Damayanti, Agnes Mira. 2013. Eighth Grade Students’ Perceptions on the Use of Mind Mapping to Develop their Organization of Ideas in Speaking at SMP N 2 Sedayu. Yogyakarta: Sanata Dharma University.
Speaking can be one of the language skills that is not easy to learn. Many students are reluctant to speak in English because they are worried about making mistakes in grammar, pronunciation, and they are lack of confidence. Besides, the students are worried if they cannot deliver the content of the speech well. To solve the problems in speaking, there are many techniques that can be used, one of the techniques is mind mapping. Mind mapping can be an interesting technique to help the students preparing and delivering their speaking. It is then interesting to
investigate the students’ perceptions on the use of mind mapping.
There are two research problems of this study, namely: (1) What are the
students’ perceptions on the use of mind mapping to develop their organization of ideas in speaking, and (2) What are the implications of the findings?
This research belongs to survey research which uses qualitative and quantitative analysis. The participants of this research were 47 students of class VIII at SMP N 2 Sedayu. Furthermore, the researcher used a questionnaire and an interview as instruments. To analyze the results of the questionnaire, the researcher used numerical form. There were 30 statements of the questionnaire using likert scale type. The data analysis of the questionnaire was in form of percentage. Thus, the results of the interview were collected after the results of the questionnaire were obtained. The results were analyzed by summarizing each number of the interview questions based on the classification of the questions.
The results of the research showed that the students had positive perceptions on the use of mind mapping to develop their organization of ideas in speaking. From the study, the researcher concluded that mind mapping was really helpful for the students to use in speaking, especially to develop their organization of ideas. Students also had perceptions that mind mapping could improve their speaking ability and it was easily implemented in speaking. Moreover, from the findings, it implied that the students’ perceptions on the use of mind mapping in speaking were good. Mind mapping was effective and very beneficial for the students to use. In addition, mind mapping could be implemented in junior high school as the technique to help them learning speaking English. Mind mapping made the students’ ability to develop their organization of ideas was improved.
ABSTRAK
Damayanti, Agnes Mira. 2013. Eighth Grade Students’ Perceptions on the Use of Mind – Mapping to Develop their Organization of Ideas in Speaking at SMP N 2 Sedayu. Yogyakarta: Universitas Sanata Dharma.
Berbicara dapat menjadi salah satu keterampilan bahasa yang tidak mudah untuk dipelajari. Para siswa cenderung takut untuk berbicara dalam bahasa Inggris karena mereka khawatir untuk membuat kesalahan dalam tata bahasa, pengucapan, dan juga mereka kurang percaya diri. Untuk mengatasi masalah dalam berbicara, ada banyak teknik yang dapat digunakan, salah satunya adalah mind mapping. Mind mapping dapat menjadi salah satu teknik yang menarik untuk membantu siswa dalam menyiapkan mereka berbicara bahasa Inggris di depan kelas. Hal ini kemudian menarik untuk diselidiki mengenai persepsi siswa tentang penggunaan mind mapping.
Penelitian ini terdiri dari dua rumusan masalah, yaitu: (1) Apa persepsi siswa tentang penggunaan mind mapping untuk mengembangkan organisasi ide-ide mereka dalam berbicara? dan (2) Apa implikasi dari hasil tersebut?
Penelitian ini menggunakan metode survei yang dalam menganalisanya mengunakan analisis kuantitatif dan kualitatif. Partisipan dalam penelitian ini adalah 47 siswa kelas VIII SMP N 2 Sedayu. Selanjutnya, untuk mengumpulkan data, peneliti menggunakan kuesioner dan wawancara. Untuk menganalisa hasil kuesioner, peneliti menggunakan bentuk numerik. Ada 30 pernyataan dari kuesioner dan menggunakan jenis skala Likert. Analisis data dari kuesioner adalah dalam bentuk persentase. Dengan demikian, hasil wawancara dapat dikumpulkan setelah didapat hasil kuisioner. Wawancara ini dianalisis dengan merangkum setiap pertanyaan berdasarkan klasifikasi pertanyaan.
Berdasarkan hasil penelitian, peneliti dapat menyimpulkan bahwa para siswa memiliki persepsi positif terhadap penggunaan mind mapping untuk mengembangkan ide mereka dalam berbicara bahasa Inggris. Hal ini juga dapat disimpulkan bahwa menurut persepsi siswa, mind mapping benar-benar membantu mereka dalam berbicara, terutama dalam mengembangkan organisasi ide-ide. Siswa juga memiliki persepsi bahwa mind mapping dapat meningkatkan kemampuan berbicara mereka dan itu mudah untuk diimplementasikan. Selain itu, hasil penelitian mengimplikasikan persepsi siswa terhadap penggunaan mind mapping dalam berbicara sangatlah baik. Mind mapping sangat efektif dan sangat bermanfaat untuk digunakan para siswa. Selain itu, mind mapping dapat diimplementasikan di sekolah menengah pertama sebagai teknik untuk membantu mereka belajar berbahasa Inggris. Mind mapping meningkatkan kemampuan siswa dalam mengembangkan ide untuk berbicara bahasa Inggris.
OF MIND MAPPING TO DEVELOP THEIR ORGANIZATION
OF IDEAS IN SPEAKING AT
SMPN 2 SEDAYU
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Mira Damayanti
Student Number: 09 1214 010
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
OF MIND MAPPING TO DEVELOP THEIR ORGANIZATION
OF IDEAS IN SPEAKING AT
SMPN 2 SEDAYU
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Mira Damayanti
Student Number: 09 1214 010
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
I dedicate this thesis to:
1. Jesus Christ, my Almighty God
2. My beloved parents, Antonius Lamija and
Agustina Rahayu
3. My brother, Felix Novaldy Zulham
4. My love, R. Dimas Adhi Ratmoko
5. My friends Eva, Anggi, and all of my family
Damayanti, Agnes Mira. 2013. Eighth Grade Students’ Perceptions on the Use of Mind Mapping to Develop their Organization of Ideas in Speaking at SMP N 2 Sedayu. Yogyakarta: Sanata Dharma University.
Speaking can be one of the language skills that is not easy to learn. Many students are reluctant to speak in English because they are worried about making mistakes in grammar, pronunciation, and they are lack of confidence. Besides, the students are worried if they cannot deliver the content of the speech well. To solve the problems in speaking, there are many techniques that can be used, one of the techniques is mind mapping. Mind mapping can be an interesting technique to help the students preparing and delivering their speaking. It is then interesting to investigate the students’ perceptions on the use of mind mapping.
