THE USE OF MIND MAP TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION.

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THE USE OF MIND MAP TECHNIQUE IN IMPROVING

STUDENTS’ READING COMPREHENSION

A Research Paper

Submitted in a partial fulfillment for the requirements for Sarjana Pendidikan degree

Astri Dwisetyati 0801191

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Use of Mind Map Technique

i I provi g Stude ts’ Readi g

Comprehension

Oleh Astri Dwisetyati

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

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PAGE OF APPROVAL

THE USE OF MIND MAP TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION

A Research Paper by

Astri Dwisetyati 0801191

Approved by: Main Supervisor

Dr. Odo Fadloely, M.A. NIP. 195408041977021001

Co-Supervisor

Fazri Nur Yusuf, M.Pd NIP.197308162003121002

Head of English Department Faculty of Language and Arts Education

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ABSTRACT

The present study which is entitled “The Use of Mind Map Technique in Improving Students’ Reading Comprehension” aims at finding out whether mind map technique can improve students’ reading comprehension and students’ response towards the use of that technique. This pre-experimental study was conducted in one Junior High in Bandung. The data were collected through pre-test and post-test, questionnaires and interviews and they were analyzed by dependent t-test in SPSS 19 for Windows and categorizing and interpreting the result. The results show that t obtain value (5.557) was higher than t critical value (2.021) at the level of significance 0.05 (two-tailed). Apparently, it indicates that the null hypothesis (H0) is

rejected and it means that mind map technique can improve students’ reading comprehension. The findings also reveal that the use of mind map technique is responded positively and negatively. This study concludes that the effectiveness of using mind map technique in improving the students’ reading comprehension is contributed by mind map’s aspects and teacher who presents the lessons.

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ABSTRAK

Penelitian yang berjudul “Penggunaan Teknik Mind Map Dalam Meningkatkan Membaca Komprehensif Siswa” bertujuan untuk mengetahui apakah teknik mind map dapat meningkatkan kemampuan membaca komprehensif siswa dan respon siswa terhadap penggunakan teknik tersebut. Penelitian pra eksperimen ini dilakukan di salah satu sekolah menengah pertama di Bandung. Data dikumpulkan dari pre-tes dan post-tes, kuisioner, dan wawancara dan dianalisa dengan menggunakan dependent t-tes pada SPSS 19 untuk Windows dan pengelompokan dan penafsiran hasil. Hasil penelitian menunjukkan bahwa nilai t hitung (5.557) lebih besar daripada nilai t tabel (2.021) pada tingkat signifikansi 0.05. Rupanya, ini mengindikasikan bahwa hipotesis nol (H0) ditolak dan ini berarti bahwa

teknik mind map dapat meningkatkan kemampuan membaca komprehensif siswa. Hasil penelitian juga menunjukkan bahwa siswa merespon teknik mind map secara positif dan negatif. Penelitian ini menyimpulkan bahwa aspek-aspek dari mind map dan pengajaran guru berkontribusi dalam keefektifan teknik mind map dalam meningkatkan kemampuan membaca komprehensif siswa.

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TABLE OF CONTENT

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PREFACE ... Error! Bookmark not defined.

ACKNOWLEDGMENT ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

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CHAPTER I ... Error! Bookmark not defined.

1.1 Background ... Error! Bookmark not defined.

1.2 Statements of the Problem ... Error! Bookmark not defined.

1.3 Aims of the Study ... Error! Bookmark not defined.

1.4 Significances of the Study ... Error! Bookmark not defined.

1.5 Scope of the study ... Error! Bookmark not defined.

1.6 Clarification of Terms ... Error! Bookmark not defined.

1.7 Organization of Paper ... Error! Bookmark not defined.

CHAPTER II ... Error! Bookmark not defined.

