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

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Trinne Anggita Ayu Putri, 2014

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

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

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

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

A RESEARCH PAPER

Submitted to the English Education Department of Faculty of Language and Arts Education of Indonesia University of Education in Partial Fulfillment of the

Requirements for the Sarjana Pendidikan Degree

Trinne Anggita Ayu Putri (0906726)

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Trinne Anggita Ayu Putri, 2014

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

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

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

2014

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

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

Oleh

Trinne Anggita Ayu Putri

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

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Trinne Anggita Ayu Putri, 2014

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

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

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

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

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

A Research Paper

Trinne Anggita Ayu Putri 0906726

Main Supervisor Co-supervisor

Dr. H. Hobir Abdullah , M.Pd. Drs. Deddy Suryana, M.A. NIP 195202091977021001 NIP 196212101990031004

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Trinne Anggita Ayu Putri, 2014

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

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

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP 196211011987121001

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Trinne Anggita Ayu Putri, 2014

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

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

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

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

ABSTRACT

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

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Trinne Anggita Ayu Putri, 2014

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

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

PENGGUNAAN PEMETAAN PIKIRAN PADA PENINGKATAN KEMAMPUAN PEMAHAMAN MEMBACA SISWA

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

ABSTRAK

Penelitian ini bertujuan menyelidiki keefektifitasan teknik Mind Mapping (pemetaan pikiran) pada peningkatan nilai pemahaman membaca siswa serta respon siswa terhadap penggunaan teknik Mind Mapping (pemetaan pikiran). Penelitian ini menggunakan desain kuasi-eksperimental. Penelitian ini melibatkan dua kelas X (sepuluh) di salah satu Sekolah Menengah Kejuruan di Bandung yang mana satu kelas sebagai kelompok eksperimental dan yang lainnya sebagai kelompok kontrol. Kelompok eksperimental menerima teknik Mind Mapping (pemetaan pikiran) selama proses belajar mengajar sebagai perlakuan, sementara kelomopok kontrol belajar menggunakan Three-Phases Technique selama proses pembelajaran. Instrumen yang digunakan adalah pre-test, post-test dan kuesioner sikap terhadap teknik pemetaan pikiran. Nilai dari pre-test dan post-test dianalisis dengan memggunakan independent t-test sedangkan hasil kuesioner dianalisis dengan menggunakan persentase. Hasil menunjukkan bahwa penggunaan teknik pemetaan pikiran efektif dalam meningkatkan nilai pemahaman membaca siswa. Hasil dari independent t-test menunjukkan bahwa nilai siswa dari kedua grup eksperimental dan kontrol mengalami peningkatan, namun peningkatan yang dialami siswa pada kelompok eksperimental lebih baik. Hal ini terlihat dari penghitungan statistik dimana nilai rata-rata dari kelompok eksperimetnal dan kontrol sebelum mendapatkan perlakuan adalah (M=74.86) dan (M=75.71) sementara nilai rata-rata dari kelompok eksperimental dan kontrol setelah mendaptkan perlakuan adalah (M=81.86) dan (M=78.43). Terlebih lagi, hasil dari perhitungan independent t-test pada nilai post-test menunjukkan bahwa tobt (2.162) lebih besar dari tcrit (1.996) pada level signifikan 0.05. Hipotesis null pada penelitian ini ditolak mengingat adanya perbedaan signifikan antara nilai post-test siswa pada kelompok eksperimental dan kontrol. Berdasarkan prilaku siswa terhadap penggunaan teknik pemetaan pikiran, temuan menunjukkan sebagian besar siswa menilai positif. Hampir semua siswa (97.1%) setuju bahwaa teknik pemetaan pikiran dapat meningkatkan kemampuan membaca mereka dan sebanyak 94.3% siswa berpendapat bahwa teknik pemetaan pikiran dapat membantu mereka memahami teks dengan mudah. Pada pengamatan kelas selama perlakuan berlangsung, peneliti menemukan bahwa teknik pemetaan pikiran juga dapat meningkatkan hasil belajar siswa dan daya ingat siswa, serta merangsang pemikiran kreatif siswa.

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Trinne Anggita Ayu Putri, 2014

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

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

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Trinne Anggita Ayu Putri, 2014

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

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

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Trinne Anggita Ayu Putri, 2014

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

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

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Trinne Anggita Ayu Putri, 2014

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

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

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Trinne Anggita Ayu Putri, 2014

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

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

CHAPTER I

INTRODUCTION

This chapter elaborates background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of terms, and organization of the paper.

