evaluated the report completion. While accomplishing the project, students encountered constraints and solved it using available resources. They certainly
obtained great number of learning experience and there’s no teacher’s interfere in their learning which means they successfully employed metacognitive learning
strategies after all.
B. How Mind Mapping Technique Developed Students’ Metacognitive Learning Strategies
By brainstorming, summarizing, organising the idea, presenting data and checking understanding using mind mapping technique were able to develop
students’ metacognitive learning strategies such as planning, monitoring and evaluating.
1. By Brainstorming Increases the Awareness of Planning Process
In planning process, students plan, organize, and schedule even daily or monthly for the successful learning outcomes. Understanding the general concept
assisted them to carry out the task using strategies planned before. Brainstorming the ideas, topics, or type of texts using mind mapping technique helped students to plan
their learning. In this study, several participants applied mind mapping to help them brainstorming the topics of weekly report assignments.
In preparing the topic and report, I brainstorm ideas using mind mapping, find the topic and articles. [I use mind mapping technique to
brainstorm ideas, and topics]. [Then, I] read that [articles], find main idea and important point, [and then] finish the report.
Participant no. 2, Reflection I.
[I chose a topic] By reflecting my own interest. I think one [topic] that I like such as environment. Then [, it] come global warming, green
peace, and sanitation, etc. Then, I choose one. Participant no. 11, Reflection 1
Makanya aku cari artikel itu yang kira-kira bisa aku kerjain, yang cocok juga dengan criteria dari dosen kan kalau gitu ada bayangan
bikin mind mapnya dan tidak makan waktu lama. Participant no. 11, Interview
That is why, I searched an article which, in my prediction, I could finish it and meet the criteria from the lecturer. From reading the article,
I tried to imagine the mind map would be like so it can save time also Mind mapping the summary will makes me easier [facilitate me] in
making the report. Participant no. 5, Reflection II.
Only participant no. 2 planned topics using mind mapping technique. In addition, participant no. 11 used mind mapping technique in her mind to reflect a
topic she liked. When reading the article in internet or books, at first, she thought about how the mind map would be like whether it was easy or not. Then, she chose
the article which met the lecture criteria. She figured out the mind map in her mind before preparing her learning. Participant no. 5 directly stated that she had chosen
mind mapping technique to report her weekly assignments. She also believed that this technique facilitated them to produce better comprehension as she had experienced in
the first reflection. Based on this finding, students rarely used mind mapping to plan their learning.
2. By Summarizing, Organizing the Ideas, and Presenting Data Increase the
Awareness of Monitoring Process
In monitoring process, students identify and then solve their problems. In reading activities, when readers found themselves confused because their
comprehension was not making sense, they would often read the previous text segment to obtain clear understanding. They corrected comprehension failures when
it occurred. Then, they included strategies or tools in comprehending the texts far better. There are several activities using mind mapping technique e.g. for
summarizing, organizing ideas, and presenting data that can increase the awareness of monitoring.
First, students were able to summarize a reading text using their own words indicated that they understood the text. In mind mapping technique, students were
suggested to paraphrase the important information order to solve plagiarism. Several participants acknowledged that:
menurutku justru dengan mind map kita menghindari yang namanya plagiarism gitu. Participant no. 3, Reflection I
In my opinion, applying mind mapping helped us avoiding plagiarism
I summarize [sumarized] and concluded the main idea and the supporting ideas derived from the mind map. So it meant I can
understand the content of the text. Participant no. 6, Reflection III I read the article and then noted down the important point. I tried to
arrange information from general information. I wrote them from the general to specific one in the mind manager program. Participant
no.1, Reflection V
... jadi lebih bisa merangkum dari apa yang kita baca dengan lebih gampang dan bisa lebih mengerti artikelnya lebih detail. Participant
no. 2, Interview
I was able to summarize the reading text [using mind mapping technique] easier and I understood the detailed content of the text.
Second, students also read a lot and regulate information from reading to support their learning process. Especially, in Extensive Reading II class, students
should report their reading comprehension every week. Mind mapping technique was applied in their weekly report as the form of summary. They had to organize their
ideas and store the important information so as to be recalled easily at any time. Here, students chose mind mapping technique to organize and store the information.
Almost all level of participants applied mind mapping to help them organising and storing the information from the reading texts.
Then mind mapping was used to store[and] arrange the information. Those steps enabled me to make summary from articles. Participant
no. 1, Reflection V I found my self easier to make mind map and set [organised] the idea
of the article. Participant no. 2, Reflection V I’m in progress because I used my own words in my summary using
mind mapping. Participant no. 5, Reflection III Ya untuk mengorganisir ide, informasi penting. Kan jadi lebih
gampang kita tau central idea terus tinggal di jabarin aja kan lebih gampang. Terus ntar kalau nulis bagian report lainnya kan juga
langsung ngalir berdasarkan mind mapnya…ya to the point aja. Participant no. 11, Interview.
