzing the data obtained, mean of gained score of experimental class was 20,2 and mean

of gained score of control class was 3,7. The t-test used to examine the research hypothesis.

The result of statistical hypothesis test showed that = 5,10 and = 1,67 or > .

It indicated that the null hypothesis was rejected and alternative hypothesis was accepted. In

other words, using the mind mapping has significant effect in order to help the students in

writing essay.

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ABSTRAK

Ats Tsauratul Maimanah (NIM: 109014000003). Efektivitas Penggunaan Mind Mapping

dalam Pengajaran Menulis Essay. (Sebuah Penelitian Eksperimen pada Kelas XI di SMA

Muhammadiayah 25 Setiabudi Pamulang) Skripsi Pendidikan Bahasa Inggris pada Fakultas

Tarbiyah dan Ilmu Keguruan di Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Pembimbing I: Drs. Nasifuddin Djalil, M.Ag

Pembimbing II: Ummi Kultsum, M.Pd

Kata Kunci: Menulis, Essay, Tehnik Mind Mapping, Penelitian Quasi-Experimen, SMA

Muhammadiyah 25 Setiabudi Pamulang.

Penelitian ini tentang efektifitas penggunaan mind mapping dalam pengajaran menulis essay

pada kelas sebelas di SMA Muhammadiyah 25 Setiabudi Pamulang. Sample dalam penelitian

ini terdiri dari 29 siswa dari kelas XI IPA 1 yang merupakan kelas ekesperimen dan 29 siswa

pada kelas XI IPS 1 yang merupakan kelas control.

Penelitian ini menggunakan metode kuantitatif sehingga data yang disajikan berupa angka

dan diuji menggunakan rumus statistik atau t-test. Desain penelitian ini yaitu quasi-

experimental. Hal ini berarti penulis membandingkan essay yang dibuat oleh siswa pada

kelas eksperimen yang diajarkan tentang menulis essay menggunakan mind mapping dengan

essay yang dibuat oleh siswa kelas control yang diajarkan tentang menulis essay dengan

pengajaran biasa.

Instrumen penelitian yang dipakai adalah tes menulis menggunakan validity konstruk.

Prosedur penilaian yang dipakai untuk menilai hasil tulisan siswa menggunakan prosedur dari

Jacobs et. al. Data yang telah didapat menunjukkan bahwa rata-rata nilai yang bertambah

pada kelas eksperimen adalah 20,2 dan rata-rata nilai yang bertambah pada kelas control

adalah 3,7. Selanjutnya t-test digunakan untuk menguji hipotesis. Hasil yang didapat dari

hipotesis statistik menunjukkan bahwa = 5,10 dan = 1,67 atau > . Hal ini

mengindikasikan bahwa hipotesis nol ditolak dan hipotesis alternative lah yang diterima.

Dengan kata lain, penggunaan tehnik mind mapping memiliki efek yang signifikan dalam

membantu siswa untuk menulis essay.

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ACKNOWLEDGEMENT

بسم اهللا الرحمن الر حيم

Alhamdulillah, all praises be to Allah, the Lord of the worlds, for the blessing and the

guidance to the writer in completion of this research. Peace and salutation be upon to the

prophet Muhammad, his families, his companions and his followers.

It is great feeling that the Skripsi has been accomplished entitle “The Effectiveness of

Using Mind Mapping in Writing Essay” (An Experimental Study at Eleventh Grade of SMA

Muhammadiyah 25 Setiabudi Pamulang). It is presented to the Faculty of Tarbiyah and

Teachers Training in Partial Fulfilment of Requirements for the Degree of Strata 1 in English

Language Education.

In arranging this Skripsi, a lot of people have provided motivation, advice, support,

and even remark that had helped the writer. In this valuable chance, the writer aims to express

the gratitude and appreciation to all of them, they are:

1. The writer’s beloved parents, Risman Suwandi, S.Pd and Siti Mukhlisinah, S.Pd.I, for

their love, their examples of living a life, their unstoppable prayer, and their

remarkable guidance to every single step that the writer’s made.

2. All of the lectures in Department of English Education who gave the worthy

knowledge and the motivation to the writer during the process of learning at UIN

Syarif Hidayatullah Jakarta.

3. Drs. Syauki, M.Pd., the head of Department of English Education.

4. Mrs. Nurlena Rifa’I, M.A. Ph.D, the Dean of Faculty Tarbiyah and Teachers Training.

5. The writer’s advisors, Mr. Nasifuddin Djalil, M.Ag. and Mrs. Ummi Kultsum, M.Pd

for the advice, the motivation, and the patience during the process of completing this

Skripsi.

6. The Headmaster of SMA Muhammadiyah 25 Pamulang, Mrs. Zesmita Umar, SH who

gave the permission to do the research for about 2 months.

7. Ms. Syafrini Qurotul Aini, S.Pd. as the English teacher of Class XI at SMA

Muhammadiyah 25 Pamulang who gave the time and the support for the writer to do

this research.

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8. All of the students at the Eleventh Grade of SMA Muhammadiyah 25 Pamulang who

participated in this research.

9. The writer’s brothers and sisters, Ahmad Darussalam, Ats Tsauratus Salamah,

Ahmaddinejad Khadafi, and Ats Tsauratus Sultoh, for their love and caring.

10. The writer’s best friends, Unaymah, Tsani Itsna Ariyanti, Puti Hasanatu, Alfiani

Rahman, Nur’aini, Neneng Suhaimi, Heri Fitrianto, Yulia Ratnasari, M. Rifqi

Syahrizal, and Nurbaiti Rahayu, for the endless support, motivation, and the time for

sharing.

11. All of the writer’s friends and colleagues at Muhammadiyah Students Association

(Ikatan Mahasiswa Muhammadiyah Cabang Ciputat) who cannot be mentioned one

by one.

Finally, the writer realized that this Skripsi is still far from being perfect. Therefore,

the writer accepts any constructive suggestion to make this Skripsi better. Finally, the writer

hopes this Skripsi will be a valuable writing. Amiin…

Jakarta, 2 Mei 2014

The Writer

v

TABLE OF CONTENTS

Letter of Writing Authenticity

Approval Letter

Endorsement Sheet

Abstract ………………………………………………………………………………………. i

Acknowledgement ………………………………………………………………………..… iii

Table of Contents……………………………………………………………………………...v

List of Tables …………………………………..………………………………………...…viii

List of Figures ……………………………………...………………………………………..ix

List of Appendices ……………………………………………………………………………x

CHAPTER I: INTRODUCTION

A. The Background of the Study …………………………….………..…… 1

B. The Identification of the Problem ……….….……….………..…..…….. 3

C. The Limitation of the Study ……….………….…….……….…………... 3

D. The Formulation of the Problem …….….…….……….……….……..…. 4

E. The Purpose of the Study ………….……….……….……….………….. 4

F. The Significance of the Study ………….……….……….……….…….. 4

CHAPTER II: LITERATURE REVIEW AND HYPOTHESIS SUBMISSION

A. The Library of the Study ……….…..……….……….……….………… 5

1. The Essay ……….……….….……….……….……….……….………. 5

a. The Definition of Essay ………….……..….……….……….……….5

b. Kinds of Essay …………….……….……….……….………….........6

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c. How to Write an Essay ……….……….……….……….….………...6

2. The Mind Mapping ……….….……….….…….……….……………… 8

a. The Definition of Mind Mapping ……….………….……….…….. 8

b. The Purpose of Mind Mapping ……….……….……….…………….9

c. The Types of Mind Mapping …………..……….……….…………. ..9

3. The Procedure of Teaching Writing Using Mind Mapping…………… 11

B. The Theoretical Framework ……….……….….……….……….……….. 12

C. The Research Hypothesis ……….………….……….…….…..…………. 13

D. The Previous Study ……….……….….……….……………….………...14

CHAPTER III: RESEARCH METHODOLOGY

A. The Place and the Time of the Study ……….……….…….…...….…….. 16

B. The Method and the Research Design ……..……….………...….……….16

C. The Population and the Sample ……….……….…………...……….……17

1. The Population ……….………..….……….……….……….………….17

2. The Sample ……….…..……….……….……….……….……………..18

D. The Research Instrument ……….……….……….……….……..………..18

E. The Quality of Instrument ……….……….……………….………………18

F. The Technique of Data Collecting ……….……….……….……….……..19

G. The Technique of Data Analysis ……….……….……….……….………20

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data …..……….…………….…….…………….22

B. The Analysis of the Data ……….……….……….………..…………….26

C. The Test of Hypothesis ……….……….……….…….…...……………..32

D. The Interpretation of the Data ….……….……………...……………….32

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CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ……….……….……….……….……………………………33

B. Suggestion ……….……….……….……….…………………………... 33

REFERENCES ……….……….……….……….……………….……….……….……….…35

APPENDICES……….……….……….……….……………….……….……….……….….37

viii

LIST OF TABLES

Table 4.1: Table of scoring writing skill …………………………………………………… 23

Table 4.2: The Students’ Gained Score in Class XI IPA -1

(The Experimental Class)……………………………….. ………………………………... 26

Table 4.3: The Students’ Gained Score in Class XI IPS -1

(The Controlled Class) ………………………………….. ………………………………… 28

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LIST OF FIGURES

Figure 2.1: Radial Mind Map ………………………………………….…………………….10

Figure 2.2: Right-Columnar Mind Map ………………………………………………….… 10

Figure 2.3: Left-Columnar Mind Map ……………………………………………………... 11

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LIST OF APPENDICES

Appendix 1: Lesson Planning of Experimental Class ……………………………………….38

Appendix 2: Lesson Planning of Controlled Class ………………………………………….44

Appendix 3: Example of Part of Essay …………………………………..………………….50

Appendix 4: Mind Map of the Example Essay. …………………………….……………….52

Appendix 5: Example of Essay……………………………………………………………....53

Appendix 6: Instrument of the Experimental Class and the Controlled Class Pre-Test..57

Appendix 7: Instrument of the Experimental Class Post Test………………………….58

Appendix 8: Mind Map Form for the Post Test of Experiment Class ………………………59

Appendix 9: Scores of Pre-Test at Class XI IPA……………………………………………60

Appendix 10: Scores of Post-Test at Class XI IPA ………………………………………….61

Appendix 11: Scores of Pre-Test at Class XI IPS……………………………………………62

Appendix 12: Scores of Post-Test at Class XI IPS ………………………………………….63

Appendix 13: Sample of Students Writing ……………..…………………………………...64

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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the identification of the

problem, the limitation of the study, the formulation of the problem, the purpose

of the study, and the significance of the study.

