STUDENTS PERCEPTIONS ON THE USE OF MIND-MAPPING …

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STUDENTS’ PERCEPTIONS ON THE USE OF MIND-MAPPING

TECHNIQUE IN EXTENSIVE READING II

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Pius Rahardian Putranto

Student number: 041214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHERS TRAINING AND EDUCATION FACULTY

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Jula Juli Guru

………….. Urip dadi guru iku panggilan hidup yang mulia Mula sak tindak tanduke kudu eling lan waspada Kesadharane kudu dibangun sesuai Pancasila Morale ditata ojok sampek melanggar norma Dhasare ngajar ya Undang-Undang Dasar Empat Lima Pancen tugase guru iku mencerdaskan nusa dan bangsa Kesetiaane kudu total tanpa pamrih Lan rela berkorban kanggo anak dhidhike Guru ngono conto sing ditiru lan digugu Mula tingkah lakune jok ono sing kliru Jenenge ae pahlawan tanpa tanda jasa Mula pengabdine jok ngarep-arep diganjar lan dipuja …………. (Air Kata Kata – Sindhunata)

This thesis is dedicated to:

My Parents, my Brother, and all my Teachers


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ABSTRACT

Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Sanata Dharma University. This study deals with the use of mind-mapping technique in Extensive Reading II class. Considering that mind-mapping technique plays important role and the use of mind-mapping technique in ER II has possibility to affect the students’ learning achievement, this research is conducted to answer two problems. (1) How is the mind-mapping technique implemented in the Extensive Reading II of English Language Education Study Program? (2) What are the students’ perceptions on the use of mind-mapping technique the Extensive Reading II of English Language Education Study Program? Three theories were employed in order to help the writer to answer those problems. First was the theory of mind-mapping technique. Second was the theory of perception, which includes definition, relationship between perceptions, learning and thinking, and factors influencing perception. Third was the theory of extensive reading. In order to answer the problems, the writer employed a survey research. The data were gained from interview, observation, and questionnaire. The sources of data of the interview and questionnaire were one of the lecturers and two classes of ER II. The observation was conducted in the class and outside the class. From the data analysis, the first result showed that mind-mapping technique was implemented well by applying the steps to do mind-mapping. First, the students were able to look for the relationships. The students used colors, lines, arrows to show the connections among the ideas generated on their mind-map. Second, they drew quickly on unlined paper without pausing, judging or editing. Third, they wrote down key ideas. Fourth, they put main idea in the center. The last, they leaved a lot of space. The second result showed that most of the students had positive perceptions on the use of mind-mapping technique in ER II. The positive perceptions gave benefits to the students. They were consolidating information, thinking through complex problems, and presenting information in order to develop new brain skill and high-order of thinking. Based on the results, there were many benefits that the students obtained. However, the use of mind-mapping technique in ER II class should still be improved. The lecturer should give other alternatives to make mind-map. One of the alternatives is drawing the mind-maps manually. Besides, the students should display the result of their mind-map in their presentations.


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ABSTRAK Rahardian Putranto, Pius. (2009). Students’ Perceptions on the use of Mind-mapping Technique in Extensive Reading II. Yogyakarta: Universitas Sanata Dharma. Penelitian ini melingkupi penggunaan teknik mind-mapping di kelas Extensive Reading II. Mengacu bahwa teknik mind-mapping mempunyai peran penting dan penggunaan teknik mind-mapping di kelas ER II mempunyai kemungkinan untuk mempengaruhi pencapaian belajar siswa, penelitian ini ditujukan untuk menjawab dua rumusan masalah. Rumusan masalah tersebut adalah (1) Bagaimana teknik mind-mapping diterapkan dalam kelas Extensive Reading II di Universitas Sanata Dharma? (2) Bagaimana persepsi siswa-siswa terhadap penggunaan teknik mind-mapping dalam kelas Extensive Reading II di Universitas Sanata Dharma? Tiga teori dicantumkan untuk membantu penulis menjawab permasalahan-permasalahan tersebut. Pertama adalah teori teknik mind-mapping. Kedua adalah teori persepsi, yang mencangkup arti persepsi, hubungan antara persepsi, belajar dan berpikir,dan factor-faktor yang mempengaruhi persepsi. Ketiga adalah teory Extensive Reading. Untuk menjawab masalah-masalah tersebut, penulis menggunakan metode survey. Data penelitian diambil dari wawancara, observasi dan kuesioner. Sumber data yang digunakan untuk wawancara dan kuesioner adalah salah satu dosen dan dua kelas ER II. Observasi dilakukan di dalam dan di luar kelas. Berdasarkan data yang diperoleh, hasil pertama dalam penelitian ini menunjukkan bahwa teknik mind-mapping diterapkkan dengan baik yaitu dengan menerapkan langkah-langkah membuat mind-mapping. Pertama, para siswa dapat mencari hubungan setiap ide. Mereka menggunakan warna, garis, tanda panah untuk menunjukkan hubungan anta ride yang mereka hasilkan di dalam mind-map. Kedua, mereka dapat menggambar dengan cepat di atas kertas tanpa jeda ataupun mengedit. Ketiga, mereka menulis gagasan penting. Keempat, mereka dapat menulis gagasan utama di tengah. Terakhir, mereka dapat memberi sisa ruang di kertas mereka. Hasil kedua dalam penelitian ini menunjukkan bahwa sebagian besar siswa mempunyai persepsi yang positif terhadap penggunaan teknik mind-mapping di kelas ER II. Persepsi positif tersebut memberikan keuntungan bagi siswa-siswa. Keuntungan-keuntungan itu adalah mengolah informasi, berfikir untuk memecahkan masalah-masalah rumit, dan menghadirkan informasi guna meningkatkan cara berpikir baru dan berpikir cerdas. Meskipun ada banyak keuntungan yang diperoleh siswa, penggunaan teknik mind-mapping masih harus dikembangkan. Dosen yang bersangkutan seharusnya menawarkan alternatif-alternatif lain untuk membuat mind-mapping. Alternatif itu dengan tidak hanya menggunakan program komputer tetapi dengan menggambar secara manual. Selain itu, siswa seharusnya menampilkan hasil mind-map mereka di dalam presentasi.


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ACKNOWLEDGEMENTS

First and foremost, I would like to express my sincere gratitude to my

Lord Jesus Christ Almighty for the magnificent love. I graciously thank Him for

His blessings and guidance in my life. I also wish to express my gratitude to the

holy Mary, the mother of all nations, who bestows upon my life with the splendid

love.

I would like to express my deepest gratitude to my major sponsor, Mrs.

Carla Sih Prabandari, S.Pd., M.Hum., for her kindness, encouragement, advice

and patience in helping and guiding me during completion of this thesis. I would

also like to thank all of the lecturers in English Language Education Study

Program for involving me in the real learning process during my study in Sanata

Dharma University. I would also like to acknowledge Mr. G. Punto Aji, S.Pd., M.

Hum., for the permission to conduct this research in his class, I thank him for the

valuable information he has willingly provided for me.

My deepest love and gratitude go to my parents, Yosaphat Hadi Sunyoto

and Chatarina Sri Haryati, for giving me the greatest love, care, affection and

prayer. My special thanks also goes to my dearest brother, Victor Puguh Harsanto

for his togetherness. I also thank Om Hery, Bulik Ning, Brian, Brenna) and Trah

Resosumartan for their kindness as well as supports.

I am really indebted to my PBI friends: Ahmed, Albert, Greg, Nanda, Rita,

Hana, Yuni, Silvi, Tika, Endi, Bishop, Novi, Jody, Dwi Aryani, Bruder Yanu,

Sari, Vany, Sigit, Lexy, and Komunitas Sor Tangga. I thank them for the


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friendship and togetherness during our study. My special thanks also goes to Deny

Septiyani for the time to share, affection, encouragement, and support.

Finally, many thanks are addressed to those who have endlessly helped,

supported and motivated me in completing this thesis, whose name I could not

mention one by one. May God bless them all.

Pius Rahardian Putranto


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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................ i

PAGES OF APPROVAL …..………………………………............... ii

PAGE OF DEDICATION …………………………………………… iv

STATEMENT OF WORK’S ORIGINALITY…………................... v

ABSTRACT ………………………………………………................... vii

ABSTRACT ............................................................................................ viii

ACKNOWLEDGEMENTS………………………….......................... ix

TABLE OF CONTENTS………………………………….................. xi

LIST OF TABLE……………………………………………………... xiii

LIST OF FIGURES ............................................................................. xiv

LIST OF APPENDICES …………………………………………….. xv

CHAPTER I. INTRODUCTION

A. Background of the problem ……………………………............... 1

B. Problem Limitation ……………………………………………… 3

C. Problem Formulation ……………………………………………. 4

D. Research Objectives ……………………………………............... 4

E. Research Benefits ……………………………………….............. 4

F. Definition of Terms …………………………………………….... 5

CHAPTER II. LITERATURE REVIEW

A. Theoretical Description ………………………………………….. 7

1. Theory of Mind-mapping Technique …………………...…… 7

2. Theory of Perception ………………………………..……….. 12

a. Definition of Perception …………………………………. 12

b. Relationship between Perceptions, Learning and

Thinking …………………………………………………. 13

c. Factors Influencing Perceptions …………………............. 15

3. Theory of Extensive Reading ……………………..……….... 18

B. Theoretical Framework …………………………………………. 21


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CHAPTER III. METHODOLOGY

A. Research Method ……………………………………………….. 23

B. Research Participants …………………………………………… 24

C. Research Instruments …………………………………………… 25

D. Data Gathering Technique ……………………………………… 27

E. Data Analysis Procedure ……………………………………….. 27

CHAPTER V. RESEARCH FINDINGS AND DISCUSSION

A. The Implementation of Mind-mapping Technique in

Extensive Reading II …………………………………………..... 29

1. The Implementation of Mind-mapping Technique in ER II

Based on the Observation …………………………………… 29

2. The Implementation of Mind-mapping Technique in ER II

Based on the Interview ……………………………………... 34

B. The Students’ Perception on The Use of Mind-mapping

Technique in ER II …………………………………………..….. 35

1. Students’ Perception on the Use of Mind-mapping Technique

in ER II Based on the Questionnaire ………………………… 36

2. Students’ Perception on the Use of Mind-mapping Technique

in ER II Based on the Observation …………………………… 44

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ……………………………………………………… 46

B. Suggestions ……………………………………………………… 47

BIBLIOGRAPHY ............................................................... …………. 49

APPENDICES ……………………………………………. …………. 51


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LIST OF TABLE

Page

Table 4.1: The Frequency and Percentage of the Students’

Responses to each Statement on the Questionnaire … 36


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LIST OF FIGURES

Page

Figure 1. Sample of Mind-Mapping ………………………………….. 11

Figure 2. Gibsons’ Perceptual Process …………………….. …………. 14


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LIST OF APPENDICES

Page

APPENDIX 1 : Observation Checklist ………………………………….. 51

APPENDIX 2: The Raw Data of the Observation ……………………… 53

APPENDIX 3: Questionnaire …………………………………………… 60

APPENDIX 4: Questionnaire Result of the Use of Mind-Mapping

Technique in Extensive Reading II ……………………. 62

APPENDIX 5: Questions of Interview with the Lecturer ..…………….. 64

APPENDIX 6: Result of Interview with the Lecturer ………………….. 65

APPENDIX 7: Result of Interview with the Students ……………………. 66

APPENDIX 8: Lesson Unit Plan ………………………………………. 70

APPENDIX 9: Examples of students’ mind-map ………………………. 73


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CHAPTER I

INTRODUCTION

This study intends to explore students’ perception on the use of mind-

mapping technique in Extensive Reading II class of English Language Education

Study Program. This chapter presents the background of study, problem

limitation, problem formulation, objective of the study, benefits of the study, and

definition of terms.

