Mini Research ICT Ok 2017 Ok GRUP

THE INFLUENCE OF MIND MAPPING TECHNIQUE TOWARD
STUDENTS’ DESCRIPTIVE WRITING AT THE ELEVENTH GRADE OF

PONDOK PESANTREN DAAR EL-QOLAM 3 KAMPUS DZAA IZZA
MINI RESEARCH FOR MIDDLE TEST TERM
Submitted as Partial Requirement for S-2 Degree in English Education

Department of Teacher Training and Education Faculty
Submitted by :
AWEY MULYANA
SULTAN AGENG TIRTAYASA UNIVERSITY
2017
ABSTRACT
The Influence of Mind Mapping Technique toward Students’ Descriptive
Writing at the Tenth Grade of Pondok Pesantren Daar El-Qolam 3 Kampus
Dzaa Izza
The objective of this research is to find out the influence of mind mapping
technique toward students’ descriptive writing at the eleventh grade of senior high school
students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. The researcher used
quantitative research by applying true experimental design for conducting the research.
The population of this research was the eleventh grade of senior high school students in
Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. The sample of this research
consists of 30 students of each class. The experimental class was XI IPA 1 and XI IPA 2
as control class with 30 students in each class. The instrument of this research was written
test, there are pre-test and post-test that given to both classes. Before the treatment, the
students were given the pre-test. After giving the treatments in the experiment class and
with different treatment in control class, the students were given the post-test. For the
experimental class, the researcher used mind mapping technique in learning descriptive
text. In testing the hypothesis the researcher used t-test as formulas to know the influence
of mind mapping technique toward students’ descriptive writing at the eleventh grade of
senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza.
The calculation showed the result of is higher than (3.80≥ 2.00) with the
significance 0.05 (5%). It means that mind mapping technique was giving influence in
teaching descriptive writing.
Keyword: Mind Mapping Technique, Writing, Descriptive Text

Table of Contents
ABSTRACT......................................................................................................................................ii
LIST OF APPENDICES.....................................................................................................................v
LIST OF TABLES.............................................................................................................................vi
CHAPTER I........................................................................................................................................1
INTRODUCTION..............................................................................................................................1
1.1 Background of the Research......................................................................................................1
1.2 Identification of the Problem.....................................................................................................2
1.3 Limitation of the Problem..........................................................................................................2
1.4 Formulation of the Problem.......................................................................................................2
1.5 Objective of the Research..........................................................................................................3
1.6 Hypothesis..................................................................................................................................3
CHAPTER II......................................................................................................................................4
THEORETICAL FRAMEWORK......................................................................................................4
2.1 Writing.........................................................................................................................................
2.1.1 Definition of Writing......................................................................................................4
3.1.1 The Purpose of Writing...................................................................................................4
2.1.3 Types of Writing.............................................................................................................5
2.1.4 The Process of Writing...................................................................................................6
2.2 Descriptive Text.........................................................................................................................7
2.2.1 Definition of Descriptive Text........................................................................................7
2.2.2 Generic Structure of Descriptive Text............................................................................8
2.2.3 General Concept of Mind Mapping Technique..............................................................8
2.2.4 The Advantages and Disadvantages of Mind Mapping..................................................9
2.3 Teaching Descriptive Text by Using Mind Mapping Technique.............................................10
CHAPTER III...................................................................................................................................12
RESEARCH METHODOLOGY.....................................................................................................12
3.1 Research Design.......................................................................................................................12
3.2 Research Site and Time............................................................................................................13
3.3 Research Variable.....................................................................................................................13
3.4 Research Participant and Sample.............................................................................................13
3.4.1 Population.....................................................................................................................13
3.4.2 Sample..........................................................................................................................14
ii
3.5 Research Instrument.................................................................................................................14
3.5.1 Pre-test..........................................................................................................................14
3.5.2 Post-test........................................................................................................................15
3.6 Data Collecting Technique.......................................................................................................15
3.7 Validity and Reliability............................................................................................................15
3.7.1 Content Validity............................................................................................................15
3.7.2 Inter-Rater Reliability...................................................................................................15
3.8 Data Analysis Technique..........................................................................................................16
3.8.1 Normality Test..............................................................................................................17
3.8.2 Homogeneity Test.........................................................................................................17
3.8.3 Hypothesis Testing........................................................................................................18
3.9 Research Procedure..................................................................................................................19
CHAPTER IV...................................................................................................................................20
RESEARCH FINDINGS AND DISCUSSION...............................................................................20
4.1 Data Description.......................................................................Error! Bookmark not defined.
4.2.1 Content Validity............................................................................................................21
4.2.2 Inter-Rater Reliability...................................................................................................21
4.2 Research Finding.....................................................................................................................22
4.2.1 Normality Test..............................................................................................................22
4.2.2 Homogeneity Test.........................................................................................................24
4.2.3 Hypothesis Test.............................................................................................................24
4.3 Research Discussion.................................................................Error! Bookmark not defined.
CHAPTER V....................................................................................................................................28
CONCLUSION AND SUGGESTION.............................................................................................28
5.1 Conclusion..................................................................................Error! Bookmark not defined.
5.2 Suggestion................................................................................................................................28
REFERENCES.................................................................................................................................29
APPENDICES..................................................................................................................................31
iii
LIST OF APPENDICES
Appendix 1: Teaching Instrument

1.1 Lesson Plan of Control Class
1.2 Lesson Plan of Experimental Class
Appendix 2: Research Instrument
2.1 Pre-Test
2.2 Post-Test
2.3 Students’ Work Sheet
Appendix 3: Data Calculation
3.1 Respondents of Control Class
3.2 Respondents of Experimental Class
3.3 Row Score of Control and Experimental Class
3.4 Students’ Score of Control and Experimental Class
3.5 Inter-rater Reliability of Pre-Test of Control Class
3.6 Inter-rater Reliability of Pre-Test of Experimental Class
3.7 Inter-rater Reliability of Post-Test of Control Class
3.8 Inter-rater Reliability of Post-Test of Experimental Class
3.5 Normality of Pre-Test of Control Class
3.6 Normality of Pre-Test of Experimental Class
3.7 Normality of Post-Test of Control Class
3.8 Normality of Post-Test of Experimental Class
3.9 Variance Homogeneity of Pre-Test
3.10 Variance Homogeneity of Post-Test
3.11 Independent T-test
Appendix 4: Table
4.1 Table of F-Distribution
4.2 Table of T
Appendix 5: Research Documentation
5.1 Picture of documentation research
LIST OF TABLES
iii
Table 2.1 Generic Structure of Descriptive Text ..................................................... 19
Table 3.1 Research Design ...................................................................................... 37
Table 3.2 Value of kappa ......................................................................................... 42
Table 4.1 Table of Data Description ........................................................................ 51
Table 4.2 Content Validity ...................................................................................... 52
Table 4.4 Result Homogeneity of Control and Experimental Class ....................... 54
CHAPTER I
INTRODUCTION
iv
1 Background of the Research
Writing is the way to express the ideas in written from using letters, words,
art or media, and it requires mental process in order to express the ideas (Uusen,
2009: 10). Westwood (2008: 18) said that “Written language is perhaps the most
difficult of all skills to acquire because its development involves the effective
coordination off many different cognitive, linguistic and psychomotor processes”.
Not only speaking, the ability of writing determines person’s success in their
communication. Besides spoken, the people need written media to deliver their
idea to others.
In this research, the researcher focuses on writing skill particularly
descriptive text because the students find it difficulty to write a descriptive text
especially at the eleventh grade of senior high school students in Pondok Pesantren
Daar El-Qolam 3 Kampus Dzaa Izza. It is also accepted by the English teacher of
Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. He said that the students
are difficult to find the way writing a descriptive text. The students also feel less
enthusiastic to write a descriptive text because they are confused how to start the
writing.
To overcome the problems, the teacher should be able create the interesting,
enjoyable and motivating methods, techniques or strategies in the learning
process. One of the techniques that can be used to help the students’ is mind
mapping (Buzan, 1993: 36).
Based on the problem above, the researcher would like to conduct a research
with entitled: “The Influence of Mind Mapping Technique toward Students’
v
Descriptive Writing at the eleventh grade of Pondok Pesantren Daar El-Qolam
Kampus Dzaa Izza“.
2 Identification of the Problem
Based on the explanation of the research background, the researcher
identifies some problems, such as:
1. Students get unmotivated to write a descriptive text.

