THE EFFECTIVENESS OF APPLYING MIND MAPPING STRATEGY

ON TEACHING SPEAKING
(The Quasi-Experimental Study to Six Grades Student

In Putat Kidul I Elementary School – Malang)

By
SADAM RAHMADIANTO
sadamrahmadianto@gmail.com
UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM MALANG

CHAPTER 1
INTRODUCTION
1.1 Background of The Study
The people in this world speak many languages. Form all of the language in the world
English in the most used. It is international language and millions of the people now speak
English. English is important, because it is used in many aspect of life such as, communication,
knowledge, education, technology, culture and art. In Indonesia, English is taught as a second
language. It means that the people in Indonesia do not use English in their daily life. During
such the activities, we communicate by using oral language or speaking that makes possible to
convey our message, information, and expectation to other people.

The researcher assumes that speaking is essential thing in our daily life because, it has
many advantages such as building social interaction misunderstanding, reducing and sharing
the information. From the advantages above, speaking ability is significant to be analyzed and
this research focus on Mind Mapping strategy in learning English. To success the teaching for
improving the students to speak English in a second language classroom, there is a material for
speaking practice created by the researcher namely mind mapping strategy, and the mind
mapping diagram used to represent word, ideas, tasks, or other items linked to and arranged
around a central key word or idea.

Tony Buzan claims to have invented modern mind mapping. He claimed the idea was
inspired by Alfred Korzybski, general semantic as popularized in science fiction, novels, such
as those of Robert A. Heinlein and A.E Van Vogt. Buzan says mind maps are so easy to do and
so natural because they just need blank unlined paper, colored pens and pencils, your brain and
your imagination. Seven steps to make a mind map: 1. Start in the center of a blank page turned
sideways. 2. Use an image or picture for your central idea. 3. Use colors throughout. 4. Connect
your main branches 5. Make your branches curved rather than straight-line 6. Use one key word
per line 7. Use image throughout. Mind Mapping has many application in personal, family, and
educational and the concept of mind mapping developed from note taking technique stifle
creative taught, by laying out ideas in linier way.

1.2 Research Problem

This study examines the effectiveness of apllying mind mapping stategy on teaching
speaking and show the significant different beetwren students who are taught by using mind
mapping and those who are using conventional strategy.

1.3 Hypothesis
Using Mind Mapping strategy is more perfect for structuring and organizing current
ideas and plans in a memorable way for speaking to the other students than using conventional
strategy. Firstly, the students need to know the audience is and what they stand to get benefit
from the presentations. The Mind mapping may include branches, and with the aid of this mind
mapping, the students will be able to turn the keyword and ideas into a coherent order ensuring
that the students use hard data to back up any view or ideas that may use into the speaking.
Ensure the central image incorporate the subject, while the branches should represents the
subject for discusssion, By using mind mapping, the students will find their role in a wider
contect will be clearer, and will find it easier. In speaking the students should use image, color,
and symbols. This one of the most efective ways of formation can be getting the students point
across. The Visual stimuli will make the speaking more dynamic and interesting. Therefore, in
the students mind map include a branch of thoughts and ideas to make the students speaking
more fun, interactive and memorable for the classroom.

1.4 Significance of The Study

The findings of this study will contribute to the benefit of improving speaking
comprehension for students and it establishes the need for more effective, life-changing
teaching approches. Thus, teachers that apply the recommended strategy derived from the
results of this study will be able to train students better. For the researcher, the study will help
the reseacrher uncover certain areas and aspects in educational process that others researchers
may not able to explore.
1.5 Scope and Limitation
This study aims to measure students’ ability in speaking comprehension by using one of
the strategy that is mind mapping. This study carried out to Six Grades Student In Putat Kidul
I Elementary School in Malang to assess the effectiveness of this strategy.

1.6 Definition of Key Ter

a. Speaking is a productive skill of language. The language learner should be master it.
Most people communicate orally each other by speaking, so it includes the verbal
communication. More over, Scott ( 2005:17) stated that oral communication is type
field as an activity involving two or more people in whom the participants are both
hearers and speakers having to reach to what they hear and make their contributions at
a high speed.
b. Speaking abilty is the most difficult problem of the other skill. Lado ( 1999:240) said
that speaking ablity is described as they ability to express oneself in situation, or the
ability to report acts or situation in precise words, or the abilty to converse or express
of ideas fluently
c. Strategy is specific methods of approaching a problem or task, modes of operation for
achieving a particular end, planned design for controling and manipulating certain
information.
d. Teaching speaking in Elementary school is the activity in reaching the goal of
teaching speaking to childreen especially to make them confidence to practice speaking
ability, the teacher should make their effective srategies and instruction. Since strategies
are processes rather than set and facts, modeling play a key role in teachers’ instruction.
So, in this context, to ensure in learning a foreign language including speaking, children
should have a great deal of exprosure to be engaged in, and support for the language,
they are learning. This means that their teacher should give them sample oppurtunities
to hear and see the english language being in communicative purpose in their social
environment.
 CHAPTER 2
RESEARCH METHOD
2.1 Research Design

The respondent of this study are several students of Putat Kidul 1 Elementary School in
Malang, especially at six grades. These are consisting two groups, experimental group and
control group. The researcher chooses 80 students as respondents. From the background,
interview distributed to the students there are 40 male which range ages from 11 to 12 years
old. Many respondents use Javanese and the rest Madurese as their mother tongue and as
language in their home. The researcher used quasi experimental design in this research. The
Data of students speaking ability were gathered from pre test and post test result. In practice,
then was done by non Equivalent control group Design.

2.2 Population and Sample

Population of the research is all of six grades students of Putat Kidul 1 Elementary School
in Malang with total of the students are 80 students. Futher, The researcher used cluster
sampling beacuse it is sometimes hard to seek appropriate equivalent control grooup, and the
sample of the research is one class consist of 40 students.

2.3 Data Collection

The data is taken from the score two classes as experimental group and control group.
The students were given pre test in form of speaking followed by mind mapping as treatment
and the post test administered to know the students speaking ability after treatments. The design
was taken from Sugiono ( 2009: 116)

2.4 Research Instrument

To get the data of the research, the researcher used following instruments:

a. Interview

b. Writing Test

c. Observation

d. Determining the normality of the test

e. Determining the varianess of data homogenity

 f. Validity and Realibilty of the test.

g. Data Analysis h. The formulation to prove the hypothesis

i. Analysis of instrument

2.5 Procedure Collection

After the students done with their writing test, the students have to collect it to the researcher.

2.6 Procedure Analisis

To get the resutlt of the research, the researcher used following instruments:

a. Descriptive Analysis
b. Normality Test
c. Paired Sample T-Test
d. Homogenity Test

REFERENCES

Buzan. Tony. 2008 Mind Map untuk anak agar anak pintar di sekolah. PT. Gramedia Pustaka
Utama. Jakarta .

Buzan. Tony. 2007. Buku Pintar Peta Pikiran : . PT. Gramedia Pustaka Utama. Jakarta

Brown. Gillian and George Yule. 1999. Teaching the spoken language (The second ed.).
Melbourne: Cambridge University Press.

Brown. H. Douglas. 1994. Teaching by Principles – An Interactive Approach to language

Pedagogy. New Jersey: Prentice Hall Regents.

Bryne, D. 1983. Teaching English Perspective. London: Longman.

Tuan, Nguyen H and Mai. 2015. Factors Affecting Students’ Speaking Performance at Le
Thanh Hien High School. Asian Journal of Educational Research Vol. 3, No. 2 retrieved
on Monday, March 28 th 2016, 12.10 p.m on http://www.multidisciplinaryjournals.com.