CHAPTER II

THEORETICAL FRAMEWORK
This Chapter gives the overview of theories that supports the thesis. It
is devided into three majors of theories, writing, teaching writing and mind
mapping.

A. Theoritical Description

1. Definition of writing

To grasp the understanding of writing, the following are some

definitions

Can be cited from some resources, starting from board definition to specific
definition. In Longman Dictionary of Leanguage Teaching and Applied
Linguistics,1 writing is stated as “a system of written symbols which represent the
sounds, syllables, based or syllables and ideographic, basedon words. This
definition is taken from writing as orthographic symbols. The term “orthography”
is used: (1) for spelling in general, (2) for correct or standard spelling.” 2

According the Hedge3 writing is “a process of communicating that creates

contexts and real imagined audience for writing” when writing should “identify
who the raeders are to be, and try to make every pieces of writing fulfil some kind
of communicative purpose .”

In contrasting between spoken and written language, Dvorak in Hrsyaf4

states that "... writing will be used as a generic term to refer to all the various
activities thatinvolves transferring thought through paper. Writing that focuses

1
Richards & Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics, 4th
ed.
(England: Pearson Education Limited, 2010), p.641
2
Ibid, Richards & Shmidt, p.414.
3
Hedge, Tricia, Writing. (New York: Oxford University Press, 2005), p.11
4
Harsyaf, Nurmain & Izmi, Teaching Writing (Jakarta: Ministry of National Education, 2009), p. 3
primarily on the conventions of language form, i.e. grammatical or lexical
structures, will be termed transcription. The term composition will refers to the
skills involved in effectively developing and communicating an idea or making a

point."

Other defintion which is more complete is defined by Rimes saying that

writing is a skill in which we express the ideas, feelings, and thoughts arranged in
words, sentences and paragraphs using eyes, brain, and hand. This definition
involves many aspects of process in writing. Hand, eyes, brain are the things that
involevs in writing process. Raimes5 defintion basically is based on the the
process of expressing ideas and thoughts of the writer using knowledge of
structure and vocabulary to combine the writer's ideas as a means of
communication. Knapp and Watkins is in line with Rimes' writes that writing is a
form of "communication that use the medium of language...it is a visual form. 6

Those above definition can be concluded in all together in definition of

Spratt, Pulverness and William stating that writing is a productive skill as
speaking skill-"it involves producing language rather than receiving it.... writing
involves communicating a message by making signs on a page. To write we need
to have something to communicate, and usually someone to communicate it to.

We need to be able to form letters and words, to join this together to make
sentences or a series of sentences that link together and to communicate our
message in such a way as to get our messages across."7

It is language in a spatial medium. Writing takes language out of the

constraints and immediacy of time and arranges it hierarchically. In writing we
arrange clauses into a sentence: the main idea becomes the main clause;

5
Raimes, A, Techniques in Teaching Writing (New York Oxford University Press, 1983), p. 76.
6
Knapp and Watkins, Genre, Text, Grammar Technologies for Teaching and Assessing Writing,
(Australia: University of New South Wales Press Ltd, 20050, p. 15.
7
Spratt, Pulverness & William, The TKT (Teaching Knowledge Test), Modules 1, 2 and 3
(Cambridge: Cambridge University Press, 2011), p. 37.
subsidiary ideas become subordinate clauses and so on. We can edit writing-go
back over our work and rearrange it on the page."8

From some various definition about writing, it is can be concluded that

writing is a productive skill of language that uses combination of letters and
words to make sentences that link together and it has communication purposes to
the readers.

Writing has spesific characteristics which is diffrent from other skill.