Mind mapping technique was used to organise idea and important information. It was started from the central idea, and then I elaborated
the topics. Then, based on the mind map, I completed other parts of the report. My ideas in writing just flowed out. It was easier.
In addition, several students used mind mapping in presentation session.
Those activities increased the awareness of monitoring since students applied a certain strategy or technique to present the result of reading texts for them selves and
for others clearly. Students were able to present the data in sequence. Besides, the mind maps assisted them to convey the important points only.
Jadi presentasinya pake mind map. Lebih enak presentasi memakai mind map karena jadi tau apa aja yang akan diomongkan jadi bisa
lebih fokus dan ga kemana-mana. Participant no. 6, Interview
I used mind mapping to present my report. I used mind map because it facilitated me to explain the important point only
Ya ngga usah ribet pakai kalimat panjang-panjang. Terus pas presentasi itu enak. Itu kan membantu membuat powerpointnya.
Langsung pokok-pokoknya. Jadi tinggal diungkapin aja. Ya aku jadi lebih organize apa yang nantinya aku bicarakan dan ngomongnya
terstruktur.Participant no. 4, Interview I used mind mapping to present the content of my report. I did not use
long sentences in mind mapping technique but the keywords only. Mind mapping facilitated me to organise the idea and my speech
To conclude, students monitored their learning process especially in reading activities when comprehension fails, not when it is succeeding. Monitoring
experiences can be summarising, organising, and presenting data using a cognitive tool, such as mind manager program. It showed that metacognitive learning strategies
during reading included cognitive strategies in comprehending a text. In general, participants from all levels e.g. Excellent Learners EL, Good Learners GL, and
Fair Learners FL developed their monitoring process by summarising, organising ideas, and presenting data.
3. By Checking Understanding of Weekly Report Assignments Increase the
Awareness of Evaluating Process
In evaluating process, students assessed their strengths and weaknesses of what they had done, whether they met the predetermined goals or not. It is also
possible for students to reflect the process and product of learning and then to plan a better learning process for next. In this study, students developed evaluating
awareness by checking understanding using mind mapping. Well, I tried to make a mind map but it’s not really good. I still need to
read carefully to get the complete information. When I saw it [mind map], it was still too simple and It’s not clear yet. Participant no. 11,
Reflection II Yes, I can make the mind map more detailed. I compared my previous
work with today’s work. I am aware of my grammar. The ability to choose the diction is improved [is improving]. Participant no. 3,
Reflection V
Those two participants above focused on the form of mind map. Participant no. 11 evaluated that his mind mapping was not clear and too simple. He realized his
weakness so for the next meeting he planned to read article thoroughly to get the complete information. Participant no. 3 evaluated that she made the mind map more
detailed and noticed her development from the mind map. Lagian kalau pake mind map, siapapun bisa dengan mudah
memahaminya daripada bikin dalam paragraph. Jadi dengan melihat mind mapping orang bisa paham apa isi bacaan dan kalu bisa
membuat mind mapping artinya bisa mengerti isi bacaan. Participant no. 6, Interview
Mostly, people were able to comprehend the content of reading by looking at the mind map easily rather than paragraph summary. In
addition, people who were able to make the mind map indicated that they understood the reading text
Selain itu kalau membaca ringkasan pakai mind map itu lebih mudah juga…jadi aku bisa cek lagi antara bacaan dan mind mapingku. Kalau
ada yang kurang jelas aku revise dan aku pahami lagi. Participant no. 7, Interview
It is easier to read a summary in form of a mind map. So I was able to check the consistency between the reading and the mind mapping. If
there were mistakes, I could revise it by rereading the articles
Those two excerpts above showed that students need the mind map to check their understanding. Both of them shared the same ideas that the result of a mind map
reflected their reading comprehension. In this research, participants checked and assessed their understanding after reading based on their mind mapping. This
activities was called evaluating strategies. Students sometime failed to provide more time in assessing their understanding since the limitation of time and workload. From
the obtained data, participants either from Excellent, Good or Fair Learners experienced evaluating strategies in checking their understanding using mind
mapping technique. To conclude, by brainstorming, summarising, organising ideas, presenting
data and checking understanding developed students’ metacognitive learning strategies. In addition, almost all participants made use the mind mapping technique
accompanied by metacognitive learning strategies to regulate their learning. Thus, the relation between mind mapping technique and metacognitive learning strategies
are that mind mapping technique facilitated metacognitive learning strategies.
CHAPTER V CONCLUSION AND SUGGESTION
