STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING
AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Eduardus Erwan Nugroho Student Number: 031214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING
AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Eduardus Erwan Nugroho Student Number: 031214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii A Thesis on
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING
AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN
By
Eduardus Erwan Nugroho Student Number: 031214038
Approved by
Major Sponsor
iii A Thesis on
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING
AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN
By
Eduardus Erwan Nugroho Student Number: 031214038
Defended before the Board of Examiners on June 1, 2009
and Declared Acceptable
Board of Examiners
Chair person : Ag. Hardi Prasetyo, S.Pd., M.A. ………
Secretary : Made Frida Yulia, S.Pd., M.Pd. ………
Member : P. Kuswandono, S.Pd., M.Ed. ………
Member : Carla Sih Prabandari, S.Pd., M.Hum. ………
Member : Ch. Kristiyani, S.Pd., M.Pd. ………
Yogyakarta, June 1, 2009
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
If you can’t fly,
RUN
!
If you can’t run,
WALK
!
If you can’t walk,
CRAWL
!
But whatever you do, you have to keep
MOVING
FORWARD
.
(Martin
Luther
King)
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, June 1, 2009 The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Eduardus Erwan Nugroho Nomor Mahasiswa : 031214038
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun membeikan royalti kepada saya selama saya tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 11 Juli 2009
Yang menyatakan
vii
ACKNOWLEDGEMENTS
First of all, I would like to say my greatest thanks to Lord Jesus Christ for
never sleeping and Mother Mary for Her never ending guidance and love. Without
their help, it would have been impossible for me to finish my work.
None of this success would have happened without a lot of great people to
whom my gratitude would belong to. Therefore, I would like to acknowledge my
greatest gratitude to my major sponsor, Paulus Kuswandono, S.Pd., M.Ed. for every single assistance, suggestions, guidance, encouragement, support, kindness,
and patience during the process of accomplishing my thesis. My sincere
gratefulness also goes to all PBI lectures, who always provided me valuable lessons. I would also like to thank the following staff, especially mbak Dani and mbak Tari, the English Language Education Study Program secretariat staff and also the librarian for their help, kindness, and support.
I also express my gratitude to the headmaster of SMA Pangudi Luhur Sedayu, Drs. Markoes Padmonegoro, for allowing me to conduct the research there and the English teacher of grade eleven, Y. Bambang Suharyo, S.Pd., for the time and for assisting me and giving me guidance. I would like to thank all
students of XI IPS 2 academic year 2009/2009, especially Ega, Karolyn, Jeane, Angel, Stevani, Wawan, Edo, Suryo, and Satria for their help and kindness.
My deepest thankfulness goes to my great family; my enormous father
Pak Yustinus Paijo and my wonderful mother Bu Sri Ratmiyati. I thank them for every single prayer, love, guidance, trust, patience and support they have given
to me. Hopefully, this little thesis could be an answer of all things they have given
to me. Besides, my sincere gratefulness also goes to Blasius Budi Cahyono and Clara Sinta, who always make me feel that I am their elder brother, always encourage me in different ways, and also always inspire me to move forward
though only for a little step.
viii
Hepi, Eti, Layung, Lala, Putri. I thank them for their sharing and ideas so that I can be here now. The same tribute also goes to my incredible friends, Jati, Kodok, Valone, Lilik, Agatha, mbak Yuli, and Maya for supporting and encouraging me in every step I go. My enormous gratitude is extended to all
EEPRO Crews, Gabo, Qyer, Kadal, and Marchel. I feel really blessed to have them all coloring and filling my life. My enormous acknowledgement goes to
everybody who has contributed their thoughts and energy which I cannot mention
one by one.
Finally, this little thesis could not have been accomplished without a
marvelous person who always stands by my side when I am down, Nikola d’Albergati Ratna Yudha Dwijayanti, her love, care, support, and patience have converted me to become a better man. She is the most fabulous gift from God who
never comes twice.
ix
TABLE OF CONTENTS
TITLE PAGE ... i
PAGES OF APPROVAL ... ii
PAGES OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PAGE OF PUBLICITY ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT ... xv
ABSTRAK ... xvi
CHAPTER I. INTRODUCTION A. Background of the Study ... 1
B. Problem Formulation ... 5
C. Problem Limitation ... 5
D. Objectives of the Study ... 6
E. Benefits of the Study ... 6
F. Definition of Terms ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10
1. Reading………. ... 10
a. The Nature of Reading ... 11
b. Level of Reading Processes ... 12
c. Narrative Text ... 13
x
2. Mind Mapping Technique ... 18
a. The Concept of Mind Mapping in Reading ... 19
b. Benefits of Mind Map ... 21
c. Mind Mapping for Narrative Text ... 24
3. Perception ... 25
B. Theoretical Framework ... 26
CHAPTER III. METHODOLOGY A. Research Method ... 29
B. Research Participants ... 30
C. Research Instruments ... 31
1. Interview Form………. ... 32
2. Questionnaires ... 33
D. Data Gathering Technique ... 34
E. Data Analysis Techniques…. ... 36
F. Research Procedure……. ... 36
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Preliminary Survey Data Presentation ... 40
1. Data from the English Teacher………. ... 40
2. Data from Students’ Questionnaire ... 42
xi
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ... 53
B. Suggestions ... 54
xii
LIST OF TABLES
Table 4.1 Summary of the Result of Questionnaire A ... 42
xiii
LIST OF FIGURES
Figure 2.1 The Pattern of Mind Mapping for Narrative Text ... 24
xiv
LIST OF APPENDICES
Appendix A Letter of Permission ... 58
Appendix B Research Instruments ... 60
1. Interview Form………. ... 61
2. Questionnaire A ... 64
3. Questionnaire B………. ... 67
Appendix C Materials and Mind Mapping Result ... 69
xv ABSTRACT
Nugroho, Eduardus Erwan. 2009. Students’ Perceptions on The Implementation of Mind Mapping Technique in Narrative Reading at SMA Pangudi Luhur Sedayu Grade Eleven. Yogyakarta: Sanata Dharma University.
