The researcher also distributed Questionnaire B to the eleventh grade students of SMA Pangudi Luhur Sedayu as the last part of the research. It was also
designed in Indonesian and aimed to gather information as well as to ensure whether the mind mapping technique was really effective for improving the
students’ narrative reading proficiency. The questionnaire allowed the participants to give their opinions. The result of Questionnaire B was the basis information to
answer the problem of this research. The detailed questionnaire A is available in Appendix B on page 72 and questionnaire B in Appendix B page 100.
D. Data Gathering Technique
The researcher conducted the process of gathering data and information in sequenced steps. Firstly, the researcher interviewed the English teacher of SMA
Pangudi Luhur Sedayu who taught class XI IPS 2 about the problems that students often got in learning English especially in reading skill according to the
teacher’s side. After that, he distributed questionnaire to the students of class XI IPS 2 in order to discover their problems from the students’ point of view.
Obtaining the problems from both point of views, then, the researcher limited the problem so that he could determine the plan and the method in conveying the
mind mapping technique to overcome the problem. Thus, he went to the library to find out some references from any books, thesis, and other sources to study the
theories related to narrative reading proficiency since most students were interested in and familiar with narrative text, however they got difficulties in
reading narrative text. Furthermore, the researcher learnt about mind mapping
technique as the action he wanted to implement. The researcher also examined the appropriate procedure in implementing the mind mapping technique for teaching
reading skill. It was essential findings since the researcher, then, gave the preliminary action of mind mapping technique before he conducted the post-test.
After gaining any information needed from the library, the researcher developed and prepared the research instruments, such as interview form, questionnaire
sheets, pre-test, and post-test. Considering that the study was conducted in SMA Pangudi Luhur Sedayu,
then the researcher conducted a pre-test by distributing a narrative text and some questions related to the text for each student of class XI IPS 2 of SMA Pangudi
Luhur Sedayu. It took one meeting to conduct the pre-test. The next meeting, the researcher gave the preliminary action to the students of SMA Pangudi Luhur
Sedayu grade eleven. The preliminary action was applying mind mapping technique as one of the techniques to comprehend a text. Yet, the researcher gave
some examples of mind map and described the importance of mind mapping technique for reading comprehension before he asked the students to practice
making a mind map. Further, the researcher explained how to take notes about the information gained from the text by applying mind mapping technique. He
exposed the suitable way to apply mind mapping technique for reading comprehension. Afterwards, the students practised to construct mind mapping
about some texts including the text which was used in the pre-test. The introduction of mind mapping technique took three meetings. In other words, the
researcher spent three meetings in conducting the preliminary action for the
reason that the students could be accustomed in applying mind mapping technique so that there would be a big impact of mind mapping technique in enhancing the
students’ reading comprehension. At the end of the research, the researcher distributed the Questionnaire B.
The same as in Questionnaire A, the students were given several questions related to the implementation of mind mapping technique. There were six questions in
Questionnaire B. The result gained from the Questionnaire B then is analyzed to investigate the students’ perceptions toward the implementation of mind mapping
technique in narrative reading.
E. Data Analysis Technique