A. The Background of the Study

As a human being who lives in social life, people need to develop their

skills to prove their existence. One of those skills is writing. By writing, people

could keep the history of their life or everything that inspired them. In terms of

language skills, writing is one of four basic skills that have to be understood by

the language learners. The other skills are listening, speaking, and reading.

There are many kinds of writing such as academic writing, creative

writing, and personal writing. As language learners, the most important kind of

writing that should be able to understand is academic writing. Alice Oshima

and Ann Hogue defined academic writing as the kind of writing used in high

school and college classes. Academic writing is formal, so the writer should

not use slang or contractions. Also, the writer should take care to write

complete sentences and organize them in a certain way.1

Writing an essay is a kind of academic writing which the contents are

facts and can be categorized as literature, as Paul H. Connoly stated, “as a form

of literature, the essay is a composition of moderate length, usually in prose,

which deals in an easy, cursory way with the external conditions of a subject,

and in strictness, with that subject only as it affects the writer”.2 From this

description, it showed that essay was also a kind of literature and the content

should affected the writer. In an essay, it showed the writer’s attitude of the

materials which related to the problem of life.

1 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: PearsonEducation Inc., . 2007), p.3

2 Paul H Connolly, On Essays A Reader for Writers. (New York: Harper & Row,Publisher Co., 1981), p. 304

2

Knowing how to write an essay is important, especially for students

who study at several high schools in Indonesia which is categorized as

bilingual high school. Many assignments, especially in literal mode, will be

delivered with essay form. Furthermore, those students who will continue their

study in a college or doing some business need to know how to write an essay.

That is because writing essay is only one form of writing practiced in the

academic and business world. Writing an essay will teach the students of skills

necessary for the increasingly complex writing assignment that they will face

later in college and for the application in the world of work.3 That is why those

students, especially who get the material in English written form have to know

how to make an effective essay.

Actually, writing an essay is an individual work. The contents have to

represent a person’s mind. In case of teaching and learning of English

language, teacher can use many techniques to support the ability of students

such as using comic story, role playing, discussion, mind mapping, index card

match, etc. In order to improve the students’ ability in writing essay, not every

technique of teaching is effective to be applied. The teacher is expected to

know the technique that could be applied in the teaching of writing essay. One

of those techniques is using mind mapping.

Mind mapping is a technique that generally used by people before they

start to write something. So it can also be used by the students to write an

essay. Generally, people know that mind mapping is a simple technique for

drawing information in diagrams, instead of writing it in sentences. A writer

named John W. Budd also stated in his article that mind map is often created

around a single word or text, placed in the center, to which associated ideas,

words and concepts are added. Major categories radiate from a central node,

and lesser categories are sub-branches of larger branches. 4

3 Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraww HillCompanies, Inc., 2004). p.5

4 John W. Budd, Mind Maps as Classroom Exercises, Journal of EconomicEducation,2004, p. 4

3

Based on the description above, the writer tried to find out how

effective the use of mind mapping affects the students to write their essay. To

find the answer, the writer did an experimental research at SMA

Muhammadiyah 25 Setiabudi Pamulang and used two different classes The two

classes named experimental class and control class. The treatment which is

given in experimental class is the technique of mind mapping, while in the

control class is only using conventional teaching.

Since the writer did the research about using mind mapping in writing

essay, she took permission from the head master and vice headmaster of SMA

Muhammadiyah 25 Pamulang using escort letter from the campus.

Based on the explanation above, the writer is interested in carrying out

the research entitle:

The Effectiveness of Using Mind Mapping in the Teaching of Writing Essay at

the Eleventh Grade of SMA Muhammadiyah 25 Setiabudi Pamulang

B. The Identification of the Problem

Based on the background above, the identification of the problem in

this research are:

1. There are many techniques in teaching and learning of English language,

but not every technique of teaching is effective for the students in writing

essay.

2. Students need to know how to write essay effectively because of the

demand of their writing assignment at school, but students often difficult

to write an essay without any guidelines or technique which stimulate

them to think creatively and systematically.

C. The Limitation of the Study

The study is focused on the effectiveness of using mind mapping that

help the students to write an essay. The main point in this research is the essay

produced by the students before and after giving the treatment. It was also

compared with the other class which was also taught the essay with

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conventional teaching. Thus, the writer looked whether the use of mind

mapping technique affects the students’ ability in writing essay by comparing

the essays which were made by the two classes.

D. The Formulation of the Problem

Based on the limitation of the study, the research is formulated in

question as follows:

1. Does the use of mind mapping affect the ability of students in the

teaching of writing essay at the Eleventh Grade of SMA Muhammadiyah

25 Setiabudi Pamulang?

E. The Purpose of the Study

The writer pointed out that the purposes of this study as follows:

1. To identify whether the use of mind mapping influenced the student’s

ability in writing essay.

2. To fulfill the requirement in writing Skripsi in order to get Sarjana

Degree as an English student of UIN Syarif Hidayatullah Jakarta.

F. The Significance of the Study

This study is expected to give the information about this topic to the

writer’s knowledge, in particular, and for the readers in general.

5

CHAPTER II

LITERATURE REVIEW AND HYPOTHESIS

SUBMISSION

In this chapter, the writer discusses: the essay, the definition of essay,

kinds of essay, how to write an essay, the definition of mind mapping, the purpose

of mind mapping, the types of mind mapping, the theoretical framework, the

research hypothesis and the previous study.

A. The Library of the Study

1. The Essay

a. The Definition of Essay

An essay first started to be known by the people in 1500 when

Montaigne, a France philosopher has written a book which consist of

hisseveral research observations. His first book

entitlesEssayistwhichmeansattempts first published in 1580. In his book,

Montaigne has written his opinion and perspective with essay form through

simple descriptions.1 As in the first chapter above, it is explained thatan

essaywhich is kind of academic writing is a form of literature; the essay is a

composition of moderate length, usually in prose, which deals in an easy,

cursory way with the external conditions of a subject, and in strictness, with

that subject only as it affects the writer.2Donald Pharr also stated that the

essay is only one form of writing practiced in the academic and business

world. Nevertheless, many students dread the thought of having to write an

essay.

However, there are three very good reasons that the instructors hold theability to write essays in such high regard:

1) Someone who can write solid essays proves that he or she cancommunicate effectively with educated, adult readers

1SitiSahara, MahmudahFitriyah, danKusnadi. KeterampilanBerbahasa Indonesia,(Jakarta: FTIK Press, 2009), p.119

2 Paul H.Connolly, On Essays A Reader for Writers, (New York: Harper & Row,Publisher Co., 1981), p. 304

6

2) Essays provide an unparalleled opportunity for readers to judgesomeone’s critical-thinking, organizational, and language skills

3) The writer of successful essay has thought through a topic, taken“ownership” of the developed topic, and worked through the stagesof the writing process-thereby creating an essay that can be a sourceof pride. 3

Based on the definitions above, the writer assumes that an essay is a

kind of academic writing which the contents are the results of the writer’s

observation and can be categorized as a form of writing practiced in the

academic and business world. Therefore, an essay should be based on the

writer’s opinion about something which he/she taught it is interesting

enough to be discussed.

b. Kinds of Essay

According to L.G. Alexander, there are three kinds of essay based on

the writing technique: 1) Reflective Essay, 2)Argumentative Essay, 3)

Literature Essay.

1) Reflective essay is contemplative activities to the main problems which

have been decided. This type of essay examined the skill of thinking

and describing.

2) Argumentative Essay for some reasons is the same as abstract essay.

All the things of argumentative essay related to arguments.

3) Literature essay is a perception expressing of the writer about literature

(universal and general); and also a specific creative thing which

describes the uniqueness of the writer itself.4

c. How to Write an Essay

In a book “Introduction to Academic Writing”, it was stated that an

essay has three parts: 1) The Introductory Paragraphs, 2) Body Paragraphs,

3) The Concluding Paragraphs.5

3Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraww HillCompanies, Inc., 2004). p.4

4Sahara, op.cit., p. 118

7

An Essay introduction stimulates the reader’s interest and tells

what the essay is about. The last sentence of an introduction is the thesis

statement. Like the topic sentence of paragraph, a thesis statement names

the specific topic of the essay.The body paragraph consists of one or more

paragraphs. Each paragraph develops subdivision of the topic. The

conclusion, like the concluding sentence in a paragraph, is a summary or

review of the main points discussed in the body.6

In writing the introductory paragraph, there are two parts that the

writer should be raised, several general statements and a thesis statement.

