| dc.description.abstract | The experimental research was intended to know whether or not there was a
significant effect of using mind mapping technique on the seventh grade students’
tense achievement at SMP 06 Diponegoro Wuluhan Jember in the 2012/2013
academic year. In this research, the researcher applied mind mapping technique in
teaching tenses as it is believed to be a good way because of its advantages in
teaching learning process. In this research, the researcher used mind mapping
technique for teaching the simple present tense and present continuous tense. This
technique was used as the treatments for the experimental group, while the lecturing
technique and question-answer were used for the control group.
The population of this research was all of the seventh grade students of SMP
06 Diponegoro Wuluhan Jember in the 2012/2013 academic year. The research
respondents were determined by using cluster random sampling based on the result of
the homogeneity analysis by using ANOVA formula. Based on the result of ANOVA,
the population of the research was homogeneous. Therefore, two classes were chosen
as the respondents of the research (VII-B and VII-E) by using lottery. The number of
the respondents was 77 students, consisting of 40 students of grade VII-E as the
experimental group that was taught tenses by using mind mapping technique, while
the control group consisted of 37 students of grade VII-B was taught tenses by
lecturing technique and question-answer.
The primary data of this research were collected from the students’ scores of
tense posttest. The tense posttest was given to both the experimental group and the
control group after the treatments given. Then, the results of the posttest were
analyzed to find the mean difference of both groups. Furthermore, they were analyzed
xiii
by using independent sample t-test formula to know whether there was a significant
effect on the use of mind mapping on the students tense achievement.
The result of the data analysis of t-test showed that the value of t-test was
3.123, and the value of t-table with the significance level 5% and the degree of
freedom 75 was 1.667. It means that the value of t-test was higher than that of t-table
(3.123>1.667). Consequently, the formulated null hypothesis (H
): “There is no a
significant effect of using mind mapping technique on the seventh grade students’
tense achievement at SMP 06 Diponegoro Wuluhan Jember in the 2012/2013
academic year” was rejected. On the contrary, the formulated alternative hypothesis
(H
a
0
): “There is a significant effect of using mind mapping technique on the seventh
grade students’ tense achievement at SMP 06 Diponegoro Wuluhan Jember in the
2012/2013 academic year” was accepted.
After knowing the result of the data analysis, the degree of relative
effectiveness (DRE) was applied. The result of DRE was 9.36%. It means that using
mind mapping technique in teaching tenses was 9.36% more effective than teaching
tenses by using the lecturing technique and question-answer.
The research results proved that there was a significant effect of using mind
mapping technique on the seventh grade students’ tense achievement at SMP 06
Diponegoro Wuluhan Jember in the 2012/2013 academic year. In addition, using
mind mapping technique in teaching tenses was 9.36% more effective than teaching
tenses by using the lecturing technique and question-answer. It means that the
students in the experimental group got better scores in the tense posttest than the
students in the control group. Therefore, it is recommended for the English teacher to
use mind mapping technique as an alternative technique in teaching tenses to increase
the students’ tense mastery. | en_US |