A. Background of the problem

Traditionally, teaching-learning process is teacher-centered (English

Teaching Forum, 1991: 31). The teacher only explains the materials and the

student only becomes the passive listeners. There is a gap between the teacher

and the student, and, therefore both of them lack for mutual information. Besides,

the objectives of learning English are not merely limited to grammatical mastery,

but it must be aimed at facilitating the student to develop their high-order of

thinking and to acquire knowledge. However, many teachers have started to be

more creative in preparing materials and techniques for their teaching process.

They develop their materials and use some techniques in order to make the

learners feel easy and relaxed in their learning process and be more self-reliant in

acquiring the knowledge.

Nowadays, most lecturers apply teaching-learning techniques which put

emphasize on increasing student’s autonomy. One of the techniques is mind-


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mapping. A mind-mapping is similar to a road map to help the learners on their

journey (Busan, 1991). It provides an overview or overall picture of a particular

subject and helps to plan the route or choices. Buzan adds that the mind-mapping

stores a large amount of information efficiently, but the exciting part was to

discover that the final mind-map is not only readable, but also potential to

exercise the brain in a very exciting way. It helps develop critical thinking, which

is often overlooked by traditional teaching methods. In addition, one of the

powerful things about mind-mapping is that it becomes a tool to encourage

creative thinking and often creative solutions to problems. Furthermore, Mind-

mapping can help the learner understand and remember important points on their

readings.

In the teaching learning at English Language Education Study Program,

some lecturers have also started to use some techniques in order to make their

students feel at ease in their learning and help them to achieve their goal of the

learning. One of the lecturers in English Language Education Study Program has

been developing a mind-mapping technique in Extensive Reading II (KPE 315)

class. Extensive Reading II course is one of the compulsory courses taught in

English Language Education Study Program. This class is aimed at improving

students’ reading skills through literary works and scientific or journalism

writings (Panduan Akademik, 2004). By using the mind-mapping technique in ER

II class, it is expected that students will have the pleasure while expressing some

ideas from reading passages. After reading some passages, students can focus on

key ideas written down in their own words, and then they look for branches out


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and connections between the ideas. Therefore, the student is mapping knowledge

in a manner which will help them understand and remember new information.

Extensive reading is a reading activity that is done for pleasure

(Mikulecky, 1990). The students are given freedom to choose what they want to

read. They are free to choose the reading passages. Meanwhile, the lecturer has to

monitor the progress of the learners. Then, the lecturer starts to implement the

mind-mapping technique in order to help students reach the goal of their study.

Students’ opinions and attitudes toward specific classroom activities or

teacher-student interactions can affect the decision related to the best way to

modify and employ various techniques and methods in the classroom (Young,

1991). In addition, students’ perception also covers wide variety of factors related

to their language experiences, including opinion about their teachers, views of

instructional activities and approaches, and expressions of satisfaction with their

progress in their classroom. Therefore, students’ perception on what they learn

also plays a key role in the success or failure of the learning.

This study is then aimed at finding out the implementation of mind-

mapping technique in ER II class and discovering the students’ perception on the

implementation of mind-mapping technique in ER II class.

B. Problem Limitation

The use of mind-mapping technique in ER II class may lead the students to

have their perceptions on the technique that influences students’ achievement in

learning. This research will focus on two points, namely the implementation of


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mind-mapping technique in ER II class and the students’ perception on mind-

mapping technique in ER II class of the third semester of English Education Study

Program to assess learners’ progress in Extensive Reading

C. Problem Formulation

From the problem limitation, the problems can be formulated as follows:

1. How is the mind-mapping technique implemented in the Extensive Reading II

class of English Language Education Study Program?

2. What are the students’ perceptions on the use of mind-mapping technique in

Extensive Reading II class of English Education Study Program?

D. Research Objectives

The objectives of this research are as follows:

1. To find out how the mind-mapping technique is implemented in the Extensive

Reading II class of English Language Education Study Program.

2. To find out what the student’s perceptions on the use of mind-mapping

technique in the Extensive Reading II class of English Language Study

Program are.

E. Research Benefits

The findings of the research hopefully will be valuable for the student and

the lecturer of English Language Study Program.


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1. Students

This research discusses the students’ perceptions on the use of mind-

mapping technique. The researcher hopes that the students may improve their

ability to comprehend reading passages in ER II class.

2. The Extensive Reading II lecturers of English Education Study Program

This study provides information on how the student perceives on the use

of mind-mapping technique in ER II class. The positive perceptions may affect on

positive behavioral aspects so that the goal of the study can be achieved.

Hopefully, this research can help ER II lecturers gain further information about

the use of mind-mapping technique in teaching ER II. Besides, the students’

perception on the teaching technique implemented by the lecturer can also be used

to improve the teaching-learning activities.

F. Definition of Terms

1. Perception

In this study, the term perception is defined as a process by which

individuals organize and interpret their sensory impressions in order to give

meaning to their environment (Robbins, 2005). In this research, perception refers

to what students interpret in the use of mind-mapping technique.

2. Mind-Mapping technique

Mind maps are tools which help students think and learn (Busan, 1991).

Mind-mapping is also a dynamic and exciting tool to help all thinking and

planning become interesting.


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3. Extensive Reading II (KPE 315)

Based on Panduan Akademik 2004, Extensive Reading II is one of the

obligatory courses taught in English Language Study Program in Sanata Dharma

University. Extensive Reading II is presented in the third semester. In This study,

Extensive Reading II refers to a course which has a goal to improve students’

reading skills through literary works and scientific or journalism writings


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CHAPTER II

LITERATURE REVIEW

In this chapter, a discussion is presented on theories underlying this study.

This chapter is divided into two parts. The first part is the discussion of the

theoretical description. It gives a detailed discussion of important concepts

related to the study. The concepts discussed here are mind-mapping technique,

perception in learning process, and extensive reading. The second part is the

theoretical framework.

A. Theoretical Description

In this part, the researcher presents some related literature, which is needed

to conduct the research. This part deals with mind-mapping technique, perception

on language learning, and extensive reading.

1. Mind-Mapping Technique

According to Buzan (1974), mind mapping is described as a process that

would help revolutionize how people take notes, how people think, how people

work and how people organize information. Buzan (2000) also describes the

beginning of the new century as the 'Millennium of the Mind' and the 'Century of

the Brain' and he is now a world authority on the brain, memory, creativity and

speed-reading. Therefore, using mind-mapping is one way to help people

improve their memory, creativity, and speed-reading.


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Buzan adds that mind-mapping is similar to a road map to help on a

journey (Buzan, 1991). It provides an overview or overall picture of a particular

subject and helps to plan the route or choices. The mind-mapping stores large

amounts of information efficiently, but the exciting part was discovering that the

final mind-mapping is not only easy to read and look at, but also uses the potential

of the brain in a very exciting way. It helps develop new brain skills, which are

often overlooked by traditional teaching methods. In a lecture, the students are

drilled to develop their brain skill to make mind-mapping easy to read and

interesting. In class, students use mind-mapping technique to summarize

information from reading passages. Buzan further asserts that mind-mapping is

also useful for consolidating information from different research sources, thinking

through complex problem, and presenting information in a format that shows the

overall structure of the subject. Therefore, mind-mapping is also useful when

students want to organize ideas or information, generate idea, and solve complex

problems.

Instead of presenting the term of mind-mapping, this research also presents

a term, namely semantic mapping. This term is supported by Masters and Mori

(1993: 118).

Semantic mapping technique is being used to motivate and involve students in the thinking, reading and writing aspects. It enhances vocabulary development by helping students to link new information with previous experience.


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Furthermore, Estes (1999) also offers the technique with the semantic mapping.

Semantic mapping is graphically representing concept. It portrays the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept.

This idea implies that semantic mapping is actually similar to mind-mapping. In

other words, semantic mapping shows some related information to be connected

and semantic mapping helps students exercise their capacity to think.

Mind-mapping (or concept mapping) involves writing down a central idea

and thinking up new and related ideas that radiate out from the center of the mind-

map (Buzan, 1991). By focusing on key ideas written down in the students own

words, and then looking for branches out and connections between the ideas,

students are mapping knowledge in a manner that will help them understand and

remember new information. Buzan (1991) also presents some stages to do a

mind-mapping:

a. Looking for Relationships

Using lines, colors, arrows, branches or some other way of showing

connections between the ideas generated on the mind map. These relationships

may be important in understanding new information or in constructing a

structured essay plan. By personalizing the map with own symbols and designs

students will be constructing visual and meaningful relationships between ideas

that will assist them in their recall and understanding.


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b. Drawing Quickly on Unlined Paper without Pausing, Judging or Editing

This step promotes linear thinking whereas the idea of mind mapping is to

think creatively and in a non-linear manner. There will be plenty of time for

modifying the information later on but at this stage it is important to get every

possibility into the mind map. Sometimes, some obscure possibilities that may

become the key to the knowledge of a certain topic.

c. Writing Down Key Ideas

Some students find that using capital letters encourages them to get down

the key points. Capitals are also easier to read in a diagram. Students may,

however, wish to write down some explanatory notes in lower case. Some

students do this when they revisit the mind map at a later date while others write

in such things as assessment criteria in this way.

d. Putting Main Idea in the Center

Most students find it useful to do a mind map in "landscape" style. With

the main idea or topic in the middle of the page this gives the maximum space for

other ideas to radiate out from the center.

e. Leaving a Lot of Space

Some of the most useful mind maps are the ones that are added to over a

period of time. After the initial drawing of the mind map students may wish to

highlight some points, add information or add questions for the duration of a


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subject right up until exam time. At the first meetings (of the semester), students

draw initial mind maps to highlight some points, so that, later, they can add

further information or questions during the period of their study (in the semester).

For that reason it is a good idea to leave a lot of space. Here is the example of

mind-mapping:

Figure 1. sample of mind-mapping (source: www.buzancentre.com/mindmapgallery.httm accessed on July 4, 2008)

This mind-mapping only contains the essential points that a student picks

up from a reading passage of a text and was produced from memory alone. The

topic that is used in this mind-mapping is exercises for relaxation and de-stressing.

This mind-mapping puts a central idea in the center. Color branches are made to

connect among ideas in details using some key words.