Weigle describes them in the following explanation:

a. Permanence: oral language is transitory and must be processed in real time,

while written language is permanent and can be read and reread as often as one
likes;
b.Production time: writers generally have more time to plan, review, and revise
their words before they are finalized, while speakers must plan, formulate, and
deliver their utterances within a few moments if they are to maintain a
conversation;
c. Distance: between the writer and the reader in both time and space, which
eliminates much of the shared context that is present between speaker and
listener in ordinary face-to-face contact and thus necessitates greater
explicitness on the part of the writer;
d.Orthography: which carries a limited amount of information compared to the
richness of devices available to speakers to enhance a message (e.g. Stress,
intonation, pitch, volume, pausing, etc.);
e. Complexity: written language tends to be characterized by longer clauses and
more subordinators, while spoken language tends to have shorter clauses
connected by coordinators, as well as more redundancy (e.g. repetition of nouns
and verbs);

8
Op.cit, Knapp and Watkins, p. 15
f. Formality: because of the social and cultural uses to which writing is ordinarily
put, writing tends to be more formal than speaking;
g.Vocabulary: written texts tend to contain a wider variety of words, and more
lower-frequency words, than oral texts.9

The definition and the characteristics of writing above give the clear view

of writing theoritically for getting the basic foundation for this thesis. Therefore,
the starting point of good constructing of variables.

2. Types of writing

Brown10 devides types of writing into four categories:

a. Imitative. It is writing letters, words, punctuation, and very brief sentences.

This category includes the ability to spell correctly and to perceive phoneme-
grapheme correspondences in the English spelling system. It is a level at which
learners are trying to master the mechanics of writing. At this stage, form is the
primary if not exclusive focus, while context and meaning are of secondary
concern.
b.Intensive (controlled). Beyond the fundamentals of imitative writing are skills
in producing appropriate vocabulary within a context, collocations and idioms,
and correct grammatical features up to the length of a sentence. Meaning and
context are of some importance in determining correctness and
appropriateness.
c. Responsive. It is connecting sentences into a paragraph and creating a logically
connected sequence of two or three paragraphs. Tasks respond to pedagogical
directives, lists of criteria, outlines, and other guidelines. Genres of writing
include brief narratives and description, short reports, lab reports, summaries,
brief responses to reading, and interpretations of charts or graphs. Under
specified conditions, the writer begins to exercise some freedom of choice

9
Weigle, Assessing Writing (USA: Cambridge University Press, 2002), p.15-16.
10
Brown, H. Douglas,Langugae Assessment Principles and Classroom Practices, (New York,
Pearson Education, 2004), p. 220.
 among alternative forms of expression of ideas. The writer has mastered the
fundamentals of sentence-level grammar and is more focused on the discourse
conventions that will achieve the objectives of the written text. Form-focused
attention is mostly at the discourse level, with a strong emphasis on context
and meaning.
d.Extensive. Extensive writing implies successful management of all the
processes and strategies of writing for all purposes, up to the length of an
essay, a term paper, a major research project report, or even a thesis. Writers
focus on achieving a purpose, organizing and developing ideas logically, using
details to support or illustrate ideas, demonstrating syntactic and lexical
variety, and in many cases, engaging in the process of multiple drafts to
achieve a final product. Focus on grammatical form is limited to occasional
editing or proofreading of a draft.

3. Aspects of Writing

Writing as one of productive skills has some spesific aspects. If

someone wants to have a good writing skill, he or she must do all the aspects
well. Spratt11 says that "Writing involves using writing subskills. Some of
these are related to accuracy, i.e. using the correct forms of language. The
others related to communication our ideas. The writing subskills related to
accuracy are spelling correctly, forming letters correctly, joining letters
together correctly, writing legibly, punctuating correctly, using correct layout,
choosing the right vocabulary, using grammar correctly, joining sentences
correctly and correctly using paragraphs. The writing subskills related to
communicating our ideas include using appropirate style and registers,
organising ideas in a helpful way, using the features typical of the text type we
are writing, joining our words and sentences clearly and using appropirate
functions to express our meaning."

11
Op.cit, Spratt, Pulverness & William, p.37.
 What Sparatt describes about subskills of writing is not clear and
systematic yet to evaluate and score the work of writing. The researcher had used
the criteria12 to evaluate and score of students' writing ability in recount text. The
following are the aspects:

a. Content

Content of writing should relevance. It refers to substance of writing, the

experience of the main idea (unity), i.e., groups of related statements that a writer
presents as unit in developing a subject. Content also has clarity and logic;
paragraphs do the work of conveying ideas rather than fulfilling special function
of transition, restatement, and emphasis.

b.Organization

Organization refers to the logical organization of the content (cohesion). It

is scarcely more than an attempt to piece together all collection of facts and
jumble ideas (unity). Even in early drafts it may still be searching for order, trying
to make out patterns in its material and working to bring the particulars of his
subject in line with what is still only a half-formed notion of purpose.