The latest curriculum requires that teaching-learning process is not only a matter of transmitting knowledge. It should also encourage students to be able to comprehend, apply the information, and build social interaction. Students have to comprehend not only the language elements but also the content itself. Hence, students have to acquire new knowledge through the teaching learning process, especially reading process. Narrative is one of genres which students have to master. Narrative text is considered important for students since the government sets it in the curriculum from elementary level up to the senior high level. In order to accomplish that objective, students need a particular strategy to enhance their narrative reading comprehension. Therefore, the researcher introduced Mind Mapping Technique in order to support the students in enhancing their reading comprehension.
This study mainly discussed and analyzed the use of mind mapping technique in narrative reading. Therefore, this study aimed to investigate the students’ perceptions toward the implementation of mind mapping technique. The researcher employed survey study. To answer the problem stated above, the researcher conducted an interview to the English teacher and distributed first questionnaire to the students in order to provide information about common teaching-learning activities in SMA Pangudi Luhur Sedayu grade eleven. The researcher, then, implemented the mind mapping technique in narrative text. First, the researcher introduced mind mapping technique about how to make it, how to read it, and how to take notes using it. The implementation spent five meetings. All the process was ended by distributing the second questionnaire.
The research findings revealed that students could memorize all information gathered from the narrative passages more easily since the notes were in a literal way. From this study, it was obvious that mind mapping technique was suitable for senior high school students in order to help them in enhancing their narrative reading comprehension.
xvi ABSTRAK
Nugroho, Eduardus Erwan. 2009. Students’ Perceptions on The Implementation of Mind Mapping Technique in Narrative Reading at SMA Pangudi Luhur Sedayu Grade Eleven. Yogyakarta: Universitas Sanata Dharma.
Kurikulum terbaru mengharuskan kegiatan belajar-mengajar tidak hanya bertumpu pada pemindahan ilmu pengetahuan dari guru kepada murid. Kegiatan belajar-mengajar harus mendorong siswa untuk memahami, mengaplikasikan informasi yang didapat, dan membangun interaksi sosial. Siswa harus memahami tidak hanya unsur-unsur kebahasaan saja tetapi juga isi dari pelajaran itu. Oleh sebab itu, siswa harus menguasai ilmu pengetahuan yang baru lewat kegiatan belajar mengajar tersebut, secara khusus pada kegiatan membaca. Jenis bacaan naratif adalah salah satu jenis bacaan yang harus dikuasai siswa. Jenis bacaan naratif penting untuk dikuasai mengingat pemerintah meletakkan jenis bacaan naratif di setiap semester mulai dari sekolah dasar sampai sekolah menengah atas. Untuk mencapai tujuan tersebut, siswa membutuhkan sebuah setrategi belajar khusus untuk meningkatkan pemahaman membaca mereka pada bacaan naratif. Oleh karena itu, peneliti memperkenalkan teknik mind mapping untuk membantu siswa dalam meningkatkan pemahaman membaca pada bacaan naratif.
Penelitian ini membahas dan menganalisa terutama mengenai teknik mind mapping dalam bacaan naratif. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki tanggapan siswa mengenai penerapan teknik mind mapping. Peneliti menggunakan metode penelitian Survey Study. Untuk menjawab masalah dalam penelitian ini, peneliti mewawancarai guru bahasa Inggris dan juga memberi kuesioner pertama untuk diisi oleh siswa dengan tujuan untuk megetahui kegiatan belajar mengajar yang biasa dilakukan di SMA Pangudi Luhur Sedayu kelas sebelas. Peneliti, kemudian, menerapkan teknik mind mapping untuk memahami bacaan naratif. Pertama, peneliti memperkenalkan teknik mind mapping kepada siswa bagaimana cara mambuatnya, bagaimana cara membacanya, dan bagaimana cara mencatat menggunakan teknik tersebut. Penerapan teknik mind mapping ini membutuhkan lima pertemuan. Keseluruhan proses diakhiridengan pembagian kuesioner yang kedua untuk diisi oleh siswa.
Temuan dalam penalitian ini mengungkapkan bahwa siswa dapat mengingat informasi yang didapat dari bacaan dengan lebih mudah karena catatan yang dibuat dalam bentuk literal. Dari penelitian ini, sangat jelas bahwa teknik mind mapping sangat cocok untuk siswa sekolah menengah atas dalam hal meningkatkan pemahaman membaca mereka pada bacaan naratif.
1 CHAPTER I INTRODUCTION
In this study, the researcher would like to investigate the effectiveness of
mind mapping technique to enhance students’ narrative reading comprehension in
SMA Pangudi Luhur Sedayu grade eleven. This chapter presents six parts, namely background of the study, problem formulation, problem limitation, objectives of
the study, benefits of the study, and definition of terms.
A. Background of the Study
Nowadays, English becomes an international language which is learnt by
millions of students all over the world. Some countries set English as the second
language which is used in the formal activities and in the official matters. Some
countries put English as a foreign language since it is only formally learnt in
schools and universities. In Indonesia, English is considered important to be learnt
as only a foreign language though it takes part almost in all areas such as in
science, technology, art and culture, economic, international relationship, and
education. English language plays an important role in developing students’
knowledge, social, and emotional. Besides, English facilitates students to acquire
and master all subjects (Suhendro, 2006: 307).
Realizing that English is very important, the Indonesian government tries
to pay more attention to the improvement of English teaching and learning
compulsory subject in schools since elementary level. In other words, students
learn English formally in school, from the elementary level to the high school
level. Students are required to able to use their analytical and imaginative ability
to express their ideas and feelings (Suhendro, 2006: 307). Senior high school
students are expected to reach the informational level. They should be able to gain
new knowledge through the process of acquiring the language skill (Suhendro,
2006: 307). Then, mastering English facilitates students to gain new knowledge
since English is used by many countries and takes place in most of all knowledge
area.
In learning English, students should master four main skills which are
divided into two major skills. The skills are productive skills; speaking and
reading, as well as receptive skills; writing and listening. Reading skill is one of
the receptive skills which takes a major place among other language skills as it is
the core of those four skills. As Bright and McGregor (1970: 52) state that general
knowledge depends on reading and reading mastery facilitates the mastery of
other skills. Carrel (1988: 46) also states that reading is the first skill that should
be known in order to be able to acquire other skills of the target language. Since
students of senior high school are expected to continue their study to go to higher
level, they have to master reading skill well. It will be valuable for them since
almost all the subjects in universities are accessed in English. Thus, they have to
be able to comprehend English text in order to attain new knowledge. In other
words, reading is expected to help students to learn new knowledge, ideas,
In addition, reading is considered a difficult language skill to be mastered.
