1
CHAPTER I INTRODUCTION
A.
Background of the Study English is an international language. It has an important role of jobs fields and education fields to provide the students with English learning as whole, teacher has to present all language skills that are identified as listening, reading, speaking and writing. All of language skills must be presented to achieve the whole understanding of English. As one kind of language skills is writing. Based on Oxford Dictionary, writing is activity of writing written or printed words.1 It means that writing is a process or any activity to write some letters in printed form. Writing is a communication act; it is a way of sharing information, thoughts, experiences or idea, between others and ourselves.2 Writing skill should be mastered by the students because it can be used to express the students’ ideas as well as feelings and to communication with others.
1
A S Hornby, Oxford Advanced Learner’s Dictionary (New York: Oxford University Press, 1995), 1383. 2 Bambang Yudi Cahyono, Techniques in Teaching EFL Writing ( Malang: State University of Malang Press, 2009), 16..
2
In teaching writing, great number of the students get problems. This problem is caused writing is considered the most difficult skill since it involves several components including contents, vocabularies, rhetoric’s, grammatical structures
and
mechanics,
such
as
punctuations
and
capitalization.3
Accordingly, it is not a simple and easy task for the teachers to improve their students’ skill in writing. They need to provide various strategies that can increase the students’ skill in writing. The suitable of strategies or method used by the teachers will make the students interested in writing activity. One of the methods in teaching writing is mind mapping. A mind map is simply a diagram used to represent words, ideas, tasks or other items linked to and arranged in a free fashion around a central key word or idea. Mind mapping is very useful in prewriting activities because it can help the writers to generate, visualize, structure and classify ideas. It is an image centred diagram that represents connections between portions of information. The elements are arranged according to the importance of the concepts and are organized into branches or area.4 Beside that, one of the methods in teaching writing is flashcards. Flashcards are the effective and the easiest way to learn and remember new information. Furthermore, they simplify and condense information so that you only learn the important facts and ideas. In flashcards, the content of books has
3 4
Ibid., 10. Ibid., 65.
3
been stripped down to its essence and placed into a format that is easy to write and understand.5 The major goal of the study of mind mapping and flashcards is developing writing skill. The students must write and understand about their written. For the teacher, mind mapping and flashcards can use be referenced in learning process especially in teaching writing. By these objectives, it is expected that students can be helped to get their writing purposes effectively and can help the teacher in teaching writing. According to statements above the researcher interest to find out the more effectively and efficiency method in teaching writing. The researcher interest in conducting the research with the title ”A comparative study on writing skill using mind mapping and flashcards for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010”
B.
Limitation of the Problem This research is designed to describe: 1.
Writing ability using mind mapping for the tenth grade students of MAN 2 Ponorogo.
2.
Writing ability using flashcards for the tenth grade students of MAN 2 Ponorogo.
5
Ibid.,61.
4
3.
Significant differences on the writing skill using mind mapping and flashcards for the tenth grade students of MAN 2 Ponorogo.
C.
Statement of the Problem 1.
How is the writing skill using mind mapping for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010?
2.
How is the writing skill using flashcards for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010?
3.
Are there any significant differences on the writing skill using mind mapping and flashcards for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010?
D.
Objectives of the Study The objectives of the study in this research can be stated as related with the problem statement. Therefore the objectives of the study are as follow: 1.
To find out the writing skill using mind mapping for the tenth grade students of MAN 2 Ponorogo in schooling year 2009/2010.
2.
To find out the writing skill using flashcards for the tenth grade students of MAN 2 Ponorogo in schooling year 2009/2010.
3.
To find out the significant differences on the writing skill using mind mapping and flashcards for the tenth grade students of MAN 2 Ponorogo in schooling year 2009/2010.
5
E.
Significance of the Study The significance of the study is to give useful contribution for: 1.
Teacher This study is expected to give teachers a contribution in their teaching skill, particularly the English teacher of MAN 2 Ponorogo. 2. Students This study expected to give students an awareness of increasing their writing ability, particularly the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010. 3. The Researcher With this method the researcher gets knowledge and could apply in the future.
F.
Organization of the Thesis Chapter I Introduction, consist of: Background of the Study, Limitation of the Problems, Statement of the Problems, Objectives of the Study, Significance of the Study, Organization of Thesis. Chapter II Review of Related Literature, consist of: Writing, Teaching Writing, Teaching Methodology, Mind Mapping, Flashcards. Chapter III Research Methodology, consist of: Research Design, Population, Sample, and Respondent, Instrument of Data Collection, Technique of Data Collection, Technique of Data Analysis
6
Chapter IV Research Result, consist of:
Research Location, Data
Description, Data Analysis, Discussion. Chapter V Conclusion, consist of: Conclusion and Recommendations.
7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Analysis 1. Writing Skill a. Writing Writing is derived from to write, which the mean is to put down the graphics symbols that represent a language one understand so that other can read these graphics symbols if they know the language and the graphic representation and then writing is a partial representation language units.6 Writing is a means of communication, especially when the person want to communicate is not to right there in front of us. It has been widely admitted that writing is the most complex and difficult skill compared to the three other skills, i.e., listening, speaking, and reading. This is because it involves several components such as content, organization, and language use, which had to be considered when a learner is writing. Writing is very important in language learning. Writing is productive activity by which one can deliver his/her ideas to others in a
6
Robert Lado, Language Teaching a Scientific Approach (New York: TATA MOGRAW HILL,
1976).
7
8
written form. As we know, one of the characteristic of written language is that is permanent and distant.7 It means that if someone writes of written, it will be permanent as we can see it again and again and the messages can be sent across either in a physical or temporal distance. We can take an advantage of a writing product that been written so many years ago and by one who is far away from us. In the modern world, written language serves a range of function in everyday life, including the following:8 1) Primarily for action Public signs, e.g. on roads and station; product label and instruction, e.g. on food, tools or toys purchased; recipes; maps; television; and radio guides; bills; menus; telephone directories; ballot papers; computer manual; monitor and printouts. For social contact; Personal correspondence; letters, postcards, greeting cards. 2) Primarily for information Newspaper (news, editorials) and current affairs magazines; hobby magazines; non-fiction books, including text book; public notices; advertisement; political pamphlets; scholastic, medical, etc. reports; guidebooks and travel literature.
7 8
Cahyono, Techniques in Teaching EFL Writing, 43. David Nunan, Language Teaching Methodology (Malaysia: Longman, 2000), 84.
9
3) Primarily for entertainment Light magazine, comic strips; fiction books; poetry and drama; newspaper feature; film subtitles; games, including computer games. The writing process may be divided into four stages: Prewriting, Planning, Writing, and Revising Draft.9 1) Prewriting When you are given a free choice of topics and can write about something you are interested in, and then you must narrow the topic to particular aspect of that general subject. After you narrowed it to a specific focus, the next prewriting step is to generate ideas. This done by a process called brainstorming. 2) Planning The first step toward making a planning is to divide the ideas in the communication problems list further into sublists. Next, write the topic sentence. Topic sentence is the most general sentence in a paragraph, and it expresses the central focus of the paragraph. Finally make an outline, an outline is a formal plan for a paragraph. In an outline, you write down the main points and subpoints in the order in which you plan to write about them.
9
Alice Oshima, Ann Hogue, Writing Academic English ( New York: Longman, 1999), 3.
10
3) Writing Write down the topic sentence and underline it. Doing this will remind you of the focus on your paragraph. Write your paragraph following your outline as closely as possible. Try writing steadily. 4) Revising Draft The last step is to revise it. You check it over for content and organization, including unity, coherence, and logic. The current emphasis on process writing must of course be seen in the perspective of a balance between process and product. As in most language-teaching approaches, it is quite possible to an extreme in emphasizing process to extent that the final product diminishes in importance. Try not to let this happens, the product, after all, the ultimate goal, it is the reason that we go through the process of prewriting, drafting, revising and editing. Without that final product firmly in view, we could quite simply drown ourselves in a sea of revisions. Process is not the end; it is the means to the end.10
10
H. Dougla Brown, Principles of Language, Learning and Teaching ( New York: Addison Wesley Longman, 2000), 337.
11
Some characteristic of written language from a writer’s viewpoints:11 1)
Permanence Once something is written down and delivered in its final form to its intended audience, the writer abdicates a certain power to emend, to clarify, to withdraw.
