8 It increases brain to become alert and receptive. In relation to the use of mind mapping for presentation, Buzan 1993 also points
out some advantages of it. 1 They eliminate the stress and unhappiness cause by disorganization and fear of failure.
2 They free someone’s associative ‘grappling hooks’ to take in new information and idea, thus enhancing creativity and originality.
3 They enormously reduce time needed for preparation, structuring and completion of the presentation.
4 They put someone in continuous control of the analytical and creative process. 5 They result in a more focused, organized and integrated presentation.
Goldberg 2004 says that mind maps are a great way to introduce an overall topic, increase student’ involvement, and get thoughts down quickly. The physical
process of making a map produces better memory because of the kinesthetic involvement. Michael in Michalko in Buzan 2009: 6 says that mind mapping can be used to
all fields including education field, such as 1 giving a comprehensive view of particular mater 2 enabling someone to plan framework 3 collects a huge amount of data in a
particular place 4 encouraging problem solving creatively. To sum up, mind mapping helps the students to save the time in reading. It also
makes them think in a framework, so that they can manage their mind in an organized and integrated way. Moreover, it reduces their stress and unhappiness when they deal with
complex reading.
d. Creating Mind Mapping
Lewis 2005 suggests some steps to create a mind map: 1 Take a blank piece of paper and turn it on its side.
2 An image that represents the topic is drawn in the center. 3 Draw thick lines that connect the themes to the main image and print one word
associated with each of the themes in capital next to the line.
4 Start to add another level of thought, using thinner lines, linked to each theme. These are human associated thoughts. Attach words or images.
5 Add some personal touch. Make it to be an artistic, colorful and imaginative mind map.
6 Add humor, exaggeration or absurdity wherever it is possible.
e. Groups of Basic Ordering Ideas in Mind Mapping
Buzan 2009: 133 says that the average brain cannot hold more than seven major items of information in its short-term memory. Therefore, someone who wants to do mind
mapping should aim to select minimum number of basic ordering ideas BOIs that will truly embrace the subject being learnt. There are some groups of BOIs have been found to
be particularly useful in developing mind map: 1 Basic questions
–howwhenwherewhywhatwhowhich? 2 Divisions
–chapterslessonsthemes 3 Properties
–characteristics of things 4 History-chronological sequence of events.
5 Function –what things do
Those groups of BOIs can be applied in the teaching learning of language based on the appropriateness. For example, recount text can be taught by using history model,
while a descriptive text can be taught by using properties model.
B. Related Studies
Regarding the research matter of teaching reading by using mind mapping, the researcher finds a study that is related to each other
. The study related to the use of mind
mapping in reading was conducted by Ambarwati 2012. According to her thesis, the implementation of mind mapping in teaching reading was so helpful to improve the
students’ reading comprehension. The mind mapping was also able to encouraged them to think critically and problem solving. I
t can promote students’ overall understanding of the reading materials and facilitat
e students’ memory of the reading materials.
