Students` perceptions on the implementation of mind mapping technique in narrative reading at SMA Pangudi Luhur Sedayu grade eleven - USD Repository

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STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION

OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

AT SMA PANGUDI LUHUR SEDAYU

GRADE ELEVEN

  

A Thesis

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By

  Eduardus Erwan Nugroho Student Number: 031214038

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION

OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

AT SMA PANGUDI LUHUR SEDAYU

GRADE ELEVEN

  

A Thesis

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By

  Eduardus Erwan Nugroho Student Number: 031214038

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  A Thesis on

  

STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION

OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

AT SMA PANGUDI LUHUR SEDAYU

GRADE ELEVEN

  By Eduardus Erwan Nugroho

  Student Number: 031214038

  

Approved by

  Major Sponsor P. Kuswandono, S.Pd., M.Ed. May 22, 2009

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A Thesis on

STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION

OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

  

AT SMA PANGUDI LUHUR SEDAYU

GRADE ELEVEN

By

Eduardus Erwan Nugroho

  

Student Number: 031214038

Defended before the Board of Examiners

on June 1, 2009

and Declared Acceptable

  

Board of Examiners

Chair person : Ag. Hardi Prasetyo, S.Pd., M.A. ……………………

Secretary : Made Frida Yulia, S.Pd., M.Pd. ……………………

Member : P. Kuswandono, S.Pd., M.Ed. ……………………

Member : Carla Sih Prabandari, S.Pd., M.Hum. ……………………

Member : Ch. Kristiyani, S.Pd., M.Pd. ……………………

Yogyakarta, June 1, 2009

  Faculty of Teachers Training and Education Sanata Dharma University

Dean,

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          If you can’t fly, RUN!  If you can’t run, WALK!  If you can’t walk, CRAWL!  But whatever you do, you have to keep MOVING FORWARD.  (Martin  Luther King) 

  I dedicated this thesis to Lord Jesus, Mother Mary,

  Pak’e, Mak’e ,

  my wonderful Nikola, and those who are keen to see me in TOGA…

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, June 1, 2009 The Writer

  Eduardus Erwan Nugroho 031214038

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Eduardus Erwan Nugroho Nomor Mahasiswa : 031214038 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND

MAPPING TECHNIQUE IN NARRATIVE READING AT SMA PANGUDI

LUHUR SEDAYU GRADE ELEVEN

  beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun membeikan royalti kepada saya selama saya tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 11 Juli 2009 Yang menyatakan Eduardus Erwan Nugroho

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ACKNOWLEDGEMENTS

  First of all, I would like to say my greatest thanks to Lord Jesus Christ for never sleeping and Mother Mary for Her never ending guidance and love. Without their help, it would have been impossible for me to finish my work.

  None of this success would have happened without a lot of great people to whom my gratitude would belong to. Therefore, I would like to acknowledge my greatest gratitude to my major sponsor, Paulus Kuswandono, S.Pd., M.Ed. for every single assistance, suggestions, guidance, encouragement, support, kindness, and patience during the process of accomplishing my thesis. My sincere gratefulness also goes to all PBI lectures, who always provided me valuable lessons. I would also like to thank the following staff, especially mbak Dani and

  

mbak Tari, the English Language Education Study Program secretariat staff and

also the librarian for their help, kindness, and support.

  I also express my gratitude to the headmaster of SMA Pangudi Luhur Sedayu, Drs. Markoes Padmonegoro, for allowing me to conduct the research there and the English teacher of grade eleven, Y. Bambang Suharyo, S.Pd., for the time and for assisting me and giving me guidance. I would like to thank all students of XI IPS 2 academic year 2009/2009, especially Ega, Karolyn, Jeane,

  Angel, Stevani, Wawan, Edo, Suryo, and Satria for their help and kindness.

  My deepest thankfulness goes to my great family; my enormous father

  

Pak Yustinus Paijo and my wonderful mother Bu Sri Ratmiyati. I thank them

  for every single prayer, love, guidance, trust, patience and support they have given to me. Hopefully, this little thesis could be an answer of all things they have given to me. Besides, my sincere gratefulness also goes to Blasius Budi Cahyono and

  

Clara Sinta, who always make me feel that I am their elder brother, always

  encourage me in different ways, and also always inspire me to move forward though only for a little step.

