TEACHING WRITING THROUGH MIND MAPPING

LEARNING MODELS ASSISTED BY MINDOMO

APPLICATION
(A Descriptive Qualitative Study at Tenth Grade of Senior High School in
Belitung Timur)

A RESEARCH PAPER

Submitted to the English Education Study Program Language Education

Faculty of IKIP Siliwangi in Partial Fulfillment of Requirements
For the Sarjana Pendidikan Degree

Remal
Student’s ID. 16220012

FACULTY OF LANGUAGE EDUCATION

INTITUTE KEGURUAN DAN ILMU PENDIDIKAN (IKIP)
SILIWANGI CIMAHI
2020
 STATEMENT

I state truthfully that this research paper entitled “TEACHING WRITING

THROUGH MIND MAPPING LEARNING MODELS ASSISTED BY

MINDOMO APPLICATION” is completely my own work, except where due

references are made in the text and that contains no material which has been

submitted for the awards of any other Degree or Diploma in any University or

Institution. I am fully aware that I have cited some statements and ideas from

many sources, and all of the citations are properly acknowledged. If any claims

related to this paper persist in the future, I will be fully responsible for

clarifications.

Bandung, May 2020

Remal

ii
 APPROVAL SHEET
TEACHING WRITING THROUGH MIND MAPPING LEARNING
MODELS ASSISTED BY MINDOMO APPLICATION
(A Descriptive Qualitative Study at Tenth Grade of Senior High School in
Belitung Timur)

By:
Remal
Student’s ID. 16220012
Approved by:

Supervisor I, Supervisor II,

Dasep Suprijadi, M.Pd Mundriyah, M.Ed

NIDN. 0416107103 NIDN. 0419085001

iii
 APPROVAL SHEET

TEACHING WRITING THROUGH MIND MAPPING LEARNING

MODELS ASSISTED BY MINDOMO APPLICATION
(A Descriptive Qualitative Study at Tenth Grade of Senior High School in
Belitung Timur)

By:
Remal
Student’s ID. 16220012
Approved by:
Supervisor I, Supervisor II,

Dasep Suprijadi, M.Pd Mundriyah, M.Ed

NIDN. 0416107103 NIDN.0419085001
Acknowledged by:

Head of English Education

Study Program,

Yana, S.Pd., M.Hum

NIDN. 0402088101

iv
 PREFACE

Thanks to Allah SWT, the Beneficent and Merciful, the writer can accomplish the

writing of the research paper entitled “Teaching Writing Through Mind Mapping

Learning Models Assisted by Mindomo Application (A Descriptive Qualitative

Study at Tenth Grade of Senior High School in Belitung Timur)”. Many thanks

are extended to individuals who have guided in finishing this paper.

Realizing this paper is still far from perfect, the writer very appreciates and

thankful for every effort, suggestion, and criticism to improve the quality of the

research paper.

Bandung, May 2020

Remal

v
 ACKNOWLEDGMENT
First of all, the writer would like to express the deepest gratitude to Allah SWT

the lord of the universe whose blessing and guidance. He is sure he cannot do

anything without His blessing. The peace and blessing are upon to our prophet

Muhammad SAW and his entire follower whose bring us to become bright

generation, and for all who give his valuable contribution to finish this paper.

1. Prof. Dr. H. Heris Hendriana, S.Pd., M.Pd. as the Head of IKIP Siliwangi;

2. Yana, S.Pd., M.Hum. as the Head of Study Program of English Education;

3. Dasep Suprijadi, M.Pd. as the first supervisor, who had given guidance,

encouragement, and the best suggestion in writing this paper.

4. Mundriyah, M.Ed. as the second supervisor, who had guided the writer

patiently, given the correction and advice during the completion of this

paper;

5. All lecturers of English Education Study Program IKIP Siliwangi

Bandung who had given comments and suggestion in improving the

content of this paper;

6. SMA Negeri 1 Simpang Pesak, especially Nizal, S.Pd., the headmaster, for

providing the opportunity to conduct this research, Hermawati, S.Pd. as an

English teacher for being so helpful during the research process in the

class, also all the students of the tenth grade of X Science-2, for their

willingness, cooperation, and participation in this research.

7. His beloved parents, Harman and Hermawati, who never stop giving their

loves, supports, and prayer endlessly. He blessed to have them in his life.

vi
8. His oldest brother and youngest brother, Wandy and Dedy Sugata who

always gave support and helped the writer in completing this research.

9. His big family: his grandma, grandpa, uncles, aunties, cousins, nephew,

and nieces. Thanks for giving him support and pray to finish his paper.

10. His best friends: Dendy Aprilian, Guswar Dwifadjrin, M. Faozi Baidhowi,

Topan Sopyan, Tesa Jatnika Pratama, Sutrisno Saputra, and Deni Permana

thanks for the time they were spent together, always gave him support,

advice, and happiness.

11. Salman Alfarisi, thanks for your help, thanks for helping him count the

data, his being kind, and patient. He is awesome.

12. His entire classmates, A1 2016 thanks for being his partner since he met

them all.

13. Everyone who helps the writer to finish his studies that he cannot mention

them one by one here who has contributed in complementing this script.

In the end, the writer believes that his writing is still far from perfection.

There might be a weakness in this research. Therefore, constructive input and

suggestions are expected to compose a better paper in the future. He hopes

that this paper will useful for everyone interested in teaching English using

innovative learning models.

Bandung, May 2020

Remal

vii
 ABSTRACT
Writing is one of the skills that must be mastered in learning English. However, to
master writing skills one must know the aspects that must be learned in writing,
such as organization, content, grammar, vocabulary, and mechanics. The
objectives of this research entitled “Teaching Writing through Mind Mapping
Learning Models Assisted by Mindomo Application” were to investigate: 1) the
scenario and implementation in teaching writing through mind mapping learning
models assisted by Mindomo application; 2) the responses of the teacher and the
students; 3) the difficulties faced by students. This research used a descriptive
qualitative research design. The subject of this research was the tenth-grade
students in one of senior high school in Belitung Timur in the academic year
2019/2020. The results of this research were the scenario in teaching writing using
mind mapping was implemented accordingly and got positive responses from the
students and teacher. The difficulties faced by the students in learning writing
were lack of student’s knowledge of vocabulary. Furthermore, it could be seen
that teaching writing using mind mapping assisted by the Mindomo application
was really helpful to the students in writing recount text and made the students
interested in the teaching-learning process.
Keywords: Writing, Mind Mapping, Mindomo Application

viii
 TABLE OF CONTENTS

STATEMENT...................................................................................................................ii

APPROVAL SHEET......................................................................................................iii

PREFACE.........................................................................................................................v

ACKNOWLEDGMENT.................................................................................................vi

ABSTRACT...................................................................................................................viii

TABLE OF CONTENTS................................................................................................ix

LIST OF TABLE............................................................................................................xii

LIST OF FIGUR............................................................................................................xiii

LIST OF CHART..........................................................................................................xiv

LIST OF APPENDICES................................................................................................xv

MOTTO..........................................................................................................................xvi

CHAPTER I.....................................................................................................................1

INTRODUCTION............................................................................................................1

A. Background of the Research................................................................................1

B. Research Questions..............................................................................................4

C. Objectives of the Research...................................................................................5

D. Scope of the Research...........................................................................................5

E. Limitation of Problem..........................................................................................6

F. Significant of the Research..................................................................................6

1. Teachers............................................................................................................6

2. Students.............................................................................................................7

3. For other teaching-learning processes............................................................7

G. Definition of Key Term........................................................................................7

ix
 1. Teaching............................................................................................................7

2. Writing..............................................................................................................7

3. Mind mapping..................................................................................................8

4. Mindomo application.......................................................................................8

H. Organization of the Research..............................................................................8

CHAPTER II..................................................................................................................10

LITERATURE REVIEW..............................................................................................10

A. Theoretical Framework.....................................................................................10

1. Writing............................................................................................................10

a. The definition of writing............................................................................10

b. Teaching writing.........................................................................................11

c. Writing texts...............................................................................................15

d. Evaluating writing......................................................................................18

2. Mind Mapping................................................................................................19

a. Definition of mind mapping.......................................................................19

b. Steps to make a mind map.........................................................................21

c. Steps to teaching mind mapping................................................................22

d. Advantages and disadvantages of using mind mapping..........................22

3. Mindomo Application....................................................................................23

4. Previous Study................................................................................................25

CHAPTER III................................................................................................................32

RESEARCH METHODOLOGY..................................................................................32

A. Research Methodology.......................................................................................32

B. Research Design..................................................................................................33

C. The Subject of the Research..............................................................................34

D. Research Instrument..........................................................................................34

x
 1. Document........................................................................................................34

2. Observation Checklist....................................................................................35

3. Questionnaire..................................................................................................37

E. Data Collection Technique.................................................................................40

1. Preparation Stage...........................................................................................40

2. Implementation Stage....................................................................................41

3. Evaluation Stage.............................................................................................42

F. The Data Analysis Procedure............................................................................42

1. Document........................................................................................................42

2. Observation Checklist....................................................................................44

3. Questionnaire..................................................................................................45

G. Research Schedule..............................................................................................46

CHAPTER IV.................................................................................................................48

FINDINGS AND DISCUSSION...................................................................................48

A. Findings...............................................................................................................48

B. Discussions..........................................................................................................65

CHAPTER V..................................................................................................................70

CONCLUSIONS AND SUGGESTIONS......................................................................70

A. Conclusions.........................................................................................................70

B. Suggestions..........................................................................................................71

REFERENCES...............................................................................................................73

xi
 LIST OF TABLE
Table 2. 1 The assessment rubric of writing.......................................................18Y
Table 3. 1 Observation checklist for the observer.................................................36
Table 3. 2 Observation checklist for the researcher..............................................37
Table 3. 3 Student’s response questionnaire.........................................................39
Table 3. 4 Writing assessment scoring..................................................................43
Table 3. 5 Analysis data from observer observation checklist..............................44
Table 3. 6 Analysis data from the researcher........................................................45
Table 3. 7 Observation checklist for the researcher................................................4
Table 4. 1 The results of observation by the teacher.............................................49
Table 4. 2 Result of teacher’s (researcher’s) observation.....................................53
Table 4. 3 Factors of students’ difficulties............................................................62

xii
 LIST OF FIGURE
Figure 2. 1 Buzan mind mapping..........................................................................20
Figure 2. 2 The example of Mindomo application software..............................24Y
Figure 4. 1 Observer teacher observed the learning process.................................48
Figure 4. 2 The students have participated actively..............................................54
Figure 4. 3 Students’ team works..........................................................................56
Figure 4. 4 Students fill out the first assessment...................................................65

xiii
 LIST OF CHART
YChart 4. 1 Results of students’ questionnaire........................................................
Chart 4. 2 Percetages of the students' difficulties level........................................63

xiv
 LIST OF APPENDICES
Appendices 1. Surat Keputusan

Appendices 2. Surat Permohonan Izin Riset

Appendices 3. Surat Telah Melakukan Riset

Appendices 4. Kartu Kegiatan Bimbingan Skripsi

Appendices 5. Lesson Plan

Appendices 6. Lesson Scenario

Appendices 7. Observation Sheets from The Teacher (Observer)

Appendices 8. Observation Sheets from The Researcher

Appendices 9. Students’ Questionnaire

Appendices 10. Students’ Assessment

xv
 MOTTO
No action nothing happens, take action miracle happen.

(Tung Desem Waringin)

DEDICATION

This paper is dedicated to:

The greatest inspiration of my life, my beloved father and mother,

Harman and Hermawati

My oldest brother and youngest brother: Wandy and Dedy Sugata

My friend in English Education Study Program 2016

xvi
 CHAPTER I
INTRODUCTION
This chapter provides the background of the research, research questions, the

objectives of the research, scope of the research, limitation of the problem,

significance of the research, definition of key terms, and the organization of the

research.

A. Background of the Research

Writing is extremely important in learning a language because writing is

one of the four productive language skills that must be mastered. The

importance of writing is not only in education but also in daily life and a

persons’ career. “Writing is important for career and personal life because

others will judge our thinking ability according to what we write and how

we write it” (Carter, et al, 2002: 269) cited in (Apsari, 2017). The four

skills are listening, speaking, reading, and writing which is interrelated one

to another, and writing is the final stage of skill that must be learned by a

person or student who wants to learn a language.

Writing is a language skill that is difficult to be practiced by

second or foreign language learners because writing does not come

naturally but it must be learned. “Writing skill is more complex and

difficult requiring the mastery not only in grammatical and theoretical

devices but also the conceptual and judgment” (Ramadhani, 2017) cited in

(Gymnastiar & Apsari, 2019). The difficulty experienced by the author is

1
not only in the use of grammar and the theories used but also in generating

and organizing

2
 3

ideas, also conveying the idea into the text that can be understood by the

readers.

Writing is a framework for communication, through writing

students are able to express themselves, express ideas, and share their

experience for himself and others. “Writing is a communicative act, a way

of sharing observation, information, thoughts or ideas with ourselves and

others” (Coben and Reil, 1989: 2) cited in (Parmawati, 2015). Everyone

has different goals in writing, for students writing can be used to share

their experiences, their thoughts, ideas, and their imaginations with others

in written form. “Writing is producing something in written form so that

people can read, perform, and use it” (Caroline, 2003, p. 4) cited in

(Parmawati, 2015).

Nowadays, writing is not strange anymore in society. Almost every

community activity has writing activities such as sending messages to

other people via mobile phones. In ancient times writing was only done on

paper, even so, today’s writing is not just fixed on paper but writing can be

done on the internet such as social media (Instagram, Facebook, Twitter,

etc.), blogs, e-mail, and other media matters.

Meanwhile, although there are many forums for students to write,

nevertheless writing is not easy to do for some students when they want to

write in a foreign language. “Learning to write in a new language is not

always easy. It is challenging but is also fun” (Blanchard and Root, 1998:

1) cited in (Parmawati, 2015). Although writing activity is a fun activity,

 4

most students have difficulty writing text or sentences. The students are

still confused about how to start writing. Sometimes students imitate or

rearrange from other peoples’ writing to be able to write. Basically,

everyone or every student can write, just by putting ideas in their heads

and start to write. With quite clear guidance and motivation from the

teacher, everyone can write.

Seeing the importance of writing in people’s lives, especially in the

world of education, the teacher must find the right and easy method or

technique to teach students’ ability to write. A lot of methods or

techniques that can be used to teach student writing skills, one of which is

mind mapping. Mind mapping is one of the innovative learning models

that can be used to solve the problem in teaching writing. Mind mapping is

a learning model that requires students to write what it is in their minds.

Asks students to make mind mapping allow them to identify clearly and

creatively what they learn and what they plan it (Hernowo, 2013) in

(Shoimin, 2014). It means mind mapping allows students to make a plan

from what they learn by their creativity.

Considering that writing is a fun activity, to make writing more fun

the application of mind mapping method assisted by the Mindomo

application software is done to make learning more interesting. Because

nowadays everything can be done on smartphones. Smartphones are used

to increase students' interest in learning to write. Mindomo application is a

 5

software that is used as a tool to make mind mapping. Mindomo

applications can be used on Android and iOS devices.

Therefore, based on the background above, this research

considered that learning to write by using mind mapping learning methods

assisted by the Mindomo application has many benefits. Through mind

mapping, it is expected that the teacher can teach writing easier to apply in

the teaching-learning process. In this research, the researcher is interested

to investigate the scenario and implementation of teaching writing through

mind mapping assisted by Mindomo application, to investigate students’

and teacher responses, and to identify the problem faced by the students

when teaching-learning writing through mind mapping learning model

assisted by Mindomo application.

