The effectiveness of using mind mapping technique on students’ reading of narrative text: a quasi-experimental study at the second grade of MAN 19 Jakarta

a

THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE ON STUDENTS’ READING OF NARRATIVE TEXT

(A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta)

By

Leyly Khairani Zahra NIM. 109014000122

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA 2014

THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE ON STUDENTS’ READING OF NARRATIVE TEXT

(A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta)

Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1)

in the Department of English Education

By

Leyly Khairani Zahra NIM. 109014000122

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA 2014

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ABSTRACT

Leyly Khairani Zahra (109014000122). The Effectiveness of Using Mind Mapping Technique on Students’ Reading of Narrative Text (A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta). Skripsi of The Department of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Advisors: Dr. Alek, M.Pd. and Devi Yusnita M.Pd.

Keywords: Mind Mapping, Reading Ability, Narrative Text.

The objective of this study was to find out the empirical evidence about the effectiveness of using mind mapping technique on students’ reading of narrative text. This study was conducted since February 25 to June 4, 2014 at MAN 19 Jakarta, using 54 students from two classes as samples. The quasi experimental design was used with pretest and posttest as techniques to collect the data. The sample that was selected through purposive sampling was then separated into experimental class and control class. Both of the classes were differently treated. The experimental class was taught narrative text by using mind mapping technique while the control class was taught narrative text without using mind mapping technique. To test the hypothesis, T-test formula was used to calculate the data.

The research findings of this study reached the conclusion that there was no

significance difference of students’ reading skill between the experimental class

and the control class. This was based on the T-test result which showed that T-test < T-table (0.706 < 2.05). Therefore, it can be concluded that Ho was accepted and Ha was rejected.

ABSTRAK

Leyly Khairani Zahra (109014000122). The Effectiveness of Using Mind Mapping Technique on Students’ Reading of Narrative Text (A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Advisors: Dr. Alek, M.Pd. and Devi Yusnita M.Pd.

Keywords: Mind Mapping, Reading Ability, Narrative Text.

Tujuan dari penelitian ini adalah untuk mengetahui bukti empirik mengenai keefektifan penggunaan teknik mind mapping terhadap kemampuan siswa dalam membaca teks narratif. Penelitian ini dilakukan pada tanggal 25 Februari sampai dengan tanggal 4 Juni 2014 di MAN 19 Jakarta, dengan menggunakan 54 orang siswa dari dua kelas sebagai sampel. Desain quasi experimental diunakan dengan pretest dan posttest sebagai teknik untuk mengumpulkan data. Sampel yang terpilih melalui purposive sampling selanjutnya dipisahkan menjadi kelas eksperimen dan kelas control. Kedua kelas itu diperlakukan secara berbeda. Kelas eksperimen diajarkan narrative text dengan menggunakan teknik mind mapping sedangkan kelas control diajarkan narrative text dengan tidak mengunakan teknik mind mapping. Untuk menguji hipotesis, rumus T-test digunakan untuk menghitung data.

Hasil penemuan penelitian ini mengarah pada kesimpulan bahwa tidak ada perbedaan yang signifikan antara kemampuan membaca di kelas eksperimen dan kemampuan membaca di kelas kontrol. Hal ini berdasarkan hasil T-test yang menunjukkan bahwa T-test < T-table atau 0.706 < 2.05. Oleh karena itu, dapat disimpulkan bahwa Ho diterima dan Ha ditolak.

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the blessing given to the writer, so she could eventually accomplish this skripsi entitled The Effectiveness of Using Mind Mapping Technique on Students’ Reading of Narrative Text (a Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta). Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed by the lord.

In this opportunity, the writer would like to remark the utmost thanks from her deep heart to the following people, who always helped, contributed, and empowered her to achieve a success in completing this skripsi.

1. For the honorable Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. as the advisors of the writer, for the guidance and patience in helping and correcting the researcher in writing this skripsi.

2. For the Head of English Education Department, Drs. Syauki, M.Pd. and the Secretary, Zaharil Anasy, M.Hum.

3. All lecturers of English Education Department who have given motivation, guidance, knowledge and happiness during her study in English Education Department, Syarif Hidayatullah Jakarta State Islamic University Jakarta. 4. For the Principal, Vice-Principal, the English teachers and the students at

MAN 19 Jakarta, for giving chance, permission and helping the writer to conduct the research there.

5. The writer’s parents and family, Abdul Latif S.Ag. and Siti Maisyaroh S.Pd.I., who always motivate and support her, never stop caring, and always pray for her succeed. In addition, for her older brother who always encourage and advice her in the making of this skripsi, and for her two younger sisters who always support her.

6. The writer’s husband, Lilis Sucahyo, S.TP., M.Si. for his patience in guiding her to finish this skripsi, moreover for doing his best to support and encourage her.

7. For all of her friends in English Education Department especially at ‘C class’ year 2009, for sharing their lovable experience, both in sadness and happiness. Especially for Deswinda Andarini, S.Pd. and Yayah Fauziyah, S.Pd.

8. The people who have helped the writer to finish her study that she cannot mention one by one.

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TABLE OF CONTENTS

APPROVAL... i

ENDORSEMENT SHEET ... ii

CERTIFICATION OF ORIGINALITY ... iii

ABSTRACT ... iv

ABSTRAK ... v

ACKNOWLEDGEMENT………....vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES... xiii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 6

A. Reading ... 6

1. The Definition of Reading ... 6

2. The Purpose of Reading ... 7

3. The Model of Reading ... 9

4. The Kind of Reading ... 10

B. Narrative Text ... 14

1. The Definition of Narrative Text ... 14

2. The Purpose of Narrative Text ... 15

3. Elements of Narrative Text ... 16

4. The Generic Structure of Narrative Text ... 17

5. Example of Narrative Text ... 18

C. The Mind Mapping Technique... 19

1. The Definition of Mind Mapping... 19

2. The Purpose of Mind Mapping ... 21

3. The Steps of Mind Mapping ... 22

4. The Advantages of Mind Mapping Technique ... 24

5. The Disadvantages of Mind Mapping Technique ... 25

6. Example of Mind Map ... 26

D. Previous Study ... 26

E. Conceptual Framework ... 28

F. Theoretical Hypothesis ... 29

CHAPTER III RESEARCH METHODOLOGY ... 30

A. Place and Time of the Research ... 30

B. Method and Research Design... 30

1. Method ... 30

2. Research Design ... 31

C. Population and Sample of the Research ... 32

1. Population ... 32

2. Sample ... 33

D. Instrument of the Research ... 33

E. Technique of Collecting Data... 34

F. Technique of Data Analysis ... 34

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 38

A. Research Finding ... 38

1. The Description of the Data ... 38

2. The Analysis of the Data ... 47

3. Normality Test ... 52

4. Homogeneity Test ... 54

5. Hypothesis Testing ... 55

6. Questionnaire ... 56

B. Interpretation ... 58

CHAPTER V CONCLUSION AND SUGGESTIONS ... 60

A. Conclusion ... 60

B. Suggestion ... 61

REFERENCES ... 56

LIST OF TABLES

Table 3.1 Nonequivalent comparison group design ... 32

Table 3.2 Population ... 32

Table 4.1 Pretest and Posttest Score of Experimental Class….……….38

Table 4.2 Frequency Distribution Table of Pretest Result of Experimental Class ... 39

Table 4.3 Frequency Distribution Table of Posttest Result of Experimental Class ... 40

Table 4.4 Pretest and Posttest Score of Control Class ... 41

Table 4.5 Frequency Distribution Table of Pretest Result of Control Class... 42

Table 4.6 Frequency Distribution Table of Posttest Result of Control Class... 43

Table 4.7 Recapitulation Data of Experimental Class ... 47

Table 4.8 Students’ Achievement of posttest in Experimental Class ... 48

Table 4.9 Recapitulation Data of Control Class... 49

Table 4.10 Students’ Achievement of posttest in Control Class ... 49

Table 4.11 Comparison of Recapitulation Data between Experimental and Control Class... 50

