INCREASING STUDENTS’ READING COMPREHENSION ABILITY OF REPORT TEXT USING MIND MAPPING TECHNIQUE AT THE SECOND YEAR OF SMAN 12 BANDAR LAMPUNG
ABSTRACT
INCREASING STUDENTS’ READING COMPREHENSION ABILITY OF
REPORT TEXT USING MIND MAPPING TECHNIQUE AT THE
SECOND YEAR OF SMAN 12 BANDAR LAMPUNG
By
Dynasti Stefani R N
Mind Mapping is a visual representation of concept and understanding that
help people generating and organizing ideas. It is usually using non-linier
diagram, graphic, picture, and also colors. This research is about increasing
student’s reading comprehension ability of report text using Mind Mapping
technique. The objective of this research is to find out whether Mind Mapping
technique can increase students’ reading comprehension of report text at the
second year of SMAN 12 Bandar Lampung.
The population of this research was the second year students of SMAN 12
Bandar Lampung. There were ten classes and XI IPA 3 is chosen as the sample of
this research that consisted of 35 students. This research used one group pre- post
test design. The treatment was conducted in three times and concluded by
comparing the results score between pre-test and post-test. The difference of those
test are calculated by using Sample Paired t-test.
The result shows that the mean of pre-test was 63.4 and the mean of posttest is 77.42. It means that the increase of students’ score is 14.02.
Besides, the significance level is 0.00 and it is significant where 0.00 < 0.05.
Thus, for the hypothesis, the null hypothesis is rejected and the research
hypothesis is accepted. It means that there is increase of students’ reading
comprehension ability of report text using Mind Mapping technique at the second
year of SMAN 12 Bandar Lampung.
In short, applying mind mapping technique is successful in increasing
student’s reading comprehension ability because Mind Mapping technique can
make the students more active. It is also giving the students a chance to set their
mind in good order. Since Mind Mapping uses any keywords and details of
information, it is effective to increase students’ ability in comprehending
vocabulary and finding specific information.
ACKNOWLEDGEMENTS
Praise is to the Almighty God for the blessing that make the writer finally
accomplish her script. This script is submitted as a compulsory fulfillment of the
requirements for S1 degree of English Education Study program at the Teachers
Training and Education Faculty, University of Lampung.
On this precious occasion, the writer would like to address her deepest gratitude to
Dra. Editha Gloria Simanjuntak her first advisor and Dra. Rosita S, M.A. her
second advisor, for their valuable guidance, encouragement, ideas, and suggestion
which are very helpful during the script writing process. Her gratitude also
extended to the Chief Examiner, Drs. Sudirman, M.Pd. for his valuable ciriticisms
and suggestions to improve this script.
The writer would like to express her thankfulness to the teachers in SMAN 12
Bandar Lampung, especially Mrs. Tujuana Nainggolan, for the opportunity to do
her research and to the students of XI IPA 1 and XI IPA 3 in SMAN 12 Bandar
Lampung for their cooperation in the research.
Furthermore her appreciation is also extended to all her beloved friends ever, Gita
Prima Lestari and Wenni Clara Kurnia for their supports and time to accompany
her during the writing process and to Renaldi Hutasoit for the togetherness and all
sweet memories. Her appreciation also goes to her friends in English
Department’09; Dhona Kartika, Putri Meika, Reza Fandana, Mitha Septiyanti for
helps and motivation, also to KJ singers family and N-HKBP Kedaton especially
Desy Riana, Nancy Grace, Agnesia Afrida, Melani Hutasoit, and Lintong Bastian
for their prayers and supports. She also would like to show her appreciation to her
close friends; Fenny Kaesa, Catra Novandra, Andre Ismawanto, Arham Pandu,
Denny Indrajit, Windy Ayu, Anggarawan Fiandinata, Denmas Pongky for the
happiness and togetherness and to CISC (Chelsea Indonesia Supporters Club)
regional Lampung for their supports and cheers in the boredom periods. She is
also grateful for the three-months-togetherness with KKN & PPL friends “Palas
Aji Crew”.
Last but not least, she would like to dedicate her greatest indebtedness to her
beloved parents, Tanjung Beriman Nainggolan and Ida Tiur Sitompul for their
endless prayers, loves and supports. The spirit, guidance, and motivation from
both of them are everything for her. Her gratitude is also dedicated to her beloved
sisters, Chika and Tya for their care, helps and loves.
Hopefully this script will be beneficial to the readers as well as to those who want
to carry out further research.
Bandar Lampung, April 2013
Dynasti Stefani R N
'd
ADMIT'TED.BY
1.
Examination Cornmittee
Chairperson:
Exarniner
:
?
I)ra.EdithaGloriasimanjuntak
'O
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Drs. Sudirmano M,Pd.
4s'Sl
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Graduated on :
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April30th,2013
f,,i
-
CURRICULUM VITAE
The writer, Dynasti Stefani R N, was born in Bandar Lampung on October 1st,
1991. She is the first child of a beloved couple, Tanjung Beriman Nainggolan and
Ida Tiur Sitompul. She has two younger sisters, namely Jesicha and Ruth Chyntia.
She started her study from kindergarten at TK Xaverius Tanjungkarang in 1995
and graduated in 1997. Then, she was registered at SD Fransiskus I
Tanjungkarang and graduated in 2003. After that, she continued her study at
SMPN 1 Bandar Lampung, and graduated in 2006. She was enlisted at SMAN 10
Bandar Lampung and graduated in 2009.
In the middle of 2009, the writer was registered as a student of English Education
Study Program at the Teacher Training and Education Faculty, Lampung
University. On July 2012 she conducted her teaching practice in SMAN 1 Palas,
Lampung Selatan. She loved singing and also joined Lampung University’s Choir.
She had been choosen as one of the Lampung representatives of Vocal Group
competition in PESPARAWI IX (Pesta Paduan Suara Gerejawi IX, 2009) in
Samarinda, PEKSIMINAS X (Pekan Seni Mahasiswa Nasional X, 2010)
Pontianak, and PESPARAWI X (Pesta Paduan Suara Gerejawi X, 2012) in
Kendari.
..\
Research Title
INCREASING SIUDEFTXS'.ruAI}ING .
COMPREIIENSION ABILITY OF REPORT TEXT
'USI1\{G MI}B IUr{PPII{G TECIINIQUE AT TI{E
SECOND YEAR OF.SMAN 12 BAI{DAR LAMPUNG
Student'sName
gtnqqti,$te@
Student'sNumber
0913042040
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Deparment
:
StudyProgram,
Faculty
Advisor
.
