1. THE USE OF MIND-MAPPING TO TEACH MODAL
A. Introduction
Language is a system of communication by speaking, writing or making
signs in a way that can be understood or any of different system of
communication that is used in particular region1
. Language is a system of
arbitrary vocal symbols used for human communication. Language contains
two systems rather than one, a system of sounds and a system of meaning.
Now days, language as a tool of communication and social control has many
functions and advantages in the daily life context, such as greeting, asking
something, command, report, giving ideas, etc. With the language we can
communicate, express our feeling and can share with other people around the
world. Language has two forms, written and spoken language. Both are used
to express our feeling by using sequence of words which is tried in to
understandable sentence. When it is conveyed writtenly, someone who read
the sentence can understand and it will respond it. While spoken language is
done by someone orally. Both written and spoken languages have different
roles and difficulty level.
There are many languages in the world. One of them is English. Quran
also says that:
)االرو:م22(
“And among His Signs is the creation of the heavens and the earth, and
the variations in your languages and your colors: verily in that are Signs
for those who know”2
English has been taught in many levels of schools, kindergarten,
elementary, junior high school, senior high school even university. English
has four skills that consist of reading, listening, writing and speaking.
1
Cambridge Dictionary of American English, (New York: Cambridge University Press,
2000), p. 486.
2
British Library. Cataloguing in Publication Data. The Quran. R. J. Achford Ltd. Chisester.
Sussex, 1981. p. 398.
1
2. Ideally, four of them have to be mastered by someone who teach and learn
English because it is a key to interact with people in the world. English is
still considered as one of the most important school subjects and therefore
beginning teachers can find the responsibility of teaching it both exciting
and challenging. Learning English in school especially in the junior high
school (SMP) is one of the subjects in the curriculum that students have to
learn because it has important role and as a measurement of students’
graduation in national examination (UN). Indonesian government always
improve Indonesian education in order to be equal level with world
education standard such as chance the curriculum and introducing new
approaches (methods) of teaching to the English teacher based on the
KTSP (kurikulum satuan tingkat pendidikan). KTSP is a curriculum that
organized and implemented in each institution of education3
.
Commonly, all learners in junior high school felt difficult to study
English, grammar is one of the problems. Usually the teacher explain the
material with classical or conventional method like explain in front of
class, asking and answering question, it makes students feel bored and
difficult to memorize the material. Grammar is a total set of signals which
given language expresses its meaning or the total of structure of the
language4
.
The teacher should use appropriate methods so that the material
being taught is understandable and memorable and they enjoy the teaching
and learning process. In this paper, the writer tries to discuss a method to
teach grammar (modal), it is “mind-mapping”. The mind-mapping method
can synergize between left brain and right brain5
.
B. Discussion
3
Khaeruddin dan Mahfud Junaedi. Kurukulum Tingkat Satuan Pendidikan, konsep dan
implementasinya, (Semarang: MDJ Jateng dan Pilar Media., 2007), p. 79.
4
Robert, P. Understanding English, (New York: Connell University Harper and Row
Publisher), p. 132.
5
Tony Buzan, Gembira Belajar Dengan Mind-Mapping, (Jakarta: PT. Elex Media
Komputindo), p. 7.
2
3. 1. Grammar in Teaching and Learning
1.1 The Definition of Grammar
Grammar is the rules of a language that show how sentences are
formed, or how words area inflected6
. Grammar is also the rules of the
means of language to construct the sentences and it guides people how to
speak and write correctly. When someone knows how to construct
sentences are utterances in understandable form.
Jeremy Harmers said that:
The grammar of language is the description of the ways in which
word can change their forms and can be combined in to sentences
in that language7
.
1.2 Grammar in Language Teaching
Language has three major parts: phonology (that is sound or
pronunciation), vocabulary (that is words), and grammar. In learning
certain language, grammar is part of language components that must be
learned by the students. It is essential to avoid misunderstanding when
they use the language to communicate. By studying grammar of the target
language without neglecting to other components, the learners will
understand the language either oral or written. In teaching English
grammar for junior high school, grammar is one of the language
components to be taken into accounting by the teacher because it is the
principle in constructing sentences in a language. Grammar is a central to
the teaching and learning of languages. It is also one of the more difficult
aspects of language to teach well. Many people including language
teachers, hear the word “grammar” and think of a fixed set of word forms
and rules of usage. They associate “good” grammar with the prestige
forms of the language, such as those used in writing and in formal oral
presentations, and “bad” or “no” grammar with the language used in
everyday conversation or used by speakers or no prestige forms.
6
http: //www. Thefreedictionary. Com /grammar.
7
Jeremy Harmer, The Practice of English Lnguage Teaching, (New York: Longman, 2002),
p. 12.
