STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING TECHNIQUE IN EXTENSIVE READING II A THESIS
STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING
TECHNIQUE IN EXTENSIVE READING II
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Pius Rahardian Putranto
Student number: 041214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
Jula Juli Guru
…………..Urip dadi guru iku panggilan hidup yang mulia Mula sak tindak tanduke kudu eling lan waspada Kesadharane kudu dibangun sesuai Pancasila Morale ditata ojok sampek melanggar norma Dhasare ngajar ya Undang-Undang Dasar Empat Lima Pancen tugase guru iku mencerdaskan nusa dan bangsa Kesetiaane kudu total tanpa pamrih Lan rela berkorban kanggo anak dhidhike Guru ngono conto sing ditiru lan digugu Mula tingkah lakune jok ono sing kliru Jenenge ae pahlawan tanpa tanda jasa Mula pengabdine jok ngarep-arep diganjar lan dipuja
………….
(Air Kata Kata – Sindhunata)
This thesis is dedicated to: My Parents, my Brother, and all my Teachers
ABSTRACT
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-
mapping Technique in Extensive Reading II. Yogyakarta: Sanata Dharma
University.This study deals with the use of mind-mapping technique in Extensive
Reading II class. Considering that mind-mapping technique plays important role
and the use of mind-mapping technique in ER II has possibility to affect the students’ learning achievement, this research is conducted to answer two problems. (1) How is the mind-mapping technique implemented in the Extensive
Reading II of English Language Education Study Program? (2) What are the
students’ perceptions on the use of mind-mapping technique the Extensive
Reading II of English Language Education Study Program?
Three theories were employed in order to help the writer to answer those problems. First was the theory of mind-mapping technique. Second was the theory of perception, which includes definition, relationship between perceptions, learning and thinking, and factors influencing perception. Third was the theory of extensive reading.
In order to answer the problems, the writer employed a survey research. The data were gained from interview, observation, and questionnaire. The sources of data of the interview and questionnaire were one of the lecturers and two classes of ER II. The observation was conducted in the class and outside the class.
From the data analysis, the first result showed that mind-mapping technique was implemented well by applying the steps to do mind-mapping. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space. The second result showed that most of the students had positive perceptions on the use of mind-mapping technique in
ER II . The positive perceptions gave benefits to the students. They were
consolidating information, thinking through complex problems, and presenting information in order to develop new brain skill and high-order of thinking.
Based on the results, there were many benefits that the students obtained. However, the use of mind-mapping technique in ER II class should still be improved. The lecturer should give other alternatives to make mind-map. One of the alternatives is drawing the mind-maps manually. Besides, the students should display the result of their mind-map in their presentations.
ABSTRAK
Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-
mapping Technique in Extensive Reading II. Yogyakarta: Universitas Sanata
Dharma.Penelitian ini melingkupi penggunaan teknik mind-mapping di kelas
Extensive Reading II . Mengacu bahwa teknik mind-mapping mempunyai peran
penting dan penggunaan teknik mind-mapping di kelas ER II mempunyai kemungkinan untuk mempengaruhi pencapaian belajar siswa, penelitian ini ditujukan untuk menjawab dua rumusan masalah. Rumusan masalah tersebut adalah (1) Bagaimana teknik mind-mapping diterapkan dalam kelas Extensive
Reading II di Universitas Sanata Dharma? (2) Bagaimana persepsi siswa-siswa
terhadap penggunaan teknik mind-mapping dalam kelas Extensive Reading II di Universitas Sanata Dharma?
Tiga teori dicantumkan untuk membantu penulis menjawab permasalahan- permasalahan tersebut. Pertama adalah teori teknik mind-mapping. Kedua adalah teori persepsi, yang mencangkup arti persepsi, hubungan antara persepsi, belajar dan berpikir,dan factor-faktor yang mempengaruhi persepsi. Ketiga adalah teory
Extensive Reading.
Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survey. Data penelitian diambil dari wawancara, observasi dan kuesioner. Sumber data yang digunakan untuk wawancara dan kuesioner adalah salah satu dosen dan dua kelas ER II. Observasi dilakukan di dalam dan di luar kelas.
