Integrasi Metode Mind Mapping Pra-Menulis untuk Meningkatkan Organisasi dan Kualitas Argumentasi Teks Pidato Siswa SMP

Abstract

This study was motivated by the initial condition of Class VIII A students at SMP Negeri 17 Pontianak, who tended to write speech texts directly without a planning stage, resulting in disorganized ideas and shallow argumentation; the pre-cycle test conducted on 18 May 2026 showed a class average of only 41.4, with 0% of students reaching the minimum mastery criterion (KKTP) of 78. To address this condition, an action was implemented in the form of integrating the mind mapping method into the pre-writing stage through Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles involving 32 students. Data were collected through writing performance tests, observation, interviews, field notes, and documentation, then analyzed qualitatively and quantitatively. Reflection in Cycle I revealed that students still struggled to develop mind-mapping branches into complete claim-reason-evidence arguments and that the time allocated for pre-writing was insufficient; Cycle II therefore introduced more detailed mind-mapping examples, extended pre-writing time, and a more operational worksheet guide. Results showed significant improvement in both idea organization and argumentation quality: the class average rose to 55.9 in Cycle I and 82.2 in Cycle II, while the classical completion rate increased from 0% to 15.62% in Cycle I and reached 84.38% in Cycle II, surpassing the 75% success indicator. These findings confirm that integrating mind mapping into the pre-writing stage effectively improves students' organized and argumentative speech writing.