The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

This study deals with the effect of using mind mapping technique on students’ writing procedure text. The objective of this study was to find out if there was a significant effect of mind mapping technique on writing procedure text. It was conducted by using experimental research. The population of this study was the eleventh-grade students of SMA Negeri 1 Tanjung Pura which consists of six parallel classes. Two classes were taken as the sample of this research, XI MIA-1 and XI MIA-2. The class of XI MIA-1 was an experimental group and class XI MIA-2 was a control group. The experimental group was taught by mind mapping technique, otherwise the control group was taught by using lecturing technique. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. It was found that t-observed (5.98) higher than t-table (1.99). It means that there was a significant effect on students’ writing procedure text at SMA Negeri 1 Tanjung Pura by using mind mapping technique.

The Effectiveness of Using E-Flipbook Based Teaching Materials for Writing Procedure Texts for Class VII Students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Abstract. The purpose of this study was to determine the procedural text writing skills of class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency and the obstacles experienced by class VII students of SMP Negeri 1 Parungkuda, Sukabumi Regency in improving procedural text writing skills by using e-flipbook based procedural text writing skills teaching materials. . The method used in this study is the experimental method, the data collection techniques used are tests, questionnaires, and observations. The population in this study were seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. The sample of this research is class VII D as the experimental class and class VII F as the control class by using cluster random sampling technique. The first hypothesis is the effectiveness of using e-flipbook based procedural text writing skills in improving the ability to write procedural texts in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. this is evidenced by the obtaining of experimental class pretest data with an average value of 42.2 (low ability) in writing procedure text, while the experimental class posttest results in writing procedure text increased with an average value of 82.9 (able). The results of the calculation of the comparison of the mean of the experimental class and the control class using the t test formula, obtained the price data and db = 58. and obtained the price of and the price of . Thus, the value of t_count is greater than t_table or the price of because the value of< is 1,672,39. These results indicate that the use of procedural text writing skills based on e-flipbooks effectively improve procedural text writing skills in seventh grade students of SMP Negeri 1 Parungkuda, Sukabumi Regency. Keywords: Writing skills, procedural text, e-flipbook based teaching materials.

Improving Students’ Achievement in Writing Procedure Text By Using Mind Mapping Technique at the Seventh Grade of UPTD SMP NEGERI 2 Gunungsitoli Utara in 2022/2023, Adielya Harazaki Harefa, Jl. Yos Sudarso No. 118/E-S Kota Gunungsitoli, Writing is a way of finding out what people know and what people need to learn. Therefore, it is important for students to master writing in their daily life. In learning writing, most of students could not achieve MCC. There was problem faced by the students in studying writing namely: the students were lack of ideas to write procedure text, the students were lack of vocabulary, the students were unable to implement steps in procedure text. Thus, to overcome these problems, the researchers conducted research by using Mind Mapping Technique. The purpose of the research is to improve the students’ achievement in writing by using Mind Mapping Technique. So, to achieve the purpose, the researchers used Classroom Action Research (CAR). This research has been conducted in two cycles, which each cycle consisted of two meetings, and each meeting consisted of four steps, they were planning, action, observation, and reflection. The result of the data in Cycle I showed there were 6 students (24%) got score among 66-75 classified as “Adequate level”; 5 students (20%) got score among 56-65 classified as “Less level”; 9 students (36%) got score among 46-55 classified as “Less level”; 5 students (20%) got score among 36-45 classified as “Less level”. While in Cycle II there were 22 students (88%) got score among 80-90 and 3 students (12%) got score among 66-75. Based on the result, it is concluded that Mind Mapping Technique cani mprove the students’ writing at the seventh grade of SMP Negeri 2 Gunungsitoli Utara.