Berdasarkan data yang diperoleh, hasil pertama dalam penelitian ini menunjukkan bahwa teknik mind-mapping diterapkkan dengan baik yaitu dengan menerapkan langkah-langkah membuat mind-mapping. Pertama, para siswa dapat mencari hubungan setiap ide. Mereka menggunakan warna, garis, tanda panah untuk menunjukkan hubungan anta ride yang mereka hasilkan di dalam mind-
map. Kedua, mereka dapat menggambar dengan cepat di atas kertas tanpa jeda
ataupun mengedit. Ketiga, mereka menulis gagasan penting. Keempat, mereka dapat menulis gagasan utama di tengah. Terakhir, mereka dapat memberi sisa ruang di kertas mereka. Hasil kedua dalam penelitian ini menunjukkan bahwa sebagian besar siswa mempunyai persepsi yang positif terhadap penggunaan teknik mind-mapping di kelas ER II. Persepsi positif tersebut memberikan keuntungan bagi siswa-siswa. Keuntungan-keuntungan itu adalah mengolah informasi, berfikir untuk memecahkan masalah-masalah rumit, dan menghadirkan informasi guna meningkatkan cara berpikir baru dan berpikir cerdas.
Meskipun ada banyak keuntungan yang diperoleh siswa, penggunaan teknik mind-mapping masih harus dikembangkan. Dosen yang bersangkutan seharusnya menawarkan alternatif-alternatif lain untuk membuat mind-mapping. Alternatif itu dengan tidak hanya menggunakan program komputer tetapi dengan menggambar secara manual. Selain itu, siswa seharusnya menampilkan hasil
mind-map mereka di dalam presentasi.
ACKNOWLEDGEMENTS
First and foremost, I would like to express my sincere gratitude to my Lord Jesus Christ Almighty for the magnificent love. I graciously thank Him for His blessings and guidance in my life. I also wish to express my gratitude to the holy Mary, the mother of all nations, who bestows upon my life with the splendid love.
I would like to express my deepest gratitude to my major sponsor, Mrs. Carla Sih Prabandari, S.Pd., M.Hum., for her kindness, encouragement, advice and patience in helping and guiding me during completion of this thesis. I would also like to thank all of the lecturers in English Language Education Study Program for involving me in the real learning process during my study in Sanata Dharma University. I would also like to acknowledge Mr. G. Punto Aji, S.Pd., M.
Hum., for the permission to conduct this research in his class, I thank him for the valuable information he has willingly provided for me.
My deepest love and gratitude go to my parents, Yosaphat Hadi Sunyoto and Chatarina Sri Haryati, for giving me the greatest love, care, affection and prayer. My special thanks also goes to my dearest brother, Victor Puguh Harsanto for his togetherness. I also thank Om Hery, Bulik Ning, Brian, Brenna) and Trah Resosumartan for their kindness as well as supports.
I am really indebted to my PBI friends: Ahmed, Albert, Greg, Nanda, Rita, Hana, Yuni, Silvi, Tika, Endi, Bishop, Novi, Jody, Dwi Aryani, Bruder Yanu, friendship and togetherness during our study. My special thanks also goes to Deny Septiyani for the time to share, affection, encouragement, and support.
Finally, many thanks are addressed to those who have endlessly helped, supported and motivated me in completing this thesis, whose name I could not mention one by one. May God bless them all.
Pius Rahardian Putranto
TABLE OF CONTENTS Page TITLE PAGE ........................................................................................ i PAGES OF APPROVAL …..………………………………............... ii PAGE OF DEDICATION …………………………………………… iv STATEMENT OF WORK’S ORIGINALITY…………................... v ABSTRACT ………………………………………………................... vii ABSTRACT ............................................................................................ viii ACKNOWLEDGEMENTS………………………….......................... ix TABLE OF CONTENTS………………………………….................. xi
LIST OF TABLE……………………………………………………... xiii
LIST OF FIGURES ............................................................................. xiv LIST OF APPENDICES …………………………………………….. xvCHAPTER I. INTRODUCTION A. Background of the problem ……………………………...............
