The document summarizes research on using mind mapping techniques to teach narrative writing to high school students in Karawang, Indonesia. Key findings include:
1. Observations showed students initially struggled with mind maps but became more comfortable over time, actively participating and showing creativity.
2. Interviews found the techniques helped students understand materials better and improve vocabulary. Teachers aimed to make students actively engaged in the learning process.
3. Student responses indicated mind maps made narrative writing more fun and helped them learn new words and write stories more easily. They benefited from teachers' clear explanations.
Tips for teaching with CALL-Chapter 3:"Reading"elisapaslawski
The document provides tips for teaching reading with computer-assisted language learning (CALL). It discusses selecting appropriate reading texts at the right difficulty level. It recommends emphasizing important words and providing opportunities for learners to interact with texts by clicking for help. Teachers should let CALL texts spark discussion among learners and choose materials that explicitly teach language. Evaluation of comprehension and language knowledge helps focus learners on what they are learning. Teachers should help develop strategies for online reading.
The document discusses several methods of second language acquisition:
- Grammar Translation focuses on rules and translation but provides little comprehensible input.
- Audio-lingual Method uses dialogs and drills but focuses more on form than meaning.
- Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning.
- The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.
The document provides information about Wizlearn Technologies' ASKnLearn learning management system (LMS) and interactive contents. It summarizes the key features and resources available in the LMS for primary, secondary, and O-level students. These include lessons, activities, quizzes, and other tools mapped to the Singapore Ministry of Education syllabus. The document also outlines the system's teacher and student administration tools, mobile applications, and training agenda.
This document presents a research proposal that aims to improve the reading comprehension abilities of grade 7 students at Bannawag Integrated School using the JRICH-R technique. The researcher observed that many students had poor comprehension skills, scoring in the frustration or instructional levels. The JRICH-R technique will utilize a print-rich classroom environment and joyful reading activities to develop students' love of reading and comprehension skills. A pre-test and post-test will be used to determine if the technique significantly improves scores. The proposal provides details on the intervention, research methods, work plan, costs, and dissemination of results.
The document outlines the key components of sheltered instruction (SIOP) for teaching English language learners. It discusses 8 components: 1) Preparation, 2) Building Background, 3) Comprehensible Input, 4) Strategies, 5) Interaction, 6) Practice/Application, 7) Lesson Delivery, and 8) Review/Assessment. Each component provides specific techniques and strategies for making content comprehensible for English learners such as clearly defining objectives, using supplementary materials, adapting content to proficiency levels, providing opportunities for interaction and application of content, engaging students and appropriately pacing lessons.
1. Teachers form expert teams of students to read sections of assigned text aloud, discuss essential information, vocabulary, and gain understanding before teaching their teammates.
2. Teachers provide leveled study guides to accompany textbooks, including summaries, questions at different levels of difficulty, and learning objectives.
3. Teachers use supplementary materials like manipulatives, visuals, multimedia, and demonstrations to connect abstract concepts to students' lives and solidify understanding.
The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
1. The document provides guidance on teaching English language learners effectively through comprehensible input, appropriate speech, scaffolding, questioning techniques, interaction structures, and assessment.
2. It recommends using projects, discussions, and reports to make abstract concepts concrete, providing opportunities for students to practice English skills through oral and written reports, and integrating reading, writing, listening and speaking.
3. Scaffolding techniques include paraphrasing, think-alouds, contextual definitions, procedural scaffolding through modeling and practicing, and allowing clarification in the first language.
Tips for teaching with CALL-Chapter 3:"Reading"elisapaslawski
The document provides tips for teaching reading with computer-assisted language learning (CALL). It discusses selecting appropriate reading texts at the right difficulty level. It recommends emphasizing important words and providing opportunities for learners to interact with texts by clicking for help. Teachers should let CALL texts spark discussion among learners and choose materials that explicitly teach language. Evaluation of comprehension and language knowledge helps focus learners on what they are learning. Teachers should help develop strategies for online reading.
The document discusses several methods of second language acquisition:
- Grammar Translation focuses on rules and translation but provides little comprehensible input.
- Audio-lingual Method uses dialogs and drills but focuses more on form than meaning.
- Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning.
- The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.
The document provides information about Wizlearn Technologies' ASKnLearn learning management system (LMS) and interactive contents. It summarizes the key features and resources available in the LMS for primary, secondary, and O-level students. These include lessons, activities, quizzes, and other tools mapped to the Singapore Ministry of Education syllabus. The document also outlines the system's teacher and student administration tools, mobile applications, and training agenda.
This document presents a research proposal that aims to improve the reading comprehension abilities of grade 7 students at Bannawag Integrated School using the JRICH-R technique. The researcher observed that many students had poor comprehension skills, scoring in the frustration or instructional levels. The JRICH-R technique will utilize a print-rich classroom environment and joyful reading activities to develop students' love of reading and comprehension skills. A pre-test and post-test will be used to determine if the technique significantly improves scores. The proposal provides details on the intervention, research methods, work plan, costs, and dissemination of results.
The document outlines the key components of sheltered instruction (SIOP) for teaching English language learners. It discusses 8 components: 1) Preparation, 2) Building Background, 3) Comprehensible Input, 4) Strategies, 5) Interaction, 6) Practice/Application, 7) Lesson Delivery, and 8) Review/Assessment. Each component provides specific techniques and strategies for making content comprehensible for English learners such as clearly defining objectives, using supplementary materials, adapting content to proficiency levels, providing opportunities for interaction and application of content, engaging students and appropriately pacing lessons.
