Kho tai lieu Ketnooi.com CHAPTER I INTRODUCTION A BACKGROUND There are four important skills in learning English, they are listening, speaking, reading and writing Listening skill is useful in communication life especially as a first tool of the communication Speaking skill is useful in communication also, but it is used to communicate to another people immediately There is feedback between listening and speaking in communication Reading skill is useful in finding out the information in the text, book and so on And writing skill is useful in giving arguments to the social matter, it is also useful in pouring out someone¶s ideas in social matter to express that there is something important to be solved together and to entertain the reader who are looking for the information about something they need In learning English, writing skill can help people learn English easily Writing also can be used by people to give information to another, and giving argument about something People learn English by using many ways to master the language Some skills of English are learnt by the people to understand their potential in learning English Sometimes students feel difficult to learn writing because, in writing skill the writer should understand about how to organize the idea, using vocabulary appropriately, mastering the sentence structure, using punctuation correctly Writing is one of English language skill that has an important role, either in formal communication or in informal communication Writing is an instrument of both communication and self-expression (Pincas, 1987:2) In SMAN Palopo, there are some students still difficult to write well because actually, they have many ideas in their mind, but they cannot convey their idea into a piece of paper Also, they cannot write their ideas into incorrect sentence And also the students not know where they should start to write and where they should end it In this research, the writer will use mind mapping to teach the students writing skill That is why? Because by using mind mapping, the students can be interested to learn English especially in writing And also by using mind mapping, the students can show their arguments in social matter And also by using mind mapping the students can show their ideas by looking the picture in mind mapping Because sometimes the students are interested to learn English by picture but in this research the writer uses mind mapping especially in teaching writing to the students of SMAN Palopo In this research, why does the writer use mind mapping in teaching writing? Because mind mapping can stimulate the students¶ brain to write by looking a picture or a diagram of mind mapping And also the students can be easy to understand where they should start to write a text and when they end it Because in mind mapping, there is a guideline to write a text easily by looking the picture of mind mapping So, the students can be easy to write a text, especially students of SMAN Palopo B PROBLEM STATEMENT Based on the background above, the problem statement are formulated as follows: In what way should the mind mapping be applied in improving the students¶ achievement in writing skill at the second year of SMA Negeri Palopo? C THE OBJECTIVE OF THE RESEARCH Based on the problem statement above, the objective of the research is : To find out the strategy or way in using mind mapping in teaching writing to the students at the second year of SMA Negeri Palopo D THE SIGNIFICANCE OF THE RESEARCH Students: it can be applied to motivate students in learning writing Teachers: it can be useful information for the English teacher in teaching writing Next researchers: It can be useful as a references to next researcher in doing the similar topic of the research TEFL field: It can become information about teaching English language especially teaching writing by using mind mapping E THE SCOPE OF THE RESEARCH The researcher focuses on mind mapping in teaching descriptive writing text to the students of SMAN Palopo F OPERATIONAL DEFINITION A 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 Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing CHAPTER II RIVIEW OF RELATED LITERATURE A Previous Studies Nasir (2004) in his thesis ³Writing ability of the second year students of SMPN Palopo in reproduction technique, conclude that the students can compose paragraph easily when they are given a test to be reproduction than without any test Bidu (2000) conducted a research about ³the students¶ interest and ability in writing journal stated that the students should start writing with writing in their private word because the primary function of writing is to help students know themselves with other Based on researches above the writer has different thinking and different ways to teach the students in writing ability especially by using mind mapping B Pertinent Ideas Classroom Action Research Kemmis (1992): Action research as a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of their on social or educational practices, their understanding of these practices and the situations in which practices are carried out McNeiff (2002): action research is a term which refers to a practical way of looking at your own work to shack that it is you would like it to be Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice Based on the explanation of Kemmis and McNeiff that the definition of Classroom Action Research as a form self-reflective by the practitioner The action is done to improve the rational stability of their actions in doing their job as a teacher or practitioner and Deeping the understanding of the actions that is done and repairing the condition where the practices of learning is done by the practitioner and researcher To realize the purpose of classroom action research, classroom action research is done in cyclical process consisted of four steps, they are: Planning, action, observation/evaluation, and reflection Problem Reflection Planning CYCLE I Action Observation/ Evaluation According to Lewin (Prendergast, 2002:2) said that Classroom Action Research is the way of teacher or practitioner to organize the teaching learning in their experiences with other teacher or practitioner as a collaborator According to Calhoun and Glanz (Prendegrast, (2002:2) said that, Classroom Action Research is a method to power the teacher or practitioner who can support the school performance And Prendegrast (2002:3) said that Classroom Action Research is a way for the teacher or practitioner to a selfreflective and an action systematically in their teaching learning process to improve process and students¶ study result Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice (John Elliott) Teaching and Learning Teaching is a complex process Not only delivering the information to the students, but the teacher also should much better, if the teacher wants the students to get best learning result Biggs (1991) divides the concepts of teaching a Quantitative teaching, teaching as the transmission of knowledge In this case the teacher just needs to know the teacher¶s study field and delivering the knowledge to the students well b Institutional teaching, teaching as the efficient orchestration of teaching skills It means that the teacher teachs by organizing the ability in teaching eficiently In this case the teacher is demanded to adapt the teaching technique to the students that have different type in learning, different trace, ability and students¶ needs c Qualitative teaching, teaching as the facilitation of learning It means that, the teacher help the students feel easy in learning process to find out the students¶ purpose and understanding of the learning According to Slameto (1995:29) teaching is the transfer of the culture as an experience and proficiency to the students Other definition from the modern country that teaching is a guidance to the students in learning process In this definition, the students who are active in the learning process, because the students are in learning process and the teacher who builds the students and showing the way to learn by looking the students¶ character In this case, the students are given a chance to and thinking much by the teacher According to Sudjana (2000: 37) teaching is a tool that is programmed through a setting and preparing the condition to the students to some learning activities as optimum as possible In generally Learning is a change process of behavior, it caused by interaction between individual with the surrounding Purwanto (1998:84) says that there are some important elements that mark out the definition of learning They are: a Learning is a change of behavior, where the change can aim to the best behavior but the change can also aim to the bad behavior b Learning is a changing process that happens through the exercise and experience c Learning can be said as learning, if the change of behavior can be great, it should be the end of the period of time Contextual Teaching and Learning It is a learning concept that the teacher presents real world situation in the class and helping the students to make relation between their knowledge and their daily life in assembling (Depdiknas, 2002:1) Dewey (2000:16) explains that contextual is one of the phenomenological teaching-learning that emphasizes the important of the natural phenomenon to make enjoyable learning in the class so that the class is more interesting and means, because the students feel what they learn According to Johnson in Nurhadi and Senduk (2003:12) that CTL system is an education process which has the purpose to help the students to look the means of the lesson that they are learning by linking with their daily life and their characteristic surrounding, social and their culture TEACHNET (Nurhadi and Senduk, 2003:2) says the important declaration about CTL is a teaching-learning concept that helps teacher to link the lesson content with the real situation and giving motivation to the students for what they are learning and making relation between the students¶ knowledge and the application Corebima (2002:18) CTL is teaching process holistically that purpose to help to the students to understand their learning material by catching with contextual life (characteristic context, social and cultural) so that the students have dynamist and flexible knowledge or skill to construct their understanding But actually there are most something important to advocate the CTL process that is the teacher should give more motivation in teaching-learning