I TIN.Lill I

THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUETOWARD COMPREHENSION OF DESCRIPTIVE TEXT

(An Experimental study at the seventh Grade of sMp pelita yNH sukabumi)

IRA NADYA OCTAVIRANIM. 206014000140

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAININGSYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

ENDORSEMENT SHEET

The "Skripsi" (Scientific Paper) entitled 66The Effectiveness of Using

Mind Mapping Technique Toward Comprehension of DescriphveText" (An

Experimental Study at the seventh Grade of SMP Pelita YNH Suknbumi") written

by IRA NADYA OCTAVIRA, a student's registration number 206014000140

was examined in the examination session of the Faculty of Tarbiya and Teachers'

Training, Syarif Hidayatullah State Islamic University Jakarta on Januari. The

"skripsi" has been accepted and declared to have fulfilled one of the requirements

for the degree of "S.Pd" (Bachelor of Arts) in English Language Education at the

English Education Department.

Jakarta, January 2013

EXAMINATION COMMITTEE

CHAIRMAN : Drs.Svauki. M.Pd.NIP. 19641212199103 I 002

SECRETARY : Neneng Sunenssih. S.Pd.NIP. 19730625199903 2 001

EXAMINERS: 1.Dr. Alek. M.Pd.NIP. 196909 12200901 1008

,.r,". rrn * * *urro*r,n r, o. rror.UNIP. 194407 19196510 1 001

' Training Faculty

rP. 19520520 198103 I 001

TIIE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE

TOWARD COMPREHENSION OF DESCRIPTIVE TEXT

(An Experimental Study at the Seventh Grade of SMP PELITA YNH Sukabumi)

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teacher's Training

In a Partial Fulfillment of the Requirements

For the Degree of S. Pd. (Bachelor of Art) in English Language Education

Ira Nadva OctaviraNIM. 206014000140

Ismalilnine Eviyuliwatl NI.HumNrP.19740723 200003 2 001

DEPARTMENT OF ENGLISH EDUCATION

FACTJLTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

i

DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN)

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama : Ira Nadya Octavira

Tempat/Tanggal lahir : Sukabumi, 09 Oktober 1988

NIM : 206014000140

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Using Mind Mapping Technique

Toward Comprehension of Descriptive Text.

(An Experimental Study at the Seventh Grade of

SMP Pelita YNH Sukabumi)

Dosen Pembimbing : Ismalianing Eviyuliwati, M.Hum

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, Januari 2013

Mahasiswa Ybs.

Ira Nadya Octavira

NIM. 206014000140

ii

ACKNOWLEDGEMENT

Praises be to Allah, Lord of the worlds, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his

adherent.

It is a pleasure to acknowledge the help and contribution from all people

who always support me. Hence, this skripsi is processed until it becomes a

complete writing which will be presented to the Faculty of Tarbiyah and

Teachers’ Training in partial fulfillment of the requirements for the degree of S.

Pd (Bachelor of Art) in English Language Education.

First of all, the writer would like to express her great honor and deepest

gratitude to her beloved parents, Alm. Dr. H. Silahudin, MA. andAlm. E.

Maemunah, S.E.And also best gratitude to her advisor,Ismalianing Eviyuliwati,

M.Hum. whose scholarly suggestions and critical remarks have enabled the writer

to refine this skripsi. The writer’s sincere gratitude also goes to:

1. Drs. Syauki, M. Pd., the Head of English Department

2. Neneng SunengsihS.Pd.,the Secretary of English Department.

3. Prof. Dr. Rif’at Syauqi Namawi, MA.,the Dean of the Faculty of Tarbiyah

and Teachers’ Training Syarif Hidayatullah State Islamic University

Jakarta.

4. All People in SMP Pelita YNH Sukabumi.

The writer does realize that this skripsi cannot be considered perfect without

critiques and suggestions. Therefore, it is such a pleasure for her to get critiques

and suggestions to make this skripsi better.

Jakarta, Januari 2013

The Writer

iii

ABSTRACT

Ira Nadya Octavira. 2012.“The Effectiveness of Using Mind Mapping

Technique toward Comprehension of Descriptive Text”(An

Experimental Study at the seventh Grade of SMP Pelita YNH

Sukabumi), Skripsi, English Education Department, The Faculty of

Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Ismalianing Eviyuliwati, M.Hum

Keywords: Descriptive Text, Mind Mapping Technique

This study is aimed at knowing the effectiveness toward comprehension of

descriptive text of seventh grade students of Junior High School Pelita, Sukabumi

who learn descriptive text through mind mapping.

This study is categorized as a quantitative study since it requires numerical

data. She conducts experiment in two different classes with two different

techniques. Besides, the it using mind mapping technique in one class (experiment

class) and explanatory method in another one (controlled class). In analyzing the

data, it uses t-test to analyze the students’ achievement test, by holding a pre-test

to know whether or not the two different classes are relatively at the same level,

and post-test to know whether or not there is any significant different achievement

of using mind mapping and explanatory technique in teaching descriptive text. In

this study, it takes the sample only two classes taken from class VII-A and VII-B.

The sample based on purposive random sampling technique. So, VII-A (35

students) was as experiment class using mind mapping and VII-B (35 students) as

controlled class using explanatory technique in teaching descriptive text.

The findings of the study is; to lower than Tt. It meant, there was not

significant effect of using mind mapping technique toward comprehension of

descriptive text of seventh grade student of SMP Pelita YNH Sukabumi.

iv

ABSTRAK

Ira Nadya Octavira. 2013.“The Effectiveness of Using Mind Mapping

Technique toward Comprehension of Descriptive Text”(An

Experimental Study at the seventh Grade of SMP Pelita YNH

Sukabumi), Skripsi, Jurusan pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Negeri Syarif

Hidayatullah Jakarta.

Pembimbing: Ismalianing Eviyuliwati, M.Hum

Kata Kunci: Teks Deskriptif, Peta Konsep

Penelitian ini bertujuan untuk mengetahui keefektifan pemahaman siswa

kelas VII SMP Pelita Sukabumi yang mempelajari teks deskriptif melalui peta

konsep.

Penelitian ini di kategorikan sebagai penelitian kuantitatif semenjak

ditujukan dalam bentuk data berupa angka.Peneliti bereksperimen di dua kelas

yang berbeda dengan dua teknik pengajaran yang berbeda pula. Disamping itu,

penelitian ini menggunakan teknik peta konsep di kelas eksperimen dan metode

ceramah di kelas terkendali (controlled class).Dalam menganalisa data, peneliti

menggunakan t-test untuk menganalisa hasil perolehan tes siswa, melalui pre-test

dan post-test. Di dalam penelitian ini, sample yang di ambil adalah dua kelas yaitu

di kelas VII-A dan kelas VII-B.Sample tersebut berdasarkan teknik sample acak.

Olehsebab itu, kelas VII-A yang terdiri dari 35 siswa sebagai kelas experiment

yang menggunakan peta konsep dalam mengajarkan teks deskriptif sedang kan

kelas VII-B yang terdiridari 35 siswa sebagai kelas terkendali menggunakan

metode ceramah dalam mengajarkan teks deskriptif.

Hasil dari penelitian ini adalah to lebih rendah dari pada Tt. Ini Berati

tidak ada efek yang signifikan dalam menggunakan teknik peta konsep terhadap

pemahaman siswa tentang descripetive teks.

v

TABLE OF CONTENT

TITLE…………………………………………………………...... ........ ....

APPROVAL…………………………………………………………….....

SURAT PERNYATAAN KARYA SENDIRI …………………................ i

ENDORSEMENT……………………………………………………......…. ii

ACKNOWLEDGEMENT………………………………………………..... iii

ABSTRACT………………………………………………………………..... iv

TABLE OF CONTENT………………………………………………......... viii

LIST OF TABLES ……………………………………………………........ x

LIST OF FIGURES…………………………………………………......….. xi

CHAPTER I : INTRODUCTION

A. Background of the Study …………………………............ 1

B. The Formulation of Problem……………………............... 4

C. The Objective of Study ……………………………....…... 4

D. The Significance of Study……………………………. ..... 4

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Descriptive Text...........…………………….……................. 5

1. The General Concept of Descriptive Text……..........……. 5

2. The Characteristics of Descriptive Text ……..................... 7

B. Reading…………………………………………................ 11

1. The General Concept of Reading ………………............... 11

2. The Purposes of Reading …………………….................. 13

3. The Kinds of Reading ……………………....................... 15

C. Mind Mapping ..................................................................... 18

1. The General Concept of Mind Mapping ............................ 18

2. The Techniques of Using Mind Mapping.......................... 21

D. Previous Studies.......................................................................... 22

1. Studies on Descriptive Texts.............................................. 22

2. Studies on Mind Mapping.................................................. 24

vi

3. Studies on Descriptive by Using Mind Mapping............ 25

E. Theoretical Framework....................................................... 27

F. Hypothesis........................................................................... 27

CHAPTER III: RESEARCH METHODOLOGY

A. The Method of the Research................................................. 29

B. The Place and the Time of the Research.............................. 29

C. The Population and Sample of the Research....................... 29

D. The Technique of Data Collecting....................................... 29

E. The Technique of Data Analysis.......................................... 31

F. The Procedure of the Research............................................ 32

CHAPTER IV: FINDING AND INTERPRETATION

A. Finding................................................................................. 33

1. The Data Description ....................................................... 33

2. The Data Analysis . ............................................................ 38

B. Interpretation......................................................................... 43

1. The Interpretation of Data Analysis ................................. 43

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................... 45

B. Suggestion ........................................................................... 45

BIBLIOGRAPHY AND APPENDICES ..................................................... 47-65

vii

LIST OF TABLES

Table 2.1 Vocabulary Words and Expression..................................................... 8

Table 3.1 The Blue Print Test of Pre-Test for the Experimental and

the Control Class ............ ....................................................................... 30

Table 3.2 The Blue Print Test of Post-Test for the Experimental and

the Control Class .................................................................................. 30

Table 4.1 The Scores of Pre-Test and Post-Test of Experiment Class ............ 29

Table 4.2 The Scores of Pre-Test and Post-Test of Controlled Class .............. 31

Table 4.3 The Analysis of Students’ Score of Experimental Class .................. 34

Table 4.4 The Analysis of Students’ Score of Control Class ............................ 35

viii

LIST OF FIGURES

Figure 2.1Mind Mapping ................................................................................. 20

1

CHAPTER I

INTRODUCTION

In this chapter, the writer would like to present the general account of study in

which it discusses about background of study, the limitation of study, the

formulation of study, the objective of study and the significance of study.

A. Background of the Study

Nowadays, English has become one of the dominant languages in this

globalization era. Hence, English leads important position for communication

among countries in many fields such as education, advertising, transportation,

tourism, business, banking, industry, and other relationships all over the world.

These also encounter English as an international language.

Meanwhile, in Indonesia English is regarded as a foreign language.

According to GBPP 1994, it is stated that ―English is the first foreign language in

Indonesia which is considered very crucial for the purpose of science development

and absorption of technology and culture, and also construction of relation with

other nations.‖1 Therefore, the Indonesian government has determined English as

a lesson that must be learned at school since it has been known its significance

role to interact with other nations in which it functions to develop Indonesian

country. Besides, to acquire those goals, then Indonesia has determined English as

one of the subject initiated to be learned from elementary school up to university

level; as the local content curriculum until it is considered as the compulsory

subject.

Like other foreign language learners, students at Indonesian schools also

need to master English language skills and its language components. The

language skills are divided into four areas; those are listening, speaking, reading,

and writing; meanwhile the language components are learned to support the four

language skills, they are grammar, pronunciation, and vocabulary.2

1Depag RI, GBPP Bahasa Inggris (MTs), (Jakarta: Depag RI, 1993), p. 2. 2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1999), p. 16.

