THE USE OF MIND MAP TECHNIQUE IN IMPROVING
STUDENTS’ READING COMPREHENSION
A Research Paper
Submitted in a partial fulfillment for the requirements for Sarjana Pendidikan degree
Astri Dwisetyati 0801191
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
The Use of Mind Map Technique
i I provi g Stude ts’ Readi g
Comprehension
Oleh Astri Dwisetyati
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Astri Dwisetyati 2013 Universitas Pendidikan Indonesia
PAGE OF APPROVAL
THE USE OF MIND MAP TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION
A Research Paper
by
Astri Dwisetyati
0801191
Approved by:
Main Supervisor
Dr. Odo Fadloely, M.A.
NIP. 195408041977021001
Co-Supervisor
Fazri Nur Yusuf, M.Pd
NIP.197308162003121002
Head of English Department
Faculty of Language and Arts Education
ABSTRACT
The present study which is entitled “The Use of Mind Map Technique in Improving Students’ Reading Comprehension” aims at finding out whether mind map technique can improve students’ reading comprehension and students’ response towards the use of that technique. This pre-experimental study was conducted in one Junior High in Bandung. The data were collected through pre-test and post-test, questionnaires and interviews and they were analyzed by dependent t-test in SPSS 19 for Windows and categorizing and interpreting the result. The results show that t obtain value (5.557) was higher than t critical value (2.021) at the level of significance 0.05 (two-tailed). Apparently, it indicates that the null hypothesis (H0) is
rejected and it means that mind map technique can improve students’ reading comprehension. The findings also reveal that the use of mind map technique is responded positively and negatively. This study concludes that the effectiveness of using mind map technique in improving the students’ reading comprehension is contributed by mind map’s aspects and teacher who presents the lessons.
ABSTRAK
Penelitian yang berjudul “Penggunaan Teknik Mind Map Dalam Meningkatkan Membaca Komprehensif Siswa” bertujuan untuk mengetahui apakah teknik mind map dapat meningkatkan kemampuan membaca komprehensif siswa dan respon siswa terhadap penggunakan teknik tersebut. Penelitian pra eksperimen ini dilakukan di salah satu sekolah menengah pertama di Bandung. Data dikumpulkan dari pre-tes dan post-tes, kuisioner, dan wawancara dan dianalisa dengan menggunakan dependent t-tes pada SPSS 19 untuk Windows dan pengelompokan dan penafsiran hasil. Hasil penelitian menunjukkan bahwa nilai t hitung (5.557) lebih besar daripada nilai t tabel (2.021) pada tingkat signifikansi 0.05. Rupanya, ini mengindikasikan bahwa hipotesis nol (H0) ditolak dan ini berarti bahwa
teknik mind map dapat meningkatkan kemampuan membaca komprehensif siswa. Hasil penelitian juga menunjukkan bahwa siswa merespon teknik mind map secara positif dan negatif. Penelitian ini menyimpulkan bahwa aspek-aspek dari mind map dan pengajaran guru berkontribusi dalam keefektifan teknik mind map dalam meningkatkan kemampuan membaca komprehensif siswa.
TABLE OF CONTENT
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2.1 Reading ... Error! Bookmark not defined.
2.1.1 The Process of Reading ... Error! Bookmark not defined.
2.1.2 The Purpose of Reading ... Error! Bookmark not defined.
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2.2 Mind Map Technique: Its Definition, Feature, and PurposesError! Bookmark not defined.
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3.6.4 Administering First Questionnaire... Error! Bookmark not defined.
3.6.5 Giving Treatments ... Error! Bookmark not defined.
3.6.6 Administering Post-test... Error! Bookmark not defined.
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3.7.6 Data Analysis of Interview ... Error! Bookmark not defined.
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4.1 Findings ... Error! Bookmark not defined.
4.1.2 The Result of Pre-test and Post-test ScoresError! Bookmark not defined.
4.1.3 The Result of Questionnaires ... Error! Bookmark not defined.
4.1.4 The Result of Interview ... Error! Bookmark not defined.
4.2 Discussion ... Error! Bookmark not defined.
CHAPTER V ... Error! Bookmark not defined.
