IMPROVING THE STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITIONTEXT THROUGH MIND MAPPING TECHNIQUE

(Classroom Action Research at the class XI of SMA Muhammadiyah Camba).

A THESIS

Submitted is the Fulfillment to Accomplish Sarjana Degreeat Faculty of Teacher Training and Education

Makassar Muhammadiyah University

HERMI10535 4985 11

ENGLISH EDUCATIONAL DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY2016

淵 輝 鯉 椰 儡 楓¶憾翻:

Title . rc vaLsrmEr

'--T studenb writing skitt in Anatyticar Exposition-iIk-; r

,-] *o lUapping Technique (Ctass Room Action

a-* &e chss rr of sMA Muhammadiyah camba)

-,

Makassar, 20Waret20l6

Approved by:

Name

Reg.Number

Program

Faculty

Head of English

NBM: S5S-6rs

― ― ― ― ― ― ― ―

Q t.ere*:racu tast raatitrr.i

/

⑪Fぶ uLTAS ttGЩ uAN DAN LPIu獣

総 訟 N)12fゝ

`電

DA■ だ o中In、 ___、 ___

:111(なさだとLEMBAR PENGESAIIAN

Skripsi atas nalna IIermi,niln lo5350 4985 1l ditcrirlla dan disahkan Oleh

Pi「 1lia 町ian Skripsi berdasaょan surat Keputusan RektOr univcrsitas.`1■ hamrnadiyah_Makassar Nomor:o24 Tahul11437 H/2016 pll,scbagai salah satu

ililat guna memperOleh Gelar Sattana Pendidikan pada JurLISan Pendidikan

3こhasa lnggris (sl) Fakuitas Keguruan dan IIInu Pendidikan univcrsitas

〕,Itlhaminadiyah Makassar pada hari sclasa tangga1 23 Februari 2016

22 Februari 20l6VtMakassar,

PANITIA UJIAN

Umum : Dr.I{.Irrvan Akih, M.pd

13 Jumadil Awat1437 H:|:i,r

,i' t, 'l:1. .

(.... ,t \,,.. ! _ii. r. r..... r t it

Pengawas

Ketua

Sekre:aris

PellgIIgi

: Dro Ⅱ.Andio sukri syamsuri,〕c.IIIum

: Khaerudclin,s,Pd。,M.Pぜ

1. Dr.Ab崚 .ⅣIttn,M.Ⅱu醒

2. Farisha Attdi BasO,s.Pd.,ルI.Pd

3。 Maharida,s.Pd。,ルIoPd

I W

(....:

4蜘L輸蜘Ψぴλ

“LD〆 J

Q feratreaf tasi ZnsxrXrlsi

,pekan FKIP

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

V

SURAT PERJANJIAN

Saya yang bertandatangan di bawah ini:

Nama : HERMI

NIM : 10535 4985 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving The Students’ Writing Skill in Analytical

Exposition Text through Mind Mapping Technique.

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2016

Yang membuat perjanjian

HERMI

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

iv

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : HERMI

NIM : 10535 4985 11

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving The Students’ Writing Skill in Analytical

Exposition Text Trough Mind Mapping Technique.

Dengan ini menyatakan bahwa :

Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan

hasil ciplakan atau di buat oleh siapapun.

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Februari 2016

Yang Membuat Pernyataan

HERMI

v

ABSTRACT

HERMI, 2016. Improving the Students’ Writing Skill in Analytical ExpositionText Trough Mind Mapping Technique (A Classroom action Research at thesecond year of SMA Muhammadiyah Camba). The thesis of English EducationDepartment, the Faculty of Teachers Training and Education, MakassarMuhammadiyah University, guided by Abd. Muin and Ratu Yulianti Natsir.

The research question of this thesis was “How is Mind Mapping Techniqueimprove the students’ writing skill in content and How is the Mind Mappingtechnique improve the students’ writing in organization. The objective of theresearch was to find out the students’ improvement of writing skill in AnalyticalExpostion Text focused on content and organization; to explain wheter or notusing Mind Mapping Technique can improve the students’ writing skill in contentand organization.The research method used was classroom action research methodconsisted of two cycles with the subject was the students of SMAMuhammadiyah at class XI, Camba regency, in 2015/2016 academic years whichconsisted of 15 students. The instruments of this research was writing test.

The research findings indicated that Mind Mapping Technique could improve thestudents’ writing skill in terms of Analitycal Exposition text. It was proved by thestudents’ mean score in cycle 2 test result was (74.3) which improvement from thecycle 1 mean score (68.4). It was highly improvement from diagnostic test (d-test)mean score (56.6). The students’ achievement in cycle 2 indicated that it had metthe researcher score target (70.00), and considered to be successful criteria inimproving the students’ writing skill by using Mind Mapping Technique coveringAnalytical Exposition text.

Based on the findings above, the researcher made conclusion that by using MindMapping Technique could improve the students’ writing skill achievement.

Key Word: Mind Mapping Technique, Writing Skill

vi

ACKNOWLEDGMENTS

Alhamdulliahi Robbil Alamin, the writer expresses her sincere gratitude to

the almighty God, Allah S.W. T, who has given guidance, mercy, and good health, so

that she could finish writing this thesis with the tittle “Improving The Students’

Writing Skill in Analytical Exposition Text through Mind Mapping Technique (A

Classroom Action Research in Class XI of SMA Muhammadiyah Cambah). Salam

and Shalawat are addressed to the beloved and chosen messenger, the Prophet

Muhammad SAW (peace is upon Him).

In writing this thesis, the writer found many difficulties, so the writer realized

that the thesis has a lot of mistakes and weakness. In order to become perfect, the

writer needs correction and suggestion. The writer would like to say thank you very

much for the people who gave spirit, advice, suggestion, and helping to the write as

follows:

1. My highest appreciation and deepest thankfulness to my beloved parents alm.

Yasdar and Rawia who always be my best parents and also for my brothers

Hamza, Herryansyah, Haerul Anam and all of my family for the attention,

support and their love.

2. My highest appreciation for the Rector of Makassar Muhammadiyah

University, Dr. Irwan Akib, M.Pd

vii

3. My highest appreciation and deepest thankfulness are due to Dr. Abd. Muin,

M. Hum as my first consultant and Ratu Yulianti Natsir, S.Pd, M.Pd as my

second consultant that always give motivation, suggestion, support, and

advice.

4. My highest appreciation and deepest thankfulness to Dr. A. Sukri Syamsuri,

M.Hum as the Dean of FKIP Unismuh Makassar, and also all the lecturers at

Makassar Muhammadiyah University.

5. My deeply and most great thanks to Erwin Akib, S.Pd, M.Pd as the Head of

English Education Department of FKIP UNISMUH Makassar, and his

secretary Ummi Khaerati Syam, S.Pd, M.Pd.

6. My special gratitude also goes to all my friends from EDSA and especially for

class E in 20011 for their kindness, help, and uderstanding that cannot

mentioned one by one.

It has never been forgotten. I love you all.

The Writer

HERMI

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language plays important role in expressing ideas, thought, experience,

feeling, and desire. In addition, language is used to understand ones’ self,

society, and to resolve some problems and tension that arise from human

interaction. English is the foreign language has been increasingly used for

communication. Considering the importance of the foreign, our government

has drawn up English as a foreign language that should be mastered by the

students. English teaching aims at mastering four basic skills of language,

which include understanding writing, listening, speaking, and reading

(Anggraeni, 2012:1).

Teachers of English face many problems dealing with language skills.

One of them is the problem in teaching writing skills. Since writing as

productive skill is being a means of written communication, the teacher

always fight and strives for their students’ success in writing.

Writing is called productive skill. It means that writing is process in

which the writer produces something that contains about writer’s thinking,

feelings, or ideas. Writing is important for students ability to think critically

and clearly. Writing improves a person ability to think concisely and clearly.

Students learn to organize their ideas in a flowing manner. Hedge (2003; 302)

state that writing is the result of employing strategies to manage the

composing process, which is one of gradually developing a text. Actually

2

writing is to produce a text through activities from someone’s thinking or idea

which start from drafting until revising and editing.

