the effectiveness of mind mapping technique in …

Jurnal Edulingua | Vol 4. No. 2. Desember 2017

THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE INTEACHING READING COMPREHENSION OF NARRATIVE TEXT

AT THE SECOND GRADE STUDENTS’ OF SMA ISLAM AL-HIKMAHMAYONG IN THE ACADEMIC YEAR OF 2017/2018

Arnita Dwi SeptiyaniIslamic University of Nahdlatul Ulama Jepara

[email protected]

ABSTRACTThe objective of this study is to examine the effectiveness of mind mapping technique appliedin teaching reading comprehension of narrative text. In this study, the data collected by usingquantitative research through experimental research. The study was carried out in two classes;the experimental class and the controlled class. The data were collected through tests whichwere delivered into the pre-test and the post-test. The result of the study showed that usingmind mapping technique is effective in teaching reading comprehension of narrative text Thegained score of the experimental class (28.46) is higher than the controlled class (21.34). fromthe result of statistic calculation, it is obtained that the value of t-observation (to) is 2.39 andthe degree of freedom (df) is 50. In the table of significance 5%, the value of degree ofsignificance is 2.00. comparing those values, the result is 2.39 > 2.00 which means t-observation (to) score is higher than t-table (tt) score. In other word, the AlternativeHypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. Therefore, teachingreading comprehension of narrative text by using mind mapping technique is effective.

Keywords: Mind Mapping Technique, Reading Comprehension, Narrative Text,Experimental Study

INTRODUCTIONEnglish is an international language and it isused all over the world. Nowadays, Englishbecome an important language. Harmer(2007:1) states that English is a language usedwidely for communication between peoplewho do not share the same first or secondlanguage. It means that English is consideredas a universal language which is spoken bymany people all over the world either as thefirst or second language. In Indonesia,English as a foreign language and it is a

compulsory subject in the curriculum. Thissubject is taught start from elementary schooluntil university and also tested in the nationalexam.In learning English, there are four basic skillsthat have to be mastered by learners. They arelistening, speaking, reading, and writing. Inforeign language learning, reading is skill thathas to be acquired by learners. Mubarok et al(2016:26) states that reading skill as one ofthe language skills always plays an importantrole in helping students of language in order

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to have better understanding of theirlanguage. It argues that reading is the mostessential skill for success in all educationalcontexts (Brown, 2004:185). It means thatlearners can get and learn many thingsthrough reading. In other words, the morethey read, the more knowledge they get.Reading ability cannot be separated fromcomprehension. In comprehending a text,students have to be guided by a teacher whichhas ability to guide them properly. In additon,reading comprehensively can be facilitated bymany strategies. In this case, comprehensionstrategy is needed by students in reading asstated by NSW Department of Education andTraining (2010:4) that comprehensionstrategies are the cognitive and metacognitivestrategies readers accomplish the goal ofcomprehension.At second grade students of senior highschool level, students are expected to learnsome types of text, such as report, analyticalexposition, narrative, hortatory exposition,and spoof. Narrative text is a common textwhich is used in teaching and learningactivities and national examination. Narrativetext is a text which tells a story using a seriesof events (NSW Department of Education andCommunities, 2011:3). Based on the theory,it can be assumed that narrative text can beinteresting and easy to study since its purposeis to entertain readers.There are some difficulties in comprehendinga text for second grade students of senior highschool, especially narrative text. Commonly,they cannot find the generic structure of astory, such as orientation, complication,resolution and re-orientation and also otherelements of a story, such as plot, character,and setting. Moreover, students are lack ofvocabularies. It makes students cannottranslate and interpret the content of a textproperly. It is caused because the students are