1 B. Problem Limitation ………………………………………………
3 C. Problem Formulation …………………………………………….
4 D. Research Objectives ……………………………………...............
4 E. Research Benefits ………………………………………..............
4 F. Definition of Terms ……………………………………………....
5 CHAPTER II. LITERATURE REVIEW A. Theoretical Description …………………………………………..
7
1. Theory of Mind-mapping Technique …………………...……
7 2. Theory of Perception ………………………………..………..
12 a. Definition of Perception ………………………………….
12
b. Relationship between Perceptions, Learning and Thinking ………………………………………………….
13 c. Factors Influencing Perceptions ………………….............
15 3. Theory of Extensive Reading ……………………..………....
18
CHAPTER III. METHODOLOGY A. Research Method ………………………………………………..
23 B. Research Participants ……………………………………………
24 C. Research Instruments ……………………………………………
25 D. Data Gathering Technique ………………………………………
27 E. Data Analysis Procedure ………………………………………..
27 CHAPTER V. RESEARCH FINDINGS AND DISCUSSION
A. The Implementation of Mind-mapping Technique in
Extensive Reading II ………………………………………….....
29
1. The Implementation of Mind-mapping Technique in ER II Based on the Observation ……………………………………
29
2. The Implementation of Mind-mapping Technique in ER II Based on the Interview ……………………………………...
34 B. The Students’ Perception on The Use of Mind-mapping Technique in ER II …………………………………………..…..
35
1. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Questionnaire …………………………
36
2. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Observation ……………………………
44 CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ………………………………………………………
46 B. Suggestions ………………………………………………………
47 BIBLIOGRAPHY ............................................................... ………….
49 APPENDICES ……………………………………………. ………….
51
LIST OF TABLE
Page Table 4.1: The Frequency and Percentage of the Students’
Responses to each Statement on the Questionnaire … 36
LIST OF FIGURES
Page Figure 1. Sample of Mind-Mapping …………………………………..
11 Figure 2. Gibsons’ Perceptual Process …………………….. ………….
14
LIST OF APPENDICES
Page
APPENDIX 1 : Observation Checklist ………………………………….. 51
APPENDIX 2: The Raw Data of the Observation ……………………… 53
APPENDIX 3: Questionnaire …………………………………………… 60
APPENDIX 4: Questionnaire Result of the Use of Mind-MappingTechnique in Extensive Reading II ……………………. 62
APPENDIX 5: Questions of Interview with the Lecturer ..…………….. 64
APPENDIX 6: Result of Interview with the Lecturer ………………….. 65
APPENDIX 7: Result of Interview with the Students ……………………. 66
APPENDIX 8: Lesson Unit Plan ………………………………………. 70
APPENDIX 9: Examples of students’ mind-map ………………………. 73
CHAPTER I INTRODUCTION This study intends to explore students’ perception on the use of mind-
mapping technique in Extensive Reading II class of English Language Education Study Program. This chapter presents the background of study, problem limitation, problem formulation, objective of the study, benefits of the study, and definition of terms.
A. Background of the problem
Traditionally, teaching-learning process is teacher-centered (English Teaching Forum, 1991: 31). The teacher only explains the materials and the student only becomes the passive listeners. There is a gap between the teacher and the student, and, therefore both of them lack for mutual information. Besides, the objectives of learning English are not merely limited to grammatical mastery, but it must be aimed at facilitating the student to develop their high-order of thinking and to acquire knowledge. However, many teachers have started to be more creative in preparing materials and techniques for their teaching process. They develop their materials and use some techniques in order to make the learners feel easy and relaxed in their learning process and be more self-reliant in acquiring the knowledge.
Nowadays, most lecturers apply teaching-learning techniques which put mapping. A mind-mapping is similar to a road map to help the learners on their journey (Busan, 1991). It provides an overview or overall picture of a particular subject and helps to plan the route or choices. Buzan adds that the mind-mapping stores a large amount of information efficiently, but the exciting part was to discover that the final mind-map is not only readable, but also potential to exercise the brain in a very exciting way. It helps develop critical thinking, which is often overlooked by traditional teaching methods. In addition, one of the powerful things about mind-mapping is that it becomes a tool to encourage creative thinking and often creative solutions to problems. Furthermore, Mind- mapping can help the learner understand and remember important points on their readings.