By mastering English writing ability the students’ can carry out

communication with other people in the world, give ideas, store information

with interlocutor and mastering technological equipment, the students’ are

easy to know information or news from the world. Based on the important

role of mastering English above, English writing ability is needed by

Indonesian people.

Ideally in writing class, the students should be thought how to write, how

to encourage their ideas clearly and correctly. But in fact the situation is not

found in the class because the students set confused when the teacher ask

them to write the text. One of caused is ineffective technique use by the

teacher.

Referring the learning characteristic, the writer applies the mind mapping

technique to improve students writing. This technique is chosen to solve the

problem in SMA Muhammadiyah Camba because this technique can guide

students to organize their ideas and to compose a paragraph with paper

grammar.

For that reason, the writer is interested in writing the graduating paper

under title “Improving the Students’ Writing Skill in Analytical Exposition

Text through Mind Mapping Technique” (Classroom Action Research at the

class XI of SMA Muhammadiyah Camba).

3

B. Research question

Based on the background of the study above, many problems arise. Some

problems that can be identified are as follows:

1. How is the improvement of the students’ ability to write Analytical

exposition text viewed from its content through Mind Mapping technique?

2. How is the improvement of the students’ ability to write Analytical

exposition text viewed from its organization through Mind Mapping

technique?

C. The objective of the research

Generally, the purpose of this research to increase student achievement in

writing skill. Specifically, the purposes of this research was expected to get

information about:

1. To find out the improvement of the students’ ability to write Analytical

exposition text viewed from its content through Mind Mapping

Technique.

2. To find out the improvement of the students’ ability to write Analytical

exposition text viewed from its organization through Mind Mapping

Technique..

D. Significance of the study

The writer hopes that the result of this research was expected to get

information about the level of students to improve writing skill and the writer

hopes that using mind mapping in teaching writing will be useful for both, for

4

the teacher, the students and the researcher. The benefits of study are as

follows:

1. For the students this research can help the students to know how to

improve writing skill and compose paragraph analytical exposition use

Mind Mapping Technique.

2. For the teacher this research can help the teachers to support and motivate

their students in writing paragraph.

3. For the researcher this research, the writer can learn the way to give

motivation to the students in writing skill.

E. Scope or the research

The writer limits this research because there many ftypes that improve

students’ writing skill. So, the writer only focused on writing analytical

exposition text. In compiling paragraph, the writer used Mind Mapping

Technique to support the students to compose paragraph.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Some Related Research Findings

Many researchers have reported their identification of the students’

ability in learning English, especially in writing subject. Some of their

findings are stated as follows:

Rusman (2001) in his thesis,“The Application to Strip Story Technique

in Improving English Writing Skill”. He found that the technique that he

applied in teaching writing can increase the student’s ability in writing, and

the students reconstruct the sentence to be a good story. Therefore, this

technique is interesting for the students.

Zainuddin (2009) in his thesis,“Improving Writing Skill through

Writing Process Approach”. He found that the use of writing process

approach was able to develop students’ skill in writing especially in language

use and vocabulary. It was proved from the result of pre-test is 57.29 and

post-test is 70.00. It means there was improvement of students’ skill.

Prima (2012) in his thesis,“Improving the Students’ Ability to Write

Narration by using Mind Mapping at the Eight Year of Smp Negri 6

Bulukumba”. He found that teaching writing by using mind mapping can

improve the students’ writing ability in term of finding the content and can

improve the students’ writing ability in term of finding organization

6

(coherences). There is a changing of students’ situation in learning writing is

24% and the changed to be 27% from the cycle 1 to cycle II.

Jusran (2011) in his thesis,“Using Visual-Picture Sequence to Improve

the Students’ Writing Ability (A Classroom Action Research at the class XI

exact program student of SMA Muhammadiyah 7 makassar )”. He found that

using visual-picture sequence could improve the students’ writing ability in

term of descriptive text and recount text it was proved by the students’ mean

score in cycle II test result was (77.60) which increased 25.45% from the

cycle I mean score (61.86). It was highly increased from diagnostic test (D-

test) mean score (47.63). The students’ achievement in cycle II indicated that

it had met the researcher score target (75), and considered to be successful

criteria in improving the students’ writing ability covering descriptive and

recount text.

Jafar (2002) in his thesis,“Using Magazine Picture to Develop the

Students Writing Skill”. He concluded that learning English through picture

can help the students to increase their writing skill. Factors that influence the

students ‘progress in writing English ability namely student activities’,

exercise, facilities, talent, experiences.

From the research above, most of students have problem or not easy for

them to write in English. They have ideas in their mind but so difficult to

express in written form. In this research, the writer wants to make the

students easy to express ideas in writing through tables.

7

B. The Concept Writing

1. Definition of writing

Some definitions of writing given as follows:

a) Byrne (1990:1) Writing is the production of graphic symbols to form

words in sequence of sentence arranged in a particular order and

linked together in certain ways also writing is the process of encoding

a message to transfer meaning to the reader.

b) Oshima and Hogue (1997:2) Writing is a progressive activity. This

means that when you first write something down, you have already

been thinking about what you are going to say.

c) Kevel Andi Ismail in Syarif (2007:9) Writing is a kind of activity

where someone essay express all the ideas in this mind map in the

paper ( print ) from word to sentences , sentences to paragraph and

from paragraph to the essay.

d) Nunan (1991:36) Writing is not a natural activity. All physically and

mentally normal people learn to speak a language .yet all people have

to be taught how to write. This is a crucial difference between the

spoken and written language. There are other important differences as

well. Writing, unlike speech, is displaced in time. Indeed, this must be

one reason why writing originally involved since it makes possible the

transformation of a message from one place to another. A written

message can be received, stored and referred back to at any time. It

permanent in comparison with the ephemeral “here one minute and

8

gone the next” character of spoken language – even of spoken

language that is recorded on tape or disk.

2. The Characteristic of good writing

We can understand the content of the text easily, if the use of parts

of speeches corrects, and if the content of the writing is clear.

There are some characteristic of good writing, Nunan (1991:37).

Pointes the successful writing is as follow:

Relation to it, Nunan (1991:37) Pointes the successful writing is a follow:

a. Mastering the mechanic of letter formation.

b. Mastering and obeying conventions of spelling and punctuations.

c. Using the grammatical system to convey one’s intended meaning.

d. Organizing content at the level of the paragraph and the complete text.

e. Polishing and revising one’s initial efforts.

f. Selecting an appropriate style for one’s audience.

3. Types of Writing

a. Narration (story, autobiography, science fiction, etc) contain a

sequence of events together with characters and setting.

b. Description (details of people, places, things, concept, etc) is a

detailed account of physical attributes era well as qualities of a person,

a thing or place.

c. Exposition (explanation, factual information, instructions, etc) is a

presentation of fact, information and explanation of things as they are.

9

d. Persuasion ( advertisement , political, essays, brochures, etc ) contains

the writer’s point of view and statements to convince the reader to

agree with and / or accept it ( view point ).

e. Argumentation (options, discussions, evaluations, etc) is a discursive

essay containing a proposition and evidence of proof, (Chitravelu in

Wahyuni, 2004:8).

4. The Components of Writing

Jacobs (1981:25) states that there are main five components of

writing; they are content, organization, grammar, vocabulary and

mechanics.

a. Content

The content of writing should be clear for the readers so they can

understand the message convey and gain information from it. In order

to have a good content of writing, its content should be well unified

and completed. This term usually known as unity and completeness,

which become characteristic of good writing.

1) Unity

Lamot in Tanasy (2011:18) states that the first requirements of

worthwhile content are unity. By unity means that every

sentence contributes to one principle, unifying though.

Furthermore he explain that the unity is the first of the

effectiveness sentence. So, when we say that a sentence has a

unity, it means that the sentence has a logical relation.

10

Furthermore lorch (198:109) states that unified paragraph is one

in which every support sentence relates directly to the topic in

one of two ways: (1) by stating the point of support means. It is

implied from statement above that in paragraph that prosessor

unity there is only main idea state in the topic sentence being

supported directy by supporting ideas stated in the supporting

sentence.

