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1. Planning
Before the teacher did the cycle I, the teacher prepared lesson plan for two meetings, digital camera, teks, pictures of people, laptop, and questions. In
preparing the lesson plan, the teacher planed based on the students‟ writing problems in the pre cycle test. Students‟ mean score in pre cycle test was 51.92.
Its score still was under KKM score. KKM score was 75. So, the teacher arranged the lesson plan to solve that problems by applying Mind Mapping Strategy
MMS in writing students‟ descriptive text. The teacher applied MMS in teaching writing because according to Buzan 2004 : 17, mind maps can help you think
creatively about anything, and thinking creatively is the way to achieve what you want. In writing descriptive text also the teacher and the students need creative
thinking to create a good text. In this case, the teacher chose the theme about people to be described by students into descriptive text by applying MMS.
2. ActingObserving
In the actingobserving, the teacher divided into two meetings. The implementation of first meeting was conducted on Friday, 19
th
of July 2013 at 07.30 until 08.50 a.m. Action process at the first meeting focused on prewriting
learning by applying MMS. Prewriting is an early stage of writing. Prewriting stage aims to direct the views and provide a framework for students so the object
could be described clearly. It was intended to make the students easier in learning writing. According to Sorenson 1996 : 5 the writing process should be fairly
simple. Whether your prewriting activities resulted in a list, a scratch outline, or a formal outline, the process of writing the first draft is nothing more than the
development of the prewriting-activities products.
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The process of teaching learning preceded by the teacher checked the students attendance list and gave motivation, brainstorming, instructional
objectives basic competence in order to follow teaching learning process seriously. The students gave attention to the teacher‟s explanation. After that, the
teacher asked to the students to mention text types that had already taught before. Moreover, the teacher asked to the students about characteristic, generic structure
and language features of descriptive text. To make the students more enthusiastic in teaching learning, the teacher
gave an examples of descriptive text about people picture that had been prepared. The students read the text and discussed together. After that, the teacher gave
strategy to write descriptive adjective before write sentences or text in form of descriptive by applying MMS. The students paid attention to the teacher‟s
explanation and they asked some questions. Furthermore, the teacher and students discussed together. The students were given instruction by the teacher to write the
important things of learning descriptive materials. After that, the teacher gave exercise to the students about descriptive
materials that had been prepared by the teacher. When students did the exercise, the teacher monitored the students activities. Then, the teacher asked to the
students to correct together the students‟ exercise. The teacher and students gave a
ssessment of students‟ exercise result. The teacher asked about students‟ problems in learning descriptive materials. Some students asked questions about
materials to the teacher. The teacher gave solution about students‟ problems in learning process. Before the teacher closed teaching learning process, the teacher
gave motivation to the students. Furthermore, the teacher gave teaching learning
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planning in the next meeting. In addition, the teacher gave tasks to bring an example of descriptive text, coloured pens, pencils and crayons. Finally, the
teacher and students closed the teaching learning process together. The process of teaching learning activities in this meeting run well
although some students did not participate actively. In this meeting, the students who asked questions were 11 students 27.5, 18 students 45 who answered
the questions and 28 students 70 who responded well. The second meeting was conducted on Monday July 22
nd
, 2013 at 08.30 until 09.50 a.m. The process of implementation of the action I in the second
meeting was continuous of the first meeting. The activities that undertaken by students at this second meeting almost same as the first meeting. If the process in
the first meetings was preparation for writing descriptive sentence based on the words, phrases and mapping concepts, whereas at the second meeting the students
were focused in making sentences into a descriptive text by applying MMS. The teacher allocated time 2 x 40 minutes for learning process in the second meeting.
The activity preceded by teacher checked the students‟ attendance list. Then, the teacher asked the materials that had been taught before. The students
gave attention to the teacher. The teacher checked the students‟ task. After that, the teacher gave example of descriptive text to the students and then discussed
together. To make the students more understandable, the teacher explained how to make descriptive text easier by applying MMS based on the text given. The
students gave attention to the teacher‟s explanation. The teacher asked to the students to write an example of descriptive text by applying MMS based on the
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teacher‟s explanation. Then, the students wrote the text based on the teacher‟s explanation.
Before the teacher continued the teaching learning process, the teacher asked to the students about their difficulties in writing descriptive text. Some
students gave respond to the teacher questions. Then, the teacher gave exercise of descriptive text. In this exercise, the students given instruction to arrange jumbled
sentences and made descriptive text by applying MMS based on the picture given. Then, the teacher monitored the students activities in doing exercise. When the
students did the exercise, the teacher gave instruction to ask questions if they did not understand of the instruction. After doing the exercise, the teacher and
students discussed that exercise together. In the end of teaching learning process, the teacher gave instruction to prepare had test in the next meeting. Then, the
teacher gave motivation and concluded teaching learning in that day. The students‟ participation in this meeting quite good. In this meeting,
there were 18 students 45 who asked questions, 25 students 62.5 who answered the questions and 36 students 90 who responded well.
After finishing cycle 1, the teacher conducted post test one. Post test one conducted on Tuesday 23
rd
of July 2013 at 10.30 until 11.10 a.m. In this test, the students who followed the test was 38 students because two students were absent.
The instruction of the test was identify the picture below by using MMS after that wrote down into a good descriptive text. In this test, the students followed the test
well and the class was very quiet. The students had to finish the test in 40 minutes. The result of the test in cycle I can be seen in the table follow:
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Table 4.2 Students’ Mean Score in Post-test 1 of Cycle I
Number of Students Total Score of Students
Mean Score of Students
38 2799
73.65
Based on the table 4.2 above, the mean score was 73.65. In this test, the highest score was 84 and the lowest score was 59. There were 13 students
34.21 who passed KKM score and there were 25 students 65.79 who did not pass KKM score.
3. Reflecting
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