Tangerang, 2 The improvement of students‟ achievement in learning reading before and after using collaborative learning was significance enough.
2. Studies on Mind Mapping
The first study, “The Implementation of Mind Mapping in Improving
Students’ Reading Comprehension of Recount Text”.
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This research was based on the last observation result that the students still hard to comprehend a recount text.
This research was categorized as Classroom Action Research CAR. It was carried out to solve students‟ problem in comprehending a recount text. The CAR
design that used in this research is Kurt Lewin‟s design; it consisted of two cycles
those were: cycle 1 and cycle 2. Every cycle consisted of four phases those were: planning, acting, observing, and reflecting. The subject of this research was the
students of class VIII-II of MTs Al-Muhtadin Bekasi. In collecting the data, this research used observation, interview and test. Based on the result and the
discussion of this research, it could be said that the implementation of mind mapping in teaching reading comprehension of recount text was success since the
criteria of success were achieved. The second study,
“Improving Students’ Reading Comprehension through Mind Mapping”
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This research was conducted to 35 students of class VIIID of MTs Manaratul Islam Jakarta. The researcher used Classroom Action Research
CAR to solve students‟ problem in understanding narrative text. The Kurt Lewin‟s model which consisted of four phases, planning, acting, observing and
reflecting was implemented in this study. The findings of this study showed that the students improved their understanding of narrative text during teaching and
learning process by using mind mapping technique. It was proven by the data which derived from this study. First, from the observation, it could be seen that
the students were more active and interested in learning narrative text and could answer the questions than has been given. Then data from interview result showed
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Siti habibah Egiyantinah, The Implementation of Mind Mapping in Improving Students’ Reading
Comprehension of Recount Text; A Classroom Action Research in the 8
th
Grade Students at MTs Al-Muhtadin Bekasi, Jakarta: Perpustakaan Utama UIN Jakarta, 2010, p. xi.
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Muhammad Firdauz, Improving Students’ Reading Comprehension through Mind Mapping; A
Classroom Action Research in the Second Year pf MTs. Manaratul Islam, Jakarta, Perpustakaan Utama UIN Jakarta, 2010 p. viii.
that students‟ understanding of narrative text has improved. Last, from the test result. There were three tests conducted, those are pre-test, post-test 1 and post-
test 2. The improvement of students‟ understanding of narrative text can be seen clearly in the improvement of their achievement in pre-test and post-test.
The third study, “Teaching Narrative Text by Using Mind Mapping
Technique”
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In this study, the writer acted as the only researches on teaching reading narrative using mind mapping technique in the second grade SMP Lab
school Kebayoran Jakarta. The purpose of the research was to find whether and how mind mapping motivates students in narrative text. The result of the study
was the students seemed to be interactive in learning narrative text by using mind mapping technique. It could be proven from their improvement score from the
pre-test to post-test. Besides, through this technique, the teacher became more creative and found a new strategy to teach reading texts.
3. Studies on Descriptive Text by Using Mind Mapping
The first study, “Improving Students’ Descriptive Writing through Mind
Mapping”
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This study was carried out to solve the students‟ problem in reading comprehension. The method used in this study was Classroom Action Research
CAR. The classroom action research design applied in this study was a collaborative classroom action research. This study was conducted following
Kemmis and Taggart model with the following procedures of the action research: planning, acting, observing, and reflecting. The study carried out in two cycles.
Each cycle consisted of three meetings. The data gathering in this study through interview, observation checklist, field notes questionnaire and test. The results of
the study showed that there was improvement of the students‟ ability in writing descriptive paragraph. Most of the students gradually gained good scores at the
end of each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM of English lesson was 70 seventy. Furthermore, the class
condition during teaching learning process was also quite good. In addition there
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Siti Ulfah, Teaching Narrative Text by Using Mind Mapping Technique; A Case Study in the Second Grade of SMP Labschool Jakarta, Jakarta: Perpustakaan Utama UIN Jakarta, 2011, p. vii.
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Nia Maryana, Improving Students’ Descriptive Writing through Mind Mapping; A Classroom
Action Research in the First Year of BinaPrestasi 3 Class of MTsN Tangerang II Pamulang, Jakarta, Perpustakaan Utama UIN Jakarta, 2011, p. viii.