2

As one of language skills, reading is clearly one of the most important

aspects in many instances around the world. We may argue that reading is the

most important foreign language skill, particularly in cases where students have to

read English material for their own specialist subject, but may never actually have

to speak the language.3 It means that reading has many functions for students. In

this case, reading enables the students understand the massages given in written

form. They read because they wanted to get something from the writing; facts,

ideas, enjoyment, even feelings of family community (from letter). They read to

obtain the information for some purposes. For example, when the students read

the instructions on a ticket machine, they need to know how to operate it, when

the students read the road sign so that they know where to go, when they read the

story of Lady Diana‘s life so that they know who Lady Diana is.

Based on that, we exactly know that reading can improve and develop

students‘ other skills of English such as writing skill, that is from the information

and ideas which are exchanging between the writer and the reader in the act of

communicating. In addition, reading helps the students maintain a competence

and fluency in speaking, writing and grammar. It is because in teaching reading

generally the teacher integrates with other language skills.

In reading selections, it is also taught English texts as one key component

of the new 2006 curriculum, that is what we call as genre. ―Genre that appears in

the classical literature on rhetoric, from Aristotle to modern day, are those of

narrative, descriptive, procedural, and persuasive discourse.‖4

Descriptive text is one of specific instructional objectives in teaching English,

one in a typical genre lesson activities using, includes in factual genres, and as a

competence of achievement target, should to understand by students.5So it can be

illustrated that descriptive text has a social function is to describe a particular

3Jo McDonough and Christopher Shaw, Material and Method in ELT; Teacher‟s Guide, (Oxford:

Blackwell Publishers, 1993), p. 101. 4 Evelyn Hatch, Professor Emerita, Discourse and Language Education, University of California,

(Los Angeles: Cambridge University 1992), p.164. 5 Helena I.R. Agustien, ,New Let‟s Talk, Text Book of Eight Grade for Junior High School

SMP/MTS, (Bandung: Pakar Raya, 2007). P. iii.

3

person, place, or thing, for instance, description of a particular building, specific

animal, particular place, and specific person.

However, in a fact in teaching – learning process as long as I do research,

there are some problems faced by students as they are learning descriptive text

such as; most of them do not understand the schematic structure of the text, they

are difficult to grasp the main idea of the text, they have no interesting enough to

be involved in many kinds of reading activity including in learning descriptive

text, and the last they are easily to lose their concentration as they read, then of

course it will lead them to get boring when they study reading texts. Furthermore,

the teaching reading of descriptive text tends to be boring since the teacher uses

the explanatory method; it seems so monotonous without involving students

active in the class.

Based on the statements above, teachers basically must be able to organize

learning-teaching activities. They have to master the materials and methods. A

good method can help the students in comprehending and mastering the lesson.

One of the teaching failures is caused by an unsuitable method. As it is said by

William F. Mackey ―The method used has often been said to be the cause of

success or failure in language; for it is ultimately the method that determines the

what and the how of language interaction‖.6

There are a lot of methods and approaches to get the English teaching

method effectively. To modify positively the situation of the classroom and to

make the teaching-learning process lively in teaching descriptive text, the writer

would like to propose an alternative other than teacher centered approach or

others, that is the one which common known under the term ―mind mapping‖.

Mind Mapping is a way getting your ideas together. It is a learning strategy that

can help students to facilitate their learning by generating and organizing the ideas

about the topic they are reading. Mind Mapping also can make students more

imaginative and creative in writing class. It is expected can make a positive

atmosphere in the classroom.

6 William F. Mackey, Language Teaching Analysis, (London: Longman, Greenland Co.Ltd, 1996), p.

138.

4

Since the writer read some researchers who had already done the

technique of mind mapping in teaching descriptive produced varieties of results

either showing improvement toward students‘ achievement in reading test or even

not yet successfully. Therefore, in this study the writer is interested in mind

mapping in teaching descriptive text. Compared with the explanatory method,

hopefully mind mapping will obtain good result in teaching descriptive text

B. The Formulation of Problem

Based on the background of the problem of this research can be

formulated as below, ―was there any effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade students of SMP Pelita

YNH Sukabumi?‖.

C. The Objective of Study

In accordance with the formulation of the problem above, the objective of

this study was to know whether or not any effect of using mind mapping

technique show better achievement than through non-mind mapping technique.

D. The Significance of Study

The significances of the study were expected to be beneficial both

theoretically and practically go to teachers, the finding of this study is useful to

enrich their teaching strategy to be applied in teaching descriptive text. For the

students, it enables them to improve their reading comprehension of descriptive

text and to increase their participation in reading class activities. This study is also

expected to be a reference for other researchers who have the same problem and

interest in conducting the similar studies.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter covers some theories related to the study. The discussion

focuses on the reading, the descriptive text, and the mind mapping. In addition,

the chapter also reviews some previous studies done other researchers, which

share some similar ideas to the current study.

A. Descriptive Text

1. The General Concept of Descriptive Text

Descriptive text is one of genres in reading selection that is learned by

students either at junior high school or senior high school. There are some

definitions regarding the descriptive text. According to Anderson and Anderson

that state a factual description describes a particular person, place or thing.7 In this

sense, the function is to describe a particular person, place, or thing, for instance,

description of a particular building, specific animal, particular place, and specific

person.

Descriptive is basically embedded in the word description are two

words: scribe, meaning ―to write‖ and de, meaning ―down‖ or

―about‖. There is a hint in the etymology of the word description

that something is being traced or drawn, that in describing you will

follow the outline of an object visually and then write it down or

―draw‖ it in words. The word ―draws‖ is not an accidental

association. Many writers have likened the process of describing to

that of painting.8

Based on that, description text tends to be as a mental process, a way of

perceiving objects in space and time. As it pertains to composition, description is

a way of picturing images verbally in speech or writing and of arranging.9Those

images in some kinds of logical or associational pattern.

7 Mark Anderson and Anderson Kathy, Text Types in English 3, (Sidney: MacMillan, 1998), p. 26.

8 Frank J. D‘Angelo, Process and Thought in Composition, (Cambridge: Massachusetts, Winthrop

Publishers, inc, 1997), p.123. 9Ibid. p.135.

6

Moreover, description is concerned mostly with people, places, and things.

The student papers reprinted below give you a variety of models to follow, based

on these topics. You might wish to describe a roommate, a close friend, a parent, a

child, a niece or nephew, a teacher, a landlord, a rock star, or a celebrity.

Hence, description must be in living color, like narrative, description has a

predictable pattern. You may start on the left and work to the right, or from the

center outward, or from front to rear, but in any case you owe it to your reader to

keep his or her position clear. Description must follow some kind of spatial

pattern; usually its point of view and perspective are clear.

Furthermore, according to Charlotte Miller, he said that in descriptive text

there consists of some words, standing alone, may seem neutral (neither good nor

bad), but in context with other words, or in a sentence, take on a connotative

meaning.10 Here, the writer may illustrate that for example, the word drugs to an

elderly person suffering the pains of age related disease is positive, but, to parents

with a son hooked on heroin, drugs is negative. Denotative language, on the other

hand, means words that don‘t carry any emotional overtones or value judgments.

Examples:

Thin lean slender scrawny slim skinny which of the above words do you

consider positive, negative, or neutral?

You may find that because of difference in values, your classmates differ

with you.11

Description is the pattern used to convey what you have sensed, what you

have seen, heard, smelled, felt, tasted. Description is more than a visual account,

and certainly it must not be limited to black and white. Therefore, the purpose of

description is to present the reader with a picture of person, subject, or setting.

Although description is sometimes used alone, it more often appears in connection

with one of the other types of writing – exposition, narration, or persuasion.

In sum up, the purpose of descriptive is to tell about the subject by

describing its features without including personal opinion. The aim of description

10 Charlotte Miller. Gwen brewer, with Andrea White, Lila Fink, Phyllis Levy. Choices, A Text for

Writing and Reading, (Northridge: Little, Brown and Company Boston Toronto, 1993 ), pp. 41—42 . 11Ibid. p. 41.

7

is to enable the reader what something looks like. It attempts to paint a picture

with words. In this sense, the description also attempts to put the reader directly in

touch with the physical world within the readers‘ senses. Description helps the

readers visualize a scene or a person and understand the related sensation or an

emotion.

2. The Characteristics of Descriptive Text

As we have already discussed, a descriptive text is a text which lists the

characteristics of something. So, in descriptive paragraph, we must make very

clear the location of the objects being described. It must be exist the attributes of a

thing to present the topic and the forms which are used.12

According to Harry H. Crosby, to understand the descriptive text, we need

to know the characteristics as following:13

a. Communicative Purpose: to describe a particular person, place, or thing

b. Generic Structures

- Identification, to identify the phenomenon will describe

- Description; to describe the items, the qualities, subject features, whole

attitude, and adjectives.

c. Linguistic Features focus on specific participant, for example my house, my

cat, the museum, etc.

When you set out to describe a person, an object, or a scene, you have got

to decide at the outset how you are going to arrange the details. Sometimes the

natural contours of the objects; themselves suggest a way of proceeding.

Description is also a powerful strategy, one that allows the writer to exercise a

great deal of control over the reader‘s perceptions. In addition, it is a strategy we

use in our daily interaction. In our daily interaction, we may describe different

kind of things, place, and person.14

12 Regina L. Smalley, Mary K. Ruetten, Refining Composition Skills/Rhetoric and Grammar

Fourth Edition, (San Francisco: Heinle & Heinle Publishers an Internasional Thompson Publishing Company

(ITP), 1997), p.73. 13 Harry H. Crosby - Duncan A. Carter, The Commited Writer Mastering Nonfiction Genres,

(Boston: McGraw Hill Book Company, 1996) p. 7. 14 Donald Pharr &Santi Buscemi, Writing today, (New York: McGraw-Hill, 2005) p. 136.

8

a. Description of Things

In descriptive text, you will occasionally need to describe an animate

subject, such as a person, animal, or insect. Meanwhile, you can describe a

person‘s appearance in many ways. You can tell about the person‘s style of

clothing, manner of walking, color and style of many facial appearance, body

shape, and expression. You can also describe the person‘s way of talking. Just

what you select to describe depends on your topic and purpose. For example, how

would you begin to describe your girlfriend to your cousin? her hair? her eyes?

her voice? The following are some useful vocabulary words and expressions of a

person.

Table 2.1

Vocabulary Words and Expression15

Facial

Expression

Facial

Shape Eyes Voice Mouth Eyebrow

Scowl

Frown

Smirk

Worried

Pained

Blank

Peaceful

Round

Broad

Narrow

Oval

Flat

Beady

Smiling

Snapping

Empty

Hard

Bulging

Staring

Booming

Growling

Deep

Melodious

Full-lipped

Thin-lipped

Set

Sensuous

Thick

Arched

Neatly

plucked

uneven

b. Description of Place

The description must be organized so that the reader can imagine the scene

being described. To make the paragraph more interesting, it can be added a

controlling idea that states an attitude or impression about the place being

described. ―Descriptive text must include the arrangement of the details in your

description depend on your subject and purpose.‖16

15 Smalley, R.L., Reutten, M.K. &Kozyrev, J.R. Refining Composition Skills: Rhetoric and

Grammar (5th ed.) 1997, p. 71. 16 Regina L. Smalley, Mary K. Ruetten, Refining Composition Skills/Rhetoric and Grammar1997,

p.69.

9

The purpose of descriptive texts in Junior High School is to

describe current activities or events (running commentaries) and to

describe activities in the pictures. And the structure it‘s for

identification and description and the language features are specific

participants, the use of present continuous tense and action verb.17

c. Description of Person

When you describe something or someone, you give your readers a picture

in words. To make this ―word picture‖ as vivid and real as possible, you must

observe and record specific details that appeal to your readers‘ senses (sigh,

hearing, taste, smell and touch). It is also said by Alice Oshima:

Descriptive writing appeals to the senses, so it tells how something

looks, feels, smells, tastes, and / or sounds. A good description is

like a ―word picture‖; the reader can imagine the object, place or

person in his or her mind. A writer of a good description is like an

artist who paints a picture that can be ―seen‖ clearly in the mind of

the reader.18

More than any other type of writing, a descriptive paragraph needs sharp,

colorful details. Here is a description in which only the sense of sight is used.

