INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT AT THE FIRST GRADE STUDENTS OF SMAN 2 KOTA METRO

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INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT AT THE FIRST

GRADE STUDENTS OF SMAN 2 KOTA METRO By

RACHMA PATRIA

The objectives of this research are (1) to find out whether or not mind mapping technique can be used to increase students’ reading comprehension, and (2) to investigate the students’ respond after being taught through mind mapping technique. The population of this research was the first year of SMAN 2 Kota Metro. The treatments were given in three times in experimental class. Objective test was used as the instrument for data collection which was administered in pre-test and post-test. The data gained from this research were statically analyzed using repeated measure t-test through SPSS 16.00 for Windows.

The results show that students’ mean scores in the pre-test was 58.06 and post-test was 70.46, it could be seen that the students’ mean score of post-test increased about 12.4 point after being taught through mind mapping technique. The highest score of the pre-test was 86 and the highest score of post-test was increased to 90, in which the highest score gain was 4. The lowest score of the pre-test was 43 and the lowest score of the post-test was 50, in which the lowest score gain increased to 7. The results show that mind mapping technique was effective to increase the students’ reading comprehension of narrative text. The effectiveness could be seen from the computation which showed that t-value (7.050) was higher than t-table (2.045). The effectiveness was also supported by the students’ respond from the questionnaire. From the result, there were 96.6% students give positive respond toward mind mapping and 3.4% give negative respond. The students felt that mind mapping technique helped them understand the text easier, remember the information well, increase vocabulary, increase motivation, creativity and imagination. It could be concluded that the treatments can work well and can bring a significant effect in improving

INCREASING STUDENTS’ READING COMPREHENSION ABILITY THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT

AT THE FIRST GRADE STUDENTS OF SMAN 2 KOTA METRO

(A Script)

Rachma Patria 0913042071

Advisors:

1. Dr. Muhammad Sukirlan, M.A 2. Dra. Editha Gloria Simanjuntak

THE LANGUAGE AND ARTS DEPARTEMENT OF THE FACULTY OF TEACHER TRAINING AND EDUCATION

LAMPUNG UNIVERSITY LAMPUNG

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CURRICULUM VITAE

Rachma Patria was born on June 28th 1991 in Bandar Lampung, Lampung. She comes from a loveable family with three children and she is the second child of a wonderful couple, Harmanto and Poniyah. Her parents are civil servants. She has one beloved sister named Sulung Ariffiana and one beloved brother named Destrianto Padang Pamungkas.

After attending kindergarten at TK AISYAH in 1997, she continued his study at Elementary School of SD N 11 Kota Metro and graduated in 2003. She pursued her study at SMP N 3 Kota Metro and graduated in 2006. She continued at SMA Negeri 2 Kota Metro and graduated in 2009. Having graduated from senior high school she continued her study to the English Education Study Program, the Teacher Training and Education Faculty, Lampung University. In 2011 she joined UKMF KSS FKIP Unila, and she follows theatre show “Pementasan Panggung Perempuan se-Sumatera”. In 2011, she also taught in YAR Way Halim Bandar Lampung. In 2012, she was recommended as a secretary of UKMF KSS FKIP Unila. She accomplished her Social Appreciationship Training (KKN) at Purbolinggo, East Lampung from July to August 2012. She conducted Teaching Practice Program (PPL) at SDN 1 Tambah Luhur, Purbolinggo, East Lampung from July to September 2012.

vi MOTTO

Creativity comes in the middle of limitation. (Rahmad Saleh)

Keep your spirit till the end. (The Writer)

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DEDICATION

This script is proudly dedicated to:

 My beloved Father and Mother, Harmanto and Poniyah.

 My beloved Sister Sulung Ariffiana and Brother Destrianto Padang Pamungkas.

 UKMF KSS FKIP Lampung University.

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TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... ii

ADMITTED ... iii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT ... x

LIST OF TABLES ... xii

LIST OF GRAPHS ... xiii

LIST OF APPENDICES ... xiv

I. INTRODUCTION 1.1. Background of the Problem ... 1

1.2. Formulation of the Problem ... 5

1.3. Objectives of the Research ... 5

1.4. Uses of the Research ... 5

1.5. Scope of the Research ... 6

1.6. Definition of Terms ... 6

II. LITERATURE REVIEW 2.1. Concept of Reading Comprehension ... 8

2.2. The Purpose of Reading Comprehension ... 14

2.3. Teaching Reading Comprehension ... 15

2.4. Definition of Narrative ... 17

2.5. The Generic Structure of Narrative ... 18

2.6. Mind Mapping Technique ... 21

2.7. Teaching Reading Comprehension through Mind Mapping Technique ... 23

2.8. Advantages and Disadvantages of Mind Mapping Technique ... 24

2.9. Step of Teaching Reading through Mind Mapping Technique ... 26

2.10. The Procedure ... 27

2.11. Theoretical Assumption ... 29

2.12. The Hypothesis ... 30

III. RESEARCH METHODS 3.1. Research Design ... 31

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3.6. Procedures of Collecting Data ... 36

3.7. Criteria of Good Test ... 38

3.7.1. Validity ... 38

3.7.2. Reliability ... 40

3.7.3. Level of Difficulty... 41

3.7.4. Discrimination Power of the Test ... 42

3.7.5. Scoring System ... 43

3.8. Data Analysis ... 43

3.9. Data Treatment ... 44

3.10. Hypothetical Testing ... 44

IV. RESULTS AND DISCUSSION 4.1. Result Reading Test of the Research ... 45

4.1.1 Result of Tryout Test ... 46

4.1.2 Result of Pre-Test ... 47

4.1.3 Result of Post-Test ... 48

4.1.4 Result of Reading Comprehension Achievement ... 49

4.2. The Improvement of Students’ Reading Comprehension ... 55

4.3. Result of Questionnaire ... 57

4.4. Discussion and Findings ... 60

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 63

5.2. Suggestions ... 64

REFERENCES APPENDICES

I. INTRODUCTION

This chapter illustrated the reason of choosing the topic; why the research would be conducted. It also covers formulation of problem, objectives of the research, uses of the research, scopes of the research, and definition of term; clarified as the followings.

1.1 Background of the problem

Realizing that English played a very important role in the world of communication, the Indonesian Government has declared English as the first foreign language. Since English as a foreign language, English teachers had to use appropriate materials to develop students’ language skills namely; listening, speaking, reading, writing, and the aspects of language as well such as vocabulary and structure. One of the language skills that was very important to be developed was reading skill.

