CHAPTER 1 INTRODUCTION

This chapter discusses about background of the study, statement of problem, purpose of study, scope limitation, and significance of study.

1.1 Background of Study Education is one of some important things in the world. People will get education from the beginning level (kindergarten) until the high level (undergraduate). All of people will spend their time to get a lot of knowledges from education they take. In this era, English proficiency is a requirement and a necessity for communication and globalization. English which is teaching in senior high school serves as a means of selfdevelopment of students in science, technology, and art. After completing their studies, they are expected to grow and develop into individuals who are independent, intelligent, skilled and personable ready to take a part in the national development. Teaching English in junior high school that includes of four language skills: listening, speaking, reading, and writing must be supported by other elements of the language those are: vocabulary, grammar, and pronounciation. From the four skills mentioned above, learning conversational skills of speaking was less able to function properly. The ability to express the meaning in the text using a range monologue spoken language accurately, fluently and acceptable in the context of habitual life in text form: report, narrative and analytical exposition is one of the Basic Competency to be controlled by VIII grade of Junior high school students. Learning monologue reveals the meaning of the text using a variety of spoken language accurately, fluently and acceptable in the context of habitual life in the form of text recount, narrative, and functional text has been done by the researcher in the classical learning.
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OMalley and Pierce (1996) say that speaking seems to be an important skill that a learner should acquire. It is very important in order to enable students to communicate effectively through oral language because the disability of the students to speak may lead them to be unable to express their ideas even in a simple form of conversation. In addition, Burn and Joyce (1997: 54-55) state that one of the aims of most language programs is to develop spoken language skills and most programs aim to integrate both spoken and written language. Learning a language means using it in communication in oral or written form, and being able to express feeling, thoughts, and experiences in various contexts. Mind mapping is used to capture graphically thoughts around a central concept being discussed and/or explored. Their dynamic and fluid nature makes them particularly useful during brainstorming sessions, allowing contributions to be captured and linked into the concept as appropriate. As different thoughts are explored, the additional information can be intuitively added onto the mind mapping diagram. In Buzan: mind maps make you smarter, he states that education was designed for just recording the information and doing without thinking. By using single words on curvilinear lines, color, and images, learners can map their learning. Based on the theoretical background, the researcher chooses mind mapping to be used to improve the speaking ability of the eight year students of SMPN 11 Malang. This technique is chosen to improve their speaking ability since it provides the students with practices in using English and encourages them to make the using of language naturally.

1.2 Statement of Problem Based on the background of the study, the researcher formulates the problem of research as follow:

How can speaking ability for recount text of the eight year students of Language class in SMPN 11 Malang be improved through mind mapping technique?

1.3 Purpose of Study To describe how speaking ability for recount text of the eight year students of Language class in SMPN 11 Malang can be improved through mind mapping technique.

1.4 Scope and Limitation The scope of this study is the students speaking ability for recount text through mind mapping technique. Moreover, this study is limited to the eight year students of Language class in SMPN 11 Malang.

1.5 Significance of Study The result of this study will give contribution to some people, such as: 1. Students who want to improve their speaking ability, they can use mind mapping technique to solve their speaking problem. 2. Teachers can know the using of mind mapping technique will be profitable source to improve the students speaking ability and a valuable technique for teaching speaking to be applied in the classroom. 3. The next researchers can use this study as a reference or background knowledge in doing some researches about improving students speaking ability through mind mapping technique.

CHAPTER II
3

REVIEW OF RELATED LITERATURE

This chapter presents review of related literature based on relevant theories and previous research finding. It covers speaking, mind mapping, and analytical recount text.

2.1 Speaking 2.1.1 Theories of Speaking The terms speaking, according to Brown (2001:267), is an interactive process of constructing meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the context in which it occurs. We generally use speaking as a means of communication in daily interaction. The presence of speaker and listener is a must to build up a mutual communication in speaking activity. Thus, speaking is considered to be inseparable to something we call communication. Communication is the way individual can show the feelings, tell the thoughts, ask questions, ask for help, argue, persuade, explain, and give order each other. Richard (in Nunan, 1992) provides characteristics of communicative competence including: a) knowledge of grammar and vocabulary of the language, b) knowledge of rule of speaking e.g., knowing how to begin and end conversation, knowing what topics that can be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations, c) knowledge of how to use and respond to different types of speech acts such as request, apologies, thanks, and invitation, and d) knowledge of how to use language appropriately.

