IMPROVING THE STUDENTS’ WRITING SKILL IN ANALYTICAL ...
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IMPROVING THE STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITIONTEXT THROUGH MIND MAPPING TECHNIQUE
(Classroom Action Research at the class XI of SMA Muhammadiyah Camba).
A THESIS
Submitted is the Fulfillment to Accomplish Sarjana Degreeat Faculty of Teacher Training and Education
Makassar Muhammadiyah University
HERMI10535 4985 11
ENGLISH EDUCATIONAL DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY2016
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UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
V
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : HERMI
NIM : 10535 4985 11
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving The Students’ Writing Skill in Analytical
Exposition Text through Mind Mapping Technique.
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2016
Yang membuat perjanjian
HERMI
UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
iv
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : HERMI
NIM : 10535 4985 11
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving The Students’ Writing Skill in Analytical
Exposition Text Trough Mind Mapping Technique.
Dengan ini menyatakan bahwa :
Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan
hasil ciplakan atau di buat oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2016
Yang Membuat Pernyataan
HERMI
v
ABSTRACT
HERMI, 2016. Improving the Students’ Writing Skill in Analytical ExpositionText Trough Mind Mapping Technique (A Classroom action Research at thesecond year of SMA Muhammadiyah Camba). The thesis of English EducationDepartment, the Faculty of Teachers Training and Education, MakassarMuhammadiyah University, guided by Abd. Muin and Ratu Yulianti Natsir.
The research question of this thesis was “How is Mind Mapping Techniqueimprove the students’ writing skill in content and How is the Mind Mappingtechnique improve the students’ writing in organization. The objective of theresearch was to find out the students’ improvement of writing skill in AnalyticalExpostion Text focused on content and organization; to explain wheter or notusing Mind Mapping Technique can improve the students’ writing skill in contentand organization.The research method used was classroom action research methodconsisted of two cycles with the subject was the students of SMAMuhammadiyah at class XI, Camba regency, in 2015/2016 academic years whichconsisted of 15 students. The instruments of this research was writing test.
The research findings indicated that Mind Mapping Technique could improve thestudents’ writing skill in terms of Analitycal Exposition text. It was proved by thestudents’ mean score in cycle 2 test result was (74.3) which improvement from thecycle 1 mean score (68.4). It was highly improvement from diagnostic test (d-test)mean score (56.6). The students’ achievement in cycle 2 indicated that it had metthe researcher score target (70.00), and considered to be successful criteria inimproving the students’ writing skill by using Mind Mapping Technique coveringAnalytical Exposition text.
Based on the findings above, the researcher made conclusion that by using MindMapping Technique could improve the students’ writing skill achievement.
Key Word: Mind Mapping Technique, Writing Skill
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ACKNOWLEDGMENTS
Alhamdulliahi Robbil Alamin, the writer expresses her sincere gratitude to
the almighty God, Allah S.W. T, who has given guidance, mercy, and good health, so
that she could finish writing this thesis with the tittle “Improving The Students’
Writing Skill in Analytical Exposition Text through Mind Mapping Technique (A
Classroom Action Research in Class XI of SMA Muhammadiyah Cambah). Salam
and Shalawat are addressed to the beloved and chosen messenger, the Prophet
Muhammad SAW (peace is upon Him).
In writing this thesis, the writer found many difficulties, so the writer realized
that the thesis has a lot of mistakes and weakness. In order to become perfect, the
writer needs correction and suggestion. The writer would like to say thank you very
much for the people who gave spirit, advice, suggestion, and helping to the write as
follows:
1. My highest appreciation and deepest thankfulness to my beloved parents alm.
Yasdar and Rawia who always be my best parents and also for my brothers
Hamza, Herryansyah, Haerul Anam and all of my family for the attention,
support and their love.
2. My highest appreciation for the Rector of Makassar Muhammadiyah
University, Dr. Irwan Akib, M.Pd
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3. My highest appreciation and deepest thankfulness are due to Dr. Abd. Muin,
M. Hum as my first consultant and Ratu Yulianti Natsir, S.Pd, M.Pd as my
second consultant that always give motivation, suggestion, support, and
advice.
4. My highest appreciation and deepest thankfulness to Dr. A. Sukri Syamsuri,
M.Hum as the Dean of FKIP Unismuh Makassar, and also all the lecturers at
Makassar Muhammadiyah University.
5. My deeply and most great thanks to Erwin Akib, S.Pd, M.Pd as the Head of
English Education Department of FKIP UNISMUH Makassar, and his
secretary Ummi Khaerati Syam, S.Pd, M.Pd.
6. My special gratitude also goes to all my friends from EDSA and especially for
class E in 20011 for their kindness, help, and uderstanding that cannot
mentioned one by one.
It has never been forgotten. I love you all.
The Writer
HERMI
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language plays important role in expressing ideas, thought, experience,
feeling, and desire. In addition, language is used to understand ones’ self,
society, and to resolve some problems and tension that arise from human
interaction. English is the foreign language has been increasingly used for
communication. Considering the importance of the foreign, our government
has drawn up English as a foreign language that should be mastered by the
students. English teaching aims at mastering four basic skills of language,
which include understanding writing, listening, speaking, and reading
(Anggraeni, 2012:1).
Teachers of English face many problems dealing with language skills.
One of them is the problem in teaching writing skills. Since writing as
productive skill is being a means of written communication, the teacher
always fight and strives for their students’ success in writing.
Writing is called productive skill. It means that writing is process in
which the writer produces something that contains about writer’s thinking,
feelings, or ideas. Writing is important for students ability to think critically
and clearly. Writing improves a person ability to think concisely and clearly.
Students learn to organize their ideas in a flowing manner. Hedge (2003; 302)
state that writing is the result of employing strategies to manage the
composing process, which is one of gradually developing a text. Actually
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writing is to produce a text through activities from someone’s thinking or idea
which start from drafting until revising and editing.
By mastering English writing ability the students’ can carry out
communication with other people in the world, give ideas, store information
with interlocutor and mastering technological equipment, the students’ are
easy to know information or news from the world. Based on the important
role of mastering English above, English writing ability is needed by
Indonesian people.
Ideally in writing class, the students should be thought how to write, how
to encourage their ideas clearly and correctly. But in fact the situation is not
found in the class because the students set confused when the teacher ask
them to write the text. One of caused is ineffective technique use by the
teacher.
Referring the learning characteristic, the writer applies the mind mapping
technique to improve students writing. This technique is chosen to solve the
problem in SMA Muhammadiyah Camba because this technique can guide
students to organize their ideas and to compose a paragraph with paper
grammar.
For that reason, the writer is interested in writing the graduating paper
under title “Improving the Students’ Writing Skill in Analytical Exposition
Text through Mind Mapping Technique” (Classroom Action Research at the
class XI of SMA Muhammadiyah Camba).
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B. Research question
Based on the background of the study above, many problems arise. Some
problems that can be identified are as follows:
1. How is the improvement of the students’ ability to write Analytical
exposition text viewed from its content through Mind Mapping technique?
2. How is the improvement of the students’ ability to write Analytical
exposition text viewed from its organization through Mind Mapping
technique?
C. The objective of the research
Generally, the purpose of this research to increase student achievement in
writing skill. Specifically, the purposes of this research was expected to get
information about:
1. To find out the improvement of the students’ ability to write Analytical
exposition text viewed from its content through Mind Mapping
Technique.
2. To find out the improvement of the students’ ability to write Analytical
exposition text viewed from its organization through Mind Mapping
Technique..