Reading always had a purpose. It was something that we did everyday, it was an integral part of our daily lives, took very much for granted and generally assumed to be something that everyone could do. The reason for reading depends on the purpose of reading. For examples, an advertisement (e.g. job vacancy), the readers

wanted to know and get the information about a job. Reading news paper articles, the readers wanted to know about news.

To be able to read effectively and efficiently, the readers should have particular purposes in their mind before they interact with the texts. For that reason, they knew what they had to do with the text.

Based on the researcher’s pre-observasion at SMAN 2 Kota Metro, it was found that the students were still confused in determining mind idea of the text. From the teacher’s information in that school, it was reported that most of students still had problems in comprehending the text. The achievement of student’s reading comprehension was still under the KKM, there are 60-65. Based on the guideline of school-Based Curriculum (KTSP 2006) the KKM for English subject is 70, but many students got under the KKM and they had difficulties to comprehending the English text. One of the problem might be that the students feel bored because the technique used by the teacher was monotonus. It wass necessary for English teacher to make reading materials more interesting and motivating so that the students could progress in reading.

To solve the problems in comprehending the text, the researcher tried to apply the technique that might be effective to increase the students’ reading ability. There were many ways and techniques to increase students’ reading skill, one of them was using mind mapping. Mind mapping was the ideal tool for learning (Buzan, 1993) because it was easy to use and engage students in the process of

learning (Careyus, 2000). This involved combinations of images, colors and visual spatial arrangements for expressing related ideas and complex problems in a simple way (Marguiles, 1991) which could be used by students different age groups (Careyus, 2000).

Teaching skill by using mind mapping actually was not a new issue in English language. Mind mapping technique had been applied in many studies. Bekti (2009) suggested that mind mapping technique was appropriate to improve students’ reading comprehension on a group of vocational school students. Furthermore, Asmiaty (2001) also stated that mind mapping was good to train students’ reading comprehension because it helped the students easier to understand the story and make them more creative and imaginative in drawing pictures and symbols. Additionally, Moi & Lian (2007) proved that mind mapping helped the pupils showed better understanding of text passage as they were able to see the relationship of the content visually and search for keywords in an answer to question.

Based on the purpose of reading above, there were many texts that could be used to teach reading comprehension, for examples were narrative, descriptive, news items, recount and others. In this research the researcher used narrative text to develop the student’s reading ability. Sofyan (1999: 86) stated that narrative was a story which was connected with events based on the plot. Teachers commonly used narrative text because the narrative text was a story of human experience. For many students, interesting literature text could provide a key to motivate them

in studying English. By studying literature materials the students would have a wide range of vocabulary and develop four language skills (i.e. reading, writing, speaking, and listening). While feeling entertaining by this interesting material, the students simultaneously could understand the narrative text. In this way it was easier to know the meaning of the words of a presented.

Students would be interested and motivated with the subject if the teacher could arrange the materials more interesting, such as by adding a pictures in the reading text and making more colorful. Therefore, teacher’s duty was not only to explain the materials, or select suitable material but also to guide, advice, support, and motivate the students whenever they needed it. In order to improve students’ reading comprehension, the teacher should choose suitable technique and concern with students’ obstacles and difficulties in learning reading.

Referring to the explanations above, this research was aimed to investigate the effectiveness of mind mapping technique to increase students’ ability in reading narrative text. As the reason, nowadays, students of junior and senior high school in Indonesia often faced genre in their language class, especially English. In details, this research entitled “Increasing Students’ Reading Comprehension through Mind Mapping Technique from Narrative Text at The First Grade Students of SMA N 2 Kota Metro”

1.2 Formulation of the Problem

In line with the background of the study described in previous pages, the researcher formulated the problem as follow:

1. Can mind mapping technique be used to increase students’ reading

comprehension ability?

2. What are the students’ respond toward mind mapping technique?

1.3 Objectives of the Research

In relation to the formulation of the problem, the objectives of this classroom action research were:

1) To find out whether or not using mind mapping technique can increase students’ reading comprehension ability.

2) To know the students’ respond toward mind mapping technique.

1.4Uses of the Research

This research was useful both practically and theoretically. The use of this research were:

1. Theoritically, to verify previous theories dealing with mind mapping technique.

1.1To be consideration for English teacher to apply mind mapping technique in teacing reading comprehension in their classroom.

1.2To encourage students’ awareness of identifying the specific information in various types of reading texts through mind mapping technique.

1.3To motivate the students in identifying narrative text using mind mapping technique.

1.5 Scope of the Research

This research was quantitative researh. It was conducted at SMAN 2 Kota Metro. The researcher took one class as the subject in SMAN 2 Kota Metro. There were six classes of the first grade in SMAN 2 Kota Metro. The researcher took the class randomly by lottery and the class was academic year 2012/2013 that consists of 30 students. This research focused on students’ reading comprehension through mind mapping technique from narrative text. And the students reading achivement was measured by a set of pre test and post test in form of multiple choices and the researcher also using questionnaire to know students’ response toward mind mapping technique after being thought by using mind mapping technique.

1.6Definition of Terms

Some terms were defined in order to give basic understanding of the related variables and concepts. These were stated below:

Reading

It refered to an active process which involves readers, material of reading and the

readers’ previous knowledge in order to get meaning of the text they read. (Alyousef, 2005; Nuttal, 1996)

Reading comprehension

It refered to a process in which readers used their formal schemata (rhetorical structure of language knowledge) and content schema (background knowledge of context) in order to get meaning of printed symbol. Simanjuntak (1988)

Mind mapping

It refered to a natural organizational structure that radiated from the center and use lines, symbols, words, colors and images. Margulies (1991).

Narrative text

It refered to as a story based on the plot, with the plot consisting of events, person, and conflict. Events told about what happens in the story; person told about the character(s) that was involved in the story; and conflict told about the problem that needed to be resolved. Marhamin (1999: 96)

II. LITERATURE REVIEW

This chapter discussed some theories which were relevant to the study. These theories were used as the basis in analyzing the problem of the research. Clearly, there were some theories that would be described in the framework. They included the concept of reading comprehension, purpose of reading comprehension, and teaching reading comprehension. In addition, this chapter discussed the narrative text. Moreover, this chapter also explained about mind mapping, advantages and disadvantages of mind mapping, step of teaching reading through mind mapping, procedure of teaching reading using mind mapping, using mind mapping in teaching reading comprehension and the theoretical assumption. Last, this chapter explained about the hypothesis.

