Lani Suryani 08202241009
Lani Suryani 08202241009
Lani Suryani 08202241009
A Thesis
Presented as Partial Fulfillment to the Requirements for the Attainment of Sarjana
Pendidikan Degree in English Language Education
Lani Suryani
08202241009
i
IMPROVING STUDENTS’ READING SKILLS BY USING THE MIND
MAP TECHNIQUE AT SMA N 1 KRETEK IN THE ACADEMIC YEAR
OF 2013/2014
A Thesis
Presented as Partial Fulfillment to the Requirements for the Attainment of Sarjana
Pendidikan Degree in English Language Education
Lani Suryani
08202241009
i
APPROVAL SHEET
A Thesis
By:
Lani Suryani
08202241009
ii
RATIFICATION
By:
Lani Suryani
08202241009
Board of Examiners
Chairperson : Drs. Samsul Maarif, M. A. 1. ................................
iii
PERNYATAAN
menyatakan bahwa karya ilmiah ini adalah hasil pekerjaan saya sendiri, dan
sepanjang pengetahuan saya tidak berisi materi yang telah dipublikasi atau ditulis
oleh orang lain, kecuali pada bagian-bagian tertentu yang saya ambil sebagai
acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang lazim.
Apabila terbukti bahwa pernyataan ini tidak benar, hal ini sepenuhnya
menjadi tanggung jawab saya.
Lani Suryani
NIM. 08202241009
iv
DEDICATIONS
v
MOTTOS
Do your best!
(The writer)
vi
ACKNOWLEDMENTS
vii
TABLE OF CONTENTS
TITLE .............................................................................................................. i
APPROVAL .................................................................................................... ii
RATIFICATION ............................................................................................. iii
PERNYATAAN ................................................................................................. iv
DEDICATIONS .............................................................................................. v
MOTTOS ........................................................................................................ vi
ACKNOWLEDGMENTS .............................................................................. vii
TABLE OF CONTENTS ................................................................................ viii
LIST OF APPENDICES ................................................................................. xii
LIST OF TABLES .......................................................................................... xiii
LIST OF FIGURES ........................................................................................ xiv
ABSTRACT .................................................................................................... xv
CHAPTER I: INTRODUCTION .................................................................... 1
A. Background of the Study .................................................. 1
B. Identification of the Problem ............................................ 3
C. Delimitation of the Problem ............................................. 5
D. Formulation of the Problem ............................................. 5
E. Objective of the Study ...................................................... 6
F. Significances of the Study ................................................ 6
CHAPTER II: LITERATURE REVIEW ....................................................... 7
A. Theoretical Review ........................................................... 7
1. Reading .......................................................................... 7
2. Reading Skill .................................................................. 10
3. Reading Technique ........................................................ 13
4. Teaching Reading .......................................................... 15
5. Types of Classroom Reading Performance .................... 19
6. Teaching Reading in SMA ............................................. 20
a. Aims of Teaching English in SMA ........................... 21
b. Characteristics of the Learner .................................... 22
viii
7. The Mind Map Technique .............................................. 23
a. Definition .................................................................. 23
b. Benefits of Using the Mind Map to Teach
Reading Skills ........................................................... 25
c. How to Make Mind Map ........................................... 26
B. Review of Related Studies ................................................ 28
C. Conceptual Framework .................................................... 29
CHAPTER III: RESEARCH METHOD ........................................................ 32
A. Type of Research .............................................................. 32
B. Research Setting ............................................................... 33
C. The Participants of the Research ...................................... 34
D. Data collection .................................................................. 34
1. Research Instruments of Data Collection........................ 35
2. Data Collection Technique ............................................. 35
a. Interview .................................................................... 35
b. Observation ............................................................... 36
c. Documentation .......................................................... 36
3. Data Analysis Technique ............................................... 36
a. Assembling the data .................................................. 36
b. Coding the data .......................................................... 37
c. Comparing the data ................................................... 37
d. Building interpretations ............................................. 37
e. Reporting the outcomes ............................................. 37
E. Validity and Reliability .................................................... 38
1. Validity ........................................................................... 38
a. Democratic Validity .................................................. 38
b. Outcome Validity ...................................................... 38
c. Process Validity ......................................................... 39
d. Dialogic Validity ....................................................... 39
2. Reliability ....................................................................... 39
F. Research Procedures ......................................................... 40
ix
1. Planning ......................................................................... 41
2. Actions and Observations .............................................. 41
3. Reflection ....................................................................... 41
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION .................... 43
A. Reconnaissance ................................................................ 43
1. Identification of the field problems ............................. 43
2. Determining the actions to solve the field problems .... 47
3. The relationship between the field problems
and the actions ............................................................. 47
B. The Implementation of the Actions .................................. 48
1. The Report of Cycle I ................................................. 48
a. Planning ................................................................ 48
b. Actions and Observation ...................................... 51
1) First Meeting ................................................... 51
2) Second Meeting .............................................. 57
c. Reflection .............................................................. 60
1) The Successful Actions .................................. 60
2) The Unsuccessful Actions .............................. 61
2. The Report of Cycle II ................................................ 62
a. Planning ................................................................ 62
b. Actions and Observations ..................................... 63
1) First Meeting .................................................. 63
2) Second Meeting .............................................. 68
3) Third Meeting ................................................. 71
c. Reflection ............................................................. 73
1) The Successful Actions .................................. 73
2) The Unsuccessful Actions .............................. 75
C. General Findings .............................................................. 75
D. Discussion ........................................................................ 77
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 80
A. Conclusions ...................................................................... 80
x
B. Implications ...................................................................... 81
C. Suggestions ....................................................................... 82
REFERENCES ................................................................................................ 81
APPENDICES ................................................................................................ 84
xi
LIST OF APPENDICES
xii
LIST OF TABLES
xiii
LIST OF FIGURES
xiv
IMPROVING STUDENTS’ READING SKILLS BY USING THE MIND
MAP TECHNIQUE AT SMA N 1 KRETEK IN THE ACADEMIC YEAR
OF 2013/2014
By
Lani Suryani
08202241009
ABSTRACT
The nature of this study is action research. This study aimed at improving
the students‟ reading skills by using the mind map technique in the process of
reading teaching and learning.
This research consisted of two cycles. It was conducted collaboratively
with the English teacher. The subjects of this research were 25 students of class
XI IPA 1 in SMA N 1 Kretek, Bantul, Yogyakarta. The data in this research were
collected through observations, interviews, and documentations. The data were in
the form of fieldnotes, interview transcripts, photographs, and students‟ portofolios.
The researcher used qualitative method in analysing the data. The researcher also
enhanced the trustworthiness of the data and the subjectivity by using the two forms
of triangulation: timeand researcher triangulation.
The result of the two cycles showed that the use of the mind map technique
could improve the students‟ reading skills. The students got improvements in
the paraphrasing sentence, finding topic sentence, and vocabulary mastery.
Moreover, through the mind map technique, the students were motivated to be
active in the classroom activities. They were actively involved in the process of
teaching and learning. This condition stimulated the students to work based on their
own actual capability. Thus, the students got more experiences and improved their
achievement.
xv
CHAPTER I
INTRODUCTION
around the world. In a global era, people are expected to master English so that they
can communicate with other people who live in other countries. As a tool of an
Indonesian people in order to be able to communicate with other people around the
as one of its compulsory subjects starting from junior high school. Hence, it is hoped
that there will be a great chance for Indonesian learners to improve their English
communication competence.
so on. Beside those aspects, the learners also need to master the skills of the language
such as listening, writing, reading, and speaking. However, it should be kept in mind
that those skills cannot be learned discretely. Students who are learning English
It has been known that the students tend to face written texts every day.
paper and internet, and other kinds of the written texts. Those written texts give so
1
2
much information for the learners. In school setting, texts are widely presented in
In some school setting, the students get some English textbooks which are
subjects the learners learned. In order to access this information, therefore they need
sufficient knowledge of English. Especially, they should have the skills of reading
because it is written in the textbooks so that they could comprehend it well. That
However, in some schools, the researcher found that there were many
learners who still had low reading skills. It was proven when the researcher
observed a learning process in a school named SMA N 1 Kretek. They faced some
reading problems which caused the learners had difficulties in comprehending the
(Carnine, Silbert, and Kameenui: 1990:3), so there must be a technique which can
explicitly was seen as a possible approach to tackle the problems faced by the
students. In this case, the writer tried to find interesting and effective way for the
students and the teachers so that they can do their reading activity well. One of
techniques which are available is the mind map technique. By using this
clarify complex concepts into simple, meaningful displays so that the students can
3
Laohawiriyano: 2010)
Considering the problems discussed above, the reading has an important role
to help the learners to comprehend a text they read. From the preliminary
observation done by the researcher, it could be known that in the school, the learners
on improving the students‟ reading skills by using the mind map technique.
It allows the students to imagine and explore associations between the concepts in
a passage they read (Davies, 2010). When the students can represent or manipulate
a complex set of concepts of the passage in a diagram, they are more likely to
component parts of the text. The researcher focused on reading skills in class XI
IPA 1 of SMA N 1 Kretek because the students‟ reading skills were still low.
reading skills. These problems must be solved so that the students reading skills in
class XI IPA 1 in SMA N 1 Kretek could be improved. There were some factors
which caused these problems. Those factors did not come only from the students,
but also from other components of the teaching learning process. All of the factors
encouragedthe researcher to conduct a research. The researcher did not only observe
the class, but also interviewed the teacher and the students to get further information
about the teaching and learning process. From the activities which were found, there
were some important problems to be solved which existed in the classroom which
involved the learning process, the students, and the teaching technique.
Firstly, the students did not get adequate guideline to the students how to
read a text effectively. They were just given a text and asked to read. After that, they
had to answer some questions about the text. It made the students feel bored and
did not enjoy the lesson, so they only did the assignment carelessly. The process of
teaching also could not handle the students who made noise in the classroom
reading was an activity that the students disliked much. They were not interested
in the reading activity, such as doing assignment and homework. The students
also did not master vocabulary well. As a consequence, they got difficulty in
interpreting the meanings of the difficult words. They guessed the words
carelessly. The students did not use their dictionary in finding the meaning of
unknown words. Meanwhile, the students had low reading skills. As a consequence,
there were students who did not pay attention to their teacher‟s explanation. In
addition to those problems, the students also often made noise in the classroom.
Finally, they were not able to find the topic of the text and its supporting
information.
5
Lastly, the way they read text was monotonous. There was not an innovative
way for the learners to read a text comprehensively. The students could not learn
effectively without the teacher‟s guidance. When the teacher used an appropriate
technique which could overcome those problems that were identified, the students
could be more active and interested in the reading activity. Therefore, it needs a
the researcher limited the problems related to the use of teaching technique. It was
chosen as the problem to be solved in this study because it was able to create a
The researcher had discussed with the English teacher in that school that
there needed a technique the process of teaching and learning. The technique should
encompass most of the problems that were identified. Based on the discussion, it
can be concluded that the students of SMA N 1 Kretek need a technique, the mind
and limitation of the problem, the problems of this research could thus be formulated
as follows: “How does the use of the mind map technique improve the reading skills
In line with the formulation of the problem above, the objective of the
study was to improve the reading skills of grade XI students in SMA N 1 Kretek
for English teaching and learning process. The significances of this research are:
1. For the students as the subjects of the research, it was expected that the
students would take the advantages of the research. They could learn how
2. For the teachers in the school, it was expected that the teachers could
This chapter presents review of theories concerning the research topics and
conceptual framework underlying the study. The details of the theoretical review
A. Theoretical Review
1. Reading
Reading is a process when readers learn something from what they read
the classroom, some teachers often use texts or books as media to deliver material
of a subject. Furthermore, the teacher asks the students to read the texts to grab
In the engagement, the readers could understand well what the writer meant in her
or his writing. The readers dominantly use brain when they read an argumentative
or scientific writing. They use emotions when they read a letter, a story and other
texts which dominate feeling. When the readers read a newspaper or a religious
book, they should use their beliefs in order that they can understand the meaning.
and make sense of a text being read connected to their prior knowledge (Spratt,
7
8
Pulverness, and William: 2005: 21). The activity is done by the readers as they want
to get information and knowledge from the text meanwhile the readers have their
new knowledge from what they are reading. By doing this, sometimes, the readers
of the language. Doing it, the reader can grab any information and pleasure about
the subject of the language. This activity also gives some advantages for the
readers. One of the advantages is the students can improve their knowledge by
reading a text without the teacher‟s help because they can interpret by themselves
the readers to read well so that they can get information from what they read. One
of the experts is Rivers (1981: 260) who states in his book some processes of reading
as follows:
b. The reader also has to recognize structural clues such as the indicators of
word classes (or part of speech) and of persons and tenses of the verb; the
words that introduce phrases and clauses and the particular modifications of
meaning these indicate; the adverbs and adverbial expressions which limit the
action in time, place, and manner; and the indicators of interrogation in
derogation.
c. They must be able quickly to distinguish word groupings and their relations
with other word groupings.
d. They must be able to anticipate what will probably follow while holding in
their immediate memory inconclusive elements from what preceded.
