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IMPROVING DESCRIPTIVE WRITING SKILL
THROUGH MIND-MAPPING TECHNIQUE
(Classroom Action Research in 8th
Grade Students of MTs
Muhammadiyah 1 Cekelan in the Academic Year of 2013 / 2014)
Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfilment
of the Requirements for the Degree of Sarjana Pendidikan Islam
(S.P.d.I)
in English Department of Educational Faculty
By:
ADI PURNOMO
11309120
2014
ENGLISH DEPARTEMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
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v
MOTTO
The best gift is when we get hard effort and we succeed to
get the result
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TABLE OF CONTENT
TITLE ........................................................................................................... i
DECLARATION ........................................................................................... ii
ATTENTIVE COUNSELOR NOTES ...................................................... iii
STATEMENT OF CERTIFICATION ........................................................... iv
MOTTO ........................................................................................................ v
DEDICATION .............................................................................................. vi
ACKNOWLEDGEMENT ............................................................................. vi
TABLE OF CONTENT ................................................................................. vii
LIST OF TABLE ........................................................................................... xii
ABSTRACT .................................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................... 1
B. Problem of the Study ..................................................... 4
C. Objectives of the Study.................................................. 4
D. Significant of the Study ................................................. 5
E. Limitation of the Research............................................. 6
F. Definition of Key Terms............................................... 6
G. Review of the Previous Research................................... 6
H. Outline of the Research ................................................. 7
CHAPTER II THEORETICAL FRAMEWORK
A. Writing ......................................................................... 8
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1. Writing skill .......................................................... 8
2. Definition of Writing ............................................ 8
3. Teaching Writing .................................................. 9
4. Strategies to Learn Writing ................................... 10
5. Definition of Good Writing ................................... 11
6. Writing Process .................................................... 12
B. Descriptive Text ............................................................ 12
1. Definition of Descriptive Text .............................. 12
2. Generic Structure of Descriptive Text ................... 13
3. Language Feature ................................................. 13
C. Mind Mapping............................................................... 15
1. The Definition of Mind Mapping .......................... 15
2. The Benefit of Mind Mapping ............................... 17
3. The Characteristic of Mind Mapping ..................... 19
D. The Relation Between Writing Skill Improvement and
Mind Mapping .............................................................. 19
CHAPTER III RESEARCH REPORT
A. Research Setting ........................................................... 21
1. The General Description of MTs Muhammadiyah 1
Cekelan ................................................................. 21
2. The Setting of Time .............................................. 22
3. The Condition of Teacher and Staff ...................... 22
4. The Facilities ........................................................ 23
5. The Organization Structure ................................... 25
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xi
6. Distribution of the Class ....................................... 26
7. The List of Students in Writing Class by Using
Mind Mapping ...................................................... 26
B. Research Methodology ................................................. 28
C. Research Subject ........................................................... 28
D. The Procedure of the Research ...................................... 29
E. Research Instrument ..................................................... 32
F. Data Collection Method ................................................ 35
CHAPTER IV DISCUSSION
A. Data Presentation........................................................... 43
B. Analysis ........................................................................ 87
CHAPTER V CLOSURE
A. Conclusion..................................................................... 153
B. Suggestion .................................................................... 154
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
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xii
List of Table
Table 3.1 The Condition of the Teacher and Staff . . . . . . . . . . . . . . . . . . . . . . . 22
Table 3.2 The Facilities of MTs Muh 1 Cekelan . . . . . . . . . . . . . .. . . . . . . . . . 23
Table 3.3 The Distribution of the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Table 3.4 The List of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Table 3.5 Evaluation Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Table 3.6 Classroom Observation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Table 3.7 Process Observation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Table 4.1 The Data of Pre-test (cycle I) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Table 4.2 The Data of Post-test (cycle I) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Table 4.3 The Differences of Pre-test and Post-test (cycle I) . . . . . . . . . . . . . . 57
Table 4.4 Process Observation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Table 4.5 The Data of Pre-test (cycle II) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Table 4.6 The Data of Post-test (cycle II) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Table 4.7 Differences of Pre-test and Post-test (cycle II). . . . . . . . . . . . . . . . . 74
Table 4.8 The Process of Observation Sheet (cycle II) . . . .. . . . . . . . . .. . . . . 77
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xiii
Abstract
Purnomo, Adi. 2014. Improving Descriptive Writing Skill through Mind Mapping
Technique (Classroom Action Research in 8th
Grade Students in MTs
Muhammadiyah 1 Cekelan in The Academic Year of 2013 / 2014).
Graduating Paper. English Department of Education Faculty State Institute
for Islamic Studies (STAIN) Salatiga.
Keywords : Mind Mapping, Writing Skill, Classroom Action Research
This is a classroom action research. It is aimed to find out the improvement
of descriptive students’ writing skill of 8th
grade students of MTs
Muhammadiyah 1 Cekelan in the academic year of 2013/2014 through mind
mapping. Besides that, it is also to describe the process of teaching writingusing mind mapping to 8
thgrade students of MTs Muh 1 Cekelan. The data
is obtained by giving pre test and post test in each cycle. The result shows
there are improvement in students’ writing skill. It can be seen at the mean
of pre test and post test. In cycle I the mean of pre test and post test are 57,
03 and 65, 15. The mean of the pre test and post test in cycle II are 64, 05
and 73, 00. The process of the research took place for two weeks, precisely
it is four meetings. Students could follow the teaching-learning process
well. They could show their interests in the lesson. Based on the analysis the
writer concludes that students of 8th
grade in MTs Muhammadiyah 1
Cekelan can improve their writing skill through mind mapping
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1
CHAPTER I
INTRODUCTION
A. Background of the Research
Writing is the most difficult language skills. It is also considered as
the most complicated language skill to be learned, compared to other
language skills. In writing process we always involve thinking skill and
creative skill. Not only that, but also it is supported by tight rules. Mastering
vocabularies and tenses become the main key to get a good writing. We have
to choose appropriate vocabularies to arrange words to be a sentence and
develop it to be paragraph. Besides that, we also have to use a compatible
tense to express an event in certain time. Writing skill is the one of skill
which has to be mastered by students.
Spoken and written languages are obviously different, there are many
differences between speaking and writing. Writing is not simply speech
written down on paper. Learning to write is not a natural extension of
learning. Unlike speech, writing requires systematic instruction and practice.
It is more restricted and generally follows a standardized form of grammar,
structure, organization, and vocabulary. On the other hand it is more formal
and compact than speaking. It needs hard thinking to produce idea, words,
sentences, paragraph, and composition. It involves several components which
have to be considered while a learner is writing. Different from writing,
speaking language is often preplanned, speaking language is mostly
spontaneous and rapid. In the other hand it usually involves thinking on the
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spot. It has simpler constructions and fillers such as “um and er”. The
intonation becomes primary subject to convey meaning and also attitudes. It
is spontaneous so it does not follow by a standardized form of grammar and
structure.
Since writing is the most difficult language skill students face a lot of
problem. In this research the writer will focus on descriptive text. The
students could not describe things, places, and a person in detail because they
do not have any ideas when they are asked to describe them. They were lazy
and bored if the teachers asked them to write something even it just writes a
descriptive text. There were many students were lack of motivation in
writing, so there are many of them got bad score in writing. Besides that,
some of them did not know what they should write. The other problems
which also emerged are choosing the topic, arranging paragraph and using of
vocabulary.
The problems above are also faced by students of MTs
Muhammadiyah 1 Cekelan in second grade. Based on the result of my
interview with Mrs Asri pamungkas as English teacher in MTs
Muhammadiyah 1 Cekelan, I could conclude that the students of MTs Muh 1
Cekelan faced serious problem in constructing and arranging sentences as
well. They were still confused to determine words to describe something.
They used to do mistake when they used simple present. Sometime, they
forgot to add “s/es” when they used a third personal pronoun as a subject.
They usually used pattern of past tense to make a paragraph of descriptive
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text. Besides that, they were difficult to express their memoriam about things
which they wanted to be described. In the other case they wrote similar
description with their chair mate. They didn’t have enough self confident to
make their own sentences.
Based on the minimal passing grade criteria the students’ scores are
still low. MTs Muhammadiyah 1 Cekelan has been decided in 70. In order to
students had to get that score to be stated students have passed. In the fact, the
students’ score of MTs Muhammadiyah 1 Cekelan are mostly still in 50 to 65.
To solve the problems above the writer tries to apply a model of
teaching to teach them. This is mind mapping model/technique. “Mind
Mapping merupakan alat paling hebat yang membantu otak berpikir secara
teratur” (Mind mapping is the most excellent tool which helping mind to
think regularly)(Buzan, 2006:4). This strategy can make students easily to
remember things which they want to be described. It can be supported with
several things such as color pencil, a paper, picture etc. Then, it can be
connected with lines in order to make their imagination colorful and more
interesting toward writing skill.
The writer chooses mind mapping strategy because there are several
purposes such as students can enhance their writing skill and try new solution
to create an effective note to make a text. The researcher can apply a creative
strategy in the teaching learning process. Thus, it will make students more
interesting in learning writing.
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Based on the case above, the writer is interested to conduct a research
entitled: IMPROVING DESCRIPTIVE WRITING SKILL THROUGH
MIND MAPPING TECHNIQUE (CLASSROOM ACTION RESEARCH) IN
8TH
GRADE IN MTs MUHAMMADIYAH 1 CEKELAN IN THE
ACADEMIC YEAR OF 2013 / 2014.
B. The Problems of Research
Based on the background of the study above, the researcher can
formulate the problem in this research as follow:
1. To what extend does mind mapping improve descriptive writing skill of
8th
grade students of MTs Muhammadiyah 1 Cekelan in the academic
year of 2013/2014?
2. How is the process of teaching descriptive writing skill using mind
mapping to the 8th
grade students of MTs Muhammadiyah 1 Cekelan in
the academic year of 2013/2014?
C. The Objectives of the Research
The Objective of this research are:
1. To find out the improvement of descriptive students’ writing skill of 8th
grade students of MTs Muhammadiyah 1 Cekelan in the academic year
of 2013/2014 through mind mapping.
2. To describe the process of teaching writing using mind mapping to 8
th
grade students of MTs Muh 1 Cekelan in the academic year of
2013/2014.
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D. The Significant of the Research
The researcher hopes that the result of the research can inform about
the students’ writing mastery. The researcher will know the students’
understanding about how to make descriptive text easily. The researcher
hopes that the research of the using of mind-mapping strategy in teaching and
learning writing skill (descriptive) will be beneficial for teacher, students.
1. For the Researcher
The researcher will understand more about using mind mapping to
improve descriptive writing skill deeply.
2. For the Teacher
This research can support the teacher to develop students’ writing
skill. Teachers will be easy to teach descriptive text. They will get the
simple way to teach it. They can use new strategy to teach the students. In
order students will be more interested in learning process.
3. For the Students
This result can motivate the students to participate in learning
process delightfully. They can build a descriptive text easily using mind-
mapping strategy. The students can improve their ability in writing skill by
using mind mapping.
