chapter i - v ptk
TRANSCRIPT
CHAPTER 1
INTRODUCTION
This chapter discusses about background of the study, statement of problem, purpose
of study, scope limitation, and significance of study.
1.1 Background of Study
Education is one of some important things in the world. People will get education
from the beginning level (kindergarten) until the high level (undergraduate). All of people
will spend their time to get a lot of knowledges from education they take.
In this era, English proficiency is a requirement and a necessity for communication
and globalization. English which is teaching in senior high school serves as a means of self-
development of students in science, technology, and art. After completing their studies, they
are expected to grow and develop into individuals who are independent, intelligent, skilled
and personable ready to take a part in the national development. Teaching English in junior
high school that includes of four language skills: listening, speaking, reading, and writing
must be supported by other elements of the language those are: vocabulary, grammar, and
pronounciation. From the four skills mentioned above, learning conversational skills of
speaking was less able to function properly. The ability to express the meaning in the text
using a range monologue spoken language accurately, fluently and acceptable in the context
of habitual life in text form: report, narrative and analytical exposition is one of the Basic
Competency to be controlled by VIII grade of Junior high school students. Learning
monologue reveals the meaning of the text using a variety of spoken language accurately,
fluently and acceptable in the context of habitual life in the form of text recount, narrative,
and functional text has been done by the researcher in the classical learning.1
O’Malley and Pierce (1996) say that speaking seems to be an important skill that a
learner should acquire. It is very important in order to enable students to communicate
effectively through oral language because the disability of the students to speak may lead
them to be unable to express their ideas even in a simple form of conversation. In addition,
Burn and Joyce (1997: 54-55) state that one of the aims of most language programs is to
develop spoken language skills and most programs aim to integrate both spoken and written
language. Learning a language means using it in communication in oral or written form, and
being able to express feeling, thoughts, and experiences in various contexts.
Mind mapping is used to capture graphically thoughts around a central concept being
discussed and/or explored. Their dynamic and fluid nature makes them particularly useful
during brainstorming sessions, allowing contributions to be captured and linked into the
concept as appropriate. As different thoughts are explored, the additional information can be
intuitively added onto the mind mapping diagram. In “Buzan: mind maps make you smarter,”
he states that education was designed “for just recording the information and doing without
thinking”. By using single words on curvilinear lines, color, and images, learners can map
their learning.
Based on the theoretical background, the researcher chooses mind mapping to be used
to improve the speaking ability of the eight year students of SMPN 11 Malang. This technique
is chosen to improve their speaking ability since it provides the students with practices in
using English and encourages them to make the using of language naturally.
1.2 Statement of Problem
Based on the background of the study, the researcher formulates the problem of
research as follow:
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How can speaking ability for recount text of the eight year students of Language class
in SMPN 11 Malang be improved through mind mapping technique?
1.3 Purpose of Study
To describe how speaking ability for recount text of the eight year students of
Language class in SMPN 11 Malang can be improved through mind mapping
technique.
1.4 Scope and Limitation
The scope of this study is the students’ speaking ability for recount text through mind
mapping technique. Moreover, this study is limited to the eight year students of Language
class in SMPN 11 Malang.
1.5 Significance of Study
The result of this study will give contribution to some people, such as:
1. Students who want to improve their speaking ability, they can use mind mapping
technique to solve their speaking problem.
2. Teachers can know the using of mind mapping technique will be profitable source to
improve the students’ speaking ability and a valuable technique for teaching speaking
to be applied in the classroom.
3. The next researchers can use this study as a reference or background knowledge in
doing some researches about improving students’ speaking ability through mind
mapping technique.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents review of related literature based on relevant theories and
previous research finding. It covers speaking, mind mapping, and analytical recount text.
2.1 Speaking
2.1.1 Theories of Speaking
The terms ‘speaking’, according to Brown (2001:267), is an interactive process of
constructing meaning that involves producing and receiving and processing information. Its
form and meaning are dependent on the context in which it occurs. We generally use speaking
as a means of communication in daily interaction. The presence of speaker and listener is a
must to build up a mutual communication in speaking activity. Thus, speaking is considered
to be inseparable to something we call communication. Communication is the way individual
can show the feelings, tell the thoughts, ask questions, ask for help, argue, persuade, explain,
and give order each other.
Richard (in Nunan, 1992) provides characteristics of communicative competence
including: a) knowledge of grammar and vocabulary of the language, b) knowledge of rule of
speaking e.g., knowing how to begin and end conversation, knowing what topics that can be
talked about in different types of speech events, knowing which address forms should be used
with different persons one speak to and in different situations, c) knowledge of how to use and
respond to different types of speech acts such as request, apologies, thanks, and invitation,
and d) knowledge of how to use language appropriately.
