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CHAPTER I

INTRODUCTION

1.1 Background of study

In English language, there are four skills that should be mastered by

students in English teaching, in process teaching are speaking, reading, listening

and writing. Writing is one the four basic skills in teaching and learning, writing

is one of the four language skill which very important to learn. As it know,

writing is not easy. Among the skill, writing is the most difficult skill to be

learning because it needs hard thinking in producing words, sentences and

paragraph at the same time. Writing is the activity when someone expresses the

idea, emotion, thought and transfer into a piece of paper. Gebhardt and Dawn

Rodrigues (1989: 1) “Writing is one of the most important things you do in

college”. Writing usually directed to others for a specific purpose.

At the level of junior high school English subject also important subject that

entered the National Examination. Not it is undeniable that English must be a

particular concern in efforts to increase mastery of material. And in the second

year the basic competency that should be achieved in the writing English subject

is that the students have ability to develop and produce written simple functional

text in the descriptive text, recount text, and narrative text.

An English teacher should be able find out and apply the right techniques

strategies, and media in process teaching learning, especially in writing skill so

that students` not feel boring and get low interest. Regarding this statement, in this
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research the writer intends to apply the teaching technique in which apply mind

mapping technique and jumbled sentences technique in teaching writing skills,

especially in writing recount text this technique is expect to motivate students in

learning English especially in writing recount text

The reason for selection at SMPN 1 Galang as the location of the research

because it is the based on observation in this school there are still many obstacles

faced by students’ in the process of learning English especially in writing recount

text. The lecture method that usually used by the teacher is considered make

students’ feeling boring and low interest about participating in English teaching

and learning activities in the class. The focus of the research is that Mind mapping

technique and Jumbled sentences can give the students’ new feeling in the

learning writing. The students can interested and be more active when teachers

teach writing. Thus, the could motivate students’ in learning writing skills

teachers could use Mind mapping and Jumbled sentences to motivate students’

when he or she teaches writing.

1.2 Problem statement

1. What is the significant differences of student’s score achievement in

writing ability before using mind mapping technique and jumbled

sentences technique

2. Based on the problem identified above, in the research writer focuses on

“what is the significant difference between comparing mind mapping

technique and jumbled sentences technique to improving student’s ability

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1.3 Objective of study

1. In accordance with the problem formulated, the objective of research is to

find out significant differences of student’s score in writing ability before

using mind mapping technique and jumbled sentences technique

2. In accordance with the problem formulated, the objective of this research

is to find out the significant difference between mind mapping technique

and jumbled sentences technique on students’ writing ability of recount

text.

1.4 Significant of Study

The result of this research are hoped to be useful for:

1. The writer

This research is expected to provide new experiences to the author about

writing by using different between mind mapping technique and jumbled

sentences technique to improving students’ writing skill in recount text

2. The English teacher

The result of the research can improve knowledge and to provide useful

information by using different between mind mapping technique and

jumbled sentences technique in improving student’s writing skill in

recount text.

3. The student

The result of the research expected will encourage students’ to write

appropriate texts and also motivate students in writing English.

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1.5 Scope and limitation of the research

This research focuses on the comparative between Mind mapping technique

and jumbled sentences technique to improve student`s grammar and vocabulary in

teaching writing skill by using recount text.

1.6 Definition of key terms

1. Comparative is a syntactic construction that serves to express a

comparison between two (or more)

2. Writing, The activity or skill of marking coherent words on paper and

composing text.

3. Recount text is a text which tells about something that happened in the

past

4. Mind mapping, is an effective tool for taking information from your brain

and putting it on paper.

5. Jumbled sentences technique questions require students to select word or

phrase from a menu to complete a sentence.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Previous Study

Number of studies had been related to the current research. In this study

researcher take at eight grade SMPN 1 Galang previous studies refers to mind

mapping technique and jumbled sentences the first is study by Nurhyati (2017)

“Improving students achievement in writing recount text through jumbled

sentences technique for eight grade students of MTS Muhammadiyah 01 Medan”

her research was conducted at MTS Muhamadiyah 01 Medan academic year

2017-2018 as a subject researcher. Her research used Classroom Action Research.

