Post on 29-Jan-2023
THE USE OF MIND MAPPING TECHNIQUE IN WRITING
DESCRIPTIVE TEXT AT SMK NW SURALAGA
IN THE SCHOOL YEAR 2020/2021
THESIS
By
SUZANA
56701329FBI16
ENGLISH EDUCATION DEPARTMENT
FACULTY OFTEACHER TRAINING AND EDUCATION
OF GUNUNG RINJANI UNIVERSITY
2021
iv
ACKNOWLEDGMENT
In the name of Allah, the beneficent, and the Merciful. Praise and
gratituded be to Allah for given the strength and guidanced for the writer, so that
this thesis can be finished accordingly. Peace and blessing be upon Prophet
Muhammad SAW, his family, his relatives, and all his followers.
This thesis entitledThe Used of Mind Mapping Technique in Writing
Descriptive Text at SMK NW Suralaga in School Yer 2020/2021 was proudly
presented to English Department of Gunung Rinjani University in partial
fulfillment of requirement to the degree of Sarjana pendidikan (S.Pd)
On this special occasion, I would like to express my deep gratituded to those who
have supported and assisted me in completed this thesis
1. Dr. H. Moch. Ali Bin Dahlan., As Rector of Gunung Rinjani University
2. Mashur, S. Pd., M.Pd, As Dean of the Faculty of Teacher Training and
Education of Gungung Rinjani University.
3. Abdul Majid Junaidi, S. Pd., M.Pd, As Head of the English Study
Program, Faculty of Teacher Training and Education of Gunung Rinjani
University.
4. Karomi, S. Pd., M.Pd a mentor who always provided motivation and
guidance in the preparation of this thesis.
5. Abdul Majid Junaidi, S.Pd., M.Pd. a mentor who always provided
motivation and guidance in the preparation of this thesis.
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6. Tonyman AsyariS.Pd As head masters at Tsanawiyah NW Jango, which
has provided the opportunity and place to collect research data.
7. Muhammad Ikhwan, S.Pd a teacher of English subjects at
MadrsahTsanawiya NW Jango who has provided guidance and
assistance in research.
8. Students class VII Sekolah Menengah Kejuruan NW Suralaga whose
have participated in this research.
Researcher realized that this thesis is far from perfect and this is partly due
to the limitations of the researcher. Nevertheless, the researcher hopes that this
section will be of benefit to readers and the development of knowledge.
Selong 25, August 2021
Suzana
NPM :56701329FBI16
viii
DEDICATION
I dedicate this work to:
Allah the Almighty who has given all His gifts so that this thesis can be completed
properly.
My beloved parents and friends who have helped me in writing this thesis.
Thank you for your love and prayers and support
who always provide motivation and enthusiasm both morally and materially so that
I can complete this thesis.
"You are the most beautiful gift in my life"
“THANK YOU FOR ALL”
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TABLE OF CONTENTS
COVER…………………………………………………………....……......…i
APROVAL SHEET………………………………………………....…..........ii
APROVAL SHEET………………………………………………....…..........iii
ACKNOWLEDGMENT……………………………………………....…......iv
STATEMENT OF ORIGINALITY………………………………….............vi
MOTTO……………………………………………………………….. ..........vii
DEDICATION……………………………………………………….............viii
TABLE OF CONTENT ………………………………………………........ix
ABSTRACT…………………………………………………………..........xi
CHAPTER I INTRODUCTION
A. Background of Research ........................................................... ………1
B. Identification of Problem .......................................................... ………6
C. Limitation of the Problem ......................................................... ………7
D. Formulation of the Problem ...................................................... ………8
E. Objective of the Research ......................................................... ………8
F. The Benefit of the Research ...................................................... ………9
CHAPTER II REVIEW OF LITERATURE
A. Theoritical foundation...........................................................................11
1. Writing ............................................................................... ………11
a. TheNature of Writing ................................................. ………11
b. The Nature of Teaching Writing ................................. ………12
2. Mind Mapping ................................................................... ….…..15
a. How to Make Mind Mapping ........................................... 15
b. How to Make Mind Mapping ................................. ……...14
c. Teaching Writing Using Mind Mapping................. ……...18
B. Relevant of Research ................................................................ ……...21
C. The Theoretical Framework ...................................................... ……...23
D. Action Hypothesis ................................................................................ 25
CHAPTER III RESEARCH METHODOLOGY
A. Kind of the Research ........................................................................... 26
B. Research Design .................................................................................. 27
C. The Subject and the Object of Research ............................................. 30
D. Time of the Research .......................................................................... 30
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E. Procedure of the Research .................................................................. 30
F. The Technique of Collecting the Data………………………...…..….36
1. Questionnaire………………………...………………………..…36
2. Writing test………………………...………………………….....37
G. Data Analysis Technique……………………………………………..39
H. The Criteria of the Action Success ...................................................... 39
CAHAPTER IV
A. Findings ........................................................................................... 40
1. Identification of the problem ..................................................... 40
2. Determining Actions to Solve Field Problem ............................ 44
B. Discussion ....................................................................................... 63
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................... 65
B. Suggestion ....................................................................................... 66
REFERENCE ................................................................................................... 68
APPENDIXS
Appendixs1: SILABUS SMK
Appendixs2:RENCANA PELAKSANAAN PEMBELAJARAN
Appendixs3:The Summary of the Observation Checklists
Appendixs4:PRE-TEST
Appendixs5:POST-TEST
Appendixs6:QUESTIONNAIRE
Appendixs7:FREE ACTION TEST
Appendixs 8 :POST ACTION TEST
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ABSTRAK
Suzana (56701329FBI16) ENGLISH EDUCATION DEPARTMENT
FACULTY OFTEACHER TRAINING AND
EDUCATION UNIVERSITY OF GUNUNG
RINJANI 2021Thesis: English Education
Undergraduated Program University of Gunung
Rinjani, 2020.
Kata kunci: menggunakan mind mapping, menulis teks deskriptif
Inti dari eksplorasi ini adalah untuk lebih mengembangkan kemampuan
menulis bahasa Inggris siswa kelas 10 SMK Nahdlatul Wathan Suralaga dengan
memanfaatkan metode psyche planning. Pengujiannya adalah penelitian aktivitas.
Dalam mengarahkan ujian tersebut, analis termasuk pengajar bahasa Inggris,
siswa kelas X. Subjek yang di uji adalah 20 siswa kelas X SMK Nahdlatul
Wathan Suralaga tahun ajaran 2021/2022. penelitian ini adalah dalam bentuk
kuantitatif. Penelitian kuantitatif diperoleh dengan memperhatikan langkah-
langkah pembelajaran yang mendidik selama pelaksanaan kegiatan siswa dan
rekan tentang kegiatan yang dilakukan. Hasil penelitian ini menunjukkan bahwa
penggunaan perencanaan psyche itu layak untuk lebih mengembangkan
kemampuan menulis siswa. Pemanfaatan gambar-gambar cerah,perencanaan jiwa
pada tahap BKOF dan MOT ini menarik untuk membuat para siswa lebih
bersemangat dalam latihan mengarang. Semua siswa dapat memahami dan
bereaksi terhadap arahan dan penjelasan analisis. Latihan di tahap JCOT untuk
memanfaatkan perencanaan psyche sebagai prosedur penyusunan pra-penyusunan
bermanfaat untuk membantu siswa dalam menghasilkan atau mengkoordinasikan
pikiran mereka. Mereka juga dapat menggunakan kata-kata yang tepat yang
mereka temukan untuk membuat perencanaan. Latihan dalam tahap ICOT untuk
menyusun teks cerita melalui perencanaan psycho. Siswa dapat berkreasi dan
berkreasi dengan memanfaatkan perencanaan jiwa dan mampu menyampaikan
cerita dengan konstruksi konvensional yang tepat.
1
CHAPTER I
INRODUCTION
A. Background of Research
Language plays important role in increasing students
knowledgeand help students succeed in every subject in school. In the era
of globalization, English is not only a universal language but also a tool to
communicate in speaking and writing form for understandinginformation,
thoughts, feelings, science, technology and culture. Therefore,Language
can be a subject that is study in schools in Indonesia. Base on curriculum
school in Cahyo (2013), in EnglishIn the teaching and learning process,
there are four skills that must be mastered. They are listening, speaking,
reading and writing.
Now days, English is both a part of communication and important
language to master. That is why English is taughtschools in Indonesia.
One of them is SMK NW Suralaga. This school is a school that
encourages students to master more than onelanguage. The purpose of
learning English at SMK NW Suralaga Vocational School is to
makestudents are able to learn and apply the language into everyday life.
They listen, talk, and integrate reading and writing to achieve the
informational level.Writing is one of the important skills that must be
mastered by studentsbecause if they have good writing skills then they will
be able to express itideas in writing.
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Based on this fact, learning to write is difficult, especially for
writingin a second language or foreign language in an academic context.
Writing is onemost difficult productive skill requiring specific skills.
Therefore, it can understand that errors usually occur in writing. Writing
errors can be enteredforms of grammar, vocabulary, spelling, punctuation,
organization, andcohesion.Researchers choose writing skills
This research because "writing is active or productive skills”
Fachrurrazy in Fujiono (2016). That meaning that writing involves
producinglanguage rather than accept it. Foreign language learners,
students must be ableorganize ideas and also to clarify conceptsabsorb and
process information. It makesstudents as active rather than passive
learnersthe recipient of the information. They are requiredwrite efficiently
by producing good sentencesand even good text.
Susanto (2013) states "Writing is thatthe most complicated and
difficult skills atcomparison with three other English languageslanguage
skills (listening, speaking, andreading)".
According to Browne (2007)described that “writing is a complex
activitywhich involves a lot of skill. This includes decidingwhat you want
to write, the best way to say it, andhow to get these ideas down on paper
that wayunderstood by others ".