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Spoken language is the most familiar form of language that is used by members of
society in order to build relation. As a means of communication, spoken language
fundamentally occurs within a context. In some social contexts, spoken language is used as
the dominant form of communication (Burns and Joyce, 1997:13). In addition, Burns and
Joyce state that even in other contexts where written language is given ‘more status,’ such as
in educational context, spoken language is still needed.
Mastering the spoken language is not merely mastering its articulation and forms. The
ultimate aim of mastery of spoken language is to communicate. This means that mastery of
rule of speaking and conversational skill is necessary. In other words, the students must be
able to use English for either interactional or transactional purposes. Therefore, the students
must be taught about the acceptable expression of language functions and formulaic
expressions when opening, responding, and terminating a conversation. For this reason, the
teachers of English need to use teaching techniques by which the students can be involved in
the communication actively.
2.1.2 Principle for Designing Speaking Techniques
There are seven principles for designing speaking techniques, it explains as follows:
1. As the Techniques that Cover Spectrum of Learner Needs, from Language Based
Focus on Accuracy to Message Based Focus on Interaction, Meaning, and Fluency.
In our current seal for interactive language teaching, we can easily slip into a pattern
of providing zesty content-based interactive activities that don’t capitalize grammatical
pointers or pronunciation tips.
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2. Provide Intrinsically Motivation Technique
Try at all times to appeal the students’ ultimate goals and interest, to their need for
knowledge, for status, for achieving competence and autonomy, and for being all that they can
be. Even in those techniques that don’t send student into ecstasy, help them to see activity will
benefit them. Often students don’t know why we ask them to do certain things; it usually pays
to tell them.
3. Encourage the Use of Authentic Language in Meaningful Context
This theme has been played time, but one more reminder shouldn’t hurt! It is not easy
to keep coming up with meaningful interaction.
4. Provide Appropriate Feedback and Correction
In most EFL situation, students are totally dependent on the teacher for useful
linguistic feedback. In ESL situation, they may get such feedback “out there” beyond the
classroom, but even then you are in a position to be of great benefit. It is important that you
take advantage of your knowledge of English to inject the kinds of corrective feedback that
are appropriate for moment.
5. Capitalize on the Natural Link Between Speaking and Listening
Many interaction techniques that involve speaking will also of course include
listening. Don’t lose out on opportunities to integrate these two skills. As you are perhaps
focusing on speaking goals, listening goal may naturally coincide, and the two skills can
reinforce each other. Skills in producing language are often initiated through comprehension.
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6. Give Students Opportunities to Initiated Oral Communication
A good typical classroom interaction is characterized by teacher initiation of language.
We ask question, give direction, and provide information, and students have been conditioned
only to “speak when spoken to”.
7. Encourage the Development of Speaking Strategies
Your classroom can be one in which students become aware of, and have a chance to
practice, such strategies as follows:
a) Asking for clarification (what?)
b) Asking someone to repeat something (excuse me?)
c) Using fillers (I mean, well) in order to gain time to process
d) Using conversation maintenance cues (right, yeah, okay)
e) Getting someone attention (hey, say, so)
2.1.3 Types of Classroom Speaking Performance
There are six types of classroom speaking performance that students are expected to
carry out in the classroom:
1. Imitative
A very limited portion of classroom speaking time may legitimately be speech
generating “human tape recorder speech, where, for example, learner practice an intonation
contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out nit the
purpose of meaningful interaction, but for focusing on some particular element of language
form.
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2. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect of
language. Intensive speaking can be self initiated or it can even form part of some pair work
activity, where learners “going over” certain forms of language.
3. Responsive
A good deal of student speech in the classroom is responsive: short replies a teacher or
student. Initiated questions or comments. Such speech can be meaningful and authentic.
4. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging
specific information is an extended form of responsive language.
5. Interpersonal (dialogue)
The other form of conversation mentioned in the previous was interpersonal dialogue,
carried out more for the purpose of maintaining social relationship than for the transmission
of fact and information. Learners would need to learn how such features as the relationship
between interlocutor, casual style, and sarcasm are coded linguistically in this conversation.
6. Extensive (monologue)
Students at intermediate to advanced levels are called on to give extended monologues
in the form of oral reports summaries of perhaps short speeches.
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2.1.4 The Problem of Speaking
There are some characteristics can make speaking difficult. As Brown demonstrates
some characteristics of spoken language can make oral performance easy as well as, in some
cases difficult:
1. Clustering
Fluent speech is phrasal, not words by words. Learners can organize their output both
cognitively and physically (in breath group) through such clustering.
2. Redundancy
The speaker has an opportunity to make meaning cleaner through the redundancy of
language. Learners can capitalize on this feature of spoken language.
3. Reduce forms
Contraction, elisions, reduced vowels, etc., all form special problems in teaching
spoken English.
4. Performance variables
One of the advantages of spoken language is that the process of thinking as you speak
allows you to manifest a certain number of performance hesitations, pauses, backtracking and
corrections.
