1. Students’ Perception on the Use of Mind-mapping Technique in
ER II Based on the Questionnaire
In order to find out the students’ perception on the use of mind-mapping technique in ER II, questionnaires were distributed to the students of class A and
B. The questionnaires consisted of closed-ended questions. The close-ended questions gave the students’ perception on the use of mind-mapping technique in
ER II. There were sixty nine respondents from both class A and B. The students’
responses to the questionnaire represented their perception on the use of mind- mapping technique in ER II.
The following are the descriptions of the students’ responses to each statement.
No Statement
Frequency and Percentage SD D U A SA
1 Whether they often use mind-
mapping technique before. 2
2.90 1
1.45 2
2.90 32
46.38 32
46.38 2
Whether they always do mind-mapping after reading
some reading passages in Extensive Reading II
class. 4
5.79 9
13.04 7
10.14 24
34.78 25
36.23 3
Whether they can make mind-map clearly.
1 1.45
7 10.14
7 10.14
38 55.07
16 23.19
4 Whether they feel easy to
make mind-map. 1
1.45 3
4.35 14
20.29 42
60.87 9
13.04 5
Whether they use of mind- mapping technique motivates
them to learn the materials better.
1 1.45
8 11.59
10 14.49
34 49.27
16 23.19
6 Whether the
mind-mapping technique is the effective way
to learn Extensive Reading II. 5
7.25 10
14.49 35
50.72 19
27.53
7 Whether mind-mapping
technique helps them to understand the idea of the
reading passages they read. 2
2.90 8
11.59 38
55.07 21
30.43 8 Whether
mind-mapping technique helps them to be
active studentlearner. 1
1.45 6
8.70 9
13.04 37
53.62 16
23.19 9
Whether they feel challenged when they use mind-mapping
in their learning. 1
1.45 4
5.80 18
26.07 40
57.97 6
8.70 10 Whether the use mind-
mapping technique helps them to be creative.
1 1.45
1 1.45
7 10.14
43 62.23
17 24.64
11 Whether they like all the activities related to the use of
mind-mapping technique. 4
5.80 7
10.14 12
17.39 27
39.13 19
27.54 12 Whether they feel satisfied in
learning Extensive Reading II class using mind-mapping
technique. 4
5.80 6
8.70 12
17.39 28
40.58 19
27.53 13 Whether they get more
experience through mind- mapping technique.
1 1.45
1 1.45
10 14.49
49 71.01
8 11.59
14 Whether they believe that they make good progress or
improvement in their learning through mind-mapping
technique. 1
1.45 3
4.35 9
13.04 48
69.57 8
11.59
Table 4.1 The Frequency and Percentage of the Students’ Responses to each Statement on the Questionnaire.
Table 4.1 shows the students’ responses to each statement on the questionnaire. Responding to the first statement, whether they often use mind-
mapping technique before, thirty-two 46.38 students stated that they agreed. Meanwhile thirty-two students 46.38 chose strongly agree. Three students
two students totally disagreed and one student disagreed proved to be rarely to use mind mapping and there were two students who were undecided. However,
almost all the respondents were indicated that they often used mind-mapping before, while the two students who strongly disagreed and the one who disagreed
might have seldom or never used mind-mapping before. Meanwhile, the other two students did not decide whether they had often used mind-mapping before.
