MIND MAPPING AS COOPERATIVE LEARNING TO INCREASE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH AT SECOND GRADE OF RADEN FATAH JUNIOR HIGH SCHOOL
| Main Author: | PUTINESIA, NADIA CINTA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2012
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/29324/1/jiptummpp-gdl-nadiacinta-29306-1-introduc-n.pdf http://eprints.umm.ac.id/29324/2/jiptummpp-gdl-nadiacinta-29306-2-chapteri.pdf http://eprints.umm.ac.id/29324/ |
Daftar Isi:
- The students at second grade of raden fatah junior high school had less achievement in studying English especially in writing subject. It makes them had less ability in writing. Many students felt bored because they got difficult in writing a paragraph especially in descriptive paragraph. Therefore, the aim of this study was to know whether or not “mind mapping as cooperative learning increase the student’s ability in writing descriptive paragraph”. The research design was Classroom Action Research (CAR). The population research of this study were the students of class 8 at SMP Raden Fatah Batu and the sample was clas 8A. Moreover, in collecting the data, the researcher used two instruments, those are: observation and test. The result of the Cycle 1 showed that most of students still got under minimum score ( score 70). there are 14 students got under 70 (40%). The others were above 70 (40%). So, generally, they were not success yet in writing proficiency. The result of second Cycle showed that all students score met the criteria of success, increased to 98% of the Cycle 1 to Cycle 2. In other words, all students were able to achieve the minimum criteria prescribed for successful paragraph writing. The successful of the implementation of mind mapping in teaching learning writing was proven by (1) all of the students seriously joined the teaching and learning or written descriptive paragraph, (2) all students were seriously discussing with their friend in revision the final composition, (3) the students had the courage to ask the teacher questions when they found difficulties, and (4) the students were active for interaction with the teacher. As the reslut, all students got the satisfied score.