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E. The Limitation of the Research
This research is focusing on the ability in writing descriptive text
especially in describing animal. The subject of the research is the second year
students of MTs Muh 1 Cekelan, the researcher concern in mastering writing
skill especially for their grammar and vocabulary in teaching writing to
improve students’ writing ability on descriptive text. It will be known when
we use pre-test and post-test.
F. The Definition of the Key Term
1. Descriptive Writing Skill
The ability to describe the features and characteristics of a certain
things in detailwhich expressed in writing activity.
2. Mind-Mapping
Mind map is a highly effective way of getting information in and
out of your brain. Mind map is a creative and logical means of note-taking
and note-making that literally maps out your ideas (Buzan, 2006:6).
3. Review of the Previous Research
In this research, the writer takes two previous researches. The first one
is the research that had been done by Susiani with her research paper entitled
“The Use of Mind Mapping To Improve English Achievement on Reading of
The Second Year Students of MTS Al-Ittihad Pabelan in The Academic Year
Of 2008/2009”. In her research, she found the psychological factors of the
students. They are motivation and interest. To improve motivation and
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interest of the students, she uses mind mapping to solve the problem and
increase students’ achievement.
The second study had been done by Ita Kurniawati, the purpose of her
research project is to find out students English achievement on vocabulary
using mind mapping method in the classroom. She chooses classroom action
research, entitled “Improving Students’ Vocabulary Mastery through Mind
Mapping Strategy” (Classroom Action Research at the Second Year Of SMP
Negeri 2 Polanharjo, Klaten in the Academic Year of 2010/2011).
4. Thesis Organization
In order to have guidance for writer in writing the thesis, the writer
needs to set up the organization of the thesis writing as follow:
Chapter 1, the introduction consist of background of the research, the
problem of the research, the purpose of the research, the significance of the
research, the limitation of the research, the definition of the key term.
Chapter II The writer present some related theories, such as theoretical
foundation and research hypothesis, which consist of the meaning of writing,
the purpose of writing, the technique or writing.
Chapter III describes about general situation in MTs Muhammadiyah 1
Cekelan, Boyolali. It also describes geographical place, the profile of teachers
and students, and the condition of the infrastructure, research methodology.
Chapter IV explains about the data analysis of the interpretation that
discusses the result of the test.
Chapter V is closure, contain of the conclusions and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Writing Skill
The term of skill is defined as ability. Concisely, writing ability
is the skill to express idea, though, and feeling to other in writing
symbol to make other people or readers understand the idea conveyed.
2. Definition of Writing
Gelb (1962) explains that writing is clearly a system of human
intercommunication by mean of conventional visible mark. Writing
began at the time when man learned how to communicate his thought
and feeling by means of visible signs, understandable not only to
himself but also to all other people more or less initiated into the
particular system. Gould (1989: 30) states that writing is an effort to
create a dialogue with the readers. It is a way or process of discovery
and developing our responses to an event, test or situation.
Writing as one of the language skills is not an innate natural
ability. John Lagan states that a realistic attitude about writing must
build on the idea that writing is a skill. It is a skill like driving, typing,
or cooking, and like any skill, it can be learned. Therefore, writing is a
complex process and it needs practice. For almost everyone, work hard
is a key to produce competent writing.
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As one of four language skill, writing has always occupied
a place in most English language course. One of the reasons is
that more and more people need to learn to write in English for
occupational or academic purposes and the most difficult skill to
master for foreign language learner (Endang 2005: 147).
Therefore, students have difficulties transferring ideas from their source
language (Indonesia) in to the target language (English).
To express the idea, the writer usually uses certain writing types.
(Larry 2003: 121) The process of transferring thoughts from mind onto
paper to share with readers while readily admitting that composing text
to communicate their ideas is tough sledding.
3. Teaching Writing
The reason for teaching writing to students of English as a
foreign language include reinforcement, language development,
language style, and most importantly writing as a skill in its own right
(Harmer, 1998).
Reinforcement is some students acquire languages in a purely
oral way, but most of us benefit greatly from seeing the language
written down. Language development, it seems that the actual process
of writing (rather like the process of speaking) helps us to learn as we
go along. Learning style is some students are fantastically quick at
picking up language just by looking and listening. The last is writing as
a skill, by far the most important reason for teaching writing is a basic
language skill, just as important as speaking, listening, and reading.
Students need to know how to write letters, how to put written reports
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together, how to reply to advertisements and increasingly, how to write
using electronic media.
4. Strategies to Learn Writing
Writing is good technique to improve structure competence.
When students write something, they raced to use their knowledge of
structure to get sentences having meaning. The study of writing in
general, writing technique seldom to be used, mostly structure practice
is how to complete words in separate sentence form or filling in the
blank at a text.
In the following there are some techniques to write ideas:
a. If you have found the main idea, write it on the paper first. Exactly
in the beginning paragraph.
b. Write down any idea which thought in the marrow. Don’t worry
about organization of idea. In this step we only require to write
relevant arguments or ideas which appropriate with main sentence.
c. If you have done, don’t forget to reread what you produced. This
aim is to know if there are the incoherence sentences, inappropriate
vocabularies or to ascertain there are no jumping sentences.
d. Mark the wrong sentence; in order to you will not forget to
rearrange the sentences.
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e. If you have rearranged the sentence you can write down the first
paragraph and the other paragraphs according to sequence you
make.
5. Definition of Good Writing
Writing is told as good writing if the writer can fulfill the
element of the writing perfectly. According to Haris (2001) in Agus
(2011: 13) some elements in good writing are content, form, style and
mechanic. Good writing must express good character as follow;
a. Content: Writing must convey the main idea or an attentive
reader should be able to grasp the writer purpose. The substance
of the writer: the ideas expressed (Haris, 1969: 68)
b. Form: Writing should content logical or associative connection
and transition which clearly express the relationship of the idea
described. The organization of the content (Haris, 199: 38)
c. Grammar: Writing should adhere to the rules of grammar related
to the tenses with sequence if time, the employment of
grammatical forms and synthetic pattern (Haris: 1969: 69)
d. Style: Writing should engage its reader through original insight
and precise. Haris (1969: 69) say that style: the choice of the
structures and lexical items to give a particular tone or flavor to
the writing.
e. Mechanics: Writing must use good spelling, punctuation, and tidy
and clean writing.
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6. Writing Process
Langan (2011) divides writing process into four parts, they are:
a. Prewriting
There are four prewriting techniques that will help to think and
develop a topic and get words. They are free writing, questioning,
making a list, and preparing a scratch outline.
b. Writing
Be prepared to put in additional thoughts and details that did not
emerge during prewriting.
c. Revising
Revising means rewriting an essay, building on what has already
been done to make it stronger. There are three stages to the
revising process: revising content, revising sentence and editing.
d. Editing
After revising for the content and style, the next step is editing for
error grammar, punctuation and spelling.
B. Descriptive Text
1. Definition of Descriptive Text
Descriptive text is a text which discribs about the features and
characteristics of a certain thing in detail (a person or a thing). Its
purpose is to describe and reveal a particular person, place, or thing.
Descriptive writing has a social function to describe a particular
person, place, or thing, for instance, description of a particular building,
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specific animal, particular place, and specific person. Besides,
descriptive paragraph is a set of sentences related to each other in which
the writers draw their ideas and thoughts clearly based on their senses
on the object they see.
2. Generic Structure of Descriptive
a. Identification (introdution) : is the part of paragraph that
introduces the character.
b. Description : is the part of paragraph that describes the character.
3. Language Features:
a. Using adjectives and compound adjectives.
Examples:
• A five hundred seated football stadium.
• A beautiful ancient Roman opera house.
b. Using Linking Verbs/ relating verbs.
Examples:
• The temple is so magnificent.
• The temple consists of five terraces.
c. Using Simple Present Tense
Examples:
• The museum houses hundreds of Greek Statues.
• The hotel provides 450 rooms and a large swimming pool.
d. Using degree of comparison
Examples:
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• The weather in Jakarta is hotter than Bandung.
• Bogor has the same weather as Ungaran.
Example:
One of the most interesting animals in the zoo
is the giraffe. This is the giraffe we saw at the zoo. It
is male and it about six meters tall.
The giraffe has big brown eyes. They are
protected by very thick lashes. This giraffe has brown
spots on the skin. This coloring helps protect the
giraffe. It also has two short horns on its head.
Like camel, it can go for a long time without
drinking water. One source of water is the leaves
which it eats from trees. It is tall, so the giraffe can
reach the tender leaves at the top of a tree.
The giraffe has two methods of self-
protection. If something frightens an adult giraffe, it
can gallop away at about fifty kilometers per hour or
stay to fight with its strong legs.
Identification
Describtion
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keyword. It is not partially separated from each other and is not in
narrative form complete sentences.
The mind mapping strategy can be used to explore almost any
topics in writing and also used in every kind of writing such as:
narrative, descriptive, recount, persuasive, argumentative, essay etc.
Students can improve their ideas and lend themselves to discussing
ideas in groups.
When you use Mind Maps on a daily basis, you will find that
your life becomes more productive, fulfilled, and successful on every
level. There are no limits to the number of thoughts, ideas and
connections that your brain can make, which means that there are no
limits to the different ways you can use Mind Maps to help you.
Buzan(2003:36) explains that, there are some steps to make min
map as follow:
a. Start in the center of a blank page turned sideways.
Because starting in the centre gives your Brain freedom to spread
out in all directions and to express it more freely and naturally.
b. Use an image or picture for your central idea.
Because an image is worth a thousand words and helps you use
your Imagination. A central image is more interesting, keeps you
focused, helps you concentrate, and gives your Brain more of a
buzz!
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c. Use colors throughout.
Because colors are as exciting to your Brain as are images. Color
adds extra vibrancy and life to your Mind Map, adds tremendous
energy to your Creative Thinking, and is fun!
d. Connect your main branches to the central image and connect your
second- and third-level branches to the first and second levels, etc.
Because your Brain works by association. It likes to link two (or
three, or four) things together. If you connect the branches, you will
understand and remember a lot more easily.
e. Make your branches curved rather than straight-lined.
Because having nothing but straight lines are boring to your Brain.
f. Use one key word per line.
Single key words give your Mind Map more power and flexibility.
g. Use images throughout.
Each image, like the central image, is also worth a thousand words.
So if you have only 10 images in your Mind Map, it’s already the
equal of 10,000 words of notes!
(http://www.mindmapinspiration.com)
2. The Benefit of Mind Mapping
Mind mapping helps students and teachers in the learning
process, because it can stimulate Left Brain and Right Brain
synergistically. We need to know the benefit of using mind mapping
likes an interesting shape, enhance creativity, imagination, etc.
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The benefits of mind mapping are flexible, it means that brain
be able to move fluently to all of direction (Buzan, 2003 : 97). The
students can focus on learning. They also can understand the material
and min mapping attract to learn.
