props

1. FACILITATING STUDENTS’ UNDERSTANDING ON ANALYTICAL
EXPOSITION TEXT THROUGH MIND MAPPING STRATEGY
(An Experimental Study of Eleventh Grade of MAN 1 Purwodadi
In the Academic Year of 2013-2014)
A. BACKGROUND OF THE STUDY
Everyone uses a language, by using a language a person expreses his ideas,
feelings, thoughts, and minds. It means that they use the language as means of
communications. The use of language itself has played an important role in human life.
Language is a special characteristic of human or it can also be regarded as a human creation
because only human beings speak language.1
One of the languages that we have to know is
English because it is important language. It is used by many people in the world to
communicate each other. English becomes important to be taught in Indonesia.
The teachers can use English language to communicate to the other, to give
information and to share ideas. There are many languages in the world, and one of them is
considered to be an international language. There are several languages that can be used as
international language. One of those is English.
English has been taught in many levels of schools, kindergarten, elementary, junior
high school, senior high school even university. English has four skills that consist of
reading, listening, writing and speaking. Ideally, four of them have to be mastered by
someone who teach and learn English because it is a key to interact with people in the world.
English is still considered as one of the most important school subjects and therefore
beginning teachers can find the responsibility of teaching it both exciting and challenging.
Learning English in school especially in the junior high school (SMP) is one of the subjects
in the curriculum that students have to learn because it has important role and as a
measurement of students’ graduation in national examination (UN). Indonesian government
always improves Indonesian education in order to be equal level with world education
standard such as chance the curriculum and introducing new approaches (methods) of
1
Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992), p.16
1

2. teaching to the English teacher based on the KTSP (Kurikulum Tingkat Satuan Pendidikan).
KTSP is a curriculum which is organized and implemented in each institution of education.2
English is most widely used as an international language. It is the main foreign
language in Indonesia and it is taught in elementary school, junior high school, and to the
colleges or university for several semesters.
Teaching english in junior high school, the student are required to master the four
language skill: speaking, writing, reading, listening and they have to know the language
component, grammar, vocabulary and pronounciation.
Beside that the creativity of the teacher in conducting the teaching learning process
also influences the student in acquiring the target language. For that reason, the teacher must
choose the best way for method in their teaching learning process.
Reading is one of four basic skills in English. A receptive skill such as reading has
an important role in English comprehension generally. Information from books, websites,
and others sources can be effectively gained through intensive reading. Books as the main
source for almost all kind and grade of education unit play a big role in achieving the aim of
education.
Mind mapping strategy uses a graphic organizer to help students learn the elements
of a text or story. By identifying story elements, students read carefully to learn the details.
There are many different types of map graphic organizers. This is a whole-brain approach
that lets you fit an entire subject on one page. By using visual images and other graphic
devices, Mind Mapping makes a deeper impression.3
B. REASONS FOR CHOOSING THE TOPIC
1. Genre of texts is one of the important components of English teaching materials that is
considered difficult to learn by the students, especially in senior high school.
2. Mapping strategy is very helpfull for teaching material of texts, because it basically help
students to saparate some specific parts of a text, and ease the students to analyze the text.
2
Khaeruddin dan Mahfud Junaedi. Kurikulum Tingkat Satuan Pendidikan, Konsep dan Implementasinya,
(Semarang: MDJ Jateng dan Pilar Media., 2007), p. 79
3
Bobi DePorter, Techniques of High-Teach Note Taking, (Kanada: Dell Publishing, 1992), p.152
2

3. C. RESEARCH QUESTION
1. How is students’ understanding on analytical exposition texts through conventional
method?
2. How is students’ understanding on Analytical Exposition texts through Mind Mapping
strategy?
D. OBJECTIVES OF THE STUDY
1. To find out students’ understanding on analytical exposition texts through conventional
method.
2. To find out students’ understanding on analytical exposition texts through mind mapping
strategy.
E. LIMITATION OF THE STUDY
In this study, the researcher uses mind mapping strategy as a teaching technique at the
eleventh Grade School students. Actually, this study has wide scope and it is impossible for
the researcher to handle the problems.
The limitation of the study in this final project is the students can understand the whole
aspect of the text. In this research, the writer uses Mind Mapping Strategy to gain students’
understanding. Here, mind mapping strategy is used in learning process to teach analytical
exposition text specifically in reading skill.
F. PEDAGOGICAL SIGNIFICANCE
This study is important for some reasons as follows:
1. For Students
Students can use Mind Mapping Strategy to memorize the lesson in their mind so that
they will be able to study genre of texts especially analytical exposition better.
2. For Teachers
Teacher can use the result of this study as a reference to teach analytical exposition
texts.
3. For the School
The result of this study can be used to improve English teaching and learning process.
3