2)
Production Time One of the goals, especially if you are teaching, would be to train your students to make the best possible use of such time limitations. This may mean sacrificing some process time, but with sufficient training in process writing, combined with practice in display writing, you can help your students deal with time limitations
3)
Distance The distance factor requires what might be termed cognitive empathy, in that good writers can read their own writing from the persepective of the mind of the targeted audience. Writers need to be able to predict the audience’s general knowledge, cultural and literarily schemata, specific subject matter knowledge, and very important, how their choice of language will be interrupted.
11
Ibid., 341.
12
4)
Orthography Everything from simple greeting to extremely complex ideas is captured trough the manipulation of a few dozen letters and other written symbols. Sometimes we take for granted the mastering of the mechanics of English writing by our students.
5)
Complexity Writers must learn how to remove redundancy, how to combine sentences, how to make refrences to other elements in a text, how to create syntactic and lexical variety, and much more.
6)
Vocabulary Written languages places a heavier demand on vocabulary use than does speaking. Good writers will learn to take advantage of the richness of English vocabulary.
7)
Formality Whether a student is filling out a questionnaire or writing a full-brown essay, the convention of each from must be followed. The most difficult and complex conventions occur in academic writing where students have to learn how to describe, explain, compare, contrast, illustrate, defend, criticize and argue.
13
b. Teaching Writing Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand.12 Teaching does not merely mean putting some knowledge into the learners’ mind and then the knowledge is ready to be used. Instead, it is kind of process which needs a professional handling. Teaching means transferring knowledge in such a way that the learners are interested in learning and can easily understand the material taught. In addition, they can enjoy the process. The most important reason for teaching writing is that it is a basic language skill, just as important as speaking, listening and reading. Student need to know how to write letters, how to put written reports together, how to replay to advertisement, how to write using electronic media.13 The purpose of writing, in principle, is the expression of idaes, the conveying of a message to the reader, so the ideas themselves should arguably be seen as the most important aspect of the writing. On the other hand, the writer needs also to pay some attention to formal aspects: neat handwriting, correct spelling and punctuation, as well as
12 13
Ibid., 7. Jeremy Harmer, How to Teach English ( England: Addison Wesely Longman, 2001), 79.
14
acceptable grammar and careful selection of vocabulary. This is because much high standards of language are normally demanded in writing than in speech more careful constructions, more precise and varied vocabulary and more correctness of expression in general.14 Table 2.1 Competence Standard and Basic Competence for Teaching Writing at Tenth Grade First Semester.15
14
Grade
Smt
X
II
Competence Basic Competence Standard 12. Mengungkapkan 12.1 Mengungkapkan makna makna dalam dalam bentuk teks tulis teks fungsional fungsional pendek pendek dan esai (misalnya pengumuman, sederhana iklan, undangan, dll.) berbentuk resmi dan tak resmi secara naarative, akurat, lancar dan descriptive dan berterima yang news item dalam menggunakan ragam konteks bahasa tulis dalam konteks kehidupan kehidupan sehari-hari sehari-hari 12.2 Mengungkapkan makna dan langkah retorika dalam esai sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive dan news item.
Penny Ur, A Course in Language Teaching (Australi: Cambridge University Press,1995), 169. Depdiknas, Peraturan Menteri Pendidikan Nasional No.22 (Jakarta: Direktorat Pendidikan Dasar Menengah, 2006). 15
15
The writing skill is complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgemental elements. The following analysis attempts to group the many and varied skills necessary for writing good process into five general components, they are:16 1) Language use; the ability to write correct and appropriate sentences. 2) Mechanical skills; the ability to use correctly those conventions peculiar to the written language. 3) Treatment of content; the ability to think creatively and develop thoughts, excluding all irrelevant information. 4) Stylistic skills; the ability to manipulate sentences and paragraphs, and the use language effectively. 5) Judgement skills; the ability to write in a particular manner, to select, organise and order relevant information.
16
J.B Heaton, Writing English Language Test (New York: Longman, 1989), 135.
16
2. Teaching Methodology The word method comes from the Greek methodos which in turn comes from two Greek words: meta (after) and hodos (way). The dictionary defines it as a general or established way of doing anything or the means or manner by which it is presented or taught.17 Methodology is a set of methods used in particular area of activity.18 In the educative process the three most important factors are the child, the teacher, and the subject matter. The child who is to be educated is considered the most important factor. The teacher is necessary to guide him in the educative process. The teacher has to acquire knowledge and information through subject matter.19 Transfer of subject matter from the teacher to the child is done through method. By method, the child is guided as to what parts of subject matter to appreciate and what attitudes develop. Also through method, the child acquires habits, rote associations, and skill. Learning process easier by method. Method also links the child and classmate. Finally, method has a great role in learning process to get a optimal result. The teacher has many options to chooses variation of method for learning process. When deciding what teaching method to use, a teacher
17
Amparo Lardizabal, Principle and Methods of Teaching ( Monik : Phoenix Press, 1997), 18. A S Hornby, Oxford Advanced Learner’s Dictionary (New York: Oxford University Press, 1995), 734. 19 Lardizabal, Principle and Methods of Teaching, 18. 18
17
needs to consider students' background knowledge, environment, and learning goals. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. 20 A teaching method is good if:21 a.
It makes use of the principles of learning and permits the operation of these principles such as readiness, exercise, and effect as provide for. Review and repetition make use of exercise.
b.
It utilizes the principle of “learning by doing”. Activities should be planned so as to give children opportunities for doing, reacting, and undergoing. Field trips and experiments provide firsthand experiences.
c.
It provides for individual differences. A method should be flexible enough to serve the bright, the average, and slow learners. There should be provision for meeting different needs, interest, aptitudes, and emotional maturity.
d.
It stimulates thinking and reasoning. If the method merely encourages memorization and glib responses to factual questions, it is not good method.
20 21
http://en.wikipedia.org/wiki/Teaching_method, acessed, June, 8, 2010 Lardizabal, Principle and Methods of Teaching, 22.
18
e.
It provides for growth and development. The children should grow in knowledge and ideas, in habits, skill, and abilities, in attitudes and sentiments. There are five factors help determine method:22
a.
The educational objective and the aim of the lesson.
b.
Nature of the subject matter or the lesson.
c.
The nature of the learners.
d.
School equipment and facilities.
e.
The teacher.
a.
Mind Mapping Mind map is a creative recording method that allows us to remember a lot of information.23 Mind map is a visual technique that can align the learning process with the natural workings of the brain.24 A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing.25
22
Ibid., 20. Bobbi DePotter, Quantum Teaching, terj. Ary Nilandri ( Bandung: Kaifa, 2007), 175. 24 Maurizal Alamsyah, Kkiat Jitu Meningkatkan Prestasi dengan Mind Mapping, (Jogjakarta:Mitra Pelajar, 2009), 20. 25 http://en.wikipedia.org/wiki/Mind_map, Acessed April, 29, 2010 23
19
A mind map, or spidergram, is a strategy for making notes on a topic, prior to writing. It is a structured strategy, which shows the (hierarchical) relationship of ideas, as opposed to an unstructured strategy, such as brainstorming, in which students produce notes at random on paper.26 Having an organised display of information from the outset of the writing process may help some students, as it is more easily converted into a draft, whereas in brainstorming, the random recording of ideas might lead to problems with the structure of students' texts. The elements of a given mind map are arranged intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas, with the goal of representing semantic or other connections between portions of information. Mind maps may also aid recall of existing memories. There are several steps of procedure in using mind mapping. They are:27 1) The teacher presents material as introduction 2) Ask the students to make their own mind maps based on the theme. 3) Ask the students to exchange the mind mapping to their friends in order to complete some empty circles in the mind maps of their creation. 26
http://www.teachingenglish.org.uk/think/articles/using-mind-maps-develop-writing, Acessed April, 29, 2010 27 Cahyono, Techniques in Teaching EFL Writing, 73.