In the teaching learning at English Language Education Study Program, some lecturers have also started to use some techniques in order to make their students feel at ease in their learning and help them to achieve their goal of the learning. One of the lecturers in English Language Education Study Program has been developing a mind-mapping technique in Extensive Reading II (KPE 315) class. Extensive Reading II course is one of the compulsory courses taught in English Language Education Study Program . This class is aimed at improving students’ reading skills through literary works and scientific or journalism writings (Panduan Akademik, 2004). By using the mind-mapping technique in ER
II class, it is expected that students will have the pleasure while expressing some
ideas from reading passages. After reading some passages, students can focus on and connections between the ideas. Therefore, the student is mapping knowledge in a manner which will help them understand and remember new information.
Extensive reading is a reading activity that is done for pleasure (Mikulecky, 1990). The students are given freedom to choose what they want to read. They are free to choose the reading passages. Meanwhile, the lecturer has to monitor the progress of the learners. Then, the lecturer starts to implement the mind-mapping technique in order to help students reach the goal of their study.
Students’ opinions and attitudes toward specific classroom activities or teacher-student interactions can affect the decision related to the best way to modify and employ various techniques and methods in the classroom (Young, 1991). In addition, students’ perception also covers wide variety of factors related to their language experiences, including opinion about their teachers, views of instructional activities and approaches, and expressions of satisfaction with their progress in their classroom. Therefore, students’ perception on what they learn also plays a key role in the success or failure of the learning.
This study is then aimed at finding out the implementation of mind- mapping technique in ER II class and discovering the students’ perception on the implementation of mind-mapping technique in ER II class.
B. Problem Limitation
The use of mind-mapping technique in ER II class may lead the students to have their perceptions on the technique that influences students’ achievement in mind-mapping technique in ER II class and the students’ perception on mind- mapping technique in ER II class of the third semester of English Education Study Program to assess learners’ progress in Extensive Reading
C. Problem Formulation
From the problem limitation, the problems can be formulated as follows:
1. How is the mind-mapping technique implemented in the Extensive Reading II class of English Language Education Study Program?
2. What are the students’ perceptions on the use of mind-mapping technique in
Extensive Reading
II class of English Education Study Program?
D. Research Objectives
The objectives of this research are as follows:
1. To find out how the mind-mapping technique is implemented in the Extensive Reading II class of English Language Education Study Program.
2. To find out what the student’s perceptions on the use of mind-mapping technique in the Extensive Reading II class of English Language Study Program are.
E. Research Benefits
The findings of the research hopefully will be valuable for the student and the lecturer of English Language Study Program.
1. Students This research discusses the students’ perceptions on the use of mind- mapping technique. The researcher hopes that the students may improve their ability to comprehend reading passages in ER II class.
2. The Extensive Reading II lecturers of English Education Study Program This study provides information on how the student perceives on the use of mind-mapping technique in ER II class. The positive perceptions may affect on positive behavioral aspects so that the goal of the study can be achieved. Hopefully, this research can help ER II lecturers gain further information about the use of mind-mapping technique in teaching ER II. Besides, the students’ perception on the teaching technique implemented by the lecturer can also be used to improve the teaching-learning activities.
F. Definition of Terms
1. Perception In this study, the term perception is defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (Robbins, 2005). In this research, perception refers to what students interpret in the use of mind-mapping technique.
2. Mind-Mapping technique Mind maps are tools which help students think and learn (Busan, 1991).
Mind-mapping is also a dynamic and exciting tool to help all thinking and
3. Extensive Reading II (KPE 315) Based on Panduan Akademik 2004, Extensive Reading II is one of the obligatory courses taught in English Language Study Program in Sanata Dharma
University. Extensive Reading II is presented in the third semester. In This study,
Extensive Reading II refers to a course which has a goal to improve students’
reading skills through literary works and scientific or journalism writings
CHAPTER II LITERATURE REVIEW In this chapter, a discussion is presented on theories underlying this study. This chapter is divided into two parts. The first part is the discussion of the
theoretical description. It gives a detailed discussion of important concepts related to the study. The concepts discussed here are mind-mapping technique, perception in learning process, and extensive reading. The second part is the theoretical framework.
