v
ABSTRACT
Darwati, Erni. 2014.APPLYING MIND MAPPING STRATEGY TO IMPROVE STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT (Classroom Action Research at The Second Grade of SMP Al-Mizan
Pandeglang-Banten). Skripsi of English Education at Faculty of Tarbiyah and
Teachers’ Training, of Syarif Hidayatullah State Islamic University Jakarta.
Keyword:Writing Ability, Descriptive text, Mind Mapping Strategy
This study is aimed to find how Mind Mapping strategy can improve
students’ writing ability of descriptive text at the second grade of SMP Al-Mizan Pandeglang-Banten in academic year 2014/2015. The subjects of this study were 22 students. Classroom Action Research was used as a method in this study which isadopted from Kurt Lewins’ design.The study was conducted in two cycles and three meeting in each cycle. The data collection techniques used in this study includes some points; interview, observation, test, and documentation. The interview is addressed to the students and English teacher, the observation was
done by the real teacher (observer) in observing class situation, students’ attitude, and teachers’(writer) performance, the test was done by the students thrice, and documentation is some photos which were taken during the implementation by the observer. The result of interview shows that both teacher and student were interested in using mind mapping as a strategy of writing descriptive text. In addition, the result of observation indicates that the class condition during teaching learning process was also quite good. The students become highly motivated and creative in learning writing descriptive text. Besides, the quantitative data was getting from pre-test and post-test. It is used to know the students improvement in writing descriptive text. The result shows that there was
vi
STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT (Classroom Action Research at The Second Grade of SMP Al-Mizan
Pandeglang-Banten), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci:Kemampuan menulis, Teks Deskriptif, StrategiMind Mapping
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
All praise be to Allah, Lord of the Worlds, who Has given mercy and
blessing to the writer in finishing this skripsi. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence.
On this opportunity, the writer would like to express her greatest honor
and love to her beloved family (Kodaryono and Sumartini as her parents and her
sister Hikmah Darni Hidayah) for their support, motivation, understanding, and
prayer.
The writer also would like to address her greatest thankfulness and
gratitude to her advisors, Drs. Syauki, M.Pd. and Ismalianing Eviyuliwati,
M.Hum. for the guidance and valuable advice during the writer did thisskripsi.
The writer’s sincere gratitude also goes to:
1. All lecturers, especially for English Education Department lecturers who have
taught her new knowledge and have given gorgeous experiences in study.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, the head and the secretary of the
English Education Department.
3. Dra. Nurlena, M.A, Ph.D, the Dean of Faculty of Tarbiyah and Teachers
Training.
4. Helmi Permana, S.Pd., the Principal of SMP Al-Mizan Pandeglang-Banten
for giving permission to the writer to do observation and research.
5. Deden Syaifullah, S.Pd., the English teacher of second grade at SMP
Al-Mizan.
6. All of the teachers and the second year students at SMP Al-Mizan
Pandeglang-Banten.
7. All of her friends in English Education Department, especially for C Class in
academic year 2009 and her partners.
8. To any other persons who are named cannot be mentioned one by one for
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Jakarta, November, 20th2014
ix
TABLE OF CONTENT
COVER... i
APPROVAL... ii
ENDORSEMENT SHEET... iii
SURAT PERNYATAAN KARYA SENDIRI...iv
ABSTRACT...v
ABSTRAK... vi
ACKNOWLEDGEMENT... vii
TABLE OF CONTENT... ix
LIST OF PICTURE ... xii
LIST OF TABLES ... xiii
LIST OF FIGURE... xiv
LIST OF APPENDICES...xv
CHAPTER I : INTRODUCTION ...1
A. Background of the Study ... 1
B. The Identification of the Problem ...3
C. The Limitation of the Problem ...3
D. The Problem Formulation ...4
E. The Objective of the Study ...4
F. The Significance of the Study ...4
CHAPTER II : THEORETICAL FRAMEWORK...5
A. Writing ...5
1. The Concept of Writing ...5
x
3. Kinds of Descriptive Text... 11
4. Schematic Structure of Descriptive Text... 12
C. Mind Mapping... 13
1. The Concept of Mind Mapping... 13
2. The Purpose of Mind Mapping... 16
3. The Procedure of Mind Mapping... 16
4. The Advantages and disadvantages of Mind Mapping... 17
D. Previous Study... 19
E. Hypotheses ... 21
CHAPTER III : RESEARCH METHODOLOGY... 22
A. Place and Time of the Study... 22
B. Research Approach and Design... 22
C. The Subject of the Study... 26
D. TheWriters’ Role... 26
E. The Stage of Action Intervention... 26
F. The Data and Source of Data... 26
G. The Instrument of Collecting Data... 28
H. The Technique of Collecting Data... 29
I. Data Analysis and Data Interpretation ... 31
J. Criteria of Action Success...32
CHAPTER IV : RESEARCH FINDING AND INTERPRETATION..33
A. The Data Description...33
1. Finding of Preliminary Study...33
xi
b. Pre-observation Result ...34
c. Pre-test Result...35
2. The Implementation of CAR ...36
a. Cycle 1 ...36
1) Planning ...36 2) Acting ...36
3) Observing ...37
4) Reflecting ...39
b. Cycle 2...40
1) Planning ...40
2) Acting ...40
3) Observing ...40
4) Reflecting ...43
c. Finding of the Action ...43
1) Post-interview...43
2) Post-test ...45
B. The Data Interpretation...45
1. Data of Interview ...46
2. Data of Observation...46
3. Data of Test ...46
4. Data of Documentation...47
CHAPTER V : CONCLUSION AND SUGGESTION... 48
A. Conclusion ... 48
B. Suggestion ... 48
BIBLIOGRAPHY... 50
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[image:13.595.103.526.149.557.2]LIST OF TABLES
Table 3.1 Schedule of Classroom Action Research... 22
Table 3.2 Scoring in Writing Skill ... 30
Table 4.1Students’ Writing Score ofPre-test and Post-test 1... 37
xv
LIST OF APPENDICES
Appendix 1 :Students’ Scoreduring CAR Appendix 2 : Diagram of Students’Improvement Appendix 3 : Observational Sheet
Appendix 4 : Interview Guideline
Appendix 5 : Lesson Planning
Appendix 6 :Students’Writing Sample of Descriptive Text Appendix 7 : Students’Mind Mapping
Appendix 8 : Picture of Implementation of CAR
Appendix 9 : Surat Keterangan Telah Melakukan Penelitian
Appendix 10 : Pengesahan Proposal Skripsi
1
This chapter provides about the background of the study, the
identification of the problem, the limitation of the problem, the problem
formulation, the objective of the study, and the significance of the study.