3
4. 2. Mind-mapping in Teaching Modal
2.1. The Definition of Mind-mapping
Mind-mapping is a useful technique that improves the way you
take a notes and supports and enhances your creative problem solving8
.
Besides that, mind-mapping is a note which has differences with
conventional note9
. A mind-map is a diagram used to present words,
ideas, tasks or other items linked to and arranged around a central key
word or idea.
Mind-maps are used to generate, visualize, structure and classify
ideas, and as an in study, organization, problem solving, decision making
and writing. By using mind-map, you can quickly identify and understand
the structure of a subject and the way that pieces of information fit
together as well as recording the raw facts contained in normal notes.
In teaching modals, mind-mapping are good method because it
have many kinds. So by using mind-mapping students will easy the
material and memorize it well.
Mapping is one of the more common types of informal
invention. It should be used when writers encounter writers’ block or when
they are having trouble organizing their thoughts or ideas. This type
informal invention is good for coming up with ideas that are connected to
a central topic and it also be used to further develop ideas that have
already been discovered. Mapping is used by writers to gather their
thoughts and ideas before they begin a paper or other document. It is more
visual learners and can be used in both fiction and non-fiction writing. The
end result of mapping should be guidelines for this type of invention.
2.2. Mind-mapping as A Method to Teach Modal
In teaching and learning process, students get additional material
such as information of theory, cause-effect, facts or happening of
8
http: // www.mindstools. Com/pages/article/newISS_01. htm
9
Yovan Putra. Memori dan Pembelajaran Efektif, ( Bandung: Yrama Widya, 2008), p. 257.
4
5. something. Its information will be processed by students in their mind
so that it will be memorable.
Memory is a biology process, transferring codes of
information. The basic of memory is a something which has similar
function with human personality and it is different thing between
human being and others creature. Memory can review information in
the past and future.
A material as information will be processed and memorized
by students as a memory. There are many things that will do by
students to memorize the material; one of them is taking a note the
material that they have learned. Taking a note is a way to improve
memory power and it helps students to memorize a few of material in
their mind. Generally, the students use the traditional note in long
linier letter that convey all of school lesson, so that it looks so
monotone and boring.
Brain can’t process information in a good form and
arrangement but it must be looked for, choose and arranged in to
pictures, symbols, sounds and feeling.
Mind-mapping is the best technique to help thought process
because using graphic technique from human’s mind setting whose
storage universal key to open brain capacity. Mind-mapping is a
technique to summarize the material and to project the problems in to
map form or graphic technique so that it’s easier to understand.
The Advantages of Mind-mapping
Mind-map can be used for:
1. Problem solving
2. Outline / framework design
3. Anonymous collaboration
4. Marriage of words and visuals
5. Individual expression of creativity
6. Condensing material into a concise and memorable format
5
6. 7. Team building or synergy creating activity
8. Enhancing work morale10
The process of teaching and learning to teach modal are
follows:
a. Students are divided into six groups. Each group consists of ten
students.
b. Teacher gives example of mind-mapping to each group.
c. Teacher explains the material in front of class by using mind-
mapping.
d. Teacher asks each group to summarize the material by using mind-
mapping.
e. After finished, each group has to present it.
f. And the last, teacher asks each student to make mind-mapping
individually.
2.3. The Differences between Conventional Note and Mind-
mapping11
Conventional Note Mind Mapping
1. Only letter form
2. Only in one color
3. Need long time to review
4. Spend time too much in
studying
5. Static
1. Letter, symbol and picture
2. Colorful
3. Need short time to review
4. Spend a few time, faster
and more effective
5. It makes someone be more
creative
3. Modal
3.1. The Definition of Modal
10
http://en.wikipedia.org/wiki/mind_map
11
Iwan Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif,
(Jakarta: PT. Gramedia, 2004), hlm. 76
6
7. A modal verb is an auxiliary verb that can be used to change the
grammatical mood of a sentence12
. Modal auxiliaries are followed by (one
or primary auxiliary verb) and a main verb (except in the case of inversion,
etc). Unlike the primary auxiliaries (be, have and do) which mainly have a
grammatical function, the modal auxiliaries carry meaning. Although it is
an overly strong definition you may say as a mnemonic intercept modal as
conveying the mood or opinion of speakers, e.g. expressing ability,
obligation, advice, possibility, etc13
.
3.2. The Kind, Usage, and Example of Modals
1. Can
Can means be able to (ability)14
Can refers to the present or future.
Can also expresses possibility and in informal speech, is used
to request and grant permission.
Kathleen can speak Spanish, but she cannot speak Russian
(ability)
Can I take my examination early? (Permission)
It can snow in April (possibility)
2. Could
Could expresses ability, subject to certain conditions which
probably do not exist. In this use, could cab refer to the present,
the past, or the future.15
I could go now, if I wanted to. (I don’t want to)
I could dance all night. (If circumstances permitted)
If nations behaved more rationally, more of the world’s
problems could be solved. (Passive form).