Spoken language is the most familiar form of language that is used by members of society in order to build relation. As a means of communication, spoken language fundamentally occurs within a context. In some social contexts, spoken language is used as the dominant form of communication (Burns and Joyce, 1997:13). In addition, Burns and Joyce state that even in other contexts where written language is given more status, such as in educational context, spoken language is still needed. Mastering the spoken language is not merely mastering its articulation and forms. The ultimate aim of mastery of spoken language is to communicate. This means that mastery of rule of speaking and conversational skill is necessary. In other words, the students must be able to use English for either interactional or transactional purposes. Therefore, the students must be taught about the acceptable expression of language functions and formulaic expressions when opening, responding, and terminating a conversation. For this reason, the teachers of English need to use teaching techniques by which the students can be involved in the communication actively.

2.1.2 Principle for Designing Speaking Techniques There are seven principles for designing speaking techniques, it explains as follows: 1. As the Techniques that Cover Spectrum of Learner Needs, from Language Based Focus on Accuracy to Message Based Focus on Interaction, Meaning, and Fluency. In our current seal for interactive language teaching, we can easily slip into a pattern of providing zesty content-based interactive activities that dont capitalize grammatical pointers or pronunciation tips.

2. Provide Intrinsically Motivation Technique

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Try at all times to appeal the students ultimate goals and interest, to their need for knowledge, for status, for achieving competence and autonomy, and for being all that they can be. Even in those techniques that dont send student into ecstasy, help them to see activity will benefit them. Often students dont know why we ask them to do certain things; it usually pays to tell them. 3. Encourage the Use of Authentic Language in Meaningful Context This theme has been played time, but one more reminder shouldnt hurt! It is not easy to keep coming up with meaningful interaction. 4. Provide Appropriate Feedback and Correction In most EFL situation, students are totally dependent on the teacher for useful linguistic feedback. In ESL situation, they may get such feedback out there beyond the classroom, but even then you are in a position to be of great benefit. It is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback that are appropriate for moment. 5. Capitalize on the Natural Link Between Speaking and Listening Many interaction techniques that involve speaking will also of course include listening. Dont lose out on opportunities to integrate these two skills. As you are perhaps focusing on speaking goals, listening goal may naturally coincide, and the two skills can reinforce each other. Skills in producing language are often initiated through comprehension.

6. Give Students Opportunities to Initiated Oral Communication

6

A good typical classroom interaction is characterized by teacher initiation of language. We ask question, give direction, and provide information, and students have been conditioned only to speak when spoken to. 7. Encourage the Development of Speaking Strategies Your classroom can be one in which students become aware of, and have a chance to practice, such strategies as follows: a) Asking for clarification (what?) b) Asking someone to repeat something (excuse me?) c) Using fillers (I mean, well) in order to gain time to process d) Using conversation maintenance cues (right, yeah, okay) e) Getting someone attention (hey, say, so)

2.1.3 Types of Classroom Speaking Performance There are six types of classroom speaking performance that students are expected to carry out in the classroom: 1. Imitative A very limited portion of classroom speaking time may legitimately be speech generating human tape recorder speech, where, for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out nit the purpose of meaningful interaction, but for focusing on some particular element of language form. 2. Intensive

Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self initiated or it can even form part of some pair work activity, where learners going over certain forms of language. 3. Responsive A good deal of student speech in the classroom is responsive: short replies a teacher or student. Initiated questions or comments. Such speech can be meaningful and authentic. 4. Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language. 5. Interpersonal (dialogue) The other form of conversation mentioned in the previous was interpersonal dialogue, carried out more for the purpose of maintaining social relationship than for the transmission of fact and information. Learners would need to learn how such features as the relationship between interlocutor, casual style, and sarcasm are coded linguistically in this conversation. 6. Extensive (monologue) Students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports summaries of perhaps short speeches.

2.1.4 The Problem of Speaking

There are some characteristics can make speaking difficult. As Brown demonstrates some characteristics of spoken language can make oral performance easy as well as, in some cases difficult: 1. Clustering Fluent speech is phrasal, not words by words. Learners can organize their output both cognitively and physically (in breath group) through such clustering. 2. Redundancy The speaker has an opportunity to make meaning cleaner through the redundancy of language. Learners can capitalize on this feature of spoken language. 3. Reduce forms Contraction, elisions, reduced vowels, etc., all form special problems in teaching spoken English. 4. Performance variables One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking and corrections. 5. Colloquial Language Make sure your students reasonable well acquainted with the words. Idioms and phrases of colloquial language and those they get practice in producing these forms.

6. Rate of Delivery

Another salient characteristic of fluency is rate of delivery. How to help learners achieve an acceptable speed along with other attributed of fluency. 7. Stress, Rhythm, and Intonation The most important characteristic of English pronunciation, as well be explained below. The stress times rhythm of spoken English and its intonation patterns convey important messages. 8. Interaction Learning to produce moves of language in a vacuum-without interlocutors would rob speaking skill of its richest component: the creativity of conversational negotiation.