2.1 Concept of Reading Comprehension

Reading comprehension means that a reader acquires from reading. It is highly related to the conceptual background of the reader. In reading process, a reader utilizes vision, perception, comprehension, and reaction (Brown, 1982: 6). Reading Comprehension is a process in which readers use their formal schemata (rhetorical structure of language knowledge) and content schema (background

knowledge of context) in order to get meaning of printed symbol. Simanjuntak (1988)

Nuttal (1982: 42) defines reading as the meaningful interpretation of printed or written verbal symbols. Other linguists, Finichiaro and Bonomo (1973: 199) print out that reading is bringing and getting meaning from the printend or written materials. Joycey (2006: 2) says that reading is an active skill, where the reader interacts with the text, and to some extent the writer. Smith (1982: 5-6) argues that reading certainly implies comprehension, and reading is something that makes sense to the reader.” The readers try to understand and get the meaning and the information in the written texts in form of symbols, letters, graphs, etc. Thus they grasp the writers’ messages from the texts.

Reading is a construct process of guessing (Grellet, 1985; 81: 7); Reading is an active process of deriving meaning (Goodman, 1976, Smith, 1978). Mackey (1979: 15) states that reading is an active process because it involves an interaction between thought and language. Reading as an active skill, where the reader interacts with the text, and to some entent the writer. It means if a reader finds a reading passage is interesting, his/her mind is fully engaged in trying to understand the reading.

In addition, Howart (2006: 1) cites that reading is , of course, just as communicative as any other form of language. It means that in reading there is an interaction between the writer and the readers through the texts. The writer tries to

encode the messages to the readers. Then the readers try to decode the messages that sent by the writer.

Rubin (1993: 194) stated that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there will be no reading comprehension; without reading comprehension, there will be no reading.

From the statements above, it can be infered that reading need comprehension. According to Doyle (2004) comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attach meaning to an entire reading selection. All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text.

However, there are several elements of reading that should be considered. Brown (1983: 32) discussed four elements in reading comprehension. The four elements mainly deal with vocabulary; the specific information, the main idea, and the ability to infer or imply the ability to gain meaning that are not explicity stated in the context of reading materials.

Based on Bender (1992), reading comprehension is divided into three levels of skills, they are literal reading, interpretive reading, and applied reading, each of these skills could be explained as follows:

1) Literal Reading

As described by Bender (1992) literal comprehension is the first level of comprehension. It is the simplest form of locating information in the texts because the information is stated directly (Berry, 2005). The surface questions or explicit questions is appropriate for all grades (Bender, 1992) because it’s easy and doesn’t require any heavy thinking (Carnine, Silbert and Kameenui, 1997).

According to Berry (2005), at the literal level, the readers are looking at what was written by an author at “face value” and answering specific questions about the major elements in a story through memorizing and surface understanding. The readers would not have to understand the true meaning of a paragraph (Bender, 1992) because the questions in literal comprehension just examine how well the readers can identify and understand information that is directly stated in a text (Berry, 2005).

Tests in this category are objective tests dealing with true/false, names, dates, locations, definitions, (Bender, 1992) main ideas, details, causes, effects and sequences (Berry, 2005). The common questions used to illicit this type are who, what, when, and where questions (Bender, 1992).

It can be concluded that the literal comprehension questions test the readers’ ability to think within the text and consider what has been literally and explicitly stated. There is no hidden meaning so the reader can take what is presented at face levels.

2) Interpretive Reading

The second level of reading comprehension is the interpretive level (Bender, 1992). According to Berry (2005), interpretive can be described as what is implied, rather than what is actually stated. At this level, the readers are attempting to understand what the author meant in the story, paragraph or textbook (Berry, 2005) by drawing inferences and reading between the lines (Bender, 1992). In line with that, as described by Carnine, Silbert & Kameenui (1997) to read at an interpretive level, the readers must first understand the material (the facts) at the literal level and then draw conclusion from those facts. This requires some independent thinking on the part of the reader.

Based on Berry (2005), interpretive level can be said as a high level of thinking ability because the question in the category of interpretation are recorded with answer that are not directly stated in the text but are suggested or implied.

The implicit or inferential questions is appropriate for all grades (Bender, 1992) but, younger students' answers will be less comprehensive because they have not been taught to think independently (Carnine, Silbert & Kameenui, 1997). Bender (1992) states that the tests in this category are subjective and the types of questions asked are open-ended through the questions like why, what if, and how. On tests, interpretive questions usually present a piece of knowledge and then ask the reader to draw a conclusion or make an inference so the

readers cannot pull the correct answer word to word from the text (Berry, 2005).

It can be concluded that interpretive reading often hidden throughout the text and requires the use of inference and understanding the relationship between events and characters or causes and consequences.

3) Applied Reading

According to Bender (1992), the third level of reading comprehension is applied reading. Applied can be described as taking what was said (literal), what was meant by what was said (interpretive), and extend (apply) the concepts or ideas beyond the situation through analyzing, synthesizing, and applying (Berry, 2005).

Applied comprehension is a higher and more complex level that involves critical analysis which requires readers to be critical, identify authors' points of view and attitudes, identify and consider the authority of texts and their messages, and infer motives of characters and themes (Carnine, Silbert and Kameenui, 1997). This very implicit questions may not be appropriate for earlier grades (Berry, 2005) because this level requires the readers to analyzing or synthesizing information, applying it to other information (Carnine, Silbert and Kameenui, 1997), combining ideas, drawing conclusions, interpreting and evaluating information (Bender, 1992). So, based on Bender (1992), to understand and interpret relationships and ideas in texts that are not stated or found in the words requires greater background knowledge of the reader.

It can be inferred that applied reading questions test the readers’ ability to comprehend the text with deeply understanding to get implied meaning of the text. The readers need to infer or deduce the meaning from what they know and the messages in the text.

2.2 The Purpose of Reading Comprehension

Reading is an activity with a purpose. According to Brown (2001: 306), “efficient reading consists of clearly identifying the purpose in reading something.” By doing so, the readers know what they are looking for. There are eight purposes of reading which is suggested by some experts:

(1) Reading for main ideas is to find the main ideas of the text thus a reader can make a conclusion whether it is a good topic or not. The readers typically scan the text for specific information or specific words (Tarigan, 1979:9 & Brown, 2001).