c. Vocabulary

Vocabulary refers to the selection of words (word choice) those are

suitable with the content. The assumption is that the writer want to express the
ideas as clearly and directly as he can. As a general rule, clarity should be his
prime objective. Choosing words that express his meaning is precisely rather than

skew it or blur it.

d.Language Use

Language use refers to syntax and grammar; the use of the correct
grammatical and syntactic pattern on separating, combining, and grouping ideas in

12
Op.cit, Raimes, p.6
words, phrases, clauses, and sentences to bring out logical relationships in
paragraph writing.

e. Mechanic

It refers to spelling and punctuation; the use graphic conventional of the

language, i.e., The steps of arranging letters, words sentences, paragraphs by using
knowledge of structure and some others related to one another.

4. Mind Mapping

Mind-mapping is popular technique that is used to map the ideas or

concept. The ideas or the concepts are broken down into sub-topics. These days,
there are some computer soft wares that can create mind-mapping in interesting
and better way.

At the beginning of emerging of Mind-Mapping, it has been used for many

purposes such as learning, brainstorming, visual thinking and problem solving by
educators, engineers, psychologists and people in general. It is also applied in
language learning. Rustler's13 wrote that "Mind Mapping has now become so wide
spread and well-known that the term has entered English usage." It has been used
in impoving some languge skills such as reading, writing and some subskills such
as vocabulary and grammar.

a. Definition of Mind-Mapping

Buzan14 defines mind mapping as "it is not merely a visual aide memoire;
it is also a dynamic and organic revision tool, time manager and memory
stimulator." It means that organizing and structuring are the main functions of
mind mapping, it cannot only organized thoughts and ideas, actually it can

13
Rustler, Mind Mapping for Dummies, A John Wiley and Sons, Ltd, Publication (Chisester,
2012), p. 1
14
Buzan, The Buzan Study Skill Handbook, BBC Active (London, 2007), p.138 20 Ibid,Buzan,
p.138
organize everything such as classification of things. As memory stimulator mind-
map is very usuful for remembering something which is organized into topic and
subtopics, whether the mind maker is generated mind-maps with a pen and paper
or with special mind mapping software, they have the same principle."

Another definition which explains more details about mind mapping is written by
Buzan.15 He states that "mind maps are a graphic, networked method of storing,
organizing and prioritizing information (usually on paper) using key or trigger
words and images, each of which will snap on specific memories and encourage
new thoughts and ideas. Each of the memory triggers in a mind map is a key to
unlocking facts, ideas and information and, also, to releasing the true potential of
your amazing mind. The clue to the mind map's effectiveness lies in its dynamic
shape and form. It is drawn in the shape and form of a brain cell and is designed
to encourage your brain to work in a way that is fast, efficient, and in the style that
it does naturally.

A mind map is a natural thinking tool that draws upon the inspiration and
effectiveness of these natural structures. Mind maps are particularly adaptive for
reading, revising, note-taking and planning for exams efficiently. They are
invaluable for gathering and ordering information, and for identifying the key
trigger words and facts from: reference, books, textbooks, primary and secondary

source books.

b. Kinds of mind mapping

Kinds of mind mapping can be categorized into black and white mind map
or hand made and computerized mind map. Mind map can be devided into two
categories based on colours of mind map pictures; those are black and white and
colour mind map.

15
Ibad,Buzan, p.138.
 Colourful mind map usually is created with colourful picture and colourful
line. It is more attractive than the
black and white mind map. It can
visualize the things lively. The
colourful image can also help to
remember something
because it attracts mind visually. For some people who likes to create it
artistically, it is as a medium to visualize the idea lively, so that it can make the
ideas easy to organize and initiate mind to connect the ideas. The following is
sample of colourful mind map.

Figure 2. 1 A sample of black and white mindmap

Figure 2. 2 A sample of black and white mindmap

The Following is a sample of black and white mind-mapping16

16
Opit,Rustle, p.14.
 Figure 2.3. A sample of computerized mindmap17

Today's mind map has reached computerized mind map. The mind map
maker can use a computer software to develop it such as mind mapple. It is more

atractive for someone who is not good at drawing or does not like to make hand
made mind map. The sample of hand made of mind map is in figure 2.2. The

following figure is a sample of computerized mind map.