1. Teachers form expert teams of students to read sections of assigned text aloud, discuss essential information, vocabulary, and gain understanding before teaching their teammates.
2. Teachers provide leveled study guides to accompany textbooks, including summaries, questions at different levels of difficulty, and learning objectives.
3. Teachers use supplementary materials like manipulatives, visuals, multimedia, and demonstrations to connect abstract concepts to students' lives and solidify understanding.
The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
1. The document provides guidance on teaching English language learners effectively through comprehensible input, appropriate speech, scaffolding, questioning techniques, interaction structures, and assessment.
2. It recommends using projects, discussions, and reports to make abstract concepts concrete, providing opportunities for students to practice English skills through oral and written reports, and integrating reading, writing, listening and speaking.
3. Scaffolding techniques include paraphrasing, think-alouds, contextual definitions, procedural scaffolding through modeling and practicing, and allowing clarification in the first language.
(1) Providing opportunities for interaction is important for effective learning as it allows students to discuss ideas, practice speaking skills, and solidify their own understanding. (2) Teachers should vary grouping configurations, such as whole class, partners, and small groups, to maintain student interest and involve more students. (3) Cooperative learning activities like jigsaw readings and information gap activities promote collaboration and language practice.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document summarizes a study on using Quantum Teaching in an 8th grade writing class in Kabupaten Mukomuko Bengkulu, Indonesia. 28 out of 30 students struggled with writing and had low motivation. The study aimed to see how Quantum Teaching could be implemented, how students would respond, and what activities could stimulate creativity. Quantum Teaching uses mind mapping, engages multiple intelligences, and considers brain functioning. After treatment, students' writing improved and they were more active and engaged in class. The study concluded that Quantum Teaching was effective for the class and stimulated enjoyment in writing.
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
This document summarizes strategies for integrating technology across the curriculum for English and language arts instruction. It discusses 5 phases for classroom technology integration: 1) determining advantages, 2) setting objectives and assessments, 3) designing integration strategies, 4) preparing the instructional environment, and 5) evaluating and revising. It also covers using technology to develop language skills like reading, writing, and literature analysis. Top strategies include electronic publishing, online resources, and concept mapping software to motivate students and support literacy development.
ENHANCING THE VOCABULARY OF COLLEGE STUDENTS USING TECHNOLOGYDr. Barathi S
This document discusses techniques for enhancing college students' vocabularies using technology. It emphasizes that vocabulary knowledge is fundamental to language proficiency and academic achievement. The objectives are to use technologies like online games to develop students' active vocabularies and ability to communicate. The methodology involves using the internet and multimedia tools like puzzles and games. Steps include helping students understand new words by recognizing them, using them in sentences, and looking up definitions. Students are instructed to make vocabulary notebooks where they record new words from texts along with definitions and sample sentences. Teachers guide students to use their vocabulary by writing paragraphs and answering questions using the words. Comprehension games are also suggested to boost vocabulary.
This document provides strategies for making content comprehensible for English language learners, including:
1) Having students do an "I Wonder" brainstorm about a topic, book, or theme in the form of questions before reading.
2) Using a preview and predict strategy where students preview text and make predictions either individually or in partners.
3) Doing a GIST summarizing strategy where students underline important words after reading and write 1-2 summary statements.
4) Referring back to initial predictions and questions after reading to confirm or modify understanding.
This document provides details on a 1-week shared reading unit for years 7-8 students focused on the Celtic tale "The Four White Swans". The unit aims to develop students' reading comprehension, identification of language features and main ideas, and understanding of text purpose and audience. It involves 5 lessons examining the story's language features, main ideas, themes and how these relate to the tale's purpose for children. Modelled comprehension strategies include visualizing, identifying purpose and point of view, and summarizing ideas.
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----khitdhys yh
This proposal outlines a classroom action research study to improve 9th grade students' ability to perform short monologues in procedure text form through the demonstration learning method. The study will take place over two cycles at SMP Negeri 1 Sumobito, involving observation of lessons, reflection on outcomes, and analysis of data on student comprehension, sequencing ability, and final products. The goal is to develop an effective, efficient, and enjoyable teaching strategy to actively engage students and improve their English communication skills.
Whakanuia te rerekētanga - Integrated Science plan Year 6-8Ruth Lemon
This document outlines a thematic unit exploring the scientific method and its connections to everyday life for students in Years 5-6. The unit will run for 8 weeks and focus on designing and conducting fair tests to answer student-generated questions. Key learning areas will include science, te reo Māori, mathematics, technology, visual arts and health. Students will explore scientific concepts through experiments and develop their language and literacy skills to share their learning.
This document summarizes 10 different language teaching approaches: Traditional (Grammar Translation, Direct Method, Audiolingual Method), Communicative (Communicative Approach, Total Physical Response, Natural Approach, Competency-Based Approach), and Innovative (Silent Way, Community Language Learning, Suggestopedia). It provides brief descriptions of each approach's key principles and techniques.