2.2 Mind Mapping Technique 2.2.1 Definition of Mind Mapping Technique Mind mapping are used to capture graphically thoughts around a central concept being discussed and/or explored. Their dynamic and fluid nature makes them particularly useful during brainstorming sessions, allowing contributions to be captured and linked into the concept as appropriate. As different thoughts are explored, the additional information can be intuitively added onto the mind map diagram. The resulting diagram depicts the results radiating outward from the main topic. In Buzan: mind maps make you smarter, he states that education was designed for just recording the information and doing without thinking. By using single words on curvilinear lines, color, and images, learners can map their learning. Mind mapping is a learning model that emphasizes the brain mapping in a way to put information into the brain and the brain took it back out. Mind Mapping can be called a memory map of the route used, allows us to arrange facts and thoughts in such a way that our brains work that way naturally be involved from the beginning so that the information given
10

would be easier and reliable than using the usual techniques noted. There are several advantages when we use mind mapping learning model include: a). This method is fast. b). This technique can be used to organize the ideas that emerged your head. c). The process of drawing a diagram could lead to other ideas. d). Diagrams that are formed can be a guide for writing. In short, mind mapping is a technique of making in the form of highly organized diagram that works in line with natural brain of doing thing which provided colors, symbols, images, and curve lines. This technique makes the complex information simpler, clearer, easier to understand, and easier to memorize.

2.2.2 Principles of Mind Mapping Technique According to Buzan (2010), there are some principles in making Mind Mapping as follows: 1. Start with a blank sheet of paper in landscape orientation. Starting from the center gives the brain free space to radiate outwards naturally. 2. Use photo or image for central idea. An image means a thousand of meaning that activate ones imagination. The central image will be more interesting and help the students concentrate and focus. 3. Use colors to depict themes and associations. Colors make Mind Mapping more alive, fun, and energetic to think creative 4. Subtopics are placed on lines radiating away from the map center so that they create new centers of this special subtopic. It makes the material more understandable and memorable. 5. Use curvy lines. Curvy lines will be more interesting for eyes. Conversely, straight lines will make our brain bored. 6. Use one keyword for one line to make mind mapping more flexible and memorable
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7. Use symbols, icons, and codes to links between unrelated elements.

2.2.3 Advantages of Mind Mapping Techniques Mind mapping has been familiar in learning a foreign language. Based on several studies have been conducted in Japanese and English classes in Japan, Shina (2008) states that Mind Mapping has given various positive aspects in teaching and learning process, namely: 1. It promotes an effective method of learning vocabulary 2. It keeps students highly motivated 3. It can be helpful not only in vocabulary learning but also in understanding word classes and in reading comprehension. 4. It can be a stepping stone to other activities in adddition to reading 5. Students can use a comprehension method as reading activity 6. Students can know how to write things down in their notebook

2.3 Monolog Recount Recount is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader about something happen in their experience. 2.3.1 The Generic Structure The generic structure is the organization of one genre or text type. A genre can be recognized based on its generic structure. As Bakhtin states that we recognize speech genres because they have predictable compositional structure (cited in Eggins , 2004:58 ). Furthermore, genred develop linguistic expression through a limited number of functional stages, accuring in particular sequence (Eggins, 2004:58)

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A monolog recount

text has the generic structure such as orientation, events,

reorientation. Each stage has a specific point to deliver for the readers. The writer should present clear the idea of information in every part of discussion started from the first statement in orientation, followed by some events, and closed with a reorientation. The reader, as the audience, could follow this flow easily to find out the focal points of information. It is easier for the reader to know the genre of the text when the writer write correctly the generic structure of monolog recount text. Following, disscussion will describe about each part of the generic structure in monolog recount text.

2.3.1.1 Orientation Orientation tells who was involved, what happened, where the events took place, and when it happened. 2.3.1.2 Events Event tell what happened and in what sequence. 2.3.1.3 Reorientation Reorientation consist of optional-closure of events/ending. 2.3.2 The Language Features The language features in a monolog recount consists of simple past tense, noun or pronoun. These language features give the characteristic of one genre. It cannot be said that the text is as a monologue recount text when the text does not consist of those ones. Therefore, the students should apply appropriate language features to the text.

2.4. Theoretical Framework

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The theoretical framework in this research is showing the diagram below :

Input

Process

Output

Students speaking skill

Classroom interaction through mind mapping

Students speaking skill improvement

Accuracy

Fluency

Comprehensibility

2.5. Hypothesis The hypothesis in this research is formulated as follows: 1. (Ha) : Mind mapping can improve speaking skills for recount text of the eight year students of Language class in SMPN 11 Malang. 2. (Ho) : Mind mapping cant improve speaking skills for recount text of the eight year students of Language class in SMPN 11 Malangs.