Rustle states that mind map is to "organise thoughts and information. Like
writing itself, mind mapping isn't tied to a particular medium (paper or software)
and mind maps can be generated with either a pen and paper, or with suitable
software. The thing that makes both approaches work successfully is knowledge
of the technique itself.18

c. The benefit of mindmapping

Mind mapping presents key word or key topic or key image that can
stimulate mind. "The Key Word or Key Image is being developed as acritically
important trigger to stimulate your mind, and unlockand retrieve

your memories.

A Key Wordis a special word that has been chosen or created to become a unique

reference point for something important that you wish to remember.

Words stimulate the left side of your brain and are a vital component of
mastering memory. Therefore, key words can stimulate memory. It means that
mind map helps people to remember something. Mind map is so effective; it is

17
Ibid, rustle, 87
18
Ibid, rustle, 85
helpful to remembering information. Mind map can assimilate and store visual
information effectively.

More visual the information is the more easily it is absorbed and retained.
The reason for this is evolutionary in our distant past we received much of our
essential information in the form of moving images and so our brains are
particularly good at recognising, storing and recalling visual information.

Mind Mapping replicates the way our brains think and the way we absorb
information. When we think of any idea, our mind instantly starts connecting this
to other images, thoughts and concepts. So why do we force ourselves to make
notes, plan and create in a way that our brain doesn't like?19

5. Teaching writing in genre based approach

Writing is transforming thoughts into language; it means that we need to

think about the content of our writing first and then arrange the ideas using
appropriate language (e.g. grammar and vocabulary). According to Harmer20
teaching writing is intended for "practice tool to help students practise and work
with language they have been studying." Cconsequently students must learn about
organizational skills in writing. Writing involves several sub-skills. Some of these
are related to accuracy, i.e. using the correct forms of language. Writing

24 Opcit. Rustle, p. xvii

25 Harmer, How to Teach English, New Edi on, Pearson Educa on Limited (England,
2007), p.112

accurately involves spelling correctly, forming letters correctly, writing legibly,

punctuating correctly, using correct layouts, choosing the right vocabulary, using
grammar correctly, joining sentences correctly and using paragraphs correctly.

19
Opcit. Rustle, p. xvii
20
Harmer, How to Teach English, New Edition, Pearson Education Limited (England, 2007),
p.112
However, writing is not just about accuracy. It is also about having a message and
communicating it successfully to other people.

Related to genre base of English curriculum in Indonesia public school,

therefore "when teachers concentrate on genre, students study texts in the genre in
which they are going to be writing before they embark on their own work. 21 To do
this, we need to have enough ideas, organize them well and express them in an
appropriate style. He explained more details that writing in "a genre approach is
especially appropriate for students of English for Specific Purposes. However, it is
also highly useful for general English students, even at low levels, if we want
them to produce written work they can be proud of. "Students who are writing
within a certain genre need to consider a number of different factors. They need to
have knowledge of the topic, the conventions and style ofthe genre, and the
context in which their writing will be read, as well as by whom. Many of our
students' writing tasks do not have an audience other than the teacher, of course,
but that does not stop us and them working as if they did. Asking students to
imitate a given style could be seen as extremely prescriptive, encouraging them to
see writing as a form of (reproduction' rather than as a creative act. One way
round this and something that is absolutely necessary students are to have real
knowledge of genre is for them to see many different examples from the same
genre. This means that they will be able to choose from a variety of features.
However, at lower levels this may well be impractical, and so imitation may, after
all, be a useful first stage, designed as much to inform as to enforce adherence to
strict genre rules. Later, with exposure to different examples within a genre, it will
be up to them to decide what to do with the data they have collected.22

In Indonesian senior public school context it can be said that "the ability to
write in English is often overlooked in the discussions of the teaching of English
for high school students in Indonesia. This is probably due to a perception that