2) Completeness

Writing is said to have completeness if the main idea have been

explained and developed fully completeness as baker in Rostina

(2010:16) comment that controlling idea with is developed

though by these particular information. Moreover Saraka in

Talib (2011:11) states that paragraph is complete when is leave

no confusing in the reader’s mind about what is attended, about

how the readers is supposed to respond and about why such

respond is both necessary and appropriate.

b. Organization

Organization is the arrangement of writing. It refers to the entire

work of specific parts such as paragraphs or even sentence. In writing,

the pattern present our ideas in is also called organization. Writers

need to know about organizational patterns because readers expect

what they read to make a sense logically. Relevant to previous idea

Sulivan in Imran (2011:17) also states there are four ways in

11

organizing composition, namely: (1) getting the correct order (2)

keeping a balance (3) providing signal (4) paving the way.

Hence, choosing and organizational pattern for writing means

knowing what patterns are acceptable for our topic and within our

discipline.

c. Vocabulary

Vocabulary is one of the language aspects dealing the process or

writing. The writing analytical exposition text will be understandable

the students have a good storage of words and are able to use the

words appropriate. Without vocabulary readers are not able to

understand about the content of writing analytical exposition text well.

d. Language use

Cole in Nasriyani (2004:7) states that language use in writing

description and other form of writing involves correct usage and point

of grammar can help the learner improve the use of formal language

in order to have good language in writing, writer should pay attention

to the use of grammatical rules concerning tense, preposition

conjunction, and clause, (adjective or non clause, article, etc) the lack

of good grammar will make the content of writing vague and

misunderstanding.

e. Mechanics

Heaton (1988:135) states that mechanical skill is one of skills in

writing analytical exposition text conveying the ability to convention

12

in the written form. Furthermore he argues that mechanics refer to

punctuation, capitalization, and spelling.

Peny (1998:81) states punctuation is the name given to a variety

of device that the writer used in order to help readers to understand

their meaning when they are writing analytical exposition text,

besides, capitalization deals with the use of capital letters in the

sentence. As Mc. Gorger in Imran (2011:20) states that the capital of

letter is a letter with special form that is used to begin a name or a

sentence.

5. The Definition of Analytical exposition

Grace and Sudarwati (2006:15) state an Analytical exposition is a

type of spoken or written text that intended to persuade the listener that

something in the case, to make the persuasion stronger, the speaker or

written give arguments as a fundamental reasons why something in case.

This type of text can be found in scientific books, journals, magazines,

newspaper article, academic speech or lectures research report etc.

analytical exposition are popular among science, academic community

and educated people.

1. Generic structure of analytical exposition

Grace and Sudarwati (2006:15) describe that generic structure of

analytical exposition text consists of three part are thesis statement,

elaboration and reiteration.

13

a) Thesis

Bramer and Sedley (1982:105) state the best way to express that

unit of thought in a single sentence is the thesis statement. While,

Mahmoud (1992:14) describes the purpose of thesis statement is

to lead a hypothetical proposition requiring evidences for its

support or rejection. Thesis in analytical exposition paragraph it is

a topic or main idea of paragraph. Thesis consists of two parts

there are position and preview. Position in thesis statement is to

introduce topic and indicated the writer’s position, and preview

mean outline the main arguments to be presented.

b) Arguments

Arguments is a reason put forward (for or again something).

Arguments are ideas to develop the topic. Argument here consists

of two there are point and elaboration. Point is to restates main

argument outlined in preview, than elaboration is to develop and

support each point.

c) Reiteration

Reiteration means conclusion, according to Bremer and Sedley

(1981:120) state that conclusion to the end of the basic form is one

simple variation of that pattern. Reiteration usually a single

sentence at the end of paragraph and is often a restates the writer’s

position.

2. Language features of analytical exposition

14

Language function of analytical exposition text explained by

Grace and Sudarwati (2006:15) there are follows:

a) An analytical exposition focus on generic human and non human

participants.

b) Using of simple present tense and simple perfect tense.

c) Using of relational processes.

d) Using mental processes. It is to state what the writer or speaker

thinks or feels about something. For example realize, feel, etc.

e) Using emotive an evaluative words.

f) It often needs material processes. It is used to state what happens.

g) Enumeration is sometimes necessary to show the list of given

arguments.

h) Using connective/transition.

C. The Concept of Mind Mapping

1. The Definitions of Mind Mapping

Make a note is one of the basic skills are very important for everyone

to improve learning skills. In mega brain learning system, there is an

effective way to make a note that is the mind mapping as a technique of

note creatively that easier to remind much information. Concept of mind

mapping based on how the brain saves information branches in thought, it

is look likes branch of tree.

In fact, when we store information like how the brain works, will be

better when the information keeps in the brain. The result will be easier in

15

learning process. In the use of mind mapping, we can see the relationship

between ideas with another idea to continue to understand context.

Buzan (2006:6) states that Mind mapping is highly effective way of

getting information in and out of your brain. Mind mapping is a creative

and logical means of note-taking and note-making that literally maps out

your ideas and He also state that mind mapping is a system of access and

retrieval of data is really great for giant library that is in amazing brain.

Mind mapping is a powerful graphic tehcnique, which provides a

universal key to unlock the potential of brain.

Wrede (2001:97) states mind mapping is a powerful graphic

technique, encomposing a range of cortical skill-words, image, number,

logic, color, spatial awareness in a unique way that provides a key to

unlock their brains’ potential. It provides the freedom to roam the

expanses of your brain while at the same providing the ability to organize

huge amounts of information in ways that are brain compatible and can

provide clarity in thinking and enhance memory.

Besley (2001:77) defines it as a method of organizing information,

which involves drawing diagrams to show how ideas in a text are related

and colored to highlight broad concept in short, it can be said that mind

mapping is a procedure for constructing visual displays of categories and

relationship ideas.

The using of mind mapping a long list of information can be

mapped in a simple and interest it equipped with regular colorful, easy to

16

remember work in harmony with our brains. The principles of mind

mapping are:

a) Synergistic

Synergistic means that use of mind mapping with the balance.

Actually, brain work syntactically in a synergistic system. Briefly,

training one of brain will increase other brain power when used in

balance away.

b) Repetition

Mind mapping is great to helps the students to remember and

imagination, but the most important of mind mapping is how often we

are review the material that we already know.

The brain of human works to process information through

observing, reading or hearing about something organized as functional

relationship between parts (concepts, keyword) not partially separated

from each other are not in narrative from complete sentence.

In additional, mind mapping also accommodate a variety of

different point of view from individuals and groups. Various

technologies of mind spur on creativity like brain writing, brain

walking and semantic intuition is highly compatible with the

application of mind mapping.

2. The Benefit of Mind Mapping

Mind mapping helps students and teachers in the learning process,

because it can stimulate left brain and right brain synergistically. We

17

need to know the benefit of using mind mapping like an interesting

shape, enhance creativity, imagination, etc.

The benefit of mind mapping is flexible, it means that brain be able

to move fluently to all of direction. The students can focus on learn, they

also can understand the material and mind mapping attract to learn.

Buzan (2007:17) divides Mind mapping into a categories as follows:

a) Plan

b) Communicate

c) Become more creative

d) Saves time

e) Solve the problem

f) Focus on learning

g) Develop and clarify thoughts

h) Remember the better

i) Learn more quickly and efficiently

3. The Characteristics of Mind Mapping

Mind mapping is a graphical method of taking notes their visual

basis helps one to distinguish words or ideas, often with colors and

symbols. They generally take a hierarchical or tree branch format, with

ideas branching into their subsection. Mind mapping allow for grater

creativity when recording ideas and information, as well as following the

note taker to associate word with visual representations. Mind mapping

18

differ with concept mapping focus on only one word or idea, where as

concept mapping concept mapping connect multiple words or ideas.

Buzan (2006:31) states that Mind mapping can use in many

activities, such as: mind mapping to communicate and doing

presentation, to plan family activity, to starting new effort and how the

way to summarize content of book.

