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

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xv 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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xvi ABSTRAK

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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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

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

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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ii A Thesis on

STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN

Eduardus Erwan Nugroho Student Number: 031214038

Approved by

Major Sponsor

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iii A Thesis on

STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN NARRATIVE READING

AT SMA PANGUDI LUHUR SEDAYU GRADE ELEVEN

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

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vii

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, Cipok, Dudung, Dhita, Ipat, Neti, Mak Mir, Tika, Titin, Ratri, Paul, Protz,

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viii

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.

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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

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xii

LIST OF TABLES

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

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xiii

LIST OF FIGURES

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

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xiv

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

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xv ABSTRACT

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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xvi ABSTRAK

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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1 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 process. The government forms a new curriculum which considers English as a

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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, concepts, and attitudes.

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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 problems. The first problem was about students’ reading interest. Sometimes they

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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 Pangudi Luhur Sedayu grade eleven.

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’ narrative reading comprehension, students are expected to employ mind mapping

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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 organize and interpret their sensory impressions in order to give meaning to the

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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 be resolved (Gerot, 1994: 204). There are many types of narrative. They can be

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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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10 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 mastery. Teachers should build students’ impression that reading is enjoyable

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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 the different elements of a text). It deals with the relationships which link every

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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' interest. However narratives can also be written to teach or inform, to change

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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 suspense for the reader.

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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.

4) Work on increasing reading rate

English language teachers should improve their students’ reading rate and develop reading comprehension skill simultaneously. They should be in a balance condition. One important thing is to decrease the dependency toward dictionary by emphasizing some skills like scanning, skimming, predicting, and identifying the text.

5) Teach reading strategies

A strategy is the ways for active, self-directed involvement that is necessary for developing communication ability. A good technique to drive students to the strategies used is to get them to verbalize their thinking processes while reading (Nunan, 2003: 76). The strategies applied were different for each student since they have different ability and understanding level in reading skill.

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6) Encourage readers to transform strategies into skills

As learners consciously learn and practice specific reading strategies, the strategies move from the conscious one to the unconscious one; from strategy to skill.

7) Build assessment and evaluation into your teaching

In assessing growth and development in reading skills, it needs time and training. Quantitative assessment which includes information from reading comprehension test as well as reading rate data and qualitative assessment which includes reading journal responses, reading interest survey, and responses to reading strategy checklists are both needed in the reading classroom.

8) Provide an effort for continuous improvement as a reading teacher

The quality of an individual teacher determines the success of second or foreign language readers (Nunan, 2003: 77).

Exploiting the reader’s background knowledge, building a strong vocabulary base, and teaching for comprehension are chosen as the basis in implementing the mind mapping technique and the activities of the learning process. Additionally, since the study is about the reading skill and mind mapping as the technique of gaining information of the text, it is necessary to understand the nature of mind mapping technique.

2. Mind Mapping Technique

There are many techniques which can be applied in reading activity. Mind mapping is one of the newest techniques in high school level since high school

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teachers rarely use this technique. It helps both teacher and students to organize their ideas in a good way.

a. The Concept of Mind Mapping in Reading

A good taking note method should assist the readers to remember the content of the texts, increase the comprehension of texts, organize the ideas and provide new knowledge. Mind mapping offers an easy and creative way to obtain, remember and organize a lot of information from the texts (DePorter, 2003: 175). Mind mapping enquires readers to note a lot of information they get from the text in one long page. Besides, mind mapping technique employs pictures as well as texts so that it can raise readers’ motivation in gaining the information from the text. The ideas in mind mapping relate each other in creating a web of ideas which the mind idea is in the centre of the web and the supporting ideas are placed as the branches of the main idea.

Buzan (2003: 6) states that left brain is related to number skill, written language, reasoning, spoken language, scientific skills, and right hand control. On the other hand, right brain is closely related to insight, 3D-form, art awareness, imagination, music awareness, and left hand control. Based on these functions, it can be definitely concluded that students tend to use left brain most of the time. Almost all of the students’ activities require less working of right brain. As a result, right brain is normally less developed than the left one. However, mind mapping technique facilitates students to develop both parts of brain. Mind

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mapping employs almost every aspect in both left and right brain so that those two parts will be balanced-functioned.

