THE EFFECT OF APPLYING MIND MAPPING LEARNING METHOD

ASSISTED BY DRAWCARD MEDIA ON THE STUDENTS’

ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

SKRIPSI

Submitted In Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan (S.Pd)
English Education Program

By:
NUR RAIHAN
NPM : 1502050269

FACULTY OF TEACHERS’ TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA
MEDAN
2019
 ABSTRACT

Nur Raihan (NPM: 1502050269). The Effect of Applying Mind Mapping

Learning Method Assisted by Drawcard Media On The Students’
Achievement in Writing Descriptive Text ; An Experimental Study of the Grade
VIII of SMP Swasta Triana in Academic Year 2019-2020. A “skripsi” of English
Education Department at Faculty of Teachers’ Training and Education of
University Muhammadiyah of North Sumatera, 2019.

Keywords: Mind Mapping, Writing Descriptive Text.

The objective of this study was to investigate the effect of applying mind mapping
learning method on the students’ writing descriptive text. The samples of this study
was eighth grade at SMP Swasta Triana. They were VIII-A class as experimental
class and VIII-B as controlled class. Each class consisted of 25 students. The
method used in this study was quantitative method. In addition, the design of this
study was a quasi-experimental study by using pre-test and post-test design. The
instrument of this study was written test, the rubric analytical scoring used to score
the students’ writing descriptive text on pre-test and post-test. The result of this
study that there was a positive effect of the result students’ writing descriptive text
after using Mind Mapping learning method. It can be seen from the calculation of
tobserve was higher than ttable. The result of tobserve is 3.09 since ttable in the degree of
significant 5% is 1.67. It shows that the comparison of tobserve and ttable is 3.09 >
1.67. To sum up, t-test is higher than t-table so Mind Mapping Technique is method
on students’ writing of descriptive text.
 ACKNOWLEDGEMENT

In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for

all His abundant blessing, mercies, and guidance, so that the writer is able to

complete this thesis writing.

The writer is fully aware that this thesis cannot be finished without other

people’s help. Therefore, in this opportunity he would like to express her deep

gratitude to the following people:

1. Muksin and Indrawati as her beloved parents who has been supported for

their prayer.

2. Dr. Agussani, M.AP as the Rector of University Muhammadiyah of North

Sumatera.

3. Dr. H. Elfrianto Nasution, S.Pd, M.Pd as the Head of Faculty of Teachers

Training and Education.

4. Mandra Saragih, S.Pd, M.Hum and Pirman Ginting, S.Pd, M.Hum as the

Head and Secretary of the English Education Department who has given

hissupport, suggestions, criticism, guidance, and motivation.

5. Prof. Amrin Saragih, MA, Ph.D as the supervisor, for his valuable guidance,

advice, and feedback in writing the thesis. Thanks a lot for the spending

time and energy to revise the researcher’s thesis.

6. Dery Priananda Barus as her beloved boyfriend for all of the kindness,

happiness, support, and love.

 7. Indrya Lianita, S.Pd and M. Riski, S.Pd as her beloved friends for all of the

kindness, friendhsip, happiness, support, love and never ending humor.

8. The Principal of SMP Swasta Triana for permission to conduct research at

the school.

Finally the writer realizes that this thesis is still far from being perfect.

Therefore, constructive suggestion is needed for the progress of the next study. The

writer hopes that this research will give an important contribution to the Department

of English Education. May God always bless us and lead us in his right path. Amin.

Medan, September 2019

NurRaihan
 TABLE OF CONTENTS

ABSTRACT ............................................................................................................ i

ACKNOWLEDGEMENT .................................................................................... ii

TABLE OF CONTENT ....................................................................................... iv

LIST OF TABLE ................................................................................................. vi

LIST OF APPENDIX ......................................................................................... vii

CHAPTER I INTRODUCTION...........................................................................1

A. Background of the Study ................................................................................1

B. The Identification Problem of the Study ........................................................4

C. Scope and Limitation ......................................................................................4

D. The Formulation of the Problem ....................................................................4

E. The Objectives of Study .................................................................................4

F. The Significance of Problem ..........................................................................5

CHAPTER II REVIEW OF LITERATURE ......................................................6

A. Theoritical Framework ...................................................................................6

1. Nature of Writing ........................................................................................6

2. The Process of Writing ...............................................................................7

3. Purpose of Writing......................................................................................9

4. Writing Assessment ..................................................................................12

5. Descriptive Text .......................................................................................13

6. Purpose of Descriptive Text .....................................................................14

7. Kinds of Descriptive Text.........................................................................15

8. Mind Mapping ..........................................................................................18

 9. Media ........................................................................................................21

10. Mind Mapping Learning Method assisted by DrawCard Media ..............22

B. Previous Relevant Studies ...........................................................................22

C. Conceptual Framework ...............................................................................24

CHAPTER III METHOD OF RESEARCH .....................................................25

A. Location ........................................................................................................25

B. Population and Sample .................................................................................25

C. Research Design ...........................................................................................26

D. Instrument of Collecting Data ......................................................................27

E. The Technique of Data Analysis ..................................................................28

F. Hypothesis ...................................................................................................31

CHAPTER IV THE RESULT OF RESEARCH ..............................................32

A. Research Finding ..........................................................................................32

1. Data ...........................................................................................................32

2. Data Analysis ............................................................................................34

B. Discussion.....................................................................................................39

CHAPTER V CONCLUSION AND SUGGESTION .......................................42

A. Conclussion ..................................................................................................42

B. Suggestion ....................................................................................................42

REFERENCE .......................................................................................................44

APPENDIX

CURRICULUM VITAE
 LIST OF TABLE

Table 2.1 Purpose of Descriptive Text ..................................................................25

Table 3.1 Population and Sample ..........................................................................25

Table 3.2 Design of the study ................................................................................26

Table 3.3 Analytical scoring rubric ........................................................................27

Table 4.1 Students’score experimental class .........................................................33

Table 4.2 Students’score control class ...................................................................34

Table 4.3 The calculation result of both experimental and control class ...............36
 LIST OF APPENDIX

Appendix 1 RPP Experimental Class Pre-Test

Appendix 2 RPP Experimental Class Treatment

Appendix 3 RPP Experimental Class Post-Test

Appendix 4 RPP Control Class Pre-Test

Appendix 5 RPP Control Class Treatment

Appendix 6 RPP Control Class Post-Test

Appendix 7 Students in Experimental Class

Appendix 8 Students in Control Class

Appendix 9 T-Table

Appendix 10 Documentation

Appendix 11 Sample : The Result of Students’ Writing

 CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadays, English has become more and more important. English is always

used for international communication in transportation, commerce, banking,

tourism, process of technology, and scientific research. Moreover, Crystal (2003:3)

states that English has achieved a genuinely global status since it develops a special

role that reconized in every country. Therefore English is considered as a global

language which is spoken by many people all over the world either as the first or

the second language.

Realizing the important of English nowadays, our government states that

English is a foreign language should become a compulsory subject at school. It is

taught from Junior High School to University and it becomes one of the subjects in

National Test (UN). Because of that students need to understand spoken and written

English to communicate their ideas effectively.

In learning English, There are four skills that should be mastered, they are

listening, speaking, reading, and writing.Writing is one of the English skills that

must be mastered by student to complete learning process.According to Cahyono

(2009:75), writing is a means of communication, especially when a person wants to

communicate to one who is not right there in front of him. In the academic and

professional worlds, writing is very important.

 Among the four skills, speaking and writing are communicative acts which

upon an awareness of social relationship and social expectation. The speaker or

writer then proceeds to select ways of speaking or writing which are appropriate

and specific to particular situation.

One of the productive skills is writing, difficult to be mastered by the

students, because it consists of the rules of English writing grammatically. The

students also have to know about the structure of the English writing and the choice

of words that are used in the writing.

The students as academic writers have to know the process of the

organization of writing. The students should be able to describe the organization

and forms from a paper, because writing involves creative process. Then, the

student should be creative in using the technique of writing. They should know and

understand to start writing, find several ideas, develop their ideas into paragraph,

revise their writing and make the final writing as well as possible.

In the second year of Junior High School, the basic competency that should

be achieved in the writing English subject is that the students have ability to develop

and produce simply functional written text in the recount text, narrative text, and

descriptive text. They can use right diction, grammar, punctuation, spelling,

andorganization.