These two things are important in the introductory paragraph. First is

several general statements including the topic sentence begun by explaining

issue which will be discussed in the essay. As Braine stated in his book,

“introductions help you to state the topic and purpose of your papers while

gaining the interest of your readers”.7 Second, “the thesis statement is a road

map for the paper; in other words, it tells the reader what to expect from the

rest of the paper.” 8 “Some thesis statement also forecast the paper’s

organization.” 9 When it turns into body paragraph, a forecasting thesis

statement indicates the paper’s main point and its organization.Sedley in his

book also stated, “just as a topic sentence summarizes a paragraph, a thesis

statement summarizes the whole essay.“10“The essay itself then proves the

validity of the thesis statement.”11

The body of an essay is made up of one or more paragraphs. Each

body paragraph has a topic sentence and several supporting sentence. It may

or may not have a concluding sentence. Each body paragraph supports the

5AliceOshima and Ann Hogue, Introduction to Academic Writing, (New York: PearsonEducation Inc., . 2007), p. 147

6Ibid., p.1487George Braine and Claire May, Writing from Sources : A Guide for ESL Students,

(California: Mayfield Publishing Company, 1996) p.358 The Writing Center, Thesis Statements, 2014,

(http://writingcenter.unc.edu/handouts/thesis-statements/)9George Braine and Claire May, op.cit. p.3510 Dorothy Sedley, College writer’s workbook, (Columbus: Charles E Merrill Publishing

Company, 1981) p. 1411Ibid., p.17

8

thesis statement. At the first body paragraph, sometimes the writer used

transition signal such as, first, second, also, then, etc.

The concluding paragraph is the last paragraph of an essay. It has

three purposes:

1) It signals the end of the essay.

2) It reminds the reader of the main points.

3) It leaves the reader with the final thoughts on the topic.

2. The Mind Mapping

a. The Definition of Mind Mapping

“Amind map is a form of an outline with ideas and pictures

radiating out from a central concept.”12Furthermore, the mind map can be

applied to every aspects of life where improved learning and clearer

thinking will enhance human performance. The mind map has four essential

characteristics:

1) The subject of attention is crystallized in a central image.

2) The main theme of the subjects radiates from the central image as

branches

3) Branches comprise a key image or key word printed on an associated

line. Topics of lesser importance are also represented as branches

attached to higher level branches.

4) The branches form a connected nodal structure. 13

In case of teaching and learning process, ,mind mapping is a

technique that can be used by teacher in teaching writing in order the

students to be able generate their ideas into the picture or diagram. As

Farrandet. al. stated, “mind maps provide an effective study technique when

12 John W. Budd, Mind Maps as Classroom Exercises, Journal of EconomicEducation,2004, p. 4

13T. Buzan and B. Buzan. The Mind Map book: How to use radiant thinking to maximizeyour brain’s untapped potential. (New York: Plume, 1993), p. 59

9

applied to written material.” 14 Thus, mind mapping will really help the

students before they write something.

Based on the definitions above, the writer assumes that the

definition of mind mapping is a form of outline described by picture or

diagram which is made to develop the idea about something from the

general into specific one.In case of teaching a written material, a mind

mapping will be an effective technique to help the teacher in stimulating the

students’ way of thinking before writing a text.

b. The Purpose of Mind Mapping

The purpose of using mind mapping before writing something is to

organize the ideas of the writer properly. In his words, Buzan said that mind

map help writers to make a distinction between their mental storage capacity,

and their mental storage efficiency. Therefore, in case of writing essay, the

mind map will be useful for the students’ ability in generating some clues

related to the writing that she/he interested to write.

c. The Types of Mind Mapping

There are many kinds of mind mapping; they are radial mind maps,

right-columnar mind maps, and left-columnar mind maps.15

1) Radial Mind Maps

Radial mind maps arrange topics from a central topic out radially in

both the left and right directions:

14 Farrand, P., Hussain, F., and Hennessy, E., The efficacy of the mind map studytechnique, (Medical Education. , 2002), p. 426

15Sarah M, Different types of Mind Maps,2013,(http://www.smartdraw.com/Blog/archive/2011/05/12/different-types-of-mind-maps.aspx)

10

source: www.smartdraw.com(Figure 2.1: Radial Mind Maps)

2) Right-Columnar Mind Maps

Right-columnar mind maps arrange topics from top to bottom on the

right side of the central topic:

source: www.smartdraw.com(Figure 2.2: Right-Columnar Mind Maps)

3) Left-Columnar Mind Maps

Left-columnar mind maps arrange topics from top to bottom on the left

side of the central topic.

11

source: www.smartdraw.com

(Figure 2.3: Left-Columnar Mind Maps)

3. The Procedure of Teaching Writing Using Mind Mapping

There are several procedures of teaching writing using mind mapping

that the teacher could apply in the class,16 they are:

1. Explain Mind Mapping

The teacher needs to explain about mind mapping using example and

comparing it to regular brainstorming. Brainstorming is an activity with

which most people are familiar. The object in brainstorming is to compile

as large a list as possible of potential examples for a given topic. This is a

great activity to do in small groups or with the entire class.17The students

could make the mind mapping started from the topic in the middle, and

then proceeds with keywords that branch off the main topic idea.

2. Making Choice

The next procedure that the teacher could do is to ask the students to

evaluate how they feel about what is on their mind map. The teacher

might ensure them about what ideas that they might want to write about.

So, the teacher could tell the students to be not included everything that

16Susan, How to Teach Writing: 6 Methods for Generating Writing Ideas, 2014,(http://busyteacher.org/11274-how-to-use-mind-maps-jump-start-writing.html)

17Joyce B,How toUse Mind Maps in Your ESLClassroom. 2014,(http://busyteacher.org/4650-how-to-teach-writing-6-methods-for-generating.html)

12

is on the mind map; the students could erase, edit, and revise it as they

move forward.

3. Begin Writing

After the students clearly understand to the ideas that they have put in

their mind map, the teacher could ask them to begin writing. They could

use much of the same language they have already written down. It makes

the task of composition much more manageable and gives them a

concrete tool to reference. Students generally move from the mind map

activity into the writing process with more enthusiasm and more

direction.

4. Adapting it

The teacher of writing could use mind mapping based on the level of

students she/he met. For example, the students of lower level could use

mind map by attracted them with the colors or picture that they could

make creatively. For student of higher level, the technique of mind map

could be used before they write several kinds of writing such as essay,

speech writing, or for organizing presentation.

B. The Theoretical Framework

Writingan essay is a part of academic writing which students of certain

college or high school must know about. As known, students sometimes get

difficulties when generate their ideas whether from the general one to the

specific one in writing such academic work. It also can be a problem which is

faced by the teacher when teaching writing. Therefore, there are several

techniques which could be applied in the teaching of writing essay.

One of those techniques is using mind mapping. Not only the

techniqueis good for the students, but also it could be an effective way to the

teacher when teaching about writing especially writing an essay. Actually,

using mind mapping before doing some writing assignments has been

commonly known for several people. Therefore, in this case the writer

13

assuming that the students should be able to use it when generating their ideas

in writing an essay.

C. The Research Hypothesis

The research hypothesis that will be used in this research concerned to

the influence of using mind mapping in writing essay. There are two kinds of

hypothesis, they are:

1) The Null Hypothesis ( )

The null hypothesis stated that there is not an influence of using mind

mapping in writing essay. It can be seen from the difference between

controlled and experimental group. If there is no significant difference

between the population means, the null hypothesis is accepted.

2) The Alternative Hypothesis ( )

The alternative hypothesis stated that there is an influence of using mind

mapping in writing essay. It can be seen from the difference between

controlled and experimental group. If there is a significant difference

between the population means, the alternative hypothesis is accepted.

Here are the statistical hypotheses in this research:

1) ∶ < .

If is lower than , it means that the null hypothesis is accepted. It

indicated that the use of mind mapping has not significant influence in

students’ ability to write essay.

2) ∶ >

If is higher than , it means that the alternative hypothesis is

accepted. It indicated that the use of mind mapping has significant

influence in students’ ability to write an essay.

14

In this research, the hypothesis which used was the alternative

hypothesis. It was needed to be tested in order to prove the research

notion about the effectiveness of using mind mapping in writing essay.

D. The Previous Study

There are three relevants studies that the writer had read in order to

help her writing this reasearch proposal.

The first one is the study about using mind mapping in teaching

descriptive writing which is written by ArifPrayogo, a student of English

education at UIN SyarifHidayatullah Jakarta. The result of this study shows

that using mind mapping helps the students become easier in understanding the

materials.18

The second relevant study is about the use Direct Object Technique

towards students’ skill in in writing descriptive text which is written by Dian

KaryaniAstuti, a student of English education at UIN SyarifHidayatullah

Jakarta. The writer takes this study as relevant study because of the same

method that used in the research. The result of this study shows that the

application of DOD technique towards students’ skill in writing descriptive text

is effective. 19

Thethird relevant study is about the use of mind map technique in

teaching reading comprehension of narrative text which is written by

IkaYuliAstuti, a student of English Education. The result of the study is there

was a significant difference between students’ score in learning reading

18ArifPrayogo, “Using Mind Mapping in Teaching Descriptive Writing at SMPRiyadlulJannah Bogor,”Skripsi at English Education Department, Faculty Tarbiyah and TeachersTraining, UIN SyarifHidayatullah Jakarta, Jakarta, 2009, p.37, unpublished

19 Dian KaryaniAstuti, “The Effectiveness of UsingDirect Object Discovery (DOD)Technique toward Students’ Skill in Descriptive Text”Skripsi, English Education Department,Faculty Tarbiyah and Teachers Training,UINSyarifHidayatullah Jakarta, Jakarta, 2013, p. 42,unpublished.

15

comprehension of narrative text by using mind mapping technique and without

by using mind map technique. 20

By reading the relevant studies above, the writer intended to do the

study of an experimental research design focused on the effectiveness of using

mind mapping in writing essay.

