Main Article Content
Abstract
This study aims at assessing tenth-graders’ writing skills and identifying their character-based learning contribution in the writing class. This study involved thirty-six tenth-graders to be the respondents who engaged in applying for the mind maps learning model. Data collection used tenth-graders’ narrative writing test and self-rated questionnaire through a 5-Likert scoring rubric accordingly. Data analysis used the SPSS program in order to obtain the expected quantitative analyses. The findings showed that tenth-graders’ writing skills improved from the pre-test (M = 66.25) to the post-test (M = 70.77), whilst tenth-graders’ narrative writing components significantly showed that vocabulary, grammar, cohesion and coherence, mechanics, and content. The findings also emphasized the character-based learning contribution followingly on the value of honesty, cooperation, communication, and respectfulness among the tenth-graders. Meanwhile, the factorability significance of the correlational matrix corresponded with the output of the principal component analysis (PCA) inferring the existence of five factors involving the Eigenvalue. This study was granted to be successful in assessing tenth-graders’ writing skills and identifying their character-based learning contribution through the mind maps learning model.
Keywords
Article Details
References
- Brown, H. D. (2001). Teaching by principles an interactive approach to language ledagogy. San Francisco: San Francisco State University.
- Bukhari, S. S. F. (2016). Mind mapping techniques to enhance EFL writing skill. International Journal of Linguistics and Communication. 4(1), 58-77.
- Buzan, T. (2006). The Buzan Study Skills Handbook. London: BBC Books.
- DePorter, B., & Hernacki, M. (2005). Quantum learning. Bandung: Kaifa.
- Harmer, J. (2001). The practice of English language teaching (3rd Ed.). New York: Pearson Education Limited.
- Harmer, J. (2004). How to teach writing. Harlow: Pearson Educational Limited.
- Kamaruddin, S. A. (2012). Character education and students’ social behavior. Journal of Education and Learning, 6(4), 223-230. https://doi.org/10.11591/edulearn.v6i4.166
- Patel, M. F., & Jain. M. P. (2008). English language teaching (methods, tools and techniques). Jaipur: Sunrise Publisher and Distributors.
- Richards, J. C., & Miller, S. K. (2008). Doing academic writing in education. Mahwah: Lawrence Erlbaum Associates.
- Sokolik, M. (2003). “Writing”. In David Nunan (ed). Practical English language teaching. New York: McGraw-Hill.
- Sumekto, D. R., & Setyawati, H. (2019). Measuring peer feedback on writing class: A study on third-semester pre-service English teachers. Lingua Cultura, 13(1), 45-53. https://doi.org/10.21512/lc.v13i1.5058
- Sumekto, D. R., & Setyawati, H. (2018). Students’ descriptive writing performance: The analytic scoring assessment usage. Cakrawala Pendidikan, 37(3), 413-525. https://doi.org/10.21831/cp.v38i3.20033
- Sumekto, D. R. (2017). The effectiveness of pre-rervice English teachers’ collaborative genre-based writing feedback. Lingua Cultura, 11(1). 31-38. https://doi.org/10.21512/lc.v11i1.1595
- Susilawati, F. (2017). Teaching writing of narrative text through digital comic. Journal of English and Education, 5(2), 103-111.
- Trianto. (2009). Mendesain model pembelajaran inovatif progresif. Surabaya: Kencana
- Waloyo, E. (2017). The implementation of mind mapping technique in teaching writing: A case study at MAN 13 Jakarta. The Implementation of Mind Mapping, 2(1), 72-82. https://doi.org/10.24235/eltecho.v2i1.1596