\" IMPROVING STUDENTS\' READING COMPREHENSION \" IMPROVING STUDENTS\' READING COMPREHENSION

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“IMPROVING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING” (An Action Research at the Seventh Year Students of SMP N 3 Colomadu in the Academic Year of 2011/ 2012)

By: RISKA DWI CAHYANI K 2208096

Thesis Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the Undergraduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2012 i

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PRONOUNCEMENT

I would like to certify that the thesis entitled “IMPROVING STUDENTS’ READING

COMPREHENSION

THROUGH

MIND

MAPPING

(An Action Research at the Seventh Year Students of SMP N 3 Colomadu in the Academic Year of 2011/ 2012)” is really my own work. It is not plagiarism or made by others. Everything related to others’ works are written in quotation, the sources of which are listed on bibliography. If then, this pronouncement proves wrong, I am ready to receive my academic punishment.

Surakarta,

October 2012

Riska Dwi Cahyani

ii

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APPROVAL OF THE CONSULTANTS

This thesis has been approved by the consultants to be examined by the board of thesis examiners of the English Education Department of Teacher Training and Education Faculty, Sebelas Maret University Surakarta.

Surakarta,

Consultant I,

October 2012

Consultant II,

Drs. A. Dahlan Rais, M.Hum NIP. 19510326 198303 1 002

Dr. Abdul Asib, M. Pd NIP. 19520307 198003 1 005

iii

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APPROVAL OF THE BOARD EXAMINERS This thesis has been examined by the Board of Thesis Examiners of the English Education Department of Teacher Training and Education Faculty, Sebelas Maret University, Surakarta and has been approved to fulfill one of the requirements for obtaining the Undergraduate Degree in English Education. Day: Date:

Board of Examiners:

Signatures:

1. Chairman: Teguh Sarosa, S.S, M.Hum NIP. 19730205 200604 1 001

(

)

2. Secretary: Drs. Muh. Asrori, M.Pd NIP. 19601015 198702 1 001

(

)

3. Examiner I: Dr. Abdul Asib, M. Pd NIP. 19520307 198003 1 005

(

)

4. Examiner II: Drs. A. Dahlan Rais, M.Hum NIP. 19510326 198303 1 002

(

)

Teacher Training and Education Faculty Sebelas Maret University The Representative of the Dean, The First Dean Assistant

Prof. Dr. rer. nat. Sajidan, M.Si NIP. 19660415 199103 1 002 iv

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ABSTRACT

Riska Dwi Cahyani. K2208096. IMPROVING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING (An Action Research at the Seventh Year Students of SMP N 3 Colomadu in the Academic Year of 2011/ 2012). A Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University. 2012. This research aims at: (1) identifying whether or not and to what extent the use of Mind Mapping improves the reading comprehension of the seventh year students of SMP N 3 Colomadu, and (2) describing the class situation when Mind Mapping is implemented in the reading class of the seventh year students of SMP N 3 Colomadu. The method used in this research was a collaborative action research. The research was conducted in two cycles at the seventh year students of SMP N 3 Colomadu from February to June 2012. The research data were collected by using the techniques of observation, interview, and tests (pre-test and post-test). The qualitative data were analyzed through assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The quantitative data were analyzed by comparing the mean scores of the pre-test and the post-test. The research findings show that the use of Mind Mapping could improve the students’ reading comprehension and class situation of English class. The improvement of students’ reading comprehension includes: (1) students were able to identify the main idea of the text; (2) students were able to identify the implicit detail information of the text; (3) students were able to identify the explicit detail information of the text; (4) students were able to identify the referent of the text; and (5) students were able to identify word meaning in the text. While, the improvement of class situation includes: (1) Students made less noise in teaching learning process; (2) Students focused in doing the task and asked the difficulties they found; (3) Students began to participate actively in discussing the text and the task; (4) Students did their assignment and always responded the teacher commands.; and (5) Students actively paid attention to the lesson; they also did the task cooperatively with their group. It can be concluded that mind mapping can improve the students’ reading comprehension and the class situation. It is hoped that this result can give other teachers inspiration to implement mind mapping in their class. Keywords: action research, reading comprehension, mind mapping

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MOTTO

“What you did now is what you will get tomorrow” (The writer)

Orang-orang yang berhenti belajar akan menjadi pemilik masa lalu. Orang-orang yang masih terus belajar, akan menjadi pemilik masa depan (Mario Teguh)

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DEDICATION

This thesis is special dedicated to: 1. My beloved Mom and Dad for their never ending love, patience, care, and support. 2. My lovely brother and sister who had accompanied me to fight for the future 3. My “special friend” for coloring the days and giving the support. vii

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ACKNOWLEDGEMENT Alhamdulillahirabbil’alamin. Thanks to Allah SWT for showering His blessing to the writer so that she can finish her study. In this occasion, the writer would like to express her deepest gratitude and appreciation to the followings: 1. Prof. Dr. H. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and Education Faculty, for his permission and his approval of this thesis. 2. Dr. Muh. Rohmadi, S.S, M.Hum, the Head of the Art and Language Education, for giving permission to write this thesis. 3. Endang Setyaningsih, S.Pd, M.Hum, the Head of English Education Department of Teacher Training and Education Faculty, for the approval of this thesis. 4. Dr. Abdul Asib. M.Pd, the first consultant, who has patiently given his guidance, advice, encouragement and time from beginning up to the completion of this thesis writing. 5. Drs. A. Dahlan Rais, M.Hum, the second consultant, who has patiently given his guidance, advice, encouragement and time from beginning up to the completion of this thesis writing. 6. Drs. Suparto, S.H, M.Pd, the headmaster of SMP Negeri 3 Colomadu, who gave the writer permission to conduct a research at the school. 7. Saminah, S.Pd, the English teacher of SMP Negeri 3 Colomadu, who has helped the writer to do the research. 8. Class VII E students of SMP Negeri 3 Colomadu who always gave the writer reasons to smile. 9. Her beloved parents, for their prayer, supports, and motivations. 10. Her lovely brother and sister, for their supports. 11. Her friends in English Education Department of year 2008, especially for Tika, Intan, Inggit, Sendy, Yeny, and Lita for always cheering her up. viii

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The writer realizes that this thesis is still far from being perfect. Therefore, she accepts gratefully every suggestion, criticism, and comment from those who concern to this thesis. Hopefully, this thesis will be able to give contribution and be useful for the readers especially for those who are interested in similar study. . Surakarta,

October 2012

Riska Dwi Cahyani

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CHAPTER I INTRODUCTION

A. Background of the Study English is an international language. Most of people or even nations use this language in international communication. Many fields of human life, such as in politic, economic, education, cannot be separated from it. Based on the fact above, it becomes one foreign language, which has to be mastered by all people in the world. That is why English has to be taught in all levels of education. Indonesian government has decided that English is as the first foreign language, which is taught in schools since in elementary school as a local content to give English to children as early as possible in order to prepare them in covering the globalization era. English becomes a compulsory subject in junior high school, senior high school and university. There are four language skills. They are reading, listening, speaking, and writing. Reading is one of four language skills that must be mastered by people that who study English. Reading as an important and interesting activity, people usually say that reading is the way to conquer the world, because by reading people can get more information widely and it can increase knowledge without going anywhere. Reading is a powerful activity that confers knowledge, insight and perspective on readers (Heath in Aebersold 1997: 6). Reading is a part of daily life for those who live in literate communities. Reading cannot be separated from comprehension. That is why there appear a lot of problems dealing with reading comprehension. Many English learners find it difficult to understand the English text. Very often, they get stuck because of some problems, such as unfamiliar words, their inability in understanding the context, being reluctant, and so forth. commit to user

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Reading is not easy skill to master. According to Nunan (1998: 33), reading needs identification and also interpretation processes which require the reader’s knowledge about the language structure used in the text and his knowledge about a given topic. It is the complexity that makes some students less interested in this kind of activity. This phenomenon happens in almost every language class. Teaching English, especially teaching reading is not easy, because it requires creativity and motivation in to the students in order to create a good situation and condition when teaching and learning process and to make the students interested in reading, so that the goal of teaching and learning process can be achieved. There are some components which can influence the teaching and learning process of reading. They are the teacher, students, materials, and teaching technique. Those aspects determine the success of teaching and learning process of reading as a whole. Teacher plays important roles in the teaching and learning process of reading. He/she has a role as a facilitator who provides the students with the instructional tasks and motivates them to be involved actively in the class. The teacher should have ability to organize a class well. It helps students to involve in the teaching learning process. Students are the centre of learning who play important roles in the teaching and learning process. They are heterogeneous. They have different attitudes, motivation, capacity and ability in learning process. Therefore, the teacher has to use appropriate techniques to make they are interested to the material. So, the objective of the learning can be reached. At the seventh grade of junior high school, the competence standard of English reading is understanding the meaning of functional written text and simple essay in the forms of description and procedure texts dealing with surrounding environment. Moreover, the basic competences of English reading at the seventh grade are giving response to meaning of the simple short functional written text accurately, fluently, and acceptable dealing with surrounding environment; giving response to meaning and to rhetorical steps of the simple short functional written text commit to user