According to Prayogo (2009),many students do not think of writing
as free timeand easy activities, writing often makes upfrustrated, this is
because they don't have the filessufficient knowledge and skills, which are
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requiredin writing. The problem with most students is thatthey worry
about making mistakes when writingEnglish. They worry about
paragraphswriting, research papers, expressing ideas. Theythought
everything they wrote was full of mistakes. MostThe students feel that
writing is not easyskills. Most of the students also felt that writingmore
difficult than talking.
Based on the monitoring at SMK NW Suralaga, there are a lot of
problems found in the writing class. The students are deficient vocabulary.
Because, teaching and learning process only rests on power of memory.
When researcher made observations in class, the teacher instructs students
to memorize all foreign ones the words on the board and in the next
meeting the teacher tests some of them students to say the words and say
their meaning. The students were found difficulty to start writing. The
reason is, students are often confused express their ideas in writing.
Another problem is that they low understand of grammar.
The same problem is come from Fujiono (2016) faced byclass X
SMA PGRI studentPamekasan ban. Trouble happenedwhen they want to
build and organize itideas or sentences into paragraphs so that they
becomenot interested and enthusiastic about learningwriting. They find
writing difficult. In theresearch, the researcher wants to solvedifficulties
that student’s faces when they are create descriptive text. Based
onpreliminary survey of researchers, studentsWriting achievement on
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descriptive text is lowand under KKM (minimum standard
score/theachievement of minimum standards).
To solve the problems above, students need a technique to
helpthem to understand new words easily. Engineering is a tool
foraccomplishing a goal. The techniques needed to improve writing skills
are techniques that make it easier for students to express their ideas,
composewords make good sentences. One of the techniques you can
createStudents find it easy to express and organize their ideas by mind
mapping.Mind mapping is a way for students to absorb easilyinformation
into their brains and out of their brains. Mind mapping isa way to take
notes effectively and creatively and it will map out ideas literally Buzan in
Cahyo, (2013). This technique can increase creativity and student
workthey love to learn, because it consists of a color, a picture, and a few
keyswords that can also make it easier for them to learn English especially
in the languagewriting skills. For this reason, researcher will use mind
mapping techniques improve students writing skills. Because there are
several benefitsoffered by mind mapping techniques in learning
Englishprocesses, especially in writing skills.
Given the importance of implementing mind mapping in language
learning, there are several studies that have been conducted by other
researcher. The first is Fuad Nur Cahyo English Education Department
Faculty of Languages and ArtsState University of Yogyakarta2013 with
untitled Using the Mind Mapping Technique to Improve the English
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Writing Skill of the Tenth Grade Students at MAN Yogyakarta Iii in the
Academic Year of 2012/2013. The purpose of this study was to improve
the 10th grade students' English writing skillsstudents at MAN Yogyakarta
III using mind mapping techniques. This research is an action research. In
conducting research, researchers are involvedEnglish teacher, principal
and XE grade students. Subject this study was 32 students of class XE
MAN Yogyakarta III academic year2012/2013. The research data is
qualitative. Qualitative data obtained observe the teaching-learning
process during the implementation of the action andinterview students and
collaborators about the actions implemented. Thatqualitative data in the
form of field notes and interview transcripts.The results of this study
indicate that the use of mind mapping is effective forimprove students'
writing skills.
The difference between this research and the researches above is
that this research will focus on the used of the mind mapping method in
writing descriptive text. The kind of research that will be implementation
in this research use quantitative. The similarity of this research with the
research above is that the two research focus on mind mapping methods in
improving student writing.
Second research is Sijono Masters Study Program of English
LanguageEducation Teacher Training and Education FacultyTanjung Pura
UniversityPontianak2017 with untitled Teaching Writing Descriptive
Texts throughMind Mapping Collaborative Writing.Techniques in this
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research aim to improve the abilities of studentsin writing descriptive texts
through a 'mind mapping collaborative' technique writing 'on students of
SMA Nusantara Indah Sintang, class XB years 2016/2017 lessons. The
results of this research indicate that this technique can make students feel
comfortable and trigger their motivation in activities write. The students
enjoy working with other students; especially they can share difficulties
during writing activities. Mind mapping technique collaborative writing
can help students improve their writing skills descriptive text and can
motivate students to take an active role in activities write. “Mind mapping
collaborative writing” technique is suggested to get it used in learning to
write.
The difference between this research and the researchabove is this
research use experiment, while this research uses classroom action. This
research method is quantitative. The similarity of this research with the
research above uses quantitative methods.Based on the description above,
this research used mind mapping technique in writing descriptive texts.
This research also aims to determine specifically in writing descriptive
texts. Research also aims to find out mind mapping techniques in writing.
B. Identification of Problem
In identifying the problem, two activities were carried out,
namelyobserve the teaching and learning process of English in the
classroom andinterviewed English teachers and students. Problems usually
come from the quality of writing skills to secondary schools liketeachers,
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students, techniques, materials, media, activities andevaluation of the
teaching and learning process.
1. The first problem is related to the teacher. In most of the teachings this
time, teachers only focused on delivering material and less pay attention
to student motivation. The teacher did not present the material with
interesting activity; many students are noisy and talking with their
friend. The teacher did not stop them neither did the teaching and
learning of English ineffective process.
2. The second problem relates to students. The students have
lessmotivation to learn English. They think English is very
difficultsubject. The students lack discipline, so they just want to
learnsomething they like. Student motivation is also very low because
the teacher never gives them interesting activities to learn English.
3. The third problem is related to teaching techniques and learning
process. The techniques used in the teaching and learning process are
not suitable for improving students' writing skills. Technique which use
in the classroom does not motivate students to write in English. To For
example, students do not have the opportunity to write in English, so do
they can't improve their writing skills.
C. Limitation of Problem
Based on the above problems, the researcher needs to do
something action research studies. Researcher assumes that the problem
here is about technique. Students need a technique that makes them
8
happylearn to write in class. If they have the right writing technique, that
will help them write their own writing. Mind mapping can helpstudents to
explore their thoughts. Through mind mapping students cansupported to
express what they want to write freely. Researcher believes that mind
mapping is a good technique in doing writing skills. Action research that
implements mind mapping. It is hoped that researcher can improve
students writing skills.
D. Formulation of Problem
In this research use mind mapping in writing descriptive text in
students at SMK NW Suralaga. Then, to make this research easy to
understand, the writer formulated the problem as follows:
1. To knowmind mapping technique help student improve students writing
skill in descriptive texts?
2. What are student’s responses toward mind mapping techniques in
descriptive text?
E. Objective of the Research
Based on the formulation of the research problem, research
objectivesuse mind mapping techniques to improve students writing in
descriptive text English teaching and learning process at SMK NW
Suralaga.
1. To know mind mapping technique can improve students
writing skill descriptive text
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2. To describe students respond toward mind mapping technique
in descriptive text.
F. The Benefits of the Research
1. Efforts will be made for students of SMK NW Suralaga improve their
writing in descriptive text.
2. For English teachers of SMK NW Suralaga, the results of this study can
beused as a reference to improve the writing competence of English
teachers inEnglish learning.
3. For other researchers, this research can provide general knowledge about
howimprove students' writing skills. Research can also be used asthe
foundation for further research.
G. Definition of Key Terms
1. Mind mapping is a way of developing thinking activities in all directions,
capturing various thoughts from various angles. Mind maping develops
divergent thinking and creative thinking. Mind mapping which we often
call concept maps is a very powerful organizational thinking tool which is
also the easiest way to put information into the brain and retrieve that
information when needed Tony Buzan (2008).According to Tony Buzan,
Mind Mapping can help us for many things such as: planning,
communicating, being more creative, solving problems, focusing attention,
arranging and explaining thoughts, remembering well, learning faster and
more efficiently and practicing the overall picture.
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2. According Charles and Ronald, Communicating is one of
humankind‘smost characteristic acts, and writing is one of the most
widespread and potentiallyone of the most effective means of
communication.
3. Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
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CHAPTER II
REVIEW OF LITERARURE
A. Literature review
1. Theoretical Foundation
a. The Nature of Writing
Writing is the activity of digging opinions and ideas into words. That
includes organizing words, phrases, clauses, and sentences into coherent and
cohesive paragraph and text. There is no doubt that the writing the most difficult
skills for all language users: foreign, second, and even for first language. Writing
requires careful preparation and lots of practice. According to Richards and
Renandya in Cahyo (2013), written language is complex at the clause level.
Writing consists of many constituent parts: content, organization, originality,
style, fluency, accuracy, or use form the appropriate rhetorical discourse.
In relation to writing, Brown in Cahyo (2013) states that writing makes
product through thinking, drafting, and revising. This means in producing written
language, the writer must follow these steps to produce a final product.
Writing is a skill that requires a process so that the ideas it has owned can
be expressed through writing. It is necessary in the teaching and learning process
the process so that the teaching and learning process can be carried out properly.
Certainly, writing in English is not easy. Expressing ideas is not enough, because
ideas still have to be conveyed in English. For that, the technique can support the
required learning process.
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b. The Nature of Teaching Writing
Writing skills are one of four English skills. Great writing skills important
for students in the future because it will provide opportunities and challenges for
them. To get good writing, students need a scheme to be revealed effective
through written media. Good writing cannot be done at one time, but it must be
done in several steps. Starting from making the outline, drafting, to it could be
good writing. During this process, revisions must be made continuously. In fact,
many students cannot produce good writing through the above writing process.
There is no doubt that writing is the most difficult skill second language learners
to master. The difficulty lies not only in producing and organize ideas, but also
translate these ideas into readable text. That skills involved in writing are
complex. Second language writer should pay attention to higher level skills in
planning and organizing as well because lower levels kill spelling, punctuation,
word choice, and so on. That difficulty becomes more obvious if their language
skills weak.