4. 4. For Writer
The writer can use this mind mapping strategy to improve his skill in genres mastery
especially in analytical exposition text.
5. For readers
The writer hopes that this research gives more information and contributes the
knowledge.
G. LITERATURE REVIEW
In this chapter, the writer will discuss some related topic in order to build
comprehension frame of thinking of this research. The related topics to be discussed are:
1. Analytical Exposition
A. Definition
“An exposition text is a piece of text that presents one side of an issue.”4
The
purpose of an exposition is to persuade the readers or listeners by presenting one
side of an argument.
From the definition above, it can be concluded that an analytical exposition
text is a spoken or written text, which is used to persuade other people about their
ideas.
B. Social Function
“The social function of analytical exposition text is to persuade the reader or
listener that something is the case.”5
It means that the purpose of analytical exposition is to invite the readers to
aware with something occurs in our environment.
C. Generic Structure
There are some steps for constructing a written analytical exposition, they are:
1) Thesis : Introducing the topic and showing speaker or writer’s
position; outlines of arguments are presented.
2) Arguments : It consists of point and elaboration
3) Conclusion : Reiteration (restatement), restates speaker or writer’s
position.
4
Blanchard, Karen and Cristine Root, Ready to Write, (USA: Longman, 2003) 3rd Ed., p.69.
5
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
4

5. D. Significant Lexicogrammatical or Language Feature
The significant lexicogrammatical or language features of analytical exposition
are:
1) Using simple present tense to state the general statement of fact, to express
habitual or everyday activity, to indicate a situation that exists right now.
2) Using relational processes and internal conjunction to construct the arguments.
3) Focusing on generic human and non-human participant.
4) Using reasoning clause through causal conjunction and nominalization.6
2. Mind Mapping
A. Definition
Mind-mapping is a useful technique that improves the way you take a notes and
supports and enhances your creative problem solving7
. Besides that, mind-mapping is
a note which has differences with conventional note8
. A mind-map is a diagram used
to present words, ideas, tasks or other items linked to and arranged around a central
key word or idea.
Mind-maps are used to generate, visualize, structure and classify ideas, and as a
tool in study, organization, problem solving, decision making and writing. By using
mind-map, we can quickly identify and understand the structure of a subject and the
way that pieces of information fit together as well as recording the raw facts
contained in normal notes.
Mapping is one of the more common types of informal invention. It should be
used when writers encounter writers’ block or when they are having trouble
organizing their thoughts or ideas. This type informal invention is good for coming up
with ideas that are connected to a central topic and it also be used to further develop
ideas that have already been discovered. Mapping is used by writers to gather their
thoughts and ideas before they begin a paper or other document. It is more visual
6
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: Gerd Stabler,1994), p. 212.
7
http: // www.mindstools. com/pages/article/newISS_01.html, retrieved on 15 September 2013
8
Yovan Putra. Memori dan Pembelajaran Efektif, ( Bandung: Yrama Widya, 2008), p. 257.
5

6. learners and can be used in both fiction and non-fiction writing. The end result of
mapping should be guidelines for this type of invention.
Mind-mapping is the best technique to help thought process because using
graphic technique from human’s mind setting whose storage universal key to open
brain capacity. Mind-mapping is a technique to summarize the material and to project
the problems in to a map form or graphic technique so that it’s easier to understand
the problems.
B. The Advantages of Mind-mapping
Mind-map can be used for:
1. Problem solving
2. Outline / framework design
3. Anonymous collaboration
4. Marriage of words and visuals
5. Individual expression of creativity
6. Condensing material into a concise and memorable format
7. Team building or synergy creating activity
8. Enhancing work morale9
The process of teaching and learning to teach analytical exposition text are as
follows:
1. Students are divided into six groups. Each group consists of ten students.
2. Teacher gives example of mind-mapping to each group.
3. Teacher explains the material in front of class by using mind-mapping.
4. Teacher asks each group to summarize the material by using mind-mapping.
5. After finished, each group has to present it.
6. And the last, teacher asks each student to make mind-mapping individually.
C. The Differences between Conventional Note and Mind-mapping10
9
http://en.wikipedia.org/wiki/mind_map.html, retrieved on 29 September 2013
6