20 IkaYuliAstuti..“The Effectiveness of Using Mind Map Technique in TeachingReading Comprehension of Narrative Text”Skripsi, English Education Department, FacultyTarbiyah and Teachers Training,UINSyarifHidayatullah Jakarta, Jakarta, 2012, p. 41, unpublished.

16

CHAPTER III

RESEARCH METHODOLGY

This chapter presents the place and the time of the study, the method and

the research design, the population and the sample, the research instrument, the

quality of instrument, the technique of data collecting, and the technique of data

analysis.

A. The Place and the Time of the Study

This research was conducted at SMA Muhammadiyah 25 Setiabudi

Pamulang located on Jl. Surya Kencana Pamulang Barat. The data

collected from that school began from 12 February 2014 until March 5th

2014.

B. The Method and the Research Design

This research used quantitative method as a research method which

the form of data is numerical and it was analyzed using statistics calculation.

The design of this research is aquasi-experimentaldesign in which the

experimental group will be decided by which settings (e.g. schools,

classrooms, and factories) have volunteered or been selected to be part of the

intervention. In this research, the two classes that used by the researcher have

already been selected by the teacher of English language subject.“Therefore,

rather than randomly allocating, a control group is chosen that is as similar to

the experimental group as possible.”1

During the implementation of the research, each class had two

session, pre-test and post test session. Here is the description of the

research process:

1Daniel Muijs, Doing Quantitative Research in Education, (London:Athenaeum PressLtd,. 2004)p. 27

17

1. Pre-Test Session

On February 12th, the researcher scheduled to enter Class XI I IPS

which was a control class. The researcher gave the explanation about

writing essay using power point and an example of essay for about 30

minutes. Then, the students are given one hour to write their essay. It is the

pre-test for control class.

On Februari 21st, the researcher scheduled to enter Class XI I IPA

which was an experimental class. The researcher did the same way like she

did in control class. The students are asked to write their essay which they

could choose their own topic as long as it was analytical text.

2. Post-Test Session

In the next meeting, on February 28th, the students in experimental

class were explained about how to use mind mapping in writing essay.

They are asked to make an essay using mind mapping. It is the post test of

the research.

And the last session, on March 5th, the researcher reentered to the

control class in order to ask them writing their second essay without using

mind mapping treatment. The researcher only gave the wider explanation

about how to write an essay easily. Then, they were asked to do the post

test. Therefore, the whole process of this resarch took two meetings in

every class.

C. The Population and the Sample

1. The Population

The population of this study is the students at the Eleventh Grade

in Senior High School of Muhammadiyah 25 Pamulang. The total number

of population is 142 persons which is divided into four classes, they are

class XI IPA I, class XI IPA II, class XI IPS II, and class XI IPS II

18

2. The Sample

In selecting sample, non probability samplingis used as a technique

of selecting the sample. Non probability sampling is based on the

consideration or subjective valuation; there is no use of probability theory

in selecting the sample. In this case, convenience samplingas a kind of

non-probability sampling is used. Convenience sampling is a technique of

selecting sample based on accidental reason, the populations of the

research are ready to be a sample or in another case, the sample is from the

closest persons.2

In this research, two classes are used; they are class XI IPA 1 and

class XI IPS 1. Both of those two classes are categorized as progressive

class in their school and they are regarded as best-representation from their

study program. The Class XI IPA 1 is taken as experimental group which

has been taught using the treatment of mind mapping technique and the

Class XI IPS 1 as control group. The number of students in experimental

group is 29 persons and the control group is 29 persons. Therefore, the

total number of students used as the sample of this research is 58 persons.

D. The Research Instrument

Sugiyono said that mostly the researchers in education arranged the

research instrument by themselves. It happens because not every available

research instrument has already being tested or suitable with their research

situation. 3 Considering this case, the written test is used as research

instrument.

E. The Quality of Instrument

The written test need to be measured its validity and. reliability in

determining the quality of the instrument.

1. Validity

2SyofianSiregar, MM. StatsitikaDeskriptifuntukPenelitian, (Jakarta: RajaGrafindoPersada, 2010) p.148

3 Prof. Dr. Sugiyono, MetodePenelitianPendidikan. (Bandung: Alfabeta, 2009) p. 148

19

First element that is used to measure the test is validity. There are

many types of validity such as content validity, construct validity, and

criterion validity.4The type of validity that is used in this research is

construct validity. To examine the construct validity, the judgment

experts is used. In this case, the researcher has already consulted the

test with her advisor and an English teacher at school where she did

the research.

2. Reliability

The second element is reliability. Reliability refers to the extent to

which test scores are free of measurement errors.5 In this research, the

analytic scoring is used. The analytic scoring is one of many types of

rating scales in measuring writing. “In analytic scoring, scripts are

rated on several aspects of writing or criteria rather than given a single

score.”6

F. The Technique of Data Collecting

Written test is the only one technique that used by the researcher in

this research. Giving the explanation about writing essay to both of classes,

the experimental and the control class, is the first step that the researcher do

to collect the data. Then they were asked to write an essay.

The test which is the only instrument of this research was about

writing analytical text using essay form. The students were asked to write

everything which they interesting about and make the analytical reason of it.

It was also considered from the current material which is studied by all of

them in their English language subject.

The scoring of the test is focused on their ability in using mind

mapping and how they generate ideas from general one to the details. Other

4Muijs, Op.,cit., p. 665Ibid., p.716Sara Cushing Weigle, Assessing Writing. (New York: Cambridge University Press,

2002), p.114

20

assessments can be looked from their skill in writingthat looked specifically

from these points of assessing:

a. Content

b. Organization

c. Vocabulary

d. Language Use

e. Mechanics7

Those five points are widely used in ESL which is created by Jacobs

et.al. The creator differentiates the weight of scoring for every aspect such as

content consist of 30 %, organization consist of 20%, vocabulary 20%,

language use consists of 25%, and mechanics consists of 5% point out 100%.

G. The Technique of Data Analysis

The technique of data analysis used in this experimental research is t-

test formula. The use of t-test formula is to examine the hypothesis of the

research after collecting the data in this experimental research. Here are the

technique and steps of data analysis:

1. Determining mean of gained score of experimental class

M = ∑Notes:M : Mean of gained score of experimental class∑X: The total gained score of students in the experimental classN: The total students in experimental class

2. Determining mean of gained score of controlled class

= ∑: Mean of gained score of controlled class

7Ibid, p.115.

21

∑Y: The total gained score of students in controlled class

N: The total students in controlled class

3. Determining of deviation of experimental class

= ∑ − (∑ )4. Determining of deviation of controlled class

= − (∑ )5. Determining the t-test

After gaining the main gained score and the deviation from each

class, the next step of calculation is determining the t-test, the formula

from Arikuntois used as follow:8

∑ ∑notes:

= Mean of gained score of experiment class

= Mean of gained score of controlled class∑ =The total gained score of students in the experimental class∑ = The total gained score of students in the controlled class

= The total students in the experimental class

= The total students in the controlled class

6. To measure degree of freedom by df = + - 2

7. To check the criteria t-table with significance degree 5%

8Suharsimiarikunto, ProsedurPenelitianSuatuPendekatanPraktik, (Jakarta: PT. RinekaCipta,2006),p.312.

22

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents the description of the data, the analysis of the data, the test

of hypothesis and the interpretation of the data.

A. The Description of the Data

Since this research using experimental as the research method, the pre-test

and the post-test are taken from the experiment and the controlled class. The

experiment class is XI IPA 1 which consists of 29 students and the controlled

class is XI IPS 1 which consists of 29 students.

The test that was given to the students is making an effective essay which

consists of five paragraphs. The five paragraphs consist of an introductory

paragraph, three body paragraphs, and one concluding or closing paragraph. The

assessment used to assess the essay is from Jacob et al. scoring procedures. The

reason why Jacobs et al. scoring procedures used is because it is commonly used

by the numerous college-level writing programs. The scoring procedure used is

an analytic scoring. “In the Jacobs et al. scale, scripts are rated on five aspects of

writing: content, organization, vocabulary, language use, and mechanics. The

five aspects are differentially weighted to emphasize first content (30 points) and

