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This classroom action research investigated the use of mind mapping to improve tenth-grade students’ comprehension of descriptive texts. Participants were 26 students from Class X IPS at Madrasah Aliyah Islamiyah Pontianak during the 2024/2025 academic year. The study employed Burns’ action research framework across two cycles of planning, action, observation, and reflection. Data were collected through reading comprehension tests, an observation checklist, and field notes, and analyzed using descriptive statistics and qualitative thematic summaries. Results showed progressive improvement, with mean scores increasing from 57.5 in the preliminary study to 70.8 in Cycle I and 81.7 in Cycle II. The proportion of students achieving mastery also increased from 26.9%(7/26) to 57.7%(15/26) and 84.6%(22/26), respectively. Improvements in Cycle II followed more explicit teacher modeling, vocabulary support, guided practice, and individual mind-map construction. These findings suggest that mind mapping can support students in selecting, organizing, and connecting information when comprehending descriptive texts. However, improvements cannot be attributed exclusively to mind mapping, as repeated practice and additional instructional support may have contributed. Given the single-class, two-cycle design, the findings are contextspecific. Overall, mind mapping is a potentially useful strategy when accompanied by appropriate scaffolding and guided practice.\u003Cbr>Keywords: Descriptive text, Mind mapping, Reading comprehension, Classroom action research, Secondary education. |\n| This is an open access article under the CC BY-SA license.\u003Cbr>|\n\nI. INTRODUCTION  \nReading comprehension is an essential component of English language learning at the secondary-school level because it enables students to construct meaning from written texts and supports the development of broader academic and communicative abilities. Effective reading involves more than recognizing linguistic forms; students must identify relevant information, understand relationships among ideas, and interpret how information is organized within a text (Taye & Teshome, 2025) . These abilities are particularly important when students encounter descriptive texts, which require them to distinguish main ideas from supporting details and understand how these elements contribute to the overall meaning of the text. Reading comprehension is therefore a fundamental academic skill that supports students in interpreting and evaluating information and developing effective learning and critical-thinking abilities (Aprilia, 2019) .  \nDespite its importance, reading comprehension remains challenging for many students. The preliminary investigation conducted at Madrasah Aliyah Islamiyah indicated that tenth-grade students experienced difficulties in identifying main ideas and supporting details in descriptive texts. These difficulties are particularly relevant to the characteristics of descriptive texts, which are intended to describe people, places, objects, or animals in ways that enable readers to construct a clear representation of the subject being described (Nopita et al., 2021) . Structurally, descriptive texts generally consist of identification, which introduces the subject, and description, which provides its characteristics or supporting information. When s","cbCaibL4lrvKWT4P","https://ap.wps.com/l/cbCaibL4lrvKWT4P","pdf",479188,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the classroom action research?\",\"answer\":\"To investigate whether using mind mapping can improve tenth-grade students’ reading comprehension of descriptive texts.\"},{\"question\":\"How many students participated, and which class were they from?\",\"answer\":\"The study involved 26 students from Class X IPS at Madrasah Aliyah Islamiyah Pontianak.\"},{\"question\":\"What framework guided the study, and how were data analyzed?\",\"answer\":\"The research followed Burns’ action research framework across two cycles, using reading comprehension tests, an observation checklist, and field notes. Data were analyzed with descriptive statistics and qualitative thematic summaries.\"}]","Strategies for Improving Reading Comprehension of Descriptive Texts through Mind Mapping | PDF",1790614760,25]