The General Concept of Mind Mapping

creative problem solving , and hold information in a format that your mind finds easy to remember and quick to review.

2. The Techniques of Using Mind Mapping

In this part is what are needed and how to implement the mind mapping. According to SutantoWindura, he suggested to prepare the materials used to implement the mind mapping such as following: a. Paper  White  Empty Paper  Minimum size A4 21 x 29.7 cm b. Crayon or colored marker  Minimum color is three color  Use color variation like thick or thin. c. Imagination d. The brain itself. 60 The leading authority on mind mapping is Tony Buzan who further illustrated toward the following basic rules for creating mind mapping 1 Read the story, and make a keyword for each schematic structure includes orientation, sequence of events and reorientation of recount text. 2 Start in the center with an image of the topic on a piece of paper. 3 Use images, symbols, codes, and color to complete the keyword. 4 Make the lines are connected each other, begin from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre. 5 Use one keyword for each line. 6 Make the connection lines are arched not straight. 7 Make the lines the same length as the wordimage they support. 61 Besides, we can improve our mind maps through developing our own conventions to take them further. The following suggestions may help to increase the effectiveness of mind mapping by adding the single words or simple phrases for information, using color to separate different ideas, using symbols and images, 60 Sutanto Windura, BLI, Mind Map Langkah Demi Langkah 2008, p. 33. 61 Tony Buzan, Buku Pintar Mind Map, Translt. fromThe Ultimate Book of Mind Maps by Susi Purwoko, 2010 pp.15 —16. and using cross-linkages. 62 We may use single words or simple phrases for information where the single strong words and meaningful phrases can convey the same meaning more potently. Print word, Joined up or indistinct writing can be more difficult to read. Use color to separate different ideas in which this will help you to separate ideas where necessary. It also makes your mind mapping easier to remember. Color also helps to show the organization of the subject. Use symbols and images, where a symbol or picture means something to you, use it. Pictures can help you to remember information more effectively than words. Using cross- linkages: information in one part of the mind mapping may relate to another part. Here we can draw in lines to show the cross-linkages. This helps us to see how one part of the subject connects with another. In conclusion, mind mapping is really suitable to memorize and understand the materials though picture, symbol, color, and keyword. Besides, we can use all the suggestions above about creating and improving o produce the effective mind mapping. Further, we can develop our mind mapping based on our creativity as well.

D. Previous Studies

1. Studies on Descriptive Text

The first study, „Teaching descriptive text by using communicative language teaching CLT compared with the grammar translation method GTM’. 63 The method of this study was experimental research. For experiment class was taught by using CLT, and control class was taught by using GTM. The data is taken and analyzed quantitatively to find the effectiveness of teaching methods. At last, the result of the study was experiment class which taught by using Communicative Language Teaching simply as know with Communicative Approach was more effective than control class taught by using Grammar Translation Method. The calculation of score experiment class was higher than control class. From the explanation, the writer concluded that the application of 62 Ibid. p.15 —16. 63 Suciaroh, Teaching Descriptive Text by Using Communicative Langugae Teaching Method ; An Experimental Study in the First Year of MTs.Soebono Mantofani, Jakarta: Perpustakaan Utama UIN Jakarta, 2009, p. 56. CLT in teaching descriptive text was more effective than GTM. According the processing data, the writer also got conclusion that to test is higher than tt table. In other words, there was a significant difference between teaching descriptive text by using CLT and GTM. The second study, „The Effectiveness of Teaching Descriptive by Using Group Work’. 64 Here, the writer tried to implement the technique of group work in teaching descriptive text compared with the explanatory method. The method used in this study was the experimental method which had the objective of finding out whether group work as a strategy of teaching was effective in teaching reading or not. In this research, the writer also tried to find out whether the students who learned reading through group work showed better achievement than the students who learned reading through explanatory method. In the other words, the using of group work in teaching reading was more effective than using of explanatory method in teaching reading control class to the students achievement in the second year students of MAN Batujaya, Karawang. The third study, “The Effectiveness of Learning Reading through Collaborative Learning” 65 The design of this study was pre-experimental research because it is intended to describe the effectiveness of learning descriptive text through collaborative learning. Besides, this study was included in quantitative research; the researcher used some numerical data which analyzed statistically. After the writer did the research at the second grade students of SMAN 8 South Tangerang, she got the result of the research; they are 1 the implementation of collaborative learning in learning descriptive texts was applied well. It could be known from the result that t o score was higher than t t score obtained from the result of calculating, the alternative hypothesis Ha was accepted and the null hypothesis Ho rejected. It meant that Collaborative Learning was effective in learning descriptive text at the second grade students of SMAN 8 South 64 Neneng Suraeha, The Effectiveness of Teaching Descriptive by Using Group Work; An Experiemental Study in the First Year of MAN Batu Jaya Karawang, Jakarta: Perpustakaan Utama UIN Jakarta, 2009, p. vii. 65 Iffah Salimah, The Effectiveness of Learning Reading through Collaborative learning; A Pre- Experimental Study of the Second Grade Students of SMAN 8 South Tangerang, Jakarta: Perpustakaan Utama UIN Jakarta, 2010, p. vii. Tangerang, 2 The improvement of students‟ achievement in learning reading before and after using collaborative learning was significance enough.

2. Studies on Mind Mapping

The first study, “The Implementation of Mind Mapping in Improving Students’ Reading Comprehension of Recount Text”. 66 This research was based on the last observation result that the students still hard to comprehend a recount text. This research was categorized as Classroom Action Research CAR. It was carried out to solve students‟ problem in comprehending a recount text. The CAR design that used in this research is Kurt Lewin‟s design; it consisted of two cycles those were: cycle 1 and cycle 2. Every cycle consisted of four phases those were: planning, acting, observing, and reflecting. The subject of this research was the students of class VIII-II of MTs Al-Muhtadin Bekasi. In collecting the data, this research used observation, interview and test. Based on the result and the discussion of this research, it could be said that the implementation of mind mapping in teaching reading comprehension of recount text was success since the criteria of success were achieved. The second study, “Improving Students’ Reading Comprehension through Mind Mapping” 67 This research was conducted to 35 students of class VIIID of MTs Manaratul Islam Jakarta. The researcher used Classroom Action Research CAR to solve students‟ problem in understanding narrative text. The Kurt Lewin‟s model which consisted of four phases, planning, acting, observing and reflecting was implemented in this study. The findings of this study showed that the students improved their understanding of narrative text during teaching and learning process by using mind mapping technique. It was proven by the data which derived from this study. First, from the observation, it could be seen that the students were more active and interested in learning narrative text and could answer the questions than has been given. Then data from interview result showed 66 Siti habibah Egiyantinah, The Implementation of Mind Mapping in Improving Students’ Reading Comprehension of Recount Text; A Classroom Action Research in the 8 th Grade Students at MTs Al-Muhtadin Bekasi, Jakarta: Perpustakaan Utama UIN Jakarta, 2010, p. xi. 67 Muhammad Firdauz, Improving Students’ Reading Comprehension through Mind Mapping; A Classroom Action Research in the Second Year pf MTs. Manaratul Islam, Jakarta, Perpustakaan Utama UIN Jakarta, 2010 p. viii.