B. Research Questions

Based on the background of the research above, the problem of this

research is formulated as follows:

1. How are the scenario and the implementation in teaching writing

through mind mapping learning models assisted by Mindomo

application?

2. How are the responses of the teacher and students at the tent grade of

senior high school in teaching and learning writing through mind

mapping learning model assisted by Mindomo application?

 6

3. What are the difficulties faced by students at the tenth grade of senior

high school to complete the assignment in learning writing through

mind mapping learning model assisted by Mindomo application?

C. Objectives of the Research

Based on the research question above, the objectives of the research are:

1. To investigate the scenario and implementation in teaching writing

through mind mapping learning models assisted by the Mindomo

application.

2. To investigate the responses of the teacher and the students at the tenth

grade of senior high school in teaching and learning writing by using

mind mapping learning models assisted by Mindomo application.

3. To identify the difficulties faced by students at the tenth grade of

senior high school to complete the assignment in learning writing

through mind mapping learning models assisted by Mindomo

application.

D. Scope of the Research

This research only covered one class for the subject of the study. For this

research, the focus is on how to make the students able to write a recount

text related to their experience by using mind mapping as a method used

by the teacher in teaching writing. The population of this research is tenth-

grade students of senior high school, one of senior high school in Belitung
 7

Timur. This research conducted in class X Science-2 with total student 30

students by specification male 15 students and female 15 students.

E. Limitation of Problem

Writing skill includes some aspects that must be mastered which are

organizing or paragraphing, logical development of idea or content,

grammar, punctuation, spelling and mechanics, and style and quality of

expression. In writing the students must fill up all of these aspects.

Conducting research that covers the things above is highly difficult and

requires a long period. The limitation of this research is the time given to

conduct the research only three meetings. This research only focusses on

the implementation of mind mapping in teaching writing ability.

F. Significant of the Research

This research is expected to contribute to the teaching-learning process in

the classroom, especially in teaching writing. The result of this study are

expected to provide benefits for:

1. Teachers

It is expected that this research can provide benefits to the teacher in

using effective teaching techniques or methods in teaching writing. By

using mind mapping learning models are expected to make it easier for

teachers to teach writing in class and also it can be expected to help the

teachers identify students’ difficulties in learning writing.

 8

2. Students

As for students, this research is expected can motivate students’ to

write in English and make the student love with writing English

material by using methods that are fun and interesting for students.

Moreover, students could apply this technique not only at school but

also for their practice at home and daily activity.

3. For other teaching-learning processes

For the teaching-learning process, this research can help the teacher

and students in teaching-learning English especially in teaching-

learning writing, and also can be a reference for the teacher in teaching

English writing and be a reference for the other study.

G. Definition of Key Term

1. Teaching

Teaching is a process to transfer knowledge to someone or in this case,

is to students. Teaching is an ability that must be processed by the

teacher but the teacher does not only transfer knowledge, however, but

the teacher must also have an ability to understand a whole character

of students.

2. Writing

Writing is the process of pouring thoughts into a written form that

becomes information for others. In other words, writing is an activity

that is beneficial to many people. Writing is an activity in one of the

 9

language skills which is used to communicate indirectly; it means

writing is communication activities using written media as a tool to

communicate.

3. Mind mapping

Mind mapping is a learning model that using students' creative

learning concepts by using a process or technique that produces an

idea and thought to connect main thought to several branches that are

poured on paper by using shapes or animation which is liked by creator

or maker.

4. Mindomo application

Mindomo is a software application that used as a tool to make mind

mapping by using a mobile phone. Mindomo is available on a web

browser, android, iOS, and Max OS X devices.

H. Organization of the Research

To present system systematically this study is organized into five chapters.

Chapter I: Introduction

This chapter provides the background of the research, research question,

objective of the research, limitation of the problem, significance of the

research, definition of key terms, and the organization of the research.

 10

Chapter II: Literature Review

This chapter covers some related theories relevant to this study. The

theories are conducted from other experts and researchers with related

literature that the writer use in investigating the research problem.

Chapter III: Research Methodology

This chapter is the methodology and procedures used for data collection

and analysis. It consists of the research method, research design, subject of

the research, the instrument of the research, and data collection technique

and analysis.

Chapter IV: Findings and Discussions

This chapter contains an analysis of the data and results. The research

question will be answered in this chapter.

Chapter V: Conclusion and Suggestion

This chapter offers a summary and discussion of research findings,

implications for practice, and recommendations for future research.

 CHAPTER II
LITERATURE REVIEW
This chapter covers some related theories relevant to this study. The theories are

conducted from other experts and researchers with related literature that the writer

use in investigating the research problem.

A. Theoretical Framework

1. Writing

a. The definition of writing

Many experts give their point of view about the definition of

writing. Based on Angelo (1980: 1) in Mundriyah & Parmawati

(2016) stated that writing would still be valuable in education

because writing can help people think critically, to clarify thoughts

and the deeper perception. Another definition by Spratt et al,

(2005: 37) in Wicaksono (2016) writing is an activity in which

people communicate a message by making signs on a page. In

addition Clearly and Linn (1993) in Bukhari (2016) said that

Writing is a disciplined way of producing meaning and an effective

method to display one’s thoughts.

Writing is a productive skill that requires students to

produce their expressions and idea in written form that require

several aspects of skill such as using good diction, appropriate

words, proper sentences, and correct spelling and punctuation

11
(Hasibuan, 2013). Based on the definitions by some of the experts

above it can be seen

12
 13

that writing is an activity producing a thought in the form of

writing. By writing can improve one's critical thinking skills, in

other words, writing is an effective method that can help someone

think critically. One thing that must be considered by a writer is to

pay attention to the aspects of writing such as spelling,

punctuation, grammar, content, and others.

b. Teaching writing

Writing can be analogous to swimming. Someone cannot naturally

swim, he must practice under the control of an instructor. Sam as

writing, in writing someone needs a tutor to teach writing correctly.

“We learn to swim if there is a body of water available and usually

only if someone teaches us, we learn to write if we are a member

of a literate society, and only if someone teaches us” (Brown &

Lee, 2015). Thus writing can be done properly and correctly when

a person has learned the ways and aspects of writing.

For everyone, writing has different goals. In the world of

education, especially tenth grade high schools, based on the 2013

curriculum the aim of writing learning is expected that students to

be able to write monologue texts following the functions and

structure of texts in the form of descriptive, narrative, and recount

texts. How did people write? in writing, several processes must be

done. The writing process is a stage that a writer goes through to

 14

produce something in its final written form (Harmer, 2004) in

(Thohid, 2014). There are four main elements in the writing

process, based on (Harmer, 2004) in (Thohid, 2014).

1) Planning

Planning is an activity in the classroom that encourages

students to write. Before the writers going to write they are

stimulating their thoughts for getting started to write. The

planning process is a process when the writer going to think

and determine what they are going to express. The planning

process is a writer’s experienced and plan what they are going

to write. In the planning process the writers taking some notes.

It is explaining further that when the writer makes a plan, they

have to think about three main issues. First, the writers have to

consider the purpose of their writing. Second, the writers have

to think about the audience they are writing for. Third, the

writers have to fix on the content structure.

2) Drafting

Drafting is a process that is the first version of a piece of

writing. In the drafting process, the writers are focused on the

fluency of writing and are not impregnate with grammatical

accuracy or neatness of the draft. In the drafting process, the

writers must develop and connect their ideas into a sentence or

paragraph.
 15

3) Editing (reflecting and revising)

After the draft was produced, the writer usually edits their text

and reread what they have written to look out the mistakes.

Furthermore, it is explaining that reflecting and revising are

often helped by other readers or editors who comments and

make suggestions.

4) Final version

After the writer finishes their draft, the last process is the final

version or publication of the text to the readers. This stage will

be different from the planning and drafting process. Because in

the final version the text already edited by the writer in the

editing process. Now the writer is ready to send the written text

to its intended audiences or readers.

Teaching classroom writing performance should be based on

the student’s level and capacity. Brown & Lee (2015) classified

writing performance into five major categories:

1) Imitative or writing down

This category is for student's level beginning who wants to

learn to write. the students will simply write down English

letters, words, and possibly sentences in order to learn the

conventions of the orthographic code.

 16

2) Intensive, or controlled

intensive writing is usually presented when students practice

structured or controlled grammar. This category of writing does

not allow much if any, creativity on the part of the writer.

controlled writing is the presentation of paragraphs or

sentences to students where students must change the shape or

structure of the paragraph or sentence as a whole. The teacher

guides the writing lesson and offers the students a series of

simulators.

3) Self-writing

The most salient of this category in the classroom is note-

taking, where the students become an audience and taking

notes during a lecturer for later recall.

4) Display writing

Elements of writing will involve short answer exercise, essay

examinations, and even research reports, for all language

students. For academically ESL students, one of the academic

skills that they need to master is a whole array of display

writing techniques.

5) Real writing
 17

Some classroom writing aims to communicate messages to an

audience in need of those messages. While every classroom

writing task will have an element of display writing in it.

c. Writing texts

The writing process always produces a product and the product is

always a text. There are many kinds of text such as descriptive text,

narrative text, recount text, report text, procedure text, and so on.

In this study used recount text as a learning material in the writing

class.

1) Definition of recount text

Recount text is usually made by the writer to tell the events that

have been experienced, both personal experiences or specific

events of someone. Recount text is a text that retells an event or

activity that happen in the past. Evans (2013) cited in Shopiah

& Anggraeni (2018) “recount is a chronological retelling of

events”.

2) Kind of recount text

According to Emilia (2011), she classified into four types of

recount text. First, a personal recount, a personal recount is a

text that telling writers’ personal experiences or unforgettable

monuments. Second, an imaginative recount, an imaginative

 18

recount is a text that tells about the imagination of the writer

about something.

Third, factual recount, a factual recount is a text is a kind of

recount text that tells about something is happen (fact) in the

past event. Fourth, historical recount, a historical recount is a

kind of text that tells about historical, both places and objects

that have a history.

3) Generic Structure

Recount text has a generic structure that usually consists of

orientation or setting, important event or record of the event,

and evaluative comments or conclusion statement (Emilia,

2011). Derewianka (1990: 145) in Yulianingsih (2017)

classified that there is three generic structure of recount text.

a) Orientation

Orientation contains the background of the text that covers

all the information to make the reader understand the text.

Orientation gives the readers information about what

happened, who or what was involved, when and where the

events occurred, and why.

b) Events

The writers write the events chronologically start from the

first event, second until the last event. The writers should
 19

write the event as interesting as possible, and make the

audience understand the topic.

c) Re-orientation

The last section is concluding the recount by summarizing

the topic and offering personal comments or opinions. Not

all recount text closed by re-orientation. It is optional.

4) Language features

Several language features are used in recount text adapted from

Derewianka (1990: 145) cited in Yulianingsih (2017) are:

a) Use simple past tense more often, but sometimes used the

present tense to create immediately.

b) Subject-specific terms are used to record and event

accurately.

c) Specific descriptive words (adjectives) help the audience

visualize the events.

d) A range of conjunctions (because, although, while) is used

to link clauses within sentences.

e) Time connectives (firstly, secondly, next, finally) are used

to link separate events or paragraphs into a cohesive whole

text.
 20

f) Use passive voice, to give the objectivity to the text.

g) Use adverb (yesterday, outside) and adverbial phrase, used

to indicated specific times and places.

h) Use specific participants (nouns and pronouns).

d. Evaluating writing

Evaluating is the way the teacher responds to the students’ writing

product (feedback). An evaluation is conducted to assess the

students’ writing abilities. To evaluate students’ writing

assessment, this research adaptation the analytical rubric from

(Brown, 2007) in (Sobari & Husnussalam, 2019). The assessment

of the analytical rubric writing will be shown in the table below.

Table 2. 1
The assessment rubric of writing

Aspect Score Performance Description

Content (C) 4 The topic is complete and clear and the
30% details are relating to the topic.
-topic 3 The topic is complete and clear but the
-details details are almost relating to the topic.
2 The topic is complete and clear but the
details are not relating to the topic.
1 The topic is not clear and the details are
not relating.
Organization 4 Identification is complete and
(O) 20% descriptions are arranged with proper
- connectives
identification 3 Identification is almost complete and
-description descriptions are arranged with almost
proper connectives
 21

2 Identification is not complete and

descriptions are arranged with few
misuse of connectives
1 Identification is not complete and
descriptions are arranged with misuse
connectives
Grammar 4 Very few grammatical or agreement
(G) inaccuracies
20% 3 Few grammatical or agreement
-Use past inaccuracies but no effect on the
tense meaning
-agreement 2 Numerous grammatical or agreement
inaccuracies
1 Frequent grammatical or agreement
inaccuracies
Vocabulary 4 Effective choice vocabularies, word
(V) 15% forms.
3 Few misuses of vocabularies, words
form, but not change the meaning
2 Limited range confusing words and
words forms
1 Very poor knowledge of words, word
forms, and not understandable
Mechanics 4 It uses correct spelling, punctuation,
(M) 15% and capitalization
-spelling 3 It has occasional errors of spelling,
-punctuation punctuation, and capitalization
- 2 It has frequent errors of spelling,
capitalizatio punctuation, and capitalization
n 1 It is dominated by errors of spelling,
punctuation, and capitalization

The analytical assessment rubric above is used to assess the

students’ writing recount text. Because the categories (content,

organization, grammar, vocabulary, and mechanics) are covers

clearly to assess each students’ writing aspect.

2. Mind Mapping

a. Definition of mind mapping

 22

Mind mapping popularized by Tony Buzan in his book entitled

“the ultimate book of mind maps”. According to Buzan (1983) in

Buehl (2001:85) in Hayati et al. (2015), stated that mind maps are a

visual representation or graphic organizers that demonstrate

connections among key concepts and ideas. A mind map is the

easiest way to put information into the brain and take the

information out of brain-it is a creative and effective means of

note-taking that literally ‘maps out’ your thoughts. In addition,

mind mapping is a visual technique for structuring and organizing

thoughts and ideas (Rustler, 2012).

Mind mapping is a learning model that using concept

creative learning from students to produce their idea, write what

they learn or plan in a new task. From the definition above, mind

mapping is a visual technique by taking creative notes to make the

creator the easiest way to enter the information into the brain. And

mind mapping makes the creator or students are enjoyable in

studying English.
 23

Source: from google.com

Figure 2. 1
Buzan mind mapping

Buzan also states that mind maps have some things in

common. Mind maps use color, have a natural structure, and use

curves, symbols, words, and images. Mind maps make a piece of

information can be colorful, highly organized, memorable. Mind

maps can help the students to make a plan, to communicate, be

more creative, to save more time to take notes, to easiest

remembering, to organize and clarify their thoughts, to study more

efficiently, and to be more concentrated

b. Steps to make a mind map

According to Buzan (2004: 14) in Dewi (2017) divided the step in

making the mind map into seven steps, they are:

1) Take a blank page and start writing in the middle of the paper.
 24

2) Use an image for the central idea. An image helps the creator to

increase imagination and to make the brain more focused.

3) Use colors to add extra vibrancy, and color also makes the

mind map look more alive, more interesting, and more fun.

4) Connect the main topic or central image to some branches. By

connecting the branches, it will make understand and

remember a lot more easily.