(2) Reading to learn typically occurs in academic context in which a person need to learn a considerable amount of information from a text (Brown, 2001). (3) Reading to integrate information requires additional decisions about the

relative importance of complementary from multiple sources. In this case, reading to write and reading to critique text may be task variants of reading to integrate information (Brown, 2001).

(4) Reading for inference is the ability to understand information in a text and to build an understanding of what the author of the story wants to convey

through the story then, interpret it correctly (Tarigan, 1979:9 & Brown, 2001).

(5) Reading for detail facts is to find what a character is, what s/he has done, what happened to her/him (Tarigan, 1979:9).

(6) Reading for sequence or organization, the reader tries to find the sequence happening in a story (Tarigan, 1979:9).

(7) Reading for classify means the reader classifies a part of a story (Tarigan, 1979:9).

(8) Reading for pleasure means a reader reads a text generally for pleasure (or at least feel comfortable with) information and general understanding (Nuttal, 1996: 31).

Regarding the theories above, it can be inferred that all of the purposes of reading have their own significance. Since the focus of each purpose is different, the process of reading will be different.

2.3 Teaching Reading Comprehension

Hedge (2003) stated that any reading component of an English language teaching may include a set of learning goals for:

 The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom.

 Building a knowledge of language which will facilitate reading ability.

 Building schematic knowledge.

 Developing an awareness of the structure of written texts in English.

 Taking a critical stance to the contents of the texts.

It is important to build up students’ ability to adapt the reading technique according to reading purpose (i.e. mind mapping technique) as goal in teaching reading.

Alyousef (2005: 143) says that in teaching reading, contemporary reading tasks, unlike the traditional materilas, involve three-phase procedures: pre-, while-, and post- reading stages. The pre-reading stage helps in activating the relevant schema. For example, teacher can ask students some questions that arouse their interest while priviewing the text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning comprehension using matching exercises, close exercises, cut-up sentences, and comprehension questions.

The aim of teaching reading is to develop students’ skill so that they can read the texts effectively and efficiently. To be able to do so the readers should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the purpose of the activity. Then the purpose of reading is implemented into the development of different reading techniques: mind mapping, skimming, scanning. These can be real when the students read and interact with a various types of texts.

In short, in teaching reading the teacher should provide technique to the students to anticipate different type of reading texts. Therefore, reading technique should be matched with reading purpose to read efficiently and effectively. As Suparman (2005: 1) stated that there are two major reasons for reading (1) reading for pleasure; (2) reading for information (in order to find out something or in order to do something with the information readers get). To apply mind mapping as the technique in teaching reading means the students can get the main idea of text easier and specific information quickly by the keywords.

The researcher assumes that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension. They used reading teachnique to make their reading effective and efficient. Mind mapping as one of reading technique may possible to be applied by Senior High School students in their reading various types of text (narative, descriptive, and fairy tale texts).

2.4 Definition of Narrative

Anderson and Anderson (1997:8) affirm that “a narrative is a piece of text which tells a story to inform and entertain the reader and listener”. In addition, Gerrot and Wignel (1994: 204) argue that “narrative deals with the action of the characters or problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution”.

the audience think about an issue, teach them a lesson, or excite their emotions. Feez and Joyce (2000 cited in Suharti 2006) state that “narrative text is aimed to tell stories which are about a person or a group of people overcoming problems, show how people react and experiences, explore social and cultural value, and entertain an audience”.

There are some kinds of narrative text. According to Anderson and Anderson, (1997:18) & Derewianka, (2004:40) state that there are many different types of narrative, those are: humor, romance, crime, legend, myth, fable, real-life fiction, historical fiction, mystery, fantasy, science fiction, diary-novels, and adventure.

Based on kinds of narrative above, the researcher utilized romance, legend, myth, fable, and adventure story because they were suitable with students’ basic knowledge.

2.5 The Generic Structures and the Language Features of Narrative

There are five phases in the generic structures of narrative. According to Anderson and Anderson, (2003:8) & Feeze and Joyce, (1998, 2000; cited in Suharti 2006) the stages of narrative are as follows:

1. Orientation: introduces the characters and tells the reader something about them; tells the reader when, where, who, what, and why; gives a hint about the problem which the characters will encounter.

something happens that the characters do not expect.

3. Evaluation which is usually attached to the complication or woven into it; is where the story teller comments in the event and in his way gives significance to them; makes the reader are about what happens to the characters; shows the action down and creates suspense which makes the reader want to find out what happen next (optional).

4. Resolution which is where the problems is solved

5. Coda which rounds off the story with short comments on what happened or with a comment about the future lives of characters many fairy tales have a coda such as and they lived happily ever after (optional).

Meanwhile, Anderson & Anderson, (2003:8) and Derewianka (2004:42) argues that the language features of narrative cover specific character, normally use simple past tense, time words that connect the actions that occur in the story, use connectivity many linking words to do with time, descriptive words to portray the characters and setting, and dialogues often included.

In addition, Lingzu (2009) also argues that the language features of a narrative text are including many actions verbs, descriptive language that creating images in the readers’ mind, and can be written in the first person, second person or third person point of view. Besides, Gerrot and Wignell (1994:204, cited in Rahayu 2009) state that the language features of a narrative text are specific often individual participants with defined identities, material process to show what happened and what someone do or what is done, relational process to identify something or to assign a quality of something, mental process as a

process of sensing, temporal conjunction and temporal circumstances that describe time and place, and it also use simple past tense.

Based on the generic and the language features of narrative above, the researcher only identified who (actors/actress), what (happen with the actors/actress), when, where (setting of story; times and places) and why of the story. Then, identified the language features of the text, especially in term of the used of simple past in story.

The example of narrative text:

The Story of Lake Toba

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. They did some gardening and fishing for his daily life.

One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said: “yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a daughter.

Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise. Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.

2.6 Mind Mapping Technique

Mind mapping is popularized by Buzan (2006) who claims that it is an enormous superior note taking method. According to Buzan (2006) mind mapping is a diagram which created as a way to organize idea and to represent words, task, or another link to an arranged radically around a central keyword by lines and typically it contains words,colors, short phrase and picture.