2.1 Reading ... Error! Bookmark not defined.

2.1.1 The Process of Reading ... Error! Bookmark not defined.

2.1.2 The Purpose of Reading ... Error! Bookmark not defined.

2.1.3 Reading Comprehension ... Error! Bookmark not defined.

2.1.4 Teaching Reading Comprehension .... Error! Bookmark not defined.

2.2 Mind Map Technique: Its Definition, Feature, and PurposesError! Bookmark not defined.

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3.2 Variable ... Error! Bookmark not defined.

3.3 Hypothesis ... Error! Bookmark not defined.

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3.5.1 Tests ... Error! Bookmark not defined.

3.5.2 Questionnaires ... Error! Bookmark not defined.

3.5.3 Interview ... Error! Bookmark not defined.

3.6 Research Procedure ... Error! Bookmark not defined.

3.6.1 Organizing Teaching Procedures ... Error! Bookmark not defined.

3.6.2 Administering Pilot Test ... Error! Bookmark not defined.

3.6.3 Conducting Pre-test... Error! Bookmark not defined.

3.6.4 Administering First Questionnaire... Error! Bookmark not defined.

3.6.5 Giving Treatments ... Error! Bookmark not defined.

3.6.6 Administering Post-test... Error! Bookmark not defined.

3.6.7 Administering Second Questionnaire Error! Bookmark not defined.

3.6.8 Administering Interview ... Error! Bookmark not defined.

3.7 Data Analysis ... Error! Bookmark not defined.

3.7.1 Scoring Technique ... Error! Bookmark not defined.

3.7.2 Data Analysis on Pilot Test ... Error! Bookmark not defined.

3.7.3 Normality Distribution Test ... Error! Bookmark not defined.

3.7.4 Data Analysis on Pre-test and Post-testError! Bookmark not defined.

3.7.5 Data Analysis of Questionnaires... Error! Bookmark not defined.

3.7.6 Data Analysis of Interview ... Error! Bookmark not defined.

CHAPTER IV ... Error! Bookmark not defined.

4.1 Findings ... Error! Bookmark not defined.

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4.1.2 The Result of Pre-test and Post-test ScoresError! Bookmark not defined.

4.1.3 The Result of Questionnaires ... Error! Bookmark not defined.

4.1.4 The Result of Interview ... Error! Bookmark not defined.

4.2 Discussion ... Error! Bookmark not defined.

CHAPTER V ... Error! Bookmark not defined.

5.1 Conclusions ... Error! Bookmark not defined.

5.2 Suggestions ... Error! Bookmark not defined.

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CHAPTER I INTRODUCTION

This chapter presents background with the elaborated thought of why the study is conducted, statements of the problem, aims of the study, significance of the study, scope of the study, clarification of terms, and organization of paper.

1.1 Background

In a foreign language class, reading is one of the main sources of the input for the learners (Hasbun, 2006). The ability to read allows them to continue developing other skills that they have acquired in the classroom. The reading skill becomes one of the most important elements of learning English because if someone does not have the ability to interact and learn through reading and writing, surely he or she will have disadvantages in his or her life (Rose, 2006, cited in Westwood, 2008:2).

However, reading is not a simple thing to do, especially in foreign language. There are many possible reasons why students think that reading in English is difficult. In order to understand the reading text, the readers have to be able to recognize words rapidly, know the meaning of almost all of the words, and connect the meanings sequentially into a coherent message (Westwood 2008). Nonetheless, the teachers in Indonesia have to deal with the truth that the students, as the foreign language learners, seem

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lack of vocabulary and background knowledge to read in English with ease (Hasbun, 2006). Moreover, the problem for most children who experience reading difficulties is the problem to acquire fluent word identification skill (Nation, 2008). The students get easily desperate when they meet unfamiliar words in a text. Thus, this trouble can inhibit their comprehension in reading the text.

Moreover, it is assumed that many students in Indonesia feel that reading exercise is not fun and difficult (Kusmiatun, 2008). They are less willing to participate in learning activities and have low performance during the teaching learning process. This phenomenon may inhibit their reading goals. Whereas, it is important for teachers to help their students create meaning (Day and Park, 2005). Therefore, teachers need to use technique that is intrinsically motivating the students to help them achieve the lesson objectives (Brown, 2001).

