IMPROVING DESCRIPTIVE TEXT WRITING SKILLS THROUGH THE MIND MAPPING MODEL IN GRADE V STUDENTS

Abstract

This study aims to improve the descriptive text writing skills of fifth-grade students at SDN 6 Suak Tapeh through the implementation of the Mind Mapping learning model. The novelty of this research lies in the systematic integration of Mind Mapping as a visual learning strategy to support idea generation, paragraph organization, and vocabulary development in descriptive writing activities at the elementary school level. This study provides practical contributions by offering an effective instructional approach that helps students organize information more coherently and actively participate in the learning process compared to conventional writing instruction.

The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. Data were collected through classroom observations, writing performance tests, interviews, and documentation. The effectiveness of the learning model was evaluated using students’ average writing scores, learning mastery percentages, and classroom participation indicators.

The results showed a substantial improvement in students’ descriptive writing performance. The average writing score increased from 65.60 in the pre-action stage to 71.80 in Cycle I and 86.16 in Cycle II. Learning mastery improved from 36% in the pre-action stage to 60% in Cycle I and reached 92% in Cycle II. In addition, classroom observations indicated increased student engagement, participation, and ability to develop ideas systematically through visual mapping techniques. These findings demonstrate that the Mind Mapping learning model effectively enhances descriptive writing skills, improves learning efficiency in organizing ideas, and promotes active student involvement in the writing process