Teaching can be defined as helping someone to learn something. This
supported by Brown in Cahyo (2013) who defined teaching as showing or helping
someone to learn how to do something, give instructions, guide inside learn
something, impart knowledge, and cause to know or understand. This means
teaching is guiding someone in learning something that results in an increase in
his knowledge. Chocolate in Cahyo (2013) stated that several years ago, writing
was only taught by teachers focuses on the end product writing. It can be the form
of essays, reports, and stories. For his composition, Brown also added his opinion
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the writing must meet certain standards of the prescription of the English
rhetorical style, use accurate grammar, and arrange correctly based on audience '
living environment.
According to Shih Brown in Cahyo, (2013) there are several processes
writing approach. These processes are considered modern the way of writing that
has been discussed earlier in this chapter. They are as follow.
1) Focusing activities on the writing process that leads tofinal
writing product. The writing stage is important to apply.
2) Helpstudents to understand their own writing process.
3) Helpstudents to build a repertoire of strategies for prewriting,
drafting, and rewrite.
4) Give students the opportunity or time to write and rewrite their
ideas.
5) Placing the central aspect of the writing in the revision process.
6) Give students the opportunity to discover what they want to
say as they write.
7) Provide feedback to students through the writing process (not
just at the endproduct) when they try to close their expressions
greatness.
8) Encourage feedback from instructors and co-workers.
9) Includedindividual discussions between teachers and students
during the processcomposition.
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The nature of teaching techniques is a means that can be used to guide
students to achieve goals. That is why writing techniques can be taught increase
student motivation in writing, create ideas, and can help students find it easy to
organize their ideas into meaningful sentences the purpose of writing can be
achieved maximally.
Students need to demonstrate their skills after they have been
demonstrated writing techniques and writing components itself. In doing products,
there are several types that can be used. Brown in Cahyo (2013) describes some of
the appearances in learning to write. Types of classrooms the writing performance
is as follows.
1) Emulate or write down
In this type, students learn how to form letters, words and
simplesentence. They will write English letters, words or
sentences tostudy conventional orthographic codes.
2) Intensive or controlled
The function of this show is to improve grammar
skillsstudents. This type will be like a written grammar
exercise. The usual form of controlled writing is to present the
paragraphs to the students in itthey have to change a whole
particular structure.
3) Write it yourself
This type will only use students as the audience, so they
writeself.
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4) Writing display
The form of the show is short answer practice,
essayexamination, and research reports.
5) Original writing
There are three types of real writing: academic, vocational, and personal.
Academics provide opportunities for students to express sincerely information to
each other. Vocational is used for advancement in student work. Personal involves
writing diaries, letters, posts cards, notes and personal messages.
The research concept is focused on used mind mapping technique in
writing descriptive text. In this case, teacher is as an instructor and also as
supervisor of student work.
2. Mind Mapping
Nowdays, mind mapping is a common technique in English teaching and
learning process. Mind mapping involves central writing ideas and think of new
and related ideas that radiate from the center. This is a good technique that can
help our memory because it allows us to do so compiling facts and ideas. Map out
the knowledge that will help us understand and remember new information by
focusing on those key ideas is written, and then looks for the branches and
relationships between them ideas.
Buzan (2010) states that “mind mapping is an easy way to get to places
information to the brain and retrieve information from the brain. Mind Mapping is
creative and effective way to write and will map your mind in a simple way. In
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this definition, five important concepts of mind mapping are used. First, Mind
mapping is one creative note-taking technique. This is a techniques that people
use to represent ideas into visualizations and graphics a form in which one idea is
linked to another by means of a branch. Second, mind mapping helps people put
information into it brain. By using mind mapping, it is easy for people to enter
information into it their memories. Third, mind mapping helps people to store
long-term memory information. By using mind mapping, information can be
stored into their memories for a long time. Fourth, mind mapping helps people to
retrieve information from their brains easily. Using mind mapping, that's true easy
to remember the information stored in their memory. Mind mapping use
imagination and association in it is application. It means that in presenting ideas
into mind mapping diagrams, people attach imagination stimulator such as
pictures, symbols, and colors to present ideas clearly and use association
techniques to help them build their sense new concept. This new concept is
connected with a known concept has a close relationship with new concepts.
All mind maps using color and shape are luminous thoughts. The entire
mind map has a basic structure that gushes from the middle. It can with lines,
symbols, words, and pictures that relate in simple, basic, natural sequences with
the brain. By using mind maps, long list information can be turned into the
diagrams are colorful, well organized, and easy to remember.
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a. How to Make Mind Mapping
Mind mapping is a system that uses brain management to open all the
hidden brain potential and capacity. Besides, mind mapping is also a learning
system that is often used to help students to learn effectively, efficiently and
happily. Buzan (2005: 15) mentions seven stages to make a mind mapping as
follows.
1. Placing the main idea in the middle is the initial idea in the middle
designed to provide freedom to develop ideas in all directions, namely a
perfect example of brilliant thinking in action. Most students find it
useful to turn their page sideways and create a mind map in "landscape"
style. Placemen. The main idea or topic in the middle of the page will
give you maximum space other ideas to radiate from the center.
2. Using pictures or photos for main idea images and photos is
important enough in making mind mapping. It's because images have
power impact on imagination and memory. It's also a pleasure to look at
and keep focused attention.
3. Using colors makes the mind map livelier and adds energy creative
thinking. It can be used to grab attention and eye interest.
4. Connect the main branch to the middle image and connect the
second and third branch to the first and second, and so on trying to
connect the main branch to the middle image and connect the second
and third branches to the first and second, and so on because the brain
works accordingly association. The human brain likes to connect two
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5. or more things at once. That the connections between the
branches make it easier to understand and remember.
6. Make a curve line connector, not a straight line Mind
maps with straight lines are boring to the eye and do not
reflect them creative intentions, but curve branches like
tree branches more interesting to see.
7. Use one keyword for each line that is because one
keyword gives the mind more energy and flexibility
mapping.
8. Using pictures Images and symbols are easy to remember,
and stimulate new creativity association.
So, mind mapping is a simple technique you can use to take
notescreatively and effectively. Besides that, it can help students
memorizeinformation. Using mind mapping, people can come up
with and organize ideasto be a nice sentence. In addition, mind
mapping can make students happyin learning because there are
colorful pictures. That's why mind mapping is a technique that can
be used to learn writing skills.
b. Teaching Writing Using Mind Mapping
There are many ways and methods that can be used by teachers in teaching and
learning process. They can freely choose the appropriate teaching method
according to student characteristics and depends material taught. Only teachers
know the appropriate teaching methods to use in delivering the material. One of
19
them was stated by Feez and Joyce (2002). There are several stages used to teach
writing. They can be explained as follows.
1) Building Knowledge of the Filed (BKOF)
At this stage students must think about what they will learn.They can share it
with their teachers and friends. This was the initial topic beforestudents study
the material in detail. Its activities are dominated by talkingand listen to
topics in general. At this stage the students are together withthe teacher can
develop a vocabulary of topics and conjunctions,required, and also introduces
the strategies they will usestudy the topic. With regards to teacher planning,
the teacher will do itUse this step to introduce students to the material,
strategies as wellthe grammar needed for them.
2) Modeling of the Text (MOT stage)
This stage includes showing the sample text to studentsthe teacher explains
from general to special. From public facilities owned by the teacherexplain to
students about the meaning of mind mapping andthe benefits of mind mapping.
From the special means the teacher must explainStep students make a mind map
and give examples of thoughtsmapping. Is a stage to make students understand
about the theorytext building foundations are discussed. Finish this stage,
teacherhope that students understand well about the strategy to be usedin writing.
The teacher also explains how to write good paragraphs and howto develop the
ideas they create using mind mapping into their writing.
20
3) Join Contraction of the Text (JCOT stage)
At this stage the students must do the exercises togetherrelated to the
topic. They can do it in groups, in pairs or individually. All depend on the
material. They are expected to be able to do a good jobbecause they have studied
the theory at the second stage. The material isabout writing paragraphs. In this
case students must know aboutvocabulary they should use and how to write
using mind mapping. InAt this stage the teacher will invite students to write
down their ideas using thoughtsmapping. This is just a plan for students before
they write down their ideas. The teacher will give students a topic, their
activities during the holidays and theirscan do it with a partner. They must make
mind mapping their ownconstructs before writing their ideas. At other meetings,
teachers too ask students to write down their ideas as a written plan for their
experiencesuse mind mapping individually.
4) Independent Contraction of the text (ICOT)
At this stage, in the speaking aspect, students must be able to practicetheir
conversation. For example, students can tell about their daily lives atfront of the
class. In the aspect of writing, students are expected to be able to writetheir ideas
in writing. Regarding the project, the teacher will receivestudents to develop their
ideas using the mind maps they created inprevious meetings became their writing.
5) Linking Related the Text
In this stage, students investigate how what they have learned in this regard The
teaching and learning cycle can be related to: the same or similar other texts
context, the teaching-learning cycle of the future or the past. Connecting activity
21
text types for related text include: compare the use of text types across different
fields, examines other types of text used in the same field.
Thus, the teacher must ensure that the assignment consists of several tasks
Stages: Building Knowledge in the Field, Text Modeling, Together Text
Construction, and Independent Text Construction has been going well
implemented so that students are able to do tasks independently.
B. Relevant of Research
Previous research has been done by Sijono with untitled Teaching Writing
Descriptive Texts through Mind Mapping Collaborative Writing. Techniques in
this research aim to improve the abilities of students in writing descriptive texts
through a 'mind mapping collaborative' technique writing 'on students of SMA
Nusantara Indah Sintang, class XB years 2016/2017 lessons. The results of this
research indicate that this technique can make students feel comfortable and
trigger their motivation in activities write. The students enjoy working with other
students; especially they can share difficulties during writing activities. Mind
mapping technique collaborative writing can help students improve their writing
skills descriptive text and can motivate students to take an active role in activities
write. “Mind mapping collaborative writing” technique is suggested to get it used
in learning to write.
The difference between this research and the research above is this
research use experiment, while this research uses classroom action. This research
22
method is quantitative and qualitative. The similarity of this research with the
researches above two studies uses quantitative and qualitative methods.
