c. Writing narrative text by using mind mapping ICOT stage
Although in Cycle 1 this activity had been done, in this cycle the researcher still used it. In Cycle 2, the students made fewer mistakes than in
Cycle 1. They were eager to come up to the front of the class to write their story. Then the researcher corrected the stud
ents’ sentences. When the researcher checked the sentences, the students paid attention to him. And
sometimes there were some students who asked the researcher to explain again.
R memberitahukan Ss bahwa waktu telah habis dan Ss terlihat sudah siap mengumpulkan hasil kegiatan mereka. 10 menit R dan Et
mengecek hasil karangan siswa. ET memberitahukan bahwa hasil pekerjaan siswa sudah lebih baik dari sebelumnya, kalimat kalimat
yang dibuat sudah baik dan tidak ambigu. R told the students that time over and the students seemed ready to
submit their works. In the next 10 minutes, R and the English teacher
corrected the students’ writing. The English teacher told that the students’ writing was better than before especially in writing
sentences. Field note 9
3. Reflection II
This subchapter describes important matters concerning the reflection of the actions. The researcher had a discussion with the English teacher as the
collaborator in order to have an evaluation about the action. Besides, the researcher interviewed students about the implemented action. From the
implementation of the action above, some findings were described as follows:
a. Providing colorful pictures of the mind mapping in group work BKOF and MOT stages
The implementation of group work in this cycle was also successful to improve the interaction among the members of the group. During the group
work, the students could share the task given in order to finish the mind mapping. Based on the interview 5, the students thought that it was easier to do
the exercises when they worked in a group than they had to work individually. The use of colorful pictures made the students motivated to learn the mind
mapping. This result was categorized valid since it fulfilled the requirements of process and democratic validity. It was shown in the following quotation of
interview: Researcher
: “Bagaimana menurut kalian tentang penggunaan gambar pada mind mappingnya
?” What did you think about the use of pictures in the
mind mapping?
Students 1,2,5
: “Lebih menarik, Mas. Kami jadi lebih semangat
mempelajari mind mappingnya ”
It was interesting, Sir. It made us motivated to learn the mind mapping
Students 3,4
: “Iya, itu lebih menarik. Terlebih lagi kita berkelompok, jadi lebih mudah membuat mind mappingnya
.”
Right, it was interesting. Since we were in a group, it made us easier to create the mind mapping
Interview 5
b Using a dictionary to develop the mind mapping JCOT stage
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