5.1 Conclusions ... Error! Bookmark not defined.
5.2 Suggestions ... Error! Bookmark not defined.
CHAPTER I
INTRODUCTION
This chapter presents background with the elaborated thought of
why the study is conducted, statements of the problem, aims of the study,
significance of the study, scope of the study, clarification of terms, and
organization of paper.
1.1 Background
In a foreign language class, reading is one of the main sources of the input
for the learners (Hasbun, 2006). The ability to read allows them to continue
developing other skills that they have acquired in the classroom. The
reading skill becomes one of the most important elements of learning
English because if someone does not have the ability to interact and learn
through reading and writing, surely he or she will have disadvantages in his
or her life (Rose, 2006, cited in Westwood, 2008:2).
However, reading is not a simple thing to do, especially in foreign
language. There are many possible reasons why students think that reading
in English is difficult. In order to understand the reading text, the readers
have to be able to recognize words rapidly, know the meaning of almost all
of the words, and connect the meanings sequentially into a coherent
message (Westwood 2008). Nonetheless, the teachers in Indonesia have to
lack of vocabulary and background knowledge to read in English with ease
(Hasbun, 2006). Moreover, the problem for most children who experience
reading difficulties is the problem to acquire fluent word identification skill
(Nation, 2008). The students get easily desperate when they meet unfamiliar
words in a text. Thus, this trouble can inhibit their comprehension in reading
the text.
Moreover, it is assumed that many students in Indonesia feel that
reading exercise is not fun and difficult (Kusmiatun, 2008). They are less
willing to participate in learning activities and have low performance during
the teaching learning process. This phenomenon may inhibit their reading
goals. Whereas, it is important for teachers to help their students create
meaning (Day and Park, 2005). Therefore, teachers need to use technique
that is intrinsically motivating the students to help them achieve the lesson
objectives (Brown, 2001).
It is decided to use mind map technique which is popularized by
Tony Buzan in this study. There have been several studies explored about
using mind map technique to improve reading comprehension. It was found
that the students at Mathayomasuksa 1, who were taught by mind map
technique, had their reading comprehension post-test mean score
significantly higher than pre-test (Deesri, 2002 as cited in Siriphanich and
Laohawiriyanon, 2010:3). In addition, a study discovered that students at
Songkhla Rajabhat University were satisfied with their own reading
and can be applied to other subjects (Siriphanich and Laohawiriyanon,
2010).
Another study found that the method of drawing mind map could
guide the students to clarify the structure of the article and the links between
paragraphs (Xiao and Jiang, 2009). Therefore, it can help the students to
understand the reading materials, encourage their development of reading,
writing, listening, and speaking, and empower their cooperation between the
students. Hence, it is recommended to employ mind map to cope the
challenges in teaching foreign language (Casco, 2009).
As the explanation above, this study investigates whether or not the
use of mind map technique can improve the students’ reading
comprehension. It is also to know the students’ response toward the use of
the mind map technique. In details, this research entitled “The Use of Mind
Map Technique in Improving Students’ Reading Comprehension”.
1.2 Statements of the Problem
The research statements of this study are:
1. Can mind map technique improve students’ reading
comprehension?
2. What are the students’ responses toward the use of the mind map
technique?
1.3 Aims of the Study
1. To find out whether or not the use of mind map technique can
improve the students’ reading comprehension.
2. To find out the students’ responses toward the use of mind map
technique.
1.4 Significances of the Study
Theoretically, this study is expected to develop the literature on the English
teaching technique and also gives beneficial empirical data as reference for
further study on the use of mind map technique to improve students’ reading
comprehension.
Practically, this study is expected to help language learners improve
their reading comprehension by using mind map technique. It is also
expected to motivate them to read in English in joyful yet full of interest.
Professionally, this study is expected to provide new technique to
English teachers. Therefore, they can implement it in their teaching learning
process.
1.5 Scope of the study
This research only focuses on the use of mind map technique to improve the
students’ reading comprehension especially on literal reading
comprehension in one of junior high school in Bandung and the students’
response toward the use of mind map technique in their learning reading
1.6 Clarification of Terms
To avoid misunderstanding, the terms used in this present research are
defined as follows.
1. Mind map
Mind map is a graphic tool which represents words, images, or ideas
that spread out into branches which is linked to central keyword or
idea (Buzan, 2006).
