PROJECT(Professional Journal of English Education)
Volume 4, No. 3, May 2021

p–ISSN 2614-6320
e–ISSN 2614-6258

STUDENTS’ RESPONSE TOWARD THE IMPLEMENTATIONOF MINDOMO IN WRITING DESCRIPTIVE TEXT AT THE
SEVENTH GRADE THE STUDENTS IN CIMAHI
Annisa Novianti1, Evie Kareviati2
1,2

1

IKIP Siliwangi
annisanovianti21@student.ikipsiliwangi.ac.id, 2 ekareviati@gmail.com

Abstract
This study aims to describe students' responses toward the implementation of Mindomo in writing
description text at seventh-grade students in Cimahi. This study used descriptive qualitative methods.
The participant of the study is 33 students’ junior high school in Cimahi. The result of this study showedthat the implementation of Mindomo in teaching writing descriptive text gave positive responses to81,80%. This positive response was shown with the enthusiasm of students during the learning process.
Aspects of attention get the largest average score of around 24.54, which shows students are moreinterested in the learning process of writing using the Mindomo application. Besides, the aspect ofconfidence and satisfaction get the lowest score 12, it can be seen that the students are lack of confidence
and have a fear of writing.
Keywords: Mindomo, Writing Skill, Description Text

INTRODUCTION
In Indonesia, English is considered as a foreign language. The people used the local language
as a first language and national language or Bahasa Indonesia as a second language. Based on
the 2013 Curriculum, English is being taught in Junior high school and senior high school. The
English language is one of the subjects of learning. Four skills should be mastered in learninga language like listening, speaking, reading, and writing. Writing is a productive skill and shows
the learners' achievement in academics. Rizqiya, Pamungkas, & Inayah (2017) in Rohmat &Sadikin (2019) state that a person's academic success can be affected by writing skills.
The success in achieving the writing process can be measured by looking at a result of writing
and student's responses. Hamalik (2001) in Muhlisin (2018) explained that response is thecoordinated movement by one's perception towards any events in the environment. Responses
are important in learning similarly in writing. It is has a connection to the objective of writing
to gained by students. Febrianti et al (2015) in Muhlisin (2018) argue that the response of
students and the task received has a connection. Teaching and learning processes inside oroutside the classroom will improve the response of students. Majid (2013) in Muhlisin (2018)states students’ responses can be seen in the learning or teaching writing process. It can bemeasured by an expression of the students', enthusiastic, enjoyment in the process of writing.
According to Muhlisi (2018) the indicator of response can be seen as either happy (positive)
and unhappy (negative). The students will be given a response toward expression in the writing
process. Responses to writing processes related to the motivation of students.
Motivation can support the students’ to learn English. Many students are hard to learn English,
especially in the writing process. According to Cahya, Kusnadi, & Anggraini (2018) The lackof motivation makes the students hard to learn English. The students have low motivation inStudents’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at theSeventh Grade the Students in Cimahi||369

Volume 4, No. 3, May 2021 pp 269-374

writing process because they found difficulties in writing such as how to generate an idea,transferring information, found the topic into written form.
In solving those problems, the teachers need to find a way or strategy to increase students'
interest and draw their motivation in writing. One of the media can be implemented in writing
process is Mindomo. Mindomo is Mind mapping software. It can help the student in the writing
process to generate an idea. According to Nazril et al (2017) in Pertiwi, Nopita, & Candra,(2018) Mindomo can improve students’ achievement in writing and also can motivate students
in writing skills, it is effective as a prewriting tool. Besides, Pertiwi, Nopita, & Candra (2018)stated that the way of writing can be useful and motivated students by Mindomo. The use of
mindomo in learning to write can motivate students and facilitate students in making concepts
in writing. The teacher observes students during the learning process to determine students’
response to the implementation of mindomo
Writing Skill
Writing is a process of transferring the message, generating an idea, and express a feeling in
written form. This idea support by Nunan (2003, p. 88) in Rohmat & Sadikin, (2019) writing
is a process to make an idea, express them, and establish into sentences and paragraphs included
physical and mental activity. Besides Brown (2001, p. 336) in Kareviati, Yugafiati, & Resmini.
(2019) explain that “writing is a process of thinking." Thus, writing is a process to make ideas,organize, or arrange into sentences toward a paper as a result of mind. In process writing thestudents found to lack, and difficulties to produce a massage. According to Pertiwi, Nopita, andCandra (2018) the difficulties of students usually, the students confused to focus on the topic
and grown ideas. It is hard for the students in generating the topic or idea.
Mindomo
Mindomo is a collaborative mind mapping software by Expert Software Application. It was
released in February 2007. Mind Mapping is a simple technique for drawing information, ideas
using visual thinking. Mindomo can combine a diagram or chat with a picture, audio, and video.
Mind mapping is a tool for improving skills and performance a person can use for educational,
employment, and personal. Mind mapping is easy to use, generating ideas, problem-solving,
and collaborative learning.
Descriptive text
Descriptive text is a text to given information and describing something. Gerot (1995) in
Widiyanti, Susilawati, & Rosnija (2018) explain that description text is a kind of text that has
been purposed to giving information. The framework of this kind of text is a description of aparticular thing, animal, person, or other, for example, my pets, or our family. Alice (2007) inSukma (2018) states that "Descriptive text describes a person, place, or thing so that the reader
can picture it in his or her mind”. Wardiman (2008) in Indriani, Zahrida, & Hardiah (2019)state that description text has two parts in generic structure: Introduction is a part of introducing
the participants, and description is a part of describing the participants.
METHOD
This study used descriptive qualitative methods. The research design was a basic qualitative
analysis. According to Ary (2010) in Ningrum (2016) basic qualitative research offereddescriptive explanation with their purposes of understanding a phenomenon, a process of pointof view from the participants. This study was conducted in Junior High School in Cimahi, West370 | Students’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at theSeventh Grade the Students in Cimahi|Volume 4, No. 3, May 2021 pp 269-374