D. Significance of the study
The writer hopes that the result of this research was expected to get
information about the level of students to improve writing skill and the writer
hopes that using mind mapping in teaching writing will be useful for both, for
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the teacher, the students and the researcher. The benefits of study are as
follows:
1. For the students this research can help the students to know how to
improve writing skill and compose paragraph analytical exposition use
Mind Mapping Technique.
2. For the teacher this research can help the teachers to support and motivate
their students in writing paragraph.
3. For the researcher this research, the writer can learn the way to give
motivation to the students in writing skill.
E. Scope or the research
The writer limits this research because there many ftypes that improve
students’ writing skill. So, the writer only focused on writing analytical
exposition text. In compiling paragraph, the writer used Mind Mapping
Technique to support the students to compose paragraph.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Related Research Findings
Many researchers have reported their identification of the students’
ability in learning English, especially in writing subject. Some of their
findings are stated as follows:
Rusman (2001) in his thesis,“The Application to Strip Story Technique
in Improving English Writing Skill”. He found that the technique that he
applied in teaching writing can increase the student’s ability in writing, and
the students reconstruct the sentence to be a good story. Therefore, this
technique is interesting for the students.
Zainuddin (2009) in his thesis,“Improving Writing Skill through
Writing Process Approach”. He found that the use of writing process
approach was able to develop students’ skill in writing especially in language
use and vocabulary. It was proved from the result of pre-test is 57.29 and
post-test is 70.00. It means there was improvement of students’ skill.
Prima (2012) in his thesis,“Improving the Students’ Ability to Write
Narration by using Mind Mapping at the Eight Year of Smp Negri 6
Bulukumba”. He found that teaching writing by using mind mapping can
improve the students’ writing ability in term of finding the content and can
improve the students’ writing ability in term of finding organization
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(coherences). There is a changing of students’ situation in learning writing is
24% and the changed to be 27% from the cycle 1 to cycle II.
Jusran (2011) in his thesis,“Using Visual-Picture Sequence to Improve
the Students’ Writing Ability (A Classroom Action Research at the class XI
exact program student of SMA Muhammadiyah 7 makassar )”. He found that
using visual-picture sequence could improve the students’ writing ability in
term of descriptive text and recount text it was proved by the students’ mean
score in cycle II test result was (77.60) which increased 25.45% from the
cycle I mean score (61.86). It was highly increased from diagnostic test (D-
test) mean score (47.63). The students’ achievement in cycle II indicated that
it had met the researcher score target (75), and considered to be successful
criteria in improving the students’ writing ability covering descriptive and
recount text.
Jafar (2002) in his thesis,“Using Magazine Picture to Develop the
Students Writing Skill”. He concluded that learning English through picture
can help the students to increase their writing skill. Factors that influence the
students ‘progress in writing English ability namely student activities’,
exercise, facilities, talent, experiences.
From the research above, most of students have problem or not easy for
them to write in English. They have ideas in their mind but so difficult to
express in written form. In this research, the writer wants to make the
students easy to express ideas in writing through tables.
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B. The Concept Writing
1. Definition of writing
Some definitions of writing given as follows:
a) Byrne (1990:1) Writing is the production of graphic symbols to form
words in sequence of sentence arranged in a particular order and
linked together in certain ways also writing is the process of encoding
a message to transfer meaning to the reader.
b) Oshima and Hogue (1997:2) Writing is a progressive activity. This
means that when you first write something down, you have already
been thinking about what you are going to say.
c) Kevel Andi Ismail in Syarif (2007:9) Writing is a kind of activity
where someone essay express all the ideas in this mind map in the
paper ( print ) from word to sentences , sentences to paragraph and
from paragraph to the essay.
d) Nunan (1991:36) Writing is not a natural activity. All physically and
mentally normal people learn to speak a language .yet all people have
to be taught how to write. This is a crucial difference between the
spoken and written language. There are other important differences as
well. Writing, unlike speech, is displaced in time. Indeed, this must be
one reason why writing originally involved since it makes possible the
transformation of a message from one place to another. A written
message can be received, stored and referred back to at any time. It
permanent in comparison with the ephemeral “here one minute and
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gone the next” character of spoken language – even of spoken
language that is recorded on tape or disk.
2. The Characteristic of good writing
We can understand the content of the text easily, if the use of parts
of speeches corrects, and if the content of the writing is clear.
There are some characteristic of good writing, Nunan (1991:37).
Pointes the successful writing is as follow:
Relation to it, Nunan (1991:37) Pointes the successful writing is a follow:
a. Mastering the mechanic of letter formation.
b. Mastering and obeying conventions of spelling and punctuations.
c. Using the grammatical system to convey one’s intended meaning.
d. Organizing content at the level of the paragraph and the complete text.
e. Polishing and revising one’s initial efforts.
f. Selecting an appropriate style for one’s audience.
3. Types of Writing
a. Narration (story, autobiography, science fiction, etc) contain a
sequence of events together with characters and setting.
b. Description (details of people, places, things, concept, etc) is a
detailed account of physical attributes era well as qualities of a person,
a thing or place.
c. Exposition (explanation, factual information, instructions, etc) is a
presentation of fact, information and explanation of things as they are.
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d. Persuasion ( advertisement , political, essays, brochures, etc ) contains
the writer’s point of view and statements to convince the reader to
agree with and / or accept it ( view point ).
e. Argumentation (options, discussions, evaluations, etc) is a discursive
essay containing a proposition and evidence of proof, (Chitravelu in
Wahyuni, 2004:8).
4. The Components of Writing
Jacobs (1981:25) states that there are main five components of
writing; they are content, organization, grammar, vocabulary and
mechanics.
a. Content
The content of writing should be clear for the readers so they can
understand the message convey and gain information from it. In order
to have a good content of writing, its content should be well unified
and completed. This term usually known as unity and completeness,
which become characteristic of good writing.
1) Unity
Lamot in Tanasy (2011:18) states that the first requirements of
worthwhile content are unity. By unity means that every
sentence contributes to one principle, unifying though.
Furthermore he explain that the unity is the first of the
effectiveness sentence. So, when we say that a sentence has a
unity, it means that the sentence has a logical relation.
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Furthermore lorch (198:109) states that unified paragraph is one
in which every support sentence relates directly to the topic in
one of two ways: (1) by stating the point of support means. It is
implied from statement above that in paragraph that prosessor
unity there is only main idea state in the topic sentence being
supported directy by supporting ideas stated in the supporting
sentence.
2) Completeness
Writing is said to have completeness if the main idea have been
explained and developed fully completeness as baker in Rostina
(2010:16) comment that controlling idea with is developed
though by these particular information. Moreover Saraka in
Talib (2011:11) states that paragraph is complete when is leave
no confusing in the reader’s mind about what is attended, about
how the readers is supposed to respond and about why such
respond is both necessary and appropriate.
b. Organization
Organization is the arrangement of writing. It refers to the entire
work of specific parts such as paragraphs or even sentence. In writing,
the pattern present our ideas in is also called organization. Writers
need to know about organizational patterns because readers expect
what they read to make a sense logically. Relevant to previous idea
Sulivan in Imran (2011:17) also states there are four ways in
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organizing composition, namely: (1) getting the correct order (2)
keeping a balance (3) providing signal (4) paving the way.