In conducted this classroom action research. The instrument of collecting data was

qualitative data from observation, interview, diary notes and documentation.

Based on the result of the data analysis show that there was a improvement of the

result of the students’ achievement in writing recount text from each cycle. After

doing post-test cycle I, there was an improvement of the result of the students’

mean was 65,7. Where, 4 students who got successful score criteria above 75 or

was only 19 percent and 17 students who got unsuccessful scored criteria above

75 or it was 81 percent. Then, doing an improvement of students’ mean was 80,5.

Where, 15 students who got successful score criteria above 75 or it was 29

percent. In others words, the students’ achievement at writing recount text was

improved.

The second is study by Rini Malinda (2017) “improving students’ ability

in recount text writing through jumbled sentences at the first Grade of SMA
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KARTIKATAMA METRO” Her research was to find out whether was statically

significant increase of students’ writing ability in recount text. Her research was

qualitative research. The subject of this research was 25 students at the first grade

at SMA kartikatama Metro. The writing test was administrated as the instrument

of the research. The data were analyzed by using t-test with the significant level

of<0.05 through SPPS version 17.0. The result showed that there was a statically

significant increase of students’ writing ability. This suggests that teaching

writing using jumbled sentences facilitates the students’ to develop their ideas

easily.

The third is study by Utami, F.S., Pabbajah M., & Juhansar J., (2018) “The

implementation of Jumbled Sentences toward students’ skill in writing report

text” Their research was conducted in MAN 2 Yogyakarta that involved 24 tent

grade of IPA 3 in academic year 2018/2019. Their research used a Classroom

action research. To collect the data, observation checklist, structured interview,

and test were used. Besides the test results showed students’ mean improvement

in writing report text from pre-test (3.00), post-test I (3.36), and post-test II (3.78).

The fort is study by Kumala Dewi (2017) “The use of mind mapping

technique in improving students’ writing recount text” Her research conducted at

X-2 class of SMA Negeri 11 Kota Tanggereang Selatan academic year

2016/2017 in which consisted of 37 students as respondents. Her research is

divided into three aspects, such as observation, test, and interview and questioner.

The students’ problem in grammar, vocabulary and developing idea, reduced

during the CAR was implemented. The improvements showed from the number of
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students who passed the KKM (75). There were three students or 11% out of 37

who passed the last post-test, increased become 30 or 81%.

The fifth is study by Candra Pantura panlaysia (2015) “The effectiveness

of mind mapping technique in teaching learning writing on recount text”. His

research was conducted at MAN 2 Surrakarta, it is Experimental Research. The

researcher took data from first semester students X IPS 1 and X IPS 2 as a sample

experimental class. The test consisted of the pre-test and post-test. Non-test

consisted of the observation, documentation, and interview. From the computation

the t-obtained (t) was 6.24, consulting the t-table (0.05 was 2.02). it could be

known that t was higher than tt (t =6.24>tt = 2.02). The mean of control class, the

pre-test mean score was 37 become 60,5 in the post test. The standard deviation of

control class for pre-test standard deviation was 10.85 become 15.55 in post test

and Experimental class for pre-test 12.95 become 16.17.

The sixth is study by Cynthia Laksmini Dewi (2014) “ improving students

creativity in writing recount text by using mind mapping” Her research conducted

at the tenth grade of SMA Baik 2 Surakarta in academic year of 2014/2015. She

used the method was classroom action research. There are qualitative and and

quantitative data collected in this research. The qualitative data were collected by

observing while the quantitative data were collected by design test. The critical

thinking (from 57.89% to 86.45%), innovation (from 39.47% to 79.31%).