This document outlines a 4-week unit plan for teaching English to first year secondary students. The unit focuses on teen life and uses reading, writing, listening, and speaking activities. Each week targets different learning outcomes and includes 3 lessons with activities, the teacher's role, and materials. Activities progress from exchanging personal information to writing introductions to comparing adjectives. The plan aims to develop language skills while fostering cultural understanding and appreciation of diversity. Reflecting on developing the plan helped the teachers better understand the role of establishing clear learning goals and considering time and context constraints.
This document outlines a two-week classroom unit plan for years 7-8 focusing on listening, reading, viewing processes and strategies. Students will practice making connections, summarizing, asking questions, and inferring about texts. They will read various issues of the School Journal and complete comprehension activity cards. The unit aims to help students understand ideas within and across texts and use language features for effect. By the end of the unit, students will be able to make connections, summarize, infer, and question texts effectively.
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document outlines a writing unit for students at Tikitiki-o-Rangi school. It discusses the purpose of enhancing students' writing skills and knowledge. It then details achievement objectives, learning intentions, success criteria, and assessments for different writing groups - Karoro, Tui, and Kotuku. The weekly writing plan guides students to write personal narratives about a powhiri ceremony, making connections between the event and their own experiences and identities. Teachers model writing techniques and monitor students' progress throughout the week.
This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery, and speech preparation. Assessment includes module assignments, class participation, midterm and final exams. Students must present an icebreaker and informative speech. The schedule outlines 5 modules, learning objectives, activities, and expected outcomes for each session.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
(1) Providing opportunities for interaction is important for effective learning as it allows students to discuss ideas, practice speaking skills, and solidify their own understanding. (2) Teachers should vary grouping configurations, such as whole class, partners, and small groups, to maintain student interest and involve more students. (3) Cooperative learning activities like jigsaw readings and information gap activities promote collaboration and language practice.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document summarizes a study on using Quantum Teaching in an 8th grade writing class in Kabupaten Mukomuko Bengkulu, Indonesia. 28 out of 30 students struggled with writing and had low motivation. The study aimed to see how Quantum Teaching could be implemented, how students would respond, and what activities could stimulate creativity. Quantum Teaching uses mind mapping, engages multiple intelligences, and considers brain functioning. After treatment, students' writing improved and they were more active and engaged in class. The study concluded that Quantum Teaching was effective for the class and stimulated enjoyment in writing.
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
This document summarizes strategies for integrating technology across the curriculum for English and language arts instruction. It discusses 5 phases for classroom technology integration: 1) determining advantages, 2) setting objectives and assessments, 3) designing integration strategies, 4) preparing the instructional environment, and 5) evaluating and revising. It also covers using technology to develop language skills like reading, writing, and literature analysis. Top strategies include electronic publishing, online resources, and concept mapping software to motivate students and support literacy development.
ENHANCING THE VOCABULARY OF COLLEGE STUDENTS USING TECHNOLOGYDr. Barathi S
This document discusses techniques for enhancing college students' vocabularies using technology. It emphasizes that vocabulary knowledge is fundamental to language proficiency and academic achievement. The objectives are to use technologies like online games to develop students' active vocabularies and ability to communicate. The methodology involves using the internet and multimedia tools like puzzles and games. Steps include helping students understand new words by recognizing them, using them in sentences, and looking up definitions. Students are instructed to make vocabulary notebooks where they record new words from texts along with definitions and sample sentences. Teachers guide students to use their vocabulary by writing paragraphs and answering questions using the words. Comprehension games are also suggested to boost vocabulary.
This document provides strategies for making content comprehensible for English language learners, including:
1) Having students do an "I Wonder" brainstorm about a topic, book, or theme in the form of questions before reading.
2) Using a preview and predict strategy where students preview text and make predictions either individually or in partners.
3) Doing a GIST summarizing strategy where students underline important words after reading and write 1-2 summary statements.
4) Referring back to initial predictions and questions after reading to confirm or modify understanding.
This document provides details on a 1-week shared reading unit for years 7-8 students focused on the Celtic tale "The Four White Swans". The unit aims to develop students' reading comprehension, identification of language features and main ideas, and understanding of text purpose and audience. It involves 5 lessons examining the story's language features, main ideas, themes and how these relate to the tale's purpose for children. Modelled comprehension strategies include visualizing, identifying purpose and point of view, and summarizing ideas.
Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----khitdhys yh
This proposal outlines a classroom action research study to improve 9th grade students' ability to perform short monologues in procedure text form through the demonstration learning method. The study will take place over two cycles at SMP Negeri 1 Sumobito, involving observation of lessons, reflection on outcomes, and analysis of data on student comprehension, sequencing ability, and final products. The goal is to develop an effective, efficient, and enjoyable teaching strategy to actively engage students and improve their English communication skills.
Whakanuia te rerekētanga - Integrated Science plan Year 6-8Ruth Lemon
This document outlines a thematic unit exploring the scientific method and its connections to everyday life for students in Years 5-6. The unit will run for 8 weeks and focus on designing and conducting fair tests to answer student-generated questions. Key learning areas will include science, te reo Māori, mathematics, technology, visual arts and health. Students will explore scientific concepts through experiments and develop their language and literacy skills to share their learning.
This document summarizes 10 different language teaching approaches: Traditional (Grammar Translation, Direct Method, Audiolingual Method), Communicative (Communicative Approach, Total Physical Response, Natural Approach, Competency-Based Approach), and Innovative (Silent Way, Community Language Learning, Suggestopedia). It provides brief descriptions of each approach's key principles and techniques.
