THE USE OF MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY (A Quasi-Experimental Research at One Vocational High School in Bandung).

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Trinne Anggita Ayu Putri, 2014

THE USE OF MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY (A Quasi-Experimental Research at One Vocational High School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY

(A Quasi-Experimental Research at One Vocational High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of Faculty of Language and Arts

Education of Indonesia University of Education in Partial Fulfillment of the

Requirements for the Sarjana Pendidikan Degree

Trinne Anggita Ayu Putri (0906726)

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FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

2014

THE USE OF MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY

(A Quasi-Experimental Research at One Vocational High School in Bandung)

Oleh

Trinne Anggita Ayu Putri

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

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Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

The Use of Mind Mapping in Improving Students’ Reading Comprehension Ability

(A Quasi-Experimental Research at One Vocational High School in Bandung)

A Research Paper

By

Trinne Anggita Ayu Putri 0906726

Main Supervisor Co-supervisor

Dr. H. Hobir Abdullah , M.Pd. Drs. Deddy Suryana, M.A.

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Head of Department of English Education

Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed.

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The Use of Mind Mapping in Improving Students’ Reading Comprehension Ability

(A Quasi-Experimental Research at One Vocational High School in Bandung)

ABSTRACT

This research investigated the effectiveness of Mind Mapping technique in improving students’ scores in reading comprehension and students’ responses toward the implementation of the Mind Mapping technique. This research employed a quasi-experimental design. This research involved two classes of tenth grade students at one vocational high school in Bandung in which one class as the experimental group and the other one as the control group. The experimental group received Mind mapping technique in teaching and learning process during treatment, while the control group received Three-Phases Technique in teaching and learning process. The instruments used were pre-test, post-test, and questionnaire of attitudes towards the Mind Mapping technique. The pre-test and post-test scores of the two groups were analyzed by using the independent t-test while the questionnaire was analyzed by using percentages. The findings revealed that the use of Mind Mapping technique was effective in improving students’ scores in reading comprehension. The result of the independent t-test showed students’ score of both experimental and control groups had improved but the improvement of the experimental group which had received the Mind Mapping technique is better. It was indicated by the statistical computation in which the means of experimental and control groups’ scores before receiving the treatments were (M=74.86) and (M=75.71) while the means of experimental and control groups’ scores after receiving the treatments were (M=81.86) and (M=78.43). Moreover, the result of the independent t-test computation of post-test scores showed the tobt (2.162) is higher than tcrit (1.996) at the level of significance 0.05. It meant that the null hypothesis was rejected as there was a significant difference between students’ post-test scores in the experimental and control groups. Regarding the students’ attitudes toward the use of Mind Mapping, the findings indicated that most of students regarded the use of Mind Mapping technique to be moderately positive. Nearly all of students (97.1%) agreed that Mind Mapping was able to improve their reading skill and 94.3% of students opined that Mind Mapping helped them to understand text easily. In class observation during the treatment, the researcher found that mind mapping also improved students’ learning and memory and stimulate their creative thinking.

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PENGGUNAAN PEMETAAN PIKIRAN PADA PENINGKATAN KEMAMPUAN PEMAHAMAN MEMBACA SISWA

(Penelitian Kuasi Eksperimental di Satu Sekolah Menengah Kejuruan di Bandung)

ABSTRAK

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CHAPTER I

INTRODUCTION

This chapter elaborates background of the research, research questions,

aims of the research, scope of the research, significance of the research,

clarification of terms, and organization of the paper.

1.1 Background of the Research

Reading is an important skill that students should have in learning English

as foreign language. Kenneth Beare (2013) states that reading is important part of

learning English. It is important because students always deal with the texts that

they have to understand. In other words, student’s reading skill effect their success

in school. In order to achieve an understanding in reading, students should have

an ability of reading comprehension. Comprehension is a process of construct

meaning by interacting with text through combination of prior knowledge,

information of the text and attitude of the reader toward the text (Pardo, 2004).

Without comprehension, reading is simply following words on a page from left to

right while sounding them out. The consequence is the words on the page become

meaningless (Dekkers, 2014).

However, most of students sometimes cannot construct the meaning from

text that they read easily and quickly. They find a difficulty in comprehending

text. Moi and Lian (2007) state that comprehension is noted as one of the

assessment components that pupils are generally weak in. Whereas,

comprehension is often used as an assessment for students to gain higher degree

in school. Therefore, it is important to address this area of concern and find out

the problems to help the students cope with the problems in reading

comprehension.