Many Indonesian senior high school students get difficulties to master English
reading skill since majority of the students rarely use English in their daily life.
According to Wallace (2003: 4), one of the difficulties which young learners,
especially EFL learners, may have is the incapability to understand text. They
tend to fail in acquiring the significant meaning of the reading text well. In other
word, they have difficulties in understanding the English reading text. As a result,
they spend much time to read and understand the text since they have to read the
text several times. One way to overcome that problem is by creating a summary.
A summary is important since it assists students to remember many things and
keep all memory in their mind (DePorter, 2006: 146). In other words, if students
memorize many things in a text, they can understand the text better and faster. In
the newest curriculum, one of the genres which students have to master is
narrative text. Government places narrative text in every semester since junior
high level. It means that narrative text is important in students’ daily activities.
In SMA Pangudi Luhur Sedayu, English becomes one of important subjects in the school education system. The students of grade eleven have six
hours per week to learn English. Though there was no particular time for each
skill, the time is set well so that they can cover all four skills in English. Through
the interview with the teacher and questionnaire to the students of grade eleven,
the researcher found that the eleventh grade students of SMA Pangudi Luhur Sedayu had several problems in reading. The researcher found three major
felt lazy to read English passages as they rarely use English in their daily
activities. Therefore, they got problems to comprehend English text well. The
second problem was about the variation of the English texts. The teacher seldom
gave the students different kinds of reading passage. The teacher seemed to
employ the texts which are provided in the handbook. The third problem was
about the students’ lack of vocabulary. When they read a text, they would stop if
they found a new word which they did not understand. They were not motivated
to continue reading or find the meaning out in the dictionary. Thus, in order to
solve the problems, the researcher tries to present a new technique for them. It is
expected that the new technique is able to enhance their reading comprehension as
well as help them to acquire English skill in general.
There are many ways to comprehend English text. The most effective
technique is by taking notes. There are several techniques to take notes and one of
them is mind mapping technique. Mind mapping is a simple technique to gain
information in a creative way since it employs pictures and colors (Buzan, 2006:
4). Mind mapping technique offers an enjoyable condition in which the learners
can focus on a certain topic and enhance the comprehension of a text (DePorter,
2006: 172). It will be useful for senior high school students who get difficulty in
comprehending texts. Besides, they can learn in an enjoyable way.
In the light of the considerations above, the researcher decided to
investigate the students’ perceptions of the implementation of mind map
grade students for the reason that they have had enough basic English since they
have been learning English since they were in elementary school.
B. Problem Formulation
Considering the preceding explanation, the problems of this study can be
formulated as what are the students’ perceptions of the implementation of mind
mapping technique in narrative reading?
C. Problem Limitation
The scope of this study is the use of mind mapping technique in reading
section of the eleventh grade students of SMA Pangudi Luhur Sedayu. As stated above, the focus of this study is to investigate the students’ perceptions of the
implementation of mind mapping technique in narrative reading in SMA Pangudi Luhur Sedayu grade eleven. Narrative is chosen as government places Narrative in every grade since students are in elementary level. It means that Narrative is
considered an important genre students have to master.
The treatment which the researcher selected to help the eleventh grade
students of SMA Pangudi Luhur Sedayu is mind mapping technique. The students are expected to obtain information from narrative text using mind mapping
technique. Mind mapping technique is considered effective if through mind
mapping technique, the students are able to gain the information conveyed of the
The researcher set the eleventh grade students of SMA Pangudi Luhur Sedayu as the subject of this study.
D. Objectives of the Study
Related to the problem formulation above, there is an objective that has to
be accomplished in this study. This research investigates the students’ perceptions
of the implementation of mind mapping technique in narrative reading in SMA Pangudi Luhur Sedayu grade eleven.
E. Benefits of the Study
This study is highly expected to give essential contribution to these
elements below.
1. The English Teachers
This study is expected to give contribution for English teachers especially
those who teach English in the eleventh grade students of senior high school.
They can get some information about the importance of mind mapping technique
in enhancing students’ narrative reading comprehension. This information is
valuable since students sometimes get difficulties in understanding a narrative
text. Furthermore, if it really functions well, teachers can employ mind mapping
technique as an alternative technique in teaching reading.
2. The Eleventh Grade Students of Senior High School
Knowing that mind mapping technique is valuable to enhance students’
technique in their reading individually. Students are expected to be able to
understand what they have read and then put down their new information,
knowledge and idea in good notes so that they are able to memorize all the
information easily. Besides, students are able to organize their ideas through this
technique.
3. The Further Study
It is expected that the result of the study is able to be used to carry out
another study. Mind mapping technique is suitable not only for assisting students
to comprehend narrative reading text but also for any genre, subjects and skills,
such as vocabulary, speaking, listening, and writing skill. Further, mind mapping
technique is not a complicated technique so that every student can learn and
employ it easily. Therefore, the study is expected to encourage other researchers
to evaluate, revise, reconstruct, or modify this study and write further studies for
other levels and objectives.
F. Definition of Terms
To gain a clear understanding of this study and to avoid misunderstanding,
the researcher includes some definitions of important terms.
1. Perception
Altman (1985: 85) defines perception as the way stimuli are selected and grouped
by a person so that they can be meaningfully interpreted. It is a person’s view of
reality. Robbins (2001: 121) affirms perception as a process by which individuals
environment. In this study, perception refers to the way or process by which the
students organize and interpret the mind mapping technique implemented in
narrative reading.
2. Mind Mapping Technique
The concept of a mind mapping is graphical tools for organizing and
representing knowledge. They include concepts which are usually in circles or
boxes of some types, and relationships between concepts by using lines to link
two concepts (Novak and Alberto, 2008: 1). The researcher applied mind mapping
technique as the treatment of the research.
3. Reading Comprehension
Reading comprehension is a process that requires a lot of related
knowledge of the reader in order to be able to get the purpose of the writer in a
certain text and understand the text well. As Swan (1980: 1) says that readers have
good comprehension if they can read accurately and sufficiently so that they can
get maximum information from the text with minimum misunderstanding.