The phenomena in SMP Swasta Triana, show that the students are not able to

write the descriptive texts. The score in writing descriptive is at the average 6 and

some of them got lower than 6. It seems that problem happened in this school was

caused by inappropriate teaching strategy used by the teacher. In teaching and

learning process, the teacher still used conventional method which was more

focused on reading and speaking than writing and the teacher just focused on

textbook.

As the result, the students are not able to write the simple text that they

produced from their handbook. The students are not able to exposes their ideas

inlimited time in the class. Sometimes, the students felt bored, because their teacher

just asked them in order to write the English text based on handbook without using

teaching media in learning writing, especially in writing descriptive text.

Making a mind map should be a spontaneous pre-writing activity. Students

start with a topic at the centre and then generate a web of ideas from that, developing

and relating these ideas as their mind makes associations.

Mind mapping can be used as a strategy in teaching writing. It is a strategy

for making notes on a topic, prior to write. It is astructured strategy, which shows

the (hierarchical) relationship of ideas, asopposed to an unstructured strategy, such

as brainstorming, in which students produce notes at draw card or random paper.

Mind maps work well as a visual design that enables students to see the

relationship between ideas, and encourages them to group certain ideas together as

they proceed. Based on the background of the problems and symptoms above, the

researcher is interested in carrying out a research entitled “Improving Students’

Achievement In Writing Descriptive Text By Using Mind Mapping Learning

Method Assisted By Drawcard Media”.

B. The Identification Problem of the Study

Based on the background, some issues or problems wasidentified as being

related to the following aspects:

1. The students have low achievement in writing descriptive text.

2. The students have difficult to write the text well.

3. The students have not able to compile a good paragraph.

4. The students have lack of vocabulary and grammar.

C. Scope and Limitation

From the identification of the problem, the writer focused on the research

especially for students’ writing skill of descriptive text using mind mapping

learning method assisted drawcard media.

D. The Formulation of the Problem

Based on the limitation of the problem, the problem was formulated in

questions “Is there any significant difference between students’ achievement in

writing descriptive text taught by using Mind Mapping and conventional method at

the second year students of SMP Swasta Triana?”

E. The Objectives of Study

The objective of the study was to investigate the effect of applying mind

mapping assisted drawcard media on the students achievement in writing

descriptive text.
F. The Significance of Problem

The result of the study were expected to be used theoretically and practically:

1. Theoretically

The theoretically that thefind up of the study can enrich theories of

learning. It is expected to be able to widen the skill of teachers in using mind

mapping learning method assisted by drawcard media in order to improve the

students’ writing achievement.

2. Practically

a. For the researchers

This research gave constribution the researchers to help to find out

best method to improve writing skill and get more information from this

research.

b. For the students

The result of this research is suggested to apply the mind mapping

method assisted by drawcard to improve students’ writing achievement.

c. For the teachers

The use of mind mapping method assisted by drawcardcan make the

students are more enjoyable to improve their achievement in writing

descriptive text.
 CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Framework

1. Nature of Writing

Brown (2001:335) elaborates the upshot of the nature of writing that has

produced writing pedagogic that focuses student on how to generate ideas, how

to organize them coherently, how to use discourse markers and rhetorical

conventions to put them cohesively into writing text, how to revise text for

clearer meaning, how to edit text for appropriate grammar, and how to produce

a final product.

Writing is one of the skills of learning strategies. Language can be shown

in the form of writing. There are two kinds of language. Those are oral language

and written language. Oral language means the language that people use in

speaking recognized in listening, whereas written language is the language that

the people use it in writing or recognizing in reading. The meaning of writing

is the act or art, forming letters and characters on paper, wood, stone, or other

material, for the purpose of recording the ideas which has characters and word

express, or communication them to other by visible signs.

Writing is a distinct human activity. One important aspect in writing is

word because we write or arrange words become a sentence. There are many

kinds of writing, divided into five types, those are:

a. Expository writing
 b. Descriptive Writing

c. Narrative Writing

d. Persuasive Writing

e. Creative Writing

In this research, researcher focused on second type of writing that is

descriptive writing. Descriptive writing can be written in several forms. Those

are sentence, paragraph, essay, etc. Sentence usually consists of at least a

subject, and a verb. Paragraph is unit of information unified by a controlling

idea and basic unit of organization in writing in which a group of related

sentences develop one main idea. Whereas, an essay is writing form, involves

further than the production of grammatically correct sentences.

Writing encourages thinking and learning for it motivates communication

and makes thought available for reflection. When thought is written down,

ideas can be reconsidered, added to, rearranged, and changed.

2. The Process of Writing

There are three stages of writing, that are per-writing, writing, and post-

writing

a. Pre- writing stage (Concept Mapping)

A concept map is a way of representing relationships between ideas,

images, or words, in the same way that a sentence diagram represents the

grammar of a sentence, a road map represents the locations of highways

and towns, and circuit diagram represents the working of an electrical

 appliance. In a concept map, each word or phrase is connected to another

and linked back to the original idea, word or phrase. Concept maps are a

way to develop logical thinking and study skills, by revealing connections

and helping students how individual ideas form a large whole (Smalley,

2001:36).

Concept maps are used to stimulate the generation of ideas, and are

believed to aid creativity. For example, concept mapping is sometimes

used for brainstorming. Although, they are often personalized and

idiosyncratic, concept maps can be used to communicate complex ideas.

Similar to mapping, it also adds a visual dimension that helps student gain

greater control and fluency in thinking and writing (Brown, 2001:46).

b. Writing Stage

Writing is drafting to give ideas shape and form in the symbol of

written language, involves an attempt to create or conducts a whole text.

Writer do not need to be worried with the convention in the writing

because it will be reworked, rearranged, reorganized, or revised, and edited

to get it satisfactory.

In additions, Ploeger (2007:7) states that a draft is a beginning, an

attempt to clarify thinking about the paragraph’s main ideas. Drafting is

also a way to discover more ideas about a certain topic, since new ideas

will comes as the writer the draft. That is all a draft is. It is never perfect

and should never be turned in as a final version.

c. Post-writing
 In post-writing, there are two steps involved, which are revising and

editing, as explain follows,

1. Revising

Revising is one of the most important phases of the writing

process. When revising, focus on different aspect of writing, from how

well the ideas are expressed and organized to sentence structure. That

is why revision is essential to good writing. remember that a draft may

be fermented or out of sequences, with irrelevant information that

needs to be moved or thrown away. In the same way,

sentences problems have to be corrected or combined.

2. Editing

Latief (2003:53) say that editing is putting the last touches on

your work to make sure it flows well like adding any missing pieces

or removing parts that do not fit. Editing involves shaping the

message, perhaps changing sentences, or condensing, deleting, or

combining them.

3. Purposes of writing

According to Penny Ur “the purpose of writing, in principle, is the

expression of ideas, the conveying of messages to the reader. So the ideas

themselves should arguably be seen as the most important aspect in the

writing”.
 It means that when the writers do their writing, of course they have some

purposes. They have to consider the purpose of their writing since this will

influence, not only the type of text they wish to produce, but including the

language which they use, and the information that they choose.

In addition, there are really only four common purposes in writing they

are: to inform, to explain, to persuade, and to amuse others.

a. Writing to Inform

In much of the writing that the writers will do, they will intend simply

to inform their readers about a subject. To inform is to transmit necessary

information about the subject to the readers, and usually this means just

telling the readers what the facts are or what happened. Although

informative writing is the simplest kind of writing, it is also one of the

most important, because information lays a foundation for other writing

purposes. As the writers write to inform, they will want to keep two large

concerns in mind; selecting the right information and arranging it

effectively.

b. Writing to Explain

Writing to explain means writing to take what is unclear and make it

clear. In explanatory writing, a writer who understands a complex topic

must take sure that his readers understand it as well.

All of us use several common methods of explaining something to

another person in our everyday conversation, and these same techniques

can provide basic strategies for organizing an explanation in writing.

 c. Writing to Persuade

The most important writing we ever do in our personal life, our work

life, and may be our school life will probably persuasion. Complaints to

the rent board about our landlord, letters of application for jobs, essay on

examinations are all likely to involve writing persuasively. Your task in

persuasion is to convince your readers to accept the main idea, even though

it may be controversial.

d. Writing to Amuse Others

Writing to amuse requires that you focus on readers other than

yourself. You may enjoy the experience and take pride in what you

accomplish, but you cannot settle for amusing yourself alone. Writing to

amuse gives you an opportunity to bring pleasure to others. Seize the

opportunity and make the most of it. If you find pleasure in writing to

amuse, it will come from knowing that you succeed in bringing pleasure

to others. When write to amuse, your primary object is to make readers

enjoy themselves. You can be funny, but you should also be good

humored. This means having sympathy for human frailty rather than a

contempt for anyone or anything that seems different from what you are

accustomed to.