20
4) Ask the students to return the mind maps to their classmates and then ask them to complete or revise their mind maps. 5) Ask the students to write descriptive text based on the mind map. 6) Ask the students to get feedback from the teacher in the term of content, language, and grammar. 7) Ask the students to revise their writing based on the feed back given by their teacher. The advantages of this methods are:28 1)
Can see the details without losing the topics
2)
Intersting and not boring
3)
Allows us to concentrate
4)
The process of making fun
5)
Easy to remember because there is visual marker
b. Flashcards Flashcards teaching strategy are popular with teachers because of their effectiveness. Parents also appreciate the flashcards because it is an easy teaching strategy for home. This flashcard teaching strategy, the Constant Time Delay (CTD) technique, is widely used by special and
28
Alamsyah, Kiat Jitu Meningkatkan Prestasi dengan Mind Mapping, 23.
21
regular education teachers. The CTD strategy can be used easily with flashcards at home to teach any subject. 29 Flashcards are the most effective and the easiest way to learn and remember new information. Furthermore, the user of flashcards simplify and condense information so that they only learn the important facts and ideas. In flashcards, the content of books has been stripped down to its essence and placed into a format that is easy to read and understand. We can have the word flashcards matching the picture flashcards, thus allowing you to teach the whole word and develop reading and writing skill. There are several steps of procedure in using flashcards. They are:30 1) Ask two students to go to in front of the class and to open the flap to get a certain word behind it. 2) Ask the student about the features of the picture above. The purpose of this activity is to introduce the student to Personal Pronouns. 3) Give the student list of the picture that has different features. Ask the student to describe and predict the picture orally.
29
http://learningdisabilities.about.com/qt/flash_card_teaching_strategies.htm, Acsesed May,1,2010 30 Cahyono, Techniques in Teaching EFL Writing, 63.
22
4) Ask the student to observe the picture. Then ask one student to choose one picture and describe it. This activity is done in turns with the partner until all pictures are described. 5) Give another list of picture and ask the student to describe in a written form. The advantages of this method are:31 1) They can be shuffled, which not only rids you of the false context of order but also allows you to create piles of words that are related in some way. 2) Will help remember words 3) The most important information can be condensed into a small set of cards that can be reviewed rapidly and speed the transition of information to long-term memory.
B. Theoretical Framework There are many techniques that have been developed in the teaching of writing. One of them is mind mapping that can be applied by a teacher in classroom. This technique is based on consideration of writing as process and writing focusing on content. Mind mapping is considered as a writing focus on content because it is used to stimulate ideas for an account of a personal
31
http://www.sparknotes.com/testprep/books/newsat/powertactics/vocab/chapter2section3.rhtml, accesed at April, 29, 2010.
23
experience, to build a list of issues, to identify relationship between them, and to prioritise what will be important to write about. Mind mapping can work well to explore the topic that will be discussed since by using a mind map students can inform as much as possible about the topic they are going to write without worrying about the grammar.32 Media or teaching aids have an important role in helping students learn. One of teaching aids that could be used to teach or reinforce some language learning skills are picture. Agustien in Techniques in Teaching EFL Writing show that the use of flashcards can improve students’ ability in writing. A flashcards is a printed pasteboard bearing a picture and a symbol. In other words, it is a card which show not only a picture but also a written form. Because everybody likes to look at pictures, their use in the classroom provides a stimulating focus for students’ attention.33
C. Hypothesis Ho : There are not significant differences on writing skill using mind mapping and flashcards Ha : There are significant differences on writing skill using mind mapping and flashcards
32 33
. Cahyono, Techniques in Teaching EFL Writing, 76. Ibid., 61.
24
CHAPTER III RESEARCH METHODOLOGY
A. Research Design Research is the process to get the solution of problems after doing the study and analysis of various factors. Research is a scientific method for gaining the knowledge by using an investigation for finding out empirical fact which verify the hypothesis.34 Research is careful study or investigation especially in order to discover new facts or information The research design that is used by the writer is adjusted with the purpose of the study, that is to compare writing skill using mind mapping and flashcards the of the tenth grade students at MAN 2 Ponorogo. In this study, the writer uses one class with two methods. The writer tries to express phenomenon by collecting data from natural research to understand phenomenon and to get conclusion after observing the fact. The result of collecting data will be treated as the data of this research to prove the hypothesis the formulated.
34
2004), 2.
Joko Subagyio, Metode Penelitian dalam Teori dan Praktek (Jakarta:Pt Asdi Mahasatya,
25
B. Population and Sample 1.
Population Population is the people who live in an area. Population is the whole subject of the research.35 From that statement it can be said that population is all the subject in which researcher can gain the data. The population in this research are all the tenth grade students and/or eight classes at MAN 2 Ponorogo in schooling year 2009/2010. The totally number of its population are 360 students.
2.
Sample Sample is one part of whole that can be examined in order to see what the rest is like.36 Sample is a half and/or a part of the population which is being researched. The sample is smaller than the total population. The number of sample in this research is 40 students. They are one class of the tenth grade students of MAN 2 Ponorogo in schooling year 2009/2010. They are 11% from all population. They are consist of 30 girls and 10 boys.
35
Suharsimi Arikunto, Prosedur Penelitian, Suatu Penekatan dan Praktik (Jakarta: PT Rineka Cipta, 1992), 102. 36 Ibid., 104.
26
The sample is taken by applying purposive sampling. According to Suharsimi Arikunto, “Sampel bertujan atau purposive sampling dilakukan dengan cara menganbil subyek bukan didasarkan atas starta, random atau daerah tetapi didasarkan atas adanya tujuan tertentu.”37
C. Instrument of Data Collection Instrument is an implement used for a particular purpose, especially for delicate or scientific work. There are four ways to collect the data in research, those are observation, test, document, and interview.38 In this research, writer uses test and observation as instrument to collect the data. Suharsimi Arikunto said that test is sequence of a question or instrument which is uses to measure skills, knowledge, intelligent, aptitude, which individual mines. Observation is the action of watching something carefully so as to notice things. According Arikunto, “observasi atau yang disebut pula dengan pengamatan, meliputi kegiatan pemusatan perhatian terhadap sesuatu objek dengan menggunakan seluruh alat indera.”39
37
Ibid., 113. Ibid., 121. 39 Iibid.,128. 38
27
D. Technique of Data Collection The researcher used two technique to collect the data such as information. Which deal with the theme of the researcher. These technique were observation and test. a.
Observation. The instruments to use to collect data were observation. In this research, the researcher uses non-systematise observation. Its mean, the researcher doesn’t use the instrument observation. The observation was intended to get information the condition of teaching learning process and to know what problem faced the observation was conducted at tenth grade student of MAN 2 Ponorogo. Observation was the daily activities that are done in the class while the teach learning process. In this research it used to know the condition of the result of research’s observation toward teacher and students activities in the classroom. The direct observation is done in classroom.
b.
Test In this research, the researcher gave the written test. The questions depend on the material that the teacher teaches. The material of writing test is a descriptive text consists of two methods: using mind mapping and flashcards. The question is in essay form and the answer is subjective answer.
28
E. Technique of Data Analysis After collecting the data of pretest and posttest, then the writer measure the score different from pretest and posttest by using statically calculation t-test to find out whether the different between them is significance or not. According to Retno Widyaningrum, ”Teknik analisis komparasional yaitu salah satu teknik analisis kuantitatif atau salah satu teknik statistic yang dapat digunakan untuk menguji hipotesa mengenai ada tidaknya perbedaan antara variabel yang diteliti.”40 This research uses three variables three variables; two independent variable, and one dependent variables: a. Independent Variable 1 (x1) Independent variable 1 (x1) in this research is the students who use mind mapping. b. Independent Variable 2 (x2) Independent variable 2 (x2) in this research is the students who use flashcards. c. Dependent Variable (y) Writing skill
40
Retno Widyaningrum, Statistik Pendidikan ( Ponorogo: STAIN Ponorogo Press, 2007), 145
29
The steps of analysing data are as follows:41 1. The formula of mean variable 1 and variable 2 ∑ fx' Mx =M’+i N
∑ fy' My = M’+i N
2. Score of Standard deviation of variable x and variable y
∑ fx ' 2 ∑ fx ' − SDx = i N N
2
∑ fx ' 2 ∑ fx ' SDy = i − N N
3. Standard error the mean of variable x and variable y SEMx =
SDx
SEMy =
N −1
SDy N −1
4. Koefisien korelasi of Product Moment
rxy
=
∑ x1 y − Cx 1Cy 1 N SDx . SDy
5. Score Standard the means of variable x and y SEMx-My =
2
SE M 1 + SE M 2
2
6. The formula of statistic komparasional; t0 =
41
Ibid.,166..
