Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
430
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Lifting eighth-grade students' recount text writing
skills through mind mapping
Khozinatul Asror
a,1
, Dian Fadhilawati
b,2
, Miza Rahmatika Aini
c,3
abc
Universitas Islam Balitar, Blitar, Indonesia
1
khozinatulasror81@guru.smp.belajar.id;
2
dianfadhilawati@yahoo.com;
3
jumintenlarasat[email protected]
*
Email dianfadhila[email protected]
INFO ARTIKEL
ABSTRACT
Article history:
Accepted: 10 March 2023
Reviced: 11 June 2023
Approved: 4 October 2023
Avaible online: 1 January
2024
This research was conducted at SMP Al Kamal Wonodadi Blitar to lift the
personal recount writing skills of eighth-grade students, totaling 29
students, especially on the topic of personal recount by integrating mind
mapping. The researchers implemented classroom action research based on
Kemmis and Taggart's model with four main steps: planning, acting,
observing, and evaluating, as well as reflecting. Data were collected through
tests. The results of this study showed a significant transformation in
students' writing abilities after using mind mapping, increasing from 55.66
in the pre-test to 81.14 in the post-test. This improvement involved various
aspects of writing such as grammar usage, vocabulary selection, idea
development, content quality, and mechanical accuracy in the context of
personal recount texts. Based on these results, the researchers recommend
that English teachers integrate mind mapping as an alternative tool to
develop students' writing skills.
Keywords:
Writing
Personal recount
Mind Mapping
Classroom Action Research
©2024, Khozinatul Asror, Dian Fadhilawati, Miza Rahmatika Aini
This is an open access article under CC BY-SA license
1. Introduction
English serves as a universal language, bridging communication gaps across borders and
playing an indispensable role in education (Hapsari, 2016). In Indonesian Education plays an
indispensable role in education (Hapsari, 2016). In Indonesian Education, English as a foreign
language is mandated to be learned by the government starting from elementary until higher
education (Maduwu, 2016; Silalahi, 2016). In the pursuit of English language proficiency,
Indonesian students are required to master four fundamental language skills: speaking, reading,
writing, and listening, those skills constitute the cornerstone of effective communication both
oral and written (Wulandari & Fadhilawati, 2019). Among the four language competencies
discussed earlier, the art of writing emerges as paramount in the hierarchy of skills to acquire in
both higher education and professional settings for instance, to craft succinct summaries,
comprehensive reports, compelling narratives, effective emails, persuasive proposals, meticulous
applications, and various other forms of written correspondence within the professional sphere
(Klimova, 2012). Without a proficient grasp of this skill, students inevitably not only encounter
formidable hurdles when attempting to convey their thoughts and ideas in written form but also
erect formidable barriers to effective communication within educational environments and the
complexities of the professional world (Klimova, 2012).
Despite the pivotal roles of writing in the educational and professional world, writing poses
a significant challenge for students (Klimova, 2012; Khoiriyah, 2014 Pratiwi, 2016; & Fitriani &
Fadhilawati, 2022; Fadhilawati et al., 2020). Writing is a multifaceted skill that demands more
than just a rich vocabulary; it requires mastery of grammar, syntax, mechanics, and the ability to
convey thoughts and ideas coherently (Karminah et al., 2017; Supiah, 2018; & Fadhilawati &
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
431
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Sari, 2018). In addition, the process of writing spans from conceiving and structuring ideas to
their final manifestation on paper which needs a lot of reading (Humairoh, 2021; Fadhilawati,
Rachmawati, and Mansur, 2020). Therefore, without enough reading, the students find it
difficult to convey their ideas in written form.
The challenges in learning writing were also encountered by the eighth-grade students at
SMP Al Kamal Blitar, notably in the realm of personal recount text. As evident from a writing
assessment conducted in May 2022, the students of VIII-B demonstrated limited proficiency in
composing personal recount texts. Struggled with grammar, vocabulary selection, idea
development, and the application of mechanics were palpable, resulting in an average score of
55.66 on the pre-test. That average score was below the school's English proficiency threshold of
75.00. Furthermore, Observations within the classroom environment accentuated the difficulties
encountered by the students. A lack of enthusiasm, passivity, and minimal engagement levels
during writing lessons underscored concerns regarding the effectiveness of instructional
methods.