I
Tle Cbiryersoaof
The Deparment of Language and Arts Educalion
Dr. Muh*u
DEDICATION
I would like to dedicate this paper to:
My beloved parents: Tanjung Beriman Nainggolan and Ida Tiur Sitompul
My beloved sisters: Jesicha and Ruth Chyntya Anggita Marito
The big family of Op. Stefani, especially my grandpa Pangulu Nainggolan and
grandma Sahur Maruli Pakpahan
My almamater, University of Lampung
LIST OF TABLES
Table
Page
1. Table 4.1 Specification of Try Out Test.............................................. 43
2. Table 4.2 Specification of Pre Test...................................................... 44
3. Table 4.3 Distribution Frequencies of Pre Test ................................... 44
4. Table 4.4 Pre Test Score...................................................................... 45
5. Table 4.5 Specification of Post Test..................................................... 46
6. Table 4.6. Distribution Frequencies of Post Test................................. 46
7. Table 4.7. Post Test Score.................................................................... 47
8. Table 4.8 Increase from Pre Test to Post Test...................................... 50
9. Table 4.9 T-test Table........................................................................... 52
10. Table 4.10 Paired Sampless Test.......................................................... 52
MOTTO
SURAT PERI{YATAAN
Sebagai civitas akademik Universitas Lampung, saya yang bertanda tangan di
bawah ini
0913042040
NPM
Dynasti Stefani Rebecca N
rilama
lncreasing Students' Reading Comprehension Ability of
-iudul skripsi
Report Text Using Mind Mapping Technique at The
Second Year of SMAN 12 Bandar Lampung
Pendidikan Bahasa tnggns
program studi
Balra-qa dan Seni
Pendidikalr
-juru-san
Keguruan dan Ilmu Pendidikan
Iakultas
Dengan ini menyatakan bahwa
l.
Karya tulis
2.
Dalam karya tulis ini terdapat karya atau pendapat yang telah ditulis atau
dipublikasikan orang lain. kecuali secara tertulis dengan dicantumkan sebagai
acwrn dalam naskah dengan disebutkan nama pengarang dan dicantumkan
3.
ini
bukan saduran/terjemahan, murni gagasan, rumusan, dan
pelaksanaan penelitiar/implementasi saya sendiri tanpa bantuan dari pihak
manapun, kecuali arahan pembimbing akademik dan narasumber di organisasi
tempat riset;
dalam daftar pustaka;
Pernyataan ini saya buat dengan sesungguhnya dan apabila di kemudian hari
terdapat penyimpangan dan ketidakbenaran dalam pernyataaan ini, maka saya
bersedia menerima sanksi akademik berupa pencabutan gelar yang telah
diperoleh kama kary'a tulis ini. serta sanksi lainnya sesuai dengan norrna yang
berlaku di Univ'ersitas Lampung.
Bandar
lampung, Mei
2013
Yang membuat pernyataan,
{.w
NPM 0913042040
TABLE OF CONTENTS
ABSTRACT ...................................................................................................... i
CURRICULUM VITAE.................................................................................... ii
DEDICATION..................................................................................................... iii
MOTTO................................................................................................................ iv
ACKNOWLEDGEMENTS................................................................................ v
TABLE OF CONTENTS..................................................................................... vi
LIST OF TABLES............................................................................................... viii
LIST OF APPENDICES..................................................................................... xi
I. INTRODUCTION........................................................................................
1.1. Background of Problems.........................................................................
1.2. Identification of Research Problems.......................................................
1.3. Limitation of the Problem.......................................................................
1.4. Formulation of the Problem....................................................................
1.5. Objective of the Research.......................................................................
1.6. Uses of the Research...............................................................................
1.7. Scope of the Research.............................................................................
1.8. Definition of Terms.................................................................................
1
1
6
6
7
7
7
8
8
II. LITERATURE REVIEW............................................................................ 9
2.1.Review of Previous Research................................................................... 9
2.2. Review of Related Literature.................................................................. 12
2.2.1. Concept of Reading Comprehension............................................... 12
2.2.2. Concept of Reading Aspect............................................................. 14
2.2.3. Reading Strategies........................................................................... 15
2.2.4. Concept of Report Text................................................................... 18
2.2.5. Concept of of Mind Mapping Technique........................................ 20
2.3. Procedures of Teaching Reading through Mind Mapping Technique.... 24
2.4. Advantages and Disadvantages of Using Mind Mapping........................ 26
2.5. Theoretical Assumption........................................................................... 27
2.6. Hypothesis................................................................................................ 27
III. RESEARCH METHOD............................................................................. 28
3.1. Research Design...................................................................................... 28
3.2. Population and Sample of The Research................................................. 29
3.3. Data Collecting Technique...................................................................... 30
3.4. Research Procedure................................................................................. 31
3.5. Research Instrument................................................................................ 32
3.6. Try Out Test............................................................................................ 32
1. Validity.............................................................................................. 33
2. Reliability........................................................................................... 34
3. Level of Difficulty............................................................................. 36
4. Discrimination Power......................................................................... 37
3.7. Scoring System........................................................................................ 38
3.8. Data Analysis........................................................................................... 38
3.9.Hypothesis Test........................................................................................ 39
IV. RESULTS AND DISCUSSIONS.............................................................. 40
4.1. Results of Research................................................................................. 40
4.1.1. Result of a Try Out Test............................................................... 41
4.1.2. Result of Pre Test......................................................................... 43
4.1.3. Result of Post Test....................................................................... 46
4.1.4. Increase of Students’ Reading Comprehension of Report Text
By Using Mind Mapping Technique........................................... 48
4.1.5. Hypothesis Test........................................................................... 52
4.2.Discussions of Findings.......................................................................... 54
V. CONCLUSIONS AND SUGGESTIONS.................................................. 61
5.1. Conclusions............................................................................................. 61
5.2. Suggestions............................................................................................. 62
REFERENCES................................................................................................... 64
APPENDICES.................................................................................................... 67
`
CHAPTER 1
INTRODUCTION
This chapter discusses the particular introduction points of this research such as;
background of the problem, research problem, objective of the research, uses of
the research, scope of the research, and definition of term.
1.1. Background of the Problem
Language has an important role in human life because people need to
communicate with one another. Language presents as a medium as
communication can build a good relationship and also opens many good chances
in people’s life. Therefore, language is one of the important subjects to be studied
at school especially English.
As one international language, English has an important role in many sectors. The
Department of Education realizes the importance of English, therefore English as
a foreign language, is taught as a compulsory subject starting from junior high
school until university level. Hopefully after finishing university level, students
will be able to use English both actively and passively. The 2004 English
Curriculum states that the students are able to communicate in English either in
written or spoken. In fact, learning English in Indonesia is more focused in
reading. We can prove it by looking at the English National Examination
questions. There are more questions about reading comprehension. Suparman
(2007:6) states that the emphasis on reading ability rather than on speaking ability
is not a surprise because English in Indonesia is primarily used not for verbal
communication like in Malaysia or The Philippines but for acquiring science and
technology.
Starting from elementary school (SD), English teachers usually teach students
how to read from one letter then many letters in alphabet. Next, students learn to
understand simple words and how to pronounce it. At junior high school (SMP),
students get more experiences in reading. Students do not only read by knowing
the words and how to pronounce it but also to comprehend the meaning of those
words and sentences. Students are expected to read in deep level. It means that
students can comprehend the text. Comprehending includes getting the idea from
the text then explaining with their understanding. As Brown (2001) states that
reading comprehension is primarily a matter of developing appropriate efficient
comprehension strategies for the majority of second language learners who are
already literate in their native language. It indicates that the strategy and technique
in reading are important in order to comprehend the text well.
