Abstrak
Improving students’ writing ability on news item text using mind mapping (an action research at the tenth grade of SMA Negeri 1 Boyolali in the Academic Year 2012/2013)
Oleh :
Widowati Sesotyaning Ratri - X2211046 - Fak. KIP
The objectives of this classroom action research are to improve the students’
writing skill by using mind mapping and describe the teaching and learning process
when mind mapping is applied to teach writing. The problems which are faced by the
students of the tenth grade of SMA Negeri 1 Boyolali in the academic year of
2012/2013 are the low level of the students’ writing skill and the students’ behavior
in teaching and learning process.
The procedure of the research consists of planning,implementing, observing,
reflecting, and revising the action. The data are in the form of qualitative and
quantitative data. The qualitative data were taken from the observation, the
questionnaire, and interview with both the studentsand the teacher. The quantitative
data were taken from tests conducted before and after implementing the action. The
researcher got the students’ scores based on five writing indicators including content,
organization, vocabulary, language use, and mechanic
The research consists of two cycles. At the first cycle, the students were
guided to practice writing using mind mapping in group. As a result, the students
enjoyed group discussion because they could share their ideas in producing mind
mapping but there were some students who did not involve actively in the activity.
Although mind mapping improve the students’ writing score, it was not yet
satisfying. The low scores were shown in two writing indicators: content and
language use. The researcher conducted cycle two torevise the problems found in the
first cycle. In this cycle, the students were guided individually during teaching and
learning process. As a result, the students were more responsible for their activity.
They improved each score of writing indicators and they passed the school passing
grade.
Based on the analysis of the data, mind mapping improves the students’
writing ability. It can be shown from the students’performance during the teaching
and learning process. Mind mapping helps the students generate ideas and organize it
into a good text. Mind mapping also helps the students check the use of grammar,
vocabulary, and mechanic because the students are guided until they can arrange
ideas into sentences. In addition, mind mapping increases the students’ participation
during the teaching and learning process. However, there is weakness of mind
mapping found in this research. The students enjoy generating ideas too much
without considering which ideas are supporting ones and which are irrelevant.
Therefore, it is suggested that this technique should be used with control attention and
continues guidance from the teacher
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam
menulis dengan menggunakan mind mapping dan mendiskripsikan kegiatan belajar
mengajar ketika mind mapping diterapkan untuk mengajar menulis. Permasalahan
yang dihadapi oleh siswa kelas X SMA Negeri 1 Boyolali tahun ajaran 2012/2013
berkenaan dengan rendahnya kemampuan siswa dalam kemampuan menulis dan
perilaku siswa selama kegiatan belajar mengajar.
Jalannya penelitian terdiri dari perencanaan, penerapan, observasi, refleksi
dan revisi kegiatan. Data yang digunakan dalam bentuk kualitatif dan kuantitatif.
Data kualitatif diperoleh dari hasil observasi, kuesionair, dan wawancara guru
pengampu dan siswa, sedangkan data kuantitatif diperoleh dari hasil pre-test dan
post-test. Peneliti menilai test siswa menggunakan lima kriteria dalam menulis, yaitu
isi, organisasi, kosa kata, tata bahasa, dan mekanik.
Penelitian ini terdiri dari dua cycle. Cycle pertama, siswa dibimbing dalam
diskusi grup untuk mengaplikasikan mind mapping dan sebagai hasilnya, siswa
menyukai kegiatan diskusi grup tersebut karena mereka dapat berbagi ide-ide dalam
membuat mind mapping, tetapi ada beberapa siswa yang tidak aktif didalam kegiatan
diskusi. Peningkatan kemampuan menulis siswa denganmenggunakan mind mapping
belum maksimal. Terdapat dua indikator dalam menulis yang masih di bawah kriteria
ketuntasan manimal, yaitu isi dan tata bahasa. Berdasarkan hasil yang didapat pada
cycle pertama, peneliti mengadakan cycle kedua untuk memperbaiki masalah yang
timbul dalam cycle pertama. Dalam cycle pertama, siswa dibimbing secara mandiri.
Sebagai hasilnya, siswa lebih bertanggung jawab terhadap kegiatan mereka selama
proses pembelajaran. Peningkatan nilai siswa juga terlihat pada setiap indikator
menulis.
Berdasarkan analisis data, mind mapping telah meningkatkan kemampuan
siswa dalam menuli. Hal ini dapat terlihat dari performa siswa saat kegiatan belajar
mengajar berlangsung. Mind mappingmeningkatkan partisipasi siwa selama kegiatan
pembelajaran. Mind mapping membantu siswa mengembangkan ide-ide dan
menyusunnya menjadi sebuah teks yang baik. Mind mappingjuga membantu siswa
dalam meneliti kembali penggunaan tata bahsa, pemilihan kata, dan mekanik karena
siswa dibimbing sampai mereka dapat membuat kalimat berdasarkan ide-ide yang
terdapat didalam mind mapping tersebut. Penerapan mind mapping mempunyai
kelemahan, siswa terlalu senang mengembangkan ide-ide tanpa memperhatikan ide
yang sesuai dan tidak sesuai dengan topik utama. Oleh karena itu, disarankan bahwa
penerapan mind mappingharus disertai dengan bimbingan guru secara intensif