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2.2 Writing

2.2.1 Definition of Writing

In learning English, there are four skills that should be mastered those are

listening, speaking, reading, and writing. Among the four skills, writing is the

most difficult skill to be learnt. According to Pulveness, Spart, and William (2005

: 26), writing is one of the four language skills : listening, speaking reading, and

writing. It means that writing also one of the productive skills which involve

communicating massages in form the letters. Communicating means sending

certain information to others, so that a massage must be have purpose. In other

words, writing skills produce writing have certain information

Writing is the important aspect in learning a foreign language. Harmer

(2001: 250) said that writing is one of the productive skills which are closely

bound up with the respect skill work. Students will improve much if they learn

more words and expression. Richards and Renadya (2002:203) said that writing is

the most difficult skill in learning foreign language. Richards and Renandya

(2002:316) also said there are three stages in writing process. (Planing) this stages

encourages students’ to write. (2). Drafting, this stage focus on the fluency of

writing and is not pre occupied with grammatical accuracy of the draft. (3).

Revising, this stage encourages the students to revise through collaborative

writing.

Harmer (2011:10) defines writing as a productive skill which involves

through and emotion. It is a medium of communication that is used to convey

meaning. Writing cannot be mastered at one, but everyone to practice a lot to be

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more competence. The Patrice can be inform of imitating or copying words

sentence from the giving ideas based on the writers’ knowledge, experience, and

point of view.

2.2.2 The Process of Writing

Writing process is about how the stages of writing applied by the writer, in

the process of writing, not only focuses of final output, but also to pay attention to

practice. Hyland (2003:10) states that illustrator stages of writing to give students

clear understanding that writing process is significant to produce a good writing.

Each step has different role in writing process. These are the stages of the writing

process.

1. Prewriting

According to Lanon (2011) prewriting strategy is a technique use

facilitate writing in finding the ideas and supporting the details of

writing. In addition, Mahnam and Nejadansari (2012) add that is a kind

of practice in helping the individual to activate prior background

knowledge, discovery and specify areas of research. It means that

prewriting strategy is based on both theories above is process done

before the real writing that helps the individual to find new and

supporting ideas for their writing piece. In this stage the teacher asks the

students’ to prepare and collect their ideas. They can do those through

brainstorming, discussing a topic or clustering. Brainstorming is a quick

way to generate a lot of ideas on a subject. The purpose is to make a list

of as many ideas as possible. To brainstorm, follow these steps (a).

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Begin with a broad topic. (b). Write down as many ideas about the topic

as you can in five minutes. (c). Add more items to your list by answering

the questions what, how, when, where, why, and who. Clustering is

another prewriting technique. It is a visual way of showing how your

ideas are connected using circles and lines. When you cluster, you draw

a diagram of your ideas. This term will be explained in the next section.

On the other hand said that pre-writing is any activity in the classroom

that encourages students to write. It stimulates thoughts for getting

started. In fact, it moves students away from having to face blank page

toward generating tentative ideas and gathering information for writing.

2. Drafting

Brown (2001) States that drafting is an important and complex set of

strategies. The students do not worry about correctness because it is

purposed to get the ideas on paper as quickly as possible. Spivey (2006)

also states that in writing process to children. Drafting is the activity

where they put their ideas on the paper without regard about punctuation,

grammar, or neatness and focuses on the ideas and gets them on paper

without the distraction or fear of making mistakes in grammar,

capitalization, punctuation or paragraph structure.

3. Revising

When students revise, they review their text on the basis of the feedback

given in the previous stage. The teachers check content, grammatical an

punctuation of student`s writing. Harmer (2004: 12) says that the

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teachers can encourage the students to revise through collaborative

writing, the working pairs or groups and give suggestion for changes.

From their ideas above, it be concluded that writing process consist of

three stages: Prewriting, drafting, and revising. To get final writing

accurately, it takes time, patience and trained instruction.

2.2.3 Types of Writing

Brown (2001: 342-346) also states that there are at least five types of

classroom writing performance. The first is imitative, this type of writing is

usually for the beginners in which the simply write down English letters, words

possibly sentences in order to learn the conventation of the orthographic code. The

second is intensive or controlled A common form of controlled writing is to

present a paragraph to students in which they have to alter give structure thought.