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CHAPTER III RESEARCH METHODOLOGY

15

This chapter discusses about the methodology used in this research. This chapter consists of research design, research instrument, research subject, data collection, and data analysis.

3.1 Research Design Research design is the applications of the approach to study of the problem that purposes to discover the answer of the meaningful question through the application of the scientific procedure the methods of data collection (Ary, 2002:17). Meanwhile, Bodgan and Biklen (1992:58) describe that design is used in research refers to the writers plan of how to proceed it. There are two kinds of research design; they are qualitative and quantitative research. Ary (2002:22) writes that qualitative research focuses on understanding social phenomena from the perspective of the human participants in the study. Ary (2002:22) writes that quantitative research uses objective measurement and statistical analysis of numeric data to understand and explain phenomena. The design of this study was classroom action research. This design was chosen since this study dealt with the classroom setting and the study was directed to implement the teaching technique in that specific class in order to find out solutions to the classroom problems in the teaching of speaking. In conducting this research, the researcher worked collaboratively. It is in line with the characteristics of classroom action research proposed by Kemmis and McTaggart (1988: 22-23) who state that: 1) it is carried out by practitioner or a classroom teacher rather than outside researchers, 2) it can be conducted collaboratively, 3) the aim of action research is changing things, and 4) action research is group activity. Considering this idea, the researcher worked together with the collaborative teacher. Her collaborator was one English teacher of SMPN 11 Malang who had been teaching in this
16

school for more than 3 years. In this study, the researcher aimed at implementing the mind mapping technique to solve the problem of poor speaking ability of the eleventh grade students of SMPN 11 Malang. The researcher implemented the action in the form of cycles that followed Kemmis and McTaggarts model (1988:11) namely, planning, implementation, observation, and reflection.

3.2 Setting and Subject of Study 3.2.1 Place The research was conducted in SMPN 11 Malang which is located in Jl. Ikan Piranha Atas No.185 Malang. 3.2.2 Time This research was conducted during 2 weeks. Begin from March 25th April 9th in academic year 2012-2013. 3.2.3 Subject The research was conducted on eight grade of Language class in SMPN 11 MALANG academic year 2012/2013. The number of students was 42 students which consist of 22 girls and 20 boys.

3.3 Research Procedure

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In conducting the research, the researcher followed several steps. Those were preliminary study or reconnaissance, planning the action, implementation, observation, and reflection.

3.3.1 Preliminary Study To find out the factual problems in the teaching of English at MAN Malang 1, the researcher conducted a preliminary study on October 6th to October 10th, 2012. The preliminary study was meant to know the real condition of the classroom problems in the teaching and learning process so that the researcher can design the appropriate action plan to solve the students problem. In this phase, the researcher tried to have an informal conversation with the students. The researcher also conducted three-day classroom observation to obtain the data on the students problems.

3.3.2 Planning the Action In this stage, the researcher made a preparation for the action. The preparation covered designing role-playing procedures and preparing the lesson plan.

3.3.2.1 Designing Mind Mapping Procedures In this study, the researcher implemented six major steps in the procedure for the mind mapping activities. Those were 1) deciding on the teaching materials, 2) organizing the group of the students, 3) providing the situation and making mind mapping, 4) having the students practice speaking by using their mind mapping, 5) having students modify the situation and mind mapping, and 6) having the students perform the speaking of monologue recount in front of the class.

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3.3.2.2 Preparing the Lesson Plan In this study, it was agreed that the researcher acted as the practitioner who taught the students and the collaborator or the English teacher acted as the observer during this action research. At this stage, the researcher and her collaborator designed the lesson plan as the guide to conduct the instructional activities. It was developed based on the syllabus of the School Based Curriculum and was focused on the implementation of the mind mapping technique in the speaking class. The lesson plan covered instructional objectives, instructional strategy, instructional materials and media, teaching procedure, and assessment procedure. 3.3.2.3 Designing Instruments and Technique of Collecting Data To obtain the required data, it is very crucial for the researcher to use the appropriate instruments. The selected and developed instruments were based on the nature of the required data. The data were collected during the instructional process and covered the performance of the students during the instructional process. In addition, the data also included the students responses to the teaching of speaking by using mind mapping technique. In this study, the researcher used observation checklist, pre-test, and post-test as the research instruments. 3.3.2.4 Setting the Criteria of Success The criteria of success were set in advance as a basis to determine whether the action implemented was successful or not. In this study, the action was considered successful when the average score of the fisrt cycle which is more than the minimum score higher than the preliminary study. Concerning the criterion of success above, the researcher needed to assess the students performance. In assessing the students speaking abilioty, the researcher applied an analytical scoring rubric. Language elements that were assessed by the researcher and her collaborator covered; leksikogramatika (vocabulary and grammar), discourse management,
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pronunciation, and intonation. In assessing the students speaking ability, the researcher used observation checklist. Because this observation checklist was used to assess the students speaking ability, then analytical scoring rubric was provided. The analytical scoring rubric covered three elements as shown in appendix 1.

