presented new teaching-learning technique in reading such as taking notes, skimming, scanning, and mind mapping technique.
Based on the previous data, the researcher concluded that the students needed a new technique which is expected to be helpful in learning reading. In
addition, the students also should be given various kinds of passages in order to break their boredom away in learning English. After obtaining important
information about the situation and activities from the teacher, the researcher then looked for the information needed from the students’ point of view.
2. Data from Students’ Questionnaire
The second data presentation was obtained from the students. It was gathered from Questionnaire A which was given in the first meeting. It was
distributed to twenty eight students of SMA Pangudi Luhur Sedayu Grade eleven who were present at that time. The result of Questionnaire A is presented as
follows.
Table 4.1 Summary of the result of Questionnaire A
1. How long have the students been learning English?
a. Less than three years
b. For about three years
1 3.5
c. For about five years
7 25
d. More than five years
20 71.5
2. What are the students’ opinions about reading?
a. Difficult
15 53.5
b. Fair
10 35.7
c. Easy
d. …
3 10.8
3. How often do the students usually read English passages in a week?
a. Never
7 25
b. Once
8 28.5
c. More than four times
4 14.3
d. …
9 32.2
4. What is the most interesting genre?
a. Report 3
10.8 b.
Narrative 18 64.2
c. Analytical Exposition
d. Spoof 2
7.2 e.
Hortatory Exposition f.
… 5 17.8
5. Do the students get various passages from your teacher?
a. Never
2 7.2
b. Seldom
1 3.5
c. Sometimes
19 67.8
d. Often
4 14.3
e. Always
2 7.2
6. What sources do the students’ passages come from?
a. Magazine
4 14.3
b. Handbook
14 50
c. Newspaper article
d. Internet 6
21.4 e.
Journals f.
… 4 14.3
7. What are the students’ problems related to reading?
possible to choose more than one option
a. I don not have any
2 6.4
b. Limited vocabulary
16 51.7
c. Too long story
2 6.4
d. To complicated story
2 6.4
e. Uninteresting story
3 9.8
f. Difficult to understand the story
6 19.3
8. What strategy do the students usually apply in order to overcome
your problem? a.
Read several times 7
25 b.
Take notes 3
10.7 c.
Find new words out 14
50 d.
… 4 14.3
Based on the Questionnaire A, there were 11 male students 39.3 and 17 female students 60.7 in average age extends between 16 to 18 years old.
The first question in the questionnaire was to find out how long the students’ have been studying English. It aimed to determine the materials which the researcher
used in the implementation of mind mapping technique. Twenty students out of twenty eight 71.5 said that they have been learning English for more than five
years. Seven students 25 stated that they have been learning English for about five years. Only one student 3.5 said that he has been learning English for
about three years. From the data gathered on the first question, it is clear that students have been learning English more than three years. It means that they have
enough basic English. The second question was about the students’ perception about reading in
English. It measured students’ opinion about reading which could be the basis for the researcher to choose the right level of reading material implemented. Fifteen
students 53.5 felt that reading was a difficult skill to acquire. There were ten students 37.5 thought that reading skill was fair. However, there were three
students 10.8 said that they got difficulties in because their being lack of vocabulary and grammar. From the data on the second question, it could be seen
obviously that majority of the students thought that reading English passages is considered difficult. It indicated that the researcher had to choose the right method
to convey the mind mapping technique in reading. The third question was about the students’ reading frequency in a week. It
found out the intensity of students’ motivation and interest in reading English
passages. The data of the third question helped the researcher to put the right type of reading materials. Seven students 25 stated that they never read nay English
passages within a week. Eight students 28.5 affirmed that they read English passages only once a week. Students who read English passages more than four
times a week were four students 14.3. There were nine students 32.2 who read English passages only when they attended English class. It could be
concluded that the reading rate of students of SMA Pangudi Luhur Sedayu grade eleven was various. It indicated that intensity of their motivations in reading were
various as well. The result of the third question guided the researcher to select attractive materials which could encourage the students to read more.
