USING MIND MAPPING TECHNIQUE TO IMPROVE THE STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT
(1) IKIP PGRI Bojonegoro
(2) IKIP PGRI Bojonegoro
(3) IKIP PGRI Bojonegoro
(*) Corresponding Author
Abstract
Reading is a vital skill for junior high school students as it is tested in the national assessment. Unfortunately, they often experience comprehension difficulties such as confusion about the meaning of words or sentences, inability to connect ideas in a passage, omission of or glossing over details, difficulty distinguishing significant information from minor details, and lack of concentration during reading. This classroom action research aims to improve reading comprehension by using mind-mapping techniques on the eighth graders of SMPIT Insan Permata, Bojonegoro. Field notes, observation checklists, interviews, questionnaires, and reading tests were used to collect data. The results of the field note showed that the mind mapping technique was 96.7% employed properly in the classroom based on the teaching plan. Furthermore, the result of the interview demonstrated that the mind mapping technique could solve their reading problems and help them understand a text. The results of the observation checklist also indicated that all students were actively involved and gave positive responses during the implementation of the mind mapping technique. Meanwhile, results from pre-and post-questionnaires revealed that previously uninterested students became more active, enthusiastic, and motivated in comprehending a text. The results from the preliminary test and the tests of cycles 1 and 2 indicated that the students’ average scores kept improving from 53.18, 76.36, and 95.45. In addition, the total number of students passing the minimum score of 75 also kept increasing, subsequently by 2, 7, and 11 students in the preliminary test, test 1, and test 2. In conclusion, the mind mapping technique was successful in improving the students’ reading comprehension of recount text.
Keywords
Full Text:
PDFReferences
Ahmadi, M. R., &PourhoseiinGilakjani, A. 2012. Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060. http://dx.doi.org/10.4304/tpls.2.10.2053-2060
Bolukbas, F. 2013. The effect of reading strategies on reading comprehension in teaching.
Buzan, Tony. 2012. Buku Pintar Mind Map. Jakarta: Gramendia Pustaka Agama.
Dalman. 2014. Keterampilan Membaca. Jakarta. Rajawali Pers.
Davis, G. A. 2012. Why is reading important? Retrieved July 7, 2015, from learn to Read: http://www.learn-to-read-prince george.com/why-isreading-important.htm
Fitriyah, H, & Fatmasari, R, K. 2018. Keterampilan Membaca. Bangkalan: STKIP PGRI Bangkalan.
Liu et al. 2014. The Effect of Mind Mapping on Teaching and Learning: a Meta Analysis. Standard Research Journals. 2(1). 2.
Mckee, S. 2012. Reading Comprehension, What We Know: A Review of Research 1995 to 2011. Language Testing in Asia, 2(1), 50. From: https://link.springer.com/content/pdf/10.1186/2229-0443-2-1- 45.pdf
Rezapour kavishasi, M, & Mahdavi zafarghandi, A. 2016. The Effect of Mind Mapping and Summarizing on EFL reading comprehension ability. International Journal of Language Learning and Applied Linguistics World, 11(2), 102-223.
Widiasworo, Erwin. 2017. Smart Study. Jakarta. PT Elex Media Komputindo.
Article Metrics
Abstract view : 450 timesPDF - 136 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id