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In addition, in order to support this study, the writer also presents the

theory of perception since one of the aims of this research is to find out the

student’s perception on the use of mind-mapping technique.

2. Perception

a. Definition of Perception

There are some sources to define perception. Perception is defined as a

process of organizing information that an individual gains from his environment

to make it logical and sensible (Gibson, 1997). In other words, perception is the

way to organize information around and to make it logical and sensible.

Meanwhile, Gibson, Ivancevich, and Donnelly (1985) state that perception is an

activity which employs us in every day of our lives. The perception is a set of

factors which influence the motivational state of people in organization. It means

that perception influences a person’s motivation in his or her surroundings.

In addition, according to Kreitner and Kinicki (1992), perception is mental

and cognitive process that enables us to interpret and understand our

surroundings. It means that perception is a response of our surroundings.

Meanwhile, Leontiev (1981) states that perception is the process by which

existence of objects and phenomena is reflected in a person’s consciousness. The

process happens with the help of the person’s sensory organs namely: eyes, ears,

tongue, nose, and skin. Leontiev’s statement means that a person’s sensory organ

helps to perceive objects, surroundings, and events around him or her consciously.

Meanwhile, Altman, Valensi, and Hodgetts (1985) define perception as a

person’s way of selecting and grouping stimuli, so that stimuli can be interpreted


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meaningfully. Altman et al. (1985) adds that perception is a process by which a

person views reality. The way a person views the reality depends on how the

available information is organized. Furthermore, Forgus (1966) states that

perception is a process of information extraction. It means that perception is the

process where the information is selected or sorted.

After knowing some definitions of perception, relationship between

perceptions, learning and thinking will be presented in the next discussion.

b. Relationship between Perceptions, Learning and Thinking

In learning English as a foreign language, students’ perception has an

important role. Tse (2000) states that students’ perception of their foreign

language (FL) learning classroom experiences have important pedagogical and

programmatic implications. It has also been theorized as having an effect on

linguistic outcomes. Students’ perception also covers wide variety factors related

to their foreign language experiences, including opinion about their teachers,

views of instructional activities and approaches, and expressions of satisfaction

with their progress in their classroom. Young (1991) states their hypothesis that

pedagogically, students’ opinions and attitudes toward specific classroom

activities or teacher-student interactions can affect decisions related to the best

way to modify and employ various techniques and methods in the classroom.

Therefore, students’ perception on what they learn also have role to the success

and failure on the learning.

Perception is defined as a process by which individuals organize and

interpret their sensory impressions in order to give meaning to their environment


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(Robbins, 2005). So, the perception is the product of the responding to the

stimulus or to the surrounding and of the process itself.

Figure 2. Gibson’s Perceptual Process (Gibson et al., 1985)

Based on Gibson’s perceptual process, there are three main points in the process

of forming perception. The first is the input of stimuli. Each person selects

various cues that influence his or her perceptions of people, objects, and symbols

(Gibson et al., 1985). Each person will select different signal that she/he wants

based on her/his needs. After she/he has the signal, she/he observes those signals

or stimuli. The observation of the stimuli includes the cognitive processing. It

means that each person processes the stimuli in the mind. When the cognitive

process is finished, it will result as the evaluation and interpretation of the reality.

In this point, he/she will give her/his interpretation or it can be called by sensation

and evaluation of the stimuli. Through the interpretation and evaluation, it can

result the response of behavior and attitudes formed. Perception, on the other

hand, better describes one's ultimate experience of the world and typically

involves further processing of sensory input. In practice, sensation and perception

are virtually impossible to separate, because they are part of one continuous

process.

Stimuli

Observation of the stimuli

The evaluation

and interpretation

of reality

A response behavior

Attitudes formed


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Perception sometimes can also change and does not remain static. It

depends on the stimulus, which is experienced by people who perceive. For

example, the researcher perceives that being a teacher was not enjoyable

occupation in the past because he has not experienced being as a teacher yet. But,

now the experience may change that being a teacher is an enjoyable occupation

after he has teaching experience. So, from the example, it can be seen that stimuli

can affect people in forming their new perception.

If perception can change, it is also possible for the students to change their

perception on what they experience especially on the use of mind-mapping

technique. The students’ perception on the use of mind-mapping can change

based on the stimuli during experiencing it in their learning process. It is very

important and useful to see the progress of the students in their learning process.

The students’ perception on the use on mind-mapping can be gained from

a process in forming a perception. They have a signal that is mind-mapping

technique in their learning process based on their need. Then, they experience and

observe their signal or stimuli. In this process, the cognitive process is also

happening in their mind. Finally, they have their own perception when the

process is complete.

c. Factors Influencing Perceptions

According to Gibson et al. (1985), there are six factors influencing people

perception. They are stereotyping, selectivity, self-concept, situation, needs, and

emotions.


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1) Stereotype

Stereotype is a set of beliefs about the characteristics of people in

particular in particular group that is generalized to all members of the group

(Gibson et al., 1985). It means that what people believe is related to and might be

influenced by the ethnic group membership. Altman et al. (1985) adds that

stereotype is the process of categorizing people or things based on limited amount

of information. It means that people choose their own category of people or things

based on their expectation. In the perception on the use of mind-mapping, the

stereotype might occur. People or students concern with things which are

appropriate to their stereotype and might be influenced by others that do not

match with their perception.

2) Selectivity

According to Gibson et al. (1985), people tend to ignore information or

cues that might make them feel discomfort. So, people tend to select the positive

stimuli then process them in the brain because it is impossible for them to have all

the stimuli. However, people have their own interest so that each person will

select what is the important one in fulfilling the needs. In the mind-mapping

technique, students have their own interest toward the mind-mapping technique

and whether this technique is important for them or not.

3) Self-concept

According to Mouly (1973), people only receive something that is

consistent with their motives or goals. People can only interpret their experience


17

to make them compatible with their present self-concept. The paradigm or the

way we see our self will also influence our perception. People will have the

perception after they choose the stimuli by themselves. Self-concept is often

performed in the attitudes based on the stimuli which may result at the feeling like

or dislike about certain thing.

4) Situation

The pressure of time will literally force a manager to overlook some

details, to rush certain activities, and to ignore certain stimuli such as request from

other managers or superiors (Gibson et al., 1985). Altman et al. (1985) adds that

expectation towards situation may affect what he or she perceived. In the mind-

mapping technique, the situation during the process of the implementation of

mind-mapping technique is important in forming the perception. Students will

see the situation of the stimuli especially in mind-mapping technique before they

finally get the perception.

5) Needs

People are significantly influenced by needs and desires (Gibson et al.,

1985). People do something based on their needs. In the use of mind-mapping,

the needs of the students of their learning will also affect their perception.

6) Emotions

According to Gibson et al. (1985), strong emotions often distort

perception. All people have emotion, so different emotion will also have different

perception.


18

In the next discussion, the writer presents the definition of Extensive

Reading and some principles related to Extensive Reading.

3. Extensive Reading

Extensive reading is an approach to language teaching in which learners

read a lot of easy material in the new language (Bramford, 2004). Brown (2004)

also stated that Extensive reading is a reading activity that applies to texts of more

than a page, including professional articles, essays, technical reports, short stories

and books. Moreover, when the learners read extensively, they tend to read the

text for pleasure (Harmer, 2004). Therefore, assessing extensive reading directs

learners’ global understanding of some texts.

Since extensive reading is a reading activity that is done for pleasure, the

role of a formal text that requires all learners to answer some questions from the

same text is inappropriate. In extensive Reading, students choose their own

reading material and read it independently. They read their own reading material

for general, overall meaning, information and for enjoyment or pleasure.

Extensive reading depends on the students’ having suitable reading

material. Therefore, it is appropriate that the first two principles of the extensive

reading concern what students read. Here are some principles related to the

extensive reading (Bramford, 2004):

a. The Reading Material Is Easy

This is the most important principle of extensive reading for language

learning because students are unlikely to succeed in reading extensively if they

have to work hard with difficult material. Students read material that contains few


19

or no unfamiliar items of vocabulary and grammar. In ER II class, students read

many kinds of material. Students tend to choose the materials which are easy to

read. But, although they choose the easy material they also find some difficult

vocabularies. Therefore, in the week assignment, students are required to submit

the summary of what they read and include the difficult vocabularies.

b. A Variety of Reading Material on A Wide Range of Topics Is Available

Variety means that students can freely find things they want to read based

on their interests. Different kinds of reading material also encourage a flexible

approach to reading. Students can read the material using their own ways and

reasons. In ER II class, students have their own right to read many kinds of topics

based on their interest.

c. Learners Choose What They Want to Read

Self-selection of reading material is the basis of extensive reading, and it

puts students in a different role from that of traditional classroom, where the

teacher chooses or the textbook supplies reading material. One reason that many

students enjoy extensive reading is that students can choose what they want to

read. After students have their own topic, they choose the reading passage by

themselves. In ER II class, the students are required to choose ten reading

passages or materials during one semester. Therefore, students play important role

to decide and choose what kinds of reading passages or materials they want to

read.


20

d. Learners Read as much as Possible

The benefits of language learning through extensive reading come from

the quantity of the reading passages. The benefits of extensive reading can take

effect, if students read a book in a week because it corresponds to goal of

extensive reading. However, the implementation in ER II class, students are

required to read one passage each week. After students read the reading passage

they choose, students are supposed to report what they read in the form of mind-

mapping.

e. Reading Speed Is Usually Faster rather than Slower

Because learners read material that they can easily understand, it

encourages fluent reading. Dictionary use is normally discouraged because it

interrupts reading, making fluent reading impossible. Instead, learners are

encouraged to ignore or guess at the few unknown language items they may meet.

The same principle applies to the ER II class, in which students are supposed to

read fluently. They are not expected to use dictionary all of the time but to guess

the unfamiliar words. But, if students really do not know the words they may open

dictionary and note the difficult words and report it in the weekly assignment.

f. The Purpose of Reading Is Usually Related to Pleasure, Gaining Information, and General Understanding

Extensive reading encourages reading for pleasure and gaining

information. It is in contrast to academic reading and intensive reading. Rather

than 100 percent comprehension, learners’ aim is only to gain sufficient

understanding in order to achieve their reading purpose.


21

g. Reading Is Individual and Silent

Students read at their own speed. In some schools, there are silent reading

periods when students read their self-selected books in the classroom. Most

extensive reading, however, is homework. It is conducted outside the classroom.

In ER II class, students read the materials they choose at home. They decide when

and where they want to read in a week. They are also free to decide when they

have to finish reading.

B. Theoretical Framework

The use of mind-mapping technique gives various experiences to the

students. The students’ experiences of the use of mind-mapping technique also

influence the students to have different perception.

Perception is subjective experience a person has and in a learning process

after he/she experiences and observes his/her signal or stimuli. Perception also

includes the aspects of observing, comprehending, and responding certain thing.

Each person will have different perception because he/she has his or her own

interest and subjectivity.