process, because by giving motivation more, the students can understand what they are learning for So that teaching-learning process can be helpful for the teacher and especially for the students And also the teacher should much well, like bringing their life into the teacher¶s life It means that the students learn in the teacher¶s experience, and the teacher can look the character of every the student who are faced by the teacher so that the teacher can be more easy to apply the teaching-learning technique Teacher is transformer, motivator, and instructor for the students, but better if the students feel their experience in their learning, because they will remember always when they experience what happen that faced by the students The teacher gives the students ways to in their learning so that the students learn through the teacher¶s instruction It will give the best learning result for the students C Writing A Definition of Writing Linguistics / Letters of the Alphabet Foreign a group of letters or symbols written or marked on a surface as a means of communicating ideas by making each symbol stand for an idea, concept, or thing, by using each symbol to represent a set of sounds grouped into syllables, or by regarding each symbol as corresponding roughly or exactly to each of the sounds in the language writing is letters or symbols that are written or imprinted on a surface to represent the sounds or words of a language Writing is one of the ways to give information to the readers so that in giving information to the readers, the writing should be clearly and useful for the reader need To make writing clearly, there are some guides that important to make the writing clearly and easy to be understood The guides will be explained below: B Writing Guides Abbreviations and Acronyms An abbreviation is a shortened version of a word or phrase, like Mr and Corp An acronym is an abbreviation formed from the first letter or letters of a series of words, like (AIDS, Garble, NAACP and radar.) Use abbreviations and acronyms only when they will help your readers by making written text simpler and less cumbersome Do not use an abbreviation or acronym that would confuse the readers that they would not recognize quickly When in doubt, spell it out It means that always spell out terms, common names and the complete proper names of organizations, projects, programs or documents the first time you use them, and repeat the complete term or name at the beginning of sections in longer documents Although the abbreviation or acronym is capitalized for some common or generic nouns and terms, lowercase the spelled-out form If an abbreviation or acronym of the term or name would not be clear on second reference, avoid using it Instead, use a shortened version of the name or a generic word, such as the agency, the committee, the department or the company Avoid using e.g., i.e.; et al.; etc Many abbreviations may be used in charts, tables and certain types of technical writing If the meaning is clear, abbreviations may be used in headlines and headings Addresses Always use numerals for an address number: She lived at 456 N.E 81st Spell out and capitalizes First through Ninth when used as a street name: Example ³The bus drove down Fourth Avenue South´ Use numerals with two letters for 10th and above: Example ³She lived on 81 st Street´ When first is used without a number, always spell out and capitalize the full name of a street, avenue, road or boulevard: Example ³He lived on Southwest Harbor Boulevard´ Also spell out compass points (South, Northwest, etc.) if omitting the number: Example ³the building is on Southwest 32nd Street´ Capitalization Avoid unnecessary capitalization Use capital letters to begin proper nouns, sentences, headings and the important words in publication titles Proper nouns are the particular names of people, places and things Excessive capitalization for other purposes distracts the reader and hinders reading Do not capitalize the first letter of a word (or words in a phrase) simply to highlight it or to express its importance Myths To make good writing, avoid using the criteria below, they are: a Never split an infinitive b Never begin a sentence with But or And c Never split a verb phrase d Never use between with more than two objects e Never end a sentence with a preposition f Never use contractions g Never use the first-person pronouns I and me h Never use since to mean because i Never write a paragraph containing only a single sentence j Never refer to the reader as you k Never begin a sentence with Because Numbers In amounts more than a million - unless the exact amount is essential - round off to one decimal point Write out the word million or billion: Example ³The grant was for $6.5 million´ Always include the words million, billion or trillion when giving ranges: Example ³The project could cost $20 million to $25 million, not $20-$25 million´ When numbers must be spelled out, use a hyphen to connect only two-digit numbers twenty-one through ninety-nine Don't use either a hyphen or the word and when spelling out numbers in the hundreds and thousands: Example ³fifty-two, fifty-two thousand, fifty-two million, nineteen fifty-two, one hundred fifty-two students, two thousand fifty-two