THE EFFECT MIND MAPPING TECHNIQUE AND VOCABULARY MASTERY ON STUDENT’S WRITING SKILL

The purposes of this research is to know the effect mind mapping technique and vocabulary mastery on students’writing skill. Also how the implementation mind mapping technique on students’writing skill. Students need vocabulary mastery to arrange the sentences for getting a good paragraph and mind mapping technique is one of the technique that use to treat students for getting writing well. This research use experiments method. There were 40 students chosen at random from fourth grade semester English Education at STKIP Kusuma Negara Jakarta.Collecting data use test writing skill. Research of instrument has tested and tried by the validity and reliability test used the SPSS (Statistic Program Social Science). Data analyzed by using kolmogorv Smirov, know data was normality.The text analysis is to test the data homogeneity by using Levenu’s test, to see if the population was derived from homogeneous population. The result of this research concluded that 1) Using Mind Mapping Technique has significant effect on student’s writing skill. Result F for mind mapping (A) Fo=290.285 and sig.= 0.000<0.05, then the conclusion is that there is significant effect between mind mapping technique (X1) on student’s writing skills. 2). Vocabulary mastery gave the significant effect to the student’s writing skill. Result research F for vocabulary mastery (B) Fo=91.401 and sig.= 0.000<0.05. It has shown that there is significant effect vocabulary mastery (X2) on student’s writing skills. 3) There is significant effect interaction between mind mapping and vocabulary mastery on student’s writing skill. Result of this research F from mind mapping (A) and vocabulary (B) Fo=5.274 and sig.=0.028<0.05. Using mind mapping technique in learning give effect in students’writing skill. Students who have rich vocabulary mastery can get good writing English.

Students just asked with their friends and lecturer word by word, It makes them have limitation meaning in vocabulary building.
For getting rich vocabulary, lecturer asks students to remember words an phrase also arrange into a good sentences. Lecturer applied mind mapping technique in learning. It's one of the technique in which support them to get writing well. Before students write paragraph, lecturer ask them to collect words and phrase which has relation with the theme or main idea. Theme or main idea has been given by the lecturer and then students draw mapping concept the theme .After that students add symbols such as ruler and narrow as branch of the main idea. Then students arrange sentences by using words, phrase which collected in mind mapping.
This technique supports students in writing skill. Students can make sentences and written essay with the vocabulary in thought thinking process.According to Lankshear (2000:163) stated that in writing people use tools or media to write an idea by using pencil, typewriter, or other technology in order that other people can get the new information. Pincas (1998: 56)  Barli Bram (1995: 23) stated that produce knowledge, information should be arrange on the paper.Process organize the ideas, production in written massage in paper so someone who read the message can understand what is the content. Morris, Rupperd (1999:22) stated that an activity write a symbols, feeling expression thus other people know and understand what the writer means. It means that writing skills is the express an idea in paper, write feelings and thought by the writer. According to Simanjuntak (2020:56) for getting writing skill, the writer should be be master vocabulary, spelling, grammar, punctuation, and organizing ideas into sentence and paragraphs. It means that students should be taught by the lecturer in order that students can understand the requirement criteria in writing. In writing lecturer asks the students not only grammatical, sentence structure but also content the material writing is needed . Before the students write what they thought, they must have knowledge the element of writing.
Andrew Wright (2007:58) stated that send message something to another. In class, someone make text message by reading text then lecturer response for correct it. In classroom, students write what they listen from the lecturer and then students give response to lecturer. It happen feed back between teacher and students. According to Ilona leki (1998:5) writing is communicating. Good writing helps your reader understand your ideas as clearly as possible. It means that writing is communicate between writer to a reader, writer gives an idea with a written text and the reader can understand the information from the writer. The writing skill are complex activity, writing like communication between lecturer to the students. Lecturer gives information an idea, thought, news and then send it to the other people. Students catch all information and understand what the writer means also believe it. Teaching is a profession that is conducted by using combination of art, science, and skill. According to Richards (2002: 255) stated that teaching vocabulary is the primary important in learning foreign country but now teaching vocabulary always changed. Vocabulary is basic in teaching writing. According to Penny (1991:60) Vocabulary describes words which use to teaching send language. Furthermore several words combine then become phrase, idiom. That can't separated each other. According to Patricia Richard- Amato (2005:446) Vocabulary can be best be introduced using real object, pictures, and other visual devices. It means that vocabulary is the way introducing by teacher in a real object, pictures, and something the around environment to the students. Students must memorize vocabularies for requiring in writing. According to Raja T. Nasr (1972:57) Vocabulary building means knowing means the meanings of words; the ability to understand words as they are used in situations. It means that vocabulary building must be known by the students.
Students can make a good sentence if they have a lot of vocabularies. They can say what they thought in written. Then people can know information from the written in which they write. According Andrew Wright (2006:94) teaching vocabulary is giving word then translate into Bahasa Indonesian.
It conclude that vocabulary means real object, picture or other device in teaching. They can write what they felt, what they know, opinion, imagination and suggestion to something in written text. If student have limited vocabularies, they get difficult to write.