Image 1.1 mind mapping
According to Buzan (2007) mind mapping helps the students in terms
of:
a. Plan
b. Communicate
c. Become more creative
d. Save time
e. Solving the problem
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f. Focus on learning
g. Develop and clarify thoughts
h. Remember be better
i. Learn more quickly and efficiently
3. The Characteristic
Mind mapping is a graphical method of taking notes, their visual
basis help one to distinguish words or ideas, often with colors and
symbols. They generally take a hierarchical or tree branch format, with
ideas branching into their subsection. Mind mopping allow for greater
creativity when recording ideas and information, as well as allowing the
note taker to associate word with visual representations.
According to Buzan (2006: 31) mind mapping can use in many
activities, such as: mind mapping to communicate and do presentation,
to plan family activity, to start new effort and how way to summarize
content of book.
D. The Relation Writing Skill Improvement and Mind Mapping
Mind mapping is interesting model to be used as tool to describe
something details. It has brunches that connecting with the central idea. It
appropriates to apply in descriptive text.
In descriptive text we have to describe and analyze something
specifically. From this case, we can know that mind mapping and
descriptive text have seemed similar characters. In order to we can
combine both into a method. We can make descriptive text easily. We can
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put the central idea/main idea in the center and then we explain the ideas
into sub ideas. After that we can connect the each idea with brunch and
can repeat these steps to be applied in another sub idea.
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CHAPTER III
RESEARCH REPORT
In this graduation paper, the researcher has to collect data from the objects of
research that called informants. This research was conducted at MTs
Muhammadiyah 1 Cekelan, Boyolali.
A. Research Setting
1. The General Description of MTs Muhammadiyah 1 Cekelan
MTs Muhammadiyah 1 Cekelan is one of junior high school in
Cekelan village and around there. It is located in Kauman sub-district,
Kemusu district, Boyolali regency. The location is very strategies, because
it is located in back sub-district office of Kauman.
MTs Muhammadiyah 1 Cekelan was opened in small village in
Cekelan, Kauman, Kemusu, Boyolali. It was established at 1950. It has
been staying at 63 years. At beginning time, this school was founded at
Cekelan village, around MI Muhammadiyah Cekelan area. However, at
1970 this school was removed to Kauman village in beck sub-district
office of Kauman. This location was felt more strategic than Cekelan
village, because it was located in center governance of Kauman sub-
district. Besides that, it was rounded by four villages. They are Cekelan,
Krembes, Bawang and Kedung Rowo village. Although, the school has
removed but the name was never changed, until now it is called MTs
Muhammadiyah 1 Cekelan.
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2. The Setting of Time
The research was carried out at MTs Muhammadiyah 1 Cekelan in
academic year 2013/2014. This research has been done from September
2013 to October 2013. The researcher acted as the teacher and the learning
process was observed by the English teacher of MTs Muhammadiyah 1
Cekelan.
The writer arranged in two cycles, each cycles consist of planning,
action, observation and reflection. The classroom action research was
applied in VIII class of MTs Muhammadiyah 1 Cekelan.
3. The Condition of Teacher and Staff
Educational is combination efforts of several forces to achieve
commons goals. One of them is teacher with formal qualification and
staff/officer who always help the teacher to create teaching and learning
process. Both teacher and staff will make teaching and learning process
better.
Teacher is someone who transfers knowledge for the students.
They transfer some materials and skills during teaching and learning
process. They facilitate the students to get their talent therefore the teacher
is important in teaching-learning process. The situation of teacher and staff
in MTs Muhammadiyah 1 Cekelan, as follow:
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Table 3.1 The Condition the Teacher and the Staff)
No. Name Grade Subject
1. Sarifudin, S.Pdi S1 Akidah Akhlaq
2. Wardi, S.Pd S1 PKN
Bahasa Jawa
3. Joko Sutanto, S.Pdi S1 SKI
4. Aris Munandar, S.Pdi S1 Fiqih
Aqidah Akhlaq
5. Asri Pamungkas, S.Pd S1 Bahasa Inggris
6. Surati, S.Pdi S1 SBK
7. Rubangi PGA Kemuhammadiyahan
8. Zulham Efendy, S.Pd S1 IPS
Penjaskes
9. Awaliyah Mustika DII TIK
10. Diah Ika Ningsih, S.Pd S1 Matematika
11. Sri Wahyuni, S.Pd S1 Bahasa Indonesia
12. Darwati, S.Pd S1 Bahasa Indonesia
IPS
13. Aulia Richvana B, S.Pd S1 IPA
14. Aris Supriyanta, S.Pdi S1 Bahasa Arab
15. Bambang S SMA Staff
4. The Facilities of MTs Muhhamadiyah 1 Cekelan
Facilities are mediums which can support the students’
achievement in the school. There are some facilities which needed by
teachers and students to support teaching learning process. It could be seen
in the table below:
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Table 3.2 The Facilities of MTs Muh 1 Cekelan)
No. Facilities Total Condition
1. The Principle Room 1 Good
2. Teacher Room 1 Good
3. Classroom 4 Good
4. Cooperation 1 Good
5. Health Room 1 Good
6. Students’ Organization Room 1 Good
7. Consulting Room 1 Good
8. Science Laboratory 1 Good
9. Library 1 Good
11. Computer Laboratory 1 Good
12. Warehouse 1 Damage
13. Sport Warehouse 1 Good
14. Mosque 1 Good
15. WC 3 Good
16. Gardener Room 1 Damage
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5. The Organization Structure
Graphic 3.1 The Organization Structure
Students
Teachers
Committee
Social Affairs
Ruban i
Student Affairs
Aris Munadar, S.PdI
Curriculum Affairs
Sri Wah uni, S.Pd
Staff. Adm
Asri Pamun kas,
Head Master
Sarifudin, S.PdI
INSTITUTION
Equipment Assisist
Wardi, S.Pd
Assistant Class VIIB
Sutarti, S.PdI
Assistant Class VIIA
Aulia Rihvana, S.Pd
Secretary
Joko Susanto, S.PdI
Treasurer
Darwati, S.Pd
Assistant Class VIII
Diah Ika, S.Pd
Assistant Class IX
Asri Pamun kas,
Librarian
Awali a Must,A.Ma
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6. The Distribution of the Class
Students are people who want to get something new, not only to
learn new knowledge, but also to get other aspects in life such as; social
relation, morality and culture. They learn at school at certain time. The
distribution of the class in MTs Muhammadiyah 1 Cekelan as follow:
Table 3.3 The Distribution of the Class
No Class
Sex
Total
Male Female
1
2
3
I
II
III
26
17
16
19
17
17
45
34
33
Total 59 53 112
7. The List of Students in Writing Class by Using Mind Mapping
The researcher conducted this action research in MTs
Muhammadiyah 1 Cekelan and especially concern in the second grade.
This class consists of 34 students, they are 17 males and 17 females. The
data could be seen in the table below:
Table 3.4 The List of the Students
No Name Sex
1 Adi Saputra Male
2 Aji Prasetyo Male
3 Anita Female
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4 Ari Awan Male
5 Ayu Novita S Female
6 Erman Prasetyo Male
7 Erna Sari Female
8 Erna Yulianti Female
9 Indri Mulyani Female
10 Irwan Gunawan Male
11 Iswanto Male
12 Laila Novita Sari Female
13 M. Dandi S Male
14 M. Sholeh F Male
15 M. Ali Mahfud Male
16 Muh Fahmi Male
17 Muh Muhajir Male
18 M. Sholeh Female
19 Nunung Ariyani Female
20 Nur Laila Female
21 Reza Aditya PM Male
22 Riein Wijayanti Female
23 Rudi Ardiyanto Male
24 Sapril Wiji A Female
25 Selly Rahayu Female
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26 Siti Nur Haniah Female
27 Sofimgi Male
28 Sri Wulandari Female
29 Tri Utami Female
30 Tri Wahyuningsih Female
31 Wahyu Anton W Male
32 Wahyu Rio A Male
33 Wahyu Suseno Aji Male
34 Widiyanti Female
B. Research Methodology
In this research the writer wants to apply classroom action research
(CAR). According to Kemmis and MC Tegart (1991) in Suwandi (2009:9),
action research is study which is used in self-improvement, work experience,
but it is done by systematic and it is planned.
The writer will apply Classroom Action Research (CAR) as a method.
This is comprised two cycles. For each cycle consist of 2 meetings and every
meeting consists of planning, action, observation and reflection.
C. Research Subject
The research was conducted at MTs Muhammadiyah 1 Cekelan,
Boyolali. It was located on small village that rounded by four villages. The
Subject of this research was the students of class VIII that consist of 34
students in the academic year of 2013/2014. They were chosen by the
researcher based on the purpose of the research. There are 14 students who
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graduated from Madrasah Ibtida’yah and 20 students graduated from
Elementary School. Most of their parents are farmer, and some of them work
in Jakarta. In order to the students have motivation less to study. Besides that,
it is supported by the parents’ education. Most of them who just st opped in
Junior High School, they cannot take education more especially in formal
education.
D. The Procedure of the Research
There are two cycles in this action research and in each cycle there are
two meeting. The procedures as follows:
Picture 3.1
(Procedure of research)
a. Planning
The activities of the planning are:
1) Preparing material, making lesson plan and designed the step in doing
action.
2) Preparing the list of students’ name
Cycle
1
Plan
Action
Observation
ReflectionCycle
2
Plan
Action
Observation
Reflection
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3) Preparing teaching aid (Color pens, color board makers,
4) Preparing sheets for classroom research and process observation
5) Preparing a test (to know how far students understand about writing)
b. Action
1) The teacher giving pre-test
2) The teacher teaches descriptive text by using mind mapping
3) The teacher gives short explanation and guides the students to learn,
practice, and do the exercises
4) The teacher gives opportunities to the students to ask any difficulties or
problems
5) The teacher asks the students orally to check the students’
understanding
6) The teacher reviews materials and gives the students some evaluations
7) The teacher gives the students some evaluations including materials
that are not used in the research, it is used to know students’
understanding. Written in the white board according to teacher’s
instruction.
8) The teacher gives posttest in the last meeting in each cycle
c. Observation
Observation is one of the instruments which are used in collecting
data. As a scientific method, observation can be systematically used to
observe and note all of the phenomena investigated like the students’
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feeling, thinking and something they do in the process of teaching learning
writing.
The teacher as the researcher observes all activities in the teaching
and learning process. The teacher also creates a conducive atmosphere in
the classroom and makes collaborative efforts to explore teaching
possibilities. It is proposed to create the students’ motivation in learning.
For example by giving advises to the students and having humorous thing
in spare time in the class.
d. Reflection
Reflection is an activity in expressing of experience that had by
teacher as the self-evaluation. The teacher makes an evaluation based on
the observation to find the weaknesses of the activities that have been
carried out in using pictures in teaching vocabulary. The weaknesses can
be refined in the next cycle; so that finally it can be determined how
effective pictures can improve the technique of teaching vocabulary.