taught through conventional strategy withoutappropriate teaching methodology and mediain teaching and learning process of reading.In addition, they cannot get the main andsupporting idea from a text. Winanda(2015:6) states that students had difficulties ingetting information from the text, in this caseis narrative text. In fact, most of students alsothink twice before they start to read a textcomprehensively, whereas reading is a longprocess. It can be seen when they are prefer toanswer the questions quickly rather than readand comprehend the text deeply. As a result,it will lead students to have bad achievementin reading. Considering that facts, it is neededto find an applicable teachnique in teachingreading comprehension, where students areguided in getting proper ideas andinformation from a text. In this case, mindmapping technique can help students increasetheir competence in comprehending a writtentext. Buzan (2005:16) states that with mindmap, a long list of boring information can beturned into a colorful, highly organized,memorable diagram that works in line withyour brain’s natural way of doing things. As aresult, it will make students more enthusiasticand interested in teaching and learningprocess of reading comprehension. Inaddition, it can be considered that mindmapping can be an alternative technique inhelping students read a text comprehensivelyand achieve their academic success in thefuture.Based on the explanation above, the researchaims to examine the effectiveneness of mindmapping technique in teaching readingcomprehension of narrative text. The studyattempts to address the following researchquestion: How effective is mind mappingtechnique in teaching reading comprehensionof narrative text for the second grade students

Arnita Dwi Septiyani

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The Effectiveness of Mind Mapping Technique in Teaching Reading Comprehension of Narrative Text atThe Second Grade Students’ of Sma Islam Al-Hikmah Mayong in The Academic Year of 2017/2018

of SMA Islam Al-Hikmah Mayong in theacademic year of 2017/2018?

RESEARCH METHODThe research method used in this study wasquantitative research. The design of thisexperimental research is true-experimentaldesign. The designs are called true experimentbecause subjects are randomly assigned togroups. Because of the control they provide,they are most highly recommended designsfor experimentation in education (Ary et al,2010:305). In addition, the data was takenfrom pre-test and post-test score in order toknow whether or not mind mapping waseffective than conventional technique.This research was conducted in SMA IslamAl-Hikmah Mayong which is located on Jl.Pancur Gg.1 Pelemkerep, Mayong, Jepara,59465. The writer decided four classes of thesecond grade students as the population of theresearch. Thus, the sample of this researchwas XI IPA-2 as the experimental class andXI IPS-1 as the controlled class. This researchwas carried out for a month, start from August9th, 2017 to September 9th, 2017 in the oddsemester 2017/2018.The instruments used were pre-test and post-test. The pre-test was held on August 24th,2017 for the experimental class and August

25th, 2017 for the controlled class. The post-test was held on September 5th, 2017 for theexperimental class and September 9th, 2017for the controlled class. It was delivered in thelast time as a final test after the writerimplement the treatment. After conductingpost-test, the calculation of t-test was alsoused. T-test formula was applied to analyzethe data through manual and SPSScalculation. It was used in examining thesignificant difference of students’ readingcomprehension achievement between theexperimental class and the controlled class.

FINDING AND DISCUSSIONThe Data DescriptionIn this part, it shows the description ofstudents’ score in both the experimental andthe controlled class. The description isdivided into some sections; the pre-testscores, the post-test scores, and the gainedscores.The Pre-test ScoresThe pre-test was held at the first meetingbefore the writer implement the treatments. Itwas done on August 24th, 2017 for theexperimental class and August 25th, 2017 forthe controlled class. The following tableshows the result of pre-test:

Table 3.1The Result of Pre-Test Scores in General

No Classification Experimental Class Controlled Class1 The Highest Score 75 752 The Lowest Score 35 353 The Median Score 55 504 The Average Score 53.26 49.23

The Post-test ScoresThe post-test was held after treatments givento the students both in the experimental andcontrolled class. It was used to know the

students’ progress in learning readingcomprehension after the implementation ofthe technique and whether or not mindmapping technique effective to teach


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students’ reading comprehension. The post-test was held on September 5th, 2017 for theexperimental class and September 9th, 2017for the controlled class. Moreover, each test

was arranged into 20 items of multiplechoices taken from students’ English book.The tests were given to the experimental andcontrolled classes’ students.

