c. Reflection
After the cycle 2 was conducted, the researcher, the collaborator and the teacher reflected on the actions of the cycle. The researcher did some
interviews towards the collaborator, the teacher and the students to reflect what had been conducted in the cycle 2. In general, the implementation of
the mind mapping technique in the second cycle resulted on some improvements in the students’ writing ability and motivation. In the cycle
2, the students were more familiar with the vocabulary and grammar which were commonly used to write a recount text. The students were also
more active in participating in the teaching and learning process.
According to the teacher, the students had already been able to
express their idea in writing a recount text using mind maps and the mind mapping technique succeeded to make the students more enthusiastic in
R : Saya ingin bertanya tentang implementasi cycle 2 yang sudah saya lakukan kemarin Bu. Menurut Ibu bagaimana ya implementasi teknik-nya?
T : Jadi disini anak memang memerlukan waktu untuk menuliskan ide-ide- nya. Memang waktunya terbatas ya. Saya kira anak-anak sudah bisa
menuliskan ide yang ada pada pikiran anak-anak dan sudah bisa menuangkan ekspresi mereka dalam menulis pengalaman mereka dalam
teks recount. Ya rata-rata sudah pada bisa.
R : Untuk keseluruhan program dari awal sampai akhir menurut pendapat Ibu bagaimana ya?
T : Ya sudah ada peningkatan yang bermakna. Pas awal-awal itu masih rame dan belum siap mau ngapain sampai Anda memberikan materi. dari kerja
kelompok sampai individu. Jadi saya kira sudah ada peningkatan di setiap anak.
.............................................................................................................................. R : Bagaimana dengan motivasi siswa dalam belajar, Bu? Apakah menurut
Ibu ada peningkatan? T : Ya itu dari gurunya sendiri ya. Saya akui saya selama ini kurang teknik
untuk mengajar menulis. Memang perlu teknik-teknik tertentu dalam mengajar menulis. Seperti teknik mind mapping bisa membuat anak lebih
bersemangat. Tadi mereka rame tapi rame mengerjakan. Jadi produktif buat nulis.
Interview Transcript 10Appendix C
teaching and learning process. The students might still be little bit noisy but they worked productively on their writing. Then, the students seemed
that they enjoyed writing using the mind mapping technique. It can be justified in the following interview transcripts.
R : Kalo menurutmu teknik mind mapping-nya gimana? Kalian suka
enggak? S12 : Suka Mas.
S27 : Suka. S21 : Iya suka.
R : Kenapa kok suka?
S12 : Kan itu ada gambarnya, jadi lebih mudah membuat paragrafnya. R
: Kalo Yusuf gimana? S21 : Ya menyenangkan Mas.
R : Karena?
S21 : Karena suka nggambar juga. R
: Kalo Satria? S27 : Iya sama Mas menyenangkan. Jadi lebih paham.
R : Oke, good. Mind mapping membantu menulis enggak?
S12 : Membantu banget pasti. R
: Membantu gimana? S12 : Ya jadi lebih paham.
R :Yusuf gimana?
S21 : Iya jadi lebih mudah menulis, meningkatkan daya imajinasi. R
: Satria? S27 : Heem Mas, lebih paham membuat paragrafnya.
Interview Transcript 11Appendix C R
: Terus menurut pendapat kalian mind mapping-nya gimana? S31 : Lumayan gampang sih soalnya suka gambar juga.
S28 : Seru aja. R
: Suka nggak sama mind mapping? S28
: Suka. R
: Kenapa kok suka? S28
: Ya karena kalo diajarin tu gak pernah gitu lah. Cuma pembahasan lewat buku.
R : Kalo Anggun suka enggak?
S31 : Suka, ya karena lebih gampang aja kan ada gambar-gambarnya.
R : Kira-kira membantu enggak dalam menulis?
S31 : Iya bisa bantuin merangkai paragraf.
S28 : Iya, sama vocab-nya juga.
Interview Transcript 12Appendix C
The students mostly enjoyed the mind mapping technique because they like drawing. Besides, the students also obtained the other advantages
of using mind mapping technique in writing a recount text such as raising their imagination and arranging the paragraphs to write a recount text. In
addition, students also felt easier to find the topics of the recount text using mind mapping technique as stated in the interview transcript below.
Similarly, the collaborator found out that the researcher and the fact that the students had not recognized the technique before gave a big impact
towards the result of the implementation of mind mapping technique, especially their participation. In line with the collaborator, the students
were also pleased about the technique since it was new for the students and it gave advantages to gather more ideas. Those opinions can be justified in
the following transcripts.
R : Mind mapping-nya membantu enggak buat nulis recount text?
S11 : Iya jadi lebih muda untuk membuat topiknya. R
: Kalo Ryan? S25 : Ya lebih mudah aja nyusun teksnya.
R : Koko?
S18 : Iya jadi bisa lebih paham recount text-nya. Interview Transcript 13Appendix C
R : Kemarin kan pakai teknik mind mapping, gimana menurut kalian?