There are two research problems of this study, namely: (1) What are the students’ perceptions on the use of mind mapping to develop their organization of ideas in speaking, and (2) What are the implications of the findings?
This research belongs to survey research which uses qualitative and quantitative analysis. The participants of this research were 47 students of class VIII at SMP N 2 Sedayu. Furthermore, the researcher used a questionnaire and an interview as instruments. To analyze the results of the questionnaire, the researcher used numerical form. There were 30 statements of the questionnaire using likert scale type. The data analysis of the questionnaire was in form of percentage. Thus, the results of the interview were collected after the results of the questionnaire were obtained. The results were analyzed by summarizing each number of the interview questions based on the classification of the questions.
The results of the research showed that the students had positive perceptions on the use of mind mapping to develop their organization of ideas in speaking. From the study, the researcher concluded that mind mapping was really helpful for the students to use in speaking, especially to develop their organization of ideas. Students also had perceptions that mind mapping could improve their speaking ability and it was easily implemented in speaking. Moreover, from the findings, it implied that the students’ perceptions on the use of mind mapping in speaking were good. Mind mapping was effective and very beneficial for the students to use. In addition, mind mapping could be implemented in junior high school as the technique to help them learning speaking English. Mind mapping made the students’ ability to develop their organization of ideas was improved.
Damayanti, Agnes Mira. 2013. Eighth Grade Students’ Perceptions on the Use of Mind – Mapping to Develop their Organization of Ideas in Speaking at SMP N 2 Sedayu. Yogyakarta: Universitas Sanata Dharma.
Berbicara dapat menjadi salah satu keterampilan bahasa yang tidak mudah untuk dipelajari. Para siswa cenderung takut untuk berbicara dalam bahasa Inggris karena mereka khawatir untuk membuat kesalahan dalam tata bahasa, pengucapan, dan juga mereka kurang percaya diri. Untuk mengatasi masalah dalam berbicara, ada banyak teknik yang dapat digunakan, salah satunya adalah mind mapping. Mind mapping dapat menjadi salah satu teknik yang menarik untuk membantu siswa dalam menyiapkan mereka berbicara bahasa Inggris di depan kelas. Hal ini kemudian menarik untuk diselidiki mengenai persepsi siswa tentang penggunaan mind mapping.
Penelitian ini terdiri dari dua rumusan masalah, yaitu: (1) Apa persepsi siswa tentang penggunaan mind mapping untuk mengembangkan organisasi ide-ide mereka dalam berbicara? dan (2) Apa implikasi dari hasil tersebut?
Penelitian ini menggunakan metode survei yang dalam menganalisanya mengunakan analisis kuantitatif dan kualitatif. Partisipan dalam penelitian ini adalah 47 siswa kelas VIII SMP N 2 Sedayu. Selanjutnya, untuk mengumpulkan data, peneliti menggunakan kuesioner dan wawancara. Untuk menganalisa hasil kuesioner, peneliti menggunakan bentuk numerik. Ada 30 pernyataan dari kuesioner dan menggunakan jenis skala Likert. Analisis data dari kuesioner adalah dalam bentuk persentase. Dengan demikian, hasil wawancara dapat dikumpulkan setelah didapat hasil kuisioner. Wawancara ini dianalisis dengan merangkum setiap pertanyaan berdasarkan klasifikasi pertanyaan.
Berdasarkan hasil penelitian, peneliti dapat menyimpulkan bahwa para siswa memiliki persepsi positif terhadap penggunaan mind mapping untuk mengembangkan ide mereka dalam berbicara bahasa Inggris. Hal ini juga dapat disimpulkan bahwa menurut persepsi siswa, mind mapping benar-benar membantu mereka dalam berbicara, terutama dalam mengembangkan organisasi ide-ide. Siswa juga memiliki persepsi bahwa mind mapping dapat meningkatkan kemampuan berbicara mereka dan itu mudah untuk diimplementasikan. Selain itu, hasil penelitian mengimplikasikan persepsi siswa terhadap penggunaan mind mapping dalam berbicara sangatlah baik. Mind mapping sangat efektif dan sangat bermanfaat untuk digunakan para siswa. Selain itu, mind mapping dapat diimplementasikan di sekolah menengah pertama sebagai teknik untuk membantu mereka belajar berbahasa Inggris. Mind mapping meningkatkan kemampuan siswa dalam mengembangkan ide untuk berbicara bahasa Inggris.
First of all, I would like to express my greatest praise to Jesus Christ for
His blessing and amazing grace for me during the process of finishing my thesis.
I believe that without His amazing grace and blessing, I could not finish this
thesis.
I would like to express my highest gratitude to my major sponsor
Veronica Triprihatmini, S.Pd., M.Hum., M.A. for her suggestions, kindness, and patience in helping me to finish this thesis. My appreciation also goes to all of
the lecturers, the secretariat staff in PBI and all the librarians in Sanata Dharma
University.
I also express my gratitude to the headmaster of SMP N 2 Sedayu, Drs. Ponidi, M.M, for allowing me to conduct the research there and the English teacher of grade eight, Ekwarnadi, S.Pd., for the time and for the guidance during the research. I would like to thank all students of VIII C and VIII D
academic year 2012/2013 for helping me completing the research.
I would also like thank my parents, my beloved father, Antonius Lamija,
and my dearest mother, Agustina Rahayu for their endless love, prayers, sacrifices, support, and love to me. I also thank my brother, Felix, my aunt Peni¸
andmy grandparents for their love, support, and prayers for me.
I thank my friends in “PUNAKAWAN”, Galih, Rendy, Ine, Deta, Bayu,
also thank Maris, Septi, Romo Anton, and Lia for helping me checking my thesis. My enormous acknowledgement goes to everybody who has contributed
their thoughts and energy whose names I cannot mention one by one.
Last, this thesis could not have been accomplished without a marvelous
person who always stands by my side when I was down, R. Dimas Adhi Ratmoko.I thank him for his love, care, support, patience, and prayers for me. He is the man who has been sent by God for accompanying me in my life.
