the efectiveness of using mind mapping in teaching writing recount text

Journal E-Link 2 FKIP
THE EFECTIVENESS OF USING MIND MAPPING
IN TEACHING WRITING RECOUNT TEXT”
Musyaqqifuni Nailun Nuri
Islamic University of Lamongan
Abstract: The objectives of this study are to measure whether there is significant
effect of using mind mapping in teaching writing recount text. To answer the purpose above,
the researcher used pre experimental design. The population was all of the eighth grade
students of SMP Hasyim Asy’ari Glagah Lamongan in the academic year 2012/2013.Total
number of them were 20. The numbers of the eighth grade students were 20, the researcher
took all of them as the population of the research and it was called by population sampling.
The data of the study were collected through writing test. The results of the researcher are
there was a significant influence of using mind mapping in teaching recount text. Finding of
the researcher showed that the students’ writing ability at the eighth grade students of SMP
Hasyim Asy’ari Glagah Lamongan was good. The researcher found that the result t-test of
statistical calculation is 7,91 with t-table is 2.093
Key words: mindmapping, recount text
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Journal E-Link 2 FKIP
In teaching writing especially for
INTRODUCTION
Writing is the most complicated and
teaching recount text to junior high school
hard skill in comparison with other three
the teacher should have many strategies or
English
(listening,
methods in teaching writing. In order to in
speaking, and reading). Writing is one of
teaching writing can be interesting, the
the English skills that should be learned,
processes
because writing is a complex skill and
meaningful to learners. One of the
needed ability of mastery vocabulary,
strategies is by using mind mapping.
language
skills
become
enjoyable
and
grammatically and many ideas. Doing a
Mind mapping is a way of getting
writing task is not equivalent to a learning-
your ideas together. If we have to
to-write task. Learning processes requires
construct a spoken or written piece of text,
at least some awareness rising, at some
we can use mind mapping to help we
point in the process. This moment can be
organise the structure of our piece
built
task
(Anderson and Anderson 2003: 80).
environment, the focus of instruction, the
According to Ollington (2008: 134), “A
feedback phase etc. At a certain point in
concept map is a graphical representation
the learning-to-write process a learner
of an individual’s knowledge of a given
must experience a difficulty, a threshold to
domain. CMap’s graphical representation
overcome (Rijlaarsdam, 2005: 05)
consists of a two-dimensional diagram
into the
Based
task itself, the
explanation
the
where concepts written in boxes are
researcher can conclude that writing is one
connected to one another by arrows
of the most difficult English skill that
denoting relationships between them. A
foreign
CMap
language
learners
above,
build
and
can
capture
interrelationships
achieve. Writing in English is more
among several concepts in a single map,
difficult than Indonesian, because when
and, thus, it can be an efficient way of
we write in English, we must pay attention
representing
to some writing components such as
(Ollington, 2008: 134).
grammar,
mechanics,
vocabulary,
organization and content.
complex
knowledge”
The purpose of the teaching writing
recount text by using mind mapping is to
Writing can also give meaning as an
push students to write without being afraid
activity transcription from mind to page or
to make mistake, In addition is to find the
paper, if we have an idea we be can write
students’
it.
experiences and the ideas.
potency
about
private
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Journal E-Link 2 FKIP
Referring to these statements above,
so
the
researcher
in
students achievement in writing. Pre-test is
“The
done before the respondents are given the
Influence of Using Mind Mapping in
material about using mind mapping in
Teaching Recount Text”
recount text. It is aimed at knowing the
conducting
a
is
study
interested
with pre-test and post-test to know the
entitled:
influence of teaching recount text by using
mind mapping, especially at the eighth of
SMP Hasyim Asy’ari Glagah Lamongan.
METHOD
The
design
of
this
study
is
And post-test is designed such pre-test but
experimental research. According to Ary
it is done after the material is given.
et al (2002: 303) “experimental research is
a scientific investigation in which the
researcher
manipulates
one
or
FINDINGS AND DISCUSSIONS
more
The findings are presented of the
independent variables, controls and is
problem of the study are describes below.
given a treatment after teaching writing.
Question 1. Is there any significant
Ary, et al (2002:303) states: the one group
influence
of
using
mind
pre test-post test design usually involves
mapping in teaching recount
three steps: (1) administering a pre test
text?
measuring the dependent variable, (2)
applying the experimental treatment X to
To know whether mind mapping
the subjects, and (3) administering a post
strategy influence to improve the students’
test, again measuring the
dependent
ability in writing recount text. so the
variable, any other relevant variables, and
researcher uses test. The test consists of
observes the effect of the manipulations on
pre-test and post-test.
the dependent variables.”
