IMPROVING EIGHTH GRADE STUDENTS’ RECOUNT WRITING ACHIEVEMENT THROUGH DIGITAL MIND MAPPING: A CLASSROOM ACTION RESEARCH

Abstract

This study aimed to investigate the effectiveness of digital mind mapping in improving students’ writing achievement in recount texts. The study employed a classroom action research design conducted in two cycles, involving 33 eighth-grade students at a junior high school in Surabaya. Data were collected through writing tests, observation, interviews, and questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, display, and conclusion drawing. The findings indicated a significant improvement in students’ writing achievement. The percentage of students who met the minimum mastery criterion increased from 24% in the pre-test to 80% in Post-test I and 90% in Post-test II. In addition, students demonstrated increased motivation and active participation during the learning process. The use of digital mind mapping facilitated students in organizing ideas, developing coherence, and expressing their thoughts more effectively. Therefore, digital mind mapping can be considered an effective instructional strategy to enhance students’ writing performance in recount texts.