The Application of Metacognition-Based Mind Mapping to Improve Junior High School Students’ Expository Writing Skills

Abstract

This study aimed to improve the expository writing skills of eighth-grade students at SMP Negeri 7 Kota Ternate through the application of metacognition-based mind mapping. The study employed a classroom action research design conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 37 students. Data were collected through a writing test, observation, and metacognitive reflection, and were analyzed quantitatively and qualitatively. The results showed an increase in the mean score from 43.25 in the pre-cycle to 59.46 in Cycle I and 78.38 in Cycle II, with mastery increasing from 43.25% to 59.46% and 78.38%, respectively. These findings indicate that metacognition-based mind mapping effectively helped students organize ideas and regulate the writing process. The contribution of this study lies in integrating idea mapping with metacognitive regulation as a learning strategy for expository writing.