5) Make curve branches like the branches of the tree. Curve

branches more attractive and riveting to eyes rather than

straight-lined.

6) Use keywords for each branch to make the thought show out

the new ideas.

7) Use images for each branch because of every image worth a

thousand words.

c. Steps to teaching mind mapping

There are several steps to teaching writing using mind mapping in

the class. Shoimin (2014) divided the step into seven steps, the

steps as follow:

1) Convey the learning objectives to be achieved

2) Teacher deliver the material as usual

3) Find out the absorption of students, make a group consist of

two people.
 25

4) Ask one of the students to tell the material that newly received

and the partner hear while making a little note, then change the

role. So do another group.

5) All the students randomly or in turn tell the result of their

interview with their partner until half of the student tells the

result of the interview.

6) The teacher repeats or explains again the material that the

student does not understand yet.

7) Conclusion or closing.

d. Advantages and disadvantages of using mind mapping

Based on Shoimin (2014) in his book also explain some advantages

and disadvantages of the mind mapping technique.

The advantages are:

1) The students more quickly understand the material being

studied.

2) This technique can be useful to organize the ideas in the

student’s mind

3) Process draw the diagram can show other ideas.

4) The diagram that was made can be guided to start writing.

The disadvantages are:

1) Only active students are involved.

2) Not all the student learns.

 26

3) The member of the information can not include.

3. Mindomo Application

Before technology can use by all the peoples. In the past, the people

made a mind map on the paper. Yet, now mind maps can easily have

constructed by using hardware or software. Nebojsa et al. (2001) cited

in Liu, Zhao, Ma, & Bo (2014) said that “nowadays mind mappings

are created almost exclusively by computer”. There is many

application software to help to create mind maps such as Mindomo,

Mindmanager, Freemind, and so on. In this study used Mindomo

software to make mind maps in writing class.

Mindomo is a software application to make mind maps. Mindomo

is a software application used to conceptualize online mind mapping.

Mindomo is also often used to visualize concepts of thought and

information. This software is highly suitable to use in the learning

process, especially in writing class. Mindomo is available on the web

browser, android, desktop (macOS, Windows, and Linux), iOS, and

iPad.

Mindomo application was released in February 2007 made by the

Exswap expert software application company. Mindomo can help the

students to structure their thought, capture the ideas, do the

presentation, plan a speech, or taking notes. The use of Mindomo

 27

highly useful to help students make mind maps, besides that the

student can reduce the use of paper.

Source: captured from Mindomo application

Figure 2. 2
The example of Mindomo application software

4. Previous Study

This study was inspiring by several similar studies that have been

carried out by other researchers.

a. This research has been done by Hayati et al. (2015) in their article

entitled “Using Mind Mapping to Improve Students’ Ability in

Writing Recount Text.” Hayati, Adanan Latief, and Emilia

Iragilianti are students from English education of Universita Negeri

Malang. This study was aimed to improve the students’ ability in

 28

writing recount text through mind mapping strategy. Based on the

result of the research, it can be concluded that (1) the result of the

study shows that the mind mapping strategy improved the students’

involvement. The strategy activated the students in the process of

writing. (2) The students’ response toward the implementation of

the mind mapping strategy was positive; 98.3% of students

responded positively toward the implementation of the mind

mapping strategy. (3) the students’ achievement writing the

recount text was actually the main goal of the implementation of

the mind mapping strategy. Each student successfully produces the

recount text.

b. The study was done by Dewi (2017) in her article entitled

“Improving Students’ Creativity in Writing Recount Text by Using

Mind Mapping.” Cynthia Laksmi Dewi is a teacher from SMA

Batik 2 Surakarta. Based on the result of the research the

implementation of mind mapping in the learning process brings

positive results. By utilizing mind-mapping, the students will be

more critical and creative in thinking. Consequently, the students

will be more curious about the materials and interested in their

learning. With the students’ curiosity and interest, the class

situation will be more conducive. Therefore, the teacher as the

facilitator will not face many difficulties in instructing the students

to do the learning activities.

 29

c. Marpaung & Sinulingga (2012) conducted research entitled

“Improving Students’ Writing Recount Text Achievement Through

Mind Mapping Technique in Junior High School.” Maria Rosa

Marpaung is a student from english language and literature

department of Universitas Medan and Johan Sinulingga is a

lecturer of english language and literature department of

Universitas Medan. This study was conducted by applying

Classroom Action Research. This research was done in two cycles

in six meetings. The mean of students’ scores in the test was 67.24.

It was increased in test II to 72.78 and in test III, it became 78.79.

It can be concluded that the application of the mind mapping

technique had improved the junior high school students’

achievement in writing recount text.

d. The study was done by Alam (2017) he conducted research entitled

“Improving the Eleventh Graders’s Recount Text Writing through

Mind Mapping Technique at SMA PSKD 7 Depok.” The objective

of this research was to improve the eleventh graders’ recount text

writing skills. To collect the data this research using a qualitative

and quantitative method. The qualitative data, collected using

observation sheets and interview guides, were analyzed by using

descriptive analysis techniques. The quantitative data, collected

using tests, were analyzed by using statistical analysis techniques.

the increase of the mean scores of the tests conducted, i.e. 52,61 (in
 30

the pre-test) to 70.61 (post-test of cycle 1) to 80.29 (post-test of

cycle 2). It could be concluded that through the implementation of

the mind mapping technique, students’ recount text writing skills

could improve.

e. Rahmawati (2018) conducted research entitled “The

Implementation of Mind Mapping in Teaching Writing of Recount

Text to Eighth-Graders of Junior High School.” Siti Alisah

Rahmawati is a student from English education, language and art

faculty of Surabaya State University. The objectives of this study

are to describe and analyze how the teacher implements mind

mapping strategy in teaching recount text for eighth graders and

how are the students’ recount text writing after being implemented

by mind mapping strategy. This study is descriptive qualitative

research. The data was collected by doing classroom observation,

and collecting the students’ works. The results of students’

personal recount texts showed that this technique was helpful to

students in creating their own personal recount text.

f. Kartika & Kurniasih (2016) conducted research entitled “The

Implementation of Mind Mapping in Teaching Reading

Biographical Recount Text to the Eleventh Grade Students of

SMAN 1 KRIAN.” Dita Dwi Kartika is a student from English

education, language and art faculty of Surabaya State University

and Esti Kurniasih, S.Pd., M.Pd., is a lecturer of English education,

 31

language and art faculty of Surabaya State University. This

research is aimed to (1) describe how the teacher implements Mind

Mapping in teaching reading biographical recount text, (2) describe

the students’ biographical recount text result during the

implementation of Mind Mapping in teaching reading biography

text, and (3) describe the students’ responses towards the

implementation of Mind Mapping in teaching reading biographical

recount text. After the researcher does the observation and

interviewed the teacher the researcher can conclude that the teacher

used Mind Mapping because it can reveal the students comprehend

the subject, the students easy to understand the subject, the students

can integrate their opinion by discussing in the group, the students

are very cooperative and they were willing to be active in the class.

g. Miftah (2010) conducted research entitled “Improving The Tenth-

Year Students’ Writing Ability at Ma Mambaus Sholihin Gresik

Through Mind Mapping.” M. Zaini Miftah is an English lecturer of

STAIN Palangka Raya. The design of the study is collaborative

classroom action research. The research runs into three cycles, each

of which covers four meetings. The findings show that by

implementing mind mapping with the proper model developed, the

students’ ability in writing a descriptive text improves. The

improvement of the students’ ability in writing a descriptive text

 32

can be reached but it should follow the procedures of the proper

model of mind mapping developed.

h. Fadillah (2019) conducted research entitled “Students’ Perception

on the Use of Mind Mapping Application Software in Learning

Writing.” Rahmad Fadillah, he is from Pondok Pesantren Anshor

al Sunnah Riau. The aim of this research is to investigate the

students’ perception of the use of Mind Mapping in learning

writing. This research used a questionnaire and interview as the

instruments for collecting the data. The research findings showed

that there was a positive and negative perception of the use of

Mind Mapping in learning writing. The use of Mind Mapping in

learning writing gives three advantages, namely: (1) Mind

Mapping eased the students to think and organize their ideas before

writing something; (2) it facilitated the students to develop their

ideas and (3) it helped the students remember better about the

ideas. The findings also showed two disadvantages, namely: (1)

Mind Mapping took longer time to create and organize the ideas;

and (2) it needed computer access to create a Mind Mapping.

i. Bukhari (2016) conducted research entitled “Mind Mapping

Techniques to Enhance EFL Writing Skill.” Syeda Saima Ferheen

Bukhari she is from ELI, King Abdulaziz University, Jeddah. The

aim of this study is to enhance the EFL learners’ writing ability.

The sample included 40 intermediate learners and 20 English

 33

language teachers at the English Language Institute in Saudi

intermediate learners. This research was conducted for 7-8 weeks.

Data collection using Microsoft Excel and SPSS. The results

indicated that the learners, who were taught through Mind maps,

improved cohesion, and coherence; content paragraph structure,

and length in writing. The results manifested that the hierarchical

structure of the Mind mapping techniques used in the pre-writing

process enhanced the EFL learners’ writings.

j. Riswanto & Putra (2012) conducted research entitled “The Use of

Mind Mapping Strategy in the Teaching of Writing at SMAN 3

Bengkulu, Indonesia.” Riswanto and Pebri Prandika Putra, they are

students from State Institute of Islamic Studies (IAIN) Bengkulu.

The main objective of this study was aimed to identify whether the

use of Mind Mapping strategy was effective in improving the

students’ writing achievement. The population was the First-year

students of SMAN 3 Bengkulu Town in the academic year of

2011/2012 with a total number of 234 students. Out of this

population, 66 students were taken as the sample. The data were

collected by using a writing test. From the result of the test that

there was a significant difference in students writing achievement

which was taught through Mind Mapping Strategy. Therefore, it

can be concluded that Mind Mapping Strategy improved students’

writing achievement.
34
 CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the methodology of the research is elaborated. It consists of

a description of research design, research methodology, subject of the research,

research instrument, and data collection technique and analysis.

A. Research Methodology

A research methodology is a form of how the researcher collects the data,

analysis, and interpretation of the data. In research, there are several

research methods that usually used by some researchers in conducting

research namely: qualitative research method, quantitative research

method, and mixed-method. It is in line with Kaswan & Suprijadi (2013)

mentioned that the research methodology consists of three types;

qualitative research method, quantitative research method, and mixed-

method.

Furthermore, it is explaining that the qualitative research method is

used to examine a question that can be best answered verbally, describing

how participants in the study perceived the interpretation of various

aspects in their environment. The quantitative research method is used to

examine the questions that can be best answered by collecting statistical

data and numerical form. The mixed-method is the combination of both

qualitative research methods and quantitative research methods.

35
 Based on Creswell (2014) qualitative methods depend on text and

image data, have unique steps in data analysis, mentioning specific design,

and draw on the diverse design. In addition, Ary (2010: 424) in Yulistiono

36
 37

(2015) qualitative method deals with data that are in the form of words or

pictures rather than numbers and statistics.

Another definition from Kothari (2004: 3) in Mayer (2015)

qualitative research is concerned with a phenomenon that relating to

quality or kind, for instance, when we are interested in identifying the

reasons for human behavior such as why people do and think in certain

things. Qualitative research was chosen because this research focuses on

the analysis and interpretation of the phenomenon that occurred in the

research process.

B. Research Design

The design of this research is used descriptive qualitative research design

which means that this research describes the data used words not number.

It is in the line with Ary, et al (2010) in Rahmawati (2018) stated that

descriptive qualitative research not like experimental research, this

research had no experimental manipulation or random selection to group.

This research aimed to describe all the data clearly, such as

describes the scenario and implementation in teaching writing and

phenomenon that occurred in the learning process like students’ response,

condition, situation, and the difficulties faced by the students that happen

in the research process.

 38

C. The Subject of the Research

The subject of this research was at tenth-grade students in one of senior

high school in Belitung Timur in the academic year 2019/2020. Students at

tenth grade which consist of 168 students divided into six classes,

including two science classes and four social classes. In this study, the

researcher conducted research in one class. For the sample of the research

subject in this research is taken from X-Science 2 with the total number of

student are 30 students, which consist of male 10 students and female 20

students.

D. Research Instrument

In carrying out an activity, such as cutting down the trees, surely someone

needs a tool such as a saw or an ax to make it easier for that person to cut

down the trees. Similarly, with research, surely needs an instrument to do

the research. Based on the data needed, there are some qualitative research

instruments that can be used, such as documents, observation sheets,

questionnaires, and interviews. According to Dey (1993: 11, 15) in Graue

(2015) conducting interviews or collecting materials causes the production

of field notes, transcripts from interviews, documents, videos, and the like.

Yet, in this research, the researcher used the following instruments:

1. Document
 39

The document is one of the qualitative research instruments. Based on

Bowen (2009) stated that document is a systematic procedure for

reviewing or evaluating material which is printed and electronic

documents, and the document contains text (words) and images that

have been recorded without researcher intervention. The document

includes a variety of forms such as advertisements, agendas,

attendance registers, books and brochures, diaries and journals, maps

and charts, newspaper, radio and television program scripts,

institutional reports, survey data, and various public records.

In this research, the document used by the researcher is students’

writing assessments. The researcher made two writing assessment for

the students. From both of assessment are to investigate the students’

writing ability. This assessment supports answered the research

question about the difficulties faced by the students in learning writing.

2. Observation Checklist

The observation was done in three meetings during the learning

process. The observation was carried out to look out the

implementation of teaching writing in the class and to observed the

engagements of students in the class. It is in the line with Patton (2003)

in Johnson & Rasulova (2016) stated that observation checklists are

fieldwork descriptions of activities, behaviors, actions, conversations,

interpersonal interactions, organizational or community processes, or

any other aspect of observable human experience. In addition, Kothari

 40

(2004) in Mayer (2015) stated that observation is to collect the

information by way of the investigator’s own observation without

interviewing the respondents.

In this research, the researcher used two types of observation

checklist. The first type is the observation for the observer (the people

who become an observer in the teaching process, in this case, the

teacher in that School). The observation checklist for the observer will

be shown in the following table.

Table 3. 1
Observation checklist for the observer

No. Statements Score

(1-10)
1 The teacher has implemented writing learning in
accordance with the lesson plan and learning
scenario.
2 The teacher is able to deliver the material correctly
thus reducing the mistakes received by the students.
3 The teacher has given the explanation and exercises
that easy to understand by the students.
4 The students understand and able to applied learning
to write that has implemented by the teacher.
5 By using the mind mapping technique used by the
teacher, the students look enthusiastic, amused, and
not boring.
6 The students feel the time given by the teacher to
understand the material goes quickly.
7 The students become motivated to get a better score.
8 With mind mapping techniques students can improve
students' critical thinking skills individually.
9 Students feel more valued when expressing their
opinions in front of the class.
10 Students become bolder in expressing their opinions
in the teaching and learning process.
Source: adapted from (Muhlisin, 2018)
 41

The second type of observation checklist is for the teacher (the

people who become a teacher in the learning process, in this case for

the researcher). The observation checklist for the teacher will be shown

following the table. The table below was used by the researcher in the

classroom to know the activities of the students.

