MIND MAPPING TECHNIQUE TO INCREASE X SOCIAL STUDENTS’ WRITING SKILL ON RECOUNT TEXT AT A PRIVATE CHRISTIAN SCHOOL IN AMBON

Suebu, Yusak Alfa (2019) MIND MAPPING TECHNIQUE TO INCREASE X SOCIAL STUDENTS’ WRITING SKILL ON RECOUNT TEXT AT A PRIVATE CHRISTIAN SCHOOL IN AMBON. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Writing is an activity of processing and turning ideas into words. In the process of teaching and learning, writing takes a significance role because it gives voice to the inner thoughts of human beings and allows them to share the thoughts. However, during a teaching practice at a private Christian school in Ambon, it was found that the X social students struggled in their pre-writing skill on composing descriptive and recount text because they lacked interests in reading and writing. Therefore, a research of implementing the mind mapping technique was conducted in order to increase students’ writing skills. The purpose of this research is to record and analyze the increases in students’ writing skill on recount text through the implementation of mind mapping technique. Mind mapping was seen as an appropriate technique for the students after considering their learning styles and the school’s resources. The research model used was the Robert Pelton’s model of classroom action research (CAR). The research was held from the 3rd of October to the 31st of October 2018, involving 17 students. The instruments utilized to collect data were the lesson plan, mentor’s observation checklist, students’ guiding rubrics, students’ group focus interview, and teacher-as researcher’s journal reflection. The data from the instruments was analyzed by utilizing the mixed methods approach. Based on the analysis of the students’ guiding rubrics on writing skills, it was shown that each seventeen students improved in each indicator at every action by the minimum of 25% and maximum of 75%. According to the data and the whole instruments that were utilized, it was concluded that the mind mapping technique increased students’ writing skill by giving a large expansion space for the main idea to develop; help someone to develop a main idea into different characteristics and classification upon sub-ideas expansion and development. / Menulis adalah sebuah aktifitas memproses dan mengubah ide dalam bentuk kata-kata. Dalam proses belajar-mengajar,kegiatan menulis memiliki peran yang signifikan karena menulis adalah bentuk penyuaraan pikiran manusia yang dapat dibakikan. Namun, dalam proses belajar-mengajar di sebuah sekolah swasta di Ambon, ditemukan bahwa siswa kelas X IPS memiliki masalah dalam kemampuan pra-menulis mereka pada topik teks recount yang disebabkan karena para siswa tidak tertarik untuk terlibat aktif dalam kegiatan menulis. Oleh karena itu, teknik Mind-mapping dilihat cocok untuk meningkatkan kemampuan menulis peserta didik setelah para guru melakukan diskusi Panjang untuk mempertimbangkan gaya belajar para peserta didik dan sumber pelajaran serta sarana-prasarana yang tersedia di sekolah. Model penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang diperkenalkan oleh Robert Pelton. Penelitian ini berlangsung pada rentang waktu 3 sampai 31 Oktober 2018 dengan melibatkan 17 siswa sebagai subjek penelitian. Insrumen penelitian yang digunakan adalah RPP, Ceklist Guru Mentor, Rubrik Pekerjaan Siswa, Wawancara Siswa, dan Jurnal Refleksi. Data yang dikumpulkan dari instrument penelitian akan di analisis menggunakan pendekatan mixed method. Berdasarkan hasil analisis rubrik pekerjaan siswa, dapat terlihat bahwa kemampuan menulis setiap siswa meningkat dalam setiap penerapan terhadap masing-masing indicator dengan nilai minimum 25% dan maksimum 75%. Menurut analisis data seluruh instrument, dapat disimpulkan bahwa Teknik mind-mapping meningkatkan kemampuan menulis peserta didik karena teknik mind-mapping memberikan ruang gerak bagi ide-ide peserta didik untuk berkembang dan menolong peserta didik untuk mengklasifikasi ide-ide mereka dalam beberapa bagian.

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