Statement number two asked about student’s frequency in using mind- mapping after reading some passages in ER II. Four students 5.79 chose
strongly disagree and nine students 13.04 stated that they agreed. In addition, there were seven students 10.14 who chose undecided. Furthermore, twenty-
four students 34.78 chose agree and 36.23 or twenty-five students chose strongly agree. This result indicated that most of the respondents always do mind-
mapping after reading some reading passages. In addition, the statement number three, whether they can make mind-
mapping clearly, was responded well. One student 1.45 chose strongly agree and seven students 10.14 stated disagree. Seven students 10.14 chose
undecided. In addition, there were thirty-eight students 55.07 who chose agree and sixteen students 23.19 chose strongly agree. Obviously, most of
the respondents fifty four students stated that they could make mind-map clearly. Unfortunately, there were eight students who admitted that they found
difficulties in making the mind-map. Furthermore, from the students’ responses to the fourth statement, whether
they feel easy to make mind-map, it was known that one student 1.45 stated that they strongly disagreed. Meanwhile, there were three students 4.35 who
chose disagree. There were fourteen 20.29 who did not decide whether they
felt easy when doing mind-mapping or not. In addition, there were forty-two students 60.87 who chose agree, while 13.04 or ten students stated that they
strongly agreed for statement number four. This result showed that most of the students felt easy to make mind-map.
Responding to the fifth statement, whether the use of mind-mapping technique motivates them to learn the materials better, one student 1.45 chose
strongly disagree. Eight students 11.59 stated that they disagreed. In addition, there were ten students 14.49 who stated that they were undecided.
Forty students thirty-four students agreed and sixteen students strongly disagreed proved to be motivated. It was obvious that most of the students
considered mind-mapping technique motivated them to learn the material better. Statement number six concerned with whether mind-mapping is the
effective way to learn ER II. None of the students chose strongly disagree and five students 7.25 stated that they agreed. Ten students 14.49 were
doubtful whether mind-mapping was an affective way to learn ER II or not. There were thirty-five students 50.72 who stated that they agreed and 27.53 or
nineteen students chose strongly disagree. This result showed that most of the students fifty four students stated that mind-mapping was the effective way to
learn ER II. From the students’ responses to the seventh statement, whether mind-
mapping technique helps them to understand the idea of the reading passages they read, there were thirty-eight students 55.07 who chose agree and twenty-one
students 30.43 stated that they strongly agreed. They considered that mind-
mapping helped them to understand the idea of the reading passages they read. Meanwhile, there were two students chose disagree and eight students were
confused whether mind-mapping technique helps them to understand the idea or not.
Responding to the eighth statement about whether mind-mapping technique helps them to be active studentlearner, one student 1.45 stated that
heshe strongly disagreed. Six students 8.70 stated that they disagreed. There were nine students 13.04 who chose undecided. 53.62 or thirty-seven
students stated that they agreed. The rest, sixteen students 23.19 chose strongly agree for statement number eight. This result indicated that most of the
students agreed that mind-mapping technique helps them to be active studentlearner.
Statement number nine concerned with whether they were challenged when they used mind-mapping in the learning. One student 1.45 chose
strongly disagree. For disagree, there were four students 5.80 who chose it. Eighteen students 26.07 responded to undecided. There were forty students
57.97 who stated agree. Six students 8.70 stated that they strongly agreed to respond statement number nine. It was obvious that most students agreed that
they were challenged to use mind-mapping. Statement number ten, whether the use of mind-mapping technique helps
them to be creative, was responded to well. One student 1.45 stated that heshe strongly disagreed. There was also one student 1.45 who stated that
heshe disagreed. There were seven students 10.14 who chose this value.
62.23 or forty-three students stated that they agreed. Seventeen students 24.64 stated that they strongly agreed. It implied that more than half of the
respondents agreed that using mind-mapping helped them to be creative. There were four students 5.80 who chose strongly disagree and seven
students 10.14 stated that they disagreed in responding to the eleventh statement, whether they like all the activities related to the use of mind-mapping
technique. Twelve students did not decide on the statement and forty-six students twenty seven students agreed and nineteen students strongly agreed proved to be
excited when they used mind-mapping. This result showed that most of the students liked all the activities related to the use of mind-mapping technique.
Statement number twelve, whether they feel satisfied in learning Extensive Reading II
class using mind-mapping technique, was responded well. Four students 5.80 chose strongly agree. Six students 8.70 stated that they
agreed with the statement. Twelve students were confused to decide. Twenty eight students 40.58 stated that they agreed and nineteen students 27.53
strongly agreed. Obviously, most of the students felt satisfied with their learning using mind-mapping.
