Abstract
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.
Highlights
Teaching and learning process of EFL writing in both Junior and Senior High Schools in Indonesia today may have been a lip service in the parts of English teachers, the business that is only to satisfy the curriculum designers at the top level and the school principals at the lower one
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
Those students were divided into two classes, 32 students for experimental class and 32 students for control class
Summary
Teaching and learning process of EFL writing in both Junior and Senior High Schools in Indonesia today may have been a lip service in the parts of English teachers, the business that is only to satisfy the curriculum designers at the top level and the school principals at the lower one. ‘writing’ is the most complicated skill to be acquired by the learners in English learning, because it requires the writers to involve higher cognitive competence such as the capability to analyze, construct, edit and revise ideas to produce a qualified writing, continuous efforts must be initiated to help such novice writers to propose their ideas on papers. Compels students to concentrate and organize their ideas, and cultivates their abilities to summarize, analyze, and criticize (Scane, Guy & Wenstrom, 1991). It reinforces learning, thinking, and reflecting on the English language (Harmer, 2001)
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