Hence, choosing and organizational pattern for writing means
knowing what patterns are acceptable for our topic and within our
discipline.
c. Vocabulary
Vocabulary is one of the language aspects dealing the process or
writing. The writing analytical exposition text will be understandable
the students have a good storage of words and are able to use the
words appropriate. Without vocabulary readers are not able to
understand about the content of writing analytical exposition text well.
d. Language use
Cole in Nasriyani (2004:7) states that language use in writing
description and other form of writing involves correct usage and point
of grammar can help the learner improve the use of formal language
in order to have good language in writing, writer should pay attention
to the use of grammatical rules concerning tense, preposition
conjunction, and clause, (adjective or non clause, article, etc) the lack
of good grammar will make the content of writing vague and
misunderstanding.
e. Mechanics
Heaton (1988:135) states that mechanical skill is one of skills in
writing analytical exposition text conveying the ability to convention
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in the written form. Furthermore he argues that mechanics refer to
punctuation, capitalization, and spelling.
Peny (1998:81) states punctuation is the name given to a variety
of device that the writer used in order to help readers to understand
their meaning when they are writing analytical exposition text,
besides, capitalization deals with the use of capital letters in the
sentence. As Mc. Gorger in Imran (2011:20) states that the capital of
letter is a letter with special form that is used to begin a name or a
sentence.
5. The Definition of Analytical exposition
Grace and Sudarwati (2006:15) state an Analytical exposition is a
type of spoken or written text that intended to persuade the listener that
something in the case, to make the persuasion stronger, the speaker or
written give arguments as a fundamental reasons why something in case.
This type of text can be found in scientific books, journals, magazines,
newspaper article, academic speech or lectures research report etc.
analytical exposition are popular among science, academic community
and educated people.
1. Generic structure of analytical exposition
Grace and Sudarwati (2006:15) describe that generic structure of
analytical exposition text consists of three part are thesis statement,
elaboration and reiteration.
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a) Thesis
Bramer and Sedley (1982:105) state the best way to express that
unit of thought in a single sentence is the thesis statement. While,
Mahmoud (1992:14) describes the purpose of thesis statement is
to lead a hypothetical proposition requiring evidences for its
support or rejection. Thesis in analytical exposition paragraph it is
a topic or main idea of paragraph. Thesis consists of two parts
there are position and preview. Position in thesis statement is to
introduce topic and indicated the writer’s position, and preview
mean outline the main arguments to be presented.
b) Arguments
Arguments is a reason put forward (for or again something).
Arguments are ideas to develop the topic. Argument here consists
of two there are point and elaboration. Point is to restates main
argument outlined in preview, than elaboration is to develop and
support each point.
c) Reiteration
Reiteration means conclusion, according to Bremer and Sedley
(1981:120) state that conclusion to the end of the basic form is one
simple variation of that pattern. Reiteration usually a single
sentence at the end of paragraph and is often a restates the writer’s
position.
2. Language features of analytical exposition
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Language function of analytical exposition text explained by
Grace and Sudarwati (2006:15) there are follows:
a) An analytical exposition focus on generic human and non human
participants.
b) Using of simple present tense and simple perfect tense.
c) Using of relational processes.
d) Using mental processes. It is to state what the writer or speaker
thinks or feels about something. For example realize, feel, etc.
e) Using emotive an evaluative words.
f) It often needs material processes. It is used to state what happens.
g) Enumeration is sometimes necessary to show the list of given
arguments.
h) Using connective/transition.
C. The Concept of Mind Mapping
1. The Definitions of Mind Mapping
Make a note is one of the basic skills are very important for everyone
to improve learning skills. In mega brain learning system, there is an
effective way to make a note that is the mind mapping as a technique of
note creatively that easier to remind much information. Concept of mind
mapping based on how the brain saves information branches in thought, it
is look likes branch of tree.
In fact, when we store information like how the brain works, will be
better when the information keeps in the brain. The result will be easier in
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learning process. In the use of mind mapping, we can see the relationship
between ideas with another idea to continue to understand context.
Buzan (2006:6) states that Mind mapping is highly effective way of
getting information in and out of your brain. Mind mapping is a creative
and logical means of note-taking and note-making that literally maps out
your ideas and He also state that mind mapping is a system of access and
retrieval of data is really great for giant library that is in amazing brain.
Mind mapping is a powerful graphic tehcnique, which provides a
universal key to unlock the potential of brain.
Wrede (2001:97) states mind mapping is a powerful graphic
technique, encomposing a range of cortical skill-words, image, number,
logic, color, spatial awareness in a unique way that provides a key to
unlock their brains’ potential. It provides the freedom to roam the
expanses of your brain while at the same providing the ability to organize
huge amounts of information in ways that are brain compatible and can
provide clarity in thinking and enhance memory.
Besley (2001:77) defines it as a method of organizing information,
which involves drawing diagrams to show how ideas in a text are related
and colored to highlight broad concept in short, it can be said that mind
mapping is a procedure for constructing visual displays of categories and
relationship ideas.
The using of mind mapping a long list of information can be
mapped in a simple and interest it equipped with regular colorful, easy to
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remember work in harmony with our brains. The principles of mind
mapping are:
a) Synergistic
Synergistic means that use of mind mapping with the balance.
Actually, brain work syntactically in a synergistic system. Briefly,
training one of brain will increase other brain power when used in
balance away.
b) Repetition
Mind mapping is great to helps the students to remember and
imagination, but the most important of mind mapping is how often we
are review the material that we already know.
The brain of human works to process information through
observing, reading or hearing about something organized as functional
relationship between parts (concepts, keyword) not partially separated
from each other are not in narrative from complete sentence.
In additional, mind mapping also accommodate a variety of
different point of view from individuals and groups. Various
technologies of mind spur on creativity like brain writing, brain
walking and semantic intuition is highly compatible with the
application of mind mapping.
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
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need to know the benefit of using mind mapping like an interesting
shape, enhance creativity, imagination, etc.
The benefit of mind mapping is flexible, it means that brain be able
to move fluently to all of direction. The students can focus on learn, they
also can understand the material and mind mapping attract to learn.
Buzan (2007:17) divides Mind mapping into a categories as follows:
a) Plan
b) Communicate
c) Become more creative
d) Saves time
e) Solve the problem
f) Focus on learning
g) Develop and clarify thoughts
h) Remember the better
i) Learn more quickly and efficiently
3. The Characteristics of Mind Mapping
Mind mapping is a graphical method of taking notes their visual
basis helps 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 mapping allow for grater
creativity when recording ideas and information, as well as following the
note taker to associate word with visual representations. Mind mapping
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differ with concept mapping focus on only one word or idea, where as
concept mapping concept mapping connect multiple words or ideas.
Buzan (2006:31) states that Mind mapping can use in many
activities, such as: mind mapping to communicate and doing
presentation, to plan family activity, to starting new effort and how the
way to summarize content of book.
4. The Strengths and Weaknesses of Mind Mapping
Wrede (2001:14) states Mind mapping is a technique to summarize
the material to learn and project into the problems encountered in the
form of maps or chart techniques, so it is easier to understand. This
activity as an exercise to optimize the left and right brain function, in the
application which is helpful to understand the problems quickly. Mind
mapping has many applications in personal family, educational, and
business situation, including note-taking, brainstorming, summarizing,
revising, and general clarifying of think. Learning use mind mapping
strategy has strengths and weaknesses, the writer explained it as follows:
1. The strengths of mind mapping can be used for such as those shown
here, are many:
a) The relative importance of each idea is clearly indicated by how
near it is to the centre, which clearly features the main idea.
b) The link between key concepts will be immediately obvious
from their proximity and connection to one another. The brain
works primarily with key concepts that its links and integrates.
19
c) The nature of mind map structure allows for the easy addition of
new information.
d) Each mind mapping has its own unique pattern, which further
aids recall.
e) The open ended nature of mind map is a great aid to creativity,
allowing to the brain to make new and exciting connections with
ease.