―Sense impressions include sight (thick, reddish-brown shag rug; laid wall to wall;

walk through them in your bare feet; sneeze your toes into the deep covering;

push back), hearing (whisper), and touch (bare feet, soft fibers, spongy

resilience).‖19

In every kinds of genres including descriptive text, it can be analyzed the

two characteristics. Those are the schematic structures in which how the passages

are organized, and the linguistic features in which it functions to construct the text

itself.20 For further explanation such following:

17Mukarto, Sujatmiko dkk, English On Sky For Junior High School Student Year VIII, (Based On

KTSP 2006, Bandung: Erlangga, PT. Gelora Aksara Pratama 2007), p.19. 18 Alice Oshima, Introduction to Academic Writing, Second Edition, (Longman: Addison Wesley,

1997), p. 50. 19Langan, English Skills with Readings, Fifth Edition, Atlantic Cape Community College, (Boston

Burr Ridge: McGraw Hill Companies Inc, 2002), p. 243. 20 Mark Anderson and Anderson Kathy, Text Types in English 3, (Sidney: MacMillan, 1998), p. 26

10

1. The Schematic Structures of Descriptive

The schematic structure of descriptive paragraph consists of identification

and description.21 Identification mentions phenomenon to be describe, while the

description describes the parts, the qualities, and the characteristics of what has

been described.

To construct a description usually uses an opening paragraph introducing a

subject of the description, followed by a series of paragraphs each describing one

feature of the subject. There can also be a final concluding section that signals the

end of the description.22

In sum up, the schematic structure is important to organize a good

descriptive paragraph. It can help to see the organization of description clearly.

So, the reader can easy to get imagination of description.

2. The Linguistic Features of Descriptive

Descriptive paragraph usually include the following linguistic features such

as verb in the present tense, adjectives to describe the features of the subject, and

the topic sentences to begin paragraph and organize the various aspects of the

description.23

Other resources mention that the linguistic features of description are: first,

focus on specific participants. Second, use of attribute and identifying processes.

Next, use of epithets and classifier in nominal groups.The last, use of simple

present tense.24

In conclusion, the linguistic features play significant role to sustain in

producing a good description. For instance, through specific participant, it tells the

readers exactly participant. Next, the use of adjective, it is relatively necessary to

describe the characteristic and the phenomenon in order to get a vivid image.

Hence, all of the linguistic features are conveyed to construct vividly description.

21Ibid, p. 7. 22 Mark Anderson and Anderson Kathy, Text Types in English 3,1998, p. 26. 23Ibid. p. 26. 24 Rudi Hartono, SS, M. Pd. Genres of Text, (Unpublished Paper), (Semarang: Semarang State

University, English Departement Faculty of Language and Art, 2005), p. 9.

11

Shortly, descriptive text is a part of factual genres in which it has social

function to describe a particular person, place or thing. Besides, there are two

characteristics of that text. Those are Schematic Structure it is for identification,

description, and Language Feature focus on specific participants, use of attribute

and identifying processes, frequent use of epithets and classifier in nominal

groups, and use of simple present.

B. Reading

1. The General Concept of Reading

As one of English language skills, reading plays an important role in our

daily life. It could be seen that we cannot separate ourselves from printed

materials. We read many fictions and non-fictions to get meaning and to get the

information. There are some linguists who defined what reading is. In the

following is the definition given by Jeremy Harmer:

Reading is working of eyes and brain, the eyes look the reading

and receive the message and then the message is transferred to the

brain to work out the message. An exercise dominated by the eyes

and the brain. The eyes receive message and the brain then has to

work out the significance of these messages.25

Here, he pointed out that reading is a working of eyes and brain, the eyes

look the reading and received the message and then the message is transferred to

the brain to work out the messages.

In accordance with Jeremey Harmer‘s statement, Christine Nuttal in her

book “Teaching Reading Skill in A Foreign Language” also pointed out that

reading is a meaning, specifically with the transfer of meaning from mind to

mind; the transfer of message from writer to reader.26 Therefore, reading can be

described as a meaning-getting process where the recognition of important

elements of the meaning in their essential relation transferring meaning from the

printed written to the mind. In short, the two linguists above said that to get the

25 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1993),

p.153. 26Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Bangkok: Macmillan, 1996),

pp. 2—3.

12

meaning, the readers have to focus their eyes and brain to the printed material as

they are reading.

Meanwhile, According to Richard Allington and Michael Strange reading

is an active cognitive process that does indeed require using graphic (letters) and

phonic (sounds) information.27 This is in line with what John F Savage and Jean F

Mooney stated in their book that reading is a cognitive activity, an activity that

involves the use of higher mental process.28 The cognitive process here means that

the reader gets the knowledge from printed material. Cognitive process covers the

ability to retell the printed material and intelligence abilities such as implementing

the principle or the concept, analyzing, understanding etc.29Some linguistics said

that a cognitive process is the most important of reading act because the main goal

of reading is understanding.

Generally, it can be concluded that reading as cognitive process is the

process when the reader gets the knowledge from printed material. Furthermore,

reading is a complex cognitive process; where the reader comprehends the ideas

via medium of text. Reading is the process to understand, to get the knowledge,

and to involve reader‘s mind.

However, in comprehending a printed language, it is quite difficult for the

reader to accomplish multiple things simultaneously in constructing the meaning

from a text. Learning to read involves learning to deal with secondary language

symbol system. Human invented language to represent or symbolize the objects,

experiences, ideas, emotions, etc.Here, Penny Ur explained that:

Our aims in (real-life) reading usually go beyond mere

understanding. We may wish to understand something in order to

learn from it (in a course of study), in order to find out how to act

(instructions, directions), in order to express an opinion about it (a

letter requesting advice), or for many other purposes. Other pieces

of writing, into which the writer has invested thought and care,

demand a personal response from the reader to the ideas in the text,

27 Richard Allington, and Michael Strange, Learning through Reading, (Massachusetts: D.C Health,

1990), p.16. 28John F Savage & Jean F Mooney, Teaching Reading to Children with Special Needs, (New York:

Allyn and Bacon, 1999), p.22. 29Suharsimi, Arikunto, Dasar-dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2007), pp. 117—

119.

13

such as interpretation, application to other contexts, criticism, or

evaluation.30

From the definitions given by linguists above, the writer concluded that

reading is a process of getting meaning. Reading is not just process of decoding,

deciphering, identifying the words but it is a process of getting meaning from the

messages or written text and it is a process of transferring the meaning from the

writer to the reader.

2. The Purposes of Reading

In the real life, people read and listen to the language because they want to

know and grasp the information in written text and because they have a purpose

for doing so. According to Rivers and Tempely, they list the following examples

of the reason that students may need or want to read because they need:

To obtain information for some purposes or because we are curious

about some topic, to obtain instruction on how to perform some

task for our work or daily life, to keep in touch with friends by

correspondence or to understand business letters, to know when o

where something will take place or what is available, to know what

is happening or has happened (as reported in newspaper, magazine,

reports), and for enjoyment or excitement.31

From the explanation above, reading has some purposes to look for the

information in many kinds of printed materials. In addition, reading for pleasure is

considered as for enjoyment activities. In this sense, the readers read the text to

get the knowledge. It means that they learn something from a text. Actually, it

needs abilities to remember the main idea, recognize and build rhetorical in the

text, and correlate the prior knowledge to the text that has been read.

Another linguist such as Jeremy Harmer, he divided the reasons why

people like to read and to listen. Those are categorized into two broad areas: First

is, Instrumental; where people want to get some clear aim.32 It means that a large

amount of the reader integrate all the information that be found in the text to get

30 Penny Ur, A Course in Language Teaching; Practice and Theory, (New York, Cambridge

University Press, 1996), p. 150. 31Jo McDonough and Christopher Shaw, Material and Method in ELT; Teacher‟s Guide, (Oxford:

Blackwell Publishers, 1993), pp. 102—103. 32 Jeremy Harmer, The Practice of English Language Teaching, 1990 p. 200.

14

the reader‘s goal, it is to get the information or the pleasure. Meanwhile, reading

to write and reading to critique texts is the ability to build and critique information

from text, and they represent common academic tasks that call upon the reading

abilities needed to integrate information.

Second, as a pleasurable; thus people read magazines or spend hours

buried in the Sunday paper.33 Its assumption is in line with Francoise who also

stated that, ―there are two main reasons of reading: reading for pleasure and

reading for information (in order to find out something or in order to do

something with information you got‖.34

Meanwhile Larry A. Harris figured out the purposes of reading as follows:

Just as the reader must adapt his reading to meet various purposes,

he must also adjust his reading rate. The answer to a specific

question concerning supporting detail will require the reader to

skim for the right section and then read that section carefully for

the correct answer. Following directions calls for slow, careful

reading, as does reading an account of a scientific experiment.

Recreational reading and newspaper reading often call for a rapid

rate, but usually not as fast as skimming.35

Based on that, it is a common reading that usually held by the reader, they

usually use scanning technique in reading to search for simple information such as

looking for the time, name, place, etc. Not only scanning, but also skimming is

used to search the information for instance, getting the writer‘s purpose of the

passage. Shortly, people read for many purposes. Some of them read for pleasure

and some read for getting information in which different purposes gain different

technique used. In addition, it is essential that reading for general comprehension

is the main goal of reading where most of the reader read the text to get general

comprehension of it. They do not need to analyze the structure or to know the

exact meaning of the words only get what the message of the writer.

Moreover, the different purposes of reading are also mentioned by William

Grabe and Federicka L. Stoller divided into seven purposes those are: reading to

33 Ibid. p. 201.33 34 Francoise Grellet, Developing Reading Skill: A Practical Guide to Reading Comprehension

Exercise, (Cambridge: Cambridge University Press, 1996), p. 4. 35Larry A. Harris, Reading Instruction; Diagnostic Teaching in the Classroom, (New York: Richard

C. Owen Publishers, 1990), p. 251.

15

search for simple information, reading to learn from texts, reading to integrate

information, write and critique texts, and reading for general comprehension.36

In conclusion, related to the purposes stated by many experts in language

above the conclusion the purposes of reading are as the essential purpose is to get

new information. Again, it has a purpose that reading is for enjoyment. Such as

someone reads the magazine, novel, newspaper and so on. Generally, reading

purposes as mentioned above is to comprehend and understand the printed

material, either getting information or pleasure. For instance, when the reader

reads the passage for pleasure they do not need to know the exact meaning of

certain word in order to get the message from the text.

3. The Kinds of Reading

There are some explanations about kinds of reading. According to

Huebener, he classified reading into intensive or extensive, it may be a classroom

activity or a supplementary exercise, and it may be done aloud or silently.

Then he adds that Intensive reading, whether silent or oral, is a

controlled activity, carried on under the guidance of the teacher. It

involves focusing upon new words and expressions, so that

comprehension of the content may be facilitated. Extensive

reading, on the other hand, is not concerned with the detailed study

of words and structures.37

Moreover, another linguist Christine Nuttal divided reading into two

kinds: intensive reading and extensive reading:38

a. Intensive Reading

Intensive reading involves approaching in text under the close guidance of

teacher or under the guidance of a task, which forces the students to pay great

attention to the text.39 Hence, it is used to gain a deep understanding of a text,

which is important for readers. ―The aim of intensive reading is to arrive at a

profound and detailed understanding of the text: not only of what it means, but

36 As quoted by Michael Grabe and Federicka L. Stoller in Nida Husna, Step by Step to Reading

Skill Step 1, (Jakarta: Englsih Department, 2000), pp.9—10. 37Theodore Huebener, How to Teach Foreign Languages Effectively, (NY: New York University

Press, 1999) p. 49. 38Christine Nuttal, Teaching Reading Skill in a Foreign Language, 1998 p.38. 39Ibid. p.38.

16

also how the meaning is produced.‖40 For this kind of purpose it is better to teach

the students from a shorten text and develop step by step to a longer one. This

called also reading for accuracy.

b. Extensive Reading

―An extensive reading is suitable for reading to have a general idea of a

text. The skimming process takes a prominent role.‖41 Usually skimming relates to

longer text, where there are words that need special attention. It is appropriate in

reading a novel, magazine, or another text, which does not need full attention to a

word or a sentence.