9
People know that reading always deals with a text which is written in books,
newspapers, magazines, and websites. Furthermore, the written text has many
varieties. Brown (2001: 302) states there are two main categories of the varieties of
the written texts. The first is non-fiction such as reports, editorials, letters, greeting
directories, articles, and dictionaries. The second is fiction such as novels, short
From those genres of the written text read by the readers, they have to
understanding the text in order to make a better concept of the readers‟ thought.
To construct meaning and conceive writer‟s message from the text, the readers
bring information, knowledge, emotion, experience, and culture to the printed words
in order. The text does not by itself carry meaning (Brown: 2001). It is known as
schema theory.
from a written text based on the readers‟ background knowledge to make better
concept so that the readers will learn a new thing from the information grabbed from
the text.
10
2. Reading Skill
result, the researcher will indicate and categorize the students into some
categories. It will guide the researcher to decide what the researcher should do to
them.
output to the reader goals. Every reader has their own way of reading to do that
which is appropriate with them. The teacher should give some skills to the
students to make them comprehend text easily. Using the skills, the students may
In academic field, reading aims at some things new to learn. Learning will
After knowing something, students have to understand the thing so that they can
apply the knowledge in a real life or at least they can pass their school exam. To
gain this successful process, the students should have a skill to bring them into a
As stated by Brown (2004: 187-188), there are two major skills of reading.
They are micro-skills and macro-skills. The readers, in micro-skills, must have
skills when they deal with graphemes and orthographic patterns and linguistic
11
signals. Here are the lists of skills of reading comprehension (Brown, 2004:187-
188).
While in the macro-skills, the readers need to make use of their discourse
and skimming techniques. The macro skills will help the readers to comprehend a
reading as follows:
There are skills of reading from other experts. One of the experts is
Mikulecky. He (1990: 23-30) also proposes reading skills that can be seen in the
table below.
Table1: Reading Skills and the Purposes
No Skills Purposes
1. Automatic decoding Students are able to recognize a word at a glance.
Previewing and Students are able to guess what the text is about by
2.
predicting looking at the text a quick once over.
Students are able to predict what the form and
3. Identifying purposes
context of the text will be.
Students are able to know why the text is being
4. Specifying Purposes
read.
Students are able to find out the specific
5. Scanning information in a text by looking at the text very
rapidly.
Students are able to find out what the text tells
6. Recognizing topics
about after reading and comprehending the text.
Locating the topic Students are able to find out a topic sentence in a
7.
sentences text.
Making inference by Students are able to infer main ideas of the text and
8.
use evidence can show the evidence that supports their inference.
Guessing the meaning Students are able to guess the meaning of unknown
9. of unknown words from word from the context.
the context
Students are able to process a text rapidly at many
10. Skimming
levels in order to get an overall picture of it.
Students are able to paraphrase the text to help
Paraphrasing
11. them understand the text by using their own words.
Students are able to shorten the text by retaining
12. Summarizing
and re-stating the main idea by leaving out details.
Students are able to put together the information
13. Drawing conclusion from several parts of the text and induce new or
additional ideas.
Students are able to judge the accuracy of the text
14. Reading critically with respect to what the reader already knows and
distinguish facts or opinions.
Students are able to read fast enough to allow the
15. Reading faster
brain to process the input.
13
Having a skill makes the students can solve any problem in reading a written
text. The reading skills also can increase pleasure and effectiveness of reading
activity. When the students master skills of reading, they can be helped in all other
subjects and in the personal and professional lives. However, being a skilled reader
is not a simple effort. They have to struggle and do any activity gradually any time
to produce a good reader to be a good concept maker from the information gained
3. Reading Technique
manifested in the classroom that were consistent with a method and therefore
were in harmony with an approach as well. These activities can be doing tasks or
exercises to realize lesson objectives. The activities can help teacher and students in
many subjects in the classroom such as English. In the English subject, the teacher
is also able to use the activities in teaching and learning process to improve
In the reading activity, the teacher has to understand that reading is not a
using their eyes, brain, and emotion. To harmonize those things, the students
apply a force well so that they learn something from the knowledge they grab in the
The reading activity sometime becomes a huge problem for the students,
even though they have to do it because it is their need in the process of learning
because of some reasons. Some of them are laziness, lack of interesting technique,
background knowledge, habit, and so on. The teacher need to understand about it
that she or he has need of solving those problem to make the students can improve
abridge into an easier way. There are principles for designing interactive reading
techniques. An expert named Brown (2000: 313-316) says there are several
Hence, the reading technique is the activities which are done in the
classroom to help the teacher and the students in the teaching learning process of
reading which were consistent and harmonious with a method and an approach so
that the students can comprehend a passage well. A technique of reading which is
used in the classroom should be chosen based on the students‟ need and capability
in order they can enjoy every activity in the classroom. It also aims the purpose of
4. Teaching Reading
gives a chance for the learners to learn, and sets the condition for learning
(Brown, 2000: 7). The teacher cannot do those activities without any guidance.
The teacher needs it to lead the students in gaining any knowledge. Also, to make
the students learn, the teacher should make innovative ways, such as, unnatural
Other experts explained about the term of teaching reading which may be
further discussed here. Nuttal (1982: 21) states one of the functions of teaching
reading especially reading foreign language, such as English, for students who are
not native speaker, is to make them be able to understand the text when they deal
with the foreign language. They will be capable to read in an appropriate speed, a
them well. According to Davies and Pears (2000), there are some characteristics
a. Related to the uses of physical appearances in the class, the teacher should
arrange their relationship with the students, the appropriacy of the
variation of nuances in teaching and learning, the movement of the
teachers and the contact happened between teacher and students.
b. Related to the stages happening in the class, the teachers are able to
provide variety and clearly in the stages of teaching and learning.
c. The class should use the variety of seating arrangements.
d. The teacher always do evaluation on what happened on that day so that he
or she can take a narrow step to solve the problem or to improve what had
been reached.
In the process of the teaching reading, the teacher has important role to
provide material, technique, and media to make the students can learn something
new in the classroom and also can enjoy the process. The result of this process is
the students have behavioural changes in human being which are due to the
The teacher also should grip the principles of teaching reading so that the
teacher teaches the students based on the rules. Here are the principles of the
into the text they read. From this background knowledge, the reader are able
vocabulary. It will be easier for the learners if they use specific terminology
than the general one. There are some formulas from by Anderson in Nunan
know the vocabulary which is necessary for the learners to know. Then, it is
important to know how they can learn the vocabulary. Next is the way to
know what the learners need to know and what they know now.
information from the text. It is about how the students learn to engage with
the meaning and develop ideas. There must be an engagement of both the
teacher and the students in the class who are discussing a passage.
comprehend it. Moreover, the reader reads without struggle through the task
readers not speed readers. What the teacher should focus is to reduce the
synthesizing the content of the passage being read. It is a big mistake when
a teacher still requires the students become speed readers rather than fluent
18
readers. To support the focus, the teacher has to work toward finding a balance
ability. Strategies are not a simple event but rather a creative sequence of
events that learners actively use”. It is necessary for the students to learn
how to use a range of reading strategies that match their purposes for
2003).
helping each reader discover what works best. Considering that the main focus
of teaching reading is teaching the students what to do, the teacher should
enrich their selves with tips and techniques. They need to understand the
nature of the reading process (Nunan 2003). One of the ways to enrich them
variety of texts. It means that the teacher should consider about the types of the
text used in the teaching reading in order to support the process. It is stated in Brown
(2001: 312) that there are two types of classroom reading performance. First is
oral reading. In the process of teaching and learning teaching in the classroom,
the teacher may ask the students to read orally. There are some advantages in the
oral reading done at beginning and intermediate levels. The advantages of the oral
check, and an extra activity for students to help the teacher to highlight a certain
short segment of a reading passage. At advanced levels, the teacher also can apply
this type to reach those three advantages above. Unfortunately, this type has
312). The oral reading is not authentic language activity. While a student is
reading a text, others can easily lose attention. It also has the outward appearance
achieve general understanding especially when the students are asked to read longer
text, such as books, magazines, novels, essays, and the like, extensive reading is
The extensive reading also can helps the students get away from their tendency
to over analyse or look up words they don‟t know, and read for understanding.
senior high school. While teaching English reading in a senior high school, the
21
teacher has to know the aims of the process and what he or she should do in the
process. Further, the teacher should be able to identify the object of the process,
the students.
School-Based Curriculum 2006 which is the last curriculum used in Indonesia. This
curriculum provides guidelines for the teacher to teach English reading especially
16), the aim of the teaching English in Senior High School as follows.
10), there are three goals of teaching English in Senior High School. The three goals
Senior High School students grade XI in the odd semester that the students should
be able to understand the meaning of written short functional texts and essays in
the forms report, narrative, and analytic texts related to surroundings to get
22
knowledge. The basic competency states that the students should be able to
respond the meaning of short functional texts (such as banner, poster, pamphlet)
both formal and informal accurately, fluently, and acceptably in essays related to
surroundings and to respond the meaning and rhetoric steps accurately, fluently, and
2012)
The aims of the teaching English have been discussed above. The next is the
teacher should understand the characteristics of the learner. Harmer (2007) has
stated that age is the major factor to decide how and what to teach. In every level
of age, people have their own different needs, competences, and cognitive skills. To
encounter those differences, the teacher should consider appropriate setting and
(2007), the age groups of the learners comprise young children (0-12 years old),
adolescents (12-18 years old), and adult (19-60 years old). Related to this study
which discuss about teaching reading in Senior High School, the learners are
included in adolescents. At this age, the learners are searching for individual
identity. It is forged among classmates and friends. Peer approval they have is
more important for them than the attention of their teacher. In a research, it has been
known that the learner in this age may be disruptive in class. It is because of their
self-esteem and the peer approval. Other factor which may cause problem in
23
their learning process is boredom. They are in age of transition, confusion, self-
consciousness, growing, and changing bodies and minds (Brown, 2001: 92).
Those characteristics of the learner become a challenge for the teacher. The
teacher should really prepare a very special set or design of consideration applies
to teaching them.
a. Definition
The mind map which was concluded by Astuti in her thesis (2012: 24) is
an important technique that improves the way we take notes, and supports and
enhances our creative problem solving. The reader can simplify what they have read
so that they can understand what is explained by the writer in the text. The diagram
from a text shows detail information, main and minor information. Making the
diagram or map makes reader can remember and learn clearly and easily.
The mind mapping is a technique to use the whole brain by using visual
2004). Using the whole brain can balance two sides of human brain: left and right
brain. It means that human can maximize their brains to create meaningful things
Jonassen, Beissner, and Yacci (1993) defined concept maps or mind maps
represent the knowledge structures that humans stored in their minds”. This mind
24
map could be more freestyle, visual, and do not necessarily have particular
reading resources and then visualize the problems in the form of map to make it
easier to comprehend. By using this technique, the readers can quickly identify the
information from the text they read and also grab the structure of a subject and the
way that pieces of information fit together. It can help the readers to make a note
from the text clearly. Every piece of the text can be noted and described in a map
which consist of any symbols or pictures that connected each other to be complete
information.
implemented in the classroom that were consistent with a method and therefore were
in harmony with an approach as well. When the researcher decided this mind map
as a technique, she tried to implement the mind map to reach some purposes in the
using words, picture with colour and symbols in a hierarchical or tree branch format.