2. Students get difficulties of the point in writing descriptive text.
3. Students get difficulties to write a descriptive text.
4. Students have a lot unknown vocabularies to write a descriptive text.
5. Students get bored to write a descriptive text.
6. The students get difficulty in generating their ideas.
3 Limitation of the Problem
In this research, the researcher only focused on the influence of mind
mapping technique toward students’ descriptive writing at the eleventh grade of
senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa
Izza.
4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the
problem as follow; is there any influence of mind mapping technique toward
students’ descriptive writing at the tenth grade of senior high school students in
Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza?
5 Objective of the Research
The objective of this study is to find out whether there is influence in
students’ descriptive writing through mind mapping technique at the eleventh
grade of senior high school students in Pondok Pesantren Daar El-Qolam 3
Kampus Dzaa Izza.
vi
6 Hypothesis
The hypothesis of the research could be stated as follows:
1. The Alternative hypothesis (Ha)

“There is influence toward students’ descriptive writing at the eleventh grade
of senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus
Dzaa Izza”.
2. The Null hypothesis (Ho)
“There is no influence toward students’ descriptive writing at the eleventh
grade of senior high school students in Pondok Pesantren Daar El-Qolam 3
Kampus Dzaa Izza”.
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CHAPTER II
THEORETICAL FRAMEWORK
2.1 Writing
2.1.1 Definition of Writing
Writing is a way to produce language, which people do naturally when they
speak. But writing is different from speaking because writing is a speaking to
other people on a paper or on a computer screen. Unlike speaking, however,
writing doesn’t happen all at once. Meyers (2005: 2) says “You cannot see and
hear your readers, so you must think about their reaction. You must choose a
subject that will interest them and try to present it in an interesting way”.
From the definition above, the researcher can conclude that writing is a way
to produce language by putting down words or ideas to some medium. And it is a
learned process that takes time and concentered practice because the writer has
more time to think then they do in oral activities. As a result, writing is a unity
which composed by sentence structure and the development of idea and
information in written language.
2.1.2 The Purpose of Writing
Reid (2008: 8) says that there are three general purposes of writing, and they
can all occur in a single essay, although usually one of the purposes is dominant:
1. to explain (educate, inform)

2. to entertain (amuse, give pleasure)
3. to persuade (convince, change the reader’s mind).
Based on the definition above, the researcher can conclude that writers have
to focus on the purpose of their writing since this will affect what language they
0
choose and how they use it. When they have determined their purpose, they know
what kind of information they need, how they want to organize and develop that
information and why they think it is important.
2.1.3 Types of Writing
Brown (2004: 220) describes that there are four types of writing skill area.
Those types are as follows:
1. Imitative Writing
The category includes the ability to spell correctly. The students have to attain
skills in the fundamental, basic tasks of writing letters, words, punctuation, and
very brief sentences. This level is usually for Elementary School level.
2. Intensive (Controlled) Writing
This category, most assessment tasks are more concerned with a focus on form,
and are rather strictly controlled by the text design. The students have to attain
skills in producing appropriate vocabulary within a context, collocation,
idioms, and correct grammatical features up to the length of a sentence. This
category is applied for junior high school level.

3. Responsive writing
This level requires the students to perform a limited discourse level, creating
logically connected sequence of two or three paragraphs. It is more focused on
discourse conventions that will achieve the objective of the written text. It has
strong emphasis on context and meaning. This skill area of writing is usually
intended for senior high school level.

4. Extensive writing
Extensive writing implies successful management of all the processes and
strategies of writing for all purposes, such as an essay, a term paper, a thesis,
etc. the writers focus on achieving a purpose, organizing and developing ideas
1
logically, using details to illustrate ides, demonstrating syntactic and lexical
varieties, and so on. This level is usually for advanced learners.

Based on types of writing, the purpose of the researcher is to implement the
second point from Brown (2004: 220), controlled writing. Most assessment
tasks are more concerned with a focus on form, and are rather strictly
controlled by the text design. This is appropriate to implement descriptive text
as the model to start writing activity in senior high school level.
2.1.4 The Process of Writing
Process of writing is a way of looking at what people do when they
compose written text (Harmer, 2004: 12). Writing comes from working through a
process of writing (Meyers, 2002: 2). Any good paragraph or essay goes through
many stages before it’s finished. Writers may write their ideas without worrying
about grammar as their first draft. Then rewrite the draft, revise it until their ideas
become understandable for the readers. The most important thing when someone
wants to write is that the product of his/her writing must be understandable.

Basically writing is an activity of making a text. A text can consist of one
sentence or one phrase and can be unity of sentences that have communicative
purpose. In order to guarantee information transferring, ideas or message fluently,
it needs structure and texture mastering of the writer. Mastering of structure is a
mastering of language rules and grammar or it is called as linguistic competence.

2.2 Descriptive Text
2.2.1 Definition of Descriptive Text
Descriptive text is used to help the writer develop an aspect of their work,
e.g. to create a particular mood, atmosphere or to describe a place so that the
reader can create vivid pictures of characters, place, object etc. In description, a
2
writer uses words to paint a picture of something a person, a scene, or even a
feeling.
From those, it can be said that descriptive text is a text which say what a
person or a thing is like. Its purpose is to describe and reveal a particular person,
place, or thing. The purpose of descriptive writing is giving a clear picture about
something, someone or certain places and the appropriate organization.
Goal Descriptive writing vividly portrays a person, place, or thing in
such a way that the reader can visualize the topic and enter into
the writer’s experience

Characteristics The general characteristic of descriptive writing include :
1. Elaborate use of sensory language
2. Rich, vivid, and lively detail
3. Figurative language such as smile hyperbole, metaphor,
symbolism and personification
Showing, rather than telling through the use of active verbs and
precise modifiers
Uses Descriptive writing appears almost everywhere and is often
included in other genre, such as in a descriptive introduction of
a character in narrative
2.2.2 Generic Structure of Descriptive Text
Table 2.1: The generic structure of descriptive text

Taken from (Harmer: 2004)
The generic structure of descriptive text has function to make the text
appropriate with the concept of the writing. The writers will helped by the rule of
writing or the structure while they started to write the texts.
3
2.2.3 General Concept of Mind Mapping Technique
Mind mapping is a diagram that has functions as a way to organize ideas and
represent words, tasks, or another links that arranged a central keyword by
branches and typically it contains words, colors, short phrase and picture Buzan
(2005: 6). Buzan also says that mind mapping is a primary tool used for
stimulating thought that shows ideas which are generated around a central theme
and how they are interlinked. The figure 2.1 below is an example of a mind map.
Figure 2.1 Example of Mind-Map

(http://en.wikipedia.org/wiki/File:MindMapGuidlines.JPG
Based on the definition above, the researcher concludes that mind mapping is
the way to organize idea represents words, tasks, or another links that
arranged a central keyword by branches and typically it contains words,
colors, short phrase and picture in a diagram.
2.2.4 The Advantages and Disadvantages of Mind Mapping
Those few headlines shows the advantages of using mind maps whenever
students want to get things done faster, more effectively, and with better end
results. Edward (2011: 5) states the advantages and disadvantages of using
mind mapping as below :
Advantages:
4
a) Easily add ideas or links later.
b) Helps to concentrate on information structure and relationships between
ideas rather than disconnected facts.

c) Mind map may help people to see other connections and similarities in the
information they receive.

d) Add sketches in making mind map are more memorable than conventional
notes.
e) Mind maps can incorporate a mass of material (For example, a jet’s
maintenance manual was reduced from 1000s of pages to a room-length
mind map. A year's subject notes became an easily reviewed poster).

f) Mind mappings can help revision, even if the course notes are
conventional. They condense material into a concise, memorable format.
Disadvantages:
a) People may want to redraw the maps later-but that will help them
remember the material.

b) Someone’s map may be so personal and it could be difficult for others to
understand. Mind maps are a great help when preparing essays and
presentations, but they may be inappropriate as the final piece of work.
From those explanations above, it can be concluded that mind mapping
naturally just a technique which has both positive and negative things inside.
Oftentimes, the learners can take the advantages through this technique,
meanwhile the disadvantages cannot be separated from its use. Hence, it
depends on the user to maximize the advantages of using mind mapping.
2.3 Teaching Descriptive Text by Using Mind Mapping Technique
The procedures of teaching descriptive text by using mind mapping are
first, the teacher explains about descriptive text, including its schematic
5
structures, linguistic features. Second, teacher introduces the mind-mapping
technique and its function to help student in their writing lesson. Third, the
teacher gives a topic to discuss and by leading several questions about the
topic given, the teacher shows the student how to make a mind-map about the
topic. Next, the teacher gives blank paper to students and asks students to
make their own mind-map from the other topic. At the end of the first
meeting, the teacher collects students’ mind-map designs.
The next meeting, the teacher asks students to make a descriptive text
based on their mind map designs. While students are making their
composition, the teacher goes around the class to check students’ composition
and helps them if they have problems in writing their descriptive text. In the
end of the lesson, several students are asked to read their composition in front
of class and they have to submit their compositions. Finally, after the teaching
learning activity, the teacher gives score to students’ composition and
evaluates the teaching learning activity. When teacher finds problems in this
evaluating stage, the teacher has to try to find another strategy to improve
students’ performance in writing lesson.
Based on the statement above, the researcher assumes that teaching
writing through mind mapping can play central role English written language
for organizing ideas in ideas in writing descriptive text. In making descriptive
text, the students can construct a paragraph from word to describe a sentence.
By having this research, it was hoped that this would give positive outcomes
to English teaching and learning process, particularly in writing skill practice.
6
For this purpose, the researcher used mind mapping in teaching descriptive
writing at the eleventh grade of senior high school students in Pondok
Pesantren Daar El-Qolam 3 Kampus Dzaa Izza.
7
8
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents an overview the methodology of the research. It
reveals the research design, research setting, research population and sample, data
collecting technique, validity and reliability, data analysis technique, hypothesis
test, and research procedure.
3.1 Research Design
This research used quantitative approach that dealing with true experimental
research. According to Ary (2010:22), quantitative research is an approach that
uses objective measurement to gather numeric data that are used to answer
questions or test predetermined hypotheses. It means the data of quantitative
research gained the numeric data and analyzed by using statistical computation.
Quantitative research may be further classified as true experimental. Moreover,
true experimental is design of quantitative research in which has an experimental
group and a control group both measured at pre-test and post-test on the
dependent variable (Creswell (2012:296)). The design can be illustrated as follow:
X
E
(English Song)
C -
Table 3.1 The True Experimental Research Design