Mind mapping has a natural organizational structure that radiates from the center and use lines, symbols, words, colors and images (Margulies, 1991). A mind mapping changes the paradigm of teaching and learning process and converts monotonus information into a colorfull, memorable and highly organized diagram that works in line with someone’s brain (Hobartswan, 2010).

There are five essential characteristics in mind mapping:

1. The central point is the starting point from mind map that gives a brief description of story (Eppler, 2006: 2);

2. The main themes of the subject radiate from the central image as branches. The first level of branches is called basic ordering ideas that can be organized into different sections or topics (Eppler, 2006: 2 & Margulies, 1991);

3. The topics of lesser importance are represented as ‘twig’ of the relevant branch (Margulies, 1991);

4. Keywords are the words given to each of branches to convey meaning of the topic (Eppler, 2006: 2);

5. Images are widely seen as the best way to describe a mind mapping because it can give better meaning than words. It can be used anywhere, as a subtitute for the central topic, the branch or instead of a keyword on a branch (Eppler, 2006: 2).

Mind mapping can help someone to maximizes the potential ability of the brain to memorize and organize ideas (Wycoff, 2003, cited in Kusumaningsih 2008) because a mind map helps to enhance the brain’s capacity to recall information (Beare, 2009). It can be also motivating way for the students to sumarize a unit, because it assists in degesting information, retaining it and exploring new concept and topic in our own uniqe way (Margulies, 1991).

In addition, according to Hobartswan (2010), mind mapping is an important technique that improves the way to record information, and enhances creativity, imagination, and also motivation, especially in drawing and coloring image to represent information in mind map. In line with that, usage of visuals and colors can provide an interesting way to make sense in something the students is learning (Margulies, 1991) and maximize the brain ability in associating number with visual qualities (image and color) and as result, the memory will be able to store more facts (Beare, 2009).

Based on explanation above, mind mapping is an effective technique to represent and rearange ideas which come in mind. The mind mapping stores large amounts of information effeciently. Their visual basis help one to distinguish word and ideas, often with colors and symbols that play apart to recolect information for

long time. By using mind mapping, we can quickly identify and understand the structure of a subject and also see the way that pieces of information fit together, as well as recording the raw fact contained in normal notes.

2.7 Teaching Reading Comprehension through Mind Mapping Technique

According to Hofland (2007: 38), “Reading is a linear process. When we

read, we process words or sentences one after the other. The human brain is not very good in linear processing.” Meanwhile, many pupils find story reading interesting and think that they understand the story. Yet, when they are requested to retell the story and describe what message the story conveys, they look blank. Some pupils will say that they forget what the story is about, some will only recall one or two pieces of information and some others can only tell the beginning and the ending of the story (Beare, 2009).

The problems identified as barriers to understanding brought the teachers

to the awareness of the students. Therefore, the teachers intended to adopt a strategy that could help them construct the meaning of the text. That is why it might be a good idea to use mind mapping to improve pupils’ reading skill.

The use of mind mapping in teaching and learning process is not a new thing (Beare, 2009). In line with that, Hobartswan (2010) states that mind maps are used all around the world. Murley (2007) defines that in education, mind mapping technique serves three powerful functions: as a student presentation tool, as a pre-writing tool, and as a teaching tool. Mind

mapping can strongly help visual learners in learning process and maximize their ability in adsorbing information which is presented via diagrams and similar visual aid better, than through the written text (Buzan, 2000).

The students can use mind mapping to get the deep meaning of a story on the text. Mind mapping is a cognitive strategy that helps to improve the students’ ability in reading such as in note taking and summarizing the crucial information for better understanding and memorization (Beare, 2009). When the students interpret the texts visually, it reflects their understanding of what they have read in a unique way. Transferring these visuals into words, phrases and sentences becomes easier as the ideas and comprehension of the texts has become much clearer to them. The use of mind mapping makes it possible to create meaningful reading experiences for students in the classroom. Mind mapping can be easily implemented to modify different teaching styles and providing an opportunity to the teachers, making their learning extremely simple for all.

2.8 Advantages and Disadvantages of Mind Mapping

Buzan (2007) proposes to use mind mapping technique because it makes students to be imaginative, to find new idea, to save time, to be creative, to keep note, to develop a concept, and to perform a presentation. Moreover, Plotnik (1997 cited in Dolehanty, 2008) states that “the main advantages to concept mapping are the use of the visual symbols which are easily recognized. It is also easy to scan for a

specific word or general idea and it allows for a more holistic understanding of a concept”.

In addition, Hofland (2007) argues that mind mapping can contribute to learner’s motivation because of its creative aspects. This statement is supported by Bono (1969 cited in Hofland) who states that “creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement everyone. Creativity makes life more fun and more interesting”.

Furthermore, Pandey (2009) affirms that mind mapping helps students transform vague ideas into concrete projects. Mind maps can be drawn during lectures, sessions, interviews and corporate meetings. Once these techniques are mastered, they prove to be an excellent tool to make quick decisions. Sari (2010) found that the students were easier and faster in understanding in reading descriptive text, easier to remember information, increase creativity, enjoyable, and save the time while utilizing mind mapping technique.

Additionally, Porter (1999, cited in Kusumaningsih, 2003) states that mind mapping could increase the freedom of expression and instructs the innovative and comprehensive approach in ideas arrangement. It is also supported by Stanley (2004, cited in Kusumaningsih, 2003) who affirms that mind mapping techniques can help students generate their ideas more easily.

Based on theories above, it can be concluded that the use of mind mapping technique in classroom is effective because it could increase student’s motivation and make the teachers easier to explain the learning material.

In other hand, the disadvantage is the students need a lot of time to read and review in deciding sub topics or branches. They still confuse to transfer the important information from the text to be appropriate branches in their mind map. According to Hofland (2007), creating mind map may take time, but this helps you to recall information and will check your understanding.

2.9 Step of Teaching Reading through Mind Mapping

According to Buzan there are some steps that will be used in teaching reading through mind mapping in the classroom. They are:

 Start the mind map on a blank sheet of paper or blank document in a word processing computer program. Select a book or article to focus on. Place the title of the book or article within the text box in the top center of the document.

 The teacher is going to flash the mind map in front of them for a second or two before taking it away. They must read the entire title of the book or article within brief moment.

 Ask the students to write down the titles they read. Review their responses for accuracy. Continue practicing with reading titles only on the mind maps until students' perception is correct each time.

sentences from the same book or article. Split the sentence into two or three text boxes on the mind map. Flash the mind map in front of the students, now instructing them to read the words within each text box as if they were just one word.

