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“IMPROVING STUDENTS’ READING COMPREHENSION
(An Action Research at the Seventh Year Students of SMP N 3 Colomadu in
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the Undergraduate
TEACHER TRAINING AND EDUCATION FACULTY
i
“IMPROVING STUDENTS’ READING COMPREHENSION
THROUGH MIND MAPPING”
(An Action Research at the Seventh Year Students of SMP N 3 Colomadu in
Academic Year of 2011/ 2012)
By:
RISKA DWI CAHYANI
K 2208096
Thesis
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
“IMPROVING STUDENTS’ READING COMPREHENSION
(An Action Research at the Seventh Year Students of SMP N 3 Colomadu in the
the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the Undergraduate
TEACHER TRAINING AND EDUCATION FACULTY
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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
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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, October 2012
Consultant I, Consultant II,
Dr. Abdul Asib, M. Pd Drs. A. Dahlan Rais, M.Hum NIP. 19520307 198003 1 005 NIP. 19510326 198303 1 002
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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
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ABSTRACT
Riska Dwi Cahyani. K2208096. IMPROVING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING (An Action Resea rch 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.
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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.
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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.
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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
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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
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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:
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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
No
Activity
Month
I II III IV V VI
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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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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O B S E R V E
O B S E R V E
AC
TA
CT
RE
FL
EC
TR
EF
LE
CT
R E V I S E D P L A N
P L A N
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,
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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.
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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
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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 pre-
test and the post-test to know the difference before and after the cycle. In analyzing
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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:
N
XX
�=
N
YY
�=
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 post-
test 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 Time Activity Purpose Participants
Monday,
February13th 2012
Wednesday,
February 15th
2012
08.00-08.30
08.20-09.00
Interviewing the
teacher
Giving the first
questionnaires and
interviewing the
students
To identify problems
faced by the teacher and
the students
To identify problems
faced by the teacher and
the students
Researcher
Teacher
Researcher
Students
Saturday, April
28th 2012
08.20-09.40 Giving pre-test To identify the problems
faced by the students and
to know the students’
reading comprehension
Researcher
Students
Saturday, May
12th 2012
08.20-09.40 Implementing
Meeting 1
Cycle 1
To implement mind
mapping in teaching
reading
Researcher
Collaborator
Students
Wednesday, May
16th 2012
08.20-09.40 Implementing
Meeting 2
Cycle 1
To implement mind
mapping in teaching
reading
Researcher
Collaborator
Students
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Saturday, May
19th 2012
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, May
26th 2012
08.20-09.40 Implementing
Meeting 1
Cycle 2
To implement mind
mapping in teaching
reading
Researcher
Collaborator
Students
Wednesday, May
30th 2012
08.20-09.40 Implementing
Meeting 2
Cycle 2
To implement mind
mapping in teaching
reading
Researcher
Collaborator
Students
Wednesday, June
6th 2012
08.20-09.40 Meeting 3
Post-test 2
To know the students’
reading comprehension
after implementation of
mind mapping
Researcher
Students
Thursday, June 7th
2012
Thursday, June 7th
2012
11.15-12.00
12.00-12.30
Giving the first
questionnaires and
interviewing the
students
Interviewing the
teacher
To know the students’
opinion and attitude
toward reading after
implementation of mind
mapping
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 pre-
observation 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
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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 pre-
observation, 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.
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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 Activities
Meeting 1, 2, and 3
The students are able to:
(1) identify the main idea of the
text;
(2) identify the implicit detail
information of the text;
(3) identify the explicit detail
information of the text;
(4) identify the referent of the
text; and
(5) identify word meaning in the
text.
1. The researcher asked
the students about
their understanding of
recount text.
2. The researcher
showed pictures.
3. The researcher gave
guiding questions
about the topic based
on the pictures.
4. The researcher gave a
text and asked the
students to read it.
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 pre-
test 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.
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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
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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
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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
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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
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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
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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
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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
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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. Indicators Mean Score of Pre-
Test
Mean Score of
Post-Test 1
1. Identifying the main idea of the
text
31.88 58.75
2. Identifying the implicit detail
information of the text
75.52 76.56
3. Identifying the explicit detail
information of the text
73.96 76.67
4. Identifying the referent of the text 40.63 55.80
5. Identifying word meaning in the
text
47.32 71.43
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 After the Action Cycle 1
Observation
Pre-Interview
Pre-Questionnaire
Pre-test
Post-test 1
1. Teaching and learning
process
- Some students made
noise in teaching
learning process.
- Students did improper
activities in the class
like sleeping, chatting,
drawing, doing
homework the other
lesson, etc.