Further, Finocchiaro (1989: 147) affirms that reading comprehension is a complex
process which demands the knowledge of a lot of related word recognition. In this
research reading is the dependent variable of the research.
4. Narrative Text
Narrative text is a text which the basic purpose is to entertain, to gain and
hold a readers' interest. Narratives sequence people and characters in time and
place as well as set up one or more problems, which must eventually find a way to
imaginary, factual or a combination of both. They may include fairy stories,
mysteries, science fiction, romances, horror stories, adventure stories, fables,
myths and legends, historical narratives, ballads, slice of life, and personal
experience. The researcher employed various narrative stories such as fairy tale,
myth, legend, fable, and personal experience.
5. Senior High School
The students of senior high school grade eleven are often identified as
adolescent. The age ranges from 15-18 years old. The students at this grade have
had enough background knowledge of English since they have learned English
10 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses the related literature which
becomes the basis of the study. This chapter is divided into two parts. The first
part is theoretical description; which involves some important theories related to
the research. The second part is theoretical framework; which provides the
summary of the specific theories which are used as the guideline to answer the
problem.
A. Theoretical Description
There are three points to be discussed in the Theoretical Description. They
are mind mapping technique, the nature of reading, and perception.
1. Reading
Reading is a fundamental skill for students who learn English, moreover
for students of English as a foreign language. It is an important skill to master in
order to be successful not only in learning English but also in learning any
subjects in which English is required. The following explanation deals with the
nature of reading, the models of reading process, the level of reading processes,
the purpose of reading, and teaching reading skill. It is important to identify the
a. The Nature of Reading
Formerly, reading is seen as a passive activity in which readers only
receive information. However, in the learning process, reading is not a passive
activity. Reading is an active process, as Vacca (1981: 12) defines reading as an
active process of getting meaning in which a reader interacts with texts in order to
understand the author’s message. Reading is thinking; it is an active process of
identifying important ideas, comparing, evaluating, and applying them. In reading,
readers build a smooth process of combining information from a text and their
background knowledge to build meaning and readers should possess the ability to
make sense of written symbols (Nunan, 2003:68).
Non-native English readers are required to have the ability to use a wide
variety of reading strategies in order to accomplish the purpose of reading and to
know what to do when they encounter difficulties. As Barnitz (1985: 3), in his
book, Reading Development of Non-native Speakers of English, argues that readers interact with the text in a particular setting or context. Readers construct a
meaningful representation of text through an interaction of their conceptual and
linguistic knowledge with the written symbols in the text.
This study deals with teaching reading to young learners since the
participant of this study is the eleventh grade students of senior high school.
According to Wallace (2003: 4), one of the difficulties which young learners,
especially EFL learners, may have is the disability to understand the text. It is
because they still have limited knowledge of English, especially the vocabulary
from the earliest moment of instructional. Teachers have to motivate the students
to gain the pleasure from reading. Teachers help students in forming attitude to
read with understanding, to evaluate, and also to think creatively as the result of
their reading.
b. Level of Reading Processes
According to Cohen (1990: 77), the reading processes can be divided into
four levels.
1) The grammatical level
It deals with the ability to analyze a text and divide words, phrases, or
sentences into grammatical categories, grammatical function, or their syntactic
role. It is the basic level of the reading processes and it can also be the media of
learning sentence structures.
2) The informational level
This level is basically related with digging out information from the text.
The readers are trying to reveal the message from the text. The vocabulary
analysis is needed in this level. Therefore, it can also be the media of learning
vocabulary. It helps the readers not only to obtain reading skill but also to master
vocabulary.
3) The discourse level
In this level, readers do not deal with the appropriate connection between
portions of a text, and the grammatical or cohesion (lexical relationships between
meaning of the sentences in a text. So, there is an easy understanding text which is
called logical or rational. It can develop readers’ critical thinking and problem
solving since it assists the readers in finding the logical understanding of a text.
4) The writer’s intent
The writer’s intent refers to the attitude and the tone. Sometimes
punctuation, intensifiers, and invectives indicate the attitude and the tone of the
writer. Understanding the writer’s intent is the highest level of the reading
processes since it requires the grammatical mastery, the vocabulary mastery, and
the logical understanding in conveying the meaning of a text.
Knowing the level of reading processes is essential in order to adjust and
to form the type of material which is suitable for the selected students. In this
study, the researcher focuses on the informational level in selecting the material
and the learning activities considering that the selected students are the eleventh
grade students of elementary school which still have limited knowledge of
English. After adjusting and forming the appropriate materials and activities in
presenting the materials, it is important to identify the objectives of the reading. It
is important since it will influence the process and the result of the learning
processes. The designed materials will have some various models in the
appearance.
c. Narrative Text
The basic purpose of narrative is to entertain, to gain and hold a readers'
attitudes or social opinions such as soap operas and television dramas that are
used to raise topical issues. Narratives sequence people or characters in time and
place but differ from recounts in that through the sequencing, the stories set up
one or more problems, which must eventually find a way to be resolved (Gerot,
1994: 204). There are many types of narrative. They can be imaginary, factual or
a combination of both. They may include fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, personal experience. Thus, narrative text
employees past tense to tell the story.
In a Traditional Narrative the focus of the text is on a series of actions
(Gerot, 1994: 204).
1) Orientation
This is the introduction of the story in which the characters, setting and time of the
story are established. Usually answers who? when? where? For example Mr Wolf
went out hunting in the forest one dark gloomy night.
2) Complication
The complication usually involves the main character(s) (often mirroring the
complications in real life).
3) Resolution
There needs to be a resolution of the complication. The complication may be
resolved for better or worse/happily or unhappily. Sometimes there are a number
of complications that have to be resolved. These add and sustain interest and
To help students plan for writing of narratives, model, focusing on (Wing
Jan, 1991: 71) these elements.
• Plot
It tells about what is going to happen in the story.
• Setting
It describes where the story will take place and when the story will take place.
• Characterisation:
It explains who the main characters are and what they look like.
• Structure
It elucidates how the story will begin, what the problem will be, and how the
problem is going to be resolved.