4. Writing Assessment

In writing, there are achievements that must be obtained by students.

Achievement is a word that means a thing done successfully, especially with

effort and skill (Hornby; 1995). Achievement in writing can be reached by

making good effort in the teaching and learning process. In order to increase

the writing achievement, both students’ and teachers was worked together to

compose and perform a communicative, effective and fun situation in the class.

Making an innovative media, prepared lesson plan and well management class

also kinds of good effort that was conducted by the teachers to help the

students’ can study writing effectively. In teaching writing, the teacher makes

every effort that can be done in the classroom by providing a good lesson plan

and media so that students’ achievement was improved.

According to Harris (1969), there are some components in writing

assessment, there are;

a. Content

The substance of writing, the ideas expressed. Writing must convey

the main idea or an attentive reader should be able to grasp the writer

purpose.

b. Form/Organization

The organization of the content. Writing should content logical or

associative connection and trasnsition which clearly express the

relationship of the idea described.

c. Mechanic

The use of graphic convention of the language. Writing must use a

good spelling, punctuation, and tidy and clean writing.

d. Grammar
 The employment of grammatical form and syntatic pattern. Writing

should adhere to the rules of grammar related to the tenses with sequence

of time.

5. Descriptive Text

Descriptive text is a part of factual genres. Its social function is to describe

a particular person, place or thing. Description in writing is the process of

creating visual images and sensory impression through words. More often,

description is a part of another piece of writing and is used to inform an

audience about how something or someone looked or to persuade an audience

to see something from the writer’s point of view.

Description recreates sense impression by translating into words, the feel,

sound, taste, smell, and look of things. Emotion may be describing too, feelings

such as happiness, fear, loneliness, gloom, and joy. Description helps the

reader, through his or her imagination, to visualize a scene or a person, or to

understand a sensation or an emotion.

As Barbara Fine Clouse said in her book, The Student Writer, “Description

adds an important dimension to our lives because it moves our emotion and

expands our experience”. Description expands our experience by taking us to

place we might not otherwise know much about, which explains the popularity

of descriptive travel essay in magazines and newspapers.

Traditionally, descriptions are divided into two categories: objectives and

subjective. In objective description you records details without making any

 personal evaluation or reaction. In subjective description, you are free to

interpret the details for your reader; your reaction and description can be

emotional and value-loaded.

The goal when we write subjective description is to create vivid mental

images. To do that, will use concrete sensory detail, which consists of specific

words that appeal to the sense (sight, sound, taste, smell, touch).Whether

objective or subjective, descriptions can serve a variety of purposes, but in

every case it is important to make that purpose clear to your reader.

6. Purposes Of Descriptive Text

Descriptive is a type of paragraph which describes something in details in

order to enable the readers to see, feel, hear, and touch it directly or involved

themselves in the event. In this case, a writer must be able to describe an object

based on its specific characterization. We even use description to persuade

others to think or act inparticular ways: advertisers describe products to

persuade us to buy them; travel agents describe locales to entice us to visit

them; and real estate agents describe properties to stimulate a desire to see

them. As the examples in the following table show;

Table 2.1

Purpose of Descriptive Text

Purpose Description

To entertain An amusing description of a teenager’s

bedroom
 To express feelings A description of your favorite outdoor
retreat so your reader understand why
you enjoy it so much

To relate experience A description of your childhood home

to convey a sense of the poverty you
grew up in

To inform (for a reader unfamiliar A description of a newborn calf for a

reader who has never seen one
with the subject)

To inform (to create a fresh A description of an apple to help the

appreciation for the familiar) reader rediscover the joys of this
simple fruit

To persuade (to convince the A description of a degrading music

reader that some music videos video
degrade woman

Although it can serve a variety of purposes, description is most often

expressive, so it most often helps writers share their perceptions.

7. Kinds of Descriptive Text

As we know that descriptive text is a text to describe something, such as

persons, places, or things. So, it normally takes on three forms, they are:

a. Description of a people

People are different, and writing description of people is different.

You are probably already aware of some of the complications because you

have often been asked, ”What’s so-and-like?” In replying, you might resort

to identification, an impression, or a character sketch, depending on the

situation.
1. Identification

Although you might provide identification, you would probably

want to go further than that. Used mainly in official records and

documents, identification consists only of certain statistical

information (height, weight, age), visible characteristics (color of hair,

skin, and eyes), and recognizable marks (scars, birthmark).

2. Impression

Unlike the identification, the impression may not identify a

person, but it does convey an overall idea of him or her. Many details

may be missing, yet the writer does provide in a few broad strokes a

general feeling about the subject. Although impression is usually less

complete and informative than identification, it may be more effective

in capturing an individual’s striking or distinctive traits.

3. Character Sketch

More complete descriptions of people are usually called

character sketch; they may also be referred to as profiles, literary

portraits, and biographical sketches. As its name indicates, a character

sketch delineates the character of a person, or at least his or her main

personality traits. In the process, it may include identification and an

impression, but it will do more than tell what people look or seem like:

it will show what they are like. A character sketch may be about a

type rather than an individual, revealing the characteristics common

 to the members of a group, such as campus jocks, cheerleaders, art

students, religious fanatics, television devotes.

b. Description of a place

In describing a place for example a room, what should you describe

first? The walls? The Floor? Unlike a chronologically developed

paragraph, there is no set pattern for arranging sentences in descriptive

paragraph. It is not necessary to begin with one area and then proceed to

another one. Nevertheless, the sentences should not be randomly arranged.

The description must be organized so that the reader can vividly

imagine the scene being described. To make the paragraph more

interesting, you can add a controlling idea that states an attitude or

impression about the place being described. And the arrangement of the

details in your description depend on your subject and purpose.

c. Description of a things

To describe a thing the writer must have a good imagination about that

thing that will be describe. Besides, to make our subjects as interesting and

as vivid to our readers as they are to us: using proper nouns and effective

verbs.

1. Using Proper Noun

In addition to filling our descriptive writing with concrete details

and figures of speech, we might also want to include a number of

proper nouns, which, as we know, are the names of particular persons,

places, and things. For example; Arizona, University of Tennessee.

 Including proper nouns that readers recognize easily can make what

we are describing more familiar to them.

2. Using Effective Verb

We know how important verbs are to narration, but effective

verbs can also add much to a piece of description. Writers use verbs

to make descriptions more specific, accurate, and interesting. For

instance, “the wind had chiseled deep grooves into the sides of the

cliffs” is more specific than “the wind had made deep grooves.” The

verb chiseled also gives the reader a more accurate picture of the

wind’s action than made does.

8. Mind Mapping

a. History of Mind Mapping

The technique of Mind Mapping was introduced by Tony Buzan

(2007). This technique is also recognized by the name of Radiant

Thinking. A mind map owns a central word or idea, and there are 5 until

10 others, dissimilar idea secretor rather than the central idea6. Mind

Mapping very effective if used to peep out the idea hidden in which we

own and make the association among the idea. Mind Mapping is also good

for information organization. Its Diagram form which is like tree diagram

and its ratification facilitate for the referenceone of information to other

information.

b. Definition of Mind Mapping

 As mind mapping is one of the strategies that can facilitate writing,

some experts tried to define the meaning of mind mapping strategy

differently. One of the well-known experts of this field is Buzan

(1993,2007) who defines mind map as a figure which functions as a tool

to sort out thoughts and organize words, tasks or other relations that set

central key words and branches that usually contain words, colors, short

phrases and pictures. As mind mapping is one of the sub-part of pre-

writing strategy, Mc Crimmon (2009) analyzes that mind map is the prior

process that the writer usually does before starting to write a paragraph

which needs a certain time to do. Moreover, it organizes the relationship

between central ideas and branches.

A mind map is a diagram used to represent 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 an aid

in study, organization, problem solving, decision making, and writing.

Mind Mapping represents the way to place the information into brain

and take it return out brain. Form of the mind mapping is like map a road;

street in town having a lot of branch. As doing our road; street map can

make the view totally about the root of the matter in a very wide area. With

a map can plan a quickest route and precisely and know where we will go

and where we reside.

A Mind Map is a powerful graphic technique which provides a

universal key to the potential of the brain. It harnesses full range of cortical
 skills, word, image, number, logic, rhythm, cooler and spatial awareness

in single, uniquely powerful manner. In doing it gives us the freedom to

the roam the infinite expanse of your brain.