Notes:
E = Experimental group
C = Control group
= Pre-test
= Post-test
(Creswell, 2012)
12
Based on the table above an experimental class refers to class of
students that will receive the treatment. The control class refers to a control of
students that did not receive the treatment and it is needed for comparison
purposes. The treatment gave to find out the effect of mind mapping
technique in teaching writing toward students’ descriptive writing. After
conducting pretest, treatment and posttest, the data was interpreted.
3.2 Research Site and Time
This research conducted at Pondok Persantren Daar El-Qolam 3 Kampus
Dzaa Izza, which was located at Pangkat Jayanti, Tangerang, Banten. The
researcher chose this school because the researcher found that the students were
difficult to find the way writing a descriptive text. The research was conducted in
one week that consist of two meetings; one meeting for pre-test and one treatment,
and one meeting for one treatment and post-test.
3.3 Research Variable
The variables of the research as follows:
a. Independent variable; Mind Mapping Technique

b. Dependent variable; Students’ writing descriptive text
3.4 Research Participant and Sample
3.4.1 Population
Population is the main subject of the research. As stated by Creswell
(2012:142), population is a group of individuals who have the same characteristic.
It means to get the data of population the researcher chooses one characteristic or
level for one population.
13
In this research, population of the research is the tenth grade of senior high
school students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza in
academic year 2017/2018. The population of the tenth grade is 240 students that
divided into eight classes; each class consists of 30-35 students.
3.4.2 Sample
Sample is the part of total characteristic which is included in the population
of the research. In this research, the researcher determined the sample by using
cluster random sampling using lottery as the technique of divided into
experimental and control classes. As stated by Ary (2010:167), cluster random
sampling is randomly select naturally technique occurring groups or clusters from
a population. The sample chosen will be the representative of the population.
3.5 Research Instrument
As the variables of this research were mind mapping technique and
student’s writing skill in descriptive text, so the test that was given is written test.
The students were asked to write a descriptive text. The tests that were given by
the researcher were pre-test before the treatment and post-test after the treatment.
The tests were given to measure the students’ writing skill in descriptive text
whether the treatment was giving the significant influence or not after treatment.
3.5.1 Pre-test
The researcher gave the pre-test in order to know the students’ writing
ability. The pre-test were conducted before the treatment in both experiment and
control class. The item that was used in pre-test was written test.
14
3.5.2 Post-test
The researcher gave the post-test to find out whether the treatment was
giving significant influence or not to the experiment class in teaching writing
descriptive text. The item that was used in post-test was similar to the pre-test.
3.6 Data Collecting Technique
The technique in collecting the data in this research was test. This research
used pre-test before treatment and post-test after treatment to measure students’
writing descriptive text. The test was formed as written test. The students were
asked to write a descriptive text based on particular topic. In order to see whether
the test was valid and reliable or not, the researcher used content validity and
inter-rater reliability to measure the test.
3.7 Validity and Reliability
3.7.1 Content Validity
To get validity of the test, researcher used content validity which measure
the content of the test based on the program. According to Creswell (2012:162),
content validity is useful when the possibilities of the tests are well known and
easily identiﬁable. It means content validity can be done by asking help from the
expert of the English teacher in that school to analyze whether the concept of the
test is valid or not. This technique was done by proposing a test which was based
on the curriculum.
3.7.2 Inter-Rater Reliability
Hayes (2007: 77-89) Inter-rater reliability is the degree of agreement among
raters. It gives a score of how much homogeneity, or consensus, there is in the
ratings given by judges. Inter-rater reliability was used to get the reliable test by
15
checking the result of the test with two raters. After getting the two sets of scores
from two raters, the scores were calculated to get the correlation coefficient.
The two raters in this research were the English teacher of Pondok
Pesantren Daar El-Qolam 3 Kampus Dzaa Izza and the researcher. The researcher
chose the English teacher of the school because she had good understanding in
English and also had enough experience in teaching writing. The two raters
observed students’ performance in writing by scoring the pre-test and post-test.
The researcher used Cohen Kappa which measures inter-rater reliability with
formula as follow:
Note:
KK: Coefficient of the agreement of the observation
: Proportion of the frequency of the observation
: Chance of agreement
(Arikunto, 2013: 251)
The interpretation value of kappa as follow:
Table 3.2 Value of Kappa
Kappa Statistic Strength of agreement

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
(Altman, 1991)
16
3.8 Data Analysis Technique
The data collected by researcher through test were analyzed. The researcher
did the analysis in order to know the result of the control and experimental class
of their achievement in writing descriptive text. This research used parametric
statistic which was involving normality, homogeneity, and test of significant value
to test the result.
3.8.1 Normality Test
Normality of distribution test is to investigate whether or not the
distribution of pre-test and post-test in two groups are normally distributed. The
researcher used graphical method for normality of distribution test. The graphic
indicated the distribution of data is normal or not.
According to Hatch and Lazaraton (1991), there are three properties to
show the data that is normal distribution as follows.
Figure 3.1 Normal Distribution
3.8.2 Homogeneity Test
Homogeneity test is performed to determine whether the data obtain from
a homogeneous population or not.To see standard deviation requires the test of
data from experimental and control classes. This test is performed to determine
whether the data obtain from a homogeneous population or not.

The formula as follows:
17
And
Compare the value of and then specified whether homogeneous or
not homogenous with the following criteria (significance level = 5% and
, .
To know the criteria of homogeneity as follows:
If ; the data is homogenous.
If ; the data is not homogenous.
(Hatch and Anne, 1991:315)
3.8.3 Hypothesis Testing
According to Creswell (2012:187), Hypothesis testing is a procedure for
making decisions about results by comparing an observed value of a sample with
a population value to determine if no difference or relationship exists between the
values.T-test used to find out whether the hypothesis is rejected or accepted.
According to Gay (2011:484), the formula of t-test as follows:
Notes:
Mx = mean of sample 1
My = mean of sample 2
18
Nx = number of subject in sample 1
Ny = number of subject in sample 2
= variance of sample 1
= variance of sample 2
Below are the criteria of the test:
If it means that the null hypothesis ( ) is refused.
If it means that the null hypothesis ( ) is received.
Research Procedure
In conducting the research, the following steps will be done as the research
procedure:
1. Asking permission to the school for conducting the research.
2. Observing the research subject.
3. Determining the research population and sample.
4. Making formulation of the problem.
5. Choosing the appropriate research method.
6. Making the design of the instrument for pre-test and post-test.
7. Discussing with the English teacher about material and technique of the
research.
8. Conducting pre-test and evaluating the result.
9. Giving treatment to the experimental class.
10. Conducting post-test and evaluating the result.
11. Collecting the data.
12. Analyzing the data.
13. Concluding the data result.
19
20
50
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents research finding and discussion. It covers data
description, validity and reliability, research finding and research discussion.
4.1 Data Description
The research was conducted on 23rd to 24th of October on the first semester
of academic year 2017/2018 in order to find the influence of mind mapping
technique toward students’ descriptive writing. The research took place at the
eleventh grade of senior high school students in Pondok Pesantren Daar El-Qolam
3 Kampus Dzaa Izza as the population of the research. The sample was 60
students from 2 classes. In order to answer the research question about the
influence of mind mapping technique toward students’ descriptive writing, the
researcher used test as the instrument to collect the data. There were two tests
used in this research, pre-test and post-test. Pre-test was conducted before the
treatment and post-test was conducted after the treatment. The result of the data
had been calculated as follow:
Table 4.1 Statistical Description

Pre-test Post-test
No. Result
E C E C
1. Mean 57.7 53.36 64.13 64
2. Median 57.75 52.78 64.75 64.49
3. Mode 57.9 54.5 63.1 69.19
4. Min. Score 40 30 45 45
5. Max. Score 75 80 80 85
6. Standard Deviation 9.28 14.48 9.41 11.18
50
51
Based on the table above, it was found that there was significant difference
between students’ writing skill from the experimental class that received treatment
and the control class that did not receive treatment.
4.2 Validity and Reliability
4.2.1 Content Validity
To determine content validity in this research, the researcher made validity
sheet then compared it to Kurikulum 2013 (K13) of the eleventh grade of senior
high school. The researcher then asked for help from the expert of the subject to
analyze whether the concept of the test was valid or not. Thus, this validity did not
need a trial and statistic analytic. Here is the validity of the research:
Table 4.2 Content Validity
Basic Competence 3.6 To apply the structures of the text and language
elements to spoken transactional interaction text
uses giving and asking information about the nature
or adjective of the people, animals, or things in
accordance with the context of its use.
Indicator Students can write a short paragraph of descriptive
text with the correct structure.
Technique Written Test
Instrument of Test Pretest
Write a simple descriptive text about: people, idol
Posttest
Write a simple descriptive text about: people, idol
Time Allocation 30 Inutes
4.2.2 Inter-Rater Reliability
To make sure that the research instrument was reliable, the researcher used
inter-rater reliability to measure the reliability. Inter-rater reliability used two
raters in comparing the students’ score. The researcher cooperated with the
51
52
English teacher of Pondok Pesantren Daar El-Qolam 3 kampus Dzaa Izza in
scoring students’ writing. The results between the two raters then compared to the
kappa value (see Table 3.7).
Table 4.2 Agreement of Inter-rater