Acknowledging the need for a more engaging and efficacious approach, this research
embarks on a quest to address the challenges associated with enhancing the writing abilities of
eighth-grade students. Specifically, it explored the utilization of mind mapping as an
instructional tool to amplify students' prowess in composing recount texts, particularly personal
recounts. Mind mapping, a graphical technique mirroring the cognitive thinking process,
emerges as a promising remedy. It facilitates idea generation, organization, and creative linkages
while simplifying the retrieval of knowledge (Buzan, 2008). Furthermore, the Mind map aligns
seamlessly with the principles of effective pedagogy, as it has been shown to engender
enthusiasm among both students and educators, surmount learning hurdles, and adapt to a
variety of subjects (Fadhilawati, 2013). In addition, Sasongko, (2017) reported that Mind
mapping is a powerful technique that blends imagery, color, and visual-spatial organization. It
has been demonstrated to enhance information retention substantially when compared to
traditional note-taking and learning methods. Then, Silalahi, (2016) argued that mind mapping
was effective in enhancing students’ writing skills.
There were numerous previous research which have underscored the efficacy of mind
mapping in augmenting various English language skills or sub-skills, For example, Fadhilawati,
(2013) revealed that the utilization of mind mapping could enhance the students’ vocabulary in
MAN Kota Blitar. Further, Nurlaila, (2013) stated that mind mapping the mind mapping
technique proved to be highly effective in enhancing students' writing abilities, particularly in
writing descriptive texts engagingly and enjoyably. Mind mapping played a pivotal role in
elevating students' writing skills for descriptive texts, notably in expanding their vocabulary,
fostering creativity, structuring sentences, and organizing their ideas cohesively. Consequently,
the application of the mind-mapping technique yielded significant improvements in the students'
descriptive writing proficiency. Khoiriyah, (2014) reported that the use of mind mapping was
able to improve the student’s writing skills in descriptive text in the first semester students of the
English Education Department at Universitas PGRI Kediri, Moreover, Waloyo, (2017) stated
that the use of mind mapping significantly enhances students' writing skills. Mind mapping
serves as a valuable tool that empowers students by providing them with a structured framework
for their writing tasks. It encourages students to think freely and foster their creativity in the
writing process. Through mind mapping, students gain a better grasp of narrative text
organization, understand how to use appropriate tenses in narrative writing, and learn how to
establish the sequence of events in their stories based on the mapping and key concepts
provided. Furthermore, (Kamelia et al., 2018) revealed that the mind map implementation had a
positive effect on the students’ writing recount text in SMAN 7 Kota Tanggerang. In addition
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
432
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Lisan, (2022) claimed that the mind was significant in enhancing students’ writing descriptive
text in class seven in SMPN 2 Gamping, Seleman, Yogyakarta.
However, a notable research gap persists. Despite these promising findings, there remains a
paucity of comprehensive studies that explore the specific application of mind mapping as a
pedagogical approach to address writing challenges encountered by eighth-grade students,
particularly in the domain of personal recount writing. Therefore, the researchers were motivated
to conduct a study under the title “Lifting Eighth-Grade Students' Recount Text Writing Skills
through Mind Mapping”, specifically, this study tried to determine the improvement of eight
grade students’ learning outcomes in writing personal recount by applying mind mapping at
SMP Al Kamal Wonodadi Blitar.
2. Method
The study adopted a Classroom Action Research (CAR) design. Car is a valuable and
suitable approach aimed at enhancing teacher performance and elevating students' learning
achievements within the classroom (Fadhilawati, 2013). Further, argued that CAR serves as a
research method designed to address genuine issues that arise during the teaching and learning
process in the classroom. The rationale for employing CAR in this study was rooted in the
specific challenges observed within the researcher's classroom, VIII B at SMP Al Kamal
Wonodadi Blitar. The prominent issue at hand was the Twenty-nine eighth-grade students'
proficiency in composing recount texts, particularly their lack of personal experience, reflected
in an average score of 55.66. CAR offered a structured framework to systematically identify,
address, and rectify this critical problem within the educational context. Furthermore, the
research was conducted within a single action research cycle aimed at enhancing the writing
abilities of eighth-grade students, specifically in crafting recount texts, at SMP Al Kamal
Wonodadi Blitar. This cycle comprised four crucial phases: planning, acting, observing and
evaluating, and reflecting (Kemmis et al., 2014).
Planning
In this initial phase, the researchers meticulously planned the research action, which
encompassed the preparation of a comprehensive lesson plan), the compilation of recount text
materials and mind-mapping resources, the creation of a post-test, and the establishment of
criteria for research success. The measure of the success of the research was based on the
minimum standard of achievement stated by the school (75.00).