M1 − M 2 SEM 1− M 2
2
30
CAHPTER IV RESEARCH RESULT
A. Research Location 1. Geographic Location of MAN 2 Ponorogo Islamic Senior High School (MAN) 2 Ponorogo is located in the northern city of approximately 1.5 km from downtown Ponorogo, precisely at Soekarno Hatta street No. 381 with a phone number (0352) 481168 was built on an area of ± 9593 square meters of land with a border: • North of housing residents • Westside housing residents • In the south housing residents • East of highway 2. History of Establishment of MAN 2 Ponorogo Regarding history, the MAN 2 MAN Ponorogo is not pure since the establishment of a Madrasah Aliyah, but over the function of PGAN Ponorogo. In assisting the task of the government and set up for the intellectual life of the nation, the leaders Tegalsari, Jetis, who spearheaded by K. Muhsinul Qomar, K.Sarjuni, K.Iskandar the school founded in 1966 with
30
31
the name Ronggowarsito by the Ministry of Religious Affairs into the country four years Jetis PGA and the headmaster Mr Zubairi Maskur (Alm). Based on the decision of the Minister of Religious Affairs No. 240 1970 PGAN four years Jetis summarized the status of a six-year PGAN Jetis Ponorogo. But, along with the demands of time and with the change in the national curriculum, the district PGAN six years Ponorogo switch functions into MAN 2 Ponorogo that outlined in the Ministry of Religious Affairs No. 64 in 1990 and No. 42 in 1992. Since the establishment of MAN 2 Ponorogo has undergone several changes in leadership transition, namely: a. A.Z. Qoribun BBA
:
Year 1982-1984
b. Drs. H. Muslim
: Year 1984-2000
c. Kasanun S.H.
: Year 2000-2006
d. Imam Faqih Edris S.H.
: Year 2006-2007
e. Abdullah S.Ag.
: Year 2007-present
3. Organizational Structure and Personnel of MAN 2 Ponorogo Composition of Organizational Structure and Personnel of MAN 2 Ponorogo consists of: • Islamic Head
: Abdullah, S. Pd
• Administrative Head
: Jalal Suyudi, S. Ag
• Wk. Ur Curriculum
: Drs. Moh.Ngubaini.
32
• Wk. Ur. Facilities and Infrastructure : Drs. Suhanto, MA • Wk. Ur Studentship
: Drs. Siswo Widodo, MM
• Wk. Ur. PR
: Drs.AbidinCahyono,M.Si
• Wk. Counseling
: Dra Lilik Setyowati
4. Organizational Structure and Administrative Employees of MAN 2 Ponorogo As found in other organizations, employee organizations and Administrative MAN 2 Ponorogo has been arranged in neat, systematic structure consists of several teachers, each teacher holding a different task. 5. Educators circumstances of MAN 2 Ponorogo The identity of educators in MAN 2 Ponorogo outline is as follows: a. The number of teachers; 72 people, consisting of 49 male workers and 23 female workers. b. Origin Energy Educators 1) Ponorogo 2) Foreign Ponorogo c. Last education: Strata 2 (S2)
:
6 people
Strata 1 (S1)
: 59 people
Other
: 7 people
33
d. Subject Matter Subject matter by teachers in MAN 2 Ponorogo in total consists of 21 kinds, each of which there are studies in which Amnestied by the number of teachers who are not the same. 6. Infrastructures Ponorogo MAN 2 Infrastructure is owned by MAN 2 Ponorogo, to support the course learning activities, among others; office space, staff room, field sports, places of worship, laboratories, libraries, cooperatives, canteen and others.
B. Data Description The population that were used un this research is the tenth grade students of MAN 2 Ponorogo. Taken as sample is 40 students from the one class.
34
Table 4.1 The List of Sample Members No Name of Students 1. Ahmad Syahroni 2. Aliffah Wahyu Wandani 3. Angga Tridiyatmoko 4. Ani Rohmawati 5. Azura Lutfi Sa’adah 6. Devy Fatmawati 7. Dewi Susanti Setiyo R 8. Diyah Puspitawati N 9. Eko Kurniawan 10. Endang Tri Susanti 11. Fianita Rosyida 12. Hafidz Husani 13. Hasnah Estining 14. Hasti Prasetyani 15. Ima Lutfianai M 16. Inayatul Hidayati 17. Irfan Wicahyo 18. Kiki Dwi Rifani 19. Lia Puspita Ayu 20. Lilis Untari 21. M. Fahrul Muzaar 22. Ma’ruf Asbullah 23. Marwiyatus Sholikah 24. Masrifania Dewi R 25. Muh. Kharis Asnawi 26. Nindya Arianulya S 27. Ninik Nurhidayati 28. Nurrusolihah 29. Rekni Ambarwati 30. Riha Humaidah 31. Rina Muninggar 32. Samsul Huda 33. Siti Abidah 34. Siti Munawaroh 35. Tolhan Wafa’i 36. Ulil Mahiroh 37. Vivin Alfyana Yulia P 38. Widya Galuh A 39. Yusmika Ulya Afif 40 Yuyun Setyo Rini
M/F M F M F F F F F M F F M F F F F M F F F M M F F M F F F F F F M F F M F F F F F
Class XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI XI
35
Table 4.2 The Result of Pretest No Name of Students 1. Ahmad Syahroni 2. Aliffah Wahyu Wandani 3. Angga Tridiyatmoko 4. Ani Rohmawati 5. Azura Lutfi Sa’adah 6. Devy Fatmawati 7. Dewi Susanti Setiyo R 8. Diyah Puspitawati N 9. Eko Kurniawan 10. Endang Tri Susanti 11. Fianita Rosyida 12. Hafidz Husani 13. Hasnah Estining 14. Hasti Prasetyani 15. Ima Lutfianai M 16. Inayatul Hidayati 17. Irfan Wicahyo 18. Kiki Dwi Rifani 19. Lia Puspita Ayu 20. Lilis Untari 21. M. Fahrul Muzaar 22. Ma’ruf Asbullah 23. Marwiyatus Sholikah 24. Masrifania Dewi R 25. Muh. Kharis Asnawi 26. Nindya Arianulya S 27. Ninik Nurhidayati 28. Nurrusolihah 29. Rekni Ambarwati 30. Riha Humaidah 31. Rina Muninggar 32. Samsul Huda 33. Siti Abidah 34. Siti Munawaroh 35. Tolhan Wafa’i 36. Ulil Mahiroh 37. Vivin Alfyana Yulia P 38. Widya Galuh A 39. Yusmika Ulya Afif 40 Yuyun Setyo Rini
Score 60 60 60 60 65 65 50 55 55 60 65 45 55 60 70 55 60 60 55 60 65 65 50 60 50 60 60 60 70 55 60 50 55 50 65 50 70 60 55 65
36
Table 4.3 The Result of Flashcards Test No Name of Students 1. Ahmad Syahroni 2. Aliffah Wahyu Wandani 3. Angga Tridiyatmoko 4. Ani Rohmawati 5. Azura Lutfi Sa’adah 6. Devy Fatmawati 7. Dewi Susanti Setiyo R 8. Diyah Puspitawati N 9. Eko Kurniawan 10. Endang Tri Susanti 11. Fianita Rosyida 12. Hafidz Husani 13. Hasnah Estining 14. Hasti Prasetyani 15. Ima Lutfianai M 16. Inayatul Hidayati 17. Irfan Wicahyo 18. Kiki Dwi Rifani 19. Lia Puspita Ayu 20. Lilis Untari 21. M. Fahrul Muzaar 22. Ma’ruf Asbullah 23. Marwiyatus Sholikah 24. Masrifania Dewi R 25. Muh. Kharis Asnawi 26. Nindya Arianulya S 27. Ninik Nurhidayati 28. Nurrusolihah 29. Rekni Ambarwati 30. Riha Humaidah 31. Rina Muninggar 32. Samsul Huda 33. Siti Abidah 34. Siti Munawaroh 35. Tolhan Wafa’i 36. Ulil Mahiroh 37. Vivin Alfyana Yulia P 38. Widya Galuh A 39. Yusmika Ulya Afif 40 Yuyun Setyo Rini