Table 3. 2
Observation checklist for the researcher

NoActivities Yes No Evidence

1
The students were engaged in
the activity
Pre-activity

2 The students participated

actively in the activity.
3 The students understood the
target language with ease.
4 The students could construct
the writing.
5 The students understood the
writing instruction.
Whilst– activity

6 The students faced some

difficulties in accomplishing
the task.
7 The students solved the
problem in writing.
8 The students are able to work
in a pair or group.
9 The students shared their
writing with friends
enthusiastically.
Post-activity

10 The students comprehended

the material.
11 The students are able to
transfer the materials.
12 The students summarized or
reflected the lesson.
Source: adapted from (Muhlisin, 2018)

3. Questionnaire
 42

The questionnaire is one of the research instrument used in this study.

A questionnaire is a group of questions that were designed to get the

data that needed to reach the objectives of the research. The use of a

questionnaire is to get the response and the difficulties faced by the

students and also to answer the research question. It is in the line with

Gillham (2010) questionnaire are just one of range of ways of getting

information from people (or to answer to our research questions),

usually by posing direct or indirect answer.

Questionnaire sheets have been prepared by the researcher and

were given to students who were the subject of this study. The

questionnaire consisted of two types that are close-ended (close

question) and open-ended (open question). What is the closed question

and open question? Based on Gillham (2008) closed question is one

where the possible answers are predetermined. Whereas, open

questions are only occasionally used in questionnaires because they are

more difficult to analyses (and more troublesome to answer).

In addition, Kothari (2004: 100) a questionnaire consists of a

number of questions which made by printed or typed in a different

definite order in a set of forms, a questionnaire is delivered to the

respondents and expected the respondents read and understand the

questions and write down the answer in the space provided.

The questionnaire consisted of twelfth questions, where there are

ten close-ended questions and two open-ended questions. The result of

 43

this questionnaire will be analyzed to look out the responses and the

difficulties of the students about learning to write using the mind

mapping technique assisted by the Mindomo application. This research

questionnaire adapted from Ahmad Muslihin. According to Muhlisin

(2018), there are four indicators included in this questionnaire, such as

attention, relevance, confidence, and satisfaction.

Table 3. 3
Student’s response questionnaire.

No Questions Yes No
.
1 Does the learning to write with Mind Mapping
techniques that applied make you have a high
willingness to take lessons?

2 Can learn to write with Mind Mapping techniques

applied have reduced errors in learning to write?

3 Does the learning that has been done make it

easier for you to understand the learning material?

4 Does learning to write with Mind Mapping

techniques that have been applied make it easy for
you to understand the material being taught?

5 Is learning to write with Mind Mapping

techniques that have been applied more
interesting, fun, and not boring?

6 Do you feel the time given by the teacher to

understand the material goes quickly?

7 By using Mind Mapping techniques that have

been applied, are you motivated to get better
grades?
 44

8 Does learning to write with Mind Mapping

techniques that have been applied can improve
your critical thinking skills individually?

9 Do you feel more valued when expressing your

opinions when studying in class?

10 Are you more courageous in expressing your

opinion in the learning process in the classroom?

Source: adapted from (Muhlisin, 2018)

1. Why is English learning a difficult subject for you?

2. Among learning to write in English, what is the most difficult

to learn? (sort according to your level of difficulty)

Organizing/paragraphing.
Logical development of idea/content.
Grammar/syntax.
Punctuation, spelling, and mechanics.
Vocabulary.

E. Data Collection Technique

1. Preparation Stage

The research preparation stage for teaching writing through a mind

mapping learning model assisted by Mindomo application, the

researcher prepared the lesson plen based on the syllabus in the 2013

curriculum by taking material about recount text. lesson plans are

 45

prepared for three meetings, and the researcher also prepare learning

scenarios that will guide for the researcher in teaching writing in the

class.

Furthermore, the researcher ware also in some of the research

instruments included: document, observation sheets, and questionnaire.

Document is one of the instruments in this study in the form of student

tasks or assessments. Where the researcher makes or prepare two types

of assessements to be given to students.

Then, the researcher prepared two types of observation sheets,

where the first sheet is for researchers as teachers who teach in class

and the second sheet is for accompanying teachers who observe the

learning process in class. The researcher also prepares a questionnaire,

in which there are two types of questionnaires, namely ten close-ended

questions and two open-ended questions.

2. Implementation Stage

The research implementation stage begins by following the lesson

plans and learning scenarios that have been prepared by the researcher.

In the provisioning stage the assessment is carried out in two stages,

the first stage is carried out at the first meeting and the second stage at

the third meeting. Where the provision of assessment aims to see

students' understanding of learning to write recount text.

At the observation stage, the researcher gave the observation sheet

to two accompanying teachers. Observations made by the

 46

accompanying teacher are to assess whether the learning process

carried out by the researcher is in accordance with the learning plan

and learning scenario. Meanwhile, the observations made by the

researcher were to observe the activities and involvement of students

in the learning process.

The implementation stage of giving a questionnaire was carried out

by the researcher when the learning process to write through the mind

mapping method which was assisted by the Mindomo application had

been completed or at the third meeting. The researcher distributed

questionnaires to each student and asked students to fill in according to

the instructions of the researcher.

3. Evaluation Stage

At the evaluation stage the researcher collected data from each

research instrument. The researcher can see the teacher's response to

learning by evaluating the results of the observation sheets which are

accumulated from three meetings. Meanwhile, to see students'

responses to learning, researchers can evaluate the results of a

questionnaire close-ended question. To see the difficulties faced by

students during the learning process of writing, the researcher

evaluated the results of the student's assessment and questionnaire

open-ended question.

F. The Data Analysis Procedure

 47

The procedure to collect the data in this research by using a document,

observation checklist, and a questionnaire.

1. Document

The researcher was prepared two writing assessments and both of them

were given to the students. The first assessment is given to the students

in the first meeting when teaching writing using mind mapping

conducted and the second assessment given after the teaching writing

using mind mapping conducted. From both of the writing assessments

conducted is to investigate the changes from the students writing

ability.

In the first assessment, the student asked to make a recount text

with an unspecified theme. Yet, the students must be used some words

or verbs that have been prepared by the researcher. In the second

assessment, the student asked for students to make a recount text with

the theme “Unforgettable Moments During the Holidays”. To do the

assessment, the students have 25 minutes to complete the assessment.

To analyze students’ writing assessment the researcher adaptation

the analytical rubric from (Brown, 2007) in (Sobari & Husnussalam,

2019). The analysis technique is shown in the table below.

Table 3. 4
Writing assessment scoring

Aspects Analysis Weight

Sentences Score Explanations
Scale
(1-4)
 48

3x
Content (C)
2x
Organization
(O)
2x
Grammar
(G)

1,5 x
Vocabulary
(V)
1,5 x
Mechanics
(M)
Source: adapted from (Brown, 2007) in (Sobari & Husnussalam, 2019)

3 C+2 O+2G+1,5 V +1,5 M

Score= X 10
40

2. Observation Checklist

In this research, there are two types of observation checklist sheets, the

first sheets held by the observer (the teacher who observe as long as

the teaching process in the class). Second sheets held by the teacher

who teaches in the class (researcher). The observation carried on three

times in every meeting as long as the teaching and learning process in

the class.

The observation sheet is given to the teacher (as an observer) and

the observer asks to fill out the list by giving score 1-10 in the

observation sheet. In this research, the researcher asks for two

observers to do the observation. The observer took from the teacher

 49

who teaches English courses in that school. The data will be analyzed

by following the table below.

Table 3. 5
Analysis data from observer observation checklist

No Classroom Activity Scoring scale percentages

(Statement) (1-10)
Meetings
1 2 3
1

10

total score
Percentage= x 100
30

The second observation sheet filled out by the researcher (as a

teacher). The observation carried out directly by the researcher to the

students. To analyze the data, the researcher followed the table below.

Table 3. 6
Analysis data from the researcher

Whilst-
Pre-activity Post-activity Evidence
Participants activity
1 2 3 4 1 2 3 4 1 2 3 4
Student 1

Student 30
Total (√ / -)
* Every activity filled with a checklist (√) or cross (x)

3. Questionnaire
 50

The questionnaire was given to the students after the second

assessment has given to the students. The researcher distributed the

questionnaire to the students and asked them to fill out the

questionnaire by following the list of the instruction. After the

questionnaire was distributed to all the students, the researcher

explained the description of the questions to make students understand

the meanings of questions. The questionnaire given to the students is

ten questions close-ended answer and two questions open-ended

answer. Therefore, the researcher needs two formulas to analyze the

questionnaire. The first formula is to analyze the close-ended question

and the second formula to analyze the open-ended question.

total ( √ ) all the p arcicipants

( 1 ) percentage= X 100
whole the participants

To analyze open-ended questions, the researcher looks for the

dominant and non-dominant answers given to the students and

grouping the dominant and non-dominant answers to make it easier to

analyze and collect the total number of data. The final results of the

data will be presented using the formula below.

total dominant answers

( 2 ) percentage= X 100
whole the participants

G. Research Schedule
 51

In the research schedule, the researcher provided a list of activities that

happened during the research process. The schedule is shown in the table

below.

Table 3. 7
Research date activities

No Date
1 November 10, 2019
2 December 11, 2019
3 December 18, 2019
4 January 22, 2020
5 January 29, 2020
6 February 5, 2020
7 March-Mei 2020
8 July 2020
Activity
Seminar proposal
Proposal guidance and Instrument
Guidance of learning devices
The first meeting in the writing class
Give the first assessment
The second meeting in the writing class
The third meeting in the writing class
Give the second assessment
Give the questionnaires
Guidance for chapter 1-5
Submit the research paper
 52

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter, consist of two-parts. The first part presents the findings of the

research about teaching writing through mind mapping learning models assisted

by the Mindomo application. In the finding, the section will be shown the result of

the research. The second part presents the discussion.

A. Findings

This research was conducted during three meetings. Previously,

researchers have made plans and learning scenarios for each meeting that

refers to the syllabus. Lesson plans and learning scenarios are guidelines

for researchers in teaching in class. Scenarios are part of the lesson plans,

yet there is a more detailed description of the learning process, such as

what should be done and said by the teacher and the students.

Figure 4. 1
Observer teacher observed the learning process

52
 53

To see how the implementation and learning scenario in teaching-

learning proces, the researcher helped by the teacher that would be an

observer to look out the teaching-learning process in the class. Figure 4.1

above shows the observation process carried out by the observer teacher.

In this case, the researcher prepared observation sheets that would be a

guide for the teacher and researcher in seeing the implementation and

learning scenario in teaching writing that would be done by the researcher

in the class. For more accurate and objective results, the researcher asked

two teachers to become observers. The observation was done during three

meetings. The results of data analysis from the observer teachers will be

shown in the table below.

Table 4. 1
The results of observation by the teacher

No Classroom Activities Percentages

(Statement)
Observer Observer
1 2
1 The teacher has implemented writing 97 % 95 %
learning following the lesson plan and
learning scenario.
2 The teacher can deliver the material 83 % 83 %
correctly thus reducing the mistakes
received by the students.
3 The teacher has explained and exercised 84 % 86 %
that easy to understand by the students.
4 The students understand and able to 86 % 85 %
applied learning to write that has
implemented by the teacher.
5 By using the mind mapping technique 89 % 91 %
used by the teacher, the students look
enthusiastic, amused, and not boring.
6 The students feel the time given by the 56 % 52 %
 54

teacher to understand the material goes

quickly.
7 The students become motivated to get a 90 % 84 %
better score.
8 With mind mapping techniques students 85 % 87 %
can improve students' critical thinking
skills individually.
9 Students feel more valued when 89 % 89 %
expressing their opinions in front of the
class.
10 Students become bolder in expressing 81 % 85 %
their opinions in the teaching and
learning process.

The data above shows the observations of two observer teachers in

three meetings that have been analyzed by researcher to get the results as

listed in the table above. Observer 1 give a score 97%, and observer 2 give

a score 95% that the teacher has implemented writing learning following

the lesson plan and learning scenario. From the observer teacher's

observation that the researcher has implemented learning to write

according to the lesson plan and learning scenario.

On the second point, observers 1 and 2 see that 83% of the teacher

be able to deliver the material correctly thus reducing the mistakes which

received by the students. The third point, the observer 1 give a score 84%,

and observer 2 give a score 86% the teacher has given the explanation and

exercise that easy to understand by the students. From these observations,

it can be concluded that the teacher (researcher) has provided material and

explanations correctly and exercises that are easy for students to

understand.
 55

At point four, the observer 1 assign a score 86%, and observer 2

assign a score 85% that the students are understanding and able to applied

to learn to write that has implemented by the teacher. From these results, it

can be seen that students able to understand and be able to apply how to

write using mind mapping done by the teacher (researcher).

At point five, the observer 1 render a score 89%, and observer 2

render a score 91% see that by using mind mapping techniques used by the

teacher, the students look enthusiastic, amused, and not boring. At point

six, observer 1 render a score 56%, and observer 2 render a score 52% see

that the students feel the time given by the teacher to understand the

material goes quickly. From the percentage of data at point five it can be

seen that students ware very enthusiastic and do not feel bored when the

teacher applies mind mapping techniques in class. While, at point six,

some students felt the time given by the teacher in understanding the

material went faster.

Point seventh, observer 1 provide a score 90%, and observer 2

provide a score 84% see that the students become motivated to get a better

score. At the eighth point of observer 1 provide a score 85%, and observer

2 provide a score 86% see that with mind mapping techniques students can

improve students' critical thinking skills individually. From observations

on points seven and eight students become motivated to got high grades

and students' critical thinking skills increase when the learning process

uses mind mapping methods.

 56

At point 9, observers 1 and 2 observe that 89% of 30 students feel

more valued when expressing their opinions in front of the class. And at

point ten, observer 1 assign a score 81% and observer 2 assign a score

85% of 30 students become bolder in expressing their opinions in the

teaching and learning process. seeing from the percentage of observations

made by the observer teacher at points ninth and ten, explaining that

students feel valued and bolder when expressing or expressing their

opinions in front of the class.

Therefore, it can be concluded through the results of the percentage

of the observation sheet filled by the observer teacher that the researcher

has implemented learning to write according to the scenario and the lesson

plan. And the implementation of writing learning by using mind mapping

technique assisted by Mindomo application make the students are helped

in understanding the materials being taught.

To support the data from observations made by the observer

teacher above the researcher also observes the activities of students in the

class during the study. Researchers conducted observations ranging from

pre-activity, whilst-activity, and post-activity. Concerning the following

indicators:

1. Pre-activity

a) The students were engaged in the activity

b) The students participated actively in the activity

c) The students understood the target language with else

 57

d) The students could construct the writing

2. Whilst-activity

a) The students understood the writing instruction

b) The students faced some difficulties in accomplishing the task

c) The students solved the problem in writing

d) The students able to work in pair or group

3. Post-activity

a) The students shared their writing with friends enthusiastically

b) The students comprehended the material

c) The students able to transfer the materials

d) The students summarize or reflect on the lesson

After observing the students' activities based on the indicators

above, the researcher analyzed the observation sheets that had been

collected from three meetings. For clearer results, the results of the data

analysis conducted by researchers will be shown in the table below.

