In short, graphic organizers are beneficial for visual stimuli, planning and brainstorming, recording information in a nonlinear fashion, assessment, checking
understanding, problem solving, elaboration, creating analogies, note taking, summarizing, illustrating sequence of events and other creative ways of instruction
Bromley, Irwin-DeVitis, Modlo, 1995; Gregory Chapman, 2002, in Trevino, 2005: 33. Those special features which are covered by mind mapping techniques are
supported by explanation in the power of memory in mind mapping. Those two memory categorization, explicit and implicit memory take control during individual
employs mind mapping techniques.
B. Theoretical Framework
The significant shifting in our educational system, from teacher-centered classroom to students-centered classroom, affects the education setting to provide the
best educational system. Besides, in language learning, another consequence is on communicative teaching which needs to encourage students with greater
opportunities to actively involve in their learning processes. Thus, it can foster students’ learning autonomy. In the context language learning process, one needs
various strategies in order to train learners to have capability to control their learning. Learning strategies are believed to help learners to enhance their learning. The
appropriate language learning strategies result in improved proficiency and greater self confidence.
Furthermore, according to Oxford 1990: 14, when learners employ such metacognitive learning strategies. It means they promote themselves to be
autonomous learners, because metacognitive strategies and learning autonomy basically share the same principles as planning, monitoring and evaluating learners’
performance while accomplishing a task which leads the learner to have better learning process ultimately.
The current study was intended to reveal that the mind mapping technique was able to enhance students metacognitive learning strategies. By presenting
information in a pictorial form, teachers and students can focus on key ideas as well as access and stimulate learning process. Again, graphic organizers are beneficial for
visual stimuli, planning and brainstorming, recording information in a nonlinear fashion, assessment, checking understanding, problem solving, elaboration, creating
analogies, note taking, summarizing, illustrating sequence of events and other creative ways of instruction Bromley, Irwin-DeVitis, Modlo, 1995; Gregory
Chapman, 2002, in Trevino, 2005: 33 For this reason, the metacognitive strategies are highlighted in this study for
they picture students’ active roles in accomplishing the task besides reveal students’ learning autonomy in terms of the control over learning management.
CHAPTER III METHODOLOGY
This chapter describes the process of gathering up to analyzing the data. It comprises research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
In this study, a qualitative research method was used to present the findings. Strauss and Corbin 1990, in Hopefl 1998: 2 stated that
“Qualitative methods can be used to better understand any phenomenon about which little is yet known. They can also be used to gain new perspectives on
things about which much is already known, or to gain more in-depth information that may be difficult to convey quantitatively.”
From the explanation above, a qualitative method focuses on understanding social phenomena from the perspective of the human participants in the study. In
Qualitative Research Methods Overview, a qualitative research method is particularly effective in obtaining specific information about the “values, opinions, behaviors, and
social contexts of particular populations.” This research method provides complex descriptions of how people experience a given research situation. “It provides
information about the “human” side of an issue the often contradictory behaviors, i.e. beliefs, opinions, emotions, and relationships of individuals” p.1.
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