2. The weakness of using mind mapping, there are:
Boswell (1995:78) states learning use of mind mapping will
require long time and needs a lot of equipment and colors.
Imagination and creativity needed to produce good mind mapping.
When the students more practice it can be overcome. The teacher
should providing a positive environment and motivation to the
students.
5. The Application of Mind Mapping Technique
Buzan (2006:79) states there are some application of mind mapping
a) Central image
A central image has to describe the main idea of mind mapping and
put it on the centre on the paper, it is for activatethe students’ brain,
strenghen the students’ memory and make the learning activity
enjoyable.
b) Key word
20
A key word is a word that can lead a sentence or event. Identifying a
familiar word in one’s own language or another language that sounds
like the new word and using only one key bword per line. It is as an
urge to remember a lot of word for the students. It is strong noun or
verb that creates image to trigger recall the memory.
c) Basic Ordering Ideas
Bosley (2001:10) states that Basic ordering ideas are the branches
the collect sort information and it connected to the central topic that
radiate out from the centre. Making basic ordering ideas which can
direct our mind to make mind mapping and it need creativity that
encourage the students to understand to the material.
d) Branches
Lisna Dewi (2006:79) states that the branches should be curvy and in
the same length as the words or picture above it. These branches can
be seen as sub headings. It is thinner branches and containing details.
e) Colour
Colour is very goog memory sign and it involves the right brain in
learning for long term memory. Colours encourage creativity and
help in memorization. Adding plenty of colour via branches, map
background and images will be done life to your mind map.
f) Picture
In mind mapping, picture which can change or strengthen a key
word that has been written before.
21
D. Conceptual Framework
Writing
Mind Mapping
Classroom Action Research
D test
Cycle 1
Planning Action Observation Reflection
Cycle 2
Revised Planning
Action Observation Reflection
The Improvement of Students’ Writing Ability
Content Organization
22
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used the principal working of Classroom Action Research
(CAR) that contains of four stages they are: planning, implementation of
action, observation, and reflection.
Thus research hold around two cycles. They are first and second cycle and
each cycle is the series of activities require four meetings.
B. Research subject
The subject of this research was the students of class XI SMA
Muhammadiyah Camba in 2014/2015 academic year.The numbers of the
subject was 16 students.
C. Research variables and indicator
1. Research variable
This research consists of two kinds of variables namely dependent
and independent variables:
a) Independent variable
Independent variable of the research is Mind Mapping Technique in
teaching Analytical exposition text.
b) Dependent variable
Dependent variable is the writing content and organization of
Analytical exposition text with the indicators of content and
organization.
22
23
D. Instrument of the Research
The instrument of the research used writing test. Start from Cycle 1 that
have four steps: Planning is any material which that provided by the teacher
and then proceed with the next section is action, in this part teacher begin to
teach the material that had been planned in advance and then the teacher
continue to the next step, namely the observation, in this part the teacher begin
to notice developments students and the last step in this cycle is a reflection
that teachers remember what they have learned. After all those steps have been
completed then the teacher gives a test. So all of the parts in cycle 1 will be
repeat in cycle 2 with different materials.
The test is used to see the students’ prior knowledge in writing text before
they are given a treatment, while the final test used to know the students’
achievement on writing mastery after giving a treatment.
E. The Procedure of Collecting Data
The measures will be done in four steps as follows:
1. The researcher gave explaination to the students about analytical exposition
text and mind mapping, this section takes 10 minutes.
2. The researcher gave some topics to the students and let the students choose
one of the topics after that the researcher asked the students to make mind
mapping based on the topic then let them explored it into analytical
exposition text. This section takes time 40 minutes.
24
3. The researcher walk around the class to ensure that students do the work
that has been given and see if there is not doing their work, this section
takes time 10 minutes.
4. The researcher checked the students’ work, this section takes times 5
minutes.
5. The researcher collected the students’ work, this section takes time 5
minutes.
In collecting the data that collect through the cycle 1 and cycle II, the
researcher used the following rubrics:
Table.1 Score the students’ test result:
a. Content
In the content component the researcher used scale 0-100 scoring rate as
follows:
Clasification Score Indicator
Exellent 90-100 Effective complex construction.
Very good 80-89 Effective but simple construction.
Good 70-79 Major problem in simple/complexconstruction.
Fair 60-69 Major problem in simpleconstruction
Poor 0-59 Virtually no mastery of sentenceconstruction rules.
Harmer in Santung (2011:25).
25
b. OrganizationIn organization component, the researcher used scale 0-100 as scoring rate
as follows:
Harmer in Santung (2011:25).
F. Technique of Data Analysis
1. Calculating the mean score of the students’ writing test by using the
following formula:
=∑
ℎ = Mean∑ =N = the total number of the student. (Gay, 1981: 298).
2. To calculate percentage of students’ achievement in content and
organization researcher uses this formula:
P =
P = Rate percentage
Classification Score Criteria
Excellent
Very Good
Good
Fair
Poor
90– 100
80 – 89
70 – 79
60 – 69
0-59
Fluent expression – ideas clearly
Some copy – loosely organization but mind
ideas out.
Not fluent but ideas stand out
Not fluent/ ideas confused
Does not communicated no organize
26
F = Number of correct
N = Number of sample (Sudjana 1990 in Akbar 2003:27).
3. From the basic standard above the writer formulates the standard score for
the total value of the students by calculating the standard score given as
follows:
1. Scores 90-100 is clasified as execellent.
2. Scores 80-89 is clasified as very good
3. Scores 70-79 is clasified as good.
4. Scores 60-69 is clasified as fair.
5. Scores 0-59 is clasified as poor. (Depdikbud in Rosmiati 2010:31).
26
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consist of the finding of the research and discussion. The
findings present the improvement of students’ writing skill, the percentage of
students progress and students participation during the teaching and learning
process. The discussion of the research cover further explanation of the findings.
A. Findings
The findings of the research deals with the answer of the problem
statement which it aims to find out the improvement of the students ability in
writing Analytical exposition text. The result of data analysis found that
teaching writing skill through Mind Mapping technique can improve the
students’ writing skill in term of content and organization at the class XI of
SMA Muhammadiyah Camba. Therefore, for the clear explanation about the
students’ improvement can be seen in the following table.
1. The Improvement of students’ Writing Skill in writing Analytical
Exposition text through Mind mapping technique.
Table IThe Student’s Mean Score in Content and Organization
VariableScore ImprovementD−Test C I C II D-T→ CI C I → C II
Content 56.1 69.9 80.9 24.5 20.9Organization 57.1 66.9 77.8 17.1 16.2∑X 113.2 136.8 158.7 41.6 37.1
56.6 68.4 79.35 20.8 18.55
27
Based on the table, it indicated that the improvement of the students’
writing skill through Mind Mapping writing technique was successful. The
students’ mean score in d-test was 56.6 classified into “fair score” the
students’ mean score in cycle I was 68.4 classified into “Good score” and the
students’ mean score in cycle II was 79.35 classified into “Good score”.
The table also indicated the improvement of the students’ writing
ability from D-test to cycle I and cycle II. Where, from D-test to cycle I the
improvement of the students’ writing ability was 20.8 and from cycle I to
cycle II improved until 18.55.
2. The Percentage of students’ achievement in writing Analytical
Exposition text in Content.