5. Colloquial Language
Make sure your students reasonable well acquainted with the words. Idioms and
phrases of colloquial language and those they get practice in producing these forms.
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6. Rate of Delivery
Another salient characteristic of fluency is rate of delivery. How to help learners
achieve an acceptable speed along with other attributed of fluency.
7. Stress, Rhythm, and Intonation
The most important characteristic of English pronunciation, as well be explained
below. The stress times rhythm of spoken English and its intonation patterns convey
important messages.
8. Interaction
Learning to produce moves of language in a vacuum-without interlocutors would rob
speaking skill of its richest component: the creativity of conversational negotiation.
2.2 Mind Mapping Technique
2.2.1 Definition of Mind Mapping Technique
Mind mapping are used to capture graphically thoughts around a central concept being
discussed and/or explored. Their dynamic and fluid nature makes them particularly useful
during brainstorming sessions, allowing contributions to be captured and linked into the
concept as appropriate. As different thoughts are explored, the additional information can be
intuitively added onto the mind map diagram. The resulting diagram depicts the results
radiating outward from the main topic. In “Buzan: mind maps make you smarter,” he states
that education was designed “for just recording the information and doing without thinking”.
By using single words on curvilinear lines, color, and images, learners can map their learning.
Mind mapping is a learning model that emphasizes the brain mapping in a way to put
information into the brain and the brain took it back out. Mind Mapping can be called a
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memory map of the route used, allows us to arrange facts and thoughts in such a way that our
brains work that way naturally be involved from the beginning so that the information given
would be easier and reliable than using the usual techniques noted. There are several
advantages when we use mind mapping learning model include: a). This method is fast. b).
This technique can be used to organize the ideas that emerged your head. c). The process of
drawing a diagram could lead to other ideas. d). Diagrams that are formed can be a guide for
writing.
In short, mind mapping is a technique of making in the form of highly organized
diagram that works in line with natural brain of doing thing which provided colors, symbols,
images, and curve lines. This technique makes the complex information simpler, clearer,
easier to understand, and easier to memorize.
2.2.2 Principles of Mind Mapping Technique
According to Buzan (2010), there are some principles in making Mind Mapping as
follows:
1. Start with a blank sheet of paper in landscape orientation. Starting from the center gives the
brain free space to radiate outwards naturally.
2. Use photo or image for central idea. An image means a thousand of meaning that activate
one’s imagination. The central image will be more interesting and help the students
concentrate and focus.
3. Use colors to depict themes and associations. Colors make Mind Mapping more alive, fun,
and energetic to think creative
4. Subtopics are placed on lines radiating away from the map center so that they create new
centers of this special subtopic. It makes the material more understandable and memorable.
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5. Use curvy lines. Curvy lines will be more interesting for eyes. Conversely, straight lines
will make our brain bored.
6. Use one keyword for one line to make mind mapping more flexible and memorable
7. Use symbols, icons, and codes to links between unrelated elements.
2.2.3 Advantages of Mind Mapping Techniques
Mind mapping has been familiar in learning a foreign language. Based on several
studies have been conducted in Japanese and English classes in Japan, Shina (2008) states that
Mind Mapping has given various positive aspects in teaching and learning process, namely:
1. It promotes an effective method of learning vocabulary
2. It keeps students highly – motivated
3. It can be helpful not only in vocabulary learning but also in understanding word classes
and in reading comprehension.
4. It can be a stepping stone to other activities in adddition to reading
5. Students can use a comprehension method as reading activity
6. Students can know how to write things down in their notebook
2.3 Monolog Recount
Recount is a text that telling the reader about one story, action or activity. Its goal is to
entertaining or informing the reader about something happen in their experience.
2.3.1 The Generic Structure
The generic structure is the organization of one genre or text type. A genre can be
recognized based on its generic structure. As Bakhtin states that we recognize speech genres
because they have predictable compositional structure (cited in Eggins , 2004:58 ). 12
Furthermore, genred develop linguistic expression through a limited number of functional
stages, accuring in particular sequence (Eggins, 2004:58)
A monolog recount text has the generic structure such as orientation, events,
reorientation. Each stage has a specific point to deliver for the readers. The writer should
present clear the idea of information in every part of discussion started from the first
statement in orientation, followed by some events, and closed with a reorientation. The reader,
as the audience, could follow this flow easily to find out the focal points of information. It is
easier for the reader to know the genre of the text when the writer write correctly the generic
structure of monolog recount text. Following, disscussion will describe about each part of the
generic structure in monolog recount text.
2.3.1.1 Orientation
Orientation tells who was involved, what happened, where the events took place, and
when it happened.
2.3.1.2 Events
Event tell what happened and in what sequence.
2.3.1.3 Reorientation
Reorientation consist of optional-closure of events/ending.