• Theme
It shows what the theme is and what message the writer is attempting to
communicate.
d. Teaching Reading Skill
Nunan (2003: 68) states that teaching reading usually has at least two
aspects.
1) Teaching learners who are learning to read for the very first time. It has a
close relationship with vocabulary, grammar, pronunciation, and other skills
2) Teaching learners who already have reading skills in their first language. The
learners here learn how to transfer skills that they have already learned to the
new reading context in a new language.
Understanding the theory of teaching reading skill is important. In
composing right way to implement the mind mapping technique in reading and
selecting the activities, the researcher should consult the step of teaching reading
skill which consists of three sequenced steps. In teaching reading skill the
teachers not only have to master the reading theories but also have to understand
the principle for teaching reading. Then, the following phase suggests some
activities can be implemented.
Nunan (2003: 74) adds 8 categories of principles of teaching reading. They
are described as follows.
1) Exploit the reader’s background knowledge
Background knowledge involves the reader’s experience like life
experiences, knowledge of how text can be organized rhetorically; knowledge of
how one’s first language works, knowledge of how the second language works,
and cultural background and knowledge. Those experiences are brought into the
text. According to Nunan (2003: 74), reading can be significantly enhanced if the
background knowledge can be activated by setting goals, asking questions,
2) Build a strong vocabulary base
Basic vocabulary is essentially needed to be taught and second language
readers should explicitly be taught to use context to effectively guess the meaning
of less frequent words (Nunan, 2003: 74).
3) Teach for comprehension
Monitoring comprehension is very important part to gain successful
reading. It includes verifying that the predictions being made are correct and
checking that the readers make an important adjustment when meaning is not
accomplished.
4) Work on increasing reading rate
English language teachers should improve their students’ reading rate and
develop reading comprehension skill simultaneously. They should be in a balance
condition. One important thing is to decrease the dependency toward dictionary
by emphasizing some skills like scanning, skimming, predicting, and identifying
the text.
5) Teach reading strategies
A strategy is the ways for active, self-directed involvement that is
necessary for developing communication ability. A good technique to drive
students to the strategies used is to get them to verbalize their thinking processes
while reading (Nunan, 2003: 76). The strategies applied were different for each
6) Encourage readers to transform strategies into skills
As learners consciously learn and practice specific reading strategies, the
strategies move from the conscious one to the unconscious one; from strategy to
skill.
7) Build assessment and evaluation into your teaching
In assessing growth and development in reading skills, it needs time and
training. Quantitative assessment which includes information from reading
comprehension test as well as reading rate data and qualitative assessment which
includes reading journal responses, reading interest survey, and responses to
reading strategy checklists are both needed in the reading classroom.
8) Provide an effort for continuous improvement as a reading teacher
The quality of an individual teacher determines the success of second or
foreign language readers (Nunan, 2003: 77).
Exploiting the reader’s background knowledge, building a strong
vocabulary base, and teaching for comprehension are chosen as the basis in
implementing the mind mapping technique and the activities of the learning
process. Additionally, since the study is about the reading skill and mind mapping
as the technique of gaining information of the text, it is necessary to understand
the nature of mind mapping technique.
2. Mind Mapping Technique
There are many techniques which can be applied in reading activity. Mind
teachers rarely use this technique. It helps both teacher and students to organize
their ideas in a good way.
a. The Concept of Mind Mapping in Reading
A good taking note method should assist the readers to remember the
content of the texts, increase the comprehension of texts, organize the ideas and
provide new knowledge. Mind mapping offers an easy and creative way to obtain,
remember and organize a lot of information from the texts (DePorter, 2003: 175).
Mind mapping enquires readers to note a lot of information they get from the text
in one long page. Besides, mind mapping technique employs pictures as well as
texts so that it can raise readers’ motivation in gaining the information from the
text. The ideas in mind mapping relate each other in creating a web of ideas which
the mind idea is in the centre of the web and the supporting ideas are placed as the
branches of the main idea.
Buzan (2003: 6) states that left brain is related to number skill, written
language, reasoning, spoken language, scientific skills, and right hand control. On
the other hand, right brain is closely related to insight, 3D-form, art awareness,
imagination, music awareness, and left hand control. Based on these functions, it
can be definitely concluded that students tend to use left brain most of the time.
Almost all of the students’ activities require less working of right brain. As a
result, right brain is normally less developed than the left one. However, mind
mapping employs almost every aspect in both left and right brain so that those two
parts will be balanced-functioned.
According to Buzan (2003: 7), principally, mind mapping simply applies
four aspects. They are words, colours, lines, and pictures. Instead of making list
with some bullets going down in a stripe paper, mind mapping enables students to
take notes in tidy branches. By putting main idea in the middle and draw some
branches from it, students are free to express their ideas and they even have more
spaces to go back and forth from one idea to another since they could add the
branches easily. In this case, students employ most of the left brain functions by
applying words, logics, numbers, and sequence. To make right brain works
efficiently, mind mapping enables students to develop their imagination and art
awareness. Students could add any small pictures that come up to their mind next
to some notes. Pictures are not necessary to be great. These pictures merely
functions to help students to remember things. To break the boredom away,
various colours are used instead of mono colour such as only black or blue.
According to DePorter (2003: 177), mind mapping is an uncomplicated
technique to accomplish. There are five steps in constructing a mind mapping.
1) Put a blank paper on a table and then write the main idea in the centre of the
page.
2) Draw thick lines and connect them to each supporting idea.
3) Name each line with different colours for each different idea.
4) Put other thinner lines as the expansion of each supporting idea.
Understanding the concept of mind mapping technique, it is crucial to
know the benefits of mind mapping technique. It can help the researcher to
implement the mind mapping technique and to encourage the students’ motivation
in reading narrative text. Identifying the benefits of mind mapping technique, the
researcher exploits the technique to enhance the students’ narrative reading
comprehension.
b. Benefits of Mind Map
Readers should obtain benefits in every technique they apply. In mind
map, readers can attain several advantages which can help them in increasing their
reading ability. DePorter (2003: 179) confirms that there are four advantages in
applying mind mapping in reading.