The following table the percentage of students’ achievement in writing
Analytical Exposition text in term of content as follows:
Table 2The Percentage of Students’ Writing achievement in Content
No Score Classification
D-test Cycle I Cycle II
Freq (%) Freq (%)Fre
q
(%)
1 90-100 Execellent 0 0 0 0 0 0
2 80-89 Very Good 0 0 0 0 7 46.7%
3 70-79 Good 0 0 8 53.3% 8 53.3%
4 60-69 Fair 9 60% 7 46.7% 0 0
5 0-59 Poor 6 40% 0 0 0 0
TOTAL 15 100% 15 100% 15 100%
28
The table above showed that in the D-test, there were 6 students (40%)
classified into “Poor score” 9 students (60%) classified into “fair score”.
The table above also showed that the result of students’ writing skill in
content component in cycle I and cycle II. In cycle I, none student (00.00)%
classified into “Poor score” 7 students (46.7%) classified into “fair score” 8
students (53.3%) classified into “Good score” whereas, very good score none
student (00.00%). In cycle II none student (00.00%) classified into “Poor
score” also none student (00.00%) classified into “fair score” 8 students
(53.3%) classified into “good score” and 7 student classified into “very good
score”.
3. The Percentage of Students’ achievement in writing Analytical
Exposition text in oganization.
The following table the percentage of students’ improvement in
writing Analytical Exposition text in term of organization as follows:
Table 3
The Percentage of Students’ Writing achievement in oganization.
No ScoreClassificatio
n
D-test Cycle I Cycle II
Freq (%)Fre
q(%)
Fre
q
(%)
1 85-100 Execellent 0 0 0 0 0 0
2 65-84 Very good 0 0 0 0 14 93.3%
3 55-64 Good 1 6.7% 10 66.6% 1 6.7%
4 35-54 Fair 8 53.3% 4 26.6% 0 0
5 0-34 Poor 6 40% 1 6.7% 0 0
TOTAL 15 100 15 100 15 100
29
The table above shows that in the D-test, there were 6 students (40%)
classified into “Poor score” 8 students (53.3%) classified into “fair score” and 1
student (6.7%) classified into “Good score, whereas, none of them classified into
“Very Good score”.
The table above also shows that the result of students’ writing skill in
organization component in cycle I and cycle II. In cycle I, 1 student (6.7%)
classified into “Poor score” 4 students (26.6%) classified into “Fair score” and 10
students (66.6%) classified into “Good score”. In cycle II, none student (00.00 %)
classified into “Poor score” none student (00.00%) classified into “Poor score”
none student (00.00 %) classified into “Fair score” and 1 students (6.7%)
classified into “Good score” whereas, 14 student (93.3%) classified into “Very
good score”.
a. Observation Result
The following table showed the observation result of the students’
participation in learning writing of cycle I and cycle II.
Table 4The Percentage of Students’ Participation
Cycle
Students’ Participation
MEETING (%)
1st 2nd 3rd 4th
Cycle I 63.3% 65% 65% 66.6%
Cycle II 63.3 % 73.3 % 71.6 % 73.3 %
30
Based on the table above, the students’ participation was improved.
At the first meeting in the cycle I the students’ participation was 63.3%
whereas in the last meeting at the cycle II the students’ participation was
73.3%.
B. Discussion
In this part, the researcher would like to discuss the result of findings.
The discussion aimed at describing the students’ writing for content and
organization by using Mind Mapping Technique.
1. The Improvement of the Students’ achievement in writing Analytical
exposition text through Mind Mapping Technique.
In the analysis of the students’ achievement the researcher found that
the mean score of students in writing Analytical Exposition text through
Mind Mapping Technique was improved. The students’ score in d-test was
56.6 (poor), in the cycle I, the students’ mean score was 68.4 (fair) and in
the cycle II the students’ mean score was 74.3 (Good). The improvement
of students’ achievement from mean score of D-test and cycle I was 20.8,
whereas the improvement of students’ achievement from mean score of
cycle 1 and cycle II was 18.55.
a. Content
The improvement of students’ achievement in writing Mind
Mapping Technique had effective effect. The researcher found that
before the application of Mind Mapping Technique the students’ score
was 56.1 (Poor) but after application the technique the students’ score in
31
cycle I was 69.9(fair)and in the cycle II became 80.9 (very good). So, the
improvement of students’ score of D-test and cycle I was 20.8, whereas
the improvement of students’ achievement of cycle 1 and cycle II was
18.55.
During the teaching and learning process in cycle I, the researcher
found that the students were difficult to organize a good writing in
Analytical Exposition Text. There were no relevance or relation between
sentences. To solve this problem the researcher had done cycle II and
revised the previous lesson plan. In this case, the researcher gave
correction activity so the students can correct their writing each other.
The researcher also gave deep explanation about the structure of a
Analytical Exposition text so the students can make a good Analytical
Exposition text.
From the explanation above the researcher analyzed that the Mind
Mapping Technique can improve the students’ writing skill in writing
Analytical Exposition text in term of content, where the students’ mean
score in cycle I and cycle II was higher than D-test.
b. Organization
The improvement of students’ achievement in writing Analytical
Exposition text through Mind Mapping Technique had effective effect.
In the analysis of students’ language use the researcher found that before
the application of Mind Mapping Technique the students’ score was 56.6.
32
After application Mind Mapping Technique in cycle I the students score
was 68.4 and in the cycle II the students’ score was 74.3. The
improvement of students’ achievement from score of D-test and cycle I
was 20.8, whereas the improvement of students’ score cycle 1 and cycle
II was 18.55.
From the explanation above, the researcher analyzed that the
students’ skill in writing Analytical Exposition text in term of
organization by using Mind Mapping Tecnique was improved, where the
students’ mean score in cycle I and cycle II was higher than d-test.
The researcher also analyzed the percentage of students’ progress
in writing Analytical Exposition text throughMind Mapping Technique.
c. Observation Result
Based on the observation result, the students’ participation was
improved. The students’ participation in the first meeting of cycle I was
63.3% and in the last meeting of cycle II students participation became
73.3%. It indicates that the application of Mind Mapping Technique can
stimulate the students’ activeness in teaching and learning process.
34
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the research about the application of through Mind
Mapping Technique improve the students’ writing skill at SMA Muhammadiyah
Camba and based on the research findings in the previous chapter, the researcher
puts reward the following conclusions as follows:
1. The use of Mind Mapping Technique in presenting writing material at the
XI- IPS class students of SMA Muhammadiyah Camba improves the
students’ achievement significantly. The findings indicate that the mean
score of the students’ writing in terms of content was improved and
conclusion in cycle II is greater than the mean score of test in cycle I
(80.9> 69.9) and the improvement of content is 20.9%
2. The use of Mind Mapping Technique in presenting writing material at the
XI- IPS class students of SMA Muhammadiyah Camba improves the
students’ achievement significantly. The findings indicate that the mean
score of the students’ writing in terms of organization was improved and
conclusion in cycle II is greater than the mean score of test in cycle I
(77.9> 66.9) and the improvement of content is 16.2%
35
B. Suggestion
As the result of the study reveals that the use of Mind Mapping had been
effective way to improve the students’ ability in English writing, the researcher
suggests the following things:
1. It is suggested to the English teacher to used Mind Mapping Technique
as one of media in the teaching and learning process especially in
teaching English writing.
2. Teacher should invite and raise the students’ interest and motivation in
learning by manipulating various ways in presenting productive skill,
include writing skill. The result of this research also can be used as an
additional reference or further research with different discussion for the
next researcher
CURRICULUM VITAE
HERMI was born on June 26th, 1993 in Malaysia. She
is the third child from the marriage of her parent
Yasdar and Rawia.