trips, two thousand two ´ Also, spell out ordinal numbers first through ninth when they show sequence in time or place: Example ³first base, Third Avenue Exceptions include county, legislative and congressional districts: She lives in the nd District´ Most ordinal numbers 10th and above (21 st, 215th and so on) are usually not spelled out When particular ordinals must be spelled out, use a hyphen to connect twodigit numbers twenty-first through ninety-ninth: ³twenty-fifth anniversaries´ Plurals Follow the rules below for forming words to show more than one of the things named: a For most words, add s: books, guitars Except when making a plural of single letter, not add an apostrophe to words or numbers to make them plural b Add s to compound words written as single words: cupfuls, handfuls For compound words that use separate words or link the words with a 10 b Observation list: It will be useful to observe the students¶ participation during the use of mind mapping in teaching writing, also as the main instrument in discussion part among the teacher and the collaborators as a way to make reflection in each cycle c Guide interview list: To find out the level of successful in implementing the use of mind mapping in teaching writing d Discussion result among the teachers Data Analysis The data which is collected in every observation in each cycle will be analyzed descriptively through percentage technique: Formula of percentage: P! F X 100 N Where: P = Rate percentage F = Frequency N = Total sample (Gay L.R, 1981:292) a Aspects in giving students¶ score of writing assessment Cohesiveness No Scoring Aspects Contents is appropriate with theme Contents is appropriate enough with theme Contents is little appropriate with theme Contents is not appropriate with theme Score 2 Coherency No Scoring Aspects There is a fair coherence among sentences There is a less coherence among sentences There is no coherence among sentences Score 30 Grammar No Scoring Aspects Mostly structure of sentence use is correct Some structure of sentence use is correct The structure of sentence use is mostly incorrect The structure of sentence use is not correct Score Organization No Scoring Aspects The organization of paragraph is organized well and tidy The organization of paragraph is organized fair and tidy enough The organization of paragraph is organized untidy Score b writing test result students¶ score of writing test will be counted by using the formula: Score ! Total correct ans✁er X 10 Total test ite s Then determining the mean score by formula: x! §x N Where: x = Mean score §x = Total score N = Total respondents (Gay L.R, 1981:298) This classified into: 9.6 ± 10 8.6 ± 9.5 7.6 ± 8.5 6.6 ± 7.5 5.6 ± 6.5 4.6 ± 5.5 ± 3.5 Classified as Excellent Classified as Very good Classified as Good Classified as Average Classified as Fair Classified as Poor Classified as Very poor (Depdikbud, 1985:75) 31 c Activities the students during the learning process: will be analyzed by considering the students participation and classified into high, average, and low classification d Implementation of learning by using mind mapping: by analyzing the successful level of implementation, then it categorized as success, less success, and not success Procedure of the research Cycle I The first cycle of this classroom research action consists of planning, acting, observing, and reflecting a Planning Analyzing the curriculum especially the basic competence after doing the need analysis of the students at SMAN Palopo Make a lesson plan about the use of mind mapping in teaching writing Classroom management: Numbers of students are 32, make the classroom comfortable Prepare the test Making the instrument will be used in cycle of classroom research action b Acting During the action, the writer will give explanation about mind mapping to students; then the writer gives the picture of mind mapping, students practice to write their ideas by mind mapping Finally, the students and the researcher will come to the discussion part, we will discuss about the errors the students make Then the writer will suggest the students to practice to write by mind mapping to show their ideas c Observation Situation of learning and teaching process when students learning writing by mind mapping are: a) The students listen carefully of explanation about mind mapping b) The students understand about the explanation of mind mapping c) The student attitude in learning writing by mind mapping 32 d) Students¶ performance in class when practice to write by mind mapping Students¶ participation when teaching writing by mind mapping d Reflecting This classroom action research in success if some of the following requirements are fulfilled: Most of the students (75%) have a good participation during the acting Most of the students have a good score in evaluation (65) Most of the students are active in peer-evaluation and discussion The cycle can be stopped when the criteria above is reached out And the cycle can be done in the next cycle (cycle II) when the most of students have lower than (75%) of good participation during the acting, most of the students not have a good score in evaluation lower than (65), and the most of the students are not active in peer-evaluation and discussion 33 Appendi HOLIDAY C i ti t t i t t i i i 34 Appendi C a descri ti e text accordi to t e diagram of mi d mappi g above! 