This document outlines a 4-week unit plan for teaching English to first year secondary students. The unit focuses on teen life and uses reading, writing, listening, and speaking activities. Each week targets different learning outcomes and includes 3 lessons with activities, the teacher's role, and materials. Activities progress from exchanging personal information to writing introductions to comparing adjectives. The plan aims to develop language skills while fostering cultural understanding and appreciation of diversity. Reflecting on developing the plan helped the teachers better understand the role of establishing clear learning goals and considering time and context constraints.
This document outlines a two-week classroom unit plan for years 7-8 focusing on listening, reading, viewing processes and strategies. Students will practice making connections, summarizing, asking questions, and inferring about texts. They will read various issues of the School Journal and complete comprehension activity cards. The unit aims to help students understand ideas within and across texts and use language features for effect. By the end of the unit, students will be able to make connections, summarize, infer, and question texts effectively.
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document outlines a writing unit for students at Tikitiki-o-Rangi school. It discusses the purpose of enhancing students' writing skills and knowledge. It then details achievement objectives, learning intentions, success criteria, and assessments for different writing groups - Karoro, Tui, and Kotuku. The weekly writing plan guides students to write personal narratives about a powhiri ceremony, making connections between the event and their own experiences and identities. Teachers model writing techniques and monitor students' progress throughout the week.
This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery, and speech preparation. Assessment includes module assignments, class participation, midterm and final exams. Students must present an icebreaker and informative speech. The schedule outlines 5 modules, learning objectives, activities, and expected outcomes for each session.
The document discusses a study that examines the effectiveness of using journal keeping to improve students' ability to write narrative texts. It takes place with first year students at SMAN 1 Tapung high school in Tapung, Indonesia. The study finds that most students struggle with developing ideas, organizing narratives, using appropriate vocabulary and tense. To address these issues, the study will introduce a journal keeping technique to the experimental class and compare results on a writing test between the experimental and control class using a t-test analysis. The goal is to determine if journal keeping significantly increases students' narrative writing ability.
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
Integrating LSRW Language Skills in ESL Curriculum1.pptxSubramanian Mani
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
This document provides background information on a study about using mind mapping technique to teach reading comprehension to eighth grade students in Indonesia. It discusses how English is an important international language and the importance of reading skills. It notes that students at the school struggle with reading comprehension in English. The study aims to investigate how mind mapping technique can improve students' reading comprehension, specifically of narrative texts. It defines key terms and concepts and outlines the significance, research questions, objectives and limitations of the study.
The document provides an overview of a four-pronged approach to teaching beginning reading in English. The prongs are: 1) Developing Genuine Love for Reading (GLR), which focuses on prereading and reading activities to build enjoyment of reading; 2) Critical Thinking (CT), covering post-reading discussion and engagement activities to develop comprehension; 3) Mastery of the Structure of English Language (MSEL), using stories and other materials to practice language structures; and 4) the Transfer Stage, grouping students and providing decoding exercises according to reading ability. Each prong includes objectives, materials, and sample lesson structures and activities to systematically develop reading skills in a scaffolded manner.
This document summarizes a student research paper on classroom techniques used by teachers to develop students' English writing skills. The paper studied techniques used at SMP Muhammadiyah 1 Surakarta in Indonesia. Some key techniques identified included writing based on pictures, templates, dictation, topics and rearranging jumbled words/sentences. The study found these techniques helped engage students and make the writing process more active and creative. It also examined the teacher's role in controlling, organizing and modeling lessons, as well as students' roles in planning, collaborating, tutoring and self-monitoring their progress. The conclusion was that using a variety of these techniques can effectively improve students' English writing ability.
Module five task based learning; project based learning and content based ...javierpulido84
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
An Experimental Study On The Use Of Picture Series In Teaching WritingCourtney Esco
This document summarizes a thesis that studied using picture series to improve 10th grade students' ability to write narrative texts in Indonesian. The study found that using picture series was an effective technique as it improved students' motivation and helped them generate and organize their ideas. A control class that did not use picture series performed worse on writing tests than the experimental class that was taught with picture series. The thesis concluded that picture series is a useful technique for teaching writing and improving students' writing skills, especially for narrative texts.
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
This document proposes a research study that will examine the effectiveness of using mind mapping strategy to improve students' understanding of analytical exposition texts. The study will involve two groups of 11th grade students in Purwodadi, with the experimental group receiving instruction using mind mapping and the control group receiving conventional instruction. The researcher develops research questions, objectives, and hypotheses to determine if mind mapping facilitates better understanding compared to conventional teaching methods. Data will be collected through tests of students' text comprehension and analyzed using statistical analysis to evaluate if mind mapping is an effective strategy.
The document discusses various ways that content area teachers can implement writing instruction across different subjects. It provides examples of how teachers have their students write about science experiments and social studies topics in notebooks or classroom newspapers. Studies found this improved students' writing skills and engagement in content learning. Digital games were also used successfully in one classroom to increase voluntary writing. The key is for teachers to actively facilitate writing opportunities and provide meaningful feedback.
This document summarizes a study on pronunciation practices in the English language program at the University of Quintana Roo. The study investigated: 1) How pronunciation is taught and the strategies/techniques used by teachers, 2) The techniques students use to improve pronunciation, and 3) Students' preferences for native or non-native English speaking teachers and the advantages/disadvantages of each. The study utilized surveys, interviews and classroom observations of teachers and students. The findings provided insights into the teaching of pronunciation over time and differences in pronunciation abilities between students who took phonetics courses versus those who did not.