According to Buzan (2003: 7), principally, mind mapping simply applies four aspects. They are words, colours, lines, and pictures. Instead of making list with some bullets going down in a stripe paper, mind mapping enables students to take notes in tidy branches. By putting main idea in the middle and draw some branches from it, students are free to express their ideas and they even have more spaces to go back and forth from one idea to another since they could add the branches easily. In this case, students employ most of the left brain functions by applying words, logics, numbers, and sequence. To make right brain works efficiently, mind mapping enables students to develop their imagination and art awareness. Students could add any small pictures that come up to their mind next to some notes. Pictures are not necessary to be great. These pictures merely functions to help students to remember things. To break the boredom away, various colours are used instead of mono colour such as only black or blue.

According to DePorter (2003: 177), mind mapping is an uncomplicated technique to accomplish. There are five steps in constructing a mind mapping. 1) Put a blank paper on a table and then write the main idea in the centre of the

page.

2) Draw thick lines and connect them to each supporting idea. 3) Name each line with different colours for each different idea. 4) Put other thinner lines as the expansion of each supporting idea. 5) Set pictures, symbols and sign to assist readers to remember the texts.

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Understanding the concept of mind mapping technique, it is crucial to know the benefits of mind mapping technique. It can help the researcher to implement the mind mapping technique and to encourage the students’ motivation in reading narrative text. Identifying the benefits of mind mapping technique, the researcher exploits the technique to enhance the students’ narrative reading comprehension.

b. Benefits of Mind Map

Readers should obtain benefits in every technique they apply. In mind map, readers can attain several advantages which can help them in increasing their reading ability. DePorter (2003: 179) confirms that there are four advantages in applying mind mapping in reading.

1) Mind Map Helps Students to Recall Their Memory

Mind Map is likely the most effective way to remember things. The freedom and opportunity in mind mapping technique enable students to visualize their notes into particular symbols, signs, pictures, and colours that might be as the moist effective remembrance. The implementation of picture and colour is likely to be effective to remember things since students are free to draw any pictures based on their imagination. By visualizing their imagination into real pictures and symbols, students are able to keep their memory longer. As Buzan (2003: 7) and DePorter (2003: 152) stated that brain thinks and remembers things in its own way, in the form of colours and pictures. DePorter (2003: 150) added further that brain does not proceed information in a linear way. Brain does not

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keep information in a regular and tidy list as traditional note taking has. Instead, brain keeps various information in a massy, untidy, and complicated way. Therefore, by applying a technique as the way brain thinks and remembers things, students memorize any single details unconsciously.

2) Mind Mapping Develops Both Right and Left Brain

As stated in the preceding part, right brain and left brain have their own job description. Unfortunately, a traditional note taking which students often apply, tends to develop half of the brain functions. Buzan (2003: 6) stated that left brain is mostly employed in a standard note taking. Thus, right brain does not have any chance to develop itself. However, mind mapping solves this problem. Mind mapping enables left brain to carry out its function well by writing out some words and numbers in a linear way. At the same time, students are able to employ the right brain by visualizing their imagination in the form of colours, signs, symbols, or pictures. For that reason, both right and left brain have the same opportunity to develop themselves. As a result, students possess a balanced-functioned brain.

3) Mind Mapping Take Notes Better

According to Buzan (2003: 6), mind mapping assists students to focus on mind ideas. Mind mapping model facilitates students to concentrate on the most prominent points. Students could directly go to the major sub-parts after drawing the topic in a big circle in the middle of the page. Students are then able to go to the details by drawing some branches. By focusing on the focal points since the beginning, students are able to organize their ideas more easily. In other words,

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students have less chance to think about any other ideas which are not related to the topic.

Furthermore, the model of mind mapping is flexile as stated by DePorter (2003: 172). The massy model of mind map does not limit students to keep producing idea. It is not impossible for students to go back and forth from one idea to another since students are able to add any additional ideas in any branches without crossing or erasing any parts. Thus, mind mapping contribute another benefit. Mind mapping enables students to spend less time in taking notes. Besides offering an exciting way to take notes, mind mapping does not require long time to apply (Buzan, 2003: 17).

4) Mind Map is Applicable for any Notes

In addition to the preceding benefits, mind mapping offers the most beneficial part. Mind map is applicable not only for schools but also for a daily life. The application of mind mapping to arrange a project, shopping plans, tour plans, daily or weekly activities, and organize a party exemplify how wide the application of mind mapping in a daily life is. Buzan (2003: 87) supports this idea by stating that mind map is not merely useful for schools. It is an ideal way to arrange life.