A.
The Background of the Study
English has important role in communication in the world. It becomes
an international language today. As stated by Jack C. Richards and Theodore S.
Rodgers that English is widely studied as foreign language since five hundred
years ago until nowadays1. Some country used English as a second language but
in Indonesia, English is taught in schools as a foreign language. Consequently, it
is a compulsory subject which is tested in national exam in Indonesia.
Learning English means learning four basic skills: listening, speaking,
reading, and writing. Listening and reading are receptive skills while speaking
and writing are productive skill. As productive skill, writing takes essential role in
daily life. The ability to question, analyze, evaluate, and make decision are our
thinking skills that will improve when we learn to write well. The more we
improve our thinking skill the more we can improve the quality of our life. The
ability to write well will help us to maintain relationship with friends or other
people because we will learn to deliver negative news in a soften ways and reduce
the impact2.
Through writing, the teacher teaches some aspects to his/her students.
Ann Raimes finds that through writing, the students are helped in learning. First
of all, the students are accustomed to use grammatical structures, idioms, and
vocabulary that the teacher taught. Second, the students have a chance to develop
1
Jack C Richards and Theodore S. Rodger, Approaches and Methods in Language Teaching, (Edinburgh: Cambridge University Press, 1992), p. 1.
2
2
their ideas in writing. Next, students have to find new vocabulary to express the
idea that automatically will increase their vocabulary list3.
Writing makes the students easy in memorizing the lesson. Besides, it
contributes the unique way in learning, when people take notes during lectures or
as they read, writing enables people to keep new information in memory4. The
students can elaborate their creative ideas about the lesson or knowledge with
their own way through writing. Thus, writing takes important role in teaching and
learning process which helps the students enrich their knowledge.
In education world, students of second grade are dealing with some
kinds of texts, such as descriptive text, recount text, narrative text, and also
procedural text. It means that they are not only demanded to have ability in
comprehending the text and the structure when they are reading but also writing
those texts.
One of those kinds of texts is descriptive text. It is the text describing
about a person or something as resemble as the real. This statement is supported
by John Langan opinion that when people describe something or someone it
means that s/he gives the reader a picture as vivid as a real through “word picture”5. Knowing that descriptive lets the students use their imagination freely
in describing something or person, it should become easier for them to study the
text.
However, based on writers’ observation, some students cannot create
text well yet, especially in descriptive text. It is because they have lack of idea to
write or they have some ideas but did not know how to deliver it in English.
Consequently, almost all the students got stuck in their writing or they write
anything related to the topic without knowing the generic structure of the text.
Therefore, many students need much time to write. In addition, they have low
achievement in writing subject. Moreover, Teacher often uses conventional
3
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p.3.
4
Rise B. Axelord and Charles R. Cooper, Guide to Writing, (New York:St. martin’s
Press, 1985), p. 2. 5
method in teaching learning writing; therefore the students get bored in the class.
Thus, it is teacher’s obligationto choose a suitable and interesting strategy to help the student’s difficulties in generating idea when they are writing.
Hence, the appropriate technique must be selected by the teacher to help
the students overcoming difficulties in writing, especially writing descriptive text.
For this case, the writer is suggested mind mapping strategy for the teacher in
teaching writing subject. Tony Buzan investigates that mind mapping can help the
student to represent the imaginative idea of the students. Moreover, the teacher
can make the class become fun and passionate. It is because in mind mapping is
introduced the visual learning to the brain ability. Color, picture, and arched
branch combination more stimulate the brain than traditional note which is used a
color and linear. It will help the student recall the information of mind map6.
Therefore, every student does not feel bored in understanding the
material. In brief, Mind mapping is a strategy that the writers argue in teaching
writing descriptive text to improve students’ability for this study.
B.
The Identification of the Problem
According to background of this study as stated above, here are the
problem identification:
1. Students find difficulties in gathering and organizing their ideas unity.
2. Students get low achievement in writing skill.
3. The use of students’ learning strategyis inappropriate.
C.
The Limitation of the Study
To avoid misunderstanding in interpreting the problem, it is necessary
to make the limitation of the study. This study is focused on teaching and learning
process of writing descriptive text by using mind mapping as a strategy to
improve students’ achievement.
6
4
D.
The Problems Formulation
According to the research background above, the writer formulate the
question for this research as stated below:
1. Can mind mapping improve students’ writing achievement of descriptive text?
2. How does mind mapping give positive effect for teaching and learning
process of writing descriptive text?
E.
The Objective of the Study
To find the empirical evident how mind mapping strategy improves
students’ ability in writingis the fundamental aim of this research.
F.
The Significance of the Study
The result of this study is expected to become a good inspiration for the
writer in teaching writing. For the teacher, it may help them to stimulate their
student’s motivation in writing in order they have better achievement. For students, after knowing this strategy, the writer expected that the students will
have many ideas in writing by using mind mapping strategy. For Further reading,
this skripsimay become a useful and good reference for those who want to stand
5
This chapter explores about general concept of writing, understanding
of descriptive text, theories of mind mapping strategy, previous studies, and
hypotheses of the study.
A. Writing
Writing activity is a connector between the writer and the reader. The
writer should have any evidence that can convince the reader and bring the reader
feeling to the real situation that the writer have figured it out. Writing is an act ego
that people have to admit it. Some people express their love, sadness and scary in
the written text. Their writing is flow down as water. They do not need to think
what should they write about their feeling. However, for some people it is a hard
activity to make readable text that can express their feeling to the reader because
there are many aspect that the writer should to concider about.
Based on Ratna cited by Sa’diyah in Handini thatAmong four language skills taught in schools, writing is the most difficult skill to learn. It needs
specialized skills that include the ability to express the writer’s opinions or
thoughts clearly and efficiently. These abilities can be achieved only if a learner
understand some techniques of writing such as how to obtain ideas about what
s/he will write on, how to express them in a sequence of sentences, how to
organize them chronologically and coherently, and how to review and then to
revise the composition until the writing is well-built1.
