vii ABSTRACT
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Sanata Dharma University.
This study deals with the use of mind-mapping technique in Extensive Reading II class. Considering that mind-mapping technique plays important role and the use of mind-mapping technique in ER II has possibility to affect the students’ learning achievement, this research is conducted to answer two problems. (1) How is the mind-mapping technique implemented in the Extensive Reading II of English Language Education Study Program? (2) What are the students’ perceptions on the use of mind-mapping technique the Extensive Reading II of English Language Education Study Program?
Three theories were employed in order to help the writer to answer those problems. First was the theory of mind-mapping technique. Second was the theory of perception, which includes definition, relationship between perceptions, learning and thinking, and factors influencing perception. Third was the theory of extensive reading.
In order to answer the problems, the writer employed a survey research. The data were gained from interview, observation, and questionnaire. The sources of data of the interview and questionnaire were one of the lecturers and two classes of ER II. The observation was conducted in the class and outside the class.
From the data analysis, the first result showed that mind-mapping technique was implemented well by applying the steps to do mind-mapping. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space. The second result showed that most of the students had positive perceptions on the use of mind-mapping technique in ER II. The positive perceptions gave benefits to the students. They were consolidating information, thinking through complex problems, and presenting information in order to develop new brain skill and high-order of thinking.
viii ABSTRAK
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Universitas Sanata Dharma.
Penelitian ini melingkupi penggunaan teknik mind-mapping di kelas Extensive Reading II. Mengacu bahwa teknik mind-mapping mempunyai peran penting dan penggunaan teknik mind-mapping di kelas ER II mempunyai kemungkinan untuk mempengaruhi pencapaian belajar siswa, penelitian ini ditujukan untuk menjawab dua rumusan masalah. Rumusan masalah tersebut adalah (1) Bagaimana teknik mind-mapping diterapkan dalam kelas Extensive Reading II di Universitas Sanata Dharma? (2) Bagaimana persepsi siswa-siswa terhadap penggunaan teknik mind-mapping dalam kelas Extensive Reading II di Universitas Sanata Dharma?
Tiga teori dicantumkan untuk membantu penulis menjawab permasalahan-permasalahan tersebut. Pertama adalah teori teknik mind-mapping. Kedua adalah teori persepsi, yang mencangkup arti persepsi, hubungan antara persepsi, belajar dan berpikir,dan factor-faktor yang mempengaruhi persepsi. Ketiga adalah teory Extensive Reading.
Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survey. Data penelitian diambil dari wawancara, observasi dan kuesioner. Sumber data yang digunakan untuk wawancara dan kuesioner adalah salah satu dosen dan dua kelas ER II. Observasi dilakukan di dalam dan di luar kelas.
Berdasarkan data yang diperoleh, hasil pertama dalam penelitian ini menunjukkan bahwa teknik mind-mapping diterapkkan dengan baik yaitu dengan menerapkan langkah-langkah membuat mind-mapping. Pertama, para siswa dapat mencari hubungan setiap ide. Mereka menggunakan warna, garis, tanda panah untuk menunjukkan hubungan anta ride yang mereka hasilkan di dalam mind-map. Kedua, mereka dapat menggambar dengan cepat di atas kertas tanpa jeda ataupun mengedit. Ketiga, mereka menulis gagasan penting. Keempat, mereka dapat menulis gagasan utama di tengah. Terakhir, mereka dapat memberi sisa ruang di kertas mereka. Hasil kedua dalam penelitian ini menunjukkan bahwa sebagian besar siswa mempunyai persepsi yang positif terhadap penggunaan teknik mind-mapping di kelas ER II. Persepsi positif tersebut memberikan keuntungan bagi siswa-siswa. Keuntungan-keuntungan itu adalah mengolah informasi, berfikir untuk memecahkan masalah-masalah rumit, dan menghadirkan informasi guna meningkatkan cara berpikir baru dan berpikir cerdas.
i
STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING
TECHNIQUE IN EXTENSIVE READING II
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Pius Rahardian Putranto
Student number: 041214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv Jula Juli Guru …………..
Urip dadi guru iku panggilan hidup yang mulia Mula sak tindak tanduke kudu eling lan waspada Kesadharane kudu dibangun sesuai Pancasila Morale ditata ojok sampek melanggar norma
Dhasare ngajar ya Undang-Undang Dasar Empat Lima Pancen tugase guru iku mencerdaskan nusa dan bangsa Kesetiaane kudu total tanpa pamrih
Lan rela berkorban kanggo anak dhidhike Guru ngono conto sing ditiru lan digugu Mula tingkah lakune jok ono sing kliru Jenenge ae pahlawan tanpa tanda jasa
Mula pengabdine jok ngarep-arep diganjar lan dipuja ………….
(Air Kata Kata – Sindhunata)
This thesis is dedicated to:
vii ABSTRACT
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Sanata Dharma University.
This study deals with the use of mind-mapping technique in Extensive Reading II class. Considering that mind-mapping technique plays important role and the use of mind-mapping technique in ER II has possibility to affect the students’ learning achievement, this research is conducted to answer two problems. (1) How is the mind-mapping technique implemented in the Extensive Reading II of English Language Education Study Program? (2) What are the students’ perceptions on the use of mind-mapping technique the Extensive Reading II of English Language Education Study Program?
Three theories were employed in order to help the writer to answer those problems. First was the theory of mind-mapping technique. Second was the theory of perception, which includes definition, relationship between perceptions, learning and thinking, and factors influencing perception. Third was the theory of extensive reading.
In order to answer the problems, the writer employed a survey research. The data were gained from interview, observation, and questionnaire. The sources of data of the interview and questionnaire were one of the lecturers and two classes of ER II. The observation was conducted in the class and outside the class.
From the data analysis, the first result showed that mind-mapping technique was implemented well by applying the steps to do mind-mapping. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space. The second result showed that most of the students had positive perceptions on the use of mind-mapping technique in ER II. The positive perceptions gave benefits to the students. They were consolidating information, thinking through complex problems, and presenting information in order to develop new brain skill and high-order of thinking.
viii ABSTRAK
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Universitas Sanata Dharma.