 Test students' comprehension of the sentences by having them explain in writing what they read. Encourage them to anticipate, also in writing, what they believe the following text they read.

 Advance to create mind maps with text boxes that contain entire sentences. Having students practice reading all the sentences at once, trying to assimilate the separate words into one main idea.

 Complete the speed reading lessons with the most advanced mind maps. These text boxes holding several sentences clustered around one main idea. Encourage students to read the text within each box, looking for one main idea.

 Ask the students to answer the question that relates with the text which has been given by the teacher.

2.10 The Procedure of Teaching Reading Comprehension through Mind Mapping Technique

There were some step that the writer make for teaching reading comprehension through mind mapping technique in the class;

1. Pre activity

Before starting the main activity, the teacher:

 Greeted students.

 Attracted to remind the previous lesson by asking the students several questions.

 Asked some questions about the text.

 Introduced the topic.

 Announced the lesson procedures.

 Explained the mind mapping.

2. While activity The teacher :

 Showed the mind map on a blank sheet of paper.

 Discussed the text based on their schemata.

 Flashed the mind map in front of students for a second or two before taking it away.

 Asked the students to write down the titles they read.

 Reviewed their responses about the words on the min map for accuracy.

 Flashed the mind map in front of the students.

 Asked students to read the words within each text box as if they were just one word.

 Asked students to make complete sentences based the words on the mind maps.

 Tested students' comprehension of the sentences by having them explain in writing what they read.

 Advanced to create mind maps with text boxes that contain entire sentences.

 Completed the speed reading lessons with the most advanced mind maps.

 Asked the students to answer the question that relates with the text which have given by the teacher.

3. Post activity The teacher :

 Discussed whether the students have difficulties during the lesson.

 Maked conclusion of what have been learned by asking some students.

 Evaluated the students by giving questions to be answered in written form.

2.11 Theoretical Assumption

Students’ reading ability could be developed through various techniques. The same technique might be better to be applied in reading comprehension ability. One of reading ability for the students was identifying mind idea, references, inference, finding detail information, and vocabulary. The students had to be able to identify mind idea in various types of texts (narrative text).

Based on the frame of the theories the researcher assumed that teaching reading through mind mapping technique can increase students’ reading comprehension ability. The researcher also gave the students questioner in order to know what were students’ response toward mind mapping technique for teaching reading comprehension.

While, teaching reading through mind mapping from narrative text may increase students’ reading comprehension ability, help the students to understand the story well and the students were also brought into interesting situation and enjoyable situation.

2.12 The Hypothesis

Based on the theoretical assumption above, the researcher formulated the hypothesis as follows:

1. H 0 : There is no significant improvement students’ reading comprehension ability.

H 1 : There is significant improvement students’ reading comprehension ability.

2. H 0 : There is negative students’ respond toward mind mapping technique. H 1 : There is positive students’ respond toward mind mapping technique.

III. RESEARCH METHOD

In order to answer the research question and achive the objective of the research, research method should be constructed thoroughly. The research method consisted of research design, population and sample of the research, data, data collecting technique, try out, procedures of collecting data. Moreover, this chapter also explained about the criteria of a good test, research procedure, hypothesis testing and statistical testing.

3.1. Research Design

This research was a quantitative study since it was focused on the product (result of the test) not the process of teaching learning. This present study has one group pre-test post-test design. In this research, the researcher used regression study. Regression was used to predict the effect of dependent variable toward independent variable. The researcher selected the class by using simple random probability sampling. The learners received the questionnaire. There was treatment for three times, the students were tested before and after the treatment. After the treatment, the students were given a set of questionnaire in order to know the students’ response toward the technique being implemented. The research design could be represented as follow:

T1 X T2

T1 : Pre-test T2 : Post-test X : Treatment (Setiyadi, 2006: 132)

The study was to investigate whether mind mapping technique can be used to increase students’ reading comprehension ability by comparing the average score (mean) of the pre-test with the average score (mean) of the post-test.

Firstly, the researcher administered a pretest to the students to identify their achievement of reading comprehension ability in determining mind idea, references, inference, supporting detail, and vocabulary before applying the technique. Then, the students were given three treatments by using mind mapping technique. Eventually, a posttest was administered to identify students’ reading comprehension ability after being taught by using mind mapping technique. If the average score of the pretest was higher than the average score of posttest, it indicated that mind mapping technique could not be used to increase students’ reading comprehension ability. However, if the average score (mean) of the posttest was higher than average score (mean) of the pretest, it showed that mind mapping technique could be used to increase students’ reading ability significantly (in narrative text).

3.2 Population and Sample

The population of this research was the first grade students of SMAN 2 Kota Metro. There were six classes in first grade of SMAN 2 Kota Metro and 30 students for each class. The sample was one class as experimental class, which was selected by using Simple Random Sampling. The class was selected randomly by using lottery, since the first grade in SMAN 2 Kota Metro was not stratified class. There was no priority class. It was applied based on the consideration that every student in the population had the same chance to be choosen and in order to avoid the subjectivity in the research (Setiyadi, 2006: 39). The experimental class has try out, pretest, posttest, three treatments and questioner after the posttest.

3.3 Data

This research gained the data of:

 Students’ reading ability in identifying main idea before and after the treatments.

 Students’ respond toward mind mapping technique.

3.4 Data Collecting Technique

In collecting the data, the researcher used some technique as follows: 1. Questionnaire

The questionnaire given to language learners in an attempt to get data about the students’ respond toward mind mapping as a technique. In this study, the questionnaire was only given after the treatment. Besides, the questionnaire was used in finding out the students’ respond toward mind mapping as a technique in teaching reading comprehension. The questionnaire used was referred from “METODE PENELITIAN UNTUK PENGAJARAN BAHASA ASING: Pendekatan Kuantitatif dan Kualitatif” developed by Setiyadi (2006). The questionnaire was designed particularly to review mind mapping technique used by learners in reading.

The questionnaire consisted of eight items. It was translated and answered into Indonesian in order to facilitate the learners in understanding the questionnaire. The questionnaire items measure the students’ response toward mind mapping for teaching reading under one aspect and two indicators.

