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
There are seven statements that related to this part. Those statements covered the perceptions and the implications of the use of mind mapping in
speaking. In the first statement, there were 30 of respondents who strongly agreed, 61 of respondents who agreed, 7 of respondents who disagreed, and
2 of respondents who strongly disagreed that mind mapping helped them preparing their speaking well. Furthermore, there were 20 of respondents who
51 strongly agreed, 63 of respondents who agreed, 17 of respondents who
disagreed, and 0 of respondents who strongly disagreed that mind mapping really helped them to develop the organization of ideas in speaking.
Next, there were 24 of respondents who strongly agreed, 67 of respondents who agreed, 9 of respondents who disagreed, and 0 of
respondents who strongly disagreed that through mind mapping, they became confident and motivated to speak in front of the class, while there were 15 of
respondents who strongly agreed, 68 of respondents who agreed, 15 of respondents who disagreed, and 2 of respondents who strongly disagreed that by
using mind mapping, they could save much time in preparing and developing their ideas.
There were 15 of respondents who strongly agreed, 76 of respondents who agreed, 9 of respondents who disagreed, and 0 of respondents who
strongly disagreed with the statement that they could improve their speaking ability when they used mind mapping.
In the last two statements, there were 22 of respondents who strongly agreed, 63 of respondents who agreed, 17 of respondents who disagreed, and
0 of respondents who strongly disagreed with the statement that mind mapping was easily implemented for preparing and developing their organization of ideas
in speaking. There were 20 of respondents who strongly agreed, 65 of respondents who agreed, 15 of respondents who disagreed, and 0 of
52 respondents who strongly disagreed to the statement that they are interested in
using mind mapping to develop the organization of ideas in speaking. Overall, from the results of the questionnaire, it can be seen that the
students’ perceptions on the use of mind mapping in speaking were in the positive side. Mostly, the respondents agreed that mind mapping was easy to make and
implement for developing their organization of ideas in speaking. Mostly, the respondents also agreed that mind mapping helped them preparing and developing
their organization of ideas in speaking. In addition, mind mapping helped them to be more confident and motivated to speak. It made their speaking ability
improved.
4.1.2 The Results of Interview