Acting
The acting phase comprised five teaching and learning sessions, primarily focused on
personal recount writing using mind mapping. These sessions spanned from the introduction of
key concepts on Wednesday, 29th June 2022, covering the definition, generic structures,
language features, and types of recount texts via mind mapping. Meeting 2 was done on
Monday, 4th July 2022, it was used for learning what personal recount is by using mind
mapping, Meeting 3 was conducted on Wednesday, 6th July 2022, it was aimed at learning
material and practicing writing about "My Bad Day" by using mind mapping, Meeting 4 was
held on Monday, 11th July 2022, this meeting was used for learning material and practice
writing about “My First Day in school” by using mind mapping and Meeting 5 was done on
Wednesday, 13th July 2022, it was intended for the students learned and practiced writing about
“My first trip with My Sister” by using mind Mapping. The following is an example of mind
mapping for helping students write personal recount text;
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
433
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Picture 1. Mind Mapping of My First Trip Vacation with My Sister
Observing and Evaluating
To gauge the impact of the research intervention, a post-test was administered on Monday,
18th July 2022, it was intended to assess the student's proficiency in writing personal recount
texts by using mind mapping. This evaluation utilized a scoring rubric covering five criteria of
evaluation; content, mechanics, vocabulary, organization, and grammar.
Reflecting
Reflection plays a pivotal role in this research endeavor. The necessity of the subsequent
cycle cannot be ascertained until a comprehensive analysis of the initial outcomes has been
undertaken. In this context, the results of cycle 1 will be juxtaposed against the predefined
research success criteria established during the planning phase. Should the learners successfully
meet these criteria, a single cycle of action will suffice. However, if the learning outcomes fall
short of our expectations, it is incumbent upon the researcher to revise the lesson plan and persist
in its enhancement until the desired outcomes are achieved (Mansur & Fadhilawati, 2021).
3. Result and Discussion
In this critical section, we unveil the culmination of our research endeavors through a
meticulous presentation of results and a comprehensive discussion that delves into the intricacies
of our findings.
Result
After enacting the action, the researchers conducted a post-test to assess the impact of the
implemented strategies. The subsequent presentation provides a side-by-side comparison of
students' scores before and after the incorporation of mind-mapping techniques.
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
434
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Table 1. The Students’ Achievement before and after the utilization of Mind Mapping in
Learning Writing of Recount Text
No
Respondents’
Initial Name
Pre-Test
Score
Post-Test
Score
1
AMA
60.00
79.00
2
AFA
49.00
83.00
3
AAF
58.00
87.00
4
ADFI
65.00
78.00
5
AFAN
66.00
76.00
6
AIB
60.00
80.00
7
AH
59.00
82.00
8
AS
61.00
84.00
9
A
60.00
81.00
10
AASN
61.00
84.00
11
ACS
53.00
84.00
12
CADH
52.00
85.00
13
DPH
53.00
78.00
14
DK
55.00
78.00
15
HCS
52.00
81.00
16
HHA
55.00
81.00
17
IHMNR
51.00
82.00
18
IWJ
52.00
84.00
19
ISM
53.00
80.00
20
KMAB
50.00
80.00
21
KN
50.00
86.00
22
LRS
60.00
79.00
23
MLIY
53.00
77.00
24
MNAA
48.00
79.00
25
MRAF
56.00
81.00
26
MDAA
59.00
83.00
27
MAM
58.00
81.00
28
MRP
58.00
79.00
29
S
47.00
81.00
Average Score
55.66
81.14
From the result presented in the table above, we may infer that the utilization of mind-
mapping techniques in one cycle of action could improve the student's learning outcomes in
writing personal recount text. The majority of students show an improvement in their post-test
scores compared to their pre-test scores. The average post-test score (81.14) is notably higher
than the average pre-test score (55.66), indicating an overall enhancement in students' writing
skill of recount text after the incorporation of Mind Mapping in the learning process. Because
the research target had been achieved in the first cycle, it was not needed for researchers to
continue the process of improvement to cycle two.
Discussion
This study focusing on the utilization of Mind Mapping techniques to enhance eighth-grade
students' personal recount writing skills, is in tandem with previous research highlighting the
efficacy of Mind Mapping in various English language skills. This study contributes to the
existing body of knowledge, specifically addressing the writing challenges faced by students.
