Furthermore, Estes 1999 also offers the technique with the semantic mapping. Semantic mapping is graphically representing concept. It portrays
the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is
associated with the concept.
This idea implies that semantic mapping is actually similar to mind-mapping. In other words, semantic mapping shows some related information to be connected
and semantic mapping helps students exercise their capacity to think. Mind-mapping or concept mapping involves writing down a central idea
and thinking up new and related ideas that radiate out from the center of the mind- map Buzan, 1991. By focusing on key ideas written down in the students own
words, and then looking for branches out and connections between the ideas, students are mapping knowledge in a manner that will help them understand and
remember new information. Buzan 1991 also presents some stages to do a mind-mapping:
a. Looking for Relationships
Using lines, colors, arrows, branches or some other way of showing connections between the ideas generated on the mind map. These relationships
may be important in understanding new information or in constructing a structured essay plan. By personalizing the map with own symbols and designs
students will be constructing visual and meaningful relationships between ideas that will assist them in their recall and understanding.
b. Drawing Quickly on Unlined Paper without Pausing, Judging or Editing
This step promotes linear thinking whereas the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for
modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes, some obscure possibilities that may
become the key to the knowledge of a certain topic.
c. Writing Down Key Ideas
Some students find that using capital letters encourages them to get down the key points. Capitals are also easier to read in a diagram. Students may,
however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write
in such things as assessment criteria in this way.
d. Putting Main Idea in the Center
Most students find it useful to do a mind map in landscape style. With the main idea or topic in the middle of the page this gives the maximum space for
other ideas to radiate out from the center.
e. Leaving a Lot of Space
Some of the most useful mind maps are the ones that are added to over a period of time. After the initial drawing of the mind map students may wish to
highlight some points, add information or add questions for the duration of a
subject right up until exam time. At the first meetings of the semester, students draw initial mind maps to highlight some points, so that, later, they can add
further information or questions during the period of their study in the semester. For that reason it is a good idea to leave a lot of space. Here is the example of
mind-mapping:
Figure 1. sample of mind-mapping
source: www.buzancentre.commindmapgallery.httm accessed on July 4
, 2008
This mind-mapping only contains the essential points that a student picks up from a reading passage of a text and was produced from memory alone. The
topic that is used in this mind-mapping is exercises for relaxation and de-stressing. This mind-mapping puts a central idea in the center. Color branches are made to
connect among ideas in details using some key words.
In addition, in order to support this study, the writer also presents the theory of perception since one of the aims of this research is to find out the
student’s perception on the use of mind-mapping technique.
2. Perception