1. The Concept of Writing
Writing is a complex process in expressing the idea through written text
which need some elements to be commanded. However, it is like other skill such
1
6
as swimming, drawing, dancing, etc., which can be learned by everyone. This
statement is pointed out by Rise B. Axelrod and Charles R. Cooper that “writing
is a complex process and as such, contains element of mistery and surprise. But
we know and believe that writing is a skill that anyone can learn to manage”2. Writing is a media of communication between the writer and the reader
where the reader does not need to give feedback directly to the writer. Besides,
writing allows us to communicate in both distant place and time3. One of the
important things in writing is knows the reader. It will help us to communicate
clearly and effectively if we know about background knowledge and level the
reader. This statement as stated by Oshima and Hogue that it is important to know
who the audience-the people who will read what we have written4.
Indeed, producing a readable text to the reader is not an easy job.
People sometime sitting for several hours to make sure that his/her passage are
easily to be read by his/her reader. S/he should concider about a number of things;
avoid of an ambiguity meaning about something, careful in choosing the
vocabulary, grammatical pattern, and select the appropriate subject matter which
is needed by the reader.
In conclude, writing is a hard work for someone who do not do it
frequently. However, it is like other skill that can be learned by everyone.
2.
Purposes of WritingEverything happend has a purpose, so do in writing. There are four
common purposes of writing according to Clouse, they are: to inform, to
persuade, to express, and to entertain. Here are the explanations:
a. To inform,the purpose of the writer isdevelop the reader’s knowledge,make a record, or provide help. For example, a magazine article about cholestrol
which inform about how this sustance affects the body, the goverment
2
Rise B. Axelrod and Charles R. Cooper,op.cit.,p. 3. 3
Henry Rogers,Writing Systems, A Linguistic Approach,(Victoria: Blackwell Publishing Ltd), p. 1.
4
proceedings is recorded become permanent history, and manual book of using
DVD can help the owner use the thing properly.
b. To persuade,it is designed to ask the reader to think or act a certain way. For example, a newspaper campus which convince the student to vote a certain
student government candidate.
c. To relate experience, some people reveal their feeling about the interesting,
horror, or wonderful experience through writing. For instanse, you
interviewed for a job, afterward you e-mail your friend about the the
experience and your feeling in that situation.
d. To entertain, humorous writing or newspaper, short storiest,, and novelare
types of writing with the purpose to entertain people. In this type, the
language which is used by the writer is must not be heavy and easy to be read
because the writer would lose the important pleasure of the reader if s/he
writes without creative writing in humor5.
Identifying the purpose early can help the writer to organize strategies
of his/her writing. The writer not only will get the ideas more easy but also s/he
can select an exact word which is match with the audience.
3. Types of Writing
There are twelve genres of writing based on Gerot and Wignell’s
opinion6, they are:
a. Spoof: to retell and event with a humorous twist
b. Recount: to retell event for the purpose of informing.
c. Report: to describe the way things are with references to arrange of natural,
made and social phenomena in our environment.
d. Exposition: to argue for or against a social issue.
5
Barbara Fine Clouse,A Troubleshooting Guide Strategies & Process forWriting, (New York: McGraw-Hill, 2005), p. 7.
6
Linda Gerot and Wignell, Peter,Making Sense of Functional Grammar, (Sydney: Gerd Stabler, 1994), citied from Siti Aisyah Ginting, and Ridho Sari C. Sitanggang,Improving Students’
8
e. News items: to inform readers, listeners or viewers about event of the day
with are considered news worthy or important.
f. Anecdote: to share with others and account of an unusual or amusing
incident.
g. Narrative: to tell a story that something goes wrong.
h. Procedure: to tell someone do something and how to do it. Besides, procedure
is also to describe how something is accomplishing through a sequence of
action or steps.
i. Description: to describe a particular person, place, or thing.
j. Explanation: to explain process involved in the formation or working of
natural or social cultural phenomena.
k. Discussion: to present points of view about an issue at lead from two sides.
l. Review: to critique an art work or event for a public audience.
Besides, Frans Sayogie mentions that there are four types of writing,
they are: Expository writing, Descriptive writing, Argumentative writing, and
Narrative writing7.They are as follows:
a. Expository writing
Expository writing is a kind of writing that aims to clarify, to explain, to
teach, or to evaluate an issue. The author tries to give information or sign to the
reader by developing idea with giving an example, process, cause and result,
classification, definitions, analyses, compare, and contrary.
b. Descriptive writing
Starting form etymology the word ‘description’ is derived from word:
describe, meanings a hint or to write about. Thus, the word description means
something that is being traced or drawn. It is refers to aim of description to
describe a particular person, place or thing. In other word descriptive text also
defined as a kind of writing that is used to describe about a person, object,
appearance, scenery, or phenomenon. In this text, the author tries to make readers
7
as like they see, feel, and experience what the story tell. Description could briefly
explain and evolve about process, compare, definitions, and other strategies.
Meanwhile, the generic structure of description is identification and description.
c. Argumentative writing
Argumentative writing is a kind of writing that aims to prove the truth
or untruth of a statement or situations. The writer tries to show the empirical data
by giving a logical appeal, pathetic or affective appeals, such as authority,
empirical data, logical appeals, and values or attitude.
d. Narrative writing
Narrative original from “to narrate” means to tell. This is the kind of
writing that means to tell a story. It can be used to introduce or illustrate a
complicated subject wich writer often uses narration to provide a detailed,
personal account of “what happened”. Narrative is about a chronological story
(true or just a fictional). It deals with problematic events which lead to a crisis or
turning point of some kind, which in turn finds a resolution.
From some texts mentioned above, the texts which are learned by the
students at VIII grade are: descriptive text, recount text, and narrative text.
B. Descriptive Text
1. The Definition of Descriptive Text
Descriptive is an activity to describe something in detail interestingly. It
is a verbal picture of a person, place, and object. When people describe something
or someone through essay writing, he/she tries to perform as real as possible that
can attract the reader’s sense8. While according to Qofiah that sensory language include five senses; sight, smell, taste, and touch. People will describe through
sense of sight for the first time about the object that she/he seen9.
8
Donald Pharr, Writing Today: Context and Option for the Real World, (New York: McGraw-Hill Companies, 2005), p. 20.