Table 3.2The Result of Post-Test Scores in General

No Classification Experimental Class Controlled Class1 The Highest Score 95 852 The Lowest Score 35 353 The Median Score 70 554 The Average Score 81.73 70.57

The Gained ScoresThe gained score is difference on theimprovement from pre-test to post-test for the

experimental and controlled class. Here, thedata reports the students’ gained scores of theexperimental and controlled class

.Table 3.3

The Result of Gained Scores in GeneralNo Classification Experimental Class Controlled Class1 The Highest Score 45 352 The Lowest Score 15 -203 The Median Score 25 254 The Average Score 28.46 21.34

The Data AnalysisThis part is intended to answer the researchquestion whether mind mapping technique iseffective in teaching reading comprehension

of narrative text at the second grade studentsof SMA Islam Al-Hikmah Mayong. T-testwas used to answer the research question byusing manual calculation as follows:

Table 3.4The Comparison Scores of Each Student in the Experimental and

Controlled ClassStudents X Y X-MX Y-MX (X-MX)2 (Y-MY)2

1 25 25 -3.47 3.66 12.04 13.392 45 20 16.53 -1.34 273.24 1.793 25 10 -3.47 -11.34 12.04 128.594 25 25 -3.47 3.66 12.04 13.395 30 30 1.53 8.66 2.34 74.996 25 20 -3.47 -1.34 12.04 1.797 20 30 -8.47 8.66 71.74 74.998 20 25 -8.47 3.66 71.74 13.399 15 25 -13.47 3.66 181.44 13.39


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Students X Y X-MX Y-MX (X-MX)2 (Y-MY)2

10 20 30 -8.47 8.66 71.74 74.9911 45 -20 16.53 -41.34 273.24 170912 40 25 11.53 3.66 132.94 13.3913 20 25 -8.47 3.66 71.74 13.3914 30 35 1.53 13.66 2.34 186.5915 30 10 1.53 -11.34 2.34 128.5916 40 20 11.53 -1.34 132.94 1.7917 20 20 -8.47 -1.34 71.74 1.7918 20 15 -8.47 -6.34 71.74 40.1919 15 30 -13.47 8.66 181.44 74.9920 25 40 -3.47 18.66 12.04 348.1921 30 15 1.53 -6.34 2.34 40.1922 35 0 6.53 -21.34 42.64 455.3923 40 30 11.53 8.66 132.94 74.9924 40 35 11.53 13.66 132.94 186.5925 25 20 -3.47 -1.34 12.04 1.7926 35 15 6.53 -6.34 42.64 40.19

740 555 -0.22 0.16 2038.46 3727.89Mean 28.46 21.34 -0.00 0.00 78.40 143.38

The procedures of calculation are as follows:1. The mean of variable X= ∑= 74026= 28.462. The mean of variable Y= ∑= 55526= 21.343. Determining standard deviation score

of variable X

= ∑= 2038.4626

= √78.40= 8.854. Determining standard deviation score

of variable Y

= ∑= 3727.8926= √143.38= 11.97

5. Determining standard error of mean of

variable X= − 1= 8.85√26 − 1= 8.85√25


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= 8.855= 1.776. Determining standard error of mean of

variable Y= − 1= 11.97√26 − 1= 11.97√25= 11.975= 2.397. Determining standard error of

different mean of variable X and

variable Y= += 1.77 + 2.39= √3.13 + 5.71= √8.84= 2.97

8. Determining tot = M −MSEt = 28.46 − 21.342.97t = 7.122.97t = 2.399. Determining t-table in significance

level 5% with degree of freedom (df)= ( + ) 2= (26 + 26) 2= 52 2= 50Thus, the degree of freedom (df) is 50 and thecritical value of the df 50 by using the degreeof significance 5% is 2.009 and the tobserve is2.39. Clearly, it can be seen that the post-testscore of experimental class is higher than thescore of controlled class. The result of thecomparison between tobserve and ttable is 2.39 >2.00 = tobserve > ttable.Secondly, after analyzing the t-test score byusing manual calculation, the t-test was alsodone by using SPSS calculation. The resultcan be seen as follows:

Table 3.5The t-test of Pre-test in the Experimental Class and Controlled Class

Group Statistics

Group N MeanStd.