Table 4.12 Percentage of Students’ Achievement ... 51

Table 4.13 Pretest Normality Test of Experimental Class ... 52

Table 4.14 Posttest Normality Test of Experimental Class ... 53

Table 4.15 Pretest Normality Test of Control Class ... 53

Table 4.16 Posttest Normality Test of Control Class ... 54

Table 4.17 Homogeneity Pretest Results between Experimental Class and Control Class... 54

Table 4.18 Homogeneity Posttest Results between Experimental Class and Control Class... 55

Table 4.19 T-test Result ... 56

LIST OF FIGURES

Figure 2.1 A Handy Check Map to Construct a Mind Map ... 23 Figure 2.2 Mind Map of “The Lost Jug” Story ... 26 Figure 4.1 Bar Diagram of Pretest and Posttest Comparison of Experimental

Class………....41

Figure 4.2 Bar Diagram of Pretest and Posttest Comparison of

Control Class ... 44 Figure 4.3 Mind Map Result of the Second Treatment ... 45 Figure 4.4 Mind Map Result of the Third Treatment ... 46 Figure 4.5 Pie Chart of Students’ Posttest Achievement of

Experimental Class ... 48 Figure 4.6 Pie Chart of Students’ Posttest Achievement of

Control Class ... 50 Figure 4.7 Bar Diagram of Mean Score Comparison between

Experimental and Control Class ... 51

LIST OF APPENDICES

Appendix 1. Profil Sekolah dan Sarana dan Prasarana ... 67

Appendix 2. Kisi-Kisi Instrumen Soal Penelitian ... 80

Appendix 3. Soal Uji Validitas ... 81

Appendix 4. Soal Pretest dan Posttest ... 88

Appendix 5. Key Answers ... 92

Appendix 6. Test Validity Results ... 93

Appendix 7. RPP of Experimental Class ... 96

Appendix 8. RPP of Control Class ... 115

Appendix 9. Pretest and Posttest Result ... 139

Appendix 10. Mind Map Results of the 2nd Treatment ... 148

Appendix 11. Mind Map Results of the 3rd Treatment ... 153

Appendix 12. Activity Documentation ... 165

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CHAPTER I INTRODUCTION

This chapter explains the background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.

A. Background of the Study

Reading is one of important skills besides the other three skills in language

learning – listening, speaking and writing. It is obviously one of important skills in life. It becomes more essential, especially for students who have to read in order to get information from textbooks, researches, reports, etc. Even, Anderson

states that reading is a basic life skill which is a cornerstone for child’s success in

school and throughout life.1 In addition to the reason that reading takes part in almost all written tests, including National Examination in Indonesia, the students should have a good reading ability.

Reading plays an important role in education as a new research conducted by Alice Sullivan and Matt Brown from the Institute of Education (IOE) state that children between the ages of 10 to 16 who put reading for pleasure as a habit make more progress, especially in mathematics, vocabulary and spelling, than those children who rarely read.2 Based on Anderson, reading is crucial for the individual as well as for the society, where the opportunities for personal fulfillment and job success inevitably will be lost without the ability to read well.3

Indonesian government has done efforts to increase student's motivation to read by providing public libraries and mobile libraries. The facilities in the public libraries have been improved and well equipped in order to attract people to read.

Even so, it doesn’t guarantee Indonesian students to be motivated. Based on the

1

Richard C. Anderson et al., Becoming a Nation of Reader: the Report of the Commission on Reading, (Washington DC: The National Institute of Education, US Department of Education, 1984), p. 1.

2

Alice Sullivan and Matt Brown, Social Inequalities in Cognitive Scores at Age 16: The Role of Reading, (London: Centre for Longitudinal Studies Working Paper Series, 2013), pp. 2—37.

3

chief of the National Library of Indonesia (Perpusnas RI), Hj. Sri Sularsih, in 2013, Perpusnas RI has distributed 400 units of mobile libraries that cover districts and cities across Indonesia and also ship used as mobile library to cover some areas that are not reached by land transportation.4 And by 2013, it has distributed eight ships as mobile library.5 However, the result from Statistics Indonesia, known as Badan Pusat Statistik (BPS) shows that the percentage of students looking for information by reading are decreased each year. BPS stated that, in 2012, there are 91.68% of students that looking for information by watching the television, 18.57% by listening to the radio, and there are only 17.66% who search for information by reading magazines or newspapers.6 It can be concluded that most of the students are not motivated in reading. In addition, the current study result by The International Association for the Evaluation of Educational Achievement stated that most of Indonesian students do not like reading.7

In relation, understanding reading texts becomes difficult along the poor reading skill. One of the reasons is that teaching and learning process of reading obviously is not an enjoyable activity. This is happened in MAN 19 Jakarta. After doing unstructured interview with the English teacher and the students of MAN 19 Jakarta, the writer get some information that the students are not motivated in reading. The students also assumes that they are less involved in learning process due to the lack of variety in teaching narrative text. Under that situation, the students usually get sleepy during the lesson. Moreover, the teacher states that the students are less active in the process of learning narrative text. The teacher also finds that most of the students have difficulties in understanding the narrative text.

4

Badan Perpustakaan, Kearsipan, dan Dokumentasi Provinsi Kalimantan Barat, Ulang Tahun, Perpusnas Luncurkan Mobil Pustaka Hydron, 2014, (http://bpkd.kalbarprov.go.id).

5

Perpustakaan Dinas Pendidikan TNI AL, TNI Angkatan Laut Ikut Kembangkan Program Perpustakaan, 2014, (http://perpustakaan-disdikal.tnial.mil.id).

6

Badan Pusat Statistik, Indikator Sosial Budaya 2003, 2006, 2009, 2012, 2014, (http://www.bps.go.id).

7

Ina V. S. Mullis, Michael O. Martin, Pierre Foy, and Kathleen T. Drucker, PIRLS 2011 International Results in Reading, (USA: TIMSS & PIRLS International Study Center, 2012), pp. 204–205.

The students of MAN 19 Jakarta say that they understand the narrative text, but when the teacher requests them to retell what the narrative text is about or answer the questions related to the narrative text, they do not exactly know what the narrative text is about and have no idea what they suppose to say or even answer the questions. Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems.8 The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narrative text can also be written to teach or inform, to change attitudes and social opinions. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. Today, narrative text can be an effective reading form to transfer knowledge and information to students.

Furthermore, some of the students would say that they forget what the story is about, some would only remember one or two pieces of the information, and some other can only tell the beginning and the end of the narrative texts. It is same as when the students are asked to answer the question related to the story they read. Most of them will take a look back to the story. It is obvious that most of the students have difficulty to understanding and often remember unimportant information from the narrative texts, besides they are not motivated to read the narrative texts. They become unmotivated to read it and harder to remember the details due to the length of the text.

To overcome this kind of problem, the teacher should provide the appropriate method in teaching narrative text. There are so many methods in teaching narrative text. One of the methods is mind mapping. Mind Mapping is already frequently used in educational practice. In a Mind Mapping, the main idea which often represented as an image is located at the middle of the page. According to Buzan, rather than starting from the top and working down in sentences or lists, people should start from the centre and branch out some ideas

8

Gail L. Riley, A Story Structure Approach to Narrative Text Comprehension, (New York: The Modern Language Journal 77, 1993), p. 417.

related to individual ideas and general form of the central theme.9 By the emerging of many reading strategies, mind mapping hopefully become one of the techniques that can be used in understanding reading text, especially narrative text.