12
http://en.wikipedia.org/wiki/English_modal_auxiliary_verb
13
Tony Penston, A Concise Grammar for Eng;ish Language Teachers, ()
14
George E. Wishon and Julia M. Burks, Let’s Write English. (USA: Litton Educational
Publishing International, 1980), p.230.
15
Ibid, p. 231.
7
8. He could speak French well if he had a chance to practice
it.
Could you go if I came by for you? (Refers to the future).
To express ability in the past, could is used with a past
adverbial.
When I was sixteen, I could dance all night.
Could is also used in noun clause (to replace can) when the
verb in the main clause is in the past tense.
He says he can speak Chinese. I know he can teach
Arabic.
He said he could speak Chinese. I knew he could
teach Arabic. Could is used to request permission. It is
somewhat more formal and polite than can.
Could I borrow your pencil?
Could + have + past participle refers to ability that for some
reason was not used.
I could have passed, but I didn’t study.
He could have joined us, but he didn’t get our
invitation in time.
3. May
May expresses possibility.
I may go, but I don’t really want to.
It may rain, according to the wheatear report.
The compound or perfect form (May + have + past
participle) expresses speculation about the possibility that
something happened or a condition existed in the definite
pass.
The judge’s car is not here. She may have left.
Bert may have been athletic once, but he is not
anymore.
8
9. May is also used to express permission. It is considered
more formal and polite than can and could16
.
May I smoke in your class?
In the phrase may as well, may is used to express
resignation to an undesirable situation.
You may as well consider your plans are failure.
They will never work out.
I may as well leave. It is too late to ply tennis
4. Might
Might expresses possibility which is considerably slighter
or weaker than that expressed by may.
I might accompany you, but it doesn’t appear very
likely.
It might snow in October; you can never be sure.
Might is used to express possibility in reported speech or in
other direct object noun clauses when the verb in the main
clause is in the past tense.
The news paper says it may rain tomorrow.
The news paper said it might rain tomorrow.
We thought that the new director might like to
change the books.
The compound or perfect form of might (might + have +
past participle) expresses past possibility or speculation.
We did not speak to him; he might have become
angry.
You might have been hurt! (Passive form)
Danny might have said that.
When used with the second person, this form may express
dissatisfaction because the person spoken to did not do
something.
16
Ibid, p. 232
9
10. You may have apologized.
You might at least have said hello to me.
Might is used to ask permission. It is more formal and more
polite than may, can, or could.
Might I be excused early?
5. Should
Should expresses the idea of avoidable obligation17
.
He should study more.
In this meaning, should have two negatives. One means
absence of obligation to do something; the other means the
obligation not to do something.
Should I take Kathleen some candy?
No, you don’t need to
Or,
No, you needn’t bother. She has no appetite.
No, you shouldn’t. She is not allowed to eat sweet.
Should is also used to express the idea of avoidable
obligation in reported speech.
Ratemo says they should go.
Ratemo said they should go.
In addition, should is used to state an obvious conclusion or
a logical deduction.
He took dancing lessons for years. He should be an
excellent dancer. (We are not sure, but based on our
knowledge of his long study, we assume that he
dances very well).
The combination of should + have + past participle
expresses the preceding meanings of should but refers to
indefinite past time.
Bert should have studied more. (but he did not)
17
Ibid, p. 233.
10
11. He said that they should have gone.
He studied for years. He should have passed the
examination
6. Shall
Shall expresses a request for agreement of an offer to do
something for someone. This is only really common use of
shall.
Shall I answer the telephone for you? (Do you want
to me to answer the telephone?)
Shall I go now and come back later? (Do you want
to me to go now and come back later?)
Shall is used with the first person pronouns I and we to
express future action18
. The resulting construction is formal;
the modal will is more often used for this purpose. Shall is
used by someone for formal writing and platform speaking
I shall leave for Spain tomorrow.
We shall return in September
Shall can express a threat
If you speak like that again, you shall be punished.
Shall may express a promise.
You shall receive a diploma in June.
7. Will
Will is used in the simple future construction. This is most
common use. Formerly, shall was used with I and we, and
will with he, she you and they. In certain situations, this
order was reserved. This distinction has disappeared.
Consider the shall usage strictly; it is always safe and
correct to use will.
I will do it whatever you think best.
I will act in the play if you will.
18
Ibid, p. 234.
11
12. Will you please carry this for me?
Will is used to express strong determination.
I will pass this course (I am determined)
The negative of will may express refusal.
My uncle will not be there tonight. (simple future
negative)
They think I will accept the decision, but I won’t.