DeviationStd. Error

Mean

PretestExp 26 53.26 11.219 2.200Cont 26 49.23 8.909 1.747


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Independent Samples TestLevene’sTest for

Equality ofVariances

t-test for Equality of Means

F Sig. t df

Sig.(2-

tailed)

MeanDifference

Std.ErrorDifference

95% ConfidenceInterval of the

DifferenceLower Upper

Pretest

Equalvariancesassumed

2.931 .093 1.437 50 .157 4.038 2.809 -1.605 9.682

Equalvariancesnotassumed

1.437 47.559 .157 4.038 2.809 -1.612 9.689

Table 3.5 reports the t-test analysis of pre-testboth the experimental and controlled class.The analysis showed that the difference wassignificant at .157. It indicates that there is nosignificant difference between the pre-testscore of the experimental and controlled classwhich is the significance level of 0.157 ishigher than 0.05. Furthermore, it means that

pre-test scores of the experimental andcontrolled class are equal. The group statisticstable shows that the mean of the experimentalis 53.26 and the mean of the controlled classis 49.23. In addition, the mean difference boththe experimental and controlled class is 4.038.Moreover, the interval of the difference isbetween -1.605 and 9.682.

Table 3.6The t-test of Post-test in the Experimental Class and Controlled Class

Group Statistics

Group N MeanStd.

DeviationStd. Error

Mean

PosttestExp 26 81.73 7.340 1.439Cont 26 70.57 9.308 1.825


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Independent Samples TestLevene’sTest forEquality

ofVariances


F Sig. t df

Sig.(2-

tailed)

MeanDiffere

nce

Std.ErrorDifference



Posttest


.214 .645 4.797 50 .000 11.153 2.324 6.484 15.823

Equalvariancesnotassumed

4.797

47.422 .000 11.153 2.324 6.477 15.829

Table 3.6 describes the t-test analysis of post-test for both the experimental and controlledclass. The significant difference is 0.000. Thisresult reports that the significant level of0.000 is lower than 0.05. In other words, it canbe concluded that there was significance ofthe treatment. The group statistics table showsthat post-test score mean of the experimentalclass is 81.73 and the controlled class is 70.57.Moreover, the mean difference between theexperimental and controlled class is 11.153.Meanwhile, the interval of the difference isbetween 6.484 and 15.823.

Finally, in order to see the comparison ofscores between the experimental andcontrolled class, the writer also took t-testmeasurement of gained score. Here, gainedscore is calculated by computing thedifference between the pre-test and post-testscore for each student. This step is reallyimportant to know whether there is asignificant difference and to answer whetherthe alternative hypothesis (Ha) is accepted orrejected. The t-test calculation can be seen asfollowing table:

Table 3.7The t-test of Gained Scores in the Experimental and Controlled Class

Group StatisticsGroup N Mean Std.

DeviationStd. Error

Mean

GainedExp 26 28.46 9.029 1.770Cont 26 21.34 12.211 2.394


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Independent Samples TestLevene'sTest for

Equality ofVariances


F Sig. t df

Sig.(2-

tailed)

MeanDifference

Std.ErrorDifference



Gained


.261 .612 2.389 50 .021 7.115 2.978 1.132 13.097

Equalvariances

notassumed

2.389

46.047 .021 7.115 2.978 1.120 13.110

The above table describes that there is asignificant difference of the experimental andcontrolled class from measurement score.Based on the result of the statistic calculationabove, the score of tobserve is 2.389. By usingdegree of freedom 5%, the value of 50 (thedegree of significance) as stated in the t-tableis 2.009.

The Data InterpretationIn this section, the writer explains theinterpretation of the research finding. Theresearch is conducted to answer the questionwhether the use of mind mapping is effectiveto teach students’ reading comprehension ofnarrative text at the second grade of SMAIslam Al-Hikmah Mayong. In order to answerthe question, the writer states the AlternativeHypothesis (Ha) and the Null Hypothesis (Ho)as follows:The Null Hypothesis (Ho): there is nosignificant difference between students whoare taught by using mind mapping techniquein teaching reading comprehension ofnarrative text than students who are not taughtby using mind mapping technique.