The Mind Map can be applied to every aspect of life where improved

learning and clearer thinking enhance humans’ performance.Mind map is

graph technique that able to explore all of our ability to think and learned,

and also suitable with the man brain.

Mapping is the creation of a graphic or word picture, so that all

pertinent information is visible at pone time. “Mind” or “concept” maps

(sometimes also referent to as “think links”) should be constructed so as to

visually represent relationship among concepts. Major and minor

supporting information to remember is placed in a form that resembles a

map; hence the term mapping is issued. For some students, this

visualization enables them to recall the textual information much more

readily, and it stimulates “creative thinking”. Maps are not as rigidly

organized as outlines allowing greater flexibility in note making, can

incorporate information more easily and more items around on a page.

c. The advantages of Mind Map in writing

Making a mind map should be a spontaneous pre-writing activity.

Students start with a topic at the centre and then generate a web of ideas

from that, developing and relating these ideas as their mind that makes

associations.
 Mind maps work well as their visual design, enables students to see

the relationship between ideas, and encourages them to group certain ideas

together as they proceed. Mind maps work especially well especially when

created in groups, since the discussion of this engenders aids the

production of ideas, and makes the task livelier and more enjoyable.

The Excellence of Mind Map compared to this linear record-keeping

will assist to activate the brain, focusing on discussion fundamental,

showing relation between parts of information which each other a part,

giving detailed and clear entire picture discussion, fundamental and also

give all mind to discussion fundamental to assist us to transfer an

information from memory short term memory to long term memory.

9. Media

Media or visual aids play an important role in a teaching and learning

process. The use of media facilities the teacher and students to reach the goals

of the study. Brown (1977:3) defines media as the tools or physical things used

by a teacher to facilitate the instructions. While an educational media is such a

device used for educational purposes (Biddle & Rossi, 1966:3).

10. Mind Mapping Learning Method assisted DrawCard Media

DrawCard is a visual media in form a cards. This cards shows an picture

or illustration that will be describe by students. On the other side, students can

write or make the results of the mind map itself.Mind Mapping Learning

Method is very suitable to help assisted by DrawCard media because the results
 of this method must be written in form mind map and written on a random

paper.

B. Previous Relevant Studies

In this subchapter, I would like to review some previous studies that support

my view about the use of mind mapping learning method to improve students’

ability in writing.

First, a study done by Mawadah (2009), she found that the teaching

descriptive text to junior high school students of SMP Negeri 1 Pegandon by using

mind mapping method was more effective than teaching descriptive text using

conventional method. This experimental research used two classes as the sample of

the research. The experimental group was taught by using mind mapping and the

control group was taught by using conventional method. The main purpose of the

activities above is to make students easier in constructing a text.

Second, Utami (2009) also did research about the use of prewriting strategies:

Brainstorming and Mind Mapping in Essay Writing for tenth grade students of

SMA Negeri 3 Salatiga. The use of brainstorming and mind mapping can help and

motivate students to generate ideas and practice expressing thought in written form,

so that it would be helpful for students in creating a text and get a satisfying work

in writing. The students’ achievement in writing recount text increased from the

first meeting to the last meeting. The students’ respond that were obtained through

questionnaire showed that most of them agreed that using brainstorming and mind

mapping could help them in improving their ability in writing recount text.
 Third, Susanto (2008) gave description of determining the application of

mind mapping method in teaching descriptive writing for the second grade students

of SMU Negeri 1 Kajen. He found some advantages by applying mind mapping

method in teaching descriptive text. First, the students are interested and motivated

in exploring their ideas and imagination using mind mapping method since they

found new things during learning process. Second, they might be encouraged to be

active in classroom activity by asking the teacher or friends. Then, the last

advantage is its simplicity to use mind mapping method by making a chart like a

tree diagrams. The students understand, memorize and remember the main idea and

relative words easily.

Every method has advantages and weaknesses. The first weakness in applying

mind mapping method is must have broad knowledge especially in vocabularies

and diction (choice of words). The students liked to ask English translation the

difficult words related to the topic. They should bring a dictionary to help them in

translating words because it would spend more times if they asked to the teacher

continuously. The second one is that spends more paper sheets to do the test because

they do two steps before they make the final draft of the descriptive text. The

advantage in applying mind mapping method is the students can automatically

enrich their vocabularies by searching branches and related ideas from the main

topic.
C. Conceptual Framework

There are many factors that affect students' achievement in writing. There

are vocabulary, grammar and teaching strategies. Teaching strategies should be

easy, fun, motivating, stimulating and abilities of students.

There are many strategies that can be used by teachers in teaching. One is a

mind mapping method in improving their writing achievement in English. It used

in expressing ideas, ideas, or something to be disclosed in an article, and after that

the student is able to convey what they write.

 CHAPTER III

METHOD OF RESEARCH

A. Location

The research was carried out at the first semester of grade VIII of SMP

SwastaTriana in academic year 2019 – 2020.

B. Population and Sample

Population is the group of interest to the researcher, would like the result of

the study to generalize whereas sample is a number of individuals for a study in

such a way that the individuals represent the larger group from which they are

selected.

The population of the research included the entire first semester grade VIII

of SMP SwastaTriana. The population of this research was 50 students; divided into

two classes.

Table 3.1
Population and Sample

Class Female Male Total

VIII – A 8 17 25

VIII - B 9 16 25

TOTAL 17 33 50
C. Research Design

This research used quantitative method and the design of the research was

quasi experimental study that aimed to find out the cause-effect between two

variables.

Creswell stated that a quantitative method is a method which the investigation

focus on the use of post positive statement for developing knowledge, the use of

enquiry strategies such as experiment, surveys, and collect data on predetermined

instruments to get specific statistic data.

Furthermore, the writer involved two groups, one class as an experimental

class, and another class a control class. The pre-test and post-test were given to the

students in both experimental and the control class.

After giving the treatment to the experimental class, the writer distributed

post-test to both classes to see the effect of mind mapping method on students’

writing of descriptive text. Lastly, the writer analyzed the data she had gotten from

both experimental and control class. The experiment design as follows:

Table 3.2
Desain of the Study

Class Measurement Treatment Measurement

Exeperimental Pre-test Experimental treatment Post-test

group (using mind mapping
metdod)
 Control Group Pre-test Non Experimental Post-test
treatment (without using
mind mapping / using
lecturing method)

D. Instrument of Collecting Data

Instrument was the most important equipment in the research to collect data.

The researcher tried to apply the appropriated instrument to get the data. In this

case, this research used test. Test used to collect the data on students’ writing

achievement of descriptive text.

In this research, the test was in written form that the students should write the

descriptive text about the topic given. The tests divided into two tests, pre-test and

post-test. The pre-test was given to the students before the treatment and the post-

test given after the treatment. In pre-test , the writer asked students to make

descriptive text then writer gave the treatment.

In analyzed the data related to the students’ test of writing achievement, this

research used analytical scoring rubric adapted from Weigle. The following table is

the analytical scoring rubric used by the writer to analyze the students’ paragraph

writing.
 Table 3.3
Analytical scoring rubric

Components of Writing Scores Indicators

Content Relevant to the topic and easy to

4 understand
rather relevant to the topic and easy to
3
understand

relevant to the topic but is not quite easy to

2
understand

quite relevant to the topic but is not quite

1 easy to understand
Organization most of the sentences are related to the
4
main idea

3 some sentences are related to the main idea

2 few sentences related to the main idea

1 the sentences are unrelated to each other

Vocabulary & Mechanic a few errors in choice of words, spelling
4
and punctuation

some errors in choice of words, spelling

3
and punctuation

occasional errors in choice of words,

2
spelling and punctuation

frequent errors in choice of words, spelling

1 and punctuation
Grammar 4 a few grammatical inaccuracies

3 some grammatical inaccuracies

2 numerous grammatical inaccuracies

1 frequent grammatical inaccuracies

E. The Technique of Data Analysis

To analyze the data collected by using test, the writer used formula as

follows:

po int
Score   100
16

Note :

Score ; Student Score

Point ;Accumulation of score

This research used t-test formula as a technique of data analysis. It used to

seek the significance differences of students’ scores by using the different

method. The formula is as follows;

M1  M 2
t0 
SE M 1  M 2

The process of t-test was as follows;

1. Determining mean of gained score of experiment group, with the formula:

X
Mx or M 1 
N1

2. Determining mean of gained score of controlled group, with the formula:

Y
My or M 2 
N2

3. Determining the Standard Deviation of the experiment group, with the

formula:
 SD1 
 x2
N1

4. Determining the Standard Deviation of controlled group, with the formula:

SD2 
 y2
N2

5. Determining the Standard Error Mean of experiment group, with the

formula:

