| dc.description.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. | en_US |