A. Theoretical Description
In this part, the researcher presents some related literature, which is needed to conduct the research. This part deals with mind-mapping technique, perception on language learning, and extensive reading.
1. Mind-Mapping Technique
According to Buzan (1974), mind mapping is described as a process that would help revolutionize how people take notes, how people think, how people work and how people organize information. Buzan (2000) also describes the beginning of the new century as the 'Millennium of the Mind' and the 'Century of the Brain' and he is now a world authority on the brain, memory, creativity and speed-reading. Therefore, using mind-mapping is one way to help people
Buzan adds that mind-mapping is similar to a road map to help on a journey (Buzan, 1991). It provides an overview or overall picture of a particular subject and helps to plan the route or choices. The mind-mapping stores large amounts of information efficiently, but the exciting part was discovering that the final mind-mapping is not only easy to read and look at, but also uses the potential of the brain in a very exciting way. It helps develop new brain skills, which are often overlooked by traditional teaching methods. In a lecture, the students are drilled to develop their brain skill to make mind-mapping easy to read and interesting. In class, students use mind-mapping technique to summarize information from reading passages. Buzan further asserts that mind-mapping is also useful for consolidating information from different research sources, thinking through complex problem, and presenting information in a format that shows the overall structure of the subject. Therefore, mind-mapping is also useful when students want to organize ideas or information, generate idea, and solve complex problems.
Instead of presenting the term of mind-mapping, this research also presents a term, namely semantic mapping. This term is supported by Masters and Mori (1993: 118).
Semantic mapping technique is being used to motivate and involve students in the thinking, reading and writing aspects. It enhances vocabulary development by helping students to link new information with previous experience. Furthermore, Estes (1999) also offers the technique with the semantic mapping.
Semantic mapping is graphically representing concept. It portrays the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept.
This idea implies that semantic mapping is actually similar to mind-mapping. In other words, semantic mapping shows some related information to be connected and semantic mapping helps students exercise their capacity to think.
Mind-mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas that radiate out from the center of the mind- map (Buzan, 1991). By focusing on key ideas written down in the students own words, and then looking for branches out and connections between the ideas, students are mapping knowledge in a manner that will help them understand and remember new information. Buzan (1991) also presents some stages to do a mind-mapping:
a. Looking for Relationships
Using lines, colors, arrows, branches or some other way of showing connections between the ideas generated on the mind map. These relationships may be important in understanding new information or in constructing a structured essay plan. By personalizing the map with own symbols and designs students will be constructing visual and meaningful relationships between ideas that will assist them in their recall and understanding.
b. Drawing Quickly on Unlined Paper without Pausing, Judging or Editing
This step promotes linear thinking whereas the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes, some obscure possibilities that may become the key to the knowledge of a certain topic.
c. Writing Down Key Ideas
Some students find that using capital letters encourages them to get down the key points. Capitals are also easier to read in a diagram. Students may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.
d. Putting Main Idea in the Center
Most students find it useful to do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the center.
e. Leaving a Lot of Space
Some of the most useful mind maps are the ones that are added to over a period of time. After the initial drawing of the mind map students may wish to subject right up until exam time. At the first meetings (of the semester), students draw initial mind maps to highlight some points, so that, later, they can add further information or questions during the period of their study (in the semester). For that reason it is a good idea to leave a lot of space. Here is the example of mind-mapping:
Figure 1. sample of mind-mapping (source: www.buzancentre.com/mindmapgallery.httm accessed on July 4 , 2008)
This mind-mapping only contains the essential points that a student picks up from a reading passage of a text and was produced from memory alone. The topic that is used in this mind-mapping is exercises for relaxation and de-stressing. This mind-mapping puts a central idea in the center. Color branches are made to connect among ideas in details using some key words.
In addition, in order to support this study, the writer also presents the theory of perception since one of the aims of this research is to find out the student’s perception on the use of mind-mapping technique.