In one vocational school, where the writer did teaching practice for about

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that the students had. Most of students sometimes obtain a low score on a test in

reading test. They admit that they do not understand the passages, therefore they

can not find appropriate answers to the questions. The students can not understand

the text because they do not know the meaning of vocabularies. They can not

conclude the story or find the mind idea. In addition, they lack motivation to read.

This can be due to the assumption that reading is not their daily needs as students.

They even think that reading is boring (Oxford, 1990).

From the explanation above, the researcher can conclude most of students

deal with some problems in comprehending text. They did not understand what

the text about because they lacked of vocabulary. They were uncomfortable with

the language therefore they were easily frustrated when they found some difficult

words. Furthermore, inability to apply reading strategy makes the students have a

problem in comprehending text. Because of that, the students read slowly word by

word with the result is they are confused with the meaning of the text. Williams

(2012) states:

There are a series of problems that hinder children's reading comprehension: 1. Language problem, 2. Not comfortable enough yet with the language, 3. Word recognition problem. (Williams, 2012)

Generally, there are many ways and techniques in improving students’ reading comprehension ability. Nevertheless, teachers are sometimes not aware of

appropriate technique application in teaching learning process (Wood, 1998). Improving students’ reading comprehension can employ some techniques, such as using pictures, summarizing, recognizing story structure, answering and

generating questions, and so on (Adler, 2011). However, in this research, the

researcher is interested in teaching reading by using mind mapping because she

believes that it can be more effective to make the students get the idea easily in

reading comprehension (Buzan, 1993). According to Tony Buzan’s article entitled “What is Mind Map?” in his blog, “mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain”

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link concepts with other concepts and issues, thus the students can memorize

information from the text easily. Since mind mapping uses colours, lines, arrows,

branches or some ways that connect each idea, the students can remember the

facts and ideas that are illustrated in mind map. It is because “our brains remember things better with visual, colours and pictures” (Moi & Lian, 2007, p. 3). Mind mapping is not only used for improving reading comprehension, but also suitable

for other focus.

Teaching by using mind mapping is not a new issue in teaching language.

According to Siriphanich and Laohawiriyanon (2010) most students were satisfied

with their own reading comprehension ability. They enjoyed working in group

and agreed that mind mapping technique was a useful technique and can be

applied to non- English subjects. Another research that proves mind mapping as

an effective technique is the thesis that was conducted by Indah (2012). She found

that mind mapping technique can be effective to teach the students vocabularies.

Mutiara (2010) also says mind mapping can improve students’ ability in writing

descriptive text. Furthermore, Moi and Lian (2007) prove that mind mapping

helps pupils in understanding passage and remembering the content of the passage

better. This is because the mind map shows the keywords and relationship of the

content visually from the passage. There are some differences between previous

researches and this research. First, this research is focus on reading skill while

most of researches focus on teaching writing or vocabulary by using mind

mapping. Second, this study is conducted in Vocational High School because

there are no related studies that take participant in Vocational School.

Referring to explanation above, there is an intention to find out whether

mind mapping technique can improve the students’ reading comprehension ability

effectively. Furthermore, it is also to find out the students’ responses toward the

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1.2Research Questions

This study is carried out to answer the following questions:

1. Is the use of mind mapping effective to improve the students’ scores in reading comprehension?

2. What are the students’ responses toward the use of mind mapping in reading comprehension?

1.3Aims of the Research

Based on the description in the background, the research is aimed at:

1. finding out whether mind mapping technique improve students’ scores in reading comprehension effectively

2. finding out the students’ responses toward the use of mind mapping in reading comprehension.

1.4 Scope of the Study

This study concerns about the use of mind mapping technique to improve students’ scores in reading comprehension. This research also concerns about the students’ responses toward the use of mind mapping in reading comprehension. A Vocational High School in Bandung is chosen as the site of this study. This

research also takes 35 students as the sample in each class of experimental and

control group based on some consideration.

1.5Significance of the Research

Besides for the researcher’s own purpose, this study gives significant benefit

for who involved in this study. This study is proposed to give contribution to

teachers, students, and other researchers as reference.

Based on theoretical perspective, this research is expected to give

contribution in education area, especially teaching reading skill by using mind

mapping, and enrich the previous research findings in order to help other

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information about teaching reading comprehension by using mind mapping

technique.