The writer analyzes the result of the observation. He evaluates the
teaching learning process during implementation of the action by
identifying the field notes which are made during the action. In conducting
the evaluation, the researcher also gives pre test before he starts to teach
using mind mapping. It is given in the beginning of cycle 1 and cycle 2.
The post test is given at the end of action in cycle 1 and cycle II. Based on
the data evaluation, the researcher can make a self reflection in doing the
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action. The data from the test will also show whether the students’
descriptive writing mastery improve or not.
E. Research Instrument
In this research the researcher used two kinds of research
instrument, as follow:
a. Test
Test was used to measure students’ competence especially in
cognitive skill. The kinds of the test were pre-test and post-test. In the
cycle I the pre-test and post-test, students were asked to produce a
descriptive text using theme “favorite man”. Different theme was used in
the cycle II, the researcher chosen “Favorite Pet/Animal” as theme.
b. Non-test
The researcher used observation sheet to analyze the condition
when the research held. It was observed by researcher partner, Mrs. Asri
Pamungkas
Evaluation Criteria
Table 3.5 Evaluation Criteria
Component Score Criteria
Content 20-17
Excellent to very
good
Knowledgeable, substantive,
development of thesis, relevant to
assigned topic.16-12
Good to average
Sure knowledge of subject, adequate
range limited development of thesis,
mostly relevant to topic but lacks
detail.
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11-7
Fair to poor
Limited knowledge of subject, little
substance, inadequate development
topic
6-1
Very poor
Does enough to evaluate not show
knowledge of subject, non-
substantive, pertinent, or not enough
to evaluate
Form 20-17
Excellent to very
good
Fluent expression, ideas, clearly
stated/supported, succinct, well-
organized, logical sequencing
cohesive
16-12
Fair to poor
Non-fluent, ideas confused or
disconnected, lack logical sequencing
and development
11-7
Very poor
Does not communicate, no
organization, or not enough to
evaluate
Vocabulary/style 20-17
Excellent to very
good
Sophisticated range, effective
word/idiom choice and usage, word
from mastery, appropriate register
16-12
Good to average
Adequate range, effective word or
idiom form, choice, usage but
meaning confused or obscured
11-8
Fair to poor
Limited range, frequent error odd
word/idiom form, choice, usage,
meaning confused or obscured
7-1
Very poor
Essentially translation, little
knowledge of English vocabulary,
idiom, word form, or not enough to
evaluate
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Grammar 20-17
Excellent to very
good
Effective, complex contractions, few
errors of agreement, tense, number,
word, order/function, articles,
pronouns, preposition.
16-14
Good to average
Effective but simple constructions,
minor problem complex construction,
several error agreement, tense,
number, word, order/function,
articles, pronouns, preposition, but
meaning seldom obscured.
13-10
Fair to poor
Major problems in simple/complex
construction, frequent error of
negation, agreement, tense, number,
word, order/function articles,
pronouns, prepositions and/or
fragment, run-ons, deflection or
obscured.
10-1
Very poor
Virtually no mastery of sentence
constructions rule, dominated by
errors, does not communicate, or not
enough to evaluate
Mechanic 20-17
Excellent
Demonstrates mastery of conventions,
few errors of spelling, punctuation,
capitalization, paragraphing.
16-13
Good to average
Occasional errors of spelling,
punctuation, capitalization, but
meaning not obscured
12-8
Fair to poor
Frequent errors of spelling,
punctuation, capitalization,
paragraphing, poor handwriting,
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meaning, confused or obscured
7-1
Very poor
No mastery of convention, dominated
by errors of spelling, punctuation,
capitalization, paragraphing,
handwriting illegible, or not enough
to evaluate
F. Data Collection Method
There are some technique to collect the data collections in this
research, they are:
1. Observation
Observation has an important role not only for classroom research
but also more generally for supporting the professional growth of
teachers and in the process of school development.
The writer chooses collaborative action research, which the role of
teacher is carrying out of action plan in classroom, the writer as teacher
and English teacher in junior high school as observer notes all of the
processes in learning activities. The research prepares the observation
sheets as follow:
a. Classroom Observation Sheet
Table 3.6 Classroom Observation Sheet
No ActivityDistribution
Excellent Good Fair
1. Pre-teaching
a. Opening
Greeting
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T : “ Assalamu’alaikum Wr.Wb”
S : “Wa’alaikumsam Wr.Wb”
T : “Good morning”
S : “Morning sir”
Asking Condition
T : “ How are you today?”
S : “I am fine, and you?”
T : “Very well, Thanks”
Attendance
T : “How is absent today”
S : “None sir”
b. Introduction
T : “Hello, guys. Introduce myself
my name is Adi purnomo... “
c. Motivation
T : “Now day, English is very
important, everything use
English. So it is important for you
to learn it”
d. Apperceptions
T : “Anybody knows what is this
picture?”
S : “Pasha Ungu Sir,”
T : “Can you tell me who is he and
what does he look like?”
S : “He is singer, Vocalist of Ungu
Band and he has white skin….”
2. Whit Teaching
a. Explanation
Teaching Descriptive Text
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T : “Now, we will learn about
descriptive text. . .”
Introducing Mind Mapping
T : “is there who ever heard
mind mapping. . .”
Combining Descriptive Text and
Mind Mapping
T : “We have learned about
descriptive text and mind
mapping. Now let’s combine
them.”
S : “does it make descriptive text
with mind mapping sir?”
T : “Yupp, I will explain, so
please pay attention”
b. Practice
Dividing into some groups
T : “to practice it. I will divide
you into 6 groups. Please
count 1 until 6 started from
front of left corner and ended
in back right corner”
Describing the topic
T : “I have given a topic to each
group, please describe your
topic using method which have
been learned”
S : “Yes sir ”
Writing on the whiteboard
T : “Please write your result on
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the whiteboard. ….”
3. Post-teaching
a. Concluding
T : “Mind mapping makes us easier
to describe something in
particularly. You can develop it
again. Any question before I
close our meeting?”
S : “No sir”
b. Post-test
T : “I will give you post test to
check your understanding, there
is improvement or not. . . .”
c. Enrich
T : “in home, please study about
describing animal. it’s our topic
for next meeting”
S : “Yes sir”
d. Closing
T : “if you have cleared I will close
this meeting. If there are mistakes
please forgive me. Thank for your
attention. Wassalamu’alaikum
Wr. Wb.”
S :”Wassalamu’alaikum Wr.Wb”
T : “See you”
S : “See you too”
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b. Process Observation Sheet
Table 3. 7 Process Observation Sheet
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard12. The students become active in the
class
13. Teacher corrects the students’
answer
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14. Students are brave to ask and
answer
15. Students feel happy and enjoy
during the lesson
2. Test
Test is set of question or exercises or other instrument used to
measure knowledge, intelligence, ability or attitude of group or
individual (Arikunta, 1998: 139). In the other book explain that test is an
instrument – a set of technique, procedures, or items that requires
performance on the part of the test-taker (Brown, 2003:3).
Test is used by researcher to examine the result of the subject by
using question or other instrument which measure the students’ result of
the lesson that is researched. In other words, test is the sequence of
question or exercise and other instrument used to measure of skill,
intelligence, ability or talent belonging to an individual or a group. In this
research the researcher will use test two times. It contains of pretest and
post test in each cycle. Then the researcher scores the test by looking for
the mean score. After the mean of score is found from the tests, the
teacher can find out how extend mind mapping can improve the students’
descriptive writing.
The writer uses pre-test and post-test to know how far the students
understand about the material. Pre-test is given toward student before the
teacher uses his strategy in teaching learning process. In addition, post-
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test is given to students after the strategy is implemented. Both used to
know the differences of students’ skill before.
3. Documentation
Hopkins (1993:140) stated that document surrounding curriculum
or other educational concern can illumine rationale and purpose in
interesting ways. The use of such material can provide background
information and understanding what issue that would not otherwise be
available. The documentary data are book, transcript, rapport, official
organizational paper, material etc. this method used to know the
conditional of students and teacher, structure of organization, profile and
location of school.
G. Data Analysis
1. Statistical
A descriptive technique is used to know the extent to using mind
mapping in descriptive text to increase the students’ attention the result of
pretest and posttest. This research is calculated by t-test analysis:
a. Mean
Mean is average from division between sums of student’s scoring a
total number of respondents. The formula is:
=
: Mean
Score
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: Number of Score
: Sum or Add
b. Calculate Standard Deviation
SD =
SD : Standard Deviation
: Number of Quadrate deviation
N : Subject
c. T-Test
T =
2. Descriptive
A descriptive technique is used to know the students behavior
during the teaching learning process. In descriptive technique, the
researcher analyzes the observation sheet which has been made by his
partner.
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CHAPTER IV
DISCUSSION
In this research, the writer would like to analyze the data gathered from the
action research activities. The data was obtained from the teaching learning
process and evaluation. The analysis is to measure students writing skill
improvement in teaching learning process. In this research, the data consist of data
presentation and analyze.
A. Data Presentation
1. Cycle 1
a. Planning
Before conducting the research, the writer prepares the instrument
as follows:
1) Materials (look in appendix)
2) Lesson Plan (look in appendix)
3) Students’ Attendance
4) Teaching Aids (Laptop, Camera digital, paper, Colors pen,
board maker)
5) Sheet for classroom observation and process observation
6) Test (Pre-test and Post-test)
a) The Data of Pre-testTable 4. 1 The Data of Pre Test
No AbsentScore Final
ScoreContent Form Vocab Grammar Mechanic
1 1 13 13 12 13 12 63
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2 2 13 13 13 12 11 61
3 3 13 12 14 14 9 62
4 4 10 10 11 11 10 52
5 5 1`4 13 12 13 13 65
6 6 11 11 10 10 12 54
7 7 12 11 11 10 9 53
8 8 12 11 12 12 12 59
9 9 10 11 11 10 12 54
10 10 9 10 11 9 9 48
11 11 13 12 13 13 12 63
12 12 15 14 14 16 13 72
13 13 12 13 12 11 12 60
14 14 9 11 10 10 9 49
15 15 16 13 15 14 12 70
16 16 10 10 9 9 9 47
17 17 8 9 9 9 8 43
18 18 9 10 9 9 8 45
19 19 13 12 14 14 11 6420 20 12 13 12 12 11 64
21 21 13 13 14 13 13 66
22 22 12 13 12 12 11 60
23 23 11 10 9 10 9 49
24 24 16 17 14 14 14 75
25 25 13 11 13 12 11 60
26 26 11 12 10 10 11 52
27 27 13 12 13 14 12 64
28 28 12 10 11 9 10 54
29 29 10 9 9 9 10 47
30 30 9 8 8 8 9 42
31 31 11 9 11 10 10 51
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32 32 10 10 9 9 9 47
33 33 10 11 11 10 12 54
34 34 14 15 15 13 13 70
b) The Data of Post-test
Table 4. 2 The Data of Post Test
No AbsentScore Final
ScoreContent Form Vocab Grammar Mechanic
1 1 16 13 15 14 1472
2 2 13 12 13 14 1264
3 3 13 13 13 13 1264
4 4 12 11 12 11 1157
5 5 15 16 14 14 1372
6 6 12 11 10 12 1156
7 7 13 13 12 12 1161
8 8 15 14 14 14 1370
9 9 12 12 11 12 1259
10 10 10 13 10 13 12 58
11 11 16 14 13 14 1370
12 12 17 17 16 17 1481
13 15 15 14 15 15 1372
14 14 14 14 15 15 1371
15 15 16 14 15 14 1372
16 16 10 10 10 14 953
17 17 11 11 14 13 1261
18 18 11 12 10 10 1154
19 19 15 14 14 15 1371
20 20 15 13 15 15 1472
21 21 15 14 15 14 1472
22 22 14 15 14 14 1370
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23 23 13 12 13 12 1161
24 24 17 17 16 16 1682
25 25 13 13 14 14 13 67
26 26 13 12 13 14 1062
27 27 14 13 15 15 1370
28 28 13 10 13 11 1259
29 29 12 11 13 11 1158
30 30 11 12 10 11 1155
31 31 12 12 13 12 1261
32 32 11 11 12 11 10
5533 33 12 11 13 12 1260
34 34 16 15 14 14 1473
b. Implementation of Action
Meeting I
The first activity was conducted on Friday, September 20th
2013, the teacher (the writer) entered the class with his partner
(English teacher there/ Mrs. Asri Pamungkas). The situation was
noisy, some students spoke with their friends. When the teacher
and his partner stood in front of class all of students’ eyes looked
at the teacher, they surprised because there was a strange man.