Score 65 65 65 65 70 70 60 60 60 65 70 45 60 65 75 55 60 65 65 65 55 65 50 65 55 65 65 65 75 65 60 55 60 50 65 55 75 65 60 70
37
Table 4.4 The Result of Mind Mapping Test No Name of Students 1. Ahmad Syahroni 2. Aliffah Wahyu Wandani 3. Angga Tridiyatmoko 4. Ani Rohmawati 5. Azura Lutfi Sa’adah 6. Devy Fatmawati 7. Dewi Susanti Setiyo R 8. Diyah Puspitawati N 9. Eko Kurniawan 10. Endang Tri Susanti 11. Fianita Rosyida 12. Hafidz Husani 13. Hasnah Estining 14. Hasti Prasetyani 15. Ima Lutfianai M 16. Inayatul Hidayati 17. Irfan Wicahyo 18. Kiki Dwi Rifani 19. Lia Puspita Ayu 20. Lilis Untari 21. M. Fahrul Muzaar 22. Ma’ruf Asbullah 23. Marwiyatus Sholikah 24. Masrifania Dewi R 25. Muh. Kharis Asnawi 26. Nindya Arianulya S 27. Ninik Nurhidayati 28. Nurrusolihah 29. Rekni Ambarwati 30. Riha Humaidah 31. Rina Muninggar 32. Samsul Huda 33. Siti Abidah 34. Siti Munawaroh 35. Tolhan Wafa’i 36. Ulil Mahiroh 37. Vivin Alfyana Yulia P 38. Widya Galuh A 39. Yusmika Ulya Afif 40 Yuyun Setyo Rini
Score 75 80 70 80 75 75 70 70 65 75 80 55 75 80 85 65 65 70 70 75 60 70 60 75 60 80 75 70 85 70 60 55 65 60 70 55 85 65 60 75
38
C. Data Analysis From the table 4.2, the writer analyze the data with formula of “t” test as follow: t0 =
M1 − M 2 SEM 1− M 2
The way to get true score is as follow: Table 4.5 Working Table to Analyze Mean and Deviasi Standart Variabel X
X
f
fkb
x
x’
f x’
x’²
f x’²
75-79
3
40
77
3
9
9
27
70-74
4
37
72
2
8
4
16
65-69
17
33
67
1
17
1
17
60-64
8
16
62
0
0
0
0
55-59
5
8
57
-1
-5
1
5
50-54
2
3
52
-2
-4
4
8
45-49
1
1
47
-3
-3
9
9
Total
40
Explanation of table 4.5 X is the score of Flashcards test f is the frekuensi of score flashcards test x is the median of x x’ is the median buatan of x fx’ is the result of x’ multiplied by f x’² is the total variabel of x’ that are squared f x’² is the result of x’² multiplied by f
22
82
39
Table 4.6 Working Table to Analyze Mean and Deviasi Standart Variabel Y
Y
F
fkb
y
y’
f y’
y’²
f y’²
85-89
3
40
87
3
9
9
27
80-84
5
37
82
2
10
4
20
75-79
9
32
77
1
9
1
9
70-74
9
23
72
0
0
0
0
65-69
5
14
67
-1
-5
1
5
60-64
6
9
62
-2
-12
4
24
55-59
3
3
57
-3
-9
9
27
Total
40
2
112
Explanation of table 4.6 Y is the score of Mind Mapping test f is the frekuensi of score mind mapping test y is the median of y y’ is the median buatan of y fy’ is the result of y’ multiplied by f y’² is the total variabel of y’ that are squared f y’² is the result of y’² multiplied by f 1. Mean of Variable X and Variable Y Mx = M’+i .
∑ fx N
= 62 + 5.
22 40
My = M’+i.
∑ fy N
= 72 + 5.
2 40
= 62 + 5. 0,55
= 72 + 5. 0,05
= 65,25
= 72,25
40
2. Deviasi Standart of Variable X and variable Y SDx
∑ fx 2 ∑ fx − = i N N
My
∑ fy 2 ∑ fy =i − N N =5
112 − (0,05) 2 40
= 5 2,05 − 0,3025
=5
2,8 − 0.0025
= 5 1,7475
=5
2,7975
= 5.1,321930407
= 5. 1672572868
= 6,609652033
= 8,362864342
=5
82 − (0,55) 2 40
2
3. Standart Error Mean of Variable X and variable Y SEMx
=
=
=
SDx N −1 6,609652033 40 − 1 6,609652033 6,244997998
= 1,0583911377
SEMy =
=
=
SDx N −1 8.362864342 40 − 1 8,362864342 6,244997998
= 1,339130028
2
4. Correlation Coefficient Product Moment Table 4.7 Working Table to Coefficient Product Moment x y 85-89
45-49
50-54
55-59
60-64
65-69
75-79
4
75-79
5
70-74
3
65-69
1
60-64
2 1
+4
2
+6
2
0
3
+2
2
0
+12
1
+10
3
+36
y1
fy
16
48
36
5
+3
15
9
45
18
+12
8
+2
16
4
32
22
+8
11
+1
11
1
11
8
0
4
0
0
0
0
0
0
6
-1
-6
1
6
6
3
-2
-6
4
12
10
-
42
-
154
100
8
+4
2
5
8
17
4
3
40
-3
-2
-1
0
+1
+2
+3
-
1
-3
-4
-5
0
17
8
9
22
12
9
4
1
0
1
4
9
-
12
9
8
5
0
17
16
27
82
1 1
6
4
6
0
30
18
36
100
fx
xy
x1y1
12
1
x
fy12
+4
1
fx
y12
3
fx x
fy1
+6
3
80-84
55-59
70-74
41
30
42
∑ fx 22 = = 0,55 N 40
Cx
=
SDx
∑ fx 2 ∑ fx − = i N N = 5
rxy
∑ fy 42 = = 1,05 N 40
Cy
=
SDy
∑ fy 2 ∑ fy = i − N N
2
82 − (0,55) 2 40
= 5
154 − (1,05) 2 40
= 5 2,05 − 0,3025
= 5 3,85 − 1,1025
= 5 1,7475
= 5 2,7475
= 6.609652035
= 8.287792225
=
∑ x1 y − Cx 1Cy 1 N SDx . SDy
=
100 − (0,55 x 1,05) 40 6.609652035.8,287792225
=
2,5 − 0,5775 54,779422745628
=
1,9225 54,779422745628
= 0.0350952949783
1
2
43
5. Differences of Standart Error Mean of Variable X and variable Y SEMx-My =
2
2
SE Mx + SE My − 2rxy .SE Mx .SE My
= 1,058391377 2 + 1,3391300282 − (2.0,0350952949783).1,058391377.1,339130028 = 1,120192307 + 1.7932692318913 − 0,070105899566 .1,058391377.1,339130028
=
2,9134615388913 − 0.0993627511642
=
2.8139787541402
= 1.6774918044927
6. Value of t0 to
=
Mx − My SE Mx− My
65,25 − 72,25 1,6774918044 927 −7 = 1,6774918044 927 = −4,1728966909 12
=
= −4,173
44
C. Discussion This section presents the discussions of findings concerning the significant differences on the writing skill using mind mapping and flashcards. Based on competence standard of English curriculum, the students of senior high school have to able to write narrative, descriptive and news item. In teaching learning process, the students have different the score of using mind mapping and flashcards. The result of student’s achievement showed that using of mind mapping method in teaching descriptive text more effective and efficiency than flashcards method, so it can improve the students writing ability significantly. It indicated that the score mean of mind mapping is 72,25 and score and flashcards is 65,25. In the research the writer has got comparation coefficient between writing skill using mind mapping and flashcards is 4.173. The result has been got, if computation “t” is greater that ”t” of the table, with the db of N – 1 = 40 – 1 = 39. it has been got the empirical number of 4.173 in which “t” of table strike on 2.02 with the significance level of 5%. From the result of data analysis from the total of N = 50 in the significance level of 5%, the writer reject null Hypothesis and unreject alternative Hypothesis.