According to the problem mentioned above, this study is focused on finding out whether mind mapping technique is effective or not on students’ reading of narrative text. It is hopefully will be useful for them acquiring important details from the texts and understand the texts more. Based on the explanation above, the writer would like to write about “the effectiveness of using mind mapping technique on students’ reading of narrative text (a quasi-experimental study at the second grade of MAN 19 Jakarta)”.

B. Identification of the Problem

Based on the background of the study above, the writer would like to identify the problem as follows:

1. Students of MAN 19 Jakarta are not motivated in reading.

2. Most of the students of MAN 19 Jakarta find the difficulties in understanding the content of the text.

3. The students assumes that they are less involved in learning process due to the lack of variety in teaching narrative text.

C. Limitation of the Problem

Based on the identification of the problem above, the writer limited the problem on the teaching technique. In this case, the writer focused on the using of mind mapping technique on students’ reading of narrative text.

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D. Formulation of the Problem

In accordance with the limitation of problem, the writer formulated the research question as follow: “Is mind mapping technique effective on students’ reading of narrative text at the second grade students of MAN 19 Jakarta?”

E. Objective of the Study

The objective of the study was to find out the effectiveness of using mind mapping technique on students’ reading of narrative text at the second grade students of MAN 19 Jakarta.

F. Significance of the Study

The writer expects that the results of this study will be significant to teachers, students, school and other researchers. For the teachers, the writer hopes that this study will show that there is an alternative teaching techniques to be utilized on students’ reading of narrative text. For students, this study is expected to help them understand the concept of mind mapping and hopefully increase their motivation in reading narrative texts. The result of this study is also expected to increase the quality of schools curriculum by disseminating this model to both of

English and other teachers. It is also the writer’s hope that other researchers can

use this study as a comparison to other similar studies. Moreover, other researchers will be able to utilize the results of this study and apply it to other case studies of their own.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter explains generally about the definition of reading, purpose of reading, model of reading, kind of reading, reading skill, the principle of teaching reading, narrative text, mind mapping technique, previous studies, conceptual framework, and theoretical hypothesis.

A. Reading

1. The Definition of Reading

To get information, people usually do various kinds of things—watching TV, listening to the radio, reading, communicating with other people, etc. In learning a language, reading can be ascertained as one of the activities—listening, speaking, and writing—to get information and to understand the language. Reading is after all a form of cognitive activity.1 It is an interactive process between the reader and a text. As Alyousef stated that reading is a process where the readers with the knowledge they have and the text they read interact dynamically and finally construct a meaning.2 According to Anderson, reading is a process in which information from the text and other aspects possessed by the reader, such as background of the reader and the purpose of the reading act together to produce meaning.3 So, to interpret the idea of the text, the reader needs something more than just a text and an ability to read. Moreover, it is a process of constructing meaning from written text and also a complex skill requiring the coordination of a number of interrelated sources of information.4 In reading, understanding the text becomes so essential. Without understanding what the text is about, it will be hard to acquire the information and of course the purpose of reading is not achieved.

1

Tony Ridgway, Reading Theory and Foreign Language Reading Comprehension, (Reading in a Foreign Language, 10(2), 1994), p. 55.

2

Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners, (The Reading Matrix, Vol. 5, No. 2, 2005), p. 144.

3

Anderson et al., op. cit., p. 8. 4

Similar to Anderson, Grabe and Stoller stated that reading is taking general comprehension which requires the reader to combine information from a text and knowledge that the reader already has.5 They also defined reading in more general definition as they presented a single-sentence definition of reading on Teaching and Researching Reading that reading is the ability to draw meaning from the printed page and interpret the information appropriately.6 Another statement comes from Smith who said that reading is not just a visual activity, because both of visual and nonvisual information are interrelated and really important in reading to construct the meaning.7 In reading, visual information are intended as source of information in a form of written text. It can be books, magazines, newspapers, etc. Whereas, nonvisual information comes from the reader's mind, experiences, and background knowledge. In addition, reading is important as it provides the reader with the new ideas and experiences that will change the way they see the world.8

From some of the definitions above, it can be concluded that reading is a process in getting the general meaning from written text which requires collaboration between information from the text and the reader's prior knowledge, so that the reader can interpret the information appropriately.

2. The Purpose of Reading

Everyone has a reason for their actions. Even something like reading is an action someone has willfully chosen. The purposes of reading are various from one to another. According to Smith, people read to make sense of everything that they experience in the world.9 The purpose of reading is also to help the reader

5

William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the ESL/EFL Teacher, in Celce-Murcia (ed.) Teaching English as a Second or Foreign Language 3rd Edition, (Boston: Hainle & Hainle, 2001), p. 188.

6

William Grabe and Fredericka L. Stoller, Teaching and Reserching Reading, (England: Pearson Education, 2002), p. 9.

7

Frank Smith, Understanding Reading—a Psycholinguistic Analysis of Reading and Learning

to Read (Sixth Edition), (New Jersey: Lawrence Erlbaum Associates, 2004), p. 94. 8

Ibid., p. 47. 9

achieve some clear information and also for pleasure.10 For example, people read the instruction on a recipe book to know how to cook specific dishes. Moreover, Harmer stated that reading can be done for some purposes such as identifying a topic, predicting and guessing, getting general understanding, getting specific information, and interpreting the text.11 In addition, Grabe and Stoller stated some purposes of reading which are explained as follow: 12

a. Reading to search for simple information

This is the very common reason of reading a text. Reading to search for information is a process that aimed to get specific information by scanning through the sentences and words related to the searched information without reading every pieces of the words.

b. Reading to skim quickly

This is similar to reading to search for simple information. In reading to skim, the readers guess where on the text the information they need are supposed to be, then they read that part on the text until they get the main idea.

c. Reading to learn from texts

Reading to learn from text usually occurs in academic and professional situation. The process is usually longer than reading to skim and search for information, because it requires more complex ability to get a deeper understanding and often require repetition to remember detail information from the text.

d. Reading to integrate information, write and critique texts

Reading to write and critique text are part of reading to integrate information, in which reading process requires critical evaluation about which information that should be integrated or not by composing, selecting and criticize the information on the text.

e. Reading for general comprehension

10

Jeremy Harmer, The Practice of English Language—Third Edition, (London: Longman, 2007), p. 200.

11

Ibid., pp. 201—202.

12

Gaining general comprehension of a text is the most basic purpose of reading. General reading comprehension is actually more complex than what people may think which requires more understanding to the whole big ideas instead of understanding one or two specific ideas in the text.

3. The Model of Reading

Reading model is theory that happens during reading and comprehending a text of what is going on in the reader’s eyes and mind.13 It tries to explain and predict reading behavior and focused on two main models of reading, which are bottom-up and top-down model.

a. A bottom-up model, based on Dr. Zaidah, suggests that reading begins with a reader processing the visual information showed on a written text.14 While Grabe and Stoller stated that:

Bottom-up models suggest that all reading follows a mechanical pattern in which the reader creates a piece-by-piece mental translation

of the information in the text, with little interference from the reader’s

own background knowledge. In the extreme view, the reader processes each word letter-by letter, each sentence word-by-word and each text sentence-by-sentence in a strictly linear fashion.15

b. A top-down model represents reading as a process of four cycles—optical, perception, syntactic, and meaning construction cycles. A reader moves from one sequence of a cycle to another and start making hypotheses about the conceptual meaning of the text, in other words, the reader constantly tries to predict the meaning of the text.16 Top down models assume that reading is primarily directed by the reader goals and expectations, said Grabe and Stoller. They then added:

Top-down models characterise the reader as someone who has a set of expectations about text information and samples enough information

13

F. Davies, Introducing Reading, (London: Penguin, 1995), p. 59. 14

Zaidah bt. Zainal, Critical Review of Reading Models and Theories in First and Second Languages, (Jurnal Kemanusiaan, 2003), p. 105.