7. Conventional Note Mind Mapping
1. Only letter form
2. Only in one color
3. Need long time to review
4. Spend time too much in
studying
5. Static
1. Letter, symbol and picture
2. Colorful
3. Need short time to review
4. Spend a few time, faster
and more effective
5. It makes someone be more
creative
H. PREVIOUS RESEARCH
There are some researches done in text genre teaching, specifically analytical
exposition text which have been my references in this research, as follow:
The first research was conducted by Nur Zaenah (SN: 73411018, Tarbiyah
Faculty, IAIN Walisongo Semarang) with the research entitled The Use of Video Critics as a
Medium of Teaching to Improve Students’ Ability in Writing Analytical Exposition Text. In
her research, she used video critics to teach analytical exposition text. The result of the study
showed that there is significant contribution of the use of video critics in the teaching
analytical exposition text. The similarity between her research and writer is on the object of
the study. The differences between her research and writer’ research is on the technique of
teaching analytical exposition.
The second research was conducted by Rina Mayasari (SN: 73411020, Tarbiyah
Faculty, IAIN Walisongo Semarang) with the research entitled The Use of Group
Investigation to Improve Students’ Ability in Writing Skill on Analytical Exposition Text (A
Classroom Acton Research with 11th
Grade Students of MA Manahijul Huda Pati In The
Academic Year Of 2011/2012. In this research, she used quantitative research to
knowweather using mind mapping effective to improve students’ understanding on
analytical exposition text. The result of the study showed that there is significant
contribution of the use of mind mapping in the teaching analytical exposition text, so
10
Iwan Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif, (Jakarta: PT.
Gramedia, 2004), hlm. 76
7

8. pictures as a teaching technique is effective for the success of the teaching analytical
exposition text. The similarity between his research and writer is on the object of the study.
The difference between his research and writer is on the technique of teaching analytical
exposition and the kind of research.
I. HYPOTHESIS
Hypothesis is a temporary answer of problems in research until proved from the
data which collected. So, hypothesis can define a weak truth statement towards problems on
research and need to prove the truth after collecting data. The hypothesis of this research is:
mind mapping is effective to facilitate students’ understanding on analytical exposition text.
J. REASERCH APPROACH
This research is quantitative in nature, because the result of the students’
achievement in analytical exposition will be expressed in the language of mathematic,
evaluated consequently and also interpreted by appropriate statistical procedures. In this
term, quantitative data refers to the use of T-test.
Experimental research is an attempt by the researcher to maintain control over all
factors that may affect the result of an experiment. In doing this, the researcher attempts to
determine or predict what may occur. An experimental research involves two groups:
experimental group and control group. An experimental group will receive a new treatment
while control group will be tught without conventionally. According to Nunan, experiment
is designed to collect data in such a way that threats to the reliability and validity of the
research are ministered.11
The writer uses an experimental research as an effort to develop English teaching
learning process and to solve the problem faced by the students in learning English
especially in analytical exposition.
K. Source of Data
Population
11
David Nunan, Research Method in Language Learning, (Cambridge: Cambridge University Press, 1992),
p. 47.
8

9. Population can be defined as the whole of the study.12
In this case the
population of the research is the eleventh grade students of MAN 1 Purwodadi in the
academic year of 2013/2014. The total population is 70 students. The students are
grouped in two classes, 35 students in class A, 35 students in class B.
Sample is part of population. According to Suharsimi Arikunto, there are
two ways in deciding a sample. First, if the population is less 100, the all population can
be a sample. Second, if the population is over 100, the researcher can take 10% - 15% or
20% - 25% from all population as a sample.13
Therefor, this study is called a population
research because the population is 70 students.
Variable
Variable is a variation object of the study14
. There are two types of
variables: dependent variable and independent variable. The dependent variable is the
variable of focus or the central variable on which other variables will act if there is any
relationship. The independent variable is selected by researcher to determine the
relationship with the dependent variable. So, the variables in this study are:
a. Independent variable
Independent variable is variable that influences because of change or
emergence the dependent variable. Independent variable in this research is using
mind mapping in teaching analytical exposition text. The researcher uses this method
in experimental group and uses classical method in control class.
b. Dependent variable
Dependent variable is variable that will be affected or become the result
because of the existence of independent variable. Dependent variable in this research
is the students’ achievement in analytical exposition text.
L. TECHNIQUE OF DATA COLLECTIONS
12
Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek, ( Jakarta: PT Rineka Cipta, 2006),
2nd
Ed, p.130
13
ibid. 134
14
ibid. 159
9