  My appreciation also goes to my superb PBI friends, Puntet, mBantul,

  

Suki, Tonek, Ardek, Ji’i, Babah, Indro, Kabul, Daniel, Ari, Timur, Gendut,

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Hepi, Eti, Layung, Lala, Putri. I thank them for their sharing and ideas so that I

  can be here now. The same tribute also goes to my incredible friends, Jati,

  

Kodok, Valone, Lilik, Agatha, mbak Yuli, and Maya for supporting and

  encouraging me in every step I go. My enormous gratitude is extended to all EEPRO Crews, Gabo, Qyer, Kadal, and Marchel. I feel really blessed to have them all coloring and filling my life. My enormous acknowledgement goes to everybody who has contributed their thoughts and energy which I cannot mention one by one.

  Finally, this little thesis could not have been accomplished without a marvelous person who always stands by my side when I am down, Nikola

  

d’Albergati Ratna Yudha Dwijayanti, her love, care, support, and patience have

  converted me to become a better man. She is the most fabulous gift from God who never comes twice.

  Eduardus Erwan Nugroho

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TABLE OF CONTENTS

  TITLE PAGE ............................................................................................................ i PAGES OF APPROVAL ........................................................................................ ii PAGES OF DEDICATION .................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ........................................................ v PAGE OF PUBLICITY .......................................................................................... vi ACKNOWLEDGEMENTS .................................................................................. vii TABLE OF CONTENTS ........................................................................................ ix LIST OF TABLES ................................................................................................ xii LIST OF FIGURES ............................................................................................. xiii LIST OF APPENDICES ....................................................................................... xiv ABSTRACT ........................................................................................................... xv

  

ABSTRAK .............................................................................................................. xvi

  CHAPTER I. INTRODUCTION A. Background of the Study ..................................................................................... 1 B. Problem Formulation ........................................................................................... 5 C. Problem Limitation ............................................................................................. 5 D. Objectives of the Study ....................................................................................... 6 E. Benefits of the Study ........................................................................................... 6 F. Definition of Terms ............................................................................................. 7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ..................................................................................... 10

  1. Reading………………. ............................................................................... 10

  a. The Nature of Reading ........................................................................... 11

  b. Level of Reading Processes ................................................................... 12

  c. Narrative Text ........................................................................................ 13

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  2. Mind Mapping Technique ............................................................................ 18

  a. The Concept of Mind Mapping in Reading .......................................... 19

  b. Benefits of Mind Map ........................................................................... 21

  c. Mind Mapping for Narrative Text .......................................................... 24

  3. Perception .................................................................................................... 25

  B. Theoretical Framework ..................................................................................... 26

  CHAPTER III. METHODOLOGY A. Research Method ............................................................................................... 29 B. Research Participants ........................................................................................ 30 C. Research Instruments ........................................................................................ 31

  1. Interview Form………………. .................................................................... 32

  2. Questionnaires .............................................................................................. 33

  D. Data Gathering Technique ................................................................................ 34

  E. Data Analysis Techniques…. ............................................................................ 36

  F. Research Procedure……. .................................................................................. 36

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Preliminary Survey Data Presentation ....................................................... 40

  1. Data from the English Teacher………………. ........................................... 40

  2. Data from Students’ Questionnaire .............................................................. 42

  B. The Students’ Perception of the Implementation of Mind Mapping Technique .......................................................................................................... 48

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  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ....................................................................................................... 53 B. Suggestions ........................................................................................................ 54 REFFERENCES .................................................................................................... 56

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LIST OF TABLES

Table 4.1 Summary of the Result of Questionnaire A ........................................... 42Table 4.2 Summary of the Result of Questionnaire B ........................................... 49

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LIST OF FIGURES

Figure 2.1 The Pattern of Mind Mapping for Narrative Text ................................ 24Figure 3.1 The Research Procedure ....................................................................... 39

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LIST OF APPENDICES

  Appendix A Letter of Permission .......................................................................... 58 Appendix B Research Instruments ......................................................................... 60

  1. Interview Form………………. .................................................................... 61

  2. Questionnaire A ........................................................................................... 64

  3. Questionnaire B………………. .................................................................. 67 Appendix C Materials and Mind Mapping Result ................................................. 69 Appendix D Attendance List ................................................................................. 81

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ABSTRACT

Nugroho, Eduardus Erwan. 2009. Students’ Perceptions on The Implementation

of Mind Mapping Technique in Narrative Reading at SMA Pangudi Luhur Sedayu

Grade Eleven. Yogyakarta: Sanata Dharma University.

