Planning ActingObserving Research Procedure

46 two cycles or more. Each cycle consists of three stages, which are planning, actingobserving, and reflecting.

3.7.1 Pre Cycle

In this stage, the researcher have conducted the collaborative activity with a collaboratorobserver such as: 1 observing teaching techniques that used by English teacher before. 2 Identifying factors barriers and easiness in learning English by English teacher before. 3 Formulate alternative actions that implemented in learning English as an effort to improve students ability in writing descriptive text. In addition, the researcher had taught for two meeting and gave writing test to get the background of the problem in this research. Then, the researcher identify the problem in teaching learning process to get problem solving in the research. After that, the researcher arranged a draft learning to improve students ‟ writing descriptive text by using mind mapping strategy MMS. In this stage also, the researcher gave a pre-test about writing descriptive text at the first meeting to show the students writing ability before cycle and it would be compared with the students‟ writing test in the post cycle. 3.7.2 Whilst Cycle 3.7.2.1 Cycle I

1. Planning

The first stage was the preparation. In this stage, the researcher decided the teaching technique, the material, and the media. Then, the researcher arranged at least two lesson plans as a guide the instructional process and keeps it on the 47 track, the media and also the task to support the teaching and learning activities. The lesson plans related to the School-Based Curriculum for eight class. Then, the researcher prepared the research instruments, such as observation sheet and field notes. The researcher also discussed the planning with the partner or observer.

2. ActingObserving

Acting is the implementation of the plan. The researcher performs as a teacher accompanied by the English teachers as an observer. In this part, the researcher gave instruction and introduce a method to make students easier in descriptive writing. The activity started from greeting, checking students‟ attendance list and asking their news that day. Then had been continued by asking some questions that related to the topic, explain the topic, gave some exercises, and discussed the answer together. While the researcher did the action, the observer collected data during the actions by filling observation sheet and field notes that cover general activity. The observer sat down at the back and watched the activity and gave their valuation about the teaching and learning process, especially when the students used mind mapping strategy in writing descriptive text in each cycle. The researcher divided each cycle in acting into two meetings as below: a. First Meeting 2 x 40 minute Acting process in the first meeting focused on prewriting process by using Mind Mapping Strategy MMS. Prewriting is early writing stages. Prewriting stage aims to direct the views and provide a framework for students so that objects can be identified clearly. 48 Related to the goal of learning in action 1, the first meeting focused on learning to write simple descriptive text by using Mind Mapping Strategy MMS with themes and titles that have been determined by the teacher. b. Second Meeting 2 x 40 minute Learning process in the second meeting was a continuation of the first meeting. If the first meeting was only preparing to write a simple descriptive text by using Mind Mapping Strategy MMS, the second meeting was a reflection and analysis of student writing descriptive text. The main activities of the student in this second meeting was to improve students writing descriptive text at the first meeting. The activities was begun with the aim to inform the students to write descriptive text by using Mind Mapping Strategy MMS in an effort to motivate students. In this meeting, the learning process had been be done by exchanging descriptive writing students to other students and the teacher gave instructions to write down the things that should be corrected on the board. Then, the students rewrite the descriptive text by using mind mapping strategy into a good text.

3. Reflecting