THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE TO ...

THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE

TO IMPROVE STUDENTS’ ABILITY IN SIMPLE

PRESENT TENSE AT UPT SMP NEGERI 3

SABBANG SELATAN

CHINTIA GEBRIYANI

1601404020

FACULTY OF TEACHER TRAINING AND EDUCATION

COKROAMINOTO PALOPO UNIVERSITY

2020

THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE TO

IMPROVE STUDENTS’ ABILITY IN SIMPLE PRESENT TENSE

AT UPT SMP NEGERI 3 SABBANG SELATAN

A THESIS

Submitted to the English Language Education Study Program

Faculty of Teacher Training and Education Cokroaminoto Palopo University

as a Partial Fulfillment of the Requirements for the Degree of Sarjana pendidikan

CHINTIA GEBRIYANI

1601404020

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

COKROAMINOTO PALOPO UNIVERSITY

2020

THESIS APPROVAL

Title : The Implementation of Mind Mapping Technique to

Improve Students‟ Ability in Simple Present Tense at UPT

SMP Negeri 3 Sabbang Selatan

Name : Chintia Gebriyani

Student ID : 1601404020

Study Program : English Language Education

Examination Date : 13th

November 2020

Approved by,

Supervisior II, Supervisior I,

Arny Irhani Asmin, S.Pd., M.Pd. Musliadi, S.Pd., M.Pd.

Legalized by,

Head of English Language Dean of Faculty of Teacher Training

Education Study Program, and Education,

Andi Mangnguntungi S, S.Pd., M.Pd. Dr. Rusdiana Junaid, M.Hum., M.A.

Date: Date:

SURAT PERNYATAAN

KEASLIAN NASKAH SKRIPSI

Saya yang bertanda tangan di bawah ini:

Nama : Chintia Gebriyani

NIM : 1601404020

Program Studi : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Menyatakan bahwa naskah Skripsi Saya dengan

Judul : The Implementation of Mind Mapping Technique

to Improve Students‟ Ability in Simple Present

Tense.

adalah benar merupakan karya asli saya yang dibuat berdasarkan serangkaian

gagasan, rumusan, metode, dan penelitian yang telah saya laksanakan sendiri.

Sumber informasi dalam karya ini telah dituliskan sesuai dengan kaidah

pengutipan yang berlaku dan telah dicantumkan dalam daftar pustaka dan belum

pernah dipublikasikan.

Demikian pernyataan ini dibuat dengan sebaik-baiknya tanpa ada paksaan dari

pihak manapun dan apabila dikemudian hari ditemukan keterangan yang tidak

benar maka saya bertanggung jawab atas segala akibat yang ditimbulkan.

Palopo, 14 November 2020

Yang membuat pernyataan,

Chintia Gebriyani

1601404020

v

ABSTRACT

Chintia Gebriyani. 2020. The Implementation of Mind Mapping Technique To

Improve Students‟ Ability In Simple Present Tense At UPT SMP Negeri 3

Sabbang Selatan. (Supervised by Musliadi and Arny Irhani Asmin).

This research is aimed to know whether the implementation of mind

mapping technique effective in improving students‟ ability in simple present

tense. This research uses quantitative research with one group pre test and post

test design. The subject of this research is the eighth grade students of UPT SMP

Negeri 3 Sabbang Selatan and the sample are 15 students. The sample of this

research is selected by using cluster random sampling. The data is collected by

test. The data is analyzed by using inferential statistics through SPSS 20 version.

The result shows that Mind Mapping is effective to improve students‟ ability in

simple present tense. It can be seen that the improvement of their score from the

pre test till the post test. The mean score of the pre test (15.33) while the mean

score of the post test (53.67). Therefore, it proves Mind Mapping Technique

effective to improve students‟ ability in simple present tense.

Keywords: Mind Mapping, Simple Present Tense.

vi

ACKNOWLEDGEMENT

The researcher would like to express her highest and profound gratitude to

the Almighty God who has given blessing and guidance, so the researcher can

finish writing this thesis entitled, The Implementation of Mind Mapping

Technique to Improve Students‟ Ability In Simple Present Tense At SMP Negeri

5 Palopo.

In writing this thesis, many people had given their hands. Therefore, the

researcher would like to express grateful to Prof. Drs. Hanafie Martika, M.S., as a

Rector of Cokroaminoto Palopo University, Andi Mangnguntungi S, S.Pd., M.Pd

as the chief of English Department of Cokroaminoto Palopo University, Musliadi,

S.Pd., M.Pd as the first supervisor, and Arny Irhani Asmin, S.Pd., M.Pd as the

second supervisor for the support, help, guidance, and correction for the

completion of this thesis. The researcher also not forget to said thanks to all the

lecturers in Cokroaminoto Palopo University for giving the knowledge, guidance,

patience, support and motivation for the last four years.

The researcher deepest grateful to her beloved parents, for the prayer,

motivation, support, work, financial and advice for every success of her daughter.

The researcher also said thanks to all the rest ofher family, espccially her sister

Etni Claudia and her brother Galvy Galvary. The researcher also said thanks to all

her friends who name cannot be mention one by one for their encouragements,

togetherness, suggestions, motivation, support and cheer, especially for Finy, Iin,

Nova, delfy, ola and indah. Finally, the researcher realized that many mistakes

and weaknesses that have been done in writing this thesis. Therefore, critiques,

suggestions, and supports from others are absolutely expected for the

improvement of this thesis.

Palopo, 20 October 2020

Chintia Gebriyani

vii

CIRRICULUM VITAE

Chintia Gebriyani was born on January 09th

, 1999 in Palopo.

Her parents‟ name are Kelopas and Hernice. She is the first

child from three siblings. She began the study at elementary

school

at SDN 025 Limpomajang in 2004 and graduated in

2010. Then she continued her study at SMP Negeri 1 Baebunta

and graduated in 2013. After that, she continued her study at

SMA Negeri 1 Baebunta and graduated in 2016. At the same year, she continued

her study at Cokroaminoto Palopo University and chose English Education Study

Program. During study in Cokroaminoto Palopo University, she was active in

internal organization; as a member of internal division in 2017 of ESA (English

Students Association).

viii

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................ i

THESIS APPROVAL ........................................................................................... ii

STATEMENT OF ORIGINALITY ...................................................................... iii

CERTIFICATE OF SIMILARITY CHECK ........................................................ iv

ABSTRACT .......................................................................................................... v

ACKNOWLEDGMENT ....................................................................................... vi

CIRRICULUM VITAE ......................................................................................... vii

TABLE OF CONTENTS ...................................................................................... viii

LIST OF TABLE .................................................................................................. x

LIST OF APPENDICES ....................................................................................... xi

CHAPTER I INTRODUCTION

1.1 Background ................................................................................. 1

1.2 Problem Statement ...................................................................... 2

1.3 Objective of the Research ........................................................... 2

1.4 Significant of the Research ......................................................... 2

1.5 Scope of the Research ................................................................. 2

1.6 Operational Definition ................................................................ 3

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Some Pertinent Ideas ................................................................... 4

