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CHAPTER I

INTRODUCTION

A. Background

Language is a means of communication. By using language, people can

express ideas, thoughts, opinions and their minds. Language in the world is the

most important means in life because it is impossible for people to communicate

with other and carry on their daily activities without using language.

As an international language, English is very important and has many

interrelationships with various aspect of life owned by human being. English is

becoming popular and the most important language in the whole aspects of life,

for understanding literature communication. The students may know about

language usage, but they will be unable to use it if they do not practice in daily

communication. English is important in this case because it is used in

communication and communication is the one of characteristic of human being,

for example, as means of communication among people with different

backgrounds from many parts of world.

According to Penyy Ur, of all the four skills (listening, speaking, reading

and writing), speaking seems intuitively the most important: people who know a

language are referred to as ‘speakers’ of that language, as if speaking included all

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others kinds of knowing; and many if not most foreign language learners are

primarily interested in learning to speak1.

Speaking is one of the four language skills which should be developed in

teaching English. In learning speaking is very important for students. For many

students learning to speak English is a priority. They may need this skill for a

variety of reasons, such as for exchanging information or for influencing people,

like to persuade the other people to believe about what they said.

In speaking, the students usually reflect the language they use at home. In

social life, it can be seen when they speak by using different intonation,

vocabularies, and structure. So, to make the students practice in class, first, the

teacher needs to adopt and vary of techniques of teaching. They include mind

map, group discussions, and feedback. Secondly, the teacher needs to get involved

in the class because it is very important for the teacher. Teachers not only take a

role as facilitator in the activities that encourage the students to speak in the

language, but also should present themselves as good models of oral language

users and give examples of a good performance in the language.

A Mind Map is the easiest way to put information into your brain and to

take information out of your brain – it’s a creative and effective means of note-

taking that literally ‘maps out’ your thoughts. And it is so simple. Mind Maps are

also brilliant route-maps for the memory, allowing you to organize facts and

thoughts in such a way that your brain’s natural way of working is engaged right

1
Penyy Ur. A Course in Language Teaching: practice and theory. Cambridge University
Press 1996, p. 120
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from the start. This means that remembering and recalling information later is far

easier and more reliable than when using traditional note-taking techniques.2

As a pedagogical tool, the visibility of Mind Mapping provides an

effective approach for promoting better understanding in students. Its flexibility

also means that it possesses several uses in the classroom. Using Mind Mapping

software in the classroom is a successful way to support children’s exploration

and presentation of ideas. Ralston and Cook (2007) found that an exercise

involving Mind Mapping software provided a useful focus for pupils to organize

their thoughts and to present information clearly and attractively. It also facilitated

communication between pupils.3

Based on observation, the researcher found the problems. They were, the

students still the lowest score in English based on the students’ score, the students

had less motivation in teaching and learning process so the most of them dislike to

learn English, and also the teaching and learning process tend only to use

conventional method especially to speaking. So the most of the students are not

interesting in speaking using the target language. Even though, they have

something in their mind when they deliver their ideas, they do not have self

confidence since they are afraid of making mistakes. It is also found psychological

factors, such as anxiety, nervousness, fear, and shyness that became handicaps of

the students.

2
Tony Buzan, The Ultimate Book of Mind Maps. Harper Collins Publishers. 2012, E-
Book P.1-2
3
Tony Buzan, Ltd. Mind Mapping, Scientific Research and Studies. think buzan
inventors of mind mapping.com., E-Book. P.20
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Seeing the problems above, it needs to create teaching and learning

process that can facilitate students to learn English easily. The process should be

designed to make the students active and creative in order that teaching and

learning process is effective and pleasant. The teachers can use the technique to

enhance the students’ ability in speaking. One of the techniques is Mind Mapping

technique. Mind Mapping is an important technique that improves the way to

record information, supports, and enhances creative problem solving. Mind Map

encourages creative problem solving, as they hold infomation in a format that the

students’ mind finds easy to remember and quick to review. It is a good way to

make the students understand more about the map that they will speak. The

teacher improves the students’ ability by using them. It makes easier for the

students to share their difficulties in speaking. Therefore researcher interest in

conducting research with a title “Improving Students’ Speaking Skill By Using

Mind Mapping At The Eleventh Year Students Of SMA Negeri 4 Palopo”

B. Problem Statement

Based on the explanation on background the researcher formulates the

research question namely:

1. How to improve students’ speaking skill by using mind mapping technique

at the eleventh year students of SMA Negeri 4 Palopo?

2. What are the students’ responses in learning speaking by using mind

mapping at the eleventh year students of SMA Negeri 4 Palopo?

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C. Objective of the Research

Based on problem statements, the objective of the research as follows:

1. To find out the way to improve the students to speak English by using

mind mapping technique

2. To find out the students’ response in learning speaking by using mind

mapping technique.

D. Significance of the Research

The result of this research is efected to be useful for:

1. Theoretically, it will be useful contribution towards the theory to help

students to improve their skill on speaking or in other materials.

2. The practically, this research also expected to be useful information for all

teachers and students in teaching English materials. In addition, it will be useful

be a feed back for the students about their skill in speaking by using mind

mapping.

E. Scope of the Research

This research would be restricted to the teaching speaking skill by using

mind mapping. Where the researcher was focused on three main aspects of

speaking such as: accuracy, fluency and comprehensibility. Specially in teaching

present tense, and past tense by giving some themes such as: daily activities,

unforgettable experience, and describing something.

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F. Operational Definition

To get general understanding about the aim of the title, the researcher

expected that:

1. Speaking Skill is the oral capacity, proficiency that measure based on

competence features, performance feature, there are consisting of fluency,

accuracy, and comprehensibility.

2. A Mind Mapping is a technique consisted of central idea, key words,

branches, colors and images. So it can help the students easy to prepare, develop

topic in speaking and remember their speak note.