During the teaching practice that the researcher did for three months started on 9th
of July until 23rd of September 2012 at SMAN 1 Palas, she observed that the
average score of students’ reading comprehension in one class at the second year
of SMAN 1 Palas was 58.84. It din not achieve the target score of reading
comprehension that the curriculum stated 75. The students did many mistakes in
comprehension questions. They had difficulty in finding main ideas, main topics,
and explicit and implicit specific information from the text they read. They merely
read to answer questions by looking over the text. As a matter of fact, the
researcher is attracted to find the solution for the students’ problems in
comprehending the text.
The same problems was detected in the SMAN 12 Bandar Lampung. In preobservation, the researcher has looked for the reading score of XI IPA 3. This
class is one of classes that have a problem in reading. The researcher continued
her pre-observation with interviewing some students of class XI IPA 3. They
justified the finding of the researcher. They said that they usually got difficulties
in comprehending a text especially Report Text. They lack of vocabulary which
made reading more difficult. Making harder that most of examination questions
are reading comprehension test. It made their score getting low.
Due to achieve the reading comprehension target score, the researcher should find
a suitable technique to improve the students’ ability in comprehending the text.
According to the researcher, one suitable technique to ease the students in
comprehending the text is Mind Mapping technique. Actually, Mind Map is a
general technique for helping people to find all the things they need from their
own mind. Mind Mapping is one technique that can help the students to read with
their mind. Mind Mapping was popularized by Tony Buzan in 2005. He explained
that mind mapping facilitated the people to construct and order their thinking by
making a visual illustration of concepts and their understanding. Then, by using
Mind Mapping students can achieve the visual way to process information. It
looks like the mirror of our brain.
Using Mind Mapping can make the students easier to understand the content of
the text. Buzan (2005) suggests utilizing Mind Mapping technique because it can
make the students to imagine, to find new idea, to save time, to be creative, to
keep note, to develop concept, and to perform a presentation. Mind mapping is
visual representation of the context and understanding. The Mind Mapping
technique enables the students not only to understand what they read but also to
get involve with the text. They may not remember the details of the text, but they
will be able to retell what they have got from the text. Using Mind Mapping also
activates the both sides of the brain, the right and the left. It indicates that
cognitive, psychometric, and affective work together in this technique.
When the students read text on their book, they usually get many difficulties.
Mind Mapping enables their students become ‘independent’ readers. Independent
readers indicate that the readers are able to monitor their understanding of the text
that they read individually. They can predict, question, clarify, summarize,
connect and evaluate what they have read by themselves in their mind. They have
to read it not only with their mouth, but also their mind. They should be proficient
in engaging their mind with the idea of the text. They will find it with their own
capacity if they find an appropriate way.
Most of students in Senior High School are uninterested when their students ask
them to read the text. It would be better to make them interested both in the text
and the technique. Mind Mapping can be a solution for making reading be fun. In
addition, Mind Mapping is also accepting to use color and picture. It should
attract the students to read the text and draw the content into conceptual picture or
diagram. The students can generate and organize their ideas and understanding
with their own creation. They can draw anything based on their idea about what
they have read. They are free to express their understanding. It will be enrich
students’ imagination and perception.
Second Year Students of Senior High School should master many kinds of text.
Referring to the latest syllabus, they have to master report, narrative, and
analytical exposition text. In this research, the writer focuses in report text. Report
text is chosen as reading material because many students recognizing that report
text is one of the difficult texts to understand. Report text presents the information
that is a result of systematic observation and analysis. In order to comprehend this
text, students have to read the text carefully.
Based on those explanations, the researcher tries to apply mind mapping
technique for helping students to increase their reading comprehension; especially
to comprehend report text. Thus, the researcher entitled her script “Improving
students’ reading comprehension of report text using mind mapping technique at
the second year of SMAN 12 Bandar Lampung”.
1.2.Identification of Research Problems
From the background above, the researcher finds several problems related to the
research:
1. The students’ reading score have not achieved the target score that the
curriculum stated in 75.
2. Reading is seen as a boring and hard thing to do since they do not
understand the contents of the text.
3. Students avoid reading since they do not know an appropriate technique to
comprehend the text.
4. Students have difficulties in understanding text since they lack of
vocabulary.
1.3. Limitation of the Problem
Based on the identified problems, the researcher limits the problem of this
research about an appropriate technique, namely Mind Mapping to increase
students’ reading comprehension ability.
1.4. Formulation of the Problem
The researcher formulates the problem as follows:
Is there any increase of students’ reading comprehension ability of report text
after being taught using Mind Mapping technique?
1.5. Objective of the Research
The objective of the research is to find out whether there is any increase of
students’ reading comprehension ability of report text after being taught using
Mind Mapping technique.
1.6. Uses of the Research
The writer expected that the research result can be used as:
1. Theoretically
a. It may support theories that Mind Mapping technique can be used in
increasing students’ reading comprehension ability.
b. It can be a reference for other researchers who want to conduct the
same object with different point of view.
2. Practically
It may give contribution for English teachers that Mind Mapping technique
can be used as one of the techniques to increase students’ reading comprehension.
1.7. Scope of the Research
This research focuses on using Mind Mapping technique to increase students’
reading comprehension ability of report text. It is conducted in the second year of
SMAN 12 Bandar Lampung. In this research, the material of reading taught is
report text. The researcher choosed one class as try out class, and one class as
treatment class. The results is found out through reading pre and post test. The
reading comprehension tests consist of some reading aspects such as main idea,
vocabulary, specific information, reference and inference.
1.8. Definition of Terms
There are some terms used in this research. Some definitons of terms are clarified
as follow:
1. Reading Comprehension is defined as the dynamic, interactive process of
constructing meaning by combining the reader’s existing knowledge with
the text information within the context of reading situation,etc. (Cook,
1986)
2. Report text is a type of text which functions to desribe general features of
something or some phenomenon. (Suparmin et al, 2012)
3. Mind Mapping is a visual representation of concept and understanding that
help people generating and orgenazing ideas. It is usually using non-linear
diagram, graphic, picture, and also colors. (Buzan, 2005)
CHAPTER III
RESEARCH METHOD
This chapter discuss as the methodology of doing this research. It consists of
research design, data collection, research procedure, the instrument of this
research, and also data analysis.
3.1. Research Design
This research is a quantitative research based on the experimental class.
Quantitative research is a kind of research in which the data used to tend to use
statistic measurement in deciding the conclusion (Hatch and Farhady, 1982:22). It
is conducted using one group pretest posttest design. It means that the researcher
find out the improvement of students’ reading comprehension by comparing the
pretest with the posttest result. Reffering to Setiyadi (2000:40), the design can be
presented as follows:
T1
X
T2
T1
= Pretest
X
= Treatment ( by using Mind Mapping technique)
T2
= Posttest
Pretest is done to find out the prior students’ reading comprehension before being
taught using Mind Mapping technique. Then, the posttest is to find out the
students’ reading comprehension result after being taught using Mind Mapping
technique. The score is compared to get the result.
In the situation that the average score of pretest is higher than posttest means that
there is an increase of students’ reading comprehension after being taught by
using Mind Mapping (H1). In contrast, if the average score of posttes is lower than
pretest, it indicates that Mind Mapping can not improve students’ reading
comprehension (H0).