S8 : Suka. S30 : Suka. Yang disukai ya gambar-gambarnya itu.
R : Oh yang disukai gambar-gambarnya itu, kenapa kok suka?
S8 : Hobi. S30 : Ya suka nggambar aja. Hobi.
Interview Transcript 14Appendix C
R : Kalau motivasi siswa sendiri bagaimana sehubungan tentang mind mapping dan pembelajarannya?
C : Angka partisipasinya sudah meningkat karena pengajarnya dan teknik yang digunakan juga baru.
Interview Transcript 16Appendix C
Furthermore, the media which was Power Point slides presented on the screen in front of the class had some effects on the students’ behavior
in the classroom. The Power Point slide helped the teacher reduce the noise in the classroom as stated by the teacher in the discussion with the
researcher as presented in the following interview transcipt.
In addition, the implementation of the action in cycle 2 also relatively had positive improvements related to grammar and vocabulary
mastery. Grammar and vocabulary mastery were the problems that were mainly solved in cycle 2. The discussion between the researcher and the
teacher related to the problems is noted in the following interview.
R : Kemudian saran untuk kedepannya apa ya Bu? T : Mungkin ada anak yang masih butuh perhatian dan bimbingan lebih
agar mampu mengikuti pelajaran. Kalo Anda sudah cukup bagus. Dengan menampilkan slide PPT cukup membantu anak dan mengurangi keramaian
kelas. Saya akui saya memang agak kurang untuk teknik mengajar menulis. Jadi mungkin akan saya coba di kelas dengan tema yang
berbeda.
Interview Transcript 10 Appendix C R : Kemarin kan pakai teknik mind mapping, menurut kalian gimana?
S5 : Senang sekali Mas. S7 : Sama Mas.
R : Kenapa bisa senang? S5 : Karena baru, belum pernah pake itu sebelumnya.
R : Kalo Bayu kenapa? S7 : Suka aja Mas karena bisa menambah ide sama inspirasi gitu hehe.
R : Kalo Yoga? S29: Sama Mas, bisa menambah pengetahuan tentang Bahasa Inggris.
Interview Transcript 15Appendix C
R : Untuk kemampuan aspek-aspek menulis seperti vocab, grammar, dan
mechanics siswa bagaimana ya Bu? T
: Beberapa sudah fasih menggunakan aspek-aspek itu dengan tepat. Namun masih ada beberapa yang masih sedikit-sedikit. Tapi saya kira
anak-anak sudah semangat kok. Ya mungkin dari grammar-nya mungkin sedikit-sedikit masih ada kesalahan. Tadinya biasa-biasa. Setelah diberi
teknik mind mapping mereka sudah mulai mau mengerjakan dan terlibat dalam pembelajaran.
Interview Transcript 10Appendix C
Based on the transcript above, the teacher found that the students were able to use grammar and vocabulary appropriately and were involved
in the teaching and learning process. The students might still have some mistakes in grammar aspect, but they were willing to do the task. In
addition, from the students’ point of view, the students also felt that their grammar and vocabulary improved.
Compared with the first cycle, the improvements of the students’ writing in the second cycle was quite satisfying. The students could revise
their drafts based on the feedback given by the researcehr. The examples of students’ writing result in second cycle can be seen in the following
figures.
R : Oke, terus kosakata dan grammar-nya meningkat enggak? bertambah
enggak? S8
: Bertambah. S30 : Iya bertambah.
Interview Transcript 14Appendix C R
: Kalo vocab sama grammar-nya gimana? Meningkat enggak? S25 S11 : Ya lumayan meningkat.
R : Koko gimana?
S18 : Kalo grammar-nya meningkat Mas.
S11 : Iya Mas, vocab-nya juga kalo aku.
Interview Transcript 13Appendix C
Figure XVII: The student’ writing result in cycle 2
Figure XVIII: The student’ writing result in cycle 2
Based on the examples of the student’s writing above, it could be seen that the students’ writing ability was improved. There were still some
mistakes, but they were not as many as in the cycle 1.
C. Research Findings
The implementation of a mind mapping technique was already conducted at 8 A of SMPN 4 Sleman. It consisted of five meetings. The first cycle was
conducted on April 28
th
, May 14
th
, and May 18
th
2016 and the second cycle was done on May 19
th
and May 21
st
2016. The research findings were discussed in this part. There were two types of
data obtained in the research. They were qualitative and quantitative data. The qualitative data were obtained through observation interview and documentation
during the research. Meanwhile, the quantitative data were obtained from the students’ scores on the pre-test and post-test. By analyzing the data obtained, the
researcher found the final results of the research. Before the implementation of the action, there were some problems in
English teaching and learning process, especially in writing skill. The students still did not master the writing aspects such as grammar, vocabulary, mechanics,
and organization so it was difficult for them to write a good written text. Then, in the writing process, the students had difficulty in gathering and organizing the
idea. As a consequence, the writing process was disturbed since the students were unable to develop sentences and paragraphs. Furthermore, most of the students
were not motivated since they showed no enthusiasm in learning activity. In
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