EMPLOYING MIND MAPPING TECHNIQUE TO FACILITATE
SECONDARY SCHOOL STUDENT TO WRITE NARRATIVE TEXT AT
THE FIRST GRADE IN THE 2020/2021 ACADEMIC YEAR
Siti Maysaroh Program Studi Pendidikan Bahasa Inggris.
FKIP.
UNTAG.
Banyuwangi Email: Sitimaysaroh2511@gmail.
Abstract: Employing Mind Mapping Technique to Facilitate Secondary School Student to Write Narrative Text At The First Grade In the 2020/2021 Academic Year.
This research was conducted on class XI students of SMA Negeri 1 Wongsorejo Banyuwangi.
This research used Class Action Research with research design using Pre-Test and Post-Test in cycle 1 and cycle 2.
The data of this study were in the form of student scores both pre-test and post-test.
The data collection technique was carried out by researchers by collecting student scores, observation sheets on student activities both before research, and after research, interviews with students and teachers on learning before and after using the mind mapping method.
The results showed that: learning using the mind mapping method was classified as very supportive of students' abilities in learning writing narrative text.
This is evidenced by the increase in student test results from cycle 1 with an average result 79 students with a completeness level of 59%, increasing in cycle 2 with an average value of 79.
26 with a completeness level reaching 85%.
Student responses to learning using the mind mapping method are very happy, and students are quite active in group learning activities.
In cycle 1 students do individual learning activities but the results are still not optimal because students still do not understand the mind mapping method, but in cycle 2 with group learning students experience an increase in ability because students can discuss with their group friends.
Keywords: English.
Writing.
Narrative Text.
Mind Mapping Journal of English Teaching and Learning | 1 Introduction Writing is the one of basic programs are considered important skills of the English language.
It is The process of assessment of written generally considered one of the most literacy should be well organized and difficult that other skills for foreign well managed to make it transparent language students.
Ng and Zhang and meaningful.
aspects of assessment in writing skill.
said that one of the main In Indonesian context.
Widodo problems for Chinese English Student .
argued that Indonesian students Language is that when writing in often find it difficult to transfer ideas English, they tend to think in their L1, from their native language.
Indonesian and then translate it into English, and it to English.
For this reason, it is quite may be difficult to understand what difficult to master writing, especially they are writing about.
The English for students in Indonesia, because Student Language teachers include there are some differences between writing skills in the syllabus because Indonesian and English such as terms, this is an essential element for structural styles and grammar.
studentsAo In addition, based on the result Malaysia.
English writing skills are skills that are not only tested in every December2020 the skill of writing valid language exam at various levels narrative text especially for X students of education, but also the skills that is low.
It is proved from students' students must possess and demonstrate writing test score shown the mean of in an academic context (Yunus and the writing achievement was 73,52.
Chien, 2.
Writing success is used from that assessment, it could be multifarious purposes at school level.
inferred that thestudents' writing skill Providing assistance to the students was low because almost of score did inside and outside the classroom, not reach the English minimum score awarding a grade, selection of students (KKM) that was 75.
Most of for appropriate courses, evaluation of Journal of English Teaching and Learning | 2 students' have some difficulty in thatusing mind maps in teaching and understanding grammar, and spent an learning English will benefit teachers hour just to developed their ideas and and students because the amount of lack of student vocabulary.
After information is increasing every second and our brains, which do not work researcher began to understand this linearly, cannot see even a small part situation, it is the teacher taught in a of it.
It is hoped that by applying this common way.
Pedagogically speaking, long well-known method, the students and it was found that the teacher only will be able to produce a writing piece gave students a narrative text before more naturally and efficiently to she asked them to look up for any achieve desired results and standards.
difficult vocabularies and then the students are instructed to answer reading comprehension question write a narrative text.
For the reasons, a teacher is required to make innovative and creative instruction.
In response to this need, the Researcher chooses mind mapping technique because mind mapping offers structured and practical method of guiding students throughout the writing steps.
Mind mapping approach is used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing.
Buran .
argues Theoritical framework Writing is a complex activity.
Understanding this complexity is the key to effective teaching of writing.
(Cheung, 2016:.
Written feedback vocabulary, cohesive devices as well as ideas and content, was recorded cleary on each piece of writing (Prathoomthin, 2015:.
According .
Klayklueng AuLearning involved reading and understanding a .
vocabulary and sentence structures.
Journal of English Teaching and Learning | 3 drafting and composing.
and revising.
Ay Mind mapping is the easiest Besides that.
Auwriting involves the way to develop information in a cognitive process through which a human mind take information from out writer expresses ideas in a text to of brain.
Bukhari .
views that address specific readers.
Ay (Yunjun mind mapping Kong, 2018:.
Since the idea or than the long tardy note taking or thought is an abstract thing which listening techniques where ideas are comes from our mind, it is not easy to kept in a top down sequence and it transform it into understandable or becomes difficult to make connection readable form.
of the last idea to the first in the list.
are easier to follow A narrative is any account that Bukhari .
6: .
also says present connected event and may be that AuMind maps can work as tool to organized into various categories : non facilitate the learners to plan ideas in non-fiction .
New Journalism, the pre-writing process.
