UNIT 1
Introduction
1.1
Background
English
language learning focused on aspects of language skills. One aspect of language
skills is writing skills. Writing skills need to be taught from the beginning
because it is very beneficial to the improvement of the intellectual aspects,
especially the thinking skills of learners. DePorter (2005)
says that writing is an activity of the whole brain, both right hemisphere
(emotional) and left hemisphere (logic) so that when writing the entire
hemisphere of the brain to work optimally. Although well recognized that the
writing is very useful for improving the aspects of intellectual (thinking
skills), the activity of writing is very difficult for learners. This
difficulty is caused by several things.
First,
theoretically, teachers in the teaching of
writing begins with
Explanations of technical
terms such as
narration, description, exposition, argumentation, persuasion, mind play,
messing sentences, thoughts explanatory, and descriptive
sentences, then Followed
by an explanation requirements requisite good
writing , such
as unity, coherence
(coherence), and the adequacy of the development. These theoretical explanations do not provide sufficient understanding of
the writing. Second, methodologically, how teacher gives a topic post. There
are three ways in which teachers providing writing topics , namely : ( 1 )
assign a topic to be written by all learners , ( 2 ) assign several topics to choose
one to be developed by the learner , and ( 3 ) freeing learners to choose their
own topics will be developed .
However, there
are concerns that they are given the freedom to develop the topic of what they
knew. Mind that they develop into writing undirected, uncontrolled, 'wild'
because their minds are not geared to the generation of ideas is
logical-systematic. In anticipation of such concerns, one of the models offered
in this paper is a model of mind mapping (mind map). With this model, learners
can map out his thoughts or ideas logically-systematic, and put it in the form
of coherent writing.
Problem:
1. What is mind mapping
2. Is the application of mind map method can improve the
quality of learning writing skills?
Purpose:
1. To find understanding, means, and methods of
application of mind mapping applications.
2. To improve the quality of learning writing skills by mind mapping method.
1.2
The Meaning Of Teaching Learning
Learning is a process of interaction with
educators and learners learning resources in a learning environment. Learning
is the assistance provided educators to be a process of knowledge acquisition
and knowledge, proficiency and mastery of nature as well as the formation of
attitudes and beliefs on the students. In other words, learning is a process to
help learners to learn well. On the other hand has a sense of learning similar
to teaching, but actually has a different connotation. In the context of
education, teachers teach so that students can learn and master the lesson
content to achieve something specified objective ( cognitive ), can also
influence changes in attitude ( affective aspect ), and skills ( psychomotor
aspects ).While learning implies the interaction between teachers with learners.
Quality of learning depends on learner
motivation and creativity of teachers. Learners are supported by highly
motivated teachers who are able to facilitate the motivation to carry on the
successful achievement of learning targets. Learning target can be measured
through changes in attitudes and abilities of students through the learning
process. Good instructional design, coupled with the creativity of teachers
will make students more likely to reach the target of learning.
According to Vernon S. Gerlach & Donal P. Ely in his teaching & Media - A systematic Approach ( 1971) in Arsyad ( 2011: 3 ) argues that " learning is a change in behavior, while the behavior is action that can be observed . In other words, the behavior is an action that can be observed or results caused by the acts or several actions that can be observed".
While in Whandi According to Gagne (2007 ) study is defined as " a process by which an organism changes its behavior as a result of an experience " . Slameto ( 2003 : 5 ) states learning is " a process of effort for someone to acquire a new behavior changes as a whole , as a result of his own experience in the interaction with the environment”.
Further Abdillah (2002 ) in Aunurrahman ( 2010: 35 ) concluded that " learning is a conscious effort made by individuals in behavior change through training and experience on aspects of cognitive, affective, and psychomotor to obtain certain goals " .
According to Vernon S. Gerlach & Donal P. Ely in his teaching & Media - A systematic Approach ( 1971) in Arsyad ( 2011: 3 ) argues that " learning is a change in behavior, while the behavior is action that can be observed . In other words, the behavior is an action that can be observed or results caused by the acts or several actions that can be observed".
While in Whandi According to Gagne (2007 ) study is defined as " a process by which an organism changes its behavior as a result of an experience " . Slameto ( 2003 : 5 ) states learning is " a process of effort for someone to acquire a new behavior changes as a whole , as a result of his own experience in the interaction with the environment”.
Further Abdillah (2002 ) in Aunurrahman ( 2010: 35 ) concluded that " learning is a conscious effort made by individuals in behavior change through training and experience on aspects of cognitive, affective, and psychomotor to obtain certain goals " .
