Skripsi choirun nafi'ah

THE USE OF MIND MAPPING TECHNIQUE TO
IMPROVE
STUDENTS’ COMPREHENSION ON NARRATIVE TEXT
(A Classroom Action Research at Eight Grade Students of
MTs I’anatut Thalibin Pati in the Academic Year of 2008/2009)
A Final Project
Submitted in partial fulfillment of the requirement
For the degree of Bachelor of Islamic Education
in English Language Education
By:
CHOIRUN NAFI’AH
3104284
TARBIYAH FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO
SEMARANG
2009
DEPARTEMEN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
SEMARANG
FAKULTAS TARBIYAH
Alamat: Jl. Prof. Dr. Hamka Ngaliyan Telp/Fax (024) 7601295,
7615387
ADVISOR APPROVAL
Date Signature
Dra. Siti Mariam, M.Pd. ___________ __________
Advisor I
Drs. Mahfud Junaidi, M.Ag. ____________ ____________
Advisor 2

DEPARTEMEN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
SEMARANG
FAKULTAS TARBIYAH
Alamat: Jl. Prof. Dr. Hamka Ngaliyan Telp/Fax (024) 7601295,
7615387
RATIFICATION
Date Signature

Ahmad Muthohar, M.Ag
Chairman
Anis Sundusiyah, M.Pd. MA
Secretary
Siti Tarwiyah, M.Hum
Examiner I
Muhammad Nafi’Annury, M.Pd.
Examiner II
ABSTRACT
Choirun Nafi’ah (Student Number: 3104284). The Use of Mind Mapping
Technique to Improve students’ Comprehension on Narrative Text (A Classroom
Action Research at Eight Grade Students of MTs I’anatut Thalibin Pati in The
Academic Year of 2008/2009). Thesis, Semarang: Bachelor program of English
Language Education of Walisongo State Institute for Islamic Studies, 2009.
Key Words: Mind Mapping, Technique, Reading Comprehension, Classroom
Action Research.
The background of the study in this research is based on the phenomena
that students find some difficulties in comprehending reading English text,

especially when they find a lot of unfamiliar words which they cannot comprehend
and use correctly.
The problems of this research can be stated as follows:
1. How is the use of mind mapping technique in teaching reading
comprehension to improve students’ comprehension on narrative text at the
eight grade of students MTs I’anatut Thalibin Pati?
2. How is students’ achievement in reading comprehension after taught by
using mind mapping technique at the eight grade of students MTs I’anatut
Thalibin Pati?
Its purposes are:
1. To describe the use of mind mapping technique in teaching reading
eight grade of students.
2. To describe students’ achievement in reading comprehension after taught by
using mind mapping technique.
The implementation of Mind Mapping technique in teaching reading
comprehension at MTs I’anatut Thalibin is Classroom Action Research which is
aimed to improve students’ achievement in reading comprehension. This research
was conducted in three cycles and was done in five activities including the pre
cycle and the post cycle.
The result of study shows that using Mind Mapping technique can improve
students’ achievement in reading comprehension. This is proved by students’
comprehension test that improved in every cycle. In this research, the researcher
took a test of their achievements in each cycle. In the first cycle, the average of the
students’ achievement was 68,6. In the second cycle the students got 73,6 and in
the third cycle the students got 78,4.
Result of the research shows that the students improve their reading
comprehension effectively by using Mind mapping Technique.
A THESIS STATEMENT
I certify that this thesis is definitely my own work. I am completely
responsible for the content of this thesis. Other writers’ opinions or findings
included in the thesis are quoted or cited in accordance with ethical standards.

Semarang, June 12th
2009
The Writer
Choirun Nafi’ah
Student Number: 3104284
MOTTO
Allah does not change a people’s lot unless they change what is in their hearts.1
1 Mahmud Y. Zayid, the Quran: An English Translation of The Meaning of The Quran,
(Libanon: Dar Al-Choura, 1980), p. 177.

“To learn anything fast and effectively
You have to see it, hear it, and feel it”
(Tony Stockwell)2
DEDICATION
The thesis is dedicated to:
 My beloved father and mother who always support emotionally and
materially with prayer, love, and patience. Without your support I
do nothing.
 My beloved Brother and young Sister who always support and
motivate the writer to finish this thesis.
2 Adi W. Gunawan, Genius Learning Strategy, (Jakarta: Gramedia, 2003), p. 145

 All members of B_ZONE (r14_zieey, Nikmah, Lina, Afied, Mb.jieya,
Qo2m, Mb. Mucka) and my junior one Ni’mah, Pu2t and Ida. Thanks
for your support and attention. My best friends Annie, Sophie, Alya,
kak Dian, Ni2k and Niesa for their lovely friendship. I will always
remember you
 The big family of Mr. Mundziri Perum Depag who provided the
researcher with the comfortable shelter during her study. May Allah
bestow His blessing upon us. Amien
ACKNOWLEDGEMENT
‫الرحيم‬ ‫الرحمن‬ ‫ال‬ ‫بسم‬
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish this thesis entitled THE USE OF MIND MAPPING TECHNIQUE TO
IMPROVE STUDENTS’ COMPREHENSION ON NARRATIVE TEXT (A

Classroom Action Research at Eight Grade Students of MTs I’anatut Thalibin Pati
in the Academic Year of 2008/2009)
Shalawat and salam for the Prophet Muhammad who brings us from
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. In this chance, the writer would like to express
deeper appreciation to:
1. Prof. Dr. Ibnu Hadjar, M.Ed. as the Dean of faculty of Tarbiyah.
2. Siti Tarwiyah, M.Hum. as the Head of English Department.
3. Dra. Siti Mariam, M.Pd as the first advisor and Drs. Mahfud Junaidi, M.Ag as
the second advisor for their patience in providing careful guidance, helpful
corrections, very good advice as well as suggestion and encouragement during
the consultation.
4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge,
guidance, and advices during the years of my study.
5. Library officials who always give good service related with the references in
this thesis so that the writer could do this thesis well.
6. Achwan, S.PdI as the headmaster MTs. I’anatut Thalibin Pati who have given
permission for the writer to conduct the study and the entire teachers, especially
Mrs. Tri Wahyuni, S.Pd. for all time, the information about the teaching
learning process of English and her guidance there, and the students of 8 grade
class B, thanks for the cooperation, and also the school administration staff.
7. My friends in English class group A and B year 2004 and My team in KKN
posko 29 and PPL at SMPN 16 Semarang.
8. Last but not least, those who cannot be mentioned one by one, who have
supported the writer to finish this thesis.
Finally, the writer realizes that this thesis is far from being perfect.
Therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin

Semarang, 12thth
June 2009
The writer
Choirun Nafi’ah
Student Number: 3104284
TABLE OF CONTENT
PAGE OF TITLE ............................................................................................... i
ADVISOR APPROVAL ....................................................................................
ii

RATIFICATION ................................................................................................
iii
ABSTRACT ......................................................................................................
iv
THESIS STATEMENT ......................................................................................
v
MOTTO ...................................................................................................
vi
DEDICATION....................................................................................................
vii
ACKNOWLEDGEMENT..................................................................................
viii
TABLE OF CONTENT......................................................................................
x
LIST OF TABLES..............................................................................................
xii
LIST OF FIGURES............................................................................................
xiii
LIST OF APPENDICES………………………………………………….........
xiv
CHAPTER I INTRODUCTION
A. Background of the study ........................................................
..............................................................................................1
B. Reason for choosing the topic................................................
..............................................................................................4
C. Question of the study .............................................................
..............................................................................................4
D. Objectives of the study...........................................................
.............................................................................................4
E. Significance of the study........................................................
.............................................................................................4

F. Limitation of the study...........................................................
..............................................................................................5
G. Definition of the terms ...........................................................
..............................................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. Teaching Reading Comprehension……………………...
8
a. Definition of Reading.................................................
8
b. The General of Reading..............................................
9
c. Reading Comprehension.............................................
11
d. Factor Affecting Achievement in Reading
Comprehension...........................................................
14
e. Teaching Reading Comprehension.............................
15
2. Narrative Text…………………………………………...
18
3. Mind Mapping………......................................................
19
a. Definition of Mind Mapping......................................
................................................................................19
b. The Concept of Mind Mapping..................................
20
c. The Guidelines of Mind Mapping..............................
22
B. Previous Research…...............................................................
............................................................................................23

CHAPTER III METHODS OF INVESTIGATION
A. Setting of the Study …...........................................................
..........................................................................25
B. Subject of the Study................................................................
..........................................................................25
C. Focus of the Study .................................................................
..........................................................................25
D. Method of the Study...............................................................
..........................................................................26
1. Research Design...............................................................
......................................................................................26
2. Design of Study................................................................
......................................................................................28
E. Procedure of the Study...........................................................
..........................................................................30
F. Technique of Data Collection Method ...................................
..........................................................................35
G. Technique of Analyzing Data.................................................
.........................................................................37
CHAPTER IV FINDINGS
A. The Implementation of Mind Mapping Technique in
Teaching Reading Comprehension…....................................
............................................................................................38
B. The Finding of Result.............................................................
............................................................................................49
CHAPTER V CONCLUSION
A. Conclusion…..........................................................................
.........................................................................62
B. Recommendation....................................................................
.........................................................................63

REFERENCES
APPENDICES
LIST OF TABLES
Table 1 The results of pre-cycle ........................................................................ 50
Table 2 The results of first cycle ....................................................................... 52
Table 3 The results of second cycle ................................................................... 54
Table 4 The results of third cycle ...................................................................... 56
Table 5 The results of post-cycle ....................................................................... 58
Table 6 The results of the test from the pre-cycle until post-cycle .................... 59

