Abstract
In learning descriptive text, the students may be confused what they want to write because they didn’t have idea even though the teacher has been given the object. Therefore, in this study, the researcher will try to apply mind mapping technique. This technique is expected to solve the difficulty of students in writing descriptive text. The result of the research showed that the students’ mean before treatment was 51, 10. And the students’ mean after the treatment was 67, 10. The significant level two tails is 0, 00 and the standard level of significant is 0, 05. By comparing the significant level and the standard level significant, the researcher got calculation. It is known that the significant level two tails is < the standard level significant (0, 00< 0, 005). Because the significant level two tails is < the standard level significant, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It means that there is significant different score in writing descriptive text before being taught using mind mapping technique and after taught using mind mapping technique. The conclusion is mind mapping technique is improving students’ achievement in writing descriptive text. Finally, it can be concluded that mind mapping can be applied of teacher during teaching and learning process.References
Buzan, Tony and Barry. 1993. The mind map book. USA: Dutton a penguin of USA.
Langan, John. 2005. College writing skill sixth edition. New York: McGraw-Hill.
Johns. M. Anns. 2002. Genre in the classroom multiple perspectives. London: Lawrence Erlbaum associates publisher.
Richard,C. Jack and Rodgers. S. Theodore. 1986. Approaches and method in language teaching description and analysis. UK: Cambridge University Press.
O’Malley M.J and Pierce, V.L. 1996. Authentic Assessment for English language learners’ practical approaches for teachers. New York: Addison Wesley publishing company.
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