Irwandi (2012) Using mind mapping technique to improve the ability of eleventh graders of Senior High School 8 Malang in writing report texts / Irwandi. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis Graduate Program in English Language Teaching State University of Malang. Advisors (1) Prof. H. Ali Saukah MA. Ph.D (2) Drs. Fachrurrazy M.A. Ph.D. Keywords writing mind mapping report texts classroom action research. This study was conducted to solve problems in the teaching and learning of writing report texts. The problems were the students had difficulties to develop and organize their ideas effectively and they had low motivation. The researcher therefore proposed to use mind mapping as a teaching technique because the previous studies have proven it is an effective solution. To be more practical for the classroom learning the researcher preferred to use mind mapping software instead of the traditional one paper-pencil mind mapping. The purpose of this study was to improve the quality of the students ability in writing report texts by using mind mapping technique. This study was collaborative classroom action research. The research procedure was repeated cycle for planning implementing observing and reflecting. The subjects of this study were 32 eleventh graders of 1A-5 in science program at SMA 8 Malang in academic year 2011/2012. The research instruments were interview questionnaire observation checklists field notes and writing test. The mind mapping technique was implemented through process-genre based approach which comprised Building Knowledge of Field (BKoF) Modeling of Text (MoT) Joint Construction of Text (JCoT) and Independent Construction of Text (ICoT). The use of mind mapping was modified by considering the purpose of each stage of the process-genre based approach. In building knowledge of field mind mapping was used to activate students prior knowledge of the topic. Then in the modeling of text they identified and arranged the disorderly mind mapping based on its correspondence of report texts and practiced drawing their mind mapping. In the following meeting they wrote report texts in groups with mind mapping assistance. To prevent student boredom in the recurring writing activity the teacher provided a mind mapping game in the next meeting for the sake of keeping them motivated. The last treatment they wrote report texts independently with complete mind mapping. The result of the treatment during two cycles showed that the use of mind mapping as a teaching strategy could improve the students ability in writing report texts. Although the treatment in first cycle showed improvement not all the criteria of success were achieved yet especially their writing score. Their scores increased by 15.35 points on average over the preliminary study while the target was 20 points. Moreover 16 out of 32 students did not pass the KKM 76. Therefore the planning was revised to continue the treatment into second cycle. The revision focused on the classroom management and lesson plan. The teacher made a regulation for those who attended to the class late. Meanwhile in the lesson plan practicing mind mapping and playing mind mapping game were the alternative activities. These activities were integrated in the process-genre based approach. Moreover the selection of topics of report texts was specified to a topic of animals unlike the first cycle it was too broad. As a result the treatment in the second cycle could improve their writing score by 28.51 points on average over the preliminary study. 27 out of 32 students passed the KKM. Besides the average students writing score was 88.9 in the second cycle. As the conclusion mind mapping that is implemented through process-genre based approach is an effective teaching strategy to improve the eleventh graders ability in writing because it is a thinking tool that primarily uses imagination and association to develop and organize ideas effectively. Moreover it has interesting and attractive features such as images colors curve branches which are able to build positive learning atmosphere for the students. From the conclusion some suggestions were offered to language teachers and future researchers. For language teachers they should use this teaching strategy as a solution for their teaching problems in writing. They also have to consider their teaching context such as the approaches materials and media in the implementation of this teaching strategy. In addition especially the English teacher of SMA 8 Malang related to the weakness of the study in which five students did the minimum passing level in writing he should take another action to improve their writing ability. For future researcher they should use this study as a reference in conducting their research related the use of mind mapping technique not only in writing skill but also in other skills such as in speaking skill. They were also suggested to use the teaching strategy as a learning strategy which is applied in factorial design that focuses on the short-term effect.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 20 Jul 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58625 |
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