TITLE PAGE……… i
APPROVAL PAGES………... ii
DEDICATION PAGE………. iv
STATEMENT OF WORK’S ORIGINALITY……… v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS………. vi
ABSTRACT……… vii
ABSTRAK……… viii
ACKNOWLEDGEMENTS……… ix
TABLE OF CONTENTS………... xi
LIST OF TABLES……….. xv
LIST OF FIGURES……… xvi
LIST OF APPENDICES……… xvii
CHAPTER I. INTRODUCTION………. 1
1.1Background of the Study………... 1
1.2Research Problems………. 5
1.3Problem Limitation………... 6
1.6Definition of Terms……….. 8
CHAPTER II. REVIEW OF RELATED LITERATURE………. 11
2.1 Theoretical Description……… 11
2.1.1 Perception ………. 11
2.1.1.1 Definition of Perception………. 12
2.1.1.2 Factors Influencing Perception……….. 13
2.1.2 Speaking……… 14
2.1.2.1 The Nature of Speaking………. 15
2.1.2.2 Determining the Purpose and the Ideas in Speaking……… 18
2.1.2.3 Organizing Speech………. 19
2.1.2.4 Teaching Speaking Skill……….. 20
2.1.3 Mind Mapping Technique……… 21
2.1.3.1 Mind Mapping Concept……… 22
2.1.3.2 Mind Mapping for Organizing Idea……….. 23
2.1.3.3 Benefits of Mind Mapping……… 27
2.1.3.4 Mind Mapping and Language Teaching………... 27
2.2 Theoretical Framework………... 28
CHAPTER III. RESEARCH METHODOLOGY………... 31
3.3 Research Participants………. 32
3.4 Instruments and Data Gathering Technique………... 33
3.4.1 Questionnaire……….. 34
3.4.2 Interview………. 37
3.5 Data Analysis Technique……… 39
3.6 Research Procedure……… 40
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION………... 44
4.1 Research Results……… 44
4.1.1 The Results of the Questionnaire……… 44
4.1.1.1 The Students’ Previous Experience of Using Mind Mapping……… 47
4.1.1.2 The Problems Faced by the Students in Speak- ing………. 47
4.1.1.3 The Process of Using Mind Mapping in Speak- ing……… 49
4.1.1.4 Students’ Perceptions on the Use of Mind Map- ing in Speaking………. 50
4.1.2 The Results of Interviews………... 52
4.2 Discussion………. 54
4.2.2 The Implications of Students’ Perceptions on the
Use of Mind Mapping in Speaking………... …. 57
CHAPTER V. CONCLUSIONS AND SUGGESTIONS……… 61
5.1 Conclusions……… 61
5.2 Suggestions……… 62
Table
3.1 Blueprint of Questionnaire………. 35
3.2 Blueprint of Interview……… 37
3.3 Data Analysis Technique………... 39
Figure
2.1 The Summary of the Mind Map Laws………. 23
Appendix A. Letter of Permission……… 66
Appendix B. Research Instruments……… 71
Questionnaire’s Blueprint……….. 72
Interview’s Blueprint……… 74
Questionnaire in English version……….. 75
Questionnaire in Indonesian version………... 77
Interview ……… 80
INTRODUCTION
In this study, the researcher would like to investigate the perceptions on the
use of mind mapping to develop the students’ organization of ideas in speaking
skill at SMP N 2 Sedayu Bantul grade eight. This chapter presents six parts,
namely background of the study, research problem, problem limitation, objectives
of the study, benefits of the study, and the definition of terms.
1.1 Background of the Study
In the 21st century, English plays a role as an international language. As
an international language, English is learnt by millions of people around the
world. The language is important to be mastered by people because there are
many official activities and formal activities use English as the main language in
communication. In many countries, English is learnt by people mostly for the fact
that having good English proficiency is compulsory for getting jobs and studies.
For that matter, many countries around the world use English as a second
language and a forein language. As a second language, English is used for
communication after the national language of some countries. Barbara (2001)
defines that English as a Second Language (ESL) is where the language is part of
the country's leading institutions, where it plays a second-language role in a
While as a foreign language, English is learnt as an obligation for students.
Barbara (2001) defines that English is used primarily as an international language,
especially in the business, scientific, legal, political and academic communities
In Indonesia, English is used as a foreign language and it is learnt by elementary
level students. Even though English is a foreign language, English plays a role in
many field of studies, namely, education, technology, science, economics,
politics, and international relationship. English plays a role as an important
language to be mastered by students in order to help them acquiring knowledge.
In the education field of Indonesia, government has set English as a
compulsory subject to be learnt in junior high schools and senior high schools.
Moreover, English has been taught to students in pre-school and elementary
school in order to prepare the students to have a basic concept of learning English.
When the students are in junior high school or senior high school level, they are
supposed to have good ability in learning English as they have learnt English
since they are in preschool and elementary school.
In learning English, there are four skills that should be mastered by the
students. The skills are reading, writing, listening, and speaking. Reading and
listening are called receptive skills (Harmer, 2005,p. 270), whereas writing and
speaking are productive skills (Harmer, 2005,p. 275). In global context, speaking
is one of the productive skills which are very important to be mastered. Richards
The mastery of speaking skills in English is a priority for many second-language or foreign-second-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. (p.19)
From all of the skills mentioned before, based on the observation to the
students, speaking could be one of the skills which worry students to learn. The
students could be reluctant to speak in English because they were worried about
making mistakes in grammar, pronunciation, and they were lack of confidence.
Besides, the students were worried if they could not deliver the content of the
speech well. Those problems usually came up in many levels of schools, including
junior high school, senior high school, and university level.
In SMP N 2 Sedayu, English was one of the compulsory subjects which
had to be learnt by all of the grades. The students of grade eight learnt English
four hours a week. The students of grade eight had to learn English in all skills.
Although there was no particular schedule for each skill, the teachers set their own
time to cover all of the skills in the materials. Through observing the students and
interviewing the teachers, the researcher found that the students of grade eight
found problems in speaking. Speaking skill was lack to be developed compared to
other skills in this school.
The researcher found two major problems based on the observation to the
students of grade eight at SMP N 2 Sedayu. The first problem was about with the
to deliver their speech in front of the class, most of them tended to repeat the same
ideas they had said before. The second problem was about the matter of
confidence in speaking. Most of the students of grade eight were lack of
self-confidence, especially when they were asked to deliver their speech or to speak in
front of the class. They were shy and they did not want to come in front to deliver
their speech even if their teacher asked them to do that. They were afraid to make
mistakes if they delivered their speech in front of the class.
Based on the problems found by the researcher in observing the students
of grade eight at SMP N 2 Sedayu, the researcher chose to focus on the first
problem. The researcher thought that the problem of the confusion in developing
organization of idea is necessary to be solved. Developing the organization of
ideas is the main thing to be mastered by the students in order to have
well-organized ideas in their speaking. In addition, the second problem could also be
solved if the students have solved the first problem.
