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THE USE OF MIND MAPPING TECHNIQUE TO IMPROVE THE
STUDENTS’ ABILITY IN LEARNING NARATIVE TEXT IN READING
COMPREHENSION AT THE FIRST GRADE OF SMK NEGERI 1 LABANG BANGKAN
Ardiyansah
email: [email protected]
Abstrak : Tujuan penelitian ini untuk mengetahui penggunaan tehnik Mind Mapping memperbaiki prestasi belajar dalam pemahaman membaca. Riset ini berbentuk penelitian eksperimental. Dalam pelaksanaanya membutuhkan dua kelas yaitu kelas eksperiment dan kelas control. Hasil dari penelitian ini menunjukkan kelas eksperimental yang diajar dengan menggunakan mind mapping memiliki nilai lebih tinggi. Ini dibuktikan dengan adanya perbedaan yang sangat berarti dari penghitungan statistik diantara kelas eksperimen dan kelas control. Hal ini berarti bahwa pengajaran reading dengan menggunakan tehnik mind mapping membantu siswa memperoleh prestasi belajar lebih tinggi. Kata Kunci : Penelitian eksperiment, prestasi belajar, tehnik Mind Mapping.
Abstract : The purpose of the research is to know the implementation of Mind mapping Technique improve the students achievement in reading comprehension. The design of this study was an experimental research. In conducting this experiment took two groups, the experimental group and the control group. The result of this study, the reading scores of the experimental group, who were taught by using Mind Mapping technique are higher. It was proven by the significant differences showed by the statistical computation between experimental group and control group, It means that the teaching of reading by using Mind Mapping technique helps the students to reach higher achievement.
Introduction
Language is humans’ greatest invention. It is used to inform, explain, move, and sometimes to express fear, hate and loves, both spoken and written. Learning a language is very essential in order to become proficient in certain skills; listening, reading, speaking, and writing. As it is generally assumed, reading is one of the language skills that should be mastered by foreign language students. It plays a
big role as a means of communication to deliver ideas and information and also as an indispensable role in the four basic language skills.
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Findings indicated that assimilators and diverges were the most productive on their concept maps. In addition, students with higher levels of hypermedia knowledge had deeper levels of processing on their concept maps. Some researches have reco-mmended mind mapping as a study technique within medical curricula suited to problem based learning and
using effective training for encouraging and motivating students to adopt a deeper level of learning. All et al have
discussed the role of “concept
mapping” as a useful tool in critical
and analytical thinking. In the same line, curricular research has to involve some key questions related to human development and real problems in life within a humanistic, experiential and reflective perspective. Moreover, educational leadership has to be developed to take the responsibility for dealing with problems and continuously developing reflective solutions. It is necessary to reflect on the issues and relate theory to practice in different contexts. Within the light of these, the purpose of this paper is to
identify the major curricular issues in Turkey using mind mapping through
the perceptions and experiences of
future curriculum experts and to relate them to the universal context in an integrated and collaborative approach.
According to the background above, the writer recommends as alternative technique to be applied in teaching reading which is called Mind Mapping. It is choosen because it has been used for centuries, for learning, brainstorming, memory visual thinking,
and problem solving by educators, psychologist and people in general. As Kern (2000: 197) said that Mind Mapping has been embraced by process-oriented composition teachers as an effective way to help students develop and organize their ideas before they begin to read.
The study found that semantic mapping is good to be implemented in teaching descriptive reading because it
can activate students’ prior knowledge
in order to create ideas easily. According to this finding, the writer is more encourage to propose a study
entitled “ The Implementation of Mind
Mapping Method to Improve the
Students’ Ability In Learning Narrative Text In Reading Comprehension at the
first grade of SMK Negeri 1 Labang
Bangkalan”. There is similarity
152 previous mentioned above. Both of them emphasize the effectiveness of
mapping theory to be implemented in learning language skills, especially in descriptive genre. Semantic Mapping was studied in the previous one and Mind Mapping will be in the further study.