The implementation of the use of mind-mapping technique in ER II class

is important to be known in order to know the cause of the student’s perception on

the teaching technique being used by the lecturer. Therefore, observation aimed

at discovering the implementation of the technique is conducted. The definition

of mind-mapping technique is employed because mind-mapping technique is very

useful to achieve the goal or purpose of the students’ learning. Mind-mapping are


22

means which help students to think and learn. The nature of mind-mapping is that

mind-mapping involves writing down key ideas in students’ own words, and then

looking for branches out and connections between the ideas. By building a mind-

map, we are mapping knowledge in a manner which will help us understand and

remember new information.

The theory of mind-mapping has a critical role to play in successful

learning. Therefore, it is important if it is apllied by both students and teachers.

The result of the observations will be written in paragraph to be analyzed and

interpreted.

In finding out what students’ perception on the use of mind-mapping

technique in ER II class, the writer employs the relationship between

Perceptions, Learning and Thinking and the factors influencing perception. The

writer needs to know whether perception has relation with learning or not.

Factors influencing perception are also needed by the writer because it helps the

writer to find out factors that can make students have various perceptions on the

strategy. In order to find out the second question, the writer distributes

questionnaire and the results are coded, analyzed, interpreted, and written in

paragraphs.

The next chapter will discuss methodologies that are used to find out the

answers of the three questions.


23

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of this study. There are five parts to be

discussed in this chapter. They are method, population and subject of the study,

research instrument, data gathering, research procedure, and data analysis.

A. Research Method

This research was survey research. According to Ary, Jacobs, and

Razavieh (2002), survey research is a technique in research whose data are

gathered by asking questions to a group or individuals. Groves, Fowler, Couper,

Lepkowski, Singer, and Tourangean (2004a) also state that a survey is one of the

most methods that is commonly used in the social sciences. Its aim is to

understand the social phenomena, the societies work and also to test theories of

behavior. It means that a survey research is research that is used to understand the

human behavior and characteristics of the target people. Survey research was

applied in this research since this research was aimed to find out the

implementation of mind-mapping technique in ER II and the students’ perception

on the use of mind-mapping technique in ER II. In survey research, the data is

gathered by observing the human behavior, interviewing the target people and

recording their answers (Groves et al., 2004b). Therefore, the data of this research

were gained from observation, interview, and questionnaire.


24

B. Research Participants

The subjects or participants of this research were the lecturer and the

students of ER II class of English Language Education Study Program of Sanata

Dharma University. The observation was conducted to two classes of the ER II

Class. They were class A and B. The researcher observed all the classes because

each class had its own dynamics, students’ interaction and also its own

characteristics. The lecturer also became the participant of the interview. The

interview was conducted to know how mind-mapping was implemented in the

class.

Besides the lecturer, the participants of this research involved the

students from two classes of the four ER II classes (class A and B, academic year

2006). There were fifty-five students of both ER II classes. Most of the students

were 4th semester’s students. All of them were the research subject of this

research.

C. Research Instruments

Observation, interview, and questionnaire were used as instruments of this

research.

1. Observation

According to Fraenkel and Wallen (1993), observation is used in order to

know how people act or how things look like. In this research, the observation

was used to gather data on how the mind-mapping technique was implemented.

The observation was divided into two parts. The first part was the observation


25

inside the class. This part consisted of eight points. The second part was the

observation outside the class. In other words, the second part was the students’

behavior during making the mind-maps. This part consisted of eight statements.

The researcher joined the class and observed how the class ran from the beginning

until the end. It was conducted in three meetings to see the progress of the class.

The researcher did not only observe the teacher’s activities in the class but also

the students’ activities when they were making their mind-maps outside the class.

(See appendix 1).

2. Questionnaire

The second instrument was questionnaire. Ary, Jacobs, Razavieh (1990)

state that a questionnaire was an instrument of the study to gather information

through the respondents’ written responses to a list of questions. This instrument

provided the researcher with information and suggestions of the students’

perception on the use of mind-mapping technique. The questionnaire was

specialized to the students who used mind-mapping technique because there were

some students who did not use mind-mapping in their ER II class. The

questionnaire contained fourteen closed-ended questions and two opened-ended

questions to be answered by the participants. The participants’ responses on the

statements gave description on their perception and the participants’ answer on the

one open-ended question gave their opinion and suggestion on the use of mind-

mapping technique on ER II Class.

Basically, the fourteen statements of the questionnaires were intended to

know how the students perceived the use of mind-mapping technique in their


26

learning (Gibson et al., 1985 and Buzan 1991). The participants should be careful

in responding to all the statements and questions especially in understanding what

they experience in mind-mapping.

The students were asked to respond to all the statements in the provided

columns as their responses. The value of the responses was one to five. The value

indicated their level of agreement. The value was for 1 for totally disagree, 2 for

disagree, 3 for uncertain, 4 for agree, and 5 fro strongly agree. The totally agree

or agree column was for those who had “good” perception on what they students

did in their learning. The uncertain column was for the students who felt doubtful

on what they perceived from their study. The students may be in between whether

the students had well or bad perception. They may enjoy what they did in their

learning but they may feel that there were some aspects they did not like.

3. Interview

The third instrument was interview. The interview checklists were

employed so that the information that was obtained was complete and

comprehensive. The interview was conducted to both the students and the lecturer

of ER II Class. The interview with the students aimed to recheck what students

stated in the questionnaire, while the interview with the lecturer was conducted to

know lecture’s motivation, expectation and goal on implementing mind-mapping

technique.


27

D. Data Gathering Technique

The data gathering was conducted by the observation, interview and

questionnaire in the progress of Extensive Reading II class. The data of the

observation were gained when the researcher joined the class to see how the mind-

mapping technique was implemented. The observation was done on 29th of

February, 21st of March, and 12th of April. The data from the questionnaire were

collected when the researcher distributed the questionnaire to all participants and

they completed all the answers and responses. This was held on the last meeting

of ER II class, which was on 16th May, 2008. The data of the interview were

gained when the researcher had an interview with the lecturer and students. The

interview was held twice. The first was conducted to gain information from the

lecturer, which was on the 17th of May 2008. The second was held on 16th of

May, 2008 with the six students who were chosen based on their response on the

questionnaires.

E. Data Analysis Procedure

After all the information and the data were gathered, the researcher

analyzed all of the data from the questionnaires in order to answer all the

questions stated in the problem formulation in the Chapter 1. The first step in

analyzing gathered data was analyzing the observation sheet (See Appendix 1) in

order to find out the implementation of mind-mapping technique in ER II Class.

The analysis was in written paragraphs. This analysis also helped the writer find

out some possible suggestions on the use of mind-mapping technique.


28

The second step of data analysis was recording the result of questionnaire

into numerical data (See appendix 4). There were twenty statements and two

questions of the questionnaires that are analyzed. The scoring was strongly

disagree (1), disagree (2), uncertain (3), agree (4), and strongly agree (5). Each

statement was counted in percentage. After that, the percentage of each response

was counted for each questionnaire from each student. The writer put the raw data

in the form of table. The researcher then counted the total score of responses in

the questionnaire. From the total score, the researcher concluded the student’s

perception on the use of mind-mapping technique.

The third step in analyzing data was concluding the respondents’

perceptions from the data gathered from the observation, interview, and

questionnaires.


29

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the findings and data analysis resulted from the

research. This research was conducted to find out the implementation of mind-

mapping technique in ER II class and students’ perception on the use of mind-

mapping technique in ER II class.

A. The Implementation of Mind-mapping Technique in Extensive Reading II

The data were obtained through observation and interview with the

lecturer. Observation was carried out to answer the first problem of this study,

namely, how the mind-mapping technique is implemented in the ER II class of

English Language Education Study Program. The observation was conducted

when the student were making mind-map in class and outside class. In addition,

interview with the lecturer of ER II was also needed to know the implementation

of the mind-mapping technique.

1. The Implementation of Mind-mapping Technique Based on the Observation

The first observation was conducted on the fifth meeting in class A. This was the

first time where the students used mind-mapping technique in their class. The

students who decided to use mind-mapping were supposed to present their works

in front of the class after they had prepared the topic and collected the reading

passages during the first four meetings. Out of thirty-four students in


30

class A, twenty nine used mind-mapping. Meanwhile, there were five

students who did not use mind-mapping technique in class A. They had to present

the summary on the reading passages they read using mind-map.

The observation of the individual students was also important in order to

know how students made the mind-map. It was held on 12 and 13 March 2008.

Four students of class A and B were observed when they were making mind-map

individually in their boarding houses. Before the four students made mind-map,

they had to read their passages. And then, they started making mind-map using a

computer program, named Mind Manager. The students started to write the

central idea of the topic they were exploring in the center of the page. After that,

they added branches radiating from the center. They also used colors to make the

branches. After they added the branches from the center, they also added the sub-

branches with keywords. However, there was a student who made the mind-map

with pausing because he made mind-map while reading the topic. He also edited

the branches, so it took a long time to make the mind-map. It might be because

he/she had not found the meaningful relationship among the ideas. He sometimes

found it hard to transform what he understood into written form.

After observing the individual students, the next one was conducted on the

eighth meeting in class B. There were thirty five students in the class and twenty

eight of them used mind-mapping technique. In addition, there were four students

who had a chance to present their own topics and all of them used mind-map. In

this meeting, the students used the lines, branches, and colors to connect among

the key ideas of the passages. Most of the students also put the central idea in the


31

center and wrote it with a bigger font and branched or radiated the central idea

with keywords. And then, the students used their mind-map as a guide when they

were presenting the topic in front of the class. However, there were some students

who copied the sentences from the text to be put in the branch of the central idea.

For example, one of the students wrote alcohol and nutrition as the central idea in

the center of the page. He/ she wrote, Alcohol is considered to be a source of

empty calories because it provides only negligible amounts of vitamins and

mineral, instead of writing a keyword related to the center idea.

The third observation was conducted on the twelfth meeting in class A and

B. There were 34 students in class A and there were 36 students in class B. There

were twenty-nine students who used mind-map in class A and thirty students in

class B. Based on the observation, most of the students followed the steps to do

mind-mapping. The students used lines, colors, arrows, and branches to show the

connections between the ideas generated on the mind-map. They also put the

main idea in the center. Besides, they used landscape style of page. However,

there were some students who violated the steps. Some students did not use

capital letters in writing down the key ideas. They still wrote the key idea in a

small letters. It was very important to write the key idea in capital letters because

it helped them to get down the key point.

Based on the observation, it could be seen that the first point being

implemented by the lecturer in the class was choosing a topic. The students were

given four weeks to choose their topics. This topic, which was based on their

interests, was used during one semester. The students had the freedom to choose


32

the topic based on their interest since it would help them to use the mind-mapping.

In other words, their interest in the topic could attract and encourage them to make

mind-mapping.

The lecturer also asked the students to have ten reading passages related to

their topic during the first four weeks. Those ten chosen reading passages became

the reading materials for one semester. The lecturer also gave a chance to the

students to actively search their own material so that they were prepared well.

