The Implementation Of Mind Mapping To Improve Students’ Critical Reading Comprehension Of Report Text A Classroom Action Research To The Eighth Grade Students Of SMPK Sancta Familia Sikumana Kupang In The School Year 2014/2015

WERANG, Elisabet A. (2014) The Implementation Of Mind Mapping To Improve Students’ Critical Reading Comprehension Of Report Text A Classroom Action Research To The Eighth Grade Students Of SMPK Sancta Familia Sikumana Kupang In The School Year 2014/2015. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Elisabet A. Werang. 2014. The Implementation of Mind Mapping to Improve Students’ Critical Reading Comprehension of Report Text: A Classroom Action Research to the Eighth Grade Students of SMPK Sancta Familia Sikumana Kupang in the School Year 2014/2015. Thesis of Language and Art Department. English Study Program. Advisor I Drs. Ataburan Clemens, M. Hum. and advisor II Maria Djehatu, S. Pd. The problem of this study is: “Can the Mind Mapping improve critical reading comprehension skill of the eighth grade students of SMPK Sancta Familia Sikumana Kupang in the School Year 2014/2015?” Therefore the objective of this study is to find out whether or not the implementation of Mind Mapping improves the critical reading comprehension skill of the eighth grade students of SMPK Sancta Familia Sikumana in the School Year 2014/2015. The subject of this study is the eighth grade students of SMPK Sancta Familia Sikumana in the School Year 2014/2015. This study belongs to the Classroom Action Research (CAR) based on the model offered by Kemmis and McTaggart and were conducted in two cycles. Each cycle consists of four stages: planning, action, observation, and reflection. In cycle I planning stage included problem identification, problem analysis, hypothesize the action, gathering the related literature, and organizing equipment and materials. The research instruments used in this study were lesson plans, pretest, cycle I posttest, cycle II posttest, students’ product (Mind Map) evaluation sheet, informal interview, questionnaire, journal, and observation sheet; action stage included performed a pre-test, delivered the objective of the lesson, give an introduction about Mind Map, taught the students to make a Mind Map and how to apply it in their reading activity, provided time for students to read the article and make their own Mind Map, arranging a discussion, and cycle I posttest; observation stage included monitoring students’ behavior towards the teaching learning activity and the classroom management skill of the researcher using journal and observation sheet; and reflection stage included analyzed and evaluated the data from the written tests, students’ product, journal and the observation result. In cycle II all stages were implemented in the same way as in cycle I except for the planning stage in which the focus was on the reflection result of the previous cycle and attempted to repair the weakness that occurred before. The pretest result was very low and categorized as “poor”, in which the average score was 38.00 of 100 and only 3.45% of the subject was able to pass the test. The result of cycle I indicated improvement but still below the standard of achievement and categorized as “average”. The average posttest score was 66.25 of 100 and only 51.72% of the subject was able to pass the test. The average product score was 2.16 of 4.00 and the average score of students’ behavior and respond was 2.87 of 4.00. While the result of cycle II showed that the average of the posttest score increased to 74.42 of 100, which is categorized as “good”. 70.00% of the subject was able to pass the test. The average product score was xii 3.12 of 4.00 and the average score of students’ behavior and respond was 3.25 of 4.00. With the satisfactory result obtained in cycle II, there was no need to proceed to the next cycle. Students had passed the standard of achievement applied, which was 70.00 in score and more than 60% of the subject had been able to pass the cycle II posttest. Based on this result it can be concluded that the implementation of Mind Mapping improves the critical reading comprehension skill of the eighth grade students of SMPK Sancta Familia Sikumana Kupang in the School Year 2014/2015. Therefore the English teachers especially those who are teaching at the school where this study was taken place are highly recommended to use Mind Map as one of the tool to teach the students to think critically towards a text. Teachers are also suggested to allow their students to take notes according to the style that suit them best, such as Mind Map, and not only the literal ones or the neat ones and to examine the notes based on how well the students understand them, not how they look like. It also would be very useful to provide appropriate challenge and stimulus for them such as questions or test items that varied based on the Bloom’s Taxonomy; students, especially those who involved in this study, are suggested to use Mind Map as their personal learning tool because it is very useful and can help them to be better in comprehending a text critically in a fun and a less stress way; and the writer will become an educator and since this study showed a positive result she decided to continue to use Mind Map with any necessary adjustment in her professional career as a teacher later on and shares it with others especially her future students.

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