that students‟ understanding of narrative text has improved. Last, from the test result. There were three tests conducted, those are pre-test, post-test 1 and post-
test 2. The improvement of students‟ understanding of narrative text can be seen clearly in the improvement of their achievement in pre-test and post-test.
The third study, “Teaching Narrative Text by Using Mind Mapping
Technique”
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In this study, the writer acted as the only researches on teaching reading narrative using mind mapping technique in the second grade SMP Lab
school Kebayoran Jakarta. The purpose of the research was to find whether and how mind mapping motivates students in narrative text. The result of the study
was the students seemed to be interactive in learning narrative text by using mind mapping technique. It could be proven from their improvement score from the
pre-test to post-test. Besides, through this technique, the teacher became more creative and found a new strategy to teach reading texts.
3. Studies on Descriptive Text by Using Mind Mapping
The first study, “Improving Students’ Descriptive Writing through Mind
Mapping”
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This study was carried out to solve the students‟ problem in reading comprehension. The method used in this study was Classroom Action Research
CAR. The classroom action research design applied in this study was a collaborative classroom action research. This study was conducted following
Kemmis and Taggart model with the following procedures of the action research: planning, acting, observing, and reflecting. The study carried out in two cycles.
Each cycle consisted of three meetings. The data gathering in this study through interview, observation checklist, field notes questionnaire and test. The results of
the study showed that there was improvement of the students‟ ability in writing descriptive paragraph. Most of the students gradually gained good scores at the
end of each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM of English lesson was 70 seventy. Furthermore, the class
condition during teaching learning process was also quite good. In addition there
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Siti Ulfah, Teaching Narrative Text by Using Mind Mapping Technique; A Case Study in the Second Grade of SMP Labschool Jakarta, Jakarta: Perpustakaan Utama UIN Jakarta, 2011, p. vii.
69
Nia Maryana, Improving Students’ Descriptive Writing through Mind Mapping; A Classroom
Action Research in the First Year of BinaPrestasi 3 Class of MTsN Tangerang II Pamulang, Jakarta, Perpustakaan Utama UIN Jakarta, 2011, p. viii.
was a positive response from the students and the English teacher about implementing the action. In conclusion Mind Mapping can improve students‟
descriptive writing ability and it can increase students‟ participation.
The second study, “The Implementation of Mind Mapping in Teaching
Descriptive Text”
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This study was categorized as the Classroom Action Research CAR method in which to identify and to solve the problem on students‟ reading
comprehension. The writer implemented the Kurt Lewin‟s design which consisted
of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data were derived among from the test pretest and posttest, interview, and
observation. The findings of this study were: related to the test result, there was signific
ant improvement of students‟ reading score after using mind mapping; where almost eighty percents of students who passed the KKM 2 related to the
observation result showed that the students were more active and interested in learning reading activity in the classroom. Indeed, they could analyze the
schematic structures of descriptive text into mind mapping. 3 related to the interview result, it could be known that the students‟ reading comprehension in
term of descriptive text improved and also assisted the teacher in finding the appropriate strategy in teaching reading descriptive text.
The third study , “Teaching Descriptive Texts Through Mind Mapping”
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In this study, the writer was interested in describing the condition of the teaching descriptive text through mind mapping at First Grade of SMP Islam Al-Fajar
Pamulang. It includes the teaching preparations, the instructional material used by the English teacher, and the evaluation made by the English teacher. The purpose
of this study is to find the empirical evidence of the effectiveness of teaching descriptive text using mind mapping compared with the use of Grammar
Translation Method. The design of this research was experimental study. In selecting the sample is used purposive random sampling. The data collecting was
done by the observation and collecting the documentation. Based on the analysis,
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Siti Khoerunnisa, The Implementation of Mind Mapping in Teaching Descriptive Text; A Classroom Action Research in the First Year of SMA Bina Harapan Cirebon, Jakarta: Perpustakaan Utama
UIN Jakarta, 2011, p. ix.
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Robiatul Adawiyah, Teaching Descriptive Texts Through Mind Mapping; An Experimental Study at First Grade of SMP Islam Al-Fajar Pamulang, Jakarta, Perpustakaan Utama UIN Jakarta, 2009, p. x.
the researcher found that to tt = 47.4 1.99 in significance level 5 and to tt = 47.4 2.65 in significance level 1. It meant there was obvious difference
between average score from the result of teaching descriptive text in experiment class and controlled class. It could be inferred that teaching descriptive text was
more effective by using mind mapping than GTM.
E. Theoretical Framework
According to the explanation that stated by many experts in language above; Descriptive text is one of genres in reading selection that is learned by
students either at junior high school or senior high school and the purpose of descriptive is to tell about the subject by describing its features without including
personal opinion. The aim of description is to enable the reader what something looks like. It attempts to paint a picture with words. In this sense, the description
also attempts to put the reader directly in touch with the physical world within the readers‟ senses.
And mind mapping technique is often created around a single word or text, placed in the center, to which associated ideas, words and concepts are added.
They generally take a hierarchical or tree branch format, with ideas branching into their subsections. Besides, mind mapping as a useful technique improves the way
you take notes, and supports and enhances your creative problem solving. It means that mind mapping can quickly identify and understand the structure of a
subject, and the way that pieces of information fit together, and it can encourage creative problem solving, and hold information in a format that your mind finds
easy to remember and quick to review.
F. Hypotheses
In this study, the writer uses alternative Hypothesis Ha and null Hypothesis Ho as below:
Ha = “There was an effect of using mind mapping technique toward comprehension of descriptive text of seventh grade
student of SMP Pelita YNH” Ho =
“There was not an effect of using mind mapping technique toward comprehension of descriptive text of seventh grade
student of SMP Pelita YNH”