And then, the students would select one of their ten reading passages to be used in

each week. It was expected that by applying this way the students would have

good preparation and good achievement in the end of their learning.

The observation of two ER II classes and four students outside the class

when they were making mind-mapping gave a significant description on how

mind-mapping was implemented. Most of the students were able to clearly

identify the relative importance of each idea and to draw quickly on unlined paper

without pausing, judging or editing. They were also able to focus on the key ideas

so that it became more clearly defined. And then, the main idea were

immediately recognizable at the center of their mind-mapping and they were able

to leave a lot of space on their mind-maps.

Furthermore, there were some steps to make mind-map that were not

applied by some students. Based on the observation conducted in the class and

outside the class, there were some students who used mono color, namely black.

The disadvantage of this is that it was unattractive to both the mind-map maker

and reader. By using mono color, the process of constructing visual could not be


33

fulfilled since from the visual point of view, the mind-map looked monotonous.

There were no differences among supporting ideas. The students considered only

using black color because of the economical aspect, since they would save money

by printing the mind-map using black color only. Whereas, the use of multiple

colors not only contributed to better visual appearance but also to the

attractiveness of the mind-map. The use of multiple colors could stimulate

creativity of the student in giving different feature of supporting ideas. The

students were also able to improve their memory using different colors. In

addition, the mind-map that used multi color also developed the meaningful

relationship among supporting ideas so that it assisted the students to focus in the

frame.

In addition, there were also some students who needed longer time to

make the mind-map because the students made the mind-map while they were

reading their passages. The students might think that by using that step, they

would make the mind-map quickly. In fact, there were still some students who

took longer time to do mind-mapping because of many pauses to do some editing.

Besides, there were some students who did not use key words in their mind-maps.

They used sentences to radiate the main idea in the center. It might be difficult for

the students to search some key words from the sentences and wrote them down in

some phrases.

From the analysis of the implementation of mind-mapping technique in the

observation above, the researcher could conclude that most of the stages to do

mind-mapping were already applied by the students (Buzan 1991). First, the


34

students were able to look for the relationships. The students used colors, lines,

arrows to show the connections among the ideas generated on their mind-map.

Second, they drew quickly on unlined paper without pausing, judging or editing.

Third, they wrote down key ideas. Fourth, they put main idea in the center. The

last, they leaved a lot of space.

2. The Implementation of Mind-mapping Technique Based on the Interview

The result of the interview with one of the lecturers of ER II gave a

description on how mind-mapping technique was implemented in the class. The

lecturer said that the goal of implementing mind-mapping was especially to help

the student make summary of the reading passages. Besides, the lecturer

implemented mind-mapping in order to help the students analyze and retell the

idea, and improve their understanding.

The lecturer also explained how the mind-mapping was implemented in

the class. The lecturer offered software called Mind-Manager to help them build

the mind maps. The students had to submit the mind-map containing the

concepts of the reading passages they read once in a week starting from the fourth

meeting of the class.

The lecturer also offered to the students a computer program, namely

Mind-Manager, to help them build their mind-maps. However, it was not

obligatory. The students were free to use it or not. This indicated that the lecturer

gave a degree of freedom to the students in relation to the way of the learning.

Ninety percents of the students chose to use mind-mapping technique. The rest


35

preferred not to use it. This signified that most of the students were interested in

this technique.

Based on the analysis above, it could be seen generally how mind mapping

was implemented in ER II. The lecturer gave explanation on the activities related

to the use of mind-mapping technique. From the interview, the researcher can

see the lecturer’s motivation, goal, and expectation of implementing mind-

mapping technique.

The lecturer implemented the mind-mapping in the class in order to help

the students summarize their reading passages, analyze and retell the idea, and

improve their understanding. It would help them to do their weekly task to

summarize one reading passage. Besides, by implementing mind-mapping

technique in ER II, the lecturer expected that it would be useful for their literacy

development. They were analysis, synthesize, evaluate. In other words, it would

be useful to develop the students’ cognitive skill.

B. The Students’ Perception on the Use of Mind-mapping Technique in ER II

This part is divided into two sections, namely, the students’ perception on

the use of mind-mapping technique in ER II based on the questionnaire and the

students’ perception on the use of mind-mapping technique in ER II based on the

interview with students.


36

1. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Questionnaire

In order to find out the students’ perception on the use of mind-mapping

technique in ER II, questionnaires were distributed to the students of class A and

B. The questionnaires consisted of closed-ended questions. The close-ended

questions gave the students’ perception on the use of mind-mapping technique in

ER II. There were sixty nine respondents from both class A and B. The students’

responses to the questionnaire represented their perception on the use of mind-

mapping technique in ER II.

The following are the descriptions of the students’ responses to each

statement.

No Statement Frequency and Percentage

SD D U A SA

1 Whether they often use mind-mapping technique before.

2

2.90 %

1

1.45 %

2

2.90 %

32

46.38 %

32

46.38 % 2 Whether they always do

mind-mapping after reading some reading passages in Extensive Reading II class.

4

5.79 %

9

13.04 %

7

10.14 %

24

34.78 %

25

36.23 %

3 Whether they can make mind-map clearly.

1

1.45 %

7

10.14 %

7

10.14 %

38

55.07 %

16

23.19 % 4 Whether they feel easy to

make mind-map. 1

1.45 %

3

4.35 %

14

20.29 %

42

60.87 %

9

13.04 % 5 Whether they use of mind-

mapping technique motivates them to learn the materials better.

1

1.45 %

8

11.59 %

10

14.49 %

34

49.27 %

16

23.19 %

6 Whether the mind-mapping technique is the effective way to learn Extensive Reading II.

0

0 %

5

7.25 %

10

14.49 %

35

50.72 %

19

27.53 %


37

7 Whether mind-mapping technique helps them to understand the idea of the reading passages they read.

0

0 %

2

2.90 %

8

11.59 %

38

55.07 %

21

30.43 %

8 Whether mind-mapping technique helps them to be active student/learner.

1

1.45 %

6

8.70 %

9

13.04 %

37

53.62 %

16

23.19 % 9 Whether they feel challenged

when they use mind-mapping in their learning.

1

1.45 %

4

5.80 %

18

26.07 %

40

57.97 %

6

8.70 % 10 Whether the use mind-

mapping technique helps them to be creative.

1

1.45 %

1

1.45 %

7

10.14 %

43

62.23 %

17

24.64 % 11 Whether they like all the

activities related to the use of mind-mapping technique.

4

5.80 %

7

10.14 %

12

17.39 %

27

39.13 %

19

27.54 % 12 Whether they feel satisfied in

learning Extensive Reading II class using mind-mapping technique.

4

5.80 %

6

8.70 %

12

17.39 %

28

40.58 %

19

27.53 %

13 Whether they get more experience through mind-mapping technique.

1

1.45 %

1

1.45 %

10

14.49 %

49

71.01 %

8

11.59 % 14 Whether they believe that

they make good progress or improvement in their learning through mind-mapping technique.

1

1.45 %

3

4.35 %

9

13.04 %

48

69.57 %

8

11.59 %

Table 4.1 The Frequency and Percentage of the Students’ Responses to each Statement on the Questionnaire.

Table 4.1 shows the students’ responses to each statement on the

questionnaire. Responding to the first statement, whether they often use mind-

mapping technique before, thirty-two (46.38 %) students stated that they agreed.

Meanwhile thirty-two students (46.38 %) chose strongly agree. Three students

(two students totally disagreed and one student disagreed) proved to be rarely to

use mind mapping and there were two students who were undecided. However,


38

almost all the respondents were indicated that they often used mind-mapping

before, while the two students who strongly disagreed and the one who disagreed

might have seldom or never used mind-mapping before. Meanwhile, the other

two students did not decide whether they had often used mind-mapping before.

Statement number two asked about student’s frequency in using mind-

mapping after reading some passages in ER II. Four students (5.79 %) chose

strongly disagree and nine students (13.04 %) stated that they agreed. In addition,

there were seven students (10.14 %) who chose undecided. Furthermore, twenty-

four students (34.78 %) chose agree and 36.23 % or twenty-five students chose

strongly agree. This result indicated that most of the respondents always do mind-

mapping after reading some reading passages.

In addition, the statement number three, whether they can make mind-

mapping clearly, was responded well. One student (1.45 %) chose strongly agree

and seven students (10.14 %) stated disagree. Seven students (10.14 %) chose

undecided. In addition, there were thirty-eight students (55.07 %) who chose

agree and sixteen students (23.19 %) chose strongly agree. Obviously, most of

the respondents (fifty four students) stated that they could make mind-map

clearly. Unfortunately, there were eight students who admitted that they found

difficulties in making the mind-map.

Furthermore, from the students’ responses to the fourth statement, whether

they feel easy to make mind-map, it was known that one student (1.45 %) stated

that they strongly disagreed. Meanwhile, there were three students (4.35 %) who

chose disagree. There were fourteen (20.29 %) who did not decide whether they


39

felt easy when doing mind-mapping or not. In addition, there were forty-two

students (60.87) who chose agree, while 13.04 % or ten students stated that they

strongly agreed for statement number four. This result showed that most of the

students felt easy to make mind-map.

Responding to the fifth statement, whether the use of mind-mapping

technique motivates them to learn the materials better, one student (1.45 %) chose

strongly disagree. Eight students (11.59 %) stated that they disagreed. In

addition, there were ten students (14.49 %) who stated that they were undecided.

Forty students (thirty-four students agreed and sixteen students strongly

disagreed) proved to be motivated. It was obvious that most of the students

considered mind-mapping technique motivated them to learn the material better.

Statement number six concerned with whether mind-mapping is the

effective way to learn ER II. None of the students chose strongly disagree and

five students (7.25 %) stated that they agreed. Ten students (14.49 %) were

doubtful whether mind-mapping was an affective way to learn ER II or not. There

were thirty-five students (50.72 %) who stated that they agreed and 27.53 % or

nineteen students chose strongly disagree. This result showed that most of the

students (fifty four students) stated that mind-mapping was the effective way to

learn ER II.

From the students’ responses to the seventh statement, whether mind-

mapping technique helps them to understand the idea of the reading passages they

read, there were thirty-eight students (55.07 %) who chose agree and twenty-one

students (30.43 %) stated that they strongly agreed. They considered that mind-


40

mapping helped them to understand the idea of the reading passages they read.

Meanwhile, there were two students chose disagree and eight students were

confused whether mind-mapping technique helps them to understand the idea or

not.

Responding to the eighth statement about whether mind-mapping

technique helps them to be active student/learner, one student (1.45 %) stated that

he/she strongly disagreed. Six students (8.70 %) stated that they disagreed. There

were nine students (13.04 %) who chose undecided. 53.62 % or thirty-seven

students stated that they agreed. The rest, sixteen students (23.19 %) chose

strongly agree for statement number eight. This result indicated that most of the

students agreed that mind-mapping technique helps them to be active

student/learner.

Statement number nine concerned with whether they were challenged

when they used mind-mapping in the learning. One student (1.45 %) chose

strongly disagree. For disagree, there were four students (5.80 %) who chose it.

