THE EFFECT OF USING MIND MAPPING TECHNIQUE ON THE ELEVENTH GRADE STUDENTS’ WRITING ACHIEVEMENT AT SMAN 1 GLENMORE IN THE 2012/2013 ACADEMIC YEAR GLENMORE IN THE 2012/2013 ACADEMIC YEAR

Abstract

The research design of this research was pre-experimental design with Nonequivalent-Groups Posttest-Only Design. The data collection’s methods were writing test and observation. In addition, the data in this research were analyzed by using t-test. The population of this research was all of the eleventh grade students of SMAN 1 Glenmore in the 2012/2013 academic year. The research respondents were determined by using cluster random sampling by administering homogeneity test. After that, the result of homogeneity test was analyzed by using ANOVA. Based on the result of ANOVA, the population of the research was homogeneous. Therefore, two classes were chosen randomly by lottery. From the result of the lottery, it could be concluded that grade XI IPS 2 was the experimental class and XI IPS 1 was the control class. The number of respondents was 56 students, consisting of 28 students of each class when the post test was conducted. The primary data of this research were collected from students’ scores of writing test. The primary data were collected from the result of post test that was given to both classes after the treatment. Then, the result of post test was analyzed by using independent sample t-test formula to know whether or not there was a significant effect of using mind mapping technique on the eleventh grade students’ writing achievement. Based on the calculation of t-test, it showed that the value of tcomputation

was 2.96, while the value of t-table with the significant level 5%

a The research result proved that there was a significant effect of using mind mapping technique on the eleventh grade students’ writing achievement at SMAN 1 Glenmore in the 2012/2013 academic year. Therefore, it is recommended for the English teacher to use mind mapping technique as an alternative technique in teaching writing.