1) Mind Map Helps Students to Recall Their Memory
Mind Map is likely the most effective way to remember things. The
freedom and opportunity in mind mapping technique enable students to visualize
their notes into particular symbols, signs, pictures, and colours that might be as
the moist effective remembrance. The implementation of picture and colour is
likely to be effective to remember things since students are free to draw any
pictures based on their imagination. By visualizing their imagination into real
pictures and symbols, students are able to keep their memory longer. As Buzan
(2003: 7) and DePorter (2003: 152) stated that brain thinks and remembers things
in its own way, in the form of colours and pictures. DePorter (2003: 150) added
keep information in a regular and tidy list as traditional note taking has. Instead,
brain keeps various information in a massy, untidy, and complicated way.
Therefore, by applying a technique as the way brain thinks and remembers things,
students memorize any single details unconsciously.
2) Mind Mapping Develops Both Right and Left Brain
As stated in the preceding part, right brain and left brain have their own
job description. Unfortunately, a traditional note taking which students often
apply, tends to develop half of the brain functions. Buzan (2003: 6) stated that left
brain is mostly employed in a standard note taking. Thus, right brain does not
have any chance to develop itself. However, mind mapping solves this problem.
Mind mapping enables left brain to carry out its function well by writing out some
words and numbers in a linear way. At the same time, students are able to employ
the right brain by visualizing their imagination in the form of colours, signs,
symbols, or pictures. For that reason, both right and left brain have the same
opportunity to develop themselves. As a result, students possess a
balanced-functioned brain.
3) Mind Mapping Take Notes Better
According to Buzan (2003: 6), mind mapping assists students to focus on
mind ideas. Mind mapping model facilitates students to concentrate on the most
prominent points. Students could directly go to the major sub-parts after drawing
the topic in a big circle in the middle of the page. Students are then able to go to
the details by drawing some branches. By focusing on the focal points since the
students have less chance to think about any other ideas which are not related to
the topic.
Furthermore, the model of mind mapping is flexile as stated by DePorter
(2003: 172). The massy model of mind map does not limit students to keep
producing idea. It is not impossible for students to go back and forth from one
idea to another since students are able to add any additional ideas in any branches
without crossing or erasing any parts. Thus, mind mapping contribute another
benefit. Mind mapping enables students to spend less time in taking notes.
Besides offering an exciting way to take notes, mind mapping does not require
long time to apply (Buzan, 2003: 17).
4) Mind Map is Applicable for any Notes
In addition to the preceding benefits, mind mapping offers the most
beneficial part. Mind map is applicable not only for schools but also for a daily
life. The application of mind mapping to arrange a project, shopping plans, tour
plans, daily or weekly activities, and organize a party exemplify how wide the
application of mind mapping in a daily life is. Buzan (2003: 87) supports this idea
by stating that mind map is not merely useful for schools. It is an ideal way to
arrange life.
Furthermore, the application of mind map at school does not have narrow
borders. Buzan (2003: 33) stated that mind map is obviously applicable for every
subject, such as Mathematics, Biology, History, and foreign language. Its aspects,
subjects demands students to take notes. Mind map offers a bundle of advantages
in taking notes better.
c. Mind Mapping for Narrative Text
Since mind mapping helps students to recall their memory, it helps
students to remember any information which students get from a narrative text.
Students do not necessary read a narrative text many times, instead they have to
read the text ones and imagine that they have to share the story to somebody else
(Buzan, 2003: 20). It helps students to concentrate in reading the text. To assist
them to concentrate and remember well, they have to put some guiding questions
as the branches of the main idea of main topic. In narrative text, the questions are
WHO for the characters of the narrative text, WHEN for the time of the story,
WHERE for the place in which the story took place, and WHAT HAPPENED for
the sequence actions which the characters do (Buzan, 2003: 22). While reading
the narrative text, they answer those questions, and the answers of those questions
can help the students to exploit their brain to remember easily. Figure 2.1 shows
the pattern of mind mapping for narrative text.
3. Perception
Since this study is aimed to investigate students’ perceptions on the
implementation of mind mapping technique in narrative reading at SMA pangudi luhur sedayu grade eleven, this part presents the discussion of perception. It consists of the definitions of perception and the factors influencing perception.
There are several definitions of perception stated by researchers. Borger
and Seaborne (1966: 105) affirms that perception is an answer of the environment,
through which a person processes incoming sensory data in some way in order to
arrive at a useful impression of his surroundings. Altman (1985: 85) defines
perception as the way stimuli are selected and grouped by a person so that they
can be meaningfully interpreted. Taking the above definitions, in this study
perception is defined as a conscious mental process of observing, viewing,
responding, and understanding in which a person gives meaning on the stimulus.
According to Altman (1985: 86), there are s number of factors influence a
person’s perception.
1) Selection of Stimuli
Selection is a process of focusing only on a small number of stimuli. Each
person selects specific cues and filters out of others. They may select what is
important, or what is relevant to fulfill their needs. This is one reason why people
perceive things differently.
2) Organization of Stimuli
The selected stimuli must be organized, so that they become meaningful.
stimuli reduces initially complex information into simpler categories, until people
can interpret the stimuli as meaningful information. There are various ways by
which people interpret a stimulus. Therefore, people may have different
perception toward one same stimulus.
3) Situation
Altman (1985: 89) states that the situation which influences someone to
perceive can be in the form of someone’s familiarity with, expectation about, or
his or her past experience. It can be concluded that situation may be the
combination between someone’s past experience with his or her expectation. If
someone had bad experience or something in the past, he or she will tend to
perceive negatively when acquiring the same stimuli in advance. On the other
hand, in case he or she has god experience towards something, he or she will have
good expectation to achieve when similar thing happens in the future.
4) Self-Concept
Self-concept is the way we feel about and perceive. The way we see ourselves
affects our perception. If someone does not see himself or herself as a competitive
person, he or she will not likely give good response to stimuli in the environment
that relate to opportunities to be competitive. He or she must try to maintain a
relatively stable, positive self-concept.
B. Theoretical Framework
Some researchers have proven that mind mapping technique is one of the
the classroom. Mind mapping is a note taking technique which has a unique form
which consists of main topic in the center of the page and some branches and sub
branches as the explanation of the main topic. Mind mapping technique is able to
increase students’ reading ability and motivation since it employs not only text but
also pictures and colors. Besides, it also develop students’ both left brain and right
brain. Thus, the theory of applying mind mapping in the classroom brings some
important things to be considered in this thesis.