The
experimental
The
researcher
research
used
in
this
Pre-
result
of
the
t-test
is
presented in the following table:
study
because it is very impossible for the
Table 4. 3: t-test calculation
1
Pre
test
60
experimental one group is given treatment
2
55
60
5
0.25
or pre test before teaching writing
3
70
75
5
0.25
0.0625
4
70
70
0
-4.75
22.5625
5
55
60
5
0.25
0.0625
6
55
55
0
-4.75
22.5625
7
60
75
15
10.25
105.0625
researcher to insert the control group. Pre-
In this study, the researcher collected
the data uses test. test as an instrument
Subject
Pos
test
65
D
Xd
x2d
5
0.25
0.0625
0.0625
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Journal E-Link 2 FKIP
8
50
55
5
0.25
0.0625
9
60
60
0
-4.75
22.5625
10
50
60
10
5.25
27.5625
11
55
60
5
0.25
0.0625
12
75
80
5
0.25
0.0625
13
55
60
5
0.25
0.0625
14
60
65
5
0.25
0.0625
15
60
70
5
0.25
0.0625
16
55
70
15
10.25
105.0625
17
55
55
0
-4.75
22.5625
18
60
65
5
0.25
0.0625
19
60
60
0
-4.75
22.5625
20
65
65
0
-4.75
22.5625
1185
1285
95
-2575
295.38
Calculating of t-test has been got
7.91 with the total respondents
were 20
t =
√
=
√
=
√
Note:
D = post test – pre test
=
Xd = ∑ d / N- d
X2d = xd x xd
=
After getting the result of pre-test
= 7,91
and post-test, the researcher calculates it
by using t-test formula.
was 7.91. This meant that the value
X
2
of t-test was higher than the value
d
N ( N  1)
of t-table (which is 2.093). So it
(Arikunto, 2010:349).
could be said that there was
From the data above it can be
found the result:
the
mean
of
differences
eighth
year students of SMP
Hasyim Asy’ari Glagah Lamongan
Based on given test and
with
formula,
the sum of 20 students.
b. calculating the degree of freedom
= N-1
= 20-1
= 19
in the academic year 2012/2013.
the
researcher got the calculation with
d.f
influence of using mind mapping in
teaching writing recount text at the
calculating
calculated
In fact, the result of t-test
Md
The formula is t 
a.
√
The influence in teaching
writing recount text by using mind
mapping was 7.91 this data was got
from the t-test formula. According
to
Sugiyono
(2010:332)
the
optional value for significances
level counted by t-test formula.
c. calculating the t test
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Journal E-Link 2 FKIP
Because, the result of the
by using mind mapping. The result of
computation showed the obtained
questionnaire shows that the students
t-test were 7,91 this score was
have a good response on it.
higher than t score the level of 0,5
is 2.093. This meant that there was
influence.
Therefore,
the
alternative
hypothesis
was
accepted, with the total number of
the students of this study were 20
students.
CONCLUSIONS
Based on the result of the study, this
hypothesis and the data presents in the
result and discussion in chapter IV, it can
be concluded as follows:
1. There is a significant influence on
students’ writing recount text through
learning by using mind mapping. It is
proven from the result of t-test of data
analysis is 7.91. This result is higher
than the t-table. The t-table for d.f = n-I
(d.f=20-1=19) respondents at t table
value and the degree 0,5 significant
level is 2.093. Therefore, the alternative
hyphothesis is accepted.
2. The students’ responses based on the
result of questionnaire showed the
students’ of SMP Hasyim Asy’ari
Glagah Lamongan is able to improve
their writing ability. They like, get
interested, get motivation, improve, and
effectiveness in learning writing ability
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Journal E-Link 2 FKIP
REFERENCES
Arikunto, Suharsimi. 2006. Prosedure
Penelitian Suatu Pendekatan
Praktek. Jakarta. Pt. Rineka Cipta.
Jakarta.
Ary, Donald et al. 2002. Introduction to
Research in Education. Belmont:
Thomson Wadsworth.
Ollington, Gerald F. 2006. Teachers and
Teaching Strategies, Innovation
And Problem Solving. New York.
Rijlaarsdam, Gert. 2005 Effective Learning
and
Teaching
of
Writing
University of Amsterdam, The
Netherlands Utrecht University.
London.
Sugiyono, 2010. Metode Penelitian
Kuantitatif, Kualitatif dan R & D.
ALFABETA, cv.
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