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THESIS
BY
ROCHMI ISTYOWATI
NPM 212.10.4.0164
THESIS
Presented to
Islamic University of Malang
In partial fulfillment of the requirements for the degree of
Magister in English Language Education
By
Rochmi Istyowati
NPM 212.10.4.0164
ii
This is to certify that the thesis of Rochmi Istyowati has been approved by the
advisors for further approval by the Board of Examiners
iii
This is to certify that the thesis of Rochmi Istyowati has been approved by
the board of Examiners on 8 December 2014
Acknowledged by
Director,
iv
Motto:
Praying and being patient always make us happy.
The life becomes very meaningful if we look for Allahs blessings
only.
DECLARATION OF AUTHORSHIP
Bismillahirrohmanirrohiem
Herewith, I:
Name
: Rochmi Istyowati
NPM
: 212.10.4.0164
Department
: English Education
Address
Declare that:
1) This thesis has never been submitted to any other tertiary education institution for
any other academic degree.
2) This thesis is the sole work of the author and has not been written in collaboration
with any other person, nor does it include, without due acknowledgment, the
work of any other person.
3) If at a later time it is found that this thesis is a product of plagiarism, I am willing
to accept any legal consequences that may be imposed to me.
Malang, ...........
Rochmi Istyowati
NPM 212.10.4.0164
vi
ABSTRACT
Istyowati, Rochmi. 2014. Using Mind Mapping Technique to Improve The
Descriptive Text Writing Ability of the Seventh Grade Students of SMPN 1
Pasirian. Thesis, English Education Department, Postgraduate Program,
Islamic University of Malang. Advisors: Dr. Mirjam Anugerahwati, MA
Key Words: writing ability, descriptive text, Mind Mapping
This study was intended to improve the first year students ability in writing a
descriptive text at SMPN 1 Pasirian Lumajang through Mind Mapping Technique. It
is due to the fact that most SMPN 1 Pasirian students found some difficulties in
getting idea, developing idea, using good grammar, besides they have low motivation
and interest in writing. The design of this study was a classroom action research
which consists of 4 stages, namely planning, implementing, observing, and reflecting
action.
The subject of this study were class VII in the 2013-2014 academic year
consisting 36 students. There were 4 instruments used to collect the data needed, i.e
interview, questionnaire, observation checklist and writing test. The criteria of
success of this study were (1) 75% students participated in the teaching and learning
process, (2) all the students achieved the minimum passing grade 73. The research set
3 indicators to know whether the students were active or not in teaching learning
process. The indicators are: (1) The students answer the teachers question orally, (2)
the students do the teachers instruction, and (3) the students are able to write a
descriptive text. The students were considered active if they met three or two of the
indicators. The result of the preliminary that was conducted on 14 and 16 of April
2014, showed that the most of the students often made mistakes in content,
organization, vocabulary, grammar, and mechanics. In addition, their paragraphs
were very poor or still far from sufficient.
The findings of the study indicated that in cycle I, the study did not meet the
criteria of success. Concerning the first criterion, it was only 70.25% students who
followed the teaching learning process actively. In connection with the second
criterion, 20 students (55.5%) had achieved a score of equal to or more than 73 and
the rest, 16 students (44.5%) got score bellow 73. Because the first cycle did not meet
the criteria of success, so the researcher carried out the second cycle. The findings of
the study indicated that in cycle II, the criteria of success had been achieved.
Concerning the first criterion, 84.02% students participated actively in the teaching
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and learning process, in addition to the second criterion, all students got score equal
to even greater than 73 in the writing test.
Based on the finding above, it can be concluded that mind mapping technique
has been successful in improving the ability in writing descriptive text of SMPN 1
Pasirian students. Then it was suggested to the English teachers to apply the strategy
or the technique teaching and learning writing to other genres. The future researcher
are suggested to conduct the research to other language subject matters at SMP / MTs
level.
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ACKNOWLEDGEMENT
First and foremost, I want to express my deepest gratitude to Allah SWT for
His grace, particularly giving me strength to complete this Thesis. My prayer and
gratitude go to the prophet, Muhammad SAW who introduced Islam as the main
Foundation to run this life.
I also do intend to express my gratitude to:
1. Dr. Mirjam Anugerahwati, MA, my thesis advisor. For her patience and
valuable guidance. I have learned so much from her.
2. All lecturers of Post graduate Program of English Education Department
Islamic University of Malang for assisting me in elevating my knowledge
and giving me meaningful experience during my learning process.
3. H. Mahfud, S.Pd, M.Pd, the headmaster of SMPN 1 Pasirian Lumajang.
4. Poerwono, S.Pd, the English teacher as may collaborator
5. My beloved father(M. Rochid), my beloved husband (Drs. Heri Priyono)
who always give me support a lot, my beloved son (Amridio Zulhilmi
Saifinnuha) and my beloved daughter (Erinisa Yuniar Sakina), thank you
for always being around and praying for me all the time for my success.
6. All my fellas that have been helping me finish this thesis especially,
Lastri, Faiz, Sapti, Mila, Wiwik, Endang, Ida, Fitri and Mr. Agus.
The researcher really realizes that this thesis is not perfect yet, of course.
So I hope some constructive and positive criticisms that can improve the
quality of this thesis. The writer also hopes that this thesis will be useful for
reader especially for those involved in the field of education.
Malang, December 2014
The Writer
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TABLE OF CONTENT
Tittle ............................................................................................................
iii
iv
Declaration of Authorship
vi
vii
Acknowledgement
ix
Table of Content
List of Appendixes
xiii
Abstract
CHAPTER I. INTRODUCTION
1.1 Background
...
....
..
2.1.1
Language Skill
2.1.2
Writing Skill
2.1.3
10
2.1.4
12
13
13
17
18
Text
2.1.6
Descriptive Text
2.1.7
19
2.1.8
....
19
21
....
24
25
....
26
................
27
29
32
33
33
Preliminary Study
35
3.3.2
36
36
39
....
40
40
41
41
3.3.2.3.1
Observation checklist
3.3.2.3.2
xi
3.3.4
3.3.5
Reflection
42
43
...
43
44
45
45
Finding in Cycle I
45
49
52
4.1.2
Finding in Cycle II
52
55
CHAPTER V. DISCUSSIONS
5.1 Discussion on the Activities in Implementing Mind Mapping
58
61
63
6.2 Suggestions
65
65
65
67
6.2.1
6.2.2
To Other Researcher
REFERENCES
xii
LISTS OF APPENDIXES
69
70
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71
72
77
78
79
89
98
100
102
104
106
108
110
112
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114
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116
118
120
123
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134
137
140
xiv