2.3.2 The Language Features
The language features in a monolog recount consists of simple past tense, noun or
pronoun. These language features give the characteristic of one genre. It cannot be said that
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the text is as a monologue recount text when the text does not consist of those ones.
Therefore, the students should apply appropriate language features to the text.
2.4. Theoretical Framework
The theoretical framework in this research is showing the diagram below :
2.5. Hypothesis
The hypothesis in this research is formulated as follows:
1. (Ha) : Mind mapping can improve speaking skills for recount text of the eight year
students of Language class in SMPN 11 Malang.
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Input Process Output
Students’speaking skill
Classroominteraction
throughmind mapping
Students’speaking skillimprovement
Accuracy Fluency Comprehensibility
2. (Ho) : Mind mapping can’t improve speaking skills for recount text of the eight year
students of Language class in SMPN 11 Malangs.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses about the methodology used in this research. This chapter
consists of research design, research instrument, research subject, data collection, and data
analysis.
3.1 Research Design
Research design is the applications of the approach to study of the problem that
purposes to discover the answer of the meaningful question through the application of the
scientific procedure the methods of data collection (Ary, 2002:17).
Meanwhile, Bodgan and Biklen (1992:58) describe that design is used in research
refers to the writer’s plan of how to proceed it. There are two kinds of research design; they
are qualitative and quantitative research. Ary (2002:22) writes that qualitative research
focuses on understanding social phenomena from the perspective of the human participants in
the study. Ary (2002:22) writes that quantitative research uses objective measurement and
statistical analysis of numeric data to understand and explain phenomena.
The design of this study was classroom action research. This design was chosen since
this study dealt with the classroom setting and the study was directed to implement the
teaching technique in that specific class in order to find out solutions to the classroom
problems in the teaching of speaking. In conducting this research, the researcher worked
collaboratively. It is in line with the characteristics of classroom action research proposed by
Kemmis and McTaggart (1988: 22-23) who state that: 1) it is carried out by practitioner or a
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classroom teacher rather than outside researchers, 2) it can be conducted collaboratively, 3)
the aim of action research is changing things, and 4) action research is group activity.
Considering this idea, the researcher worked together with the collaborative teacher.
Her collaborator was one English teacher of SMPN 11 Malang who had been teaching in this
school for more than 3 years. In this study, the researcher aimed at implementing the mind
mapping technique to solve the problem of poor speaking ability of the eleventh grade
students of SMPN 11 Malang. The researcher implemented the action in the form of cycles
that followed Kemmis and McTaggart’s model (1988:11) namely, planning, implementation,
observation, and reflection.
3.2 Setting and Subject of Study
3.2.1 Place
The research was conducted in SMPN 11 Malang which is located in Jl. Ikan
Piranha Atas No.185 Malang.
3.2.2 Time
This research was conducted during 2 weeks. Begin from March 25th – April 9th
in academic year 2012-2013.
3.2.3 Subject
The research was conducted on eight grade of Language class in SMPN 11
MALANG academic year 2012/2013. The number of students was 42 students
which consist of 22 girls and 20 boys.
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3.3 Research Procedure
In conducting the research, the researcher followed several steps. Those were
preliminary study or reconnaissance, planning the action, implementation, observation, and
reflection.
3.3.1 Preliminary Study
To find out the factual problems in the teaching of English at MAN Malang 1, the
researcher conducted a preliminary study on October 6th to October 10th, 2012. The
preliminary study was meant to know the real condition of the classroom problems in the
teaching and learning process so that the researcher can design the appropriate action plan to
solve the students’ problem. In this phase, the researcher tried to have an informal
conversation with the students. The researcher also conducted three-day classroom
observation to obtain the data on the students’ problems.
3.3.2 Planning the Action
In this stage, the researcher made a preparation for the action. The preparation covered
designing role-playing procedures and preparing the lesson plan.
3.3.2.1 Designing Mind Mapping Procedures
In this study, the researcher implemented six major steps in the procedure for the mind
mapping activities. Those were 1) deciding on the teaching materials, 2) organizing the group
of the students, 3) providing the situation and making mind mapping, 4) having the students
practice speaking by using their mind mapping, 5) having students modify the situation and
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mind mapping, and 6) having the students perform the speaking of monologue recount in
front of the class.
3.3.2.2 Preparing the Lesson Plan
In this study, it was agreed that the researcher acted as the practitioner who taught the
students and the collaborator or the English teacher acted as the observer during this action
research. At this stage, the researcher and her collaborator designed the lesson plan as the
guide to conduct the instructional activities. It was developed based on the syllabus of the
School Based Curriculum and was focused on the implementation of the mind mapping
technique in the speaking class. The lesson plan covered instructional objectives, instructional
strategy, instructional materials and media, teaching procedure, and assessment procedure.
