between students’ mind maps and their conceptual understandings. Sixty-two
students aged 13 to 14 years old were randomly assigned to experimental and comparison conditions. Participants in experimental group received mind maps
treatment, and the comparison group participants received note summarization treatment for a month. The study had a 2x3 factorial posttest only comparison
group design. A multiple choice test was used to measure student achievement. At the end of the month, student feedback on the process was collected using an open
ended questionnaire. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than
students in the comparison group. But, results of the present study was necessarily tentative in nature and further research is needed to ascertain the present findings
across more contexts and content areas.
E. Conceptual Framework
Reading plays an important role in education, because it is proved that students who often read are significantly do better in school than other students
who seldom read. Indonesian students do not seem to put reading as an essential thing to do
—or even if they do, most of Indonesian students does not like to read including the students of MAN 19 Jakarta. Many of them are also not motivated
to read. In reading English narrative text, most of the students of MAN 19 Jakarta
find that understanding the narrative text is difficult. This condition is exacerbated by students attitude to dislike reading, whereas some purposes of reading narrative
text is to entertain and hold the readers interest. It can be imagined that it is difficult for students to comprehend the narrative text, because reading is a form
of cognitive activity where some aspects like schemata, the reader’s knowledge
and the information on the text are included in the process. Without the will to read, the cognitive activity in reading will be troubled. Moreover, the lack of
variation in teaching narrative text also makes it is quite difficult for the teacher to motivate students to read narrative text in the classroom. The underlying problem
stated here is that the students does not like to read narrative text in and outside the classroom.
Those explanations above seemed to be the reason why the writer wanted to conduct this study. Therefore, to get the students motivation to read and
comprehend the text, the teachers need an appropriate method and technique. One of the alternative technique is by using mind mapping technique in teaching
narrative text. Mind mapping technique is one solution that can be offered to solve those problems. Because, in making a mind map, the students requires creative
aspects in the process which is fun to do and hopefully will change the way the students see the process of learning narrative text. So that, the teacher can
encourages the students to be motivated in learning narrative text and enhance their reading comprehension.
F. Theoretical Hypothesis
Hypothesis is a temporary answer or a conclusion of the research. To find out is there any effectiveness of using mind mapping technique on students
’ reading of narrative text, therefore the hypothesis of this research is, that reading
of narrative text is more effective by using mind mapping technique compared to reading of narrative text without using mind mapping technique.