2.2 Previous Study ............................................................................ 11

2.3 Conceptual Freamework ............................................................. 12

2.4 Hypothesis ................................................................................... 13

CHAPTER III RESEARCH METHOD

3.1 Research Method and Design...................................................... 14

3.2 Time and Location ...................................................................... 14

3.3 Population and Sample ................................................................ 14

3.4 Instrument of the Research.......................................................... 15

3.5 Procedure of Collecting Data ...................................................... 15

3.6 Technique of Analyzing Data ..................................................... 17

ix

CHAPTER IV FINDINGS AND DISCUSSION

4.1 Findings ....................................................................................... 19

4.2 Discussion ................................................................................... 22

CHAPTER V CONCLUSION AND SUGGETION

5.1 Conclusion .................................................................................. 24

5.2 Suggetion .................................................................................... 24

REFERENCES ...................................................................................................... 25

APPENDIX ........................................................................................................... 27

x

LIST OF TABLE

Page

Table 1. Formula of Pre Experimental .................................................................. 14

Table 2. Scoring Classification ............................................................................. 17

Table 3. The Classification of rating score ........................................................... 18

Table 4. Students‟ Score in Pre Test ..................................................................... 19

Table 5. Frequency and Percentage of Students‟ Score in Pre Test ...................... 20

Table 6. Frequency and Percentage of Students‟ Score in Post Test .................... 20

Table 7. The Mean Score and Standard Deviation in Pre Test and Post Test....... 21

Table 8. The T-test Students‟ Ahcievement .......................................................... 21

xi

LIST OF APPENDICES

Page

Appendix 1. Instrument of the research ................................................................ 27

Appendix 2. Key answer of the Instrument .......................................................... 31

Appendix 3. Lesson Plan....................................................................................... 33

Appendix 4. Documentation ................................................................................. 37

Appendix 5. Research License Letter ................................................................... 40

Appendix 6. Research License Letter ................................................................... 41

Appendix 7. Data Analysis Validation Letter ....................................................... 42

Appendix 8. Data Analysis Validation.................................................................. 43

1

CHAPTER I

INTRODUCTION

1.1 Background of the Research

Tense is one of the grammatical features that has to be mastered in learning

English. Tense is important to be learnt because it is the basic rule of English

which deals with the rules of expressing time of an event or situation in the text or

conversation. English tense is generally divided into three types; past, present and

future. According to Arifin (2016) in (Karlina, Raja, & Suka, 2017) students have

to be able to use tense accurately and correctly. Without having sufficient

knowledge of tense, learners may find difficulties in constructing sentence which

are grammatically correct since tense helps them to express their ideas in English.

Tense may difficult to learn for Indonesian learners because as we know that

Indonesian language has no tense which is similar to English tense. In Indonesian,

the verb of the sentence does not change even if the time of the event change.

While the use of verb in English always changes depending on the time of the

event happen. Therefore in learning tense, students have to focus and need a good

consentration, so they can understand the tense.

English teaching especially in teaching simple present tense should be

delivered in interesting technique that can guide the students to understand the

simple present tense. So, they can improve their ability in simple present tense. To

improve students‟ ability in simple present tense, the teacher can use a technique

to delivering the material to the students. In this study applies mind mapping

technique to teaching simple present tense in order to students‟ ability in simple

present tense can be improved. According to Buzan (2008) mind mapping is a

way to develop thinking activities in all directions, capturing various thoughts in

various angles. Mind maping develops divergent ways of thinking and creative

thinking. Mind mapping, which we often call concept maps, is a powerful

organizational thinking tool that is also the easiest way to put information into the

brain and retrieve that information when needed. Mind mapping is very powerful

tool for planning, communicating, becoming more creative, solving problems,

focusing, organizing and explaining thoughts, remembering well, learning faster

and more efficiently and practicing the overall picture. In mind mapping, students

2

had occasion to make symbols, lines or signs to help them recognize the words or

fact in their mind maps. Furthermore, in their own way, student can be

comprehending certain topics or material by using mind mapping. Mind mapping

itself is as personal as our body. So, every students was not felt depressed in

understanding the material.

Considering the backgroud above, the researcher assumes that in teaching

tense the teacher should use a suitable technique such as mind mapping technique.

So the researcher entitled the research “the implementation of the Mind Mapping

technique effective in improving students‟ ability of the simple present tense”.

1.2 Problem Statement

The central question in this research asks “is the implementation of the Mind

Mapping technique effective in improving students‟ ability of the simple present

tense?”.

1.3 Objectives of the Research

The research aim to describe whether the implementation of the Mind

Mapping technique effective in improving students‟ ability of the simple present

tense.

1.4 Significance of the Research

The result of this research are expected to contribute to the students, the

teachers and the other researcher. The first is for the students, mind mapping

technique can uselful to improve their ability in simple present tense. The second

is for English teachers, this research can give information about a good technique

in teaching simple present tense. The last the finding of this study can be used by

other researcher as the basic consideration to conduct the further study.

1.5 Scope of the Research

In this research, the researcher focuses on the implementation of mind

mapping technique in teaching simple present tense. The Researcher emphasized

the verbal form of the Present Tense.

3

1.6 Operational Definition

To get general understanding abot the title, the reseacher explain the variable

of this research below:

1. Mind mapping is one of the technique in learning or teaching English that

very creative. Mind mapping is alternative thinking of brains toward linear

thinking. Mind mapping is the easiest way for creative thinking, memorizing,

focusing, learning faster and solving problems.

2. Simple present tense is one of the several forms of tense in English. Simple

present tense is used when an event is happening right now or an event is

happening repeatedly.

4

CHAPTER II

LITERATURE REVIEW

2.1 Some Partinet Ideas

1. Simple Present tense

a. Definition of Simple Present Tense

According to Kirn E. and Jack D. (2002) (Natria, 2006), the simple present

tense is used to describe everyday activities and habits, to make general statement

of fact, and to express opinions. With some verbs, the simple present shows an

existing condition (something that is happening now). Furthermore, according to

Nordquist (2018), in English grammar, the simple present tense is a form of the

verb that refers to an action or event that is ongoing or that regularly takes place in

present time. for example, i the sentence “he cries easily,” the verb “cries” is an

ongoing action that he easily does.

Based on the statement above, the researcher concluded that simple present

tense is used when an action or event is happening right now, general statement of

fact and daily activities or habits.

b. Form of Simple Present Tense

The following forms of simple present tense are:

1) Nominal

Present tense form of „be‟ is formed with to be am, are, or is after the subject

of the sentence. When the predicate (in a sentence) is a noun, pronoun, noun

phrase, adjective or adverb, the sentence will be called “Nominal sentence”.

a) Positive form

Formula: S+ to be + noun/pronoun/adjective/adverb

Example: Lisa and jisoo are a dancer

She is my girlfriend

Jennie is famous

Franky is here

b) Negative form

Formula: S + to be + not + noun/pronoun/adjective/adverb

Example: My brother is not a dancer

5

The chairs are not comfortable

You are not late today

She is not here

c) Introgative form

Formula: To be + S + noun/pronoun/adjective/adverb

Example: is he at home?