Intensive reading and extensive reading are complementary and both are

necessary, as well as other strategies, which perhaps fit into neither category. The

labels indicate a difference in classroom procedures as well as a difference

purpose.42

Thus, in mastering the kind of reading including intensive reading and

extensive reading the reader should exercise their reading more and more. In order

to exercise their reading they should know the technique in reading. These

techniques help them to get better comprehension of the passage.

Meanwhile, A.H. Urquhart and C.J Weir distinguish reading became five

kinds. They are Search reading, Skimming, Scanning, Careful reading (at the

global level) and Browsing.43

1. Search reading.

2. Skimming.

3. Scanning.

4. Careful reading.

5. Browsing.

In the following, the writer would like to explain concerning the five

reading differences above; First, is search reading. It is used to locate information

40Ibid. p.38. 41Ibid. p.38. 42Ibid. p.23. 43 A.H Urquhart and C.J Weir, Reading in a Second Language: Process, Product and Practice,

(London: Addison Wesley Longman Limited, 1998) pp. 101—103.

17

on predetermined topic.44to grasp the meaning of the text, a reader is sought to

gain the ability in interpreting the text meaningfully where he needs prior

knowledge to assist him in making sense of the author‘s message.

Second, is skimming. Skimming is viewed as ―the ability to process large

quantities of materials very rapidly in order to read for a specific purpose, the

location of the main idea.‖45 Skimming is a quick reading for the general drift of a

passage. It is an activity which is appropriate when there is no time to read

something carefully or when trying to decide it careful reading is merited. It is

also a great way to review material that the reader read before.

Third, is scanning. ―Scanning is an excellent technique for reviewing to

make sure that you have mastered and understood the relevant supporting

details.‖46 For example, in finding out the supporting details of a text, we need to

focus on the facts we want and locate them quickly with a minimum effort.

Fourth, is careful reading. This is the kind of reading favored by many

educationalists and psychologists to the exclusion of all other types.47 Actually, it

is involved non-fixion reading types to select the printed materials to gain specific

knowledge or study. And the last but not least is browsing in which it is to

describe the sort reading where goals are not well defined and parts of text may be

skipped fairly randomly.48 In the reality, browsing can be carried out through

internet just by inserting the keywords and just looking the highlights then it can

be found many kinds of reading text.

In conclusion, the kinds of and purposes of reading will ease the readers in

reading appropriate text. That is why they have to decide and know exactly what

kinds of reading text they would like to read because in one reading text may have

multiple purposes in which for each purpose has its own reading technique.

Indeed, the kinds of reading texts have close relationship with its purposes to

encounter variety of reading technique.

44Ibid. pp. 101—103. 45 Martha J. Maxwell, Skimming and Scanning Improvement: Section 2 Exercises, (Berkeley:

McGraw-Hill Book Company, 2000), p. 1. 46Ibid. p. 2. 47 A.H Urquhart and C.J Weir, Reading in a Second Language: Process, Product and Practice, pp.

101—103. 48Ibid. p. 101.

18

C. Mind Mapping

1. The General Concept of Mind Mapping

There are many ways to teach genres. Mind mapping is one of good

techniques for students or the readers to grasp easily the meaning of the text or

would like to recall the information about the text.

Actually there are some definitions about mind mapping. But before that,

we have to know previously what the ―min mapping‖ terminology. Based on

Oxford dictionary, mind is the thoughts, interest, etc.49 In other words, mind is

defined as the ideas or opinions. Map is a drawing to describe or give information

about something especially the way it is arranged or organized.50 Furthermore,

A.S. Hornby said that:

Mind mapping involves the left and the right brain which is in the

left brain mind mapping involves some aspects that should be

mastered such as word, number, logic, detail, etc. In the right brain

mind mapping involves imagination, daydreaming, rhythm, etc.51

So that, the writer concludes that mind mapping can be ensured as a

creative note taking that draws the correlation ideas which make one united

through picture, symbol, keyword, and color. Indeed, mind mapping can solve the

learning problems that sourced from the ineffectiveness of the use both brains. It

involves student‘s brain to identify the keyword and to recall what have been

written.

Meanwhile, Tony Buzan says that Mind Mapping is a creative note taking,

effective, basically it means map someone‘s ideas.52 Its form is a diagram to

represent the ideas, words, or other items which are correlated and arranged

around a central keyword. Tony Buzan‘s statement is in line with the linguist

Sutanto Windura who said that mind mapping, is a graphic technique which

allows the writer to explore the whole brain ability for the needs of thinking and

49 A.S Hornby, Oxford Advanced Learner‟s Dictionary of Current English, (New York: Oxford

University Press, 2003), p.844. 50Ibid. pp. 815 & 844. 51Sutanto Windura, BLI, Mind Map (Langkah Demi Langkah), (Jakarta: Elex Media Komputindo,

2008), p. 5. 52 Tony Buzan, Buku Pintar Mind Map, Translt. From The Ultimate Book of Mind Maps by Susi

Purwoko, (Jakarta: Gramedia Pustaka Utama, 2010), P.4.

19

studying.53 It this sense, mind mapping is a technique used to increase the reader‘s

thinking. It is not only for educational need but also for other business, work, fun,

and so on.

In accordance with those statements above, mind mapping is a

revolutionary new note taking;54 where many educational experts use it in

teaching learning activity. Mind mapping can help students to plan, to

communicate, to be more creative, to economize the time, to center the attention,

to arrange and to classify the ideas.55 Based on that fact, mind mapping would be

effective for the students to comprehend the texts including descriptive text.

Next, according to Windura, mind mapping is also considered as a

technique that enables us to explore all our brain‘s skill for thinking and

studying.56 It means that mind mapping can make our brain active, not only the

left hemisphere but also the right hemisphere. Consequently, mind mapping can

overcome all the problems of study that appear from the unbalance of brain‘s

usage.

Mind mapping is a diagram used to represent words, ideas, tasks, or other

items linked to and arranged around a central key word or idea.

Buzan views that Mind Mapping involves visualizing an issue,

problem, subject etc. The subject of the Mind Map is dropped into

the centre, thick branches are drawn to denote key themes and

secondary branches are added to indicate subthemes. Branches and

sub branches are clearly labeled either with key words or with

graphic representations. Linkages and relationships are indicated

graphically, and use of color and pictures is encouraged.57

Based on that explanation, mind mapping may also aid recall of existing

memories because mind maps‘ elements arrange intuitively according to the

importance of the concepts, and are classified into groupings, branches, or areas,

with the goal of representing connections between portions of information. The

example of mind mapping as following:

53Sutanto Windura, ―Mind Map Langkah Demi Langkah‖, 2008, p.16. 54Tony Buzan, The Speed Reading Book,2010, p.145 55 Susi Purwoko, ―Buku Pintar Mind Map‖, (Jakarta: Gramedia Pustaka Utama, 2010). P.6. 56Sutanto Windura, BLI, Mind Map (Langkah Demi Langkah), 2008, p. 16. 57 Tony Buzan, The Speed Reading Book, 2010 p.145.

20

Figure 2.1

Mind Mapping

All mind mappings have some things in common. They have a natural

organizational structure that radiates from the center and use lines, symbols,

words, color and images according to simple, brain-friendly concepts.58 The figure

above can be further explained that there are some essential characteristics of

mind mapping.

Those are The main idea, subject or focus is crystallized in a

central image. The main themes radiate from the central image as

'branches'. The branches comprise a key image or key word drawn

or printed on its associated line. Topics of lesser importance are

represented as 'twigs' of the relevant branch. The branches form a

connected nodal structure.59

In sum up, a mind mapping is often created around a single word or text,

placed in the center, to which associated ideas, words and concepts are added.

They generally take a hierarchical or tree branch format, with ideas branching into

their subsections. Besides, mind mapping as a useful technique improves the way

you take notes, and supports and enhances your creative problem solving. It

means that mind mapping can quickly identify and understand the structure of a

subject, and the way that pieces of information fit together, and it can encourage

58Ibid. p.5. 59Ibid. p.5.

21

creative problem solving, and hold information in a format that your mind finds

easy to remember and quick to review.

2. The Techniques of Using Mind Mapping

In this part is what are needed and how to implement the mind mapping.

According to SutantoWindura, he suggested to prepare the materials used to

implement the mind mapping such as following:

a. Paper

White

Empty Paper

Minimum size A4 (21 x 29.7 cm)

b. Crayon or colored marker

Minimum color is three color

Use color variation like thick or thin.

c. Imagination

d. The brain itself.60

The leading authority on mind mapping is Tony Buzan who further

illustrated toward the following basic rules for creating mind mapping

1) Read the story, and make a keyword for each schematic structure

includes orientation, sequence of events and reorientation of recount

text.

2) Start in the center with an image of the topic on a piece of paper.

3) Use images, symbols, codes, and color to complete the keyword.

4) Make the lines are connected each other, begin from the central image.

The central lines are thicker, organic and flowing, becoming thinner as

they radiate out from the centre.

5) Use one keyword for each line.

6) Make the connection lines are arched not straight.

7) Make the lines the same length as the word/image they support.61

Besides, we can improve our mind maps through developing our own

conventions to take them further. The following suggestions may help to increase

the effectiveness of mind mapping by adding the single words or simple phrases

for information, using color to separate different ideas, using symbols and images,

60Sutanto Windura, BLI, Mind Map (Langkah Demi Langkah) 2008, p. 33. 61 Tony Buzan, Buku Pintar Mind Map, Translt. fromThe Ultimate Book of Mind Maps by Susi

Purwoko, 2010 pp.15—16.

22

and using cross-linkages.62

We may use single words or simple phrases for

information where the single strong words and meaningful phrases can convey the

same meaning more potently. Print word, Joined up or indistinct writing can be

more difficult to read. Use color to separate different ideas in which this will help

you to separate ideas where necessary. It also makes your mind mapping easier to

remember. Color also helps to show the organization of the subject. Use symbols

and images, where a symbol or picture means something to you, use it. Pictures

can help you to remember information more effectively than words. Using cross-

linkages: information in one part of the mind mapping may relate to another part.

Here we can draw in lines to show the cross-linkages. This helps us to see how

one part of the subject connects with another.

In conclusion, mind mapping is really suitable to memorize and

understand the materials though picture, symbol, color, and keyword. Besides, we

can use all the suggestions above about creating and improving o produce the

effective mind mapping. Further, we can develop our mind mapping based on our

creativity as well.

D. Previous Studies

1. Studies on Descriptive Text

The first study, ‗Teaching descriptive text by using communicative

language teaching (CLT) compared with the grammar translation method

(GTM)‟.63 The method of this study was experimental research. For experiment

class was taught by using CLT, and control class was taught by using GTM. The

data is taken and analyzed quantitatively to find the effectiveness of teaching

methods. At last, the result of the study was experiment class which taught by

using Communicative Language Teaching simply as know with Communicative

Approach was more effective than control class taught by using Grammar

Translation Method. The calculation of score experiment class was higher than

control class. From the explanation, the writer concluded that the application of

62Ibid. p.15—16. 63Suciaroh, Teaching Descriptive Text by Using Communicative Langugae Teaching Method ; An

Experimental Study in the First Year of MTs.Soebono Mantofani, (Jakarta: Perpustakaan Utama UIN Jakarta,

2009), p. 56.

23

CLT in teaching descriptive text was more effective than GTM. According the

processing data, the writer also got conclusion that to (test) is higher than tt

(table). In other words, there was a significant difference between teaching

descriptive text by using CLT and GTM.

The second study, „The Effectiveness of Teaching Descriptive by Using

Group Work‟.64 Here, the writer tried to implement the technique of group work in

teaching descriptive text compared with the explanatory method. The method used

in this study was the experimental method which had the objective of finding out

whether group work as a strategy of teaching was effective in teaching reading or

not. In this research, the writer also tried to find out whether the students who

learned reading through group work showed better achievement than the students

who learned reading through explanatory method. In the other words, the using of

group work in teaching reading was more effective than using of explanatory

method in teaching reading (control class) to the students' achievement in the

second year students of MAN Batujaya, Karawang.