9
10
In describing of something, the writer try to present the entire thing that
you feel through the eyes, ear, nose, tounge, and skin. This statement is supported
by Betty opinion that“description is a recording of a concrete details that you see, hear, smell, taste or touch. To provide depth and understanding, authors often
include an impression of an experience and its significance”10. Visual people can automatically describe thing or someone when they are reading.This means that,
as the writer, you should perform the detail of the thing specifically about the
object that you write. In order your audience can figure it out your word as real as
possible, you should observe the detail that appeal to your audience sense (sight,
hearing, taste, smell, and touch). This statement is stated by John Langan11.
2. The Purposes of Descriptive Text
When we do something, it must have a purpose included in that
activity. According to Barbara Fine Clouse, descriptive text has some purposes for
the reader, such as; to entertain, to express feeling, to inform to someone, to relate
experience, etc. The detail of each is stated below:
a. To entertain, an amusing description of a teenager’s bedroom
b. To express feelings, a description of your favorite outdoor retreat so your
reader understands why you enjoy it so much.
c. To relate experience, a description of your childhood home to convey a sense
of the poverty you grew up in.
d. To inform (for a reader unfamiliar with the subject and to create a fresh
appreciation for the familiar), a description of a newborn calf for a reader
who has never seen one and a description of an apple to help the reader
rediscover the joys of this simple fruit.
e. To persuade (to convince the reader that some music videos degrade women),
a description of a degrading music video12.
10
Betty Mattix Dietsch,op.cit.,p. 140. 11
Langan,op.cit.,p. 243. 12
In brief, descriptive text helps the reader describing something clearly.
It may inform the reader about something new to the reader in detail picture
through written form, hence the reader get the real picture of the object as vivid as
the real.
3. Kinds of Descriptive Text
Based on Joolys opinion, descriptive paragraph consist of five
components; description of a thing, description of a person, and description of a
place, description of process, and description of event. The detail of each is stated
below13:
a. Description of a Thing (Object)
The important thing in describing a thing is pay attention about its size,
shape, and color of the object14. The reader can easily describe the thing as vivid
as a real if the writer can present component stated above in his wriitng.
b. Description of a Person
Description of people through biography and autobiographies is more
complex because the whole characteristic about the person can’t found in entire
book. But actually there are some word and phrases that can paint of the person as
detail. Those involve:
1) Height : quite tall, rather short, average height.
2) Build : quite slim, thin average build, well build, rather heavy and fat.
3) Face : small eyes, large eyes, round eyes, narrow eyes, brown eyes,
blue eyes, black eyes.
4) Lips : thick lips, thin lips, red lips, and sensual lips.
5) Mouth : small, round, thin, and large.
6) Nose : flat nose, pointed nose, small button nose, and pug nose.
7) Skin : dark complexion, fair complexion, black, white, and a scar.
8) Age : 17 years old, 18 years old.
9) Hair : thick hair, curly hair, wavy hair, straight hair.
13
Jooly in Siti Aisyah Ginting,loc. cit.. 14
12
10) Race : oriental, American, black, European.
c. Description of a Place
The easier way to describe of place is through picture but if it is
impossible, words can represent the picture in detail and attractively. People
should consider about the size and shape if the place is room or home. If the place
is about includes many building, so it can focus on describing the location with
the various buildings, etc.
d. Description of Process
The important thing in describing of process is knowing and
understanding how something occured and done. Indeed, the writer have to know
about the sequence of the event that s/he write.
e. Description of Event
Memorizing all interesting and unforgetable moment are the points that
you should consider about in describing of event. Amount of people, situation
related the event, embarrassing moment etc., are the example of things that you
should to write in describing of event.
4. Schematic Structure of Descriptive Text
According to Djuhari, descriptive text has two schematic structures,
they are:
a) Identification
It is the general description of thing/object, people, animal, or place that will
be described. Thus, explanation about the when, where, what, or who of the
subject are delivered in the first paragraph.
b) Description
This part provides the details information about the characteristic of subject,
for example the characteristic of personality, attitude, physic, specific feature,
quality, and so on15.
15
In other word, descriptive text consist of two generic structures, they
are identification and description. Identification is defined as phenomenon to be
described. While description describes parts, qualities, characteristics, etc.
In addition, there are some language features in descriptive text, they
are:
- Focus on specific participants (My English teacher, Andini's cat, My favorite
place)
- Use of Simple Present Tense (My mum is really cool, She has long black
hair)
- Use of descriptive adjectives (strong legs, white fangs)
- Use of detailed Noun Phrase to give information about the subject. (a very
beautiful scenery, a sweet young lady, very thick fur)
- Use of action verbs 'Material Process' (It eats grass, It runs fast)
- Use of adverbials to give additional information about behavior (fast, at tree
house)
- Use of Figurative language (John is as white as chalk)16.
C. Mind Mapping Strategy
The famous figure about mind mapping strategy is Tony Buzan.
According to him, through mind map, people can write with stress free. Besides, it
can arrange complex and detail plan about the entire thing that people want to
write17. Mind mapping can help poor writer in organizing their ideas effectively
before they write, especially for visual learner because they can color the line and
give the pictures there.
1. The Concept of Mind Mapping
According to Michael Michalko in Tony Buzan, mind map is an
alternative of entire brain of linear thought18. Using mind map, people can
16
M Mursyid PW,Learning Descriptive Text, (Karangdadap: SMPN 1), p. 4. 17
Sandra McKey,Loc.cit.p.14. 18
14
scribble down the idea and topic, then develop it and associate those with his/her
interest way. Mind Mapping is an effective way for the learner before starting of
learning. The combination of colour, movement, drawing, contrast, and
organization decision help the mind in encoded the information. It also can be
employed as a method to take notes, to study before an exam, to brainstorm, or
make connections between ideas19. According to Buzan, mind map is a way of
taking note that is not boring and it is a new way of studying that is quick and
works20.
Here are some rules in making mind mapping as follows21;
a) A Mind Map is commenced in the center of a page within a multi-colored
image or symbol.
b) Main themes are attached to the central image on six lines using capital
letters.
c) Lines are connected to lines
d) Words are printed
e) Words are printed on lines
f) Single keywords per line
g) Use the color throughout the mind map
h) Images throughout mind map
i) Uses codes and symbols throughout
To sum up, mind map is made up of words, colors, lines, and pictures
which are easy to construct that explore the ideas in interesting way with some
branches and organized as same as spider. In addition, it helps the students think
creatively. The color, line, code, and picture used in mind mapping can stimulate
the students’ brain in gaining the ideas when they are writing.