next language use (25 points), with organization and vocabulary weighted

equally (20 points) and mechanics receiving very little emphasis (5

points).”1Here is the table of scoring writing skill,

1 Sara Cushing Weigle, Assessing Writing. (New York: Cambridge University Press, 2002),p.115.

23

Table 4.1

Table of scoring writing skill

Score Level Criteria

CO

NT

EN

T

- 30-27 EXCELLENT TO VERY GOOD: knowledgeable

*substantive *thorough development thesis *

relevant to assigned topic

- 26-22 GOOD TO AVERAGE: some knowledge of

subject *adequate range *limited development of

thesis *mostly relevant topic, but lacks detail

- 21-17 FAIR TO POOR: limited knowledge of subject

*little substance *inadequate development of topic

- 16-13 VERY POOR: does not show knowledge of subject

*non-substantive *not pertinent *OR not enough to

evaluate

OR

GA

NIZ

AT

ION

- 20-18 EXCELLENT TO VERY GOOD: fluent expression

*ideas clearly stated /supported *succinct *well-

organized *logical sequencing *cohesive

- 17-14 GOOD TO AVERAGE: somewhat choppy

*loosely organized but main idea stand out *limited

support *logical but incomplete sequencing

- 13-10 FAIR TO POOR: non-fluent *ideas confused or

disconnected *lacks logical sequencing and

development

- 9-7 VERY POOR: does not communicate *no

organization *OR not enough to evaluate

24

Score Level CriteriaV

OC

AB

UL

AR

Y- 20-18 EXCELLENT TO VERY GOOD: sophisticated

range *effective word/idiom choice and usage

*word form mastery *appropriate register

- 17-14 GOOD TO AVERAGE: adequate range

*occasional errors of word/idiom form, choice,

usage, but meaning not obscured

- 13-10 FAIR TO POOR: limited range *frequent errors of

word/idiom form, choice, and usage *meaning or

obscured

- 9-7 VERY POOR: essentially translation *little

knowledge of English vocabulary, idioms, word

form *OR not enough to evaluate

LA

NG

UA

GE

US

E

- 25-22 EXCELLENT TO VERY GOOD: effective

complex construction *few errors of agreement,

tense, number, word order/function, articles,

pronouns, preposition

- 21-18 GOOD TO AVERAGE: effective but simple

construction *minor problems in complex

construction *several errors of agreemen, tense,

word order/function, articles, pronouns, preposition,

but meaning seldom obscured

- 17-11 FAIR TO POOR: major problems in

simple/complex construction *frequent errors of

negation *agreement, tense, number, word

order/function, articles, pronouns, preposition,

and/or fragments, run-ons deletion *meaning

confused or obscured

25

- 10-5 VERY POOR: virtually no mastery of sentence

construction rules *dominated by errors *does not

communicated *OR not enough to evalute

ME

CH

AN

ICS

- 5 EXCELLENT TO VERY GOOD: demonstrate

mastery of conventions *few errors of spelling,

punctuation, capitalization, paragraphing

- 4 GOOD TO AVERAGE: occasional errors of

spelling, punctuation, capitalization, paragraphing

but meaning not obscured

- 3 FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing *poor

handwriting *meaning confused or obscured

- 2 VERY POOR: no mastery of conventions

*dominated by errors of spelling, punctuation,

capitalization, paragraphing *handwriting illegible

*OR not enough to evaluate

Score Level Criteria

26

B. The Analysis of the Data

After getting the data, the test score of the experimental class and controlled class

is analyzed by calculating the result into the formula, as follows by using these tables:

Table 4.2The Students’ Gained Score in Class XI- IPA 1

(The Experimental Class)

No. Students’Number

Pre – test(X1)

Post – test(X2)

Gained Score(X) X2

1. 1 47 71 24 576

2. 2 90 88 -2 4

3. 3 62 79 17 289

4. 4 42 72 30 900

5. 5 56 74 18 324

6. 6 58 75 17 289

7. 7 42 85 43 1849

8. 8 64 73 9 81

9. 9 60 74 14 196

10. 10 56 75 19 361

11. 11 60 69 9 81

12. 12 65 70 5 25

13. 13 60 70 10 100

14. 14 55 65 10 100

15. 15 46 77 31 961

16. 16 58 72 14 196

27


Pre – test(X1)

Post – test(X2)

Gained Score(X) X2

17. 17 42 69 27 729

18. 18 52 68 16 256

19. 19 51 74 23 529

20. 20 42 67 25 625

21. 21 53 71 18 324

22. 22 42 77 35 1225

23. 23 53 69 16 256

24. 24 40 72 32 1024

25. 26 40 74 34 1156

26.. 27 42 71 29 841

27. 28 40 85 45 2025

28. 29 42 71 29 841

29. 30 87 77 -10 100

∑N1 = 29 ∑X1= 1547 ∑X2=2143 ∑X= 587 ∑X 2= 16263

∑N1= The total students in the experimental class

∑X1 = The total pre-test score of students in the experimental class

∑X2 = The total post-test score of students in the experimental class

∑X = The total gained score of students in the experimental class

∑X 2 = The square of the total gained score of students in the experimental class

Based on the table, the result is ∑X1=1547 , ∑X2=2143 , ∑X= 587 , and

∑X2=16.263 The result will be used to find out the t-test.

28

Table 4.3The Students’ Gained Score in Class XI IPS -1

(The Controlled Class)


Pre – test(Y1)

Post – test(Y2)

Gained Score(Y) Y2

1. 1 68 70 2 4

2. 2 52 55 3 9

3. 3 51 57 6 36

4. 4 51 59 8 64

5. 5 42 49 7 49

6. 6 42 48 6 36

7. 7 54 57 3 9

8. 8 52 50 -2 4

9. 9 46 48 2 4

10. 10 45 52 7 49

11. 11 52 49 -3 9

12. 12 53 47 -6 36

13. 13 41 60 19 361

14. 14 53 51 -2 4

15. 15 52 49 -3 9

16. 16 49 60 11 121

17. 17 57 62 5 25

18. 18 57 69 12 144

19. 19 42 56 14 196

29


Pre – test(Y1)

Post – test(Y2)

Gained Score(Y)

Y2

20. 20 69 43 -26 676

21. 21 56 51 -5 25

22. 22 40 54 14 196

23. 23 52 45 -7 49

24 24 42 73 31 961

25. 25 56 56 0 0

26. 26 45 45 0 0

27. 27 70 73 3 9

28. 28 42 54 12 144

29. 29 60 56 -4 16

N2= 29∑Y1= 1491

∑Y2= 1598 ∑Y= 107 ∑Y 2= 3245

∑N2= The total students in the controlled class

∑Y1 = The total pre-test score of students in the controlled class

∑Y2 = The total post-test score of students in the controlled class

∑Y = The total gained score of students in the controlled class

∑Y2 = The square of the total gained score of students in the controlled class

Based on the table, the result is ∑Y1=1491 , ∑Y2=1598 , ∑Y=107 , and

∑Y2=3245 . The result will be used to find out the t-test. Here are the steps:

1. Determining mean of gained score of experimental class

M = ∑

30

=

= 20.2

2. Determining mean of gained score of controlled class

= ∑=

= 3.7

3. Determining of deviation of experimental class= ∑ − (∑ )= 16263 – ( )= 16263 –

= 16263 – 11881.6

= 4381.4

4. Determining of deviation of controlled class= − (∑ )= 3245 -

( )= 3245 –

= 3245 – 394.8

= 2850.2

5. Determining the t-test

After gaining the main gained score and the deviation from each

class, the next step of calculation is determining of the t-test, the formula

from Arikunto’s bookis used as follow2:

2Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. RinekaCipta,2006),p.312.

31

∑ ∑. .

..( . )( . )

.√ ...5.10Based on the calculation above, it is showed that the result of the t-

test from the experimental and the controlled class is 5,10

6. Determining the t-table (tt) in significance level α 0,05 by calculating degrees

of freedom (df).

df = (Nx+Ny) – 2

= (29 + 29) -2

= (58) - 2

= 56

The degrees of freedom (df) = 56

7. To check the criteria t-table with significance degree 5%

The t-table of degrees of freedom 56 in significance level α 0.05 is 1.67.

Comparing t-observation (to= 5.10) and t-table (tt = 1.67) , it is known that to is

higher than tt.

The result is as follows :

5.10>1.67

32

C. The Test of Hypothesis

After calculating the data, the hypothesis also tested based on the statistical

hypothesis previously stated. The statistic hypothesis used in this research is:∶ <∶ >

The calculation shows that the = 5.10 is higher than = 1.67, it means

that the alternative hypothesis is accepted. The alternative hypothesis in this

research is there is an influence of using mind mapping in writing essay.

D. The Interpretation of the Data

Based on the formula above, the result shows that the value of to is higher

than t-table or ( > ).The value of is 5.10 and the value of is 1.67.

It shows the difference between students’ score of each group (the experiment

and controlled group). It means that the alternative hypothesis is accepted and the

null hypothesis is rejected. It was indicated that the notion about there is a

significant difference between experimental and controlled group is accepted. In

other words, using mind mapping is effective in the teaching of writing essay.

33

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of this quasi-experimental research

based on the research finding described in the previous chapter. It also presents the

answer of the research problem stated in the first chapter. The suggestion is also

offered for those who interested in writing essay using mind mapping.

A. CONCLUSION

Using mind map in writing essay is effective. It can be seen from the research

finding stated by statistical data. From the result, it can be seen that the

hypothesis is tested using t-test formula based on Arikunto’s book and the result

is rejecting null hypothesis ( ). The null hypothesis in this research is ‘there is

not an influence of using mind mapping in writing essay’. In other words, the

result proved the alternative hypothesis in this research stated that ‘there is an

influence of using mind mapping in writing essay”. The result of statistical

hypothesis test shows that = 5,10 and = 1,67 or > . It was

indicated that the null hypothesis is rejected and alternative hypothesis is

accepted. Therefore, the research is concluded that this quasi-experimental

research has proved the notion that the using of mind mapping is effective in the

teaching of writing essay.

B. SUGGESTION

The suggestions that the research would like to give based on the conclusion

above are as follows:

1. For the teacher:

a. After applied the technique of mind mapping in teaching students of

writing essay, the researcher would like to suggest the English teacher

especially who taught writing to use the technique of mind mapping in

34

teaching writing in order to make the students easily understand the

material.

b. The technique of mind mapping is easy to use. Therefore, it also will

helpful enough for the teacher who interest in applying mind mapping

as an alternative method in teaching and learning process.

c. Not only for the use of mind mapping in writing essay, the teacher also

could applied the technique in writing any kinds of text, especially for

English language subject.

35

REFERENCES

Astuti, Dian Karyani. “The Effectiveness of Using Direct Object Discovery DODTechnique toward Students’ Skill in Descriptive Text” Skripsi in EnglishEducation Department, Faculty Tarbiyah and Teachers Training, UINSyarif Hidayatullah Jakarta, Jakarta, 2013.

Astuti, Ika Yuli. “The Effectiveness of Using Mind Map Technique in TeachingReading Comprehension of Narrative Text” Skripsi, English EducationDepartment, Faculty Tarbiyah and Teachers Training, UIN SyarifHidayatullah Jakarta, Jakarta, 2012.

Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT.Rineka Cipta, 2006

Budd, John.W. Mind Maps as Classroom Exercises. Journal of Economic Education,2004.

Braine, George and May, Claire. Writing from Source: A Guide for ESL Students,California: Mayfield Publishing Company, 1996.

Buzan, T. and Buzan, B. The Mind Map book: How to use radiant thinking tomaximize your brain’s untapped potential. New York: Plume, 1993.

Creswell, John W. Planning, Conducting, and Evaluating Quantitative andQualitative Research, Boston: Pearson Education,Inc., 2012.

Connolly, Paul H. On Essays A Reader for Writers. New York: Harper & Row,Publisher Co., 1981.

Farrand, P., et al., "The efficacy of the mind map study technique". Journa of MedicalEducation, 2002.

B, Joyce. “How to Use Mind Maps in Your ESL Classroom”.http://busyteacher.org/4650-how-to-teach-writing-6-methods-for-generating.html

Muijs, Daniel, Doing Quantitative Research in Education, London: Athenaeum PressLtd,. 2004.

Oshima, Alice and Hogue. Ann. Introduction to Academic Writing. New York:Pearson Education Inc., 2007.

Pharr, Donald and Buscemi, Santi V. Writing Today. New York: McGraww HillCompanies, Inc., 2004.

Prayogo, Arif. “Using Mind Mapping in Teaching Descriptive Writing at SMPRiyadlul Jannah Bogor,” Skripsi at English Education Department, Faculty

36

Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta, Jakarta,2009.

Sahara, Siti, et al. Keterampilan Berbahasa Indonesia. Jakarta: FTIK Press., 2009.

Sarah M, Different types of Mind Maps. http://www.smartdraw.com/Blog/archive/2011/05/12/ different-types-of-mind-maps.aspx, 2013.

Sedley, Dorothy. College Writer’s Workbook. Columbus: Charles E MerrillPublishing Company, 1981.

Siregar, Syofian. Statisitika Deskriptif untuk Penelitian, Jakarta: Raja GrafindoPersada, 2010 .

Sugiyono. Metode Penelitian Pendidikan. Bandung: Alfabeta, 2009.

Susan, “How to Teach Writing: 6 Methods for Generating Writing Ideas”,http://busyteacher.org/11274-how-to-use-mind-maps-jump-start-writing.html, 14 Mei 2014

The Writing Center, Thesis Statements, http://writingcenter.unc.edu/handouts/thesis-statements/ , 2014.

Weigle, Sara Cushing. Assessing Writing. New York: Cambridge University Press,2002.

37

APPENDICES

38

APPENDIX 1.

LESSON PLAN OF EXPERIMENTAL CLASS

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP-1)

School : SMA Muhammadiyah 25 Pamulang

Subject : English

Material : Analytical Essay

Skill : Writing

Class/Semester : XI IPA/I (Experimental Class/Pre-Test)

Time Allocation : 2 X 45 minutes

A. Standard Competence

Using the meaning of the text in essay form of report, narrative and analytical

exposition in context of daily life activity.

B. Basic competence

Expressing meaning and rhetorical steps in essay writing using a variety of

language accurately, fluently and acceptable in the context of daily life in text

form: report, narrative and analytical exposition in essay form.

C. Teaching and learning objectives

1. Cognitive

Product

a. Students are able to make the text analytical exposition

39

b. Students are able to make generic structure of the text analytical

exposition

Process

a. Students are able to identify the material about analytical exposition

b. Students are able to give the respond of material about analytical

exposition

c. Students are able to make the text about analytical exposition in essay

form

2. Affective

Characters: students are able honest, creative, critical and logical,

responsible

3. Psychomotor

Students are able making a text analytical exposition in essay form and

determining a generic structure of the text about analytical exposition in

essay form

D. Material

Analytical Essay

E. Activities Plan

1. Opening Activities (10 minutes)

a. Greeting and checking student attendance

b. Students identify the material about analytical exposition

2. Main Activities (70 minutes)

a. Students give the respond of material about analytical exposition

b. Teacher give the explanation about analytical exposition in essay form

40

c. Students make the text about analytical exposition in essay form as

their pre-test

3. Closing activities (10 minutes)

a. Summarizing the lesson

b. Giving chances for student to ask questions dealing with the material

c. Giving homework

d. Closing the lesson

F. Learning Sources

1. Internet

2. Introduction to Academic Writing textbook.

G. Media and Tools

1. LCD

2. Infocus

3. Laptop

H. Evaluation

1. Technique : Writing test

2. Form : write a text about analytical exposition in essay form

Mengetahui,

Guru Pamong

(__________________________)

Jakarta, 21 Februari 2014

Guru Mata Pelajaran

(_______________________)

41


(RPP-1)


Subject : English


Skill : Writing

Class/Semester : XI IPA/I (Experimental Class/Post-Test)





B. Basic competence





1. Cognitive

Product


b. Students are able to make generic structure of the text analytical

exposition

42

Process

d. Students are able to identify the material about analytical exposition

e. Students are able to give the respond of material about analytical

exposition

f. Students are able to make the text about analytical exposition in essay

form

2. Affective


responsible

3. Psychomotor



essay form

D. Material

Analytical Essay

E. Activities Plan

1. Opening Activities (10 minutes





b. Teacher give the explanation about using mind mapping in making the

analytical essay using the example of mind mapping.

c. Teacher ensured the students to be clearly understood on the ideas that

they already stated in their mind maps.

d. The students begin writing based on the ideas on their mind mapping.

43

e. The student make the text about analytical exposition in essay form

using mind mapping as their post-test


e. Summarizing the lesson

f. Giving chances for student to ask questions dealing with the material

g. Giving homework

h. Closing the lesson

F. Learning Sources

1. Internet

2. Introduction to Academic Writing textbook.

G. Media and Tools

1. LCD

2. Infocus

3. Laptop

H. Evaluation



Mengetahui,

Guru Pamong

(__________________________)

Jakarta, 5 Maret 2014

Guru Mata Pelajaran

(_______________________)

44

APPENDIX 2.

LESSON PLAN OF CONTROLLED CLASS


(RPP-I)


Subject : English


Skill : Writing

Class/Semester : XI IPS/I (Controlled Class/Pre-Test)





B. Basic competence





1. Cognitive

Product

a. Students are able to make the text of analytical exposition

45

b. Students are able to make generic structure of the text analytical exposition

Process



exposition


form

1. Affective


responsible

2. Psychomotor



essay form

D. Material

Analytical Essay

E. Activities Plan





f. Students give the respond of material about analytical exposition

g. Teacher give the explanation about analytical exposition in essay form

h. Students make the text about analytical exposition in essay form as

their pre-test

46


d. Summarizing the lesson

e. Giving chances for student to ask questions dealing with the material

f. Closing the lesson

F. Learning Sources

1. Internet

2. Introduction to Academic Writing Textbook

G. Media and Tools

1. LCD

2. Infocus

3. Laptop

H. Evaluation



Mengetahui,

Guru Pamong

(__________________________)


Guru Mata Pelajaran

(_______________________)

47


(RPP-II)


Subject : English


Skill : Writing

Class/Semester : XI IPS/I (Controlled Class/Post-Test)





B. Basic competence





1. Cognitive

Product


b. Students are able to make generic structure of the text analytical exposition

48

Process



exposition


form

2. Affective


responsible

3. Psychomotor



essay form

D. Material

Analytical Essay

E. Activities Plan






b. Teacher give the explanation about analytical exposition in essay form

c. Teacher give the example of essay differently to every students to make

them identify the part of essay

d. Students make the text about analytical exposition in essay form as

their post-test

49

e. Closing activities (10 minutes)

a. Summarizing the lesson

b. Giving chances for student to ask questions dealing with the material

c. Closing the lesson

F. Learning Sources

1. Internet

2. Introduction to Academic Writing Textbook

G. Media and Tools

1. LCD

2. Infocus

3. Laptop

H. Evaluation



Mengetahui,

Guru Pamong

(__________________________)


Guru Mata Pelajaran

(_______________________)

50

APPENDIX 3.

Explanation of Part of Essay

Stop Consuming Bottled Water

Introducto

ryParagraph

BODY

PARAGRAPH

Thesysstatement

Signalword

Signalword

Signalword

Nowadays people consider the reason they chose a bottled waterbecause they can found it everywhere in every shop, market, even near thestreet. So, they didn’t have to bring a tap water from their home. Guys, doyou know something that the fact we chosed it to be our consumption willbecome a bad effect for our environment, even for our life. At least there arethree reasons why consuming a bottled water was danger for human life.

The first, have you ever tested bottled water against a tap water? InAmerica, a city called Cleveland had some tests about the quality of bottledwater against a tap water. These test showed that the bottled water was lowerquality than a tap water. Also, it loses a taste test against a tap water and itcost much more expensive than a tap water. How about the clean of water? Isthe bottled water cleaner than a tap water? Sometimes, but sometimes not.

The research showed that bottled water is less regulated than tap. Even the

best performing bottled water scenario has global warming effects 46 times greaterthan the best performing tap water scenario.” Which is to say, choosing tap water isnot only good for your budget, it’s an important way to reduce global warming.

The second, do you know where the water which is in the bottlecome from? Some advertisements of a bottled water stated that they get thewater from the stream which is in the mountain. That was a lie. They seducedus with the picture of stream under the mountain in front of the bottle. Andconfidently we believed to the picture. Actually, most of them got it from thetap. They used the tap for saving the water right? So, what’s the differentfrom the tap water? The different is we have to pay more expensive for itthan a tap water and directly we support the custom to consume it than toprotect the water quality around us.