2. Perception
a. Definition of Perception
There are some sources to define perception. Perception is defined as a process of organizing information that an individual gains from his environment to make it logical and sensible (Gibson, 1997). In other words, perception is the way to organize information around and to make it logical and sensible.
Meanwhile, Gibson, Ivancevich, and Donnelly (1985) state that perception is an activity which employs us in every day of our lives. The perception is a set of factors which influence the motivational state of people in organization. It means that perception influences a person’s motivation in his or her surroundings.
In addition, according to Kreitner and Kinicki (1992), perception is mental and cognitive process that enables us to interpret and understand our surroundings. It means that perception is a response of our surroundings. Meanwhile, Leontiev (1981) states that perception is the process by which existence of objects and phenomena is reflected in a person’s consciousness. The process happens with the help of the person’s sensory organs namely: eyes, ears, tongue, nose, and skin. Leontiev’s statement means that a person’s sensory organ helps to perceive objects, surroundings, and events around him or her consciously.
Meanwhile, Altman, Valensi, and Hodgetts (1985) define perception as a meaningfully. Altman et al. (1985) adds that perception is a process by which a person views reality. The way a person views the reality depends on how the available information is organized. Furthermore, Forgus (1966) states that perception is a process of information extraction. It means that perception is the process where the information is selected or sorted.
After knowing some definitions of perception, relationship between perceptions, learning and thinking will be presented in the next discussion.
b. Relationship between Perceptions, Learning and Thinking
In learning English as a foreign language, students’ perception has an important role. Tse (2000) states that students’ perception of their foreign language (FL) learning classroom experiences have important pedagogical and programmatic implications. It has also been theorized as having an effect on linguistic outcomes. Students’ perception also covers wide variety factors related to their foreign language experiences, including opinion about their teachers, views of instructional activities and approaches, and expressions of satisfaction with their progress in their classroom. Young (1991) states their hypothesis that pedagogically, students’ opinions and attitudes toward specific classroom activities or teacher-student interactions can affect decisions related to the best way to modify and employ various techniques and methods in the classroom. Therefore, students’ perception on what they learn also have role to the success and failure on the learning.
Perception is defined as a process by which individuals organize and
(Robbins, 2005). So, the perception is the product of the responding to the stimulus or to the surrounding and of the process itself.
Figure 2. Gibson’s Perceptual Process (Gibson et al., 1985)
A response The evaluation behavior
Observation of
and
Stimuli the stimuli
interpretation of reality Attitudes formed
Based on Gibson’s perceptual process, there are three main points in the process of forming perception. The first is the input of stimuli. Each person selects various cues that influence his or her perceptions of people, objects, and symbols (Gibson et al., 1985). Each person will select different signal that she/he wants based on her/his needs. After she/he has the signal, she/he observes those signals or stimuli. The observation of the stimuli includes the cognitive processing. It means that each person processes the stimuli in the mind. When the cognitive process is finished, it will result as the evaluation and interpretation of the reality. In this point, he/she will give her/his interpretation or it can be called by sensation and evaluation of the stimuli. Through the interpretation and evaluation, it can result the response of behavior and attitudes formed. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input. In practice, sensation and perception are virtually impossible to separate, because they are part of one continuous process.
Perception sometimes can also change and does not remain static. It depends on the stimulus, which is experienced by people who perceive. For example, the researcher perceives that being a teacher was not enjoyable occupation in the past because he has not experienced being as a teacher yet. But, now the experience may change that being a teacher is an enjoyable occupation after he has teaching experience. So, from the example, it can be seen that stimuli can affect people in forming their new perception.
If perception can change, it is also possible for the students to change their perception on what they experience especially on the use of mind-mapping technique. The students’ perception on the use of mind-mapping can change based on the stimuli during experiencing it in their learning process. It is very important and useful to see the progress of the students in their learning process.