3.2. Population and Sample of the Research
The population of this research was the second year students of SMAN 12 Bandar
Lampung. The researcher choosed second year students since report text is one of
their learning materials. The researcher determined the sample by using purposive
sampling technique. The sample was class XI IPA 3 which consisted of 42
students. It was based on the finding of pre-observation that the researcher had
done. It indicated that this class have a problem worse than the other classes in
reading comprehension.
3.3. Data Collecting Technique
The researcher collected the data by administring three stages of acitivities. There
are a pre-test, treatments, and post-test. Before doing those stages, the researcher
conducted a try out test. The activity can be describe as follows:
1. Try Out
Try out test was conducted to know the quality of the test as the instrument of the
research such as validity, reliability, level of difficulty and discrimination power.
The try out test contained 40 multiple choice items with five options (a,b,c,d and
e). The students were from one class that was choosen purposively, out of
experimental class. The students were given 90 minutes to do the try out.
2. Pre-test
The researcher gave the pre-test before the treatment. It used for knowing the
basic ability of the students’ reading comprehension before treatment and also the
mean score of students’ reading comprehesion. The pre-test consisted of 30
reading comprehension multiple choice items with five optional answer (a,b,c,d
and e). The students were given 60 minutes to answer the pre-test. The material
was given based on KTSP 2006 curriculum of senior high school.
3. Post-test
Post-test was given after the treatment done. It showed the final result of students’
reading comprehension after been taught using Mind Mapping technique. The
post-test consisted of 30 reading comprehension multiple choice items with five
choices (a,b,c,d and e). The questions were the same with the pre-test but the
number was re-arrange.
3.4. Research Procedure
The procedure of this research are:
1. Determining the sample and population
The population of this research is the second year of SMAN 12 Bandar Lampung.
There are ten classes of second year students, which is five science class and five
social class.
2. Administering try out test to analyze the quality of reading comprehension test.
The try out class was given in multiple choice items with four answer choices.
Through try out the researcher recognized the realibility and validity of the test.
3. Administering the pre-test
The researcher gave the pre-test for the experimental class. It was done before the
treatment. The students answered 30 reading comprehension multiple choice
items with four answer choices.
4. Treatment
There were three times of treatment that was done by the reserarcher. It consisted
of three meetings with ninety minutes for each meeting.
5. Administering the post-test
After conducting the treatment, the researcher gave the post-test as the final result
of this research. It was used to find out whether the students’ reading
comprehension increase or not after taught using Mind Mapping technique.
6. Analyzing the test result
The researcher analyzed the data from pre-test and post-test result by using T-test
through SPSS program. It showed the result whether the Mind Mapping technique
is able to increase students’ reading comprehension of report text.
3.5. Research Instrument
The instrument of this research is objective reading test in forms of pre-test and
post-test. The researcher chooses multiple choice form since its marking is rapid,
simple, and most importantly reliable, not subjective or influenced by the
marker’s judgement (Heaton, 1975). In try out, the item is 40 number. It is
selected to be 30 numbers for pre-test and post-test. The test items for pre-test and
post-test was the same but in different order.
3.6.Try Out the Test
Try out the test purpose is for knowing the quality of the research instrument that
was used in pretest and posttest. In order to get a good test, the test item should
fulfill some crieteria such as: validity, reliability, level of difficulty, and
discrimination power that will be discussed below.
1. Validity
Validity is defined as the extent to which inferences and uses made on the basis
scores from an instrument are reasonable and appropriate ( McMillan and
Schumacher, 2001:181). Validity indicates how deep the instrument can measure
the target of the research. An instrument is valid when it capable to provide the
output accord with the researcher’s need of data.
In teaching English as foreign language, there are five kinds of validity: face
validity, content validity, predictive validity, construct validity, and concurrent
validity (Setiyadi, 2006:22). This research instrument have been analyzed based
on content and construct validity.
a. Content Validity
As the name, content validity finds out the validity of what the instrument
containing. Content validity is used to analyze the multiple choice items that will
be applied to measure students’ reading comprehension. According to Setiyadi
(2006:23), to fulfill this type of validity the researcher should be aware of all the
indicators of the test items and analyze whether the instrument, in this case
reading comprehension test, have represented the material which will be masured.
b. Construct Validity
Construct validity is about the instrument form. It investigates the research
instrument appropriateness to the research object. Since this research needs the
data of reading comprehension score, the instrument must truly examine the
students ability in comprehending the text. It means that the test construction is
already in line with the objective of the learning (Hatch and Farhady, 1982:251).
Related to this research, the test items should be questioning the five aspects of
reading such as main idea, specific information, reference, inference, and
vocabulary.
2. Reliability
Reliability means consistency and stability. A research instrument must have the
consistency in giving the result. Then the result also has to be stable in desribing
the object. In practice, the test should shows the consistant findings if it is done
for the same subject although in different times.
Determining the reliability of the test, the researcher uses the Spilt half method,
The coefficient of the realibility the first and second half group measuring use the
Spilt half method, the formula as follows:
Where:
= coefficient of reliability between first half and second half
= total number of the first group
= total number of the second group
= square of X
= square of Y
(Lado in Hughes, 1991:3)
Next to find the coefficient correlation of the whole items, the researcher uses
Spearman Brown Formula :
Where:
Rk = the reliability of the test
= the reliability of half test
The criteria of reliability are:
0.80 – 1.00
= very high
0.60 – 0.79
= high
0.40 – 0.59
= average
0.20 – 0.39
= low
0.00 – 0.19
= very low
( Hatch and Farhady, 1982:246)
3. Level of Difficulty
Level of difficulty gives the description of students’ perception about the test
items. Test items should not be too easy and also not be too difficult for the
students as research object.
To find out the level of difficulty of the test items, the researcher uses formula:
Where:
LD = level of difficulty
R = number of students who answer correctly
N = total number of students following the test
The criteria are:
0.70
= easy
( Shohamy, 1985:79)
4. Discrimination Power
Descrimination power is used to know whether the test items can diffirentiate the
students’ ability. To calculate the discrimination power, the researcher used the
formula:
Where:
DP = discrimination power
U = the proportion of upper group students
L = the proportion of lower group students
N = total number of students
The criteria were:
0.00-0.20 = Poor
0.21-0.40 = Satisfied
0.41-0.70 = Good
0.71-1.00 = Excellent
(negative) = Bad items ( should be omitted)
(Heaton, 1975:182)
3.7. Scoring System
The researcher has used Arikunto’s formula in scoring the students’ test result.
The highest score is 100. The score of pretest and posttest are calculated using the
formula as follows:
Where:
S = Score of the test
r = total of right answer
n = total of test items
(Arikunto; 1997)
3.7.Data Analysis
The researcher analyze the students’ score in order to find out the students’
improvement in reading report text using Mind Mapping technique using the
following steps:
1. Scoring the pre-test and post-test
2. Tabulating the results of the test and calculating the score of pre-test and
post-test.