25
The mind map according to Stine (1997: 103-104) has several advantages
which helps reader to grab information so he can comprehend any text easily.
description for the reader. Second is activating left brain to control verbal and
analytical capability when the reader organizes a diagram, while the right brain
controls spatial and visual capability. Third is to comprehend a text by writing main
ideas and connecting each other in the reader‟s own way. Fourth is the reader
is able to face a new thing because there are always some spaces for new idea and
they are in a piece of paper. Sixth is the reader could easily recall the information
DePotter and Hernacki (2004: 110) categorize way of learning into two. The
first is how to grasp information called modality. The second is how to manage and
process the information grasped called brain domination. Every learner has their
own modality to learn something. The modality is classified into three types,
according to DePotter and Hernacki (2004: 112). They are visual, audio, and
kinestetik. For learner who belongs to visual type, they prefer to read and pay
attention to illustration on the board. They also take notes well. So, the use of the
mind map is appropriate for them. This technique is also appropriate for the
adolescent learners because they will not be bored when they are reading a passage.
26
Using the mind map technique, the students are able to join the teaching and
learning process in a simple way which guide the students learning reading skills
easily so that they can comprehend any text well. The readers can improve their
memory too because this technique links some things in the text the readers read to
be remembered to some other idea. It also directs the students to think detail
There are several ways to make mind map proposed by some experts. The
ways will lead someone to make the mind map. The experts who propose the
ways are Rose and Nicholl (2002). They explain the ways to make mind map. There
points out some steps to create a mind map. There are five steps. Here are those
steps.
3) Make a main branch which is the idea of the topic, make the word in the
same length with the main branch, make a word per branch, write down the
word with capital letters, and then give them some colours.
4) Make a thin branch which is a sub-topic, add the words or pictures, add the
main idea and develop it with the sub-topics. All the sub-topics are placed in
every branch separately.
5) Continue it with other ideas by making a new branch.
Furthermore, there are DePotter and Hernacki (2004). They also itemize
some steps of making a mind map. These steps consist of nine points.
several recommendations when making mind map. These are the recommendations.
Among the experts‟ types of making mind map, there is a same focus.
They emphasize the sequences in creating a graphic. It means that making a mind
(2010) stated that “...the mind maps are usually highly visual including pictures and
study is intended to improve the students‟ reading skills by using mind mapping.
Another study has been conducted to find the use of mind mapping to improve
students‟ reading skills. The first is a study conducted by Ari Kusmiatun in Astuti
speaking and reading skills. They can comprehend the text better so that they can
He also states that combining a spatial learning strategy with a correction method
concept mapping.
C. Conceptual Framework
The concept of using the mind map technique to improve the students‟
case, reading is an essential skill because the students face written text in their
textbooks almost every day. In fact, the students‟ faces difficulties in learning
the difficulties influence other teaching and learning components. The students
are not able to comprehend a passage well so that they cannot grab information of
From the previous theoretical review, the researcher had discussed a term
of the mind map. There were several advantages of the use of the mind map in the
30
learning process. The mind map technique helps the students to simplify a concept
and description, to balance human brain activity, to guide them reading a text in a
joyful way, to invite them to make innovations, and to help them to recall any
information they have read easily. The mind map technique of reading a written
Therefore, the mind map technique is a good technique to solve the problems
technique is considered appropriate with the condition of the students there. It can
make the students feel comfortable with the learning activities and achieve the aims
of the reading skills. The following is a schema of the conceptual framework of this
research.
31
A. Type of Research
The type of this research was classroom action research. The research was
chosen because it provides a method that can be done by the researcher and the
students‟ reading skill by using the mind mapping. The researcher invited the
chose one of them which is from Kemmis and McTaggart. The process is
presented below.
32
33
The steps of action research according to Kemmis and McTaggart (1988) are
planning a change, acting and observing the process and consequences of the
obseving again, and then reflecting again. Those steps were done to find out the
most appropriate actions to improve the students‟ reading skill of class XI IPA 1
B. Research Setting
The research took place at SMA N 1 Kretek located at Kretek, Bantul. Its
setting is the English class of second grade at SMA N 1 Kretek, class XI IPA 1.
first grade until third grade. There are 270 students totally, so there are about 30
This school has some office rooms. The first room is for headmaster and
guest room, second is for teachers, third is for vice headmasters, and fourth is for
clerical employees. The other rooms are; a school health unit, a kitchen, a science
two canteens, a mosque, „pendopo joglo’ for art and sport activities, two teacher‟s
There are also some facilities that support the teaching learning process
and other school activities. They are computers, tape recorders, dictionaries,
televisions, LCDs, sport equipments, maps, etc. The teacher sometimes used the
34
collaborator, and the students of grade XI of SMA N 1 Kretek. The students in grade
XI in the school were devided into three classes. However, the research only
The researcher was as the teacher in the class XI IPA 1 who taught reading
skills according to the learning materials and the lesson plans which had been
implementation of the actions planned. The observer identified the effectiveness and
the ineffectiveness of the actions and then she helped the researcher in improving
the actions by giving some feedbacks. The researcher and the collaborator worked
D. Data Collection
Hornby (1995: 294) stated that data are facts or information used in deciding
or discusing something. The researcher have collected the data to support this
improved. In collecting the data, the researcher collaborated with the collaborator
35
as an observer and the students. There were three aspects in this collecting data
Instrument is the main important tool to collect the data. The instruments
camera.The interview guidelines were used in the beginning of the research process,
the end of the cycles, and the end of the research process. These guidelines
were used to guide the researcher to focus on the intended research area as she
conducted the interviews. The guidelines was possibly developed as long as the
interviewee were still on the right path. The next instruments were the
teaching and learning process. The last was camera. The researcher used camera
to take some pictures of the process of teaching and learning process. She also
In this research, the collected data were qualitative data. To get the data,
a. Interview
The interview was done to get information from the teacher and the students
before and after the actionswere implemented. The information included opinion,
belief, and experience of the interviewee. The result of the interview would be
b. Observation
The researcher observed the teaching learning in class XI IPA 1 when she did
reconnaissance and implemented the action. The researcher also collaborated with
the English teacher who was as the collaborator. The collaborator observed the
process of teaching and learning when the researcher implemented the action and
then they discussed the results of the observation. The results of the observation
were presented in the form of field notes which consisted of the students‟
teaching and learning. The researcher and the collaborator agreed to use narrative
c. Documentation
The researcher took pictures during teaching and learning process. These pictures
After the data have been obtained, the researcher analyzed the data using
several steps. The researcher used a series processes of data analysis proposed by
The first stage in analyzing the data was to assembly the data. The data from
interview transcript, field notes, and observations were collected. After that, the
researcher scanned the data to show up the data so that the data could be compared
and constructed.
37
(Burns: 1999). The researcher identified the data collected into more specific
group of data.
The researcher compared the data before and after the action. Its purpose
was to know whether the data were repeated or developed across different data
collection techniques. This step was not be interpreted yet but it merely displayed
d. Building interpretations
After three stages above, the researcher tried to think deeply about the
data. Burns (1999) states that this step might make a researcher came back to the
data several times to ask questions, rethink the connections and develop explanation
of the bigger picture underpinning the research. The collaborator was also invited
This was the final step of the data analysis process. After collecting and
1. Validity
To maintain the validity of the data, there are five criteria proposed by
Anderson in Burns (1999: 161) were followed by the researcher. Those five
criteria are democratic validity, catalytic validity, process validity, outcome validity,
and dialogic validity. In this research, the researcher used four criteria of
a. Democratic validity
deals with the perspectives given by those who have stakes in the research which
then leads to the inclusion of multiple voices. To establish this validity, the
to the classroom action research study. Those were done to prepare the planning,
b. Outcome validity
This validity relates to the outcomes led by the notion of actions. The
outcomes is called successful based on the research context. In this study, the
particularly in the reading skills. Therefore, all of things in the research are
interrelated to one another. Besides, to support the data validity, the researcher
enclosed the photographs and field notesof the teaching and learning process.
39
c. Process validity
This validity raises questions about the „dependability‟ and „competency‟ of the
research. The researcher considered and analyzed whether the technique applied
in the classroom had been appropriate with the condition of the participants or not.
This analysis would affect the result. The collaborator observed the classroom
activities. The students felt comfort and showed their participation or involvement
in the classroom activities and then the researcher was able to observe their
different behaviours from different perspectives and data source. The researcher
took notes of the activities in the classroom during teaching and learning process.
d. Dialogic validity
parties of this research. The researcher fulfilled the needs of data by interviewing
the teacher and the students. They gave information from different perspectives.
The information was valuable to measure the success of the research. The
dialogues were done during the researcher conducted the research in the
classroom. The collaborator and the researcher shared their oppinions which
2. Reliability
The data of this study were in the form of qualitative data. The researcher
got the data from many resources. In enhancing the trustworthiness of the data and
40
the subjectivity in analyzing the data, the researcher used triangulation. It aimed to
gather multiple perspectives on the situation being studied. Burns (1999: 164) stated
that there are four forms of triangulation, namely time, space, researcher, and
theoritical triangulation. In this research, the researcher used the two forms of them,
time and researchertriangulation. These are the triangulation forms which were used
by the researcher.
a. Time triangulation is the data which are collected at different points in time.
The researcher interviewed students at the beginning, middle and end of the
course.
b. Researcher triangulation is the data which are collected by more than one
researcher. The researcher asked the teacher and the students to collect data to
F. Research Procedures
discussed in the beggining point of this chapter. There were three steps in a cycle.
were involved in cyclical structure. It meant that these steps were possible to
reimplement in the next cycle when it was needed to do. It could be 2, 3, or more
cycles in a research but the researcher only did two cycles because of some
reasons such as time limitation and school policy of teaching and learning
process.
41
reconnaissance, the researcher gained data about obsatacles and weakness in reading
a passage. They were collected through observations and interviews. The researcher
observed activities in the learning and teaching process related to reading activities.
the results of the observations were presented in the fieldnotes. Meanwhile, the
interviews were done to make sure and add the data from the observations. The
researcher interviewed the collaborator and the students. The research procedure
1. Planning
This step was planned the details of the research, such as the actions that
the researcher would do in every cycle. It was the further step from the
reconnaissance. What the researcher would plan depends on what the researcher had
had from the observation and discussion about the urgent problem should be solved
This step was the implementation of the action plans made after the
researcher got the data from the previous steps. There would be an observation after
doing the action to know the effects of the actions done in the classroom.
3. Reflection
After doing activities in the first cycle and then observing the problems,
implement the actions in the next cycle better than before. Responses and
42
suggestions were accepted by the researcher from the other participants of this
research, especially from the collaborator. The results of the identification from
This chapter presents the research findings and discussion. In carrying out
the research, the researcher did some steps. These steps are discussed in the previous
chapter. There were planning, observation, action, and reflection. The study aimed
Kretek. The researcher focused on using the mind map technique to reach the
A. Reconnaissance
Before carried out this research, the researcher tried to collect preliminary
data. To gain the data, the researcher observed the teaching learning process in the
classroom. Then, she interviewed the collaborator and the students. The researcher
discussed with the collaborator about the result of the interviews and observation.
The researcher did observation to identify the problems that were found in
the English teaching and learning process of class XI IPA I at SMA N 1 Kretek.
She interviewed the collaborator to support the information gained through the
observation.
collaborator and some students, the researcher and the collaborator identified
some field problems that were found in the English teaching and learning process.
43
44
reading, the researcher and the collaborator discussed the main causes of the
problems. Those were categorized into the problems on students, process of TL, and
technique. Since the focus of this study is on the use of the mind map
technique to improve the students‟ reading skill, therefore, the problems which
45
would be solved were the problems that related to the process of reading teaching
and learning.
After determining the problems which were related to the reading process,
the teacher and the researcher discussed the main causes of the problems. These
main causes of the problems helped the researcher to overcome the problems. The
following table presents the correlation between the main causes and the field
Table 4: The Correlation between the Main Causes and the Classified
Problems
Main Causes Problems
a. There was no adequate guideline for - There was no adequate guideline for
the students to read a text effectively. the students to read a text effectively.
- Students‟ reading skills was low.
- There was no innovation in creating
some interesting ways in the teaching
and learning process.
b. The students had difficulty in - Students found difficulties in
recognizing the topic sentence and understanding the structure of texts.
information of the text. - Students had difficulties in
understanding the main idea.
c. The students‟ had low motivation in - Students‟ motivation to read a text
the reading activity. was low.
- The students were not confident to do
assignments.
d. The students had limited vocabulary - Students‟ mastery of vocabulary was
mastery. low.
