scholarly journals PENERAPAN METODE PETA PIKIRAN DALAM MENULIS ESAI MAHASISWA SEMESTER V STKIP YDB LUBUK ALUNG

Ta dib ◽  
2016 ◽  
Vol 19 (1) ◽  
pp. 97
Author(s):  
Irawati Rahman ◽  
Dwi Mutia Chan
Keyword(s):  
Quantitative Research ◽  
English Teachers ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Good Score ◽  
Academic Year

AbstractThis research is based on several problems found in students’ writing; (1) the structure of students’ essay is not complete; (2) the use of languge is not communicative; (3) the paragraph development is not coherent; and (4) the title of the essay is not appropriate. This reseach aims at implementing mind mapping technique in writing an essay. Mind mapping is a technique of teaching writing to help students map their idea in writing an essay. This research used quantitative research. The research sample was the fifth semester students of STKIP YBD Lubuk Alung registered in 2015/2016 academic year. The result of this research shows that mind mapping technique could increase students’ writing. This is indicated by the increase of students’ score after applying mind mapping technique. 25 students (92.6%) got very good score and 2 others (7.43%) got good score. Based on this finding, it is suggested for English teachers to use mind mapping technique to improve students’ writing skill.Kata Kunci: penerapan, teknik mind mapping, keterampilan menulis esai

scholarly journals Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching

2021 ◽  
Vol 1 (1) ◽  
pp. 27-43
Author(s):  
Ni Nengah Diah Handayani ◽  
Putu Eka Dambayana Suputra ◽  
Putu Adi Krisna Juniarta
Keyword(s):  
Teaching Strategies ◽  
English Teachers ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Mind Mapping ◽  
Interview Guide ◽  
Guided Writing ◽  
Academic Year ◽  
Teaching Setting

The current study was carried out to identify the teaching writing strategies in remote teaching setting. This study was a case study. The study was conducted at SMK N 3 Singaraja. The participants of the current study were X grade English teachers of the 2020-2021 academic year, which consist of four teachers (2 females and 2 males).  In conducting the study, observation and interview guide were used. The data were analyzed with guidance of analyzing qualitative data by Miles, Huberman, & Saldana (2014). The findings showed that the teaching writing strategies implemented by English teachers were guided writing, mind mapping, scaffolding, and dictogloss. In this remote teaching setting, English teachers are encouraged to be more creative in designing instruction and carrying the teaching strategies for teaching writing. Further study is suggested to identify teaching strategies used by English teacher in remote teaching for different language skills.

scholarly journals IMPROVING THE WRITING ABILITY USING MIND MAPPING TECHNIQUE FOR THE FIRST GRADERS OF STIKES MUHAMMADIYAH KENDAL IN THE ACADEMIC YEAR OF 2018/2019

2020 ◽  
Vol 4 (1) ◽  
pp. 33-49
Author(s):  
SRY DEWI
Keyword(s):  
First Graders ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Post Test ◽  
Field Notes ◽  
The Mean ◽  
Academic Year

The research attempts to investigate the result of students’ writing ability through the use of Mind Mapping Technique. It also describes the implementation of mind mapping technique in teaching writing, describes the students’ response and describes the students’ improvement. The subjects were The First Graders of STIKES Muhammadiyah Kendal in the Academic Year of 2018/2019. The type of this research is a classroom action research. In this research there are two cycles, and every cycle consisted of three meetings, and the end of each meeting the researcher conducts the post test to measure the improvement of the students’ writing ability. The data are collected by using observation lists, interview, field notes, documentation, and writing test. In analyzing data the researcher describes the mean of the students based on their score to know the students’ improvement in every cycle. There are two techniques to analyze the data. They are qualitative and quantitative method. To enhance the trustworthiness of the data and to reduce the subjectivity in analyzing the data, the researcher uses triangulation method. The result of this research is mind mapping is an appropriate technique to be used in improving the students’ writing ability.

scholarly journals THE USE OF MIND MAPPING ON IMPROVING STUDENTS’ WRITING ABILITY AT TENTH GRADE OF SMAN 7 KOTA TANGERANG IN THE ACADEMIC YEAR OF 2018/2019

2019 ◽  
Vol 18 (2) ◽  
pp. 112-120
Author(s):  
Kamelia Kamelia ◽  
Hiqma Nur Agustina ◽  
Imam Sudarmaji
Keyword(s):  
Test Score ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
The Mind ◽  
Academic Year