It
can be concluded Learning is a change in behavior in individuals who learn.
Change is not only related to the addition of science, but also the form of
skills, attitudes, understanding, self-esteem, interest, character self-adjustment. Thus, it can be said that
the study was a series of events that led to the development of body and soul
of the human person fully.
1.3 Mind Mapping
A.
What is Mind Map?
Mind Map (Mind maps) can be interpreted as a way to organize and present the concepts, ideas, tasks or other information in the form of a radial diagram - hierarchical non - linear . Mind Map is generally present information that is connected with the central topic, in the form of keywords, images (symbols) and a color that can be learned and remembered information quickly and efficiently.
Mind Map was conceived and developed by Tony Buzan, a British psychologist, who believes that the use of Mind Maps are not only able to jump-start the process of memory but also can enhance the creativity and skills of analyzing, optimizing the function of the cerebral hemispheres. Mind Map can transform information into knowledge, insight and action. The information presented focus on the important parts, and can encourage people to explore and collaborate larger.
Mind Map consists of three (3) main components, namely:
1. Central topic, subject or focus the mind / issues which will developed, and placed as a " tree " .
2. Main Topic, second-tier level of thinking as part of the Central Topic and placed as a "branch" that circles the "tree".
3. Sub Topics, third -tier level of the mind as part of the branch and placed as a "branch".
Mind Map (Mind maps) can be interpreted as a way to organize and present the concepts, ideas, tasks or other information in the form of a radial diagram - hierarchical non - linear . Mind Map is generally present information that is connected with the central topic, in the form of keywords, images (symbols) and a color that can be learned and remembered information quickly and efficiently.
Mind Map was conceived and developed by Tony Buzan, a British psychologist, who believes that the use of Mind Maps are not only able to jump-start the process of memory but also can enhance the creativity and skills of analyzing, optimizing the function of the cerebral hemispheres. Mind Map can transform information into knowledge, insight and action. The information presented focus on the important parts, and can encourage people to explore and collaborate larger.
Mind Map consists of three (3) main components, namely:
1. Central topic, subject or focus the mind / issues which will developed, and placed as a " tree " .
2. Main Topic, second-tier level of thinking as part of the Central Topic and placed as a "branch" that circles the "tree".
3. Sub Topics, third -tier level of the mind as part of the branch and placed as a "branch".
B. How to Make a Mind Map (Mind maps)
Mind Map can be created manually or by using statistical software. Although there is no standard provision, but there are some things that can be used as a guide in preparing the Mind Map, (especially for a Mind Map that is created manually):
Examples Mind Map Using Mind Maple
1. Starting from the center to determine the Central Topic (specify " tree "), made in the form of blank paper landscape, accompanied by color images .
2. Determine Main Topic (specify "branch") as an important part of the Central Topic.
3. Define Sub Topics as "branches" are taken from the Main Topic.
4. Creative use of images, symbols, codes, and dimensions throughout your mind map.
5. Wherever possible use of single keywords (maximum of 2 words), with uppercase or lowercase.
6. Use curved lines to connect between the central topics and sub-topics Top topics. For visual stimulation, using different colors and thickness for each groove relationship.
7. Develop Mind Map in the style of your own.
8. To understand a text, you first have to read the text to get a mental picture (mental image) is a thorough and meaningful.
C.
What are the Benefits of Mind Map (Mind maps) in Learning
Mind Map can be used for various purposes, both personal and collaborative. Specifically, in the context of learning, Mind Maps can be used to assist students in understanding, organizing and visualizing their learning material. Other that, the benefits of Mind Map are:
• Students can map what was discussed with her friends.
• Students can map the process and the results of observation they are doing.
• Students can map about what they read.
• Students can map about what he heard.
• Students can map about what to presented in class, and
• Students can map various other learning activities, either with regard to planning, as well as the results of implementation of learning.
With Mind Maps, students are encouraged to creatively construct the knowledge.
Mind Map can be used for various purposes, both personal and collaborative. Specifically, in the context of learning, Mind Maps can be used to assist students in understanding, organizing and visualizing their learning material. Other that, the benefits of Mind Map are:
• Students can map what was discussed with her friends.
• Students can map the process and the results of observation they are doing.
• Students can map about what they read.
• Students can map about what he heard.
• Students can map about what to presented in class, and
• Students can map various other learning activities, either with regard to planning, as well as the results of implementation of learning.
With Mind Maps, students are encouraged to creatively construct the knowledge.