Furthermore, the application of mind map at school does not have narrow borders. Buzan (2003: 33) stated that mind map is obviously applicable for every subject, such as Mathematics, Biology, History, and foreign language. Its aspects, procedures, and benefits enable students to apply it for any subjects. Almost all

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subjects demands students to take notes. Mind map offers a bundle of advantages in taking notes better.

c. Mind Mapping for Narrative Text

Since mind mapping helps students to recall their memory, it helps students to remember any information which students get from a narrative text. Students do not necessary read a narrative text many times, instead they have to read the text ones and imagine that they have to share the story to somebody else (Buzan, 2003: 20). It helps students to concentrate in reading the text. To assist them to concentrate and remember well, they have to put some guiding questions as the branches of the main idea of main topic. In narrative text, the questions are WHO for the characters of the narrative text, WHEN for the time of the story, WHERE for the place in which the story took place, and WHAT HAPPENED for the sequence actions which the characters do (Buzan, 2003: 22). While reading the narrative text, they answer those questions, and the answers of those questions can help the students to exploit their brain to remember easily. Figure 2.1 shows the pattern of mind mapping for narrative text.

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3. Perception

Since this study is aimed to investigate students’ perceptions on the implementation of mind mapping technique in narrative reading at SMA pangudi luhur sedayu grade eleven, this part presents the discussion of perception. It consists of the definitions of perception and the factors influencing perception.

There are several definitions of perception stated by researchers. Borger and Seaborne (1966: 105) affirms that perception is an answer of the environment, through which a person processes incoming sensory data in some way in order to arrive at a useful impression of his surroundings. Altman (1985: 85) defines perception as the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. Taking the above definitions, in this study perception is defined as a conscious mental process of observing, viewing, responding, and understanding in which a person gives meaning on the stimulus.

According to Altman (1985: 86), there are s number of factors influence a person’s perception.

1) Selection of Stimuli

Selection is a process of focusing only on a small number of stimuli. Each person selects specific cues and filters out of others. They may select what is important, or what is relevant to fulfill their needs. This is one reason why people perceive things differently.

2) Organization of Stimuli

The selected stimuli must be organized, so that they become meaningful. Organization of stimuli helps people to categorize the input. The categorization of

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stimuli reduces initially complex information into simpler categories, until people can interpret the stimuli as meaningful information. There are various ways by which people interpret a stimulus. Therefore, people may have different perception toward one same stimulus.

3) Situation

Altman (1985: 89) states that the situation which influences someone to perceive can be in the form of someone’s familiarity with, expectation about, or his or her past experience. It can be concluded that situation may be the combination between someone’s past experience with his or her expectation. If someone had bad experience or something in the past, he or she will tend to perceive negatively when acquiring the same stimuli in advance. On the other hand, in case he or she has god experience towards something, he or she will have good expectation to achieve when similar thing happens in the future.

4) Self-Concept

Self-concept is the way we feel about and perceive. The way we see ourselves affects our perception. If someone does not see himself or herself as a competitive person, he or she will not likely give good response to stimuli in the environment that relate to opportunities to be competitive. He or she must try to maintain a relatively stable, positive self-concept.

B. Theoretical Framework

Some researchers have proven that mind mapping technique is one of the effective methods to acquire reading comprehension skill which can be applied in

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the classroom. Mind mapping is a note taking technique which has a unique form which consists of main topic in the center of the page and some branches and sub branches as the explanation of the main topic. Mind mapping technique is able to increase students’ reading ability and motivation since it employs not only text but also pictures and colors. Besides, it also develop students’ both left brain and right brain. Thus, the theory of applying mind mapping in the classroom brings some important things to be considered in this thesis.

English is one of the compulsory subjects in SMA Pangudi Luhur Sedayu which is set 6 contact hours per week. However, students of SMA Pangudi Luhur Sedayu grade eight often get problem in reading. They feel unmotivated to read English passages as they always implement the same technique to read English passages. The teacher rarely provides various texts so that students sometimes feel bored. Besides, as students never use English in their daily activities, they are not accustomed to English passage. As the result, they lack of English reading comprehension skill.

There are some steps which teachers should do in order to teach reading comprehension. The first thing that teachers should do is to exploit students’ background knowledge of the passage. Teacher can build up students’ background knowledge by setting goals, asking questions, making predictions, and teaching text structure. It helps students to be prepared before they move to the reading section. Second, teachers should build strong vocabulary by providing some new and difficult words for the students. By recognizing new vocabulary related to the

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text, they feel comfortable to read the text. As a result, they are motivated to read the text.