Some students made little discussion and another just kept silent.
A few second later the teacher begun to start the class. After all
students ready Mrs. Asri leaded to pray. Mrs. Asri opened the
lesson and introduced the researcher. The situation as follow:
Mrs. Asri : “ Assalamu’alaikim wr. wb”
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Students : “Wa’alikumsalm wr. wb”
Mrs. Asri : “Good morning Guys? How are you?”
Students : “Morning mom, I’m fine, and you?”
Mrs. Asri : “Very well, thanks. Hari ini saya akan digantikan
oleh seseorang. He is Mr. Adi. Beliau akan
mengadakan penelitian dikelas ini sekaligus
mengantikan ibu ngajar hari ini. So, kalian harus
serius ya. Ibu akan mengawasi dari belakang. Ok, Mr.
Adi silahkan. (. . . today I will be changed by someone
to teach you. . . .He will hold a research in this class
and change me to teach you today. So, you have to be
serious. I will watch you up from back of class. Ok
Mr. Adi, I please you)
The teacher (writer) begun to speak in the class to introduce
himself and tell what his goal came to the class.
Teacher : “Hallo guys,..”
Students : “Hi pak, (Hi sir)…”
Teacher : “Mrs. Asri has told you, kenapa saya disini?. Before
we go on to the materials let me to introduce myself (.
. . why am I here. . .)”
Introduce myself my name is Adi Purnomo. I come
from Cekelan. So, saya sudah kenal beberapa dari
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kalian karna tetangga saya. (. . . .So, I have known
some of you because they are my neighbors)”
I am a students like you, saya kuliah di STAIN
Salatiga. (I study at STAIN Salatiga). Any question
about me?
Reza : “Ya pak saya tahu STAIN salatiga (Yes, I know
STAIN Salatiga)”
Teacher : “Oya, good.hehehe. . .disini saya akan mengadakan
sebuah penelitian tentang kemampuan kalian
dibidang menulis teks descriptive, guna mengetahui
kemapuan kalian setelah mengunakan metode yang
saya terapkan dan guna memenuhi tugas akhir saya
sebagai mahasiswa jurusan bahasa inggris di STAIN
Salatiga. (Really, good. hehehe. here, I will hold a
research about your descriptive writing skill, it is for
knowing your skill after used my method which I
applied and it is for fulfilling my final assignment as
student of English Department in STAIN Salatiga)
So, I ask your cooperation and participation.
Students : “Yes, sir”
Teacher : “I will absent you first. Who is absent today?”
Students : “Nihil pak (None sir)”
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Teacher : “Good, Sekolah itu sangat penting ya untuk masa
depan kita. Apalagi bahasa inggris sekarang apapun
mengunakan bahasa inggris (Good, study is very
important for our future. Moreover, study English,
now days everything use English)”
Before starting the lesson in the first meeting in cycle 1,
teacher gave the pre test to know the comparison between before
and after research held. The students were asked to make a
descriptive text. The topic used in the first meeting was “favorite
actor/man”, in order to students were asked to describe their
favorite actor.
Teacher : “Ok guys, I will give you pre test for our first
introduction. Ini untuk mengetahui kemampuan
kalian sebelum saya menerapkan metode yang akan
saya gunakan, tolong bagikan ini keteman kalian ya
(. . . .It is to know your ability before I apply my
method which I use, please share it to your friends)”.
Reza : “Ini sulit tidak pak?” (is it difficult sir?)
Teacher : “ Dicoba dulu” (try it first)
“If there are any questions you can ask me, Tanya
kepada saya jangan tanya teman kalian” (. , ,ask
me, don’t ask to your friends)
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Teacher : “don’t worry. Salah satu tujuan saya kesini adalah
untuk menerapkan sebuah metode pembelajaran,
semoga ini bisa cocok dengan kalian dan bisa
meningkatkan prestasi kalian. (. . . . one of my
purpose to come here is to apply a method and I
wish it will appropriate with you and it can improve
your achievement)”
After submitting pre test the teacher went ahead to the main
material, descriptive text. Based on the theme in cycle 1 (Favorite
actor), the researcher wanted to get students’ interest by using
picture. The teacher showed a “pasha ungu” picture. Then he
asked to the students about the picture.
Teacher : “Saya inggin bertanya, gambar apakah ini? Ada
yang bisa jawab? (I want to ask you, what is it?
Who can answer?)”
Rizal : “Gambar Pasha Ungu pak,. (It is picture of Pasha
Ungu)”
Teacher : “Yup, ini adalah gambar Pasha Ungu. Siapakah
yang tau siapa dia? (Yup, this is Pasha Ungu. Who
knows who is he?”
Students : “Saya pak . (me, sir)
Teacher : “Baguslah kalian semua tidak asing dengan Pasha
Ungu, Coba ada yang bisa menggambarkan seperti
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body. After that, the teacher taught the students descriptive text
which combined with mind mapping. They were interested in this
method, because the teacher used colors board makers to express
his writing. They looked happy.
When the teacher asked them about the method given and
whether they were still nervous or not, they said that they enjoyed
and felt happy with the method.
Meeting II
Second meeting in cycle 1, on Wednesday, September 25th
2013, the teacher entered the English class. Before the teacher
entered the class the students were ready to receive the lesson. It
was showed that they had prayed and waited the teacher. The
situation as follow:
Teacher : “ Assalamu’alaikum Wr. Wb”
Students : “Wassalamu’alaikum Wr. Wb”
Teacher : “Good morning, how are you today?”
Students : “Morning sir, I am fine, and you?”
Teacher : “I am fine too, thanks. Who is absent today?”
Students : “Nihil sir (None sir)”
Teacher : ”Ok students, we will continue our lesson last
week. Did you remember our lesson last week ?”
Students : “Ya pak masih. (Yes I did sir)”
Teacher : “Ok I will check, what is descriptive text, Sapril?
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Sapril : “text yang mendiskripsikan tentang suatu benda,
seperti hewan, mansia, tunbuhan atau yang lainya
(text which describes about something such as
animal, human, plant or others)”
Teacher : “Good, and now what is mind mapping
technique?”
Ella : “(Rises her hand) saya pak, Mind mapping adalah
sebuah peta konsep yang isinya adalah
mengembangkan ide-ide yang ditulis seperti cabang-
cabang (me sir, Mind mapping is a map concept, the
content is ideas improved that written like
branches)”
Teacher : “Good, thank Ella. You have give clear
information. Ok, sekarang saya akan sedikit
menjelaskan ulang kemudian kita latihan bareng. (. .
. . Ok, I will re-explain a little bit and then we
practice together)”
The teacher re-explained about the material given. He re-
asked to students what they did not understand yet and he would
explain more. The students listened carefully what explained by
the teacher. After re-explained, the teacher leaded students to
practice together. They applied the method, making descriptive
text using mind mapping.
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Before practice was started, the teacher divided students
into 6 groups. Each group should describe idea based on title
which written on whiteboard. The teacher chosen title “Barack
obama”. Then each group should describe together with their
group and write his description on the whiteboard, of course it
should use mind mapping. The students were very enthusiasm and
interested.
After finishing the practice, teacher gave post test before
closed the meeting. The situation of post test was more conducive
than pre-test. Students were more confident to make their own
sentences.
Teacher : “Good job students, banyak dari kalian yang sudah
bisa mengembangkan topic menjadi sebuah teks.
Sebelum kita akhir kelas ini, kita masih punya waktu
30 menit. Saya akan member kalian test lagi ya.
Tolong bantu bagikan. (. . .most of you who could
develop the topic became a text. Before we close our
class, we stiil have 30 minutes. I will give you test
again. Please help me to share it)
Sapril : “Ini sama dengan yang sebelumnya ya pak (it is
same with test before sir, isn’t it?)”
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Teacher : “that’s right. Pastinya lebih mudah untuk kalian
kerena sama dengan yang kemarin (. . . absolutely it
is easier because it’s same with test before)”
A few minutes they did the post test. The post test was like pretest
given, “the favorite man”. They can did it better than before.
After finally did the pretest in 25 minutes they submitted their
assignment and teacher was ready to close the class.
Teacher : “ok, if you have finished please submit to the front.
And I will close the class.
Students : “Yes sir”
Teacher : “Ok. The first cycle have done. And we will meet
again in cycle 2 on Friday in this week. Thank for
your attention Wassalamu’alaikum Wr. Wb ”
Students : “Wa’alaikumsalam Wr. Wb”
Teacher : “See you”
Students : “See you too sir”
c. Observation
In the process of observation cycle 1, the writer got the data
presentation from his partner (Mrs. Asri) as collaborator. It made
the observation more objective and easier. By monitoring the
students’ activity in this action, we could see that they were
enthusiastic although in the fact there are some students were
confused about the material given because it first time for them in
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English class using mind mapping. Although, they were confused,
they were interested in this lesson. It could be seen in their effort
to understand the lesson by asking their friend.