Table 4. 2
Result of teacher’s (researcher’s) observation

First Meeting
Participants Pre-activity Whilst-activity Post-activity
Activity 1 2 3 4 1 2 3 4 1 2 3 4
Yes (√) 3 30 1 1 16 14 20 30 20 1 14 30
0 6 6 6
No (-) 0 0 1 1 14 16 10 0 10 1 16 0
4 4 4
Second Meeting
Participants Pre-activity Whilst-activity Post-activity
Activity 1 2 3 4 1 2 3 4 1 2 3 4
Yes (√) 3 30 2 2 22 8 26 30 26 2 21 30
0 2 2 2
 58

No (-) 0 0 8 8 8 22 4 0 4 8 9 0
Third Meeting
Participants Pre-activity Whilst-activity Post-activity
Activity 1 2 3 4 1 2 3 4 1 2 3 4
Yes (√) 3 30 2 2 28 2 30 30 28 2 27 30
0 8 8 9
No (-) 0 0 2 2 2 28 0 0 2 1 3 0

From the table above, it shows the results of the analysis of student

activities in the class. The digit in Table 4.2 above shows the number of

students involved in each activity. Based on table 4.2, at the first meeting

in the pre-activity stage point 1 and 2, all students ware actively engaged

and participate in every learning activity in class, it can be seen in figure

4.2. the students actively answered the teacher questions and at points 3

and 4, 16 out of 30 students understood the target language or learning

objectives and began to be able to build a framework in writing that was

correct following the language features and generic structure of the text.

Figure 4. 2
 59

The students have participated actively

In the middle activity or whilst-activity at the first point, 16 to 30

students already understood the directions in writing given by the teacher.

At the second point, 14 to 30 students faced some difficulties when doing

assignments and at the third point, 20 students to 30 students ware able to

solve the problem that faced when the student going to write. On the

fourth point, all students ware able to work together with their friends in a

group. In the post-activity stage in the first point, 20 students

enthusiastically shared their writing in front of their friends. In the second

point, 16 students ware able to understand the material well and in the

third point, 14 out of 30 students could transfer or explain the material

well. On the fourth point, all students ware able to summarize and reflect

on the material properly and correctly.

At the second meeting, there were developments shown by

students towards learning to write. From the table above, it can be seen

that in the pre-activity stage in points 1 and 2 all students ware involved

and actively participate in the learning process. On the third and fourth

points, there was an increase from the first meeting, 22 students

understood the target language or learning objectives easily and could

develop their writing well from previously only 16 students out of 30

students.

In the mid-stage or whilst-activity also seen an increase in point

one where 22 students understood well the instructions in writing.

 60

Whereas the second point increased from 14 students who faced difficulty

in writing now to 8 students out of 30 students. On the third point, 26

students had been able to solve problems in writing well, and on the fourth

point, all students ware able to work in teams.

Figure 4. 3
Students’ team works

In the final stage or post-activity, the first point, 26 students

enthusiastically shared their writing with their friends, and on the second

point, 22 students ware able to understand the material well. On the third

point, 21 students could transfer or explain the material well, and in the

fourth point, students ware able to summarize the learning material well.

In the third meeting, students' writing ability increasingly showed

positive development. This can be seen from the decrease in the number of

students who did not understand the learning material compared to the first

meeting. This can be seen from the table at the third meeting and the pre-

activity stage in points one and two, all students ware involved and
 61

actively participating in learning and at points three and four, 28 students

had a good understanding of the learning objectives and ware able to make

or build the writing framework was very good.

In the whilst-activity stage, point one, 28 students could understand

writing instructions very well and in the second point, 28 students no

longer faced difficulties when they wrote. Because on the third point, 28

students ware able to solve problems that arose when writing. On the

fourth point, the students ware able to work together in their respective

groups. In the post-activity stage, the first point, 28 students

enthusiastically shared their writing with their classmates. In the second

point, 29 students were able to understand the subject matter very well. On

the third point, there ware three peoples who still cannot transfer or

explain the material correctly, and on the fourth point, all students ware

able to summarize or reflect learning outcomes properly and correctly.

Based on the results of data analysis from the teacher observation

sheet (researcher) in the three meetings above, it can be concluded that in

each meeting students ware able to properly accept and understand the

material being taught. With the mind mapping method that was assisted by

the Mindomo application in learning to write, students were helped in

making the recount text in accordance with the correct language features

and generic structure of the text.

To get students' responses in learning to write using the mind

mapping method that is assisted by the Mindomo application, the

 62

researchers gave questionnaires to the students. The questionnaire was

given after the entire learning process was carried out. The questionnaire

was given to students consisted of 10 open-ended questions consisting of

four main indicators namely; attention, relevance, confidence, and

satisfaction with the following question description:

1. Attention

a) Does the learning to write with Mind Mapping techniques that

applied make you have a high willingness to take lessons?

b) Can learn to write with Mind Mapping techniques applied have

reduced errors in learning to write?

c) Does the learning that has been done make it easier for you to

understand the learning material?

d) Does learning to write with Mind Mapping techniques that have

been applied make it easy for you to understand the material being

taught?

2. Relevance

a) Is learning to write with Mind Mapping techniques that have been

applied more interesting, fun, and not boring?

b) Do you feel the time given by the teacher to understand the

material goes quickly?

3. Confidence
 63

a) By using Mind Mapping techniques that have been applied, are

you motivated to get better grades?

b) Does learning to write with Mind Mapping techniques that have

been applied can improve your critical thinking skills individually?

4. Satisfaction

a) Do you feel more valued when expressing your opinions when

studying in class?

b) Are you more courageous in expressing your opinion in the

learning process in the classroom?

To make it appear clearer, researchers conducted an analysis of the

questionnaire that was filled out by students. After the researcher conducts

the analysis, the researcher gets the results that are suitable for the

questionnaire filled out by students. The results that have been analyzed

will be displayed in the form of a percentage of each student's answer. For

more details, the results will be displayed in the chart below.

Chart 4. 1
Results of students’ questionnaire
 64

Yes No
120%
97% 100% 100%
100%
87% 87%
83% 80% 80% 83%
80%
63%
60%
37%
40%
17% 20% 20% 17%
20% 13% 13%
3% 0% 0%
0%

From the data in the results of the student questionnaire analysis

results above, can be described based on each indicator. In the attention

indicator, there are four questions. The first question, 83% of 30 students

stated that after applying mind mapping methods in learning to write,

students had a high willingness and were motivated to participate in

learning. The second question, 80% of 30 students stated that the

application of mind mapping methods in learning to write students helped

in reducing errors when writing. The third question, 97% of students’ state

that after learning is done, students find it easier to understand and

remember the subject matter. And on the fourth question, 100% of

students stated that with the mind mapping method students became very

easy to understand the material being taught.

In the indicator of relevance, question number five, 100% of

students’ state that learning to write with the mind mapping method makes
 65

learning more fun, interesting, and not boring. And question number six,

37% of students stated that the time given by the teacher to understand the

material was very short, while 63% of students stated that the time given

by the teacher was enough to understand the material given.

In indicator confidence, question number seven, 87% of 30

students stated that by using the mind mapping method, students became

motivated to get better grades. And in question number eight, 80% of

students stated that the method applied was able to improve the ability to

think critically individually.

In the satisfaction indicator, question number Nine, 87% of

students stated that students felt more valued when expressing their

opinions or results in front of the class. And question number ten, 83% of

students stated that they became bolder in expressing their opinions or

writing results during the learning process.

The description above is the result of the analysis of the student

response questionnaire. Judging from the percentage value of student

responses, it can be concluded that students are highly motivated in

learning by using the mind mapping method, and students are motivated to

get better grades in English lessons, especially in writing lessons.

Meanwhile, the teacher's response can be seen from the results of the

analysis of the teacher observation sheet in table 4.1 above, from the

percentage of grades given by the observer teacher it can be concluded that

the application of mind mapping method that is assisted by the application

 66

of Mindomo in writing learning is very effective to help students

understand the subject matter.

To find out the difficulties students face when learning to write,

researchers provide questionnaires with open-ended questions to students.

The distribution of questionnaires was carried out in conjunction with the

provision of questionnaires to determine student responses. This

questionnaire consists of two open-ended questions. The first question

aims to determine the difficulty of students in learning English, while the

second question aims to measure the level of difficulty of students when

writing lessons.

From the results of the analysis of researchers about the difficulties

of students in learning English, researchers found a variety of answers

from students. Based on the results of the analysis of students' varied

answers, the researcher found four factors that made English difficult for

students to learn. To make it clear, the results of the analysis will be shown

in the table below.

Table 4. 3
Factors of students’ difficulties

No Factors Percentages
1 Difficult to memorize, remember, translate, 40 %
and not much to know about vocabulary.
2 Not accustomed to using English. 33 %
3 Difficult to pronounce the English words. 20 %
4 Do not like English learning. 7%
 67

From the results of the analysis of student answers in the table

above about students' difficulties in learning English, it can be concluded

that there are four factors that influence why English is a difficult subject

for students. First, in 30 students, 40% of them answered difficulties in

learning English because, in learning English it was difficult to remember,

memorize, interpret, not know much about the vocabulary. The second

factor, 33% of 30 students said that they were not accustomed to using

English, both in speaking, writing, and others. The third factor is because

English is difficult in their pronunciation, 20% of students stated that they

had difficulty pronouncing English words correctly. And the last or fourth

factor, that they do not like English lessons, 7% of students say that the

reason why students have difficulty learning English is because they are

not interested in learning English.

The results of the researchers' analysis of question number two in

the open-ended question questionnaire. Where there are five aspects of

writing, namely organization, content, grammar, mechanics, and

vocabulary. Students are asked to rank the level of difficulty faced by

students when learning to write based on these aspects. The researcher has

analyzed the answers of each student and the results of the analysis will be

shown in the chart below.

Chart 4. 2
Percetages of the students' difficulties level
 68

7% 3%
Vocabulary
Grammar
20% 40% Content
Organizing
Mechanics

30%

From Chart 4.2 above it can be seen, the difficulties faced by

students when writing based on the five aspects that must be met when

writing a text. The researcher grouped the level of difficulty into five

levels, 1) very high, 2) high, 3) middle, 4) low, and 5) very low. The

results of the analysis stated that 40% of 30 students felt, in determining

the use of vocabulary, the level of difficulty was "very high" or in the first

position compared to the others. In second place or "high", 30% of 30

students felt that the correct use of grammar was an obstacle when

students were writing. Furthermore, 20% of 30 students said that

determining content has a "middle" or moderate level of difficulty or was

in the third position. In the fourth or "low" position, 7% of students

mention that organization or paragraphing becomes a difficult one. And

the last or fifth position, "very low" 3% of students mention that

mechanics become difficult one or determining punctuation and spelling.

 69

From both open-ended questions, it was found that the student’s

difficulties in learning English were lack of vocabularies and they did not

understand how to use vocabulary appropriately. They also were not

accustomed to using English so it is difficult for them to arrange the words

in sentences or paragraphs.

Figure 4. 4
Students fill out the first assessment

This is supported by the results of the assessment given to students.

At the first assessment given at the first meeting, the results of students'

ability to write were still lacking, especially in the use of vocabulary and

grammar. After researchers conduct learning using mind mapping

techniques that are assisted by the Mindomo application, students can

reduce errors in the use of vocabulary and grammar. This was seen from

the analysis of the results of the second assessment when the learning

process had been carried out.

 70

B. Discussions

After the researchers conducted an analysis of the research instruments,

the results obtained were explained in the finding of the research above.

Based on the results above, the scenario and implementation of learning to

write recount texts using mind mapping methods that are assisted by the

Mindomo application can help teach the ability to write to high school

students, especially in tenth graders of science-2.

Based on observations made during three meetings by the observer

teacher on the learning process conducted using the mind mapping method

in accordance with the plans and learning scenarios made by researchers.

And based on observations from the observer teacher on the

implementation of teaching the ability to write with the mind mapping

method assisted by Mindomo application to tenth-grade student’s science-

2 that the implementation of teaching writing with mind mapping method

which is assisted by the Mindomo application is very effective and

efficient in delivering learning material.

Based on observations made by researchers of student activities in

class during three meetings, in implementing writing learning by applying

mind mapping methods, all students are involved and actively participate

during the learning process. At the initial meeting, half of all students still

looked confused and could not solve problems in writing, did not

understand the purpose of learning to write, and could not understand the

writing material well. At the first meeting, students were introduced to the
 71

mind mapping learning method and the students looked enthusiastic, but

previously students were given an assessment by the teacher (researcher)

to see the students' initial abilities in writing.

At the second meeting, from a number of students who previously

could not and were still confused about writing learning material, now

they understood less about learning to write after being introduced to

writing techniques using the mind mapping method. At this second

meeting, the students were asked to create groups consist of two people in

each group and the researchers began to teach how to write using the mind

mapping method with the application of Mindomo. In the post-activity

stage, after students make a recount text, students are asked to share the

results of their writing in front of the class. The students were very

enthusiastic in presenting their writings in front of the class.

At the third meeting, almost all the students had mastered writing

learning materials well. Although, there are still one or two students who

are still confused and ashamed in sharing their writings. At this third

meeting, students are assessed to see the students' ability to write after

learning is done using the mind mapping method.

The teacher who becomes an observer during the learning process

takes a positive response to the teaching process of writing by using the

mind mapping method conducted by the researcher. This was seen from

the data from the analysis of the observation sheet conducted by the

observer teacher. Meanwhile, to see the responses of students, researchers

 72

distributed questionnaires with ten close-ended questions. Based on the

results of the student questionnaire analysis, the students felt that learning

with a mind mapping method assisted by the Mindomo application was

very helpful to students in understanding and memorizing material easily.

Coupled with mind mapping methods make students enthusiastic and

enthusiastic in learning because learning by using mind mapping methods

is fun and not boring.

Less than half the number of students, at the beginning of learning,

students are very difficult in making a story. This is seen from the results

of the first student assessment. In the first assessment, students had

difficulty in using vocabulary, grammar, and determining the correct

punctuation. This is supported by an open-ended questions questionnaire,

wherein the second question the students rank the level of difficulty

experienced by students in writing. Nearly half of all students say that

vocabulary has the highest level of difficulty compared to grammar,

content, organization, and mechanics.

Meanwhile, the question in questionnaire number one states the

difficulty of students in learning English. From the results of the analysis

of student answers, students find it difficult to memorize, remember, and

use vocabulary and have a lack of knowledge or the limited vocabulary

students have. After learning by using a mind mapping method that is

assisted by the Mindomo application, students are helped in writing stories

or making a recount text. This can be seen from the results of the second
 73

student assessment where the results of the assessment showed a

significant change in students' writing abilities. Students already use the

correct vocabulary and know more about the vocabulary. Added, students

can use grammar correctly, by making the correct past tense sentence

structure. Although not all students can write correctly, students have

begun to understand and can apply to learn to write using mind mapping

assisted with the Mindomo application.

Although, this research has been going well and according to the

lesson plan and learning scenario. Yet, based on the final results of the

student assessment there are still some students who do not understand the

application of learning to write using the mind mapping method. However,

most students have understood, seen from the results of teacher

observation sheets and student questionnaires. In applying the mind

mapping method, it has a positive impact on students' writing

development. The students look happy and not bored when learning to use

mind mapping methods, in additions the students become motivated to get

better grades. It is in the line with Dewi (2017) in the results of her

research entitled “Improving Students' Creativity in Writing Recount Text

by Using Mind Mapping” stated that the implementation of mind mapping

in the learning process brings positive results. By utilizing mind-mapping,

the students will be more critical and creative in thinking. Consequently,

the students will be more curious about the materials and interested in their

learning.
 74

In this research, by using mind mapping method assisted by

Mindomo application in learning writing. The students were helped in

writing, especially in writing recount text. The use of Mindomo

application in teaching-learning process as a tool to make digital mind

mapping made the students more interesting and motivated in learning to

write.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter contains conclusions and suggestions from all the results of the

research conducted and some suggestions will be given by researchers in

conducting other research.