The third, do you know what the plastic made from? Most plasticwater bottles are made of PET plastic, or polyethylene terephthalate, which ismade from crude oil. And this fact showed that it trashes the environment.Moreover the shocking fact was about where the plastic bottles where we putin the recycling bins go. Some of them were burned and it produces toxic

51

CL PO AS RI AN GG R

APH

pollution. The rest of them were sent to India where they make a mountain ofplastic bottle.

So, what do you think? Our habit to buy bottled water exactly trashedthe environment. Even, the numbers of plastic bottle we used were enough tocircle the globe more than five times. Didn’t we have to consider the life ofour next generation? So, save them and our life with stop consuming bottledwater unless the water in your community is truly unhealthy.

52

APPENDIX 4.

MIND MAP OF THE EXAMPLE ESSAY

Topic : Bottled Water, Healthy,

Title : Stop consuming bottled water

SIMPLE MIND MAPPING

Reason whybottled water

is danger

Quality ofWater

Where thewater from

What theplastic

made from

53

APPENDIX 5.

EXAMPLE OF ESSAY

Essay 1

SMOKING ‘the bad habitual’

Since long time ago, people recognized cigarettes. As the scene that stillexist many people smoke cigarettes with full enjoyable. Smoking hasimpression and taste as something can not be described except they used to.Generally smoking is enjoyed by men, reality shows how many women isdoing it too. The smokers in big community for latest years are teenagers.Many reasons make the teenagers in this country to be the smokers. Theteenagers recognize a cigarette because feeling of curiosity, as life style, assymbol in a community, and to express themselves.

The first reason is feeling of curiosity. Almost all of people have this feelingso do not be strange if the smokers appear more from teenagers than adult.The teenagers have the big curiosity feeling. They are try to find out aboutwhat they feel. The teenagers as generally look at their environment. Thesmoking environment introduces them with cigarettes. Almost all of themare students of junior high school and senior high school. Actually theyknow how bad and expensive this habit before. However the feeling ofcuriosity brought them to find out the taste of cigarettes.

The second reason, smoking as life style. In case that life style is various. Asmatter fact the teenagers in this country choose smoking as life style. Howpity them? The teenagers just want to show if they are can be achieved assmokers. This condition tells how weak their mental with this assume.

The third reason, smoking as symbol in a community. The community thatentered by the teenagers identically free of rules. They want to feel free foreverything what they done. Usually the teenagers in free community smokecigarettes as a symbol freedom. They will pride if they can enter the freecommunity. Smoking is the best way in their assumed to measurethemselves in their environment. Remember their status as students, theymade mistake absolutely.

54

The fourth reason, smoking is the way to expresses themselves. Actually, theteenagers have many ways to express themselves. They are creative humanbeing in this age. But a lot of them express themselves with smoking. Is itthe best way or just to show if they can do it as adult.

Smoking has high risk for healthy, everybody knows about it well. All of thesmokers enjoy the smoking just themselves. They never think about theother one. Beside, they never know how much they spent money. Actuallysmoking sometimes disturbed somebody else with the smoke they pup out.This condition will be worse if the teenagers make smoking as the best wayto find out everything based on the reasons above. While almost theteenagers who smoke are students and still get money from their parents.Therefore, prevent smoking as well as we can do to keep healthy and savemoney for a better life.

Essay 2

Protect The Environment

Do you know that our earth is not natural anymore? Do you know what arethe bad effects of it? And do you know what is responsible for it? Bacause ofthat problems, everyone has to responsible to keep the balance of the earth.There are many things that we can do which are saving water, stop usingplastic bags, and living “greenly”.

First, we can stop using plastic bags. Nowadays, people like to use plasticbags. In fact, the production of plastic bags consume millions of gallons ofoil that could be used for fuel and heating. Hundreds of thousands of whales,dolphins, sea turtles and other marine mammals die every year because theyingest the small toxic particle in plastic. So if we don’t use plastic bags, howdo we bring our groceries home? Actually, we can use reusable bags madeof materials that don’t harm the environment. We don’t need to discard themafter each use. Stop using plastic bags would make a great difference in thenumber of plastic in garbage dumps.

Another way to save our earth is saving water. Water shortage is the biggestproblem. The government has adviced to save water. We can take showers

55

insteads of bath for 5 minutes only and turn off the water while soapingbody.

Last but not the least, we have to live “greenly”. Walking, biking, usingpublic transportation, and driving less can reduce the gas that causes greenhouse effects. Beside that, they save our money and make us healthy. Toconverse energy, we can turn off the lamp and air conditioner when youdon’t need them. We can also save paper by using e-books, email. And buy anew things when you actually need them. If they break, just repair them.

We have understood the ways to save our earth. I think if all people aroundthe world contribute to do those ways, our earth can be saved and disaster,unwanted accidents, high temperature that occur nowadays can decrease. Sothat, earth does’t destroy and we can live happily.

Essay 3

Indonesia

Indonesia, one of the beautiful places in the world. It consists of manyislands and archipelago. An Indonesian are friendly people. I’m happy tolive in this country and I’m proud to be an Indonesian. I often see tourist inthis country because they are often visit my country. I think there are threereason why tourist are visit my country.

First, Indonesia is an interesting country. Geographically, Indonesia islocated between two continents, Asia and Australia. Also it between twooceans, Pacific Ocean and Hindia Ocean. Furthermore, Indonesia has manyvarious natural resources. For example, beach, forest, mountain, etc.

Also, Indonesia has many delicious foods. Rendang, Sate, and Fried Rice aresome of Indonesian delicious food that include in category of CNNResearch. I think one of reason why there are many tourist like living inIndonesia because of traditional food that existed. I also as Indonesian reallylike my traditional food.

Last, Indonesia has many traditions and culture. There are many of traditionsand culture in Indonesia that tourist amazed of it. Such as, Reog fromPonorogo, Kecak from Bali, Saman from Aceh, etc. Unfortunately, some oftraditions and culture inIndonesia was claimed by other country.

56

In conclusion, Indonesia is appropriate place for tourists. The tourist visitsthis country because Indonesia is interesting in natural resources, food,traditions and culture. Some of tourists said that they are proud and amazedof Indonesia. Thus, we are as Indonesian must be proud of our country.

57

APPENDIX 6.

Instrument of the Experimental Class and the Controlled Class Pre-Test

PRE-TEST FORM OF ESSAY

Instruction:

1. Write an analytical exposition in essay form with topic you like for max. 1sheet of paper.

2. The time of writing is 60 minutes.3. Recheck your writing before submitting to the teacher.

TOPIC :

TITLE :

58

APPENDIX 7

Instrument of the Experimental Class Post Test

POST-TEST FORM OF ESSAY

Instruction:

1. Make the mind mapping about the essay that you are going to write.2. Write an analytical exposition in essay form for max. 1 sheet of paper.3. The time of writing is 60 minutes.4. Recheck your writing before submitting to the teacher.

TOPIC :

TITLE :

59

APPENDIX 8.

MIND MAPPING FORM FOR THE POST TEST OF EXPERIMENTALCLASS

13-16 17-21 22-26 27-30 7 s.d 9 10 s.d 1314 s.d 1718 s.d 20 7 s.d 9 10 s.d 1314 s.d 1718 s.d 20 5 s.d 10 11 s.d 1718 s.d 2122 s.d 25 2 3 4 5

1 Nabila Fatihana 13 9 11 12 2 47

2 M. Luthfir Rahman 27 19 18 22 4 90

3 Dewi Yulita 20 12 12 15 3 62

4 Aulia Anindya 15 7 8 10 2 42

5 Nadhifah S. Bila 20 11 11 11 3 56

6 Novanto Guruh P 20 11 14 10 3 58

7 Dirta Rizky 15 7 9 9 2 42

8 Ramadhona 22 12 11 16 3 64

9 M. Yamin Soamole 18 12 12 15 3 60

10 Hadyan Afiandito 19 11 13 11 2 56

11 Aditya Ramandita 18 15 14 11 2 60

12 Hendriko Satya 21 15 12 15 2 65

13 My Gempita Fitriyani 20 14 12 11 3 60

14 Ichsan AL 17 14 10 12 2 55

15 Nisrina Nur Syafina 15 8 11 10 2 46

16 Elsa Wahyu Harliana 18 14 12 11 3 58

17 Selvia A. 15 7 9 9 2 42

18 Widya Indriani 15 11 13 16 3 52

19 Ghina F.F 13 9 12 15 2 51

20 Yuliana 15 7 9 9 2 42

21 Yunita Kurnia 17 14 14 6 2 53

22 Hana Rizka 15 7 8 10 2 42

23 M. Dalifidho 18 10 11 11 3 53

24 Raka Panji Pratama 13 7 8 10 2 40

25 Syifa Iftinan D 13 7 9 9 2 40

26 Laila Al Rahmah 15 7 9 9 2 42

27 Ilma Aulia Santri 13 7 9 9 2 40

28 Ullia Maretha B 15 7 9 9 2 42

29 Ulli Hafidza 25 18 20 20 4 87

Scores of Pre test at Class XI IPA

MechanicsTotal ScoreNo Name

Content Organization Vocabulary Language Use

60

13-16 17-21 22-26 27-30 7 s.d 9 10 s.d 1314 s.d 1718 s.d 20 7 s.d 9 10 s.d 1314 s.d 1718 s.d 20 5 s.d 10 11 s.d 1718 s.d 2122 s.d 25 2 3 4 5