4. The Strengths and Weaknesses of Mind Mapping

Wrede (2001:14) states Mind mapping is a technique to summarize

the material to learn and project into the problems encountered in the

form of maps or chart techniques, so it is easier to understand. This

activity as an exercise to optimize the left and right brain function, in the

application which is helpful to understand the problems quickly. Mind

mapping has many applications in personal family, educational, and

business situation, including note-taking, brainstorming, summarizing,

revising, and general clarifying of think. Learning use mind mapping

strategy has strengths and weaknesses, the writer explained it as follows:

1. The strengths of mind mapping can be used for such as those shown

here, are many:

a) The relative importance of each idea is clearly indicated by how

near it is to the centre, which clearly features the main idea.

b) The link between key concepts will be immediately obvious

from their proximity and connection to one another. The brain

works primarily with key concepts that its links and integrates.

19

c) The nature of mind map structure allows for the easy addition of

new information.

d) Each mind mapping has its own unique pattern, which further

aids recall.

e) The open ended nature of mind map is a great aid to creativity,

allowing to the brain to make new and exciting connections with

ease.

2. The weakness of using mind mapping, there are:

Boswell (1995:78) states learning use of mind mapping will

require long time and needs a lot of equipment and colors.

Imagination and creativity needed to produce good mind mapping.

When the students more practice it can be overcome. The teacher

should providing a positive environment and motivation to the

students.

5. The Application of Mind Mapping Technique

Buzan (2006:79) states there are some application of mind mapping

a) Central image

A central image has to describe the main idea of mind mapping and

put it on the centre on the paper, it is for activatethe students’ brain,

strenghen the students’ memory and make the learning activity

enjoyable.

b) Key word

20

A key word is a word that can lead a sentence or event. Identifying a

familiar word in one’s own language or another language that sounds

like the new word and using only one key bword per line. It is as an

urge to remember a lot of word for the students. It is strong noun or

verb that creates image to trigger recall the memory.

c) Basic Ordering Ideas

Bosley (2001:10) states that Basic ordering ideas are the branches

the collect sort information and it connected to the central topic that

radiate out from the centre. Making basic ordering ideas which can

direct our mind to make mind mapping and it need creativity that

encourage the students to understand to the material.

d) Branches

Lisna Dewi (2006:79) states that the branches should be curvy and in

the same length as the words or picture above it. These branches can

be seen as sub headings. It is thinner branches and containing details.

e) Colour

Colour is very goog memory sign and it involves the right brain in

learning for long term memory. Colours encourage creativity and

help in memorization. Adding plenty of colour via branches, map

background and images will be done life to your mind map.

f) Picture

In mind mapping, picture which can change or strengthen a key

word that has been written before.

21

D. Conceptual Framework

Writing

Mind Mapping

Classroom Action Research

D test

Cycle 1

Planning Action Observation Reflection

Cycle 2

Revised Planning

Action Observation Reflection

The Improvement of Students’ Writing Ability

Content Organization

22

CHAPTER III

RESEARCH METHOD

A. Research Design

This research used the principal working of Classroom Action Research

(CAR) that contains of four stages they are: planning, implementation of

action, observation, and reflection.

Thus research hold around two cycles. They are first and second cycle and

each cycle is the series of activities require four meetings.

B. Research subject

The subject of this research was the students of class XI SMA

Muhammadiyah Camba in 2014/2015 academic year.The numbers of the

subject was 16 students.

C. Research variables and indicator

1. Research variable

This research consists of two kinds of variables namely dependent

and independent variables:

a) Independent variable

Independent variable of the research is Mind Mapping Technique in

teaching Analytical exposition text.

b) Dependent variable

Dependent variable is the writing content and organization of

Analytical exposition text with the indicators of content and

organization.

22

23

D. Instrument of the Research

The instrument of the research used writing test. Start from Cycle 1 that

have four steps: Planning is any material which that provided by the teacher

and then proceed with the next section is action, in this part teacher begin to

teach the material that had been planned in advance and then the teacher

continue to the next step, namely the observation, in this part the teacher begin

to notice developments students and the last step in this cycle is a reflection

that teachers remember what they have learned. After all those steps have been

completed then the teacher gives a test. So all of the parts in cycle 1 will be

repeat in cycle 2 with different materials.

The test is used to see the students’ prior knowledge in writing text before

they are given a treatment, while the final test used to know the students’

achievement on writing mastery after giving a treatment.

E. The Procedure of Collecting Data

The measures will be done in four steps as follows:

1. The researcher gave explaination to the students about analytical exposition

text and mind mapping, this section takes 10 minutes.

2. The researcher gave some topics to the students and let the students choose

one of the topics after that the researcher asked the students to make mind

mapping based on the topic then let them explored it into analytical

exposition text. This section takes time 40 minutes.

24

3. The researcher walk around the class to ensure that students do the work

that has been given and see if there is not doing their work, this section

takes time 10 minutes.

4. The researcher checked the students’ work, this section takes times 5

minutes.

5. The researcher collected the students’ work, this section takes time 5

minutes.

In collecting the data that collect through the cycle 1 and cycle II, the

researcher used the following rubrics:

Table.1 Score the students’ test result:

a. Content

In the content component the researcher used scale 0-100 scoring rate as

follows:

Clasification Score Indicator

Exellent 90-100 Effective complex construction.

Very good 80-89 Effective but simple construction.

Good 70-79 Major problem in simple/complexconstruction.

Fair 60-69 Major problem in simpleconstruction

Poor 0-59 Virtually no mastery of sentenceconstruction rules.

Harmer in Santung (2011:25).

25

b. OrganizationIn organization component, the researcher used scale 0-100 as scoring rate

as follows:

Harmer in Santung (2011:25).

F. Technique of Data Analysis

1. Calculating the mean score of the students’ writing test by using the

following formula:

=∑

ℎ = Mean∑ =N = the total number of the student. (Gay, 1981: 298).

2. To calculate percentage of students’ achievement in content and

organization researcher uses this formula:

P =

P = Rate percentage

Classification Score Criteria

Excellent

Very Good

Good

Fair

Poor

90– 100

80 – 89

70 – 79

60 – 69

0-59

Fluent expression – ideas clearly

Some copy – loosely organization but mind

ideas out.

Not fluent but ideas stand out

Not fluent/ ideas confused

Does not communicated no organize

26

F = Number of correct

N = Number of sample (Sudjana 1990 in Akbar 2003:27).

3. From the basic standard above the writer formulates the standard score for

the total value of the students by calculating the standard score given as

follows:

1. Scores 90-100 is clasified as execellent.

2. Scores 80-89 is clasified as very good

3. Scores 70-79 is clasified as good.

4. Scores 60-69 is clasified as fair.

5. Scores 0-59 is clasified as poor. (Depdikbud in Rosmiati 2010:31).

26

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consist of the finding of the research and discussion. The

findings present the improvement of students’ writing skill, the percentage of

students progress and students participation during the teaching and learning

process. The discussion of the research cover further explanation of the findings.

A. Findings

The findings of the research deals with the answer of the problem

statement which it aims to find out the improvement of the students ability in

writing Analytical exposition text. The result of data analysis found that

teaching writing skill through Mind Mapping technique can improve the

students’ writing skill in term of content and organization at the class XI of

SMA Muhammadiyah Camba. Therefore, for the clear explanation about the

students’ improvement can be seen in the following table.

1. The Improvement of students’ Writing Skill in writing Analytical

Exposition text through Mind mapping technique.

Table IThe Student’s Mean Score in Content and Organization

VariableScore ImprovementD−Test C I C II D-T→ CI C I → C II

Content 56.1 69.9 80.9 24.5 20.9Organization 57.1 66.9 77.8 17.1 16.2∑X 113.2 136.8 158.7 41.6 37.1

56.6 68.4 79.35 20.8 18.55

27

Based on the table, it indicated that the improvement of the students’

writing skill through Mind Mapping writing technique was successful. The

students’ mean score in d-test was 56.6 classified into “fair score” the

students’ mean score in cycle I was 68.4 classified into “Good score” and the

students’ mean score in cycle II was 79.35 classified into “Good score”.

The table also indicated the improvement of the students’ writing

ability from D-test to cycle I and cycle II. Where, from D-test to cycle I the

improvement of the students’ writing ability was 20.8 and from cycle I to

cycle II improved until 18.55.

