The Effect of Mind Mapping Technique on the Eleventh Grade of Senior High School Students’ Descriptive Writing Achievement.

Abstract

In this study, the writer used a quasi experimental
nonequivalent-groups pretest-post test design. The subjects of this study
were the eleventh grade students of Senior High School. The writer took
two classes as the sample of this experiment. The experimental group was
taught using mind mapping and another was taught using semi-controlled
writing. Then, the writer gave a pre test, post test and even questionnaire
to the two groups. The pre test was intended to measure the students’
descriptive writing ability in some criteria before the treatments. The
treatments were given three times ninety minutes each. The writer used
post test as one of the instruments to see the students’ descriptive writing
achievement in some criteria and questionnaire to know the students’
response of two techniques used. After that, the writer evaluated the
students’ pre and post test of the two groups by using the analytic scoring
technique, ESL Composition Profile. Their means differences were
analyzed using the t-test formula to see whether there is a different
significant effect of students’ writing achievement in their content,
organization, vocabulary, and language use criteria.
Basing on the calculation of t-test, the writer found the t observation of
both groups. The t observation of content, organization, vocabulary, and
language use criteria of the two groups were 1.88, 1.7, 11.49, and 1.22
while the t-table of both was 1.671. In conclusion, the result of the
calculation of the students’ test in both experimental and control group
shows that mind mapping yields a significant effect of writing
achievement in content, organization and vocabulary criteria and gets
good response in teaching writing with enjoyable and interesting
atmosphere.

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