Table 1. Specification of students’ response toward mind mapping in the questionnaire

No Aspects Indicators Questions

Number 1. Students’ response toward

mind mapping technique

Indicated the students’

interest mind mapping

technique

1, 5, 6, 8

Indicated the uses of follows

reading comprehension

lesson through Mind

Mapping technique

2, 3, 4, 7

Based on the aspects and indicators above, which had determined which items designed to measure it. Each item had a numerical value, for example:

1 = strongly disagree 2 = disagree

3 = agree

4 = strongly agree

2. Reading Test

The kind of reading test used was objective test. The reading test which was given to know learners’ reading achievement consisted of pretest and posttest. The pretest was given before the treatment was conducted, while posttest reading was given after the research conducts the treatment. It was used to know if there was any increasing of learners’ reading comprehension after they were given the treatment. The posttest had the same difficulty as the pretest.

In selecting reading text, the researcher considered the text based on themes stated in curriculum for first years of SMA (KTSP 2006). The texts used were taken from any textbooks and articles on the internet.

The validity of the test was measured by content and constructs validity. Content validity was obtained by choosing the texts based on School Based Curriculum (KTSP) for first grade of SMA, while construct validity was achieved by representing five sorts of reading skill. Those five specifications were determining idea, finding detail information, reference, inference, and vocabulary mastery.

3.5 Try Out

Before conducting the research, the data collecting techniques are tried out in order to make sure whether the instruments are valid and reliable to collect the data. The try out contained 40 items, each item consists of four options. The type of the instruments was multiple choice test and time allocation is 90 minutes. The try out test was conducted in experimental class since to make an equal proficiency with the sample of the research. The number of the students for the experimental class are 30.

3.6 Procedures of Collecting Data

In collecting the data, the researcher used the following steps:

1. Selecting the instrument materials: the instrument materials (reading test) are chosen from text book. The selecting process considered materials that has been taught to the students and the students interest.

2. Determining research instrument: for both reading tests (pretest and posttest), the materials are taken from students’ textbook. In the test, researcher uses kind of narrative texts and in each text that will be used is consist of 3 until 6 paragraphs. It is aimed at making an equal proportion and level of difficulty of both pretest and posttest. The number of the items are arranged in such a way so that the reliability of the tests could be seen through split-half method. 3. Determining the population and sample of the research: the sample of the research is determined through simple random probability sampling. It means

that the sample was selected randomly by using lottery, since that the first grade of SMAN 2 Kota Metro is not stratified class, there is no priority class. There are six classes of first grade at SMAN 2 Kota Metro. The class is chosen randomly by lottery.

4. Administering the pretest: pretest was conducted before the treatments. It is aimed to check students’ reading ability in determining mind idea, references, inference, finding detail information, and vocabulary in texts. Pretest was administered for about 60 minutes on first week of the research.

5. Giving treatment: three treatments by using mind mapping are given in two weeks. The treatment was conducted in three meetings and 90 minutes for each. The treatments are classroom activity, which uses an apply mind mapping technique in reading.

6. Conducting posttest: posttest was conducted after the treatment. Posttest was conducted to find out whether there is a significant students’ reading ability after the treatments. It was administered for 60 minutes in experimental group.

7. Distributing questioner. The writer gives the students questionnaire to be answered. The questionnaire consists of 8 items. Students are given 15 minutes to answer the questionnaire. The result of this questionnaire is used to know their response toward the technique.

In this research, to prove whether the test of reading has good quality, it must be tried out first. As Heaton (1991:5) states that a reading test will be said have a good quality if it has good validity, reliability, and level difficulty and discrimination power. The questionnaire will also be called as a good test if it has good validity and reliability.

3.7.1 Validity

A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982; 250). The discussion of the validity of questionnaire and reading test are provided below.

1. Validity of the Questionnaire

According to the Hatch and Farhady (1982; 281) there are two basic types of validity; content validity and construct validity. The questionnaire used Thurstone Scales developed by Setiyadi (2006).

2. Validity of the Reading Test a. Content validity

Content validity was concerned whether the test was sufficiently representative and comprehensive for the test. In the content validity, the material was given suitable with the curriculum. Content validity is the extent to which a test measures a representative sample of the subject meter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test. (Hatch and Farhady, 1982; 251).

The topic chosen is narrative text. The topics are the representative of reading materials of School Based Curriculum or KTSP as a matter of tailoring the lesson to students’ need. To know whether the test has a good content validity, the items of the test will be discussed with the expert (advisors), the researchers’ colleague, and the English teacher of Senior High School. The composition of the test items was presented in table 2: table of specification below.

Table 2 Specification of Reading Test

No Reading Specification Item Number Percentage

1 Determining main ideas 1,4,9,16,17,19,27 23.4%

2 Inferences 2, 6, 13, 20, 23, 28 20%

3 References 3,10,12, 15, 21,24,30 23.4%

4 Finding detail information 5, 7, 14, 18, 25 16.6

5 Vocabularies 8,11,22,26,29 16.6%

Total 30 100 %

a. Construct Validity

It is concerning to whether the test is actually based on the theory of which it means to know the language that is being measured. In this research the researcher focused on reading comprehension in the form of narrative texts. Nuttal (1985) states that the relation validity of the instrument refers to construct validity in which the question represents five of sort reading skills, i.e. determining main idea, finding detail information, reference, inference and vocabulary mastery. Skills of reading in the test are a part of the construct validity and the item numbers are a part of the content validity.

The test was compared to the table of specification to know whether the test hsd a good reflection of what has been taught. A table of specification was an instrument that helps the test constructor plans the test.

3.7.2 Reliability

Reliability of the test can be defined as the extent to which a test produces

consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). Split-half technique is used to estimate the reliability of the test and to measure the coefficient of the reliability between odd and even group, Pearson Product Moment formula was used as follows:

rl=



_



2



_

2



y x

xy

rl: Coefficient of reliability between odd and even numbers items. x: Odd number.

y: Even number.

x2: Total score of odd number items. y2: Total score of even number items. xy: Total number of odd and even numbers. (Lado, 1961 in Hughes, 1991:32).

The criteria of reliability are:

 0.50 – 0.79: moderate.

 0.00 – 0.49: low.

(Hatch and Farhady, 1985:247).

To know the coefficient correlation of whole items, Spearmen Brown`s prophecy formula was used. The formula is as follows:

rk =

1 1

1 2

r r

 rk: The reliability of the test.

r1: The reliability of the half test. (Hatch and Farhady, 1982:246).