Are you hungry?

Am i beautiful women?

Is she a teacher?

2) Verbal

When the predicate is a verb, the sentence will be called “Verbal sentence”.

The present tense of verb is formed with simple form of a verb for first person,

and third person plural subject except for third person singular subject; the verb

ends in s, or es, (Soemarto, 1994:27) (Natria, 2006). The simple present divided

into 3 forms: positive, negative and interrogative. The adverbs of frequency or

adverb of time that are often used in the simple present tense are always, often,

seldom, everyday, once, twice a day, sometime, in the moening, never, nowdays,

commonly, etc.

For example: I always go to school by bus.

He often goes to bed late.

a) Positive Form

The pettern is:

I, You, We, They + Verb + Complement

She, He, It, Singular name of people, Noun + Verb + s/es + Complement

For example:

I eat a cake.

They study everyday

He always watches a movie

Galvi plays football in the morning

b) Negative Form

In the simple present tense, we put do not or does not after the subject to

make the negative sentence.

6

The pattern is:

I, You, We, They + Do not + Verb + Complement

She, He, It, Singular name of people, Noun + Does not +Verb + Complement

For example:

I do not eat a cake.

They do not study everyday

He does not always watch a movie

Galvi does not play football in the morning

c) Interrogative Form

In the simple present tense, we put do or does before the subject to make

the interrogative sentence.

The pattern is:

Do + I, You, We, They + Verb + Complement?

Does + She, He, It, Singular name of people, Noun + Verb + Complement?

For example:

Do I eat a cake?

Do They study everyday?

Does He always watch a movie?

Does Galvi play football in the morning?

The s / es form is used after a singular name, noun, or one of the pronouns;

he, she, or it. In the simple present tense, there are some characteristics in making

the s / es form. Add es for verbs ending in o, s, sh, ch, x, or, z.

For example: go – goes

catch – catches

wash – washes

kiss – kisses

box – boxes

And for verbs ending in y preceded by a consonant, the y is changed to i and

es is added.

Example: study - studies

hurry - hurries

cry - cries

7

c. The use of Simple Present Tense

According to Frank (1972) in (Natria, 2006), the simple present tense is

used to express:

1) Habitual action

Example: He drinks a coffee twice a day.

2) General truth

Example: The sun rises from the east.

3) Future action

Example: My father arrives tomorrow.

4) Instruction

Example: Open the packet and pour the contents into hot water.

5) Exclamations, announcements or demonstrations.

Example: Our club gives its annual dinner next week.

Moreover, Azzar (1981:20) in (Natria, 2006) stated that the simple present

tense is used to express events or situations that exist always, usually, habitually;

they exist now, have existed in the past, and probably will exist in the future.

For example: It snows in Alaska.

2. Mind Mapping Technique

a. Definition of Mind Mapping Technique

According to Buzan (2008), mind mapping is a way to develop thinking

activities in all directions, capturing various thoughts in various angles. Mind

maping develops divergent ways of thinking and creative thinking. Mind

mapping, which we often call concept maps, is a powerful organizational thinking

tool that is also the easiest way to put information into the brain and retrieve that

information when needed. Mind mapping is very powerful tool for planning,

communicating, becoming more creative, solving problems, focusing, organizing

and explaining thoughts, remembering well, learning faster and more efficiently

and practicing the overall picture. According to Buzan (2008) (Aprilia, 2017)

mind mapping is alternative thinking of brains toward linear thinking. Mind

mapping is powerful graphic technique and become universal key to unlock the

potential of the entire brain, because using all the skills contained in the neo-

cortex of the brain or better known as the left brain and right brain. Furthermore,

8

According to Swan (2010) (Livindita, M.Pd, & Suka, 2017), a mind mapping

changes the paradigm of teaching and learning process and converts monotone

information into a colorful, memorable and highly organized diagram that works

in line with someone‟s brain. It means that mind mapping encourage creative

problem solving, as they hold information in a format that the students‟ mind

finds easy to remember and quick to review.

From the statement above, the researcher concluded that mind mapping is a

technique that very creative that can be used by teachers in teaching English.

Mind mapping is the easiest way for creative thinking, memorizing, focusing,

learning faster and solving problems.

b. Types of Mind Mapping Technique

Suryani (2009:160) in (Crestiani, 2015) describes that mind mapping can be

distinguished into four kinds, namely: network tree, event chain, cycle concept,

and spider concept.

1) Network tree

The main ideas made in a quadrangle and other words written in the

connection line. It is suitable for visualization (1) a cause an effect relation (2) a

hierarchy (3) branch procedure and (4) technical terms which can be used to

explain some correlation.

2) Event chain

The event chain can be used for giving an accident order, steps in a procedure

or steps in a process. It is suitable for visualization (1) some steps in a process (2)

some steps in a linear procedure and (3) an accident order.

3) Cycle event

In this concept map, the accident combination has no result. It is suitable to show

a correlation how a combination accident is interacting to procedure a group of

result repeatedly.

4) Spider concept map

The spider concept can be used for sharing opinion from a central idea until get

more various big ideas. It is suitable to visualization (1) something which is not

based on hierarchy (2) a category which is not parallel and the result of sharing

opinion.

9

c. The characteristics of Mind Mapping Technique

Mind mapping has some characteristics that should be known, it is follows:

1) Mind mapping always use a central image

2) Variations of printing, line and image are used in mind mapping

3) Use organized spacing

4) In mind mapping we have to use colors, color is one of the most powerful

tools for enhancing memory and creativity.

5) Only using one keyword per line

6) Each keyword has branches.

d. The steps of mind mapping technique

There are some procedures to create the mind mapping as follows:

1) Focus on the core question. Be clear about what it is the problem or what will

you try to resolve.

2) Turn your sheet of paper into landscape-style, and creating your Mind Map in

the center.

3) Write your core question in the center of the blank sheet of paper.

4) Draw a series of thick lines with colors, radiating out from the center of the

image.

5) Curve your lines because it is more interesting memorable.

6) Write one keyword on each branch, that you associate with the topic.

7) Create second and third level branches for your related Associated and

Secondary Thoughts. The secondary level connects to the primary branches,

the third level to the secondary branches, and so on.

e. The adventage of mind mapping technique

According Tony Buzan (2004: 10) in (Crestiani, 2015) that mind map can

help us:

1) Become more creative. Mind mapping increases your creativity and

productivity because it‟s an excellent tool to let you generate more ideas.

2) Solve the problem. Mind mapping can help you to identify relationships

among the different data and information.

10

3) Can concentrate well. This method is a great way for you to categorize and

organize the ideas you brainstormed and identify their relationships.

4) Memorizing well. The use of colours, images, and keywords in mind

mapping aids in enhancing your memory and retention. The use of colors,

images, and keywords also help make learning more interesting and fun so

you become more motivated to remember important details.