2. The Percentage of students’ achievement in writing Analytical

Exposition text in Content.

The following table the percentage of students’ achievement in writing

Analytical Exposition text in term of content as follows:

Table 2The Percentage of Students’ Writing achievement in Content

No Score Classification

D-test Cycle I Cycle II

Freq (%) Freq (%)Fre

q

(%)

1 90-100 Execellent 0 0 0 0 0 0

2 80-89 Very Good 0 0 0 0 7 46.7%

3 70-79 Good 0 0 8 53.3% 8 53.3%

4 60-69 Fair 9 60% 7 46.7% 0 0

5 0-59 Poor 6 40% 0 0 0 0

TOTAL 15 100% 15 100% 15 100%

28

The table above showed that in the D-test, there were 6 students (40%)

classified into “Poor score” 9 students (60%) classified into “fair score”.

The table above also showed that the result of students’ writing skill in

content component in cycle I and cycle II. In cycle I, none student (00.00)%

classified into “Poor score” 7 students (46.7%) classified into “fair score” 8

students (53.3%) classified into “Good score” whereas, very good score none

student (00.00%). In cycle II none student (00.00%) classified into “Poor

score” also none student (00.00%) classified into “fair score” 8 students

(53.3%) classified into “good score” and 7 student classified into “very good

score”.

3. The Percentage of Students’ achievement in writing Analytical

Exposition text in oganization.

The following table the percentage of students’ improvement in

writing Analytical Exposition text in term of organization as follows:

Table 3

The Percentage of Students’ Writing achievement in oganization.

No ScoreClassificatio

n

D-test Cycle I Cycle II

Freq (%)Fre

q(%)

Fre

q

(%)

1 85-100 Execellent 0 0 0 0 0 0

2 65-84 Very good 0 0 0 0 14 93.3%

3 55-64 Good 1 6.7% 10 66.6% 1 6.7%

4 35-54 Fair 8 53.3% 4 26.6% 0 0

5 0-34 Poor 6 40% 1 6.7% 0 0

TOTAL 15 100 15 100 15 100

29

The table above shows that in the D-test, there were 6 students (40%)

classified into “Poor score” 8 students (53.3%) classified into “fair score” and 1

student (6.7%) classified into “Good score, whereas, none of them classified into

“Very Good score”.

The table above also shows that the result of students’ writing skill in

organization component in cycle I and cycle II. In cycle I, 1 student (6.7%)

classified into “Poor score” 4 students (26.6%) classified into “Fair score” and 10

students (66.6%) classified into “Good score”. In cycle II, none student (00.00 %)

classified into “Poor score” none student (00.00%) classified into “Poor score”

none student (00.00 %) classified into “Fair score” and 1 students (6.7%)

classified into “Good score” whereas, 14 student (93.3%) classified into “Very

good score”.

a. Observation Result

The following table showed the observation result of the students’

participation in learning writing of cycle I and cycle II.

Table 4The Percentage of Students’ Participation

Cycle

Students’ Participation

MEETING (%)

1st 2nd 3rd 4th

Cycle I 63.3% 65% 65% 66.6%

Cycle II 63.3 % 73.3 % 71.6 % 73.3 %

30

Based on the table above, the students’ participation was improved.

At the first meeting in the cycle I the students’ participation was 63.3%

whereas in the last meeting at the cycle II the students’ participation was

73.3%.

B. Discussion

In this part, the researcher would like to discuss the result of findings.

The discussion aimed at describing the students’ writing for content and

organization by using Mind Mapping Technique.

1. The Improvement of the Students’ achievement in writing Analytical

exposition text through Mind Mapping Technique.

In the analysis of the students’ achievement the researcher found that

the mean score of students in writing Analytical Exposition text through

Mind Mapping Technique was improved. The students’ score in d-test was

56.6 (poor), in the cycle I, the students’ mean score was 68.4 (fair) and in

the cycle II the students’ mean score was 74.3 (Good). The improvement

of students’ achievement from mean score of D-test and cycle I was 20.8,

whereas the improvement of students’ achievement from mean score of

cycle 1 and cycle II was 18.55.

a. Content

The improvement of students’ achievement in writing Mind

Mapping Technique had effective effect. The researcher found that

before the application of Mind Mapping Technique the students’ score

was 56.1 (Poor) but after application the technique the students’ score in

31

cycle I was 69.9(fair)and in the cycle II became 80.9 (very good). So, the

improvement of students’ score of D-test and cycle I was 20.8, whereas

the improvement of students’ achievement of cycle 1 and cycle II was

18.55.

During the teaching and learning process in cycle I, the researcher

found that the students were difficult to organize a good writing in

Analytical Exposition Text. There were no relevance or relation between

sentences. To solve this problem the researcher had done cycle II and

revised the previous lesson plan. In this case, the researcher gave

correction activity so the students can correct their writing each other.

The researcher also gave deep explanation about the structure of a

Analytical Exposition text so the students can make a good Analytical

Exposition text.

From the explanation above the researcher analyzed that the Mind

Mapping Technique can improve the students’ writing skill in writing

Analytical Exposition text in term of content, where the students’ mean

score in cycle I and cycle II was higher than D-test.

b. Organization

The improvement of students’ achievement in writing Analytical

Exposition text through Mind Mapping Technique had effective effect.

In the analysis of students’ language use the researcher found that before

the application of Mind Mapping Technique the students’ score was 56.6.

32

After application Mind Mapping Technique in cycle I the students score

was 68.4 and in the cycle II the students’ score was 74.3. The

improvement of students’ achievement from score of D-test and cycle I

was 20.8, whereas the improvement of students’ score cycle 1 and cycle

II was 18.55.

From the explanation above, the researcher analyzed that the

students’ skill in writing Analytical Exposition text in term of

organization by using Mind Mapping Tecnique was improved, where the

students’ mean score in cycle I and cycle II was higher than d-test.

The researcher also analyzed the percentage of students’ progress

in writing Analytical Exposition text throughMind Mapping Technique.

c. Observation Result

Based on the observation result, the students’ participation was

improved. The students’ participation in the first meeting of cycle I was

63.3% and in the last meeting of cycle II students participation became

73.3%. It indicates that the application of Mind Mapping Technique can

stimulate the students’ activeness in teaching and learning process.

34

BAB V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the research about the application of through Mind

Mapping Technique improve the students’ writing skill at SMA Muhammadiyah

Camba and based on the research findings in the previous chapter, the researcher

puts reward the following conclusions as follows:

1. The use of Mind Mapping Technique in presenting writing material at the

XI- IPS class students of SMA Muhammadiyah Camba improves the

students’ achievement significantly. The findings indicate that the mean

score of the students’ writing in terms of content was improved and

conclusion in cycle II is greater than the mean score of test in cycle I

(80.9> 69.9) and the improvement of content is 20.9%

2. The use of Mind Mapping Technique in presenting writing material at the

XI- IPS class students of SMA Muhammadiyah Camba improves the

students’ achievement significantly. The findings indicate that the mean

score of the students’ writing in terms of organization was improved and

conclusion in cycle II is greater than the mean score of test in cycle I

(77.9> 66.9) and the improvement of content is 16.2%

35

B. Suggestion

As the result of the study reveals that the use of Mind Mapping had been

effective way to improve the students’ ability in English writing, the researcher

suggests the following things:

1. It is suggested to the English teacher to used Mind Mapping Technique

as one of media in the teaching and learning process especially in

teaching English writing.

2. Teacher should invite and raise the students’ interest and motivation in

learning by manipulating various ways in presenting productive skill,

include writing skill. The result of this research also can be used as an

additional reference or further research with different discussion for the

next researcher

CURRICULUM VITAE

HERMI was born on June 26th, 1993 in Malaysia. She

is the third child from the marriage of her parent

Yasdar and Rawia.

In 1999 she registered as student elementary school in

SDN Negeri 002 Makmur Jaya, Maradde and she

graduated in 2005. The next, in the same year she registered as a student in

SMP Negeri 1 Pasangkayu and graduated in 2008. Then, she registered in

senior high school at SMA Negeri 1 Camba, Maros in 2008 and she

graduated in 2011. Then, she registered as a college in english department

of Muhammadiyah University of Makassar in 2011.