Another research is carrying out by Fujiono with untitled The Use of Mind
Mapping Technique to Improve the Students’writing Skill on Descriptive Text at
the Tenth Grade of SMA PGRI Larangan Pamekasan. This research includes
classroom action research (PTK). This research proposes use of mind mapping
techniques to improve students' writing skills on descriptive text at PT class X
SMA PGRI Larangan Pamekasan. This research instrument consists of a rubric
for assessing students' writing skills on descriptive text, a questionnaire and an
observation checklist. The students of this study were 20 students in the tenth
grade SMA PGRI Ban Pamekasan. In preliminary studies, students' writing skills
were on Descriptive text and student learning motivation are still low, this shows
5 students or 25% of students passed the minimum standard achievement / KKM
(76). Therefore, researchers tried to apply mind mapping techniques to improve
Students 'writing skills in descriptive text, he found students' interest in learning
English, student activeness, student confidence in writing. However, most
students have difficulty dealing with the use of less grammar and vocabulary, it is
shown in the first section cycle that 9 students or 45% of students pass the
minimum standard Achievements / KKM (76). Then the second cycle was carried
out by revising the learning strategies in the first cycle as outlined in the lesson
plan taking into account student weaknesses made on the previous writing test. In
the second cycle it was proven that 16 students or 80% students pass the minimum
standard achievement / KKM (76), and researchers stated that students responded
23
better in the second cycle than in the first cycle, more students in cycle II are
motivated so that the class is more active during class. So that the research results
state that the use of mind mapping techniques can improve students' writing skills
on descriptive text, and the class is more motivated and fun.
The equation of this research with the research above is that this study both
use classroom action research. The difference in this study is that this study uses
two quantitative and qualitative methods, while the above research uses
quantitative methods and the instruments used in the study above are only
questionnaire and post test and pre test.
C. The Theoretical Framework
Mind mapping technique concepts to improve writing skills have been
explored in the previous section. In this section, Conceptual framework derived
from these concepts will be presented.
Writing is the written product of that thought, arrangement and revision
requires specific skills on how to generated ideas, how to organize them
coherently, how to used discourse markers and rhetorical conventions to put they
are cohesive into written texts, how to revise the text for a clearer meaning, how
to edit text for grammar appropriate, and how to produce the final product. That is
why writing is considered one of the most difficult productive skills which require
special skills because we need several processes in writing. In fact, based on
observations at SMK NW Suralaga there were several problems foundedin writing
skills. The first was about expressing ideas. Students at SMK NW Suralaga found
24
it difficult to express it ideas in writing something. Some of them said they had a
lot to do write in their mind but they don't know how to start writing. The second
was about vocabulary. Students at SMK NW Suralaga have limitations
vocabulary that made it difficult for them to express their ideas in writing.
Therefore, it didn’t surprised that students have difficulty mastering it writing
skills. Teachers should find effective ways of teaching writing.
On the basis of this theoretical review, it coud be seen that the
mindmapping techniques can helped students because they allowed them to
organizedfacts and ideas. Buzan (2008) states that by using mind mapping,people
can represent ideas in the form of visualizations and graphics where one idea are
linked to other ideas by means of branches. Apart from that he also said that by
using mind mapping, it is easy for people to enter information into itStorage.
Hence, mind mapping is a good technique which can be used teaching writing
at SMK NW Suralaga especially in class X. Use of files Mind mapping is
expected to help students express and organize it ideas into great text. Besides
that, it is also hoped that the used of reason is also expected Mapping in the
teaching and learning process made students comfortable to learn to write, and not
to wasted time. Application files the right teaching technique was essential in
determining success teaching and learning process. In this case, mind mapping
coud created students compose text easily. In the processed of created a mind
mapping, Students are given several features such as images, keywords, and
colors. Through these features students can imagine and generate ideas produce
25
great text. Asked students made mind mapping possible they clearly and
creatively identify what they have learned or what the information they got.
D. Action Hypothesis
In an effort to provide alternative problem solving, the hypothesis proposed
was as follows: students' writing skills coud be improved through mind mapping
techniques.
26
CHAPTER III
RESEARCH METHOD
A. Kind of the Research
The method used in this research was Classroom Action Research
(CAR) which is derived from classroom action research. Because it occurs
in a class frame, it is called a CAR. Kemmis in Hidayati (2015) defines
action research as follows: Action research was a form of self-reflection
investigation carried out by participants in social situations (including
education) in order to improved rationality and justice, (a) their own social
or educational practice, (b) ) their understanding of the practice, and (c)
the situations in which it is practiced. Thus, it is clear that classroom
action research was evaluative and reflective because it aimed to brought
about change and improvement in practice.
According to Michael J. Wallace in Irianti (2011) CAR is a type of
classroom research conducted by teachers to solve problems or to find
answers to problems that fit the context. This means that to start CAR,
researchers or teachers need to identify and investigate problems in certain
situations. Another expert, Burns said, "Action research worked best when
it was cooperative action research. Cooperative action research has
beneficial effects on workers, and improved services, conditions, and
functioning of situations. In education, this activity translates into more
practice in research. Problem solving by teacher, administrator, students,
and certain community personnel, while the quality of teaching and
learning is the procesed of being improved. From the above statement it
27
can be concluded that in the scope of education, Classroom Action
Research is carried out to improve the quality of learning. The quality of
teachers, administrators, students, the teaching and learning process, and
certain community workers, in turn, would produced better results when
done collaboratively.
Based on the above statement, Classroom Action Research was a
method that is implemented as a tool solved problems diagnosed in
classroom learning activities. It might be important improved the quality
of teachers, administrators, students, teaching and learning processed, and
certain community personnel. Furthermore, it would provided better
results if it is done collaboratively from the teaching and learning
processed in education.
B. Research Design
Research studies on the used of mind mapping techniques
improved writing skills of class X SMK NW Suralaga. This research study
is carried out in the form ofcollaborative action research. The research was
conducted collaborativelywith the principal, English teacher, and grade X
students of SMK NW Suralaga. Team work together in planning,
implementation andreflects action. According to Kemmis in Cahyo (2013),
action research isdone through the process below.
According to Kemmis in Cahyo (2013), action research isdone
through the process below.
28
Figure2. The action research spiral
(Based on Kemmis in Cahyo)
1. Planning
Researchers came to SMK NW Suralaga to conducted interviews with
subject teachers and saw students grade data in English subjects. After knowing
the problem of student learning scores, the researcher then conducted a pre-test to
measure problems in English subjects. After that the researcher conducted class
actions for 6 meetings to use the Mind Mapping method to improve students
'writing skills. After the class action was completed, observations would be made
to see to what extent mind mapping techniques could improved students' writing
skills in the form of observation was a post test. After that, reflection is done to
plan the next cycle.
29
2. Action
Researchers carried out class actions in accordance with the plans that
have been made, and applied learning for 3 meetings used mind mapping
techniques to improved students' writing skills.
3. Observations
At the observation stage, the researcher observed 2 activities, namely
student learning activities and learning process activities. Observation of student
learning activities can be carried out by researchers while teaching, and student
observations are also carried out by applying post tests to determine changes after
mind mapping techniques are carried out. As for the observation of the learning
process, the researcher asked for help from the English teacher who acted as a
collaborator to carried out observation activities. Collaborators made learning
observations based on instruments that have been compiled by the researcher. The
results of observations from collaborators would be useful as reflection material
for improvement in the next learning cycle.
4. Reflection
Reflection activities are applied after the collaborator has finished maked
observations to the researcher in carried out learning activities. This activity was a
discussion of the results of observations that have been carried out by
collaborators with researchers. The results of the reflection are used as
consideration for designed the next cycle. So that reflection was essentially an
30
activity of evaluation, analysis, interpretation, explanation, conclusion, and
identification of the next cycle planning.
In this scheme, researchers identify problems, formulated possible solutions,
carried out actions, and reflecedt on the results of these actions. These steps are
carried out in two cycles to got convinced of results.
C. The Subject and the Object of Research
Research participants were students of SMK NW Suralaga in the 2020/2021
school year. The researcher chose class X TKJ and TSM as study participants
because of the information provided by English Teachers, this class consists of
students who were less cooperative and tend to have low achievement in the
learning process to wrote. This class consists of 20 students: 19 male students and
1 female student.
D. Time of the Research
The actions carried out from August to November 2020. Researchers
conducted action research in the middle of the first semester 2020/2021 school
year. The processed of teaching and learning English is done twice a week.
E. Procedure of the Research
This type of research was classroom action research; wrong one characteristic
was the existences of measurable steps planned in each cycle Hamim and Salamah
(2009), so that the design in this research is carry out in 2 cycles. The following
are the stages of classroom action research carry out by Researcher:
31
1. The first observation(Pre-Action to identify problems).
Before class action was carry out, first conducted preliminary research by
observing the process and learning outcomes that have been implemented so far. It
was necessary this preliminary research was found problems learning that occurs
in the learning process in class especially on Discovery Learning. Based on the
results of this preliminary research, then it would be classroom action planning is
carried out for improvement further research.
2. Procedure for implementing actions.
Cycle I
Researchers carry out learning improvements based on problem findings
obtained from the results of initial observations and evaluations Discovery
learning the results of the evaluation showed that Student success rate was still
low, especially in terms of growth careful attituded and independent attitude as
well as the average value of student learning outcomes didn’t sufficient according
to the predetermined KKM value.
Therefore, researcher want to improved it by holding learning by applied
the Discovered model learning strategy learning the application of this teaching
strategy is accompanied by the used of tools media with the aim of maked it easier
for students to understand learning materials.