3. Making conclusion from the tabulated-result of the pretest and posttest
administered, that is using statistical computerization e.e. Repeated
Measure T-Test of Statistical Package for Social Science (SPSS) to test
whether the increase of students’ gain is significant or not, in which the
significance is determine by p
INCREASING STUDENTS’ READING COMPREHENSION ABILITY OF
REPORT TEXT USING MIND MAPPING TECHNIQUE AT THE
SECOND YEAR OF SMAN 12 BANDAR LAMPUNG
By
Dynasti Stefani R N
Mind Mapping is a visual representation of concept and understanding that
help people generating and organizing ideas. It is usually using non-linier
diagram, graphic, picture, and also colors. This research is about increasing
student’s reading comprehension ability of report text using Mind Mapping
technique. The objective of this research is to find out whether Mind Mapping
technique can increase students’ reading comprehension of report text at the
second year of SMAN 12 Bandar Lampung.
The population of this research was the second year students of SMAN 12
Bandar Lampung. There were ten classes and XI IPA 3 is chosen as the sample of
this research that consisted of 35 students. This research used one group pre- post
test design. The treatment was conducted in three times and concluded by
comparing the results score between pre-test and post-test. The difference of those
test are calculated by using Sample Paired t-test.
The result shows that the mean of pre-test was 63.4 and the mean of posttest is 77.42. It means that the increase of students’ score is 14.02.
Besides, the significance level is 0.00 and it is significant where 0.00 < 0.05.
Thus, for the hypothesis, the null hypothesis is rejected and the research
hypothesis is accepted. It means that there is increase of students’ reading
comprehension ability of report text using Mind Mapping technique at the second
year of SMAN 12 Bandar Lampung.
In short, applying mind mapping technique is successful in increasing
student’s reading comprehension ability because Mind Mapping technique can
make the students more active. It is also giving the students a chance to set their
mind in good order. Since Mind Mapping uses any keywords and details of
information, it is effective to increase students’ ability in comprehending
vocabulary and finding specific information.
ACKNOWLEDGEMENTS
Praise is to the Almighty God for the blessing that make the writer finally
accomplish her script. This script is submitted as a compulsory fulfillment of the
requirements for S1 degree of English Education Study program at the Teachers
Training and Education Faculty, University of Lampung.
On this precious occasion, the writer would like to address her deepest gratitude to
Dra. Editha Gloria Simanjuntak her first advisor and Dra. Rosita S, M.A. her
second advisor, for their valuable guidance, encouragement, ideas, and suggestion
which are very helpful during the script writing process. Her gratitude also
extended to the Chief Examiner, Drs. Sudirman, M.Pd. for his valuable ciriticisms
and suggestions to improve this script.
The writer would like to express her thankfulness to the teachers in SMAN 12
Bandar Lampung, especially Mrs. Tujuana Nainggolan, for the opportunity to do
her research and to the students of XI IPA 1 and XI IPA 3 in SMAN 12 Bandar
Lampung for their cooperation in the research.
Furthermore her appreciation is also extended to all her beloved friends ever, Gita
Prima Lestari and Wenni Clara Kurnia for their supports and time to accompany
her during the writing process and to Renaldi Hutasoit for the togetherness and all
sweet memories. Her appreciation also goes to her friends in English
Department’09; Dhona Kartika, Putri Meika, Reza Fandana, Mitha Septiyanti for
helps and motivation, also to KJ singers family and N-HKBP Kedaton especially
Desy Riana, Nancy Grace, Agnesia Afrida, Melani Hutasoit, and Lintong Bastian
for their prayers and supports. She also would like to show her appreciation to her
close friends; Fenny Kaesa, Catra Novandra, Andre Ismawanto, Arham Pandu,
Denny Indrajit, Windy Ayu, Anggarawan Fiandinata, Denmas Pongky for the
happiness and togetherness and to CISC (Chelsea Indonesia Supporters Club)
regional Lampung for their supports and cheers in the boredom periods. She is
also grateful for the three-months-togetherness with KKN & PPL friends “Palas
Aji Crew”.
Last but not least, she would like to dedicate her greatest indebtedness to her
beloved parents, Tanjung Beriman Nainggolan and Ida Tiur Sitompul for their
endless prayers, loves and supports. The spirit, guidance, and motivation from
both of them are everything for her. Her gratitude is also dedicated to her beloved
sisters, Chika and Tya for their care, helps and loves.
Hopefully this script will be beneficial to the readers as well as to those who want
to carry out further research.
Bandar Lampung, April 2013
Dynasti Stefani R N
'd
ADMIT'TED.BY
1.
Examination Cornmittee
Chairperson:
Exarniner
:
?
I)ra.EdithaGloriasimanjuntak
'O
@
Drs. Sudirmano M,Pd.
4s'Sl
nT4
Graduated on :
*:]T-.q,e"*,
April30th,2013
f,,i
-
CURRICULUM VITAE
The writer, Dynasti Stefani R N, was born in Bandar Lampung on October 1st,
1991. She is the first child of a beloved couple, Tanjung Beriman Nainggolan and
Ida Tiur Sitompul. She has two younger sisters, namely Jesicha and Ruth Chyntia.
She started her study from kindergarten at TK Xaverius Tanjungkarang in 1995
and graduated in 1997. Then, she was registered at SD Fransiskus I
Tanjungkarang and graduated in 2003. After that, she continued her study at
SMPN 1 Bandar Lampung, and graduated in 2006. She was enlisted at SMAN 10
Bandar Lampung and graduated in 2009.
In the middle of 2009, the writer was registered as a student of English Education
Study Program at the Teacher Training and Education Faculty, Lampung
University. On July 2012 she conducted her teaching practice in SMAN 1 Palas,
Lampung Selatan. She loved singing and also joined Lampung University’s Choir.
She had been choosen as one of the Lampung representatives of Vocal Group
competition in PESPARAWI IX (Pesta Paduan Suara Gerejawi IX, 2009) in
Samarinda, PEKSIMINAS X (Pekan Seni Mahasiswa Nasional X, 2010)
Pontianak, and PESPARAWI X (Pesta Paduan Suara Gerejawi X, 2012) in
Kendari.
..\
Research Title
INCREASING SIUDEFTXS'.ruAI}ING .
COMPREIIENSION ABILITY OF REPORT TEXT
'USI1\{G MI}B IUr{PPII{G TECIINIQUE AT TI{E
SECOND YEAR OF.SMAN 12 BAI{DAR LAMPUNG
Student'sName
gtnqqti,$te@
Student'sNumber
0913042040
.
{Q6ccca
N
"
Deparment
:
StudyProgram,
Faculty
Advisor
.