The Alternative Hypothesis (Ha): there is asignificant difference between students whoare taught by using mind mapping techniquein teaching reading comprehension ofnarrative text than students who are not taughtby using mind mapping technique.To prove the hypothesis, the data gained inexperimental and control class is calculatedby using t-test formula with assumption asfollows:If to > ttable, the null hypothesis (Ho) is rejectedand alternative hypothesis (Ha) is accepted. Itis proven that mind mapping is effective toimprove students’ reading comprehension.If to < ttable, the null hypothesis (Ho) isaccepted and alternative hypothesis (Ha) isrejected. It is proven that mind mapping is noteffective to improve students’ readingcomprehension.Based on the analysis of the results above,there is a significant difference between thepost-test score in the experimental class andthe controlled class. Both of t-test results byusing manual and SPSS calculation are thesame. The results show that the experimentalclass got higher post-test score than the


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controlled class. Thus, there is a significantmeasurement score in the experimental classand the controlled class. The data areMx=28.46, My=21.34, SDx=8.85, SDy=11.97,t(50)=2.39.The result reports that the t-test is higher thant-table (2.39>2.00). It can be defined thatteaching reading comprehension of narrativetext by using mind mapping is more effectivethan teaching reading comprehension ofnarrative text without mind mapping since thealternative hypothesis (Ha) was accepted andthe null hypothesis (Ho) was rejected. In otherwords, teaching reading comprehension ofnarrative text by using mind mapping givespositive influence on the students’achievement of the second grade in SMAIslam Al-Hikmah Mayong.

CONCLUSIONBased on the discussion above, it can beconcluded that mind mapping technique isone of applicable teaching strategy that can beapplied in teaching reading. With mindmapping, students more enthusiastic and

interested in the teaching and learning processbecause they remember ideas andcomprehend information through keyword,pattern, and colors. Shortly, mind mappingtechnique can be an alternative technique inhelping students read a text comprehensively.Furthermore, the use of mind mapping gavesignificant improvement on students’ readingcomprehension of narrative text. This isproven based on the statistical calculation atthe previous chapter, there is a significantdifference between teaching readingcomprehension of narrative text by usingmind mapping technique and without mindmapping technique. The result shows that thevalue of t-test (2.39) is higher than ttable (2.00)at the significant level 5%. It means that theNull Hypothesis (Ho) is rejected and theAlternative Hypothesis (Ha) is accepted. Inshort, mind mapping technique is effective toimprove students’ achievement in readingcomprehension of narrative text at the secondgrade of SMA Islam Al-Hikmah Mayong.

REFERENCESAry, Donald, et al. (2010). Introduction to Research in Education (8th Edition). USA:

Wadsworth, Cengage Learning.Brown. (2004). Teaching by Principles An Interactive Approach to Language Pedagogy

(Second Edition). New York: Longman.Buzan. (2005). The Ultimate Book of Mind Maps, Australia: Harper Collins Publishers.Harmer. (2007). The Practice of English Language Teaching (Fourth Edition). England:

Pearson Education.Mubarok, H., Effendi, D. E., & Sofiana, N. (2016). COOPERATIVE INTEGRATED

READING AND COMPOSITION (CIRC)–BASED INTERACTIVE CD INTEACHING READING. Language Circle: Journal of Language and Literature, 11(1),25-36.

NSW Department of Education and Communities Press. (2011). Text Types (Different Typesof Writing). State of New South Wales. Retrieved fromhttps://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.pdf.

NSW Department of Education and Training Press. (2010). Teaching ComprehensionStrategies. State of New South Wales. Retrieved from


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http://bigscrubliteracy.nsw.edu.au/literacy/wp-content/uploads/Super-Six-Comprehension.pdf.

Winanda. (2015). The Effectiveness of Using Mind Mapping Technique to The Students’Reading Comprehension in Narrative Text of Tenth Grade Students at MA HM TribaktiKediri Academic Year 2014/2015. A Thesis. Kediri: English Education DepartmentFaculty of Teacher Training and Education University of Nusantara PGRI Kediri.


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