Statement number thirteen asked the respondents whether they got more experience through mind-mapping technique. The result showed that one student
1.45 chose strongly disagree and one student 1.45 chose disagree. While, ten students 14.49 stated that they were undecided. Forty-nine students 71.01
chose agree and there were eight students 11.59 stated that they strongly
agreed. Obviously, more than half of the respondents agreed that they got more experiences through mind-mapping technique.
Responding to the last statement, whether they believe that they make progress or improvement in their learning through mind-mapping technique, one
student 1.45 stated that heshe strongly disagreed and three students 4.35 stated that they disagreed. It entailed that some of them did not put their trust on
mind-mapping technique. There were nine students 13.04 who were doubtful to choose this value. Fifty-six students forty-eight students chose agree and eight
students chose strongly agree proved to make good progress. This result implied that most students believed that they made good progress or improvement in their
learning through mind-mapping technique. By knowing the frequency and percentage of the students’ responses to the
questionnaire, the students’ tendency in perceiving mind-mapping technique could be characterized. The students gained positive perception on the use of mind-
mapping technique in Extensive Reading II. Based on the analysis above, the students had positive perceptions toward
the use of mind-mapping technique in ER II class. This was supported by the fact that the value which was shown in the degree of agreement that most frequently
occurred was agree. Most of the students had experienced mind-mapping technique before. Thus, they were familiar with mind-mapping technique.
Besides, most of the students often do or use mind-mapping after reading some passages in ER II class. This familiarity and frequency of using mind-mapping
technique could affect their perception.
The positive perceptions on mind-technique were shown on statement number three. The students stated that they could make mind-map clearly. This
happened because they had experienced mind-mapping technique before so that this fact helped them to make mind-map clearly. Besides, the students found it
easier to make mind-map because they had experienced in using mind-mapping before. However, there were fourteen students who were undecided whether they
could make mind-map clearly or not. Moreover, the students were motivated to learn the material in ER II class better through the implementation of mind-
mapping technique. And then, statement number six indicated that students perceived that mind-mapping technique was the effective way to learn ER II.
Furthermore, the students’ positive perceptions on mind-mapping technique were also shown by the result of the questionnaire number seven and
eight. The students stated that mind-mapping technique helped them to understand the ideas of the reading passages better and this make the students be
active students. Besides, the student also stated that using mind-mapping technique was beneficial to help them to be creative as responded in the tenth
statement of the questionnaire. They were also able to use colors in their mind- mapping so that it was very interesting It therefore corresponded to the goal of the
lecturer to drill the students to be more independent and self-reliant. The students’ responses to statement number eleven also indicated that
they liked all the activities related to the use of mind-mapping technique in ER II class. However, there were twelve students who were uncertain whether they
liked the activities especially the use of mind mapping. Meanwhile, the students’
also had a good perception toward the use of mind-mapping technique especially in the satisfaction in their learning. Most of the students stated that they were
satisfied with learning ER II class using mind-mapping technique. However, there were some students who were not satisfied with the use of mind-mapping in their
learning. It might have been because the students had their own ways to learn ER II
so that they thought mind-mapping was not really appropriate for them. In addition, using mind-mapping technique in ER II class also provided the students
with more experiences in their learning. Through mind-mapping technique students gained experiences that could improve their knowledge. Moreover, the
students’ last response to the statement also showed positive perception. They believed that they make improvements on their learning with help of mind-
mapping. Perceiving mind-mapping technique positively, the students considered
that mind-mapping technique gave three benefits. The first, it helped them to consolidate information. The second, they could think through complex problems
by using mind-mapping technique. The last, the students could present information in order to develop new brain skill and high-order of thinking. As a
result, the students must have positive perception on the use of mind-mapping technique in Extensive Reading II class.
2. Students’ Perception on the Use of Mind-mapping Technique in
Kategori