A. Conclusions

Based on the results of research conducted in the tenth grade of science-2

state high school in one of the high schools in Belitung Timur. It can be

concluded that writing learning scenarios with mind mapping methods

made by researchers for three meetings are running well, and the

implementation of learning to write by using the mind mapping method

that is assisted by the Mindomo application can help students write

recount texts.

The employment of mind mapping methods assisted by Mindomo

application in learning to write got positive responses from teachers and

students. With the mind mapping method, the application of writing

learning is easier to understand and makes it easier for students to make

drafts or frameworks of a recount text. The students also looked happy and

were very enthusiastic in learning and applying mind mapping methods to

make students not feel bored in learning to write.

At the first meeting, students had difficulty making recount texts due

to limited vocabulary and lack of understanding of the layout of a word or

75
sentence. Based on the results of the student assessment analysis, the

limited knowledge of vocabulary and the lack of understanding of the

structure of

76
 77

a past tense sentence is one of the reasons students have difficulty writing.

This is also supported by the results of the open-ended questionnaire given

to students, where the difficulty faced by students in learning English

especially in learning to write are the difficulty of memorizing,

remembering, and using vocabulary as well as the limited knowledge or

lack of vocabulary students have.

The final results of this study, students were able to properly make

recount texts following the generic structure and language feature of

recount text. Difficulties faced by students when writing can be overcome

by applying mind mapping methods in the learning process. With the mind

mapping method assisted by the Mindomo application, the students are

motivated to learn and motivated to get a better score.

B. Suggestions

Based on the results of applying the mind mapping method assisted by

Mindomo application to tenth-grade students of science-2. The researcher

suggests to the teachers who teach English, to be able to utilize methods

and media in learning to help students learn and be easier to accept and

applying learning outcomes in class. However, the use and application of

learning methods must be following the abilities and characteristics of

students and of course must be following the subject matter so that the

learning process can run effectively.

This research is expected to be a reference for teachers in teaching.

Teachers can use the mind mapping method in classroom learning or other
 78

methods that are appropriate to the concept of learning. This research can

also be a reference for future research using various methods in research or

teaching.

It is also recommended, for teachers in schools to conduct small

studies to analyze students' needs in learning, so that they can analyze the

right methods to be used in the learning process, not just using

confessional methods in teaching. Use interesting methods to make the

students enthusiastic in learning, especially in learning English.

 REFERENCES
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 Appendices 1.
Surat Keputusan
 Appendices 2.
Surat Permohonan Izin Riset
 Appendices 3.
Surat Keterangan Telah Melakukan Riset
 Appendices 4.
Kartu Kegiatan Bimbingan Skripsi
 Appendices 5.
Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA/SMK/MA Sederajat

Mata Pelajaran : Bahasa Inggris
Kompetensi Keahlian : UMUM
Kelas/Semester : X (Sepuluh) / Genap
Tahun Pelajaran : 2019/2020
Materi Pokok : Teks recount lisan dan tulis sederhana,
tentang pengalaman/ kejadian/peristiwa
Alokasi Waktu : 3 x pertemuan, @ 3 (30 Menit) Jam
Pelajaran

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi tentang
pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai
dengan bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis,
spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dalam konteks pengembangan
potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga
masyarakat nasional, regional, dan internasional.
KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi,
dan prosedur kerja yang lazim dilakukan serta memecahkan masalah
sesuai dengan bidang kajian Bahasa Inggris. Menampilkan kinerja di
bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan
standar kompetensi kerja. Menunjukkan keterampilan menalar, mengolah,
dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta
mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
recount lisan dan tulisan
dengan memberi dan
meminta informasi terkait
Indikator
3.9.1 Mengidentifikasi fungsi
sosial, struktur teks dan
unsur kebahasaan dalam
teks recount sesuai dengan
konteks penggunaannya.
3.9.2 Membedakan fungsi sosial,
 pengalaman/kejadian/peristiw
a, sesuai dengan konteks
penggunaannya.
4.7 Menyusun teks recount lisan
dan tulis, pendek dan
sederhana, terkait
peristiwa/pengalaman,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan,
secara benar dan sesuai
konteks
struktur teks dan unsur
kebahasaan dari teks
recount sesuai dengan
konteks penggunaannya.
4.13.1 Menyusun teks lisan dan
tertulis mengenai teks recount
sesuai dengan konteks
penggunaannya.
4.13.2 Mengkomunikasikan secara
lisan dan tulis teks recount
dengan menggunakan
struktur teks dan unsur
bahasa yang tepat sesuai
dengan konteks penggunaan

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Peserta didik diharapkan dapat mengidentifikasi fungsi sosial, struktur
teks dan unsur kebahasaan dalam teks recount sesuai dengan konteks.
2. Peserta didik diharapkan dapat membedakan fungsi sosial, struktur
teks dan unsur kebahasaan dari teks recount sesuai dengan konteks
penggunaannya.
3. Peserta didik diharapkan dapat menyusun teks recount sesuai dengan
unsur kebahasaan dan struktur teks dari teks recount.
4. Peserta didik diharapkan dapat membuat teks recount sesuai dengan
konteks penggunaannya.
5. Peserta didik diharapkan dapat mengkomunikasikan secara lisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.
6. Peserta didik diharapkan dapat mengkomunikasikan secara tulisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.

D. Metode Pembelajaran
1. Metode: Mind Mapping

E. Media Pembelajaran
1. Media
a) Worksheets atau lembar kerja (siswa)
b) Picture (gambar)
c) Lembar penilaian
2. Alat/bahan
a) Spidol, papan tulis
b) Laptop & infocus
c) Smartphone
3. Sumber belajar
 a) Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas X, Kemendikbud, Revisi Tahun 2017.
b) Sumber lain yang relevant.
c) Kamus Bahasa Inggris.
d) Pengalaman peserta didik dan guru.

F. Materi Pembelajaran
1. First meeting @ 3 x 30 minutes
a) Power point 1
Recount Text
(1) Definition of recount text
Recount text is a text that retell an event or activity that happen
in the past. Based on Evans (2013) “recount is a chronological
retelling of events”.
(2) Purpose of recount text
To tell the reader what happened in the past through a
sequences of events.
(3) Kind of recount text
(a) Personal recount
- personal recount is a text that telling writers’ personal
experience or unforgettable monument.
- Example of personal recount text
“A Trip to the Zoo”
Yesterday my family went to the zoo to see the
elephant and other animal. When we got to the zoo, we
went to the shop to buy some food to give to the
animals. After getting the food we went to the nocturnal
house where we saw birds and reptiles which only come
out at night.
Before lunch we went for a ride on the elephant. It
was a thrill to ride it. Dad nearly fell off when he let go
of the rope. During lunch we fed some birds in the park.
In the afternoon we saw the animals being fed.
When we returned home we were tired but happy
because we had so much fun.
Source: https://maudisini.com/contoh-recount-text/
- Generic structure
Orientation: Bagian Orientation menerangkan kapan,
bagaimana, mengapa peristiwa itu terjadi. Dalam teks di
atas ada pada bagian awal yaitu “Yesterday my family
went to the zoo to see…”
Events: Bagian Events menerangkan mengenai tahapan-
tahapan dalam peristiwa. Pada teks di atas tahapan
peristiwa-peristiwa dijelaskan dengan “When we got to
the zoo,” “After getting the food,” “Before lunch,”
“During lunch,” dan “When we returned,”
 Re-orientation: Bagian Reorientation adalah bagian
penutup yang menjelaskan rangkuman dari seluruh
peristiwa yang telah terjadi. Bagian ini dalam teks
ditunjukkan dengan “we were tired but happy because
we had so much fun.”
(b) Factual recount
- factual recount is a text is a kind of recount text that
tells about something is really happen (fact) in the past
event.
- Example of factual recount text
“Man Charged with Pushing Old Woman Down Bus”
SINGAPORE – The man who pushed an old
woman down a bus along Upper Thomson Road has
been charged in court. Twenty-five-year-old Ong Kok
Hao is accused of hurting 76-year-old Hwang Li Lian
Nee Lye on bus service number 167 at about 3pm on
June 5 this year.
Ong is said to have used his right hand to push the
old woman on her back, causing her to fall on the steps
of the bus. The incident was captured in a two-minute
video and uploaded on YouTube. The video shows Ong
suddenly flying into a rage at Madam Hwang for
pressing the bell at the last-minute along Upper
Thomson Road.
A shouting match then ensued and during the heated
spat, Ong threatened to slap the woman, before pushing
her down the bus. Ong’s lawyer Eddie Koh will be
making representations to the court. The case will next
be mentioned in December.
Source: https://maudisini.com/contoh-recount-text/
- Generic structure
Orientation: Bagian Orientation menerangkan mengenai
kapan, bagaimana, mengapa peristiwa itu terjadi. Dalam
teks di atas ada pada bagian awal yaitu “The man who
pushed an old woman down a bus along Upper
Thomson Road has been charged in court.”
Events: Bagian events menjelaskan tentang tahapan-
tahapan dalam peristiwa. Pada teks di atas tahapan
peristiwa-peristiwa dijelaskan dengan “Twenty-five-
year-old Ong Kok Hao is accused,” “Ong is said to
have used his right hand,” “The incident was captured
in,” “The video shows Ong suddenly,” “A shouting
match then ensued,” dan “Ong’s lawyer Eddie Koh
will.”
Re-orientation: Bagian Reorientation adalah bagian
penutup yang menjelaskan rangkuman dari seluruh
 peristiwa yang telah terjadi. Bagian ini dalam teks
ditunjukkan dengan “The case will next be mentioned
in December.”
(4) Language features of recount text
(a) Noun and Pronouns (I, we, he, she, they, Johan, Emma)
(b) Action verb (went, felt, started, fell)
(c) Past tense (verb2)
(d) Conjunction (and, but, after that, next, then, and others)
(e) Adjectives (beautiful, wonderful, sunny, and others)
(f) Adverb of phrases (in my house and others)
b) Power point 2
Mind maps
(1) Definition of mind maps
Buzan (1983) stated that mind maps are visual representation
or graphic organizers that demonstrate connections among key
concepts and ideas. Mind map is the easiest way to put
information into brain and take the information out of brain-it
is a creative and effective means of note-taking that literally
‘maps out’ your thoughts.
(2) Ways of how to create mind maps
(a) Take a blank page and start writing in the middle of the
paper.
(b) Use an image fo9r the central idea.an image helps the
creator to increase imagination and to make the brain more
focus.
(c) Use colors to add extra vibrancy, and color also makes the
mind map look more alive, more interesting, and more fun.
(d) Connect the main topic or central image to some branches.
By connecting the branches, it will make understand and
remember a lot more easily.
(e) Make curve branches like the branches of tree. Curve
branches more attractive and riveting to eyes rather than
straight-lined.
(f) Use key words for each branch to make the thought show
out the new ideas.
(g) Use images for each branch because every image worth a
thousand words.
(3) Example of mind maps
 Source: https://www.romadecade.org/contoh-mind-
mapping/#!

Source: https://www.romadecade.org/contoh-mind-
mapping/#!
(4) Introduced to Mindomo application
Mindomo is a software application to make mind maps.
Mindomo is an online collaborative mind mapping, concept
mapping and outlining software for visualizing and organizing
the information.

G. Evaluation
1. Technique : Writing through Mind mapping
2. Form : Individual and groups assessement
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA/SMK/MA Sederajat

Mata Pelajaran : Bahasa Inggris
Kompetensi Keahlian : UMUM
Kelas/Semester : X (Sepuluh) / Genap
Tahun Pelajaran : 2019/2020
Materi Pokok : Teks recount lisan dan tulis sederhana,
tentang pengalaman/ kejadian/peristiwa
Alokasi Waktu : 3 x pertemuan, @ 3 (30 Menit) Jam
Pelajaran

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi tentang
pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai
dengan bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis,
spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dalam konteks pengembangan
potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga
masyarakat nasional, regional, dan internasional.
KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi,
dan prosedur kerja yang lazim dilakukan serta memecahkan masalah
sesuai dengan bidang kajian Bahasa Inggris. Menampilkan kinerja di
bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan
standar kompetensi kerja. Menunjukkan keterampilan menalar, mengolah,
dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta
mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
recount lisan dan tulisan
dengan memberi dan
meminta informasi terkait
pengalaman/kejadian/peristiw
a, sesuai dengan konteks
penggunaannya.
Indikator
3.9.3 Mengidentifikasi fungsi
sosial, struktur teks dan
unsur kebahasaan dalam
teks recount sesuai dengan
konteks penggunaannya.
3.9.4 Membedakan fungsi sosial,
struktur teks dan unsur
kebahasaan dari teks
recount sesuai dengan
konteks penggunaannya.
 4.7 Menyusun teks recount lisan
dan tulis, pendek dan
sederhana, terkait
peristiwa/pengalaman,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan,
secara benar dan sesuai
konteks
4.13.3 Menyusun teks lisan dan
tertulis mengenai teks recount
sesuai dengan konteks
penggunaannya.
4.13.4 Mengkomunikasikan secara
lisan dan tulis teks recount
dengan menggunakan
struktur teks dan unsur
bahasa yang tepat sesuai
dengan konteks penggunaan

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
7. Peserta didik diharapkan dapat mengidentifikasi fungsi sosial, struktur
teks dan unsur kebahasaan dalam teks recount sesuai dengan konteks.
8. Peserta didik diharapkan dapat membedakan fungsi sosial, struktur
teks dan unsur kebahasaan dari teks recount sesuai dengan konteks
penggunaannya.
9. Peserta didik diharapkan dapat menyusun teks recount sesuai dengan
unsur kebahasaan dan struktur teks dari teks recount.
10. Peserta didik diharapkan dapat membuat teks recount sesuai dengan
konteks penggunaannya.
11. Peserta didik diharapkan dapat mengkomunikasikan secara lisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.
12. Peserta didik diharapkan dapat mengkomunikasikan secara tulisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.

D. Metode Pembelajaran
2. Metode: Mind Mapping

E. Media Pembelajaran
4. Media
d) Worksheets atau lembar kerja (siswa)
e) Picture (gambar)
f) Lembar penilaian
5. Alat/bahan
d) Spidol, papan tulis
e) Laptop & infocus
f) Smartphone
6. Sumber belajar
e) Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas X, Kemendikbud, Revisi Tahun 2017.
f) Sumber lain yang relevant.
g) Kamus Bahasa Inggris.
 h) Pengalaman peserta didik dan guru.