SD1
SEM 1 
N1  1

6. Determining the Standard Error Mean of controlled group, with the

formula:

SD2
SEM 2 
N2 1

7. Determining the difference of standard Error between Mean or experiment

group and control group, uses formula as follow:

SE M 1  M 2  SE M 1  SE M 2
2 2

8. Determining 𝑡𝑜 :

M1  M 2
t0 
SE M 1  M 2

9. Determining t-table in significance level of 5% with degree of freedom

(df):

df   N 1  N 2   2
 Note:

Variable X : Descriptive writing by using Mind Mapping technique

Variable Y : Descriptive writing without Mind Mapping technique

M1 : Mean of the gained score of variable X

M2 : Mean of the gained score of variable Y

SD1 : Standard Deviation of variable X

SD2 : Standard Deviation of variable Y

SE𝑀1 : Standard Error of Mean variable X

SE𝑀2 : Standard Error of Mean variable Y

N : Total of the students

df : degree of freedom

F. Hypothesis

The assumption of the hypotheses:

1. If to>tt, the null hypotheses (H0) is rejected and the alternative hypothesis (Ha)

isaccepted. It means that there is significant difference between the students’

writing scores in descriptive text who are taught by using mind mapping

method and who are taught without using mind mapping method at the eighth

grade students of SMP Swasta Triana (M1 ≠ M2). In other word, mind mapping

is effective in teaching writing in descriptive text.

2. If to<tt, the null hypotheses (H0) is accepted and the alternative hypotheses (Ha)

is rejected. It means that there is no significant difference between the between

the students’ writing scores in descriptive text who are taught by using mind

mapping method and who are taught without using mind mapping method at

the eighth grade students of SMP Swasta Triana (M1 = M2). In other word,

mind mapping method is not effective in teaching writing of descriptive text.

 CHAPTER IV

THE RESULT OF RESEARCH

A. Research Finding

1. Data

The Data description shows or describes the collected data – those were

students’ scores in pre-test and post-test. There are tables of the score differences

of pre-test and post-test of both classes to get the gained scores before doing further

calculation.

Table 4.1
Students’ Score Experimental Class

Student (N) Pre-Test Post-Test Gained Score

S1 47 66 19
S2 23 66 43
S3 47 93 46
S4 27 76 49
S5 24 83 59
S6 47 63 16
S7 43 80 37
S8 33 76 43
S9 23 63 40
S10 40 73 33
S11 33 67 34
S12 50 90 40
S13 23 73 50
S14 40 66 26
S15 30 83 53
S16 23 90 67
 S17 37 97 60
S18 27 76 49
S19 27 60 33
S20 23 80 47
S21 37 80 43
S22 43 73 30
S23 40 73 33
S24 53 76 23
S25 23 70 47
N=25 863 1893 1009
M=34.52 M=75.72 40.36

Table 4.2
Students’ Score Control Class

Student (N) Pre-Test Post-Test Gained Score

S1 20 63 43
S2 30 66 36
S3 23 40 17
S4 37 70 33
S5 33 50 17
S6 36 73 37
S7 37 73 36
S8 33 63 30
S9 37 60 23
S10 33 73 40
S11 33 63 30
S12 20 50 30
S13 43 73 30
S14 27 60 33
S15 40 66 26
 S16 30 53 23
S17 30 66 36
S18 33 63 30
S19 20 60 40
S20 27 50 23
S21 23 66 43
S22 27 66 39
S23 23 40 17
S24 20 60 40
S25 30 63 33
N=25 748 1510 776
M=29.92 M=60.64 31.04

2. Data Analysis

Based on the pre-test and post-test result scores of both experimental

andcontrolled classes, this research used some formulations to know the “t” value

byused the degree of significant level 5% and to know the significant effect of

usingmind mapping technique on students’ writing of descriptive text.

First of all, the data determined the mean of X or experimental class and Y or

controlled class. To determine the mean of X by using this formula:

M1 
x
N1
1009
M1 
25
M 1  40.36

Meanwhile, the writer also determined the mean of Y or controlled class by

using the following formula:

 M2 
y
N2
776
M2 
25
M 2  31.04

To make clearer, the writer provided the table 4.3 to show the result of mean

of experimental and controlled classes as following:

Table 4.3
The Calculation Result of both Experimental and Controlled Classes

Student X Y x(X-M1) y(Y-M2) x2 x2

S1 19 43 -21.36 8.96 456.2496 80.2816
S2 43 36 2.64 1.96 6.9696 3.8416
S3 46 17 5.64 14.04 31.8096 197.1216
S4 49 33 8.64 1.96 74.6496 3.8416
S5 59 17 19.64 14.96 385.7296 197.1216
S6 16 37 -24.36 5.96 593.4036 35.5416
S7 37 33 -3.36 1.96 11.2896 3.8416
S8 43 30 2.64 -1.04 6.9696 1.0816
S9 40 23 -0.36 -8.04 0.1296 64.6416
S10 33 40 -7.36 8.96 54.1696 80.2816
S11 34 30 -6.36 -1.04 40.4496 1.0816
S12 40 30 -0.36 -1.04 0.1296 1.0816
S13 50 30 9.64 -1.04 92.9296 1.0816
S14 26 33 -20.36 1.96 414.5296 3.8416
S15 53 26 9.64 -5.04 92.9296 25.4016
S16 67 23 26.64 -8.04 709.6896 64.6416
S17 60 36 19.64 4.96 385.7296 24.6016
S18 49 30 8.64 -1.04 74.6496 1.0816
S19 33 40 -7.36 8.96 54.1696 80.2816
 S20 47 23 6.64 -8.04 44.0896 64.6416
S21 43 43 2.64 11.96 6.9696 143.0416
S22 30 39 -10.36 7.96 107.3296 63.3616
S23 33 17 -10.36 14.04 107.3296 197.1216
S24 23 40 -17.36 8.96 301.3696 80.2816
S25 47 33 6.64 1.96 44.0896 3.8416
∑ 1009 776 -6 86.6 4097.754 1401.42

After determining the mean of both experimental and controlled class (X and

Y), to determine the Standard Deviation of experimental class (X) used a formula

as follow:

SD 1 
x 2

N1
4097.75
SD1 
25
SD1  163.91
SD1  12.80

Meanwhile, to determine the Standard Deviation controlled class used a

formula as following:

SD2 
y 2

N2
1401.42
SD2 
25
SD2  56.06
SD2  7.49

Then, the result of both standard deviation (X and Y) the writer calculated the

Standard Error Mean of experimental class (X) uses a formula as follow:

 SD1
SE M 1 
N1  1
12.80
SE M 1 
25  1
12.80
SE M 1 
4.90
SE M 1  2.61

Meanwhile, to determine the standard Error Mean of controlled class (Y) used

a formula as follow:

SD2
SE M 2 
N1  1
7.49
SE M 2 
25  1
7.49
SE M 2 
4.90
SE M 2  1.53

After determining the standard deviation of both experimental and controlled

class, the writer calculated the difference of standard error between mean of

experimental class (X) and controlled class (Y), used a formula as follow:

SE M 1  M 2  SE M 1  SE M 2  2.612  1.532
2 2

 6.81  2.34

 9.15

 3.02

Then, the writer calculated t0:

 M1  M 2
t0 
SE M 1  M 2
40.36  31.04
t0 
3.02
9.32
t0 
3.02
t 0  3.09

Finally, the writer calculated ttable in significance level of 5% and with degree

of freedom (df):

df   N 1  N 2   2
 25  25  2
 50  2
 48

Based on the degree of freedom, the writer gained the t-table:

Degree of significance 5% = 1.67

From the calculation toward of pre-test and post-test of both experimental

and controlled classes, the result shows that the obtained score of experimental class

is higher than that of controlled class. Besides, the writer obtained the comparison

between to and tt for the degree of significance 5%:

Degree of significance 5%: to >tt= 3.09 > 1.67

The data which have been calculated by using t-test, based on the result pre-

test and post-test of both experimental and controlled classes is to prove the research

hypothesis as tentative assumption below:

1. If t0>tt = the alternative hypothesis (Ha) is accepted and the null

hypothesis (H0) is rejected.

 2. If t0 <tt = the alternative hypothesis (Ha) is rejected and the null

hypothesis (H0) is accepted.