It is decided to use mind map technique which is popularized by Tony Buzan in this study. There have been several studies explored about using mind map technique to improve reading comprehension. It was found that the students at Mathayomasuksa 1, who were taught by mind map technique, had their reading comprehension post-test mean score significantly higher than pre-test (Deesri, 2002 as cited in Siriphanich and Laohawiriyanon, 2010:3). In addition, a study discovered that students at Songkhla Rajabhat University were satisfied with their own reading comprehension ability and they agreed that mind map is a useful technique

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and can be applied to other subjects (Siriphanich and Laohawiriyanon, 2010).

Another study found that the method of drawing mind map could guide the students to clarify the structure of the article and the links between paragraphs (Xiao and Jiang, 2009). Therefore, it can help the students to understand the reading materials, encourage their development of reading, writing, listening, and speaking, and empower their cooperation between the students. Hence, it is recommended to employ mind map to cope the challenges in teaching foreign language (Casco, 2009).

As the explanation above, this study investigates whether or not the use of mind map technique can improve the students’ reading comprehension. It is also to know the students’ response toward the use of the mind map technique. In details, this research entitled “The Use of Mind Map Technique in Improving Students’ Reading Comprehension”.

1.2 Statements of the Problem

The research statements of this study are:

1. Can mind map technique improve students’ reading comprehension?

2. What are the students’ responses toward the use of the mind map technique?

1.3 Aims of the Study

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1. To find out whether or not the use of mind map technique can improve the students’ reading comprehension.

2. To find out the students’ responses toward the use of mind map technique.

1.4 Significances of the Study

Theoretically, this study is expected to develop the literature on the English teaching technique and also gives beneficial empirical data as reference for further study on the use of mind map technique to improve students’ reading comprehension.

Practically, this study is expected to help language learners improve their reading comprehension by using mind map technique. It is also expected to motivate them to read in English in joyful yet full of interest.

Professionally, this study is expected to provide new technique to English teachers. Therefore, they can implement it in their teaching learning process.

1.5 Scope of the study

This research only focuses on the use of mind map technique to improve the students’ reading comprehension especially on literal reading comprehension in one of junior high school in Bandung and the students’ response toward the use of mind map technique in their learning reading process.

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1.6 Clarification of Terms

To avoid misunderstanding, the terms used in this present research are defined as follows.

1. Mind map

Mind map is a graphic tool which represents words, images, or ideas that spread out into branches which is linked to central keyword or idea (Buzan, 2006).

2. Technique

Various activities that either teachers or learners used in the classroom for realizing lesson objectives (Brown, 2001)

3. Reading Comprehension

Reading comprehension is an active thinking process which involves the readers intentionally to extract the meaning presented in a text to become the deeper meaning and information (Blanton et al., 2007; Neufeld 2006; Rapp et al., 2007 as cited in Westwood, 2008:31).

1.7 Organization of Paper

The paper consists of five chapters. Those are:

Chapter I Introduction

This chapter presents background, research questions, aim of the study, significances of the study, scope of the study, clarification of terms and organization of the paper.

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This chapter focuses on theoretical foundation related to the present study, with the use of mind map technique to improve the students’ reading comprehension as the main issue.

Chapter III Research Methodology

This chapter describes the methodology of the research such as; research design, data collection technique, research procedures, and data analysis.

Chapter IV Findings and Discussion

This chapter provides the result of the research and discussion on the research findings.

Chapter V Conclusions and Suggestions

This chapter describes the conclusions of the study and suggestions for the further study.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology in order to answer the two research questions as follows.

1. Can mind map technique improve students’ reading comprehension?

2. What are the students’ responses toward the use of the mind map technique?

This chapter includes research design, variable, hypothesis, population, data collection, research procedures, and data analysis.

3.1 Research Design

This study used pre-experimental design: one group pre-test-post-test. In this design, the study measured one group of students by conducting pre-test before giving treatment. In the end of teaching process, the students were measured by post-test in order to find out the improvement of their reading comprehension after using mind map technique.