LIST OF FIGURES
Figure 1 Action Research Cycle ........................................................................ 27
Figure 2 Cyclical Process of Action Research .................................................. 30
Figure 3 Diagram Of The Whole Test………………………………………… 61

LIST OF APPENDICES
Appendix 1. Students List
Appendix 2. Research Journal in Classroom Action Research
Appendix 3. Observation Scheme in 1st
Cycle
Appendix 4. Observation Scheme in 2nd
Cycle
Appendix 5. Observation Scheme in 3rd
Cycle
Appendix 6. Evaluation Test Of Pre Cycle
Appendix 7. Evaluation Test Of 1st
Cycle
Appendix 8. Evaluation Test of 2nd
cycle
Appendix 9. Evaluation Test Of 3rd
Cycle
Appendix 10 Evaluation Test Of Post Cycle
Appendix 11. Answer Key Evaluation of Pre Cycle
Appendix 12. Answer Key Evaluation of First Cycle
Appendix 13. Answer Key Evaluation of Second Cycle
Appendix 14. Answer Key Evaluation of Third Cycle
Appendix 15. Answer Key Evaluation of Post Cycle
Appendix 16. Lesson Plan For 1st
Cycle
Appendix 17. Lesson Plan For 2nd
Cycle
Appendix 18. Lesson Plan For 3rd
Cycle
Certificates
Curriculum Vitae

CHAPTER I
INTRODUCTION
A. Background of The Study
English as an international language has a very important role as the
language of science, technology and international communication. It is crucial
to be mastered lately since any other languages in the world. English is not the
language with the largest number of native or first language speakers. It has
become a lingua franca, it can be defined as a language widely adopted for
communication between two speakers whose native language different from
each other and where one or both speakers are using it as a second language.3
Thus based on it is crucial function in this new world era, the students have to
study English as well as possible.
English teaching is aimed to develop spoken and written
communication capability which is reflected in four skills. There are skills
enable students to take part in information exchange, to establish interpersonal
relationship and to obtain knowledge as to enjoy study language of English.
English is the most popular foreign language in Indonesia, it is the first foreign
language learnt by Indonesian students at school, especially because it is one of
the compulsory subject.
There are four skills in English, they are listening, reading, speaking,
and writing. Those skills are important to be mastered without ignoring each
other. For many students, reading is the most important of the four skills in
3Jeremy Harmer, The Practice of English Teaching, (Malaysia: Longman, 2002), 3rd
ed,
p.1

second language. As a skill, reading is clearly one of the most important
language skill that where students have to read English material for their
subject. The student often thought to be easier to obtain information from
written text by reading.4
It means that, reading is one of the ways that students
have to master to understand the English written text when they read English
text, students must have not only grammatical knowledge and sufficient
vocabulary but also effective and efficient reading skill.5
In Indonesia, English becomes one of school subject. It has been
introduced begun from playgroup, elementary school, junior high school, senior
high school and university. However, English is not our own language,
everyone will feel that it is difficult. In junior high school, students learnt the
four language skills. That is clearly stated in the goals of the curriculum 2004
as follows the objectives of English teaching in Junior high school is to enable
the students to develop English skills but especially emphasis is given to
reading.6
In reading English text is not always easy for students, it seems that
many students still find difficulties in understanding materials in their
textbooks. It means that L2 reading ability, particularly with English as the L2,
is already great demand as English continuous spread, not only as a global
language but also the language of science, technology, and advanced research.
But reading proficiency in L2 does not develop as completely or easily as it
does in one’s first language (L1).7
It is different from reading an Indonesian text
because in reading English text students need to use their perception and
cognitive abilities.
The success of teaching and learning process depends on several
factors, namely teacher, learner and the technique which are used in teaching
4Jo Mc Donough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide
(UK: Blackwell Publishing, 2003), 2nd
ed, p. 89.
5Adi Sutrisno, Langkah-Langkah Taktis Mempersiapkan TOEFL, (Yogyakarta: Adi Cita
Karya Nusa, 2003), P. 126
6Depdiknas, Kurikulum Standar Kompetensi Bahasa Inggris SMP, (Jakarta: Diknas, 2004),
p. 13
7 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading (England:
Pearson Education, 2002), p. 2.

learning process. The most important thing in teaching learning process is
teaching technique. Concerning from the problem above the teacher should use
some techniques to make the learners comprehend more about the material
which the teacher explains and will make students enjoy and easy to read and
understand a text.
In Junior High School improving comprehension in reading is not easy.
In fact, students of eight grade in MTs I’anatut Thalibin Pati the problem faced
by the students is low comprehension and limited vocabulary. Their
comprehension can be recognized through their way of reading. Their low
comprehension is shown when they do not understand what they read. The
students can not answer question based on the selection, this maybe caused by
their limited vocabulary and bad memory . As soon as they read, they have to
close the text, but they can not answer the questions because they can not retain
what they have just read. In reading activity, students are forced to know the
implied and stated text messages of the texts given. Some students face
difficulties in reading English text. They must learn to navigate through
unfamiliar vocabulary and grammar structure.
Based on the problem above, in order to make comprehension easier in
reading a text, the teacher should the best technique in teaching reading
comprehension. So that, the students can enjoys and be stimulated in learning
English as foreign language especially in reading comprehension. One of them
is by using mind mapping technique. In reading classes, mind mapping will
help the students focus on key ideas written down in their own words,
understand and remember new information presented in the reading text.
In Mind Mapping Technique, the students can recognize the most
important ideas and information from a reading text and converting it into
diagram with their own words to help them understand and remembered what
they read. By using this technique will help students focus on key ideas written
down in their own words understand and remember. Reflecting that fact, the
researcher wants to implement or use Mind Mapping Technique in teaching of
reading comprehension as a problem solving to improve students’ achievement

in teaching reading and to describe students’ reading comprehension after
taught using Mind Mapping Technique.
B. Reason For Choosing The Topic
The reason of the researcher in choosing the topic can be formulated as
follows:
1. Reading is one of important languages that have to be mastered by students
in the junior high school.
2. Teaching reading using mind mapping can help student to understand
relationship the ideas in a text and remember what they read.
3. Mind mapping is very interesting technique that can help students enjoy and
be stimulated in reading text.
C. Question of study
This research is aimed to find the answer to the following research
questions.
1. How is the use of mind mapping technique in teaching reading
eight grades of students MTs I’anatut Thalibin Pati?
2. How is students’ achievement in reading comprehension after taught by
using mind mapping technique at the eight grade of students MTs I’anatut
Thalibin Pati?
D. Objective of The Study
The objectives of the study are as follows:
1. To describe the use of mind mapping technique in teaching reading
eight grades of students MTs I’anatut Thalibin Pati

2. To describe students’ achievement in reading comprehension after taught by
using mind mapping technique.
E. Significance of study
The researcher hopes that this research will be useful for:
1. The use of mind mapping can motivate the students to read a lot of English
reading text as they find it, easy and enjoyable to get and keep the message
comprehensively in their mind.
2. The teachers can use mind mapping to enrich their teaching technique, and
to be apply in offer coming reading comprehension teaching difficulties that
arise in classroom.
3. It will give contribution in English teaching learning process especially in
teaching reading to improve students’ comprehension.
F. Limitation of study
Research should be limited in it is scope, so that the problem being
examined is not too wide and the research is effective. The limitation of this
study they are:
1. The research subject of this research are the students of grade VIII B of
MTs I’anatut Thalibin Pati in Academic year 2008 / 2009
2. The instrument of the study which is the instructional program and the
achievement test will be developed by the researcher herself
3. Because of many kinds of teaching technique, Mind Mapping Technique as
chosen as the employed technique and text that is used in this research
focuses on narrative text.
.4. The researcher using Mind Mapping Technique to narrative text with the
vocabulary comprehension.
G. Definition of term
1. Teaching

According to G. Hitchock and D. Hughes, teaching is process that
which goes on between teachers and learners in classroom, but it also an
activity which can take place in a variety of settings and with markedly
different groups of learners.8
Teaching also involves the application of technical
and profesional skills and knowledge to particular situations.
2. Reading Comprehension
According to Smith (1982) reading is an anticipatory, selective,
purposeful and comprehending process.9
As stated by Mc Donough and Shaw,
reading is one of the most important skills. Reading is the ability to draw
meaning from the printed page and interpret this information appropriately.10
Comprehension can be defined as linking new information to what we
know. Thus, we understand texts by using our knowledge of the world, the
content area, and the context involved, as well as our knowledge of semantics,
syntax, morphology and orthographic.11
According to Webster’s dictionary,
comprehension is the act of or capacity for understanding.12
Reading
comprehension is a term used to identify those skills needed to understand and
apply information contained in a written material.13
As stated by Grabe and
Stoller reading comprehension is the ability to understand information in a text
an interpreted it appropriately.14
3. Mind Mapping
Anderson (1978) assert that mapping is a process of recognizing and
arranging or moving the most important ideas and information from a reading
text or textbook and converting it into a diagram with the reader’s own words
to help them understand and remember what they read. A mind map is a
8 Hitchock, and David Hughes, Research and Teacher: A Qualitative Introduction To
School –Based Research (london ;Routledge , 1989 ) p.4
9J . Michael O’melly and Anna Uhl Chamot, Teaching Second Language Reading For
Academic Purposes (new york ;cambridge university press, 1992 ) p.28
10 William Grabe and Fredricka L. Stoller, Op.Cit, p. 9
11 Richard R Day (ed), New Ways In Teaching Reading, (US ; Teachers of English to
Speakers Of Other Language Inc. (TESOL) ), p. 46
12 Noah Webster, Webster’s new 20th
Century Dictionary Of The English Language, (US;
William Collins publisher, 1980 ) p. 374
13 J. P. Olson and M. H. Diller, Learning To Teach Reading In Elementary School,(London
: Macmillan Publishing Company, 1982) p. 42
14 William Grabe and Fredricka L. Stoller, Op.Cit, p. 17

diagram used to represent words, ideas, tasks, or other items linked to and
arranged radially around a central key word or idea.15
4. Technique
In the teaching learning process, methods and technique take the biggest
part of how teaching process take place. Because it gives link between the
thought and action of teaching. As stated by Harmer technique is the rule of
activity in the class which is used to describe the sets of procedure.16
According
to Freeman and Larsen technique is a set of rules which is the formulation of
the appropriate method in language teaching, thinking about appropriateness of
the learning progress.17
5. Narrative Text
Narrative text is a story like account of an event from the past.18
15Tony Buzan, Mind Map, retrieved from: http//: www/ en.wikipedia.org/ wiki/ mind.map,
December 12, 2008.
16Jeremy Harmer, Op.Cit, p. 78
17 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching : description and analysis (US: Cambridge University Press, 1993), 2nd
ed , p. 15
18 B. Jay, The Psychology Of Language, (New Jersey: Pearson Education, 2003), p. 98

