The Effect of Using Mind Mapping on the Writing Comprehension Ability of the Tenth Grade Students at SMA Tiga Maret Yogyakarta in the Academic Year of 2014/2015

Abstract

This research aimed to find and describe the effect of using mind mapping on the writing comprehension ability of the tenth grade students at SMA Tiga Maret Yogyakarta in the academic year of 2014/2015. This research was conducted from May to June 2015. This research was classified as a quasi-experimental study. It involved 31 students from two groups, Class B (16 students) as the experimental group and Class A (15 students) as the control group. The experimental group was students taught using mind mapping whereas the control group was students taught using conventional technique. The data were obtained by using pre-test and post-test. The pre-test was given to both groups before the treatment and the post-test was given after the treatment. The data of the pre-test and post-test of both groups were analyzed by using descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using ANCOVA (Analysis of Covariance). The result of the research shows that the difference in the writing ability between the students taught using mind mapping and those taught not using mind mapping is not too significant. It can be seen in the result of the hypothesis testing through ANCOVA (Analysis of Covariance). The significance value is greater than the significance level of 0.05 (0.392> 0.05), which means that the data of this study are considered to have no significant difference. Therefore, the hypothesis of this study is rejected. It means that the mind mapping have not significantly improved the student’s writing ability in the English teaching and learning process of the experimental class at SMA Tiga Maret Yogyakarta.