F. Materi Pembelajaran
1. Second meeting @ 3 x 30 minutes
a) Review previous material such as:
(1) Definition of recount text
Recount text is a text that retell an event or activity that happen
in the past. Based on Evans (2013) “recount is a chronological
retelling of events”.
(2) Purpose of recount text
To tell the reader what happened in the past through a
sequences of events.
(3) Kind of recount text
(a) Personal recount: personal recount is a text that telling
writers’ personal experience or unforgettable monument.
(b) Factual recount: factual recount is a text is a kind of recount
text that tells about something is really happen (fact) in the
past event.
(4) Language features of recount text
(a) Noun and Pronouns (I, we, he, she, they, Johan, Emma)
(b) Action verb (went, felt, started, fell)
(c) Past tense (verb2)
(d) Conjunction (and, but, after that, next, then, and others)
(e) Adjectives (beautiful, wonderful, sunny, and others)
(f) Adverb of phrases (in my house and others)
b) Continue the materials
Power point 3
(1) Kind of recount text
(a) Imaginative recount
- imaginative recount is a text that tells about imagination
of the writer about something.
- Example of personal recount text
That morning, I was watering flowers in the garden
beside the house. In the park, many butterflies fly.
Seeing this, I wondered if I had a beautiful pair of
wings. So that, I will look like a fairy on television, and
be able to fly here and there as I wish without feeling
afraid of falling.
I was very happy when I imagined that happening to
me.
Source: https://belajargiat.id/jenis-recount-text/
- Generic structure
Orientation: Bagian Orientation menerangkan mengenai
kapan, bagaimana, mengapa peristiwa itu terjadi. Dalam
teks di atas ada pada bagian awal yaitu “I was watering
flowers in the garden beside the house.”
 Events: Bagian events menjelaskan tentang tahapan-
tahapan dalam peristiwa. Pada teks di atas tahapan
peristiwa-peristiwa dijelaskan dengan “I wondered if I
had a beautiful pair of wings. So that, I will look like a
fairy on television, and be able to fly”
Re-orientation: Bagian Reorientation adalah bagian
penutup yang menjelaskan rangkuman dari seluruh
peristiwa yang telah terjadi. Bagian ini dalam teks
ditunjukkan dengan “I was very happy when I imagined
that happening to me”
(b) Historical recount
- historical recount is a kind of text that tells about
historical, both places and objects that have a history.
- Example of historical recount
November 10 is known as Heroes’ Day, which is a
warning to all the heroes who have fought for
independence.
At that time, the enthusiasm of the citizens of
Surabaya in defending Indonesian territory from the
Allies was very burning.
With a spirit that is alive through Bung Tomo’s
speeches, Surabaya residents have the courage to risk
their lives to be free from invaders.
Source: https://belajargiat.id/jenis-recount-text/
- Generic structure
Orientation: Bagian Orientation menerangkan mengenai
kapan, bagaimana, mengapa peristiwa itu terjadi. Dalam
teks di atas ada pada bagian awal yaitu “November 10
is known as Heroes’ Day,”
Events: Bagian events menjelaskan tentang tahapan-
tahapan dalam peristiwa. Pada teks di atas tahapan
peristiwa-peristiwa dijelaskan dengan “At that time, the
enthusiasm of the citizens of Surabaya in defending
Indonesian territory from the Allies was very burning.”
Re-orientation: Bagian Reorientation adalah bagian
penutup yang menjelaskan rangkuman dari seluruh
peristiwa yang telah terjadi. Bagian ini dalam teks
ditunjukkan dengan “With a spirit that is alive through
Bung Tomo’s speeches, Surabaya residents have the
courage to risk their lives to be free from invaders.”
c) Analysis one of recount text
“Going Camping”
Last weekend, my friends and I went camping. We reached
the camping ground after we walked for about one and a half hour
from the parking lot. We built the camp next to a small river. It was
getting darker and colder, so we built a fire camp.
 The next day, we spent our time observing plantation and
insects while the girls were preparing meals. In the afternoon we
went to the river and caught some fish for supper. At night, we
held a fire camp night. We sang, danced, read poetry, played magic
tricks, and even some of us performed a standing comedy.
On Monday, we packed our bags and got ready to go home.
Source: https://maudisini.com/contoh-recount-text/
Analyse:
(a) What kind of text?
(b) Mention the generic structure!
(c) Mention the language features!
G. Evaluation
1. Technique : Writing through Mind mapping
2. Form : Individual and groups assessement
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA/SMK/MA Sederajat

Mata Pelajaran : Bahasa Inggris
Kompetensi Keahlian : UMUM
Kelas/Semester : X (Sepuluh) / Genap
Tahun Pelajaran : 2019/2020
Materi Pokok : Teks recount lisan dan tulis sederhana,
tentang pengalaman/ kejadian/peristiwa
Alokasi Waktu : 3 x pertemuan, @ 3 (30 Menit) Jam
Pelajaran

A. Kompetensi Inti
KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasi tentang
pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai
dengan bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis,
spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dalam konteks pengembangan
potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga
masyarakat nasional, regional, dan internasional.
KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi,
dan prosedur kerja yang lazim dilakukan serta memecahkan masalah
sesuai dengan bidang kajian Bahasa Inggris. Menampilkan kinerja di
bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan
standar kompetensi kerja. Menunjukkan keterampilan menalar, mengolah,
dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta
mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
recount lisan dan tulisan
dengan memberi dan
meminta informasi terkait
pengalaman/kejadian/peristiw
a, sesuai dengan konteks
penggunaannya.
Indikator
3.9.5 Mengidentifikasi fungsi
sosial, struktur teks dan
unsur kebahasaan dalam
teks recount sesuai dengan
konteks penggunaannya.
3.9.6 Membedakan fungsi sosial,
struktur teks dan unsur
kebahasaan dari teks
recount sesuai dengan
konteks penggunaannya.
 4.7 Menyusun teks recount lisan
dan tulis, pendek dan
sederhana, terkait
peristiwa/pengalaman,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan,
secara benar dan sesuai
konteks
4.13.5 Menyusun teks lisan dan
tertulis mengenai teks recount
sesuai dengan konteks
penggunaannya.
4.13.6 Mengkomunikasikan secara
lisan dan tulis teks recount
dengan menggunakan
struktur teks dan unsur
bahasa yang tepat sesuai
dengan konteks penggunaan

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Peserta didik diharapkan dapat mengidentifikasi fungsi sosial, struktur
teks dan unsur kebahasaan dalam teks recount sesuai dengan konteks.
2. Peserta didik diharapkan dapat membedakan fungsi sosial, struktur
teks dan unsur kebahasaan dari teks recount sesuai dengan konteks
penggunaannya.
3. Peserta didik diharapkan dapat menyusun teks recount sesuai dengan
unsur kebahasaan dan struktur teks dari teks recount.
4. Peserta didik diharapkan dapat membuat teks recount sesuai dengan
konteks penggunaannya.
5. Peserta didik diharapkan dapat mengkomunikasikan secara lisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.
6. Peserta didik diharapkan dapat mengkomunikasikan secara tulisan teks
recount dengan menggunakan struktur teks dan unsur Bahasa yang
tepat sesuai dengan konteks penggunaannya.

D. Metode Pembelajaran
1. Metode: Mind Mapping

E. Media Pembelajaran
1. Media
a) Worksheets atau lembar kerja (siswa)
b) Picture (gambar)
c) Lembar penilaian
2. Alat/bahan
a) Spidol, papan tulis
b) Laptop & infocus
c) Smartphone
3. Sumber belajar
a) Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas X, Kemendikbud, Revisi Tahun 2017.
b) Sumber lain yang relevant.
c) Kamus Bahasa Inggris.
 d) Pengalaman peserta didik dan guru.

F. Materi Pembelajaran
1. Third meeting @ 3 x 30 minutes
a) Review previous material such as:
(1) Definition of recount text
Recount text is a text that retell an event or activity that happen
in the past. Based on Evans (2013) “recount is a chronological
retelling of events”.
(2) Purpose of recount text
To tell the reader what happened in the past through a
sequences of events.
(3) Kind of recount text
(a) Personal recount: personal recount is a text that telling
writers’ personal experience or unforgettable monument.
(b) Factual recount: factual recount is a text is a kind of recount
text that tells about something is really happen (fact) in the
past event.
(c) Imaginative recount: imaginative recount is a text that tells
about imagination of the writer about something.
(d) Historical recount: historical recount is a kind of text that
tells about historical, both places and objects that have a
history.
(4) Language features of recount text
(a) Noun and Pronouns (I, we, he, she, they, Johan, Emma)
(b) Action verb (went, felt, started, fell)
(c) Past tense (verb2)
(d) Conjunction (and, but, after that, next, then, and others)
(e) Adjectives (beautiful, wonderful, sunny, and others)
(f) Adverb of phrases (in my house and others)

b) Present students’ mind maps

 The students present their recount text based on the mind map that
was made by using Mindomo application.
H. Evaluation
1. Technique : Writing through Mind mapping
2. Form : Individual and groups assessement
 Appendices 6.
Lesson Scenario

SCENARIO PEMBELAJARAN

Satuan Pendidikan : SMA/SMK/MA Sederajat

Mata Pelajaran : Bahasa Inggris
Kompetensi Keahlian : UMUM
Kelas/Semester : X (Sepuluh) / Genap
Tahun Pelajaran : 2019/2020
Materi Pokok : Teks recount lisan dan tulis sederhana,
tentang pengalaman/ kejadian/peristiwa
Alokasi Waktu : 3 x pertemuan, @ 3 (30 Menit) Jam
Pelajaran

1. Pertemuan Pertama @ 3 x 30 menit

Kegiatan Pendahuluan (10 menit) Note
No Kegiatan Guru Kegiatan Siswa
Guru mempersiapkan media Kesiapan siswa seperti alat
1 pembelajaran seperti buku tulis dan buku.
bahan ajar dan proyektor
Guru membuka pertemuan Siswa menjawab salam
2 dengan salam “wa’alaikumsalam wr.wb”.
“assalamualaikum wr wb.”
Salah seorang perwakilan
Guru meminta membuka doa
3 siswa memimpin doa
sebelum pelajaran dimulai.
bersama-sama.
Siswa menjawab ketika
Guru memeriksa absensi
diabsen dan teman yang
4 siswa dan menanyakan siswa
tidak hadir dengan kata
yang tidak hadir.
hadir atau present.
Guru menggiring siswa Siswa mengacungkan
kepada materi yang akan tangan untuk bercerita
5
diajarkan dengan bertanya tentang pengalamannya.
tentang pengalaman siswa.
Guru menyampaikan tujuan Siswa menyimak
pembelajaran yang penyampaian guru.
6
berlangsung pada pertemuan
tersebut.
Kegiatan Inti (70 menit)
Guru menampilkan power Siswa mengamati power Ppt 1 (25”)
1
point yang telah disiapkan. point yang disajikan.
2 Guru menjelaskan materi yang Siswa menyimak materi
ada dalam power point yang ada dalam power
mengenai pengertian recount point mengenai pengertian
 text, kind of recount text such recount text, kind of
as: personal and factual recount text, generic
recount text, generic structure, structure, and language
and language feature of feature of recount text.
recount text.
Siswa menjawab
Guru bertanya kepada siswa
pertanyaan guru tentang
tentang pemahaman siswa
3 pemahaman mereka
mengenai materi yang
mengenai materi yang
disampaikan.
disampaikan.
Siswa mengerjakan work Asessement
Guru memberikan worksheet/
4 sheet/ assessment yang 1. (25” to
assessment kepada siswa
diberikan guru. do the jobs)
Guru memantau kegiatan Siswa mengerjakan
5 siswa dalam menyelesaikan assessment dengan tertib.
assessment.
Setelah selesai, guru meminta Para siswa mengumpulkan
6 siswa untuk mengumpulkan assessment ke meja guru.
assessment ke meja guru..
Siswa menyimak
penyampaian guru tentang
Guru memperkenalkan
metode mind mapping dan
metode pembelajaran mind
7 aplikasi Mindomo dan Ppt 2. (20”)
mapping dan applikasi
bertanya seputar metode
Mindomo.
mind mapping dan aplikasi
Mindomo
Kegiatan Penutup (10 menit)
Guru bertanya kepada siswa Siswa menjawab
tentang pemahaman mereka pertanyaan guru dengan
1
mengenai materi yang telah “mengerti/tidak mengerti.
dipelajari.
Guru meminta siswa membuat Siswa membuat
2 rangkuman dari materi yang rangkuman sesuai dengan
dipelajari. arahan dari guru.
Guru menyampaikan materi Siswa menyimak
yang akan di ajarkan pada penyampaian guru.
3 pertemuan selanjutnya dan
meminta siswa untuk
mempelajarinya.
Guru meminta siswa untuk Siswa mengerti dan
mengunduh aplikasi Mindomo membawa
di gadget mereka dan getget/smartphone mereka
4
membawa gadget/smartphone untuk pertemuan
mereka untuk di pertemuan selanjutnya.
selanjutnya.
5 Guru menutup pertemuan Siswa mejawab dengan
 yang berlangsung dengan kalimat hamdalah dan
mengucapkan hamdalah dan salam.
salam.

2. Pertemuan Kedua @ 3 x 30 menit

Kegiatan Pendahuluan (10 menit)
No Kegiatan Guru
Guru mempersiapkan media
1 pembelajaran seperti buku
bahan ajar dan proyektor
Guru membuka pertemuan
2 dengan salam
“assalamualaikum wr wb.”
Guru meminta membuka doa
3 siswa
sebelum pelajaran dimulai.
Guru memeriksa absensi
4 siswa dan menanyakan siswa
yang tidak hadir.
Guru mereview materi yang
akan diajarkan pada
5 pertemuan sebelumnya
dengan bertanya kepada
siswa.
Guru menyampaikan tujuan
pembelajaran yang
6
berlangsung pada pertemuan
tersebut.
Kegiatan Inti (70 menit)
Guru menampilkan power
1
point yang telah disiapkan.
Guru menjelaskan materi yang
ada dalam power point
2 mengenai kind of recount text
such as: imaginative and
historical recount text.
Guru bertanya kepada siswa
tentang pemahaman siswa
3 pemahaman
mengenai materi yang
disampaikan.
4 Guru menampilkan sebuah
Note
Kegiatan Siswa
Kesiapan siswa seperti alat
tulis dan buku.
Siswa menjawab salam
“wa’alaikumsalam wr.wb”.
Salah seorang perwakilan
memimpin doa
bersama-sama.
Siswa menjawab ketika
diabsen dan teman yang
tidak hadir dengan kata
hadir atau present.
Siswa menyimak dan
menjawab pertanyaan guru
mengenai materi yang
dipelajai pada pertemuan
sebelumnya.
Siswa menyimak
penyampaian guru.
Siswa mengamati power Ppt 3 (15”)
point yang disajikan.
Siswa menyimak materi
yang ada dalam power
point mengenai kind of
recount text such as:
imaginative and historical
recount text.
Siswa menjawab
pertanyaan guru tentang
mereka
mengenai materi yang
disampaikan.
Siswa membaca dan 10” to read
 text recount dan meminta memahami teks yang the text
siswa untuk membaca dan disajikan guru.
mengamati tekx tersebut
Siswa menjawab dan Pertanyaan
Guru meminta siswa untuk
pertanyaan guru terkait diberikan
menganalisis kind of text,
dengan teks yang di sajikan kepada
5 generic structure of the text,
oleh guru. seluruh
and language features of the
siswa.
text.
(15”)
Guru meminta siswa untuk Siswa membuat kelompok
membuat kelompok yang sesuai arahan guru.
5
masing-masing kelompok
terdiri dari dua orang.
Siswa mengikuti arahan
Guru meminta siswa untuk
dari guru untuk
mengeluarkan getget masing-
6 mengeluarkan gedget
masing.dan membuka aplikasi
mereka dan membuka
Mindomo
aplikasi Mindomo
Siswa diminta untuk membuat Siswa mengamati gambar
teks recount sesuai dengan dan mulai membuat teks (30”) to
7 gambar yang sudah disiapkan recount berdasarkan finish the
dan dibagikan kesetiap gambar. jobs
kelompok oleh guru.
Sebelum siswa membuat teks Para siswa mengikuti
Guru
recount. Guru mengarahkan arahan guru dan mulai
membuat
siswa untuk membuat darft membuat mind maps di
contoh
8 teks mereka dengan gadget masing-masing.
mind map
menggunakan metode mind
di papan
mapping pada aplikasi
tulis.
Mindomo
Guru memantau setiap
Siswa mengerjakan apa
8
kegiatan siswa dikelas. yang di intruksikan guru.
Siswa mengumpulkan hasil
Guru meminta siswa untuk
kerja yang telah dibuat
9 mengumpulkan tugas yang
sesuai dengan arahan dari
dibuat oleh siswa.
guru.
Kegiatan Penutup (10 menit)
Guru bertanya kepada siswa Siswa menjawab
tentang pemahaman mereka pertanyaan guru dengan
1
mengenai materi yang telah “mengerti/tidak mengerti.
dipelajari.
Guru meminta siswa membuat Siswa membuat
2 rangkuman dari materi yang rangkuman sesuai dengan
dipelajari. arahan dari guru.
3 Guru menyampaikan kegiatan Siswa menyimak Present the
yang akan dilakukan pada penyampaian guru. text.
 pertemuan selanjutnya.
Siswa mengerti dan
Guru meminta siswa untuk
membawa
membawa gadget/smartphone
4 getget/smartphone mereka
masing-masing untuk di
untuk pertemuan
pertemuan selanjutnya.
selanjutnya.
Guru menutup pertemuan Siswa mejawab dengan
yang berlangsung dengan kalimat hamdalah dan
5
mengucapkan hamdalah dan salam.
salam.

