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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings and data analysis resulted from the research. This research was conducted to find out the implementation of mind-
mapping technique in ER II class and students’ perception on the use of mind- mapping technique in ER II class.
A. The Implementation of Mind-mapping Technique in
Extensive Reading II
The data were obtained through observation and interview with the lecturer. Observation was carried out to answer the first problem of this study,
namely, how the mind-mapping technique is implemented in the ER II class of English Language Education Study Program. The observation was conducted
when the student were making mind-map in class and outside class. In addition, interview with the lecturer of ER II was also needed to know the implementation
of the mind-mapping technique.
1. The Implementation of Mind-mapping Technique Based on the
Observation The first observation was conducted on the fifth meeting in class A. This was the
first time where the students used mind-mapping technique in their class. The students who decided to use mind-mapping were supposed to present their works
in front of the class after they had prepared the topic and collected the reading passages during the first four meetings. Out of thirty-four students in
class A, twenty nine used mind-mapping. Meanwhile, there were five students who did not use mind-mapping technique in class A. They had to present
the summary on the reading passages they read using mind-map. The observation of the individual students was also important in order to
know how students made the mind-map. It was held on 12 and 13 March 2008. Four students of class A and B were observed when they were making mind-map
individually in their boarding houses. Before the four students made mind-map, they had to read their passages. And then, they started making mind-map using a
computer program, named Mind Manager. The students started to write the central idea of the topic they were exploring in the center of the page. After that,
they added branches radiating from the center. They also used colors to make the branches. After they added the branches from the center, they also added the sub-
branches with keywords. However, there was a student who made the mind-map with pausing because he made mind-map while reading the topic. He also edited
the branches, so it took a long time to make the mind-map. It might be because heshe had not found the meaningful relationship among the ideas. He sometimes
found it hard to transform what he understood into written form. After observing the individual students, the next one was conducted on the
eighth meeting in class B. There were thirty five students in the class and twenty eight of them used mind-mapping technique. In addition, there were four students
who had a chance to present their own topics and all of them used mind-map. In this meeting, the students used the lines, branches, and colors to connect among
the key ideas of the passages. Most of the students also put the central idea in the
center and wrote it with a bigger font and branched or radiated the central idea with keywords. And then, the students used their mind-map as a guide when they
were presenting the topic in front of the class. However, there were some students who copied the sentences from the text to be put in the branch of the central idea.
For example, one of the students wrote alcohol and nutrition as the central idea in the center of the page. He she wrote, Alcohol is considered to be a source of
empty calories because it provides only negligible amounts of vitamins and mineral, instead of writing a keyword related to the center idea.
The third observation was conducted on the twelfth meeting in class A and B. There were 34 students in class A and there were 36 students in class B. There
were twenty-nine students who used mind-map in class A and thirty students in class B. Based on the observation, most of the students followed the steps to do
mind-mapping. The students used lines, colors, arrows, and branches to show the connections between the ideas generated on the mind-map. They also put the
main idea in the center. Besides, they used landscape style of page. However, there were some students who violated the steps. Some students did not use
capital letters in writing down the key ideas. They still wrote the key idea in a small letters. It was very important to write the key idea in capital letters because
it helped them to get down the key point. Based on the observation, it could be seen that the first point being
implemented by the lecturer in the class was choosing a topic. The students were given four weeks to choose their topics. This topic, which was based on their
interests, was used during one semester. The students had the freedom to choose
the topic based on their interest since it would help them to use the mind-mapping. In other words, their interest in the topic could attract and encourage them to make
mind-mapping. The lecturer also asked the students to have ten reading passages related to
their topic during the first four weeks. Those ten chosen reading passages became the reading materials for one semester. The lecturer also gave a chance to the
students to actively search their own material so that they were prepared well. And then, the students would select one of their ten reading passages to be used in
each week. It was expected that by applying this way the students would have good preparation and good achievement in the end of their learning.
The observation of two ER II classes and four students outside the class when they were making mind-mapping gave a significant description on how
mind-mapping was implemented. Most of the students were able to clearly identify the relative importance of each idea and to draw quickly on unlined paper
without pausing, judging or editing. They were also able to focus on the key ideas so that it became more clearly defined. And then, the main idea were
immediately recognizable at the center of their mind-mapping and they were able to leave a lot of space on their mind-maps.
Furthermore, there were some steps to make mind-map that were not applied by some students. Based on the observation conducted in the class and
outside the class, there were some students who used mono color, namely black. The disadvantage of this is that it was unattractive to both the mind-map maker
and reader. By using mono color, the process of constructing visual could not be
fulfilled since from the visual point of view, the mind-map looked monotonous. There were no differences among supporting ideas. The students considered only
using black color because of the economical aspect, since they would save money by printing the mind-map using black color only. Whereas, the use of multiple
colors not only contributed to better visual appearance but also to the attractiveness of the mind-map. The use of multiple colors could stimulate
creativity of the student in giving different feature of supporting ideas. The students were also able to improve their memory using different colors. In
addition, the mind-map that used multi color also developed the meaningful relationship among supporting ideas so that it assisted the students to focus in the
frame. In addition, there were also some students who needed longer time to
make the mind-map because the students made the mind-map while they were reading their passages. The students might think that by using that step, they
would make the mind-map quickly. In fact, there were still some students who took longer time to do mind-mapping because of many pauses to do some editing.
Besides, there were some students who did not use key words in their mind-maps. They used sentences to radiate the main idea in the center. It might be difficult for
the students to search some key words from the sentences and wrote them down in some phrases.
From the analysis of the implementation of mind-mapping technique in the observation above, the researcher could conclude that most of the stages to do
mind-mapping were already applied by the students Buzan 1991. First, the
students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map.
Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The
last, they leaved a lot of space.
2. The Implementation of Mind-mapping Technique Based on the Interview
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