21
Harmer, 2007 The Practice of English Language Teaching, Fourth Edition, Pearson Education
Limited (England), p. 327.
22
Ibid, p. 327-328
writing skills are not the students' immediate need. However, viewed both from
the nature of writing skills in language learning and the purposes of English
language learning, as will be argued here, the ability to write in English is
important and useful. This chapter discusses English writing skills in the senior
high schools in Indonesia. Firstly, the position of writing skills in two recent
senior high school curricula will be reviewed. As curriculum reflects the goals of
teaching and learning that also imply what teachers have to teach and what the
students are expected to achieve after the teaching and learning process both for
short and long term purposes, the review will show how writing skills are valued,
how they are perceived by the teachers, and how they should have been taught.
Secondly, the prevailing practises of the teaching of writing skills drawn from
interviews with some teachers will be discussed. This is expected to show how
teachers have interpreted the objectives of teaching writing skills and why they

have interpreted and realized so. In addition, it will reveal the problems they
encounter in the field. The discussion on these two main issues will enable us to
see what have to be done in the future.23

Skill of writing at public school in Indonesia starting from junior to senior high
school is the skill which is based on genre. Accoding to Hyland24 Teachers who
take a genre orientation to writing instruction look beyond subject content,
composing processes and textual forms to see writing asattempts to communicate
with readers. They are concerned with teaching learners how to use language
patterns to accomplish coherent, purposeful prose. The central belief here is that
we don't just write, we write something to achieve some purpose: it is a way of
getting something done. To getthings done, to tell a story, request an overdraft,
craft a love letter, describe a technical process and so on, we follow certain social
conventions for organizing messages because we want our readers to recognize

23
Rozimela, The Value of Writing Skills in the Senior High School in Indonesia, in The Tapestry
of English Language Teaching and Learning in Indonesia, State University of Malang
Press, (Indonesia, 2004), p.83
24
Hyland, Second Language Writing, Chambrige University Press (Hong Kong, 2004), p.18
our purpose. These abstract, socially recognized ways of using language for
particular purposes are called genres."
It is concluded that genre base writing goal is particular purpose related to the
genre used. Recount text is one of the texts that recalls and reconstructs events,
experiences and achievements from the past in a logical sequence. Some recounts
will be purely informative, while others will aim to both inform and entertain. All
recounts reconstruct the past, but the purpose, audience and focus will vary
according to the form used.

6. Teaching writingusing mindmap technique

The cycle of teaching and learning activities in the genre approach consists
of anumber of stages which the teacher and students go through so that students
gradually gain independent control of a particularly text-type.25

Figure 2.4 Wheels of teaching in genre based approach

There are certain steps26 of teaching in genre base and the following is the
steps which writing is put into the step.
a. Building the context
In this stage students are introduced to the social context of an authentic model of
the text-type being studied and explore feature of the general cultural context in
which the text type is used and the social purposes the text-type achieves. Next is

25
Opcit, Nugroho & Hafrizon, p. 22
26
Opcit, Nugroho & Hafrizon, p. 23-25
exploring the immediate context of situation by investigating the register of a
model text which has been selected on the basic of the course objective and
learner need.

b. Modeling and deconstructing the text

In this stage students investigate the structural pattern and language feature of the
model and compare the model with other examples of the text-type. c. Joint
construction of the text
c. Join construction of the text
In this stage students begin to contribute to the construction of whole
examples of the text-type and the teacher gradually reduces the contribution to
text construction, as the students move closer to being able to control the text-type
independently.
d. Independent construction of the text
In this stage students work independently with the text learner
performances are used for achievement assessment.
e. Linking to related texts
In this stage students investigate what they have learnt in this
teaching/learning cycle can be related to: other texts in the same or similar
contexts future or past cycles of teaching and learning.
Mind mapping can be put in the second stage which structural pattern and
language feature model of the recount text and compare the model with other
examples of the text-type. Through the function of mind mapping to map the main
concept and the sub-concept of structure of recount text and the language;
past tense tenses.