I
Tle Cbiryersoaof
The Deparment of Language and Arts Educalion
Dr. Muh*u
DEDICATION
I would like to dedicate this paper to:
My beloved parents: Tanjung Beriman Nainggolan and Ida Tiur Sitompul
My beloved sisters: Jesicha and Ruth Chyntya Anggita Marito
The big family of Op. Stefani, especially my grandpa Pangulu Nainggolan and
grandma Sahur Maruli Pakpahan
My almamater, University of Lampung
LIST OF TABLES
Table
Page
1. Table 4.1 Specification of Try Out Test.............................................. 43
2. Table 4.2 Specification of Pre Test...................................................... 44
3. Table 4.3 Distribution Frequencies of Pre Test ................................... 44
4. Table 4.4 Pre Test Score...................................................................... 45
5. Table 4.5 Specification of Post Test..................................................... 46
6. Table 4.6. Distribution Frequencies of Post Test................................. 46
7. Table 4.7. Post Test Score.................................................................... 47
8. Table 4.8 Increase from Pre Test to Post Test...................................... 50
9. Table 4.9 T-test Table........................................................................... 52
10. Table 4.10 Paired Sampless Test.......................................................... 52
MOTTO
SURAT PERI{YATAAN
Sebagai civitas akademik Universitas Lampung, saya yang bertanda tangan di
bawah ini
0913042040
NPM
Dynasti Stefani Rebecca N
rilama
lncreasing Students' Reading Comprehension Ability of
-iudul skripsi
Report Text Using Mind Mapping Technique at The
Second Year of SMAN 12 Bandar Lampung
Pendidikan Bahasa tnggns
program studi
Balra-qa dan Seni
Pendidikalr
-juru-san
Keguruan dan Ilmu Pendidikan
Iakultas
Dengan ini menyatakan bahwa
l.
Karya tulis
2.
Dalam karya tulis ini terdapat karya atau pendapat yang telah ditulis atau
dipublikasikan orang lain. kecuali secara tertulis dengan dicantumkan sebagai
acwrn dalam naskah dengan disebutkan nama pengarang dan dicantumkan
3.
ini
bukan saduran/terjemahan, murni gagasan, rumusan, dan
pelaksanaan penelitiar/implementasi saya sendiri tanpa bantuan dari pihak
manapun, kecuali arahan pembimbing akademik dan narasumber di organisasi
tempat riset;
dalam daftar pustaka;
Pernyataan ini saya buat dengan sesungguhnya dan apabila di kemudian hari
terdapat penyimpangan dan ketidakbenaran dalam pernyataaan ini, maka saya
bersedia menerima sanksi akademik berupa pencabutan gelar yang telah
diperoleh kama kary'a tulis ini. serta sanksi lainnya sesuai dengan norrna yang
berlaku di Univ'ersitas Lampung.
Bandar
lampung, Mei
2013
Yang membuat pernyataan,
{.w
NPM 0913042040
TABLE OF CONTENTS
ABSTRACT ...................................................................................................... i
CURRICULUM VITAE.................................................................................... ii
DEDICATION..................................................................................................... iii
MOTTO................................................................................................................ iv
ACKNOWLEDGEMENTS................................................................................ v
TABLE OF CONTENTS..................................................................................... vi
LIST OF TABLES............................................................................................... viii
LIST OF APPENDICES..................................................................................... xi
I. INTRODUCTION........................................................................................
1.1. Background of Problems.........................................................................
1.2. Identification of Research Problems.......................................................
1.3. Limitation of the Problem.......................................................................
1.4. Formulation of the Problem....................................................................
1.5. Objective of the Research.......................................................................
1.6. Uses of the Research...............................................................................
1.7. Scope of the Research.............................................................................
1.8. Definition of Terms.................................................................................
1
1
6
6
7
7
7
8
8
II. LITERATURE REVIEW............................................................................ 9
2.1.Review of Previous Research................................................................... 9
2.2. Review of Related Literature.................................................................. 12
2.2.1. Concept of Reading Comprehension............................................... 12
2.2.2. Concept of Reading Aspect............................................................. 14
2.2.3. Reading Strategies........................................................................... 15
2.2.4. Concept of Report Text................................................................... 18
2.2.5. Concept of of Mind Mapping Technique........................................ 20
2.3. Procedures of Teaching Reading through Mind Mapping Technique.... 24
2.4. Advantages and Disadvantages of Using Mind Mapping........................ 26
2.5. Theoretical Assumption........................................................................... 27
2.6. Hypothesis................................................................................................ 27
III. RESEARCH METHOD............................................................................. 28
3.1. Research Design...................................................................................... 28
3.2. Population and Sample of The Research................................................. 29
3.3. Data Collecting Technique...................................................................... 30
3.4. Research Procedure................................................................................. 31
3.5. Research Instrument................................................................................ 32
3.6. Try Out Test............................................................................................ 32
1. Validity.............................................................................................. 33
2. Reliability........................................................................................... 34
3. Level of Difficulty............................................................................. 36
4. Discrimination Power......................................................................... 37
3.7. Scoring System........................................................................................ 38
3.8. Data Analysis........................................................................................... 38
3.9.Hypothesis Test........................................................................................ 39
IV. RESULTS AND DISCUSSIONS.............................................................. 40
4.1. Results of Research................................................................................. 40
4.1.1. Result of a Try Out Test............................................................... 41
4.1.2. Result of Pre Test......................................................................... 43
4.1.3. Result of Post Test....................................................................... 46
4.1.4. Increase of Students’ Reading Comprehension of Report Text
By Using Mind Mapping Technique........................................... 48
4.1.5. Hypothesis Test........................................................................... 52
4.2.Discussions of Findings.......................................................................... 54
V. CONCLUSIONS AND SUGGESTIONS.................................................. 61
5.1. Conclusions............................................................................................. 61
5.2. Suggestions............................................................................................. 62
REFERENCES................................................................................................... 64
APPENDICES.................................................................................................... 67
`
CHAPTER 1
INTRODUCTION
This chapter discusses the particular introduction points of this research such as;
background of the problem, research problem, objective of the research, uses of
the research, scope of the research, and definition of term.
1.1. Background of the Problem
Language has an important role in human life because people need to
communicate with one another. Language presents as a medium as
communication can build a good relationship and also opens many good chances
in people’s life. Therefore, language is one of the important subjects to be studied
at school especially English.
As one international language, English has an important role in many sectors. The
Department of Education realizes the importance of English, therefore English as
a foreign language, is taught as a compulsory subject starting from junior high
school until university level. Hopefully after finishing university level, students
will be able to use English both actively and passively. The 2004 English
Curriculum states that the students are able to communicate in English either in
written or spoken. In fact, learning English in Indonesia is more focused in
reading. We can prove it by looking at the English National Examination
questions. There are more questions about reading comprehension. Suparman
(2007:6) states that the emphasis on reading ability rather than on speaking ability
is not a surprise because English in Indonesia is primarily used not for verbal
communication like in Malaysia or The Philippines but for acquiring science and
technology.
Starting from elementary school (SD), English teachers usually teach students
how to read from one letter then many letters in alphabet. Next, students learn to
understand simple words and how to pronounce it. At junior high school (SMP),
students get more experiences in reading. Students do not only read by knowing
the words and how to pronounce it but also to comprehend the meaning of those
words and sentences. Students are expected to read in deep level. It means that
students can comprehend the text. Comprehending includes getting the idea from
the text then explaining with their understanding. As Brown (2001) states that
reading comprehension is primarily a matter of developing appropriate efficient
comprehension strategies for the majority of second language learners who are
already literate in their native language. It indicates that the strategy and technique
in reading are important in order to comprehend the text well.