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. Teaching Reading Comprehension
a. Definition of Reading
Reading is one the linguistic skill that people should have in order to
communicate in English fluently. According to Mc Donough and Shaw,
reading is one of the most important skills. Reading is the ability to draw
meaning from the printed page and interpret this information
appropriately19
.
As states in verse 1-5 of surah Al-‘Alaq that reading becomes
something important because it was the first commandment all at once, the
first divine revelation to prophet Muhammad SAW:20
Read in the name of your lord who created, created man from
clots of congealed blood. Read! Your lord is the most bountiful
One, who taught by the pen, taught man what did not know. (QS.
Al-‘Alaq 1-5)21
The verses above explain about reading is very important part on the
teaching knowledge it is means that reading is one of important skill for our
life. In fact, nearly all children begin school with the expectation they will
learn to read.
According to Goodman he has described:
”reading is a receptive language process. It is a psycholinguistic
process in that it starts with a linguistics surface representation
encoded by a writer and ends with meaning which the readers
construct. There is thus as essential interaction between language
and thought reading. The writer encodes thought as language and
the reader decodes language to thought” 22
19 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading (England:
Pearson Education, 2002), p. 9.
20 Depag RI, Al-Qur’an dan Terjemahnya 30 Juz, (solo : PT Qomari Prima Publisher,
2007), p. 904
21 Mahmud Y, Zayid, The Qoran: An English Translation of The Meaning of The Quran,
(Libanon: Dar al-Chaura, 1980), p. 457

Rusydi Ahmad Tho’imah defines reading as follow:23
‫ير‬‫ي‬‫التفكي‬ ‫ياط‬‫ي‬‫انم‬ ‫يل‬‫ي‬‫ك‬ ‫يى‬‫ي‬‫عل‬ ‫يوي‬‫ي‬‫يحت‬ ‫ان‬ ‫يى‬‫ي‬‫ينبغ‬ ‫نشاط‬ ‫هي‬ ‫القراة‬
‫المشكلت‬ ‫وحل‬ ‫والتخليل‬ ‫والحكم‬ ‫والتقويم‬
Reading is an activity that involves system of thought, evaluate,
analyze, and solve the problem.
Reading also can be taught as a way to draw information from a text
and to form an interpretation of that information.24
b. The General of Reading
Reading is useful for language acquisition, provided that students
more or less understand what they read, the more they read the better they
get at it. Reading also has a positive effect on students’ vocabulary
knowledge, on their spelling and on their writing.25
For many students,
reading is the most important of the four skills in a second language,
particularly in English as a second or foreign language. Reading is the main
reason why students learn the language.26
According to Jo Mc Donough and Christopher Shaw the following
of some of the reasons that students may need or want to read:
1) To obtain information for some purposes or because we are curious
about some topic.
2) To obtain instructions on how to perform some tasks for our work or
daily life.
3) To keep in touch with friends by correspondence or to understand
business letters.
4) To know when or where something will take place or what is available.
5) To know what is happening or has happened (as reported in newspaper,
magazines, reports)
22 Patricia L. Carell, Interactive Approaches to Second Language Reading, (New York:
Cambridge University Press, 1990), p. 12
23 Rusydi Ahmad Tho’imah, Ta’limul ‘Arabiyah Lighoiri Annathiqin Biha, ( Riyadh:
Mansyurotu Al Munadhimatun Al Islamiyah Litarbiyah Wal ‘Ulum Watsaqofah, 1989), p. 175
24 William Grabe and Frederica L. Stoller, Op. Cit p. 9
25Jeremy Harmer, How to Teach English, (Malaysia: Longman, 2007), p. 99.
26Patricia L. Carell, Interactive Approaches to Second Language Reading, (New York:
Cambridge University Press, 1990), p. 1

6) For enjoyment or excitement27
Basically, the purpose of learning to read in a language has been to
have access to the literature written in that language28
. It means that reading
is an activity with a purpose. The readers may read in order to gain
information or verify existing knowledge, to critique a writer’s ideas or
writing style, read for enjoyment, or to enhance knowledge of the language
being read. The purposes for reading guide the readers’ selection of texts.
As stated by Grabe and Stoller, there are many purposes for reading, they
are:29
1) Reading to search for simple information is a common reading ability
through a text either to search for a specific piece of information or to
get an initial impression of whether the text is suitable for a given
purposes.
2) Reading to skim quickly is combination of strategies for guessing where
important information might be in the text, and then using basic reading
comprehension skill on those segments of the text until a general idea is
formed.
3) Reading to learn from texts is usually occurs in academic and
professional context in which a person needs to learn a considerable
amount of information from a text.
4) Reading to integrate information requires critical evaluation of the
information being read so that the reader can decide what information to
integrate and how to integrate it for reader’s goal.
5) Reading for general comprehension is the process of understanding and
constructing meaning from a piece of text connected text is any written
material involving multiple words that forms coherent thoughts.
c. Reading Comprehension
27Jo Mc Donough and Christopher Shaw, Op.Cit., p. 90.
28Heidi Byrnes, Teaching Reading, Retrieved from: http//www.nclic.org/ essentials/
reading/ reindex. Htm, 20 October, 2008
29 William Grabe and Fredericka L. Stoller, Teaching and Researching Reading,(United
Kingdom: Licensing Agency Ltd. 2002) pp. 13-14

Reading for general comprehension is the ability to understand
information in a text and interpret it appropriately.30
Reading
comprehension is the process of constructing meaning from text. The goal
of all reading instruction is ultimately targeted at helping a reader
comprehend text. It is important to bear in mind that the comprehension
process may be quite different when the comprehend is processing material
in native language than when he or she is dealing with target language
material.31
Reading comprehension means the ability to understand the material
given by the author. As stated by Jaromilek, reading with comprehension
means that the reader is able to extract from this selection, understanding
the essential fact and visualize details and sense the relatedness of the fact.32
It means that reading comprehension is not only reading the selection but
also trying to comprehend and understand the message in the selection.
Jaromilek (1985) states that reading comprehension consisting of at
least four components:
1) Getting the literal meaning or a general understanding of what is being
communicated.
2) Understanding and remembering facts and details that support the idea.
3) Recognizing and remembering the sequence of ideas or event presented.
4) Following direction.33
Basically, all of four components above show that in reading
comprehension the readers have to understand and remember the author’s
idea in the selection and try to find the supporting details that support the
ideas.
There are three models of reading process that influence the reading
comprehension34
:
30 Ibid p. 17.
31 Stanley Galek (ed), The Role of Context in Comprehension and Learning, (USA: Heinle
Publisher, 1986), p. 98.
32 J Jaromilek, Social Studies Elementary Education,(Pennsylvania: Macmilan Publishing
company, 1985), p. 243
33 Ibid, p. 245
34 William Grabe and Fredericka L. Stoller, Op.Cit, p .31

1) Bottom – up models
In this process, the reader tries to decode each individual letter
encountered by matching it to the minimal units of meaning to get
meaning of the text.
2) Top – down models
The interaction process between the reader and the text involves
the reader in activating knowledge of the world, past experience to get
the meaning of the text. In other words, the top – down process interacts
with the bottom – up process in order to aid comprehension. The
reader’s prior experience or background knowledge plays a significant
role in the process.
Top – down strategies that good readers employ, include the
following: 35
a) Using background knowledge to assist in comprehending a
particular text.
b) Scanning the text for headings, sub – headings to acquire a
broad understanding before more detailed reading.
c) Skimming the text and thinking about the control, and then
writing down a number of questions that you would like the text
to answer for you.
d) Identifying the genre of the text, the type of text that we read can
facilitate reading comprehension.
e) Discriminating between more and less important information for
example, discriminating between key information and
supporting detail.
3) Interactive models
One can take useful ideas from a bottom – up and combine it
with the idea from top – down view.36
35 David Nunan, Introducing Discourse Analysis, ( England: Penguin Books Ltd, 1993 ),
p. 21
36 William Grabe and Fredericka L. Stoller, Op.Cit, p .33

By knowing the level of comprehension, it is expected to be able
to find the weakness of the readers, and it will help both the teacher and
the student to minimize them. There are four levels of comprehension:
a) Literal Comprehension
Literal comprehension is to understand the ideas and
impression explicitly stated in the passage. At this level, reader is
able to understand what the author has said.
b) Interpretative Comprehension
Interpretative comprehension, which involves reading
between the lines or making inferences. It is the process of deriving
ideas that are implied rather than directly stated. At this level the
reader is able to understand what the author meant.
c) Critical Comprehension
Critical comprehension is evaluating written material,
comparing the ideas discovered in the material, and drawing
conclusion about the accuracy and appropriateness. Critical reading
depends upon literal comprehension and interpretative
comprehension and grasping ideas is especially important.
d) Creative Comprehension
Creative comprehension involves going beyond the material
presented by the author. It requires readers to think as they read, just
as critical comprehension does, and it also requires them to use their
imagination.
From the definition above, it can be concluded that those four levels
of comprehension are worth teaching and must be mastered by the students
in order to be able to read effectively and to master the other language
skills.
d. Factors Affecting Achievement in Reading Comprehension
There are several affective factors which are related to reading
comprehension achievement are as follows:

1) Self – concept as self confidence, liking one self, and a felling of
appreciation
When a student feels that he is not competence because of other
students or the teacher’s behavior, he may give up and becomes
disruptive in the classroom. In such situation, reading achievement may
stay at low level since the students cannot or will not concentrate on the
task.
2) Autonomy
The autonomy refers to independence in thought and action. It
refers to the teacher’s guidance in helping students to make choices
among meaningful alternatives in texts and tasks to attain the
knowledge and learning goals.
3) Environmental mastery
When a student has mastered his environmental, he is satisfied
that he can affect what happens to him. He has some control over his
own fate. A student who has a limited environmental mastery will
probably read less well than a student who appropriately masters his
environment.
4) Perception of reality
A student perceives reality when he sees himself accurately as
an individual and as a person who is relating to his setting. Poor readers
appear to be less realistic than good readers in estimating themselves.
5) Anxiety
The role of anxiety in learning to read remains inconclusive
because students’ reaction vary so much and since different levels of
anxiety produce different responses even in one student.
Referring to all explanations above, it can be concluded that it is not
only the students’ role to improve their reading comprehension
achievement. The teacher must create the atmosphere of creative and
effective teaching and learning process by using appropriate techniques of
teaching reading comprehension.

e. Teaching reading comprehension
Reading is an interactive process that goes on between the reader
and the text, resulting in comprehension. In the process of trying to
understand a written text, the reader has to perform a number of
simultaneous tasks, decode the message by recognizing the written signs,
interpret the message by assigning meaning to the string of words, and
finally, understand what the author’s intention was.37
Teaching reading is one of part of education activities. The teacher
has obligation to teach students how to get meaning from printed or written
material. To help students comprehend the written material in the text, the
teacher should give them the knowledge and the ability to be able to read
the material with easy and enjoyment.
Reading comprehension is primarily a matter of developing
appropriate, efficient comprehension strategies. Some strategies are related
to bottom-up procedures and enhance the top-down process.38
According
Douglas Brown the following strategies for teaching reading
comprehension:
1) Identify the purpose in reading.
Efficient reading consist of clearly identifying the purpose in
reading something, whenever a teacher teaching reading technique
makes sure students know their purpose in reading something.
2) Use grapheme rules and patterns to aid in bottom-up decoding.
At the beginning levels of learning English, one of the difficulties
students encounter in learning to read is making the correspondences
between spoken and written English. The students have become
acquainted with oral language and have some difficulty learning English
spelling conventions. They may need hints and explanations about
certain English orthographic rules and peculiarities.
37 Marianne Celce Murcia and Elite Olsthain, Discourse and Context In Language
Teaching, (USA: Cambridge University Press, 2008). p. 119
38H. Douglas Brown, Teaching by Principles; an Interactive Approach to Language
Pedagogy, (New York: Longman, 2001), 2nd
Ed, p. 306.

3) Use efficient silent reading technique for relatively rapid
comprehension.39
Teaching beginning level students this particular strategy will not
apply because they are still struggling with the control of a limited
vocabulary and grammatical patterns. At the intermediate to advance
level students need not be speed readers, but the teacher can help them
increase efficiency by teaching a few silent reading rules:
a) Try to visually perceive more than one word at a time, preferably,
phrases.
b) Unless a word is absolutely crucial to global understanding, skip
over it and try to infer its meaning from its context.
4) Skim the text for main ideas.
Skimming consists of quickly running one’s eyes across a whole
text for its gist. It gives readers the advantage of being able to predict
the purpose of the passage, the main topic or message and possibly
some of the developing or supporting ideas.
5) Scan the text for specific information.
Scanning or quickly searching for some particular piece or pieces
of information in a text. Scanning exercises may ask students to look for
names of dates, to find a definition of a key. Concept or to list a certain
number of supporting details. The purpose of scanning is to extract
specific information without reading through the whole text.
6) Use semantic mapping or clustering.
Readers can easily be over whelmed by a long string of ideas or
events. The strategy of semantic mapping or grouping ideas into
meaningful clusters helps the reader to provide some order to the chaos.
7) Guess when you aren’t certain.
39 Ibid, pp. 307-309

When you are reading, sometimes you find words that you do not
understand. You cannot ignore all the words in a reading. If you decide
that you must know the meaning before using a dictionary.40
8) Analyze vocabulary.
One way for learners to make guessing pay off when they don’t
immediately recognize a word is to analyze it in terms of what they
know about it.
9) Distinguish between literal and implied meanings.
This requires the application of sophisticated top – down
processing skills. Basically not all languages can be interpreted
appropriately by attending to its literal, syntactic surface structure
makes special demands on readers. Implied meaning usually has to be
derived from processing pragmatic information.
10) Capitalize on discourse markers to process relationships
Many discourse markers in English signal relationship among
ideas as expressed through phrases, clauses, and sentences. A clear
comprehension of such markers can greatly enhance learners’ reading
efficiency.41
In teaching reading comprehension, we need to design
comprehension activities that correspond to all of these purposes and
processes in reading. This means that for any given assignment, we should
vary our reading activities according to the type of text with which students
are working and the purpose for which they are reading it. The activities
need to be designed that help students develop specific reading skills,
according to Grellet some of which are listed below: 42
1) Recognizing the script of a language
2) Deducing the meaning and use of unfamiliar vocabulary
3) Understanding information that is stated explicitly
40 John Erskin, Reading strategies retrieved from, http //: ww.johnsesl.com/templates
/reading/strategies – php. May 6, 2003
41 H . Douglas Brown, Op. cit. , p.310
42 Alice C, Omaggio, Teaching Language In Context(Proficiency Oriented Instruction),
(USA: Heinle and Heinle Publishers inc,1986), p. 151

4) Understanding implication not explicitly stated
5) Understanding relationships within sentences
6) Understanding relationships between the parts of a text through
cohesive devices, both grammatical and lexical
7) Identifying the main points or the most important information
8) Distinguishing the main idea from the supporting detail
9) Extracting the main points in order to summarize
10) Understanding the communicative value and function of the text
2. Narrative Text
One of reading text that suitable with Mind Mapping Technique
and also include in junior high school curriculum one of them is narrative
text. Narrative itself is a text that is a story like account of an event from
the past. There are many types of narrative text: fairy tale stories, folktales,
fables, myth etc. The purpose of a narrative text is to amuse or entertain
the reader and to deal with actual or vicarious experience in different ways
and deal with problematic events which lead to a crisis or turning point of
some kind, which in turn finds a resolution.
1. The generic structures
The generic structures of narrative text are:
a) Orientation ( sets the scene and introduce the
participants)
b) Complication (this is part of the story when a crisis
arises)
c) Resolution ( the complication may be resolved for better or worse,
this is a part of narrative where the complication is shorted out or
the problem is solved)
2. The lexicogrammatical features
The language feature of narrative text are:
1) Focus on specific character and usually individualized participants
2) Use action verb and past tense ( V2, was/ were)
3) Use temporal conjunction (once upon a time, then)

4) Use saying verb ( said, told, answered )
5) Use relational process and mental process.
3. Mind Mapping
a. Definition of Mind Mapping
This technique was promoted by Tony Buzan in 197043
. A Mind
Map is a diagram used to represent words, ideas, tasks, or other items
linked to and arranged radially around a central key word or idea.44
According to Mc Whorter (2005) mapping is a process of drawing diagrams
to describe how a topic and its related ideas are connected. It is a means of
organizing and consolidating information by using a visual format. Maps
facilitate learning because consolidate information, although mapping
appeals to visual learners, verbal learners will also find it to be effective in
organizing information.45
Barry Mapp states that mind mapping is a
powerful accelerated learning technique, available to both teacher and
students. Once a student or teacher becomes competence in the use of the
technique, it usually becomes their preferred way of organizing thoughts,
planning, preparation and delivery of talks, making notes and
communicating information to themselves and other.46
In reading comprehension classes, in which the meaning of the text
must be understood. Mind mapping is promoted as a tool. It helps the
students not only to find the relationship between the elements of the text
but also to recall it systematically.
b. The Concept Of Mind Mapping
The concept of Mind Map involves writing down a central key idea
and thinking up new and related ideas which radiate out from the center. By
43 Bobby D. Porter and Mike Heirnacki, Quantum Learning: Membiasakan Belajar
Nyaman dan Menyenangkan, (Bandung: Kaifa, 2003), p. 152
44Tony Buzan, Mind Map, retrieved from: http//: www/ en.wikipedia.org/ wiki/ mind.map,
December 12, 2008.
45Kathleen T. Mc Whorter, Efficient and Flexible Reading (US: Pearson Longman, 2005),
7th
ed. P. 275.
46Barry Mapp, What is Mind Mapping, retrieved: http// www. Teaching expertise.com/
articles / what- is- mind- mapping- 2026, November 10, 2008.

