d. Learners Read as much as Possible
The benefits of language learning through extensive reading come from the quantity of the reading passages. The benefits of extensive reading can take
effect, if students read a book in a week because it corresponds to goal of extensive reading. However, the implementation in ER II class, students are
required to read one passage each week. After students read the reading passage they choose, students are supposed to report what they read in the form of mind-
mapping.
e. Reading Speed Is Usually Faster rather than Slower
Because learners read material that they can easily understand, it encourages fluent reading. Dictionary use is normally discouraged because it
interrupts reading, making fluent reading impossible. Instead, learners are encouraged to ignore or guess at the few unknown language items they may meet.
The same principle applies to the ER II class, in which students are supposed to read fluently. They are not expected to use dictionary all of the time but to guess
the unfamiliar words. But, if students really do not know the words they may open dictionary and note the difficult words and report it in the weekly assignment.
f. The Purpose of Reading Is Usually Related to Pleasure, Gaining
Information, and General Understanding Extensive reading encourages reading for pleasure and gaining
information. It is in contrast to academic reading and intensive reading. Rather than 100 percent comprehension, learners’ aim is only to gain sufficient
understanding in order to achieve their reading purpose.
g. Reading Is Individual and Silent
Students read at their own speed. In some schools, there are silent reading periods when students read their self-selected books in the classroom. Most
extensive reading, however, is homework. It is conducted outside the classroom. In ER II class, students read the materials they choose at home. They decide when
and where they want to read in a week. They are also free to decide when they have to finish reading.
B. Theoretical Framework
The use of mind-mapping technique gives various experiences to the students. The students’ experiences of the use of mind-mapping technique also
influence the students to have different perception. Perception is subjective experience a person has and in a learning process
after heshe experiences and observes hisher signal or stimuli. Perception also includes the aspects of observing, comprehending, and responding certain thing.
Each person will have different perception because heshe has his or her own interest and subjectivity.
The implementation of the use of mind-mapping technique in ER II class is important to be known in order to know the cause of the student’s perception on
the teaching technique being used by the lecturer. Therefore, observation aimed at discovering the implementation of the technique is conducted. The definition
of mind-mapping technique is employed because mind-mapping technique is very useful to achieve the goal or purpose of the students’ learning. Mind-mapping are
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