The Advantages of Mind Mapping Technique

The result of the study reveals that after teaching by mind mapping technique the majority of the students improved their reading ability and their posttest mean score compared to the pre-test mean score was increased. The posttest mean score was higher than pre-test mean score. The results of this study showed that mind mapping technique can enhance the students’ reading ability. In other words, mind mapping technique is effective. The second study entitled “The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu, Indonesia” by Pebri Prandika Putra and Riswanto. 82 This study was aimed to identify whether the use of mind mapping strategy was effective in improvi ng students’ writing achievement. This study used non-equivalent groups pretest-posttest design. The population was the first year students of SMAN 3 Bengkulu in academic year of 20112012 with a total number of 234 students. 66 students were taken as sample and divided into two groups. The data were collected by using writing test and then analyzed by using t-test formula. The average of the two group showed that they came from the same grade. Sixteen meetings of treatment were given to the two groups and after that the posttest was given. The mean score of experiment group was higer than the control group. After testing the significant difference between these two groups, the researchers found that there was a significant difference on students writing achievement which was taught through mind mapping strategy. Therefore, it can be concluded that mind mapping strategy improved students’ reading achievement. The third study is a research conducted by Issam Abi-El-Mona and Fouad Adb-El-Khalick , entitled “The Influence of Mind Mapping on Eighth Graders’ Science Achievement ”. 83 This study assessed the influence of using mind maps as a learning tool on eighth graders’ science achievement, whether such influence was mediated by students’ prior scholastic achievement, and the relationship 82 Pebri Prandika Putra and Riswanto, The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu, Indonesia, International Journal of Humanities and Social Science, Vol. 2 No. 21, 2012, pp. 60 —68. 83 Issam Abi-El-Mona and Fouad Adb-El-Khalick, The Influence of Mind Mapping on Eighth Graders’ Science Achievement, School Science and Mathematics, Vol. 1087, pp. 298—312. between students’ mind maps and their conceptual understandings. Sixty-two students aged 13 to 14 years old were randomly assigned to experimental and comparison conditions. Participants in experimental group received mind maps treatment, and the comparison group participants received note summarization treatment for a month. The study had a 2x3 factorial posttest only comparison group design. A multiple choice test was used to measure student achievement. At the end of the month, student feedback on the process was collected using an open ended questionnaire. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than students in the comparison group. But, results of the present study was necessarily tentative in nature and further research is needed to ascertain the present findings across more contexts and content areas.

E. Conceptual Framework

Reading plays an important role in education, because it is proved that students who often read are significantly do better in school than other students who seldom read. Indonesian students do not seem to put reading as an essential thing to do —or even if they do, most of Indonesian students does not like to read including the students of MAN 19 Jakarta. Many of them are also not motivated to read. In reading English narrative text, most of the students of MAN 19 Jakarta find that understanding the narrative text is difficult. This condition is exacerbated by students attitude to dislike reading, whereas some purposes of reading narrative text is to entertain and hold the readers interest. It can be imagined that it is difficult for students to comprehend the narrative text, because reading is a form of cognitive activity where some aspects like schemata, the reader’s knowledge and the information on the text are included in the process. Without the will to read, the cognitive activity in reading will be troubled. Moreover, the lack of variation in teaching narrative text also makes it is quite difficult for the teacher to motivate students to read narrative text in the classroom. The underlying problem