Eighteen students (26.07 %) responded to undecided. There were forty students

(57.97 %) who stated agree. Six students (8.70 %) stated that they strongly agreed

to respond statement number nine. It was obvious that most students agreed that

they were challenged to use mind-mapping.

Statement number ten, whether the use of mind-mapping technique helps

them to be creative, was responded to well. One student (1.45 %) stated that

he/she strongly disagreed. There was also one student (1.45 %) who stated that

he/she disagreed. There were seven students (10.14 %) who chose this value.


41

62.23 % or forty-three students stated that they agreed. Seventeen students (24.64

%) stated that they strongly agreed. It implied that more than half of the

respondents agreed that using mind-mapping helped them to be creative.

There were four students (5.80 %) who chose strongly disagree and seven

students (10.14 %) stated that they disagreed in responding to the eleventh

statement, whether they like all the activities related to the use of mind-mapping

technique. Twelve students did not decide on the statement and forty-six students

(twenty seven students agreed and nineteen students strongly agreed) proved to be

excited when they used mind-mapping. This result showed that most of the

students liked all the activities related to the use of mind-mapping technique.

Statement number twelve, whether they feel satisfied in learning Extensive

Reading II class using mind-mapping technique, was responded well. Four

students (5.80 %) chose strongly agree. Six students (8.70 %) stated that they

agreed with the statement. Twelve students were confused to decide. Twenty

eight students (40.58 %) stated that they agreed and nineteen students (27.53 %)

strongly agreed. Obviously, most of the students felt satisfied with their learning

using mind-mapping.

Statement number thirteen asked the respondents whether they got more

experience through mind-mapping technique. The result showed that one student

(1.45 %) chose strongly disagree and one student (1.45 %) chose disagree. While,

ten students (14.49 %) stated that they were undecided. Forty-nine students (71.01

%) chose agree and there were eight students (11.59 %) stated that they strongly


42

agreed. Obviously, more than half of the respondents agreed that they got more

experiences through mind-mapping technique.

Responding to the last statement, whether they believe that they make

progress or improvement in their learning through mind-mapping technique, one

student (1.45 %) stated that he/she strongly disagreed and three students (4.35 %)

stated that they disagreed. It entailed that some of them did not put their trust on

mind-mapping technique. There were nine students (13.04 %) who were doubtful

to choose this value. Fifty-six students (forty-eight students chose agree and eight

students chose strongly agree) proved to make good progress. This result implied

that most students believed that they made good progress or improvement in their

learning through mind-mapping technique.

By knowing the frequency and percentage of the students’ responses to the

questionnaire, the students’ tendency in perceiving mind-mapping technique could

be characterized. The students gained positive perception on the use of mind-

mapping technique in Extensive Reading II.

Based on the analysis above, the students had positive perceptions toward

the use of mind-mapping technique in ER II class. This was supported by the fact

that the value which was shown in the degree of agreement that most frequently

occurred was agree. Most of the students had experienced mind-mapping

technique before. Thus, they were familiar with mind-mapping technique.

Besides, most of the students often do or use mind-mapping after reading some

passages in ER II class. This familiarity and frequency of using mind-mapping

technique could affect their perception.


43

The positive perceptions on mind-technique were shown on statement

number three. The students stated that they could make mind-map clearly. This

happened because they had experienced mind-mapping technique before so that

this fact helped them to make mind-map clearly. Besides, the students found it

easier to make mind-map because they had experienced in using mind-mapping

before. However, there were fourteen students who were undecided whether they

could make mind-map clearly or not. Moreover, the students were motivated to

learn the material in ER II class better through the implementation of mind-

mapping technique. And then, statement number six indicated that students

perceived that mind-mapping technique was the effective way to learn ER II.

Furthermore, the students’ positive perceptions on mind-mapping

technique were also shown by the result of the questionnaire number seven and

eight. The students stated that mind-mapping technique helped them to

understand the ideas of the reading passages better and this make the students be

active students. Besides, the student also stated that using mind-mapping

technique was beneficial to help them to be creative as responded in the tenth

statement of the questionnaire. They were also able to use colors in their mind-

mapping so that it was very interesting It therefore corresponded to the goal of the

lecturer to drill the students to be more independent and self-reliant.

The students’ responses to statement number eleven also indicated that

they liked all the activities related to the use of mind-mapping technique in ER II

class. However, there were twelve students who were uncertain whether they

liked the activities especially the use of mind mapping. Meanwhile, the students’


44

also had a good perception toward the use of mind-mapping technique especially

in the satisfaction in their learning. Most of the students stated that they were

satisfied with learning ER II class using mind-mapping technique. However, there

were some students who were not satisfied with the use of mind-mapping in their

learning. It might have been because the students had their own ways to learn ER

II so that they thought mind-mapping was not really appropriate for them. In

addition, using mind-mapping technique in ER II class also provided the students

with more experiences in their learning. Through mind-mapping technique

students gained experiences that could improve their knowledge. Moreover, the

students’ last response to the statement also showed positive perception. They

believed that they make improvements on their learning with help of mind-

mapping.

Perceiving mind-mapping technique positively, the students considered

that mind-mapping technique gave three benefits. The first, it helped them to

consolidate information. The second, they could think through complex problems

by using mind-mapping technique. The last, the students could present

information in order to develop new brain skill and high-order of thinking. As a

result, the students must have positive perception on the use of mind-mapping

technique in Extensive Reading II class.

2. Students’ Perception on the Use of Mind-mapping Technique in ER II Based on the Interview

The description of the research participants’ responses in the interview

supported the result of the questionnaires. Six students became the interviewee.


45

Most of the students had positive perceptions. Most of them agreed with the

implementation of mind-mapping technique in ER II. They considered mind-

mapping technique as helpful, especially in motivating them and developing their

brains and knowledge. The students’ prior experience of using mind-mapping

also helped them to do mind-mapping better. They also agreed that mind-

mapping technique helped them to improve their creativity.

Furthermore, mind-mapping technique was very helpful for the students in

ER II class especially to get the idea and understand the topic. Nevertheless,

although most of the students perceived it in a positive way, there was one student

who perceived it in a negative way. He assumed that using Mind-Manager

impeded him. He was not accustomed to using Mind-Manager so he could not

operate it. He had difficulties to draw mind-maps in the Mind-Manager.

The use of Mind-Manager in ER II class was not always perceived

positively by some of the students. The presence of Mind-Manager as a tool to

make mind-map made them confused because he/she could not use it. This

condition made the student had difficulties in their learning.

From the interview with the students, it could be seen that most of them

had good or positive perception toward mind-mapping technique in ER II class.


46

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts. The first is the conclusions from the

analysis results. The second is suggestions related to the use of mind-mapping

technique in Extensive Reading II.

A. Conclusions

Based on the research findings and data analysis, the implementation of

mind-mapping technique in Extensive Reading II and the students’ perceptions on

the use of mind-mapping in ER II can be concluded as follows:

1. The Mind-mapping Technique Had Generally Been Implemented Well in Extensive Reading II by Applying the Steps to Do Mind-mapping.

Most of the students had applied the five steps to do mind-mapping in ER

II class. First, the students were able to look for the relationships. The students

used colors, lines, arrows to show the connections among the ideas generated on

their mind-map. Second, they drew quickly on unlined paper without pausing,

judging or editing. Third, they wrote down key ideas. Fourth, they put main idea

in the center. The last, they leaved a lot of space.

Furthermore, mind-mapping was being implemented in ER II especially to help

students’ taking notes and to organizing the information from the passages they

read. Besides, mind-mapping was highly useful for the students to help understand

the content of the passages. The implementation of mind mapping also


47

gave contribution to the students’ preparation to present what they read in

the class. In addition, the implementation of mind-mapping technique in ER II

had also corresponded to the steps to do mind-mapping as stated in Chapter II.

The students used simple words and wrote the key ideas or the important points of

the passages. However, there were some students who did not follow the steps by

not using colors in their mind-maps. There were also some students who used

small fonts so that their mind-mapping looked unclear. Besides, some students did

the mind-map while they were reading the passages, not doing reading first and

then doing the mind-map.

2. The Students Gained Positive Perceptions on the Use of Mind-mapping Technique in Extensive Reading II.

Most of the students agreed that the presence of mind-mapping was useful

for them. Mind-mapping especially helped them to understand the reading

passages and to organize the information from the passages. However, there were

some of the students who did not use mind-mapping in ER II. They might have

thought that the existence of mind-mapping hampered them to study. It might

have been because they did not use to draw so that it was hard to make the mind-

mapping.

B. Suggestions

The result of the study indicated that mind-mapping was successfully

implemented in Extensive Reading II by applying the steps to do mind-mapping

(Buzan, 1991) and it gave contribution to the students’ understanding.


48

Nevertheless, there are some notes that must be taken into consideration in order

to maximize the use of mind-mapping in ER II.

In order to have an effective mind-mapping, the students should have been

given deep introductions to the use of Mind Manager. The teacher can use the

four first meeting to practice together using the computer program so the students

do not get confused on how to make mind-map. Besides, the teacher should give

other alternatives to make mind-map. One of the alternative is drawing the mind-

maps manually. Therefore, it will give a big opportunity to develop students’

creativity.

During the implementation of this technique in the class, the students

should display the result of their mind-map in their presentations. The students

can use viewer or projector in order to display the mind-mapping so that the other

students can see their friends’ work and can follow their friends’ way of thinking.

Finally, it is hoped that this study will be beneficial for other researchers to

conduct a similar study related to the use of mind-mapping, to enrich this

research, and to design any assessments in order to maximize the use of mind-

mapping.


49

BIBLIOGRAPHY

Altman, S., Valensi, E. R., Hodgetts, R.M. 1985. Organazional Behaviour:

Theory and Practice. Orlando: Academic Press, Inc. Ary, D., Jacobs, L.C., & Razavieh, A. 1990. Introduction to Research in

Education (4th ed). Cambridge: Wadsworth Thomson Learning. Bramford, J and Day, R. R. 2004. Extensive Reading Activities for Teaching

Language. Cambridge: Cambridge University Press. Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practices. NY: Longman. Buzan, T. 1974. Use Your Hand. London: BBC. Buzan, T. 1991. The mind map book. New York: Penguin. Buzan, T. 2006. Mind Mapping: Kick-Start Your Creativity and Transform Your

Life. London: BBC Active. Buzan, T. 2008. Mind map Gallery. Australia: Buzan Centre Australia

(http://www.buzancentre.com/mindmapgallery.httm accessed on July 4,2008)

English Teaching Forum. 1977. France: Oral Presentations: group Activity or

One-Man Show. Washington D.C: Government Printing Office. Estes, Thomas H. 1999. Strategies for reading to learn: semantic maps.

University of Virginia (http://www.readingquest.org/edis771/semantic_maps.html, accessed on July 4, 2008)

Forgus, R.H. 1966. Perception: The Basic Process in Cognitive Development.