Penelitian ini melingkupi penggunaan teknik mind-mapping di kelas Extensive Reading II. Mengacu bahwa teknik mind-mapping mempunyai peran penting dan penggunaan teknik mind-mapping di kelas ER II mempunyai kemungkinan untuk mempengaruhi pencapaian belajar siswa, penelitian ini ditujukan untuk menjawab dua rumusan masalah. Rumusan masalah tersebut adalah (1) Bagaimana teknik mind-mapping diterapkan dalam kelas Extensive Reading II di Universitas Sanata Dharma? (2) Bagaimana persepsi siswa-siswa terhadap penggunaan teknik mind-mapping dalam kelas Extensive Reading II di Universitas Sanata Dharma?
Tiga teori dicantumkan untuk membantu penulis menjawab permasalahan-permasalahan tersebut. Pertama adalah teori teknik mind-mapping. Kedua adalah teori persepsi, yang mencangkup arti persepsi, hubungan antara persepsi, belajar dan berpikir,dan factor-faktor yang mempengaruhi persepsi. Ketiga adalah teory Extensive Reading.
Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survey. Data penelitian diambil dari wawancara, observasi dan kuesioner. Sumber data yang digunakan untuk wawancara dan kuesioner adalah salah satu dosen dan dua kelas ER II. Observasi dilakukan di dalam dan di luar kelas.
Berdasarkan data yang diperoleh, hasil pertama dalam penelitian ini menunjukkan bahwa teknik mind-mapping diterapkkan dengan baik yaitu dengan menerapkan langkah-langkah membuat mind-mapping. Pertama, para siswa dapat mencari hubungan setiap ide. Mereka menggunakan warna, garis, tanda panah untuk menunjukkan hubungan anta ride yang mereka hasilkan di dalam mind-map. Kedua, mereka dapat menggambar dengan cepat di atas kertas tanpa jeda ataupun mengedit. Ketiga, mereka menulis gagasan penting. Keempat, mereka dapat menulis gagasan utama di tengah. Terakhir, mereka dapat memberi sisa ruang di kertas mereka. Hasil kedua dalam penelitian ini menunjukkan bahwa sebagian besar siswa mempunyai persepsi yang positif terhadap penggunaan teknik mind-mapping di kelas ER II. Persepsi positif tersebut memberikan keuntungan bagi siswa-siswa. Keuntungan-keuntungan itu adalah mengolah informasi, berfikir untuk memecahkan masalah-masalah rumit, dan menghadirkan informasi guna meningkatkan cara berpikir baru dan berpikir cerdas.
ix
ACKNOWLEDGEMENTS
First and foremost, I would like to express my sincere gratitude to my
Lord Jesus Christ Almighty for the magnificent love. I graciously thank Him for
His blessings and guidance in my life. I also wish to express my gratitude to the
holy Mary, the mother of all nations, who bestows upon my life with the splendid
love.
I would like to express my deepest gratitude to my major sponsor, Mrs.
Carla Sih Prabandari, S.Pd., M.Hum., for her kindness, encouragement, advice
and patience in helping and guiding me during completion of this thesis. I would
also like to thank all of the lecturers in English Language Education Study
Program for involving me in the real learning process during my study in Sanata
Dharma University. I would also like to acknowledge Mr. G. Punto Aji, S.Pd., M.
Hum., for the permission to conduct this research in his class, I thank him for the
valuable information he has willingly provided for me.
My deepest love and gratitude go to my parents, Yosaphat Hadi Sunyoto
and Chatarina Sri Haryati, for giving me the greatest love, care, affection and
prayer. My special thanks also goes to my dearest brother, Victor Puguh Harsanto
for his togetherness. I also thank Om Hery, Bulik Ning, Brian, Brenna) and Trah Resosumartan for their kindness as well as supports.
I am really indebted to my PBI friends: Ahmed, Albert, Greg, Nanda, Rita,
Hana, Yuni, Silvi, Tika, Endi, Bishop, Novi, Jody, Dwi Aryani, Bruder Yanu,
x
friendship and togetherness during our study. My special thanks also goes to Deny
Septiyani for the time to share, affection, encouragement, and support.
Finally, many thanks are addressed to those who have endlessly helped,
supported and motivated me in completing this thesis, whose name I could not
mention one by one. May God bless them all.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
PAGES OF APPROVAL …..………... ii
PAGE OF DEDICATION ……… iv
STATEMENT OF WORK’S ORIGINALITY…………... v
ABSTRACT ………... vii
ABSTRACT ... viii
ACKNOWLEDGEMENTS………... ix
TABLE OF CONTENTS………... xi
LIST OF TABLE………... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ……….. xv
CHAPTER I. INTRODUCTION A. Background of the problem ………... 1
B. Problem Limitation ……… 3
C. Problem Formulation ………. 4
D. Research Objectives ………... 4
E. Research Benefits ………... 4
F. Definition of Terms ……….... 5
CHAPTER II. LITERATURE REVIEW A. Theoretical Description ……….. 7
1. Theory of Mind-mapping Technique ………...…… 7
2. Theory of Perception ………..……….. 12
a. Definition of Perception ………. 12
b. Relationship between Perceptions, Learning and Thinking ………. 13
c. Factors Influencing Perceptions ………... 15
3. Theory of Extensive Reading ………..……….... 18
xii CHAPTER III. METHODOLOGY
A. Research Method ……….. 23
B. Research Participants ……… 24
C. Research Instruments ……… 25
D. Data Gathering Technique ……… 27
E. Data Analysis Procedure ……….. 27
CHAPTER V. RESEARCH FINDINGS AND DISCUSSION A. The Implementation of Mind-mapping Technique in Extensive Reading II ………... 29
1. The Implementation of Mind-mapping Technique in ER II Based on the Observation ……… 29
2. The Implementation of Mind-mapping Technique in ER II Based on the Interview ………... 34
B. The Students’ Perception on The Use of Mind-mapping Technique in ER II ………..….. 35
1. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Questionnaire ……… 36
2. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Observation ……… 44
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……… 46
B. Suggestions ……… 47
BIBLIOGRAPHY ... …………. 49
xiii
LIST OF TABLE
Page
Table 4.1: The Frequency and Percentage of the Students’
xiv
LIST OF FIGURES
Page
Figure 1. Sample of Mind-Mapping ……….. 11
xv
LIST OF APPENDICES
Page
APPENDIX 1 : Observation Checklist ……….. 51
APPENDIX 2: The Raw Data of the Observation ……… 53
APPENDIX 3: Questionnaire ……… 60
APPENDIX 4: Questionnaire Result of the Use of Mind-Mapping Technique in Extensive Reading II ………. 62
APPENDIX 5: Questions of Interview with the Lecturer ..……….. 64
APPENDIX 6: Result of Interview with the Lecturer ……….. 65
APPENDIX 7: Result of Interview with the Students ………. 66
APPENDIX 8: Lesson Unit Plan ………. 70
1 CHAPTER I
INTRODUCTION
This study intends to explore students’ perception on the use of
mind-mapping technique in Extensive Reading II class of English Language Education Study Program. This chapter presents the background of study, problem
limitation, problem formulation, objective of the study, benefits of the study, and
definition of terms.