This essay titled “The Effectiveness Of Mind Mapping Technique In Teaching Essay Writing Descriptions (Experimental Studies in Grade IV SDIT Atikah Musaddad In 2013-2014 School Year) Mind map technique is the one of writing technique with brain comprehensive approach in order to make comprehensive note in one page. Mind map use visual image and the other graphical instrument to give deeper impression. Mind map technique imitate the workings of the brain record and remember the information through symbol, picture, emotional meaning, and color. Mind map technique make the information or cognition easier to be memorized and pleasure. In learning to write description essay, teachers often use learning techniques that are less fun for their student. Moreover, the student are faced with the problem difficulty in pouring the resulting picture of sensing the object. Because of this, researchers try to apply mind mapping technique in teaching writing descriptive essays to determine the effectiveness of these techniques.Researches propose the following research problems with 1) how the mind map preparation techniques in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 2) how the implementation of mind mapping technique in teaching essay writing descriptions in grade IV SDIT Atikah Musaddad in 2013-2014 school year ?. 3) how the effectiveness of mind mapping technique in teaching essay writing descriptions grade IV SDIT Atikah Musaddad in 2013-2014 school year?This research uses experimental methods with one-group pretest posttest design. Samples used in this study were students in grade IV SDIT Atikah Musaddad in 2013-2014 school year. Procedures conducted research as much as 2 meetings. Pretest and posttest values taken from every encounter with the object descriptions of different themes. Based on the hypothesis testing results show that the mind mapping technique effectively used in teaching essay writing descriptions. The results obtained from the two sample paired t test, t count =2,50 > from t table = 2,06 at the first meeting and t count =3,76 > from t table = 2,06 at the second meeting. Besides that, the data gain suggest that increased students' ability to write essays every meeting including low category with a value of 0.1. Thus conclude that learning to write essays descriptions mind mapping technique in grade IV SDIT Atikah Musaddad in 2013-2014 school year effectively used despite the increase include the category of low. The study is expected to be the basis for other research done on mind map technique with the indicator as well as different objects.

This research investigates the use of video media to improve the ability of tenth-grade students at SMK Negeri 5 Palu in writing procedure texts. Many students still face challenges in generating ideas, organizing steps, and applying correct vocabulary and grammar. This study aims to determine the effectiveness of video-based instruction in enhancing students’ writing performance. A quasi-experimental design was applied, using pre-test and post-test assessments for both experimental and control groups. Writing ability was measured based on content, organization, vocabulary, grammar, and mechanics. The findings reveal a significant improvement in the experimental group after the treatment, with the mean score increasing from 5.06 to 11.24. A paired sample t-test showed Sig. (2-tailed) = 0.000, indicating a statistically significant difference. These results confirm that the use of video media is effective in improving students’ procedural text writing ability.

This experimental research was motivated by a problem in learning Indonesian: the low score of students' learning outcomes in writing procedural texts. Based on this, this research was conducted to know the effect of the Example Non Example learning model and learning motivation on the skills of writing procedure text. The samples of this study were students in grade 7-I (experimental class) and grade 7-H (control class) at MTs Negeri 4 Pasaman Barat for the academic year 2020/2021. The data of this research are the score of the learning motivation questionnaire and the test scores for writing procedural text writing skills in the experimental and control classes. The final results of this study indicate that the Example Non Example learning model has a good effect on the writing skills of the seventh-grade students of MTs Negeri 4 Pasaman Barat. It can be seen from the scores of students' procedural text writing skills taught using the Example Non Example cooperative learning model better than students taught using conventional learning models. Furthermore, there is also an interaction between the Example Non-Example learning model and learning motivation so that students can write procedure texts better.

This study aims at investigating the students’ perception in writing procedure text and the definition of writing is different from learning other skills because writing is thinking process and need much time. Writing can help us to deepen understanding. It can help to make the sense of the information. The objective of this research is to find out students’ writing skill in procedure text. This research was a descriptive qualitative method research with a survey approach through questionnaire. The samples of this research were 20 students from 1 classes of X at SMK Jabir Al Hayyan. The data in this research were obtained through 10 questions of the questionnaire. The objective of this research is to find out students’ perception in writing procedure text. Based on the result of the data analysis who the researcher got the researcher can conclude that students’ writing skill in procedure text was positive . Most of the students knew that they have skill in writing procedure text. From the questionnaire, it was shown that the teacher may also give a good system to learn about how make a procedure text in writing skill. Keyword : Students’ Writing skill, Procedure text