In term of professional significance, this research is expected to help

teachers in teaching reading in order to improve students’ reading comprehension

ability. Hopefully, this research also is able to stimulate teachers’ creativity in

creating the material for teaching reading. Furthermore, this study also is expected

to be used as an additional source especially for other researchers who conduct a

research about improving students reading comprehension through mind mapping.

Practically, this research is expected to give practical guidance for students

in improving their reading skill. Hopefully, mind mapping is able to help them in

brainstorm the idea when they are reading. Besides, the technique and the media

used hopefully are able to contribute in enhancing their motivation in learning

reading and making them is easier in comprehending text.

1.6Clarification of terms

In order to avoid wrong perception of the terms use in this study, some

terms are clarified as follows:

1. Mind Mapping, according to Collins English Dictionary (2009), mind maps is “trademark a diagrammatic method of representing ideas, with related concepts arranged around a core concept.” Buzan (1993) says that mind

mapping can be defined as a graphical method of taking note by using

words, pictures with color, and symbols which take a hierarchical or tree

branch format with idea branching into their subsections. In other word,

mind mapping is one of the note-taking techniques that form like a diagram

with many of branch. It contains the main ideas that connected to each

other.

2. Reading Comprehension, According to Oxford dictionary, reading is “act of

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that trains students to understand a language: a reading/listening.” According to Siriphanich & Laohawiriyanon (2010), reading

comprehension refers to the ability to comprehend a reading passage. It can

be said that reading comprehension is the act of understanding information

from written text. Thus, in this research, the writer expects the students to

understand the text by using mind mapping technique.

1.7Organization of the Paper

This paper will be organized into five chapters:

CHAPTER I: INTRODUCTION

This chapter explains the whole study. Chapter I consists of background of the

research, research questions, aims of the research, scope of the research,

significance, clarification of terms, and organization of the paper.

CHAPTER II THEORETICAL FOUNDATION

This chapter discusses some theories about Mind Mapping and reading

comprehension. Some related researcher will be presented in this chapter.

CHAPTER III METHODOLOGY

This chapter gives clear explanation about how the study is conducted and

analyzed.

CHAPTER IV FINDINGS AND DISCUSSION

This chapter discusses the findings of the research and analysis of those findings

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CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter explains the conclusion based on the analysis in Chapter IV The

conclusion states the answer of research question about the use of mind mapping to improve students’ scores in reading comprehension. In addition, this research also is aimed at finding out the students’ responses toward the use of mind

mapping in reading comprehension. It also contains suggestions related with the

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CHAPTER III

METHODOLOGY

This chapter elaborates the procedures of the study to answer questions

stated in previous chapter. Some big points that cover in this chapter are research

method, hypothesis, sample, data collection, research procedure, and data

analysis.

3.1 Research Method

3.1.1 Research design

The purpose of this study is to find out whether mind mapping technique improves students‟ scores in reading comprehension effectively and to find out the students‟ responses toward the use of mind mapping in reading comprehension.

The research method in this study is quantitative method with quasi experimental design. According to Hatch and Farhady (1982) “quasi experimental design is used as one of the best research approaches in the research since it aims

practically to compare true experimentation and the nature of human language behaviour which we wish to investigate” (p. 24).

There are two groups taken as the investigated groups in this study which

classify as different groups. There are control group which receive no treatment

and experimental group which receive mind mapping technique as a treatment

during learning process. The data in experimental group is collectted by giving the

students pre-test through reading test and than the resercher give the students

treatment by applying mind mapping technique in teaching process. After that, the

students have to do the posttest through reading test, too. While in control group,

the posttest is given without any treatment in teaching process. This can be seen in

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EG T1 X T2

CG T1 - T2

Description:

EG : Experimental Group

CG : Control Group

T1 : Pre test

T2 : Post test

X : The treatments (five times)

(Adopted from Hatch and Farhady, 1982)

In order to discover the students‟ responses to the use of Mind Mapping in

improving their reading comprehension ability, the implementation of the action

is also followed by conducting questionnaire for those students in the

experimental group.