3.3.2.3 Designing Instruments and Technique of Collecting Data
To obtain the required data, it is very crucial for the researcher to use the appropriate
instruments. The selected and developed instruments were based on the nature of the required
data. The data were collected during the instructional process and covered the performance of
the students during the instructional process. In addition, the data also included the students’
responses to the teaching of speaking by using mind mapping technique. In this study, the
researcher used observation checklist, pre-test, and post-test as the research instruments.
3.3.2.4 Setting the Criteria of Success
The criteria of success were set in advance as a basis to determine whether the action
implemented was successful or not. In this study, the action was considered successful when
the average score of the fisrt cycle which is more than the minimum score higher than the
preliminary study.
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Concerning the criterion of success above, the researcher needed to assess the
students’ performance. In assessing the students’ speaking abilioty, the researcher applied an
analytical scoring rubric. Language elements that were assessed by the researcher and her
collaborator covered; leksikogramatika (vocabulary and grammar), discourse management,
pronunciation, and intonation. In assessing the students’ speaking ability, the researcher used
observation checklist. Because this observation checklist was used to assess the students’
speaking ability, then analytical scoring rubric was provided. The analytical scoring rubric
covered three elements as shown in appendix 1.
No Aspek yang Dinilai Skor
1 Grammar dan Vocabulary (Leksikogramatika)
Menggunakan tata bahasa yang benar dan kosakata yang tepat
Menggunakan tata bahasa yang kurang tepat tetapi tidak
mempengaruhi makna
Menggunakan tata bahasa yang kurang tepat dan mempengaruhi
makna
Menggunakan tata bahasa yang sulit/tidak dimengerti
Sulit memproduksi kata-kata / diam
4
3
2
1
0
2 Manajemen Wacana
Melakukan dan merespon tindak tutur dengan tepat (logis) dalam
bahasa lisan
Melakukan dan merespon tindak tutur meskipun sesekali salah paham
Sering salah memahami dan merespon tindak tutur sederhana
Tidak mampu memahami dan merespon tindak tutur sederhana
Hanya memproduksi kata2 yang membentuk teks
4
3
2
1
0
3 Ucapan dan Intonasi
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Ucapan dan intonasi sangat jelas mendekati penutur asli
Ucapan dan intonasi jelas meskipun terdapat aksen bahasa pertama
Ucapan dan intonasi kurang jelas dan mempengaruhi makna
Ucapan dan intonasi tidak jelas dan menghilangkan sejumlah makna
Ucapan dan intonasi tidak mampu mengungkapkan makna
4
3
2
1
0
Jumlah Skor 12
Table 1 : Analytical Scoring Rubric
3.3.3 Implementing the Action
In this phase, all the procedures of mind mapping technique designed in planning the
action were implemented in the instructional activities. The implementation was adjusted with
the English class schedule at the school where this study was conducted. The implementation
of the action refers to the manifestation of the designed plan covering the six major steps in
the procedure for the mind mapping activities. The designed plans were implemented in three
meetings as stated in the previous section. Among the 6 major steps of mind mapping
procekdures, the first to the forth step were implemented in meeting 1, the fifth and sixth step
in meeting 2, and the last step in meeting 3.
In implementing the action, the researcher acted as the practitioner conducting the
teaching in the class, while her collaborator acted as an observer observing the students’
speaking performance and the improvement of the students’ self-confidence during the
implementation of the action.
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3.3.4 Observing the Action
At this stage, the researcher and her collaborator observed the whole aspects of the
implementation of the action covering the students' participation in the instructional activities
and during the performance in front of the class. The observations were done during the
teaching and learning process. The observations which were done during the instructional
process dealt with the students’ involvement in classroom activities and their speaking
performance when performing the dialogs.
3.3.5 Reflecting the Action
The data obtained through the observations during the implementation of the action
were then analyzed and the results of the analysis were consulted with the criteria of success.
The criteria of success of the action reflect the area of concern the teacher wanted to
emphasize in the teaching and learning process. Since this study was aimed at improving the
students’ speaking ability through mind mapping technique, the criteria were set by
considering some aspects related to the objective.
The criteria of success were set in advance as a basis to determine whether the action
implemented was successful or not. In this study, the action was considered successful when
the average score of the fisrt cycle which is more than the minimum score higher than the
preliminary study.