A. Background of the problem
Traditionally, teaching-learning process is teacher-centered (English
Teaching Forum, 1991: 31). The teacher only explains the materials and the
student only becomes the passive listeners. There is a gap between the teacher
and the student, and, therefore both of them lack for mutual information. Besides,
the objectives of learning English are not merely limited to grammatical mastery,
but it must be aimed at facilitating the student to develop their high-order of
thinking and to acquire knowledge. However, many teachers have started to be
more creative in preparing materials and techniques for their teaching process.
They develop their materials and use some techniques in order to make the
learners feel easy and relaxed in their learning process and be more self-reliant in
acquiring the knowledge.
Nowadays, most lecturers apply teaching-learning techniques which put
mind-mapping. A mind-mapping is similar to a road map to help the learners on their
journey (Busan, 1991). It provides an overview or overall picture of a particular
subject and helps to plan the route or choices. Buzan adds that the mind-mapping
stores a large amount of information efficiently, but the exciting part was to
discover that the final mind-map is not only readable, but also potential to
exercise the brain in a very exciting way. It helps develop critical thinking, which
is often overlooked by traditional teaching methods. In addition, one of the
powerful things about mind-mapping is that it becomes a tool to encourage
creative thinking and often creative solutions to problems. Furthermore,
Mind-mapping can help the learner understand and remember important points on their
readings.
In the teaching learning at English Language Education Study Program,
some lecturers have also started to use some techniques in order to make their
students feel at ease in their learning and help them to achieve their goal of the
learning. One of the lecturers in English Language Education Study Program has
been developing a mind-mapping technique in Extensive Reading II (KPE 315) class. Extensive Reading II course is one of the compulsory courses taught in English Language Education Study Program. This class is aimed at improving
students’ reading skills through literary works and scientific or journalism
writings (Panduan Akademik, 2004). By using the mind-mapping technique in ER II class, it is expected that students will have the pleasure while expressing some ideas from reading passages. After reading some passages, students can focus on
and connections between the ideas. Therefore, the student is mapping knowledge
in a manner which will help them understand and remember new information.
Extensive reading is a reading activity that is done for pleasure
(Mikulecky, 1990). The students are given freedom to choose what they want to
read. They are free to choose the reading passages. Meanwhile, the lecturer has to
monitor the progress of the learners. Then, the lecturer starts to implement the
mind-mapping technique in order to help students reach the goal of their study.
Students’ opinions and attitudes toward specific classroom activities or
teacher-student interactions can affect the decision related to the best way to
modify and employ various techniques and methods in the classroom (Young,
1991). In addition, students’ perception also covers wide variety of factors related
to their language experiences, including opinion about their teachers, views of
instructional activities and approaches, and expressions of satisfaction with their
progress in their classroom. Therefore, students’ perception on what they learn
also plays a key role in the success or failure of the learning.
This study is then aimed at finding out the implementation of
mind-mapping technique in ER II class and discovering the students’ perception on the implementation of mind-mapping technique in ER II class.
B. Problem Limitation
The use of mind-mapping technique in ER II class may lead the students to have their perceptions on the technique that influences students’ achievement in
mind-mapping technique in ER II class and the students’ perception on mind-mapping technique in ER II class of the third semester of English Education Study Program to assess learners’ progress in Extensive Reading
C. Problem Formulation
From the problem limitation, the problems can be formulated as follows:
1. How is the mind-mapping technique implemented in the Extensive Reading II class of English Language Education Study Program?
2. What are the students’ perceptions on the use of mind-mapping technique in
Extensive ReadingII class of English Education Study Program?
D. Research Objectives
The objectives of this research are as follows:
1. To find out how the mind-mapping technique is implemented in the Extensive Reading II class of English Language Education Study Program.
2. To find out what the student’s perceptions on the use of mind-mapping
technique in the Extensive Reading II class of English Language Study Program are.
E. Research Benefits
The findings of the research hopefully will be valuable for the student and
1. Students
This research discusses the students’ perceptions on the use of
mind-mapping technique. The researcher hopes that the students may improve their
ability to comprehend reading passages in ER II class.
2. The Extensive Reading II lecturers of English Education Study Program This study provides information on how the student perceives on the use
of mind-mapping technique in ER II class. The positive perceptions may affect on positive behavioral aspects so that the goal of the study can be achieved.
Hopefully, this research can help ER II lecturers gain further information about the use of mind-mapping technique in teaching ER II. Besides, the students’ perception on the teaching technique implemented by the lecturer can also be used
to improve the teaching-learning activities.
F. Definition of Terms
1. Perception
In this study, the term perception is defined as a process by which
individuals organize and interpret their sensory impressions in order to give
meaning to their environment (Robbins, 2005). In this research, perception refers
to what students interpret in the use of mind-mapping technique.
2. Mind-Mapping technique
Mind maps are tools which help students think and learn (Busan, 1991).
Mind-mapping is also a dynamic and exciting tool to help all thinking and
3. Extensive Reading II (KPE 315)
Based on Panduan Akademik 2004, Extensive Reading II is one of the obligatory courses taught in English Language Study Program in Sanata Dharma
7 CHAPTER II
LITERATURE REVIEW
In this chapter, a discussion is presented on theories underlying this study.
This chapter is divided into two parts. The first part is the discussion of the
theoretical description. It gives a detailed discussion of important concepts
related to the study. The concepts discussed here are mind-mapping technique,
perception in learning process, and extensive reading. The second part is the
theoretical framework.
A. Theoretical Description
In this part, the researcher presents some related literature, which is needed
to conduct the research. This part deals with mind-mapping technique, perception
on language learning, and extensive reading.
