The Generic Structure of Narrative Text
Buzan stated that mind mapping is a graphical method of taking note which take tree branch format with idea branching into their subsections that enriched
with colours, pictures, codes, and dimension to add interest, beauty and individuality which are used as aid creativity, memory and specifically to recall
information.
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Symbols, pictures or drawings can be used to replace a word from what the students understand about narrative text that they read and put it on the
mind map. Hofland stated that only three percent of one hundred people she asked about apple said that they actually saw the word a-p-p-l-e spelled out in their
minds.
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So, the mind map can be used to recall the students understanding more quickly than looking back to the text. By looking back to the text, the students
have to re-read what they have read before, while by transforming what they have read into a mind map, they just need to take a look back to the mind map where
the information that they need are easily recognized. Mind mapping is suggested to support a deeper level of thinking with its
interrelated branching links information.
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This is because the information on every branch in mind map connected to other branches. And putting the
information in the mind map cannot be arbitrary as it can cause misinformation. Based on Siriphanich, it is a tool used to improve the quality of learning and
thinking which provides a structure showing various aspects of a story such as the sequence of events, the key points, the cause and effect, the relation of ideas and
so on.
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Moreover, the students can use it to get the deep meaning of a story.
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It comprises a network of connected and related concepts which any idea can be
connected to any other freely, because creating a mind map requires free form and
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Tony Buzan, the Mind Map Book, USA: Penguin Book Ltd, 1994, pp. 59 —60.
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Carolien Hofland, Mind Mapping in the EFL Classroom, Netherlands: Fontys Teacher Training College Sittard, 2007, p. 9.
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Genevieve Zipp and Catherine Maher, Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula, Journal of the Scholarship of Teaching and
Learning,vol. 13, No. 5, 2013, p. 21.
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Panatda Siriphanich, Using Mind Mapping Technique to Improve Reading Comprehension Ability of Thai EFL University Student, Songkhla: the 2
nd
International Conference on Humanities and Social Sciences, 2010, p. 4.
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Ibid.
spontaneous thinking to find creative associations between ideas.
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Hofland added that mind mapping can contribute to learner’s motivation because of its creative
aspect.
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The creative aspect here can be related to the things that the students like. That is why the students will be motivated to learn using a mind map. And
this creative aspect also will makes someone’s mind map different one to another.
The language used in mind mapping will not be long complete sentences because they are not required.
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It means that mind mapping only consists of a word or a phrase which represent an idea in order to focus the students on the
important information. Using a long complete sentence will not make a mind map effective as it can be messy and contain lots of information which are not
important. Faste supported this idea by adding that keyword, phrases and even quick sketches, drawings, diagrams, and symbols are fine instead of writing a
complete sentence.
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The writer concluded that mind map is a tool to recall students understanding better by putting the information in a very recognizable position
supported with hints, keyword, colour, pictures, and symbols.