BIBLIOGRAPHY

Akbar, Muhammad Nur, 2003. The Application of Strip Picture and ReproductionTechnique in Writing English Paragraph to The Second Year Student ofMadrasah Aliyah (man) II model Makassar. Makassar: Unismuh.

Arikunto, Suhardjono, Supardi. 2009. Penelitian Tindakan Kelas. Bandung: BumiAksara.

Byrne,Donny. 1990. Teaching Writing Skill. New York: Longman

Cooper, C.R, 1998. Evaluation of writing. Urbana: National Council of Teachers ofEnglish.

Gay L. R. 2006. Educational Research. Columbus. Charles E. Merill Publishing Ca

Glencoe. 2000. Writing Assessment and Evaluation Rubrics. New York: TheMcGraw-Hill Companies Inc.

Harmer, Jeremy.1988. How to Teach English. England: Longman

Harmer,Jemery. 1991. The Practice of English Language Teaching. New York:Longman

Herlina, 2002.Teaching Writing by Arranging Comic Strip to the Second YearStudents of SMKN 4 Makassar. Makassar: Universitas Negeri Makassar

Jafar, 2002.Using Magazine Picture to Develop the Students’ Writing Skill.Makassar: Universitas Negeri Makassar

Jusran, 2011.Using Visual-Picture Sequence to Improve the Students’ Writing Abiltyat the XI exact program students of SMA Muhammadiyah 7 Makassar.Makassar: Unismuh.

Layman.2007. Basic Skill in English. The Sixth Book, America: Group UK Limited

MC, Dougal. 1981. Basic Skills in English. New York: Little and Company.

Nunan, David. 1991. Designing Task for the Communication Classroom. Melbourne:Cambridge University Press.

Oshima, Alice, and Hogue, Ann. 1997. Introduction to Academic Writing SecondEdition. New York: Longman.

Prima, 2012. Improving the Students’ Ability to Write the Narration by using MindMapping at the Eight Year of SMP negeri 6 Bulukumba. Makassar:Universitas Negeri Makassar

Rusman, Muhammad. 2001. The Application of Strip Story Technique in ImprovingEnglish Writing Skill of The Third Year Student of SLTP 4 Barru. A thesis ofUNM Makassar

Tomaripi, 1990. The Ability to Write English Test Trough Community Writing ofSMAN I Bulukumba.Thesis IKIP Ujungpandang.

Trisnawati, Dhevi, 2004. Students Interest and Ability to Write DescriptionComposition Based on The Pictorial Images. Thesis University NegeriMakassar.

Wrede, 2001. The Advantage of Mind Mapping. Retrieve from

http//eli.tamu.edu/resources/Profile.html. Accessed on July 29th 2015.

Zainuddin, 2009. Improving Writing Skill through Writing Process Approach. Thesis

Universitas Negeri Makassar.

APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN

NamaSekolah : SMA Muhammadiyah Camba

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/1

Pertemuanke : 1-4

AlokasiWaktu : 8 x 45 menit

Aspek Skill : Writing

A. StandarKompetensi

12.1 Mengungkapkan makna dalam teks esei berbentuk report, narrative,

dan analytical exposition dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

12.2 Mengungkapkan makna dan langkah retorika teks tulis esei secara

akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

dan untuk mengakses ilmu pengetahuan dalam teks

berbentuk:analytical exposition, narrative, dan procedure

C. Indikator

Pertemuan 1 dan 3

Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

analytical exposition sederhana

dapat membuat central image pada penulisan sebuah teks analytical

exposition

dapat menuliskan key word untuk mengembangkan topic

fokus pada Basic ordering ideas untuk mendapat informasi untuk

mengembangkan topik

membuat branch untuk mengembangkan topik

memberi colour pada konsep mindmap agar lebih menarik

membuat gambaran dari topik dalam bentuk picture sebelum

dikembangka menjadi paragraf

Pertemuan 2 dan 4

dapat menyusun paragraf analytical exposition berdasarkan peta

konsep yang telah dibuat pada pertemuan sebelumnya.

C. Tujuan Pembelajaran

Pertemuan 1 dan 3

Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

analytical exposition sederhana

Siswa dapat membuat central image pada penulisan sebuah teks

analytical exposition

Siswa dapat menuliskan key word untuk mengembangkan topic

Siswa fokus pada Basic ordering ideas untuk mendapat informasi

untuk mengembangkan topik

Siswa membuat branch untuk mengembangkan topik

Siswa memberi colour pada konsep mindmap agar lebih menarik

Siswa membuat gambaran dari topik dalam bentuk picture sebelum

dikembangka menjadi paragraf

Pertemuan 2 dan 4

Siswa dapat menyusun paragraf analytical exposition berdasarkan

peta konsep yang telah dibuat pada pertemuan sebelumnya.

D. Materi Pembelajaran

Fungsisosial :

Telling/ to retell past events for the purpose of informing or entertaining.

Generic Structure Text

Thesis;

(Pengenalan: Who, When,Where, dll)

Corruption has happened for many years and today it becomesa bad culture in Indonesia for three reasons

Argument;

(UrutanPeristiwa)

Most adult Indonesian or foreigners have known and admittedthat corruptions happen in many places. The daily newspapers,news programs on TV and radio have reported corruptions aredone everywhere, almost in all departments or public servicesof this country. Corruptions happen in health, educationdepartments and banks

Reorientation

(Penutupcerita,rangkumanrentetanperistiwa)

Conclusion Based on the reasons, we can conclude thatcorruption is becoming a bad culture in Indonesia if it is notended soon by all of us. It seems that there must be moresevere penalty for the Corruptors.

Language Feature of analytical exposition

Language Features of Analytical ExpositionUsing relational process- Relationships between and among leaders, workers,followers, partners, co-workers, etc. People knowing and caring about people.

Using External conjunctions –enhancing by linking to real world events(Holocaust, the Final Solution, death trains)

Using internal conjunction – elaborating and item missing steps in an argument(firstly… secondly .. next… finally)

Using causal conjunction – the cause of an event…. BecauseUsing Contrastive conjunction – but… neverthelessUsing Simple Present Tense

E. Metode/ Model Pembelajaran:

Mind mapping technique

F. Langkah-langkah Kegiatan

Pertemuan 1 dan 3

a. Planning

Kegiatan Awal (10’)

- Guru member salam kepada siswa

- Guru menanyakan hal-hal yang terkait dengan keadaan siswa

- Checking attendant list

- Apersipsi dan motivasi

Kegiatan Inti (75’)

- Guru menjelaskan materi tentang analytical exposition text

- Guru menjelaskan tentang langkah-langkah membuat mind

mapping

- Guru menjelaskan tentang analytical exposition text

- Guru meminta siswa mengembangkan topic dalam bentuk mind

mapping

- Guru meminta siswa untuk bertanya tentang hal yang belum

dimengerti berkaitan dengan materi.

KegiatanAkhir (10’)

- Guru meminta siswa mengumpulkan hasil mind mapping yang

telah dibuat

- Guru melakukan Tanya jawab tentang analytical exposition teks.

- Guru mengucapkan salam kepada siswa ketika hendak keluar dari

ruang kelas.

Pertemuan 2 dan 4

KegiatanAwal (10’)

- Guru member salam kepada siswa

- Checking attendant list

- Apersepsi dan motivasi

- Guru mengajukan pertanyaan tentang pelajaran sebelumnya

KegiatanInti (75’)

- Guru menjelaskan langkah selanjutnya dalam proses menulis

- Guru meminta siswa untuk mulai menulis sebuah paragraf yang

berkaitan dengan mind mapping yang telah dibuat pada pertemuan

sebelumnya.

- Guru meminta siswa membuat paragraf analytical exposition

berdasarkan mindmap yang telah dibuat sebelumnya.

- Guru memonitor siswa pada saat bekerja membuat paragraf.