  The latest curriculum requires that teaching-learning process is not only a matter of transmitting knowledge. It should also encourage students to be able to comprehend, apply the information, and build social interaction. Students have to comprehend not only the language elements but also the content itself. Hence, students have to acquire new knowledge through the teaching learning process, especially reading process. Narrative is one of genres which students have to master. Narrative text is considered important for students since the government sets it in the curriculum from elementary level up to the senior high level. In order to accomplish that objective, students need a particular strategy to enhance their narrative reading comprehension. Therefore, the researcher introduced Mind Mapping Technique in order to support the students in enhancing their reading comprehension.

  This study mainly discussed and analyzed the use of mind mapping technique in narrative reading. Therefore, this study aimed to investigate the students’ perceptions toward the implementation of mind mapping technique. The researcher employed survey study. To answer the problem stated above, the researcher conducted an interview to the English teacher and distributed first questionnaire to the students in order to provide information about common teaching-learning activities in SMA Pangudi Luhur Sedayu grade eleven. The researcher, then, implemented the mind mapping technique in narrative text. First, the researcher introduced mind mapping technique about how to make it, how to read it, and how to take notes using it. The implementation spent five meetings. All the process was ended by distributing the second questionnaire.

  The research findings revealed that students could memorize all information gathered from the narrative passages more easily since the notes were in a literal way. From this study, it was obvious that mind mapping technique was suitable for senior high school students in order to help them in enhancing their narrative reading comprehension.

  As a final point, the researcher expected that this study was able to contribute as an alternative technique to enhance students’ narrative reading comprehension.

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ABSTRAK

Nugroho, Eduardus Erwan. 2009. Students’ Perceptions on The Implementation

of Mind Mapping Technique in Narrative Reading at SMA Pangudi Luhur Sedayu

Grade Eleven. Yogyakarta: Universitas Sanata Dharma.

  Kurikulum terbaru mengharuskan kegiatan belajar-mengajar tidak hanya bertumpu pada pemindahan ilmu pengetahuan dari guru kepada murid. Kegiatan belajar-mengajar harus mendorong siswa untuk memahami, mengaplikasikan informasi yang didapat, dan membangun interaksi sosial. Siswa harus memahami tidak hanya unsur-unsur kebahasaan saja tetapi juga isi dari pelajaran itu. Oleh sebab itu, siswa harus menguasai ilmu pengetahuan yang baru lewat kegiatan belajar mengajar tersebut, secara khusus pada kegiatan membaca. Jenis bacaan naratif adalah salah satu jenis bacaan yang harus dikuasai siswa. Jenis bacaan naratif penting untuk dikuasai mengingat pemerintah meletakkan jenis bacaan naratif di setiap semester mulai dari sekolah dasar sampai sekolah menengah atas. Untuk mencapai tujuan tersebut, siswa membutuhkan sebuah setrategi belajar khusus untuk meningkatkan pemahaman membaca mereka pada bacaan naratif. Oleh karena itu, peneliti memperkenalkan teknik mind mapping untuk membantu siswa dalam meningkatkan pemahaman membaca pada bacaan naratif.

  Penelitian ini membahas dan menganalisa terutama mengenai teknik mind

  

mapping dalam bacaan naratif. Oleh karena itu, penelitian ini bertujuan untuk

  menyelidiki tanggapan siswa mengenai penerapan teknik mind mapping. Peneliti menggunakan metode penelitian Survey Study. Untuk menjawab masalah dalam penelitian ini, peneliti mewawancarai guru bahasa Inggris dan juga memberi kuesioner pertama untuk diisi oleh siswa dengan tujuan untuk megetahui kegiatan belajar mengajar yang biasa dilakukan di SMA Pangudi Luhur Sedayu kelas sebelas. Peneliti, kemudian, menerapkan teknik mind mapping untuk memahami bacaan naratif. Pertama, peneliti memperkenalkan teknik mind mapping kepada siswa bagaimana cara mambuatnya, bagaimana cara membacanya, dan bagaimana cara mencatat menggunakan teknik tersebut. Penerapan teknik mind mapping ini membutuhkan lima pertemuan. Keseluruhan proses diakhiridengan pembagian kuesioner yang kedua untuk diisi oleh siswa.