19
Eric Jensen,Brain-Based Learning, (San Dieego: The Brain Store, 2000), p. 84. 20
Tony Buzan,Mind Maps for Kids, (London: Thorsons, 2003), p. 4. 21
22
16
2. The Purpose of Mind Mapping
Mind map has some purposes. It helps the students to:
a. Make a plan
b. Communicate
c. More creative
d. Time economic
e. Solve the problem
f. Concentrate the focus
g. Arrange and explain the ideas
h. Become well memorizing
i. Learn rapidly and efficient
Besides, Michael Michalko in Buzan states that mind map will:
1. Activates whole brain
2. Solves the brain problem
3. Make us possible to focus in main explanation
4. Help us shows the connection of separated information.
5. Shows the clear picture wholly and specifically.
6. Possible us to classified the concept and to compare it.
In summary, mind map helps the students in many aspects which make
them easier in the learning process. Therefore, students will think creatively in
visualizing of the ideas in their writing.
3. The Procedure of Mind Mapping
Generally, making a mind map includes some steps; first, put main idea
in the center of graphic. Second, link the important phrase and concept to the main
ideas on branches and continue with the other branches. Next, images and color
can be used in organizing the map23. According to Novac and Gowen, quoted in
23
Jones etal. in Joko Suprianto, The Effect of Mind Mapping Strategy on the
Schwartz in Aisyah, the instructional procedures of using mapping technique are
as following24:
a. The target word is identified and placed in the center of the graphic organizer.
b. The related word to which the target word given belongs is identified and
linked from the target word.
c. The students are asked to look for the related word with the word given.
d. The students make the list of their new words in the arrow given.
e. The new words to which the target word given belongs is identified and
linked from the center.
There are some points the writer should consider in doing mind map, they
are25:
a. Write down all ideas as soon as they come to you on a piece of paper,
b. Take down on a centre of page about the topic,
c. Decide main idea related to what you have been written before,
d. Make line for each of your main idea,
e. List sub-points under each main idea related to it,
f. Check your mind map and try to eliminate the point that you will not explain
it,
g. Arrange the main idea and develop them in your writing.
4. The Advantages and Disadvantages of Mind Mapping
There are some benefit of using mind mapping in someway, as defined by
Windura in Joko Suprianto the advantage of using this strategy is enabling
students to visualize the ideas which make them easy in exploring what they
think. Moreover, it also activates the students’ right brain because mind map consists of some pictorial information26. Besides, Tony Buzan explains the
advantages of mind mapping as follows:
a. They automatically utilize all the creative thinking skills.
24
25
Mark Anderson, Kathy Anderson,Text Type in English 1, (South Yara: MacMillan, 1997), p.148
18
b. They generate ever-increasing mental energy as the student moves towards
his or her goal.
c. They allow the students to view a great many elements all at once, thus
increasing the probability of creative association and integration.
d. They enable the brain to hunt out ideas which normally lie in obscurity on the
periphery of his or her thinking
e. They increase the probability of gaining new insights.
f. They reinforce and butter the incubation process, increasing the ability of the
generation of new ideas.
g. They encourage playfulness and humor, thus increasing the probability of the
students straying far from the norm and producing a truly creative idea27.
In addition, Buzan states in the other book that there are several
advantages over the linear form of note taking as follows28:
a. The centre or main idea is more clearly defined.
b. The relative importance of each idea is clearly indicated. More important
ideas will be nearer the centre and less important ideas will be near the edge.
c. The links between the key concepts will be immediately recognizable because
of their proximity and connection.
d. As a result above, recall and review will be both more effective and more
rapid.
e. The nature of the structure allows for the easy addition of new information
without messy scratching out or squeezing in, etc.
f. Each map made will look and be different from each other map. This will aid
recall.
g. In the more creative areas of note making such as essay preparations etc, the
open-ended nature of the map will enable the brain to make new connections
far more readily.
However, mind map has several disadvantages, they are: it operates
against the way in which the brain works. Each time an idea is thought of it is put
27
Tony Buzan, Barry Buzan, The Mind Map Book: How to Use Radiant Thinking to
Maximize Your Brain’s Untapped Potential, (London: BBC Worldwide limited, 1993), p.164 28
on the list and forgotten while a new idea is searched for29. In addition, it cannot
be digitally stored other than as a scanned document and map size is limited30.
D. Previous Study
There are many researches done related to this study with the same
theme or problem. In this sub-chapter, researcher discuss three related study
briefly, they are:
First of all, the study is conducted by student’s of UIN Syarif
Hidayatullah Jakarta by the title “Using Mind Mapping in Teaching Descriptive Writing (An Experimental Study at the First Grade of Private Junior High School
Riyadlul Jannah Bogor)” written by Arif Prayogo31. The objectives of the study
are to know the use of Mind Mapping strategy in teaching descriptive writing.
Experimental study is the design of this study which is use two classes in
conducting the research by using equivalent control group design. It is one class
uses as control class and the other one as treatment class. The techniques used to
collect the data are: observation, questionnaire, documentation, and test.
Afterward, to know the difference of both control class and treatment class, the
researcher use t-test to gather the data. In this study researcher found that mind mapping is adequate success in teaching writing descriptive text. It can be seen
from the research result that t-score higher than t-table (to>tt= 2,01<5,1> 2.68).
From the research above, the writer finds some differences and
similarities thing with the writer study. The differences are on research design and
place and subject of the study. While the similarities are the strategy of teaching
writing (mind map), descriptive text as the material, and the technique of
collecting data such as; observation, interview, and test.