To solve the problems, there are many techniques that can be used to
prepare and deliver speech well; one of them is mind mapping technique. Buzan
(2005) mentions that:
Mind mapping will be one of the interesting techniques that will be very useful for
the students of grade eight to prepare and deliver their speech. Mind mapping can
help the students to develop their organization of ideas because mind mapping is
specially designed to help the students make and develop ideas. Mind mapping is
also designed to enhance the creativity of the students.
Based on the previous consideration, the researcher decided to investigate
the students’ perceptions on the use of mind mapping to develop their
organization of ideas in speaking at SMP N 2 Sedayu. This study gains the
students’ perception of mind mapping technique in speaking skill since the
teachers need to know whether the technique is useful and meaningful. Then, this
study emphasizes the eighth grade students of SMPN 2 Sedayu as the subject of
the study because they have had enough basic knowledge in learning English from
elementary school.
1.2. Research Problems
There are two problems which are going to be discussed on this study. They are:
1. What are the eighth grade students’ perceptions on the use of mind
mapping to develop their organization of ideas in speaking at SMP N 2
Sedayu?
1.3 Problem Limitation
The scope of this study is the use of mind mapping in speaking section.
The study will focus on the use of mind mapping for the eighth grade students of
SMPN 2 Sedayu. As stated before, the focus of the study is to investigate the
students’ perceptions on the use of mind mapping to develop their organization of
ideas in speaking and the implications of the students’ perceptions on the use of
mind mapping to develop their organization of ideas in speaking. This study
chooses narrative text as the material of the study. Narrative text is chosen for the
reason that is closely related to the students’ real life and it is also interesting to
learn. Besides, narrative text is compulsory to be learnt and to be mastered by the
eighth grade students.
The treatment which is chosen by the researcher to help the students of
SMPN 2 Sedayu grade eight is mind mapping technique. The students are
expected to obtain information through the use mind mapping to develop their
organization of ideas for the preparation of their speech. Thus, through the help of
mind mapping, the students can create, develop, and organize their ideas for their
speaking systematically and accurately (Buzan, 2005, p. 55). The researcher
1.4 Research Objectives
Related to the previous research problems, the objectives of this study are:
1. to investigate the students’ perceptions on the use of mind mapping to
develop their organization of ideas at SMPN 2 Sedayu grade eight.
2. to find out the implications of the findings.
1.5 Research Benefits
This study is expected to give essential contribution for the following
related parties. They are:
1.5.1 English Teachers
This study is expected to give contribution to English teachers who teach
eighth grade students of junior high schools. They can obtain some information
related to mind mapping from this study. By obtain some information related to
mind mapping for developing students’ ability to organize the ideas for speaking,
teachers can help the students to develop their ideas in speaking through mind
mapping.The information is valuable since students sometimes encounter
difficulties in organizing ideas of speaking. The teachers can use mind mapping as
one of the alternative techniques to teach speaking.
1.5.2 Eighth Grade Students of Junior HighSchool
Since they know that mind mapping is one of the techniques that can be
used to help them in organizing ideas of speaking, students are expected to
speaking. They can explore and organize their ideas through mind mapping. As
the result, students are expected to have a good organization of ideas when they
speak or deliver their speech
1.5.3 For Pendidikan Bahasa Inggris / English Language Education Study Program ( PBI )
This research is expected to give contribution to PBI study program. The
results of this research can be used as the reference for PBI in using the mind
mapping technique in any classes. The results can give any enlightenment for the
lecturers to implement the use of mind mapping in their classes.
1.5.4 Further Researchers
For the further researchers, it is expected that the result of this study can
be used as the reference for other researchers. Mind mapping is a simple
technique that can be used not only in speaking, but it can also be used in reading,
writing, and listening. Therefore, this study can encourage other researchers to
revise, reconstruct, and modify this study as the attempts to conduct further study
in other levels/ objectives.
1.6 Definition of Terms
In order to make a clear understanding, the researcher defines the
1.6.1 Perception
Altman, Valenzi, and Hodgetts (1985) mention that perception is the way
how the stimuli is selected and grouped by a person so that it can be meaningfully
interpreted. Perception reflects a person’s view on reality. Perception’s process
helps us to understand the enviroment in which we live (p.85). In addition to the
definition, Huffman, Mark, and Vernoy (1997) say that “Perception is the process
of selecting, organizing, and interpreting sensory data into usable mental
representation of the world” (p.79). In this study, perception refers to the mental
representation of the eighth grade students’ at SMP N 2 Sedayu in selecting,
organizing, and interpreting any point of view on reality. It will see on how the
students’ perceive the use of mind mapping to develop their organization of ideas
in speaking.
1.6.2 Mind mapping
Buzan (2003) mentions that mind mapping is a powerful technique that
provides a universal key to unlock the potency of the brain. Mind mapping
technique can be applied for any aspects of life in order to improve learning and
clear thinking of human performance (p.55). In this study, mind-mapping is the
technique used for developing the eighth grade students’ organization of ideas at
SMP N 2 Sedayu. Mind mapping is a powerful graphic technique which provides
1.6.3 Speaking
Speaking skill is the basic element in having communication and it is the
common measurement on how people master the language. Bygate (1987)
mentions speaking as a skill which deserves attention every bit as much as literary
skills, in both the first and second languages. The learners may need to be able to
speak with confidence in order to carry out many of the most basic transactions
(p.1). Besides, Bygate (1987) also mentions that speaking is the skill which can be
traced to the processing conditions of communication and the words are being
spoken as they are being decided and as they are being understood (p. 11). This
means that the speaking skill itself is the skill which needs more attention in order
to carry out the transactions of communication and the learners need the
confidence to carry out the transactions of communication itself. Besides,
speaking also needs the good idea on what they will decide and understand on a
certain idea. In this study, speaking is the skill which has function for producing
speech in a good order of organization of ideas, fluency, and accuracy.
1.6.4 Eighth Grade Students of SMP N 2 Sedayu
Eighth grade students at SMP N 2 Sedayu are those who are in the second
year of SMP. SMP stands for “Sekolah Menengah Pertama” or it also can be
called as junior high school. The students who reach this level are those who have
graduated from elementary school. In this research, they are the second grade
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will talk about the review of some related
literature of the study. This chapter will be divided into two parts, namely
theoritical description and theoritical framework. In theoritical description, the
researcher will discuss some related literature of the research. In theoritical
framework, the researcher will discuss the summary of the related literature which
will be used to answer the problem formulations.
