THE USE OF MIND MAPPING TECHNIQUE IN TEACHING NARRATIVE TEXT TO IMPROVE STUDENTS' READING COMPREHENSION :QUASI EXPERIMENTAL RESEARCH IN THE EIGHTH GRADE STUDENTS IN ONE OF JUNIOR HIGH SCHOOL IN BANDUNG

• Main Author: Desi Ramayanti, - (Author)
• Format: Book
• Published: 2010-07-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/94786/3/s_c0351_056885_table_of_content.pdf; http://repository.upi.edu/94786/1/s_c0351_056885_chapter1.pdf; http://repository.upi.edu/94786/1/s_c0351_056885_chapter3.pdf; http://repository.upi.edu/94786/2/s_c0351_056885_chapter5.pdf; http://repository.upi.edu/94786/2/s_c0351_056885_bibliography.pdf
• Keywords: L Education (General)

The research entitled "The Use of Mind Mapping Technique in Teaching Narrative Text to Improve Students' Reading Comprehension (Quasi-Experimental Research in the Eighth Grade Students in One of Junior High School in Bandung)" was to investigate whether or not using mind mapping technique is effective in improving students' reading comprehension on narrative text. More specifically, the research also aimed to find out the advantages and the disadvantages of using mind mapping technique in reading narrative text. There were two classes selected as the sample. They were XIII-G class and XIII-F class, where the experimental group was XIII-G class and the control group was XIII-F class. Each class consisted of 30 students. Quasi-experimental design was used as the research method. Besides, reading test and interview were conducted to obtain the data. After conducting the treatments, the result showed that the technique could improve students reading comprehension on narrative text as indicated by a statistically higher reading score of experimental group students (M= 7.25, SE= 1.43) than control group students (M= 6.27, SE= 1.57) in the posttest. This difference was highly significant t (58) = 4.630, p < 0.05 with the effect size value r = 0.26 Furthermore, the effectiveness was also supported by students' responses in the interview. Most of students gave positive responses in the use of mind mapping technique in teaching reading narrative text. The use of mind mapping helped the students comprehend the story, increase their motivation, make them more creative and imaginative, make it easier for them to remember the story, create fun learning, and save the time. The research is expected to give a contribution to the teaching of English. Finally, it is recommended for future research to investigate the effectiveness of using mind mapping technique in improving the other skills such as listening, reading, or speaking.