29Ibid., p. 93 30
T. K. Tee, Buzan Mind Mapping: An EfficientTechnique for Note-Taking, (World Academy of Science, Engineering and TechnologyInternational Journal of Social, Management, Economics and Business Engineering Vol:8 No:1, 2014), p. 29
31
20
The next related research is under the title The Use of Mind Mapping
Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia. This
research is written by Riswanto and Pebri Pradika Putra, students of State Institute
of Islamic Studies (IAIN), Bengkulu, Indonesia32. The main object of the study is
to find out whether the strategy of mind mapping effective in improving the
students writing achievement. The first year of SMAN Bengkulu was the subject
of the study with 234 student’s population and 66 students as the sample. Two classes use in this study which consist of 33 students in each. Experimental study
with non-equivalent study is the design of this research. The data were collected
from written test. In obtaining the data, researcher use t-test as the formula. The
result of the study shows that there was a significant difference on students
writing achievement which is taught by mind mapping strategy. It can be seen
through the result of quantitative formula that t obtained > t table (2.7 > 2.0). It
means that Mind Mapping strategy improved students writing achievement.
The research above has some similarities and difference with writer’s
study. The similarity is Mind Mapping as the strategy which chosen in teaching
writing subject. Whether the difference are the design of the research, the sample
of the study, the place of the study, the material chosen by the writer is descriptive
text, the technique in collecting the data are observation, documentation,
interview, and test.
The last related study is Developing Students Writing Descriptive Text By Using Mind Mapping Strategy (A Classroom Action Research at the Seventh
Grade Class VII.A SMP Al-Fajar Kedaung, Tangerang) written by Neneng
Qofiah, student of State Islamic University (UIN) Syarif Hidayatullah
Jakarta33.The aim of the study is to find out whether the strategy of mind mapping
can improve students writing ability in descriptive text. The method used by the
researcher is Classroom Action Research adopted from Kurt Lewin which is use
two cycles in her study. The sample of the study is the seventh grade student class
VIIA Junior High School. Questionnaire, interview, and test are the instrument in
32
Riswanto and Pebri Pradika Putra,The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia,(State Institute of Islamic Studies, Bengkulu, 2012).
33
collecting the data. To measure students writing, the researcher used analytical
rubric formula adopted from Weigle. From this research, the researcher find out
that student writing ability is can be improved by applying Ming Mapping as the
strategy of teaching writing subject. The numeric data result shows that in the
pre-test before the implementation, students with 55,2 score improved in the first
cycle with 63,6 and afterward in the second cycle it improve become 69,9. In
other word the using Mind Mapping can improve students writing ability.
According to research above, it has some similarities and difference
with the writer’s research. The similarities are it has same strategy in improving students writing ability through Mind Mapping, descriptive text is the material
chosen and the design of the research. The differences are the technique of data
collection, the sample of the study, and the place of the study.
E. Hypotheses
According to Iskandar, action hypotheses is a diagnostic hypotheses to
identify or to diagnose some problems faced when the action is ongoing process
or practical hypotheses to identify some problems and to solve them34. Thus,
based on the problem formulation, the writer formulates two hypotheses below:
1. Using mind mapping strategy can improve students writing achievement of
descriptive text.
2. Using mind mapping strategy makes teaching and learning process more
interesting and effective.
34
22
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the study, subject of the study,
research design and methodology, the data and source of data, instrument, the
technique of collecting data, data analysis and data interpretation, and criteria of
action success.
A.
Place and Time of the Study
This research was conducted at SMP Tahfidz Al-Mizan which is
located at Cikole, Pandeglang, Banten. The research was carried out for three
months, it started from August 22nd up to October 4th 2014.
[image:37.595.106.524.204.638.2]Table 3.1
Schedule of Classroom Action Research
Activities Meeting Date Theme
Preliminary Study August, 22th 2014 My House
Cycle 1 1 September, 2nd 2014 My House
2 September, 6th 2014 My House
3 September, 9th 2014 My Idol
Post-test 1 4 September, 22th 2014 My House
Cycle 2 1 September, 23rd 2014 Place
2 September, 27th 2014 Place
3 September 30th 2014 My Favorite Thing
Post-test 2 4 October, 4th 2014 My Favorite Thing
B.
Research Approach and Design
This study considered action research as the method because some
improving the quality of the situation1. Indeed, the purpose of the researcher is
help the students to improve their ability in writing descriptive text. Then, the
learning objective is reached. Second, Classroom Action Research is a method
which should be done continously in the class to know the improvement of the
implementation in every cycle. It is in line with Arikunto’s statement in Iskandar
that “Classroom Action Research is an analysis of learning activities through an
action which is performed and happened in the class simultaneously2. In other
word, Classroom Action Research is defined as an activity which is done by the
teacher collaborated with other people; the aim is to increase learning process
quality in class3.
Besides, the other some possible reasons in using Classroom Action
Research as a method in this research are:
1. To know more about the learners problem in teaching and learning process.
2. To learn more about how far the teacher make an improvement in his/her
teaching.
3. To decide an appropriate strategy and media for a certain material4.
In brief, Classroom Action Research is a research which is done
rationally, systematic, and reflective empiric which is done by the teacher or
lecturer collaborated with the researcher to emend and to improve learning
situation.
1
Arifin, Bagaimana Menyiasati PTK Anda Agar Sukses?, Penelitian Tindakan Kelas, Metode dan Paradigma Baru, (Bandung: PT. Remaja Rosdakarya, 2011), p. 97.
2
Iskandar, op. cit., p.21. 3Ibid.
4
24
The method used in this study basically influenced by Kurt Lewin’s
design5. This design presents four elements to do, include: planning, acting,
observing, and reflecting. Here is the figure of CAR process:
CYCLE 1
CYCLE 2
[image:39.595.86.525.170.603.2]Figure 3.1
Kurt Lewin’s Action Research Design
5
Rido Kurnianto, et.al., Penelitian Tindakan Kelas, (Jakarta: APIS, 2009), p. 20.
PLANNING ACTING
OBSERVING REFLECTING
PLANNING ACTING
The implementation of Clasroom Action Research (CAR) based on the
Kurt Lewin’s design, in each cycle as follows: CYCLE 1
[image:40.595.81.551.120.750.2]CYCLE 2
Figure 3.2
The Phases of Classroom Action Research Modified by the writer
Planning
After doing several things to get scaffolding of the class, such as interviewing the teacher, observing the class, and giving the pre-test, here the writer and the teacher prepare the lesson plan, observational guidelines, and the post-test. This phase may take a week within two cycle.
Acting
The writer applies the lesson plan that has been made; that is teaching descriptive text using mind map strategy. It is includes three meetings for each cycle.
