4 Start to add another level of thought, using thinner lines, linked to each theme. These are human associated thoughts. Attach words or images.
5 Add some personal touch. Make it to be an artistic, colorful and imaginative mind map.
6 Add humor, exaggeration or absurdity wherever it is possible.
e. Groups of Basic Ordering Ideas in Mind Mapping
Buzan 2009: 133 says that the average brain cannot hold more than seven major items of information in its short-term memory. Therefore, someone who wants to do mind
mapping should aim to select minimum number of basic ordering ideas BOIs that will truly embrace the subject being learnt. There are some groups of BOIs have been found to
be particularly useful in developing mind map: 1 Basic questions
–howwhenwherewhywhatwhowhich? 2 Divisions
–chapterslessonsthemes 3 Properties
–characteristics of things 4 History-chronological sequence of events.
5 Function –what things do
Those groups of BOIs can be applied in the teaching learning of language based on the appropriateness. For example, recount text can be taught by using history model,
while a descriptive text can be taught by using properties model.
B. Related Studies
Regarding the research matter of teaching reading by using mind mapping, the researcher finds a study that is related to each other
. The study related to the use of mind
mapping in reading was conducted by Ambarwati 2012. According to her thesis, the implementation of mind mapping in teaching reading was so helpful to improve the
students’ reading comprehension. The mind mapping was also able to encouraged them to think critically and problem solving. I
t can promote students’ overall understanding of the reading materials and facilitat
e students’ memory of the reading materials.
Anahita Deylan Salehi, Shahrokh Jahandar and Morteza Khodabandehlou, 2013 investigated the influence of concept mapping on EFL student’s reading comprehension
ability. In their research, they stated that concept maps are visual representations of knowledge which can be employed as a learning strategy by the learners to find the
relationship between current knowledge and new information. This investigation concluded that concept mapping helps educators understand what students know by the
process of externalizing this knowledge; it provides an observable and assessable record of the student’s conceptual schemata and starting knowledge points. It encourages
educator to become open minded and flexible with student ’s various interpretations and
perspectives.
1. Conceptual Framework
The English teacher of SMP BOPKRI 3 Yogyakarta especially of class VIII found out that the students had difficulty in comprehending the texts. They also found difficulty
in predicting the content of the texts because of their limited vocabulary. Therefore, the students had to open their dictionary to find the unfamiliar words meaning. Moreover, the
English teacher only used a course book during the teaching and learning process. The course book was not totally good because the instruction of some tasks had wrong
spelling. Moreover, there was a text that did not provide the right answer from the exercise. On the other hand, there were no interesting activities during the English
teaching and learning process and activities mostly was done reading texts aloud. One of the factors which caused the failure in the teaching of reading in class VIII
SMP BOPKRI 3 Yogyakarta was the activities implemented during the teaching and learning process. The English teacher still depended on the use of course book which
contained monotonous activities. On the other hand, he did not use techniques that might enable the students to improve their reading skill. This problem gave negative
impacts for development of their reading skills. Concerning the nece
ssity of improving the students’ reading skills, the parties