3.1.2 Variable

According to Hatch and Farhady (1982, p. 12) state that variable can be defined as “an attribute of a person or of an object which „varies‟ from person to person or from object to object.” The variables used are classified into dependent and independent variables:

1. The independent variable is mind mapping technique because this is the

prominent method which is investigated thus it is selected, manipulated, and

measured by the researcher (Hatch and Farhady, 1982, p. 15)

2. The dependent variable is students‟ reading score that is observed and measured

to determine the effect of the independent variable (Hatch and Farhady, 1982, p.

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3.2 Hypothesis

According to Hatch and Farhady (1982, p. 86) hypothesis means a

tentative statement about the outcomes of the research. It indicates that question

must answered by doing experimental. In line with the concept of hypothesis

mentioned above, the writer would like to propose two hypotheses as follows:

H0: there is no significant difference in means between control and experimental

group.

HA: there is a significant difference between control and experimental group.

If the result of the test shows that teaching reading comprehension using mind mapping technique does not improve students‟ reading ability, it means hypothesis null (H0) accepted. However, if the result of the test shows that teaching reading comprehension using mind mapping technique improve students‟ reading comprehension ability, it means hypothesis null (H0) rejected and

hypothesis alternative (HA) accepted.

3.3 Population and Sample

3.3.1 Population

Population is a whole research subject. Population is generalization area

which consists of object/subject which has certain quantity and characteristic

which is determined by researcher to study and then take summary (Arikunto,

2010, p. 173). The population of this study was the tenth grades students at one of

Vocational High School in Bandung, enlisted in academic year 2013/2014.

3.3.2 Sample

Sample is a part of population (Arikunto, 2010, p. 173). In this research the

writer just involved 35 students from two classes as the sample of the research.

Class X AP 2 is taken as the experimental group and class X AP 3 is chosen as the

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The consideration is based on Hatch and Farhady (1982) statement who stated that “the total 30 students were chosen since it was the smallest size required to get sample normally distributed” (p. 98). Moreover, the consideration of taking smallest size sample is to avoid some students who suddenly absent

when they get the treatment sessions or even in the pre-test and post-test. Hence,

the number of the sample was 70 students from both classes.

However, the sample was chosen nonrandomized because it is the policy of

the school that only allows two classes are used as research subjects. This is one

of the limitations in this study, thus the researcher expects other researcher to

consider the sample by using random sampling techniques in further research.

3.4 Data collection

In order to obtain the data, this research use two instruments, namely

reading test (Pre-test and Post-test) and questionnaire.

3.4.1 Reading test (pretest and posttest)

In order to measure students' reading ability in form of score, the writer

conduct reading test. It is conduct to expose the effectiveness of mind mapping

technique to improve students‟ reading ability. The reading test include pre-test

and post-test. Pre-test is employed to both groups as the first step of study to know students‟ reading comprehension ability and to find out that both groups have the same capability of English before they receive the treatment. Furthermore, post-test is employed at the end of the study to measure the students‟ reading comprehension after the treatment. This is intended to find the differences between students‟ score of both groups.

The reading test was carried out to 70 students as experimental and control

groups. The students should finish the test in 45 minutes. This test used the

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multiple choices which were adapted from internet and constitutes the result of

pilot test.

In this research, Barrett‟s Taxonomy Reading Comprehension is used to check students‟ comprehension at various levels. Following are the result of reading questions test analysis in Barrett‟s Taxonomy Reading Comprehension.

Table 3.1

Barrett’s Taxonomy Reading Comprehension

There are only four levels which appear in pretest and three levels which appear in posttest. Indeed, the three major levels of Barrett‟s Taxonomy Reading Comprehension (literal comprehension, reorganization and inferential

comprehension) are the most common type of question on tests (Teacher Link,

www.mgu.ac.jp/~ic/helgesen/marc.article1.htm). The questions of pretest and

posttest can be seen in Appendix 3.

The Barrett’s Taxonomy Item Number

Pre-test Post-test 1) Literal Comprehension 2, 5, 6, 7, 9, 10,

11, 12, 13, 14, 15, 16, 20

2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 17, 18

2) Reorganization 8 1,

3) Inferential Comprehension 1, 3, 17, 18 14, 15, 16, 19, 20

4) Evaluation 4, 19 -

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3.4.2 Questionnaire

Besides test, the writer use questionnaire to know the students‟ impression and response about the use of mind mapping to improve their reading

comprehension ability in the classroom. Close-ended questionnaire is used in the

study in order to provide consistency of response across the students and generally

easier to use and analyze related to the objectives of the study (Nunan, 1992).

