related to individual ideas and general form of the central theme.
9
By the emerging of many reading strategies, mind mapping hopefully become one of the
techniques that can be used in understanding reading text, especially narrative text.
According to the problem mentioned above, this study is focused on finding out whether mind mapping technique is effective or not on students
’ reading of narrative text. It is hopefully will be useful for them acquiring important details
from the texts and understand the texts more. Based on the explanation above, the writer would like to write about
“the effectiveness of using mind mapping technique on students
’ reading of narrative text a quasi-experimental study at the second grade of MAN 19 Jakarta
”.
B. Identification of the Problem
Based on the background of the study above, the writer would like to identify the problem as follows:
1. Students of MAN 19 Jakarta are not motivated in reading. 2. Most of the students of MAN 19 Jakarta find the difficulties in understanding
the content of the text. 3. The students assumes that they are less involved in learning process due to
the lack of variety in teaching narrative text.
C. Limitation of the Problem
Based on the identification of the problem above, the writer limited the problem on the teaching technique. In this case, the writer focused on the using of
mind mapping technique on students ’ reading of narrative text.
9
Tony Buzan, Use Your Head, London: Book Club Associates, 1984, p. 91.
D. Formulation of the Problem
In accordance with the limitation of problem, the writer formulated the research question as follow:
“Is mind mapping technique effective on students’ reading of narrative text at the second grade students of MAN 19 Jakarta?
”
E. Objective of the Study
The objective of the study was to find out the effectiveness of using mind mapping technique on students
’ reading of narrative text at the second grade students of MAN 19 Jakarta.
F. Significance of the Study
The writer expects that the results of this study will be significant to teachers, students, school and other researchers. For the teachers, the writer hopes
that this study will show that there is an alternative teaching techniques to be utilized on students
’ reading of narrative text. For students, this study is expected to help them understand the concept of mind mapping and hopefully increase their
motivation in reading narrative texts. The result of this study is also expected to increase the quality of schools curriculum by disseminating this model to both of
English and other teachers. It is also the writer’s hope that other researchers can use this study as a comparison to other similar studies. Moreover, other
researchers will be able to utilize the results of this study and apply it to other case studies of their own.
6
CHAPTER II THEORETICAL FRAMEWORK
This chapter explains generally about the definition of reading, purpose of reading, model of reading, kind of reading, reading skill, the principle of teaching
reading, narrative text, mind mapping technique, previous studies, conceptual framework, and theoretical hypothesis.
A. Reading
1. The Definition of Reading
To get information, people usually do various kinds of things —watching
TV, listening to the radio, reading, communicating with other people, etc. In learning a language, reading can be ascertained as one of the activities
—listening, speaking, and writing
—to get information and to understand the language. Reading is after all a form of cognitive activity.
1
It is an interactive process between the reader and a text. As Alyousef stated that reading is a process where
the readers with the knowledge they have and the text they read interact dynamically and finally construct a meaning.
2
According to Anderson, reading is a process in which information from the text and other aspects possessed by the
reader, such as background of the reader and the purpose of the reading act together to produce meaning.
3
So, to interpret the idea of the text, the reader needs something more than just a text and an ability to read. Moreover, it is a process of
constructing meaning from written text and also a complex skill requiring the coordination of a number of interrelated sources of information.
4
In reading, understanding the text becomes so essential. Without understanding what the text
is about, it will be hard to acquire the information and of course the purpose of reading is not achieved.
1
Tony Ridgway, Reading Theory and Foreign Language Reading Comprehension, Reading in a Foreign Language, 102, 1994, p. 55.
2
Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESLEFL Learners, The Reading Matrix, Vol. 5, No. 2, 2005, p. 144.
3
Anderson et al., op. cit., p. 8.
4
Ibid., p. 7.
Similar to Anderson, Grabe and Stoller stated that reading is taking general comprehension which requires the reader to combine information from a text and
knowledge that the reader already has.
5
They also defined reading in more general definition as they presented a single-sentence definition of reading on Teaching
and Researching Reading that reading is the ability to draw meaning from the printed page and interpret the information appropriately.
6
Another statement comes from Smith who said that reading is not just a visual activity, because both
of visual and nonvisual information are interrelated and really important in reading to construct the meaning.
7
In reading, visual information are intended as source of information in a form of written text. It can be books, magazines,
newspapers, etc. Whereas, nonvisual information comes from the readers mind, experiences, and background knowledge. In addition, reading is important as it
provides the reader with the new ideas and experiences that will change the way they see the world.
8
From some of the definitions above, it can be concluded that reading is a process in getting the general meaning from written text which requires
collaboration between information from the text and the readers prior knowledge, so that the reader can interpret the information appropriately.
2. The Purpose of Reading
Everyone has a reason for their actions. Even something like reading is an action someone has willfully chosen. The purposes of reading are various from
one to another. According to Smith, people read to make sense of everything that they experience in the world.
9
The purpose of reading is also to help the reader
5
William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the ESLEFL Teacher, in Celce-Murcia ed. Teaching English as a Second or Foreign Language 3
rd
Edition, Boston: Hainle Hainle, 2001, p. 188.
6
William Grabe and Fredericka L. Stoller, Teaching and Reserching Reading, England: Pearson Education, 2002, p. 9.
7
Frank Smith, Understanding Reading —a Psycholinguistic Analysis of Reading and Learning
to Read Sixth Edition, New Jersey: Lawrence Erlbaum Associates, 2004, p. 94.
8
Ibid., p. 47.
9
Ibid., p. 2.
