The discussion of the data after implementing the action consisted of two parts. Those were the result of post interview and the result of posttest. For further
descriptions as following:
1. Result of Post Interview
After implementing the mind-mapping technique, the writer carried out the unstructured interview with the teacher. The interview was done on
Thursday 24
th
of February 2011 at 09.40 A.M and finished at 10.00 A.M. The writer asked nine questions to the teacher, the questions were divided
into three categories, those were the general condition in the classroom, the students’ difficulties in making the mind-map, and the teacher’s
difficulties in implementing the mind-mapping technique. The first category was the general condition in English class during
teaching writing recount text by using mind-mapping technique. The teacher said that at the first time, students did not really paid attention to
the explanation about the mind-mapping technique. The teacher assumed that students still thought if this technique did not have any differences
with another technique. But, when the teacher showed the example of mind-map most students looked enthusiastic. They asked the teacher how
to make the mind-map and the commented if the mind-map was good and colourful. At first, the teacher thought that mind-mapping would only
attract the female students, but surprisingly the male students were attracted as well. The teacher added that in the second cycle the class
situation was so much better, the students were more concentrated and most of them liked this technique.
The teacher said that mind-mapping technique helped her in the writing class. Mind-mapping technique could attract students’ attention to
be more focused during the class. The writing class was no longer boring and it built new atmosphere in writing class, it created a fun learning
teaching activity.
The teacher said that her students’ writing ability was improved. Before implementing the mind-mapping technique, the teacher thought
that it was almost impossible to improve students’ writing ability quickly because she thought that English was a difficult skill. But after seeing the
results, she was surprised that her students’ writing ability could be improved this fast. She assumed that it was because the students were
focused in making their compositions and they were not confused in finding the ideas anymore. The teacher told that the students’
compositions were more organized, and their ideas were clearer than the pretest. The teacher also added that in the posttest 2, only few students
who made mistakes in using the past tense. The teacher stated that mind-mapping technique would save the
time in teaching writing. Before implementing the technique, the teacher had to give the remedial teaching and the remedial test to reach the KKM,
but after implementing the mind-mapping she did not have to do that because most of her students’ scores were above the KKM.
In the second category, the students’ difficulties in making the mind-maps, the teacher said that most students were only confused at the
first time. They wrote a full sentence on the branch not the keywords but in the second time making the mind-maps, they were not confused
anymore. She also added that her students said it was difficult to draw the images, because drawing is a talent.
The third category was the teacher’s difficulties in implementing the mind-mapping technique during the CAR. The teacher said that at the
first cycle, she confused in giving the explanation about the mind- mapping. Then, she discussed with the writer to find another strategy that
was the teacher demonstrated each step in front of the class and the student followed her. She thought that this strategy was succeeded. Then, she
would recommend this technique to other English teachers.
78
78
See appendix 11, p.79.
2. Result of Post Test
