THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY TOWARD WRITING ABILITY FOR THE TENTH-GRADE STUDENTS AT SMA NEGERI 3 MOJOKERTO

guru strategi Mind Mapping. Mind mapping memiliki bagi menulis teks recount. peristiwa peristiwa strategi mind mapping memiliki penelitian Efektivitas Strategi Mapping Abstract : Especially for students, writing become more important to be mastered in delivering their ideas during writing activity. To developing their ideas, students need strategy. It must be given high attention by teachers during teaching. One of the strategies to develop the ideas in writing is Mind Mapping strategy. Mind mapping have important role for students in writing recount text. Students will be easier to connect one event to other events. Same as the other strategy in learning process, mind mapping have some steps to do that. In this research, the researcher wants to measure The Effectiveness of Using Mind Mapping Strategy toward Writing Ability for The Tenth-Grade Students at SMA Negeri 3 Mojokerto in academic year 2016/2017. The result of t-test was 7,153. After got the t- test score, the reseracher compared it with t-table (df = n1 + n2 – 2 = 72; significance 5% = 0.05). The value of t-table was 1.666. It means that too is highest than table (7.153 > 1.666).


INTRODUCTION
In this chapter, the researcher would like to explain about the background of the research, the research problem, the objective of the research, the sign ificance of the research, assumption, scope, delimitation and definition of key terms. Writing is one of the language skill to make a communication. Especially for students, writing become more important to be mastered in delivering their ideas during writing activity.
As the process, writing is the combination of activities which happened and involve some phases, such as; pre-writing phases, writing phase and post-writing phase (Slamet&Kundharu, 2012). Pre-writing is the time to get the brain focus. The next phase is writing phase, writing phase is a phase where the writer or students start to write after thinking about topic in pre-writing phase. The last phase in writing process is post-writing, in this phase writers or students did the revisement toward their writing. After doing three phases above, writers and students can produce their writing product. In conclusion, writing was one of skill in making communication which have process and result.
Talking about writing result, writing process have significance role in creating the writing product. The problem in the school is the students cannot write a text structurally. It makes their writing product is less correct. If they can develop their ideas during writing, they can produce a product in writing activity. Because of having process and result, writing is also considered as the skill in English which has two characteristics, active and productive (Dadang & Iskandar, 2009) Recount text is one of the writing product. In recount text, the process to think about past experience become basic element in this text. So, the strategy in teaching writing is absolutely needed, especially in recount text. Strategy is needed to help students in developing their ideas. He is also the creator of mind mapping strategy. Based on his opinion about mind mapping, he states that mind mapping is the easier strategy to develop the topic. It means that mind mapping strategy is an effective strategy to make the brain became more focus on a main idea. After focusing on a main idea, mind mapping will help a brain to develop it into supporting idea.
In other hand, this strategy, mind mapping, involves both of the brain's sides. All of the ideas in mind mapping are related each other, helping the brain to do the big imagination by association ( Buzan, 2011:60 ). Mind mapping have important role for students in writing recount text. Same as the other strategy in learning process, mind mapping have some steps to do that. Students would be easier to draft some events before writing it into recount text. He also explains about the advantages of mind mapping technique, they are: (1) stimulating the student active participant in learning process; (2) removing the thinking of the students from subjective impression; (3) stimulating the student to be more focus and more concern in subject thinking; (4) activating the function of students' brain to think maximally; (5) steering the students to develop the reconstruction of thinking subjective association; (6) showing the correlation among the part of information which isolated; (7) helping the students to be more focus, helping the students to get understanding and meaning till the information that have been gotten can make a ability and long lasting memories. After using mind mapping and drafting the idea, students can be easier to develop the draft to be sentences.
In other hand, students can practice how to write recount text in sequence and practice to develop ideas in each paragraph on recount text. In this research, the researcher wants to measure The Effectiveness of Using Mind Mapping Strategy toward Writing Ability for The Tenth-Grade Students at SMA Negeri 3 Mojokerto in academic year 2016/2017. The research problem in this study was ; Do the tenth grade students at SMA Negeri 3 Mojokerto city thought by using mind mapping strategy achieve better score in writing recount text than those thought using non-mind mapping strategy in writing recount text ? and The objectives of this research is to measure the effectiveness of using mind mapping strategy toward writing ability especially in writing recount text for the tenth grade students at SMA Negeri 3 Mojokerto Significance of the Researcher Theoretically, this research motivate students to be more active in English learning, especially at writing activity.
Mind mapping which the independent variable in this research stimulate students for activating their brains.