B. Framework of Thinking
The following framework of thinking gives the concept of research design
that applies to the research. Mind mapping as the indipendent variable in
expereimental class and conventional technique in control class had been applied
in teaching process in SMP Islam Daarul Firdaus, Bandung, Serang and the
influence of both techniques had been compared and decided which one gave
more influence to students'

C. Relevant Research

Some relevants reserach has shown the benefit and effectiveness of mind
mapping in teaching language, particularly English. One of them is Bukhari's
research entitled "Mind Mapping Techniques to Enhance EFL Writing Skill" in
International Journal of Linguistics and Communication.27 She "has reviewed and
examinened the traditional techniques used in teaching writing to the Saudi
intermediate learners and identifies appropriate mind mapping techniques along
with an application procedure to enhance the writing skill. The sample included
40 intermediate learners and 20 English language teachers at the English
Language Institute. The study divided into two phases, a Survey Phase and an
Experiment Phase; started with the learners' placement test and a questionnaire
distributed in EL teachers to collect the data on practicing usual techniques and
problems faced while teaching writing. Since, the main focus of the study was to
identify the appropriate Mind mapping techniques to enhance the learners' writing
ability, the experiment phase continued for 7-8 weeks.... 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."

Another research that gives the same conclusion of mind mapping benefit
in teaching English is the Riswanto and Putra's reserach entitled "The Use of

27
Bukhari, Mind Mapping Techniques to Enhance EFL Writing Skill, International Journal of
Linguistics and Communication, June 2016, Vol. 4, No. 1, pp. 58-77
Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu,
Indonesia" in International Journal of Humanities and Social Science.28 Their
"main objective of the study was aimed to identify whethier the use of mind
mapping strategy was effective in improving the achievement. Non-equivalent
groups pretest-posttest design was used in this study. The population was the First
year students of SMAN 3 Bengkulu Town in academic year of 2011/2012 with a
total number of 234 students. Out of this population, 66 students were taken as
sample. There were two groups, each of which consisted of 33 students. The data
were collected by using writing test. The data obtained were analyzed by using t-
test formula. From the t-test calculation of the pre test result was known that I
obtained was 0.25 by using table p level and 64 df results in a figure of 2.0, so the
obtained < 1 table (0.25< 2.0). It means that there was not a statistically, the
average of two groups were the same grade. Then after giving the treatment for
sixteen meetings the post test was given to the two groups. The mean score of the
experimental group was 68.1212 and the control group was 62.7727. In testing the
significant difference between these two group means; / obtained was 2.7 and t
table value at 0.05 p level and the 64 df was 2.0. So that t obtained > t table (2.7>
2.0). It meant that there was a significance difference on students writing
achievement which was taught through mind mapping strategy. Therefore, it can
be concluded that Mind Mapping strategy improved students' writing
achievement."
Comparing to another research shows that mind mapping was the effective
way to improve students' writing as in Yunus and Chien's research entitled "The
Use of Mind Mapping Strategy in Malaysian University English Test (MUET)
Writing." In Creative Education Journal.29 Their aims of research was to
investigate SMK Oya Pre-U students' perceptions on the use of mind mapping
strategy in their MUET (Malaysian University English test) writing. To achieve

28
Riswanto and Putra, The Use of Mind Mapping Strategy in the Teaching ofWriting at SMAN 3
Bengkulu, Indonesia, International Journal of Humanities and Social Science, 2012, Vol.2 No. 21

29
Yunus and Chien, The Use of Mind Mapping Strategy in Malaysian University English Test
(MUET) Writing. In Creative Education Journal Creative Education, 2016.p.619-626.
the aim of the study, a questionnaire was used to collect both quantitative and
qualitative data. Therefore, 25 SMK Oya Pre-U students with different band
achievement in MUET (Malaysian University English Test) were selected to
participate in this study. The analysis of the data indicated that majority of the
students had positive perceptions of the use of mind mapping strategy in
enhancing their writing skills. The use of mind mapping helps students in
planning their writing, adapting a deeper level of understanding of the writing
topics and promoting creativity in writing. The findings of the study are hoped to
provide insights to the students, teachers and curriculum designers to integrate
mind mapping strategy in ESL (English as a Second Language) writing classes.
Instructional implications are provided as well.
The fourth research can be cited to compare the result of mind mapping in
teaching writing of English is Nemati, Jahandar and Khodabandehlou's research30
in Indian Journal of Fundamental and Applied Life Sciences. The principal
objective of the research was making an effort to investigate the impact of
applying Mind Mapping technique as a pre-writing tool on enhancement of
organization (as the major purpose) and overall quality of Iranian EFL learners'
essay writing ability at the advanced level. To do so, 40 EFL learners at the same
proficiency level (selected based on their OPT scores) were divided into two
experimental and control groups. Prior to treatment, participants of the both
groups were given a pretest in order to ensure comparability of their essay writing
skill. Having introduced the mind mapping technique to members of the
experimental group and finished the treatment period, a posttest was administered
to measure the effect of the intervention. During the treatment period, participants
were instructed how to make mind maps work in generating ideas, connecting
them by the use of codes, colors and images and finally creating a well-organized