Observing
While the process of teaching-learning is taking place, the collaborator observes the writer’s performance, the class situation, and
students’ responses. At the end of
cycle 1, the students are given a post test 1 with the purpose to know
whether or not the students’ make
any progress toward improvement. It is conduct with the same time with action phase.
Reflecting
After getting the result of post-test 1, the writer and the teacher discuss about the implementation of the action. Next, they make some modification to revise the founded obstacles that may occur in the first cycle.
Planning
The writer and the teacher are together making a new lesson plan which some emendation in pattern drill strategy, and also prepare the observational guidelines and post-test.
Acting
The teacher implements the new lesson plan; where students need to be emphasized on using mind mapping strategy in writing descriptive text.
Reflecting
The writer and the teacher discuss about the result in implementing the emendation action. If the target of CAR has already achieved, the cycle will be stopped. But if it is not, the cycle will continue to the next one.
Observing
The teacher observes the writer’s performance, the class situation, and
the student’s response. At the end of
26
C.
The Subject of the Study
The subject of this research is the student at the eighth grade at SMP
Tahfidz Al-Mizan, in academic year 2014/2015. There are two classes of this
grade at this school. To decide the subject of this study, the writer use pre-test
which is conducted in all those classes before the action, afterward she choose the
class which has the lowest score among others.
D.
The Writer’s Role
Classroom Action Research is a research where the researcher needs a
collaborator in implementing the action of the study. Therefore the writer’s role in
this study is as an interviewer and a designer of lesson plan and tests (pre- and
post-test). Whereas, during action stage is conducted, the writer stands as a
teacher in teaching writing descriptive text through mind mapping, and the real
teacher acts as the observer.
E.
The Stage of Action Intervention
Based on the design of Classroom Action Research explained above, it
contains of four cycle: planning, acting, observing, and reflecting. Hence, the
researcher started her study with the first cycle which is includes those four
elements. Yet, the expected data has no improvement; researcher does the next
cycle with the same stage: planning, acting, observing, and reflecting. After the
data improved as expected, the research is stopped.
F.
The Data and Source of Data
According to Iskandar6, there are two kinds of data which is needed to
be collected in the Classroom Action Research, they are: a) quantitative data,
which is about the improvement of students evaluation, b) qualitative data, it is
about classroom situation or student’s habit in the class during the action. Here are
the explanation of each data:
6
1. Quantitative Data
a. Written Test, the test is conducted twice-before and after the action or
called as pre-test and post-test. The purpose of pre-test is to know the
students’ basic ability about writing descriptive text before
implementation. While post-test is used to know the students’
improvement in writing descriptive text; post-test is conducted at the end
of each cycle.
2. Qualitative Data
a. Interviews, before and after implemention of Classroom Action Research
the researcher interview the teacher and the students about the strategy
used in teaching writing descriptive text, the students’ habit during the
teaching and learning process, and both teachers’ and students’ response
about the implementation.
b. Observation, the data from this phase is about
some checklists of teacher’s teaching strategy while the implementation,
students’ habit in the class, and evaluation used in the class during
teaching and learning process. This observation did by the researcher as
the teacher and the real teacher act as a collaborator.
c. Documentation, photograph, students’ writing, and all of the relevant
data about the implementation are needed to be collected in
documentation.
3. Source of Data
The data is derived from some informants, they are: the teacher and the
students. Data from the teacher is the data from inteview, where the researcher
tried to find out the information about the strategy often use by the teacher in
teaching writing of descriptive text. The data which were collected from the
students are data from interview and test score. The data from interview was
aimed to know their difficulties in writing skill. Next, the data from the test was
aimed to know the improvement of students’ ability in writing skill. Besides, the
28
of the action in the classroom. Next, the documentation is the data which were
obtained from the researcher herself.
G.
The Instrument of Collecting Data
This study used three instruments in collecting the data, they are;
interview guideline, observational sheet, and test score. Here is the explanation
about those three instruments:
1. Interview guideline
Interview guideline used in this research is not only to complete the
data but also to complete the information needed by researcher. The interview was
conducted to the English teacher and the students of eight grade at SMP Tahfidz
Al-Mizan. The interview which is addressed for the English teacher is about
English learning process in the class, the most difficult skill for the students, the
activities in English learning process, media used in teaching writing, the problem
faced in teaching writing, the strategy used in teaching writing, students’
participation in teaching writing, and mind mapping strategy. Also, the interview
which is addressed for the student is about whether the students like to writing,
the most difficult skill, the teaching and learning process of writing, and the
problem faced in writing.
2. Observational sheet
The observational sheet is used to get the data observation in the
classroom. Moreover, it is to monitor and to analyze teachers’ and students’
performance during the implementation. See in the appendix 3 (three) to know
some checklists in this stage. In making some checklist in the observation sheet,
the writer developed from Kunandars’ suggestion7.
3. Test Score
Written test about descriptive text by using mind mapping was done
before (pre-test) and after (post-test) the implementation of CAR. It is used to
know the students’ improvement from pre-test up to post-test2.
7
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi
H.
The Technique of Collecting Data
1. Interview
In this phase, the researcher asked the teacher and the students related
to the field twice, those are before and after the implementation of CAR. The
interview is aimed to know about students’ participation and method used by the
teacher in teaching writing especially descriptive text. The interview is not only
addressed to English teacher but also to the students. The purpose is to match the
data from the teacher and the data from the students. The script of both interview
see in appendix 4.
2. Observation
In observation stage, the teacher acts and student behavior related to the
problem are the observed object. In this case, the true teacher acts as an observer,
his job is to observe about the participation and behavior of the students during
the implementation. This stage was done in every cycle.
3. Test
The writer conducted pre-test and post-test in her study. The result of
pre-test is to know the basic competence of the students before the action. Then,
the result of post-test will be implemented after CAR. It is to know the significant
differences of the result after the implementation of CAR. For further reading of
pre-test and post-test you can find it in appendix. However here are the procedure
of scoring the written test did by the researcher which is adopted from Weigles’
model8:
8
30
Table 3.2
Scoring in Writing Skill
Components of writing
Scores Indicators
Content 4 Relevant to the topic and easy to understand
3 Rather relevant to the topic and easy to understand
2 Relevant to the topic but not quite easy to
understand
1 Quite relevant to the topic but is not quite easy to
understand
Organization 4 Most of the sentences are related to the main idea
3 Some sentences are related to the main idea
2 Few sentences are related to the main idea
1 The sentences are unrelated to the main idea
Vocabulary
& Mechanic
4 A few errors in choice of words, spelling, and
punctuation
3 Some errors in choice of words, spelling, and
punctuation
2 Occasional errors in choice of words, spelling, and
punctuation
1 Frequent errors in choice of words, spelling, and
punctuation
Grammar 4 A few grammatical accuracy
3 Some grammatical inaccuracy
2 Numerous grammatical inaccuracy
4. Documentation
Documentation consists of some photos of teaching and learning
process which was taken during the implementation in the class by observer.