The third study, “The Effectiveness of Learning Reading through

Collaborative Learning”65 The design of this study was pre-experimental research

because it is intended to describe the effectiveness of learning descriptive text

through collaborative learning. Besides, this study was included in quantitative

research; the researcher used some numerical data which analyzed statistically.

After the writer did the research at the second grade students of SMAN 8 South

Tangerang, she got the result of the research; they are (1) the implementation of

collaborative learning in learning descriptive texts was applied well. It could be

known from the result that to score was higher than tt score obtained from the

result of calculating, the alternative hypothesis (Ha) was accepted and the null

hypothesis (Ho) rejected. It meant that Collaborative Learning was effective in

learning descriptive text at the second grade students of SMAN 8 South

64Neneng Suraeha, The Effectiveness of Teaching Descriptive by Using Group Work; An

Experiemental Study in the First Year of MAN Batu Jaya Karawang, (Jakarta: Perpustakaan Utama UIN

Jakarta, 2009), p. vii. 65Iffah Salimah, The Effectiveness of Learning Reading through Collaborative learning; A Pre-

Experimental Study of the Second Grade Students of SMAN 8 South Tangerang, (Jakarta: Perpustakaan

Utama UIN Jakarta, 2010), p. vii.

24

Tangerang, (2) The improvement of students‘ achievement in learning reading

before and after using collaborative learning was significance enough.

2. Studies on Mind Mapping

The first study, “The Implementation of Mind Mapping in Improving

Students‟ Reading Comprehension of Recount Text”.66 This research was based on

the last observation result that the students still hard to comprehend a recount text.

This research was categorized as Classroom Action Research (CAR). It was

carried out to solve students‘ problem in comprehending a recount text. The CAR

design that used in this research is Kurt Lewin‘s design; it consisted of two cycles

those were: cycle 1 and cycle 2. Every cycle consisted of four phases those were:

planning, acting, observing, and reflecting. The subject of this research was the

students of class VIII-II of MTs Al-Muhtadin Bekasi. In collecting the data, this

research used observation, interview and test. Based on the result and the

discussion of this research, it could be said that the implementation of mind

mapping in teaching reading comprehension of recount text was success since the

criteria of success were achieved.

The second study, “Improving Students‟ Reading Comprehension through

Mind Mapping”67 This research was conducted to 35 students of class VIIID of

MTs Manaratul Islam Jakarta. The researcher used Classroom Action Research

(CAR) to solve students‘ problem in understanding narrative text. The Kurt

Lewin‘s model which consisted of four phases, planning, acting, observing and

reflecting was implemented in this study. The findings of this study showed that

the students improved their understanding of narrative text during teaching and

learning process by using mind mapping technique. It was proven by the data

which derived from this study. First, from the observation, it could be seen that

the students were more active and interested in learning narrative text and could

answer the questions than has been given. Then data from interview result showed

66Siti habibah Egiyantinah, The Implementation of Mind Mapping in Improving Students‟ Reading

Comprehension of Recount Text; A Classroom Action Research in the 8th Grade Students at MTs Al-Muhtadin

Bekasi, (Jakarta: Perpustakaan Utama UIN Jakarta, 2010), p. xi. 67 Muhammad Firdauz, Improving Students‟ Reading Comprehension through Mind Mapping; A

Classroom Action Research in the Second Year pf MTs. Manaratul Islam, (Jakarta, Perpustakaan Utama UIN

Jakarta, 2010) p. viii.

25

that students‘ understanding of narrative text has improved. Last, from the test

result. There were three tests conducted, those are pre-test, post-test 1 and post-

test 2. The improvement of students‘ understanding of narrative text can be seen

clearly in the improvement of their achievement in pre-test and post-test.

The third study, “Teaching Narrative Text by Using Mind Mapping

Technique”68 In this study, the writer acted as the only researches on teaching

reading narrative using mind mapping technique in the second grade SMP Lab

school Kebayoran Jakarta. The purpose of the research was to find whether and

how mind mapping motivates students in narrative text. The result of the study

was the students seemed to be interactive in learning narrative text by using mind

mapping technique. It could be proven from their improvement score from the

pre-test to post-test. Besides, through this technique, the teacher became more

creative and found a new strategy to teach reading texts.

3. Studies on Descriptive Text by Using Mind Mapping

The first study, “Improving Students‟ Descriptive Writing through Mind

Mapping”69 This study was carried out to solve the students‘ problem in reading

comprehension. The method used in this study was Classroom Action Research

(CAR). The classroom action research design applied in this study was a

collaborative classroom action research. This study was conducted following

Kemmis and Taggart model with the following procedures of the action research:

planning, acting, observing, and reflecting. The study carried out in two cycles.

Each cycle consisted of three meetings. The data gathering in this study through

interview, observation checklist, field notes questionnaire and test. The results of

the study showed that there was improvement of the students‘ ability in writing

descriptive paragraph. Most of the students gradually gained good scores at the

end of each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) of English lesson was 70 (seventy). Furthermore, the class

condition during teaching learning process was also quite good. In addition there

68Siti Ulfah, Teaching Narrative Text by Using Mind Mapping Technique; A Case Study in the

Second Grade of SMP Labschool Jakarta, (Jakarta: Perpustakaan Utama UIN Jakarta, 2011), p. vii. 69Nia Maryana, Improving Students‟ Descriptive Writing through Mind Mapping; A Classroom

Action Research in the First Year of BinaPrestasi 3 Class of MTsN Tangerang II Pamulang, (Jakarta,

Perpustakaan Utama UIN Jakarta, 2011), p. viii.

26

was a positive response from the students and the English teacher about

implementing the action. In conclusion Mind Mapping can improve students‘

descriptive writing ability and it can increase students‘ participation.

The second study, “The Implementation of Mind Mapping in Teaching

Descriptive Text”70 This study was categorized as the Classroom Action Research

(CAR) method in which to identify and to solve the problem on students‘ reading

comprehension. The writer implemented the Kurt Lewin‘s design which consisted

of four phases. Those are planning, acting, observing, and reflecting. Meanwhile,

the data were derived among from the test (pretest and posttest), interview, and

observation. The findings of this study were: related to the test result, there was

significant improvement of students‘ reading score after using mind mapping;

where almost eighty percents of students who passed the KKM (2) related to the

observation result showed that the students were more active and interested in

learning reading activity in the classroom. Indeed, they could analyze the

schematic structures of descriptive text into mind mapping. (3) related to the

interview result, it could be known that the students‘ reading comprehension in

term of descriptive text improved and also assisted the teacher in finding the

appropriate strategy in teaching reading descriptive text.

The third study, “Teaching Descriptive Texts Through Mind Mapping”71

In this study, the writer was interested in describing the condition of the teaching

descriptive text through mind mapping at First Grade of SMP Islam Al-Fajar

Pamulang. It includes the teaching preparations, the instructional material used by

the English teacher, and the evaluation made by the English teacher. The purpose

of this study is to find the empirical evidence of the effectiveness of teaching

descriptive text using mind mapping compared with the use of Grammar

Translation Method. The design of this research was experimental study. In

selecting the sample is used purposive random sampling. The data collecting was

done by the observation and collecting the documentation. Based on the analysis,

70Siti Khoerunnisa, The Implementation of Mind Mapping in Teaching Descriptive Text; A

Classroom Action Research in the First Year of SMA Bina Harapan Cirebon, (Jakarta: Perpustakaan Utama

UIN Jakarta, 2011), p. ix. 71Robiatul Adawiyah, Teaching Descriptive Texts Through Mind Mapping; An Experimental Study

at First Grade of SMP Islam Al-Fajar Pamulang, (Jakarta, Perpustakaan Utama UIN Jakarta, 2009), p. x.

27

the researcher found that to >tt = 47.4 > 1.99 in significance level 5% and to >tt =

47.4 > 2.65 in significance level 1%. It meant there was obvious difference

between average score from the result of teaching descriptive text in experiment

class and controlled class. It could be inferred that teaching descriptive text was

more effective by using mind mapping than GTM.

E. Theoretical Framework

According to the explanation that stated by many experts in language

above; Descriptive text is one of genres in reading selection that is learned by

students either at junior high school or senior high school and the purpose of

descriptive is to tell about the subject by describing its features without including

personal opinion. The aim of description is to enable the reader what something

looks like. It attempts to paint a picture with words. In this sense, the description

also attempts to put the reader directly in touch with the physical world within the

readers‘ senses.

And mind mapping technique is often created around a single word or text,

placed in the center, to which associated ideas, words and concepts are added.

They generally take a hierarchical or tree branch format, with ideas branching into

their subsections. Besides, mind mapping as a useful technique improves the way

you take notes, and supports and enhances your creative problem solving. It

means that mind mapping can quickly identify and understand the structure of a

subject, and the way that pieces of information fit together, and it can encourage

creative problem solving, and hold information in a format that your mind finds

easy to remember and quick to review.

F. Hypotheses

In this study, the writer uses alternative Hypothesis (Ha) and null

Hypothesis (Ho) as below:

Ha = ―There was an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade

student of SMP Pelita YNH‖

Ho = ―There was not an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade

student of SMP Pelita YNH‖

28

Furthermore, the hypothesis of this research paper is there was not an

effect of using mind mapping technique toward comprehension of descriptive text

because students still have low knowledge and skill to grasp the keywords of the

texts. Moreover, it is a new technique implemented in the classroom both for the

teacher and for students. Therefore, it is probably difficult to carry out and adapt

mind mapping technique within short time during the research.

29

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer would like to present the method of the research, the

place and time of the research, the population and sample of the research, the

technique of data collecting and the technique of data analysis.

A. The Method of the Research

The method of the research applied was the experimental method

quantitative descriptive.

B. The Place and Time of the Research

The research was conducted at SMP PelitaYNHSukabumi. It was carried

out from February up to March 2012 for four meetings which consisted of giving

pre-test, presenting materials and giving post-test in the last meeting.

C. The Population and Sample of the Research

The population of this research was the seventh grade of SMP Pelita YNH

Sukabumi. In the seventh grade consisted of four classes in which each class

consisted of 35 students. The total number of four classes were 140 students.

However, sample only two classes taken from class VII-A and VII-B. The sample

based on purposive random sampling technique. Therefore, VII-A (35 students)

was as the experimental class using mind mapping and VII-B (35 students) as the

control class (was taught by non-mind mapping technique).

D. The Technique of Data Collecting

The technique collecting the data of the research was giving test to the

students. The tests consisted of the pre-test and post test. The pre-test was given

before the treatment; consisted of 20 items in short essays of descriptive text in

two different classes (the experimental and the control class) and the post-test (20

30

items) was given after the treatment either in experimental class or control class.

From these data the writer could analyze and obtain the result of the research.

In this study, the blue print test was made before making the pre-test and

post-test of the two classes (the experimental class and the control class). Both the

pre-test and post-test consisted of 20 items for each test. The tests based on the

indicators that were in line with the basic competence and standard competency

according to KTSP 2006. It could be seen in the table below:

Table 3.1

The Blue Print of Pre-test

Experimental and the Control Class

Indicator Test Type No. of Items Total

Merespon teks berbentuk descriptive

(dengan cara:)

a. Gagasan pokok

b. Gagasan pendukung

c. Informasi faktual

d. Informasi spesifik

e. Maknatersirat/kesimpulan

Essay

1,11

2,5,9,12,15,19

3,4,7,13,14,17

6,8,16,18

10,20

20

Table 3.2

The Blue Print of Post-test

Experimental and the Control Class

Indicator Test Type No. of Items Total

Merespon teks berbentuk descriptive

(dengan cara:)

a. Gagasan pokok

b. Gagasan pendukung

c. Informasi faktual

d. Informasi spesifik

e. Maknatersirat/kesimpulan

Essay

1,11

2,5,9,12,15,19

3,4,7,13,14,17

6,8,16,18

10,20

20

31

E. The Technique of Data Analysis

For the techniques of data analysis the writer used statistical calculation of

(T-test) with the formula below.72

MX : Mean of Difference of Experiment Class

MY : Mean of Difference of Controlled Class

SEMx : Standard Error of Experiment Class

SEMy : Standard Error of Controlled Class

For that purpose there was alternative Hypothesis (Ha) and null

Hypothesis (Ho) as below:

Ha = ―There was an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade

student of SMP Pelita YNH‖

Ho = ―There was not an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade

student of SMP Pelita YNH‖

With note that: If to>Tt, it means that there is a difference and Ha is

accepted; if to<Tt, it means that there is no difference and means that Ha is

rejected and Ho is accepted.

72Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2006) p.314.

to = MX - MY

SEMx-y

32

F. The Procedure of the Research

The procedure of the research consisted of some steps as the following:

First, observing the class condition and population of SMP Pelita YNH

Sukabumi in the first grade. And took some supporting data for the research such

as paper, pencil tool etc.

Second, taking sampling from the population of the seventh grade students

of the school. The samples were class VII-A and VII-B, with 35 students in each

class. The first class was the experimental class and the other was the control

class.

Third, the testing of pre-test to the student in two classes. In the

experimental class, the students‘ pre-test scores were used as the basic score

before students learnt descriptive texts through mind mapping

Fourth, it was the acting. It conducted the teaching learning process in

class by herself. She conducted the same materials which was descriptive texts to

the two classes, but treated them with two different methods. The experiment

class was taught by using mind mapping, and the controlled class was taught by

using explanatory method as the teacher usually adopted.

Fifth, the testing of post-test to the students in the two classes (the

experiment class and the controlled class) by using the same format of post-test.

Sixth, collecting data from the pre-test and post-test and then calculate it

using the data gained for students answer of T test to figure out the result or

conclusion of the research.

The last, it was analyzing it, began from observing until getting the result

of research.

33

CHAPTER IV

FINDING AND INTERPRATATION

In this chapter is presented the finding and interpretation. It consists of the

data description, the data analysis, and the interpretation of data analysis.

A. Finding

1. The Data Description

As mentioned before, this study used the instrument of test to measure

students‘ achievement in reading comprehension of descriptive test. In this texts,

there was two parts of tests; those are pre-test and post-test. The two tests were

examined in the controlled class and the experimental class as well. The

experimental class was the class in which descriptive texts were taught by using

mind mapping technique. Meanwhile the control class is the class in which the

teacher used explanatory method in teaching descriptive text. The experimental

and the control class were in different classes.

To get the research findings, first the writer scored both pre-test and post-

test of the students‘ answer sheet from the experimental class and the control

class. Started from the experimental class; the number of students who followed

the test was thirty five students. They are as below:

34

Table 4.1

The Scores of Pre-test and Post-test of Experimental Class

No Pre-test

(1)

Post-test

(2)

Gained score

(X)

1. 55 70 15

2. 55 65 10

3. 50 85 35

4. 50 80 30

5. 40 60 20

6. 50 80 30

7. 45 75 30

8. 45 60 15

9. 50 85 35

10. 40 65 25

11. 50 60 10

12. 45 75 30

13. 50 75 25

14. 60 80 20

15. 40 75 35

16. 55 75 20

17. 50 70 20

18. 40 65 25

19. 35 50 15

20. 50 75 25

21. 45 70 25

22. 55 60 5

35

Based on the table above, it showed the students‘ score in pre-test (before

using mind mapping) and post-test (after using mind mapping). In term of pre-

test, the highest score was 60 (sixty) and the lowest score was 35 (thirty five). The

mean score of thirty five students‘ score of pre-test was 47.14. Meanwhile, in the

post- test; in which after the students learned descriptive text by using mind

mapping, of thirty five students; the highest score was 85 (eighty five) and the

lowest score was 40 (forty). The average of the students‘ score of post-test was

67.43.

No Pre-test

(1)

Post-test

(2)

Gained score

(X)

23. 40 60 20

24. 45 65 20

25. 55 75 20

26. 30 40 10

27. 45 60 15

28. 55 70 15

29. 45 50 5

30. 40 65 25

31. 50 75 25

32. 45 60 15

33. 55 75 20

34. 35 45 10

35. 55 65 20

∑1 = 1650

M1 = 47.14

∑2 = 2360

M2 = 67.43

∑10X = 720

MX = 20.57

36

Table 4.2

The Scores of Pre-Test and Post-Test of Control Class

No Pre-test

(1)

Post-test

(2)

Gained score

(Y3)

1. 55 65 10

2. 40 60 20

3. 45 65 20

4. 50 70 20

5. 55 85 30

6. 65 80 15

7. 60 85 25

8. 50 80 30

9. 55 75 20

10. 60 85 25

11. 55 65 10

12. 65 75 10

13. 45 60 15

14. 55 75 20

15. 50 75 25

23. 55 55 0

24. 55 70 15

25. 60 75 15

26. 45 65 20

37

Based on the table 4.2 above, it can be illustrated that the controlled class

in which the class that used the explanatory method in teaching descriptive texts

showed that in the pre-test, the highest score was 65 (sixty five) and the lowest

score was 35 (thirty five). The overall students‘ mean score of the pre-test was

50.71. Afterwards, the post test showed that the students‘ highest score was 85

(eighty five) and the lowest score was 50 (fifty). The overall students‘ mean score

of the post-test was 67.86.

27. 45 70 25

28. 50 60 10

29. 45 75 30

30. 40 50 10

31. 50 65 15

31. 50 65 15

32. 35 50 15

33. 45 55 10

34. 55 60 5

35. 35 50 15

∑1 = 1775

M1 = 50.71

∑2 = 2370

M2 = 67.86

∑Y = 595

MY= 17.15

No Pre-test

(1)

Post-test

(2)

Gained score

(Y3)

38

B. The Data Analysis

Table 4.3

The Analysis of Students’ Score of Experimental Class

No X f fX X-MX (X-MX) ² f(X-MX) ²

1. 35 3 105 14.43 208.22 624.66

2. 30 4 120 9.43 88.92 355.68

3. 25 7 175 4.43 19.62 31.01

4. 20 9 180 -0.57 0.32 2.88

5. 15 6 90 -5.43 31.02 186.12

6. 10 4 40 -10.43 111.72 446.88

7. 5 2 10 -15.57 242.42 484.84

8. 0 0 0 -20.57 423.12 0.0

N=35 ∑fX=720 ∑f(X-MX)²

= 2238.4

MX = ∑fX = 720 = 20.57

N 35

SDx = √∑f (X-MX) ² = √2238.4= 8

N 35

SEMx = SD = 8 = 1.37

√n-1 √34

39

After collecting the students‘ test scores then finding the mean score both

the experiment and the controlled class, the writer calculated the deviation

standard of each data; these functions were to test and hypothesis later, so that we

need to find out the deviation standard from the two classes either the

experimental or the controlled class.

First, the writer would like to analyze the students‘ scores of the

experiment class to obtain the deviation standard and error standard of students‘

test scores.

Based on the table 4.3, firstly the writer made interval from students‘

gained score as at table 4.1. In this case, 35 (thirty five) as the highest students‘

gained score was become the highest interval. The writer made the range score for

interval was 5 (five). Then, the writer inserted the number of students 35 (thirty

five) into each level of interval. It could be seen that there were 9 students who

included into the interval of gained score 15-19. After completed, the writer

multiplied the interval of gained score with the number of students in a row (f) to

get fX. The total fX in that table was 720. Furthermore, it was also calculated with

the mean score (MX); 720 was divided by 35 equal with 20.57 for MX of the

experiment class. Next, to complete the need of hypothesis counting, the writer

calculated the deviation standard and error standard of students‘ test score. The

deviation standard was 8 (eight) meanwhile the error standard of students‘ test

score in the experiment class was 1.37. Both of them were needed as requirements

to compute in the hypothesis testing later to get the to.

Second, the writer would like to analyze the students‘ score of the

controlled class to obtain the deviation standard and error standard of students‘

test score to compute the hypothesis testing result as below:

40

Table 4.4

The Analysis of Students’ Score of Control Class

It could be seen from the table 4.4, the writer made interval from

students‘ gained score as at table 4.2 of the controlled class. In this case, 35 (thirty

five) as the highest students‘ gained score was also become the highest interval

same as the experiment class. The writer made the range score for interval was 5

(five). Then, the writer inserted the number of students 35 (thirty five) into each

level of interval. It could be seen for example that there were found 10 students

who included into the interval of gained score 10-14. After completed, the writer

No. Y f fY Y-MY (Y-MY) ² f(Y-MY) ²

1. 35 0 0 18 324 0

2. 30 4 120 13 169 676

3. 25 4 100 8 64 256

4. 20 7 140 3 9 63

5. 15 10 150 -2 4 40

6. 10 8 80 -7 49 392

7. 5 1 5 -12 144 144

8. 0 1 0 -17 289 289

N=35 ∑fY= 595 ∑f(Y-MY)²

= 1860

MY = ∑fY = 595 = 17

N 35

SDy = √∑f (X-MX) ² = √ 1860= 7,29

N 35

SEMy = SD = 7,29 = 1,25

√n-1 √34

41

SEDx-y = 1.85

to = MX-MY

SEDx-y

to = 20.57 – 17

1.85

to = 1.93

timed the interval of gained score with the number of students in a row (f) to get

fY. The total fY in that table was 595. Furthermore, it was also calculated with the

mean score (MY); 595 was divided by 35 equal with 17 for MY (mean score) of

the controlled class. Next, to complete the need of hypothesis counting, the writer

calculated the deviation standard and error standard of students‘ test score. The

deviation standard was 7.29. Meanwhile, the error standard of students‘ test score

in the experiment class was 1.25. Both of them were needed as requirements to

compute in the hypothesis testing later to get theto.

Third, the writer would like to compute the students‘ mean score,

deviation standard and error standard from both the experiment class and the

controlled class to gain the error standard deviation and to as a whole.

Furthermore, the writer counted as following:

SEDx-y = √(SEMx)² + (SEMy)²

SEDx-y = √(1.37 ) ² + (1.25) ²

42

Based on that computation above, the standard error of the two classes

were joined, so the result was 1.85 and the to was 1.93. It was derived from the

overall students‘ mean score of the pre-test and post-test of the experiment class

was reduced by the overall students‘ mean score of the pre-test and post-test of the

controlled class (20.57 – 17). Then, its total was divided by the accumulative error

standard both two classes (1.85).

Forth, the writer would like to find out the degree of freedom (df) to

complete the result of the research. It used the formula as following:

Based on that computation, the degree of freedom (df) was 68. So that, the

writer used the closer of df, that was 70. From the t table (Tt), df=70 then the

writer took degree of significance 5% (since it was a social research) to interpret

to that had already been gained, that was in degree of significance 5% Tt= 2.00.

Besides, as the writer calculated before, the to=1.93, so the result of Tt :to in

degree of significance 5% wasTt : to =2.00 > 1.93 = to <Tt . It meant that to

lower than Tt in degree of significance 5%.

Fifth or the last was to obtain the test of hypothesis. The purpose of the

test of hypothesis was used to find out the answer of the question in this research;

whether there was any significant difference in result between the students who

had been taught of descriptive texts using one technique of mind mapping and the

explanatory method as the teacher usually adapted.

df = N1 + N2 – 2

df = 35 + 35 – 2

df = 68

43

For that purpose there was alternative Hypothesis (Ha) and null

Hypothesis (Ho) as below:

Ha = ―There was an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade student

of SMP Pelita YNH‖

Ho = ―There was not an effect of using mind mapping technique

toward comprehension of descriptive text of seventh grade student

of SMP Pelita YNH‖

With note that: If to >Tt, it meant Ha was accepted; if to <Tt, it meant Ha

was rejected and Ho was accepted.

