The researcher divided the problems into two main problems. The first problem is the students’ low motivation in writing. There are some aspects
that caused the problems such as the use of media, teaching technique, and writing activities. The next problem is the students’ writing ability. The
researcher found some problems in writing aspects such as students’ low ability in organizing ideas, developing ideas, using correct grammar,
mechanics and vocabulary. When the students were asked to write, they spent too much time to think a topic to write. Some of them also walked around the
class to look their friends’ works. The students also have problems in using correct mechanics, especially
in spelling and capitalization aspects. The students did not aware about the importance of that aspect in writing. Beside, the students also have problems
in writing correct grammar. Many students have difficulty to differentiate the use of verbs and to be. These reasons make the students think that writing is a
difficult skill. To help the students in mastering writing skills, the teacher should
consider some important things in teaching writing, such as the media, teaching techniques, and writing activities. Mind mapping is a suitable
technique to be implemented to solve the problems in writing. It can be used as a pre-writing activity. This technique guided the students to think of an idea
and develop it orderly. Mind mapping is an interesting technique which can improve the students’ motivation in writing. It is very important to keep the
students’ motivation and interest in learning. In the process of making a mind
map, the students will make a drawing and use colors. The students can also express their creativity when they are making mind maps.
CHAPTER III RESEARCH METHODS
This chapter presents the methods that were used in this research. It consists of type of the research, research setting, research procedure, collecting data
technique, analyzing data technique, data validity and reliability. All of them will be presented in this chapter.
A. The Type of the Research
This research study implemented classroom action research. Action research is aimed to intervene in a deliberate way in the problematic situation
in order to bring about changes and, even better, improvement in practice Burns, 2010.
McKay 2006 states that action research has three important features. First, it involves action in that it seeks to bring about change. It is also
research because it entails the collection and the analysis of the data. Then, it is participatory and collaborative in that teachers work together to examine
their own classrooms. It means that action research is collaborative research. Researchers who took action research cannot do the research by themselves.
Kemmis and McTaggart 1988 says that action research is carried out by practitioners rather than outside researchers. Kind of action research is
collaborative and action research is aimed at changing things. The research
consisted of steps namely reconnaissance, planning, action, observation and reflection. Below is the model of action research.
Figure 2. Kemmis and McTaggart’s action research model in Burns 1999 In conclusion, action research is a collaborative action that is aimed to
find solutions for problems that arose in the teaching and learning process to make better condition and improve the students’ achievement.
B. Research Setting
The researcher divided the setting of the research into the place and time setting. This research was conducted at SMP N 1 Ngemplak using the
eighth grade students as the subject of the research. The subject of the research is the students of VIII C class. There are 28 students in the class. They are 14
girls and 14 boys. The researcher used the class based on the teacher’s suggestion. This research was conducted from February up to May, 2014.
Below is the schedule of the research.
Table 2. Research Schedule Activity
Date Pre-test
Wednesday, February 12
th
2014 Cycle 1:
First meeting Second meeting
Third meeting Wednesday, February 26
th
2014 Wednesday, March 5
th
2014 Saturday, April 5
th
2014 Cycle 2:
Fourth meeting Fifth meeting
Sixth meeting Saturday, April 12
th
2014 Thursday, April 17
th
2014 Saturday, May 10
th
2014 Post-test
Saturday, May 17
th
2014
C. The Procedure of the Research
Using the model of Kemmis and Mc Taggart 1988, this research consisted of steps as follows.
1. Reconnaissance
The researcher did reconnaissance stage to find out the writing problems in the field. The researcher used some instruments in collecting data in this
stage such as interviews, observation, and tests. The data that were gathered in this stage would be identified to make a decision on the next
stage. 2.
Planning This step was done to identify problems and develop a plan together with
the teacher in implementing actions in order to bring an improvement in the classroom context.
3. Action and Observation
This step was done after the researcher made the plan of actions. It consisted of series of actions which are carried out by the researcher in
order to make improvement in students’ motivation and writing skills. Observation was done at the same time with action stage. The researcher
documented the classroom situation during the action stage in the teaching and learning process in the form of field notes and photographs.
4. Reflection
This step was done to reflect, describe, and evaluate the effect of the action in order to find out the significance and weaknesses of the actions. It was
used to improve teaching and learning processes in the next cycle.
D. The Techniques of Collecting Data
In this study, the researcher collected qualitative and quantitative data. The data collecting techniques which were used to collect the data are presented
below. 1.
Observation The researcher used observation to collect qualitative data before the
action and during the action. The preliminary observation before was aimed to collect information about the writing class and problems existed
in the VIII C class. The observation in the action stage would be done by the researcher and observer. It was aimed to observe the teaching and
learning process during the implementation of the mind mapping