Reliability
Group Pre-test Post-test
Experimental Class 0.76 Agreement 0.72 Agreement
Control Class 0.68 Agreement 0.79 Agreement
From the table above, it can be concluded that the data of pre-test and
post-test in experimental and control classes were reliable.
4.3 Reasearch Finding

4.3.1 Normality Test
Normality test is used in order to figure the distribution of the test was
normally distributed. The researcher used graphical method for normality of
distribution test. The test of normality focused on pre-test and post-test of
experimental class and control class. Detail calculation of the required statistics of
graphic normal distribution can be seen in appendix 3.
Figure 4.1 Normality pre-test of experimental class
ncy
que
Fre
Students’ Score
52
53
Figure 4.2 Normality post-test of experimental class
ncy
que
Fre
Students’ Score
Figure 4.3 Normality pre-test of control class
cy
uen
Freq
Students’ Score
Figure 4.4 Normality post-test of control class
53
54
ency
Frequ
Students’ Score
Based on the results of normality pre-test and post-test, the graphic
indicated the distribution of data was normal.
4.3.2 Homogeneity Test
The researcher used homogeneity test to find out the similarity between
control and experimental class. Furthermore, here is the criterion of homogeneity:
If Fcount≥ Ftable: it indicates not homogenous
If Fcount≤ Ftable: it indicates homogenous

The total variances of the students’ score were calculated (see appendix 3).
The result of sample homogeneity of the pre-test was 1.56, and the result of
sample homogeneity of the post-test was 1.18. Then, it was obtained by
comparing the value of the highest variance and the lowest variance with
significance level of 0.05 for df = 27 with the Ftable = 4.210. (Table of F
distribution, can see in appendix 4).
Table 4.3 Result of the Homogeneity

Test in Control and Experimental Class
Group Fcount Pre-test Fcount Post-test Ftable
Control and Experimental 1.56 1.18 4.210
Pre-test : Fcount ≤ Ftable = 1.56 ≤ 4.210
54
55
Post-test : Fcount ≤ Ftable =1.18 ≤ 4.210

It can be concluded that pre-test and post-test in control and experimental class
was homogeneous.
4.3.3 Hypothesis Test
To find out the mean difference of experimental and control class, the
researcher used t-test formula. There are alternative hypothesis ( ) and null
hypothesis ( ) that assumed in this research. If the null hypothesis was rejected,
it means that there were the differences between the experimental and control
group after implementing English song technique. The criteria of testing as
follows:
If it means that the null hypothesis ( ) is rejected.
To prove the hypothesis of this research, statistic calculation of t-test
formula with the degree of significance 5% was used. The formula as follow:
tcount =
55
56
tcount =
tcount =
tcount =
tcount = = 3.80
To interpret the value of t-test, the result was compared with the value of
ttable, degree of freedom was used. The degree of freedom formula as follow:
d.f = ( + – 2)
= (30 + 30 – 2)
= 58
with the level of significance 0.05 (5 %) was 2.00
Based on the result of test of mean difference significant (independent ),
it was found that or 3.80≥ 2.00. the alternative hypothesis is
accepted and the null hypothesis is rejected. It means that mind mapping
technique is giving influence toward students’ descriptive writing.

4.4 Research Discussion
This research was done by using true experimental design with cluster
random sampling which is involved two classes as the sample, they are; control
class and experimental class.
56
57
In both of class, before doing the pre-test, the researcher checked the content
validity of the instrument by comparing the test with the curriculum of the school
and signed by the English teacher of the school. After the pre-test is done, the
highest score in the control class was 80, the lowest score was 30, and the mean
score of the students was 53.36. The highest score of pre-test in experimental class
was 75, the lowest score was 40, and the mean score was 57.7. Same with the
control class, the students in experimental class also found that writing activity
was difficult. The researcher found out that writing activity was difficult to them,
especially in arranging the idea, concept, and topic of the writing and lack in
vocabularies.
After learning how to write a simple descriptive text by using illustration,
the students were asked to do a post-test. The highest score of post-test in control
class was 85, the lowest score was 45, and the mean score was 64.
When doing the treatment for the experimental class, first, the researcher
reviewed students’ understanding in descriptive text, then, the researcher
introduced them about mind mapping. The students were explained on how doing
the mind mapping by giving them the technique of mind mapping. After doing the
mind mapping activity, the researcher made discussion session where the students
could discuss their problem in fixing their writing. The researcher uses mind
mapping because it is one of the powerful techniques for helping students develop
ideas and concept in writing. Using mind mapping, the students are likely
encouraged to create as many ideas as they can.

The students did the post-test and they showed some improvement in their
writing. The highest score of post-test in experimental class was 80, the lowest
score was 45, and the mean score was 64.13. The treatment was done
57
58
successfully; it can be seen from their awareness of content, form,
vocabulary/style, grammar, and mechanic itself when doing the post-test.

To make sure that the research instrument was reliable, the researcher used
inter-rater reliability to measure the reliability. The researcher cooperated with the
English teacher of Pondok Pesantren Daar El-Qolam Kampus Dzaa Izza in
scoring students’ writing.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of this research, it can be concluded that mind mapping
is potential to be used as writing teaching technique. Beside mind mapping can
improve students’ writing skill, the used of mind mapping stimulate thought that
shows ideas to be an alternative teaching technique.
5.2 Suggestion
In this part, the researcher would like to give some suggestions to be
considered by English teacher as follows:
58
59
a. Mind mapping technique would be very helpful to improve students’ ability in
writing, so the teacher needs to maintain using mind mapping technique as
alternative technique of the teaching process in the students of Senior High
School.
b. The teacher should give clear explanation and instruction in directing the
students when using mind mapping technique.

c. The teacher should control the students’ activities.
d. Further researcher, this research will be references for the next research and
hope it will make better research in the future.
Finally, the researcher realizes that this research still have some weaknesses
and mistakes. Therefore, the researcher would like to accept any constructive
suggestion to make this research better.
59
REFERENCES
Anderson, M., & Anderson, K. (1997). Text Types in English 1-2. South Yara:
Macmillan Education Australia.
Ary, Donald. (2010). Introduction to Research in Education. New York. Thomson
Learning [online]
Available at:
http://books.google.co.id/books?
id=WSQLAAAAQBAJ&pg=PA168&Ipg=PA168&dq=cluster+random+sampling+by+ary=don
ald&source [Accessed on October 12th, 2016]
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. New
York: Longman.
Buzan, T. (1993). The Mind Map Book. London: BBC Books.
Buzan, T. (2007). Buku Pintar Mind Map Untuk Anak. Jakrta: PT Gramedia
Pustaka Utama.
Creswell, John W. 2012. Education Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. Pearson. Fourth Edition.
Dawson, et al. (2005). Pre-writing: Clustering. University of Richmond Writing
Center.
Edward. L. (2011). Advantages and Disadvantages of Mind Maps. [Online].
Available at: http://iqmindbrainlibrary.com/ [Accessed on March 13rd, 2016].
Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta.
Gerot, Linda & Wignell, Peter. (1995). Making Sense of Functional Grammar.
Sydney: Antipodean Educational Enterprise.
Hatch, Evelyn.,Lazaraton, Anne. 1991. The Research Manual: Design and
Statistics for Applied Linguistics. Los Angeles; University of California.
Harmer, Jeremy. (2004). How to Teach Writing. Pearson Education Limited:
Longman
28
Hayes, A. F. & Krippendorff, K. (2007). Answering the call for a standard
reliability measure for coding data. Communication Methods and Measures.
[Online]
Maurley, Diane. (2007). Mind Mapping Complex Information. Retrieved from
Acrobat Reader – [2007-11.pdf]. [Accessed on March 15th , 2016]
Naqbi, S. A. (2008). The Use of Mind Mapping to Develop Writing Skill in UAE
Schools. Retrieved from Acrobat Reader – [2008-11. Pdf]. Accessed on March
25th , 2016.
Uusen, A. (2009). Changing Teachers’ Attitude Towards Writing, teaching of
Writing and Assessment of Writing. Retrieved from Acrobat Reader – [2009-10.
Pdf]. [Accessed on March 26th , 2016].
Westwood. P. (2008). What Teacher Needs to Know About Reading and Writing
Difficulties. Australia: ACER press.
29
APPENDICES
APPENDIX 1
TEACHING INSTRUMENT
1.1 Lesson Plan of Control Class

1.2 Lesson Plan of Experimental Class
30
APPENDIX 2
RESEARCH INSTRUMENT
2.1 Pre-Test
2.2 Post-Test
2.3 Students’ Work Sheet
31
32
Pretest
1. Write a simple descriptive text consist of at least 5 sentences!

