F. Definition of terms
This section elaborates several terms related to this research in order to avoid confusion and misconception, they are metacognitive learning strategies, mind
mapping technique, extensive reading II.
a. Metacognitive Learning Strategies
According to Hyde and Bizar 1989, in Mariam Muniz-Swicegood , 1994: 1 “metacognitive process are those processes in which the individual carefully
considers thoughts in problem solving situations through strategies of self-planning, self-monitoring, self-regulating, self-questioning, self-reflecting, and or self
reviewing.” Similar to the previous explanation, according to Wenden 1987: 25 metacognitive strategy trained students oversee and regulate their learning by
planning, monitoring, and evaluating their learning activities. At this point, metacognitive learning strategies are related to self management
and self regulations in given reading activity to plan, monitor and evaluate their learning process. Planning strategies relate to learners’ action of previewing and
overviewing task to develop directions what need to be done, how to do it, and when to do it. Whereas, monitoring strategies are to check, solve problem, monitor, and
evaluate their thinking and reading performance. In evaluating, they can reflect what they did and later can make better decision in doing the upcoming tasks. In this study,
metacognitive learning strategies mean students control their own learning by
planning, monitoring, and evaluating their learning in accomplishing activities in Extensive Reading II class.
b. Mind Mapping Technique
A Mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. Buzan 1996, 240
conveyed that mind map technique is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, decision making,
and writing. It can be applied in many aspects of life i.e. management, business, and education. It is also stated that mind mapping technique is derived from the concept
of radiant thinking. Radiant thinking is similar to “burst of thoughts” which refers to thoughts connect to a central point p.54-55. It means that mind mapping technique
has a similarity to networks in the brain. Every network has a central point which is called a main idea. A main idea contains main branches that represent topics related
to it. A main branch is also possible to have sub-branches that represent sub-topics. In education field, students employ mind mapping technique to organise and
report their understanding from reading activity in the form of diagram contains of a central idea and several supporting ideas. In Extensive Reading II class of 2009
academic year, students are suggested to use mind manager program to summarize their reading articles. In line with those explanations above, in this study, mind map
technique is simply defined as a graphic technique that represents the relation
between information by placing the main idea in the center and drawing branches that represent sub topics.
c. Extensive Reading II
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