1. Mind-Mapping Technique
According to Buzan (1974), mind mapping is described as a process that
would help revolutionize how people take notes, how people think, how people
work and how people organize information. Buzan (2000) also describes the
beginning of the new century as the 'Millennium of the Mind' and the 'Century of
the Brain' and he is now a world authority on the brain, memory, creativity and
speed-reading. Therefore, using mind-mapping is one way to help people
Buzan adds that mind-mapping is similar to a road map to help on a
journey (Buzan, 1991). It provides an overview or overall picture of a particular
subject and helps to plan the route or choices. The mind-mapping stores large
amounts of information efficiently, but the exciting part was discovering that the
final mind-mapping is not only easy to read and look at, but also uses the potential
of the brain in a very exciting way. It helps develop new brain skills, which are
often overlooked by traditional teaching methods. In a lecture, the students are
drilled to develop their brain skill to make mind-mapping easy to read and
interesting. In class, students use mind-mapping technique to summarize
information from reading passages. Buzan further asserts that mind-mapping is
also useful for consolidating information from different research sources, thinking
through complex problem, and presenting information in a format that shows the
overall structure of the subject. Therefore, mind-mapping is also useful when
students want to organize ideas or information, generate idea, and solve complex
problems.
Instead of presenting the term of mind-mapping, this research also presents
a term, namely semantic mapping. This term is supported by Masters and Mori
(1993: 118).
Furthermore, Estes (1999) also offers the technique with the semantic mapping.
Semantic mapping is graphically representing concept. It portrays the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept.
This idea implies that semantic mapping is actually similar to mind-mapping. In
other words, semantic mapping shows some related information to be connected
and semantic mapping helps students exercise their capacity to think.
Mind-mapping (or concept mapping) involves writing down a central idea
and thinking up new and related ideas that radiate out from the center of the
mind-map (Buzan, 1991). By focusing on key ideas written down in the students own
words, and then looking for branches out and connections between the ideas,
students are mapping knowledge in a manner that will help them understand and
remember new information. Buzan (1991) also presents some stages to do a
mind-mapping:
a. Looking for Relationships
Using lines, colors, arrows, branches or some other way of showing
connections between the ideas generated on the mind map. These relationships
may be important in understanding new information or in constructing a
structured essay plan. By personalizing the map with own symbols and designs
students will be constructing visual and meaningful relationships between ideas
b. Drawing Quickly on Unlined Paper without Pausing, Judging or Editing
This step promotes linear thinking whereas the idea of mind mapping is to
think creatively and in a non-linear manner. There will be plenty of time for
modifying the information later on but at this stage it is important to get every
possibility into the mind map. Sometimes, some obscure possibilities that may
become the key to the knowledge of a certain topic.
c. Writing Down Key Ideas
Some students find that using capital letters encourages them to get down
the key points. Capitals are also easier to read in a diagram. Students may,
however, wish to write down some explanatory notes in lower case. Some
students do this when they revisit the mind map at a later date while others write
in such things as assessment criteria in this way.
d. Putting Main Idea in the Center
Most students find it useful to do a mind map in "landscape" style. With
the main idea or topic in the middle of the page this gives the maximum space for
other ideas to radiate out from the center.
e. Leaving a Lot of Space
Some of the most useful mind maps are the ones that are added to over a
period of time. After the initial drawing of the mind map students may wish to
subject right up until exam time. At the first meetings (of the semester), students
draw initial mind maps to highlight some points, so that, later, they can add
further information or questions during the period of their study (in the semester).
For that reason it is a good idea to leave a lot of space. Here is the example of
mind-mapping:
Figure 1. sample of mind-mapping
(source: www.buzancentre.com/mindmapgallery.httm accessed on July 4, 2008)
This mind-mapping only contains the essential points that a student picks
up from a reading passage of a text and was produced from memory alone. The
topic that is used in this mind-mapping is exercises for relaxation and de-stressing.
This mind-mapping puts a central idea in the center. Color branches are made to
In addition, in order to support this study, the writer also presents the
theory of perception since one of the aims of this research is to find out the
student’s perception on the use of mind-mapping technique.
2. Perception
a. Definition of Perception
There are some sources to define perception. Perception is defined as a
process of organizing information that an individual gains from his environment
to make it logical and sensible (Gibson, 1997). In other words, perception is the
way to organize information around and to make it logical and sensible.
Meanwhile, Gibson, Ivancevich, and Donnelly (1985) state that perception is an
activity which employs us in every day of our lives. The perception is a set of
factors which influence the motivational state of people in organization. It means
that perception influences a person’s motivation in his or her surroundings.
In addition, according to Kreitner and Kinicki (1992), perception is mental
and cognitive process that enables us to interpret and understand our
surroundings. It means that perception is a response of our surroundings.
Meanwhile, Leontiev (1981) states that perception is the process by which
existence of objects and phenomena is reflected in a person’s consciousness. The
process happens with the help of the person’s sensory organs namely: eyes, ears,
tongue, nose, and skin. Leontiev’s statement means that a person’s sensory organ
helps to perceive objects, surroundings, and events around him or her consciously.
Meanwhile, Altman, Valensi, and Hodgetts (1985) define perception as a
meaningfully. Altman et al. (1985) adds that perception is a process by which a
person views reality. The way a person views the reality depends on how the
available information is organized. Furthermore, Forgus (1966) states that
perception is a process of information extraction. It means that perception is the
process where the information is selected or sorted.
After knowing some definitions of perception, relationship between
perceptions, learning and thinking will be presented in the next discussion.
b. Relationship between Perceptions, Learning and Thinking
In learning English as a foreign language, students’ perception has an
important role. Tse (2000) states that students’ perception of their foreign
language (FL) learning classroom experiences have important pedagogical and
programmatic implications. It has also been theorized as having an effect on
linguistic outcomes. Students’ perception also covers wide variety factors related
to their foreign language experiences, including opinion about their teachers,
views of instructional activities and approaches, and expressions of satisfaction
with their progress in their classroom. Young (1991) states their hypothesis that
pedagogically, students’ opinions and attitudes toward specific classroom
activities or teacher-student interactions can affect decisions related to the best
way to modify and employ various techniques and methods in the classroom.
Therefore, students’ perception on what they learn also have role to the success
and failure on the learning.
Perception is defined as a process by which individuals organize and
(Robbins, 2005). So, the perception is the product of the responding to the
stimulus or to the surrounding and of the process itself.
Figure 2. Gibson’s Perceptual Process (Gibson et al., 1985)
Based on Gibson’s perceptual process, there are three main points in the process
of forming perception. The first is the input of stimuli. Each person selects
various cues that influence his or her perceptions of people, objects, and symbols
(Gibson et al., 1985). Each person will select different signal that she/he wants
based on her/his needs. After she/he has the signal, she/he observes those signals
or stimuli. The observation of the stimuli includes the cognitive processing. It
means that each person processes the stimuli in the mind. When the cognitive
process is finished, it will result as the evaluation and interpretation of the reality.