The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.
1. B. Description of the Results
1. The use of Mind MappingTechnique inTeachingWritingNarrative Text
Resultsof researchon the Implementation of MindMappingTechnique inTeachingWriting
Narrative TextinclassXI IPA at one highschool locatedinKarawangobtained throughobservation,
interviews,anddocumentation inthe formof photolearningactivities andstudentlearning
outcomes.
a. Observation
Researchersconductedobservations atthe highschool locatedin Karawangregency,in
observation of researchers observinglessons rangingfromPreliminary activities,the core activities
consistof exploration,elaboration andconfirmation,andthe lastis Closingactivity.
In the preliminaryeventforthe firsttime researchers observed thatwhen teachers give
greetings andcheckingthe attendance of students, thenteachersprepare studentsbefore class
conditions,andtellinglessons will conveytotoday,thispreliminaryevent lasted10minutes.
While core activities are divided into3parts,namely exploration, elaboration,confirmation
berlngsung60 minutesateachmeeting.The researchersobserved inthe core activitiesof students'
response to the use of mindmappingtechniques inlearningmenluisnarrative text.Itturnsoutat
the beginningof the use of mindmappingtechniques studentresponse isquite good butthere are
howmany students feelconfused toknow the purpose of suchmaterial.Thusthe teacherkeeps
tryingto use mindmappingtechniques workand can improve students'writingability.
At the nextmeetingstartedthere changes thatstudentsbeginto feel more comfortable
learningbyusingmindmappingtechniques andenthusiasticstudentswhenthe teachergivesthe
task of makingmindmapping. Students begintoexploreitsabilitytomake mindmapping,they are
very creative inmakingmindmapping, withenthusiasm tocolorwithmarkers, colorinevery
vocabulary whichmade the kertasselainprovidecoloronpaper, alsoprovide picturesorsymbolsto
add to the beautyof the writingthatthey write.
In the fourthmeeting,andsoon,until the study isconsidered sufficient,the studentalways
mangikuti teachingandlearningactivities properly, follow the rules applicable class, before learning
continued teacheralwaysdoarefresherthatisby repeatingthe previousmaterialinorderforthe
studentstorecall previouslylearned materialalready.
As usual everymeeting,inthe learningprocess the teacherexplains the material then gave
the task as an evaluation of studentlearningoutcomes thatmake mindmappingfirstbeforemade
intotextintact.
Thisshowsthat studentshave astrong desire anddetermination inlearning.Studentswill
be actively andcreatively if the teacherprovides the appropriatemethodortechnique.Thusthe
applicationof mindmappingtechniques andimprove the abilitiesandinterests of studentsinthe
writingnarrative text.
Andthe last isthe closingberlangusngonly 10minutes.Inactivitiesof thiscoverteachers
alongwiththe students conclude today'slesson,thenaskpemebelajaran atitsnextmeeting,and
the final sayhello.
b. interview
R1 = Respondent1(EnglishTeacher)
Name:TejaHudaya
Education:S1
Occupation:EnglishTeacher
2. 1) What is the backgroundof the use of mindmappingtechniques inteachingwritingnarrative text?
R1 arguedthat as a teacherof English language support EnglishatSMAN 1 Lemahabangandthe
backgroundof the use of mindmappingtechniques inteachingwritingnarrative textismind
mappingtechnique whilegivingstudents more quicklyunderstand meteri presentedbythe teacher.
Because teachingexperience notonly writingcourse thatbecomes adifficulty,from4to English
language skillsof the mostdifficultspeaking,writing,reading, difficultyin writingit'sown students
do notget usedto write thembecause they getintotrouble whenwriting.
Thenthe learningactivities,especially inlearningwritingnarrativetextbyusingmind
mappingtechnique isunique thatisconsidered abonafide use of images, colors,symbols andforms
inparticularto make it look attractive. Sothat studentsare more interestedin learningandpassion
to follow.Inaddition,by usingmindmappingtechniques togetstudents more vocabulary andeasy
to remember.
In the processof learning towrite narrative textbyusingmindmappingtechniques R1
reveals, the abilityof the students are creative, becausethe more creative studentsinlearning
writingnarrative textitwill be easierandmore vocabulary whichisowned bythe students.
2) What is the purpose of the use of mindmappingtechniques inteachingwritingnarrative
text?
R1 explained thatthe purpose of the use of mindmappingtechniques inteachingwriting
textnarrative isthat the students are able toapply the spokenlanguage towrittenlanguage.
Sometimes whatissaid withwhatwaswritten wasdifferent.
Purpose inwritingthe narrative textsothatstudents understandthe textnarrative and
mindmappingtechnique isone of the methodsused inthe teachingprocess,somindmappingisa
technique bywhich became one of the alternatives thatare easiertounderstand narrative text.
In addition R1adds that the purpose of the use of mindmappingtechniques inteachingwriting
narrative text,namely thatthe studentsare more interested inwritingandreproduce English
vocabulary.
3) What factors are inhibitingstudents'writingability?
R1 arguedthat the factor that impedes learning,namely the lackof vocabulary,lackof habituation,
thenthe way whenpronunciation pronunciation asthey could,thenthey couldalsowrite inEnglish.