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accurately, fluently, and acceptable dealing with surrounding environment in the forms of description and procedure texts; and reading aloud the simple short functional written text the forms of description and procedure texts with a greeting, intonation, and stress. After conducting observation in SMP Negeri 3 Colomadu, the researcher found the problems faced by the seventh year students in learning process. They had low reading comprehension. It was supported by the result of pre-test. The mean score of pre-test was 57.99. It was under the KKM of SMP Negeri 3 Colomadu which was 70. Based on the interview with English teacher of SMP Negeri 3 Colomadu, the writer found that the students have low competence on reading comprehension. It is indicated through the following indicators: (1) Students got difficulties to infer and grasp the meaning of words; (2) Students got difficulties to catch the main idea of the text; (3) Students got difficulties in identifying the implicit information of the text; (4) Students got difficulties in identifying the explicit information of the text; and (5) Students got difficulties to determine references. Problems in English class that appear during the lesson also happened; (1) Some students made noise in teaching and learning process; (2) Students did improper activities in the class like sleeping, chatting, drawing, doing homework the other lesson, etc; (3) Students became passive in teaching learning process; (4) Students did not respond to the teacher’s commands and did not doing the assignments; and (5) Students did not pay attention to the teacher’s explanation. Generally, the problems might be caused by external factors: those are the material and the technique/ method used by the teacher. And the internal factors those are from the interest, behaviour and intelligence of the students themselves. The first factor is from teacher’s side. Some students said that the method used by the teacher was monotonous. The teacher dominates the classroom activities that make students passive during the teaching and learning process. The teacher uses commit to user

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an inappropriate technique/ conventional technique in teaching reading. In the reading class, the teacher presents a subject in the text books and asks students to read whether silently or loudly, and then students have to answer the questions that follow. Consequently, the reading lesson becomes monotonous and boring. They wanted something different about the techniques used by the teacher. They wanted the learning process become interesting and enjoyable. The other factor is material. As we know, English is not our native language. And of course, comprehending an English text is more difficult, because it has different system including vocabulary and structure. The student who has poor vocabulary and structures will have some difficulties when they face an English text. This condition is faced by most junior high school students. They have some difficulties in understanding the content of the text and that condition causes the lack of the student’s reading interest. Moreover, the teacher usually uses text book or LKS as teaching materials. The second factor is internal factor. This factor is related to the students themselves. The first internal factor is the students’ interest in reading comprehension. As stated above, the students’ interest is still low. It can be seen when they got assessments related to reading activities, only view students read the text and did their assessments. Some of them copied their friend’s work or even did not do it. Most of them were passive in reading class. The next factor is the students’ intelligence. The researcher found that most of them are the students who have average achievement and the students who have low achievement. The researcher uses mind mapping technique to solve the problems above and to improve reading comprehension. Mapping is a technique which can make the students easily overwhelmed by a long string of ideas or events. The strategy of mapping, or grouping ideas into meaningful clusters, helps the reader to provide some order to the chaos. The writer believes that mapping, semantic or mind mapping is a good technique in conducting reading activity. By conducting a classroom action

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research which implements mind mapping, it is expected that the teacher will be able to improve the students’ reading comprehension. Mind mapping uses concise words, pictures, color, associations and other visual aids to convey the essence of an idea or information. By constant use of mind mapping, learners learn to ‘fill in the gaps’ and increase their cognitive skills. Mind map thus is a complementary tool that helps their thinking, comprehending and recalling skills. The use of mind mapping is hoped to help the students to comprehend texts easily. It is because the students need a technique that helps them to visualize their imagination and organize the idea they have imagined.

In this

research, the writer will focus the problem only on the use of mind mapping as alternative technique for teaching English and how to improve reading comprehension among the seventh year students of SMP N 3 Colomadu. Based on the considerations above, the researcher tries to do action research to improve English comprehension that entitles: “IMPROVING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING” (An Action Research at the Seventh Year Students of SMP N 3 Colomadu in the Academic Year of 2011/ 2012).

B. Problem Statements In this study, the writer formulates the problem statements as follows: 1. Does and to what extent the use of Mind Mapping improve the reading comprehension of the seventh year students of SMP N 3 Colomadu? 2. How is the class situation when Mind Mapping is implemented in the reading comprehension of the seventh year students of SMP N 3 Colomadu?

C. The Objectives of the Study In accordance with the problem statements above, the objectives of the study are: commit to user

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1. To identify whether or not and to what extent the use of Mind Mapping improves the reading comprehension of the seventh year students of SMP N 3 Colomadu. 2. To describe the class situation when Mind Mapping is implemented in the reading class of the seventh year students of SMP N 3 Colomadu.

D. The Benefits of the Study There are some advantages that hopefully could be gained from this study: 1. To the English teachers a) They can use mind mapping as an alternative technique in teaching reading. b) It stimulates the teacher to find a new approach which is appropriate for teaching reading. c) It improves the teachers’ capability to conduct teaching learning activity appropriately. 2. To the students a) The students’ English reading competence increases. b) The students are trained to be capable of reading texts using mind mapping strategy. c) The students’ vocabulary will increase automatically. d) It will give an enjoyable learning situation which can improve the students’ learning motivation. 3. To other researchers Other researchers can use this research as a reference in improving reading comprehension.

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CHAPTER III RESEARCH METHODOLOGY

A. The Research Setting

The action research was conducted in SMP N 3 Colomadu. It is located at Jl. Bandara Adi Sumarmo, Colomadu. The school has 24 classes (each grade has eight classes). There are five English teachers in this school and all of them are S1 graduates. The research was conducted through teaching and learning process in the classroom in the second semester of the academic year of 2011/2012. It was carried out from February 2012 to June 2012 by implementing the use of mind mapping in teaching reading. The English teaching and learning process was conducted twice a week. The time allotment is 4 x 40 minutes a week (2 x 40 minutes for each meeting).

Table 3.1. Schedule of the Research

Month Activity

No

I 1.

Planning

2.

Acting and Observing (Cycle 1)

3.

Reflecting

4.

Replanning

5.

Acting and Observing(Cycle 2)

6.

Reflecting

7.

Data Analysis and Reporting

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II

III

IV

V

VI

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B. The Subject of the Research

The subject of the research is the students in the seventh year of SMP N 3 Colomadu in class VII E in the academic year of 2011/ 2012. There are 32 students in the classroom. They are 16 girls and 16 boys. The researcher conducted in this class based on a suggestion from a teacher.

C. Research Method

1. The Definition of Action Research The method used in this research is action research. There are various definitions of action research stated by some experts. Kemmis as quoted by Hopkins (1993: 44) gives the definition of action research as follows: “Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the rationality and justice of (a) their own social or educational practice, (b) their understanding of these practices and (c) the situation in which practices are carried out.” Mills (2000: 6) states that action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in teaching-learning environment to gather information about the ways how their particular schools operate, how they teach, and how well their students learn. Moreover, Nunan (1997: 18) argues that action research has distinctive feature that is those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seem likely to lead to improvement, for evaluating the results of strategies tried out in practice. Ebbut as quoted by Hopkins (1993: 45) states that action research is about the systematic

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study of attempts to improve educational practice by group or participants and by means of own reflection upon the effects of these actions. Based on several definitions stated by some experts, the writer concludes that action research is any systematic inquiry undertaken by participators in a social situation (including education) which is directed towards greater understanding and improvement of practices where those practices are carried out.

2. Model of Action Research The model of action research used in this study is based on the model developed by Kemmis and McTaggart in Burns (1999: 32). They state that Action Research occurs through a dynamic and complementary process, which consists of four essential ‘moments’: planning, action, observation, and reflection. These moments are fundamental steps in a spiraling process. Each step is explained as follows: a. Planning Develop a plan of critically informed action to improve what is already happening. b. Action It is an act to implement the plan. c. Observation Observe the effects of the critically informed action in the context in which it occurs. d. Reflection It is a step to reflect these effects as the basis for further planning, subsequent critically informed and so on, through a succession on stages. The spiral model can be illustrated as follows:

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REFLECT

PL A N

ACT

O B SE R V E

REFLECT

R E V IS E D PL A N

ACT

O B SE R V E

Picture 2. Action Research Spiral (Kemmis and McTaggart in Burns 1999: 32)

Burns (1999: 30) suggests a number of common features which can be considered to characterize action research: a. Action research is contextual, small scale and localized. It identifies and investigates problems within a specific situation. b. It is evaluative and reflective as it aims to bring about change and improvement in practice. c. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers. d. Changes in practice are based on the collection of information or data which provides the impetus for change.

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3. Procedures of Action Research The four steps at the model can be expanded into six steps which are included in the procedure of action research. The procedures are: 1) identifying the problem; 2) planning the action; 3) implementing the action; 4) observing the action; 5) reflecting the action; and 6) revising the plan. In more detail, the process done in this research runs with the following procedures: 1. Identifying the problems The researcher identifies the problems before planning the action. In this research, the problem is identified after interviewing the English teacher. She found some problems that are faced by the seventh grade students of SMP N 3 Colomadu in learning reading. The problems refer to the factors making the low of reading comprehension and the passive behavior during the teaching learning process. In this research, the problems deal with students’ reading comprehension: how the students’ reading comprehension is and why it could be. In identifying problems, the researcher used test, interview, and questionnaire: a) Using test The researcher gave reading comprehension test to know the students’ competence in comprehending some English texts. The test was done once before the first cycle, namely pre-test. b) Interview The researcher interviewed the teacher and students to know the problems that they faced during the teaching learning process and causes of the problems. This technique was held at the beginning of the research. c) Questionnaire The researcher gave questionnaire to the students to know the students’ opinion about their recent English lesson, students’ problem in reading, commit to user

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what they have done to solve the problems and the technique that was used in to solve the problems. 2. Planning the Action Before implementing the action, the researcher needs to make general plan. Here, the researcher prepared everything needed in doing the action in order to improve the students’ reading comprehension. She chose mind mapping as the strategy in solving the problems faced by the students in learning reading. In this research, the researcher worked as the teacher. The planning of the research consists of some steps, as follows: 1) Preparing materials, preparing sheets for classroom observation 2) Making lesson plan and designing the steps in doing the action. 3) Preparing students’ worksheet and post-test to know whether the students’ reading comprehension improves or not. 3. Implementing the Action In this procedure, the researcher implemented the action as she planned. The researcher applied mind mapping strategy in teaching and learning process in order to improve students’ reading comprehension. The mind mapping was applied based on the following procedure: 1) The researcher gave a text and asked to the students to read the text. 2) The students tried to comprehend the text. 3) The students draw a circle or box at the center of the page. Inside the shape and wrote down the main idea that would focus upon. This is the topic of the text.