1.1 Background of the Research

Reading is an important skill that students should have in learning English as foreign language. Kenneth Beare (2013) states that reading is important part of learning English. It is important because students always deal with the texts that they have to understand. In other words, student’s reading skill effect their success in school. In order to achieve an understanding in reading, students should have an ability of reading comprehension. Comprehension is a process of construct meaning by interacting with text through combination of prior knowledge, information of the text and attitude of the reader toward the text (Pardo, 2004). Without comprehension, reading is simply following words on a page from left to right while sounding them out. The consequence is the words on the page become meaningless (Dekkers, 2014).

However, most of students sometimes cannot construct the meaning from text that they read easily and quickly. They find a difficulty in comprehending text. Moi and Lian (2007) state that comprehension is noted as one of the assessment components that pupils are generally weak in. Whereas, comprehension is often used as an assessment for students to gain higher degree in school. Therefore, it is important to address this area of concern and find out the problems to help the students cope with the problems in reading comprehension.

In one vocational school, where the writer did teaching practice for about five months, reading comprehension was one of the problems in learning English

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Trinne Anggita Ayu Putri, 2014

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

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

that the students had. Most of students sometimes obtain a low score on a test in reading test. They admit that they do not understand the passages, therefore they can not find appropriate answers to the questions. The students can not understand the text because they do not know the meaning of vocabularies. They can not conclude the story or find the mind idea. In addition, they lack motivation to read. This can be due to the assumption that reading is not their daily needs as students. They even think that reading is boring (Oxford, 1990).

From the explanation above, the researcher can conclude most of students deal with some problems in comprehending text. They did not understand what the text about because they lacked of vocabulary. They were uncomfortable with the language therefore they were easily frustrated when they found some difficult words. Furthermore, inability to apply reading strategy makes the students have a problem in comprehending text. Because of that, the students read slowly word by word with the result is they are confused with the meaning of the text. Williams (2012) states:

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

Generally, there are many ways and techniques in improving students’ reading comprehension ability. Nevertheless, teachers are sometimes not aware of appropriate technique application in teaching learning process (Wood, 1998). Improving students’ reading comprehension can employ some techniques, such as using pictures, summarizing, recognizing story structure, answering and generating questions, and so on (Adler, 2011). However, in this research, the researcher is interested in teaching reading by using mind mapping because she believes that it can be more effective to make the students get the idea easily in reading comprehension (Buzan, 1993). According to Tony Buzan’s article entitled “What is Mind Map?” in his blog, “mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain” (Buzan, 2011, p. 1). The function of mind mapping is to graphically arrange and

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Trinne Anggita Ayu Putri, 2014

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

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

link concepts with other concepts and issues, thus the students can memorize information from the text easily. Since mind mapping uses colours, lines, arrows, branches or some ways that connect each idea, the students can remember the facts and ideas that are illustrated in mind map. It is because “our brains remember things better with visual, colours and pictures” (Moi & Lian, 2007, p. 3). Mind mapping is not only used for improving reading comprehension, but also suitable for other focus.

Teaching by using mind mapping is not a new issue in teaching language. According to Siriphanich and Laohawiriyanon (2010) most students were satisfied with their own reading comprehension ability. They enjoyed working in group and agreed that mind mapping technique was a useful technique and can be applied to non- English subjects. Another research that proves mind mapping as an effective technique is the thesis that was conducted by Indah (2012). She found that mind mapping technique can be effective to teach the students vocabularies. Mutiara (2010) also says mind mapping can improve students’ ability in writing descriptive text. Furthermore, Moi and Lian (2007) prove that mind mapping helps pupils in understanding passage and remembering the content of the passage better. This is because the mind map shows the keywords and relationship of the content visually from the passage. There are some differences between previous researches and this research. First, this research is focus on reading skill while most of researches focus on teaching writing or vocabulary by using mind mapping. Second, this study is conducted in Vocational High School because there are no related studies that take participant in Vocational School.

Referring to explanation above, there is an intention to find out whether mind mapping technique can improve the students’ reading comprehension ability effectively. Furthermore, it is also to find out the students’ responses toward the use of mind mapping in reading comprehension.

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Trinne Anggita Ayu Putri, 2014

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

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

1.2Research Questions

This study is carried out to answer the following questions:

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

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

1.3Aims of the Research

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

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

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

1.4 Scope of the Study

This study concerns about the use of mind mapping technique to improve students’ scores in reading comprehension. This research also concerns about the students’ responses toward the use of mind mapping in reading comprehension. A Vocational High School in Bandung is chosen as the site of this study. This research also takes 35 students as the sample in each class of experimental and control group based on some consideration.

1.5Significance of the Research

Besides for the researcher’s own purpose, this study gives significant benefit for who involved in this study. This study is proposed to give contribution to teachers, students, and other researchers as reference.

