To help students plan for writing of narratives, model, focusing on Wing Jan, 1991: 71 these elements.
•
Plot
It tells about what is going to happen in the story.
•
Setting
It describes where the story will take place and when the story will take place.
•
Characterisation:
It explains who the main characters are and what they look like.
•
Structure
It elucidates how the story will begin, what the problem will be, and how the problem is going to be resolved.
•
Theme
It shows what the theme is and what message the writer is attempting to communicate.
d. Teaching Reading Skill
Nunan 2003: 68 states that teaching reading usually has at least two aspects.
1 Teaching learners who are learning to read for the very first time. It has a
close relationship with vocabulary, grammar, pronunciation, and other skills that are important in the first foreign or second language acquisition.
2 Teaching learners who already have reading skills in their first language. The
learners here learn how to transfer skills that they have already learned to the new reading context in a new language.
Understanding the theory of teaching reading skill is important. In composing right way to implement the mind mapping technique in reading and
selecting the activities, the researcher should consult the step of teaching reading skill which consists of three sequenced steps. In teaching reading skill the
teachers not only have to master the reading theories but also have to understand the principle for teaching reading. Then, the following phase suggests some
activities can be implemented. Nunan 2003: 74 adds 8 categories of principles of teaching reading. They
are described as follows. 1
Exploit the reader’s background knowledge Background knowledge involves the reader’s experience like life
experiences, knowledge of how text can be organized rhetorically; knowledge of how one’s first language works, knowledge of how the second language works,
and cultural background and knowledge. Those experiences are brought into the text. According to Nunan 2003: 74, reading can be significantly enhanced if the
background knowledge can be activated by setting goals, asking questions, making predictions, and teaching text structure.
2 Build a strong vocabulary base
Basic vocabulary is essentially needed to be taught and second language readers should explicitly be taught to use context to effectively guess the meaning
of less frequent words Nunan, 2003: 74. 3
Teach for comprehension Monitoring comprehension is very important part to gain successful
reading. It includes verifying that the predictions being made are correct and checking that the readers make an important adjustment when meaning is not
accomplished. 4
Work on increasing reading rate English language teachers should improve their students’ reading rate and
develop reading comprehension skill simultaneously. They should be in a balance condition. One important thing is to decrease the dependency toward dictionary
by emphasizing some skills like scanning, skimming, predicting, and identifying the text.
5 Teach reading strategies
A strategy is the ways for active, self-directed involvement that is necessary for developing communication ability. A good technique to drive
students to the strategies used is to get them to verbalize their thinking processes while reading Nunan, 2003: 76. The strategies applied were different for each
student since they have different ability and understanding level in reading skill.
6 Encourage readers to transform strategies into skills
As learners consciously learn and practice specific reading strategies, the strategies move from the conscious one to the unconscious one; from strategy to
skill. 7
Build assessment and evaluation into your teaching In assessing growth and development in reading skills, it needs time and
training. Quantitative assessment which includes information from reading comprehension test as well as reading rate data and qualitative assessment which
includes reading journal responses, reading interest survey, and responses to reading strategy checklists are both needed in the reading classroom.
8 Provide an effort for continuous improvement as a reading teacher
The quality of an individual teacher determines the success of second or foreign language readers Nunan, 2003: 77.
Exploiting the reader’s background knowledge, building a strong vocabulary base, and teaching for comprehension are chosen as the basis in
implementing the mind mapping technique and the activities of the learning process. Additionally, since the study is about the reading skill and mind mapping
as the technique of gaining information of the text, it is necessary to understand the nature of mind mapping technique.
2. Mind Mapping Technique