4) The students draw branches from central idea. These are the main categories within the primary concept. In this step, the researcher prepared questions to lead the students, for example: “Where did the story take place?”, “When did the story take place?”, etc. Each of the lines can then have lines branching off of each of them. These would represent the main examples under each category. commit to user

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5) The students continued to draw the mind map much like the structure of branches on a tree above. 4. Observing and Monitoring the Action The observation part was done during the teaching and learning process. In this step, the English teacher of SMP N 3 Colomadu plays role as the observer. She observes all activities happening in the classroom and takes notes related to the process of teaching and learning process. 5. Reflecting the Result of the Observation The researcher made an evaluation towards the teaching activity that had been carried out. The evaluation was written down as field note. It is the basic consideration to conduct the next teaching. 6. Revising the Plan Revised plan is needed when the action cycle does not make any improvement on the students’ reading comprehension. It can be concluded that the researcher should do the next cycle. Based on the evaluation, the researcher revised the plan for the next cycle. The classroom action research took one or more cycles until the goal of the research can be reached. Based on the result of the post-test cycle 1, the students’ ability in finding the main idea and referent of the text was still low. So, the researcher added ‘main idea train’ and ‘referent train’ activity as follow-up activity.

D. Techniques of Collecting Data In this classroom action research, the researcher collected the data using qualitative and quantitative method. Wallace (1998: 38) defines that quantitative method is broadly used to describe what can be counted or measured and can therefore be considered ‘objective’, while qualitative is used to describe data which

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are not amenable to being counted or measured in an objective way, and are therefore ‘subjective’. The action research may utilize qualitative or quantitative methodology or a mixture of both. The techniques are as follows: First, qualitative method consists of observation and interview. 1. Observation Observation has been done to get information related to the teaching and learning process. The researcher together with the English teacher observed the English teacher’s way in teaching and problem faced by students in reading comprehension. In this case, the researcher used the instruments, like field note and photographs. Field note is another way of collecting information about classroom events, the teaching process, or the students’ behavior. They were used to record activities happening in the class. Besides the researcher, the observation has been done by the English teacher as the collaborator. In the process of the implementation of the action, the researcher took photographs which cover students’ behavior and students’ learning activities to provide the more accurate data. 2. Interview Interview has been done to get the data about teacher’s and students’ opinion while and after teaching and learning process. It was planned but unstructured. It means that the researcher asked some questions by her but she gave opportunities to the students and teacher to say everything related to teaching and learning process of reading. The researcher interviewed the English teacher and some students of seventh grade in SMP N 3 Colomadu. This was done after the actions have been implemented. Second, the technique of collecting quantitative data is a test. In this research, the researcher used the objective test type for both pre-test and post-test. The result of the test was analyzed to know the students’ ability on reading comprehension. The commit to user

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result could indicate whether or not the use of mind mapping in improving the students’ reading comprehension. A good test must be valid and reliable. To know whether or not the instrument used in pre-test and post-test is valid and reliable, the teacher tries out the test. a. The validity of the Instrument Wallace (1998: 36) says that validity means testing what is supposed to test and not something else. Validity is the degree to which a test measures what it claims to be measuring. To measure the validity of the test, the researcher uses the internal validity. The formula is as follows:

=

Where: = The validity of each item = Sum

of correct answers within the row divided by sum of correct answers

within column = The average of the total correct answers =

Standard deviation of the square root of the total of the square of each deviation score divided by the number of respondents

= The

total of the correct answers divided by the number of respondents

= The total of the incorrect answers divided by the number of respondents

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n= Number of students/ respondents The test item is considered valid if the

> r0 (0.632), or a significance value

< 0.05. While, the item is considered invalid if the

< r0 (0.632) , or a

significance value > 0.05. b. The Reliability of the Instrument Reliability deals with the issue of fairness to all candidates. The researcher should consider if the research procedures used by researcher A are exactly followed by researcher B, the results will be the same each time (Wallace, 1998: 36). Reliability is important for any test. A test will be reliable if it is held many times approximately the same result will be obtained. To measure the reliability, the formula is as follows: !

Where: rkk

= Internal

validity

k

= The number of valid item = The sum of the multiplication of the proportion of the correct answers and the incorrect answers =

Standard deviation of the square root of the total of the square of each deviation score divided by the number of respondents

The test item is considered reliable if the rkk > r0 (0.632). While, the test is considered unreliable if the rkk < r0 (0.632).

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Finally, by analyzing the observation result and test result, the researcher can make a conclusion whether the use of mind mapping can improve the students’ reading comprehension.

E. Techniques of Analyzing Data In analyzing the qualitative data, the researcher used qualitative technique as suggested by Burns (1999: 156). He says that there are various techniques developed from qualitative research approaches which can be used for data analysis, such as identifying patterns, categories or themes that are repeated across the data and making connections between these categories. In addition, Mc. Kernan (1996) in Burns (1999: 156) states that there are five stages in analyzing the qualitative data: 1. Assembling the data The first step is to assemble the data that the researcher has collected over the period of the research: field notes, questionnaires and so on. 2. Coding the data In this stage, once there has been some overall examination of the data, categories or codes can be developed to identify patterns more specially. 3. Comparing the data All this stage, comparison can be made to see whether themes or pattern are repeated or developed across different data gathering techniques. 4. Building interpretations This is the point where moving beyond describing, categorizing, coding, and comparing to make some sense of the meaning of the data. 5. Reporting the outcomes The final stage involves presenting an account of the research for others. The quantitative data were analyzed by comparing the mean scores of the pretest and the post-test to know the difference before and after the cycle. In analyzing commit to user

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the data in the form of numbers as the result of the test, the researcher count the mean scores of the pre-test and the post-test, then, the researcher compared these mean scores. The improvement could be seen from the mean score in post-test which was higher than the mean score in the pre-test. The mean scores of pre-test and post-test can be calculated with the formula as follows: Y

X X =

N

Y=

N

Where: X = The sum of students’ scores before the action Y = The sum of students’ scores after the action

X = Mean of students’ scores before the action Y = Mean of students’ scores after the action

N = Number of students

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CHAPTER IV THE RESULT OF THE STUDY This chapter presents the result of the action research conducted in class VIIE of SMP Negeri 3 Colomadu. It consists of two sections. The first is the research implementation and findings and the second is discussion. The aim of the research is to improve students’ reading comprehension through mind mapping. A. Research Implementation and Findings This research was conducted in the seventh grade of SMP Negeri 3 Colomadu for about five months. It consisted of two cycles. The first cycle consisted of four meetings; three meetings for delivering the materials, and one meeting for the posttest 1 and the second cycle consisted of three meetings; two meetings for delivering the materials and one meeting for the post-test 2. The schedule of the research is shown in the following table. Table 4.1. The Research Schedule Date Monday, February13th 2012

Time 08.00-08.30

Activity Interviewing the teacher

Purpose To identify problems faced by the teacher and the students

Participants Researcher Teacher

Wednesday, February 15th 2012

08.20-09.00

Giving the first questionnaires and interviewing the students

To identify problems faced by the teacher and the students

Researcher Students

To identify the problems faced by the students and to know the students’ reading comprehension To implement mind mapping in teaching reading To implement mind mapping in teaching reading

Researcher Students

Saturday, 28th 2012

April

08.20-09.40

Giving pre-test

Saturday, 12th 2012

May

08.20-09.40

Wednesday, May 16th 2012

08.20-09.40

Implementing Meeting 1 Cycle 1 Implementing Meeting 2 Cycle 1

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Researcher Collaborator Students Researcher Collaborator Students

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May

08.20-09.40

Implementing Meeting 3 Cycle 1

To implement mind mapping in teaching reading

Researcher Collaborator Students

Wednesday, May 23rd 2012

08.20-09.40

Meeting 4 Post Test 1

To know the students’ reading comprehension after implementation of mind mapping

Researcher Students

Saturday, 26th 2012

May

08.20-09.40

Wednesday, May 30th 2012

08.20-09.40

Wednesday, June 6th 2012

08.20-09.40

Implementing Meeting 1 Cycle 2 Implementing Meeting 2 Cycle 2 Meeting 3 Post-test 2

Researcher Collaborator Students Researcher Collaborator Students Researcher Students

Thursday, June 7th 2012

11.15-12.00

Giving the first questionnaires and interviewing the students

To implement mind mapping in teaching reading To implement mind mapping in teaching reading To know the students’ reading comprehension after implementation of mind mapping To know the students’ opinion and attitude toward reading after implementation of mind mapping

Thursday, June 7th 2012

12.00-12.30

Interviewing the teacher

Saturday, 19th 2012

To know the teacher’s opinion after implementation of mind mapping.

