49 students mostly found difficulties in deciding the purpose and ideas of their
speaking. Besides, they encountered difficulties in organizing their ideas. Furthermore, most of the students tended to repeat the same ideas they had said
before. They were also not confident to speak in front of the class when delivering their speaking.
4.1.1.3 The Process of Using Mind Mapping in Speaking
There are six statements from the results of the questionnaire that will be elaborated in this part. For the first statement, there were 37 of respondents who
strongly agreed, 57 of respondents who agreed, 6 of respondents who disagreed, and 0 of respondents who strongly disagreed that they understood
how to use mind mapping to develop their organization of ideas in speaking. Next, there were 11 of respondents who strongly agreed, 74 of respondents who
agreed, 15 of respondents who disagreed, and 0 of respondents who strongly disagreed that they could make mind mapping through using the explanation
given by the teacher. Furthermore, there were 28 of respondents who strongly agreed, 61 of respondents who agreed, 11 of respondents who disagreed, and
0 of respondents who strongly disagreed that they could implement mind mapping to help them organizing their ideas for their speaking.
The next statement was about the results of the questionnaire showing the steps in making mind mapping. There were 28 of respondents who strongly
agreed, 58 of respondents who agreed, 13 of respondents who disagreed, and
50 0 of respondents who strongly disagreed that they made mind mapping to guide
them to speak properly by following the steps of making mind mapping, namely deciding the purpose and the ideas of speaking, putting the central idea of their
speaking on the center of their mind mapping, developing their ideas of speaking by putting the sub ideas on the branches of the mind mapping, using arrows to
make connections within and across the branch patterns, and using key words only on each branch.
The last statement is related to the creativity in making mind mapping. There were 30 of respondents who strongly agreed, 67 of respondents who
agreed, 2 of respondents who disagreed, and 0 of respondents who strongly disagreed that they made their mind mapping creatively and interestingly. The
results showed that the students mostly created their mind mapping as creative as possible and as interesting as possible to make them to more easily speak in front
of the class.
4.1.1.4 Students’ Perceptions on the Use of Mind Mapping in Speaking