English is one of the compulsory subjects in SMA Pangudi Luhur Sedayu which is set 6 contact hours per week. However, students of SMA Pangudi Luhur Sedayu grade eight often get problem in reading. They feel unmotivated to read
English passages as they always implement the same technique to read English
passages. The teacher rarely provides various texts so that students sometimes feel
bored. Besides, as students never use English in their daily activities, they are not
accustomed to English passage. As the result, they lack of English reading
comprehension skill.
There are some steps which teachers should do in order to teach reading
comprehension. The first thing that teachers should do is to exploit students’
background knowledge of the passage. Teacher can build up students’ background
knowledge by setting goals, asking questions, making predictions, and teaching
text structure. It helps students to be prepared before they move to the reading
section. Second, teachers should build strong vocabulary by providing some new
text, they feel comfortable to read the text. As a result, they are motivated to read
the text.
Third, teachers should supervise students’ reading comprehension.
Teachers can try some different reading techniques to help students if they get
trouble in accomplishing the meaning of the text. As stated above, the eleventh
grade students of SMA Pangudi Luhur Sedayu have problem in their reading comprehension. One way to solve the problem is applying mind mapping
technique.
Fourth, teachers should give a passage which students have not ever read
before and give time to read it. While reading the text, students take notes from
the text by answering the leading questions about WHO, WHERE, WHEN,
WHAT HAPPENED. Students can gain a lot of essential information from the
text by answering those questions. Since mind mapping combines the text with
picture and colors, it reduces the boredom factor which makes the students find
difficulties in obtaining the meaning of the text. Besides, pictures help students to
memorize the information. In constructing a mind mapping, students should put
the main topic or main idea of the text in the center of the paper and place those
leading questions as the branches of the main idea or main topic.
Fifth, teachers should evaluate the reading process by giving the students
an achievement test. The result of the test reveals the contribution of mind
mapping technique in helping and enhancing students’ narrative reading
29 CHAPTER III METHODOLOGY
This chapter gives further information on how the study was conducted. It
gives information on how the data were gathered and analyzed to answer the
problems. This chapter consists of research method, research participants,
instruments used in the research, data gathering technique, data analysis
technique, and the research procedures.
A. Research Method
In order to answer the problem stated in problem formulation, the writer
employed survey study. It is a study that permits the researcher to summarize or
measure the characteristics, attitudes, and opinions of several different groups
toward some issues (Ary, Jacob, and Razavieh, 2002). Survey study, which
focuses on groups’ attitudes, opinions, and characteristics, often takes the form of
a questionnaire. The advantage of using survey research is that substantial
amounts of information can be collected in a relatively short time. Besides, survey
studies seek information to be used for problem solving rather than for hypothesis
testing. Thus In this study the survey study intended to find out the students’
perceptions of implementation of mind mapping technique in narrative reading.
B. Research Participants
The population of the eleventh grade students of senior high school in
Bantul is so large that the researcher could not list all its members. Since it is not
possible to list all the members of the eleventh grade students of senior high
school, the researcher used cluster sampling in conducting research on the
importance of examining students’ perceptions toward the implementation of
mind mapping technique. According to Cohen, Marion and Marrison (2000: 100),
cluster sampling involves randomly selecting the sample from a list of population.
Furthermore, cluster sampling is the probability sampling in which the unit chosen
is not an individual but a group of individual that are naturally together (Ary,
Jacob, and Razavieh, 2002: 226).
The researcher, then, chose SMA Pangudi Luhur Sedayu and several students of class XI IPS 2. The number of students in class XI IPS 2 was thirty
seven students and consists of nineteen males and twenty two females. However,
the researcher only chose fourteen students as the participants for the reason that
they were always present in the class and accomplished the pre-test and post-test.
Besides, the students chosen were considered weak in English. It is assumed that
if the weak students were able to make an improvement, the rest of the students
were going to do as well. The research spent five meetings to implement the mind
mapping technique. It conducted in the middle of the even semester of academic
year 2008/2009. Since there was only one meeting for each week, the researcher
C. Research Instruments
In gathering the data, the researcher needed two types of instruments to
obtain the data, namely, interview form and questionnaires. Those instruments
helped the researcher to answer the problem in this research. The result of
interview and the first questionnaire was employed to examine the students’
characteristics and teaching learning activities in SMA Pangudi Luhur Sedayu grade eleven. It aimed to help the researcher to select an appropriate method and
materials in implementing mind mapping technique. The result of the second
questionnaire was exploited to explore students’ perceptions toward the
implementation of mind mapping to enhance their narrative reading
comprehension. The instruments are explained as follows.
1. Interview Form
Interview is an instrument to collect data through face-to-face or telephone
interaction between the interviewer and respondents (Ary, Jacobs, and Razavieh,
2002: 418). The researcher used interview to collect the data because of its
flexibility. The interviewer was able to exploit questions and the respondents
could liberally answer the questions based on the current situation.
According to Ary, Jacobs, and Razavieh (1979: 174), there are two basic
types of interview according to the questions used in an interview. They are
structured and unstructured questions. Unstructured interview allows a free
response from the respondents to answer the question rather than directs the
response from some stated alternatives. In structured interview, the interviewer
For this reason, the researcher used unstructured interview in order to find
complete information and data since the interviewee can explore the answers.
The researcher interviewed an English teacher of SMA Pangudi Luhur Sedayu who teaches English in class XI IPS 2. It was conducted in order to obtain
data and information about the students’ characteristics, students’ ability, the
teaching-learning activities, and some factors which influenced those points. The
information gathered was important in order to help the researcher constructing
suitable materials. Implicitly, it helped the researcher to answer the first problem
of this research.
The researcher provided eleven questions that would be answered by the
English teacher. This instrument aimed to help the researcher to obtain the
problems that students have in reading skill as well as to customize the
appropriate materials and method to convey the mind mapping technique in
reading class. Besides, it was used to answer the first question in the Problem
Formulation in Chapter I. The list of the questions is attached in Appendix B on
page 69.