Here, the writer analyze the effectiveness of using Mind Mapping
to improve the students’ reading
abilities of the first grade at SMK Negeri 1 Labang Bangkalan. There are two reasons of choosing this subject; first, the 1st grade students of SMK Negeri 1 Labang Bangkalan have different social and economical background. They differ in intelligence spread through out the classes. But they are rarely assigned to make composition. Hence, representative
data will be obtained. Another reason is that the English teacher of SMK Negeri 1 Labang Bangkalan needs a new alternative technique to develop his teaching and learning reading process on classroom with a new technique, so it may help the students who are competing to be the qualified
students’ of bilingual school. In this
case, the researcher tries to find the advantages and disadvantages that
might be faced by the teacher while using Mind Mapping as an alternative
technique in teaching reading activities. Based on the background , the writer formulated the problems are : (1) How does the teacher implement Mind Mapping technique to improve the
students’ ability in learning descriptive
text in reading comprehension at the first grade of SMK Negeri 1 Labang Bangkalan? (2) Is there any significant difference in terms of reading ability between the students who are taught by using Mind Mapping method and those who are not taught by using Mind Mapping method?. In line with the statement of the problem above, the study attempts: (1) the implementation of Mind Mapping technique improve
the students’ ability in learning
descriptive text in reading
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as an input to know the students’
ability in the English teaching learning process, especially in reading and It can enrich the teacher teaching strategy in teaching English especially for reading instruction. (2) for Readers, it is very important to help the readers understand students and teachers activities while teaching and learning process. (3) for writer, the result of this
study is used to give the information about the using of mind mapping method to the students’ ability in learning reading
Hypothesis
The writer formulates the
hypotheses as follows :
H1 : There is a significant difference in
terms of reading ability between the students who are taught by using Mind Mapping method.
H0 : There is no significant difference
in terms of reading ability between the students who are taught by using Mind Mapping method.
Method
The design of this study was an experimental research. It is scientific investigation in which a manipulation on dependent variable is done. In conducting this experiment the
researcher took two groups, the experimental group and the control group. Both of those classes received different treatment. The experimental group was tought reading by using Mind Mapping method, while the control group was tought as usual without manipulation. Before the treatment was given, the researcher gave the pre test to the two classes.
The design to conduct the experiment can be illustrated as follows :
GROUP PRE
TEST TREATMENT POSTTEST
E
Firstly, The researcher gave pre-test to the students in order to know their previous reading ability before being given the treatment. In this study, the treatments were done three times. During the treatment, both classes were taught by the same teacher, in this case the researcher herself. The Mind Mapping technique was applied to the experimental group, while the control was taught as usual without receiving any treatment. The three reading text which were presented in this study
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reading text was “Bawang Merah & Bawang Putih”, the second was
“Timun Emas”, and the third was
“Lutung Kasarung”.
The teacher also gave three (3) test during the treatments. They were given after each treatment. Then, the post test was given to find out weather or not the Mind Map in reading text can improve
the students’ reading comprehension.
The test items that were given to both classes were the same.
The population of this study was the first grade students of SMKN 1 Labang Bangkalan. They were chosen because from the pre observation, it was found that the students were uninterested and bored in conducting reading activities. As result, they got difficulty comprehend of reading text. Therefore, by applying
Mind Mapping technique in reading text, the students were expected to have good ability in reading comprehension.
In the first grade students of SMKN 1 Labang Bangkalan, there were eight classes and two of them were randomly taken as the sample of the study. The sample was taken by using a lottery. Six cards were prepared and six classes were written on it. The cards were selected into a disordered
pile. Then, two cards were taken as the sample. The first card was RPL-1 as
the experimental group tought using Mind Mapping technique, and the second one was TKJ-1 as the control group.
One of the most important aspects of teaching reading is how to test the
students’ comprehension of what they have read. In order to get the data of this study, pretest and posttest about reading comprehension were used. The test was a teacher made test. He got the test items from the reading passages taken from a selected English text book, which was in line with kinds of texts in the curriculum, i.e. narrative text. Using multiple choice questions with a reading text helps considerably
to develop not only the learner’s
intensive reading skills but also general
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application of Mind Mapping techni-que. The pretest was given to asses the
students’reading comprehension before
the treatment, while the posttest was
given to asses the students’achievement
after the end the treatment.
In constructing the test, the re-searcher should see to it that the test has the validity and reliability. A good test should be valid, reliable, and
practical. To see whether the instru-ment could be used as a pretest and posttest, the try out was conducted. The try out was held on March 16th 2015. The test consisted of 30 items which should be done in 60 minutes. There were 36 students involved in this try out.
First of all, pre-test was administered to the experimental group and the control group with the same test, it was on march 18th 2015. After giving post-test, the treatment was given to the experimental group by using Mind Mapping technique. The teacher asked the students to read the text first. And than, the teacher asked them to comprehend the text. By doing this, hopefully the students were also
active in their own learning. For the control group, it was given the lesson
without using Mind Mapping tech-nique.