4) How can the students active andnot passive inthe learningprocess?
R1 Explainthatthe students actively inlearningourroles specifiesthe method/technique where
the methodis students canplayan active role,thenthe students will trytobe as active as possible,
understand, explore,inthe learningprocess.
5) What is the allocation of time spentinlearningtowrite?
AccordingR1 in the processof learningtowrite nothingspecialforhow long,he says writinglessons
have a package of foursuch skill,sodepending onthe lessonplan thatwe prepare.
6) What are the role of fatherwhenteachingEnglish,especiallyinterms of teaching
narrative writingusingmindmapping?
AccordingR1 role of a teacherwhenapplyingthe mindmappingtechniquethatisjustas pasilitator
teacherto students whorequire anunderstanding of the mindmapping?
7) How isthe response of students whenlearningtowrite usingmindmapping?
AccordingR1 studentresponse whenlearningto write usingmindmappingtechniques thatthey
couldunderstand aftergivingthe task tocreate a mindmap on writingnarrative text.
8) Accordingto you,howmotivated studentsin learningmnegikuti writingnarrative text
usingmindmapping?
3. AccordingR1 more motivatedstudents withmindmappingmethodbecausewhenthe mind
mappingprovides studentsknowthe systematicwritinglikethis, andinsucha narrative text.
9) How do the resultsof the students afterusingmindmappingtechniques?
R1 explain the resultsobtained inthe use of mindmappingtechniques thatthey candominate
narratvie textwithmindmappingmethodfromthe mindmapwhichthey create.
10) Are there advantagesand disadvantages inusingmindmapping?
R1 suggeststhere are shortcomings beforehand studentsshould understandaboutthe narrative text
as a whole sothat they know aboutthe narrative text,andthey canappreciate intomindmapping.
R2 = Respondent2(students)
Name:Siti Syarah
Class:XI IPA 2
Age:16
In the interviewquestions thathave been attached, R2reveals thatshe likesEnglishclass,the
reasonto be able to know much aboutforeignlanguages.Andthatmakeshimlike the Englishlesson
that they can understand aboutgrammar,can tell the difference of V1,V2and V3. R2 alsobelieves
that itis importanttolearnto write inEnglish,asyou mayknow differenttypesof textinthe formof
English.
Furthermore,on the question thathasbeen attached,R2 narrative textexpressanopinion
aboutit cool because he reallyliked the story.Sohe thinks we canspendtime withwritingthe story
innarrative text.R2 alsoargued that he knew aboutthe narrative textisa textinthe form of a story
inwhich there are lamapustorieslike fairytales,fables, etc.
HoweverR2 reveals thatthere are difficultiesin meulisnarrative textthatdoesnot
understand the beginningof the makingof the text, R2 argueswritingnarrative textusingmind
mappingtechnique isquiteinterestingsohe likestouse thistechnique.Write anarrative textusing
mindmappingtechniques inavery pleasanthe said,because gettingnew kosatakatandmore.
R2 reveals thatthe effortthathas beengiven bythe teachertothe students thatexplains
the material indetail tothe students,sothatstudents become betterunderstood inwriting
narrative text.R2 revealed afterthe use of mindmappingtechniques inwritinganarrative textthat
is,the benefitof makingof mindmapping, whichcanapply throughwritingandaddingnew
knowledge.
R2 = Respondent3(students)
Name:CAWI Pertiwi
Class:XI IPA 2
Age:16
In the interviewquestions thathave been attachedtoR3 revealed thatshe likes tolearningthe
Englishlanguage,why learnEnglishwascool,more challengingandnew knowledge.Andthatmakes
himlike the Englishlesson istobroaden,cool,especially teachersinpresentingthe material using
the newmethod.R3 alsofound the writingvery importantlesson,tobe able to train and remember
the letteror kosatakato learnat home.
R3 believes writingnarrativetextitdifficulteasy,because if studentsdonotunderstandthe
vocabulary theywill notknow the beginningof makingthe text. R3revealed isknownaboutthe
narrative textisa textthat tellsastory or folklore inthe pastbothfairytales,legends,fables etc.
HoweverR3 alsobelieves there are difficultiesin pempelajari writingnarrativetextisalack
inunderstanding. R3express writtennarrative textusingmindmappingtechnique we getalotof
Englishvocabulary andcan write a narrative textusingamindmap properly.
4. Accordingto R3 writingnarrative textusingmindmappingtekink funbecause of the terms
of manufacture isnotcomplicated sofacilitate studentsin writingnarrative text.R3revealed efforts
by the teacherto students istobe able to memorize vocabulary.R3alsoarguedsetelhalearnedto
write usingmindmappingtechniques they getprogress, benefithe getsfromknowingtoknowing.
R2 = Respondents 4(students)
Name:Dewi Purwati
Class:XI IPA 2
Age:16
In the interviewquestions inAppendix R4hasrevealed thatsubjects likeEnglish,because he thinks
it's importantto be able to mastera foreignlanguage.Andthatmakes love isthe way of delivery,
the way teachers deliverlessons usingmethods/techniques are new.R4alsorevealed writingin
Englishclass wasvery important,because itmakesapersonmore creative writing.
R4 argue about narrative text, he thoughtitwas cool because the narrative texttextthat
tellsof the fairytale that happenedinthe past. R4 alsorevealed thathe knew the textnarrative, a
story in the past and inwhichthere is the function andstructure of writingthe text.