10. Data are the most important things in doing research. To make a good result, a
researcher has to determine the method, including data collection carefully. The procedure
of data collection should be appropriate to the kind of the study.
Therefore, in conducting this study, especially in collecting the data, the researcher
needs some methods in order to obtain the expected data.
1. Test
Test is an examination or trial to measure skill, intelligence, aptitude of
individual or group15
. According to Longman English, test is any procedure for
measuring ability, knowledge, or performance. In conducting to this study, the
writer uses test as the first method of collecting the data. The test is used to collect
the students’ writing that must be analyzed to identify students’ achievement on
analytical exposition.
Test is the instrument to measure the students’ progress in every step during
research. As stated by Brown, a test is a method of measuring a person ability,
knowledge, or performance in a given domain.16
The researcher will gather the data by analyzing the test of analytical
exposition done by the students. The researcher will give the test twice (pretest and
post test) in both experimental and control groups.
a.Pre-Test
Before the teacher explains material by using mind mapping, the teacher
will give a test to the students. Pre-test will be given before the experience is
run.
b. Post-Test
Post-test will be given to the experimental class and the control class. The
test will be given in order to know the improvement of students’ ability in
analytical exposition text. Post-test will be given to the both of classes after
15
Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. P. 193
16
Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy. 2nd
Ed. (A
Person Education Company: Longman, 2001), p. 384.
10

11. receiving treatment. The experimental class will be taught using mind mapping
but, the control class will be taught without using mind mapping.
2. Observation
It refers to the activity of giving total concern to research object by the sense.
In this research, the concern of research will be paid on the teaching learning
process and the researcher will take a note as well. In conducting the observation,
the researcher will use the observation guidelines to make it more systematic
containing list of activity or happening which might happen. In this case, it will be
about the condition of class and students, the teacher will enter the class, hold the
class activities during the lesson until the teacher ends the lesson and the obstacles
appear during the teaching learning process or during the experiment.
M. TECHNIQUE OF DATA ANALYSIS
The data analysis method, which is used in this research, is quantitative analysis.
Quantitative is concerned with the amount or number.
1. Pre-Requisite Test
a. Normality Test
It is used to know the normality of the data that is going to be analyzed
whether both groups have normal distribution or not.
Chi square is used here: 17
∑=
−
=
k
i i
ii
E
EO
1
2
2 )(
χ
Notice:
2
χ : chi square
iO : frequency from observation
iE : expected frequency
Calculation result of 2
χ is compared with x table by 5% degree of
significance. If 2
χ is lower than x table so the distribution list is normal.
b. Homogenity Test
17
Sujana, Metode Statistika, ( Bandung: Tarsito, 1996 ), p.273
11

12. Is used to know whether experimental group and control group, that are
decided, come from population that has relatively same variant or not. The formula
is:18
Vk
Vb
F =
Notice:
Vb : bigger varian
Vk : smaller varian
The hypotheses in homogeneity test are:
Ho : homogeny variant: 2
2
2
1 σσ =
H1 : non homogeny variant: 2
2
2
1 σσ ≠
If calculation result of F is lower than F table by 5% degree of significance
so HO is accepted, it means both groups have same variant.
c. Hypothesis Test
It is used to examine average whether experimental group and control group
have been decided having different average. 19
T-test is used to analyze the data of this research. It is used to measure or to
compare the mean scores of the two groups.20
If σ1
2
= σ2
2
(has same variant), the formula is:
21
21
11
nn
S
XX
t
+
−
=
With
2
)1()1(
21
2
22
2
11
−+
−+−
=
nn
SnSn
S
Where:
1X : The mean score of the experimental group
18
Sujana, Metode Statistika, p. 250
19
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik p. 311.
20
James Dean Brown and Thedore S. Rodgers,p.205.
12

13. 2X : The mean of the control group
n1 : The number of experimental group
n2 : The number of control group
S1
2
: The standard of deviation of experimental group
S2
2
: The standard of deviation of both groups
If = σ1
2
≠σ2
2
(has no same variant) the formula is:
2
2
1
1
2
1
21
n
S
n
S
XX
t
+
−
=
The hypotheses are:
Ho = µ1 = µ2
Ha = µ1 ≠ µ2
µ1 : average data of experimental group
µ2 : average data of control group
Criteria test is: Ho is accepted if ( ) ( )αα 2
11
2
11 −−
<<− ttt , where ( )α2
11−
t
obtained from the distribution list t with ( )221 −+= nndk and opportunities
( )α
2
11− . Values for other t Ho rejected.21
1. Try-Out Instrument of Test
a. Validity of Test
Validity is measurement that shows the validity of instrument. It is counted
using product moment formula.22
})(}{)({
))((
2
11
22
11
2
111
∑∑∑∑
∑∑∑
====
===
−−
−
=
n
i
i
n
i
i
n
i
i
n
i
i
n
i
i
n
i
i
n
i
ii
xy
yynxxn
yxyxn
r
Notice:
Rxy : question correlation coefficient
21
Sudjana,Metode Statistika, p. 239-240.
22
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, p.65
13