In constructing each question in the questionnaire, it is important to

determine the data that should be gathered related to the objective of the study

(Nunan, 1992). Thus the questionnaire items were divided into three general

aspects, based on general perception on their skill of reading before treatment is

conducted, based on general idea on the students‟ skill after the treatment is

conducted and based on general ideas on their perceptions towards the use of

mind mapping.

The question consists of ten items. Those questions were only given to

experimental group after the students finish their post-test. There were 35

respondents involved in the questionnaire session.

3.5 Research Procedure

3.5.1 Lesson planning

There were some lesson plans that are used in experimental and control

group during the treatments. Those lesson plans were designed for five meeting.

The first and the last meeting were allocated for pre-test and post-test, while the

rest of five meetings were allocated for the treatment season. Furthermore, the

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3.5.2 Administering a pilot test

Pilot test was intended to measure the validity, reliability and testing the

difficulty level of the instrument. It was conducted before pre-test and post-test. It

was conducted as reflection in making some reflections or changes in the test

instrument. The pilot test was given to the students in similar level which are not

included in control and experimental group. The test consist of 50 multiple choice

items that were administered to 40 students. The result of the try out is presented

in Appendix 2.

3.5.3 Conducting treatment

In this study, treatment was implemented only in the experimental class by

applying mind mapping technique in teaching and learning process. Whereas, in

control group, teaching and learning process was not applied mind mapping

technique as a treatment. However, both of group were in similar condition. The

treatments were conducted in five meetings.

The treatment schedule was set to make the experiment run well. The

materials, themes and lesson plans were also set to follow the material schedule of

the school. The details of the treatment activity are shown in the following table:

Table 3.2 Schedule of the Study

No Experimental group Control group

Date Material/Theme Date Material/Theme

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2013 Jessica, My Friend 2013 material presented is about of someone‟s identity and biography.

Treatment 1

In the first meeting, the teacher introduced students with the mind mapping

technique. Since building knowledge or preparation is the first stage of teaching (Cooper, 1990). In this stage, the teacher should build up students‟ background knowledge about mind mapping, thus, the teacher tells students what mind

mapping is and how to implement mind mapping in reading comprehension. The

teacher gave students a simple text and shows how to make mind mapping from

the text. In the end of the meeting, the students were given some questions about

the text they have learned. In order to know more detail see lesson plan in

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Treatment 2

In second meeting, students should be able to implement the previous lesson

on how to read a text using mind mapping. They were required to apply the steps

of making mind mapping based on the text they have read. Hence, first, the teacher gave students a text about someone‟s identity entitle “Jessica, My Friend”. Students should read text carefully and make mind mapping based on the text. In

this meeting, the students were guided by the teacher in making mind mapping.

Teacher gave some keywords to be applied in their mind mapping. After that, the

students continued to write important information from the text into their mind

mapping. At the end of the meeting, students answer some questions related to the

text. In order to know more detail see lesson plan in Appendix 1.

Treatment 3

In third meeting, the level of the text was increased as scaffolding strategy

(Alber, 2014). The students are given a longer text about biography of Barack

Obama. Before they read a text, they should answer some questions that contain

of vocabulary in order to help them in reading a text. After that, they read text

carefully and make mind mapping based on the text. In this meeting the students

are not guided by teacher in making mind mapping. They are free to be creative to

make mind mapping with colors and pictures (Buzan, 2006). In the end of

meeting, students have to complete a cross puzzle which contain of some

questions related to the text. In order to know more detail see lesson plan in

Appendix 1.

Treatment 4

In fourth meeting, the students are given biography text of Zayn Malik, a

member of boy band One Directions. Before they read the text, they pay attention

to vocabularies in the box. Those help them in understanding the text and also

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understanding all vocabularies in the box, they start to read the text carefully. As

usual, they should make mind mapping based on the text they have read. They are

free to be creative to make mind mapping with colors and pictures. After that,

students have to answer the questions related to the text. In the end of the meeting

the students get assignment as a home work that is finding biography text about

their idol in the internet or magazine. The text will be used for the material at the

last meeting. In order to know more detail see lesson plan in Appendix 1.