- The students rarely checked the
difficult words in the dictionary; they
waited their teacher giving them the
meaning of the words.
e. The students‟ involvement in the - Students did not pay attention when
reading teaching learning process was the teacher explained the materials.
low. - The students often made noise during
the teaching learning process.
- The students‟ involvement in the
classroom was low.
f. The students were not able to - The students could not paraphrase the
paraphrasing the text. information from the text using their
own words.
propose some actions to solve those problems. The teacher added that the actions
should be relevant with the condition of the students and the ability of the researcher
herself.
47
urgent and feasible problems which occurred in the process of teaching and learning.
Those important problems were chosen because they could give bad effects to the
students if they were not solved soon. Furthermore, the researcher discussed with
the collaborator about what the researcher should do to solve the problems. As
suggested by the collaborator, the researcher made some plans to overcome the
problems. The researcher planned some actions to be done. Those actions are
presented below.
a. Using scanning and skimming to support finding out the topic of the text.
b. Rewriting information in the students own words in each branch of the mind
map.
The researcher had designed some plans which were related to the field
problems. The table below showed the relationship between the actions and the
problems.
48
Table 5: The Relationship between the Field Problems and the Actions
No. Actions Problems
1 Using scanning and skimming to - There was no an adequate guideline
support finding the topic of the for the students to read a text
text. effectively.
a. Planning
There had been discussion between the researcher and the collaborator about
the planning of actions. The result of the discussion was the implementation of the
action plan in the first cycle. Its focus was to improve the students‟ reading skills.
The researcher prepared the planning of the actions by considering the extract of an
Interview Transcript
January 24th, 2014
From the extract above, the teacher told the researcher that the students did
not always have dictionaries when they were in the English class. The researcher
also saw a fact in the observation that the students often asked the teacher difficult
words before they checked their dictionary. The researcher decided to prepare a
simple planning for them so that they did not face too many difficulties in the
classroom.
The researcher and the collaborator had discussed and agreed that the mind
map technique would be used to solve the problems identified and then improved
the students‟ reading skills. The actions planned were as the following.
50
The first action which had been planned was using interesting topics and
pictures. This action was important. It could attract the students to enjoy the activity
in the classroom. It motivated the students to give more interest in the process of
teaching and learning. When they did activity interestingly and felt at ease, they
The second action was using scanning and skimming to support finding
out the topic of the text. This action was trying to solve two problems. These
difficulty in recognizing the topic sentence and information of the text. The
inadequate guideline could not lead the students to read a text well. As it has been
known, reading is not a simple activity. It will not be successful when there is no
guideline to the students as reader how to read in an effective way. The effective
way would help the students to grasp information in the text they read.
The third action in this study was rewriting information in the students
own words in each branch of the mind map. In making a map, the students could
not avoid drawing branches. Every branch might consist of word, phrase, or
sentence. Those contents represented information of the text which had been read.
Paraphrasing a sentence which was done by the students was able to help the teacher
to check the students‟ comprehension about a passage they had read. This also
could help the students to answer multiple choice questions that are usually in the
form of paraphrases.
The fourth action was questioning and answering activity about the text.
This action was able to improve the students‟ involvement in the classroom
51
activity. It also could invite them to focus on the process of teaching learning in
the classroom. This action that would be done by the researcher could build a
good interaction and then there would be a good relationship between the researcher
The last action was exploring difficult words through map/chart. One of
the identified problems was that the students had low vocabulary mastery. The
researcher planned this action to solve this students‟ problem. When the students
read a written text, often they found some unknown words. They should know the
The actions were carried out two times i.e. on February 7th and 10th 2014.
The narrative texts were chosen as the material of the cycle. The actions were
done and focused on the use of the mind map technique to improve the students‟
reading skill. The researcher did the actions by herself. The researcher acted as a
1) First meeting
technique. She implemented dominantly three actions. There were using scanning
and skimming, using interesting topics and pictures, and rewriting information.
These actions aimed at improving the students‟ motivation, guide them to read a
52
text effectively, find information within the text, and help them to paraphrase
The process of the teaching and learning was started by conditioning the
students. The researcher greeted the students in the classroom. The researcher did
not ask the captain of the class to lead a prayer because it was the fourth schedule.
After that, the researcher checked attendance list and tried to remember the students‟
names.
The researcher invited the students to recall their memory, anything about
narrative text. The students seemed enthusiastic answering some questions from
the teacher. Some of them still forget but they listened to what others said. They
remembered the purpose of the narrative text, its generic structure, and some other
Field note
February 7th, 2014
Next activity was reading a text. The researcher gave the students a piece
of paper consisting of a passage entitled “Golden Egg”. This was a narrative text.
The students were asked to read the text. After that, they were demanded to identify
also asked them to find more detail information of the passage. The students
looked enthusiastic in doing this activity. They tried to find the information. They
discussed with their friends and sometimes asked the researcher. This activity is
To facilitate the students in doing the activity, the teacher invited them to
know a technique named mind map. The researcher introduced the technique, its
advantages and how to make it. The researcher showed the way it worked in front
of the class. She drew the map on the board to make the students understand. Firstly,
the teacher distributed blank papers and asked the students to copy the map into
the paper so they could know the way to make the map. They could express their
feelings by making the map. Then, they had to make a mind map based on the
passage they read before. The mind map made comprised information about
generic structure of the passage. There were orientation as a main branch which had
more than one problem and then could be made sub- branches for those problems,
and resolution. This map helped the students to understand the content of the
passage easily. This activity could be seen in this following field note.
54
Field Note
February 7th, 2014
Peneliti yang berperan sebagai guru menjelaskan teknik mind map kepada siswa.
“Ada yang sudah pernah mengenal Mind Map?”, peneliti bertanya kepada siswa.
“Mungkin kalian pernah mengenalnya dengan nama lain sperti spider web. Sebuah
gambar peta menyerupai jaring laba-laba yang diisi kata, frase atau kalimat untuk
mempermudah memahami sesuatu.Biasanya berisi satu kata pokok di tengah sebagai
pusatnya kemudian cabanganya berisi kata detailnya”.Beberapa siswa menjawab
belum pernah.Ada siswa yang menjawab, “Pernah lihat yang seperti ini kayaknya,
mba”.“Ya, mungkin bu Yuana juga sudah pernah menyampaikannya ya.Dan sekarang
kita akan mengingatnya lagi untuk membantu kita mengerjakan tugas ini”, guru
menanggapi.
(The researcher as the teacher explained the mind map technique. “Is there any
of you who know Mind map?” the researcher asked the students. “May be you have
known it in other name like spider web. It is a picture like web of a spider which contains
words, phrases, or sentences helping us understand something. It usually comprises a
word in the centre of the web and has some branches consisting detail words as its sub
words”. Some students answered they haven‟t know it. There was a student answered,
“I think I ever knew it before, miss”. “Yes, Ms.Yuana perhaps ever told you about it.
Now, we are going to remember it again to help us finish this assignment”, the teacher
responded.)
In finding that information in the generic structure, they should read the
passage well. Before that, the teacher gave them some unknown words which
were taken from the passage to help them to recognize the meanings and asked them
to consult the other difficult words with their dictionary. Most of the students
did not have dictionary, so the researcher asked them to borrow some dictionaries
from the school library and bring their own dictionary when they joined English
class.
The researcher gave them guide of reading, scanning and skimming. The
students read the text at a glance. They just identified the information by looking
for main idea in each paragraph. They started to read and drew it in a map. Before
that, the researcher gave them some unknown words and their meanings.
55
Field Note
February 7th, 2014
did not sit on her seat. She walked around the classroom to see the students‟ process
and work. There were some students who asked the meaning of words they did
not know or the word meanings they had forgot. Some of them asked how to fill
the map or confirmed whether the maps they had made were correct or wrong. One
the students looked confused, the researcher switched into Bahasa. The researcher
56
who was as a teacher in the classroom always checked the students whether they
made mistake or they needed help about the given task. The researcher gave
feedback to the students who asked something related to the materials. The
researcher often reminded and warned the students to focus on the task and tried
In the last meeting, the researcher gave a task to the students as homework.
There were three pictures which represented three folktales. They had to choose one
of them. Then, they had to find a text about the folktale chosen from internet or
other relevant sources. These are the pictures which the researcher prepared for the
homework.
After that, the researcher invited the students to summarize all the
materials that had been learned. Some students gave their responses and showed that
they have understood. The researcher promised that the discussion would be
continued in the next meeting as the time was up. The researcher ended the lesson
by saying a prayer.
2) Second meeting
The second meeting was on Monday, February 10th 2014. The lesson was
the fifth lesson schedule that usually was not started by a prayer. Then, the
researcher asked the students condition and checked the students‟ attendance. In
this meeting, the researcher focused on involving the students to the process of
teaching and learning and building interaction with the students. To reach those
things, the researcher used questioning and answering activity and exploration of
Here, in the second meeting, the researcher discussed the homework given
in the previous meeting. The teacher checked their work one by one. Some of
them finished their homework, while another did not finish their works. They who
did not finish their works told the researcher that the homework was too difficult.
Field Note
February 10th 2014
Setelah itu, peneliti mulai memeriksa hasil kerja siswa yang pada
pertemuan sebelumnya dijadikan sebagai tugas rumah.Peneliti menanyakan
satu per satu siswa.Beberapa siswa mengerjakan tugas tersebut dengan
kemampuannya, namun ada juga di antara mereka yang belum mengerjakan
dengan alasan tidak bisa dan tugasnya sulit. Dengan melihat keadaan seperti
ini, peneliti mencoba memotivasi para siswa untuk mengerjakan tugas apa pun
yang dibebankan semaksimal mungkin meski ada kesalahan.
(After that, the researcher started to look at the students‟ homework. The
researcher asked them one by one about the work. Some students did their
homework, some did not because they felt they could do that and it was too
difficult. Since this was a problem that the students had, the researcher tried to
motivated them to do any assignment whether they could do or not.)
58
in front of their friends. The students did not have confidence to do it. The
researcher could not force them to do that. Finally, the researcher invited them to
discuss the work together. It was good. They respected this activity by answering
Field Note
February 10th 2014
Peneliti meminta salah satu siswa maju untuk mempresentasikan hasil kerjanya.
Sayangnya mereka tidak memiliki cukup kepercayaan diri dan peneliti tidak bisa
memaksa mereka dengan apa yng tidak mereka sukai. Akhirnya untuk mengatasi
hal ini, peneliti mengajak semua siswa untuk membahas tugas tersebut bersama-
sama.Hasilnya cukup bagus.Mereka merespon dengan baik kegiatan ini.Daftar
pertanyaan yang diberikan pada pertemuan sebelumnya diberlakukan untuk
tugas rumah ini.Setiap pertanyaan dijawab oleh siswa meskipun ada jawaban
yang salah.
(The researcher called on a student to present her homework in front of
classroom but she refused because of her unconfidence. The researcher could not
force her to do what she wouldn‟t do. Finally, the researcher invited them to
discuss this work together. It was successful enough. They responded this
activity well.There were some question lists from the last meeting which were
used in this discussion. Every question was answered by the students although
there were some which missed.)
Then, the students were grouped so that they could share and discuss with
their team easily. The teacher gave them a text for each group. They should
discuss the text and make a mind map based on the text. The researcher also tried to
encourage the students to be active in the class by asking questions about the
difficulty in their work. They still remembered the materials learned in the last
meeting that could be used in doing their assignment. Those activities are
Field Note
February 10th 2014
In the last meeting, the researcher invited some students to make a mind map
of a certain topic in the sheet of blank paper. When the researcher called on a student
name, she refused to go forward and fill the blank in the frame with the detail
information from the text they had. Then, the researcher invited all students to do
it together, the students spelled the information and the researcher wrote it
60
on the board. When the activities had been done, the researcher summarized the
lesson and ensured herself that the students got the idea. The researcher ended up
c. Reflection
From the information stated before, there are some points that can be reflected from
the actions done. Some actions were considered successful and others were
easily seen from their active engagement in the discussion activity. The
topics of the discussion were mainly about the process of making the
mind map and about the narrative text that they worked on.
2) The students‟ interest and motivation were improved too. They were
given narrative texts which were familiar with them. It made them
(Continued)
(If you liked it, you must be motivated to find the meanings of the
words, right?)
S : Iya dong, mba. Kan biar bisa jawab soalnya juga. Sama ngerjain mind
map juga.