1) Calculate the Score
The Result of Pre Test
Mean :
=
=
=57.03
The Result of Post Test
Mean :
=
=
=65, 15
The Result of Difference Score between Pre-test and Post-test
Table 4.3 The Differences of Pretest and Posttest
No Name Pre-
test
Post-
testD D
2
1 Adi Saputra 63 72 9 81
2 Aji Prasetyo 61 64 3 9
3 Anita 62 64 2 4
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4 Ari Awan 52 57 5 25
5 Ayu Novita S 65 72 7 49
6 Erman Prasetyo 54 56 2 4
7 Erna Sari 53 61 8 64
8 Erna Yulianti 59 70 11 121
9 Indri Mulyani 54 59 5 25
10 Irwan Gunawan 48 58 10 100
11 Iswanto 63 70 7 49
12 Laila Novita Sari 72 81 9 81
13 M. Dandi S 60 72 1214414 M. Sholeh F 49 71 22 484
15 M. Ali Mahfud 70 72 2 4
16 Muh Fahmi 47 53 6 36
17 Muh Muhajir
4361 18
324
18 M. Sholeh 45 54 9 81
19 Nunung Ariyani 64 71 7 49
20 Nur Laila 64 72 8 6421 Reza Aditya PM 66 72 6 36
22 Riein Wijayanti 60 70 10 100
23 Rudi Ardiyanto 49 61 12 144
24 Sapril Wiji A 75 82 7 49
25 Selly Rahayu 60 67 7 49
26 Siti Nur Haniah 52 62 10 100
27 Sofimgi 64 70 6 36
28 Sri Wulandari 54 59 5 25
29 Tri Utami 47 58 11 121
30 Tri Wahyuningsih 42 55 13 169
31 Wahyu Anton W 51 61 10 100
32 Wahyu Rio A 47 55 8 64
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33 Wahyu Suseno Aji 54 60 6 36
34 Widiyanti 70 73 3 9
∑ 1939 2215 276 2836
Calculate Standard Deviation
SD =
=
= 83,41 65,89
= 17,52
=4,18
Calculate t0
T =
= ,
=( , )
,,
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=,
,
=11,11
2) Giving Interpretation t0
a) Calculate of d f (degree of freedom)
d f = (N-1)
= 34-1
= 33
b) Concern with the t table value
With d f = 33, the value of tt table degree of significance
5% is 2,04
c) Comparing t0 with tt
T0 =11,11 is greater than tt=2,04
3). Conclusion
Based on the data above, the writer can conclude that t0
11,11 , 2,04 (t calculation is greater than t table). It means that
H0 is rejected so there is significant differences between pre-
test and post-test. After comparing between the result of pre-
test and post-test it can been seen that the score of the students
increase.
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Process of Observation
Table 4. 4 Observation Sheet
No ActivityDistribution
Excellent Good Fair
1. Pre-teaching
e. Opening
Greeting
T : “ Assalamu’alaikum Wr.Wb”
S : “Wa’alaikumsam Wr.Wb”
T : “Good morning”
S : “Morning sir”
Asking Condition
T : “ How are you today?”
S : “I am fine, and you?”
T : “Very well, Thanks”
Attendance
T : “How is absent today”
S : “None sir”
f. Introduction
T : “Hello, guys. Introduce myself
my name is Adi purnomo... “
g. Motivation
T : “Now day, English is very
important, everything use
English. So it is important for youto learn it”
h. Apperceptions
T : “Anybody knows what is this
picture?”
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S : “Pasha Ungu Sir,”
T : “Can you tell me who is he and
what does he look like?”
S : “He is singer, Vocalist of Ungu
Band and he has white skin….”
2. Whit Teaching
a. Explanation
Teaching Descriptive Text
T : “Now, we will learn about
descriptive text. . .”
Introducing Mind Mapping
T : “is there who ever heard
mind mapping. . .”
Combining Descriptive Text and
Mind Mapping
T : “We have learned about
descriptive text and mind
mapping. Now let’s combine
them.”
S : “does it make descriptive text
with mind mapping sir?”
T : “Yupp, I will explain, so
please pay attention”
b. Practice
Dividing into some groups
T : “to practice it. I will divide
you into 6 groups. Please
count 1 until 6 started from
front of left corner and ended
in back right corner”
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Describing the topic
T : “I have given a topic to each
group, please describe your
topic using method which have
been learned”
S : “Yes sir ”
Writing on the whiteboard
T : “Please write your result on
the whiteboard. ….”
3. Post-teaching
a. Concluding
T : “Mind mapping makes us easier
to describe something in
particularly. You can develop it
again. Any question before I
close our meeting?”
S : “No sir”
b. Post-test
T : “I will give you post test to
check your understanding, there
is improvement or not. . . .”
c. Enrich
T : “in home, please study about
describing animal. it’s our topic
for next meeting”
S : “Yes sir”
d. Closing
T : “if you have cleared I will close
this meeting. If there are mistakes
please forgive me. Thank for your
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attention. Wassalamu’alaikum
Wr. Wb.”
S :”Wassalamu’alaikum Wr.Wb”
T : “See you”
S : “See you too”
4). Reflection
After analyzing the result of action writer in cycle 1 the
writer and observer (Mrs. Asri Pamungkas) can conclude that the
researcher should give bsrief explanation about the function of
mind mapping to improve writing skill because there are some
students cannot practice well. Some students did not understand
yet about descriptive well, so that they made mistakes in
constructing sentences.
Cycle I also has shown that there are little improvements
from students. It can be seen from the average of post-test that
shows 65,15. It increases from the test before. Although it is not
big improvement but it is better from the pre-test, because the
average of pre-test just gets 57,03. Base on the passing grade
criteria (KKM) which decided at 70,00, the post test shows there
are 13 students who can pass from KKM it is twofold bigger then
pre test that can result 4 students.
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Therefore in the next cycle the researcher should give
motivation more to the students in order to they can improve their
achievement.
2. Cycle 2
a. Planning
Before conducting the research, the writer prepares the instrument
as follows:
1) Materials (look in appendix)
2) Lesson Plan (look in appendix)
3) Students’ Attendance
4) Teaching Aids (Laptop, Camera digital, paper, Colors pen,
board maker)
5) Sheet for classroom observation and process observation
6) Test (Pre-test and Post-test)
a) The Data of Pre-test
Table 4. 5 Data of Pre Test
No AbsentScore Final
ScoreContent Form Vocab Grammar Mechanic
1 1 14 12 14 14 12 66
2 2 13 12 13 14 12 64
3 3 11 13 13 14 13 64
4 4 11 12 11 13 11 58
5 5 13 13 12 13 13 64
6 6 10 10 11 12 9 52
7 7 12 13 13 14 11 63
8 8 14 13 15 14 13 69
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9 9 13 13 14 14 11 65
10 10 12 11 13 13 12 61
11 11 13 14 13 14 12 66
12 12 16 14 15 16 14 75
13 13 11 11 13 13 11 59
14 14 11 10 12 12 11 56
15 15 14 14 15 14 13 70
16 16 10 11 12 13 12 58
17 17 10 9 10 12 9 50
18 18 11 12 12 13 11 59
19 19 15 14 14 15 13 71
20 20 14 13 13 14 13 67
21 21 15 14 15 14 13 71
22 22 15 15 14 14 13 71
23 23 11 10 10 12 10 53
24 24 17 15 16 16 16 80
25 25 15 14 14 15 13 71
26 26 12 12 13 14 11 6227 27 14 15 15 14 13 71
28 28 12 11 13 14 13 63
29 29 11 13 14 14 12 64
30 30 12 12 12 12 12 59
31 31 13 11 13 13 13 63
32 32 11 11 11 13 11 57
33 33 11 12 11 13 11 58
34 34 16 17 15 14 16 78
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27 27 16 14 15 17 14 76
28 28 16 14 15 15 14 74
29 29 14 15 15 14 13 71
30 30 12 13 12 11 12 60
31 31 14 13 15 15 13 70
32 32 15 14 15 15 13 72
33 33 15 13 15 14 14 71
34 34 18 15 16 18 16 83
b. The Implementation of Action
Meeting I
In the cycle II on Friday, September 27th
2013, the teacher
entered the English class and greeted the students. The students
did not feel strange like in cycle I. They were more enthusiastic.
They had waited the teacher’s come. The situation as follow:
Teacher : “ Assalamu’alaikum Wr. Wb”
Students : “Wa’alaikumsalam Wr. Wb”
Teacher : “Good Morning class”
Students : “Morning sir”
Teacher : “How are you today?”
Students : “I’m fine, thank you. And you?”
Teacher : “Very well, thanks. I will check your attendance
first. Who is absent today?”
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Students : “None sir”
Teacher : “Good, you are excellent. Ok, I will read your
result tests of pre-test and post-test before. I hope
you who get good score you should achieve it and
you who get bad score you should work hard so that
you can get good score. Listen carefully (the
researcher read the students’ scores)”
After greeting and reading students’ scores the teacher
gave information about what will be done. Before starting the
lesson the teacher asked students to answer the pre-test in order to
check their writing skill such as in cycle I, it did about 30 minutes.
The teacher chose theme “favorite animal /pet” in cycle II. After
finished he asked students to collect their answer sheet on his table.
In order to remind the material before, he reminded it by asking the
students. He leaded them to flash back.
Teacher : “Now, I will give you again a pre-test. So, it is your
opportunity for you to repair your score, use it
better.
Students : “Ya pak , (yes sir)
Then, the teacher told the students that they were going to
move to the next material. He introduced the new theme in cycle II
(favorite pet/animal). In order to get students’ interest he shown a
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rabbit picture. Next, he asked students to mention what they saw on
the picture. Spontaneously, they answered what the teacher asked.
The teacher pointed of some students to describe that.
After apperception has done, the teacher leaded them to go
to main material. As the cycle I, in the cycle II he re-explained
about descriptive text using mind mapping that focused on animal.
They paid attention the material given by researcher. The teacher
also gave vocabularies about part of animal body in order to enrich
students’ vocabularies.
Teacher : “ Jika pada pertemuan kita sebelunya kita
bahas tentang manusia, maka kali ini tema
kita adalah “Fovorite animal, so we will
describe about animal. (if in the meetings
before we described about human, so our
theme now is about animal. . .)”
Reza : “Saya lebih suka yang tentang hewan pak . (I
prefer animal to human)”
Teacher : “keduanya itu sama saja, caranya seperti
yang kemaren ya.( both are same, this ways
are like before)”
Students : “Yes sir”
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Teacher : “I will give you some vocabularies about
parts of animal body. It can help you to
produce text.”
The teacher wrote the vocabularies. Then, he leaded
students to open main material. When he taught them, they really
paid attentions to the teacher. They have motivated to study hard,
because in the beginning meeting the teacher has read their scores
of pre-test and post-test. The students have got bad score felt shy
to their friend, so in this cycle II they worked hard to get good
scores.
In the end of meeting the teacher concluded the lesson
today and gave information about next lesson.
Teacher : “today we have learned about describing
animal, it is like before (describing people). I
think it is not difficult for you. And next
meeting we will study it again. Ok? Any
questions”
Students : “No sir”
Teacher : “Because there are no questions, I will close
meeting today by reciting hamdalah
together”
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All : “ Alhamdulilahirobil’alamin”
Teacher : “Wassalamu’alaikum Wr. Wb”
Students : “Wa’alaikumsalam Wr. Wb.”