For example, the students may be asked to change all present tense verbs to past

tense; in such a case, students may need to alter other time reference of this

category. The next is type is self-writing is writing with only the self in mind as

an audience. Diary or journal writing a note taking is categorized in this kind of

writing in which they take a note for something for the purpose of later recall. The

last type is Real writing. The purpose of this type of writing is exchange useful

information. Since the different writing may have different purpose, the teacher

should able to give the students a clear understanding of the types of writing

performance so that students could differentiate and recognize which types their

writing belong to
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In conclusion, there are some aspects to be evaluated in writing activity

according to some expects. Some of them are; mechanics that relate to spelling,

punctuation, hand writing etc. contents that have relation with relevance,

originality, logic etc. word choices that include vocabulary idiom, diction and etc,

organizations that have something to do with paragraphs, topic and support

sentence, cohesion, unity etc and grammar in relation to the rules for verbs,

articles, nmpronouns.

2.3 Recount Text

2.3.1 Definition of Recount Text

According to Hyland (2004: 29), recount is kind of genre that has social

function to retell for the purpose of informing or entertaining. It means that tense

use in recount text is past tense, the social purpose of recalling reconstructing the

past experience by retelling events in original order. According to siaha and

shinoda (2009: 9), recount is to tell “what happened”. A recount text is social

functions is to retell an event with the aim of informing or entertaining readers.

Anderson defines (1997:48) “The recount text as a piece of text that retells past

events, which is usually in order in which they happened” recount text is one of

the types of narrating genre about events or experience in the past and event and

real activities. The purpose of this type of text is to amuse or entertain the reader

or listener by dealing with a sequence of events, the special feature of this type of

text it is sequence of events in the past that should be written chronologically.

There is the most common text types can encounter as readers and listeners, not
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least because they are the basic from of many storytelling texts. Recounts can be a

personal recount, factual recount, imaginative recount and literary recount. In the

following:

a. Personal recount– retelling an activity that the writer has been personally

involved in and may be used to build the relationship between the writer and

the reader e.g. anecdote, diary journal, personal letter. The following is the

example of personal recount.

b. Factual recount– retells events which have already happened in time order.

It reports the particulars of an incident by reconstructing factual information

e.g. police reconstruction of an accident, historical recount, biographical and

autobiographical recounts.

c. Imaginative recount– applying factual knowledge to an imaginary role in

order to interpret and recount events. It usually tells about fantasy or

adventure story. It is usually made for the purpose of educating, such as

students ‘textbooks. For example: A Day in the Life of a Roman Slave, How

I Discovered Radium.

d. Procedural recount– recording the steps in an investigation or experiment

and thereby providing the basis for reported results or findings. The

difference between this type of recount with procedure text is that

procedural recount uses simple past tense, which means that the event or the

steps are already implemented. For example: documentaries and retelling a

science experiment and its results.

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e. Literary recount– retells a series of events for the purpose of entertaining or

amusing. It tells facts and feelings about the events and sometimes uses

dialogue between characters. For example: events from novel, plays, films

and personal experiences to entertain others

2.3.2 Structure of Recount Text

As for the structure of the recount text which consist of three, namely:

a. Orientation is contain an initial introduction to the story general, namely

about the background, information about who, where, when the event

occurred.

b. Events are the contents are a series of events or stories that are told (what

happened during the incident) usually use first, then, after that, and then, in

the end also contain a lot of opinions.

c. Reorientation is as the name implies this section contains the closing or

ending the story.

Table 2.3

The example or generics structure of recount text

Title Painful but Possible

Orientation Last weekend when holiday started, unlike in previous

holiday, my family and I went to my father’s hometown. We

reached the hometown after we drove for about two and a half

hour from my house. When we got there, grandmother and

grandfather had been waiting for us. It was very nice to see
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them after long time. We talked a lot about and then we rest.

Events The next day, we spent our time fishing in the river. My father

was fishing in the boat while my brother and I were fishing at

the river sidelines. The girls with grandmother were picking

vegetables in the garden and preparing meals. In the afternoon

we went to the rice field and caught some eels. All of the

activities were very fun. At night, we gathered together on the

terrace. We talked, sang, danced, laughed until midnight.

