scholarly journals THE EFFECTIVINESS OF BIOLOGY TEXTBOOK-BASED MNEMONIC STRATEGIES-ASSISTED METHOD MIND MAPPING AGAINST LEARNING RETENTION OF STUDENTS TO THE STUDY OF BIOLOGY IN SENIOR HIGH SCHOOL

2018 ◽  
Vol 6 (4) ◽  
pp. 1266-1270
Author(s):  
HelenWidia WP ◽  
◽  
DwiWahyuni SupenO ◽  
Keyword(s):  
High School ◽  
Senior High School ◽  
Mind Mapping ◽  
Learning Retention ◽  
Biology Textbook

scholarly journals THE EFFECT OF LEARNING TEACHNIQUES AND SELF CONFIDENCE TOWARD TO STUDENTS' SPEAKING SKILL IN INDONESIANDISCUSSION (EXPERIMENTAL STUDY OF THE 17TH NATIONAL SENIOR HIGH SCHOOL STUDENTS PALEMBANG)

2017 ◽  
Vol 3 (2) ◽  
pp. 87-93
Author(s):  
Sri Wahyu Indrawati ◽  
Emzir Emzir ◽  
Ninuk Lustyantie
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Mapping Technique ◽  
School Students ◽  
Mind Mapping ◽  
Self Confidence ◽  
Learning Techniques ◽  
Speaking Skill ◽  
Value Of Learning

The aim of this study was to determine the effect of learning techniques and self confidence of students' speaking skills in Indonesian discussion. This research was conducted on the students of the 107th class of the 17th National Senior High School Palembang in 2017 by using factorial experimental design technique 2 x 2. Type of research conducted is experiment technique analysis which was used Analysis of variance (ANAVA) two ways at level of significance 0,05.The results of this study indicated that mind mapping techniques were more effective than problem-based learning techniques, and then there was an interaction effect betweenStudents' speaking skill in Indonesian discussions by using mind mapping technique and students learning by using problem-based techniques, probability values ​​M_learning (0.795) Ë‚0.05. The mean value of learning with mind mapping technique is greater than the average value of learning with problem-based technique (84.89) Ë‚ (80.89).           

scholarly journals Redirecting EFL writing instruction through mind mapping technique in senior high school

2020 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Besral Besral ◽  
Sari Yustina Luli ◽  
Yola Veranita Putri
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
And Control

The purpose of this research was to see the effects of Mind Mapping Technique toward students’ writing ability especially in writing descriptive text.  The results of Post-test experiment and control class were used to confirm the hypothesis. The population of this research was all of the students at X grade of  Senior High School 3 Padang Panjang, consisting of 96 students who spread in 3 classes. Two classes were taken as sample by using cluster random sampling.  Writing test was used to collect the data. The treatments were done in six meetings. The data of this research were analyzed by using Statistical Product and Service Solution (SPSS) Program. The result showed that the mean score of students’ post-test at experimental class was (65.94) higher than those of control class (58.16). The  calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through Mind Mapping technique produced better writing skills in descriptive text.  It can be concluded that teaching writing by using mind mapping technique gave significant difference on students’ writing ability at X grade of Senior High School 3 Padang Panjang. Therefore it is recommended that English teachers should use this technique to improve students’ writing ability. 

scholarly journals NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING

2019 ◽  
Vol 5 (2) ◽  
pp. 121
Author(s):  
Ratih Inayah ◽  
Ningtyas Orilina Argawati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Narrative Text ◽  
Narrative Texts ◽  
School Students ◽  
Moral Value ◽  
Mind Mapping ◽  
Reading And Writing ◽  
Interest And Motivation

This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.� The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students� interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students� motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.

scholarly journals The Use of Mind Mapping Technique to Improve The students’ Writing Skill on Analytical Exposition Text In Senior High School

2021 ◽  
Vol 14 (1) ◽  
pp. 19
Author(s):  
Rini Listyowati ◽  
Ina Daril Hanna
Keyword(s):  
High School ◽  
Action Research ◽  
Writing Skills ◽  
Senior High School ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Writing Ability ◽  
Success Criteria ◽  
Writing Skill ◽  
The Mind

The aim of this study is to use mind mapping to improve students' writing skills on Analytical Exposition Text. Classroom Action Research was used as the method, which consists of two cycles divided into four stages: planning, acting, observing, and reflecting. The instruments used to collect data include a questionnaire, a test, and an observation checklist. The Mind mapping technique was found to be effective in improving the writing skills of SMA AL-MIFTAH Palengaan- Pamekasan students in XI grade Bahasa dan Sastra Inggris on Analytical exposition text. The research found an improvement in the students' writing ability in the second cycle. The students' writing ability scores who achieved the standard achievement/KKM were 26 students, indicating that 87 percent of the students reached the target, and most of the students achieved more than the target of success criteria.  

scholarly journals ANALISIS MISKONSEPSI BUKU TEKS BIOLOGI SMA KELAS X MATERI EUBACTERIA DI KOTA KISARAN

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Riah Irawati Sihombing ◽  
Abdul Hakim Daulae ◽  
Dian Komala Sari ◽  
Hotmaria Sihotang
Keyword(s):  
High School ◽  
Content Analysis ◽  
School Curriculum ◽  
Senior High School ◽  
High School Curriculum ◽  
Biology Textbooks ◽  
Biology Textbook ◽  
Descriptive Research ◽  
School Based ◽  
Qualitative Descriptive

This study aims to know if there were misconceptions or not in biology textbooks and the percentage ofeach category misconception of eubacteria in biology textbook for grade X senior high school based on curriculum2013 in Kisaran. This research is a qualitative descriptive research with content analysis approach. Textbooks whichanalyzed are biology textbooks for senior high school curriculum 2013 and used in Kisaran by using saturatedsampling technique. Identification of the misconception are divided into 5 categories namely undergeneralization,obsolete concept and terms, oversimplification, overgeneralization, and misidentification. The data obtaineddescriptively by calculating the frequency of each category. The results showed that misconceptions that was foundin the textbooks A and B. Misconceptions categories at the textbooks found out obsolete concept and terms,overgeneralization, and misidentification. In the textbook A was found on eubacteria.The percentage ofmisconception categories in textbook A on eubacteria was obsolote concept and terms 100%. In the textbook Bwas found on eubacteria. The percentage of misconception category in textbook B on eubacteria was obsoleteconcept and terms 33,33%, overgeneralization 33,33%, and misidentification 33,33%.Keywords: Misconception, Textbook, Eubacteria, Curriculum 2013

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