2. Write based on generic structure and grammatical feature of descriptive text!
3. Complete your writing in 30 minutes!
………………………………………………………………………………………………
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………………………………………………………………………………………………
Name :
Class :
Posttest
1. Write a simple descriptive text, consist of at least 5 sentences!

2. Write based on generic structure and grammatical feature of descriptive text!
3. Complete your writing in 30 minutes!
………………………………………………………………………………………………
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………………………………………………………………………………………………
………………………………………………………………………………………………
Name :
Class :
APPENDIX 3
Data Calculation
3.1 Respondents of Control Class
3.2 Respondents of Experimental Class
3.3 Row Score of Control and Experimental Class
3.4 Students’ Score of Control and Experimental Class
3.5 Inter-rater Reliability of Pre-Test of Control Class
3.6 Inter-rater Reliability of Pre-Test of Experimental Class
3.7 Inter-rater Reliability of Post-Test of Control Class
3.8 Inter-rater Reliability of Post-Test of Experimental Class
3.5 Normality of Pre-Test of Control Class
3.6 Normality of Pre-Test of Experimental Class
3.7 Normality of Post-Test of Control Class
3.8 Normality of Post-Test of Experimental Class
3.9 Variance Homogeneity of Pre-Test
3.10 Variance Homogeneity of Post-Test
3.11 Independent T-test
3.12 Result of Effect Size (r)
RESPONDENTS OF EXPERIMENTAL CLASS
NO NAME CODE
1 AHMAD FAIZ RAMDANI AF
2 ANDI ADITA AD
3 ANJALNA DESTYANA AJ
4 AREL LION DHOMATULOH AL
5 AYU KHOIRUNNISA AY
6 BENI ASYROF BA
7 DELA AGUSTINA DA
8 FATUR ROHMAN FR
9 HARIS RIYADI HR
10 HAYATI NUFUS HN
11 INTAN IN
12 JAKIAH JA
13 KHOIRUNNISA KH
14 MIFTAHUL FIKRI MF
15 MILLATUL AULIA MI
16 MOCHAMMAD SYIFA UL-HAZ MS
17 MUHAMAD IBNU KAFI IB
18 MUHAMAD RAMDHANI RA
19 NURFITRIYANI NF
20 PUTRI NABILA PN
21 RAJNI WARASTRI MANYARI RJ
22 REZA ANANDA FEBRIAN RE
23 RISKA ARISKA RS
24 RIYANI RY
25 ROSITA RI
26 SITI NURHOFIFAH NH
27 SURYADI SR
28 TIA AGUSTIN TA
29 WILDHAN ARDHIA ALBAHY WI
30 YULITA YL
RESPONDENTS OF CONTROL CLASS
NO NAME CODE
1 ALFIAN MARTIN HAQIKI AL
2 AMMUNA RIZKIA AZ-ZAHRA AM
3 AYUNI HIDAYATI AY
4 DAEFATTUROZ DF
5 FAUJIAH SAPUTRI FA
6 FERDI FIRDAUS FE
7 IKBAL IB
8 IVANA KAZZIA IV
9 KHOIRUL ANAM AN
10 LAORA AYU NABILA LA
11 MARLINA MA
12 MOCHAMAD RIZKI MUHARAM RZ
13 MUHAMAD DELVIS WIRANA DE
14 MUHAMAD ZULKIFLI ZU
15 MUHAMMAD ADRIAN SAPUTRA AD
16 NAZWA AULIA PUTRI NW
17 NIKMATULLAH NM
18 PUTRI PU
19 RAKA AULIA RAHMAN RA
20 RASID RS
21 RISTA HADAYANI RI
22 SEFRINA IRAWAN SF
23 SEPTA ALFARIZKI SP
24 SINTIAWATI SN
25 SITI SRI AYUNDA ST
26 SYIFA AULIA KHASANAH SY
27 TALSANIA SALMA TL
28 WAHYU ALAMSAH WY
29 YAS'A FADILLAH YS
30 ZAENAL ABIDIN ZN
Raw Score of Pre-Test Experimental Class
Rater 1 (the English Teacher)
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 1 1 2 2 3 9
2 2 2 3 3 3 13
3 1 2 3 3 3 12
4 1 2 3 3 3 12
5 1 2 2 3 3 11
6 1 2 3 3 3 12
7 1 2 2 2 1 8
8 1 2 3 3 3 12
9 1 2 3 4 3 9
10 1 2 3 3 3 12
11 1 2 3 1 3 10
12 1 2 2 2 1 8
13 1 2 3 3 3 12
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 1 2 2 3 3 11
18 2 2 3 3 3 13
19 3 2 3 3 3 14
20 1 2 3 1 3 10
21 3 2 3 3 4 15
22 1 2 3 3 3 10
23 3 2 3 3 3 13
24 1 2 2 3 3 12
25 3 2 3 3 3 14
26 1 2 3 1 3 10
27 1 2 2 1 3 9
28 1 2 2 1 3 9
29 1 2 3 3 3 12
30 1 3 3 3 3 13
Raw Score of Pre-Test Experimental Class
Rater 2 (the Researcher)
Item
Subject Total
1 1 1 2 2 3 9
2 2 2 3 3 3 13
3 1 2 3 3 3 12
4 1 2 3 3 3 12
5 1 2 2 3 3 11
6 1 2 3 3 3 12
7 1 2 2 2 1 8
8 1 2 3 3 3 12
9 1 2 3 4 3 13
10 1 2 3 3 3 12
11 1 2 3 1 3 10
12 1 2 2 2 1 8
13 1 2 3 3 3 12
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 1 2 2 3 3 11
18 2 2 3 3 3 13
19 3 2 3 3 3 14
20 1 2 3 1 3 10
21 3 2 3 3 4 15
22 1 2 3 3 3 12
23 3 2 3 3 3 14
24 1 2 2 3 3 11
25 3 2 3 3 3 14
26 1 2 3 1 3 10
27 1 2 2 1 3 9
28 1 2 2 1 3 9
29 1 2 3 3 3 12
30 1 3 3 3 3 13
Raw Score of Post-Test Experimental Class
Subject Total
Item
1 1 1 3 3 3 11
2 1 1 3 3 3 11
3 2 2 3 3 3 13
4 3 3 2 3 4 15
5 1 2 3 3 3 12
6 1 2 3 3 3 13
7 1 1 2 3 3 10
8 3 2 3 3 3 14
9 1 1 3 3 3 11
10 3 2 3 3 3 14
11 1 2 3 3 3 12
12 1 1 2 3 3 10
13 3 3 2 3 4 15
14 3 2 3 3 3 14
15 2 2 3 3 3 12
16 3 2 3 3 3 14
17 2 2 3 3 3 13
18 1 2 3 3 3 12
19 3 3 2 3 4 15
20 1 1 2 3 3 11
21 2 3 3 4 4 16
22 1 1 3 3 3 11
23 2 3 3 4 4 16
24 3 2 3 3 3 14
25 3 3 2 3 4 15
26 2 3 3 4 4 16
27 1 1 2 2 3 9
28 1 2 3 3 3 12
29 3 2 3 3 3 14
30 2 3 3 4 4 16
Raw Score of Post-Test Experimental Class
Subject Total
Item
1 1 1 3 3 3 11
2 1 1 3 3 3 11
3 2 2 3 3 3 13
4 3 3 2 3 4 15
5 1 2 3 3 3 12
6 1 2 3 3 3 12
7 1 1 2 3 3 10
8 3 2 3 3 3 14
9 1 1 3 3 3 11
10 3 2 3 3 3 14
11 1 2 3 3 3 12
12 1 1 2 3 3 10
13 3 3 2 3 4 15
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 2 2 3 3 3 13
18 1 2 3 3 3 12
19 3 3 2 3 4 15
20 1 1 2 3 3 10
21 2 3 3 4 4 16
22 1 1 3 3 3 11
23 2 3 3 4 4 16
24 3 2 3 3 3 14
25 3 3 2 3 4 15
26 2 3 3 4 4 16
27 1 1 2 2 3 9
28 1 2 3 3 3 12
29 3 2 3 3 3 14
30 2 3 3 4 4 16
Raw Score of Pre-Test Control Class
Item
Subject Total
1 1 1 3 3 3 11
2 2 3 3 3 3 14
3 2 2 3 3 3 12
4 3 3 2 1 1 10
5 2 2 3 3 3 11
6 1 1 2 2 3 9
7 1 1 1 2 2 7
8 1 2 3 3 3 12
9 1 1 2 2 3 9
10 1 1 1 2 2 7
11 1 2 3 3 3 11
12 1 1 3 3 3 11
13 2 3 3 3 3 12
14 2 1 1 1 1 6
15 2 3 3 3 3 14
16 2 2 3 3 3 13
17 2 3 3 3 3 14
18 1 1 3 3 3 11
19 2 3 3 4 4 16
20 2 1 1 1 1 6
21 2 1 1 1 1 6
22 2 2 3 3 3 13
23 2 2 3 3 3 13
24 3 3 2 1 1 10
25 1 1 2 2 3 9
26 2 3 3 3 3 14
27 1 1 2 2 3 9
28 1 1 3 3 3 11
29 2 2 3 3 3 11
30 3 3 2 1 1 10
Raw Score of Pre-Test Control Class
Item
Subject Total
1 1 1 3 3 3 11
2 2 3 3 3 3 14
3 2 2 3 3 3 13
4 3 3 2 1 1 10
5 2 2 3 3 3 13
6 1 1 2 2 3 9
7 1 1 1 2 2 7
8 1 2 3 3 3 12
9 1 1 2 2 3 9
10 1 1 1 2 2 7
11 1 2 3 3 3 12
12 1 1 3 3 3 11
13 2 3 3 3 3 14
14 2 1 1 1 1 6
15 2 3 3 3 3 14
16 2 2 3 3 3 13
17 2 3 3 3 3 14
18 1 1 3 3 3 11
19 2 3 3 4 4 16
20 2 1 1 1 1 6
21 2 1 1 1 1 6
22 2 2 3 3 3 13
23 2 2 3 3 3 13
24 3 3 2 1 1 10
25 1 1 2 2 3 9
26 2 3 3 3 3 14
27 1 1 2 2 3 9
28 1 1 3 3 3 11
29 2 2 3 3 3 13
30 3 3 2 1 1 10
Raw Score of Post-Test Control Class
Rater 1 (the English teacher)
Item
Subject Total
1 3 3 3 2 1 12
2 2 3 3 3 3 14
3 3 3 3 3 2 14
4 1 1 3 3 3 13
5 3 3 3 2 3 14
6 1 3 1 2 3 10
7 1 3 1 2 3 10
8 2 3 3 3 4 15
9 1 1 3 3 3 11
10 1 1 2 2 3 9
11 3 3 3 2 3 14
12 1 1 3 3 3 11
13 3 3 3 2 3 13
14 1 1 3 3 3 11
15 3 3 3 2 3 14
16 2 3 3 3 4 15
17 2 2 3 3 3 13
18 2 2 3 3 3 13
19 2 3 4 4 4 17
20 1 1 2 2 3 9
21 1 1 2 2 3 10
22 3 3 3 2 3 15
23 2 3 4 4 4 17
24 1 1 3 3 3 11
25 1 1 3 3 3 11
26 1 3 1 2 3 10
27 2 2 3 3 3 13
28 2 2 3 3 3 13
29 2 3 3 3 4 15
30 3 3 3 2 1 12
Raw Score of Post-Test Control Class
Item
Subject Total
1 3 3 3 2 1 12
2 2 3 3 3 3 14
3 3 3 3 3 2 14
4 1 1 3 3 3 11
5 3 3 3 2 3 14
6 1 3 1 2 3 10
7 1 3 1 2 3 10
8 2 3 3 3 4 15
9 1 1 3 3 3 11
10 1 1 2 2 3 9
11 3 3 3 2 3 14
12 1 1 3 3 3 11
13 3 3 3 2 3 14
14 1 1 3 3 3 11
15 3 3 3 2 3 14
16 2 3 3 3 4 15
17 2 2 3 3 3 13
18 2 2 3 3 3 13
19 2 3 4 4 4 17
20 1 1 2 2 3 9
21 1 1 2 2 3 10
22 3 3 3 2 3 15
23 2 3 4 4 4 17
24 1 1 3 3 3 11
25 1 1 3 3 3 11
26 1 3 1 2 3 10
27 2 2 3 3 3 13
28 2 2 3 3 3 13
29 2 3 3 3 4 15
30 3 3 3 2 1 12
Students' Score of Experimental Class
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AF 45 45 55 60
2 AD 65 60 55 55
3 AJ 60 60 65 60
4 AL 60 60 75 75
5 AY 55 55 60 60
6 BA 60 60 65 60
7 DA 40 40 50 50
8 FR 60 65 70 70
9 HR 45 45 55 55
10 HN 60 60 70 70
11 IN 50 50 60 60
12 JA 40 40 50 50
13 KH 60 60 75 75
14 MF 70 70 70 70
15 MI 65 65 60 65
16 MS 70 70 70 70
17 IB 55 55 65 65
18 RA 65 65 60 70
19 NF 70 70 75 75
20 PN 50 50 55 50
21 RJ 75 75 80 80
22 RE 50 60 55 55
23 RS 65 70 80 80
24 RY 60 55 70 70
25 RI 70 70 75 75
26 NH 50 50 80 80
27 SR 45 45 45 45
28 TA 45 45 60 60
29 WI 60 60 70 70
30 YL 65 65 80 80
MEAN 57.7 58 65.2 65.4
Known by: Serang, October 2017