In this point, he/she will give her/his interpretation or it can be called by sensation
and evaluation of the stimuli. Through the interpretation and evaluation, it can
result the response of behavior and attitudes formed. Perception, on the other
hand, better describes one's ultimate experience of the world and typically
involves further processing of sensory input. In practice, sensation and perception
are virtually impossible to separate, because they are part of one continuous
process. Stimuli
Observation of the stimuli
The evaluation and interpretation
of reality
A response behavior
Perception sometimes can also change and does not remain static. It
depends on the stimulus, which is experienced by people who perceive. For
example, the researcher perceives that being a teacher was not enjoyable
occupation in the past because he has not experienced being as a teacher yet. But,
now the experience may change that being a teacher is an enjoyable occupation
after he has teaching experience. So, from the example, it can be seen that stimuli
can affect people in forming their new perception.
If perception can change, it is also possible for the students to change their
perception on what they experience especially on the use of mind-mapping
technique. The students’ perception on the use of mind-mapping can change
based on the stimuli during experiencing it in their learning process. It is very
important and useful to see the progress of the students in their learning process.
The students’ perception on the use on mind-mapping can be gained from
a process in forming a perception. They have a signal that is mind-mapping
technique in their learning process based on their need. Then, they experience and
observe their signal or stimuli. In this process, the cognitive process is also
happening in their mind. Finally, they have their own perception when the
process is complete.
c. Factors Influencing Perceptions
According to Gibson et al. (1985), there are six factors influencing people
perception. They are stereotyping, selectivity, self-concept, situation, needs, and
1) Stereotype
Stereotype is a set of beliefs about the characteristics of people in
particular in particular group that is generalized to all members of the group
(Gibson et al., 1985). It means that what people believe is related to and might be
influenced by the ethnic group membership. Altman et al. (1985) adds that
stereotype is the process of categorizing people or things based on limited amount
of information. It means that people choose their own category of people or things
based on their expectation. In the perception on the use of mind-mapping, the
stereotype might occur. People or students concern with things which are
appropriate to their stereotype and might be influenced by others that do not
match with their perception.
2) Selectivity
According to Gibson et al. (1985), people tend to ignore information or
cues that might make them feel discomfort. So, people tend to select the positive
stimuli then process them in the brain because it is impossible for them to have all
the stimuli. However, people have their own interest so that each person will
select what is the important one in fulfilling the needs. In the mind-mapping
technique, students have their own interest toward the mind-mapping technique
and whether this technique is important for them or not.
3) Self-concept
According to Mouly (1973), people only receive something that is
to make them compatible with their present self-concept. The paradigm or the
way we see our self will also influence our perception. People will have the
perception after they choose the stimuli by themselves. Self-concept is often
performed in the attitudes based on the stimuli which may result at the feeling like
or dislike about certain thing.
4) Situation
The pressure of time will literally force a manager to overlook some
details, to rush certain activities, and to ignore certain stimuli such as request from
other managers or superiors (Gibson et al., 1985). Altman et al. (1985) adds that
expectation towards situation may affect what he or she perceived. In the
mind-mapping technique, the situation during the process of the implementation of
mind-mapping technique is important in forming the perception. Students will
see the situation of the stimuli especially in mind-mapping technique before they
finally get the perception.
5) Needs
People are significantly influenced by needs and desires (Gibson et al.,
1985). People do something based on their needs. In the use of mind-mapping,
the needs of the students of their learning will also affect their perception.
6) Emotions
According to Gibson et al. (1985), strong emotions often distort
perception. All people have emotion, so different emotion will also have different
In the next discussion, the writer presents the definition of Extensive
Reading and some principles related to Extensive Reading.
3. Extensive Reading
Extensive reading is an approach to language teaching in which learners
read a lot of easy material in the new language (Bramford, 2004). Brown (2004)
also stated that Extensive reading is a reading activity that applies to texts of more
than a page, including professional articles, essays, technical reports, short stories
and books. Moreover, when the learners read extensively, they tend to read the
text for pleasure (Harmer, 2004). Therefore, assessing extensive reading directs
learners’ global understanding of some texts.
Since extensive reading is a reading activity that is done for pleasure, the
role of a formal text that requires all learners to answer some questions from the
same text is inappropriate. In extensive Reading, students choose their own
reading material and read it independently. They read their own reading material
for general, overall meaning, information and for enjoyment or pleasure.
Extensive reading depends on the students’ having suitable reading
material. Therefore, it is appropriate that the first two principles of the extensive
reading concern what students read. Here are some principles related to the
extensive reading (Bramford, 2004):
a. The Reading Material Is Easy
This is the most important principle of extensive reading for language
learning because students are unlikely to succeed in reading extensively if they
or no unfamiliar items of vocabulary and grammar. In ER II class, students read many kinds of material. Students tend to choose the materials which are easy to
read. But, although they choose the easy material they also find some difficult
vocabularies. Therefore, in the week assignment, students are required to submit
the summary of what they read and include the difficult vocabularies.
b. A Variety of Reading Material on A Wide Range of Topics Is Available
Variety means that students can freely find things they want to read based
on their interests. Different kinds of reading material also encourage a flexible
approach to reading. Students can read the material using their own ways and
reasons. In ER II class, students have their own right to read many kinds of topics based on their interest.
c. Learners Choose What They Want to Read
Self-selection of reading material is the basis of extensive reading, and it
puts students in a different role from that of traditional classroom, where the
teacher chooses or the textbook supplies reading material. One reason that many
students enjoy extensive reading is that students can choose what they want to
read. After students have their own topic, they choose the reading passage by
themselves. In ER II class, the students are required to choose ten reading passages or materials during one semester. Therefore, students play important role
to decide and choose what kinds of reading passages or materials they want to
d. Learners Read as much as Possible
The benefits of language learning through extensive reading come from
the quantity of the reading passages. The benefits of extensive reading can take
effect, if students read a book in a week because it corresponds to goal of
extensive reading. However, the implementation in ER II class, students are
required to read one passage each week. After students read the reading passage
they choose, students are supposed to report what they read in the form of
mind-mapping.
e. Reading Speed Is Usually Faster rather than Slower
Because learners read material that they can easily understand, it
encourages fluent reading. Dictionary use is normally discouraged because it
interrupts reading, making fluent reading impossible. Instead, learners are
encouraged to ignore or guess at the few unknown language items they may meet.