2.1 Theoritical Description
There are three major points that will be reviewed in this part. They are:
perception, the nature of speaking, and mind mapping technique.
2.1.1 Perception
Everyone has their own way of seeing and facing something in his life.
The ways of seeing and facing situations or things are usually called as
perception. Everyone will have different perception of everything they see in their
life. The following part will discuss deeper about many aspects related to
A person’s perception in facing phenomena and things will be different
one to another. In this study, the researcher investigates the students’ perceptions
on the use of mind mapping to develop their organization of ideas in speaking.
Perception from a student will be different from other students. Perception in this
study means the students’ point of view in facing phenomena and things. Szilagyi
and Wallace (1980: 70) define that perception is the process which individuals
attend to incoming stimuli, organize, and then interpret such stimuli into a
message that in turn indicates an appropriate action and behavior.Perception
represents the human mind and it has some stages of process. According to
Huffman et al. (1997: 89) perception is the process of chosing, organizing, and
interpreting the sensory data into the mental representation of the real situation or
object. While Gibson, Ivancevich, and Donnely (1985) mention that “perception
is the cognitive process from an individual in giving meaning to the enviroment”
(p. 60).
In accordance of a stimuli to be a perception, there are some steps in the
process of perception. According to Huffman et al. (1997: 89), perception has
three steps. The steps are:
a. Selection : A person selects the stimuli which we will pay attention.
b. Organization: After he has selected the stimuli, he must arrange and
organize the stimuli into the patterns and principles which will help
influenced by some factors, such as early life experiences, perceptual
expectancy, cultural factors, needs and interests, and frames of
reference. Thus, Gibson et al. (1985: 61) mentions that the
intepretation of perception includes objects, symbols, and people in
the light of pertinent experiences.
2.1.1.2. Factors Influencing Perception
The difference of everyone’s perception can be influenced by some
factors. Altman et al. (1985: 86) defines some factors influencing perception.
Those factors are:
a. Selection of stimuli
There are many stimuli that come up in our surrounding. From all
of the stimuli, the focus is only on a small number. People select certain
stimuli and filter out others. The selection of stimuli from one person to
another person can be different.
b. Organization of stimuli
After people has already selected a certain stimuli, the stimuli has
to be arranged. The stimuli are arranged into a screening process so that it
will be meaningful information. The arrangement of stimuli affects the
The third factor influencing perception is the situation. A person
familiarity, expectations, and experiences in her past affect what the
person perceives about a certain thing. Perceiving a situation also has a
close relation with the way how a person adjusts her or his behavior to
situations. For example, a teacher who is not from teaching training
program in his or her college will find difficulty to manage the classroom,
or to understand the norms and values in the field of teaching.
d. The person’ self-concept
Self-concept is the way how people feel and perceive about
themselves. The way people see themselves affects their perception of the
world around them. The person’ self-concept is important because the
mental picture of the person will influence much on how they perceive and
do in their life.
In the study, those factors of perception are important to be used. Those
factors can be used as the basis information of the implementation on how the
students’ perceive the use of mind mapping.
2.1.2 Speaking
In daily communication, speaking is the skill which is always be used for
part will talk further about the nature of speaking, determining purpose and idea in
speaking, organizing speech, and teaching speaking skill.
2.1.2.1The Nature of Speaking
Speaking is the skill which cannot be separated from other skills namely
reading, writing, and listening. Those skills are divided into written and spoken
skills. Reading and writing belong to written skill while listening and speaking
belong to spoken skill. Meanwhile, speaking is productive skill and it has a close
relation with listening skill. Speaking in this study is the major skill which will be
researched. Speaking is able to deliver speech with a certain idea to other people
and it may be planned or unplanned. According to Luoma (2004), there are some
features of spoken discourse:
- Arranged in the central idea
- May be planned (e.g., a lecture) or unplanned (e.g., aconversation)
- Employs more vague or generic words than written language
- Employs fixed phrases, fillers, and hesitation markers
- Contains slips and errors reflecting online processing
- Involves reciprocity (i.e., interactions are jointly constructed)
- Shows variation (e.g., between formal and casual speech),
- reflecting speaker roles, speaking purpose, and the context (as cited in
Those language features of speaking are:
1. Connected speech: speakers of English should be able to produce
fluent connected speech. For example: in speaking, people might say
I’d’ve gone rather than I would have gone.
2. Expressive devices: native speakers of English make variations in
speaking, namely changing the pitch and stress of particular parts of
utterances, varying volume and speeed, and showing by other phsyical
and non-verbal means how they feel.
3. Lexis and grammar: Spontaneous speech is signed by the use of a
certain number of common lexical phrases in the performance of
certain language functions.
4. Negotiation language: effective speaking has advantages from the
negotiatory language that people use to get the clarification and show
the structure of what people are saying.
Knowing the language features and the spoken discourse of speaking are
important. The researcher can use the information related to the language features
and the spoken discourse of speaking to know the characteristics of the students’
speaking. It can be believed that every student has different language features and
2004, p. 141) mentions that there are five basic types of speaking. The basic types
of speaking are:
1. Imitative: The focus of this type is that students are able to repeat a
word or a phrase or possibly a sentence that is read by the teacher. This
type is usually used in “pronunciation” class.
2. Intensive: The focus of this type is the production of short stretches of
oral form of language. The examples are directed response tasks,
reading aloud, sentence and dialogue completion, translation up to the
simple sentence level.
3. Responsive: This type includes the interaction and test comprehension
in the basic level of short conversations, namely, greetings, simple
requests, giving and asking something.
4. Interactive: This type is similar to responsive type. The difference is
only on the length and the complexity of the interaction. In this type,
the interaction is longer and more complex than responsive. The
interaction includes transactional conversations.
5. Extensive (monologue): This this the last basic type of speaking. In
this type, the focus is on the extensive oral production tasks of
speeches, namely, oral presentations and storytelling. The interaction
between the listeners and speakers are highly limited because the
speakers dominantly speak most of the time. In this study, this type
is the type which is used as the speaking activity. The students use
monologue type as the speaking activity through the help of mind
mapping.