No 1

Aspek yang Dinilai Grammar dan Vocabulary (Leksikogramatika) Menggunakan tata bahasa yang benar dan kosakata yang tepat Menggunakan tata bahasa yang kurang tepat tetapi tidak

Skor

4 3 2 1 0

mempengaruhi makna Menggunakan tata bahasa yang kurang tepat dan mempengaruhi makna Menggunakan tata bahasa yang sulit/tidak dimengerti Sulit memproduksi kata-kata / diam 2 Manajemen Wacana Melakukan dan merespon tindak tutur dengan tepat (logis) dalam bahasa lisan Melakukan dan merespon tindak tutur meskipun sesekali salah paham Sering salah memahami dan merespon tindak tutur sederhana Tidak mampu memahami dan merespon tindak tutur sederhana Hanya memproduksi kata2 yang membentuk teks 3 Ucapan dan Intonasi Ucapan dan intonasi sangat jelas mendekati penutur asli Ucapan dan intonasi jelas meskipun terdapat aksen bahasa pertama Ucapan dan intonasi kurang jelas dan mempengaruhi makna Ucapan dan intonasi tidak jelas dan menghilangkan sejumlah makna Ucapan dan intonasi tidak mampu mengungkapkan makna 4 3 2 1 0
20

4 3 2 1 0

Jumlah Skor Table 1 : Analytical Scoring Rubric

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3.3.3 Implementing the Action In this phase, all the procedures of mind mapping technique designed in planning the action were implemented in the instructional activities. The implementation was adjusted with the English class schedule at the school where this study was conducted. The implementation of the action refers to the manifestation of the designed plan covering the six major steps in the procedure for the mind mapping activities. The designed plans were implemented in three meetings as stated in the previous section. Among the 6 major steps of mind mapping procekdures, the first to the forth step were implemented in meeting 1, the fifth and sixth step in meeting 2, and the last step in meeting 3. In implementing the action, the researcher acted as the practitioner conducting the teaching in the class, while her collaborator acted as an observer observing the students speaking performance and the improvement of the students self-confidence during the implementation of the action.

3.3.4 Observing the Action At this stage, the researcher and her collaborator observed the whole aspects of the implementation of the action covering the students' participation in the instructional activities and during the performance in front of the class. The observations were done during the teaching and learning process. The observations which were done during the instructional
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process dealt with the students involvement in classroom activities and their speaking performance when performing the dialogs.

3.3.5 Reflecting the Action The data obtained through the observations during the implementation of the action were then analyzed and the results of the analysis were consulted with the criteria of success. The criteria of success of the action reflect the area of concern the teacher wanted to emphasize in the teaching and learning process. Since this study was aimed at improving the students speaking ability through mind mapping technique, the criteria were set by considering some aspects related to the objective. The criteria of success were set in advance as a basis to determine whether the action implemented was successful or not. In this study, the action was considered successful when the average score of the fisrt cycle which is more than the minimum score higher than the preliminary study. The reflection was done at the end of each cycle. The results of the analysis of the implementation of the action were then evaluated to see whether the next cycle was needed or not. In this research, the reflection of the implementation of the action in each cycle was done by the researcher and her collaborator. The decision to continue the action in the next cycle was done when the criteria of success were not fulfilled. CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

4.1. Findings from Cycle 1 4.1.1 Findings on the Students Speaking Ability
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From the analysis of the students speaking ability, it was found that they still made mistakes on some language elements being observed namely leksikogramatika (vocabulary and grammar), discourse management, pronunciation, and intonation. In terms of leksikogramatika in speaking which containts of vocabulary and grammar, they have their own capability. In the use of vocabulary and grammar, the students did not have a lot of problems when they were going to use certain words in the right grammar, as the teacher had provided the picture for them. They just made the mind mapping according to the picture they get, found the case, made analytical exposition text according to the case, and presented them in front of the class. Based on the speaking scoring, 4 students used improper grammar and influenced the meaning, 20 students (74%) used improper grammar but didnt affect the meaning, and 3 students (11%) used correct grammar and appropriate vocabulary. In the use of discourse management, noone of students can make and give respond with appropriate speech acts (logically) in spoken language. They cant make a good thesis and reiteration for analytical exposition text. 20 students (74% of 27 students) can make and give respond to speech act despite they occasionally get misunderstandings. They made a lot of repetition in the sentences. Some of them (7 students or 25%) often misunderstood and respond to the simple speech acts. Sometimes, they still forget what they want to forget.