The same principle applies to the ER II class, in which students are supposed to read fluently. They are not expected to use dictionary all of the time but to guess
the unfamiliar words. But, if students really do not know the words they may open
dictionary and note the difficult words and report it in the weekly assignment.
f. The Purpose of Reading Is Usually Related to Pleasure, Gaining Information, and General Understanding
Extensive reading encourages reading for pleasure and gaining
information. It is in contrast to academic reading and intensive reading. Rather
than 100 percent comprehension, learners’ aim is only to gain sufficient
g. Reading Is Individual and Silent
Students read at their own speed. In some schools, there are silent reading
periods when students read their self-selected books in the classroom. Most
extensive reading, however, is homework. It is conducted outside the classroom.
In ER II class, students read the materials they choose at home. They decide when and where they want to read in a week. They are also free to decide when they
have to finish reading.
B. Theoretical Framework
The use of mind-mapping technique gives various experiences to the
students. The students’ experiences of the use of mind-mapping technique also
influence the students to have different perception.
Perception is subjective experience a person has and in a learning process
after he/she experiences and observes his/her signal or stimuli. Perception also
includes the aspects of observing, comprehending, and responding certain thing.
Each person will have different perception because he/she has his or her own
interest and subjectivity.
The implementation of the use of mind-mapping technique in ERII class is important to be known in order to know the cause of the student’s perception on
the teaching technique being used by the lecturer. Therefore, observation aimed
at discovering the implementation of the technique is conducted. The definition
of mind-mapping technique is employed because mind-mapping technique is very
means which help students to think and learn. The nature of mind-mapping is that
mind-mapping involves writing down key ideas in students’ own words, and then
looking for branches out and connections between the ideas. By building a
mind-map, we are mapping knowledge in a manner which will help us understand and
remember new information.
The theory of mind-mapping has a critical role to play in successful
learning. Therefore, it is important if it is apllied by both students and teachers.
The result of the observations will be written in paragraph to be analyzed and
interpreted.
In finding out what students’ perception on the use of mind-mapping
technique in ER II class, the writer employs the relationship between Perceptions, Learning and Thinking and the factors influencing perception. The
writer needs to know whether perception has relation with learning or not.
Factors influencing perception are also needed by the writer because it helps the
writer to find out factors that can make students have various perceptions on the
strategy. In order to find out the second question, the writer distributes
questionnaire and the results are coded, analyzed, interpreted, and written in
paragraphs.
The next chapter will discuss methodologies that are used to find out the
23 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the method of this study. There are five parts to be
discussed in this chapter. They are method, population and subject of the study,
research instrument, data gathering, research procedure, and data analysis.
A. Research Method
This research was survey research. According to Ary, Jacobs, and
Razavieh (2002), survey research is a technique in research whose data are
gathered by asking questions to a group or individuals. Groves, Fowler, Couper,
Lepkowski, Singer, and Tourangean (2004a) also state that a survey is one of the
most methods that is commonly used in the social sciences. Its aim is to
understand the social phenomena, the societies work and also to test theories of
behavior. It means that a survey research is research that is used to understand the
human behavior and characteristics of the target people. Survey research was
applied in this research since this research was aimed to find out the
implementation of mind-mapping technique in ER II and the students’ perception on the use of mind-mapping technique in ER II. In survey research, the data is gathered by observing the human behavior, interviewing the target people and
recording their answers (Groves et al., 2004b). Therefore, the data of this research
B. Research Participants
The subjects or participants of this research were the lecturer and the
students of ER II class of English Language Education Study Program of Sanata Dharma University. The observation was conducted to two classes of the ER II Class. They were class A and B. The researcher observed all the classes because
each class had its own dynamics, students’ interaction and also its own
characteristics. The lecturer also became the participant of the interview. The
interview was conducted to know how mind-mapping was implemented in the
class.
Besides the lecturer, the participants of this research involved the
students from two classes of the four ER II classes (class A and B, academic year 2006). There were fifty-five students of both ER II classes. Most of the students were 4th semester’s students. All of them were the research subject of this
research.
C. Research Instruments
Observation, interview, and questionnaire were used as instruments of this
research.
1. Observation
According to Fraenkel and Wallen (1993), observation is used in order to
know how people act or how things look like. In this research, the observation
was used to gather data on how the mind-mapping technique was implemented.
inside the class. This part consisted of eight points. The second part was the
observation outside the class. In other words, the second part was the students’
behavior during making the mind-maps. This part consisted of eight statements.
The researcher joined the class and observed how the class ran from the beginning
until the end. It was conducted in three meetings to see the progress of the class.
The researcher did not only observe the teacher’s activities in the class but also
the students’ activities when they were making their mind-maps outside the class.
(See appendix 1).
2. Questionnaire
The second instrument was questionnaire. Ary, Jacobs, Razavieh (1990)
state that a questionnaire was an instrument of the study to gather information
through the respondents’ written responses to a list of questions. This instrument
provided the researcher with information and suggestions of the students’
perception on the use of mind-mapping technique. The questionnaire was
specialized to the students who used mind-mapping technique because there were
some students who did not use mind-mapping in their ER II class. The questionnaire contained fourteen closed-ended questions and two opened-ended
questions to be answered by the participants. The participants’ responses on the
statements gave description on their perception and the participants’ answer on the
one open-ended question gave their opinion and suggestion on the use of
mind-mapping technique on ER II Class.
Basically, the fourteen statements of the questionnaires were intended to
learning (Gibson et al., 1985 and Buzan 1991). The participants should be careful
in responding to all the statements and questions especially in understanding what
they experience in mind-mapping.
The students were asked to respond to all the statements in the provided
columns as their responses. The value of the responses was one to five. The value
indicated their level of agreement. The value was for 1 for totally disagree, 2 for
disagree, 3 for uncertain, 4 for agree, and 5 fro strongly agree. The totally agree
or agree column was for those who had “good” perception on what they students
did in their learning. The uncertain column was for the students who felt doubtful
on what they perceived from their study. The students may be in between whether
the students had well or bad perception. They may enjoy what they did in their
learning but they may feel that there were some aspects they did not like.