Reorientation Time passed very quickly when we were there, it already a

week. In the end of holiday there, my family and I had picnic.

On Monday, we packed our bags and got ready to go home.

2.4 Mind Mapping

2.4.1 Definition of Mind Mapping

In education, the mind mapping strategy of the strategy in teaching writing,

the mind mapping strategy can be use explore almost any topics writing and also

used in every kind of writing such as narrative, descriptive, recount, procedure,

argumentative, etc. Tony Buzan (2009: 12) “A mind map is easiest way to put

information into your brain and take information out of your brain – it is creative

and effective means of note taking that literally ‘maps out’ your thoughts. And it

is so simple”. Mind maps have special characteristic where it seems like a brain. It

is a natural organizational structure that radiates from the center as the main topic

and use lines as branches. Sometimes, it is added by symbol, words, coolers and
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images according to set of simple basic, natural, mind-friendly concepts that can

be remanded easily. With a mind map, a long list of boring information can be

turned into colorful, organized, memorable diagram like what brain’s natural way

of doing things.

2.4.2 Procedure Mind-Mapping Technique

In order to make the use of mind mapping is done effectively; the students

can follow several steps to make Mind Mapping such as:

a. Create a central idea

The students should start to make a shape in the centre first. The

central idea is the starting point of mind map and represents the topic

will be to explore. The central idea should be in the center of page

and should include an image that represents the Mind Map‘s topic.

This draws attention and triggers associations, as the brain respond

better to visual stimuli. Taking the time to personalize the central

idea, whether it‘s hand drawn or on the computer, will strengthen the

connection which have with the content in mind map.

b. Add branches to map

The next step to get creative juices flowing is to add branches. The

main branches which flow from the central image are the key

themes. The students can explore each theme or main branch in

greater depth by adding branches. The beauty of the mind map is that
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they can continually add new branches and they are not restricted to

just a few options. The structure of our Mind Map will come

naturally as the students add more ideas and their brain freely draws

new associations from the different concepts.

c. Add Keywords

When adding a branch to mind map, the students will need to include

a key idea. An important principle of Mind Mapping is using one

word per branch. Keeping to one word sparks off a greater number

of associations compared to using multiple words or phrases. The

use of keywords triggers connections in our brain and allows us to

remember a larger quantity of information.

2.4.3 The advantages of Mind Mapping

According Buzan (2006:5) mind mapping helps the students’ in terms of :

a. Plan

b. Show the connection between the part of the separated information

c. Become more creative

d. Save time

e. Solving the problem

f. Be more focus on learning

g. Develop and clarify thoughts

h. Remember be better

i. Learn more quickly and efficiently.

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2.5 Jumbled Sentences

2.5.1 Definition of Jumbled Sentences

Jumbled Sentences are part of communicative language teaching activity

and it usually used by the teacher in classroom. Thus, teacher gives some

sentences with scrambled order to the students and they unscramble the sentences

into a good order and then they make a good paragraph based on sentences

(Larsen – Freeman, 2000:133). In other research, Chicaiza (2009:97) describes

that Jumbled Sentences are exercise where belonging to each sentence are mixed

in a random order in its own file and the students are required to order such pieces

and write a correct sentence out of them. But in this research, the researcher asked

the students to rearrange the sentences into a paragraph and then they make a

good paragraph based on the sentences. This activity helps students more creative

and active because they can share their ideas to one another. By discussing to

another in the classroom, student who usually calm down in class will braver to

express his/her ideas. So, the teacher should have an interesting technique to teach

the students in order to the more interested in the classroom.