The used of the mind mapping method in learning is carried out in two
cycles, namely the first cycle and the second cycle. Cycle I was the basis for
implementation cycle II. The second cycle was an improvement of the
32
weaknesses, weaknesses or failures of learning in the first cycle. Every cycle
through four stages, namely:
a. Planning
Actions to overcome the problems in this study, namely the used of the
mind mapping method in developing students' writing in writing descriptive texts
in English lessons. in class XI, so that the researcher wishes to used method new
learning was the learning method used of mind mapping.
The various things that need to be prepared were as follows:
1) Make lesson plan that would be applied inteaching and learning process.
2) Establish indicators of achievement.
3) Arranging learning tools (LKS, teaching materials; media, etc.)
4) Develop research instruments, which include: Lesson Plan
analysis sheet; formatattitude implementation assessment,
learning implementation observation sheet;test questions and
gratings, and others related to implementationresearch.
b. Action
Researchers compile an action plan using the methodMind Maps are
described in the following steps:
1) Develop plans for implementing learning in descriptive text.
2) Develop teaching materials and learning media.
3) Make Student Worksheets (LKS) in accordance withindicators
that have been set using the methodMind Mapping.
33
4) Make learning outcome assessment questions and the grid.
5) Creating a Lesson Plan assessment rubric.
6) Make a rubric for assessing the implementation of learning.
7) Creating student response questionnaires.
8) Make an evaluation to determine the learning outcomes.
Action implementation stage
At this stage, a classroom action research was carried out with implement
the class action plan that has been compiled. On learning in class used the mind
mapping method and prepared various ingredients and interested learning media.
In the learning process in his class it was only focused on the teacher.
Cycle I
a) Make a learning implementation plan using the mind mapping
method.
b) Carry out learning procedures by applying mind mapping.
c) Observe the effectiveness of the mind mapping methodconducted
by researchers who became observation in improvingmotivation
and learning outcomes of students in the learning process.
d) Analyze learning outcome data obtained from learning outcomesto
plan corrective action at a later stage.
e) Doing cycle I reflection activities to improve anddesigning learning
using the mind mapping method for implementation in cycle II.
Cycle II
34
a) Looking for factors that become obstacles in the learning
processbased on the results of evaluation and reflection of cycle I.
b) Improve the learning process for deficiencies and obstaclesthat is in
cycle I does not happen.
c) Make a learning implementation plan usingmind mapping method
by givingunderstanding of solving the problems that will besolved
in the learning process and the media is made attractivemaybe.
d) Carry out the learning procedure according to the
planimplementation of learning that has been made usingmind
mapping method.
e) Observing the effectiveness of the application of learning
methodsmind mapping conducted by researchers, researchers who
become Observer in increasing participants' understanding and
motivationstudents in learning.
f) Analyze the results obtained from observations about the process
andlearning outcomes to plan corrective action on the next step.
3. Observation
Observe the process of ongoing learning activities,including:
a) Make observations of the teaching and learning process withusing
the mind mapping learning method.
b) Observe directly student activities to determine successstudents in
applying the mind mapping learning method strategy
35
c) Observing student activities in the learning process, this aims to
know the growth of attitudes that are developed in student learning
during the learning process using the method mind mapping
learning.
4. Questioner
Questionnaire was a data collection technique that is done in a way gave a
set of questions or statements in writing to respondents to answer. Questionnaires
are used to obtain data about student responsed to learning that has been
implemented with the application of the Mind Mapping method.
5. Reflection
At this stage, the researcher evaluated and processed the data from the
observations learning improvement activities that have been implemented.
Researcher too discused with the teacher about the results of observations and
competency test which was done in cycle I. The results of the evaluation and
discussion were later compared with the performance indicators that have been
done. If it turns out evaluation results show adequacy and in accordance with the
performanced indicators, then action research was sufficient and completed, but if
it still exists shortcomings and didn’t in accordance with the indicators of
successed, it would fixed in the next plan to be followed up in cycle II.
Based on the findings during the learning process, it turns out that this
classroom action research can produced conclusions according to the indicators of
success in cycle II. This PTK done in Cycle II.
36
F. Technique of DataCollection
Research data collection was qualitative and quantitative. Data obtained by
interviewing students, given questionnaires, made observations during the
teaching and learning process, and holding discussion with the English teacher as
collaborator.
Qualitative data in the form of field notes, interviews transcripts, and
questionnaires. Questionnaires and interviews are conducted to obtain data or
information about student responses to implementation technique.
1. Questionnaire
The questionnaire was conducted to obtain data or information about
student attitudes towards the application of techniques. The questionnaire was
written in Indonesian to avoid misunderstanding students. The questionnaire was
conducted to obtain data or information about student’s attitudes towards applied
techniques to answer research questions. The questionnaire consists of 20 open
questions that cover several aspects; it was the feeling of the students on the used
of mind mapping techniques, the effects of mind mapping techniques and
application of mind mapping techniques to them increased in knowledge and
writing skills. An open questionnaire is provided for students to wrote their
comments about the technique. In addition, an open questionnaire asked students
gave advice or opinion on the application of the technique. Data from open
questions analyzed qualitatively. They transcribed and summarized based on
classification.
37
2. Writing test
To got a valid score that determines a student's written ability, the criteria
were clear to assess their work needed. To meet this need, researchers adopted the
rubric from Anderson (2003: 92). Students' writing is graded by English
researcher and teacher. There were six aspects to be assessed student written,
namely ideas and development, organization, vocabulary, sentence structure, and
capitalization and punctuation, spelling. Table below presented categories for
evaluated writing and started score
The Scoring Rubric of Writing
Categorization Description
Ideas and Development
1 Weak development of topic
2 Adequate development of topic; listing of details
3 Good development of topic
4 Extensive development of topic; strong support of
mainidea with details
Organization
1 Not organized
2 Sparsely organized; lack of sequence
3 Fairly well organized; flow and sequence evident
4 Completely organized; smooth flow with strong
Sequence
Vocabulary
1 Poor or inappropriate word choice
2 Fair word choice; simple words
3 Good word choice; meaning is clear.
4 Vivid and imaginative word choice; appropriate use
ofVocabulary
SentenceStructure
1 Poor; many errors
2 Fair; choppy with variety
3 Adequate; few errors and some varieties of lengths
4 Excellent; no errors and a variety of lengths
Capitalization and
punctuation
38
1 Many errors (over 10)
2 Some errors (6-10)
3 Very few errors (1-5)
4 Error free
Spelling
1 Many errors (over 10)
2 Some errors (6-10)
3 Very few errors (1-5)
4 Error free
The category of grades obtained by students is done to find out students'
writing skill level. Students' categorization scores writing skills based on ideal
scores. The highest scores were 24 and the lowest score was 6. The ideal average
score (Mi) and the ideal standard deviation (SDi) can be calculated by the
followied formula:
Mi = 2/ (highest score + lowest score)
= 2/ (+)
=
SDi = 3/ (highest score – mean score)
= 3/ (- )
=
The frequency distribution of students' writing ability scores can be
categorized into four levels, namely very high, high, medium, and low. The
distribution is calculated based on the Mi and SDi scores as follows:
Table 3: Scale Category of Reliability
Reliability category Interval
Very high 19-20
High 13-18
Medium 7-12
39
Low 0-6
G. Data Analysis Technique
From the data collection procedure, there were two forms of data in this
research. The first was qualitative and the second was quantitative. That
Qualitative data were obtain from interviews with teachers and students class X,
classroom observation the teaching and learning process in the classroom.
Meanwhile, quantitative data obtained from the writing test.
H. The Criteria of the Action Success
In addition to the school agreement between the researcher and the teacher
regarded the Successful Action Criteria, classroom action research coud be said to
be successful if it can exceed the predetermined criteria, namely as many as 75
students who coud achieve the target score. This means that during the CAR, you
must reach the target KKM score of 65 from the writing test starting from the pre-
test to the second post-test in the second cycle. In addition, CAR coud be said to
fail if it cannot exceed the criteria that have been maintained. Then an alternative
action would be taken in the next cycle.
40
CHAPTER IV
THE RESULT OF STUDY
This chapter presented the research findings that are divided into twoparts.
The first part presented the research procedured and the second partsection
presents findings and interpretations from Cycles 1 and 2.
A. Research Procedure and Findings
This research was an action research. In the previous chapter, I had stated that
the stages of research were planning, implementing, observation, action and
reflection. The purposed of this research was to improved writing skills of class X
SMK NW Suralaga. That researcher focused on used mind mapping techniques to
improved the text description writing skills of students.
The researcher taken several steps in conducted the research. The first step
was reconnaissance. At the reconnaissance stage, the researcher observed and
identifies problems that occur in the learning process to written. That the second
step was planning. After the problem is identified, the researcher designing lesson
plans and actions that was feasible to be implemented in field. The actions
designed in this study used mind mapping techniques. The third step was action
and observation. At this stage the researcher implements actions that have been
done. After that the researchers made observations and evaluations data, whether
mind mapping techniques were effective to improved student writing skills or not.
The final step was reflection. In reflection Step, the English teacher (ET) as
collaborator, student, and researcher itself identifies effective and ineffective
action activities so that the researcher coud design a better plan for the next cycle.
41
1. Identification of the problem
The researcher discussed with the class X English teacher at SMK Nahadatul
Wathan Suralaga to identified problems. Apart from that, researchers to observed
the teaching and learning process of English in the classroom. Researchers
didseveral observations to identified problems that occur in the processed of
learning English for class X students at SMK Nahdlatul Wathan Suralaga. In
identified field’s problem, the researcher observed class activities as well
interview the teacher. This problem coud be seen in the table below.
The field problems in XIII TKJ and TBSM SMK Nahdathul Wathan
SURALAGA.