Based on theoretical perspective, this research is expected to give contribution in education area, especially teaching reading skill by using mind mapping, and enrich the previous research findings in order to help other researchers, teachers or anyone who involved in this research to get any

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Trinne Anggita Ayu Putri, 2014

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

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

information about teaching reading comprehension by using mind mapping technique.

In term of professional significance, this research is expected to help teachers in teaching reading in order to improve students’ reading comprehension ability. Hopefully, this research also is able to stimulate teachers’ creativity in creating the material for teaching reading. Furthermore, this study also is expected to be used as an additional source especially for other researchers who conduct a research about improving students reading comprehension through mind mapping. Practically, this research is expected to give practical guidance for students in improving their reading skill. Hopefully, mind mapping is able to help them in brainstorm the idea when they are reading. Besides, the technique and the media used hopefully are able to contribute in enhancing their motivation in learning reading and making them is easier in comprehending text.

1.6Clarification of terms

In order to avoid wrong perception of the terms use in this study, some terms are clarified as follows:

1. Mind Mapping, according to Collins English Dictionary (2009), mind maps is “trademark a diagrammatic method of representing ideas, with related concepts arranged around a core concept.” Buzan (1993) says that mind mapping can be defined as a graphical method of taking note by using words, pictures with color, and symbols which take a hierarchical or tree branch format with idea branching into their subsections. In other word, mind mapping is one of the note-taking techniques that form like a diagram with many of branch. It contains the main ideas that connected to each other.

2. Reading Comprehension, According to Oxford dictionary, reading is “act of reading something; books, articles, etc that are intended to be read.” Meanwhile, comprehension is “ability to understand something; exercise

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Trinne Anggita Ayu Putri, 2014

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

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

that trains students to understand a language: a reading/listening.” According to Siriphanich & Laohawiriyanon (2010), reading comprehension refers to the ability to comprehend a reading passage. It can be said that reading comprehension is the act of understanding information from written text. Thus, in this research, the writer expects the students to understand the text by using mind mapping technique.

1.7Organization of the Paper

This paper will be organized into five chapters:

CHAPTER I: INTRODUCTION

This chapter explains the whole study. Chapter I consists of background of the research, research questions, aims of the research, scope of the research, significance, clarification of terms, and organization of the paper.

CHAPTER II THEORETICAL FOUNDATION

This chapter discusses some theories about Mind Mapping and reading comprehension. Some related researcher will be presented in this chapter.

CHAPTER III METHODOLOGY

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

CHAPTER IV FINDINGS AND DISCUSSION

This chapter discusses the findings of the research and analysis of those findings in explanation clearly.

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Trinne Anggita Ayu Putri, 2014

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

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

CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter explains the conclusion based on the analysis in Chapter IV The conclusion states the answer of research question about the use of mind mapping to improve students’ scores in reading comprehension. In addition, this research also is aimed at finding out the students’ responses toward the use of mind mapping in reading comprehension. It also contains suggestions related with the research conducted.

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Trinne Anggita Ayu Putri, 2014

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

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

CHAPTER III

METHODOLOGY

This chapter elaborates the procedures of the study to answer questions stated in previous chapter. Some big points that cover in this chapter are research method, hypothesis, sample, data collection, research procedure, and data analysis.

3.1 Research Method

3.1.1 Research design

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

The research method in this study is quantitative method with quasi experimental design. According to Hatch and Farhady (1982) “quasi experimental design is used as one of the best research approaches in the research since it aims practically to compare true experimentation and the nature of human language behaviour which we wish to investigate” (p. 24).

There are two groups taken as the investigated groups in this study which classify as different groups. There are control group which receive no treatment and experimental group which receive mind mapping technique as a treatment during learning process. The data in experimental group is collectted by giving the students pre-test through reading test and than the resercher give the students treatment by applying mind mapping technique in teaching process. After that, the students have to do the posttest through reading test, too. While in control group, the posttest is given without any treatment in teaching process. This can be seen in the following figure:

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Trinne Anggita Ayu Putri, 2014

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

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

EG T1 X T2

CG T1 - T2

Description:

EG : Experimental Group CG : Control Group T1 : Pre test

T2 : Post test

X : The treatments (five times)

(Adopted from Hatch and Farhady, 1982) In order to discover the students‟ responses to the use of Mind Mapping in improving their reading comprehension ability, the implementation of the action is also followed by conducting questionnaire for those students in the experimental group.

3.1.2 Variable

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

1. The independent variable is mind mapping technique because this is the prominent method which is investigated thus it is selected, manipulated, and measured by the researcher (Hatch and Farhady, 1982, p. 15)

2. The dependent variable is students‟ reading score that is observed and measured to determine the effect of the independent variable (Hatch and Farhady, 1982, p. 15).

