IMPROVING THE STUDENTS’ ACHIEVEMENT IN

WRITING PROCEDURE TEXT BY APPLYING

MIND MAPPING TECHNIQUE

A Thesis
Submitted as Partial Fulfillment of the Requirements for the Attainment of the
Degree of Sarjana Pendidikan in English Language Education

by:

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

201
 TABLE OF CONTENTS

CHAPTER I INTRODUCTION .........................................................................

A. Background of the Study .......................................................................
B. Identification of the Problem .................................................................
C. Limitation of the Problem .....................................................................
D. Formulation of the Problem ..................................................................
E. The Objective of the Study ....................................................................
F. Significance of the Study ........................................................................
CHAPTER II REVIEW OF RELATED THEORIES .......................................
LITERATURE REVIEW ......................................................................
1. Writing Skill...................................................................................
2. Teaching of Writing .....................................................................
3. The Teaching of Writing at Senior High School .........................
4. Micro Skill of Writing .................................................................
5. Strategies in Teaching Writing ....................................................
6. The Mind Mapping ......................................................................
RELEVANT STUDY .........................................................................
CONCEPTUAL FRAMEWORK .......................................................
 Abstract
The study focuses on the use of mind mapping strategy to improve students’ ability in writing
procedure text. The purposes of this study were to give description about how mind mapping
method could be applied in teaching learning writing procedure text. In order to reach the goals
of this study, I designed an action research which consists of four meetings, and it was done
through sequence of cycles. The students were given some treatments and writing tests in
order to obtain a description about students’ ability in writing procedure text. This study was
held in SMP Citra Bangsa on 2 March, 2020 until 6 March , 2020. Class VIII-2 in the academic
year of 2019/2020 was chosen because of recommendation from English teacher about
unsatisfying result of the students’ writing aspect. Based on the English teacher’s statement,
the students’ achievement in reading, speaking and listening aspect of the procedure text as
material at first semester was good enough. However, they still needed a new method or
teaching learning strategy to maximize their achievement in producing procedure text. There
were ten students in this class and three kinds of writing test in this research. They were pre-
test, writing test in cycle 2 and posttest which were given in the last meeting. Besides,
observation checklist and questionnaire were given to support the primary data. The mean of
the pre-test was 57.78, the mean of the writing test in second cycle was 63.214, and the mean
of the post test was 80.681. By comparing the result of the three tests, I concluded that mind
mapping method could give better achievement for the students in producing procedure text.
The analysis of the questionnaire and observation also supported the fact that mind mapping
method was appropriate to be implemented in teaching learning writing procedure text.
Besides, Mind mapping method could be applied not only in writing procedure text, but also
other texts which were taught both in senior and junior high school. Teacher as a facilitator in
teaching learning activity should be able to deliver materials using appropriate media or
teaching strategy so that the students weren’t bored with conventional method. I suggested
that English teacher must understand the students’ characteristic before teaching learning
activity conducted. Moreover, they should be creative and innovative to create enjoyable
teaching and learning process to make students motivated in writing activity.

keywords:Writing, Procedure Text, Mind Mapping.

 CHAPTER I
INTRODUCTION

A. Background of the Study

English is one of the most important elements in education to develop

human sources. It is being expected to be able to make people aware about

future where English will be used in all fields even now English can be found

easily everywhere and every time. Crystal (in McKey.2000: 7) says that English is

rapidly assuming the role of a world language, and no other language has spread

around the globe so extensively, making English a truly international language.

Therefore, the mastery of English is a must. In Indonesia, English is an important

subject in the curriculum. The students must master four skills namely listening,

speaking, reading, and writing. Particularly for writing, as we know, it is being

used in many aspects of global literature such as agreements in political and

military, advertisement, business transaction, archiving, legal document, and

newspaper. Richards and Renandya (2002: 303) stated that writing is the most
difficult skill for second language and foreign language learners. They define that

writing is generating, organizing, and translating ideas into a readable text. Their

statements show that learners are getting more than one process in writing. It

becomes a problem when learners cannot process their ideas into a text, even

sometimes they do not know what to do in the beginning of writing. That is the

1
reason why learning techniques are needed in learning activities to help the

students.

A technique is a method that is used during the learning process. One

technique that has proven and is capable of optimizing learning outcomes is the

mapping technique called mind maps (Mind Mapping). According to Edward

(2009: 64), mind mapping is the most effective and efficient way to enter, store

and retrieve data from or to the brain. Mind Mapping is a way of noting the

subject matter that allows students to learn writing.

