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Amplop Baru
Amplop Baru
Amplop Baru
CHAPTER I
INTRODUCTION
1.1 Background
other and cannot be separated with each other in this case. These
role in an English instruction since they are one of the factors that
In reality the teachers just look for the students mistake without
Human is the unique creature who very different between one and
(2009) that no one who have same study ability. It caused by some
prof, ken and rita (2009) they said that every people have unique
is still less too. It’s proved with the applied of observation that is done
authority in the school. There are some factor that influence it, such
delivering lesson.
From these reasons, the English teacher must leave the ancient
be more interested in English learning and also they will more easy
SMPN 6 Majene”?
research is to find out whether or not the using of mind mapping can
Majene.
the themes.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND CONCEPTUAL
FRAMEWORK
make progresses more intensively than the students who are taught
2.2 Vocabulary
idioms.
writing.
speaking
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writing letters.
They are the words that comes reality to the tongue of the
vocabulary.
others.
a. Aim
b. Quantity
c. Need
e. Meaningful presentation
f. Presenting in context
g. Situation presentation
vocabulary.
target language
rate of learning
clear denotation.
meaning, namely :
a. Meaning
relation
b. Word use
c. Word formation
d. Word grammar
grammar.
http://www.mind-mapping.co.uk/mind-
Buzan (http://www.usingmindmaps.com/what-is-a-mind-
studying vocabulary.
image on branches
basic ordering ideas, (4) branches, (4) color and (5) picture.
a. Central Image
enjoyable.
b. Key Word
memory.
d. Branches
containing details.
e. Color
f. Picture
and picture
steps :
creative thinking
branches and so on
hierarchical structure
c. Select one main theme and read out from the centre
associated detail
2.4 Hypothesis
THE FIRST
CONDITION
OF STUDENTS
Cycle II
The learning 1. Planning
ACTION process with 2. Action
using mind
3. Observation
mapping
4. Reflection
g
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CHAPTER III
METHOD OF THE RESEARCH
3.3.1 Population
Table I
The population of the seventh grade students of
SMPN 6 Majene
No CLASS TOTAL
1. VII A 20
2. VII B 21
3. VII C 22
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4 VIID 21
TOTAL 84
3.3.2 Sample
3.4.1 Observation
(S.Margono,2007;161).
3.4.2 Test
cycle as follows:
Plan
Reflective
Action/observation
Reflective
Planning/Action/observation
Reflective
Planning/Action/observation
Result
3.3.1 Planning
action
e. To prepare test
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3.3.2 Action
difficulties
d. To give test
3.3.3 Observation
3.3.4 Reflection
formula as follow:
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Table I
No Scores Criteria
1 91 – 100 Very good
2 76 – 90 Good
3 61 – 75 Fair
4 51 – 60 Poor
5 Less than 50 Very poor
(DEPDIKNAS : 2005)
P
CAR = x100 %
N
N = maximum score
(Arikunto : 2012)
BIBLIOGRAPHY
De Bono. http://www.usingmindmaps.com/mind-maps-in-education.html
Accessed on April 18th, 2013
Legget, Glenn, at. al. 1982. Handbook for Writer. Englewood Cliffs. New
York: Prientice Hall International
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