Conclusion CONCLUSIONS AND SUGGESTIONS
researcher gained two kinds of data in this research; qualitative and quantitative data. The qualitative data were summarized as follows.
From the observations and interviews during the implementation, it was found that using Mind Mapping technique made the students able to visualize the text better
and help them to comprehend the text. The students could also find the main idea and detail information easily since they were written in the Mind Mapping bubble. Because
they could visualize the text well, they got more motivation to read. It was supported by the use of various media such as slide show to show the Mind Mapping bubble so
that the students could be more interested in joining the teaching learning process and did not get bored easily.
The researcher was also implemented Mind Mapping technique in improving students
’ vocabulary mastery. The researcher implemented the mind mapping in the form of guessing meaning from the context table. Based on the observation and interviews,
it was found that the students could guess the meaning of the new words through the implementation of guessing meaning from the context. This situation makes them
more confident facing a new text since they could solve their lacked vocabulary problems.
Those qualitative data were supported by the quantitative data. The students ’
scores indicates the improvement of their reading comprehension. The score were gained from the pre-test, the post-test after the implementation of Cycle I and II. The mean
scores increased from 58,83 in the pretest to 75,16 in the posttest. It meant there was significant improvement -16,33.
Based on the qualitative and quantitative data above, the researcher concluded that the
Mind Mapping technique could improve the student’s reading comprehension in SMP BOPKRI III Yogyakarta. The implementation of Mind Mapping technique could
also improve the students ’ vocabulary.