Tesis

Improving reading comprehension of XI graders of SMAN 1 Garum using mind mapping technique / Emi Darwati

Abstrak
Key words Mind mapping Reading Comprehension The eleventh-year students face National Examination in the following year then reading skill is crucial. The National Examination for Senior High School mostly reading comprehension tests. There are many students who are still low interested in EFL reading their reading skills are not yet adequate to undergo most reading tasks. Therefore their reading skills need to be improved. English teachers should be aware of the national goal of teaching English that was designed for the teaching and learning program in order to support the goal. That s why teachers should always make efforts to prepare them far before UN comes. To solve the problem in teaching learning reading comprehension the researcher decides to use Mind-Mapping Technique. Mind maps are visual frameworks such as figures diagrams or charts used to present structural knowledge spatially with the intention of empowering comprehension and learning.Mind maps are effective in terms of helping communicate information because they can clarify complex concepts into simple meaningful displays so that learners can develop a holistic understanding of the content to be learnt. Teachers may use mind mapping technique at different stages of instruction for example during instruction to prepare students to approach new information and clarify complex ideas or after instruction is covered to prepare students to reinforce learning in comprehending reading passages. This study is designed to investigate whether Mind Mapping Technique can help to improve the students ability in understanding literal and inferential comprehension of reading passages. It aims at finding out how the mind mapping technique can be used to improve the students literal and inferential reading comprehension at SMAN 1 Garum. The study employed a collaborative classroom action research design which the researcher as the collaborative teacher worked in designing the lesson plan implementing the action analyzing the data and doing the reflection. The subjects of this research were 30 eleventh graders of SMA Negeri 1 Garum Blitar regency East Java in the academic year of 2012/2013. This study was conducted in a cycle following the procedure of action research namely (1) planning (2) implementing (3) observing and (4) reflecting. The implementation was conducted in two cycles the first cycle of the study comprised two meetings and followed by evaluation on the result by doing a test while the second cycles comprised one meeting for teaching-learning process and followed by one meeting for evaluation. The data of this study was obtained through the students test results. They were taken after the implementation of the action. i The finding shows that the implementation of mind mapping technique in the teaching-learning of reading comprehension can improve the students reading comprehension. The students mean score increased from 65 in the preliminary test to 70 in the first test and then to 78 in the second test. The study also shows that the appropriate procedures of implementing Mind Mapping Technique in the teaching-learning of reading comprehension of the study were (1) explaining the objectives of learning to the students (2) gearing the topic by asking questions to the students and by using media (3) brainstorming (4) making a mind map in the pre-reading activity (5) classifying information (6) grouping the students (7) using simple words in English to describe unfamiliar words (8) discussing the text (9) identifying the main and supporting ideas (10) making a mind map report in the post-reading activity (11) guiding the students to share and complete the map (12) checking the students works and (13) administering a formative test. Based on the findings some suggestions are made. First it is recommended that the teachers apply this strategy as the appropriate technique in the teaching of reading comprehension. Second it is suggested that teachers make a well-prepared lesson plan which focuses on the selection of the instructional material and media as well as the time allotment. Third in the pre-reading activity the teachers encourage the students to make a mind map of their own version if they are already familiar with this strategy. Fourth in the whilst-reading activity it is proposed to assign the students to make a mind map in pairs groups or individually. Fifth in the post-reading activity they should display or publish the students work as the benchmark on the class wall or in the school paper. Sixth in the evaluation or assessment stage it advisable for teacher to make the evaluation on the process and the evaluation on the result and to design formative test to measure the students achievement accurately. Seventh for the future researcher it is suggested that they use the result of this present study as their reference.

Informasi Detail

DDC

Rt 428.4 DAR i

Prodi

Universitas Negeri Malang. Program Studi Bahasa Inggris, 2013.

Deskripsi Fisik

xi, 103 lembar : il., tab. ; 30 cm

Bahasa

No Reg

03359/KI/13

Edisi

Tesis (Pasca Sarjana)-- Universitas Negeri Malang, 2013

Subjek

1. BAHASA INGGRIS - MEMBACA, PEMAHAMAN

Pembimbing

1. Ali Saukah ; 2. Emalia Iragiliati

Lampiran Berkas