Numerous prior on the utilization of Mind mapping as a tool to enhance learning outcomes for
example; (Fadhilawati, (2013); Nurlaila, (2013); Khoiriyah, (2014); Waloyo, (2017); (Kamelia
et al., 2018) and Lisan, (2022)) have emphasized the positive impact of Mind Mapping on
different aspects of language learning, including vocabulary enhancement, descriptive writing
skills, and overall proficiency. The result of this study aligns with those findings, demonstrating
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
435
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
that the application of mind-mapping techniques resulted in a significant improvement in
students' ability to write personal recount texts.
Moreover, writing, as a multifaceted skill, poses challenges beyond a rich vocabulary.
Grammar mastery, syntax, mechanics, and coherent expression are vital components. The
literature review emphasized that Mind Mapping aids in idea generation, organization, and
creative linkages. In our study, the observed improvement in post-test scores suggests that Mind
Mapping effectively addresses these specific challenges, fostering a more holistic development
of writing skills.
In addition, Mind Mapping mirrors the cognitive thinking process, encouraging students to
visualize and organize their thoughts spatially. The graphical representation of ideas helps in
conceptualizing the structure of a recount text. This visual-spatial organization, as reported by
Sasongko, (2017) and Silalahi (2016), aligns with cognitive theories that posit enhanced
information retention through visual aids. In our context, the improvement in students' scores
implies that Mind Mapping aids in the cognitive processes involved in writing.
Further, the studies by Khoiriyah, (2014) and Waloyo, (2017) highlighted the role of Mind
Mapping in fostering creativity and engagement in the writing process. This result resonates with
these claims, as observed in the enhanced enthusiasm and engagement levels during the writing
process by applying Mind Mapping sessions. The visually stimulating nature of Mind Mapping
potentially mitigated the observed lack of enthusiasm in conventional writing lessons, leading to
a more participatory learning experience.
Mind Mapping's adaptability to various subjects and its versatility, as discussed by
Fadhilawati, (2013) position it as an adaptable instructional tool. This study specifically applies
Mind Mapping to the domain of personal recount writing, showcasing its versatility and
suggesting that it can be tailored to address specific language learning objectives. This study
builds upon the foundations laid by previous research, reinforcing the notion that Mind Mapping
is not a one-size-fits-all solution but rather a flexible and effective tool that can be strategically
employed to enhance specific language skills. In summary, the success of Mind Mapping in
improving students' recount writing skills can be attributed to its alignment with cognitive
processes, its ability to address specific writing challenges, and its adaptability to engage
students creatively. The findings from this study contribute to the ongoing discourse on
innovative pedagogical approaches, emphasizing the practical application of Mind Mapping in
improving language proficiency, particularly in writing skills.
4. Conclusion
The findings of the Classroom Action Research (CAR) conducted with eighth-grade students
at SMP Al Kamal Wonodadi Blitar, demonstrating the significant improvement in personal
recount text writing abilities through the use of mind mapping, hold important implications for
both educators and curriculum developers. It is recommended that educators integrate mind-
mapping techniques into their writing instruction strategies, fostering a more dynamic and
engaging learning environment that supports students in mastering key aspects of writing, such as
grammar, vocabulary, idea development, text structure, and mechanics. Additionally, it is
suggested that schools consider providing professional development opportunities for teachers to
enhance their proficiency in utilizing mind mapping effectively. Furthermore, curriculum
developers may consider incorporating mind mapping as a formal component of the writing
curriculum, recognizing its potential to improve students' writing skills and overall academic
performance. This research underscores the value of innovative teaching methods and their
potential to empower students with the essential skills needed for effective communication and
expression in modern education.
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
436
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
5. Acknowledgement
The researchers extend their heartfelt gratitude to the Headmaster of SMP Al Kamal
Wonodadi Blitar for granting the necessary permissions and support for the execution of this
research study. Additionally, the researchers express my sincere appreciation to the students of
Class VIII B for their invaluable participation as respondents, which has been instrumental in
enriching the findings and contributing to the success of this research endeavor. Their cooperation
and enthusiasm have been crucial in advancing our understanding of the effectiveness of the
mind-mapping technique in enhancing writing skills.
.
6. References
Buzan, T. (2008). Buku Pintar Mindmap (6th ed., Issue 6). Gramedia Pustaka Utama.
Fadhilawati & Sari. (2018). Embedding Various Digital Technologies in English Teaching and
Learning To Improve Students ’ Vocabulary and Writing. Langlit, 5(December), 170–184.
