Implementing mind mapping strategy to improve the writing ability in recount text of the eight graders of SMPN 9 Malang / Niesia Novarina
| Main Author: | Novarina, Niesia |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2011
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| Subjects: | |
| Online Access: |
http://repository.um.ac.id/10529/ |
Daftar Isi:
- KeywordsMindMappingWritingAbilityRecountTextPrewritingactivityisastagewhichallwritersgothroughbeforecomposingawritingproduct.Theprocessinvolvesgeneratingideaandmakingaconnectionbetweenideas.Ateachingandlearningactivityinwritingabilitywhichputlessattentiontothisstagewouldaffectthestudentsachievement.BasedontheobservationresultontheteachingandlearningactivityespeciallyinwritingabilityofeighthgradersatSMPNegeri9Malangitwasrevealedthattheteachingandlearningactivityintheclassputnoattentiontotheprewritingstagesothestudentsachievementwaslow.Thestrategyusedtoimprovethewritingabilityinwritingrecounttextinthisresearchwasmindmappingasmindmappingishelpfultohelporganizingideaandmakeiteasiertobeunderstood.Mindmappingwasusedasstudentshaddifficultyindevelopingtheideatheywereabouttowriteandmindmappinghelpthemdeveloptheideainaninterestingway.Mindmappingwasusedintheprewritingstageandfitthefunctionofoutline.ThestepsinimplementingthestrategywasadaptedbythestepsofmakingmindmapbyBuzan(2007)whichwasmodifiedtofitthelearnersneed.TheresearchwasaClassroomActionResearchwith2cycles.Eachcycleconsistedoffourstageswhichwereplanningimplementingobservingandreflection.Thecriteriaofsuccessoftheresearchwereif85%ofthestudentswereabletoreachtheSKMwhichwas75andtheywereactiveduringtheteachingandlearningactivity.ThechangemadeinCycle2wasonfocusingintheprocessofmakingoutlineinformofmindmap.Thedataanalysisresultedfromimplementingmindmappingstrategyinwritingrecounttextwasdonedescriptively.ThesubjectoftheresearchwasaclassofeighthgradersofSMPNegeri9Malangconsistingof40students.Basedonthedataobtainedontheresearchtherewasanimprovementonthestudentsscoreofwritingespeciallyintermofcontentandorganization.incomparisonwiththeresultofpreliminarystudywhichtherewerenostudentspassedtheSKMtherewereanimprovementintheresultofCycle1andCycle2.Therewere23.68%ofstudents(5students)whopassedtheSKMinCycle1and86.84%ofthestudents(33students)inCycle2.Inlinewiththestudentswritingperformancethestudentsparticipationinclasswasimprovedaswell.Morethan85%ofthestudents(34students)whoraisetheirhandsineveryquestionsgivenbytheresearcherandparticipateactivelyineveryinstructiongivenbytheresearcher.Insummarythestudentsweremoreactiveandpossessedthemotivationtowrite.Mindmappingwasusedinpreactivityandwhilstactivityofthreephasetechniqueusedinthelessonplan.Inpreactivitymindmappingwasusedtoexplainthetheoryofrecounttextandinwhilstactivitymindmappingwasusedintheprewritingstage.Theimplementingofmindmappingstrategyfollowsasetofsteps1)introducingmindmappingtothestudentsbygivingdirectexampleofit2)discussingthegenericstructureandlanguagefeatureaswellthemistakeoftenoccurredinwritingrecounttext3)givingthestudentsdirectexerciseincorrectingmistakemadeinrecounttext4)askingthestudentstomakemindmapoftheirexperience5)selfcorrectingbythestudentstotheirmindmapand6)writingtherecounttext.InconclusiontheimplementationofmindmappingstrategycanbeusedtoimprovestudentswritingabilityofeightgradersofSMPNegeri9Malang.TheresearchersuggeststoEnglishteacherthattoovercomeanyproblemoccurredinclassespeciallyinwritingabilitytobringafunandinterestingstrategyintotheclassasstudentsmotivationwillincreasedwhentheydealwithsomethingfunandfittheirinterest.Andforthefutureresearcheritisrecommendedtoexplorefurthertheimplementationofmindmappingstrategyinotherkindoftextsandgrades.