(Yes. Ofcourse. I had to find the meanings in order to answer the
questions and make the mind map.)
P: Researcher S: Student
3) There was a guide for the students to read effectively. The students got
a way to read a text to find information which could save their time and
energy. They just read a text at glance with some clues of several
unknown words which were given by the researcher before the reading
activity.
were confused when they had to find it among so many sentences they
read. They chose other statement instead of the topic that they could not
find.
using their own words because they had limited vocabulary mastery.
3) The other problem which had not improved yet was vocabulary
mastery. The students often complained about the difficult words in the
text. They seldom used their dictionary even they had or they were
supplied by their school. They often relied on their teacher to know the
unknown words.
62
a. Planning
In the Cycle 1, some actions had been discussed and agreed to be executed
in order to improve the reading skills of the students of class XI IPA 1 in SMA
Negeri 1 Kretek. There were some evaluations based on the reflection in the first
cycle. Here, in the Cycle 2, the researcher implemented the actions that would
improve the weaknesses in the Cycle 1. The researcher realized that there were some
obstacles when she did those actions in the first cycle. The researcher would still
apply the similar actions done in the Cycle 1 with some adaptations considering the
students‟ condition and based on discussion with the collaborator of the research.
The researcher changed the material of the teaching learning process from narrative
into spoof text as suggested by the collaborator to follow the teaching program in
the school. The researcher presents the actions for this cycle which had been planned
below.
The first action was using scanning and skimming to support finding out
the topic. The researcher tried to guide the students in more detail than in the
Cycle 1. She would explain the guidance in easier and clearer ways. It needed
The second action was rewriting information using the students own words
in each branch of the mind map. The researcher would guide the students to make
sentence based of its verb, object and subject, like arranging a passive sentence from
The third action was exploring difficult words through using map/chart.
The students would be invited to understand more about the words. The
researcher was going to teach the students to recognize an original form from a
word, such as its suffix and context of the word and then put them in a map/chart.
This way was expected to help them to know the unknown words. The researcher
also would still use „guessing words‟ in this cycle to run the activity.
The rest actions, questioning and answering activity and using scanning
and skimming, were still implemented in this cycle. These actions were useful to
engage the students in the reading activities in the classroom. They could get
Cycle 2 was done in three meetings; February 21st, February 28th, and March
10th, 2014. In this cycle, the researcher tried to help the students to make more
1) First meeting
To start the lesson, the researcher who still acted as a teacher of this class
greeted the students and checked the attendance, while the collaborator was as an
observer sat behind the students to observe the process of teaching and learning.
In this meeting, the focus of the lesson was improving the students‟ vocabulary
mastery.
64
The first activity was delivering material about the spoof text. The researcher
asked some questions about the kind of text. Some students could answer the
students‟ names to answer several questions related to the spoof text. This activity
did not take long time because the teacher had explained it before but in fact, there
were some students who did not understand and forgot it. The students who did not
Field Note
Friday, February 21st, 2014
Penguin”. After distributing the text, the researcher gave some unknown words from
the text. The researcher asked them to find these words in their dictionaries which
they took from the school library or they brought their own dictionary. The
65
researcher made the students to be familiar and close with dictionary that they
The students read the text and still found some difficult words and then
consulted with their dictionary. Some students asked the researcher some words then
the researcher gave clues to make them thought and found the answer by themselves.
“Mba, kata ini apa artinya ya?” (Miss, what is the meaning of this word?), one of
them asked the researcher. The researcher came to the student‟s seat to be closer
to her, “Oh, took itu bukan kata asli. Kata ini adalah bentuk ke dua dari kata
pertama karena perbedaan waktu.Coba cari di kamus, ada tidak?” (Oh, this is not
an original word. It has been changed from the original one because of the
different time. Check your dictionary! Do you find it?). The student
immediately checked her dictionary and found the word. In other time, a student
called the researcher and asked the meaning of a word. “Mba, put itu apa
artinya?”(Miss, what is the meaning of the word „put‟?”). “Put itu ...”, the
researcher answered the student‟s question by playing her hands to give a clue of
the word. She showed a gesture of putting something on the table. The student
guessed the clue and she could guess well. “Menaruh ya, mba?” (Is it „menaruh’,
Miss?). “Ya, benar. Tuh kan pinter bisa nebak.” (Yes, you are right. You are
smart because you can guess.), the researcher answered and gave her a
compliment.
66
Figure 8: The students are checking the unknown words in the dictionary
many problems in the classroom. That was why the researcher emphasized teaching
vocabulary in this meeting. The researcher divided the students into some
groups as she did in the first cycle. Each group had a paper to make a chart. The
researcher guided them to write some words and their suffix and meanings which
were taken from a text given by the researcher before. They should work in a work
team. The researcher guided them to break up some words based on their original
form. They were asked to understand the morphological components of words, such
as their origin, suffix, and so on which made the words different in some contexts.
They made a mind map containing some words with their detail information.
presented in the following field note and supported by a picture of the students‟
work.
Field note
“Peneliti membagi siswa dalam lima kelompok kecil yang terdiri dari 5-
6 siswa.Setiap kelompok dibekali sebuah kertas kosong berukuran besar dan
beberapa spidol berwarna-warni.Peneliti telah memberikan sebuah teks kepada
setiap kelompok untuk dibaca dan dipahami.Untuk memperkaya kosakata
siswa, peneliti meminta setiap kelompok menuliskan beberapa kata dalam
sebuah tabel.Setiap kata dimasukkan dalam beberapa kategori.Tugas ini
bertujuan untuk mempermudah siswa mengenal kata dan mengetahui unsur
asli kata tersebut.Selain itu, siswa juga dilatih untuk bekerja dalam kelompok.”
(The researcher distributed the students into five little groups which
consisted of 5-6 students. Each group was supplied a piece of paper in a big size
and some colourful tip-markers. The researcher had given a text for each group
to read and to understand. To enrich the students‟ vocabulary mastery, the
researcher asked the groups to write down some words in a table. Each word
belonged into some categories. This assignment aimed at facilitating the
students to know the words and the origin of the words. Besides, the students
were asked to work in a team work.)
The students did the assignment well. The researcher hoped that the students
would remember those words which they wrote in their work. In the last meeting,
the researcher invited the students to summarize what they had done. The captain
of the class led a prayer. Then, the researcher said salam to end the meeting.
2) Second meeting
teaching and learning process in improving the students‟ skills when they were
recognizing topic within a text. The researcher acted as a teacher and the
collaborator acted as an observer. The researcher still used the spoof text.
that, the researcher did not forget to check the students‟ attendance. The
researcher reminded the students the last meeting lesson. They had learned how to
Then, in this meeting, the researcher demanded them to find a topic within
a text. Afterward, the researcher gave the students a text entitled “Didn‟t Want to
Walk Alone”. The researcher invited the students to read the text carefully. The
students, then, requested to make a mind map based on the passage they had read.
When they found difficult words in the text, they had to check these words in their
dictionary. They also had chances to ask the researcher. The situation was
Fireld note
There were some questions related to the text which should be answered
by the students. They were able to finish the task faster because they shared their
problems with their friends. When they finished the task, the researcher invited
one student to read one question and its answer. The researcher guided the student
After that, the researcher discussed with the students about the activities
done in this meeting. In the last activity, the researcher summarized all the
71
activities done in this meeting. The researcher ended the meeting by saying a
3) Third meeting
The researcher came in to the classroom. She started the meeting by greeting
the students and checking the attendance. The observer was ready to observe in the
sentence.
The researcher explained some ways at making paraphrase. One of them was
The researcher gave the students some examples on the white board to make them
Field note
(Continued)
(The researcher explained some ways in paraphrasing a sentence to the
students. One of the ways was changing a passive sentence to an active sentence
or doing the opposite. There was another way, such as expressing a sentence
using other words which had similar meaning without changing the original
information of the sentence. The students were shown the way of changing the
passive sentence to the active one on the board. The researcher told them that
there were some things important to be concerned. There were subject, object,
and verb of the sentence. In the active sentence, the subject was in the
beginning of the sentence, the object was after the verb, and the verb was in
the active verb. When the students wanted to change it to the passive one, their
position should be moved. The object should be in the beginning; the subject
should be after the verb, while the verb should be changed into the passive
form and needed auxiliary. The researcher also ensured herself that the students
understood the explanation.)
For further activity, the researcher gave them a text. The students were asked
to read the text. The researcher asked them to make a mind map based on the text
they read. They were asked to apply the explanation before about paraphrasing in
In the last meeting, the researcher invited the students to resume what they
had done. The researcher check their understasnding by questioning them related
73
with the paraphrasing a sentence. After that, the chairman did his role to lead a
prayer. The researcher ended the meeting by giving thanks and saying salam.
d. Reflections
The Cycle 2 was done in three meetings. After the implementation of some
actions; such as making group work, giving clues to the students‟ questions about
some difficult words, making a table to document the difficult or unknown words
in order they could remember those words, and improving interaction with the
At the end of the second cycle, the research yielded some results. These
wrote the results of the reflection in Cycle 2. Those were presented as in the
following.
1) The students could find a topic within a text better when they got a
guidance of using scanning and skimming clearly. They found out the
map/chart. They knew some new words and their morphological form.
into a new form using their own sentence well. It can be seen from one of
1) The students often forgot materials and its explanation delivered by the
learning process, unfortunately in the next day, they forgot the materials
repeat what they got from their teacher in the classroom. They needed
more practices to maintain their skills so that they could reach good
achievement.
2) Some students also did not bring their dictionary into the classroom.
They would have dictionary when the researcher asked them to borrow
C. General Findings
general findings can beformulated as follows. Firstly, the technique of the mind map
is able to improve the students‟ reading skills. Formerly, the students had
difficulties in finding information from texts. It was because they rarely practiced
the texts. Using the mind map, the students were able to find the information such
as the main idea or detail information easily by reading the keywords and using
the map which represented the information which was linked by lines or arrows.
Secondly, the mind map technique was also able to facilitate the students‟
in guessing the meaning of the unknown words from the context. The researcher
76
found the best communicative way considering the students capability to invite
the students toknow or understand an unknown word based on what the text was
Thirdly, this technique could help the students to use scanning and skimming
in the reading activities. They did not need to read all of the words in the text they
read. They only needed to read at a glance to specific information within the text
and then to get the overall picture of it. They need to practise more to improve both
especially when they were making a mind map. Some students had prior knowledge
about information in a text they read. They should be able to distinguish between
their opinion and fact. They might not put their opinion without considering
Fifthly, the mind map technique could help the students in paraphrasing a
sentence. They could understand a text better than before after they said a
sentence using their own sentence. They were also able to improve their way in
new form of a sentence using their own words. Expressing information within a
sentence using their own sentence indicated that they understand the sentence.
Finally, the mind map has good effects to the students in comprehending a
text. There was an adequate guideline for the students. It helped them understand
77
a text better than before. Those actions which were implemented in the reading
teaching learning process when the researcher conducted this research were able
D. Discussion
The research was focused on improving students‟ reading skills using the
mind map technique. This technique was implemented in two cycles. The findings
of the research showed that the mind map technique was successful in improving
From the observation and interview in the preliminary step in this research,
that was reconnaissance, it can be implied that English was one of the difficult
subjects according to the students, especially reading. Based on this main problem,
the researcher and the English teacher agreed to solve this problem by implementing
the mind map technique in combination with some strategies and adaptations
considering the students‟ condition. Those strategies were scanning and skimming,
questioning and answering activity, using map/chart of words, and using interesting
pictures and topics. The adaptations were done to simplify the strategies and
facilitate the students so that they could understand easily. Those actions taken in
the classroom aimed at improving the students‟ reading skills. It was expected to
be able to help the students to comprehend a text easier and better than before.
The researcher implemented the mind map by asking the students to draw
symbols. It helped them understand the information of text that they read. As
Sugiarto (2004) stated that it is the technique to summarize reading resources and
then visualize the problems in the form of map to make it easier to comprehend
Furthermore, making mind map also could make the students creative and motivated
Implementing mind map in the reading teaching and learning process could
train the students to improve their vocabulary mastery. Since the key words were
important in making a mind map, the students were trained to find some words
which represented an idea and then put in each branch of the mind map. It was stated
in one of the steps in making a mind map proposed by DePotter and Hernacki
(2004). They stated “write the keywords or phrases in every branch and then
develop them with details”. It is also supported in one of Buzan‟s steps in Davies
(2010) which said “select key words and print using upper or lower case letters”.