5) Learning more fast and efficient. Making a mind map is an excellent way for

you to be able to sort through your thoughts and ideas. This activity allows

you to quickly generate creative and even unique ideas in less time.

6) Learning more easily. Mind mapping can make connections, and making

connections is easier to do because you have all the information about a

particular topic in a single glance. It can even help you discover new

relationships among seemingly unrelated ideas and information.

7) Making plan. This method is a great way for you to categorize and organize

the ideas you brainstormed and identify their relationships. Making

connections is easier to do because you have all the information about a

particular topic in a single glance.

8) Arrange and clear our mind. Mind mapping is the easiest way to put

information into the brain and retrieve that information when needed.

f. The use of Mind Mapping Technique in Teacing English

According to Buran and Filyukov (2015) in their research, they found that

about 90% of students have enhanced their skills in reading, writing, making

plans, solving problems, preparing the presentations, speaking in public. The

research reveals that the use of mind mapping technique in language teaching

provides an active role for students, while a teacher becomes a facilitator and a

coordinator, helping the students. The most significant results of this research

have shown that mind maps are useful for solving problems, brainstorming the

ideas, learning new vocabulary, taking notes, improving reading skills and

preparing presentations. Summing up the results of the personal teaching

experience, and the results of the survey, it can be concluded that mind mapping

technique can be successfully implemented in the language classroom, providing

creative and available tool for students, educators and researchers.

11

2.2 Previous Study

Some researchers have conducted the research about mind mapping. They are

Juwita Crestiani (Cokroaminoto Palopo University, 2015), Asrifal Mirza (Islamic

State University of Ar-Raniry, 2016), Ade Aprilia (University of Lampung, 2017),

Livindita (Lampung University, 2017).

1. The first previous study entitled “The effectiveness of mind mapping in

improving students‟ descriptive writing ability at Cokroaminoto Palopo

University” has been done by Juwita Crestiani (Cokroaminoto Palopo

University). The objectives of this research were to find out whether or not

mind mapping improves the students‟ descriptive writing ability covering

content, organization, vocabulary, language use and mechanics components;

which aspects is dominantly improved by the effectiveness of mind mapping.

This research applied quasi experimental method. The result of her research

showed that applying mind mapping was more effective to improve the

students‟ writing ability in five component (content, organization,

vocabulary, language use, and mechanics).

2. The second previous study entitled “The use of mind mapping strategy to

improve students‟ speaking ability” has been done by Asrifal Mirza (Islamic

State University of Ar-Raniry). The purpose of the research are to find out

whether mind mapping improves students‟ speaking ability or not and to find

out how does mind mapping strategy improves students‟ speaking ability.

The researcher applied quasi experimental research. He conclude that mind

mapping strategy is one of strategies which can be used in order to improve

the students‟ speaking ability.

3. The third previous study entitled “The implementation of mind mapping

technique to improve students‟ ability in writing descriptive text at second

grade of SMPN 1 Trimurjo” has done by Ade Aprilia (University of

Lampung). The objective of this research was to find out whether mind

mapping significantly improved the aspects of writing and the constraints in

learning writing descriptive texts using mind mapping. This research was

quantitative research. The result of the research is mind mapping can be

12

applied as one of the techniques to increase the students‟ descriptive text

writing ability.

4. The fourth precious study entitled “The implementation of mind mapping to

increase students‟ reading comprehension achievement” has done by

Livindita (Lampung University). This research is aimed to find out whether

there was a statistically significant increase of the students‟ reading

achievement after the students were taught through the mind mapping

technique. The data were obtained from the pre-test andthepost-test. The

result of her research is mind mapping technique is effective to increase

students‟ reading comprehension achievement.

Based on the previous studies above, the researcher concluded that there are

some differences this research. Firstly in the research method, some of them used

quasi experimental research and this research used pre experimental research.

Then, they focus to improve students‟ ability in writing descriptive text, students‟

reading comprehension and students‟ speaking ability. But, this research focused

to improve students‟ ability in simple present tense. Furthermore, the similarity is

we use the same technique that is mind mapping technique.

2.3 Conceptual Framework

The researcher designs the framework of the research into three steps. They

are pre-test, treatment and post-test. This research focuses on improving students‟

ability in simple present tense by using mind mapping. To support the conceptual

framework, the researcher shows the scheme as follow:

Students‟ prior knowledge about simple present tense

(Pre-test)

Teaching simple present tense by using mind mapping

(treatment)

Students‟ ability in simple present tense

(Post-test)

13

Pre-test : refers to the students‟ prior knowledge about simple present tense

(verbal) before giving a treatment.

Treatment : refers to teach simple present tense (verbal) by using mind

mapping.

Post-test : refers to the students‟ knowledge about simple present tense

(verbal) after giving a treatment.

In this research, the researcher will use mind mapping in teaching process

especially in teaching simple present tense (verbal). The researcher hope that the

implementation of mind mapping can improve students‟ ability in simple present

tense (verbal).

2.4 Hypothesis

H1 : The implementation of mind mapping technique is effective to improve

students‟ ability in simple present tense

H0 : The implementation of mind mapping technique is not effective to

improve students‟ ability in simple present tense.

Hypothesis Testing:

If Sig < α = H1 is accepted, so H0 is rejected

If Sig > α = H1 is rejected, so H0 is accepted

If significance (p-value) is smaller than significant level (α = 0.05) then

alternative hypothesis (H1) is accepted and null hypothesis (H0) is rejected. It

means that mind mapping technique is effective in improving students‟ ability in

simple present tense. If the significance (p-value) is highest than level significant

(α = 0.05) then the alternative hypothesis (H1) is rejected and null hypothesis is

accepted. It means that mind mapping technique is not effective in improving

students‟ ability in simple present tense.

14

CHAPTER III

RESEARCH METHODOLOGY

This Chapter presents the Process of Research Methodology in this

research. The research methodology consist of research method and design, time

and location, population and sample, instrument of the research, procedure of

collecting data and technique of analyzing data.

3.1 Research Method and Design

This research used pre-experimental method with one group pretest and

posttest design. It involves one group to who the treatment applied by comparing

pretest and posttest score. These design presented as follows:

Table 1. Formula of Pre Experimental

Pretest Treatment Posttest

O1

X

O2

O1 = Pretest

X = Treatment

O2 = Posttest

(Sugiyono, 2010)

This research has two variable, namely independent variable and dependent

variable. The independent variable is mind mapping technique. The dependent

variable is students‟ ability in simple present tense.

3.2 Time and Location of The Resesarch

In this research, the researcher conducted the research on September 2020 at

UPT SMP Negeri 3 Sabbang Selatan.

3.3 Population and sample

1. Population

The population of this research is the eighth grade students of UPT SMP

Negeri 3 Sabbang Selatan in the academic year 2020/2021. There are three classes

and consists 87 students. Those the population in this research is all of the eighth

grade students of UPT SMP Negeri 3 Sabbang Selatan.

15

2. Sample

In this research, the researcher used cluster random sampling technique in

taking sample. The researcher took one class as a sample.