RESEARCH METHOD
In this research, the researcher used quasi-experimental research for the design. Therefore, the researcher chose the two classes that had been formed to be the sample of this research. The researcher can only choose two classes that have been formed to be the research's sample in a school (Latief, Adnan. 2014). After the researcher was given a permission, the researcher directly counted the mean score of both class. After getting two classes with equivalent mean scores, the researcher did the treatments in these classes.
The researcher gave different treatment in each class. The researcher gave experimental treatment in treatment class and the researcher gave control treatment in control class. The researcher gave four times treatment in experimental class and control class. The researcher gave mind mapping strategy as the treatment in experimental class and drafting technique as the treatment in control class. In this research, the researcher just given post-test after doing treatments. It was because the English ability in experimental class and control class were similar. The post-test score of this research was analyzed manually to examine the research hypothesis. The deep explanations about how the researcher determined the experimental class and control class was explained in the next subtitle below.

A. Procedure of the Research
Before did this research, the researcher choose the research design. It was consisted of population, sample and sampling way. After getting the sample, the researcher gave treatments toward the samples. The treatments of both sample was different. In experimental class, the researcher used mind mapping as the treatments. In control class, the researcher used non-mind mapping strategy as the treatments. Class X-MIA 3 as the experimental class was given treatment every Monday and class X-MIA 4 as the control class was given treatment every Wednesday. Then, the researcher gave a posttest in the end. Because the kind of the test was essay, the researcher used scoring rubric to collect the data. In the end, the researcher continued to analyze the data score and made a conclusion.

B. Research Variables
Variables are the key words in every research activity (Latief, 2014). Every research must involve variable which defined clearly in order the research can be done. There are two variables in this research, independent variable and dependent variable. The independent variable in this research is mind mapping strategy and the dependent variable is writing ability. The independent variable was symbolized by (X) and dependent variable was symbolized by (Y).

C. Population and Sample
Population was the individuals whose became the target on research (Sukardi, 2003). The population of this research was the tenth-grade students at SMA Negeri 3 Mojokerto. There were eight classes of tenthgrade at SMA Negeri 3 Mojokerto. They are divided into four classes for MIA (science) and four classes for IIS (social). The number of all the tenth-grade students are 320 students. In this research, the researcher just used the tenth-grade of science class for the subject because the researcher just taught these classes during PPL.
Because the researcher used quasiexperimental design in this research, so the researcher just chosen two classes as the research sample. After getting the score, the researcher found out the mean score of each class. The next step, the researcher did a sampling technique to choose the sample. Sampling is a technique to take the sample for the research (Sugiyono, 2013). There are two kinds of sampling technique, probability sampling and non-probability sampling. Probability sampling is a technique to take the sample which give a same chance toward all groups of the population to be chosen as the sample (Sugiyono, 2013). Probability sampling are divided into three kinds, Simple Random Sampling, Proportionate Stratified Random Sampling, Disproportionate Random Sampling and Cluster Sampling. Non-Probability Sampling is a sampling technique which don't given a same chance toward the group of population to be sample (Sugiyono, 2013). This sampling is divided into six kinds, Systematical Sampling, Quota Sampling, Incidental Sampling, Purposive Sampling, Jenuh Sampling.
In this research, the researcher chose purposive sampling. The researcher used this sampling technique because it was so difficult to take sample randomly for the experimental research in school. The researcher just choose two classes which had been formed for being the research sample. Therefore, the main focus of the researcher in this research just take two groups which had similar ability in English as the sample. In taking the sample, firstly, the researcher check the mean score of English final test in each class. With the English teacher, the researcher counted the average score in each science class. Finally, the researcher took these classes to be the sample. In determining the experimental class and control class, the researcher chose randomly by using lottery method. In the end, the researcher decided that class X-MIA 3 as the experimental class and class X-MIA 4 as the control class.