2.5.2 The procedure jumbled sentences technique

May be described as follows:

a. The teacher shows one example of material to the student then

teacher explain to the students about what they have to do, that is

arranging the jumbled sentences in to the correct order, the teacher

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gives the students jumbled sentences and asks the students to arrange

it.

b. The teacher explains to the students about transition signal/markers

and how to use it, the teacher may ask about the function of the

transition signal markers in paragraph writing. The teacher asks the

students` whether they have understood about ordering Jumbled

Sentences technique and the material. This can be done by asking

some question about the materials that have been taught before, and

the teacher explains the materials again clearly.

c. The teacher hands out practice material consisting mixed sentences

and asks the students to restructure them in pairs based on the

ordering jumbled sentences

d. Techniques to make them meaningful. For example the teacher may

want to use the topic that related to daily life to make the students

easy in doing the task.

e. Then they correct their work together based on the teacher’s

guidance, the teacher gives some instructions when they correct the

works.

f. After that teacher distributes another material and asks the students

to rearrange the sentences individually. The materials may be in the

form of text in which the sentences have been jumbled.

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g. After all the students have finished doing exercise, they check their

answer together guided by the teacher’s explains the materials again

whether the students find difficulties in doing the task.

h. As the final procedure the teacher gives some home works

concerning writing paragraph through ordering jumbled sentences. In

this case, the teachers ask the students to make etc., and then ask the

students submit the task in the next meeting and discuss it together.

2.5.3 The Advantages of Jumbled Sentences

Jumbled Sentences is considered as an alternative strategy to teach

writing because it has many advantages. The advantages of using it can

be described as follows:

1. Frodesen (2001) notes that Jumbled Sentences is very useful. Students

are able to express their ideas more clearly in writing and to get

clarification on any comments that teachers have made.

2. Jumbled Sentences is helpful on students’ long-term writing

development (Ferris, 2002).

3. Jumbled Sentences may be beneficial to students in editing, because

Jumbled Sentences can guide learning and help the students solve

problem by themselves (Lalande, 1982).

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2.6 Conceptual Framework

Aspect of Writing

Grammar Vocabulary

Recount Text

Mind Mapping Jumbled Sentences

Teaching Learning Process

Word grouping Randomize sentences

True Experimental (Comparative)

Effective Ineffective

Figure 2.6.1 conceptual framework

For more clear, the writing recount text of VIII grade at SMPN 1 Galang

needs to be improving. It cause of several problems. They are difficult in write a

recount text because they lack of vocabulary. Most of the students do know how
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to write good words in the recount text. They are also low motivation to write an

English text. When they are given an English text to write down, they feel bored.

Thus, the researcher would like to purpose an alternative solution to improve

writing skill students’ of recount text. This technique can created mutual

relationship between teachers and students’

2.7 Hypothesis

Starting from the problem of this study as stated previously, in this research,

the writer states two tentative hypothesis as follow:

1. Alternative hypothesis (Ha) states that there is significant effect of using

process approach to improve students’ writing skill.

2. Null Hypothesis (Ho) states that there is no significant effect of using

Mind mapping and Jumbled sentences to improve students’ writing skill of

recount text.

Having obtained the t-test then will be compared with the t-table α provisions

that have been adjusted. The t-teble is found by adjust with the formula in

significant level α = 5 percent or 0,05. Thus, the t-test result can be known. In this

research, the alternative hypothesis (Ha) and the null hypothesis (Ho) need to

accompanied statements that it is opposed. Testing criteria for this hypothesis are:

Ho: µ1 = µ2

Ha: µ2 = µ2

If the comparability with t-table, then

If t-cont > t-table, then Ho is rejected and Ha is accepted

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If t-count ≤ t-table. Then Ho is accepted and Ha is Rejected

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

In this research, thee researcher will use a true experimental design. The

researcher will use to find out whether the use of true-experimental could improve

the students’ skill in writing skill of recount text or not the researcher intends to

examine the cause and effect between two variables, Mind mapping and Jumbled

Sentences as dependent variables and students, writing skill as independent

variable. Experimental technique in the only technique of research that can truly

test hypotheses concerning and effect relationship.