Researcher Students

Researcher Teacher

1. Introduction The research was conducted in collaboration with the English teacher of SMP Negeri 3 Colomadu. The researcher was the teacher who implemented the action research, and the English teacher was the collaborator. Before conducted the action research, the researcher conducted preobservation in class VII E of SMP Negeri 3 Colomadu to know the condition of English teaching learning, the problems faced by students, and the students’ reading competence. Based on the pre-observation, the researcher found that the teacher dominated the classroom activities that made students passive during the teaching and learning process. In the reading class, the teacher presented a subject in the text books and asked the students to read whether silently or loudly, and

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then students answered the questions that follow. It became monotonous and boring. Besides that, the students’ interest in reading comprehension was still low. It could be seen when they got assessments related to reading activities, only view students read the text and did their assessments. Some of them copied their friend’s work or even did not do it. Based on pre-interview with the English teacher, she found that the students’ reading competence was still low. The students got many problems dealing with reading, especially in comprehending a text. They were low in: inferring and grasping the meaning of words; catching the main idea of the text; identifying the implicit and explicit information of the text; and determining references. It was also shown in their bad marks in pre-test. In line with the problem evidences found in the relation of classroom situation: they made noise in teaching and learning process; they did improper activities in the class like sleeping, chatting, drawing, doing homework of other lesson etc; they became passive in teaching learning process; they did not response to the teacher commands and the assignments; and they did not pay attention to the teacher. The researcher also conducted pre-interview to some students in VII E. there are 32 students in the class. She picked three students and interviewed them. Two of the students said that they loved English, but the other said that he did not like English. All of them answered that they got difficulties in almost all aspects of reading comprehension. They also said that the method used by the teacher was monotonous. Consequently, the reading lesson becomes monotonous and boring. They wanted something different about the techniques used by the teacher. Besides, the pre-questionnaire result showed that the students’ reading ability in reading, students’ attitude, and motivation toward the English lesson, especially reading were still low. From the questionnaire result in reading aspect, 87.5% students have difficulties in identifying word meaning in the text and identifying the main idea of the text, 84.38% in comprehending the text, and commit to user

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78.12% in identifying detail information of the text. From students and classroom situation aspects, 68.75% of students have less attention to the teacher’s explanation, 87.5% students agreed that there was no interesting media, like video, picture, song, etc that can support teaching learning process in their classroom. Furthermore, the researcher conducted a pre-test to identify the problems dealing in reading. The pre-test was done before implementing the teaching learning process using mind mapping. The test was used to know the students’ reading competence. The result of each indicator mean score is as follow: identifying the main idea of the text (31.88); identifying the implicit detail information of the text (75.52); identifying explicit detail information of the text (73.96); identifying the referent of the text (40.63); and identifying word meaning in the text (47.32). The mean of the students’ score was 57.99. Based on the preobservation, pre-test, pre-questionnaire and pre-interview result, the researcher identified that the students’ ability in identifying the main idea of the text, identifying the referent of the text and identifying word meaning in the text was still low because it was below the passing grade (Kriteria Ketuntasan Minimal/ KKM) for reading lesson, which is 70. It must be improved by implementing the new teaching technique. Therefore, the researcher used mind mapping as teaching technique to improve the students’ reading comprehension and the students’ motivation toward English lesson especially reading.

2. Implementing the Action Research a. Cycle 1 1) Planning the Action After conducted pre-observation, pre-questionnaire, pre-interview, and pre-test, the researcher made a plan to teach reading in the class. She used a certain teaching technique. The chosen technique is mind mapping. commit to user

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The researcher believed that mind mapping was an appropriate technique to improve the students’ reading comprehension. To implement that technique, the researcher constructed a lesson plan as teacher’s guidance in teaching, prepared the materials which was taken from books and the internet, made students’ worksheet consisted of some tasks. The researcher also prepared the teaching media in the form of pictures. The researcher planned four meetings in the first cycle; three meetings for delivering the material and one meeting for post-test 1. She chose stories about holiday. It was based on teacher’s advice because the seventh year students usually use simple texts. That was also to ease them in understanding the idea and keep their interest in the story. In the first meeting she used a story entitled “My Holiday to Bromo”. In the second meeting, she used a story that was almost same with the first meeting about holiday, entitled “My Holiday in Bali”. And in the third meeting, she still used a story about holiday entitled “My Holiday Was Fantastic”. Besides preparing the lesson plans, the researcher also copied the materials and worksheets for the students to support the process of teaching and learning. The action plan would be implemented by the researcher. The collaborator observed the whole process during the teaching and learning process in the classroom.

2) Implementing the Action The action plan was implemented by the researcher. There were three texts that were used in this cycle as materials. Each meeting used one text. The implementation of mind mapping technique is described for each meeting as follows:

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Table 4.2. The Implementation of Cycle 1

The Meeting

Indicators The students are able to:

Activities 1. The researcher asked

(1) identify the main idea of the

the students about

text;

their understanding of

(2) identify the implicit detail

recount text.

information of the text; (3) identify the explicit detail information of the text;

2. The researcher showed pictures. 3. The researcher gave

(4) identify the referent of the

guiding questions

text; and

about the topic based

(5) identify word meaning in the

on the pictures.

text.

4. The researcher gave a text and asked the students to read it.

Meeting 1, 2, and 3

5. The researcher asked the students to discuss about the text in a group of four. 6. The researcher asked the students to find the difficult words in the text. 7. The researcher explained about mind mapping and guided the students to make mind mapping based

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on the text and answered the questions that followed the text. 8. After that, the researcher asked the students to answer the worksheet. They must work in group on first meeting, in pair on second meeting, and individually on third meeting. 9. The researcher and the students reviewed the lesson.

Before conducted the pre-test, the researcher conducted try out. The aim of try out is to measure the validity and reliability of the instruments that will be used to pre-test. Try out conducted in class VII F on Wednesday, April 18th 2012. After that, the researcher conducted the pretest in class VII E. It was held to know the students’ achievement in reading comprehension before the action plan was implemented. It was held on Saturday, 28th April 2012. The instrument of the pre-test is in the appendix 15, page 190. The implementation of mind mapping techniques is described for each meeting as follows: a) The first meeting The first meeting was held on Saturday, May 12th 2012. The bell was ringing at 08.20 a.m. The researcher entered class VII E with the teacher who is also as a collaborator. The class was very noisy, the students ran in the classroom and some of them were out of the class. commit to user

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After all the students entered the class and put themselves in their seats, the researcher opened the lesson by saying greeting “Good morning students…… How are you today?” Students said “Good morning, Miss…… I’m fine, and you?” and RDC replied “I’m fine too, thank you.” The researcher asked to the students “Do you still remember me? My name is Riska, I will conduct the research in this class”. Then, she checked the students’ attendance. There was a student absent on that day because she went to Jakarta. The researcher began to lead the students to the materials. The researcher asked the students about their understanding of recount text. The students did not answer her question, they seemed ashamed and awkward to the researcher, so the researcher had to persuade them to answer her question. Finally, some students responded the questions and replied using Bahasa Indonesia. One of the students replied “recount text itu isinya menceritakan tentang liburan miss” and the other student replied that “recount text itu teks yang menceritakan tentang cerita masa lampau”. Then, the researcher confirmed the students’ answer and explained about recount text. Next, the researcher led the students to the topic. She showed some pictures (the picture is about the topic that they will learn today) and the title of the text is My Holiday to Bromo. And then, the researcher asked some questions related to the picture. Most of the students still felt hesitant to express their opinion because they were not familiar with the researcher. So they mumbled their answers. After all of the students knew what topic that they will learn today, the researcher divided the class into some groups. Then, she distributed a text. She pointed some students to read the text. But there was a student who did not want to read the text. He only shook his commit to user

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head and said “Miss, aku nggak mau, aku nggak bisa membaca Bahasa Inggris”. The researcher persuaded him to read the text. Finally, the researcher guided the student to read the text carefully. Then, the researcher and the students discuss about the text, then they answered TASK 2 (meaning of difficult words). They used a dictionary to answer this task, although only four students who brought dictionary. The researcher introduced mind mapping and what students must do through mind mapping steps. Using black marker, the researcher draw a large oval in the center of white board and wrote inside it “My Holiday to Bromo” the topic that was going to be discussed. Then, she asked the students to find the main idea of each paragraph. First, the researcher mapped the first paragraph, she asked the students to tell her what they got or understood about the text in the first paragraph. The students seemed still confused, so the researcher prepared some questions to lead them through mind mapping. The questions were: “Where did they go in the holiday?”, “Who went to Bromo?”, “What did they do in Bromo?”, etc. Then, the researcher drew branches from the central and wrote it the main idea of the first paragraph and the above of the branches is written the key word, for example ‘where’. Next, she drew the branches and wrote the answer from the key word, for example ‘Mount Bromo’, ‘Mount Batok’, and ‘zoo at Wonokromo’ and it was continued by the other key words. Then, the researcher asked the students whether they understood about it or not. They did not response the teacher’s question, they seemed still confused, but when the researcher asked “Have you understood? Any question?”, they were still in silent. After commit to user

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that, the researcher asked the students to answer some questions that follow the text. Students answered TASK 4 in three minutes. Before that, the researcher reminded the students to look at mind mapping to answer these questions Then, the researcher said “Who wants to answer the question? Raise your hand, please!”, because no one raise the hand, the researcher pointed some students to answer the questions in TASK 4. After that, the students and the researcher discussed TASK 5 together. Some students actively gave feedback, but there were some students who did not give any responses. In discussing TASK 5, the researcher also explained how to identify the main idea, how to identify the explicit and implicit detail information, how to identify the referent of the text, and how to identify the meaning of the text. The researcher also asked students whether they had any questions or not. The students answered “No…” Before ending the class, the researcher evaluated students’ comprehension by giving worksheet which should be done by using mind mapping. They worked in a group. They looked so interested in making mind mapping, but the researcher asked them to read the text first before making mind mapping. The text entitled My Holiday in Flores. The researcher pointed some students to read a text and asked the students to make mind mapping based on the text. The students seemed still confused. So the researcher led the students in making mind mapping. After they finished make mind mapping, they answered some questions that follow the text. After the students finished their work, the researcher and the students discussed it together. The students’ participation was still low.

