One sort of written communication that depicts or records an object in depth or detail in accordance with the actual circumstances is a descriptive paragraph. The aim reseach is to learn how the mind mapping approach is used in smpn 9 Denpasar's 8th graders to help them write more descriptive paragraphs. This study is an example of classroom action research (CAR). This study examines how the Mind Mapping model, which consists of two cycles with each cycle having four stages that researchers have passed, such as planning, implementation, observation, and reflection, can help students in class VIII at SMPN 9 in Denpasar write more descriptive paragraphs and word classes. The result shows before using the Mind Mapping learning paradigm, students in class VIII H were tested on their ability to create evocative paragraphs. The findings revealed that 100% of the students failed the test, with an average score of 60.00, the lowest score being 50.00, and the highest being 72.00. However, up to 7 students, or roughly 23.3% of pupils, could achieve a score of greater than 70.00.

The problem-based learning method is one of the methods that can be applied in EFL classes, especially for students' writing skills, so that it can create a pleasant learning atmosphere and make learning more active in classroom learning activities. The problem-based learning model is one of the learning models that can shape scientific behavior, social actors, and develop students' curiosity. Learners are initially faced with a problem, then followed by a student centered information search process. Seeing the importance of this method, this study aims to see the extent to which the PBL method can improve students' ability to write Narrative text. With Classroom Action Research design, this study was applied to 20 students of class X. In collecting data, tests were used to obtain an overview of student achievement, each of which was given in each cycle. The results of this study show that PBL can improve students' narrative text writing skills, this can be seen from the percentage of student results in each cycle. In addition to making the classroom atmosphere active and participatory, PBL also makes students think more critically in solving their problems. Students are required to be able to solve their problems both individually and in groups. Seeing the important role of this PBL method, the results of this study can be used as starting points or corrections for further research

In learning English, a person is required to master language skills. In the language skill itself, there are 4 components, namely listening skills, speaking skills, reading skills, and writing skills. Each of the skills mentioned has a very close relationship with one another. The four skills are basically a unit in learning a language. This research aimed to describe (1) the writing skill of descriptive paragraph before applying Mind Mapping, (2) improving writing skill of descriptive paragraph after applying Mind Mapping and (3) improving the ability to use word classes after applying Mind Mapping. The method and technique of presenting data in this research is in the description and table form so that it can be meaningful and well organized. The results showed that the last post-test in cycle II reached the indicators of success determined in this classroom action research. An increase in the ability to use word classes also occurred after the application of the Mind Mapping learning model, where in the first cycle students were able to write as many as 10 sentences in a paragraph and an increase also occurred in the use of words (adjectives), while in the second cycle there was also a significant increase. quite satisfactory where the participants were better able to write 12 sentences and were more creative by using more words such as nouns, adjectives, and verbs. Keywords: descriptive paragraph, word classes, Mind Mapping