8. Would
` Would expresses the result of a condition in a contrary to
fact situation19
. The clause in which it occurs is preceded or
followed by an if clause.
If I had time, I would go with you.
Would you help him if you could?
If I were rich, I would buy that house for you
Even if were rich, I would not buy jewelry.
In the interrogative, would may inquire as to someone’s
willingness to do something, ask about someone’s
preferences, or invite someone to do something.
Would you be kind enough to do this for me?
Would your friend be interested in this book about
ancient art?
Would you like to join us for tea tomorrow?
Would expresses the idea of willingness and determination
in reported of indirect discourse. It replaces will in indirect
after past tense main verbs.
Mrs. Reilly said she would go with us.
She says she will go if she can.
She said she would go if she could.
Would expresses a habitual or customary action in the past.
19
Ibid, p. 234.
12
13. When I was young, my grandfather would tell me
stories.
I would sit beside him and him listen for hours.
Would in the negative expresses refusal. It is the past of
will not.
The guard would not look at my passport.
He would not let me enter the country.
He would not answer my questions.
9. Must
Must expresses the idea of necessity or unavoidable
obligation, or a condition which cannot be changed20
.
One must eat to live. (There is no choice)
The time is up. We must go. (Perhaps we do not to,
but we have no choice).
You say you want to pass. Then you must try
harder. (It is the only way.)
Similarly, must is often replaced by have to in the past
tense sentences and in subordinate clauses when the main
clause is in the past tense.
He must work next week = He had to work last
week
Bert must be in Chicago on Tuesday = he had to be
in Chicago last Tuesday.
Must in the negative expresses prohibition and is used to
keep someone from doing something. The prohibition may
be because of a rule, a law, the general disapproval of
society, or the danger involved.
You must not walk on the grass. (There is a rule
against it).
20
Ibid, p. 235.
13
14. You must not pick the flowers in the park. (It is
prohibited by law).
You must not smoke in class.
Children must not across busy streets alone.
Must is sometime used to express a logical deduction, an
obvious or unavoidable conclusion, or a strong
supposition21
. In this meaning, must can refer to past time
by combining with have + Past participle.
The door is locked; he must not be at home. He
must have gone out.
The lights went out. The electricity must be off.
I failed the examination. You must think I am
stupid!
The opera star fainted. She must have been ill.
Must + the present progressive tense tends to produce this
meaning.
The actress must be sleeping.
The company must be planning a ling rehearsal.
10. Ought to
Ought to like should expresses desirability, avoidable
obligation, or duty22
. It relates to present or future time.
Ought to and should are often used interchangeably.
You ought to study more. (If you want to learn).
The child ought to be reading by now.
Ought to + have + past participle, referring to past time,
indicates that a duty has not been done or, in the negative,
something wrong has been done.
You failed; you ought to have studied more.
You ought not to have wasted your time.
21
Ibid, p. 235.
22
Ibid, p. 236.
14
15. C. Conclusion
Mind-mapping is one of the methods in teaching and learning grammar,
especially “modal”. By using mind-mapping, students will memorize the
material in their mind easily. Mind-mapping can be an appropriate method in
teaching grammar.
Modal is one of grammar which has many kinds and types. By using
mind-mapping students are expected to understand and memorize it well
because it consists of pictures, symbols, letters and colors.
BIBLIOGRAFY
British Library. Cataloguing in Publication Data. The Quran. R. J.
Achford Ltd. Chisester. Sussex, 1981
Busan, Tony. Gembira Belajar Dengan Mind-Mapping. PT. Elex Media
Komputindo, Jakarta:
15
16. Cambridge Dictionary of American English, New York: Cambridge
University Press, 2000.
George E. Wishon and Julia M. Burks, Let’s Write English. USA: Litton
Educational Publishing International, 1980.
Harmer, Jeremy. The Practice of English Lnguage Teaching, New York:
Longman, 2002
Khaeruddin dan Mahfud Junaedi. Kurukulum Tingkat Satuan Pendidikan,
konsep dan implementasinya. MDJ Jateng dan Pilar Media. Semarang, 2007
Penston, Tony .A Concise Grammar for English Language Teachers,
Greystones, tp publication. 2005.
Putra, Yovan. Memori dan Pembelajaran Efektif, .Bandung: Yrama
Widya, 2008.
Robbert, P. Understanding English, Conell University Harper and Row
Publisher. New York:
Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan
Kreatif, Jakarta: PT. Gramedia, 2004.
http: // www.mindstools. Com/pages/article/newISS_01. htm
http: //www. Thefreedictionary. Com /grammar.
http://en.wikipedia.org/wiki/English_modal_auxiliary_verb
http://en.wikipedia.org/wiki/mind_map
http://www.wikihow.com/make-a-mind-map
ADVISOR APPROVAL
Date Signature
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