In terms of pronunciation and intonation, there are 6 students who had less clear pronounciation and intonation, it also influenced the meaning. Every word they spoke was incorrectly pronounced. One or two words mispronounced by 18 students (66%), it made the meaning unclear but they still produced clear intonation despite the accent is disposed to the first language. 3 students (11% of all students) reached good level in pronunciation in which they pronounced only a few words incorrectly and the meaning was not affected. They can
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produce clearly pronounciation and intonation approaching the native speaker. For example, the word title is pronounced titel not /taitl/. In using suffix -ed, for example, most students get difficulty. Such as the word liked is pronounced laiked, not /laikd/. .

4.1.3 Reflection The data above then were used to measure whether the implementation of mind mapping technique had met the criteria of success or not. The implementation of this technique was considered successful if the average score is more than the minimum score. The minimum score for the eleventh grade of English lesson in senior high school is 73.the language elements which is being observed are leksikogramatika (vocabulary and grammar), discourse management, pronunciation, and intonation. Based on the researchers calculation, the average score of eleventh grade of Language class to improve the speaking ability for analytical exposition by using mind mapping technique is 79,2. Considering the fact above, the researcher dont need to make the second cycle because her technique by using mind mapping technique to improve the speaking ability for analytical exposition is success. After all stages of mind mapping procedures were implemented in the first cycle, the researcher and the observer collaboratively evaluated the instructional process that had been conducted in the classroom. Referring to the data above, it can be inferred that the implementation of the mind mapping technique could improve the students speaking ability. In preliminary study, the average score of eleventh grade of Language class for the speaking ability for analytical exposition is 64. It is under the minimum score for English lesson in senior high school. After mind mapping technique was implemented, their speaking ability improved significantly. Most of students get the score more than 73. The result is increasing, the average score of

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eleventh grade of Language class to improve the speaking ability for analytical exposition by using mind mapping technique is 79,2.
Nomor UCAPAN & INTONASI 1.8 2 2.8 2 2.3 2 2.3 3 2.2 A 3 1.8 2.8 2 2 2.2 2 2.8 2.4 3 2.5 1.5 3.2 1.8 2 2.2 2.3 2 2.2 2.5 2.5 2 2.5 2.3 2.3 2 2.5 2.3 2.3 2 1.8 2

Urut
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

Induk
112508377 112518378 112098336 113008427 110058132 112129339 110868213 110508177 110088135 7889 110558182 113098436 113128439 113138440 112248351 110158142 110178144 111018228 110198146 111848311 112668393 113198446 111458272 113238450 110238150 110668193 111098236 111918318 112378364 112798406 110758202 112858412 113318458 111558282 111578284 112038330 111198246 123288796 110418168 112888415 111208247 111618288

NAMA ACHMAD ROSUL ARIF AHMAD AKBAR MAQHFURI AINUN CHOIRUNNISA S ALFIAN AZIS ANGGA ARIF PRANOWO ANGGI HANDA SUWANDI ARISKA FEBIANDINI AVIDTRIAS AMBARWATI. BELLA AJI NATASHA BLASSA SATRIA BENING P DINDA PUTRI RAMADHANI DJULAIKA AGUSTINA GALUH PRAMUDITA GREVICTA VETA SANDIKA GUNTUR ADJIE PRASETYO INDI BELA LAURENCIA KRESNA AJICARAKA E LUTFIA PUTRI ZUMAIDAH MARRY VELLYSIA NUR A MARTHA AYU WIDYANTI MAUDY RUSDIANA MOCH YAZIDUR ROZZAK MOCHAMMAD ALIEF D W MUHAMMAD AFIF MAFAZI MUHAMAD GALIS R MUSTIKA PARAMITHA C NOOR ALI M NOVA DWI P NUR AISYIAH RAMADITYA OKTAVIANTO RIZKI AZHARI MAHARANI SHAFHAN ACHMAD F H SHAULA CAHYADEWI S SHOFIANA KHOIRUNNISA SITI NUR AINIAH TATON ADJI MAHESA TAUFIQ HAFIRLANA A M TESSA DERRY R P S THOMAS TIOMOTOR R UTARID KAMELIA KARLIM VINSENSIUS CK YONIE MAULANA AR

LEKSIKOGRAMATIKA 2.5 1.8 33 3 2 2.8 2.8 3.2 3 A 3 2 2 2 1.8 2 2.2 2.4 2.2 3 2 2.5 2.5 2 2.5 3.3 2 3.5 2.5 2.2 2.2 2 2 2.8 3 2 2 2 2.2 3.3 2 2.3

MANAJEMEN WACANA 2 2 3 2.5 1.5 2.5 2.5 3 2.5 A 25 2 3 2 1.5 1.8 1.5 2 2.3 2.5 1.8 2.2 2.6 2 2.5 3.2 2.8 3.2 2.3 2.2 1.8 2 1.8 2.2 2.2 2.2 2. 22 2.2 2.5 2 2.2