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Table 3.1

The One Group Pretest-Posttest Design (Creswell, 2008)

O X O

Pretest Treatment Posttest

3.2 Variable

In this research, the independent variable is the mind map technique which is the major variable which was investigated, while the dependent variable

was the students’ score which is observed and measured to determine the

effect of the independent variable. The design is adopted from Hatch and Farhady (1982:1).

3.3 Hypothesis

In this study, the researcher stated a hypothesis as follows:

H0: The use of mind map technique cannot improve the students’

reading comprehension.

3.4 Population and Sample

In this study, the population was the eighth grade students in one junior high school in Bandung. Meanwhile, the sample was one class consisting of 40 students.

This study took that class to be the sample because of several decisions. First, the students had already been taught about reading comprehension on narrative text by the teacher but they had not applied any

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teacher of the class has recommended that class to be the sample because the students have similar prior ability and are cooperative.

3.5 Data Collection

To gather the data, the researcher employed three instruments. They were tests, questionnaires, and interviews.

3.5.1 Tests

There are two kinds of test administered in this study namely pre-test and post-test. The pre-test is conducted to measure the students’ prior knowledge and skill about reading comprehension on narrative text. Meanwhile, the post-test is conducted to examine whether the use of mind map technique is effective to improve the students’ reading comprehension. Both pre-test and post-test are in a multiple choice form consisting of 40 questions. Both of them can be seen in Appendix B.

3.5.2 Questionnaires

There are two kinds of questionnaire used in this study. Both of them are close questionnaire (see Appendix B).

First questionnaire is administered to the students after they had finished doing the pre-test. It consists of five questions about the students’ general perception toward reading English text. Meanwhile, second questionnaire is administered after they had finished doing the post-test. It

consists of ten questions which generally revealing the students’ response

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By employing the two questionnaires, it is easy to monitor the

students’ opinion about reading English text before and after using mind map technique.

3.5.3 Interview

The interview is aimed at confirming the students’ response toward reading English text before and after using mind map technique (sees Appendix B).

3.6 Research Procedure

The following is the procedure used in conducting the present research.

3.6.1 Organizing Teaching Procedures

In this study, the student samples were taught by one teacher. Before the teaching process, lesson plans were developed and teaching materials were prepared. The materials were taken from various resources. It was also decided to set the keywords that the students had to put in the branches of the mind map. The keywords are described as the table follows.

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Table 3.2

The Ideas and the Keywords for the Students’ Mind Map

No. Idea Keyword

1. The character of the story WHO

2. The place setting of the story WHERE

3. The time setting of the story WHEN

4. The generic structure of the text GENERIC STRUCTURE

5. The unfamiliar words in the text THE NEW WORDS

3.6.2 Administering Pilot Test

Pilot test is aimed to check the validity, reliability, and test the difficulty level of the test instrument. The pilot test was given to other 36 eighth graders. The result of the pilot test can be seen in Appendix C.

3.6.3 Conducting Pre-test

Pre-test was conducted to diagnose the students’ prior ability in reading narrative text and it was conducted before the teacher gave the treatments. Pre-test instrument is in a multiple choice form and it has forty questions focusing on looking for explicit information from the text (see Appendix B).

3.6.4 Administering First Questionnaire

First questionnaire was administered to the students right after they had finished doing the pre-test. It consists of five close questions about their general perception towards reading English text. It can be seen in Appendix B.

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3.6.5 Giving Treatments

After administering the pre-test, the treatments were given to the student samples. In this study, mind map technique was implemented after the students read the text or post-reading.

The main procedures of giving treatments are mentioned as follows (see Appendix A).

1. Teacher shows pictures related to the narrative text that will be read by students. It is aimed at activating their prior knowledge of the text.

2. Teacher elicits students’ prior knowledge about the text that will be read by asking what they know about it.

3. Students read the narrative text given.

4. After reading, teacher elicits what students have learned from the narrative text that they have read.

5. Teacher guide students to identify main ideas of the narrative text.

6. Students create their own mind map.

7. After completing mind map, students have to do comprehension exercises given based on the text they have read. they are not allowed to look back to the passage.