3. Pertemuan Ketiga @ 3 x 30 menit

Kegiatan Pendahuluan (10 menit) Note
No Kegiatan Guru Kegiatan Siswa
Guru mempersiapkan media Kesiapan siswa seperti alat
1 pembelajaran seperti buku tulis dan buku.
bahan ajar dan proyektor
Guru membuka pertemuan Siswa menjawab salam
2 dengan salam “wa’alaikumsalam wr.wb”.
“assalamualaikum wr wb.”
Salah seorang perwakilan
Guru meminta membuka doa
3 siswa memimpin doa
sebelum pelajaran dimulai.
bersama-sama.
Siswa menjawab ketika
Guru memeriksa absensi
diabsen dan teman yang
4 siswa dan menanyakan siswa
tidak hadir dengan kata
yang tidak hadir.
hadir atau present.
Guru mereview materi yang Siswa menyimak dan
akan diajarkan pada menjawab pertanyaan guru
5 pertemuan pertama dan kedua mengenai materi yang
dengan bertanya kepada dipelajai pada pertemuan
siswa. sebelumnya.
Guru menyampaikan tujuan Siswa menyimak
pembelajaran yang penyampaian guru.
6
berlangsung pada pertemuan
tersebut.
Kegiatan Inti (70 menit)
Guru meminta siswa untuk Siswa mengikuti arahan
duduk bersama kelompok guru. Dan menjawab
1 masing-masing dan bertanya pertanyaan guru mengenai
mengenai kesiapan siswa kesiapan siswa untuk
untuk presentasi. presentasi.
2 Guru meminta siswa untuk Siswa mempresentasikan (45”)
mempresentasikan teks hasil kerja mereka per-
mereka dengan mengamati kelompok di depan kelas.
 mind mapping masing-masing
kelompok pada aplikasi
Mindomo.
Setelah semua kelompok Siswa mendengarkan
selesai presentasi, guru dengan baik masukan dan
3
memberikan feedback kepada arahan yang diberikan oleh
setiap kelompok. guru.
Guru membagikan worksheets Siswa mengikuti dan Assessment
atau assessment kepada siswa membuat teks recount 2. (25”) to
dan meminta siwa untuk sesuai arahan dari guru. do the jobs.
4
membuat teks recount sesuai
perintah yang ada di
assessment.
Sebelum siswa membuat teks Para siswa mengikuti
Guru
recount. Guru mengarahkan arahan guru dan mulai
membuat
siswa untuk membuat darft membuat mind maps di
contoh
5 teks mereka dengan gadget masing-masing.
mind map
menggunakan metode mind
di papan
mapping pada aplikasi
tulis.
Mindomo
Guru memantau setiap
Siswa mengerjakan apa
6
kegiatan siswa dikelas. yang di intruksikan guru.
Siswa mengumpulkan hasil
Guru meminta siswa untuk
kerja yang telah dibuat
7 mengumpulkan tugas yang
sesuai dengan arahan dari
dibuat oleh siswa.
guru.
Kegiatan Penutup (10 menit)
Guru bertanya kepada siswa Siswa menjawab
tentang pemahaman mereka pertanyaan guru dengan
1
mengenai materi yang telah “mengerti/tidak mengerti.
dipelajari.
Guru meminta siswa membuat Siswa membuat
2 rangkuman dari materi yang rangkuman sesuai dengan
dipelajari. arahan dari guru.
Guru menutup pertemuan Siswa mejawab dengan
yang berlangsung dengan kalimat hamdalah dan
3
mengucapkan hamdalah dan salam.
salam.
 Appendices 7.
Observation sheets from the teacher (observer)
1. Observation sheets from observer 1.
2. Observation sheets from observer 2
 Appendices 8.
Observation sheets from the researcher
Meeting :1
Hari/Tanggal : Rabu, 22 Januari 2020
Waktu : 08.30-10.00
Tempat :Kelas X Science-2
Pre-activity Whilst-activity Post-activity Evidence
Participants
1 2 3 4 1 2 3 4 1 2 3 4
Student 1 √ √ √ √ √ - √ √ √ √ √ √
Student 2 √ √ √ √ √ - √ √ √ √ - √
Student 3 √ √ - - - √ - √ - - - √
Student 4 √ √ √ √ √ - √ √ √ √ √ √
Student 5 √ √ √ √ √ - √ √ √ √ - √
Student 6 √ √ - - - √ √ √ √ - - √
Student 7 √ √ - - - √ - √ - - √ √
Student 8 √ √ √ √ √ - √ √ √ √ √ √
Student 9 √ √ - - - √ - √ - - - √
Student 10 √ √ - - - √ - √ - - - √
Student 11 √ √ √ √ √ - √ √ √ √ - √
Student 12 √ √ - - - √ √ √ √ √ √ √
Student 13 √ √ √ √ √ - √ √ √ - - √
Student 14 √ √ - - - √ √ √ √ - √ √
Student 15 √ √ - - - √ √ √ √ √ √ √
Student 16 √ √ √ √ √ - - √ - - - √
Student 17 √ √ √ √ √ - √ √ √ √ - √
Student 18 √ √ - - - √ √ √ √ √ √ √
Student 19 √ √ √ √ √ - √ √ √ √ √ √
Student 20 √ √ - - - √ - √ - - - √
Student 21 √ √ - - - √ - √ - - √ √
Student 22 √ √ √ √ √ - √ √ √ √ √ √
Student 23 √ √ - - - √ √ √ √ - - √
 Student 24 √ √ √ √ √ - √ √ √ √ √ √
Student 25 √ √ √ √ √ - √ √ √ √ √ √
Student 26 √ √ √ √ √ - √ √ √ √ - √
Student 27 √ √ - - - √ - √ - - - √
Student 28 √ √ - - - √ - √ - - - √
Student 29 √ √ √ √ √ - - √ - - - √
Student 30 √ √ √ √ √ - √ √ √ √ √ √
3 1 1 2 2 1
√ 30 16 14 30 16 30
0 6 6 0 0 4
TOTAL
1 1 1 1 1
- 0 0 14 16 0 14 0
4 4 0 0 6

Meeting :2
Hari/Tanggal : Rabu, 29 Januari 2020
Waktu : 08.30-10.00
Tempat :Kelas X Science-2

Pre-activity Whilst-activity Post-activity Evidence

Participants
1 2 3 4 1 2 3 4 1 2 3 4
Student 1 √ √ √ √ √ - √ √ √ √ √ √
Student 2 √ √ √ √ √ - √ √ √ √ √ √
Student 3 √ √ √ √ √ - √ √ √ √ √ √
Student 4 √ √ √ √ √ - √ √ √ √ - √
Student 5 √ √ √ √ √ - √ √ √ √ √ √
Student 6 √ √ √ √ √ - √ √ √ √ - √
Student 7 √ √ - - - √ √ √ √ - √ √
Student 8 √ √ √ √ √ - √ √ √ √ √ √
Student 9 √ √ - - - √ - √ - - - √
Student 10 √ √ √ √ √ - √ √ √ √ - √
Student 11 √ √ √ √ √ - √ √ √ √ - √
Student 12 √ √ - - - √ √ √ √ - √ √
 Student 13 √ √ √ √ √ - √ √ √ √ - √
Student 14 √ √ √ √ √ - √ √ √ √ √ √
Student 15 √ √ - - - √ √ √ √ - √ √
Student 16 √ √ √ √ √ - √ √ - √ - √
Student 17 √ √ √ √ √ - √ √ √ √ - √
Student 18 √ √ - - - √ - √ √ - √ √
Student 19 √ √ √ √ √ - √ √ √ √ √ √
Student 20 √ √ - - - √ - √ - - √ √
Student 21 √ √ √ √ √ - √ √ √ √ √ √
Student 22 √ √ √ √ √ - √ √ √ √ √ √
Student 23 √ √ - - - √ √ √ √ - √ √
Student 24 √ √ √ √ √ - √ √ √ √ √ √
Student 25 √ √ √ √ √ - √ √ √ √ √ √
Student 26 √ √ √ √ √ - √ √ √ √ √ √
Student 27 √ √ - - - √ - √ - - - √
Student 28 √ √ √ √ √ - √ √ √ √ √ √
Student 29 √ √ √ √ √ - √ √ √ √ √ √
Student 30 √ √ √ √ √ - √ √ √ √ √ √
3 2
√ 30 30 22 22 22 8 26 26 22 30
TOTAL 0 1
- 0 0 8 8 8 22 4 0 4 8 9 0

Meeting :3
Hari/Tanggal : Rabu, 5 Februari 2020
Waktu : 08.30-10.00
Tempat :Kelas X Science-2

Pre-activity Whilst-activity Post-activity Evidence

Participants
1 2 3 4 1 2 3 4 1 2 3 4
Student 1 √ √ √ √ √ - √ √ √ √ √ √
Student 2 √ √ √ √ √ - √ √ √ √ √ √
Student 3 √ √ √ √ √ - √ √ √ √ √ √
Student 4 √ √ √ √ √ - √ √ √ √ - √
Student 5 √ √ √ √ √ - √ √ √ √ √ √
Student 6 √ √ √ √ √ - √ √ √ √ - √
Student 7 √ √ - - - √ √ √ - - √ √
Student 8 √ √ √ √ √ - √ √ √ √ √ √
Student 9 √ √ √ √ √ - √ √ √ √ √ √
Student 10 √ √ √ √ √ - √ √ √ √ √ √
Student 11 √ √ √ √ √ - √ √ √ √ √ √
Student 12 √ √ - - - √ √ √ - √ √ √
Student 13 √ √ √ √ √ - √ √ √ √ √ √
Student 14 √ √ √ √ √ - √ √ √ √ √ √
Student 15 √ √ √ √ √ - √ √ √ √ √ √
Student 16 √ √ √ √ √ - √ √ √ √ √ √
Student 17 √ √ √ √ √ - √ √ √ √ √ √
Student 18 √ √ √ √ √ - √ √ √ √ √ √
Student 19 √ √ √ √ √ - √ √ √ √ √ √
Student 20 √ √ √ √ √ - √ √ √ √ √ √
Student 21 √ √ √ √ √ - √ √ √ √ √ √
Student 22 √ √ √ √ √ - √ √ √ √ √ √
Student 23 √ √ √ √ √ - √ √ √ √ √ √
Student 24 √ √ √ √ √ - √ √ √ √ √ √
Student 25 √ √ √ √ √ - √ √ √ √ √ √
Student 26 √ √ √ √ √ - √ √ √ √ √ √
Student 27 √ √ √ √ √ - √ √ √ √ - √
Student 28 √ √ √ √ √ - √ √ √ √ √ √
Student 29 √ √ √ √ √ - √ √ √ √ √ √
Student 30 √ √ √ √ √ - √ √ √ √ √ √
√ 3 2 2 3 3 2 3
30 28 2 28 27
TOTAL 0 8 8 0 0 9 0
- 0 0 2 2 2 28 0 0 2 1 3 0
 Appendices 9.
Students’ questionnaire sheets
1. Results of students response calculation questionnaire
Number of questions
Participants
1 2 3 4 5 6 7 8 9 10
Student 1 √ - √ √ √ - √ √ √ √
Student 2 √ √ √ √ √ √ - - √ √
Student 3 √ √ √ √ √ - √ √ √ √
Student 4 √ - √ √ √ - √ √ √ √
Student 5 √ √ √ √ √ - √ √ √ √
Student 6 √ √ - √ √ - √ - √ √
Student 7 √ √ √ √ √ √ - √ √ -
Student 8 - √ √ √ √ √ - - √ √
Student 9 √ √ √ √ √ - √ √ √ √
Student 10 √ √ √ √ √ √ √ √ √ √
Student 11 √ √ √ √ √ - √ √ √ √
Student 12 √ √ √ √ √ - √ √ √ √
Student 13 √ - √ √ √ - √ √ - -
Student 14 √ √ √ √ √ √ √ - √ √
Student 15 - √ √ √ √ - √ √ √ √
Student 16 √ - √ √ √ √ √ √ √ √
Student 17 √ √ √ √ √ √ √ √ - -
Student 18 √ - √ √ √ - √ √ √ √
Student 19 √ √ √ √ √ - √ √ √ √
Student 20 √ √ √ √ √ - √ √ √ √
Student 21 √ - √ √ √ - √ - √ √
Student 22 - √ √ √ √ √ √ √ - -
Student 23 √ √ √ √ √ - √ √ √ √
Student 24 - √ √ √ √ √ √ - √ √
Student 25 √ √ √ √ √ - √ √ √ √
Student 26 √ √ √ √ √ √ √ √ √ -
Student 27 √ √ √ √ √ - √ √ - √
 Student 28 √ √ √ √ √ - √ √ √ √
Student 29 √ √ √ √ √ - - √ √ √
Student 30 - √ √ √ √ √ √ √ √ √

2. Sample of students’ response questionnaire

 Appendices 10.
Students’ assessment
1. Results of students’ assessment
No Participants Assessment 1 Assessment 2
1 Student 1 5,0 6,62
2 Student 2 5,75 8,25
3 Student 3 4,2 7,5
4 Student 4 5,6 6,6
5 Student 5 5,75 7,0
6 Student 6 4,25 7,8
7 Student 7 3,5 6,25
8 Student 8 4,0 7,5
9 Student 9 4,25 7,0
10 Student 10 3,4 6,62
11 Student 11 4,3 7,0
12 Student 12 3,6 6,6
13 Student 13 3,6 6,75
14 Student 14 4,25 7,0
15 Student 15 4,0 6,25
16 Student 16 5,0 7,8
17 Student 17 5,25 6,75
18 Student 18 5,75 7,0
19 Student 19 6,62 8,75
20 Student 20 5,0 7,5
21 Student 21 6,2 7,0
22 Student 22 4,75 6,6
23 Student 23 4,25 6,25
24 Student 24 4,0 7,5
25 Student 25 6,2 8,0
26 Student 26 5,62 7,25
27 Student 27 5,0 6,6
28 Student 28 5,2 6,25
29 Student 29 4,25 7,0
39 Student 30 6,0 7,5
2. Semple of students’ assessment 1
3. Semple of students’ assessment 2