Writing procedure texts is still considered normal and has not shown things that express students' creativity in developing ideas and ideas in a procedure text. The purpose of this study was to determine student responses, student learning outcomes and student difficulties in learning to write procedural texts using the discovery learning method assisted by the Sparkol Videoscribe application. The use of the sparkol videoscribe application or what we are familiar with the moving whiteboard is useful for writing procedural texts. The method used in this research is a qualitative descriptive method. Data collection techniques in the form of tests and questionnaires. The success of learning is seen from the results of the knowledge and skills test which shows the average value of both of them is 81.7 and has met the achievement indicators. The difficulty of knowledge test questions with a score of 11 regarding commands shows the structure of the procedure text in the steps section, while the difficulty of skills questions with a score of 64 is found in the language rules of persuasive statements. The results of the response were very good during the learning process by showing the percentage of 81%. Judging from student learning outcomes and the results of student responses, the methods and application of assistance used can improve students' learning to write procedural texts.

The purposes of researcher was about figuring out if there was an effect in improving the students' ability on writing procedure text by using the Gallery Walk. The research problem was whether there is effect in Gallery Walk on students’ ability in learning writing procedure text. The aim of the research was to find out the effectiveness of the Gallery Walk in the students' writing ability on procedure text. In this research, the researcher used the pre-experimental design method in one group pre-test and post-test design. There were two variables research namely the independent variable (Gallery Walk Strategy) and dependent variable (students' ability in writing procedure text). The researcher collected the data on the written test (pre-test and post-test). Each written test was a type of questions in the multiple choice form. Each test consisted of 30 items. These data would be calculated into the total and mean score. It would be analyzed the validity, reliability, homogenity, normality and T-test by using SPSS. Based on the findings and discussion of the study, the research showed that the use of gallery walk had an effect in students' ability on procedure text. It could be seen by the mean of pre-test which was Mean Score 63,73 and post-test was 85,43. The value of to (t-count) = 0,716 and (t-table) = 0,266. It meant that the value of t-count was higher than t-table. It could be stated that the gallery walk was effective in students' writing ability on procedure text.

The objective of this study is to examine the effectiveness of mind mapping technique applied in teaching reading comprehension of narrative text. In this study, the data collected by using quantitative research through experimental research. The study was carried out in two classes; the experimental class and the controlled class. The data were collected through tests which were delivered into the pre-test and the post-test. The result of the study showed that using mind mapping technique is effective in teaching reading comprehension of narrative text The gained score of the experimental class (28.46) is higher than the controlled class (21.34). from the result of statistic calculation, it is obtained that the value of t-observation (to) is 2.39 and the degree of freedom (df) is 50. In the table of significance 5%, the value of degree of significance is 2.00. comparing those values, the result is 2.39 > 2.00 which means t-observation (to) score is higher than t-table (tt) score. In other word, the Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. Therefore, teaching reading comprehension of narrative text by using mind mapping technique is effective.

Abstract
 The function of writing skills is the most effective way to show someone’s English proficiency, including the ability and difficulties. The objective of this research was to know the factors and to the dominant factor of students’ writing difficulties in procedure text. The instruments of this research were interview and writing test as the support data. Therefore, the researcher conducted a descriptive qualitative study analysis. The technique in analysed the data of the interview was a descriptive analysis technique (percentage) and descriptive analysis technique without percentage to analyse the writing test. The researcher asked some aspects of students’ writing difficulties in writing procedure text based on the syllabus of class 9 K13 namely social function, structure text, language features, and topic. For the writing test, the students were asked to write a procedure text. So that the students had difficulties in social function, structure text, language features, and topic. This research showed the dominant factor students’ writing difficulties in procedure text was language features, like vocabulary and grammar which made the students difficult when writing the procedure text. Thus, the students still faced difficulties in writing skills like procedure text and the students have to improve their ability in writing skills.
 
