Continued 3.
-The students often did not do the given tasks.
-The students often feel sleepy and bored of explanation.
• Using colors and pictures
made by themselves and guided by the teacher
would make them focus on learning writing
descriptive text.
B. The Process of Research
1. Cycle I
This part described the process of the research in the two cycles. The first cycle was in three meetings. It was held on Tuesday 18
th
March, Monday 14
th
and 21
st
April 2014. It described the planning, the action and observation and the teaching and learning process during the research. It can
be seen in the explanation below.
a. Planning
In the planning stage, the researcher prepared three lesson plans for three meetings which were rooted in the course grid. In the first meeting, he
planned to explain descriptive texts; the social purpose, generic structures and language features. He would also explain the steps in writing; planning,
drafting, editing and final version. Then, he would introduce and explain the mind mapping technique as the main purpose in this research. He would
also explain what mind mapping is and how to use mind mapping in writing descriptive texts.
In the next meetings, the researcher planned to always recall the students’ knowledge on descriptive texts and mind mapping. He also
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prepared some kinds of task such as completing texts, writing paragraphs, developing unfinished texts and writing a text based on a mind map. The
students would start to make their own mind mapping in the second meeting. Besides, the researcher also focused on improving students’ ability
in terms of grammatical rules. Therefore, he also gave knowledge about the use of auxiliary including To be, HasHave, and also how to distinguish
nouns and adjectives. During conducting the teaching and learning process in the class, the
researcher prepared an observation checklist. It aimed to get the data and information from the teaching and learning process. It was given to the
English teacher and the collaborator as the observer in the class. The researcher also designed some questions for the English teacher, the
collaborator and the students. The questions dealt with their comments on the teaching and learning process and also their expectation in the next
meeting. The researcher also prepared handouts for the students.
b. Action and Observation
In implementing the actions, the researcher worked collaboratively with the English teacher and the collaborator. During the actions, he acted as
the teacher while the English teacher and the collaborator acted as the observer. Both of them observed the teaching and learning process while
completing the checklists and taking notes about anything happened in the classroom. Sometimes the collaborator took pictures for documentation. The
following were the descriptions of each meeting in Cycle I:
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