2. Questionnaires
Questionnaire is an instrument of research which is used when the
researcher expects factual information and respondents’ opinions (Best, 1981:
161). Providing the questionnaire is considered important and useful in the needs
analysis in order to gather information about the participants’ beliefs and opinions
(Ary, Jacobs, and Razavieh, 2002: 118). The researcher used two kinds of
a. Closed-ended questionnaire (Questionnaire A and Questionnaire B)
In closed-ended questionnaire, the participants could choose their answers by
circling or crossing the answer from the provided options since closed-ended
questionnaire provides the participants some alternatives of answers
(Wiersma, 1995: 181). The researcher applied closed-ended questionnaire in
the Questionnaire A as well as Questionnaire B.
b. Open-ended questionnaire (Questionnaire B)
In open-ended questionnaire, the participants can share their opinions, beliefs,
and suggestions more openly. Therefore, open ended questionnaire requires
participants’ background knowledge about the related study (Ary, Jacobs, and
Razavieh, 2002: 120). The researcher employed open-ended questionnaire in
the Questionnaire B only since it gave the students a freedom to share their
opinions about the technique implemented.
The researcher distributed Questionnaire A in the beginning of the
research. It was distributed to students of class XI IPS 2 of SMA Pangudi Luhur Sedayu to recognize their problems in reading English text. The questions aimed
to find out the students’ motivation in learning English and their reaction towards
English reading and techniques of taking note. The researcher used the result of
Questionnaire A to select suitable methods in conducting the research. Indirectly,
it supported the researcher to answer the first problem of this research.
Questionnaire A was designed in Indonesian in order to avoid misinterpretation
The researcher also distributed Questionnaire B to the eleventh grade
students of SMA Pangudi Luhur Sedayu as the last part of the research. It was also designed in Indonesian and aimed to gather information as well as to ensure
whether the mind mapping technique was really effective for improving the
students’ narrative reading proficiency. The questionnaire allowed the participants
to give their opinions. The result of Questionnaire B was the basis information to
answer the problem of this research. The detailed questionnaire A is available in
Appendix B on page 72 and questionnaire B in Appendix B page 100.
D. Data Gathering Technique
The researcher conducted the process of gathering data and information in
sequenced steps. Firstly, the researcher interviewed the English teacher of SMA Pangudi Luhur Sedayu who taught class XI IPS 2 about the problems that students often got in learning English especially in reading skill according to the
teacher’s side. After that, he distributed questionnaire to the students of class XI
IPS 2 in order to discover their problems from the students’ point of view.
Obtaining the problems from both point of views, then, the researcher limited the
problem so that he could determine the plan and the method in conveying the
mind mapping technique to overcome the problem. Thus, he went to the library to
find out some references from any books, thesis, and other sources to study the
theories related to narrative reading proficiency since most students were
interested in and familiar with narrative text, however they got difficulties in
technique as the action he wanted to implement. The researcher also examined the
appropriate procedure in implementing the mind mapping technique for teaching
reading skill. It was essential findings since the researcher, then, gave the
preliminary action of mind mapping technique before he conducted the post-test.
After gaining any information needed from the library, the researcher developed
and prepared the research instruments, such as interview form, questionnaire
sheets, pre-test, and post-test.
Considering that the study was conducted in SMA Pangudi Luhur Sedayu, then the researcher conducted a pre-test by distributing a narrative text and some
questions related to the text for each student of class XI IPS 2 of SMA Pangudi Luhur Sedayu. It took one meeting to conduct the pre-test. The next meeting, the researcher gave the preliminary action to the students of SMA Pangudi Luhur Sedayu grade eleven. The preliminary action was applying mind mapping
technique as one of the techniques to comprehend a text. Yet, the researcher gave
some examples of mind map and described the importance of mind mapping
technique for reading comprehension before he asked the students to practice
making a mind map. Further, the researcher explained how to take notes about the
information gained from the text by applying mind mapping technique. He
exposed the suitable way to apply mind mapping technique for reading
comprehension. Afterwards, the students practised to construct mind mapping
about some texts including the text which was used in the pre-test. The
introduction of mind mapping technique took three meetings. In other words, the
reason that the students could be accustomed in applying mind mapping technique
so that there would be a big impact of mind mapping technique in enhancing the
students’ reading comprehension.
At the end of the research, the researcher distributed the Questionnaire B.
The same as in Questionnaire A, the students were given several questions related
to the implementation of mind mapping technique. There were six questions in
Questionnaire B. The result gained from the Questionnaire B then is analyzed to
investigate the students’ perceptions toward the implementation of mind mapping
technique in narrative reading.
E. Data Analysis Technique
There were two main parts in the data analysis. The first part was the
analysis of the Questionnaire A and the result of interview. It was used as the
basis of the experiment since it contained the information of the students’
behavior and the problems that should be solved. The second part was the analysis
of the experiment result. It consisted of the analysis the Questionnaire B. This part
determined students’ perceptions toward the implementation of mind mapping
technique in narrative reading.
F. Research Procedure
To obtain valid and reliable data more easily, the researcher made clear
steps in such a way that one step will not overlie each other. The steps were
the researcher in the process of collecting data. The procedures can be elaborated
as follows.
1. Preparing the Research
Before the research was conducted, the researcher prepared everything
needed. The preparation involved asking permission from the head of the English
Language Education Study Program of Sanata Dharma University and asking
permission from the headmaster of SMA Pangudi Luhur Sedayu (Appendix A on page 66). The researcher gave the letter of permission to the headmaster of SMA Pangudi Luhur Sedayu in order to attain permission to conduct the research. 2. Finding the Problems
As the first step, the researcher tried to find out the problems about reading
in which students of SMA Pangudi Luhur Sedayu often get. The researcher conducted the interview with the English teachers of SMA Pangudi Luhur Sedayu who taught grade eleven and distributed questionnaires to the students of grade
eleven class XI IPS 2. The result of the interview and the questionnaire helped the
researcher to identify the students’ problems in reading.
3. Planning the Research
Obtaining the problems of the research, the researcher then set mind
mapping technique as the most appropriate method to overcome the problems.
The research was conducted in the beginning of the even semester academic year
2008/2009 and it spent five meetings. In order to go more understand about the
problems, the researcher tried to attain some information about some theories