3. Interview
The third instrument was interview. The interview checklists were
employed so that the information that was obtained was complete and
comprehensive. The interview was conducted to both the students and the lecturer
of ER II Class. The interview with the students aimed to recheck what students stated in the questionnaire, while the interview with the lecturer was conducted to
know lecture’s motivation, expectation and goal on implementing mind-mapping
D. Data Gathering Technique
The data gathering was conducted by the observation, interview and
questionnaire in the progress of Extensive Reading II class. The data of the observation were gained when the researcher joined the class to see how the
mind-mapping technique was implemented. The observation was done on 29th of
February, 21st of March, and 12th of April. The data from the questionnaire were
collected when the researcher distributed the questionnaire to all participants and
they completed all the answers and responses. This was held on the last meeting
of ER II class, which was on 16th May, 2008. The data of the interview were gained when the researcher had an interview with the lecturer and students. The
interview was held twice. The first was conducted to gain information from the
lecturer, which was on the 17th of May 2008. The second was held on 16th of
May, 2008 with the six students who were chosen based on their response on the
questionnaires.
E. Data Analysis Procedure
After all the information and the data were gathered, the researcher
analyzed all of the data from the questionnaires in order to answer all the
questions stated in the problem formulation in the Chapter 1. The first step in
analyzing gathered data was analyzing the observation sheet (See Appendix 1) in
order to find out the implementation of mind-mapping technique in ER II Class. The analysis was in written paragraphs. This analysis also helped the writer find
The second step of data analysis was recording the result of questionnaire
into numerical data (See appendix 4). There were twenty statements and two
questions of the questionnaires that are analyzed. The scoring was strongly
disagree (1), disagree (2), uncertain (3), agree (4), and strongly agree (5). Each
statement was counted in percentage. After that, the percentage of each response
was counted for each questionnaire from each student. The writer put the raw data
in the form of table. The researcher then counted the total score of responses in
the questionnaire. From the total score, the researcher concluded the student’s
perception on the use of mind-mapping technique.
The third step in analyzing data was concluding the respondents’
perceptions from the data gathered from the observation, interview, and
29 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings and data analysis resulted from the
research. This research was conducted to find out the implementation of
mind-mapping technique in ER II class and students’ perception on the use of mind-mapping technique in ER II class.
A. The Implementation of Mind-mapping Technique in Extensive Reading II
The data were obtained through observation and interview with the
lecturer. Observation was carried out to answer the first problem of this study,
namely, how the mind-mapping technique is implemented in the ER II class of English Language Education Study Program. The observation was conducted
when the student were making mind-map in class and outside class. In addition,
interview with the lecturer of ER II was also needed to know the implementation of the mind-mapping technique.
1. The Implementation of Mind-mapping Technique Based on the Observation
The first observation was conducted on the fifth meeting in class A. This was the
first time where the students used mind-mapping technique in their class. The
students who decided to use mind-mapping were supposed to present their works
in front of the class after they had prepared the topic and collected the reading
class A, twenty nine used mind-mapping. Meanwhile, there were five
students who did not use mind-mapping technique in class A. They had to present
the summary on the reading passages they read using mind-map.
The observation of the individual students was also important in order to
know how students made the mind-map. It was held on 12 and 13 March 2008.
Four students of class A and B were observed when they were making mind-map
individually in their boarding houses. Before the four students made mind-map,
they had to read their passages. And then, they started making mind-map using a
computer program, named Mind Manager. The students started to write the central idea of the topic they were exploring in the center of the page. After that,
they added branches radiating from the center. They also used colors to make the
branches. After they added the branches from the center, they also added the
sub-branches with keywords. However, there was a student who made the mind-map
with pausing because he made mind-map while reading the topic. He also edited
the branches, so it took a long time to make the mind-map. It might be because
he/she had not found the meaningful relationship among the ideas. He sometimes
found it hard to transform what he understood into written form.
After observing the individual students, the next one was conducted on the
eighth meeting in class B. There were thirty five students in the class and twenty
eight of them used mind-mapping technique. In addition, there were four students
who had a chance to present their own topics and all of them used mind-map. In
this meeting, the students used the lines, branches, and colors to connect among
center and wrote it with a bigger font and branched or radiated the central idea
with keywords. And then, the students used their mind-map as a guide when they
were presenting the topic in front of the class. However, there were some students
who copied the sentences from the text to be put in the branch of the central idea.
For example, one of the students wrote alcohol and nutrition as the central idea in
the center of the page. He/ she wrote, Alcohol is considered to be a source of
empty calories because it provides only negligible amounts of vitamins and
mineral, instead of writing a keyword related to the center idea.
The third observation was conducted on the twelfth meeting in class A and
B. There were 34 students in class A and there were 36 students in class B. There
were twenty-nine students who used mind-map in class A and thirty students in
class B. Based on the observation, most of the students followed the steps to do
mind-mapping. The students used lines, colors, arrows, and branches to show the
connections between the ideas generated on the mind-map. They also put the
main idea in the center. Besides, they used landscape style of page. However,
there were some students who violated the steps. Some students did not use
capital letters in writing down the key ideas. They still wrote the key idea in a
small letters. It was very important to write the key idea in capital letters because
it helped them to get down the key point.
Based on the observation, it could be seen that the first point being
implemented by the lecturer in the class was choosing a topic. The students were
given four weeks to choose their topics. This topic, which was based on their
the topic based on their interest since it would help them to use the mind-mapping.
In other words, their interest in the topic could attract and encourage them to make
mind-mapping.
The lecturer also asked the students to have ten reading passages related to
their topic during the first four weeks. Those ten chosen reading passages became
the reading materials for one semester. The lecturer also gave a chance to the
students to actively search their own material so that they were prepared well.
And then, the students would select one of their ten reading passages to be used in
each week. It was expected that by applying this way the students would have
good preparation and good achievement in the end of their learning.
The observation of two ER II classes and four students outside the class when they were making mind-mapping gave a significant description on how
mind-mapping was implemented. Most of the students were able to clearly
identify the relative importance of each idea and to draw quickly on unlined paper
without pausing, judging or editing. They were also able to focus on the key ideas
so that it became more clearly defined. And then, the main idea were
immediately recognizable at the center of their mind-mapping and they were able
to leave a lot of space on their mind-maps.
Furthermore, there were some steps to make mind-map that were not
applied by some students. Based on the observation conducted in the class and
outside the class, there were some students who used mono color, namely black.
The disadvantage of this is that it was unattractive to both the mind-map maker
fulfilled since from the visual point of view, the mind-map looked monotonous.