3.7.3. Level of Difficulty

Level of difficulty relates to “how easy or difficult the item is in the form of the point of view of the students who took the test. It is important since test items which are too easy (that all students get right) can tell us nothing about differences within the test population.” (Shohamy, 1985: 79).

Level of difficulty is calculated by using the following formula: LD =

LD = level difficulty

R = number of students who answers it right N = total number of students

The criteria are:

LD = 0.31- 0.70 = satisfied LD > 0.71- 1.00 = easy (Arikunto, 1997:214)

3.7.4. Discrimination power of the Test

Discrimination power refers to “the extent to which the item differentiates

between high and how level students on that test. A good item which is according to this criterion, is one in which good students did well, and bad students failed.” (Shohamy, 1985:81)

The formula is:

DP =

DP = discrimination power

Upper = proportion of “high group” students getting the item correct Lower = proportion of “low group” students getting the item correct N = total number of students

The criteria are follows: LD = 0.00-0.20 = poor LD = 0.21-0.40 = satisfactory LD = 0.41-0.70 = good

LD = 0.71-1.00 = excellent (Arikunto, 1997:223)

3.7.5.Scoring System

The researcher uses Arikunto’s formula in scoring the students’ result of the test. The higher score will be 100

S = x 100

Where:

S is the score of the test R is the right answer N is the total of the items

3.8 Data Analysis

The data of this study was statistically analyzed. The researcher used computer system called Statistical Package for Social Sciences (SPSS). To examine the result of questionnaire in analyzing the learners’ respond toward mind mapping technique, the researcher analyzed its qualitative data, matrix analysis; in this case description analysis was used, since the researcher used his own idea including his own interpretation toward the data (Setiyadi, 2006:262). The researcher also used repeated measures t-test to examine the data of learners’ score in reading test.

3.9 Data Treatment

According to Setiyadi (2006:168-169), using t-test for hypothesis testing has three basic assumptions, namely:

1. The data is interval or ratio

2. The data is taken from random sample in population 3. The data is distributed normally

3.10 Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposedin this research is accepted or not. SPSS was used to know the significance improvement of treatment effect. The hypothesis was analyzed at the significant level of 0.05 (p< 0.05)

1. H 0 : There is no significant improvement students’ reading comprehension ability by using mind mapping technique.

H 1 : There is significant improvement students’ reading comprehension ability by using mind mapping technique.

2. H 0 : There is negative students’ respond toward mind mapping technique. H 1 : There is possitive students’ respond toward mind mapping for teaching

V. CONCLUSIONS AND SUGGESTIONS

This chapter presented the conclusion of the study and suggestions for future research in the related topic. The conclusions of the study were based on the findings and the discussions in the previous chapter.

5.1 Conclusion

This research was concerned with the effectiveness of mind mapping technique in teaching reading narrative text to first graders. Besides, this study also was aimed to discover the student’s respond toward mind mapping technique for teaching reading comprehension. Based on the research findings and discussion, it could be concluded as follows:

1. The results show that mind mapping technique was effective to increase the

students’ reading comprehension of narrative text. The effectiveness could be seen from the computation which showed that t-value (7.050) was higher than t-table (2.045). students’ mean scores in the pre-test was 58.06 and post-test was 70.46, it could be seen that the students’ mean score of post-test increased about 12.4 point after being taught through mind mapping technique. The highest score of the pre-test was 86 and the highest score of post-test was increased to 90, in which the highest score gain was 16. The lowest score of the pre-test was 43 and the lowest score of the post-test was 50, in which the

lowest score gain increased to 7. After being taught using mind mapping technique, five aspects of reading increased. Students achievements in determining mind idea increased 6.6% from 56.66% to 63.32, finding detail information increased 6% from 39.99% to 45.99%, inference increased 9.99% from 37.22% to 47.21%, reference increased 2.38 from 36.18 to 38.56,

vocabulary increased 8.66% from 33.33% to 41.99%. The students’

achievements especially increased the students’ ability in inference. Inference was increased from 67 to 85, in which the increase was 18. In other word, 47.21% of the subject of the research answered the question of inference correctly, in which the increase percentage was 9.99%.

2. The students gave positive respond toward mind mapping technique. From the result, there were 96.6% students gave positive respond toward mind mapping and 3.4% give negative respond. The students felt that mind mapping technique helped them understand the text easier, remember the information well, increase vocabulary, increase motivation, creativity and imagination.

5.2 Suggestion

The suggestions below were addressed to English teachers and to next researchers which had similar field with the present research.

1. Teachers were suggested to apply the mind mapping technique for teaching reading in narrative text.

2. The teachers were suggested to prepare a good lesson plan and the materials which were suitable and well constructed to avoid monotonous activity in class. At the last activity, it would be better if the teachers

could discuss the mind mapping that had been made by the students and gave reward for the most interesting one.

3. It was recommended that mind mapping technique could be implemented in other genres. Besides, the researcher also suggested to investigate the effectiveness of using mind mapping technique in improving other language skills such as speaking and writing.

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lowest score gain increased to 7. After being taught using mind mapping technique, five aspects of reading increased. Students achievements in determining mind idea increased 6.6% from 56.66% to 63.32, finding detail information increased 6% from 39.99% to 45.99%, inference increased 9.99% from 37.22% to 47.21%, reference increased 2.38 from 36.18 to 38.56, vocabulary increased 8.66% from 33.33% to 41.99%. The students’ achievements especially increased the students’ ability in inference. Inference was increased from 67 to 85, in which the increase was 18. In other word, 47.21% of the subject of the research answered the question of inference correctly, in which the increase percentage was 9.99%.

2. The students gave positive respond toward mind mapping technique. From the result, there were 96.6% students gave positive respond toward mind mapping and 3.4% give negative respond. The students felt that mind mapping technique helped them understand the text easier, remember the information well, increase vocabulary, increase motivation, creativity and imagination.

5.2 Suggestion

The suggestions below were addressed to English teachers and to next researchers which had similar field with the present research.

1. Teachers were suggested to apply the mind mapping technique for teaching reading in narrative text.

2. The teachers were suggested to prepare a good lesson plan and the materials which were suitable and well constructed to avoid monotonous activity in class. At the last activity, it would be better if the teachers

could discuss the mind mapping that had been made by the students and gave reward for the most interesting one.

3. It was recommended that mind mapping technique could be implemented in other genres. Besides, the researcher also suggested to investigate the effectiveness of using mind mapping technique in improving other language skills such as speaking and writing.

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