Definition Mind Mapping
Using mind mapping technique can create new something because it can stimulus for thinking through association branch in which we have written. Each of words, pictures and illustration in which you made, it help you to think logical, synergic and working together. It's need you to develop them. According to Buzan (2002:6)mind mapping means make concept, an idea from the mind or brain on a paper then make branch from the main idea which support the idea. According to Parikh (2016:149) stated that Mind Mapping is the way for send information effectively and efficiently, mapping an idea with creative picture and symbols. It use to activate right brain, through pictures, shapes which make by lecturer. It easiest students to remember new knowledge and material of the lesson.
According to Priyasudiarja (2014:45) Mind map is technique teaching in which improving visual learning style. Lecturer use visual learning style in classroom activity. Teacher draw circle and the write the main idea, After that teacher makes branch of the main idea. Students mention clue or words in which connection with the main idea. Then students asked to make sentence and paragraph about descriptive text. According to Tony Buzan (2005:9), they were some procedure to make mind mapping :

Step-step in Mind Mapping Technique
firstly lecturer decided to put the main idea or theme, for example College, Then Lecturer draw a shape ovale or round. The main idea should be write in the center of the shape. After that lecturer draw line as the branches of the shapes. Lecturer use various color in order that supporting detail can clearly to seeing. Students who see concept can understand and easy to remember. Kind of color can activate right brain the whole.

Advantages use mind mapping
Describes main idea, topic, motion, or theme clearly because it uses words, phrase or sentences which relation with the idea. Also it easiest remembering by memory because it applies various color in line, shape, curve, picture. Furthermore it can balance right brain and left brain. Use right brain to imagination an idea. Then use left brain for improve in writing a text.

RESEARCH OF THE METHOD
Researcher use experimental method. It uses ANOVA two ways. Experiment was given to two classes in which each of class given different treatment. First classes taught mind mapping technique and the second class taught conventional learning. Each of classes divide two category, high vocabulary mastery (B1) and low vocabulary mastery (B2)

DISCUSSION
This research is experiment in which have two factors. These are mind mapping technique (X1/A) and vocabulary mastery (X2/B). Each of factor is level. Mind mapping factor (A) has two level, first it using mind mapping technique (A1) and second it using conventional learning (A2).
Meanwhile variable X2/B has two level. First students who high vocabulary mastery (B1) and second students who low vocabulary mastery. There are conclusion descriptive text in which we have seen in table.  According the data above, researcher can conclude :

Vocabulary
1. Hypothesis Test 1 : There is effect mind mapping towards student's writing skill. Hypothesis test uses to know coefficient significant.From Hypothesis Test using SPSS 22.00 above. It gets F for mind mapping (X1) Fo =290,285 and sig. = 0.000 < 0.05. There is significant effect mind mapping on student's writing skill. Average result student's writing skill in which uses mind mapping more high than students use conventional learning.

Hypothesis 2 :
There is effect vocabulary mastery on student's writing skill. Hypothesis test to know coefficient significant.From hypothesis test using SPSS 22.00 above. It gets for vocabulary mastery (X2) Fo = 91.401 and sig.= 0.000 < 0.05. There is significant effect vocabulary mastery on student'swriting skill. Average result student's writing skill with vocabulary mastery higher than students has high vocabulary mastery.

Hypothesis Test 3 :
There is relation effect between mind mapping and vocabulary mastery on students' writing skill.
Hypothesis test to know coefficient significant.From Hypotesis Test using SPSS 22.00 above. It gets for Mind Mapping (A) and vocabulary mastery (B) Fo = 5.274 and sig. 0.028< 0.05. It can be shown that there is significant relation between mind mapping and vocabulary mastery on student's writing skill.