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The treatments were given to the student samples in six meetings. The time allocation of each meeting is 80 minutes and it is based on the lesson plan that has been developed before (see Appendix A).

This following table shows the research schedule.

Table 3.3

The Research Schedule

No. Date Activity

1. Friday, January 11, 2013 Pilot Test

3. Tuesday, January 29, 2013 Pre-test

Administered first questionnaire

F 4. Tuesday, February 5, 2013 Treatment 1

Nyai Roro Kidul

5. Thursday, February 7, 2013 Treatment 2

Jack and the Beanstalk

6. Tuesday, February 12, 2013 Treatment 3

The Frog Prince

7. Thursday, February 14, 2013 Treatment 4

The Legend of Toba Lake

8. Tuesday, February 19, 2013 Treatment 5

The Legend of Prambanan Temple

9. Thursday, February 21, 2013 Treatment 6

Beauty and the Beast

10. Tuesday, February 26, 2013 Post-test

Administering second questionnaire

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3.6.6 Administering Post-test

After all treatments administered, post-test is conducted to find out whether the use of mind map technique makes impact for their reading comprehension. The post-test instrument is in a multiple choice form and it consists of 40 questions about explicit information from narrative texts (see Appendix B).

3.6.7 Administering Second Questionnaire

Second questionnaire was administered to the students right after they had finished doing the post-test. It consists of ten questions which generally

revealing the students’ response toward the use of mind map technique (see Appendix B).

3.6.8 Administering Interview

After all second questionnaires classified according to students’ response,

this study used six students to be interviewed. The interview was

administered to confirm the students’ response toward reading English text

before and after using mind map technique (see Appendix B).

3.7 Data Analysis

The following part present how the data collected are analyzed.

3.7.1 Scoring Technique

The pre-test and post-test instruments are in the form of multiple choice questions. Both of them have forty questions and they are in 100 in scale.

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3.7.2 Data Analysis on Pilot Test

The pilot test is conducted to measure the validity, reliability, and the level of difficulty of the instrument. The valid and reliable items are used as the research instrument.

3.7.2.1 Validity Test

In this study, the validity formula is computed by using Pearson Product Moment Correlation (Field, 2000). It is used to analyze the validity of each item and it was calculated through SPSS 19 for windows. Sugiyono (2011) states that an item is considered as a valid item if its r value is 0.3 or higher than 0.3. In addition, a high r value of an item shows a high level of validity.

3.7.2.2 Reliability Test

A good instrument does not have tendency to direct the respondent to choose particular answers. Hence, this study uses Cronbach’s Alpha formula to measure the reliability of the instrument. George and Mallery (2003), as cited in Gliem and Gliem (2003:87), provide the following rules of

Cronbach’s Alpha reliability coefficient: _ > .9 – Excellent, _ > .8 – Good, _ > .7 – Acceptable, _ > .6 – Questionable, _ > .5 – Poor, and _ < .5 – Unacceptable.

3.7.2.3 Difficulty Level Test

The difficulty level test is aimed to measure whether an instrument is considered as difficult or easy. The formula below is used to analyze the

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Where:

P = index of difficulty

B = the number of students who can answer the item correctly

Js = the number of all students

The index of difficulty level is classified as the table follows.

Table 3.4

The Classification of Difficulty Level Item

Index of Difficulty Interpretation

0.0 – 0.30 Difficult item

0.30 – 0.70 Moderate item

0.70 – 1.00 Easy item

(Arikunto, 2010)

3.7.3 Normality Distribution Test

Normal distribution test is used to investigate whether a set of data is normally distributed or not. Kolmogorov-Smirnov test is used in this study using SPSS 19 for Windows (Field, 2000).

In conducting the normal distribution test, there are three steps that as follows.