45
While in the research the writer has got comparation coefficient between writing skill using mind mapping and flashcards. This commparation coefficient obtain in this research is out of limitation of null Hypotesis (6.532>2.02) between writing skill using mind mapping and flashcards. It can be said there is significant differences on the writing skill using mind mapping and flashcards.
46
CHAPTER V CONCLUSION
A.
Conclusion The result of this study with students writing test score can be conclude that there any significant differences on the writing skill using mind mapping and flashcards 1. The use of mind mapping method in writing skill for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010 is so good. The students will get the information and they can write the descriptive text correctly, as the requirement of writing achievement by showing mean of score 72,25. 2. The use of flashcards method in writing skill for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010 is not so good. The students will get the information, but they can’t write the descriptive text correctly, as the requirement of writing achievement by showing mean of score 65,25. 3. There any significant differences on the writing skill using mind mapping and flashcards for the tenth grade students of MAN 2 Ponorogo in academic year 2009/2010. The mind mapping method is more effective and efficiency than the flashcards method. It indicated that the score mean of mind mapping is greater than the score mean flashcards methods.
46
47
So, using mind mapping method in teaching descriptive text can improve students writing ability significantly.
B.
Recommendations Based on the discussion and conclusion the researcher offers some recommendation to improve the quality of teaching writing using mind mapping and flashcards method. The recommendation goes to English teacher of senior high school in teaching English especially writing. The teacher of senior high school to adopt mind mapping method in teaching descriptive text. The teacher that could make the students more motivate in the study and does not get bored uses this method, then, criteria of success can be fulfilled. To the variety of teaching writing, teacher can use a flashcards method in learning process.
48
II. BIBLIOGRAPHY
Alamsyah, Maurizal. Kkiat Jitu Meningkatkan Prestasi dengan Mind Mapping, (Jogjakarta:Mitra Pelajar, 2009 Arikunto, Suharsimi. Prosedur Penelitian, Suatu Penekatan dan Praktik. Jakarta: PT Rineka Cipta, 1992. Brown, H. Douglas.Principles of Language, Learning and Teaching. New York: Addison Wesley Longman, 2000. Cahyono, Bambang Yudi .Techniques in Teaching EFL Writing. Malang: State University of Malang Press, 2009. Depdiknas. Peraturan Menteri Pendidikan Nasional No.22. Jakarta: Direktorat Pendidikan Dasar Menengah, 2006. DePotter, Bobbi. Quantum Teaching. terj. Ary Nilandri. Bandung: Kaifa, 2007. Harmer, Jeremy. How to Teach English. England: Addison Wesely Longman, 2001. Heaton, J.B. Writing English language Test. New York: Longman, 1989. Hornby, A.S. Oxford Advanced Learner’s Dictionary. New York: Oxford University Press, 1995. http://en.wikipedia.org/wiki/Teaching_method http://en.wikipedia.org/wiki/Mind_map http://learningdisabilities.about.com/od/instructionalmaterials/qt/flash_card_teaching _strategies.htm http://www.sparknotes.com/testprep/books/newsat/powertactics/vocab/chapter2sectio n3.rhtml http://www.teachingenglish.org.uk/think/articles/using-mind-maps-develop-writing Lado, Robert. Language Teaching a Scientific Approach. New York: TATA MOGRAW HILL, 1976.
49
Lardizabal, Amparo. Principle and Methods of Teaching. Monik : Phoenix Press, 1997. Nunan, David. Language Teaching Methodology. Malaysia: Longman, 2000. Oshima, Alice& Ann Hogue. Writing Academic English. New York: Longman, 1999. Purwanto, Erwan Agus &Dyah Ratih Sulyastuti. Metode penelitian Kuantitatif untuk Administrasi Publik dan Masalah-Masalah Sosial. Yogyakarta: Gaya Media, 2007. Scott, Wendy A, Lisbeth II Ytreberg. Teaching Eglish to Children. New York: Longman Group, 2000. . Subagyo, Joko. Metode penelitian dalam Teori dan Praktek. Jakarta:Pt Asdi Mahasatya, 2004. Ur, Penny. A Course in Language Teaching. _________: Cambridge University Press, _. Widyaningrum, Retno. Statistik Pendidikan. 2007.
Ponorogo: STAIN Ponorogo Press,
50
Appendix 1
A. Visi, Misi dan Tujuan Sekolah 1. Visi MAN 2 Ponorogo
“Terwujudnya Lulusan Madrasah Yang Beriman, Berilmu Dan Beramal Saleh, Serta Memilki Daya Saing Dalam Bidang Iptek, Olah Raga, Dan Berwawasan Lingkungan”. Indikator-indikatornya meliputi: a. Menjadikan ajaran-ajaran dan nilai-nilai Islam sebagai pandangan hidup, sikap hidup dan keterampilan hidup dalam kehidupan sehari-hari. b. Memiliki daya saing dalam prestasi UNAS c. Memiliki daya saing dalam memasuki madrasah dan perguruan tingg yang favorit. d. Memiliki daya saing dalam memasuki lapangan pekerjaan. e. Memiliki daya saing dalam prestasi olimpiade matematika, IPA, KIR pada tingkat lokal, nasional dan/atau internasional. f. Memiliki daya saing dalam prestasi ICT. g. Memiliki daya saing dalam prestasi seni dan olah raga. h. Islam Memiliki kepedulian yang tinggi terhadap lingkungan. i. Memiliki
kemandirian,
kemampuan
beradaptasi
dan
survive
di
lingkungannya. j. Memiliki lingkungan Madrasah yang nyaman dan kondusif untuk belajar. 2. Misi MAN 2 Ponorogo a. Menumbuhkembangkan sikap, perilaku
dan amaliah keagamaan di
Madrasah. b. Menumbuhkan semangat belajar ilmu keagamaan Islam
51
c. Melaksanakan bimbingan dan pembelajaran secara aktif, kreatif, efektif, dan menyenangkan, sehingga setiap siswa dapat berkembang secara optimal, sesuai dengan potensi yang dimiliki d. Menumbuhkan semangat keunggulan secara intensif dan daya saing yang sehat kepada seluruh warga Madrasah baik dalam prestasi akademik maupun non akademik e. Menciptakan lingkungan Madrasah yang sehat, bersih dan indah f. Mendorong, membantu dan memfasilitasi siswa untuk mengembangkan kemampuan, bakat dan minatnya, sehingga dapat dikembangkan secara lebih optimal dan memiliki daya saing yang tinggi. g. Mengembangkan life-skills dalam setiap aktivitas pendidikan. h. Mengembangkan sikap kepekaan terhadap lingkungan. i. Menerapkan manajemen partisipatif dengan melibatkan seluruh warga Madrasah, Komite Madrasah dan stakeholders dalam pengambilan keputusan. j. Mewujudkan Madrasah sebagai lembaga pendidikan yang mendapatkan kepercayaan dari masyarakat. 3. Tujuan Pendidikan Madrasah Aliyah Negeri 2 Ponorogo Tahap I (tahun 2008-2010) Madrasah berusaha untuk mencapai tujuan: a. Meningkatkan pengamalan 5 S (Senyum, Salam, Sapa, Sopan dan Santun) pada seluruh warga Madrasah. b. Meningkatkan pengamalan shalat berjamaah dhuhur di madrasah c. Meningkatkan nilai rata-rata UNAS secara berkelanjutan. d. Mewujudkan tim olahraga dan tim kesenian yang mampu bersaing di tingkat Propinsi dan nasional. e. Meningkatkan jumlah lulusan yang diterima pada madrasah atau PT yang favorit. f. Meningkatkan
kepedulian
warga
Madrasah
kebersihan dan keindahan lingkungan Madrasah.