The fourth question was about the genre of the reading passage. This question aimed to find out the most popular and interesting genre to students of
SMA Pangudi Luhur Sedayu grade eleven. This question was essential for the reason that in introducing a new technique it was better to begin from the most
popular and the easiest genre. Majority students of SMA Pangudi Luhur Sedayu grade eleven were familiar to narrative genre. It was proven by eighteen students
64.2 said that narrative was the most interesting genre. Report was in the second place with three students 10.8 chose it. It was followed by spoof in the
third place with two students 7.2 selected it. Five students 17.8 stated that comics book, novels, magazine, were interested instead of those genre. It is not
surprising because government placed narrative in every semester curriculum since in the elementary level until the high school level. Thus, the researcher
selected narrative as the genre of this research.
The fifth question asked about the variety of reading passages. It aimed to recognize how deep their knowledge about the passages was. It helped the
researcher to pick the appropriate passages which students hadn’t read them before. More that 60 percent nineteen students, 67.8 of students felt that their
teacher sometimes gave them various passages. Two students 7.2 said that the teacher never gave them various passages. There were only one student 3.5
asserted that the teacher rarely gave various passages. Four students 14.3 affirmed that the teacher often gave various passages. Additionally, there were
two students 7.2 thought that the teacher always gave them various passages. From the preceding data, it could be concluded that the students did not have
adequate various kind of passages. Thus, it could influence students’ motivation on reading since they got same passages for many times.
The sixth question discussed the sources that the students got the passages. This information was very essential since the researcher tried to avoid using
materials that the students had often used. Half of he students fourteen students, 50 stated that they got English passages from their handbook. Six students
21.4 thought that they got English passages when browsed internet. Four students 14.3 got their English passages from magazines. Four students
14.3 stated that they got their English passages from games, television, and novels. No student got their English passages from newspaper as well as journals.
According to the data, the passages sources were spread out variously, however the majority of the students read English passages from their hand book. It
indicated that the researcher had to choose new materials outside of their hand
book for the reason that the students needed an opportunity to comprehend new passages.
The seventh question tried to figure out the difficulties that students had in reading English passages. It helped the researcher in focusing and limiting the
problems which students got. The researcher had to select the strategy that could overcome the students’ obstacles. Since the students’ were able to choose the
answers more than one choice, there were various opinions about this point. There were sixteen students out of thirty one students 51.7 who thought that they got
trouble in vocabulary. Six students 19.3 felt difficult to understand the text. Three students 9.8 stated that the stories were not interested which made them
felt unmotivated to read. There were two students 6.4 said that the stories were too long and hard to understand. There were also two students 6.4 affirmed
that they did not get trouble in reading. The last question was about students’ action in order to overcome their
obstacles in reading. The researcher employed the result of this point to determine the suitable strategy which could overcome the students’ problems. Since the
biggest problem for the students was lack of vocabulary, half of the students fourteen students, 50 tried to find out the meaning of new words they find in
the passages. Seven students 25 tried to read the passages several times. Only three students 10.7 made notes to keep the information gathered. There were
four students 14.3 affirmed that they asked to their teacher when they got problems in reading English passages.
From the result of Questionnaire A, the researcher concluded that the eleventh grade students of SMA Pangudi Luhur Sedayu had been learning English
for more than 5 years. However, they assumed that reading English passages was considered difficult though 75 of them usually read English passages at least
once a week. In their opinions, narrative was the most common genre and the most frequent genre they often read. In their reading class, they seldom got
various reading passages from their teacher. As a result, they did not have any opportunities to practice reading English passages. Thus, they lacked of
vocabulary. To deal with that problem, the students tried to read the passages many times and made notes about information they got from the passages.
Based on the conclusion stated before, the researcher selected appropriate materials as well as method to convey mind mapping technique as the research
action. In giving the students reading passages, the researcher also gave new vocabulary for them in order to help them in solving their being lack of
vocabulary. In addition, the researcher carried out the introduction about the passages as well as the mind mapping technique.
B.
The students’ Perceptions of the Implementation of Mind Mapping Technique
In order to investigate the students’ perceptions toward the implementation of mind mapping technique, the researcher distributed Questionnaire B to the
eleventh grade students of SMA Pangudi Luhur Sedayu class XI IPS 2. The questionnaire was mix between open-ended and closed-ended questionnaire.
There were thirty two students completed Questionnaire B. It aimed to uncover the students’ opinion about mind mapping technique Thus, this part discussed
students’ perception of mind mapping technique. Otherwise, it answered the problem of this research. The result of Questionnaire B is presented as follows.
Table 4.2 Summary of the result of Questionnaire B
1. What do the students think about the implementation of mind