Since it was calculated and known before that to is lower than Tt in

degree of significance 5% it meant that Ho was accepted in degree of significance

5%. In another words, Ha was rejected. It could be concluded that there was not

an effect of using mind mapping technique toward comprehension of descriptive

text of seventh grade student of SMP Pelita YNH Sukabumi.

C. Interpretation

1. The Interpretation of Data Analysis

After the writer collected the data, tabulated them, then calculated until

obtaining the research findings, as she explained before that the hypothesis of the

study is Ho. It meant that there is no significant difference in result between the

seventh grade students of SMP Pelita YNH Sukabumi who have been taught

descriptive texts using mind mapping technique and explanatory method.

Although there is a difference, but the difference does not indicate a significant

difference. It probably happened because of some factors affected it.

Based on the observation in the teaching and learning process in the

classroom, as students learn descriptive texts by using mind mapping; First, using

mind mapping technique required amount of time because after students read the

text, they had to paraphrase and find the keywords related to the important point

of the texts then they had to write even drew it into the paper of mind mapping.

For some students, they merely copied most of the texts into the mind mapping

paper because they did not understand exactly how to get the keywords itself. It

was obviously needed too much time to finish paraphrasing the ideas into the

44

paper. Second, in doing the exercises, most of students also spent a lot of time to

look up words of the text in the dictionary.

However, mind mapping technique also had positive effect in teaching

descriptive texts. First, most of students were interested in mind mapping because

it was a new technique of learning strategies in reading activity. They seemed

courageous to finish mind mapping because they liked drawing the pictures. It

obviously supported their motivation to read the text. Second, the mind mapping

was good enough to reduce their noisy unlike previous reading activities because

they did it individually by simulating their imagination and creative thinking

ability.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

From the data that have been described earlier, the writer has found out

that there is no significant effect between the use of mind mapping and

explanatory method in teaching descriptive text to the seventh grade students of

SMP Pelita YNH Sukabumi.

It can be concluded that The mind mapping technique cannot work

effectively since the technique is sometimes not easy to implement, particularly to

the students who rarely have this experience. Besides, using mind mapping

technique spends a lot of time to finish in a limited duration of study.

Nevertheless, there are benefits that can be gained from the technique, that is

students are interested in drawing pictures hence it will avoid them from the class

noise. Besides, students can read the text by themselves independently and it

functions to stimulate their creative thinking ability.

B. Suggestion

Based on the results of the research above, it can be delivered some

suggestions go to teachers, students and other researcher.

First, the teacher should always read a lot in order to gain information and

add their knowledge, particularly related to the ways of teaching reading.

Therefore she/he can implement any different teaching method and technique that

suitable to the condition of students in class. It is intended to give variation to

students in order to hind their boredom from the routines in class.

Second, as the students who learned mind mapping just make sure to have

basic knowladge of reading comprehending. At least student can find the

keywords easily. Because it can make easyer to comprehen descriptive text text by

using mind mapping technique.

The last, for other researcher who want to observe about this technique,

make sure that the sample is suitable enough, the researcher has master of this

46

technique and if the method is quantitative, make sure that there is no a mistake in

accounting because it has big influence for the result.

47

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Nunan, David, Language Teaching Methodology, New York: Prentice Hall, 1991.

Hartono, Rudi Hartono, Genres of Text, (Unpublished Paper), Semarang:

Semarang State University, English Departement Faculty of Language and

Art, 2005.

Windura, Sutanto, BLI, Mind Map (Langkah Demi Langkah), Jaka.ta: Elex Media

Komputindo, 2008.

Ur, Penny, A Course in Language Teaching; Practice and Theory, New York,

Cambridge University Press, 1996.

50

RENCANA PELAKSANAAN PEMBELAJARAN

(LESSON PLAN FOR THE EXPERIMENTAL CLASS)

I. IDENTITAS

Satuan Pendidikan : SMP Pelita Sukabumi

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh) / Ganjil

Tema : Description of Place

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive Text

Tahun Pelajaran : 2010/2011

II.STANDAR KOMPETENSI

Reading

Memahami makna dalam esei pendek sederhana berbentuk deskriptif untuk

berinteraksi dengan lingkungan sekitar.

III.KOMPETENSI DASAR

Reading

Membaca nyaring teks fungsional dan esei pendek sederhana berbentuk

deskriptif dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan

dengan lingkungan sekitar.

IV. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting detail) pada teks descriptive

3. Menemukan berbagai macam informasi dalam teks deskriptif

4. Mengidentifikasi langkah retorika (schematic structure) teks deskriptif

5. Berpartisipasi aktif selama proses belajar berlangsung

51

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting detail) pada teks descriptive

3. Menemukan berbagai macam informasi dalam teks deskriptif

4. Mengidentifikasi langkah retorika (schematic structure) teks deskriptif

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Part 1: Read the passage below!!

Prambanan is the largest Hindu temple compound in Central Java in

Indonesia, located approximately 18 km east of Yogyakarta.

The temple is a UNESCO World Heritage Site and is one of the largest

Hindu temples in south-east Asia. It is characterized by its tall and pointed

architecture, typical of Hindu temple architecture, and by the 47m high central

building inside a large complex of individual temples.

It was built around 850 CE by either Rakai Pikatan, king of the second

Mataram dynasty, or Balitung Maha Sambu, during the Sanjaya Dynasty. Not

long after its construction, the temple was abandoned and began to deteriorate.

Reconstruction of the compound began in 1918. The main building was

completed in around 1953. Much of the original stonework has been stolen and

reused at remote construction sites. A temple will only be rebuilt if at least 75% of

the original stones are available, and therefore only the foundation walls of most

of the smaller shrines are now visible and with no plans for their reconstruction.

The temple was damaged during the earthquake in Java in 2006. Early

photos suggest that although the complex appears to be structurally intact, damage

is significant. Large pieces of debris, including carvings, were scattered over the

ground. The temple has been closed to the public until damage can be fully

assessed. The head of Yogyakarta Archaeological Conservation Agency stated

that: “it will take months to identify the precise damage”. However, some weeks

later in 2006 the site re-opened for visitors. The immediate surroundings of the

Hindu temples remain off-limits for safety reasons.

52

Answer the following questions!!

1. What is the main idea of the text?

2. Where is the Prambanan temple located?

3. What are the special features of Prambanan temple?

4. Who did build Prambanan temple?

5. When was Prambanan temple built?

6. What made the temple damage in 2006?

7. How many percents are original stones available to reconstruct the

temple?

8. According to the text, what does head of Yogyakarta Archaeological

Conservation Agency tell about?

9. Where is the part of general statement of the descriptive text

„Prambanan Temple‟ above?

10. What can be inferred from the passage about the effect to the society

concerning the damage of Prambanan temple?

VII. METODE PEMBELAJARAN

Three-phase technique (menggunakan Mind Mapping)

VIII. LANGKAH-LANGKAH KEGIATAN

a. KegiatanPendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberimotivasi kepada siswa.

Penjelasan tentang materi yang akan di bahas.

b. Kegiatan inti

Membahas ciri-ciri teks deskriptif (schematic structures)

Siswa membaca descriptive teks dengan tenang.

Siswa diminta menjawab pertanyaan yang berkaitan dengan text.

53

Siswa diminta menulis langkah-langkah retorika teks kedalam

Mind Mapping dengan menggunakan paraphrase.

Siswa diminta menceritakan kembali hasil karya mind mapping

merekadi depan kelas.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswas elama KBM

Memberitugaspadasiswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. Akhmadi, Ali, Smart Steps, Jakarta: Ganeca Exact, 2007.

b. Kurikulum Bahasa Inggris (KTSP grade VII)

c. Hand out, work sheet, gambar yang relevan.

X. PENILAIAN

a. Teknik : Testulis

b. Bentuk : Tertulis

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100

Skor siswa

b. Rubrik Penilaian

No Uraian Skor

Part I

Jawaban benar

Jawaban salah

100

0

54

RENCANA PELAKSANAAN PEMBELAJARAN

(LESSON PLAN FOR THE CONTROL CLASS)

I. IDENTITAS

Satuan Pendidikan : SMP Pelita Sukabumi

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (tujuh) / Ganjil

Tema : Description of Place

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive Text

Tahun Pelajaran : 2010/2011

II.STANDAR KOMPETENSI

Reading

Memahami makna dalam esei pendek sederhana berbentuk deskriptif

untuk berinteraksi dengan lingkungan sekitar.

III.KOMPETENSI DASAR

Reading

Membaca nyaring teks fungsional dan esei pendek sederhana berbentuk

deskriptif dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan

dengan lingkungan sekitar.

IV. INDIKATOR

1.Menentukan gagasan utama (main idea) dalam teks descriptive

2.Menentukan gagasan pendukung (supporting detail) pada teks descriptive

3.Menemukan berbagai macam informasi dalam teks deskriptif

4.Mengidentifikasi langkah retorika (schematic structure) teks deskriptif

5.Berpartisipasi aktif selama proses belajar berlangsung

55

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting detail) pada teks descriptive

3. Menemukan berbagai macam informasi dalam teks deskriptif

4. Mengidentifikasi langkah retorika (schematic structure) teks deskriptif

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Part 1: Read the passage below!!

Prambanan is the largest Hindu temple compound in Central Java in

Indonesia, located approximately 18 km east of Yogyakarta.

The temple is a UNESCO World Heritage Site and is one of the largest

Hindu temples in south-east Asia. It is characterized by its tall and pointed

architecture, typical of Hindu temple architecture, and by the 47m high central

building inside a large complex of individual temples.

It was built around 850 CE by either RakaiPikatan, king of the second

Mataram dynasty, or BalitungMahaSambu, during the Sanjaya Dynasty. Not long

after its construction, the temple was abandoned and began to deteriorate.

Reconstruction of the compound began in 1918. The main building was

completed in around 1953. Much of the original stonework has been stolen and

reused at remote construction sites. A temple will only be rebuilt if at least 75% of

the original stones are available, and therefore only the foundation walls of most

of the smaller shrines are now visible and with no plans for their reconstruction.

The temple was damaged during the earthquake in Java in 2006. Early

photos suggest that although the complex appears to be structurally intact, damage

is significant. Large pieces of debris, including carvings, were scattered over the

ground. The temple has been closed to the public until damage can be fully

assessed. The head of Yogyakarta Archaeological Conservation Agency stated

that: “it will take months to identify the precise damage”. However, some weeks

later in 2006 the site re-opened for visitors. The immediate surroundings of the

Hindu temples remain off-limits for safety reasons.

56

Answer the following questions!!

11. What is the main idea of the text?

12. Where is the Prambanan temple located?

13. What are the special features of Prambanan temple?

14. Who did build Prambanan temple?

15. When was Prambanan temple built?

16. What made the temple damage in 2006?

17. How many percents are original stones available to reconstruct the

temple?

18. According to the text, what does head of Yogyakarta Archaeological

Conservation Agency tell about?

19. Where is the part of general statement of the descriptive text

„Prambanan Temple‟ above?

20. What can be inferred from the passage about the effect to the society

concerning the damage of Prambanan temple?

VII. METODE PEMBELAJARAN

Three-phase technique (menggunakan Mind Mapping)

VIII. LANGKAH-LANGKAH KEGIATAN

d. KegiatanPendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberimotivasi kepada siswa.

Penjelasan tentang materi yang akan di bahas.

e. Kegiatan inti

Membahas ciri-ciri teks deskriptif (schematic structures)

Siswa membaca descriptive teks dengan tenang.

Siswa diminta menjawab pertanyaan yang berkaitan dengan text.

KegiatanPendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

57

Mengabsen siswa.

Memberimotivasi kepada siswa.

Penjelasan tentang materi yang akan di bahas.

f. Kegiatan inti

Membahas ciri-ciri teks deskriptif (schematic structures)

Siswa membaca descriptive teks dengan tenang.

Siswa diminta menjawab pertanyaan yang berkaitandengan text.