The researcher also invited the students to understand how to understand the
Next, in the making a mind map, the students were asked to elaborate a
topic which was represented by a key word on a branch. They were asked to
elaborate the topic using their own words. They could do it by following the teacher
guidance.
79
Moreover, the mind map also gave the chance to the students to be
active. They could share their ideas to their friends or their teacher. When they
found difficult words in the text they read, they would consult their dictionary,
their teacher or would guess the meaning on their own. Initially, they were passive
Therefore, the researcher tried to solve those problems by giving them some
intermezzos, asking them to read a question, and inviting them to interact in the
Finally, the mind map technique combined with scanning and skimming
strategy was able to help the students to find the topic within a passage. They did
A. Conclusions
The two cycles in this research were completely done. This research began
on 7th February and ended on 14th March 2014. In both cycles, the aim of the
implementation of the mind map was to improve the students‟ reading skills.
When the students used the the mind map technique, they could read and
comprehend the texts easily. In the first cycle, there were successful and
unsuccessful actions but those unsuccessful actions were improved in the second
cycle. It can be seen from the field notes, the students‟ opinions and the teacher‟s
From Cycle 1, the researcher found that the mind map technique improved
the students‟ reading skills. The researcher gave them ways of reading. The
researcher also explained how to use a mind map in the process of comprehending
of a text in the reading activities. The researcher invited the students to get
involved in the reading activities so that they understand more how to solve their
reading problems.
80
81
From the Cycle 2, the researcher found that the the mind map could improve the
students‟ reading skills. They could grasped information from a text they read and
understood it. They could identify the main and detail ideas of the text. The
technique also improved the students‟ creativity and vocabulary mastery. The
interesting ways of making mind map could make the students read texts effectively
B. Implications
Based on the results of the study, it was found that the mind map technique
is one of many reading techniques which encouraged the students to improve their
skills of reading. When they could improve their reading skills, they would be
able to understand a text they read and grab information within the text easily.
This study has proven that the students‟ reading skills were improved after the
researcher implemented some actions in the classroom. From the findings above,
it can be implied that the teacher should use this technique because it has some
because they have mastered the skills of reading. It is also suggested for other
English teachers to use this technique in the classroom in the reading teaching and
learning.
82
C. Suggestions
Based on the conclusions and the implications outlined above, there are some
suggestions that will be directed toeard the English teacher and other researchers.
The English teachers need to vary the use of reading techniques in the
classroom so that the process of reading teaching learning can be more effective.
Improving students‟ reading skills could help the students to comprehend a text
easily and effectively. The use of the mind map technique is one of the way to
enrich the students‟ reading skills in order to facilitate them when they face
problems in reading activity. Implementing this technique can help the teacher to
2. to the students
The students need more practices in improving reading skills so that they
can comprehend English texts better. They should find an environment that can
support their learning process. When they find difficulties, they can share with
their friends or teacher freely. They should also motivate their selves to study hard
so they can reach better achievement. The mind map technique is a way of
actions and find more advantages to improve students‟ reading skills using mind
map. It may also be beneficial for other researchers to conduct this study in other
school settings as many students in Indonesia seemingly having the similar problem.
This is due to the fact that reading is not yet a habit for Indonesians.
REFERENCES
Astuti, Hesti Dwi. 2012. Improving the Reading Comprehension Skill of the students
of SMPN 5 Depok, Sleman, Yogyakarta. Thesis. Yogyakarta: English
Education Department, Languages and Arts Faculty UNY.
Carnine, D. Silbert, J., & Kameenui, E. J., (1990). Direct instruction reading.
Columbus, Merrill.
Davies, M. 2010. Concept Mapping, Mind Mapping, and Argument Mapping: What
are the differences and do they matter? Journal. Victoria, Australia:
Springer Science and Business Media B.V.
84
85
Rose & Nicholl. 2002. Accelerated Learning for 21st Century: Cara Belajar
Cepat Abad XXI. Bandung: Penerbit Press.
Spratt, M., A. Pulverness and M. Williams. 2005. The TKT (Teaching Knowledge
Test) Course. Cambridge: Cambridge University Press.
Stine, Jean Marie. 1997. Double Your Brain Power Meningkatkan Daya Ingat Anda
dengan Menggunakan Seluruh Otak Anda. Paramus: Prentice Hall, Inc.
Sujana, I Made. 2012. “Integrating a Mind Mapping Technique and Information
Gap Activities in Teaching Academic Reading in English”. Educational
Journal, 12.
Sugiarto. 2004. Yang Lupa Diajarkan oleh Sekolah: Mengoptimalkan Daya Kerja
Otak dengan Berfikir Holistik dan Kreatif. Jakarta: PT. Gramedia
Pustaka Utama.
87
88
APPENDIX A
Course Grid
89
5. Memahami 5.2 Merespon 1. Siswa terlibat 1. Teks naratif 1. Mengulas kembali 2 x 45 Worksheet
makna teks makna dan dalam proses 2. Conjunctions pembahasan
fungsional langkah retorika pembelajaran 3. Bentuk kata pertemuan
pendek dan esei dalam esei yang 2. Siswa turut aktif kerja lampau sebelumnya
berbentuk menggunakan dalam yang 2. Mengidentifikasi
narrative, spoof ragam bahasa mengerjakan digunakan kata-kata sulit dalam
dan hortatory tulis secara tugas yang dalam teks kalimat
exposition dalam akurat, lancar diberikan 4. Daftar kata- 3. Mengidentifikasi kata
konteks dan berterima 3. Siswa mampu kata kunci dalam teks
kehidupan dalam konteks membuat mind asing/sulit 4. Membuat mind map
sehari-hari dan kehidupan map sesuai sesuai informasi yang
untuk sehari-hari dan informasi dalam diperlukan dalam
mengakses ilmu untuk teks lembar soal
pengetahuan. mengakses ilmu
pengetahuan
dalam teks
berbentuk
narrative, spoof,
dan hortatory
exposition.
91
5. Memahami 5.2 Merespon 1. Siswa mampu 1. Teks naratif 1. Membaca teks secara 2 x 40 Worksheet
makna teks makna dan memahami teks 2. Daftar kata efektif menggunakan
fungsional langkah retorika 2. Siswa mampu asing dalam scanning dan
pendek dan esei dalam esei yang mengidentifikas teks skimming
berbentuk menggunakan i topik kalimat 2. Mengidentifikasi
narrative, spoof ragam bahasa dan beberapa topik dan detail
dan hortatory tulis secara informasi yang informasi pendukung
exposition dalam akurat, lancar mendukung 3. Mengidentifikasi kata
konteks dan berterima kunci
kehidupan dalam konteks
sehari-hari dan kehidupan
untuk sehari-hari dan
mengakses ilmu untuk
pengetahuan. mengakses ilmu
pengetahuan
dalam teks
berbentuk
narrative, spoof,
dan hortatory
exposition.
93
5. Memahami 5.2 Merespon 1. Siswa mampu 1. Teks naratif 1. Mengenal cara 2 x 45 Worksheet
makna teks makna dan menuliskan 2. Daftar kata membentuk kalimat
fungsional langkah retorika informasi dalam baru dari kalimat
pendek dan esei dalam esei yang bahasanya sebelumnya/parafrase
berbentuk menggunakan sendiri 2. Mengidentifikasi kata
narrative, spoof ragam bahasa 2. Siswa kunci dalam sebuah
dan hortatory tulis secara memahami kalimat
exposition dalam akurat, lancar informasi dalam
konteks dan berterima teks
kehidupan dalam konteks
sehari-hari dan kehidupan
untuk sehari-hari dan
mengakses ilmu untuk
pengetahuan. mengakses ilmu
pengetahuan
dalam teks
berbentuk
narrative, spoof,
dan hortatory
exposition.
94
APPENDIX B
Lesson Plans
95
A. StandarKompetensi
5. Memahami makna teks fungsional pendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
B. KompetensiDasar
5.2Merespon makna dan langkah retorika dalam esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk narrative, spoof, dan hortatory exposition.
C. IndikatorPencapaianKompetensi:
a. Siswa mengetahui dan memahami generic structure dari teks narrative.
b. Siswamampu memahami isi dari teks tersebut.
c. Siswa mampu menyebutkan informasi yang detail dalam sebuah
teksdengantepat.
d. Siswa mampu mengidentifikasi kosakata yang dipakai di dalam teks
sebagai kata kunci
e. Siswamampumenjawabpertanyaan-pertanyaan yang berkaitandenganteks.
D. TujuanPembelajaran:
Setelah disajikan materi ini, siswa mengetahui dan memahami generic
structure dari teks narrative, memahami isi teks tersebut, mampu menyebutkan
informasi yang detail dalam sebuah teks dengan tepat, mengidentifikasi kata
96
G. Media
LCD, gambar, teks,danlembarkerja.
H. KegiatanPembelajaran:
I. Pertemuan pertama
1. Kegiatan pembukaan
a. Guru memulai pelajaran dengan mengucapkan salam kepada siswa.
- Assalamu‟alaykum... Good morning, students? How are you
today?
97
b. Guru memimpin do‟a atau meminta salah satu dari siswa untuk
memimpin do‟a sebelummemulaipelajaran.
- OK, before we start our lesson today, let‟s say a pray.
- Please, one of you lead us to pray in a moment before we start
our lesson today. The leader, please.
c. Guru memeriksa kehadiran siswa.
- Is everybody here today?
- Who is she/he? And why?
2. Kegiatan inti
a. Guru mengawali pembelajaran dengan mengulas kembali
pengetahuan yang siswa miliki tentang narrative text. Guru
melakukan tanya jawab tentang narrative text untukmembangun
interaksi. Beberapa informasi dibahas untuk menyegarkan ingatan
siswa karena pernah mempelajarinya.
b. Guru membagikan sebuah teks berjudul “Golden Egg” dan meminta
siswa untuk membacanya.
c. Guru mengajak siswa untuk mengidentifikasi generic structure dari
teks tersebutdan menandainya dengan mengarisbawahi.
d. Guru memperkenalkan sebuah teknik bernama mind map dan
menjelaskan manfaat dan cara membuatnya.
e. Guru membagikan kertas HVS kosong kepada siswa untuk meniru
gambar mind map yang ditunjukkan menggunakan pensil warna
atau sejenisnya.
f. Guru memintasiswauntukmenggambarkansebuah mind map yang
berisiinformasimengenaiteks yang telah dibagikan.
g. Guru memintasiswamenjawabpertanyaan yang ada di bawahteks.
h. Guru dan siswa bersama mengoreksi jawaban dari pertanyaan
tersebut.
3. KegiatanPenutup
a. Guru dansiswamerangkummaterisecarabersama-sama.
98
b. Guru melakukanrefleksi
c. Gurumenyampaikanrencanapembelajaran
berikutnyadanmemintasiswamempelajari materi tersebut. Dengan
memberikan task berupa gambar. Siswa harus memilih salah satu
dari gambar tersebut kemudian siswa diminta mencari teks narrative
yang berkaitan dengan gambar yang dipilih yang
kemudiansiswadimintauntukmenggambarkannyadalamsebuah mind
map.
The pictures
Picture no. 3
99
I. PenilaianHasilBelajar
Penilaian proses kegiatanbelajarmengajar
a. Teknik: unjuk kerja
b. Bentuk penilaian: kerja individu
WORKSHEET
101
Task 1
Work in pairs. Read this following text carefully. Answer the questions based on the
text.
GOLDEN EGG
Long time ago a remote village, in central China was inhabited mainly with
farmers and hunters. One day, a poor farmer lost his entire livestock because of flood. He
prayed hard to God for help or his family would die of starvation.
Few days later, an old man with long grey beard, passed by his house took pity on
him. He gave him a goose and said “ I don‟t have any expensive thing to give you and
hope this goose will help you to ease your hardship.”
A week later the farmer was surprised to find an egg in his yard. This was not an
ordinary egg. It was a golden egg. He was suddenly overcome with joy.
Thereafter, his livelihood had rapidly improved but the farmer had forgotten his
earlier hardship. He became lazy, arrogant and spendthrift.
Strangely, the goose only laid one golden egg every six months. The greedy farmer
lost his patience and slaughtered his goose thinking there were plenty of golden eggs
inside its stomach.
Though he very much regreted for his foolishness, it‟s already too late.