RESULT SCORE 52,5 48.3 75,8 62.5 48.3 60.8 63.3 76.7 65.8 _ 70.8 48.3 65 50 44.16 50 47.5 60 57.5 70.8 52.5 51.7 69.2 48.3 58.3 72.5 59.2 72.5 58.3 57.5 54.2 50 52.5 60.8 62.5 51.7 54.2 54.2 55.8 65 48.3 54.2

Rata-Rata

Table 2: The Result of Students Speaking Ability in the Preliminary Study

Nomor

Urut
1

Induk
112508377

NAMA ACHMAD ROSUL ARIF

LEKSIKOGRAMATIKA 3

MANAJEMEN WACANA 3

UCAPAN & INTONASI 3

RESULT SCORE 75

25

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

112518378 112098336 113008427 110058132 112129339 110868213 110508177 110088135 7889 110558182 113098436 113128439 113138440 112248351 110158142 110178144 111018228 110198146 111848311 112668393 113198446 111458272 113238450 110238150 110668193 111098236 111918318 112378364 112798406 110758202 112858412 113318458 111558282 111578284 112038330 111198246 123288796 110418168 112888415 111208247 111618288

AHMAD AKBAR MAQHFURI AINUN CHOIRUNNISA S ALFIAN AZIS ANGGA ARIF PRANOWO ANGGI HANDA SUWANDI ARISKA FEBIANDINI AVIDTRIAS AMBARWATI. BELLA AJI NATASHA BLASSA SATRIA BENING P DINDA PUTRI RAMADHANI DJULAIKA AGUSTINA GALUH PRAMUDITA GREVICTA VETA SANDIKA GUNTUR ADJIE PRASETYO INDI BELA LAURENCIA KRESNA AJICARAKA E LUTFIA PUTRI ZUMAIDAH MARRY VELLYSIA NUR A MARTHA AYU WIDYANTI MAUDY RUSDIANA MOCH YAZIDUR ROZZAK MOCHAMMAD ALIEF D W MUHAMMAD AFIF MAFAZI MUHAMAD GALIS R MUSTIKA PARAMITHA C NOOR ALI M NOVA DWI P NUR AISYIAH RAMADITYA OKTAVIANTO RIZKI AZHARI MAHARANI SHAFHAN ACHMAD F H SHAULA CAHYADEWI S SHOFIANA KHOIRUNNISA SITI NUR AINIAH TATON ADJI MAHESA TAUFIQ HAFIRLANA A M TESSA DERRY R P S THOMAS TIOMOTOR R UTARID KAMELIA KARLIM VINSENSIUS CK YONIE MAULANA AR

3 3.8 3 3 3 2.8 4 3 A 3 2.8 2.3 3 2 3.8 3.2 3 3.2 3.3 3 2.5 A 2.8 3 3.5 2.5 3.5 3 3 2.5 3 3 2.5 3 2.4 2.2 A 2.4 3.5 3

2 3.6 4 2.8 2.8 3 3.2 3 A 4 3.2 3 2.3 2 3 3.8 3.5 3 3.2 3.8 2.3 A 2.2 2 4 2.3 4 2.8 2.5 2.3 2.5 2.5 3.2 3.2 2.3 2.5 A 2 2.6 2.5

2.8 3.7 3 3.2 3.2 3.2 3.8 3 A 3 3 3 3 2.2 2.2 3 3 3.3 3 3.2 2 A 2.5 2.5 3.2 3 3,2 4 2.3 2.4 2.5 2.1 2 2.3 2.6 3 A 3 2.3 3

65 92.5 83.3 75 75 75 91.2 75 83.3 75 69.2 69.2 51.2 75 83.3 79.2 79.2 79.2 83.3 56.7 62.5 62.5 89.2 65 89.2 81.7 65 60 66.7 63.3 64.2 70.8 60.8 64.2 61.7 70 70.8