Accordingto R4 there are difficultiescontainedin pempelajari writingnarrative textusing
mindmappingtechnique thatislessunderstood inthe way of writingthe text. R4arguednarrative
textusingmindmappingtechnique isvery interesting,unique,andmake studentsmore motivated
to be more creative.
Furthermore,accordingto R4 learningtowrite narrative textusingmindmappingtechnique
isverypleasantbecause of itsunique shape whichhas itsowncharacteristics incomparisonwith
othermethods. R4 alsoarguesthat businesses providetothe students thatthe teacherbyproviding
dailytask for mengahapal vocabulary. R4revealed afterwritinganarrative textusingmindmapping
technique they preferandinterested becausehe thinkswe canbe more aware in writingclearand
detailed narrative text.
R2 = Respondents 5(students)
Name:Sri Nurwulan
Class:XI IPA 2
Age:16
In the interviewquestions thathave been attachedtoR5 revealed thatlike the Englishlesson,the
reasonfor knowinghow tospeak deganusingthe Englishlanguage,andthatmakeshimlike the
Englishlanguage lessonitmore challenging,andadds new insights.R5believes isimportantin
learningthe Englishlanguage accordingtosmooththe wayof comprehension, writingenglish.
R5 alsothink aboutwritinga narrative textaccordingtoshifteasily,if we donotunderstand
the function andstructure thenkana difficult.AccordingR5isknownaboutthe narrative textisa
textthat meneceritakan astory in the past.But accordingto R5 are difficultiesin writingthe text
that isnot yetbissanarraive to distinguish the function andstructure.
R5 authorof the textnarrative writingusingmindmappingtechniques betterunderstand
and can apply our capabilities through writing.R5alsobelieves learningtowrite narrative textusing
mindmappingtechniques sngatfun,canfacilitate studentsin writingnarrativetext,becausein
additiontoitsunique ynagbentunyawiththeircolors.
R5 addsthat businessesthathave beengiven byteacherstostudents istogive the taskof
writinga story.R5 also revealed thatafterlearningtowrite usingmindmappingtechniques he
prefers andinterested thanothermethods,becausemindmappinghasthe benefitthatwe canbe a
lotof vocabulary thatcouldhelpusin applyingourcapabilities throughwriting.
5. R2 = Respondents 6(students)
Name:Aditya
Class:XI IPA 2
Age:16
In the interviewquestions ynaghave attachedR6express love withlearningEnglish,the reason
Englishisan internationallanguage thatisinuse by manycountries.Andthatmemubuathe likes
withEnglishlanguage lessons istoknow how to use the Englishpronunciation.R6thinkitis
importantto write inEnglishclass thinkswe make iteasiertomemorize vocabulary.
R6 alsoargueswritingnarrative textdifficulteasy because of lackof understanding in
informingthe process intothe text. R6argue about the textnarrative whichtells of events inthe
past.R6 alsorevealed thatthere are difficultiesin writinghow towrite vocabulary islacking. R6
revealedusingmindmappingtekinkaccordingtothistechnique iseasytounderstand becausewe
knowmore clearly the capabilitiesof ourown.
R6 express writtenusingtekink mindmappingisveryexcitingbecause itrequiresprecision
and patience indoingitsothat it takes a highconcentration. R6addedeffortexerted teachersto
students istoassignthe taskand memorize vocabulary.R6revealed afterstudyingwritingnarrative
textusingmindmappingtechniques more understanding toknow how touse these techniques.
R2 = Respondent7(students)
Name:Uming
Class:XI IPA 2
Age:16
In the interviewquestions thathave been attachedR7expresses love withthe Englishclass the
reasonfor learningEnglish isthe international language, therefore learningEnglisheasierforthe
experience. Andthatmakeshimlove Englishclass isthe way teachers deliverthe material well.R7
argue,isvery importantto learnto write asto add new vocabulary,launched usinwritingEnglish.
R7 alsorevealed writingnarrative textitdifficulteasy becausenotunderstandthe contents
of the text. R7 narrative textarguesthatthe story inthe past.R7 expresses difficultyinwriting that
the lack of vocabulary that much.R7 express writtennarrative textusingmindmappingtechnique
we become more creative.R7alsorevealed writingusingmindmappingtechnique isvery easy.
R7 alsorevealed thatefforts have giventhe teacherisgivingthe task tomemorize alotof
vocabulary.R7 arguedafterwritingusingmindmappingtechnique isvery easytomake usbecome
more creative.
a. Documentation
In some RPP researchersattached documentation,Syllabus andphotosabout the activities
of students whilewritingnarrative textbyusingmindmappingtechniques.RPP,Syllabus,photos
and resultsof studentassignments canbe attached.
Basedon documentation,researchersrevealed THATlearningstudentshave followed inaccordance
withthe RPP made andfollowthe procedures inclass,suchas preliminary activities,core andcover.
At the firstmeetingof teachers give explanationsabout mindmapping,sothatmore
students understand the teachergivesanexample of animage andengage learners tojointly create
a mindmappingbasedon physical characteristics thatexistinthe picture.