In 1999 she registered as student elementary school in
SDN Negeri 002 Makmur Jaya, Maradde and she
graduated in 2005. The next, in the same year she registered as a student in
SMP Negeri 1 Pasangkayu and graduated in 2008. Then, she registered in
senior high school at SMA Negeri 1 Camba, Maros in 2008 and she
graduated in 2011. Then, she registered as a college in english department
of Muhammadiyah University of Makassar in 2011.
BIBLIOGRAPHY
Akbar, Muhammad Nur, 2003. The Application of Strip Picture and ReproductionTechnique in Writing English Paragraph to The Second Year Student ofMadrasah Aliyah (man) II model Makassar. Makassar: Unismuh.
Arikunto, Suhardjono, Supardi. 2009. Penelitian Tindakan Kelas. Bandung: BumiAksara.
Byrne,Donny. 1990. Teaching Writing Skill. New York: Longman
Cooper, C.R, 1998. Evaluation of writing. Urbana: National Council of Teachers ofEnglish.
Gay L. R. 2006. Educational Research. Columbus. Charles E. Merill Publishing Ca
Glencoe. 2000. Writing Assessment and Evaluation Rubrics. New York: TheMcGraw-Hill Companies Inc.
Harmer, Jeremy.1988. How to Teach English. England: Longman
Harmer,Jemery. 1991. The Practice of English Language Teaching. New York:Longman
Herlina, 2002.Teaching Writing by Arranging Comic Strip to the Second YearStudents of SMKN 4 Makassar. Makassar: Universitas Negeri Makassar
Jafar, 2002.Using Magazine Picture to Develop the Students’ Writing Skill.Makassar: Universitas Negeri Makassar
Jusran, 2011.Using Visual-Picture Sequence to Improve the Students’ Writing Abiltyat the XI exact program students of SMA Muhammadiyah 7 Makassar.Makassar: Unismuh.
Layman.2007. Basic Skill in English. The Sixth Book, America: Group UK Limited
MC, Dougal. 1981. Basic Skills in English. New York: Little and Company.
Nunan, David. 1991. Designing Task for the Communication Classroom. Melbourne:Cambridge University Press.
Oshima, Alice, and Hogue, Ann. 1997. Introduction to Academic Writing SecondEdition. New York: Longman.
Prima, 2012. Improving the Students’ Ability to Write the Narration by using MindMapping at the Eight Year of SMP negeri 6 Bulukumba. Makassar:Universitas Negeri Makassar
Rusman, Muhammad. 2001. The Application of Strip Story Technique in ImprovingEnglish Writing Skill of The Third Year Student of SLTP 4 Barru. A thesis ofUNM Makassar
Tomaripi, 1990. The Ability to Write English Test Trough Community Writing ofSMAN I Bulukumba.Thesis IKIP Ujungpandang.
Trisnawati, Dhevi, 2004. Students Interest and Ability to Write DescriptionComposition Based on The Pictorial Images. Thesis University NegeriMakassar.
Wrede, 2001. The Advantage of Mind Mapping. Retrieve from
http//eli.tamu.edu/resources/Profile.html. Accessed on July 29th 2015.
Zainuddin, 2009. Improving Writing Skill through Writing Process Approach. Thesis
Universitas Negeri Makassar.
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
NamaSekolah : SMA Muhammadiyah Camba
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Pertemuanke : 1-4
AlokasiWaktu : 8 x 45 menit
Aspek Skill : Writing
A. StandarKompetensi
12.1 Mengungkapkan makna dalam teks esei berbentuk report, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
12.2 Mengungkapkan makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk:analytical exposition, narrative, dan procedure
C. Indikator
Pertemuan 1 dan 3
Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
analytical exposition sederhana
dapat membuat central image pada penulisan sebuah teks analytical
exposition
dapat menuliskan key word untuk mengembangkan topic
fokus pada Basic ordering ideas untuk mendapat informasi untuk
mengembangkan topik
membuat branch untuk mengembangkan topik
memberi colour pada konsep mindmap agar lebih menarik
membuat gambaran dari topik dalam bentuk picture sebelum
dikembangka menjadi paragraf
Pertemuan 2 dan 4
dapat menyusun paragraf analytical exposition berdasarkan peta
konsep yang telah dibuat pada pertemuan sebelumnya.
C. Tujuan Pembelajaran
Pertemuan 1 dan 3
Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
analytical exposition sederhana
Siswa dapat membuat central image pada penulisan sebuah teks
analytical exposition
Siswa dapat menuliskan key word untuk mengembangkan topic
Siswa fokus pada Basic ordering ideas untuk mendapat informasi
untuk mengembangkan topik
Siswa membuat branch untuk mengembangkan topik
Siswa memberi colour pada konsep mindmap agar lebih menarik
Siswa membuat gambaran dari topik dalam bentuk picture sebelum
dikembangka menjadi paragraf
Pertemuan 2 dan 4
Siswa dapat menyusun paragraf analytical exposition berdasarkan
peta konsep yang telah dibuat pada pertemuan sebelumnya.
D. Materi Pembelajaran
Fungsisosial :
Telling/ to retell past events for the purpose of informing or entertaining.
Generic Structure Text
Thesis;
(Pengenalan: Who, When,Where, dll)
Corruption has happened for many years and today it becomesa bad culture in Indonesia for three reasons
Argument;
(UrutanPeristiwa)
Most adult Indonesian or foreigners have known and admittedthat corruptions happen in many places. The daily newspapers,news programs on TV and radio have reported corruptions aredone everywhere, almost in all departments or public servicesof this country. Corruptions happen in health, educationdepartments and banks
Reorientation
(Penutupcerita,rangkumanrentetanperistiwa)
Conclusion Based on the reasons, we can conclude thatcorruption is becoming a bad culture in Indonesia if it is notended soon by all of us. It seems that there must be moresevere penalty for the Corruptors.
Language Feature of analytical exposition
Language Features of Analytical ExpositionUsing relational process- Relationships between and among leaders, workers,followers, partners, co-workers, etc. People knowing and caring about people.
Using External conjunctions –enhancing by linking to real world events(Holocaust, the Final Solution, death trains)
Using internal conjunction – elaborating and item missing steps in an argument(firstly… secondly .. next… finally)
Using causal conjunction – the cause of an event…. BecauseUsing Contrastive conjunction – but… neverthelessUsing Simple Present Tense
E. Metode/ Model Pembelajaran:
Mind mapping technique
F. Langkah-langkah Kegiatan
Pertemuan 1 dan 3
a. Planning
Kegiatan Awal (10’)
- Guru member salam kepada siswa
- Guru menanyakan hal-hal yang terkait dengan keadaan siswa
- Checking attendant list
- Apersipsi dan motivasi
Kegiatan Inti (75’)
- Guru menjelaskan materi tentang analytical exposition text
- Guru menjelaskan tentang langkah-langkah membuat mind
mapping
- Guru menjelaskan tentang analytical exposition text
- Guru meminta siswa mengembangkan topic dalam bentuk mind
mapping
- Guru meminta siswa untuk bertanya tentang hal yang belum
dimengerti berkaitan dengan materi.
KegiatanAkhir (10’)
- Guru meminta siswa mengumpulkan hasil mind mapping yang
telah dibuat
- Guru melakukan Tanya jawab tentang analytical exposition teks.
- Guru mengucapkan salam kepada siswa ketika hendak keluar dari
ruang kelas.
Pertemuan 2 dan 4
KegiatanAwal (10’)
- Guru member salam kepada siswa
- Checking attendant list
- Apersepsi dan motivasi
- Guru mengajukan pertanyaan tentang pelajaran sebelumnya
KegiatanInti (75’)
- Guru menjelaskan langkah selanjutnya dalam proses menulis
- Guru meminta siswa untuk mulai menulis sebuah paragraf yang
berkaitan dengan mind mapping yang telah dibuat pada pertemuan
sebelumnya.