The objective of this study is to find the use of mind mapping on improving students’ writing ability, especially for biographical recount text at the tenthgrade students of SMAN 7 Kota Tangerang in the academic year of 2018/2019.The sample of this study were 35 students. This study used quantitative method with pre – experimental design by using one group pre –test and post – test. The result of the research shows that there is a significant difference in student’s writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. It can be seen in the result of the study, the average pre – test score of experiment class students is 68.26 and the average post – test score of experiment class students is 85.40. It means that there is a significant difference in students’ writing ability between tenth grade students of SMAN 7 Kota Tangerang before and after taught using the mind mapping technique. The research hypothesis is proven that using mind mapping technique in teaching writing especially in recount text makes the students’ writing score higher.

scholarly journals The Effect of Hamburger Strategy in Writing Descriptive Text of the 1st Semester Students of English Department in Nommensen University

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Fenty Debora Napitupulu
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
English Department ◽  
Writing Ability ◽  
First Semester ◽  
Oral Test ◽  
Post Test ◽  
Group A ◽  
Group B ◽  
Academic Year

<p>This study deals with the effect of hamburger strategy on writing descriptive text. Hamburger strategy is a writing organizer strategy that visually outlines the key components of a paragraph. When writing by using hamburger strategy, the students will learn to remember how to build the paragraph and the importance of each component. It was conducted by using experimental quantitative research. The population of this study is the first semester  students of English Department Nommensen Medan. The writer takes 50 students as the sample and they are devided into two groups by using random sampling. The first group was  group A as Experimental class which is taught by implementing hamburger strategy while the second group is Group B as control class which is taught by using conventional method. Oral test is used  as the instrument of collecting the data. This test consists of two types, namely pre-test and post-test. The data were analyzed by using t-test formula. The calculation shows t-observed that is 3. 58, which  is higher than t-table that is 1.676 at the level significance  (p: 0.05) with the degree of freedom (df) 48. It means that Ha is accepted while Ho is rejected, therefore it is concluded that hamburger  strategy  significantly affects on writing descriptive text of the first semester students of English Department in Nommensen University Medan academic year 2016/2017. It is suggested for the students of English Department as source of valuable knowledge and information when conducting a research related to the study. It is also suggested that teachers of English subject should implement hamburger strategy as one of alternative in teaching writing to increase students’ writing ability.</p><p><em><br /></em></p><p><strong><em>Keywords: </em></strong><em> </em><em>h</em><em>amburger </em><em>s</em><em>trategy, </em><em>w</em><em>riting hortatory exposition text</em><em></em></p>

scholarly journals THE IMPLEMENTATION OF MAKE A MATCH METHOD TO IMPROVE WRITING DESRIPTIVE TEXT AT TENTH GRADE STUDENTS IN SMK JABIR AL-HAYYAN

2020 ◽  
Vol 3 (2) ◽  
pp. 259
Author(s):  
Mahmud Yusuf ◽  
Hasanudin Hasanudin
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Match Method ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Academic Year

Based on the phenomena that students have difficulties in writing descriptive text, the students could not write because do not have any ideas when they are asked to write. So, they need some ways which could help them in writing. The problems in writing can be solved by implementing some strategies in teaching writing. One of approach that teacher can use to help students write a good text is MAM. The main objective of this study is find out if MAM can improve students’ ability in writing descriptive text. The research method used is quantitative research, specifically quantitative with one group pretest-posttest design. The sample take two class at tenth grade students of SMK Jabir Al-Hayyan in academic year 2019/2020. The data had been obtained in post-test of experimental class were: the highest score was 96, the lowest score was 62, and the mean score was 80.50. Post-test of control class were: the highest score was 89, the lower score was 60, and the mean score was 71.54. It can be seen from the data showed that students’ score in experimental class was highest than control class. It means that using make a match method was effective, easier, and more understable to be applied in teaching and learning process, especially in writing descriptive text. Keywords:  Improve, Make A Match Method, Writing Descriptive Text

scholarly journals Mind Mapping Technique with Think Pair Share Strategy Towards Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (3) ◽  
pp. 115
Author(s):  
Eko Erfiyanti ◽  
Mustaji . ◽  
Retno Danu R
Keyword(s):  
Conventional Technique ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Starting Point ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is applied to tenth graders of SMKN 1 Pungging to investigate the influence of teaching writing descriptive text ability using mind mapping technique with think pair share strategy. This population of this research is the tent graders that consist of 620 students which is taken 64 students as the sample. There are two classes; they are X TKJ 1 which is applied by teaching writing descriptive text using mapping technique with think pair share strategy and X TKJ 2 which is taught writing descriptive text by conventional technique. However, both of the groups were taught the same materials based on the curriculum. This study used pretest-posttest non-equivalent control group design for experimental and control groups. The pre test and post test were administered not only to the experimental group but also the control group. The pre test is as starting point to verify the condition of both groups. Finally,  at the end of the treatment, the experimental group and the control group received a post test; the result of the post test was to define the significance difference between the experimental group and the control group. The result is there is significance difference between the classes which is taught writing descriptive text using mind mapping technique with think pair share strategy and which is taught writing descriptive by the conventional technique. The result calculated by SPSS 20.0; it is a computer program statistical calculation and the result is further discussed in Hypothesis Testing. It is approved that the mean of post-test of experimental group is increased from 58.28 to 80.16. It can be noticed that the mean of the post-test of experimental is 21.72 higher than the mean of post-test of control group.  

