c. Reflection
After conducting the second cycle, the researcher and the collaborators reflected the actions of the cycle. The reflections were
conducted through interviews with the collaborator, the students, and the discussion with the English teacher.
From the data gathered during the implementation of Cycle 2, the researcher found that there was no significant problem in this cycle. The
students‟ mistakes decreased. The students were able to develop the text, organize the text, use the appropriate words, use the correct tenses, and
pay attention on the punctuation. They could make a better writing product by using Thinking Maps. Thinking Maps helped them in planning, writing
such as generating ideas, organizing ideas, developing writing, and managing the verb used in their writing. The Thinking Maps also
improved their behaviour or attitudes towards the teaching and learning since it increased their enthusiasm in learning writing. Thinking Maps
made the teaching and learning activities become fun and interesting. The teaching and learning process in the second cycle showed a
better progress than the teaching and learning process in the first cycle. The researcher found there were positive changes in the implementation of
the second cycle. The improvement of the students‟ writing skill was p
roven by the students‟ writing which got better and the decrease of the mistakes that they made. The researcher found that the students made
improvement on the tenses use; they could use the past tense well
including the regular and irregular verbs. Moreover, the students were also more aware of the spelling and the punctuation of their writing. It was also
supported by the improvement of their writing scores. The following interview transcript shows the proof.
Other than that, in this cycle, the time was manageable. The students were able to finish their work faster and collected their work on
time. It was supported by the following interview transcripts.
In conclusion, the use of Thinking Maps was successful to improve the students‟ writing skills. Besides, the students‟ motivation toward
learning writing was also improved.
C. Research Findings
In this part, the qualitative and quantitative data of the findings are discussed in details. The qualitative data are the general findings of each cycle of
R : Sekarang udah bisa bikin teks dengan baik?
Have you been able to make the text well? S1
: Mmm ya bisa dibilang sudah mbak. Mmm it could be said yes, miss.
R : Masih suka kurang waktu nggak?
Do you still lack of the time? S1
: Enggak mbak. Sekarang sudah bisa tepat waktu selesainya. No, miss. Now I can finish my work on time.
Interview transcript 7 R
: Kalo tenses nya gimana, masih suka salah-salah nggak? How about the tenses? Do you still make mistakes?
S1 : Enggak juga mbak. Kan sambil bikin Thinking Maps nya bisa
sambil di cek udah bener pake verb 2 apa belum. No, miss. While I drew the Thinking Maps I could check the
verb 2. Interview transcript 8
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