Fadhilawati, D. (2013). Using Mind Mapping And Five Reviewing Patterns to Improve Senior
High School Students’ Vocabulary Achievement. Jurnal Linguistik Terapan, 2(2), 1–23.
https://www.researchgate.net/publication/328761112
Fadhilawati, D., Laksmita, D., & Mansur, M. (2020). Using Padlet to Increase the Students’
Procedure Text Writing Achievement. Exposure, 9 (2)(November), 158–172.
https://doi.org/10.26618/exposure.v9i2.3970
Fitriani, R., & Fadhilawati, D. (2022). Developing Digital Module for Assisting the Seventh
Grade Student to Write Descriptive Texts Easily. JARES (Journal of Academic Research
and Sciences), 7(2), 11–25.
Hapsari, A. (2016). English Bilingual Education: The Challenge of Communication And
Cognition Aspects Of Content Language Integrated Learning (Clil) In Indonesia. Journal
of English and Education, 6(2), 12–20. https://doi.org/10.20885/jee.vol6.iss2.art2
Humairoh, S. A. (2021). Exploring Students’ Difficulties in Writing (A Case Study at the
Department of English Education UIN Syarif Hidayatullah Jakarta).
https://repository.uinjkt.ac.id/dspace/handle/123456789/59494
Kamelia, Agustina, H. N., & Sudarmaji, I. (2018). The Use of Mind Mapping on Improving
Students’ Writing Ability At Tenth Grade of Sman 7 Kota Tangerang in the Academic
Year of 2018/2019. Jurnal Penelitian Dan Karya Ilmiah, 18(2), 112–120.
https://doi.org/10.33592/pelita.v18i2.46
Karminah, S., Nurkamto, J., & MartonoB. (2017). Enhancing Students’ Writing Skills by
Using Mind Mapping. English Education Journal, 5(2), 172–178.
https://jurnal.uns.ac.id/englishedu/article/view/36059/23353
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical
participatory action research. In The Action Research Planner: Doing Critical
Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
Khoiriyah. (2014). Increasing the Students’ Writing Skills through the Mind Mapping
Technique. Nusantara of Research, 1(2), 177–187.
Klimova, B. F. (2012). The Importance of Writing. Paripex - Indian Journal Of Research, 2(1),
9–11. https://doi.org/10.15373/22501991/jan2013/4
Lisan, K. H. (2022). The Use of Mind Mapping to Improve Student’s Ability in Writing
Descriptive Text for Seventh Graders. E-Link Journal, 9(1), 2621–4156.
Academy of Education Journal
Vol. 15, No. 1, Januari 2024, Page: 430-437
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
437
Khozinatul Asror, et.al (Lifting Eight Grade Students’....)
Maduwu, B. (2016). Pentingnya Belajar Bahasa Inggris di Sekolah. Jurnal Warta Edisi 50.
Mansur, M., & Fadhilawati, D. (2021). Enhancing the Students’ Grammar Achievements of
Conditional Sentences By Using Quizizz Platform in Senior High School. JARES (Journal
of Academic Research and Sciences), 6(2), 1–10.
https://ejournal.unisbablitar.ac.id/index.php/jares
Nurlaila, A. P. (2013). The Use of Mind Mapping Technique in Writing Descriptive Text.
Journal of English and Education, 1(1), 1–10.
Pratiwi, K. D. (2016). Students ’ difficulties in writing English : A study at the third-semester
students of English education program At University of Bengkulu. E Journal Universitas
Bengkulu, 1(2), 1–13.
Sasongko, F. K. (2017). Improving the 8th Graders’ Writing Skill Using Mind Mapping at
SMP Negeri 2 Geneng T. Proceedings, International Seminar on Language, Education,
and Culture., October, 47–55.
Silalahi, D. E. (2016). The Effect of Using Mind Mapping Technique in Writing Descriptive
Text at the First Year Students of SMA Negeri 4 Pematangsiantar. Journal of English
Teaching as a Foreign Language (JETAFL), June, 1–6.
Supiah. (2018). The Use of Journal Writing in Teaching Recount Text. U-Jet, 6(1), 1–8.
Waloyo, E. (2017). The Implementation of Mind Mapping Technique in Teaching Writing: a
Case Study At Man 13 Jakarta. ELT Echo : The Journal of English Language Teaching in
Foreign Language Context, 2(1), 72. https://doi.org/10.24235/eltecho.v2i1.1596
Wulandari, Y., & Fadhilawati, D. (2019). Developing Adobe Flash as a Learning Media To
Increase the First Grade Students’ Speaking Achievement at Junior High School in the
2018/2019 Academic Years. Josar, 1(1), 84–95.