14. N : number of students
X : number of each item score
Y : number of total score
Calculation result of rxy is compared with r table of product moment by 5%
degree of significance. If rxy is higher than r table, the item of question is valid.
b. Reliability
“Reliability is consistency of measurement”.23
A reliable test score will be
consistent across different characteristics of the testing situation. It means can be
believed. Besides having high validity, a good test should have high reliability
too. Alpha formula is used to know reliability of test is K - R. 20.24
Where:
r11 : The reliability coefficient of items
k : The number of item in the test
P : The proportion of students who give the right answer
q : The proportion of students who give the wrong answer
2
S : The standard of deviation of the test
Calculation result of r11 is compared with r table of product
moment by 5% degree of significance. If r 11 is higher than r table , the item of
question is reliable.25
c. Degree of test difficulty
A good question is a question that not really difficult and not really easy.
Formula for degree of test difficulty is:26
JS
B
P =
23
Lyle F. Bachman and Adrian S. Palmer, Language Testing Practice: Designing and Developing Useful
Language Test, (New York: Oxford University Press, 1996), p. 19
24
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 187
25
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 188
26
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.208
14





 ∑−






= 2
2
11
S
pqS
1-k
k
r

15. Notice:
P : difficulty’s index
B : number of students who has right answer
JS: number of students
The criteria are:
P = 0,00 too difficult question
0,00 < P ≤ 0,03 difficult question
0,00 < P ≤ 0,70 average question
0,70 < P ≤ 1,00 easy question
P = 1 too easy question
d. Discriminating Power
The discriminating power is a measure of the effectiveness of a whole test.
It is used to know how accurate the question differentiate higher subject and
lower subject. The formula for discriminating power is:
Where:
D : discrimination index
JA : member of student in upper group
JB : member of student in low group
BA : member of students in upper group who answer the item
correctly
BB : member of students in low group who answer the item
correctly
The criteria are:
D < 0.2 is poor
0.2 < D ≤ 0.4 is fair
0.4 < D ≤ 0.7 is good
0.7 < D ≤ 1 is very good.
3. Analysis Phase End
15
JB
BB
JA
BA
D −=

16. To examine the hypothesis that have been stated, these following steps are
used.
a. Normality test
The steps are same with the steps on data analysis technique.
b. Homogeneity test
The steps are same with the steps on data analysis technique.
c. Hypothesis test
The steps are same with the steps on data analysis technique that is to
prove the researcher hypothesis about the difference of students’ achievement on
the analytical exposition text mastery between the students who will be taught by
using mind mapping and who will be taught by using conventional method.
Here, the t-test formula is used.
N. PROCEDURE AND TIME LINE
In collecting data, there are some steps taken by the researcher, they are as follows
Pre-test and Post-test. Before doing the research, the researcher provides material that will
be used in teaching analytical exposition and in making lesson plans. The process of
teaching learning for experimental group will use mind mapping and control group will use
the conventional method.
Then, the research step is treatment. Before starting the lesson, the researcher takes
achievement of the students in previous time to replacement pre-test. Then the researcher
gives treatment for experimental group by using mind mapping to teach analytical
exposition. Whereas the control group be taught on analytical exposition using conventional
method.
At the end of the lesson, the researcher gives post test for the students both of in
experimental group and control group. This test is to find out any differences of students’
achievement between experimental group and control group.
After giving some treatments, the researcher will give the Post-test. The aim of
evaluation is to find out the students’ understanding on analytical exposition text after they
get the lesson. Data of students’ scores from post test both of experimental group and
control group will be shown in the table.
16

17. Table.1.2. Research Schedule
17

18. 18
No Task description Time Schedule week
1st
2nd
3rd
4th
1. Asking permission to the headmaster to do
research and getting familiar with the school
situation.
2. Contact the English teacher
3. Taking students’ achievement in previous time
4. Giving treatment for both groups. The
experimental group will be taught by using
mind mapping. Otherwise, the control group
will be taught without mind mapping.
5. Doing post test

19. 19