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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
This stage had been conducted by the researcher and the observer to analyze the action results. In this session the researcher and the observer discussed
the implementation of mind mapping in the first cycle. The reflection results had been used as the source for the next cycle.
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3.7.2.2 Cycle II 1. Re-Planning
The researcher made a new plan for the second cycle based on the reflection results in cycle 1. The researcher re-plan the teaching learning process
to sharpen the things that were right in cycle 1. The researcher rearranged again mind mapping strategy to fix the problem that founded in cycle 1. Thus, the
problem in action 1 can be addressed immediately. In this stage, the researcher changed the theme of the descriptive text and
made a new lesson plan. It was intended to make the students and teacher more interesting in teaching learning process. Meanwhile, on the implementation of
cycle 2, the action plan based on the results of the reflection in cycle 1 and it had been realized in 2 meetings.
2. ActingObserving
According to the planning of cycle II, the researcher used the same technique as similar as in cycle I but the theme in this action was changed. If in
the first cycle the theme was about people, meanwhile in the second cycle the theme about pets. It was replaced based on the students‟ choice. In the first and
second actions the researcher used some different activities from cycle I. The activity started
from greeting, checking students‟ attendance list and asking their news that day. Then, the activity had been continued by asking some questions
related to the topic and explained the topic. In giving explanation of the strategy, the teacher involved the students randomly to write down and made the text in the
white board by using mind mapping strategy. Furthermore, the teacher gave some exercises, and discussed the answer together.
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The differencies the activity in the cycle II was if in the cycle I the teacher explained and made the text of mind mapping concept by ownsefl, but in the cycle
II the teacher involved the students to write down the text and mind mapping concept in the white board by themselves. It was done to make the students‟ more
understandable and participated actively. During the action, the observer monitored the
students‟ activity that had happened in the actions. The observer monitored the teaching learning process by
filling the observation sheet and field notes. In the second cycle, the researcher also divided into two meeting as below:
a. First Meeting 2 x 40 minute The first meeting in the cycle 2 focused on the students
‟ descriptive text writing by using Mind Mapping Strategy MMS with the aspect of unity,
cohesion, use of spelling, punctuation, content, use of vocabulary and the proper organization of the text in writing descriptive text.
b. Second Meeting 2 x 40 minute In the second meeting, the teacher continued of the first meeting. In this
meeting also, the researcher informed the weakness and strength about students‟ descriptive writing. In addition, teaching learning process was intended to
improve and decrease deficiencies in the first meeting.
3. Reflecting
