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.

B. Implications

There were some implications from the results of this research. The use of Mind Mapping technique was effective to improve the student’s reading comprehension skill. It helped the students to visualize the text better. This implies that the English teachers could use this technique as one of the techniques in teaching reading. In addition, the use of Mind Mapping technique was also effective to improve stu dent’s vocabulary. The implementation could be in the form of guessing meaning from the context table. Since the students could face their lack of vocabulary problems, they became more confident and motivated in reading. This implies that the English teacher could use this technique continuously in order to familiarize them with it.

C. Suggestions

After conducting the research, the researcher gives some suggestions that will be directed toward the English teacher, the students, and the other researchers. 1. The English teacher It is important for the teacher to enrich himself with the knowledge of how to select the effective resources which can create interesting activities so that they can enjoy during the teaching and learning process. It will help him in creating the activities in which all students can be involved. The use of various media should be improved so that the English teaching and learning process will be livelier and more interesting. Moreover, using mind mapping technique can be a good choice in teaching reading. 2. The students The teaching and learning process can run effectively if every participant involved gives good contribution. Moreover, the students should participate actively in the class activities. If they get confused in understanding the material, they should ask bravely and not to keep silent. They have to be familiar with long text and try to read more 3. The other researchers It is interesting to conduct this research study. I got my own improvement in the knowledge of teaching reading. I expect other researchers who will conduct the similar