A technique popularized by Buzan is an effective technique to improve

writing skills. Mind Mapping is to write the main theme as a central point and to

make branches of each theme. That means the focus of learning is directed at

the main theme, the finer points of the theme that is being studied, the

development of each of these important points and find the relationship

between any points. In this way, it can be obtained an overview of what has

been known and which areas are still not yet well understood.

In this case, writing activities utilize the entire activity of the brain, namely

the potency of the left brain related to logic and right brain related to the

emotion. This technique will help the students for brainstorming or to find

information within the brain by combining elements of color and symbols. As we

know that color, symbol, and picture can stimulate the students to be active and

relieve their stress, then they will more quickly develop their creativity in

writing.
2
 Mind Mapping will greatly assist students in exploiting the

potency of both sides of their brain. A good interaction between the

two parts of the brain can trigger creativity that provides convenience

in the process of writing. The students that always use and develop

their potency of the brain parts will achieve an increase in some

aspects, namely concentration, creativity, and understanding, then

they can develop writing through mind mapping.

From observations conducted by the researcher at SMP Citra

Bangsa, the English teacher of the eighth grade students has not used

the technique of Mind Mapping in learning. In English learning,

especially writing, the teacher basically just gave the material in

textbooks or manuals used as a reference in teaching. Therefore, the

student experience of writing is less spacious and limited. The

strategy was not attractive enough that makes the low creativity in

writing.

These factors encouraged the researcher conducted research on

the effectiveness of mind mapping technique in writing. The result of

this study is expected to become evidence that the technique of mind

mapping can be one of proper technique in teaching writing.

B. Identification of the Problem

Some factors such as the teacher, the students, the learning material, the
process, and the technique commonly are influencing teaching and learning

process of writing in the classroom. Based on the preliminary observation at

SMP Citra Bangsa, there were some problems related to the teaching learning

process of writing.

The first problem that the researcher found is coming from the students. The

teacher gave them an example of texts and explained how to make it. When

the teacher asked them to write with their own idea, they did not know what to

be written, some students were confused and some did not have ideas. During

making a text, there were many errors in their text such as spelling,

capitalization, grammar, and tenses.

The second problem is related to the learning materials. In that meeting, the

teacher only used a course book as a reference. The teacher explained the

material in that course book well but it did not attract the students to

contribute in learning.

The third problem is related to techniques. There are various techniques that

can be applied in the classroom, such as games, mind mapping, or movie.

Teachers have to observe classroom conditions to make sure what techniques

will be used for that class. But, the teacher just used one technique. The

technique was story telling that makes students look bored.

C. Limitation of the Problem

applying of mind mapping on writing that can help the students to find and

develop the idea and write the idea into a text is the focus in this study. The
reasons why the researcher chose mind mapping as the technique is mind

mapping can make the students more interested in the topic of the lesson.

Mind mapping can attract student’s attention with many pictures and many

colors. The teacher can also use association in this technique.

The teachers also can present many English words in interesting ways. In this

study, the subjects were the eighth grade students of SMP Citra Bangsa. The

researcher found that some students still had difficulties dealing with writing. It

is a difficult subject to learn for them because teacher does not teach them to

make writing as a habit.

D. Formulation of the Problem

Based on the limitation of the problem of the researcher is formulated as

follows “Is there any significant difference in writing ability between the eighth

grade students of SMP Citra Bangsa taught using the mind mapping technique

and those who are taught not using the mind mapping technique?”

E. The Objective of the Study

The objective of the research can be stated as to find out whether there is a

significant difference in writing ability between grade ten students of SMP Citra

Bangsa taught by using the mind mapping technique and those who are taught

not using the mind mapping technique.

F. Significance of the Study

It is expected that this study can be useful to the English teachers, English

Education Department students, and other researchers.

[Link] the English teachers

This research is expected to give contribution to the English teachers that mind

mapping technique is an alternative technique in teaching writing.

[Link] the English Education Department student

It is expected that they will be able to use this technique to fix the student’s

problems related to the writing ability.

[Link] other researchers

This research is expected to give information, model, or reference to be

developed for further studies, the researcher hopes that other researchers

evaluate, revise, reconstruct, or modify this study and write further studies for

other levels and objectives.