3.4 Instrument of the Research

In this research, the researcher used multiple choice and essay tests to

measure the students‟ ability in simple present tense. The researcher gave the

students with 10 items of multiple choice and 5 items of essay, so totally number

of the test is 15 items.

3.5 Procedure of Collecting Data

The procedure of collecting data as follow:

1. Pretest

The pretest used to check students‟ ability in simple present tense. The test

consisted of 15 items of simple present tense test.

2. Treatment

After giving the pretest, the researcher conducted the treatment in four

meetings.

a. The first meeting

1) The researcher prepared the students in classroom process.

2) The researcher greeted to the students and pray.

3) The researcher asked the students condition.

4) The researcher gave motivation before the students entered to activity.

5) The researcher gave the competencies to be achieved.

6) The researcher introduced simple present tense to the students and then the

researcher explained simple present tense using mind mapping technique.

The researcher determined the core ideas and then the researcher made the

mind map‟s branches in curve line. The researcher used color to the whole

mind map.

7) The researcher gave the time to the students to do the exercise in their book

as described by the researcher.

8) The researcher checked the students‟ exercise and corrected their exercise.

9) The researcher concluded about the material before closing the class.

16

b. The second meeting






6) The researcher explained simple present tense using mind mapping

technique. The researcher determined the core ideas and then the researcher

made the mind map‟s branches in curve line. The researcher used color to

the whole mind map.





c. The third meeting









the whole mind map.

7) The researcher will give the time to the students to do the exercise in their

book as described by the researcher.



d. The fourth meeting

1) The researcher prepared the students in classroom process



17






the whole mind map.





3. Posttest

The researcher gave posttest after the treatment finish. The researcher gave

posttest for students to know the achievement of the students‟ ability in simple

present tense. The test consisted of 15 items of simple present tense test.

3.6 Technique of Analyzing Data

In analyzing data, the researcher used the following procedure:

Table 2. Scoring Classification

No. Formed Score

1. Multiple choices

For right answer, each item is given score 1

and For wrong answer, each item is given

score 0.

2. Essay

For all answers are correct each item is given

score 2, if one of the answers is correct, each

item is given score 1 and if all answers are

wrong each item is given score 0.

1. Scoring the students‟ correct answer in pre-test and post-test used the

following formula:

(Sudjana, 2008)

18

2. Classifying the students‟ score answer into the following criteria

Tabel 3. The classification of rating score

No. Classification Range of Score

1.

2.

3.

4.

5.

6.

7.

Excellent

very good

Good

Fairly good

Fair

poor

Very Poor

96 – 100

86 – 95

76 – 85

66 – 75

56 – 65

36 – 55

0 – 35

Source: (Gay, 1981:290)

3. Calculating the students‟ percentage by using formula as follows:

Notes: P = Precentage

F = Frequency

N = Number of respondents

(Gay, 1981:292)

4. Calculating the mean score, standard deviation and significant difference in

pretest and posttest of the students answer used SPSS version 20.

19

CHAPTER IV

FINDING AND DISCUSSION

In this chapter the researcher describes the data that have been obtained in

the implementation of mind mapping technique.

4.1 Finding

The findings of this research deals with the students‟ score of pre test and

post test, the frequency and percentage, mean score, standard deviation, test of

significance and hypothesis testing. The scores of the students‟ were observed on

the two components between pre-test and post-test. The data was presented as

follow:

1. The Students’ Score of Pre Test and Post Test

The result of the students‟ ability in simple present tense before and after the

reseacher gave treatment by using mind mapping technique. The researcher shows

the results as follow:

Table 4. Students‟ Scores in Pre Test and Post Test

No. Students Score

Pre test Post test

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

15

5

20

25

20

20

20

15

15

10

10

15

0

10

30

55

35

95

60

25

80

75

30

95

45

55

30

15

55

55

Total 230 805

Table 4 above shows that the minimun score in pre test is 0 and the maximum

score in pre test is 30. After the reseacher gives treatment to the students by used

mind mapping technique, students‟ score in post test were improve. The minimum

score in post test is 15 and maximum score in post test is 95.

20

2. Scoring Classification of The Students’ Pre Test and Post Test

a. Pretest

The classification of the frequency and percentage of the result students‟ score

in the pre test can be seen in the table below.

Table 5. Frequency and percentage of students‟ score in pre test

No. Classification Scores Frequency Percentage

1. Excellent 96 – 100 - -

2. Very good 86 – 95 - -

3. Good 76 – 85 - -

4. Fairly good 66 – 75 - -

5. Fair 56 – 65 - -

6. Poor 36 – 55 - -

7. Very poor 0 – 35 15 100 %

Total 15 100 %

Table 5 shows the frequency and percentage of score in pre test from 15

students. Based on the table above, it can be seen that before giving treatment by

using mind mapping technique, students achieved excellent, very good, good,

fairly good, fair and poor 0% students, and 15 students (100%) achieved very

poor. It means that students‟ ability in simple present tense before giving

treatment is very low.

b. Post test

The classification of the frequency and percentage of the result students‟ score

in the pre test can be seen in the table below.

Table 6. Frequency and percentage of students‟ score in post test

No. Classification Scores Frequency Percentage

1. Excellent 96 – 100 - -

2. Very good 86 – 95 2 13.33 %

3. Good 76 – 85 1 6.66 %

4. Fairly good 66 – 75 1 6.66 %

5. Fair 56 – 65 1 6.66 %

6. Poor 36 – 55 5 33.33 %

7. Very poor 0 – 35 5 33.33 %

Total 15 100 %

Table 6 shows the frequency and percentage of score in post test from 15

students. Based on the table above, it can be seen that after giving treatment by

using mind mapping technique, there was no students achieved excellent, 2

students (13.33%) achieved very good, 1 student (6.66%) achieved good, 1

21

student (6.66%) achieved fairly good, 1 student (6.66 %) achieved fair, 5 students

(33.33%) achieved poor and 5 students (33.33%) achieved very poor.

It means that the score and the percentages in the post test are better than in

pre-test. Students‟ ability in simple present tense after giving treatment was

improved.

3. The Mean Score and Standard Deviation of The Students’ Pre Test and

Post Test

After calculating the students‟ score in pre test and post test, the mean score

and standard deviation of both tests are presented in the following table:

Table 7. The mean score and standard deviation in pre test and post test Type of test N Mean score Standard deviation

Pre test 15 15.33 7.669

Post test 15 53.67 24.602

Table 7 shows that the mean score of students in pre test was 15.33 and

mean score of post test was 53.67. Standard deviation of students in pre test was

7.669 while in post test was 24.602. Based on the table above the mean score of

the posttest was higher than the mean score of the pretest and so was the standard

deviation. Thus, it could be concluded that the use of Mind Mapping Technique is

beneficial in learning Simple Present Tense.

4. Test of Significance (t-test)

The hypothesis is tested by using inferential statistic. In this research, the

researcher used t-test (testing of significance) difference between the result of

students‟ mean score in pre test and post test.