New York. McGraw Hill, Inc. Fraenkel, J.R., & Wallen, N.E. 1993. How to Design and evaluate Research in

Education. New York: McGraw Hill, Inc. Gibson, J. L., John M. Ivancevich, James H. Donelly Jr. 1985. Organization:

Structure, Process, Behaviour. Texas: Business Publication, Inc. Gibson, J. L., Ivancevich, J. M., Donelly, J. H. 1997. Organizations, Behaviors,

Structure, Processes. London: Times Mirror Higher Education Group, Inc.


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Groves, Robert M., F.J. Fowler Jr., M.P. Couper, J.M. Lepkowski, E. Singer, R. Tourangean. 2004. Survey Methodology. Willey-Interscience.

Kreitner, Robert and Angelo Kinicki. 1992. Organizational Behaviour. Illinois:

Rhichard D. Irwin, Inc. Leontiev, A.A. 1981. Psychology and the Language Learning Process. New

York: Pergamon Press Ltd. Mikulecky, B. 1990. A short course in teaching reading skills. Reading, MA:

Addison-Wesley.

Mouly, George J. 1973. Psychology for Effective Teaching. 3rd Edition. New York: Holt Rinehart and Winston, Inc.

Prasetyo, A.H., Herawati, H., Prihatin, P.N., Budiraharjo, M., & Aji, G.P. (2004).

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Robbins, S. 2005. Organizational Behaviour. New Jersey: Prentice Hall, Inc. Tse, Lucy. 2000. Students Perception of Foreign Language Study. The Modern

Language Journal, I (84), 69-84. Young, D. 1991. Creating a low-anxiety classroom environment. What does

Language Anxiety Research Suggest? Modern Language Journal, 75, 426-437.


APPENDICES


51

Appendix 1 OBSERVATION CHECKLIST

Day/Date : Class : Number of students : No. Activities Observed Not

Observed Comment

1. 2. 3.

4. 5. 6. 7.

Inside The Class The teacher explains what topic they are going to study The students use mind-mapping in their class The students use mind-mapping as a guide to present their topic The students look at their mind-map when presenting their topic There are relationship among ideas in their mind-map Students’ mind-map are easy to understand Students’ mind-map are interesting The students show their mind-map when presenting the topic


52

OBSERVATION CHECKLIST

Day/Date : Class : Number of students : No. Activities Observed Not

Observed Comment

1.

2.

3.

4.

5. 6.

7.

8.

Outside the class (Individually)Reading the passages before making mind-map Putting the central idea in the center Giving maximum space for other ideas to radiate out from the center Using bigger font to write the central idea Using landscape style of page Using branches to connect among the key ideas Using colors to connect among the key ideas Drawing with little pausing and editing


53

Appendix 2 THE RAW DATA OF THE OBSERVATION

Day/Date : Friday, 29 February 2008 Class : A Number of students : 34 No. Activities Observed Not

Observed Comment

1.

2.

3.

4.

5.

6.

7.

8.


√ √ √ √ √ √ - -

- - - - - - √ √

The main activity is presentation 5 students don’t use mind-mapping Most of the students use black


54

THE RAW DATA OF THE OBSERVATION

Day/Date : Wednesday, 12 March 2008 Class : - Number of students : 1 No. Activities Observed Not

Observed Comment

1. 2. 3. 4. 5. 6. 7. 8.

Outside the class (Individually) Reading the passages before making mind-map Putting the central idea in the center Giving maximum space for other ideas to radiate out from the center Using bigger font to write the central idea Using landscape style of page Using branches to connect among the key ideas Using colors to connect among the key ideas Drawing with little pausing and editing

√ √ √ √ √ √ √ √

- - - - - - - -


55


Day/Date : Wednesday, 12 March 2008 Class : - Number of students : 1 No. Activities Observed Not

Observed Comment

1. 2. 3. 4. 5. 6. 7. 8.


√ √ - √ - √ √ √

- - √ - √ - - -

Lack of space


56


Day/Date : Thursday, 13 March 2008 Class : - Number of students : 1 No. Activities Observed Not

Observed Comment

1. 2. 3. 4. 5. 6. 7. 8.


- √ √ √ √ √ √ -

√ - - - - - - √

He hasn’t read the text

Difficult to find the key

He always edits his mind-map


57


Day/Date : Thursday, 13 March 2008 Class : - Number of students : 1 No. Activities Observed Not

Observed Comment

1. 2. 3. 4. 5. 6. 7. 8.


√ √ √ √ √ √ √ √

- - - - - - - -


58


Day/Date : Friday, 21 March 2008 Class : B and B Number of students : 34/36 No. Activities Observed Not

Observed Comment

1.

2.

3.

4.

5.

6.

7.

8.


√ √ √ √ √ √ √ -

- - - - - - - √

The main activity is presentation 7 students don’t use mind-mapping


59


Day/Date : Friday, 12 April 2008 Class : A Number of students : 35 No. Activities Observed Not

Observed Comment

1.

2.

3.

4.

5.

6.

7.

8.


√ √ √ √ √ √ √ -

- - - - - - - √

The main activity is presentation 7 students don’t use mind-mapping


60

Appendix 3

QUESTIONNAIRE

(For those who use Mind-Mapping)

Name : _________________ St. # : _________________ Class : _______ Your answer and identity will not be known by other people. So, it is expected to answer this questionnaire honestly. Objectives : 1. To know the students’ perception on the use of mind-

mapping technique. 2. To know students’ suggestion on the use of mind-mapping

technique. Put a tick ( ) on the number corresponds to the degree of agreement with the statement listed on the left. (SD = strongly disagree, D = disagree, U = uncertain, A = agree, SA = strongly disagree). No. Statements SD D U A SA

1. You often use mind-mapping technique before.

2. You always do mind-mapping after reading some reading

passages in Extensive Reading II class.

3. You can make mind-mapping easily.

4. You feel easy to make mind-mapping.

5. The use of mind-mapping technique motivates you to

learn the materials better.

6. Mind-mapping technique is the effective way to learn

Extensive Reading II.

7. Mind-mapping technique helps you to understand the idea

of the reading passages you read.

8. Mind-mapping technique helps you to be active


61

student/learner.

9. You feel challenged when you use mind-mapping in your

learning.

10. The use of mind-mapping technique helps you to be

creative.

11. You like all the activities related to the use of mind-

mapping technique.

12. You feel satisfied in learning Extensive Reading II class

using mind-mapping technique.

13. You get more experience through mind-mapping

technique.

14. You believe that you make progress or improvement in

your learning through mind-mapping technique.

1. In your opinion what is a good mind-mapping used in Extensive Reading

II class? (E.g. clear explanation, good drawing, colorful, etc.)

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

2. What is your suggestion on the use of mind-mapping technique in your

class? (you may have more than one suggestion)

………………………………………………………………………………

………………………………………………………………………………

…………………………………………………….

© thank you for your cooperation ©

Appendix 4


62

Questionnaire Result of the Use of Mind-Mapping Technique in Extensive Reading II

No Statement Frequency and Percentage

SD D U A SA

1 Whether they often use mind-mapping technique before.

2 2.90 %

1 1.45 %

2 2.90 %

32 46.38 %

32 46.38 %

2 Whether they always do mind-mapping after reading some reading passages in Extensive Reading II class.

4 5.79 %

9 13.04 %

7 10.14 %

24 34.78 %

25 36.23 %

3 Whether they can make mind-map clearly.

1 1.45 %

7 10.14 %

7 10.14 %

38 55.07 %

16 23.19 %

4 Whether they feel easy to make mind-map.

1 1.45 %

3 4.35 %

14 20.29 %

42 60.87 %

9 13.04 %

5 Whether they use of mind-mapping technique motivates them to learn the materials better.

1 1.45 %

8 11.59 %

10 14.49 %

34 49.27 %

16 23.19 %

6 Whether the mind-mapping technique is the effective way to learn Extensive Reading II.

0 0 %

5 7.25 %

10 14.49 %

35 50.72 %

19 27.53 %

7 Whether mind-mapping technique helps them to understand the idea of the reading passages they read.

0 0 %

2 2.90 %

8 11.59 %

38 55.07 %

21 30.43 %

8 Whether mind-mapping technique helps them to be active student/learner.

1 1.45 %

6 8.70 %

9 13.04 %

37 53.62 %

16 23.19 %

9 Whether they feel challenged when they use mind-mapping in their learning.

1 1.45 %

4 5.80 %

18 26.07 %

40 57.97 %

6 8.70 %

10 Whether the use of mind-mapping technique helps them to be creative.

1 1.45 %

1 1.45 %

7 10.14 %

43 62.23 %

17 24.64 %

11 Whether they like all the activities related to the use of mind-mapping technique.

4 5.80 %

7 10.14 %

12 17.39 %

27 39.13 %

19 27.54 %

12 Whether they feel satisfied in learning Extensive Reading II class using mind-mapping technique.

4 5.80 %

6 8.70 %

12 17.39 %

28 40.58 %

19 27.53 %


63

13 Whether they get more experience through mind-mapping technique.

1 1.45 %

1 1.45 %

10 14.49 %

49 71.01 %

8 11.59 %

14 Whether they believe that they make good progress or improvement in their learning through mind-mapping technique.

1 1.45 %

3 4.35 %

9 13.04 %

48 69.57 %

8 11.59 %


64

Appendix 5 Interview Questions with Lecturer

1. What is your opinion about perception?

2. Does it have relation on learning?

3. When do you start to use mind-mapping technique?

4. Why do you use mind-mapping technique in ER2 class?

5. How do you implement mind-mapping technique in your class?

6. What are the benefits of using mind-mapping technique?

7. What makes this technique is different from other techniques?


65

Appendix 6 Interview Result with the Lecturer

1. What is your opinion abut perception? “I think perception is the way of seeing and interpreting things or the way you perceive something.”

2. Does it have relation on learning? “Yes, off course. Perception plays important role in the learning process. It affects the progress and the achievement of the learning.”

3. When do you start to use mind-mapping technique? “I start to use mind-mapping in this semester. It is in Extensive Reading II.”

4. Why do you use mind-mapping technique in ER II? “I use mind-mapping because it helps my students analyze and retell idea, and improve the understanding. Besides, using mind-mapping can help them summarize reading passages.”

5. How do you implement mind-mapping technique in your class? “I offer a computer program, namely Mind Manager. It is used to help students build the mind-map. I give freedom to my students whether they want to use it or not. Then, my students use it to make summary of the reading passages. It will help them to do their weekly task to summarize.”

6. What are the benefits of using mind-mapping technique? “I think, using mind-mapping can attract students’ creativity. It also gives clear way to see and find important points of passages.”

7. What is your expectation of using the technique? “By implementing mind-mapping technique, I hope that it can develop my students’ cognitive school and be useful for their literacy development.”