There were no differences among supporting ideas. The students considered only
using black color because of the economical aspect, since they would save money
by printing the mind-map using black color only. Whereas, the use of multiple
colors not only contributed to better visual appearance but also to the
attractiveness of the mind-map. The use of multiple colors could stimulate
creativity of the student in giving different feature of supporting ideas. The
students were also able to improve their memory using different colors. In
addition, the mind-map that used multi color also developed the meaningful
relationship among supporting ideas so that it assisted the students to focus in the
frame.
In addition, there were also some students who needed longer time to
make the mind-map because the students made the mind-map while they were
reading their passages. The students might think that by using that step, they
would make the mind-map quickly. In fact, there were still some students who
took longer time to do mind-mapping because of many pauses to do some editing.
Besides, there were some students who did not use key words in their mind-maps.
They used sentences to radiate the main idea in the center. It might be difficult for
the students to search some key words from the sentences and wrote them down in
some phrases.
From the analysis of the implementation of mind-mapping technique in the
observation above, the researcher could conclude that most of the stages to do
students were able to look for the relationships. The students used colors, lines,
arrows to show the connections among the ideas generated on their mind-map.
Second, they drew quickly on unlined paper without pausing, judging or editing.
Third, they wrote down key ideas. Fourth, they put main idea in the center. The
last, they leaved a lot of space.
2. The Implementation of Mind-mapping Technique Based on the Interview
The result of the interview with one of the lecturers of ER II gave a description on how mind-mapping technique was implemented in the class. The
lecturer said that the goal of implementing mind-mapping was especially to help
the student make summary of the reading passages. Besides, the lecturer
implemented mind-mapping in order to help the students analyze and retell the
idea, and improve their understanding.
The lecturer also explained how the mind-mapping was implemented in
the class. The lecturer offered software called Mind-Manager to help them build the mind maps. The students had to submit the mind-map containing the
concepts of the reading passages they read once in a week starting from the fourth
meeting of the class.
The lecturer also offered to the students a computer program, namely
Mind-Manager, to help them build their mind-maps. However, it was not obligatory. The students were free to use it or not. This indicated that the lecturer
gave a degree of freedom to the students in relation to the way of the learning.
preferred not to use it. This signified that most of the students were interested in
this technique.
Based on the analysis above, it could be seen generally how mind mapping
was implemented in ER II. The lecturer gave explanation on the activities related to the use of mind-mapping technique. From the interview, the researcher can
see the lecturer’s motivation, goal, and expectation of implementing
mind-mapping technique.
The lecturer implemented the mind-mapping in the class in order to help
the students summarize their reading passages, analyze and retell the idea, and
improve their understanding. It would help them to do their weekly task to
summarize one reading passage. Besides, by implementing mind-mapping
technique in ER II, the lecturer expected that it would be useful for their literacy development. They were analysis, synthesize, evaluate. In other words, it would
be useful to develop the students’ cognitive skill.
B. The Students’ Perception on the Use of Mind-mapping Technique in ER II
This part is divided into two sections, namely, the students’ perception on
1. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Questionnaire
In order to find out the students’ perception on the use of mind-mapping
technique in ER II, questionnaires were distributed to the students of class A and B. The questionnaires consisted of closed-ended questions. The close-ended
questions gave the students’ perception on the use of mind-mapping technique in
ER II. There were sixty nine respondents from both class A and B. The students’ responses to the questionnaire represented their perception on the use of
mind-mapping technique in ER II.
The following are the descriptions of the students’ responses to each
statement.
No Statement Frequency and Percentage
SD D U A SA
1 Whether they often use mind-mapping technique before.
2 2.90 % 1 1.45 % 2 2.90 % 32 46.38 % 32 46.38 % 2 Whether they always do
mind-mapping after reading some reading passages in Extensive Reading II class.
4 5.79 % 9 13.04 % 7 10.14 % 24 34.78 % 25 36.23 %
3 Whether they can make mind-map clearly. 1 1.45 % 7 10.14 % 7 10.14 % 38 55.07 % 16 23.19 % 4 Whether they feel easy to
make mind-map. 1 1.45 % 3 4.35 % 14 20.29 % 42 60.87 % 9 13.04 % 5 Whether they use of
mind-mapping technique motivates them to learn the materials better. 1 1.45 % 8 11.59 % 10 14.49 % 34 49.27 % 16 23.19 %
6 Whether the mind-mapping technique is the effective way to learn Extensive Reading II.
7 Whether mind-mapping technique helps them to understand the idea of the reading passages they read.
0 0 % 2 2.90 % 8 11.59 % 38 55.07 % 21 30.43 %
8 Whether mind-mapping technique helps them to be active student/learner. 1 1.45 % 6 8.70 % 9 13.04 % 37 53.62 % 16 23.19 % 9 Whether they feel challenged
when they use mind-mapping in their learning.
1 1.45 % 4 5.80 % 18 26.07 % 40 57.97 % 6 8.70 % 10 Whether the use
mind-mapping technique helps them to be creative.
1 1.45 % 1 1.45 % 7 10.14 % 43 62.23 % 17 24.64 % 11 Whether they like all the
activities related to the use of mind-mapping technique. 4 5.80 % 7 10.14 % 12 17.39 % 27 39.13 % 19 27.54 % 12 Whether they feel satisfied in
learning Extensive ReadingII class using mind-mapping technique. 4 5.80 % 6 8.70 % 12 17.39 % 28 40.58 % 19 27.53 %
13 Whether they get more experience through mind-mapping technique. 1 1.45 % 1 1.45 % 10 14.49 % 49 71.01 % 8 11.59 % 14 Whether they believe that
they make good progress or improvement in their learning through mind-mapping technique. 1 1.45 % 3 4.35 % 9 13.04 % 48 69.57 % 8 11.59 %
Table 4.1 The Frequency and Percentage of the Students’ Responses to each Statement on the Questionnaire.
Table 4.1 shows the students’ responses to each statement on the
questionnaire. Responding to the first statement, whether they often use
mind-mapping technique before, thirty-two (46.38 %) students stated that they agreed.
Meanwhile thirty-two students (46.38 %) chose strongly agree. Three students
(two students totally disagreed and one student disagreed) proved to be rarely to
almost all the respondents were indicated that they often used mind-mapping
before, while the two students who strongly disagreed and the one who disagreed
might have seldom or never used mind-mapping before. Meanwhile, the other
two students did not decide whether they had often used mind-mapping before.
Statement number two asked about student’s frequency in using
mind-mapping after reading
