Abstract
This project entitled “Improving students’ writing descriptive text using mind mapping teaching strategy of the tenth grade students of SMA Negeri 4 Kupang in academic year 2017/2018.” This research is aimed at; 1) to find out the use of mind mapping teaching strategy can improve the writing ability of tenth grade students, 2) to find out the weakness and strength of mind mapping teaching strategy. This research was classified as action research. It was done in two cycles. The first cycle was divided into two meetings and the second cycle was divided into two meetings. The research was done with the participation of 43 students of the tenth grade students of science program. The data obtained during the research were qualitative and quantitative data. The qualitative data were in the form observation checklist while the quantitative data were in the form of the students’ scores.
 The results of the research showed that the use of mind mapping effectively improved the students writing ability. Based on the qualitative data, the students were able to generate their ideas to produce well-organized recount texts. They were also able to use the appropriate vocabulary, correct grammar, punctuation, spelling, and capitalization in their writings. During the teaching and learning process, they also showed positive response toward the lesson. Based on the quantitative data, the students’ mean score improved. In the pre-test, the students’ mean score was 60.58 The students’ mean score in the post-test 1 is 70.81 and the students’ mean score in the post-test 2 is 78.60, which the last mean score is higher than KKM which is 75.00. It means that there are a difference between the students’ writing descriptive text before and after the action research.
Highlights
The research was done with the participation of 43 students of the tenth grade students of science program
The researcher used the interviews with the English teacher, the collaborator and the students involved during the teaching learning process
The scoring which was done by the researcher and the collaborator were based on the scoring rubric of Jacobs et al the tables below would present the mean scores of each aspect gained from the pre-test, the post-test of Cycle I and Cycle II
Summary
English has four basic language skills, namely listening, speaking, reading and writing. Receptive skills are listening and reading, while a productive skill covers writing and speaking. According to Harmer (2001: 199), “receptive skills are the ways in which the people extract meaning from the discourse they see or hear”. It is called receptive skill because students passively receive (listen and read) information and process it. Productive skills are more complex and difficult to learn
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