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Trinne Anggita Ayu Putri, 2014

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

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

3.2 Hypothesis

According to Hatch and Farhady (1982, p. 86) hypothesis means a tentative statement about the outcomes of the research. It indicates that question must answered by doing experimental. In line with the concept of hypothesis mentioned above, the writer would like to propose two hypotheses as follows: H0: there is no significant difference in means between control and experimental

group.

HA: there is a significant difference between control and experimental group. If the result of the test shows that teaching reading comprehension using mind mapping technique does not improve students‟ reading ability, it means hypothesis null (H0) accepted. However, if the result of the test shows that teaching reading comprehension using mind mapping technique improve students‟ reading comprehension ability, it means hypothesis null (H0) rejected and hypothesis alternative (HA) accepted.

3.3 Population and Sample

3.3.1 Population

Population is a whole research subject. Population is generalization area which consists of object/subject which has certain quantity and characteristic which is determined by researcher to study and then take summary (Arikunto, 2010, p. 173). The population of this study was the tenth grades students at one of Vocational High School in Bandung, enlisted in academic year 2013/2014.

3.3.2 Sample

Sample is a part of population (Arikunto, 2010, p. 173). In this research the writer just involved 35 students from two classes as the sample of the research. Class X AP 2 is taken as the experimental group and class X AP 3 is chosen as the control group.

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Trinne Anggita Ayu Putri, 2014

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

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

The consideration is based on Hatch and Farhady (1982) statement who stated that “the total 30 students were chosen since it was the smallest size required to get sample normally distributed” (p. 98). Moreover, the consideration of taking smallest size sample is to avoid some students who suddenly absent when they get the treatment sessions or even in the pre-test and post-test. Hence, the number of the sample was 70 students from both classes.

However, the sample was chosen nonrandomized because it is the policy of the school that only allows two classes are used as research subjects. This is one of the limitations in this study, thus the researcher expects other researcher to consider the sample by using random sampling techniques in further research.

3.4 Data collection

In order to obtain the data, this research use two instruments, namely reading test (Pre-test and Post-test) and questionnaire.

3.4.1 Reading test (pretest and posttest)

In order to measure students' reading ability in form of score, the writer conduct reading test. It is conduct to expose the effectiveness of mind mapping technique to improve students‟ reading ability. The reading test include pre-test and post-test. Pre-test is employed to both groups as the first step of study to know students‟ reading comprehension ability and to find out that both groups have the same capability of English before they receive the treatment. Furthermore, post-test is employed at the end of the study to measure the students‟ reading comprehension after the treatment. This is intended to find the differences between students‟ score of both groups.

The reading test was carried out to 70 students as experimental and control groups. The students should finish the test in 45 minutes. This test used the different reading texts in pre-test and post-test. The test was in form of 20 items

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Trinne Anggita Ayu Putri, 2014

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

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

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

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

Table 3.1

Barrett’s Taxonomy Reading Comprehension

There are only four levels which appear in pretest and three levels which appear in posttest. Indeed, the three major levels of Barrett‟s Taxonomy Reading Comprehension (literal comprehension, reorganization and inferential comprehension) are the most common type of question on tests (Teacher Link, www.mgu.ac.jp/~ic/helgesen/marc.article1.htm). The questions of pretest and posttest can be seen in Appendix 3.

The Barrett’s Taxonomy Item Number

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

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

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

2) Reorganization 8 1,

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

4) Evaluation 4, 19 -

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

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3.4.2 Questionnaire

Besides test, the writer use questionnaire to know the students‟ impression and response about the use of mind mapping to improve their reading comprehension ability in the classroom. Close-ended questionnaire is used in the study in order to provide consistency of response across the students and generally easier to use and analyze related to the objectives of the study (Nunan, 1992).

In constructing each question in the questionnaire, it is important to determine the data that should be gathered related to the objective of the study (Nunan, 1992). Thus the questionnaire items were divided into three general aspects, based on general perception on their skill of reading before treatment is conducted, based on general idea on the students‟ skill after the treatment is conducted and based on general ideas on their perceptions towards the use of mind mapping.

The question consists of ten items. Those questions were only given to experimental group after the students finish their post-test. There were 35 respondents involved in the questionnaire session.

3.5 Research Procedure

3.5.1 Lesson planning

There were some lesson plans that are used in experimental and control group during the treatments. Those lesson plans were designed for five meeting. The first and the last meeting were allocated for pre-test and post-test, while the rest of five meetings were allocated for the treatment season. Furthermore, the researcher also managed the teaching procedure by measuring time allotment, students‟ condition, and availability of facility. The lesson plan is presented in Appendix 1.

