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CHAPTER I INTRODUCTION
In this chapter, the researcher presents the background of the study, statement of problems, purposes of the study, significant of the study, scope and
limitation and definition of key terms. Each section is presented as follows:
1.1 Background of the Study
Nowadays, English is one of the International languages that becomes the most spoken languages all over the world. Along with the advancement of
technology and information in this global era, the role of English as an International Language EIL is growth rapidly. The people often used for some
purposes in their life as for education, business or government. Hereafter, Kachru 1986:1 emphasizes that English can open the gates of International business,
technology, science and travel. In 2015, ASEAN countries have established AEC ASEAN Economic
Community. Investors in the business field might come from any country or any
region. As a result, Indonesian employee must to be able to master a foreign language especially English. Another reason is the agreement from each member
of AEC country to use English as the official language for business in ASEAN. According to The ASEAN Charter 2008:29, “The working language of ASEAN
shall be English”. Moreover, Wijaya 2014 stated that English is very important to prepare working-age and youth as the biggest population in Indonesia go
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abroad or work in their native country as a competent worker in order to help Indonesian monetary development in 2015 to 2030.
As the productive skill, speaking is necessary for the people as a good communicator in their social life mainly for the student. Scrivener in Hosni,
2014:23 admits that the language is useless even if we know a lot about it but we never use it. This means if someone know English then he must practice using it.
Actually, there are so many activities that the teacher can provide for the students to practice their speaking skill including oral presentation. Oral
presentation is delivering an address to a public audience that required adequate planning and preparation in order to impart knowledge or stimulate discussion
Islam:2013. It means that the planning in the oral presentation contains an introduction, main body and conclusion of a defined topic that delivered to a
public audience, whereas the preparations of the speaker are his voice, body language and visual aids such as slideshows to helps the presenter achieve the
desired outcomes, control his nervousness and give an effective oral presentation to the audience.
In general, oral presentation used to evaluate the students speaking proficiency in the classroom. In this speaking assessment, the student not only
talked about a certain topic in his oral presentation, but also combines visual aids and tools to present the idea in front of the audience. Oral presentation will make
the students active and communicative because they have an opportunity to get involved more in teaching and learning process instead of just learning from the
teacher. In addition, when they have an oral presentation activity, they will
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improve their skills as well as public speaking, multimedia, teamwork, teaching and their critical thinking.
According to Rajoo 2010, there are four most common problems and difficulties face by student in oral presentation such as language, ideas,
personality traits and external factors. When the teacher gives the students oral presentation test, the students tend to feel frustrated and afraid of the assessment.
The serious students might be prepared well to give their best performance in an oral presentation but they do not always get their expected result. While the other
students, try to get through the oral presentation test as quickly as possible just to make themselves feels relieved without thinking too much about their
performance. Therefore, the teacher must give the students an effective technique to improve their oral presentation performance.
Mind mapping can be used as the alternative to reduce the students’ difficulties in oral presentation. As proposed by Buzan 2005:6, mind mapping is
a way to put information into the brain and to take information out of the brain and it is simple, creative and effective technique of note-taking that organizes our
ideas. As the part of cognitive strategies, mind mapping technique used as a note taking to improve the student English skill. Indeed, Pramono Widyantoro 2013
concludes that the use of mind mapping technique improves the students’ speaking ability of grade VIII at SMP MBS Yogyakarta in academic year of 20122013. By
using mind mapping, the students became more confident to speak English, had more chances to speak up, actively participated in the class, able to use proper expression,
gesture and intonation in speaking, and made a good improvement in some speaking
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ability aspect such as vocabulary, pronunciation, conspicuousness, naturalness of speech, communication skill and task performance. Furthermore, from the previous
study conducted by Anggraeni 2014:326 at seventh grade of SMPN 4 Bandar Lampung, found that the students who taught using a mind mapping technique
which is supported by colors and pictures have significant achievement on their speaking performance.
Concerning with the strength of mind mapping technique, the researcher would like to know the effect of mind mapping on the students’ oral presentation
at 8
th
grade of SMP Muhammadiyah 06 Dau. This research entitled “The Effect of Mind Mapping on Oral Presentation of the 8
th
Grade Students at SMP Muhammadiyah 06 Dau”.
1.2 Statement of Problem
