Using Concept Mapping to Improve the Writing Ability of the Eight Graders

Authors

  • Kalsum Maloho MTs PKP Manado

DOI:

https://doi.org/10.29408/veles.v1i2.440

Abstract

This study - which is classroom action research in nature - was intended to develop concept mapping strategy to improve the writing ability of the eighth grade students. The subjects of this study were twenty students (Class VIII-B) of MTs PKP Manado, North Sulawesi in the academic year 2015-2016. This study was conducted in two cycles through some procedures: planning the action, implementing the action, observing the implementation, and reflecting the action. The data of the study were gathered using portfolio, observation checklist and field notes. The findings of the study indicated that concept mapping was successful in improving the students’ writing ability. The improvement could be seen from the increase of the students’ mean scores and the students’ involvement in writing activities. The mean scores obtained by the students in the two cycles were shown by the results of portfolios. While the students’ involvement in writing activities in the two cycles were shown by the observations checklists and field notes. From the findings, it can be inferred that concept mapping is not only effective in improving the writing ability of the students but also in enhancing their involvement in writing activities, particularly in generating and organizing their ideas. 

References

Anderson, M. & Anderson, K. 2003. Text Types in English 3. South Yarra, Victoria: MacMillan.

Ary, D., Jacobs, L. C. & Razavieh, A. 2002. Introduction to Research in Education (6th ed.). Belmont: Wadsworth/Thomson Learning.

Boardman, C.A.,& Frydenberg, J. 2002. Writing to Communicate: Paragraphs and Essay (2nd ed.). San Francisco: Logman.com

Buehl, D. 2001. Clasroom Strategies for Interactive Learning. Madison: International Reading Association.

Cooper, S. & Patton, R. 2004. Writing Logically, Thinking Critically. Boston: Pearson Longman.

Depdiknas, 2006. Kurikulum Tingkat Satuan Pendidikan [School Based Curriculum]. Jakarta: Direktorat Pendidikan Dasar dan Menengah.

Hyland, K. 2003. Second Language Writing. J.C. Richards (Ed.). Cambridge: Cambridge University Press.

Kemmis, S. & McTaggart, R. 1998. The Action Research Planne (3rd ed.). Gee Long: Deakin University Press.

Mills, E.G. 2003. Action Research A Guide for the Teacher Researcher (2nd ed.). New Jersey: Merril prentice Hall.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. Englewood Cliffs: Prentice Hall.

Pusat Kurikulum (Puskur). 2006. Standar Isi Bahasa Inggris [Content Standard for English]. Jakarta.

Richards, J.C. 2003. Second Language Writing. Cambridge: Cambridge University Press.

Smalley, R.L., Reutten, M.K. & Kozyrev, O.R. 2001. Refining Composition Skills: Rhetoric and Grammar (5th ed.). Boston: Heinley & Heinley Publishers.

Spratt, M.P. & Williams, A. 2005. The Teaching Knowledge Test Course. Cambridge: Cambridge University Press.

Teo, N. 2003. A handbook for Teacher in Science. Singapore: Federal Publications.

Weigle, C.S. 2002. Assessing Writing. Cambridge: Cambridge University Press

Downloads

Published

2017-09-04

How to Cite

Maloho, K. (2017). Using Concept Mapping to Improve the Writing Ability of the Eight Graders. Voices of English Language Education Society, 1(2). https://doi.org/10.29408/veles.v1i2.440