Those are to make sure that the writer really did the research by herself.
I.
Data Analysis and Data Interpretation
The qualitative data from observation, interview, and documentation
were collected to measure credibility of the data which is called triangulation data,
while the data were obtained from different technique from similar sources. Next,
the quantitative data from written test is the data which is measured with the
numeric data.
To get the mean of students’ writing score within one cycle, the
researcher uses the formula9:
Mx=
Mx : Mean
X : Individual score
N : Number of students
The next step is count the class percentage which passes the minimum
mastery criteria-Kriteria Ketuntasan Minimum (KKM) 70 use the formula:
P= X 100%
P : The class percentage
F : Total percentage score
N : Number of students
9
32
Then, the writer identifies the improvement score on students’
descriptive paragraph from pre-test up to pos-test score in cycle 1 and cycle 2. The
writer uses the formula10:
P= X 100%
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P= X 100%
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
J.
Criteria of Action Succes
To know whether the action is succes, both the researcher and the
teacher discussed about the action success criteria. Finally, we decided that the
criterion of action success in this research is 75%. In other words, if the class’
percentages who pass KKM (70) is 75%, it means that the criteria of action success is reached. Thus, if the number of persentage has been reached, the
researcher does not need to do the next cycle.
10
33
This chapter presents research finding and interpretation. Research
finding discuss about finding of preliminary study includes pre-interview,
observation, and pre-test. Besides, the writer describes about two cycle did in
implementation and presents students’ score in pre-test, post-test 1, and post-test 2. In interpretation, the writer explains about data of interview, data of
observation, data of test, and data of documentation.
A.
The Data Description
1. Finding of Preliminary Study a. Pre-Interview Result
The interview was conducted on August, 22th 2014 before giving the
pre-test. It was addressed for students and English teacher of second grade SMP
Al-Mizan. First interview was addressed for the teacher. The writer asked some
questions about the most difficult skill in teaching English, teaching writing
technique, student’s difficulties faced in writing learning process, and the use of media in teaching writing.
According to teacher’s answer, the most difficult skill learned by the students is writing. The students were often stuck in their writing because they
found the difficulties in finding the ideas when they were writing. The teacher
used this strategy in teaching writing: firstly, he decided the topic that should be
written by the students, afterward, he gave some vocabularies related to the topic;
next, he got the students to write the text. In that explanation shows that the
teacher did not explain about kind of the text, generic structure of the text, and the
tenses that should be used in their writing. One of students’ difficulties in writing subject is gaining the main ideas. They have lack of ideas about what they should
write. Some of them spend the time to manage the sentence and to decide the
34
teacher said that he did not use any media in teaching writing subject. Reference
book is the one of the media that he used to help his students. Through some
examples given in the book, he expected that his students understood about what
they should write.
The second interview was addressed for students of class VIII-A
Tahfidz Al-Mizan Pandeglang. It was conducted on August, 22th 2014. The
questions asked by the writer was about whether the students love to writing
subject or not and its reason, the most difficult skill in English subject, the
teachers’ teaching in writing subject, and the difficulties faced by the student in writing subject. Based on the students’ opinion, they did not like to write because they often stuck in the middle of her writing. For the second question, the students
stated that writing is the most difficult skill after listening skill in English subject.
Next, the students recognized that the teacher instruction in the class ran
monotonously. What the students know are they should write about the topic
which is given by the teacher and looking for the vocabularies needed in their
dictionary. Last, when the writer asked about the difficulties in writing subject,
they said that they were confused in making a good sentence and good structurally
paragraph. Moreover, they often stuck on their writing because they have no idea
about what should they write next.
b. Pre-Observation Result
This observation was conducted on August, 23th 2014. It was held at
VIII-A Tahfidz Al-Mizan Pandeglang in academic year 2014/2015. The class
consists of 22 of students. This observation was aimed to know teaching and
learning process on writing skill in the class before CAR. The first thing that the
teacher did in writing class was deciding the topic that should be written by the
students. Second, the teacher gave some vocabularies related to the topic which
should be developed by the students. Next, the students were asked to do their
task until the time for the lesson finished. From those phenomena, the writer
found that before giving the task for the students, the teacher did not explain about
knowledge about the type, the definition, the function, the generic structure, and
the characteristics of the text which was assigned to them. The students have no
much motivation in writing the text, it can be seen from their attitude in the class.
Mostly, the students seem sleepy. Finally, until the time finished for the lesson,
almost of them did not finish the task yet.
c. Pre-test Result
In this step, the students are assigned to write a descriptive text with the
theme given from the writer-“My House”. It was conducted on August, 26th 2014 at 10.45-11.30AM. To get the mean of students’ writing score, the writer calculated with the formula below:
Mx =
=
=57.04
Next, to get the percentage of students who passed the Minimum
Mastery Criteria-KKM (Kriteria Ketuntasan Minimum), the writer used:
P = X 100%
=
X 100%
=22.72%
The results of pre-test shows that mean of students’ writing score was 50.04, and there were only five or 22.72% students who passed KKM while the
36
2. The Implementation of CAR a. Cycle 1
1) Planning
The writer prepared some activities to conduct implementation for the
first cycle in this phase. The writer and the teacher work collaboratively in
designing lesson plan for the implementation. First, the writer and the teacher
designed three lesson plans for three meetings. Second, the writer prepared the
material and the media needed. The material is taken from English text book and
internet. Therefore, the writer and the teacher decided that descriptive text was the
chosen text which should be taught to the students. The media needed in
implementation were carton, board marker, color paper, and color pen. Next, the
writer made examples of mind mapping models and a descriptive text by using a
cartoon. The other preparation was making observation sheet which is include