15

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading-Second Edition, in Christopher N. Candlin and David R. Hall (ed), Applied Linguistics in Action Series, (New York: Routledge, 2013), p. 25.

16

from the text to confirm or reject these expectations. To accomplish this sampling efficiently, the reader directs the eyes to the most likely places in the text to find useful information.17

4. The Kind of Reading

Reading can be divided into two kinds which are intensive and extensive reading. Here are the explanations:

a. Intensive Reading

Intensive reading, according to Harmer, refers to the detailed focus on the construction of reading texts that usually takes place in classroom and accompanied by study activities where the teachers encourage the students to reflect on different reading skills and may ask them to work out what kind of text they are reading, look at particular uses of grammar and vocabulary, tease out detail of meaning, and then use the information in the text to move on to other learning activities.18

b. Extensive Reading

Extensive reading refers to reading which students usually do outside the classroom, for example reading novels, web pages, newspapers, magazines, etc which involve reading for pleasure or joyful reading.19 The goal of extensive reading is to improve reading skills by processing a quantity of

materials that can be comprehended and pleasurable where the teacher’s job

is to guide the reader to comprehensible materials and to let the students make their own choices of what they want to read.20

17

Grabe and Stoller, op. cit., pp. 25—26. 18

Jeremy Harmer, How to Teach English, (Malaysia: Pearson, 2007), pp. 99—100. 19

Ibid., p. 99. 20

Jerry Greer Gebhard, Teaching English as a Foreign or Second Language—a Self

5. The Principle of Teaching Reading

Teaching reading is not as simple as the theory. To be successful in teaching reading, a teacher should know the basic rule of it. There are eight principles of teaching reading which will be explained as follow: 21

a. Exploit the reader’s background knowledge

Background knowledge is information that the readers get by experience or study which is started from the first day of their life. It can be built from the

readers’ personality, surroundings, people they meet, or even from the

television shows that they watch. As Carell said on his journal, interpretation

of the text is influenced by schemata or reader’s background knowledge.22

Every readers have different schema which affect them in interpreting the text that they read. So, a story may be understood differently from one reader to another. The teacher can help the students activating their background knowledge by setting goals, asking questions, making predictions, teaching text structures, and starting reading process by building up the students’ background knowledge if they are reading on an unfamiliar topic.23

b. Build a strong vocabulary base

Vocabulary teaching is really important as Nation stated that vocabulary teaching has positive effects for students as it can be really helpful when learners, especially non-native speakers feel it is most needed.24 The students will have to spend too much time figuring out the unknown words and will not be able to understand the passage as a whole if there are too many words that a reader does not know.25 In other words, the teacher should help the students to strengthen their vocabulary base as it will bring some advantages

21

David Nunan (ed), Practical English Language Teaching, (New York: McGraw Hill, 2003), pp. 74—78.

22

Patricia L. Carell, Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension, (Toronto: TESOL Convention, 1983), pp. 82— 83.

23

Nunan, loc. cit., p. 74. 24

Paul Nation, Teaching Vocabulary, in P. Robertson, P. Dash, and J. Jung (eds), The Asian EFL Journal Quarterly, (British Virgin Islands: The Asian EFL Journal Press, 2005), p. 48.

25

Laura S. Pardo, What Every Teacher Needs to Know about Comprehension, (International Reading Association, 2004), p. 274.

for the students like improving their reading comprehension and making reading time more efficient. So, basic vocabulary should be taught clearly and the students should be taught to use context to guess the meaning of unfamiliar vocabulary effectively.26

c. Teach for comprehension

Teachers should focus on teaching the students how to comprehend the text instead of focus on testing reading comprehension by verifying that the predictions made by the students are correct and make sure that the students

get familiar to the reading material when they don’t get the meaning.27

By teaching the students how to comprehend the text, the students comprehension will increase as they predict the meaning of the text correctly during reading activity.

d. Work on increasing reading rate

Teachers should understand that the focus of reading class is not to develop speed readers, but fluent readers.28 Teachers can help students become more fluent by engaging them in repeated readings for real purposes and modeling fluent reading by reading aloud to students daily so that the students realize what fluent reading sounds like.29 Teachers also have to find out the way to balance both assisting students to improve their reading rate and developing

their reading comprehension skills by reducing students’ dependence on a

dictionary, telling the students to not focus on move through the passage one word at a time but spend more time analyzing and synthesizing the content of reading.30

26

Nunan, op. cit.

27

Ibid., p. 75. 28

Ibid., p. 76. 29

Pardo, op. cit., p. 273. 30

e. Teach reading strategies

Reading strategies is associated with a conscious and strategic plan to

improve one’s performance in reading.31

One good technique to make the students aware of the reading strategy they use that match their purpose for reading is to get them verbalizing their thought process as they read such as listening to the verbal report of another reader who has just read the same material.32

f. Encourage readers to transform strategies into skills

As learners consciously learn and practice specific reading strategies, the strategies which is defined as conscious actions that learners take to achieve desired goals move to become a skill, a strategy that has become automatic.33 It means that reading strategy that have been mentioned on the previous point is purposed to increase students ability in reading by changing conscious action into unconscious. When the students succeed to achieve this, reading activity and comprehension will be easier to achieve.

g. Build assessment and evaluation into your teaching

Quantitative assessment such as information from reading comprehension tests as well as reading rate data and qualitative assessment activities such as reading journal responses, reading interest surveys, and responses to reading strategy checklists should be included in reading classroom.34

h. Strive for continuous improvement as a reading teacher

The success of students at school cannot be separated from the quality of the teacher as an individual. Reading teachers need to be passionate about their work, view themselves as facilitators, and helping each reader discover what

31

Peter Afflerbach, P. David Pearson, and Scott G. Paris, Clarifying Differences Between Reading Skills and Reading Strategies, (The Reading Teacher, 61(5), 2008), p. 366.

32

Nunan, op. cit., p. 76. 33

Ibid., p. 77. 34

works best, because those can lead to more effective reading instruction in the classroom.35

B. Narrative Text

1. The Definition of Narrative Text

Narrative text is close to everyday experiences as it usually based on real events in life and practically do by people on daily basic. Narrative text can be a fiction, non-fiction or a combination of both which comes from the writer’s real experience or imagination. According to Anderson, a narrative text is a text that tells a story and, in doing so, entertains the audience.36 By reading a narrative text, the readers will get an experience that somehow connected to their prior knowledge and build an interpretation which is entertaining.

Narrative text is a type of texts which the events are given in chronological order. As National Assessment Program (NAP) stated that narrative text is a time-ordered text that is used to tell a story and entertain the reader.37 Regarding to narrative text and time sequences, Abbott added that narrative text allows the events to create the order of time.38 The order of time which is formed on a narrative text is interrelated to each other and makes the story understandable for the readers.

According to Coffman and Reed, narrative text is described as having several common components including a setting, plot (series of episodes based on goals, attempt, outcomes), resolution or story ending.39 These components form the basic aspect of a narrative text. Related to these components, early researchers

35

Nunan, op. cit., p. 77. 36

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan Education Australia, 1998), p. 3.

37

National Assessment Program—Literacy and Numeracy, Narrative Marking Guide, 2014, (http://www.nap.edu.au), p. 4.

38

H. Porter Abbott, The Cambridge Introduction to Narrative, (UK: Cambridge University Press, 2002), pp. 3—4.

39

Gerry A. Coffman and Melissa D. Reed, the True Story of Narrative Text: from Theory to Practice, (Kansas: The Reading Professor vol. 32 no. 1, 2010), p. 5.

found these terms to be representative of the text-based information in retellings and that the information recalled was consistent in order.40

What makes narrative text as a narrative is the events provided on the text. Because, narrative text is the representation of an event or a series of events which event is used as the key word and it cannot be said as a narrative without it.41 It means that events are the characteristic that define narrative text from other kind of texts. Without events or action, a text can be description, argument, exposition or even combination of those texts. In narrative text, the stories set up one or more problems which must eventually find a way to be resolved. Aviv said that narrative text is a kind of text which contains a story and problem which ended by a resolution—happy or sad ending.42

The writer concluded that a narrative text is a story presented in chronological order that consists of some components including problem and problem solving which the purpose is to entertain the reader.