 Keywords: Difficulty, Writing, Procedure Text

Teaching subject of English is a compulsory. English as a subject in school immediately improved all four of the abilities. The four abilities are: speaking, listening, reading and writing. Nevertheless, there are still a lot of students of 7th Grade in SMPN 1 Jabon Sidoarjo, especially at 7 E Class, who cannot reach minimum passing grade (KKM) caused by some lack in English lesson, specifically in writing ability of Descriptive text. Common obstacles students are facing are for example: Students cannot create their writing concept of descriptive about people, thing, places, and animals. This study attempted to answer the following research question (1) is there any significant effect of mind mapping technique on students’ writing of descriptive text at seventh grade of SMPN 1 Jabon Sidoarjo. In carrying this research, the researcher formulated the objectives of the study as follows: To find out the effect of mind mapping technique on students’ writing of descriptive text at 7th grade of SMPN 1 Jabon Sidoarjo. Research method: The research design is pre-experimental research with quantitative approach, The population of this research were all students of 7E SMPN 1 Jabon Sidoarjo, The sample was seventh E class consisting of 32 students, The research instrument used in this research was test and the data collected through test was analyzed using T-test formula. The result showed that different of mean score of students’ writing before being taught using mind mapping technique was 57. Meanwhile, the mean score of students’ writing after being taught using mind mapping technique was 86,59. The finding showed that the mind mapping technique was effective to use in teaching writing descriptive text for it could improve students’ writing ability. This research has benefit in English Education study, especially for further research to enrich the resource

Abstract. This research is motivated by the low writing skills of poetry. This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. One learning technique that can improve poetry writing skills is mind mapping techniques. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school.This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design. The population in this study were all fifth grade students of class V. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The experimental class consisted of 34 students and the control class consisted of 36 students. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.Based on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning is given then in both classes posttest is conducted. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. <α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. Keywords: Mind Mapping Techniques, Writing Skills, Poetry

The purpose of this study was to determine whether there was a significant effect of the picture series technique in writing procedure text in the eighth grade of MTs. M 06 Banyutengah. This study used a quasi experimental design consisting of one class as the treatment class and one class as the control class. The population in this study was the eighth grade of MTs. M 06 Banyutengah, and the samples of this study were students VIII A and VIII B Mts. M 06 Banyutengah school year 2023/2024. The sample was taken using purposive sampling. The instrument of this study was a writing test focusing on procedure text. The researcher collected data by giving a pre-test, giving treatment in the experimental class using the picture series technique with a flipped classroom, and finally giving a post-test. The data were analyzed with descriptive statistics and normality test. To test the hypothesis, the researcher used paired sample t-test, which was calculated through SPSS 25.0. The results of this study showed that the mean score the students' mean score raises in class experiment 23.66 points, from 43.00 (pre-test experiment class) to 66.66 (post-test experiment class), while the students' mean score raises in class control 16,83 points, from 42.83 (pre-test control class) to 59.66 (post-test control class). In addition, the Sig (2 tailed) value was 0.000. This means that the probability value (Sig) is lower than α (p-value < α or 0.000).

The purpose of this study was to find out the ability of students in grade 12 at SMAN 8 Jambi City in writing procedural texts. A qualitative descriptive method was utilized. The population comprised students XII IPS at SMAN 8 Jambi City of academic study 2022/2023 and the sample consisted of 36 students from class XII IPS 2. Researchers used a research instrument, an essay test with a predetermined theme, namely food. Into discover these findings, tabulation was used to collect data from students' grades to categorize indicators of students written. Following the discovery of the result data, the researcher classified the student's score using the CRA (Criterion-Referenced Assessment) scale. According to the findings of the research, indicators of students' writing abilities, namely goals (83.3325) and materials (90.2775), have excellent an average score. On the other hand, the step indicator has into the average good criterion (77.0825). However, the overall average of all indicators is excellent (83.5641). Furthermore, students' ability in writing procedure texts are scores 83.5555 in the highest category. It is indicated that the level of students' ability writing in procedure text is excellent score, and that demonstrated score of writing procedural texts is highest.