English Teacher Researcher
Students' Score of Control Class
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AL 55 55 60 60
2 AM 70 70 70 70
3 AY 60 65 70 70
4 DF 50 50 65 55
5 FA 55 65 70 70
6 FE 40 45 50 50
7 IB 35 35 50 50
8 IV 60 60 75 75
9 AN 45 45 55 55
10 LA 35 35 45 45
11 MA 55 60 70 70
12 RZ 55 55 55 55
13 DE 60 70 65 70
14 ZU 30 30 55 55
15 AD 70 70 70 70
16 NW 65 65 75 75
17 NM 40 40 65 65
18 PU 55 55 65 65
19 RA 80 80 85 85
20 RS 30 30 45 45
21 RI 30 30 50 50
22 SF 65 65 75 75
23 SP 65 65 75 85
24 SN 50 50 70 70
25 ST 45 45 55 55
26 SY 70 70 50 50
27 TL 45 45 65 65
28 WY 55 55 65 65
29 YS 55 65 75 75
30 ZN 50 50 60 60
MEAN 52.5 54 63.4 63.5
Known by: Serang, October 2017

English Teacher Researcher
Inter-Rater Reliability
Pre-Test of Experimental Class
NO Students’ Code Pre – Test Agreement

Rater 1 Rater 2
1 AF 45 45 0 0
2 AD 65 60 1 0
3 AJ 60 60 0 0
4 AL 60 60 0 0
5 AY 55 55 0 0
6 BA 60 60 0 0
7 DA 40 40 0 0
8 FR 60 65 0 1
9 HR 45 45 0 0
10 HN 60 60 0 0
11 IN 50 50 0 0
12 JA 40 40 0 0
13 KH 60 60 0 0
14 MF 70 70 1 1
15 MI 65 60 1 0
16 MS 70 70 1 1
17 IB 55 55 0 0
18 RA 65 65 1 1
19 NF 70 70 1 1
20 PN 50 50 0 0
21 RJ 75 75 1 1
22 RE 50 60 0 0
23 RS 65 70 1 1
24 RY 60 55 0 0
25 RI 70 70 1 1
26 NH 50 50 0 0
27 SR 45 45 0 0
28 TA 45 45 0 0
29 WI 60 60 0 0
30 YL 65 65 1 1
Mean 57.7 57.8
Step 1: identify number of agreements between two raters
Criteria
Satisfactory More than 60 1

Unsatisfactory Less than 60 0
Satisfactory = 8
Unsatisfactory = 19
Disagreement of satisfactory Rater 1 = 1
Step 2: calculated the value of coefficient of the agreement by using this formula:
Where:
KK : Coefficient of the agreement of the observation
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
Step 3, find out the value of P0 with the formula:
P0
P0
P0
P0
Step 4, find out the Pe with the formula:

Pe of agreement R2 x mean of agreement R1) + (mean of disagreement
R1 x mean of disagreement R2)
1) Mean of agreement R1
= 0.3
= 0.34
3) Mean of disagreement R1
= 0.7
= 0.67
Step 5, put in the value to the formula:


Pe x 0.34) + (0.7 x 0.67)
Pe 0.102 + 0.469
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
KK = 0.9 - 0.571
1 – 0.571
KK = 0.329
0.429
KK = 0.76
Step 7: Interpreted the value of coefficient agreement by seeing the kappa:

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

experimental class, the result of reliability test of students’ score was 0,76 which
indicated good agreement between the two raters. So, the scores of the students
pre-test in experimental class were reliable.
Pre-Test of Control Class

Rater 1 Rater 2
1 AL 55 55 0 0
2 AM 70 70 1 1
3 AY 60 65 0 1
4 DF 50 50 0 0
5 FA 55 65 0 1
6 FE 40 45 0 0
7 IB 35 35 0 0
8 IV 60 60 0 0
9 AN 45 45 0 0
10 LA 35 35 0 0
11 MA 55 60 0 0
12 RZ 55 55 0 0
13 DE 60 70 0 1
14 ZU 30 30 0 0
15 AD 70 70 1 1
16 NW 65 65 1 1
17 NM 40 40 0 0
18 PU 55 55 0 0
19 RA 80 80 1 1
20 RS 30 30 0 0
21 RI 30 30 0 0
22 SF 65 65 1 1
23 SP 65 65 1 1
24 SN 50 50 0 0
25 ST 45 45 0 0
26 SY 70 70 1 1
27 TL 45 45 0 0
28 WY 55 55 0 0
29 YS 55 65 0 1
30 ZN 50 50 0 0
Mean 52.5 54
Criteria

Satisfactory = 7
Unsatisfactory = 19

Where:
P0
P0
P0
P0

= 0.36
= 0.23
= 0.63
= 0.76


Pe x 0.23) + (0.63 x 0.76)
Pe 0.571
0.86 - 0.571
KK =
1 – 0.571
KK = 0.289
0.429
KK = 0.68

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in

control class, the result of reliability test of students’ score was 0,68 which
pre-test in control class were reliable.
Post-Test of Experimental Class