  Temuan dalam penalitian ini mengungkapkan bahwa siswa dapat mengingat informasi yang didapat dari bacaan dengan lebih mudah karena catatan yang dibuat dalam bentuk literal. Dari penelitian ini, sangat jelas bahwa teknik

  

mind mapping sangat cocok untuk siswa sekolah menengah atas dalam hal

meningkatkan pemahaman membaca mereka pada bacaan naratif.

  Sebagai tujuan akhir peneliti berharap agar penelitian ini dapat berperan sebagai alternatif teknik mengajar untuk meningkatkan pemahaman membaca siswa pada bacaan naratif.

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CHAPTER I INTRODUCTION In this study, the researcher would like to investigate the effectiveness of

  mind mapping technique to enhance students’ narrative reading comprehension in

  

SMA Pangudi Luhur Sedayu grade eleven. This chapter presents six parts, namely

  background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

  Nowadays, English becomes an international language which is learnt by millions of students all over the world. Some countries set English as the second language which is used in the formal activities and in the official matters. Some countries put English as a foreign language since it is only formally learnt in schools and universities. In Indonesia, English is considered important to be learnt as only a foreign language though it takes part almost in all areas such as in science, technology, art and culture, economic, international relationship, and education. English language plays an important role in developing students’ knowledge, social, and emotional. Besides, English facilitates students to acquire and master all subjects (Suhendro, 2006: 307).

  Realizing that English is very important, the Indonesian government tries to pay more attention to the improvement of English teaching and learning

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  compulsory subject in schools since elementary level. In other words, students learn English formally in school, from the elementary level to the high school level. Students are required to able to use their analytical and imaginative ability to express their ideas and feelings (Suhendro, 2006: 307). Senior high school students are expected to reach the informational level. They should be able to gain new knowledge through the process of acquiring the language skill (Suhendro, 2006: 307). Then, mastering English facilitates students to gain new knowledge since English is used by many countries and takes place in most of all knowledge area.

  In learning English, students should master four main skills which are divided into two major skills. The skills are productive skills; speaking and reading, as well as receptive skills; writing and listening. Reading skill is one of the receptive skills which takes a major place among other language skills as it is the core of those four skills. As Bright and McGregor (1970: 52) state that general knowledge depends on reading and reading mastery facilitates the mastery of other skills. Carrel (1988: 46) also states that reading is the first skill that should be known in order to be able to acquire other skills of the target language. Since students of senior high school are expected to continue their study to go to higher level, they have to master reading skill well. It will be valuable for them since almost all the subjects in universities are accessed in English. Thus, they have to be able to comprehend English text in order to attain new knowledge. In other words, reading is expected to help students to learn new knowledge, ideas,

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  In addition, reading is considered a difficult language skill to be mastered. Many Indonesian senior high school students get difficulties to master English reading skill since majority of the students rarely use English in their daily life.

  According to Wallace (2003: 4), one of the difficulties which young learners, especially EFL learners, may have is the incapability to understand text. They tend to fail in acquiring the significant meaning of the reading text well. In other word, they have difficulties in understanding the English reading text. As a result, they spend much time to read and understand the text since they have to read the text several times. One way to overcome that problem is by creating a summary.

  A summary is important since it assists students to remember many things and keep all memory in their mind (DePorter, 2006: 146). In other words, if students memorize many things in a text, they can understand the text better and faster. In the newest curriculum, one of the genres which students have to master is narrative text. Government places narrative text in every semester since junior high level. It means that narrative text is important in students’ daily activities.