scholarly journals Redirecting EFL writing instruction through mind mapping technique in senior high school

2020 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Besral Besral ◽  
Sari Yustina Luli ◽  
Yola Veranita Putri
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
And Control

The purpose of this research was to see the effects of Mind Mapping Technique toward students’ writing ability especially in writing descriptive text.  The results of Post-test experiment and control class were used to confirm the hypothesis. The population of this research was all of the students at X grade of  Senior High School 3 Padang Panjang, consisting of 96 students who spread in 3 classes. Two classes were taken as sample by using cluster random sampling.  Writing test was used to collect the data. The treatments were done in six meetings. The data of this research were analyzed by using Statistical Product and Service Solution (SPSS) Program. The result showed that the mean score of students’ post-test at experimental class was (65.94) higher than those of control class (58.16). The  calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through Mind Mapping technique produced better writing skills in descriptive text.  It can be concluded that teaching writing by using mind mapping technique gave significant difference on students’ writing ability at X grade of Senior High School 3 Padang Panjang. Therefore it is recommended that English teachers should use this technique to improve students’ writing ability. 

scholarly journals Mind Mapping Technique in Developing Students’ Speaking Skill

Eksos ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 77-84
Author(s):  
Wahyudi Wahyudi ◽  
Rika Irawati
Keyword(s):  
Public Sector ◽  
Data Collection ◽  
Experimental Research ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Significant Development ◽  
First Semester ◽  
Post Test ◽  
Speaking Skill ◽  
Academic Year

The purpose of this research is to investigate how significant the students’ speaking development through Mind Mapping Technique is. This study was conducted to 36 students of the first semester of Public Sector Accounting of Politeknik Negeri Pontianak in academic year of 2017/2018. The pre-experimental research was used for the purpose of this study; therefore, both pre test and post test were conducted for data collection. The finding of this study shows that there is significant development on students’ speaking skill through Mind Mapping Technique.

scholarly journals THE EFFECTIVENESS OF MIND MAPPING TECHNIQUES IN COUNSELING OF ENHANCEMENT ABILITY MEMORY STUDENTS IN LEARNING

Ta dib ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 131
Author(s):  
Irman Irman
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Group Data ◽  
Mapping Techniques ◽  
The Mind ◽  
Academic Year ◽  
Experimental Group

This paper aims to explain the effectiveness of mind mapping techniques in counseling to improve students’ memory ability in learning. This research uses experimental design, especially pretest-posttest control group designs. The population of this research is the second semester students of Department of Islamic  Communication and Broadcasting of  FUAD IAIN Batusangkar Academic Year 2018/2019. The sample size was 12 students, consisting of an experimental group and a control group. Data analysis used independent t test through the SPSS computer program. release 20. The results of the study indicate that the mind mapping technique in counseling is effective in improving students' ability to remember lessons. These findings can be used as an alternative by lecturers and students to overcome students’ problems to remember the lessons in learning.

scholarly journals Mind Mapping Technique with Think Pair Share Strategy Towards Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Eko Erfiyanti ◽  
Mustaji Mustaji ◽  
Retno Danu R
Keyword(s):  
Conventional Technique ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Starting Point ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is applied to tenth graders of SMKN 1 Pungging to investigate the influence of teaching writing descriptive text ability using mind mapping technique with think pair share strategy. This population of this research is the tent graders that consist of 620 students which is taken 64 students as the sample. There are two classes; they are X TKJ 1 which is applied by teaching writing descriptive text using mapping technique with think pair share strategy and X TKJ 2 which is taught writing descriptive text by conventional technique. However, both of the groups were taught the same materials based on the curriculum. This study used pretest-posttest non-equivalent control group design for experimental and control groups. The pre test and post test were administered not only to the experimental group but also the control group. The pre test is as starting point to verify the condition of both groups. Finally,  at the end of the treatment, the experimental group and the control group received a post test; the result of the post test was to define the significance difference between the experimental group and the control group. The result is there is significance difference between the classes which is taught writing descriptive text using mind mapping technique with think pair share strategy and which is taught writing descriptive by the conventional technique. The result calculated by SPSS 20.0; it is a computer program statistical calculation and the result is further discussed in Hypothesis Testing. It is approved that the mean of post-test of experimental group is increased from 58.28 to 80.16. It can be noticed that the mean of the post-test of experimental is 21.72 higher than the mean of post-test of control group

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