D. Research Treatments
The treatments of this research were divided into two kinds, treatment for experimental class and treatment for control class. In experimental class, the researcher used mind mapping strategy as the treatments during teaching, especially writing activity. In the other class, control class, the researcher used drafting technique as the treatments during teaching, especially writing activity. The explanation of these treatments was explained detail in the table below. With the students, the researcher tried to find out the main idea of each paragraph by using mind mapping 7 The researcher asked them to answer the question of the text about main idea in each paragraph by looking the idea which had been written in mind map on the black board.
Third treatment 8 The researcher asked the students to determine their bad experience in the past 9 The researcher asked the students to write the ideas of their experience in mind map 10 The researcher guided them to develop their ideas in mind map

11
The researcher guided the students to develope the ideas into the sentences 12 The researcher helped the students to check their sentences. With the students, the researcher tried to find out the main idea of each paragraph by using mind mapping 7 The researcher asked them to answer the question of the text about main idea in each paragraph by looking the idea which had been written in mind map on the blackboard.
Third treatment 8 The researcher asked the students to determine their bad experience in the past 9 The researcher asked the students to write the ideas of their experience in mind map 10 The researcher guided them to develop their ideas in mind map

11
The researcher guided the students to develope the ideas into the sentences 12 The researcher helped the students to check their sentences.
Fourth treatment 13 The researcher gave a chance for the students to edit their sentence if there was a mistake 14 The researcher asked them to combine these sentences into paragraphs

15
The researcher give a chance to the students for 15 consulting what they write especially in punctuation and capital letter After doing the treatments, the researcher gave them a post-test to write down their good experience. The post-test of treatment class was held on 27th February 2017 and the post-test of control class was held on 7th March 2017. For getting the post-test score, the researcher used an instrument. The instrument of this research was explained in the next subtitle.

E. Research Instrument
For collecting the data, the researcher used an instrument. The instrument in this research was an essay test. Before the researcher used this instrument, the instrument had been validated by the expert. Validity is an ability of the measurement tool to measure correctly (Purwanto, 2008). The test can be called valid id the test can measure what are going to be measured. In contrast, an invalid instrument has low validity (Arikunto, 2010:168). The validity which used in this research were content validity and construct validity. For the test instrument, the examination of content validity can be done by comparing the content of instrument with subject materials which thought (Sugiyono, 2010). Therefore, the researcher adjusted the content validity of the instrument with indicator material in curriculum 2013. For examining the construct validity, the researcher asked some opinion from the judgment expert. The construct validity included the instrument's lay out based the measured aspect. After getting the validity, the instrument was ready to get the data.

F. Data Collection
Data is a material of the information which must be found with suitable technique. It's supported by Misbahuddin and Iqbal in their book (2013), they state that if the data is gotten by wrong way, automatically, the information we get is wrong too. The way to collect data is done by certain ways. Based on the way to collect data, there are for ways to collect data. They are observation, literature investigation, questionnaire and interview (Misbahuddin&Iqbal, 2013). In this research, the researcher collected the data by getting the post-test score. In getting score, the researcher used scoring rubric for writing. This scoring rubric is adapted from (Brown, 2007). The post-test scores were became the data in this research. After got the data, the researcher started to analyze the data by using statistic method. The explanation about data analysis was explained in the next subtitle.

G. Data Analysis
The data which gotten from this research was analyzed by using statistic.
Analyzing the data needs a certain step and formula. Because the design of this research was quasi-experimental, so the researcher used independent sample t-test to examine the hypothesis. Independent sample t-test is used for examining the hypothesis which involved two samples are not correlated (Sugiyono, 2013:137). In this research, the researcher did some analysis of the data before examined the hypothesis. These analysis were explained below: 1. Accounting the mean score Mean is gotten by summing all of the data from a sample and divided with all of the individuals on that sample (Sugiyono, 2013:49 ). In this research, the researcher found out the mean of post-test score in each group.

Accounting the deviation and standard deviation (variants)
Deviation (variants) is a statistical technique to explain the homogeneity of a sample (Sugiyono, 2013). In this research, the researcher also counted out the deviation and standard deviation from the data.