The treatments were conducted 3 items. The first treatment was on March 23th 2015, and than the second treatment was on March 26th 2015, the third treatment was on April 2nd 2015. After the treatment was applied to the experimental group, post-test was given to both of groups which were
actually the same as post-test. The data were taken from two classes, so the writer should give the test in the turn, not at the same time, but were still in the same in the same day. It was done on April 6th 2015. After the post-test was done the result of the test was scored and the calculated. Thus, for this study, one (1) point was given for the correct answer to each test item and zero (0) to any wrong answer. There were twenty five (25) items in the instrument. Thus, if the student could answer all the questions correctly, they would receive a raw score of twenty five (25) points. This would be later coverted into standard score of a hundread (100).
After collecting the data of a
pre-test and post-pre-test from the experimental group and control group one, the next
156 score between pre-test and post-test of each group. Then it was analyzed by
using calculation t-test to find out wether or not the difference between them is significant. The writer used the following formula (Arikunto, 1993 : 263)
Discussion
This study is conducted to find out whether there is a significant difference in terms of reading ability between the students who are taught by using Mind Mapping. As stated before, in subject of the study that two classes, i.e, class RPL-1 (experimental group) and TKJ-1 (control group) were taken. There were 36 students in each group.yet, the data could not be used entirely. When the writer did the experiment researches (pre-test, treatment 1, treatment 2, treatment 3, and post-test), she found out that some students were absent. In the control group, three students did not attend the pre-test, two students did not attent treatment 1, and one students did not attend post-test. Mean while, in the experimental group, there were four
students did not attend treatment 1, two students did not attend treatment 3, and three students did not attend the post-test. These students then were not included in the data computation.
Therefore, the writer reduced the sample from 36 students to be 30
students in each group.
The data presentation here showed the result of computation by the analysis of t-test formula. The data
were collected from the students’ pre -test and post--test scores. The pre--test was administered before the treatment while, the post-test was administered after the treatment to both experimental group and control groups. Thus, there are two scores of pre-test and post-test.
Pre-test scores and means of experimental and control groups.
There were some steps to analyze the data of this study. First, the data of a pre-test and post-test scores from the experimental group and the control one were collected and put it in the table, then the means of experimental and
control groups were calculated. The result of the calculation of the pre-test scores and the mean of pre-test scores of the experimental and the control groups were presented in the following table (1.1) :
Table 1.1: The pre-test scores and means of experimental and control groups.
Group N Scores Mean
Experimental 30 2020 67,33
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The table showed that the sum of the pre-test scores was 2020 for the experimental group and 2012 for the control group. While, the mean of the pre-test scores of the experimental group was 67,33 and the mean of control group was 67,07. It coul be seen that the scores of experimental group was higher than the control group.
1.Post-test scores and means of experimental and control groups
After giving the post-test, the writer did the treatment to the experimental and control groups. For the experimental group, the writer taught reading by applying the Mind Mapping method. While for the control one, she taught reading without applying the Mind Mapping method. Then, the post-test were conducted.
The result of the post-test scores calculation and the post-test scores
means of the experimental and control groups were presented in the table (1.2) below :
Table 1.2: The post-test scores and means of experimental and control groups
Group N Scores Mean
Experimental 30 2192 73,07
Control 30 2072 69,20
The table above showed that the
sum of the students’ post-test score was 2192 for te experimental group and 2076 for the control group. The mean of the post-test scores of the experimental group was 73,07 and the control group one was 69,20, it was clearly seen that the mean of the experimental group post-test was higher than the mean the control group. Next, after knowing the two different means of both of groups, the writer calculated the mean of post-test scores by using t-test to know whether or not
it was significant. Before it was done, the standard deviation of the two
groups was calculated first this table (1.3) presented the result of the calculation.
Table 1.3: The result of calculation
Group N Mean
Std. devia tion
t-value
t-table
Experimental 30 73,07 5,93 4,93 2,00
Control 30 69,20 3,79
158 58 degrees of freedom the table was 2,00 so, the t-value was higher than the
t-table. It means that the differences of the post-test score between experimental and control group was significant.
2.Scores of pre-test and post-test of the experimental group
In this part, the purpose was to find the out whether or not there was an increase in the whole scores of pre-test and post-test in experimental group. The data was collected from the pre-test and post-pre-test scores of the experimental group. The scores and the calculation could be seen in appendix...., whereas the result was presented in the table 1.4 below : Table 1.4: The pre-test and post-test scores of the experimental group
Test N Mean t-value t-table
Pre-test 30 73,07 15,43 2,04
Post-test 30 69,20
Based on the result above, there was an increase in the whole scores of the pre-test and post-test of
experimental group. From the calculation of the t-test formula, it was found that t-value was 15,43 with 29 degrees of freedom and 5% level of significance the t-table was 2,04. It
means that the result of the pre-test and post-test calculation of the
experimental group was higher than t-table and the difference were very significant.
