their works in this meeting. I gave them time to draw the mind maps until the first hour of the lesson end and the next hour to write the texts.
The students were able to draw mind map and write the text faster as expected. I monitored them by walking around the class as usual to check the
students works and help them if they find difficulties. When the bell rang, all the students had already finished their works. Then, the students works were
collected. Before ended the lesson, I thanked the students for the participation so far. I then said goodbye and walked out the class.
c. Reflection
After implementing some actions in Cycle II, the collaborators and I discussed the results to evaluate the implementation of the actions. The reflection
was used to fulfill the democratic and dialogic validity of the research.
1 Using Mind Mapping as a Teaching Technique
From the result of the students writing, I concluded that mind mapping as a teaching technique was proven to be able to improve the students writing skills.
The students showed significant improvements in all aspects of writing. They were easier to generate and develop their ideas. They produced more organized
and logical texts. The content of the topic in their writings were also more relevant. Besides, they also used more appropriate words, correct tense,
punctuation, and capitalization. The use of mind mapping in the teaching and learning process was also useful and fun. The students were more motivated in
learning writing and joining the lesson. The following interview transcript served as a proof.
R : “Jadi kalian merasa terbantu atau tidak dengan mind mapnya?” So,
do you think that mind map helped you in writing?” S10 : “Iya, soalnya ada kerangkanya, Miss. Jadi ya kita lebih gampang
nulis sekarang.” Yes, the mind map was used as a framework, so we were easier to write.”
S9 : “Iya, lebih jelas sekarang, Miss. Kan nulisnya berdasarkan mind
mapnya.” Yes, it was clearer because we wrote the text based on the mind map.
Interview Transcript 18
R : “Terus belajar writing pake mind map gimana rasanya?” How do
you feel about using mind map in learning wrting? S3
: “Asik mbak. Bisa nggambar-nggambar gitu. Hehe” It was fun because we were allowed to draw.
S1 : “Jadi gak ngebosenin pelajarannya, Miss.”The lessons were more
interesting. Interview Transcript 15
The English teacher also revealed in the interview that the students writing skills had improved. They were able to generate and develop their ideas faster
than before. Besides, they also showed improvements in other aspects of writing, such as language use, mechanics and vocabulary mastery.
R :“Kalau penggunaan mind mappingnya sebagai teknik pembelajaran
bagaimana, Bu? Apakah sudah efektif dan sesuai untuk meningkatkan kemampuan writing siswa?” What do you think of the use of mind
mind mapping as a teaching technique? Was it effective and appropriate to improve the students’ writing skills?”
ET :“Iya, Mbak sudah. Dari mind map kan mereka jadi lebih mudah mengembangkan ide saat menulis. Mereka juga lebih kaya
vocabularynya. Hanya saja karena waktu yang terbatas jadi jangka waktu mengajarnya pendek. Kalau jangka waktunya lama mungkin
akan semakin meningkat dan baik hasilnya.”Yes, it was. By using mind map, they were easier to develop their ideas inwriting. Their
vocabulary mastery has improved. If the time allocation were longer, maybe the result would better.
R : “Menurut Ibu apakah kemampuan writing siswa sudah meningkat
setelah penelitian ini?”Do you think that their writing skills have improved?
ET : “Iya, Mba, ada peningkatan yang signifikan. Dari organisasi teksnya sudah lebih tertata, pengembangan idenya, spellingnya,
generic structurenya dan pengetahuan tentang kosa katanya juga sudah baik. Keseluruhan sudah meningkat kok, Mbak.”Yes, there
were significant improvements. The texts were well-organized. The developing of the ideas, spelling, generic structure, and their
knowledge about word choice and vocabulary were much better. Overall, their skills were improved.
Interview Transcript 19
In addition, the problem in implementing mind mapping like the time
management could also be solved in the Cycle 2. I gave them more distinct instruction and limited time. Fortunately, the students were able to draw the mind
maps and write the texts faster and better so the time allocation was appropriate.
2 Providing Grammar Exercises
As mentioned before, the number of exercises in this cycle was decreased. The students were able to do them in appropriate time than before. The grammar
exercises were effective to increase the students’ grammar mastery. Those exercises also increased their knowledge about descriptive text and vocabulary
because they were served together with the texts.
3 Giving Feedback on The Students’ Works
The feedback given to the students were not optimal in the previous cycle because the time-management was not appropriate. However, in this cycle, I was
able to give more proper feedback by asking them to revise their friends works although my help was still needed.
By revising their friends works, the students were more aware to their own common mistakes. They learned how to use appropriate grammar, spelling,
mechanics, and vocabulary.
4 Showing a Slide Show as Guidance
The slide show shown to the students was proven to be effective to help them in drawing the mind maps and also writing the texts. The slide show was
used as guidance before they draw mind maps and write the text. They were able to get better understanding about the topic from the pictures of the slide show.
The questions asked to the students also helped them to get new vocabularies and expressions to convey their ideas. Therefore, the students were able to make mind
maps and write the texts faster.
d. Findings of Cycle II