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Trinne Anggita Ayu Putri, 2014

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

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3.5.2 Administering a pilot test

Pilot test was intended to measure the validity, reliability and testing the difficulty level of the instrument. It was conducted before pre-test and post-test. It was conducted as reflection in making some reflections or changes in the test instrument. The pilot test was given to the students in similar level which are not included in control and experimental group. The test consist of 50 multiple choice items that were administered to 40 students. The result of the try out is presented in Appendix 2.

3.5.3 Conducting treatment

In this study, treatment was implemented only in the experimental class by applying mind mapping technique in teaching and learning process. Whereas, in control group, teaching and learning process was not applied mind mapping technique as a treatment. However, both of group were in similar condition. The treatments were conducted in five meetings.

The treatment schedule was set to make the experiment run well. The materials, themes and lesson plans were also set to follow the material schedule of the school. The details of the treatment activity are shown in the following table:

Table 3.2 Schedule of the Study

No Experimental group Control group

Date Material/Theme Date Material/Theme

1. 18th October 2013

Pre-test 18th October 2013

Pre-test

2. 19th October 2013

Treatment 1: Overview how to make a good mind

mapping

19th October 2013

Present tense

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2013 Jessica, My Friend 2013 4. 2nd November

2013

Treatment 3: Biography of Barack Obama

2nd November 2013

Biography of Barack Obama

(Past tense) 5. 9th November

2013

Treatment 4: Biography of Zayn

Malik

9th November 2013

Biography of Zayn Malik (Past tense) 6. 16th November

2013

Treatment 5: Biography of your Idol (depending on the student‟s idol)

16th November 2013

Past Tense review

7. 23rd November 2013

Post-test and Questionnaire

23rd November 2013

Post-test

Mind mapping is used to teach experimental group. The treatment is conducted for five meetings. Every meeting consisted of 2 x 45 minutes. The material presented is about of someone‟s identity and biography.

Treatment 1

In the first meeting, the teacher introduced students with the mind mapping technique. Since building knowledge or preparation is the first stage of teaching (Cooper, 1990). In this stage, the teacher should build up students‟ background knowledge about mind mapping, thus, the teacher tells students what mind mapping is and how to implement mind mapping in reading comprehension. The teacher gave students a simple text and shows how to make mind mapping from the text. In the end of the meeting, the students were given some questions about the text they have learned. In order to know more detail see lesson plan in Appendix 1.

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

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Treatment 2

In second meeting, students should be able to implement the previous lesson on how to read a text using mind mapping. They were required to apply the steps of making mind mapping based on the text they have read. Hence, first, the teacher gave students a text about someone‟s identity entitle “Jessica, My Friend”. Students should read text carefully and make mind mapping based on the text. In this meeting, the students were guided by the teacher in making mind mapping. Teacher gave some keywords to be applied in their mind mapping. After that, the students continued to write important information from the text into their mind mapping. At the end of the meeting, students answer some questions related to the text. In order to know more detail see lesson plan in Appendix 1.

Treatment 3

In third meeting, the level of the text was increased as scaffolding strategy (Alber, 2014). The students are given a longer text about biography of Barack Obama. Before they read a text, they should answer some questions that contain of vocabulary in order to help them in reading a text. After that, they read text carefully and make mind mapping based on the text. In this meeting the students are not guided by teacher in making mind mapping. They are free to be creative to make mind mapping with colors and pictures (Buzan, 2006). In the end of meeting, students have to complete a cross puzzle which contain of some questions related to the text. In order to know more detail see lesson plan in Appendix 1.

Treatment 4

In fourth meeting, the students are given biography text of Zayn Malik, a member of boy band One Directions. Before they read the text, they pay attention to vocabularies in the box. Those help them in understanding the text and also they are ready to tackle the challenging text (Alber, 2014). After students

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

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understanding all vocabularies in the box, they start to read the text carefully. As usual, they should make mind mapping based on the text they have read. They are free to be creative to make mind mapping with colors and pictures. After that, students have to answer the questions related to the text. In the end of the meeting the students get assignment as a home work that is finding biography text about their idol in the internet or magazine. The text will be used for the material at the last meeting. In order to know more detail see lesson plan in Appendix 1.

Treatment 5

The fifth meeting is the last meeting in which the students should apply the mind mapping technique in reading comprehension based on what they have learned individually. In this meeting the students bring a biography text about their idol. Teacher asks them one by one about their idol. After that, teacher reminds them about how to make a good mind mapping. Teacher also gives some keywords of what should students write in their mind mapping. They ask to make mind mapping based on their text. In the end of the meeting they should present and explain their mind mapping of their idol in front of class, while other students pay attention and may give a question or comment. In order to know more detail see lesson plan in Appendix 1.