1 Nabila Fatihana 23 18 15 12 3 71

2 M. Luthfir Rahman 27 19 18 20 4 88

3 Dewi Yulita 23 14 18 21 3 79

4 Aulia Anindya 22 16 14 17 3 72

5 Nafidzah Sabila 22 17 13 19 3 74

6 Novanto Guruh P 22 19 14 17 3 75

7 Dirta Rizky 26 17 18 20 4 85

8 Ramadhona 22 16 15 17 3 73

9 M. Yamin Soamole 22 17 14 18 3 74

10 Hadyan Afiandito 22 18 15 17 3 75

11 Aditya Ramandita 21 17 14 14 3 69

12 Hendriko Satya 22 16 13 16 3 70

13 My Gempita Fitriyani 22 15 14 16 3 70

14 Ichsan AL 22 12 13 15 3 65

15 Nisrina Nur Syafina 25 17 15 17 3 77

16 Elsa Wahyu Harliana 20 16 17 16 3 72

17 Selvia A. 22 16 12 16 3 69

18 Widya Indriani 22 14 13 16 3 68

19 Ghina F.F 22 17 15 17 3 74

20 Yuliana 22 15 15 12 3 67

21 Yunita Kurnia 22 16 14 17 2 71

22 Hana Rizka 24 16 16 18 3 77

23 M. Dalifidho 23 15 13 15 3 69

24 Raka Panji Pratama 25 16 13 15 3 72

25 Syifa Iftinan D 26 16 16 14 2 74

26 Laila Al Rahmah 21 17 14 16 3 71

27 Ilma Aulia Santri 27 18 16 20 4 85

28 Ullia Maretha B 24 15 14 15 3 71

29 Ulli Hafidza 27 17 16 14 3 77

Scores of Post Test at Class XI IPA



61

13-16 17-21 22-26 27-30 7 s.d 910 s.d 1314 s.d 1718 s.d 207 s.d 910 s.d 1314 s.d 1718 s.d 205 s.d 1011 s.d 1718 s.d 2122 s.d 25 2 3 4 5

1 Tania Anisa Noza 22 15 17 12 2 68

2 Fahri Dwi 17 11 10 14 3 52

3 Rafi 16 11 12 10 2 51

4 Rezki Utama 16 10 12 11 2 51

5 Ghina Aribah 15 7 8 10 2 42

6 Anggita Rahmatina 15 7 8 10 2 42

7 Rifqi Arkan Ibrahim 17 12 13 12 3 54

8 M. Raihan Nadhor 16 12 11 11 2 52

9 Annisa Cahyani 15 7 11 11 2 46

10 Ishak A. Yoga 14 11 8 10 2 45

11 Venny Dwi Lestari 19 7 12 12 2 52

12 Raissa Sakina Yoantina 14 14 11 12 2 53

13 Yustisia D. 13 9 9 10 3 41

14 Dara Afiyona 14 8 12 17 2 53

15 Maviana Rifqi Haikal 20 9 11 10 2 52

16 Hasna Syarifah 17 7 13 10 2 49

17 Yudinda Fajarani 20 12 11 12 2 57

18 Eva Mega Putri 20 12 11 12 2 57

19 Khairiyyah Annisa S.B 15 7 8 10 2 42

20 Fika Roudlotul Ilmi 22 15 14 16 2 69

21 Endang Pungkasan 18 10 12 14 2 56

22 Ivana N.S 15 7 8 10 3 40

23 Anyetha 15 11 13 11 2 52

24 Fadila Mudaneli 15 8 7 10 2 42

25 Fatur Fadila 18 13 12 11 2 56

26 Nurul Hikmah 15 9 8 11 2 45

27 Sofa 25 14 12 16 3 70

28 Bramantio Ismi Nugroho 15 8 7 10 2 42

29 Muh Raihan Nadhir 21 8 12 17 2 60

Scores of Pre test at Class XI IPS



62

13-16 17-21 22-26 27-30 7 s.d 9 10 s.d 1314 s.d 1718 s.d 20 7 s.d 9 10 s.d 1314 s.d 1718 s.d 205 s.d 1011 s.d 1718 s.d 2122 s.d 25 2 3 4 5

1 Tania Anisa Noza 22 15 17 14 2 70

2 Fahri Dwi 17 11 13 14 3 55

3 Rafi 16 13 12 16 3 57

4 Rezki Utama 16 13 17 11 2 59

5 Ghina Aribah 15 7 9 18 3 49

6 Anggita Rahmatina 16 10 10 10 2 48

7 Rifqi Arkan Ibrahim 17 12 15 11 2 57

8 M. Raihan Nadhor 16 10 11 11 2 50

9 Annisa Cahyani 15 7 11 13 2 48

10 Ishak A. Yoga 14 11 11 16 3 52

11 Venny Dwi Lestari 19 7 10 11 2 49

12 Raissa Sakina Yoantina 14 10 10 11 2 47

13 Yustisia D. 18 11 13 15 3 60

14 Dara Afiyona 14 8 12 15 2 51

15 Maviana Rifqi Haikal 18 9 10 10 2 49

16 Hasna Syarifah 17 12 13 18 3 60

17 Yudinda Fajarani 20 12 13 17 3 62

18 Eva Mega Putri 22 13 15 16 3 69

19 Khairiyyah Annisa S.B 15 7 14 17 3 56

20 Fika Roudlotul Ilmi 15 10 7 8 3 43

21 Endang Pungkasan 18 10 10 11 2 51

22 Ivana N.S 15 10 13 16 3 54

23 Anyetha 15 10 9 9 2 45

24 Fadila Mudaneli 20 17 14 19 3 73

25 Fatur Fadila 18 13 12 11 2 56

26 Nurul Hikmah 15 9 8 11 2 45

27 Sofa 25 16 12 17 3 73

28 Bramantio Ismi Nugroho 15 10 12 14 3 54

29 Muh. Raihan Nadhir 21 8 12 13 2 56

Scores of Post Test at Class XI IPS



63

How to Write an Essay Easily

Your Handy Dandy Guide to Organizing a Proper 5 Paragraph Essay

What is an Essay • You can write many topics as long as you

interested into it.

• It can from your idea or you can put appropriate data

• A basic essay consists of three main parts:

INTRODUCTION

3 BODY PARAGRAPHS

A CONCLUSION

The Introduction • The introduction guides the reader into

your paper by grabbing attention and introducing the topic.

• It should rise why your topic is important to be discussed.

• Don’t forget to put a thesis statement in the last sentence of your body paragraph. A thesis statement, is the guide to the entire essay.

The Thesis Statement • A thesis statement is simply an argument

that you are going to prove.

• It is the roadmap for your essay and explains to the reader exactly what you will discuss in your paper.

• The thesis statement will be the LAST SENTENCE in your INTRODUCTION paragraph.

• A basic thesis statement contains the topic and the 3 main points to support the topic.

• For example, in the essay in your hand, you will se there, Thesis statement:

At least there are three reasons why consuming a bottled water was danger for human life.

BODY PARAGRAPHS • In a basic 5 paragraph essay, there are 3 body

paragraphs that all follow the same structure; but, discuss and prove different points.

• Each body paragraph should discuss one of the points in your thesis.

• You are trying to convince the reader that your point is right.

• Each body paragraph needs a topic sentence, point, and proof.

• Be sure to use transition phrases (signal word) to connect your ideas.

The Conclusion • The conclusion brings together ALL of the main

points of the essay.

• It refers back to and RESTATES the THESIS.

• The conclusion leaves the reader with a final thought and a sense of closure by resolving any ideas brought up in the essay.

#1 RULE IN ANY CONCLUSION

YOU CANNOT INTRODUCE ANYTHING NEW!

How to Begin

• The teacher will provide topic questions which you should brainstorm about. Brainstorming in this case includes finding evidence to support your point. (PROOF)

• You cannot make a statement about something and not provide evidence that shows that your statement is correct.

Formal Writing Rules • Do not use the first or second person (I, my, we, us).

• Do not use contractions (can’t, won’t, doesn’t).

• Do not use clichés, metaphors or figures of speech.

• Avoid saying “The essay will discuss...” or “In my opinion...”

• Avoid using “a lot”. If you do use it, take care not to repeat it often.

• Avoid redundancy and repetition.

• Be specific. Do not use words such as “things” or “many examples”. Do not be vague.

• Always follow MLA format (see below)

• Always type and double space.

• Use size 12 pt font, Times New Roman, and standard 1” margins

• EDIT, EDIT, EDIT!

• Save your rough work.

• When writing about literature, always write in the present tense.

• I.e. “The Chrysalids is a book about the future” not “The Chrysalids was a book about the future”.

• Essays should be submitted with one staple in the top left hand corner. Do not put them in folders or duotangs.

MLA Format • Essay written in 12 pt font, 1” margins

• No separate title page. In the top left corner of the first page of your essay, write:

Your Name

Teacher’s Name Double spaced

Course Code

Date Submitted

• Put your last name and page number in the top corner of each page after the title page.

• Italicize the title of the novel

• When using quotes, reference the page number in the following way:

• First quote, use the author’s name in the reference.

• “I didn't even notice then that it had more than the usual number of toes” (Wyndham 6).

MLA Continued

Second quote from the same source, no need for the author’s name.

• “I didn’t even notice then that it had more than the usual number of toes” (6).

• Submit a Works Cited page to show the resources that you have quoted from in your essay.

The format for the Works Cited:

• Write Works Cited centered at the top of a new page. (Ensure your last name and the page number are still included in the top right corner.)

• Each entry in the works cited should be in alphabetical order according to the author’s last name.

• Last name, First name. Title of Book. City published: Publisher, Year.

Documents

THE EFFECTIVENESS OF USING MIND MAPPING IN …repository.uinjkt.ac.id/dspace/bitstream/123456789/24589...kelas eksperimen yang diajarkan tentang menulis essay menggunakan mind mapping