Task 2
Work individually. Analyze the schematic structure of the following text. Write your
analysis on a piece of paper.
One day a monkey wanted to cross a river. He saw a crocodile in the river, so he
asked the crocodile to take him across the other side. The crocodile told the monkey to jump
on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of the river, it
stopped and said to the monkey,”Monkey, my father is very sick. He must eat the heart of
the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim back to the
river bank. “What‟s for?” asked the crocodile.“Because I didn‟t bring my heart with me,”
said the monkey. “I left it under the tree, near some coconuts.”
So, the crocodile turned around and swam back to the bank of the river. As soon as
they reached the river bank, the monkey jumped off the crocodile‟s back and climbed up
to the top of a tree.“Where is your heart?” asked the crocodile. “You are foolish,” the
monkey said to the crocodile. “Now I am free and you have nothing.”
102
The monkey told the crocodile not to try to fool him again. The crocodile swam
away, hungry.
Orientation/introduction:
................................................................................................................................................
............................................................................................................................
Complication/problem:
................................................................................................................................................
............................................................................................................................
Evaluation:
................................................................................................................................................
............................................................................................................................
Resolution:
................................................................................................................................................
............................................................................................................................
Task 3
Work individually. Read the text below, then make a mind map based on the story.
BUGGY RACES
Once upon a time there lived two best friends, the hare and the tortoise. They liked
to race against each other, but the hare always won.
One day, the hare asked the tortoise to race down to the beach. The tortoise refused,
he said that he will loose anyway. The hare replied in a kind voice that he felt sorry about
it.
But the next day, the hare found a way to race the tortoise that would be fair and
lots of fun too. He asked the tortoise to come with him. The tortoise was slowly plodding
over the sand hill towards the beach. Now the two friends can race against each other all
day and something tells me that the tortoise might win this time.
Adapted from 50 Bedtime Stories, 2002
103
Collin Caterpillar and Sylvia Snail were crawling along the garden wall one sunny morning.
“Isn’t the world big?” remarked Collin as he gazed around.
“It’s huge, it’s enormous” agreed Sylvia, who thought a lot about such things inside her mind.
“It makes me feel so very small,” Collin said.
“But I know a way to change all that!” said Sylvia wisely.
So the two of them spent the rest of that morning collecting the tiniest things they could find.
Collin collected a crumb, a pea, a shell and a petal. Soon he had found a feather, a peanut, a
button and a berry.
Sylvia brought back a drawing pin, a paper clip, a pen nib, a pin and a needle.
“Look! You’re almost a giant Collin!” said Sylvia.
“Funnily enough, how small these things are,” chuckled Collin, “and look how big I am!”
Adapted from 50 Bedtime Stories: the Perfect
Way to End Your Day, 2002
A long time ago, the Sun and the Moon were a married couple who lived on the Earth and were
great friends of the Sea. One day, they invite the Sea to visit them.
So the Sea went along, with the fish and all the members of his family. Surprisingly, the water
begin to rise, so that the Sun and the Moon have to climb up to the roof because they do not
want to be drowned, then they climbed up into the sky, where they have remain ever since.
Adapted from 366 and More Fairy Tales,1990
Long, long ago, when the gods and goddesses used to mingle in the affairs of mortals, there
was a small kingdom on the slope of Mount Wayang in West Java. The King, named Sang Prabu,
was a wise man. He had an only daughter, called Princess Teja Nirmala, who was famous for her
beauty but she was not married. One day Sang Prabu made up his mind to settle the matter by a
show of strength.
After that, Prince of Blambangan, named Raden Begawan had won the competition.
Unfortunately, the wicked fairy, Princess Segara fell in love with Raden Begawan and used magic
power to render him unconscious and he forgot his wedding. When Sang Prabu was searching,
Raden Begawan saw him and soon realised that he had been enchanted by the wicked fairy. The
fairy could not accept this, so she killed Raden Begawan. When Princess Teja Nirmala heard this,
she was very sad. So a nice fairy took her to the Kahyangan.
The story goes that on certain moonlight nights, one can hear the sound of music in the air
above from the top of the mountain. It indicates that Sang Prabu and his daughter have not met
each other till dawn when it is time for them to part and to meet again on another moonlight night.
Adapted from Folk Tales from Indonesia,1999
104
The pictures
Picture no. 1
Picture no. 2
Picture no. 3
105
J. StandarKompetensi
5. Memahami makna teks fungsional pendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
K. KompetensiDasar
5.2Merespon makna dan langkah retorika dalam esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk narrative, spoof, dan hortatory exposition.
L. IndikatorPencapaianKompetensi:
f. Siswa mampu membuat mind map sesuai teks yang diberikan.
g. Siswa mampu menyebutkan informasi yang detail dalam sebuah teks
dengan tepat.
h. Siswa mampu menjawab pertanyaan-pertanyaan yang berkaitan dengan
teks.
M. TujuanPembelajaran:
Setelah disajikan materi ini, siswa memahamiteknik mind map, mampu
membuat mind map sesuai teks yang diberikan, mampu menyebutkan
informasi yang detail dalam sebuah teks dengan tepat, dan mampu menjawab
pertanyaan-pertanyaan yang berkaitan dengan teks.
N. Materi Ajar
7. Teks input
106
P. Media
Teks,dan lembar kerja.
Q. KegiatanPembelajaran:
III. Pertemuan Pertama
4. Kegiatan pembukaan
d. Guru memulai pelajaran dengan mengucapkan salam kepada siswa.
- Assalamu‟alaykum... Good morning, students? How are you
today?
e. Guru memimpin do‟a atau meminta salah satu dari siswa untuk
memimpin do‟a sebelum memulai pelajaran.
- OK, before we start our lesson today, let‟s say a pray.
- Please, one of you leads us to pray in a moment before we start
our lesson today. The leader, please.
f. Guru memeriksa kehadiran siswa.
- Is everybody here today?
- Who is she/he? And why?
107
5. Kegiatan inti
a. Guru mengawali materi dengan menyampaikan beberapa
karakteristik dan fungsi dari teks spoof kepada siswa dengan mengajak
siswa turut aktif dalam sesi ini.
b. Guru memberikan sebuah teks spoof yang kemudian guru membantu
siswa menemukan dan kata-kata yang sulit dipahami supaya siswa
mampu memahami isi dari teks yang dibagikan.
c. Guru meminta siswa membuat mind map untuk menemukan
informasi yang ada dalam teks.
d. Siswa diminta untuk menjawab pertanyaan yang ada dan berkaitan
dengan teks yang diberikan.
6. Kegiatan Penutup
e. Guru dan siswa merangkum materi secara bersama-sama.
f. Guru melakukan refleksi
g. Guru meminta salah sati siswa memimpin doa.
h. Guru menutup pertemuan
- OK. Thank you for your attention and your coorperation for this
meeting. Good bye. Wassalamu‟alaykum...
IV. Pertemuan Kedua
1. Kegiatan pembukaan
a. Guru memulai pelajaran dengan mengucapkan salam kepada siswa.
- Assalamu‟alaykum... Good morning, students? How are you
today?
b. Guru memimpin doa atau meminta salah satu dari siswa untuk
memimpin doa sebelum memulai pelajaran.
- OK, before we start our lesson today, let‟s say a pray.
- Please, one of you leads us to pray in a moment before we start
our lesson today. The leader, please.
c. Guru memeriksa kehadiran siswa.
- Is everybody here today?
- Who is she/he? And why?
108
4. Kegiatan inti
a. Guru menanyakan kembali materi yang telah dipelajari pada
pertemuan sebelumnya.
b. Guru menanyakan permasalahan yang masih dirasakan oleh siswa.
c. Guru memberikan kesempatan bagi siswa untuk berdiskusi mengenai
teknik dan tugas yang diberikan sebelumnya.
d. Guru memberikan tips mendapatkan informasi dari teks yang
diberikan.
e. Guru memberikan teks spoof sebagai bahan latihan.
f. Guru meminta siswa menggunakan teknik mind map untuk
mempermudah pencarian informasi tersebut secara sederhana.
g. Guru meminta siswa menjawab pertanyaan. Kemudian bersama
memecahkan permasalahan yang masih dihadapi siswa.
5. Kegiatan penutup
a. Guru menyimpulkan kegiatan yang dilalui.
b. Guru menutup pelajaran
c. Guru memimpin atau meminta salah satu siswa untuk berdoa.
V. Pertemuan Ketiga
1. Kegiatan pembukaan
a. Guru memulai pelajaran dengan mengucapkan salam kepada siswa.
- Assalamu‟alaykum... Good morning, students? How are you
today?
d. Guru memimpin doa atau meminta salah satu dari siswa untuk
memimpin doa sebelum memulai pelajaran.
- OK, before we start our lesson today, let‟s say a pray.
- Please, one of you leads us to pray in a moment before we start
our lesson today. The leader, please.
e. Guru memeriksa kehadiran siswa.
- Is everybody here today?
- Who is she/he? And why?
6. Kegiatan inti
109
R. PenilaianHasilBelajar
Penilaian proses kegiatan belajarmengajar
c. Teknik: unjuk kerja
d. Bentuk penilaian: kerja individu
Yogyakarta, 2 Februari 2014
Guru Mata Pelajaran Peneliti
WORKSHEET
Task 1
Read this text carefully.
A Man and a Penguin
Questions:
1. What did the writer want to say about the story?
a. We must understand the order clearly before do something
b. We must go to the park sometime.
c. We should report to the police when found something
d. We have to take the penguin to the cinema
e. We could find the penguin in the zoo
Text 2
Read this text carefully.
Didn’t Want to Walk Alone
Mrs. Brown‟s old grandfather lived with her and her husband. Every
morning he went for a walk in the park and came home at half twelve for his
lunch.
But one morning a police car stopped outside Mrs. Brown‟s house at
twelve o‟clock, and two policemen helped Mr. Brown to get out. One of them said
to Mrs. Brown, “The poor old gentlemen lost his way in the park and telephoned
us for help, so we sent a car to bring him home.” Mrs. Brown was very surprised,
but she thanked the policemen and they left.
“But, Grandfather,” she then said, “you have been to that park nearly
every day for twenty years. How did you lose your way there?”
The old man smiled, closed one eye and said, “I didn‟t quite lose my way.
I just got tired and I didn‟t want to walk home!”
Questions:
1. What does the text tell us about?
Text 3
Read this text carefully.
A Prisoner’s Message
A potato farmer was sent to prison just at the time when he should have
been digging the ground for planting the crop of potatoes. He knew that his wife
would not be strong enough to do the digging by herself, so that she could manage
to do planting, and he also knew that he did not have any friends or neighbors
who would be willing to do the digging for him. So he wrote a letter to his wife,
which said, "Please do not dig the potato field. I hid the money and the gun there."
Ten days later he got a letter from his wife. It said, "I think somebody is
reading your letters before they go out of the prison. Some policemen arrived here
two days ago and dug up the whole potato field. What shall I do now?"
The prisoners wrote back at once, "Plant the potatoes, of course."
109
APPENDIX C
Field Notes
110
FIELD NOTE 3
Cycle 1; Meeting 1
Friday, February 7th, 2014
XI IPA 1
mengerjakan tugas tersebut, para siswa nampak antusias memilih spidol dengan
warna yang disukai untuk membuat mind map. Peneliti selalu mengarahkan
mereka untuk berdiskusi dengan temannya atau menanyakan langsung kepadanya.
Hasilnya, siswa mampu membuat Mind Map berdasarkan bacaan naratif
yang dibagikan oleh peneliti. Masih ada beberapa siswa yang menanyakan beberapa
hal terkait kosakata dan isi dari bacaan. Peneliti berusaha menjawab dengan baik.
Di akhir pertemuan, peneliti memberikan tiga gambar yang menggambarkan
beberapa cerita rakyat. Siswa diminta untuk memilih salah satu dari gambar dan
mencari text bahasa Inggris berisi tentang cerita rakyat yang dipilih dari gambar
tersebut. Setelah itu siswa juga diminta untuk membuat mind map dari teks yang
telah didapatnya berdasarkan poin-poin dari teks yang dipelajari pada pertemuan
ini. Setelah itu, peneliti mengajak siswa untuk bersama-sama meringkas
pembahasan pada pertemuan kali ini.
Bel tanda usai pelajaran berbunyi. Siswa mengumpulkan hasil kerjanya.