The students’ perception on the use on mind-mapping can be gained from a process in forming a perception. They have a signal that is mind-mapping technique in their learning process based on their need. Then, they experience and observe their signal or stimuli. In this process, the cognitive process is also happening in their mind. Finally, they have their own perception when the process is complete.
c. Factors Influencing Perceptions
According to Gibson et al. (1985), there are six factors influencing people perception. They are stereotyping, selectivity, self-concept, situation, needs, and
1) Stereotype
Stereotype is a set of beliefs about the characteristics of people in particular in particular group that is generalized to all members of the group (Gibson et al., 1985). It means that what people believe is related to and might be influenced by the ethnic group membership. Altman et al. (1985) adds that stereotype is the process of categorizing people or things based on limited amount of information. It means that people choose their own category of people or things based on their expectation. In the perception on the use of mind-mapping, the stereotype might occur. People or students concern with things which are appropriate to their stereotype and might be influenced by others that do not match with their perception.
2) Selectivity
According to Gibson et al. (1985), people tend to ignore information or cues that might make them feel discomfort. So, people tend to select the positive stimuli then process them in the brain because it is impossible for them to have all the stimuli. However, people have their own interest so that each person will select what is the important one in fulfilling the needs. In the mind-mapping technique, students have their own interest toward the mind-mapping technique and whether this technique is important for them or not.
3) Self-concept
According to Mouly (1973), people only receive something that is to make them compatible with their present self-concept. The paradigm or the way we see our self will also influence our perception. People will have the perception after they choose the stimuli by themselves. Self-concept is often performed in the attitudes based on the stimuli which may result at the feeling like or dislike about certain thing.
4) Situation
The pressure of time will literally force a manager to overlook some details, to rush certain activities, and to ignore certain stimuli such as request from other managers or superiors (Gibson et al., 1985). Altman et al. (1985) adds that expectation towards situation may affect what he or she perceived. In the mind- mapping technique, the situation during the process of the implementation of mind-mapping technique is important in forming the perception. Students will see the situation of the stimuli especially in mind-mapping technique before they finally get the perception.
5) Needs
People are significantly influenced by needs and desires (Gibson et al., 1985). People do something based on their needs. In the use of mind-mapping, the needs of the students of their learning will also affect their perception.
6) Emotions
According to Gibson et al. (1985), strong emotions often distort perception. All people have emotion, so different emotion will also have different perception.
In the next discussion, the writer presents the definition of Extensive Reading and some principles related to Extensive Reading.
3. Extensive Reading
Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language (Bramford, 2004). Brown (2004) also stated that Extensive reading is a reading activity that applies to texts of more than a page, including professional articles, essays, technical reports, short stories and books. Moreover, when the learners read extensively, they tend to read the text for pleasure (Harmer, 2004). Therefore, assessing extensive reading directs learners’ global understanding of some texts.
Since extensive reading is a reading activity that is done for pleasure, the role of a formal text that requires all learners to answer some questions from the same text is inappropriate. In extensive Reading, students choose their own reading material and read it independently. They read their own reading material for general, overall meaning, information and for enjoyment or pleasure.
Extensive reading depends on the students’ having suitable reading material. Therefore, it is appropriate that the first two principles of the extensive reading concern what students read. Here are some principles related to the extensive reading (Bramford, 2004):
a. The Reading Material Is Easy
This is the most important principle of extensive reading for language learning because students are unlikely to succeed in reading extensively if they or no unfamiliar items of vocabulary and grammar. In ER II class, students read many kinds of material. Students tend to choose the materials which are easy to read. But, although they choose the easy material they also find some difficult vocabularies. Therefore, in the week assignment, students are required to submit the summary of what they read and include the difficult vocabularies.
b. A Variety of Reading Material on A Wide Range of Topics Is Available
Variety means that students can freely find things they want to read based on their interests. Different kinds of reading material also encourage a flexible approach to reading. Students can read the material using their own ways and reasons. In ER II class, students have their own right to read many kinds of topics based on their interest.
c. Learners Choose What They Want to Read
Self-selection of reading material is the basis of extensive reading, and it puts students in a different role from that of traditional classroom, where the teacher chooses or the textbook supplies reading material. One reason that many students enjoy extensive reading is that students can choose what they want to read. After students have their own topic, they choose the reading passage by themselves. In ER II class, the students are required to choose ten reading passages or materials during one semester. Therefore, students play important role to decide and choose what kinds of reading passages or materials they want to read.
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 UnderstandingExtensive 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.