focusing on key ideas written down in a readers own words, and then
looking for branches out and connection between the ideas. In essence
Mind Mapping technique was developed in order to persuade people to
realize their brains rapidly, especially when keywords, images, colors and
direct association are involved in their learning process.
Mind Map is a diagram used to represents words, ideas or other
items linked to and arranged radially around central key words ar idea. It is
used to generate, visualize, structure and classify ideas, and as aid in study,
organization, problem solving and decision making. Mind Mapping are
closely connected with the function of the mind, and can be used in nearly
every activity where thought, and recall planning and creativity are
involved.47
Before using Mind Mapping in teaching reading comprehension, we
certainly need some preparation in order to make the teaching learning
process successfully and more systematic. This following teaching learning
process is:
1) The teacher selects a text to match students’ need and interest, small
group discussion is also applied to support this technique.
2) The process of the teaching learning are as follow:
a) Students divided into groups of four.
b) Teacher gives a text to each group
c) Teacher gives the overview of Mind Mapping technique and the
guideline of creating
d) Teacher gives key word to make easy students understand what they
have read.
e) Students read the text with the partner
f) With their own group the students discuss what they have read
g) The teacher helps students create Mind Map of the text read by the
students
47 Shameen Rafik-Galia, Teaching Literature Through Mind Map, retrieved from: http//
www.melta.org.my/ET/pdf 11 February 2009

h) Class discussion was held to answer some comprehension question
and check the students understanding
i) Individually, the students create Mind Map and check their
understanding by answering comprehension.
Mind mapping technique was designed to help readers understand
the relationships among the ideas in a text by representing them visually. A
mind map usually consists of key words and images connected each other
to show the relationships between ideas. There are some advantages of
using mind mapping technique in teaching reading comprehension:
1) Mind Mapping provides the students with key words and images of
their own creation which enable them to get the whole meaning of a text
and recall the information obtained comprehensively after reading.
2) The key word and images which are connected each other show the
relationships between ideas and parts of a text.
3) This technique does not take much time to comprehend a text, since the
students can do it while they are reading or in a short time upon having
done with reading.
4) Mind mapping is always amusing and imaginative. Interesting teaching
learning process helps students understand, remember and really
information more effectively.
c. The Guidelines Of Mind Mapping
Anderson (1978) asserts that mapping is a process of recognizing
and arranging or moving the most important ideas and information from
reading text or textbook and converting it into a diagram with reader’s own
words to help them understand and remember what they read. Buzan
(1970), the originator of mind mapping technique gives alteration to the
traditional note – taking which takes so much time to create and review.
Mind maps allow readers to visualize complex networks of
relationships among text elements. Most often, the maps involves images,
words, and lines. They are linked to and arranged intuitively according to

the importance of the concepts around a central key word or idea. A mind
map, which is also known as web, is represented by a diagram. There are
some steps to making a mind map, are as follow;
1) Take blank piece of paper
2) Use the paper in landscape orientation
Words and images have more space in the direction of writing and they
do not bump into margins as quickly
3) Start in the centre.
Basically, thoughts start in the center of the mental world. The mind
map reflects it.
4) Make a central image that represents the topic about what is being
written or thought.
Remember that a picture is worth, a thousand words
5) Make your branches curved rather than straight lined. It opens up
associations, focuses the thoughts is fun, and result better recall.
6) The main themes, connected to the central image on the main branches,
allow their relative importance to be seen. These are the basic ordering
ideas and focus the rest of the mind map.
7) Start to add a second level of thought.
The initial words and images stimulate associations. The random
movements of thought and connected lines create relationship and a
structure which demonstrate the level of importance a form branch to a
twig.
8) Add a third or fourth level of data.
9) The brain is like a thought-ball catcher. The mind map allows a reader
to catch and keep whatever the thought-ball is thrown by the brain.
10) Sometimes, enclose branches of mind map with outlines in colors.48
B. Previous Research
48 Tony Buzan, mind maps, retrieved from http: // www.buzanworld.com /mind_maps.
Htm February 14, 2009

The research will describe some works which are relevant to these
thesis to make the thesis arrangement easier:
1) The thesis entitled “Implementasi Metode Mind Mapping (peta pikiran)
dalam Pembelajaran PAI di SD Al-Hikmah Surabaya by Siti Nurhayati
(Tarbiyah Faculty, 2007) tried to investigate the implementation of mind
mapping method to teach elementary student. This study was qualitative
which describes how mind mapping method used by the teacher in that
school and their implementation for teaching learning process in PAI
subject. She stated that teaching for young learner is not easy especially in
elementary school, the teacher should creative in choosing appropriate
method. And the finding shown that the implementation of mind mapping
method in the classroom of Islamic lesson is effective, the students’
achievement in PAI subject could increase by using this method.49
2) The thesis entitled “The Application of Mind Mapping Method in Teaching
Descriptive Writing” by Heri Sutanto (Language and Art Faculty of State
University of Semarang, 2008). This study was quantitative approach
using experimental research; the application of mind mapping is suggested
in teaching descriptive text. The students were able to explore their ideas
through this method. The aim of this study is to find out whether there is
contribution of the application to elicit the student responses in teaching
descriptive writing. And the result of the research showed that mind
mapping method can contribute greatly to students in writing especially
descriptive text.50
In other words, this research is different with previous one. The first
thesis stated that the research was conducted in Islamic teaching context while
this research will be in English teaching learning context. The second one was
carried out in English language teaching context and the focus of study is the
49Sri Nurhayati (3103171), Implementasi Metode Mind Mapping (Peta Pikiran) dalam
Pembelajaran PAI di SD Al-Hikmah Surabaya (Semarang: Tarbiyah Faculty IAIN Walisongo,
2007), Unpublished Thesis.
50Heri Susanto (2201402013), The Application Mind Mapping Method in Teaching
Descriptive Writing, (Semarang: Language and Art Faculty State University of Semarang, 2008),
Unpublished Thesis.

same with researchers. Both of them using mind mapping method in English
teaching learning but the researcher focuses on teaching reading comprehension
while the previous one concerns in teaching writing. The researcher hopes that
this study will give contribution especially in English teaching learning process.
CHAPTER III
METHOD OF INVESTIGATION
A. Setting of Study
The researcher conducted the classroom action research at MTs
I’anatut Thalibin Pati. This setting is located in Cebolek Margoyoso Pati. It is
located at jalan Raya Tayu – Juana. The researcher chooses this setting because
it geographical location was not far from the researcher to reach. The students
were come from different intelligence, social background, and characteristic of
student setting and subject of the research.

B. Subject of Study
The subject of this study was students of VIII B of MTs I’anatut
Thalibin Cebolek Margoyoso Pati, where the total number 40 students. The
whole subject in the research was female because since the students were
subdivided into the class separately based on the gender. This research was
done at 2semester in academic year 2008 / 2009.
C. Focus of Study
In this Classroom Action Research, the research focuses on :
a) Students
Students as subject of the study can be seen from students’ activity in
teaching learning process: students’ understanding and comprehend about text
which is indicated by students’ achievement, students’ activity during teaching
learning process.
b) Teacher
In this research, focuses on teachers’ way in constructing teaching
learning condition using Mind Mapping Technique: Organizes conducive
class when teaching learning process, presents the lesson, and gives
question to students.
c) Teaching learning process
The improvement of students’ comprehension and achievement in
reading teaching learning process by using mind mapping technique.
D. Method of Study
1. Research Design
In this research, the researcher used the form of action research as
stated by Wallace that is a kind of research which is done systematically in
collecting the data on the lesson and analyzing it in order to come to some
decisions about what the future lesson should be.nd
It means that in action
research, a researcher not only needs the theories which supports research
but also needs to practice and to act with the subject of research. Action
research is the name given a series of procedures teachers can engage in,
nd Michael J Wallace, Action Research For Language Teachers, ( New York : Cambridge
University, Press, 1998 ), p. 17

either because they wish to improve aspects of their teaching, or because
they wish to evaluate the success and or appropriacy of certain activities
and procedures.51
Furthermore, classroom action research is a reflective
study done by teacher in a classroom for getting solution about the problem
until it can be solved. As stated by Grabe and Stoller :
Classroom Action Research is the type of structured teacher
reflection in which teacher looks critically at their own classrooms
for the purpose of improving their own teaching and enhancing the
quality of learning that place there.”52
The researcher intends to elaborate Classroom Action Research it is a
kind of research to be used in her research and it could be done by a teacher
in which involve a group of students to improve the teaching and learning
process.
There are four steps in Classroom Action Research, they are planning
(identify the problems ), acting (collect the data), observing( analyze and
interpret data), reflecting ( develop an action). All these aspects are made a
cycle, as stated by Kemmis and Mc Taggart: 53
:
Figure 1 Action Research Cycle
Classroom action research has several characteristics which will be
elaborated as follows:
1) On the job problem oriented
51 Jeremy Harmer, The Practice Of English Language Teaching, ( New York :Longman,
2002 ), p. 344
52William Grabe and Fredricka L. Stoller, Teaching and Researching Reading (England:
Pearson Education, 2002), p. 156
53 Suharsimi Arikunto, et. al. , Penelitian Tindakan Kelas,(Jakarta: PT Bumi Aksara,
2008), 6th
ed., p.16.