Third, teachers should supervise students’ reading comprehension. Teachers can try some different reading techniques to help students if they get trouble in accomplishing the meaning of the text. As stated above, the eleventh grade students of SMA Pangudi Luhur Sedayu have problem in their reading comprehension. One way to solve the problem is applying mind mapping technique.

Fourth, teachers should give a passage which students have not ever read before and give time to read it. While reading the text, students take notes from the text by answering the leading questions about WHO, WHERE, WHEN, WHAT HAPPENED. Students can gain a lot of essential information from the text by answering those questions. Since mind mapping combines the text with picture and colors, it reduces the boredom factor which makes the students find difficulties in obtaining the meaning of the text. Besides, pictures help students to memorize the information. In constructing a mind mapping, students should put the main topic or main idea of the text in the center of the paper and place those leading questions as the branches of the main idea or main topic.

Fifth, teachers should evaluate the reading process by giving the students an achievement test. The result of the test reveals the contribution of mind mapping technique in helping and enhancing students’ narrative reading comprehension.

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29 CHAPTER III METHODOLOGY

This chapter gives further information on how the study was conducted. It gives information on how the data were gathered and analyzed to answer the problems. This chapter consists of research method, research participants, instruments used in the research, data gathering technique, data analysis technique, and the research procedures.

A. Research Method

In order to answer the problem stated in problem formulation, the writer employed survey study. It is a study that permits the researcher to summarize or measure the characteristics, attitudes, and opinions of several different groups toward some issues (Ary, Jacob, and Razavieh, 2002). Survey study, which focuses on groups’ attitudes, opinions, and characteristics, often takes the form of a questionnaire. The advantage of using survey research is that substantial amounts of information can be collected in a relatively short time. Besides, survey studies seek information to be used for problem solving rather than for hypothesis testing. Thus In this study the survey study intended to find out the students’ perceptions of implementation of mind mapping technique in narrative reading. The questionnaire was employed in order to obtain students’ perception.

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B. Research Participants

The population of the eleventh grade students of senior high school in Bantul is so large that the researcher could not list all its members. Since it is not possible to list all the members of the eleventh grade students of senior high school, the researcher used cluster sampling in conducting research on the importance of examining students’ perceptions toward the implementation of mind mapping technique. According to Cohen, Marion and Marrison (2000: 100), cluster sampling involves randomly selecting the sample from a list of population. Furthermore, cluster sampling is the probability sampling in which the unit chosen is not an individual but a group of individual that are naturally together (Ary, Jacob, and Razavieh, 2002: 226).

The researcher, then, chose SMA Pangudi Luhur Sedayu and several students of class XI IPS 2. The number of students in class XI IPS 2 was thirty seven students and consists of nineteen males and twenty two females. However, the researcher only chose fourteen students as the participants for the reason that they were always present in the class and accomplished the pre-test and post-test. Besides, the students chosen were considered weak in English. It is assumed that if the weak students were able to make an improvement, the rest of the students were going to do as well. The research spent five meetings to implement the mind mapping technique. It conducted in the middle of the even semester of academic year 2008/2009. Since there was only one meeting for each week, the researcher spent five weeks beginning from February 16th, 2008 to March 23nd, 2008.

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C. Research Instruments

In gathering the data, the researcher needed two types of instruments to obtain the data, namely, interview form and questionnaires. Those instruments helped the researcher to answer the problem in this research. The result of interview and the first questionnaire was employed to examine the students’ characteristics and teaching learning activities in SMA Pangudi Luhur Sedayu grade eleven. It aimed to help the researcher to select an appropriate method and materials in implementing mind mapping technique. The result of the second questionnaire was exploited to explore students’ perceptions toward the implementation of mind mapping to enhance their narrative reading comprehension. The instruments are explained as follows.

1. Interview Form

Interview is an instrument to collect data through face-to-face or telephone interaction between the interviewer and respondents (Ary, Jacobs, and Razavieh, 2002: 418). The researcher used interview to collect the data because of its flexibility. The interviewer was able to exploit questions and the respondents could liberally answer the questions based on the current situation.

According to Ary, Jacobs, and Razavieh (1979: 174), there are two basic types of interview according to the questions used in an interview. They are structured and unstructured questions. Unstructured interview allows a free response from the respondents to answer the question rather than directs the response from some stated alternatives. In structured interview, the interviewer reads the questions and provides the respondents some various alternative options.

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For this reason, the researcher used unstructured interview in order to find complete information and data since the interviewee can explore the answers.