Treatment 5

The fifth meeting is the last meeting in which the students should apply the

mind mapping technique in reading comprehension based on what they have

learned individually. In this meeting the students bring a biography text about

their idol. Teacher asks them one by one about their idol. After that, teacher

reminds them about how to make a good mind mapping. Teacher also gives some

keywords of what should students write in their mind mapping. They ask to make

mind mapping based on their text. In the end of the meeting they should present

and explain their mind mapping of their idol in front of class, while other students

pay attention and may give a question or comment. In order to know more detail

see lesson plan in Appendix 1.

To clarify the teaching and learning process in experimental group,

following is the steps of teaching and learning process by using mind mapping:

Table 3.3

Steps of Teaching and Learning Process

Teacher Activities Students Activities

1) Pre-activity

- Teacher greats students

-Teacher and students pray together

-Teacher checks students‟

attendance

1) Pre-activity

- Students great teacher

- Students and teacher pray together

-Students pay attention while

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-Brainstorming: Teacher shows

Where is he/she come from? What is

her/his profession? Etc.)

- Students receive biography text of

a public figure

~Elaboration

- Students identify text before

reading the text.

- Students read the text carefully

- Students prepare to make mind

mapping based on the text they have

read

-Students make mind mapping of

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~Confirmation

- Some students are allowed to give

comments and appreciation of students‟ presentation. know the score of students, whether or not mind mapping can improve students‟ reading comprehension ability. The pre-test was intended to measure the students‟

comprehension in reading before they get treatment. After series of treatments

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3.5.5 Administering questionnaires

The questionnaires were conducted only to the experimental group students

after post-test performed. The researcher used close-ended questionnaire to know students‟ responses toward the use of mind mapping in reading comprehension during treatment.

3.6 Data Analysis

3.6.1 Scoring procedure

The instrument used in the research was in the form of multiple-choice

questions. The data were collected by using research instrument. After the data

were collected, and then the data analysed by using scoring technique. According

to Arikunto (2002) there are two kinds of formula can be used to process the

multiple choice item data, the formula with punishment and without punishment.

This study used the formula without punishment. The formula is stated as follows:

S : Score

R : Right answer

3.6.2 Analysis of data from the pilot test

This pilot test was administered to check validity, reliability, and testing the

difficulty level of the instrument. It was conducted before doing pre-test and post

test. Forty multiple choices questions were tested to the students out of sample.

The valid and reliable items are used as pre-test and post-test.

3.6.2.1 Analysis of the validity

Validity is measurements which show the validity level of quality level of

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Table 3.4

Category of Coefficient Correlation of Validity Raw Score Interpretation

0.80-1.00 Very high

0.60-0.80 High

0.40-0.60 Moderate

0.20-0.40 Low

0.00-0.20 Very low

(Arikunto, 2002)

3.6.2.2 Analysis of the reliability

According to Hatch and Farhady (1982), reliability is the extent to which a

test procedure reveals a consistent result when administered under similar condition. This study used Anates V4 to reveal the item‟s reliability. It is used to assure whether or not the test is reliable to be used in pre-test and post-test. The

test item is reliable if the raw score are 0.40-0.70. The following is shown the

criteria of reliability:

Table 3.5

Category of Coefficient Correlation of Reliability

Coefficient Correlation

Interpretation

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0.20-0.40 Moderate

0.40-0.70 High

Above 0.70 Very high

(Arikunto, 2002)

3.6.2.3 Analysis of the difficulty level

According to Arikunto (2006) difficulty level is used to measure how far the test items are relevant with the participants‟ ability. Arikunto (2010) also states that the difficulty test analysis which a good item should not to be too

difficult or too easy. It can be analyzed by using difficulty index, as follows:

Where:

P = Index of difficulty

B = the number of students who can answer the item correctly

JS = the number of students

Furthermore, difficulty level gained from the test results were interpreted

using the classification of difficulty level as follows:

Table 3.6

Difficulty Test Item Interpretation Index of Difficulty Difficulty Degree

0.00-0.30 Difficult

0.30-0.70 Moderate

0.70-1.00 Easy

(Arikunto, 2006)

3.6.2.3 Analysis of the discrimination index

Discrimination index is used to indicate how far a single test item can

distinguish the upper group from the lower group of class (Arikunto, 2006)

P = B

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Table 3.7

Criteria of Discrimination Index Discrimination index Interpretation

00.00-0.020 Poor

0.20-0.40 Moderate

0.40-0.70 Good

0.70-1.00 Excellent

(Arikunto, 2006)

The table shows the criteria of discrimination index which differ the upper

and lower group.