Assumes that the level of significance (α) = 0.05, the researcher has the degree

of freedom (df) = N-1, where N = 15, than the t-test presented in the following

table:

Table 8. The T-test Students‟ achievement

Variable P-value a

O1 X O2 0.000 0.05

Based on the table above the researcher concluded that there were a

significant difference between pre test and post test by using Mind mapping

Technique in teaching simple present tense. The result of analysis for level of

22

significance (α) = 0.05 with degree of freedom (df) = N-1, where N = 15, df = 14.

The probability value is smaller than α (0.000 < 0.05), it could be concluded the

alternative hypothesis (H1) is accepted and null hypothesis (H0) is rejected. It

means that Mind Mapping Technique effective to improve students‟ ability in

simple present tense.

4.2 Discussion

After calculated the data analysis and the hypothesis testing, then the next

step is discuss the result of data analysis. Before applying the treatment, the

researcher gave pre test to the students. From the pre-test, the researcher knew the

students‟ initial ability in simple present tense. In the pre test, almost all of the

students got wrong in choosing the right singular verb. They did not understand

about the use of verb in simple present tense. They still used bare infinitive when

the subject is the third person singular and they did not understand how to use

auxiliary do and does. They got many wrong answers in the pre-test. After gave

the pre test, the researcher gave treatment to the students. The treatment here is

teaching simple present tense by using Mind Mapping. Teaching simple present

tense by using Mind Mapping, the students were more enthusiastic to study

simple present tense. The students‟ ability in simple present tense was improve. It

can be seen in post test, half of the students did not get problem in differentiating

when they had to use auxiliary do and does.

The purpose of this research was to explain Mind Mapping as a learning

technique to improve students' ability in simple present tense for eighth grade

students at UPT SMP Negeri 3 Sabbang Selatan. In the results of data analysis, it

was explained that there was an increase in the mean score obtained from the

results of data analysis. Based on the results of the data analysis obtained by the

study at the pretest mean score was 15.33 and the mean score of students when the

posttest was 53.67. From this data, it can be concluded that students‟ ability in

simple present tense at post test are better than at pre test.

From the finding, it is known that the P-value (0.000) is smaller than α (0.05)

and the alternative hypothesis (H1) is accepted, while the null hypothesis (H0) is

rejected. It means that there is significant difference of students‟ ability in simple

23

present tense to the eighth grade students of UPT SMP Negeri 3 Sabbang Selatan

before and after giving treatment by using Mind Mapping technique.

In Chapter II, the researcher presented some previous study about using Mind

Mapping in learning teaching process. Juwita Crestiani (2015) had conducted a

research by using Mind Mapping to improve students‟ descriptive writing ability

and the result of the researcher showed improvement. Another research was

conducted by Asrifal Mirza (2016). In his research, he applied Mind Mapping

strategy to improve students‟ speaking ability. It showed positive result.

This research also applied Mind Mapping in teaching learning process. It was

differentiated by the skill taught that was simple present tense. Same as the

previous findings, this research also showed positive results that the students got

improvement. The researcher assumed that the use of Mind Mapping is really

helpful in teaching learning process.

To sum up, the use of Mind Mapping in improving students‟ ability in

learning simple present tense is surely beneficial. It is supported by the result of

this study, which shows the students‟ scores were higher after the treatment using

Mind Mapping Technique.

24

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

From the discussion in the previous chapter, it can be concluded that using

Mind Mapping was effective to improve students‟ ability in simple present tense.

The students‟ ability in simple present tense before using Mind Mapping was very

poor. It can be proved by the mean score of the pretest (15.33). It was different

from the students‟ ability in simple present tense after using Mind Mapping. The

mean score of the students post test (53.67). It means that students‟ post test was

higher than the pre test, which proved that used of Mind Mapping in learning

activity contributed to the students‟ more effective in teaching simple present

tense. Mind Mapping can improve the students‟ ability in simple present tense.

Therefore, Mind Mapping was helpful to activate the students‟ background

knowledge and mind mapping was important to help students practice their ability

in simple present tense.

5.2 Suggestion

Considering to the point of the conclusion the research recommends several

suggestions as follow:

1. For the students, they can use Mind Mapping Technique to improve their

ability in simple present tense, especialy memorizing the formula of simple

present tense.

2. For the next researcher, this research can be used as the basic consideration to

conduct the further research. The researcher hopes that the next researher can

apply a more creative, colorful and attractive mind mapping for students.

25

REFERENCE

Adele, B.L. 2016. Mind Mapping (Online). https://dosen.perbanas.id/mind-

mapping/. Accessed 22 January 2020.

Aprilia, A. (2017). The Implementation of Mind Mapping Technique to Improve

Students ’ Ability in Writing Descriptive text at second grade of SMPN 1

TRIMURJO. UNILA Journal Of English Teaching. 1–9.

Buran, A. & Filyukov, A. (2015). Mind Mapping Technique in Language

Learning. Procedia - Social and Behavioral Sciences. 206 (2015) 215 – 218.

Crestiani, J. (2015). The Effectiveness Of Mind Mapping In Improving Students’

Descriptive Writing Ability At Cokroaminoto University Of Palopo. Ethical

Lingua, 2(1), 56–70.

Gay, L. R. 1981. Educational Research : Competencies for Analysis and

Application. Second Edition. Charles E. Pearson Merril Publishing

Company, USA.

Handoko, D.M. (2017). The Concept Of Mind Mapping Technique (Online).

http://iqrometro.co.id/the-concept-of-mind-mapping-technique.html.

Accessed 3 February 2020.

Karlina, H., Raja, P., & Suka, R. G. (2017). Teaching Tense through Modified

Song Lyrics for Junior High School. UNILA Journal Of English Teaching.

(2).

Livindita, L., M.Pd, S., & Suka, R. (2017). The Implementation Of Mind Mapping

To Increase Students Reading Comprehension Achievement. UNILA Journal

of English Teaching. 6(3).

Natria, I. (2006). Students’ Errors In Using Simple Present Tense In Writing

Descriptive Texts. Faculty of Languages and Arts. 1–79.

Nordquist, R. (2018). Verb in Simple Present Tense (Online).

https://www.thoughtco.com/simple-present-tense-verbs-1691960. Accessed

2 February 2020.

Said, H. (2019). The Using Picture in Teaching Simple Present Tense At the

Second Grade of UPT SMP NEGERI 1 BAEBUNTA SELATAN. Unpublised

thesis. Palopo: FKIP-UNCP

Sudjana. 2008. Metode Statistika. Bandung.

Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif dan R&D. ALFABETA,

Bandung.

Syam, R. (2015). The Effectiveness of Using Word Wall in Teaching. English

Education Department of UIN Alauddin Makassar. 1(02).

https://dosen.perbanas.id/mind-mapping/

https://dosen.perbanas.id/mind-mapping/

http://iqrometro.co.id/the-concept-of-mind-mapping-technique.html

https://www.thoughtco.com/simple-present-tense-verbs-1691960

26

A

P

P

E

N

D

I

C

E

S

27

APPENDIX I

PRE-TEST

School :

Name :

Class :

Multiple Choice

Choose the best answer below!