The reflection was done at the end of each cycle. The results of the analysis of the
implementation of the action were then evaluated to see whether the next cycle was needed or
not. In this research, the reflection of the implementation of the action in each cycle was done
by the researcher and her collaborator. The decision to continue the action in the next cycle
was done when the criteria of success were not fulfilled.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
4.1. Findings from Cycle 1
4.1.1 Findings on the Students’ Speaking Ability
From the analysis of the students’ speaking ability, it was found that they still made
mistakes on some language elements being observed namely leksikogramatika (vocabulary
and grammar), discourse management, pronunciation, and intonation. In terms of
leksikogramatika in speaking which containts of vocabulary and grammar, they have their
own capability. In the use of vocabulary and grammar, the students did not have a lot of
problems when they were going to use certain words in the right grammar, as the teacher had
provided the picture for them. They just made the mind mapping according to the picture they
get, found the case, made analytical exposition text according to the case, and presented them
in front of the class. Based on the speaking scoring, 4 students used improper grammar and
influenced the meaning, 20 students (74%) used improper grammar but didn’t affect the
meaning, and 3 students (11%) used correct grammar and appropriate vocabulary.
In the use of discourse management, noone of students can make and give respond
with appropriate speech acts (logically) in spoken language. They can’t make a good thesis
and reiteration for analytical exposition text. 20 students (74% of 27 students) can make and
give respond to speech act despite they occasionally get misunderstandings. They made a lot
of repetition in the sentences. Some of them (7 students or 25%) often misunderstood and
respond to the simple speech acts. Sometimes, they still forget what they want to forget.
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In terms of pronunciation and intonation, there are 6 students who had less clear
pronounciation and intonation, it also influenced the meaning. Every word they spoke was
incorrectly pronounced. One or two words mispronounced by 18 students (66%), it made the
meaning unclear but they still produced clear intonation despite the accent is disposed to the
first language. 3 students (11% of all students) reached good level in pronunciation in which
they pronounced only a few words incorrectly and the meaning was not affected. They can
produce clearly pronounciation and intonation approaching the native speaker. For example,
the word ‘title’ is pronounced ‘titel’ not ‘/taitl/’. In using suffix ‘-ed,’ for example, most
students get difficulty. Such as the word ‘liked’ is pronounced ‘laiked,’ not ‘/laikd/.’ .
4.1.3 Reflection
The data above then were used to measure whether the implementation of mind
mapping technique had met the criteria of success or not. The implementation of this
technique was considered successful if the average score is more than the minimum score.
The minimum score for the eleventh grade of English lesson in senior high school is 73.the
language elements which is being observed are leksikogramatika (vocabulary and grammar),
discourse management, pronunciation, and intonation. Based on the researcher’s calculation,
the average score of eleventh grade of Language class to improve the speaking ability for
analytical exposition by using mind mapping technique is 79,2.
Considering the fact above, the researcher don’t need to make the second cycle because
her technique by using mind mapping technique to improve the speaking ability for analytical
exposition is success. After all stages of mind mapping procedures were implemented in the
first cycle, the researcher and the observer collaboratively evaluated the instructional process
that had been conducted in the classroom.
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Referring to the data above, it can be inferred that the implementation of the mind
mapping technique could improve the students’ speaking ability. In preliminary study, the
average score of eleventh grade of Language class for the speaking ability for analytical
exposition is 64. It is under the minimum score for English lesson in senior high school. After
mind mapping technique was implemented, their speaking ability improved significantly.