The researcher also asked students whether they had any commit to user

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questions or not. The students answered “Nooooo…..”. When the researcher asked what they felt about the lesson, they said that the lesson was interesting and they loved it. The researcher closed the lesson by saying good bye. The researcher and the collaborator left the class.

b) The second meeting The second meeting was held on Wednesday, May 16th 2012. The bell was ringing at 08.20 a.m. She entered class VII E with the teacher who is also as a collaborator. The students took their seat noisily. A student said, “Horeee, Bahasa Inggrisnya Miss Riska lagi”. The collaborator took her seat still in back corner of the class. After the students got their seats and became quiet, the researcher opened the lesson by saying greeting, “Good morning students”. The students replied “Good morning Miss”, but there were some students replied “Good morning, Bu”. Then, the researcher checked the students’ attendance. There was no student absent. There were 32 students in that class. The researcher began to lead the students to the materials. She asked the students about recount texts. Some students seemed still embarrassed, but one of the students replied the question. The researcher appreciated them with motivated utterance “Yes, you are right. Good!” It purposed to improve their motivation in participating in the teaching learning process. Next, the researcher showed some pictures (the picture is about the topic that they will learn today) and the title of the text is My Holiday in Bali. The researcher asked some questions related to the pictures in brainstorming them. When the researcher asked “What commit to user

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picture is it?”, a student answer “Itu gambar Pura Besakih Miss, di Bali”. The researcher also asked “Have you ever been there?”, some students answered “Not yet” and some students answered “Sudah dong Miss”. They seemed enthusiastic and interested in this topic. After all the students knew what topic that they will learn today, the researcher distributed a text and asked the students to answer TASK 3 (fulfill the crossword puzzle). The researcher gave 5 minutes to finish this task. Some of them said “Miss, kata-katanya susah susah, boleh buka kamus kan miss?” and the researcher answered “Iya boleh membuka kamus, silakan!” After they finished their crossword puzzle, the researcher pointed some students to answer the questions. Then, the researcher pointed some students to read the text. Like in previous meeting, the researcher grouped the students in four students in a group. Afterwards, the researcher chose one of the students in the groups as a group leader. Next, the researcher asked the students to discuss about the text in a group. After they understood about the text, they made mind mapping and did TASK 5, TASK6, and TASK 7. Before that, the researcher explained to the students how to get the main idea of the text. One of the students said “Miss, susah! masih bingung bagaimana menentukan main idea.” So, the researcher guided them to find the main idea of the text. Then, they continued in making mind mapping, but a student asked “Miss, lha ini cabangnya tulisannya apa aja?”. He looked still confused, but when the researcher explained again, he became understand. Then, the researcher asked the students to report their work. She asked one of the groups/ the leader to draw the mind commit to user

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mapping on the board. Some students expressed their opinion spontaneously when they found their friends made mistakes. After the mind mapping was completed, the students and the researcher discussed TASK 5, TASK 6, and TASK 7 together. The students seemed active in discussing these tasks. The researcher also asked students whether they had any questions or not. There was still no question. To check their understanding about the material they have learnt today, the researcher asked the students to answer the worksheet individually. Next, she distributed a text and asked to the students to make mind mapping and do the assessments. They looked so interested in making mind mapping, but the researcher asked them to read the text first before making mind mapping. The text entitled A Trip to Parapat. During the activities, the researcher monitored the class. After they finished make mind mapping, they answered some questions that follow the text. Due to the limitation of the time, the researcher asked the students to continue their works at home. The researcher asked what they felt about the lesson. They said that the lesson was interesting. The researcher closed the lesson by saying good bye. The researcher and the collaborator left the class.

c) The third meeting The third meeting was held on Saturday, May 19th 2012. The researcher entered the class VII E with the collaborator after the bell was ringing at 08.20 a.m. The class was not rigid anymore. The students did not feel ashamed anymore to the researcher. After all of the students took their seat, the researcher opened the lesson by commit to user

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greeting, asking the students’ feelings, and checking the students’ attendance. There was no student absent. There were 32 students in that class. The researcher began to lead the students to the materials. She asked again what the recount text is and the generic structures of the recount text to remind the students. All of the students answer correctly. Next, the researcher showed a picture (the picture is about the topic that they will learn today) and the title of the text is My Holiday was Fantastic. The researcher asked some questions related to the picture. When the researcher asked “What picture is it?”, the students answer “Itu gambar Hollywood, Miss”. The researcher also asked “What do you know about it?”, The class was very noisy. The students were brave to express their idea. After all the students knew what topic that they will learn today, the researcher distributed a text and asked the students to answer TASK 2 (match the words with their synonyms). The researcher gave 5 minutes to finish this task. Some of them said “Miss, boleh buka kamus kan?” and the researcher answered “Iya boleh membuka kamus.” After they finished their work, the researcher pointed some students to answer the questions. All of the students answer correctly. After that, the researcher asked the students to read the text. One of the students raised her hand, she wanted read the text. The researcher gave applause to her because she had raised her hand without pointed by the researcher. Then, the researcher asked the students to discuss about the text and did TASK 5 in pair.

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Next, the researcher asked the students to make a mind mapping based on the text. The researcher asked “Is there any question about mind mapping?”, the students answered “Not yet, Miss”. They seemed very interesting in making mind mapping. They did not confuse anymore like in the first and second meeting. They made good mind mapping, they coloured and drew their mind mapping. After that, the students and the researcher discussed it together. First, the researcher asked one of the groups to draw the mind mapping on the board. Some students were actively involved in giving comments on their friend’s work. They were willing to express their disagreement if they had a different opinion. The activity went on until the mind mapping was completed. Then, the researcher and the students discussed about TASK 5. She said “Who want to answer the question? Please raise your hand!”, Some students raised their hands. It seemed different with the meetings before. The students did not ashamed anymore. To check their understanding about the material they have learnt today, the researcher asked the students to answer the worksheet individually. Next, she distributed a text and asked to the students to make mind mapping and do the assessments. They looked so interested in making mind mapping, but the researcher asked them to read the text first before making mind mapping. The text entitled My weekend to Anyer Beach. After they finished make mind mapping, they answered some questions that follow the text. Because the time was over, they continued their work in their home.

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The researcher also asked students whether they had any questions or not. There was still no question. When the researcher asked what they felt about the lesson, they said that the lesson was interesting. The researcher closed the lesson by saying good bye. The researcher and the collaborator left the class.

d) The fourth meeting The fourth meeting was held on Wednesday, May 23rd 2012. In this meeting, post-test 1 was conducted. This test was held to know the students’ reading comprehension after implementation of mind mapping. The researcher entered the class VII E after the bell was ringing at 08.20 a.m. The class was very crowded. After all of the students took their seat, the researcher opened the lesson by greeting, asking the students’ feelings, and checking the students’ attendance. There was a student absent on that day because he was ill. The researcher said that she will give the post-test 1 to know the students’ reading comprehension. All of the students seemed ready because the researcher has said it before. After the researcher shared the question and answer sheets, the students did the post-test 1 individually. There was a student asked “Miss, boleh buka kamus ya?”, and the researcher answered “No, because this is a test, you shouldn’t open the dictionary and try to do by yourself”. The researcher also asked students whether they had any questions or not. There was still no question. When the researcher asked about the test, they said that the test was difficult. The

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researcher closed the lesson by saying good bye. The researcher left the class.

3) Observation and Evaluation a) The first meeting In the first meeting, one of the students was absent. The teaching and learning process ran slowly. Almost all of the students were not active in the teaching and learning process. They seemed ashamed and awkward to the researcher. In brainstorming the topic, most of the students still felt hesitant to express their opinion because they were not familiar with the researcher yet. When the researcher explained the topic, the students paid attention to her, but some of them in the back rows were still noisy. There were some students who did the improper activities like chatting with friend and did the homework of other lesson. While the researcher was giving instruction about how they would construct mind mapping, they were confused. Some students had not understood the way to construct mind mapping yet. The students were familiar with recount text, so they can explain what recount text is easily. The text contained many new words/ unfamiliar words, but only four students who brought dictionary. The others who did not bring dictionary were busy in asking and borrowing their friend’s dictionary. In this meeting the researcher divided the students in group of four in doing the worksheet. There were 7 groups of four and 1 group of three. When the researcher was dividing class in groups, the students were very noisy. It took much time to get them in group.

