The Effectiveness of Using Mind Mapping Technique on Students Achievement of Reading Narrative Text in the Second Grade Students of MTs Negeri Bandung in Academic Year 2013/2014

Endah, Sulistiani (2014) The Effectiveness of Using Mind Mapping Technique on Students Achievement of Reading Narrative Text in the Second Grade Students of MTs Negeri Bandung in Academic Year 2013/2014. [ Skripsi ]

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Abstract

Keywords: Effectiveness, Mind-mapping Technique, Reading Narrative Text Reading skill is very important to the students since most of the information nowadays is presented in the form of written material. In Junior High School level reading comprehension is also emphasized based on the curriculum. However, the students faced problem in this skill. One of the techniques that can be used in teaching reading is Mind-mapping. Mind mapping is one of the techniques in teaching reading that the students make a map after they read a text. In Mind-mapping technique, The students read a text. After reading a text, the students must make a map about a text that they have read. This technique will make students understand and memorize the text easily. This research was conducted to answer the following problems: 1) How is the students’ reading achievement before being taught by mind mapping technique? 2) How is the students’ reading achievement after being taught by mind mapping technique? 3) Are there any significant differences on the students’ reading achievement taught before and after being using mind mapping technique? The objectives of this research are: 1) To find out the students’ reading achievement before being taught by mind mapping technique. 2) To find out the students’ reading achievement after being taught by mind mapping technique. 3) To find out whether there is any different on students’ reading achievement taught before and after being using mind-mapping technique. This research uses pre-Experimental Design using quantitative approach with one group pre-test and post-test design. It is intended to find out any significant difference on the students’ reading achievement before and after taught using mind-mapping technique. The population of this study was all the 8th grade students at MTs Negeri Bandung. While, the sample was VIII B class that consists of 41 students. The researcher use purposive sampling. Because the researcher believe that this sample can give sufficient information. The research instrument that was used is test. Test is administered toward one group of students that is class 8B. It administered before conducting treatment that is called pre-test and also administered after conducting treatment that is called post-test. Treatment that is used is by giving mind-mapping technique. The data of this research is students score in pre-test and post-test, and to analysis that data the researcher used t-test manual with formula. The result showed that the students’ reading mean score in reading English before they are taught using mind mapping technique was 80.60. While, the students’ mean score after they are taught using mind mapping technique was 93.04. The Tcount was 8.549, whereas Ttable with significant level 5% was 2.021. So, Tcount was bigger than Ttable. It means that Ha which states that there is significant different in using mind-mapping technique to teach reading to the second grade at MTs N Bandung is accepted. Whereas, Ho which states that there is no significant different of using mind-mapping technique to teach reading to the second grade at Mts N Bandung is rejected. Based on the result above, mind-mapping technique is effective to teach reading for Junior High School. So, teachers can apply this technique to teach reading, to make the students become more creative and their learning can be more fun.

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