Most of students get the score more than 73. The result is increasing, the average score of
eleventh grade of Language class to improve the speaking ability for analytical exposition by
using mind mapping technique is 79,2.
Nomor
NAMA LEKSIKOGRAMATIKAMANAJEMEN
WACANA
UCAPAN
&
INTONASI
RESULT
SCOREUrut Induk
1 112508377 ACHMAD ROSUL ARIF 2.5 2 1.8 52,5
2 112518378 AHMAD AKBAR MAQHFURI 1.8 2 2 48.3
3 112098336 AINUN CHOIRUNNISA S 33 3 2.8 75,8
4 113008427 ALFIAN AZIS 3 2.5 2 62.5
5 110058132 ANGGA ARIF PRANOWO 2 1.5 2.3 48.3
6 112129339 ANGGI HANDA SUWANDI 2.8 2.5 2 60.8
7 110868213 ARISKA FEBIANDINI 2.8 2.5 2.3 63.3
8 110508177 AVIDTRIAS AMBARWATI. 3.2 3 3 76.7
9 110088135 BELLA AJI NATASHA 3 2.5 2.2 65.8
10 7889 BLASSA SATRIA BENING P A A A _
11 110558182 DINDA PUTRI RAMADHANI 3 25 3 70.8
12 113098436 DJULAIKA AGUSTINA 2 2 1.8 48.3
13 113128439 GALUH PRAMUDITA 2 3 2.8 65
14 113138440 GREVICTA VETA SANDIKA 2 2 2 50
15 112248351 GUNTUR ADJIE PRASETYO 1.8 1.5 2 44.16
16 110158142 INDI BELA LAURENCIA 2 1.8 2.2 50
17 110178144 KRESNA AJICARAKA E 2.2 1.5 2 47.5
18 111018228 LUTFIA PUTRI ZUMAIDAH 2.4 2 2.8 60
19 110198146 MARRY VELLYSIA NUR A 2.2 2.3 2.4 57.5
20 111848311 MARTHA AYU WIDYANTI 3 2.5 3 70.8
21 112668393 MAUDY RUSDIANA 2 1.8 2.5 52.5
22 113198446 MOCH YAZIDUR ROZZAK 2.5 2.2 1.5 51.7
23 111458272 MOCHAMMAD ALIEF D W 2.5 2.6 3.2 69.2
24 113238450 MUHAMMAD AFIF MAFAZI 2 2 1.8 48.3
25 110238150 MUHAMAD GALIS R 2.5 2.5 2 58.3
26 110668193 MUSTIKA PARAMITHA C 3.3 3.2 2.2 72.5
27 111098236 NOOR ALI M 2 2.8 2.3 59.2
28 111918318 NOVA DWI P 3.5 3.2 2 72.5
29 112378364 NUR AISYIAH 2.5 2.3 2.2 58.3
25
30 112798406 RAMADITYA OKTAVIANTO 2.2 2.2 2.5 57.5
31 110758202 RIZKI AZHARI MAHARANI 2.2 1.8 2.5 54.2
32 112858412 SHAFHAN ACHMAD F H 2 2 2 50
33 113318458 SHAULA CAHYADEWI S 2 1.8 2.5 52.5
34 111558282 SHOFIANA KHOIRUNNISA 2.8 2.2 2.3 60.8
35 111578284 SITI NUR AINIAH 3 2.2 2.3 62.5
36 112038330 TATON ADJI MAHESA 2 2.2 2 51.7
37 111198246 TAUFIQ HAFIRLANA A M 2 2. 2.5 54.2
38 123288796 TESSA DERRY R P S 2 22 2.3 54.2
39 110418168 THOMAS TIOMOTOR R 2.2 2.2 2.3 55.8
40 112888415 UTARID KAMELIA KARLIM 3.3 2.5 2 65
41 111208247 VINSENSIUS CK 2 2 1.8 48.3
42 111618288 YONIE MAULANA AR 2.3 2.2 2 54.2
Rata-Rata
Table 2: The Result of Students’ Speaking Ability in the Preliminary Study
Nomor
NAMA LEKSIKOGRAMATIKAMANAJEMEN
WACANA
UCAPAN
&
INTONASI
RESULT
SCOREUrut Induk
1 112508377 ACHMAD ROSUL ARIF 3 3 3 75
2 112518378 AHMAD AKBAR MAQHFURI 3 2 2.8 65
3 112098336 AINUN CHOIRUNNISA S 3.8 3.6 3.7 92.5
4 113008427 ALFIAN AZIS 3 4 3 83.3
5 110058132 ANGGA ARIF PRANOWO 3 2.8 3.2 75
6 112129339 ANGGI HANDA SUWANDI 3 2.8 3.2 75
7 110868213 ARISKA FEBIANDINI 2.8 3 3.2 75
8 110508177 AVIDTRIAS AMBARWATI. 4 3.2 3.8 91.2
9 110088135 BELLA AJI NATASHA 3 3 3 75
10 7889 BLASSA SATRIA BENING P A A A -
11 110558182 DINDA PUTRI RAMADHANI 3 4 3 83.3
12 113098436 DJULAIKA AGUSTINA 2.8 3.2 3 75
13 113128439 GALUH PRAMUDITA 2.3 3 3 69.2
14 113138440 GREVICTA VETA SANDIKA 3 2.3 3 69.2
15 112248351 GUNTUR ADJIE PRASETYO 2 2 2.2 51.2
16 110158142 INDI BELA LAURENCIA 3.8 3 2.2 75
17 110178144 KRESNA AJICARAKA E 3.2 3.8 3 83.3
18 111018228 LUTFIA PUTRI ZUMAIDAH 3 3.5 3 79.2
19 110198146 MARRY VELLYSIA NUR A 3.2 3 3.3 79.2
20 111848311 MARTHA AYU WIDYANTI 3.3 3.2 3 79.2
21 112668393 MAUDY RUSDIANA 3 3.8 3.2 83.3
22 113198446 MOCH YAZIDUR ROZZAK 2.5 2.3 2 56.7
23 111458272 MOCHAMMAD ALIEF D W A A A -
24 113238450 MUHAMMAD AFIF MAFAZI 2.8 2.2 2.5 62.5
25 110238150 MUHAMAD GALIS R 3 2 2.5 62.5
26
26 110668193 MUSTIKA PARAMITHA C 3.5 4 3.2 89.2
27 111098236 NOOR ALI M 2.5 2.3 3 65
28 111918318 NOVA DWI P 3.5 4 3,2 89.2
29 112378364 NUR AISYIAH 3 2.8 4 81.7
30 112798406 RAMADITYA OKTAVIANTO 3 2.5 2.3 65
31 110758202 RIZKI AZHARI MAHARANI 2.5 2.3 2.4 60
32 112858412 SHAFHAN ACHMAD F H 3 2.5 2.5 66.7
33 113318458 SHAULA CAHYADEWI S 3 2.5 2.1 63.3
34 111558282 SHOFIANA KHOIRUNNISA 2.5 3.2 2 64.2
35 111578284 SITI NUR AINIAH 3 3.2 2.3 70.8
36 112038330 TATON ADJI MAHESA 2.4 2.3 2.6 60.8
37 111198246 TAUFIQ HAFIRLANA A M 2.2 2.5 3 64.2
38 123288796 TESSA DERRY R P S A A A -
39 110418168 THOMAS TIOMOTOR R 2.4 2 3 61.7
40 112888415 UTARID KAMELIA KARLIM 3.5 2.6 2.3 70
41 111208247 VINSENSIUS CK - - - -
42 111618288 YONIE MAULANA AR 3 2.5 3 70.8
Rata ra
Table 3: The Result of Students’ Speaking Ability in the First Cycle
This means that the average score of the students’ speaking ability improved from 64 in
the preliminary study to 79.2 of all students in the first cycle. so it can be said that the
implementation of mind mapping technique was successful and met the criteria of success.