To clarify the teaching and learning process in experimental group, following is the steps of teaching and learning process by using mind mapping:

Table 3.3

Steps of Teaching and Learning Process

Teacher Activities Students Activities

1) Pre-activity

- Teacher greats students

-Teacher and students pray together -Teacher checks students‟ attendance

1) Pre-activity

- Students great teacher

- Students and teacher pray together -Students pay attention while teacher checks their attendance.

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-Brainstorming: Teacher shows picture of someone. (Do you know who is he/she? Who is he/she?)

- Students identify picture of someone

2) Main activity ~Exploration

- Teacher asks students some information about someone in the picture. (E.g. who is his/her name? Where is he/she come from? What is her/his profession? Etc.)

- While students give their opinion, the teacher writes it on the board in form of mind mapping

- Teacher gives students biography text of public figure (based on topic in every meeting)

~Elaboration

- Teacher asks students to identify the text (the topic, vocabulary, tenses, etc)

- Teacher asks students to read the text carefully

- Teacher asks students to make mind mapping based on text (in the first and second meeting teacher guides students in making mind mapping)

2) Main activity ~Exploration

- Students give opinion about their prior knowledge about someone in the picture

- Students receive biography text of a public figure

~Elaboration

- Students identify text before reading the text.

- Students read the text carefully

- Students prepare to make mind mapping based on the text they have read

-Students make mind mapping of the text. They are allowed to use

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~Confirmation

- Teacher asks some students to present their mind mapping.

- Teacher gives some written questions based on the text to evaluate students‟ comprehending of the text.

picture, color and make their own creative mind mapping

~Confirmation

- Students present their mind mapping in front of class.

- Some students are allowed to give comments and appreciation of students‟ presentation.

- Students answer the question related to the text individually.

3) Last activity

- Teacher asks students what they have learned today.

- Teacher gives students follow up about next material.

3) Last activity

- Students and teacher together review the material that they have learned.

- Students get follow up from teacher.

3.5.4 Administering pretest and posttest

Pre-test and post-test was conducted in experimental and control group to know the score of students, whether or not mind mapping can improve students‟ reading comprehension ability. The pre-test was intended to measure the students‟ comprehension in reading before they get treatment. After series of treatments were conducted, test was also administered to the both of group. The post-test was intended to know students‟ comprehension in reading after they got treatment.

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3.5.5 Administering questionnaires

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

3.6 Data Analysis

3.6.1 Scoring procedure

The instrument used in the research was in the form of multiple-choice questions. The data were collected by using research instrument. After the data were collected, and then the data analysed by using scoring technique. According to Arikunto (2002) there are two kinds of formula can be used to process the multiple choice item data, the formula with punishment and without punishment. This study used the formula without punishment. The formula is stated as follows:

S : Score

R : Right answer

3.6.2 Analysis of data from the pilot test

This pilot test was administered to check validity, reliability, and testing the difficulty level of the instrument. It was conducted before doing pre-test and post test. Forty multiple choices questions were tested to the students out of sample. The valid and reliable items are used as pre-test and post-test.

3.6.2.1 Analysis of the validity

Validity is measurements which show the validity level of quality level of instrument (Arikunto, 2002). The data are calculated using Anates V4.

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Table 3.4

Category of Coefficient Correlation of Validity Raw Score Interpretation

0.80-1.00 Very high

0.60-0.80 High

0.40-0.60 Moderate

0.20-0.40 Low

0.00-0.20 Very low

(Arikunto, 2002)

3.6.2.2 Analysis of the reliability

According to Hatch and Farhady (1982), reliability is the extent to which a test procedure reveals a consistent result when administered under similar condition. This study used Anates V4 to reveal the item‟s reliability. It is used to assure whether or not the test is reliable to be used in pre-test and post-test. The test item is reliable if the raw score are 0.40-0.70. The following is shown the criteria of reliability:

Table 3.5

Category of Coefficient Correlation of Reliability Coefficient

Correlation

Interpretation

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0.20-0.40 Moderate

0.40-0.70 High

Above 0.70 Very high

(Arikunto, 2002)

3.6.2.3 Analysis of the difficulty level

According to Arikunto (2006) difficulty level is used to measure how far the test items are relevant with the participants‟ ability. Arikunto (2010) also states that the difficulty test analysis which a good item should not to be too difficult or too easy. It can be analyzed by using difficulty index, as follows:

Where:

P = Index of difficulty

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

Furthermore, difficulty level gained from the test results were interpreted using the classification of difficulty level as follows:

Table 3.6

Difficulty Test Item Interpretation Index of Difficulty Difficulty Degree

0.00-0.30 Difficult

0.30-0.70 Moderate

0.70-1.00 Easy

(Arikunto, 2006) 3.6.2.3 Analysis of the discrimination index

Discrimination index is used to indicate how far a single test item can distinguish the upper group from the lower group of class (Arikunto, 2006)

P = B

JS

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Table 3.7

Criteria of Discrimination Index Discrimination index Interpretation

00.00-0.020 Poor

0.20-0.40 Moderate

0.40-0.70 Good

0.70-1.00 Excellent

(Arikunto, 2006) The table shows the criteria of discrimination index which differ the upper and lower group.

3.6.3 Analysis of the data from pretest and posteset

The data gather from both of pretest and posttest was analyzed by using SPSS 20.0 for window. There are four steps in analyzing the data, normality test, homogeneity test, independent t-test, and effect size.

3.6.3.1 Analysis of the normality distribution test

Normality distribution aims to investigate whether or not the distribution of pretest and posttest score in two groups are normally distributed. It is calculated before t-test. The statistical calculation of normally test use Kolomogrove-Simirnov. The following are the steps:

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

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

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

2. Analyzing the normality distribution with One-Sample Kolomogrove-Simirnov test in SPSS 20.0 for Windows.

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3. Comparing the Asymp.sig with the level of significance for testing the hypothesis. If the Asymp.sig is more than the level of significance (Asymp.sig > 0.05), the null hypothesis is not rejected and the distribution of data is normal. Hence, if the Asymp.sig is less than the level of significance (Asymp.sig < 0.05), the null hypothesis is rejected and the data is not normally distributed.

3.6.3.2 Analysis of the homogeneity of variance test

According to Arikunto (2010) homogeneity of the variance is one of requirements that should be fulfilled by experimental group and control group. It is used to check whether the experimental and the control group postest score were homogenous or not. The following are the steps of analyzing of variance by using Levene test in SPSS 20 for window:

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

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

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

3. Comparing the Asymp.sig with the level of significance for testing the hypothesis. If the Asymp.sig is more than the level of significance (Asymp.sig > 0.05), the null hypothesis is not rejected and the variance of data are homogeneous. However, if the Asymp.sig is less than the level of significance (Asymp.sig < 0.05), the null hypothesis is rejected and the variance are not homogeneous.

3.6.3.3 Analysis of the independent t-test

As Kranzler and Moursund (1999, p. 90) state that t-test for independent is “to reflect a significant difference between the two groups under comparison”. Further, Arikunto (2010) states that independent t-test is used to seek the

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

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

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

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

3. If the t obtain value is less than to t critical value at the level significance 0.05 (two-tailed), the null hypothesis (H0) is not rejected, and it can be concluded that there is no significant difference in means between control and experimental group. If t obtain value is more than or equal to t critical value at the level significance 0.05 (two-tailed), the null hypothesis is rejected, and it means that there is significance difference in means between control and experimental group.

3.6.3.4 Analysis of the effect size

Effect Size is calculated to investigate how important the effect of the independent variable in practical terms. It means that effect size is a way to consider how well the treatment works if there is a large different between the two group‟s means. If the treatment worked well then there will be a large effect size. The formula of effect size as follows:

Where:

r = effect size

t = tobt or t value from the calculation of the independent t-test df = N1+ N2 – 2

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After the value of r has been obtained, the scores are matched with the following scale to interpret the effect size.

Table 3.8 Effect Size

Effect size r Value

Small 0.100

Moderate 0.243

Large 0.371

(Arikunto, 2010)

3.6.4 Analysis of the data from questionnaire

The researcher uses questionnaire to clarify the information and explain the data focusing the research question about what are the students‟ response toward the use of mind mapping in learning process to improve their reading comprehension ability.

In analyzing the data of the questionnaires, the answers of students on the questionnaires are categorized into three major findings, that are the students‟ responses based on general perception on their skill of reading before treatment was conducted, based on general idea on the students‟ skill after the treatment was conducted, and based on general ideas on their perceptions towards the use of mind mapping. Then three major points are also elaborated based on students answers of the questionnaires.

In the end, the researcher is interpreting the data to reveal the points which have been categorized. The finding of students‟ answers on the questionnaires are calculated and depicted in the chart.