From the data calculation, it was obtained the value of towas 3.09 and

thedegree of freedom (df) was 48. In this research, the writer used the degree

ofsignificance 5% where the value of degree of significance 5% is 1.67.

By comparing the value to = 3.09 and ttableon the degree of significance 5%

is 1.67, the writer made a conclusion of hypothesis that to was higher than ttable,

namely 1.67 < 3.09. It means that the alternative hypothesis (Ha) was accepted and

the null hypothesis (Ho) was rejected, so that using mind mapping technique is

effective on students’ writing descriptive text.

B. Discussion

Based on the calculation by using some formula to calculate students’ scores

in pre-test and post-test, the writer believed that mind mapping is effective on

students’ writing of descriptive text. The result of to is higher than ttable, the value of

to= 3.09 and t-table on the degree significance 5% = 1.67. The writer made a

conclusion of the hypothesis that to is higher than t-table; 3.09 > 1.67 the alternative

hypothesis (Ha) of this research had been proven that mind mapping to students’

writing descriptive text of seventh grade students of SMP SwastaTriana is more

effective than without using mind mapping technique on students’ writing

descriptive text. Thus the alternative hypothesis (Ha) is accepted and the null

hypothesis (H0) is rejected.

 In addition, the writer compared the similar research that investigated by

LailiMawadah from the Semarang State University. Laili had study about The

Effectiveness of Mind Mapping in Teaching the Students to Write Descriptive Text.

The purpose of Laili research is to compare whether teaching descriptive text to

junior high school students of SMP Negeri I Pegandon by using mind mapping is

more effective than teaching descriptive text by using the conventional method (the

strategy which the teacher usually applies). In her research, Laili chose two classes

as the sample of the research. They are class VIII 4 (the experimental group) and

class VIII 5 (the control group). The experimental group was taught by using mind

mapping and the control group was taught by using the conventional method. Laili

used writing test to gather the data. Before giving the writing test, Laili gave some

activities to the students. Those activities are giving the glossary, making the simple

sentences, describing the familiar people by using picture and applying mind

mapping in writing descriptive text (just for the experimental group).

The main purpose of the activities above was to help the students in creating

a text. After that, Laili scored the students’ work by using the analytical scoring.

This score was based on the five criteria; they are organization, content, grammar,

punctuation and vocabulary. In addition, the t-test formula was also applied to

determine whether there was a significant difference between the means of the

experimental group and the control group. The mean of post-test of the

experimental group is 78.50 and the control group is 75.53. The obtained t-test

(tvalue) is 4.57672, whereas the t-table is 1.99 for α = 5%. The t-test value was higher

than the t-table (4.57672 > 1.99). On the other hand, the writer with her research on
the title The Effect Of Applying Mind Mapping Learning Method Assisted By

DrawCard Media On The Students’ Achievement In Writing Descriptive Text got

the result is the mean of the experimental group is 40.36 and the control group is

31.04. The obtained t-test (tvalue) is 3.09, whereas the t-table is 1.67 for α = 5%. The

t-test value was higher than the t-table (3.09 > 1.67). The results proved that Mind

Mapping was more effective as the teaching strategy or method in teaching

descriptive text.

It conclude that mind mapping has effect in the teaching learning writing,

that mind mapping can help students junior high school to solve their problem about

the difficulties of writing especially writing descriptive text.

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, conclusion are drown as the following that the

students of both classes have never been taught descriptive writing using mind

mapping method before the writer conducted the research. That they (experimental

class students) got higher average scores on the post-test was the fact. After doing

the treatment, the students improved their writing used mind mapping method.

Based on the data that has been described from the experimental research of

the first semester grade VIII students at SMP Swasta Triana, the writer found that

t-test 3.09 is higher that t-table in both degree of significance 5% is 1.67. It means

that the alternative hypothesis was accepted and the null hypothesis was rejected.

Therefore, it can be conclude that there was any effect of mind mapping method on

students’ writing of descriptive text at seventh grade of the first semester grade VIII

students at SMP Swasta Triana in academic year 2019-2020.

B. Suggestion

Based on the conclusion above, there are some suggestions are staged as the

following:

1. The teachers of English have to be able to determine what kind of method

to do in the classroom to make students easily learning English.

2. The teachers of English are advised to use mind mapping as one of the

method in the classroom as the alternative teaching procedure.

3. The teachers of English have to pay attention to students’ motivation of

writing so that they are interested in writing activity.

4. The atmosphere of conduciveness in the classroom influences the process

of teaching-learning activity. Therefore, it is better to consider the

effectiveness of conducive class.

5. The students should pay attention to the teacher when the process of learning

in order they can get the point of the material that given by the teacher.

6. Other junior high schools are suggested to apply Mind Mapping Learning

Method to improve their students’ writing.

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Appendix 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester : VIII A/Ganjil
(Experimental class/Pretest)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat.

B. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

C. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

D. Tujuan Pembelajaran
 Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

1. Rasa hormat dan perhatian
2. Percaya diri
3. Rasa ingin tahu
4. Komunikatif
5. Mandiri
6. Jujur
7. Tanggung jawab

E. Materi Pembelajaran
Descriptive Text

F. Metode Pembelajaran
Lecture Method

G. Langkah-langkah kegiatan
No. Kegiatan Waktu

1 Pendahuluan: 10 menit
 Mengucapkan salam dan langsung menyapa
menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
 Kemudian dilanjutkan dengan menanyakan kabar
siswa serta mengecek daftar hadir dan
menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit
  Guru memberikan intruksi kepada siswa untuk
menulis sebuah descriptive teks.
 Guru meminta siswa untuk menuliskan sebuah
descriptive text sebagai pre-test
3 Penutup 10 menit
 Reflection ( menanyakan kesulitan siswa,
manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teksdeskriptif
lainnya di rumah,dan menjawan pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)
 Menginformasikan topik pertemuan berikutnya

H. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Kertas, spidol berwarna, pensil warna.

I. Penilaian
1. Bentuk dan Tehnik
No. Teknik Bentuk Contoh

1 Tes Tulis Tugas individu Lampiran

Pedoman penilaian:
Instrument penilaian : rubric of analytical scoring

Medan, 12 Agustus 2019

Mengetahui,
Guru Bahasa Inggris Peneliti

( ) ( )
Lampiran

INSTRUMENT PRETEST

Name :
Class :

1. Write down the descriptive writing about North Sumatera.

Appendix 2
Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester : VIII A/Ganjil
(Experimental Class/Treatment)
(Using Mind Mapping Technique)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat.

B. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

C. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

1. Rasa hormat dan perhatian
2. Percaya diri
3. Rasa ingin tahu
4. Komunikatif
5. Mandiri
6. Jujur
7. Tanggung jawab

E. Materi Pembelajaran
Topik: My Favorite Star
Functional text: Describing People
Grammar points: Noun Phrase

F. Metode Pembelajaran
Mind Mapping

G. Langkah-langkah kegiatan
No. Kegiatan Waktu

1 Pendahuluan: 10 menit
 Mengucapkan salam dan langsung menyapa
menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
 Kemudian dilanjutkan dengan menanyakan kabar
siswa serta mengecek daftar hadir dan
 menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit
Eksplorasi
Dalam kegiatan ekplorasi :

 Guru memberikan stimulus berupa pemberian

materi tentang pengertian dan genetic structure
teks deskriptif.
 Guru memberikan contoh teks deskriftif dan
strukturnya kepada siswa.
 Guru memberikan stimulus berupa pemberian
materi tentang mind mapping.
 Siswa mendiskusikan materi bersama-sama

Elaborasi

Dalam kegiatan elaborasi :

 Membaca teks deskriptif dan mengidentifikasi

langkah retorika dengan cermat
 Memfasilitasi siswa melalui pemberian tugas
mengidentifikasi generic structure dari sebuah
teks descriptive untuk didiskusikan secara
berpasangan.
 Memfasilitasi siswa melalui pemberian tugas
mencari informasi dari sebuah mind mapping.
 Memfasilitasi siswa melalui pemberian tugas
menerjakan latihan soal untuk dikerjakan secara
individu.