The design of this research in true experimental research by Sugiyono

(2014 : 75) as follow :

E1 = O1 X1 O2

E2 = O3 X2 O4

Where :

O1 = Pretest score of the experimental use Mind Mapping

O2 = Posttest score of the experimental use Mind mapping

O3 = Pretest score of the experimental use Jumbled Sentences

O4 = Posttest score of the experimental use Jumbled Sentences

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X1 = Experimental treatment (use Mind Mapping)

X2 = Experimental treatment (use Jumbled Sentences)

E1 = = Experiment group 1

E2 = Experiment group 2

3.2 Population and Sample

3.2.1 Population

According to Arikunto (2009) “population is complete set of

individual units whose characteristic we want to know” in this research,

the researcher takes the students at eight grade of SMPN 1 Galang the

population that consist of four classes, they were 93 students in class VIII

class.

Table 3.2

Table of population

NO CLASS NUMBER

1 VIII 22

2 VIII 23

3 VIII 25

4 VIII 23

Total 93
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3.2.2 Sample

According to Arikunto (2009) Sample is part of the population to

provide information or data required in a study. In this research takes class

VIII A, VIIIB, VIIIC and VIIID as the sample. The researcher will use

random sampling to choose two experimental classes to conduct the

research by using lottery technique.

3.3 Technique of Collecting Data

In collecting data, the researchers use three steps. They are pre-test,

treatment, and post-test. The procedure of collecting data is as

3.3.1 Pre-test

Pre-test will be given before treatment. In the pre-test, the researcher will

ask the students to write down a paragraph about students’ personal experiences.

3.3.2 Treatment

Treatment will be given post-test. In this research, the researcher will give

treatments based on Mind mapping and Jumbled Sentences class.

In Mind mapping the treatment as following

a. In the first meeting the researcher will explain about definition of

Mind mapping, purpose of the technique. After that, the

researcher will divide the students into group. One group consists

of 4 – 5 students. Then the researcher will present the lesson.

Next, the researcher gives a task t as task to the group and it will

be answered by members of the groups. Members who already

understand can explain to other members until all members

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understand. After that, the researcher gives a quiz or question to

all students. When answering the quiz, the students cannot cheat

each other; next, the researcher gives evaluation. Then the

researcher and students will give conclusion.

b. In the second until fourth meetings the researcher will do the

treatments as like in the first but the researcher will random the

groups and give other topic.

In Jumble sentences the treatment as following:

a. In the first meeting the researcher will explain about definition of

Jumbled sentences, purpose and advantages of Jumbled sentences,

then the researcher will divide the students into group. One groups

consist of 4- 5 students. Next, the researcher gives a text that has

been randomized every sentences then the researcher ask all of the

students in group to justify the randomized sentences. If they are

difficulties to find the key words, the researcher will help them.

After that, every group discusses each other. Next the leader of

each group will illustrate the story in front of class.

b. In the second until fourth meeting the researcher will do the

treatments as like the first meeting but the researcher will random

the groups.
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3.3.3 Post-test

Post test will be given after treatment. In the post-test the researcher will

ask the students to write down a paragraph about students’ personal

experience.

3.4 Instrument of the Data Collection

After the researcher knew exactly what is observe and from whom the data

are be got, the next step is deciding the instrument (Arikunto, 2006). To collect

the data, the researcher will use a test as the instrument. Then the researcher

tabulates the data based on rating score in the scoring of compositions as follows:

Table 3.4

Rubric of Writing

Aspect Criteria Score

Grammar Few errors of agreement, tense, 4

number, word order, pronouns or

preposition

Several errors of agreement, tense, 3

number, word order, pronouns or

preposition

Frequent errors of agreement, tense, 2

number, word order, pronouns or

preposition

Dominated by errors 1

Content Relevant to topic 4

 29

Mostly relevant to topic, but lacks 3

detail

Inadequate development of topic 2

Not relevant 1

Vocabulary Effective word/idiom choice and 4

usage

Occasional errors of word/idiom 3

form choice usage

frequent errors of word/idiom form 2

choice usage

Little knowledge of English 1

vocabulary, idiom and word form

3.5 Technique of Data Analysis

In this research, the data collection will be analyzed statistically. In analyzing

the data, firstly the writer will compute the individual score by using formula

propose by Purwanto (2008: 112) as follows:

𝒔𝒄𝒐𝒓𝒆 𝒐𝒃𝒕𝒂𝒊𝒏𝒆𝒅
Individual score = 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝒔𝒄𝒐𝒓𝒆 x 100

Thus, the process scores can be used as a basic to make decisions, if all of

students arrange from the high to the lowest, it is easier to know the position of a

students.
 30

The means rent of the students’ achievement that is based on the curriculum

(k13) can be interpreted with the following table.