No Problems Code
1 When the teacher comes to class the student were not ready to
study
s
2 Some students felt bored. s
3 The students did not pay attention when the teacher explained
the material.
s
4 The students often made up something for fun in answering
theteacher’s questions.
s
5 The students found difficulties in writing sentences in
English.
s
6 The students had low interest to look up new words in their
dictionary.
s
7 Some students had difficulties in answering the teacher’s
questions.
s
8 The students lacked grammar ability. s
9 The students had difficulties in guessing the meaning of
words
s
10 The students had difficulties in understanding the meaning of
some
Sentences
s
11 The students pronounced words incorrectly. s
12 The students played with their classmate while the teaching-
learningprocess was in progress.
s
13 The students had difficulties to express their ideas in writing. s
14 The students lacked vocabulary. s
42
15 The students did not bring the course book. s
16 The students did not do their homework. s
17 Some students felt shy to ask or answer the teacher’s
questions in
English.
T
18 The teacher used only one source of teaching materials. (Look
Ahead
book)
T
19 The teacher sometimes did not give a warning when some
studentstalked to their friends.
T
20 The teacher gave the students too little time in doing some
tasks.
T
21 The teacher found difficulties in handling the students who
made
Noise
T
22 The teacher lacked ideas in creating some interesting
activities.
T
23 The teacher’s style in teaching was teacher-centered. T
24 The students did not have much time in the process of writing. s
25 The students found it difficult to memorize new English
words.
s
26 The students had low motivation joining the classroom s
S: Student F: Facilities T: Teacher
Based on the identification above, there were several problems related to
teaching and learning processed of writing. They are categorized into problems on
students, teachers and facilities. Because the research focus is on the use of mind
mapping techniques to improve students' writing skills, the problem solved in this
research is related to the writing process learning, especially narrative texts.
The Problems Related to the Process of Writing Teaching Learning
No Problems Codes
1 The students did not pay attention when the teacherexplained
the material
S
2 The students often made up something for fun in answeringthe
teacher’s questions.
S
43
3 The students found difficulties to write sentences inEnglish. S
4 Some students had difficulties answering the
teacher’squestions.
S
5 The students lacked grammar ability. S
6 The students had difficulties to express their ideas inwriting S
7 The students lacked vocabulary. S
8 The students were lazy to look up new words in theirdictionary. S
9 The students easily got bored during the lesson. S
10 The students did not do their homework. S
11 The teaching-learning process lacked the use of
learningfacilities
S
12 The students had low motivation in joining the classroom. S
13 The students did not have much time in the process ofwriting. S
Based on the problems related to the teaching and learning process of
writing, researchers and teachers discussed the main caused of the occurrence of
writing problem. Results of discussions between researcher and teachers used to
meet the criteria for the validity of democracy. It was agreed that the main caused
of the problem were:
a. The students find it difficult to write sentences in English.
b. The students have no grammar skills.
c. Students have difficulty expressing their ideas in writing.
d. Students lack vocabulary.
The teacher asked the researcher to proposed some action plans to solvedfield
problems. The teacher added that the action plan should taked into accounted the
limitations of fund, time, and the ability of researchers and teachers in conducting
research.
44
2. Determining Actions to Solve Field Problems
After researcher and English teachers identified the most important problem
that needed to be solved, they discussed again the main one the problem. English
researcher and teachers agred that the problem above related to writing skills.
Then researcher and English teachers tried looked for the right way to improved
students' writing skills. Finally, English teacher asked the researcher to made
some action plans for solved field problems. This is done to fulfill democracy and
dialogical validity. The action is intended to solved the problem students who
have difficulty in generating ideas for writing narrative texts, students who usually
talked to their friends and made a fuss; students who seem lazy to learn in writing
activities; and students who lacked of grammar and vocabulary the action plan
was as follows.
a. Using narrative text with mind mapping
b. Employing the stages of the English teaching-learning cycle in the
processlearn to teach writing.
c. class management improvement
The used of mind mapping so that students are more interested in the topic
of the teaching-learning process. This would also helped students to expressed
their ideas in writing narrative texts. Besided, thoughts colorful and varied
mapping would be able to attracted students' interestedattention. Mind mapping
could encourage them to engage texts written in teaching and learning process.
45
Considering strengths and weaknesses students' abilities, finally decided to used
mind mapping techniques to improved students' writing skills.
The English teacher suggested that the above actions should be implemented
in accordanced with the curriculum applied in schools. He saw materials used for
English subjects. After that, he asked the researcher to selected the appropriated
competence and theme. The researcher agreed and then researchers made lesson
plans
B. Report of Cycle 1
1. Planning Cycle 1
An action plan is derived to be implemented in Cycle 1. Focus the action in
this cycle was to improved students' writing skills. In the cycle, the researcher
used mind mapping to improve writing ability. There were three meetings in this
cycle. In the first and second in the meeting, the researcher used mind mapping as
an exercise. At first the researcher gave them the material as in the syllabus, and
then the researcher then applied mind mapping and also gave them mind examples
mapping technique. This technique is done as an exercise for them. Besided, that
used to check their understanding of the words they were learning. Finally, the
researcher asked the students to made a narrative text. The purposed of this
activity was to check their improvement after they learned about mind mapping.
Researchers designed several steps in applied mind mapping to: solved
problems related to student writing. It fulfills democracy validity and dialogical
validity. The steps were as follows:
46
a. Using colorful mind mapping images in BKOF and MOT stages of
studying narrative text
In this activity the researcher used the helped of pictures to study narrative
text. The researcher gave an example of a narrative text with thoughts mapping so
that students master the technique well. Besided the researcher also explained the
rules on made a mind map first.
b. Using mind mapping as a pre-writing planning strategy (JCOT
stage)
In this action, the researcher asked students to made a mind map related to
the topic. Then the researcher asked the students produced vocabulary related to
the topic. It was just a plan for the previous student they wrote their narrative text.
After students finished their work, they discussed the answer with the researcher.
Through this activity, students it is hoped that you coud know and understand the
meaning of these words and hopefully they coud remember the words easily.
c. Writing narrative text using mind mapping (ICOT stage)
In this action, students are asked to write a narrative text. Then, they were
asked to wrote a story based on the mind mapping they made. That researcher
monitors student activities. Researcher suggests students to use their imagination
to imagine how the story would be like they studied mind mapping. Hopefully the
students coud developedideas used mind mapping.
47
2. Action and Observation of Cycle 1
Cycle 1 actions were carried out on 7, 9, and 14 January 2021. The topic is
focused on writing narrative text. The data during Cycle 1 is collected used field
notes during class observations, interviewed, and taken pictures. There were three
meetings in this cycle. At first the researcher gave them the material as in the
syllabus, and then the researcher applied it mind mapping. Mind mapping is a
technique used to improve students' writing skills. Researcher used this technique
as part of English teaching and learning process. In used mind mapping
techniques, the researcher gaves an example of a narrative text with mind
mapping in the so that students master the technique well. In addition, researcher
explained the rules of how to made a mind map first. The students looked
confused but they were also motivated to hear it because of this technique new to
them. After the researcher explained the rules, there was a student who asked to
repeated it again and the researcher explained it again.
Meanwhile, the English teacher as a collaborator helped researcher to
observed the teaching and learning process of English from the back side class
and the researcher himself monitors and recorded everything he needn’t get the
data. At that time, the students looked very happy when they did it, it coud be
seen from their behavior; they looked serious and mostly students were busy did
their work.
48
a. Using colorful mind image mapping in BKOF and MOT stage for
studying the narrative text
In this action, color images are used to attract attention and students'
interests. The researcher gives examples of narrative texts and also explained the
general structure of the text. Then students discussed generic structure and
linguistic characteristics of narrative texts. In their narrative text must found
personal participants, chronological relationships, connected verbs, adjectives,
action verbs, and simple past tense. Apart from researchers provided colorful
mind mapping imaged and explained the definition of mind mapping, the benefits
of mind mapping and steps to made mind mapping. Furthermore, students coud
learn from examples of thoughts mapping that has been shared with them.
b. Using mind mapping as a pre-writing planning strategy (JCOT stage)
The students reported that they had never been trained on any kind
planning skills in their teaching and learning. Lack of trained on pre-writing
planning coud hinder student writing. According to Graham and Perin in Cahyo
(2013), pre-writing involved students in activities designed to helped them
produce or organized ideas for their compositions. Involved students in such
activities before they wrote the first draft improved the quality of their writing.
That's why the researcher asked the students to made a mind map as pre-writing
planning. Then, the researcher also asked students to produced related words to
the topic. The researcher asked the students about the story of Putri mandalika.
Then, Students are assisted by the teacher to determine the topic of their written.
49
That the topic is "Putri Mandalika". Finally, students are given homework to
made a mind map based on the topic. Before they made a mind mapping, the
teacher guided the students in front of the class to made a mind map by used
pictures that have been shared with students. After researcher explained the
material, and then students made a mind map. Then, the researcher went around
and given explanations to students who didn’tunderstand how to made a mind
map. When the researcher used mind mapping, students seem serious about did
his job. Most of the students tried to completed their mapping as immediately.
There were some students who add pictures and choosed words that fit the topic.
But there were also students who asked his friends when they found difficulties.
This situation was shown in the following quote.
The situation above shows that this activity has not gone well. Faucet there
were some students who still have difficulty choosed words and are confused to
made sentences that can be used in their mind mapping. Sometimes, they ask his
friends to understand the meaning of a word. It was a wasted of time and
disturbed others. When the bell has rung, some students have not finished. But
they have to gave up their work even if it's not finished.
c. Writing narrative text by using mind mapping (ICOT stage).
In this action, the next activity was written narrative text. By did in this
activity, students are expected to be able to used the words they learned before. It
was very useful for them because it could measured whether they coud know or
understand the words they learned through mind mapping. They were asked to
50
wrote a story based on the mind mapping they made. In the first time students
wrote a narrative story they like on a piece of paper that been shared with them.
Researchers monitor student’s activities. The researcher suggested the students to
used their imagination to imagined how the story went when they learned mind
mapping. That researcher always reminded students to considered the generic
structure, to use the simple past tense, and to apply the appropriate spelling and
punctuation.