  In SMA Pangudi Luhur Sedayu, English becomes one of important subjects in the school education system. The students of grade eleven have six hours per week to learn English. Though there was no particular time for each skill, the time is set well so that they can cover all four skills in English. Through the interview with the teacher and questionnaire to the students of grade eleven, the researcher found that the eleventh grade students of SMA Pangudi Luhur Sedayu had several problems in reading. The researcher found three major

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  felt lazy to read English passages as they rarely use English in their daily activities. Therefore, they got problems to comprehend English text well. The second problem was about the variation of the English texts. The teacher seldom gave the students different kinds of reading passage. The teacher seemed to employ the texts which are provided in the handbook. The third problem was about the students’ lack of vocabulary. When they read a text, they would stop if they found a new word which they did not understand. They were not motivated to continue reading or find the meaning out in the dictionary. Thus, in order to solve the problems, the researcher tries to present a new technique for them. It is expected that the new technique is able to enhance their reading comprehension as well as help them to acquire English skill in general.

  There are many ways to comprehend English text. The most effective technique is by taking notes. There are several techniques to take notes and one of them is mind mapping technique. Mind mapping is a simple technique to gain information in a creative way since it employs pictures and colors (Buzan, 2006: 4). Mind mapping technique offers an enjoyable condition in which the learners can focus on a certain topic and enhance the comprehension of a text (DePorter, 2006: 172). It will be useful for senior high school students who get difficulty in comprehending texts. Besides, they can learn in an enjoyable way.

  In the light of the considerations above, the researcher decided to investigate the students’ perceptions of the implementation of mind map technique in SMA Pangudi Luhur Sedayu. This research emphasizes the eleventh

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  grade students for the reason that they have had enough basic English since they have been learning English since they were in elementary school.

B. Problem Formulation

  Considering the preceding explanation, the problems of this study can be formulated as what are the students’ perceptions of the implementation of mind mapping technique in narrative reading? C.

   Problem Limitation

  The scope of this study is the use of mind mapping technique in reading section of the eleventh grade students of SMA Pangudi Luhur Sedayu. As stated above, the focus of this study is to investigate the students’ perceptions of the implementation of mind mapping technique in narrative reading in SMA Pangudi

  

Luhur Sedayu grade eleven. Narrative is chosen as government places Narrative

  in every grade since students are in elementary level. It means that Narrative is considered an important genre students have to master.

  The treatment which the researcher selected to help the eleventh grade students of SMA Pangudi Luhur Sedayu is mind mapping technique. The students are expected to obtain information from narrative text using mind mapping technique. Mind mapping technique is considered effective if through mind mapping technique, the students are able to gain the information conveyed of the narrative text well so that they can comprehend the reading text better and faster.

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  The researcher set the eleventh grade students of SMA Pangudi Luhur Sedayu as the subject of this study.

D. Objectives of the Study

  Related to the problem formulation above, there is an objective that has to be accomplished in this study. This research investigates the students’ perceptions of the implementation of mind mapping technique in narrative reading in SMA Sedayu grade eleven.

  Pangudi Luhur E.

   Benefits of the Study

  This study is highly expected to give essential contribution to these elements below.

  1. The English Teachers This study is expected to give contribution for English teachers especially those who teach English in the eleventh grade students of senior high school.

  They can get some information about the importance of mind mapping technique in enhancing students’ narrative reading comprehension. This information is valuable since students sometimes get difficulties in understanding a narrative text. Furthermore, if it really functions well, teachers can employ mind mapping technique as an alternative technique in teaching reading.

  2. The Eleventh Grade Students of Senior High School Knowing that mind mapping technique is valuable to enhance students’

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  technique in their reading individually. Students are expected to be able to understand what they have read and then put down their new information, knowledge and idea in good notes so that they are able to memorize all the information easily. Besides, students are able to organize their ideas through this technique.

  3. The Further Study It is expected that the result of the study is able to be used to carry out another study. Mind mapping technique is suitable not only for assisting students to comprehend narrative reading text but also for any genre, subjects and skills, such as vocabulary, speaking, listening, and writing skill. Further, mind mapping technique is not a complicated technique so that every student can learn and employ it easily. Therefore, the study is expected to encourage other researchers to evaluate, revise, reconstruct, or modify this study and write further studies for other levels and objectives.