The researcher interviewed an English teacher of SMA Pangudi Luhur Sedayu who teaches English in class XI IPS 2. It was conducted in order to obtain data and information about the students’ characteristics, students’ ability, the teaching-learning activities, and some factors which influenced those points. The information gathered was important in order to help the researcher constructing suitable materials. Implicitly, it helped the researcher to answer the first problem of this research.

The researcher provided eleven questions that would be answered by the English teacher. This instrument aimed to help the researcher to obtain the problems that students have in reading skill as well as to customize the appropriate materials and method to convey the mind mapping technique in reading class. Besides, it was used to answer the first question in the Problem Formulation in Chapter I. The list of the questions is attached in Appendix B on page 69.

2. Questionnaires

Questionnaire is an instrument of research which is used when the researcher expects factual information and respondents’ opinions (Best, 1981: 161). Providing the questionnaire is considered important and useful in the needs analysis in order to gather information about the participants’ beliefs and opinions (Ary, Jacobs, and Razavieh, 2002: 118). The researcher used two kinds of questionnaires, namely closed-ended questionnaire and open-ended questionnaire.

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a. Closed-ended questionnaire (Questionnaire A and Questionnaire B)

In closed-ended questionnaire, the participants could choose their answers by circling or crossing the answer from the provided options since closed-ended questionnaire provides the participants some alternatives of answers (Wiersma, 1995: 181). The researcher applied closed-ended questionnaire in the Questionnaire A as well as Questionnaire B.

b. Open-ended questionnaire (Questionnaire B)

In open-ended questionnaire, the participants can share their opinions, beliefs, and suggestions more openly. Therefore, open ended questionnaire requires participants’ background knowledge about the related study (Ary, Jacobs, and Razavieh, 2002: 120). The researcher employed open-ended questionnaire in the Questionnaire B only since it gave the students a freedom to share their opinions about the technique implemented.

The researcher distributed Questionnaire A in the beginning of the research. It was distributed to students of class XI IPS 2 of SMA Pangudi Luhur Sedayu to recognize their problems in reading English text. The questions aimed to find out the students’ motivation in learning English and their reaction towards English reading and techniques of taking note. The researcher used the result of Questionnaire A to select suitable methods in conducting the research. Indirectly, it supported the researcher to answer the first problem of this research. Questionnaire A was designed in Indonesian in order to avoid misinterpretation between the researcher and the participants.

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The researcher also distributed Questionnaire B to the eleventh grade students of SMA Pangudi Luhur Sedayu as the last part of the research. It was also designed in Indonesian and aimed to gather information as well as to ensure whether the mind mapping technique was really effective for improving the students’ narrative reading proficiency. The questionnaire allowed the participants to give their opinions. The result of Questionnaire B was the basis information to answer the problem of this research. The detailed questionnaire A is available in Appendix B on page 72 and questionnaire B in Appendix B page 100.

D. Data Gathering Technique

The researcher conducted the process of gathering data and information in sequenced steps. Firstly, the researcher interviewed the English teacher of SMA Pangudi Luhur Sedayu who taught class XI IPS 2 about the problems that students often got in learning English especially in reading skill according to the teacher’s side. After that, he distributed questionnaire to the students of class XI IPS 2 in order to discover their problems from the students’ point of view. Obtaining the problems from both point of views, then, the researcher limited the problem so that he could determine the plan and the method in conveying the mind mapping technique to overcome the problem. Thus, he went to the library to find out some references from any books, thesis, and other sources to study the theories related to narrative reading proficiency since most students were interested in and familiar with narrative text, however they got difficulties in reading narrative text. Furthermore, the researcher learnt about mind mapping

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technique as the action he wanted to implement. The researcher also examined the appropriate procedure in implementing the mind mapping technique for teaching reading skill. It was essential findings since the researcher, then, gave the preliminary action of mind mapping technique before he conducted the post-test. After gaining any information needed from the library, the researcher developed and prepared the research instruments, such as interview form, questionnaire sheets, pre-test, and post-test.