terhadap
kesehatan,
52
Tahap II (tahun 2011-2013) Madrasah berusaha untuk mencapai tujuan: a. Mewujudkan tim olimpiade matematika, IPA, dan KIR yang mampu bersaing di tingkat nasional. b. Meningkatkan jumlah sarana/prasarana serta pemberdayaannya yang mendukung peningkatan prestasi akademik dan non akademik c. Meningkatkan jumlah peserta didik yang menguasai bahasa Arab dan Inggris secara aktif. d. Mewujudkan
madrasah
sebagai
lembaga
pendidikan
yang
diperhitungkan oleh masyarakat kota/kabupaten khususnya dan Jawa Timur pada umumnya. e. Mewujudkan Madrasah sebagai Madrasah rujukan
53
B. Struktur Organisasi Sekolah Kepala Madrasah Abdullah,S.Pd
Kepala Tata Usaha Jalal suyudi, S.Ag
Waka Ur Kurikulum Drs. M. Ngubaini
Wali kelas
Waka Ur. Sapras Drs. H SuhantoMA
Waka Ur. Kesiswaan Drs. Siswo W
Koordinator BP Dra. Lilik S
Guru BP
Siswa
Waka Ur. Humas Drs. Abidin C, M.Si
guru
54
C. Susunan Personalia Sekolah KEPALA MADRASAH
: ABDULLAH S.PD
KEPALA URUSAN TATA USAHA
: JALAL SUYUDI, S.AG
WAKA URUSAN KESISWAAN
: DRS. SISWO WIDODO M.M
WAKA URUSAN SAPRAS
: DRS. H SUHANTO M.A
WAKA HUMAS WAKA KURIKULUM
: DRS.ABIDIN CAHYONO : DRS. MOCHAMMAD NGUBAINI
KORDINATOR BP
: DRA. LILIK S
Guru-Guru : -
Abdullah S. Pd
-
Drs. Zain Attamin, M. Pd
-
Zaenal Mustofa, S. Pd.I
-
Dra. Nurul Hilal B.
-
Dra. Widjianah, M. Pd. I
-
Nasta’in, S. Pd
-
Nurhadi, S. Pd, M.Si
-
Joko Purnomo, S. Pd
-
Agus Mahdi, S. Pd
-
Sri Wahyuni, S. Pd
-
Drs. Suhanto, MA
-
Trina Purwiyati, S. Pd
-
Hamida Imamuddin, S. Ag
-
Nurrohmawati, S. Pd
-
Imam Asyhari, S. Pd. I
-
Lina Purwati, S. Pd
-
Drs. Siswo Widodo, MM
-
Hanik Mariana, S. Pd
-
Drs. Wasis
-
Ratna Andriyani, S. Pd
-
Dra. Sri Wahyuni
-
Nur Hidayati, S. Pd
-
Drs. Moch. Ngubaini
-
Wilson Arifudin A. S. Pd
-
Dra. Mawar Susilowati
-
Alfu Laila, S. Pd
55
-
Drs. Dwi Hartanto
-
Agus Muhariadi, S Pd
-
Dra. Lilik Setyowati
-
M. Anton N. A, S. S
-
Bambang Sustyono,S.Pd
-
Umi Hidayati
-
Dra. Nur Aidawati
-
Drs. Arif Mardjoko
-
Gatot Budi H. S. Pd
-
Dra Ulfa Nuriana W.
-
Dra. Ratna D.
-
Drs. M. Anshori
-
Atiq Wirawati, S. Pd
-
Yulis Kusmono, S. Pd
-
Sayid, S. Ag
-
Dra. Sulistyanti W. D
-
Sigit Nasikin, S. Pd
-
Drs. Moh. Ali
-
Dra. Dhomas Herry S. M
-
Drs. Murdjito
-
Nyamiran, S. Pd
-
Drs. Supriyadi
-
Ambarwati, S. Pd
-
Ashfihani, S. Sos
-
Amru Hidayah, S. Pd
-
Ali Mashudi, S. H. I
-
Nurrohmani As. S. Pd
-
Thoha Sulthoni, S. T
-
Evi Meilinasari, S. Pd
-
Drs. Karimul Ghofar
-
Taufiq Effendi, S. Ag
-
Uswatun K, M. S. I
-
Enny Yuliani, S. Pd
-
Wiwin Yuni L.S.Pd, M. Pd
-
Dian Rakhmawati, S. Pd
-
Rendra Hari K. S. Com
-
Ani Puji Rahayu, S. Pd
-
Dra. Yayah Khoiriyah
-
Hastuti B. R. S. Ag
-
Nur Afif Fauziah, S. Ag
-
Nur Afif Fauziah, S. Ag
-
Dra. Nur Aidawati
56
D. URAIAN PEMBAGIAN TUGAS (JOB DESCRIPTION) 1. KEPALA MAN 2 PONOROGO a. BERTANGGUNG JAWAB ATAS LANCARNYA PROSES BELAJAR MENGAJAR DI MAN 2 PONOROGO b. BERTANGGUNG JAWAB ATAS TERTIBNYA TATA LAKSANA ADMINITRASI DI MAN 2 PONOROGO 2. WAKAMA BIDANG KURIKULUM a. MEMBANTU KEPALA MADRASAH DI BIDANG KURIKULUM b. MEMBANTU KEPALA MADRASAH DI BIDANG TERTIBNYA PBM c. MEMBUAT JADUAL PELAJARAN 3. WAKAMA BIDANG KESISWAAN a. MEMBANTU KEPALA MADRASAH DI BIDANG KESISWAAN b. MENGATUR KETERTIBAN UPACARA BENDERA SETIAP HARI SENIN C. IKUT MEMBINA KEPRAMUKAAN DI MADRASAH 4. WAKAMA BIDANG HUMAS a. MEMBANTU KEPALA MADRASAH DI BIDANG KEHUMASAN 5. WAKAMA BIDANG SARANA DAN PRASARANA a. MEMBANTU KEPALA MADRASAH DI BIDANG SARANA DAN PRSARANA
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6. KEPALA URUSAN TATA USAHA a. BERTANGGUNG JAWAB ATAS TERSELENGGARA TERTIBNYA ADMINITRASI KANTOR MAN 2 PONOROGO YANG MELIPITI : b. ADMINITRASI KEPEGAWAIAN c. ADMINITRASI KEUANGAN d. ADMINITRASI KEPENDIDIKAN e. ADMINITRASI BARANG-BARANG MILIK NEGARA (INVENTARIS) f. ADMINITRASI UAN/UAM 7. BENDAHARA UYHD a. MEMBUAT LAPORAN SPJ SESUAI DENGAN PERATURAN PERUNDANG UNDANGAN YANG BERLAKU b. MENGAJIKAN SPP GAJI PEGAWAI MAN 2 PONOROGO KE KPKN MADIUN SETIAP BULAN. c. MENGAMBIL GAJI PEGAWAI MAN 2 PONOROGO DI BRI CABANG PONOROGO DAN KEMUDIAN DIBERITAHUKAN KEPADA YANG BERHAK d. MENGIRIMKAN MODEL C. (KP.4) GURU DAN PEGAWAI MAN 2 PONOROGO KE KPKN MADIUN PADA SETIAP AWAL TAHUN ANGGARAN e. MERUBAH GAJI GURU DAN PEGAWAI MAN 2 PONOROGO SESUAI DENGAN KENAIKAN PANGKAT DAN KENAIKAN GAJI BERKALA PADA SAAT ITU f. MEMBAWA DAN MENYIMPAN KUNCI BRANGKAS DENGAN AMAN DISERTAI BERITA ACARA SERAH TERIMA
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g. BERSAMA SAMA KEPALA MADRASAH MEMBUAT DAFTAR USULAN KEGIATAN (DUK) DAN DAFTAR USULAN PROYEK (DUP) SETIAP AWAL TAHUN ANGGARAN h. MEMBUAT RENCANA KEBUTUHAN MADRASH SPADA SETIAP BULAN, TRIWULAN, DAN TAHUNAN i. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 8. URUSAN KEPEGAWAIAN a. MEMBUAT FILE PEGAWAI b. MEMBUAT DAFTAR URUT KEPANGKATAN (DUK) SETIAP TAHUN SEKALI DIKIRIMKE KANWIL DEPAG PROPINSI JAWA TIMUR DAN ATAS TINDASANNYA DIKIRIM KE KANDEPAG KAB. PONOROGO c. MEMBUAT BUKU REGISTER PEGAWAI d.