F. Definition of Terms

  To gain a clear understanding of this study and to avoid misunderstanding, the researcher includes some definitions of important terms.

  1. Perception Altman (1985: 85) defines perception as the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. It is a person’s view of reality. Robbins (2001: 121) affirms perception as a process by which individuals

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  environment. In this study, perception refers to the way or process by which the students organize and interpret the mind mapping technique implemented in narrative reading.

  2. Mind Mapping Technique The concept of a mind mapping is graphical tools for organizing and representing knowledge. They include concepts which are usually in circles or boxes of some types, and relationships between concepts by using lines to link two concepts (Novak and Alberto, 2008: 1). The researcher applied mind mapping technique as the treatment of the research.

  3. Reading Comprehension Reading comprehension is a process that requires a lot of related knowledge of the reader in order to be able to get the purpose of the writer in a certain text and understand the text well. As Swan (1980: 1) says that readers have good comprehension if they can read accurately and sufficiently so that they can get maximum information from the text with minimum misunderstanding. Further, Finocchiaro (1989: 147) affirms that reading comprehension is a complex process which demands the knowledge of a lot of related word recognition. In this research reading is the dependent variable of the research.

  4. Narrative Text Narrative text is a text which the basic purpose is to entertain, to gain and hold a readers' interest. Narratives sequence people and characters in time and place as well as set up one or more problems, which must eventually find a way to

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  imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, and personal experience. The researcher employed various narrative stories such as fairy tale, myth, legend, fable, and personal experience.

  5. Senior High School The students of senior high school grade eleven are often identified as adolescent. The age ranges from 15-18 years old. The students at this grade have had enough background knowledge of English since they have learned English since they were in the elementary school. The researcher chose SMA Pangudi

  Luhur Sedayu grade eleven as the sample of the research.

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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher discusses the related literature which

  becomes the basis of the study. This chapter is divided into two parts. The first

  part is theoretical description; which involves some important theories related to the research. The second part is theoretical framework; which provides the summary of the specific theories which are used as the guideline to answer the problem.

A. Theoretical Description

  There are three points to be discussed in the Theoretical Description. They are mind mapping technique, the nature of reading, and perception.

1. Reading

  Reading is a fundamental skill for students who learn English, moreover for students of English as a foreign language. It is an important skill to master in order to be successful not only in learning English but also in learning any subjects in which English is required. The following explanation deals with the nature of reading, the models of reading process, the level of reading processes, the purpose of reading, and teaching reading skill. It is important to identify the nature of reading before understanding reading theories deeper.

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a. The Nature of Reading

  Formerly, reading is seen as a passive activity in which readers only receive information. However, in the learning process, reading is not a passive activity. Reading is an active process, as Vacca (1981: 12) defines reading as an active process of getting meaning in which a reader interacts with texts in order to understand the author’s message. Reading is thinking; it is an active process of identifying important ideas, comparing, evaluating, and applying them. In reading, readers build a smooth process of combining information from a text and their background knowledge to build meaning and readers should possess the ability to make sense of written symbols (Nunan, 2003:68).

  Non-native English readers are required to have the ability to use a wide variety of reading strategies in order to accomplish the purpose of reading and to know what to do when they encounter difficulties. As Barnitz (1985: 3), in his book, Reading Development of Non-native Speakers of English, argues that readers interact with the text in a particular setting or context. Readers construct a meaningful representation of text through an interaction of their conceptual and linguistic knowledge with the written symbols in the text.

  This study deals with teaching reading to young learners since the participant of this study is the eleventh grade students of senior high school.

  According to Wallace (2003: 4), one of the difficulties which young learners, especially EFL learners, may have is the disability to understand the text. It is because they still have limited knowledge of English, especially the vocabulary

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  from the earliest moment of instructional. Teachers have to motivate the students to gain the pleasure from reading. Teachers help students in forming attitude to read with understanding, to evaluate, and also to think creatively as the result of their reading.

b. Level of Reading Processes

  According to Cohen (1990: 77), the reading processes can be divided into four levels.

  1) The grammatical level It deals with the ability to analyze a text and divide words, phrases, or sentences into grammatical categories, grammatical function, or their syntactic role. It is the basic level of the reading processes and it can also be the media of learning sentence structures.