3.6.3 Analysis of the data from pretest and posteset

The data gather from both of pretest and posttest was analyzed by using

SPSS 20.0 for window. There are four steps in analyzing the data, normality test,

homogeneity test, independent t-test, and effect size.

3.6.3.1 Analysis of the normality distribution test

Normality distribution aims to investigate whether or not the distribution

of pretest and posttest score in two groups are normally distributed. It is calculated

before t-test. The statistical calculation of normally test use

Kolomogrove-Simirnov. The following are the steps:

1. Setting the level of significance at 0.05 and establishing the hypothesis as

follows:

H0 : the distribution of scores in experimental and control groups are normally

distributed.

H1 : the distribution of scores in experimental and control groups are not

normally distributed.

2. Analyzing the normality distribution with One-Sample

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3. Comparing the Asymp.sig with the level of significance for testing the

hypothesis. If the Asymp.sig is more than the level of significance

(Asymp.sig > 0.05), the null hypothesis is not rejected and the distribution of

data is normal. Hence, if the Asymp.sig is less than the level of significance

(Asymp.sig < 0.05), the null hypothesis is rejected and the data is not

normally distributed.

3.6.3.2 Analysis of the homogeneity of variance test

According to Arikunto (2010) homogeneity of the variance is one of

requirements that should be fulfilled by experimental group and control group. It

is used to check whether the experimental and the control group postest score

were homogenous or not. The following are the steps of analyzing of variance by

using Levene test in SPSS 20 for window:

1. Setting the level of significance at 0.05 and establishing the hypothesis as

follows:

H0 : the variance in experimental and control groups are homogenous.

2. Analyzing the homogeneity of variance by using Levene test in SPSS 20 for

windows.

3. Comparing the Asymp.sig with the level of significance for testing the

hypothesis. If the Asymp.sig is more than the level of significance

(Asymp.sig > 0.05), the null hypothesis is not rejected and the variance of

data are homogeneous. However, if the Asymp.sig is less than the level of

significance (Asymp.sig < 0.05), the null hypothesis is rejected and the

variance are not homogeneous.

3.6.3.3 Analysis of the independent t-test

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difference between the mean of both classes, experimental and control groups. the

independent t-test is conducted to see whether there is a significance difference between the experimental and control group‟s score on pretest and posttest. There are three steps in analyzing the independent t-test.

1. Seting the level of significance at 0.05 (two-tailed test) and setting

hypothesis.

H0 : there is no significant difference in means between control and

experimental group.

2. Analyzing the independent t-test by using SPSS 20 for windows.

3. If the t obtain value is less than to t critical value at the level significance 0.05

(two-tailed), the null hypothesis (H0) is not rejected, and it can be concluded

that there is no significant difference in means between control and

experimental group. If t obtain value is more than or equal to t critical value

at the level significance 0.05 (two-tailed), the null hypothesis is rejected, and

it means that there is significance difference in means between control and

experimental group.

3.6.3.4 Analysis of the effect size

Effect Size is calculated to investigate how important the effect of the

independent variable in practical terms. It means that effect size is a way to

consider how well the treatment works if there is a large different between the two group‟s means. If the treatment worked well then there will be a large effect size. The formula of effect size as follows:

Where:

r = effect size

t = tobt or t value from the calculation of the independent t-test

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After the value of r has been obtained, the scores are matched with the

following scale to interpret the effect size.

Table 3.8 Effect Size

Effect size r Value

Small 0.100

Moderate 0.243

Large 0.371

(Arikunto, 2010)

3.6.4 Analysis of the data from questionnaire

The researcher uses questionnaire to clarify the information and explain the

data focusing the research question about what are the students‟ response toward

the use of mind mapping in learning process to improve their reading

comprehension ability.

In analyzing the data of the questionnaires, the answers of students on the

questionnaires are categorized into three major findings, that are the students‟

responses based on general perception on their skill of reading before treatment was conducted, based on general idea on the students‟ skill after the treatment was conducted, and based on general ideas on their perceptions towards the use of

mind mapping. Then three major points are also elaborated based on students

answers of the questionnaires.

In the end, the researcher is interpreting the data to reveal the points which

have been categorized. The finding of students‟ answers on the questionnaires are

calculated and depicted in the chart.

