71 the most important thing in writing especially to increase the
students‟ ability in organizing their ideas. Therefore, the teacher of SMP N 15 Yogyakarta should
develop this technique because actually mind mapping can be used not only for English materials but also another material.
D. Conclusion Drawing and Verification
In line with the analysis of the themes that was explained before, the answer of all the research questions can be identified. Based on the explanation
before, it can be seen t hat students‟ responses to the use of mind mapping were
various. Braun 1979 says that response refers to any act or thought related to the satisfaction or reduction of a drive. In general, students had their own responses to
the use of mind mapping based on their satisfaction and perception. As it was explained before, students tended to have the difficulties in
learning English, especially writing a description text. Based on the English teacher‟s explanation, students had some difficulties in organizing their ideas
when writing a text. Therefore the researcher decided to give them an easy way to help them organize their ideas. Michelco 1998 stated that mind mapping is an
organized brainstorming and it makes learning, note-taking and organizing ideas become simpler and easier.
The result showed that the majority of the students were interested in using mind mapping as a technique to help them increase their ability in writing
descriptive text. Some of the students said that the implementation of mind mapping was difficult in the beginning because they did not know about mind
72 mapping before. Thus, when the students got some tasks related to the use of mind
mapping, they became more familiar with mind mapping. In the first time, students were not interested in learning the new technique which was mind
mapping. Thus, after the teacher pushed the students to have some activities in using mind mapping finally the students could improve their engagement. The
students often made a discussion to make a good text description. Some students who were not interested in learning mind mapping also
stated their reasons. The problems came from the motivation that they had. Based on the analysis above, students who had lack of motivation also had some
difficulties in learning English. The lack of vocabulary became one of the problems in learning English. Therefore, most of the students realized that mind
mapping gave them many advantages besides to help them in organizing their ideas.
As most of the students were interested in using mind mapping, they also realized that mind mapping gave many advantages for them. The benefits of mind
mapping have been discussed by several writes; McGriff 2000, Buzan 2007 and Edward 2011. They believe that mind mapping can balance the brain, help
to organize thoughts, improve the creativity and speed of learning, and memory. After using mind mapping technique, the students could improve their ability in
organizing their ideas. The branches from the mind mapping helped them to sort the first ideas until the last ideas that they had. Students also became more
confident with the description text that they made. Moreover, students‟
competence in writing skill was increased. Al-Jarf 2009 found that mind
73 mapping become a powerful approach t
o improve someone‟s writing skill. It could be concluded that by learning or implementing mind mapping as a
technique to help the students organize their ideas, students‟ writing skill also
would be improved. When making the mind mapping, students tended to have more concentration. It was linear with the
Buzan‟s 1983 explanation. He says that mind mapping can help someone to concentrate on the information structure
and the relationship among the ideas. The students were busy to complete all of the branches with their ideas. It could be concluded that mind mapping helped
them to have a good concentration on writing something. The teacher also said that
“Students become more concentrate when writing the mind mapping because they should think harder than usua
l”. The teacher also explained that usually students wrote a text without thinking about the organization of the ideas.
Therefore, mind mapping forced them to organize their ideas well before conducting the description text. Mind mapping also made the students found the
relationship among the ideas and it made them had a good organization of ideas. As it was stated before that mind mapping gave many advantages for most
of the students, mind mapping also made them improve their creativity. The “creativity” here led to the creativity in choosing the most appropriate words to be
used in the branches. Murley 2007 states that mind mapping has many benefits in the daily life. One of them is the radiating design concept that keeps the main
topic or central idea with all its major sub-topics close to it. The students could choose the most appropriate words or ideas to the main topic that they would
describe. Thus, students would have some connected ideas in writing a descriptive
74 text as it was stated by Buzan 2008. Buzan says that by using mind mapping,
people can represent ideas into visualization and graphic forms where one idea is connected to another idea by using braches.
The implementation of mind mapping should be maintained well. The teacher should develop the teaching method continuously. Pash and Sparks-
Langer 1991 state that teachers who reflect on their teaching method and practices are better than those who do not. Students thought that the
implementation of mind mapping was very important for everyone. Some of them suggested the researcher to spread this technique to the other students so that they
could experience the same thing. The other students could make a good text organization so that their score could improve. Some others said that the
researcher should maintain this good work and continue to teach the students with this technique. They also believed that mind mapping was the easiest and simplest
way to help them organize their ideas.
75
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‟