Examining the homogeneity of the samples
Before determining the t-test formula to examine the hypothesis, the researcher examined the variants of both sample. It had a purpose to examine the homogeneity of both variants. The researcher used Fischer (F) formula to examine it. After got the F value, the researcher compared it with F table (significance = 0,05). If the value of F < or = than F table, so Ho accepted and Ha rejected. It means that the variance is homogeny (Sugiyono, 2013)

Statistical Hypothesis
Statistical hypothesis is wellknown as Null Hypothesis (Ho). This hypothesis explains the influence of independence variable toward dependence variable in different samples (Sugiyono, 2013).
In this research, the researcher used the two-tail hypothesis formula: a) Ho : μ1 = μ2 there is no differences in writing ability of the tenth-grade students at SMA Negeri 3 Mojokerto those taught using mind mapping strategy b) Ha : μ1 ≠ μ2 there is differences in writing ability of the tenthgrade students at SMA Negeri 3 Mojokerto those taught using mind mapping strategy and using non-mind mapping strategy.

Determining T-test formula
There are two t-test formula which used to examine the hypothesis between two independence samples, Separated Variance and Polled Variance ( Sugiyono, 2013:138 ).
There are some considerations to determine both these formulas.

Hypothesis Testing
After determining the t-test, the researcher compared it with the t-table by these considerations. a) If t-test > t-table, it meant that Ha was accepted and Ho was rejected. It was concluded that the tenth grade students at SMA Negeri 3 Mojokerto taught by using mind mapping achieve better score in writing recount text than those taught by using non mind mapping strategy.
If t-test < t-table, it meant that Ha was rejected and Ho was accepted. It was concluded that the mean of writing recount text gain score of the tenth grade students at SMA Negeri 3 Mojokerto using mind mapping tend to be similar with those taught by using non-mind mapping strategy.
In this chapter, the researcher would like to explain about the result of the research. It was done by the researcher to find out the different students' ability in writing recount text who were taught by using mind mapping and non-mind mapping strategy.
1. The writing students' ability taught by using Mind Mapping Strategy The students' ability in writing after taught by using mind mapping was very good. Not only that, mind mapping strategy also made the students became easier to develop their feeling and expressed them into written. The students also had more motivation when this strategy was implemented in the class. In short, mind mapping was an appropriate strategy to write a text, especially recount text. In this research, the researcher implemented this strategy in experimental class. After the researcher implemented this strategy for four times, the researcher give a post-test. This post-test required the students to write down their experiences in a recount text by using mind mapping. From the result score above, the researcher concluded that the highest score in experimental class was 94 and the lowest score was 70. The average score in this class was 83.84. It means that mind mapping strategy was effective when it was implemented in writing activity.
2. The writing students' ability taught by using non-mind Mapping Strategy The writing students' ability taught by using non-mind mapping was lower than the students were taught by using mind mapping strategy. In this research, the researcher also gave four treatments in this class (control class). It same with the experimental class. But there was a difference step in the treatment where the students in control class were not given mind mapping strategy. The students just drafted their ideas and developed it into sentences. In the control class, there were some students whose got the score below the minimum standard score ( KKM ) The result of post-test score was explained in the following table : From the result score above, the researcher concluded that the highest score in control class was 86 and the lowest score was 66. The average score in this class was 75.47. It means that mind mapping strategy was less effective when it was implemented in writing activity.
In this research, the researcher also analyzed the post-test score in each class to test the hypothesis in this research. The data analysis in this research included accounting the mean score, accounting the standard deviation, accounting variants, testing homogeneity variants and testing the hypothesis.
In this research, the researcher did analysis manually toward the data. The data analysis in this research included accounting the mean score, accounting the standard deviation, accounting variants, testing homogeneity variants and testing the hypothesis. The deep explanation about the analysis was explained below.