KegiatanAkhir (10’)

- Guru meminta siswa untuk mengumpulkan hasil tulisannya

- Guru memberikan umpan balik terhadap proses dan hasil

pembelajaran

- Guru menutup pelajaran

G. Sumber/Bahan/Alat

White Board

Marker

Book

H. Evaluasi

Evaluasi: Menulis

I. Penilaian dan Rubrik penilaian

BentukPenilaian:

Teknik: Performance Assesment

Bentuk: Tulisan(written test)

Contoh Instrument:

A. Choose one of the topic below and create into some paragraphs!

1. Corruption and indonesian culture

2. The dangerous of using drugs

3. Laptop as student’s friend

4. Is smooking good for us

5. Controlling children using computer

Contoh analytical exposition

Writing for Money Online

The emergence of the internet has given internet entrepreneurs many waysto make money. Writers are one group that have benefited from their talents as aresult in the rise of internet based jobs.

Blog writing is an increasingly popular way to earn money onlinedetermined by the owner of the blog. They are very popular because of tBlogs areusually written on a certain subject area but can vary as its content is heirsimplicity to get up and running. There are many free websites out there that willhelp you set up your own blog if you choose to go that route because blog plusadvertisement is a potential money

Article writing is also good money to earn money online. Make sure togear your articles to promote and advertise you own business ventures. Thesearticles are a free way to market the products and services you offer for free. Themost effective advertising with these articles comes from the dialogue box that isinserted at the end of each article. These dialogue boxes contain links to basicallyany website you would like to drive traffic to. For instance, you might have onelink in your dialogue box to a product you are selling and one to a blog where youare promoting a discussing other products.

Writing takes some time to gain credibility through but once it’s done’earning potential can become very powerful.

RubrikPenilaian :

Scoring: Content, Organization, Grammar

a. 96-100 is classified as excellent

b. 86-95 is classified as very good

c. 76-85 is classified as good

d. 66-75 is classified as fairly good

e. 56-65 is classified as fairly

f. 46-55 is classified as poor

g. 0-45 is classified as very poor

(Depdikbud in Riska, 2014:24)

Camba,Desember 2015

Guru Mata Pelajaran

HERMI

RENCANA PELAKSANAAN PEMBELAJARAN

NamaSekolah : SMA Muhammadiyah Camba

Mata Pelajaran : BahasaInggris

Kelas/Semester : XI/1

Pertemuanke : 5-8

AlokasiWaktu : 8 x 45 menit

Aspek Skill : Writing

B. StandarKompetensi

12.1 Mengungkapkan makna dalam teks esei berbentuk report, narrative,dan analytical exposition dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

12.2 Mengungkapkan makna dan langkah retorika teks tulis esei secara

akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

dan untuk mengakses ilmu pengetahuan dalam teks

berbentuk:analytical exposition, narrative, dan procedure

C. Indikator

Pertemuan 5 dan 7

Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

analytical exposition sederhana

dapat membuat central image pada penulisan sebuah teks analytical

exposition

dapat menuliskan key word untuk mengembangkan topic

fokus pada Basic ordering ideas untuk mendapat informasi untuk

mengembangkan topik

membuat branch untuk mengembangkan topik

memberi colour pada konsep mindmap agar lebih menarik

membuat gambaran dari topik dalam bentuk picture sebelum

dikembangka menjadi paragraf

Pertemuan 6 dan 8

dapat menyusun paragraf analytical exposition berdasarkan peta

konsep yang telah dibuat pada pertemuan sebelumnya.

D. Tujuan Pembelajaran

Pertemuan 5 dan 7

Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

analytical exposition sederhana

Siswa dapat membuat central image pada penulisan sebuah teks

analytical exposition

Siswa dapat menuliskan key word untuk mengembangkan topic

Siswa fokus pada Basic ordering ideas untuk mendapat informasi

untuk mengembangkan topik

Siswa membuat branch untuk mengembangkan topik

Siswa memberi colour pada konsep mindmap agar lebih menarik

Siswa membuat gambaran dari topik dalam bentuk picture sebelum

dikembangka menjadi paragraf

Pertemuan 6 dan 8

Siswa dapat menyusun paragraf analytical exposition berdasarkan

peta konsep yang telah dibuat pada pertemuan sebelumnya.

E. Materi Pembelajaran

Fungsisosial :

Telling/ to retell past events for the purpose of informing or entertaining.

Generic Structure Text

Thesis;

(Pengenalan: Who, When,Where, dll)

Fast food nowadays is considered a normal eating

venture. People are not just eating out on special

occasions or weekends anymore. It means that all

the time they mostly eat fast foods. However is fast

food good for health?

Argument;

(UrutanPeristiwa)

Fast food has its popularity in the 1940’s. whitin a

few years fast food operations popped up

everywhere. With the compelling rise in fast food

restaurants since the 1940’s, oddly is started the

rise obesity and cancer during the same time

period’

Reorientation

(Penutupcerita,rangkumanrentetanperistiwa)

So, there is absolutely nothing nutritional about fast food.Fast food simply feeds hunger and craving.

Language Feature of analytical exposition

Language Features of Analytical ExpositionUsing relational process- Relationships between and among leaders, workers,followers, partners, co-workers, etc. People knowing and caring about people.

Using External conjunctions –enhancing by linking to real world events(Holocaust, the Final Solution, death trains)

Using internal conjunction – elaborating and item missing steps in an argument(firstly… secondly .. next… finally)

Using causal conjunction – the cause of an event…. Because

Using Contrastive conjunction – but… neverthelessUsing Simple Present Tense

F. Metode/ Model Pembelajaran:

Mind mapping technique

G. Langkah-langkah Kegiatan

Pertemuan 1 dan 3

b. Planning

Kegiatan Awal (10’)

- Guru member salam kepada siswa

- Guru menanyakan hal-hal yang terkait dengan keadaan siswa

- Checking attendant list

- Apersipsi dan motivasi

Kegiatan Inti (75’)

- Guru menjelaskan materi tentang analytical exposition text

- Guru menjelaskan tentang langkah-langkah membuat mind

mapping

- Guru menjelaskan tentang analytical exposition text

- Guru meminta siswa mengembangkan topic dalam bentuk mind

mapping

- Guru meminta siswa untuk bertanya tentang hal yang belum

dimengerti berkaitan dengan materi.

KegiatanAkhir (10’)

- Guru meminta siswa mengumpulkan hasil mind mapping yang

telah dibuat

- Guru melakukan Tanya jawab tentang analytical exposition teks.

- Guru mengucapkan salam kepada siswa ketika hendak keluar dari

ruang kelas.

Pertemuan 2 dan 4

KegiatanAwal (10’)

- Guru member salam kepada siswa

- Checking attendant list

- Apersepsi dan motivasi

- Guru mengajukan pertanyaan tentang pelajaran sebelumnya

KegiatanInti (75’)

- Guru menjelaskan langkah selanjutnya dalam proses menulis

- Guru meminta siswa untuk mulai menulis sebuah paragraf yang

berkaitan dengan mind mapping yang telah dibuat pada pertemuan

sebelumnya.

- Guru meminta siswa membuat paragraf analytical exposition

berdasarkan mindmap yang telah dibuat sebelumnya.

- Guru memonitor siswa pada saat bekerja membuat paragraf.

KegiatanAkhir (10’)

- Guru meminta siswa untuk mengumpulkan hasil tulisannya

- Guru memberikan umpan balik terhadap proses dan hasil

pembelajaran

- Guru menutup pelajaran

H. Sumber/Bahan/Alat

White Board

Marker

Book

I. Evaluasi

Evaluasi: Menulis

J. Penilaian dan Rubrik penilaian

BentukPenilaian:

Teknik: Performance Assesment

Bentuk: Tulisan(written test)

Contoh Instrument:

B. Choose one of the topic below and create into some paragraphs!

1. Corruption and indonesian culture

2. The dangerous of using drugs

3. Laptop as student’s friend

4. Is smooking good for us

5. Controlling children using computer

Contoh analytical exposition

Writing for Money Online

The emergence of the internet has given internet entrepreneurs many waysto make money. Writers are one group that have benefited from their talents as aresult in the rise of internet based jobs.