Problem which is being investigated appears from the authority
of the researcher herself. The problem is the real problem faced by
students’ everyday.
2) Problem solving oriented
This research is oriented in the problem solving. This short of
research puts the researcher as the agent of change.
3) Improvement Oriented
This research gives emphasizes on the improvement of quality.
This concept is according to the principle of critical research has to
construct product oriented.
4) Multiple Data Collection
In fulfilling the critical approaches principle, there are several
ways of collecting data, such as observation, test and interview.
5) Cyclic
The sequences of the classroom action research are identify of a
problem (planning), collect data (acting), analyze and interpret data
(observing), and develop an action (reflecting).54
Classroom action
research usually conducted cyclic in which seeks to unit. Its two central
concerns, improvement in practice and increased knowledge and
understanding is by linking them into an integrated cycle of activities in
which each phase learns from the previous one and shapes the next.
6) Participatory
Researcher makes such collaboration with an English teacher to
do the classroom action research.
2. Design of Study
This research is Classroom Action research, the researcher that uses
data was analyzed through some cycles in action. Generally, Classroom
Action Research involves a cyclical approach there are identify the problem
(planning), collect data (action), analyze and interpret data (observing),
54 Geoffrey E. Mills, Action Research; A Guide for the Teacher Researcher, (New Jersey:
Prentice Hall Inc, 2000), p. 6.

develop and action plan (reflecting)55
. Before the researcher does the cycles
in action, she will be done preliminary observation (pre cycle). Research
design can be done with some steps as follows :
1. Preliminary Observation
In this step, the researcher intended to find out:
1) Collect data such as documentation includes the number of the students,
students name list, and average scores’ students.
2) The researcher interviewed an English teacher interrelated teaching
learning process in English subject.
3) Identify the problem
Based on the interview with an English teacher, can be identified
the problem of teaching learning process at MTs. I’anatut Thalibin Pati
especially in reading comprehension. The problems of this research
were some students face difficulties in reading English text, less
students’ motivation in learning activity because teaching learning
process was not satisfied and less students’ understanding in
comprehend a text.
2. Planning in Action
In this research, the researcher planned to conduct three cycles of
Classroom Action Research. There are four steps process in each cycle for
doing Classroom Action Research:
1) Planning
Planning an action by focusing on who, what, when, where, and
how the action will be done. This research is a collaborative research
which is the action is done by teacher and the researcher’s rule as
observer. In making a plan, teacher and researcher work together to
decide teaching material.
2) Acting
55 Hitchock, and David Hughes, Research and Teacher: A Qualitative Introduction To
School –Based Research (London ;Routledge , 1989 ) p.29

In this step, the teaching technique will be applied in teaching
learning process. That is using Mind Mapping Technique in teaching
reading comprehension.
3) Observing
In this phase, the researcher observes and takes notes during
teaching learning process.
4) Reflecting
Reflecting means to analyze the result based on the data that have
been collected to determine the next action in the next cycle. In this phase,
the researcher could observe whether the acting activity had resulted any
progress, what progress happened, and also about the positives and
negatives.56
Result from observation then being reflected together by
teacher and researcher, this includes analysis, and evaluation toward
observation result.
A cyclical process involving stages of action research is followed
by action. It can be illustrated below:57
Planning 1
Action I
The Problem of Student
Reflection I
Observation 1
Planning 2
Action 2
56 Suharsimi Arikunto et. al. Op.Cit, pp.75-80.
57 Ibid, p.16

Reflection 2
Observation 2
Reflection 3
Observation 3
Action 3
Planning 3
The problem was solved
Figure 2 Cyclical Process Of Action Research
E. Procedure of Study
In this Classroom Action Research, the researcher planned to conduct
three cycles. In this research, the teacher taught Reading Comprehension using
Mind Mapping Technique. The activities that will be done in each cycle is as
follows:
a. Pre – cycle
The first step in making Classroom Action Research, the researcher
began with an observation to know the condition of teaching learning in the
classroom when the reading comprehension is implemented. Through the
observation the researcher tried to get the information about students’
achievement and problems in reading comprehension. In this activity the
teacher taught students with conventional method. After that, the teacher
gave pre – test to check the students’ reading ability in comprehending the
story. After the researcher got the data from observation and pre – test, the
researcher decided to analyze the problems faced by the students. After
recognizing the possible cause of problems faced by students, the next is
designing a plan which is the reflection problem.
b. The first cycle

No Steps Researchers’Activity as
colaborator
Teachers’Activity
1 Planning - Arranging a lesson plan
based on the teaching
material.
- preparing the teaching
material.
- preparing the test
instrument.
- Preparing the
observation scheme
- preparing the
teaching material
- preparing students’
attendance list.
2 Acting - The researcher as
observer during the
teacher teaches reading
comprehension using
mind mapping
technique.
- Researcher and teacher
together enter the
classroom.
- The teacher
introduced the mind
mapping technique
- Techer gave
overview mind map
and how to created
this technique.
- The teacher taught
reading
comprehension
using mind mapping
technique.
- Teacher asked
students about the
problems on the
previuos lesson.
- Teacher gave a test
to evaluate students.
3 Observing - The researcher as
observing the teaching
learning process used
observation scheme.
- Observe students’
respond toward mind
mapping technique.
- The teacher applied
this technique.
4 Reflecting - The researcher and
teacher discuss about
teaching learning
process that have been
- The teacher and
researcher evaluate
the step in teaching
learning process and

done to find weakness
and how to improvement
in the next cycle.
discuss the result of
observation for the
students’ ability in
reading.
- Teacher and
researcher discussed
the results of the
observation for the
improvement of
students ability in
reading class.
c. The second cycle
The second cycle is done based on the result of reflection from the
first cycle. If the result from observation showed that the quality is still low,
so it is needed another action in order the next cycle makes some
improvement of the quality.
observer
Teachers’Activity
1 Planning - Arranging a lesson plan
based on the teaching
material.
- preparing the teaching
material.
- preparing the test
instrument.
- preparing the
observation scheme
- preparing the
teaching material
- preparing students’
attendance list.
- Teacher arranged
improvement action
to be developed
become learning
improvement point
observer during the
teacher teaches reading
comprehension used
observation scheme.
- Researcher helped
teacher to spread the
reading text.
- Teacher asked
students about their
problems on the
previous lesson.
- Teacher divided
students into some
group consist of
four students.
- Teacher spread the
reading text for
students.

- Teacher helped the
students to find the
meaning of the
difficult word.
- Teacher gave key
word from each
paragraph to help
students more easy
to understand the
text.
- Teacher explained
the problem.
- Teacher helped the
students to find the
meaning of the
difficult words.
- Teacher gave the
test to check their
understanding after
gave treatment.
observing the teaching
observation scheme.
respond toward mind
mapping technique.
this technique
- Observing students’
participation.
teaching learning
done to find weakness
and how to
improvement in the
next cycle.
- The teacher and
researcher evaluate
learning process
and discuss the
result of
observation for the
reading.
- Teacher and
researcher
discussed the result
of the observation,
for the

improvement of
reading.
d. The third cycle
The third cycle is done based on the result of reflection from the
second cycle. The result from observation showed that the students got
improvement score, but they still need difficulties in understanding English
reading a text, so it was needed another action in order the next cycle better.
observer
Teachers’Activity
1 Planning - Arranging a lesson
plan based on the
teaching material.
- Preparing the teaching
material.
- Preparing the test
instrument.
- Preparing the
observation scheme
- Preparing the
teaching material
- Preparing students’
attendance list.
- Teacher arranged
improvement action
to be developed
become learning
improvement point
observer during the
teacher taught reading
comprehension using
mind mapping
technique.
- Researcher helped
teacher to spread the
text for each students.
- The teacher
introduced the mind
mapping technique
- The teacher taught
reading
comprehension using
mind mapping
technique
- Teacher helped
students to
understand the text

and gave a test to
evaluate students.
observer the teaching
observation scheme.
respond toward mind
mapping technique.
- Observe students
participation.
this technique.
- Observing the
teaching learning
process.
teaching learning
done. The result of
observation was
analyzed, so it could
be seen the
improvement of
students’
comprehension on
narrative text.
- The teacher and
researcher evaluate
learning process and
discuss the result of
observation for the
reading.
- The teacher and
researcher reflect the
activity that have
been done. The result
of this analysis could
be used as review to
use mind mapping
technique in teaching
reading
comprehension.
e. Post – cycle
The last activity in Classroom Action Research, the students will be
evaluated by giving a post – test. It was done to got students’ final score
after taught using Mind Mapping Technique and check students’
achievement in reading comprehension. The researcher will analyze the
result of post- test and compare the whole result test to know how far this
technique works in improving students’ achievement in reading
comprehension, then the researcher will make conclusion in conducting
Classroom Action Research.

F. Technique of Data Collection
1. Source of Data
The source of data was the subject where the data can be got in
detailed, those data were the field data, they are:
a) Data from the teacher especially the English teacher of eight grade
involves teaching learning process and students’ name.
b) Data from the students involves: students’ achievement that was obtained
from students’ score in the end of every cycle, data observation from
students during teaching learning process took place, data from the
picture documentation during the research.
2. Data Collection Method
The methods will be used by the researcher to get the data in this
research is as follows:
1.Test
Test is a set of questions and exercises used to measure the
achievement or capability of the individual or group.58
In this research, will
be held in four reading test the first,second,and third are three evaluation
tests that will be given in the end of each treatment to know the result of the
students after they are treated by using mind mapping technique in the
action and the last one is Post- test. These tests used to measure the
students’ progress in comprehend reading material. The researcher uses
multiple choice tests. This type of test is chosen because technique of
scoring is easy and it is more practical for students to answer. There will be
20 multiple choice questions in every test.
2. Observation
Observation is the activity of giving total concern to research object
of the sense.59
The purpose of observations is to explain the situation in
class activities, individuals involved in some activities and relation between
58Ibid, p. 158.
59 Suharsimi Arikunto, Suatu Pendekatan Praktik, (Jakarta : PT Rineka Cipta,
2006 ).p.149

situation, activity, and individual.60
In conducting the observation, the
researcher will use the observation scheme to make it more systematic,
containing list of activity or happening which might happen.61
In this
research observation is used to know how the implementation of mind
mapping technique in teaching reading comprehension. It used to know the
condition of class and the obstacles appeared during teaching learning
process and it also used to saw students’ difficulties, problems and
understanding about material given.
3. Interview
Is the process of getting explanation by asking questions face to face
between researcher and respondent using interview guide.62
In this research,
interview is used to get the data from an English teacher and students. It can
be used to investigate the students’ understanding about the lesson.
G. Technique of Data Analysis
Data analysis is an effort which is done by teacher and researcher to
embrace the data accurately.63
After collecting the data, the researcher will
analyzed the data .It can be defined as the process of analyzing data
required from the result of the research. Qualitative data was gained from
field notes, observation, interview, that is analyzed by data triangulation.
The score of students’ achievement can be calculated by using this
following formula:64
%100x
questionsofnumberThe
answerrightofnumberThe
Score =
The mean score of the class can be searched by using this
60Bambang Setiyadi, Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan
Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu, 2006), p. 239.
61 Suharsimi Arikunto, op.cit., p. 157.
62 Moh Nazir, Metode Penelitian, (Jakarta :Ghalia Indonesia, 1999), p. 234
63 IGAK Wardhani dan Kuswaya Wihardhit , Penelitian Tindakan Kelas, (Jakarta,
Universitas Terbuka, 2001 ), p. 189
64 Slameto, Evaluasi pendidikan, ( Jakarta, Bumi Aksara, 2001), p. 189
65 Suharsimi Arikunto, Op. Cit., p.264