Meeting II
In the last meeting, the situation was different. The teacher
and students became chummy. They had waited for the teacher
come. Then teacher opened the class. In order to get students
interest the teacher showed again a picture “Tom (one of
characters of Tom and Jerry movie). He asked to students to
describe that. Spontaneously, the students described the picture
enthusiastically.
After getting students’ attention, teacher leaded to material.
he re-explained the material given. In this meeting teacher just
gave short explanation.
In the Meeting II the teacher focused on the practice. The
teacher divided students into 6 groups like cycle I. Then he wrote
the topic on the center of whiteboard. Students should describe
the topic using mind mapping method. They should make
branches using colors pen, they also could draw appropriate
picture with the topic. It was interested for them. They were really
enthusiastic to learn it.
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In the end the meeting the teacher gave post test to evaluate
them. The question of post-test was similar with the pre-test in
cycle II. The students asked to describe their favorite animal/pet.
After finishing did the pre-test the students collected to the
researcher table. Finally, the research has done and the researcher
say thank to students of 8th
grade of MTs Muh 1 Cekelan.
Teacher : “Thanks for you all. During I held the research here
you have given me good responses and cooperation.
The score you got will not give effect to your score
in Mrs. Asri. So don’t worry”
Students : “Yes sir you are welcome. Kami juga minta maaf
ya pak kadang kita suka rame. ( . . . .we also
apologize sir, sometime we are noisy)”
Teacher : “No problem, it was students. I was ever to be
students of junior high school, Ok, thanks. Forgive
me if there are mistakes of me. Wassalamu’alaikun
Wr.Wb”
Students : “Wa’alaikumsalam Wr.Wb”
Teacher : “See you”
Students : “See you too”
c. Observation
1) Calculating the Scores
The Result of Pre-test
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Mean:
=
= 2178
34
= 64,05
The result of Post-test
Mean:
=
= 2482
34
= 73,00
The Result of Difference Score between Pre-test and Post-
test
Table 4.7 Differences of Pre Test and Post Test
No Name Pre-
test
Post-
testD D
2
1 Adi Saputra 66 74 8 64
2 Aji Prasetyo 64 71 7 49
3 Anita 64 73 9 81
4 Ari Awan 58 71 13169
5 Ayu Novita S 64 75 11 121
6 Erman Prasetyo 52 71 19 361
7 Erna Sari 63 71 8 64
8 Erna Yulianti 69 76 7 49
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9 Indri Mulyani 65 71 6 36
10 Irwan Gunawan 61 70 9 81
11 Iswanto 66 77 11 121
12 Laila Novita Sari 75 86 11 121
13 M. Dandi S 59 75 16 256
14 M. Sholeh F 56 63 7 49
15 M. Ali Mahfud 70 80 10 100
16 Muh Fahmi 58 65 7 49
17 Muh Muhajir 50 70 20 400
18 M. Sholeh 59 70 1112119 Nunung Ariyani 71 73 2 4
20 Nur Laila 67 72 5 25
21 Reza Aditya PM 71 73 2 4
22 Riein Wijayanti 71 74 3 9
23 Rudi Ardiyanto 53 72 19 361
24 Sapril Wiji A 80 88 8 64
25 Selly Rahayu 71 72 1 1
26 Siti Nur Haniah 62 72 10 10027 Sofimgi 71 76 5 25
28 Sri Wulandari 63 74 11 121
29 Tri Utami 64 71 7 49
30 Tri Wahyuningsih 59 60 1 1
31 Wahyu Anton W 63 70 7 49
32 Wahyu Rio A 57 72 15 225
33 Wahyu Suseno Aji 58 71 13 169
34 Widiyanti 78 83 5 25
∑ 2178 2482 304 3524
Calculating Standard Deviation
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SD =
=
= 103,64 79,93
= 23,71
=4,86
Calculating t0
T =
= ,
=( , )
( , )
=10,51
2) Giving Interpretation
a) Calculate of d f (degree of freedom)
d f = (N-1)
= 34-1
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= 33
b) Concern with the t table value
With d f = 33, the value of tt table degree of significance
5% is 2,04
c) Comparing t0 with tt
T0 =10,51 is greater than tt=2,04
3) Conclusion
From the data above we can see that t0 10,51 > tt
2,04 (t calculation is greater than t table) it means that H0 is
rejected so there are significant differences between pre-test
and post-test.
. Base on the data calculation above shows that there
are significant differences mean between pre-test and post-
test. The writer concludes that producing descriptive text
using mind mapping can improve students’ writing skill.
4) Process of Observation
Table 4. 8 Observation Sheet
No ActivityDistribution
Excellent Good Fair
1. Pre-teaching
a. Opening
Greeting
T : “ Assalamu’alaikum Wr.Wb”
S : “Wa’alaikumsam Wr.Wb”
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T : “Good morning”
S : “Morning sir”
Asking Condition
T : “ How are you today?”
S : “I am fine, and you?”
T : “Very well, Thanks”
Attendance
T : “How is absent today”
S : “None sir”
b. Motivation
T : “Now day, English is very
important, everything use
English. So it is important for you
to learn it”
c. Apperceptions
T : “Anybody knows what is this
picture?”
S : “Pasha Ungu Sir,”
T : “Can you tell me who is he and
what does he look like?”
S : “He is singer, Vocalist of Ungu
Band and he has white skin….”
2. Whit Teaching
a. Explanation
Teaching Descriptive Text
T : “Now, we will learn about
descriptive text. . .”
Introducing Mind Mapping
T : “is there who ever heard
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mind mapping. . .”
Combining Descriptive Text and
Mind Mapping
T : “We have learned about
descriptive text and mind
mapping. Now let’s combine
them.”
S : “does it make descriptive text
with mind mapping sir?”
T : “Yupp, I will explain, so
please pay attention”
b. Practice
Dividing into some groups
T : “to practice it. I will divide
you into 6 groups. Please
count 1 until 6 started from
front of left corner and ended
in back right corner”
Describing the topic
T : “I have given a topic to each
group, please describe your
topic using method which have
been learned”
S : “Yes sir ”
Writing on the whiteboard
T : “Please write your result on
the whiteboard. ….”
3. Post-teaching
a. Concluding
T : “Mind mapping makes us easier
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to describe something in
particularly. You can develop it
again. Any question before I
close our meeting?”
S : “No sir”
b. Post-test
T : “I will give you post test to
check your understanding, there
is improvement or not. . . .”
c. Closing
T : “if you have cleared I will close
this meeting. If there are mistakes
please forgive me. Thank for your
attention. Wassalamu’alaikum
Wr. Wb.”
S :”Wassalamu’alaikum Wr.Wb”
T : “See you”
S : “See you too”
d. Reflection
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Cycle II showed the significant differences than cycle I.
Noted most of students can pass the Passing Grade Criteria
(KKM). There are 31 students yet pass KKM, and 3 students don’t
pass yet.
After analyzing the result of cycle I and cycle II it can be
concluded that the research got good result from activities of
teaching descriptive text using mind mapping. It can make
students easier in understanding the lesson. They also become
more active to answer teacher’s questions.
3. Analysis Between Cycle I and Cycle II
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In this research, the researcher analyzes the result of observation
student by student. The result as follow:
1. Adi Saputra
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. Teacher corrects the students’
answer
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13. The students become active in the
class
14. Students are brave to ask and
answer
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 63 72 9 9%
Cycle II 66 74 8 8%
Adi Saputra shows good improvement. He can pass the
KKM in both cycles. During teaching-learning process, he follows the
lesson well. It is showed by the table above. He has good
understanding to the teacher’s explanations. He also can practice very
good to make descriptive text using mind mapping.
2. Aji Prasetyo
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 62 64 2 2%
Cycle II 64 73 9 9%
Anita can show good attitudes during teaching learning
process. She has good understanding to the lesson. Although, in cycle
I she cannot pas the KKM, however in cycle II she get the KKM .
4. Ariawan
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 52 57 5 5%
Cycle II 58 71 13 13%
In cycle I Ariawan cannot pass the KKM . In the next cycle
his score can improve 13% from the pre-test in cycle II. In teaching
learning process, he also shows good attitudes. He also has good
understanding in the lesson.
5. Ayu Novita S
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 65 72 7 7%
Cycle II 64 75 11 11%
Ayu Novita shows good improvement. She can pass the
KKM in both cycles. During teaching-learning process, she follows
the lesson well. It is showed by the table above. She has good
understanding to the teacher’s explanations.
6. Erman Prasetyo
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 54 56 2 2%
Cycle II 52 71 19 19%
Erman Prasetyo shows good improvement in cycle II. He
increases 19% from pre-test in cycle II. In Cycle I he is so far from
KKM . He has good attitudes during teaching learning process. He is
demure boy in the class.
7. Erna Sari
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 53 61 8 8%
Cycle II 63 71 8 8%
Erna Sari is one of diligent student in the class. She also has
good understanding. Her attitudes are good in the class. The data also
show that she can increase her score significantly.
8. Erna Yulianti
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 59 70 11 11%
Cycle II 69 76 7 7%
Erna Yulianti shows good improvement in both cycles. She
increases significantly from each pre-test. She can pass from KKM in
all cycle. She has good attitudes during teaching learning process. She
has good ability in describing animals.
9. Indri Mulyani
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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100
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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102
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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104
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 72 81 9 9%
Cycle II 75 86 11 11%
From the table above we can know that Ella Novita Sari is
one of clever students. She is number two after Sapril. She is not only
clever student but also active student in the class. She can follow
teacher instruction well. She has good achievement, she passes KKM
with score upper 80.
13. M. Dandi S
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 60 72 12 12%
Cycle II 59 75 16 16%
M. Dandi shows good improvement. He can pass the KKM
in both cycles. During teaching-learning process, he follows the lesson
well. It is showed by the table above. He has good understanding to
the teacher’s explanations.
14. M. Sholeh F
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Student describes picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Student pays attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Student understands the teacher’s
explanation
10. Student practices to make
descriptive text using mind
mapping
11. Student writes their result on the
whiteboard
12. The student becomes active in the
class
13. Teacher corrects the students’
answer
14. Student is brave to ask and answer
15. Student feels happy and enjoy
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during the lesson
Pre-test Post-test Interval Percentage
Cycle I 49 71 22 22%
Cycle II 56 63 7 7%
M. Sholeh F has good enough attitudes during teaching
learning process. However he cannot be active in the class. In cycle I,
he can show good progress, he passes KKM . Unfortunately, in cycle II
he cannot pass KKM.
15. . Ali Mahfud
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Student describes picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Student pays attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Student understands the teacher’s
explanation
10. Student practices to make
descriptive text using mind
mapping
11. Student writes their result on the
whiteboard
12. The student becomes active in the
class
13. Teacher corrects the students’
answer
14. Students is brave to ask and answer
15. Student feels happy and enjoy
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during the lesson
Pre-test Post-test Interval Percentage
Cycle I 70 72 2 2%
Cycle II 70 80 10 10%
M. Ali Mahfud can show good improvement. Base on
KKM, he can be stated “passed” in both cycle. He passes with good
scores. In the teaching learning process, he is one of clever student.