Java. The class consisted of 33 students. The class was selected by the teachers. The instrumentof study used questionnaires and interviews.
RESULTS AND DISCUSSION
Results
Students’ responses toward Mindomo application in writing descriptive text in junior highschool by giving questionnaires with "strongly disagree", "disagree", "neutral”, “agree”, and“strongly agree” options in their answer. The result divided into 3 options that are “strongly
agree and agree”, “neutral”, and “disagree and strongly disagree”. Based on figures 1. Shownpositive response toward the implementation of Mindomo application in learning English
process, especially in writing descriptive text.
100.00%80.00%
60.00%
40.00%
20.00%
0.00%
1

2

3

4

5

Strongly Agree & Agree

6

7
Netral8910 11 12 13 14 15

Disagree & Strongly Disagree

Figures 1. Result of students’ responses toward the implementation of the Mindomo
application.
The average score of students’ responses showed positive responses in the learning process.
Positive responses can be seen with the enthusiasm of students while learning. In the learning
process, students strongly agree with the use of mindomo in the process of writing descriptive
texts. Data shows that 81.80% of students agree with the implementation of Mindomo in thelearning process of writing. Besides, disagree with students as much as 8.08%. The data of
average students’ responses can be shown in figure 2.

81.80%STRONGLY AGREE &AGREE13.33%

8.08%

NETRALDISAGREE & STRONGLYDISAGREE

Figures 2 shows the average response of students.
Students’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at theSeventh Grade the Students in Cimahi|371

Volume 4, No. 3, May 2021 pp 269-374

All of the statements given to students divided into 4 indicators included attention, relevance,
confidence, and satisfaction. The result of each indicator shown in figures 3. The aspect ofattention-getting the highest average score is 24,54, and the lowest score is the aspect ofconfidence and satisfaction with an average score of 12. It can be explained that the attentionof the students' in the learning process is highest, it contains enthusiastic and appreciative in
learning. Students’ interest in using Mindomo can be seen when they begin to apply Mindomoin writing concepts.

24.54

Attention

12.39

12

12

Relevance

Confidence

Satisfication

Figures 3. Average of students' responses on each indicator.
Furthermore, data is supported by interviews with students. The questions focused on students’
responses toward the implementation of Mindomo application in the learning process. The
results of interviews showed that 83.33% of students were very interested and excited during
the learning process using Mindomo application. Especially in learning to write descriptive text,
because students can make concepts about people who will be described. The students were
helped by the exsistence of mindomo application in mapping their ideas.
Discussion
The research has intended to understand students’ responses to the implementation of Mindomo
application in the learning English process. The learning process has done with the Mindomo
application for giving understanding the materials and then how to implement them. The
process has done refered to 4 indicators they are attending (attitude and interest of students'
toward the implementing of Mindomo application), relevance (capability for understanding andconnecting an idea or keywords), confidence (motivation in learning and proficiency to makea concept), and satisfaction (bravery in developing ideas). The score is given 1 until 5 for eachindicator, which indicated the highest score has a good assessment to use the Mindomo
application).
In the learning process the students were given opportunities to make mind mapping related tothe materials. Mindomo is pre-writing or brainstorming for the students before writing. The
students are given the freedom to determine an idea. First steps, the students determine the topic
that will be explained. After that, the students' tried to look for sub-topic to make mind mapping
using the Mindomo application. Then, the students make the descriptive text following the372 | Students’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at theSeventh Grade the Students in Cimahi|Volume 4, No. 3, May 2021 pp 269-374

concepts that have been made in the mindomo application. During the learning process, students
are very enthusiastic about following the stages of using mindomo application.
Furthermore, the students can be more creative in making a concept map, as well as exploring
their abilities. Based on data obtained from the result of previous studies Pertiwi, Nopita, andCandra (2018) on the title The Effect of Mindomo on Students’ Writing Skills in class VII of
SMPN 1 Tanjungpinang explained that Mindomo can make the students happy, enjoy, creative,
and have motivation in writing descriptive text. Students are interested and focused on learning
to understand the material and brave to share ideas. The students brave to give expression ordeliver ideas with Mindomo.
CONCLUSION
Based on the statement above, the implementation of Mindomo in writing descriptive text at
the seventh-grade students in Cimahi have a positive response. The majority of the students
gave a positive response of 81,80% after the implementation of Mindomo in writing descriptive
text. These responses can be seen with the enthusiasm of students during the learning processof descriptive text using Mindomo application. Meanwhile, the highest average value of
responses given by students is around 24.54 on the aspect that shows the students are very
interested in learning using mindomo. While the lowest value is shown in confidence andsatisfaction with an average score of 12, which shows that students felt afraid in expressing
ideas in writing, so some students lack confidence in the writing process.
ACKNOWLEDGMENTS
Alhamdulillah, thank you Allah, my family, my lecturer and those who have supported thisresearch.
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