)( studentsofnumbertheFrequency
Scores
Mean =
CHAPTER IV
FINDINGS
A. The Implementation of Mind Mapping Technique in Teaching Reading
Comprehension
This is a classroom action research on the use of mind mapping
technique to improve students’ comprehension on narrative text. Its aims are to
describe the use of Mind Mapping Technique in teaching Reading
Comprehension and to describe students’ achievement in Reading
Comprehension after taught by using mind mapping technique. There were
three cycles, and there was also pre- cycle to get students base score in reading
comprehension and post-cycle to be compared with pre-cycle after taught by
using mind mapping technique. Each activity will be explained as follows:
1. Pre – Cycle
This activity was done on Sunday April 19, 2009. In this first
stage, the teacher was used conventional way in teaching reading
comprehension (conventional method) this is done to know students’ basic
score of reading comprehension when taught using Non – mind mapping
technique.
In this activity, the teacher was doing teaching learning process as
usual, the teacher learning process began with reading by teacher loudly.
But not all the students paid attention to the teacher. There were only some
students active to ask questions to teacher during the teaching learning
process. After that the teacher gave pre-test to got students basic score
using technique that usually applied by the teacher (teacher learning
center). The students’ mark that contained 20 items of multiple choice. All

of the questions were about the story of narrative text. It was followed by
40 students as the participants of the study. The teacher provided 40
minutes for them to do the test. The purpose of the test was to measure the
skill of the students in comprehending English reading text and to know
basic score of reading comprehension when taught using conventional
method.
Based on the observation in this activity, most of the students had
difficulties to do it. It can be seen from their faced which appeared
nervous and also from their activities. After doing the test, the teacher ask
them to which one of the 20 items of the test was to difficult for them to
do. The students said that almost of the questions were too difficult to be
answered. This condition was not interesting for reading class. The teacher
and researcher decided to use another technique to make students
interested and enjoyed the reading class in order to improve students’
reading ability and comprehend the text, the technique is mind mapping
technique.
2. First Cycle
This activity was done on Tuesday April 21thst
2009. Knowing the
students result from the first cycle not satisfied enough. The teacher and
researcher decided to use mind mapping technique to solve the problem.
In this activity, the teacher taught reading comprehension using
mind mapping technique, it made students paid attention. Before the
teacher done the action, the teacher begun to explaining to the students
about mind mapping technique, gave overview, and how to work with it.
First time, the students faced difficulties about the teacher means, but not
long after that, by brief explanation from the teacher students can
understood and got the point of mind mapping technique. It maybe caused
the teacher ever little explanation about mind mapping technique and gave
example how to create in reading comprehension class.
After the teacher gave explanation about the material, then the
teacher divided the students into a group, each group consist of four

students. This activity made the class noisy because they have to change
the seat position in order to made good position to work in group. Then the
teacher distributed the material (narrative text) to each group to
demonstrate about technique that applied. Students still little bit confused
and need much help for the teacher. Based on the class condition it was
important by teacher must have ability to manage learning group.66
As we
know that one of the teachers’ roles facilitated teaching learning process.
So, the teaching learning process runs well.
Further result explained as follows:
a. Planning
The teacher arranged the learning instrument such as:
1) Lesson plan based on the teaching material
2) Reading material (narrative text)
3) Test
4) Observation scheme
5) Students’ attendance list
From planning above, the teacher used lesson plan as the form
to implement of action will be done. In the first cycle, teacher used
narrative text focus on story of folktale. Folktale are narrative that
have do not have a singular, identifiable authors, expanded and shape
by the tongues of tellers over time, and passed down from one
generation to the next, folktales often reflect the values and customs of
the culture from which they come.67
In this phase, the teacher began
from pre-activity, whilst activity, and post-activity.
Pre activity is the activity where a teacher must prepared for
teaching learning process. In this activity, the teacher greets the
students, checked the students’ attendance in order to the teacher knew
who the students absent today. In the whilst activity, the teacher
66 B. Suryosubroto, Proses Belajar Mengajar di Sekolah, (Jakarta: Rineka Cipta, 1997),
p. 24
67 William Bascom, folktales, retrieved from http; //www.storyarts.org/
classroom/retelling/ finding tales. Htm 12 may 2009.

explained the material (narrative text), grammatical features and
generic structure of the text. Then teacher divided students into groups,
each group consist of four students. Then, the last activity is post
activity, in this phase, the students created mind map based on the
story discussed with their group.
b. Acting
In this activity, the teacher was introduced the mind mapping
technique in teaching reading comprehension, gave overview mind
map and how to created this technique. Before the teacher started the
lesson. After that, the teacher gave then reading text (narrative text) by
the title “ Mount Kinabalu” then the teacher asked the students to read
it , the teacher also gave keyword from the text in each paragraph to
help student more easy to understood the text. But, there were some
students who sit in the backside of the class did not pay attention with
explanation the teachers’ instruction, and they tried to talk each other
by her friend, look bored and feel sleepy. To solve the problem, the
teacher gave more attention to the students and sometimes the teacher
walk to behind of class.
After those activities the teacher explained about narrative text
including:
1. What is narrative text?
2. What is kind of narrative text?
3. The characteristic of narrative text?
a) Social functions: to entertain/ to amuse the reader and to deal
with actual or vicarious experience in different ways.
b) Schematic structure: orientation, complication, and resolution.
c) Language feature :
6) use specific character
7) use action verb and past tense ( V2, was/ were)
8) use temporal conjunction (once upon a time, then)
9) use saying verb ( said, told, answered )

All of students paid attention during the lesson, sometimes the
teacher gave some question in order to make students more active.
After that the teacher divided students into groups, each group consist
of four students. Then the teacher spread the narrative text to each
group to created mind map, before the students created mind map the
teacher asked students to read the text and gave keyword from the text.
Then the teacher asked each group to discuss the reading text and got
the main idea of the text. The teacher monitors this activity.
Sometimes each group asked the teacher if they faced the
problem. After those activities the teacher asked one of group to come
forward in front of class to present the result of their discussion in
group. Then the teacher asked them to compare their mind map with
another group. After worked in group, students come back to their seat,
the last activity the teacher gave individual test, each student do it
individually and they can not open the book or another. There were
some students who had difficulties to do it. It can be seen from the
class was noisy and students who always made noise tried to cheat and
discussed the answer with their friends.
c. Observing68
1) Teacher still had low preparation in learning tool
2) Teacher less motivate students
3) Some students had not paid attention well
4) Students less active in teaching learning process, although they still
confused.
d. Reflecting
1) Teacher should prepare learning tool well
2) Teacher should improve students motivation in learning process
especially for students that less attention.
The teacher divided students into groups, each group consist of
four students. The teacher spread the narrative text to each group to
68 Observation result in first cycle on 21th
April 2009

created mind map, before the students created mid map, the teacher
ask students to read the text and gave keyword from the text. Then
they discussed the narrative text. When the students had finished
together the teacher and the students discussed the material. After
conducted teaching learning process, the teacher provided 45 minutes
to students to do the test. Each student do it individually and they can
not open the book or another.
3. Second Cycle
This activity was done on Sunday April 28 , 2009. Students did the
activity same as the first cycle. The teacher taught teaching reading
comprehension using mind mapping technique. In this cycle, the teacher
explained more detailed about narrative text. Teacher prepared another
narrative text that more interesting than before. The teacher asked to made
group and gave them reading passage. Before the students created mind
map, the teacher asked to find the main ideas of the text, difficult
vocabulary, then converting it into diagram to made students understood
what they read. After that, the teacher gave a test to measure the students’
ability in understanding reading text.
As the previous observation, some of the students said that they
had difficulties in finding new vocabulary. So the teacher helps them to
explain once more how to get the meaning from text. In this cycle, the
teacher focuses more to the lowest students who get low score in the
previous score. According to the observer it can motivated to the students
because the teacher gave more attention.th
This appropriate with the
teaching skill that the teacher should have ability to monitor the students’
progress and make students develop and cooperative spirit in classroom.69
So the teaching learning process will be better.
When they finished, the teacher and students discussed the result to
assist them their difficulties. Then the teacher asks them to tell or translate
the story. Almost of the students wants to come forward to read, tell and
th Observation result in second cycle on 28rd
April 2009
69 B. Suryosubroto, Op.Cit, p. 23