After students finish their work, they discussed the results of their work
written with the researcher. Through this activity, it is hoped that students to be
able to know and understand the meaning of the word and hopefully they coud
remember words easily. In this case, researchers and the English teacher plans to
corrected and written all the words that the students didn’t understand on the
blackboard. In this activity, the researcher provided an opportunity to all students
to correct it first and even correct their friend's writing. Hopefully students who
didn’t have the opportunity to answer or correct their friends' answers. Written
coud learned from them. This is shown in the following field note:
3. Reflection I
After carried out the action, researchers and English teachers as a collaborator
is reflected in the actions taken. Researchers have discussions with the English
teacher to evaluated actions. Those discussions are carried out based on
observations in the teaching and learning processed, student opinions, and
comments from each research member. In addition, the researcher also
51
interviewed students about the action held. As mentioned in Chapter III, it is
necessary to fulfill democratic and dialogical validity. Here, everyone has the
same opportunity to express ideas, opinions, and feelings. From implementation
above actions, some findings are presented as follows:
Mind mapping was a technique that coud improved students' writing skills.
This can be done as a warm-up or even as an exercised in teaching and learning
process. Based on observations during the action and interviews, used of mind
mapping techniques in English effective teaching and learning processed to
improved students' writing skills. Based on data conducted from students in
interviews 4. It coud be seen that students' motivation increased in the learning
process. They didn’d bore during the teaching and learning procesedbecause they
interested in used mind mapping. They also feel that their duty was easy did. In
addition, students' motivation also increased because they knowed more words
and they also enjoed leaned together.
a. Using Colorful Pictures of Mind Mapping in BKOF and MOT
stages for studying the narrative text
Used images in combination of ingredients worked in Cycle 1. Students are
interested in the color of mind mapping images, so motivation and happiness
during class increased. Apply mind mapping at the BKOF and MOT stages coud
also improved text comprehension. Based on interview data 1 and 4, students
coud used their minds mapping developed their ideas and coud also
52
reducedboredom. This result was valid because it mets the requirements of
procesed validity and the validity of democracy.
b. Using Mind Mapping as a Pre-writing Planning Strategy (JCOT
stage)
In the pre-writing planning strategy process, most students have their own
opinion about the words related to the topic. Based on interview 4, students were
motivated to complete their mind mapping but researchers and English teachers
found that there were still some students confused about choosing the right word.
These results are categorized legitimate because it met the requirements of the
democratic processed and validity. This situation was shown in the following
quote:
By applied this activity, students coud written faster with followed the mind
mapping framework. Moreover they used new words to generated narrative text.
4. Summary I
Based on the reflection above, there were successful and unsuccessful. Action
researchers described successful and unsuccessful actions as followeds:
a. Successful action
1) Used images in combination of materials works. Usedcolor pictures
helped students in understanding ingredient. In addition, students
used mind mapping to developed ideas and coud also reduced
boredom.
53
2) In the process of writing a narrative text, it can be categorized
asactions that worked because students used the words they
learnedproduced narrative text.
b. Actions that fail In the pre-writing strategy planning processed,
English researcher and teachers found that there were some students
whohaving trouble choosed the right words.
C. The Report of Cycle 2
Based on the reflection of Cycle 1, several activities were found
inused mind mapping has not succeeded in improving students' writing skills.
It was found that there were still some students made a fuss inclass activities
and it was also found that some students did not bringdictionaries, which was
why they mad mistaken in choosed suitable words.
1. Cycle Planning 2
English teachers and researchers were planned some efforts
asmaintenance to solve problems related to identified problemson. solved
the problems identified above, researchers and the English teacher would
still used similar activities as in Cycle 1, namely usedmind mapping as a
pre-writing strategy and writing narrative text as the finalactivity. In
addition, English teachers and researchers also focused onefforts to made
group worked and require students brought dictionarieswith them. This
was done to fulfill the validity of democracy and dialogue. Those efforts
are described as followeds:
54
a. Provided colorful mind mapping images in group work (BKOF
and MOT stages)
Researcher used this activity so that students find it easy did it mind
mapping. Students learn best when they were actively involved in processed.
Students who work in small groups tend to learn more about what taught and
retain it longer than when the same content is presented in other instructional
formats. Students who worked in collaborative groups too seemed more satisfied
with their class. In this case, researcher and the English teacher agree that the
groups are arranged according to their seats because they thought it would made it
easier for researchers to organized group. Besides, it won't be a wasted of time
either.
b. Used a dictionary developed mind mapping (JCOT stage)
In this action, the researcher still used mind mapping as pre-writing supported by
dictionaries. English researcher and teacher agreed asked questions students to
used the dictionary with them at each met. This action was done because in Cycle
1, the researcher found that there were several students which didn’t open the
dictionary. In fact, in the SMK Nahdatul Wathan dictionary, can be borrowed at
the library, but the number of dictionaries wasn’t suitable for all students in one
class. As a result, they often borrowed books belonging to their friends.
Dictionary and interfere with the learning process. Therefore, asking students to
bring a dictionary from home is a good way to solve this problem. The students
would have more opportunities looked up difficult words and to found out words
55
related to keywords. Besides, it would be easy for them to memorized new words
if they looked it up by themselves.
The researcher planed given punishment for students who did it don't carry
a dictionary with them by required them memorized new words. There were about
4-5 words that they have to memorized. They have said it in front of the class at
the next meeting.
c. Writing narrative text using mind mapping (ICOT stage)
The activity of writing sentences is considered an important part of writing
learning to wrote, researchers still used this activity. Through this activity,
students are expected to be able to used the mind mapping that has been made.
2. Actions and Observation of Cycle 2
Cycle 2 was conducted in three meetings; they are at 16, 21 and
23February 2013. Below are the actions that the researcher applied in the
Cycle2:
a. Provide colorful mind mapping images in group work (BKOF and
MOT stages)
Researcher used group work in class. Researcher asked students to form
groups of four. The students looked enthusiastic when the researcher asked them
made groups of four people. They turned their seats immediately after the
researcher asked them. They didn't take long to made group of four but when they
sat back down, the class became a bit noisy. They didn't complain even though
56
they had to be in a group consisted of boys and girls. Students looked enthusiastic
and serious about learned at group. It was shown from the situation below.
In addition, provided color images coud stimulated ideas and store new
words in their long-term memory. Murley in Cahyo (2013) states displays all
related topics on the same mind map, with emphasis and connections indicated by
pictures, symbols and colors enhanced memory storage. Maps were also easier to
understand which saved time and increased productivity.
In addition, providing color images coud stimulated ideas and stored new
words in their long-term memory. Murley in Cahyo (2013) states displays all
related topics on the same mind map, with emphasis and connections indicated by
pictures, symbols and colors enhanced memory storage. Maps were also easier to
understand which saves time and increase productivity. In addition, provided
color images coud stimulated ideas and stored new words in their long-term
memory. Murley in Cahyo (2013) states displays all related topics on the same
mind map, with emphasised and connections indicated by pictures, symbols and
colors enhance memory storage. Maps were also easier to understand which saved
time and increased productivity.
However, researcher still used the rules for students who didn’t bring
dictionary with them by punished them. The researcher asked students to
memorize some new words and then say the words in front class at the next
meeting. Researchers give punishment to students who doesn't bring a dictionary
57
only at the first and second meeting Cycle 2 because at the third meeting all
students brought a dictionary.
b. Using a dictionary to develop the mind mapping (JCOT stage)
The researcher asked the students to brought a dictionary with them every
meeting. In Cycle 2, the number of students who brought a dictionary increased.
Higher than Cycle 1. This action was taken because at Cycle 1 the researcher
found that there were some students who did not bring dictionary with them but
that's okay because in school there were several Dictionaries can be borrowed
differently from Cycle 1, they often borrow friend's dictionary and interfere with
the learned processed. Therefore, asked students to brought a dictionary was a
good way to solved this problem. Students will have more opportunities to looked
up difficult words. Besided, it wouldbe easy for them to memorized new words if
they search them with self. Furthermore, Welker (2010: 74) stated that students
with in dictionary trained better able to avoid problematic pointed in writing
sentences and follow strategies to solved word problems when sufficient helped
was provided by the dictionary.
By asked them brought a dictionary, thought-maked processed mapping
works fine. The students seemed busy with their respective work. There didn’t
find students walking around did nothing in the process mades mind maps. The
quoted below supported the above argument:
However, researchers still applied the rules for students who didn’t bring
dictionary with them by punished them. The researcher asked students to
58
memorizedsome new words and then said the words in front class at the next
meeting. Researchers given punishment to students who didn’t bring a dictionary
only at the first and second meeting Cycle 2 because at the third meeting all
students brought a dictionary.
c. Writing narrative text by using mind mapping (ICOT stage)
Although in Cycle 1 this activity has been carried out, in this cycle siklus
researchers still used it. In Cycle 2, students made fewer mistakes than in Cycle 1.
They are excited to come to the front of the class to wrote story. Then the
researcher corrected the students' sentences. When the researcher checked the
sentence, the students paid attention to it. And sometimes there were some
students who asked the researcher explained again.
3. Reflection II
This section explains the important things related to reflection of action. The
researcher discussed with the English teacher as a teacher collaborators to have an
evaluated of the actions. Besides the researcher interviewed the students about the
actions taken. From implementation of the above actions, some of the findings are
described as followeds:
a. Providing colorful pictures of the mind mapping in group
work(BKOF and MOT stages)
The implementation of group work in this cycle was also successful
increased interaction among group members. During group work, students
59
coudshare the assigned tasks to completed their thoughts mapping. Students think
that it was easier to do exercised when they work in groups rather than they have
to worked individually. The use of color pictures keeps students motivated to
study the mind mapping. This result is categorized as valid because it met the
requirements processed and the validity of democracy.
b. Using a dictionary to develop the mind mapping (JCOT stage)
By asked students to brought a dictionary, the processed made mind
mapping work well. Based on interviewed 4 and 5, students helped to choosed
suitable words. Then, it also mades them concentrate more because they didn't
have to walked around just to borrowed a dictionary. This result is categorized as
valid because it met the requirements processed validity and democratic validity.
c. Writing narrative text by using mind mapping (ICOT stage)
The implementation of writing the narrative text by used the mind
mapping was considered successful. Based on the interviews 3 and 5, the
researcher found that writing sentences helped the students to understand the used
of the words they learnt by used them in the sentences. It meant that this activity
helped the students to produced their writing. This result accomplished the
requirements of process validity and democratic validity. The quotations below
supported the argument above:
Here the researcher compared the students' pre-test with the post-test score
to determined whether there was a significant difference in the pretest and post-
60
test scores. The data can be seen from the average value of students before and
after received treatment. Below, the students' writings skills in post and pre-test.