Blog writing is an increasingly popular way to earn money onlinedetermined by the owner of the blog. They are very popular because of tBlogs areusually written on a certain subject area but can vary as its content is heirsimplicity to get up and running. There are many free websites out there that willhelp you set up your own blog if you choose to go that route because blog plusadvertisement is a potential money

Article writing is also good money to earn money online. Make sure togear your articles to promote and advertise you own business ventures. Thesearticles are a free way to market the products and services you offer for free. Themost effective advertising with these articles comes from the dialogue box that isinserted at the end of each article. These dialogue boxes contain links to basicallyany website you would like to drive traffic to. For instance, you might have onelink in your dialogue box to a product you are selling and one to a blog where youare promoting a discussing other products.

Writing takes some time to gain credibility through but once it’s done’earning potential can become very powerful.

RubrikPenilaian :Scoring: Content, Organization.

h. 96-100 is classified as excellenti. 86-95 is classified as very goodj. 76-85 is classified as goodk. 66-75 is classified as fairly goodl. 56-65 is classified as fairlym. 46-55 is classified as poorn. 0-45 is classified as very poor

(Depdikbud in Riska, 2014:24)

Camba, Desember 2015

Guru Mata Pelajaran

HERMI

APPENDIX B

D-Test

Make one paragraph analytical exposition text through mind mapping technique

a. Make mind mapping based on your own topic

b. Make it into same paragraph analytical exposition text!

Cycle 1

Choose one of the topics and create into mind mapping !

1. Corruption and Indonesian culture2. The dangerous of using drugs

After that created it into some paragraph analytical exposition!

Cycle 2

Choose oneof the topics and create into mind mapping

1. Laptop as student’s friend2. Is smooking good for us3. Controlling children using computer

After that created it into some paragraph analytical exposition!

APPENDIX : C

THE SCORE OF STUDENTS’ WRITING SKILL

D-Test

Mean score of the students’ in cycle 1

a. Content D- test b. Organization D- test

=∑

=∑

= =

=56.1 =57.1

No subject Students’ name Students’ writing ability Totalscore

content organization

1 S-01 AS 60 60 60

2 S-02 AHF 60 60 60

3 S-03 FM 60 60 60

4 S-04 IAR 60 60 60

5 S-05 JM 65 65 65

6 S-06 MD 60 60 60

7 S-07 MR 57 57 57

8 S-08 RD 60 60 60

9 S-09 ST 50 50 50

10 S-10 SA 60 60 60

11 S-11 UD 65 70 67.5

12 S-12 WD 45 45 45

13 S-13 TW 40 40 40

14 S-14 UY 50 50 50

15 S-15 RAF 50 60 55

Total scores 842 857 849.5

Mean scores 56.1 57.1 56.6

THE SCORE OF STUDENTS’ WRITING SKILL

Cycle 1

No Student Students’ nameStudents’ writing ability Total

scorecontent organization

1 S-01 AS 74 65 69.5

2 S-02 AHF 75 76 75.5

3 S-03 FM 75 67 71

4 S-04 IAR 75 70 72.5

5 S-05 JM 70 70 70

6 S-06 MD 75 60 67.5

7 S-07 MR 66 65 65.5

8 S-08 RD 70 75 72.5

9 S-09 ST 65 60 62.5

10 S-10 SA 65.5 65 65.25

11 S-11 UD 77 70 73.5

12 S-12 WD 61 66 63.5

13 S-13 TW 55 60 57.5

14 S-14 UY 70 70 70

15 S-15 RAF 75 65 70

Total scores 1048.5 1004 1026.25

Mean scores 69.9 66.9 68.4

Mean score of the students’ in cycle 1

b. Content cycle 1 b. Organization cycle 1

=∑

=∑

=.

=

=69.9 =66.9

THE SCORE OF STUDENTS’ WRITING SKILL

Cycle 2

No Student Students’ nameStudents’ writing ability

Total

score

Content Organization

1 S-01 AS 84 80 82

2 S-02 AHF 80 80 80

3 S-03 FM 80 79 79.5

4 S-04 IAR 85 80 82.5

5 S-05 JM 84.5 78 81.25

6 S-06 MD 80 79 79.5

7 S-07 MR 80 79 79.5

8 S-08 RD 80.5 75 77.75

9 S-09 ST 80 75 77.5

10 S-10 SA 80 75.5 77.75

11 S-11 UD 85 85 85

12 S-12 WD 80 75 77.5

13 S-13 TW 75 70 72.5

14 S-14 UY 80 85 82.5

15 S-15 RAF 80 80 80

Total scores 1214 1168 1115.5

Mean scores 80.9 77.8 74.3

Mean score of the students’ in cycle 2

a. Content cycle 2 b. Organization cycle 2

=∑

=∑

= =

=80.9 =77.8

APPENDIX : D

1. Improvement mean score students’ contentD-test to Cycle I

C I to Cycle II

→= 56.1 → 69.956.1 x 100= 13.856.1 x 100= 24.5 %

→= 69.9 → 80.969.9 x 100= 1469.9 x 100= 20.9%

2. Improvement mean score students’ organizationD-test to Cycle I

C I to Cycle II

→= 57.1 → 66.957.1 x 100= 9.857.1 x 100= 17.1%

→= 66.9 → 77.866.9 x 100= 10.966.9 x 100= 16.2%

APPENDIX : E

The Assessment of Students Participation

Cycle I

No Student 1st meeting 2nd meeting 3rd meeting 4th meeting

A B C D A B C D A B C D A B C D

1 S-01

2 S-02

3 S-03

4 S-04

5 S-05

6 S-06

7 S-07

8 S-08

9 S-09

10 S-10

11 S-11

12 S-12

13 S-13

14 S-14

15 S-15

Total scores 38 39 39 40

Mean scores 63.3% 65% 65% 66.6%

EXPLANATION

A = 4 : very active

B = 3 : active

C = 2 : fair active

D = 1 : not active

The Assessment of Students Participation

Cycle II

No Student 1st meeting 2nd meeting 3rd meeting 4th meeting

A B C D A B C D A B C D A B C D

1 S-01

2 S-02

3 S-03

4 S-04

5 S-05

6 S-06

7 S-07

8 S-08

9 S-09

10 S-10

11 S-11

12 S-12

13 S-13

14 S-14

15 S-15

Total scores 38 44 43 44

Mean scores 63.3% 73.3% 71.6% 73.3%

EXPLANATION

A = 4 : very active

B = 3 : active

C = 2 : fair active

D = 1 : not active

APPENDIX F

The rate percentage of students’score in terms of content

1.D-test

a. PoorF=6, N=15

P = %

P = %

=40

b. Fair

F=9, N=15

P = %

P = %

=60

c. Good

F=1, N=15

P = %

P = %

=6.6

2. Cycle 1a. Poor

F=1, N=15

P = %

P = %

=6.6

b. FairF=4, N=15

P =

P =

=26.6

c. Good

F=10, N=15

P =

P =

=66.6

3. Cycle 2a. Good

F=1, N=15

P =

P =

=6.6

b. Very good

F=14, N=15

P =

P =

=93.3

The rate percentage of students’score in terms of organization

1. D-testa. Fair

F=9,N=15

P =

P =

= 60

b. Poor

F=5, N=15

P =

P =

=33.3

c. Good

F=1, N=15

` P =

P =

=6.6

2. Cycle 1

a. Fair

F=9, N=15

P =

P =

=60

b. Good

F=6, N=15

P =

P =

=40

3. Cycle 2

a. Good

F=9, N=15

P =

P =

=60

b. Very good

F=6, N=15

P =

P =

=40

G. Example OF student Task

APPENDIX H

LEARNING PROCESS

xi

LIST OF APPENDIX

Appendix A : Lesson Plan

Appendix B : Instrument Test

Appendix C : Score Parts of Content & Organization

Appendix D : Pattern of Improvement

Appendix E : The Assessment of Students’ Participation

Appendix F : The Pecentage Of Students’

Appendix G : Student Task

Appendix H : Documentasion

Curriculum Vitae

ix

LIST OF TABLES

Table 1 : The Students’ Mean Score in Content and Organization....... 26

Table 2 : The Percentage of Students’ Writing achivement in Content 27

Table 3 : The Percentage of Students’ Writing achivement in organization 28

Table 4 : The Percentage of Students’ Partisipation ........................... 29