66

Appendix 7

Interview Result with the Students

1. Do you often use mind-mapping technique before?

“Yes, I do. I often use it since I know mind-mapping in the last semester. “(Student A) “I was so interested in this technique when I joined ER I class then, I often use it.” (Student B) “Yes, off course.” (Student C) “From last semester up to now I use mind-mapping to make summary every week.” (Student D) “I knew if for the first time when I joined ER II with Mr. Punto.” (Student E) “I use mind-mapping as much as possible.” (Student F)

2. Do you always do mind-mapping after reading some reading passages in Extensive Reading II class? “I always do it when I want to make summary. But, sometimes if I don’t have enough time I make the mind-map while reading the passages.” (Student A) “Certainly yes. It becomes my routine activity.” (Student B) “Yes, I always do it. It is interesting. (Student C) “I like doing mind-mapping and I do it once a week after I read and comprehend my reading texts.” (Student D) “Yes, I do. I always do it in this semester. It is easier to use mind-mapping than summarize the passage in form of paragraph.” (Student E) “I feel relaxed doing it and I’ll always do mind-mapping after reading. I think it is hard for me if I do mind-mapping without reading first.” (Student F)

3. Can you make mind-map clearly? “Yes, I can. My lecturer’s explanation helps me to make the mind-map clearly.” (Student A) “Why not? I can make it clearly.” (Student B) “Absolutely, I can make it clearly because my last experience in using mind-mapping. I often use some symbols to emphasize its symbols.” (Student C) “I had experienced mind-mapping technique before so I can make it clearly.” (Student D) “Although this is my first experience, I can do mind-mapping clearly.” (Student E) “My experience helps me make the mind-map clearly.” (Student F)

4. Do you feel easy to make mind-map? “Yes, I feel easy to make it.” (Student A) “The program very helps me. It is easy to operate it and I can make the mind-map without difficulties.” (Student B)


67

“I was confident because it is easy to do mind-mapping.” (Student C) “Yes, I can make it easily. Mind Manager is friendly user interface software. So, it is easy to learn.” (Student D) “I find difficulties first time I do mind-mapping. Then, I ask my friend to help me operate the Mind Manager. Finally, I can do it easily.” (Student E) “It is piece of cake.” (Student F)

5. Does the use of mind-mapping technique motivate you to learn the materials better? “It really motivates me to learn the materials.” (Student A) “I am motivated to do my weekly assignments so I can learn the material using mind-mapping.” (Student B) “I am highly motivated to join ER II using mind-mapping.” (Student C) “Yes, it does. I am motivated to learn the material because I learn a technology using the program.” (Student D) “I am interested in the firs time hearing mind-mapping. It motivates me during the process to learn ER II in this semester.” (Student E) “Yes. I am motivated and enthusiastic to learn ER II.” (Student F)

6. Is the mind-mapping technique the effective way to learn Extensive Reading II? “It is very important and effective for me because I can make the summary easier.” (Student A) “Yes, off course. It helps me get the idea and understand the topic.” (Student B) “Yes, it is. I can use mind-mapping to make summary. It is really practical.” (Student C) “I think it is very effective. It is effective way to summarize.” (Student D) “I like it although it is the first time to use mind-mapping. I can use it to summarize my passages.” (Student E) “I can use mind-map to present the topic in class. ” (Student F)

7. Does mind-mapping technique help you to understand the idea of the reading passages you read? “Yes, it does. I can easily understand the idea of my texts.” (Student A) “I can see the central idea and the points of the passages.” (Student B) “Yes, off course. It really helps me understand the idea.” (Student C) “No doubt. The benefit of using mind-mapping is that I can see the point and I can map out my mind.” (Student D) “Yes. I can see the points of the passages. I also know the frame of the passages.” (Student E) “Mind-mapping is really helpful to understand the topic.” (Student F)


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8. Does mind-mapping technique helps you to be active student/learner? “Yes, it does. It helps me understand the passages so I am brave to actively join the class.” (Student A) “Using mind-mapping is fun. I can actively learn in ER II.” (Student B) “It attracts me to be active learner.” (Student C) “I automatically become more active in the class.” (Student C) “I am more active than before.” (Student D) “I must be actively to join the class. Mind-mapping is interesting.” (Student E) “My laziness is defeated by mind-mapping.” (Student F)

9. Do you feel challenged when you use mind-mapping in your learning? “I am challenged to use it especially when I want to understand the passages.” (Student A) “I feel challenged using mind-mapping in ER II.” (Student B) “Yes. I am challenged to use it especially when I relate the keys or points in the mind-map.” (Student C) “It challenges me to look for the ideas of the passage.” (Student E) “As I said before, I am interested in the firs time hearing mind-mapping. So, I am eager to know mind-mapping.” (Student D) “I am challenged to use mind-mapping because I want to get good mark in ER II.” (Student F)

10. Does the use of mind-mapping technique help you to be creative? “Yes, it does. I can express my creativity in my mapping-map.” (Student A) “I can use colors in the mind-map. It attracts my creativity.” (Student B) “I can freely improve my creativity using mind-mapping technique.” (Student C) “My lecturer gives freedom to make the mind-mapping.” (Student D) “I often use symbols so that I can use my creativity.” (Student E) “Certainly yes.” (Student F)

11. Do you like all the activities related to the use of mind-mapping technique? “Yes, I like the activities. I really enjoy it.” (Student A) “Mind-mapping technique has many advantages. I very like it.” (Student B) “It helps me to do my weekly test.” (Student C) “Yes, I do. I am happy to join the class.” (Student D) “I like the activities. It is really fun to join the class. I hope that I have the similar activities in other classes” (E) “I like it so much.” (Student F)

12. Do you they feel satisfied in learning Extensive Reading II class using mind-mapping technique? “Yes, I am satisfied because I do my best.” (Student A) “I am satisfied of joining the class using mind-mapping.” (Student B) “I am pleased with mind-mapping in ER II. (Student C)


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“I am satisfied of this because my understanding is improved using mind-mapping.” (Student D) “Yes, I do. I know the way to understand and to make good summary.” (Student E) “Yes. I am satisfied using mind-mapping in ER II. (Student F)

13. Do you get more experience through mind-mapping technique? “Yes, I do. Every week I get new experience in the class especially when I use mind-mapping.” (Student A) “Yes, off course. I think it is better if we share our experience using mind-mapping to other classes.” (Student B) “I get the experience and I use it to other class.” (Student C) “Using mind-mapping is wonderful experience especially the use of Mind Manager.” (Student D) “This is my valuable experience.” (Student E) “Yes, I get the more experience in ER II.” (Student F)

14. Do you believe that you make good progress or improvement in your learning through mind-mapping technique? “Yes. My ability to understand passages is improved through mind-mapping.” (Student A) “I can easily know the concept of a passage and I can present them through mind-mapping.” (Student B) “I have an improvement especially my capacity to think.” (Student C) “Yes, I believe it. I can see this in my presentation using mind-mapping. I feel relaxed when I present my topic using mind-mapping” (Student D) “Yes, I do. I have found many difficulties to summarize before I know mind-mapping. Now, I can summarize easily using mind-mapping.” (Student E) “Yes, I believe it because I always get good mark in my weekly assignments.” (Student F)


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Appendix 8

LESSON UNIT PLAN

KPE 315 – Extensive Reading 2

English Language Education Study Program Effective from 20 August 2007

CREDIT : 2 Credits TIME ALLOTMENT : 2 x 50 minutes / week STUDY PROGRAM : English Language Education Study Program COURSE COORDINATOR : G. Punto Aji, S.Pd., M.Hum LECTURERS 1. Markus Budiraharjo, M.Ed. 2. G. Punto Aji, S.Pd., M.Hum. Competence Standard: Through extensive reading, students develop deep understanding on a particular issue or topic of interest. Basic Competences: On completing this course the students will be able to: 1. develop in-depth knowledge on a particular issue of one’s own choosing, 2. develop literacy skills to investigate a particular issue of one’s own choosing, 3. synthesize knowledge they acquire from reading 4. acquire academic values (e.g. avoiding plagiarism and crediting cited sources).

LEARNING ACTIVITIES

1. Students develop explore his/her own learning interests. It is the class participants who decide what topics or themes they are to explore and study. In a sense, by clarifying their own interest, determining their own learning goals, and accomplishing their personal objectives, the students are expected to become more autonomous.

2. Outside the classroom, students choose their own topics for reading and make weekly portfolio reports on their reading.

3. In the classroom, some students are assigned to discuss the topic and content of their reading. Group discussions are alternatives of learning activity.

EVALUATION

The students’ final grades will be determined by the average of weekly evaluation on the students’ portfolio reports (1x10), class activities (3), students’ study plan and final project (3).

CLASSROOM CODE OF CONDUCT

1. Dress code: formal shirt and shoes. 2. No food and smoking. Drinking is tolerated. 3. No late attendance. 4. No late submission. 5. (Rules may be added based on the class agreement).


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MATERIALS AND TIME ALLOCATION Wk

LEARNING TOPICS LEARNING ACTIVITIES INDICATORS SOURCES

1-4 Study planning 1. Determining topic of

interest 2. Selecting articles, books

or part of books to read during one semester

3. Write an essay describing their study plan

1. Sharing experiences of reading. 2. Lecturing 3. Discussions

1. Able to determine topic of interest on which they will explore through reading

2. Able to give good reasons for selecting a topic to read

3. Able to determine the purpose of building a particular knowledge through reading

1. English newspaper (Indonesian and foreign press)

2. English magazine (foreign publication)

3. Internet: Include the source (URL address/web-site), date of access/download.

4. Reference books. 5-7 Reading popular articles of 3000 words or more (1-2 articles a week)

A. Weekly portfolio report on: 1. Summary on reading: 2. Students’ opinion and/or comment on topic or content 3. Significance the students can get. 4. New vocabularies from reading (at least 20) B. Sharing on reading C. Discussion, questions and answers

1. Able to make good summary 2. Able to give good criticism on the text

or issues they read. 3. Able to draw significance or insight

from reading

8-10

Reading scientific articles of 3000 words or more (1-2 articles a week)

A. Weekly portfolio report on: 1. Summary on reading: 2. Students’ opinion and/or comment on topic or

content 3. Significance the students can get. 4. New vocabularies from reading (at least 20)

B. Sharing on reading C. Discussion, questions and answers



from reading


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Wk LEARNING TOPICS

LEARNING ACTIVITIES INDICATORS SOURCES

11-13

Reading a book or chapters of books on related topics

A. Weekly portfolio report on: 1. Reason of selecting the topic to report 2. Summary on reading: 3. Students’ opinion and/or comment on topic or content 4. Significance the students can get. 5. New vocabularies from reading (at least 20) B. Sharing on reading C. Discussion, questions and answers

1. Able to give good reasons for selecting a topic to read



from reading

14-16 Synthesizing the acquired knowledge

As the final project students write an essay on a topic synthesizing the acquired knowledge from reading.

APPROVAL

Prepared by

Gregorius Punto Aji, S.Pd., M.Hum Course Coordinator

Approved by

Agustinus Hardi Prasetyo, S.Pd., M.A.

Head of Study Program


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Appendix 9

Exam

ples Of Students’ M

ind-map


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