2.1.2.2Determining the Purpose and the Ideas in Speaking
Everyone speaks or delivers speech with a certain purpose. The
expectation of speaking is that people who are listening to others will understand
of what they are going to convey. According to Koch (1995: 15) there are some
major purposes in speaking:
a. To entertain – to obtain pleasurable response, to evoke curiousity, to
provide interesting response, or to amuse the listeners.
b. To inform – to enrich or to add information to the listeners.
c. To persuade – to convince, to reassure, or to encourage
After people have selected the purpose of speaking, they have to arrange
the central idea on what they are going to convey. The central idea is very
important because it is the basic foundation of the content of their speaking. As
stated by Koch (1995: 19) that the central idea is the controlling idea of speaking,
and it has a role as the key statement of the content of the speaking. Besides,
creating the central idea will give a big benefit to their speaking. According to
Koch (1995: 20), creating the central idea as a complete sentence will help the
things which the students should have before they speak or deliver their speech. In
this study, determining the purpose and the ideas of speaking should be possessed
by the students before they practice a monologue speaking. Determining the
purpose and the ideas can be done through the use of the mind mapping
technique.
2.1.2.3Organizing Speech
In order to have a good organization of speech, the speaker should arrange
and organize their speech in a clear way. A good speech organization will help the
listeners to understand the content systematically. As stated by Koch (1995: 57),
there are three parts of speech organization, namely:
a. Introduction : This part is the beginning of the speech organization. An
introduction part should get the attention of the audience. In this part,
the speaker should express the clear of the central idea and the reason
for listening.
b. Body: In the body part, the speaker deliver the message of the speech.
The main points of the speech and the supporting materials are
presented in this part. This part is where the speaker’s message is
points, and the follow up of the speech to the listeners. A conclusion
should be short and to the point. It should comprise from 5 to 10
percent of the total speech.
2.1.2.4Teaching Speaking Skill
Teaching speaking skill should be done by the teachers in various
activites. Teaching speaking can be done in some activities since there are some
different types of speaking. As has been discussed above, there are five basic
types of speaking according to Brown (2004), namely imitative, intensive,
responsive, interactive, and extensive. In this study, the type which will be used is
the extensive type since the focus of this study is speaking activity which will be
done individually by the students. This activity can be called as prepared talks.
According to Harmer (2005: 274) prepared talks can be defined as a popular
activity that is used in speaking classroom. The students prepare their presentation
on a certain topic based on their own choice. The students also have to speak
based on their own notes rather than from a script. Prepared talks are a useful
speaking genre because the students can develop their ideas in their speaking
based on the notes. If this activity can be properly organised, it can be very
interesting for both the speaker and the listeners.
In the prepared talks, the students can prepare their speaking by
entertain, to inform, and to persuade. The topic or the ideas of the speech or
speaking is based on the purposes of the speech. The development of the speech
can be made in some parts of the speech. As stated by Koch (1995), the parts of
speech organization are introduction, body, and closing. By having a good order
of speech, the students are supposed to have a systematic order of the speech
content.
In the prepared talks, the teacher also plays a role. The teacher should be
participate in the teaching learning activities and monitor the students. In this kind
of activity, the teachers’ role is as a feedback provider. According to Harmer
(2005: 274), as a feedback provider, the teacher should be able to give feedback,
correct the students’ speech by carefully considering the effects of different
approaches. If the teacher gives feedback to the students in the middle of their
speech, it will disturb them in continuing the speech or the communication. It is
better to let them finish their speech and allow them to assess what they have
done. Then, the teacher gives the feedback to the students.
2.1.3 Mind Mapping Technique
In order to have a good organization of idea in speaking, the students
should use a certain technique that can help them to develop their organization
of ideas. Mind mapping is one of the techniques that can be used by the students
Mind mapping is the technique used to develop ideas of a certain content.
In this study, mind mapping refers to help the students to develop their
organization of ideas in speaking skill. Mind mapping is the technique used to
develop ideas by writing the key of the idea in the central and it uses powerful
graphic technique. It uses the ability from the brain and it also helps the students
to use both left and right brain skills. It is proven by the theory of Buzan. Buzan
(2003) states that “Mind Map is a natural function of the human mind. It is a
powerful graphic technique which provides a universal key to unlocking the
potential of the brain” (p.55). According to Hofland (2007: 12), mind mapping is
a friendly technique of the brain to study, memorize, and take notes. It also uses
the skills of left and right brain in the purpose of the best use of the brains.
Mind mapping has its own characteristics. It is the special characteristics
of mind mapping that are not possessed by other techniques. According to Buzan
(2003: 55), there are four essential characteristics of mind mapping, they are:
a. The subject or the central idea is put in the central image.
b. The sub topic of the subject radiates from the central image as
branches.
c. Branches consist of a key image or key word that is written on an
associated line. The sub topic of lesser importance are also represented
as branches attached to higher level branches.
In making mind mapping, the students need to be able to undersand the
concept of mind mapping and the laws of mind mapping. According to Buzan
(2003: 87), there are two laws of mind mapping; the laws of technique and the
laws of layout. In the following part is stated the summary of the Mind Map laws.
Figure 2.1: The Summary of the Mind Map Laws
Summary of the Mind Map Laws
Techniques
1. Use emphasis
• Always use a central image.
• Use images throughout your Mind Map.
• Use three or more colours per central image.
• Use dimension in images and around words.
• Use synaesthesia (the blending of the physical senses).
• Use variations of size of printing, line and image.
• Use organized spacing.
• Use appropriate spacing.
2. Use Association
• Use arrows when you want to make connections within and across the branch pattern.
• Use colours.
• Use codes.
3. Be Clear
• Use only one Key Word per line
• Print all words.
• Print Key Words on lines.
Continued from page 23
While according to Hofland (2007: 20), the steps to make mind mapping
to develop ideas are:
a. Use blank paper to start making mind mapping. Place your paper
sideways so that it will not be bumped into the margins quickly.
b. Draw a picture in the middle of the page. It represents the main topic
of your thought.
c. Draw some thick, curved, connected lines from the picture in the
middle of the page and make the branches from the picture. These
branches represent the main sub-topics.
d. Always start to write the idea from the same point and work in the Summary of the Mind Map Laws
• Make major branches connect to central image.
• Connect lines to other lines.
• Make the central lines thicker
• Make your boundaries ‘embrace’ your branch outline
• Make your images as clear as possible
• Keep your paper placed horizontally in front of you.
• Keep your printing as upright as possible
4. Develop a Personal Style
Layout
1. Use Hierarchy 2. Use Numerical Order
each idea. Use only keywords for giving the name of each idea.
f. From each of these ideas you can draw other connected lines,
spreading like the branches of a tree. Connected lines create
associations and structure. Add your thoughts on each of these ideas.
These additional branches represent the details.
