52 respondents who strongly disagreed to the statement that they are interested in
using mind mapping to develop the organization of ideas in speaking. Overall, from the results of the questionnaire, it can be seen that the
students’ perceptions on the use of mind mapping in speaking were in the positive side. Mostly, the respondents agreed that mind mapping was easy to make and
implement for developing their organization of ideas in speaking. Mostly, the respondents also agreed that mind mapping helped them preparing and developing
their organization of ideas in speaking. In addition, mind mapping helped them to be more confident and motivated to speak. It made their speaking ability
improved.
4.1.2 The Results of Interview
The interview was done in order to find out more information about the students’ perceptions in speaking. The respondents who were selected as
interviewees were those who mostly answered ‘disagree’ or ‘strongly disagree’ on their questionnaire. There were four interviewees in this research. The results of
the interview will be presented in the following paragraphs based on the classification of the questions. There will be three parts, namely problems in
speaking, the process of using mind mapping in speaking, and the students’ perceptions on the use of mind mapping in speaking.
The first classification is about the problems in speaking. Based on the results of the interview, three of four interviewees said that the problem in
53 speaking was having low self–confidence, one of four interviewees said that the
problem in speaking was to understand the content of their speaking. The other problems of 2 interviewees were about the difficulty to pronounce and understand
the unfamiliar words. Furthermore, to solve the problems of speaking, one of four interviewees said that he learnt from book and made outline to prepare his
speaking. One of four interviewees said that he did rehearsal before he spoke in front of the class, and two of four interviewees chose to consult the dictionary in
order to find the meaning and the pronunciation of the unfamiliar words. Moreover, the students also thought that speaking in front of the class was
difficult because of some reasons. All of the interviewees agreed that they encountered difficulty in building their self–confidence to speak in front of the
class. Besides, all of the interviewees agreed that they faced difficulty in deciding and developing the ideas for their speaking.
The second classification is about the process of using mind mapping in speaking. From the results of the interview, three of four interviewees said that
using mind mapping was difficult because on the process of making mind mapping they could not develop the keywords of the speaking content well. They
were not able to understand the content of the speaking so that they found it difficult to develop the keywords in making mind mapping. Moreover, one of four
interviewees said that he found difficulty in constructing mind mapping before he spoke in front of the class because he did not seriously making mind mapping.
Thus, he did not use his mind mapping when speaking in front of the class.
54 The last classification is about the students’ perceptions on the use of
mind-mapping in speaking. From the results of the interview, three of four interviewees said that mind mapping was an interesting technique to use even
though it was difficult to make. They agreed that mind mapping could help them develop and improve their ideas in speaking. Moreover, one of four interviewees
said that mind mapping was not interesting to use because the technique was complicated to make and he did not get any advantage of using the mind mapping.
4.2 Discussion
This part consists of two sections. They are the students` perception on the use of mind mapping and the implications of the students` perceptions on the use
of mind mapping in speaking. The researcher will elaborate them respectively.
4.2.1 Students’ Perceptions on the Use of Mind Mapping in Speaking
The results of the research show that most the statements were in the positive side. In other words, the respondents had positive perceptions toward the
use of mind mapping in speaking skill. It could also be concluded that in students’ perceptions, mind mapping was really helpful for them in speaking, especially in
developing their organization of ideas in speaking. Students also had perceptions that mind mapping could improve their speaking ability and it was easily
implemented in speaking.
