yeah right

8/10/2019 yeah right

http://slidepdf.com/reader/full/yeah-right 1/163

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



v

MOTTO

The best gift is when we get hard effort and we succeed to

get the result



ix

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



x

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



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



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



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



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



2

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



3

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.



4

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.



5

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.



6

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



7

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.



8

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.



9

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



10

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.



11

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.



12

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,



13

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:



14

• 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



16

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!



17

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.

http://www.mindmapinspiration.com/

http://www.mindmapinspiration.com/



18

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



19

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



20

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.



21

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.



22

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:



23

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:



24

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



25

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



26

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



27

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



28

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



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



30

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’



31

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



32

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.



33

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



34

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,



35

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



36

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



37

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



38

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”



39

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



40

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-



41

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



42

: 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.



43

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



44

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



45

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



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



46

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”



47

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



48

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)”



49

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)



51

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



53

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?



54

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.



55

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?)”



56

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



57

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



58

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



59

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 =

= ,

=( , )

,,



60

=,

,

=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.



61

Process of Observation

Table 4. 4 Observation Sheet


Excellent Good Fair

1. Pre-teaching

e. Opening

Greeting





Asking Condition




Attendance


S : “None sir”

f. Introduction

T : “Hello, guys. Introduce myself

my name is Adi purnomo... “

g. Motivation



English. So it is important for youto learn it”

h. Apperceptions


picture?”



62






2. Whit Teaching

a. Explanation








Mind Mapping




them.”





b. Practice









63





been learned”

S : “Yes sir ”




3. Post-teaching

a. Concluding






S : “No sir”

b. Post-test




c. Enrich

T : “in home, please study about

describing animal. it’s our topic

for next meeting”

S : “Yes sir”

d. Closing






64


Wr. Wb.”


T : “See you”


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.



65

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



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



66

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



68

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?”



69

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



70

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”



71

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”



72

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.



73

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



74

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



75

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



76

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



77

= 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


Excellent Good Fair

1. Pre-teaching

a. Opening

Greeting





78



Asking Condition




Attendance


S : “None sir”

b. Motivation



English. So it is important for you

to learn it”

c. Apperceptions


picture?”






2. Whit Teaching

a. Explanation








79



Mind Mapping




them.”





b. Practice











been learned”

S : “Yes sir ”




3. Post-teaching

a. Concluding




80





S : “No sir”

b. Post-test




c. Closing





Wr. Wb.”


T : “See you”


d. Reflection



81

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



82

In this research, the researcher analyzes the result of observation

student by student. The result as follow:

1. Adi Saputra


Excellent Good Fair



shown by teacher

3. Teacher clarifies the students’answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


answer



83

13. The students become active in the

class


answer


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



84


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



86


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



87


during the lesson


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



88


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



89


during the lesson


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



90


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



91


during the lesson


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



92


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



93


during the lesson


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



94


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



95


during the lesson


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



96


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



97


during the lesson


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



98


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



100


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



102


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



104


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



105


during the lesson


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



106


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



107


during the lesson


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



108


Excellent Good Fair


2. Student describes picture which

shown by teacher


answers

4. Student pays attention teacher’s

explanation


text


to students


and mind mapping


difficulties

9. Student understands the teacher’s

explanation

10. Student practices to make


mapping

11. Student writes their result on the

whiteboard

12. The student becomes active in the

class


answer

14. Student is brave to ask and answer

15. Student feels happy and enjoy



109

during the lesson


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



110


Excellent Good Fair


2. Student describes picture which

shown by teacher


answers

4. Student pays attention teacher’s

explanation


text


to students


and mind mapping


difficulties

9. Student understands the teacher’s

explanation

10. Student practices to make


mapping

11. Student writes their result on the

whiteboard

12. The student becomes active in the

class


answer

14. Students is brave to ask and answer

15. Student feels happy and enjoy



111

during the lesson


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



112


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



113


during the lesson


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



114


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



115


during the lesson


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



116


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



117


during the lesson


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



118


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



119


during the lesson


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



120


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



121


during the lesson


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


21. Reza Aditya PM



122


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



123


during the lesson


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


22. Ririn Wijayanti



124


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



125


during the lesson


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



126


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



127


during the lesson


Cycle I 49 61 12 12%

Cycle II 53 72 19 19%

In cycle I Rudi Ardiyanto cannot pass the KKM . In the next




24. Sapril Wiji A



128


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



129


during the lesson


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



130


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



131


during the lesson


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


26. Siti Nurhaniah



132


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class13. Teacher corrects the students’

answer


answer



133


during the lesson


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



134


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



135


during the lesson


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



136


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



137


during the lesson


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



138


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



139


during the lesson


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



140


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



141


during the lesson


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



142


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



143


during the lesson


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



145


during the lesson


Cycle I 47 55 8 8%

Cycle II 57 72 15%

In cycle I Wahyu Rio cannot pass the KKM . In the next




33. Wahyu Suseno Aji



146


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



147


during the lesson


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



34. Widiyanti



148


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



150


Excellent Good Fair



shown by teacher


answers


explanation


text


to students


and mind mapping


difficulties


explanation



mapping


whiteboard


class


answer


answer



151


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



152

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



153

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



154

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.



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.



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

http://www.mindmapping.com/

http://www.englishonline.com/Speaking

http://www.learningskill.com/writing/SpeakingvsWriting.htm

http://www.learningskill.com/writing/SpeakingvsWriting.htm

http://www.englishonline.com/Speaking

http://www.mindmapping.com/

yeah right

Documents

Transcript of yeah right