Beside he has good understanding, he also has good attitudes.
16. Muh Fahmi
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 47 53 6 6%
Cycle II 58 63 7 7%
M. Fahmi has good attitudes during teaching learning
process. He can show his progress but he cannot pass KKM in both
cycles.
17. Muh Muhajir
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 43 61 18 18%
Cycle II 50 70 20 20%
In cycle I Muh Muhajir cannot pass the KKM . In the next
cycle his score can improve 20% from the pre-test in cycle II. In
teaching learning process, he also shows good attitudes. He also has
good understanding in the lesson.
18. M. Sholeh
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 45 54 9 9%
Cycle II 59 70 11 11%
M Soleh can show good attitudes during teaching learning
process. He has good understanding to the lesson. Although, in cycle I
He cannot pas the KKM, however in cycle II he get the KKM .
19. Nunung Ariyani
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 64 71 7 7%
Cycle II 71 73 2 2%
Nunung Ariyani shows good improvement in both cycles.
She increases significantly from each pre-test. She can pass from
KKM in all cycle. She has good attitudes during teaching learning
process. She has good ability in describing animals.
20. Nur Laila
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 64 72 8 8%
Cycle II 67 72 5 5%
Nur Laila shows good improvement. She can pass the
KKM in both cycles. During teaching-learning process, she follows
the lesson well. It is showed by the table above. She has good
understanding to the teacher’s explanations. She also can practice very
good to make descriptive text using mind mapping.
21. Reza Aditya PM
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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123
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 66 72 6 6%
Cycle II 71 73 2 2%
Reza is one of active students in the class. It can be showed
by the table of process observation. He has good attitudes. In the
evaluation test (Post Test) he can passes both cycles. He has good
understanding to the teacher’s explanations. He also can practice very
good to make descriptive text using mind mapping.
22. Ririn Wijayanti
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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125
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 60 70 10 10%
Cycle II 71 74 3 3%
Ririn Wijayanti shows good improvement in both cycles.
She increases significantly from each pre-test. She can pass from
KKM in all cycle. She has good attitudes during teaching learning
process. She has good ability in describing animals.
23. Rudi Ardiyanto
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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127
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 49 61 12 12%
Cycle II 53 72 19 19%
In cycle I Rudi Ardiyanto cannot pass the KKM . In the next
cycle his score can improve 19% from the pre-test in cycle II. In
teaching learning process, he also shows good attitudes. He also has
good understanding in the lesson.
24. Sapril Wiji A
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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129
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 75 82 7 7%
Cycle II 80 88 8 8%
Sapril Wiji A is student who gets the highest scores in this
research. During teaching learning process she shows very good
attitudes. She almost perfects in each her activity. Besides that, he has
excellent understanding. She can lead the score in cycle I and cycle II.
In order to she can pass KKM in all cycles.
25. Selly Rahayu
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 60 67 7 7%
Cycle II 71 72 1 1%
In cycle I Selly Rahayu cannot pass the KKM . In the next
cycle her score can improve 1% from the pre-test in cycle II. In
teaching learning process, she also shows good attitudes. She also has
good understanding in the lesson.
26. Siti Nurhaniah
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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133
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 52 62 10 10%
Cycle II 62 72 10 10%
Siti Nurhaniah can show good attitudes during teaching
learning process. She has good understanding to the lesson. Although,
in cycle I she cannot pas the KKM, however in cycle II she get the
KKM .
27. Sofingi
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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135
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 64 70 6 6%
Cycle II 71 76 5 5%
Sofingi shows good improvement. He can pass the KKM in
both cycles. During teaching-learning process, he follows the lesson
well. It is showed by the table above. He has good understanding to
the teacher’s explanations.
28. Sri Wulandari
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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137
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 54 59 5 5%
Cycle II 63 74 11 11%
From the table above we can know that Sri Wulandarii can
improve her skill. She shows good progress. Although in cycle I
she cannot pass KKM but in cycle II she gets it. She also shows
good attitudes during teaching learning process.
29. Tri Utami
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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139
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 47 58 11 11%
Cycle II 64 71 7 7%
Tri Utami can show good attitudes during teaching learning
process. She has good understanding to the lesson. Although, in cycle
I she cannot pas the KKM, however in cycle II she get the KKM .
30. Tri Wahyuningsih
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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141
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 42 55 13 13%
Cycle II 59 60 1 1%
Base on table above. Tri wahyuningsih shows attitudes
during teaching learning process. Although, there are some of her are
less. She cannot pass KKM in cycle I and cycle II.
31. Wahyu Anton W
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142
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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143
15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 51 61 10 10%
Cycle II 63 70 7 7%
Wahyu Anton has good improvement. In cycle I he cannot
pass The KKM, however in cycle II he can pass that. In the teaching-
learning process he shows good attitudes. He has good understanding
as well.
32. Wahyu Rio A
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 47 55 8 8%
Cycle II 57 72 15%
In cycle I Wahyu Rio cannot pass the KKM . In the next
cycle his score can improve 9% from the pre-test in cycle II. In
teaching learning process, he also shows good attitudes. He also has
good understanding in the lesson.
33. Wahyu Suseno Aji
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No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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15. Students feel happy and enjoy
during the lesson
Pre-test Post-test Interval Percentage
Cycle I 54 60 6 6%
Cycle II 58 71 13 13%
In cycle I Wahyu Suseno Aji cannot pass the KKM . In the
next cycle her score can improve 13% from the pre-test in cycle II. In
teaching learning process, he also shows good attitudes. He also has
good understanding in the lesson.
34. Widiyanti
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148
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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150
No ProcessDistribution
Excellent Good Fair
1. Teacher prepares the material
2. Students describe picture which
shown by teacher
3. Teacher clarifies the students’
answers
4. Students pay attention teacher’s
explanation
5. Teacher explains about descriptive
text
6. Teacher introduces mind mapping
to students
7. Teacher combines descriptive text
and mind mapping
8. Teacher asks the students’
difficulties
9. Students understand the teacher’s
explanation
10. Students practice to make
descriptive text using mind
mapping
11. Students write their result on the
whiteboard
12. The students become active in the
class
13. Teacher corrects the students’
answer
14. Students are brave to ask and
answer
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151
15. Students feel happy and enjoy
during the lesson
The most of students have good attitude and understanding. They
can follow the teaching learning process well. In order to it can be
concluded that they are interested in this method.
The researcher analyzes the students’ improvement bases on the
result of analyzing in cycle I and Cycle II. The improvement as follow:
1. The mean of the pre test in cycle I is 57,03 and increase to be 65.15 in
the post-test.
2. The mean of pre-test in cycle II is 64,05 and increase to be 73,00 in the
post-test.
From the explanation above shows that by applying mind mapping
method students can improve their writing skill. Moreover the result of t-
test shows that there is significant influence between pre-test and post-test
mean. The result of post-test in cycle I and cycle II are greater than pre-test
and cycle I and cycle II. It means that students’ achievement in English
has improved. It can be concluded that the most of students of MTs Muh 1
Cekelan like study with something that can express their creativity.
No Graduation Cycle I Cycle II
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Percentage Students Percentage Students
1. Passing Grade 38% 13 92% 31
2. Un-passing Grade 62% 21 8% 3
Table 4.8
Base on table above, we can see that in cycle I the students who
can pass criteria minimum grade (KKM) just 38% or 13 students. Mostly
the students cannot pass the KKM , it is about 62% or 21 students cannot
get the goal. However, in cycle II there are improvements of the students.
31 students or 31% can pass the KKM . Although, there are 3 students in
cycle I who cannot get KKM yet.
CHAPTER V
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Closure
A. Conclusion
Based on the data presentation and data analysis, the writer explains the
conclusion of this research as the follow:
1. Based on the data presentation of research, the students’ writing skill
can improve through mind mapping method. The data shows that
improvement of students’ writing skill is significant after the students
got writing practice using mind mapping. The mean of pre test and
post test in cycle I are 57,03 and 65,15 and the mean of pre test and
post test in cycle II are 64,05 and 73,00. Besides that, It can be seen
the comparison between T-calculation of all the score of cycle T and
cycle II. In the cycle I the T-calculation is 11,11 and cycle II is 10,51.
In addition, the Mean improves I every cycle. The mean of post test in
cycle I is 65,15 that is different from the mean of pre-test in cycle I is
57,03. The mean of pre-test cycle II is 64,05 which improves in the
post-test becomes 73,00.
2. The process of teaching and learning descriptive writing using mind
mapping method is going smoothly and the most of the students are
enthusiastic to make hand writing use mind mapping that collaborated
using colors pen. It can be seen on the result of observation in the
class that is most of the students feel enjoyable and happy in the
teaching and learning process. It also can be proven of the students are
active to answer some questions and create their own hand writing
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using mind mapping. The implementation of mind mapping method in
writing descriptive of the second year students of MTs Muh 1 Cekelan
can be done effectively. The students can make their own writing
project using their creativity.
B. Suggestion
Based on the result of the study and conclusion above, the writer would like
to suggest as follow:
1. To Teacher
Teacher should have one thousand ways to develop his students. Mind
mapping can be one of alternative solution for students who get problem
writing skill, vocabulary and understanding. Mind mapping can be
something interest for students, because the can express their creativity
there especially drawing skill. Using mind mapping can make students
enjoy the learning. It can remind their memory in their mind.
2. To Students
Students should always be active in teaching learning process. They
should study continually in the classroom and in their house. They don’t
need to be afraid to study English.
Mind mapping can help students to express their creativity and memory
about something. It appropriates to remind their memories about things to
be described to be descriptive text, in this case is people and animal.
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Bibliography
Arikunto, Suharsimi. 1998. Prosedur Penelitian :Suatu pendekatan Praktek .
Jakarta: Rineka Cipta
. 2007. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Brown, Douglas. 2003. Language Assessment Principle and Classroom
Practice. San Francisco: United State of America
Buzan, Tony. 2006. Mind Map Untuk Meningkatkan Kreativitas. Jakarta:
Gramedia Pustaka Utama
Djiwandono, Patrisius Isiarto. 2009. Strategi Belajar Bahasa Inggris. Jakarta:
Indeks,
Fauziati, Endang. 2005. Teaching of English As A Foreign Language.
Surakarta: Muhammadiyah University Press.
Gelb I.J. 1952. A Study of Writing. Chicago: The University of Chicago
Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:
Longman.
Svantesson, Ingemar. 2004. Learning Maps and Memory Skills. Jakarta:
Gramedia Pustaka Utama
Lewin, Larry. 2003. Paving the way in Reading and Writing (Strategies and
Activities to Support Struggling Students in Grade 6 – 12). San
Fransiso: Jossey Bass.
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www.mindmapping.com
www.englishonline.com/Speaking and Writing _ Exploring language _
English Online _ English - ESOL - Literacy Online website - English -
ESOL - Literacy Online.html
www.learningskill.com/writing/SpeakingvsWriting.htm