2. Technique
Various activities that either teachers or learners used in the
classroom for realizing lesson objectives (Brown, 2001)
3. Reading Comprehension
Reading comprehension is an active thinking process which involves
the readers intentionally to extract the meaning presented in a text to
become the deeper meaning and information (Blanton et al., 2007;
Neufeld 2006; Rapp et al., 2007 as cited in Westwood, 2008:31).
1.7 Organization of Paper
The paper consists of five chapters. Those are:
Chapter I Introduction
This chapter presents background, research questions, aim of the
study, significances of the study, scope of the study, clarification of
terms and organization of the paper.
This chapter focuses on theoretical foundation related to the present
study, with the use of mind map technique to improve the students’
reading comprehension as the main issue.
Chapter III Research Methodology
This chapter describes the methodology of the research such as;
research design, data collection technique, research procedures, and
data analysis.
Chapter IV Findings and Discussion
This chapter provides the result of the research and discussion on the
research findings.
Chapter V Conclusions and Suggestions
This chapter describes the conclusions of the study and suggestions
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology in order to answer
the two research questions as follows.
1. Can mind map technique improve students’ reading
comprehension?
2. What are the students’ responses toward the use of the mind map
technique?
This chapter includes research design, variable, hypothesis,
population, data collection, research procedures, and data analysis.
3.1 Research Design
This study used pre-experimental design: one group pre-test-post-test. In
this design, the study measured one group of students by conducting pre-test
before giving treatment. In the end of teaching process, the students were
measured by post-test in order to find out the improvement of their reading
comprehension after using mind map technique.
Table 3.1
The One Group Pretest-Posttest Design (Creswell, 2008)
O X O
Pretest Treatment Posttest
3.2 Variable
In this research, the independent variable is the mind map technique which
is the major variable which was investigated, while the dependent variable
was the students’ score which is observed and measured to determine the
effect of the independent variable. The design is adopted from Hatch and
Farhady (1982:1).
3.3 Hypothesis
In this study, the researcher stated a hypothesis as follows:
H0: The use of mind map technique cannot improve the students’
reading comprehension.
3.4 Population and Sample
In this study, the population was the eighth grade students in one junior high
school in Bandung. Meanwhile, the sample was one class consisting of 40
students.
This study took that class to be the sample because of several
decisions. First, the students had already been taught about reading
teacher of the class has recommended that class to be the sample because
the students have similar prior ability and are cooperative.
3.5 Data Collection
knowledge and skill about reading comprehension on narrative text.
Meanwhile, the post-test is conducted to examine whether the use of mind
map technique is effective to improve the students’ reading comprehension.
Both pre-test and post-test are in a multiple choice form consisting of 40
questions. Both of them can be seen in Appendix B.
3.5.2 Questionnaires
There are two kinds of questionnaire used in this study. Both of them are
close questionnaire (see Appendix B).
First questionnaire is administered to the students after they had
finished doing the pre-test. It consists of five questions about the students’
general perception toward reading English text. Meanwhile, second
questionnaire is administered after they had finished doing the post-test. It
consists of ten questions which generally revealing the students’ response
By employing the two questionnaires, it is easy to monitor the
students’ opinion about reading English text before and after using mind
map technique.
3.5.3 Interview
The interview is aimed at confirming the students’ response toward reading
English text before and after using mind map technique (sees Appendix B).
3.6 Research Procedure
The following is the procedure used in conducting the present research.
3.6.1 Organizing Teaching Procedures
In this study, the student samples were taught by one teacher. Before the
teaching process, lesson plans were developed and teaching materials were
prepared. The materials were taken from various resources. It was also
decided to set the keywords that the students had to put in the branches of
Table 3.2
The Ideas and the Keywords for the Students’ Mind Map
No. Idea Keyword
1. The character of the story WHO
2. The place setting of the story WHERE
3. The time setting of the story WHEN
4. The generic structure of the text GENERIC STRUCTURE
5. The unfamiliar words in the text THE NEW WORDS
3.6.2 Administering Pilot Test
Pilot test is aimed to check the validity, reliability, and test the difficulty
level of the test instrument. The pilot test was given to other 36 eighth
graders. The result of the pilot test can be seen in Appendix C.
3.6.3 Conducting Pre-test
Pre-test was conducted to diagnose the students’ prior ability in reading
narrative text and it was conducted before the teacher gave the treatments.
