Conclusions CONCLUSION AND RECOMMENDATION

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CHAPTER V CONCLUSION AND RECOMMENDATION

This chapter consists of two parts namely the conclusion of the study and recommendations for further researchers. In the conclusion part, the researcher delivers the content of the thesis briefly. In the suggestion part, the researcher gives some suggestions for the English teacher or future English teacher and for the future researchers who are going to conduct a similar research.

A. Conclusions

This study was conducted to provide the answer of the three research questions: 1 What are the students‟ responses to the use of mind mapping technique to increase their ability in organizing their ideas in writing descriptive text, 2 What are students‟ improvements after using mind mapping technique, and 3 What are students‟ suggestion on the further implementation of mind mapping in writing class. The researcher used the questionnaire as the main data of the research and also interview and observation sheet as the research instruments in this research. In the observation, the researcher chose peer-observer who knew about mind mapping and the condition of the 7J class. The researcher used the questionnaire as the main data of this research because this research was about students‟ 76 responses to the use of mind mapping. Thus, the students could express their responses based on their own experience through the questionnaire. The researcher used the coding strategy from Bodgan and Biklen 2003 to get the data reduction. In this study, the researcher used four codes categories in order to organize the data collected from the process of data gathering. The four codes categories were 1 perspectives held by the subjects, 2 subjects‟ ways of thinking about people and object, 3 definition of situation, and 4 setting or context. The first theme was the use of mind mapping helps the students organize their ideas in writing descriptive text. The first research question had the relationship with the two variables which were perspectives and setting or context to answer the problem. The result of the data presented that most of the students were interested in using mind mapping as a tool to help them organize their ideas when writing a descriptive text. Some of them stated their reason why they were interested in using mind mapping. They said that mind mapping was the easy technique to be learnt. However some other said that they were not as interested as their friend because they had some difficulties in using mind mapping. The difficulties came from their lack of vocabulary and motivation in learning English. The English teacher of 7J class also explained the same things. The teacher stated that some of the students had lack of motivation in learning English. However, when they were practicing to use mind mapping in several times, they confessed that mind mapping helped them a lot in making a descriptive text. 77 The second theme was the use of mind mapping helps the students to improve their ability, especially in writing skill. The students stated that their ability in writing skill was improved. They were not only improving their ability in organizing their ideas but also their creativity, concentration and vocabulary. Students‟ creativity was improved when they were forced to choose the most appropriate words to be written in the branches. They were also asked to have a good connection between the ideas that they had with the topic that the teacher gave. Their concentration became better when they dealt with mind mapping. The teacher said that students tended to have a good concentration because they needed to find the most appropriate words. Some times when students were not familiar with the new vocabulary, they should found it in the dictionary. Therefore, their vocabulary mastery also increased. The third theme was the implementation of mind mapping needed to be maintained well. The students said that the implementation of mind mapping had already been good. They gave some suggestions to the researcher on the further implementation of mind mapping. They thought that it would be better if the researcher spread this good technique to the other students in SMP Negeri 15 Yogyakarta. They also said that their friends who did not know about mind mapping should learn this new technique because it made their score improved. They confessed that mind mapping was a good technique to help students make a descriptive text especially in organizing their ideas and also increasing their English score. 78 The implementation of mind mapping was considered as a useful and beneficial technique for the students. The result also showed that the use of mind mapping increased students‟ ability in organizing their ideas. However, the implementation of mind mapping needed to be maintained well.

B. Recommendations