Considering that the study was conducted in SMA Pangudi Luhur Sedayu, then the researcher conducted a pre-test by distributing a narrative text and some questions related to the text for each student of class XI IPS 2 of SMA Pangudi Luhur Sedayu. It took one meeting to conduct the pre-test. The next meeting, the researcher gave the preliminary action to the students of SMA Pangudi Luhur Sedayu grade eleven. The preliminary action was applying mind mapping technique as one of the techniques to comprehend a text. Yet, the researcher gave some examples of mind map and described the importance of mind mapping technique for reading comprehension before he asked the students to practice making a mind map. Further, the researcher explained how to take notes about the information gained from the text by applying mind mapping technique. He exposed the suitable way to apply mind mapping technique for reading comprehension. Afterwards, the students practised to construct mind mapping about some texts including the text which was used in the pre-test. The introduction of mind mapping technique took three meetings. In other words, the researcher spent three meetings in conducting the preliminary action for the

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reason that the students could be accustomed in applying mind mapping technique so that there would be a big impact of mind mapping technique in enhancing the students’ reading comprehension.

At the end of the research, the researcher distributed the Questionnaire B. The same as in Questionnaire A, the students were given several questions related to the implementation of mind mapping technique. There were six questions in Questionnaire B. The result gained from the Questionnaire B then is analyzed to investigate the students’ perceptions toward the implementation of mind mapping technique in narrative reading.

E. Data Analysis Technique

There were two main parts in the data analysis. The first part was the analysis of the Questionnaire A and the result of interview. It was used as the basis of the experiment since it contained the information of the students’ behavior and the problems that should be solved. The second part was the analysis of the experiment result. It consisted of the analysis the Questionnaire B. This part determined students’ perceptions toward the implementation of mind mapping technique in narrative reading.

F. Research Procedure

To obtain valid and reliable data more easily, the researcher made clear steps in such a way that one step will not overlie each other. The steps were arranged and carried out in a well organized sequence so that they really helped

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the researcher in the process of collecting data. The procedures can be elaborated as follows.

1. Preparing the Research

Before the research was conducted, the researcher prepared everything needed. The preparation involved asking permission from the head of the English Language Education Study Program of Sanata Dharma University and asking permission from the headmaster of SMA Pangudi Luhur Sedayu (Appendix A on page 66). The researcher gave the letter of permission to the headmaster of SMA Pangudi Luhur Sedayu in order to attain permission to conduct the research. 2. Finding the Problems

As the first step, the researcher tried to find out the problems about reading in which students of SMA Pangudi Luhur Sedayu often get. The researcher conducted the interview with the English teachers of SMA Pangudi Luhur Sedayu who taught grade eleven and distributed questionnaires to the students of grade eleven class XI IPS 2. The result of the interview and the questionnaire helped the researcher to identify the students’ problems in reading.

3. Planning the Research

Obtaining the problems of the research, the researcher then set mind mapping technique as the most appropriate method to overcome the problems. The research was conducted in the beginning of the even semester academic year 2008/2009 and it spent five meetings. In order to go more understand about the problems, the researcher tried to attain some information about some theories related to the topic. The researcher used any kinds of reliable sources such as

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books, articles, and the internet. The researcher also learned the best way to implement mind mapping technique. Besides, the researcher also tried to obtain the characteristics of the eleventh grade students of senior high school since the research conducted in SMA Pangudi Luhur Sedayu grade eleven.

4. Conducting the Research

Having everything prepared, the researcher conducted the research. First, the researcher distributed the pre-test in order to gain the basic knowledge of the participants and also to find the raw data of students’ reading comprehension before he conducted the experiment. Then, the researcher conducted the experiment which was applying the mind mapping technique. The researcher explained how to take notes about a reading passage using mind mapping technique. Students practiced to take note using mind mapping technique in three meetings in order to get big impact of the preliminary action.

5. Evaluating

In the end of the experiment, the researcher distributed the Questionnaire B. It was done in order to identify the students’ perceptions toward mind mapping technique in narrative reading. The researcher analyzed the data by consulting to related theories. The result of the pre-test and the post-test were also analyzed and compared in order to determine the effectiveness of mind mapping technique to enhance students’ narrative reading comprehension in SMA Pangudi Luhur Sedayu grade eleven.

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The figure 3.1 summarizes the research procedure.

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40 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

There are three main sections presented to elaborate the research findings of this research. The first part discusses the data presentation from the students and the teacher before the research was done. The second section is the discussion of the research result. This section presents the detailed discussion of the data analysis. It discusses the student’s perception towards the use of mind mapping technique in narrative reading as well.

A. The Preliminary Survey Data Presentation

In this subsection, the researcher presents two things, the first is about the data from interview with the English teacher. The second part discusses the data from the students which contains questionnaire about what students thought about reading class as well as what they usually did in the reading class. It includes teacher’s opinion and perception about his students’ abilities and obstacles he often faces in reading class.

