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
In Cycle II, the English teacher and I implemented some improved actions that were expected to make the teaching and learning process of writing could be
more effective and interesting. The change results of the actions during the
teaching and learning process in cycle I and cycle II can be seen in the table below:
Table 14: The Change Results of Actions No.
Cycle 1 Cycle 2
1. Mind mapping as a teaching
technique was useful for the students in generating and
developing their ideas. However, the students spent
too much time in drawing the mind maps. They seemed to be
more focus to it than to write the text.
The instructions and the limitation of time in drawing mind map was
more distinct. Therefore, the students had to do it quickly and not
only focus on drawing the mind maps but also on writing the texts.
2. Grammar exercises helped the
students to improve their grammar mastery. However,
too many exercises were quite time-consuming as the
students needed much time to do it. So, there was no much
time left for the other activities.
The number of the exercises was decreased but still in the same
quality as before. Therefore, the students could improve their
grammar mastery and knowledge about the text appropriately.
3. The feedback given to the
students were not optimal because the time-management
was not appropriate. The feedback given to the students
were appropriate. The students were able to revise their friends works
although the researcher’s help was still needed. By doing this, the
students were more aware to their own common mistakes.
4. During the group work, the
students had to draw a mind map and write a text in
situation given. They were still difficult to find appropriate
words to express their ideas since they did not have any
guidance. The students were able to draw
mind map and write text faster during the group work. The slide
show as guidance and the questions asked to them were useful as the
students could get better understanding and new vocabulary
of the topic.
The collaborator and I concluded the findings of Cycle II after made a reflection on the implemented actions and evaluate the students’ writings. There
were some improvements during the implementation in this cycle. They were: a
The goals of using mind mapping as teaching technique to help the students in generating and developing their ideas were successfully achieved.
b The students were able to draw the mind maps and write the text faster and
better than before. c
The time management in teaching and learning process was improved. d
The feedback given to the students were more appropriate. e
The students’ were able to produce well-organized texts. f
The content of the students’ writing was more relevant. g
The students’ grammar mastery has increased. h
The students’ vocabulary mastery improved. i
The students were able to use correct spelling, punctuation, and capitalization. j
Students were highly motivated in learning English because the classroom activities were more varied and interesting.
A post-test was also conducted to support the data validity and reliability and to measure the improvements of the students’ writing skills. The following
table shows the students’ mean scores on each aspect of writing, which are content, organization, vocabulary, language use and mechanics after the teaching
and learning process in Cycle II.
Table 15: The Post-test Mean Score of Each Writing Aspect C
O V
LU M
Total Mean
23.7 15.8
15.9 19.1
4.1 78.6
C: Content O: Organization