  2) The informational level This level is basically related with digging out information from the text.

  The readers are trying to reveal the message from the text. The vocabulary analysis is needed in this level. Therefore, it can also be the media of learning vocabulary. It helps the readers not only to obtain reading skill but also to master vocabulary.

  3) The discourse level In this level, readers do not deal with the appropriate connection between portions of a text, and the grammatical or cohesion (lexical relationships between

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  meaning of the sentences in a text. So, there is an easy understanding text which is called logical or rational. It can develop readers’ critical thinking and problem solving since it assists the readers in finding the logical understanding of a text. 4) The writer’s intent

  The writer’s intent refers to the attitude and the tone. Sometimes punctuation, intensifiers, and invectives indicate the attitude and the tone of the writer. Understanding the writer’s intent is the highest level of the reading processes since it requires the grammatical mastery, the vocabulary mastery, and the logical understanding in conveying the meaning of a text.

  Knowing the level of reading processes is essential in order to adjust and to form the type of material which is suitable for the selected students. In this study, the researcher focuses on the informational level in selecting the material and the learning activities considering that the selected students are the eleventh grade students of elementary school which still have limited knowledge of English. After adjusting and forming the appropriate materials and activities in presenting the materials, it is important to identify the objectives of the reading. It is important since it will influence the process and the result of the learning processes. The designed materials will have some various models in the appearance.

c. Narrative Text

  The basic purpose of narrative is to entertain, to gain and hold a readers'

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  attitudes or social opinions such as soap operas and television dramas that are used to raise topical issues. Narratives sequence people or characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved (Gerot, 1994: 204). There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. Thus, narrative text employees past tense to tell the story.

  In a Traditional Narrative the focus of the text is on a series of actions (Gerot, 1994: 204).

  1) Orientation This is the introduction of the story in which the characters, setting and time of the story are established. Usually answers who? when? where? For example Mr Wolf went out hunting in the forest one dark gloomy night. 2) Complication The complication usually involves the main character(s) (often mirroring the complications in real life).

3) Resolution

  There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and

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  To help students plan for writing of narratives, model, focusing on (Wing Jan, 1991: 71) these elements.

• Plot It tells about what is going to happen in the story.
• Setting It describes where the story will take place and when the story will take place.
• Characterisation: It explains who the main characters are and what they look like.
• Structure

  It elucidates how the story will begin, what the problem will be, and how the problem is going to be resolved.

• Theme

  It shows what the theme is and what message the writer is attempting to communicate.

d. Teaching Reading Skill

  Nunan (2003: 68) states that teaching reading usually has at least two aspects.

  1) Teaching learners who are learning to read for the very first time. It has a close relationship with vocabulary, grammar, pronunciation, and other skills that are important in the first foreign or second language acquisition.

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  2) Teaching learners who already have reading skills in their first language. The learners here learn how to transfer skills that they have already learned to the new reading context in a new language.

  Understanding the theory of teaching reading skill is important. In composing right way to implement the mind mapping technique in reading and selecting the activities, the researcher should consult the step of teaching reading skill which consists of three sequenced steps. In teaching reading skill the teachers not only have to master the reading theories but also have to understand the principle for teaching reading. Then, the following phase suggests some activities can be implemented.

  Nunan (2003: 74) adds 8 categories of principles of teaching reading. They are described as follows.

  1) Exploit the reader’s background knowledge Background knowledge involves the reader’s experience like life experiences, knowledge of how text can be organized rhetorically; knowledge of how one’s first language works, knowledge of how the second language works, and cultural background and knowledge. Those experiences are brought into the text. According to Nunan (2003: 74), reading can be significantly enhanced if the background knowledge can be activated by setting goals, asking questions, making predictions, and teaching text structure.

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  2) Build a strong vocabulary base Basic vocabulary is essentially needed to be taught and second language readers should explicitly be taught to use context to effectively guess the meaning of less frequent words (Nunan, 2003: 74). 3) Teach for comprehension

  Monitoring comprehension is very important part to gain successful reading. It includes verifying that the predictions being made are correct and checking that the readers make an important adjustment when meaning is not accomplished.