| dc.description.abstract | This Classroom Action Research was intended to improve the eighth year
students’ writing achievement through Mind Mapping technique at SMPN 1
situbondo in the 2010/2011 academic year. This research subjects were the students
of class eight- I that was determined purposively, because their writing achievement
score was the lowest among the nine existing classes (their mean score was 62) which
was below the standard mastery of English of the school (70). It was known from the
result of preliminary study, interview, and classroom observation. Besides, they also
still faced difficulties in writing English. They had problems in generating and
organizing the ideas, the use of grammar and vocabulary. Finally, both the researcher
and the English teacher agreed to apply Mind Mapping technique because this
technique was suitable and appropriate to overcome the students’ problems in
writing.
This research was carried out in two cycles. Each cycle covered the stages that
include planning the action, implementing the action, observing and evaluating, and
reflecting the action. These activities were conducted in each cycle. The first cycle
was conducted in three meetings including the writing test. The data about the
students’ writing achievement were collected through the writing test. Meanwhile,
observation was used to monitor the teaching and learning process of writing by
using checklist and field notes.
The results of the students’ writing achievement in the first cycle showed that
the percentage of the students who got score 70 or more was 53.13%. In addition, the
results of observation in Cycle I revealed that only 65.51% of 32 students actively
participated in the teaching and learning process of writing by using Mind Mapping
technique. The rest of the subjects (34.49% of 32 students) were passive in joining
the lesson. They were reluctant to ask questions and answer the teacher’s oral
questions. Besides, some students did not pay much attention to the lesson; some
students tend to talk to their friends and learned another subject. Based on those
results, it could be concluded that the action given in the first cycle was not
successful yet. Therefore, the actions were continued to the second cycle by revising
the lesson plans in the first cycle by considering the students’ weaknesses and errors
they made on the writing test in the first cycle. In Cycle II, the English teacher gave
more explanation about recount text including the text organization. Besides, the
English teacher gave them opportunities to ask the problems they had face. The
results of the students’ writing achievement test in the second cycle showed that
78.12% of 32 students got score 70 or more. It improved from 53.13%, in Cycle I to
78.12% in Cycle II. Besides, there was also an improvement on the percentage of the
students’ active participation in the teaching and learning process of writing by using
Mind Mapping technique. It improved from 65.51% in Cycle I to 79.68% in Cycle II.
It means that both the students’ writing test and the students’ active participation in
the teaching and learning process of writing by using Mind Mapping technique
improved in the second cycle and fulfilled the success criteria of this research. Thus,
the action research was ended.
Based on the results above, it could be concluded that the use of Mind
Mapping technique in the teaching and learning process of writing could improve the
students’ writing achievement in two cycles. Then, it is suggested to the English
teacher and the students to apply Mind Mapping technique as an alternative technique
in teaching writing. It is due to the fact that Mind Mapping technique could improve
the students’ writing achievement. At last, for the future researcher, this research
could be used as references to conduct further research dealing with the other genre
of writing text to improve the students’ writing skill. | en_US |