After the students’ mind mapping has been made, there will be many
colors and pictures in the students’ mind mapping. The theories of how to make
mind mapping based on the theories of Buzan (2003: 87) and Hofland (2007: 20)
can be combined with the theory of Koch (1995: 15-20) in order to make a mind
mapping which is related to develop the students’ organization of ideas in
speaking. The form of the speaking will be on extensive (monologue) type. The
steps on how to make the mind mapping are:
a. First, determine the purpose of your speaking, whether your purpose is
to entertain, to inform, or to persuade the audiences.
b. Determine your central or main idea on what you are going to say in
front of the class. Put your central idea by writing or drawing a picture
in the middle of the page.
c. Draw some thick, curved, connected lines from the picture or point in
the middle of the page and make the branches from the picture or point.
direction.
e. Use arrows when you want to make connections within and across the
branch pattern.
f. Try to write the keywords only at any branches of the main sub – topics
or sub – sub topics.
g. You can add any colors based on your creativity.
On the following page, the writer will show an example of mind mapping.
After knowing the theory about how to make mind mapping, the principal and the
laws of mind-mapping, the researcher can get enough basic knowledge to conduct
the research. The researcher uses those theories to teach the students in
implementing mind mapping in the speaking activity.
Figure 2.2: The Example of Mind Mapping
Using mind mapping technique can give some benefits. In this study,
students can reap a lot of benefits from using mind mapping to develop their
organization of ideas in speaking. The students can save their time to prepare their
speech, they can get a systematic organization of idea, and they can add or
improve their idea easily by using mind mapping. According to Hofland (2007:
30), the benefits of mind mapping are:
a. Mind mapping can save time.
b. Make revision become faster and easier because they are compact and
brain-friendly.
c. It is possible to look over and think over the different relations
between key topics.
d. It is easy to add the new information to the mind map.
While according to Buzan (2008: 6) that “Mind Map dapat membantu kita
untuk merencana, berkomunikasi, menjadi lebih kreatif, menghemat waktu, dan
memusatkan perhatian.” It means that mind mapping can help the students to
plan, communicate, be more creative, save time, and centralize the concentration.
2.1.3.4Mind Mapping and Language Learning
Mind mapping technique can be used in all of the skill in language
learning. In reading, writing, listening, and speaking skills, mind mapping is a
good technique used to help the students developing, arranging, and organizing
obtained by the students and also to visualize in the thinking process. It is proven
that mind mapping is a useful technique to master a foreign language, especially
English.
In this study, the focus of mind mapping is the use of speaking skill. In the
speaking skill, mind mapping can be used in order to develop students’
organization of ideas. Mind mapping is usually used in the preparation to make
and develop the students’ speaking. Moreover, in the speaking performance, mind
mapping is used for reminder of their content. As stated by Hofland (2007: 38),
students can use mind mapping to prepare a topic of a speech. In addition, during
the task, mind mapping can only be used for reminder for them. In mind mapping
there is no sentence, it should be only keywords and symbols.
2.2 Theoritical Framework
Before knowing further about the students’ perceptions on the use of mind
mapping to develop their organization of ideas in speaking skill, the students
should be taught how to make mind mapping, determine the purpose and the ideas
of speaking, and organize their speaking systematically. Moreover the theories
proposed by Hofland (2007) and Buzan (2003) are used as the basic foundation of
how to make mind mapping. The theories proposed by Koch (1995) also used as
the basic foundation how to determine the purpose and the ideas of speech or
implementation of teaching learning activities is necessary. It should be known
whether the activities can be useful, meaningful, or helpful for the students in the
teaching learning process or not. It will be meaningless if the technique is great
but it is not appropriate with the students’ need. Considering the students’ needs,
the theory of the nature of perception proposed by Huffman et al. (1997) and the
theory of the factors influencing perception proposed by Altman et al. (1985) will
be used as the basic foundation for the teachers to analyze how students think and
respond the use of mind mapping. The data of the students’ perceptions are
obtained based on the experiences of the students in using mind mapping to
develop their organization of ideas in speaking. Moreover, knowing the specific
technique that can be used in teaching speaking skill based on the types of
speaking is also necessary. As stated by Brown (2004) there are five basic types
of speaking namely imitative, intensive, responsive, interactive, and extensive
(monologue). Mind mapping which will be used as the technique in speaking skill
in this study belongs to extensive (monologue).
After knowing the perception of the students on the use of mind mapping
in speaking skill, theory proposed by Hofland (2007) about mind mapping
concept are used as the foundation to analyze the implication of the students’
perception on the use of mind mapping in this study. The implications of the
students’ perceptions on the use of mind mapping can be carried by seeing the
reason of the students’ in the data instruments. Moreover, the reason from the data
discourse.
Overall, all of the theories of perception, speaking, and mind mapping will
be used as the basic foundation of the researcher to develop and conduct the
study. For the researcher, the theories are used as one unity to reflect whether the
teaching learning activities are implemented well or not since teachers should be
able to realize and be aware of the students’ needs in the teaching learning
RESEARCH METHODOLOGY
In this chapter, the researcher will discuss how the study will be
conducted. It provides deeper information how to gather the data and analyze the
data to answer the research problems. This chapter consists of six parts namely
research method, research setting, research participants, instruments and data
gathering technique, data analysis technique, and research procedure.
3.1 Research Method
This study belongs to survey research in which the researcher uses it to
answer the research problems. According to Frankel and Wallen (1998: 389),
survey research is a study which enables the researcher to collect the information
from a group of people to describe abilities, opinions, attitudes, beliefs, and/ or
knowledge. Survey research collects the information through asking questions
which can be presented in the questionnaires and interviews. The advantage of
survey research is that the data can be collected in short time. Besides, survey
research is conducted for problem solving rather than hypothesis testing.
Furthermore, to analyze the results of the research, the researcher used
qualitative and quantitative research. For most of the data instruments, this study
used qualitative research in which the researcher used survey research to conduct
the research. Quantitative research was used in analyzing the data of the research.
research was conducted to find out the students’ perceptions on the use of mind
mapping to develop their organization of ideas in speaking and the implications of
the findings. The questionnaires and interviews were employed in order to obtain
the students’ perceptions.
3.2 Research Setting
To conduct the research, the writer collected the data at SMP Negeri 2
Sedayu. This school is a junior high school and it is a public school. This school is
located in Sedayu, Bantul, Yogyakarta. The research was conducted during May
1, 2013 till May 18, 2013 in which the students were in the second semester of
academic year 2012/2013.