Rater 1 Rater 2
1 AF 55 60 0 0
2 AD 55 55 0 0
3 AJ 65 60 1 0
4 AL 75 75 1 1
5 AY 60 60 0 0
6 BA 65 60 1 0
7 DA 50 50 0 0
8 FR 70 70 1 1
9 HR 55 55 0 0
10 HN 70 70 1 1
11 IN 60 60 0 0
12 JA 50 50 0 0
13 KH 75 75 1 1
14 MF 70 70 1 1
15 MI 60 65 0 1
16 MS 70 70 1 1
17 IB 65 65 1 1
18 RA 60 70 0 1
19 NF 75 75 1 1
20 PN 55 50 0 0
21 RJ 80 80 1 1
22 RE 55 55 0 0
23 RS 80 80 1 1
24 RY 70 70 1 1
25 RI 75 75 1 1
26 NH 80 80 1 1
27 SR 45 45 0 0
28 TA 60 60 0 0
29 WI 70 70 1 1
30 YL 80 80 1 1
Mean 65.2 65.4
Criteria

Satisfactory = 15
Unsatisfactory = 11
Where:
P0
P0
P0
P0

= 0.56
= 0.56
= 0.43
= 0.43


Pe x 0.56) + (0.43 x 0.43)
Pe 0.508
0.86 - 0.508
KK =
1 – 0.508
0.375
KK =
0.492
KK = 0.72

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

experimental class, the result of reliability test of students’ score was 0,72 which
post-test in experimental class were reliable.
Post-Test of Control Class

Rater 1 Rater 2
1 AL 60 60 0 0
2 AM 70 70 1 1
3 AY 70 70 1 1
4 DF 65 55 1 0
5 FA 70 70 1 1
6 FE 50 50 0 0
7 IB 50 50 0 0
8 IV 75 75 1 1
9 AN 55 55 0 0
10 LA 45 45 0 0
11 MA 70 70 1 1
12 RZ 55 55 0 0
13 DE 65 70 1 1
14 ZU 55 55 0 0
15 AD 70 70 1 1
16 NW 75 75 1 1
17 NM 65 65 0 1
18 PU 65 65 1 1
19 RA 85 85 1 1
20 RS 45 45 0 0
21 RI 50 50 0 0
22 SF 75 75 1 1
23 SP 75 85 1 1
24 SN 70 70 1 1
25 ST 55 55 0 0
26 SY 50 50 0 0
27 TL 65 65 1 1
28 WY 65 65 1 1
29 YS 75 75 1 1
30 ZN 60 60 1 0
Mean 63.4 63.5
Criteria

Satisfactory = 16
Unsatisfactory = 11
Where:
P0
P0
P0
P0

= 0.56
= 0.6
= 0.43
= 0.4


Pe x 0.6) + (0.43 x 0.4)
Pe 0.513
KK = 0.9 - 0.513
1 – 0.513
KK = 0.387
0.487
KK = 0.79

< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in

control class, the result of reliability test of students’ score was 0,79 which
post-test in control class were reliable.
INTER-RATER RELIABILITY
PRE-TEST EXPERIMENTAL
CLASS
R1
1 0
1 8 1 9 0.3
R2
0 2 19 21 0.7
10 20 30
0.33333 0.66667
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0.9
Pr(e) 0.566667
K 0.769231
POST-TEST EXPERIMENTAL POST-TEST CONTROL CLASS

CLASS R1
R1 1 0
1 0 1 16 1 17 0.56667
R2
1 15 2 17 0.56667 0 2 11 13 0.43333
R2
0 2 11 13 0.43333 18 12 30
17 13 30 0.6 0.4
0.56667 0.43333
K=(Pr(a)- (Pr(e))/(1-Pr(e))
K=(Pr(a)- (Pr(e))/(1-Pr(e)) Pr(a) 0.9
Pr(a) 0.866667 Pr(e) 0.513333
Pr(e) 0.508889 K 0.794521
K 0.728507
Normality Pre-Test of Experimental Class
1. Found the highest score and the lowest score

The highest score = 75
The lowest score = 40
2. Calculated the range (R)
R = The highest score – the lowest score
= 75-40
= 35
3. Calculated the sum of classes (SC)
N = the sum of students in control class
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
4. Calculated the interval of class (i)
I= R/ SC
I = 35/6 = 5.83 = 6
5. Made the table of distribution data frequency of pre-test (experimental class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 38-43 37,5 2 40.5 1640.25 81 3280.5
2 44-49 43,5 4 46.5 2162.25 186 8649
3 50-55 49,5 6 52.5 2756.25 315 16537.5
4 56-61 55,5 8 58.5 3422.25 468 27378
20801.2
5 62-67 61,5 5 64.5 4160.25 322.5
5
6 68-73 67,5 4 70.5 4970.25 282 19881
7 74-79 73,5 1 76.5 5852.25 76.5 5852.25
24963.7 102379.
30 409.5 1731
5 5
6. Calculated the mean ( , median, and mode

=
= 57.7
Median
Mode
7. Determined the standard of deviation (S)
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
experimental class was normally distributed.
Normality Post-Test of Experimental Class

= 80-45
= 35
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
I= R/ SC
I = 35/6 = 5.83 = 6
5. Made the table of distribution data frequency of post-test (experimental
class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 42-47 41,5 1 44.5 1980.25 44.5 1980.25

2 48-53 47,5 2 49.5 2450.25 99 4900.5
3 54-59 53,5 5 55.5 3080.25 277.5 15401.25
4 60-65 59,5 8 61.5 3782.25 492 30258
5 66-71 65,5 6 66.5 4422.25 399 26533.5
6 72-77 71,5 4 73.5 5402.25 294 21609
7 78-83 77,5 4 79.5 6320.25 318 25281
30 430.5 27437.75 1924 125963.5
6. Calculated the mean (
= 64.13
Median
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
experimental class was normally distributed.
Normality Pre-Test of Control Class

= 80 - 30
= 50
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
I= R/ BK
I = 50/6 = 8.33 = 8
5. Made the table of distribution data frequency of pre-test (control class)
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
1 27-34 26,5 3 30.5 930.25 91.5 2790.75

2 35-42 34,5 4 38.5 1482.25 154 5929
3 43-50 42,5 6 46.5 2162.25 279 12973.5
4 51-58 50,5 7 54.5 2970.25 381.5 20791.75
5 59-66 58,5 6 62.5 3906.25 375 23437.5
6 67-74 66,5 3 80.5 6480.25 241.5 19440.75
7 75-82 74,5 1 78.5 6162.25 78.5 6162.25
30 313 17931.5 1601 91525.5
= 53.36
Median
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
control class was normally distributed.
Normality Post-Test of Control Class

= 85 - 45
= 40
SC = 1 + 3.3 log N
= 1 + 3.3 Log 30
= 1 + 3.3 (1.47)
= 1 + 4.85
= 5.85
=6
4. Calculated the interval of class (I)
I= R/ SC
I = 40/6 = 6.66 = 7
5. Made the table of distribution data frequency of post-test (control class)
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 40-46 39,5 2 43 1849 86 3698

2 47-53 46,5 4 50 2500 200 10000
3 54-60 53,5 5 57 3249 285 16245
4 61-67 60,5 7 64 4096 448 28672
5 68-74 67,5 6 71 5041 426 30246
6 75-81 74,5 5 78 6084 390 30420
7 82-88 81,5 1 85 7225 85 7225
30 448 30044 1920 126506
= 64
Median
7
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
control class was normally distributed.
Homogeneity Variance of Pre-Test
Based on the result of normality test of control class and experimental class,
the tests were normally distributed because graphical method. Then, the
researcher calculated the homogeneity variance by comparing the value of two
variants (biggest variant and smallest variant) with the level of significance 0.05
(5 %).
Variance Data of pronunciation Test
Instrument Class Sample (N) Standard of Deviation (S)

Pre-test Control 30
Pre-test Experimental 30
Step 1: Calculated the value of by using the formula as follows:
= Note:BV = the biggest variant
SV = the smallest variant
= 1,56
= F (1 – α)(dk = k)(dk = N – k – 1)
= F (1 - α)(dk = 1)(dk = 30 – 2 – 1)
= F (1 – 0.05)(1)(27)
= F (0.95)(27)
= 1 (as numerator) and 27 (as denominator)
The value of with the level of significance 0.05 (5 %) is 4.210
Step 3: Compared and
The criteria of testing as follows:
If it means that the variance of test was not
homogenous
If it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it was
Calculated or 1.56 ≤ 4.210. It can be concluded that the
data of pre-test in control class and experimental class was homogenous.
Homogeneity Variance of Post-test
Variance Data of Pronunciation Test
Instrument Class Sample (N) Standard of Deviation (S)

Post-test Control 30 11,18
Post-test Experimental 30 9,41

= Note: BV = the biggest variant
SV = the smallest variant
= 1,18
= F (1 – α)(df = k)(df = N – k – 1)
= F (1 - α)(df = 1)(df = 30 – 2 – 1)
= F (1 – 0.05)(1)(27)
= F (0.95)(1.27)
= 1 (as numerator) and 27 (as denominator)
The value of with the level of significance 0.05 (5 %) is 4.210
If it means that the variance of test was not
homogenous
If it means that the variance of test was
homogenous
Based on the result of homogeneity variance of control class, it was
Calculated or 1.18 ≤ 4.210. It can be concluded that the
scores of post-test in control class and experimental class was
homogenous.
The Result of Independent
Hypothesis Testing
To prove the hypothesis of this research, statistic calculation of t-test
formula with the degree of significance 5% was used. The formula as follow:
Mx : Mean score of experimental group (X)