Rata ra

Table 3: The Result of Students Speaking Ability in the First Cycle

This means that the average score of the students speaking ability improved from 64 in the preliminary study to 79.2 of all students in the first cycle. so it can be said that the implementation of mind mapping technique was successful and met the criteria of success. Since the students speaking ability for every meeting show significant improvement and at the first cycle had met the criteria of success, then the study can be stated as a successful research project, and accordingly, the action research was stopped.
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4.2 Discussion Based on the findings of the study, it was shown that the appropriate procedure of mind mapping technique gives beneficial contribution in improving the students speaking ability during the instructional process. Mind mapping technique implemented in this study consists of six steps. Those are: 1) deciding on the teaching materials, 2) organizing the group of the students, 3) providing the situation and making mind mapping, 4) having the students practice speaking by using their mind mapping, 5) having students modify the situation and mind mapping, and 6) having the students perform the speaking of analytical exposition in front of the class. The findings of this research show that the students ability in speaking had improved significantly from one meeting to the next meeting, from the preliminary study to the first cycle. This can be seen from the result of one cycle. The average score of the students speaking ability improved from 64 in the preliminary study to 79.2. It could be seen from their speaking in front of the class. The classroom atmosphere became more alive and all the students were actively involved in teaching and learning process, so it can be said that implementation of mind mapping technique was successful and met the criteria of success. The improvement of the students speaking ability in this study might be due to some benefits of mind mapping technique. Shina (2008) states that mind mapping has given various positive aspects in teaching and learning process, namely: 1.) It promotes an effective method of learning vocabulary, 2.) It keeps students highly motivated, 3.) It can be helpful not only in vocabulary learning but also in understanding word classes and in reading comprehension, 4.) It can be a stepping stone to other activities in adddition to reading, 5.) Students can use a comprehension method as reading activity, 6.) Students can know how to write things down

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in their notebook. So, the implementation of the mind mapping technique had improved the students speaking skill.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions In this study, the researcher implemented 6 (six) major steps in the procedure for the mind mapping activities. First is deciding on the teaching materials. The second is organizing the group of the students. The third is providing the situation and making mind mapping. The fourth is having the students practice speaking by using their mind mapping. The fifth is having students modify the situation and mind mapping. The last step ishaving the students perform the speaking of analytical exposition in front of the class.

5.2 Suggestions Based on the findings of this study, the strengths, and the weaknesses of this technique, then the suggestions are made. The suggestions are directed to other Senior High School English teachers whose students have similar classroom problems, characteristics, and situations with this school, and to the future researchers. It is suggested to other Senior High school English teachers whose students have similar classroom problems, characteristics and situations with MAN Malang 1 that the mind
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mapping technique could be used as an alternative approach to teach speaking ability at SMA/MA level. Therefore, the English teachers are expected to socialize this approach through teachers forums such as in-service training, workshop like MGMP (which stands for Musyawarah Guru Mata Pelajaran), KKG (which stands for Kelompok Kerja Guru), or seminars.

Nevertheless, the English teachers should consider some aspects in implementing the technique. First, the English teachers should set the time as effective as possible by considering the length of time allotted in every activity. Second, the English teachers should deliver the explanation using clear voice, not too slowly and not too quickly. Third, the English teachers should use Indonesian language if the students find it hard to understand the explanation. Fourth, the English teachers should provide the students with lists of vocabulary or ask them to always bring dictionary since they still have poor vocabulary. Fifth, the English teachers should distribute high achiever students in each group that they can help their low achiever friends in their group. Sixth, the English teachers should approach and guide students when they work on their tasks. And seven, the English teachers should be patient since this technique employs a lot of time and activities at every stage.

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REFERENCES

Alwasilah, A. C. 2006. Pokoknya Sunda: Interpretasi untuk Aksi. Bandung: PT Kiblat Buku Utama. Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc. Burns, A. & Joyce, H. 1997. Focus on Speaking. Sydney: Macquire University Press. Collins Cobuild English Language Dictionary, 1994:1526 Depdiknas, 2006. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah: Peraturan Menteri Pendidikan Nasional No. 22 tahun 2006. Jakarta: Direktorat Pendidikan Dasar dan Menengah. Gebhard, J. G. 2000. Teaching English as a Foreign or Second Language: A Teacher Self Development and Methodology Guide. Ann Arbor: The University of Michigan Press. Kemmis, S. & McTaggart, R. 1988. The Action Research Planner. Victoria: Deaken University Press. Lado, R. 1964. Language Teaching: A scientific Approach. New York. McGraw-Hill, inch. Lestari, L. A. 2000. Permainan Bahasa: Salah Satu Alternative untuk mengaktifkan Siswa Berbicara dalam Bahasa Inggris. Jurnal Genteng Kali Edisi IV. Jawa Timur: Proyek Perluasan dan Peningkatan Mutu SLTP Kanwil DIKBUD. Nunan, D. 1992. Designing Task for the Communicative Classroom. Sidney: Cambridge
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University Press. O'Malley, J.M., & Pierce, L.V. 1996. Authentic Assessment for English Language Learner: Practical Approach for Teacher. Massachusetts: Addison-Wesley.

Richard-Amato, P. A. 2003. Making It Happen: from Interactive to Participatory Language Teaching: Theory and Practice, 2nd ed. New York: Longman. Valette, R.M. & Disick, R.S. 1972. Modern Language Performance Objectives and Individualization. New York: Harcourt Brace Javanovich, Inc.

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