During the teaching practice that the researcher did for three months started on 9th
of July until 23rd of September 2012 at SMAN 1 Palas, she observed that the
average score of students’ reading comprehension in one class at the second year
of SMAN 1 Palas was 58.84. It din not achieve the target score of reading
comprehension that the curriculum stated 75. The students did many mistakes in
comprehension questions. They had difficulty in finding main ideas, main topics,
and explicit and implicit specific information from the text they read. They merely
read to answer questions by looking over the text. As a matter of fact, the
researcher is attracted to find the solution for the students’ problems in
comprehending the text.
The same problems was detected in the SMAN 12 Bandar Lampung. In preobservation, the researcher has looked for the reading score of XI IPA 3. This
class is one of classes that have a problem in reading. The researcher continued
her pre-observation with interviewing some students of class XI IPA 3. They
justified the finding of the researcher. They said that they usually got difficulties
in comprehending a text especially Report Text. They lack of vocabulary which
made reading more difficult. Making harder that most of examination questions
are reading comprehension test. It made their score getting low.
Due to achieve the reading comprehension target score, the researcher should find
a suitable technique to improve the students’ ability in comprehending the text.
According to the researcher, one suitable technique to ease the students in
comprehending the text is Mind Mapping technique. Actually, Mind Map is a
general technique for helping people to find all the things they need from their
own mind. Mind Mapping is one technique that can help the students to read with
their mind. Mind Mapping was popularized by Tony Buzan in 2005. He explained
that mind mapping facilitated the people to construct and order their thinking by
making a visual illustration of concepts and their understanding. Then, by using
Mind Mapping students can achieve the visual way to process information. It
looks like the mirror of our brain.
Using Mind Mapping can make the students easier to understand the content of
the text. Buzan (2005) suggests utilizing Mind Mapping technique because it can
make the students to imagine, to find new idea, to save time, to be creative, to
keep note, to develop concept, and to perform a presentation. Mind mapping is
visual representation of the context and understanding. The Mind Mapping
technique enables the students not only to understand what they read but also to
get involve with the text. They may not remember the details of the text, but they
will be able to retell what they have got from the text. Using Mind Mapping also
activates the both sides of the brain, the right and the left. It indicates that
cognitive, psychometric, and affective work together in this technique.
When the students read text on their book, they usually get many difficulties.
Mind Mapping enables their students become ‘independent’ readers. Independent
readers indicate that the readers are able to monitor their understanding of the text
that they read individually. They can predict, question, clarify, summarize,
connect and evaluate what they have read by themselves in their mind. They have
to read it not only with their mouth, but also their mind. They should be proficient
in engaging their mind with the idea of the text. They will find it with their own
capacity if they find an appropriate way.
Most of students in Senior High School are uninterested when their students ask
them to read the text. It would be better to make them interested both in the text
and the technique. Mind Mapping can be a solution for making reading be fun. In
addition, Mind Mapping is also accepting to use color and picture. It should
attract the students to read the text and draw the content into conceptual picture or
diagram. The students can generate and organize their ideas and understanding
with their own creation. They can draw anything based on their idea about what
they have read. They are free to express their understanding. It will be enrich
students’ imagination and perception.
Second Year Students of Senior High School should master many kinds of text.
Referring to the latest syllabus, they have to master report, narrative, and
analytical exposition text. In this research, the writer focuses in report text. Report
text is chosen as reading material because many students recognizing that report
text is one of the difficult texts to understand. Report text presents the information
that is a result of systematic observation and analysis. In order to comprehend this
text, students have to read the text carefully.
Based on those explanations, the researcher tries to apply mind mapping
technique for helping students to increase their reading comprehension; especially
to comprehend report text. Thus, the researcher entitled her script “Improving
students’ reading comprehension of report text using mind mapping technique at
the second year of SMAN 12 Bandar Lampung”.
1.2.Identification of Research Problems
From the background above, the researcher finds several problems related to the
research:
1. The students’ reading score have not achieved the target score that the
curriculum stated in 75.
2. Reading is seen as a boring and hard thing to do since they do not
understand the contents of the text.
3. Students avoid reading since they do not know an appropriate technique to
comprehend the text.
4. Students have difficulties in understanding text since they lack of
vocabulary.
1.3. Limitation of the Problem
Based on the identified problems, the researcher limits the problem of this
research about an appropriate technique, namely Mind Mapping to increase
students’ reading comprehension ability.
1.4. Formulation of the Problem
The researcher formulates the problem as follows:
Is there any increase of students’ reading comprehension ability of report text
after being taught using Mind Mapping technique?
1.5. Objective of the Research
The objective of the research is to find out whether there is any increase of
students’ reading comprehension ability of report text after being taught using
Mind Mapping technique.
1.6. Uses of the Research
The writer expected that the research result can be used as:
1. Theoretically
a. It may support theories that Mind Mapping technique can be used in
increasing students’ reading comprehension ability.
b. It can be a reference for other researchers who want to conduct the
same object with different point of view.
2. Practically
It may give contribution for English teachers that Mind Mapping technique
can be used as one of the techniques to increase students’ reading comprehension.
1.7. Scope of the Research
This research focuses on using Mind Mapping technique to increase students’
reading comprehension ability of report text. It is conducted in the second year of
SMAN 12 Bandar Lampung. In this research, the material of reading taught is
report text. The researcher choosed one class as try out class, and one class as
treatment class. The results is found out through reading pre and post test. The
reading comprehension tests consist of some reading aspects such as main idea,
vocabulary, specific information, reference and inference.
1.8. Definition of Terms
There are some terms used in this research. Some definitons of terms are clarified
as follow:
1. Reading Comprehension is defined as the dynamic, interactive process of
constructing meaning by combining the reader’s existing knowledge with
the text information within the context of reading situation,etc. (Cook,
1986)
2. Report text is a type of text which functions to desribe general features of
something or some phenomenon. (Suparmin et al, 2012)
3. Mind Mapping is a visual representation of concept and understanding that
help people generating and orgenazing ideas. It is usually using non-linear
diagram, graphic, picture, and also colors. (Buzan, 2005)
CHAPTER III
RESEARCH METHOD
This chapter discuss as the methodology of doing this research. It consists of
research design, data collection, research procedure, the instrument of this
research, and also data analysis.
3.1. Research Design
This research is a quantitative research based on the experimental class.
Quantitative research is a kind of research in which the data used to tend to use
statistic measurement in deciding the conclusion (Hatch and Farhady, 1982:22). It
is conducted using one group pretest posttest design. It means that the researcher
find out the improvement of students’ reading comprehension by comparing the
pretest with the posttest result. Reffering to Setiyadi (2000:40), the design can be
presented as follows:
T1
X
T2
T1
= Pretest
X
= Treatment ( by using Mind Mapping technique)
T2
= Posttest
Pretest is done to find out the prior students’ reading comprehension before being
taught using Mind Mapping technique. Then, the posttest is to find out the
students’ reading comprehension result after being taught using Mind Mapping
technique. The score is compared to get the result.
In the situation that the average score of pretest is higher than posttest means that
there is an increase of students’ reading comprehension after being taught by
using Mind Mapping (H1). In contrast, if the average score of posttes is lower than
pretest, it indicates that Mind Mapping can not improve students’ reading
comprehension (H0).