1. She ..... a letter in the morning

a. Writes c. Writing

b. Write d. Wrote

2. They ..... to school everyday.

a. Go c. Going

b. Goes d. Went

3. Chintya and Finy .... not wear shirts

a. Did c. Does

b. Do d. Is

4. ...... you cook in the kitchen?

a. Does c. Do

b. Did d. Is

5. What....... she do avery weekend?

a. Does c. Are

b. Do d. Is

6. ..... your brother ....... English everyday?

a. Did – speak c. Do – speaks

b. Do – speak d. Does – speak

7. I always ..... to school by motorcycle and she always .... to school by bus.

a. Go – going c. Go – goes

b. Goes – go d. Goes – going

8. The students study together in class

The underlined word above is ....

a. Subject c. Auxiliary verb

b. Verb d. Complement

28

9. Jennie and Lisa dance together in the bedroom

The underlined word above is .....

a. Subject c. Complement

b. Verb d. Auxiliary verb

10. Shawn Mendes does not sing to night


a. Subject c. Auxiliary verb

b. Verb d. Complement

Essay

Change the sentences into positive, negative or interrogative.

1. She cleans the house everyday

(-) ..........................................................

(?) .........................................................

2. (+) ..........................................................

(-) Rendy does not play football in the afternoon

(?) ..........................................................

3. (+) ..........................................................

(-) ...........................................................

(?) Do you write a letter for your friend?

4. (+) .........................................................

(-) Chintya and Monica do not read a magazine every morning

(?) ..........................................................

5. My mother cooks a cake every weekend

(-) ..........................................................

(?) ..........................................................

29

POST-TEST

School :

Name :

Class :

Multiple Choice

Choose the best answer below!

1. She ..... a cake in the morning.

c. Cook c. Cooked

d. Cooks d. Cooking

2. The students ...... together.

a. Studying c. Study

b. Studied d. Studies

3. Jane and Alex ....... not meet today.

a. Do c. Does

b. Did d. Is

4. ...... he work everyday?

a. Do c. Did

b. Does d. Is

5. What....... you do every weekend?

c. Does c. Are

d. Do d. Is

6. ....... your sister ...... English everyday?

a. Did – Speaks c. Do – Speaks

b. Do – Speak d. Does – Speak

7. You always .... to school by motorcycle and Mika always .... to school by bus.

c. Go – going c. Go – goes

d. Goes – go d. Goes – going

8. Jesica makes a cake


c. Subject c. Auxiliary verb

d. Verb d. Complement

30

9. Jennie and Lisa eat cake together in the bedroom

The underlined word above is .....

c. Subject c. Complement

d. Verb d. Auxiliary verb

10. Shawn Mendes does not drink milk in the night


c. Subject c. Auxiliary verb

d. Verb d. Complement

Essay

Change the sentences into positive, negative or interrogative.

1. Iin watches YouTube everyday

(-) ..........................................................

(?) .........................................................

2. (+)

(-) My sister does not swim every weekend

(?) ..........................................................

3. (+)

(-) ...........................................................

(?) Do the students write a letter?

4. (+)

(-) Chintya and Finy do not read a book every morning

(?) ..........................................................

5. My father works in rice field

(-) ..........................................................

(?) ..........................................................

31

APPENDICES II

Key Answer (Pre-Test)

Multiple Choice

1. A

2. A

3. B

4. C

5. A

6. D

7. C

8. A

9. B

10. C

Essay

1. (+) She cleans the house everyday

(-) She does not clean the house everyday

(?) Does she clean the house everyday?

2. (+) Rendy plays football in the afternoon

(-) Rendy does not play football in the afternoon

(?) Does Rendy play footbal in the afternoon?

3. (+) You write a letter for your friend

(-) You do not write a letter for your friend

(?) Do you write a letter for your friend?

4. (+) Chintya and Monica read a magazine every morning

(-) Chintya and Monica do not read a magazine every morning

(?) Do Chintya and Monica read a magazine every morning?

5. (+) My mother cooks a cake every weekend

(-) My mother does not cook a cake every weekend

(?) Does my mother cook a cake every weekend?

32

Key Answer (Post-Test)

Multiple Choice

1. B

2. C

3. D

4. B

5. B

6. D

7. C

8. A

9. B

10. C

Essay

1. (+) Iin watches YouTube everyday

(-) Iin does not watch YouTube everyday

(?) Does Iin watch YouTube everyday?

2. (+) My sister swims every weekend

(-) My sister does not swim every weekend

(?) Does My sister swim every weekend?

3. (+) The students write a letter

(-) The students do not write a letter

(?) Do the students write a letter?

4. (+) Chintya and Finy read a book every morning

(-) Chintya and Finy do not read a book every morning

(?) Do Chintya and Finy read a book every morning?

5. (+) My father works in rice field

(-) My father does not work in rice field

(?) Does my father work in rice field?

33

APPENDIX III

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP I)

Sekolah : SMP Negeri 5 Palopo

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / Genap

Materi Pokok : Simple present tense (verbal)

Alokasi Waktu : 1 x Pertemuan

A. Tujuan Pembelajaran

Melalui pembelajaran model discovery learning dengan teknik mind mapping peserta didik

diharapkan mampu:

Mengidentifikasi dan memahami definisi, penggunaan dan rumus simple present tense.

Memahami beberapa kata kerja yang diberikan pada saat proses pembelajaran.

B. Langkah-langkah Pembelajaran

Kegiatan pendahuluan (10 menit)

1. Guru membuka kegiatan pembelajaran dengan mengucapkan salam dan doa.

2. Guru menanyakan kabar dan mengecek kehadiran siswa.

3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai.

4. Guru memberikan apersepsi dan motivasi

5. Guru menyampaikan lingkup materi, langkah pembelajaran, dan teknik penilaian.

Kegiatan inti ( 60 menit)

1. Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada materi simple

present tense bentuk verbal (pengertian dan bentuk kalimat positive).

2. Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin

pertanyaan yang berkaitan dengan materi yang diberikan dan akan dijawab melalui kegiatan

belajar.

3. Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah

diidentifikasi melalui kegiatan pembelajaran tentang simple present tense.

4. Siswa dibagi menjadi beberapa kelompok yang terdiri dari empat-lima orang.

5. Siswa berdiskusi dalam kelompok untuk membuat/menggambar kalimat simple present tense

dengan menggunakan mind mapping. (4C=Collaboration)

6. Siswa bersama kelompok menguraikan kalimat simple present tense sesuai dengan yang telah

digambar dengan menggunakan mind mapping.