KARTU IDENTITAS PEGAWAI
e. MEMBUAT (MENGETIK) SK-KGB PEGAWI KEMUDIAN DIMINTAKAN KEPADA KEPALA MADRASAH f. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 9. URUSAN BARANG INVENTARIS a. MENDATA SELURUH BARANG MILIK MAN 2 PONOROGO KEMUDIAN DICATAT BUKU KHUSUS BARANG BUKU INVENTARIS BARANG (BIB) b. MEMBUAT LAPORAN BARANG UNVENTARIS SETIAP TRIWULAN (LMBT) c. MEMBUAT LAPORAN TAHUNAN (LT.1) SETIAP AKHIR TAHUN ( BULAN DESEMBER ) RANGKAP 3 DAN DIKIRIM KE : 1. INSPEKTUR JENDERAL DEPAG RI JAKARTA
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2. KANWIL DEPAG PROP. JATIM DI SURABAYA 3. DISIMPAN SEBAGAI ARSIP 10. PETUGAS PENGADAAN SURAT-SURAT a. MEMPERBANYAK SURAT-SURAT DINAS ATAUPUN SURAT EDARAN SESUAI DENGAN KEBUTUHAN MADRASAH b. MEMELIHAR MESIN RONEO AGAR TETAP SIAP PAKAI c. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 11. PETUGAS PENERIMA UANG BP.3 a. MENERIMA PEMBAYARAN UANG BP.3 KHUSUS KELAS XI b. PEMBUAT DAFTAR GAJI c. MEMBATU MEMBAGI GAJI SETIAP BULAN 12. PETUGAS PENERIMA UANG BP.3 a. MENERIMA PEMBAYARAN UANG BP.3 KHUSUS KELAS XII b. MEMBAGI HR DAN KJM GURU SETIAP BULAN c. MEMBAG INSENTIF PEGAWAI KANTOR SETIAP BULAN d. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 13. PETUGAS PENERIMA UANG BP.3 a. MENERIMA PEMBAYARAN UANG BP.3 KHUSUS KELAS X b. TIKREY KOMPUTER c. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 14. PETUGAS ADMINITRASI PENDIDIKAN a. MENGUMPULKAN LEGER NILAI DARI SETIAP WALI KELAS SETIAP ULANGAN SEMESTER, DAN KEMUDIAN MEMASUKKAN NILAINYA KE DALAM BUKU INDUK
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b. MENULIS BIODATA SISWA BARU KE DALAM RAPORT DAN BUKU INDUK c. MEMBUAT SURAT-SURAT : a. SURAT KETERANGAN MUTASI SISWA b. SURAT KETERANGAN BERKELAKUAN BAIK d. MEMBUAT KLAPER e. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 15. PETUGAS LABORATORIUM a. MENERIMA LAPORAN DARI GURU APABILA SISWA AKAN PRAKTIK DI LABORATORIUM PADA HARI DITENTUKAN b. MENGATUR JADUAL PRAKTIK c. MENYIAPKAN PERALATAN PRAKTIK d. MEMBANTU GURU DAN SISWA YANG SEDANG PRAKTIK e. MENATA KEMBALI PERALATAN PRAKTIK PADA TEMPAT SEMULA f. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 16. PETUGAS KOPSIS a. BELANJA BARANG KEPERLUAN ALAT TULIS SEKOLAH b. BELANJA KEPERLUAN SEHARI-HARI (SABUN, ODOL, DLL) c. MEMBUKUKAN KEUANGAN DALAM BENTUK : a. BUKU HARIAN b. BUKU BULANAN c. BUKU NERACA d. BUKU TAHUNAN 17. PETUGAS SATUAN PENGAMANAN
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a. MENJAGA KEAMANAN MADRASAH SETIAP HARI PADA JAM PELAJARAN EFEKTIF b. MEMBANTU MENYELESAIKAN KASUS KECELAKAAN DI LINGKUNGAN MADRASAH c. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 18. PETUGAS KURIR a. MENGIRIM SURAT KELUAR PADA ALAMAT YANG DITUJU YAITU : a. INSTANSI b. SELURUH ANGGOTA KKM c. SELURUH GURU DAN PEGAWAI b. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 19. PETUGAS PENJAGA MALAM a. MENJAGA KEAMANAN MADRASAH DI MALAM HARI b. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 20. PETUGAS KEBERSIHAN a. MEMBERSIHKAN LINGKUNGAN MADRASAH b. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH 21. PETUGAS KEPUSTAKAAN a. MENCATAT SISWA/GURU YANG MEMINJAM BUKU b. MENGATUR SEMUA BUKU-BUKU YANG BERADA DIPERPUSTAKAAN c. MENULIS, MENCATAT BUKU-BUKU BARU
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d. MENJAGA DAN MENGATUR SELURUH BARANG / ALATALAT YANG ADA DI LIBRARY, TERMASUK KEBERSIAHAN DAN ADMINITRASI e. DAN LAIN-LAIN YANG DITUGASKAN KEPALA MADRASAH
Appendix 2
OBSERVATION FORMS Kadang/
Object NO
1
Aktivitas
Ya
1.
Greeting (mengucapkan salam).
√
2.
Menebar pandangan keseluruh penjuru
√
Pengamatan Guru
Tidak
Sebagian
kelas. 3.
Menggunakan Bahasa Inggris dalam
√
memulai pelajaran. 4.
Bersikap santai dan riang dalam
√
membuka dan menyampaikan pelajaran. 5.
Bersuara keras dan jelas dalam
√
menyampaikan pelajaran. 6.
Menyampaikan dan menjelaskan
√
materi pelajaran secara detail. 7.
Menyampaikan dan menjelaskan
√
materi pelajaran dengan memberikan √
contoh. 8.
Mampu menguasai kelas.
9.
Memberikan kesempatan pada siswa
√
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untuk bertanya. 10.
√
Memberikan kesempatan kepada siswa yang tidak mengerti untuk bertanya.
11.
Mampu mengalokasikan sedikit waktu untuk pelajaran yang sulit.
12.
√
Dalam menyampaikan pelajaran
√ √
bersikap disiplin (tepat waktu). 13.
Menggunakan media dalam
√
menyampaikan materi pelajaran. 14.
Menggunakan rencana pengajaran
√
sebelum mengajar. 15.
Materi yang disampaikan sesuai dengan rencana pembelajaran.
16.
Memberikan test sesuai dengan materi.
√
64
2
Siswa
1. Memperhatikan ketika guru
√
menerangkan. 2. Bersemangat dalam belajar Bahasa
√
Inggris. √
3. Bertanya ketika mengalami kesulitan/tidak memahami penjelasan guru. 4. Merespon pertanyaan guru.
√ √
5. Melaksanakan apa yang di instruksikan oleh guru.
√
6. Mempelajari buku teks secara keseluruhan . 7. Terlibat secara aktif dalam kegiatan
√
belajar mengajar. 3
4
5
Method
Media
Evaluasi
1. Sesuai dengan materi yang disampaikan
√
2. Learning by doing
√
3. Question and answer
√
4. Explaining (menjelaskan)
√
1.
Text book
√
2.
Blackboard
√
1. Guru memberikan latihan-latihan dan
√
mencocokkannya 2. Memberikan latihan bagi siswa yang
√
belum memahami 3. Memberikan PR dan mengoreksinya 4. Mengadakan ulangan/evaluasi hasil belajar
√
65
5. Koreksi langsung atau oral
√
6. Memberi tahu hasil pada siswa
III. Appendix 3
1. Make a short descriptive text using mind mapping with the theme: • Mass Media • Public Transportation • Reyog Ponorogo
√
66
IV. Appendix 4
1. Make a short descriptive text using the theme:
Afgan Syahreza
Borobudur Temple
Jakarta City
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CURRICULUM VITAE
Lathifatul Masruroh was born on January 21st 1988 in Ponorogo, East Java province. She is the first of the three sisters of Mr. Sabarni and Mrs. Endang Suprapti.
68
She was graduated from Islamic Elementary School on 2000 at MI Ma’arif Patihan Wetan, Babadan, Ponorogo regency of East Java province. After graduated from Islamic Elementary School, she continues her Islamic Junior High School at MTsN Ponorogo in Ponorogo regency and graduated in 2003. Than she continues her Islamic Senior High School at MAN 2 Ponorogo in Ponorogo regency and graduated in 2006. To get the higher education level, she continues her study at STAIN Ponorogo and took Department of English Teaching.