Pre-test instrument is in a multiple choice form and it has forty questions
focusing on looking for explicit information from the text (see Appendix B).
3.6.4 Administering First Questionnaire
First questionnaire was administered to the students right after they had
finished doing the pre-test. It consists of five close questions about their
general perception towards reading English text. It can be seen in Appendix
3.6.5 Giving Treatments
After administering the pre-test, the treatments were given to the student
samples. In this study, mind map technique was implemented after the
students read the text or post-reading.
The main procedures of giving treatments are mentioned as follows
(see Appendix A).
1. Teacher shows pictures related to the narrative text that will be
read by students. It is aimed at activating their prior knowledge
of the text.
2. Teacher elicits students’ prior knowledge about the text that will
be read by asking what they know about it.
3. Students read the narrative text given.
4. After reading, teacher elicits what students have learned from the
narrative text that they have read.
5. Teacher guide students to identify main ideas of the narrative
text.
6. Students create their own mind map.
7. After completing mind map, students have to do comprehension
exercises given based on the text they have read. they are not
The treatments were given to the student samples in six meetings.
The time allocation of each meeting is 80 minutes and it is based on the
lesson plan that has been developed before (see Appendix A).
This following table shows the research schedule.
Table 3.3
The Research Schedule
No. Date Activity
1. Friday, January 11, 2013 Pilot Test
3. Tuesday, January 29, 2013 Pre-test
Administered first questionnaire
F 4. Tuesday, February 5, 2013 Treatment 1
Nyai Roro Kidul
5. Thursday, February 7, 2013 Treatment 2
Jack and the Beanstalk
6. Tuesday, February 12, 2013 Treatment 3
The Frog Prince
7. Thursday, February 14, 2013 Treatment 4
The Legend of Toba Lake
8. Tuesday, February 19, 2013 Treatment 5
The Legend of Prambanan Temple
9. Thursday, February 21, 2013 Treatment 6
Beauty and the Beast
10. Tuesday, February 26, 2013 Post-test
Administering second questionnaire
3.6.6 Administering Post-test
After all treatments administered, post-test is conducted to find out whether
the use of mind map technique makes impact for their reading
comprehension. The post-test instrument is in a multiple choice form and it
consists of 40 questions about explicit information from narrative texts (see
Appendix B).
3.6.7 Administering Second Questionnaire
Second questionnaire was administered to the students right after they had
finished doing the post-test. It consists of ten questions which generally
revealing the students’ response toward the use of mind map technique (see
Appendix B).
3.6.8 Administering Interview
After all second questionnaires classified according to students’ response,
this study used six students to be interviewed. The interview was
administered to confirm the students’ response toward reading English text
before and after using mind map technique (see Appendix B).
3.7 Data Analysis
The following part present how the data collected are analyzed.
3.7.1 Scoring Technique
The pre-test and post-test instruments are in the form of multiple choice
3.7.2 Data Analysis on Pilot Test
The pilot test is conducted to measure the validity, reliability, and the level
of difficulty of the instrument. The valid and reliable items are used as the
research instrument.
3.7.2.1 Validity Test
In this study, the validity formula is computed by using Pearson Product
Moment Correlation (Field, 2000). It is used to analyze the validity of each
item and it was calculated through SPSS 19 for windows. Sugiyono (2011)
states that an item is considered as a valid item if its r value is 0.3 or higher
than 0.3. In addition, a high r value of an item shows a high level of
validity.
3.7.2.2 Reliability Test
A good instrument does not have tendency to direct the respondent to
choose particular answers. Hence, this study uses Cronbach’s Alpha formula
to measure the reliability of the instrument. George and Mallery (2003), as
Where:
P = index of difficulty
B = the number of students who can answer the item correctly
Js = the number of all students
The index of difficulty level is classified as the table follows.
Table 3.4
The Classification of Difficulty Level Item
Index of Difficulty Interpretation
0.0 – 0.30 Difficult item
0.30 – 0.70 Moderate item
0.70 – 1.00 Easy item
(Arikunto, 2010)
3.7.3 Normality Distribution Test
Normal distribution test is used to investigate whether a set of data is
normally distributed or not. Kolmogorov-Smirnov test is used in this study
using SPSS 19 for Windows (Field, 2000).
