and to find out the words that were related to the key word. Besides, it would be easy for them to memorize new words if they searched them by themselves.
The researcher planed to give a punishment for the students who did not bring a dictionary with them by requiring them to memorize new words.
There were about 4-5 words that they had to memorize. They should say them in front of the class in the next meeting.
c. Writing narrative text by using mind mapping ICOT stage
Writing sentences activity was considered as an important part in learning writing, the researcher still used this activity. Through this activity,
the students were expected to use their mind mapping that they had made.
2. Actions and Observation of Cycle 2
Cycle 2 was done in three meetings; they were on 16, 21 and 23 February 2013. Below are the actions that the researcher implemented in Cycle
2:
a. Providing colorful pictures of mind mapping in group work BKOF and MOT stages
The researcher applied group work in the class. The researcher asked the students to make a group of four. The students seemed enthusiastic when
the researcher asked them to make a group of four. They turned their seat back soon after the researcher asked them. They did not take a long time to make a
group of four but when they turned back their sit, the class became a little bit
noisy. They did not complain although they had to be in a group that consisted of boys and girls. The students seemed enthusiastic and serious to learn in
groups. It was shown from the situation below. “Selama proses pembuatan Mind mapping, Ss sangat serius terhadap
tugas mereka. Hal ini terlihat ketika masing masing kelompok terlihat membagi tugas, ada yang menyatakan pendapat mereka masing-
masing ada juga yang mendapat bagian menggambar mindmappingnya
”. In the process of making the
mind mappings’ diagram, the students were serious on their assignment. It could be shown when each group
discussed their mind mapping Field notes 8
Besides, providing colorful pictures could stimulate their ideas and keep new words in their long term memory. Murley 2007: 176 states
displaying all related topics on the same mind map, with emphasis and connections indicated by images, symbols, and colors, improves memory
retention. The maps are also easier to understand, which saves time and increases productivity.
b. Using a dictionary to develop the mind mapping JCOT stage
The researcher asked the students to bring a dictionary with them in every meeting. In Cycle 2, the number of students who brought dictionary
increased. It was higher than in Cycle 1. This action was done because in Cycle 1, the researcher found that there were some students who did not bring
a dictionary with them but it was okay because in school there are some dictionaries can be borrowed different with Cycle 1, they often borrowed their
friends’ dictionary and it disturbed the process of learning process. Therefore,