Peneliti menutup pelajaran hari tersebut dengan meminta ketua kelas untuk
memimpin doa. Siswa pun berhamburan keluar kelas dan segera pulang ke rumah
masing-masing.
114
FIELD NOTE 4
Cycle 1; Meeting 2
February 10th, 2014
XI IPA 1
Peneliti datang ke sekolah dan bersiap masuk kelas. Ketika bel berbunyi,
peneliti bersama Guru bahasa Inggris sebagai kolaborator dan observer memasuki
kelas. Siswa sudah menempati tempat duduknya masing-masing. Ada yang
menyusul karena masih di luar kelas. Setelah semua masuk kelas, pelajaran dimulai.
Peneliti mengawali dengan menguapkan salam dan menanyakan kondisi siswa.
Peneliti juga memeriksa kehadiran siswa.
Pembahasan materi pelajaran dimulai. Peneliti mengulas pembahasan materi
di pertemuan sebelumnya. Setelah itu, peneliti mulai memeriksa hasil kerja siswa
yang pada pertemuan sebelimnya dijadikan sebagai tugas rumah. Peneliti
menanyakan satu per satu siswa. Beberapa siswa mengerjakan tugas tersebut dengan
kemampuannya, namun ada juga di antara mereka yang belum mengerjakan dengan
alasan tidak bisa dan tugasnya sulit. Dengan melihat keadaan seperti ini, peneliti
mencoba memotivasi para siswa untuk mengerjakan tugas apa pun yang dibebankan
semaksimal mungkin meski ada kesalahan.
Peneliti meminta salah satu siswa maju untuk mempresentasikan hasil
kerjanya. Sayangnya mereka tidak memiliki cukup kepercayaan diri dan peneliti
tidak bisa memaksa mereka dengan apa yng tidak mereka sukai. Akhirnya untuk
mengatasi hal ini, peneliti mengajak semua siswa untuk membahas tugas tersebut
bersama-sama. Hasilnya cukup bagus. Mereka merespon dengan baik kegiatan ini.
Daftar pertanyaan yang diberikan pada pertemuan sebelumnya diberlakukan untuk
tugas rumah ini. Setiap pertanyaan dijawab oleh siswa meskipun ada jawaban
yang salah.
Peneliti kemudian membagi siswa dalam beberapa kelompok supaya
mereka bisa belajar secara tim dengan teman-teman di kelompoknya. Mereka lalu
diberi sebuah teks untuk dikerjakan dalam kelompok. Peneliti juga berharap dengan
dibentuknya kelompok, mereka mampu memecahkan permasalahan yang mereka
hadapi bersama-sama. Dan cara ini pun berhasil mengajak siswa untuk lebih aktif
mengikuti proses pembelajaran dan melajar memecahkan setiap permasalahan yang
mereka hadapi bersama. Diskusi di dalam kelompok juga mereka lakukan untuk
mencari solusi dari masalah yang mereka temui.
Di akhir pertemuan, peneliti mengajak siswa untuk mengulas ulang apa
yang telah dipelajari pada pertemuan itu. Peneliti juga mengingatkan untuk terus
mempelajari apa yang sudah dijelaskan. Kemudian peneliti menutup pelajaran
dengan mengucap salam.
115
FIELD NOTE 5
Cycle 2; Meeting 1
Friday, February 21st, 2014
XI IPA 1
Saat jam istirahat selesai, peneliti menuju kelas XI IPA 1 bersama Guru
bahasa Inggris sebagai observer dalam kelas. Dari kejauhan nampak para siswa
berhamburan masuk kelas sehingga peneliti dan observer masuk kelas. Beberapa
siswa menyusul dari belakang menuju ruang kelas.
Peneliti memulai pelajaran dengan mengucap salam dan menyapa para
siswa. Setiap jadwal bahasa Inggris, selalu setelah jam istirahat. Dengan kondisi
siswa yang belum terlalu fokus karena masih terbawa suasana istirahat di luar kelas,
peneliti harus mengkondisikan para siswa untuk mengalihkan perhatian ke proses
pembelajaran. Peneliti tidak lupa memeriksa kehadiran siswa.
Peneliti memberikan penjelasan mengenai teks spoof. Menurut informasi yang
diberikan guru bahasa Inggris, jenis teks ini sudah pernah dijelaskan sebelumnya.
Siswa sudah pernah mengenal jenis teks ini sebelumnya. Peneliti merasa bahwa hal
tersebut bisa mempermudah penjelasannya pada para siswa. Ketika peneliti
melontarkan pertanyaan, siswa bisa menjawabnya dengan benar. Siswa yang belum
terlalu memahami penjelasan dari peneliti bisa terlihat ketika mereka mengerjakan
tugas yang diberikan. Akhirnya peneliti harus memperdalam penjelasan khusus bagi
mereka yang belum terlalu faham itu.
Pada aktivitas selanjutnya, peneliti memberikan sebuah teks berjudul “A
Man and a Penguin”. Para siswa diminta membacanya. Peneliti memberikan
bantuan pada siswa beberapa kata yang sulit atau yang asing bagi mereka untuk
memandu mereka memahami teks tersebut. Peneliti juga memberikan arti dari
kata tersebut. Sedangkan kata-kata yang lainnya bisa mereka temukan artinya di
dalam kamus, namun beberapa siswa juga masih ada yang menanyakan kepada
peneliti. Peneliti membantunya dengan memberikan tanya jawab seperti
memberikan klu yang berkaitan dengan kata-kata yanga ditanyakan tersebut.
Misalnya, “Mba, kata ini apa artinya ya?”, tanya seorang siswa. Peneliti
menghampirinya dan menjawab, “Oh, took itu bukan kata asli. Kata ini adalah
bentuk ke dua dari kata pertama karena perbedaan waktu. Coba cari di kamus, ada
tidak?”. Kemudian siswa tersebut mencoba mencarinya di dalam kamus.Siswa
lainnya bertanya, “Mba, put itu apa artinya?”. Peneliti menjawab, “Put itu ...”,
sambil memperagakan gerakan tangan yang menunjukan klu dari kata yang
aditanyakan. Daan siswa pun bisa menjawab, “Menaruh ya, mba?”. “Ya, benar. Tuh
kan pinter bisa nebak.”, peneliti menjawab seraya memberikan pujian kepada siswa
tersebut.
Peneliti membagi siswa dalam lima kelompok kecil yang terdiri dari 5-6
siswa. Setiap kelompok dibekali sebuah kertas kosong berukuran besar dan
beberapa spidol berwarna-warni.Peneliti telah memberikan sebuah teks kepada
setiap kelompok untuk dibaca dan dipahami.Untuk memperkaya kosakata siswa,
peneliti meminta setiap kelompok menuliskan beberapa kata dalam sebuah
tabel.Setiap kata dimasukkan dalam beberapa kategori.Tugas ini bertujuan untuk
116
FIELD NOTE 6
Cycle 2; Meeting 2
Friday, February 28th, 2014
XI IPA 1
Peneliti memasuki ruang kelas saat bel tanda masuk untuk mata pelajaran
Bahasa Inggris dibunyikan. Siswa berhamburan memasuki ruang kelas. Observer
juga telah bersiap di dalam ruang kelas. Peneliti memulai pelajaran dengan
menyampaikan salam dan menyapa siswa. Peneliti tidak lupa mengecek kehadiran
siswa.
Pada pertemuan kali ini, peneliti memfokuskan proses pembelajaran pada
peningkatan ketrampilan siswa dalam mencari dan menentukan topik pada sebuah
bacaan. Pada pertemuan sebelumnya, siswa telah mempelajari teks spoof. Begitu
pula pada pertemuan ini, siswa diajak kembali untuk menggunakan teks spoof
sebagai materi pembelajaran. Peneliti sedikit menyinggung mengenai proses
pembelajaran sebelumnya yang membahas pengayaan kosakata dalam bentuk
diskusi ringan.
Aktivitas selanjutnya adalah membaca text. Peneliti membagi sebuah
bacaan kepada siswa yang berjudul “A Man and a Penguin”. Mereka diminta
untuk membaca dengan suara lirih. Sebelumnya mereka diarahkan untuk
menggunakan cara skimming dan scanning untuk menemukan ide dan topik dari
bacaan tersebut. Mereka tidak harus membaca seluruh kata dalam bacaan. Mereka
hanya membaca sepintas dan mencoba mencari inti dari tiap kalimat yang mudah
mereka fahami.
Pembelajaran sebelumnya, siswa telah diberi bekal untuk mengidentifikasi
sebuah kata. Pada aktivitas ini, siswa juga sudah diminta untuk membawa kamus.
Ketika membaca teks yang diberikan, para siswa memanfaatkan kamus untuk
mencari arti kata yang tidak diketahuinya. Setelah membaca, siswa diminta untuk
menjawab beberapa soal yang sudah disediakan yang berhubungan dengan teks tadi.
Peneliti memeriksa kefahaman siswa dengan meminta salah seorang siswa
membacakan satu soal dan menjawabnya dengan jawabannya. Jawabannya benar.
Ketika siswa lain diminta melakukan hal yang sama, dia belum bisa menjawab
dengan benar dan peneliti mencoba untuk memandunya menemukan jawaban
yang benar. Akhirnya mereka mengerti.
Jam pelajaran selesai. Peneliti memastikan kembali siswa bisa memahami
pelajaran yang dibahas pada pertemuan ini. Peneliti juga menyimpulkan
pembelajaran. Ketua kelas memimpin doa. Akhirnya ditutup dengan salam.
118
FIELD NOTE 7
Cycle 2; Meeting 3
Monday, March 10th, 2014
XI IPA 1
Peneliti bersama observer masuk kelas setelah bel tanda ganti jam pelajaran
dibunyikan. Observer duduk di bangku paling belakang. Peneliti membuka
pelajaran dengan salam. Menyapa siswa seperti yang dilakukan setiap pertemuan
sebelumnya. Tidak lupa peneliti memeriksa daftar kehadiran siswa dan menanyakan
langsung kepada siswa.
Di dalam kelas, peneliti menjelaskan sedikit materi untuk mengingatkan
kembali tentang apa yang pernah dipelajari sebelumnya. Penelliti memberikan
kesempatan kepada siswa untuk menyampaikana pendapat atau pertanyaan.Ketika
peneliti mengajukan pertanyaan kepada siswa untuk melihat kepemahaman
mereka, ada beberapa siswa yang merespon dengan menjawab dengan kalimat
sederhana, namun masih ada juga yang memang kurang memperhatikan.Peneliti
mengapresiasi jawaban dan respon beberapa siswa tersebut. Peneliti melakukan cara
lain yakni mendekati salah satu siswa untuk menanyakan pengetahuan dan kesulitan
yang dihadapinya. Ternyata memang dia lebih mau terbuka ketika ada pendekatan
personal. Mereka mau menyampaikan masalah yang dihadapinya dengan nyaman
ketika mereka didekati dan bicara dengan personal.Terkadang saat peneliti
mendapatkan pertanyaan dari siswa, peneliti tidak hanya menjelaskan jawabannya
khusus untuk siswa yang bertanya saja tapi juga untuk seluruh siswa yang ada di
kelas dengan menjelaskan di depan kelas.
Peneliti membagikan kertas latihan untuk kesekian kalinya supaya siswa
bisa lebih memahami materi yang diberikan.Beberapa siswa menunjukkan
semangat. Namun, akhirnya semua siswa berusaha mengerjakan latihan yang
diberikan tadi setelah adanya arahan betapa memang latihan yang diulang-ulang
merupakan satu hal yang penting dalam proses belajar.
Kemudian siswa diajak untuk membahasa tugas bersama-sama untuk
sekaligus memastikan siswa memahami apa yang telah dikerjakan. Peneliti
mempersilakan siswa yang masih mempunyai kesulitan dalam mengerjakan tugas
atau memahami materi untuk langsung menanyakan kepada peneliti. Setelah
semua dikira cukup, siswa pun sudah tidak menyampaikan pertanyaan, peneliti
mengakhiri pertemuan dan mengucapkan salam.
119
APPENDIX D
Interview
Transcripts
120
Interview transcript
P : Peneliti
BY : Bu Yuana (Guru Mapel B. Inggris)
Interview script
Interview transcript
Interview transcript
Interview Tanscript
APPENDIX E
Students’
Portofolios
123
124
125
126
127
APPENDIX F
Photographs
128
129
130
131
APPENDIX G
Letters
132
133
134
135