- Guru meminta siswa membuat paragraf analytical exposition
berdasarkan mindmap yang telah dibuat sebelumnya.
- Guru memonitor siswa pada saat bekerja membuat paragraf.
KegiatanAkhir (10’)
- Guru meminta siswa untuk mengumpulkan hasil tulisannya
- Guru memberikan umpan balik terhadap proses dan hasil
pembelajaran
- Guru menutup pelajaran
G. Sumber/Bahan/Alat
White Board
Marker
Book
H. Evaluasi
Evaluasi: Menulis
I. Penilaian dan Rubrik penilaian
BentukPenilaian:
Teknik: Performance Assesment
Bentuk: Tulisan(written test)
Contoh Instrument:
A. Choose one of the topic below and create into some paragraphs!
1. Corruption and indonesian culture
2. The dangerous of using drugs
3. Laptop as student’s friend
4. Is smooking good for us
5. Controlling children using computer
Contoh analytical exposition
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RubrikPenilaian :
Scoring: Content, Organization, Grammar
a. 96-100 is classified as excellent
b. 86-95 is classified as very good
c. 76-85 is classified as good
d. 66-75 is classified as fairly good
e. 56-65 is classified as fairly
f. 46-55 is classified as poor
g. 0-45 is classified as very poor
(Depdikbud in Riska, 2014:24)
Camba,Desember 2015
Guru Mata Pelajaran
HERMI
RENCANA PELAKSANAAN PEMBELAJARAN
NamaSekolah : SMA Muhammadiyah Camba
Mata Pelajaran : BahasaInggris
Kelas/Semester : XI/1
Pertemuanke : 5-8
AlokasiWaktu : 8 x 45 menit
Aspek Skill : Writing
B. StandarKompetensi
12.1 Mengungkapkan makna dalam teks esei berbentuk report, narrative,dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
12.2 Mengungkapkan makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk:analytical exposition, narrative, dan procedure
C. Indikator
Pertemuan 5 dan 7
Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
analytical exposition sederhana
dapat membuat central image pada penulisan sebuah teks analytical
exposition
dapat menuliskan key word untuk mengembangkan topic
fokus pada Basic ordering ideas untuk mendapat informasi untuk
mengembangkan topik
membuat branch untuk mengembangkan topik
memberi colour pada konsep mindmap agar lebih menarik
membuat gambaran dari topik dalam bentuk picture sebelum
dikembangka menjadi paragraf
Pertemuan 6 dan 8
dapat menyusun paragraf analytical exposition berdasarkan peta
konsep yang telah dibuat pada pertemuan sebelumnya.
D. Tujuan Pembelajaran
Pertemuan 5 dan 7
Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
analytical exposition sederhana
Siswa dapat membuat central image pada penulisan sebuah teks
analytical exposition
Siswa dapat menuliskan key word untuk mengembangkan topic
Siswa fokus pada Basic ordering ideas untuk mendapat informasi
untuk mengembangkan topik
Siswa membuat branch untuk mengembangkan topik
Siswa memberi colour pada konsep mindmap agar lebih menarik
Siswa membuat gambaran dari topik dalam bentuk picture sebelum
dikembangka menjadi paragraf
Pertemuan 6 dan 8
Siswa dapat menyusun paragraf analytical exposition berdasarkan
peta konsep yang telah dibuat pada pertemuan sebelumnya.
E. Materi Pembelajaran
Fungsisosial :
Telling/ to retell past events for the purpose of informing or entertaining.
Generic Structure Text
Thesis;
(Pengenalan: Who, When,Where, dll)
Fast food nowadays is considered a normal eating
venture. People are not just eating out on special
occasions or weekends anymore. It means that all
the time they mostly eat fast foods. However is fast
food good for health?
Argument;
(UrutanPeristiwa)
Fast food has its popularity in the 1940’s. whitin a
few years fast food operations popped up
everywhere. With the compelling rise in fast food
restaurants since the 1940’s, oddly is started the
rise obesity and cancer during the same time
period’
Reorientation
(Penutupcerita,rangkumanrentetanperistiwa)
So, there is absolutely nothing nutritional about fast food.Fast food simply feeds hunger and craving.
Language Feature of analytical exposition
Language Features of Analytical ExpositionUsing relational process- Relationships between and among leaders, workers,followers, partners, co-workers, etc. People knowing and caring about people.
Using External conjunctions –enhancing by linking to real world events(Holocaust, the Final Solution, death trains)
Using internal conjunction – elaborating and item missing steps in an argument(firstly… secondly .. next… finally)
Using causal conjunction – the cause of an event…. Because
Using Contrastive conjunction – but… neverthelessUsing Simple Present Tense
F. Metode/ Model Pembelajaran:
Mind mapping technique
G. Langkah-langkah Kegiatan
Pertemuan 1 dan 3
b. Planning
Kegiatan Awal (10’)
- Guru member salam kepada siswa
- Guru menanyakan hal-hal yang terkait dengan keadaan siswa
- Checking attendant list
- Apersipsi dan motivasi
Kegiatan Inti (75’)
- Guru menjelaskan materi tentang analytical exposition text
- Guru menjelaskan tentang langkah-langkah membuat mind
mapping
- Guru menjelaskan tentang analytical exposition text
- Guru meminta siswa mengembangkan topic dalam bentuk mind
mapping
- Guru meminta siswa untuk bertanya tentang hal yang belum
dimengerti berkaitan dengan materi.
KegiatanAkhir (10’)
- Guru meminta siswa mengumpulkan hasil mind mapping yang
telah dibuat
- Guru melakukan Tanya jawab tentang analytical exposition teks.
- Guru mengucapkan salam kepada siswa ketika hendak keluar dari
ruang kelas.
Pertemuan 2 dan 4
KegiatanAwal (10’)
- Guru member salam kepada siswa
- Checking attendant list
- Apersepsi dan motivasi
- Guru mengajukan pertanyaan tentang pelajaran sebelumnya
KegiatanInti (75’)
- Guru menjelaskan langkah selanjutnya dalam proses menulis
- Guru meminta siswa untuk mulai menulis sebuah paragraf yang
berkaitan dengan mind mapping yang telah dibuat pada pertemuan
sebelumnya.
- Guru meminta siswa membuat paragraf analytical exposition
berdasarkan mindmap yang telah dibuat sebelumnya.
- Guru memonitor siswa pada saat bekerja membuat paragraf.
KegiatanAkhir (10’)
- Guru meminta siswa untuk mengumpulkan hasil tulisannya
- Guru memberikan umpan balik terhadap proses dan hasil
pembelajaran
- Guru menutup pelajaran
H. Sumber/Bahan/Alat
White Board
Marker
Book
I. Evaluasi
Evaluasi: Menulis
J. Penilaian dan Rubrik penilaian
BentukPenilaian:
Teknik: Performance Assesment
Bentuk: Tulisan(written test)
Contoh Instrument:
B. Choose one of the topic below and create into some paragraphs!
1. Corruption and indonesian culture
2. The dangerous of using drugs
3. Laptop as student’s friend
4. Is smooking good for us
5. Controlling children using computer
Contoh analytical exposition
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Article writing is also good money to earn money online. Make sure togear your articles to promote and advertise you own business ventures. Thesearticles are a free way to market the products and services you offer for free. Themost effective advertising with these articles comes from the dialogue box that isinserted at the end of each article. These dialogue boxes contain links to basicallyany website you would like to drive traffic to. For instance, you might have onelink in your dialogue box to a product you are selling and one to a blog where youare promoting a discussing other products.