Konfirmasi

Dalam kegiatan konfirmasi, siswa:

 Guru memberikan umpan balik positif dan

penguatan dalam bnetuk lisan, tulisan, isyarat
maupun hadiah terhadap keberhasilan peserta
didik.
  Memfasilitasi peserta didik melakukan refleksi
untuk memperoleh pengalaman belajar yang telah
dilakukan.
 Memberikan motivasi kepada siswa yang kurang
dan belum bisa mengikuti dalam materi teks
descriptive dan mind mapping.
 Menulis draft Mind Mapping teks deskriptif
berdasarkan tema yang disajikan
 Mengkomunikasikan draft Mind Mapping yang
dibuat kepada guru dan mereviewnya
 Mengembangkan draft Mind Mapping menjadi
teks deskriptif dengan struktur teks yang benar.
3 Penutup 10 menit
 Reflection ( menanyakan kesulitan siswa,
manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teks deskriptif
lainnya di rumah,dan menjawab pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)
 Menginformasikan topik pertemuan berikutnya

H. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Buku Pintar Mind Map untuk anak
3. Kertas, spidol berwarna, pensil warna.

I. Media
DrawCard

Medan, 12 Agustus 2019

Mengetahui,
Guru Bahasa Inggris Peneliti

( ) ( )
Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester : VIII A/Ganjil
(Experimental class/Posttest)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat.

B. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

C. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
 6. Membuat teks descriptive sederhana.

D. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

1. Rasa hormat dan perhatian
2. Percaya diri
3. Rasa ingin tahu
4. Komunikatif
5. Mandiri
6. Jujur
7. Tanggung jawab

E. Materi Pembelajaran
Descriptive Text

F. Metode Pembelajaran
Lecture Method

G. Langkah-langkah kegiatan
No. Kegiatan Waktu

1 Pendahuluan: 10 menit

 Mengucapkan salam dan langsung menyapa

menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
 Kemudian dilanjutkan dengan menanyakan kabar
siswa serta mengecek daftar hadir dan
 menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit

 Guru memberikan intruksi kepada siswa untuk

menulis sebuah descriptive teks.
 Guru meminta siswa untuk menuliskan sebuah
descriptive text sebagai post-test
3 Penutup 10 menit
 Reflection ( menanyakan kesulitan siswa
manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teks deskriptif
lainnya di rumah,dan menjawab pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)

H. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Kertas, spidol berwarna, pensil warna.

I. Penilaian
1. Bentuk dan Tehnik
No. Teknik Bentuk Contoh

1 Tes Tulis Tugas individu Lampiran

Pedoman penilaian:
Instrument penilaian : rubric of analytical scoring

Medan, 12 Agustus 2019

Mengetahui,
Guru Bahasa Inggris Peneliti

( ) ( )
Lampiran

INSTRUMENT POSTTEST

Name :
Class :

1. Create your mind mapping about North Sumatera.

2. Make a descriptive text based on your Mind mapping above.
Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester :VIII B/Ganjil
(Controlled class/Pretest)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek
sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi
dengan lingkungan terdekat.

B. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

C. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
 6. Membuat teks descriptive sederhana.

D. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

1. Rasa hormat dan perhatian

2. Percaya diri
3. Rasa ingin tahu
4. Komunikatif
5. Mandiri
6. Jujur
7. Tanggung jawab

E. Materi Pembelajaran
Descriptive Text

F. Metode Pembelajaran
Lecture Method

G. Langkah-langkah kegiatan
No. Kegiatan Waktu

1 Pendahuluan: 10 menit
 Mengucapkan salam dan langsung menyapa
menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
 Kemudian dilanjutkan dengan menanyakan
kabar siswa serta mengecek daftar hadir dan
 menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit

 Guru memberikan intruksi kepada siswa untuk

menulis sebuah descriptive teks.
 Guru meminta siswa untuk menuliskan sebuah
descriptive text sebagai pre-test
3 Penutup 10 menit
 Reflection ( menanyakan kesulitan siswa,
manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teks deskriptif
lainnya di rumah,dan menjawab pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)
 Menginformasikan topik pertemuan berikutnya

H. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Buku Pintar Mind Map untuk anak
3. Kertas, spidol berwarna, pensil warna.

I. Penilaian
1. Bentuk dan Tehnik
No. Teknik Bentuk Contoh

1 Tes Tulis Tugas individu Lampiran

Pedoman penilaian:
Instrument penilaian : rubric of analytical scoring

Medan, 12 Agustus 2019

Mengetahui,
Guru Bahasa Inggris Peneliti

( ) ( )
Lampiran

INSTRUMENT PRETEST

Name :
Class :

1. Write down the descriptive writing about North Sumatera.

Appendix 5

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester : VIII B/Ganjil
(Control Class/Treatment)
(Using Without Mind Mapping Technique)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

J. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat.

J. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

K. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.
L. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

1. Rasa hormat dan perhatian
2. Percaya diri
3. Rasa ingin tahu
4. Komunikatif
5. Mandiri
6. Jujur
7. Tanggung jawab

8. Materi Pembelajaran
Topik: My Favorite Star
Functional text: Describing People
Grammar points: Noun Phrase

9. Metode Pembelajaran
Lecture Method

10. Langkah-langkah kegiatan

No. Kegiatan Waktu

1 Pendahuluan: 10 menit

 Mengucapkan salam dan langsung menyapa

menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
  Kemudian dilanjutkan dengan menanyakan
kabar siswa serta mengecek daftar hadir dan
menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit

Eksplorasi

Dalam kegiatan ekplorasi :

 Guru memberikan stimulus berupa pemberian

materi tentang pengertian dan genetic structure
teks deskriptif.
 Guru memberikan contoh teks deskriftif dan
strukturnya kepada siswa.
 Siswa mendiskusikan materi bersama-sama

Elaborasi

Dalam kegiatan elaborasi :

 Membaca teks deskriptif dan mengidentifikasi

langkah retorika dengan cermat
 Memfasilitasi siswa melalui pemberian tugas
mengidentifikasi generic structure dari sebuah
teks descriptive untuk didiskusikan secara
berpasangan.
 Memfasilitasi siswa melalui pemberian tugas
menerjakan latihan soal untuk dikerjakan secara
individu.

Konfirmasi

Dalam kegiatan konfirmasi, siswa:

 Guru memberikan umpan balik positif dan

penguatan dalam bnetuk lisan, tulisan, isyarat
maupun hadiah terhadap keberhasilan peserta
didik.
  Memfasilitasi peserta didik melakukan refleksi
untuk memperoleh pengalaman belajar yang
telah dilakukan.
 Memberikan motivasi kepada siswa yang kurang
dan belum bisa mengikuti dalam materi teks
descriptive.
3 Penutup 10 menit

 Reflection ( menanyakan kesulitan siswa,

manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teks deskriptif
lainnya di rumah,dan menjawab pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)
 Menginformasikan topik pertemuan berikutnya

M. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Buku Pintar Mind Map untuk anak
3. Kertas, spidol berwarna, pensil warna.

Medan, 12 Agustus 2019

Mengetahui,
Guru Bahasa Inggris Peneliti

( ) ( )
Appendix 6

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Swasta Triana

Kelas/Semester : VIII B/Ganjil
(Control class/Posttest)
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Descriptive
Keterampilan : Menulis
Alokasi Waktu : 2 x 40 menit

B. Standar Kompetensi
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat.

C. Kompetensi Dasar
12.1. Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan terekat.

12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks
berbentuk descriptive.

D. Indikator
1. Mengidentifikasi ciri-ciri kebahasaan pada teks descriptive.
2. Mengidentifikasi langkah-langkah retorika pada teks descriptive.
3. Mengidentifikasi struktur paragraph pada teks descriptive.
4. Menulis Kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
 6. Membuat teks descriptive sederhana.

E. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat dengan cermat, cepat dan tepat:
1. Mengidentifikasi ciri-ciri kebahasaan padda teks descriptive.
2. Mengidentifikasi langkah-langkah retorika teks descriptive.
3. Memahami struktur paragraph pada teks descriptive.
4. Menulis kalimat sederhana.
5. Mendeskripsikan sesuatu melalui gambar atau foto.
6. Membuat teks descriptive sederhana.