Siswa bertukar lembar jawaban untuk dikoreksi oleh teman

sebangkunya (cross-check)

g. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswaselama KBM

Memberi tugas pada siswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. Akhmadi, Ali, Smart Steps, Jakarta:Ganeca Exact, 2007.

b. Kurikulum Bahasa Inggris (KTSP grade VII)

c. Hand out, work sheet, gambar yang relevan.

X. PENILAIAN

c. Teknik : Testulis

d. Bentuk : Tertulis

XI. PEDOMAN PENILAIAN

c. Nilai sisw = Skor prolehan X 100

Skorsiswa

d. Rubrik Penilaian

No Uraian Skor

Part I

Jawaban benar

Jawaban salah

100

0

58

THE TEST MODEL OF PRE-TEST

Read the text carefully!

One of the most famous women in world history was Cleopatra VII. She

was the brilliant and beautiful woman in Pharaoh of Egypt. Historically, she

became queen of Egypt in 51 B.C. at the age of eighteen. She was a Ptolemy,

descended from one of Alexander the Great's generals. When she was twenty-one,

Julius Caesar became her lover. Seven years later she met Antony. The romantic

tragic relationship continued until they died by suicide in 30 B.C.

Cleopatra was legendary. She was famous not only for her breathtaking

beauty but also for her great intellect. She had brown eyes and they were shaped

like cat eyes. Her skin was in fact an olive shade, darker than Hollywood actress

Liz Taylor who portrayed her in the film 'Cleopatra' in 1963. She had medium

dark brown hair, about to the middle of her shoulder blades. She had a reputation

as an extraordinarily sensuous woman.

Cleopatra was a woman of remarkable poise and unusual intelligence. She

was highly educated. She spoke proficiently in nine languages and also skilled in

mathematics. She is often considered to be a stunning woman though she was

studying to be a nun. Cleopatra was a very intelligent queen and a politician with

a great personality.

Answer the questions below!

1. What does the text tell about?

2. why was Cleopatra named as legendary?

3. Where did Cleopatra come from?

4. Who was Cleopatra‟s lover?

5. How did Cleopatra look like?

6. How old was Cleopatra became the queen of Egypt?

7. Who was the Hollywood actress that portrayed in the film „Cleopatra‟?

8. When did the film „Cleopatra‟ launch?

9. Why was Cleopatra considered as an intelligent woman?

10. What can be inferred from the text about Cleopatra‟s care

59

TajMahal is regarded as one of the eight wonders of the world. It was built

by a Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.

TajMahal is a Mausoleum that houses the grave of queenMumtazMahal. The

mausoleum is a part of a vast complex comprising of a main gateway, an elaborate

garden, a mosque (to the left), a guest house (to the right), and several other

palatial buildings. The Taj is at the farthest end of this complex, with the river

Jamuna behind it.

The Taj stands on a raised, square platform (186 x 186 feet) with its four

corners truncated, forming an unequal octagon. The architectural design uses the

interlocking arabesque concept, in which each element stands on its own and

perfectly integrates with the main structure. It uses the principles of self-

replicating geometry and a symmetry of architectural elements.

Its central dome is fifty-eight feet in diameter and rises to a height of 213

feet. It is flanked by four subsidiary domed chambers. The four graceful, slender

minarets are 162.5 feet each. The central domed chamber and four adjoining

chambers include many walls and panels of Islamic decoration.

Taj Mahal is built entirely of white marble. Its stunning architectural

beauty is beyond adequate description, particularly at dawn and sunset. The Taj

seems to glow in the light of the full moon. On a foggy morning, the visitors

experience the Taj as if suspended when viewed from across the Jamuna river.

Answer the questions below!

11. What is the main idea of the text?

12. In what reason Shah Jahan built TajMahal?

13. What is Shah Jahan‟s religion?

14. What is the name of the river in TajMahal?

15. Why is TajMahal said as a Mausoleum?

16. How high is the measurement of square platform of TajMahal mosque?

17. What are decoration features of Mausoleum?

18. How high is the central dome of TajMahal?

19. Why does TajMahal use interlocking arabesque concept?

20. According to the text, what makes most of people in the world interested

in TajMahal?

60

THE TEST MODEL OF POST-TEST

Read the text carefully!

For people in East Java, Jatim Park may have been heard many times as it

is one of the famous tourism objects in East Java province. Jatim Park offers a

recreation place as well as a study center.

Jatim Park is located at Jl. Kartika 2 Batu, East Java. To reach the location

is not too difficult because the object is only 2, 5 kilo meters from Batu city. This

Jatim Park tourism object is about 22 hectares width.

Visitors can enjoy at least 36 kinds of facilities which can attract them as

well as give new knowledge. Just after the pass gate, the visitors will find an

interesting view of „Galeri Nusantara‟ area. This study offering continues to step

on „Taman Sejarah‟ area, which contains of miniature temple in East Java like

Sumberawan temple, customhouse of Kiai Hasan Besari Ponorogo and

Sumberawan Statue.

The other facility that can be used is „Agro Park‟ area. It presents crop and

rarely fruits, animal diorama which consists of unique animals that have been

conserved, and supporting games like bowling, throw ball, scooter disco, etc.

Jatim Park is suitable for family and school recreation. The recreation area sites

offer precious tour and can be used as alternative media of study.

Answer the questions below!

1. What does the text tell about?

2. Why do people think that Jatim Park as one of the famous tourism objects

in East Java province?

3. Where is the location of Jatim Park?

4. What are the facilities of Jatim Park?

5. Why is so easy to reach the Jatim Park?

6. What was wide is the Jatim Park?

7. Where can we see the rarely fruits and unique animal?

8. How many facilities are served in the Jatimpark?

9. Why is „miniature temple‟ named as Taman Sejarah?

10. Based on the text, what make most of people interested in Jatim Park?

61

Moon is the earth's satellite which we often see in the night. The Moon is

the one place in our solar system where humans have visited. For the firs time on

July 20, 1969, astronauts Neil Armstrong and Edwin Aldrin landed the Lunar

Module of Apollo 11 on the surface of the Moon. Neil Armstrong was the first

man to walk on the Moon.

The moon rises in the east and sets in the west. It moves toward the east in

our sky by about 12 degrees each day. The Moon is about 384,400 kilometers

from Earth. The Moon has a diameter of 2,000 miles until 3,476 kilometers. The

surface of the Moon has many things, such as craters, lava plains, mountains, and

valleys. Scientists believe the craters were formed around 3.5 to 4.5 billion years

ago by meteors hitting the moon's surface. The Moon does not have atmosphere,

wind and weather that is why the footprints left there on the Moon by the Apollo

astronauts will remain there for millions of years.

The Moon is not a light source. It means that Moon does not make its own

light. It reflects light from the sun. All of us can see the Moon especially in the

night because light from the Sun bounces off it back to the Earth. If the Sun isn't

there, we couldn‟t see the Moon.

The moon influences many of the tides in the oceans. This is because of

the gravity force between the Earth and Moon. At full Moon and new Moon, the

Sun, Earth and Moon are lined up, producing the higher than normal tides.

Answer the questions below!

11. What does the text mainly discuss?

12. What makes the footprints left in the moon?

13. What is the name of astronauts who firstly walk in the moon?

14. What do materials exist in the surface of the moon?

15. What is the reason of formed craters?

16. When do the first time astronauts visit the moon?

17. Where does the moon rise and set?

18. What is diameter of the moon?

19. Why do people can see the moon only at night?

20. What is the special feature of the moon rather than other materials in solar

system?

62

THE ANSWER KEY OF THE PRE-TEST

Reading Text I

1. The text tells us about the profile of Cleopatra and her charismatic as the

queen of Egypt

2. Because she was famous in Egypt at that time not only for her breathtaking

beauty but also for her great intellect.

3. Pharaoh, Egypt

4. Julius Caesar

5. She had brown eyes and they were shaped like cat eyes.

6. Eighteen

7. Liz Taylor

8. 1963

9. Because she spoke proficiently in nine languages and skilled in mathematics

10. She had a successful career as a politician

Reading Text II

11. The text tells us about the origin and features of Taj Mahal

12. For memoriam of his dear wife at Agra

13. Moslem

14. Jamuna river

15. Because it consists of houses the grave of queen Mumtaz Mahal

16. 186 x 186 feet

17. There are vast complex comprising of a main gateway, an elaborate garden, a

mosque (to the left), a guest house (to the right), and several other palatial

buildings.

18. fifty-eight feet

19. Because each element stands on its own and perfectly integrates with the main

structure.

20. Because Taj Mahal has historical value and It has stunning architectural

beauty particularly at dawn and sunset when the Taj seems to glow in the light

of the full moon.

63

THE ANSWER KEY OF THE POST-TEST

Reading Text I

1. Jatim Park as one of famous tourism objects in East Java province

2. Because it offers a recreation place as well as a study center

3. Jatim Park is located at Jl. Kartika 2 Batu, East Java

4. They are Galeri Nusantara, Taman Sejarah, and Agro Park

5. Because the object is only 2, 5 kilos meters from Batu city

6. 22 hectares width

7. Agro Park area

8. At least 36 kinds of facilities

9. Because it contains of miniature temple in East Java like Sumberawan temple,

customhouse of Kiai Hasan Besari Ponorogo and Sumberawan Statue

10. People are interested in Jatim Park because they can refresh their mind, spend

their time for holiday while studying to get a lot of knowledge.

Reading Text II

11. The text tells about the characteristics of the moon and its working system in

galaxy

12. Because the moon does not have atmosphere, wind and weather that is why

the footprints left

13. Neil Armstrong

14. Such as craters, lava plains, mountains, and valleys

15. Through meteors hitting the moon's surface

16. on July 20, 1969

17. The moon rises in the east and sets in the west

18. 2,000 miles which is like to 3,476 kilometers

19. Because light from the sun bounces off it back to the Earth. If the sun wasn't

there, we can not see the moon

20. The moon influences many of the tides in the oceans

THE BLUE PRINT TEST OF PRE-TEST

ACADEMIC YEAR 2012/2013

NamaSekolah : SMP PelitaSukabumi AlokasiWaktu : 20 menit

Mata Pelajaran : BahasaInggris JumlahSoal : 20 (duapuluh)

KurikulumAcuan : KTSP 2006 Semester : I (ganjil)

KOMPETENSI DASAR INDIKATOR Jenisso

al Nomorsoal Jumlah

MEMBACA

11.1 Membaca nyaring bermakna teks

fungsional dan essai pendek

sederhana berbentuk

descriptivedengan ucapan, tekanan

dan intonasi yang berterima yang

berkaitan dengan lingkungan

sekitar.

11.3 Merespon makna dan langkah

retorika dalam esei pendek

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan

lingkungan sekitar dalam teks.

Meresponteksberbentukdescriptive (dengancara:)

Gagasanpokok

Gagasanpendukung

Informasifaktual

Informasispesifik

Maknatersirat/kesimpulan

Essay

1, 11

2, 5, 9, 12, 15, 19

3, 4, 7, 13, 14, 17

6, 8, 16, 18

10, 20

20

64

THE BLUE PRINT TEST OF POST-TEST

ACADEMIC YEAR 2012/2013

NamaSekolah : SMP PelitaSukabumi AlokasiWaktu : 20 menit

Mata Pelajaran : BahasaInggris JumlahSoal : 20 (duapuluh)

KurikulumAcuan : KTSP 2006 Semester : I (ganjil)

KOMPETENSI DASAR INDIKATOR Jenisso

al Nomorsoal Jumlah

MEMBACA

11.2 Membaca nyaring bermakna teks

fungsional dan essai pendek

sederhana berbentuk

descriptivedengan ucapan, tekanan

dan intonasi yang berterima yang

berkaitan dengan lingkungan

sekitar.

11.3 Merespon makna dan langkah

retorika dalam esei pendek

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan

lingkungan sekitar dalam teks.

Meresponteksberbentukdescriptive (dengancara:)

Gagasanpokok

Gagasanpendukung

Informasifaktual

Informasispesifik

Maknatersirat/kesimpulan

Essay

1, 11

2, 5, 9, 12, 15, 19

3, 4, 7, 13, 14, 17

6, 8, 16, 18

10, 20

20

77

65