7. Siswa mempresentasikan hasil kerja diskusi kelompok di depan kelas. (4C=communication)

8. Siswa lain diberi kesempatan untuk menyampaikan tanggapan.

Kegiatan Penutup (10 menit)

1. Guru dan siswa menyampaikan kesimpulan dan refleksi terhadap pembelajaran.

2. Guru memberikan umpan balik dan pesan moral dari pembelajaran.

3. Guru memberikan penugasan kepada siswa.

4. Guru menyampaikan materi pembelajaran berikutnya.

5. Guru menutup kegiatan pembelajaran dengan mengucapkan salam dan doa.

C. Penilaian

1. Penilaian Sikap: Observasi dalam proses pembelajaran

2. Penilaian Pengetahuan: Tes tertulis bentuk uraian

3. Penilaian Keterampilan: -

Palopo, Maret 2020

Chintia Gebriyani

NIM: 1601404020

34


(RPP II)








diharapkan mampu:

Mengidentifikasi dan memahami rumus simple present tense (kalimat positif)

Membuat kalimat positif dari simple present tense.










present tense bentuk verbal (kalimat negative).



belajar.






6. Siswa bersama kelompok merangkai kalimat simple present tense sesuai dengan yang telah










C. Penilaian




Palopo, Maret 2020

Chintia Gebriyani

NIM: 1601404020

35


(RPP III)








diharapkan mampu:

Mengidentifikasi dan memahami rumus simple present tense (kalimat negative)

Membuat kalimat negative dari simple present tense.










present tense bentuk verbal (kalimat interogative).



belajar.
















C. Penilaian




Palopo, Maret 2020

Chintia Gebriyani

NIM: 1601404020

36


(RPP IV)








diharapkan mampu:

Mengidentifikasi dan memahami rumus simple present tense (kalimat interrogative)

Membuat kalimat positif dari simple present tense.










present tense bentuk verbal (perbedaan kalimat positive, negative dan interogative).



belajar.
















C. Penilaian




Palopo, 10 Maret 2020

Chintia Gebriyani

NIM: 1601404020

37

APPENDIX IV

DOCUMENTATION

1. The first meeting (pre test)

2. The second meeting

38

3. The third meeting

4. The fourth meeting

39

5. The fifth meeting

6. The sixth meeting (post test)

PUSAT STUDI ANALISIS DAN INTERPRETASI DATA UNIVERSITAS COKROAMINOTO PALOPO Kampus II: Jl. Lamaranginang Kota Palopo-Sulawesi Selatan Telp./Hp. 085255260620 Email: [email protected]

Palopo, 17 Oktober 2020

HASIL ANALISIS DATA Nama : Chintia Gebriyani NIM : 1601404020 Prodi : Pedidikan Bahasa Inggris

A. Descriptives

Descriptives

Statistic Std. Error

PreTest

Mean 15.33 1.980

95% Confidence Interval for Mean Lower Bound 11.09

Upper Bound 19.58

5% Trimmed Mean 15.37

Median 15.00

Variance 58.810

Std. Deviation 7.669

Minimum 0

Maximum 30

Range 30

Interquartile Range 10

Skewness -.128 .580

Kurtosis .234 1.121

PostTest

Mean 53.67 6.352

95% Confidence Interval for Mean Lower Bound 40.04

Upper Bound 67.29

5% Trimmed Mean 53.52

Median 55.00

Variance 605.238

Std. Deviation 24.602

Minimum 15

Maximum 95

Range 80

Interquartile Range 45

Skewness .301 .580

Kurtosis -.712 1.121

B. Normality test Hipotesis Pernyataan:


H0 : Data mengikuti distribusi normal H1 : Data tidak mengikuti distribusi normal

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

PreTest .149 15 .200* .968 15 .828

PostTest .145 15 .200* .946 15 .465

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Kriteria : - Tolak H0 apabila nilai signifkansi (Sig.) < 0.05 berarti distribusi sampel tidak normal. - Terima H0 apabila nilai signifikansi (Sig.) > 0.05 berarti distribus sampel normal.

Interpretasi: Uji Normalitas Menggunakan Kolmogorov-Smirnov

Dari hasil perhitungan diperoleh bahwa untuk Pre Test, angka Sig. 0.200 > 0.05, maka distribusi data variabel Pre Test berdistribusi normal, sedangkan untuk Post Test, angka Sig. 0.200 > 0.05, maka distribusi data variabel Post Test juga berdistribusi normal.

Uji Normalitas Menggunakan Shapiro-Wilk Dari hasil perhitungan diperoleh bahwa untuk Pre Test, angka Sig. 0.828 > 0.05, maka distribusi data variabel Pre Test berdistribusi normal, sedangkan untuk Post Test, angka Sig. 0.465 > 0.05, maka distribusi data variabel Post Test juga berdistribusi normal.

C. Homogenity Hipotesis Pernyataan H0 : Data memiliki varian yang sama (homogen) H1 : Data tidak memiliki varian yang sama (heterogen) Uji homogenitas untuk tiap variabel adalah sebagai berikut:

Test of Homogeneity of Variancesa

PreTest

Levene Statistic df1 df2 Sig.

. 2 . .

a. Test of homogeneity of variances cannot be

performed for PreTest because the sum of caseweights

is less than the number of groups.

Test of Homogeneity of Variances

PostTest



1.655 2 8 .250

Kriteria: - Jika probabilitas (sig.) > 0.05 maka H0 diterima - Jika probabilitas (sig.) < 0.05 maka H0 ditolak

Interpretasi: Dari tabel test of Homogenity of Variances diperoleh:

- Untuk pre test, nilai probabilitas tidak muncul maka diasumsikan bahwa data sampel bervarians homogen.

- Untuk post test, diperoleh nilai probabilitas (sig.) 0.250 > 0.05 sehingga data nilai post test bervarians homogen.

Uji homogenitas untuk keseluruhan data adalah sebagai berikut:

Test of Homogeneity of Variances

Pre Test dan Post Test


10.679 1 28 .003

Kriteria: - Jika probabilitas (sig.) > 0.05 maka H0 diterima - Jika probabilitas (sig.) < 0.05 maka H0 ditolak

Interpretasi: Dari tabel test of Homogenity of Variances diperoleh nilai probabilitas (sig.) 0.003 < 0.05 sehingga data sampel bervarians tidak homogen.

D. T - Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 PreTest 15.33 15 7.669 1.980

PostTest 53.67 15 24.602 6.352

Paired Samples Test

Paired Differences t df Sig. (2-

tailed) Mean Std.

Deviation

Std. Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

Pair 1 PreTest -

PostTest -38.333 22.254 5.746 -50.657 -26.010 -6.671 14 .000


Analisis Output:

Output pertama:

Sama dengan tabel deskriptif pada bagian A.

Output kedua:

Rumusan Hipotesis untuk kasus ini adalah:

H0 : tidak terdapat perbedaan nilai pretest dan posttest

H1 : terdapat perbedaan nilai pretest dan posttest

Kriteria Pengambilan keputusan:

- Jika probabilitas (sig.) > 0.05, maka H0 diterima

- Jika probabilitas (sig.) < 0.05, maka H0 ditolak.

Interpretasi:

Dari output Paired Samples Test ternyata probabilitasnya yaitu 0.000 < 0.05, maka H0 ditolak berarti

terdapat perbedaan nilai pretest dan post test.

Analis,

Marwan Sam, S.Si., M.Si. NIDN. 0930038602

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