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In discussion the material, the students participation still low. The researcher must appoint them to answer the questions and there were no questions about the material from them. No students were brave to raise their hand when they were asked to answer the questions in discussion in exercise session.

b) The second meeting In this meeting, there was no student absent. The students tended to be more relaxed compared with the previous meeting. There were some students who began to show up their interest in the lesson. The student’s participation was better than the previous meeting, but just some students who actively participated. The researcher must appoint them to answer the questions. No students were brave to raise their hand when they were asked to answer the questions in discussion or in exercise session. The students were more active to join the teaching and learning activities. The students did not feel shy to express their opinion. However, there were some students who were still passive; they did not give their opinion or their comment because they were shy to speak in English. The students were familiar with recount text, so they can explain what recount text is and mention the generic structure easily. When the researcher asked them to make mind mapping, some students looked still confused, but when the researcher explained again, they became understand The researcher asked the students to work individually in doing the worksheet. It was more efficient than work in groups because

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when they were asked to work in group, the class more difficult to control and it can disturb the learning process. In general, the teaching and learning process in the second meeting ran better than the previous meeting. The class was alive and the students enjoyed joining the class.

c) The third meeting In the third meeting, the students were very active and enthusiastic in doing the activities. Most of them were actively involved in the brainstorming activity. The class was very noisy, but it was good since the students were brave to express their opinion. Most of the students could easily answer the researcher’s questions about the topic. They also can make mind mapping well. They did not confuse anymore like in the first and second meeting. In this meeting, the researcher divided the students in pairs to discuss about the text and did the TASK 5, and the students worked individually in doing the worksheet. In general, it can be said that the teaching learning process ran well in the third meeting.

d) The fourth meeting In this meeting, post-test 1 was conducted. The students do the test individually, but there were some students who cheating their friends. The researcher has to monitor it. But in general, they do the test by themselves and discipline.

e) Findings of Cycle 1 1) Improvement of the students’ reading comprehension commit to user

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After analyzing the observation result and the test result in the first cycle, the researcher evaluated the teaching and learning process she did so far. She found the students’ progress in reading comprehension and students’ attitude. The result showed that there were some improvements achieved after doing the action. In reading indicators, there was scores’ improvement from pre-test to post-test 1 in cycle 1. Table 4.3. The Result of Pre-Test and Post-Test 1 No.

1.

Indicators

Mean Score of Pre-

Mean Score of

Test

Post-Test 1

31.88

58.75

75.52

76.56

73.96

76.67

Identifying the main idea of the text

2.

Identifying the implicit detail information of the text

3.

Identifying the explicit detail information of the text

4.

Identifying the referent of the text

40.63

55.80

5.

Identifying word meaning in the

47.32

71.43

text

The mean score of post-test 1 result done at the end of the first cycle was 68.29. It was better than the mean of the pre-test score (57.99). Mind mapping helped the students to improve their ability in all indicators of reading comprehension, but the scores in identifying the main idea (58.75) and identifying the referent (55.80) was still low and under the passing grade (Kriteria Ketuntasan Minimal/ KKM) for reading lesson, which is 70. The students still had difficulties in identifying the main idea of the text. They were still confused to get the main idea in each

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paragraph of the text. Besides that, the students still had difficulties in identifying the referent of the text. 2) Improvement of class situation The improvements were not only of the students’ reading comprehension, but also the students’ attitudes and class situation toward reading itself. In the first meeting, the students were still ashamed and awkward to get involved in the activities, but in the next meetings, they began to participate actively by giving their opinion in brainstorming stage and discussion stage. They also tried to be active in answering the researcher’s questions and responding the researcher’s instructions. They were also interested and motivated to join and get involved in teaching learning process because the researcher used new and unfamiliar technique. Besides some improvements, the researcher also found some problems. The students focus did the task but there were still some students who did not focus in the task and disturbed their friend and also they did homework the other lesson. She also found some students still did not respond to the teacher commands because they still chatting with their friends and copy their friend’s work or even did not do it. From the reflection above, in cycle 2, the researcher should engage the students’ ability in identifying the main idea and referent of the text. She would improve the students’ ability in identifying the main idea and referent of the text by making more exercise about it. Then, to make good condition in classroom situation, the researcher will give more time and control students’ activities to do the exercises and will give more control to the

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students in order to make the students did not copy their friend’s work or even did not do it. 3) Summary of the first cycle findings Based on the observation and test result, the improvements of the students’ learning and achievement can be drawn as in the table below.

Table 4.4 The Improvement of the Students’ Learning and Achievement in the End of Cycle 1

Data Source

Before the Action Cycle 1 1.

Teaching

and

learning

After the Action Cycle 1 1.

Teaching and

process -

process

Some students made noise

learning

in

-

teaching

Some students still made noise, but they talked

learning process.

with

their friends

to

discuss about the lesson not another topic. -

Students did improper

-

The students focus did

activities in the class

the task but there were

like sleeping, chatting,

still some students who

drawing,

did not focus in the task

doing

homework the other

and disturbed their

lesson, etc.

friend. They also did

Observation

homework the other

Pre-Interview

lesson.

Pre-Questionnaire

-

Students

became

Pre-test

passive

in

Post-test 1

learning process

-

teaching

The students began to participate actively in discussing the text and the task.

-

Students

did

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not

-

Some students still did

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respond to the teacher

not respond to the

commands and did not

teacher commands

doing the assignments

because they still chatting with their friends and copy their friend’s work or even did not doing it.

-

Some students did not

-

The

students

actively

pay attention to the

paid attention to the

teacher’s explanation.

lesson; they also did the task cooperatively with their group

2. Reading comprehension

2.Reading comprehension

The mean score of pre-test:

The mean score of post-test1:

-

-

identifying the main idea of the text (31.88)

-

-

identifying the implicit

identifying the main idea of the text (58.75)

-

identifying the implicit

detail information of

detail information of the

the text (75.52)

text (76.56)

identifying the

-

identifying the explicit

explicit detail

detail information of the

information of the text

text (76.67)

(73.96) -

identifying the

-

referent of the text

identifying the referent of the text (55.80)

(40.63) -

identifying word meaning in the text (47.32)

Test

-

identifying word meaning in the text (71.43)

The mean score of pre-test:

The mean score of port-test 1:

57.99

68.29

4) Reflection

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In this step, the researcher made an evaluation towards the teaching activity that had been carried out. The evaluation was written down as field note. It is the basic consideration to conduct the next teaching. Table 4.5. The Reflection of The Cycle 1 The problems/weaknesses which were still found: a.

Class situation 1.

There were some students who still did improper activities in the class, like chatting and homework other lesson.

2.

There were some students did not respond to the teacher commands and did not doing the assignments.

b.

Reading comprehension 1.

Some students still had difficulties in identifying the main idea of the text.

2.

Some students still had difficulties in identifying the referent of the text.

Recommendation for cycle 2 a.

Class situation 1.

The researcher will give more control to the students’ activities to do the exercises.

2.

The researcher will give more control to the students in order to make the students did not copy their friend’s work or even did not do it.

b.

Reading comprehension 1.

The researcher will make more exercise about identifying main idea of the text.

2.

The researcher will make more exercise about identifying the referent of the text.

c. Cycle 2 1) Revising Plan Based on the result of the first cycle, the researcher realized that there were improvements of the students’ reading comprehension, but the researcher still found a problem faced by the students. Some students still commit to user

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had difficulties in identifying the main idea of the text and identifying the referent of the text. Besides, some students still did improper activities like sleeping, chatting, drawing, doing homework the other lesson. Students did not respond to the teacher commands and they just copy their friend’s work or even did not do it. Dealing with those problems in the first cycle, the researcher revised her plans. The revised plans were: (a) The researcher should improve the students’ ability in identifying the main idea of the text and referent of the text by using more exercises about it and (b) The researcher will give more control to the students’ activities to do the exercises in order to make the students did not copy their friend’s work or even did not do it.

2) Action/ Implementation In this cycle, the researcher started implementing the technique of using mind mapping as teaching technique in the class. There were two meetings in this cycle.

Table 4.6 The Implementation of Cycle 2

The Meeting

Indicators The students are able to: (1) identify the main idea of the text;

Activities 1. The

researcher

showed pictures. 2. The researcher gave

(2) identify the implicit detail

guiding

information of the text;

about the topic based

(3) identify the explicit detail

on the pictures.

information of the text;

questions

3. The researcher gave a

(4) identify the referent of the

text and asked the

text; and

students to read it.

(5) identify word meaning in the

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4. The researcher asked

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text.

the students to discuss about the text in a group.

Meeting 1 and 2

5. The researcher asked the students to find the difficult words in the text. 6. The

researcher

explained about mind mapping and guided the students to make mind mapping based on

the

text

and

answered

the

questions

that

followed the text. 7. After

that,

the

researcher asked the students to answer the worksheet. 8. The researcher and the students reviewed the lesson.

a) The first meeting Saturday, May 26th 2012, the researcher came to the class to start the first meeting on second cycle. The bell was ringing at 08.20 a.m. She opened the lesson by saying greeting, “Good morning students”.

The students replied “Good morning Miss”. Then, the

researcher checked the students’ attendance. There was no student absent. There were 32 students in that class.

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The researcher told the students that she would use the technique that has been used in the previous meeting. The researcher explained about mind mapping briefly to make the students remember the cycle 1 meetings. After that, the researcher began to lead the students to the materials. The researcher began to start the lesson by asked some question related with recount text. Next, the researcher showed some pictures (the picture is about the topic that they will learn today) and the title of the text is Camping. The researcher asked some questions related to the pictures. When the researcher asked “What picture is it?”, a student answer “Itu gambar tenda, Miss”. Then, the researcher followed up the question “What did they do there?”. “Camping, Miss”, answered the students. The researcher also asked “Have you ever done a camping?”, some students answered “Not yet” and some students answered “Sudah dong Miss”. They seemed enthusiastic and interested in this topic. After all the students knew what topic that they will learn today, the researcher distributed a text and asked the students to answer TASK 2 (finding the meaning of difficult words). The researcher gave 5 minutes to finish this task. Some of them said “Miss, kata-katanya susah susah, boleh buka kamus kan miss?” and the researcher answered “Iya boleh membuka kamus, silakan!” After they finished their task, the researcher pointed some students to answer the questions. Then, the researcher pointed some students to read the text. Next, the researcher asked the students to discuss about the text and asked to make a mind mapping based on the text in a group of four. They had no trouble anymore. As usual, they had to determine the main idea of each paragraph, and then mapped the story in mind commit to user

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mapping.