Table 3.5

Classification of Scoring Grade

Classification Scale Criteria

Excellent 90 – 100 Successful

Very God 85 – 89 Successful

Good 80 – 84 Successful

Fair 70 – 79 Successful

Poor 0 – 69 Failed

To analyze the data, here are the formulations hat will be used in the research

1) Mean score formula:

∑fi . Xi
X=
∑fi

Where :

X = Mean

∑fi = Amount of sample

X = Obtain score

(Supardi, 2013: 65)

 31

2) Standard deviation formula:

∑𝑓
√ 𝑖 .(𝑋 )2
𝑓− 𝑋
S=
𝑛−1

Where:

S = Standard Deviation

∑ fi = Amount of sample

X = Obtain score

𝑋̅ = Mean

(Sugiyono, 2011: 58)

3) Variance formula

∑𝑓
𝑖 (X )2
2 𝑖− 𝑋
𝑆 = (∑𝑓𝑖 )− 1

Where:

𝑆2 = Variance

∑ fi = Amount of sample

X = Obtain score

𝑋 = Mean

(Supardi, 2013: 77)

 32

4) Normality test

It is used to know the normality of the data that is going to be analyzed whether

both groups have normal distribution or not. The normality test with Chip-square

will be used to find out the distribution data, as follows:

(𝑓𝑜−𝑓ℎ)2
X2 = ∑ [ 𝑓ℎ
]

Where :

X2 = Chi- square

f° = Frequency that is obtain from data

fℎ = frequency that is hoped

f° − fℎ = the sum of interval data

(Arikunto, 2010, 312 313)

5) Homogeneity test

Homogeneity test is used to know whether Mind mapping and Jumbled

sentences class, that are taken from population have same variant or not. A test

should be given to both classes of students’ before the experiment just to make

sure that the both classes really are the same. The researcher uses the formula

as follows:

𝑏𝑖𝑔𝑔𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
F = 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

(Supriadi, 2013: 143)

6) Testing Hypothesis

To respond the objectives of the study, the researcher examines the data in

the following steps. Firstly, the test is done in both groups, Mind mapping class

and Jumbled sentences class in teaching writing. Secondly, the result of the test is
 33

scored by using inferential analysis method. Thirdly, the means score, standard

deviation, and variance of the two groups are determined. Finally, the two means

are compared by applying t-test formula. T-test is used two differentiate if the

students’ result of students’ Writing skill of recount text by using Mind mapping

and Jumbled sentences is significant or not. The researcher uses t-test formula, as

follows:

Sample Independent

𝑋1 −𝑋2
t=
𝑆2 𝑆 2
√ 1+ 2
𝑛1 𝑛1

𝑋1 − 𝑋2
t=
2
(𝑛 − 1)𝑠1 + (𝑛2 −1)𝑠2 1 2
1
√ 1 (𝑛 + 𝑛 )
𝑛1 + 𝑛2 − 2 1 2

where:

X1 = Experimental treatment (Mind mapping)

X2 = Experimental treatment (Jumbled sentences)

𝑠12 = Total variant group one

𝑠22 = Total variant group two

𝑛1 = Standard deviation (group one)

𝑛2 = Standard deviation (group two)

Sample Dependent

𝑋1 −𝑋2
t=
𝑠 2𝑠 2
√ 1 + 2 − 2𝑟 ( 𝑠1 )( 𝑠2 )
𝑛1 𝑛2 √ 𝑛1 √ 𝑛2
 34

where:

𝑥1 = Average sample one

𝑥2 = Average sample two

𝑠1 = Standard deviation (group one)

𝑠2 = Standard deviation (group two)

𝑠12 = Total variant group one

𝑠22 = Total variant group two

r = correlation between two samples

(Sugiyono 2012: 197)