1. Data from the English Teacher

The first data presentation was the result of the interview. It was done before the first meeting and aimed to figure out their standard teaching-learning activities especially in reading class. Besides, it uncovered the teacher’s opinion

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about his students’ abilities and problems related to reading proficiency as well as the strategy in teaching reading.

The first question was about the time allocation of English subject for class XI IPS 2. He stated that there were six contact hours or three meetings for English in a week for class XI IPS 2. However, he only taught two contact hours or one meeting in a week since there were two English teachers in SMA Pangudi Luhur Sedayu who taught class XI IPS 2.

It was said that there was not any particular time allocation for every English skills in SMA Pangudi Luhur Sedayu grade eleven. The skills were taught randomly and the teacher decided what skill he was going to teach at that time. Commonly the teacher taught reading skill and grammar for the reason that those two skills were tested in the examination.

Since the teacher typically taught reading skill rather than other skills, he thought that his students felt that reading skill was more difficult than other skills. The most common problem that the students got in reading was their lack of vocabulary. Besides, their motivation in reading English passages was low since they did not spare their time to practice reading at home. They learnt English merely as a school subject which was only applied at school in English class.

The teacher rarely gave the students various English passages. He generally employed English passages from the English hand book. Thus, it made the students feel bored and unmotivated to read. Besides, the teacher constantly employed reading technique by which the students read the passage loudly, discussed it and then answered some questions related to the passages. He seldom

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presented new teaching-learning technique in reading such as taking notes, skimming, scanning, and mind mapping technique.

Based on the previous data, the researcher concluded that the students needed a new technique which is expected to be helpful in learning reading. In addition, the students also should be given various kinds of passages in order to break their boredom away in learning English. After obtaining important information about the situation and activities from the teacher, the researcher then looked for the information needed from the students’ point of view.

2. Data from Students’ Questionnaire

The second data presentation was obtained from the students. It was gathered from Questionnaire A which was given in the first meeting. It was distributed to twenty eight students of SMA Pangudi Luhur Sedayu Grade eleven who were present at that time. The result of Questionnaire A is presented as follows.

Table 4.1 Summary of the result of Questionnaire A 1. How long have the students been learning English?

a. Less than three years 0 0%

b. For about three years 1 3.5%

c. For about five years 7 25%

d. More than five years 20 71.5%

2. What are the students’ opinions about reading?

a. Difficult 15 53.5%

b. Fair 10 35.7%

c. Easy 0 0%

(62)

3. How often do the students usually read English passages in a week?

a. Never 7 25%

b. Once 8 28.5%

c. More than four times 4 14.3%

d. … 9 32.2%

4. What is the most interesting genre?

a. Report 3 10.8%

b. Narrative 18 64.2%

c. Analytical Exposition 0 0%

d. Spoof 2 7.2%

e. Hortatory Exposition 0 0%

f. … 5 17.8%

5. Do the students get various passages from your teacher?

a. Never 2 7.2%

b. Seldom 1 3.5%

c. Sometimes 19 67.8%

d. Often 4 14.3%

e. Always 2 7.2%

6. What sources do the students’ passages come from?

a. Magazine 4 14.3%

b. Handbook 14 50%

c. Newspaper article 0 0%

d. Internet 6 21.4%

e. Journals 0 0%

f. … 4 14.3%

7. What are the students’ problems related to reading? (possible to choose more than one option)

a. I don not have any 2 6.4%

b. Limited vocabulary 16 51.7%

c. Too long story 2 6.4%

d. To complicated story 2 6.4%

e. Uninteresting story 3 9.8%

f. Difficult to understand the story 6 19.3%

8. What strategy do the students usually apply in order to overcome your problem?

a. Read several times 7 25%

b. Take notes 3 10.7%

c. Find new words out 14 50%

(63)

Based on the Questionnaire A, there were 11 male students (39.3%) and 17 female students (60.7%) in average age extends between 16 to 18 years old. The first question in the questionnaire was to find out how long the students’ have been studying English. It aimed to determine the materials which the researcher used in the implementation of mind mapping technique. Twenty students out of twenty eight (71.5%) said that they have been learning English for more than five years. Seven students (25%) stated that they have been learning English for about five years. Only one student (3.5%) said that he has been learning English for about three years. From the data gathered on the first question, it is clear that students have been learning English more than three years. It means that they have enough basic English.