After they finished their mind mapping, the researcher

asked the students to answer TASK 4, TASK 5, and TASK 6 in group. After that, the researcher and the students discussed it together. The researcher actively engaged the students in reading process through discussion and question-answer process in answering TASK 4, TASK 5, and TASK 6. In contrast to cycle 1, in cycle 2 the students’ work of each group exchanged with the other groups and the group who got the highest score would receive the reward. In discussing the tasks, the researcher also asked students whether they had any questions or not. There was still no question. Next, to check their understanding about the material they have learnt today, the researcher asked the students to answer the worksheet individually. Then, she distributed a text and asked to the students to make mind mapping and do the assessments. They looked so interested in making mind mapping, but the researcher asked them to read the text first before making mind mapping. The text entitled Vacation to London. After they finished make mind mapping, they answered some questions that follow the text. Because the time is over, the researcher asked the students to continue their works in home. She also asked students whether they had any questions or not. There was still no question. When the researcher asked what they felt about the lesson, they said that the lesson was interesting. The researcher closed the lesson by saying good bye. The researcher and the collaborator left the class.

b) The second meeting commit to user

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Wednesday, May 30th 2012, the researcher came to the class to start the second meeting on second cycle. The bell was ringing at 08.20 a.m. She opened the lesson by saying greeting, “Good morning students”.

The students replied “Good morning Miss”. Then, the

researcher checked the students’ attendance. There was no student absent. There were 32 students in that class. The researcher began to lead the students to the materials. The researcher began to start the lesson by asked some question related with recount text. Next, the researcher showed some pictures (the picture is about the topic that they will learn today) and the title of the text is The Lucky Day.

The researcher asked some questions related to the

pictures. When the researcher asked “What the picture is it?”, a student answer “Itu gambar orang kaget, Miss”. Then, the researcher followed up the question “Yes, she got a surprise. Have you ever got a surprise?”. Some students answered “Sudah, Miss”. “What is the surprise do you get?” asked the researcher. Some of the students answered “Surprise di hari ulang tahun, Miss”. They seemed enthusiastic and interested in this topic. After all the students knew what topic that they will learn today, the researcher distributed a text and asked the students to answer TASK 2 (matching the words and their meanings). One of the students said “Miss, bikin game kayak kemarin, trus dikasih hadiah” , and the researcher said “Iya, dikerjakan dulu TASK 2, setelah ini kita game lagi.”. The researcher gave 5 minutes to finish this task. After they finished their task, the researcher pointed some students to answer the questions. All of them answered correctly.

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After that, the researcher asked the students to make group of four and started to play the game. It called number head together. She gave instructions to the students. Each group had to count and every member of the group will get the numbers where these numbers became individual identity. Later, for example when the researcher wanted number one to answer the question, a member of group which number one had to answer question from the researcher. This game is meant to train students so that they are compact in the working group, not just a few people working, but all members of the group. After all the students gathered with their member, the game will begin. Each group should read the text, discussed the text and made mind mapping based on the text. When they finished in making mind mapping, each group had to do the tasks. RDC gave time for 30 minutes. After 30 minutes, the researcher started to discuss mind mapping and these tasks. All of the members got chances to answer the questions. All of then answered correctly. Even, When they discussed TASK 6, all of the students looked answer the task actively. As if they did not care that it was their turn or not. It was actually good, because it indicated that students became active and students responded to the teacher’s command, although the class to be a little bit crowded. After they finished discuss the tasks. Different with the previous meetings, in this meeting there was no worksheet individually. The researcher reviewed the material in cycle 1 and cycle 2. She reviewed how to identify main idea, referent, and how to find explicit and implicit detail information. She also did not forget reviewed how to make mind mapping to make easier comprehending

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the text. She also said that the next meeting will be held post-test 2 and asked the students to study hard. The researcher also asked students whether they had any questions or not. There was still no question. When the researcher asked what they felt about the lesson, they said that the lesson was interesting. The researcher closed the lesson by saying good bye. The researcher and the collaborator left the class.

c) The third meeting The fourth meeting was held on Wednesday, June 6th 2012. In this meeting, post-test 2 was conducted. This test was held to know the students’ reading comprehension after implementation of mind mapping in the cycle 2. The researcher entered the class VII E after the bell was ringing at 08.20 a.m. The class was very crowded. After all of the students took their seat, the researcher opened the lesson by greeting, asking the students’ feelings, and checking the students’ attendance. There was a student absent on that day because he was ill. The researcher said that she will give the post-test 2 to know the students’ reading comprehension in the cycle 2. All of the students seemed ready because the researcher has said it before. After the researcher shared the question and answer sheets, the students did the post-test 2 individually. After they finished the test, the researcher asked about the test, they said that the test was easy. Because it was the last meeting, the researcher said big thanks and apologizes if there were some mistakes during the research. Then, she closed the lesson by saying good bye. The researcher left the class.

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3) Observation and Evaluation a) The first meeting In the first meeting, all of the students attended the meeting. The researcher explained about mind mapping briefly to make the students remember the cycle 1 meetings. When the researcher gave brainstorming by using the pictures, the students felt interested with the topic. They gave various opinions and answers. The students were familiar with recount text, so they can explain what recount text is easily. In this meeting the researcher divided the students in group of four in discussing the text and doing the worksheet and mind mapping. Different with cycle 1, in cycle 2 the students had to exchange their work to other group. All of the students actively involved in discussing the tasks with the researcher. When the researcher asked about main idea and referent that existed in the text, almost of the students could answer the questions. The researcher gave more control to the students who did improper activities in the class. All of them focused in the task in a group. The researcher motivated them with a reward for a group who got the higher score. In general, the teaching and learning process in cycle 2 ran better than the cycle 1. The class was controlled and the students enjoyed joining the class

b) The second meeting commit to user

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In the third meeting, the students were very active and enthusiastic in doing the activities. Most of them were actively involved in the brainstorming activity. The class was very noisy, but it was good since the students were brave to express their opinion. Most of the students could easily answer the researcher’s questions about the topic. They worked in group compactly. They also can make mind mapping well. They did not confuse anymore like in the cycle 1. In discussing the task with the researcher, they were very active in answering the questions. The classroom situation was also more controlled. It can be seen that most of the students paid attention to the researcher’s explanation, doing the assignments and did not make noise in teaching learning process. In general, it can be said that the teaching learning process ran well in the second meeting.

c) The third meeting This is the last meeting and the meeting to conduct post-test2. The students do the test individually, but there were some students who cheating their friends. The researcher has to monitor it. But in general, they do the test by themselves and discipline. After they finished their work, the researcher said the farewell words. All of the students felt sad.

d) Findings of cycle 2 1) Improvements of the students’ reading comprehension

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After analyzing the observation result and the test result in the second cycle, the researcher evaluated the teaching and learning process she did so far. She found the students’ progress in reading comprehension and the students’ attitude. The result showed that there were some improvements achieved after doing the action. In reading indicators, there were scores’ improvements from post-test 1 to post-test 2 in cycle 2.

Table 4.7 The Result of Post-test 1 and Post-test 2

No.

1.

Indicators

Identifying the main idea of

Mean Score of

Mean Score of

Post-Test 1

Post-Test 2

58.75

71.88

76.56

88.02

76.67

90.42

55.80

72.76

71.43

73.66

the text 2.

Identifying the implicit detail information of the text

3.

Identifying the explicit detail information of the text

4.

Identifying the referent of the text

5.

Identifying word meaning in the text

The mean score of post-test 2 results done at the end of the cycle 2 was 80.31. It was better than the mean score of the posttest 1 score, which is 68.29. Mind mapping helped the students to improve their ability in all indicators of reading comprehension. The mean of the post-test 1 score in identifying the main idea

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(58.75) becomes (71.88) in the post-test 2, identifying the implicit detail information (76.56) becomes (88.02), identifying explicit detail information (76.67) becomes (90.42), identifying the referent (55.80) becomes (72.76), and identifying word meaning (71.43) becomes (73.66). The mean score of post-test 1 in identifying the main idea and referent were low and under the KKM, but the score of post-test 1 improved and fulfilled the KKM. After the end of cycle 2, the researcher conducted postquestionnaire. The questionnaire result showed that the student’s ability in reading, students’ attitude, and motivation toward the English lesson especially reading improved after the researcher used mind mapping in teaching learning process. From the questionnaire result in reading aspect, 75% students agreed that mind mapping solved their problem in identifying the main idea, 68.75% students agreed that mind mapping helped them in identifying details information, 75% agreed that mind mapping helped them in identifying the referent and 78.12% students agreed that mind mapping made them easy in identifying word meaning of the text. From the students and classroom situation aspects, 65.63% students agreed that mind mapping made them more interested in reading and 50% of the students agreed that mind mapping made them motivated, active in learning reading and did not sleepy. The researcher also conducted post-interview to some students in VII E. She picked three students and interviewed them. All of the students said that mind mapping helped them to solve almost of their problems in reading. They also said that mind commit to user

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mapping contained many pictures and colors, so it was interesting and made them excited in reading. The reward that was given by the researcher in teaching learning process motivated them to become compact to work in a group and do the best in doing their assignments in a group. The researcher also interviewed the teacher to get more information. From the interview, the teacher said that mind mapping used by the researcher is a good technique that helps students solve their problems in reading comprehension. The teacher also said that reward is a good solution to improve the students’ motivation and participation in learning English. “Mind mapping could and should be implemented in daily teaching learning process”, said the teacher. 2) Improvement of the class situation The improvements were not only of the students’ reading skill but also the students’ attitudes and classroom situation. In the first meeting, the students were still ashamed and awkward to get involved in the activities, but in the next meetings, they began participating actively by giving their opinion in brainstorming stage and in discussing the tasks. They were also interested and motivated to join and get involved in teaching learning process. When the teacher asked them to discuss in a group, they did it compactly. In the end of the cycle 1, there were some problems which were still found. The problems was solved in cycle 2 when the researcher gave more control to the students’ activities in order to make the students did not copy their friend’s work and did not improper activities. In addition, the researcher also gave the reward to a group which got the highest score to stimulate the students’ compactness. commit to user

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3) Summary of the research findings of cycle 2 Based on the observation, questionnaires and tests result, the improvement of the students’ learning achievement is drawn as in the table below.

