TY  - THES
N2  - ABSTRAK: Banyak siswa mengalami kesulitan dalam memahami teks recount karena terbatasnya penggunaan strategi membaca yang interaktif. Penelitian ini bertujuan untuk meningkatkan pemahaman membaca siswa terhadap teks recount melalui penggunaan mind mapping sebagai strategi pembelajaran. Penelitian ini dilakukan dalam bentuk Penelitian Tindakan Kelas (PTK) dengan menggunakan model Kemmis dan McTaggart (1988) yang dilaksanakan dalam dua siklus. Partisipan dalam penelitian ini adalah 28 siswa kelas VIII di salah satu SMP di Bandung. Setiap siklus terdiri dari empat tahap: perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi kelas, wawancara, dan tes pemahaman membaca siswa. Hasil penelitian menunjukkan bahwa penggunaan mind mapping meningkatkan pemahaman membaca siswa, khususnya dalam mengidentifikasi ide pokok, mengenali referensi, menarik kesimpulan, menemukan informasi rinci, dan memahami makna kata. Nilai tes siswa meningkat secara konsisten di setiap siklus. Selain itu, mind mapping membantu siswa memvisualisasikan struktur teks recount dan menciptakan suasana kelas yang lebih menarik. Berdasarkan temuan ini, dapat disimpulkan bahwa mind mapping merupakan strategi yang efektif untuk meningkatkan pemahaman membaca siswa serta mendorong pembelajaran yang lebih interaktif.
Kata Kunci: Penelitian Tindakan Kelas, Mind Mapping, Pemahaman Membaca, Teks Recount.

ABSTRACT: Many students struggle to understand recount texts due to limited use of interactive reading strategies. This study aimed to improve students? reading comprehension of recount texts through the use of mind mapping as a learning strategy. The research was conducted as Classroom Action Research (CAR) using the Kemmis and McTaggart (1988) model and carried out in two cycles. The participants were 28 eighth-grade students at a junior high school in Bandung. Each cycle consisted of four stages: planning, action, observation, and reflection. Data were collected through classroom observations, interviews, and students? reading comprehension tests. The results showed that the use of mind mapping improved students? reading comprehension, particularly in identifying the main idea, recognizing references, drawing inferences, finding detailed information, and understanding word meaning. Students' test scores increased consistently across both cycles. Additionally, mind mapping helped students visualize the structure of recount texts and contributed to a more engaging classroom environment. Based on these findings, it can be concluded that mind mapping is an effective strategy to improve students? reading comprehension and foster a more interactive learning outcome.
Keywords: Classroom Action Research, Mind Mapping, Reading Comprehension, Recount Text.
UR  - https://repository.upi.edu/
A1  - Sitra Camila Rizqiani, -
A1  - Lulu Laela Amalia, -
M1  - other
PB  - Universitas Pendidikan Indonesia
KW  - Penelitian Tindakan Kelas
KW  -  Mind Mapping
KW  -  Pemahaman Membaca
KW  -  Teks Recount.

Classroom Action Research
KW  -  Mind Mapping
KW  -  Reading Comprehension
KW  -  Recount Text.
TI  - THE USE OF MIND MAPPING STRATEGY TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS' READING COMPREHENSION OF RECOUNT TEXT: A Study at a Junior High School in Bandung, West Java
N1  - https://scholar.google.com/citations?user=JDJqv3cAAAAJ&hl=en

ID SINTA Dosen Pembimbing
Lulu Laela Amalia: 0009047508
Y1  - 2025/08/21/
AV  - restricted
ID  - repoupi144112
ER  -