My : Mean score of control group (Y)
∑x2 : Sum of square deviation score in experimental group
∑y2 : Sum of square deviation score in control group
Nx : The number of students of experimental group
Ny : The number of students of control group
Step 1 : Students’ scores and sum of square deviation score in experimental
class and control class
Students X Y x Y
1 55 60 10.16 3.33 103.22 11.08
2 55 70 10.16 -6.67 103.22 44.48
3 65 70 0.16 -6.67 0.02 44.48
4 75 65 -9.84 -1.67 96.82 2.78
5 60 70 5.16 -6.67 26.62 44.48
6 65 50 0.16 13.33 0.02 177.68
7 50 50 15.16 13.33 229.82 177.68
8 70 75 -4.84 -11.67 23.42 136.18
9 55 55 10.16 8.33 103.22 69.38
10 70 45 -4.84 18.33 23.42 335.98
11 60 70 5.16 -6.67 26.62 44.48
12 50 55 15.16 8.33 229.82 69.38
13 75 65 -9.84 -1.67 96.82 2.78
14 70 55 -4.84 8.33 23.42 69.38
15 60 70 5.16 -6.67 26.62 44.48
16 70 75 -4.84 -11.67 23.42 136.18
17 65 60 0.16 3.33 0.02 11.08
18 60 65 5.16 -1.67 26.62 2.78
19 75 85 -9.84 -21.67 96.82 469.58
20 55 45 10.16 18.33 103.22 335.98
21 80 50 -14.84 13.33 220.22 177.68
22 55 75 10.16 -11.67 103.22 136.18
23 80 75 -14.84 -11.67 220.22 136.18
24 70 70 -4.84 -6.67 23.42 44.48
25 75 55 -9.84 8.33 96.82 69.38
26 80 50 -14.84 13.33 220.22 177.68
27 45 65 20.16 -1.67 406.42 2.78
28 60 65 5.16 -1.67 26.62 2.78
29 70 75 -4.84 -11.67 23.42 136.18
30 80 65 -14.84 -1.67 220.22 2.78
65.2 63.4 97.47 103.88
Step 2: Calculated the value of
tcount =
tcount =
tcount =
tcount =
tcount =
tcount = = 3.80
Step 3: Calculated the value of
To find the value of , the researcher used the formula as follows:
d.f = ( + – 2)
= (30 + 30 – 2)
= 58
with the level of significance 0.05 (5 %) was 2.00
If it means that the null hypothesis ( ) is refused.

Based on the result of test of mean difference significant (independent ),
it was Calculated or 3.80 ≥ 2.00. The alternative hypothesis was
received. It can be concluded that there was an influence of mind mapping
technique toward students’ descriptive writing at the tenth grade of Pondok
Pesantren Daar El-Qolam 3 Kampus Dzaa Izza.

APPENDIX 4
Table
4.1 Table of r Product Moment
4.2 Table of Normal Curve O-Z
4.3 Table of Chi-Square ( )
4.4 Table of F Distribution
4.5 Table of T
4.6 Table of Evaluation Criteria

Evaluation Criteria
Table Evaluation Criteria (Brown, 2006)
Component Score Criteria
Content 4 Knowledgeable, substantive

development of thesis, relevant to
Excellent to very good assigned topic.
3 Sure knowledge of subject, adequate
Good to average range limited development of thesis,
mostly relevant to topic but lacks detail.
2 Limited knowledge of subject, little

Fair to poor substance, inadequate development
topic
1 Does enough to evaluate not show

Very poor knowledge of subject, non-substantive,
pertinent, or not enough to evaluate
Form 4 Fluent expression, ideas, clearly
Excellent to very stated/supported, succinct, well-
Good organized, logical sequencing cohesive
3 Quite flowing style; mostly easy to
Good to average understand, a few complex sentences,
very effective.
2 Non-fluent, ideas confused or
Fair to poor disconnected, lack logical sequencing
and development
1 Does not communicate, no organization,
Very poor or not enough to evaluate
Vocabulary/style 4 Sophisticated range, effective

Excellent to very word/idiom choice and usage, word
good from mastery, appropriate register
3 Adequate range, effective word or idiom

Good to average form, choice, usage but meaning
confused or obscured
2 Limited range, frequent error odd
Fair to poor word/idiom form, choice, usage,
meaning confused or obscured
Essentially translation, little
Very poor knowledge of English vocabulary,
idiom, word form, or not enough to
evaluate
Grammar 4 Effective, complex contractions, few
errors of agreement, tense, number,
word, order/function, articles, pronouns,
Excellent to very good preposition.
3 Effective but simple constructions,
minor problem complex construction,
several error agreement, tense, number,
Good to average word, order/function, articles, pronouns,
preposition, but meaning seldom
obscured.
2 Major problems in simple/complex

construction, frequent error of negation,
agreement, tense, number, word,
Fair to poor order/function articles, pronouns,
prepositions and/or fragment, run-ons,
deflection or obscured
1 Virtually no mastery of sentence
constructions rule, dominated by
errors, does not communicate, or not
Very poor enough to evaluate
Mechanics 4 Demonstrates mastery of conventions,
few errors of spelling, punctuation,
capitalization, paragraphing.
Excellent
3 Occasional errors of spelling,

punctuation, capitalization, but meaning
not obscured
Good to average
2 Frequent errors of spelling,
punctuation, capitalization,
paragraphing, poor handwriting,
Fair to poor meaning, confused or obscured
1 No mastery of convention, dominated
by errors of spelling, punctuation,
capitalization, paragraphing,
Very poor handwriting illegible, or not enough to
evaluate
Total score x 5 = 100
APPENDIX 5
Research Documentation
5.1 Picture Documentation of Research
Picture Documentation of the Research
In Experimental Class
In Control Class

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THE INFLUENCE OF MIND MAPPING TECHNIQUE TOWARD

STUDENTS’ DESCRIPTIVE WRITING AT THE ELEVENTH GRADE OF

MINI RESEARCH FOR MIDDLE TEST TERM

Submitted as Partial Requirement for S-2 Degree in English Education

SULTAN AGENG TIRTAYASA UNIVERSITY

Keyword: Mind Mapping Technique, Writing, Descriptive Text

Appendix 1: Teaching Instrument

Table 3.1 Research Design ...................................................................................... 37

Table 3.2 Value of kappa ......................................................................................... 42

Table 4.1 Table of Data Description ........................................................................ 51

Table 4.2 Content Validity ...................................................................................... 52

Table 4.4 Result Homogeneity of Control and Experimental Class ....................... 54

coordination off many different cognitive, linguistic and psychomotor processes”.

In this research, the researcher focuses on writing skill particularly

enjoyable and motivating methods, techniques or strategies in the learning

mapping (Buzan, 1993: 36).

with entitled: “The Influence of Mind Mapping Technique toward Students’

Kampus Dzaa Izza“.

2 Identification of the Problem

Based on the explanation of the research background, the researcher

identifies some problems, such as:

1. Students get unmotivated to write a descriptive text.

3 Limitation of the Problem

In this research, the researcher only focused on the influence of mind

mapping technique toward students’ descriptive writing at the eleventh grade of

4 Formulation of the Problem

problem as follow; is there any influence of mind mapping technique toward

Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza?

5 Objective of the Research

The objective of this study is to find out whether there is influence in

students’ descriptive writing through mind mapping technique at the eleventh

grade of senior high school students in Pondok Pesantren Daar El-Qolam 3

Kampus Dzaa Izza.

The hypothesis of the research could be stated as follows:

1. The Alternative hypothesis (Ha)

of senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus

grade of senior high school students in Pondok Pesantren Daar El-Qolam 3

Kampus Dzaa Izza”.

2.1.1 Definition of Writing

Writing is a way to produce language, which people do naturally when they

speak. But writing is different from speaking because writing is a speaking to

other people on a paper or on a computer screen. Unlike speaking, however,

to produce language by putting down words or ideas to some medium. And it is a

which composed by sentence structure and the development of idea and

information in written language.

2.1.2 The Purpose of Writing

1. to explain (educate, inform)

information and why they think it is important.

2.1.3 Types of Writing

Those types are as follows:

skills in producing appropriate vocabulary within a context, collocation,

idioms, and correct grammatical features up to the length of a sentence. This

category is applied for junior high school level.

logically connected sequence of two or three paragraphs. It is more focused on

intended for senior high school level.

varieties, and so on. This level is usually for advanced learners.

controlled by the text design. This is appropriate to implement descriptive text

as the model to start writing activity in senior high school level.

2.1.4 The Process of Writing

Process of writing is a way of looking at what people do when they

wants to write is that the product of his/her writing must be understandable.

purpose. In order to guarantee information transferring, ideas or message fluently,

it needs structure and texture mastering of the writer. Mastering of structure is a

mastering of language rules and grammar or it is called as linguistic competence.