Table 4.8. The Result of the Students’ Learning and Achievement in the End of Cycle 2

Data Source

Before the Action Cycle 2 1. Teaching

and

learning

process

After the Action Cycle 2 1. Teaching

and

learning

process

- Some students made noise in teaching learning process.

- Students

did

improper

- Students made less noise in teaching learning process.

- All of the students focused in

activities in the class like

doing the task and asked the

sleeping, chatting, drawing,

difficulties they found.

doing homework the other lesson, etc. - Students

still

became

- The students began to

passive in teaching learning

participate actively in

process

discussing the text and the

Observation Post-Interview

task. - Some

students

Post-

respond

Questionnaire

commands

Post-test 1

assignment

Post-Test 2

to

did

the

not

teacher

and

the

- The

students

did

their

assignment

and

always

responded

the

teacher

commands.

- Some students did not pay

- The students actively paid

attention to the teacher’s

attention to the lesson; they

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explanation.

also

did

cooperatively

the

task

with

their

group. 5) Reading comprehension

2.Reading comprehension

The mean score of post-test 1:

The mean score of post-test2:

- identifying the main idea of

- identifying the main idea of

the text (58.75) - identifying the implicit

- identifying the implicit detail

detail information of the text

information of the text

(76.56)

(88.02)

- identifying the explicit

- identifying the explicit detail

detail information of the text

information of the text

(76.67)

(90.42)

- identifying the referent of the text (55.80) - identifying word meaning in the text (71.43)

Mean Score

the text (71.88)

- identifying the referent of the text (72.76) - identifying word meaning in the text (73.66)

The mean score of post-test 1:

The mean score of port-test 2:

68.29

80.31

4) Reflection In this step, the researcher made an evaluation towards the teaching activity that had been carried out.

Table 4.9. The Reflection of The Cycle 2

The problems/weaknesses which must be solved: 1.

Students still had difficulties in identifying the main idea of the text (58.88) and identifying the referent of the text (55.80)

2.

Students still did improper activities, did not response to the teacher commands and did not doing their assignment.

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The final result of the research: 1.

The students were interested and motivated in teaching learning process, especially in reading class.

2.

The students paid full attention to the teacher’s explanation and actively involved in discussing the text and the tasks. They also brave to ask to the teacher when they found difficulties.

3.

They worked in group cooperatively after the researcher gave reward to the group who got the highest score.

4.

The students can identify the main idea and the referent of the text.

5.

The students’ score of all reading ability aspects improved.

B. Discussion

This section presents the discussion of research findings containing important points from cycle 1 to cycle 2as the final reflection.

Table 4.10. Summary of Research Findings Sources

Research Findings Score Indicators of Reading Comprehension

- identifying the main idea of the TESTS: Pre-Test Post-Test 1 Post-Test 2

Pre-Test

31.88

Post-Test 1

Post-Test 2

58.75

71.88

76.56

88.02

text

- identifying the implicit detail

75.52

information of the text

- identifying the explicit detail information of the text

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73.96

76.67

90.42

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- identifying the referent of the text 40.63

55.80

72.76

47.32

71.43

73.66

57.99

68.29

80.31

- identifying word meaning in the text. Mean score Observation (Field Notes)

Teaching and learning process using mind mapping: -

The students more active and enthusiastic in teaching learning process.

Pre-interview

The students paid full attention to the teacher’s explanation and actively

Post-Interview

involved in discussing the text and the tasks. They also brave to ask to

Pre-Questionnaire

the teacher when they found difficulties.

Post-Questionnaire

-

They felt very enthusiastic in reading class by using mind mapping.

1. The use of mind mapping improves the students’ reading comprehension From the tests result, it could be concluded that mind mapping could improve the students’ reading comprehension. Five aspects in reading comprehension in this research could be improved. Those are identifying the main idea, identifying the implicit detail information, identifying the explicit detail information, identifying the referent, and identifying word meaning of the text. In the final test, it was shown students’ higher achievement. Based on the study conducted by Deesri (2002) (in Siriphanich, 2010: 3) that a study conducted with the students of Mathayomasuksa 1 discovered that the English reading comprehension post-test mean score of students who were taught by mind mapping techniques was significantly higher than those of the pre-test. Maestas & Croll (1985) (in Siriphanich , 2002: 3) also carried out a study on the effects of training in story mapping procedures on the reading comprehension of poor readers. It was found that there was an increase on the students’ ability to answer comprehension questions and increased tendency to maintain story mapping component in their story recall.

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From the aforementioned studies above, it can be said that mind mapping improves the students’ reading comprehension. In addition, (Marton & Booth,1997: 6) said that Mind mapping is a cognitive strategy that helps to improve pupils’ ability in reading such as in conceptualizing, note taking and summarizing the crucial information for better understanding and memorization. It can be said that mind mapping is an appropriate technique to understand and comprehend the text better.

2. The use of mind mapping improves the English class situation especially in reading class Teaching reading through mind mapping technique made the students easier to understand the content of the text. They became more active in teaching learning process. They showed their contribution in discussion and participated well in teaching learning process by giving some opinion and asking some information they did not know. They enjoyed joining the class. Based on the study conducted by Deesri (2002) (in Siriphanich , 2002: 3) that the students’ attitude towards the mind mapping techniques also increased. In addition, Claxton and Murrell (1987) (in Budd, 2003: 8) said that The Mind Map exercise also supports classroom teaching that is responsive to diverse learning styles. It can be said that mind mapping is the appropriate technique to teach the students with the different learning styles. In line with them, Budd (2003: 12) said that the in-class construction of Mind Maps furthers an instructor’s fulfillment of Chickering and Gamson’s (1987) seven principles of good teaching practices. As the students are engaged in actively creating their own representations of the topic through their Mind Map, Working in small groups as the instructor consults with each group facilitates contacts between students and faculty and develops cooperation among students. commit to user

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From some studies above, it can be said that mind mapping improves the English class situation especially in reading class.

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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION The implementation of mind mapping as a teaching technique brings some effects as mentioned in the previous chapter, especially in relation with reading comprehension. The last chapter presents about the conclusion, implementation, and suggestion of the action research at the seventh year students of SMP Negeri 3 Colomadu in the academic year of 2011/ 2012 A. Conclusion

Based on the research results and discussion elaborated in the previous chapters, some conclusions can be drawn. Firstly, the use of mind mapping improves the students’ reading comprehension. It is shown from the increase of mean scores of pre-test and post-tests, compared to the mean score of pre-test which is 57.99, the mean score of post-test 1 increased up to 68.29. Then, the mean score of post-test 2 increased up to 80.31. Using mind mapping, the students were able to improve their reading comprehension. They could easily identify the implicit and explicit details information of the text, identify the word meaning of the text, identify the referent of the text, and identify the main idea of the text. Secondly, the use of mind mapping improves the English class situation especially in reading class. The students’ attitude toward English lesson especially in reading class got better. The students were interested in active participation and taking part in the lesson. They got actively involved in teaching learning process. Most of them were brave to read the text loudly. They were also brave to answer the questions from the researcher and ask the difficulties they found. They were very enthusiastic in following the teaching and learning process. Their motivation in commit to user

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English lesson also got better. Mind mapping, as new and interesting technique, helped them to have higher motivation and activeness in joining reading class. Finally, mind mapping can effectively be used as technique in teaching reading. Having some advantages that allows mind mapping facilities the learning process, mind mapping has improved the students’ reading comprehension and the class situation in the seventh year students of SMP Negeri 3 Colomadu.

B. Implication

In teaching reading in Junior High School, it is important to use any techniques which attract the students’ attention and interest. The use of appropriate technique in conveying the materials during the teaching and learning process will increase the students’ motivation and the students’ interest in following the lesson. It can also help them receive and understand the more materials. The use of mind mapping in teaching reading proves an effective way to improve the students’ reading comprehension. The research result shows that there are some improvements in the students’ reading comprehension and motivation after the implementation of the research. The use of mind mapping technique makes the students easier to understand the content of the text. Furthermore, the class situation also improves. The students become more active in learning reading. They enjoy in joining the lesson. They are more interested, enthusiastic, and active during the teaching and learning process. Therefore, it implies that mind mapping can be used as one of alternative technique that is effective in teaching learning English especially in reading to the seventh year students of junior high school.

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C. Suggestion

Based on the conclusion and implication above, there are some suggestions related to teaching reading as follows:

1. For teachers Reading class commonly seems not so interesting for the students. The teacher should use interesting technique in teaching and learning process. Mind mapping is one of interesting techniques that can be used in teaching reading because it contains many pictures and colors. Teacher also should create a good atmosphere in teaching-learning in order to make students motivated to learn and interested during the teaching-learning process. 2. For Students Students should motivate themselves to learn English. They should follow all the activities in teaching and learning process in groups or individually. Students must keep their attitude during the teaching and learning process. They should not disturb the other friends who pay attention to the teacher. Students also should not be afraid of making mistakes and keeping on trying in making mind mapping. They should have more practices both in school and at home. 3. For Other Researchers This study discusses the use of mind mapping as a teaching technique to improve students’ reading comprehension in Junior High School. It is expected that the result of this study can be used as an additional reference in conducting classroom action research for reading comprehension and other skills.

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