The result of the student’s writing skill in the post and pre-test
Data Pre Test
Researcher English Teacher
Mean 55.92 61.25
Number of Student 25 25
From Table 6, based on the researcher's assessment, it was found that the
average of students' writing skills is 55.92 While from English teacher
assessment, the average pre-test was 61.25. Of the assessment, it can be concluded
that students' writing skills were low because the minimum passed criteria (KKM
/ Minimum Completeness Criteria) English subject in this school is 7.0.
In the post test, researcher and English teachers assessed students' writing
skill scores used the same rubric. Result of The students' writing scores on the
post-test can be seen in the Appendix. The summary of students' abilities in the
post-test is presented in Table.
The Result of the Students’ Writing Skills in the Post-test
Data Post Test
Researcher English Teacher
Mean 75.25 79.42
Number of Student 25 25
Based on Table 7, from the researcher's assessment it was found that the theme
of students' writing skills is 75.25. While from English teacher's assessment, the
61
average post-test was 79.45. So, they all have passed the minimum graduation
criteria (KKM). From that result, it could be concluded that students' writing skills
had improved since Students' writing skills were assessed both by researcher and
teachers as having increased, from 55.92 and 61.25 in the pre-test, while in the
post-test the score are 71.2 and 71.1. The chart below showed the pre-test and
post-test scores.
4. Summary II
Based on these reflections, it can be concluded that mind mapping and the
accompaned activities in Cycle 2 succeeded in increased students' writing skills.
This is indicated by the process of forming the mind mapping, especially the
activity of produced narrative texts used the mind mapping that has been done by
students. It can be seen from sentences made by students in their narrative texts;
mostly students have more vocabulary in writing sentences. Besided, their
grammar also in corrected form. From the reflection of Cycle 2 shows that most
students were able to made narrative texts used mind mapping. It can be used as a
tool to measure whether there was an increased in students' writing skills or not.
In addition, the researcher found that students more enthusiastic in made mind
mapping in Cycle 2. They were involved in most of the activities in made mind
mapping.
Researchers and English teachers agreed that the activities implemented
successfully improved students' writing skills. Since research objectives are
62
achieved, researchers and English teachers agreed to end the research in this
cycle.
Here the researcher presented detailed information related to application of mind
mapping improved students' writing skills SMK Nahdatul Wathan Suralaga. The
description is presented on the next page.
The improvement of the cycles
Before action After cycle I After cycle II
There were some
studentswho found
difficulties to write
sentences in English.
Most of the students
found it easy to write
sentences in English.
Students find it easier to
make English
sentences.
The students
lackedgrammar ability.
Some students were
able to make
sentences used the
simple past tense and
made sentences in a
good structure.
Almost all students
wereable to make
sentencesused the
simple past tenseand
made sentence in agood
structure.
The students had
difficulties
To express their ideas
inwriting.
Some students could
generate ororganize
their ideas by using
themind mapping.
All students could
generateor organize
their ideas byusing the
mind mapping.
The students
lackedvocabulary and
usedinappropriate
vocabulary intheir
sentences.
Students’ vocabulary
masteryimproved.
Some students
wereable to use
appropriatevocabulary
in their sentences.
Students’
vocabularymastery
improved. Almostall
students were able
touse appropriate
vocabularyin their
sentences.
The students’ score
average
of pre-test is 55.92-61.25
Students’ writing skill
improvedin the daily
meeting.
The students’
scoreimproved. The
average ofthe post-test
is 71.2-71.1
63
D. Discussion
A significant difference in writing achievement was found between students
who accepted the tradition of writing who depend on textbooks only and those
who are trained to used mind mid mapping techniques to brainstorming,
generated and organized ideas as measured by the post test. This means that the
used of mind mapping techniques is proved to be a powerful way to improved
students' ability to generated, visualize, and organized ideas. It mades more
structured topics. Mind mapping elevated good and average students
performanced on the performance of the lowest performed students as well.
Learners used mind mapping techniques to be faster and more efficient in
generated and organized ideas for paragraphs and able to generated more detailed
ideas than students who didn’t use mind mapping technique. In addition, this
study reveals the positive effects of mind mapping of students' attitudes towards
mind mapping pre-writing activities.
The findings of this study were consistent with the found of other studies
research conducted on the used of mind mapping in which learners in various
different graded and colleges and fields of study by Horton and others (1993),
Nesbit and Adesope (2006); Goodnough and Woods (2002); lim, Cheng, Lam and
Ngan (2003): Boujaoude and Attieh (2006); Berry and Chew (2008); Cifuentes,
(2009); Holland and Davies (2003/2004); and Chan (2004). The subject's initial
ignorance with mind mapping techniques was partly consistent with the finded of
a study by Farrand, Hussain, and Hennessy (2002) who found a limited but
significant impact of mind mapping techniques teknik on memoried retention in
64
undergraduated students (10% increase from baseline for text of 600 words only)
compared to the preferred study method (6% increase beyond the baseline). In
contrast to this study, the increase in Farrand, Hussain, and Hennessy studies are
just intensed after a week for those on the mind map group, and there was a
significant decreased in motivation compared to the subject's preferred method of
note-taked. Farrand, Hussain, and Hennessy's found that students prefer to used
other methods because they used mind maps was an unknown technique, and its
status as a "memory boost" technique raised reluctance to applied it, whereas in
this study, the mind mapping didn’t use to enhance.
Because the mind mapping technique was used with students at first writing
courses in schools, which practiced writing at the paragraph-paragraph level only.
Therefore, this study recommends that as a follow-up study carried out in the next
writing course to see if the subjects continue to used mind mapping techniques in
generated and organized ideas. The use of mind mapping techniques should also
be extended to other advancements level writing courses and other language
courses like reading, vocabulary mastery and grammar. When used the mind
mapping technique, it wasrecommended used it to collaboratively build mind
maps. Tofu and Cifuentes in cahyo (2013) found that students who collaboratively
constructed concepts maps created concept maps of a much higher quality than
those individually constructed concept maps showed deeper concepted
understanding. For effective use of mind mapping techniques, it is recommended
for teachers in schools to train their students to used the mind mapping technique.
65
CHAPTER V
CONCLUSION, SUGGESTION, AND IMPLICATION
A. Conclusion
The purposed of this study was to described how mind mapping techniques coud
be applied to improved classroom writing skills teaching student X Teknik
Komputer dan Jaringan (TKJ) and Teknik Bisnis Sepeda Motor (TBSM) SMK
Nahdatul Wathan Suralaga and described the improvement students' writing skills
due to processed improvement. Based on research objectives, research results
were a description of how the mind Mapping techniques are applied to improved
students' writing skills. According to for the research findings in Chapter IV, the
researcher applied the mind mapping techniques and some other actions such as
used class English, usedpair activities, and given rewards to increased student
motivation. By implemented these actions, teaching English writing skills coud be
improved. This coud be seen from the increased in students' pre-test and posttest
results.
The used of mind mapping techniques in Cycle I was successfully made
conducive and comfortable classroom atmosphere. It immediately helped students
to got their motivation and enthusiasm to learn and engage in class activity. There
was also a better understanding of the material given, namely the story of "Putri
Mandalika" among students in cycle I.
In Cycle II, it was found that there was greater motivation among students in the
classroom. The activities carried out seem to have succeeded in increased
motivation to learn English. In addition, it has an impact on broadened students'
66
horizons. Knowledge and ability to created better performanced. There were
better ones too understanding of narrative text content, generic structure, and
language characteristics of students in this second cycle.
B. Implication
Based on the results of the action, it is implied that students should more active
in teaching and learning activities to wrote so that writing skills coud be
improved. They should be more familiar with English the words they learned. It is
also implied that teachers should used a variety of techniques in the teaching and
learning processed of writing because they coud provided some benefits. First,
they coud improved students' writing skills. Second, they coud increased their
involvement in the teaching and learning processed of writing. Third, coud
increased student morale. Furthermore, the teacher must be able to controled the
students who worked in pairs. Both of them should participated equally because
each has different responsibilities in activities it was also implied that teachers
should able to managed the class so that the processed of implemented mind
mapping technique worked well. In addition, the teacher must know the students
characteristics so that activities coud covered all student interested.
C. Suggestion
Based on the conclusions of the study, some suggestions will be directed
towards English teachers and other researchers.
1. To the English teacher
English teachers need to tried to continue to applied other techniques such as
mind mapping techniques so that students are more motivated in learning English
67
teaching and learning processed. During the study, researchers only used media
such as pictures and handouts. English teachers coud used other media such as
adobe flash so that students are more interested in learning activity. In addition,
English teachers needed to improved the quality their English teaching to suit
communicative purposesed language teaching by having a variety of activities that
allow students to produced both spoken and written language. In addition, read
more books about how to teach English in a more interested and meaningful way
made them more skilled in created various teaching activities.
2. To other researchers
This study is mainly intended to described how mind mapping this technique
is applied to improve the teaching of writing skills of class X TKJ and TBSM
students of SMK Nahdlatul Wathan Suralaga. Other researchers coud followed up
on this research in different contexts to found more actions to improved students'
writing skills. This research coud be used as a source of reading before the
researcher conducted research action research related to the development of
students' writing skills.
68
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