Learners can creative non-fiction, biographies, and be provided with examples to prepare and fiction proper a step vise pattern in hierarchy that .
literature in prose, such as short would help them retain ideas till the stories and novels, and sometimes in whole of the essay is written.
Ay poetry and drama, although in drama There the events are primarily being shown features in applying mind mapping, as instead of tol.
quoted by Erdem .
n Buzan.
According to Michigan .
, 2.
which says that there are four Narration is the act of telling a important features of mind map as sequence of events, often, but not always, in chronological order.
It is a Attention to subject is story, whether in prose or verse, provided by a picture at involving events, characters, and what the centre of the mind the characters say and do Journal of English Teaching and Learning | 4 Main inspecting the next research plans.
this case, the observation is reporting thanks to the branches in the form of field notes.
It describes related with the picture at what it happens in the classroom.
The the centre class observation has also completed Branches state a key with the photographs taken from the picture or keyword on the writing teaching-learning process.
The connected lines photograph is one of the references to Branches have a structure support the notes about what happened which is related to each in the classroom Interview This meansthat in presenting Interviews ideas into mind mapping diagrams, researchers namely by distributing people encloseimagination stimulators questionnaires to students.
Questions such as pictures, symbols, and colours raised in the questionnaire relate towriting learning strategies, mind association techniques to help them In collecting interview data, build their senses to thenew concepts the researcher will make a procedure by preparing the concept of questions Data collection This research is qualitative In data collection techniques, and then recording the results of the Writing Test researchers use:
Observation The observation is done to know what happen in the classroom when the research is being conducted.
The result of the observation is using The writing tests, researchers want to get test results based on learning by using mind mapping techniques and those not using mind to get information for supervising and Journal of English Teaching and Learning | 5 conclusion on how much value is narrative text, the researcher used the generated from the writing test using analytical scale for rating composition mind mapping techniques and how task guidance taken from Brown much the writing test results do not use .
in five elements as follows:
mind mapping techniques.
Content Oranization Data analysis In research, researchers use Grammer Vocabulary tests and observation checklists as instruments in collecting data.
Then, the results of the instruments were Mechanic The composition task as follows :
analyzed to measure the increase in students' ability to write narrative Measurement improvement in writing narrative texts Score
3C 2O 2G 2V 2M
ycu100 can be seen from the value of students who completed and the value of students who did not complete in Findings Based on the results of learning accordance with predetermined grades.
activities using the mind mapping The method of analyzing data will be method which is carried out in 2 explained as follows:
cycles, it can be seen that mind Analyzing Test mapping media can be implemented In the research, the main goal properly through improvements in was improving the studentsAo ability in each cycle.
The use of mind mapping writing narrative text.
There were media can increase the value of student some steps of activities done and learning outcomes in each cycle.
finally tests were used to measure the In cycle 1 the researcher used studentAos progress in mastering writing the 3 times meeting.
The meeting learned about how to write narrative Scoring studentsAo Journal of English Teaching and Learning | 6 text mind mapping techniques is more individual learning.
effective in using the coopertive The individual method used in cycle 1 learning than individuals.
The increase has not shown maximum results in students 'written test scores also means that students' understanding of Johnson the subject matter also increases.
Johnson .
state that individual learning is Because student working by themselves to exercises given by the researcher, accomplish learning goals unrelated to students' understanding of the material those of the other student.
was needed, as evidenced by the In cycle 2, the learning was percentage of student completeness of held for 3 meetings using cooperative 41% in cycle 1, which means that out Each students and they discuss together in incomplete students.
Then it becomes the learning process.
This makes 15% in cycle 2, which means that out students more active than individual of 34 students, 5 students have not been able to reach the desired target.
exchange their thoughts and ideas.
Conclusion This is explained by (Lee.
Ng, and Based on the results of Jacobs, 1.
that cooperative learning research that has been conducted by provides opportunities for students to researchers by means of Classroom engage in real discussions and grapple Action Research using mind mapping with ideas that can expand their media to improve writing narrative text for class X students of SMA Based on the explanation Negeri 1 Wongorejo.
The results of above of both cycle, it is explained that writing narrative text using mind learning to write narrative text using mapping techniques class X IPA 1 at Journal of English Teaching and Learning | 7 SMA Negeri 1 Wongsorejo, it shows Students also cannot cooperate positive results.
It is based on the with other friends to discuss results obtained from cycle 2.
In cycle learning material delivered by the 1 the results are still not optimal This is evidenced by because researchers use individual the results of the average score of method and it makes students difficult 79 with a student completeness of 59%.
Therefore researchers used a group method in In cycle 2 students are given cycle 2, and the results are very learning with group strategies.
The results obtained after using the This means the use of mind This is evidenced by the students' narrative writing skills by increase in the results of student means of groups in class X IPA1 SMA activity observations which have Negeri 1 Wongsorejo.
increased the acquisition of 79.
In cycle 1, the individual learning group method are said to be quite reaching 85%.
With an increase in English, score results and an increase in especially text narrative writing student completeness, it shows that material, is still not good enough, learning using mind mapping is because students are still not more effective in a group method.
Journal of English Teaching and Learning | 8
REFERENCES