2. The Purpose of Narrative Text

Narrative text has several purpose in reading activity. Narrative text is aimed to tell a story.43 Based on The Student Writer book by Clouse, there are some purposes of narrative text, mentioned as follow:

a. To entertain the reader.

b. To express the reader’s feeling. c. To relate experience.

d. To inform.

e. To teach a lesson. f. To persuade.44

40

Jean M. Mandler and Nancy S. Johnson, Remembrance of Things Parsed: Story Structure and Recall, (San Diego: Academic Press, 1977), p. 132.

41

Abbott, op. cit., p. 13. 42

Aviv, Module Pembelajaran Narrative Text SMA Kelas 11 Semester 2, (Kebumen: SPEC and Academic Pare, 2013), p. 5.

43

Abbott, loc.cit., p. 2. 44

Barbara Fine Clouse, the Student Writer, (New York: The McGraw-Hill Companies, Inc., 2006), p. 186.

Although the basic purpose of narrative text is to tell a story, the detailed purpose may vary according to the genre.45 Cavanagh stated that it can be to entertain, create, stimulate emotions, motivate, guide or teach through story.46 Narrative text on a personal level is aimed to describe about who we are, where we have been, and where we are going to ourselves and to other people which can be told to others in different ways, in different situations to different people.47 In other words, the purpose of narrative text is also to tell and retell a story.

The writer concluded that narrative text is aimed to be told and retold and may entertain the readers, inform them about a particular event, or even teach them about a lesson by the end of the reading process of narrative text.

3. Elements of Narrative Text

There are four elements included in a narrative text: point of view, characters, action (conflict), and dialogue. 48 The four elements are described in detail as follow:

a. Point of View

Point of view can be first-person, second-person, or third-person. It is the perspective from which something is observed and recounted in the story.49 First-person point of view is used for personal narratives with "I" as the main character while the third-person point of view is used for narrative about someone else.

b. Characters

Characters takes part in every story, in other words all stories have them. Characters can be people, animal, spirits, furnitures, and other animated

45

National Literacy Trust, A Guide to Text Types: Narrative, Non-fiction, and Poetry, 2014, (http://www.literacytrust.org.uk).

46

Jane Cavanagh, Text Types, (New South Wales: Country Areas Program (CAP) of Dubbo School of Distance Education), p. 8.

47

Paul Hazel, Narrative: an Introduction, (Mount Pleasant, US: Swansea Institute of Higher Education, 2007), p. 5.

48

Katherine M. Ploeger, Simplified Paragraph Skills, (London: McGraw-Hill Education, 1999), pp. 261—262.

49

Hallett, Elements of Fiction--Narrator/Narrative Voice, (Tampa, Florida: Carrollwood Day School, 2014), p. 1.

object which is defined as mental, emotional, and social qualities to distinguish one entitiy to another.50 Narrative text usually uses real people in real conflicts, with real feelings, needs, and characteristic which are used to make the story more real and exciting for the reader. But, often the characters

are made up based on the author’s imagination. c. Action or Conflict

Every narrative text has one major action or event—sometimes involves conflict—that leads up to the final, climatic scene, the final explosion or insight.51 All good stories usually have some kind of conflict. The purpose is to make the story more interesting and keep the reader's interest to finish the story. Action, according to Amer is something that happen in the story or something that characters do as a result of a problem which is made up of events that lead to the resolution.52 In other words, it is a response of something that happen in the story. It can be character's attitude toward an event, thoughts, dialogues, or statements.

d. Dialogue

Dialogue in narrative is an action when the character talks between characters or when the character talks to himself or herself which brings the story alive for the reader.53 In other words, it is verbal exchanges between characters. In narrative text, the dialogue used is usually everyday conversation.

4. The Generic Structure of Narrative Text

The generic structure of narrative text is known as orientation, complication, and resolution which are the most common generic structure of narrative text.54 Other sources stated that the generic structures of narrative text

50

Hallet, op.cit., p. 7. 51

Ploeger, op. cit., p. 261. 52

Aly A. Amer, The Effect of Story Grammar Instruction on EFL Students’ Comprehension

of Narrative Text, (Reading in a Foreign Language, 8(2), 1992), p. 712. 53

Ploeger, loc. cit., p. 262. 54

are orientation, complication, sequence of events, resolution, and coda.55 Here are the descriptions:

a. Orientation.

This is the very first part of the story which is known as an introductory paragraph. In orientation, the writer provides information about who is in the story, when the story is taking place and where the action is happening.

b. Complication.

This part provides events that influences what will happen in the story. in other words complication is a part where the problem or event start to happen. c. Sequence of events.

It is a part where the characters in the story react to the complication. It can

be said that sequence of events are character’s reaction that result other events

happened in the story. d. Resolution.

Resolution is the part in which the characters solve the problem that appear in complication.

e. Coda.

It is a comment or moral based on what has been learned from the story. Coda is an optional part which is not always found in narrative text.

5. Example of Narrative Text

Here is one of the examples of narrative text taken from the revised English K-6 Syllabus by Jane Cavanagh. The title of the text is “The Fight”.56

Orientation gives a setting for events and introduces the

“I” the narrator.

Complication includes evaluation,

e.g. I didn’t mind

this

It all happened when I was walking home from school. Two kids from my class decided to pick on me. They started yelling stupid names like spazzo, pigface, etc. I didn’t mind

this. I also didn’t mind Kelly punching me in the shoulder. What I did mind was the Kelly kept me occupied while Matthew (better known as Roberts) rode my bike around the cul de sac of the street.

55

Anderson and Anderson, op. cit., p. 3. 56

Resolution _{bag and jumped off the bike leaving it to fall. This made me} This was harmless. But, still riding, he kicked off my sore. I gave in to my temper. When Matthew saw this he took off. So it was me and David Kelly to battle it out. I chased him around and around the street. When I finally caught him I threw punches galore.

Coda

Most of them missed. Kelly managed to escape and run home. I think I was the victor, but if I was, I don’t think it was worth it.

C. The Mind Mapping Technique

1. The Definition of Mind Mapping

To explore the effective technique for teaching reading of narrative text, this study adopted mind mapping technique developed by Tony Buzan as a tool to

represent students’ understanding of narrative text. Mind mapping is a process where the students transfer some information from what they acquired into a visual design that consists of one main topic which has some branches that leads into some details related to the major idea.57 According to Bennett and Rolheiser, mind mapping is analytical process using creative combination of words, visuals, colour, connector and codes involved along the process.58 But, one thing that should be remembered is that the students should avoid creating an artistic masterpiece on a mind map they are making.59 This is applied to any mind maps which are constructed for a classroom activity like writing or reading activity in the classroom. It is because the students have to construct a mind map quickly without pauses and editing. For example, it will time-consuming if the students pay more attention to draw a perfect symbols or pictures instead of writing down the important information in a test about narrative text.

57

Tony Buzan, Mind Maps for Kids, an Introduction—the Shortcut to Success at School, (UK: Thorsons, 2003), pp. 7—9.

58

Barrie Bennett and Carol Rolheiser, Beyond Monet: The Artful Science of Instructional Integration, (Toronto: Bookation Inc., 2001), p. 289.

59

Writing Centre Learning Guide of the University of Adelaide, Mind Mapping, 2014, (www.adelaide.edu.au/writingcentre/), p. 2.