Since the students’ speaking ability for every meeting show significant improvement and at
the first cycle had met the criteria of success, then the study can be stated as a successful
research project, and accordingly, the action research was stopped.
4.2 Discussion
Based on the findings of the study, it was shown that the appropriate procedure of mind
mapping technique gives beneficial contribution in improving the students’ speaking ability
during the instructional process. Mind mapping technique implemented in this study consists
of six steps. Those are: 1) deciding on the teaching materials, 2) organizing the group of the
27
students, 3) providing the situation and making mind mapping, 4) having the students practice
speaking by using their mind mapping, 5) having students modify the situation and mind
mapping, and 6) having the students perform the speaking of analytical exposition in front of
the class.
The findings of this research show that the students’ ability in speaking had improved
significantly from one meeting to the next meeting, from the preliminary study to the first
cycle. This can be seen from the result of one cycle. The average score of the students’
speaking ability improved from 64 in the preliminary study to 79.2. It could be seen from
their speaking in front of the class. The classroom atmosphere became more alive and all the
students were actively involved in teaching and learning process, so it can be said that
implementation of mind mapping technique was successful and met the criteria of success.
The improvement of the students’ speaking ability in this study might be due to some
benefits of mind mapping technique. Shina (2008) states that mind mapping has given various
positive aspects in teaching and learning process, namely: 1.) It promotes an effective method
of learning vocabulary, 2.) It keeps students highly – motivated, 3.) It can be helpful not only
in vocabulary learning but also in understanding word classes and in reading comprehension,
4.) It can be a stepping stone to other activities in adddition to reading, 5.) Students can use a
comprehension method as reading activity, 6.) Students can know how to write things down
in their notebook. So, the implementation of the mind mapping technique had improved the
students’ speaking skill.
28
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Con
5.1 Conclusions
In this study, the researcher implemented 6 (six) major steps in the procedure for the
mind mapping activities. First is deciding on the teaching materials. The second is organizing
the group of the students. The third is providing the situation and making mind mapping. The
fourth is having the students practice speaking by using their mind mapping. The fifth is
having students modify the situation and mind mapping. The last step ishaving the students
perform the speaking of analytical exposition in front of the class.
5.2 Suggestions
Based on the findings of this study, the strengths, and the weaknesses of this technique,
then the suggestions are made. The suggestions are directed to other Senior High School
English teachers whose students have similar classroom problems, characteristics, and
situations with this school, and to the future researchers.
It is suggested to other Senior High school English teachers whose students have similar
classroom problems, characteristics and situations with MAN Malang 1 that the mind
mapping technique could be used as an alternative approach to teach speaking ability at
SMA/MA level. Therefore, the English teachers are expected to socialize this approach
through teachers’ forums such as in-service training, workshop like MGMP (which stands for
Musyawarah Guru Mata Pelajaran), KKG (which stands for Kelompok Kerja Guru), or
seminars.
29
Nevertheless, the English teachers should consider some aspects in implementing the
technique. First, the English teachers should set the time as effective as possible by
considering the length of time allotted in every activity. Second, the English teachers should
deliver the explanation using clear voice, not too slowly and not too quickly. Third, the
English teachers should use Indonesian language if the students find it hard to understand the
explanation. Fourth, the English teachers should provide the students with lists of vocabulary
or ask them to always bring dictionary since they still have poor vocabulary. Fifth, the English
teachers should distribute high achiever students in each group that they can help their low
achiever friends in their group. Sixth, the English teachers should approach and guide students
when they work on their tasks. And seven, the English teachers should be patient since this
technique employs a lot of time and activities at every stage.
30
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