1. Setting the alpha level. By default, this study test at 5% level of P = B

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H0 : the pretest score are normally distributed

2. Analyzing the data by using Kolmogorov-Smirnov test through SPSS 19 for Windows

3. Interpreting the result of the test. If the significant value (Asymp.Sig) is less than 0.05 (Asymp.Sig < 0.05), the normality assumption is rejected. Meanwhile, if the Asymp.Sig is greater than 0.05 (Asymp.Sig > 0.05), the normality assumption is accepted (Field, 2005).

3.7.4 Data Analysis on Pre-test and Post-test

The pre-test and post-test scores are analyzed by comparing their means through dependent t-test to find out whether the difference between the pre-test and post-pre-test mean score is significant or not. The dependent t-pre-test is used to determine the degree of relationship between pairs of two or more variables (adopted from Hatch and Farhady, 1982).

The dependent t-test is calculated by using SPSS 19 for Windows. If the result of tobtained was less than tcritical value at the 0.05 level of

significance, the null hypothesis (H0) is not rejected and it can be concluded

that there is no significant difference between two means. However, if tobtained is higher than tcritical value at the 0.05 level of significance, the null

hypothesis (H0) is rejected and it can be concluded that there is significant

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3.7.5 Data Analysis of Questionnaires

After both first and second questionnaires administered, this study used percentage of the students’ response toward the use of mind map technique.

3.7.6 Data Analysis of Interview

The interview is conducted to obtain the students’ response toward the use

of mind map technique in their reading comprehension. The interview is analyzed by categorizing data into certain categories, presenting, and interpreting the result of interview. The result is used to verify the previous data collected.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions and suggestions of the research addressed to English teachers, language learners, and further research on related topic.

5.1 Conclusions

In general, the aim of the study was to investigate whether the use of mind map technique can improve the students’ reading comprehension. It is also aimed at finding out the students’ response toward the use of mind map technique.

The findings show that the use of mind map technique can improve the students’ reading comprehension. It is found that tobt (5.557) > tcrit

(2.021) at 0.05 level of significance. It means that there is a significant difference between the students’ pre-test and post-test scores. It indicates that the null hypothesis (H0) is rejected.

Furthermore, many students respond the use of mind map technique positively. It helps students comprehend narrative text in easy way. Its aspects, especially branches, images, and colors, are the influential factors which may determine the improvement of the students’ reading comprehension. They allow the students to understand and memorize what they have read easily since the information of the text is organized into a

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recognizable and understandable map. In addition, mind map technique which is a new way for them in learning can motivate them to learn reading. Therefore, the use of it can help teacher engage the students actively in order to help them achieve the learning goals easily.

Meanwhile, teacher’s ability in selecting materials, developing lesson plans, delivering the lesson, and organizing students and classroom condition will influence the use of mind map technique in improving the students’ reading comprehension. Thus, it can be summarized that the effectiveness of using mind map technique in improving the students’ reading comprehension is contributed by some factors such as mind map’s aspects and teacher who presents the lesson.

5.2 Suggestions

Based on the research findings, some suggestions are addressed for English teachers, language learners, and future researchers. The suggestions are as follows.

English teachers are suggested to get the students well prepared with the ability to identify the generic structure of the text. It is also better to have them discuss in group about the text before each person makes mind map. By adding these activities, therefore, it will be easier for them to make mind map in terms of organizing ideas of the text.

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make the best mind map. Thus, it can engage the students more actively and give them more motivation to learn reading.

In addition, it is recommended for teachers to not give long texts to the students in order to avoid time consuming in making mind map. They are suggested to give short and interesting texts yet suitable for their level. It is also important to them to give the students time limit in making mind map.

Meanwhile, for language learners, they can use mind map technique as a solution for their learning problems especially in learning language. It can help them understand a text in easy way and also can be used as a draft to write a passage and as an outline of speaking and listening.

Finally, further researchers are suggested to implement mind map technique in teaching other genres of the text. Besides, it is also suggested to investigate effectiveness of using mind map technique in other skills such as writing, speaking, and listening. In addition, since the use of mind map technique in reading class spends quite long time, researchers who act as teachers need to provide more time in classroom.

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