30
Nemati, Jahandar and Khodabandehlou, January-March, The Effect of Mind Mapping
Technique on The Enhancement Of Advanced Iranian Efl Learners' Essay Writing Ability
Through Organizing Information and Thoughts, Indian Journal of Fundamental and Applied Life
Sciences, 2014. Vol. 4 (1), pp.96-104.
piece of writing. The findings were analyzed through a MANCOVA test and the
results showed improvement in essay writing ability of the experimental group.

The fifth research cited gives the fact that mind mapping technique in
teaching writing of English can enhance students' ability in writing. Suyanto's 31
research entitled "The Effectiveness of Mind Mapping in Improving Students'
Writing Skill Viewed From Their IQ" shows the effectiveness of mind mapping to
improve students' writing ability. This research aimed at knowing whether the
mind mapping technique is more effective than the modeling technique in
teaching writing, whether the writing skill of the students having high Intelligence
Quotient (IQ) is better than that of those having low IQ in learning English, and
whether there is an interaction between teaching techniques and students IQ in
teaching writing. The research was carried out at SMPN 1 Prambon Nganjuk, East
Java using experimental method. The subject of the research was each 36 students
of the seventh grade 9 and the seventh grade 8. The experimental class used mind-
mapping technique and the control class used modeling technique. The data was
analyzed by the data using ANOVA or analysis of variance and Tukey test. The
findings revealed that: (1) the mind-mapping technique was effective in
improving students' writing skill (2) the writing skill of the students having high
IQ is better than that of those having low IQ; and (3) there is an interaction
between teaching techniques and students' IQ. Therefore mind-mapping technique
is an effective technique to improve the students' writing skill.

All research cited above has proved that mind mapping as a teaching
technique gave positive influence to writing skill. In this research, researcher had
proved that the mind mapping has significant influence on students' recount text
ability in grade 8th of SMP Islam Daarul Firdaus, Bandung, Serang, Banten
Province.
D. Hypothesis

31
Suyanto, The Effectiveness of Mind Mapping in Improving Students' Writing Skill Viewed
From Their IQ, IJEE (Indonesian Journal of English Education), 2 (2), 2015, 101-119.
According to Arikunto says that hypothesis is "a temporary answer of Researcher
formulates this research into two hypotheses.
research.32
a. The alternative hypothesis (Ha): There is a significant influence after using
mind-mapping technique in teaching recount text on students' writing recount text
ability at eight grade of SMP Islam Daarul Firdaus, Bandung, Serang, in Banten
province.
b. The null hypothesis (Ho): There is no significant influence after using mind-
mapping technique in teaching recount text on students' writing recount text
ability at eight grade of SMP Islam Daarul Firdaus Bandung, Serang, in Banten
province.

The researcher had used Paired Sample 1 Test to test the hypothesis. The
formula33 is as follows:

32
Arikunto, Suharsimi, "Prosedur Penelitian Suatu Pendekatan Praktek, (Jakata:Rineka Cipta,
1998),p.67

33
Ibid, Riduwan, p. 214.
 𝑥̅ 1 − 𝑥̅ 2

t count = + −2.𝑟 +
√ √

Where:

r = Corelation value x1 and x2

nl and n2 = Number of samples 1 and 2
X1 = The mean of sample 1
X2 = The mean of sample 1
S1 = Standard deviation of sample I
S2 = Standard deviation of sample 2
S12 = Varian sample 1
S22 = Varian sample 2

The computation was done after finding out the mean of post test for
experimental class and control class. The hypothesis was analyzed at significant
level of 0.95 and if I tablet count, so that Ha is accepted and Ho is rejected.