UNIT 2
APPLICATION
Lesson : Writing
SMA/MA : SMA
Class/Semester : X/I
Time
Allocation : 1 x 80 minutes
A. Learning Method
Approach : Teacher centered approach
Model : MPL (Direct Learning Model)
Method : Demonstration, Discourse
Technique : Discourse
B. Learning activities
|
Teacher Activity
|
Students Activity
|
Time
|
|
Preliminary
1. Teachers greets students. 2. Teachers read attendance list. 3. The teacher explains the purpose of learning.
Core activities
1. Teacher explains about mind mapping. 2. Teacher explains how to make mind mapping for making a good paragraph. 3. The teacher gives an example how to make mind mapping on the whiteboard. 4. The teacher pointed to one of the students to come forward and make mind mapping on the whiteboard. (Mind mapping of her/his idol) 5. Teachers discuss examples of mind mapping the student has made in the white board and evaluate it with whole students in class. 6. The teacher asked all the students to make mind mapping about their idol. Closing Students and teachers jointly conduct an evaluation of the activities that have been carried out. |
1. Answering greetings.
2. Students raised her hand when her name called. 3. Students listen to teacher's explanation about the definition of learning. 1. Students listen to the teacher information about mind mapping 2. Students listen to the teacher explanation and ask if they doesn’t understand. 3. Students pay attention to the teacher and ask if they doesn’t understand. 4. Students who are designated, make her/his mind mapping class idol figures while other students pay attention to her/him.
5. Students pay attention and give their suggestion.
6. Each student makes mind
mapping and collect it to the teacher.
Students and teachers jointly conduct an evaluation of the activities that have been carried out. |
10 minutes
60 minutes
10 minutes
|
C. Media/Sources
Media : Power point, Whiteboard
Sources : -
Writing: Cengage learning. Oxford press:2011
- en.wikipedia.org/wiki/Mind_map
-pkab.wordpress.com/2008/02/29/peta-pikiran-mind-mapping/
D. Attachment Material
Mind
Map (Mind maps) can be interpreted as a way to organize and present the
concepts, ideas, tasks or other information in the form of a radial diagram -
hierarchical non - linear . Mind Map is generally present information that is
connected with the central topic, in the form of keywords, images (symbols) and
a color that
Mind Map consists of three (3) main components, namely:
1. Central topic, subject or focus the mind / issues which will developed, and placed as a " tree " .
2. Main Topic, second-tier level of thinking as part of the Central Topic and placed as a "branch" that circles the "tree".
3. Sub Topics, third -tier level of the mind as part of the branch and placed as a "branch".
Mind Map consists of three (3) main components, namely:
1. Central topic, subject or focus the mind / issues which will developed, and placed as a " tree " .
2. Main Topic, second-tier level of thinking as part of the Central Topic and placed as a "branch" that circles the "tree".
3. Sub Topics, third -tier level of the mind as part of the branch and placed as a "branch".
The way to make mind map:
1. Starting from the
center to determine the Central Topic (specify " tree "), made in the form of blank paper landscape,
accompanied by color images .
2. Determine Main Topic (specify "branch") as an important part of the Central Topic.
3. Define Sub Topics as "branches" are taken from the Main Topic.
4. Creative use of images, symbols, codes, and dimensions throughout your mind map.
5. Wherever possible use of single keywords (maximum of 2 words), with uppercase or lowercase.
6. Use curved lines to connect between the central topics and sub-topics Top topics. For visual stimulation, using different colors and thickness for each groove relationship.
7. Develop Mind Map in the style of your own.
8. To understand a text, you first have to read the text to get a mental picture (mental image) is a thorough and meaningful.
2. Determine Main Topic (specify "branch") as an important part of the Central Topic.
3. Define Sub Topics as "branches" are taken from the Main Topic.
4. Creative use of images, symbols, codes, and dimensions throughout your mind map.
5. Wherever possible use of single keywords (maximum of 2 words), with uppercase or lowercase.
6. Use curved lines to connect between the central topics and sub-topics Top topics. For visual stimulation, using different colors and thickness for each groove relationship.
7. Develop Mind Map in the style of your own.
8. To understand a text, you first have to read the text to get a mental picture (mental image) is a thorough and meaningful.
CLOSING
Based on the formulation of the
problem and the discussion in this paper we can conclude that the application
of mind map method can improve the quality of learning writing skills. Therefore
this method of mind maps can be used as consideration for teachers yamh want to
apply these learning methods. This method can be used as an alternative method
of the fun in learning to write. Through this method students mapu planning
before writing. students can write down what they have in mind is an image and
colored symbols. Color and image is what will enable the right brain so that
excite the imagination and creativity of students.
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