Figure XX: The students’ total score in the pre-test and the post-test
The total score was obtained from the mean scores in each aspect which were already calculated by the researcher and the collaborator. Then, the mean
scores were calculated to find the students’ total score in each test. As presented in the chart above, the total score of the pre-test was 15,75 and it was increased to
21,28 in the post-test. Based on the data presented above, the researcher and the collaborator
concluded that the students’ writing ability was improved using the mind mapping technique. The students also showed positive attitudes during the teaching and
learning process in which they looked enthusiastic and actively participated in the teaching and learning process. Besides, their writing scores showed a considerable
improvement.
D. Discussion
The implementation of the mind mapping technique was already conducted from April to May 2016 and it consisted of totally two cycles and five meetings.
Before doing the research, the researcher conducted an observation to obtain the overview of the English teaching and learning process at SMPN 4 Sleman,
15,75 21,28
0,00 5,00
10,00 15,00
20,00 25,00
PRE-TEST POST-TEST
STUDENTS TOTAL SCORE
STUDENTS TOTAL SCORE
particularly at class 8 A. The researcher also had discussions with the teacher and the students to get the data related to English teaching and learning process. In
addition, he administered a pre-test to obtain the preliminary quantitative data. The research was meant to improve students’ writing skill using a mind
mapping technique. The use of mind mapping technique and various actions successfully improved students writing ability, particularly in the recount text.
The students succeeded to make improvements in all aspects of writing such as grammar, vocabulary, mechanics, fluency and organization. The positive change
on writing ability could be seen in the pre-test and post-test scores which showed a significant improvement. The learning materials and the use of media were
essential factors which supported the students to understand the lesson any better. The use of mind mapping technique was found effective to increase the
students’ idea and its organization in writing a text. The writing contained plenty of relevant ideas and the flows of ideas were neatly organized from the beginning
to the end of the text covering the parts of the topics. This is in line with Krasnic’s statement 2011: 30-31 that mind mapping encourages new ways of thinking
about concept and ideas and allows personal organization of information. By drawing a mind map before the actual writing, the students had some advantages
in terms of raising and organizing the idea. The improvement could be seen in the scores of the pre-test and post test.
The mind mapping technique also made the students more motivated in teaching and learning process. Since the mind mapping technique was new for
them, the students were curious about the technique and the way how to use it in
writing a text. The improvement of the students’ motivation could be seen during the teaching and learning process that the students were more active and
enthusiastic either in asking and answering the questions and doing the tasks. The students also showed their enthusiasm and expressed their confidence when they
wrote their recount text using mind mapping technique. They were also more enthusiastic when drawing and coloring their mind maps for their recount text.
This finding deals with Krasnic’s statement 2011: 30-31 that visual maps mind maps are enjoyable to develop, review and remember. Because visual maps are
attractive and interactive, they maintain interest for much longer than traditional narrative text. In addition, the finding is also in line with Goodnough and Woods’
statement 2002 that the students perceived mind mapping as a fun, interesting and motivating approach to learning.
The improvements were also supported by the use of the learning media which was Power Point that could successfully draw the students’ attention
towards the lesson and made the lesson easier and more understandable for students. This finding is in accordance with the statement of Kemp and Dayton
1985 in Maria 2012. They stated that visual can boost motivation and maintain attention by making the lesson more interesting.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
In this chapter, there are three aspects to be presented. They are conclusions, implications, and suggestions. The descriptions of aspect are elaborated as
follows:
A. Conclusions
This research was conducted from April 28
th
to May 21
st
, 2016 at 8 A of SMP N 4 Sleman. After all the actions in the research were conducted, there
were some points to be concerned related to the implementation of the mind mapping technique on writing skill. The conclusions are explained below:
1. The implementation of the mind mapping technique increased the students’ motivation during the English teaching and learning process. The new
interesting technique like mind mapping changed the students’ attitude towards writing and it also maintained the students’ interest much longer.
As a result, the students looked so enthusiastic and confident when writing a recount text using mind mapping technique.
2. The implementation of mind mapping technique in English teaching and learning process, especially in writing skill, was effective to raise students’
idea and its organization in writing a recount text. By using the mind mapping technique, the students easily obtained ideas to write, to develop
and organize it into a good text. The sufficient explanations and practices of grammar and vocabulary also had considerable improvements in students’
writing ability.