- Students became
passive in teaching
learning process
- Students did not
1. Teaching and learning
process
- Some students still made
noise, but they talked
with their friends to
discuss about the lesson
not another topic.
- The students focus did
the task but there were
still some students who
did not focus in the task
and disturbed their
friend. They also did
homework the other
lesson.
- The students began to
participate actively in
discussing the text and
the task.
- Some students still did
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respond to the teacher
commands and did not
doing the assignments
- Some students did not
pay attention to the
teacher’s explanation.
not respond to the
teacher commands
because they still
chatting with their
friends and copy their
friend’s work or even did
not doing it.
- The students actively
paid attention to the
lesson; they also did the
task cooperatively with
their group
2. Reading comprehension
The mean score of pre-test:
- identifying the main
idea of the text (31.88)
- identifying the implicit
detail information of
the text (75.52)
- identifying the
explicit detail
information of the text
(73.96)
- identifying the
referent of the text
(40.63)
- identifying word
meaning in the text
(47.32)
2.Reading comprehension
The mean score of post-test1:
- identifying the main idea
of the text (58.75)
- identifying the implicit
detail information of the
text (76.56)
- identifying the explicit
detail information of the
text (76.67)
- identifying the referent
of the text (55.80)
- identifying word
meaning in the text
(71.43)
Test The mean score of pre-test:
57.99
The mean score of port-test 1:
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
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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 Activities
The students are able to:
(1) identify the main idea of the
text;
(2) identify the implicit detail
information of the text;
(3) identify the explicit detail
information of the text;
(4) identify the referent of the
text; and
(5) identify word meaning in the
1. The researcher
showed pictures.
2. The researcher gave
guiding questions
about the topic based
on the pictures.
3. The researcher gave a
text and asked the
students to read it.
4. The researcher asked
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Meeting 1 and 2
text.
the students to discuss
about the text in a
group.
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
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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
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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
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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. Indicators Mean Score of
Post-Test 1
Mean Score of
Post-Test 2
1. Identifying the main idea of
the text
58.75 71.88
2. Identifying the implicit detail
information of the text
76.56 88.02
3. Identifying the explicit detail
information of the text
76.67 90.42
4. Identifying the referent of the
text
55.80 72.76
5. Identifying word meaning in
the text
71.43 73.66
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 post-
test 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 post-
questionnaire. 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
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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.
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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 After the Action Cycle 2
Observation
Post-Interview
Post-
Questionnaire
Post-test 1
Post-Test 2
1. Teaching and learning
process
- Some students made noise in
teaching learning process.
- Students did improper
activities in the class like
sleeping, chatting, drawing,
doing homework the other
lesson, etc.
- Students still became
passive in teaching learning
process
- Some students did not
respond to the teacher
commands and the
assignment
- Some students did not pay
attention to the teacher’s
1. Teaching and learning
process
- Students made less noise in
teaching learning process.
- All of the students focused in
doing the task and asked the
difficulties they found.
- The students began to
participate actively in
discussing the text and the
task.
- The students did their
assignment and always
responded the teacher
commands.
- The students actively paid
attention to the lesson; they
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explanation.
also did the task
cooperatively with their
group.
5) Reading comprehension
The mean score of post-test 1:
- identifying the main idea of
the text (58.75)
- identifying the implicit
detail information of the text
(76.56)
- identifying the explicit
detail information of the text
(76.67)
- identifying the referent of
the text (55.80)
- identifying word meaning in
the text (71.43)
2.Reading comprehension
The mean score of post-test2:
- identifying the main idea of
the text (71.88)
- identifying the implicit detail
information of the text
(88.02)
- identifying the explicit detail
information of the text
(90.42)
- identifying the referent of the
text (72.76)
- identifying word meaning in
the text (73.66)
Mean Score The mean score of post-test 1:
68.29
The mean score of port-test 2:
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
Indicators of Reading
Comprehension
Score
Pre-Test
Post-Test 1
Post-Test 2
TESTS:
Pre-Test
Post-Test 1
Post-Test 2
- identifying the main idea of the
text
- identifying the implicit detail
information of the text
- identifying the explicit detail
information of the text
31.88
75.52
73.96
58.75
76.56
76.67
71.88
88.02
90.42
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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.
- identifying the referent of the text
- identifying word meaning in the
text.
40.63
47.32
55.80
71.43
72.76
73.66
Mean score 57.99 68.29 80.31
Observation (Field
Notes)
Pre-interview
Post-Interview
Pre-Questionnaire
Post-Questionnaire
Teaching and learning process using mind mapping:
- The students more active and enthusiastic in teaching learning process.
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.
- They felt very enthusiastic in reading class by using mind mapping.
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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.
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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
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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.