Karakter siswa yang diharapkan:

8. Rasa hormat dan perhatian
9. Percaya diri
10. Rasa ingin tahu
11. Komunikatif
12. Mandiri
13. Jujur
14. Tanggung jawab

F. Materi Pembelajaran
Descriptive Text

G. Metode Pembelajaran
Lecture Method

H. Langkah-langkah kegiatan
No. Kegiatan Waktu

1 Pendahuluan: 10 menit

 Mengucapkan salam dan langsung menyapa

menggunakan bahasa inggris agar tercipta
English Environment dapat langsung tercipta di
pertemuan pertama.
 Mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca doa bersama-sama.
(untuk melatih ketaatan dalam beribadah).
 Melakuan ice breaking.
 Kemudian dilanjutkan dengan menanyakan kabar
siswa serta mengecek daftar hadir dan
 menanyakan siapa yang tidak hadir. (melatih
sikap peduli dan jujur).
2 Kegiatan inti: 60 menit

 Guru memberikan intruksi kepada siswa untuk

menulis sebuah descriptive teks.
 Guru meminta siswa untuk menuliskan sebuah
descriptive text sebagai post-test
3 Penutup 10 menit
 Reflection ( menanyakan kesulitan siswa
manfaat, kesan selama PBM)
 Further guidance: ( PR, membaca teks deskriptif
lainnya di rumah,dan menjawab pertanyaan
tentang berbagai informasi yang terdapat dalam
teks tsb)

I. Sumber/Bahan/Alat Belajar
1. Buku bacaan yang relevan
2. Kertas, spidol berwarna, pensil warna.

J. Penilaian
1. Bentuk dan Tehnik
No. Teknik Bentuk Contoh

1 Tes Tulis Tugas individu Lampiran

Pedoman penilaian:
Instrument penilaian : rubric of analytical scoring

Medan, 12 Agustus 2019

Mengetahui,
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INSTRUMENT POSTTEST

Name :
Class :

1. Write down the descriptive writing North Sumatera.

Appendix 7

Students in Experimental Class (VIII A)

No Students Code Gender

1 Aidil Sapta Wijaya S1 Male

2 Alif Edi Sudrajat S2 Male

3 Asmiranda S3 Female

4 Ayu Permadani S4 Female

5 Bambang Abdi Setyo S5 Male

6 Ika Evidayanti S6 Female

7 Ilwa Desvianto S7 Male

8 Intan Nuraini S8 Female

9 Izen Arya S9 Male

10 M. Awwal Alsani S10 Male

11 M. Prado Jaya S11 Male

12 M. Fikri Fahridji S12 Male

13 Miftah Fahrid S13 Male

14 Muhammad Candra Alim S14 Male

15 Muhammad Khairil Hansyah S15 Male

16 Muhammad Nizam S16 Male

17 Muhammad Raffi Siregar S17 Male

18 Muhammad Reza Nasution S18 Male

19 Muhammad Wisnu S19 Male

20 Nadya Puspita S20 Female

21 Nayla Anastasya S21 Female

22 Oki Romadhoni S22 Male

23 Rafly Aditya S23 Male

24 Sekar Juwita Ayu S S24 Female

25 Virnie Dwi Ramadhani S25 Female

Appendix 8

Students in Control Class (VIII B)

No Students Code Gender

1 Aditya Anugrah Pasha S1 Male

2 Arya Septian Pratama S2 Male

3 Dian Wulandari S3 Female

4 Diana Nazwa S4 Female

5 Dwi Yanti S5 Female

6 Fajar Andika S6 Male

7 Fenisyah Aura S7 Female

8 Galang Pramuja S8 Male

9 Irfandi Syahputra Harahap S9 Male

10 Khaira Sakinah S10 Female

11 M. Ilham Hanafi S11 Male

12 Maya Sasmita S12 Female

13 Muhammad Andrean S13 Male

14 M. Ibrahim Dalimunthe S14 Male

15 Muhammad Ilham S15 Male

16 Nadila Ramadhani S16 Female

17 Naufal Fadil Arsalan S17 Male

18 Randy Aidil Putra S18 Male

19 Reifan Ferdiansyah S19 Male

20 Rio Kurniawan S20 Male

21 Riska Aulia S21 Male

22 Macs Willia Dinatha S22 Male

23 Sri Suriani S23 Female

24 Surendi S24 Male

25 Wisnu Syahputra S25 Male

Appendix 9

T-table

Upper critical values of Student's distribution with degrees of freedom

Probability of exceeding the critical value

df 0.10 0.05 0.025 0.01 0.005

1 3,078 6,314 12,706 31,821 63, 657

2 1,886 2,920 4,303 6,965 9,925
3 1,638 2,353 3,182 4,541 5,841
4 1,533 2,132 2,776 3,747 4,604
5 1,476 2,015 2,571 3,365 4,032
6 1,440 1,943 2,447 3,143 3,707
7 1,415 1,895 2,365 2,998 3,499
8 1,397 1,860 2,306 2,896 3,355
9 1,383 1,833 2,262 2,821 3,250
10 1,372 1,812 2,228 2,764 3,169
11 1,363 1,796 2,201 2,718 3,106
12 1,356 1,782 2,179 2,681 3,055
13 1,350 1,771 2,160 2,650 3,012
14 1,345 1,761 2,145 2,624 2,977
15 1,341 1,753 2,131 2,602 2,947
16 1,337 1,746 2,120 2,583 2,921
17 1,333 1,740 2,110 2,567 2,898
18 1,330 1,734 2,101 2,552 2,878
19 1,328 1,729 2,093 2,539 2,861
20 1,325 1,725 2,086 2,528 2,845
21 1,323 1,721 2,080 2,518 2,831
22 1,321 1,717 2,074 2,508 2,819
23 1,319 1,714 2,069 2,500 2,807
24 1,318 1,711 2,064 2,492 2,797
25 1,316 1,708 2,060 2,485 2,787
26 1,315 1,706 2,056 2,479 2,779
27 1,314 1,703 2,052 2,473 2,771
28 1,313 1,701 2,048 2,467 2,763
29 1,311 1,699 2,045 2,462 2,756
30 1,310 1,697 2,042 2,457 2,750
31 1,309 1,696 2,040 2,453 2,744
32 1,309 1,694 2,037 2,449 2,738
33 1,308 1,692 2,035 2,445 2,733
34 1,307 1,691 2,032 2,441 2,728
35 1,306 1,690 2,030 2,438 2,724
36 1,306 1,688 2,028 2,434 2,719
37 1,305 1,687 2,026 2,431 2,715
38 1,304 1,686 2,024 2,429 2,712
39 1,303 1,685 2,023 2,426 2,708
40 1,303 1,684 2,021 2,423 2,704
41 1,303 1,683 2,020 2,421 2,701
42 1,302 1,682 2,018 2,418 2,698
43 1,302 1,681 2,017 2,416 2,695
44 1,301 1,680 2,015 2,414 2,692
45 1,301 1,679 2,014 2,412 2,690
46 1,300 1,679 2,013 2,410 2,687
47 1,300 1,678 2,012 2,408 2,685
 48 1,299 1,677 2,011 2,407 2,682
49 1,299 1,677 2,010 2,405 2,680
50 1,299 1,676 2,009 2,403 2,678
51 1,298 1,675 2,008 2,402 2,676
52 1,298 1,675 2,007 2,400 2,674
53 1,298 1,674 2,006 2,399 2,672
54 1,297 1,674 2,005 2,397 2,670
55 1,297 1,673 2,004 2,396 2,668
56 1,297 1,673 2,003 2,395 2,667
57 1,297 1,672 2,002 2,394 2,665
58 1,296 1,672 2,002 2,392 2,663
59 1,296 1,671 2,001 2,391 2,662
60 1,296 1,671 2,000 2,390 2,660
61 1,296 1,670 2,000 2,389 2,659
62 1,295 1,670 1,999 2,388 2,657
63 1,295 1,669 1,998 2,387 2,656
64 1,295 1,669 1,998 2,386 2,655
65 1,295 1,669 1,997 2,385 2,654
66 1,295 1,668 1,997 2,384 2,652
67 1,294 1,668 1,996 2,383 2,651
68 1,294 1,668 1,995 2,382 2,650
69 1,294 1,667 1,995 2,382 2,649
70 1,294 1,667 1,994 2,381 2,648
Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)
Appendix 10

Research Documentation
 CURRICULUM VITAE

No KTP : 1271066202960001

Name : NUR RAIHAN

Place of Birth : MEDAN

Date of Birth : 22nd FEBRUARY 1996

Gender : FEMALE

Name of Father : MUKSIN

Name of Mother : INDRAWATI

Handphone : 0896 1322 2082

Email : [email protected]

Educational :

Nilai
Status
Rata-
Stage Name of Institution (Swasta / Year Subject
Rata /
Negeri)
IPK

SD SD SWASTA BAKTI II SWASTA 2008 - 8.5

SMP LAKSAMANA
SMP SWASTA 2011 - 8.7
MARTADINATA

SMA SMA PAB 6 HELVETIA SWASTA 2014 IPA 8.6

UNIVERSITY
ENGLISH
UNIVERSITY MUHAMMADIYAH OF SWASTA (2019) -
EDUCATION
NORTH SUMATERA