In conducting the normal distribution test, there are three steps that
as follows.
1. Setting the alpha level. By default, this study test at 5% level of P = B
H0 : the pretest score are normally distributed
2. Analyzing the data by using Kolmogorov-Smirnov test through
SPSS 19 for Windows
3. Interpreting the result of the test. If the significant value
(Asymp.Sig) is less than 0.05 (Asymp.Sig < 0.05), the normality
assumption is rejected. Meanwhile, if the Asymp.Sig is greater
than 0.05 (Asymp.Sig > 0.05), the normality assumption is
accepted (Field, 2005).
3.7.4 Data Analysis on Pre-test and Post-test
The pre-test and post-test scores are analyzed by comparing their means
through dependent t-test to find out whether the difference between the
pre-test and post-pre-test mean score is significant or not. The dependent t-pre-test is
used to determine the degree of relationship between pairs of two or more
variables (adopted from Hatch and Farhady, 1982).
The dependent t-test is calculated by using SPSS 19 for Windows. If
the result of tobtained was less than tcritical value at the 0.05 level of
significance, the null hypothesis (H0) is not rejected and it can be concluded
that there is no significant difference between two means. However, if
tobtained is higher than tcritical value at the 0.05 level of significance, the null
hypothesis (H0) is rejected and it can be concluded that there is significant
3.7.5 Data Analysis of Questionnaires
After both first and second questionnaires administered, this study used
percentage of the students’ response toward the use of mind map technique.
3.7.6 Data Analysis of Interview
The interview is conducted to obtain the students’ response toward the use
of mind map technique in their reading comprehension. The interview is
analyzed by categorizing data into certain categories, presenting, and
interpreting the result of interview. The result is used to verify the previous
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions of the research addressed to English teachers, language learners, and further research on
related topic.
5.1 Conclusions
In general, the aim of the study was to investigate whether the use of mind
map technique can improve the students’ reading comprehension. It is also
aimed at finding out the students’ response toward the use of mind map
technique.
The findings show that the use of mind map technique can improve
the students’ reading comprehension. It is found that tobt (5.557) > tcrit
(2.021) at 0.05 level of significance. It means that there is a significant
difference between the students’ pre-test and post-test scores. It indicates
that the null hypothesis (H0) is rejected.
Furthermore, many students respond the use of mind map technique
positively. It helps students comprehend narrative text in easy way. Its
aspects, especially branches, images, and colors, are the influential factors
which may determine the improvement of the students’ reading
comprehension. They allow the students to understand and memorize what
recognizable and understandable map. In addition, mind map technique
which is a new way for them in learning can motivate them to learn reading.
Therefore, the use of it can help teacher engage the students actively in
order to help them achieve the learning goals easily.
Meanwhile, teacher’s ability in selecting materials, developing
lesson plans, delivering the lesson, and organizing students and classroom
condition will influence the use of mind map technique in improving the
students’ reading comprehension. Thus, it can be summarized that the
effectiveness of using mind map technique in improving the students’
reading comprehension is contributed by some factors such as mind map’s
aspects and teacher who presents the lesson.
5.2 Suggestions
Based on the research findings, some suggestions are addressed for English
teachers, language learners, and future researchers. The suggestions are as
follows.
English teachers are suggested to get the students well prepared with
the ability to identify the generic structure of the text. It is also better to
have them discuss in group about the text before each person makes mind
map. By adding these activities, therefore, it will be easier for them to make
mind map in terms of organizing ideas of the text.
make the best mind map. Thus, it can engage the students more actively and
give them more motivation to learn reading.
In addition, it is recommended for teachers to not give long texts to
the students in order to avoid time consuming in making mind map. They
are suggested to give short and interesting texts yet suitable for their level. It
is also important to them to give the students time limit in making mind
map.
Meanwhile, for language learners, they can use mind map technique
as a solution for their learning problems especially in learning language. It
can help them understand a text in easy way and also can be used as a draft
to write a passage and as an outline of speaking and listening.
Finally, further researchers are suggested to implement mind map
technique in teaching other genres of the text. Besides, it is also suggested to
investigate effectiveness of using mind map technique in other skills such as
writing, speaking, and listening. In addition, since the use of mind map
technique in reading class spends quite long time, researchers who act as
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