The teacher started the class by greeting all the students before doing the teaching learning process. She continued to ask the students about materials used in the classroom, after the teacher gave the question about the materials. The teacher stood up in front of the students and then the researcher sat behind the students.
The teacher gave good answers because the students could answer the question from the teacher. After the question and answer section, the teacher gave the conclusion Picture 4.4 the example of a descriptive text. Before giving an example of a mind mapping, the teacher explained about the definition of mind mapping.
In this action process, the teacher tries to get the students to be engaged in the teaching-learning process. Apparently, it was an effort on the part of the teacher to facilitate students' understanding of mind mapping technique. There were several rules which were applied by the teacher in writing a descriptive text using the mind mapping technique.
Before the students erupted, the teacher reviewed the material the students had learned during the day.
Second Meeting
Before the lesson started, the teacher greeted the students and checked the students' attendance. She reviewed the previous subject they studied by asking them the language features and generic structure related to picture they saw in the previous meeting. The teacher explained to the students that they would continue with the material in the second meeting during the day.
When the students were working with their groups, the teacher moved around the classroom and checked the students' work. After twenty minutes the teacher asked one of the group to come forward and present their picture assignment to the last group. You should make a mind map of the description of those pictures with colorful markers so that they can be identified more easily.
Teacher: "Okay, now please write the task, I will give you 30 minutes, please do the colored paper. Students: "Ok, mom." Based on the picture above, students were working on writing descriptive text tasks using the group mind mapping technique. The teacher asked the students who had finished writing the mind map to write the text.
For those who had not finished the mind mapping, she asked them to finish it quickly and write the text. She went around the class to check the students' works and to help if they asked for it. After completing the task, she collected the students' writing as the time had already passed.
The Result of Mind Mapping Technique for Teaching Writing Descriptive text
The example above shows that in terms of content, students' writing is already well developed. In terms of organization, this text consisted of proper structure, identification, and description. This is proven by using common words so that the text is easily understood.
The example above shows that the students develop the ideas quite well in terms of content. Starting with the identification in the first paragraph, and then a series of descriptions in the second paragraph. This is proven by the use of common words so that the text can be easily understood.
The Students Opinion
Based on the above result questionnaire table, the researcher counted the percentage of student responses in the formulas. Based on the count of the percentage of students' answers, the count percentage of students' YES and NO questions is counted as follows. The percentage of the students' responses summary was converted into a pie chart that can be described in the following figure.
Students Opinion
Discussion
- Implementation of Mind Mapping Technique for Teaching Writing Descriptive text
- The Opinion from Students
In this section, the researcher discussed the findings from observational field notes, writing assignments, questionnaires, and interviews conducted with the teacher and students. All instruments used to describe the implementation of the mind mapping technique were related to teaching the seventh grade students of SMP Sunan Ampel Porong to write descriptive text and what the students' opinions were about the mind mapping technique on teaching writing descriptive text to the seventh grade. students of SMP Sunan Ampel Porong were explained as follows. To make it easy for the students to write the descriptive text during the first meeting, the researcher discovered that the students did not know anything about the technique of mind mapping.
The teacher gave some examples of animal pictures in slide of powerpoint with some questions. As a result, they felt happy in that class after being given some questions about descriptive text, such as what was descriptive text. In the second meeting, it was the implementation of mind mapping technique in writing descriptive text for students.
When the teacher explained, the students looked at LCD and listened more seriously to the teacher's explanation. They felt happy and confident in writing descriptive text using mind mapping technique because they felt that it helped them to learn English. Mind mapping was a system that uses brain management to unlock all the hidden brain power and capacity.
In addition, mind mapping was also a learning system that was often used to help the students learn effectively, efficiently and happily. In addition, the mind mapping technique was useful for the students to make their personal descriptive text. Based on the results of questionnaire, it could be seen that the application of mind mapping technique in writing descriptive text is proven by the classical percentage obtained by 75% perfecting the.