Buzan stated that mind mapping is a graphical method of taking note which take tree branch format with idea branching into their subsections that enriched with colours, pictures, codes, and dimension to add interest, beauty and individuality which are used as aid creativity, memory and specifically to recall information.60 Symbols, pictures or drawings can be used to replace a word from what the students understand about narrative text that they read and put it on the mind map. Hofland stated that only three percent of one hundred people she asked about apple said that they actually saw the word a-p-p-l-e spelled out in their minds.61 So, the mind map can be used to recall the students understanding more quickly than looking back to the text. By looking back to the text, the students have to re-read what they have read before, while by transforming what they have read into a mind map, they just need to take a look back to the mind map where the information that they need are easily recognized.

Mind mapping is suggested to support a deeper level of thinking with its interrelated branching links information.62 This is because the information on every branch in mind map connected to other branches. And putting the information in the mind map cannot be arbitrary as it can cause misinformation. Based on Siriphanich, it is a tool used to improve the quality of learning and thinking which provides a structure showing various aspects of a story such as the sequence of events, the key points, the cause and effect, the relation of ideas and so on.63 Moreover, the students can use it to get the deep meaning of a story.64 It comprises a network of connected and related concepts which any idea can be connected to any other freely, because creating a mind map requires free form and

60

Tony Buzan, the Mind Map Book, (USA: Penguin Book Ltd, 1994), pp. 59—60. 61

Carolien Hofland, Mind Mapping in the EFL Classroom, (Netherlands: Fontys Teacher Training College Sittard, 2007), p. 9.

62

Genevieve Zipp and Catherine Maher, Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula, (Journal of the Scholarship of Teaching and Learning,vol. 13, No. 5, 2013), p. 21.

63

Panatda Siriphanich, Using Mind Mapping Technique to Improve Reading Comprehension Ability of Thai EFL University Student, (Songkhla: the 2nd International Conference on Humanities and Social Sciences, 2010), p. 4.

64

spontaneous thinking to find creative associations between ideas.65 Hofland added

that mind mapping can contribute to learner’s motivation because of its creative

aspect.66 The creative aspect here can be related to the things that the students like. That is why the students will be motivated to learn using a mind map. And this creative aspect also will makes someone’s mind map different one to another.

The language used in mind mapping will not be long complete sentences because they are not required.67 It means that mind mapping only consists of a word or a phrase which represent an idea in order to focus the students on the important information. Using a long complete sentence will not make a mind map effective as it can be messy and contain lots of information which are not important. Faste supported this idea by adding that keyword, phrases and even quick sketches, drawings, diagrams, and symbols are fine instead of writing a complete sentence.68

The writer concluded that mind map is a tool to recall students understanding better by putting the information in a very recognizable position supported with hints, keyword, colour, pictures, and symbols.

2. The Purpose of Mind Mapping

Mind map is easy to construct with words, colors, lines and pictures. Based on Buzan, the purpose of mind map is stated as follow:

a. Remember better.

b. Come up with brilliant ideas.

c. Save time and make the most of the time you have. d. Get better grades.

e. Organize your thinking, your hobbies and your life. f. Have more fun. 69

65

Martin Davies, Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and do they Matter, (Victoria: Springer, 2010), p. 3.

66

Hofland, op. cit., p. 5. 67

Rolf A. Faste, “Mind Mapping”, an Unpublished Book Chapter Describing the Use of Mind Maps in Design, US, 1997, p. 4.

68

Ibid. 69

The main purpose of mind mapping, according to Davies is to create an association between ideas.70 This is based on the tree branch structure of the mind map with its interrelated information. Mind mapping is also used to brainstorm a topic, idea or story which is believed as a great strategy for students.71

3. The Steps of Mind Mapping

There are several steps to construct a mind map. According to Buzan, making a mind map is easy. There are five steps which are explained as follow: 72

a. Preparation.

Students have to prepare a blank sheet and some coloured pens. They have to

make sure that they have enough space to construct a mind map, so it’s better

to placed the paper sideways. b. Drawing the main idea.

The students should start from the middle by drawing a picture or symbol that represent the main idea of the narrative text. Starting from the middle will help the students to freely put branches of information to any directions. c. Adding supporting ideas.

From the main idea in the center of the page, the students can start drawing some thick branches that represent supporting ideas of the main topic. These branches are the main sub-topic of the text. the students have to make sure that the branches are connected to the main idea.

d. Giving name to each branches.

The students have to name each branches that they made with an idea related to the narrative text that they read. They can also add small picture if they want. The name on the branches are the important keyword that will help the to recall their understanding about the story.

70

Davies, op. cit., p. 3. 71

Writing Centre Learning Guide of the University of Adelaide, op. cit., p. 1. 72

e. Adding more ideas.

To add some additional details, the students can draw other lines that connected to the branches that they have made. Then, they can give a name to each of those additional details. As the result, this mind map will look like a branches of tree.

On a condition where the student are doing a test about narrative text with a time limit, the students should not make a complete mind map for every narrative text on the test. It is because the focus is to make the students easier finding information that they need to answer the questions. Moreover, the tidiness of the mind map constructed is less concerned than the information written on the mind map. Therefore, using only one coloured pen and not drawing any pictures or symbols are permitted. It is because the students have to construct the mind map quickly and at the same time answering the question on the test.

To make a mind map, the students should be given a clear overview about how exactly a mind map looks like especially if mind mapping is a new material in the classroom. Because, if the teacher only explain theoretically, the students may misunderstand about the concept. Therefore, Buzan provided a handy check map to help the students started their own mind map. The check map is depicted as follow:

Figure 2.1

A Handy Check Map to Construct a Mind Map73

73

4. The Advantages of Mind Mapping Technique

Mind mapping technique has several advantages. According to Murley, the arrangement of information in a mind map makes the relation of each information easier to see.74 It is because the construction of mind map is always started from the middle. So, the relation of each ideas can be easily tracked by following the branch to the middle or out from the middle—main idea. Most students like making a mind map, because it is fun.75 Moreover, Hofland said that making mind map saves time especially when the students have mastered the technique.76

Buzan, on his book, stated that mind mapping has a number of advantages compared to the linear form of written text which are explained as follow: 77

a. The main idea is more clearly defined as it is presented in the center of the page using a picture or symbol.

b. The importance of each idea is clearly seen, because the branches of ideas which are closer to the main idea or to the center make them more important than other branches which is put far from the main idea.

c. The form of a tree branches makes it easier to recognize the connection of each ideas. This is because each branches only has one word as a keyword to represent an idea.

d. Recalling and reviewing the information will be both more effective and more rapid as there are only keywords that lead to particular information. To see a keyword will save more time than reading one long complete sentence. e. The nature of the structure makes it easier to add some new information

without ruining the structure of the mind map and or other information. The starting point which is at the middle leaves lots of space to possibly add other ideas.

74

Diane Murley, Mind Mapping Complex Information, (Law Library Journal vol. 99(1), 2007), p. 176.

75

Hofland, op. cit., p. 30. 76

Ibid. 77

f. A mind map made will be special for the maker as an aid recall. What make it special is because it will look and be different one to another. So, a mind map which is made by other people may not effectively be used by other people. g. The open-ended nature of the map will enable the brain to make new

connections far more easily in the more creative note making, such as essay preparations.

5. The Disadvantages of Mind Mapping Technique

In a mind map, the connections constructed are limited to simple association.78Aside from the advantages mentioned by Buzan, other researcher finds that there are also some disadvantages of mind mapping technique. As Hofland Said, here are the disadvantages: 79

a. It can be a bit awkward to make a mind mapping when students first start using the technique. This is because the students are not really understand about the mind map and what it is for. It is possible for the students to think that the teacher is just trying to entertain them by drawing funny structure on the whiteboard.

b. Mind mapping is time-consuming in the beginning, because the students need time to fully understand about constructing a mind map. So, to make a mind map may takes time at first until they master how to make it.

c. Mind mapping is very personal because it uses association. The mind map made by someone is the best mind map and it will not work at all for someone else, because the creative making of it that makes it works so well. d. Mind mapping technique is not yet used a lot in school although the

technique is not new. So, to get some students using it is kind of difficult as they do not familiar with the technique.