translate the story. It concluded that the students interested in reading
class. After that, he gave a test to measure the students’ ability in
understanding the text and the success of the goal of the process.
a. Planning
3) Test
Same as the first activity the second plan began from pre
activity. Whilst activity and post activity. In this activity, the teacher
explained more detailed about narrative text, teacher prepared another
narrative text that more interesting than before. In second cycle,
students read the story of fables. Fables are about animals that can talk
and act like people.70
In the pre activity, the teacher did the same activity with the
first cycle. At the previous cycle, some of students had not paid
attention well. So, teacher more gave the motivation of students who
less attention. Teacher also asked students about the previous lesson,
and gave reviewed about previous material. It was to be developed
become learning improvement point in this cycle. The whilst activity,
did same activity with the first cycle. The last activity the teacher gave
a test to measure the students’ ability in understanding the text.
b. Acting
The second cycle, the teacher taught reading comprehension
using mind mapping technique. In this phase, the teacher explained
more detailed about narrative text, teacher prepared another narrative
text that more interesting than before. Before the teacher started the
lesson, she asked students about their problems on the previous lesson,
70 L. A. Hill, Stories of fables, retrieved from http:// www. Planetozkids.com/what-are-
fables-htm on May 12, 2009

some of students said they had difficulties in finding new vocabulary.
So, the teacher help them to explained one more how to get the
meaning from text. In this cycle, the teacher focuses more to the
lowest students who get low score in the previous score. According to
the observer it can motivated to the students because the teacher gave
more attention. This appropriate with the teaching skill that the teacher
should have ability to monitor the students’ progress and make
students develop and cooperative spirit in classroom.71
So the teaching
learning process will be better.
After that the teacher gave them reading text (narrative text) by
the title “The Tristy Crow”. Then the teacher asked them to tell or
translate the story. Almost of students wants to come forward to read,
tell and translate the story. It concluded that the students interested in
reading class, as we know reading is passive skill, but with the
interesting technique that implemented the students more challenging
and active. It also stated by Suryo Subroto the teacher should make the
teaching learning process can be effective and efficient. So, the
teaching occurred.72
After those activities the teacher reviewed explained about
narrative text
1) What is narrative text?
2) What is kind of narrative text?
3) The characteristic of narrative text?
a) Social functions: to entertain/ to amuse the reader and to deal
with actual or vicarious experience in different ways.
b) Schematic structure: orientation, complication, and resolution.
c) Language feature :
(1) use specific character
(2) use action verb and past tense ( V2, was/ were)
(3) use temporal conjunction (once upon a time, then)
71 ibid, p. 23
72 B. Suryosubroto, Op.Cit, p. 12

(4) use saying verb ( said, told, answered )
The teacher asked to made group, consist four students, and
gave them reading passage. Before the students created mind map, the
teacher asked to find the main ideas of the text, helped the students to
find the meaning of the difficult word, and gave key word from each
paragraph to help students more easy to understand. Then, converting
it into diagram to made students understood what they read. When,
they finished the teacher and students discussed the result to assist
them their difficulties.
c. Observing73
1) Teacher prepared learning tool better than first cycle
2) Students paid attention well
3) Students needed less help from the teacher
4) Students did the discussion better than before.
d. Reflecting
1) Teacher should motivate less active students in order to be brave to
speak up their mind.
2) Students’ activeness during teaching learning process must ne
improved again.
4. Third Cycle
This activity was done on Tuesday May 5 l, 2009. In this cycle,
teacher and researcher prepared planning as well as previous one. The
teacher reviewed previous lesson, improve learning tool to improve
students’ comprehension in reading class. In this phase, the teaching
learning process runs well. The students very interested in this technique.
. In this cycle, students were active, they tried to read and
understood the story of narrative text and converting it into diagram mind
map to help them understood the meaning what they read in the text. It can
be proved by their motivation in reading the text. The students read and
73 Observation result in second cycle on 28rd
April 2009

tried to understand the text enthusiastically. After that, the teacher gave a
test to measure students’ achievement in reading comprehension.
a. Planning
3) Test
In this cycle the teacher gave different kind of narrative text.
Fairy tale is used in this cycle. In this phase, the teacher began from
pre-activity, whilst activity, and post-activity. The activity is same with
the previous cycle. The teacher divided students into groups, each
group consist of four students. The teacher spread the narrative text to
each group to created mind map, before the students created mid map,
the teacher ask students to read the text and gave keyword from the
text. Then they discussed the narrative text. When the students had
finished together the teacher and the students discussed the material.
After conducted teaching learning process, the teacher provided 45
minutes to students to do the test. Each student does it individually and
they can not open the book or another.
b. Acting
The third cycle, the teacher taught reading comprehension
using mind mapping technique. In this phase, the teacher explained
more detailed about narrative text, teacher prepared another narrative
text that more interesting than before. In this cycle used folk tale in
teaching reading comprehension with title “Malin Kundang” Then the
teacher asked them to tell or translate the story. Almost of students
wants to come forward to read, tell and translate the story. The teacher
divided students into groups, each group consist of four students. The
teacher spread the narrative text to each group to created mind map,

before the students created mid map, the teacher ask students to read
the text and gave keyword from the text. Then they discussed the
narrative text. When the students had finished together the teacher and
the students discussed the material. After conducted teaching learning
process, the teacher provided 45 minutes to students to do the test.
Each student does it individually and they can not open the book or
another.
c. Observingth
1) Teacher prepared learning well
2) Students paid attention well
3) Students understanding and comprehend the text well
4) Students did the discussion well
d. Reflecting
1) Teacher should be interested in use technique in teaching reading
comprehension to motivate less active students in order to be brave
to speak up their mind.
2) students’ should be more activeness in discussion
5. Post Cycle
This activity was done on 10 May, 2009. In this post-cycle teacher
used conventional way in teaching reading comprehension. Then the
students gave reading comprehension questions that contained 20 items of
multiple choices. This is done to know the final score of students after
they were taught using mind mapping technique.
B. The Findings of Result
th Observation result in second third on 28 rd
April 2009

After the researcher implement the use of mind mapping technique in
teaching reading comprehension , the researcher got the data, it was analyzed of
pre cycle, three cycle and post cycle, the researcher got the result of Classroom
Action Research.
1. The Result of Pre Cycle
The pre cycle was conducted on Sunday April 19thth
, 2009. In this
activity, the teacher was doing teaching learning process as usual, the
teacher learning process began with reading by teacher loudly. But not all
the students paid attention to the teacher. There were only some students
active to ask questions to teacher during the teaching learning process. in
this teaching learning has passive communication, it means the teacher
speaks and the students just listen, the students are not brave enough to ask
question if they do not understand yet. Students are not given maximum
response. After that the teacher gave pre-test to got students best score using
technique that usually applied by the teacher (conventional method).
a. Measuring the Students Individual Achievement
After conducting the test, the researcher gave score. Each correct
answer was scored 5 and 0 to each wrong answer. The maximum score
was 100.
After finding the result of students’ test score in reading
comprehension, the researcher went to further analysis by using
percentage of scoring as follow:
%100x
questionsofnumberThe
answerrightofnumberThe
Score =
Students’ score in reading comprehension was analyzed by using
the percentage of scoring in order to get the percentage of descriptive
analysis of the score in reading comprehension test.
The result of the pre cycle can be seen in the table below:

Table 1
The results of the pre cycle are as follow
No Students’ Code Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
A-1
A-2
A-3
A-4
A-5
A-6
A-7
A-8
A-9
A-10
A-11
A-12
A-13
A-14
A-15
A-16
A-17
A-18
A-19
A-20
A-21
A-22
A-23
A-24
A-25
A-26
A-27
A-28
A-29
A-30
A-31
A-32
A-33
A-34
A-35
A-36
A-37
A-38
A-39
A-40
60
60
55
65
60
55
65
65
60
70
50
65
50
60
70
75
75
60
65
60
60
65
60
60
60
60
70
60
60
60
65
65
65
70
70
75
50
50
60
55
Sum 40 2475
b. Measuring the Mean

Students’ score in reading comprehension was analyzed by using
the percentage of scoring in order to get the percentage of descriptive
analysis of the score in reading comprehension.
The mean score of the class can be searched by using this
)( studentsofnumbertheFrequency
Scores
Mean =
40
2475
' =scorestudentsofaverageThe
The average of students test result of the pre cycle was 61, 8. It
means that the result was low. According to observer, this condition was
not interesting for reading class. The teacher and researcher decided to use
another technique to made students interested and enjoyed in reading class
in order to students improve their reading ability and comprehend the text.
The researcher applied Mind Mapping Technique.
2. The Result of First Cycle
This activity was conduct Tuesday on April 212009. Knowing the
students result from the first cycle was not satisfied enough. The teacher
and researcher decided to use mind mapping technique to solve the
problem.
In this activity, the teacher taught reading comprehension using
mind mapping technique. The planning for the first cycle is the researcher
preparing the learning tools, lesson plan, reading material that used
narrative text to balance with syllabus and comprehension that contain 20
items of multiple choices. The other is observation scheme was also
prepared by the researcher to observed during teaching learning process.
Based on the observation, there were some students who had difficulties to
do it. It can be seen from the class was noisy and students who always
74 Suharsimi Arikunto, Op. Cit., p.264

made noise tried to cheat and discussed the answer with their friends.st,
After implementing the test, the researcher examined the answer sheet and
found the result.
Table 2
The results of the first cycle are as follow
No Students’ Code Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
A-1
A-2
A-3
A-4
A-5
A-6
A-7
A-8
A-9
A-10
A-11
A-12
A-13
A-14
A-15
A-16
A-17
A-18
A-19
A-20
A-21
A-22
A-23
A-24
A-25
A-26
A-27
A-28
A-29
A-30
A-31
A-32
A-33
A-34
A-35
A-36
60
60
55
65
60
55
65
65
60
70
50
65
50
60
70
75
75
60
65
60
60
65
60
60
60
60
70
60
60
60
65
65
65
70
70
75
st, Observation result in first cycle on 18th
April 2009

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