stimuli reduces initially complex information into simpler categories, until people can interpret the stimuli as meaningful information. There are various ways by
which people interpret a stimulus. Therefore, people may have different perception toward one same stimulus.
3 Situation
Altman 1985: 89 states that the situation which influences someone to perceive can be in the form of someone’s familiarity with, expectation about, or
his or her past experience. It can be concluded that situation may be the combination between someone’s past experience with his or her expectation. If
someone had bad experience or something in the past, he or she will tend to perceive negatively when acquiring the same stimuli in advance. On the other
hand, in case he or she has god experience towards something, he or she will have good expectation to achieve when similar thing happens in the future.
4 Self-Concept
Self-concept is the way we feel about and perceive. The way we see ourselves affects our perception. If someone does not see himself or herself as a competitive
person, he or she will not likely give good response to stimuli in the environment that relate to opportunities to be competitive. He or she must try to maintain a
relatively stable, positive self-concept.
B. Theoretical Framework
Some researchers have proven that mind mapping technique is one of the effective methods to acquire reading comprehension skill which can be applied in
the classroom. Mind mapping is a note taking technique which has a unique form which consists of main topic in the center of the page and some branches and sub
branches as the explanation of the main topic. Mind mapping technique is able to increase students’ reading ability and motivation since it employs not only text but
also pictures and colors. Besides, it also develop students’ both left brain and right brain. Thus, the theory of applying mind mapping in the classroom brings some
important things to be considered in this thesis. English is one of the compulsory subjects in SMA Pangudi Luhur Sedayu
which is set 6 contact hours per week. However, students of SMA Pangudi Luhur Sedayu grade eight often get problem in reading. They feel unmotivated to read
English passages as they always implement the same technique to read English passages. The teacher rarely provides various texts so that students sometimes feel
bored. Besides, as students never use English in their daily activities, they are not accustomed to English passage. As the result, they lack of English reading
comprehension skill. There are some steps which teachers should do in order to teach reading
comprehension. The first thing that teachers should do is to exploit students’ background knowledge of the passage. Teacher can build up students’ background
knowledge by setting goals, asking questions, making predictions, and teaching text structure. It helps students to be prepared before they move to the reading
section. Second, teachers should build strong vocabulary by providing some new and difficult words for the students. By recognizing new vocabulary related to the
text, they feel comfortable to read the text. As a result, they are motivated to read the text.
Third, teachers should supervise students’ reading comprehension. Teachers can try some different reading techniques to help students if they get
trouble in accomplishing the meaning of the text. As stated above, the eleventh grade students of SMA Pangudi Luhur Sedayu have problem in their reading
comprehension. One way to solve the problem is applying mind mapping technique.
Fourth, teachers should give a passage which students have not ever read before and give time to read it. While reading the text, students take notes from
the text by answering the leading questions about WHO, WHERE, WHEN, WHAT HAPPENED. Students can gain a lot of essential information from the
text by answering those questions. Since mind mapping combines the text with picture and colors, it reduces the boredom factor which makes the students find
difficulties in obtaining the meaning of the text. Besides, pictures help students to memorize the information. In constructing a mind mapping, students should put
the main topic or main idea of the text in the center of the paper and place those leading questions as the branches of the main idea or main topic.
Fifth, teachers should evaluate the reading process by giving the students an achievement test. The result of the test reveals the contribution of mind
mapping technique in helping and enhancing students’ narrative reading comprehension.
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CHAPTER III METHODOLOGY
This chapter gives further information on how the study was conducted. It gives information on how the data were gathered and analyzed to answer the
problems. This chapter consists of research method, research participants, instruments used in the research, data gathering technique, data analysis
technique, and the research procedures.
A. Research Method
In order to answer the problem stated in problem formulation, the writer employed survey study. It is a study that permits the researcher to summarize or
measure the characteristics, attitudes, and opinions of several different groups toward some issues Ary, Jacob, and Razavieh, 2002. Survey study, which
focuses on groups’ attitudes, opinions, and characteristics, often takes the form of a questionnaire. The advantage of using survey research is that substantial
amounts of information can be collected in a relatively short time. Besides, survey studies seek information to be used for problem solving rather than for hypothesis
testing. Thus In this study the survey study intended to find out the students’ perceptions of implementation of mind mapping technique in narrative reading.
The questionnaire was employed in order to obtain students’ perception.
