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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is divided into two parts. The first is the conclusions from the analysis results. The second is suggestions related to the use of mind-mapping
technique in Extensive Reading II.
A. Conclusions
Based on the research findings and data analysis, the implementation of mind-mapping technique in Extensive Reading II and the students’ perceptions on
the use of mind-mapping in ER II can be concluded as follows:
1. The Mind-mapping Technique Had Generally Been Implemented Well in
Extensive Reading II by Applying the Steps to Do Mind-mapping.
Most of the students had applied the five steps to do mind-mapping in ER II
class. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on
their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea
in the center. The last, they leaved a lot of space. Furthermore, mind-mapping was being implemented in ER II especially to help
students’ taking notes and to organizing the information from the passages they read. Besides, mind-mapping was highly useful for the students to help understand
the content of the passages. The implementation of mind mapping also
gave contribution to the students’ preparation to present what they read in the class. In addition, the implementation of mind-mapping technique in ER II
had also corresponded to the steps to do mind-mapping as stated in Chapter II. The students used simple words and wrote the key ideas or the important points of
the passages. However, there were some students who did not follow the steps by not using colors in their mind-maps. There were also some students who used
small fonts so that their mind-mapping looked unclear. Besides, some students did the mind-map while they were reading the passages, not doing reading first and
then doing the mind-map.
2. The Students Gained Positive Perceptions on the Use of Mind-mapping
Technique in
Extensive Reading II.
Most of the students agreed that the presence of mind-mapping was useful for them. Mind-mapping especially helped them to understand the reading
passages and to organize the information from the passages. However, there were some of the students who did not use mind-mapping in ER II. They might have
thought that the existence of mind-mapping hampered them to study. It might have been because they did not use to draw so that it was hard to make the mind-
mapping.
B. Suggestions
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