Afterthat, the teachergivesthe task as an evaluation ismade basedon the characteristics of
mindmappingnarraive text.Thenatthe secondmeeting until the meetingisoverthe teacher
6. alwaysgives positive directives regardingcreation of mindmappingwiththe objective of making
students betterunderstandthe mindmapping. Afterfollowingstudy usingmindmapping
techniques, studentswere able to recognize bihmanywords,becausethe mindmappingtechniques
helpstudents remember.
Withmindmappingtechniques the students wereable towrite words properly,canpractice
the words througha paperso that they know where itdied. Students canindependently tomake
mindmappingwithouthavinggivenpriorexamples.
Afterfollowingthe teachingof writingnarrative textbyusingmindmappingtechniques,in
additiontoindependentstudentsare also more creative inwriting,especially whenthey make a
narrative text,notjustwritingonpaper,they alsoconsiderthe structure of wordsused inmaking
the narrative text.
Writingalsotakespatience andprecision,mustwrite withyourheartand mindthat is
betweenthe heart andthe mindandhand gestures joinedtogethertoproduce a wonderful article
inaccordance withwhattheywant,as has been done of students learningtowrite textnarrtive
usingmindmapping.
2. The resultsof the use of mindmappingtechniques inteachingwritingtextnarrtive
Judgingfromthe resultsof observations inSMAN 1Lemahabang, that the resultsof the use of mind
mappingtechniques inteachingwritingnarrative textcanimprove students'ability towrite
narrative text.Thiscoupledwiththe revelation of R1that after the studentsfollow the learning
process of narrative textwritingusingmindmappingtechniques the students getalotof new
vocabulary fromthe manufacture of mindmapping, mindmappingtechniques toincrease students'
knowledge, studentsalso didnotoriginallyin writingnarrative text.
Furthermore, R2and R3 revealed thatafterfollowingthe teachingof writingusingmind
mappingtechniques, the students getmore vocabulary of the Englishlanguage aswell asthe
manufacture of mindmappingcancreate a textnarrative.
By midmappingtechniques R2and R3 have a lotof knowledge,especially innarrative text
writingisgoodand right,the numberof newly acquired vocabulary,andcanfacilitate studentsin
writingnarrative text.Thusitcan be seen the increase thatoccurred instudents.
Furthermore,according R4and R5 that mindmappingtechniqueof learningtowrite
narrative textstudentswere able to write the narrative textproperly, andcanmembeedakan other
text,as well as mindmappingtechniques tomotivate studentstobe more active andcreative in
learningtowrite.
Furthermore, R6and R7 argue write narrative textmenggunkanan mindmappingtechniques make
us more creative,addingnewvocabulary,aswellas easyto understand.
While the views of the documentationof the resultsof the applicationof mindmapping
technique inteachingwritingnarrative texthasincreased,evidentfromthe manufacture of mind
mappingandalsothe taskof writingnarrative text.Thismeansthatincreasingstudents'knowledge
here,andmindmappingtechnique alsomenabahEnglishvocabulary.
C. LimitationResults
1. The applicationof mindmappingtechniqueinteachingwritingnarrative text
Learningoccurs whenthe stimulus situationinconjunctionwiththe memoriesof the students ina
waythat affectsitsability tochange fromtime before he isexperiencingthe situation totime
thereafter.Pleasantlearningprocess canprovide apositiveimpactforsisw.Learningfirststartsof
the student'sbackground,thenaimtodevelopthemselves throughaprocessof adjustment tikah
behavior.Adjustmentof behaviormanifestasa resultof learning.
7. The implementationof alearningactivity isaprocess of knowledgeattitudesandskillsof
teachers to students. Learningtowrite isnotapart of the curriculumthat have beenset,which
includes learningobjectives thatprovide the knowledge andskillsof the Englishlanguage.To
achieve the goal of learningthe many factors, one of whichis a methodortechnique.Many
methods ortechniques are useddepending onthe objectives of the study.Suchas mindmapping
technique inteachingwritingnarrative text.
Mind mappingtechniqueisatechnique thatisapplied inone of SMA Negeri 1 islocatedin
Karawangdistrictto improve studentinterestin writingsesrtanarrative text,inadditionto the mind
mappingtechnique canalsomake studentsmore indevelopingcapabilities.
Maappingmindtechnique isconsideredvery appropriate foruse inteachingwriting
narrative text,because inpractice involve studentsdirectly totheirimaginationand abilitiesthrough
writingsomengekslporpemebelajaran objectives achievedas desired.
2. Studentresponsestothe applicationof mindmappingtechnique inteachingwriting
narrative text
It can be arguedthatstudentsof SMAN 1 that are inthe areaLemahabangKarawangregencyhas
increasedcapacityaswell asthe students'interestinwritingagoodnarrative textbyusingmind
mappingtechnique,studentscanpractice the mindmappinginteachingwritingnarrative text,and
studentsare able to write whenthe teachergivesdutytomake studentsfollow the textnarrative
afterlearninginSMAN 1 islocatedinKarawangwithusingmindmappingtechnique,studentscan
alsouse the structure of saidwell whenwriting.
Thus the applicationof mindmappingtechniqueinteachingwritingnarrative texthasincreased.The
technique hasbecome more funforstudents,andsiswapunbecome more creativeandmore
aggressive inaddingtohisknowledge bywriting.Aswell asmindmappingtechniquestomotivate
studentstobe more enthusiasmin learning.Studentsandthe otherone will continue tocompete in
a healthyandcreative writingnarrative text.