The second question was about the students’ perception about reading in English. It measured students’ opinion about reading which could be the basis for the researcher to choose the right level of reading material implemented. Fifteen students (53.5%) felt that reading was a difficult skill to acquire. There were ten students (37.5) thought that reading skill was fair. However, there were three students (10.8%) said that they got difficulties in because their being lack of vocabulary and grammar. From the data on the second question, it could be seen obviously that majority of the students thought that reading English passages is considered difficult. It indicated that the researcher had to choose the right method to convey the mind mapping technique in reading.

The third question was about the students’ reading frequency in a week. It found out the intensity of students’ motivation and interest in reading English

(1)

Read the text below carefully!

The Myth of the Coconut Tree

Long time ago a fairy called Batu Sumang Buyung was bathing in a river. Along came a magician called Bayang. He was a wicked magician who could make himself disappear. The clever stole her magic sarong.

“Oh,” she cried, “please give it back. Otherwise I cannot go home to the sky.” The magician laughed. “So, Lovely One, you will have to stay with me.” He took the fairy back to his house and forced her to marry him. Sometime later a son was born. Batu Sumang Buyung and her son lived in the village with the magician. Although the villagers hated her husband, they knew that the fairy was kind and gentle. Bayang died because of his own curse. They cut off his fingers before he was buried, so that he could not do anymore mischief.

At last Batu Sumang Buyung lived only with her son. She wanted to visit her family in the sky, so she put on her magic sarong and flew there, but her mother did not want to see her.

Then, the villagers heard that the fairy had died. They cared for her son and he soon grew tall and strong. When Batu Sumang Buyung’s son was grown up, the headman came to see him. He carried the sarong left with him by the fairy. “This was your mother’s,” he said. “If you wear it you will fly to the sky. Your mother thought you might like to visit your grandmother.”

Unfortunately, his grandmother was not glad to see him. Still, she gave him a gift in memory of his mother. It was a round brown seed. The fairy’s son thanked to his grandmother and returned to the village. He planted the seed in the ground and

(2)

your father,” they said. “The flesh inside is soft and white like your mother. And the milk is sweet and reminds us that you are Batu Sumang Buyung’s son.”

Before long, people from all over the world came to buy the fruit. Those who bought his fruit also took the seeds back to their own countries. And that is how the coconut came into the world.

New Words

fairy : peri wicked : jahat disappear : menghilang forced : memaksa curse : kutukan mischief : jahil headman : kepala desa thought : berpikir glad : gembira gift : hadiah seed : biji

bore : menhasilkan coarse : kasar flesh : daging

(3)

(4)

(5)

(6)

ATTENDANCE LIST

SMA Pangudi Luhur Sedayu / XI IPS 2

2008/2009

No. Name. Presences

16 23 2 16 23 1. A. Hendri Oktviyantara . . . X . 2. Agnes Vivi Melindasari . . . 3. Agnes Wieska Apiztia . . . 4. Alessandri Dona Mei S . . X . X 5. Anastasia Wahyu K . . . . X

6. Andreas Indra W . X . X .

7. Bernadheta Ratih C . . . 8. Chatarina Dwi Lestari . X . . . 9. Cosmas Petrus Billi . . . X . 10. Dinis Lacerda Da Costa . . . . . 11. Edo Kris Kelana X . . . X 12. Ega Meista Purba . . .

13. Elia Rosa X . . . .

14. Elisabeth Dwi Astuti . . . . X

15. Eswanti . . X X .

16. Filipus Susilo Novianto . X . X . 17. Fr. Amelia Cesarani P X . . . . 18. Gregorius Radityo H . . . 19. H. Roy Wiranata X . . X X 20. Hanarosaria Kasih . . . X .

21. Hening Sucahya . . .

22. Irine Putri Hartanti . . . 23. Karolyn Kris Nadia . . . 24. Leonardus Ryan H X . . . . 25. Lucia Sumiyati . . X . . 26. Maria Angelina E X . . . . 27. Maria Goretti Widi S . . . 28. Maria Tri Utami . . . 29. Mateus Tri Setiawan . . .

30. Naomi Mutiasari . . .

31. Romi Agus Pratama X . . . . 32. Stevani Irine Sekarani . . . X . 33. V. Gisaria Apriliana . . . 34. Veronica Pradanti S . . . 35. Jeane Caroline K X . . . . 36. Satria Adinugroho . . . . X

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

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)

The Myth of the Coconut Tree

New Words

ATTENDANCE LIST

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

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)

The Myth of the Coconut Tree

New Words

ATTENDANCE LIST

Parts

Dokumen yang terkait

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