3.3 Research Participants
The research participants of this study were the eighth grade students of
SMP Negeri 2 Sedayu. In this school, eighth grade students were divided into five
classes. The numbers of students of VIII A were 24, VIII B were 27, VIII C were
22, VIII D were 25, and VIII E were 24. For this research, the researcher used
purposive sampling. The researcher chose deliberately two classes from all of the
classes. According to Backstrom and Cesar (1981: 65), in purposive sampling, the
researcher chooses the respondents deliberately, by knowing the type of people
elements and the nature of his research (Babbie, 1973, p. 106). The researcher
chose class VIII C and VIII D as the representative classes for the reason that VIII
C had the higher average achievement in English subject and VIII D had the
lowest average achievement in English subject. The researcher wanted to compare
the results of the research from those classes. Besides, the researcher also wanted
to helped the students of class VIII D to improve their average achievement in
English subject through this research.
3.4 Instruments and Data Gathering Technique
The instruments used in this research are questionnaire and interview. The
questionnaire was given to the students of class VIII C and VIII D as the
representative classes of the research. The questionnaire was given after the
researcher taught them the mind mapping technique and gave the materials for the
implementation of the mind mapping technique to the students. The
implementation of mind mapping technique took 3 meetings. The questionnaire
was distributed in order to explore the students’ perceptions on the use of mind
mapping to develop their organization of ideas in speaking and the implications of
the findings. Furthermore, in order to get more detail information related to the
data of questionnaire, the researcher conducted interview to the students. The
researcher chose the interviewees who answered mostly ‘disagree’ or ‘strongly
disagree’ on the questionnaire. The interview was done to obtain the deeper
based on the questionnaire.. The information of the instruments will be explained
as follows:
3.4.1 Questionnaire
According to Backstrom and Cesar (1981: 187), a questionnaire is one of
the instruments which represent the physical form of all theories, hypotheses, and
hunches that have gone into the survey planning. In this research, the researcher
used questionnaire in order to gain the students’ perceptions. In addition, this
study focused only on the students as the respondents. The questionnaire
represented all of the theories and hypotheses of the study. In the questionnaire,
the researcher used two types of questionnaire, namely open-ended and
close-ended questionnaires.
1. Close-Ended Questionnaire
Close-Ended questionnaire forms the questions in the multiple-choice
questions. The respondents should choose the answer based on a number of
opinions (Wiersma, 1995,p. 181). According to Frankel and Wallen (2008: 397)
this type can be used to measure opinions, attitudes, and knowledge. Close-ended
questionnaire enhances consistency of response across respondents and it is easier
and faster to tabulate.
For this research, the researcher used this type of questionnaire to gain the
data of the research. The type of the questionnaire was in the likert scales form.
seven levels. The questionnaire of the research consisted of thirty items which had
to be answered by the students. The questionnaire used statements and there were
four options of ‘strongly agree’, ‘agree’, ‘disagree’, and ‘strongly disagree’ for
each item. According to Allen and Seaman (2007: 2) scales are sometimes
truncated to an even number of categories (typically four) to eliminate the
‘neutral’ option in a ‘forced choice’ survey scale. The blueprint of the
questionnaire will be shown in following parts.
Table 3.1 Blueprint of Questionnaire
Statements Category
1 In learning English with my teacher, I have known
mind mapping before.
The previous experience of using mind mapping
2 I have an experience of using mind mapping in any
subjects.
3 I have an experience of using mind mapping in
English subject, especially in speaking skill.
4 I have an experience of using mind mapping to
help me in solving my problem in speaking English.
5 I find difficulties in speaking English.
The problem faced by the students in speaking
6 My English teacher gives me various types of
speaking activities.
7 I feel that conversation is easy to do.
8 I feel that speaking individually in front of the class is more difficult than doing conversation.
9 In preparing my speaking, I find difficulties in deciding the purpose and the ideas of my speaking. 10 In preparing my speaking, I find difficulties in
organizing my ideas.
11 In my speaking, I tend to repeat the same idea of what I have said before.
12 I am not confident to deliver my speaking in front of the class.
13 I understand how to use mind mapping to organize my ideas in speaking.
The process of using
14 I can make mind mapping from what have been
taught by the teacher.
organize ideas for my speaking. mind mapping in speaking 16 Before making mind mapping, I decide the purpose
and the ideas of my speaking.
17 I put the central idea of my speaking on the center of my mind mapping.
18 I develop my ideas of speaking by putting the sub idea on the branches of the mind mapping.
19 I use arrows to make connections within and across the branch pattern.
20 I use only key word on each branch.
21 I make mind mapping creative and interesting. 22 I use my mind mapping to help me speak in front 23 Mind mapping helps me to prepare my speaking
well.
24 Mind mapping really helps me to develop the organization of ideas in speaking.
25 I become confident and motivated to speak in front of class when I use mind mapping.
26 By using mind mapping, I can save much time to prepare and develop my ideas.
27 By using mind mapping, I can add new information related to my speech easily.
28 I can improve my speaking well when I use mind mapping.
29 Mind mapping is easily implemented to prepare and develop my organization of ideas of speaking. 30 Overall, I like to use mind mapping to develop the
organization of ideas in speaking.
2. Open-Ended Questionnaire
Open-ended questionnaire allows more individual responses to the
questions in the questionnaire since there are no multiple-choice for the answer of
questions. In this type, the respondents can express their answer more freely than
in close-ended questionnaire. Meanwhile, according to Frankel and Wallen (2008:
397), open-ended questionnaire is sometimes difficult to interpret. Sometimes, it
3.4.2 Interview
According to Babbie (1990: 20), interview is an instrument which is
commonly done in face-to-face encounter. It enables the interviewer to ask the
questions verbally and record the respondents’ answers. In this research, the
researcher used interview as one of the instruments because the researcher could
obtain the further information by having face-to-face interaction with the
respondents.
Interview has two forms of questions, namely unstructured questions and
structured questions. According to Backstrom and Cesar (1981: 128), unstructured
questions invite the respondents to answer freely and at length. It gives
respondents to have free-response in answering the questions. While structured
questions gives fixed-response alternatives to the respondents. In this form, the
respondents should choose one of the alternative answers. In this research, the
researcher used unstructured questions to the students of class VIII C and VIII D
who mostly answer ‘disagree’ or ‘strongly disagree’ on the questionnaire of the
classes. The interview questions consisted of six questions. The blueprint of the
interview is presented in the following table.
Table 3.2 Blueprint of Interview
No Questions Category
1 Do you find any difficulties in speaking skill? If
there any, please tell me what are they? Problems in speaking
2 What are the strategies that use to solve your
difficulties in speaking?
