Evaluating Students’ Mind Maps in Academic Reading Class
Natalia Raras Anggani
English Department, Satya Wacana Christian University, Salatiga
Abstract
The purpose of this study is to evaluate students’ maps in Academic Reading class whether they really demonstrate the argument maps. Recently, many lecturers use mapping activity in academic reading class to help students analyze journal articles. Students have to read the article critically and transform the article in the form of map. Although the name of the course assignment is mind maps, the requirements are actually indicating towards argument maps. There are several kinds of map that can be used to analyze article, like mind map, concept map, and argument map, but the appropriate map for analyzing the author’s argument in journals article is argument map (Davies, 2010). The study used qualitative approach that focused on the
students’ performance by using mind map and students’ assignment of academic reading in the
form of map (Richards & Lockhart, 1996). The data was taken from academic reading class in
the form of students’ maps. This study analyzes students’ maps by using the structure of argument map. The result clearly indicates that students’ map do not demonstrate argument map,
indicated from the structure, form, and content of the map.
