technique in their reading individually. Students are expected to be able to understand what they have read and then put down their new information,
knowledge and idea in good notes so that they are able to memorize all the information easily. Besides, students are able to organize their ideas through this
technique. 3.
The Further Study It is expected that the result of the study is able to be used to carry out
another study. Mind mapping technique is suitable not only for assisting students to comprehend narrative reading text but also for any genre, subjects and skills,
such as vocabulary, speaking, listening, and writing skill. Further, mind mapping technique is not a complicated technique so that every student can learn and
employ it easily. Therefore, the study is expected to encourage other researchers to evaluate, revise, reconstruct, or modify this study and write further studies for
other levels and objectives.
F. Definition of Terms
To gain a clear understanding of this study and to avoid misunderstanding, the researcher includes some definitions of important terms.
1. Perception
Altman 1985: 85 defines perception as the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. It is a person’s view of
reality. Robbins 2001: 121 affirms perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning to the
environment. In this study, perception refers to the way or process by which the students organize and interpret the mind mapping technique implemented in
narrative reading. 2.
Mind Mapping Technique The concept of a mind mapping is graphical tools for organizing and
representing knowledge. They include concepts which are usually in circles or boxes of some types, and relationships between concepts by using lines to link
two concepts Novak and Alberto, 2008: 1. The researcher applied mind mapping technique as the treatment of the research.
3. Reading Comprehension
Reading comprehension is a process that requires a lot of related knowledge of the reader in order to be able to get the purpose of the writer in a
certain text and understand the text well. As Swan 1980: 1 says that readers have good comprehension if they can read accurately and sufficiently so that they can
get maximum information from the text with minimum misunderstanding. Further, Finocchiaro 1989: 147 affirms that reading comprehension is a complex
process which demands the knowledge of a lot of related word recognition. In this research reading is the dependent variable of the research.
4. Narrative Text
Narrative text is a text which the basic purpose is to entertain, to gain and hold a readers interest. Narratives sequence people and characters in time and
place as well as set up one or more problems, which must eventually find a way to be resolved Gerot, 1994: 204. There are many types of narrative. They can be
imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables,
myths and legends, historical narratives, ballads, slice of life, and personal experience. The researcher employed various narrative stories such as fairy tale,
myth, legend, fable, and personal experience. 5.
Senior High School The students of senior high school grade eleven are often identified as
adolescent. The age ranges from 15-18 years old. The students at this grade have had enough background knowledge of English since they have learned English
since they were in the elementary school. The researcher chose SMA Pangudi Luhur Sedayu grade eleven as the sample of the research.
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CHAPTER II REVIEW OF RELATED LITERATURE