78

Davies, op. cit., p. 4. 79

6. Example of Mind Map

Here is one of the examples of mind map taken from the Mind Map for Kids by Tony Buzan.80

Figure 2.2

Mind Map of “The Lost Jug” Story

D. Previous Study

Before the writer conducted the research, there has been some relevant research to this study. The first relevant study is a research conducted by Panatda Siriphanich, entitled “Using Mind Mapping Technique to Improve Reading Comprehension Ability of Thai EFL University Student”. 81 Siriphanich used one class of 1st year student—35 students in total— at Songkhla Rajabhat University as sample. Before conducted the treatment, Siriphanich asked the students to do pretest in order to check their reading ability. After the explanation of writing mind mapping, the students were taught mind mapping technique for 4 lesson plans and were asked to do posttest to assess their reading progress. The questionnaires were launched after the posttest and followed by oral interview.

80

Buzan, op. cit., pp. 30—31 81

The result of the study reveals that after teaching by mind mapping technique the majority of the students improved their reading ability and their posttest mean score compared to the pre-test mean score was increased. The posttest mean score was higher than pre-test mean score. The results of this study showed that mind

mapping technique can enhance the students’ reading ability. In other words, mind mapping technique is effective.

The second study entitled “The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu, Indonesia” by Pebri Prandika Putra

and Riswanto.82 This study was aimed to identify whether the use of mind mapping strategy was effective in improving students’ writing achievement. This study used non-equivalent groups pretest-posttest design. The population was the first year students of SMAN 3 Bengkulu in academic year of 2011/2012 with a total number of 234 students. 66 students were taken as sample and divided into two groups. The data were collected by using writing test and then analyzed by using t-test formula. The average of the two group showed that they came from the same grade. Sixteen meetings of treatment were given to the two groups and after that the posttest was given. The mean score of experiment group was higer than the control group. After testing the significant difference between these two groups, the researchers found that there was a significant difference on students writing achievement which was taught through mind mapping strategy. Therefore,

it can be concluded that mind mapping strategy improved students’ reading

achievement.

The third study is a research conducted by Issam Abi-El-Mona and Fouad Adb-El-Khalick, entitled “The Influence of Mind Mapping on Eighth Graders’ Science Achievement”.83 This study assessed the influence of using mind maps as

a learning tool on eighth graders’ science achievement, whether such influence

was mediated by students’ prior scholastic achievement, and the relationship

82

Pebri Prandika Putra and Riswanto, The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu, Indonesia, (International Journal of Humanities and Social Science, Vol. 2 No. 21,2012), pp. 60—68.

83

Issam Abi-El-Mona and Fouad Adb-El-Khalick, The Influence of Mind Mapping on Eighth Graders’ Science Achievement, (School Science and Mathematics, Vol. 108(7)), pp. 298—312.

between students’ mind maps and their conceptual understandings. Sixty-two students aged 13 to 14 years old were randomly assigned to experimental and comparison conditions. Participants in experimental group received mind maps treatment, and the comparison group participants received note summarization treatment for a month. The study had a 2x3 factorial posttest only comparison group design. A multiple choice test was used to measure student achievement. At the end of the month, student feedback on the process was collected using an open ended questionnaire. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than students in the comparison group. But, results of the present study was necessarily tentative in nature and further research is needed to ascertain the present findings across more contexts and content areas.

E. Conceptual Framework

Reading plays an important role in education, because it is proved that students who often read are significantly do better in school than other students who seldom read. Indonesian students do not seem to put reading as an essential thing to do—or even if they do, most of Indonesian students does not like to read including the students of MAN 19 Jakarta. Many of them are also not motivated to read.

In reading English narrative text, most of the students of MAN 19 Jakarta find that understanding the narrative text is difficult. This condition is exacerbated by students attitude to dislike reading, whereas some purposes of reading narrative text is to entertain and hold the readers' interest. It can be imagined that it is difficult for students to comprehend the narrative text, because reading is a form of cognitive activity where some aspects like schemata, the reader’s knowledge and the information on the text are included in the process. Without the will to read, the cognitive activity in reading will be troubled. Moreover, the lack of variation in teaching narrative text also makes it is quite difficult for the teacher to motivate students to read narrative text in the classroom. The underlying problem

stated here is that the students does not like to read narrative text in and outside the classroom.

Those explanations above seemed to be the reason why the writer wanted to conduct this study. Therefore, to get the student's motivation to read and comprehend the text, the teachers need an appropriate method and technique. One of the alternative technique is by using mind mapping technique in teaching narrative text. Mind mapping technique is one solution that can be offered to solve those problems. Because, in making a mind map, the students requires creative aspects in the process which is fun to do and hopefully will change the way the students see the process of learning narrative text. So that, the teacher can encourages the students to be motivated in learning narrative text and enhance their reading comprehension.

F. Theoretical Hypothesis

Hypothesis is a temporary answer or a conclusion of the research. To find out is there any effectiveness of using mind mapping technique on students’ reading of narrative text, therefore the hypothesis of this research is, that reading of narrative text is more effective by using mind mapping technique compared to reading of narrative text without using mind mapping technique.

30

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the place and time of the research, method and research design, population and sample of the research, technique of collecting data, technique of data analysis, and statistical hypothesis.

A. Place and Time of the Research

This study was conducted at MAN 19 Jakarta. It was located at Jalan H. Muchtar Raya H. Jaelan III RT. 05/01, Petukangan Utara, Jakarta Selatan. This study was conducted since February 25 to June 4, 2014.

B. Method and Research Design

1. Method

This study was conducted using an experimental design to examine cause and effect relationship between mind mapping technique and students’ motivation in reading narrative text. According to Hong, this kind of design is used to examine cause and effect relationships by testing hypothesis about manipulated variables.1More specifically, the writer used quasi experimental design. Quasi experimental design is a development design from true experimental design.2 Quasi-experimental design is a research that operates without random assignment of participants to condition.3 Christensen stated that what makes a design quasi-experimental is the absence of random assignment.4 It means that the writer cannot rely on randomization to create comparability of participants in both experimental and control classes. This is based on the fact that getting control group for the research such as in educational field is difficult and this design is

1

E. Hong, Quasi-Experimentation: Two Group Design, (USA: Elsevier Ltd., 2010), p. 128. 2

Sugiyono, Metode Penelitian Pendidikan,(Bandung: Alfabeta, 2012), p. 114. 3

Linda Heath, Quasi-Experiment, (USA: Loyola University Chicago, 2005), p. 255. 4

Larry B. Christensen, Experimental Methodology, (USA: Pearson Education, Inc., 2006). p. 333.

developed to overcome this difficulty faced by the researchers.5 Therefore, the writer cannot randomize the sample, because if the sample was selected randomly, the sample would be heterogen which would be difficult to conduct the research.