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Table 3.9

Criteria Percentage of Respondent

Percentage of respondent

Criteria

1-25% Small number of students

26%-49% Nearly half of students

50% Half of students

51%-75% More than half of students

76%-99% Almost of students

100% All of students

The formula of percentage is used to analyze the questionnaires. The data

are interpreted based on the frequency of the students‟ answers. The formula

describes as follows:

Where:

P = percentage

F = amount of each response for certain question

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of the study and suggestion for future

research in the related topic. The conclusions of the study are based in the

findings and the discussions in the previous chapter.

5.1Conclusion

This research focuses on the implementation of mind mapping in improving students’ reading comprehension ability. The purpose of this study is to find out whether or not mind mapping technique has improved the experimental group’s scores when compare with the control group. Besides, this study also aims to discover students’ responses to implementation of mind mapping technique in teaching reading.

Based on research findings and the discussion, it can be concluded that mind

mapping technique is effective in improving students’ reading scores. The result

of independent t-test on posttest shows that there is a significant different between

the posttest means of the experimental group and those who are in the control

group after the treatment. The results find that t obtain value (2.162) is higher than

t critical value (1.996) at the level significance 0.05 (two-tailed) which indicated

that the null hypothesis is rejected. It means that the treatment is given to

experimental is significant to improve students’ reading skill. In other words, mind mapping technique improves students’ scores in reading comprehension.

This result supports findings of previous researches which found that most

of the students improved their reading ability after they used mind mapping

technique during the treatment (Siriphanic & Laohawiriyano 2010). Puspita

(2011) also found that mind mapping was effective in teaching reading descriptive

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joyful way, because mind mapping is a visual diagram which contains the

keywords and images, not sentences.

The result of the questionnaire shows that all the students (100%) say that

they gain benefits in using mind mapping for reading comprehension. Almost all

the students (97.1%) agree that mind mapping increase their reading

comprehension. However there are 3% students disagree that mind mapping can

improve their reading skill. Furthermore, 94.3% students agree that reading by

using mind mapping make them easier to comprehend the text.

From the result of students’ responses toward mind mapping, it can be concluded that students are interested in using mind mapping because it gives

them lot of benefits, such as improve their reading skill, help them to understand

text easily, improve their learning and memory and stimulate their creative

thinking. Since mind mapping is a visual diagram that displays images, pictures,

symbols and simple keywords, students can memorize the content of the text

easily. It is because the human’s mind remembers keywords and images, not

sentences (Puspita, 2011). Furthermore, using mind mapping also motivates them

to learn because they are allowed to make their own mind mapping by put the

symbol, picture and coloring it by themselves. That is why the students

acknowledge that they have fun during the treatment.

In the other hand, based on observation of classroom activities during

treatment, there is one disadvantage of mind mapping technique found. The

students tend to spend much time to make an interesting mind mapping. They are

competing to make a colorful mind mapping, so they need longer time to

accomplish their mind mapping.

5.2Suggestions

The research findings have shown that mind mapping is effective to

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provide some suggestions regarding the effectiveness of mind mapping. The

suggestions are addressed to English teachers and to future researchers.

In order to optimize the use of mind mapping, the teachers should pay

attention to several points. First, the teachers should give the students clearly

explanation about mind mapping in beginning of lesson. Starting to try to explain

how to make a good mind mapping and the function of mind mapping in their

learning process thus, the students understand how to use mind mapping from the

text they read until they gain information that they need from the text. Second, the

teachers should prepare the material that suitable with the students’ interest and

characteristic to avoid students’ boredom. Third, the teachers should realize that some students may need a longer time, therefore the teachers have to prepare

every instrument well and give clearly instruction before students make mind

mapping. In addition, if it is needed, teacher can make a deal with the students

about the time limitation.

Furthermore, the other researcher can use mind mapping for different

population and sample. It has been revealed that mind mapping has significantly

improved students’ reading comprehension ability. The further research can

involve the students from different level such as junior high schools or event

elementary schools since they have different characters with the students in high

school level. Last but not least, since the participant in this research was chosen

non-randomized, thus the researcher expects to other researcher to consider the

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THE USE OF MIND MAPPING IN IMPROVING STUDENTS’ READING COMPREHENSION ABILITY (A Quasi-Experimental Research at One Vocational High School in Bandung).

PAGE OF APPROVAL

TABLE OF CONTENTS

INTRODUCTION

CHAPTER III

METHODOLOGY

P = B

CHAPTER V

CONCLUSION AND SUGGESTIONS

REFERENCES