Data analysis
a) The Mean Score After the researcher got the posttest score in each class ( experimental class and control class ), the researcher did first step in analyzing the data by accounting the mean score. Mean score in experimental class X = X = 83.84  Mean score in control class X = X = 75.47 From the calculation of the mean score above, it had been known that the mean post-test score in experimental class was 83.84 and the mean post-test score in control class was 75.47. It shown that the mean score in experimental class which taught by mind mapping was higher than the mean score in control class which taught by non-mind mapping strategy.
The next step, the researcher used the mean score of each class to count the standard deviation and variance.
a) The Standard Deviation and Variance After getting the mean score, the researcher continued to find out the standard deviation and variance of this sample. It was also used to test the homogeneity of the sample. Before counting the standard deviation and variance, the researcher counted out the difference value between each student score and the mean score in experimental class and control class. The deep calculation about it was explained in the following table.  After getting the value of F, the researcher compared it with Ftable ( f1 = N1 -1= 38 -1; df2 = N2 -1 = 36 -1). Based on df1 = 37 and df2 = 35 with significant = 5% (ɑ = 0.05) the researcher found that the value of F table was 1,78. After the researcher compared value of Fh with value of Ft, the researcher concluded that Fh was lowest than Ftable ( 1.031 < 1.78 ). It means that H0 is accepted and Ha is rejected. It signed that the variance was homogen. The result of this test was used to test the hypothesis. Hypothesis testing was explained in the next point.

c) Testing The Hypothesis
In this research, the researcher used ttest formula to test the research hypothesis. Like the researcher had explained in the chapter three, there were two t-test formulas in testing the hypothesis with two independence sample. They were Separated Variance and Polled Variance After the researcher knew that the variance were homogeny ( σ1 = σ2 ) and the number of samples in experimental class was different with the samples in control class ( n1 ≠ n2 ), the researcher used polled variance t-test formula for testing the hypothesis. From the result of calculation, the t-total obtained value of the research was 7,153 with degree of freedom (df) was ( 38 + 36 -2 ) = 72 and level significant 5% ( ɑ = 0.05 ), so the value of t-table was 1.666. It meant that t-obtained value was higher than t-table ( to > tt ). The result of the t-test was used to refuse the H0 (there is no difference significant in writing achievement between the tenthgrade students at SMA Negeri 3 Mojokero taught by using mind mapping strategy nor without using mind mapping strategy) and to accepted Ha (the tenth grade students at SMA Negeri 3 Mojokerto tought by using mind mapping strategy achieve better score in writing recount text than those tought using non-mind mapping strategy). Because the t-obtained was higher than t-table, it meant that Ha was accepted ad H0 was rejected.
From the calculation above, it shows that the students' ability in writing recount text were taught by using mind mapping strategy was better than the students' ability who were taught without using mind mapping strategy. .

CONCLUSION
According to the research finding, the researcher found that teaching writing recount text by using mind mapping strategy was better than without using mind mapping strategy. It was prove from the average score in each group (experimental group and control group). The average score of experimental class was 83.84 and the average score for control class was 75.47.
After getting the average score, the researcher continued to find out the standard deviation and variances. After calculating the data, researcher got the standard deviation of experimental class was 5.9137 and the variance was 34.972. In the other hand, the standard deviation of control class was 5.8221 and the variance was 33.897.
In the next step, the researcher continued to test the homogeneity of both samples. The researcher used Fischer (F) formula. By using this formula, the researcher just divided the biggest variance and the smallest variance from both samples. The biggest variance was 34.972 and the smallest variance was 33.897. The researcher entered them into F formula and the result was 1,03. After that, the researcher compared the F value with F table with degree of freedom ( df1 = 37 and df2 = 35 ) with significant 5% ( ɑ = 0.05 ). The value of F table was 1.78. Because the Ftotal was smallest than Ftable ( 1.03 < 1.78 ), the researcher conclude that the variance of both samples was homogeny.
In the last step, the researcher started to test the hypothesis by using t-test formula. Actually, there are two kinds of t-test formula, separated formula and pooled formula. Because the variance was homogeny and the number of both samples was different ( n1 ≠ n2 ), so the researcher used pooled formula. The result of t-test was 7,153. After got the t-test score, the reseracher compared it with t-table ( df = n1 + n2 -2 = 72 ; significance 5% = 0.05 ). The value of t-table was 1.666. It means that to is highest than table (7.153 > 1.666). It signed that Ha was accepted and H0 was refused. It means that the tenth-grade students at SMA Negeri 3 were taught by using mind mapping strategy gain better score than the tenth-grade students at SMA Negeri 3 were taught without using mind mapping strategy.