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Table 3.9

Criteria Percentage of Respondent Percentage of

respondent

Criteria

1-25% Small number of students 26%-49% Nearly half of students

50% Half of students

51%-75% More than half of students 76%-99% Almost of students

100% All of students

The formula of percentage is used to analyze the questionnaires. The data are interpreted based on the frequency of the students‟ answers. The formula describes as follows:

Where:

P = percentage

F = amount of each response for certain question N = amount of all response for certain question

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of the study and suggestion for future research in the related topic. The conclusions of the study are based in the findings and the discussions in the previous chapter.

5.1Conclusion

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

Based on research findings and the discussion, it can be concluded that mind mapping technique is effective in improving students’ reading scores. The result of independent t-test on posttest shows that there is a significant different between the posttest means of the experimental group and those who are in the control group after the treatment. The results find that t obtain value (2.162) is higher than t critical value (1.996) at the level significance 0.05 (two-tailed) which indicated that the null hypothesis is rejected. It means that the treatment is given to experimental is significant to improve students’ reading skill. In other words, mind mapping technique improves students’ scores in reading comprehension.

This result supports findings of previous researches which found that most of the students improved their reading ability after they used mind mapping technique during the treatment (Siriphanic & Laohawiriyano 2010). Puspita (2011) also found that mind mapping was effective in teaching reading descriptive text. It has successfully motivated the students to read the descriptive text in

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joyful way, because mind mapping is a visual diagram which contains the keywords and images, not sentences.

The result of the questionnaire shows that all the students (100%) say that they gain benefits in using mind mapping for reading comprehension. Almost all the students (97.1%) agree that mind mapping increase their reading comprehension. However there are 3% students disagree that mind mapping can improve their reading skill. Furthermore, 94.3% students agree that reading by using mind mapping make them easier to comprehend the text.

From the result of students’ responses toward mind mapping, it can be concluded that students are interested in using mind mapping because it gives them lot of benefits, such as improve their reading skill, help them to understand text easily, improve their learning and memory and stimulate their creative thinking. Since mind mapping is a visual diagram that displays images, pictures, symbols and simple keywords, students can memorize the content of the text

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

sentences (Puspita, 2011). Furthermore, using mind mapping also motivates them to learn because they are allowed to make their own mind mapping by put the symbol, picture and coloring it by themselves. That is why the students acknowledge that they have fun during the treatment.

In the other hand, based on observation of classroom activities during treatment, there is one disadvantage of mind mapping technique found. The students tend to spend much time to make an interesting mind mapping. They are competing to make a colorful mind mapping, so they need longer time to accomplish their mind mapping.

5.2Suggestions

The research findings have shown that mind mapping is effective to improve students’ score in reading comprehension. Thus, it is necessary to

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provide some suggestions regarding the effectiveness of mind mapping. The suggestions are addressed to English teachers and to future researchers.

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

characteristic to avoid students’ boredom. Third, the teachers should realize that some students may need a longer time, therefore the teachers have to prepare every instrument well and give clearly instruction before students make mind mapping. In addition, if it is needed, teacher can make a deal with the students about the time limitation.

Furthermore, the other researcher can use mind mapping for different population and sample. It has been revealed that mind mapping has significantly improved students’ reading comprehension ability. The further research can involve the students from different level such as junior high schools or event elementary schools since they have different characters with the students in high school level. Last but not least, since the participant in this research was chosen non-randomized, thus the researcher expects to other researcher to consider the participant by using random sampling techniques in further research.

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REFERENCES

Alber, R. (2014). Teacher leadership: 6 scaffolding strategies to use with your

students. [Online]. Retrieved from:

http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber [January 24, 2014].

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(1)

Trinne Anggita Ayu Putri, 2014

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

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

provide some suggestions regarding the effectiveness of mind mapping. The suggestions are addressed to English teachers and to future researchers.

In order to optimize the use of mind mapping, the teachers should pay attention to several points. First, the teachers should give the students clearly explanation about mind mapping in beginning of lesson. Starting to try to explain how to make a good mind mapping and the function of mind mapping in their learning process thus, the students understand how to use mind mapping from the text they read until they gain information that they need from the text. Second, the teachers should prepare the material that suitable with the students’ interest and characteristic to avoid students’ boredom. Third, the teachers should realize that some students may need a longer time, therefore the teachers have to prepare every instrument well and give clearly instruction before students make mind mapping. In addition, if it is needed, teacher can make a deal with the students about the time limitation.

(2)

Trinne Anggita Ayu Putri, 2014

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

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

REFERENCES

Alber, R. (2014). Teacher leadership: 6 scaffolding strategies to use with your

students. [Online]. Retrieved from:

http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber [January 24, 2014].

Alder, C. R. (2011). Seven strategies to teach students text comprehension.

[Online] Retrieved from: http://www.readingrockets.org/article/3479/ [April 19, 2013].