Writing takes some time to gain credibility through but once it’s done’earning potential can become very powerful.
RubrikPenilaian :Scoring: Content, Organization.
h. 96-100 is classified as excellenti. 86-95 is classified as very goodj. 76-85 is classified as goodk. 66-75 is classified as fairly goodl. 56-65 is classified as fairlym. 46-55 is classified as poorn. 0-45 is classified as very poor
(Depdikbud in Riska, 2014:24)
Camba, Desember 2015
Guru Mata Pelajaran
HERMI
APPENDIX B
D-Test
Make one paragraph analytical exposition text through mind mapping technique
a. Make mind mapping based on your own topic
b. Make it into same paragraph analytical exposition text!
Cycle 1
Choose one of the topics and create into mind mapping !
1. Corruption and Indonesian culture2. The dangerous of using drugs
After that created it into some paragraph analytical exposition!
Cycle 2
Choose oneof the topics and create into mind mapping
1. Laptop as student’s friend2. Is smooking good for us3. Controlling children using computer
After that created it into some paragraph analytical exposition!
APPENDIX : C
THE SCORE OF STUDENTS’ WRITING SKILL
D-Test
Mean score of the students’ in cycle 1
a. Content D- test b. Organization D- test
=∑
=∑
= =
=56.1 =57.1
No subject Students’ name Students’ writing ability Totalscore
content organization
1 S-01 AS 60 60 60
2 S-02 AHF 60 60 60
3 S-03 FM 60 60 60
4 S-04 IAR 60 60 60
5 S-05 JM 65 65 65
6 S-06 MD 60 60 60
7 S-07 MR 57 57 57
8 S-08 RD 60 60 60
9 S-09 ST 50 50 50
10 S-10 SA 60 60 60
11 S-11 UD 65 70 67.5
12 S-12 WD 45 45 45
13 S-13 TW 40 40 40
14 S-14 UY 50 50 50
15 S-15 RAF 50 60 55
Total scores 842 857 849.5
Mean scores 56.1 57.1 56.6
THE SCORE OF STUDENTS’ WRITING SKILL
Cycle 1
No Student Students’ nameStudents’ writing ability Total
scorecontent organization
1 S-01 AS 74 65 69.5
2 S-02 AHF 75 76 75.5
3 S-03 FM 75 67 71
4 S-04 IAR 75 70 72.5
5 S-05 JM 70 70 70
6 S-06 MD 75 60 67.5
7 S-07 MR 66 65 65.5
8 S-08 RD 70 75 72.5
9 S-09 ST 65 60 62.5
10 S-10 SA 65.5 65 65.25
11 S-11 UD 77 70 73.5
12 S-12 WD 61 66 63.5
13 S-13 TW 55 60 57.5
14 S-14 UY 70 70 70
15 S-15 RAF 75 65 70
Total scores 1048.5 1004 1026.25
Mean scores 69.9 66.9 68.4
Mean score of the students’ in cycle 1
b. Content cycle 1 b. Organization cycle 1
=∑
=∑
=.
=
=69.9 =66.9
THE SCORE OF STUDENTS’ WRITING SKILL
Cycle 2
No Student Students’ nameStudents’ writing ability
Total
score
Content Organization
1 S-01 AS 84 80 82
2 S-02 AHF 80 80 80
3 S-03 FM 80 79 79.5
4 S-04 IAR 85 80 82.5
5 S-05 JM 84.5 78 81.25
6 S-06 MD 80 79 79.5
7 S-07 MR 80 79 79.5
8 S-08 RD 80.5 75 77.75
9 S-09 ST 80 75 77.5
10 S-10 SA 80 75.5 77.75
11 S-11 UD 85 85 85
12 S-12 WD 80 75 77.5
13 S-13 TW 75 70 72.5
14 S-14 UY 80 85 82.5
15 S-15 RAF 80 80 80
Total scores 1214 1168 1115.5
Mean scores 80.9 77.8 74.3
Mean score of the students’ in cycle 2
a. Content cycle 2 b. Organization cycle 2
=∑
=∑
= =
=80.9 =77.8
APPENDIX : D
1. Improvement mean score students’ contentD-test to Cycle I
C I to Cycle II
→= 56.1 → 69.956.1 x 100= 13.856.1 x 100= 24.5 %
→= 69.9 → 80.969.9 x 100= 1469.9 x 100= 20.9%
2. Improvement mean score students’ organizationD-test to Cycle I
C I to Cycle II
→= 57.1 → 66.957.1 x 100= 9.857.1 x 100= 17.1%
→= 66.9 → 77.866.9 x 100= 10.966.9 x 100= 16.2%
APPENDIX : E
The Assessment of Students Participation
Cycle I
No Student 1st meeting 2nd meeting 3rd meeting 4th meeting
A B C D A B C D A B C D A B C D
1 S-01
2 S-02
3 S-03
4 S-04
5 S-05
6 S-06
7 S-07
8 S-08
9 S-09
10 S-10
11 S-11
12 S-12
13 S-13
14 S-14
15 S-15
Total scores 38 39 39 40
Mean scores 63.3% 65% 65% 66.6%
EXPLANATION
A = 4 : very active
B = 3 : active
C = 2 : fair active
D = 1 : not active
The Assessment of Students Participation
Cycle II
No Student 1st meeting 2nd meeting 3rd meeting 4th meeting
A B C D A B C D A B C D A B C D
1 S-01
2 S-02
3 S-03
4 S-04
5 S-05
6 S-06
7 S-07
8 S-08
9 S-09
10 S-10
11 S-11
12 S-12
13 S-13
14 S-14
15 S-15
Total scores 38 44 43 44
Mean scores 63.3% 73.3% 71.6% 73.3%
EXPLANATION
A = 4 : very active
B = 3 : active
C = 2 : fair active
D = 1 : not active
APPENDIX F
The rate percentage of students’score in terms of content
1.D-test
a. PoorF=6, N=15
P = %
P = %
=40
b. Fair
F=9, N=15
P = %
P = %
=60
c. Good
F=1, N=15
P = %
P = %
=6.6
2. Cycle 1a. Poor
F=1, N=15
P = %
P = %
=6.6
b. FairF=4, N=15
P =
P =
=26.6
c. Good
F=10, N=15
P =
P =
=66.6
3. Cycle 2a. Good
F=1, N=15
P =
P =
=6.6
b. Very good
F=14, N=15
P =
P =
=93.3
The rate percentage of students’score in terms of organization
1. D-testa. Fair
F=9,N=15
P =
P =
= 60
b. Poor
F=5, N=15
P =
P =
=33.3
c. Good
F=1, N=15
` P =
P =
=6.6
2. Cycle 1
a. Fair
F=9, N=15
P =
P =
=60
b. Good
F=6, N=15
P =
P =
=40
xi
LIST OF APPENDIX
Appendix A : Lesson Plan
Appendix B : Instrument Test
Appendix C : Score Parts of Content & Organization
Appendix D : Pattern of Improvement
Appendix E : The Assessment of Students’ Participation
Appendix F : The Pecentage Of Students’
Appendix G : Student Task
Appendix H : Documentasion
Curriculum Vitae
ix
LIST OF TABLES
Table 1 : The Students’ Mean Score in Content and Organization....... 26
Table 2 : The Percentage of Students’ Writing achivement in Content 27
Table 3 : The Percentage of Students’ Writing achivement in organization 28
Table 4 : The Percentage of Students’ Partisipation ........................... 29