2. Research Design

Based on Christensen, quasi experimental design is divided into seceral design which are nonequivalent comparison group design, time-series design, and regression discontinuity design.6 From those three designs, the writer used nonequivalent comparison group design, because the limitation of the time and number of population in this study made it was not possible to use time lapse and regression design, as it might take a longer time and there might be a cut of some number of the sample that have been selected. Christensen added that when a better design cannot be used, nonequivalent comparison group design is frequently recommended.7

By using nonequivalent comparison group design, the writer did not randomly assign research units to experimental and control class.8 It means that the writer cannot randomly assign the treatment given to the sample group and so does in assigning experimental and control group. In this design, one treatment group and one no-treatment comparison group are used, with a pretest and posttest observation for each condition.9 Based on that, this study engaged one experimental class and one control class. The writer selected two out of five classes of the same level through a test about narrative text. Two classes that have been selected then were given a pretest. After that, the experimental class was treated by teaching narrative text using mind mapping technique while control class was taught narrative text without using mind mapping technique. Furthermore the posttests were given to both of the classes and the results were compared. Nonequivalent comparison group design is formulated as follow:

5

Sugiyono, op. cit. 6

Christensen, op. cit., p. 328. 7

Ibid., p. 332. 8

Hong, op. cit. 9

Table 3.1

Nonequivalent comparison group design10

Where:

: Pretest of both experimental and control class. : Posttest of both experimental and control class.

X: Implementation of teaching narrative text using mind mapping technique.

C. Population and Sample of the Research

1. Population

The population of this study was the second grade students of MAN 19 Jakarta. It consists of 144 students divided into 5 classes—IPA, IPS I, IPS II, Agama I, and Agama II. The population number is shown in a table below:

Table 3.2 Population

Class IPA IPS I IPS II Agama I Agama II

Number of

Students 27 31 31 27 28 144

10

Christensen, op. cit., p. 332. Pre-response

measure Treatment

Post-response

measure Difference Experimental

class X

Compare

-2. Sample

In choosing the sample, the writer used purposive sampling technique. Purposive sampling is a technique that determined by certain considerations.11 Some consideration used by the writer to choose the sample was based on the location of the place of the research which was accessible. It was really helpful for writer to conduct the research as the writer could easily accessed the students and collected the data. Moreover, the consideration was also based on a recommendation by the English teacher of MAN 19 Jakarta.

Garfield, et al. stated that this sampling technique produces a sample where the groups are selected according to specific characteristic that are considered to be important.12 The writer selected 54 students out of the population number which are class XI IPA and class XI Agama 1. The determination was based on some consideration that these classes had same amount of students and the test result about narrative text that was distributed to population class showed that both of the classes were homogeneous. So, the writer considered that students’ ability in reading and understanding narrative text were on the same level. According to Schutt, the size of the sample and the homogeneity of the population affect the degree of error due to chance.13 Therefore, the writer considered that the same amount of students in both of the classes was helpful to analyze the data. Schutt added that the more homogeneous the population, the researchers can be more confident about the representativeness of a sample of any particular size.14

D. Instrument of the Research

The instrument of the research used in this study was a test. The test consisted of 40 questions of narrative text in the form of multiple choices. The test were tested out to some students and the results were calculated and analyzed using ANATES software to find out the validity and reliability of the questions.

11

Sugiyono. op.cit.,p. 124. 12

Richard Garfield, et al., Technical brief–Purposive sampling and site selection, (Geneva: ACAPS, 2011), p. 4.

13

Russell K. Schutt, Investigating the Social World: The Process and Practice of Research, 7th Edition, (Thousand Oaks, CA: SAGE Publications, 2012), p. 158.

14

From the validity and reliability test, there were 25 significant questions of 40 questions. The writer then chose 20 questions based on some consideration to be tested in experimental and control class as pretest and posttest.

E. Technique of Collecting Data

In order to get the data, the writer used tests and questionnaire as the technique of collecting data. The tests were divided into pretest and posttest. Pretest was provided by the writer to find out students’ achievement in reading narrative text before the research was conducted. The writer gave the treatment to one class and gave no treatment to another class. Then after four meetings of treatment, the writer gave the posttest to both the classes. Posttest was performed to measure the acquisition of learning outcomes by the end of the treatment. Afterward, the results of both the classes were compared by the writer.

The questionnaire was conducted to gain the information about learning narrative text using mind mapping technique in various aspects. There were 10 questions that were asked to the students about learning narrative text before and after using mind mapping technique.

F. Technique of Data Analysis

Data analysis was the last procedure of the quasi experimental design used by the writer. In order to obtain the result of this study, the data was analyzed using statistical analysis. The data on the pretest and posttest were collected, and analyzed with the SPSS 15.0 for Windows Evaluation Version program. To find the final result of this study, several tests should be passed, such as normality test, homogeneity test, and hypothesis testing.

The purpose of normality test was to make sure that the data were normally distributed. The population of this study could be said as normal population because they have received narrative text material at the first grade. And when the writer distributed a test about narrative text, they could pass it and succeed to understand the test and answer the questions. Normality test is done with requirement as follows: If the significance score > 0.05, so the data is come from

the normal population, but if it is not fulfilled this requirement, so the data is not come from normal population. Normality test is formulated as follows:

Where:

= normality

= data from every sample = deviation standard

= mean15

After that the homogeneity test was done in order to find out the similarity between experimental class and control class with the requirement as follows: If the significance score > 0.05, so the data is similar, but if it is not fulfilled this requirement, so the data is not similar. To know the homogeneity of the data, the following formula is used:

Where:

= variance of sample = data from every sample

= mean

= number of population16

After the homogeneity test was done, the writer used T-test formula as a technique to draw conclusion from the data obtained during this study. T-test was used to find out whether there were the differences between experimental class and control class that used different method in learning narrative text. Hypothesis testing is formulated as:

15

Sugiyono, op. cit., p. 77. 16

Where:

= mean score of experimental class = mean score of control class

= standard deviation of experimental class = standard deviation of control class

= varians of experimental class = varians of control class

= number of students of experimental class = number of students of control class

= correlation between two samples17

G. Statistical Hypothesis

The statistical hypothesis of this study can be seen as:

1. There is no effectiveness of using mind mapping technique on students’ reading of narrative text .

2. There is effectiveness of using mind mapping technique on students’ reading of narrative text .

Where: = Null hypothesis

= Alternative hypothesis = Students’ pretest achievement

17

= Students’ posttest achievement

The criterion used to answer the hypothesis of this study was described as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is

rejected. It means that the average score rates of the experimental group are higher than the control group. In other words, the use of mind mapping technique is effective on students’ reading of narrative text.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is

accepted. It means that the average score rates of the experimental group are same as or lower than the control group. In other words, the use of mind mapping technique is not effective on students’ reading of narrative text.

38

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This chapter describes the discussion of research findings. The findings relate to the research questions that guided the study. The first section describes general description of the data and analysis of the data, then followed by interpretation in second section.

A. Research Finding

1. The Description of the Data

The data collected by the writer during the study were derived from the result of pretest and posttest of both experimental and control class. The data of each class were depicted into tables and figures below. The first part shows the data of experimental class and the second part shows the data of control class.

a. The Data of Experimental Class

Table 4.1

Pretest and Posttest Score of Experimental Class

(Students)

X Pretest Posttest

1 70 65

2 70 75

3 65 60

4 60 80

5 85 95

6 95 95

7 85 85

8 60 80

9 85 95

10 90 95

11 80 95

12 60 70

13 100 100

14 95 90

15 90 90

17 95 80

18 95 90

19 100 100

20 70 60

21 80 80

22 75 85

23 95 95

24 80 95

25 95 95

26 85 80

27 70 90

From the Table 4.1 above, it could be seen that the scores of pretest and posttest in experimental class were quite various. The lowest score of the pretest given to 27 students was 60. And even after the treatment was given to the experimental class, 60 were still the lowest score in the posttest. Not different from the lowest score of pretest and posttest, the highest score of the pretest and posttest given to 27 students was the same, which were 100. The further information about the pretest and posttest score can be seen trough the Table 4.2 and 4.3 below.

Table 4.2

Frequency Distribution Table of Pretest Result of Experimental Class

No Interval Value Frequency

1 30-40 -

2 41-50 -

3 51-60 3

4 61-70 5

5 71-80 4

6 81-90 7

7 91-100 8

165

Appendix 12. Activity Documentation