3.2. Population and Sample of the Research
The population of this research was the second year students of SMAN 12 Bandar
Lampung. The researcher choosed second year students since report text is one of
their learning materials. The researcher determined the sample by using purposive
sampling technique. The sample was class XI IPA 3 which consisted of 42
students. It was based on the finding of pre-observation that the researcher had
done. It indicated that this class have a problem worse than the other classes in
reading comprehension.
3.3. Data Collecting Technique
The researcher collected the data by administring three stages of acitivities. There
are a pre-test, treatments, and post-test. Before doing those stages, the researcher
conducted a try out test. The activity can be describe as follows:
1. Try Out
Try out test was conducted to know the quality of the test as the instrument of the
research such as validity, reliability, level of difficulty and discrimination power.
The try out test contained 40 multiple choice items with five options (a,b,c,d and
e). The students were from one class that was choosen purposively, out of
experimental class. The students were given 90 minutes to do the try out.
2. Pre-test
The researcher gave the pre-test before the treatment. It used for knowing the
basic ability of the students’ reading comprehension before treatment and also the
mean score of students’ reading comprehesion. The pre-test consisted of 30
reading comprehension multiple choice items with five optional answer (a,b,c,d
and e). The students were given 60 minutes to answer the pre-test. The material
was given based on KTSP 2006 curriculum of senior high school.
3. Post-test
Post-test was given after the treatment done. It showed the final result of students’
reading comprehension after been taught using Mind Mapping technique. The
post-test consisted of 30 reading comprehension multiple choice items with five
choices (a,b,c,d and e). The questions were the same with the pre-test but the
number was re-arrange.
3.4. Research Procedure
The procedure of this research are:
1. Determining the sample and population
The population of this research is the second year of SMAN 12 Bandar Lampung.
There are ten classes of second year students, which is five science class and five
social class.
2. Administering try out test to analyze the quality of reading comprehension test.
The try out class was given in multiple choice items with four answer choices.
Through try out the researcher recognized the realibility and validity of the test.
3. Administering the pre-test
The researcher gave the pre-test for the experimental class. It was done before the
treatment. The students answered 30 reading comprehension multiple choice
items with four answer choices.
4. Treatment
There were three times of treatment that was done by the reserarcher. It consisted
of three meetings with ninety minutes for each meeting.
5. Administering the post-test
After conducting the treatment, the researcher gave the post-test as the final result
of this research. It was used to find out whether the students’ reading
comprehension increase or not after taught using Mind Mapping technique.
6. Analyzing the test result
The researcher analyzed the data from pre-test and post-test result by using T-test
through SPSS program. It showed the result whether the Mind Mapping technique
is able to increase students’ reading comprehension of report text.
3.5. Research Instrument
The instrument of this research is objective reading test in forms of pre-test and
post-test. The researcher chooses multiple choice form since its marking is rapid,
simple, and most importantly reliable, not subjective or influenced by the
marker’s judgement (Heaton, 1975). In try out, the item is 40 number. It is
selected to be 30 numbers for pre-test and post-test. The test items for pre-test and
post-test was the same but in different order.
3.6.Try Out the Test
Try out the test purpose is for knowing the quality of the research instrument that
was used in pretest and posttest. In order to get a good test, the test item should
fulfill some crieteria such as: validity, reliability, level of difficulty, and
discrimination power that will be discussed below.
1. Validity
Validity is defined as the extent to which inferences and uses made on the basis
scores from an instrument are reasonable and appropriate ( McMillan and
Schumacher, 2001:181). Validity indicates how deep the instrument can measure
the target of the research. An instrument is valid when it capable to provide the
output accord with the researcher’s need of data.
In teaching English as foreign language, there are five kinds of validity: face
validity, content validity, predictive validity, construct validity, and concurrent
validity (Setiyadi, 2006:22). This research instrument have been analyzed based
on content and construct validity.
a. Content Validity
As the name, content validity finds out the validity of what the instrument
containing. Content validity is used to analyze the multiple choice items that will
be applied to measure students’ reading comprehension. According to Setiyadi
(2006:23), to fulfill this type of validity the researcher should be aware of all the
indicators of the test items and analyze whether the instrument, in this case
reading comprehension test, have represented the material which will be masured.
b. Construct Validity
Construct validity is about the instrument form. It investigates the research
instrument appropriateness to the research object. Since this research needs the
data of reading comprehension score, the instrument must truly examine the
students ability in comprehending the text. It means that the test construction is
already in line with the objective of the learning (Hatch and Farhady, 1982:251).
Related to this research, the test items should be questioning the five aspects of
reading such as main idea, specific information, reference, inference, and
vocabulary.
2. Reliability
Reliability means consistency and stability. A research instrument must have the
consistency in giving the result. Then the result also has to be stable in desribing
the object. In practice, the test should shows the consistant findings if it is done
for the same subject although in different times.
Determining the reliability of the test, the researcher uses the Spilt half method,
The coefficient of the realibility the first and second half group measuring use the
Spilt half method, the formula as follows:
Where:
= coefficient of reliability between first half and second half
= total number of the first group
= total number of the second group
= square of X
= square of Y
(Lado in Hughes, 1991:3)
Next to find the coefficient correlation of the whole items, the researcher uses
Spearman Brown Formula :
Where:
Rk = the reliability of the test
= the reliability of half test
The criteria of reliability are:
0.80 – 1.00
= very high
0.60 – 0.79
= high
0.40 – 0.59
= average
0.20 – 0.39
= low
0.00 – 0.19
= very low
( Hatch and Farhady, 1982:246)
3. Level of Difficulty
Level of difficulty gives the description of students’ perception about the test
items. Test items should not be too easy and also not be too difficult for the
students as research object.
To find out the level of difficulty of the test items, the researcher uses formula:
Where:
LD = level of difficulty
R = number of students who answer correctly
N = total number of students following the test
The criteria are:
0.70
= easy
( Shohamy, 1985:79)
4. Discrimination Power
Descrimination power is used to know whether the test items can diffirentiate the
students’ ability. To calculate the discrimination power, the researcher used the
formula:
Where:
DP = discrimination power
U = the proportion of upper group students
L = the proportion of lower group students
N = total number of students
The criteria were:
0.00-0.20 = Poor
0.21-0.40 = Satisfied
0.41-0.70 = Good
0.71-1.00 = Excellent
(negative) = Bad items ( should be omitted)
(Heaton, 1975:182)
3.7. Scoring System
The researcher has used Arikunto’s formula in scoring the students’ test result.
The highest score is 100. The score of pretest and posttest are calculated using the
formula as follows:
Where:
S = Score of the test
r = total of right answer
n = total of test items
(Arikunto; 1997)
3.7.Data Analysis
The researcher analyze the students’ score in order to find out the students’
improvement in reading report text using Mind Mapping technique using the
following steps:
1. Scoring the pre-test and post-test
2. Tabulating the results of the test and calculating the score of pre-test and
post-test.
3. Making conclusion from the tabulated-result of the pretest and posttest
administered, that is using statistical computerization e.e. Repeated
Measure T-Test of Statistical Package for Social Science (SPSS) to test
whether the increase of students’ gain is significant or not, in which the
significance is determine by p