3.Scores of pre-test and post-test of the control group
The purpose of this study was to
find out whether or not there was an increase in the whole scores of pre-test and post-test in control group. The data was collected from the pre-test and post-test scores of the control group only. The score could be seen in appendix... and the calculation could be seen in appendix... The result of the calculation was presented in table 1.5 Table 1.5: The pre-test and post-test scores of the control group.
Test N Mean t-value t-table
Pre-test 30 67,01 2,76 2,04
Post-test 30 69,20
From the table above, it showed that the scores of the pre-test and post-test of control group was increased. It could be seen from the t- value of 2,76
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much lower than the experimental group.
4.The difference between pre-test and post-test scores of experimental and control groups
This study was done to calculate the difference between pre-test and post-test scores of experimental and control groups. First, the writer calculated and made a list of pre-test and post-test scores difference between pre-test and post-test of both groups , while for the result of the calculation were presented in the following table: Table 1.6: The result of the calculation
Group N Mean ∑X2 ∑Y2
t-value t-table
Experi-mental 30 5,6
115,
20 5,61 2,00
Control 30 1,73 341,
87
The data showed the subject of the study, the mean of each group, the sum of deviation of each group, the t-value, and the t-table. From the presentation
above, it could be seen that the deviation square of experimental group was 115,20 while, the control group was 341,87. The result of the t- value was 5,61, then it was compared to the t-table with 5% level of significance and the degree of freedom (df) was 58, it was found that the t-table was 2,00. So,
it was clear that the calculation of the t-value was higher than the t-table. It means that there was significant difference between the students who were taught by using Mind Mapping in narrative text (Experimental group) and those who were not taught by using Mind Mapping technique (Control group).
2. Hypothesis Testing
In this previous chapter, it was stated that the purpose of this study was to find out whether the students who are taught by using Mind Mapping
technique in narrative texts have higher reading comprehension than those who
are not taught by using Mind Mapping technique. There were two hypotheses ; Alternative hypothesis and null hypothesis. In order to test the hypothesis, the writer used the result of the statistical computation of t-test. If the result of value was lower than t-table, the null hypothesis was accepted. On the contrary, if the t-value was greater than t-table, the null hypothesis was rejected and the alternative hypothesis was accepted.
160 with the degree of freedom of 58. This result showed that the difference
between the experimental and the control groups was significant. The null hypothesis, which says that there was no significant difference in terms of reading ability between the students who were taught by using Mind Mapping technique and those who were not taught by using Mind mapping, was rejected. While, the alternative hypothesis, which says that there was significant difference in terms of reading ability between the students who were taught by using Mind Mapping technique and those who were not taught by using mind Mapping was accepted. It could be said that using Mind Mapping in narrative text as additional material had significant influence to improve the
students’ ability in reading compre -hension.
Based on the whole statistical calculation, it could be concluded that the alternative hypothesis was accepted and the null hypothesis was rejected. It means that there was a significant difference in terms of reading ability between the students who were taught by using Mind Mapping technique (experimental group) and those who
were not taught by using Mind Mapping technique (control group).
From the research finding, the writer concluded that the use Mind Mapping technique in teaching reading was sucsessfully. It was also proved by the result of the test during the treatments which showed impro-vement. The result of the calculation was presented in this following table (1.7) :
Table 1.7: The result of the treatment tests calculation
T1 T2 T3
Total score
Subject 30 30 30
Mean
From the table above, it could be seen that the mean score of the second mean score of test was higher than the first test. The the third test was higher than the second test.
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Conclusion
Based on the reliability test of the try out test, it can be concluded that out of 30 items were used as the pre-test and post-test. Based on the result of this study, it can be concluded too, that the reading scores of the experimental group, who were taught by using Mind Mapping technique are higher than those who were not taught by using
Mind Mapping technique (control group). It was proven by the significant differences showed by the statistical computation between experimental group and control group, in which the mean score of the experimental group (15,43) was higher than the control group (2,76). After the writer calculated the post-test data, it was found that the t-value (5,61) was higher than that of the t-table (2,00).
From these findings, it can be concluded that the null hypothesis, which says that there was no significant difference between students who were taught by using Mind Mapping technique and those who were not taught by using Mind Mapping was rejected and the alternative hypothesis,
which says that there was significant difference between students who were
taught by using Mind Mapping and
those who were not taught by using Main Mapping technique was accepted. It means that the teaching of reading by using Mind Mapping technique helps the students to reach higher achieve-ment. Partically, Mind Mapping techni-que helped the students to be better comprehend the reading text that they were reading. They were reading able
to stimulate the students’ imaginative
power and to explain the chronological of the subject. In other words, it can be said that the students were able to understand the text by reading the Mapping eventhough they did not know exactly the meaning of the entire words.
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