35 Appendi S tudied years in Worked in a big Has many Nice S c hool Friends RISKA Experience S mart Strong Traveling Hobbies S mart Edraw Trial Version S mart S hoping Weak Meeting E duc ated Like Lazy G ood Novels G et bored s oon Skill A ndrea Hirata Language C omputer S kill W indows E nglish Linux C hinese Compose a descriptive text accordi g to t e diagram of mi d mappi g above! Edraw 36 Appendi Gas Station Big City Compose a descriptive text accordi g to t e diagram of mi d mappi g above! 37 THE FORMAT OF WRITING ASSESMENT ✂ NO Nama S swa 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Coherency Cohesiveness Gram mar Organi zation Students͛ scor Agam Abd Anita Dahlan Astuti Astir Asri wahyuni Fitria Delima Harlina Herlina Hilda Lestari Ilmayanti Indrawan Kursiana M.Haerul Miftahul Jannah Mira Yasir Novita Sari Ali Nurcaya Nurlaela Rafika Rendi Satriani Siti Aisya Susanti Herman Taqdir Wahyuni Wilya Dwinita Elsi Apriani Debi Wulandari Rexi Hargian Cici Tri Hapsari Mayasari Yayu wandira 38 INTERVIEW FOR THE STUDENTS Are you happy for the method? Which part is difficult in learning process? Are you interest for this method? Why are you nervous? Why are you shy? Why are you silent? 39 OBSERVATION LIST No Name 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Agam Abdullah Anita Dahlan Astuti Astri Asri Wahyuni Debi Wulandari Cici Tri Hapsari Fitria Delima Harlina Herlina Hilda Lestari Ilmayanti Indrawan Kursiana M.Haerul Mayasari Miftahul Jannah Mira Yasir Novita Sari Ali Nurcaya Nurlaela Rafika Rendi Satriani Siti Aisya Susanti Herman Taqdir Wahyuni Wilya Dwinita Rexi Hargian Yayu Wandira Elsi Apriani Active Passive Silent Difficulties Shy Nervous Palopo, Observer ««««« 40 TABLE OF STUDENT¶S SCORE No Name 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Agam Abdullah Anita Dahlan Astuti Astri Asri Wahyuni Cici Tri Hapsari Debi Wulandari Elsi Apriani Fitria Delima Harlina Herlina Hilda Lestari Ilmayanti Indrawan Kursiana M.Haerul Mayasari Miftahul Jannah Mira Yasir Novita Sari Ali Nurcaya Nurlaela Rafika Rendi Satriani Siti Aisya Susanti Herman Taqdir Wahyuni Wilya Dwinita Rexi Hargian Elsi Apriani Class Cycle I Student¶s Score Cycle II Cycle III Cycle IV 41 BIBLIOGRAPHY McNeiff,J (1992) Action Research for professional development: Concise advise for new action researchers (http://www.jeanmcneiff.com/booklet1.html Accessed on January 13rd 2011) Kirkey, T L (2005) Differentiated instruction and enrichment opportunities: An action research report (http://www.nippissingu.ca/oar/PDFS/V833.pdf Accessed on February 5th 2011) Angelo, T., & Cross, P (1993) Classroom Assessment Techniques (2nd Ed.) 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Analyzing the curriculum especially the basic competence after doing the need analysis of the students at SMAN 4 Palopo 2 Make a lesson plan about the use of mind mapping in teaching writing 3 Classroom management: Numbers of students are 32, make the classroom comfortable 4 Prepare the test 5 Making the instrument will be used in cycle of classroom research action b Acting During the action, the writer... with you For multiple questions, either use a single question mark at the end of the complete sentence: Did she plan the project, manage the budget and supervise the staff? Or stress each element by breaking up the sentence: Did she plan the project? Manage the budget? Supervise the staff? Put only one space after a question mark (and other sentence-ending punctuation) The question mark replaces the comma... if some of the following requirements are fulfilled: 1 Most of the students (75%) have a good participation during the acting 2 Most of the students have a good score in evaluation (65) 3 Most of the students are active in peer-evaluation and discussion The cycle can be stopped when the criteria above is reached out And the cycle can be done in the next cycle (cycle II) when the most of students have... rights, women's room Many pronouns have separate forms for the possessive that don't use an apostrophe: yours, ours, his, hers, its, theirs, whose Use an apostrophe with a pronoun only when the meaning calls for a contraction: you're (you are), it's (it is) Follow the rules listed above in forming the possessives of other pronouns: another's plan, others' plans, one's rights, someone else's umbrella... nevertheless, as a result, thus, 20 therefore, for example, finally and in other words Usually, place a comma after such expressions when they begin a sentence, and place commas before and after the expressions when they are within a sentence h Sixth, use commas to separate a series of adjectives equal in rank If the adjectives could be rearranged without changing the meaning of a sentence or if the. .. Nuzlinah (2003:3) classifies the type of writing based of the three factors, namely the purpose of writing, audience, and context Each of them will be described below: a The purpose of writing A writer decides some reasons why he writes He also thinks about a possible effect that might occur the reader Meyer (1999:40) in Nismayanti (2004:8) furthermore categories the purpose of writing into three categories,